english file intermediate teacher s book, Esquemas de Engenharia Química

Baixe english file intermediate teacher s book e outras Esquemas em PDF para Engenharia Química, somente na Docsity! Christina Latham-Koenig Clive Oxenden with Anna Lowy Beatriz Martin Garcia OXFO Christina Latham-Koenig Clive Oxenden with Anna Lowy Beatriz Martin Garcia Intermediate Teacher's Book Paul Seligson and Clive Oxenden are the original co-authors of English File 1 and English File 2 . . . . . . . ' .i. . . . .- OXFO UNIVERSITY PRESS 4 Syllabus checklist 4 A Mood food 8 B Family life Grammar present simple and continuous. action and non-action verbs future forms: present cont inuous, going to, will I won't jlJ each other 12 1141 PRACTICAL ENGLISH Episode 1 Meeting the parents 14 A Spend or save? 18 B Changing lives present perfect and past simple preserit perfect + for I since. present perfect continuous 22 REVISE AND CHECK 1&2 •• In the street ; Short films Oxfam 24 A Race across London comparatives and superlatives 28 B Stereotypes - or are they? art icles: a I an. the, no art icle 32 1141 PRACTICAL ENGLISH Episode 2 A difficult celebrity 34 A Failure and success 38 B Modern manners? can, could, be able to jID reflexive pronouns modals of obligation: must, have to, should jlJ should have 42 REVISE AND CHECK 3&4 1141 In the st reet; Short films Boris Bikes 44 A Sporting superstitions 48 B Love at Exit 19 past tenses: simple, continuous, perfect usually and used to 52 1141 PRACTICAL ENGLISH Episode 3 Old friends Vocabulary food and cooking family, adjec t ives of personalit y money strong adjectives: exhausted, amazed, etc. transport collocat ion: verbs I adjectives + preposit ions -ed I -ing adjectives phone language sport relationships I t Pronunciation short and long vowel sounds sentence stress, word stress, adject ive endings t he letter o sentence stress, stress on strong adjectives !Ji, idy', and /tf/, l inking /(:)/, sentence stress, io::il or /oi:/7 sentence stress silent consonants, linking /':):! and /3:/ linking, the let ter s Speaking Food & eating Restaurants What do you think? Family Birth order Are you a spender or a saver? Money and business How long have you ... ? Transport - do you agree wi th the stat ement s? Who's t he most talkative? Talk for two minutes about. .. Men & women: stereotypes or t rue? Topics to talk about Speaking other languages Tips for learning English You and your phone questionnaire Good manners? Bad manners? Not important? Listening Food & eating Steve Anderson interview Radio programme: Birth order Are you a spender or a saver? - six people answer Jane's t rip Helen's challenge Top Gear Challenge - The Stig Dangerous driving - a safety expert Commando Dad - a discussion Six advanced learners of English give t ips the dif ference between Russian and British manners Reading fv1ood food Younger brother or only child? Are you a spender or a saver? The millionaire with a secret TV presenter's Amazon challenge Top Gear Challenge - boat, bike, and car Men talk just as much as women A gossip with t he girls? Commando Dad He's English, but he can speak eleven languages Mother-in-law from hell ... or daughter-in-law frorn hell? Do you like sport? quest ionnaire Football referee interview If I bounce the ball five t imes ... Telling anecdotes Friends discussion Radio discussion about Facebook Love at Exi t 19 5 6 Grammar 54 A Shot on locat ion passives (all tenses) 58 B Judging by appearances modals of deduction: might , can't, must 62 REVISE AND CHECK 5&6 ~ In t he street; Short f ilms Iconic film locations 64 A Extraordinary school for boys 68 B Ideal home firs t condit ional and future time clauses + when. until, etc. ft> make and let second conditional 72 ~ PRACTICAL ENGLISH Episode 4 Boys' night out 74 A Sell and tell 78 B What 's the right job for you? reported speech: sentences and quest ions gerunds and infinitives 82 REVISE AND CHECK 7&B ~ In the street ; Short films Trinity College, Dublin 84 A Lucky encounters t hird conditional 88 B Too much information! quant ifiers ft> separable phrasal verbs 92 ~ PRACTICAL ENGLISH Episode 5 Unexpected events 94 A Modern icons 98 B Two murder mysteries relative clauses: defining and non-defin ing question tags 102 REVISE AND CHECK 9&10 ~ In the street ; Short films The Hound of the Baskervilles 104 Communication 132 Grammar Bank 113 Writing 152 Vocabulary Bank ---------~ 122 Listening Vocabulary cinema the body educat ion houses shopping. making nouns from verbs work making adjectives and adverbs electronic devices, phrasal verbs compound nouns crime 165 Irregular verbs - ----- 166 Sound Bank Speaking Intermediate students n eed • topics that \v ill n1orivate the1n to speak. • the key \\'Ords and phrast~s necessary to discuss a topic. • to feel t hei r pro nunciat ion is clear a11d intelligible. • practice in n1ore extended speak ing. • tin1e to orga n ize their tho ughts before speaking. \Ve believe that a good topic or text is very i 1nportant in n1otivating students to speak in class. Every lesson in En&lish File Interrnediate has a speaking activity \vb ich enables students to contribute their O\vn kno\vledge or experience. Confidence in speaking comes fron1 kno\ving students are using the language correctly and pronouncing it correctly. So each speak ing activity activates gran1mar, vocabulary, and pronunciation, and the tasks are designed to help students to feel a sense of progress and to s how that the nun1ber of situations in vvhich they can con1n1unicate effectively is growing. For students vvho have t in1e to do further practice there are extra speaking activities avai lable in Online Skills. Listening l ntertnediate stu dents need • interest ing, integrated listening rn ater ial. • confidence -buildin g, achievable rasks. • pract ice in 'gett ing t he gist' a nd listening for clcta il. • practice in dea li ng \Vith authentic spoken language . At I ntenned iate level students need confidence-bu ild ing tasks w hich are progressively n1ore challenging in tenns of speed, length, and language difficu lty, but are always achievable. Longer listenings are broken into separate parts vvith different tasks, to avoid n1en1orv overload. Students , are exposed to a vvide variety of accents, including some non-native speakers of English . For students \vho have time to do further practice there are extra listening activities available in Online Sk ills. Reading Intermediate students need • e ngaging topics and stin1ulating texts. • exposure to a \vidc variety of authentic tesr types. • cha I lenging tasks \vhich help them read better. Many students need to read in English for their \Vork or studies, and reading is also important in helpi ng to build vocabulary and to consolidate gram rna r. The key to encouraging students to read is to give thern motivating but accessible material and tasks they can do. In English File Intermediate reading texts have been adapted from a variety of real sources (the British press, magazines, ne\VS \vebsi tes) and have been chosen for their intrinsic interest. For students vvho have tin1e to do fu r ther practice t here are extra reading activities available in O n 1i ne S kills. Writing lntern1ediate students need • clear n1odels . • an ~l\varcncss of register, structure, a nd fixed phrases. • a focus on 'n1 icro· \vri t ing skills . T he grovvt h of the internet, email, and social net\vorki ng n1eans that people \:VOrldwide are vvr iti ng in English more than ever before both for business and personal communication. En&lish File Tnterrnediate provides guided vvriting tasks in each F ile, vvh ich consolidate gran1n1ar and lex is taugh t in the File. For students who have time to do further practice there are extra \vriting activities available in Online Skills. Practical English Intermediate students need • to cnnsol id ate and extend their knovvledge of func tional la nguage. • to kno\v ,,·hat to say in typical social situat ions. • to get used to listening to fast<'r. rnore colloqu ial speech . T he five Practical En&lish lessons revise a nd extend comn1on situations such as introducing yourself a nd others, or rn.aki ng polite requests, and introduce and p ractice the language for new situations, like expressing opinions or apologizing. The storyli ne involvi ng the two n1ain characters, Jenny and Rob, continues fro1n where it left off in En&lish File Pre-inter1nediate but it is self-standing, so it can be used equally \Vith students vvho did not use the previous level. The lessons also h ighlight other key 'Social English' ph rases such as Could you tell 1ne ivhy ... ? and I think T'll go home if you don't mind. rfhe Practical English lessons are o n the En glis h F ile I n t er mediate DV D, iT u tor, and iTools. ·Teachers can also use the Practical English Student's Book exercises with the class audio CD. Using the video \vill provide a change of focus and give the lessons a clear visual context. T he v ideo will 1nake the lessons more enjoyable an.d \:vill also help s tuden ts to roleplay the situat ions. Revision Intermediate students need • regu la r rev ision. • n1otivaring refercnce and practice material. • a sense of progress. lntern1ediate students need to feel they are increasing their knovvledge and improving their skills . 1~fter every t \VO Files there is a t\vo-page Revise & Check section. T he left-hand page revises the grammar, vocabulary, and pronunciation of each File. The right-hand page provides a series of skills- based challenges, including video intervie,vs, and helps studen ts to n1easu re their progress in terms of competence. T hese pages are designed to be used flexibly according to t he needs of your students. There is also a separate S h o r t film available on the class DVD and the iTutor for students to \Vatch and enjoy. Students can also revise and consolidate after each lesson using the iTutor and iChecker. 9 10 Student's Book Files 1-10 The StudenL's Book has ten Files. Each File is organized li ke this: A and B lessons Each Fi le con la ins t\.vO t\vO-page lessons \.vhich present and practise Grammar, Vocabulary, and Pronunciation \Vi th a ba lance of reading and listening activities, and lots of opportuni.tics for speaking. These lessons have clear references to the Gran1n1ar Bank, Vocabulary Bank, and , Sound Bank at the back of the book. Practical English Every t\VO Files (starting fron1 File I) there is a t\vo-page lesson \Vhich teaches high-frequency. everyday English (e.g. language for asking for pern1ission and 1naking requests) and social English (usefu I phrases Ii ke J-Io1v corne you'1·e so late? and 1 think I'll go h.0111e if you don't niind). Integrated into every Practical English lesson is a motivating dran1a \.Vhich can be found in the En&lish File intermediate DVD and on the iTutor. For students iTutor with iChecker Contains the Student's Book and Workbook audio and video for students to review after class or play on their mobile devices. Students can check their progress at the end of every B lesson with the dictation exercises and tests in the iChecker. iTutor - a digital companion to the Student's Book • The audio from the main Students' Book lessons, including recordings of the reading texts • All the audio for the Vocabulary Banks and the Gran1n1ar Bank exa1nples • All the video for Practical English and Revise & Check • Links to the Student's Site for tnore practice • Printable word lists • Interactive Sounds Chart • All video and aud io can be transferred to mobile devices. • iTutor does not contain the songs or the surprise endings ro stories or lessons. iChecker - a digital companion to the Workbook • For self-testing new grarnmar, vocabulary, etc. • All audio from the Workbook lessons • A dictation exercise for every File • A Progress Check test for every File. ' s ............. , , ' ,. • Online Skills available as a link on the iTutor disc For students to develop and practise their skills • Reading and Listening \Vith exercises for every File • Writing and Speaking models and tasks for every File. Revise & Check Every t\.VO Files (starring fro1n File 2) there is a t\vO- pagc section revising G ra n1n1ar, Vocabulary, and Pronunciation of each File and providing Reading, Listening, and Speaking Can you ... ? challenges ro sho~, students \Vhat they can achieve. 1'hcrc arc also t\.vO videos in Revise & Check: (1) In the street incervie\vs \Vhich give students the opportunity to listen to and understand authentic. spontaneous language 'vhich is suitable for this level; and (2) short docu rnenrary films chat extend the Student's Book topics and \Vh ich arc fi lmcd specially for English File. The back of the Student's Book T he lessons contain references to these sections: Corn rnu nication, Writing, Listening, Gran1 n1ar bank, Vocabul ary Bank, and Sound Bank. Workbook For practice after class • All the Gran1n1ar, Vocabu lary, and Pronu nciation, and Practica l English • Extra reading • A listening exercise fo r every lesson • Pronunciation exercises \Vith audio • Useful \Vords and Phrases . . • Audio for Pronunciation and Li (on iChecker) rcn1ng exercises • Available \Vith or \Vithout key. Pronunciation app For students to learn and practise the sounds of English. • lndivid ual sounds • ounds in useful phrases • peak and record. Student's Site www.oup.com/ elt/ englishfile • Extra practice of Gran1111ar, Vo ca bu lary, Pronunciation, and Practical English • Lea rning resources • Games and puzzles. (l\IC)IU1 I ; I I I I I I • • • • • • • • For teachers Teacher's Book Detailed lesson plans for all the lessons, including: • an optional 'books closed' lead-in for every lesson • Extra idea suggestions for optional ext ra activities • Extra challenge suggestions for \vays of exploiting the Student's Book n1at:eri al in a n1ore challeng ing \vay if you have a st ronger class • Extra support suggestions for ways of adapting activities or exercises to rn ake thcn1 \VOrk \Vi th \Veaker students. Extra activities are colour-coded so you can see at a glance \vhat i core rnaterial and -.vhat is extra \vhen you are planning and teaching your classes. All le on plans include keys and con1plete audio scripts. Seventy pages of photocopiable activitie in the Teacher's Book. ~ ).o ...... . ..... _ •• ,~ ... .-- ~ . . • - ·-..;b .. t "' ~I' ""' 0 ~~ \ tb r., ------ -... - •M ,_ .. _____ . -... - -- ------- ·------- .. _ ...... -... ' .. ----. --· ------- --· -------- .. ----- ·-··-- --· -- -··------ ----· .. ------ ---- """" . ·-- ----- Grammar seepp. 140 - 163 • An activ ity fo r every Gra in rn ar Bank, which can be used in class or for self-study extra practice • An 1\ ctivation section co help students use the ne\v language in class . • - ·- ... .. . .. - iTools - bring your classroom to life • The con1plete Student 's Book, Workbook, and Teacher's Book (photocopiables) onscreen • Interactive activities for all Gra1n1nar and Vocabulary Banks • All class audio (including songs) and video. \Vith . . . 1 nteracnve scripts • 'Click and reveal' ans\ver keys for all books • Resources including G ra111111ar Bank Po\verPoints, and Vocabularv flashcards. , -· ... • Q ' w -· ... . " - Communicative seepp.164-195 • Extra speaking practice for every A and B lesson • ' o cut' alternatives to reduce preparation time. Test and Assessment CD·ROM • A Qu ick Test for every File • A Pi le test for every Fi le covering G \ l P ' ' ' Rea<ling and Listeni ng • 1\ n Entry Test, t\VO Progress Tests, and an End-of-course Test • A and B versions of all the n1ain tests • Audio for all the Listening tests. Class Audio CDs • All the listening materials for the Student's Book. ~ , ... ~· ,,..._.., ~ ..:.;i •• .=. :.::: 0 ·:::: - 0 -.. ........ O·- -- o--· ' -::.::::-'O ':' .-::. o .... _ - c - .. _ ... _ ' '::!" 0 · - ·z-o-.: . ..-~ ·- . 0 .. = ·- ·-= -- ·- ~ ·-- Vocabulary see pp. 196-214 • Extra practice of ne\v vocabulary, for every Vocabulary Bank. DVD Practical English • A unique teaching video that goes \Vith the Practical English lessons in t he Student's Book. In t he s t r eet • Short intervie,vs fi l 1ned in London, e'v York, and Oxford Universitv , Press to accon1pany the Revise & Check section. Short fil n1 • Short docun1entary fi lm fo r students to \Vatch for pleasure after the l:Zcvise & C heck sect ion. • CNl$.u-.a Ulit.kam·KoeNt Ci.-.... 0 ...._. ___ .. -----··-·'" -.. -··· ~·- •.re!'_--..... - ··--·- - - -. ___ .. __ _ - ------- - --------- -- - ---- - ·-------- .. -.. ~ ........ .. .... ........ --. --- -----• • ---- ------..... · ------ ---- --- Songs see pp. 215 - 226 ,..,.,,_W"• OXfORD I - • A song for every File • Provides the lyrics of the recorded song \Vith task to do before, during, or after I is ten i ng. Teacher's Site www.oup.com/elt/ teacher/ englishfile • Extra digital ideas, teaching resources, and support. 11 lA 1 Sl)) See 'Nords in Student's Book on p.4 No\·V play t he aud io again, pausing after each group of \vords for Sts to listen and repeat. d ·rell S ts to go to the Sound Bank on p.166. Explain that here thev can find all the sounds and their svmbols . , and also the typical spellings for these sounds plus son1e n1ore irregular ones . foc us on fish and lree, and the different \vords and spellings, and then on the o ther pairs of sounds. STUDY IM1~ 1 3 S ts can p ractise these sounds on the iT/llor and on the CllflliSh r' ile Inter rned iate \.Vehsite. Tell Sts to go hack to the n1a in lesson l r\. ~ 3 LISTENING & SPEAKING a 1 61)) Focus on the instructions and the Food & Eatin{l questions. Give Sts time to read the questions and n1akc sure they understand then1. Elicit /expla in the nicaning of ready-1nade food ancl.feelinfl a bit doH•n. Play the aud io once the \Vhole \vay t h rough for Sts just to li sten . No,,· play the audio aga in, pausing after each speaker for S ts to n1atch each o ne to a yuest ion. Pia>' aga in if necessar v . . Check anS\\'crs. E'\tr a .;up port • 11.cti..>rc 11L1~ 1 ng tilt' ;1 ud ic" gc • th rou l!_h the Ii ~ t t'll i n g ,, r ipt ;ind ,h,, id\· if) 1n111L·,·d tu p rc -1c:11.h : .: l11:ck <l'1\ L'\ i" to he l I' St "\\ h t' ll t hL'\ I i-.;t e n Speaker B: 2 Speaker C: 1 1 6 l)) Speaker0:5 SpeakerE:3 - -----------...., (script in Student 's Book on p.122) A I usually have 1neat or seafood. Usually prawns or something I as a starter and then maybe lamb for the main course. 1B 1 I quite often have ready-made vegetable soups that you only I have to heat up - in fact. they're the only vegetables I ever eat! And I usually have a couple of frozen pizzas in the free zer I for emergencies. I don't rea lly order takeavvay ;vhen I'm on my I 0;<1n, but if I'm 'Nith friends in the evening, "Ne sometirnes order Chinese food for dinner. c Eggs and Coke. I have eggs fo r breakfast at least twice a v;eek, and I drink a couple of cans of Coke every day. D If I'm feeling down, chicken soup with nice big pieces of chicken in it. It's warm and comforting. Er, I usually have a banana before going to the gym. If I kno'N I'm going to have a really long meeting, I usually have a coffee and a cake I because I think it will keep me awake and give rne energy. E Fruit - cherries, strawberries. raspberries and apples. Vegetables - peppers, tomatoes and cucumbers. The only thing I really don't like is beetroot. I can't even stand the smell of it. b Tell Sts that they a re going to listen to the five speakers again and that t h is tin1e they n1us t \vrite Jo,vn in note forn1 the ans\ver the speakers give. Play the audio, pausing after each speaker to give Srs tin1e to \vrite. Get Sts to compare \Vith a partner and then check anS\vers. See script 1.6 c Put Sts in pairs and get then1 to ask a nd ans,ver the questions in .Food & Eating, giving as n1uch inforrnation as possible. They shou Id see if they have anything in con1n1on. Monitor and help \Vith any food vocabulary. Get feedback from different pairs to find out if they have anyth ing in con1n1on. E' t r .i ch.ti lcngc • 1\,t<>rL '- t ' :',• \ l' 1·ecdback, youn1ay\vant 1.0 r" ,IL 11li 1• ti1,· 1' 1 · .. ,_. , /3ot.h<-!fusand 1\/ei1her l?f 11 $. ' ' hiLh ;'l' . li' L to sho\v \vhat they have in co n1 1£1< 11 ' · ' 1:.xrra suppor t • De1nonstratctheart i' ·i1 1· h, "11""·l' ri n-' ••11 t·111 1'"'' ·'"' t lJe quest ions \ 'Otll.'- l'I f J,, l ~ )I l' i'lll ri 11~ '-' t '-' 111 J'.1 i " ' 4 READING a roc u~ O il the instr uctions a nd n1a kc ~urc Sts understand rhe \VOrds carl>oh_ydrate and protein. \\1rite the t\vo \\'Ords on t he board . VJ ode I and dril l their p ronunciation . ) \1u n1ay \vant to tell Sts t hat nati\'e speakers often just Sil)' carbs fo r carlJo/1ydratcs. first, get Sts LO tnatch the four food iten1s in the list \Vi th the right food category. Then check ansvvcrs . carbohydrates: cake, pasta proteins: chicken, salmon :\O\\' put Srs in pa irs and get then1 to add fou r food itcrns to each category. Check ans\.vers and \Vrite thern o n the board . Possible answers carbohydrates: bread, potatoes, rice, cereal, etc. proteins: beef, t una, eggs, cheese, etc. b Focus o n the instructions and the four questions . In pairs, Sts ansvver the questions. Do not check ans vvers. c Focus on the title of the article and ask Sts \vhat they ' think it n1cans . Do not tell Sts if they are right. I O\V tell Sts to read the article to fi nd out the nleaning of the title and to check their a ns\vers to b, to see if they are eating the righ t th ings. Check ans,vers. Extra support • Before Sts read the a rt icle. check it for \vords and phrases \Vhich your Sts rn igh r not kno\\' and be re ad v to help \vitb these \vhile they are ans\veri no ~ " 5 the q uest ions o r aftcr \vards. You rnay even \Vant to p re-teach / check a fe\v \vords / phrases to lighten the load . The t itle means that cert ain foods can affect your mood - how you think and feel. b for lunch before an exam or meeting: proteins for breakfast : proteins for your evening meal: carbohydrates if you are stressed: carbohydrates d Tell Sts to read the article again and to find \vhy the people 1- S are 111ent ioned. Get Sts to discuss the five people or groups of people \Vith a partner. Re1nind then1 to use their O\vn \VOrds. C heck anS\vers. 1 Dr Paul Clayton is a food expert f rom Middlesex University. He says that our brains are affected by the t hings we eat and drink, and t hat some foods affect how we think and feet. 2 People on diets of ten begin to feel depres.sed after two weeks because they are eating fewer carbohydrates, and carbohydrates make us feel happy. 3 Schoolchildren who have protein for breakfast do better at school, because protein makes us feel awake and focussed. 4 Paul and Terry are former British chess champions. In an experiment they did before a match, Paul had a plate of prosciutto and salad (full of protein f rom the red meat), and Terry had pasta with a creamy sauce (full of carbohydrate). In the chess match Terry felt sleepy and took longer than Paul to decide what moves to make. 5 Nightclub owners in Bournemouth give t heir clients free chocolate at t he end of t he night to help reduce violent incidents. The sugar gives people energy and makes them feel good. e ·Tell Sts to look at the verbs and nouns in the list and to then look for the eq uivalent adjectives in the article. Get Sts to con1pare \Vith a partner and then check answers. Model and drill pronu nciation . stress, stressful, stressed relax, relaxed wake, awake sleep, sleepy power, powerful violence, violent oil, oily lA Elicit the difference bet,veen sttes.iful and stressed (stressful = son1cthing that n1akcs you feel stressed, e.g. your job, a problem). Finally, deal \Vith any other ne\v vocabulary a nd encourage Sts to \vrite do\vn any useful ne\v Jex is frorn the a rticle . f Put Sts in pairs to ans,vcr the questions and then get feedback fron1 the class. Extra support • Dcn1onstratc the activity by ans•vcring the questions vourself. , 5 LISTENING & SPEAKING a Focus on the Restaurants questionnaire and 111ake sure Sts understand al I the questions - for exa1nple, 111ake sure Sts are clear about t he difference between food (rneat, fish , pasta, etc.) and dish (pizza nlargherita, chicken curry, spaghetti carbonara, etc.). Put Sts in pairs and get thcn1 to intcrvic\v each other. Tell then1 that they can use t heir Ll for dishes fron1 their country \vhich n1ay not have a t ranslation. Get so111e feedback fron1 the class. Extra support • ;\ ns\ver the ti rst t•vo questions you rsel f to dernonstrare the activ itv. , b 1 7>)) Focus on the instructions. G ive Sts ti n1e to read the i nrroductio n and then ask then1 son1e questions, e.g. \,\lh.o tau8ht Steve ho1v to cook.? (h is n1other and several famous chefs) What nationalit)' is Steve's niother? (half Burmese) ~Vho is Alastair Little? (the chef \Vho employed Steve as a trainee chef), ere. No\v focus on the photos and elicit \Vhat Sts can see. Pre-teach snails and a casserole for photos C and E, and elicit that a casserole is 1nade of meat or fish \vi th vegetables all cooked together slo\vly in one pot in the oven. Tell Sts t hat \vhe n they listen the first time, they should just try to get a general understanding of •vhat Steve says and nun1ber the photos in the order that they arc n1enrioned. Play the audio once for Sts to nu n1ber t he p hotos 1-6. Check ans\vers, getting Sts to tell you \vhat each photo SltO\VS. Extra support • Before p laying the aud io, go through t he listening script and decide if you need to p re-teach/ check any lexis to help Sts vvhcn th<.:y listen. 1 c snails and prawns with garlic 2 F t he market 3 A Steve's restaurant 4 B mussels 5 E a casserole 6 D desserts lA 1 7>)) (script in Student's Book on p.122) I = interviewer, S = Steve Part 1 I What was your favourite food when you were a child? S Well, I always l iked unusual th ings, at least things that most English children at the time didn't like. For instance, when I was six or seven my favourite things were snails, oh and prawns with garlic. I Funny things for a six-year-old English boy to like! S Well, the thing is my parents liked t ravelling and eating out a lot, and I first t ried snails in France. and the prawns, my first prawns, I had at a Spanish restaurant in the t own where we lived. So you were keen on Spanish food right from the start. Is that why you decided to come to Spain? S Partly, but of course, I suppose like a lot of British people I wanted to see the sun! The other thing that attracted me when I got here were all the fantastic ingredients. I remember going into the market for the first time and saying 'Wow!' When you opened your restaurant, how did you want it to be different from typical Spanish res taurants? S Well, when I came to Spain, all the good restaurants were very formal. very t raditional. In London then, the fashion was for informal places where the wait ers wore jeans, but t he food was amazing. So I wanted a restaurant a bit like that. I also wanted a restaurant where you could t ry more international food, but made with some of these fantastic local ingredients. For example, Spain's got wonderful seafood, but usually here it's just grilled or fried. I started doing things in my restaurant like cooking Valencian mussels in Thai green curry paste. I What do you most enjoy cooking? S What I most enjoy cooking, I think are those t radit ional dishes which use quite cheap ingredients, but t hey need very long and careful cooking, and then you turn it into something really special... like a really good casserole, for example. I And is t here anything you don't like cooking? S Maybe desserts. You have to be very very precise when you're making desserts. And that's not t he way I am. c ~O\V cell Srs to listen again and \vriLe dov.rn \vhy Steve n1enrions each iten1. Get Srs to compare \virh a partner, and then check anS\Vers. 1 snails and prawns with garlic: t hey were his f avourit e food when he was six or seven - quit e unusual t hings for a Brit ish child to like. 2 the market: he remembers going to the market in Spain for the f irst time and being impressed by all t he wonderful ingredients. 3 the restaurant: he wanted a restaurant that was informal, but served fantastic food. 4 mussels: they are an example of t he kind of food he makes. He cooks Valencian mussels with Thai green curry paste. 5 a casserole: somet hing which uses cheap ingredients, but can be wonderful with long careful cooking and what he most enjoys cooking. 6 desserts: he doesn't like making desserts because you have to be very precise. d 1 8>)) Tell Sts they are no'" going to listen to Part 2 of rhc inrervie\v. Focus on rhe questions and quickly go through chem. Play the audio once the \vholc \vay through. You could pause after each question is ans\vered to give Sts time to n1 a ke notes. Play again if necessary. Ger Sts to con1pare \Vith a partner and then check Cl l1S\VCl'S. 1 t he best t hing: making people happy the worst t hing: the long hours 2 British customers always say that everything is lovely even if they don't actually eat it all, whereas Spanish customers are honest and say what they think. 3 Customers who want him t o cook something in a way that he doesn't think is very good, for example a well- done steak. 4 He thinks they are getting worse. People are eating more unhealthily. - 1 8 >)) (script in Student's Book on p.122) Part 2 I What's the best thing about running a restaurant? S I think the best thing is making people happy. That's why even after all this time I still enjoy it so much. I And the worst t hing? S That's easy, it has to be the long hours. This week for example I'm cooking nearly every day. We usually close on Sundays and Mondays, but t his Monday is a public holiday, when lot s of people want to eat out , so we're open. Seu Xerea is in all t he British restaurant guides now. Does that mean you get a lot of Brit ish customers? S Yes, we get a lot of Brit ish people, especially at the weekends, but t hen we get people from other countries too. Are the British customers and the Spanish customers very different? S Yes, I think they are. The British always say that everything is lovely, even if t hey've only eaten half of it. The Spanish, on the other hand, are absolutely honest about every thing. They tell you what they like, they tell you what they don't like. I remember when I first opened, I had sushi on the menu. which was very unusual at that time, and I went into the dining room and I said to people, 'So what do you think of t he sushi?' And the customers, who were all Spanish, said 'Oh, it was awful! It was raw fish!' Actually, I think I prefer that honesty, because it helps us t o know what people like. I What kind of customers do you find difficult? S I think customers who want me to cook something in a way that I don't think is very good. Let's see, a person who asks for a really well-done steak, for instance. For me that's a difficult customer. You know, they'll say, 'I want a really really well-done steak', so I give them a really really well-done steak and then they say, 'It's t ough'. And I think well, of course it 's tough. It's well done! Well-done steak is always t ough. People say that the Mediterranean diet is very healthy. Do you think people"s eating habit s in Spain are changing? S Well, I think they are changing. Unfortunately, I t hink they're gett ing worse. People are eating more unhealthily. I How do you not ice that? S I see it wit h, especially with younger friends. They often eat in fast food restaurants, they don't cook ... and actually the younger ones come from a generation where their mothers don't cook either. That's what's happening now, and it 's a real pity. Extra support • If there's tin1e. you could get Srs ro lis ten again \Vith the scripts on p.122. so rhcv can sec cxactlv \vhat rhev ' , ' u ndcrstood / d idn'r u ndcrsta nd. ·rranslatc /explain any nc\v \vords or phrases. e Put Sts in pairs and ger them to tell each other their ans\vers to the four questions. Ger feedback fron1 individual pairs or you could simply ask the \vhole class. You could also tell the1n about yourself. G tuture torms: present continuous, going to, w1u I won't, r eacn otner V family, adjectives of personality P sentence stress, word stress, adjective endings Lesson plan The context of the lesson is the fa1ni ly. S ts begin by revising fa1n ily vocabulary and talking about the \vay fan1ily life is changing in the UK and in their country. The gran1n1ar foc us is o n the three n10St con1n1on future for n1s. Sts \.viii have stud ied t hen1 all separately, but have probably not had to previously distinguish bet\vecn them. There is then a pronunciation focus on the st ress patterns in the futu re forcns , and this first half of the lesson ends \vi th t he song Our f-Touse. In the second half the foc us sh if ts to relationships between siblings. Sts read a n article about the advantages and disad vantages of being a younger brother and an only child. ] ' hey then extend their kno\vledge of adjectives to describe personality and a lso practise the \vorcl stress in these adjectives. The lesson ends \Vi th a listening and speaking about ho\v your position in the fan1 ily affects your personali ty, and a writing foc us on describing a person. STUDY l~ l~l 3 • Workbook lB • iTutor • iChecker on iTutor • www.oup.com/elt/englishfile Extra photocopiable activities • Grammar future forms p.145 • Communicative Who is it ? p.175 (instruct ions p.165) • Vocabulary Personality p.202 (inst ructions p.196) • Song Our House p.218 (instruct ions p.215) • www.oup.com/elt/ teacher/englishfile Optional lead-in (books closed) • Revise fan1ily words by dra\v i ng a quick fan1ily tree of vour direct familv a nd tell Srs a I ittle about thetn. / , • Put S ts in pairs and get t he1n to do the san1e. 1 VOCABULARY & SPEAKING fam ily a Books o pen. Focus on the pho tos and the questions. Put Sts in pairs and get then1 to describe the photos. Check ans\vers. Possible answers The photo on t he lef t shows an ext ended family celebration. The middle photo shows a couple and their young family about to start a journey. The couple appear to be arguing. The photo on the top right shows a woman wit h her (great) grandson. b In pairs, Sts discuss the difference bet\veen the vvords in 1- 7. Check ans,vers. 1 A father is a male parent of a child and a parent is a person's mother or father. 2 Your stepmother is the woman who is married to your fat her, but she isn't your real mot her. 3 Your brother-in-law is the brot her of your husband I wife or your sister 's husband. 4 Your grandfather is the father of your father or mother. Your great-grandfat her is your father's I mother's grandfather. 5 A nephew is t he son of your brother I sister. A niece is the daughter of your brother I sist er. 6 A child is a young human who is not yet an adult and an only child is a child who doesn't have brothers or sisters. 7 Your immediate family are your parents, children, brothers and sisters. Your extended family are your immediate family and uncles, aunt s, grandparents, etc. ! You n1ay also \Vant to teach stepbrother / stepsister (= the children of your stepn1other /stepfather, but \vho don't have the san1e 1nother or fat her as you and are not , blood relatives). c Focus on the i nstrucrions and n1ake sure Sts understand survev and statistics. Read the int roduction / together, maki ng s ure S ts understand it. Novv give S ts tin1e to read the results of the survey a nd guess vvhat the missing percentages are. d 1 15l)) Play the audio for Sts to listen and check. Check ans,vers . 1 85% 2 600/o 1 15 >)) 3 26% 4 17% 5 750/o Family life is changing in the UK - but not in the way we might think. When the BBC did a survey of families in Britain, they expected to f ind that family relat ionships were suf fering because of the decline in traditional farnily structures. However, so1ne of the result s were quite surprising ... 58% of men and 39% of women aged 20 to 24 st ill live at home wi th their parent s. 85% think that it is right for parents to charge rent to chi ldren over 25 who have a job and are living at home. 30010 use t he internet at least once a week to contact their families. On average, adult s live 130 kilomet res from their parent s. 95% of people say that they have a close family. 50010 of people have a meal with their immediate family every day. 26% say that their families never argue. 17% have family members who they don't speak to any rnore. 75% think that families should look after grandparents. 75% of people are happiest with their fa1n ilies. 17% are happiest with friends. Get feedback on \vhat S ts found surprising. Ren1 ind Sts that this survey vvas done in the UK. Put Sts in pairs and get then1 to discuss \vhich results they t hink \vould be ver v different for their countrv. ; , Get son1e feedback fron1 various pairs. 18 c 1--'o cus on che Useful language: Giving your o pinion (2) box and go ch ro ugh it \Vith the class. P ut Sts in sm all g ro ups of fo ur if possible. T,Jl Sts to discuss the questio ns in their groups. M onitor and help, encour aging Sts to use expressions from the box . G et so1ne feedback from the class. 2 GRAMMAR future forms a 1 16l)) Focus on the instructio ns . Play the audio once the \.Vhole \vay through. Yo u could pause after each dialogue . Play agai n if necessary. C heck ans,vers. 1 grandmother to grandson; t hey are talking about what he's going t o do next year. 2 father to daughter; t hey are t alking about where she's going and what she's doing. 3 son t o mot her; they are talk ing about if he can borrow her car. 1 16 >)) 1 A So what are you going to do next year, dear? Are you going to go to university? Adam, can you hear me? B Sorry, Gran. What did you say? A I said, 'Are you going to go t o universit y next year?' B No, Gran. I've already told you loads of times. I'm not going to go to universit y yet. rm going to look for a job. I need to earn some money. A All right , dear, you don't need to shout. I can hear perfect ly welt, thank you. What's t he t ime now? B Ten to four. Shall I make you a cup of t ea? A Yes, please, dear. That'd be very nice. 2 A Bye. See you t omorrow. B Bye. Hey, what do you mean tomorrow? Aren't you coming back t onight? A No, I told you about it yesterday. I'm going to a part y at Kat ie's I'm staying the night t here. B Who else is going? A Oh, just t he usual crowd. You don't know any of them. B Well, make sure you don't go to bed too lat e. And don't forget to ... A Bye. B Where's your coat? You can't go out like that; it 's going to be cold tonight. A Bye! 3 A Can I use your car tonight? B No, you can't. A You said you didn't need it. Why can't I borrow it? B Because you won't look after it. You'll drive too fast . A I won't , I promise, I'll drive really slowly. I'll be really careful. B Oh, all right then. A Thanks. See you. Extra id e a • Alternal ivelv. vou could pause t he aud io after each J J dialogue, p lay ii agai n if necessary. and check the anS\\·er. b G o th rough sentences A-F a nd 1n ake it clear that Scs do n't have to nu1nber the sencences in o rder, but simply 111arch t\vO \vith each d ialogue. Extra cl1allc n ge • Ger Sts in pairs 10 decide before 1hev listen again ,,·111rh sentences a re tron1 \.vh1ch dia logue. Play t he audio again. pausi ng a frer each dialogue. Check anS\ver A 1 B 3 c 1 D 2 E 3 F 2 c Focus on the instr uct ions and ni akc sure Sts u nderstand the di ffe rence bet\veen, for exa1nple, a pla n o r intenrion, a nd an arrangen1ent. Ger Scs ro compa re \Vich a partner and then check a ns\vers. a plan or intent ion: C an arrangement: D a prediction: B, F a promise: E an offer: A From this, elicic f roni. S ts that genera lly speaking \Ve use be BOill[j to for plans and predictions. 1vill / shall for predictio ns , offers and pro1n ises, a nd the present contin uo us for ar range1nents. d 1 17 l)) 1 18 >)) 1 19 >)) 1 20l)) Tell ts to go to G rammar Ba n k 1 B o n p.133. Focus on the example sencences a nd play the audio fo r t to listen co the sentence rhy thn1. You cou ld also get S ts to repeat the sentences to practise getting the rhyth 1n right. Then go through the rules \V ith the class. A dditional g ran1n1ar notes • Sts ofcen have problem s using future forms correctly in English , mainly because the future form you u e depends on \vhat the speaker 'vanes co say, e.g. •vhether he / she vvants to express a pla n o r p re-arranged event, or 1n a kc an 'instan t' decisio n at t hat n101nenc. This n1ea ns chat S ts o ften ca n't use the san1e forn1 that they \VOu ld use in their L 1. • The impo rtant thing co empha ize is chat \ve use be BOinB to (o r present continuo us) for things \Ve have already decided to do, i.e. our plans, intentio ns, o r arrangeme nts, w hereas ivill / ivon't + infin itive is used for decisio ns rn adc at the t i n1e of speaking, a nd also for pron1ises, o fFers, and future facts. • A typical n1 iStake here is to use the present sin1ple for offers: I car1)·; ·our bagfo1 ;•ott . • f:Zemind Sts that shall is only used with 1 and ive fo r offers a nd suggestions when they are questions . Apa rt fro n1 these t wo uses, shall / shan't is o n ly used in very fo rn1al \Vt itten E nglish. ! You ni.ay \Vant to point out that in song lyrics BOill(J to is usually transcribed as [JOn11a (because that is ho\v it sounds ' vhen su ng quickly). Focus o n the exercises and get Sts ro do them individually o r in pairs. Check ans,,·ers. getting Sts to read the fu ll sen tences. a 1 Shall we 2 I'll make 3 ./ 6 ./ 7 will go down 8 I'm not going t o go 9 Shall I 4 w ill be 5 I won't t ell b 1 wi ll I'll writ e 5 Shall ... get 6 w ill I 'II lend 2 is I 's going to do 3 am I 'm working 4 w i II I 'II have Ext ra idea 7 is I 's going to rain I will rain 8 Shall ... pick ... up • Get Sr-. to read the d ia loguc-. i 11 b a loud to practise the rll\ th 111. . Tell S ri. to go back to the n1a in lesson 1 B . Extra sup port • If you think St~ need n1on: pr<1c t il.l'. you 111 ay \va nt l o give t hl'lll t he G ra1nn1ar p hc 1tnco p iablc activit y at this po int or lca,·c it fo r later a~ con~nlidn t ion o r revision. 3 PRONUNCIATION sentence stress Pro nunc iatio n n o t e s • As Sts should already kno,v, in E nglish, 'vords \.vhich a re s tressed rnore s trongly a re the ones \¥hich carr y inforrnation, e.g. I W E T to the CIN EMA on FR TD A Y NTG f IT. These are typica lly verbs, nouns, adjectives, a nd adverbs . T he o ther 'non-inforn1atio n' \.VOrds (e.g. personal prono uns, art icles and lit tle \.Vords like to, of, on, as, etc .) arc pronou nced less strongly a nd these \¥Ords o ften get shortened \vhen 've speak, e.g. to becon1es /t'JI. It is this mixture of s tressed and unstressed 'vords ' vhich gives English its rhythrn a nd Sts need plenty of practice until correct stress and rhythm becornes instinctive. a 1 21 ))) f ocus on the Senten ce s tre ss box and go through it w ith the class. 0'"' focus o n the dialogues. Poi nt o ut to S ts t hat t he \Vords that are stressed are in bigger fo nt. Play the audio o nce the "·hole \vay thro ugh for S rs just co listen . 1 21 ))) See dialogues in Student's Book on p.9 T hen play ir again, pausi ng afrer each Ii ne for Srs co lis ten '1 nd repeat, copying the rhy rh 111 . b Pu t S ts in pa irs and get them to prnct isc saying the dialogues . G et some feedback fro n1 vario us pa irs. c Focus o n the questio ns and 1na ke urc cs understand then1. Put Srs in pa irs and gee the1n to ask a nd a ns,ver the lJUCStions, giving as rnuch in fo rn1a1 io n as possible. M onito r and n1 ake sure they are using t he right fut ure for rns and getting the sentence s tress co rrecc. Ge t sonic feedback. 18 4 1 22 1)) SONG Our House .1' ·r h is song \Vas made famo us by rhc British gro up Madness in 1982. lf you \Vant to do the song in class. u se the p horo copiable activity on p.218. Our House Father wears his Sunday best Mother's t ired she needs a rest The kids are playing up downst airs Sister's sighing in her sleep Brother's got a date to keep He can't hang around Chorus Our house, in the middle of our street Our house, in the middle of our. .. Our house it has a crowd There's always something happening And it's usually quit e loud Our mum she's so house-proud Nothing ever slows her down and a mess is not allowed Chorus Our house, in t he middle of our st reet (Something tells you t hat you've got to move away from it) Father gets up lat e for work Mother has to iron his shirt Then she sends the kids to school Sees them off with a small kiss She's the one t hey're going to miss in lots of ways Chorus I remember way back then when everything was t rue and when We would have such a very good time Such a f ine t ime Such a happy t ime And I remember how we'd play, simply waste t he day away Then we'd say nothing would come between us two dreamers Repeat first verse Chorus (x 2) Our house, was our castle and our keep Our house, in the middle of our street Our house, that was where we used to sleep Our house, in t he middle of our st reet ·rcll S ts to go back ro the n1 ai n lesson I B . 5 READING a Ask rhe q uestions to the \vho lc class and elicit opinions . ! Do not ask Srs if they a rc an o nly child as they 'vill ta lk about ch is lacer. b Pocus o n the instructio ns and cell Srs they are going to read an a rticle \Vri rten by a jo ur na list about siblings. Put Sts in pairs and tell the A s to read The younBer brothe1· a nd the Bs The only child. Extr a support • Befo re Sts read the texts, check thern for \Vords and phrases \\'hich your Srs n1 igh t not kno\\' and be ready co help \vich the~c 'vhilc the~· are ans\\·ering the que<;tions or after\\·ards. 'l'ou n1ay even \\·ant LO pre-teach a fe,,· "·ords / phrases co lighten the load (bu1 not the high lighted \vords). 18 Extra support • Before playing the audio, go through the listening script and decide if yo u need to pre-teach f check any lex is to help St.s \Vhen they listen. 1 27 >)) (script in Student 's Book on p.122) I = interviewerer, D =Danielle This morning, we're talking about family and family life, and now Danielle Barnes is going to tell us about a book she has just read called Birth Order by Linda Blair. So what's the book about, Danielle? D Well, it's all about how our posit ion in t he farnily influences t he kind of person we are. I mean whether we're firstborn, a middle child, a youngest child, or an only child. Linda Blair argues that our posit ion in the family is possibly t he strongest influence on our charact er and personality. So, tell us 1nore about th is, Danielle. What about the oldest children in a family, t he firstborn? D Well, firstborn children often have to look after their younger brothers and sisters, so t hey're usually sensible and responsible as adults. They also t end t o be ambit ious and they make good leaders. Many US Presidents and Brit ish Prime Ministers, including for example Winston Churchi ll, were oldest children. On t he negative side, oldest children can be insecure and anxious. This is because when t he second child was born they lost some of their parents' attention and maybe they felt rejected. That 's all very interest ing. What about the middle child? , D Middle children are usually rnore relaxed than oldest 1 children. That 's probably because the parents are rnore relaxed themselves by the t ime the second child arrives. They're usually very sociable - the kind of people who get on with everybody and they're also usually sensitive to what other people need. Now this is because t hey grew up between older and younger brothers and sisters. For the same reason they're often quite good at sorting out arguments, and t hey're always sympathetic to t he ones on t he losing side, or in general to people who are having problems. On t he other hand, rn iddle chi ldren can sometimes be unambit ious, and they can lack direction in life. I And youngest children? D I was very interested in this par t of the book as I'm a youngest child myself. It seems that youngest children are often very outgoing and charming. This is t he way t hey t ry to get the at tention of both their parent s and their older brothers and sist ers. They're often more rebellious, and this is probably because it 's easier for t he youngest children to break the rules - by t his t ime their parents are more relaxed about discipl ine. On the negative side, youngest children can be immature, and disorganized, and t hey often depend too much on other people. This is because they have always been the baby of the family. Fascinat ing. And finally, what about only children? D Only chi ldren usually do very well at school because t hey have a lot of contact wit h adul ts. They get a lot of love and at tent ion from their parents, so they're typically self- confident. They're also independent , as they're used to being by t hernselves. And because t hey spend a lot of time wit h adults t hey're often very organized. l'rn an only child myself and people always t hink t hat I must be spoilt. Is t hat t rue, according to Linda Blair? D Well it's t rue that only children can somet imes be spoilt by their parent s because t hey're given everything t hey ask for. Also, on the negative side, only children can be quite selfish, and they can also be impatient , especially when t hings go wrong. This is because they're not used to sorting out problems with other brothers and sisters. c Get Sts to con1pare charts \Vith a partner. T hen replay the aud io, again pausing after each kind of child, so that Sts can acid to / check their ans\vers, and for them to 1 isten for more details. Check ans\vers and ask Sts for the reasons and exan1p les. Oldest Middle Youngest Only children children children children responsible sociable charming independent ambitious sensit ive rebellious organized insecure sympathetic immature spoilt I self ish anxious unambitious disorganized impat ient Extra support • ff there 's t irne, you could get Sts to listen again \vith the script o n p.122, so they can sec exactly \vhat they unders tood / d idn't understand. ·rranslatc / explain any ne\v \Vords or phrases. d Focus on the instructions. Den1onstrate the act ivity by tel 1 i ng S ts about yourself and son1eonc you know, and saying \Vhether the information is true for you and for the other person or not. ] ' hen put Sts in pairs and get the111 to do the san1e. Monitor and help \vi th vocabu lary if necessary. Do n't overcorrect, but encourage Sts to con1 nlunicate. Get feedback fron1 a fe\v pairs aski ng if they agree \Vith \vhat t he psychologist said in her book. 9 WRITING a description of a person This is the fi rst tin1e Sts are sen t to the Writing at the back of the Student's Book. In t his section S ts \viii find model texts, with exercises and language no tes, and then a \vriting task. \Ve suggest that you go th rough the model and do the exercises in class, but set the actual vvriting for homework. Tell Sts to go to \ Vriting A description of a person on p.113. a Before Sts read t he t\VO Facebook messages, you 111ight \vant to check they kno\v \Vhat an au pair is. Model and drill its pronu nciation /~u 'pe~/. G ive Sts time to read the t \VO messages and to anS\Ver the questions. C heck ans\vers. 1 Because she is looking for an au pair and Sofia's f riend told Angela she might be interested in working in England as an au pair. 2 Yes, she does. b 'fell S ts to read Sofia's en1ail again and to correct the five spelling mistakes. C heck a ns,vers by getting Sts to spell the correct versio n a nd \Vr ite it on the board . interrested responsable fotography iftdependant fotge#ttH int erest ed responsible phot ography independent f orget f ul c Tell Sts to read the t\vo emails once n1ore, then cover the111 , and ans'~'er 1- 4 fron1 rr1en1orv. ' G·et Sts to con1pare \Vi th a partne r a nd then check anS\Vers. 1 intelligent, hard-working, friendly, responsible, independent 2 She likes going to the cinema, listening to music, and taking photos. 3 She's quite shy, a bit forgetful, and her English isn't very good. 4 Yes, she does. d Tell Srs ro look ar all the highlighted expressions in rhe second me sage and explain that they are all expressions that n1odify adjectives. Point out the exan1ple ver;• and highlight that the sentences in the chart should go from very positive to negative. Give Sts tin1e to con1plere in the chart. Check ans-.vcrs. incredibly really very quite a bit ! T-T ighlight that \ve norn1ally on ly use a bit (or a little) \Vith negative adjectives. e Nov,r focus on the Usefu l la nguage: describing a person box and go through it \vi th Sts. Tell Sts to imagine they received the 1nessage fro1n Angela and they need to \VriLe back. focus on the plan and go through it \Vith Sts. Ren1ind the1n to use the Useful language box as 'veil as the Vocabula ry Bank Personality on p.153. You may like to get rs to do the \vriting in class or you could set it as homev,rork. If you do it in class, set a tin1e lin1it for Sts to \.vritc their description, e.g. 15-20 n1 inures. f Sts should check their >vork for 1nisrakes before giving I t 1 n. lB Function Language introducing yourself and other people, reacting to what people say What a pity!, Never mind., Really?, etc. Lesson plan T his is the firs t in a series of five Pract ical English lessons (one every other File) in \Vhich Sts learn and practise fu nctional la nguage. T·here is a storyline based on t\VO characters, Jenny Zielinski, an 1\n1erican journalist \vho \vorks in the Ne\v York office of a n1agazine called Ne1vYork24seven and Rob \\Talker, a British journalist \.Vho \.vorked in London for the san1e n1agazine, but \vho is no\v \vorking in Ne\v York. If your Sts did EnBlish File Elen1entary or Pre-intern1ediate, they \Vill already be familiar vvith the characters. If they aren't, the first episode begins \Vith a brief sun1n1ary of the s torv so far, so they \Viii not be at a disadvantage. ; , In the first scene, Jenny takes Rob to n1eet her parents. T hey arrive late (because of Rob, \vho has also forgotten the chocolates). Jenny tells her parents about her ne\v pron1otion and Sts then practise react ing ro \Vhat o ther people say (e.g. to good, bad, in teresting, and surprising ne,vs). In the secon<l scene, Rob struggles at first to in1press Jenny's fa ther, but then they fi nd a shared interest - a jazz nlUSLCl<ln . These lessons can be used \vith Class DVD, iTools, or Class i\udio (au<lio only). Sts can fi nd all the video content and activities on the iTutor. STUDYIM1:13 • Workbook Meet ing t he parents • iTutor • www.oup.com/elt / englishfile Test and Assessment CD-ROM • Quick Test 1 • File 1 Test • www.oup.com/elt/ teacher/englishfile O p tional lead-in (books closed) • Tfyour Sts did Ennlish File Pre-iote rrnedi ate . elicit a ny Ll1 i ng rhey can rernen1ber about Rob a nd Jenny, and \Vrite it on the boa rd in colu1nns under their na1nes. Leave it on the board, so \vhen Sts do exercise h, they can , see if any of the points on the board are 1nentioned. • lf your Sts didn't do En[Jlish File Pre-intern1ediate, introduce this lesson by giving the in forn1ation in the Lesson plan . 1 !~ INTRODUCTION a Books open . Focus on the tv.10 photos and tell Scs that Jenny and Rob are the 111ain characters in these lessons. Get Sts to describe then1. b 1 28 l)) Focus on t he Britis h and American E ngl ish box and go t hrough it \Vi th Sts. G·ive Sts a fe\v nlinutes to read the text and think about \vhat the n1issing \vords n1ight be. Novv play the 0\10 or aud io once the \vhole \vay t hrough for Sts just to listen . T hen play it again if necessary. Get Sts to compare >vith a partner and then check a ns\vers. 1 magazine 5 New York 2 British 6 permanent 3 months 7 find 4 London 8 family 1 28 l)) (script in Student's Book on pp.122-123) J =Jenny, R = Rob J My name's Jenny Zielinski. And New York is my city. I live here and I work for a magazine, NewYork24seven. R My name's Rob Walker. I'm a writer on NewYork24seven. You can probably tell from my accent that I'm not actually from New York. I'm British, and I came over to the States a few mont hs ago. J I met Rob in London when I was visiting the UK on a work trip. He was writing for the London edition of 24seven. We got along well right av;ay. I really liked him. R So why am I in New York? Because of Jenny, of course. When t hey gave me the opportunity to work here fo r a month, I took it immediately. It gave us the chance to get to know each other better. \ol/hen they offered me a permanent job I couldn't believe it! J I helped Rob find an apartment. And now here we are. Together in New York. I'm so happy. I just hope Rob's happy here, too. R I really loved living in London. A lot of my frie nds and family are there, so of course I still miss it. But Ne~v York's a fantastic city. I've got a great job and Jenny's here too. J Things are changing pretty fast in the office. We have a new boss, Don Taylor. And things are changing in my personal life, too. This evening's kind of important. I'm taking Rob to meet my parents for the very first time. I just hope it goes well ' Extra idea • 1\sk Sts son1e co111prchension (1uestions, e.g. Where are Rob and Jenn)' 110111;; (in Ne\v York). Who is Don T'aylor? (the ne\v boss). etc. Extra su ppor t • If there's tin1e, you could get Sts to listen again \Vith the script on pp.122- 123, so they can see exactly \Vhat they unde rstood / didn't understand . Translate / explain any ne\.v \vords o r phrases. 2 !~ REACTING TO WHAT PEOPLE SAY a 1 29 >)) Focus on the photos and ask Sts son1e questions, e.g. Where are Jenny and Rob? (in a car) Hoiv does Jenny look? (not very happy) \¥ho are Jenny and [{ob sayinB hello to? (her parents), etc. · O\V either tell S ts to close their books and \.Vrite the questions on the board, or get Sts to focus on the cwo questions and cover the rest of the page. u presenr perrecr ana pasl s1n1ple V money P the letter o Lesson plan In t h is lesson Sts revise some important uses of the present perfect and ho\v the present perfect contrasts \Vi th the past sin1ple. T hey a lso learn con1n1on vvords and phrases to talk a bout n1onev. , 'fhe lesson begins \Vi t h a song \vhich has a ra ther cynical vie\v ofhO\'\' a certain kind of n1ale and fen1ale vie\vS money. T h is provides a lead-in to the vocabulary focus \Vh ich is fol lo\ved by a pronunciation spot on different pronunciations of the letter o. The ne\V lexis is consolidated through reading and listening activities \vb ich ask A re )'OU a spender or a saver? ln the second half of the lesson, ad ialogue \vhere t\vo people arc arguing about n1oney provides the context for the gran1mar revision. Finally, Sts read and talk about the true story about a man who became a successful businessn1an \Vithout being able to read or write. STUDY l~l: l3 • Workbook 2A • iTut or • www.oup.com/ elt/ englishfile Extra photocopiable activities • Grammar present per fect and past simple p.146 • Communicative Money, money, money ... p.176 (instructions p.165) • Vocabulary Money p.203 (instructions p.196) • www.oup.com/ elt / teacher/ englishfi le Optional lead-in (books closed) • Put Sts in pairs and give thcn1 three or four minutes to brainstorn1 son1c titles of songs \vhich are about n1onev. ' , • Elicit t he songs (and singers) onto t he board. Some s uggested t itles: Mone)' (Pink floyd), Money, 1\1oney, Money (1-\bba), Mate1·ial Girl (tvladonna), Can't Buy 1\1e Love (The Beatles), Money tv'fakes the \.Vorld Go Round (from Cabaret), Money Fol' Nothinn (Dire Straits), Bills, Bills, Bills (Destiny's C hild), J\1oney Honey (Lady G aga), etc. 1 VOCABULARY money a 1 34>) Books open. Tell Sts they are going to listen to a song about n1oncy by an An1er ican band called Good Charlotte. Focus o n the task and phrases A-G .. Tell .Sts not to \VOrry about the n1eaning of any phrases they don' t kno'v as these \Vi II be dealt \Vi th later. Play the audio once t he \:vhole \vay through for Sts to con1plete the gaps. Play again if necessary. Check ans\vers. 1 G 2 c 3 E 4 F 5 B 6 D 7 A 1 34>)) Girls & Boys Educated, wi t h money He's well-dressed Not f unny And not much to say in Most conversat ions But he'll foot t he bill in All situations 'Cause he pays for everyt hing 1 Girls don't like boys. girls like cars and money Boys will laugh at girls when they're not funny Paper or plastic Don't matter , She'll have it Vacations And shopping sprees These are a f ew Of her favourite t hings She'll get what she wants If she's willing to please His type of girl Always comes with a fee Hey, now, there's nothing for free Girls don't like boys, girls like cars and money Boys will laugh at girls when they're not f unny And t hese girls like these boys like these boys like these girls The girls with the bodies l ike boys with Ferraris Girls don't like boys, g irl s like cars and money Let's go! Eh, eh! Chorus All of t hese boys, yeah get all of these girls Losing t heir souls in a material world (x3) b No\v tell Sts they are going to listen to the song again and they should read the lyrics at the same time. Play the audio the \Vhole \vay through . Put .Sts in pairs and give then1 tin1e to n1atch phrases A- G \Vith n1eanings 1- 7. Check ans\vers. 1 G 2 E 3 B 4 c 5 D 6 F 7 A c Do this as a \vhole class. First , explain {elicit the n1eaning of the three bullets. You rnight \Vant to check Sts understand cynical(= believing that people only do thi ngs to help the1nselves and not for good or honest reasons) and offensive(= extrernely unpleasant). Then ask Sts \vhat they think the song is saying and elicit ans\vers. d l 'ell Sts to go to Vocabula ry Ba n k Money on p.154. Focus on 1 Verbs and get Sts to do a individually or in par rs. 1 35 >)) No\v do b . Play the audio for Sts to check ans\vers. Make sure Sts are clear about the n1eaning of all the verbs. Ren1ind S ts of the d ifference bet\:veen lend and borroiv vvith these exan1ples: Can I borro1.v )'Our book? { Ca11)1ou lend 1ne your book? • 2A Give p ractice of any \vords your S rs find difficult to pro nounce, 111odelling and drilling as necessary. 1 35 >)) Money Verbs 1 My uncle is going to leave me £2,000. I'm going to inherit £2,000. 2 I put some money aside every week for a holiday. I save money every week. 3 My brother has promised to give me €50 until next week. He has promised to lend me €50. 4 I need to ask my mum to give me £20 until Friday. I need to borrow £20 from my mum. 5 I often spend money on stupid t hings. I often waste money. 6 I don't have enough money to buy that car. I can't afford to buy that car. 7 I usually have to pay t he mechanic E 100 to service my car. The mechanic charges me £100. 8 These shoes are quite expensive. They are $200. They cost $200. 9 Jim gave me £100. I haven't paid it back yet. I owe Jim £100. 10 I want t o put money in a bank account. They'll g ive me So/o interest. I want to invest some money. 11 I work in a supermarket. They pay me £1,000 a mont h. I earn £1,000 a mont h. 12 I could sell my house for about €200.000. My house is worth about €200,000. 13 We need to get people to give money to build a new hospital. We want to raise money for the new hospital. >:o,v rcll Sts to cover the sentences o n the right and sec if they can re tnember the n1issing verbs. foc us o n 2 P re p ositio ns and emphasize that Sts must write the preposition in the Preposition colun1n, nor in the shaded gap in t he sentence (This is so they can test thernselves later). 1 36 >)) O\\' do b. Play the audio for Sts to check ans,vcrs. Point out the silent b in debt Ide ti. 1 36 >)) Prepositions 1 Would you like to pay in cash or by credit card? 2 I paid for the dinner last night. It was my birthday. 3 I spent £50 on books yest erday. 4 My uncle invest ed all his money in property. 5 I don't like lending money to fr iends. 6 I borrowed a lot of money f rom t he bank. 7 They charged us €60 f or a bottle of wine. 8 I can only lend you the money if you pay me back next week. 9 I never get into debt. I hate owing people money. Do c and tell Sts to cover the Prep o sition column and sec if they ca n remen1ber the111. Next focus on 3 Nou ns and gcr Sts to do a indiv idually . . o r 1n pa irs . 1 37>)) 1 O \ .V do b . Play the audio fo r S ts to check ans>vcrs. Model and drill the pronunciation of any \VOrds you think are difficult for you r S ts, e.g. niorl8a8e /'n1;,:91d:;/ (pointing out the silent r). Make sure Sts are clea r that loa11 is the general \vord for n1oney lent by an individual or bank to another person and 111ortBa8e is spec ifically 111oney lent by a bank o r building society to buy a house o r flat. 1 37 >)) Nouns 1 note 2 coin 3 bill 4 salary 5 tax 6 loan 7 mortgage 8 cash machine No'v ndl Sts to cover the \VOrds a nd see if they can ' rcn1ember \vhat the definitions n1ean. ri nally, focus on the P hrasal verbs box and go thro ugh it \\·ith Sts. Highlight that take out and [UI)' back a re separable, i.e. you can also put the particles (out and back) after the noun, e .g. When can you pay 1ne the 11ioney back? Tel I Sts to go back to the 1na in lesson 2A. Ex tra support • lf you think Srs need n1orc practice, you n1ay \Vant to gi\C them the \ 'ocabulary photocopiablc acti,·iry at chis point or leaYe it for later as consolidation or revic;ion. 2 PRONUNCIATION the letter o P ro11u11cia t io n notes • T he letter o is quite tricky for S ts as it has several different possible pronunciations. There are some spelli ng-pronunciation rules you rn ight want to point out / elicit after you have done the exercises and you can also help Srs by highlighting the exceptions. - o + one consonant+ e is usually l'dUI, e.g. hope, alone, but there arc several common \vords \Vhich have the ltJ sound, e.g. sonie, rnoney. - o bet,veen two or several consonants is often lo!, e.g. sorry,f ollov.1. T here are son1e exceptions, e.g. worry. - the letters ol and oa between consonants are usually /'dO/, e.g. old, road. - the letters or bet,veen consonants are usually I;,:/, e.g. airport, but common exceptions are 1vorkand 1vorld, which are 13:1. • Encourage Sts to use a dictionary to check pronunciatio n \.vhen they arc not sure. a Focus on the question and do it as a class, mak.i ng sure Sts understand the \Vord rhy1ne. funny rhymes with money b Focus on the activity and elicit the three sounds and 'vords. i.e. up IA!, clock lo/, and phone l'dUI. c G ive Sts t,,.o minutes to put the \VOrds in the right column. Ren1ind Sts that it is easier to do this kind of exerc ise if they say t he \vords a lo ud to themselves. Get Sts to compare \Vi th a par tner. 1 38 >)) Play the audio for Sts to listen and check. Check ans\vers. 1 38 >)) up '"' clock lo/ phone/~ done, money, nothing, some, won, worry cost, dollar. honest. shopping clothes, loan, note, owe, sold Play the audio again, paus ing after each group of \Vorcls for Sts to listen and repeat. G ive n1ore practice if these sounds are a proble111 for your S rs. rrhen repeat the activity eliciting responses from individual Sts. d No\v tell Sts to focus on r.he \VOrds \Vith the letters or. In pairs , get .Sts to ans,ver the t\VO questions. Extra challenge • Elicit the ans,vers to d before playi ng t he audio . e 1 39 >)) Play the audio for Sts to listen and check. Check anS\vers. The lett ers or are normally pronounced /::>:/ when t hey're stressed. The t wo words t hat are different are worth and work. 11 39 >) See words in Student's Book on p.15 Play the audio again for Sts to listen and repeat. T hen repeat the activity eliciting responses frorn individual Sts. STUDYl~ l :l3 Sts can practise these sounds on the iTutor and on the English File T nterrnediate \vebsite. f Put Sts in pairs and get then1 to practise saying the sentences. Extra support • l\1odel and drill each sentence before putt ing Sts in . pairs. 3 READING & SPEAKING a Focus on the title of the questionnaire an.d rn ake sure Sts understand it. ,'\.!so n1ake sure Sts understand tl1e questions and options, e .g. I don't have a clue, I have a rough idea, an instalrnent, etc. Give Sts t irne to read the questions and choose the best answers. b Put Sts in pairs and get them to compare their ans,vers a nd explain \vhy they have chosen each option. Get son1e feedback f rorn various pai rs. c No\v tell Sts to go to Com municatio11 Spende1' 01' save1'? on p..104. Tell Sts to find out \vhich description applies to thcn1 depending on \Vhether they have ans\vered n1ainly \vi th 'a', 'b', or 'c' ans\vers. \Vhile they read, go round n1onitoring and helping \Vi th any vocabulary pro blen1s , e.g. trust, mana[Je, budf!et, etc. When they have finished, Sts should tell their partner if they agree \Vi th \Vhat they read . Get son1e feedback from the class. Finallv, \Vith a shO\\' of hands find out ho\v rn a ny Sts are , , savers and hov.r many are spenders. You cou Id also te ll S ts "vhether vou arc a saver or a spender and \vhv. ; , Extra support • You could \vritc any useful \vords and phrases from t he questionnaire and Communication on the board for Sts to copy. Tell Sts to go back to the 1nai n lesson 2A. 2A 4 LISTENING a 1 40 >)) Tell S ts they are going to listen to six people ans\veri ng the quest ion Are ) 'OU a spender or a saver? They need to listen to find out ho\v n1any are savers . Play the audio once the \vhole 'vay througl1 for Sts to listen. E xtra support • Before playing the audio, go through the listening scr ipt and decide if you need to pre-teach / check any lexi.s ro help Sts \vhen t hey listen, e .g. kids= children . Check the ans,ver. Two of t hem are savers. 1 40 >)) (script in Student's Book on p.123) ' Speaker l I'm a spender, I th ink. I t ry t o save. but somet hing always seems to come along t hat I need to buy and I f inish up broke. I can get by wit h very litt le money for myself when I need to, but I don' t seem t o be good at holding on t o it. Also if my kids ask to borrow some money, I always say yes. Speaker 2 I would say that I'm a spender. I spend money on t hings like concert s or on t rips because I l ike having t he experience and the memories. I know that I should spend my money on t hings t hat last , or save for the future, but I don't want to miss all those good things that are happening right now . Speaker 3 I consider myself a spender. I don't have much money, but when I do have some t here is always somet hing I need or want to spend it on. I love computers and computer games, so I often buy t hings to make sure my computer's always up to date. I know it 's not very sensible, but it's important to me. Speaker 4 That's dif f icult to say. I can save money if t here's somet hing I really, really want, but usually my money disappears as soon as I get it. I get some money from my parents every week, so I have just enough money t o go t o t he cinema with my friends and to buy somet hing for myself, maybe a book or a DVD or some make-up ... I usually end up buy ing something. But , for example, if I want to go on a t rip with my friends, t hen I can make an ef fort and save some money for a few weeks. Speakers Since I was very small, I've always saved about a third of t he money I get. I would never th ink of spending all t he money I have. You could say t hat I'm careful about money. \A/hen I want t o buy somet hing w hich is expensive I don't use a credit card, I take t he money out of the bank and so I never have to worry about get ting into debt. Speaker 6 I'd say a saver, definitely. I like having some money saved in case I have an emergency. I also think very caref ully before I buy something and I always make sure it's the best I can buy for that price. But I wouldn't describe mysel f as mean. I love buying presents for people, and when I do spend my money, I like to buy nice t hings, even if t hey're more expensive. b Tell Sts tha t they are going to listen to the six speakers again and that this t in1c they n1ust match speakers 1-6 \Vith A- F. Play the audio, pausing after each speaker to give Sts tin1e to ans vver. Play the audio again as necessary. Get .Sts to compare "vith a partner and then check ans,vers. A 5 B 1 c 6 D 3 E 4 F 2 G present perfect+ for I since, present perfect continuous V strong adjectives: exhausted, amazed, etc. P sentence stress, stress on strong adjectives Lesson plan ln this lesson Sts revise the present perfect (\vith for and since) and they are intro<luced to the present perfect continuous. The context is provided by the story of a British family \vhose holi<lay to Uganda changed their lives and led then1 to set up a charity to help buil<l a ne\v school for orphan children. The lesson begins \Vith an intervie\v \Vith Jane Cadwallader, one of rhe founder mern bers of the charity Ade/ante Aji·ica. Then sentences fron1 t he listening are used to contextualize the gran1n1ar presentation. This is follo,ved by a pronunciation focus o n sentence stress in present perfect continuous sentences and a speaking activity \Vhere Sts put the gramrnar into practice. In the second half of the lesson, Sts read and I isten to the story of a BBC presenter 'vho kayaked do,vn the 1\n1azon to raise money for charity. Both the lexical and pronunciation focus in this part of the lesson is o n using strong adjectives, likejurious and exhausted. The lesson finishes 'vi th a \vriting activity \vhere Sts \vrite an infor1nal e1nail. , STUDYl~ i~i3 • Workbook 2B • iTutor • iChecker on iTutor • www.oup.com/ elt/ englishfile • Grammar present per fect+ for I since, present per fect cont inuous p.147 • Communicative How long have you ... ? p.177 (instruc t ions pp.165-166) • www.oup.com/ elt/ teacher/ eng lishfile Optional lead-in (books closed) • Revise the p resent perfect \vith.for and since by vvriting these pron1pts on the board. 1 H O \V LO NG I BE A TEACH E R? 2 H O\V LO NG I \YO RK AT THIS SCJ:-IOOL? 3 H o \v LO Ne-; / r. 1VF.1:-.r Tri rs Tow:-:? 4 J-Jow TONc-; / KNO\V YOU R BEST FRI END ? • G ive the class t\VO n1inutes in pairs to decide ho \v to niake t he t1uestions an<l then get then1 to ask you. Make sure Sts use the p resent perfect tense and no t the present sin1ple (I low long are you a teacher?). 1 How long have you been a teacher? 2 How long have you worked at t his school? 3 How long have you lived in t his town? 4 Ho~v long have you known your best f riend? • 1\ns\ver the Sts' tiuestions using.fc.1r and since and elicit fron1 the class \vhen you use these \VOrds (for= period of tin1e, since= a point in tirnc). • Finally. yo u could get Sts to ask each other questio ns 3 and 4 . ! Jf a student (\vho already knO\VS the tense) uses the present perfect continuous to ask question 3, point out to the class that this is another forn1 of the present perfect \vhich they are going to study in this lesson. 1 LISTENING a Rooks open . Focus o n the photos and do the questions as an open-class activity. b 1 45 l)) Tell Sts to look at the photos \vhilst they listen to Jane describing her trip. T hey should ans,ver the t\vo questions. Emphasize that this is a true story and that the person being interviewed is the real person. Play the audio once the \vhole \vay though. Play again if necessary. Get Sts to compare \Vith a partner, and then check ans,vers. Extra support • Before playing the aud io, go through the listening script and decide if you need to p re-teach J check any lexis to help Sts when they listen . She went to Africa - to Uganda and Rwanda. After the trip she decided to set up an organization to get money to build a new school. 1 45 J)) (script in Student's Book on p.123) I = interviewer, J =Jane Part 1 I Jane, you're a primary school t eacher, and a vvriter. What kind of books do you write? J Well, I write books for children who are learning English as a foreign language. I How long have you been a writer? J Er, let me see, since 1990. So for about 22 years. Tell us about t he trip t hat changed your life. Where were you going? J Well, it was in the summer of 2008, and my family - 1ny husband and I and our t hree children - decided to have a hol iday of a lifetime, and t o go to Africa. We went to Uganda and Rwanda, to see t he mount ain gorillas. It was something 1..ve'd always wanted to do. Anyway, about halfway through t he t rip we were in Uganda, and we were t ravelling in a lorry 1..vhen t he lorry broke down. So t he driver had to find a mechanic to come and help fix it. I And t hen what happened? J Well, as soon as we st opped, lots of children appeared and surrounded us. I could see some long buildings quit e near, so I asked t he chi ldren what t hey were, and they said in English 'That's our school.' And I was very curious to see what a Ugandan school was like, so I asked them to show it to me. I What was it like? J I was shocked when I f irst saw it. The walls were falling down, t he blackboards were broken, and there weren't many desks. But the chi ldren were so friendly, and I asked them if t hey would like to learn a song in English. They said yes, and I st art ed teaching them some songs like Heads, shoulders, knees, and toes - a song I've used all over t he world to teach children parts of t he body. Almost i1n1nediately the classroom f illed up with children of all ages and they all wanted to learn. I was just amazed by how quickly t hey learnt the song! I Did you meet the teachers? J Yes, we did, and t he headmaster too. He explained t hat t he school was called St Joseph's, and it was a community school for orphans, very poor children, and refugees. I asked him what t he school needed I t hought t hat he might say, 'We need books, or paper', and t hen lat er we could send t hem to him. But he actually said, 'What we need is a new school.' And I t hought yes, of course he's right. These children deserve to have better conditions than t his to learn in. So when I got back ho1ne, 1ny husband and I, and ot her people who were w it h us on t he trip, decided to set up an organization to get money to build a new school. Jane uses the term headmaster \vhich is a li ttle old- fas hio ned, as head teacher is n1ore con1n1on no\vadays. c G ive Sts a few n1inutes to go t hrough the iten1s in 1-6 and to con1pare with a partner to see \.Vhat t hey re1nen1ber. "fhen play the audio again for Sts to make notes about why Jane n1entions those items. Check ans\.vers. 1 She is a primary school teacher and a writer. 2 She went to Uganda in 2008 with her family to see t he gor illas. 3 Lots of children appeared. They wanted t o show Jane t heir school. 4 lt was in a very bad condition - f alling down I blackboards broken I not many desks. S The children were very f riendly. They were all d ifferent ages and they all wanted t o learn the song (Heads, shoulders, knees, and toes). They learnt it very quick ly. 6 The headmaster told t hem about t he school (St Joseph's - a school for poor children, orphans, and refugees). When Jane asked him what he needed he said t hey needed a new school. d 1 46 l)) ·Tell Sts they are no\v going to listen to Part 2 of the intervie\.v and they need to correct the m.istakes ' in sen tences 1-9. G ive Sts tin1e to read the sentences and then play the audio once the \vhole \vay th rough. 1 46 l)) (script in Student's Book on pp.123- 124) Part 2 I So Ade/ante Africa was born. Why did you decide t o call it t hat? J Well, we wanted a name t hat gave t he idea of Africa moving forward, and my husband is Spanish, and he suggest ed Ade/ante Africa. because in Spanish Ade/ante means 'go forward', and Ade/ante Africa sort of sounded better t han 'Go forward, Africa'. I How long did it take t o raise t he money for t he new school? J Amazingly enough, not long really, only about t wo years. The school opened on the 14th March 2010 1Nith 75 chi ldren Today it has nearly 500 children. That's great! I understand t hat since the new school opened you've been working on other projects for these children. J Yes. When we opened t he school we realized that although the chi ldren now had a beaut iful new school, t hey couldn't really make much progress because they were suf fering from malnutrition, malaria, t hings like that. So we've been working to improve t heir diet and health, and at the moment we're building a house where children who don't have famil ies can live. I And are your children involved in Ade/ante Africa too? J Yes, absolutely! They all go out to Uganda at least once a year. My daughter Tessie runs t he Facebook page. and my other daughter Ana runs a project to help children to go to secondary school, and Georgie, my son, organizes a foot ball tournament t here every year. 28 And how do you think you have most changed the children's lives? J I t hink the school has changed the children's lives because it has given t hem hope. People from outside came and listened to them and cared about t hem. But it's not only t he children whose lives have changed. Ade/ante .Africa has also changed me and my family. We have been very lucky in li fe .. I feel t hat li fe has given me a lot. Now I want to give something back. But it's not all giving. I feel that I get 1nore from t hem than I give! I love being there. I love t heir smiles and how t hey have such a st rong sense of communit y, and I love feeling that my family and t he other members of Ade/ante .Africa are accepted as part of t hat community. I And, erm, do you have a websit e? J Yes, we do. It 's www.adelanteafrica.com. We've had t he website for about four years. It was one of t he f irst t hings we set up. If you'd like to find out more about Ade/ante Africa, please go t here and have a look. There are lots of photos t here and even a v ideo my son took of me teaching the children to sing on that very first day. Maybe it will change your li fe too, who knows? e Get Sts to co n1pare \.Vith a partner and then play the audio again. Check ans\vers. 1 Jane's husband chose the name. 2 The new school opened in 2010. 3 The school has nearly 500 child ren. 4 Ade/ante Africa has also been trying to improve the chi ldren's d iet and health. 5 They are building a house for the children who don't have families. 6 All three of Jane's children have been helping. 7 The school has changed children's lives because it has g iven them hope. 8 Jane thinks t hat she gets more than she g ives. 9 Jane's son took t he video of her teaching t he children. Extra support • If there's tin1e, you could get Sts to listen again \vith the scripts on pp. 123-124, so they can see exactly\.vhat they understood / didn't understand. Translate / explain any new \vords or phrases. f Do this as an open-class activity. 2 GRAMMAR present perfec t + for I since, present perfect continuous a Focus on the task and get Sts to match quest ions 1- 3 \Vith ans\vers i\-C. Check answers. 1 B 2 c 3 A b In pairs , get Sts to ans\ver questions I and 2 by referring to the questions and ans\.vers in a . You co uld do this in pairs or as a \vhole-class activity. C heck ans,vers. 1 b: a period of t ime f rom the past unt il now 2 present perfect simple: has been, has had - i.e. auxil iary have+ past partic iple present per fect cont inuous: has been working - i.e. auxiliary have + been+ (verb+ -ing) c 1 47 >)) 1 48 l)) 'fell Sts to go to Grammar Bank 2 B on p.135. Focus on the example sentences and play the aud io for Sts to listen to the sentence rhvthn1. You could , also get Sts to repeat the sentences to practise getting the rhyth 111 right. Then go through the rules >vi th the class. 28 Addit ional gr a mma r notes Present perfect (How lon8 ... ? and for/ since) • This use of the present perfect was presented in EnBlish File Pre-intern1ediate and should be revision for most Sts. Sts will need ren1inding that the present si1nple tense can not be used here. (NOT I }0111 long doyou live i11 thi$ to11•1r?) • Remind then1 how for and since are used and the different words or phrases which can be used after then1, e.g.for t~vo rnonths, three years, a lonB tinie, a8es; since Octobe1; T 1vas born, last s1.1m111e1; f 1vas a child, etc. Present perfect con t inuous (with How lon8 ... ? and for / since) • For many Sts, including those \vho used EnBlish File Pre-intermediate, this \.Vill be the first ti1ne they have seen the present perfect continuous. • Point our to Sts that in the san1e way that there is a si rnple and continuous for1n of the present and the past, there are also t\VO forn1s of the present perfect (simple and continuous). • The most in1portant difference between the two for1ns for Sts at this point is that with How long ... ? and for/ since we norrnally use the continuous forn1 with action verbs (e.g. learn, BO, play, do, 1vait, etc.) and the simple forn1 is used with non-action verbs (e.g. be, have, kno1v). • Some typical n1istakes include: - getting the forn1 \vrong, e.g. (forgetting to include been) llo1v 10118 haveyou leaniing Enalislr.? - depending on their Ll , using the present tense instead of the present perfect continuous, e.g. f anr lea1 ning £11glishfar a long ti111e. - using rhe continuous form of rhe present perfect with non-action verbs, e.g. I've bccri knowing rny bestfi·iend J'o r JSyears. - confusingfor and since. Present perfect continuous (for continuo us or repeated recent actions) • We also use the present perfect continuous to talk about recent continuous actions which have either just stopped or arc still continuing, e.g. A You look tired. B Yes, I've been cleaninB the house all afternoon ( = I've just finished). A You look tired. B Yes, 1 haven't been sleepina 1vell recently(= I still have problen1s sleeping at night). Pocus on the exercises and get Srs ro do then1 individually or in pairs. You rnight want to tell Sts that a only focusses on the present perfect. Check ans\vers, getting Sts to read the full sentences. a 1 We've had our new flat for six months. 2 Hi Jackie! How are you? I haven't seen you for ages! 3 How long have you known your husband? 4 Emily has been a volunteer for ten years ege. S Paul hasn't eaten anything since yesterday because he's ill. 6 It hasn't rained for two months. 7 How long have your parents been married? 8 They've had their dog since they got married. 9 I haven't had any emails from my brot her since last Christmas. 10 My grandmother has lived in the same house all her life. b 1 We've known each other since we were chi ldren. 2 The children have been playing computer games for two hours. 3 Has your sister had that hairstyle for a long time? 4 I've loved her since the first day we met. S My internet connection hasn't been working since yesterday. 6 How long have you been waiting? 7 I've been a teacher for three years. 8 It's been snowing since five o'clock this morning. 9 Sam hasn't been studying enough recently. 10 Have you been living in London for a long time? Tell Sts to go back to the main lesson 2B. Extra suppor t • If vou think Ste; nee<l n1orc practice, you n1av \\'ant 10 ; , ; gi\'C thcrn the (; ran1n1ar photocopiable acti\'ity at th is point or leaYe it for later as consolidation or re' ision. 3 PRONUNCIATION sentence stress Pronunciation notes • Sts already know, but you n1ay need to remind rhen1, that in English rhe \VOrds \vhich are stressed more strongly in a sentence arc the ones \vhich carry the important inforn1ation, e.g. I've LIVED in the CITY CENTRE for TEN YEA RS. These are the words which you hear 1nore clearly when somebody speaks to you and are typically verbs, nouns, adjectives, and adverbs. The other 'non-information' \vords (e.g. personal pronouns, articles and little \VOrds like to, of, in, on, as, ere.) are pronounced less strongly and these words often ger shortened when we spea k, e.g. for becomes lf<JI. These words are harder for a non-native speaker to hear. Lt is this mixture of stressed and unstressed words \Vhich gives English its rhythm and Sts need plenty of practice until correct stress and rhythm becon1es instinctive. a 1 49 >)) Tel I Srs that they arc going to hear a dictation of three present perfect continuous questions and three ans\vers. 1' he first tin1e they listen they should try to \Vrite do\vn the stressed \vords they hear. Play the audio, pausing after each sentence to give Sts . . t1n1e to \vr1tc. 6 VOCABULARY & PRONUNCIATION strong adjectives a Focu on the Strong adjec t ives box and go through it with the class. GiYe Sts tin1e to read dialogues 1- 12, \Vhich all contain a strong adjective. from the context o r t hei r previous kno,vledgc S ts should be able to \Vr ite synonyn1s for each one by \Vr it i ng the nor in al adjec tive. S ts could \vork in pa irs o r individua lly and then co1npare ans,vcrs \vhcn they ti n ish. , b 1 53 >)) Play rhc audio for Sts to listen and check . .\!lake s ure Sts arc clear \vhat all the adjecri,·es n1ean. Point out that a111a::.ed = Yery surprisi ng, bur a1nazi11B can 1nean either very surprisin8 or ver)• good, e.g. I t 11•as an a 111azi 118.fi l 111. See bold adjectives in script 1.53 1 53 l)) 1 A Was Lisa's father angry about the car? B Yes, he was furious! 2 A Is Oliver's flat small? B Yes, it's really t iny - just a bedroom and a sitting room. 3 A Are you afraid of flying? B Yes, I'm terrified! I never fly anywhere. 4 A Was the food nice? B Yes, it was delicious. 5 A Are you very hungry? B I'm starving! I haven't eaten all day. 6 A Is your parents' house big? B It's enormous. It has seven bedrooms. 7 A Was it cold in Moscow? B It was freezing! Minus 20 degrees. 8 A Was Jack's kitchen dirty? B It was filthy. It t ook us three hours to clean it. 9 A Are your parents happy about the wedding? B They're delighted. In fact, they want to pay for everything! 10 A Was the film funny? B It was hilarious. We laughed the whole way through. 11 A Are you sure you locked the door? B I'm posit ive. I remember turning the key. 12 A Were you surprised to hear t hat Ted is gett ing married? B I was absolutely amazed! I never thought it would happen. Novv play the aud io again paus ing a fter each dialogue for Sts ro repeat the questions and responses. Model and d rill pronunciation of the adjectives \vhere necessa ry. Encourage Sts to copy t he strong stress on the t rong adject ives. Put Sts in pairs and get them to practise the dialogues. G et son1e pairs to perforrn in front of the class. E xt ra suppo rt • If you \Vant to give more practice, you could ask the class more questions using a norn1a l adjective and get them to respond \Vith a strong one, e .g. Is the 1vater cold? ls an elephant bin? \\Ins the book aood? \Vas the 1vcntl1er bad? Are youfriahte11ed ofs11nkcs?, etc. c Put LS in pa irs, A and B, and tell thcrn to go to Communication Are you hun[jry?. A on p.104, B on p.109. G o th rough the instructions with t li.e111 care fu lly and then den1onsrrate the ac tivity \Vith a B student (you take the part of student A). 28 Poin t out t hat \vhen a pair ha fi nished the activity they should repeat it, t his time trying to respond as quickly a possible and trying to stress rhc strong adjective t rongly. Extra support • You could \Vrite anv usefu l ,,·ords and phrases from ' C o mmunicat ion on the board for Sts to copy. Tell Sts to go back to the n1ain lesson 2B. d Put S rs in pairs and get thern to inte rvie\v each other. Tell thern to give as n1uch inforrnation as possi ble . Mon itor and help \\·ith vocabulary. Get son1e feedback from various pairs. E xtra su pp o rt • C hoose one of the lJUCstions and rel\ Sts \vhat you thi nk , giving as nluch inforn1ation as possible. 7 WRITING an info rmal email Te ll S ts to go ro Writing An infornial email on p.114. a Focus on the photo and sec if Srs can guess 'vho they are (they are the people fron1 \Vrit ing 1 - Kasia and Angela's child ren, Sally and Mike). No'v focus on the instructions and give Sts time to nun1ber the sentences in the order in \Vhich they think they a re 1n entioned in the email. b Tell S rs to read Kas ia's e1nail to check their ans,vers to a . 'fell thcrn not to \vorry about the n1istakes in the email. Check ans\vers. 1 She apologizes for not writ ing before. 2 She t hanks them for her stay ... 3 She talks about t he nice things that happened ... 4 She talks about what she's been doing recently. 5 She promises to send some photos. 6 She thanks t hem again and invites t hem to st ay. c No'v tell Sts to look at the 111 is takes underlined in Kasia's email and to correct then1. C heck ans,vers. Grammar: 1-effl I've been, Be Being, ~er te buy to buy, I sertd I'll send Vocabulary: travel trip Punctuation: ertglish English, deAt don't Spelling: mesages messages d No'v focus on the U seful lan gu age: informal en1ails box and go through it \Vith Sts . ' l'cl I S ts to i rnagi ne they have so1ne British friends in the U K, and they stayed \Vith them fo r a \vcck last month. No 'v they need to 'vr ite a thank-you email. Tell Sts to use 1-6 in a in the right order a their plan and to use expressions fro1n the U sefu l langu age box. You may like to get Sts to do the ' vr iring in class or you could set it as hon1e,vork. Get rhen1 ro \Vritc the cn1a ii according to the n1odel. If you do it in class, set a tin1e lin1it for Sts to \vrite the ir description, e.g. 15- 20 n1inutes. e S ts s hou Id check their en1ails fo r 111israkes and then \vap the1n \Vi th ano ther student ro read . • There are t\vo pages of revision and consolidation after every t\vo Files. T he first page revises the gran1n1ar, vocabulary, and pronunciation of the t\vO Files. These exercises can be done individually or in pairs, in class or at hon1e, depending on the needs of your Sts and the class tin1e available. The second page presents Sts v,;ith a series of skil ls-based challenges. First, there is a reading text \vhich is of a s lighrly higher level than those in the File, but \vhich revises gran11nar and vocabulary Sts have already learnt. 'Then Sts can \Vatch or listen to five unscripted street intervie\vS, \vhere people are asked questions related to the topics in t he File. You can find these on the Class 0\10, iTools, and Class Audio (audio only). finally, there is a speaking challenge, ~rhich n1easures Sts' ability to use the language of the File orally. \Ve suggest t hat you use so1ne or all of these activities according to the needs of your class. In addition, there is a short docun1entary fi ln1 avai lable on the Class DVD and i·Tools on a subject related to one of the topics of the Files. This is ain1ed at giving Sts enjoyable extra listening practice and sho,ving then1 ho\v n1uch they are no\v able to understand. Sts can find a ll the video content and activities on the iTutor. STUDYl~l~ l 3 • iTutor • Quick Test 2 • File Test 2 GRAMMAR 1 a 2 c 3 a 4 b 5 c 6 c 7 a 8 c VOCABULARY 9 a 10 b 11 a 12 b a 1 duck (The others are seafood.) 2 crab (The others are meat.) 3 beetroot (The others are fruits.) 13 a 14 c 15 b 4 raspberry (The others are vegetables.) 5 chicken (The others are ways of cooking.) b 1 dishonest 2 kind c d e • 3 unself ish 4 lazy 5 talkative I loud 1 waste 2 inherit 3 earn 4 borrow 5 save 1 exhausted 2 starving 3 f reezing 4 f ilthy 5 furious l out 2 out .3 on 4 back 5 out PRONUNCIATION a 1 steak 4 t iny 2 money 5 wort h 3 account b 1 salmon 4 delicious 2 invest 5 sensible 3 immature CAN YOU UNDERSTAND THIS TEXT? a It changed his life, but not totally. He cont inued work ing and does not have expensive cars, etc. b 1 T 2 DS 3 F 4 T 5 T 6 DS CAN YOU UNDERSTAND THESE PEOPLE? 1 54 >)) 1 b 2 c 3 c 4 a 5 b 1 54 >)) Emma I = int erviewer, E = Emma I What do you like eating when you're feeling a bit down? E Chocolat e, I think it's very, a bit of a cliche, but I'm a girl and I like chocolate, and that's probably where I go to. Or ice cream as 'Nell, chocolate ice cream is probably the ideal, t he ideal food. I Does it make you feel bett er? E It makes me feel better temporarily, when it's in my mouth, but then about ten minutes later I usually feel quite sick. Andrew I= interviewer, A = Andrew I How often do you eat out? A Lately I've been eat ing out a lot, but I try not to eat out to save money. What kind of places do you go to? A I like any kind of Asian food, and st eak is good, but it's kind of expensive. I Why do you like t hese kinds of restaurants? A I l ike them because they're different. I like to cook, and the food is different from the things that I know how to make. Ben I = interviewer, B = Ben I Do you have brothers and sisters? B I've got one brother. He's four years younger than me. I How well do you get on with him? B Oh, very well, very well. We went to school together, we rowed together, we've done sport together. we've been on holiday together. So yeah, we get on well. Zenobia I = interviewer, Z =Zenobia I Are you a spender or a saver? z I'm a very big spender. I Can you give examples? Z Bags. I have a weakness for bags. I love designer bags, and when I see something in t he shops which is on sale, and it's half price or reduced, all my savings for t he last three months will go on that item. So bags is a weakness - bags, bags, bags. Simone I= interviewer, S = Simone I Have you ever taken part in a charity event? S Yes, when I was younger I took part in a charit y bike ride, and I cycled round a park for as long as I could, and I earned quite a lot of money, for an eight-year-old, t o do that. I What was it for? S It was arranged by a TV show called Blue Peter and it was for their charity, so I don't know where they spent the money, but it was for Blue Peter. I How much money did you raise? S About £100 roughly, when I was about eight, s0 that was nice. Lesson plan u c.:urnpcirac1ve~ a nu ~upe r tauve~ V transport P ~rt, Id?), and ltf!, l inking T'he context for this lesson is an episode of the vvell-knovvn BBC series about cars and driving, Top Gear, in vvhich presenter Jere111y Clarkson and his col leagues organize a race across London using fou r different n1ethods of transport. The lesson begins \Vi th vocabulary and S ts learn \vords and phrases connected to transport, focussing particularly o n road travel. This is follo,ved by a pronunciation focus \vhere the consonant sounds If/, ld:y!, and ltfl are contrasted. Sts then read about three of the participants in the race, \vho travelled by n1otorboat, bike, and car, and finally listen to find out hovv the fourth participant, \:vho \:vas using public t ransport, fared. The fi rst half ends \Vith Sts discussing 'vhat the result of the race >vould have been if it had been held in their nearest big city, and fi nally do a roleplay \Vhere a local person gives a tourist advice about transport. T n the second half of the lesson, Sts begin by revising \:vhat they know about con1paratives and superlatives, before going to the Gran1n1ar Bank \vhere this kno\vledge is extended. T here is another p ronunciation focus on linking in fast speech, follovved by oral grammar practice. Sts then listen to an expert talking about dangerous things that people do when driving, and discuss o ther statements to do \Vith road transport. The lesson ends \vith a \vr iting focus, \Vhere Sts \:vrite an article about transport in their tO\Vn, and \Vith the song 500 Miles. STUDYl~ l : l3 • Workbook 3A • iTutor • www.oup.com/ elt/englishfile Extra photocopiable activities • Grammar comparatives and superlatives p.148 • Communicative Quest ionnaire p.178 (instructions p.166) • Vocabulary Transport p.204 (inst ructions p.197) • Song 500 Miles p.219 (inst ruct ions p.215) • www.oup.com/elt/ teacher/englishfile Optional lead -in (books closed) • Play T fat1[Jr11ar1 (see Ele111entary Teacher's Book p.23) \Vit h the phrase PUBLIC TRA'ISPORT. • Drill the pronunciation. Then get a shcl\v of hands to find out ho 'v n1any of the class regularly use public transport to get to \York/ school. 1 VOCABULARY & SPEAKING t ransport a Books open. Puts Sts in pairs and get then1 to think of four different forn1s of public transport in tovvn and cit ies in their country. Get son1e feedback and vvrite the ans,vers on the board. Possible answers taxi, bus, the Underground, t ram b Tell Sts to go to Vocabulary Bank Transport on p.155. Focus on 1 Public transport a n d vehicles and make sure Sts know the meaning of vehicle. l\tlodel and drill its pronunciation /'vi:;;ikl/. T hen get Sts to do a individually or in pairs. 2 2 l)) Nov; do b. Play the audio for Sts to check ans>vers. Play the audio again, pausing for Sts to repeat. Give practice of any vvorcls your Sts fi nd difficu lt to pronounce, n1odelling and drilling as necessary. You could use t he audio to do this. 2 2 l)) Transport Public transport and vehicles 6 carriage 8 scooter 2 coach 4 t he Underground 7 lorry 9 t ram 3 motorway 5 van 1 platform Point out that a bus is usually a vehicle used \vithin a , town or city and a coach = an intercity bus. Do c and tell Sts to cover the \vords and look at th.e pictures to see if they can reme1nber them. No\v look at 2 On the road, focus on the Compou nd nouns box and go through it \vith Sts. You n1ight also vvant to tell Sts that occasionally con1pound nouns are hyphenated, e.g. 1nake-up, or one \Vorel, e.g. sun3lasses. Get Sts to do a individually or in pairs. 2 3 l)) Now do b . Play the audio for Sts to check answers. Play the audio again, pausing for Sts to repeat. Give practice of any \vords your S ts find difficult to pronounce, n1odelling and drilling as necessary. You cou ld use the audio to do this. Point out that the strong stress falls on the first word in con1pound nouns, e.g. seat belt. 2 3 l)) On t he road 1 car crash 2 cycle lane 3 parking f ine 4 pedestrian zone 5 pet rol station 6 road works 7 rush hour 8 seat belt 9 speed camera 10 speed limit 11 taxi rank 12 t raffic light s 13 t raffic jam 14 zebra crossing Tell Sts to cover the con1pound nouns and look at the photos. Can they ren1en1ber the con1pound nouns? • 3A Make sure Sts sv.;ap roles. O\V the Bs, \vho are foreign tourists wanting to use a h ired car in the to\vn, should ask the As, 'vho live in the town, their five questions. Monitor and help. Get son1e feedback from the class on son1e of the infor1nat ion g iven by the Bs and then by the As. Extra support • You could \\T ite any nc,,· anll useful " ·ords and ph rases fron1 Co1n rnunication on the board fo r Sts to copy. Tell Sts to go back to the main lesson 3A. 4 GRAMMAR comparatives and superlatives a Focus on the task and get Sts to do th is in pairs or individually. Get Sts to compare \Vith a partner if they \vorked individually, and then check ans\vers. Make sure Sts explain why the x sentences are \vrong, as \vell as give the right answer. 1 X the quickest way 2 .r 3 x as fast as 4 .r 5 X as many t rains as 6 X the most exciting journey 7 .r 8 X more carefully t han b 2 11 >)) 2 12 >)) 2 13 >)) Tell Sts to go to Grammar B ank 3A onp.136. Focus on the exa1nple sentences and play the audio for Sts to listen to the sentence rhyth1n. You could also get Sts to repeat the sentences to practise getting the rhyth1n right. Then go through the rules \Vith the class. Additional grammar notes • Sts \Vill almost certainly have been taught the basic rules regarding comparative and superlative forms of adjectives and adverbs, so this grammar focus should be mainly revision and consolidation. Sts may still mix up con1parative and superlative forms and make mistakes with the rules for forming comparatives and superlatives. • Some typical n1istakes include: - mixing up comparative and superlative forms (Thi! i.~ the older bt:tildittg itt the to~ti n.) - confusing as and than (The trttin isn't tts cheap than the btts.) - omitting the definite article (T.Ee's best player in the tea11i.) - confusing adjectives and adverbs (You drive 111ore qt:tick than 11u~.) Focus on the exercises and get Sts to do then1 individually or in pairs. Check answers, getting Sts to read the full sentences. a 1 easier t han 6 The fur thest 2 more powerful than 7 older t han 3 the most relaxing 8 t he hottest 4 more slowly t han 9 the best 5 The worst b 1 as 6 most 2 the 7 as 3 t han 8 more 4 ever 9 as 5 him 10 Ill Tell Sts to go back to the rn ain lesson 3A. Extra support • I f you think S ts need n1ore practice, you n1 ay \¥a nt to g ive 1:hen1 the Gran1n1ar pho tocopia ble activity at this po int or leave it for later as consolidation or revision. 5 PRONUNCIATION linking a 2 14 >)) Focus on the Linking box and go through it \Vith S ts . No\v tell Sts to listen to and read the five sentences at the sa1ne time. Play the audio once the \Vhole \vay through. 2 14 l)) See sentences in Student's Book on p.26 No\v play the audio again for Sts to listen and repeat. You could then get individual Sts to say the sentences. b Put S ts in pairs. Focus on the task and demonstrate \vhat Sts have to do. First, Sts have to choose one of the things, n1ake a superlative sen tence using the given adjective, and give a reason. Then they 1nust con1pare the other t\VO remaining things, as in the exarnple. Extra ch allenge • Get pai rs to con1 pare \Vi th a nother pair to see if they agree and get thern to defend their choices. Get some feedback from the class. 6 LISTENING a Focus on the instructions and check that Sts understand a ll the vocabulary, e.g. a simulator, settin& or adjustin& a satna.v, and doinB)'OUr hair. Give Sts a few nlinutes to read the text and ans\ver the questions \vith a part ner. Get some class feedback. Extra idea • Get a sho' v of hands for each one and \Vritc the top th rec on the boa rel . b 2 15 l)) Focus on the task and play the audio for Sts to nurnber the activities 1-7. To add suspense, you could pause the audio just be.fore the expert says \vh ich thing is the nlOSt dangerous, second 1nost dangerous, etc. and elicit fron1 the class \vhat they think is going to be next. Check ans\vers. Extra suppor t • Before playing the audio. go through the listening scr ipt and decide if you need to pre-teach / check any lex is to help S ts \vhen they li sten. 1 Sending or receiving text messages 2 Set t ing or adjust ing a satnav 3 Doing your hair or putting on make-up 4 Talk ing on a mobile (not 'hands f ree') and Eat ing or drinking 6 Listening to your favourite music 7 List ening to music you don't know 2 15 >) (script in Student 's Book on p.124) T =TV host, E = expert T And on tonight 's programme we talk t o Tom Dixon, who is an exper t on road safety. Tom, new technology like satnav has meant new distractions for drivers, hasn' t it? E That's right, Nicky, but it isn't just technology t hat 's t he problem. Car drivers do a lot of other t hings while t hey're driving which are dangerous and which can cause accidents. Remember, driver distract ion is t he number one cause of road accidents. T Now I know you've been doing a lot of t est s with simulators. According to your test s, what 's t he most dangerous thing to do when you're driving? E The t ests we did in a simulator showed that the most dangerous thing t o do while you're driving is to send or receive a text message. This is incredibly dangerous and it is of course illegal. In fact, research done by the police shows that this is more dangerous than drinking and driving. T Why is that? E Well, t he reason is obvious - many people use t wo hands to text, one t o hold t he phone and t he ot her to t ype. Which means t hat t hey don't have their hands on the wheel, and they are looking at t he phone, not at t he road. Even for people who can t ext wi t h one hand, it is st ill extremely dangerous. In t he tests we did in the simulator t wo of the drivers crashed vvhile text ing. T And which is the next most dangerous? E The next most dangerous thing is to set or adjust your satnav. This is extremely hazardous t oo because although you can do it wit h one hand, you still have to t ake your eyes off t he road for a few seconds. T And number three? E Number t hree was putting on make-up or doing your hair. In fact, t his is something t hat people of ten do, especially women of course, when t hey stop at t raf f ic l ight s, but if they haven't finished when the lights change, t hey often carry on when t hey start driving again. It's that fatal combination of just having one hand on t he steering wheel, and looking in t he mirror, not at t he road. T And number four? E In four th place, there are t wo activit ies which are equally dangerous. One of them is making a phone call on a mobile. Our research showed that when people t alk on the phone they drive more slowly (which can be just as dangerous as driving fast), but their cont rol of t he car gets worse, because they are concentrating on the phone call and not on what's happening on the road. But the other thing, vvhich is just as dangerous as talking on your mobile, is eating and drinking. In fact , if you do t his, you double your chance of having an accident, because eating and drinking always involves taking at least one hand off the steering wheel. And the worrying thing here is that people don't t hink of t his 1 as a dangerous activit y at all and it isn't even illegal. 1 T And in fif th, well ac tually sixth place, it must be listening to music, but which one? E Well, it's listening to music you know. T Oh, that's interest ing. E We found in our test s that when drivers were l istening to music t hey kne~v and liked, they drove either faster or slower depending on whether t he music was fast or slow. 3A T So fast music made drivers drive fast er? E Exact ly. And a study in Canada also found t hat if t he music was very loud, t hen drivers' reaction t ime was 20o/o slower. If you are listening to very loud music, you're twice as likely to go t hrough a red light. T So t he safest of all of the things in the list is t o list en t o music we don' t know. E Exactly. If we don't know the music, t hen it doesn't dist rac t us. In this part of t he tests all drivers drove safely. Find out if anyone guessed the top three correctly. 'fhen find out if the class agree \Vith the expert's top three. c No\V Sts listen for n1ore detail. Tell S ts they need to find out \vhy each activity is dangerous and get n1ore inforn1ation. Play the audio again, pausing \Vhere necessary to give Sts time to \Vrite the answers. Get Sts ro discuss \vhat they heard \Vi th their partner and play the audio again if necessary. Check ans\vers. 1 Sending or receiving text messages: many people use two hands and look at t he phone, not t he road. 2 Sett ing or adjust ing a sat nav: you use one hand and you take your eyes off t he road. 3 Doing your hair or putt ing on make-up: you use one hand and you look in the mirror, not at t he road. 4 Talking on a mobile (not 'hands free'): your control of the car gets worse because you concentrate on t he phone call and not on t he road. Eating or drinking: you double your chances of having an accident, because you only have one hand on the wheel. 6 List ening to your favourite music: if the music is f ast, people drive fast. If t he music is slow, they drive slowly. If the music is loud, your reaction t ime is reduced. 7 List ening t o music you don't know: it is much less distracting and safer than listening to music you know. Extra suppor t • Tf there's t. irne, you cou ld pl ay t he aud io again \vhile Sts read the script on p. 124, so they can see \vhat t.hey u nderstnod f did n't understand . Translate / expla in any ne\V \vords o r phrases. 7 SPEAKING a Focus on the staten1ents and go through then1 \vith Sts. Give Sts tin1e to decide if they agree or disagree \vith then1 and to think of their reasons. b Focus on the Agreeing and disagr eein g box and go through it \vith Sts. Put Sts in small groups of three or four. Appoint a group secretary, \vhose job it is to read out the sentence and then invite opinions from the other S ts as well as giving his / her O\vn opinion. T he secretary should also note do\vn how many people agreed or disagreed \Vith each staten1ent. l\1onitor and help, encouraging Sts to use the expressions in the box. Get feedback to find out if there \.Vas a general consensus of agreen1ent or disagreen1ent on each statement. 3A 8 WRITING an article for a magazine Tell Sts to go to W rit ing A n art iclefo1· a maBazine on p. 115. a Focus on the instructions and questions. Put Sts in pairs or small groups and get thern to discuss the questions. Get some feedback from the class. b Tell Sts to read the article 10 check cheir ans\vers co a and then tell them to ans,ver 1-3. Check ans\vers. Elicit the meani ng of 1nayor, and n1odel and drill its pronunciation /me~/. the most expensive: black taxi the healthiest: cycling the best if you want to see London: (double-decker) bus t he safest to use late at night: taxi 1 For t he Underground and buses 2 Because they are named after Boris Johnson, t he mayor of London. 3 A mini-cab is a normal car which works for a company, and which you have to phone. It is much cheaper than a black taxi. c No\v tell Sts to read the article again and to complete the gaps ' vith prepositions fron1 the list. Check ans\vers. 2 on 6 on the top of 3 off 7 wit h 4 next to 8 . Ill 5 on 9 at d Focus on the Useful lan gu age: t ransport in you r town box and go ch rough ic \vich Sts. No"' tell Scs t hey are going to 'vrite a sin1ilar article about public transport in their (nearest) to\vn / city for foreign Sts. 1el1Sts to plan the headings they are goi ng to use at1d \Vhat they a re going to say about each for111 of transport. Re rn ind the111 to use the Useful la11guage box and the Vocabula r y Ba nk Transpo1't 011 p.155. You tnay like to get Sts to do the \Vriting in class or you could set it as horne\vork. Tf you do it in class, sec a time limit for Sts to \Vrite their description, e .g. 15- 20 n11nutes. e Scs should check their \vork for n1iscakes before giving It I 11. Tell Sts to go back to the main lesson 3A . • 9 2 1s i)) SONG soo fvliles 1' 1' his song 'va orig in ally 111 ade fa 111ous by the Scottish band 'l'he Proclairners in 2000. For copyright reasons this is a cover ver ion. T f you \Vant co do this song in class. use the photocopiable accivicy 011 p.219. r 2 16 l)) 500 Miles When I wake up, well I know I'm gonna be, I'm gonna be the man who wakes up next to you. When I go out, yeah I know I'm gonna be, I'm gonna be the man who goes along with you. If I get drunk. well I know I'm gonna be, I'm gonna be the man who gets drunk next to you. And if I haver. yeah I know I'm gonna be, I'm gonna be the man who's havering to you. Chorus But I would walk five hundred miles And I would walk five hundred more Just to be the man who walked a thousand miles To fall down at your door When I'm working, yes I know I'm gonna be, I'm gonna be the man who's working hard for you. And when the money comes in for the work I do, I'll pass almost every penny on to you. When I come home (when I come home), Oh I know I'm gonna be, I'm gonna be the man who comes back home to you. And if I grow old, well I know I'm gonna be, I'm gonna be the man who's growing old with you. Chorus Da da da da, etc. When I'm lonely, well I know I'm gonna be, I'm gonna be the man who's lonely without you . And when I'm dreaming, well I know I'm gonna dream, I'm gonna dream about the time when I'm \vith you. When I go out (when I go out), well I know I'm gonna be, I'm gonna be the man who goes along v1ith you. And when I come home (when I come home), Yes, I know I'm gonna be, I'm gonna be the man who comes back home v1ith you, I'm gonna be the man who's coming home with you. Chorus Da da da da, etc. Repeat chorus 2 22 >)) See phrases in Student's Book on p.29 Next ask Sts \vhy the is pronounced differently in those five phrases and elicit that it is because the \vords start \Vith a vo\vel sound . Play the audio again for Sts to I isten and repeat the phrases. STUDYl•l~ l3 Sts can practise th is sound on the iT1.1tor and on the EnBlish File I ntern1ediate \vebsite. 4 SPEAKING T his speaking task is 1neant to be a light-hearted response to the art icle, but will also provide practice of not using the definite article the \vhen you generalize. Focus on the task. Either put Sts in groups of three or pairs. If you have a more or less equal nun1ber of men and \vornen in your class, put then1 in nlixed groups. They could each try all three topics, or si1nply choose one each. If your class is mainly one gender, sin1ply get them to try to talk about one of t heir three topics for t\VO minutes. Monitor and correct, especially ifSts use the article incorrectly when speaking in general. G·et feedback to find out which topic nlen or \Von1en found nlOSt d ifficu lt to talk about. 5 READING & LISTENING a Ask t hese questions to the \vhole class and elicit ans\vers, or if you prefer, put Sts in pairs to discuss the . quesnons. b Focus on the instructions and give Sts a few n1inutes, in pairs, to \vrite do\vn as many things as they can. Check ans\vers. some nappies, wet w ipes, a first-aid k it, b ibs, a dummy, a baby food jar, a baby bottle, a baby spoon, a changing mat, an adult's car I house keys, a powdered milk t in, a flannel, a jar of nappy cream, a small packet of t issues, a t hermometer c Tell Sts they are going to read the beginning of an article about a book \vrit ten bv Neil Sinclair. Point out , the G lossary to Sts and go through it. Give Sts ti 1ne to read the beginning of the article and ans\ver the two questions. Get Sts to con1pare \Vith a partner and then check ans,vers. 1 Because w hen his f irst child was born, he had absolutely no idea how to look after him, and he want ed to help other men in t his situation. 2 It is writt en like a military training manual, w ith very precise instructions and it includes diagrams. Extra idea • You could begin by focussing on the title of the book and eliciting fron1 Sts \Vbat they thi nk it 111 ight be about. 38 Extra support • Ask Sts 1nore questions about the article, e.g. 1\t 1vhat precise 1110111e11t did Neil realize he didn't k 1101v 1vhat to do? What did t'lfeil and his 1vife decide 1vhen Neil ieji the ann_y? \,Vhat kind of book docs he co1npare Coin rn ando Dad to:> For ~vhat a8e children is it 1vritte11? Finally, deal with any other new vocabulary in the article. You n1ay \vant to focus on the expressions a basic traininB manual, with military precision, etc. d 2 23 >)) ·Tell Sts they are now going to listen to t\vo n1en talk ing about the book. Give then1 time to read sentences 1- 8. Play the audio once the \vhole \vay through for Sts to listen and n1ark the sentences T (true) or F (false). Get Sts to con1pare with a partner and then play the audio again if necessary. Check ans\vers. Ex tra Sl1pport • Before playing the aud io, go through the listeni ng scr ipt a nd decide if you need to pre-teach J check any lex is to help Srs \vhen they listen . 1 F 2 T 3 F 4 F 5 T 6 T 7 F 8 F 2 23 >) (script in Student's Book on p.124) A= Miranda's fat her, B =Stephen's father A Excuse me, is t his seat free? B Yes, sure. Si t down. Ah he's lovely. Is he yours? A Yes, yes. He's a she actually. Miranda. B Three mont hs? A Three and a half. How about yours? B Stephen. He's four months. Did you have a bad night? A Yes, Miranda was crying all night. You know, t hat noise gets t o you. It dri ves me mad. B Do you know what you need? These. A What are t hey? Earplugs? B Yes. Earplugs! When t he baby starts crying, you just put I t hese in. You can st ill hear t he crying, but the noise isn't so bad and it 's not so stressful. A That's a great ideal Who told you to do t hat? B It's all in th is book I've read. You should get it. A Yeah? What's it called? B It's called Commando Dad. It was written by an ex-soldier. He was a commando in the army and it's especially for men wit h babies or small children. It's bri lliant. A Really? So what's so good about it? B Well, it 's like a military manual. It tells you exactly what to do wit h a baby in any situat ion. It makes everything easier. There's a website too that you can go to - commandodad.com. It has lot s of advice about looking after babies and small kids, and I really like the forums where men can w rit e in with their problems, or their experiences. A What sort of things does it help you with? B All sorts of things. How to change nappies - he has a really good system - how to dress t he baby, how to get t he baby to sleep, t he best way to feed t he baby, how to know if t he baby is ill. It 's really useful and it's quite funny too, I mean he uses sort of military language, so, for example, he calls t he baby a 'BT' which means a baby t rooper, and the baby's bedroom is base camp, and taking t he baby for a walk is manoeuvres, and taking the nappies t o t he rubbish is called bomb disposal. A What else does it say? B Well, it's got all sorts of st uff about. .. ... ~y ~ • ' ' ., 49 . . . 38 A And what does he think about men looking after children? Does he think we do it well? B He thinks that men are just as good as women at looking after children in almost everything. A Almost everything? B Yeah, he says the one t ime when women are bet ter t han men is when the kids are ill. Women sort of understand better what to do. They have an instinc t. .. Oh. Now it's my turn. Right, I know exactly what that cry means. It means e's hungry. Wow! What was that book called? ~~~~~~~~ e No\v tell Sts they are going to listen again a nd this tin1e they n1ust correct the \Vrong informatio n in the false sentences. Play the audio again the \Vho le \vay through. Get Sts to compare \.Vith a partner and then check ans,vers . 1 Miranda is younger t han Stephen. She is three and a half months old and he is four months old. 3 Stephen's f ather recommends earplugs. 4 Stephen's father has read Commando Dad. 7 'Base Camp' means the baby's bedroom. 8 The author of Commando Dad thinks that women are only better than men when the baby is ill. Extra suppo r t • lf there's ti111e, you could play the audio again \vhile Srs read the script on p.124, so they can see \vhat they understood / d idn't understand. Translate/ explain any new \Vords or phrases. f Do this as an open-class activity. 6 SPEAKING a 2 24 1)) Focus on the instructions and the paragraph. Tell Sts that a 'voman is discussing the first state1nen t in Men & \¥omen: stereotypes or true? in b. Give Sts t in1e to read the paragraph and encourage the111 to guess \vhat the n1issing \vords 1night be . Now play the audio o nce the \Vhole \vay through . Play it again and give Sts tin1e to complete the gaps. Get Sts to co1npare \Vith a partner a nd then either check a ns,vers or play the audio again. Check a ns,vers. Point out that the highlighted expressio ns are useful for \Vhen you are talking in general. See words in bold in script 2.24 2 24 1) Generally speaking, I t hink women worry more about t heir appearance than men. They tend to spend hours choosing what to wear, doing their hair, and putting on make-up. Women are also usually better at making themselves look more at tractive. But I t hink that in general, men are more worried than women about their body image. They feel more insecure about their hair, for instance, especially when they·re going bald. O\.v ask S ts if they agree or disagree \.Vith \.Vha t the \Von1an said, and elicit opi nions. b Focus on the instructions and on the nine other statcn1ents and 111ake sure Sr under stand then1. T hen put Sts in groups of three or four and get thern to discuss each state1nent (starting \Vi th the second one, as Sts \.Viii have already discus ed the first one in a). M.on itor a nd check, correcting any 1nisuse of articles and encouraging S ts to use the high lighted expressions for genera I izi ng fron1 a . G et quick feedback fro1n a di (ferent group for each to pic. Tell Sts if you agree o r no t and \vhy. 7 VOCABULARY collocat ion: verbs I adjectives + prepositions a focus on the instructions and remind Sts that they have to ren1embcr \Vh ich prepos itions to use after certain verbs and adjectives, e.g. you talk to a person about a subject . G et Sts to cover the ten sentences in 1\1e11 & Women: stereotypes or true? and con1plete 1- 3. and then check ans,vers. 1 about 2 at 3 in b Tell Sts to go to Vocabu la r y Ba nk Dependent prepositions on p.156. focus on 1 After verbs and get Sts to do a indiv idually o r in pairs. Ren1ind the1n to \vr ite the p repositions in the colu1nn o n the right, not in t he sentence. 2 25 ))) Nov.r do b. Play the audio for Sts to check ans\vers. 2 25 1)) Dependent prepositions After verbs 1 He apologized to the policeman for driving fast. 2 We're arriving in Milan on Sunday. 3 We're arriving at /v\alpensa airport at 3.45. 4 Who does this book belong to? 5 I never argue with my husband about money. 6 Could you ask the waiter for the bill? 7 Do you believe in ghosts? 8 I can't choose between these two bags. 9 We might go out. It depends on the weather. 10 I dreamt about my childhood last night. 11 Don't laugh at me! I'm doing my best ! 12 I'm really looking forward to the party. 13 If I pay for t he meal, can you get the drinks? 14 This music reminds me of our honeymoon in Italy. 15 I don't spend a lot of money on clothes. Extra support • You could play the audio again, pausi ng after each sentence for Sts to listen and repeal, to give them extra practice \\'ith sentence rhylh111. Do c and tell Sts to cover the Preposition column o n the right and say the sentences \Vith the correct prepos1t1on. No\v focus on 2 A fte r adj ectives a nd get Sts to do a individually o r in pairs. 2 26 ))) No\.v do b . l'lay the audio for Sts to check answers. Son1e people say f ed 11p of sth in inforn1al British English, but this is not considered cor rect in ta ndard English. 2 26 l)) After adjectives 1 My brother is afraid of bats. 2 She's really angry with her boyfriend about last night. 3 I've never been good at sport. 4 Eat your vegetables. They're good for you. 5 I'm very close to my elder sister. 6 This exercise isn't very dif ferent from the last one. 7 We're really excited about going to Brazil. 8 I'm f ed up with listening to you complaining. 9 Krakow is famous for its main square. 10 My sister is very interested in astrology. 11 l'rn very fond of my little nephew. He's adorable. 12 She's very keen on cycling. She does about 50 ki lometres every weekend. 13 I don't like people who aren't kind to animals. 14 She used t o be married to a pop star. 15 I'm really pleased with my new motorbike. 16 My dad was very proud of learning to ski. 17 Why are you always rude to waiters and shop assistants? 18 Rachel is worried about losing her job. 19 I'm tired of walking. Let's st op and have a rest. Extra support • You could play the aud io again, pausing after each sentence for Sts to l isten and repeat, to give then1 extra practice \Vi th sentence rhyth 1n. Doc and tell Sts to cover the Preposition column on the right and say the sentences vvith the correct preposition . Finally, focus on the Gerunds after prepositions box and go through it >vith .Sts. Tell Sts to go back to the 111ain lesson 3B. Extra support • If you think Sts need more practice, you n1ay \¥ant to give then1 the Vocabulary photocopiable activity at this point or leave it for later as consolidation or revision. c Focus on the When are prepositions stressed? box and go through it \vith Sts. Tell Sts to con1plete c1uestions 1- 8 >vi th a preposition. d 2 27 l)) Play the audio for Sts to listen and check. Check ans\vers, 1naking sure Sts understand the questions. See words in bold in script 2.27 2 27 l)) 1 When you're with friends of the same sex, what do you usually talk about? 2 Are there any sports or games that you're good at? 3 Is t here anything you're really looking forward to? 4 Who in your family are you closest to? 5 What kind of fi lms are you keen on? 6 Are there any animals or insect s that you're afraid of? 7 What 's your t own famous for? 8 Are there any superst itions that you believe in? Then play the audio again for Sts to repeat the c1uestions, n1aking sure they say the strong fortn of the prepos1t1ons. No\v put Sts in pairs and get thein to ask and ans\ver the questions, giving as 1nuch inforn1arion as possible. Get some feedback fro1n var ious pairs. Extra support • Get Sts to choose a fe\v questions to ask you first. 38 PE2 f Focus on the instructions a nd t he four statements. Give ts a fe,v minutes to think about ideas for each statement. O\V put ts in s n1all groups of four and ask then1 to discuss each staten1ent in turn. Get son1e feedback fron1 various g roups. 3 !e~ A SURPRISE FOR KERRI a 2 32 l)) Focus on the photos and the question . Before playing the DVD or audio, focus on the British a nd American E n glish box and go through it \Vith the class. Play the OV Dor audio once the \vhole \vay through and then check the ans,ver. Kerri is surprised because the taxi driver returned to t he restaurant to g ive her back her phone, which she had left in the taxi. 2 32 >)) (script in Student's Book on p.125) D = Don, K = Kerri , J =Jenny, R =Rob, W =waitress, T = taxi driver K Thank you for a nice lunch, Don. D You're welcome. W Thanks for coming, guys! Have a nice day. D See? Nice, friendly service. K Maybe. But I t hink she sa1N the big tip you left on the table! ... J Did you mean what you said in the restaurant , Rob? R Did I mean \vhat? J About missing London. R Sure, I miss it , Jenny. J Really? R But hey, not that much! It 's just that moving to a new place is always difficult. J But you don't regret coming here, do you? R No ... no ... not at all. J It's just that ... you seemed homesick in there. For t he parks, the cycling ... R Well, there are some things I miss but ... Oh, hang on a minut e. Look over t here. Our taxi's come back . ... T Excuse me. Ma'am. K Who me? What is it? T I believe this is your cell phone. You left it in my cab. K What? ... Oh, wow ... thank you! T Have a nice day! K That was so kind of him! D See? New Yorkers are really friendly people. _J b focus on sentences 1- 3 and give ts ti n1e to read them. Now play the DVD or audio again, so S ts can listen a second ti1ne and cornplete the sentences. Ger Sts to con1pare \Vith a partne r a nd Lhen check ans,vers. Extra suppor t • Before playing the audio, go th rough the listening script and decide if you need to pre-teach / check any lex is to help Sts \Vhen they listen. 1 left a big t ip. 2 misses London. 3 kind. E xtra s uppor t • If there·~ tin1e, you cou Id get Sts to listen again ,,·irh the script on p.125, so they can sec exactly \\•hat they understood / didn'c understand. Translate / explain any ne\v \VOrds or phrases. c foc us on the Social Englis h phrases. In pairs. get Srs to t hin k about \vhat the 1nissing >vords could be. Extra challe nge • In pairs, get Sts to con1plete the ph rases before they listen. d 2 33 l)) Play the DVD or audio for Sts to listen and con1plete the phrases. e Check ans,vers. l See words in bold in script 2.33 2 33 >)) Jenny Jenny Rob Rob Kerri Did you mean what you said in t he restaurant, Rob? It's just t hat ... you seemed homesick in there. Oh, hang on a minut e. Our taxi's come back. That was so kind of him! If you kno\v your S rs' LI , you could get then1 to translate the phrases. lf nor. get Sts to have a look at the phrases again in context in the script on p.125. ovv play the D\' Dor aud io again, pausing after each phrase for Sts to listen a nd repeat . finally, focus on the Can you ... ? questions and ask Sts if they feel confident they can 110\v do these things. T f they feel that they need 1nore practice, tell the1n to \Vatch the episode again and practise the language on their iTutor. U l..ClllJ l..VUlUJ U C: CIUl t: t. U , ' I t::l lt::A 1VC: t-' I Ui 1UU I I~ Lesson plan V -ed I -ing adjectives P sent ence stress The gran1matical focus of this lesson is for Sts to learn ho\v to use be able to in the tenses / forn1s \Vhere can/ can't cannot be used. The n1ain context is failure and success, and the ne\v gran1n1ar is presented through a n1agazine article about three people \Vho have tried unsuccessfully to learn son1erhing. This is follo\ved by a pronunciation focus on sentence stress in sentences \vith can / could/ be able to. and then the ne\v language is put into practice in Speaking \vhere Sts talk about things they have tried to learn to do or would like to be able to do. In the second half of the lesson, there is a vocabularv focus , on adjectives \Vhich have both -ed and -inB forms , e.g. disappointed / disappointin&. Sts then read about a young British student \Vho \Vas in the ne,vs because of his talent for learning foreign languages (he can speak 11). This is fo l lo\ved by a short grammar spot on the use of reflexive pronouns. Finally, S ts listen to son1e advanced students \Vho each give a tip for in1proving one's English. Sts then d iscuss hov,; useful they think the tips are. STUDY l~ l:l3 • Workbook 4A • iTutor • www.oup.com/ elt/englishfile • Grammar can, could, be able to p.150 • Communicative Language learning p.180 (instructions p.166) • www.oup.com/elt/ teacher/englishfile Optional lead-in (books closed) • \Vrite on t he board: NOU :'\: SUCCESS Ol'POSlTJ:. NOUN:------ ADJ: _____ _ VERB: - ----- O PPOSJTF. VER n: --- - - - • Put Sts in pairs. Fi rs t, elicit the n1eaning of success (= son1ething you \Vanted or planned to do and \Vh ich you have done \vell), that it 's a noun, a nd that the stress is on the second syllable. ' rhen get S ts to try to co1nplete t he chart. Check ans\vers a nd dri ll pronunciation . Adj: successful Verb: succeed Opposite noun: fa ilure Opposite verb: fa il • !Vlake sure Sts understand the rnean i ng o f all the \vords and 111odel and drill pronunciat ion . 1 GRAMMAR can, could, be able to a Books open. Focus on the inst ructions and get Sts, in pairs or as a \vhole class, to say \vhat they think this \Vell-kno\vn sayi ng n1eans. Elicit ans\\1ers. (Tt rneans that you shou ldn't give up too easily, but should keep t rying.) You could tell Sts that the origin of th is saying is frorn the 1800s and it \Vas originally used to e ncou rage .A111erican schoolchildren to do their hon1e\vork. b Focus on the instructions and n1ake sure Sts understand all the different \vays of continuing the saying. No\V give Sts time to look at all the ne\v versions of the saying and to choose the one they like best. Get Sts to compare their choice \Vith a partner's. Get some feedback. You could see \Vith a show of hands if one ending is n1ore popular than the others. c Focus on the defi nition of be able to and elicit that it is si rnilar in nleani ng to can.. ·Tell Sts that no\v they are goi ng to see ho\v be able to is used and to con1pare it \Vith can. d Focus o n the task and on 1\-G. Set a time limit for Sts to read about the three people and to complete the gaps \Vith the n1issing phrases. ·Tell then1 to read each text first befo re they tr y to con1plete it. Ger S ts to con1pare \vith a par tner, and then check ans\vers. 1 c 2 B 3 D 4 F 5 A 6 E Extra support • You cou Id do the ti rsr text \Vi th the \Vhole class. e Tell Sts to read the article again and anS\ver the questions. Get Sts to con1pare \vith a partner and then check ans\vers. 7 G 1 Bea suffered f rom claust rophobia. Sean dances like a robot. Joaquin found Japanese too difficult. 2 Bea and Joaquin have given up. Sean sti ll tries to dance salsa if nobody is watching. No\v fi nd out if any Sts have ever tried to learn , son1eth ing and given up. Make sure they explain vvhy. f Focus on t he inst ructions. ·Then take each phrase and elicit t he ans\ver. A and C are in the past simple. B is a gerund. D is a future tense. E and G are condit ional sentences. F is in t he present perfect. Can can be used in t he present or the past(= could) . • 4A g 2 34l)) 2 35 >)) Tell Sts to go to Grammar Bank 4A on p.138. Focus on the exan1ple sentences and play the audio for Sts to listen to the sentence rhythm. You could also get Sts to repeat the sentences to practise getting the rhythn1 right. ·Then go th rough the rules with the class. Extra idea • In a n1onolingua1 class you could get S ts to translate t he exan1ple sentences and cornpare the forn1s /verbs t hev \vou Id use in the ir L l. ; Additional grammar notes • Sts should all be perfectly fan1iliar with the verb can for ability and possibility (or pern1ission). Can/ can't is a modal verb, which has a past and conditional structure (could / couldn't) , but has no present perfect or past perfect forn1s nor does it have an infinitive or -ing form. In these situations be able to rnust be used. ! For the future you can often use can or tvill be able to, e.g.1 can't ao to the meeting to1norrow / l won't be able to 80 to the 1neeting tornorroiv. • So1ue typical mistakes include: - trying to use can where be able to should be used, e.g. f want to can speak English well./ f 111cnr't cart corne toyottrpa.rty on Satu,.day. - leaving out to, e .g. I won't be able helpyou. ! T here is a very small difference between could and was able to. In a[±] past sirnple sentence, if \.ve \.Vant to refer to son1ething that someone succeeded in doing, son1ething difficult on a specific occasion, \.Ve use be able to (or manaeed to), e.g. Althou8h the space ivas very small, he was able to (or managed to) park there. In this context it is not possible to use could. With a strong class you may want to point this out. Focus on the exercises and get Sts to do then1 individually or in pairs. Check ans\.vers, getting Sts to read the full sentences. a 1 haven't been able to 6 not being able to 2 be ing able to I to be able to 7 were able to 3 will I 'll be able to 8 won't be able to 4 Will ... be able to 9 Have ... been able to 5 to be able to 10 isn't able to b 1 ./ 6 ./ 2 be able to 7 ./ 3 been able to 8 be able to 4 being able to 9 been able to 5 be able to 10 ./ Tell Sts to go back to the rnain lesson 4A. Extra support • lf you think Sts need n1ore practice, you n1ay \vant to give thern the Grarnn1ar photocopiable activ ity at this point o r leave it for later as consolidation o r revision. h Put Sts in pai.rs, A and B, and tell them to go to Comn1unication Guess the sentence, A on p.105, B on p. 109. Den1onstrate the activity by \.vriting in large letters on a piece of paper the follo\ving sentence: SORRY. l \VON'T BE ABLE TO SEE YOU TONIGHT. Don't sho\.\1 the piece of paper to the Sts yet. Then \.vrite on the board: SORRY. I \VON'T _______ YOU TON I GHT. Tell Sts that \.Vhat's missing is a forn1 of be able to + a verb. Tell them that they must guess the exact sentence that you have \:Vritten on a piece of paper. Elicit ideas. If they are wrong, say 'Try again', until son1eone guesses the right a ns\.ver. T hen sho\v thern your piece of paper \Vi th the sentence on it and complete the sentence on the board \Vi th be able to see. Tell S ts to look at instruction a. Give then1 a fe\.v 111 inures to think of the correct forn1 of be able to + a verb to cornplete their sentences in a logical way. E1nphasize that their partner has the same sentences already completed and the ain1 is to try and complete the sentences in the san1e vvay. Monitor and help \.Vhile they are doing this. En1phasize t hat Sts should \vrite their ideas next to the sentence and tell then1 not to show their sentences to their partner. No"v tell Sts to look at instruction b. Tell A to read out his / her first sentence for B to tell him / her ifhe / she has guessed the sentence correctly. If not, he / she has to guess again. If the sentence is correct , he / she writes the n1issing \.vords in the gap. When they finish, Sts B read his / her sentences to Sts A, etc. Extra support • You cou Id \Vrite a ny usefu 1 \vords and ph rases fron1 Con1munication on the board fo r Sts to copy. Tell S ts to go back to the n1ain lesson 4A. 2 PRONUNCIATION sentence stress a Pron unciation notes • If necessary, remind Sts about sentence stress in English (See Pronunciation notes in Lesson 2B on p.36). 2 36 >) Here Sts practise stress and rhyth1n in sentences \.V ith be able to. Play the audio once the whole vvay through for Sts just to listen. 2 36 l)) See sentences in Student's Book on p.35 No\.v play it again pausing after each sentence for Sts to I isten and repeat. Then repeat the activity gett ing individual Sts to say the sentences. b Tel l Sts to listen again and this tin1e to \Vrite clo\vn as many detai ls as possible about each tip. Play the au<lio, pausi ng after each speaker to give Sts ti 1ne ro \Vrite. Ger Sts to con1pare \Vi th a partner and then check ans\vers. Tip 1 Change the language to English on all the gadgets you have. That way you're reading English every day and you just learn a lot of vocabulary, especially technology vocabulary. Tip 2 Do things that you like doing, but in English. If you don't like reading in your language, you'll enjoy it even less in English, and so you probably won't learn anything. Tip 3 Try to find an English-speaking boyfriend or girlfriend. If you speak English all the t ime with him I her, your English will improve really quickly. Tip 4 Get a vocabulary learning app for your phone. Write down all the new words and phrases you want to remember in your language and in English, and then when you get a quiet moment test yourself. Tip 5 Book yourself a holiday in an English-speaking country or a country where people speak very good English. You can practise your English. It 's really motivating when you go somewhere and f ind that people understand you and you can communicate! Tip 6 Listen to as many songs as possible in English and then learn to sing them. It's easy nowadays with YouTube. Download the lyrics and try to understand t hem. Then sing along with the singer and try to copy the way he or she sings - this is fantastic for your pronunciation. Then, go back to You Tube and get a karaoke version of the song, and then sing it. It's fun and your English will really improve. Extra support • If there's tin1e. you could play the audio again 'vhi le Sts read the script on p.1 2S. so they can see \Vhat they understood {didn't understan<l. Translate / explain any ne\v \vords or phrases. c Put Sts in pairs or small groups and get then1 to discuss the questions. Extra idea • For the question Which do )'011 think is the /Jest tip? get a shc)\v of hands for each one and see \vhich is the most popular. Get some feedback fron1 the class. if Sts use apps, \vebsites, etc., \vhich they recon1mend, ,vrite thern on the board for all Sts ro nlake a note of. Get Sts \vho use then1 to say \vhy they are useful. "IA G modals of obligation: must, have t o, should, ft should have v phone language P silent consonant s, linking Lesson plan T he n1ai n topic of this lesson is on manners in today's \vorld - how people should behave in a variety of con1111011 . . s1tuauons. In the fi rst half of the lesson the focus is on mobile phone etiquette. The lesson begins \Vi th a vocabulary focus on \vords and phrases related to 111obile phones and then Sts speak about their own phones and phone experiences. A short read in g text extracted fron1 Debrett's Guide to Mobile Phone Etiquette provides the context for Sts to practise con1n1on \vays of expressing obligation using must, have to, and should. Sts \vill have met these verbs separately, but \.viii probably not have contrasted them before. In Pronunciation and Speaking Sts first \.VOrk on silent letters in, for example should and mustn't. and later practise linking in phrases \virh niodals of obligation. Then they put the ne\v gran1n1ar into practice in a speaking activity about phone manners. T n the second half of the lesson, Sts read a ne ... vspaper article about an en1ail written by a boy's n1other to his fiancee criticizing her lack of n1anners. The en1ail went viral on the internet causing the fan1 i ly great en1barrassn1ent. In Listeni ng the foc us is on ho"v different nationalities can have a different idea of ... vhat are good and bad manners. This leads into an extended speaking activity \Yhere Sts discuss 'modern manners' and their relative importance in different situations. The lesson finishes \vith a song, You Can't Hurry Love. STUDYl! 1 ~ 13 • Workbook 48 • iTutor • iChecker on iTutor • www.oup.com/ elt/englishfile Extra photocopiable activities • Grammar modals of obligation: must, have to, should p.151 • Communicative Tell us about. .. p.181 (instructions pp.166-167) • Song You Can't Hurry Love p.220 (instructions p.215) • www.oup.com/elt/ teacher/englishfile Opt io na l lead-in (b ooks closed ) • L)o a tjll it.: k survey to fi nd ho\\' 111any S t~ in the class arc car rying a 111obilc phone. Then fi nd o ut\\ hich n1ake is the nlOSC popu lar . . fake the op porl unit)' l 0 Ill akc sure c\·crybodv's 111ohilc i~ S\Vitched off! • • 1 VOCABULARY & SPEAKING phone language a 2 41 J)) 'Books open. Focus on the instructions and sentences A-G. Give Sts tin1e to go through then1 in pairs and say \vhat. they th ink the bold words and phrases mean. Clarify the n1eaning of any words or phrases they don't kno\v. ow play the audio, pausing after the first sound effect, and elicit that the sounds they are hearing are different r ing tones, so the answer is 0. No\v continue playing the aud io ro the end and give Sts time to compare anS\vers. Play again if necessary. Check ans\vers. You might like to tell Srs rhar She's texti11g a friend is the san1e as Siie's sending a text to a friend. Extra supp o r t • /\lrernatively. you could paust· the audio after each sound effect and let Sts, in pa irs. choose the right si.:ntence. 1 D 2 c 3 G 4 F 2 41 J)) 1 several different ringtones 2 Woman Goodbye. (hangs up.) 3 engaged tone 5 A 6 E 4 Jack Please leave a message after the tone. 7 B Sandra Hi Jack, it's Sandra. I was just calling to confirm that meeting. 5 dialling tone and ringtone 6 Man Hello? James Oh, hi. It's James. I phoned half an hour ago, but Ann wasn't in. ls she there now? 7 texting Ger Sts to close their books and play rhe audio again. Pause after each sound effect and get rhe class (or individual Srs) ro say the sentence. b In pairs, Sts look at the \.vords in the list and tell each other what they n1ean. Elicit ans\.vers. Skype: a telephone system that works by direc t communication between users' computers on the internet a screensaver: a computer program that replaces a screen display on a computer with another, moving, display after a particular length of time, to stop the screen from being damaged silent I vibrate mode: the mode on a mobile that makes it move from side to side very quickly and with small movements quiet zones: are places where you aren't allowed to use a mobile, e.g. in certain train carriages instant messaging: a system on the internet that allows people to exchange written messages with each other very quickly c focus on the questionnaire and go through the questions \Vith Sts. T n pairs, Sts intervie"v each other and ask for n1ore inforn1arion. Extra idea • If you ha\'<.' a n1obilc. get Sts to ask you the (}l!Cstions Ii r-, t. 2 GRAMMAR modals of obligation: must, have to, should a Focus on rhe title of the article. Elicit / explain the n1eaning of etiquette, and model and drill pronunciation. O\.V read the introduction together to make sure Sts understa nd \vhat Debrett's is and 'vhar it produces. Tell Sts to read the extract and then, in pairs, they should discuss questions 1-4. Get son1e feedback. b Get Sts ro read the text again and then match the highlighred phrases \Vith A-0. Ger Sts ro con1pare 'vith a partner, and then check anS\.VCrs. You should change it = D You must not use your phone= B You don't have to shout = A You have to keep your phone on = C You must take a call = C Deal 'vith any other ne\v vocabulary. c 2 42 l)) 2 43 >)) 2 44 >)) 2 45 >)) Tell Sts to go to Gr am mar Bank 4B on p.139. Focus on the exan1ple sentences and play the audio for Srs to listen to the sentence rhyth 1n. You could also get Srs to repeat the sentences to practise getting the rhythm right. T hen go through the ru les \Vith the class. Extra idea • Tn a n1onolingual class if you kno\\· your St!>' Ll, you could get Sts to translate thl' exan1plc ~cntcnccs and co rn pare che forn1s f Yerbs the~· \\'ould u~c in their Ll. Addit ional gr ammar n otes Obligation an d necessity: have to and must • have to/ niust and should/ shouldn't \Vere taught separately in EnBlish File Pre-inter1nediate. In this lesson thev are revised and contrasted in , n1ore detail. • Some typical mistakes include: - saying rnust to, e.g. I ntnst to be on ti11ie to11io1To111. - confusing 1nustn't (prohibition) and don't have to (not necessary / not obligatory). - using must (not had to) in the past tense, e.g. I 11inst stndy la5t ni[jht. Advice or opinions: should/ shouldn't • The i1nportant point to emphasize here is that should isn't as strong as have to/ r11ust and it is normally used to express a personal opinion or give advice. Con1pare: - You should talk to your teacher about the problem. (= J think it's a good idea) - You m.ust talk to your teacher about the problem. (= J think it's very in1portant you do this) 3 48 Focus on the exercises and get Sts to do them individually or in pairs. Check ans\vers, getting Sts to read the full sentences. a 1 2 3 4 5 b have to Did ... have to has to Have ... had to not having to 6 had to 7 won't have to 8 have to 9 Does ... have to 10 didn't have to 1 ./ 4 mustn't 5 ./ 2 mustn't 3 ./ 6 don't have to Tell Sts to go back to the n1ain lesson 4B. Extra support • If you think Sts need 1nore practice.you n1ay\vant to give the1n the Grarnn1ar photocopiable activity at th is poin t or leave it for latl'r as consolidation or revision. PRONUNCIATION & SPEAKING silent consonants, linking Pro nunciation no tes • Silent consonants are a feature of English. Sts 'vill be a\vare of so1ne or niost of these, but probably not all of the1n. Son1etin1es Sts may have been pronouncing, for exa1nple, the l in calm, since they learnt the 'vord without realizing that it is a silent consonant (even though they don't perhaps pronounce the I in half or 1valk). • Here Sts also practise linking and sentence rhythn1 again. Jf you \Vant to ren1ind them \Vhen linking occurs, refer thetn back to the information box on linking in the Student's Book Lesson 3A, 5 Pronunciation on p.26. a in pairs, Sts look at. the ,.vords in the list and decide which consonant (or consonants) is silent in each one. b 2 46 >)) Play the audio for Srs to 1 isten and check. Check ans,vers (the silent consonants are marked in green in the key). and \Vrite rhe1n on the board. should, ought, mustn't, talk, wrong, listen, half, dishonest, knowledge, design, whole, rhythm, doubt, foreign, calm, island 2 46 >)) See words in Student's Book on p.39 Extra challenge • You could elicit other ,,·ord:. fron1 the class ,,·hich ha\'c silent consonant:. (in bold here), e.g. th11111b. cast le. s\vord. science, knee. n11s1ver, siBn. cli111 b. scissors. cx linustcd. ere. • 48 7 2 49 l)) SONG You Can't Hurry Love /j • Th is song was origin ally rnade famous by the An1er ican s inging group 1' he Supremes in 1966. For copyright reasons this is a cover version. If you \vant to do this song in class. u e rhe photocopiable activity on p.220. 2 49 >)) You Can't Hurry Love I need love. love To ease my mind I need to find, find someone to call mine But mama said, Chorus 'You can't hurry love No, you just have to wait' She said, "Love don't come easy It's a game of give and take.' You can't hurry love No, you just have to wait You've got to t rust, give it time No matter how long it takes But how many heartaches Must I stand Before I find a love To let me live again? Right now t he only thing That keeps me hanging on When I feel my strength, yeah Is almost gone I remember mama said, Chorus How long must I wait How much more can I take Before loneliness will cause my heart Heart to break? No, I can't bear to live my life alone I grow impatient for a love to call my own But when I fee l that I, I can't go on These precious words keep me hanging on I remember mama said, Chorus You can't hurry love No, you just have to wait She said, 'Trust, give it time No matter how long it takes' No love, love don't come easy But I keep on waiting Ant icipating for that soft voice To talk to me at night For some tender arms To hold me t ight I keep waiting I keep on waiting But it ain't easy It ain't easy But mama said, You can't hurry love No, you just have to wait She said, 'Trust, give it time No matter how long it takes' Chorus For inst ructions on how to use these pages see p.40. STUDYl~l~ l3 • iTutor Test and Assessment CD-ROM ' • Quick Test 4 • File 4 Test GRAMMAR 1 c 6 a 11 a 2 a 7 b 12 a 3 c 8 b 13 c 4 b 9 c 14 b 5 a 10 b 15 b VOCABULARY a 1 1n 2 for 3 on 4 at 5 of b 1 l imit 2 belt 3 lanes 4 rush 5 rank c 1 stuck 2 van 3 plat form 4 set 5 take d 1 boring 2 f rightening 3 excited 4 disappointed 5 depressing e 1 leave 2 engaged 3 hung 4 screensaver 5 ring tones PRONUNCIATION a 1 want 3 machine 5 argue 2 the end 4 gossip b 1 DJQtorway 3 pedestr ian 5 embarrassing 2 disappointed 4 vibrat e CAN YOU UNDERSTAND THIS TEXT? a It was a classical concert. Someone's mobile phone rang. b 1 It rang during the fourth movement. It was a marimba r if f. 2 No. 3 a) The audience members were horrif ied. A lot of people stood up. They wanted the man wit h the phone t o leave. b) They applauded him. 4 No. 5 No, he st ar ted a bit before the place where he had stopped the performance. 6 Yes. CAN YOU UNDERSTAND THESE PEOPLE? 2 SO J)) 1 c 2 b 2 SO J)) Christopher 3 c I= interviewer, c = Christopher I How do you get t o work? 4 a 5 c C I take the subway every day. I t ake t wo t rains. I live in Brooklyn. I take a train from Brooklyn t o Washington Square. And then I swit ch to a t rain that takes me to midtown Manhattan. I How long does it take? C It takes about 30 to 40 minutes. I What do you think is the best way to get around New York? C I think subways are an excellent way to get around New York. They serve all f ive boroughs and they're open 24 hours a day, so they're very convenient and they don't get stuck in traffic. Maria I =interviewer, M =Maria I Do you think women are better t han men with young children, or do you think that's just a stereotype? M I think women are, t hey have a, t hey're more natural with young children, they have a natural ability with t hem, t hey're better at sort of knowing what t hey need, and perhaps knowing if they need hugs or food or t hings like that, and perhaps their manner is bett er with young children. I think men can do it , but perhaps it takes a bit more practice. Harry I = interv iewer, H =Harry I Some new research says that men t alk just as much as "'omen. Do you think that's t rue? H I definitely t hink that's true. I would say that I know men 1Nho t alk more than women talk, especially in my f amily it's t he men who do most of the talking, especially repeating the same story t ime and t ime again. I Do you think men and women t alk about different things? H Yes, I think they do talk about different things. I t hink they have dif ferent interests, and so they will t ry and control the conversation to topics that interest them ra ther t han everyone else. 1 Sean I = interviewer, S =Sean I Is there anything you've tried to learn, but failed? S I'm having real problems with yoga, to be honest. I've been going to lessons for about t hree years now, and I'm still not making much progress, and I still can't touch my toes. I Have you stopped t rying? S No, I'm st ill t rying. Liz I =interviewer, L = Liz I Is t here anything that people do wi th their phones that really annoys you? L I personally get quite annoyed by the fac t t hat nowadays most people seem to have to have their phones out with them all the time, including in social situations like when you're in the pub or at someone's house for dinner, and people seem to think it's fine to just mess around on their phones. Not necessarily make phone calls, but just kind of play with their phones, check Facebook on their phones. I don't know, it seems to become quit e st andard behaviour now - that's what people do. Lesson plan G past tenses: simple, continuous, perfect V sport P /:>:/ and /3:/ The topic of this lesson is sport. The lesson begins \Vith a vocabulary focus on "vords and phrases connected \Vith sport and then a pronunciation focus on t\vo vo,vel sounds, vvhich Sts often have problen1s \vith, /'J:/ and /3:/. Sts then have a speaking activity about sport, \vhich caters for both Sts \vho li ke and do sport, and those that do not. This is followed by a reading about the superstitions that 1n any sportspeople have. The angle in the second half of the lesson is cheating in sport. Sts listen to an intervie\V with a football referee, and then the gran1mar, narrative tenses (past simple, past continuous, and past perfect), is presented through stories about fa1nous cheats. Sts then practise telling anecdotes, and the lesson ends \vith a \vriting focus on stories, and the song \Ve Are the Chanipions. STUDYIM1~ 1 3 • Workbook SA • iTutor • www.oup.com/elt/englishfile Extra photocopiable activities .. · . • Grammar past tenses p.152 • Communicative What a cheat ! p.182 (instructions p.167) • Vocabulary Sport p.206 (instructions p.197) • Song We Are the Champions p.221 (instructions pp.215-216) • www.oup.com/elt / teacher/englishfile Optional lead-in (books closed) • \Vrite on the board the nan1es of the three n10St popular sports in your Sts' country, and drill the pronunciation. -rhen get a sho\v of hands to find out a) how many people in the class like \\'arching these sports and b) ho"v rnany do these sports. • "fhcn askSts if they th ink rhe class statistics are typical of their cou nrrv as a \vhole. , 1 VOCABULARY sport a Books open. Focus on the quiz. Put Sts in s1nal I groups of three or four and set a t i me lim it for then1 to ans'~'er the questions. Check answers, getting Sts to spell the na1nes of the sports and checking pronunciation. Extr a challenge • You could also elicit / teach the nan1es of the equip111ent shovv n in the photos (see ans\vers in brackets in the key). 1 badminton (a shuttlecock) 2 rugby (a rugby ball) 3 hockey (a hockey st ick and puck) 4 ice-skating (ice-skating boots) 5 cycling (a cycle helmet) 6 skateboarding (a skateboard) 7 gymnastics (a ribbon and ball) 8 baseball (a glove and ball) 9 table tennis or ping-pong (a bat and ball) 10 judo I karate I tae kwon do (a black belt) b Tell Sts to go to Vocabulary Bank Sport onp.157. Focus on 1 People and places and get Sts to do a individually or in pairs . 3 2 >)) No'v do b. Play the audio for Sts to check answers. Play the audio again, pausing for Sts to repeat. Give practice of any \vords your Sts find difficult to pronounce, 1nodell ing and drilling as necessary. You could use the audio to do this. 3 2 l)) Sport People and places 1 3 captain 7 coach 1 fans 5 players 2 referee I umpire 9 spectators I the crowd 4 team 8 stadium 6 sports hall I arena Point out that the coach is the non -playing person in charge of a sports team. He / she is in charge of training, tactics, and tea.1n selection. O\v tell Sts to cover the vvords and look at the pictures to see if they can ren1en1ber the lexis. Sts doc individually or in pairs. 3 3 >)) No'vv do d . Play the audio for Sts to check ans\vers. Play the audio again, pausing for Sts to repeat. Give practice of any \vords your Sts find difficult to pronounce, n1odelling and drilling as necessary. You could use the audio to do this. 3 3 J)) 1 tennis court I basketball court 2 football pi tch I rugby pitch I hockey pitch 3 swim1ning pool / diving pool 4 athletics track 5 Formula 1 circuit I motorcycling circuit 6 golf course 7 ski slope Point out that you usually use both vvords to describe the place \\'here you do a sport, e.g. tennis court, football pitch. O \ V put Sts in pairs and get them to test each other. Make sure Sts S\vap roles. Focus on 2 Verbs and go through the win and beat box \vith Sts. Do you think t hat there's more cheat ing in football than in t he past? JA Yes, I think so. I Why? JA I th ink it's because t here's so much money in football t oday that it has become much more i1nportant to win. Also football is much fast er t han it used t o be so it's much more dif f icult for referees to detect cheating. ... I How do footballers cheat? JA Oh, there are many ways, but for me the worst thing in football t oday is what we call 'simulation'. Simulation is when a player pret ends to have been fouled when in fact he hasn't. For example, sometimes a player falls over in t he penalty area when, in fact, nobody has touched him and this can result in t he ref eree giving a penalty when it wasn't a penalty. In my opinion, when a player does t his he's cheating not only t he referee, not only the players of the other t eam, but also t he spectators, because spect at ors pay money t o see a fair contest. c 3 9 >)) No"v tell Sts they are going to hear Part 2 of the interview.Give the111 t i me to quickly read sentences 1-6. Make su re Sts kno"v that they must complete the gaps \Vi th one to three \.VOrds. Play the audio once t he \vhole "vay through. Then play it agai n, pausing after each ans'"'er is given. Get Sts to con1pare their ans,vers \.Vith a partner and then play the audio again if necessary. Check ans\.vers. 1 t he r ight decisions 2 f ast 3 t he rules 3 9>)) 4 t he exceptions 5 with t he ball 6 typical superstar (script in Student's Book on p.126) Part 2 I What 's the most difficult t hing about being a referee? JA The most difficult t hing is to make t he right decisions during a mat ch. It's dif ficult because you have to make decisions when everything·s happening so quickly - football today is very fast. You must remember that everything is happening at 100 ki lometres an hour. Also important decis ions often depend on t he referee's in terpretation of the ru les. Things aren't black and whit e. And of course making decisions would be much easier if players didn't cheat. Do you think t hat t he idea of fair play doesn't exist any more? JA Not at all. I think fair play does exist - the players who cheat are the exceptions. Finally, who do you t hink is t he best player in the world at the moment? JA I th ink most people agree that t he best footballer today is Leo Messi. Why do you think he is so good? JA It 's hard to say what makes him so special, but a study was done on him which showed t hat Messi can run faster with the ball than many footballers can do without t he ball. Apart from his great abilit y, what I also l ike about him is that he isn't the typical superstar footballer. You can see that he enjoys playing football and he behaves in public and in his personal life in a very normal way. That's unusual when you t hink how famous he is. And what's more he doesn't cheat - he doesn't need to\ Extra support • ff there's t in1e, vou could l)lav the aud io aQain \vhilc ~ ~ ;._7 Sts read t he scr ipts on p]! . I 25-126, so they can see \vhat they understood / d idn 't understand . Translate / ex plain any ne\v \Vords or phrases. d E ither get Sts to ans,ver in pai rs, or do the questions as an open-class activity. Encourage Sts to give reasons to just ify vvhat they say. SA 6 GRAMMAR past tenses: simple, cont inuous, perfect a Do these as an open-class activity a nd elicit s ports vvhere cheating is con1n1on and different ~rays of cheating. b Focus on the instructions and the question. Elicit the n1eaning of take a short cut. Give Sts tin1e to read the article and ans,ver the question. Get Sts to con1pare with a partner and then check the ans\ver. In the Boston Marat hon she jumped out of the crowd during t he last half mile. In t he New York Marat hon she took the subway. Extra support • You cou ld read each text aloud. eliciting or translat ing / explain ing any ne\v \.vords. and ask a fcv• nlore con1prehension questions to check understand ing, e .g. \.Vhich. 1narathon 1vas Rosie Ruiz runnin[j in? Did she 1vin?, etc. c Focus on the h ighlighted verbs . Get Sts to a ns,ver the questions individua lly o r in pairs. d Check answers. 1 was, finished 2 had happened, had also cheat ed, had taken 3 wasn't sweating 3110 >)) 3 11 >)) 3 121)) 3 13 l)) Tell Sts to go to Grammar Bank SA on p.140. Focus on the example sentences and play t he audio for Sts to listen to the sentence rhythn1 . You cou ld also get S ts to repeat the sentences to practise getting the rhythm right. T hen go through the rules \.Vith the class. Additional grammar notes • In En[jlish File Pre-inter1nediate Sts learnt the past sin1ple, the past continuous, and the past perfect in separate lessons, so this will be the first time Sts see the three tenses together. • Highlight that these t hree tenses are the ones that \ve norn1ally use to tell a story / anecdote in the past. Most verbs tend to be in the past simple, when \Ve are describing consecutive actions (First .. . then .. ., etc.), but \Ve often use the past simple in conjunction with either the past continuous and past perfect or both, e.g. I BOt home late and my ivife had already finished her lunch and was watchin8 the ne1.vs on TV You nlay \.Vant to dra\v a tin1eline on the board to show Sts how the three tenses 'Nork together: l got home. .l. ------x----xxxxx----- My \.vife had finished lunch. Sbewas \Vatching the nevvs. El SA Focus on the exercises and ger Srs to <lo then1 individually or in pairs. Check ans\vers, gerring Sts to read the full sentences. a 1 had trained 2 was cycling 3 cleaned 6 7 8 9 was playing had stopped hadn't lost was ra1n1ng 4 started 5 hadn't scored b 1 2 3 4 5 6 7 8 happened, were driving cheered, blew didn't recognize, had changed stopped, wasn't wearing weren't listening, was talking couldn't, hadn't snowed weren't able to, hadn't booked got, had t aken off I took off Tell Sts to go back to the n1ain lesson SA. E xtra s upport • If you think Sts need 1nore practice, you rnay \vanr ro give them the Grarnn1ar photocopiablc activity at this point or leave it for later as consolidation or revision. e Focu on the photo, the task, and text, and ask Sts if they knO\V \.\'hat happened. Then tel l then1 to read the text once the \vhole \Vay , th rough, and t hen to go back and cornplete each gap \:Vith the verb in brackets in the right tense. Give Sts ti1ne to con1plete the gaps. Ger Srs to con1pare \vith a partner and then check ans,vers. 2 were playing 7 had scored 3 was 8 said 4 scored 9 scored 5 protested 10 won 6 gave 1 SPEAKING a Focus on the instructions and niake sure Sts understand \vhar an anecdote is (an informal true story about son1ething that happened to you). Give Sts cin1e to choose \vhich C\VO topics they arc going co talk about and to plan the stories. Encourage chen1 to think about the vocabu lary they are going to need, especially verbs. Monitor and help S ts \Vi th their planning a nd \Vith any specific vocabulary. E xtra idea • Tell Srs that one anecdote should be true and t he o ther invented. A then tells both his/ her anecdotes one after the other and B must decide \vhich one is true. ' fhey then s\vap roles. You could tnodel rhe activity first by celling chen1 two anecdotes of your ovvn . Pause fron1 tin1e to t in1c a nd encou rage Sts to ask you questions. 'f hcn gcr Sts to g uess which one is tr ue. b Focus on the S tarting a n a n e cd ote box a nd go through it \Vi th Sts. Put Sts in pairs (or threes). A should start by telling hi / her first anecdote and B hould ask questions. B then tells his / her first anecdote. Monitor \vh ile Sts are tel Ii ng thei r anecdotes, but don't correct too n1uch as t he a i 111 here is to encourage Aue ncy, and Sts arc u nlikely to use a ll the tenses perfectly. Extra ide a • Tell Sts to look back at the language for reacting to \vhat people say in Prac tical E nglish Episode 1 on Student's Book p.1.1. Encourage them to use this language \vhen they listen to the anecdotes. If Sts a re enjoying the activity (and you have tin1e), you could get then1 to change partners and tel I their stor ies again . 8 WRITING t elling a story Tell Sts to go to W riting Telli11g a story on JJ.116. a Focus on the instructions and give Sts tin1e ro read the story and ans\ver rhe questions. b C heck ans\vers. They got lost because her husband followed t he instructions given by t he satnav, which sent them in the wrong direction. They left t heir dog under the table in t he cafe on the motorway. Focus on the instructions and the connecting \vords or phrases in the list. Give Sts tin1e to read the story again and con1plete each gap. Get Sts to compare \.Vith a partner and then check al1S\.VCl'S. 2 when 6 because 3 instead of 7 as soon as 4 but 8 although 5 So c Focus on the Use fu l la nguage : ge t t ing lo st box and go through it \Vith Sts. No\v tell Sts they are going to vvrite about a journey \vhen they got lost. If S ts ca n' t think of a journey, they can invent one. Focus o n the p lan and go through it \Vith S ts . Sts should \vr ite th ree paragraphs as in the model, a nd use the Useful language box to help them. You n1ay like to get Sts to do the \Vriting in class or you could set it as homc,vork. If you do it in class, set a tin1e li1nit for Sts to vvrite their description, e.g. 15-20 n11nutes. d Srs s hould check their \vork fo r n1 istakcs before g iv ing It Ill. ' l'cll Srs to go back to the 111ain lesson SA. 9 3 14 >)) SONG We Are the Champions /j This song "vas originally nlade fan1ous by the British rock group Queen in 1977. For copyright reasons this is a cover version. T f you "vant to do this song in class, use the photocopiable activity on p.221. 3 14>)) We Are the Champions I've paid my dues Time after time I've done my sentence Committed no crime And bad mistakes I've made a few I've had my share of sand kicked in my face But I've come through (And we can go on and on and on and on) Chorus We are t he champions, my friend And we'll keep on figh ting till t he end We are the champions We are the champions No t ime for losers 'Cause we are the champions of the world I've taken my bows And my curtain calls You brought me fame and fortune and everything that goes wit h it I thank you all But it's been no bed of roses No pleasure cruise I consider it a challenge before t he whole human race That I'd never lose (And we can go on and on and on and on) j Chorus (x2) SA 58 Focus on the exercises and get Sts to do the1n individually or in pairs. Check answers, getting Sts to read the full sentences. a 1 used to have 2 didn't use to spend 3 Did ... use to wear 4 used t o go out 5 did ... use t o work b 1 x split up 2 ,/ 3 ,/ 4 x didn't use to like 5 ,/ 6 didn't use to be 7 Did ... use to argue 8 didn't use to like 9 used to get on 10 didn't use to speak 6 X don't usually go 7 X did your parents meet 8 x used to work 9 ,/ Tell Sts to go back to the n1ai n lesson SB. Extra support • r f you think Sts need n1ore practice, you 1nay \Vant to give thern the Gramn1ar photocopiable activity at this point or leave it for later as consolidation or revision. 3 PRONUNCIATION & SPEAKING linking Pronunciation notes • You rnight want to remind Sts \Vhen words are linked in English. To do this, ask Sts to refer back to Lesson 3A, S Pronunciation on Student's Book p.26. a 3 18 i)) Focus on the used to box and go through it \Vith Sts. T hen focus on the instructions . Play the audio once the \vhole \:Vay through for Sts just to listen. 3 18 l)) See sentences in Student's Book on p.49 Now play the audio again, pausing after each sentence for Sts to listen and repeat. Then repeat the activity eliciting the sentences from individual Sts. Extra support • You could get Sts to listen and repeat after the audio a11d the 11 practise in pairs. b Focus on the task and give Sts a fe\.v nlinutes to choose their three topics and plan \vhat they are going to say. Put Sts in pairs, A and B . Tell the As to start talking about their first topic, giving as much information as t hev can. T he Bs can ask for more information too. , Then t he Bs tell the A s about their first topic, etc. Extra support • Choose one of the topics yourself and tell S ts a little about it. ·rhis 'vay you both den1onstrate \.vhat vou ' ' , \:Vant the rn to do and give Sts extra listening practice. As Sts arc talking, move roun<l nlonitoring and helping, and correcting any n1istakes with used to. Get son1e feedback. 4 VOCABULARY relat ionships a Either put Sts in pairs a nd get them to discuss 1-3 or do it as an open-class activity. You could leave out J if you did the Optional lead-in. Check ans\vers. 1 to meet sb = to see sb for the first time t o know sb =you have met before 2 a colleague = a person that you work with a friend= a person you know well and like, and who is not usually a member of your family 3 t o argue with sb =to speak angrily to sb because you disagree with t hem to discuss sth with sb = to talk about sth with sb, especially in order to decide sth b Tell Sts to go to Vocabulary Bank Relationships on p.158. Focus on 1 People and get Sts to do a individually or . . 111 pairs. 3 19 l)) No\v do b . Play the audio for Sts to check ans\vers. Play the audio again, pausing for Sts to repeat. Give practice of any \vords your Sts find difficult to pronounce, n1odell ing and drilling as necessary. You could use the audio to do this. Remind Sts thatfiance(e) is a word 'borro\:ved' from French, \vhich explains the pronunciation, and \vhy it has an accent. 3 19 l)) Relationships People 1 couple 2 partner 3 fiance(eJ 4 flatmate 5 colleague 6 ex 7 close friend 8 classmate No"v tell Sts to cover the definitions, look at the \.vords, and see if they can rernember \vhat they mean. Extra idea • You n1ight a lso \Vant to teach 1vo rkrnate as an alternative to colleaf]UC. No\:v focus on 2 Verbs and verb phrases and get Sts to do a ind ividually or in pairs. Ren1ind Sts to change the verb to the past simple. Extra support • Elicit the past tense of a ll the verbs first. 3 20 l)) Now do b . Play the audio for Sts to check ans\.vers. Give practice of any \vords your Sts find difficult to pronounce, rnodelling and drilling as necessary. 3 20 l)) Verbs and verb phrases 1 I met Mark when I was studying at York University. 2 We got to know each other quickly because we went to the same classes. 3 We soon became friends, and we discovered that we had a lot in common. For example, we both liked art and music. 4 We went out together in our second term and we fell in love. 5 We were together for two years, but we argued a lot and in our last term at university we broke up. 6 After we left university, we lost touch because I moved to I London and he stayed in York. 7 Five years lat er we got in touch again on Facebook. We were both still single, and Mark had moved to London too. 8 This time we got on better than before, maybe because we were older. 9 After two months Mark proposed and I accepted. 10 We got married last summer. A lot of our old university friends carne to t he wedding! For c tell Sts to look at the pictu res a nd see if t hey can ren1cn1ber the s tory. finally, focus o n the C o llo quial la nguage and the Phrasal verbs box and go thro ugh it \Vith Sts. Tel I Srs to go back to the main lesson SB. Extra s up port • If you think Srs need 111ore practice, you n1ay \\'ant to gi\'e them the Vocabulary phorocopiable acti\'ity at this point or leave it for later as consolidation or re\•ision. c Focus on the task a nd give Sts a couple of n1inutes to think abo ut a close frie nd and hO\V they \viii ans\ver the questions. PutSts in pairs and they take turns ro interviev; each other about their close friend. \Vhile they arc doing th is, go round n1onirori11g and helping if necessary. Get son1c feedback fron1 ind ividual Sts. 5 PRONUNCIATION the letters Pronunciation notes • Many learners of English tend to always pronounce the letter s as the unvo iced sound Isl as in bus. In fact, s in the middle o r at the end of a word is often pronounced lzJ, e.g. music, jobs, and -se is very often pronounced /zJ, e.g. lose, revise, etc. At the beginning of a 'vord s is almost ahvays Isl \Vith the exceptions of suBar and sure, \vhere thesis pronounced !JI. Double s is also always pro nounced Isl. a 3 21 >)) Focus on the task and elicit the four picture \vords (snake, zebra, sho1ver, and television). No\v play the audio, pausing after each \VOrd for Sts to \vrite them in the correct colu111n. Get the1n to con1 pa re with a partner. 3 21 >)) See words in Student's Book on p.50 b 3 22 >)) Play the audio fo r Sts to lis ten and check. Check ansvvcrs . See script 3.22 - close (adj) is pronounced with /sf and close (verb} with /zl 3 22 l)) snake I: zebra tz/ shower If ! television I'!/ close, conversation, discuss, practise, school, somebody, sport. summer, used to. various busy, close, eyes, friends, lose, music, raise sugar, sure decision, pleasure, unusual, usually c Put Sts in pairs and get rhen1 to ans\ver 1- 3. Check an s,vers. 1 At the beginning of a word t he let ters is usually pronounced Isl. The exceptions are sugar and sure. 2 At the end of a word sores can be pronounced /s/ or Jzl. 3 In -sion, the letter s is pronounced 13'. STUDY IM 1:13 Sts can pract ise these sounds on the iTutor and on t he 1?11nlish Pile I nter111ed iate \vebsite . 6 LISTENING a Put Sts in pa irs a nd get rhe111 to discuss the three staten1ents . 56 Elicit some ansv.rers, bur do nor rell St s if rhey right. Extra idea • ) 'ou could gcr Sts to \'Ote for each one saying \\'hcther it is true or false \\'ith a shO\\' of hands. b 3 23 >)) Focus o n the task and tell Sts that the progra n1n1e is about Facebook. They n1uSt listen for the ans\vers to 1-3 in a. Play the audio o nce the \vhole \vay through for Sts to listen. Get Srs to con1pare \Vith a partner, and then check ansv.iers. Extra support • Before playing the autl io. go through the listening script a nd decide if you need to pre-reach / check any lex is to help S ts \Vhen they listen. 1 F 2 F 3 T Extra challenge • Ask Sts to c:-..plain \vhy the three sentences are fa lse. 3 231)) 1 (script in Student's Book on p.126) P = presenter, M = Martha P Hello and welcome to Forum, the programme that asks you what you think about current topics. Today Mart ha Park will be t alking about t he social networking site Facebook, how we use it, how much we like it - or dislike it. So get ready to call us or t ext us and t ell us \vhat you t hink. The number as always is 5674318. Martha. M Hello. Since Facebook was first launched in 2004, a lot of research has been done to find out what kind of people use it, what they use it for, and what effect it has on their lives. According to a recent study by consumer research specialist lntersperience, the average 22-year-old in Brit ain has over 1,000 online friends. In fact , 22 seems to be t he age at which t he number of friends peaks. It also appears t hat women have slightly 1nore online friends than men. And another study from an American universi ty shows that people who spend a lot of t ime on Facebook reading other people's posts tend to feel more dissat is fied with their own lives, because they feel t hat everyone else is having a better time than they are. So, over to you. Do you use Facebook? How do you feel about it? Can you really have 1,000 friends? Are social networking sites making us unhappy? Phone in and share your experiences ... c 3 24 >)) Focus on the ta k. Play the audio o nce the \\·ho le \vay through for Srs to listen. Get Sts to compa re wirh a pa rtner and then check answers. The most posit ive person is George. The most negative person is Beth. SB 3 24 l)) (script in Student's Book on p.126) P = presenter, M =Martha, G =George, B = Beth, C = Caitlin, N =Ned P And our first caller is George. Go ahead, George. G Hi. Er yeah, I use Facebook a lot, every day really. I t hink it's a great way to er organize your social li fe and keep in touch with your friends. I have loads of friends ... M How many friends do you have, George? G At t he moment I have 1,042. M And how many of t hem do you know personally? G About half, maybe? M And what do you use Facebook for? G For me it's a good way to get in t ouch 1..vith my friends wit hout having to use t he phone all the t ime. When I'm having a busy week at university, I can change my status, so I can let my friends know I can't go out. That's much easier than wasting t ime telling people 'Sorry, I'm t oo busy to meet up.' It's just easier and quicker than using t he phone. P Thanks, George. We have another caller. It's Beth. Hello, Beth. B Hi. Er I don't use Face book or any other social networking site. M Why's t hat, Beth? B Two reasons really. First, I don't spend much time on line anyway. I do a lot of sport - I'm in a hockey t eam, so I meet my teammates almost every day, and we don't need t o communicate on Facebook. M And the other reason? B I just don't really like the whole idea of social networking sites. I mean, why would I want to tell the whole world everything that I am doing? I don't want to share my personal information with the world, and become friends wi t h people I don't even know. And I don't want to read what ot her people had for break fast or lunch or dinner, or what t hey're planning to do this weekend. P Thanks for t hat , Beth. Our next caller is Cait l in. It's your turn, Cait lin. M Hi, Caitlin. C Hi, Martha. M And do you use Facebook, Caitlin? C I use it from time to time, but not very much. I only really use it to keep up with friends who have moved abroad or live t oo far avvay for us to meet regularly. For example, one of my best friends recently moved to Canada and we oft en chat on Facebook. But I never add 'friends' who are people I hardly know. I just can't understand those people who collect hundreds or even thousands of Facebook friendsl I think it's just competit ion, people who want to make out that they are more popular than everybody else. M So you think t he Facebook world is a bit unreal? C Absolu t ely. I t hink people wri t e t hings and post photos of themselves just t o show everyone they know what a fantast ic t ime they're having and what excit ing lives they lead. But t hey're probably just sit t ing at home in front of t he computer all t he t ime. P Thanks for that, Cait lin. We've just got time for one more caller before the news and it's Ned. Hi, Ned. You'll have to be quick. M Hi, Ned. N Hi. When I st arted of f with Facebook I thought it was great, and I used it to communicate wit h close friends and with family, and I got back in touch old friends from school. It was good because all the people I was friends with on Facebook were people I knew, and I was interested in what t hey were doing. But then I started adding friends, people I hardly knew who were friends of friends. people like t hat - in t he end I had more t han a 1,000 - and it just became too much. It was just t oo many people leaving updat es, writing messages on my wall. So last month I decided to delete most of them. It t ook me about half an hour t o delete and in t he end t he only people I left were actual, real-li fe friends and family, and old school friends. I got it down to 99. It was really liberat ing. P Thanks, Ned, and we'll be back after the news, so keep t hose calls coming ... d Tell Sts they are going to listen to the audio again and they n1ust ans\.ver questions 1-8 \vith the speakers' init ials. Give Sts time to read the tiuestions . Play t he aud io agai n, pausing after each speaker. Play again if necessary. Get Sts to compare •vith a partner and then check ans,vers. l B 2 N 3 G 4 C 5 C 6 N 7 G 8 B Extra support • ff t here's tirne, you COUid play the audio again \Vhilc Sts read the scripts on p.126. so they can sec \Vhat they understood/ didn't understand. Translate / explain any nc\v vvords or phrases. e Put Sts in pairs and get then1 to discuss the t\vo questions. Get son1e feedback from the class. 7 SPEAKING a Focus on the task and go through sentences A-F. Give Sts time to tick or cross each sentence according to their O\.Vn opinions. Tell them to think about their reasons. They can \.Vrite notes if they want. b Focus on the Givin g examples box and go through it \vith Sts. Put S ts in groups and tell thern to discuss each sen tence in turn giving their opinion. Get son1e feedback fron1 the \vho]e class. f Put Sts in pairs and tell then1 to practise the dialogues . 111 c. Monitor and help, encouraging Sts to pay attention to rhvthn1 and intonation. ' tv1ake sure Sts s\vap roles. g Tell Sts to go to Communication Could you do me a Javour?on p.105. Go through the instructions \Vith the1n carefully. Monitor and help. \Vhen they have finished, get feedback. \:Vho got the n1ost people to help them? Extra s11pport • You could \Vrite any ne\V and usefu l \Vords and phrases fron1 Communication on the board for Sts to copy. Tell Sts to go back to the main lesson. 3 !e~ PAUL ARRIVES a 3 29 >)) Focus on the photos and elicit what is happening. Novv either tell Sts to close their books and write the tiuestion on the board, or get Sts to focus on the question and cover the rest of the page. Plav the DVD or audio once the 'vhole \vav through and , , then check ans\vers. Rob is delighted to see him. Jenny seems ti red and not very ent husiastic. 3 29 l)) (script in Student's Book on p.127) P =Paul, R = Rob, J =Jenny P Heyman! R Paul! P It's great to see you, mate. R You too, Paul. It's been years. You haven't changed at all. P Just got bet ter looking! R How come you're so late? J Paul's flight from LA was delayed. And then the t raffic coming back was just awful. P But that gave us time to get to know each other. J Yeah. Paul told me all about his travels. Every detail. P And look at this. Your own New York flat. How cool is that? R It's good. Really good. But - do you want something to eat? I got some things on my way home. P Stay in? It's my f irst night in the Big Apple! Let's go out and have a pizza or something. R I thought you'd be t ired after the flight P No way, man! I'm ready for action. R Great ! I'll get my jacket ... J Rob, I think I'll go home if you don't mind. I, uh, I'm exhausted. R Oh, OK, then. P So it's a boys' night out! R Just l ike the old days! P And after the pizza we can go on somewhere else. Rob, we've got a lot t o t alk about! b Focus on the instructions and on sentences 1-6. Give Sts ti1ne to read then1. Nov• play the DY Dor audio again the whole \Vay through and get Sts to circle the right ansv1er. G·et Sts to compare \Vith a partner and then check ans\vers. 1 hasn't changed much 2 late 3 talked a lot about himself 4 eating in 5 full of energy 6 doesn't f eel like E xtra support PE3 • If the re's ti 1ne, vou could get Sts to listen aga in \vith , c c t he scr ipt on p.127, so they can sec exactly \vhat they understood / d idn't understand. -rranslatL' / explain a ny ne'v \vords or phrases. c Focus on the Social English phrases. In pairs, get Sts to think about >vhat the n1issing \VOrds could be. Extra challenge • Jn pairs, get Sts to con1plctc rhc phrases before they listen. d 3 30 >)) Play the DVD or audio for Sts to listen and con1plete the phrases. Check ans>vers. See words in bold in script 3.30 3 30 >)) Paul Hey man! Paul It's great to see you, mate. Rob How come you're so late? Paul No way, man! Jenny Rob, I think I'll go home if you don't mind. Rob Just like the old days! Paul Rob, we've got a lot to talk aboutl If you kno'v your Sts' L 1, you could get them to translate the phrases. If not, get Sts to have a look at the phrases aga.in in context in the script on p.127. e No\v play the DVD or audio again, pausing after each phrase for Sts to listen and repeat. Finally, focus on the Can you ... ? questions and ask Sts if they feel confident they can now do these things. If they feel that they need more practice, tell them to \Vatch the episode again and practise the language on their iTutor. Lesson plan G passive (all tenses) V cinema P sentence stress The topic of this lesson is the cinema. T he lesson begi ns \.V i th a reading text about locations in the UK and USA \.Vhere fan1ous filn1s and TV series have been shot. T his provides the context for revision and extension of the passive forn1s \vhich are then foc ussed on in Pronunciat ion. In the second half of the lesson, cinema vocabulary is presented and then put into practice in a quest ionnaire \vhcrc Sts ta.lk about their O\VD ci ne1na preferences and experiences. Then Sts listen to t he t rue story of a young student \vho, by chance (and because of her excellent English), got to \vork for a \vorld-famous fi lin di rector. Fi nally, in Writ ing, Sts \vrite a rcvie"v of a filrn. STUDYl~l: l 3 • Workbook 6A • iTutor • www.oup.com/elt/ englishfi le • Grammar passive be+ past part iciple p.154 • Communicative Give me an answer p.184 (instructions p.168) • Vocabulary Cinema p.208 (instruct ions p.198) • www.oup.com/elt / teacher/englishfile Optional lead-in (books closed) • Put St.sin pairs o r threes. • \\!rite on the board the nan1es of son1e filn1s vou think ; your Srs \vill kno\v \Vhich arc set in a different countrv ' , fron1 \vhere your Sts are studying. • Then teach Sts the question \.\ihere is the fil1n set:> ( = In 1l'h.ich cu1111try does the action take place?). • Set a t in1e lin1it. e.g. three rr1inutes . Tell each pair or group to \vritc dO\Vn tbe countrv in \\'h ich each fi !in is set . So1ne possible fi ln1s to give then1 an idea (but try to include so1n e recent filn1s kno\vn to your Sts): Lost in Translation (Japan), Tl1e l'vtask of Zorro (l\ttexico), the 'I-Tarry Potter filn1s (England), Braveheart (Scotland), the Spider-fvla11 filn1s (US.A), The Girl 1vith the Dra8on Tattoo (S\veden), The Desce11da11ts (Ha\vaii). 1 READING a Books open. Tell Sts to look at the t itle of the lesson Shot on location and elicit its meaning(= fi ln1ed in a real place, not in a studio). No\v focus on the photos and the q uestion. Elicit ans\vers from the class, bur do not tell then1 if they are right yet. b Tell Sts to read the article and find out \.Vh ich filn1s or TV series have been filmed at the places sho\vn in the photos, and to con1plete each gap \Vith che correct past participle of the verbs from the list. Point out that there is a Glossary. Check ans\vers and elicit the infinitives of each verb (e.g. oivn, base, etc.). Model and d r ill p ro nunciation, making su re Sts kno\v t he n1eaning of all the verbs. Extra support • Before .Sts read t he article, check it for \\'ords and phrases \V h ich you r Sts 111 ight nor kno\v and be ready to help \\' ith these \Vh ile they are ans\vering the lJUCstions or aftcr\vards. You rnay even \Vant to pre- teach a fc,v \vords / phrases to ligh ten t he load. e .g. (text j\) arislocratic. servant, etc. Highclere Castle: Downton Abbey, a TV drama Cort landt Alley: Films: Crocodile Dundee, fvlen in Black 3; TV series: Blue Bloods, Boardwalk Empire, NYPD Blue, Law& Order Christ Church College: The Harry Potter f ilms 2 t ransformed (transform) 3 based (base) 4 used (use) 5 photographed (photograph) 6 inhabited (inhabit) 7 designed (design) 8 inspired (inspire) 9 welcomed (welcome) c Focus on the questions a nd n1ake sure S ts understand all the lexis. Set a ti1n e lin1it for S ts to read the article again and ans,ver the questions. Get Sts to con1pare \vith a partner and then check a ns\.vers. Tell Sts that the photo next to c sh.O\.VS the inside of the d ining hall in Christ Church College. 1 8 2 A 3 A 4 c Extra support 5 8 6 A 7 c 8 c • You could no\v go t hrough t he \vholc article, dealing \Vith any vocabu larv problen1s. , I d Do this as an open-class activity. Ask \vhicb of the fi ln1s a nd TV series nlent ioned thev have seen and what , they thought of then1. Then, \vi th a sho\\1 of hands, find out vvhich of t he t hree places they \vou ld n1ost like to visit and elicit reasons. 2 GRAMMAR passive (all tenses) a Focu on the instructions. Ask Sts 'vhich is the first example of a passive in the HiBhclere Castle text (has been 01v11ed). Ask Sts what kind of pas ive it is and elicit thaL it i Lhe present perfect passive. l 'hen, give Sts a few 1ninutes to underline more examples of the passive. C heck answers by eliciting and \Nrit i ng the sentences (or parts of sentences) on the board. Present passive: ... the castle is used as a hospital. .. I These scenes are based on a real-life event. Past passive: ... the castle was transformed into Downton Abbey ... I Both the interior and exterior scenes were shot in and around the castle itself. Present perfect passive: ... it has been sold all over the world. Past perfect passive: ... soldiers who had been wounded ... Passive infinitive: ... to be looked after in the castle. Then focus on the t\vo questions \vh ich look at ho\v the passive is fo rined. the passive = be+ past participle be changes E xtra challenge • ) 'ou could get Sts to underline more t•xa1nples of the pa~sive in the other t\\·o texts. b 3 31 >)) Tell Sts to go to Gran1ma r Bank 6A on p.142. Focus on the example sentences and play the audio for Sts to liste n to t he sentence rhythm. You could also get Sts to repeat the sentences to practise getting the rhythn1 right. Then go through the r ules \vith the class. A dditional grammar notes • If your Sts previously used EnBlish File Pre- intermediate, they \vill al ready have had an introduction to the passive although only in the present and past tenses. • T he forrn of the passive (be + participle) is quite straightforward and the easiest way to approach th is gram1nar point is to emphasiLC that there are two ways of saying the san1e thing (active and passive), but with a different emphasis or focus . • Depending on your Sts' Ll, it may be \VOrth pointing out that 've often use the passive in sentences like These cars are 111ade i11 Korea. Rice is 8ro1vn in this area, where son1e languages use an impersonal s ubject. Some contrasting with their Ll n1ay help Sts to see \vhen to use the passive. • Son1e typical mistakes include: - using the active instead of the passive, e.g. The tickc~ 5cll at a newsa.ge11t's. - proble1ns of forn1, e.g. leaving out the verb be or not usi ng the participle correctly. - Sts thinking they always have to use by (sorriebody) when they make a passive sentence. Focus on the exercises and get Sts to do thcn1 ind ividually o r in pairs. C heck a nsv.1ers, getting Sts to read the full sentences. a 1 are being made 2 inspired 3 hasn't been inhabited 4 is set 5 will be shot 6 aren't recording 7 wasn't being used 8 has transformed 9 hadn't owned 10 was taken b 1 are subt itled 2 was written by Garcia Marquez 3 is being repaired 4 hasn't been released yet 5 won't be finished until the spring 6 have to be collected from the box office 7 hadn't been told about the changes in the script 8 was directed by James Cameron 9 has already been recorded 10 was being interviewed about the film ·rel! Sts to go back to the 111ain lesson 6A. E xtra support 6A • If you think Sts need mort' practice, you niay \Vant to give then1 the Gramrrlar photocopiable acth·ir~· at this point or lca,·e it for later as consolidation or revision . 3 PRONUNCIATION sentence stress Pronunciation notes • Rernind Sts that information words are the ones which are usually stressed. T hese are the 'vords \vhich you hear n1ore clearly \.Vhen somebody speaks to you. The unstressed \vords arc heard much less clearly or sometimes hardly at all. (See Pronunciatio n Notes, Lesson 2B, 3 Pronunciation on p.36) a 3 32 >)) Focus on t he cask and tell Sts that they are going to hear six passive sentences v.1hich they have to try to \Vrite do,vn. The first t i 1ne t hey listen they only need to write the stressed 'vords. Play the audio for Sts just to hear the first sentence and focus on the example. 3 32 >) 1 The film is based on a famous book. 2 The house was built in the 16th century. 3 The castle has been visited by thousands of tourists. 4 The hall couldn't be used for filming. 5 Where is i t being filmed? 6 Who was it written by? Then play the audio the \Vhole way through for Sts just to listen. O\V play it again. pausing a fter each sentence for Sts to listen and \Vrite the stressed \vo rds . C heck ans,vcrs. See words underlined in script 3.32 6A 3 37 >)) (script in Student's Book on p.127) I So, what exactly did you have to do? D I had to go to the film set every day and translate Spielberg's instructions to the Polish actors, and also to the extras. I had to make them understand what he wanted them to do. It was really exciting, and I often felt as if I was a director myself. I So was it a difficult job? D Sometimes it was really hard. The worst thing was when we had to shoot a scene again and again because Spielberg thought it wasn't exactly right. Some scenes were repeated as many as 16 times - and then sometimes I would think that maybe it was my fault - that I hadn't translated properly what he wanted, so I'd get really nervous. I remember one scene with lots of actors in it which we just couldn't get right and Spielberg started shouting at me because he was stressed. Eventually we got it right and then he apologized, and I cried a little, because I \vas also very stressed - and after that it was all right again. I So, was Spielberg difficult to work with? D Not at all. I mean he was very demanding, I had to do my best every day, but he was rea lly nice to me. I fe lt he t reated me like a daughte r. For instance, he was always making sure that I wasn't cold - it was freezing on the set most of the time - and he would make sure that I had a warm coat and gloves and things. I Did you ever get to be an extra? D Yes, twice! I was going to be in two party scenes, and I got to wear beautiful long dresses and high heels. Unfortunately, one scene didn't make it to the final cut of the film, and before we started shooting the other one I t ripped walking down some stairs and twisted my ankle really badly. I was in so much pain that I couldn't take part in the filming. And that was the end of my ·acting career'. I still have the photos of me looking like a girl from the 40s, though! I Have you ever worked with Spielberg again? D Yes. A year later he invi ted me to interpret for him again, this time during the premiere of Schindler's List in Poland, which was broadcast live on national television! Before that, he had also asked me come to work as a production assistant on his next movie in Hollywood. I was very tempted and thought really hard about it, but I hadn't finished my studies yet, and all my family and friends were in Poland - so in the end I decided not to go. I Do you regret it? D Not at all. I had my moment, and it was unforgettable, but that was it! f Focus on the task and go through the headings under which Sts have ro rake notes. Tell then1 just to listen and ro make notes afrer they have heard the audio. Play the audio once the \vholc \vay through. Elicit ans\vers and vvrire them on the hoard. The worst thing about the job When they had to shoot a scene many times, she would think it was her fault - maybe she hadn't translated correctly. One especially difficult scene In one scene with lots of actors they had to repeat it so many t imes that Spielberg got stressed and shouted at her. Later he apologized. What it was like to work with Spielberg He was demanding, but he treated her well - like a daughter, e.g. he made sure she was warm enough. It was hard work, but she enjoyed it. Being an extra She was going to be an extra in two party scenes, but one didn't make it to the final cut of the film, and then before the other scene she hurt her ankle just before filming, so she couldn't be in it. What happened after the film was finished She interpreted for Spielberg again at the premiere in Poland. He also invited her to work for him in Hollywood, but she didn't go. Extra s upport • If there's ti rne. you could pla) the audio again \Vh i le Sts read the sc ripts on p.127. so t he~· can sec ,,·hat they understood / didn't under~t and . Translate / explain any ne\\' \vords or ph rase1>. g Finally, do rhc questions as an open-class activiry. You could also ask Srs ' vhich director they 'vould like ro interpret for. 7 WRITING a fi lm review Tel I Sts to go to Writing A film revieiv on p.1 17. a Focus on the filrn title and \virh a sho\v of hands find our ho'v many ts have seen ir. Do !1Q!: ask Sts any questions about it or their opinions as they \vill be doing this later. Then elicit / explain the meani ng of classic in the tit le (= sth that is accepted as being of very high quality a nd one of the best o f its kind). No\v tell Srs to read the film revie' v and con1plete the gaps \Vith the \VOrds in the list. Check a ns,vers. 2 di rected 6 recommend 3 stars 7 action 4 set 8 soundtrack 5 location 9 sequels b Tell Sts to read the revie'v again, paring particular attention to layout. They must number the paragraphs 1- 4 in the order in \vhich they appear.. C heck answers. Paragraph 1 Paragraph 2 Paragraph 3 Paragraph 4 The name of the film, the director, the stars, and any prizes it won Where and when it is set Where it was filmed The plot Why you recommend the fi lm c Do this as a vvhole-class activity. Check the anS\ver. the present simple d In pairs, get Sts to ans\ver the ques tions . Get some feedback. If possible, ask at least one student who has seen the filn1 and another 'vho hasn't. c Focus on the Usefu l language: d escribing a film box and go through it \Vi th Srs. No\v tell Sts they are going to \vritc asimilar filn1 revie\v for a fi l rr1 they \VOtild recon1mcnd people to buy on D\' D or see at the cinen1a . They should \Vritc four paragraphs as in the n1odel, and use the U seful language box and Vocabulary Bank Cinenia on p.159 co help rhem . You rnay like ro get Sts to do rhe \\'riting in class or you could set it as home,vork. Tf you do it in class, set a tin1e lin1it for Sts to \vrite their description , e.g. 15- 20 n1inutes. f S ts should check their \vork for mi takes before giving It Ill. G modals of deduction: might, can't, must v t he body P diphthongs Lesson plan "I'he over a 11 topic of th is lesson is the i r.nage tba t people choose to give of then1selves to the \vorld and ho\v \Ve tend to judge people at first sight according to their appearance. The lesson begins \Vith a reading text about ho\v people choose their profile photos on social nct\vorking sites according co the i1nage they \Vish to project to their friends and fan1i ly. T his is follo\ved by vocabulary \vhich focusses on the body, and verbs related ro parts of the body like touch and point. Pronunciation looks at diphthongs (con1binations of t\VO vo\vel sounds) and the first half of the lesson finishes \vi th a song T Got Life. In the second half of the lesson, the gram1nar of n1odals of deduction is presented through the context of making deductions about people based only on their physical appearance. This topic is further developed in Listening and Reading \vhere Sts listen and read about t\VO situations \vhere an erroneous deduction \vas made through judging son1eone purely by thei r appearance. T he lesson fin ishes \Vith a short related speaking activity. STUDYIM1:13 • Workbook 68 • iTutor • iChecker on iTutor • www.oup.com/elt /englishfile Extra photocopiable activities • Grammar modals of deduction: might I may, can't. must p.155 • Communicative Who do you think they are? p.185 (inst ruc tions p.168) • Vocabulary The body p.209 (inst ructions p.198) • Song I Got Life p.222 (instructions p.216) • www.oup.com/elt/ teacher/ englishfile Optional lead-in (books closed) • Revise rhc difference bet,veen look and look like by , asking Srs to con1plete these :.entcnccs \Vith the correct forn1 of either verb: I Do Yot r ___ yo u R .\toTHER oR YocR f'.\TT-rEn. ? 2 You vEn.Y T Tn.r: r) . :\R E Yoe OK? 3 You R GRA:-\ D:Vt0Tf-TEJ1. --- v r-: ll y YOU NG FOR HER 1\GE. SHE DOESN'T ___ 70 ! 4 )ACK ARCGBYPLA)l-.lt-l l t-'s~.NOR~!OUS . S \\"11..\1 M,\RK's \VTrr. ? S HJ.·.'S QC ITE T.\ LL \\"ITT I \' F.R Y 1.0,<., D \ R !<.. H Al R. l look like 2 look 3 looks, look 4 looks like 5 does ... look like • Ask Srs if they can re111en1ber the gra rn rnarica l <lifftTt·ncc bcr,veen look and look like (look is follo,ved by an adjecti,·e and look like by a noun). 1 READING & SPEAKING a Books open. Focus on the questions and make sure Sts understand then1, especially profile photo. Put Sts in pairs and get then1 to ans\ver the three questions. Get son1e feedback. b Focus on the instructions and the fou r photos, and elicit Srs' opinions as to \vhy the people have chosen these photos. c Focus on the title of the article and read the begin n i 11 g of the art icle on p.58 to the class as they follo\v it. Focus on the task and head in gs A- r, and give Sts rin1e ro read rhe rest of the article and con1plete the gaps \virh the headings. Get Sts ro con1pare vvith a partner and rhen check ans\vers. Extra support • Before Sts read the article. check it for \\'Ords and phrases ' vhich your Sts n1ighr nor kno\v and be ready ro help vvith these \vhilc they are ans\vering the questions or after,vards. You may even vvant to pre-teach/ check a fe\v \VOrds /phrases to lighten the load, e.g. visual, lono. a celebrity. etc. (bur not the highlighted ones). 2 F 3 E 5 B 6 A 10 D 12 c No'v ask Sts \Vhich of the 12 categories they think the four profile photos they looked at in b belong to and elicit ideas. Annabel6 Martin 5 Sean 4 Sarah 3 d Focus on the highlighted phrases. Get Sts, in pairs, to read the article again and guess their 1neaning. Check ans,vers. either explaining in English, translating into Sts' Ll, or getting Sts to check in their dictionaries. Deal with any other ne\v vocabulary and ask Sts 'vhat \VOrds or phrases they \vant co cry and rernember from this article. e Focus on the questions and n1ake su re Sts understand the1n. Pu t Sts in pairs and get then1 to ans\ver the fou r questions. Get sorne feedback and find out if anv Sts \vanr to , change their profile picture nO\V and \vhy. 2 VOCABULARY the body a 3 38 l)) This exercise rev ise the basic language of physical appearance, \Vh ich Sts learnt in En Blish File Pre-in ter n1ediate. focus on the fo ur pictures. Explain that t\VO won1en \Vitncssed a robbery and Srs are going to hear them describing the n1an they sa\v co Lhe police. 68 Befo re Ii ten i ng, gee Scs in pairs to desc ribe che four men. Play che aud io o nce the 'vhole 'vay ch rough, and let Sts d iscuss \Vho they th ink the thief i a nd 'vhy. Play the audio again as necessary. C heck ans vvers and get S ts to tell you \vhy they are sure char che person they say is t he chie f. The thief is 3. I 3 38 >)) P =policeman, Wl =woman 1, W2 = woman 2 P OK, ladies, now can you describe t he man you saw in t he bank? Wl Well, he was, er quite tall, you know, he had very long legs. And quite skinny, you know thin. W2 Yes. Very narrow shoulders. And he had a beard and a l it t le moustache. Wl No, he didn't. He had a moust ache, but not a beard. It's just that I think he hadn't shaved. W2 No, it was a beard, I'm sure. Wl And anyway, Doris, you weren't wearing your glasses, so you can't have seen him very well. W2 I could see perfectly well. P Ladies, ladies, please. So, no moust ache t hen. Wl He had a moustache, but he didn't have a beard. P And what about his hair? W2 Dark. Wl Yes, short, dark hair. P St raight ? Wl No, curly, I'd say. Wouldn' t you say, Doris? W2 Yes, very curly. P So, dark, curly, hair? Wl Yes. That's what we said. Are you deaf or something? P What about his eyes? Did you notice what colour t hey were? W2 Brown eyes. Nothing special. And quite small. But he had a big nose. Wl Yes, a very big nose. P And what t ime was it when you saw this man ... ? b Tell Sts to go to Vocab u lary Ba n k Tlie body on p. 160. Focus o n t P art s of the b o d y a nd get S ts co do a individually o r in pairs. 3 39 l)) No\v do b . Play the audio fo r Sts to check ans\vers. P lay the audio again, pausing for S ts to repeat. Give practice o f any \VOrds your Sts fi nd difficult co pro nounce, niodell ing and drilli ng as necessary. You could use the aud io to do this. H ighl igh t the irregular pro nunciations o f stornach f stAmok/ and tonBue /tt1.fj/. and the silenc k in knees. 3 39 l)) The body Parts of the body 6 arms 17 legs 1 1~ back 20 lips ears 1 mouth 13 eyes 4 neck 9 face l B nose 7 feet 12 shoulders 14 fingers 10 stomach 5 hands 11 t eeth 2 head 3 toes 19 knees 15 tongue 3 a Focus o n the Po ssessive pro no u n s \Vi t h part s o f t h e body box and go ch rough it \Vi th S ts. Focus on c and get S ts to cover the \vords a nd test themselves o r a pa rt ner. o•v focus o n 2 Ver bs r e la t ed to t he bod y and get Sts to do a individually or in pa irs . Re1nind then1 to put the verb in the right forn1 . Elicit \vhich three verbs are ir regul ar in the past. bite - bit, smell - smelt , t hrow - t hrew 3 40 >)) NO\\I do b . P lay rhe audio for Sts to check ans\vers. Give pracrice of any \VOrds you r Sts find difficult to pronounce. nlodelling and d ri lling as necessary. Po int out the silent Lin 1vhistle. , 3 40 l)) Verbs related to the body 1 Don't be frightened of t he dog. He won't bite. 2 Jason kicked t he ball too hard and it went over t he wall into t he next garden. 3 Don't throw stones - you might hit somebody. 4 Mmm! Something smells delicious! Are you making a cake? 5 The st ranger stared at me for a long t ime, but he didn't say anything. 6 Can you taste t he rice? I'm not sure if it's cooked yet. 7 Some builders whistled when the girl walked past. B Don't touch t he oven door! It's really hot. 9 The audience clapped when I finished singing. 10 The t eacher suddenly pointed at me and said, 'What 's t he answer?' I hadn't even heard t he question. 11 In Russia if you smile at strangers, people t hink you're mad! 12 Everybody nodded in agreement when I explained my idea. No' v elicit \Yh ich par ts of the body you use for each verb. bit e: teeth clap: hands k ick: feet nod: head point: finger smell: nose smile: mout h I l ips stare: eyes t aste: mouth I tongue t hrow: arms t ouch: hands whistle: lips 1c ll S ts to go back to the ni ain lesson 6B. Extra support • If you think Sts need niore practice, you n1ay \Vant to gi,·e them the Vocabulary photocopiable activity at this point or leave it for lacer as consolidation or revision. PRONUNCIATION diphthongs Pronu ncia tion notes • With d iphthongs the tongue glides from one short vowel sound to another, rn aki ng one longer sound. The niost comn1on problern fo r Sts is that they m ay not make the sound lo ng e no ugh or m ay pronounce it as just one sound. 3 41 l)) Focus on the Diph t ho ngs box and go through it \Vit h S ts . No\v play the aud io for Sts just ro listen to the s ix \vords a nd sounds . d Tell Sts that Susan Boyle is a Scottish singer who came to internationa l public attention \vhen she appeared on the TV progran1 n1e Britain's G ot Talent in 2009 and "vho has become a successful singer. When she first appeared she \vas laughed at for looking old-fashioned and since then he has considerably changed her appearance. Do this as an open-class activity. Do nor rell Srs if they arc right. e Focus on the title of the article and elicit \vhat it means. No'v tell Srs to read the article and decide \vhich statement 1- 3 is the bcst surnrnary. Check the answer. Extra support • Before Srs read the article, l'.heck it fo r \Vords and ph rases \vh ich you r Srs ni ight nor knc)\v and be ready ro help \Vi th these \Vhile they are ans\vering the quest ions or :ifter\vards. You 111ay even \vant to pre-tL'al'.h / check a fe\\· \VOrds / phrases ro lighten the load, e.g. to Sli'l'<'Ot)'JJC s/J, cio 111i11C111t, etc. The best summary is 2. f Tell Sts to read the article again and to 111ark sentences 1-6 T (true) or F (fal se). You could ask rhen1 to under Ii ne the part of the article that gave then1 the anS\VCr. Check ans\vers. 1 F (Nobody thought for a minute that she had a chance of doing well on the show, or could ever become a star.) 2 T (Journalists started talking about how wrong it is to stereotype people.) 3 T This was vitally important. 4 F (In t he past people needed to judge whether a person was dangerous or not.) 5 F (It often gives us generally accurate information.) 6 T (She has started to change her appearance.) g Focus on the in structions <tnd te ll Sts to read the article again and ti ne.I \\·ord~ or phraSl'!> for the tiYe definitions. c..;ct S ts [O cnn1parc '' ith a partner, and then check a 11 ,,,·ere;. 1 went viral 2 judge a book by its cover 3 vitally mportant 4 socio-economic level 5 underdogs • • l ,, ll I If., ........ tl)\ \ ti i 1 Deal \\'ith an)· other ne,,· ,·ocabular~ ;l11cl encourage Sts to \\T it..: do,,·11 a n\· u ~erul ne'v l ex i ~ fron1 the text. . h In pair!>. S t~ d i"cu"~ the Llue~t i on!i. Gl'r so1nc lccclhack. 68 For instructions on how to use these pages see p.40. STUDY l~l: l3 • iTutor Test and Assessment CO-ROM • Quick Test 6 • File 6 Test GRAMMAR 1 a 6 c 11 a 2 b 7 a 12 b 3 c 8 b 13 a 4 b 9 c 14 c 5 b 10 a 15 b VOCABULARY a l l ips I mout h 2 eyes 3 nose 4 hands 5 t eeth b 1 beat 2 court 3 get injured 4 scored 5 go c l c lose 2 common 3 t ouch 4 got 5 f iance d l soundtrack 2 subtit les 3 special effects 4 star 5 scene e 1 out 2 off 3 up 4 out 5 on PRONUNCIATION a 1 couple 3 eyes s war 2 taste 4 ears b 1 referee 3 spectators 5 colleague 2 . 4 director review CAN YOU UNDERSTAND THIS TEXT? b 1 b 2 a 3 c • CAN YOU UNDERSTAND THESE PEOPLE? 3 49 >)) l b 2 a 3 c 4 b s c 3 49 >)) Maria I= interviewer, M = Maria I Do you prefer doing spor t or watching it? M That's quite a difficu lt question, I think maybe, I l ike both, but maybe I prefer watching sport because I can watch a wide variety then I What sport do you do? M Oh, I go running - SK, lOK, that's t he most I'll do. I What sports do you most like wat ching? M I most like watching Formula 1 and at hletics. I Why? M Formula 1, I don't know, I got int o it because my dad used t o watch it and so I watched it at t he same t ime and now I just. I keep up wit h it and I'm interested in the people that do it, and t hings like t hat, so yeah. And t he athletics because I run, so t here's a connect ion there. Adrian I = interviewer, A = Adrian I Do you know anyone vvho has gone out w it h someone t hey met on t he int ernet ? A Yes, I do. I know of a couple of people. I How did it work out? A One person, an old friend of mine, it didn't work out t hat well because t he person I think looked bett er on t he int ernet t han t hey did in real l if e. And t he second person, they 1Nent on and got married, so I t hink it can work well. Ryder I =interviewer, R = Ryder I Have you ever cheated in an exam? R Yes, many. I How did you cheat? R Oh, I've used all dif ferent types of t echniques. Sometimes I've written things on my palm, ot her t imes I've just put a book on my lap, somet imes I've put answers on my cell phone, but it was only for subjects that I really didn't like and I knew t hat would never have anything t o do vvith my career, so I didn't feel bad about cheat ing on a maths test. Were you caught? R I don't think I've ever been caught, no. I'm really good at it. Helen I =interviewer, H = Helen I What 's your favourite f ilm of all t ime? H My favourite film is Dirty Dancing. I How many t imes have you seen it? H Probably about 25 I Why do you like it so much? H Because it has romance, it has dancing, which I like, and it has nice, good-looking men. Liz I = interviewer, L =Liz I Do you have a profile photo? L I do, yes. I What is it? L It is a picture of me wearing a silly hat at a hat party . I Why did you choose it? L Just because it was quite funny, and I look quite strange in it, but I t hink it's probably a bit more excit ing to have t hat t han just a standard pose. G first conditional and future time clauses+ when, unt il , etc., /"' make and let V education P the letter u Lesson plan This lesson is about education and provides t\VO different angles on the topic. The lesson begins \vith a vocabulary focus 'vhich revises and extends ts' kno\vledge of vocabulary related to education. ·rhis is follo,ved by a pronunciation focus on the letter u, a nd a speaking activity \Vhere Sts talk about their O\vn education . Sts then read and listen to the account of a televised educational experirnent \Vhere a 'vel\-kno,,·n TV personality, \vho is a choi rtnasrer and educator, \vent into a pritn ary school for a ter n1 and attempted to i n1prove the literacy level of the boys . S ts then have a debate on various topic related to education. In the second half of the lesson, the grammar, first conditional sentences and future rime clauses, 1vhe11, urztil. ere .. is presented through the context of exams. Sts then read and discuss an article about a book called Battle Hynzrz of the 'Ti Ber i\lfother, \vhich describes a controversial \vay of educating girls. STUDYl~ l:l 3 • Workbook 7A • iTutor • www.oup.com/elt/englishfile Extra photocopiable activities • Grammar fi rst conditional and future t ime clauses p.156 • Communicative Finish the sentences p.186 (instruct ions p.168) • Vocabulary Education p.210 (instructions pp.198-199) • www.oup.com/elt/ teacher/englishfile Optional lead-in ( books closed) • Put Sts in pairs. \Vrite SC.HOOT. sunJECTS on the board and give pairs th ree or four n1inutes to think of as many subjects as they can. e.g. his tor;'. BeoBraph;·, etc. • \Vhen ti1ne is up, \Vl' ite Sts' ideas onto the board and drill the pronunciation. 1 VOCABULARY education a Books open . Focus on the eight questions and g ive Sts one rninute to ans,ver thern individually o r in pairs . b C heck anS\VCrs. 1 SIX 2 Brasflia 3 Charles Dickens 4 1,024 5 Albert Einstein 6 22~ (or 22.5) 7 8 . SIX hydrogen and oxygen Find our \vhich pair got rhe n1ost correct a ns,vers. 4 2>)) l O\v give Sts a bit n1ore time ro 111atch questions 1- 8 \vith the schoo l subjects by \.Vriting rhe cor rect nun1ber in each box. Then play the audio for Sts to listen and check. l\t1odel and d r ill pronunciation, especially [JeO[Jraplty /'d3ing r.ifi/ and literature /'htr::itf::i/. See script 4.2 4 2 l)) 1 history 5 physics 2 geography 6 maths 3 literature 7 biology 4 information technology 8 chemistry c Tell Sts to go to Vocabulary Bank Education on p.161. Focus on 1 T h e sch ool system in the UK and the US and get Sts to do a individually or in pa irs. 4 3 >)) .:-\o\v do b. Play the audio for St to check anS\vcrs . Give practice of any \vords your Sts fi nd di fficult to pronounce, modelling and d rilling as necessary. 2 nursery 7 religious 3 secondary 8 pupils 4 state 9 head 5 private 10 terms 6 boarding 11 graduate Elicit / explain priests or rzuns (= rnen or \Von1en \vho belong co a religious order) and the phrase has a de8ree (= has finished university and passed all t he exan1s). I 4 3 l)) Education The school system in t he UK and the US In t he UK Children start primary school when they are five. Before that, many children go to nursery school, e.g. between the ages of two and four, but this is not compulsory. From 11to 18, children go to secondary school. The majority of schools in the UK (about 90%) are state schools, which means that they are paid for by the government, and education is free. The other 10% are private schools, where parents have to pay. A few of these are boarding schools, where children study, eat, and sleep. There are also some religious schools, where the teachers may be priests or nuns. Schoolchildren are usually called pupils (not 'students', which only refers to people who are at university), and the person who is in charge of a school is called the head teacher. The school year is divided into three terms. If you want to go to university, you have to take exams in your last year, and if your results are good enough, you get a place. A person who has fi nished university and has a degree is called a graduate. Sts no\v doc individually or in pairs. 4 4 l)) NO\V do d . Play t he audio for Sts to check ans\vers. Give practice of a ny v.:ords your Sts fi nd difficult to pronounce, n1odelling and drilling as necessary. 2 high 3 grades 4 kindergarten 5 twelfth grade 6 semesters 7 college 7A Get Sts to con1pare \.Vit h a partner and then check ansvvers. The school debating competition: the boys lost, but they wanted to do it again. The reading 'World Cup': this really motivated the boys. The play: it was a great success. e 4 10 l)) Tell Sts they are 110\V going to hear ho\.v \Vell Gareth did in the experi1nenc. Ask, \Vi th a sho'v of hands. ifSts think the boys' reading improved. Play the audio once the \vhole \vay through. Get Sts to con1pare \Vith a partner, and then check the ans,ver. All of the boys' reading had improved by six months and some of them had advanced t he equivalent of two years. r 4 10 >)) (script in Student's Book on p.128) Part 3 The boys had a great t ime with Gareth as their teacher. But at the end of the eight weeks, had their reading really improved? In the last week of the term, t hey had to do their national reading exams. The exams \Vere independently marked, and when the results were announced the boys had made great progress - all of them had improved by six months and some of them had advanced the equivalent of two years in just eight weeks! Extra support • If there's time, you could play the audio again \vhile Sts read the scripts on pp.127- 128, so they can see \\·hat they understood / didn"t understand. Translate / explain any ne\v \vords or phrases. f Do these as open-class questions. 4 SPEAKING a Put Sts in sn1all groups (three or four). Go through the instructions and the discussion topics in the list, n1aking sure Sts understand then1. Give Srs tin1e in their groups to each choose a different topic fron1 the list. Focus on the D ebating a top ic: o rganiz ing your ideas box and go through it \Vi th Sts. Then give them time (e.g. five n1inutes) to think of at least three reasons 'vhy they agree or disagree \Vi th the sentence they have chosen and to prepare \vhat they are going to say. Help Sts 'virh any vocabulary they n1ay need. b Sts in each group no\v take Lurns to say \.Vhether they agree or disagree \Vith the sentence they have chosen in a and \.vhy. The oLher ts should listen and at the end say if they agree or disagree \Vith the student 'vho introduced the topic, and \.Vhy. Finally, each group votes on 'vhether they agree or disagree. Get feedback to find out \.vho argued \Vhich topic in each group and if they managed to convince the others in their group. If there's ti1ne, you could have a brief open-class discussion on each topic. 5 GRAMMAR first conditional and future t ime clauses+ when, until, etc. a Focus on the questions and nlake sure Srs understand rhcn1. "fhcn gcr Sts, in pairs, to ans,ver the questions. Get some feedback fro111 the class and tell them ho'v you feel or felt about exams. b 4 11 >)) 4 12 >)) ·rcll Sts they arc going to listen ro t\.VO intervie,vs 'vith people '"ho have just taken important exams. Highlight that in the inrervie,vs the speakers use several exa n1ples of ti 111e clauses \.Vi th if, ivhen, as soon as, ere. First. focus on the Exams box and go through it 'vith Sts. o\v tell Sts that they are going to listen to Olivia first. Focus on the guest ions and play audio 4.1 J once the \.vhole 'vay th rough for Sts to 1 isten. Play the aud io agai 11 for Sts to ans\.ver questions 1-.5 about 0 I iv ia, pausing if necessary after each ans\.ver is . given. Get then1 to con1pare \Vith a partner and then play the audio again if necessa ry. Check ansvvers. Extra suppor t • Before playing the audio. go through the listening script and decide if you need to pre-teach / check any lexis to help Srs " ·hen they listen. Olivia 1 She is sure she has passed, but she is worried about her grades. 2 She gets her results tomorrow by post. 3 She doesn't want to plan any celebrations unti l she gets the results. 4 She wants to study medicine at Cambridge University. 5 She will do another year at school and take the exams again. 4 11 l)) J =journalist, O = Olivia J What subjects did you take? o Physics, chemistry, maths, and biology. J Do you think you've passed? O I'm sure I've passed, but I'm worried about what grades I'll get. J Why? o Because I want to study medicine at university - at Cambridge. and they won't give me a place unless I get at least three As. J Do you think you'll get them? O I don't know. I think I did OK, but I'm a bit worried about maths. J When will you get your results? o Tomorrow, by post. I'm really nervous - and so are my parents! When the post comes. I'll take the letter upstairs and open it on my own. J And how will you celebrate if you pass? O I don't want to plan any celebrations until I get the results. J What will you do if you don't get the grades you need? O I don't want to think about it. If I don't get into Cambridge, my parent s will kill me. No, I'm joking. I suppose I'll do another year at school and take t he exams again. J Well, good luck! o Thanks. Extra challenge • You could ask Sts a fe,v 1nore quest ions. e.g. \Vhiclt subjects did ()Livia lake? (physics, chen1istry, rnaths, and biology), \Vhat (jrades does Olivia need to (jet?, etc. 4 12 >)) ov; repeat the process for Ton1asz. \Vith audio 4.12. Tomasz 1 He thinks he has passed and is quite optimistic. 2 In two weeks' time in the post. 3 He will go out for dinner with his girlfriend. 4 He wants to work as an air t raffic controller. 5 He will carry on studying and t ake the exam again as soon as he can. I 4 12 ))) J =journalist, T = Tomasz J What exam did you t ake? T I took IELTS. I don't actually know what the letters stand for, but it's an important international English exam. J Why did you take it? T I want to work as an air t raffic controller, and you need a good qualif ication in English. I need to get at least a 6.5 in t he exam. J Do you think you'll get it? T I t hink so. I'm quite optimist ic. I think I did t he exam quite well. J When will you get the results? T In two weeks' time. They send them by post. J How will you celebrate if you pass? T I'll go out for dinner with my girlfriend. J And what will you do if you don't get a 6.5? Will you carry on studying English? TJ Yes, of course, I need it. I'll carry on studying and I'll take the exam again as soon as I can. Good luck. Extra challen ge • You could ask Sts a fe\v n1ore questions . e.g. Wh at exa11i did 7oniasz take? (TEL TS / an in1por tant international English exan1). \Vhat 111a,.k does Toniasz need? (6.5). etc. c 4 13 >)) Focus on the fi ve sentences from the intervie,vs and elicit 'vho said then1 (Olivia said sentences 1-4 and Tomasz said sentence 5). Then play the audio, pausing after each sentence for Sts to con1plete then1. C heck ans,·vers. Extra challen ge • Get Sts to tr;· and cornplete the sentences before t hey listen . 1 I get at least t hree As 2 the post comes 3 I get the results 4 my parents will k ill me 5 l ean 4 13 ))) 1 They won't g ive me a place unless I get at least t hree As. 2 When the post comes, I'll take the letter upstairs and open it. 3 I don"t want to plan any celebrations until I get the results. 4 If I don't get into Cambridge, my parents will kill me. 5 I'll take the exam again as soon as I can. Elicit / explain t he rneaning of unless(= if not) and as soon as (= the n:iornent \Vhen). Then ask Sts \vhat for1ns the verbs a re after the bold words (present si rnple) and if t he verbs refer to the present or to the fut ure (the future) . 7A d 4 14 >)) Tell Sts they w i 11 no\v Ii nd out \.Vhat grades Olivia got a nd \.vhat n1ark To n1asz got. They n1ust listen for the results and also find our \vhat they are going to do. Play the audio once the \vhole way through. Get Sts to compare \Vith a partner and then check answers. Olivia got an A in chemistry and biology, but only a Bin physics and a C in maths. She is going to see if she can get a place at another university. If she can't , she'll probably retake her A levels again next year. Tomasz got a 7. He's going to celebrate by going to his favourite restaurant with his girlfriend. 4 14 >)) J =journalist , o = Olivia, T = Tomasz J Olivia, I can see from your face that the result s, er, weren't exactly what you wanted - am I right? 0 Yeah. I got an A in chemistry and biology, but only a B in physics and a c in maths. Not nearly good enough. J So what are you going to do now? O Well, first I'll see if I can get a place at another university. But I don't think that I'll be able to, so ... I'll probably retake my A levels again next year. J Were your parents angry? O No, my mum and dad have been really nice - they knov1 how disappointed I am. ... J Well Tomasz, how did you do? T I got a 7. I'm really really pleased. It 's even bett er t han I expected. J So have you booked the restaurant? T Yes - well, my girlfriend has! We're going to my favourite place and I'm really looking forward to it. e 4 15 >)) 4 16 >)) TellScs to go to G r an1mar Bank 7A onp.144. Focus on the exarnple sentences and play the audio for Sts to listen to the sentence rhythm. You could also get Sts to repeat the sentences to practise getting the rhythm right. Then go through the rules with the class. Additional gramma r notes • Sts should be familiar with basic first conditional type sentences (if+ present, future (ivill)) from their Pre-intermediate course. Here they also learn to use unless (in stead of if. .. not) in conditional sentences and that other future time clauses (i.e. beginning \Vith when, as soon as, unless, etc.) 'vork in the same \.vay as if-clauses, i.e. they are followed by a present tense although they actually refer to the fut ure. This nlay be new fo r your Sts. • En1phasize that in the other (1nain) clause the verb forn1 is usually will+ infinitive, but it can also be an ilnperative or aoina to. • A typical rnistake is: using a future forrn after 1vhen, unless, etc., e.g. f'll callyon w1re11 f' ll a1"ri11e:. Focus on the exercises and get Sts to do them individually or in pairs. Check ans,vcrs, getting Sts to read the full sentences. 7A a 1 will get 2 won't mark 3 are/ 're 4 doesn't improve 5 hurry b 1 until 2 before 3 when 4 after 5 unless 6 don't know 7 shouts 8 will finish 9 won't go out 10 need 6 as soon as 7 until 8 when 9 unless 10 before Tell Sts to go back to the nlain lesson 7 A . Extra support • If you think Sts need 111ore practice, you nlay \Vant to give then1 the Gran1n1ar photocopiable activity at this point or leave it for later as consolidation or revision. f Put Sts in pairs and focus on the questions. Tell Sts that they should n1ake true sentences beginning with the phrases in the question, e.g. As soon as I Bet home I'll ... , If I don't pass my EnBlish exam, I 'll ... , etc. Give Sts a fe\v minutes to think about their sentences. Then they shou Id ask each other the questions and ans,ver 'vi th full sentences. Get so1ne feedback. g Put Sts in groups of three or four, calling each tean1 A or B . 1\n A team \viii \vork \vith a B tean1 in this act ivity. Tell Sts to go to Co1nmu nication Three in a row on p.106. Go through the instructions. Tell tean1s A that they are the crosses (X) and tea1ns B the noughts (0). Ask Sts if they knO\V the ga1ne Nou8hts and Crosses and explain that th is is \Vhat they are going to play. . .\s they are playing, \Valk around nlonitoring and helping \Vith any queries. Find out \vhich tean1s won and elicit some example sentences. Tell Sts to go back to the n1ain lesson 7 A. 6 READING & SPEAKING a Focus on the article and photo, and on the title and subheading. Ask Sts ho\.v they \Vould feel if their mo ther or father asked them if they \vanted to practise for five hours or six. • Then ask them \vhat kind of rnother they think Amy Chua is ar1d elicit ideas. No\v get Sts to read the article once to find out \vhat a 'tiger mother' is. Get Sts to con1pare \.Vi th a partner and then check the ans\ver. Extra suppor t • Before Sts rt'.acl the article. check it for \·vords and phrases \vhich your Sts nlight not kno\v and be ready to help \vith these \vhile they arc ans,vering the questions or afterwards. You n1ay even \vant.10 pre- teach /check a fe\v \.VOrds /phrases to lighten 1.he load, e.g. a hufl· cornpt1lso1y, etc. (but not the high I ighted ones) . A 'tiger mother' is a very strict mother, who makes her chi ldren study very hard and doesn't really allow them any free time. She wants her children to be the best in everything. b Focus on the task. Set Sts a time limit to read the article again, e.g. five minutes, and to put phrases A- Hin the correct places. Get Sts to compare \Vith a partner and then check ans\vers . 2 E 3 G 4 H 5 B 6 D 7 F 8 A c Focus on the highlighted vvorcls and phrases. Get Sts, in pairs, to \vork out their nleaning. Tell then1 to read the \vhole sentence as the context \Vill help then1 guess. Check answers, either explaining in English, translating into Sts' Ll, or getting Sts to check in their dictionaries. Deal \Vith any other nev,r vocabulary and e ncourage Sts to \vrite do\vn anv useful ne\V le xis from the text. , d Focus on the responses. You may want to explain that no\vadays \Vith online ne\vspapers readers are encouraged to respond to articles and leave thei r o p1n1ons. Put Sts in pairs and get then1 to read the responses and then say which, if any, they agree \Vi th . Alternatively, ask the whole class. If Sts did this in pai rs, get sorne feedback. e Focus on the make and let box and go through it 'vi.th Sts. T hen focus on the questions and put Sts in pairs or srn.all groups to discuss t hen1. Get sorne feedback . Extra idea • If son1e of vour Sts have children. ask them if thev are .: • J as strict as Amy Chua. '