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2 1s t C e n t u r y

C o m m u n i c a t i o n

S k i l l s

2

Unit

1

2

3

4

5

6

7

8

9

10

11

12

Lesson

Title

Pages

In this lesson:

1

Can I ask you a question?

4-7

Ask questions to get to know people

2

What do you call it?

8 - 11

Describe things

3

It’s stuff you use...

12 - 15

Describe things

4

What’s he like?

16 - 19

Talk about holidays

5

A lovely time

20 - 23

Tell people about a place you like

6

Travel

24 - 27

Talk about travel

7

Singapore’s cleaner than...

28 - 31

Compare two places you know

8

A nice hotel

32 - 35

Choose a hotel to stay in

9

Ask nicely

36 - 39

Ask for permission

10

Telling tales

40 - 43

Tell a traditional story

11

It was three years ago...

44 - 47

Talk about the first and last times you did things

12

A good read

48 - 51

Discuss books and magazines

13

Scary

52 - 55

Discuss unusual experiences

14

Lucky!

56 - 59

Talk about superstitions from your country

15

Celebration

60 - 63

Talk about festivals

16

Are you a morning person?

64 - 67

Discuss the seasons and what you like doing in them

17

He’s coming back to the office at three

68 - 71

Call someone to make an arrangement

18

Shopping

72 - 75

Discuss your shopping habits

19

Do you think it will rain?

76 - 79

Discuss the future

20

We’re having a party!

80 - 83

Arrange to meet people

21

Golden years

84 - 87

Talk about future plans

22

I don’t have to wear a tie

88 - 91

Discuss your jobs

23

I had to

92 - 95

Talk about what you had to do as a child

24

School days

96 - 99

Discuss school and school life

25

It must be a businessman’s

100 - 103

Guess what someone is talking about

26

If I were you...

104 - 107

Discuss problems and give advice

27

At the flea market

108 - 111

Practise bargaining

28

We stop for lunch at one

112 - 115

Plan a walking tour

29

A big breakfast

116 - 119

Talk about the food you eat

30

Have you got the latest...?

120 - 123

Talk about computers and technology

31

A spoonful of olive oil

124 - 127

Say how to make your favourite dish

32

He told me...

128 - 131

Tell people what someone said

33

It’s exciting

132 - 135

Talk about what you like doing in your free time

34

I gave her a dozen roses

136 - 139

Talk about who you would give all your things to

35

Pictures at an exhibition

140 - 143

Talk about pictures

36

Take one!

144 - 147

Discuss cinema and film

Language

CD tracks

Grammar

Question formation

Track 01-02

Grammar

Describing things with adjectives and passive forms

Track 03

Function

Describing things by their use

Track 04-05

Grammar

like vs be like

Track 06-07

Grammar

Articles

Track 08-10

Skills

Extended speaking and vocabulary

Grammar

Comparatives

Track 11-12

Grammar

Superlatives

Track 13-14

Function

Asking for permission

Track 15-19

Grammar

as, when, and while with past simple and past continuous

Track 20-22

Grammar

Past time expressions: ago, last, when, the first time, the last time

Track 23-25

Skills

Extended speaking and vocabulary

Grammar

Present perfect simple for life experiences, Past simple for follow-up questions

Track 26-28

Grammar

Using the -ing form of the verb as a noun, First conditional

Track 29-30

Function

Making general statements less definite

Track 31

Grammar

Talking about preferences using the –ing form and base form of the verb

Track 32

Grammar

Present continuous for future arrangements

Track 33-34

Skills

Extended speaking and vocabulary

Grammar

will / won’t for predictions

Track 35-37

Grammar

will, going to and the present continuous for decisions and plans

Track 38-40

Function

Talking about plans for the future

Track 41-42

Grammar

have to / don’t have to for obligation

Track 43-46

Grammar

had to for what was necessary in the past

Track 47-48

Skills

Extended speaking and vocabulary

Grammar

Modal verbs of deduction

Track 49-51

Grammar

should, ought to and the second conditional for giving advice

Track 52-53

Function

Polite requests

Track 54-58

Grammar

Present simple for schedules

Track 59-61

Grammar

Countable and uncountable nouns with much, many and a lot of

Track 62-66

Skills

Extended speaking and vocabulary

Grammar

Using counters with uncountable nouns

Track 67

Grammar

Reported speech

Track 68-70

Function

Saying how you feel about things and why

Track 71-72

Grammar

Verbs with two objects

Track 73

Grammar

make someone feel, make someone want to

Track 74-78

Skills

Extended speaking and vocabulary

-

-

-

-

-

-

Can I ask you a question? In this lesson - Ask questions to get to know people Core activities - 3, 5-6, 8 Grammar - Question formation Examples: Is he French? Did you enjoy the party? Can she come tomorrow? How did you get that cut? Where’s your husband today?

1Can I ask you a question?

UNIT 1

UNIT 1

1

Can I ask you a question?

Introduction 1a

Go over the instructions and check understanding. Model the activity by introducing yourself to the class using the prompts. In pairs, learners use the prompts to introduce themselves to their partners.

Introduction

1a

Work with a partner. Tell them:

your ideas from activity 2a.

1b

b Tell the class about your partner.

Feedback. Learners tell the class about their partners.

Listening

2a

Direct attention to the picture of Loretta Pironi. Ask questions to establish where she is, e.g. Is she at home? What can you see behind her? (She seems to be in some kind of cake shop, cafe or restaurant). Encourage speculation as to her job. In pairs, learners choose one of the options below. 1 She’s a food writer. 2 She’s a cafe owner. 3 She’s a waitress.

2b Track 01 Learners listen to Loretta being interviewed and check their ideas from activity 2a. Before listening, you may like to elicit some words and phrases that relate to each of the options in activity 2a. For example: A food writer writes articles and restaurant reviews for magazines or newspapers. A cafe owner runs a business, possibly with a business partner. A waitress serves customers and takes orders, etc.

Feedback in pairs and then as a class.

Look at the picture of Loretta Pironi. What do you think she does? Tick ( ) one of the options below. 1 She’s a food writer. ......... 2 She’s a cafe owner. ......... 3 She’s a waitress. .............

c

Track 01

Interact / Level 2_Teacher’s Guide

Listen again and underline the best

options to complete the statements below. 1 Loretta is British / Italian. 2 Pironi is a British / an Italian name. 3 Loretta grew up in Italy / London. 4 She learned to cook in Italy / London. 5 Loretta speaks two / three languages. 6 She opened her cafe ten / six years ago. 7 Loretta’s partner is British / French. 8 Loretta’s partner likes / doesn’t like London. 9 Loretta’s partner likes / doesn’t like English food.

4

lesson 1

Teaching tip – listening for gist and making inferences This activity requires learners to listen for overall meaning and to make inferences. Loretta is never asked directly what her job is, but the interviewer asks her when she opened her cafe, and Loretta talks about running her business, etc. (see CD script for Track 01.). We can help prepare learners for an activity like this by activating their prior knowledge of what people say and how the world works, before beginning the task. 2b answer Loretta is a café owner.

2c

Go over the instructions, statements and example to check understanding. Track 01 Learners listen again and underline the best options to complete the statements. Feedback in pairs and then as a class.

4

Listen to Loretta being

2 where you grew up 3 what you do

2a

Track 01

interviewed for a magazine and check

4 one interesting fact about yourself

Listening

b

1 your name

3b

In this lesson: Ask questions to get to know people Grammar: Question formation

Track 01 Learners listen again to check their answers

to activity 3a. 3a

Read Loretta’s answers from the interview, below. Unscramble the words on the left to make the questions for each answer. questions

3b answers 1) Is it Italian? Yes, it is. 2) Did you grow up in London? Yes, I did. 3) Where did you learn to cook? In my grandfather’s kitchen. 4) How many languages can you speak? Just three – English, Italian and a little French. 5) When did you open it? Six years ago. 6) Is he from London, too? No, he isn’t. 7) Does your partner like London? No, he doesn’t. 8) What does he think about English food? He thinks it’s awful.

Loretta’s answers

1 Italian / is / it

Is it Italian?

Yes, it is.

2 you / grow up / did / in London Yes, I did. 3 did / learn to cook / you / where In my grandfather’s kitchen. 4 can / speak / you / how many / languages

Just three – English, Italian and a little French.

5 when / you / did / open it Six years ago. 6 from London too / is / he No, he isn’t. 7 your partner / does / like London No, he doesn’t.

Track 01 (page 148, Student book) 01 1:32

8 think / about English food / what / does / he He thinks it’s awful.

b

Track 01

Listen to the interview again and check.

4 Would you like to run a cafe? Why?

lesson 1

5

2c answers 1) Loretta is British. 2) Pironi is an Italian name. 3) Loretta grew up in London. 4) She learned to cook in Italy. (In her grandfather’s kitchen.) 5) Loretta speaks three languages. 6) She opened her cafe six years ago. 7) Loretta’s partner is French. 8) Loretta’s partner doesn’t like London. 9) Loretta’s partner doesn’t like English food.

3a

Interviewer - Loretta, let me start by asking you about your family name. Pironi is quite an unusual name – is it Italian? Loretta - Yes, it is. I’m British, and I was born in London, but my grandfather is Italian – Pironi is an Italian name. Interviewer - So, did you grow up in London? Loretta - Yes, I did. I grew up in North London, but I visited my grandfather’s home in Italy every summer. Interviewer - And where did you learn to cook? Loretta - In my grandfather’s kitchen! He showed me how to cook the most marvellous food… And then, when I was 18, I went to study cooking in Paris. Interviewer - Paris! So how many languages can you speak? Loretta - Oh, just three – English, Italian and a little French. Interviewer - Let’s talk about your cafe. When did you open it? Loretta - The cafe? Six years ago. It was my partner’s idea. Interviewer - Your partner? Is he from London too? Loretta - No, he isn’t. He’s French. We met when I was in Paris. Interviewer - And then he moved to London with you? Loretta - Yes. We run the business together. It’s hard work, but a lot of fun. Interviewer - So, does your partner like London? Loretta - No, he doesn’t. He hates the weather. Interviewer - And what does he think about English food? Loretta - He thinks it’s awful!

4

Round off the listening section by taking brief responses to the question.

Go over the instructions and example and check understanding. In pairs, learners read Loretta’s answers from the interview, and unscramble the words on the left to make the questions for each answer. Monitor and assist as necessary.

Interact / Level 2_Teacher’s Guide

5

Language focus

Language focus

Practice

5 Change each statement below into a yes/no question.

Question formation 1. yes/no questions

Go over the explanations and examples with learners. You may like to direct attention to activity 3a and have learners find further examples of yes/no and whquestions with auxiliaries (e.g. did), modals (e.g. can) and be as the main verb.

a I’m happy.

auxiliary or modal verb

subject

Did

they

like the movie?

Are you happy?

main verb

Is

she

coming to the picnic?

Have

you

seen my pen?

Can

he

cook Italian food?

b There’s a sofa in the living room.

c He cooked dinner.

d Dara can swim.

2. ‘wh-’ questions

Practice

auxiliary or modal verb

subject

main verb

Where

did

you

grow up?

When

can

she

leave?

How

do

you

get to work?

question word

5a-e

Go over the instructions and example to check understanding. In pairs, learners change each statement into a yes/no question.

e She was sleeping.

6 Use the question words in brackets to change each

3. We don’t use an auxiliary when be is the main verb. Is she English? Are they tired? Why is she interested? Where are your brothers? What were their names?

Feedback as a group. 5a-e answers a) Are you happy? b) Is there a sofa in the living room? c) Did he cook dinner? d) Can Dara swim? e) Was she sleeping?

statement below into a wh- question. a Frank works in London. (Where)

Where does Frank work? b It’s ten thirty. (What time)

c She left last night. (When)

d This is mine. (Whose)

e I have two cats. (How many)

f His favourite singer is Frank Sinatra. (Who)

6a-f

In pairs, learners use the question words in brackets to change each statement into a wh- question. 6a-f answers a) Frank works in London. (Where) Where does Frank work? b) It’s ten thirty. (What time) What time is it? c) She left last night. (When) When did she leave? d) This is mine. (Whose) Whose is this? e) I have two cats. (How many) How many cats do you have? f) His favourite singer is Frank Sinatra. (Who) Who’s his favourite singer?

Sounding natural 7a Track 02 Learners listen and circle the correct arrow to show if the intonation goes up or down at the end of each question.

6

lesson 1

7a answers 1) Are you happy? 2) Is there a sofa in the living room? 3) Did he cook dinner? 4) Where does Frank work? 5) What time is it? 6) Who’s his favourite singer?

7b

Elicit how the intonation is different in yes/no and whquestions. 7b answers With yes/no questions, the intonation generally goes up. With wh- questions, the intonation generally goes down.

7c Track 02 Learners listen again and copy the

intonation.

6

Interact / Level 2_Teacher’s Guide

9a

Sounding natural

7a

Track 02 Listen to the questions. Circle the correct arrow to show if the intonation goes up (

) or down (

Before starting this activity, you may like to draw attention to the ‘Tip box’ to give learners a way of refusing to answer a question they don’t want to.

) at the end of each question.

1 Are you happy? ......................................... 2 Is there a sofa in the living room? ...............

In pairs, learners ask and answer the questions from activity 8. Monitor, but stay in the background as much as possible in this activity.

3 Did he cook dinner? ................................. 4 Where does Frank work? .......................... 5 What time is it? .......................................... 6 Who’s his favourite singer? ........................ b How is the intonation different in yes/no and wh- questions? c

Track 02

9b

Listen again and copy the intonation.

Learners tell the class about their partner.

Interact

8a

Highlight good use of language and elicit corrections of any problems you noted.

Read the questions below and think about your answers.

1. Is your home far from the station? 2. Can you play any musical instruments? 3. 4. 5. 6. Why do you study English? 7. What did you do yesterday morning? 8. 9. 10.

b Write three more yes/no questions and three more wh- questions to ask your classmates and add them to the list in activity 8a.

9a

Work with a partner. Ask and answer the questions from activity 8.

b Tell the class about your partner. If you don’t want to answer a question, you can say: I’d rather not answer that!

lesson 1

7

Track 02 (page 148, Student book) 0:44 1) Are you happy? 2) Is there a sofa in the living room? 3) Did he cook dinner? 4) Where does Frank work? 5) What time is it? 6) Who’s his favourite singer?

Interact 8a

Go over the instructions to check understanding. You may like to make brief notes of your own answers to the questions on the whiteboard as a model. Learners work on their own to read the questions and make a note of their answers.

8b

Go over the instructions to check understanding. Elicit one or two possible questions and write these on the whiteboard. Encourage learners to be creative in their suggestions. Learners work on their own to write three more yes/no questions and three more wh- questions to ask their classmates. Monitor and assist as necessary. Interact / Level 2_Teacher’s Guide

7

What do you call it? In this lesson - Describe things Core activities - 1-4, 6 Grammar - Describing things with adjectives and passive forms To describe something we can use adjectives: Examples: It’s very old. We can talk about its material (metal, glass, etc.): Example: It’s made of wood. We can talk about how we use it: Examples: It’s used for drawing straight lines. It’s used to wash dishes.

Warmer • On the whiteboard, write the following sentence: How many things can you think of that... Next, write ...fit inside a matchbox? • Ask learners to work in pairs and write down as many things as they can in two minutes. • The pair with the most items is the winner. • Possible answers: coin, paper clip, pin, SD card, matches, watch battery, stamp, earrings. • Learners change partners. Explain to them that they have to think of “how many things can you think of that...” questions. Example: ...are bigger than you are? ...are rectangular? ...people enjoy looking at? ...have handles? ...have buttons? • Learners read their questions to the class. The rest of the class tries to think of as many items as they can.

Introduction 1a-c

In pairs, learners discuss questions a – c. Feedback. Learners tell the class about their partner.

2a

Ask learners to look at the answers in the crossword in activity 1. In pairs, learners match the words in the crossword with the pictures on page 9. They write the numbers in the boxes.

8

Interact / Level 2_Teacher’s Guide

2What do you call it?

UNIT 1

UNIT 1

2

What do you call it?

Introduction

1 Work with a partner and discuss

x

x

x

x

x

x

x

x

the questions. a Do you ever do crosswords

x

or number puzzles?

x

b Do you know anyone who does?

x

o

s

c b

i

l

b

x

x

x

4

a

x

x

x

u

s

x

e

p

6

n

h

n

x

x

x

x

s

x

b

x

x

x

t

s

a

x

e

x x

x

x

x

o

x

l

x

x

x

b

r

l

x

x

x

o

x

s

b

x

o

x

x

x x

x

x

x

x

w

i

n

e

b

o

t

a

x

t

l

e

k

x

x

x

2 Work with a partner. Look at the answers in the crossword. a Match the words in the crossword with the pictures on page 9. Write the numbers in the boxes. b Match the crossword clues, below, with the answers in the crossword. Write the correct numbers next to each clue.

1 It’s long and at. It’s made of metal and plastic. It’s used for talking to people. They’re made of metal. They’re used to cut paper. It’s at and very thin. It’s made of paper. It’s used for writing in. It’s long and round. It’s made of wood or metal. It’s used for hitting balls. It’s long and thin. It’s made of plastic. It’s used for measuring things. It’s tall and round. It’s made of glass. It’s used to keep wine in.

8

e r

x

x

r

l

o

x

Tell the class about your partner.

2

3

x 5

x

c Have you ever tried one in English?

x

m

1

x

x

lesson 2

2a answers Clockwise from top left: 1, 2, 4, 6, 3, 5

2b

Learners match the crossword clues with the answers in the crossword. They write the correct number next to each clue. Monitor and assist where necessary. Feedback in pairs, and then as a class. 2b answers 1, 5, 6, 3, 4, 2

Language focus Go through the explanations and the example sentences with learners. Check understanding. Ask learners to find more examples in activity 2.

In this lesson: Describe things Grammar: Describing things with adjectives and passive forms

1

Language focus We can describe objects in several ways. 1. We can use adjectives.

3. We can talk about how we use it.

It’s very thin.

It’s used for hitting balls.

They’re long and flat.

subject + be + ‘used for’ + -ing form of the verb

subject + be + adjective They’re used to cut paper. 2. We can talk about its material (e.g. metal, glass).

subject + be + ‘used to’ + base form of the verb

It’s made of metal. They’re made of glass. subject + be + ‘made of’ + material

lesson 2

9

Interact / Level 2_Teacher’s Guide

9

Practice

Practice

3 Work with a partner. Correct the mistakes in the descriptions below, then match the descriptions with the things they describe.

3

It’s long and thin. It made of metal. It used for cut food.

In pairs, learners correct the mistakes in the descriptions, then match the descriptions with the things they describe. Read example and check learners understand the activity. Monitor and assist where necessary. 3 answers - corrections underlined It’s long and thin. It’s made of metal. It’s used to cut (or for cutting) food. – a knife It’s flat and thin. It’s made of paper. It’s used to check (or for checking) the date. – a calendar It’s round or square. It’s made of metal and glass. It’s used to tell the time. – a clock It’s made of metal, wood or plastic. It’s used to keep (or for keeping) clothes tidy in a wardrobe. – a coat hanger It’s made of metal or plastic. It’s used to boil water. – a kettle It’s large and noisy. It’s made of metal and plastic. It’s used to clean your house. – a vacuum cleaner It’s made of rubber or leather. It’s used to play sports. – a ball It’s long and thin. It’s made of plastic and metal. It’s used to take your temperature. – a thermometer Extension Tell learners to work in pairs and study the descriptions in activity 3 for two minutes. Learners close their books. Choose an item from the activity and say it to the class. The first pair to say the correct description gets a point. Do the same for the next seven items. The pair with the most points wins.

a kettle

It’s flat and thin. It’s made paper. It’s used to checking the date.

It’s round or square. It’s metal and glass. It’s to tell the time.

a ball

a coat hanger

It’s made of metal, wood or plastic. It’s used for keep clothes tidy in a wardrobe.

It’s made by metal or plastic. It uses to boil water.

a thermometer

a calendar

It is large and noisy. It makes metal and plastic. It’s used to clean your house.

It’s made of rubber or leather. It used to play sports.

a vacuum cleaner

a knife

It’s long and thin. It’s make of plastic and metal. It’s uses to take your temperature.

a clock

4 Match the questions with the answers. questions

It’s long and thin.

b What’s it used for?

Metal and glass.

c What’s it like?

For washing dishes.

Track 03

10

answers

a What’s it made of?

Listen and check.

lesson 2

Sounding natural

4 Track 03 Learners match the questions with the

answers, then listen and check answers. 4 answers See the script for Track 03. Track 03 (page 148, Student book) 0:32 a) A - What’s it made of? B - Metal and glass. b) A - What’s it used for? B - For washing dishes. c) A - What’s it like? B - It’s long and thin.

10

It’s long and thin. It’s made of metal. It’s used to cut food.

Interact / Level 2_Teacher’s Guide

5 Track 03 Learners listen for how we say ‘What’s it...’ in connected speech. Drill the sentences chorally, then individually.

Interact 6a

Explain to learners they’re going to describe things in the classroom. Learners secretly choose three things and write a brief description for each object. Give learners a few minutes to think and make notes. Monitor and assist / provide vocabulary where necessary.

6b

In pairs, learners describe the things they wrote about without saying their names. Their partner should guess what they are. If necessary, they can ask questions to get more information.

5

Sounding natural Track 03

Listen again. How do we say ‘What’s it...’ when we speak naturally?

Track 03

Listen again and copy the pronunciation.

Interact

6a

Look around the classroom. Choose three things and write the names of the objects. Don’t show anyone. Think about how to describe them without saying their names. Make notes.

b Work with a partner. Describe the things you wrote. Answer your partner’s questions, but don’t say the names of the things. Can your partner guess what things you are describing? c Describe your partner’s object to the class. Who can guess the most things correctly?

lesson 2

11

6c

Learners describe their partner’s objects to the class. The class tries to guess what the objects are. Monitor learners’ use of vocabulary and language. Note good use of vocabulary and language, and errors and mistakes. Feedback as a class. Highlight good use of language and elicit corrections of any problems you noted.

Interact / Level 2_Teacher’s Guide

11

It’s stuff you use... In this lesson - Describe things Core activities - 1-7, 10 Function - Describing things by their use

3It’s stuff you use...

UNIT 1

UNIT 1

3

It’s stuff you use...

Introduction

1 Work with a partner. Discuss these questions: Do you like shopping in supermarkets? How often do you go? Which is the best supermarket in your area?

Introduction

2 Match the words in the box with the pictures of the shopping items.

1

In pairs, learners discuss the questions in the activity. Feedback as a class. Give everybody a chance to respond. You may like to start this activity as pair work and then broaden it into a class discussion.

a some toothpaste b some sunscreen

2

c a corkscrew d some bread

Learners match the words in the box with the pictures of shopping items. Read example and check learners understand the activity.

e some washing-up liquid f some wine g some cheese h a razor

2 answers Clockwise from example: a, b, g, d, c, h, e, f

3

Elicit the answer to the question. a

3 answer Wine is uncountable and corkscrew is countable. Elicit whether the other items in activity 2 are countable or uncountable. Answers toothpaste – uncountable sunscreen – uncountable corkscrew – countable bread – uncountable washing-up liquid – uncountable wine – uncountable cheese – uncountable razor – countable

4

Learners work in pairs to match the items in activity 2 with their correct places in the supermarket. Feedback as a class. 4 answers toothpaste – chemist sunscreen – chemist corkscrew – kitchenware bread – bread and cakes washing-up liquid – cleaning products wine – wines and spirits cheese – dairy produce / delicatessen (both are possible) razor – chemist

12

Interact / Level 2_Teacher’s Guide

3 Why do we say ‘some wine’, but ‘a corkscrew’? 12

lesson 3

Elicit and write on the board a couple more items you can get in each place in the supermarket. Give everybody a chance to respond.

Listening 5

Explain to learners they’re going to listen to Kate and Celia in the supermarket, buying things for their Italian friend, Antonio. Track 04 Ask learners to listen for which items from activity 2 Antonio wants.

5 answers wine, toothpaste, sunscreen, corkscrew, razor

6a-d

In this lesson: Describe things Function: Describing things by their use

Track 04 Learners listen again and complete the

descriptions of the shopping items, then match the descriptions with the items.

4 Match the items in activity 2 with their correct places in the supermarket below.

Feedback in pairs and then as a class. delicatessen

meat

6a-d answers a) Stuff you use for cleaning your teeth. – toothpaste b) Stuff you use to stop sunburn. – sunscreen c) A thing you use to open bottles. – corkscrew d) A thing you use for shaving your face. – razor

fruit and vegetables

rice and pasta bottled and canned goods

bread and cakes

kitchenware

dairy produce

cleaning products chemist

wines and spirits cashier

entrance / exit

Listening

5 Kate and Celia are in the supermarket buying things for their Italian friend, Antonio.

6

Track 04

Listen to their conversation. Which items from activity 2 does Antonio want?

Track 04

Listen again. Complete the descriptions of the shopping items, then match

the descriptions with the items. description a

item razor

Stuff you use for cleaning your teeth.

b

you use to

sunburn.

corkscrew

A

you use to

bottles.

toothpaste

d A

you use for

your face.

sunscreen

c

lesson 3

13

Track 04 (page 148, Student book) 0:27 Celia - Well, this is Antonio’s list, but I can’t understand everything he wants. Kate - Why’s that? Celia - Well, first he wants some wine. That’s easy. But then he wants, ‘stuff you use for cleaning your teeth’. Kate - ‘Stuff you use for cleaning your teeth’? That’s toothpaste. We’ll find it in the chemist section. What’s next? Celia - Well, then he wants, ‘stuff you use to stop sunburn’. Kate - That’s easy – sunscreen. Celia - Sunscreen, of course! That’ll be in the chemist section, too. Kate - Anything else? Celia - Only two more. ‘A thing you use to open bottles’, and, ‘a thing you use for shaving your face’. Kate - Well, ‘a thing you use to open bottles’ is a corkscrew, and ‘a thing you use for shaving your face’ is a razor. We can get the corkscrew in the kitchenware section, but let’s start with the wine!

Interact / Level 2_Teacher’s Guide

13

Language focus

Language focus

To describe objects when we don’t know the word, we can use the following patterns:

Go through the explanation and examples with learners. Ask learners to find more examples in activity 6.

Practice

It’s stuff (uncountable nouns)

you use to + base form of the verb

It’s stuff you use to wash your dishes. (washing-up liquid)

It’s a thing / They’re things (countable nouns)

you use to + base form of the verb

It’s a thing you use to clean floors. (hoover)

It’s stuff (uncountable nouns)

you use for + -ing form of the verb

It’s stuff you use for cleaning your teeth. (toothpaste)

It’s a thing / They’re things (countable nouns)

you use for + -ing form of the verb

It’s a thing you use for eating. (fork)

7a

In pairs, learners read and complete the descriptions, then match the descriptions with the pictures. Go over example and check learners understand the activity.

Practice

7a

Read the sentences below. Write stuff, thing(s), for and to to complete the descriptions.

a. It’s stuff you use for washing dishes.

7a answers a) It’s stuff you use for washing dishes. b) They’re things you use to eat. c) It’s a thing you use for making pasta. d) It’s a thing you use for cleaning floors.

b. They’re

c. It’s a

7b

d. It’s a

Read example and check learners understand the activity.

you use

you use

you use

eat.

making pasta.

cleaning floors.

b Match the descriptions with the pictures.

7b answers a) washing-up liquid b) chopsticks c) pasta machine d) hoover Feedback as a class.

Sounding natural 8a-c Track 05 Learners listen for how we pronounce ‘for’

in the three sentences.

8a-c answers In sentences a and b: /fə/ In sentence c: /fər/ (the ‘r’ is pronounced – this is known as a linking sound) Track 05 (page 148, Student book) 0:30 a) It’s stuff you use for washing clothes. b) It’s a thing you use for blowing your nose. c) It’s a thing you use for opening a bottle of wine.

9 Track 05 Learners listen again and copy the pronunciation. Drill.

14

lesson 3

Interact 10a

Learners choose five things from activity 2, or use their own ideas. Give them a few minutes to think and make notes. Teaching tip – taking notes Learners should only write key words or phrases. This will encourage them to ‘speak’, rather than just read straight from their notes.

10b

Refer the learners to the supermarket map on page 13 for this activity. Learners describe the things on their lists without saying what they are. Their partner guesses then tells them where it can be found in the supermarket. Go through an example and check learners understand the activity. Monitor. Note good use of vocabulary and language, and errors and mistakes. Feedback as a class. Highlight good use of language and elicit corrections of any problems you noted.

14

Interact / Level 2_Teacher’s Guide

8

Sounding natural Track 05

Listen to the sentences below.

How do we pronounce ‘for’ when we speak naturally? a It’s stuff you use for washing clothes. b It’s a thing you use for blowing your nose. c It’s a thing you use for opening a bottle of wine. How is the pronunciation of ‘for’ different in c?

9

Track 05

Listen again and copy the pronunciation.

Interact

10 a

Work with a partner. Choose five things from activity 2 and make a shopping list.

toothpaste

b Imagine you are in the supermarket on page 13. Ask each other where the things on your lists are. Describe them, don’t name them. example - Can you help me? I need some stuff you use for cleaning your teeth.

- Yes. The toothpaste is in the chemist section.

lesson 3

15

Extension Choose three items from the classroom. Describe them to the learners and have them guess what each item is. Change roles. The learner can describe items from the classroom or their bag. Give the learner a few minutes to think and make notes.

Interact / Level 2_Teacher’s Guide

15

What’s he like? In this lesson - Talk about holidays Core activities - 1-7, 9, 10 Grammar - like vs be like Examples: What’s she like? – She’s tall and beautiful. What does she like? – (She likes) books and movies.

4 What’s he like?

UNIT 2

UNIT 2

4

What’s he like?

Introduction

1 Look at the adjectives below. Write them in the correct columns of the table. Some adjectives can be used more than once.

Introduction 1

Focus learners’ attention on the adjectives. In pairs, learners write the adjectives in the correct columns. Remind them some adjectives can be used more than once. Feedback as a class. Teach any items learners were unsure of. 1 suggested answers food spicy, plain, delicious, fresh, traditional, cold people friendly, rude, beautiful, interesting, good-looking, tanned places beautiful, sunny, cold, foggy, interesting

food

people

places

Listening 2 Track 06 Explain to learners that they’re going to listen to Sue talk to Alice about her holiday. Tell learners to tick the words from activity 1 they hear.

Feedback in pairs and then as a class. 2 answers tanned, good-looking, interesting, friendly, beautiful, delicious, plain, spicy

16

Interact / Level 2_Teacher’s Guide

16

lesson 4

Track 06 (page 148, Student book) 0:59 Alice - Hi, Sue. You look so tanned. Have you been away? Sue - Thanks, Alice. Yeah, I’ve been to Spain with my new boyfriend, Tom. Alice - Really? I didn’t know you had a new boyfriend. What’s he like? Sue - I love him, Alice. He’s really good-looking with dark hair, and he’s really interesting, too. Alice - You’ll have to show me a photo sometime. Anyway, what was Spain like? Sue - The people were really friendly, the weather was beautiful and the food was delicious. I don’t think Tom enjoyed it, though. Alice - Why? Sue - Well, he didn’t like the hot weather and he thought the food was too plain. Alice - Oh. What kind of things does he like? Sue - He likes spicy food, adventure sports and, more importantly, me!

In this lesson: Talk about holidays Grammar: like vs be like

2

Listening Track 06

Listen to Sue talk to Alice about her holiday.

Tick ( ) the words that you wrote in activity 1 that she uses.

3

Track 06

Listen again. Answer the questions below.

a Where did Sue go on holiday? b Who did she go on holiday with? c How does Sue describe Tom? d How does Sue describe the people in Spain? e How does she describe the food? f Did Tom enjoy the holiday? g Why?

4 Have you ever been to Spain? If yes, where did you go? If no, would you like to? Why?

lesson 4

17

3a-g Track 06 Learners listen again and answer the

questions. Feedback in pairs and then as a class.

3a-g answers a) Spain. b) Her new boyfriend, Tom. c) He’s really good-looking with dark hair, and he’s really interesting. d) Friendly. e) Delicious. f) No. g) He didn’t like the hot weather and he thought the food was too plain.

4

In pairs, learners discuss the questions in the activity. Feedback – learners tell the class about their partner.

Interact / Level 2_Teacher’s Guide

17

Language focus

Language focus

5 Read the sentences from the conversation between Sue and Alice. Alice: What’s he like? (What’s=What is)

5a+b

Sue: He’s really good-looking with dark hair, and he’s really interesting, too.

Read through sentences from Sue and Alice’s conversations. Ask which sentence uses ‘be like’ and which sentence uses ‘like’. Learners underline the correct words in a and b to complete the rules.

5a+b answers a) We use be like when we ask for a description of something or someone. b) We use like when we ask about things someone enjoys.

Alice: What kind of things does he like? Sue: He likes spicy food, adventure sports and, more importantly, me! Underline the correct words to complete the rules below. a We use be like / like when we ask for a description of something or someone. b We use be like / like when we ask about things someone enjoys.

Practice

6 Match the questions with the answers below.

6a-g

Learners match the questions with the answers.

6a-g answers See CD script for Track 07.

7 Track 07 Learners listen and check answers.

Track 07 (page 148, Student book) 1:20 a) - What was the restaurant like? - The food was expensive, but it was delicious. b) - What kind of music do you like? - I really love classical music, but I like jazz, too. c) - Where do you like to go to relax? - I like going to the park with my dog when it’s warm. d) - What’s the weather like? - It’s really cold and wet today, but yesterday was better. e) - What was your weekend like? - It was really relaxing. I just stayed at home and read a book. f) - What was the concert like? - The band was great, but the music was too loud. g) - What kind of weather do you like? - I love the hot and sunny days we get in the summer. Extension • Ask learners to write the name of a good friend and make brief notes about 1) what they like and 2) what they’re like. Model this on the board by writing notes about a friend of your own. • Learners work in pairs to ask and answer questions about their best friend. • Learners tell the class about their partner. Feedback in pairs and then as a class. Highlight good use of language and elicit corrections of any problems you noted. 18

Interact / Level 2_Teacher’s Guide

7

a What was the restaurant like?

1 I like going to the park with my dog when it’s warm.

b What kind of music do you like?

2 It was really relaxing. I just stayed at home and read a book.

c Where do you like to go to relax?

3 The band was great, but the music was too loud.

d What’s the weather like?

4 The food was expensive, but it was delicious.

e What was your weekend like?

5 It’s really cold and wet today, but yesterday was better.

f What was the concert like?

6 I really love classical music, but I like jazz, too.

g What kind of weather do you like?

7 I love the hot and sunny days we get in the summer.

Track 07

Listen and check.

Sounding natural

8

Track 07

Listen again and copy the pronunciation.

Practise asking and answering the questions with a partner.

18

lesson 4

Sounding natural 8 Track 07 Play the track again, pausing after

each question and response for learners to copy the pronunciation. Pay attention to natural intonation and sentence stress. Extension Learners practise asking and answering the questions in pairs. Learners change partners and ask the same questions. This time learners respond with their own answers.

As a class, discuss the final questions in the activity: Did anyone talk about the same place? Does anyone like or dislike the same things?

Interact

9 Think about the last time you went on holiday. What did you like? What didn’t you like? Make notes about:

The place The people The food The weather

10 Work with a partner. Talk about your holidays. Ask questions to get more information. Make notes. example - What was the food like?

- It was hot and spicy. - Do you like spicy food?

11 Tell the class about your partner. Did anyone talk about the same place? Does anyone like or dislike the same things?

lesson 4

19

Interact 9

Explain to learners they’re going to talk about their last holiday. Direct learners to the prompts. Model the activity on the board by making notes of a holiday of your own. Allow learners time to think and make notes. Monitor and assist as necessary.

10

Learners work in pairs and talk about their holidays. Encourage them to ask follow-up questions to get more information. Read example and check learners understand the activity. Learners make notes about their partner’s answers. Monitor. Note good use of vocabulary and language, and errors and mistakes.

11

Learners tell the class about their partners. Feedback as a class. Highlight good use of language and elicit corrections of any problems you noted.

Interact / Level 2_Teacher’s Guide

19

A lovely time In this lesson - Tell people about a place you like Core activities - 3-5, 7 Grammar - Articles Examples: She’s a police officer, he’s an architect. She’s got a cat and a dog. The cat’s name is Tippy. The dog is the biggest chihuahua I’ve ever seen.

5A lovely time

UNIT 2

UNIT 2

5

A lovley time

Introduction

1 Work with a partner. Look at the pictures below. Discuss these questions. Make notes about your partner’s answers. a Which of these holidays would you like to go on? Why? b What is the best holiday you have ever had? c Where did you stay? d What did you do?

Introduction Start with a quick class discussion on holidays. Direct attention to the pictures on page 20. Elicit descriptions for the kinds of holidays shown. Suggested answers Left to right, top to bottom: a beach holiday, a skiing/winter sports holiday, a camping holiday, a sightseeing holiday

1a-d

In pairs, learners discuss questions a–d.

2

Feedback as a class.

Listening

2 Tell the class about your partner. 20

Explain that learners will listen to Tim telling his friend Dawn about a holiday he went on. Direct attention to the pictures on page 21. Explain that these are all things that Tim talks about. Elicit what the pictures are of (a newspaper, a hotel (‘What’s its name?’), a beach, wine, a group of people – two couples (‘Are they friends?’)). Encourage speculation on how the pictures relate to Tim’s holiday (‘Is the hotel in the picture where Tim stayed?’, etc.). Teaching tip – speculation Encourage learners to speculate and make guesses before a reading or listening task. This activates their existing knowledge and gets them in the right frame of mind for the task. It also adds interest to the task because learners listen or read to see if they were right in what they guessed.

20

Interact / Level 2_Teacher’s Guide

lesson 5

3 Track 08 Learners listen and number the pictures in the order they hear them mentioned.

3 answers 1) hotel 2) newspaper (We found a wonderful hotel in the newspaper). 3) wine (It had a great restaurant with a fantastic wine list. // Dawn: I know how much you love wine...) 4) the couples (it was in the restaurant, one evening, where we met a lovely couple from Manchester) 5) the beach (There was a lovely beach we went to a lot.... We looked in the hotel and on the beach) Feedback in pairs and then as a class.

4a-e Track 08 Learners listen again and answer the

In this lesson: Tell people about a place you like Grammar: Articles

questions. Feedback in pairs and then as a class.

Listening

3 Look at the pictures. Track 08

4a-e answers a) The South of France. b) In the newspaper. c) In the restaurant. d) He’s a doctor, she’s a photographer. e) A thousand pounds.

Listen to Tim tell Dawn about his holiday.

Number the pictures in the order you hear them.

4

Track 08

Listen again.

Answer the questions below.

As a class. Elicit the main features of the story from learners and write on the board in note form. Listen again to check.

a What part of France did Tim go to on holiday?

b Where did he find the hotel?

c Where did he meet Ross and Rachel?

d What do Ross and Rachel do?

e How much money did Ross win?

lesson 5

21

Track 08 (page 149, Student book) 1:12 Dawn - Hi, Tim. How was your holiday? Tim - I think it was the best holiday we’ve ever had! The sun shone every day! Dawn - Really? Where did you go? Tim - We went to the South of France. We found a wonderful hotel in the newspaper. Dawn - What was it called? Tim - The Negresco. It had a great restaurant with a fantastic wine list. Dawn - I know how much you love wine... Tim - I know! Anyway, it was in the restaurant, one evening, where we met a lovely couple from Manchester - Ross, a doctor and Rachel, a photographer. Dawn - Did you guys spend any time together? Tim - Yeah, we did. There was a lovely beach we went to a lot, and one time we went to a casino in Monte Carlo. Dawn - Wow! Did you win any money? Tim - Ross won a thousand pounds, but then he lost it two days later. Dawn - In the casino? Tim - No. He just couldn’t find it. We looked in the hotel and on the beach, but we never did find it. Dawn - Oh dear! Interact / Level 2_Teacher’s Guide

21

Language focus

Language focus

When we talk about locations, we use the.

When we talk about something for the first time, we use a/an.

Go through the Language focus box with learners. Break into three ‘chunks’: 1) using a/an, 2) using the, 3) using no article.

We went to the south of France.

We found a wonderful hotel. When we talk about jobs, we use a/an. Ross is a doctor and Rachel is a photographer.

When we talk about something for the second time or if both the speaker and listener know what they are talking about, we use the. We looked in the hotel.

Note – point out that ‘the UK’ is an exception to the rule of not using articles with countries. Elicit some more (the USA, the Philippines).

When we use superlatives, we use the. It was the best holiday I’ve ever had. When we say the names of cities and countries, we usually use no article. We met a lovely couple from France.

Practice

When we talk about something in general, we use no article.

5a-g

The sun shines every day. When we say the names of newspapers, oceans,

I love wine.

In pairs, learners find mistakes in the sentences and correct them. Make sure learners understand that not all the sentences have mistakes. Refer learners to the Language focus box and elicit reasons for corrections.

When we talk about something that is unique in a house or a town or a country or the world, we use the.

rivers and hotels, we use the. The Times newspaper. The Mediterranean Sea. The Park Royal hotel.

Practice

5 Some of the sentences below have mistakes. Find and correct the mistakes. a

The

the

a I bought the new shirt and jacket yesterday. A shirt is blue and a jacket is grey.

Track 09 Learners listen and check answers.

b Devon is in the South West of England. c We flew in the plane over Pacific Ocean to the Hawaii.

5a-g answers See CD script for Track 09 - answers underlined (explanations in brackets)

d Is Queen of England richest person in the UK? e Cheetahs are the fastest land animals in the world. f I’m sorry, Dad. I’ve crashed the car. g For many people, internet has completely replaced the books.

Feedback in pairs, and then as a class. Track 09 (page 149, Student book) 1:12 a) I bought a (first time mentioned) new shirt and jacket yesterday. The (second time mentioned) shirt is blue and the (second time mentioned) jacket is grey. b) Devon is in the South West of England. (no mistakes) c) We flew in a (first time mentioned) plane over the (something unique) Pacific Ocean to the (cities, countries – by extension, provinces) Hawaii. d) Is the (something unique) Queen of England the (superlative) richest person in the UK? e) Cheetahs are the fastest land animals in the world. (no mistakes) f) I’m sorry, Dad. I’ve crashed the car. (no mistakes) g) For many people, the (something unique) internet has completely replaced the (talking about something in general) books.

Track 09

22

Listen and check.

lesson 5

Sounding natural 6a Track 10 Learners listen for different ways ‘the’ is pronounced before consonants and vowels.

6a answers Before consonants, we use a schwa sound (/ðə/). Before vowels, we often say ‘the’ to rhyme with ‘see’ (/ði:/). Track 10 (page 149, Student book) 0:25 The English book is on the table. The turkey is in the oven. Put the eggs in the fridge. The red umbrella is in the elevator.

6b

Play again, pausing for learners to copy pronunciation.

22

Interact / Level 2_Teacher’s Guide

Sounding natural

6a

Track 10

Listen to the sentences below. How does the sound when it’s followed by a vowel?

How does the sound when it’s followed by a consonant? The English book is on the table. The turkey is in the oven. Put the eggs in the fridge. The red umbrella is in the elevator. b

Track 10

Listen again and copy the pronunciation.

Interact

7a

Think of a place you like to visit, or go to on holiday.

Make notes about the place. Think about: • Where it is • What is there • What you can do there • Why you like it

b Work with a partner. Ask and answer questions about the places you chose. Make notes. example - I like the Rocky Mountains in the western part of Canada.

- I’ve never visited Canada. Is it cold? c Tell the class about your partner. Did anyone talk about the same place?

lesson 5

23

Interact 7a

Allow learners a few minutes to think and make notes. Monitor and assist with vocabulary where necessary.

7b

In pairs, learners talk about the places they chose. Encourage follow-up questions. Monitor learners’ use of vocabulary and language. Note good use of vocabulary and language, and errors and mistakes.

7c

Feedback. Learners tell class about their partners. Highlight good use of language and elicit corrections of any problems you noted.

Interact / Level 2_Teacher’s Guide

23

Travel In this lesson - Talk about travel Core activities - 1-4 or 5-9 Skills - Extended speaking and vocabulary

UNIT 2

UNIT 2

6

Travel

6Travel Introduction

1 Work with a partner.

Match the words with the pictures.

Warmer Start with a variation of hangman to review vocabulary. • Choose a word you think learners should know, e.g. head. Write four blank spaces on the board, one for every letter of the word you chose: _ _ _ _ • Invite learners to suggest what four-letter word you are thinking of. • Every time learners suggest a word, write it on the board • If the word they suggest shares any letters in the same position as the word you chose, write these on the appropriate blank spaces. For example, if learners suggest ‘home’, you write in the ‘h’ in ‘head’, because ‘h’ in both the words is in the same position. You don’t write in the ‘e’ in ‘head’ because it isn’t in the same position as the ‘e’ in ‘home’. • Learners keep guessing until they get the word you thought of, or a time limit runs out. For example: _ _ _ _ h _ _ _ home h _ _ d hold h _ _ d hard h e a d head

Introduction 1

Learners work in pairs to match the words with the pictures. 1 answers Clockwise from the example: a, d, b, c, f, g, h, e Feedback as a class.

2a

Go over the adjectives with learners and check understanding. Learners work in pairs and decide which words best describe the kinds of transport in activity 1, and why. Accept any reasonable answers. Feedback as a class.

a hot-air balloon b ferry c coach d taxi e motorbike f

2a

bicycle

g rickshaw

a

h elephant

Read the words below. Which words do you think describe the kinds of transport in activity 1? Why?

comfortable

fast

dangerous

painful

24

Interact / Level 2_Teacher’s Guide

slow

expensive

cheap

lesson 6

2b

Ask learners to change partners and discuss the questions in the activity. Learners tell the class about their partner. Give everybody a chance to respond.

Interact 1 3a

Explain to learners they’re going to talk about travelling. Go through the questions with learners and check understanding. Give learners a few minutes to think and make notes. Monitor and assist as necessary.

3b

Tell learners to write two more questions about travelling. Elicit some possible ways of starting questions and write on the board. Examples: Have you ever...? Do you prefer... or...? What was the worst / best / longest...? Monitor and assist as necessary.

24

convenient

b Which kinds of transport above have you used? Which haven’t you used?

In this lesson: Talk about travel Skills: Extended speaking and vocabulary

Interact 1

3a

You are going to talk about travelling. Read the questions below and make notes about your answers.

Do you like travelling? Why? Which is your favourite way to travel (by train/plane, etc.)? Why? How often do you use it? When did you first/last use it? Which kinds of transport do you dislike (car/bus, etc.)? Why? Which kinds of public transport do you use most often? How many times a week/a month?

b Write two more questions about travelling.

4a

Ask and answer the questions in activity 3 with a partner.

Try to add more information and make notes about what your partner says. example - Do you like travelling by plane?

- Not really, especially long flights. It’s very difficult to relax. b Tell the class about your partner.

lesson 6

25

4a

Learners work in pairs. They ask and answer the questions from activity 3. Encourage them to ask followup questions to get more information. Read example and check learners understand the activity.

4b

Learners tell the class about their partners. Monitor the learners’ use of vocabulary and language. Note good use of vocabulary and language, and errors and mistakes. Feedback as a class. Highlight good use of language and elicit corrections of any problems you noted.

Interact / Level 2_Teacher’s Guide

25

Vocabulary

Vocabulary

5 Work with a partner. The adjectives on the left can all describe places. Match them with the kinds of place they describe, on the right.

5

cosmopolitan

In pairs, learners match the adjectives with their meanings. Go over example and check learners understand the activity. Feedback as a class. 5 answers cosmopolitan – a place with people and culture from all over the world packed – a place with too many people historical – a place with lots of important old buildings touristy – a place with too many tourists and shops for tourists unspoiled – a place that isn’t changed for tourists modern – a place with new buildings, roads, etc. rural – a place in the countryside undiscovered – a place that tourists don’t know about

a place with lots of important old buildings

packed

a place that isn’t changed for tourists

historical

a place with people and culture from all over the world

touristy

a place in the countryside

unspoiled

a place with too many tourists and shops for tourists

modern

a place that tourists don’t know about

rural

a place with new buildings, roads, etc.

undiscovered

a place with too many people

6 Complete the sentences below with three of the adjectives from activity 5. a London is a really cosmopolitan city – you can eat food from all over the world, and hear many different languages on the streets. b Kyoto is very

- you can see lots of old temples there.

c I don’t really like cities – I prefer

7a

areas.

Work with a partner. Think of places in your country that are: • Touristy • Unspoiled • Cosmopolitan • Rural

Model the pronunciation of the words. Elicit how many syllables are in each word, and which syllables are stressed. Drill.

b Share your ideas with the class. Did anybody have the same idea?

Answers cosmopolitan – 5; packed – 1; historical – 4; touristy – 3; unspoiled – 2; modern – 2; rural – 2; undiscovered – 4

6a-c

Learners complete the sentences with three words from activity 5. Read example and check learners understand the activity. 6a-c answers a) London is a really cosmopolitan city – you can eat food from all over the world, and hear many different languages on the streets. b) Kyoto is very historical – you can see lots of old temples there. c) I don’t really like cities – I prefer rural areas.

Feedback in pairs and then as a class.

7a

Ask learners to work in pairs and think of places in their own country that are touristy, unspoiled, cosmopolitan, and rural.

7b

Feedback as a class. Give everybody a chance to respond. Learners check if anyone else had the same ideas. Write the different answers on the whiteboard. As a class decide which place is the most touristy, unspoiled, cosmopolitan, and rural.

26

lesson 6

Interact 2 8a

Explain to learners they’re going to talk about sightseeing. Learners work in pairs and read the famous places in the activity. Ask them to add two more places.

8b

In the same pairs, learners rank the places in their list from 1-9 (1 = the place they would like to visit the most). Ask them to make notes for their reasons.

9

Ask learners to change partners. Compare their ideas. Decide which three places they would like to visit. Ask them to make notes of their reasons.

10

Learners tell the class their choices. As a class, decide the most popular place. Monitor. Note good use of vocabulary and language, and errors and mistakes. Feedback as a class.

26

Interact / Level 2_Teacher’s Guide

Interact 2

8a

You are going to talk about sightseeing. Work with a partner. Read the names of the famous places below.

The Great Pyramid The Great Barrier Reef The Great Wall of China The Grand Canyon Angkor Wat The Sydney Opera House The Statue of Liberty

Write two more famous places. b Rank the places on your list from 1 (=the place you would most like to visit) to 9 (=the place you would least like to visit). Make notes about your reasons.

9 Change partners. Compare your ideas. Decide which three places you would most like to visit. Make notes about your reasons.

10 Tell the class your choices. Which is the most popular place?

lesson 6

27

Highlight good use of language and elicit corrections of any problems you noted. In a private lesson Ask the learner to take two places away from the list in activity 8a, and replace them with two places of their own. While they do this, do the same yourself with the list. Compare lists. Have learners explain what places they chose, and why. Together choose the five best places.

Interact / Level 2_Teacher’s Guide

27

Singapore’s cleaner than... In this lesson - Compare two places you know Core activities - 1, 3-5, 7 Grammar - Comparatives Examples: Birmingham is smaller than London. Ice hockey is much more exciting than cricket. My sister is messier than me.

7 Singapore’s cleaner than...

UNIT 3

UNIT 3

7

Singapore’s cleaner than...

Introduction

1 Read the words below. Match each adjective with its opposite.

Introduction

friendly

quiet

tidy

bad

cheap

safe

short

boring

clean

small

a unfriendly

friendly

b big

1a-j

c dirty

Learners match the adjectives in the list with their opposites from the box. Go over the example to make sure learners understand what to do.

d dangerous

1a-j answers a) unfriendly – friendly b) big – small c) dirty – clean d) dangerous - safe e) talkative - quiet f ) good – bad g) exciting – boring h) expensive – cheap i) messy – tidy j) tall – short

h expensive

e talkative f

good

g exciting

i

messy

j

tall

2 Work with a partner. Discuss the questions below. a Which adjectives in activity 1 do you think describe the pictures on this page? b What was the last city you visited? Describe it to your partner. c Describe the place you live to your partner. example My city is very safe

and clean.

2

In pairs, learners discuss questions (a-c). Remember, the target language hasn’t been presented yet, so avoid correcting learners at this stage. A more detailed explanation will be given later on in the lesson.

Listening 3 Track 11 Explain to learners that they’re going to listen to a conversation between best friends. Learners listen and underline the correct words they hear. Go over an example to make sure learners understand what to do. Play CD again if necessary.

Feedback in pairs and then as a class. 3 answers See CD script for Track 11 - answers underlined.

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lesson 7

Track 11 (page 149, Student book) 1:11 Nadine - Hi Patricia, I’m just calling to say I miss you. Patricia - I miss you too! Why did you leave London? You had a good job and great friends. Nadine - Yes, but I have a better job here in Chesterfield. Patricia - And you had a big flat in London. Nadine - True, but my house here is bigger. Patricia - Really? How many bedrooms does it have? Nadine - Three. And it’s cheaper than my flat was in London, and it’s got a pretty garden. In London I didn’t have one. Patricia - Do you have any friends there? Nadine - Oh yes. People here are much friendlier than in London. Patricia - But London is more exciting than a small town. Nadine - Yes, but the air here is cleaner, and it’s much safer than London. Patricia - OK. OK. Maybe Chesterfield is a little better than London! So when can I visit you?

In this lesson: Compare two places you know Grammar: Comparatives

3

Listening Track 11 Listen and read the conversation between best friends, Patricia and Nadine. Underline the correct words.

Nadine Hi Patricia, I’m just calling to say I miss you. Patricia I miss you too! Why did you leave London? You had a good/better job and great friends. Nadine Yes, but I have a good/better job here in Chestereld. Patricia And you had a big/bigger at in London. Nadine True, but my house here is big/bigger. Patricia Really? How many bedrooms does it have? Nadine Three. And it’s cheap/cheaper than my at was in London, and it’s got a pretty/ prettier garden. In London I didn’t have one. Patricia Do you have any friends there? Nadine Oh yes. People here are much friendly/ friendlier than in London.

Patricia But London is exciting/more exciting than a small town. Nadine Yes, but the air here is clean/cleaner, and it’s much safe/safer than London. Patricia OK. OK. Maybe Chestereld is a little good/better than London! So when can I visit you?

4 Read the dialogue in activity 3 again. Correct the mistakes in sentences a-e. a Nadine’s job in London was better than her job in Chesterfield.

Nadine’s job in Chesterfield is better than her job in London. b Nadine’s flat in London was cheaper than her house in Chesterfield.

c Chesterfield is more exciting than London.

d London is much safer than Chesterfield.

e London is much better than Chesterfield.

lesson 7

29

4a-e

Ask learners to read the dialogue again, then correct the mistakes in sentences a-e. Go over an example to make sure learners understand what to do. Monitor and assist as necessary. Feedback in pairs and then as a class. Learners may write the corrected sentences in other ways. 4a-e answers a) Nadine’s job in Chesterfield is better than her job in London. b) Nadine’s house in Chesterfield is cheaper than her flat in London. c) London is more exciting than Chesterfield. d) Chesterfield is much safer than London. e) Chesterfield is a little better than London.

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29

Language focus

Language focus

We use the comparative forms of adjectives to compare two things. Birmingham is smaller than London. Ice hockey is more exciting than cricket.

Go over the examples and explanations with learners and check understanding.

We form comparative adjectives in this way:

Practice 5a-h

Learners read the prompts and use the adjectives in the brackets to write sentences using the comparative form. Go over an example to make sure learners understand what to do. Monitor and assist as necessary.

Adjectives with one syllable: add -er

Other adjectives: use more

cleaner clean faster fast

beautiful exciting

Adjectives with two syllables, ending in –y: change -y to -ier

Two common irregular adjectives:

noisy happy

noisier happier

good bad

more beautiful more exciting

better worse

Practice

5 Use the prompts below to make sentences. a Michael is 11 years old. Jenny is 7 years old. (old) Michael is older than Jenny.

Feedback in pairs and then as a class.

b Mount Everest is 8, 848 meters high. Mount Fuji is 3, 776 meters high. (tall)

5a-h answers a) Michael is older than Jenny. b) Mount Everest is taller than Mount Fuji. c) A sports car is more expensive than a family car. d) Bill’s test results were worse than Mike’s. e) Yoga is easier is than aerobics. f) The weather is better today than yesterday. g) People are friendlier in small towns than in big cities. h) Dubai is drier than London.

c A sports car costs a lot of money. A family car costs less. (expensive) d Mike’s test results were bad. Bill’s results were very bad. (bad) e Yoga is not difficult. Aerobics is really hard. (easy) f The weather is great today – it’s sunny. Yesterday it rained. (good) g People are not friendly in big cities. They’re usually nice in small towns. (friendly) h Dubai gets a little rain. In London, it rains a lot. (dry)

Sounding natural 6a Track 12 In pairs, learners listen for how we say the underlined parts when we speak naturally (schwa).

Track 12 (page 149, Student book) 0:27 1) The countryside is cheaper than the city. 2) The city is dirtier than the countryside. 3) The countryside is safer than the city.

6b Track 12 Play CD and model the sentences. Drill

chorally, then individually.

Interact 7a

Learners write the names of two places they visited, studied, or worked. Go over an example to make sure learners understand what to do. Monitor and assist as necessary.

7b

Direct learners to activity 1a and ask them to choose six adjectives to describe places, then to write them on the six lines. Monitor and assist with vocabulary as necessary.

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lesson 7

7c

Learners use their lists of adjectives to ask their partner about the places they chose and make notes. After, they change roles and do it again. Monitor the learners’ use of vocabulary and language.

7d

Feedback as class. Learners tell the class about their partners. Highlight good use of language and elicit correction of errors and mistakes. Teaching tip – monitoring and error correction When learners do speaking activities, it’s a good idea to take some notes of how they use the language. This includes correct as well as incorrect use. After the activity, write on the board an incorrect and correct sentence you heard. Then elicit which one is correct, which one is incorrect as well as how to correct the mistake. Never pick out one learner who made a mistake. Always correct as a class.

Sounding natural 6a

Work with a partner. Listen to the words below.

Track 12

How do we say the underlined part? 1 The countryside is cheaper than the city. 2 The city is dirtier than the countryside. 3 The countryside is safer than the city.

b

Listen again and copy the pronunciation.

Track 12

The underlined sound is called the schwa.

Interact

7a

Write the names of two places you visited, studied, or worked in the past. example

Singapore, Paris.

b Choose six adjectives from activity 1 to describe places. Write them in the space below. your adjectives

your partner’s answers

1 2 3 4 5 6 c Use your list of adjectives to ask about the places your partner chose. example - Is Singapore smaller than Paris?

- Yes, it is.

- Is Paris cleaner than Singapore? - No, it isn’t. Singapore is cleaner than Paris. d Tell the class about your partner’s places. example Pat told me about Singapore and Paris...

lesson 7

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31

A nice hotel In this lesson - Choose a hotel to stay in Core activities - 1-6a, 8 Grammar - Superlatives Examples: She’s the fastest runner in the world. It’s the most popular song this summer. They’re the busiest people in the company.

8A nice hotel

UNIT 3

UNIT 3

8

A nice hotel

Introduction

1a

Work on your own. Read the list below. How important are the things on the list to you when you stay in a hotel? Write 1, 2 or 3 next to each one (1 = very important, 2 = quite important, 3 = not so important). clean rooms .......................

A

internet access ..................

beautiful

good food .......................... nice location ......................

Introduction

friendly staff ...................... a good price ......................

1a

Explain that this lesson is about hotels and ask a few questions to introduce the subject: Do learners enjoy staying in hotels? Why / Why not? Do they usually stay in hotels for business or on holiday? Etc. Go over the instructions and check understanding. Go through the list in activity 1a and explain any unfamiliar items, e.g. location (the place where something is), a good price (when the money you pay for something is good – not too high – for what you get). Learners work on their own and number the items on the list to say how important each is to them when staying in a hotel (1 = very important, 2 = quite important, 3 = not so important). Allow learners time to think and write. Monitor and assist as necessary.

1b

In pairs, learners compare their ratings of the items from activity 1a.

1c

Feedback. Learners tell the class about their partner.

2

Draw attention to the pictures on the page. Make sure learners understand that each set of pictures is of a different kind of hotel. Encourage speculation about what each hotel is like, but don’t go into too much detail yourself at this point – learners will find out more in the Reading activity. For your information All the hotels in this lesson are fictional, but based on real-life establishments. The set of pictures in box A depicts a luxurious beach hotel in Bali, the set in box B depicts a rural Bed and Breakfast in the Cotswolds – an area in the UK – and the set in box C depicts an ‘ice hotel’. Several ice hotels actually exist, notably in Canada, Scandinavia and Hokkaido, Japan. Go over the instructions and check understanding. In pairs, learners write the adjectives from the box in the appropriate spaces to describe each hotel. Monitor and assist as necessary.

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Interact / Level 2_Teacher’s Guide

first-class service ............... b Compare your ideas with a partner. c Tell the class about your partner. - Internet access is very

example

B

important to Mina, but it’s not so important to me.

2 Work with a partner. Look at the pictures of the hotels on the right. Write the adjectives from the box in the spaces to describe each hotel.

beautiful

interesting

big

peaceful

cheap cold delicious

32

pretty romantic

expensive

small

friendly

unusual

C

lesson 8

Feedback as a class. Accept any reasonable answers. Teach, drill and board any unfamiliar items. 2 suggested answers Hotel A beautiful, expensive, peaceful, romantic Hotel B cheap, delicious, friendly, pretty, small Hotel C big, cold, interesting, unusual

Reading 3a

Go over the instructions and check understanding. Stress to learners that they do not need to understand every word in order to complete the activity. Learners read the descriptions of the hotels and circle A, B or C next to each, to match them with the hotels in the pictures in activity 2. This is a skim reading activity, so set a short time limit of, say, one minute. Monitor and assist as necessary. Feedback in pairs and then as a class.

reading text 2 Some people say that the Cotswolds is the prettiest place in England. Now you can enjoy this lovely part of the UK in a traditional British hotel. The Avon Inn is the smallest hotel on our site – it has only one room – but it has the most delicious full English breakfast, cooked for you every day by the friendly owner, Carol Thatcher. one person, one night - £30

In this lesson: Choose a hotel to stay in Grammar: Superlatives

Reading

3a

Read the entries from a website for booking hotels. Circle A, B or C to match them with the hotels in the pictures in activity 2.

Travelmaster

Home

1

A

Go

Popular

B

C

Places

2

Hotels

A

B

C

Travel

3

A

reading text 3 This is not the cheapest hotel on our site, but it offers first-class service at a good price. The hotel has only ten rooms, each with a private beach. You can enjoy the beautiful sea and fantastic weather – the temperature here never falls below 20°C. The Halus Hotel in Bali – for the most romantic holiday of your life. one person, one night - £239

Contact us

B

C

This is the coldest hotel on our website! The temperature in the rooms is -5ºC, but people come from all over the world to stay here. The Ice Palace in Canada is perhaps the most unusual hotel on our site – all 45 rooms are made of ice and snow. The biggest room is the Snow White Chapel – very popular for weddings.

Some people say that the Cotswolds is the prettiest place in England. Now you can enjoy this lovely part of the UK in a traditional British hotel. The Avon Inn is the smallest hotel on our site – it has only one room – but it has the most delicious full English breakfast, cooked for you every day by the friendly owner, Carol Thatcher.

This is not the cheapest hotel on our site, but it offers first-class service at a good price. The hotel has only ten rooms, each with a private beach. You can enjoy the beautiful sea and fantastic weather – the temperature here never falls below 20ºC. The Halus Hotel in Bali – for the most romantic holiday of your life.

one person, one night - £99

one person, one night - £30

one person, one night - £239

3b

Go over the instructions and check understanding. In pairs, learners read the website entries again and circle T (true) or F (false) next to each statement. Monitor and assist as necessary. Feedback as a class.

b Work with a partner. Read the website entries again and circle T (true) or F (false) next to each statement below. 1 The Ice Palace is cheaper than the Halus Hotel. ......................................... T / F 2 The Avon Inn is more expensive than the Ice Palace. .................................. T / F 3 The Halus Hotel is colder than the Ice Palace. ............................................ T / F 4 The website has a smaller hotel than the Avon Inn. .................................... T / F 5 The Ice Palace has a bigger room than the Snow White Chapel. ................ T / F 6 The website has cheaper hotels than the Halus Hotel. ................................ T / F 7 The website has more unusual hotels than the Ice Palace. .......................... T / F

4 Would you like to stay in one of the hotels in activity 3? Which one? Why? lesson 8

33

3a answers Entry 1 - C Entry 2 - B Entry 3 - A Teaching tip – skim reading Skimming a text, also known as ‘reading for gist’, is where we cast our eyes over a text to get the main ideas – what kind of text it is (advertisement, article, etc.) and what it is about. It’s the kind of reading we do when we flick through a magazine to decide what to read. Setting a time limit for learners to decide what a text is about and then match it to pictures or headlines, is one way to train them in this skill.

3b answers 1) The Ice Palace is cheaper than the Halus Hotel. T 2) The Avon Inn is more expensive than the Ice Palace. F 3) The Halus Hotel is colder than the Ice Palace. F 4) The website has a smaller hotel than the Avon Inn. F (- ‘The Avon Inn is the smallest hotel on our site’.) 5) The Ice Palace has a bigger room than the Snow White Chapel. F (- ‘The biggest room is the Snow White Chapel’.) 6) The website has cheaper hotels than the Halus Hotel. T (- ‘This is not the cheapest hotel on our site’.) 7) The website has more unusual hotels than the Ice Palace. F (- ‘The Ice Palace… is perhaps the most unusual hotel on our site’.)

4

Take brief responses to the questions as a way of rounding off this section of the lesson.

reading text 1 This is the coldest hotel on our website! The temperature in the rooms is -5°C, but people come from all over the world to stay here. The Ice Palace in Canada is perhaps the most unusual hotel on our site – all 45 rooms are made of ice and snow. The biggest room is the Snow White Chapel – very popular for weddings. one person, one night - £99 Interact / Level 2_Teacher’s Guide

33

Language focus

Language focus

We use the superlative forms of adjectives to compare three or more things.

Go over explanations and examples with learners.

Practice

6a

The Avon Inn is the smallest hotel on our site.

1 - Yesterday was very cold. - Yes, it was the coldest day of the year.

The Ice Palace is the most unusual hotel in the world.

5

2 - That’s a really tall building. building

- Yes, it’s

In pairs, learners look at the hotel descriptions in activity 3 and find one example of each kind of regular superlative adjective. Monitor and assist as necessary.

We form superlatives in this way:

in town.

Adjectives with one syllable: add -est

3 - He’s really handsome. - Well, he’s

cheapest cheap cold coldest

Feedback as a class.

man in

my office. 4 - She was interesting. - Yes, she was

Adjectives with two syllables, ending in -y: change the -y to -iest

5 answers + -est: coldest, biggest (entry 1); smallest (entry 2); cheapest (entry 3) iest: prettiest (entry 2) y most: most unusual (entry 1); most delicious (entry 2); most romantic (entry 3)

woman at the party.

prettiest pretty friendliest friendly

5 - That’s a pretty dress. - Thank you. I bought it because it was dress in the shop.

Other adjectives: use most expensive romantic

good bad

Practice

6 - This food is good! dish on

- Yes, it’s

most expensive most romantic

Two common irregular adjectives

6a

Work with a partner. Use the prompts to complete the dialogues with the superlative form of the adjectives.

the menu. b

Track 13

Listen and check your answers.

best worst

5 Work with a partner. Look at the hotel descriptions in activity 3 and find one example of each kind of regular superlative adjective.

Go over the instructions and example to check understanding. In pairs, learners use the prompts to complete the dialogues with the superlative form of the adjectives. Monitor and assist as necessary. Feedback as a class. 6a answers See CD script for Track 13 - answers in bold. 34

6b

lesson 8

Track 13 Learners listen and check their answers.

Track 13 (page 149, Student book) 1:08 1) - Yesterday was very cold. - Yes, it was the coldest day of the year. 2) - That’s a really tall building. - Yes, it’s the tallest building in town. 3) - He’s really handsome. - Well, he’s the most handsome man in my office. 4) - She was interesting. - Yes, she was the most interesting woman at the party. 5) - That’s a pretty dress. - Thank you. I bought it because it was the prettiest dress in the shop. 6) - This food is good! - Yes, it’s the best dish on the menu. Extension You may like to have learners practise the dialogues in pairs.

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Interact / Level 2_Teacher’s Guide

Sounding natural 7a Track 14 Learners listen and tick the sentences where the underlined t is pronounced.

7a answers The t is pronounced in sentence 2. It tends not to be pronounced in sentences 1 and 3 because it falls between two consonants. This is an example of elision. Track 14 (page 149, Student book) 0:27 1) It’s the most popular song this summer. 2) She was the most interesting woman at the party. 3) He’s the most famous writer in my country.

7b Track 14 Learners listen again and copy the pronunciation.

8c

Sounding natural

7a

Track 14

Listen. Tick (

Feedback. Learners tell the class about the hotels they discussed, and the one they decided was the best to stay at in the future.

) the sentences where the underlined letter is pronounced.

1 It’s the most popular song this summer. 2 She was the most interesting woman at the party.

Highlight good use of vocabulary and language. Elicit correction of errors/mistakes.

3 He’s the most famous writer in my country. b

Track 14

Listen again and copy the pronunciation.

Interact

8a

Work on your own. Think of a hotel you have stayed at. Fill in the form for that hotel.

Hotel survey Name of hotel: Where: Please circle the stars below to rate the hotel. excellent

bad

rooms internet access food location staff / service price

Would you stay here again?

Why or why not?

Any other comments:

b Work in groups. Discuss the hotels you made notes on in activity 8a. Decide on the best one to stay at in the future. c Tell the class what you decided.

lesson 8

35

Interact 8a

Go over the instructions and check understanding. Go over the hotel ‘feedback form’ and check learners understand how it works. Make sure learners understand they are rating the items listed on the form according to how well the hotel they stayed in performed in these areas, and not according to how important they personally think they are (as they did in activity 1). Learners work on their own to complete the form. Allow learners time to think and complete the form. Monitor and assist as necessary.

8b

Learners work in groups (of three, if possible) to discuss the hotels they made notes on in activity 8a and decide on the best one to stay in. Monitor. Note good use of vocabulary and language and/or errors and mistakes.

Interact / Level 2_Teacher’s Guide

35

Ask nicely In this lesson - Ask for permission Core activities - 1-4, 6 Function - Asking for permission

9Ask nicely

UNIT 3

UNIT 3

9

Ask nicely

Introduction

1a

Work with a partner. Look at the pictures and read the situations. What would you say in each situation?

A

Introduction

B

1a

Go over the instructions to check understanding. Elicit what is happening in the pictures and read through the captions as a class. In pairs, learners discuss what they would say in each situation. Monitor and assist as necessary. You want to call a taxi but you don’t have a mobile phone. Your friend has a mobile phone.

1b

Feedback as a class. Avoid going into detailed explanations at this stage, but use this as an opportunity to see if any learners use any of the target language.

C

You want to borrow your brother’s car so you can meet your girlfriend at the airport.

D

Listening 2

Go over the instructions and check understanding. Elicit what keywords learners might hear for each situation (e.g. for situation B – borrow, car, girlfriend, airport).

You are visiting your friend’s house. It is very late at night. All the trains are finished. You want to sleep on your friend’s sofa.

Track 15 Play the CD and show how conversation 1 matches with situation C in the pictures. Track 16 Track 17 Track 18 Learners listen to the remaining three conversations and write letters to match the situations in activity 1 with each. Feedback in pairs and then as a group between each track.

2 answers conversation

situation

1 2 3 4

C D B A

Teaching tip – listening for keywords This is where learners have an idea of the words, or kinds of words, they are listening for. We listen like this, in everyday life, when we listen for information in airports, or stations. This is the listening skills equivalent of scanning a text. Asking learners to listen for keywords develops this skill, and also helps them gain confidence for more detailed listening tasks.

36

Interact / Level 2_Teacher’s Guide

Your sister is watching a film on television. You want to watch a football game at the same time.

b Share your ideas with the class.

36

lesson 9

3a

Go over the instructions and example to check understanding. In pairs, learners read the sentences in the box and write them in the correct places in the table. You may like to draw attention, once again, to the keywords in one or two of the sentences and show how these can help learners complete the activity. Feedback as a class. You may like to draw the table on the whiteboard and have learners come up and fill it in for feedback. Don’t give definite confirmation of answers at this stage – learners will listen to check for themselves in the next activity.

3a answers conversation 1 Could I sleep on your sofa tonight? Sure. No problem. conversation 2 Is it OK if I watch the football? ? No, sorry. I want to watch the end of the film.

Track 16 (page 149, Student book) 0:35 Conversation 2 Man - What are you watching? Woman - Um? Oh, it’s a movie. A love story. It’s really romantic. Man - Is it OK if I watch the football? It’s a really important game… Woman - No, sorry. I want to watch the end of the film. I want to see if the boy and girl get married.

In this lesson: Ask for permission Function: Asking for permission

2

Listening Track 15

Track 16

Track 17

Track 18

Listen to four conversations. Write letters to match the situations in activity 1 with the conversations.

conversation

situation

1

C

2 3

Track 17 (page 149, Student book) 0:27 Conversation 3 Ben - Dave, my girlfriend’s coming back from America tomorrow. I want to meet her at the airport. Can I borrow your car? Dave - I’m sorry, but I need the car tomorrow. I’m driving to Oxford on business.

4

3a

Work with a partner. Read the sentences in the box from the conversations in activity 2. Write the sentences in the correct places in the table below. Can I borrow your car? Could I sleep on your sofa tonight? I’m sorry, but I need the car tomorrow. No, sorry. I want to watch the end of the film. Is it OK if I watch the football? May I use your phone? Sure. No problem.

Track 18 (page 149, Student book) 0:22 Conversation 4 Woman - I’ll call a taxi. Oh, wait! I don’t have my mobile phone with me. May I use your phone? Man - Yes, of course. Here you are. Woman - Thanks very much.

Yes, of course. Here you are.

conversation

asking for permission

response

1

Could I sleep on your sofa tonight?

Sure. No problem.

2 3 4 b

Track 15

Track 16

Track 17

Track 18

Listen and check your answers.

3c

c Look at the table again. Circle the conversation numbers where people give permission.

lesson 9

37

conversation 3 Can I borrow your car? I’m sorry, but I need the car tomorrow. conversation 4 May I use your phone? Yes, of course. Here you are.

In pairs, learners look at the table again and circle the conversation numbers where people give permission. Feedback as a class.

3a answers Permission is given in conversations 1 and 4.

3b Track 15

Track 16

Track 17

Track 18

Learners listen again to check their answers for activity 3a. Track 15 (page 149, Student book) 0:23 Conversation 1 Man - What time is it? Woman - It’s 12.45. Man - Oh, no! It’s too late to catch a train! Could I sleep on your sofa tonight? Woman - Sure. No problem.

Interact / Level 2_Teacher’s Guide

37

Language focus

Language focus

We can use the following expressions to ask for permission: Can I Could I May I Is it OK if I

Go over the explanations and examples with learners.

+ base form of the verb

Can I borrow your car? Could I sleep on your sofa tonight? May I use your phone? Is it OK if I watch the football?

Practice 4a

We can use the following expressions when we give permission:

Go over the instructions and example to check understanding. In pairs, learners write the words in the correct order to ask for permission. Feedback as a class. 4a answers 1) Can I open the window? 2) Could I borrow your eraser? 3) Is it OK if I smoke? 4) May I use the toilet? 5) Can I sit here?

Sure. No problem. Yes, of course. We can use the following expressions when we refuse permission. We often give a reason. No, sorry. (I want to watch the end of the film.) * I’m sorry, but… (I need the car tomorrow.) * This expression needs a reason.

Practice

4a

Work with a partner. Write the words in the correct order to ask for permission.

b Write numbers to match the requests from activity 4a with the responses below. No, sorry. My friend’s using that chair.

1 I / window / the / can / open

Can I open the window? 2 I / eraser / could / your / borrow

4b

1

Sure. No problem. It’s hot in here. Yes, of course. It’s upstairs. I’m sorry, but this is a no-smoking area.

In pairs, learners write numbers to match the requests from activity 4a with the responses. Feedback as a class.

3 OK / is / smoke / if / it / I

Sure. Here you are.

4 I / toilet / the / use / may

4b answers 5 No, sorry. My friend’s using that chair. 1 Sure. No problem. It’s hot in here. 4 Yes, of course. It’s upstairs. 3 I’m sorry, but this is a no-smoking area. 2 Sure. Here you are.

5 here / sit / I / can

38

lesson 9

Sounding natural 5a

Go over the instructions and model the IPA sounds. Track 19 Learners listen and circle the sounds they

hear in the underlined parts of the sentences. 5a answers In all sentences the sound is /keɪjɪfaɪ/ Track 19 (page 150, Student book) 0:25 1) Is it OK if I sit here? 2) Is it OK if I open the window? 3) Is it OK if I use the toilet?

5b Track 19 Learners listen again and copy the pronunciation.

Extension You may like to do a substitution drill at this point.

38

Interact / Level 2_Teacher’s Guide

Teaching tip – substitution drill Teacher says a phrase or part phrase. Learners respond by fitting the phrase into a longer item using the appropriate structure. Teacher: “borrow your car” Learner: “Is it OK if I borrow your car?” Teacher: “sit here” Learner: “Is it OK if I sit here?” Etc.

Interact Explain that learners are going to roleplay two situations. Divide the class into A / B groups. Direct groups A and B to look at the instructions further down the page.

6a

Have learners read the information for roleplay 1 and think about what to say. Allow learners time to think about what they are going to say. Monitor and assist as necessary.

Sounding natural

5a

b

Listen. Circle the sounds you hear in the underlined part of each sentence below.

Track 19

1 Is it OK if I sit here? ..........................................

/keɪjɪfaɪ/

/keɪ ɪfaɪ/

2 Is it OK if I open the window? ...........................

/keɪjɪfaɪ/

/keɪ ɪfaɪ/

3 Is it OK if I use the toilet? ..................................

/keɪjɪfaɪ/

/keɪ ɪfaɪ/

Listen again and copy the pronunciation.

Track 19

Interact

6a

You are going to do four roleplays asking for permission. Work in two groups, A and B. Group A: read

1 .

Group B: read

2 .

Roleplay 1

1

2

• Your partner and you are on a business trip together.

• Your partner and you are on a business trip together.

• You are sitting on the train with your partner, reading a magazine.

• You are sitting on the train.

• Listen to what your partner says and refuse permission. (You are reading a story in the magazine.)

• Ask politely.

• You want to read your partner’s magazine.

b Work with a partner from the other group and do the roleplay. example

- Excuse me, Bill. - Yes, Josh? - Is it OK if…

c Do the same with the other three roleplays. Roleplay 2

1

2

• You have a house with a big garden. Your partner is your neighbour.

• Your partner is your neighbour.

• Your partner comes and knocks on your door.

• You want to look in your partner’s garden for your cat.

• Answer your door. Listen to what your partner says and refuse permission. (You are leaving for work right now.).

• You have a cat but you can’t find it.

• Go to your partner’s door and ask politely.

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6b

You may like to model this activity first with a more confident learner. In A / B pairs, learners do roleplay 1. Monitor. Make a note of good use of language and any errors or mistakes. Feedback briefly as a class. Who asked for permission? What for? Did they get permission? Highlight good use of language and elicit corrections for any errors or mistakes.

6c

Follow the same procedure with the remaining roleplay.

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Telling tales In this lesson - Tell a traditional story Core activities - 1-5, 7 Grammar - as, when and while with past simple and past continuous Examples: They fell in love as they danced around the room. I asked her about it when I saw her. I read a book while I sat on the train. She met her husband while they were both working in London.

10Telling tales

UNIT 4

UNIT 4

10

Telling tales

Introduction

1a

Draw lines to match each character with a fairy tale.

Aladdin Cinderella Momotaro Pinocchio Red Riding Hood

Introduction

Snow White

1a

Go over the instructions and example to check understanding. In pairs, learners draw lines to match the characters with the traditional stories. Monitor and assist as necessary. Feedback as a class. 1a answers Clockwise from the example: Aladdin, Momotaro (traditional Japanese folk tale), Snow White, Red Riding Hood, Cinderella, Pinocchio

1b

Take brief responses to this question from the class as a whole.

2a

Go over the instructions and example to check understanding. In pairs, learners write the words in the correct order to make traditional fairy tale phrases. Feedback as a class. 2a answers 1) a long time ago 2) they lived happily ever after 3) once upon a time

2b

40

b Which stories from activity 1a are well known in your country? Are the names the same?

2a

Write the words in the correct order to make traditional fairy tale phrases. 1 ago time a long

a long time ago

2 lived after happily they ever 3 time upon once a b Which phrases from activity 2a come at the beginning of fairy tales? Which phrase usually comes at the end?

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lesson 10

Listening 3a

Direct attention to the pictures and elicit which story they are from (Red Riding Hood). If learners have difficulty with this, you may like to say that it is one of the stories from activity 1a. Use the pictures to elicit / teach key vocabulary needed for the activity: basket, forest, wolf, hunter, gun, scissors. Go over the instructions and example to check understanding. In pairs, learners write letters to match the captions with the pictures from the story. Monitor and assist as necessary.

Deal with these questions briefly as a class.

Feedback as a class.

2b answers Phrases 1 and 3 are used at the beginning of fairy tales. Phrase 2 often comes at the end.

3a answers Clockwise, from example: D, B, G, E, C, A, F, H

Interact / Level 2_Teacher’s Guide

Track 20 (page 150, Student book) 2:52 Once upon a time, there was a little girl called Red Riding Hood. She lived with her mother in the forest. One day, her mother baked some cakes. When she finished the cakes, she put them in a basket and gave them to Red Riding Hood. She asked Red Riding Hood to take them to her grandmother, who lived all alone in the forest. While Red Riding Hood was walking through the forest, she met a wolf. “Hello, my dear,” said the wolf, “Where are you going?” “Good morning, Mr Wolf,” said Red Riding Hood (because she was a polite little girl), “I’m going to see my grandmother. She lives all alone in the forest.” “Oh, really?” said the wolf, “Well you run along and be a good little girl. Goodbye.”

In this lesson: Tell a traditional story Grammar: as, when and while with past simple and past continuous

Listening

3a

Write letters to match the captions with the pictures. A

b Number the pictures for the story of Red Riding Hood in the correct order.

The wolf was sleeping on the bed when he came into the bedroom. He shot the wolf with his gun.

B

The wolf put on the grandmother’s clothes and got into bed. He thought

Caption:

about Red Riding Hood as he was lying

D

Caption:

in the bed. C

While Red Riding Hood was walking through the forest, she met a wolf.

D

When the wolf got to the house, he ate Caption:

the grandmother! E

Caption:

1

When Red Riding Hood arrived at her grandmother’s house, the wolf was waiting in the bed. She didn’t recognise the wolf.

F

When she nished the cakes, she put

Caption:

Caption:

Caption:

Caption:

them in a basket and gave them to Red Riding Hood. G

When the wolf was dead, the hunter cut him open with a pair of scissors. Red Riding Hood got out of the wolf.

H

As the hunter passed the window, he heard some strange noises.

c

Track 20 Listen to check your answers to activity 3b.

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41

3b

Go over the instructions and example to check understanding. In pairs, learners number the pictures for the story of Red Riding Hood to put them in the correct order. Monitor and assist as necessary. Feedback as a class, but don’t give any definite answers at this stage. Learners will listen to check in the next activity.

3c Track 20 Learners listen to check their answers to

activity 3b. Feedback in pairs and then as a class. 3b+c answers Clockwise, from top left: 3, 4, 8, 5, 2, 7, 1, 6

“Goodbye,” said Little Red Riding Hood, and walked away. As soon as Red Riding Hood walked away, the wolf ran to the grandmother’s house. When the wolf got to the house, he ate the grandmother! The wolf put on the grandmother’s clothes and got into bed. As he was lying in the bed, he thought about Red Riding Hood. When Red Riding Hood arrived at her grandmother’s house, the wolf was waiting in the bed. She didn’t recognise the wolf in her grandmother’s clothes, so she said, “Good evening, Grandmother. I’ve brought you something to eat.” “Oh, good,” said the wolf, “I’m hungry. Come closer to my bed, my dear”. “But Grandmother,” said Little Red Riding Hood, “what big eyes you’ve got!” “All the better to see you with!” said the wolf. “And what a big nose you’ve got!” said Red Riding Hood. “All the better to smell you with!” said the wolf. “And what a big mouth you’ve got!” “All the better to eat you with!” said the wolf. He grabbed Little Red Riding Hood and ate her. Then he fell asleep. A hunter with a gun was walking in the woods. As the hunter passed the window, he heard some strange noises. He went into the house to see what they were. The wolf was sleeping on the bed when he came into the bedroom. He shot the wolf with his gun. When the wolf was dead, the hunter cut him open with a pair of scissors. Red Riding Hood got out of the wolf and said, “Thank you very much!” because she was a polite little girl. Grandmother came out next. They were both fine. Everyone was delighted that the wolf was dead, and they all lived happily ever after.

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Language focus

Language focus

as, when and while are conjunctions. We can use them to talk about a background event that was in progress at the same time that a main event happened. We often use the past continuous for the background event.

Go over the examples and explanations with learners.

main event

4

The hunter heard some strange noises

In pairs, learners look again at the captions in activity 3 and find examples of each use of as, when and while. Monitor and assist as necessary.

Practice 5

Go over the instructions and example to check understanding. Highlight the fact that more than one option may be possible. In pairs, learners underline the conjunctions that are possible in each sentence. Monitor and assist as necessary. Feedback as a class.

42

he was passing the window.

We can also use as, when and while to connect two past simple statements. as emphasises that the two events happened at the same time. when can mean that the main event happened at the same time as, or just after, the background event. while is used only if the background event took some time to complete.

Feedback as a class. 4 answers (learners only need to find one example of each) As He thought about Red Riding Hood as he was lying in the bed. As the hunter passed the window, he heard some strange noises. When When Red Riding Hood arrived at her grandmother’s house, the wolf was waiting in the bed. The wolf was sleeping on the bed when he came into the bedroom. When she finished the cakes, she put them in a basket. When the wolf was dead, the hunter cut him open with a pair of scissors. When the wolf got to the house, he ate the grandmother! While While Red Riding Hood was walking through the forest, she met a wolf.

background event as when while

main event

background event

Red Riding Hood talked to the wolf

as

she walked in the forest.

The hunter killed the wolf

when

he saw it.

He thought of Red Riding Hood

while

he waited.

If the conjunction comes first, we use a comma between the two parts of the sentence. background event As When While

main event

the hunter was passing the window, he heard some strange noises.

4 Work with a partner. Look again at the captions in activity 3a and find examples of as, when and while.

Practice

5 Work with a partner. Underline the conjunctions that are possible in each sentence below. Sometimes more than one is possible. a As / When / While she was walking in the forest, Snow White met some little men. b Cinderella was leaving the party as / when / while she lost her shoe. c A forest grew up around the castle as / when / while Sleeping Beauty was sleeping. d Snow White looked after the little men as / when / while she lived with them. e As / When / While Pinocchio told the lie, his nose started to grow. f As / When / While Snow White bit the apple, she fell asleep. g Aladdin found the lamp as / when / while he was in the cave. h The frog turned into a prince as / when / while she gave him a kiss.

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lesson 10

Sounding Natural. 6a Track 21 Learners listen and underline the words

they hear. If asked, you may like to explain that a boule (rhymes with pool) is a kind of bowling ball used in a French game.

5a-h answers a) As / When / While she was walking in the forest, Snow White met some little men. b) Cinderella was leaving the party when she lost her shoe. c) A forest grew up around the castle as / when / while Sleeping Beauty was sleeping. d) Snow White looked after the little men when* / while she lived with them. e) As / When / While Pinocchio told the lie, his nose started to grow. f) As / When Snow White bit the apple, she fell asleep. g Aladdin found the lamp when / while he was in the cave. h) The frog turned into a prince as / when she gave him a kiss.

Feedback in pairs and then as a class.

*when might also be possible in sentence d (in the context of reporting a fact, but not in the context of telling the story).

As a class, learners take turns saying words from activity 6a. Other learners say which column the word is from.

Interact / Level 2_Teacher’s Guide

6a answers See CD script for Track 21. Track 21 (page 150, Student book) 0:39 1) pull 2) pool 3) fool 4) full 5) boule 6) bull

6b

Monitor. Note good use of vocabulary and language and/or errors and mistakes.

Sounding natural

6a

Track 21

Listen and underline the words you hear. column A /ʊ/

column B /uː/

1

pull

pool

2

pull

pool

3

full

fool

4

full

fool

5

bull

boule

6

bull

boule

Highlight good use of language and elicit corrections of any problems you noted.

b Say words from activity 6a. Can people tell you which column the word is from? c

Track 22

Listen and repeat the tongue twisters.

1 The wolf pulled full wool boules. 2 A fool bull fills full pools.

Interact

7a

Work with a partner. Think of a fairy tale that you both know. Write the beginning of the story. Try to use as, when and while.

Once upon a time there was a beautiful young girl. She had three ugly sisters. One day, as she was cleaning the house, she heard some news…

b Read what you wrote to the class, but don’t say the name of the story. Can people guess which fairy tale it is?

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43

6c Track 22 Learners listen and repeat the tongue twisters. Keep this light-hearted.

Track 22 (page 150, Student book) 0:21 1) The wolf pulled full wool boules. 2) A fool bull fills full pools.

Interact 7a

Go over the instructions and example to check understanding. Highlight that learners should try to use as, when and while. Set a time limit of 5-6 minutes. In pairs, learners think of a fairy tale that they both know and write the beginning of the story. Monitor and assist as necessary.

7b

Go over the instructions and check understanding. Highlight that learners should not mention the name of their story when they speak. Learners read what they wrote to the class. Other learners say what their story is.

Interact / Level 2_Teacher’s Guide

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It was three years ago... In this lesson - Talk about the first and last times you did things Core activities - 2-3, 5-6 Grammar - Past time expressions: ago, last, when, the first time, the last time Examples: The first time I slept in a tent was when I was eight. The first time I went to Italy was last year. The last time I saw her was three days ago.

11It was three years ago...

UNIT 4

UNIT 4

11

It was three years ago...

Introduction

1a

Introduction 1a

Go over the instructions and an example with learners to check understanding. In pairs, learners match the verbs on the left with the words on the right. Monitor and assist as necessary. Feedback as a class. Teach and board any unfamiliar items.

Match the verbs with the words on the right to make phrases.

drove

1

drive

2

give

3

go

4

ride

5

sail

a bicycle

6

sleep

red wine

7

drink

Indian food

8

eat

on holiday on a boat

1

a car someone a kiss

in a tent

b Complete the table in activity 1a with the past simple form of the verbs.

1a answers See 1b answers.

1b

In pairs, learners write the past simple form of the verbs above in the column in the middle. Feedback as a class. 1b answers drive drove give gave go went ride rode sail sailed sleep slept drink drank eat ate

a car someone a kiss on holiday a bicycle on a boat in a tent red wine Indian food

Listening 2a

Direct attention to the holiday pictures on the page. Explain that they are all of the same woman, Sue. Explain that learners will listen to Sue talk about the pictures with her friend, Colin. Go over instructions and check understanding. Track 23 Play CD. Learners listen and letter the

pictures in the order they are talked about. Feedback in pairs and then as a class.

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lesson 11

2a answers Clockwise from top left: a, c, b

Track 23 (page 150, Student book) 1:07 a) Colin - Is this you? Sue - Oh yes, it’s me! It was a long time ago! I drove that car around Europe when I was 18. That was the first time I visited Italy. b) Sue - This is John and me in Egypt last year. We saw the pyramids and went down the River Nile on a boat. It was the first time I rode a camel. Colin - It looks dangerous! Sue - No! It was fun! c) Colin - This is a good one. Sue - Yes. This is my brother, Mark, and me. That was 30 years ago. Our parents took us on a camping holiday. It was the first time I slept in a tent. Colin - How old were you? Sue - I was six and Mark was seven.

In this lesson: Talk about the first and last times you did things Grammar: Past time expressions: ago, last, when, the first time, the last time

Listening

2a

Track 23 Listen to Colin and Sue talk about Sue’s holiday photos. Letter the photos in the order they talk about them.

rode a camel visited Italy slept in a tent

b

Track 23 Listen again. Complete the sentences about Sue with the words from the box, above.

1 The first time she

was 30 years ago.

2 The first time she

was last year.

3 The first time she

was when she was 18.

c Do you think she enjoyed her holidays?

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45

2b Track 23 Learners listen again and complete the sentences with the words from the box. Feedback in pairs and then as a class.

2b answer 1) The first time she slept in a tent was 30 years ago. 2) The first time she rode a camel was last year. 3) The first time she visited Italy was when she was 18.

2c

As a rounding off activity, ask learners if they think Sue enjoyed her holidays? Why?

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Language focus

Language focus Go over the explanations and examples with learners. Draw attention to the example of this language in activity 2b.

ago means ‘before now’. We use it with a period of time.

We use the first Interact about when we did something new.

eight years ago = eight years before now one week ago = one week before now

The first time I slept in a tent was when I was eight. The first time I went to Italy was last year.

last means ‘the most recent’. We use it with a point in time.

We use the last Interact about the most recent time we did something.

last week last year

Practice

We can use when with a clause to talk about the time something happened.

3a

Draw attention to the story and the picture of the boy with the broken arm. Elicit some ideas about what the story may be about. In pairs, learners read the story and put the verbs in brackets into the past simple. Make sure that learners understand that they should ignore the white gaps and the words in the box at this stage. Monitor and assist as necessary. Feedback as a group. Were learners’ predictions about the story correct?

The last time I saw her was three days ago The last time I ate curry was last night.

when I was at high school when we were six

Question

Answer

When was the first / last time you slept in a tent?

(It was) last summer. (It was) a year ago. (It was) when I was twenty. I’ve never slept in a tent.

Practice

3a

Read the story and put the verbs in brackets into the past simple.

The rst time I went to hospital was I and

(break) my arm. It really

My mother

3a answers See CD script for Track 24.

.

(fall off) my bicycle when

he

(hurt).

(take) me to the doctor and (put) my arm in a sling. I couldn’t get dressed or

do homework for three months. It

(be) great! I broke my

arm again last

(fall off) my bicycle!

.I

3b

Direct attention to the words in the box. In pairs, learners put the words from the box into the white spaces to complete the story.

b Write the words from the box in the remaining spaces to complete the story. twenty years ago

3b answers See CD script for Track 24.

c

46

Track 24

I was ten

week

Listen and check your answers.

lesson 11

3c Track 24 Feedback. Learners listen to check their

answers.

Track 24 (page 150, Student book) 0:36 The first time I went to hospital was twenty years ago. I fell off my bicycle when I was ten and broke my arm. It really hurt. My mother took me to the doctor and he put my arm in a sling. I couldn’t get dressed or do homework for three months. It was great! I broke my arm again last week. I fell of my bicycle!

Sounding natural 4a

Draw attention to the underlined words the underlined words in the sentences. Track 25 Learners listen for how we pronounce ‘was’ in connected speech.

4a answers We generally use the weak form: /wәz/ Track 25 (page 150, Student book) 0:24 1) It was last summer. 2) It was a year ago. 3) It was when I was twenty.

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Interact / Level 2_Teacher’s Guide

4b Track 25 Play CD again, pausing between each sentence for learners to repeat. Remodel and drill as necessary.

Interact 5a

Read through the questions and check understanding. You may like to make notes of your own answers to the questions as a model, and to illustrate how to make notes in English. Allow learners time to think and make a note of their own answers. Monitor and assist as necessary.

5b

Learners write four more questions about first and last times and add them to the list of questions in activity 5a. You may like to first elicit some possible questions from the class as a whole. Allow learners time to think and write. Monitor and assist as necessary.

Sounding natural

4a

Listen to the sentences. How do we pronounce the underlined words?

Track 25

1 It was last summer. 2 It was a year ago. 3 It was when I was twenty. b

Listen again and copy the pronunciation.

Track 25

Interact

5a

Read the questions below. Make a note of your answers.

1. When was the first time you went on a date? 2. When was the last time you played sports? 3. When was the last time you ate an ice cream? 4. When was the first time you drank beer? 5. 6. 7. 8.

b Write four more questions about first times and last times. Add them to the list of questions in activity 5a.

6a

Work with a partner. Ask and answer the questions in activity 5. Ask more questions for extra information. Make a note of your partner’s answers. example - When was the last time you ate ice cream?

- It was last summer, when I was on holiday. - What flavour was it?

b Tell the class about your partner. example The last time Eri ate ice cream was…

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47

6a

In pairs, learners ask and answer the questions on their lists. Highlight the example and encourage learners to ask for and give additional information when speaking. Monitor, but stay in the background as much as possible in this activity.

6b

Feedback. Learners tell the class about their partner. Highlight good use of vocabulary and language. Elicit correction of errors/mistakes.

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A good read In this lesson - Discuss books and magazines Core activities - 2-6, 8, 9 Skills - Extended speaking and vocabulary

12A good read

UNIT 4

UNIT 4

12

A good read

Introduction

1a

Work with a partner. Discuss the following questions. 1 Do you like reading? Why? 2 What was the last thing you read?

Warmer Ask learners to think about a place you all know well (e.g. the reception area of the school). In turns, learners describe what is in the place using “There’s a…” / “There are some…” sentences. For example: Learner 1: There’s a receptionist. Learner 2: There are some coats. Etc.

b Tell the class about your partner. example

2 Match the contents on the left with the kinds of magazine on the right.

Introduction 1a

Go over the questions in activity 1a and check learners understand the questions. Give your own answers to the questions as a model – give fairly full answers, with additional detail, to encourage learners to do the same. For example, ‘I read a newspaper on the train this morning.’ In pairs, learners discuss the questions.

Mari loves reading. The last thing she read was...

3a

a advice about make-up and hairstyles

Computing

b a story about an actor’s wedding

Cooking and food

c pictures of stars and planets

Current affairs and news

d an album review

Entertainment and TV

e pictures of furniture

Fashion and beauty

f an interview with a footballer

Home and garden

g a recipe

Music

h news about software

Science and technology

i an interview with the Prime Minister

Sports

Work with a partner. Make a list of five popular magazines in your country. What kinds of magazines are they?

1b

Feedback. Learners tell the class about their partner.

b Share your lists with the class. Are there any kinds of magazines that are not in activity 2?

2

Go over instructions and example with learners and check understanding. In pairs, learners match the contents on the left with the kinds of magazine on the right. Feedback as a class. 2 answers (h) Computing (g) Cooking and food (i) Current affairs and news (b) Entertainment and TV (a) Fashion and beauty (e) Home and garden (d) Music (c) Science and technology (f) Sports

3a Model the activity by giving the names of five magazines from your own country, and the kind of magazines they are. In pairs, learners make lists of five popular magazines in their country.

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lesson 12

3b

Feedback as a class. Write learners’ suggestions on the whiteboard. Elicit what kinds of magazines they are and provide any additional vocabulary as needed (for example: ‘Lifestyle magazine’, etc.) Ask if there are any kinds of magazines that are not in activity 2.

Interact 1 4a Read through the questions and check understanding. You may like to make notes of your own answers to the question as a model, and to illustrate how to make notes in English. Allow learners time to think and note their answers. Monitor and assist as necessary.

4b Learners write three more questions about magazines and add them to the list of questions in activity 4a. You may like to first elicit some possible questions from the class as a whole. Allow learners time to think and write. Monitor and assist as necessary.

In this lesson: Discuss books and magazines Skills: Extended speaking and vocabulary

Interact 1

4a

Read the questions about magazines below. Make a note of your answers.

1. What kind of magazines do you like? Why?

2. Do you sometimes read magazines online?

3. Do you keep old magazines, or do you throw them away after you read them?

4. Do you buy magazines, or do you read magazines that other people buy?

5.

6.

7.

b Write three more questions about magazines. Add them to the list of questions above.

5a

Work with a partner. Ask and answer the questions in activity 4. Make a note of your partner’s answers.

b Tell the class about your partner.

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49

5a

In pairs, learners ask and answer the questions on their lists. Monitor, but stay in the background as much as possible during this activity.

5b

Feedback. Learners tell the class about their partner. Highlight good use of vocabulary and language. Elicit correction of errors/mistakes.

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49

Vocabulary 6a-g

In pairs, learners complete the sentences with the words from the box. Go over an example to make sure learners understand what to do. Monitor and assist as necessary.

Vocabulary

6 Complete the sentences below with words from the box. cookery book

guidebook

comic

dictionary

novel

a I look in a

Feedback as a class. Teach, drill and board any unfamiliar items. 6a-g answers a) I look in a dictionary when I don’t know what a word means. b) It’s good to take a guidebook when you go on holiday. c) A novel is a book that tells a story about things and people that aren’t real. d) If you want to learn how to cook something, look in a cookery book. e) A book that tells the story of a real person’s life is called a biography. f) If you want to study something, you need a textbook. g) A comic tells a story with pictures.

biography

b It’s good to take a c A

when I don’t know what a word means. when you go on holiday. is a book that tells a story about things and people that aren’t real.

d If you want to learn how to cook something, look in a

.

e A book that tells the story of a real person’s life is called a f If you want to study something, you need a g A

7a

textbook

. .

tells a story with pictures.

Work with a partner. Discuss the questions below. 1 Which books in activity 6 do you have? 2 Which books in activity 6 do you like reading?

b Tell the class about your partner. example Ken likes reading comics and novels.

7a In pairs, learners discuss the questions.

7b Feedback. Learners tell the class about their partner.

Interact 2 8a

In pairs, learners read the list of places you can read books and add three more of their own ideas to the list. Allow learners time to think, decide and write.

8b

In the same pairs, learners rank the places from 1-8 (1 = a very good place to read books). Monitor and assist as necessary. Teaching tip – Ranking activities Ranking activities encourage learners to use language interactively. They have to compare, explain or defend their choices. Asking learners to add items to the list of things to be ranked makes the second stage of the activity (where learners change partners, discuss choices and make a new decision) fresh, since learners will not know what their new partners may have chosen to add to the original list. Set a time limit on the first stage of the activity (the initial ranking) because learners often vary in the time they take to decide. This will also force them to keep their notes brief and encourage them to ‘speak’ rather than just read straight from their notes in the second stage.

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lesson 12

9a Learners change partners and share their ideas. The new pairs decide on the three best places to read books. Monitor and assist as necessary.

9b

Learners discuss their ideas as a class. Make notes on good use of vocabulary and language and errors and mistakes. Highlight good use of language and elicit correction of errors and mistakes.

Interact 2

8a

Work with a partner. Look at the list of different places you can read books. Add three more of your own ideas. in a bookshop .......... in a meeting at work .. on an aeroplane ....... in a cinema .............. in the bath ...............

b Rank the places on your list from 1-8 (1 = a very good place to read books).

9a

Change partners. Share your ideas from activity 8. Choose the three best places to read books.

b Share your ideas with the class.

lesson 12

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Scary In this lesson - Discuss unusual experiences Core activities - 1-8, 11 Grammar - Present perfect simple for life experiences, Past simple for follow-up questions Examples: Have you (ever) met someone famous? Where did you meet him?

13Scary

UNIT 5

UNIT 5

13

Scary

Introduction

1 Match the words in the blue box with the pictures.

Warmer

a see a ghost

b go to a fortune teller

d have a scary dream

c see a UFO

e get lost in a forest

a

• Write ghost and UFO on the whiteboard. • Ask learners if they believe in ghosts or UFOs. • Do they know anybody who has seen a ghost or a UFO? • Give everybody a chance to respond.

Introduction 1

Learners match the words in the box with the pictures. 1 answers Clockwise from top left: d, a, e, c, b

2 Work with a partner. Think of two more scary experiences. Make notes. Tell the class. example

I saw a strange light in a forest.

2

Elicit/check if learners know what ‘scary’ means. Learners work in pairs and think of two more scary experiences they had or heard about. Explain to them that they should make brief notes then tell the class. Monitor and assist as necessary. Don’t worry if learners make mistakes with the present perfect at this stage. This will be covered in more detail in the Language focus.

Listening 3 Tell learners they’re going to listen to a radio programme about scary experiences. Track 26 Track 27 Learners listen for which experiences from activity 1 the callers mention and write them in the spaces. 3 answers caller 1 (Jenny) a caller 2 (Jonathan) e

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lesson 13

Track 26 (page 150, Student book) 0:54 Caller 1 DJ - Hello and welcome to the show. Today we’re talking about scary experiences. Let’s take our first caller. Hello, Jenny from London. Have you ever seen or heard anything scary? Jenny - Hello. Yes, I have. I think I saw a ghost. DJ - Really? What happened? Jenny - Well, I was lying in bed one night, just watching TV, when I heard some strange noises. DJ - Yes... Jenny - So I got out of bed and walked to the bathroom. I saw a young girl with long, black hair looking out of the mirror. It was a ghost! Track 27 (page 150, Student book) 0:53 Caller 2 DJ - OK, now let’s take our second caller. Hello, Jonathan from Manchester. Have you ever seen a ghost? Jonathan - No, I haven’t. DJ - So, what scary experience have you had? Jonathan - Well, it wasn’t me, it was my sister. Last year she got lost in a forest!

In this lesson: Discuss unusual experiences Grammar: Present perfect simple for life experiences Past simple for follow-up questions

3

Listening Track 26

Track 27

Listen to a radio programme about scary experiences.

Which experiences from activity 1 do they mention? Write your answers below. caller 1 (Jenny) caller 2 (Jonathan)

4

Track 26

Listen to caller 1 again. Answer the questions.

a When did Jenny have her strange experience: In the morning / In the afternoon / At night? b Where did she have the experience? In the bedroom / In the bathroom?

5

Track 27

Listen to caller 2 again. Answer the questions.

a Who had the experience that Jonathan talks about? b In what country did the person have the experience?

Language focus

6 Study the questions the DJ asks in call 1. Question 1

Have you ever seen or heard anything scary?

Question 2

Really? What happened?

When we ask or talk about experiences in someone’s whole life, we can use the present perfect simple. Have you (ever) seen a ghost? Have you (ever) been to Hong Kong?

Answer the questions below. a In which question does the DJ ask Jenny about experiences in her life? b In which question does he ask for more information? c What tense is the first question in? d What tense is the second question in?

Have + you (ever) + past participle form of the verb Short answers: Yes, I have. / No, I haven’t. When we ask for or give more detail, we can use the past simple. Where did you see it? When did you go?

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DJ - That doesn’t sound very scary to me. Jonathan - No, really. It was in Japan. She got lost in a forest in Japan. She was on a camping trip near Mount Fuji. She could hear animals all around her. She was really frightened. DJ - Did she have a phone? Jonathan - No, she forgot it.

4a+b Track 26 Tell learners to listen again to caller 1, and

answer the questions. 4a+b answers a) at night b) in the bathroom

5a+b Track 27 Learners do the same for caller 2.

5a+b answers a) his sister b) in Japan

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Practice

Practice

7 Write the past simple and past participle forms of the verbs in the table.

7

base form

past simple

past participle

see

saw

seen

Learners write the past simple and past participle form of the verbs in the table. Read example and check learners understand the activity. 7 answers base form see speak go have hear get win run buy cook try eat drink read

speak go

gone / been*

have hear get

past simple saw spoke went had heard got won ran bought cooked tried ate drank read

past participle seen spoken gone/been had heard got won run bought cooked tried eaten drunk read

win

* to go

run

When we talk about life experiences, we use been.

buy

try

To explain that someone is not here now, we can use gone.

eat

read

8 Use the prompts to write ‘Have you...’ questions. a (go / abroad)

c (eat / Mexican food)

Feedback as a class.

e (lose / something valuable)

8a-f

f (try / a dangerous sport)

Learners write ‘Have you...’ questions using the prompts. Read example and check learners understand the activity.

Track 28 (page 151, Student book) 0:48 a) Have you ever been abroad? b) Have you ever seen a ghost? c) Have you ever eaten Mexican food? d) Have you ever read a Shakespeare play? e) Have you ever lost something valuable? f) Have you ever tried a dangerous sport? Extension Learners work in pairs to ask and answer the questions from activity 8, then tell the class about their partners.

Have you ever been abroad?

b (see / a ghost)

d (read / a Shakespeare play)

Track 28 Learners listen and check answers.

- Where’s Bob? - He’s gone to France.

drink

Learners check answers in pairs.

8a-f answers a) Have you ever been abroad? b) Have you ever seen a ghost? c) Have you ever eaten Mexican food? d) Have you ever read a Shakespeare play? e) Have you ever lost something valuable? f) Have you ever tried a dangerous sport?

- Have you ever been to France? - Yes, I have.

cook

Track 28

54

Listen and check your answers.

lesson 13

Sounding natural 9a-f Track 28 Learners listen again to the questions in

activity 8. Tell them to mark the stressed words. Read the example and check learners understand the activity. 9a-f answers a) Have you ever been abroad? b) Have you ever seen a ghost? c) Have you ever eaten Mexican food? d) Have you ever read a Shakespeare play? e) Have you ever lost something valuable? f) Have you ever tried a dangerous sport?

10 Learners practise saying the sentences.

Interact 11a

Learners think of a strange experience that they’ve had, or that they’ve heard about. Give learners a few minutes to think and make notes. Monitor and assist where necessary.

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9

Sounding natural Track 28

Listen again to the questions in activity 8. Mark ( ) the stressed words.

Have you ever been abroad?

10 Practise saying the sentences.

Interact

11 a

Think of a strange experience that you have had, or that you have heard about.

Make notes.

What happened?

Where were you/they?

Who were you/they with?

How did you/they feel?

b Work with a partner. Share your experiences. Ask follow-up questions. Make notes. example

- Have you ever had a strange experience? - No, but I’ve heard of one...

c Tell the class about your partner’s experience.

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55

Teaching tip – taking notes Learners should only write key words or phrases. This will encourage them to ‘speak’, rather than just read straight from their notes.

11b

Learners work in pairs and share their experiences. Encourage learners to ask follow-up questions. Read example and check learners understand the activity.

11c

Learners tell the class about their partner’s experience. Monitor the learners’ use of vocabulary and language. Note good use of vocabulary and language, and errors and mistakes. Feedback as a class. Highlight good use of language and elicit corrections of any problems you noted.

Interact / Level 2_Teacher’s Guide

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Lucky! In this lesson - Talk about superstitions from your country Core activities - 3-8, 10-11 Grammar - Using the -ing form of the verb as a noun, First conditional Examples: Skiing is fun. I like shopping. If I see John, I’ll tell him to call you. )

14Lucky!

UNIT 5

UNIT 5

14

Lucky!

Introduction

1 Work with a partner. Discuss these questions: a Do you think some people are luckier than other people? b Do you know anyone who is lucky or unlucky? c Are you superstitious (do you believe some things can give you good or bad luck)?

2 Tell the class about your partner.

Introduction a

1a-c

In pairs, learners discuss questions a-c.

2

Learners tell the class about their partners.

3 Match the superstitions in the blue box with the pictures.

3

Learners match the superstitions in the box with the pictures.

a breaking a mirror

d Friday the 13th

b crossing fingers

e seeing a black cat

c opening an umbrella indoors

f hanging a horseshoe

4 Work with a partner.

3 answers Left to right: b, e, a, f, c, d

a Do you think the superstitions in the pictures above are lucky or unlucky? b Do you have any other superstitions in your country?

4a+b

In pairs, learners answer the questions.

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lesson 14

Feedback as a class.

Listening 5a-c Track 29 Explain to learners they’re going to listen to three people talk about superstitions. Ask them to listen for which superstitions from activity 3 are mentioned. Tell them to write them in the spaces.

5a-c answers a) breaking a mirror b) hanging a horseshoe c) crossing your fingers

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Interact / Level 2_Teacher’s Guide

Track 29 (page 151, Student book) 0:45 Person 1 - In Britain, some people think that breaking a mirror is bad luck. I don’t know if it’s true, but they say if you break a mirror, you’ll have seven years’ bad luck. Person 2 - My mother thinks that hanging a horseshoe on the wall of a house is good luck. But be careful! If you hang the horseshoe the wrong way, you’ll have bad luck. Person 3 - Some people think that crossing your fingers brings good luck. I always do it when I wish for something good to happen.

6a-e Track 29 Learners listen again and complete the sentences with the words they hear. Read example and check learners understand the activity. Play the recording again if necessary.

In this lesson: Talk about superstitions from your country Grammar: Using the -ing form of the verb as a noun First conditional

5

Listening Track 29

Listen to three people talking about superstitions.

Which superstitions from activity 3 do they mention?

a Person 1 b Person 2 c Person 3

6

Track 29

Listen again and complete the missing words.

Person 1 a In Britain, some people think that breaking a mirror is bad luck. b If you

, you

seven years’ bad luck.

Person 2 c My mother thinks that d If you

the

on the wall of a house is good luck. the wrong way, you

bad luck.

Person 3 e Some people think that

brings good luck.

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57

6a-e answers a) In Britain, some people think that breaking a mirror is bad luck. b) If you break a mirror, you’ll have seven years’ bad luck. c) My mother thinks that hanging a horseshoe on the wall of a house is good luck. d) If you hang the horseshoe the wrong way, you’ll have bad luck. e) Some people think that crossing your fingers brings good luck.

Interact / Level 2_Teacher’s Guide

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Language focus

Language focus

a One of the uses of the -ing form of the verb is as a kind of noun. I like telling ghost stories.

a

Opening doors for people is polite.

Go over the explanations and example sentences with learners. Ask learners to find more examples in activity 6.

Seeing a black cat is unlucky. This form is sometimes called the ‘gerund’. b We use the first conditional to talk about possible events in the future.

Answer Sentences: a, c, e

If + present simple, will + base form of the verb If you break a mirror, you’ll have seven years’ bad luck. If you find a four-leaf clover, you’ll be lucky.

b

Go over the explanation for the first conditional with learners. Focus learners’ attention on how it’s formed. Read the example sentences and ask them to find more examples in activity 6.

Practice

7 Complete the sentences below by writing the -ing form of the verbs in the green box. make

Answer Sentences: b, d

7a-e

Driving

a

Practice

ignore

receive

for a long time without a rest is dangerous. in the rain can give you a cold.

c

a red stop sign is dangerous.

d

presents is nice, but giving presents is nicer.

e

mistakes in English helps you learn.

Match the parts of sentences in the left column with the parts of sentences in the right column.

Learners complete the sentences with the –ing forms of the verbs in the box. 7a-e answers a) driving b) standing c) ignoring d) receiving e) making

Feedback as a class.

drive

b

8a

Learners check answers in pairs.

stand

If you eat an apple a day,

tomorrow’s weather will be good.

If you find a four-leaf clover,

you won’t need to see a doctor.

If you see a red sky at night,

you’ll have good luck.

If you see a red sky in the morning,

there’ll be bad weather later.

b

58

Track 30

Listen and check your answers.

lesson 14

8a

Ask learners to match the parts of the sentences in the left column with the parts of sentences in the right column. 8a answers See CD script for Track 30.

8b Track 30 Learners listen and check answers.

Track 30 (page 151, Student book) 0:30 If you eat an apple a day, you won’t need to see a doctor. If you find a four-leaf clover, you’ll have good luck. If you see a red sky at night, tomorrow’s weather will be good. If you see a red sky in the morning, there’ll be bad weather later.

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Interact / Level 2_Teacher’s Guide

Sounding natural 9a Track 30 Learners listen to the sentences from activity 8 and mark the stressed words. Play the CD, pausing after each sentence for learners to mark stressed words.

9a answers If you eat an apple a day, you won’t need to see a doctor. If you find a four-leaf clover, you’ll have good luck. If you see a red sky at night, tomorrow’s weather will be good. If you see a red sky in the morning, there’ll be bad weather later.

9b

Learners practise saying the sentences.

Sounding natural

9a

Track 30

Listen again to the sentences from activity 8 and mark ( ) the stressed words.

If you eat an apple a day,

tomorrow’s weather will be good.

If you find a four-leaf clover,

you won’t need to see a doctor.

b Practise saying the sentences.

Interact

10 You are going to talk about a superstition that you know about. Complete the information below.

What is the superstition about (an animal / a thing / an action)?

Is the superstition about something lucky or unlucky?

Do many people know about it?

Do you believe it?

11 Work with a partner. Discuss the superstitions you made notes about. example

12 a

- Do you know the superstition about walking under ladders? - No, what’s that?

Tell the class about your partner’s superstition.

b Did anyone talk about the same superstition?

lesson 14

59

Interact 10

Explain to the learners that they’re going to talk about a superstition that they know about. Ask them to complete the information in the box. Write an example on the whiteboard and check learners understand the activity. Give learners a few minutes to think and make notes. Monitor and assist as necessary.

11

In pairs, learners discuss their superstitions and make notes.

12a

Ask learners to tell the class about their partners. Monitor the learners’ use of vocabulary and language. Note good use of vocabulary and language, and errors and mistakes. Feedback as a class. Highlight good use of language and elicit corrections of any problems you noted.

12b

As a class, discuss whether anyone talked about the same superstition. Interact / Level 2_Teacher’s Guide

59

Celebration In this lesson - Talk about festivals Core activities - 3-5, 8 Function - Making general statements less definite

15Celebration

UNIT 5

UNIT 5

15

Celebration

Introduction

1 Work with a partner. Write the festivals on the calendar. 01 January

02 February

03 March

04 April

05 May

06 June

07 July

08 August

09 September

10 October

11 November

12 December

Warmer • • • • •

Write ‘fancy dress party’ on the whiteboard. Ask learners if they’ve ever been to one. What did they dress up as? If not, would they like to attend one? Why or why not? Learners work in pairs and discuss the following question: If the class had a fancy dress party tonight, what would you dress up as? • Give learners a few minutes to think and make notes. Feedback as a class. Give everybody a chance to respond.

Christmas Day

Christmas Day Bonfire Night (UK) American Independence Day New Year’s Day

Introduction 1

Valentine’s Day Halloween April Fools’ Day

2 Write two more festivals from your own country on the calendar.

Learners work in pairs to write the festivals on the calendar. Feedback as a class. 1 answers Christmas Day – December Bonfire Night (UK) – November American Independence Day – July New Year’s Day – January Valentine’s Day – February Halloween – October April Fools’ Day – April

2

As a class, add two more festivals from learners’ own country.

Examples (Japanese festivals) Seijin Shiki: Coming of Age Day (second Monday of January) Hinamatsuri: Doll Festival (March 3) Hanami: Flower Viewing (late March to early April) Tanabata: Star Festival (July 7) Shichi-Go-San: Festival day for children aged three, five and seven (November 15) Omisoka: New Year’s Eve (December 31)

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lesson 15

Reading 3

Read the words above the article. Ask them if they know what they refer to. Then learners read the article to see if they were correct. Teaching tip – scanning We often scan in everyday life when looking for specific information, e.g. when looking at the TV pages for the time a programme starts. Scanning skills are also useful when taking tests. Asking learners to scan for keywords develops this skill, and also helps them gain confidence for more detailed reading tasks. Learners match the words with the pictures in the article. 3 answers Clockwise from example: a, c, b

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Interact / Level 2_Teacher’s Guide

In this lesson: Talk about festivals Function: Making general statements less definite

Reading

3 Read this magazine article about Halloween. Match these words with the pictures below: a Jack-o-lantern

b Bobbing for apples

c Trick-or-treating

Halloween is celebrated on 31st of October. It’s unusual for British or Australian children to go to Halloween parties, but in North America everyone tends to celebrate Halloween. Activities such as trick-or-treating, attending Halloween parties, and playing games like ‘bobbing for apples’ are normally very popular. Trick-or-treating is when children dress as monsters and knock on strangers’ doors. The children offer them a choice between giving them a treat (candy or a small amount of money) or playing a trick on the house owner. People at Halloween parties also tend to dress up in costumes. People generally dress up as ghosts, vampires or monsters, but you can also see other costumes.

Games like ‘bobbing for apples’ are normally very popular. Guests have to catch apples oating in a tub of water with their mouth. They can’t use their hands! It’s usual for people to make Jack-o-lanterns. They cut a monster’s face in a pumpkin and put a candle in it. They normally put it in front of their houses or in the window.

a

4 Answer the questions below. a Do British and Australian children go to Halloween parties? b What activities do people do for Halloween? c Where do people put Jack-o-lanterns?

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61

4a-c

Give learners a few minutes to think about and answer the questions in the activity. Feedback in pairs and then as a class. 4a-c answers a) It’s unusual for British or Australian children to go to Halloween parties. b) Trick or treating, dressing as monsters and knocking on strangers’ doors, bobbing for apples, making Jack-olanterns. c) They normally put them in front of their houses or in the window.

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Language focus

Language focus

When we want to make general statements less definite, we can use words like: tend to, normally, generally and usual/unusual for:

Write the following on the whiteboard: Girls talk more than boys. Girls tend to talk more than boys. Ask learners if the sentences are the same or different. Elicit how they are different. Go over the explanations and example sentences with learners. Highlight the position of ’normally’ and ‘generally’ in the sentences.

tend to + base form of the verb In North America everyone tends to celebrate Halloween.

normally/generally + present simple normally and generally come after ‘be’ and before other verbs. Games like ‘bobbing for apples’ are normally very popular. People generally dress up as ghosts, vampires or monsters.

it’s usual / it’s unusual for + noun+ to + base form of the verb It’s usual for people to make Jack-o-lanterns. It’s unusual for British or Australian children to go to Halloween parties.

Practice 5a-d Learners use the prompts in the brackets to make the statements less definite. Read example and check learners understand the activity. Feedback in pairs and then as a class.

Practice

5 Use the prompts in the brackets to make the statements below less definite. a British people drink a lot of tea. (tend to)

British people tend to drink a lot of tea. b Europeans are taller than Asians. (generally)

5a-d answers a) British people tend to drink a lot of tea. b) Europeans are generally taller than Asians. c) Americans normally go home to their families at Thanksgiving. d) In Britain, it’s usual for men to give gifts to women on Valentine’s Day. Extension Ask learners to work in pairs to make some generalisations about people in their country. Give learners a few minutes to think and make notes. Feedback as a class. Give everybody a chance to respond. Monitor the learners’ use of vocabulary and language. Note good use of vocabulary and language, and errors and mistakes. Highlight good use of language and elicit corrections of any problems you noted.

Sounding natural 6a-c Track 31 Learners listen for what happens to the ‘d’

in tend in the sentences, when we speak naturally. Track 31 (page 151, Student book) 0:31 a) He tends to be sleepy in the morning. b) In Tokyo, it tends to be very hot in the summer. c) Mexican people tend to eat spicy food. 6a-c answer It isn’t pronounced (in connected speech).

c Americans go home to their families at Thanksgiving. (normally)

d In Britain, men give gifts to women on Valentine’s Day. (usual for)

62

lesson 15

7 Track 31 Learners listen again and copy the

pronunciation. Pause CD after each sentence. Model and drill again, if necessary.

Interact 8a

Explain to learners that they’re going to talk about a festival from their country. Tell them to think and make notes about the topics in bold. Write an example on the whiteboard and check learners understand the activity.

8b

Learners work in pairs to talk about the festivals they chose. Monitor. Note good use of vocabulary and language, and errors and mistakes.

8c

Learners tell the class about their partner. Feedback as a class. Highlight good use of language and elicit corrections of any problems you noted.

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Interact / Level 2_Teacher’s Guide

6

Sounding natural Track 31

What happens to the letters in bold when we speak naturally?

a He tends to be sleepy in the morning. b In Tokyo it tends to be very hot in the summer. c Mexican people tend to eat spicy food.

7

Track 31

Listen again and copy the pronunciation.

Interact

8a

Choose a festival from your country. How do you or your family celebrate it?

Think about the following and make notes: • The festival

• What you do

• Food

b Work with a partner. Ask and answer questions about the festival you chose and how you celebrate it. c Tell the class about your partner.

lesson 15

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Are you a morning person? In this lesson - Discuss the seasons and what you like doing in them Core activities - 3-6, 9 Grammar - Talking about preferences using the –ing form and base form of the verb Examples: General preferences I prefer / like getting up early. Do you prefer / like cats or dogs?

16Are you a morning person?

UNIT 6

UNIT 6

16

Are you a morning person?

Introduction

1 Work with a partner. Discuss the questions below.

Preferences in a particular situation Would you prefer to walk or ride? Would you prefer a sandwich or a hamburger?

Warmer • Learners work in pairs and discuss the following questions: What time do you wake up on weekends? What time do you wake up on weekdays? How long before work/school do you wake up? Who wakes up the earliest? Who wakes up the latest? Who has the most time before work/school?

A

a. How do you usually feel in the morning – like the person in picture A, or the person in picture B? b. What’s your favourite time of day? Why?

2 Tell the class about your partner.

64

Introduction Write ‘morning person’ on the whiteboard. Elicit/check meaning from learners. Ask learners to look at the pictures on page 64. Which person do they think is a ‘morning person’?

1a+b

Learners work in pairs and discuss questions a and b.

2

Learners tell the class about their partners.

Reading 3

In pairs, learners ask and answer the questions in the questionnaire to find out if they’re a ‘morning person’ or a ‘night person’.

64

Interact / Level 2_Teacher’s Guide

B

lesson 16

4

Learners tell the class their results. Take a quick survey of the class to see how many people are ‘morning people’, and how many are ‘night people’. Write the results on the whiteboard. Ask learners if they agree with the results. Make sure learners understand that the quiz is just for fun, and shouldn’t be taken too seriously. Extension Class discussion: Ask learners if they like doing these sorts of quizzes – where can you find them? (Newspapers? Magazines (what sort)? Online?) What kind of topics are these quizzes often about? Can learners remember the last quiz like this that they did? What was the topic? What was the result?

In this lesson: Discuss the seasons and what you like doing in them Grammar: Talking about preferences using the –ing form and base form of the verb

Reading

3 Work with a partner. Ask and answer the questions in the questionnaire to find out if you are a morning person or a night person.

Are you a morning person or a night person? Complete the questionnaire to find out!

Part A

Part B

1. Do you prefer eating a large breakfast or a large dinner?

tomorrow. Would you prefer to start work

a) a large breakfast

b) a large dinner

2. Do you prefer driving half an hour after waking up or half an hour before going to bed?

early or nish work late? a) start work early

b) finish work late

7. Would you prefer to take a test at 10 a.m. or 3 p.m?

a) half an hour after waking up b) half an hour before going to bed 3. Do you prefer watching the sunrise or the sunset? a) the sunrise

6. You have a lot of extra work to do

a) 10 a.m.

b) 3 p.m.

8. Would you prefer a morning date or an evening date with your boyfriend / girlfriend this Saturday?

b) the sunset

4. On holidays, do you prefer getting up at

a) a morning date

b) an evening date

9. A lm on TV starts at midnight. Would you

the usual time or getting up late?

prefer to stay up and watch it, or record it

a) the usual time

and watch it later?

b) late

5. Do you prefer coffee shops or pubs? a) coffee shops

b) pubs

a) record it

b) stay up

10. Would you prefer to be a farmer or a nightclub singer? a) a farmer

b) a nightclub singer

Count the number of a’s and b’s in your answers. Results: Mostly a’s – you’re a morning person! You are at your best in the morning and hate staying up late. Mostly b’s – you’re a night person! As the night gets darker, you get lively.

4 Tell the class your results. Discuss the results and decide if you agree. lesson 16

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Interact / Level 2_Teacher’s Guide

65

Language focus

Language focus

5 Look at these questions from the questionnaire:

5

Direct attention to the Language focus box and go over the questions from part A of the quiz with learners. Elicit that these are questions about general preferences (things that we prefer to do all the time / every day).

Questions from Part B

Do you prefer eating a large breakfast or a large

Would you prefer to take a test at 10 a.m. or 3 p.m?

dinner?

Would you prefer a morning date or an evening date

Do you prefer coffee shops or pubs?

with your boyfriend / girlfriend this Saturday?

Underline the correct options below. Which questions ask about preferences in a particular situation?

Questions from Part A / B.

Which questions ask about general preferences?

Questions from Part A / B.

When we talk about general preferences, we usually use the –ing form of the verb, or the plural form of nouns.

Do the same with the questions from part B, but this time elicit that these are questions about particular (single) situations. To make it clearer, you could write the following on the board first: ‘You have a test tomorrow – would you prefer to take it at 10 a.m. or 3 p.m?’ Learners underline the correct options.

Questions from Part A

I prefer getting up early.

I prefer playing golf to tennis.

Do you prefer cats or dogs?

When we talk about preferences in a particular situation, we can use would + to + base form of the verb, or the singular form of nouns. Would you prefer a cat or a dog for a pet?

I’d prefer to stay at home.

I’d like to get up early tomorrow.

I’d like to go to a nightclub tonight.

Practice

6 Complete the questions below using Do you prefer or Would you prefer. Write your own answers. a (swimming / sunbathing) - Do you prefer swimming or sunbathing?

5 answers Which questions ask about preferences in a particular situation? Questions from Part B. Which questions ask about general preferences? Questions from Part A.

- I prefer swimming.

b (have spaghetti / sushi tonight) - Would you prefer to have spaghetti or sushi tonight?

- I’d prefer spaghetti.

c (cats / dogs) d (stay in / go out tonight) e (go abroad / travel in your own country on holidays)

f (have baths / have showers)

Go over the explanations and example sentences with learners.

g (get a Toyota / a Honda for your next car) h (watch sport / play sport)

Practice 6a-h

Learners complete the questions using ‘do you prefer’ or ‘would you prefer’. Tell learners to write their own answers. Read example and check learners understand the activity.

66

lesson 16

Extension In pairs, learners ask and answer the questions. Learners tell class about their partners.

Go over the prompts before learners do the activity. Elicit which prompts relate to specific situations (b – asks about tonight; d – asks about tonight; g – asks about your next car). Elicit which type of question to use in these cases (would + to + base form). Elicit which prompts relate to general likes / preferences.

66

Sounding natural 7a-c Track 32 Learners listen for how ‘Would you’ is

pronounced.

Feedback in pairs and then as a class.

7a-c answers ‘Would you’ is pronounced /wʊdʒu:/.

6a-h answers a) Do you prefer swimming or sunbathing? b) Would you prefer to have spaghetti or sushi tonight? c) Do you prefer cats or dogs? d) Would you prefer to stay in or go out tonight? e) Do you prefer going abroad or travelling in your own country on holidays? f) Do you prefer having baths or showers? g) Would you prefer to get a Toyota or a Honda for your next car? h) Do you prefer watching sport or playing sport?

Track 32 (page 151, Student book) 0:25 a) Would you like a drink? b) Would you prefer red wine or white? c) What would you prefer to do?

Interact / Level 2_Teacher’s Guide

8 Track 32 Learners listen again and copy the pronunciation. Drill.

7

9d

Sounding natural Track 32

Feedback as a class. Learners tell the class about their partner.

Listen to the sentences below. How do we say, ‘Would you’ when we speak naturally?

a Would you like a drink? b Would you prefer red wine or white?

Discuss similarities and differences in preferences.

c What would you prefer to do?

8

Track 32

Listen again and copy the pronunciation.

Highlight good use of language and elicit corrections of any problems you noted.

Interact

9 You are going to discuss seasons in your country, and what you like doing in them. a Which is your favourite season? b Choose two seasons. Make notes on what you like doing in them. Think about: • Festivals

• Travel

• Things to do

• Weather

• Places

• Food and drink

c Work with a partner. Compare what you like doing in different seasons. Ask questions for more information. example - I like going to the seaside in summer.

- Do you prefer swimming or sunbathing?

d Tell the class about your partner. Does anyone have similar preferences?

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Extension Learners work in pairs, find examples of ‘would you...’ in activity 6 and practise saying them with the same pronunciation.

Interact 9a

Explain to learners that they’re going to discuss seasons in their country, and what they like doing in them. Elicit learners’ favourite seasons.

9b

Model the activity by making notes of your own about seasons you like on the whiteboard. Give learners a few minutes to think about two seasons they like and make notes. Monitor and assist as necessary.

9c

Learners work in pairs and compare what they like doing in different seasons. Encourage them to ask follow-up questions. Read example and check learners understand the activity. Monitor. Note good use of vocabulary and language, and errors and mistakes. Interact / Level 2_Teacher’s Guide

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He’s coming back to the office at three In this lesson - Call someone to make an arrangement Core activities - 2-4, 5a + 7 Grammar - Present continuous for future arrangements Examples: She’s working late tomorrow night. We’re having a party on Friday.

Introduction

17

UNIT 6

UNIT 6

17

He’s coming back to the office at three He’s coming back to the ofce at three

Introduction

1a

Discuss the questions below with a partner. 1 Do you like using the phone? Why?

1a

2 When was the last time you made a phone call?

Go over the questions and check understanding. Give your own answers to one or two of the questions as a model. In pairs, learners discuss the questions.

Who did you speak to? Why? 3 Have you ever made a phone call in English? Who to?

2 Work with a partner. Put the telephone phrases from the box in the correct column below. Can I leave a message? Can I speak to… please? Can I take a message? I’m sorry, but he isn’t in the office today. Please hold the line.

b Tell the class about your partner. example Tim doesn’t like using the

1b

phone because…

Feedback. Learners tell the class about their partner.

(Jo Smith) speaking. Thank you for calling. Thanks for your help. This is (Jo Smith).

2

Point out the telephone phrases in the box. Go over the instructions and an example. You may like to point out that one of the phrases can be used by both the person making a call and the person taking it. In pairs, learners put the telephone phrases from the box in the correct column below: 2 answers A) used by the person making the call: This is (Jo Smith); Thanks for your help; Can I leave a message? Can I speak to… please?; Thanks for your help B) used by the person taking the call: (Jo Smith) speaking (may be used by both); I’m sorry, but he isn’t in the office today; Please hold the line; Thank you for calling; Can I take a message?

Listening 3a

Direct attention to activity 3a. Explain the situation: Janet is taking a call from Luke. Track 33 Learners listen and tick the phrases in

activity 2 that they hear. Feedback in pairs and then as a class.

3a answers See activity 2 answers (underlined phrases)

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A - used by the person making the call

B - used by the person taking the call

This is (Jo Smith).

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lesson 17

3b Track 33 Learners listen again and underline the correct answers to the questions. Feedback in pairs and then as a class.

3b answers 1) Who does Luke want to speak to? Janet / Robert Hay 2) Where is Robert? In the office / Out of the office 3) When will Luke meet Robert? Tomorrow / Wednesday / Friday Track 33 (page 151, Student book) 1:27 Janet - Good morning, Janet speaking. How can I help you? Luke: Good morning. This is Luke Parsons at Farm Industries. Can I speak to Robert Hay, please? Janet - I’m sorry, but he isn’t in the office today. Can I take a message? Luke - Well, I need to have a meeting with Robert. What’s he doing tomorrow? Is he free? Janet - Tomorrow? Let me check… I’m sorry, he’s visiting the office in Liverpool tomorrow. Luke - When’s he coming back to London? Janet - Well, he’s staying in Liverpool tomorrow night, and

4 answers a) tomorrow - Robert is visiting the Liverpool office b) Wednesday - Luke is flying to Edinburgh. c) Wednesday morning - Robert is coming into the London office. d) Friday morning - Luke and Robert are meeting. e) Friday afternoon - Robert is having lunch with a customer.

In this lesson: Call someone to make an arrangement Grammar: Present continuous for future arrangements

Listening 3a b

Track 33 Janet takes a call from Luke. Listen and tick ( )the phrases in activity 2 that you hear. Track 33

Listen again. Underline the correct words to answer the questions.

1 Who does Luke want to speak to? .......... Janet / Robert Hay 2 Where is Robert? ................................... In the office / Out of the office 3 When will Luke meet Robert? ................ Tomorrow / Wednesday / Friday

4

Track 33 Listen again. Draw lines to match the times on the left with the events on the right.

a

tomorrow

b

Wednesday

Robert is visiting the Liverpool office.

c

Wednesday morning

Luke is flying to Edinburgh.

d

Friday morning

Robert is having lunch with a customer.

e

Friday afternoon

Luke and Robert are meeting.

b

Track 33

Robert is coming into the London office.

Listen again and check your answers.

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69

he’s coming into the office on Wednesday morning. Luke - Wednesday morning? No, Wednesday’s no good for me. I’m flying to Edinburgh on Wednesday. How about Friday? Janet - Friday… Let’s see… He’s having lunch with a customer in the afternoon, but Friday morning is OK. Luke - That sounds fine. How about ten o’clock? Janet - Ten o’clock on Friday morning? Yes, that’s fine. Luke - Thanks for your help. Janet - Thank you for calling, Mr. Parsons.

4 Go over instructions and example to check understanding. Run through the list of events with learners. You may like to elicit what learners already remember. Track 33 Learners listen and draw lines to match the times on the left with the events on the right. Feedback in pairs and then as a class.

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Language focus

Language focus

We can use the present continuous to talk about plans and arrangements in the future.

Go over the explanation and examples with learners.

Practice 5a

Go over the instructions and an example to check understanding. In pairs, learners use the prompts to write questions about arrangements. Monitor and assist as necessary. Feedback as a class.

be + the –ing form of the verb

Questions and answers

I’m meeting a friend for a coffee on Saturday morning. She’s working late tomorrow night. We’re having a party on Friday. I’m not doing anything tonight.

What are you doing tonight? I’m meeting a friend. / Nothing special. Are you doing anything on Saturday morning? Yes, I am. / No, I’m not.

Practice

5a

Use the prompts to write questions about arrangements. 1 what / you / do / tonight

What are you doing tonight? 2 you / do / anything / tomorrow morning

Are you doing anything tomorrow morning? 3 he / work late / tonight

5a answers 1) What are you doing tonight? 2) Are you doing anything tomorrow morning? 3) Is he working late tonight? 4) When is she finishing work today? 5) Are they coming to the party tomorrow? 6) Where are we meeting them for lunch?

4 when / she / finish work / today

5 they / come to the party / tomorrow

6 where / we / meet them / for lunch

b Correct the sentences below.

5b

1 She meets a friend next Saturday.

She’s meeting a friend next Saturday.

Go over the instructions and an example to check understanding. In pairs, learners rewrite the sentences about arrangements to make them correct. Monitor and assist as necessary. Feedback as a class.

5b answers 1) She’s meeting a friend next Saturday. 2) I’m visiting my parents at the weekend. 3) We’re having lunch in a restaurant tonight. 4) He isn’t leaving tomorrow. 5) She’s meeting a friend for a coffee on Saturday.

Sounding natural 6a Track 34 Learners listen and underline the stressed words in the sentences.

6a answers See CD script for Track 34 - stressed words underlined. Track 34 (page 151, Student book) 0:32 1) What are you doing tonight? 2) Where are you going on Saturday? 3) When are you starting the job? 4) Who are you meeting tomorrow?

6b Track 34 Learners listen and practise the pronunciation.

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2 I am visit my parents at the weekend.

3 We having lunch in a restaurant tonight.

4 He isn’t leave tomorrow.

5 She meeting a friend for a coffee on Saturday.

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lesson 17

Interact Explain to learners that they are going to roleplay making an arrangement over the phone. Divide the class into two groups, A and B. Have groups A and B look below, at activity 7.

7a

Go over the instructions with learners. You may like to model it briefly yourself on the whiteboard. Learners work on their own to fill ten places on their schedules below with arrangements. Explain that learners can use ideas from the box, or their own ideas. Allow learners time to think and write. Monitor and assist as necessary.

Sounding natural 6a

Track 34

Listen. Underline the stressed words.

1 What are you doing tonight? 2 Where are you going on Saturday? 3 When are you starting the job? 4 Who are you meeting tomorrow? b

Track 34

Listen again and copy the pronunciation.

Interact You are going to do a roleplay. Work in pairs, A and B. Students A and B, follow the instructions below.

7a

Write ten arrangements in the schedule below. You can use ideas from the box, or you can use your own ideas. You can use each idea more than once. This is what you are doing next week.

go to concert

see dentist

work

go to English class

see doctor

get haircut

visit mother

have dinner with (someone)

morning

afternoon

evening

Monday Tuesday Wednesday Thursday Friday

b Student A: Call your partner on the phone. Wait for your partner to answer before you start speaking. Find out what your partner is doing next week. Ask if your partner wants to meet for a coffee. Try to arrange a time to meet. Student B: Take a call. Speak first – answer the phone and say who you are. Accept your partner’s suggestion and try to arrange a time to meet. c Change the partners. Students A and B changed their roles.

Useful language Hi (partner’s name), this is (your name). Do you want to…? What are you doing on…? Are you doing anything on…? How about (Friday afternoon)? Useful language Hello, (your name) speaking. Yes, I’d love to.

8 Tell the class who you arranged to meet, and when. lesson 17

71

7b

Have learners read their instructions for the roleplay. Monitor and assist as necessary. Make sure each group of learners understands what they have to do. Allow learners time to prepare. Point out the ‘useful language’ boxes.

Put learners in pairs, one from group A and one from group B. Learners do the roleplay. Monitor. Note good use of vocabulary and language and/or errors and mistakes.

7c

Learners change partners (keep them in pairs with one learner from group A and one from group B) and do the second roleplay. Monitor. Note good use of vocabulary and language and/or errors and mistakes.

8

Feedback as a class. Ask learners to comment on what they found easy / difficult about the activity. Highlight good use of vocabulary and language. Elicit correction of errors/mistakes.

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Shopping In this lesson - Discuss your shopping habits Core activities - 1-3, 4 or 6 Skills – Extended speaking and vocabulary

UNIT 6

UNIT 6

18

Shopping

18Shopping Introduction

1 Work with a partner. Match the words in the green box with the pictures.

a. a department store

Warmer Build up a crossword on the whiteboard to review vocabulary. • First, ask a learner to think of a word with no more than six letters and write it on the board horizontally, e.g. ‘movie’. • Ask a learner to think of another word that can fit vertically or horizontally on to the words already on the board. They should say how many letters it has, what the first letter is, and give a clue. • Add the word to the crossword when it is guessed correctly or revealed (set a time limit for guessing, after which the clue giver reveals the word). • Continue round the class, with learners giving clues and building up the crossword. • See how many words learners can get on the crossword in five minutes.

a

2 Discuss these questions with your partner: a Do you enjoy shopping? Why? b When was the last time you went to each of the shops in activity 1? What did you buy?

Introduction 1

In pairs, learners match the words at the top of the page with the pictures. Feedback as a class. 1 answers From top, left to right: a, e, c, d, f, b

2a+b

Learners work in pairs and discuss the questions in the activity. Feedback as a class to compare answers.

3a-f

Learners work in pairs and match the shops from activity 1 with the descriptions. Read example and check learners understand the activity. 3a-f answers a) newsagent b) supermarket c) a department store d) butcher e) chemist f) an off-licence

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lesson 18

UK a newsagent an off-licence a chemist

US a newsstand a liquor store a drugstore

In this lesson: Discuss your shopping habits Skills: Extended speaking and vocabulary

b. a newsagent

c. a butcher

d. an off-licence

e. a chemist

f. a supermarket

3 Work with a partner. Match the shops in activity 1 with the descriptions below. a A newsagent sells newspapers, magazines, cigarettes and sweets. Some of them also sell stationery (writing paper, pens). b A

sells most things, but especially food and household goods (soap,

cleaning products, kitchen equipment). c A

sells almost everything. It’s a good place to buy gifts. You can also buy

electrical goods (TVs, washing machines), toys (games, dolls) and jewellery (rings, earrings). d A

sells meat.

e A

sells medicine, soap, shampoo and cosmetics (lipstick, eye shadow).

f An

sells wine, beer and other kinds of alcohol. It also sells soft drinks.

lesson 18

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Interact 1

Interact 1

4a

4a

Think about your answers to the questions below, and make notes.

Who in your home usually shops for food?

Explain to learners they’re going to talk about shopping. Ask them to think about the questions in the activities and make notes on their answers. Monitor and assist as necessary.

Do you enjoy shopping for clothes? Why?

When was the last time you bought clothes or shoes?

4b

Do you prefer to pay by cash or credit card? Why?

Ask learners to write two more questions about shopping. Write an example on the whiteboard and check learners understand the activity. Monitor and assist as necessary.

What kind of things do you never buy?

4c

Learners work in pairs to ask and answer the questions in 4a and 4b. Encourage learners to ask follow-up questions. Read example and check learners understand the activity. Monitor the learners’ use of vocabulary and language. Note good use of vocabulary and language, and errors and mistakes.

b Write two more questions about shopping. c Work with a partner. Ask and answer the questions. Ask more questions to get extra information.

- Who in your home usually shops for food? - Well, I do, usually. - Do you like doing it? How often do you do it?

example

4d

Learners tell the class about their partners.

d Tell the class about your partner.

Feedback as a class. Highlight good use of language and elicit corrections of any problems you noted.

Vocabulary 5a

Learners work in pairs and write the words from the box in the correct column in the table. 5a answers stationery: envelopes, pens, paper meat: chicken, lamb, beef electrical goods: air conditioner, fridge, vacuum cleaner toys: doll, train set, ball jewellery: ring, earrings, bracelet

5b

Ask learners to write one more example in each column of the table.

Interact 2 6a

Explain to learners that they’re going to talk about a place where they go shopping. Ask them to choose from the places in the activity. Learners read the questions and make brief notes about their answers. Write an example on the whiteboard and check learners understand the activity. Monitor and assist where necessary.

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lesson 18

6b

Learners work in pairs to discuss the places they chose. Encourage them to ask follow-up questions. Monitor the learners’ use of vocabulary and language. Note good use of vocabulary and language, and errors and mistakes.

6c

Learners tell the class about their partners. Feedback as a class. Highlight good use of language and elicit corrections of any problems you noted.

Vocabulary

5 Work with a partner. a Write the words from the box in the correct column of the table. envelopes train set

air conditioner beef

stationery

earrings

meat

chicken paper

ring

doll

pens

vacuum cleaner

electrical goods

fridge

ball

toys

lamb

bracelet jewellery

envelopes

b Write one more example in each column of the table.

Interact 2

6a

Think of a place where you go shopping.

• A place you like, or don’t like

It can be:

• A town, or an area of a town

• A favourite department store or shop

Make notes.

Where is it?

What can you buy there?

Why do / don’t you like it?

Who do you go there with?

How often do you go there?

b Work with a partner. Discuss the places you chose. Ask questions to get more information. c Tell the class about your partner. Does anyone like or dislike similar places?

lesson 18

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Do you think it will rain? In this lesson - Discuss the future Core activities - 3-6, 9 Grammar - will / won’t for predictions Examples: It will be windy tomorrow afternoon. You won’t like it.

19Do you think it will rain?

UNIT 7

UNIT 7

19

Do you think it will rain?

Introduction

1 Work with a partner and discuss the questions below. a What is your favourite kind of weather? b What’s the weather like in the summer where you live? What’s the weather like in the winter where you live?

Warmer • Elicit different ways of predicting the future, e.g. palm reading, tarot cards, astrology, reading tea leaves.

Edinburgh

d

c What weather do you like the least?

2 Tell the class about your partner.

• Ask learners if they’ve ever had their future read. • Do they think anyone can predict the future? Give everybody a chance to respond.

Birmingham Cardiff

Introduction

London

3 Look at the pictures below. What kinds of weather do they show? Write the words.

1a-c

a.

b.

c.

d.

e.

f.

g.

h.

i.

In pairs, learners discuss the questions a-c.

2

Learners tell the class about their partners.

Listening

4a

Track 35

Listen to a weekend weather report. Circle the types of weather that are mentioned.

b

Track 35

Listen again and label the cities with the correct weather.

3a-j

Ask learners to look at the weather icons. Elicit the different types of weather. 3a-j answers a) rainy b) cloudy c) snow d) windy e) sunny f) foggy g) stormy h) cold i) warm j) hot

Listening 4a Track 35 Explain to learners they’re going to listen

to a weekend weather report. Learners circle the types of weather mentioned. Feedback as a class.

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lesson 19

Teaching tip – listening for specific information This where learners have an idea of the words, or kinds of words, they are listening for. We listen like this in everyday life when we listen for information in airports, stations or, as here, to weather reports. This is the listening skills equivalent of scanning a text. Asking learners to listen for key words develops this skill, and also helps them gain confidence for more detailed listening tasks. 4a answer a, b, d, e, g, h, i Elicit that a could also be described as ‘wet’. Track 35 (page 151, Student book) 0:57 Announcer: Good morning. This is Fiona Smith with this weekend’s weather report. Unfortunately, Edinburgh and most of northern England will have strong winds and heavy rain for most of weekend. So, if you have to go out, don’t forget your umbrella. In Birmingham and the rest of the Midlands, you won’t need an umbrella because it will be

j.

5a-d

Learners look at their answers in activity 4b and complete the sentences a-d with will or won’t. Read example and check learners understand the activity.

In this lesson: Discuss the future Grammar: will / won’t for predictions

Feedback in pairs, then as a class.

5 Look at your answers to activity 4b and complete the sentences below with will or won’t. a Edinburgh and most of northern England will have strong winds and heavy rain for most of the weekend. b In Birmingham and the rest of the Midlands, you

need an umbrella because it

be sunny and warm all weekend. c For London, you might want to stay at home because it d In Cardiff and most of the Southwest it Track 36

be cold and cloudy most of Saturday.

be as bad, but it’ll still be wet and windy.

Listen and check your answers.

5a-d answers a) Edinburgh and most of northern England will have strong winds and heavy rain for most of weekend. b) In Birmingham and the rest of the Midlands, you won’t need an umbrella because it will be sunny and warm all weekend. c) For London, you might want to stay at home because it will be cold and cloudy most of Saturday. d) In Cardiff and most of the Southwest, it won’t be as bad, but it’ll still be wet and windy.

Language focus

Track 36 Learners listen and check answers.

We use will and won’t to make predictions about the future. will + base form of the verb for positive predictions

Track 36 (page 151, Student book) 0:57 a) Edinburgh and most of northern England will have strong winds and heavy rain for most of weekend. b) In Birmingham and the rest of the Midlands, you won’t need an umbrella because it will be sunny and warm all weekend. c) For London, you might want to stay at home because it will be cold and cloudy most of Saturday. d) In Cardiff and most of the Southwest, it won’t be as bad, but it’ll still be wet and windy.

It will be sunny and warm all weekend.

will not (won’t) + base form of the verb for negative predictions You won’t need an umbrella.

We can use probably to show that we are less certain. Probably normally comes after ’will’ and before ‘won’t’. It’ll probably rain in the afternoon. It probably won’t snow tonight.

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77

Language focus sunny and warm all weekend. For London, you might want to stay at home because it will be cold and cloudy most of Saturday. Expect stormy weather in London on Sunday. In Cardiff and most of the Southwest, it won’t be as bad, but it’ll still be wet and windy, so please dress warmly. That’s all for this weekend’s weather. Stay tuned for the morning traffic report.

Go over the explanations and example sentences with learners. Highlight that ‘probably’ comes after ‘will’ and before ‘won’t’. Elicit and write an example of each on the whiteboard.

Draw attention to the map. Elicit where different cities and regions are, e.g. ‘Edinburgh is in the North. Cardiff is in the Southwest.’ Ask learners to describe where some major cities in their own country are.

4b Track 35 Learners listen again and label the cities

with the weather. 4b answer Edinburgh: d, a Birmingham: e, i London: h, b, g Cardiff: a, d

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Practice

Practice

6 Write the words in the correct order to make predictions.

6a-d

a it’ll / sunny / be / all / day / probably

It’ll probably be sunny all day.

Learners write the words in the correct order to make predictions. Read example and check learners understand the activity. 6a-d answers a) It’ll probably be sunny all day. b) It probably won’t rain tomorrow. c) I probably won’t be late tonight. d) I’ll probably go on holiday next summer.

b probably / it / won’t / tomorrow / rain c won’t / probably / late / I / tonight / be d go / on / summer / I’ll / holiday / probably / next

Sounding natural

7a

Match the phrases with the stress patterns.

I’m not sure. I doubt it.

Feedback in pairs, then as a class.

It’s possible. No way! Perhaps.

Sounding natural

Without a doubt.

7a

Learners match the phrases with the stress patterns. 7a answers I’m not sure. – ooO I doubt it. – oOo It’s possible. – oOoo No way! – OO Perhaps. – oO Without a doubt. – oOoO

7b

b

Track 37

Listen and check your answers.

c

Track 37

Listen again and copy the pronunciation.

8 Use phrases from activity 7 to answer the questions. a Do you think it’ll rain later?

Perhaps.

b Will you go to bed early tonight? c Will you live in a foreign country in the next five years? d Will you cook dinner this evening? e Will the sun rise in the east tomorrow?

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lesson 19

Track 37 Learners listen and check answers.

Interact

7c Track 37 Learners listen again and copy the

pronunciation.

Track 37 (page 151, Student book) 0:26 I’m not sure. I doubt it. It’s possible. No way! Perhaps. Without a doubt.

8a-e

Tell learners to use phrases from activity 7 to answer the questions. Read example and check learners understand the activity. Feedback in pairs, then as a class.

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9a

Explain to learners they’re going to make some predictions about the future. Learners work in pairs and discuss the predictions in the activity. Encourage them to use the phrases in activity 7 to say how likely to happen they think the predictions are.

9b

In pairs, learners make two more predictions about the future. They can use the prompts in the activity or their own ideas. Give learners a few minutes to think and make notes for their predictions.

9c

Learners tell the class about their predictions. Monitor the learners’ use of vocabulary and language. Note good use of vocabulary and language, and errors and mistakes. Highlight good use of language and elicit corrections of any problems you noted.

Interact

9a

Work with a partner.

What do you think about the predictions below? In the future: • People will live longer • Petrol will run out • Computers will think for themselves • The Leaning Tower of Pisa will fall over • Scientists will clone humans • Humans will travel to Mars • The world will use one currency Use the expressions from activity 7 as prompts to discuss your opinions. b With your partner, make two more predictions about the future. You can use the topics below or your own ideas. • Technology • Health • Your country • The world • Family • Space c Tell the class about your predictions. Does anyone else have similar predictions?

lesson 19

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We’re having a party! In this lesson - Arrange to meet people Core activities - 4-7, 10 Grammar - will, going to and the present continuous for decisions and plans Examples: I’ll open the door for you. We’re going to have a picnic tomorrow. I’m meeting Bob for lunch tomorrow.

20We’re having a party!

UNIT 7

UNIT 7

20

We’re having a party!

Introduction 1

Focus learners’ attention on the pictures on page 80. Elicit what kind of parties they can see. 1 answers Clockwise from top left: birthday party, graduation party, wedding party (reception), dinner party

Introduction

1 What kinds of parties can you see in the pictures?

- Elicit other kinds of party, e.g. anniversary party, housewarming (in Japan, these may include: end of year party, cherry blossom viewing party). - Use the opportunity to introduce the idea of a surprise party – mentioned in the Listening activity.

2a-d

Learners work in pairs and discuss the questions. Give learners a few minutes to make notes about their partner’s answers. Monitor. Note good use of vocabulary and language, and errors and mistakes.

3

Learners tell the class about their partners. Highlight good use of language and elicit corrections of any problems you noted.

Listening 4

Tell learners to look at the picture on page 81. Ask some questions about the people in it. Example: ‘How old are they?’ ‘What kind of parties do people that age have?’ ‘What kind of parties did you go to when you were that age?’ Track 38 Explain to learners they’re going to listen to Jim and Emma talking about plans for a party. The first time they hear the conversation, they should just listen for what kind of party it is.

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2 Read the following questions: a Do you enjoy going to parties? b What was the last party you went to? c Have you ever been to a surprise party? d Have you ever planned a party? If so, what kind of party was it?

3 Share your answers with the class.

80

lesson 20

4 answers Surprise birthday party for Bob. Track 38 (page 151, Student book) 0:55 Emma - Hi, Jim. Jim - Oh, hi, Emma. I’m glad I bumped into you. I need to ask you if you can come to my place on Saturday night. Emma - Oh, I’d love to. Jim - We’re having a surprise birthday party for Bob. Emma - It’s Bob’s birthday? I’ll get him a present, then. Jim - I’m going to buy him a CD. Emma - Good idea. What time is the party starting? Jim - Everyone’s coming at seven o’clock. I’m meeting Bob at the station at seven thirty and everyone’s going to shout, ‘Surprise!’ when he walks into the house. Emma - Great! I know! I’ll take a photo! He’ll be so shocked... Jim - (Laughs) Yeah! Emma - Is Mary coming? Jim - I hope so. I’m going to invite her when I see her tomorrow. Emma - I’ll call her now, if you like. Jim - Oh, OK.

In this lesson: Arrange to meet people Grammar: will, going to and the present continuous for decisions and plans

4

Listening Track 38

Listen to Jim and Emma talking about plans for a party.

What kind of party is it?

5

Track 38

Listen again. Are the following sentences true (T) or false (F)? Underline the correct option.

a The party is at Jim’s house on Saturday night.

T/F

b Jim has decided what present to give Bob.

T/F

c The party starts at six o’clock.

T/F

d Jim decides to take a photo of Bob.

T/F

e Jim has invited all the guests.

T/F

f Emma offers to call Mary.

T/F

Track 38

Listen again and check.

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81

5a-f Track 38 Learners listen again and underline T (true) or F (false) next to the sentences in the activity.

5a-f answers a) The party is at Jim’s house on Saturday night. T b) Jim has decided what present to give Bob. T c) The party starts at six o’clock. F d) Jim decides to take a photo of Bob. F e) Jim has invited all the guests. F f) Emma offers to call Mary. T Track 38 Learners listen again and check answers.

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Language focus

Language focus

6 Look at these sentences from the conversation: a. I know! I’ll take a photo!

6a-c

b. I’m going to buy him a CD. c. I’m meeting Bob at the station at seven thirty.

Ask learners to read the example sentences from the conversation. You may like to elicit who said these things in the conversation (in order: Emma, Jim, Jim). Elicit which statement is about a decision made at the time of speaking (the first).

Write them in the correct place in the table below. something decided before the time of speaking something arranged (usually with someone else) something decided at the time of speaking When we talk about things we decide at the time of speaking, we usually use will + base form of the verb. I’ll get him a present, then.

Learners write the sentences in the correct place in the table.

I’ll think about it.

When we talk about plans we made before the time of speaking, we usually use going to + base form of the verb. I’m going to invite her when I see her tomorrow.

Everyone’s going to shout, ‘Surprise!’

When we talk about an arrangement (usually with someone else) made before the time of speaking, we usually use

6a-c answers a) I know! I’ll take a photo! - something decided at the time of speaking b) I’m going to buy him a CD. - something decided before the time of speaking c) I’m meeting Bob at the station at seven thirty. - something arranged (usually with someone else)

the present continuous. We’re having a surprise birthday party for Bob.

What time is the party starting?

Practice

7 Work with a partner. Underline the correct options in the conversation below. Bill: Hi, John. What’s new? John: Well, I asked Sue to marry me, and she said, ‘Yes’! We’re getting / We will get married in June.

Feedback as a class and make any corrections necessary. Go over the explanations and example sentences with learners.

Bill: Wow! That’s great news! John: I know. We’re having / We will have the wedding in Hawaii. We’re going to / We will invite all our family and friends. Can you come? Bill: I think so. I’m checking / I’ll check my schedule when I get home and I’ll call you when I know, OK? John: No problem. Bill: So, where are you living / going to live after the wedding?

Practice

John: We’re going to / We will look for a at in London. Maybe near your place. Bill: Great! I’m showing / I’ll show you around the area! John: Oh, thanks. Wow, is that the time? I have to go. I’m meeting / I will meet Sue at four

7

thirty. She wants to look at wedding dresses. See you later.

Learners work in pairs to underline the correct options in the conversation. 7 answers Bill - Hi, John. What’s new? John - Well, I asked Sue to marry me, and she said, ‘Yes’! We’re getting married in June. Bill - Wow! That’s great news! John - I know. We’re having the wedding in Hawaii. We’re going to invite all our family and friends. Can you come? Bill - I think so. I’ll check my schedule when I get home and I’ll call you when I know, OK? John - No problem. Bill - So, where are you going to live after the wedding? John - We’re going to look for a flat in London. Maybe near your place. Bill - Great! I’ll show you around the area! John - Oh, thanks. Wow, is that the time? I have to go. I’m meeting Sue at four thirty. She wants to look at wedding dresses. See you later. Track 39 Learners listen and check answers.

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Track 39

82

Listen and check.

lesson 20

Track 39 (page 152, Student book) 0:57 Bill - Hi, John. What’s new? John - Well, I asked Sue to marry me, and she said, ‘Yes’! We’re getting married in June. Bill - Wow! That’s great news! John - I know. We’re having the wedding in Hawaii. We’re going to invite all our family and friends. Can you come? Bill - I think so. I’ll check my schedule when I get home and I’ll call you when I know, OK? John - No problem. Bill - So, where are you going to live after the wedding? John - We’re going to look for a flat in London. Maybe near your place. Bill - Great! I’ll show you around the area! John - Oh, thanks. Wow, is that the time? I have to go. I’m meeting Sue at four thirty. She wants to look at wedding dresses. See you later.

8

10b

Sounding natural Track 40

Learners work in pairs to arrange to meet. They can use one of the ideas provided in the activity, or an idea of their own.

Listen to the questions below.

What happens to the underlined ‘t’s when we speak naturally? a How about meeting on Monday morning?

10c

b Why don’t we meet on Tuesday afternoon?

9

Track 40

Listen again and copy the pronunciation.

Learners consult their diaries and find a time when they can meet. Read example and check learners understand the activity.

Interact

10 a

Look at the diary page for next week. Write in the days of the week.

10d

Write plans for the next five days.

Learners tell the class when they’re meeting, and what they’re going to do. Monitor the learners’ use of vocabulary and language. Note good use of vocabulary and language, and errors and mistakes.

You can use your real plans, or make them up.

Monday morning – shopping with mother afternoon – tennis with Tim

example

morning

afternoon

evening

morning

afternoon

evening

Feedback as a class.

morning

afternoon

evening

Highlight good use of language and elicit corrections of any problems you noted.

morning

afternoon

evening

morning

afternoon

evening

b Work with a partner. Arrange to do something together. Choose one of the ideas below, or use your own ideas. • Have a coffee

• Go to the cinema

• Go bowling

• Have lunch

c Look at your diaries and find a time when you can meet. example - How about meeting on Monday morning?

- I can’t on Monday morning. I’m going shopping with my mother. d Tell the class when you are meeting your partner, and what you’re going to do.

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Sounding natural 8a+b Track 40 Learners listen for what happens to the

underlined ‘t’s when we speak naturally. 8a+b answers The underlined ‘t’s are not pronounced.

Track 40 (page 152, Student book) 0:22 a) How about meeting on Monday morning? b) Why don’t we meet on Tuesday afternoon?

9 Track 40 Learners listen again and copy the pronunciation.

Interact 10a

Explain to learners they’re going to arrange a social meeting with a partner. Ask learners to look at the diary for the next week on page 83. Learners should write their plans (real or made up) for the next five days. Read example and check learners understand the activity. Interact / Level 2_Teacher’s Guide

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Golden years In this lesson - Talk about future plans Core activities - 3-6, 8 Function - Talking about plans for the future

21Golden years

UNIT 7

UNIT 7

21

Golden years

Teaching tip In Lesson 3, learners were introduced to the distinction between going to + base form for plans made before the time of speaking, and will + base form for decisions made at the time of speaking. It’s probably best not to raise the issue, but if learners get confused between the use of ‘will’ in Lesson 3 and the use of ‘will probably’ in this lesson, deal with it by saying that, here, ‘will probably’ is used more as a prediction.

Warmer • Start by eliciting the ‘main stages’ in life (accept any reasonable suggestions, e.g. preschool, schooldays, university, working life, parenthood, retirement). • Write ‘The best years of your life’ on the board. • Ask learners to consider which stage of life has the best years of one’s life.

Introduction 1a-d

In pairs, learners discuss questions a–d.

2

Feedback. Learners report on what they discussed with their partners.

Listening 3

Direct attention to the main picture on page 84. Explain that this is Fred and Alice, who are going to talk about plans for their retirement. Direct attention to pictures on page 85. Elicit what these show. Suggested answers Left to right, top to bottom: keeping chickens, DIY, gardening, painting, golf, hiking, moving house, going on a cruise

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Introduction

1 Discuss these questions with a partner: a Do you think life gets better after you retire? b Do you know any retired people? c What do people in your country usually do after they retire? d When you retire, do you want to be active, or just take things easy?

2 Tell the class about your partner. 84

lesson 21

Track 41 Ask learners to listen and tick the things in the pictures that Fred and Alice mention. Feedback in pairs, and then as a class.

3 answers They mention, in order - moving house, gardening, DIY, painting, going on a cruise

Track 41 (page 152, Student book) 1:13 Interviewer - So, Fred and Alice, how do you plan to spend your retirement? Fred - We’ve had enough of city life, so we’re going to sell our house and move to the country. We’ve found a lovely, little cottage in the Cotswolds. Interviewer - Well, that’s a big change. How do you feel about that, Alice? Alice - Oh, I’m looking forward to it. The city is so noisy and – do you know? – we’ve never had a garden, so I hope to do a lot of gardening at the new place. Interviewer - And what about you, Fred? How are you planning to spend your golden years?

In this lesson: Talk about future plans Function: Talking about plans for the future

Listening

3 Look at the pictures. Track 41

Listen to Fred and Alice talking about their

plans for retirement. Tick (

4

) the things they mention.

Track 41

Listen again and answer the questions below.

a Are Alice and Fred happy about retirement?

b What are their plans for their house?

c What are their plans for travel?

d Why can’t Alice wait until Friday?

lesson 21

85

Fred - Well, the cottage is pretty old, so I’ll probably need to do a lot of DIY. Also, I’ve always been a bit of an artist, so I think I‘ll do some painting. Interviewer - Do you have any plans to do anything together? Alice - Oh, yes. Later this year we plan to take a cruise around the Caribbean. Oh, I can’t wait till Friday! Interviewer - Why? What’s happening on Friday? Alice - It’s our last day of work!

4a-d Track 41 Check understanding of questions. Play CD again. Learners listen for answers. Feedback in pairs and then as whole class.

4a-d answers a) Yes. They sound very happy. b) They’re going to sell it and move to the country. c) They plan to take a cruise. d) It’s their last day of work. Round off the activity by asking if learners think Fred and Alice have good plans. Interact / Level 2_Teacher’s Guide

85

Language focus

5

5a-d Track 41 Learners listen again and complete the

Language focus Track 41

going to

b I

a lot of gardening.

c I

need to do a lot of DIY.

d We

sentences.

sell our house and move to the country.

take a cruise around the Caribbean.

To talk about plans we have already made, we use:

Alternative procedures 1 (More confident learners) Elicit suggestions as to what could be in the gaps. Write these on board, and then have learners listen to check. 2 (Less confident learners) Write missing phrases on board in mixed order (see answers, below). Have learners listen and match the phrases to the gaps. 5a-d answers a) We’re going to sell our house and move to the country. b) I hope to do a lot of gardening. c) I’ll probably need to do a lot of DIY. d) We plan to take a cruise around the Caribbean.

Listen again and complete the following sentences:

a We’re

I’m going to study Spanish next year. I’m not going to study Spanish next year.

To talk about plans which are less certain, we use: I hope to see Mary at the weekend. hope to + base form of the verb

be + going to + base form of the verb

What do you plan to do after you retire? I plan to have a party at the weekend. I don’t plan to retire until I’m 65.

I’ll probably buy a new car next month. will probably + base form of the verb

plan to + base form of the verb

Practice

6 Use the prompts below to write full sentences. a I / going / play / football / on / Saturday

I’m going to play football on Saturday.

b she / hope / go / university / next year

Feedback in pairs, then as a class.

c I / probably / have / a haircut / this afternoon

Go over the language points and examples in the Language focus box and take any questions.

e I / going / get / a new computer

d he / plan / run / a marathon / in September

f he / plan / learn / drive / when / he’s 18 Track 42

Listen and check.

Practice 6a-f

In pairs, learners use prompts to write sentences. 6a-f answers See CD script for Track 42. Track 42 Learners listen and check answers

Track 42 (page 152, Student book) 0:49 a) I’m going to play football on Saturday. b) She hopes to go to university next year. c) I’ll probably have a haircut this afternoon. d) He plans to run a marathon in September. e) I’m going to get a new computer. f) He plans to learn to drive when he’s eighteen. Extension Draw attention to sentences a – e. Ask learners to rewrite these to reflect their own, real plans for Saturday, next year, etc. Take feedback as a class.

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lesson 21

Sounding natural 7a

Learners underline all the examples of ‘to’ in the answers to activity 6.

7b Track 42 Learners listen again for how we say ‘to’ in natural speech.

7b answer We use the schwa sound (/tə/).

7b Track 42 Learners listen again and copy the

pronunciation.

Sounding natural

7a

Underline all the examples of ‘to’ in the answers to activity 6.

I’m going to play football on Saturday.

example b

Track 42

Listen again. How do we say ‘to’ when we speak naturally?

c

Track 42

Listen again and copy the pronunciation.

Interact

8a

Write notes about your plans for the times below.

Try to write two plans for each time.

after the lesson finishes

later this evening

tomorrow

next Sunday

next week

next national holiday

next year

b Work with a partner. Discuss your plans. Ask questions to get more information. c Tell the class about your partner. Who do you think has the most interesting plans?

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87

Interact 8a

Give learners a few minutes to think about and make notes on their plans. Monitor and assist with vocabulary where necessary.

8b

Elicit questions learners can ask about plans and write these on board (Do you have any plans for...? What do you hope to do...? What are you going to do...?) In pairs, learners discuss their plans. Encourage use of follow-up questions.

8c

Feedback. Learners tell class about their partner’s plans. Encourage learners to decide who has the most interesting / unusual plans. Highlight good use of language and elicit corrections of any problems you noted.

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I don’t have to wear a tie In this lesson - Discuss your jobs Core activities - 1-6, 8, 9 Grammar - have to / don’t have to for obligation Examples: Do you have to meet customers? She doesn’t have to answer phones. I have to work in really bad weather.

22I don’t have to wear a tie

UNIT 8

UNIT 8

22

I don’t have to wear a tie

Introduction

1 Look at the jobs and write them in the correct column below.

accountants

carpenters

postwomen

housewives

firefighters

farmers

hairdressers

nurses

Introduction 1 Go over the instructions and example to check understanding. Write the headings and examples from the columns on the whiteboard. Elicit which column the remaining jobs go into. Have learners fill in the table in their books at the same time.

people who work inside

people who work outside

accountants

carpenters

Feedback as a class. Teach and drill any unfamiliar items. 2 Match the jobs from activity 1with the phrases below.

1 answers

a

build things

people who work inside

people who work outside

c

cut hair

accountants housewives hairdressers nurses

carpenters farmers postwomen firefighters

d

deliver mail

e

grow food

f

help sick people

g

work with numbers

2a-g Go over the instructions and example to check understanding. Learners match the jobs from activity 1 with the phrases. Feedback as a class. 2a-g answers a) carpenters build things b) housewives clean the house c) hairdressers cut hair d) postwomen deliver mail e) farmers grow food f) nurses help sick people g) accountants work with numbers

Listening 3a Track 43 Track 44 Track 45 Go over the instructions and check understanding. Learners listen to three people talking and write the jobs they mention. Feedback as a class.

88

carpenters

b

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clean the house

lesson 22

3 answers Speaker one hairdresser Speaker two accountant Speaker three housewife Track 43 (page 152, Student book) 0:27 speaker one I love my job. I don’t have to work in an office and I don’t have to wear a suit – I can just come to the salon in a T-shirt and jeans! Of course I have to cut hair, but in this job, you have to like people. You have to be friendly and smile all day. Track 44 (page 152, Student book) 0:29 speaker two Some people think being an accountant is boring, but I love it. I work in a nice office and I make a good salary. I’m always busy. I have to go to meetings, write reports, and answer emails. Of course I have to wear a suit, but I like suits.

4

In this lesson: Discuss your jobs Grammar: have to / don’t have to for obligation

Go over the instructions and example to check understanding. Learners look at the table in activity 3b and write T (true) or F (false) next to the sentences. Monitor and assist as necessary.

Listening

3a

Track 43

Track 44

Track 45

Listen to three people talking. What are their jobs?

Feedback as a class.

Speaker 1 - Hilary Speaker 2 - Mark

4 answers a) Hilary has to cut hair. T b) Hilary doesn’t have to be friendly. F c) Mark has to wear a suit. T d) Mark doesn’t have to work in an office. F e) Jane has to cook. T f) Jane doesn’t have to do the shopping. F

Speaker 3 - Jane b

Track 43

Track 44

Track 45

Listen again

and tick ( ) the things in the table that are important for the jobs in activity 3a.

Hilary

Mark

Jane

cut hair cook

5

be friendly

Learners tell the class two things they like and two things they don’t like about their job or studies.

do the shopping go to meetings wear a suit

4 Look at the table in activity 3b and write T (true) or F (false) next to the sentences below.

a Hilary has to cut hair. .......................................

T

b Hilary doesn’t have to be friendly. .................... c Mark has to wear a suit. .................................. d Mark doesn’t have to work in an office. .............. e Jane has to cook. ............................................... f Jane doesn’t have to do the shopping. ................

5 Tell the class two things you like and two things you don’t like about your job/studies.

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89

Track 45 (page 152, Student book) 0:29 speaker three I work really hard, but I don’t get paid. I work at home, so I don’t have to go to an office, but I have to cook, clean the house and do the shopping every day. My husband thinks it’s easy, but it isn’t!

3b Track 43 Track 44 Track 45 Learners listen again and tick (√) the things that the speakers mention. Go over the example to make sure learners understand what to do. Monitor and assist as necessary.

Feedback as a class. 3 answers Hilary cut hair

Mark

√

cook be friendly

Jane √

√

do the shopping

√

go to meetings

√

wear a suit

√ Interact / Level 2_Teacher’s Guide

89

Language focus

Language Focus

1. We use have to when we say that it is important or necessary to do something. have/has to + base form of the verb

Go over the examples and explanations with learners and answer any questions they may have.

I have to work in really bad weather. Mary has to cook dinner every day. 2. We use don’t have to when we say something isn’t necessary to do. don’t/doesn’t have to + base form of the verb

Practice

I’m a writer, so I don’t have to work in an office. She doesn’t have to answer phones. 3. Questions

6a-i

do/does + have to + base form of the verb

Go over the instructions and examples to check understanding. Learners rewrite the sentences in the correct order. Monitor and assist as necessary. Feedback as a class.

What time do you have to start work every day? Does he have to meet customers?

Practice

6 Write the words in the correct order to make sentences. Don’t forget the punctuation. a wake / to / up / tomorrow / I / early / have

6a-i answers a) I have to wake up early tomorrow. b) Do you have to speak French at work? c) We don’t have to make lunch. d) When do I have to finish the report? e) You don’t have to drive me to the station. f) He doesn’t have to wear a suit at work. g) Does she have to bring her passport? h) You don’t have to go to the meeting. i) What time do they have to arrive at the airport?

I have to wake up early tomorrow. b have / work / do / you / to / French / at / speak

Do you have to speak French at work? c make / have / we / to / don’t / lunch

d the / do / finish / I / when / to / report / have

e station / to / drive / to / you / me / don’t / have / the

f wear / have / work / to / suit / a / at / doesn’t / he

g to / passport / she / her / bring / have / does

h have / the / to / meeting / go / don’t / you / to

Sounding natural

i do / arrive / airport / what / they / to / have / the / time / at

7a Track 46 Play CD. Learners listen to see if the

90

lesson 22

underlined parts in the sentences sound the same or different. 7a answers Different. The underlined letters in have/has for possession are voiced (/v//z/). The underlined letters in have/has to for obligation tend not to be voiced (/f//s/). Track 46 (page 152, Student book) 0:29 1) I have a meeting, so I have to leave early. 2) He has a new job, so he has to buy a new suit. 3) They have to wake up early because they have an early flight.

7b Track 46 Play CD again. Learners listen again and

copy the pronunciation. Drill chorally, then individually.

Interact 8a

Read through the questions and check understanding. You may like to make notes of your own answers to the questions as a model, and to illustrate how to make notes in English. Allow learners time to think and make a note of their own answers. Monitor and assist as necessary.

8b

Learners write three more questions using have to and add them to the list of questions in activity 8a. You may like to first elicit some possible questions from the class as a whole. Allow learners time to think and write. Monitor and assist as necessary.

9a

In pairs, learners ask and answer the questions on their lists. Highlight the example and encourage learners to give additional information in their answers. Monitor, but stay in the background as much as possible in this activity.

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Interact / Level 2_Teacher’s Guide

Sounding natural

7a

Listen to the sentences below. Are the underlined sounds the same or different?

Track 46

1 I have a meeting, so I have to leave early. 2 He has a new job, so he has to buy a new suit. 3 They have to wake up early because they have an early flight. b

Listen again and copy the pronunciation.

Track 46

Interact

8a

Read the questions below. Make a note of your answers.

1. What kind of things do you have to do for other people?

2. How many places do you have to go to during the week?

3. Do you have to work long hours?

4.

5.

6.

b Write three more questions using have to. Add them to the list of questions in activity 8a.

9a

Work with a partner. Ask and answer the questions in activity 8. Make a note of your partner’s answers. example - What kind of things do you have to do for

other people? - I have to make breakfast for my daughter, and then I have to…

b Tell the class about your partner. example Linda has to make breakfast for her

daughter, then she has to…

lesson 22

91

9b

Feedback. Learners tell the class about their partner. Highlight good use of vocabulary and language. Elicit correction of errors/mistakes.

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I had to In this lesson - Talk about what you had to do as a child Core activities - 1-2, 4-6, 8 Grammar - had to for what was necessary in the past Examples: I had to stay late at work last night. We didn’t have to wait long for the bus.

23I had to

UNIT 8

UNIT 8

23

I had to

Introduction

1a

Work with a partner. Use the verbs from the box to complete the phrases under the pictures. Some verbs are used more than once. do make

mow look

take walk 1

b Which pictures show housework?

Introduction

2a

to school

2 the laundry

Work with a partner. Draw lines to match the adjectives on the left with their opposites on the right. hard-working

1a

Direct attention to the pictures on the page and the incomplete captions. Use the pictures to explain any unfamiliar items, e.g. packed lunch.

walk

badly-behaved

strict

lazy

well-behaved

easy-going

b Use adjectives from activity 2a to complete the sentences below.

3

4 the washing-up

packed lunches

1 My sister’s children are very

Go over the instructions and example to check understanding. Highlight the fact that some verbs are used more than once. In pairs, learners use the verbs from the box to complete the phrases under the pictures.

badly-behaved . They never say ‘please’ or ‘thank you’ and they shout and fight all the time. 2 She’s a very

student. She

never does her homework. 3 His parents are very

Feedback as a class. Teach, drill and board any unfamiliar items. 1a suggested answers 1) walk to school 2) do the laundry 3) do the washing-up 4) make packed lunches 5) look after younger children 6) mow the lawn 7) take out the rubbish 8) do homework NOTE: ‘do the lawn’ is also possible, but ask learners which picture ‘mow’ would fit with.

. He

5

can’t play computer games and he has to

after

the lawn

do four hours of homework every night. 4 My boss is very

. We can

have two-hour lunch breaks and we never have to work late.

3a

Discuss the questions below with a partner. 1 Were your parents strict or easy-going? 2 What is more important for children to do – homework or housework?

b Share your ideas with the class.

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7

8 out the rubbish

homework

lesson 23

2b

1b suggested answers Pictures 2, 3, 4, 6, and 7 show housework.

Go over the instructions and example to check understanding. Point out that there are six adjectives, but only four sentences, so not all the adjectives will be needed. In pairs, learners use adjectives from activity 2a to complete the sentences. Monitor and assist as necessary.

2a

Feedback as a class.

Feedback as a class. Teach, drill and board any unfamiliar items.

2b answers 1) My sister’s children are very badly-behaved. They never say ‘please’ or ‘thank you’ and they shout and fight all the time. 2) She’s a very lazy student. She never does her homework. 3) His parents are very strict. He can’t play computer games and he has to do four hours of homework every night. 4) My boss is very easy-going. We can have two-hour lunch breaks and we never have to work late.

1b

Answer this question as a class.

Go over the instructions and example to check understanding. In pairs, learners draw lines to match the adjectives on the left with their opposites on the right.

2a answers well-behaved : badly-behaved hard-working : lazy strict : easy-going

3a

Learners discuss the questions in pairs.

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6

younger children

Interact / Level 2_Teacher’s Guide

In this lesson: Talk about what you had to do Grammar: had to for what was necessary in the past

4b

Go over the instructions and example to check understanding. Assure learners that they will have a chance to listen again to check their answers. In pairs, learners write J (Jenny) or M (Martin) next to each sentence to say who said them. Monitor and assist as necessary.

as a child

Feedback as a class, but don’t give any definite answers yet – learners will listen to check for themselves in the next activity. 4b answers (+ answers said indirectly in brackets) 1) I think parents are always stricter with girls. J 2) I had to do housework. J (+ M) 3) I had to take out the rubbish every week. M (+ J) 4) I had to do the laundry, and the washing-up. J 5) I had to mow the lawn every month. M 6) I didn’t have to make packed lunches. M

Listening

4a

Track 47

Listen to Jenny and Martin talk about how strict their parents were.

Which thing from activity 1 do they not talk about? b Work with a partner. Who says the things below – Jenny or Martin? Write J (Jenny) or M (Martin) next to each sentence. 1 I think parents are always stricter with girls. ..............

J

4c

2 I had to do housework. ..............................................

Track 47 Learners listen again to check their answers. Feedback in pairs and then as a class.

3 I had to take out the rubbish every week. ................... 4 I had to do the laundry and the washing-up. ............... 5 I had to mow the lawn every month. ........................... 6 I didn’t have to make packed lunches. ....................... c

5a

Track 47

Listen again and check your answers.

Write yes or no to answer the questions. 1 Did Jenny do housework when she was young? 2 Did she have a choice?

b Who had stricter parents - Jenny or Martin?

lesson 23

93

3b

Feedback. Have learners tell the class about their partners. 3a-3b alternative procedure If short on time, you may like to take one or two brief responses to the questions as a class.

Listening 4a Direct attention to the picture of Jenny and Martin and explain the situation – they are discussing how strict their parents were. Go over the instructions and check understanding. You may like to direct learners to the pictures in activity 1 to look at and check off while listening. Track 47 Learners listen for which thing from

activity 1 Jenny and Martin do not talk about. Feedback in pairs and then as a class. 4a answer They don’t talk about walking to school.

Track 47 (page 152, Student book) 1:03 Jenny - Were your mum and dad strict, Martin? Martin - Yes, they were, actually. How about you? Jenny - Mine were very strict. But I think parents are always stricter with girls. Martin - Oh, yeah? How? Jenny - Well, I had to do a lot of homework… Martin - I had to do homework, too… Three hours every night. Jenny - And… I had to do housework… Martin - Me, too! I had to take out the rubbish every week. Jenny - I had to take out the rubbish, too. And I had to do the laundry and the washing-up. And I had to look after the younger children in the family. Martin - Well… I had to mow the lawn every month. Jenny - Poor you! I had to get up early every day and make packed lunches for my family. Martin - Did you? I didn’t have to make packed lunches! Jenny - No? Martin - Well, no… My sister did that.

5a

Direct attention to what Jenny says in sentence 2 of activity 4b. Deal with the questions as a class and have learners write yes or no as appropriate.

5a answer 1 Did Jenny do housework when she was young? yes 2 Did she have a choice? no

5b

Take brief responses to this question as a way of rounding off the listening activity. Interact / Level 2_Teacher’s Guide

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Language focus

Language Focus

We use had to when we talk about situations in the past when there was no choice (when it was necessary to do something). had to + base form of the verb

Go over the explanations and examples with learners.

The elevator broke, so we had to use the stairs. I had to do homework. (Because my parents were strict.) We use didn’t have to when we talk about situations in the past when it was OK not to do something (when it was not necessary to do something).

Practice

didn’t have to + base form of the verb

6a

I didn’t have to make packed lunches. It was a holiday yesterday, so she didn’t have to go to the office.

Go over the instructions and example to check understanding. In pairs, learners use had to or didn’t have to and a verb from the box to complete the sentences. Monitor and assist as necessary.

Questions and short answers did + have to + base form of the verb What time did you have to get up yesterday? Why did you have to use the elevator? Did you have to walk to school? Yes, I did. No, I didn’t.

Feedback as a class. 6a answers 1) I didn’t have to pay because I had a coupon. 2) I was very sick yesterday. I had to call the doctor. 3) I got a takeaway last night, so I didn’t have to cook. 4) She had to work late on Friday because they were really busy in the office. 5) There was a problem with the trains, and I had to get the bus. 6) I had no money, so I had to borrow some from a friend.

Practice

6a

borrow

Track 48 Learners listen for what happens to the underlined parts of the sentences in connected speech.

7a answers They tend not to be pronounced. This is an example of elision. Track 48 (page 153, Student book) 0:25 1) I had to get up early yesterday. 2) We had to work late. 3) I had to get the bus.

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Interact / Level 2_Teacher’s Guide

get

pay

work

the doctor.

3 I got a takeaway last night, so I 4 She

.

late on Friday because they were really busy in the office.

5 There was a problem with the trains, and I 6 I had no money, so I

the bus. some from a friend.

b Use the prompts to complete the questions. 1 We had to pay a lot of money.

How much did you have to pay ?

2 They had to wait a long time.

How long

3 I had to go somewhere. 4 She had to get up early. 5 He had to leave early.

Feedback as a class.

7a

cook

1 I didn’t have to pay because I had a coupon.

Go over the instructions and example to check understanding. In pairs, learners use the prompts to complete the questions. Monitor and assist as necessary.

Sounding natural

call

2 I was very sick yesterday. I

6b

6b answers 1) We had to pay a lot of money. How much did you have to pay? 2) They had to wait a long time. How long did they have to wait? 3) I had to go somewhere. Where did you have to go? 4) She had to get up early. What time did she have to get up? 5) He had to leave early. When did he have to leave?

Work with a partner. Use had to or didn’t have to and a verb from the box to complete each sentence below. Use each verb only once.

94

?

Where

?

What time When

? ?

lesson 23

7b Track 48 Learners listen again and copy the pronunciation.

Interact 8a

Go over the instructions and examples to check understanding. Model the activity by noting five things you yourself had to do when young. Learners work on their own to make a note of five things that they had to do when they were young. Allow learners time to think and make notes. Monitor and assist as necessary. Teaching tip – taking notes Learners should only write key words or phrases. This will encourage them to ‘speak’ rather than just read straight from their notes in the following activity.

Sounding natural

7a

Listen. What happens to the underlined letter in each sentence when we speak naturally?

Track 48

1 I had to get up early yesterday. 2 We had to work late. 3 I had to get the bus. b

Listen again and copy the pronunciation.

Track 48

Interact

8a

Work on your own. Make a note of five things you had to do when you were young.

go to school on Saturday practise the piano every day

b Work with a partner. Compare the things you had to do when you were young. Ask questions to get more information. example

- I had to practise the piano every day.

- Did you like it? - No, I didn’t! How about you? - I didn’t have to practise the piano, but I had to… c Tell the class about your partner.

lesson 23

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8b

Go over the instructions and example to check understanding. Highlight the fact that learners should ask follow-up questions to get more information. You may like to model this briefly with a more confident learner. In pairs, learners compare the things they had to do when they were young. Monitor, but stay in the background as much as possible during this activity. Note good use of vocabulary and language and/or errors and mistakes.

8c

Feedback. Learners tell the class about their partner. Highlight good use of vocabulary and language. Elicit correction of errors/mistakes.

Interact / Level 2_Teacher’s Guide

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School days In this lesson - Discuss school and school life Core activities - 2-4, 6, 7 Skills - Extended speaking and vocabulary

24School days

UNIT 8

UNIT 8

24

School days

Introduction

1 Work with a partner.

Discuss the questions below. a Where did you go to school?

Warmer

b Did you like it? Why? c Did you prefer your first school or your high school? Why?

• Books closed. Write ‘school’ in a circle in the middle of the whiteboard. • Ask the class to suggest all the words they associate with ‘school’, e.g. teachers, classroom, books, sport. • Accept any suggestions if learners can explain the connection, e.g. ‘fun – we had fun at school’. • Write the suggested words around the circle, connected to it with straight lines. You should end up with a ‘sun’ effect, with lines radiating from the circle. • Count the number of words on the board, and erase all but the word inside the circle. • Challenge the learners to recall and write down as many of the brainstormed words as they can. • Set a time limit. Re-elicit the words back on to the whiteboard.

Introduction 1a-c

In pairs, learners discuss questions a – c. Feedback as a class. Extension As a class. Discuss the following questions: Do you remember any of your teachers from school? Who was your least favourite teacher? Why? If you were a teacher, what subject would you teach? Why?

2

As a class. Elicit the names of the school subjects on the page. 2 answers a) Science b) Music c) Maths d) Geography e) P.E. (Physical Education) f) History Elicit other subjects studied at school (e.g. Japanese, Art, English, Social Studies).

96

a

b

c

d

e

f

lesson 24

Extension In pairs. Give learners a few minutes to think of two ‘alternative’ subjects students should learn (e.g. Current events, DIY, Social skills, etc.). Feedback in pairs, and then as a class. Write learners’ responses on the whiteboard. As a class, choose the best two subjects.

Interact 1 3a+b

In pairs, learners add two more subjects to the list on page 97, then rank them according to which is most useful in life after school. Give learners a couple of minutes to discuss and rank the subjects. Monitor and assist as necessary.

4

Learners change partners, compare ideas, and agree on the two most useful subjects. Encourage them to talk about why they think so.

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Interact / Level 2_Teacher’s Guide

In this lesson: Discuss school and school Skills: Extended speaking and vocabulary

life

2 Match the school subjects in the table with the pictures. Write the letters in the middle column. school subjects

picture

ranking

Maths Science

a

Geography History Music P.E.

Interact 1

3 Work with a partner. a Add two more school subjects to the list in activity 2. b Which subjects do you think are the most useful in life after school? Rank them from 1–8 (1 = the most useful, 8 = the least useful).

4 Change partners. Compare your ideas, then choose the two most useful subjects.

5 Share your ideas with the class. Can you all agree on the most useful subjects?

lesson 24

97

5

Feedback as a class. Teaching tip – ranking activities This activity encourages learners to use language interactively. They have to compare, explain or defend their choices. Asking learners to add items to the list of things to be ranked makes the second stage of the activity (when learners change partners) fresh, since learners will not know what their new partners may have chosen to add to the list. Set a time limit on the first stage of the activity (ranking) because learners often vary in the time they need to decide on a ranking. This will also force them to keep their notes brief and encourage them to ‘speak’, rather than just read straight from their notes.

Interact / Level 2_Teacher’s Guide

97

Vocabulary

Vocabulary

6 Work with a partner.

6a-e

Complete the sentences below with the words from the box.

In pairs, learners complete sentences with words from the box.

naughty fun

Encourage learners to consult with other pairs.

strict funny encouraging

Feedback as class. 6a-e answers a) My old teacher was very strict – she always gave us too much homework. b) My best friend at elementary school was very naughty. He never did what the teachers told him to do. c) My science teacher was really funny. He never stopped making jokes. d) Sports day at our school was really fun. I always enjoyed it. e) The best teachers are always kind and encouraging.

a My old teacher was very strict – she always gave us too much homework. b My best friend at elementary school was very

.

He never did what the teachers told him to do. c My science teacher was really d Sports day at our school was really e The best teachers are always kind and

. He never stopped making jokes. . I always enjoyed it. .

Extension Ask learners who they think make the best teachers: men or women, and why. Then brainstorm qualities that make a good teacher. Give everybody a chance to respond.

Interact 2 7a-e

Explain to learners they’re going to talk about school life. Read through questions a - e with the class and check understanding. Have learners ask you one or two of the questions, and answer them yourself. Give learners a few minutes to think about and make notes on their own answers. Monitor and assist as necessary. When learners are ready, ask them to think of and write two more questions on school or school life. Monitor and assist as necessary. E.g. How many days a week should students go to school?

8

In pairs, learners ask and answer the questions from activity 7. Read example and check learners understand the activity. Monitor and assist as necessary. Note good use of vocabulary and language and/or errors and mistakes. Encourage follow-up questions. Feedback as a class. Learners tell the class about their partner.

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98

lesson 24

In a private lesson Write your own answers for questions a – e in activity 7. Ask and answer the questions with your learner. Next, answer the two extra questions the learner wrote. Encourage learner to ask follow-up questions.

Interact 2

7 You are going to talk about school life. Read the questions below and make notes about your answers.

a What were your most and least favourite subjects at school?

b Who was your favourite teacher? Why?

c Do you think school life today is harder or easier than when you went to school?

d What is your funniest memory from school?

e If you could study a subject you learned about at school again, what would it be? Why?

Write two more questions about school life below.

8 Work with a partner. Ask and answer the questions. Give extra information and ask more questions. example - Who was your favourite teacher in school?

- My favourite teacher was my English teacher. She always helped me with my work, and she was funny and kind. How about you?

lesson 24

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99

It must be a businessman’s In this lesson - Guess what someone is talking about Core activities - 2-6, 9 Grammar - Modal verbs of deduction Example: He must be American (I think it definitely is true). She could/might be a model (I think it is possibly true). That can’t be John (I think it definitely isn’t true).

25It must be a businessman’s

UNIT 9

UNIT 9

25

It must be a businessman’s

Introduction

1 Work with a partner. Discuss the questions below. a Have you ever lost anything valuable? b Did you find it again? c Have you ever found anything someone lost? Did you take it to the lost property office? Tell the class about your partner.

Listening

2a

Frank and Tony work at an airport lost property office. Track 49

Introduction

Listen to their conversation about the bags below.

Number the bags in the order you hear them. b Match the bags with their owners below.

1a-c

Check understanding of lost property office. Learners work in pairs to discuss questions a to c. Learners tell the class about their partners. Extension Ask learners if they have ever found anything valuable. What was it? Where was it? What did they do? 3

Listening 2a

Explain to learners that they’re going to listen to two workers in an airport lost property office. The men are talking about three bags left in the office. Point out the bags in the picture.

Track 49 Learners listen and number the bags in the order they are mentioned.

2a answers Left to right: 3, 1, 2 Track 49 (page 153, Student book) 1:36 Frank - Well, we’ve got three bags with no names on them. Tony - Let’s have a look at the first one. Right, we’ve got some sweets, a comic and a game console. Frank - It must belong to a child. Tony - Yeah. I think so, too. OK, next is this expensivelooking briefcase, obviously someone with money. There’s a mobile phone in it, but the battery’s dead, so I can’t check the name. There’s also a copy of the Financial Times. It must be a businessman’s. Frank - Or a businesswoman’s! Tony - Yeah, it might be a woman’s. But look, there’s a necktie. It can’t be a woman’s. It must be a man’s. Frank - OK, how about the next one?

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Interact / Level 2_Teacher’s Guide

Track 49

Listen again. Complete the sentences.

a Bag one:

It must belong to a child.

b Bag two:

It

c Bag two:

Yeah, it

d Bag two:

It

be a woman’s.

It

be a man’s.

e Bag three: She

100

be a businessman’s. be a woman’s.

be a model.

lesson 25

Tony - Right, now this must be a woman’s bag. Look, we’ve got lipstick, a make-up set, a hairbrush and a copy of a fashion magazine. Oh, and some airline tickets. She could be a model. Frank - So, we’ll have to wait for these people to drop in. Tony - Yeah, let’s keep an eye out for a model, a stressed businessman and a young boy. Frank - Yeah, let’s. I’m sure they’ll be dropping in soon. OK, what’s next?

2b Track 49 Learners listen again and match the bags with the pictures of people.

2b answers bag one – boy bag two – businessman bag three – woman

In this lesson: Guess what someone is talking about Grammar: Modal verbs of deduction

Language focus

4 We use the modal verbs must/might/could/can’t when we don’t know about a situation and we guess. must might (not) could (not) can’t

+ base form of the verb

Match the sentences on the left to the meanings on the right. meaning It can’t be a woman’s.

I think it definitely is true.

She could be a model.

I think it is possibly true.

It must be a businessman’s.

I think it definitely isn’t true.

It might be a woman’s.

I think it is possibly true.

lesson 25

101

3a-e Track 49 Learners listen again and complete the

sentences. Read example and check learners understand the activity. 3a-e answers a) Bag one: It must belong to a child. b) Bag two: It must be a businessman’s. c) Bag two: Yeah, it might be a woman’s. d) Bag two: It can’t be a woman’s. It must be a man’s. e) Bag three: She could be a model.

Language focus 4

Read through the explanation with learners. Ask learners to match the sentences on the left with the meanings on the right.

4 answers It can’t be a woman’s. – I think it definitely isn’t true. She could be a model. – I think it is possibly true. It must be a businessman’s. – I think it definitely is true. It might be a woman’s. – I think it is possibly true. Interact / Level 2_Teacher’s Guide

101

Practice

Practice

5 Underline the correct modal verbs to complete the sentences. a He can’t / must be home yet. It’s too early.

5a-f

b He might not / can’t know where our house is. You’d better call him. c My sister must / might like her new boyfriend. She calls him every day!

Track 50 In pairs, learners underline the correct

d Life must / can’t exist on other planets. I’m 100% sure it does!

modals to complete the sentences.

e He might / can’t work in an office. He’s wearing a suit. f She’s worked all day. She may / must be tired.

Listen to check answers. 5a-f answers See CD script for Track 50 - answers underlined Track 50 (page 153, Student book) 0:59 a) He can’t be home yet. It’s too early. b) He might not know where our house is. You’d better call him. c) My sister must like her new boyfriend. She calls him every day! d) Life must exist on other planets. I’m 100% sure it does! e) He might work in an office. He’s wearing a suit. f) She’s worked all day. She must be tired.

Track 50

Listen and check.

6 Work with a partner. Use must / might (not) / could (not) / can’t + be to write your own responses to the situations below. a You hear a strange scratching noise outside your door. b You see a bright light in the park. c You’re expecting an important parcel when the doorbell rings. d The telephone rings at three a.m.

Sounding natural

7 Look at the underlined letters in the sentences below. a It could be the postman. b He must be nearly there by now.

6a-d

Learners use must / might (not) / could (not) / can’t + be to write their own responses to the situations. Write an example on the whiteboard and check learners understand the activity. Give learners a few minutes to think and write responses. In pairs, learners compare responses. Learners tell the class about their partners.

c They can’t be very happy with the news. d She might need to call us later. e It might be better to order on the internet.

8

102

Alternative procedure Learners read out the responses they wrote to the class in random order. Class guesses which situation they are responding to.

Sounding natural 7a-e Track 51 Learners listen for what happens to the underlined letters when the phrases are spoken naturally.

7a-e answers They aren’t pronounced. (Technically, the ‘d’ in ‘could be’ is assimilated by the ‘b’ in ‘be’. The other underlined letters are elided). Track 51 (page 153, Student book) 0:39 a) It could be the postman. b) He must be nearly there by now. c) They can’t be very happy with the news. d) She might need to call us later. e) It might be better to order on the internet.

8 Track 51 Learners listen again and copy the pronunciation. Pause track after each line. Drill. 102

Interact / Level 2_Teacher’s Guide

Track 51

Listen. What happens to the middle letter when we speak naturally?

Track 51

Listen again and copy the pronunciation.

lesson 25

Interact 9

Model activity. • Chose something in the classroom, but don’t say what it is. • Describe the item one sentence at a time, without saying what it is. Encourage learners to guess what the thing is using the modals studied in the lesson. In pairs, learners secretly choose three items in the classroom and do the activity. Monitor the learners’ use of vocabulary and language. Note good use of vocabulary and language, and errors and mistakes. Feedback as a class – who guessed their partner’s items quickest? Highlight good use of language and elicit corrections of any problems you noted.

Interact

9 Work in A and B pairs. Student A a Choose something in the classroom, but don’t say what it is. b Describe the thing you chose. Say one sentence at a time. Can Student B guess what it is? Student B Listen to Student A. Say what you think Student A is describing – use must/might/could/can’t. example - It’s white.

- It could be the whiteboard, or it might be my shirt. - It’s on the table. - It can’t be the whiteboard... It might be the eraser. - It’s very small. - It must be the eraser! Change roles and do it again.

lesson 25

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103

If I were you... In this lesson - Discuss problems and give advice Core activities - 1-6, 9 Grammar - should, ought to and the second conditional for giving advice Examples: You should do more exercise. You ought to go to bed early. If I were you, I’d try to relax.

UNIT 9

UNIT 9

26

If I were you...

26If I were you...

Introduction

1 Work with a partner. You have one minute. Make a list of as many body parts as you can.

arm

a

Introduction 1

2 Work with a partner. Match the body parts from your list with the verbs below (sometimes more than one answer is possible).

Learners work with a partner to make a list of as many body parts as they can in one minute. Feedback as a class.

bend

Alternative procedure Do the activity as a team competition. Explain that dictionaries are not allowed. Spelling isn’t important (as long as it’s close). The team that lists the most body parts is the winner. Elicit the correct spellings at the end of the activity.

close

wink

nod

twist

turn

raise

3 Match the medical problems below with the

2

correct place on the body in the picture.

Elicit/check meanings for verbs in the activity. Learners work with a different partner. Match the body parts from their lists in activity 1 with the verbs. Remind them that more than one answer may be possible. Extension Learners work in pairs. One learner in each pair with books closed. The learner with the open book tests the other by reading out phrases from activity 2 as commands (‘Nod your head!’, ‘Bend your arm!’, etc.). Other learner complies. (You might like to teach ‘I’d rather not do that!’) Change roles and repeat.

3 Learners match the medical problems with the correct places on the body in the picture. Feedback in pairs and then as a class. 3 answers Clockwise from top left: g, f, b, a, c, d, e

Reading 4a

Explain to learners that they’re going to read letters from a magazine. Four people are asking for advice from Doctor Munroe. Ask learners to read the letters and find the problems from activity 3 they mention. This is a scanning activity.

104

open

your arm

Interact / Level 2_Teacher’s Guide

a chest pain

e stiff shoulder

b stiff neck

f headache

c stomachache

g toothache

d backache

104

lesson 26

Teaching tip – scanning We scan for information in a text in everyday life when we, for instance, look through the TV page of a newspaper to find the starting time of a programme – we do not need to read everything to get the information we need quickly. Asking learners to scan texts for key words is a way to teach this skill. It is also a useful way to build confidence before more detailed reading tasks. 4a answers chest pains, headaches, stiff shoulders, backache

4b Learners match the doctor’s replies with the letters. They write the names in the spaces. Feedback in pairs and then as a class. 4b answers Clockwise from top left: Dear Emma, Dear Alex, Dear Michelle, Dear David

In this lesson: Discuss problems and give advice Grammar: should, ought to and the second conditional for giving advice

Reading

4 Read the letters in the magazine page below. a Which problems from activity 3 do they mention? b Match the letters to the doctor’s replies below. Write the names in the spaces.

Ask The Doctor

Dr John Munroe answers your questions

Dear Doctor Munroe, I’m a heavy smoker and I really want to quit. I’ve tried many times, but after a few days I always start smoking again. I sometimes feel chest pains when I walk quickly. What can I do to quit? David Brighton

Dear Doctor Munroe, Phil, I can’t sleep well. I spend all night tossing and turning in my bed. I feel so tired during the day at work and have headaches. What advice can you give me to help me sleep better at night? Andrew Chester Michelle Chester

Dear Doctor Munroe, I always have really stiff shoulders when I get home from work. I can hardly move my neck and arms and it’s quite painful. Could you give me some advice? Emma Newcastle

Dear Doctor Munroe, I want to lose weight. I’ve tried diets, but they don’t work, and since I started my new job I always have a backache and I have no time to exercise. What can I do to lose weight and get t? Alex Leeds

Dear Emma , If I were you, I’d try to relax when you get home. You ought to take a hot bath or shower, put your feet up and watch some TV with your favourite drink. If you do some of these things, you will feel a lot more relaxed.

Dear , You shouldn’t eat too much pasta or rice. Also, avoid sweets and zzy drinks. If I were you, I wouldn’t have desserts. You should try to do more exercise - take the stairs instead of the lift at work.

Dear , I think you should cut down on cigarettes slowly. Try to avoid buying a packet every day. If I were you, I’d use nicotine patches that you put on your arm. These are really effective.

Dear , You should try to relax after work, but you definitely shouldn’t drink tea or coffee before you sleep. You ought to go to bed earlier and try to wake up earlier. If I were you, I wouldn’t watch TV before bed.

lesson 26

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105

Language focus

Language focus

5 When we give advice, we can use the patterns below. Positive advice

5

should + base form of the verb

Go over the explanations and example sentences with learners. Ask learners to work in pairs to find more examples in activity 4 and write them in the correct boxes. 5 answers should + base form of verb: You should try to do more exercise. You should try to relax after work. shouldn’t + base form of verb: You definitely shouldn’t drink tea or coffee. if I were you, + I’d + base form of the verb: If I were you, I’d use nicotine patches. if I were you, + I wouldn’t + base form of the verb: If I were you, I wouldn’t watch TV before bed. ought to + base form of the verb: You ought to go to bed earlier.

You should cut down on cigarettes.

Negative advice shouldn’t (not) + base form of the verb

You shouldn’t eat too much pasta or rice.

if I were you, + I’d (would) + base form of the verb

if I were you, + I wouldn’t + base form of the verb

If I were you, I’d try to relax.

If I were you, I wouldn’t have desserts.

ought to + base form of the verb

You ought to take a hot bath or shower.

Find one more example of each pattern in the doctor’s advice in activity 4. Write the examples in the correct boxes.

Practice

6 Write the words below in the correct order to make advice.

Practice

a do / you / exercise / should / more

You should do more exercise.

6

Learners write words in the correct order to make advice.

b eat / you / junk / shouldn’t / food

6 answers See CD script for Track 52.

c I / you / I’d / exercise / were / more / if

d visit / you / the / to / ought / doctor

Track 52 Learners listen and check answers.

Track 52

106

Track 52 (page 153, Student book) 0:35 a) You should do more exercise. b) You shouldn’t eat junk food. c) If I were you, I’d exercise more. d) You ought to visit the doctor.

Sounding natural 7a-c

Ask learners to underline ‘to’ in the sentences. Track 53 Learners listen for how we pronounce this

word when we speak naturally.

7a-c answers We tend to use the weak form (/tə/).

8 Track 53 Learners listen again and copy the pronunciation.

Track 53 (page 87, Student book) 0:26 a) You ought to be more careful. b) You ought to drive more carefully. c) You ought to say sorry.

106

Interact / Level 2_Teacher’s Guide

Listen and check.

lesson 26

Interact 9a

Explain to learners they’re going to roleplay talking about problems and giving advice. Learners work in pairs. Give learners A and B a few minutes to read their problems and make notes. Monitor and assist as necessary. Learner A’s problem: You split up with your girlfriend / boyfriend. You really love her / him, but she / he won’t talk to you. You tried calling her / him, but she / he won’t answer. Learner B’s problem: You made a big mistake at work and now your boss is really angry with you. You tried to make things better, but your boss is still very angry.

9b

Learner A explains their problem to learner B. Encourage learner B to ask follow-up questions to get more information. Encourage them to use the phrases in activity 5 to give advice.

Sounding natural

7 Underline ‘to’ in the sentences below. a You ought to be more careful. b You ought to drive more carefully. c You ought to say sorry.

8

Track 53

Listen to the sentences. How do we say ‘to’ when we speak naturally?

Track 53

Listen again and copy the pronunciation.

Interact

9 You are going to roleplay talking about problems and giving advice. a Work in A and B pairs. Student A: read

1 .

Student B: read

2 .

1 This is your problem: You split up with your girlfriend / boyfriend. You really love her / him, but she / he won’t talk to you. You tried calling her / him, but she / he won’t answer. Prepare to explain: - Why you split up - What exactly happened (When? Where?) - What you tried to do to make things better (How? What happened?)

2 This is your problem: You made a big mistake at work and now your boss is really angry with you. You tried to make things better, but your boss is still very angry. Prepare to explain: - What mistake you made - What exactly happened (When? Where?) - What you tried to do to make things better (How? What happened?) b Student A, explain your problem. Student B, ask questions to get more information and give advice. c Change roles. d Tell the class about the advice your partner gave you. Did anyone give similar advice?

lesson 26

107

9c

Learners change roles and do it again.

9d

Learners tell the class about the advice their partner gave them. Monitor learners’ use of vocabulary and language. Note good use of vocabulary and language, and errors and mistakes. Feedback as a class. Did anybody give the same advice? As a class, decide who gave the best advice. Highlight good use of language and elicit corrections of any problems you noted.

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107

At the flea market In this lesson - Practise bargaining Core activities - 1-4, 8-9 Functions - Polite requests

UNIT 9

UNIT 9

27

At the flea market

27At the ea market

Introduction

1 Work with a partner. Discuss the questions below. a What kind of things do people sell at flea markets? b Have you ever been to a flea market?

Warmer Write junk on the whiteboard. Elicit/explain the meaning of the word.

If so, what did you buy? c Are flea markets popular in your country? d Are there any famous flea markets in your town?

Ask learners to work in pairs and discuss the following questions: Are you a ‘hoarder’ (someone who never throws stuff away)? Do you have a lot of junk? What are some things you want to throw away? What do you do with old clothes / things you don’t use any more (e.g. old golf clubs, kitchen stuff)? Feedback as a class. Learners tell the class about their partner.

Introduction Ask learners to look at the picture on page 108 and ask what kind of things they see. Is there anything that looks interesting to buy? Ask learners to work in pairs and choose three items. Together, learners decide on how much they’re willing to pay for each. Learners tell the class about the items they chose.

1a-d

In pairs, learners discuss questions a to d. Feedback as a class. Give everybody a chance to respond.

Listening 2a

Ask learners to look at the pictures in the table. Ask them what the items are, and how much they would pay for each item (in their country’s currency). Items: yellow scarf, woolly hat, leather jacket, cactus

2b Track 54 Track 55 Explain to learners that they’re going to listen to Tom and Barbara at a flea market. Learners should listen to the recording and write what they buy at the market.

2b answers Tom: scarf and woolly hat Barbara: leather jacket and cactus 108

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lesson 27

Track 54 (page 153, Student book) 1:12 Tom - Excuse me. Would you mind telling me if you’ve got any scarves? Stallholder - I think there’s one in this box here. I’ll have a look... Oh, yes. Here’s a nice, yellow one. Tom - Yeah, that’s very nice. I’m also looking for a woolly hat. Do you have one? Stallholder - Well, how about this? It looks nice with the scarf. Tom - Great! How much for the scarf? Stallholder - Five pounds. Tom - Hmm... And the hat? Stallholder - Three pounds. So that’s eight pounds in total. Tom - That’s a little expensive. I want to buy both, so could you bring the price down a little? Stallholder - OK. Umm... seven pounds? Tom - Could you give me both for five pounds? Stallholder - Oh alright. Five pounds. Tom - Here you are. Stallholder - Thanks.

3

In this lesson: Practise bargaining Function: Polite requests

Track 54 Track 55 Learners listen again for how much the stallholder first asks for each item, and how much Tom and Barbara actually pay. Then learners write the information in the table.

Listening

2a

b

Look at the pictures in the table below. What are they? Track 54

Track 55

Tom and Barbara are at a flea market.

3 answers Tom: scarf and woolly hat Price asked: £5 scarf, £3 woolly hat Price paid: £5

Listen to the two conversations and write their names under the items that they bought.

items

Barbara: leather jacket and cactus Price asked: £20 jacket, £5 cactus Price paid: £12 leather jacket, £3 cactus

name

3

price asked

£

price paid

£

Track 54

Track 55

£

£

£

£

£

Listen again. How much did the stallholder first ask for each item?

How much did Tom and Barbara pay? Write the amounts in the table above.

lesson 27

109

Track 55 (page 153, Student book) 1:03 Barbara - Hello. I’m looking for a jacket. Do you have any? Stallholder - Hmm... I’ve got this leather jacket. It might be your size. Barbara - Oh, I like that. Would you mind telling me how much you want for it? Stallholder - Let’s say... 20 pounds. Barbara - Hmm... Could you please give me a discount? Would ten pounds be OK? Stallholder - Fifteen? Barbara - I’m sorry, twelve pounds is my final offer. Stallholder - Alright. Twelve pounds. Barbara - Thank you. Oh! Could you tell me how much the cactus is? Stallholder - Five pounds. Barbara - Oh dear. I only have three pounds left to spend. Stallholder - OK. Three pounds. So that’s twelve pounds for the jacket and three for the cactus. That’s fifteen pounds, please. Barbara - Here you are. Stallholder - Thanks.

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109

Language focus

Language focus

When we make requests, we can sound more polite by using the structures below. Could you bring the price down a little?

Bring the price down.

Go over the explanation in the Language focus box. Read through the yellow boxes with learners and go over the example sentences.

could you + base form of the verb Would you mind telling me how much, please?

How much?

would you mind + -ing form of the verb

Practice 4a-c

Practice

4 Complete the sentences with could you or would you mind. a

In pairs, learners complete the sentences with could you or would you mind. Read example and check learners understand the activity.

4 answers See CD script for Track 56 - answers underlined

Could you

b

telling me if you’ve got any scarves?

c

5

please give me a discount?

tell me how much the cactus is? Track 56

Listen and check.

Sounding natural

6 To practise saying long sentences, we can start from the end and work backwards.

5

Track 57

Track 56 Learners listen and check answers.

Track 56 (page 153, Student book) 0:28 a) Could you please give me a discount? b) Would you mind telling me if you’ve got any scarves? c) Could you tell me how much the cactus is?

Listen to the pattern below.

a little? price down a little? bring the price down a little? Could you bring the price down a little?

7 Practise saying the sentences below in the same way. Would you mind telling me how much you want for it? Could you tell me how much the cactus is?

Sounding natural Teaching tip – back drilling Back drilling is a useful technique to practise connected speech. Drill a long utterance by building it up from the end. Increase its length each time you model it for learners to repeat.

6 Track 57 Play the track, pausing after each line to

allow learners to repeat.

Track 57 (page 153, Student book) 0:19 a little? price down a little? bring the price down a little? Could you bring the price down a little?

Track 58

110

Listen and check your pronunciation.

lesson 27

Interact 8a

Explain to learners that they’re going to sell some items at a flea market. Tell learners to make a list of ten items in their homes that they’d like to sell.

8b

Next to the items, they should write how much money they want for each.

7 Track 58 Play the sentences, pausing after each one. Ask learners to repeat (they are likely to find this challenging). Model and back drill each sentence. Explain to learners that they can use this technique for themselves when trying to master longer phrases.

8c

Track 58 (page 153, Student book) 0:15 Would you mind telling me how much you want for it? Could you tell me how much the cactus is?

Learners work in pairs to roleplay buying and selling items at a flea market. Student A is the stallholder. Ask them to show their list with the ‘asking’ price to their partner. Student B is the customer. They choose four items to buy. Ask them to use ‘polite requests’ to bring the prices down.

110

Interact / Level 2_Teacher’s Guide

Learners should decide the lowest price they’re willing to accept for each. They can make a note of this, but keep it secret.

9

8

Interact You are going to sell some items at a flea market. a What items in your home do you want to sell? Write a list of ten items. b How much money do you want for each item? Write a price next to each item. c What is the lowest price you would sell each item for? Decide, but keep it secret and don’t write it down.

9 Work with a partner. Student A is the stallholder. Show your list of items and prices to your partner. Student B is the customer. Choose four items to buy. Use polite requests to bring the prices down. What did you buy? How much did you pay? Make notes.

10 Change roles and do it again. What did you buy? How much did you pay? Make notes.

11 Who got the best bargain in the class?

lesson 27

111

10

Learners change roles and do it again. Monitor the learners’ use of vocabulary and language. Note good use of vocabulary and language, and errors and mistakes.

11

Feedback as a class – who got the best bargain? Highlight good use of language and elicit corrections of any problems you noted.

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We stop for lunch at one In this lesson - Plan a walking tour Core activities - 1-3, 5, 7, 8 Grammar - Present simple for schedules Examples: The train for London leaves at 10.00. We’re busy all morning, then we break for lunch at one.

UNIT 10

UNIT 10

28

We stop for lunch at one

28We stop for lunch at one

Suggestion You may like to prepare some craft materials for use in activity 7a (scissors, glue, colour pens, colour paper etc.) if you think learners would respond well to this.

The Ritz Hotel

Introduction

Big Ben

Introduction

1a

1a

Direct attention to the pictures on the page. Elicit which city it is. In pairs, learners make lists of all the places they know in London.

Work with a partner. Make a list of all the places you know in London.

Feedback. Learners share their lists. Extension You may like to ask if any learners have been to London and, if so, what their impressions were and what they did. You could use this opportunity to introduce the idea of a tour (bus tour, walking tour).

2

Direct attention to the verbs in the box. Go over the instructions and an example to check understanding. In pairs, learners write verbs from the box next to each set of phrases. Feedback as a class. 2 answers take - a break / photos / a bus walk - to the station / around the park cross - a bridge / the road meet - a friend / at six o’clock do - some shopping / some sightseeing

112

Interact / Level 2_Teacher’s Guide

2 Write the verbs from the box to complete the phrases. take

take

do

meet

cross

walk

a break. photos a bus to the station around the park

1a answers The city is London. Some suggested places: Harrods, Regent’s Park, London Zoo, the Royal Albert Hall, the Natural History Museum.

1b

Oxford Street

a bridge the road a friend at six o’clock

b Share your lists with the class.

112

some shopping some sightseeing

lesson 28

Listening 3a

Direct attention to the picture of the flier. Explain the situation: Terry and June are on holiday in London and are talking about a walking tour. Go over the itinerary of the tour and check understanding. Explain that there are six mistakes on the flier. Go over the instructions and example. Track 59 Learners listen to Terry and June’s

conversation and underline the mistakes on the flier. Feedback in pairs, and then as a class.

3b

In this lesson: Plan a walking tour Grammar: Present simple for schedules

In pairs, learners read and answer the questions. 3b answers 1) When does the tour start? - 10 o’clock 2) How do they go to the river? - Walk 3) Where is lunch? - In Hyde Park 4) What time is afternoon tea? - 4.30

3c Harrods

Hyde Park

Track 59 Learners listen again and check their

answers.

3d

Round off the activity briefly by asking if learners would like to take the tour themselves. The London Eye

Buckingham Palace

Listening

3a

Track 59

Listen to Terry and June talk about a

b Answer the questions.

London walking tour.

1 When does the tour start?

Look at the flier for the tour. Underline five more mistakes.

2 How do they go to the river?

London walking tour

3 Where is lunch?

Schedule

Meet Waterloo Station

10.00 4 What time is afternoon tea?

Take a bus to the river Take a ride on the London Eye

10.30

Cross the river Buckingham Palace

11.00-12:00

Hyde Park, fish and chips lunch

c

Track 59

Listen again and check your answers.

d Would you like to go on the tour?

Shopping on Regent Street

2.00 - 5.00

Afternoon tea at the Ritz

5.30

lesson 28

113

3a answers - mistakes underlined Meet Waterloo Station – 10.00 Take a bus (Walk) to the river Take a ride on the London Eye – 10.30 Cross the river Buckingham Palace (Big Ben and Houses of Parliament) – 11.00 Fish and Chips (Picnic) lunch Shopping on Regent Street (Oxford Street) – 2 - 5 (4) Afternoon tea at the Ritz – 5.30 (4.30) Track 59 (page 153, Student book) 0:50 Terry - Is that the flier for the walking tour? June - Yes. Do you want to see? Terry - Yes please! What time does it start? June - At 10 o’clock. We meet at Waterloo Station, then we walk to the river and take a ride on the London Eye. Terry - And when do we see Big Ben? June - At eleven. We cross the river and look at Big Ben and the Houses of Parliament from 11 to 12. See? Terry - Oh yes. And after that, we go to Hyde Park and have a picnic lunch. June - Then shopping! Oxford Street from 2 to 4. And we finish at 4.30 with afternoon tea at the Ritz. Interact / Level 2_Teacher’s Guide

113

Language focus

Language focus

We can use the present simple to talk about schedules and timetables. We finish at 4.30. The train leaves at 6.00 and goes to London. What time does the tour start?

Go over the explanations and examples with learners.

We use words like then and after that to show that one thing follows another.

Practice

We meet at Victoria station, then go to a restaurant. After that we visit a museum.

4a

Go over the instructions and an example to check understanding. Ensure learners understand that, since the paragraph is about Sue’s schedule, they should use the present simple form of the verbs in the box. In pairs, learners complete the paragraph about Sue’s schedule with the correct form of the verbs from the box. Monitor and assist as necessary.

Practice

4a

4a answer See CD script for Track 60 - answers underlined.

Complete the paragraph about Sue’s schedule with the correct verbs from the box. Put the verbs into the present simple. arrive

have

be

start

fly

take

Sue

4b Track 60 Feedback. Learners listen to check their

is

very busy tomorrow.

She

work at 8.30 because

she

a meeting at 9.00. Then

she

to America with her boss

for another important meeting. They a plane from Heathrow at

answers.

1.00 p.m. and

Track 60 (page 154, Student book) 0:30 Sue is very busy tomorrow. She starts work at 8.30 because she has a meeting at 9.00. Then she flies to America with her boss for another important meeting. They take a plane from Heathrow at 1.00 p.m. and arrive in New York at 4.00 p.m., New York time.

in New York

at 4.00 p.m., New York time.

b

114

Track 60

Listen and check.

lesson 28

Sounding natural 5a Track 61 Learners listen and underline the stressed

words in the sentences.

4a answer See CD script for Track 61 - answers underlined. Track 61 (page 154, Student book) 0:26 1) We leave at three. 2) We stop for lunch in a restaurant. 3) After that, we do some shopping.

5a Track 61 Learners listen again and copy the pronunciation. Remodel and drill if necessary.

Interact 6

Go over instructions and check understanding. Elicit one or two ideas for walking tour locations. In pairs, learners decide on the location, route and things to do on their walking tour. Allow learners time to discuss and make notes, but set a time limit to keep things fairly brisk. Monitor, assist and prompt with questions as necessary.

7a

In pairs, learners make a flier for the tour they have planned. This could range from a simple written itinerary, to a more elaborate piece of work. Either way, have them make it A4 size or above, so that it can easily be read by the rest of the class during the presentation in activity 7b. Set a time limit. NB: You may like to think of one or two ideas for a tour yourself at this stage, so that you can model the next activity briefly.

114

Interact / Level 2_Teacher’s Guide

Sounding natural

5a

Track 61

Listen and underline the stressed words in the sentences.

1 We leave at three. 2 We stop for lunch in a restaurant. 3 After that, we do some shopping. b

Track 61

Listen again and copy the pronunciation.

Interact

6 Work with a partner. Plan a walking tour of a place you both know.

a. Choose the place.

b. Make a list of things to see or do in the place.

c. Decide where to meet.

d. Decide the route of the tour.

e. Decide where to have lunch, and when.

7a

Make a flier for your tour. Include the details you decided in activity 6 (if you like, you can also draw a map of the route).

b Show your flier to the class and explain the tour schedule. example This is a tour of Camden. We meet at Camden Station at 10.30,

then we walk to…

c As a class, decide on the best tour.

lesson 28

115

7b

Model the activity by drawing a rough flier for a tour of your home town on the board and explain your tour schedule. Learners show their fliers to the class and explain the tour schedule they have planned. Encourage questions at the end of each presentation. Monitor. Note good use of vocabulary and language and/or errors and mistakes.

7c

As a class, learners decide on the best tour. Highlight good use of vocabulary and language. Elicit correction of errors/mistakes.

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115

A big breakfast In this lesson - Talk about the food you eat Core activities - 2-6, 8, 9 Grammar - Countable and uncountable nouns with much, many and a lot of Examples: How much coffee do you drink? I don’t have a lot of time. There aren’t many people that know that.

UNIT 10

UNIT 10

29

A big breakfast

29A big breakfast 1

Introduction

2

Introduction

1a+b

1a

Go over the instructions and the questions to check understanding. In pairs, learners ask and answer the questions and then report back to the class about their partner.

2a

Go over the instructions and example to check understanding. In pairs, learners write 1, 2, 3 or 4 to match each word in the table with the pictures.

Ask and answer the questions below with a partner. 1 Do you eat breakfast every day? Why? 2 Do you sometimes eat breakfast in a cafe or restaurant? Where?

2a

Work with a partner. Write 1, 2, 3 or 4 to match each word in the green table with the pictures.

b Look at the table in activity 2a again and circle yes or no to answer the questions. 1 Can you count pancakes (for example: 1 pancake, 2 pancakes…)? .......................... yes / no

Feedback as a class. 2a answers

2 Are the other things in column A countable? ................. yes / no 3 Are the things in

column A

column B

boiled egg 3 egg cup 3 pancake 2

cereal 4 maple syrup 2 orange juice 3 tea 1 (the beverage in 3 is conceivably tea, but looks more like black coffee)

2b

Answer these questions as a class and have learners circle yes or no in answer to the appropriate questions. Use this activity to briefly review the distinction between countable and uncountable nouns. 2b answers 1) Can you count pancakes (for example: 1 pancake, 2 pancakes…)? yes 2) Are the other things in column A countable? yes 3) Are the things in column B countable? no

3a

3

b Tell the class about your partner.

column B countable? ................. yes / no

3a

4 column A

boiled egg egg cup pancake

column B

cereal maple syrup orange juice tea

3

Work with a partner. Choose four more things you can see in the pictures and write them in the correct column of the table.

b Share your ideas with the class. c As a class, add two more nouns to each column of the green table.

116

lesson 29

3c

As a class, elicit two more items to add to each column of the table.

Listening 4a Go over the instructions and example to check understanding. Track 62

Track 63

Track 64

Track 65

Go over the instructions and check understanding. In pairs, learners look at the pictures again, choose four more things they can see, and write them in the correct column of the table. Monitor and assist as necessary.

In pairs, learners look at the pictures in activity 2, listen to four people talk about what they have for breakfast and write 1, 2, 3 or 4 to match each person with a picture. Feedback in pairs and then as a class.

3b

4a answers Person A - 3, Person B - 1, Person C - 4, Person D - 2

Feedback as a class. Accept any reasonable answers. You may like to draw the table on the whiteboard and invite all the learners to come to the board at the same time, to write the things they chose in the correct columns. 3b possible answers Column A: fried egg, sausage, spoon, raisin Column B: jam, coffee, toast, milk (in the cereal) 116

Interact / Level 2_Teacher’s Guide

Track 62 (page 154, Student book) 0:35 Person A - Do you have a big breakfast? - Yes. I think breakfast’s very important. - What do you have? - Well… sausages, eggs and toast.

Track 65 (page 154, Student book) 0:29 Person D - What do you have for breakfast? - Pancakes. I eat a lot of pancakes. - Really? How many pancakes do you eat? - Oh, about six or seven. - Do you use much maple syrup? - Yes, I use a lot of maple syrup – I love it!

In this lesson: Talk about the food you eat Grammar: Countable and uncountable nouns with much, many and a lot of

Listening

4a

Track 62 Track 63 Track 64 Track 65 Look at the pictures in activity 2 and listen to four people being interviewed about what they have for breakfast. Write 1, 2, 3 or 4 to match each person with a picture.

Person A: picture Person B: picture

4b

Person C: picture

Go over the instructions and example to check understanding. In pairs, learners read the sentences and write A, B, C or D to match them with the correct people in activity 4a.

Person D: picture b Work with a partner. Read the sentences and write A, B, C or D to match them with the correct people in activity 4a. How much tea do you drink?

B

4c

How many pancakes do you eat? Do you eat many eggs?

Track 62

Do you have a lot of sausages? Do you use much maple syrup?

I don’t have a lot of time in the mornings. I eat a lot of pancakes. I use a lot of maple syrup – I love it! Track 62

Track 63

Track 64

Track 65

Go over the instructions and check understanding. In pairs, learners read the sentences in activity 4b again and circle the uncountable nouns and underline the countable nouns. Monitor and assist as necessary. Feedback as a class.

I don’t eat much butter.

c

Track 64

5a

I don’t have many sausages.

5a

Track 63

Learners listen and check their answers.

Do you use a lot of butter?

Track 65

Listen and check your answers.

Read the sentences in activity 4b again. Underline the countable nouns and circle the uncountable nouns.

b Underline the correct option to complete each statement below. You sometimes need to underline more than one option. 1 We usually use much with countable / uncountable nouns. 2 We usually use many with countable / uncountable nouns. 3 We usually use much and many in questions / negative sentences / positive sentences. 4 In positive sentences, we usually use much / many / a lot of. 5 We can / can’t use a lot of with both countable and uncountable nouns. 6 We can / can’t use a lot of in questions and negative sentences. c Which person’s breakfast do you like the best?

lesson 29

- Do you eat many eggs? - I usually have two - one fried, and one boiled. - And do you have a lot of sausages? - No, I don’t have many sausages. Just two small ones. Track 63 (page 154, Student book) 0:28 Person B - What do you usually have for breakfast? - Oh, just tea and toast. - Do you use a lot of butter? - No, just jam. I don’t eat much butter. - How much tea do you drink? - Just a cup. - Do you have milk in your tea? - Oh, yes – always! Track 64 (page 154, Student book) 0:21 Person C - Do you have a big breakfast? - No. Just milk and cereal. - Do you have anything to drink? - No, I don’t. I don’t have a lot of time in the mornings.

117

5a answers - countable nouns underlined, uncountable in bold. How much tea do you drink? - B How many pancakes do you eat? - D Do you eat many eggs? - A Do you have a lot of sausages? - A Do you use a lot of butter? - B Do you use much maple syrup? - D I don’t have many sausages. - A I don’t eat much butter. - B I don’t have a lot of time. - C I eat a lot of pancakes. - D I use a lot of maple syrup – I love it! - D

5b

Go over the instructions and check understanding. Do this activity as a class. For each statement, have learners look at the relevant sentences in activity 4b to find the answers and underline the correct options. You may like to point out that the sentences in activity 4b are grouped by type – questions all together, negative sentences all together, and so on. Highlight the fact that at times learners will have to underline more than one option. 5b answers 1) We usually use much with uncountable nouns. 2) We usually use many with countable nouns. 3) We usually use much and many in questions / negative sentences. 4) In positive sentences, we usually use a lot of. 5) We can use a lot of with both countable and uncountable nouns. 6) We can use a lot of in questions and negative sentences.

5c

Take brief responses to the question as a way of rounding off this section.

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117

Language focus

Language focus We use many with plural countable nouns and much with uncountable nouns*. We usually use many and much in questions and negative sentences.

Go over the explanations and examples with learners.

Do you eat many apples? How much coffee do you drink? I don’t have many sausages for breakfast – only one or two. I haven’t got much time – five minutes.

Practice

We usually use a lot of in positive sentences with both countable and uncountable nouns. He has a lot of friends. I drink a lot of tea.

6a

We can also use a lot of in questions and negative sentences with both countable and uncountable nouns.

Go over the instructions and example to check understanding. In pairs, learners underline the correct option to complete each sentence. Monitor and assist as necessary.

Did you eat many cakes? = Did you eat a lot of cakes? I didn’t drink much wine last night. = I didn’t drink a lot of wine last night. We use much / many, not a lot of, in questions with how. How many people did you meet? A lot. Not many. Five or six.

Feedback as a class. 6a answers 1) I don’t drink much coffee. 2) Many people like my boss, but I don’t. 3) How many people work in your office? 4) There wasn’t much food at the party. 5) He eats a lot of ice cream.

How much toast do you eat? A lot. Not much.

Practice

6a

1 I don’t drink many / much coffee. 2 Many / Much people like my boss, but I don’t.

6b

Go over the instructions and check understanding. 1 - In pairs, learners look at sentences 1-5 of activity 6a again and circle the sentence that cannot be rewritten with a lot of. (Learners should disregard sentence 5.) 2 - Learners rewrite the other three sentences with a lot of.

6b answers 1) Sentence 3 cannot be rewritten with a lot of. 2) 1. I don’t drink a lot of coffee. 2. A lot of people like my boss, but I don’t. 4. There wasn’t a lot of food at the party.

Sounding natural 7a

Go over the instructions and example to check understanding. You may like to check learners understand the sound each symbol stands for. Track 66 Learners listen for the sound they can hear

in the underlined parts of the words and circle the correct symbol. 7a answers When it follows a voiced consonant the ‘s’ also tends to be voiced. 1) pancakes /s/ 2) books /s/ 3) eggs /z/ 4) homes /z/ Track 66 (page 154, Student book) 0:29 1) pancakes 2) books 3) eggs 4) homes

118

Work with a partner. Underline the correct option to complete each sentence below.

Interact / Level 2_Teacher’s Guide

3 How many / much people work in your office? 4 There wasn’t many / much food at the party. 5 He eats many / much / a lot of ice cream. b Look at the sentences in activity 6a again. 1 Circle the sentence that you cannot rewrite with a lot of. 2 Rewrite the other three sentences with a lot of.

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lesson 29

7b Track 66 Learners listen again and copy the pronunciation. Remodel and re-drill as necessary.

Interact 8a

Read through the questions and check understanding. You may like to make notes of your own answers to the questions as a model, and to illustrate how to make notes in English. Allow learners time to think and make a note of their own answers. Monitor and assist as necessary.

8b

Learners write two more questions about food and add them to the list of questions in activity 8a. Highlight the fact that learners should use much, many or a lot of in their questions. You may like to first elicit some possible questions from the class as a whole. Allow learners time to think and write. Monitor and assist as necessary.

Sounding natural

7a

Listen. Circle the sound you hear in the underlined part of each word.

Track 66

1 pancakes ................... /s/

/z/

2 books ........................ /s/

/z/

3 eggs .......................... /s/

/z/

4 homes ....................... /s/

/z/

b

Listen again and copy the pronunciation.

Track 66

Interact

8a

Work on your own. Make a note of your answers to the questions below.

1. How much meat do you eat?

2. Do you drink a lot of coffee?

3.

4.

b Write two more questions about food and add them to the list in activity 8a.

9a

Work with a partner. Ask and answer the questions from activity 8. Ask more questions to get extra information. example

- How much meat do you eat? - Not much, but I eat a lot of fish.

b Tell the class about your partner. example

Josh doesn’t eat a lot of meat, but he…

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119

9a

In pairs, learners ask and answer the questions on their lists. Highlight the example and encourage learners to ask for and give additional information in their answers. Monitor, but stay in the background as much as possible in this activity.

9b

Feedback. Learners tell the class about their partner. Highlight good use of vocabulary and language. Elicit correction of errors/mistakes.

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Have you got the latest...? In this lesson -Talk about computers and technology Core activities - 2, 4-8 Skills - Extended speaking and vocabulary

UNIT 10

UNIT 10

30

Have you got the latest...?

30Have you got the latest...?

Introduction

1a

Work with a partner. Discuss the following questions. 1 Do you use a computer or mobile phone? If you do, when and what for?

Introduction 1a

In pairs, learners discuss questions 1 and 2.

1b

2 Do your parents or grandparents use a computer or mobile phone? If they do, when and what for? b Tell the class about your partner. example Hannah uses a computer

every day.

2 Work with a partner. Read the words below. Which items can you see on this page?

Learners tell the class about their partners. remote control

2

internet

Direct attention to the list of items. Ask learners which ones can they see on the page.

escalator washing machine electric car solar panels

2 answers escalator, internet, microwave, solar panels, electric car, airbag

air conditioner microwave airbag

3a-f

Learners complete the sentences with the words in activity 2. Feedback in pairs and then as a class. 3a-f answers a) I surf the internet at work, on the train and at home. b) I have solar panels on my roof because I want to reduce my electricity bill. c) An electric car is much quieter than a petrol one. d) If you have a heavy suitcase, don’t use the stairs. You should use the escalator. e) I always buy a car with an airbag. It makes me feel safe. f) I use a microwave to heat my food.

Interact 1 4a

Explain to learners that they’re going to talk about modern inventions. Go over the list of six things with learners. In pairs, learners add two more things to the list, then rank the eight items from the most important to the least (1 = most important in modern life, 8 = least important). Demonstrate the activity by writing an example on the whiteboard. Allow learners time to think and add items to the list. Monitor and assist as necessary.

4b

Learners change partners and compare their rankings. In their new pairs, learners decide on the three most important things people need. Monitor and assist as necessary.

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lesson 30

4c

Feedback as a class. List the top three items by group on the whiteboard. As a class, decide on a final list of three most import things people need. Monitor the learners’ use of vocabulary and language. Highlight good use of vocabulary and language. Teaching tip – Working in pairs Encourage learners to change partners quite often so that they don’t get bored with their partner. This can also be important if there is an unpopular learner in the class. Make sure learners understand the activity before they do the activity. If there is an odd number of learners, make a group of three but break them up later in the lesson and put them into pairs with someone else, so they get more chance to speak.

In this lesson: Talk about computers and technology Skills: Extended speaking and vocabulary

3 Complete the sentences below with words from activity 2. a I surf the

at work, on the train and at home.

b I have c An

on my roof because I want to reduce my electricity bill. is much quieter than a petrol one.

d If you have a heavy suitcase, don’t use the stairs. You should use the e I always buy a car with an f I use a

.

. It makes me feel safe.

to heat my food.

Interact 1

4a

Work with a partner. Read the list of modern inventions below. Add two more to the list. Rank the inventions 1-8 (1 = most important in modern life). escalator .................... airbag ....................... microwave ................. internet ..................... solar panels ................ electric car ...................

b Change partners. Compare your ideas. Decide on the three most important inventions. c Tell the class about your choices. As a class, decide what the top three inventions are.

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121

Vocabulary 2

Vocabulary

5 Work with a partner. Look at the products on this page. Tick ( ) the products that are electronic.

5

handheld games console

Direct attention to the pictures on page 122. Pick out the picture of the laptop and elicit the item. Ask learners if it’s an electronic or electrical product. Go over the example and make sure learners know what to do.

scanner

laptop

music player

In pairs, learners tick (√) the products that are electronic. Monitor and assist as necessary. 5 answers laptop, handheld games console, music player, DVD player, tablet computer, smart phone, digital camera

digital camera

6a-h

Learners write the correct verbs from the box to complete the sentences. Go over an example to make sure learners understand what to do. 6a-h answers a) Can I use your phone to make a phone call? b) I usually check my emails on the train. c) Excuse me, can you take a picture of me and my wife? d) I always surf the web before I go to bed. e) Do you shop online? f ) I use my tablet computer to play games and to send emails. g) I sometimes download music from the internet. h) I use my laptop to watch films.

tablet computer

DVD player

smart phone

6 Use the words from the box to complete the sentences. make

watch

check

play

shop

download

take

surf

a Can I use your phone to b I usually

refrigerator

a phone call?

my emails on the train.

c Excuse me, can you

a picture of me

coffee maker

and my wife? d I always e Do you

the web before I go to bed. online?

f I use my tablet computer to games and to send emails. g I sometimes

music from

the internet. h I use my laptop to

television

films. printer

Interact 2 7a

Learners make notes about the questions in the activity. Write an example on the whiteboard and check learners understand the activity. Give learners time to think and make notes. Monitor and assist as necessary. Teaching tip – Taking notes Learners should only write key words or phrases. This will encourage them to ‘speak’ rather than just read straight from their notes.

7b

Learners write three more questions and add them to the list in activity 7a. Write an example on the whiteboard and check learners understand the activity. Give learners time to think and write questions. Monitor and assist as necessary.

7c

In pairs, learners ask and answer the questions on their lists. Monitor, but stay in the background as much as possible in this activity.

7d

Feedback. Learners tell the class about their partner. Highlight good use of vocabulary and language. Elicit correction of errors/mistakes.

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lesson 30

Interact 2

7a

Read the questions about electronic products. Make a note of your answers.

1. Do you have a smart phone?

2. What electronic products do you have?

3. What’s your favourite electronic product?

4. Do you sometimes shop online?

5.

6.

7.

b Write three more questions about electronic products. c Work with a partner. Ask and answer the questions in activity 7. Make a note of your partner’s answers. d Tell the class about your partner. example Gabby has a laptop and a mobile phone. She uses…

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A spoonful of olive oil In this lesson - Say how to make your favourite dish Core activities - 2-6, 9 Grammar - Using counters with uncountable nouns Examples: a tube of toothpaste a carton of milk a packet of biscuits a box of chocolates

Warmer

31A spoonful of olive oil

UNIT 11

UNIT 11

31

A spoonful of olive oil

Introduction

measurement

1 Work with a partner. Discuss the questions below.

action

boil

What dish do you most like cooking? Do you like making pasta? What pasta dishes do you know how to cook?

2 Write the words in the correct columns on the right. boil

simmer

dice

grate

tablespoon

pinch

mix

fry cup

teaspoon chop

stir

3 Work with a partner. Look at the items below. Are they countable or uncountable? Write C (countable) or U (uncountable).

Ask learners to work in pairs and discuss the following questions: • Are you a good cook? • What was the first dish you learnt to cook? • Who does the most cooking at home?

olive oil

Introduction

U

salt and pepper

garlic

onion

carrot

tomato puree

mixed herbs

parmesan

1

Learners work in pairs to discuss the questions in the activity. minced meat

Feedback as a class. Give everybody a chance to respond. Write learners’ responses on the whiteboard. As a class, find out what their most popular pasta dish is.

2

Elicit/check meanings of words in the activity. Learners work in pairs to complete the table with words in the activity.

2 answers measurement: teaspoon, tablespoon, cup, pinch action: boil, simmer, dice, fry, grate, chop, stir, mix

3

Learners work with a different partner and write c (countable) or u (uncountable) next to the words. Learners should be familiar with countable and uncountable at this stage. However, some learners may need a quick refresher.

3 answers uncountable: olive oil, garlic, salt and pepper, tomato puree, mixed herbs, parmesan, minced meat, red wine countable: onion, carrot, tomato

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red wine

tomato

lesson 31

Reading 4

Focus learners’ attention on the picture of Spaghetti Bolognese. Ask them if they’ve made it before. Elicit the ingredients needed to make it. If they don’t know, ask them what they think is needed. Learners work in pairs, read the recipe instructions, and number the boxes to put the recipe in order. Monitor and assist as required. Teaching tip – text cohesion This activity relies on learners noticing cohesion in a text. Point out to learners how there is a certain amount of repetition across the instructions. For instance, the first instruction talks about the onion and carrots, and the next instruction carries on from there. The instruction to ‘Serve’ is likely to come at the end of the recipe.

In this lesson: Say how to make your favourite dish Grammar: Using counters with uncountable nouns

Reading

4 Put the recipe in the correct order. When the onions and carrots are soft,

Serve with a bowl of pasta and a

add 500 grams of minced meat and a

teaspoon of parmesan cheese. Enjoy!

pinch of salt and pepper. Cook until the meat is brown.

Next, stir in a tablespoon of mixed herbs. Let it simmer on a low heat for

When the meat is brown, add a glass

one hour.

of red wine. Wait two minutes then mix in a can of tomatoes and half a tube of tomato puree.

1 First, add a spoonful of olive oil to a hot pan. Fry three cloves of crushed garlic with half a cup of diced onion and half a cup of grated carrot, until soft.

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125

4 answers 1) First, add a spoonful of olive oil to a hot pan. Fry three cloves of crushed garlic with half a cup of diced onion and half a cup of grated carrot, until soft. 2) When the onions and carrots are soft, add 500 grams of minced meat and a pinch of salt and pepper. Cook until the meat is brown. 3) When the meat is brown, add a glass of red wine. Wait two minutes then mix in a can of tomatoes and half a tube of tomato puree. 4) Next, stir in a tablespoon of mixed herbs. Let it simmer on a low heat for one hour. 5) Serve with a bowl of pasta and a teaspoon of parmesan cheese. Enjoy!

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125

Language focus

Language focus

Words like spaghetti, garlic, olive oil, salt and pepper are uncountable. We can make them countable by using counters.

Read the explanation and example sentences with learners. Ask learners to underline the uncountable nouns in activity 4, then circle the ‘counters’ used to make them countable. Example: (teaspoon of) parmesan cheese

a spoonful of olive oil three cloves of garlic

5 Match the counters with the items.

5

Learners match the counters with the items. 5 answers a tube of toothpaste a carton of milk a packet of biscuits a box of chocolates a loaf of bread a bag of flour a can of soft drink

a tube of

milk

a carton of

biscuits

a packet of

toothpaste

a box of

chocolates

a loaf of

flour

a bag of

bread

a can of

soft drink

Practice

6 Underline the most likely word. a You need a tin / jar of tuna to make the salad. b It’s in the fridge, next to the carton / can of milk. c Can you go to the supermarket and buy a packet / loaf of bread? d I’m not that hungry, but maybe I’ll have a slice / box of pizza. e For breakfast, I usually have a glass / bowl of cereal.

Practice

f The soup would be much nicer if you just added a pint / pinch of salt. Track 67

6a-f

Listen and check.

Learners underline the correct words to complete the sentences. 6a-f answers See CD script for Track 67 - answers underlined 126

lesson 31

Track 67 Learners listen and check answers.

Track 67 (page 154, Student book) 0:55 a) You need a tin of tuna to make the salad. b) It’s in the fridge, next to the carton of milk. c) Can you go to the supermarket and buy a loaf of bread? d) I’m not that hungry, but maybe I’ll have a slice of pizza. e) For breakfast, I usually have a bowl of cereal. f) The soup would be much nicer if you just added a pinch of salt.

Sounding natural 7a-f Track 67 Learners listen again for how we pronounce ‘of’ when we speak naturally.

7a-f answers We tend to use the weak form, with a ‘schwa’ sound /əf/.

8 Extension Learners work in pairs and talk about things they have in their fridges. Example: ‘I have a carton of milk, and three cans of beer.’ Learners tell the class about their partners.

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Interact / Level 2_Teacher’s Guide

Track 67 Learners listen again and copy the

pronunciation. Pause CD after each sentence for learners to repeat. Model and drill again if necessary.

7

Sounding natural Track 67

Listen again to the sentences in activity 6.

How do we say ‘of’ when we speak naturally? a You need a tin of tuna to make the salad. b It’s in the fridge, next to the carton of milk. c Can you go to the supermarket and buy a loaf of bread? d I’m not that hungry, but maybe I’ll have a slice of pizza. e For breakfast, I usually have a bowl of cereal. f The soup would be much nicer if you just added a pinch of salt.

8

Track 67

Listen again and copy the pronunciation.

Interact

9 You are going to tell the class how to make your favourite dish. a Make notes about your dish. • What’s the name of the dish?

• What ingredients do you need?

• What do you do first?

• What do you do next?

b Work with a partner. Tell each other how to make your dishes. c Tell the class about your partner’s dish.

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Interact 9a

Explain to learners that they’re going to tell a partner how to make their favourite dish. Learners read the questions and make brief notes. Encourage learners to use the structures from the activity. Write an example on the whiteboard and check learners understand the activity. Give learners a few minutes to think and make notes. Monitor and assist where necessary.

9b

Learners work in pairs and explain their dishes to each other. Learners should make brief notes on their partner’s dish. Monitor. Note good use of vocabulary and language, and errors and mistakes.

9c

Learners tell the class about their partner’s dish. Feedback as a class. Highlight good use of language and elicit corrections of any problems you noted.

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127

He told me... In this lesson - Tell people what someone said Core activities - 1-6, 9 Grammar - Reported speech Examples: Direct speech: ‘I want some more cake.’ Reported speech: She said she wanted some more cake.

UNIT 11

UNIT 11

32

He told me...

32He told me...

Introduction

1 Work with a partner. Discuss the questions below. a Do you remember the last party you went to? Where was it? What kind of party was it? Did you enjoy it? b Have you ever been to any of the kinds of parties in the pictures?

2 Tell the class about your partner.

Introduction 1a+b

In pairs, learners discuss questions a and b.

2

Feedback. Learners tell class about their partner.

Listening 3a-g

Direct attention to the pictures on page 129. Explain the situation - Robert is telling his friend, Karen, about a party he went to. Point out the inset pictures (Martin and Jody). Explain that these are two people Martin met at the party. Elicit some opinions about Martin and Jody (Who do you think is friendly? Who would you like to talk to? Why? etc.). Point out sentences a-g. Check vocabulary. In pairs, learners discuss and decide who said what to Robert - Martin or Jody. Feedback as a class. Encourage learners to explain their ideas. Teaching tip – speculation Encourage learners to speculate and make guesses before a reading or listening task. This activates their existing knowledge and gets them in the right frame of mind for the task. It also adds interest to the task because learners listen or read to see if they were right in what they guessed.

4 Track 68 Tell learners they will listen to Robert

telling Karen about the party. Ask them to check their ideas about who said what. Play CD. (NB: Robert uses reported speech to say what Martin and Jody said to him, so learners will not be able to listen for the exact words).

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lesson 32

Feedback in pairs and then as a class. Play the CD again, pausing at appropriate times, if necessary. Ask learners if they think Robert enjoyed the party. 4 answers a) ‘I’m really rich.’ Martin b) ‘I drive a Bentley.’ Martin c) ‘I’m a musician.’ Jody d) ‘I think the music is too loud.’ Martin e) ‘I love going to nightclubs.’ Jody f) ‘Anyone over thirty is really old.’ Jody g) ‘I hate young people.’ Martin Track 68 (page 154, Student book) 0:58 Karen - Did you enjoy the party at the weekend? Robert - No, not really. There were some strange people there! Karen - Oh, really? Robert - Well, there was this horrible old guy. He told me he was really rich and drove a Bentley. He said he thought the music was too loud and that he hated young people. I don’t know why he was there.

In this lesson: Tell people what someone said Grammar: Reported speech

Listening

3 Robert went to a party at the weekend. He met two interesting people, Martin and Jody. Who do you think said the things below to Robert – Martin or Jody? Write the letters next to the person. a ‘I’m really rich.’ b ‘I drive a Bentley.’ c ‘I’m a musician.’ d ‘I think the music is too loud.’ e ‘I love going to nightclubs.’ f ‘Anyone over 30 is really old.’ g ‘I hate young people.’

Jody

Martin a

Robert

4

Track 68

Karen

Listen to Robert talk to his friend, Karen, about the party.

Check if you were right about who said what to Robert.

lesson 32

129

Karen - Sounds terrible! Robert - Yeah. Then there was a really drunk woman. She said that she was a musician and she loved going to nightclubs. She also told me that anyone over 30 was really old! Karen - You’re kidding! Robert - No. And she kept spilling her drink on me.

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129

Language focus

Language focus

When we report speech: 1. The present form of the verb usually changes to the past form. am / is > was are > were do / does > did have / has > had

Go over the explanations and examples in the Language focus box.

can > could

will > would

Direct speech: People over 30 are old. > Reported speech: She said people over 30 were old. 2. We change pronouns. I > he / she

Extension

Direct speech: I think the music is too loud. > Reported speech: He said he thought the music was too loud.

Track 68 Play CD again and have learners listen for

3. Past simple verbs usually stay the same in reported speech.

the phrases in reported speech.

Direct speech: Jimmy said, ‘I didn’t break the window.’ > Reported speech: Jimmy said that he didn’t break the window. Past simple verbs can also change to the past perfect tense.

Practice

Jimmy said that he hadn’t broken the window. 4. With reported speech, we often use said and told. When we use told, we say who is being spoken to.

5a-f

When we use say, we don’t normally mention who is being spoken to. He told me he drove a Bentley.

In pairs, learners choose said or told to complete the sentences.

He said that he drove a Bentley.

Practice

Track 69 Play CD. Learners listen to check their

5 Underline the correct words to complete the sentences.

answers.

a He said / told that he drove a Ferrari.

5a-f answers See CD script for Track 68 - answers underlined

c She said / told that she was a musician.

b He said / told me that he thought the music was too loud.

d He said / told me that he loved money. e She said / told that people over 30 are old. f She said / told me that she loved going to nightclubs.

Track 69 (page154, Student book) 0:52 a) He said that he drove a Ferrari. b) He told me that he thought the music was too loud. c) She said that she was a musician. d) He told me that he loved money. e) She said that people over 30 are old. f) She told me that she loved going to nightclubs.

Track 69

Listen and check.

6 Rewrite the sentences using direct speech. a I drive a Ferrari. b c d e f

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lesson 32

6a-f

In pairs, learners rewrite the sentences from activity 5 as direct speech. Go over the example to check learners know what to do. Feedback as a class. 6a-f answers a) I drive a Ferrari. b) I think the music is too loud. c) I’m a musician. d) I love money. e) People over 30 are old. f) I love going to nightclubs.

Sounding natural 7a-c

8 Track 70 Play the CD again, pausing after each line for learners to copy the pronunciation. Drill.

Interact 9a

Demonstrate the activity: - Ask a learner to use the prompts in the grid to make two statements about themselves. - Make brief notes on the board about each statement. - Use reported speech to say what the learner said. In pairs, learners take turns using the prompts on the grid to make statements about themselves. They make brief notes on what their partners say.

Track 70 Learners listen for what happens to the ‘d’ in ‘told me.’ (It isn’t pronounced – it’s elided in connected speech).

9b

Track 70 (page 154, Student book) 0:29 a) Someone told me that he worked in a shop. b) John told me that his car was stolen. c) She told me that she was from Texas.

Monitor and assist as necessary, but remain in the background as much as possible.

130

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Learners use reported speech to tell the class what their partner said.

Sounding natural

7 In ‘told me’, there are three consonants together: I, d, and m. It’s difficult to pronounce them together, so we don’t say one of them. Track 70

Listen to the sentences below.

a Someone told me that he worked in a shop. b John told me that his car was stolen. c She told me that she was from Texas. Which letter do we leave out?

8

Track 70

Listen again and copy the pronunciation.

Interact

9a

Work with a partner.

• Take turns to choose a square below and to make a sentence. • Cross out the squares after you make sentences. • Continue until all the squares are crossed out. • Make notes of what your partner says. example I like playing tennis. I’m going to...

I went to...

I like... ike

If it rains on Sunday, I will...

I don’t know how to...

I really hate...

The weather will be ___ tomorrow.

I watched ____ on TV recently.

I bought a _____ recently.

I don’t know how to...

In the future I want to...

I am a... (job).

b Tell the class about your partner. Remember to use reported speech. example Mami said that she liked playing tennis.

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Note good use of vocabulary and language, and errors and mistakes. Finish the activity by asking learners a couple of questions, e.g. Who said the most surprising thing? Who remembered the most about their partner? Highlight good use of language and elicit corrections of any problems you noted.

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131

It’s exciting In this lesson - Talk about what you like doing in your free time Core activities - 2, 4 – 6, 8 Function - Saying how you feel about things and why

UNIT 11

UNIT 11

33

It’s exciting

33It’s exciting

Introduction 1

hard

ugly

hard

relaxing

hard

tiring

funny

difficult

relaxing

boring

interesting

expensive

exciting

boring

tiring

dangerous

ugly

dangerous

Learners read the words in the box and match them with the pictures. Feedback as a class.

2a+b

In pairs, learners discuss the questions in the activity.

3

Learners look at the pictures across the top of pages 132 and 133. They then cross out one adjective that can’t describe the activity. 3 answers Top row, left to right (odd one out only): golf - funny chess - ugly aerobics - relaxing fishing - ugly cooking - funny painting - ugly Bottom row, left to right (odd one out only): rafting - boring travelling - ugly shopping - dangerous watching films - difficult hiking - funny yoga - funny

Listening 4a Track 71 Learners listen to the conversation and tick (√) the things in the table they hear. Go over an example to make sure learners understand what to do.

4a answers doing yoga, aerobics, rafting, hiking, golf

132

Interact / Level 2_Teacher’s Guide

Introduction

1 Read the list of activities below. Work with a partner. Find the activities in the pictures above. fishing

aerobics

hiking

cooking

playing golf

shopping

doing yoga

playing chess

watching films

painting

rafting

travelling

2 Work with a partner. Read the activities above again. Discuss the questions below. a Which are indoor activities and which are outdoor activities? b Which are both indoor and outdoor activities?

3 Work with a partner. For each picture above, cross out one adjective which can’t describe the activity.

132

lesson 33

Track 71 (page 154, Student book) 1:22 Jason - Hi Katie. How are you? Katie - I’m OK, I guess. Jason - What’s the matter? Katie - My sister’s coming to Vancouver to visit me and I don’t know where to take her. We’re very different. I like indoor activities but Tina’s an outdoors girl. Jason - Oh really? Katie - Yeah. I like yoga and I love aerobics. She hates doing yoga. She thinks it’s boring. And she doesn’t like doing aerobics because it’s hard. Jason - Oh dear. What does she like doing? Katie - Let’s see, she likes rafting because it’s exciting. And she loves hiking. She says it’s interesting. Jason - Don’t you like hiking, then? Katie - Actually, I don’t mind hiking. It’s OK. But I hate rafting. Jason - Why don’t you take her to Stanley Park? I think you can go hiking there. Katie - Yes, that’s a good idea. And there’s a golf course in Stanley Park. I don’t mind golf. It’s relaxing. And she thinks it’s great. Jason - Well then, you can do that on another day.

In this lesson: Talk about what you like doing in your free time Function: Saying how you feel about things and why

relaxing

fun

relaxing

ugly

interesting

difficult

fun

funny

ugly

exciting

funny

relaxing

difficult

interesting

boring

interesting

tiring

funny

Listening

4 a Read the words in the table. Track 71 Listen to the conversation between Jason and Katie. Tick ( ) the things they mention.

b

doing yoga aerobics

Listen again. Connect the sentences on the left with adjectives on the right.

fishing

1

She hates doing yoga. She thinks…

it’s interesting.

rafting

2

...she doesn’t like aerobics because...

It’s OK.

3

She likes rafting because…

it’s exciting.

4

…she loves hiking. She says…

it’s boring.

Track 71

5

...I don’t mind hiking.

It’s relaxing.

6

I don’t mind golf.

it’s hard.

shopping hiking painting golf

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133

4b Track 71 Learners listen again and connect the sentences on the left with adjectives on the right.

Feedback as a class. 4b answers 1) She hates doing yoga. She thinks… it’s boring. 2) … she doesn’t like aerobics because… it’s hard. 3) …she likes rafting because… it’s exciting. 4) …she loves hiking. She says… it’s interesting. 5) … I don’t mind hiking. It’s OK. 6) I don’t mind golf. It’s relaxing.

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133

Language focus

Language focus

5 Write the words in the box in the correct spaces. hate

5

love

don’t mind

like

don’t like

Learners write the words in the correct place on the line. 5 answers love - like - don’t mind - don’t like - hate

love

We can describe things with adjectives to say why we like or don’t like them.

Go over the examples and explanations with learners.

Practice 6a

Learners match the questions with the answers on the right. Go over an example to make sure learners understand what to do. Monitor and assist as necessary.

John loves cooking. He thinks it’s fun. She likes painting because it’s relaxing.

I don’t like maths. It’s difficult. I hate housework because it’s boring.

She hates rafting. She thinks it’s scary. He doesn’t like playing golf. It’s expensive.

Practice

6 a Match the questions with the answers on the right. 1 How often do you do yoga? 2 What’s your favourite film? 3 What kind of things do you paint?

Feedback in pairs and then as a class. 6a answers (6) History. She thinks it’s interesting/boring. (3) Flowers. I think they’re beautiful/ugly. (1) Three times a week. It’s relaxing/exciting. (4) Bowling. He thinks it’s fun/funny. (5) Because it’s relaxing/exciting. (2) Mr Bean. I think it’s fun/funny.

I like chess. It’s interesting. I love basketball because it’s fun.

History. She thinks it’s interesting/boring. Flowers. I think they’re beautiful/ugly.

1 Three times a week. It’s relaxing/exciting.

4 What does John do in his free time?

Bowling. He thinks it’s fun/funny.

5 Why do you like rafting?

Because it’s relaxing/exciting.

6 What kind of books does she like reading?

Mr Bean. I think it’s fun/funny.

b Underline the correct adjective in the answers above.

6b

Learners underline the correct adjectives in the answers in activity 6a. Go over an example to make sure learners understand what to do. Monitor and assist as necessary. 134

lesson 33

Feedback in pairs and then as a class. 6b answers See activity 6a answers - answers underlined.

Sounding natural 7a Track 72 Direct attention to the words in the table. Read the example with learners (boring) and slowly break it down into syllables counting each with your fingers. Elicit how many syllables (2). Show learners they should write 2 in the column next to boring. Check learners understand what to do, then play the CD. You may want to stop the CD after each word, to give learners time to think and write their answers in the table.

Feedback in pairs and then as a class. 7a answers boring 2, difficult 3, interesting 3, easy 2, relaxing 3, great 1

Track 72 (page 155, Student book) 0:23 boring difficult interesting easy relaxing great

7b Track 72 Learners listen again and mark the stressed syllables. Go over the example and make sure learners understand what to do. Monitor and assist as necessary.

Feedback in pairs and then as a class. 7b answers boring, difficult, interesting, easy, relaxing, great

7c Track 72 Learners listen again and copy the

pronunciation.

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Sounding natural

7a

Track 72 Listen to the adjectives in the table. How many syllables are there? Write the number after each word.

Track 72 Listen again and mark ( ) the stressed b syllable in each adjective.

c

Track 72

Listen again and copy the pronunciation.

adjectives

syllables

boring

2

difficult interesting easy relaxing great

Interact

8a

Write four indoor and four outdoor activities in the table below. indoor activities

your partner

reason

outdoor activities

your partner

reason

1. 2. 3. 4.

1. 2. 3. 4. b Work with a partner. Ask about the things in activity 8a. Write your partner’s answers in the table above. - Do you like jogging? - No, I don’t. I hate it. It’s hard.

example

c Tell the class about your partner.

Andrew hates jogging. He thinks it’s hard. He likes…

example

lesson 33

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Interact 8a

Learners write four indoor and four outdoor activities in the tables. Elicit some examples and write them on the whiteboard. Encourage learners to think of some activities that weren’t mentioned in the lesson.

8b

In pairs, learners ask and answer questions about the things they wrote in activity 8a. Encourage them to ask follow-up questions to get more information. Learners write their partner’s answers in the table in activity 8a. Demonstrate activity with a confident learner. Monitor the learners’ use of vocabulary and language.

8c

Feedback. Learners tell the class about their partners. Highlight good use of language and elicit correction of errors and mistakes.

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I gave her a dozen roses In this lesson - Talk about who you would give all your things to Core activities - 1, 3, 5-6, 8 Grammar - Verbs with two objects Examples: She read the children a story yesterday. My brother gave his guitar to me.

UNIT 12

UNIT 12

34

I gave her a dozen roses

34I gave her a dozen roses Introduction

1a

Work with a partner. Discuss the questions below. 1 Have you ever bought anything online? 2 What kind of things would you buy online? 3 What kind of things would you never buy online?

b Tell the class about your partner.

2 Underline the correct preposition to complete the sentences below.

Introduction

a I gave my bicycle for / to my brother. b Our boss bought coffee and doughnuts for / to us. c Can you prepare the report and bring it for / to my office?

1a

d Jack lent his car for / to me.

In pairs, learners discuss the three questions in the activity.

e I got a present for / to my sister. f Please take this cup for / to the kitchen. g She teaches piano for / to seven-year-olds.

1b

Feedback as a class. Learners tell the class about their partner.

2a-g

Go over the instructions and example to check understanding. Learners choose the correct preposition (for or to) to complete the sentences. Monitor and assist as necessary. Feedback as class. 2a-g answers a) I gave my bicycle to my brother. b) Our boss bought coffee and doughnuts for us. c) Can you prepare the report and bring it to my office? d) Jack lent his car to me. e) I got a present for my sister. f) Please take this cup to the kitchen. g) She teaches piano to seven-year-olds.

Reading 3

Learners read through the website and answer the questions. You may like to set a time limit of one minute for this activity. Feedback as a class. 3 answers a) 3. flowers b) anniversary, birthday, congratulations, get well, new baby, sympathy, thank you, etc. c) Learner’s own answers.

4

Go over the instructions and check understanding. Learners look at the website again and answer the questions. Monitor and assist as necessary. Feedback as a class.

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lesson 34

4 answers a) Yes. b) Anywhere in the world. c) A free box of chocolates.

In this lesson: Talk about who you would give all your things to Grammar: Verbs with two objects

Me to You Flowers

1 – 800 – 876 – 5687 Call us free 24 hours a day.

We can make custom bouquets for you. Home

Occasions Anniversary

Best sellers

Holiday

About us

FAQ

Shopping cart

We promise you fresh flowers every time. We give you a free box of chocolates every order. chocolate withwith every order. We can send flowers to people anywhere in the world.

Birthday

Mother’s Day

Congratulations

£24.99

Get well New baby

Add to shopping cart

Why don’t you buy tulips for your mother?

Sympathy Thank you

Valentine’s Day £29.99

Add to shopping cart

You can show her your love with roses.

2

Christmas £15.99

Add to shopping cart

You can give your friends a plant for Christmas.

Me to You Flowers

3 for 2

Download our free app for your mobile device.

Reading

3 Look at the website above and answer the questions below. a What is the website about? 1 pizza

2 travel

3 flowers

b What are some special occasions that you could use this website for? c Have you ever used this kind of website?

4 Look at the website again and answer the questions below. a Can Me to You Flowers make custom bouquets? b Where do they deliver to? c What do they offer with every order?

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Language focus

Language focus

5 Match the underlined words with the words in bold.

5

We give you a free box of chocolates with every order.

1

Go over the instructions and example to check understanding. Learners match the underlined parts of the sentence with the words in bold. Monitor and assist as necessary.

Many verbs can have two objects – a direct object and an indirect object. The indirect object (in bold) receives the direct object (underlined) and usually comes first. We promise you fresh flowers every time. Mark gave his mother a cake.

Feedback as a class.

With some verbs, we can use a preposition (usually for or to) and put the direct object first. We can make custom bouquets for you. I passed the ball to my teammate.

5 answers We (1) give you (3) a free box of chocolates (2) with every order.

1. subject (the person doing the action) 2. direct object (the thing the subject acts on) 3. indirect object (the person receiving the direct object)

1. subject (the person doing the action) 2. direct object (the thing the subject acts on) 3. indirect object (the person receiving the direct object)

6 Look at the website in activity 3 again and find three examples of verbs with two objects. Circle the indirect object and underline the direct object.

Practice

7 The sentences below all have one word in the wrong place. Rewrite each sentence with the correct word order. a Could you bring to me the bill?

Could you bring the bill to me?

Go over the examples and explanations with learners and answer any questions they may have.

6

Go over the instructions and check understanding. Ask learners to look at the website again in activity 3 and find three examples of verbs with two objects. Learners circle the indirect objects and underline the direct objects. Monitor and assist as necessary.

b Could you get me a glass of water for?

c He teaches adults English to.

d I took my report boss the.

e John gave to some flowers his girlfriend.

f I made some coffee you.

g My sister bought gift me a.

Feedback as a class. 6 answers - indirect objects in bold and direct objects underlined. We can send flowers to people anywhere in the world. Why don’t you buy tulips for your mother? You can show her your love... You can give friends a plant...

Practice 7

Go over the instructions and example to check understanding. Learners find the mistake and rewrite the correct sentence. Monitor and assist as necessary. Feedback as a class.

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lesson 34

7 answers a) Could you bring to me the bill? Could you bring the bill to me? b) Could you get me a glass of water for? Could you get a glass of water for me? c) He teaches adults English to. He teaches English to adults. d) I took my report boss the. I took my boss the report. e) John gave to some flowers his girlfriend. John gave some flowers to his girlfriend. f) I made some coffee you. I made you some coffee. g) My sister bought gift me a. My sister bought me a gift.

Sounding natural 8a Track 73 Play the CD. Learners listen for how we say the underlined words when we speak naturally.

8a answers This is an example of the schwa /ə/.

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9b

Sounding natural

8a

In pairs, learners ask and answer the questions in activity 9a. Highlight the example and encourage learners to give additional information in their answers. Monitor, but stay in the background as much as possible in this activity.

Track 73 Listen to the words below. How do we say the underlined words when we speak naturally?

1 I got these chocolates for my sister. 2 I gave my car to her. 3 I bought dinner for my friends. 4 I sold my bike to my neighbour. b

9c

Listen again and copy the pronunciation.

Track 73

Feedback. Learners tell the class about their partner.

Interact

9a

You’ve been chosen to be part of the first group of humans to live on Mars. Unfortunately you will never be able return home or take any of your belongings with you. Look at the questions below and make a note of your answers.

Highlight good use of language and elicit corrections of any problems you noted.

1. What will you do with your belongings?

2. What will you give away? Who to? Why?

3. What will you sell?

4. What will you do with your money?

5. Will you buy anything for people? What will you buy? Who for?

b Work with a partner. Ask and answer the questions in activity 9a. Make a note of your partner’s answers. example

- What will you do with your belongings? - I’ll give my car to my brother because...

c Tell the class about your partner. example

Manny is going to give his car to his brother because...

lesson 34

139

Track 73 (page 155, Student book) 0:33 1) I got these chocolates for my sister. 2) I gave my car to her. 3) I bought dinner for my friends. 4) I sold my bike to my neighbour.

8b Track 73 Play the CD again. Learners listen and copy the pronunciation. Drill chorally, then individually.

Interact 9a

Go over the instructions and example to check understanding. Explain to learners that they’ve been chosen to be part of the first group of humans to live on Mars. Unfortunately they’ll never be able return home or take any of their belongings with them. Learners have to decide what they’re going to do with their money and all of their things. You may like to make notes of your own answers to the questions as a model, and to illustrate how to make notes in English. Allow learners time to think and make a note of their own answers. Monitor and assist as necessary.

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Pictures at an exhibition In this lesson - Talk about pictures Core activities - 1, 3, 5, 7 Grammar - make someone feel, make someone want to Examples: It makes me feel tired. It makes her want to dance.

UNIT 12

UNIT 12

35

Pictures at an exhibition

35Pictures at an exhibition

Introduction

1a

Work with a partner. Underline all the adjectives in the box that can describe how you feel.

asleep

bored

boring

excited

exciting

romantic

scared

confused

confusing

relaxed

relaxing

scary

sleepy

b Compete the sentences below with adjectives from the box.

Introduction

1 I saw a

scary

movie and now I can’t go to sleep!

2 He’s very

– he calls her ‘darling’ and always

buys flowers for her on their anniversary.

1a

3 These instructions are really

Go over the instructions and check understanding. In pairs, learners underline the adjectives in the box that can describe how you feel. Monitor and assist as necessary.

– I don’t

understand them at all. 4 This book is quite

– nothing happens in

the story. 5 She’s been awake for 24 hours and now she’s really .

Feedback as a class. Teach, drill and board any unfamiliar items.

6 It was a really

football game – I loved

every minute of it. 7 A hot bath after work is very

1a answers asleep bored boring confused confusing excited exciting relaxed relaxing romantic scared scary sleepy

2a

.

Choose three of the questions below. Ask and answer them with a partner. 1 When do you feel sleepy? 2 Do you ever feel scared? Why? 3 Do you sometimes feel confused? When?

Extension You may like to elicit other adjectives that can describe how a person feels, for example - happy, sick, bad, tired, etc. You may also like to review the difference between -ed adjectives (e.g. bored– used to describe how a person feels) and –ing adjectives (e.g. boring – used to describe things that make someone feel a certain way).

1b

Go over the instructions and example and check understanding. In pairs, learners compete the sentences with adjectives from the box in activity 1a. Make sure learners understand not all the adjectives will be needed. Monitor and assist as necessary. Feedback as a class. 1b answers 1) I saw a scary movie and now I can’t go to sleep! 2) He’s very romantic – he calls her ‘darling’ and always buys flowers for her on their anniversary. 3) These instructions are really confusing – I don’t understand them at all. 4) This book is quite boring – nothing happens in the story. 5) She’s been awake for 24 hours and now she’s really sleepy. 6) It was a really exciting football game – I loved every minute of it. 7) A hot bath after work is very relaxing.

4 When do you feel bored? 5 Are you a romantic person? Why? 6 Do you often feel excited? Why? b Tell the class about your partner.

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lesson 35

2a

In pairs, learners choose three of the questions and ask and answer them with a partner. If you have a small class, you may want to increase the number of questions learners choose to discuss.

2b

Feedback. Learners tell the class about their partner.

Listening 3a

Draw attention to the pictures on the page and explain the situation - Rachel and Josh are looking at these pictures in an art gallery and discussing them. Go over the instructions and check understanding. Track 74

Track 75

3a answers Clockwise from top left: 3, 2, 4, 1 140

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Track 76

Track 77

Learners listen and number the pictures in the order Rachel and Josh talk about them. Feedback in pairs and then as a class.

Track 76 (page 155, Student book) 0:32 Three Josh - Oh, I love this! Rachel - Do you? Why’s that? Josh - It’s like a strange dream. I love all those little people and buildings and clocks… and I love the man on the unicycle. It makes me want to laugh. Rachel - I don’t like it. It just makes me feel confused.

In this lesson: Talk about pictures Grammar: make someone feel, make someone want to

Track 77 (page 155, Student book) 0:36 Four Rachel - Now, this is horrible! Josh - Really? Why? Rachel - It makes me feel kind of scared. I hate those colours – the orange and yellow. And that eye… it makes me want to run away. Josh - I like it. Rachel - What? Josh - Yes, I like it. I like feeling scared. And I like the colours… they make me feel kind of excited.

Listening

3a

Track 74

Track 75

Track 76

Track 77

Rachel and her boyfriend, Josh, are looking at pictures in an art gallery. Listen and number the pictures in the order they talk about them. b

Track 74

Track 75

Track 76

Track 77

Listen again and circle the correct names to answer the questions below.

3b

1 Who feels romantic when they look at picture 1? ................... Rachel / Josh 2 Who wants to go to sleep when they look at picture 1? .......... Rachel / Josh

Go over the instructions and questions and check understanding.

3 Who feels sad when they look at picture 2? ........................... Rachel / Josh 4 Who wants to laugh when they look at picture 3? .................. Rachel / Josh 5 Who feels confused when they look at picture 3? .................. Rachel / Josh

Track 74

6 Who wants to run away when they look at picture 4? ............. Rachel / Josh

Track 75

Track 76

Track 77

Learners listen again and circle the correct names to answer the questions.

7 Who feels excited when they look at picture 4? .................... Rachel / Josh

4 Which picture do you like the most? Which do you like the least? Why? lesson 35

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Track 74 (page 155, Student book) 0:29 One Josh - What do you think about this one? Rachel - Oh, I like it. Josh - Do you? Rachel - Yes. I love the pink – it looks like a rose. Josh - Maybe… Rachel - It makes me feel romantic. Roses always make me feel romantic. Josh - I think it’s boring. It looks like a cushion. It makes me want to go to sleep.

3b answers 1) Rachel 2) Josh 3) Josh 4) Josh 5) Rachel 6) Rachel 7) Josh

4

Discuss the questions briefly as a class to round off the listening activity.

Track 75 (page 155, Student book) 0:31 Two Rachel - How about this? Josh - It makes me feel kind of sad. Rachel - Sad? Why? Josh - I don’t know. I like it, though… I love the moon in the clouds… and the water. Rachel - Yes. I know what you mean. I like it, too. It’s Venice, isn’t it? Josh - Yeah. I think it is. Interact / Level 2_Teacher’s Guide

141

Language focus

Language focus We can use make in different ways to talk about how something affects us emotionally. make + someone + feel + adjective

4

The colours make me feel excited. It makes me feel confused. Roses make her feel romantic.

Go over the explanations and examples with learners.

make + someone + want to + base form of the verb

Practice

It makes her want to go to sleep. His clothes make me want to laugh. It makes me want to run away.

5a-h

Go over the instructions and examples and check understanding. You may like to do one more example together as a class. In pairs, learners use the prompts and the words from the box to write sentences with make/feel or make/want to. Monitor and assist as necessary. 5a-h answers a) He hates making mistakes. It makes him feel embarrassed. b) I love sunny days. They always make me want to go to the beach. c) She loves roller coasters. They make her feel excited. d) I think the sports news is really boring. It always makes me want to go to sleep. e) I can’t watch sad movies. They always make me want to cry. f) I think he’s really funny. He makes me want to laugh. g) He hates rude people. They make him feel angry. h) I don’t understand modern art. It makes me feel confused.

6a Track 78 Learners listen and underline the stressed words in the sentences. Feedback in pairs and then as a class.

6a answers See CD script for Track 78.

6b Track 78 Learners listen again and copy the pronunciation.

Track 78 (page 155, Student book) 0:33 1) It makes me feel embarrassed. 2) It makes me feel confused. 3) He makes me want to laugh. 4) It makes me want to sing.

Practice

5 Use the prompts below and the words from the box to write sentences with make/feel or make/want to. Use each item only once. angry

cry

excited

go to sleep

confused

embarrassed

go to the beach

laugh

a He hates making mistakes. It makes him feel embarrassed. b I love sunny days. They always make me want to go to the beach. c She loves roller coasters. They d I think the sports news is really boring. It always e I can’t watch sad movies. They always f I think he’s really funny. He g He hates rude people. They h I don’t understand modern art. It

Sounding natural

6a

Track 78

Listen. Underline the stressed words in the sentences below.

1 It makes me feel embarrassed. 2 It makes me feel confused. 3 He makes me want to laugh. 4 It makes me want to sing. b

142

Track 78

Listen again and copy the pronunciation.

lesson 35

Interact 7a

Draw attention to the pictures on the page. Explain that learners are going to discuss their reactions to these. Go over the instructions and check understanding. Make it clear that the headings in the tables are to help learners organise their thoughts – they do not have to fill in every box, but they should try to use the structures from the lesson where they can. Choose one of the pictures and model the activity by writing notes on your own reaction to it on the whiteboard. Learners work on their own, look at the pictures on the page and make a note of how they feel about each. Allow learners time to think and make notes. Monitor and assist as necessary.

7b

Go over the instructions and check understanding. Highlight the fact that learners need to find out if they feel the same about any of the pictures. In pairs, learners discuss the pictures and share their ideas. Monitor learners’ use of vocabulary and language. Make a note of good use of vocabulary and language and any errors or mistakes. 142

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Interact

7a

Work on your own. Look at the pictures below and make a note of how they affect you emotionally. 1

2

3

4

like / dislike

how it makes me feel

what it makes me want to do

other comments

picture 1

picture 2

picture 3

picture 4 b Work with a partner. Discuss the pictures and share your ideas. Do you feel the same about any of the pictures? c Tell the class about your partner. Does the whole class have a favourite picture?

lesson 35

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7c

Feedback. Learners tell the class about their partner. Broaden this into a class discussion of the pictures. Ask if the class as a whole can agree on a favourite. Highlight good use of language and elicit corrections of any problems you noted.

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Take one! In this lesson - Discuss cinema and film Core activities - 1-6, 8-11 Skills - Extended speaking and vocabulary

36Take one!

UNIT 12

UNIT 12

36

Take one!

Introduction

1 How often do you watch films on TV or DVD? What kind of films do you like to watch?

Warmer • Write ‘action’ on the board and elicit titles of some action movies. • Elicit other film genres from the learners and board them, e.g. comedy, drama, action, romance, horror, suspense. • Ask learners: - If they were in a movie, what genre would it be? - Who would they like to co-star with? Why? - If they could be in any movie (new or old), what movie would it be? Who would they play? • Give everybody a chance to respond.

2 Work with a partner. Match the words below with the pictures.

1. a milkshake 2. a pizza 3. a beer 4. a fruit salad 5. doughnuts 6. soup 7. tacos 8. peanuts

3 Work with a partner. Match the words in column A with their opposites in column B. column A

Introduction 1

Ask learners to work in pairs and discuss the questions in the activity. Feedback as a class. As a class, decide on the most popular kind of film.

column B

sweet

bland

spicy

chilled

healthy food

savoury

heated

junk food

delicious

horrible

1

4 Which of the words in the table above would you use to describe the food in activity 2?

2

144

2 answers Top left to bottom: 5, 3, 1, 8, Top right to bottom: 2, 6, 7, 4

Extension Ask learners to work in pairs. Pairs should think of three different kinds of food from their country and use the words in activity 3 to describe them. Give learners a few minutes to think and make notes.

Feedback as a class.

Learners tell the class about the food they chose.

lesson 36

Learners work in pairs and match the words with pictures.

3

Learners work in pairs to match the words with their opposites.

3 answers sweet – savoury spicy – bland healthy food – junk food heated – chilled delicious – horrible

4

As a class, match the adjectives in activity 3 with items in activity 2. Example: milkshake – sweet doughnuts – junk food

144

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Interact 1 5a

Explain to learners they’re going to talk about what to eat and drink when watching a DVD. Learners add two more examples to the list.

5b

Learners rank the items on their lists from 1 (the best) to 10 (the worst).

6

Learners change partners and compare ideas. They choose the three best things to eat/drink while watching a DVD.

In this lesson: Discuss cinema and film Skills: Extended speaking and vocabulary

Interact 1

5 Work with a partner. a You are going to talk about what to eat and drink when watching a DVD. Work with a partner. Read the list below. Write two more ideas. food and drink

ranking

a milkshake a pizza a beer a fruit salad doughnuts soup tacos peanuts

b What are the best things to eat and drink when watching a DVD? What are the worst? Rank the things on your list from 1–10 (1 = the best).

6 Change partners. Compare your ideas. Choose the three best things to eat/drink while watching a DVD.

7 Share your ideas with the class. Did anyone choose the same things?

lesson 36

145

7

Feedback as a class. Write learners’ ideas on the whiteboard. Compare ideas. What was the most popular item? What was the least popular item? Extension Ask learners what the best thing to eat or drink when watching a live sporting event, festival, or picnic.

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Vocabulary 8

As a class. Discuss the question in the activity.

Vocabulary

8 How often do you watch films at the cinema?

Extension Write ‘Cinema vs Home’ on the whiteboard.

9 Read the sentences below and underline the correct words. a Comedy, action, romance, horror and science fiction are film directors / genres. b I’m so excited / exciting! My favourite actor has made a new film.

Divide the class in half. One side prefers watching films in the cinema. The other prefers watching films at home. Explain to learners they have three minutes to think of reasons why their place is the best for watching films. Give learners a few minutes to think and make notes. Monitor and assist / provide vocabulary where necessary.

c He’s so good-looking. People think he is really attractive / attraction. d That movie was the most excited / exciting film last year. e This movie is for kids. I thought it was really childlike / childish. f I love comedy films, and this one is really funny / funniest. g I didn’t enjoy the film, it was really bored / boring. h I think her movies are really interesting / interested.

Feedback. Each side has to explain/defend why they like watching films at home or the cinema.

UK English US English

Write their reasons on the whiteboard. The side with most reasons is the winner.

9a-h

Learners read the sentences and underline the correct words. Read example and check learners understand the activity. 9a-h answers a) genres b) excited c) attractive d) exciting e) childish f) funny g) boring h) interesting

Interact 2 10a-e

Explain to learners that they’re going to talk about films. They should answer questions a–e. Give learners a few minutes to think and make notes. Monitor and assist / provide vocabulary where necessary.

11

Learners work in pairs to ask and answer the questions in activity 10. Read example and check learners understand the activity. Learners tell the class about their partner. Monitor learners’ use of vocabulary and language. Note good use of vocabulary and language, and errors and mistakes. Feedback as a class. Highlight good use of language and elicit corrections of any problems you noted.

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lesson 36

- film - movie

Interact 2

10 You are going to talk about films. Read the questions below and make notes about your answers.

a Who is your favourite film star? Why do you like her/him?

b What was the last film that you watched? Did you enjoy it? Why?

c What film genre do you like best? Why?

d What is the worst film that you’ve ever seen? Why didn’t you like it?

e Do you prefer watching films in the cinema or at home? Why?

Write two more questions about films below.

11 Work with a partner. Ask and answer the questions. Give extra information and ask more questions.

- Who is your favourite film star? - Well, I really like Brad Pitt. - Why do you like him? - Hmm. I think he’s funny and good-looking.

example

lesson 36

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MEMO

148