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Min Teacher's Book Premium *ack

Tim Bowen Mickey Rogers Joanne Taylore-Knowles Steve Taylore-Knowles

M A C M IL L A N

Concept development: Mariela Gil Vienna

openMind Level 1

• •

• • • •

is part of the ground-breaking  Mi nd  series,   series, a general English course for adults that targets their language needs and provides them with the professional, academic, and personal skills they need for success in the 21st century. The key features of the series serie s are:

Life Skills: Higher-order skills such as critical thinking, organizational, and learning skills that students need in order to be successful in their professional, academic, and everyday lives. Language sub-skills with tips to support the development of the four language skills. Step-by-step approach to grammar grammar with grammar sections that provide a clear focus on the meaning, form, and function of the language. Focus on functional functional language language that helps learners improve their fluency and speaking skills. Independent learning features throughout the course such as Notice!,   and How are you doing ?   boxes that encourage learners to analyze Reflect  and their own progress. A range range of video material and related worksheets that support the themes and key language from the Student's Book.

Stud ent's Com pon ents • Student's Book Pack: Print Student's Book; webcode access to Student's Resource Center; DVD with video •

Student's Student 's Book Premium Pack: Print Student's Book; webcode access to

• •

Student's Resource Center and Online Workbook  Workbook Pack: Print Workbook (available with or without key); Audio CD Online Workbook: Webcode access to the Online Workbook 

T e ac ac h e r ' s C o m p o n e n t s • Teacher's Book Premium Pack: Print Teacher's Book; Class Audio CD; D VD with video; webcode access to Teacher's Resource Center, Online Workbook  and Presentation Kit

Resource Centers • Student's Resource Center: Cente r: Class Audio MP3s; Video; Downloadable self-study video worksheets; Downloadable wordlists; and more...!

•

Teacher's Teacher's Resource Center: Cent er: includes everything from the Student's Resource Center, plus: Downloadable class video worksheets; Extra Life Skills lesson plans; Unit, Mid-course, End-of course and Placement tests

COMMON EUROPEAN FRAMEWORK 

Al A2 Bl Level indicator is an exit level.

M A C M IL L A N

on ef lf fh enalish .com

www.macmillanenglish.com

Solutions for E nglish Teaching

System requirements fo r online components Window s Windo Wi ndo ws 7 & 8 CPU Speed Any 2 GHz dual core processor (equivalent) or above.

Apple Macintosh OS 110.7 I lb~.8Tl lb~.8Tlo!9~ o!9~ CPU Speed Any 2 GHz dual (equivalent) core processor processor

______________________________________ _________________________ ______________ __________________or __________________or above. ________  __________________________

Brow ser

IE 9, 10, 11 / Firefo x / Chrom e

Brows er

Safari 6__________

Internet connection required RAM: 1GB (32-bit), 2GB (64-bit), Display: 1024 x 768 pixels, 32-bit colour. Audio sound card DVD Player (for DVD-Videos or enhanced DVD ROMs) Minimum system requirements for the Presentation Kit Hard Disk Disk (Downloadable application only): Minimum 1 GB free on the install install drive and minimum 2 GB free on the system drive. Add-ins: Adobe AIR runtime 13 and Flash Player 13 (Dependent upon the Course) Internet connection required for Authentication/Registration/Updates Administrator access required for installation. While the online components may work for other browsers, we encourage using the browsers specified in the system requirements. For customer support please contact [email protected]

B ig tree tree

www.macmillanmind

Welcome to your new teaching space with

openMind

Included in this Teacher's Book Premium Pack is access to: © Online Workbook  #

Presentation Presentation Kit: Kit: an interactive interactive version of the the Student's Book 

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Teacher' Teacher'ss Resource Resource Center with extra audio, video, worksheets, and lesson plans

Before joining,  you will need: 1 Ready Re ady to get started? start ed? 1. Go to the website www.macmillanmind.com 2. Click ‘Activ ‘Activate ate your cod e’.

•

y o u r c o d e (s (s ee ee b el e l ow ow )

•

y o u r e m ai a i l a d d re r e ss ss

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a p as a s s w or or d ,

3. Type in in the code. cod e. 4. Enter your email email addres add resss and password. passwo rd. Make a note note of your password. passwo rd.

Important information! Each teacher has one code; do not share your code. You can access your resources from any Internet-enabled device by using your username and password. Your code will last 48 months from the date you activate it. If you need help, get in touch at help.macmillan.com

pen Mind Level 1

1 Your code

OM21T270391305651

Terms and conditions apply see w w w . m a c m i l l a n m i n d . c o m

Minimum system requirements for on line components Window s

Macintosh OS Windows XP SP3

Windows

7 8i 8 

Core 2 Duo,

CPU Speed

Core 2 Duo,

(equivalent)

2.93 GHz 2.53 GHz IE 8, 9,10 / Firefox / Chrome

I 10.6 I 10.7 I 10. 10. Core 2 Duo, 1.83 GHz Safari 5, 6

Internet connection required required RAM: 1GB for 32 bit, 2GB for 64 bit, Display: 1024 x 768 pixels, 32-bit colour, Audio sound card, card, DVD Player (for DVD-Videos)

Minimum system requirements for the P resentation Kit Hard Disk (Downloadable application only): Minimum 1 GB free on the install drive am minimu m 2 GB free on the system drive. Add-ins: Adob e AIR run time 3.8 and Flash Player 11.8 11.8 (included on this disc) Internet connection required for Authentication/Regis Authentication/Registration/Upd tration/Updates ates Adm inistra tor access required.

For customer support please [email protected] contact [email protected]

I

2nd edition

Teacher's Book Tim Bowen Mickey Rogers Joanne Taylore-Knowles Steve Taylore-Knowles & MACMILLAN

Concept development: Mariela Gil Vierma

■ ¡I

Level 1

Macmillan Education 4 Crinan Street London N1 9XW A division of Macmillan Publishers Limited Companies and representatives throughout the world ISBN 978-0-230-45923-6 Student's Book text, design and illustration © Macmillan Publishers Limited 2014 Written by Mickey Rogers, Joanne Taylore-Knowles, Steve Taylore-Knowles Teacher's Book text, design and illustration © Macmillan Publishers Limited 2014 Written by Tim Bowen The author has asserted his rights to be identified as the author of this work in accordance with the Copyright, Designs and Patents Act 1988. This edition published 2014 First edition published 2011 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers. The authors would like to thank the schools, teachers and students whose input has been invaluable in preparing this new edition. They would also like to thank the editorial and design team s at Macmillan for doing such a great  job of organizing organizing the material and bringing it to life. The publishers would like to thank all the educators and institutions institutions who reviewed materials and provided us with invaluable insight and feedback for the development of the open Mind  series.  series. Teacher's Book credits: Designed by Expo Holdings, Malaysia Cover design by Tony Richardson, Wooden Ark Limited We are grateful for permission to reprint the following copyright material: Kagan Kagan Structures: A Miracle of Active E ngagement  by ngagement  by Dr. Spencer Kagan & Miguel Kagan of Kagan Publishing and Professional Development. Student's Book credits: Designed by Phoenix Photosetting, Chatham, Kent Illustrated by Peter Cornwell pp40, 48, 54 (top), 80, 81,88, 110, 123, 134, 149, 153; Sally Elford pp28, 39, 64, 65, 94, 135; Janos Jantner (Beehive Illustration) pp40; Eva Thimgren (The Organisation) 58; Paul Williams (Sylvie Poggio Artists) pp6, 22, 60, 124, 139. The authors and publishers would like to thank the following for permission to reproduce their photographs: Alamy/Ambient Images Inc. pp108,113(b), Blue Jean Images p26(cr), David Cairns p72(A), Cultura Creative p20(C), Steve Davey Photography 52(br), Laurent Davoust p85(cr), Dex Image p26(br), f4foto p136(4), Golden Pixels LLC p12, Gyula Gyukli p27(cmr), Adrian Hall p137(bcr), Colin Hawkins p120(br), Jane Hobson p20(l), i love images/men's lifestyle p93(tmr), Ice Tea Media p9(cl), Image Asset Management Ltd. p116(tcr), Image Source p29(br), Image Source Plus p59(music festival), Juice Images p20(E), Juniors Bildarchiv GmbH p72(C), Jon Parker Lee p127(bl), Larry Lilac p19(C), LusoimagesTechnology p87(tm), Francisco Martinez p113(br), Mitja Mladkovic p84, Moodboard pp29(cm),136(2), Frank Paul p99(cl), PhotoAlto sas p69(E), Photolndia.com LLC p69(A), Photo Researchers p114, Prisma Bildagentur AG p95(cml), Thomas Reavill p100, Andres Rodriguez pp24,122(tr), Gary Roebuck p14, Dmitriy Shironosov p122(tcml), Kumar Sriskandan p13, Tetra Images p32(bcl), Val Thoermer p122(tcl), Marc Tielemans p31(A), Wavebreak Media Ltd pp27(bmr),105(tmr), H. Mark Weidman Photography p59(restaurant), Adrian Weinbrecht p16(3), Zak Hussein/ WENN.com p116(bcr), Westend61GmbH p82(4), whiteboxmedia limited p82(3), World Religions Photo Library p51, Brian Cahn/ ZUMAPRESS. com p50; Apple Computers/Courtesy Apple Computers p27(bcr); Bananastock pp56(cr),90(bmr),134, Punchstock p90(bl); BRAND X p90(B); ChooseMyPlate.gov p90(cr); Comstock Images p90(N); Corbis p90(bml), Jerry Arcieri p17(t), Bettmann p112(tl), Assembly/Blend Images p59(inset tr), Priscilla Gragg/Blend Images p43(tr), JGI/Jamie Grill/Blend Images pp46(tr),66(bmr), Jose Luis Pelaez Inc/Blend Images p66(tcr), Jose Luis Pelaez Inc/Blend Image/Blend Images p35, Edward Bock p26(cl), Sean de Burca p41, A. Geh/F1 Online p64, Randy Faris p66(bml), Rachel Frank p137(cr), Patrik Giardino p105(br), Hero Images pp22,89(cr), Jon Hicks p106(tr), Erik Isakson p99(cr), Helen King p26(cm), Bob Krist p106(d), Don Mason/Blend Images p137 (cl), Ocean pp11(cr),69(D), 137(cm), PhotoAlto p103, Odilon Dimier/PhotoAlto p32(br), Photomorgana p89(cl), Ed Quinn p115, Radius Images p43(br), Redlink Production p136(3), Shannon Stapleton/R Stapleton/Reuters euters p99(tcr), p99(tcr), Ken Seet p30, JENS SCHMIDT/STOCK4 B/ Stock4B p42(br), Dann Tardif/LWA p42(F) Sandro Vannini Vannini p109(cm); Getty Images pp25(tr,tcr),31(bcl),90(C,F,G,H ,l,J,L,P),110,111,11 2(br), 2(br), 116(br) 116(br),, AFP pp70(cl,cr),116(tr), Alex and Laila p46(b), altrendo images p63, Helen Ashford p42(E), Eric Audras pp66-67,120(tr), Henk Badenhorst p59(friends laughing), Thomas Barwick p66(bcr), Daniel Bendjy p20(A), Walter Bibikow p56(b), Bloomberg via Getty Images p31(B), Boston Globe via Getty Images p20(B), Marco Brivio p107(t), Photo by Michael Buckner/Getty Images for BET p19(2), Peter Cade p32(cl), Nano Calvo p26(bc), Reggie Casagrande p61(cr), Cavan Images p93(tr), John Coletti p102(cr), Comstock Images p33, John Cumming p59(swimming), Datacraft Co Ltd p59(inset br), Digital

Vision pp9(tr),21 (cr),42(B), 122(br), Nick Dolding p136(1 ), Photo by FOX via Getty Images p74(tr), FilmMagic pp23,25(tl), Fuse p83, Elena Genova p15, John Giustina pp121,130(cr), Jen Grantham p42(A), Daniel Grill p11(1), ML Harris p20(H), Stephen Hayward p96(cl), Hill Street Studios p20(D), Walter Hodges p20(G ), Ja ck Hollingsworth p16(1 p16(1 ), Utah-based photographer Ryan Houston p60(bl), John Howard p55, Hisham Ibrahim p99(tcm), Dave & Les Jacobs p122(tcr), Cultura/Robin James p25(br), Jupiter images p89(tcr), Mike Kemp Images p122(tl), Taylor S. Kennedy p122(tm), Shuji Kobayashi p99(bcm), Walter Krecichwost p73, Daniel Krieger Photography 95(cmr), Klaus Lahnstein p16(4), Justin Lambert p59(market, insetti), Bruce Laurance p11(4), Photography by Tuomas Lehtinen p125, Rob Lewine p32(bl), Ulla Lohmann p45, Lonely Planet p59(inset bl), Brian Macdonald p95(cr), James McLoughlin p61(cl), Elke Meitzel p11(2), John & Lisa Merrill p49(D), Peter Muller p44, NBC Newswire via Getty Images p31(cl), ZenShui/Sigrid Olson p102(br), Lauri Patterson p82(1), Photodisc p80, Plattform p53, Purestock pp52(tcl),60(br), Redferns p99(tr), Andersen Ross p140, Photo by Donata Sardella/Getty Images for Vanity Fair p31(bl), Zen Sekizawa p29(tcl), Jordan Siemens p70(bl), Stephen Simpson p9(cr), Blend Images/Ariel Skelley p26(bl), Images by Steve Skinner Photography p105(tcr), John Sones Singing Bowl Media p105(tcmr), Stockbyte pp21(cl),96(cr), Kniel Synnatzschke p66(bcm), Susan Trigg p119(tr), Art Vandalay p36(tcr), Freudenthal Verhagen Verhagen p79(cr), Justin Voight p36(tcl), Gary Wade p11(3), Adrian Weinbrecht p42(C), Westend61 p32(cr), Wirelmage pp70(cm),105(tr),131, Yukmin p52(tcr); Glow Images/Jose Luis Pelaez Inc/Blend Images p32(bm), Rick Gomez/ Blend RF p36(tcm), Inti St Clair/Blend RM p32(tr), Rick Gomez/BoostRF p77, Cultura p32(bcm). Hybrid Images/Cultura p127(tr), JTB Photo p49(C), Radius Images p95(cl); Image Source pp20(F),90(D,br),104(tr); Jacobs Stock Photography p138; Macmillan Publishers Ltd p52(tl), Paul Bricknell Photography p75(1,2), Studio 8 pp16(2),104(br), David Tolley p36(cl); The pp32(cm),90(E,K); Photodisc/Getty National Archives p17(tr); PHOTOALTO pp32(cm),90(E,K); Images pp90(O),91(tl); Photoshot/Xinhua p49(B); Rex Features/Equinox pp29(cl),130(br), Evening News p113(tr), c.20thC.Fox/Everett p34(cmr), c.Universal/Everett p34(cl), CSU Archives/Everett Collection p109(bcr), Courtesy Everett Collection p34(cml), Globe Photos p109(d), Dan Graves p72(B), Hatami Collection p109(cr), Charles Knight p109(tcr), Herbie Knott p109(tcm), Eddie Mulholland p69(C), Tony Nutley p109(tcmr), Sipa Press pp19(3),49(A), SNAP p34(cr), Unimedia Images p19(1 ); Superstock/Corbis p20(J), IMAGE SOURCE p32(bcr), Stock Connection p71; Thinkstock  p62, George Doyle p122(tcmr), Fuse p119(d), George Doyle & Ciaran Griffin p87(tr), Hemera pp19(B),99(cm), Jack Hollingsworth p66(bl), Ingram Publishing p90(M), Istockphoto pp27(tcr,tcmr),31 (C),36(cm),42(D),56(tr), 59(family),61(cm),66(bcrr,cr),69(B),70(br),79(tcmr,cml,cl),82(2),87(tl,tcl, tcm,cl,cm),90(A),91(tr),107(c), Jupiterlmages pp74(cr),79(tr), Keith Levit Photography p36(cr), Ryan McVay p85(cl), Medioimages/Photodisc p91(tm), Thomas Northcutt p137(bcm), Martin Poole pp66(tr),79(cm), Stockbyte pp19(A),87(tcr), Zoonar p87(cr). The authors and publishers are grateful for permission to reprint the following copyright material: Student's Book p.40 'Type of bird excerpt' from the book THE BODY CLOCK GUIDE TO BETTER HEALTH by Michael Smolensky and Lynne Lamberg. © 2000 by Michael Smolensky and Lynne Lamberg. Reprinted by arrangement with Henry Holt and Company, LLC. These materials may contain links for third party websites. We have no control over, and are not responsible for, the contents of such third party websites. Please use care when accessing them. Although we have tried to trace and contact copyright holders before publication, in some cases this has not been possible. If contacted we will be pleased to rectify any errors or omissions at the earliest opportunity. opportunity. Printed and bound in Thailand 2018 2017 2016 2015 12 11 1098 7 6 543

INTRODUCTION TO THE COURSE

page iv

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KAGAN STRUCTURES: A MIRACLE OF ACTIVE ENGAGEMENT

page xviii

STUDENT'S BOOK SCOPE AND SEQUENCE

page xxii

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G R A M M A R R E V I EW

page T6

NICE TO M EET YOU !

page T9

WHAT DO YOU DO?

page T19

DOWN TIME

page T29

DAY IN, DAY OUT

page T39

HERE, THERE, AND EVERYWHERE!

page T49

D I F F ER E N T S T R O K E S

page T59

YOU HAVE TALENT!

page T69

SHOPPING AROUND

page T79

LET'S EAT!

page T89

SPEAKING OF THE PAST

page T99

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GREAT LIVES

page T109

IN T H E N E A R F U T U R E

page T119

COMMUNICATIVE WRAP-UPS

page T129

G R A M M A R R E F ER E N C E A N S W E R K E Y

page T141

W O R K B O O K A N S W E R KE Y

page T143

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IN T R O D U C T IO N T O T H E C O U R S E W e lc o m e t o t h e openMind T e a c h e r 's B o o k ! Course philosophy The philosophy that underlies the openMind  series is that language is a life skill—a skill for communicating and connecting with others in our everyday lives. As with other life skills, competence in a foreign language opens up possibilities and enables us constantly to expand our potential and our ability to function effectively within the wider social, cultural, and economic worlds. This course is designed to enable students to interact effectively with others in English in a wide variety of communicative situations; in their learning environment, at work, when traveling, online, and so on. The authors recognize that the majority of students studying English in their countries will never live or work in an Englishspeaking country. Instead, they will be using English in the context of their jobs or studies in their own country. For example, they will probably not need to speak English to a doctor; however, they may have to help a foreign visitor to their country talk to a doctor. The activities in openMind  are designed to reflect the reality of how the majority of students will actually use English in their everyday lives. The authors are fully appreciative and aware that students do not come to the classroom as blank slates. Instead, they bring ideas, opinions, feelings, and experiences, all of which enrich the learning process. The course is designed in such a way that the students are given as many opportunities as possible to share these ideas and experiences through pair and group work, and in their writing and communicative work. All this ensures that the students relate to the material and make it their own. They are no longer mere users, but active participants, expressing their own points of view. The progression of tasks in each unit allows the students to relate what they have learned to their own experiences and to express their ideas and opinions in English confidently. Specifically devised unit features ensure this smooth transition. The course title, openMind, is a direct reflection of this underlying philosophy. It refers to the way in which learning a new language opens the students' minds, helping them become acutely aware of the social, cultural, and economic activities that take place in that new language. It also reflects the way in which acquiring communicative competence opens the students' minds to the possibilities inherent in engaging with those activities, and it opens doors, both personal and professional, that may otherwise have remained closed. Finally, the title resonates with the fact that learning a new language opens a new channel for meaningful communication, allowing the students to express themselves accurately, creatively, and effectively, while maintaining an open mind toward other people's opinions and ideas.

dology and u The creation of openMind   has been a rigorous and carefully researched process. Starting with the overall concept and then underpinning it with specific decisions has ensured that we are presenting you with a course that is meticulously thought-through, market-informed, and theoretically solid, and that it works pedagogically to achieve high learning outcomes in a demanding classroom environment. Each unit in openMind   is written and designed in sections. The sections reinforce each other, but are not interdependent. This adds unrivaled flexibility and allows for variety in the lesson structure. The unit sections can be taught sequentially, or they can be arranged to meet program requirements, e.g., number of hours per term. Of course, you can decide to use any other parameters you deem relevant.

Approaches to teaching language A Grammar Most students embarking on a language course expect to find grammar; they see it as the basis of the language they are learning. The teaching of grammar has traditionally involved a deductive approach in which a grammar rule is presented first (either by the teach er or by the textbook) and then practice exercises are given that allow students to apply the rule. In contrast, throughout openMind  an inductive approach is applied, in which the target grammar is first presented in context, thus raising awareness of the structure in use. Students are then encouraged to observe, compare, and analyze in order to identify the principles or rules of the new structure. Finally, students are presented with exercises that ensure comprehension of the grammar form in contexts that elicit the target language. To this end, each Grammar section in openMind  follows a dynamic five-step structure approach that activates the students' learning potential, as shown opposite. In each unit, there are two Grammar sections. The grammar has been selected to 1) reflect the needs of the students at their present level of English and 2) be relevant to the topic of the unit, ensuring that the practice is natural and meaningful. After completing a Grammar section, the students will encounter that grammar again as they work through the remainder of the unit, which reinforces the point and aids retention.

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Step 1 - Language in context  This stage introduces students to the target grammar in a realistic reading or listening context. A simple comprehension activity ensures that the students have understood the main idea of the text/audio material. Often this takes the form of general comprehension questions or a matching task. At this stage, students are not expected to produce the target language, but they are made aware of the structure in a real-life context.

presentprogressive A

Bfl34

LANGUAGE IN CONT EXT Listen to part of a conversation.

Do Jonathan and M artina know each other well? How do you know? Jonathan: It's nice to meet you in person, Martina, and not just on the dating website. Martina:

It's «ice to m eet you, too.

Jonathan: So ... are you meeting a lot of people on the New Friends website? Martina:

Not really. You're the first, so I'm a little nervous!

Jonathan: Yeah, me, too. Well, tell me about yourself. You're in dental

school, right? Yes, but I'm just studying part time this semester. I'm also working as a receptionist at a dental clinic. What ab out you? Jonathan: I'm in school, too. I'm studying robotics. O h, you're not eating your hamburger. Do you want something different? Martina: Oh, no. It's fine! I'm just not very hungry. Uh ... are you working, too, or just studying? Jonathan: I'm just studying, but I wan t to work during the summer vacation. Martina:

B

Step 2 - Notice!  This feature consists of one or two simple questions to help the students notice something simple about the form or function of the new structure as it appears in the text.

ANALYZE Read the conversation in Exercise A again.

Form Choose the correct option to complete the sentence. Then co We form the present progressive with a) be  + verb + -ing. b) be + the b ase form of the verb. Negative

Yes/No question

I'm working.

; I'm not (1 )   ______— -

He/She/lt's working.

; He/She/lt isn't : working.

; Yes, I (3)----------; N o, I'm not. ; Is he/she/it working? j Yes, he/she/it is. No,  j Where is he/she/m ; he/she/ it isn't. : working?

We/They're working. ; We/They aren't : working.

. (2 )  -- - ----: you/they working?

: Yes, we/they are. : No, we/they aren't.

: W here (4) ......... ; you/they working?

..

Function Choose the correct option to complete the sentence. The present progressive is used with situations or events that a) happen all the time and are permanen t routines. b) are happening at the moment of speaking or during this period o f time in the person's life. Spelling rules When the verb ends in -e.

: drop the e before adding-ing: e.g. take—taking, make—making, live— living.

When a one-syllable verb ends ii consonant-vowel-consonant, C a

I

double the final consonant and then add -ing: e.g. plan— planning , g et — get ting , s top —stopp ing.

PR ACT ICE Complete these sentences with the present progressive form of the verbs

 in parentheses. 1

Right no w, I ---------------------------------[make) a sandwich for lunch.

2

-

--------------------

yo u ---------------------- (have) a good time?

3 W ha t----------------------yo u ------------  - — ------- [do) these days? 4 Sally —— —

-----

L----------------- (not talk) to me right now. I don't know why.

5 Come on! W e ---------6 Right now, Ad ele ..... ... D

Step 3 - A naly ze This stage focuses on a guided inductive presentation that uses examples from the text in the previous step. It usually consists of two subsections, Form and Function. Tasks elicit from the students the rules about the new structure's form and also about its function and purpose. Having done the tasks, the students are left with a complete grammar presentation on the page.

------- --

...............

— — — (wait) for you!

- - _ _... ...

.

•. (live)  in Montreal.

NOW YOU DO IT Work in small groups. Talk about

things that are hap penin g at this time in your life.

Right now I'm no t working, so I'm living with my parents. I'm looking for a new job.

Step 4 - Practice This stage is a written exercise that enables the students to apply and confirm their inferences from the Analyze stage and gives them controlled practice in the use of the target grammar.

WATCHOUT! ^ Right now, I am studying. (^5 Right now, I am study.

Watch out!  A feature that draws the students' attention to common learner errors in the use of the new structure.

Step 5 - N ow you do it  The final step of each Grammar section is a one-step communicative activity that allows the students to practice the new grammar in a personalized context. The aim of this stage is to give the students the opportunity to employ the new structure in ways meaningful to them, thereby making it both more relevant and more memorable.

Introduction to the course

B Vocabulary 11

Language students can make rapid progress in a foreign language if they are able to assimilate and use items of vocabulary quickly and effectively. Traditional methods of teaching vocabulary relied heavily on memorization of items, which were frequently presented in lists with an accompanying translation. While generations of students learned vocabulary with some degree of success in this way, more recent approaches have focused on the communicative function of vocabulary, and particularly on the way words combine with other words to form chunks of meaningful language, as described in the Lexical Approach. The question of how people store and recall items of vocabulary has also become relevant, and the importance of associating words with a context, an experience, an image, or indeed with other words, is seen by practitioners as central to this process. When creating a course, there is the inevitable question of what vocabulary to present and in what order. The seemingly random approach adopted in the pgst has been quantified with the latest corpus linguistics tools, which in turn has enabled us to identify words that are used most frequently and words that are therefore most useful to students. In openMind, the authors have adopted a corpusbased approach to selecting and presenting vocabulary. Information on frequency and collocation patterns has

7 VOCABULARY; a green lifestyle A Amy has a very green lifestyle. Match the words an d phrases below to the pictures. Use the red bo xes.

  save water turn off the lights 3 recycle 4 ride a bike to school/work 1

2

been sourced from the corpus work created for the Macmillan English Dictionary. The underlying philosophy to teaching vocabulary is that we should introduce students to the words and phrases that are most frequent and useful in general standard English. To this end, each Vocabulary section focuses on lexical terms that the students can use actively in everyday oral and written communication. Each unit has two Vocabulary sections. Typically, there are two to three steps in each Vocabulary section. The target vocabulary (in the form of both single words and multiword phrases) is always clearly identifiable on the page. To help your students at this level to boost their vocabulary, you can employ pictures (e.g., a factory, a bridge, a subway station); make a quick board drawing for items that are relatively simple to illustrate (e.g., a square, a circle); use real classroom objects (e.g., a chair, a desk); use real items you or the students have with you (e.g., a bag, a shirt, a dictionary); use gestures (e.g., left, right, over, under); provide a synonym that is less complex than the word you are trying to explain; or use their first language, if possible and appropriate in your context. Suggest to the students that they keep a vocabulary notebook to record new items of vocabulary and examples of their use in context.

Step 1 The students are presented with the target vocabulary items and their meanings. At this stage, the students are not expected to use the items actively. Here the activities consist of matching words to their meanings, matching words to pictures, sorting words into groups, forming collocations, choosing the correct words to complete the sentences, and so on.

s  buy organic food 6 reuse bags 7 share a ride 8 clean up trash

B Do you have a green lifestyle? Check

{ / )

 the things from E xercise A

that you do to help the environment. Use the blue boxes.

C

Work in groups. Ask y our classmates questions to find out who

has a green lifestyle. Make notes of your classmates’ answers. A: Do you ride a bike to work?  B: No, I don't, b ut I share a ride. What about you? 

D Q

Share the information with your classmates. Is anyone similar to Amy?

I think Irina has a green lifestyle. She rides a bike to school every day, and she buys organic fruit and vegetables.

----------------— 

Step 3 Some Vocabulary sections have a third step, in which the students are encouraged to use the vocabulary items actively in a speaking activity, such as a discussion or role-play.

o

Step 2 This step gives the students the

opportunity to use the new vocabulary items in a controlled practice activity. They are often asked to compare options, categorize, complete phrases and sentences, and so on.

C Pronunciation

Accurate pronunciation is a key element of successful communication. Mastering pronunciation requires awareness and practice at three key prosodic levels: sound, word, and sentence—all of which are focused on in openM'md. First of all, there are the individual sounds (phonemes) of English. Here it is important to focus on those sounds that are different from those in the students' mother tongues and that therefore cause the greatest difficulty, both in terms of recognition (listening and understanding) and in terms of production (speaking and being understood). Second, there’ is the area of word stress, where English, with its numerous word stress patterns, may differ considerably from the students' mother tongues. Finally, there is the question of rhythm and intonation, where English is characterized by a relatively high number of falling tone patterns in comparison with many other languages. Level-appropriate aspects of these three areas of pronunciation are carefully developed and presented. Each Pronunciation section in openMind  typically consists of two or three steps. The Pronunciation sections are supported by audio—both for the presentation and the practice steps.

Approaches to teaching the four skills The four language skills—listening, reading, speaking, and writing—are informed by the two modes of communication: spoken and written language. Each of those has a receptive and a productive aspect. To ensure fluency, it is essential that learners of a language get practice in all four skills. However, mere practice alone is not enough. The four skills need to be developed in a planned, coherent way, something that many textbooks have neglected up to now. Each of the language skills consists of a number of different abilities, or "subskills." For example, the skill of reading consists of the meaningful use of subskills such as scanning, skimming, recognizing the main idea, etc. In actual use, we employ a variety of skills and subskills simultaneously. Consequently, in order to develop the students' skills, it is important to identify and focus on subskills in turn. In openMind, we have devised a skills syllabus that is methodically researched, carefully planned and balanced, and which focuses on subskills that are most likely to be of use to learners at their respective levels. All four skills are present in every unit in the openMind  series. However, in order to ensure a balanced development of the four main language skills, we have deployed an alternate pattern of "on" and "off" skills: "on" skills are the ones that are developed through subskills, and "off" skills are the ones that are practiced. So every unit includes two types of skills sections: 1) skills development sections for the "on" skills and 2) skills practice sections for the "off" skills. Their pattern is alternate; for example, the two "on" skills that are developed in Unit 1 are then practiced in Unit 2 as "off" skills, while the two "off" skills that are practiced in Unit 1 are developed in Unit 2 as "on" skills, and so on. This alternate pattern of "on" and "off" skills sections is clear in the layout of the contents pages, with the two "on" skills sections in every unit highlighted.

I n t ro d u c t io n t o t h e c o u r s e

VII

1 Teaching subskills (skills development sections—"on" skills) Each skills development section starts with a skills panel, which informs the students in clear, direct terms what the subskill is, why it is important, and how to apply it. The subskill section builds on the information provided in this feature. The students are always given the opportunity to apply the subskill at the end of the section. "On" skill indicated by cog. for numerical information When you hear a number, think about the way it looks. This helps you understand what it is (e.g. a date, a time, a year, or a phone number). To help you remember a number, say it in your head when you are writing it down.

In each level of the course, three subskills are covered for reading, listening, and writing. Each of these is covered twice, the second time in further detail or in a more challenging context. There are six subskills for speaking per level. Further practice of the subskills is provided in the Workbook.

Listening In openMind 1, training is given in the Listening sections in the development of the following key subskills: • listening for specific information (Units 2 and 4) • listening for numerical information (Units 6 and 8) • understanding the main idea (Units 10 and 12) Effective L2 listening is the ability to understand an aural message in another language and respond appropriately. Without the ability to listen effectively, the students will be unable to communicate successfully in the target language. Listening is an essential component of openMind.  For many students, listening can be the most difficult of the four skills, and in the classroom it can often seem the most intimidating. Help your students to become better listeners by training them in effective listening strategies.

Reading In openMind 1, training is given in the Reading sections in the development of the following key subskills: • recognizing cognates (Units 1 and 3) • reading for the main idea (Units 5 and 7) • scanning for specific information (Units 9 and 11)

 Speaking In openMind 1, training is given in the Speaking sections in the development of the following key subskills: • using polite language (Unit 1) • asking for opinions (Unit 3) • checking understanding (Unit 5) • showing interest (Unit 7) • using phone language (Unit 9) • taking time to think (Unit 11) Apart from the skills development sections, which cover speaking, there are constant opportunities for speaking throughout each unit of openMind: the students are encouraged to give their own opinions, to discuss their own experiences, and to communicate with one another on a variety of topics. A specific speaking stage can always be found in the Grammar section (Now you do it), in the Vocabulary section, and in the lifeSkills section.

Writing In openMind   7, training is given in the Writing sections in the development of the following key subskills: • understanding the mechanics (using correct capitalization and punctuation, writing complete sentences) (Units 2 and 4) • writing sentences (simple and compound) (Units 6 and 8) • sequencing and connecting ideas (Units 10 and 12) At this level, many students find writing a difficult skill, so give them plenty of preparation time. The writing exercises in openMind   take a step-by-step approach and gradually build up the students' confidence. Don't expect the students to be able to produce long pieces of written text at this level. Expand your students' writing practice by encouraging them to work with the Listen and write / Read  and write pages in the Workbook. All skills strategies are practiced in the Workbook, and the Teacher's Book pinpoints sections where you can recycle any subskills previously taught.

2 Integrating and practicing skills (skills practice sections—"off" skills) These sections (two per unit) provide the students with opportunities to practi ce skills with a focus on the communicative outcome (e.g., writing an email in Unit 5; listening to a life story in Unit 11). Each section comprises two to three steps and integrates two or more language skills. The sections allow students to focus more on the end product, with fluency in mind, and less on the process they go through in order to achieve it. In the activities here, there is a strong emphasis on personalization— relating the material to students' own experiences.

The first page of every openMind  unit is the unit opener. It features engaging pictures and provides a quick warm up to the unit, or it can be extended to a much longer and enriching speaking activity. This activity never expects the students to use any vocabulary or grammar in the unit to come. Its key purpose is to create excitement and boost motivation. It also provides a comprehensive list of language objectives for the unit. The lifeSkills panel at the bottom introduces the life skill of the unit and aims at getting the students to start thinking about the nature of the life skill.

CEF-oriented unit objectives.

G R E A T L IV E S IN THIS UNIT YOU

O

learn language to talk about people and events in the past

%

read about the life of a famous person—scanning for specific information

%

learn phrases when thinking about answers to a quiz—takinq time to think

o

listen to biographical information about the life of a fam ous person

o

write a short biography

►

watch a video about the lives of famous people

How many of these people do you r ecognize? What wer e their professions?

A

Coco Chanel

B Work in pairs. Put the people in Exercise A in different groups or pairs according to t heir similarities.  Think of as many combinations as possible. A: B:

What do Coco Chanel and Gianni Versace have in common?  They were both fashion designers.

LIFE SKILLS

Martin Luther King

Learn to use brainstorming in a group to think of ideas

STUDY & LEARNING UNIT 11

109

I n t ro d u c t io n t o t h e c o u r s e

Communicative wrap-ups For every two units, the course offers a Communicative wrap-up. The Communicative wrap-ups can be found at the end of the Student's Book, beginning on p. 130. With a clear focus on fluency, the tasks require the students to employ a range of communication strategies, using target language items and skills acquired in the two units under review. The activities are student-centered and require reciprocity—the students are not only encouraged to produce language, they are also expected to be attentive listeners. The activities are also designed to boost the students' confidence and include a wide variety of activity types, such as games, role-plays, and information gaps. Having completed a communicative task that closely mirrors a real-life task, the students should feel more confident that they can deal with real-life situations in English. They will also realize that the language they have learned is applicable in practice and, equally important, that they have mastered it. Each wrap-up ends with a self-scoring section. Encourage the students to read the can-do statements and rate their performance. This is an essential part of developing autonomous learning.

Communicative wrap-up Units 1-2

B i Work in pairs. Look at this famous person’s family tree. Ask and answer questions about the people and their connections to each other.

Anne Meara comedian

A ¡H Work in pairs. Student A, you want to register with an agency to help you find new friends. Student B, you work at the agency. Interview Student A and comp lete the form.  The n sw itch ro les.

Friends

EXPRESS Agency

Amy Stiller actor/writer 

Christine Taylor

mQ ?Q Email address:

 Telephonenumber: _ Country Nationality: Date of birth: — —

Ella Stiller

Quinlin Stiller

Occupation:

B 2 H Work as a class. You are at a Friends Express meeting. You me et each person for two minutes and try to find out as m uch as you can about him or her. Use the ideas below to help you. When you hear the signal, change partners.

n

a

m

e

?

Age?

Family?

| Work in pairs. Student A, you are a famous person. You can only say yes or no. Student B, ask questions to fi nd out about the famo us person. You can ask up to 20 questions.  Then gu ess who Student A is.

 Are you American ? 

Occupation?  A: Tell me ab out your family. B: Mybrother's name is Julian. A: What does he do?  B: He's a mechanic. A: And yo ur parents?  B: Their names are ...

o

Who is Anne Meara?  She's Ella Stiller's grandmother. What does she do ?  She's a comedian.

T

 Are you a sing er?  Yes. Is your sister an acto Yes.  Are you B eyoncé ? 

SCORE YOURSELF! Score 1-5 for the items below. Score 5 for things that ar introducemyself, exchange personal information, talk about occupations. Ica n talk about family members. If you give yourself 1or 2 for any of the statements, look at the m

il inUnits 1 and 2 again.

Teaching life skills One of the unique features of openMind  is its focus on life skills. Each unit ends with an inspiring lifeSkills section. This is based on the notion that in today's highly competitive global environment, students of English need other, higher-order skills besides language skills. Life skills include information and research skills, critical thinking and problem-solving skills, self-direction and learning skills, organization and planning skills, and collaboration skills. These skills are highly valued by employers arid are essential to the students' continued success, and yet rarely form a part of the students' formal education. The authors firmly believe that it is our responsibility to help the students develop these life skills and, in particular, to prepare them to employ those life skills in Englishspeaking situations. All the life skills covered in openMind  require a certain amount of collaboration, so pair and group work is an essential component of this section.

The life skills in openMind  feature as parts of three domains: Se lf and Society, Work and Career, Study and  Learning. It is important to understand that the use of these three domains is not meant to function as an organizing principle, but rather as a reflection of one of the many ways in which that particular skill can be applied. Life skills are essential in every aspect of our lives and therefore transferable. In every lifeSkills spread in the openMind  series, the particular life skill to be applied in one of the three domains was carefully chosen. The Reflect  box at the end of the spread acts as a reminder to the students that the life skill can also be applied in the other two domains. Each lifeSkills section is introduced by a three- or four-step summary of the approach that will be applied through the different activities in the section. These steps are applicable to the skill in general and can be applied in other situations, beyond the English classroom. Each lifeSkills section is linked to the general unit topic in which it appears, and the language and skills presented in the previous pages of the unit help to prepare the students for this section.

The chosen domain for the spread is highlighted, but all three domains are mentioned as a reminder of the transferability of the skill.

A three-step summary of the approach that will be applied through the different activities in the section.

7

S e l f a n d S o c i e ty Study and Learning B

Understand any problems you have with managing your time. Write a to-do list and categorize each task. Decide on the best order for the tasks.

A

Make a list of things to do in the

coming wee k. Estimate the time  you nee d fo r eac h on e. L ook at the example.

How well do you m anage your time? Complete this quiz.

Compare your answers in pairs. How accurate is the quiz? W h a t c a n y o u do to im p r o v e y o u r t i m e m a n a g e m e n t ? w

C 0

Work in pairs. Ask and answer questions about your lists. Use the

Tasks: 0 do the laundry

2

0

go to the bank

1hour

0

go to the movies

3 hours

hours

|

diagram and mark each task depending on how important and how urgent it is.

Key to diagram:

© How doyou feel about time? a) I never have enough time! b) Sometimes I d on't have time to do everything, but usually it's OK. c) Time? I ha ve a lot of it!

|i

0 Do you arrive on time. for.things ? a) Yes, always. b) Sometimes, but not always. c) No, I'm always late!

1

I I I 1 8

Now add up b2 0 a Q a l b2 0a3 b2 © a3 b l b3 0 aI © a b l

0 Do you often have nothing to do? a) No, I’m always busy. b) Sometimes. c) Yes, 1do. © How often doyou check the time? a) I’m too busy to look at the clock! b) Never. I don’t have a watch. c) Often. I like to know what time it is.

-té

© You have something important to do. How do you feel? a) I’m not worried because there’s a lot

J

.:d jH

b) Help! I have a thousand things to do today! c) Forget it. 1can do it tomorrow. © How do you work or study? a) 1just work undid finish. b) I take a lot of breaks to watch TV and chat online. c) It ’s difficult! I never have time to finish my work or study.

O

your score: cl c3 cl c2 cl c3

6-10 You have a lot of time—L* because you don’t do important things! Manage your time better and you can achieve more. 11-15 You have a good attitude about time. With a little time management, you can do even more. 16-18 You need to manage  your time and give yourself time to relax!

O

Ì

°

Very important and very urgent. Very urgent, but not very important. Very important, but not very urgent. Not very important and not very urgent.

o

D Write yo ur things to do in order. For each day o f the week, write A things first,

Day Sunday

followed by B things, etc. Think about the time you have and consider moving some things from o ne day to another.

Monday

E

Tuesday

0

Work in pairs. Compare your daily

to-do lists. Can you do everything in the time you have?

Wednesday Thursday

Prioritizing Is this urgent? ' How important is this?  It's very important! I don't really need to... I suppo se this isn't really urgent.

Friday Saturday

REFLECT How can the skill of managing your lime be useful to you in Work ond Career ond Study ond learning?

Doy in, day out

UN IT 4

47

The Reflect   question gets students to think about how the featured skill can be applied to the other two domains.

Introduction to the course

xi

Language wrap-up

Teaching students at Level 1

Each unit concludes with a Language wrap-up that enables the students to assess their grasp of the new vocabulary and grammar items presented in the unit.

Teaching students at Level 1 presents the language teacher with a particular set of challenges, namely the students' lack of vocabulary and the related difficulties in expressing ideas in English. At this level, however, it is important for the students to become accustomed to English, and you should therefore use English as the primary language of the classroom, as far as possible.

The Language wrap-up exercises can be done in class or assigned as homework. If given as homework, tell the students not to look at the sections of the unit that are being tested in the wrap-up tasks before they do the exercises. If you use the Language wrap-up in class, you might wish to set a time limit of 10-15 minutes for each task. Again, encourage the students to do the tasks without looking back at the relevant sections of the unit. Motivate them to focus on the tasks individually, as pair or group work could lead to stronger students dominating and would not give accurate feedback on what individual students have learned. It is a good idea to go over the answers with the whole class. This can lead to some discussion of the answers that might be useful for students. Make sure the students read the can-do statements in the score boxes and write their score out of 10 for both the Vocabulary and Grammar sections. If they have a score lower than 8, encourage them to read the appropriate sections of the unit again for homework, and then do the exercise or exercises again at home.

8-10 correct: I can ask useful questions and use ordinal numbers. 0-7 correct: Look again at Sections 3 and 7 on pages 11 and 14. SCORE:

/10

To aid retention and ensure a long-lasting learning outcome, it is crucial to recycle language points from previous sections and units regularly. For example, to recycle grammar, you can ask the students a few questions at the beginning of each class, focusing on the grammar content of the previous class (e.g., for simple past, begin the class by asking What did you do last weekend? Where did you go after class yesterday?).  Integrated recycling is also emphasized in the way vocabulary is used—the target vocabulary from each section occurs again over the remainder of each unit, reinforcing use of the items and aiding retention. In addition, to help you plan subskills recycling, the cog symbol is used in the unit plan and again in the appropriate heading within the teaching notes, along with a reference to where that subskill was previously practiced.

It is important to give brief, clear instructions in English; for example, use Work in groups rather than I'd like to have  you ge t to get her in groups. Where necessary, use gestures to support your instructions; for example, Listen (cup your hand to your ear), and Work in pairs (make an inward motion with both hands indicating that the students should work together), as this will help the students to get used to these instructions. Early in the course, present and start using key classroom language, such as What doe s  X mean? How do you s pell X ?  and How do you say X in English?, so that the students can use these expressions when they need help. If possible, key classroom phrases such as these should be prominently displayed on a wall for the students to refer to in the early stages of the course. Emphasize the advantages of using English for pair and group work activities. When students use their first language in a task, it often means they are interested and want to express their ideas about the topic, but feel that they don't have the vocabulary or grammar necessary to do so. The authors have anticipated these shortcomings and have provided the students with model conversations, prompts, and phrases in the How to say it  feature to ensure that they have enough functional language at hand to carry out a task confidently. Moreover, the course teaches a variety of useful skills to overcome any obstacles and to promote interaction. At this level, students need a lot of support and repetition. If the instruction in the Student's Book says listen and  repeat, give the students plenty of opportunities to repeat. Ask them to repeat chorally before you ask them to repeat individually. This can help to build their confidence to use English in class. When presenting new vocabulary, ensure that the students feel comfortable with the pronunciation of any new words and phrases. Use the pictures in the Student's Book to help convey and reinforce meaning by asking the students to find examples of particular words in the pictures. Give the students further practice with language items by assigning homework tasks from the Workbook, or from the extra homework ideas suggested in the Teacher's Book. Encourage the students to keep a vocabulary notebook and focus on establishing good learning practices. Students at this level may feel that certain language skills are less demanding or more accessible than other language skills. This can mean that they may be more motivated to engage with some tasks than they are with others. Nevertheless, it is important that all four language skills be developed and practiced in parallel. Covering all the tasks in each unit of the Student's Book and the Workbook will ensure that no aspect of your students' development is neglected.

openMind  Workbook  The openMind  Workbook is an ideal source of additional activities to engage the students in further practice of the Student's Book material. The Workbook follows a format similar to that of the Student's Book and reflects its section organization. The dynamic and modern design makes the book appealing and easy to navigate through.

UNIT7 YOUHAVETALENT! 1 VOCABULARY: personality adjectives A

3 GRAMMAR: am/mn't— ability

Read the sentences and (^irclejthe correct option.

George always buy s presents for his friends. He's veryoptimistic/ generous/ h onest. Everyone likes Patricia. She knows a lot of people. She's verysmart/ patient / friendly. 3 Yumi always makes a list before she goes shopping. She's veryorganized  / generous / optimistic. 4 Steve feels angry when he has to wait for a long time. He's not veryreliable/ friendly/ patient  s Fernanda always looks for problems in every situation. She's not very smart /optimistic / honest. 6  Elizabeth is a good friend. Her friends can depend on her for help. She's very pat ient / r eliable / organ ized. 7 Denise always gets good grades in college. She's verysmart/ friendly/ honest. 8 Stan is always truthful, and you can always believe him. He's very pa tien t/ h one st/ gener ous. 1

2

A

j||j22 Listen and Circle)can or can’t.

1

Elena can / can't   play the piano. Peter can / can't   dance. I can/ can't  sing. We can / can't  drive.

2

3 4

B EH 23 Listen and check (/) the things that Ricky and Bella can do. Cross ( / )  the things they can’t do.

WATCH OUT!

B C h o o s e o n e a d j e c t i v e f r o m E x e r c i s e A t h a t d e s c r i b e s yo u a n d o n e adjective that describes your best friend. Ex plain why.

I am optimistic because I never feel sad. speak another language

2 READING: for themainidea A

L o o k q u i c k l y a t t h e t ex t . W h a t k i n d o f t e x t i s i t?

a) a persona lity test

LIBRA

b) an advice column

September 23-Octobet 22

C

Make sentences about Bella and Ricky. Use can and can’t.

1

Ricky / play tennis / .

2

Bella / play a sport / .

3

Bella and Ricky / speak another language / ?

(1) ..you have no problems making friendsthis month. Your conversation and humor charm everyone. (2)

Bella / cook / ?

... Now is not thetime to buya new laptop.

Only buy the things you really need. (3) Vnu're stressed and tired. Drinkherbal teas t get more energy. „You ha :o-worker. Be honest.

~

s

inimportant decision to make about 7**d®W**r

SCORPIO (5)

....

Ricky / cook spaghetti / ? Yes, _

October 23 -November 21

Be patient with relatives. Don't argue with people

close to you. - ( 6)  This monthis a good time to start your new diet. ' Go to the gym, eat fresh fruit andvegetables, r ide your bike to work. e ahead, but there are many obstacles. Your boss knows that you are reliable, so don' t worry.  _ Don't be toogenerous this month. You shouldnt

D Put the words in the correct order to form sentences and questions. Sometimes there is mo re than one correct answer. 1

Marisa and Julia / speak / can / Italian / .

WATCH OUT!

  __ __ 

2

 your brother / cook / Can / Indian food / ? n / My best friend / sing / and / dance the tango / . I / read music / play the piano / but / I / c
'!“=onc °se '°s/ud/(

^ocohons, °w°yanaVi *f'°v'nustlr:

J rrKike p/Qn  ys ’he 'SO-For ° ”S-301 »rots

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ideas.

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lis»»“ DOWN TIME A Read the text about Emma’s family. Answer the question and write the names o f the people next to the correct picture. Hi! I'mE mma. I have two brothers and a sister. My mom's name is Brenda, and my dad's

B Find the jobs. Separate the words with a line and write them underneath.

UseV°ut

'^nefightef^

al

C Match the two halves to make words, well

good

interesting

hard

job

salary

-working

-paid

work 

security

Who! do you do?

UNI T 2

15

 _____________________________________ 

The Teacher's Book offers carefully planned, well paced, and Insightful procedural notes to help you prepare, present, and follow up on the unit material in an appropriate way for the students, teaching

DOWNTIME The expression down time (stress on down) means the same as free time or leisure time—time when you are not working or studying. Explain to the students that down time is time for fun a relaxation (e.g. meeting your friends, reading books, watching TV, or going to the movies).

Unit opener (p 29) • Optional downloadable unit opener 1 Grammar: simple present—statements •

[

~~|

1.5 Surname/Family Name (Please note: The name you give here will be the name shown on your certificate so please ensure it is spelt correctly and you have written it in the correct order.)

—i—i—i—i—i—i—i—i—i—i—i—r ------  - ——■—■—*—■—•—•—> i I i i i i i i i i i i i .................................................................................... .

6 Other names (Please note: Your name will be shown on your certificate so please ensure it is spelt correctly and you have written it in the correct order. We would expect this to be the same as on your official documents. If this name is not the name used on your current passport or travel document, or is spelt differently, you must explain why on page 13)

* ■■■1 1 '

' i

i— i

i—i

i— i—i—i—|—|—|—|—|—r

H 1.7 Name at birth if different from above. (If the names you have given are different or spelt differently from the name shown on your passport, please explain why on page 13) ______ — .— .— ,— ,— ,— r

1.8 If you are or have ever been known by any name or

1.10 National Insurance Number I

|

names apart from those mentioned above, please give details here.

|

1.11 Date of birth r r w " n D D M M 1.12 Village or town or city of birth Q 1.13 Country of birth

I

I

I

I

I

I

□

□

1.14 Sex (P lease tick (✓ ) appropriate box)

1.15 Current marital / civil partnership status (Ple ase tick ( ✓ ) one box only) Are you:

Married?

EE

Divorced?

In a civil partnership?

Q

Widowed?

Legally separated?

El l

EE

Q

Civil partnership dissolved?

Single/Never married?

Q

EE

1.16 P resent address You must give us any change of add ress in writing while we are considering this application.

Postcode [ Please state the date that you moved into this address

Wo rk in pairs. Role-play asking each other questions about the other information on the form.

H O W T O S A Y IT

D D

M M

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Contact Details

Dayt ime/ mobi le tele pho ne num ber Evening teleph one number

e-mai,address

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Asking for help with forms Excuse me. Can you help me, please?  What does ... mean?  What do I put here?  Can you please tell me w ha t... means? 

REFLECT... How can the skill of understanding forms be useful to you in Work and Career and Study and Learning?

Nice to m eet you!

UNIT 1

17

Language

wrap-up

1 VOCABULARY A

Complete these conversations with w ords in the box. (5 points) help

repeat

say

slowly

spell

1 A: Can you 2 A: How do you 3 A: Can you speak more 4 A: How do you 5 A: Sorry, can you B

me? This Is very difficult. that in Engli sh? slowly  please?

 spe^ repeat 

 your nam e? that, please?

B: Yes, of course. B: You say, "Excuse me." B: Yes, I'm sorry.

It's P-E-N-E-L-O-P-E. B: Yes. P-E-N-E-L-O-P-E. b=

Complete the sentences with the ordinal numbers for the words in parentheses. (5 points)

1 Today is August ^ rc^. (twenty-third) 2 Tomorrow is Dece mb er . ( fou rteenth) 4  . L 3 July In is American Ind epende nce Day. (fourth) 4 On January 1st , peo ple in the U.S.A. celebra te New Year's Day. (first)  5  Wednesday is May  2ncl . ( second)  j

8-10 correct: I can ask useful questions and use ordinal numbers. 0-7 correct: Look again at Sections 3 and 7 on pages 11 and 14. SCORE:

/10

2 GRAMMAR  Megan is from the U.S. She is introducing herself to a new friend in Argentina. Read her email.(0irclg)the correct options. (10 points)

8-10 correct: I can use be in statements and ask wh- questions to get information about people. 0-7 correct: Look again at Sections 4 and 8 on pages 12 and 14. SCORE:

/10

Language wrap-up

1 Vocabulary

Students can do the Language wrap-up exercises in class or for homework. If you give them for homework, remember to check the exercises at the beginning of the next class, or collect a few to grade and identify any typical errors.

A

If you decide to do the exercises in class, you can approach the wrap-up as a two-step reviewing procedure. First, ask the students to do the Vocabulary section individually. When ready, encourage the students to check their answers carefully, and then put them in pairs to compare answers and discuss any differences. Self- and peer-correction are two excellent ways of developing learner independence and creating a cooperative learning environment. After completing the Vocabulary section, you can apply the same procedure to the Gram mar section. At the end of each section, make sure that the students write their score out of ten. If they have a score lower than eight, direct them to the appropriate sections of the unit, and encourage them to read those sections again for homework. After that, ask the students to complete the exerdse(s) again at home.

Encourage the students to read through both parts of the conversations before they choose the correct word for each one. B

Remind the students that they need to write the digits, not words, for the numbers in the blanks.

July 4this an important date in the U.S.A. because it marks the anniversary of the signing of the Declaration of Independence by the colonists from Great Britain. People usually celebrate this day with parades and fireworks displays in public places.

2 Grammar • Ask the students to read the entire email first. • Point out that there may be a few cognates. Check that they understand the word friend. • Have the students read the email again and circle the correct options. Check answers with the class.

C o m m o n E u r o p e a n F r a m e w o r k : u n it m a p Com petence developed

C E F Reference (A1)

1 W riting

can give basic personal information

Table 1; Table 2; Section 4.4.1.2; Section 5.2.1.6

2 R ea din g

can r eco gnize co gn ate s and use them to give bas ic personal information

Table 1; Table 2; Section 4.4.2.2

3 Vocabulary

can request clarification and assistance

Table 1; Table 2; Section 4.4.3.1; Section 5.2.1.1

4 Grammar

can use

Sé

5 Pronunciation

can understand and say the letters of the alphabet

Section 5.2.1.4

 S é

6 Speaking

can use polite language when requesting factual information

Table 1; Table 2; Section 4.4.3.1 ; Section 5.2.3.2

7 Vocabulary

can understand and use ordinal numbers

Section 4.4.3.1

8 Grammar

can understand and use information questions with be

Table 1; Table 2; Sections 5.2.1.2; 6.4.77; 6.47.8

9 Listening

can listen for simple specific information

Table 1; Table 2; Section 4.4.2.1;

-* Sé

Unit 1

Sè

be  in

statements and questions

SS

ss

 ss

Table 1; Table 2; Sections 5.2.1.2; 6.4.77; 6.47.8

Nice to meet you!

UNITI

T18

The expression What do you do?   is the question to ask what someone's job is. it is a short version of What do you do for a living? 

U n it p la n Unit opener (p. 19) • OptionaJ downloadable unit opener 1 Vocabulary: occupations (p. 20) 2 Pronunciation: two-syllable nouns (p. 21) 3 Grammar: articles (p. 21) 4 Vocabulary: family members (p. 22) 5 Listening: for specific information (p. 22) 6 Reading: a celebrity biography (p. 23) 7 Writing: understanding the mechanics (p. 23) 8 Grammar: possession (p. 24) 9 Speaking: talking about family (p. 25) • Optional downloadable Speaking workshop: talking about family lifeSkills: categorizing (Work and Career) (p. 26) • Optional downloadable lifeSkills lesson (Self and Society) • Optional downloadable lifeSkills lesson (Study and Learning) Language wrap-up (p. 28) Communicative wrap-up Units 1-2 (p. 130) Video and downloadable video worksheet

^ 10 min. 10 min. 25 min. 15 min. 40 min. 25 min. 30 min. 30 min. 30 min. 40 min. 20 min. 20 min. 45 min. 45 min.

Reading: a celebrity biography Ask the students if they are interested in the lives of famous people (e.g. where and when they were born). Ask them to look though the unit and find out which famous people they will read about in this unit. Speaking: talking about family Ask the students to stand up and walk around the class, asking the question How many brothers and sisters do you have?   When they find someone who has the same number of brothers and sisters as they do, they should ask how old the brothers and sisters are. Refer the students to the HfeSkills panel. Tell them that the topic of this unit's lifeSkills section is Categorizing.  Play a game of Categories. One person names a category of things (e.g. objects beginning with "c"; animals; countries). One by one, in order around the class, everyone then has to name something in that category (e.g. chair, coffee). If a student can't think of a word in that category, they are out of the game. The last person in the game is the winner. A

45 min. 15 min 20 min. 45 min.

Unit opener Lead-in Direct the students' attention to the objectives in the unit menu and go through the information with them. Explain that this unit focuses on language to do with family and occupations, and on the following skills to help them talk about these topics: Listening: for specific information Ask the students what personal information people give when they give information about themselves. Elicit examples such as name, date o f birth, nationality, hometown, likes and dislikes,  etc. Writing: understanding the mechanics Write a capital "A" and a small "a" on the board. Elicit capital letter. Ask the students what words begin with capital letters in their language. Elicit examples (e.g. names, names of countries, names of cities). Highlight any differences between their language and English (e.g. In English, words for languages begin with a capital letter, for  example, Spanish, Portuguese, Chinese.).

• Highlight the unit title question and the fact that we use this question to ask what someone's job is. We use the word occupation in official forms to ask this question. • Ask the students to identify the three famous people in the pictures (John Travolta, Beyonce, Woody Allen). Write the celebrities' names on the board. • Ask the students to work individually to match the people to their main occupations. Note that the students probably know Beyonce as both a singer and an actress. Remind them to choose each person's main occupation. • Ask the students to compare their answers in pairs. Then check the answers with the class. Encourage the students to make full sentences when giving their answers (e.g. Beyonce is a singer; Woody Allen is a movie director.). B

• Tell the students that all three of these people have another occupation or activity that they do. Ask them to guess what these occupations could be (e.g. Maybe Beyonce is an artist.). Listen to their suggestions, and write any new occupations on the board (e.g. doctor, teacher, writer). • Put the students in pairs to do the exercise. You may need to check the students' understanding of clothing designer. You could either use an explanation (someone who has ideas for new or different clothes) or give some famous examples of clothing designers (e.g. Yves Saint Laurent, Ralph Lauren, Tommy Hilfiger, etc.). • When the students finish, check the answers with the class.

U N IT 2 IN THIS UNIT YOU 0

learn language to talk about your family and occupations listen to a conversation about ! occupatio ns— listening for specific information learn to use punctuation correctly i in sentences—understanding the mechanics read about a famous person's occupation and family talk about your family and their occupations

A

Match these famou s people 1-3 to their main profession A-C.

1 V O C A B U L A R Y : o c c u p a t io n s A

Match the occupations to the pictures.

1 2 3 4 5

G E  I ~H D

taxi driver teacher actor firefighter police officer

 A 6 7 _ F  8 _ C  9 _ ~J 10 _ 6

soldier doctor engineer lawyer writer

B

Which of these occupations are dangerous? Number the red boxes from 1 (very dangerous) to 10 (not dangerous). C

Q S Work in pairs. Compare your choices. Do you agree or disagree?

My number one is ... B:  / agree.

A:

D 0

Now number the blue boxes from 1 (very interesting) to 10 (not interesting). Then w ork in pairs a nd compare your choices.

c

Lead-in

Elicit any occupations that the students already know and write them on the board. The students will probably know some cognates, such as student, doctor, computer   programmer, as well as basic terms, such as teacher.

Culture note -i* rrf 

r-*

The English word  pro fessor  is a false cognate in some languages—in English, a professor works in a university or college department, and does not work in a high school. People who work in schools are called teachers.

• Draw the students' attention to the pictures and the list of occupations. • Ask the students to work individually to match the occupations to the correct picture. Make sure the students use the blanks next to the numbers, and not the check boxes. • Ask the students to compare their answers in pairs. Then check the answers with the class. • Do some choral repetition of the occupations. • Remind the students that some of the words might be cognates or loan words, but emphasize that while they may recognize the meaning of the word, they need to pay close attention to its pronunciation in English, as it is likely to be different.

• Check that the students understand the word dangerous. Give an example of a dangerous activity (e.g. driving very fast, touching electrical wires). Check that they understand the idea of ranking items from 1 to 10 (in this case from 1 for very dangerous to 10 for not dangerous) by asking them to name a profession they think is very dangerous (1) and one they think is not dangerous at all (10). • Ask the students to do the exercise individually. Make sure they write the numbers in the red boxes only. • Circulate and monitor, assisting where needed.

• Focus on the use of I agree when you have the same opinion as another person and I disagree when you have a different opinion. Point out that the stress in agree is on the second syllable, while the stress in disagree is on the first syllable: / agree. I disagree. Ask the students to repeat each phrase chorally with the correct stress. Encourage them to use these phrases when comparing their choices. • Ask one or two pairs of students to model the exercise (e.g. A: My num ber four is a teacher. Being a teacher is dangerous. B: I disagree. I don't think it's dangerous.). • Ask the students to work in pairs. Circulate and monitor, assisting where needed. Remind them to use English and the phrases / agree / / disagree. • When the students have compared their choices, elicit some ideas from the class. • Take a class vote to find out the students' opinions on the top three most dangerous jobs. D

• Tell the students that now they are going to give their opinions on the most (and least) interesting jobs. Make sure the students understand that this time they should write the numbers in the blue boxes next to each picture. • Give the students time to complete the exercise individually. Then put them in pairs to compare their answers again, practicing / agree / I disagree again. When they finish, elicit some of their ideas. Find out which occupations they think are very interesting (1) and which they think are not interesting at all (10). • Encourage the students to give reasons why they think the jobs are interesting or not interesting (e.g.  A taxi driver meets lots o f peop le.) To wrap up, ask the , class to give their opinions of other jobs they think are interesting.

Extra: occupations race Put the students in teams. Tell them that they will have two minutes to think of as many jobs in English as they can. After one minute, have the groups share their lists. Teams get one point for each original word (a word not appearing on another team's list). The team with the most points wins.

W orkbook p. 10, Section

W hat do you do?

UNIT 2

T20

2 Pronunciation:

two-syllable

N O T IC E !

nouns

• Check that the students understand the terms verb, adjective, and noun. Write an example of each on the board (e.g. speak, big, student ). Ask the students to match the words to the correct grammatical terms. • Ask them to circle examples of a, an, and the in the text. • Ask them to read the question and choose the correct answer.

Lead-in

Write the words English and student  on the board. Ask the students how many syllables each word has (two). Ask the students to repeat the words chorally, and ask them whether the stress is on the first or the second syllable in each word (first).

07 See the Student's Book for the audio script. Play the audio once, and ask the students to listen only, with their books closed. Then ask them to tell you which syllable is stressed in each word (the first). Ask the students to open their books and draw their attention to the stressed (underlined) syllables. Then play the audio again, and ask the students to repeat the words with the correct stress. Emphasize that the stress is on the first syllable. Note that many learners find the pronunciation of lawyer   /'bjar/ challenging. You may need to ask the students to repeat this word several times.

B . H

08

See the Student's Book for the audio script. • Before you ask the students to work in pairs, give them time to practice saying the words individually. • Put the students in pairs, and have them take turns saying the words. Encourage them to listen to their partner's pronunciation and make sure that the first syllable is stressed. • When the students finish, play the audio, and ask them to repeat the words chorally.

3 Grammar: artic Lead-in

Ask the students What do I do?  They may say *You are teacher. If they say this, say, I'm a teacher, without stressing a, and tell them that in English we use the indefinite article before occupations. Check articles by gesturing to a book and the board, and saying a book  (indefinite), and the board { definite). A

• Give the students time to read the texts individually. Then elicit the people's jobs from the class. Ask What  does Ed do?, and ask the students to answer with full sentences (e.g. Ed's/He's a lawyer.). • Ask individual students What do you do?, and ask them to respond, making sure they use the indefinite article (e.g. I'm a doctor, I'm a student, etc.).

B Form

• Ask the students to look at the table and give you an example of each type of article from the text in Ex. A (zero: musicians;  indefinite: a law firm; definite: the  government ). Function

• Ask the students to read the statements. Remind them that they can refer to the text in Ex. A to find the answers. • When checking answers, highlight that the indefinite article a is usually pronounced with the schwa sound /a/. c

• Draw the students' attention to the Watch out! box and ask them to identify the error. Emphasize that with occupations, we always use a or an  in English. • Remind the students that when they see a noun in the plural form, it will never have the indefinite article a/an. • Ask the students to do this exercise individually. • Circulate and monitor, assisting where needed. When the students finish, ask them to compare answers in pairs. • Go through the answers and encourage the students to say which rule each sentence exemplifies. D

• Elicit the question we use to ask about someone's job What does he/she do?, and write it on the board. • Elicit the affirmative forms of the verb be,  and encourage the students to use them correctly in this exercise. Remind them of the negative form if they disagree with their partner. • Hold up the Student's Book and point to a picture on p. 20 to use as an example. Ask individual students What does he/she do?  Elicit the answers He's a/an ...; She's a/an ... • Point to' the picture of the actors, and write on the board What ____ do ?   Ask the students to tell you the missing words in the question (do, they). Elicit the answer They're actors from the class. • Ask the students to ask and answer the questions about the remaining pictures in pairs. Circulate and monitor, assisting where needed. Correct any errors with articles. • Check the answers with the class.

Workbook pp. 10-11, Section

2

t w o - s y lla b l e n o u n s

A

E ^ 0 7 Listen to the words. Notice that the first syllable in each wor d

is stressed. doctor

B 0

teacher

lawyer

H J 0 8 Work in pairs. Practice saying these words. Make sure you

stress the correct syllable. Listen and check. singer

3

driver

writer

actor

soldier

dancer

3RAMMAR: a r t i c l e s

I'm John and this is Carol. We're musicians. I'm a pianist, and she's a singer. We're in a band called

A LANGUAGE IN CONTEXT Read

White Nights. The band is fun, but hard work! Our next concert is at the Olympic® Park in Sydney!

these texts. W ha t job or jobs does each person do?

W i

h

a

t  y o

d o . Q d o u

Hi. I'm Ed. I'm a lawyer. I work for a law firm. The law firm is called Accident Lawyers. When someone has an accident, we help. We also do a lot of work for the government. I love my job.

B ANALYZE Look at the texts in Exercise A again.

(&irclg)the words a, an , or t h e in the texts. What words come after them?

Form

zero article

(no article)

indefinite article

a/an

definite article

the

NOTICE! a) verbs

b) adjectives

Function Choose the correct option to complete the sentences. 1  We use a before ...

r^^sTngular nounsj> b) plural nouns. 2  We use an before singular nouns that begin with ...

(^ayvowel sounds b) a consonant. 3 We use ... before plural nouns for general reference, a) the CgTno (zero) articT^>

4 We use a the first time we mention something, and then we use ... a) an. ( b) the?) 5 We use ... before a thing, place, or organization when there is only one of them. a) a (b) The)

C PRACTICE Complete the sentences with a, an, the, or — (no article). 1 Jam es is 2

3 4 5

a soldier. Wayne and Dave are _. I_ teachers. I wa nt to be an artist. I'm in a band. band is calle d Lov e Hurts. Lauren and I are ~ mu sicians.

singer? 6 Are you 7 Richard works in a hospital. What's hospital called? 8 Harry's a doctor in army. t^ie 

D Q j NOW YOU DO IT Work in pairs. Ask and answer questions about the people in the pictures in Exercise A on page 20. A: What doe s he d o? 

B: He's a.. .

the

W A TC H O U T ! My mother is a teacher, (g) My mother is teacher.

What do you do?

UNIT 2

2l

f a m ily m e m b e r s

□ A

Look at this picture. Say wha t Joshua, Katy, Greg, Lisa, and Bob do.

Joshua

Katy

1 boyfriend 

Greg

2

Lisa

brother 

3

Bob

dad 

HWHV 

__ I

I___

4  parents

B §||09 Listen to Katy and write the correct wo rd in the box unde r each name in Exercise A. boyfriend

C

Ü10

brother

dad

grandma

  parents 2   brother 3 mom and dad 4 boyfriend 5 grandparents 6 wife

o

mom

parents

Listen and match. a) sister

1

5

grandpa

b) girlfriend c)  grandchildren d) children e) husband f)  son and daughter

f o r s p e c i fic in f o r m a t io n

Read the task before you listen. Think about what information you need. For example, is it a name or a place? Listen carefully for this information. A Read these statements about Rachel. (0rcle)the correct type of missing information. 1 Rachel is a teacher  .   ___________ The missing information is (^eroccupatiop)/ her full name. difficult  2 Her job is very The missing information is a noun  / My sisters are both students. {££) My sisters are both student's.

the best? 

Possessive pronouns I

mine 

you

he

she

yours

his

Ç8)

herS

we

 you

they

ours

 yours

theirs

e.g. This is my baa. That is your bag. This is mine. Tha t is you rs. Function Match 1-3 and a-c to complete the sentences. We u se 's o r ' after a noun to \ ^ a )  instead of a noun to talk about possession. 2 We use possessive pronouns_^S^--b)ask about possession. 3 We use whose to •— " ^c) say who something belongs to. 1

C

PRACTICE circ le )the correct options.

My(parent§j)/  pa rent' s job s are very interesting. 2 Who /(yyhosgtcell phone is this? 3 Is that(gya njy Ryans-' laptop on the table? 4 Your book is over therm Thi$ one is my /(mine) 1

5 6 7 8

The Coen brother's / b r o t h e r s ) new movie is great. Evan and Bill think our house is like them /( th e ins?) Whos e(^rotherJ^)/ is brother named Brian? Those are all my family pictures. Now show me you /(you rs .)

WATCH OUT! ^  That pen is mine. (££) That pen is my. m tm m m m m m m

I

Lead-in Use some classroom objects to highlight possessives as the language point. For example, This is my desk; This is Liam's dictionary; This is her pen.

A • Ask the students to read the statements. Then ask them to read the text and circle T(true) or F (false). • Ask them to compare their answers in pairs. Chec k the answers with the class.

NOTICE! • Highlight that there are several ways of expressing possession. • Ask the students to circle all the ways of talking about possession in the text. Note: there are a total of 13 expressions.

• Direct the students to the example sentences about possessive pronouns. Remind the students that they learned about possessive adjectives in the previous unit. Point out that in the first sentence , my and your  are possessive adjectives. In the second sentence, mine and  yours are possessive pronouns. Explain that possessive adjectives are followed by nouns, but that possessive pronouns substitute for possessive adjective + noun. Explain that in the examples, my bag = mine, and your  bag = yours. • Point out that his is the only example where the possessive adjective and the possessive pronoun are the same. • Ask the students to complete item 4 and item 5 in the grammar table. • Focus on the examples in the second Watch out! box and highlight that we never use possessive adjectives after the verb be.

Function

B

• Ask the students to match the sentence halves to complete the rules for the functions of the different ways of expressing possession. • Ask them to check their answers with a partner. Check the answers with the class.

Form

c

• First, ask the students to complete item 1 and item 2 in the grammar table. As the students are working, draw the table on the board. When the students have finished, ask for volunteers to write the correct answers on the board. • Have the students look at the first Watch out! box. Tell them that this is a common mistake in English (often made by native speakers). Encourage them to be careful not to use the singular possessive's with plural nouns. • Hig hlig ht that there is a difference in the position of the apostrophe with singular or plural nouns e.g. sister's or  sisters'. • Focus on the example of the irregular plural possessive. Point out that this example is common. • Read the examples in the language box, and remind the students th at 's is also the contracted form of is. • Check that the students understand the meaning of whose. Use classroom items to illustrate it (e.g. Whose bag is this? It's Elena's. Whose book is that? It's Tom's.) Have the students complete item 3 in the grammar table. Check the answer with the class. • Make sure the students understand that possessive pronouns can be used instead of nouns with apostrophe 's, (e.g. That's Suzie's bag. That bag is hers.).

• Do the first sentence with the class as an example. • Ask the students to do the exercise individually. • Ask the students to compare answers in pairs. Then check the answers by nominating students to write their sentences on the board. Ask the class to help you correct any mistakes on the board.

E x t r a : g r a m m a r p r a c t ic e Write these fill-in sentences on the board. 1 She _______ have any brothers or sisters. 2 _______ you have a pet? 3 _______ pen is this? 4 That book is yours. This one is _______ . Ask the students to work in pairs and find words to fill in the blanks. Check the answers with the class.

Answers 1 doesn't 2 Do

3 Whose 4 mine (his/hers)

E x t r a : i s   o r p o s s e s s i v e  ' s To reinforce the difference between contracted's and possessive's, write this sentence on the board: Richard's sister's a student. Ask the students which's is the contracted form of is and which is the possessive (the first one is the possessive). Ask them to tell you what helped them decide.

W h a t do yo u d o ?

UNIT 2

T24

• Tell the students to look at the pictures. Put the students in pairs, and give them time to share any information they know about the people in the pictures. • Ask a student to read aloud the example sentences. • Ask the pairs to make as many sentences as they can using the possessive forms. Encourage them to write their sentences. • Circulate and monitor, making sure that they are using the possessive forms correctly. • Invite volunteers to share their sentences with the class, and correct any errors in the use of the possessive forms.

 Alternative Ask the students to keep their books closed. Write the two questions for the exercise on the board. Play the audio once, and ask the students to compare answers in pairs. Then ask the students to open their books, and play the audio again so they can check their answers.

Answers 1 She's a teacher. 2 She's a salesperson in a store.

P o ss i b l e a n s w e r s

Extra: conversation practice

Will Smith is an actor. His wife, Jada Pinkett Smith is an actor, too. They have two children. Sofia's dad is a movie director. She has two children and a brother. Her brother's also a movie director. Owen Wilson is an actor. His brother, Luke, is an actor, too.

Ask the students to practice reading the conversation in pairs. When they are comfortable, have them insert their own information about their family members.

B

Culture note Will Smith first became famous when he starred in the TV show The Fresh Prince of Bel-Air.  He married Jada Pinkett Smith in 1997. She has appeared in more than 20 movies, including three Madagascar  movies and Europe's Mo st Wanted. Sofia Coppola is an actor and director who won three Golden Globes and an Oscar for Lost in Translation. Her father, Francis Ford Coppola, has directed numerous movies, including The Godfather  and  Apo calypse Now. Owen Wilson has appeared in Shanghai Knights and Marley & Me. Luke Wilson has appeared in Legally  Blonde and The Wendell Baker Story.

• Draw a simple version of your family tree on the board. Write the names of your husband/wife, parents, brothers, sisters, and children, but don't explain their relationship to you. Ask the students to tell you the relationships of your family members to you (e.g. Teacher: Who is Francisco? Student: He is your father. Teacher: OK, then who is Patricia? Student: Patricia is  your mother, etc.). As the students give you the correct answers, write the family vocabulary under the names. • Ask the students to draw their own family tree on a sheet of paper, but only writing the names, not the relationships. • Ask them to work in pairs and ask and answer questions in the same way (Who is Luisa?, etc.). c

Workbook pp. 12

9 Speaking: talking about r

.i

family

^

v;

A . m 1 3 See the Student's Book for the audio script. • Ask the students to look at the picture, and tell them that they are going to hear these two friends talking about the woman's family. • Give the students time to read the questions carefully. • Play the audio once, and check progress. If necessary, play it again. • Check the answers with the class.

• Ask the students to work in the same pairs. Point out the model conversation, and give a few more examples by asking questions (e.g. What's your brother's name? What  does he do?). • When the pairs finish, invite several students to tell you something about their partner's family (e.g. Maria's father is a doctor.). Correct any errors in the use of possessives and the indefinite article. • Draw the students' attention to the Watch out! box. Emphasize that we do not say, *This is the sister of  Lauren, or *This is the pen of Maria  in English.

Workbook p. 14, Read and write p. 15, Down time

a -

D q | NOW YOU DO IT Say what you kno w about these people. Say what their relatives do. Wo rk in pairs.

9 SPEAKING: t a lk i n g a b o u t f a m i ly A

afl 13 Listen to the conversation below. Ans wer the questions. Sam: Lauren: Sam: Lauren: Sam Lauren: Sam: Lauren:

* 4

So, tell me about your family. Well, my brother James is a mechanic. And your sister? Nicole's a teacher. Are they married? Yes, my brother's wife is a taxi driver, and Nicole's husband is a police officer. What about your parents? Mom's a salesperson in a store, and a lawyer. What about your family?

What does Lauren's sister do? 2 What does her mom do? 1

B Draw your family tree in your notebook. C  jH Work in pairs. As k and

answe r questions about your relatives and their occupations. A: W h a t d o e s y ou r m o m d o ?   B:  S h e ' s a . . .

W h a t do yo u d o ?

UNIT 2

25

lifeSkills CATEGORIZING • Understand the purpose of categorizing. • Categorize the items using relevant characteristics. • Use the information to make a decision.

A

Look at the web site on the next page. W ho is it for? Choose the correct option.

This website is for people who ... CaTwan t to find their ideal jo E^ b) want to find some one to do a job.

B ¡{| Wo rk in pairs. Wri te these careers in the different categories below. Each career can be in more than one category.

creative jobs: well-paid jobs: office jobs:  job s working with others:  job s requiring a physical skill:  job s working from home:

ifeSkills: categorizing Step 1 Understand the purpose of categorizing. (Ex. A) Step 2 Categorize the items using relevant characteristics. (Ex. B) Step 3 Use the information to make a decision. (E-x. B, Ex. C, Ex. D)

Lead-in • Read the target skill aloud and highlight the three-step strategy to develop the skill. Check that the students understand all the vocabulary. • Relate each exercise in this lifeSkills section to the relevant stage in the three-step strategy before you ask the students to begin the exercise (e.g. T h e p u r p o s e o f   t h i s e x e r c i s e i s t o c a te g o r i z e i t em s . T h i s i s S t e p 2 i n t h e

B • Ask the students to look at the pictures. Say the names of the careers, and ask the students to repeat them chorally. Explain any unfamiliar vocabulary. • Ask the students to look at the six different categories below the pictures. Make sure they understand well paid jobs  (jobs where you earn a lot of money) and office job  (in a building). Point out that all of the careers in the pictures can be in more than one category. • Put the students in pairs, and give them time to categorize the careers. • When the pairs finish, have them join another pair and compare their answers, discussing their choices. • Elicit some ideas for each category from the class. Find out which jobs the students think are well paid, for example, and which jobs they think are not so well paid.

three-step strategy.).

• Ask the students what c a t e g o r i z i n g means (grouping people or things according to their qualities). Emphasize that items in a group share the same or similar qualities. • Point out that categorizing can help us learn more effectively and do things more quickly. A lot of the time we categorize subconsciously, but doing it consciously can help us use information to make decisions. • Ask the students when they might have to categorize in the Work and Career domain. Elicit examples (e.g.  pr i or i ti zi ng ta sk s at w or k  and m a k i n g d e c i s i o n s ) . • Write three very different jobs from this unit on the board (e.g. taxi driver, writer, doctor) . Ask the students to tell you some differences between them. For example, a doctor works with sick people in a hospital, a taxi driver works in a car, a writer works at home, etc.

A • Read the instructions aloud. Make sure the students understand the question. • Invite a student to read aloud the partial sentence and the two options. • Check that the students understand the word c a r e e r  —a  job or occupation that you have for many years (e.g.

P o ss i b l e a n s w e r s creative jobs: architect, designer, journalist well-paid jobs: architect, software engineer, sales manager, designer office jobs: architect, software engineer, sales manager  jobs working with others: all of them  jobs requiring a physical skill: architect, designer, mechanic  jobs working from home: designer, journalist

E x t r a : c a t e g o r iz in g jo b s Ask the students to work in pairs and think of other  jobs that could go in each of these categories. Ask them to think about which category their job, or their family members' and friends' jobs, fit into. Listen to their ideas as a class.

Teaching is my career.).

• Explain that ideal career  means t h e p e r f e c t j o b f o r y o u . • Encourage the students to study the website on the next page carefully, and choose an answer. • Check the answer with the class. Ask the students what helped them make their choice (e.g. the expressions dream careers questionnaire, ideal career).

W h a t do yo u d o ?

UNIT 2

T26

s

c

• Ask the students to look at the questionnaire. Go over the meaning of the words ideal, dream, and  p er f ec t. • Give the students time to read the questionnaire. Explain that they can choose more than one answer to each question. • Note that some of the words in the questionnaire might be cognates, so the students will be able to understand them. Be ready to explain the words a l o n e (just you), j o b  se cu r i ty  (the knowledge that your job is permanent as long as you want it to be), i n d e p e n d e n t  (not depènding on other people), h a r d - w o r k i n g (someone who puts a lot of effort intô their work),  p a t i en t  (the opposite of a n g r y   a n d u p s e t  —calm), and d e s c r i b e (give details about what someone or something is like). • Circulate and monitor, assisting where needed. Answer any questions about vocabulary. D

• Put the students in pairs. • Make sure the students understand that they need to choose a career for their partner, according to the answers their partner gave in the questionnaire. E

• Read the instructions to the class, and give the students a few minutes to think about reasons for their choice of perfect job for their partner in Ex. D. • Write a few phrases on the board to help the students do the exercise (e.g.  A g o o d j o b f or A n d y i s a p i lo t  becau se he's

I think an archi tect is a per fect career for 

 Sa r ah b ec a u s e sh e' s ... )

• Invite volunteers to tell the class which job they chose for their partner. Make sure they give reasons why they chose that job.

0

Extra: jobs and personalities Elicit the personality traits that are used in the questionnaire (c a r e f u l , i n d e p e n d e n t , h a r d - w o r k i n g , creative, patient ). Have the class brainstorm more personality words they know. Then have them look at the jobs presented in the unit and discuss which personality traits are required for each job.

$51 REFLECT • Ask the students to read the Reflect  question. • Give themsome time to think about different situations in the domains of Self and Society and Study and Learning where the skill of C a t e g o r i z i n g would be useful. • Elicit the following ideas: organizing chores, choosing a vacation destination; organizing how to study for an exam, etc.

7

*”

D Q3 Wo rk in pairs. Compare your answ ers, and complete the sentence belo w for your partner. Use the jobs in Exercise B and the rest of this unit to help you. My  p a r t n e r ' s p e r f e c t f o r a c a r e e r a s a / a n . . .

E Tell your classmates about your career recommendation for your partner.  A n n a i s p e r f e c t f o r a c a r e e r a s a / a n . . .

REFLECT ... How can the skill of categorizing be useful to you in Self and Society and Study and Learning?

W h a t do yo u d o ?

UNIT 2

27

o Mir

1 VOCABULARY Look at Mark’s family tree. Then complete these sentences with one wor d. There are three job s and eight family words . (10 points) 1 Edward and Irene are Mark's 2

Edward is Mark's

 parents

dad/father 

3 Irene Is Mark's mom and Edward's

wife

4 Mary and Jessica are Mark's 5 Jeff Is his

brother 

6 Mark is a

 soldier  officer 

7 Jessica Is a police 8 Sarah Is Mary's

She's four years old.

George and Betty are Mark's  grandparents

9

10

daughter 

 George is a taxi

briver 

Sarah

8-10 correct: I can talk about occupations and family members. 0-7 correct: Look again at Sections 1 and 4 on page s 20 and 22. SCORE:

/10

2 (

SP1

A Read these facts about famous people and their families. Complete the sentences with a, an, the, or - (no article). (5 points) Julio Igleslas Is (1) a famous singer. His sons, Enrique and Julio Iglesias, Jr., are (2) singers, too. Michael Douglas's wife, Catherlne-Zeta Jones, Is (3) an actor. Michael's father, Kirk Douglas, is also (4) an actor. He was a sailor In (5) tbe navy, too!

B (0lrcl§)the correct wo rd or phra se to complete each sentence. (5 points) |s Stella McCartney? 2 Martin Sheen's so ns are actors, but most of them use a different last name from ( ^ y t h e i r s . 3 G e o r g e (^Fooney^)/ C l o o n e y s '   father is a famous TV host and writer. 4 Madonna's name Is Italian, like my /(mine) 5 Ben Affleck's(^b//dren^y ch i ldr en s'   names are Violet, Seraphlna, and Samuel. 1

W h o   /{ffihosg)daughter

8-10 correct: I can use articles and different ways of talking about possession to discuss occupations and families. 0-7 correct: Look again at Sections 3 and 8 on pages 21 and 24. SCORE:

©

/10

Language wrap-up

1 Vocabulary

Students can do the Language wrap-up exercises in class or for homework. If you give them for homework, remember to check the exercises at the beginning of the next class, or collect a few to grade and identify any typical errors.

Make sure the students understand they need to refer to the family tree to answer the questions.

If you decide to do the exercises in class, you can approach the wrap-up as a two-step reviewing procedure. First, ask the students to do the Vocabulary section individually. When ready, encourage the students to check their answers carefully, and then put them in pairs to compare answers and discuss any differences. Self- and peer-correction are two excellent ways of developing learner independence and creating a cooperative learning environment. After completing the Vocabulary section, you can apply the same procedure to the Grammar section.

2 Grammar A

Make sure the students understand that not all the blanks need an article. If no article is needed, they write a dash (-). B

Encourage the students to read the sentences carefully before they choose their answers. Refer to the Communicative wrap-ups on pp. 130131 of the Student's Book for more activities.

At the end of each section, make sure that the students write their score out often. If they have a score lower than eight, direct them to the appropriate sections of the unit, and encourage them to read those sections again for homework. After that, ask the students to complete the exercise(s) again at home.

C o m m o n E u r o p e a n F r a m e w o r k : u n it m a p

l* * 3 l

Com petence developed

CEF Reference (A1)

1 Vocabulary

can talk about occupations

Table 1; Table 2; Section 4.4.3.1 ; Section 6.4.7.1

2 Pronunciation

can correctly stress occupations

Section 5.2.1.4

3 Grammar

can use definite, Indefinite, and zero articles

Table 1; Table 2; Sections 5.2.1.2; 6.4.7.7; 6.4.7.8

4 Vocabulary

can talk about family members

Table 1; Table 2; Section 4.4.1.1; Section 6.4.7.1

5 Listening

can anticipate and listen for specific Information

Table 1; Table 2; Section 4.4.2.1

6 Reading

can understand and respond to a simple biography

Table 1; Table 2; Section 4.4.3.1;

7 Writing

can use correct punctuation

Table 2; Section 4.4.1.2; Sections 5.2.1.5; 6.4.7.10

8 G ra mm ar

can understa nd and use p os se ss iv e pronouns

Table 1; Table 2; Sections 5.2.1.2; 6.47.7; 6.47.8

9 Speaking

can talk about family member s and their occupations

Table 1; Table 2; Section 4.4.1.1

Unit 2

The expression down time (stress on down) means the same as free time or leisure time—time when you are not working or studying. Explain to the students that down time is time for fun and

relaxation (e.g. meeting your friends, reading books, watching TV, or going to the movies).

U nit plan

■5S

Unit opener (p. 29) • Optional downloadable unit opener 1 Grammar: simple present—statements (p. 30) and y es /n o questions 2 Pronunciation: third person -s (p. 31) 3 Reading: recognizing cognates ' Q (p. 31) 4 Listening: to a radio show (p. 32) 5 Vocabulary: free-time activities (p- 32) 6 Grammar: simple present— (p. 33) information questions 7 Speaking: asking for opinions (p. 34) 8 Vocabulary: personality adjectives (p. 34) 9 Writing: about yourself and (p. 35) your interests • Optional downloadable Writing workshop: a personal description lifeSkills: understanding your learning (p. 36) style (Study and Learning) • Optional downloadable unit opener (Work and Career) • Optional downloadable unit opener (Self and Society) Language wrap-up (p. 38) Video and downloadable video worksheet

10 min. 10 min. 40 min.

15 min. 30 min. 30 min. 25 min. 40 min. 20 min. 25 min. 20 min. 20 min. 45 min. 45 min. 45 min. 15 min. 45 min.

Lead-in Direct the students' attention to the objectives in the unit menu and go through the information with them. Explain that this unit focuses on how to talk about habits and free-time activities, and on the following skills which will help them do this: Reading skills: recognizing cognates Elicit, or remind students of, some English words that may be the same in their language (e.g. tax/, hotel, computer). Encourage them to look through the unit and find other English words that are the same in their language or similar to words in their language. Speaking: asking for opinions Ask the students whose opinion they listen to before they buy a book or watch a movie. Elicit some possible answers (e.g.  f r i en ds , p ar en ts , b r ot h er s, si st er s, ete.).

Listening: to a radio show Ask the students if they often listen to the radio. What shows do they listen to? Do they listen to discussion shows? Writing: about yourself and your interests Ask the students to work individually and think of three adjectives that describe them. Listen to their ideas with the whole class. Then ask them to look through the unit and find out what adjectives for describing people are in this unit. Refer the students to the lifeSkills panel. Tell them that the topic of this unit's lifeSkills section is U n d e r s t a n d i n g  y o u r le ar ni n g st y le. Ask them to work in pairs and tell their partner how they learn something new, such as a new skill or a new word. Listen to their ideas as a class. A

• Write on the board Today is ...  Ask the students to tell you which day of the week it is. Then write a day of the week on the board (e.g. Thursday). Ask the students to work in pairs and write the other days of the week. Ask students to come to the board one-by-one and each write another day of the week. Have the class check that the days are in the correct order and that they have the correct spelling. Elicit the correct spelling of any words spelled incorrectly.

‘ Alternative Produce anagrams to review the spelling of the days of the week (e.g.  y om a d n for  M on da y ) . Prepare these beforehand, making sure you include all the letters, and ask the students to unscramble the letters to form the words. • Ask the students to do the exercise individually. Tell them to check the times in the organizer when they are free. • When the students finish, ask them to compare their schedules in pairs. Have them look at the example conversation. Explain that they should use these expressions as they compare their schedules. Have the students repeat the conversation after you before they talk to their partners. Suggest that pairs find out if they have the same periods of free time or if their free times are different. On which day of the week do they have the most down time? • Ask the students to name the activities the people in the pictures do in their down time. Elicit a few more examples of down-time activities (e.g. w a t c h D V D s , p l ay    so cc er , r ea d bo ok s) .

U N IT 3 IN THIS UNIT YOU O

learn language to talk about habits and free-time activities

% %

o o ►

read an article about celebrity hobbies—recognizing cognates

MON

TUE

WED

THU

FRI

SAT

SUN

6a m 7a m

ask about people's opinions— using polite language

8a m 9a m 10am

listen to a radio show about a free-time activity

11am 12pm 1p m

write about you rself and your free-time activities

2p m

watch a video about different free-time activities

5p m

4p m

6p m 7p m 8p m 9p m 10pm 11pm

A ^ For each day, check (/) the times whe n you are free. With a partner, compare your routines. Who has more free time? A: Are you  f r e e o n M o n d a y m o r n i n g ?  B: N o , I ' m n ot . A: W h at a b o u t M o n d a y e v en i n g ?   B: Y e s , I ' m f r e e t h e n .

A: G r e a t, w h a t t i m e ?   B:

At a b o u t se v e n .

LIFE SKILLS *

Learn to understand your learning style

STUDY & LEARNING D o w n t im e

UNIT 3

29

1 GRAMMAR: s im p le p r e s e n t — s ta t e m e n t s a n d  y e s / n o   q u e s t io n s A ^ 1 4 L AN GU A GE IN C ON TE X T Listen to the conversation below. What does May’s brother buy? Jake: May:

Jake:

May: Jake: May: Jake:

Wow! Your brother has a lot of albums on his computer. Yes, he does. He goes online and buys MP3s. He buys a new album every week! My sister likes music, too, but she doesn't buy MP3s. She buys CDs. She has hundreds. What about your sister? Does she like music? No, she doesn't really like music, but she loves movies. She often watche s mo vies online. I prefer music though. What about you? Yes, me too. Do you like this song? Yes, I do. Me, too! Let's listen to it!

NOTICE! 1 Underline all verbs in the conversation in the simple present. How many are there?

B ANALYZE Read the conversation in Exercise A again.

2 Is the conversation about general facts and habits or only about the present situation?

Form Complete the table below. Affirmative

Negative

Y e s /N o

l/You/We/They buy CDs.

I/You/We/They don't buy CDs.

(3) 9 ° l/you/we/they buy CDs ?

Yes, l/you/we/they (4) .

He/She (1)

He/She (2) ^2SEHlbuy CDs.

Does he/she buy CDs?

Yes, he/she/it does.

They don't sound great.

Do they sound great?

No, he/she/it doesn't.

CD s.

They sound great.

questions

Short answers

Spelling rules

W A TC H O U T !

We add -s to the form of the verb used with he, she, or i t  (e.g. l i k e s ) . Also: With verbs ending in ...

we ...

consonant + y, (e.g.  st u dy ) ,

replace y with -ies, (e.g.  st u d i es )

 s, sh , ch,

x, z, o, (e.g. watch, fix, miss, g o),

Do you like music? Yes, I do., (5?) Do you like music? Yes, I like.

add -es, (e.g. w a t c h e s , f i x e s , m i s s es , g o e s )

W A TC H O U T !

Function Choose the correct options. We use the simple present to talk about:

0He likes music. (¿) He like music.

(ffgeneral facts?) < cffeelings and state|> toth ings happe ning right now. c^afroutines and KaBiTS^

C PRACTICE Complete these sentences with the correct form of the verbs in parentheses. 1 Cha rlie

a car

hip-hop

stamps

the piano

^ es - (like) jazz music.

2 My bro the r and I £°^ect 3 Alison

D QU NOW YOU DO IT Wo rk in pairs. Ask and a nswe r questions a bout these things.

% s

(fly)

(c o l l e c t  ) stamps.

planes on the weekend.

Do you l i st en to h i p - h o p ? . B: Yes, / do. H o w a b o u t y o u ?  

A:

A: N o , I d o n ' t .

4 My brother watc^es. ( w a t c h ) a lot of sports on TV. 5

Do..

Sara and Kathy

^st£n

(listen)

to hip-hop?

6 Olivia teaches (teach) piano in her free time. 7

Does...  Richard - E ! E L

(play)

the guitar?

8 My sister  , d ° , e s n . t ( n o t b u y ) a lot of music. b u y 

Bl Asking about habits

Do  y o u li st en to ... ?

Do y o u p la y . .. ? 

D o y o u c o l l e c t  ... ?

D o y o u d r i v e  ...

?

Lead-in Ask the students one or two basic questions in the simple present (e.g. D o y o u l i k e m u s i c ? D o y o u b u y C D s ? ) . Elicit responses (yes or no) from a few students.

14 See the Student's Book for the audio script. Tell the students to look at the picture. Elicit what they think the man and the woman are talking about (e.g. T h e y a r e l o ok i n g a t p i c t u r e s a n d t a l k i n g a b o u t t h e m ; T h e y a r e l oo k i n g a t a p r o d u c t o n a w e b s i t e , etc.).

Read the instructions aloud to the class. Make sure the students understand the verb buy. Play the audio once. If the students cannot answer the question correctly, play the audio again. Elicit the answer from the class.

■4

 x* 

• Have the students look at the spelling rules in the language box. Point out how the spelling changes in  st u d y — st u d i es , and explain that this is triggered by the consonant preceding -y. Elicit other verbs which end in -y (e.g. marry, carry, try). Contrast with verbs ending in vowel + -y, where there is no spelling change (e.g. bu y —buys, say—says). • Point out the irregular form of h a v e— has.

Function • Ask the students to look at the four different options and check the correct functions for the simple present. • Tell the students that they should check more than one option. c

• Ask the students to do the exercise individually and then to compare their answers in pairs, discussing any differences. Be prepared to answer any vocabulary questions (e.g. c o l l ec t s t a m p s = to g e t a n d k ee p st a m p s as a hobby).

Answer He buys MP3s online; he buys a new album every week.

NOTICE! 1 Explain that the students should underline all the verbs in the conversation in the simple present. After they underline the verbs, elicit how many instances of the simple present there are in the conversation. 2 Have the students look at the conversation again to find out whether it is about general facts and habits, or only about the present situation.

Extra: grammar practice Do this exercise in the same way as Ex. C. 1 My father _______ the car every Saturday, (wash) 2 My sister is a teacher. Sh e _______ French, (teach) 3 _______Suzie and Carla ________ rock music? (like) 4 _______ Peter ______ to the radio? (listen)

Answers 1  washes 2  teaches

3 Do, like 4 Does, listen

Answers 1 20 2 It is about general facts and habits.

B

Form • First, ask the students to look carefully at the grammar table and notice where they have to fill in the information. Tell them to use the conversation in Ex. A to help them. • Ask the students to do the exercise individually and then to compare their answers in pairs. • Highlight the contracted forms of the auxiliary verbs don't (do not) and d o e s n ' t ( d o e s n o t) and the fact that we use the contracted forms in speaking and the full forms in formal writing. Ask the students to repeat these forms chorally, and then individually. • Ask the students to look at the first Watch out!  box. Point out that we never use the main verb in short answers. Then draw the students' attention to the second Watch out!  box. Emphasize that this is the only change to the verb in thesimple present-.

E x t ra : v o c a b u l a ry n o t e b o o k s Encourage the students to record phrases rather than single words in their notebooks. For example, if they write listen, they should write listen to music or listen to the radio. Memorizing chunks of language will help them use new vocabulary correctly in context.

• First, ask the students to look at the How to say it  box. Remind them to use these questions when doing the exercise. Tell them that H o w a b o u t y o u ?   means A n d   y o u ? 

• Direct the students' attention to the example conversation and remind them that the main verb is not repeated in short answers Yes, / d o and N o , I do n ' t . • Elicit the verbs the students could use with the four phrases (e.g. listen to with h i p - h o p , c o l l e ct  with  st am ps , d r i v e with a car,  p la y  with the piano). • Put the students in pairs to do the exercise. • When the students finish, elicit some questions and answers from several pairs. Correct any errors in question formation and short answers.

Workbook p. 16, Section l

   i    \    *

D o w n t im e

UNIT 3

T30

2 Pronunciation: third person -s A

. H •

•

•

•

•

15

See the Student's Book for the audio script. Ask the students to listen for the three different ways the third person ending is pronounced. Play the audio at least twice, so that the students can clearly hear the difference. Explain that this difference in the final sound depends on the sound before the -s ending in the base form of the verb. If it is voiceless (e.g. /k/ in like), the -s ending is pronounced /s/. If it is voiced (e.g.  /n/ in listen), or it is a vowel sound (e.g.  play ) , the -s ending is pronounced Izl. Highlight the difference between the voiceless /s/ and the voiced /z/. Ask the students to put their fingers in their ears and repeat the two sounds one after another several times. They should be able to hear the difference clearly. Write likes and listens on the board. Ask the students to work briefly in pairs and say the two words to each other several times. Ask them which one ends in an I sl  sound (likes) and which in a I zl  sound (listens). Focus on the /iz / ending and point out the fact that this ending occurs after verbs that end in a Isl, ///, /tf/, /CJ3/,  /ks/, ox I zl  sound (e.g.  pr a ct i ce , w as h, w at ch , j u d g e, relax, close). Encourage the students to reproduce the words themselves, and ask them to repeat the words first chorally, and then practice them individually. For additional practice, drill the third person ending by saying the verbs and asking the students to produce the correct ending.

A

• Ask the students to read the title of the text and try to find a word that is similar to one in their own language (celebrity  is likely to be a cognate). • Ask the students to complete the exercise by circling or underlining words they recognize. When they have finished, check their answers with the class. • Highlight any significant differences in the pronunciation of cognates (e.g. in the words c o n d i t i o n and e d i t i o n , the stress is on the second syllable, not the final syllable in English). A useful pronunciation rule to tell the students is that whenever there is a word ending in -tion, the syllable just before it is stressed. Possible answers

celebrities, actor, computers, machines, movie, director, television, shows, condition, theme, example, action, superhero, online, characters, groups, practice, similar

Culture note Tom Hanks is an American actor, writer, and director. He has appeared in numerous movies, including  A p o ll o 13 , T h e G r ee n M i le, and F o r r e s t G u m p . Quentin Tarantino is an American film director and actor. He became famous with his cult movies R e s er v o i r D o g s and Pulp Fiction. Mila Kunis is a Ukrainian-born American actress. She is the voice of Meg in the TV series Family Guy. Her movies include T ed  and Black Swan.

B

By 16 See the Student's Book for the audio script. Ask the students to read the sentences individually first. Then put them in pairs, and have them take turns saying the sentences. When the pairs finish, play the audio so that the students can check their pronunciation of the words. Ask them to practice saying the sentences again. Ask them to tell you how the third person ending in each sentence is pronounced (1 I zl  2 /iz/ 3 I sl  4 hzl).

• Ask the students to do this exercise individually and then to compare their answers in pairs. Encourage them to discuss any different answers they have and decide with their partner which one is correct. • Check the answers with the class. Ask them to explain how the pictures helped them to make their choices (e.g. P i c t u r e A s h o w s a n o l d b o a r d g a m e , etc.).

Extra: reading practice

3 Reading: recognizing cognates ^______________ Lead-in • Prepare a few long English words that may be cognates in the students' languages (e.g. t e le v i s i o n , i n t e r e st i n g ,  pr og r am ) . Write these on the board. Ask the students if they recognize these words (or parts of them). Remind them that some English words may be similar to words in their language, and that they practiced recognizing cognates on p. 10. • Read the information in the skills panel aloud to the class. • Emphasize that sometimes long words in English can be cognates, and students might be able to recognize at least parts of the word. This is particularly useful when reading.

Explain to the students that they will practice an important reading skill,  sca nn i ng . Explain that sca nn i ng is fast reading to find specific information. Write the following questions on the board and elicit the kind of information in each question the students should scan for (1 $25, $500 2 the word " typewri ter" 3 board games 4 the n ame o f a g am e starting with a capital letter   ).  Have

the students scan the text for the answers. 1 What costs between $25 and $500? 2 Who might have an antique typewriter in the attic? 3 Where are Tarantino's board games from? 4 What online video game does Mila Kunis play? Answers

1 very old typewriters 2 your family

3 TV shows World of Warcraft

4

2

t h ir d p e r s o n -s

A 15 Listen to the verbs. Notice that the third per son -s endings are pron ounce d differently. 1 /z/ listens 2 /s/ wants 3 /iz/ watche s

does likes practices

plays collects relaxes

B H ] 16 Wor k in pairs. Practice saying these sentences. Listen and check. My dad listens to the radio every morning. 2   Jason practices the piano after school. 3 Mom likes walking the dog. 4 Our class sometimes watches English movies. 1

3

r e c o g n i z in g c o g n a t e s Page io Q 

In English, long words that look difficult are often cognates in other languages. Look at long words carefully. You can often understand what the word means even if you recognize only part of it.

A Q§ Read this text. Find all the words that are similar to wo rds in your language . Compare the word s you find with a partner.

D O YO U W A N T A Cl □ L □ B □ Mr □ Y ■ h |□ Bl □ Y □ ■

Celebrities have free time—and they have money! So what hobbies do they have, and can you do the same thing?

Actor 

Tom Hanks collects old typewriters!

Maybe you like new computers, but Hanks likes old machines. Do es your family have a typewriter in the attic? Very old typewriters in go od condition cost about $25-$500. Mayb e  you can sell your ty pewr ite r to Tom Hanks!

Match each celebrity to the correct picture. B

1 Tom Hanks 2 Qu entin Tarantino 3 Mila Kums

' v id t S t e

Movie director 

Quentin Tarantino has a collection of old boa rd gam es and toys from television shows!

 Th e valu e o f a board ga m e in per fect condition is $5-$50 o r more. Like Tarantino, try to selec t a theme. For exam ple, Tarantino likes gam es and toys from action movies and superhero television shows. Actor 

M i l a K u n is plays the online video gam e World of Warcraft!

In this game, you find and destroy you r enemies. Characters in the Warcraft  universe work in groups or as individuals. It's a ve ry com plica ted g am e and it can continue for a lon g time. It’s important to practice p laying similar video games before you play Warcraft.

D o w n t im e

u n it

3

31

4

to a ra d io s h o w

A El] 17 Listen to the discussion. (^ircle)the correct person for each sentence. 1( ^ p g e t i c ÿ ) / T y l e r  likes sports games. 2  A n g e li c a  /Qy/ej) pr ef er s action ga m es. 3  A n g e li c a /(J ÿ l e ?)doesn't like puzzle games.

B |J§ Wor k in groups. Discus s the questions.

50 ◄—

Do you play video games

L

I What video games do you play?

What other gam es do you play?

What's your favorite game ? Why?

Do you watch or play sports?

What video g ames don't you like?

What's your favorite sport? Why?

5

f r e e - t i m e a c t iv i t ie s

A Check (/) the free-time activities you do once a week or more. How much time do you spend on each one in a typical week?

□

p la y s po rt s

□

wo rk ou t

h ou rs

hours

□

see friends

play video games

hours

hours

□

go bowling

□

go to the movies

B B I Wo rk in pairs. Compare your free-time activities. W ho prefers doing things with other people? Who prefers doing things alone? I

0

l is t e n t o m u s i c f o r a b o u t f iv e h o u r s a w e e k .

hours

hours

4 L i s t e n i n g : to a r a d i o show

5 Vocabulary: free-time activities

Lead-in Ask the students D o y o u l i s t en t o t h e r a d i o ?   Ask them what shows they listen to (e.g. news, music, sports, etc.). A

• H

17 Tell the students to read the sentences silently. Emphasize that they need to choose  A n g el i ca or Tyler  in each case. • Play the audio once, and check the students' progress. If necessary, play the audio again. • Ask the students to compare answers in pairs. Che ck the answers with the class.

Audio script _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ B = Brandon, A = Angelica, T = Tyler B:

 ATT: B: A: B: T: B: T: B: A: B:

Hello, I'm Brandon. Welcome to Gaming World, the show that's all about video games. This week, I have Angelica and Tyler with me. Hi. Now, Angel ica, what games do you like? Well, I play soccer and tennis games. And you, Tyler? I prefer games with more action. I don't really play sports or puzzle games. So what do you think of this week's game,  Automania?  I play a lot of driving games, and this one is very good. It has a lot of action, and the story is great. And how about you, Angelica? Do you feel the same as Tyler? Yes, well, I don't play driving games, but this game has a lot of action, and I like the story. OK, thank you both very much for your opinions.

,

Lead-in Tell the students what you do in your free time (e.g. I  watch TV, I watch movies, I read books.). Tell them how often you do these things (e.g. / w a t ch T V e v e r y d a y , I   watch a movie once a week.). Check that the students know the meaning of the expression once a w e e k   (one time a week). A

• Check that the students understand all the vocabulary in this exercise before they start. Most words will be clear from the pictures, but you may need to check w o r k o u t   (exercise to keep fit). • Make sure the students understand that they have to do two things. First, they ch eck the activities, and then they write the number of hours they spend on each one.

 Alternative If you have a monolingual class, ask the students to teach each other the vocabulary before they begin the exercise. Before class, make cards with the free time activity written in English on the front and the translation of the word on the back. Hand out one or two cards to each student and explain that they have to teach their words to their classmates. Chec k that the students know how to pronounce the words on the cards. The students then circulate, teaching each other the new words. Write some helpful prompts on the board (e.g. Y o u d o t h i s o u t s i d e / i n s i d e  / at h o m e  /  with fri ends / alone. You n eed a ball / a comp uter ...).

Encourage the students to try to explain the words. Then they can use the translation to confirm.

B

• Make sure the students understand the question D o y ou  pl ay v i d eo g a m es ? 

• Ask the students to look at the diagram and think about their answers to the questions. Gi ve them time to write their favorite games and sports, any other games they play, etc. • Put the students in groups to complete the task. Monitor while the students are working, and check that all the students have a chance to ask and answer the questions. • Elicit some ideas from the class. Ask the students to report back on the other members of their group (e.g. Tom d o e s n ' t li k e s p o r t s g a m e s , H e l en l i k e s p u z z l e  g a m es , J a d e pl ay s ba sk et ba ll , etc). Correct any errors in the pronunciation of the third person singular endings.

B

• Read the instructions aloud to the class. Model the exercise with a student by asking W h a t d o y o u l i k e t o d o i n y o u r f r e e t i m e ?  Then share the activities from Ex. A that you like to do. • Put the students in pairs to complete the exercise. Encourage them to group the free-time activities they do into two categories: d o i n g t h i n g s a l on e , and d o i n g thing s with other people.

• When the students have compared their free-time activities in pairs and have discussed whether they prefer to do things alone or with other people, ask several students to tell you about their partner (e.g.  A d a m pl ay s v i d eo g a m es ev er y da y wi th hi s f r i en ds . H e  pl ay s f or 2 0 h ou r s a w ee k . H e p r ef er s d o i n g th i ng s wi th o t h e r p e o p l e . ) . This will give the students practice using the third person singular form of the simple present. Encourage them, and praise their efforts.

Workbook p. 17, Section 3

D o w n t im e

UNIT 3

T32

Lead-in

Write the word  fa n on the board. Ask who in the class is a music fan, and who is a sports fan. Ask what the word  fan is short for (fanatic, which might be a cognate or loan word).

A • Invite a student to read the instructions aloud. • Ask the students to read the text individually and think about their answers. • Ask the students to compare their ideas in pairs before you elicit responses from the class.

• Start by having the students look at the W a t ch o u t !   box. Ask them to tell you what word is missing in the incorrect sentence (do). Emphasize the fact that the use of d o / d o e s is a particularly tricky aspect of simple present information questions. • Remind the students to use a capital letter at the beginning of each sentence. Encourage them to look back at the grammar table in Ex. B to help them complete the sentences. • Ask the students to work individually and then compare their answers in pairs. Check the answers with the class.

Extra: grammar practice Ask the students to correct the errors in these sentences. 1 What you do in your free time? 2 Where Tom lives? 3 Why does he likes soccer? 4 Where she go after school? 5 What they do in the evening?

N O T IC E ! • Ask the students to underline the question words in the ad. • Ask which verb follows the question word in each information question.

Answers 1 What do you do in your free time? 2 Where does Tom live? 3 Why does he like soccer? 4 Where does she go after school? 5 What do they do in the evening?

Answer do

B Form

D

• Before you ask the students to look at the text again and complete the grammar table, review the concepts behind the question words (see pp. 14-15) by writing the question words W h a t, W h e r e , W h e n , W h y, and W h o on the board in one box, and the words t i m e , o b j e c t ,  p la ce , p er s o n , and reason in another box. Have the students match the question words with their meanings (What—object, Where—place, When—time, Why— reason, Who— person). • Direct the students' attention to the grammar table. Write W h e r e d o e s h e g o ?   on the board and underline the word d o e s . Have the students look at the ad in Ex. A to find another auxiliary word that is used after the question words in the questions. Have them write the word they find in the blank In the grammar table.

• Go over the questions in the How to say it   box. Drill them chorally and individually. Note the stressed words in the questions W h a t d o y o u d o i n y o u r f r e e t i m e ? : W h o d o y o u p l a y [ t en n i s ] w i t h ? ; W h y d o y o u l i k e i t ?  Ask the students which of the questions in Ex. C we can answer with B e c a u s e i t' s f u n / i n t e r e s t i n g / e x c i t i n g (item 1). • Put the students in pairs to complete the exercise. Circulate and monitor, assisting where needed. Listen for any problems with the formation of information questions. Don't correct any errors now, but wait until after the students finish to address any errors. • When the students finish working in pairs, elicit some ideas from the class. Find out which students have similar free-time activities. Encourage them to use sentences like We like the same activi ties. I like goi ng to t h e m o v i e s , a n d s h e l i k es g o i n g t o t h e m o v i e s , t o o ; or

Function

• Ask the students to circle the correct option to complete the sentence. • Check the answer with the class. • Elicit one wh - question for each question word from the class using the words in the table (e.g. W h y d o y ou w a t ch m o v i e s ? ) . Write the questions on the board, and have the class repeat the sentences chorally.

W e like diff erent activi ties. I like playing soccer, and she l i k es g o i n g o n li n e.

W orkbook p . 18, Section 4

C C c

6

s im p le p r e se n t — in f o rm a tio n q u e stio n s

A

LANGUAGE IN CON TEXT Read this ad. Answer the questions.

WE WANT TO MAKE A TV SHOW

ABOUT REAL FANS! Are you a TV fan? Tell us about the TV shows you watch. What do you watch every day? When do you watch them? Why do you like them? Where do you watch TV? Who do you like to watch on TV? Tell us and you c be the next TV siar: B

underline an tne question words at the start of the questions in the ad. What verb follows the question words?

ANALYZE Read the ad in Exercise A again.

Form Complete the table. Question word What/Where When/Why/Who

Auxiliary •

do does

Subject

Verb

l/you/we/they

watch do

he/she/it

W A TC H O U T ! 0

Where do you go in your free time?

(g ) Where you go in your free time?

go

Function Choose the correct option to complete the sentence. We use questions beginning with wh-  question words to ... (a) find out information about people, places, times, etc. ) b) check someone understands what we say. V

C 1

PRACTICE Use the prompts to write questions. why / you like tennis?

Why do you like tennis? __________________________________ ____________ 2

 when / Tom go to the gym?

When does Tom g o to the gym?  3 where / they meet for coffee?

Where do they meet for coffee? 

_______________________

4 what / you want to do this evening?

What do you want to do this evening ?  ____________________________ 5 who / go out with in your free time?

Who do you g o out with in your free time?  6  what / Jane do in her free time? What does Jane do in her f ree time? '  D Q

NOW YOU DO IT Wo rk in pairs. Ask and

answer questions about your free-time activities. Are they similar or different?

I Talking about free-time activities W h a t d o y o u d o i n y o u r f r e e ti m e ?   W h o d o y o u p l a y / g o / w a t ch . . . w i t h ?   W hy do you like it?  Because it's fun/interesting/exciting.

D o w n t im e

UNIT 3

33

7

a s k i n g f o r o p i n io n s

When you want to know what somebody thinks, you can use different phrases to ask for their opinion.

A 1 ^18 Listen to the conversation. W ha t are they discussing? B Listen to the conversation again. Check (/) the phrases you hear asking for opinions. ¡7] And you? ¡7] What's your opinion ?

□ What do you think? [7] How abou t you?

□ Do you agree?

C | H Wo rk in groups. Talk about your opinions o f these kinds o f movies. Use phrases from Exercise B to ask about each other’s opinions. A:  / like

comedies. H ow about you?  B: No, I prefer action movies. A: Why?  B: Because comedies are silly. Action movies are exciting.

8

p e r s o n a lit y a d je c t iv e s

A ¡S3 Check (/ ) A or B to complete this quiz. Calculate your score. Then compare with a partner.

or an

A r e yo u an introvert

J   extrovert?

TAKE OUR QUIZ AND FIND OUT! Q 1 I love parties. 2 It’s great to meet new people.

,J 

2 I get nervous with people I don’t know.

3 I like to talk ... a lot!

3 I like being alone.

4 I hate being alone.

4

5 I tell a lot of jokes.

5 I have a few close friends.

6 I have a lot of friends.

8

Number of As:

O

1 I like quiet evenings at home.

I prefer to listen rather than talk. I always help my friends when they need me. Number of Bs:

Q

Lead-in

Lead-in

• Ask the students what movies they have seen recently. Then ask some simple questions to elicit their opinions of the movies (e.g. D o y o u l i k e i t ? ; D o y o u l i k e [ a ct or ] ? ) . • Read aloud the information in the skills panel. Point out that we can use a variety of phrases to ask for people's opinions.

Write the words i n t r o v e r t  and e x t r o v e r t  on the board. Make sure that the students understand that an e x t r o v e r t   is a person who talks and socializes a lot, while an i n t r o v e r t   is a quiet person who prefers to stay at home and spend time alone. To help the students remember the meanings, point out that the prefixes i n- and ex- can have the meaning of i n s i d e and o u t s i d e , respectively.

A

’ H

18

Draw the students' attention to the question, and make sure they understand that they only need to listen for the topic of the discussion. • Play the audio once. Elicit suggestions from the class.

A u d io sc rip t_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ O = Oliver, J = Jenny, C = Caroline, A = Andy O: J: O: C: O: A:

So Jenny, what movies do you like? Well, I really like love stories. I think they're great. And you? I don't really like love stories. I think they're boring. I prefer action movies. Hey, Caroline, what's your opinion? Um, I don't like love stories or action movies. I love science-fiction movies! Really? How about you, Andy? I like things that are funny, so comedies are my favorite.

A

• Go over the meaning of the words jo k e (a funny story), a l o n e (by yourself, just one person), n e r v o u s (scared, afraid), c l o s e f r i e n d  (a friend you know well). • Ask the students to complete the personality quiz individually. • When the students finish the quiz, ask them to calculate the number of A answers and the number of B answers they have. • Ask the students to compare their scores in pairs to find out who has more  A answers and who has more B answers. To encourage language practice, remind them to use the full sentences when they compare, rather than just saying  A or B . ( I h a v e x A s , h o w m a n y d o y o u h a v e ? H o w m a n y B s d o y o u h a v e? )

• Find out if anyone in the class has six A answers or six

B

answers. Answer

They are discussing movies. B

• Focus on the word o p i n i o n . Draw the students' attention to the fact that the stress in English is on the second syllable: o p i n i o n . Ask the students to read the list of five ways of asking for someone's opinion. • Play the audio once, and check the students' progress. If necessary, play it again. Make sure the students have checked the correct boxes. c

• Read the four types of movies aloud. Ask the students to repeat them after you. Elicit one or two movie titles for each type of movie. • Give the students some practice in saying the five expressions used to ask for opinions in Ex. B, and encourage them to use the expressions in the group discussion. Highlight the main stress in each of the expressions as follows:  A n d y o u ?: W ha t' s v ou r op i n i on ? ; D o y o u a g r e e ? : W h a t d o y o u t hi n k ? ; H o w a b o u t y o u ?  

Then ask the students to repeat the expressions chorally and individually. • Divide the class into groups of three or four to talk about their opinions about the four kinds of movies in the exercise. • Give the groups a few minutes for their discussions. Ask each group to choose a student to tell the class what kinds of movies the students in their group like and dislike.

D o w n t im e

UNIT 3

T34

B

Answers

• Make sure the students understand that if they have more A answers on their personality quiz, they should read the text on the left first, and if they have more 8 answers, they should read the text on the right first. • Briefly check their understanding of the adjectives highlighted in bold type. Some could be cognates, but you may need to explain or define c o n f i d e n t   (sure of yourself),  s oc i a b le (enjoying being with other people),  po p u la r  (having many friends), shy (a shy person is nervous in the company of other people), c o n s i d e r a t e (kind and thoughtful to others). • Ask the students to read the other text, too, and compare with a partner. Encourage them to use phrases H ow about you?; What is your  such as I t hi n k

watching TV; playing video games with his friends; running; playing basketball; going to the movies; meeting new people c

• Encourage the students to take a few notes before they begin to write. Explain that they can use the adjectives from Section 8 and the free-time activities from Section 5. Tell them to make a short list in each category before they start writing. Suggest that they use the tex t in Ex. B as a model for their writing.

A lt e r n a t i v e

opinion? 

Give the students a template with blanks to complete. Write it on the board (e.g. Hi, I'm___________. I' m __________ years o l d . .. ).

• Before you ask the students to work in pairs, give them a little time to think about who they are going to talk about. Encourage them to use the adjectives in Ex. B, and suggest that they make a few notes before they begin. Give the students a simple model by having them listen while you describe a person you know well. Put the students in pairs to complete the exercise. When the pairs finish, elicit a few examples from the class. Make sure they also give you a reason why the person is, for example, loyal.

• • • •

W orkbook p. 19 , Section 6

• Draw the students' attention to the Watch out!  box. The verb like is followed by the - i n g form of a verb. Point out that love, hate, prefer, and d o n ' t l i k e all follow the same pattern as like. • Ask the students to write on a sheet of paper. While they are writing, circulate and monitor, assisting where needed. Help the students correct any errors before you move on to Ex. D. Check in particular that they have used the simple present, l i k e + - i n g , and the personality adjectives correctly. This is a key time to assess the students' grasp of the material introduced in the unit. D

• Ask the students to put their descriptions on the wall. Then have the class circulate, reading the descriptions.

A lt e r n a t i v e A

• Read the question aloud. Ask the students to choose a classmate they think they know fairly well. • Give the students a little time to prepare their ideas. Encourage them to use some of the adjectives that describe extroverts and introverts, and to think about things that their classmates like and do. • Do this exercise with the whole class. Ask the students being described to say whether or not they agree with their classmates' descriptions of them.•

• Make sure the students understand the question W h a t   i n t er e st s d o e s M a r k m e n t i o n ?  Explain that they need to find out what things he likes to do in his free time. • Give the students time to read the webpage, and then elicit the answer from the class.

 Alternative Ask the students to listen while you read the webpage aloud.

If you cannot hang the papers on the wall, another approach is to collect all the papers. Then ask the students to work in groups. Give each group a number of papers to read and discuss. Then pass the papers on to a different group until everyone has had a chance to read and discuss all the papers. Or, for large classes, ask the students to work in groups and read their group members' papers. • When the students have read their classmates' descriptions, ask them to stand in groups with people with similar interests. Then ask the students to share some interesting facts they learned about their classmates.

Workbook p. 20 ; Listen and w rite p. 21 ; Down time

 __________________ 

B E l Read about your personality type. Do you think wh at it says is correct? Compare with a partner.

more “A”s You are an extr overt. You are confident and believ e in yourself. You don ’t get nervous easily. You are sociable and love parties. You are popular and have a lot of friends. You are funny, and you like t elling jokes.

more “B”s I

I

You are an introvert. You are shy and are nervous when you first mee t people. You don’t need other people to have a good time, and you’re independent. You never tell anyone your friend s’ secrets, and you are loyal. You are considerate, and you care about how other people feel.

Ei

C Wo rk in pairs. Think of someone you k now well. Describe them to your partner. Use the adjectives in bold from Exercise B. My  s i s t e r

i s a n e x t r o v e r t . S h e ' s v e r y s o c i a b l e . S h e li k es .. .

9 WRITING: a b o u t y o u r s e lf a n d y o u r in t e r e s ts A E l How well do you know your classmates? Choose one person and say three things you kno w about them. B

Read this webpa ge. Wha t interests does Mark mention?

Hi, everyone! I'm Mark Turner. I'm 23 years old, and I live in an apartment with two friends. I work in a large company, and I don't have a lot of free time during the week. In the evenings, I watch TV or play video games with my friends. On weekends, I have more time and I like running and playing basketball. I also like going to the movies. My friends say I'm funny, and I agree! I think I'm confident and love meeting new people. I guess I'm an extrovert. Message

C Write about yourself for the website. Describe your personality and yo ur interests. D Put your descriptions on the wall . Read your class mate s’ descriptions. Find two p eople w ith interests similar to yours.

Connect

WATCHOUT! ^   I like listening to music. (^) I like listen to music.

Down time

UNIT 3

35

UNDERSTANDING YOUR LEARNING STYLE • Identify your main learning style. • Use it to help you learn new things. • Try other styles to support your learning. A 0

Choose a new skill you wa nt to learn. Say why.

play a musical instrument

take amazing pictures

Check (/) your answers to complete this learning style questionnaire. Calculate your scores.

LEARNING STYLE QUESTIONNAIRES 1 How do you want to learn your new skill? □ □

in a class with other people by practicing again and again

□ by watching a DVD □ by reading a book about it

2 Think about learning En glish. How do you prefer to learn new words? □ □

I use the words in conversations. I act out the words.

□ I draw pictures. □ I write the words.

3 How do you like to learn English grammar? □ □

by discussing it with my classmates by imagining myself in a situation

□ □

by looking at diagrams by reading grammar rules

4 What do you do to remember someone's name? I make a mental picture of it. □ I use it in conversation with them. I write it down. □ I say it over and over again. 5 Which school activity do you prefer? □

debates and discussions

□

sports and games

□ □

art and design lessons reading and library work 

Total number of 

 _________  □ _________  □ _________  □ _________  □

What is your first color?

A

Step 1 Identify your main learning style. (Ex. B) Step 2 Use it to help you learn new things. (Ex. C, Ex. D) Step 3 Try other styles to support your learning. (Ex. E)

Lead-in • Introduce the idea of learning styles. Explain that some people learn best by seeing (e.g. looking at pictures), others learn things more effectively if they are associated with movement, and some need to hear things to learn them. • Ask the students what type of learner they think they are. (If you are interested in exploring this further, you can refer to F r a m e s o f M i n d : T h e T h e o r y o f M u l t i p le I n t e l li g e n ce s by Howard Gardner—a very influential book in the field of neuroscience and education.)

• Ask the students to look at the pictures. Elicit from the students what the pictures show ( dif ferent skills). Ask the students if they already have some of these skills (e.g. W h o p l a y s a m u s i c a l i n s t r u m en t ? ) .

• Check that the students understand the difference between d r a w  and  pa i n t. Explain that to draw, you simply need a pencil, but to paint you need brushes and paint. • Ask the students to do the exercise individually and then to compare their answers in pairs. Elicit some ideas from the class. • Find out how many people want to learn to juggle, how many want to play a musical instrument, etc. Find out why they want to learn these skills. B

• Tell the students that doing this questionnaire will help them identify their preferred learning style. • Ask the students to work individually and check one of the colored boxes for each question. Encourage them to be as truthful as they can. • When the students finish, ask them to write their total scores for each color in the blanks on the right. Ask them to compare scores in pairs. They may be interested to find out who has scores similar to theirs, in particular for their first color, the one with most checks. They will find out the significance of the colors in Ex. C.

Down time

UNIT 3

T36

c

• Make sure that dictionaries are available for this activity —preferably monolingual. • Begin by asking the students how they learn a new word in English. Elicit some ideas from the class and write them on the board (these will probably include ideas such as w r i t e th e w o r d i n m y n o t e b o o k , r e p e a t t h e w o r d   many times, write the word in a sentence, etc.). It's a good idea to ask the students from time to time about the way or ways in which they learn words. This can help them find methods that work best for them, as well as to learn helpful study tips from their classmates. • Put the students in pairs. Ask them to choose who is Student A and who is Student B in each pair. Check that the students understand the instructions and are looking at the right set of words. • Ask the students to find the color that matches their first color from the questionnaire. Tell them that this color corresponds to their preferred learning style. • Give the students time to read the text for their color silently and ask you any questions about the vocabulary, making sure they understand the steps. • The word-learning exercise should be done individually. Circulate and monitor, assisting where needed. D

• Direct the students to the example conversation. Check that they understand the meaning of next. Encourage them to use these phrases and questions when testing each other. • Put the students in pairs, and give them time to complete the exercise. Tell the students that they can say the meaning of the word in their own language if appropriate. • When the students finish, ask them how many words they could remember.

• The aim of this exercise is to demonstrate to the students which learning style tends to be more effective for them. Also, it alerts the students to the fact that more than one learning style can suit them. Encourage them to experiment. • Ask the students to repeat the procedure from Ex. C, this time using the instructions for their second color. • When the students have tested each other, find out which strategies they found most effective.

REFLECT • Ask the students to read the R e f l e c t  question. • Give them some time to think about different situations in the domains of Self and Society and Work and Career where the skill of Understanding your learning style would be useful. • Elicit the following ideas: a visual learner will benefit from seeing illustrated instructions in a manual for operating a newly purchased gadget or a new system at work; an interpersonal learner will prefer to be informed of the new team structure at work in a meeting, whereas a linguistic learner might prefer to read about it in an email, etc.

y

C

Wo rk in pairs. Follow the instructions to learn the words using your preferred learning style. • • • •

q j

Student A, look at the first group of words. Student B, look at the second group. Check the definitions of the words and phrases in a dictionary or ask your teacher. Read the instructions below that match your main color from Exercise B. Follow the instructions to learn the words. You have five minutes.

Student A • satellite dish • current affairs • broadcast

Student B • lecture • domain name • tabloid

Interpersonal

Visual

Find another student to work with and talk about what the words mean.

Imagine each word in your mind.

Ask and answer questions using the words.

-*  -4

Test each other on the spelling and the meaning of the words.

dé

dé

Try to remember each word and picture together.

Kinesthetic

Linguistic

Imagine a situation where you need to use each word.

Write each word in a sentence and think of the definition.

Do an action connected to that situation.

Repeat each word a few times. Try to remember each word and definition together.

Try to remember each word and action together.

dé

Draw a picture to represent each word.

U ! Work in pairs. Cover the word s in Exercise C and test each other. How many words do you remember? D

A: B: A: B: A:

Tell me one o f the words. The first word is ... What does it mean?  It means ... What's the next word?  The next word is ...

E

BH Look at your scores in Exercise B. Wha t is your second color? Use the instructions above to learn the ne w words below. After a few minutes, test each other. Which of the two ways of learning do you prefer? —

couch potato

laid-back

pastime

puzzle

REFLECT... How can understanding your learning style be useful to you in Self and Society and Work and Career?

Down time

UNIT 3

37

'

1 I have a computer in my bedroom, and I og nenloi 2

I tlsi ne ot •

^'sten t0

3 ° online

to |3Uy musjc _

music every day. I love rap and hip-hop.

3 I ya/p  sr opts

play sports

¡n my free time. I like soccer, but I prefer basketball.

4 I ese inedfsr  

see fr onds

after school. We go bowling, go to the movies, or meet for coffee.

5 I hatcw V T

watch TV 

¡n the evening. I like reality shows and soap operas.

B Read about Ann a and Katy. They are sisters, but they are very different. Match the adjectives to the explanations. (5 points) _______________a) She makes everyone laugh with her jokes. Anna is very s h y .^ 2 Katy is very funny. -— She thinks about other people. 3 Anna is very c o n s id e r a t e ^ ^ ^c) Her friends can trust her. She never says a bad thing about them. — d) She loves parties and being with a lot of friends. 4 Katy is very s oci abl e. — 5 Anna is very l oyal . — She doesn't like meeting new people. 1

8-10 correct: I can talk about free-time activities and about people's personalities. 0-7 correct: Look again at Sections 5 and 8 on pages 32 and 34. SCORE: /10

2 Mark and Jodi are at Beth’s party. Complete the conversation with the verbs in parentheses in the simple present. (10 points) Mark:

Hi, I'm Mark.

Jodi:

Oh , hi. I'm Jodi. So, how (1)

Mark:

She (2 )

Jodi:

Oh, cool. What (3)

Mark:

I go to college. I (4)

Jodi:

I (5)

Mark:

Oh, yeah? (7)

Jodi:

It's OK, but I (8) d ° n t want (not want) to do it my whole life. My mom (9) doesn t think  (not th/nk) it's a good job.

P^aYs

work

you

(know) Beth?

(play)   volleyball with my sister.  you

 study

(do), Mark?

(study)  French and German. And what about you?

(work)   with my dad. He (6) D ° 

 you

Oh, really? What (10) ^oes Jodi: She wants me to be a doctor. Mark:

know

^e

she

^as

(have)   a restaurant.

(like) it?

want

(want)  you to do?

8-10 correct: I can use the simple present to talk about myself and to ask questions about other people. 0-7 correct: Look again at Sections 1 and 6 on pages 30 and 33. SCORE:

/10

Language wrap-up

1 Vocabulary

Students can do the Language wrap-up exercises in class or for homework. If you give them for homework, remember to check the exercises at the beginning of the next class, or collect a few to grade and identify any typical errors.

A

If you decide to do the exercises in class, you can approach the wrap-up as a two-step reviewing procedure. First, ask the students to do the Vocabulary section individually. When ready, encourage the students to check their answers carefully, and then put them in pairs to compare answ.ers and discuss any differences. Self- and peer-correction are two excellent ways of developing learner independence and creating a cooperative learning environment. After completing the Vocabulary section, you can apply the same procedure to the Grammar section.

Focus the students' attention on the text in italics in the first sentence and tell them that they must put the letters in the correct order to make words to complete the sentences. B

Ask the students to read sentences 1 to 5 first and think about both of the sisters' personalities before they do the matching activity.

2 Grammar Tell the students to read the conversation carefully before trying to do the exercise.

At the end of each section, make sure that the students write their score out of ten. If they have a score lower than eight, direct them to the appropriate sections of the unit, and encourage them to read those sections again for homework. After that, ask the students to complete the exercise(s) again at home.

C o m m o n E u r o p e a n F r a m e w o r k : u n it m a p Competence developed

CEF Reference (A1)

1 Grammar

can understand and use statements and questions in the simple present

Table 1; Table 2; Sections 5.2.1.2 6.47.7; 6.47.8

2 Pronunciation

can hear and produce different third-person singular endings

Section 5.2.1.4

3 Reading

can recognize cognates and use them to understand a text

Table 1; Table 2; Section 4.4.2.2

4 Listening

can understand a radio discussion and respond to the topic

Table 1; Table 2; Section 4.4.2.1

5 Vocabulary

can talk about free-time activities

Table 1; Table 2; Section 4.4.1.1; Section 4.4.3.1; Section 5.2.1.1

6 Grammar

can understand and use information questions in the simple present

Table 1; Table 2; Section 5.2.1.2

7 Speaking

can ask for opinions

Table 1; Table 2; Section 4.4.3.1 ; Section 5.2.3.2

8 Vocabulary

can talk about personality

Table 1; Table 2; Sections 4.4.1.1 4.4.3.1; 5.2.1.1

9 Writing

can describe themselves and their interests

Table 2; Section 4.4.1.2

Unit 3

D o w n t im e

UNIT 3

T38

D A Y IN , D A Y O U T The expression day in, day out  means every day for  a long time and emphasizes routine.

llnitp Unit opener • Optional downloadable unit opener 1 Vocabulary: telling time 2 Reading: a magazine article 3 Grammar: frequency adverbs and adverbial phrases 4 Pronunciation: days of the week 5 Listening: for specific information 6 Vocabulary: prepositions of time 7 Speaking: talking about interesting activities • Optional downloadable Speaking workshop: talking about interesting activities 8 Grammar: clauses with until, before,

(p. 39) 10 min. 10 min. (p. 40) 25 min. (p. 40) 30 min. (p. 41) 40 min. (p. 42) 15 min. (p. 42) 30 min. (p. 43) 25 min. (p. 43) 20 min. 20 min.

(p. 44) 40 min.

after 

9 Writing: understanding the mechanics (p. 45) 30 min. lifeSkilIs: managing your time (p. 46) 45 min. (Self and Society) • Optional downloadable lifeSkills 45 min. lesson (Work and Career) • Optional downloadable lifeSkills 45 min. lesson (Study and Learning) Language wrap-up (p. 48) 15 min. Communicative wrap-up Units 3-4 (p. 132) 20 min. Video and downloadable video worksheet 45 min.

Reading: a magazine article Ask the students what time they get up and what time they go to bed. Ask if they prefer the morning or the evening. Ask them to look through the unit and find an article about this topic. Speaking: talking about interesting activities Ask the students to take out a piece of paper. Ask them to write an interesting thing that they do on the sheet of paper (e.g. I play squash.). Collect the sheets of paper and mix them up. Read the activities aloud to the class. The students have to guess who does each activity. Refer the students to the lifeSkills panel. Tell them that the topic of this unit's lifeSkills section is M an ag i n g y ou r ti me . Ask them how they remember things that they have to do. Elicit answers and write a list on the board (e.g. use a calendar, make a list, use a cell phone, etc.). A

• Write the word t i m e on the board. Check that the students know the meaning. Then write the expression Time is money. Elicit the meaning of this saying from the students (t h e t i m e y o u t a k e t o d o t h i n g s c o s t s y o u m o n e y ) . Tell them that this type of expression is called a  sa yi n g or p r ov er b —an expression that many people know and use, and that gives an important message or advice about life. • Ask the students to look at the pictures, and invite individual students to read the sayings aloud. • Put the students in pairs and ask them to discuss the g'eneral meaning of each saying (e.g. Tim e waits for  no man. = Time never stops.; Tim e flies when you are having f un. = Time m oves quickly when we are enjoying  so m et h i n g .) .

E x t r a : s a y i n g s w i th

Unit opener Lead-in Direct the students' attention to the objectives in the unit menu and go through the information with them. Explain that this unit focuses on language to do with time and routines, and on the following skills to help them talk about these topics: Listening: for specific information Tell the students what your favorite day of the week is. Tell them what you usually do on that day (e.g.  M y f av or i te d a y i s Sa t ur d a y . I n t h e m o r n i n g , I r e a d t h e n e w s p a p e r a n d   in the afternoon, I watch spor ts on TV). Ask the students what their favorite day of the week is. Ask what they usually do on that day. Writing: understanding the mechanics Write the sentence  J o h n li k es te n n i s on the board. Elicit/ Explain that the subject of the sentence is  J o h n . Ask the students to look through the unit and find out if every sentence in English needs a subject.

(2 )

time

Write on the board two more sayings with time: There's no time like the present  and B etter late than never. Ask the students to speculate on what they might mean. Explain that the first one is similar to  S ei z e th e m om en t ( C a r p e di em ) .

B • Read the instructions aloud. • Put the students in pairs to discuss whether they agree with the sayings in Ex. A. • Ask the students to think of similar sayings about time in their language. Elicit ideas from the class. Note that some students find similarities and differences between their language and English in the use of proverbs and sayings very interesting. Focusing on this will help the students remember the English expressions more easily.

U N IT 4 D A Y IN , D A Y O U T IN THIS UNIT YOU learn language to talk about time and routines

%

%

listen to an interview about daily routines— listening for specific information

A

0

Read these sayings about time. Wi th a partner, discuss what you think each one means.

A:  S o , w h a t d o y o u t h i n k t h e f i r s t o n e m e a n s ?  B:  M a y b e i t m e a n s t h a t t i m e n e v e r s t o p s . O r t h a t n o o n e ca n s t o p t i m e. A: Y e s, I th i n k y o u ' r e r i g h t .

learn to use subjects correctly in sentences—writing: understanding the mechanics

1^1 read about people who prefer different routines 0

talk about interesting activities watch a video about unusual routines

B

—

Z 1^

 

Wo rk in pairs. Do you agree with the sayings in Exercise A?

LIFE SKILLS

Learn to manage your time

SELF & SOCIETY Day in, day out K 5 k l l Q E 9 l

1 V

t e l li n g t im e

A

Match these sentences to the correct times. Some times match more than one sentence.

noon = 12:00 in the middle of the day m i d d a y =  around noon m i d n i g h t   = 12:00 at night a.m. = before noon, e.g. 7 a.m.  p . m .   = after noon, e.g. 11 p.m. m m m m m m m m m m m m m m m rnm m m m m

It's twenty after seven. 2 It's five to two. 3 It's three o'clock. 1

B

4 It's a quarter after two. 5 It's six-thirty. 6 It's a quarter to six.

7 It's seven-twenty. 8 It's half past six. 9 It's two-flfteen.

10

  It's five forty-five.

3 1 Work in pairs. Say what time you usually do these things on weekdays.

• get up • leave for school/work

• get to school/w ork • have lunch

• have dinne r • go to bed

A: W h a t t i m e d o y o u h a v e l u n c h ?   B: I h a v e l u n ch a t ( a r ou n d ) t w o . A n d y o u ?  

2 A

a m a g a z in e a r t ic le Read this article. Wha t is the difference betw een larks a nd owls? i

 W hat Type o f Bird Are You? One In ten people is a lark. About two in ten are owls and enjoy staying up very late. If you like to get up early, have coffee, and read the paper, you’re probably a lark. Owls often don't eat breakfast and have to hurry to get to wo rk In the morning. If you do laundry or surf the Internet at midnight, you're probably an owl.

B

Larks and owls often have different jobs. Emergencyroom doctors, for example, work more at nigh t.They are usually owls. Writers and artists are often larks. For example, cartoonist Scott Adam s is a lark. "I nev er try to do any creating past nopn," he says."And I only exercise In the late afternoon. I draw from 6 a.m. to 7 a.m. Then I write for a few hours."

3 f Wo rk in pairs. Ask and an swer these questions.

Are you a lark or an owl? Why? 2 What time of day do you like to work or study? 3 What time of day do you like to relax? 1

1 Vo cab ular y: telling time

2 Reading: a magazine article

Lead-in Point at a clock (or draw a clock with a specific time on the board) and ask the students W h a t t i m e i s i t ?  Don't worry at this stage if they can't give you an accurate answer because this is the focus of this section. Then write 9 : 3 0 on the board. Tell the students there is a very easy way of saying this. Elicit it from the class (nin e thirty). Write three more examples on the board (e.g. 1 1 : 1 5 , 2 : 4 5 , 9 : 2 0 ) . Ask the students to tell you the time in the same way as n i n e thirty. Emphasize once again how easy this is in English (eleven fifteen, two forty-five, nine twenty). Return to the example of 9 : 3 0 . Tell the students there is another way to say this in English using the word half. If you can't elicit the phrase half past nine, write it on the board. Do the same for a q u a r t e r a f t er  and a q u a r t e r t o. Give the students further practice by dictating some more times, and asking them to write them as numbers. Continue until they can do this easily.

• Write the words ow l and lark  on the board. Tell the students they are both birds. • Write the following vocabulary from the text on the board:  st ay u p la te, d o la un dr y, s u r f t h e i nt er n et , m i d n i g h t , e m e r g e n c y r o om , n o o n . Try to elicit the meanings from the class, and explain any expressions the students don't know. • Draw the students' attention to the question in the instructions. Encourage them to think of what the difference is when reading the text. • Give the students time to read the text and the descriptive summaries of the two birds.

A

E x t r a : re a d in g p r a c t ic e

• Focus on the expressions in the information box. Remind students of the meaning and usage of a.m. (ante meridiem) and  p .m . (post meridiem). Elicit that a.m. is used before noon (12 o'clock) and p.m. is used after noon, but before midnight. • Read the instructions for the exercise aloud. Make sure the students understand that some of the pictures match more than one sentence. • Ask the students to do the exercise individually.

Ask the students to answer these questions. 1 How many people are larks? 2 How many people are owls? 3 Which of these are larks: doctors, writers, artists? 4 When does Scott Adams draw?

Answers 1 one in ten 2 about two in ten 3 writers and artists 4 from 6 a.m. to 7 a.m.

Culture note In the U.S., noon is generally used to mean 12:00 p.m., and midday is used more generally to mean around noon, in the middle of the day.

C u lt u r e n o t e Larks are primarily found in Europe and Asia. The lark symbolizes daybreak and early morning in literature and mythology.

• Remind the students that we use the preposition at  when we give the time something happens (e.g. T h e lesson starts at 10 :30 a.m. and end s at 11 :15 a.m.).

• Put the students in pairs. Circulate and make sure the

B

students are using at  and expressing the times correctly. • Ask a few students to report back about their partners (e.g.  M el i ss a g et s u p at  7 o'clock.).

• Read the questions to the class. • Put the students in pairs to discuss the questions. Encourage them to give reasons for being larks or owls (e.g. I'm a lark because I always wake up early.) Give the students an example by telling them reasons why you are an owl or a lark. • When the pairs finish their discussions, elicit some responses from several students. Find out who is an owl and who is a lark. Encourage the students to give examples with specific times in their answers (e.g. I like

Culture

note

The 24-hour clock is typically used to talk about travel times in many countries (e.g. The train leaves at 18:23 (pronounced e i g h t e e n t w e n t y - t h r ee ) . However, in the United States, the 24-hour-clock is only used in the military and a few other professions. When using the 12-hour clock, we can use a.m. and p.m.

to study late at nig ht. I usually start at 9 p.m.).

Workbook p. 22, Section 1

Day in, day out

UNIT 4

T40

3 Grammar: freq uencv adverbs and adverbial phrases Lead-in Write the following sentences on the board: Bill never   st ay s u p la te. R a ch el al w ay s g o e s to b e d ear ly. Ask the students how many days a week Bill stays up late (none). Ask how many days a week Rachel goes to bed early (seven).

A

19

See the Student's Book for the audio script. • Ask the students to read the questions at the end of the text. Check that they understand what a lot  means (many things). Tell them the conversation is between Rick and Alicia, so they should write either Rick  or A li ci a in the blanks.

Alternative Ask the students to listen to the audio once without looking in their books. This will give them practice in gaining understanding from listening. • Play the audio once. Check the students' progress, and play it again, if necessary. Check the answers with the class.

c

• Read the instructions aloud, and have the class repeat the activities in thè grammar table. Elicit their meaning. • Direct the students to the example and explain that they will write sentences like this one for Rick's other activities. Ask the students to complete the exercise individually. Circulate and monitor, assisting where needed. • Tell the students to compare their answers in pairs. Then check the answers by calling on students to write their sentences on the board. • Ask the class to check that the frequency adverbs are in the correct place in each sentence. Remind them of the position of the adverb with respect to the verb. • Review the pronunciation of the present tense third person singular. Then ask the students to repeat the correct sentences, using correct pronunciation of the verbs.

E x t r a : g r a m m a r p ra c tic e Write these sentences on the board. Ask the students to put the words in parentheses in the correct place in the sentence. 1 She gets up early. (always ) 2 He is late, (often) 3 We go to the movies, ( s o m e t i m e s ) 4 She is wrong, (never)

Answers 1 2 3 4

NOTICE! • Ask the students to read the underlined phrases in the conversation again and answer the question. • Check the answer with the class.

Answer The word order is different.

B

Form • Complete items 1-3 as a class. Encourage the students to look for the answers in Ex. A. • When you have elicited the answers, ask the students to look at the Watch out!  box. Highlight that the frequency adverbs always come after the verb be, not before.

Function • Draw the students' attention to the diagram, and explain that 0% indicates never. Emphasize that this diagram is a good way to express how often something happens. • Give the students time to complete the diagram individually. Remind them that they can use the conversation in Ex. A to help them. • Ask the students to compare their answers in pairs. Then check the answers with the class.

She always gets up early. He is often late. We sometimes go to the movies. She is never wrong.

• Ask the students to look at the questions in the How to  say it   box. Tell them that H o w o f t e n a r e y o u ...?  is only used to ask about one of the activities in Ex. C. Elicit which one it is (be late for class —How often are you late  f or cla ss ?) . For all the other activities, they will need to use H o w o f t en d o y o u . . . ?   • Put the students in groups, and have them discuss how often they do the activities. To ensure that all the students get practice with the questions as well as the answers, for each activity, have one group member start by asking H o w o f t en ...?  to the person on their right. That person answers, and then asks the person on their right. The group continues until all the students have had a chance to say how often they do each activity. • Ask the students to report back on their group discussions. Make sure that they put the frequency adverbs in the correct place. Also make sure that they use the third person -s ending correctly.

E x t r a : hangman Play a quick game of "hangman" on the board with the class, using adverbs of frequency to review both the words and their spellings.

^

W o r k bo o k p . 2 2 , S ec tio n 2

3

frequency adverbs and adverbial phrases

A |||] 19 LANGUAGE IN CONTEXT Listen to the conversation below. Answer the questions. Rick:

Alicia:

Rick:

Alicia: Rick:

I'm always so busy! I never have any free time. I'm usually at work in the morning, and I always study in the afternoon. What about you? I don't work, so I often get up late. I sometimes study in the morning and relax in the afternoon. Five times a week, I go out with friends. Five time’s a week! I rarely have time to go out— maybe just once a month. But I love watching movies. How often do you go to the movies? Oh , three or four times a m onth. Do you want to go this weekend? Yeah, that sounds great.

  Who does a lot every day?

1

Rick 

  Who doesn't do a lot every day?

2

NOTICE!

 A li ci a

Look at the underlined phrases in the conversation. Is the word order the same or different?

B ANALYZE Read the conversation in Exercise A again. Form Choose the correct option to complete the sentences. The frequency adverbs in bold come the verb be. 1 a) before (b)  a f t e r } 2

The frequency adverbs in bold come (afbefore)

mmmm

other verbs.

b) after

3 Th e adverb ial phrases (once a month,  etc.) come (a) at the start or end of a clause) b) between subject and verb Function Complete the diagram with two words from the conversation. We use frequency adverbs to talk about how often something happens.

0 % ^-----------------------------------------------------------------------------------► 100 % never

rar° :!y 

sometim es

often

usually

WATCHOUT! 0 i am always happy, always am happy.

always

C PRACTICE Write sentences about how often Rick does each of these activities. Use each frequency adverb from Exercise B once. be late for class

0 times a week

(1) H&U never tote-for doss.

cook at home

6 times a week

pj H e usually cook s at home.

chat online

3 times a month

H e s o m e t i m e s c h a ts o n l i n e.

drive to work 

every workday

h/e always dri ves to work.

play video games

once a year

^

watch the news

4 times a week

... He often wa tches the news. Co; —--- ------ — --- --------------- -------- ————   ---- ---------- ----

H e r a rel y p l ay s v i d eo g a m e s .

D Q§ NOW YOU DO IT Work in groups. Ask and answ er questions to find out how often people in your group do each activity in Exercise C. Then report back

HO W TO SAY IT Asking about frequency

to the whole class.

H o w o f te n d o y o u . . . ?  

A: In our group , Victor and Lisa rarely cook at home.

H ow often are you ...? 

B: Vera always cooks at home.

D a y in , d a y o u t

UNIT 4

41

4

days of the week

A H I 20 Listen and repeat. Notice that the stress is alwa ys on the first syllable. Sun»day

M o rrday

Tues»dav

We dnes«dav

Thurs»day

Fn»day

Sat* ur«dav

B m ^ ¡2 1 Wo rk in pairs. Practice saying these sentences. Make sure you stress the correct syllable. Listen and check. I work from Mond ay to Friday. 2 I go to the gym on Tuesdays and Wednes days. 3 My favorite day of the week is Saturday. 4 I think Sundays are boring. 1

5

for specific information page 22 ©

A H|jfl 22 Look at the pictures and listen to Part 1 of an interview. Match each picture to the day the woman does the activity.

B H I 23 Listen to Part 2 of the interview. Wh at does the wom an do on Sundays? Check (/) the activities she mentions. ¡73 have breakfast (7) read the newspaper Q watch TV 0 go for a walk □ meet friends

[71 have lunch ¡7] do the housework □ go to the gym U\  cook

C Wo rk in pairs. Describe your usual weekend routine. Do you and your partner do similar or different things on wee kends? On  S a t u r d a y s , I u s u a l ly g e t u p la t e. I . . .

on Mondays = every Monday

E  F   A

Monday Tuesday Wednesday

C D B

Thursday Friday Saturday

—  — 

4 Pronunciation: days of the week Lead-in Write Today is ... on the board. Invite individual students to tell you what day It Is. Ask them to spell it for you. Elicit all seven days, if possible.

2 0 See the Student's Book for the audio script. Play the audio once, and ask the students to notice the stressed syllable in each word. Play the audio again and ask the students to repeat each word. Draw the students' attention to the fact that all the days of the week are stressed on the first syllable. Highlight that Wednesday  has only two syllables  /'wenz.dei/ and that the first d  is silent. Drill the pronunciation by having individual students repeat the words after you.

B 21 See the Student's Book for the audio script. Put the students In pairs, and have them take turns practicing the sentences. Play the audio so that the students can che ck their answers.

5 Listening: for specific information ' o Lead-in • Use the pictures to introduce the section. Ask the students what activity or place they can see in each picture (e.g. A: go to the gym, B: watch TV, C : m eet  friends, etc.). • Remind the students that they practiced listening for specific information on p. 22.

A • Bf?i3 22

Explain that the students should listen and match the picture to the correct day. Emphasize that they will need to listen for both the day and the activity. • Play the audio once and check the students' progress. Play it again if necessary. • Ask the students to compare thei r answers In pairs. Then check the answers with the class.

Audio script _ _ _ _  

E x t r a : d a i ly r o u t in e s Q & Â Tell the students that you are going to tell them your daily routine. Explain that they should try to stop you from getting to the end of your day by asking you a lot of questions. For example, you say /  g e t u p an d  have breakfast, and they say E x c u s e m e , w h a t d o  y ou ea t f or br ea k f as t?  You answer toast, and they can then say D o y o u h a v e i t w i th b u t t e r ?  At the end, invite individual students to come to the front to recount their day.

B • H

23 Before you play the audio, ask the students to look at the list of activities. Tell them that the woman does six of these activities on Sundays. Ask them to work in pairs and decide which activities she does. • Elicit some suggestions from the class, but do not correct them at this stage. • Play the audio, and ask the students to check their predictions. Check the answers with the class.

Audio script

__ _ _ _ _ _ _ _ _

_______ _______

R = Reporter, W = Woman

Tell me about Sundays. What do you do on Sundays? I usually get up late and have breakfast. I often read the newspaper at the same time. After that, I usually go for a walk. I like walking around my neighborhood. I get home, and I have lunch at one. R: What about after lunch? W: In the early afternoon, I do the housework. The rest of the day, I cook and relax. R:

W:

c • Read the instructions aloud, and draw the students' attention to the model sentence. •  Highlight the fact that we use the plural form (on  Sa tu r da y s, on S u n da y s) to mean every Saturday, every   Su nd ay , etc. • Give the students time to think about their weekend routine. Encourage them to use some of the ide as in Ex. A and Ex. B, as well as the frequency adverbs that they learned earlier in this unit. • Put the students in pairs to complete the exercise. • When the pairs finish, choose a few pairs to tell you the things they do which are similar, and the things they do which are different. • Encourage them to use We both ... for the things which are similar.

_____

R = Reporter, W = Woman

What's your daily routine? Here's what one person says about her week. R: Um, what's your dally routine? W: Um, well, on Mondays, I work in the office. On Tuesdays, I have class after work. On Wednesdays, I go to the gym before work. That gives me energy for the rest of the week! On Thursdays, I usually meet friends for a drink. R: And Friday? W: Friday evening Is the start of the weekend. I always go dancing. On Saturdays, I relax at home and watch TV.

D a y in , d a y o u t

UNIT 4

T42

6 Vocabulary: prepositions of  time Lead-in Review m o r n i n g , a f t e r n o o n , and e v e n i n g . Do this by writing 6 : 0 0 a . m . t o 1 2 : 0 0 n o o n , 1 2 : 0 0 n o o n t o 6 : 0 0 p . m . , and 6 : 0 0 p . m . t o 1 1 : 0 0 p .m . on the board. Ask the class which words we use for these different times of day.

24 See the Student's Book for the audio script. Tell the students to look at the picture. Explain that they will hear Owen talking to Ava about his routine. Ask the students to read the questions at the end of the conversation, and check that they understand them. Play the audio once, and check progress. If necessary, play the audio again. Check the answers with the class.

A • Choose a student to read the text aloud. • Use the text to help the students figure out the meanings and use of befor e, after, and until. If they have problems understanding these words, ask them if they go out with their friends b e f o r e work (or school) or after  work. Tell them the school is open until 10 o'clock (for example) and then it is closed. • Ask them to read the three statements carefully. Make sure they understand later  and earlier (8 o'clock is earlier  than 9 o'clock, but later than 7 o'clock). • When the students finish the exercise, check the answers with the class.

B • Ask the students to find examples of on, at, in, before, after, and until in the text in Ex. A and underline them. • Ask the students to work individually to complete the grammar table. • When the students finish, check their answers with the class. • Point out that we say in the morning and in the eveni ng but highlight that we do not say in the night. We say at night.

Extra: shadow reading Use the conversation as a  sh a d o w r ea d i n g exercise. Play the audio and ask the stu dents to read along.

• Read the instructions to the class, and give the students a little time to think about the interesting or unusual things that they do. Ask them to read the model conversation. • Highlight that we d o karate (and judo), but we  pl ay  ball games (like soccer), and  g o swimming (and other sports activities ending in - i n g , e.g.  sk i i ng ) . Explain that students should ask both  y es / n o questions and wh - questions. Elicit wh - questions as examples. • Encourage the students to circulate, asking and answering questions about their activities. Ask them to speak to at least five other students. •

Possible answ ers

•Extra: follow-up questions

on: Monday (mornings), Tuesday(s), weekdays/ weekends, etc. at: two (o'clock), 4 a.m., 9 p.m., etc. in: the morning(s), the afternoon(s), etc. before: two (o'clock), 4 a.m., 9 p.m., lunch, bedtime, etc. after: two (o'clock), 4 a.m., 9 p.m., breakfast, school, etc. until: the morning, two (o'clock), 4 a.m., 9 p.m., etc.

Encourage the students to extend their conversations by asking one or two follow-up questions about their partner's activities. For example:  A : I p la y s o c c e r on S u n da y s. B : O h , w h e r e d o y o u p la y ?  

c 

c

When the students finish Ex. B, invite several students to share some interesting things they learned about their classmates. • As the students give their answers, encourage the rest of the class to ask qu estions to find out more information about their classmates' interests. • Write any interesting and unusual activitie s on the board to help boost the students' vocabulary.

•

• Ask the students to work individually to complete the sentences with the correct option. • Have the students compare their answers in pairs. Tell them to refer to the examples in Ex. A and Ex. B to help them complete the exercise. Check the answers with the class.

Extra: prepositions with time Give each student three slips of paper and a thick marker. Ask the students to write on on one slip, at  on another slip, and i n on the third slip in very big letters. Tell them you will say a time reference (e.g. th e afternoon, twenty after five) and they should hold up the card with the correct preposition. Once they have practiced the phrases with you, they can test each other in groups or pairs.

-

n r

W o r k b o o k p p . 2 3 - 2 4 , Se c tio n 4

I

A Read wha t this wo m an says about her routine. (^irde)the correct option to complete each explanation. "I usually work until five o'clock. I get home at six. On weekdays, I go to bed early. I often watch TV until bedtime. On Fridays, I always go out after work and I see friends in the even ing. So metim es, I don't get home before 3 a.m.l I sleep late on Saturday mornings."   We use(untJfy before / after   to say when we stop doing something. 2  We use until / before /(aftehto say at a later time. 3  We use until /(before)/ after   to say at an earlier time. 1

B Read the text in Exercise A again. Write two more exam ples of your own for each category in the table below.

Fridays

C 1

\fuse,

\ tke-evesdny 

before

after

until

3

work,

bedtime.

a,.nc.

Choose the correct option to complete the sentences. My English class starts a) in b) until (cTat)

  Let's go out a) in ( b )  on) c) at

2

4 I study abou t 10 p.m ., and then I go to bed. a) after b) at (cfuntiP)

two-thirty,

5 See you a) on ( b ) i n

Thursday.

3 I always brush my teeth a) until db T before) c) at

I take a shower.

the morning!

6 My dad us ually plays tennis a) on (b)  after) c) in

work.

A Answer the questions. Ava: Owen: Ava: Owen: Ava: Owen: Ava: Owen: Ava:

So, Owen. What do you do in your free time? I usually have a very busy week. I do different activities almost every evening. Really? What activities do you do? Well, I go in-line skating twice a week. And I take an art class on Wednesday evenings. Art class? That's interesting! Why don't you come along next week? Sounds fun. And what do you usually do on the weekend? I go hang gliding on Saturdays. Do you want to come along to try that? No way! Art class is exciting enough for me!

1 What activity does Owen do twice a week? 2 What activity is Ava interested in trying?

___ !P,:!.iilSjJ&IPJLar- cii!SS

... ...

B

Walk around the class and ask each person to tell you two interesting or unusual things they do each week. Find out as much as you can. A: Do you do a n y th i n g u n u s u al ea c h w e e k ?   B: On T u e s d a y s , I t a k e a d a n c e c l a s s.

C Q j Tell the rest of the class about any interesting or unusual things your classmates do.

D a y in , d a y o u t

UNIT 4

43

8 GRAMMAR

clauses with u n t i l , b e f o r e , a f t e r  

A LANGUAG E IN CONTE XT Read what this man says and(gjrcle)T (true) or F (false). "I'm pretty superstitious. I stay in the locker room until I'm the last one. Then I follow the others. I always touch the grass before I start to play. It brings me luck. After I do all of that, I always play well!" 1

2

He is the last one in the locke r room, and then he follows the others. He starts to play and then touche s the grass.

F T  O

NOTICE! Underline after, before,  and until in the text. They come ... (a) between clauses or at the start of a clause?) b) between the sub ject and the verb.

B ANALYZE Read the text in Exercise A again. Function(^ircle)the correct option. To talk about the order of events ...

after

After I do all of that, I always play well,

We use after  with the (1)(^rej)/ second  event.

before

I always touch the grass before I start to play.

We use before  with the (2) first /Qeconœeve nt.

To talk about the duration of events ...

until

I stay in the locker room until I'm the last one.

We use until to talk about an event that stops at a particular moment in time.

C PRACTICE Complete these sentences with before, after, or until. 1 Dan has his piano lesson at five. He has dinner at seven. Dan has his piano lesson Dan has din ner 2

.P P ore _ he has dinner.

afteL .

he has his piano lesson.

W A TC H O U T ! 0

I ge t hom e. Th en I call my frie nd s. I call my friends

 

after 

I get dressed before I have breakfast. I get dressed before have breakfast.

I get home.

3 Christina stud ies every day. She stops when she finishes all her schoolwork. Christina studies every day

she finishes all her schoolw ork.

4 I arrive at the office. Then I have coffee. I have coffee

 

after 

I arrive at the office

I

arrive at the office.

before

| have coffee .

D Q§ NOW YOU DO IT Work in pairs. Ask and answer questions about what you do before and after you do these things. • leave the house in the morning • do your homew ork • go out in the evening with friends • go to bed A: W h a t d o y o u d o b e f o r e y o u l ea v e th e h o u s e i n t h e m o r n i n g ?  

B: B efore I leave the hou se in the m ornin g , I ...

o

■

r: clauses wi th until, Lead-in

Refer the students to Section 6, Ex. C. Tell them to read item 3. Ask who in the class brushes their teeth before they take a shower, and who brushes their teeth after they take a shower. Find out what the majority does. Ask other questions about their morning routine: Do you ge t dr essed  before or after you have breakfast? Do you drink coffee before or after your shower? 

• Highlight the difference between the use of before/  after  to talk about the order of events, and until to talk about the duration of events. Make sure the students understand these concepts. An added challenge for the students may be the way these words are used grammatically in sentences in their language (e.g. they might be used with infinitives or future tenses). • Draw the students' attention to the example sentences. Note the use of the comma when you begin with the subordinate clause (in this case, the clause beginning with after).

Extra: changing order 

A

• Before you begin the exercise, pre-teach and drill the pronunciation of some of the words (e.g. superstitious: believing that certain things or behaviors can bring good or bad luck; locker room: the place where athletes get dressed; touch: put your hands on something; luck: good fortune). • Tell the students to read the text and decide whether the statements are true or false. Check the answers with the class. • Note that pret ty   here is an adverb and is not related to the adjective pretty. Here it means fairly  or even very.

Extra: popular superstitions Lead a brief class discussion about popular superstitions in the students' home countries. Ask the students whether they believe in them.

To reinforce this rule, ask the students to work in pairs and write the b e f o r e and after sentences from the grammar table in a different order (e.g. Before I start  to play, I always touch th e gr ass). Make sure they have remembered to put the comma in the right place. c

• Point out the Watch out! box. Ask the students why the second sentence is incorrect (there is a subject pronoun missing before have). Give the students time to think about what they do before and after the activities. • Ask the students to work individually to complete the sentences. Then encourage them to check their answers in pairs, discussing any differences. • Invite the students to read aloud the completed sentences to check answers.

Extra: grammar practice NOTICE! Ask the students to read the text again and underline the examples of after, bef ore, and until. Note that there is one example of each. Then ask them to look back at the sentences they underlined, and circle the correct option to complete the statement.

Insert befor e, after, or until to complete the sentences. 1 We usually have coffee _______ we finish our lunch. 2 I take a show er _______ I go to school. 3 I watch T V _______ it is time to go to bed. 4 We clean the classroom _______ we go home. Answers

after 2  before 1

B Function

• Have the students read the text again. Then ask them to repeat the model sentences in the grammar table after you. • Ask the students to circle the correct options in the grammar table individually and then to compare their answers in pairs. Check the answers with the class.

 Alternative Write this sentence from the text in Ex. A on the board: I always touch the g rass befo re I start to play. Ask the students which happens first— t o u c h t h e g r a s s or  st ar t  to play (touch the grass).

3 4

until before

D

• Invite two students to read the model conversation. Then put the students in pairs to do the exercise. • When the pairs finish, elicit some examples from the class. Ask the students to report back on their partners (e.g. Daniel watches TV before he does his homework.). Review the pronunciation of third person -s endings, and make sure that the students are using before, after, and until correctly.

W o r k b o o k p . 2 5 , Se c tio n 5

D a y in , d a y o u t

UNIT 4

T44

c

Lead-in • Write two incorrect sentences on the board (e.g. * H a v e c o f f e e ev e r y m o r n i n g and *H e nev er late for class). Tell the students there is a mistake in each sentence, and ask them to work in pairs to correct the mistakes. Emphasize that the first sentence is incorrect because it has no subject, and the second sentence is incorrect because it has no verb. • Remind the students that they practiced understanding the mechanics on p. 23. • Ask the students to read the information in the skills panel carefully. Emphasize that sentences in English always have a subject and a verb. • If in your students' language the subject can be omitted, encourage the students to remember to include the subject in English.

A • Before the students do this exercise, remind them to look for the subject and the verb in each sentence to decide whether the sentence is correct or not. • Ask the students to work individually or in pairs to complete the exercise. Circulate and monitor, assisting where needed. • Check the answers with the class. Invite individual students to come to the board and write the correct versions of the incorrect sentences. Ask other students if they agree with the versions on the board.

B • Ask the students to look at the picture. Ask them where the man (Jake) works and what his job is. Try to get the students to predict his daily routine (e.g. He  g et s u p at  9 : 0 0 a . m . ; H e st a r t s w o r k r i g h t a w a y; H e g e t s t o b e d  

etc.). • Tell the students that they will read a text about the man in the picture, and that the text has three sentences with mistakes. Ask them to find the mistakes and underline them. • When the students finish, ask them why the sentences are incorrect. Elicit the corrected sentences from the students and write them on the board. • Highlight that if there are two verbs in one sentence, and the subject is the same for both verbs, it is not necessary to repeat the subject. An example from the text is: H e p u t s a ll t h e e q u i p m e n t a w a y a n d f i n al ly g e t s around four in the morning,

to sleep at around four in the morning . •

Ask the students why Jake's routine is unusual. (He gets up very late. He works until 4 a.m.)

Answers He get up ...—He gets up (The simple present form of in -s for he/she/it.) Is hard work.— It's hard work. (The sentence needs a subject pronoun before the verb.) ... goes back to work.—... he goes back to work. (The sentence needs a subject pronoun before the verb.)

 g e t  ends

• If the students have problems identifying a family member or a celebrity with an unusual routine, direct them to the pictures of people on p. 20. • While the students are writing, circulate and monitor, assisting where needed.

D • Put the students in pairs. Ask them to read each other's sentences and discuss the similarities and differences. • Ask for several volunteers to read their sentences to the class. Have the class try to guess the person's job, based on the description of the routine.

E • Tell the students they are going to help each other correct any errors in their sentences. • Put the students in pairs, and have them exchange books. Remind them that sentences in English always have a subject and a verb. • While the students are correcting each other's work, circulate and monitor, assisting where needed. Make sure that the final versions are correct.

Extra: language auction On the board, write a list of about 10 correct and 10 incorrect sentences covering aspects of the language the students have recently covered, such as the third person singular form, adverbs of frequency, positioning of adverbs in sentences, and prepositions of time. Put the students in groups, and explain that each group has $10,000 to spend. They should try to "buy" as many correct sentences as possible. When the auction starts, they bid for their sentences, viith the sentences being sold to the highest bidder. Keep a tally at the side of the board of how much each group has spent—teams have to stop bidding when they run out of money. At the end, reveal which sentences are correct and who got the most for their money.

W o r k b o o k p . 2 5 , S e ct io n 6 Workbook p . 2 6 , R e a d an d w r i te p . 2 7 , D o w n t im e

B IS

I

9 W RITIN G ; understanding the mechanics Page 23@ A sentence expresses a whole idea. Sentences in English always have a subject and a verb. When there is no other subject, we use it.

Check (/) the correct sentences. Rewrite the incorrect sentences.

A 1

0 Friday my favorite day.

Friday i s my favori te day.

2 B i t is twenty to seven. 3

B Is cold today.

£

4  0

:

5

I an unusual routine.

It is cold today. I have an unusual routine.

0 My dad gets up at 4 a.m.

6 B I S an interesting job.

It's an interesting job.

B Read about an un us ual routine. Find three sentences that are incorrect and underline them. Explain why they are incorrect and suggest changes.

The life of a roadie isn't easy! And Jake Redman knows. This is his tenth year as a roadie with some of the biggest names in music. He has a hard routine on tour. He get up at noon when the tour bus arrives at the next stadium. He starts work right away— he helps to get the stadium ready for the show. It take s four hours and fifty peop le! Is hard work . Then, it's time for a meal and a little free time. Sometimes he watches the show in the evening. When the show is over, after midnight, goes back to work. He puts all the equipment away and finally gets to sleep at around four in the morning. What a life!

C Think of someone (a me mber of your family, a celebrity, etc.) with an unu sua l routine. Write a few sentences in your notebook describin g what you think they do on a typical day. D 0 Work in pairs. Read each other’s sentences. Do the two people have similar or different routines? E 0 Read your partner’s sentences again. Is every sentence correct? Help your p artner find any mistakes.

Day in, day out

UNIT 4

45

M ANAGINGYOURTIM E • Understand any problems you have with managing your time. • Write a to-do list and categorize each task. • Decide on the best order for the tasks.

A o f How well do you manage your time? Complete this quiz Compare your answers in pairs. How accurate is the quiz? W ha t can you do to improve your time management? ^

It 's t i m e t o t h i n k a b o u t t im e !

Some of us are born to be late and others are always on time. Take our  fun quiz to find out which you are!

Step 1 Understand any problems you have with managing your time. (Ex. A, Ex. E) Step 2 Write a to-do list and categorize each task. (Ex. B, Ex. C) Step 3 Decide on the best order for the tasks. (Ex. D)

Lead-in • Ask the students if they have a lot of time to do things, or if they sometimes feel they don't have enough-time to do all the things they need to do. Check that they understand the word busy   (a busy person has many things to do and not enough time). • Emphasize the importance of effective time management. Explain that careful planning helps us manage our time better. • Explain the concept of a to-do list   (writing down all the things you have to do in a day or a week) and the benefits of putting things in order of priority (from most important to least important). • Ask the students if they write to-do lists and, if they do, how the lists help them plan their time.

• Ask the students to look at the pictures on the quiz. Ask them which picture shows a busy person, and which picture shows a calm, organized person. • Go over the meaning and pronunciation of worried. • Read the instructions for the quiz. Make sure the students understand that they need to choose one answer for each question. Tell them to circle the answer that is true for them in each case. • Ask the students to do the exercise individually. Circulate and monitor, assisting where needed. • When the students finish, have them calculate their scores according to the chart on the right of the quiz. • Take a class poll to find out which category the students belong to. Note that you may need to explain achieve (do something successfully) and attitude (your opinion about something).

 Alternative The quiz can be done as an interview. Ask the students to work in pairs and ask each other the questions. They should then write down their partner's answers to each question, and figure out their partner's score and which category they belong to.

D a y in , d a y o u t

UNIT 4

T46

B

D

• Refer the students to the to-do list. Note that the stress is on d o. Ask the class how many of them make to-do lists regularly. Ask them what three categories are included in the to-do list (the day or date, the tasks, the estimated time for each task). Che ck that they understand the word task  (something that you need to do, often something that is difficult). • Ask the students to make a similar to-do list for all the days of the next week. Write the three categories on the board to remind the students to include them all. Give them plenty of time to think about this before you move on to Ex. C. •

• This is a reflective task, so give the students plenty of time to do this. Explain that they will need to reorganize their original to-do lists based on how important or urgent each task is. Highlight the importance of prioritizing. • Emphasize that the students may find it helpful to balance out their to-do lists if they move tasks from one day to another. • While the students are doing this task, circulate and monitor, assisting where needed.

A l t e r n a t iv e Ask the students to make a to-do list for just two or three days of the next week. c

• Ask the students to look at the diagram. Explain that this is one possible way of prioritizing tasks when writing a to-do list — important/not important, urgent/not urgent. Explain how to decide whether something is important but not urgent (e.g. paying a credit card bill. It might not be due for a month, so it is not urgent, but it is still important.). Explain to the students that one way to determine whether something is important or urgent is to think about what will happen if you don't do it. Explain that to decide how urgent something is, think about the amount of time you have to complete it. • Point out the How to say it   box, and ask the students to repeat the sentences chorally, and then individually. • Put the students in pairs, and tell them to exchange their to-do lists with their partners. Encourage them to use the questions in the How to say it   box to find out whether the tasks in their partner's to-do list are important or not, and have them work together to rank the tasks from A to D. When they finish, tell them to give the to-do lists back to their partners.

E • Read the instructions to the class. • Put the students in pairs, and have them compare their lists. Write a few helpful phrases on the board (e.g. W h a t d o y o u h a v e t o d o o n M o n d a y ? I n e e d t o c le a n m y   r o o m . ) . Encourage them to evaluate each other's lists and decide if they have enough time to do everything they have listed. • When the pairs finish, briefly get some feedback from the class. Take a class poll to find out which students think they have enough time to do everything. If there are any students who don't have enough time, ask if others can help them to prioritize their tasks.

REFLECT • Ask the students to read the R e f l e c t  question. • Give them some time to think about different situations in the domains of Work and Career and Study and Learning where the skill of  M a n a g i n g y o u r ti m e would be useful. • Elicit the following ideas: prioritizing jobs at work, having a deadline, when you need to make time for •meetings or for discussions with colleagues; studying for an exam when you have a bit of homework, when you have a deadline for an assignment, etc.

B Make a list of things to do in the coming w eek. Estimate the time you need for each one. Look at the example.

C

Wor k in pairs. Ask and a nswer questions about your lists. Use the diagram and mark each task depending on how important and how urgent it is.

Key to diagram: Very important and very urgent. Very urgent, but not very important. Very important, but not very urgent. Not very important and not very urgent.

■

-

D Write your things to do in order. For

Day

each day of the week, write A things first, followed by B things, etc. Think about the time you have and consider moving some things from one day to another.

Monday

E 51 Wor k in pairs. Compare your daily

Tuesday

to-do lists. Can you do everything in the time you have?

HO W TO SAY IT Q3 Prioritizing

Sunday

Wednesday Thursday Friday

Is this urgent?  How important is this?  It's very important!

Saturday

I don't really need to ... I suppose this isn't really urgent, so

REFLECT ... How can the skill of managing your time be useful to you in Work and Career and Study and Learning?

D a y in , d a y o u t

UNIT 4

47

1 VOCABULARY A Rita is talking about her day. Look at the time on each watch. Then complete these sentences with a verb and the correct time. (6 points)

dinner  se v en ( o' clo ck )

at

B Rita is talking about other parts of her day.(^irci^)the correct prepositions. (4 points) I always have breakfas t at/(^eforg)/ after / until  I go to school. 2 I some times go for coffee with friends until / at  /Rafter)/ on school. 3 / bnt/V / A t Saturd ay nights, I use my com pute r or watch a mo vie before  / after   / on /(untjfomidnight, and then I go to bed. 1

8-10 correct: I can tell the time and use prepositions to talk about what I do in a typical day. 0-7 correct: Look again at Sections 1 and 6 on pages 40 and 43. SCORE:

/10

2 GR

AR 

A Read this text about how frequently five people play video games. Write their names in the correct order on the scale. (5 points) When Leo comes home from school, he always plays video games. His sister, Marina, sometimes plays with him, but she prefers going online to talk to her friends. David often plays video games after school, but not every day. His sister, Lola, never plays. She thinks video games are boring. Samuel rarely plays video games, but he likes one so ccer gam e that he plays with his brother. 100%

----------------------------------------------------------------------------------------------------------------------- ► 0%

„

,

L eo

David 

,

 M ar i na

.

S am u el

q

Lol a

B Rewrite the sentences with before, after,  or until. Use the correct punctuation. (5 points) 1

Leo has dinner, and then he plays games on his computer. L e o h a s d i n n e r b e f o r e h e p la y s g a m e s o n h i s c o m p u t e r .

2

(b e f o r e )

Marina talks to friends online. Sh e stops when it's time for bed.  M ar i na tal k s to f r i en ds on li n e un ti l i t's ti m e f or b ed .

( un ti l)

3 David does his homework. Then he plays video games. D a v i d pl a y s v i d e o g a m e s a f t er h e d o e s h i s h o m e w o r k .

_

(after)

4 Lola watches TV. She stops when she go es to bed. Lola watches TV until she g oes to bed.

(until)

5 Samuel plays a video g ame , and then he listens to music.  A f te r S am u el pl ay s a v i d eo g am e, h e li st en s to m us i c.

( af te r )

8-10 correct: I can use frequency adverbs and time clauses to talk about when and how often people do things. 0-7 correct: Look again at Se ctions 3 and 8 on pag es 41 and 44. SCORE:

/10

Language wrap-up

1 Vocabulary

Students can do the Language wrap-up exercises in class or for homework. If you give them for homework, remember to check the exercises at the beginning of the next class, or collect a few to grade and identify any typical errors.

A

If you decide to do the exercises in class, you can approach the wrap-up as a two-step reviewing procedure. First, ask the students to do the Vocabulary section individually. When ready, encourage the students to check their answers carefully, and then put them in pairs to compare answers and discuss any differences. Self- and peer-correction are two excellent ways of developing learner independence and creating a cooperative learning environment. After completing the Vocabulary section, you can apply the same procedure to the Gram mar section. At the end of each section, make sure that the students write their score out often. If they have a score lower than eight, direct them to the appropriate sections of the unit, and encourage them to read those sections again for homework. After that, ask the students to complete the exercise(s) again at home.

Make sure the students understand that they should write a verb in the first blank and the time that the watch shows in the second blank.

B Encourage students to read the sentences carefully before they choose their answers.

2 Grammar

A Focus the students' attention on the scale under the text. Then ask them to read the text carefully, and then underline the names and frequency adverbs before they write the names in the correct order on the scale.

B Remind the students that they have to use the word in parentheses when they rewrite the sentence and to check that they have used the correct punctuation. Elicit which sentences can have the clauses the other way round (1 Before Leo plays games on his computer, he ... ; 3 After David does his homework, he ...; 5 Samuel listens to music after he ...). Refer to the Communicative wrap-ups on pp. 132-133 of the Student's Book for more activities.

Unit 4

Competence developed

CEF Reference (A1)

1 Vocabulary

can tell time In a variety of ways

Table 1; Table 2; Section 3.5; Section 4.4.3.1

2 Reading

can read and respond to a short magazine article

Section 4.4.2.2

3 Grammar

can understand and use frequency adverbs

Table 1; Table 2; Sections 5.2.1.2; 6.4.7.7; 6.47.8

4 Pronunciation

can correctly stress days o f the week

Section 5.2.1.4

5 Listening

can listen for sp e cific inform ation

Table 1; Tab le 2; Section 4 .4.2 .1

6 Vocabulary

can understand and use prep ositions of time

Table 1; Table 2; Section 4.4.3.1

7 Speaking

can talk ab out interesting activities

Section 4.4.3.1

8 Grammar

can understand and use clauses with u n t i l , b e f o r e , a f t e r  

Table 1; Table 2; Sections 5.2.1.2; 6.47.7; 6.47.8

9 Writing

can write sentences and use subjects correctly

Table 2; Section 4.4.1.2; Section 4.4.3.4

D a y in , d a y o u t

UNIT 4

T48

U N IT 5 H E R E , T H E R E , A N D E V E R Y W H E R E ! The expression here, there, and everywhere means all over the world. It is also the title of a

song by The Beatles. You can say that someone has traveled here, there, and everywhere.

Unit plan Unit opener (p. 49) 10 min. • Optional downloadable unit opener 10 min. 1 Grammar: there i s / there are with (p. 50) 40 min.  so m e, any, sev er al, a l ot of, ma ny 

 2 Vocabulary: places and attractions (p. in a city 3 Pronunciation: compound nouns (p. 4 Reading: for the main idea (p. 5 Listening: to a news report (p. 6 Grammar: the imperative (p. 7 Vocabulary: locations and directions (p. 8 Speaking: repeating directions to (p. check understanding 9 Writing: an email to give directions (p. • Optional downloadable Writing workshop: an email to give directions lifeSkills: establishing priorities (p. (Self and Society) • Optional downloadable lifeSkills lesson (Work and Career) • Optional downloadable lifeSkills lesson (Study and Learning) Language wrap-up (p. Video and downloadable video worksheet

51) 25 min. 51) 52) 52) 53) 54) 55)

15 min. 30 min. 30 min. 40 min. 25 min. 20 min.

55) 20 min. 20 min. 56) 45 min. 45 min. 45 min. 58) 15 min. 45 min.

Writing: an email to give directions Ask the students why they usually write emails: for work or study; to get information from a friend or company; to talk to friends or family; for another reason. Ask them to find the email in this unit and say what it is about. Refer the students to the lifeSkills panel. Tell them that the topic of this unit's lifeSkills section is E s t a bl i s h i n g p r i o r i t i e s . Ask them to work in pairs and discuss when they need to order things according to their importance, and if they are good at this, and why or why not.

A • Ask the students to work in pairs and write down in English as many country names as they can in two minutes. Listen to their suggestions as a class. Correct any errors with pronunciation. • Write the following expressions on the board: / think it's in ... b ecause there is/are ... ; It's proba bly ... ; I don't  think it's ... ; I would like to attend the ... becau se I like ....

Tell the students that these phrases are used to express opinions in English. Explain that we use  p r ob a b ly  when we are almost certain something is true. Ask them to use the expressions on the board when talking about the pictures. • Ask the students to look at the pictures. El icit guesses for where they think the events in the pictures are, and ask students to give reasons for their answers. • Ask the students which of the events they would like to attend and why.

Answers

U n i t opener

A B C D

Italy, II Palio horse race in Siena Malaysia, harvest festival in Sabah The U.S., cherry blossom festival in Washington, D.C. Mexico, Day of the Dead festival

Lead-in Direct the students' attention to the objectives in the unit menu and go through the information with them. Explain that this unit focuses on language to talk about places and directions, and on the following skills to help them do this: Reading: for the main idea Ask the students where they usually see written opinions (e.g. in newspaper articles, on internet blogs, etc.). Ask them if they often read opinions, and why or why not. Speaking: repeating directions to check understanding Ask the students when it is important to check information. Ask them to look through the unit and find out what type of information people are checking. Listening: to a news report Ask the students if they listen to any of these types of news reports: national and international news, local news, news about cultural events, commentary about social, cultural, and political issues.

B • Ask the students to look at Section 7 on p. 34. Elicit the questions for asking for others' opinions, and write them on the board. Ask the students to repeat them chorally and individually, with the main stress in the correct place (e.g. W h a t d o y o u t h i nk ? ) . • Put the students in pairs or small groups. Read the instructions aloud. The students then discuss their answers. • Encourage the students to use the questions for asking for others' opinions when they are discussing their favorite things to do and places to visit (e.g.  A : I r eall y  like N ew York. W hat do you think ? B: I agree. It's a  f an ta st i c ci ty. ).

• Elicit ideas from the class.

E

UNIT5 IN THIS UNIT 0

%

learn language to talk about places and directions read descriptions of where people live—reading for the main idea

A Look at the pictures. Wh ere do you think each of these events is happening? Give reasons for your answers. Wh ich of these events wo uld you like to attend? Why?

ask for and follow directions— repeating directions to check understanding ^

listen to a news report about a festival write emails giving and asking for directions watch a video about an interesting festival

-

m

B ^ Work in groups. Talk about your favorite things to do and places to visit. A:  / r e a l ly li k e L o n d o n . B:  M e , t o o ! I l o v e g o i n g t o al l t h e m u s e u m s .

LIFE SKILLS

Learn to establish priorities to make decisions

SELF & SOCIETY Here, there, and everywhere!

UNIT

49

   V 1 GRAMMAR: t h e r e i s / t h e r e a r e  with  s o m e , a n y , s e v e r a l , a l o t o f , m a n y  A LANGUA GE IN CONTEX T Read about the UFO festival. Ans wer the questions.

   V    V    V    I

H e le n w r it e s : “I’m from Canada, and I’m traveling in the southwest U.S.A. Are there any interesting festivals in this area right now? Is there a festival in Arizona? I’m in Phoenix right now.”

fa n a n s w e r s : “There aren’t any festivals in Arizona this month, but there is a cool festival in Roswell, New Mexico, it’s called the UFO Festival, and it’s all about UFOs and space aliens! There are a lot of different types of events. For example, there are several planetarium shows, and there are some talks by astronomers and other scientists. There aren’t many tickets for these talks, so it’s a good idea to buy them online as soon as possible. There’s an alien costume competition, and there are many contestants with really crazy costumes! There’s also an alien parade. Believe me, there isn’t another festival like the UFO Festival!”

NOTICE!

1 Where is the UFO Festival? 2 What types of events does the festival include? 3 Are all the events in the festival free?

1 The writer uses the phrases there is /  there are / there aren't / are there / is there. Do these phrases refer to things or actions? 2 How do we form a contraction of there is? 

B ANALYZE Read the text in Exercise A again. Function Choose the correct option to complete the sentences.

1 We use t h e r e i s / t h e r e a r e t o . . . (a) say that something exists^j b) indicate the location of something. 2 We use words like  s o m e , an y , and  s e v e r a l to talk about... a) exact quantities, (b) generalquantities.) Form Complete the sentences with the correct form of t h e r e i s  / t h e r e a r e

There is

a cool festival in Roswell, New Mexico.

( 1)

( 2)

There is

an alien costume

competition.

(3)

There are

a |0t 0f different

types of events.

(4)

Questions

Negative

Affirmative

There isn't 

another festival like the UFO Festival!

( 6)

(7)

There aren't 

any festivals in Arizona this month. There aren t   many tickets for ( 8) these talks.

(9)

Is there

a festival in

Arizona?  A r e th er e

any interesting festivals in this area right now? ( 10 )

There are

several planetarium shows. (5) T h e r e a r e___sorne talks by astronomers and other scientists.

C

PRACTICE Circle )the correct option.

1  There i s n ' t / ( a r e n f y  any festivals in my country in November. 2 I s  /(Are)there any food festivals in your town? 3 In Mazatlan, there(isV are a carnival in February. 4 There are ( $ e v e r a j y a n y   carnivals around the world every year. 5 Are there(anyy a dance competitions during the festival? 6 There is/(arma lot of people in the parade. 7 There isn'tfay' s o m e festival like the UFO Festival in my country. 8 There are any /(¿Qot ¿^festivals in the summer.

WATCH OUT! There are a lot of people. (££) There is a lot of people.

D ( H NOW YOU DO IT Work in pairs. Choose a festival in your city or country. Descri be it for your partner to guess. Then switch roles. A: I t' s i n A u g u s t . T h e r e a r e m u s i c i a n s . T h e r e ' s a p a r a d e .

©

B: T h e m u s i c f e s ti v a l!  

r

■

• Tell the students they are going to read about another festival. Ask them to look at the picture of the festival. Ask them what part of the world this could be and what might happen at the festival. • Choose a student to read aloud the three questions about the text. • Ask the students to read the text individually and answer the questions. When the students finish the exercise, check the answers with the class.

• Ask the students to look at the Watch out!  box. Remind them that p e o p l e is plural, and it follows the plural form. • Ask the students to read the statements. • Ask them to do this exercise individually, and then to compare their answers in pairs. Encourage the students to discuss any differences in their answers. • Check the answers with the class. Remind the students that we use an y  in questions and negatives (items 1,2, and 5), and we never use an y  in affirmative sentences. • Ask the students what helped them select the correct form of there is / there are (if the noun is singular, use there is, and if it is plural, use there are).

Extra: grammar practice Ask the students to correct the errors in these sentences. There is one error in each sentence. 1 Is there any festivals in your city? 2 There aren't some carnivals in this region. 3 There is a lot of cultural events here. 4 There isn't any airport in our city.

Answers 1 in Roswell, New Mexico 2 planetarium shows, talks, a costume competition, a parade 3 No, the talks are not free.

Answers 1 Are

NOTICE! • Read the questions aloud to the class. • Put the students in pairs and ask them to answer the questions. • Check the answers with the class.

Answers 1 things

2  there's

B

Function • Give the students time to read the sentences, and have them do the exercise individually. • Ask the students to compare their answers in pairs before you check the answers with the class.

Form • Ask the students to look back at the text in Ex. A and underline all of the examples of there is and there are in the text. • Elicit the negative forms (there isn't / there aren't) and the interrogative forms ( I s t h e r e ? / A r e t h e r e ?) . • Highlight that t h e r e i s can be contracted to there's, but t h e r e a r e does not normally contract. • Ask the students to fill in the blanks in the grammar table using the correct affirmative, negative, and question forms of t h e r e i s 7 there are. •   Highlight that the pronunciation of th in t h e r e is  /6/. Take some time going over the pronunciation, emphasizing that the tongue comes out slightly between the front teeth, and the sound is voiced (i.e., if they touch their throats while making the sound, the students can feel their vocal cords vibrating). • Invite individual students to say the answers.

2 any

3 are

4 an

D • Ask the students to read the model conversation. • Do another similar example with the class. Choose a local festival that the students will know—or use one of the festivals from earlier in this unit—and give a brief description, using t h e r e i s and there are. Have the class guess the festival. • Give the students time to think of a festival and make notes about what happens during the festival. Remind them to use t h e r e i s and there are. • Put the students in pairs to complete the exercise. While pairs work, monitor and check the students are using the correct forms of the verb b e with there.

Extra: months Briefly review the months of the year in English. Have a spelling race. Divide the class into teams of five or six students. Say one of the months of the year, and have one person from each team come to the front of the class and write the word on the board. The first team to write the word correctly scores a point. Continue until every member of the team has had at least one turn.

W o r k b o o k p . 2 8 , S e c tio n

H e re , th e r e , a n d e v e r y w h e r e !

unit

 5

T50

2 Vocabulary: places and I 3 Pronunciation: compound attractions in a city______________ I nouns A

A

• H

25

Ask the students to look at the picture, and elicit that the information is about a Chinese New Year festival and parade. • Ask the students to look at the map. Use the icons to help with the meanings of unfamiliar vocabulary. • Tell the students they will hear a guide for visitors to the festival. Explain that they should listen and circle the places on the map that the speaker mentions. • Play the audio once, and check progress. Play it again, if necessary. Check the answers with the class.

Au dio script _ _ _ _ Hello, and welcome to our phone guide for this year's Chinese New Year festival. There's a lot for everyone to enjoy. Between January 23rd and 28th, there's a special exhibition of Chinese paintings at the art gallery on Park Street. There are special events at the zoo for children under ten, and Chinese dancers and musicians in the park every day at 11 a.m. Chin ese food is available from special stalls at the shopping mall on weekends. Please note that there are special buses that leave hourly from the bus station and take you straight to the center o f .. .

• Read the instructions and the question in item 1 aloud. • Put the students in pairs to answer the first question. Encourage the students to use both affirmative and negative forms of there i s / there are when talking about their town (e.g. There is a park. Ther e aren't any art 

>H] 26

See the Student's Book for the audio script. • Explain that compound nouns are words with two parts—two nouns that together form one new word or phrase. Point out the examples. • Play the audio once, and ask the students to notice the stressed word in each pair. • To reinforce the stress on the first noun in the compound, have the students say the first noun more loudly than the second one. Emphasize that in compound nouns of more than one syllable, the stress falls on the first syllable in the first word. The stressed syllables here are: science museum, shopping mall, chocolate factory, movie theater.

B • Read the instructions to the class. Then invite volunteers to read the example compound nouns aloud. Correct the pronunciation as needed. • Put the students in pairs to think of new nouns using the prompts. Circulate and monitor, assisting where needed. • To check answers, ask for volunteers to write their words on the board. Ask the students to copy any new words into their vocabulary notebooks.

Possible answ ers art museum, maritime museum; bus station, police station, gas station; shoe factory, phone factory

 g al ler i es. ) .

• When the students finish, elicit the answers from the

class. • Read the instructions for item 2. • Ask the students to work in pairs again and list as many other places in their town as possible. Give them time to ask questions about unknown vocabulary. You can expect the students to mention possible cognates or loan words, such as b a n k , s u p e r m a r k e t , h o t el , and museum.

• Write new words on the board, marking the stress, and ask the students to copy the words in their notebooks.

►

W o rkb o o k pp. 2 8 - 2 9 , Sectio n 2

(

O

1»

E x t ra : m o r e c o m p o u n d n o u n s Elicit some other compound nouns related to towns and cities:  p o s t of f i ce, b a s eb a ll / s o cc er st ad i u m ,  sw i m m i n g p o ol , sp or ts cen te r , b u s st op . Have the class repeat the words after you, making sure they place the stress on the first word in each pair. c

• Put the students in pairs to write sentences using the compound nouns from Ex. A and Ex. B. Remind them to use there's and there are in their sentences. • Have the students read their sentences aloud to each other. i  • Choose some pairs to read their sentences aloud to the class. Correct any errors in the use of there's and t h e r e ar e and in the stress pattern of the compound nouns they use.

.U

2 VOCABULARY: places and attractions in a city A

| p 25 Listen to the message about the Chinese New Year festival.

(^ircl§)the places on the map that the speaker mentions.

Chinese N ew Year festival and parade It’ s time fo r the Chinese N ew Year!  Come and jo in the celebrations. The colorful dragon pa ra de covers thefollo w ing route this yea r:

main square

science museum

bus station

B 1

fountain

chocolate factory

movie theater 

art gallery

shopping mall

Wo rk in pairs. An sw er the questions. How many place s on the map are also in your town? A: T h e r e ' s a zoo. B: Y es , a n d t h e r e a r e s e v e r a l . ..

2 How many other places in your town can you name in English? A: T h e r e a r e a l o t o f b a n k s . B:  A n d th e re 's a h is to ry m u s e u m .

3 PRONUNCIATION: compound nouns A

BP 26 Listen and repeat. Notice that in compou nd noun s (noun + noun), the first word is stressed. r 

museum—science museum mall—sho pping mall

factory—chocolate factory theater— movie theater

B B1 W ork in pairs. Make ne w com poun d nou ns for places in your city. Then practice saying the words. 1 history museum museum

2 train station

3 car factory station

factory

C

(JH W ork in pairs. Use c ompound nouns from above, or think of others, and write sentences about things in your town. Practice reading your sentences. T h e r e a re t w o s h o p p i n g m a l ls h e re . T h e r e 's a h is t o r y m u s e u m a n d a n a r t m u s e u m .

H e re , th e r e , a n d e v e r y w h e r e !

UNIT 5

51

IN G : for for the the main ide idea When you read a text, think about these questions. What is the general topic? What is the writer saying about the topic?

A

Read these texts quickly.(^ircle)the main topic. eigh bo rho oa |> b) festivals

c) families

"I live in a quiet area in Paris. I like living there because it's very friendly and there are several stores and cafés. The only only problem is that it's a littl li ttle e boring sometimes because because there aren't any clubs. There's There's a good stadium, though. I often go to sports events."

"I live in Singapore, in a very busy neighborhood. I don't like it because it's noisy and there's a lot of traffic. There's a shopping mall near my house, and I go there a lot. There are also museums and a movie theater in the area, but I don't have time to go to them. There's a good food festival in April, though."

"I live In a nice neighborhood in the city of Montevideo, Uruguay. The neighborhood is pretty small, and a lot of our neighbors neighbors are my friends. friends. There aren't aren' t many big shopping shopping malls mall s near here, but there are some nice small small stores. There's There's also an art gallery, gal lery, a movie theater, and a gym. Oh, and and there are a lot of great restaurants! I think it's a fantastic place to live."

B

Read the texts in Exercise A again. Decide whether each person has a positive or negative opinion o f wh ere they live live.. E m i l e ^ p o s i t i ve v e ))// n e g a t i v e  

M e l i s s a : p o s i t iv iv e / (n ( n e g a t iv iv e )   C a r l o s ( p o s i t iv iv e ) / n e g a t i v e

C

Qj| Wo rk in pairs. Talk about you r neighbo rhood. Do you like it it? Why or why not? I

l i k e m y n e i g h b o r h o o d b e c a u s e i t' t' s s m a l l a n d . .. ..

5 A

to a news report | |2 7

Listen to the start of a news report. Choose the correct option. 1

2

Bunol is near the city of ... La T o m a t i n a festival happens in ...

a) September.

b) Murcia.

Qjjg2 jjg28 8 Listen to the the rest of the report. report. Choose Choo se the correct option.   Mary speaks to a man from from ... (afSpa m?) bj th eU .S . c) Germany. 2  All the people go to ... to have breakfast. o /(^>on njt)travel jt)travel in taxis in Antigu a It's It's sm all, and it's po ssible to w alk eve ryw her e. Ko Sam ui is a fantastic island. T here aren't (8 (8) so m e /(man^ /(man^)) cars, and yotj can relax completely. The restaurants and cafés are very friendly, and there is (9 )(^ l o t o f ) m a n y  good food. Som etimes there there ( 10 ) is   /(are)traditional dances.

8-10 correct: correct: I can use there is, is, there are, and quantifiers to describe where I live. I can use the imperative to give

directions and instructions. 53. 0-7 correct: Look again at Sections 1 and 6 on pages 50 and 53. SCORE:

/10

'

Language wrap-up

1 Vocabulary

Students can do the Language wrap-up exercises in class or for homework. If you give them for homework, remember to check the exercises at the beginning of the next class, or collect a few to grade and identify any typical errors.

A

If you decide to do the exercises in class, you can approach the wrap-up as a two-step reviewing procedure. First, ask the students to do the Vocabulary section individually. When ready, encourage the students to check their answers carefully, and then put them in pairs to compare answers and discuss any differences. Self- and peer-correction are two excellent ways of developing learner independence and creating a cooperative learning environment. environment. After A fter completing the Vocabulary section, you you can apply the same procedure to the Grammar section.

Refer the students to the map and point out the incomplete place names 1-4. Ask the students to use the words in the box to complete the names. B

Ask the students to refer to the map in Ex. A. Tell them that they need to read the text carefully and follow the directions on the map to do the exercise.

2 Grammar Ask the students to read through each contribution first before they choose the correct options.

At the end of each section, make sure that the students write their score out of ten. If they have a score lower than eight, direct them to the appropriate sections of the unit, and encourage them to read those sections again for homework. homework. After Afte r that, ask the students to complete the exercise(s) again at home.

Culture note The Alhambra, built in the 14thCentury, is a palace and fortress in Granada, Spain. The palace was once the residence of the Muslim rulers of Granada. Today, the Alhambra is one of Spain's major tourist attractions and shows the country's most famous Islamic architecture. Antigua is a city in central Guatemala. It is known for its beautiful Spanish architecture, as well as the wellpreserved ruins of several colonial churches. Ko Samui is a tropical island in the south of Thailand. It is Thailand's third largest island, and it is known for its beautiful beaches and coral reefs.

■

C o m m o n E u r o p e a n F r a m e w o r k : u n iti t m a p Unit 5

Competence developed

CEF Reference (A1)

1 Gram rammar

are can understand and use there i s/there are

Table 1; Table 2; Sections 5.2.1.2; 6.4.7.7; 6.47.8

2 3 4 5 6

can describe places/attractions in a city

Table 1; Table 2; Section 4.4.3.1

can correctly stress com p ound nouns

Section 5.2.1.4

can identify th e main top ic in a text

Section 4.4.2.2

can understand information in a news report

Table 1; Table 2; Section 4.4.2.1

can understand and use the imperative

Table 1; 1; Table 2; Sections 5.2.1.2; 6.4.77; 6.47.8

can understand and give directions

Table 1; 1; Table 2; Section 4.4.3.1

can re repea t directio ns ns to ch ec ec k unders ta ta nd nding

Table 1; 1; Table 2; 2; Se Section 4 4..4.3.1

can respond to and write a short email

Table 2; Section 4.4.1.2; Section 4.4.3.4

Vocabulary Pronunciation Reading Listening Grammar

7 Vocabulary 8 Speaking 9 Writing

H e re , th e r e , a n d e v e r y w h e r e !

unit

 5

T58

■ m i

D IF F E R E N T S T R O K E S folks  is a saying which means that different people The expression D ifferent strokes for dif ferent folks like different things and that people live their lives in different ways. Ask the students if they know any expressions in their language with the same or a similar meaning.

t

t

Unit opener (p. 59) 10 min. • Optional downloadable downloadable unit unit opener 10 min. 1 Vocab Vocabula ulary: ry: lifestyle lifestyle adject adjectives ives (p. 60) 25 min. 2 Reading: personal profiles (p. 60) 30 min. 3 Listening: for numerical numerical (p- 61) 30 min. information 4 Grammar: present progressive (p. 62) 40 min. 5 Pronunciation: Pronunciatio n: /rj/  (p. 63) 15 min. 6 Speaking: Speakin g: talking to an old friend (p. 63) 20 min. • Optional downloadable Speaking workshop: talking to an old friend 20 min. 7 Vocabulary: Vocabulary : a green lifestyle lifest yle (p. 64) 25 min. 8 Grammar: present progressive vs. (p. 64) 40 min. simple present 9 Writing: simple sentences in. (p. 65) 30 min. lifeSkills: making personal change (p. 66) 45 min. (Self and Society) • Optional downloadable lifeSkills 45 min. lesson (Work and Career) • Optional downloadable lifeSkills lifeSkills 45 min. lesson (Study and Learning) Language wrap-up (p. 68) 15 min. (p. 134) 20 min. Communicative wrap-up Unit 5-6 Video and downloadable video worksheet 45 min.

Lead-in Direct the students' attention to the objectives in the unit menu and go through the information with them. Explain that this unit focuses on how to talk about your life, and on the following skills which will help them do this: Listening: for numerical information Ask the students in what situations they have to listen for numerical information (numbers). Elicit examples and write them on the board (e.g. on the telephone). Writing: simple sentences Ask the students to look through the unit and find what two things that every English sentence needs. Check the answer (a subject and a verb). Reading: personal profiles Ask the students where they can read personal profiles. Ask if other people read their personal profile and, if so, where. Ask what kind of information we can usually find in a personal profile (e.g. likes/dislikes).

Speaking: talking to an old friend Ask the students what questions they usually ask when they see an old friend after several months or years. Refer the students to the lifeSkills  panel. Tell them that the topic of this unit's lifeSkills section is Making personal change. Ask change. Ask them why we sometimes want to make changes in our lives, and what kinds of changes people often make. A

• Read aloud the word and and phrase labels for the pictures, and ask the students to repeat them. Have them look at the pictures and give you a few examples for what each category means. • Read the instructions instructions to the class, and explain that a big part o f your life life means something that is important  in your life. Ask life. Ask the students to work individually and check the things that are important in their lives. • Have the students think of other things that are also important in their lives, like  pet s, hobbies hob bies,, family family,, and travel. Elicit travel. Elicit their ideas and write them on the board. B

• Read the instructions to the class. • Direct the students to the model conversation and have them repeat it after you, both chorally and individually. • Point out that the speakers in the model conversation add extra information to their answers. For example, they don't just say Food is a big part o f my my life; they life; they add details to support the answer (e.g. I like going to restaurants ...). restaurants ...). Tell the class that this is an important conversation skill. Write phrases on the board to help the students add extra information (e.g. I like ..., I also like ..., I often ..., I don't usually ...). • Elicit preferences for for the the other important important categories of the students' lives that you wrote on the board and add their preferences to the categories on the board. For example, if students students mentioned pe mentioned  pets ts   as an important part of their lives, elicit what aspects of having pets are important to them (e.g. dogs, cats, companionship,  guardianship, taking care o f their pets, pets , etc.). • Put the students in groups of three or four to discuss their personal preferences. Encourage them to refer to the model conversation as a guide in their discussions. • When the groups finish, elicit some ideas idea s from from the class. Find out which activities are a big part of the lives of most of the students in the class. • Invite volunteers from each group to tell you about their group (e.g. Exercise is a big part of Maria's life. She  go es to the gym three times a week. Shoppin Sho ppin g isn't a big part of Frank's Frank's life. life. Fie d oesn 't like shopping.).

U N IT 6 D I F F E R E N T IN THIS UNIT YOU Q

learn language to talk about your life listen for specific numbers in personal profiles—listening for numerical information

A Che ck (/) the things on this page that are a big part of   yo ur life. T hin k of other thing s tha t are also ve ry im porta nt in your life, e.g. pets, hobbies, etc.

write sentences about a green lifestyle—simple sentences read personal profiles from a website talk to an old friend about what you are doing in your life watch a video about ways to be green

fshoppinqi . **£ JÊ  B Work in sm all groups. Com pare the things that are important in your lives. Do most people in your group have very s im ilar or very different lifestyles? A: Fo od is a big part o f my life. I like going to restaurants, but I also like cooking at home. B: Me , too. I do n't usually go to restaurants, but I often coo k at home.

Learn to make an action plan to change things about your life

Different strokes

1

l if e s t y l e a d j e c t iv e s

A Look at these different lifestyles. Write each word in the box under the lifestyle it describes. boring

exciting

green

healthy

relaxing

stressful

unhealthy

relaxing

unhealthy 

healthy 

stressful

wasteful

B Look back at the adjectives in Exercise A. How many different endings do you notice? Do all of the adjectives have a special ending? C

Work in pairs. Talk about the type of lifestyle you and your family have. Give reason s.

A: M y m o m h a s

a h e a l t h y l if e s t y le . S h e p l a y s s p o r t s , a n d s h e e a t s h e a l t h y f o o d .

B: R e a l l y ? W e l l , m y d a d i s 6 5 n o w , s o h i s l i f e i s n ' t v e r y . . .

2

p e r s o n a l p r o f ile s

A Read these profiles. Where do you think they come from? dating website)

b)

a website about famous people

c)

Youandme. c o m

an online English course

Home

Login

Register

FAQ s

 ____  J 

Find your perfect date

Contact us

Sea cn

Name: Guido Age: 22 Likes: rock music; animals

Name: Christina Age: 19 Likes: reading; cooking; animals; going to the ballet Dislikes: soccer; loud music; cold weather lifestyle is: healthy! Right now: I am a college student.

fast food; surfing Dislikes: studying; soccer; the winter lifestyle is: exciting! Right now: I'm working in a music store.

B Q§ Work in pairs. Answer these questions. 1

2

What do Christina and Guido hav e in com mo n? In what ways are they different?

3 In your opinion, is it a good idea for them to date? A: S h e l ik e s t h e b a l l e t , b u t h e l i k e s ro c k m u s i c. B:

Y e s , b u t t h e y b o t h l ik e a n i m a ls .

2 Reading: personal profiles A

Lead-in Make a list of pairs of opposites the students will know (e.g. big/small; long/short; old/new; hot/cold). Write the pairs on the board in random order, and ask the students to make four pairs of opposites. Then tell them they are going to do the same thing with some new adjectives.

A • Read the instructions to the class. Then read the adjectives in the box, and ask the students to repeat them after you. • Highlight the pronunciation of relaxing /n'lseksirj/  (it has three syllables, with the stress on the second syllable) and exciting /ik'saitir]/ (it is also stressed on the second syllable). • Ask the students to work individually or in pairs to write the words under the pictures. Check the answers with the class. • Ask the students to work in pairs to match the adjectives to their opposites. Check the answers with the class (relaxing/stressful, healthy/unhealthy, boring/exciting, wasteful/green).

E x t r a : crossword Write unhealthy   on the board in large letters, with a little space between each letter. Put the students in pairs to try to link all the other words of this section together to form a crossword.

• Write the word beautiful on the board. Point out that this adjective is formed by adding the adjectival suffix -ful to the noun beauty  (with a small spelling change). • Ask the students to look again at the adjectives in Ex. A and identify the different endings. • Check the answers as a class.

Answers The different adjectival endings are: -ing, -ful, and -y. No, green doesn't have a special ending. c

• Read the instructions to the class. Ask the students to read the model conversation. • Review additional vocabulary for family members. Elicit vocabulary the students know for other family members, and write the words on the board. • Put the students in pairs to complete the exercise. Remind them to give their reasons. Have them use as many of the adjectives in Ex. A as possible. • Call on individual students to report back on their partner's answers (e.g. Paolo's sister has a stressful lifestyle. She works a lot.).

Workbook p. 34, Section Ì

• Read the instructions and the answer choices to the class. Check that the students understand profile (personal information about a person). Elicit or explain that a dating website is a site where you can go to meet a new boyfriend or girlfriend. • Give the students time to read the profiles. Then elicit the answer from the class. Ask the students what helped them decide on the answer (e.g. the website name, the pictures, the style or the format of the page). • Ask the students if they've ever used a dating website or if they know anyone who has.

Extra: my profile Ask the students to write their own personal profiles based on the website format in Ex. A.

B • Read the instructions to the class. Check that the students understand have in common (do the same things or have the same interests). • Put the students in pairs to complete the exercise. Ask them to read the two profiles again and discuss which likes or dislikes that Christina and Guido have are the same or similar. • When the pairs finish, elicit the answers to items 1 and 2. Draw a two-column chart on the board: one column for the things they have in common and one for their differences. • Draw the students' attention to the example conversation in item 3. Explain to the students that both is used to show that you are referring to two people or things, and that you are saying the same thing about the two of them. Remind them to use both in their answers to item 1.

Answers 1 They both like animals. They both dislike soccer. They both dislike cold weather and the winter. 2 Christina likes going to the ballet. Christina dislikes loud music, but Guido likes rock music. Christina likes cooking, but Guido likes fast food. Guido dislikes studying, but Christina is a college student. • Ask the class to look at item 3 and discuss whether it is a good idea or a bad idea for Guido and Christina to date. Refer them to the chart on the board. Ask the students to give reasons.

P o ss i b l e a n s w e r s 3 It's a good idea for Christina and Guido to date because they both like animals / dislike soccer / dislike cold weather. It's a bad idea for Christina and Guido to date because Christina likes going to the ballet and doesn't like loud music, but Guido likes rock music. Christina likes cooking, but Guido likes fast food. Guido dislikes studying, but Christina is studying at college.

Different strokes

unit

 6 T 6 0

telling time. Draw the students' attention to the skills panel. Point out the strategies that help us when listening for numerical information.

Elicit from the students what time they get up / have breakfast / start school, etc., and write the times on the board. Elicit today's date, and write it on the board (e.g. 1/31/14). Ask the students what year it is, and write that on the board. Tell the students that the next exercise focuses on different kinds of numbers. Read the instructions to the class. Give the students time to match the figures to the types of numbers they refer to. Ask them to compare their answers in pairs. Then check the answers with the class. B

31 See the Student's Book for the audio script. Before you play the audio, ask for several volunteers to try and say the numbers. Play the audio so that the students can compare. Ask them to repeat the numbers, both chorally and individually. Highlight the way we say years in English. We divide them into pairs of numbers (e.g. nineteen ninety-eight, twenty twelve). Note that the exception is the first decade of the 21st Century. For example, 2009 is two thousand (and) nine. Ask the students to look at the H ow to say it  box. Remind them that zero  (0) is often pronounced oh, especially in telephone numbers, and the dash (-) in telephone numbers is not said at all. Instead, the speaker pauses between sets of numbers (e.g. 314 [pause] 586  [pause] 2864).

32

Tell the students they will hear five short statements. In each one, they will hear a number. Tell them to write down only the number. Remind them of the strategies in the skills panel. Play the audio once, and check progress. In order to make it easier for students who are struggling, pause the audio between each item. Play it again, if necessary. Call on students to come to the board and write the answers. Then have the class correct any errors. Ask the students to tell you what type of number each one is (item 1 is a date, item 2 is a phone number, item 3 is a time, item 4 is a person's age, item 5 is a year). Prompt further language by asking the students for their own phone number, age, or a special year in their lives.

33 Read the instructions to the class, and give the students time to read the three profiles. Tell them to think about what type of number they are listening for in each case (year, date, phone number, time). • Highlight and review the use of on with dates and at with times and phone numbers. • Play the audio once. Check progress, and play it again, if necessary. Check the answers with the class.

 Audio script 1 FHi, this is Tom Edwards. Does anyone remember me? Class of 1997? I'm currently working in Mexico. I'm planning to go to the class reunion in March. Uh, yeah March 18th. My birthday! Hope to see you then. 2

Hello. It's me. Paul Newton. I'm hoping to travel from Sydney, Australia, to the States for the class reunion. It's happening on August 14ththis year. Are you going, too? Then please call me at 011 -61-2-6555-8932. Thanks!

3 This is Vanessa Hughes. I'm teaching at Glendale High School right now. There's a class reunion for all students from the year 2004. It's at 7:30 p.m. on April 9th next year in the school gym. Everyone is invited to come. See you there!

Give each student slips of paper with on and at written on them, and then say dates and times in a variety of different ways (e.g. twenty to five, four forty, etc.). The students should hold up the correct slip for the date or time. This will help you to quickly assess how well they are doing, and if they have internalized the prepositions.

Workbook p. 35, Section 3

3

ISTENINC

f o r n u m e r ic a l in f o r m a t io n

When you hear a number, think about the way it looks. This helps you understand what it is (e.g. a date, a time, a year, or a phone number). To help you remember a number, say it in your head when you are writing it down. A

Read these figures. Match them to wh at you th ink they refer to.

(30 1)5 22- 880 1^ ^^ a) a year 2 11/30/98 ^ ---- - b) a time ^ _c) a person's age 3 12: 52— 4  1998 — ------- d) a phone number e) a date 5 24 ------1

HOWTOSAY IT 0 can be said as both zero and oh.

-

B

||] 3 1

Listen and repeat the numb ers in Exercise A.

C PH 32 Listen to the statemen ts. W rite the num bers you hear. Practice saying the num bers in E nglish in your head wh en you are writing them down. 1

04/27/92

2 (210)378-4611

3

7:35_____

4   _____ 18_____

g

1925

___

D PH 33 Liste n to three audio profiles from a high school reun ion website. Complete the information below.

H ig h S c h o o l R e u n i ó

Name: Tom Edwards

Name: Paul Newton

Name: Vanessa Hughes

High school graduation year:

Date of class reunion: August

Reunion for year:

(D î997 Date of class reunion: March 18

(3) 14 Phone number: (4) (011)-61 -2-6555-8932

(5,

2004

High school reunion at: (6) (7)

Pm  April 9

on:

Different strokes

UNIT 6

61

I

4

p r e s e n t p r o g r e s s iv e

A

^ 3 4

L A NGU A GE IN C ON TE X T Liste n to part of a conversation.

Do Jonathan and Martina know each other well? How do you know? Jonathan: Martina: Jonathan: Martina: Jonathan:

Martina:

Jonathan:

Martina:

Jonathan:

B

It's nice to meet you in person, Martina, and not just on the dating website. It's nice to meet you, too. So ... are you meeting a lot of people on the New Friends website? Not really. You're the first, so I'm a little nervous! Yeah, me, too. Well, tell me about yourself. You're in dental school, right? Yes, but I'm just studying part time this semester. I'm also working as a receptionist at a dental clinic. What about you? I'm in school, too. I'm studying robotics. Oh, you're not eating your hamburger. Do you want som ething different? Oh, no. It's fine! I'm just not very hungry. Uh ... are you working, too, Is the conversation about the or just studying? people's routine activities or I'm just studying, but I want to work during the summer vacation. about activities during this period in their lives?

NOTICE!

ANALYZE Read the conversation in Exercise A again.

Form Choose the correct option to complete the sentence. Then complete the table. We form the present progressive with (a) be + verb + -ing.  ) b) be + the base form of the verb.

Yes/No question

Wh- question

Affirmative

Negative

Short answer

I'm working.

I'm not (1) workin9

He/She/lt's working.

He/She/lt isn't working.

Is he/she/it working?

Yes, he/she/it is. No, he/she/it isn't.

Where is he/she/it working?

We/They're working.

We/They aren't working.

(2) ^re you/they working?

Yes, we/they are. No, we/they aren't.

are Where (4) you/they working?

Yes, I (3) a m ___ No, I'm not.

Function Choose the correct option to complete the sentence. The present progressive is used with situations or events that a) happ en all the tim e and are pe rm ane nt routin es.____________________________________________________ (b) are happening at the moment of speaking or during this period of time in the person's life. ) Spelling rules When the verb ends in -e,

drop the e before adding -ing: e.g. take— taking, make— making, live — living.

When a one-syllable verb ends in consonant-vowel-consonant,

double the final consonant and then add -ing: e.g.  plan — planning, get — ge tting, stop — stopping.

C

PRACTICE Complete these sentences with the present progressive form of the verbs

in parentheses. ... am making ...

1 Right now, I  A re

 

you

3 What 4 Sally

5 Come on! We 6

D

having

Right now, Adele

are

(have) a good time?

É0Ì2S.

you isn't talking

(make)  a sandwich for lunch. (do) thes e days?

(not talk)  to me right now. I don't know why. waiting living

(wait) for you! (live) in Montreal.

NOW YOU DO IT Work in small groups. Talk about

things that are happening at this time in your life. Ri g ht now I 'm not work ing , so I'm living with my parents. I' m looki ng for a new job.

W A TC H O U T ! 0Right now, I am studying. Right now, I am study.

4 Grammar: present progressive Lead-in Ask the students what they like to eat for lunch and what they don't like / hate. Elicit examples, such as / like pizza; I don't like burgers.

A 34 See the Student's Book for the audio script. Ask the students to close their books. Tell them that they will hear a conversation between two people, Jonathan and Martina. Write the questions Do Jonathan and Martina know  each other well?  and How do you know?  on the board. Play the audio once, and check that the students have all written answers. If not, play it again. Check the answer with the class. Point out that nervous is a false cognate. In English, it means feeling excited and worried, or a little afraid.

Answer They don't know each other well because Jonathan says, "It's nice to meet you In person."

NOTICE! Ask the students to read the question carefully and then to look at the conversation again and answer the question.

Answer The conversation is about the people's activities during this period in their lives.

• Have the students read the conversation In Ex. A again. Explain that this time, they should pay close attention to the verbs the speakers use.

Form • Direct the students to the Form statement. Tell them to look back at the verbs in the conversation again and circle the correct option to complete the sentence. • Ask the students to work Individually or In pairs to complete the grammar table. Tell them to use the conversation in Ex. A to help them. • Ask the students to compare their answers in pairs. Then check the answers with the class. • Highlight the contractions I'm, You're, He's, She's, It's, We're, and They're, and point out that we usually use these when speaking. We use the full forms when writing. We never use contractions in the short answer.

Function • Direct the students to the Function statement. Tell them to use the verbs in the conversation to help them circle the correct option to complete the sentence. • Point out that the present progressive is used for situations that are happening at the moment of speaking or during this period of time in the person's life. Explain that this Is different from the use of the simple present, which is used for routines. Write the following sentences on the board: / study at the library  every night. It is Tuesday night at 8:30 p.m., and I am studying at the library.  Explain that the first sentence indicates a habit or a routine, but the second sentence indicates an action in progress at this moment. • Point out the language box, and invite a volunteer to read the spelling rules governing verbs ending in -e. Elicit some other examples from the class (e.g. have,  give, hope, and write) and ask the students to spell the -ing forms. Write their responses on the board. Point out that verbs ending in -ee (e.g. see) do not drop an e (seeing). • Highlight the fact that with one-syllable verbs ending in consonant-vowel-consonant, we double the final consonant in the -ing form. Other common examples are put—putting and run—running. • Highlight that in words containing more than one syllable in which the final syllable is unstressed, the final consonant is not doubled (e.g. travel—traveling). c 

• Draw the students' attention to the Watch out! box. Ask them to tell you why the second sentence is Incorrect (the main verb does not end in -ing).  Emphasize that we never say */ am study  (but this is a very common error). Remind them that if they want to talk about an ' event that is happening right now, they need to use the present progressive: /am + verb + -ing (e.g. I'm teaching now.). • Ask the students to complete the sentences individually, referring to the forms in the grammar table in Ex. B and the spelling rules In the language box. Then ask them to compare their answers in pairs. Check the answers with the class. Point out that the contraction is possible in items 1,5, and 6. As you check, ask the students to spell making, having,  and living to make sure that they have omitted the final -e.

D • Read the instructions to the class. Explain that things that are happening at this time in their life can refer to work, study, free time, family, etc. • Ask the students to work in small groups and tell their classmates what is happening right now. Encourage the students to include interesting information, such as their free-time activities. • Circulate and monitor, assisting where needed. Make sure the classmates use the correct form of the present progressive.

^

Workbook pp. 34-35, Section 2

Different strokes

u n it

6

T62

5 Pronunciation: /rç/  A

35

See the Student's Book for the audio script. • Explain the task and play the audio. Ask if the underlined sounds are the same or different. • Play the audio again. Ask the students to repeat the words chorally and individually. B

See the Student's Book for the audio script. • Play the audio, pausing after each word. • Ask the students to repeat the words chorally and individually. • Note that in the two-syllable words, the -ing ending is never stressed.

c 37

•

• •

• Give the students time to read the questions carefully and check the ones they could ask an old friend to get information about his or her life now. Elicit that the present progressive is used to talk about right now. • Ask the students to compare answers in pairs. Then check the answers with the class. • Ask the students to do some choral repetition to practice the pronunciation and intonation of the questions. B

36

•

A

See the Student's Book for the audio script. Read the instructions to the class. Put the students in pairs. Ask one partner to read A and the other to read B. Ask the students to repeat the conversations two or three times until they have a firm grasp of the pronunciation of the words ending in lr\l. Play the audio for the students to check their pronunciation. Ask the students to switch roles and practice the conversations again.

6 Speaking: talkinq to an old friend Lead-in Ask the students to look at the picture and tell you who they think the people are. Are they friends? Are they old friends? Establish the fact that they are old friends and are very happy to see each other again (after a long time). Before continuing, ask the students to think about what kinds of questions they ask people they haven't seen for a while. Elicit their questions and write them on the board.

• Read the instructions to the class. Direct the students to the model conversation and have them repeat the conversation after you, both chorally and individually. • Put the students in pairs to do the exercise. Encourage them to begin their conversations in the same way as the model and to use the questions from Ex. A.

A lt e r n a ti v e Ask the students to write the conversation before they practice it. Circulate while the pairs practice, listening to their conversations and noting any errors to address later. When the students finish, choose a few pairs to perform their conversations for the class. Correct any errors in the use of the present progressive.

E x tra : h o m e w o r k Ask the students to write answers to the questions in Ex. A, using the present progressive where appropriate.

5 PRONUNCIATION: /g/  A 1^ 35 Listen to these pairs of words and phrases. Notice how the speaker pronounces the underlined letters. Now listen again and repeat the words. thin

thing

walk in

walking

B 1^ 36 Liste n and practice these words. Pay spec ial attention to your pronunciation of the -n g   endings. walking working thinking living

planning doing sitting taking

song wrong  young king

C E l EH 37 PR AC TICE Work in pairs. Practice these conversations. Correct each oth er’s pron unciation of the -n g   endings when necessary. Listen and check. 1

A: B:

2

A: B:

3 A: B:

What's Mom doing? She's talking on the phone. Why are you singing? Because this is my favorite song. Where are you working these days? I'm not working. I'm studying engineering.

A Check (/) the quest ions you could ask an old friend to find out about their life now.

¡23 How are you? [7i Where are you working right now? ¡7] What are you doing these days? l~ l How old are you? □ When is your birthday? ¡7] What are you studying? □ What's your name? [71 Are you dating anyone? ¡7] How is your family? [7 Where are you living now?

B B i Work in pairs. You are old friends who meet on the street. Ask and answer the checked questions from Exercise A. A: B: A:

HI! How are you?  I'm fine! How a bout you ?  I'm g oo d, thanks. An d ho w is you r family? 

Different strokes

UNIT 6

63

7

a g r e e n lif e s t y le

A Am y h as a very green lifestyle. Match the words and ph rases below to the pictures. Use the red boxes.

  save water 2   turn off the lights 3 recycle 4 ride a bike to school/work  1

5 buy organic food 6   reuse bags 7 share a ride 8   clean up trash

B Do you have a green lifestyle? Check (/) the things from Exercise A that you do to help the environment. Use the blue boxes.

C H | Work in groups. As k your classm ates questions to find out who has a green lifestyle. Make notes of your c lassm ates ’ answers. A: B:

Do you ri de a bi ke to wor k ?  N o, I don't, but I share a ri de. W hat about you ? 

D I Q Share the information with your classmates. Is anyone similar to Amy ? I think Irina has a g r een li festyle. S he ri des a bik e to sch bol ever y day, and sh e buy s or g ani c   fruit and veg etabl es.

A LANGUAGE IN CONTEXT Read this extract from a newsletter. What does Adam want his parents to do?

s a n s NOTICE!

A CT GREEN N EW SLETTER

Look back at the text. (^irclg)the verbs in green that are in the simple present tense, and underline the verbs that are in the present progressive.

This month we're asking our readers to help their friends and family to "act green." Here is what one reader says:

pA; Iff;

My parentsC^jon't hav$)a very green lifestyle! Theyfjjv^lin Arizona, and they(use)a lot of electricity for air conditioning. My dad always^torgets) to turn off his computer at night, and that(^ses)a lot of electricity, too Th ey alsoCjjyate ^their yard a lot. But they know the enviro nm ent is important, and they're trying to chan ge som e things. Now they're turning off the air conditioning and opening windows in the mornings when ¡10cool. Th ey're turn ing off lights and com puters when they're not using them. I'm helping them plant cactus and other plants thatC^on't neecf)much water in their yard, so they're usin g less wat er now. Adam Hunter

v ■ A

:

A.;'.«-;

AT

m 'i 

7 Vocabulary: a green lifestyle Lead-in Ask the students to read the heading a  green lifestyle and tell you what they think it means (e.g. keeping the Earth clean, recycling, etc.).

A • Ask the students to look at the pictures while you read the instructions to the class. • Read the list of activities aloud, and ask the students to repeat them. • Go over the new vocabulary in this section (e.g. recycle: to use old waste materials to make new ones; organic: all-natural foods, not produced with chemicals; reuse: use again). • To consolidate the meaning of some of the terms, ask the students what things you can recycle (paper, glass, plastic) and what things you can reuse (plastic bags, paper bags). Use the classroom lights to show the students the meaning of turn off (and turn on), and ask them what things they can turn off to save energy (TV, computer, DVD player, lights). • Ask the students to match the pictures to the phrases individually. Make sure the students know they should use the red boxes. • Ask the students to check their answers in pairs. Then check the answers with the class.

Culture note These are the essential characteristics of organic food: The use of pesticides, insecticides, and herbicides is restricted. In most countries, organic produce may not be genetically modified. In the U.S., E.U., Canada, and Japan, companies need to obtain special certification from government organizations to market food as organic.

B • Read the instructions to the class. • Ask the students to work individually to check the blue boxes for the things in Ex. A that they do.

c • Read the instructions to the class. • Direct the students to the model conversation and have them repeat it after you, both chorally and individually. • Point out the negative short answer No, I don't, and elicit the affirmative Yes, I do. • Ask the students why this question is in the simple present tense and not the present progressive (because the question asks about an activity that happens all the time, not something that is happening right now). • Put the students in groups of three or four to complete the exercise. Encourage them to suggest other things they can do to live a greener lifestyle.

D • Read the instructions to the class, and choose a student to read the example response. • Ask if any of the groups found someone similar to Amy. Ask for volunteers to report on their group members' green activities. • Do not correct any errors at this stage, because this will interrupt the students and interfere with the message. Instead, make a note of any serious errors, and when they have finished reporting back, write three or four on the board and prompt the students to correct them.

Workbook p. 36, Section 4

8 Grammar: present progressive vs. simple present Lead-in Give the students a few key words from the text (e.g. electricity, air conditioning, environment, turn off, water) and ask them to predict what the text is about. Answer any questions about unfamiliar vocabulary. Don't say whether any of their guesses are correct at this stage.

A • Ask the students what they think Ac t Green means. Elicit/Explain that it means to do things in your life that  are goo d for the environment. • Write the question What does Adam want his parents to do ?   on the board. • Ask the students to read the text and answer the .question.

 Alternative Ask the students to listen while you read the text aloud. Or invite a student to read the text aloud for the class. • When the students finish, ask them to compare their answers in pairs. Then check the answer with the class.

P o ss i b l e a n s w e r Note: the answer to the question is not explicit in the text. He wants them to change their habits to "act green."

NOTICE! • Ask the students to look at the verbs in bold green font in the text again. • Ask them to circle examples of the simple present and underline examples of the present progressive.

D iffe r e n t s tr o k e s

UNIT 6

T64

B

Function • Read the instructions to the class. Ask them to work individually and choose the correct endings for sentences 1 and 2. Then elicit the answers from the class. • Explain the use of the simple present by asking what words we typically use with it (always, every day, usually, often). Have the students refer to the text in Ex. A to find out how often Adam's dad forgets to turn off his computer (always) and how much his parents water their yard (a lot—in other words, every day). • Explain tha use of the present progressive by asking what words we typically use with it (now, right now, today this week, these days, this month, etc.) and link this to when we use this tense (for things happening right now or around now). • Ask the students to read the information in the language box and to look at the examples in the Watch out! box. • Highlight that some verbs are never used in the progressive. They are mostly verbs of feeling and perception, and they are called stative verbs. Apart from like, know, want, and need, other common examples include love, hate, understand, seem, and believe.

• Give the students time to read the sentences and the options. • Ask the students to do the exercise individually and then compare their answers in pairs. • Choose students to write their answers on the board. Go over the answers with the class, and ask the students who wrote the answers to explain why they chose the present progressive or the simple present (e.g. in item 3, the word usually  indicates this is something that is generally true; in item 4, want cannot be used in the progressive).

Extra: grammar practice Ask students to complete the sentences using the simple present or present progressive form of the verbs in parentheses. 1 What tim e _______ you usually _______ ? (get up) 2 _______ yo u ________to school by bus every day? (go) 3 What_______ your brother________right now? (do) 4 Why ________ sh e ______________to work today? (drive)

Answers 1 What time do you usually get up? 2 Do you go to school by bus every day?

3 What is your brother doing right now? 4 Why is she driving to work today?

D • Explain the task. Then write three sentences on the board about yourself. One sentence should be in the simple present and two in the present progressive. Make sure one of the sentences is-false (e.g. I usually go to the gym (true); I'm living in an apartment  (true); I'm walking to work this week  (false)).

• Have the class read your sentences and guess which one is false. Give them the correct sentences (e.g. I'm driving to work this week.). • Give the students time to write their own sentences. Circulate while they are working, helping with grammar and vocabulary as needed. • Invite individual students to read their sentences for the class. The rest of the class guesses the false sentence.

Workbook pp. 36-37, Section 5

9 Writing: simple sentences Lead-in Refer the students to the skills panel, and have them read the information. Make sure they understand the concepts of subject  and object. Point out that both the subject and the object can be more than one word (e.g. in item 2 in Ex. A, the object is an article about recycling).

A • Read the instructions to the class, and point out the example. • Ask the students to complete the exercise individually. • To check answers, choose students to write their answers on the board. Have the rest of the class correct any errors.

• Ask the students to look at the pictures while you read the instructions to the class. • Ask the students to tell you what tense they need to use to write about the activities that are happening right now in the pictures (present progressive). • Give the students time to write their sentences. • Elicit possible answers from the class.

c • Put the students in pairs to compare answers. Tell them that they should check their partner's answers and help them correct any errors. • Elicit answers from several students. • Ask them to identify the subject, the verb, and the object in each of the sentences.

^

Workbook p. 37, Section 6 Workbook p. 38, Read and write p. 39, Down time

B

ANALYZE Read the text in Exercise A again.

Function Match 1-2 to a-b to complete the sentences. .a) things happening right now or around now. 1  The verbs in the simple present describe 2  The verbs in the present progressive describe^^b) things that are generally true or permanent situations.

We don't use the present progressive with some verbs: e.g. like, know, want, need.

W A TC H O U T ! l / I want to help the planet I live on. am wanting to help the planet I live on.

C  PRACTICE^ irclg)the correct option. 1  Whatlike their ■jobsjand they want to be rich. But they don't usually give (gi fts ) because they aren't very generous!

E

G o o d q u a li ti e s

They are very friendly and optimistic. They always see the positive (side) of(Tif&)They are fun, and many of them can sing or dance very well. They have a lot oKfriencjs) and they are always loyal to them.

4 Health

These(fhscean£> usually have a healthy lifestyle) They eat a lot o f(fr u i) and ^egetables)and they are good atCsports)

2 ! Work in groups. Ans wer these questions.

Was anyone you know born on February 29? Do you agree with the text? Why or why not? 2 Do you read your horosco pe? Do you think astrology influences a person's personality? 1

You have talent!

UNI T 7

71

c a n / c a n ' t  — A

a b ilit y

LANGUA GE IN CON TEXT Match the pictures

Yes, he can. My horse can

to people’s statements about their pets.

play soccer! He’s really talented!

C A N Y O U R P E T P L A Y A S P O R T ? O R D A N C E ? O R S IN G ?

 J.T. Williams, Texas

Post comments about your pet s unusual talents below! The most talented pet will w in a prize of $500!

My parrot can t talk, but he can draw. He draws pictures with co lored pencils! Nina, Brazil

Our dog, Muffin, can balance things on his nose. It’s very funny! Mrs. Hill. Scotland 

NOTICES What word do the people use to talk about abilities?

ANALYZE Read the texts in Exercise A again.

Form Choose the correct option to complete each sentence. Then complete the table 1  After can we use verb b) a noun 2 The contraction of cannot  is can b) cant  can 3 The correct form after He/She/lt  is b) cans Affirmative

Negative

Questions

Short answers

It can fly.

He can't play soccer.

Can they swim?

Yes, he can. / No, he can't.

(5) K-Can a" the guitar?

you play

No, I (7)

(6) Can Carla drive?

you and

can't 

You (1)

sing!

I (3)

We (2) English.

speak

Jamal and Pierre can't  speak English.

sing

Yes, we (8)

Function Choose the correct options to complete the sentences. 1  We use can/can't  to talk about a) routine activities (CTab ilities) 2 We use can/can't to referto ______________ a) people b) anim als pQ peo ple and anirnaTs^>

can t can

WATCH OUT! 0

She can dance. She can to dance.

(j£) She cans dance.

C

PRACTICE Complete these sentences with can or can’t

and the correct form of the words in parentheses. Can they  p la y (p la y) tennis? B: Yes, can.  2   Sally is a great chef. Shecan co°^ (cook) French food. 3 I cant open ( n o t o p e n ) the door. Can you? Angela  sPea^ (spe ak) Japanese? B: \lo ,soe car ’ . 4 A: Can ^an he ElSZ (play) the guitar? B: Yes, can . 5 A: 6 We can t hear (not he ar) the TV. Please turn down your music. 1

A:

■ H i

H H H i

Function

• Have the students look at the two statements. Instruct them to check the correct options to complete the sentences. Ask the students to check their answers with a partner. Then check answers with the class. Ask the students if they have pets at home. Find out which pets are the most common, and if anyone has an unusual pet. Ask if anyone has (or has seen) a pet with a special talent, and if so, have them describe what it is. A

• Ask the students to look at the pictures. Elicit the words for the animals (dog, horse, parrot). Tell the students that they are going to read a short internet chat about these three talented animals. • Ask the students to do the exercise individually and then to compare their answers in pairs. • Check the answers with the class. Ask the students to read complete sentences aloud when they give their answers, since these include the target language in this section.

c

• Draw the students' attention to the Watch out!  box. Ask the students why the second sentence is incorrect (we don't use to after can). Point out that we use the base form of the verb after can. Ask the students why the third sentence is incorrect (can does not change in the third person singular). • Ask the students to work individually to complete the exercise. Circulate and monitor, assisting where needed. • When the students finish, ask them to compare their answers in pairs. Then check the answers by calling on different pairs of students to read the short conversations aloud and individual students to give the other answers.

Extra: grammar practice NOTICE!

Complete the sentences using can or can't. 1 I don't have any money so I _ _ _ _ _ go to the movies this evening. . 2 _______ she play the guitar? Yes, she . 3 _______ you lend me some money? No, I 4 How many students in your class _ _ _ _ _ speak another language? 5 We ____ __ come to the beach with you on Saturday because we have to visit our grandparents.

• Read the question aloud to the class. • Ask the students to look at the comments again, and then elicit the answer.

Answer can (and can't)

Answers

B

Form

• Have the students complete the rules individually, referring to the three sentences in bold in the text in Ex. A. Check the answers with the class. • Refer the students to the examples in the grammar table. Practice the question form and short answers by asking the class a few questions (e.g.  A: Can you fly?  B: No, I can't. A: Can you swim? B: Yes, I can.).  Have the students complete the table. Check answers with the class. • Highlight the fact that cannot   is more formal than can't  and is normally only used in written English.

1 can't

4 can

2 Can; can

5 can't

3 Can; can't

■ ’fc\ 

You hove talent!

UNIT 7

T72

D

Read the instructions to the class. Then ask the students to repeat the phrases and check that they understand all of them. Make sure that they can pronounce the words correctly, especially basketball and opera. Tell them that they can also use other abilities apart from the ones given. • Direct the students to the model conversation and have them repeat it after you, both chorally and individually. Point out that Can you ?   can be answered with either Yes, / can or No, I can't. •  Highlight the fact that in the example, the second Can  you ?   is stressed like this: Can yo u?  • Put the students in pairs to complete the exercise. • When the pairs finish, choose several students to report back about their partner's skills (e.g. Kyle can run a marathon. He can't dance salsa.).

Read the instructions to the class. Then invite individual students to read the phrases in the box aloud for the class. • Ask the students to complete the sentences using the words in the box, and then check the answers with the class.

...

Have the class brainstorm skills and talents they would like to learn, and write them on the board (e.g. speak   Jap anese, cook Indian food, paint or draw well, do a back flip, etc.). Ask the students to write the list in their notebooks. Then have the class circulate, asking their classmates if they can do those things. When a classmate answers Yes, / can, students should write the person's name next to the skill and then move on to ask another classmate about the next skill. At the end, elicit which students can do the various skills. B

39 See the Student's Book for the audio script. Read the instructions to the class. Give the students an example of a strong vowel (e.g. the /ae/ sound in dancer) and a weak sound (e.g. the /a/ sound in student). Highlight the weak form in can /kan/ and the longer vowel sound in can't/ kaent/. Write the following sentence on the board: I can't speak Italian, but I can speak Spanish. Point out that when contrasting can't  and can as in the above sentence, we emphasize can and pronounce it as /kaen/ when it occurs in the second position of the sentence. B

40

See the Student's Book for the audio script. Have the students say the sentences to each other in pairs. Play the audio for the students to check and to repeat the sentences chorally. Have the students work in pairs again to practice saying the sentences to each other with the correct pronunciation of can/can't. Call on students to say the sentences, and make sure that can and can't   are pronounced correctly.

• Review the expression be good at  (able to do something well). Tell the students they are going to talk about things they are good at. Ask the students to look at the picture and elicit a sentence using can (e.g. He can play the guitar very well.).

• Read the instructions aloud, and give the class a model by talking about the things in Ex. A that you can do, and other skills and talents you have or don't have (e.g. I can sing traditional songs. I can't drive a truck.). • Make sure the students remember that can/can't  are followed by the base form of the verb, so they should say, for example, / can/can't su rf and / can/can't dance salsa. • Put the students in groups of three or four to complete the exercise. Tell them to take notes because later they will report back about other members of their group. c

• Read the instructions to the class. Refer the students to the example sentence, and encourage them to report back in this way. • Elicit a lot of different talents in the class to bring out individual students' unique abilities. The most important thing here is that the students speak with some fluency about the other members of their group, so try to avoid interrupting to correct errors. Instead, make a note of any serious errors in the use of can/can't  and ask the students to correct them when they finish reporting back.

Extra: homework Ask the students to write sent ences using can or can't  about their family members and/or friends.

D a f NOW YOU DO IT Work in pairs. Ask and answer questions about

each other ’s abilities. Use the phras es below. • • • • • A: B:

cook Italian food swim five kilometers sing opera dance salsa play basketball

Can you swim five kilometers?  N o, I can't. Can you ? 

5

P R O N U N C IA T IO N :

A

Em 39 Listen to the pronuncia tion o f can and can’t in these sentences.

c a n / c a n ' t 

Notice that the vowel sound in can is weaker than in can’t. I can speak Fre nch, but I can't cook French food. 2  I can't drive a car, but I can ride a bike. 1

B

P a 40 Practice the sentences belo w. Then listen, check, and repeat.

My sister can dance, but she can't sing. 2 I can't speak G erm an, but I can understand some words. 3 I can 't ride a moto rcy cle, b ut I can drive a car. 4 I can hear you, but I can't see you! 1

6 A

t a l e n t s a n d a b i l i t ie s Complete these sentences with phrases in the box. am good at can

can cook

 p la y 

am goo d at 

can drive

can play

can sing

can speak

the guitar, karate,

can drive

a car.

can speak 

a foreign language,

can sing _

opera.

can cook 

French food.

Wor k in groups. Which statements in Exercise A are true for you? What other things can you do? Use the ideas in the box as well as your own. a truck healthy snacks Italian karaoke songs salsa dancing surfing traditional songs A:

B: C:

many languages

 / can

play the guitar. W hat about you ?  I can't play the guitar, but I can play the piano.  / can't play the g uitar or the pian o,' but I can cook French f ood.

C H§ Tell the class abo ut a talented person in your group. W e think Emanuel is talented because he is g ood at salsa danci ng , he can play chess, and J .

Y o u h a v e t a le n t !

UNIT 7

73

A Look at this picture. Wha t kind of TV sho w is it? Do you have TV s hows like this in your country?

B | )| ] 41 Listen to a man giving his opinion on the TV talent show Dream Stars.(^ircle)th e  correct option. 1 Dream Stars \s(^J3ritisRy an Ameri can show. 2  Some of the dancers /(si nger s)on Dr eam Stars are not very talented. 3 The man thinks the dancersman)/ can't dance very well. 4 The womap saYs that most comedians can /(car?i)make her laugh. 5 The man thinks most of the comedians on Dream Stars^ rey are not very funny. 6 In gen eral, the man(7/kesy doesn't like the show.

C 2 3 Work in pairs. Discuss these questions. 1 Which TV talent shows do you like? Why? 2 Which TV talent shows don't you like? Why not?

jS B B B fif  jH H H B

A: /  like B:

American Idol because it's interesting. Really? I don' t like it. The contestants can't sing ! 

8

a d v e rb s o f m a n n e r

A LANGUAGE IN CONTEXT Read what a judge on a talent sho w thinks about one of the contestants. Is the ju dg e’s general imp ression of Ryan positive or negative?

Contestant

Genre

Ryan Gleason

comedian

Age: 24 Nationality: Canadian

Ryan is very smart and talented. He tells great jokes, but he isn’t very organized.  That’s why he sometimes can’t remember his jokes very well. He also speaks very quickly and very quietly. But Ryan is a very funny guy and I think we can help him learn to speak slowly and clearly. He learns fast, and his audience loves him.

B ANALYZE Read the notes in Exercise A again.

Look back at the words in bold. How are they similar?

Function(^Trclg)the correct option to complete the sentence. Adverbs of manner describe thing s or people /( actions?) Form(^ircle)the correct option to complete the sentences. Then complete the table on page 75 with the adverb forms of the adjectives. 1  Adverbs of manner usually end in -y ( p A ) 2  Adverbs of manner usually come before /(aftefy t he verb.

7 Listening: to a review of a

8 Grammar: adverbs of manner

TV show

A

• Ask the students to look at the picture while you read the question. • Elicit responses to the questions from the class. If they don't provide you with the expression talent show, write it on the board. • Elicit examples of talent shows from their country. What talents do the contestants have (e.g. they can sing, they  can dance, they can play an instrument )?

B •

 M

41

• Read the instructions aloud. Check that the students understand that a person who takes part in a talent show is a contestant. •  Highlight the word for the person who gives a score to the contestants in a talent show—a judg e. Clarify  positi ve/negative impression (good or bad opinion). • Direct the students to read for the main idea to decide if the impression is positive or negative. • Set a time limit of one minute, and ask the students to skim the text quickly. • When the students finish, check the answer with the class. Elicit key words or phrases that helped them decide the answer  (smart and talented, very funny,

audience loves him).

• Tell the students they will hear a man giving his opinion of a TV talent show called Dream Stars. • Before you play the audio, ask the students to read the sentences carefully and make sure they understand what the options are. • Play the audio once, and check progress. If necessary, play the audio again. Check the answers with the class.

A u d io s c r i p t _ _ _ _ _ _

N O T IC E ! • Ask the students to look at the words in bold in the text. • Check the answer with the class. • Elicit that we use adverbs to talk about how someone does something. • Point out that fast and well are irregular adverbs, and ask the students to find them in the text.

_ __

R = Reporter, M = Mike

So, Mike, what show are you reviewing this week? This week it's Dream Stars— the new British TV talent show. R: Another TV talent show! M: Yes, but you know what? I love it! OK, some of the contestants in the singing competition can't sing very well, but most of them are very good. My favorite segment is the dance competition because all of those kids can really dance! In fact, some of them also compete on that great American show Can You Dance?  R: Oh, yes, that's a great show! OK, and what about the competition for comedians? Most comedians can't make me laugh. What about these? M: Well, I don't know about you, but most of the comedians on Dream Stars can certainly make me laugh! R: OK, well, it sounds like Dream Stars can become the next big hit in the world of talent shows!• R:

M:

Answer

 

WÊÈÊÈ 

They all end in -ly. They are all adverbs.

B

Function • Direct the students to the Function statement. Have them circle the correct option to complete the sentence. Check the answer with the class.

Form • Direct the students to the model conversation and have them repeat it after you, both chorally and individually. • Before you ask the students to work in pairs, give them a couple of minutes to write down some ideas individually. • Put the students in pairs to complete the exercise. • When the pairs finish, invite a few pairs to act out their conversations for the class.

• Direct the students to the Form statements. Have them read the notes in Ex. A again and circle the correct options to complete the sentences. Check the answers with the class.

Y o u h a v e t a le n t !

UNIT 7

T74

• Have the students complete the grammar table using the adverb forms of the adjectives. • Highlight that the final -y of adjectives changes to i. Elicit other examples in English where the final -y changes to / (e.g. in third person -s: study —studies; with plural nouns, e.g. dictionary — dictionaries). • Draw the students' attention to the irregular adverbs. Explain that there are not many irregular adverbs in English (the other common one is hard).  Encourage them to memorize these adverbs. • Ask the students to look at the Watch out! box and note that we do not use adjectives (e.g.  good) to describe how people do things. Actions are always described with adverbs (e.g. She can dance beautifully.)  and nouns with adjectives (e.g. She's a beautiful dancer.). Direct the students to the third sentence and explain that when we use an adverb after a verb, it goes after the entire verb phrase.

Lead-in

Read the information in the skills panel. Emphasize that there are different ways of expressing interest—some of them verbal (e.g. Wowl; How interesting!; Really?),  and others, such as facial expressions and body language.

A • Read the instructions, and ask the class to give you their impressions of the pictures. Elicit whether the woman looks interested or bored in each picture. • Encourage the students to think of other ways we show interest in what the other person is saying (e.g. nodding, eye contact, asking relevant questions).

c

• Read the instructions to the students and direct them to the example. To check the students' understanding of the instructions, ask them to change the sentence Helen isn't goo d at French in the same way (Helen can't speak  French well.). • Ask the students to do this exercise individually and then to compare their answers in pairs. Check the answers with the class. • Highligh t that quickly  and fast   have the same meaning, and remind the students that fast  is irregular. Elicit the other irregular adverb covered in the exercise,  go od — well.

Extra: grammar practice Rewrite the sentences using an adverb. 1 He's a good swimmer. 2 They're quick readers. 3 My father is a slow driver. 4 She's a wonderful painter. 5 He's a bad singer!

4 2 See the Student's Book for the audio script. Read the instructions to the class. Make sure the students understand that they only have to underline the expressions that the people in the conversations use to show they are interested. Play the audio once. Then check the answers with the class. c

U 43 • Explain to the students that they will hear the underlined expressions of interest from Ex. B again. Instruct them to pay close attention to how the speakers say the expressions as they listen. • Play the audio, and ask the students to repeat the underlined expressions with as much interest as possible. Have the students practice saying the expressions in an interested way.

A u d i o s c r ip t 1 Really? That's amazing! Me, too!

Answers 1 He swims well. 2 They read quickly. 3 My father drives slowly.

B

4 She paints wonderfully. 5 He sings badly!

D • Read the instructions and give the students time to read through the verbs and the adverbs in the boxes. • Point out the example sentence, and draw the students' attention to the use of the conjunction but  to show contrast. • Put the students in groups of three or four to complete the exercise. Circulate and monitor, assisting where needed. • When the groups finish, invite students to share information about their group members (e.g. Hector can  paint beautifully, but he can't sing very well.).

Workbook pp. 42-43, Section 5

2 Wow! Really? 3 Oh, how interesting!

D • Read the instructions to the class. Ask the students to look at the model conversation. • Before you ask the students to work in pairs, give them a couple of minutes to prepare for this exercise by taking a few notes. Encourage them to use expressions like Wow! and Really?   in response to what their classmates say. • When they finish working in pairs, invite volunteers to perform their conversations for the class.

W o r k b o o k p . 4 3 , S e c tio n 6 ►► Workbook p . 4 4 , L is te n a n d w r it e p . 4 5 , D o w n tim e

jjjjjj^ ^ Q

 ________________ 

Most adjectives: Add -ly 

Adjectives ending in -y: Change y to i and add -ly 

Irregular adverbs

wonderful—wonderful ly 

happy—happily no isy - (4) .™ *!!L  angry— (5) an9r^

good —well

slow—slow/y clear—clear ly 

fast —fast 

W A TC H O U T !

quick—quick/y

She can speak English well.

quiet— (1) ......°luietly  n i c e - (2)

J2 ! Z É L

(^) She can speak English good.

bad-o)

badly 

(£ )  She can speak well English.

C Rewrite these sentences using the verb in parentheses and an appropriate adverb of manner. 1 Helen Is good at French. Helen can s p e a k F r e n c h m 2

4 Tom and Ellle are loud talkers. il.

( s p e a k F r e n c h )

Tom and Ellie

Ou r teach er always gives clear explanations. Our teacher always explains (expla in thin gs)

3  Paul

Paul can't

. (talk)

5  You

are a quick learner. You  Jea m^g uickl y_   (|earn)

isn't a fa s i rur?ner. ” '

i fast 

talK!lDudll

6 I'm not a good swimmer.

(run)

I can't

 jyy lU L we'll

. (swim)

D 3 1 NOW YOU DO IT Work in groups. Tell your group about at least two things you do well and two things you d on’t do well. Use verbs and adverbs in the boxes or your own ideas. cook drive sing

dance paint speak

draw run talk

badly beautifully carefully fast loudly quickly slowly well

I can speak English well, and I drive carefully, but I sing badly, and I can't dance very well.

You can show interest in different ways. One way is by using words such as W o w !   and Really?   The other is by using your face and your body.

A Look at these pictures. In which picture does the woman look interested? B

3 ^ 4 2 Listen to the conversations below. Underline the expressions that the people use to show they are interested. 1 A : So, what do you do?

2

B:

I'm a pilot.

A:

Really? That's amazing! Me, too!

C:

Do you speak any o t h e r languages?

D:

I can speak Chinese.

F:

No , I can 't, but I can co ok Indian foo d rea lly we ll.

C:

Wow! Really?

E:

Oh , how interesting!

3 E:

Can you cook Chinese food?

C 5 ^ 4 3 Listen to the expressio ns from Exercise B. Practice saying the expressions in an interested way. D 3 1 Wo rk in pairs. Talk about things that your family m emb ers can do. Remember to use words to show interest. A: B:

M y s is t e r is g o o d a t l a n g u a g e s . S h e c an s p e a k J a p a n e s e , E n g l is h , a n d P o r t u g u e s e . Wow, that's amazing!

Y o u h a v e t a le n t !

UNIT 7

75

lìfeSkills WORKING AS A GROUP TO DO A TASK •

Break up the big task into sm aller tasks and make a list.

•

Identify what the group can do togeth er and what each person can do individually.

•

Neg otiate who can do any remaining tasks. Be flexible!

A

Wo rk in groups. Your company want s to offer a seminar for small busines s owners. Read the email from the marketing director. Then decide on at least two more things to do for each category and add them to the list in the attachment.

To:

Marketing D epartm ent (all)

Project: seminar on business management techniques Proposed date: Saturday, March 1

From:

Donald Sanders

Target audience: local sm all business owners and managers

Subject:

Small Business Seminar

Attach:

Plan for small business seminar m

Registration fee: $125 per person Maximum number of participants: 100 Seminar includes: Welco me and introduction to sem inar (Lynn Barton, CEO) Four sessions o f 11/2 hours each Lunch

Hi all, We want to offer a seminar for small business owners in this area. The basic ideas are in the attachment. Please work out the details and decide who can do each thing. Can we meet a week from today to discuss?  Thanks.

 Two co ffe e breaks

'

'ession topics: Wr itin g or r evising your business plan (Steve Ellroy, Business Director)

Advertising and promotion: trends and methods (Donald Sanders, M arketing Dir ector) 3 Financial manacroi-no~*- n-.-i— ’  0 ____  _  i.cciiy, i-mance Dir Managing your co mp any ’s growth (Ben Collins, Market Developm ent Director)

Plan for small business seminar

B 2 | Decide which tasks on the list the whole group can do together. Write G (group) in column 2 next to those things.

 Alternative Step 1 Break up the big task into smaller tasks and make a list. (Ex. A) Step 2 Identify what the group can do together and what each person can do individually. (Ex. B) Step 3 Negotiate who can do any remaining tasks. Be flexible! (Ex. C, Ex. D)

Lead-in Begin this section by emphasizing the importance of teamwork and flexibility when performing tasks. Discuss how different talents contribute to the better development of ideas and projects. Ask if the students work in teams at school/work. If so, do they find that easy/difficult? Do they find it beneficial? What are the challenges? Ask the students to look back through the unit and find examples of when they worked in pairs or groups. Ask if this helped them to complete tasks and whether it was useful in improving their communication skills in English. Examples include: 1 Vocabulary Ex. C, 4 Grammar Ex. D, 6 Vocabulary Ex. B, 8 Grammar Ex. D, 9 Speaking Ex. D.

Put the students in groups for this exercise. Tell them that they are going to organize a seminar for small business owners. Ask the students to read the email. Make sure they understand it. Check that they understand the term attachment  (a document that you send with an email). Have the students look at the email attachment (a list of things to do to organize a small business seminar). Ask them to work with their groups to add at least two more things to do to each of the three categories. Point out, or remind the students, that ad is short for

Use a flipchart or a piece of paper attached to the board to compile the list with the students instead of working in groups—this will help them brainstorm ideas without being distracted by the content in the book. These notes can then serve as a permanent record of initial ideas as the lesson progresses.

Possible answers Location: Find out the cost of the locations. Find out about transportation, parking, etc. Promotion: Contact local businesses by email. Write a slogan. Logistics: Decide layout of seminar room. Make a schedule. Find out about food, drinks, etc.

• Explain the task and keep the students in the same groups. • Explain to the students that they are going to look at their list of tasks and decide which tasks the whole group can do. Tell them to write G next to these tasks in the Who does it?   column on the list in Ex. A. • When the students have completed the exercise, elicit their decisions, and ask them to give reasons.

advertisement.

Y o u h a v e ta le n t!

unit

 7

T76

• Read the instructions to the class. Ask the students to work individually to check their abilities and preferences on the survey. • Circulate and monitor, assisting where needed. Be prepared to answer any questions about vocabulary, as needed.

• Read the instructions to the class. Ask them to work in their original groups to decide who will do the remaining tasks on the list in Ex. A. • Direct the students to the model conversation and have them repeat it after you, both chorally and individually. • Before they start their discussions, tell them to look at the How to say it   box, and encourage them to use these expressions in their discussions. • Ask the students to refer to their answers to the survey in Ex. C when they are discussing their talents and abilities. • Ask each group to report their decisions to the rest of the class, giving reasons for their decisions.

REFLECT • Ask the students to read the Reflect   question. • Give them some time to think about different situations in the domains of Self and Society and Study and Learning where the skill of Working as a group to do a task   would be useful. • Elicit the following ideas: organize a surprise party, help a friend move; prepare a presentation for class, work on a group project, etc.

n d S o c ie t y a n d C a re e r and Learning C Think about your preferences and abilities. Check (/) the appropriate boxes on the survey.

Work with your abilities! alone. □

I pre fer to w o rk ...

with other people. □

Km good at ...

I

drawing or painting. □

organizing schedules. □

design. □

managing people. □

writing. □

managing money. □

talking to people. □

solving problems. □

D H§ W ith your group, decide wh o can do each of the remain ing things on your list. I'm good at design, so I can design the ads. B:  A n d I'm g o o d at wr itin g, so m ay be I ca n wr ite the slogans. A : OK, let's do the ads together, then. C: OK, so you and Lisa can do the ads. What abou t  the schedule?  A:

HOW TO SAY IT Q  Talking about what people can do I'm good a t ..., so I can ... I can ... , b ut I ca n't ... Can you ... ?  / What can you d o?  Maybe we/you and Gina can ... because we/you can both ... m m m m m r n m m t'v a m

Y o u h o v e t a le n t !

UNIT 7

77

Complete this text with words in the box. (10 points) cook

drive

generous

honest

optimistic

patient

play

sing

smart

speak 

My mom is 52. She is very (1 ) 9enerous ( and she buys a lot of gifts for me and my brother. She is really good in the kitchen. She can ( 2 ) c2 ° t  delicious food. She is very (3 )  patient  anc| never gets mad at my brother or me. She loves to go out with her friends and (4)  sin9 karaoke. My dad is 54. He is really good at math, and he can (5) Italian and Ge rman, so I think he is very (6) |_|e can speak  smart  (7 ) P^ay the piano and the violin, too. My brother, Bruno, is 17. He really enjoys life and doe sn't worry about the future, so I guess he is very (8) optimistic _ |_|e ¡s (9) honest  ( too. He doesn't tell lies, and I know I can trust him. He is only 17, but he can (1 0 ) ;irive a car. 8-10 correct: I can talk about people's positive qualities and their abilities. 0- 7 correct: Look again at Sections 1 and 6 on pages 70 and 73. SCORE:

710

2

G R A M M A R  

A

Put these word s in the correct order to form sentences. (6 points)

1 A:

Francesca / dance / can / well / ?

Can Francesca dance well? 

can't / dance / no, / she / well / .

No, she can't dance well.

9

B: 2 A: B: 3 A: B:

sing / can / your sister / ? she / badly / sings / very / no, / .  you / swim / can / fast / ? no, / fast / I / swim / can't / .

Can your sister sing?  No, she sings very badly. Can you swim fast?  No, I can't swim fast.

B Read the text and find four mistakes in the use of can/can’t and adverbs of manner. Cross them out a nd correct them. (4 points) fast quickly  My cat is a great pet. She can run very fastly, and she com es quick when I call her name.

At night, she sleeps quietly in her bed, but in the morning, she meows loudly for her can well breakfast. She eeee speak cat language very good! 8-10  correct: I can use can, can't, and adverbs of manner to talk about people's abilities. 0-7 correct: Look again at Sections 4 and 8 on pages 72 and 74. SCORE:

/10

Language wrap-up

1 Vocabulary

Students can do the Language wrap-up exercises in class or for homework. If you give them for homework, remember to check the exercises at the beginning of the next class, or collect a few to grade and identify any typical errors.

Before you ask the students to do the Vocabulary section, point out that two types of words are being tested here—adjectives and verbs—and that there are five of each in the box.

If you decide to do the exercises in class, you can approach the wrap-up as a two-step reviewing procedure. First, ask the students to do the Vocabulary section individually. When ready, encourage the students to check their answers carefully, and then put them in pairs to compare answers and discuss any differences. Self- and peer-correction are two excellent ways of developing learner independence and creating a cooperative learning environment. After completing the Vocabulary section, you can apply the same procedure to the Gram mar section.

A

2 Grammar Explain that students need to put the words in the correct order to make sentences. B

Explain that there are four mistakes in the short text in the use of adverbs of manner and can.

At the end of each section, make sure that the students write their score out of ten. If they have a score lower than eight, direct them to the appropriate sections of the unit, and encourage them to read those sections again for homework. After that, ask the students to complete the exercise(s) again at home.

Competency developed

CEF Reference (A1 )

1 Vocabulary

can understand and use personality adjectives

2 Writing

can write a short personal reference

3 Reading 4 Grammar

can identify key words and phrases in a text can understand and use can to describe abilities

Table 1; Table 2; Section 4.4.1.1 ; Section 4.4.3.1; Section 5.2.1.1 Table 2; Section 4.4.1.2; Section 4.4.3.4; Section 5.2.1.6 Section 4.4.2.2; Section 5.2.1.2 Table 1; Table 2; Sections 5.2.1.2; 6.4.7.7; Ó.4.7.8 Section 5.2.1.4 Table 1; Table 2; Section 4.4.1.1 ; Section 4.4.3.1; Section 5.2.1.1 Table 1; Table 2; Section 4.4.2.1 Table 1; Table 2; Sections 5.2.1.2; 6.4.7.7; 6.4.7.8 Table 1; Table 2; Section 4.4.3.1; Section 5.2.3.2

Unit 7

5 Pronunciation can correctly stress can and can't  can understand and use phrases to describe talents 6 Vocabulary 7 Listening 8 Grammar

and abilities can understand information in a review of a TV show can use can and can't   with adverbs of manner

9 Speaking

can use phrases to show interest

% V

You have talent!

UNIT 7

T78

S H O P P IN G A R O U N D The expression shopping around   is common in English. When you shop around,  you look in several different stores until you find the best price for something. You can also shop around  for the best price online.

Unit p Unit opener iP- 79) • Optional downloadable unit opener 1 Vocabulary: clothes iP- 80) 2 Grammar: this, that, these, those ip- 80) 3 Speaking: asking to try on clothes ip- 81) in a store • Optional downloadable Speaking workshop: asking about trying on clothes 4 Listening: for numerical (p. 82) information *Q 5 Vocabulary: adjectives for describing (P- 82) gadgets 6 Reading: completing a survey (P- 83) 7 Pronunciation: emphasis with this, (P- 84)

10 min. 10 min. 25 min. 40 min. 20 min. 20 min. 30 min. 25 min. 30 min. 15 min.

that, these, those

8 Grammar: comparative adjectives (P- 84) 40 min. 9 Writing: compound sentences ' Q iP- 85) 30 min. lifeSkills: making choices iP- 86) 45 min. (Work and Career) • Optional downloadable lifeSkills 45 min. lesson (Self and Society) • Optional downloadable lifeSkills 45 min. lesson (Study and Learning) Language wrap-up iP- 88) 15 min. Video and downloadable video worksheet 45 min. Communicative wrap-up Units 7-8 (p. 136) 20 min.

Reading: completing a survey Ask the students if they have ever completed a survey. If so, what was it about? Speaking: asking to try on clothes in a store Ask the students to work in pairs and discuss these questions: Do y ou al w ay s tr y on cl ot h es b ef o r e y ou bu y  them ? D o you someti mes try on clothes in a store and  t h en b u y t h e m o n l i n e ?   Listen

to their ideas as a class.

Bring 10 to 12 everyday objects to class with you (e.g. a cell phone, an MP3 player, a key, a credit card, a passport), and put them on a desk at the front of the class. Ask the students to look at the objects for 30 seconds. Then cover the objects with a large sheet of paper, and ask the students to work in pairs to write down as many of the objects as they can remember. Review the English pronunciation of the letters of the alphabet by asking students to spell the words. Refer the students to the lifeSkills panel. Tell them that the topic of this unit's lifeSkills section is  M ak i n g ch oi ce s . Ask them what kinds of choices people have to make at work. Ask what helps people make good choices.

A • Tell the students to think about what they like to buy when they go shopping. Elicit some responses from the class. • Fqcus on the general terms used to describe each category ( f o o d , c l o t h e s , a c c e s s o r i e s , etc.). Read the category titles aloud, and ask the students to repeat them after you. • Read the instructions to the class, and give the students time to check the things they like to buy. • Elicit the students' answers, and ask them to repeat any new words, first chorally and then individually.

B Lead-in Direct the students' attention to the objectives in the unit menu and go through the information with them. Explain that this unit focuses on language for shopping and comparing products, and on the following skills which will help them talk about these topics: Listening: for numerical information Elicit the currency used in the U.S. ( the dollar). Ask the students what other currencies they know in English (e.g. t h e p o u n d , t h e eu r o , t h e p e s o , etc.). Ask if it is difficult for them to understand prices in English, and why. Writing: compound sentences Ask the students if they remember the sentences they looked at in Unit 6. If not, ask them to look again at the Writing section in Unit 6 on p. 65. Ask what words they could use to connect two simple sentences. Elicit examples like and, and but. Ask the students to look at the Writing section in this unit and find other words we use to connect sentences.

• Read the instructions to the class. • Put the students in pairs to complete the exercise. Draw the students' attention to the exam ple conversation. Read each line and have the students repeat. Suggest that pairs use this format to talk to each other about what they like and don't like to buy. • When the pairs finish their discussions, listen to some ideas from the class. Find out which category or categories are the most popular and which are the least popular.

S H O P P IN G A R O U N D IN THIS UNIT YOU O

learn language for shopping and comparing products

%

listen to prices in different currencies—listening for numerical Information

%

write compound sentences describing products— compound sentences

Q

read and complete a survey about shopping habits

Q

learn how to ask a salesperson for help watch a video about shopping

A Look at these items. Check (/) the things that you like to buy.

games

B Work in pairs. Talk about the different things you like and don’t like to buy. Include things on this page and other things. A: I d o n ' t li ke b u y i n g f u rn i tu r e , b u t I l o ve s h o p p i n g f o r c lo t h e s a n d a c c e s s o r i e s . W h a t a b o u t y o u ?   B: I l ik e s h o p p i n g f o r fo o d !

z  

LIFE SKILLS

Learn to establish criteria to make choices

WORK & CAREER  Shopping around K 2 S 3 2 3 K I

1

V

JLARY:

clothes

A Match the clothes in the picture to the words. 0

a d re ss

0 a ja ck et 0 a p ur se 0 a sh irt U a skirt 0 a su it m a sweater 0 a tie 0 a T-shirt [9] boots [6] jeans 0 pants [8] shoes [2] shorts 0 s ne ak er s

B (¡2 Work in pairs. Talk about the clothes you usually/sometimes/never wear. A: I u s u a l l y w e a r j e a n s a n d a T - s h ir t. B: M e , t o o . I n e v e r w e a r a s u i t .

A E l 44 LANGUAGE IN CONTEXT Listen to the conversation below and look at the picture. What does Sasha decide to wear? Sasha: Patrice: Sasha: Patrice: Sasha: Patrice: Sasha:

Patrice:

Sasha: Patrice:

I don't know what to wear to the party! How about that blue dress? I don't like that one, but I like this red one. Yes, it's nice. OK, and what about these shoes? No, those are really old! We ll, what about those shoes over there? The black ones? Yeah, those are fine. Now what about you? Oh , I think these jeans and that purple T-shirt are OK. What about these shoes? Th ey go with jeans. Yes, I really like those shoes.

B ANALYZE Read the conversation in Exercise A again. Form Choose the correct option to complete the rules below. 1 W e use t h i s / t h a t  with__________. a) plural nouns (^ s in g ular noun§> 2 We use t h e s e / t h o s e with C^Tpiural nouns> b) sin gu lar nouns

Instruct the students to keep their books closed. Begin by asking them to work in pairs and brainstorm all the English words they already know for clothes. They should know some international words (jeans and T-shirt, for  example). Remind the students that sometimes words that appear to be cognates might have a slightly different meaning in English. Ask the students how many words they have thought of. If appropriate, you could make it into a competition to see who has the longest list. Then ask them to open their books and see how many of their words are on the list.

44

See the Student's Book for the audio script. Before you play the audio, draw the students' attention to the picture. Elicit the names of as many items of clothing in the picture as possible. Explain that the students should listen for the clothes that Sasha decides to wear, and make a note of them. Then play the audio once. Check progress and, if necessary, play it again.

A

A l t e r n a t iv e

• Refer the students to the picture and the list of words. Ask individual students to say the words aloud. Corre ct pronunciation as necessary. • Highlight that  su i t  is pronounced /sut/. It is a very common error to pronounce it as */swit/. Also explain that the word clothes only has one syllable. A simple way to pronounce this word is to say it in exactly the same way as the verb close. • Ask the students to do this matching exercise individually and then compare their answers in pairs. Check the answers with the class. • Highlight the fact that  pa n ts , sh or ts , and je a n s are plural in English, even though they are one clothing item.

Ask the students to cover the conversation with a piece of paper so that they don't look ahead for the answer. • Ask the students to check their answers by reading the conversation and locating the information. Check the answer with the class.

N O T IC E !

B

Direct the students' attention to the words in bold in the conversation. Ask them whether the words refer to specific things or something in general.

• Before you ask the students to do this exercise, make sure they understand the word wear. Give them one or two examples about yourself (e.g. I w e a r j e a n s o n

Answer

w e e k e n d s . A t s c h o o l I al w ay s w e ar a d r e s s / p a n t s . ) .

• Put the students in pairs and explain the instructions. • Review the meaning of the adverbs of frequency. • Direct the students to the model conversation and have them repeat it after you. Have pairs use the model conversation to help them when they tell each other what they usually/sometimes/never wear. • When the pairs finish, elicit some examples from the class. Encourage the students to give their answers as complete sentences, as in the model conversation.

W o r k b o o k p . 4 6 , S ec tio n 1

■..... m il it il i

specific things

B Form • Read the instructions to the class. Have the students refer to the conversation in Ex. A to help them choose the correct options to complete the rules. Make sure they understand what the options are in each rule. • Give the students time to do the exercise individually and then to compare their answers in pairs. Check the answers with the class.

S h o p p in g a ro u n d

UNIT 8

T80

Function • Have the students refer to the conversation in Ex. A again to help them choose the correct options to complete the sentences. Check the answers with the class. • The students may have trouble with the pronunciation of the th sound I b l at the beginning of this, that, t h e s e , and those. Take some time to go over the pronunciation, demonstrating howto produce the sound (i.e., by putting the tip of the tongue through the front teeth and voicing the sound).

3 Speaking: asking to try on clothes in a store

A . g | 45 • •

c • Start by having the students look at the pictures and telling you if the item of clothing in each picture is close to the speaker or not. Then ask them whether the item is si n g u la r  or pl ur al. • Read the instructions to the class. Then ask the students to work individually to complete the exercise. • Check the answers with the class by asking individual students to read the complete sentences aloud. Make sure the students understand d i r t y  (the opposite of clean).

Complete the sentences using this, that, these, those. one. 1 This T-shirt is nice, but I don't like shoes are comfortable, but those aren't. 2 pants 3 These pants are too small. Can I try on, please? airl over there? 4 Who is

•

want 

students understand the exercise. • Set a time limit of two minutes for this exercise. Encourage the students to use some of the clothing vocabulary from the Vocabulary section on p. 80 and make a list of the clothes they need or want to buy. • When checking in class, ask for further information to encourage genuine communication (e.g.  S tu d en t: I n ee d  t o b u y   a n i c e d r e s s. T e a ch e r : W h y ? S t u d e n t : M y si s t er ' s  g et ti n g m ar r i ed . T ea ch er : O h , co ng r at ul at i on s! ) .

c

Answers 1 that

•

See the Student's Book and the answers for the completed audio script. Read the instructions, and give the students time to read the questions and replies before you play the audio. Check that the students understand the words try on,  si ze , and  fi t. Ask them where they try on clothes (in a clothing store) and why (to make sure they are the correct size and color, and that they fit—they are not too big or too small). Play the audio once. Make sure the students have numbered the sentences in the correct order. If they haven't, play the audio again. Highlight the fact that I ' d l i k e is a polite way of saying / 

• Read the instructions to the class. Make sure that the

Extra: grammar practice

2 These

3 those

4 that

• Before you ask the students to do this exercise, have them look at the Watch out!  box. Highlight that items of clothing like  s h o es , sn ea k er s, pa n ts , and je a n s are plural, so we use t h e s e (or those). If we want to talk about a singular item, we have to use a  pa i r o f ...  (e.g. a  pa i r o f je a n s ; th i s pa i r o f je a n s) .

• Direct students to the model conversation. Ask the students to repeat chorally and individually after you. Encourage them to use this model to help them when they work in pairs. • Ask the students to use two copies of the Student's Book to complete the exercise. Tell them that if they point to an item in their own book, they should use this/these, and if they point to an item in their partner's book, they should use that/those. • Put the students in pairs to complete the exercise. Circulate and monitor, assisting where needed. • Ask a few pairs to perform the conversation for the class.

W o r k b o o k p . 4 6 , S e c t io n .

'¿

_________________________________________________________________________ ^

• Read the instructions to the class, and direct the students to the model conversation. Ask them to repeat chorally and individually after you. • Elicit additional questions and responses from the class to continue the conversation. • Put the students in pairs to complete the exercise. Encourage them to use the expressions from Ex. A. Circulate while the students are working, noting any common errors to address later. • When the students finish discussing their lists, listen to some ideas from the class. Find out which items are the most popular and which are the least popular.

E x t r a : sh o p p i n g r o ie - p l a y Prepare cards with pictures of (or just words for) items of clothing (e.g. a black dress, green shorts, etc.). You need two sets of the same cards. Divide the class in two—one half will be the customers and the other half will be the salespeople. Give one set of cards to each group to divide among them. Ask the salespeople to sit at desks around the classroom—in their "stores"—with their card(s). The customers move around the classroom, trying to "buy" the items on their card(s). The salespeople help the customers with their requests, but if they don't have a matching card, they should say that they don't have that item in the store. The game continues until all the students have found their match(es).

__

Function(jOircle)the correct option to complete the sentences. 1 W e u s e ( j h i s / t h e s gV t h a t / t h o s e to talk about things that are close to us. 2 We use this/these  /(fKat / th o s e X o talk about things that are not very close to us.

Look at the pictures. Complete the sentences with this, that, these, or those. C

PRACTICE

1 I really love !^'s dress. I wear it all the time.

2 I'd like to wear those shorts to the beach today.

3

That 

is my fa vo rite

4 I c an 't w ea r f^ese shoes to the party. They're dirty.

jacket,

Work in pairs. Look through the pages of  your book to find pictures of people. Ask and answer questions about the clothes they are wearing. D

NO W YOU DO IT

WATCH OUT! like these pants. ® l like this pants.

Do you l i k e t h o s e s n e a k e r s ?   b Yes, / do. A. Do you like this T-shirt?  B: No, bu t I like that one. A:

—— ' Z 

^ 4 

* 

......

3

h

A

m

A

K I N G : a s k in g to t r y o n c lo t h e s in a s t o r e Q^45

Listen and number the sentences in the correct order 1-10.

a) Would you like to try on anything else? b) OK, I'll take it. c) No, it's too small. Do you have it in a size 1 0 ? d) No, thank you. Here's my credit card. e) Can I help you? f) Thanks. How much is it? g) Yes, here's a 10. h) It's $50. ¡) Yes, p lease . I'd like to try on this jacke t.  j) Sure. Is tha t one the righ t size ?

E] m ¡4]

El m 0 0 s s s

B

Make a list of clothes you need or want to buy in your notebook.

C

Q S Work in pairs. Student A, you are the salesperson. Student B, you

are the customer. Ask and answer questions about the clothes on your list in Exercise B. Then switch roles. A: C a n I h e l p y o u ?   B:

Yes, I ' d l ik e t o t r y o n t h e s e je a n s .

A: O f co u r s e . A r e t h o s e t h e r i g h t si z e ?  

I ^

S h o p p in g a r o u n d

UNIT 8

81

4 LISTENING: for n u m erica l in form atio n page m © When you are listening to the price of something, try to write down the numbers as  you hear them. You can then check the price by repeating it.

A 11346 Write each unit of currency under the correct price tag.  Then listen and repeat. cents euros yen

dollars pounds yen

dollars

 

pounds

B HU 47 Listen to the conversations. Match each conversation to the correct price. Conversation 1 Conversation 2 Conversation 3 Conversation 4

a) b) c) d)

€235,450 £17.68 $560 ¥999

C H348 Listen to the ads for these items. Write how much they cost.

$4.99

2

$350

3

$220,000

D 25 Work in pairs. Discuss how much each item in Exercise C costs in your own currency. Guess how much they cost in other countries.

A

$9,700

c

I

Guessing how much things cost I th i n k i t c o s t s a b o u t . .. I don' t think so.

5 V O C A B U L A R Y : a d je c t i v e s f o r d e s c r ib i n g g a d g e t s

O K , l et ' s s a y i t c o s t s . . .

|

A Match the columns to complete these definitions. When a gadget is ... 1 attractive 2 up to date 3 user-friendly 4 compact 5 versatile 6 expensive 7 powerful 8 cheap

a) it is easy to use. b) it doesn 't cos t a lot of money. c) it is small. d) it costs a lot of money. e) it can do a lot of different things. f) it is strong and works well. g) it looks good. h) it is very modern.

B Read the conversation below. Complete the sentences with words from Exercise A. A: Can you tell me about this cell phone? B: Yes, sure. I love this cell phone because it's so easy

to u se— it really is (1) user-friendly  _ /^ncj ¡t's a |so very (2) you can listen to music, go versatile online, and it has a digital camera, too. exPensive ? A: Yeah, that's great. Is it (3) B: No, it's actually very cheap ...

C 25 Work in pairs. Student A is a salesperson in an electronics store. Student B is a customer. Ask and answer questions about the items below. Then switch roles. cell phone digital camera flash drive laptop MP3 player A: Can  y o u t el l m e a b o u t t h i s l a p t o p ?  B-. Yes,  s u r e. I t' s v er s a t i le . I t ca n d o a l o t o f d i f f e r e n t t h i n g s .

2 You want a phone? You want an MP3 player? You want a handheld computer? You want it all, right? Which means all you really need is $350, arid the SMax 750 can be yours.

3 Not many people in the world have $220,000 to spend on a _ 2, — +

— ____

.

_ ^

R ev ie w larg e n um be rs. Dic ta te a v ar ie ty o f larg e nu mb ers, and ask the students to write the numbers in their notebooks. Remind the students that they practiced listening for numerical information on p. 61. A

— i

• R s j 46 Explain the task and ask the students to work individually. • When the students finish, play the audio so that they can check their answers.

—

A u d i o s c r ip t 1 one thousand, five hundred dollars 2 three hundred and eighty-five yen 3 one hundred and twenty-seven thousand, three hundred and ninety-five euros 4 twelve thousand, four hundred pounds 5 fifty cents

—

___ i

car. Not many cars in the world have a top speed of nearly 200 miles an hour. The new Ferris Avenger. For the lion in you.

4 There are people who say a watch is just a watch. But then, they probably don't own an 18-karat gold Monarch Supreme. Women who do own one know that at $9,700, it's the best gift that money can buy. D

• Elicit the names of the items in the pictures ( f as t- f oo d  meal, smartphone, sports car, watch).

• Draw the students' attention to the How to say it  box. Encourage them to use these phrases in their discussions. • Put the students in pairs. When they have agreed on a price for each item, ask for several volunteers to share their guesses.

B

___ ^

47 Explain that in this exercise, the students have to listen for the numbers in a conversation. • Play the audio once or twice. Then che ck the answers. •

A u d i o s c r ip t -W k

1

A: B: A:

Can I have five hundred and sixty from this account, please? Certainly. How do you want that? Mmm ... in twenties, please.

2 C: D: C:

How much is this bag? It's nine hundred and ninety-nine. Wow! That's a good price!

____ 2,

-m

------

3 E:

E:

We'd like to buy this apartment, but it's two hundred and thirty-five thousand, four hundred and fifty. Well, I can speak to the owner, and maybe he can lower the price for you. That would be great!

4 G: H: G:

Seventeen sixty-eight? OK. Can I pay by credit card? Yes, you can. Good.

F:

.— -

c

— ' ___

~

— ** -w —1

48 Tell the students to listen and write the price • M under each item. • Play the audio once or twice. C heck the answers with the class.

A u d i o s c r ip t 1 A t Burger Bar we know you want good food at a great price. That's why our Fun Meal, which comes with a burger, fries, and soda, is only four dollars and 99 cents. Put a smile on your face at Burger Bar today.

Lead-in

Check that the students understand the word  g a d g et  (a small piece of equipment that does something useful). Each student in turn has to name a gadget they can't live without. Students cannot repeat a gadget another student has used. Students who pause for more than five seconds are out of the game. The last person still talking is the winner. A

• Ask the students to repeat the list of adjectives in the first column after you. • Ask the students to work individually or in pairs to complete the exercise. B

• Ask the students to work individually to complete the exercise. Then ask them to compare their answers in pairs. • To check the answers, invite two volunteers to read the conversation aloud. c

• Read the instructions, and ask the students to repeat the names of the items in the box after you. Check that the students understand the vocabulary. Ask the class to think of possible adjectives that could be used to describe each item (e.g.  M P 3 p la y er —attractive, e x p e n s i v e , etc.). • Encourage the students to use the adjectives from Ex. A to describe the items listed, and refer them to the model conversation. Suggest that they take turns asking and answering questions about each item.

W o r k b o o k p . 4 7 , S e ct Shopping around

UNIT 8

T 8 2

6 Reading: completing a survey

B Explain the exercise. Ask the students to work individually and answer the question. Check the answer with the class.

Lead-in Ask, or remind the students, what a  su r v ey  is (a set of questions you ask to find out people's opinions). Ask some more questions about surveys (e.g. What do surveys ask  q u e s t i o n s a b o u t ? ; H o w o f t en d o y o u c o m p l e t e s u r v e y s ? ;

c

D o y o u e v e r c o m p l e t e o n li n e s u r v e y s ? ; D o y o u e v e r r e a d  

• Direct the students to the How to say it  box. Highlight that we usually use by when we want to say what the method of payment is (e.g. by c r e d i t c ar d , b y d e b i t c ar d , b y c h e c k ; but with cash). We can also say / pay cash. • Ask the students to work individually and complete the survey from Ex. A with answers that are true for them. • When they have finished, put them in pairs and ask them to compare their answers. • Listen to their ideas as a class. Find out which students spend the most on clothes, movies, books, etc.

 su r v ey r es u lt s to f i n d ou t i nf or m at i on a b ou t p r od u ct s? ) .

A • Tell the students they are going to read about someone's shopping habits. • Read the instructions and give the students time to read the items in the survey and the responses. • Ask the students to work individually to complete the exercise and then compare their answers in pairs. • Check the answers with the class. Encourage the students to give full sentences when answering (e.g.  J a y  b u y s C D s o n li n e .) .

Answers 1 online 2 $150 3 by credit card 4 phones and accessories 5 clothes, shoes, and accessories; books, magazines, e-books; music; movies; phones and accessories

E x t r a : re a d in g p r a c t ic e Ask the students to read the survey again and answer the questions. 1 Where does Jay buy computers and accessories? 2 How much does he spend on music per year? 3 How often does he buy movies? 4 What does he buy every week?

Answers 1 stores 2 $780

3 three times a month 4  music

6

c o m p le t in g a s u r v e y

A Read the survey below about Jay’s shopping habits. Answer these questions. 1 2 3 4 5

Where does Jay usually buy CDs? How much does he spend on movies per year? How doe s he usually pay for books and m agazines ? What does he buy only once or twice a year? What do es he p ay for by credit card?

Cons'»«Ver

survey

Please take about five minutes to complete our survey! All information is confidential. Age: 23

 S

M al e /

Female  

Country: U.S.A. How do you usually pay for it?

About how much do you spend on it per year?

Type of item

How often do  you buy it?

Where do  you usually buy it?

clothes, shoes, & accessories

twice a month

store

credit card

$600

books, magazines, e-books

once a month

online

credit card

$240

music (CDs or downloads)

every week

online

credit card

$780

movies (DVDs, downloads, rentals)

three times a month

online

credit card

$150

computers & accessories

once every three years

store

check

$320

phones & accessories

once or twice a year

store

credit card

$120

other electronics & accessories (tablets, e-readers, game equipment) —

Thank you for taking our survey! B Now read this conversation. Jay is talking about his survey results with his friend Ramón. Who spends more money on clothes? Do you buy a lot of books? Jay: I guess so. I buy about two books every month. I always buy e-books online, and I pay by credit card. Ramón: What about clothes? How much do you spend on clothes per year? Jay: Well, I spend about $50 a month, so about $600 a year. What about you? Ramón: I don't spend any money on clothes. I spend about $800 a year on movies! Ramón:

HOWTOSAY ITH Talking about how to pay  / usually pay (with) cash. by credi t card, by check.

C Work in pairs. Copy the survey above and complete it for yourself. Then discuss your shopping habits with  your partner. Use the conversation in Exercise B to help you.

S h o p p in g a r o u n d

UNIT 8

83

7 PRONUNi

e m p h a s is w it h t h i s , t h a t , t h e s e , t h o s e

A B^j49 Listen to the conversations. Notice how we use stress to clarify information. 1

A: Is this my cell phone?

2 A: Are these your bags? B: No, those are my bags.

B: No, that's your cell phone.

B Da 1

S m 50

Work in pairs. Practice these conversations. Listen and check.

A: Do you like this sofa? B: No, but I like that one.

2

A: Do you want to buy these jeans? B: No, I want to buy those jean s.

3 A: Do you have that CD? B: No, but I have this CD.

8

c o m p a r a t iv e a d j e c tiv e s

A LANGUA GE IN CONTEXT Read this review. Then check (/) the correct option to complete the statement.

NOTICE!

The writer: □ talks about different gifts to buy on Father's Day. \7]  compares the Reader Plus with other e-readers.

Look at the forms of the adjectives in red. What is the main form of each adjective?

Are you looking for the perfect Father's Day gift? Then how about the new Reader Plus e-reader? With this e-reader, Dad can download all his favorite books and magazines, but that's not all! The Reader Plus also has a camera! It's a little more expensive than other e-readers, but it's less expensive than a tablet. It's b i g g e r than other e-readers, but smaller than most tablets, so it's better than a tablet for reading in bed. Also, other e-readers are a lot h e a v i e r than the Reader Plus. The Reader Plus is more versatile than other e-readers and easier to use than a tablet. I'm giving the Reader Plus 4.5 stars! Review by Ian Atkinson, Atlanta

B ANALYZE Read the review in Exercise A again. Function(Circlg)the correct option to complete the sentence below. We use comparative forms to compareCfwo thing§)/ more than two things.

WATCHOUT! He's less old. 0

He's younger.

Form Write the correct adjective forms in the table. Most one-syllable adjectives

Add -er: old — older, cheap—cheaper, short — (1)

 s h or te r 

e.g. Othe r e-readers are cheaper than the Rea der Plus. One-syllable adjectives ending in -e,

Add -r: nice—nicer, safe—(2)

One-syllable adjectives ending in consonant-vowel-consonant

Double the final consonant and add -er: thin—thinner, hot — hotter, big— (3) bi g g er 

safer

e.g. Your cell phone is nicer than mine.

e.g. This e-reader is smaller/bigger than that one.

L

7 Pronunciation: emphasis with t h i s , that  , t h e s e , those A 49

See the Student's Book for the audio script. Review the pronunciation of this, that, these, and those, focusing in particular on the initial /5/ sound. Ask the students to read the two conversations silently. Then tell them to listen to the audio and notice how that  and t h o s e are stressed. Play the audio. Explain that we stress words in this way to clarify information. Play the audio again and have the students repeat the conversations chorally. Then ask them to practice in pairs. Invite a few pairs to perform the c onversations for the class.

A • Tell the students that you want to buy a new e-reader. Tell them that you aren't sure what kind to buy, and ask them for advice about where you can find information. Try to elicit the idea of a product review, either online or in a magazine, on TV, etc. Prompt the students to think about what kind of things people review (books, movies, electronics, gadgets). • Read the instructions and the answer choices to the class. • Remind the students that they don't need to understand every word in order to get the answer; they just need to understand the main idea of the text (whether the Reader Plus e-reader is better than other e-readers). • Give the students one minute to read the review and choose the answer. Check the answer with the class. Ask the students to tell you why the reviewer likes the Reader Plus (e.g. it's easier to use, it's more versatile).

N O T IC E !

B

Have the students look at the adjectives in red and elicit the main form of each one.

EU so

See the Student's Book for the audio script. Put the students in pairs. Ask the students to look at the conversations and identify which words in Speaker B's answers will carry the main stress (that, those, this). Ask the students to practice the conversations with their partner. Circulate, helping with the stress as needed. When the pairs finish, play the audio so that the students can compare it with how they said it.

Answer comparative

B Function

Extra: back-chaining Give the students some practice in rhythm and intonation by asking them to repeat the conversations using a back-chaining technique. Teacher: this sofa?   S tu d en t s: th i s so f a ?  Teacher: like this sofa?   S tu d en t s: li k e t hi s so f a ?  Teacher: D o you like this sofa?   S tu d en t s: D o y ou li k e t hi s so f a ? 

8 Grammar: comparative adjectives Lead-in To introduce the concept of making comparisons, write taller than and  s h o r te r th an on the board. Ask two students to stand next to each other. Then say, for example, Gabr iela is taller than Luisa. / Luisa is shor ter  than Gabriela. Try to elicit a variety of comparisons about the two students (e.g. Luisa has darker hair, G abriela has a b i g g e r ba g , etc.). Tell the students that they are going to practice comparing different products.

• Have the students reread the review in Ex. A and choose the correct option to complete the sentence. Check the answer with the class.

Form • Read the instructions to the class. Then read the categories in the left-hand column of the grammar table. • You may need to go over the concept of syllables with the class. On the board, write an example for adjectives with one syllable (cheap), two syllables (corn-pact), and three syllables (e x - p e n - s i v e ), and remind the students that word sounds are separated this way. Ask the students to repeat the words chorally, and then have them work in pairs to think of more examples of adjectives for each category. • Draw the students' attention to the grammar table. Remind them that they can use the text in Ex. A if they need help. Make sure that they understand that they need to provide the comparative form of the last adjective in each list, following the models given. • Ask the students to complete the grammar table individually. Check the answers with the class. • Highlight that when we compare two things, we use the conjunction than. Emphasize that it's different from that  and they shouldn't be confused. • Highlight the use of less in the expression less e x p e n s i v e t h a n in the text in Ex. A, and make sure the students understand it is the opposite of m o r e e x p e n s i v e t h an . Give one or two more examples (e.g. less com pact than, less versatile than). Point out that we use less with adjectives of two syllables or more.

S h o p p in g a r o u n d

UNIT 8

T84

c

• Read the instructions to the class. Ask the students to repeat the adjectives in parentheses after you to review pronunciation. • Do the first item with the class as an example. Explain that for some items, they can use both more and less. • Ask the students to do the rest of the exercise individually and then to compare their answers in pairs. Remind them to refer to the spelling rules in the grammar table in Ex. B. • To check the answers, choose students to write their answers on the board.

• Explain the task and make sure the students understand that, in each case, they should write a single, compound sentence, starting with a capital letter and ending with the correct punctuation. • Ask the students to work individually to complete the exercise. Then check the answers with the class. Answers

This furniture store is nice, but it's expensive. These pants are really ugly, and they're too short. 3 Do you want to try on these black shoes or those red shoes? 4 My computer is new, but it's very slow. 5 This cell phone is attractive, and it's user-friendly. 6 We can watch this movie, or we can listen to that new CD. 1

2

B

• Read the instructions to the class. Give an example of how or can be used to write a compound sentence describing a gadget (e.g. You can use this cell ph on e to take pictur es, or you can u se it to mak e ph on e calls.).

• Focus the students' attention on the second Watch out! box. Tell them that we never use more before adjectives that already have comparative endings (e.g. smaller). • Draw the student's attention to the pictures of the two computers. Ask them which one they would prefer to have. Encourage them to give reasons for their choices. • Ask the students to repeat the adjectives in the list after you. If necessary, go over the number of syllables in each one. • Before you ask the students to work in pairs, give them a few minutes to prepare what they are going to say. Direct them to the example conversation and remind them to use comparative forms and than when comparing the two computers. • Put the students in pairs to complete the exercise. • When the pairs finish, listen to some examples from the class, and correct any errors in the use of comparative adjectives.

Workbook pp. 48-49, Section 5

Lead-in

• Remind the students about the format for writing simple sentences (see p. 65: subject + verb + object). Elicit some examples. • Read the information in the skills panel. Remind the students that they practiced writing simple sentences on p. 65. • Give some brief examples of using an d  for adding extra information ( T h i s c o m p u t e r i s c h e a p a n d c o m p a ct . ) ; b u t   to show contrast (This car is old, bu t it's g ood.) ; and or to indicate a choice (You can have b eef or fish.). A

• Ask the students to work individually to write the sentences in their notebooks. • Circulate and monitor while the students are working. Draw attention to any incorrect sentences and, if necessary, help the students correct them by prompting self- and peer-correction. c

• Ask the students to read the model conversation. • Elicit words for colors in English (e.g. whi te, black, blue, pink).

• Ask the students to circulate to find someone who owns gadgets similar to theirs. Write the following on the board: I have an  MP3  p la y er  / laptop  / d i g i t a l c a m er a . H o w a b o u t y o u ?  Then encourage them to begin their conversations like this. • When the students find someone who has a similar gadget, they should describe them and compare. Encourage them to add as much detail as possible (e.g. size, color, accessories) to make the exercise as interesting as possible. • When the students finish, elicit some of their comparisons. Correct any errors in the use of comparative adjectives.

Workbook p . 5 0 , R e a d a n d w r it e p. 51, Down time

   f u n n i er , p r et t y — Change the y to i and add -er: h a p p y  — h a p p i e r , f u n n y — (4)  prettier 

Two-syllable adjectives ending in -y

e . g . H i s p i c t u r e i s f u n n i e r t h an h e r s . e x p e n s i v e— more/less e x p e n s i v e , v e r s a ti l e — more/less v e r s a t i l e , i n t e r e s t i n g — (5) more/less i nteresting

Adjectives with two or more syllables

e.g. T h e R e a d e r P l u s i s m o r e e x p e n s i v e t h an o t h e r e - r e a d e r s , b a d — worse,  g o o d —(6)

Irregular adjectives

better 

e.g. T o m ' s e - r e a d e r i s w o r s e t h a n t h i s o n e .

C  PRACTICE Complete these sentences with the correct comparative

form of the adjective in parentheses + than. 1 2 3 4 5 6

This laptop Is Your furniture is Shop ping online is My cell phone is The se jeans are Mike's old MP3 player is

( v e r s a t i l e )  mine. ( n i c e ) your n eighbors' furniture. (easy) going to the store. ( u p t o d a t e )  yours. ( g o o d ) those. ( b i g ) his new one.

W A TC H O U T ! 0

This TV is smaller than that one. This TV is more smaller than that one.

D S§| NOW YOU DO IT Work in pairs. Which o f these two types o f computer do you prefer and why? Use these words. attractive big cheap compact good practical user-friendly A: I li k e d e s k t o p c o m p u t e r s b e c a u s e t h e y ' r e e a s y t o u s e. B:  / d o n ' t . T h e y ' r e a l ot b i g g e r th a n l a p t o p s , a n d y o u c a n ' t c a r r y t h e m a r o u n d .

9

c o m p o u n d s e n t e n c e s page 65 O

We can use and, or,  and butto connect two short sentences. This is called a compound sentence. Use and   to add extra information, use but   to add contrasting information, and use or to show different options. Use a comma before and, but,  and or.

A In your notebook, connect these sentences using or, and, or but.   This furniture store is nice. It's expensive. 2 These pants are really ugly. They're too short. 3 Do you want to try on these black sho es? Do you want to try on those red sho es? 4 My com pute r is new. It's very slow. 5 This cell phone is attractive. It's user-friendly. 6 We can watch this movie. We can listen to that new CD. 1

B Choose gadgets (cell phone, radio, MP3 player, etc.) that you own. In your notebook, write three compound sentences about them using and, or, and but. C Of Find someone in your class who owns similar items. Talk about why your gadgets are different. A: My l a p t o p I s s m a l l e r t h a n y o u r s , a n d i t ' s w h i t e . B: Yes, b u t m y l a p t o p i s m o r e u p t o d a t e t h a n y o u r s .

Shopping around

u n it

8

8 5

M A K IN G C H O IC E S • Understand the situation.

 JfoÇOW'' 

• Decide what your criteria are.

te f 

Tfu Accmxts  Deft- f r i * * 

• Make a choice'.

Read these emails and notes to an office manager.  Then write one sentence that summarizes his situation. A

To: ^

n*ed n ewf uvn^ ur e fiere Ut 

^ H a U ! Cotet iw

¿¿SC M 4 U  

bleonard

From:

 jke lly

Subject:

-

 Ai exi t 

 jkelly

From:

smartineau

Subject:

supplies

Hey, Jason. Can you please g et th ese things for the CEO’s office? A nice chair and a new printer. Thanks!

Becky 

To:

We

□

authorization for office supplies

Hi, Barbara. Everyone needs office supplies this month! The total cost of the things we need is about $1,000. Can you please authorize that amount? Thanks!

To:

 jke lly

From:

bleonard

Subject:

Re: authorization for office supp lies

Hi, Jason. Our off ice supplies expenses are 40% higher than last year, so we re ally need to spend less. I can authorize $840 at this time, but no more. Sorry!

B QS Work in pairs. Check (/) in the list below what is important for Jason to consider when he orders office supplies. □ □ □ □ □ □

who/which departmen t needs the supplies (Is every departme nt or person equal?) which supplies are more urgent than others (Does he need to get everything now?) the amount of money he can spend the way the person asks for the supplies (polite, impolite, etc.) the cost of each item the quality of each item the design and color of each item

With your partner, look at the website on the next page and decide which items  Jason needs to order. Make a list with the headings below. Then add up the total of all the items. It has to be $840 or less! C

• Item

• Cost per unit

• Quantity

• Total

Step 1 Understand the situation. (Ex. A) Step 2 Decide what your criteria are. (Ex. B) Step 3 Make a choice. (Ex. C, Ex. D)

Lead-in Read the target skill aloud and highlight the three-step strategy to develop the skill. Check that the students understand all the vocabulary. Ask the students to give you examples of situations in which they may have to make choices at work or in their career. Elicit examples and make a list on the board (e.g. deciding which piece of equipment to buy, deciding which person to hire, deciding how best to market a product, etc.). Review some of the gadget-related vocabulary from Section 5. Write some of the items on the board, but without the vowels (e.g. d_g_t_l for digital). Ask the students to provide the missing letters for each word. This will also help them recycle the letters of the alphabet.

Read the instructions aloud to the class. Ask the students to read the series of emails and write one sentence to summarize the office manager's situation. Check the answer with the class. Note that different answers are possible. Point out that CEO stands for Chie f Executive Officer, which is the most senior person in the company.

He needs to buy office supplies, but he also needs to spend less money. The cost of the office supplies is $1,000, but he can only spend $840.

B • Read the instructions to the class and check that they understand the exercise. • Put the students in pairs to check the criteria they think are important. • Listen to their ideas as a class, but note that there is no correct answer here. c

• Put the students in pairs. Make sure they understand that they should decide which items the office manager needs to order. • Ask them to make a list under the different headings. Make sure they understand the vocabulary in the headings (e.g. cost per unit  - price for each single item). • When the pairs finish, ask them to tell you the total cost of the items they have decided to order.

S h o p p in g a ro u n d

UNIT 8

T86

--------------------------------------------------------------------------------------------------------------------------------------------------------------D

• Draw the students' attention to the expressions for evaluating and making a choice in the H ow to say it  box. Ask them to repeat the useful phrases after you, and encourage them to use these expressions when they discuss their choices with their partner. • Encourage the students to use this, that, these, and those where appropriate by pointing to the pictures on the website (e.g. I think this chair is better because  ...). Remind them to give reasons for their choices. • Put pairs in groups of four to complete the exercise. • When the students finish, listen to some ideas from the class. Find out which pair spent the most money and which spent the least.

$

REFLECT

• Ask the students to read the Reflect   question. • Give them some time to think about different situations in the domains of Self and Society and Study and Learning where the skill of Making choices would be useful. • Elicit the following ideas: decide what groceries to buy, where to go on vacation, who to meet for lunch; decide what kind of studies to pursue, which college to go to, etc.

D jg] Work with another pair. Explain your choices.

H O W TO SA Y IT H

REFLECT ...

Evaluating

How can the skill of making choices be useful to you in Self and Society and Study and Learning?

We can't buy this ... because it's really expensive. I think this ... is nicer / better  / more practical than the other ... (and it's less expensive). This ... is better than that one for the C EO / reps / Sales Department. What do you think about this ... for ...?  Making a choice Let's buy this ... for the Sales Department and that... for the CEO. I want these ... b ecause they're c heaper than those ... This ... is definitely better than that... Why don't we get the ... now because it's urgent? We can get the ... later in the year.

S h o p p in g a r o u n d

unit

 8

87

1 V O C A B U L A R Y A Look at the pictures and comple te the text with the correct clothing words. (5 points)

You should buy your sister clothe s— a (1) ora pair of (2) that she can wear to the sweater  sneakers gym. Get your brother a cool (3) . Why don't you buy your mom a really nice (4 ) T-shirt  dress or a (5) ? Something she can wear in the summer.  jJ fJ I1

B Complete the rest of the text with words in the box. (5 points) attractive

cheap

expensive

powerful

user-friendly

You can buy your dad a new cell phone. They're really ( 1) c^eaP now. You can ge t a goo d one for only $60. Find one that's (2 ) attractive _ you | 3 What w o r d   d oe s t h e 'd  in I' d  represent? a)

a) h a d  Cb) w o u l c T )

C PRACTICE Complete this conversation with phrases from Exercise B. In some cases, there is more than one correct answer. David: Kirsty:

David: Kirsty: David:

Kirsty, (1) go to a movie tom orrow night? ___________ work. How about Oh, sorry. I (2) , but I can't. I (3) see that new Will Smith movie. Friday night? I (4) have dinner after the movie? OK. Sounds good. And (5) have pizza. I (7) go to the Big Ch ee se! Sure. (6) Great! See you then!

W A TC H O U T ! 0Would you like to go out tonight? Do you like to go out tonight?

D Q§ NOW YOU DO IT Invite different classmates to do things. Accept or refuse their invitations. When you refuse, give a reason. When you accept, make suggestions for places to go and times to meet. go for coffee

go shopping

go swimming

have dinner

A: W o u l d y o u lik e t o g o s h o p p i n g t o m o r r o w ?   B: I ' d l o v e t o , b u t I h a v e t o v i s it m y g r a n d p a r e n t s .

L e t 's e a t

UNIT 9

9 3

o r d e r in g in a r e s t a u r a n t

beef chicken cream juice pie salad spaghetti water

A Complete the menu with the words from the box. M A IN C O U R S ES

DESSERTS

Fish (grilled or fried)

■ P -;£

with pasta Roast

$10.50

beef 

$11.25

Baked chicken S paghetti  and meatba||s

H

MENU

Green

B

55.50

Hií  Strawberries and cream

$5.25

$ 6 .5 0

Fresh fruit salad

$5.25

cream

SIDES

$6 .5 0

All main courses are served with your choice

BEVERAGES

of two vegetables: baked potato, rice,

m

broccoli, spinach, peas

$5 .2 0

$ 2.10

4

Soft drinks

$2.60

 M -

Fruit

i uice

Bottled

water

$ 2.00

Bread

$5 .75

Em 56

Listen to Jenny and Alan at a restaurant. Write the letters in the blanks to complete w hat they say.

Jenny:

Good evening .....c Yes, please. What's the soup of the day? It's tomato and basil soup, O K , . A And then the grilled fish with rice and peas. Sure. And for you, sir? b , and then the roast beef with a baked potato and spinach. Would you like any dressing with your salad, sir? Yes, vinaigrette, please. Fine. e Just some water for me.

Alan:

Jl_

Waiter:

OK. I'll be right back with your drinks.

Waiter:  jenn y: Waiter:  jenn y: Waiter: Alan: Waiter: Alan: Waiter:

a)  I'd like the soup, please.

And the same for me. c) Are you ready to order? d) A green salad to start e) And what would you like to drink? b)

Work in groups. Role-play ordering in a restaurant. Use the menu above.

weak

to

A Kfl 57 Listen to the conversations below. Notice h ow to is weak in the first sentence and strong in the second. 1

A: Do you want to watch a DVD?

B: I'd love to.

2

A: Would you like to go out tonight?

B: I'd like to, but I can't.

B

B1

^58

54.10

Coffee/Tea (hot or iced)

£   Soup of the day

Cheesecake

$8.50

salad

Mushrooms in garlic sauce

$4.75

lce

APPETIZERS Shrimp cocktail

o

(appl e, cherry,

chocolate cream)

Work in pairs. Practice this conversation. Listen and check.

A: Would you like to have dinner?

A: Do you want to go for a walk first?

B: I'd like to, but I'm not hungry right now.

B: Yes, I'd love to.

$3.75 $1.70

^0

6 Vocabulary: ordering in a restaurant

7 Pronunciation: weak

Lead-in

57 See the Student's Book for the audio script. Ask the students how many examples of to they can find in the conversations (four). Tell them that they will hear to pronounced in two different ways. Explain that in the first sentence in each conversation, the to is reduced to /ta/, the weak form, and in the second sentence it is pronounced with a full vowel sound, /tu/, the strong form. Play the audio once or twice for the students to listen for the differences in pronunciation of the vowel sounds in to in each position. Highlight that when to occurs in the final position of a sentence or clause, as in I' d love to, it is pronounced as the strong form. When to is used in verb phrases, like w a n t t o g o and like to have, it is pronounced as the weak form /ta/.

Play an anagram game. Prepare five or six anagrams of the food from Section 1 (e.g.  g t es v ea lb e for v e g e t a b l e s) . Divide the class into teams of three or four students. Write the anagrams on the board. The first team to write the correct spelling of all the words is the winner. A

Read the instructions to the class. Draw the students' attention to the words in the box. If there is any unfamiliar vocabulary (e.g.  p i e, b o tt le d ) , encourage the students to figure it out by using the pictures and a process of elimination. Check that the students understand a p p e t i z e r s (the first course), main courses (the second course),  s i d es (vegetables served with the main course), d e s s e r t s (a sweet dish that finishes the meal), and b e v e r a g e s (a very formal word for drinks). Highlight that the word d e s s e r t  /d i'z 3r t/ is pronounced with the stress on the final syllable. Ask the students to work individually to complete the menu. Circulate while the students are working, and help as needed. When the students finish, ask for volunteers to write their answers on the board.

. HJ 56

See the Student's Book for the audio script, • Read the instructions to the class, and explain that they will listen for the lettered sentences that complete the conversation. • Play the audio once, and check the answers with the class.

to

B

58 See the Student's Book for the audio script. Give the students time to read the conversation and think about the way to is pronounced. Put the students in pairs to practice saying the conversation. Remind them to use the correct pronunciation of to. When the students finish, play the audio and ask them to compare the version on the audio with their version. Play the audio again, stopping after each line of the conversation for the students to try to mimic the pronunciation they hear as they repeat.

c • Read the instructions to the class. • Put the students in groups of three or four. One student should play the role of the waiter, and the other students should play the role of diners. • Give the students two or three minutes to prepare what they are going to order, using the menu in Ex. A and the verb phrases in Section 5. • Encourage the students to use the format of the conversation in Ex. B as a model for their role-play. • Give groups a few minutes to practice their role-plays. • When the groups have finished, invite a few groups to perform their conversations for the class. ^

W o r k b o o k p p . 5 4 - 5 5 , S e ct io n 5

L e t 's e a t

unit

 9

T9 4

D Ask the students to look at the How to say it  box while you read the expressions aloud. Check that they understand quiet (silent) and its opposite, noisy (loud). To explain traditional, elicit some traditional foods from the students' own countries—foods that are unique to their culture. Encourage the students to use these expressions when they discuss the questions in groups. Put the students in groups of three or four, and ask them to discuss the questions. Circulate and monitor the students' discussions, assisting as needed. If the students have problems thinking of kinds of restaurants, suggest they discuss different national/regional cuisines (e.g. Italian, Japanese, Chinese, American). When the groups have finished, direct the questions to the class, and elicit responses from several students.

Lead-in

• Read the information in the skills panel. Emphasize that when we scan a text, it is important not to read every word. • Ask the students how they read in their language when they look for a number in a telephone directory. Ask them whether they start at the beginning and read every word in order, or whether they look through quickly to find the name and number they are looking for. • Elicit other types of texts we scan, (e.g. menus, ads, movie and  TV listings, train schedules, etc.).

A

W o r k b o o k p . 5 5 , S e c tio n 6

• Explain that the students need to read the situation carefully and underline only the most important information. • Have them compare answers in pairs. Check the answers with the class.

û

Lead-in

• Make sure the students understand that they need to find a restaurant that conforms to all the important information in the situation in Ex. A. Remind them not to read every word, but to look at the ads quickly to find specific words and numbers. • Set a time limit of one minute, and tell the students to begin scanning. • Check the answer with the class. Encourage the students to explain why the other restaurants are not suitable (e.g. at Amber you have to make a reservation on weekends, Bartlett's closes at 9 p.m., Brazil! doesn't  have any vegetarian dishes, etc.).

Answer Carlotta's Burgers

• Check that the students understand location (place) and that they should look at the ad they chose in Ex. B (Carlotta's Burgers). • Set a time limit of one minute, and ask the students to complete the exercise. • Check the answers with the class.

Extra: reading practice Answer the questions about the restaurants. 1 What time does Amber close on Saturdays? 2 What time does Brazil! open? 3 Which restaurant is not open on Mondays? 4 Where is Bartlett's Bar and Grill?

1 1 a.m. (early Sunday morning) 2  6 p.m. 3 Amber 4   4701 Airport Boulevard

Ask the students how to find out information about restaurants (e.g. recommendations from a friend, a review in a magazine or on the internet, etc.).

A • Ask the students to look quickly at the text and tell you what it is (a blog about restaurants). Explain that they need to find two things the writer likes about the restaurant. • Give the students one minute to complete the exercise. • Have the students compare their answers in pairs.

Answer the food (excellent), and the jazz band (very good)

B • Explain to the students that their blogs have to contain the same kinds of information as in Ex. A. Write the different kinds of information on the board (name of  restaurant; location; type of restaurant; pric es—low, average, high; recommended items on the menu, entertainment). •  Explain low price (cheap), high price (expensive), and average (not cheap or expensive, but in the middle). • Ask the students to work individually and make notes about the key information for their restaurants. • Ask the students to use their notes to write a blog entry in their notebooks. • Encourage them to use the blog in Ex. A as a model. c

• Read the discussion questions to the class. Put the students in groups of four or five, and ask them to read each other's blogs and discuss the questions.

Workbook p , 5 6 , L is te n a n d w r it e p . 5 7 , D o w n t im e

_______________

8

ÂDIN

s c a n n in g f o r sp e c i fic i n f o r m a t io n

To find specific information in a text, don't read every word. Look at the text quickly to find the words or numbers that give you the information.

A Read this situation. Underline the important information. You and your friends want to eat dinner late on Saturday beca use you are going to the theater first. You don't want to make a reservation. One of your friends is a strict vegetarian.

B Scan the ads and find the best restaurant for the situation.

BRAZIL! T ra d it io n a l B ra z il ia n b a rb e c u e H u g e s a la d b a r O p e n 6 p . m . to 11 p . m d a i l y Reservations: (212) 456-9172 801 South Main St.

Carlotta’s Burgers

Bartlett V B a r & G r ill

Steaks, bur gers, pizza, and more  Tr y our sp eci alty veget able plates! Live music Friday & Saturday nights Family-style seating

Hours: Mon-Thurs, 11 a.m.-lOp.m. Fri & Sat, 11 a.m.-2 a.m. 61 East Sixth St. (212) 472-6643

C Read the ad for the restaurant you chose in Exercise B. Find this information as quickly as you can. Underline each item. • the type of food • ente rtainm ent D

• the phone num ber • the location

HOW TO SAY IT U

Q| Work in groups. Discuss these questions.

Do you prefer eating out or eating at home? Why? 2 What are your favorite kinds of restaurants? 3 What kinds of restaurants don't you like? 1

Expressing likes and dislikes I like vegetarian/steak/seafood restaurants. I don't like noisy/quiet restaurants. I prefer restaurants with traditional food/live music.

J

a restaurant review Read this blog. What two things does the writer like about the restaurant?

GOOD FOO D BLOG

All That Jazz Miller Street

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All That Jazz is a New Orleans-style restaurant and music club. The prices are a little high, but the food is excellent. Try the  jum bo fried shrimp or the C uban rice an d beans. Th ere is a very good jazz band on Friday and Saturday nights. Posted by

on

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Email

B Write a blog entry in your notebook like the one in Exercise A. C 53 Work in groups. Read each other’s blog entries. Discuss these questions. 1 Which o f the restaurants in the blog entries do you know? D o you agree with the blog entry? Why or why not? 2 Which of the restaurants would you like to try? Why?

L e t 's e a t

UNIT 9

95

lifeSkills M A K IN G A P L AN •

Make a list of the things you ne ed to do.

•

W rite the things you ne ed to do in a logical order.

•

Ad d spe cific deta ils to each thing on your list.

A Work in groups. Look at these pictures of two styles of meals. Decide which style of meal you would like to prepare for a group meal and why.

A: I ' d li ke t o p r e p a r e m e a l A b e c a u s e i t's m o r e e l e g a n t . B: Really? I'd like to prepare meal B. It's less forma l and more fun !

B Q f~l PI □ □

Now decide on the most logical order for planning the meal and numb er the steps.

Decide what dishes to have. Include drinks and appetizers. Decide how much money you can spend. Dec ide what kind of meal you want (formal or informal). Decide when and where to have the meal. Check to see if anyone in the group doesn't eat certain foods. □ Make a shopping list. Include ingredie nts for the dishes and things you need apart from food, e .g. ice. □ On the day, get together to prepare your meal, and have fun!

lif e S k ills : m a k in g a p la n Step 1

Make a list of the things you need to do. (Ex. A, Ex. B) Step 2 Write the things you need to do in a logical order. (Ex. B) Step 3 Add specific details to each thing on your list. (Ex. C) Lead-in

Tell the students that in this section, they will learn useful skills for making a plan. Ask them why they think it's important to make a plan before beginning something (e.g. it can save time, make things more efficient, help you remember what you have to do, etc.). Point out that this plan is in the context of Self and Society. Ask the students to work in pairs and describe their perfect meal. Tell them they can discuss the food, the people they have their perfect meal with, and the location or type of restaurant. Elicit some ideas from the class. A

Invite the students to imagine they are going to plan a meal for their class. Before you ask the students to discuss the meals in the pictures, quickly review comparative forms with the class. Encourage the students to use comparative adjectives to explain which type of meal they would like to prepare. Direct the students' attention to the model conversation and have them repeat after you, both chorally and individually. Put the students in groups of four or five to discuss the meals. When the groups finish, listen to their ideas as a class. Find out how many students prefer each meal. Encourage the students to give reasons.

B

Ask the students to stay in their groups from Ex. A. Emphasize that there isn't a correct answer for a logical order for planning a meal, although some orders would be illogical (e.g. deciding how much money you can spend as a last step in the process). Give the groups time to read the steps and ask any questions they may have about vocabulary. Have the groups do the exercise. Write some phrases on the board to help them complete the exercise in English (e.g. First, I think  we should   ...). When the groups have finished, listen to their suggestions and accept any logical orders groups have listed.

c

• Ask the students to stay in the same groups. • Before the students begin the activity, remind them to be careful when using count and non-count nouns and to refer to the grammar table on p. 91, if necessary. • Give the groups time to complete their plan. Circulate and monitor, assisting where needed. Be prepared to answer questions about the items of vocabulary that have not yet appeared in the Student's Book, or refer them to earlier pages in this unit. Make sure that all the members of each group complete the information in the form in the Student's Book. D

• Ask the students to stay in the same groups. • If possible, give each group a large sheet of poster paper and some markers on which to write their meal plan. • When the groups have finished, ask them to post their plans on the wall.

Alternative If it is not possible for the students to put their plans on the classroom wall, ask each group to pass their sheet to the group on their left. • Ask the students to circulate and read the different meal plans. Ask them to decide with their original group which meal they would like to be invited to. • Have the groups report on their impressions. Find out which meal plan is the most popular, and why.

Alternative Ask each group of students to give the meal plan they read a mark out of 10 (from 1 for very bad, to 10 for excellent). Then repeat the process until all the groups have seen all the meal plans.

REFLECT • Ask the students to read the Reflect  question. • Give them some time to think about different situations in the domains of Work and Career and Study and Learning where the skill of Making a plan would be useful. • Elicit the following ideas: organize a new project at work, recruit new staff, organize an office move; study for an exam, plan a series of tasks for an assignment, decide which areas of study to focus on, etc.

C Complete the notes for plann ing the celebration.

Date: Place: Num ber o f people: Style:

□

Guests at table

□

Buffet

□

Picnic

□

Barbecue

Other:

Budget:

Appetizer

Main course

Dessert

D 0 Make a copy of your meal plan on a piece of paper. Put your plan on the wall. Read other groups’ plans. Which plan is your favorite?

Drinks

REFLECT... How can the skill of making a plan be useful to you in Work and Career and Study and Learning?

Let's eat

unit

9

97

Complete the conversation with the words from the box. (10 points) bread Waiter: Bruno: Valerie: Waiter: Valerie: Waiter: Bruno: Valerie: Bruno: Waiter: Bruno: Valerie:

cream

dessert

fried

green

pie

salad

shrimp

soup

water

Good evening. Are you ready to order? Yes. I'd like the d) soup of the day to start, and then the baked chicken. I'd like the (2 ) cocktail as an appetizer, and then the fish. shrimp Wo uld you like the fish grilled or (3) ? Uh, grilled, please. salad  OK. Would you like any ( 4 ) or vegetables? Yes, please. I'd like a (5 )  gr ee n salad with some vinaigrette. water And, I'd like potatoes and broccoli. We'd like a bottle of (6) too. i /  Oh, and I'd like some (7) 3nd butterj please. oteaa OK , thank you. So, do you think you'd like to have (8) Yes, I'd like to try some apple (9)

dessert  

pie

later?

or strawberries and (1 0 )

8-10 correct: I can talk about food and order food in a restaurant. 0-7 corr ect: Look again at Sections 1 and 6 on pages 90 and 94. SCORE:

/10

2 A Complete the email with the phra ses from the box. (5 points) I'd like to cook

I have to go

I need to get up

would you like to come

would you like to watch

Would you

Hi, Leah! How are you? I'm at work. (1) to come to my apartment for dinner tonight? (2 ) ^d  % e to co°k something really nice, and I don't want to eat alone! Can you bring something to drink, and maybe something for dessert? Oh, and (3) wo^ d y ° LJ,!lkea  movie after dinner, too? I can't go to bed too late, though — ( 4 )  1 ne ec^tci,9 et UP  early tom orrow for a meeting. Anyway, (5) 1t now. I have a lot to do. Call me later— hope to see l you tonight. Love, Suzy

B Circ le)the correct option to complete Le ah ’s answer. (5 points) Sure! That soun ds goo d, Suzy. Let's have (i)(som e)/ any ice cream for dessert. Should I bring an appetizer, too? We can have ( 2 ) a /(TormAcheese and (3'(bready breads  before dinner. Do you have (4 )(an $y m an y   cheese? UFTTand don't make steak, OK? I'm not eating ( 5 many   meat these days, but fish is fine! See you later! Leah 8-10 correct: I can use count and non-count nouns and verb phrases to talk about plans, invitations, suggestions, and obligations. 0-7 correct: Look again at Sections 2 and 5 on pages 90 and 93. SCORE:

/10

Language wrap-up Students can do the Language wrap-up exercises in class or for homework. If you give them for homework, remember to check the exercises at the beginning of the next class, or collect a few to grade and identify any typical errors. If you decide to do the exercises in class, you can approach the wrap-up as a two-step reviewing procedure. First, ask the students to do the Vocabulary section individually. When ready, encourage the students to check their answers carefully, and then put them in pairs to compare answers" and discuss any differences. Self- and peer-correction are two excellent ways of developing learner independence and creating a cooperative learning environment. After completing the Vocabulary section, you can apply the same procedure to the Grammar section. At the end of each section, make sure that the students write their score out often. If they have a score lower than eight, direct them to the appropriate sections of the unit, and encourage them to read those sections again for homework. After that, ask the students to complete the exercise(s) again at home.

1 Vocabulary • Go over any new vocabulary included in this exercise (e.g. cream: the thick, fat part of milk;  fried: cooked in hot oil).

• If you do this section in class, ask the students to practice the conversation in pairs after they have checked that their answers are correct.

Extra: disappearing conversation While the students are doing the Vocabulary section, copy the conversation on the board with the same blanks as on the page. When they have finished and you have checked the answers, point to the board, and ask them to say the conversation and try to supply the missing words. If they are doing well, delete a few more words and see if they can say the conversation again. Continue until you feel the students have reached the maximum number of deleted words they can manage. 2 Grammar A

Tell the students to read through the email first before they complete it with the phrases in the box. B

Explain to the students that the text is Leah's answer to Suzy's email in Ex. A. Tell them to read through her answer carefully before choosing the correct options.

C o m m o n E u r o p e a n F r a m e w o r k : u n it m a p Competence developed

CEF Reference (A1)

1 V o ca bu la ry

can talk abou t food

2 G ra m m ar

can u se c ou nt and n on-cou nt nou ns co rrectly

3 Listening 4 Speaking

can understand and take simple phone messages can use simple phone language and leave messages

5 Grammar

can use verb phrases to express desire and obligation, make suggestions and invitations can ord er food from a menu can differentiate between the strong and weak forms of to can scan a simple text for specific information can write a simple blog entry with comments about a restaurant

Table 1; Table 2; Section 4.4.3.1; Section 5.2.1.1 Table 1; Table 2; Sections 5 .2.1.2; 6.4.7 .7; Ó .4.7.8 Table 1; Table 2; Section 4.4.2.1 Table 1; Table 2; Section 4.4.3.1; Section 5.2.3.2 Table 1; Table 2; Sections 5.2.1.2; 6.47.7; 6.47.8 Table 1; Table 2; Section 4.4.3.1 Section 5.2.1.4 Table 2; Section 4.4.2.2 Section 4 .4.1.2

Unit 9

6 7 8 9

Vocabulary Pronunciation Reading Writing

Let's eat

UN IT 9

T98

H

The expression

S p e a k in g o f . . .   is used in conversation to introduce a new topic that is somehow

connected to the one we are talking about. S p e a k i n g o f t h e p a s t   makes a reference to talking a b o u t p a s t e v e n t s o r m e m o r ie s o f th e p a s t .

Unit opener (p. 99) 10 min. • Optional downloadable unit opener 10 min (p. 100) 40 min 1 Grammar: simple past—affirmative statements 2 Pronunciation: -ed endings (p. 101) 15 min. 3 Reading: a survey (p. 101) 30 min 4 Vocabulary: adjectives with (p. 102) 25 min -ed and -ing 5 Grammar: simple past—questions (p. 102) 40 min and negative statements 6 Listening: understanding the (p. 103) 30 min. main idea 7 Writing: sequencing and connecting (p. 104) 30 min ideas 8 Vocabulary: memorable experiences (p. 105) 25 min 9 Speaking: talking about a past (p. 105) 20 min experience • Optional downloadable Speaking 20 min workshop: talking about a past experience (p. 106) 45 min lifeSkills: taking notes on a text (Study and Learning) 45 min • Optional downloadable lifeSkills lesson (Work and Career) • Optional downloadable lifeSkills 45 min lesson (Self and Society) Language wrap-up (p. 108) 15 min Communicative wrap-up Units 9-10 (p. 138) 20 min Video and downloadable video worksheet 45 min

r ie r

Lead-in Direct the students' attention to the objectives in the unit menu and go through the information with them. Explain that this unit focuses on language to talk about past experiences, and on the following skills which will help them do this: Listening: understanding the main idea Put the students in pairs. Write the following questions on the board: Do you always hear every word o f a conversation? How do you understand the conversation if you d on't hear every word?  Ask pairs to discuss the questions. Then discuss their ideas as a class.

Writing: sequencing and connecting ideas Ask the students the following question: When you write or talk about an event or exp erience, how do you usually order your ideas?   Elicit some ideas. Ask them to look quickly at Section 7 on p. 104. How are the ideas organized? Reading: a survey Check that the students remember the word survey. Ask what kinds of topics we often find in online surveys and ask the students if they often participate in online surveys, and why or why not. Speaking: talking about a past experience Ask the students to work in pairs and think of examples of one negative and one positive experience. Listen to their ideas as a class. Then ask them to look through the unit and find two examples of experiences that people describe. Ask the students to keep their books closed. Ask them to think about what kinds of activities they did for fun in the past month. Elicit a variety of activities, and list them on the board using the simple past forms. Refer the students to the lifeSkills panel. Tell them that the topic of this unit's lifeSkills section is Taking notes on a text. Ask them when people take notes, and why.

A, • Ask the students to look at the pictures and describe what they see in each one (e.g.  peo ple dancing in a club, people watching a movie, a group of friends eating together, a group of friends watching a game, etc.). Write some key words on the board (e.g. nightclub, (American) football, restaurant, etc.). • Tell the students that this unit focuses on the past. Check that they understand in the past month, and write the dates that represent the past month on the board (e.g. November 6 to December 5). • Read the instructions to the class, and prompt the students to check the activities that they did during the past month. • When the students have finished, ask them to compare their answers in pairs.

B • Read the instructions to the class. Ask the students to count the number of checked boxes and read the information that corresponds to their total. c

• Refer the students to the modal conversation and invite two volunteers to read it aloud for the class. • Put the students in pairs to talk to their partners and find out how many checks they have.

-

UNIT 10 IN THIS UNIT YOU O

learn language to talk about past experiences

%

listen to conversations about past experiences—understanding the main idea

%

write about som ething that happened to you—sequencing and connecting ideas

o o

A Check (/) the pictures that represe nt the activities you did in the past month.

read and answer a survey about your year talk about a past experience watch a video about vacations in different cities

B Count the boxes you checked and look at your score below. 0-2 Are you bored? Try to have more fun! 3-5 A nice balance! 6-7 Whoa! Make sure you take time to relax, too!

C ^ A: B: A: B:

Talk to your partner. How many checks does he/she have?

How many checks do you have?  I have three. It's a nice balanc e. W hat abou t yo u?  I have six! Whoa! Try to relax tool

LIFE SKILLS -*>

L e a rn to ta k e n o te s o n th e im p o r t a n t id e a s in a t e x t

STUDY & LEARNING Speaking of the past | 5 y i X E a E 9

1

s im p l e p a s t — a f fir m a t iv e s ta t e m e n t s

A LANGUAGE IN CONTEXT Read this tour evaluation. Answer the questions.   Were Pam and her husband happy with the tour? 2 Were there any problems? 1

NOTICE! Look at the simple past verbs in bold. What is the ending of most simple past verbs in English? mm

   N My husband and I recently wen t to Ecuador with WTS, and we had a fantastic time. The mountains    O around Quito were amazing, but the altitude was difficult for us! Our favorite thing was Iguana    S    N Park in Guayaquil. Its real na me is Bolivar Park, but our tour guide explained that everyone calls it    H Iguana Park because there are hundreds o f iguanas there! We took lots o f pictures o f them!    O    J W e enjoyed everything on the tour, and we learned a lot about Ecuador’s culture and history. Our guide spoke excelle nt English, and he knew a lot o f interesting facts. He was very h elpful— he even    M carried my bag for me! We stayed in nice hotels and ate very good food. We loved Ecuador, and we    A    P wanted to stay longer! B ANALYZE Read the text in Exercise A again.

The complete list of irregular verbs is on page 129.

Function Choose the correct option to complete the rule below. We use the simple past to talk about C jaTevents in the pas^> b)events that began in the past and are still happening at the moment of speaking

Spelling rules for simple past regular verbs: Most verbs, add - e d : p l a y —   

Form Complete the table with the correct simple past verb forms. Irregular ver bs

Regular verbs Base form

Simple past form

Base form

Simple past form

carry 

(-!) carried 

be

w a s/ (6)

enjoy 

enjoyed

eat 

ate

 p r e p a r e — p r e p a r e d 

explain

(2 ) explained 

have

(7)., ha.d___

learn

learned

know 

(«)

love

(3) _ Jo v e d _ _

se e

saw

Verbs ending in consonant + -y, change -yto -led:  —  stud y— stu d ied  BUT  p la y 

stay 

(4)

 

speak 

(9)

 

take

(10)

tell

told

want 

staYed  ,5, wanted 

   

 p la y e d 

weI e.

Verbs ending in -e, add - d :

knew  spoke 

 p la y e d 

toofc.— 

The verb be has two simple past forms: was ( l/he/she/lt) and w er e  ( y o u / w e/ th e y )

C PR AC TIC E Complete this email with the simple past of the verbs in parentheses.

was (be) Hey, Tracy! Last month Susan and I (1 ) (go) on a tour in Tanzania, and it (2 ) went  stayed  incredible! We traveled from the town of Arusha to a volcanic crater called Ngorongoro. We ( 3) (stay) in a cabin near the crater, and the first even ing we (4) watched  (watch) the sunset over the volc ano— 

wow ! The nex t day we walk ed into the crater, and we (5) saw (see) a lot of wild animals, includin g explained  (explain) the zebras, elephants, and lions! I (6) t92k (take) a lot o f pictures! Our guide (7) ■of the crater, and he also ( 8 ) to^ _  i (tell) us about the peo ple and the anim als in the region. We had    earned  (have) a great time! (¡earn) a lot, and we ( 10 ) (9)

D NOW YOU DO IT Work in groups. Talk about the last trip you took. M y fam ily/friends an d I w en t to ... We stay ed a t ... It was . ..

Time expressions:

 yes terda y  last Tuesday/week/month/year  three hours/days/weeks/months/years ago in March/2010

A • Draw the students' attention to the picture. Elicit that it's a picture of an iguana. Explain that it is found in Ecuador and they'll read more about it. • Read the instructions to the class. Explain that an evaluation is like a review: it is someone's written opinion about something (e.g. a movie, a restaurant, or a trip). Invite a student to read the two questions aloud. Elicit that were is the simple past form of are. Tell the students not to worry if they don't understand every word in the text. • Give the students time to complete the exercise individually. Check the answers with the class.

• Highlight that there are no spelling rules for forming simple past irregular verbs, and that they simply have to be memorized. Advise the students to refer to the table of irregular verbs on p. 129 of their books. Remind students that irregular verb forms are listed in the dictionary if they come across a verb with a form that is not in the Student's Book table. c

• Read the instructions to the class, and give the students time to read the email. • Tell the students that the simple past forms of all of the verbs in parentheses can be found somewhere on this page. • Ask the students to do the exercise individually and then to compare their answers in pairs, discussing any differences. • To check the answers, choose students to write the answers on the board. Ask the class to correct any errors in form or spelling.

Extra: grammar practice Complete the sentences using the simple past of the verbs in parentheses. 1 W e _______ to the beach last Sunday, (go) 2 Our teach er _______ us a funny story, (tell) 3 I _______ a great movie last week, (see) 4 It _______ a British movie, (be) 5 I really _______ it! (love)

NOTICE! Ask the students to look at the simple past verbs in bold in the text.

Answer Most simple past verbs end in -ed.

Answers 1 went

2 told

3 saw

4 was

5 loved

B Function

D

• Ask the students to read the text again and then choose the correct option to complete the Function statement. • Check the answer with the class. Highlight that we use the simple past to talk about events in the past that happened at specific times (e.g.  yesterday, last week, in  2011, etc.).

• Tell the students they are going to talk about a trip they took in the past. Give them a couple of minutes to remember the last trip they took and to take some notes. • Elicit some topics they can include in their travel descriptions, and write them on the board (e.g. food, hotel, sights, activities). Also, elicit some adjectives they can use in their descriptions (e.g. delicious, (un)comfortable, cheap, expensive, interesting, fun, boring, amazing,  etc.). • Point out the model sentences, and encourage the students to recycle the simple past forms they have encountered on this page. • Give the students a model by describing a recent trip you took.' • Put the students in groups of three or four to complete the exercise. Circulate and monitor, assisting where needed, especially in the use of the simple past. • When the groups have finished, elicit a few examples from the class. Correct any errors in the use of the simple past.

Form

• Direct the students to the grammar table. Read the instructions to the class. Explain that the past tense has both regular and irregular verb forms. Remind the students to look at the text in Ex. A to find the simple past forms of the verbs. • Ask the students to complete the grammar table. Then check the answers with the class. Explain that be is the only verb that has two simple past forms. • Ask the students to look at the spelling rules in the language box. Elicit which number in the grammar table is an example of a verb ending in -e (item 3) and which is an example of a verb ending in consonant + -y (item 1). Elicit why stayed   doesn't change its spelling (because it's a vowel + -y).

►

W o rk b o o

S

ki

f th e

t

  unit

 io

T100

2 Pronunciation: -ed  e

See the Student's Book for the audio script. 59 Explain that there are three different ways to pronounce the endings of simple past regular verbs in English. Model the three sounds /d/, /t/, and /id/ to the class. Highlight the difference between the voiced /d/ sound and the voiceless /t/ sound. Ask the students to listen to the audio and notice the different pronunciations of the -ed  endings. Highlight the fact that many students make the mistake of trying to pronounce all -ed  endings as /id/. Emphasize that only after verbs ending in -t  or -d do we pronounce the ending in this way. All other -ed endings are pronounced either /d/ (after voiced consonants and vowels) or /t/ (after voiceless consonants), and no extra syllable is created. If the students have problems understanding when the verb ending is voiced, ask them to place their fingers lightly on their throats when they say the verb ending: if they can feel vibration, this means that the sound is voiced, and if there is no vibration, then the sound is voiceless.

A iie r n a t iv e Ask the students to go straight to reading the first paragraph and determining the topic without looking at the answer choices first. • When the students finish reading the first paragraph, elicit the answer from the class. B

• Explain the exercise. Ask students to read the text and survey and decide if the statements are true or false. • Have the students work individually to complete the exercise and then to compare their answers in pairs.

Extra: reading practice 1 2 3 4

What was the name of the magazine? How many readers did they email? When did they email them? What was question 9 of the survey about?

Answers

It's Your Life 2  100 1

B

3 4

on their birthdays pets

60

See the Student's Book for the audio script. Play the audio so that the students can listen to the correct pronunciation of the verb pairs. Play the audio two more times, pausing between items for the students to repeat. Ask them to repeat chorally first, and then call on individual students to repeat. Correct any pronunciation errors. Make sure the students don't pronounce the /t/ and Id /  endings as  /id/. This is a common mistake, since students are influenced by the spelling. Put the students in pairs and ask them to practice saying the verb pairs.

c

3 Readì

• Read the first survey statement to the class. Then invite individual students to read the remaining survey statements aloud. • Go over any unfamiliar vocabulary (e.g. romantic (love) relationship, discovered   (found or learned about). • Ask the students to answer the questions individually and then calculate their score. Ask them to compare their results in pairs. • Focus on the new irregular simple past verbs: felt, said, met, did, read, and got. Elicit the base forms of these verbs (feel, say, meet, do, read, get). • Highlig ht the pronunciation of read  (simple present) / ri:d/ and read   (simple past) /red/, pronounced like the color red.

Lead-in

D

Ask the students if they ever answer surveys (questions to find out people's opinions or preferences), for exam ple, online or over the telephone. Ask them what some possible topics of surveys are (e.g. travel, shopping habits, lifestyle, health, etc.).

• Read the instructions and the questions to the class. • Ask the students to circulate, asking questions to find out the information. Tell them to take notes to keep track of each student's answers.

A

Alternative

• Read the instructions to the class. Choose a student to read the answer choices. • Remind the students that they have practiced reading for the main idea before, and encourage them to apply the strategy to the text. • Give the students a minute to read the first paragraph to determine the topic.

Divide the class into three groups, and put each group in charge of gathering the answers to one of the questions only. You can also ask the students to do the activity in groups of four to six students. • To wrap up, lead a class discussion to find out details about the students' travel experiences, hobbies, pets, new friends, etc.

2

-e rf e n d i n g s 59 Listen to the verbs. Notice that the -ed endings are pronounced differently. 1 /d/

listene d, played

2 /t/

liked, wat ched

3 /id/

wan ted, dec ided

60 Work in pairs. Liste n and repeat the verb pairs.

B

want—wanted like— liked

end—ended work—worked

stay—stayed watch—watched

practice— practiced hate—hated

I

3 R E A D I N G : a su rv ey                l

A Read the first paragraph of the article. What is the topic of the survey? a) readers' birthdays

               U                l     .

b) readers' email use CcfTeaclers' experience?}

HOW WAS YOUR YEAR? t’s Your Life emailed 100 readers on their birthdays and asked them how they felt

               U     .

               U

               U

I

about the past year of their lives. Then they com pleted a survey about specific positive experien ces during the year. Many people were surprised at the results! For example, a lot of people who said, "It was OK," really had a fantastic year, according to the survey. Sometim es we focus too much on the bad or boring things in our lives! Now you try i t ... My past year wa s ...

great!

OK .

not very good.

Now(cirde)yes or n o  for each statem ent abo ut your past year.

               l

took an interesting or fun trip.

 yes

no

went to some great parties.

 yes

no

met some new friends.

 yes

no

had a romantic relationship.

 yes

no

               U

went out with my friends a lot.

 yes

no

               i

did a lot of exercise or sports.

 yes

no

discovered some great music.

 yes

no

read some good books.

 yes

no

got a new pet.

 yes

no

learned a new hobby.

 yes

no

               l                l                l

               U                l     .

Now look at your score. Every "yes" equals 1 point and every "no" equals 0 points. Does your general opinion of your past year match your score?

6-10 It looks like you had a great year!

3-5 Your year was fun! But maybe you can do more ... 0-2 Why not try some more of the thinqs on the list?

               U     .

B Read the whole survey andCcircle) T (true) or F (false). • The m agazine asked the readers how they felt about the previous month.

               U

 2 The survey was about positive experiences.

               l

3 A lot of peo ple were surprise d by the results. 4 People who say their year was "O K " are often right. , 5 Seven state men ts in the survey relate to hobbies and activities . 6 Four statements in the survey relate to relationships and socializing.

               U

               U

 / ( P )

( /  Q j f   / \ F J 

© F

C Now answer the survey for yourself.

    .

D                U                l                l

Take a class poll. Answer these questions.

Flow many people in the class did each thing on the survey ? 2   How many people had a great year? 3 How many peop le were surprised by the results? 1

    .

               A

Speaking of the past

unit

 10

101

4

a d je c t iv e s w it h - er f a n d

-ing

A Read these examp les. Answ er the questions. A: B:

Do you think this movie is interesting? No. It's boring.

A: B:

Are you interested in this movie? Not really. I'm kind of bored.

Which a djectives refer to the movie? What is the ending on the adjectives? 2  Which adjectives refer to the person who is watching the movie? What is the ending on the adjectives? 1

B Check that you know the meanings of the adjective pairs in the message. Then (circle)the correct options to complete the message.

Hi Rachel, We had a great weekend in New Orleans! It’s an (p(|mazing)/ amaze d city! We went to several jazz bars( and I loved them, but Sam isn’t very (2) interestin g /(interested in jazz. Poor Sam—he was (3) boring /(bored^ ut we also went on a boat on the Mississippi River, and that was really (4)(gxcitingy excited ! We walked all around the historical district, and it was very (5)(jntere sting y inte res ted . We were pretty (6) tiring/mred)on Sunday night, but it was fun. Love, Jodi P.S. Here’s a picture of New Orleans!

C ¡21 Work in pairs. Talk about the topics below. Use -ed   and -ing  adjectives. • the last movie you saw A: B:

• your last vacation

• the last sports event you saw

Last month I went to a baseball game. It was really exciting. Really? I watch ed a soc cer gam e on TV last night, b ut it was kind of boring.

5

WATCH OUT! The party was boring. ^   I was bored there!

was boring there!

s im p l e p a s t — q u e s tio n s a n d n e g a t iv e s t a t e m e n t s

A Egj 61 LANGUAGE IN CO NTEXT Listen to the conversation below. Did Gary and Monica have fun last weekend? Hey, Monica. How(was)your weekend? Monica: Itw asr m ver y good. ljWerrf)dandng with some friends on Saturday night, but Ic^fdn't fegfrwell. I ^ icln 'f hav^fun at all. K^jdn't dd a n ything on Sunday— it^asja boring day. What about you? What(^jd you Bg)this weekend? Gary: Oh , I ^Idn 'td g) m u ch . Let's see , on Friday night I staye d) home and (Jvatched)TV. l(ba dra )w ork on Saturday, but I (wenjout on Saturday night. Kristin and l(trieg)that new Italian restaurant on Fifth Street. Monica: Oh, yeah?

Wh at is Cha rlie's main interest? a) beache s