English File Pre-Intermediate Teacher's Book - third edition, Exercícios de Engenharia Química

Baixe English File Pre-Intermediate Teacher's Book - third edition e outras Exercícios em PDF para Engenharia Química, somente na Docsity! Christina Lcitham-Koenig Clive Oxenden PaulSeligson with Anna LOwy Rachel Godfrey 8eatriz Martin Garcfa Kate Mellersh OXFORD 1 Christina Latham-Koenig Clive Oxenden PaulSeligson with Anna LOwy Rachel Godfrey 8eatriz Martin Garda Kate MeUersh ENGLISH FILE Pre-intermediate Teacher's Book Paul Seligson and Clive Oxenden are the original co-authors of English File 1 and English File 2 OXFORD UNIVERSITY PRESS Pronunciation Speaking Listening Reading vowel sounds, the alphabet Common verb phrases: home and family,job/stud ies, f ree time final-si -es 101 and 13:/ regular verbs: -ed endings sentence stress word stress sentence stress and fast speech sounding friendly Do you have a fri end who is looking for a partner? Describing a picture Your last holiday Talking about photographs Charlotte's two dates David Hackney's Mr and Mrs Clark andPercy Mia and Linda The jmage that cost a fortune The story of Hannah and Jamie When Hannah met Jamie Three travel plans Facebook friends Who knows you better - your mother or your best friend? The place is perfect, the weather is wonderful A moment in history We were there! Top airports in the world Flight details pronunciation in a dictionary What's the word? TV game show 900 new words in 3 months Ij l and Id:>' cand ch lel, I<IUI, and lA! sentence stress word and sentence stress IAl, lu:/, lall, and lel '1/, won't word stress: t wo-syllable verbs the letters ow Present perfect questionnaire Last weekend Spending time Teenage carers Teenagers have annoying habits - but so .do their parents Have you ever bought something The style interview that you've never worn? Sven's weekend What did you really do at the weekend? Expert advice Shoe shops discover matching crimes We're living fast er, but are we living better? AU capita l cities are unfriendly - Three tests in London or are they? All capital cities are unfriendly - or are they? Diet and lifestyle questionnaire Radio programme - Lifestyle Everything bad is good for you Are you a positive thinker? Radio programme - Positive thinking A pessimist plays a pessimist I'll never forget you Revision questionnaire Understanding your dreams 1'1\ never forget you Dreams Can music really make you run fast er? 5 I 1 Grammar Vocabulary 52 A How to ... uses of the infinitive with to verbs + infinitive: try to, forget to, etc. 54 B Being happy uses of the gerund (verb + -ing) verbs + gerund 56 C Learn a language in a month! have to, don't have to, must, mustn't modifiers: a bit, really, etc. 58 ~--------~------~--~--------------------~~----- 60 A I don't know what to dol 62 B If something can go wrong •... 64 C You must be mine 66 REVISE AND CHECK 7&8 68 A What would you do? 70 B I've been afraid of it for years 72 C Born to sing 74 76 A The mothers of invention 78 B Could do better 80 C Mr Indecisive 82 REVISE AND CHECK 9&10 84 A Bad Losers 86 B Are you a morning person? 88 C What a coincidence I 90 92 A Strange but truel 94 B Gossip is good for you 96 C The English File quiz 98 REVISE AND CHECK 11&12 100 Communication III Writing 118 Listening should if + present, will + infinitive (first condi tiona!) possessive pronouns if + past, would + infinit ive (second conditional) present perfect + for and since present perfect or past simple? (2) passive used to might expressing movement word order of phrasaL verbs so, neither + auxiliaries past perfect reported speech questions without auxiliaries 126 Grammar Bank 150 Vocabulary Bank get confusing verbs adverbs of manner animals phobias and words related to fear biographies verbs: invent, discover, etc. school subjects word building: noun formation sports, expressing movement phrasal verbs similarities verb phrases say or tell? revision 164 Irregular verbs 166 Sound Bank Pronunciation weak form of to, linking the letter i must, mustn't /0/ and /u:/, sentence stress linking sentence rhythm word stress sentence stress word stress, h:/ IJI, -ed, sentence stress used to I didn't use to diphthongs sports linking sentence stress, 161 and /fJI contractions: had I hadn't double consonants revision Speaking Singing and being happy Have you ever ... ? What's the problem? What would you do ... ? Questionnaire revising tenses Talking about an older person Passives quiz Did you use to .. ? Are you indecisive? Listening Nigel's first meeting Singing school Language tests Radio programme - What's the problem? Holiday couple survive seven natural disasters Girl continued Three phobias Top Sounds Radio programme - Inventions Memories of school Reading How to Survive Meeting Your Girlfriend's Parents for the First Time I will survive (in Spanish) ... or will I? Too macho to talk? It always happens Girl by O.Henry Why are the British so bad at learning languages? Would you know what to do? Scared of spiders. Take this pill. like father like son Did you know ... ? Is too much choice making us unhappy? Dolphins save swimmers from a shark attack Sport - you love it or you hate it Bad losers? Phrasal verb questionnaire Early bird! True sentences Facebook co incidence And finally .. An anecdote Rosemary and Iris General knowledge quiz News round the world Here's a secret: Gossip might be good for you Heart couple's amazing coincidence 7 i I Student's Book Files 1-12 The Student's Book has twelve Files. Each File is organized like this: A, B, and C lessons Each file contains three two-page lessons which present and practise Grammar, Vocabulary, and Pronunciation with a balance of reading and listening activities, and lots of opportunities for speaking. These lessons have clear references > to the Grammar Bank, Vocabulary Bank, and Sound Bank at the back of the book. Practical English Every two Files (startin g from File 1), there is a two-page lesson which teaches functiona l 'survival English' (for example langauge for checking into a hotel or ordering a meal) and also social English (useful phrases like Nice to meet you, Let's go.). The lessons have a story line and link with the EllglishFile Pre-intermediate Video. Revise & Check Every two Files (starting from File 2) there is a two-page section revising Grammar, Vocabulary, and Pronunciation of each File and providing Reading, Listening, and Speaking 'Can you . .. ?' challenges to show students what they can achieve. The back of the Student's Book The lessons contain references to these sections: Communication, Writing, Listening, Grammar Bank, Vocabulary Bank, and Sound Bank. STUDYIMI~I~ iTutor For students to review after class, or catch up on a class they have missed. • A 11 the Grammar, Vocabulary, and Pronunciation • Readings (with audio) Online skills For students to develop and practice their skills • Reading and Listening with exercises for every File . - - ., .... • --. [NGllSH',l' oxfordlearn~ I • Listenings (witb tapescripts) • Writing and Speaking models and tasks for every File • All the video for Pract.ical English, In tbe Street, and Short films • Revise and Check readings and dictations • All video and audio can be transferred to mobile devices. • iTutor does not contain the songs or the surprise endings to stories or lessons. Workbook For practice after class • All the Grammar, Vocabulary, and Pronunciation, and Practical English • Extra reading • A listening exercise for every lesson • Pronunciation exercises with audio • Useful Words and Phrases • Audio for Pronunciation and Listening exercises (on iChecker) • Available with or without key Online workbook • All the Workbook content, with instant answers • Hints and tips • 'Speak and record' • Audio for all the Reading texts and Useful Words and Phrases iChecker For students to check their progress and challenge themselves • Progress Check, with 30 multiple choice questions on Grammar, Vocabulary, and • Challenge, where students build a text using the language they have learnt from the File • Audio Bank, with all the audio for the Workbook listening and pronunciation Pronunciation app For students to learn and practise the sounds of English • Individual sounds • Sounds in useful phrases • S pea k a nd record Student's website www.oup.com/elt/englishfile • Extra practice of Grammar, Vocabulary, Pronunciation and Practical English • Learning resources • Games and puzzles ) I For teachers Teacher's Book Detailed lesson plans for all the lessons including: • an optional jbooks-closed' lead-in for every lesson • Extra idea suggestions for optional extra activities • Extra challenge suggestions for ways of exploiting the Student's Book material in a more challenging way if you have a stronger class • Extra support suggestions for ways of adapting activities or exercises to make them work with weaker students Extra activities are colour coded so you can see at a glance what is core material and what is extra when you are planning and teaching your classes. All lesson plans include keys and complete audio scripts. Over 100 pages of photocopiable activities in the Teacher's Book .. ---..... ~- Grammar seepp. 162-197 • An activity for every Grammar Bank, which can be used in class or for self-study extra practice • An Activation section, to encourage students to use the new language in class iTools • The complete Student's Book, Workbook and Teacher's Book (photocopiables) onscreen • [nteractive activities for all Grammar and Vocabulary Banks • All class audio (including songs) and video, with interactive scripts • 4Click and reveal' answer keys for Student's Book, Workbook, and Teacher's Book • Resources including, Grammar Bank PowerPoints and Vocabulary flashcard Communicative see pp.209 -244 • Extra speaki ng practice for every A, B, C lesson • 'No cut' alternatives to reduce preparation time Test and Assessment CD-ROM • A Quick Test for every File • An End-of-File test for every File • Entry Tests, Progress Tests, and an End-of- course Test • A and B versions of all the main Tests • Audio for all the Listening tests Class audio COs • All the listening materials for the Student's Book Vocabulary see pp. 248-262 • Extra practice of new vocabulary, for every Vocabulary Bank OVO Practical English • A unique teaching video that goes with the Practical English lessons in the Student's Book In the street • Short interviews filmed in London, New York, and Oxford University Press to accompany the Revise and Check section Short film • Short documentary fi lm for students to watch for pleasure after the Revise and Check section OXJ"ORD .-~----.---- ~~;;, I;-~~- ~ I -----_ .. Song see pp.268-279 • A song for every File • provides the lyrics of the song. with tasks to do before, during, or after listening. ) I Teacher's website www.Dup.comielt / teacher/ englishfile • Extra digital ideas , teaching resources, and support 11 G word order in questions V common verb phrases, spelling and numbers P vowel sounds, the alphabet Lesson plan T his fi rst lesson has three main objectives: to help you and the Sts to get to know each other, to give you a clear idea of the level of your class, and to prov ide some quick, efficient revision of some elementary language points. T he first exercise provides the context for revisin g an important grammar point: the order of words in questions. T he vocabulary focus is on common verb phrases. Sts use these to complete the questions, wh ich they then ask each other. They then focu s on the word order and practise it in the Grammar Bank. The alphabet is revised, and the listening activity gives you the chance to quickly revise spelling and numbers. Sts then bring all the language together by interviewing each other and completing a form. T here is an Entry Test on the Test and Assessment CD -ROM, whkh you can give the Sts before starting the course. STUDV!E1:3 • Workbook lA • iTutor • www.oup.com/eLt/engLishfile Extra photocopiable activities • Grammar Word order in questions p.162 • Communicative Student profile p.209 (instruct ions p.19B) • www.oup.com/elt/teacher/englishfile Optional lead-in (books closed) • Before the class choose some party music. You could use one of the songs from the book, e.g. I Heard It Throu8h the Grapevine (CD .5 Track 26) . • Introduce YOllrselfto the class. Say Hello, I'm . . • Tell StS to stand up. Divide rhe class into twO groups, A and B. Ask both groups to make a circle, A inside B . Tell them to imagine that they 're at a party. When you play the music, tell them to walk round in their circle, one clockwise and the o ther anticlockwise. Each time you stop the music, tell them to introduce themselves to the person standing opposite them. Elicit that they can say Hello or Hi, i'm . .. o r My name's ... and should respond N ice to meet YO ll . 1 VOCABULARY & SPEAKING common verb phrases a If you didn't do the Optionallead-in, and your Sts don 't know each other, set a time limit offor example two minutes, and tell Sts to s tand up and move round the room introducing themselves to other Sts. Tell them to say Hello 1 Hi, I'm .. . ; Nice to meet you, and to try to relnelnber other Sts' names. Books open. Focus on the pictures and the questions. Elicit the verbs for the first three questions under 1 Home and Family (are, were, live). Put Sts in pairs and tell [hem to complete the other questions with the correct verbs. Point Out that in the Job 1 Studies section there are two possible conversations depending on whether the person h as a job or is a student. ! You may have Sts who are neither at school 1 university nor working, e.g. they are unemployed or at home with children. If so, point our that ifin section 2 somebody answers the question What do you do? with for example I'm unemployed Ilooki1I8for a job, they should think of a follow-up question if they can, and then go to the question Can you speak any other languaBes? Check answers, making sure that Sts understand the whole question, not just the missing verb. 1 HOME AND FAMILY are, were, live, live, have, have 2 JOB / STUDIES do / study I work like I f speak st udy / learn I go are I 3 fREE TIME listen, play, watch / like, do, read, go, do b fV2 »)) Focus on the Sentence stress box and go through it with Sts. Tell Sts to listen to the rhythm in the seven questions in Free Time. Play the audio once for Sts just to listen. I ~2 »)) What kind of music do you listen t o? Do you play a musical instrument? Which? What TV programmes do you watch? Do you do any sport or exercise? What? What kind of books or magazines do you read? How of t en do you go to the cinema? What did you do last weekend? Now play it again, stopping after each question for Sts to repeat. T hen repeat the activity eliciti ng responses from individual Sts. e Focus on the instruct ions and the example. Demonstrate the activi ty by getting Sts to ask you questions first. Use full answers, giving extra information. Extra challenge • Encou rage Sts to ask follow-up questions, e.g.: A Do you have any brothers and sisters? B I have one brother. A How old is he? 1 What's his n.ame? 1 What does he do? Put Sts in pairs . Give them at least five nlinutes to ask and answer all the questions. Monitor their conversations, to give you an idea of their oral level. Get feedback from several pairs to see what they have in common. I Wal)) 1 Passengers on the British Airways flight to Barbados please go to gate number 40, where this night is ready to board. 2 A How far is it from London to Manchester? B I'm not sure. Let's google it. It says here 181 miles. 3 A Hello. B tt's Ben. I'm at the station. Do you have Nicola's mobile number? A Yes. Just a moment. B OK. A It's 0792 9618 847. B 0792 9618 8477 A That's right. 4 A Where do you live in Ireland? B I live in a village near Dublin. A How big is it? B It's quite small. The population is onty about 2,500 people. S A Can I have two Cokes and a mineral water, please? B Two Cokes? A Yes, and a mineral water. How much is that? B £6.15. A Sorry? 50 or 15? B 15. £6.15. e Focus on the instructions and the form. Put Sts in pairs and get them to interview each other. IfSts do not want to give their real address and phone number, te ll them to invent one. Remind Sts that when we say phone numbers in English we say the individual digits, and that 0 can be oh or zero. You might also want to check that Sts know how to say an email address, e.g. that @ = at and, = dot. When they have finished, get Sts to show each other their forms to check the information. Get some feedback. lA .. G present simple V describing people: appearance and personality p fina l -s I -es Lesson plan In this lesson the present simple (all forms) is revised in detail through a British magazine article Who knows you better? A family member and a friend both try to choose a suitable partner for Charlotte, a single woman. T he lesson begins wi th vocabulary. Basic language for physical description is revised and in the Vocabulary Bank new language is presented, and adjectives of personality are introduced. Sts then read the article about Charlotte, and focus on the grammar of the present simple. They then listen to Charlotte describing her two dates. This is followed by a pronunciation focus on the 3rd person-s ending, and the lesson ends with Sts describing a member of their family in detail, and wri ting a short description. STUDVr:m!3 • Workbook 1 B • iTutor • www.oup.com/elt/ englishfile Extra photocopiable activities • Grammar Present simple p.163 • Communicative Ask me a question p.210 (instructions p.198) • Vocabulary Describing people p.24B (instructions on p.245) • Song Ugly p.268 (instructions p.263) • www.oup.com/elt/teacher/engLishfile Optional lead -in (books closed) • Write on the board: DIRECT FAM ILY mother OTHER R ELATIVES grandmother H US B AND I W IFE'S FAM ILY mother-in-law • Put Sts in pairs. Give them a minute to add more words to each category. G et feedback and write the words on the board . • Remind StS of the pronunciation of difficult words like dauBhter. 1 VOCABULARY describing people a 9 J)) Books open. Focus on the instructions and the three pictures. Tell StS they are going to listen to Luke, who is describing his girlfriend. Play the audio for Sts to listen and choose the best picture. Check answers, eliciting the words and phrases which helped Sts to identify the girl, e.g. shol't dark hail'. Elicit I teach the meaning of curly. Picture 1 1(1)9») F = friend, L = Luke F TeU me about Molly. What does she look like? L She's quite tall and she has short dark hair. It 's very curty. And she has brown eyes and a beaut iful smile. F And what's she like? L She's really nice - very friendly and extrovert. She's got lot s of friends. I'm sure you're going to like her. b Play the audio again. T his t ime StS must listen for the twO questions asked by the friend and Luke's response to the second question. Get 5 ts to compare w ith a partner, and then check answers. The t wo questions are: What does she look like? What's she like? Luke answers 'She's really nice.' Now go through the What does she look like? What is she like? box witb the class. c Tell Sts to go to Vocabulary Bank DescribinB people onp.1S0. Focus on 1 Appearance and get Sts to do a individually or in pairs. 1 10 ») Now do b . Play the audio for Sts to check answers. Make sure Sts understand the individual words ill the descriptions, and give further practice of any words your Sts find difficult to pronounce, e.g. beard, height, etc. IlDIO ») Appearance 2 She has curly red hair. 3 She has long st raight hair. 1 She has big blue eyes. 6 She has dark wavy hair. S He has a beard and a moustache. 4 He's bald. 7 He's very taU and th in. g He's quite short and a bit overweight. 8 He's medium height and quite slim. Now go through the information box with the class about thin or slim? fat or overweight? and Using two adjectives together. YOll might also want to elicit from Srs different typical colours for hair, i.e.fair I blond!e), "ed, Brey, liBht I dark brown, black, white. Focus on 2 Personality and get Sts to do a individually or in pairs. Check the answers to a before moving on to h. 2 t alkat ive 3 generous 4 kind 5 lazy 6 funny 7 clever 8 shy Now Sts do b by putting tbe adjectives from the list into the Opposite column in a. 11 1)) Now do c. Play the audio for Sts to check answers. Play again pausing for Sts to repeat the words. Give further practice of any words your Sts find difficult to pronounce. (jJlli)) Personatity 1 friendly, unfriendly 2 talkative, quiet 3 generous, mean 4 kind, unkind 5 lazy. hard-working 6 funny, serious 7 clever, stupid B shy, extrovert You might want to teach Sts silly as a softer version of stupid. Focus on the nice;fttnny orjttn? box and go through it with the class. Finally, for d , put Sts in pairs and get them to ask and answer questions about a member of their fanlily and a good fr iend. Get some feedback from the class. Tell Sts to go hack to the main lesson lB. Extra support • If you thi nk Sts need more practice, you may want to give them the Vocabulary photocopiable activity at this point. 2 READING a Do this as an open-class question and elicit Sts' opinions. Tell them what you think too. h Focus on the magazine article and the photo. Ask Sts What does Charlotte look like?, etc. to revise physical descriptions. Give Sts a minute to read the introduction and first paragraph and answer questions 1-4 in pairs. Check answers. Remind Sts of the's in 3 A lice is Charlotte's mother. 1 Single people ask their mother and best friend to find them a partner. 2 Charlotte is a single, 25-year-old web designer, who is (ooking for a part-ner. 3 Alice is Charlotte's mother and Katie is Charlotte'S best f riend. 4 Alice and Katie have to choose a man for Charlotte. Then Charlotte goes on a date with each man. e Focus on the rest of the article (what Charlotte says). Remind Sts of the importance of guessing words from context when they are reading. Tell Sts to read what she says, and as they read try to guess the meaning of the highlighted words and phrases. Set a time limit. Then get Sts to compare their guesses w ith a partner. Check answers, by miming or translat ing into Sts' L1 if you prefer. Alternatively, Sts could check in their dictionaries. Deal with any other new vocabulary. 18 d Put Sts in pairs. Get them to cover the text and answer the four questions. C heck answers, eliciting as much information as possible. 1 She likes going to the cinema and reading. ' 2 She's friendly, sociable, and has a good sense of humour. 3 She likes interesting men who can make her laugh. She likes men who are t aller than her and have a nice smile. She likes men who are into literature, art , and classical music. She doesn't like men with beards. 4 She doesn't know who is going to choose better. Katie might choose a man who is physically right for her, but Charlotte's mother has known her for longer. E x t ra idea • Get Sts to close their books and write the four questions on the board. 3 GRAMMAR present simple a Focus on the instructions. Give Sts a few minutes to complete the gaps . C heck answers. 1 doesn't 2 goes 3 does 4 do 5 don't b Put Sts in pairs and tell them to answer the three questions. C heck answers. 1 You add the letter s. 2 watches / studies / goes / has 3 a Do, don't b Does, doesn't e fi 12 1)) 13 1)) Tell Sts to go to Grammar Bank IB on p.l26. Focus on the example sentences and play the audio for Sts to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the class. Additional grammar notes Present simple • Remind Sts: - of the difference in pronunciation between do /du :!, don't /d<>unti, and does /dAzl. - of the pronunciation of goes /g<>uzl and has /hrezl. - that the contracted forms don't and doesn't are always used in conversation. Adverbs and expressions of frequency • You may want to point out that usually I normally and sometimes can also he used at the beginning of a present simple sentence, e.g. Sometimes I (Jet up late on Saturday. • Other common every expressions of frequency are every week, every month, every year. • In expressions like once a month, twice a day, ete. remind Sts that once and twice are irregular (NOT one time, two tiJJtes). ' times' is used with all other nUlllbers, e.g. ten times, thirty times (a year). 18 6 SPEAKING & WRITING describing a person a Give Sts five minutes to make a few notes about a person they know well who is single and looking for a partner. Monitor and help w ith vocabulary. Extra support • Tell Sts to make notes about their person in the form. b Put Sts in pairs, A and B. Remind Sts of the meaning of compatible and tell them to think of people who are possibilities for each other, e.g. if A has thought of a man, B should try to think of a woman. A describes his I her person and B listens and asks for more information. Sts swap roles and B describes his I her person to A. Are the two people compatible? c This is the first time Sts are sent to the Writing at the back of the Student's Book. III this section Sts will find model texts , w ith exercises, and language notes, and then a writing task. We suggest tbat you go through the model and do tbe exercise(s) in class, but set the actual writing (the last activity) for homework. - Tell Sts to go to Writing Describinfl a pe1'son on p.lll. Focus on a and get Sts to read Charlie's email and correct the ten mistakes. Get Sts to compare with a partner, and then check answers. 1 I am 21 years old. 6 can be 2 studying 7 don't 3 photo B much 4 brown 9 because 5 friends 10 English Now do b and tell Sts to read the email again and then to cover it and answer questions 1-7. Check answers. 1 He's from Barcelona. 2 Carlos. 3 His parents and his dog. 4 He's at university. I He's a student. S He has black hair and brown eyes. 6 He's positive and funny. 7 Watching TV and ~laying computer games. Now focus on the chart in c and get Sts to w rite their own emails o n a piece of paper. In d Sts check their work for mistakes before giving it in. Tell Sts to go back to the main lesson lB. 7 18 ))) SONG Ugly.n This song ,was originally made famous by the Sugababes in 2005. For copyright reasons this is a cover version. If you want to do this song in class, use the photocopiable act ivity on p.268. (ylB ))) Ug ly When I was seven they said I was strange I noticed that my eyes and hair weren't the same I asked my parents if I was OK They said you're more beautiful and that's the way They show that they wish that they had your smi le So my confidence was up for a while I got real comfortable with my own style I knew that they were only jealous 'cause Chorus People are atl the same And we only get judged by what we do Personality reflects name And if I'm ugly then so are you, so are you There was a t ime when I felt like I cared That I was shorter than everyone there People made me feel like life was unfair And I did things that made me ashamed 'Cause I didn't know my body would change I grew taller than them in more ways But there will always be the one who will say Something bad to make them feel great Chorus x2 Everybody talks bad about somebody and Never realize how it affects somebody and You bet it won't be forgotten Envy is the only thing it could be Chorus x2 G present continuous V clothes: boots, skirt, etc., prepositions of place: under, next to, etc. P Jg/ and /3:/ Lesson plan In this lesson Sts learn vocabulary for clothes and revise prepositions of place and the present continuous in the context of a famous painting by David Hockney, which has an interesting story behind it. The lesson begins with clothes vocabulary, and a pronunciation focus on two common vowel sounds /g/ and 13:/. Focussing on the painting then leads them to the Grammar Bank, where they look at using the present continuous for things that are happening now, around now, and for describing what is happening in a picture. The present continuous is also contrasted with the present simple for habitual or permanent actions. Sts then have a listening activity where they hear about the story behind the painting. They then revise prepositions of place, and all the language of the lesson is pulled together in a final speaking activity, where Sts describe paintings to each other. STUDYI!l:m • Workbook le • iTutor • iChecker • www.oup.com/elt/engLishfiLe Extra photocopiable activities • Grammar Present simple or present continuous? p.164 • Communicative At an art gallery p.211 (instructions p.19B) • VocabuLary Things to wear p.249 (instructions p.245) • www.oup.com/eLt/teacher/englishfiLe Opt iona l lead -in (b o oks closed ) • Write tbe word C LOT HES on the board (or play Hangman with it) . T hen ask Sts how to pronounce it (/klguoz/) and ifit is singular or plural (plural). Explain that there is no singular form, and that if they want to talk about an item of clothing, they should refer to it by name, e.g. a sweater. Now draw a line before C LO T H ES on the board, e.g. _ -:---:-- CLOT HES, and ask Sts what verbs they can use with clothes. They should be able to produce wear, buy, try on, and possibly put on and take off 1 VOCABULARY clothes a Books open. Focus on the pictures of the models and ask Sts to match the items of clothing and the words. Check answers. 1 top 2 shirt 3 skirt 4 trousers 5 boots 6 shoes b Tell Sts to go to Vocabulary Bank Thingsyou wear on p.lSl. Focus on the four sections (clothes, footwear, accessories, and jewellery) and make sure Sts know what they mean and how to pronounce them. Now get Sts to do a individually or in pairs. 2 11119))) Now do b. Play the audio for Sts to check answers. Play it again, pausing after each word for Sts to repeat. Give further practice of words your Sts find difficult to pronounce. ( 19)) Things you wear Clothes Footwear Jewellery 12 cardigan 18 boots 30 bracelet 3 coat 19 flip-flops 29 earrings 2 dress 16 sandals 32 necklace 9 jacket 17 shoes 31 ring 5 jeans 15 trainers 8 shirt Accessories 1 shorts 21 belt 6 skirt 25 cap 7 suit 27 hat 14 sweater 26 leggings 4 top 23 gloves 10 tracksuit 24 scarf 11 trousers 28 socks 13 T-shirt 22 tie 20 tights Highlight that plural clothes cannot be used with a, e.g. NOT a tf8tlSers. IfSts want to use an indefinite article, tbey should use some, e.g. J bought some trousers I some shoes. Extra ch a llenge • You could also teach a pair of which is often used with plural clothes words. Focus on c. Give Sts a minute to cover the words and test themselves or each other. Finally, go through the wear, carry, or dress? box with the class. Tell Sts to go back to the main lesson 1 C. Extra suppo rt • If you think Sts need more practice, you may want to give them the Vocabulary photocopiable activity at this point. PRONUNCIATION 10/ and 13:/ Pronunciation notes • Igl is the most common sound in English. It is a short sound, and always occurs in an unstressed syllable, e.g. doctor l'dDktol, address I,,'dres/. • You may want to point out to Sts that unstressed -er or -or at the end of a word are always pronounced Ig/, e.g. teacher, better, ete. and that -tion is always pronounced If"nI. • 13:1 is a similar sound, but it is a long sound and is always a stressed syllable, e.g. nurse Im:s/, worker I'W3:k"l. le a 20») Tell Sts to listen to the words in the two groups. Play the audio once for Sts just to listen. ~20»)) See words in Student's Book on p.8 Then play it again, pausing after each word for Sts to repeat. Finally, repeat the activity eliciting responses from individual Sts. bPut Sts in pairs. Give them a few minutes to underline the stress in the words in the list and then to decide if the highlighted sounds belong to I or 2 in a. c 21 »)) Play the audio for Sts to check their answers. (!>21 »)) actor, cinema, first, painter, third, arrive, fa shion, world, university, picture, working, prefer Play the audio again, stopping after each word or group for Sts to repeat. 1 1'<)/ actor, gnema, painter, arrive,@shion, Q,kture 2 13:1 first, third, world, university, working. prefer d Tell Sts to go to the Sound Bankonp.166. Go through the spellings for I~I and 13:1. Tell Sts to go back to the main lesson lC. STUDY mm Sts can practise these sounds on the iTutor and on the English File Pre-intermediate website. e Put Sts in pairs and get them to answer the questions. Get some feedback from the class. 3 GRAMMAR present continuous a Focus on the painting on p.9 by David Hackney and ask Sts if they like it. Give Sts a few minutes to answer the questions in pairs, either orally or in writing. Get feedback, accepting all reasonable suggestions. IT he woman has curly blonde hair and she is medium height. The man has long dark hair and is slim. 2 The woman is wearing a long black and red dress. The man is wearing a shirt, a blue jumper, and trousers. He isn't wearing shoes. 3 The woman is standing by the window. The man is sitting on a chair, and a White cat is sitting on his knee. They are looking>.a::;t;,;t;:,h::;e.lp::;a::;in;,:t;:;e:;,r. ______ _ b Focus on the sentences and give Sts a minute to choose the right form and discuss in pairs why the other is wrong. Check answers. 1 isn't wearing (because we are describing a painting and saying what is happening at that moment) 2 wear (because it's something that happens habitually / frequently) 3 is sitting (because we are saying what is happening at the moment, now) 4 sits (because it's something that habitually happens) c 22 »)) W 23 »)) Tell Sts to go to Grammar Bank 1 C on p.l26. Focus on the example sentences and play the audio for Sts to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the class. Additional grammar notes • Some languages do not have an equivalent to the present continuous and may always use the present simple. Typical mistake: The man in the picture wears a hat. We live with friends at the moment because builders work on our house. • The present continuous is used to describe what is happening in a painting because it is as if we were looking at a scene through a window. • The future use of the present continuous (I'm leaving tomorrow.) is presented in 3B. Focus on the exercises for 1 Con p.127. Sts do the exercises individually or in pairs. Check answers, getting Sts to read the full sentences. a 1 John is wearing a shirt today! 2 It's hot. Why are you wearing a coat? 3 Anna isn't sitting next to Jane today. 4 Hey! You're standing on my foot! 5 What book are you reading? 6 We are thinking of you at the moment. 7 Is she wearing make~up? 8 They are making a big mistake. 9 Is your mother shopping in town? 10 She isn't living with her parents at the moment. b 1 dbesn't bite 2 are ... wearing, 's raining 3 'm not listening 4 need, don't have 5 's putting 6 Do ... cook, eat 7 are ... doing, 'm waiting 8 want 9 works 10 live, 're staying Tell Sts to go back to the main lesson IC. Extra support • If you think Sts need more practice, you may want to give them the G rammar photocopiable act ivity at this point. d Tell Sts to look at the pictures on pA, and to answer the two questions. Extra support • G ive Sts some time to write three sentences about each picture. Get some feedback from the class. On the left there's a man. He's wearing a suit, and he's carrying a case. He's running. In front of him there's a woman. She's wearing a pink dress and a scarf. She's walking, etc. I I I Function Language describing problems; asking for help There's a problem with ... ft isn't working, I'm sorry to bother you, etc, Lesson plan T his is [he first in a series of six Practical English lessons (one every other File) which teach Sts functional language to help them 'survive' in English in travel and social situations. There is a storyline based on two characters, Jenny Z ielinski, an American journalist who works in the NY office of a magazine called NewYork24seven and Rob Walker, a British journalist who works in London for the same magazine, but who is now in New York for a month. If your Sts did English File Elementary, they will already be familiar w ith the characters . If your Sts didn't do English Fi le E lementary, you might want to point out that in the You Say section of the lessons, they will be listening and then repeat ing what the people say. If the speaker is Jenny, they will be listening to an American accent, but they do not need to copy the accent when they repeat her phrases. T he main focus of this lesson is on describing problems and asking for help. These lessons can be used with Class DVD, iTools, or Class Audio (audio only). Sts can fi nd all the video content and activit ies on the iTutor. STUDYI!m • Workbook Hotel problems • iTutor • www.oup.com/elt/englishfile Test and Assessment CD-ROM • Quick Test 1 • File 1 Test • www.oup.com/eltlteacher/engLishfile O ptional lead -in (book s closed) • If your Sts did English File Elementary, elicit anything they can remember about Rob and Jenny, and write it on the board in columns under their names. Leave it on the board, so when Sts do exercise c , they can see ifJenny ment ions any of the points on the boa rd. • If your Sts didn't do English File Elementary, introduce tbis lesson by giving the information in the Lesson plan. 1 INTRODUCTION a Focus on the first two photos at the top of the page and tell Sts that the woman is Jenny and the man is Rob, and that they are the main characters in these lessons. G et Sts to describe them, using language that they learned in IB, e.g. Jenny is blonde. She has long straight hair, etc. b 261)) Focus on tbe instructions and the six photos. Make sure Sts understand the meaning of mention. Give Sts a few minutes to think about which order to put them in, Now play the audio once the whole way through fo r Sts just to listen. Then play it again and get Sts to number them 1-6 in the order in which Jenny mentions them. Get Sts to compare with a partner, and then check answers. A 1 B 3 rY26 I)) C 5 D 6 E 2 F 4 (script in Student's Book on p.ll8) My name's Jenny Zielinski. 'live and work in New York. I'm t he assistant editor of a magazine called New York24seven. A few mont hs ago, , visited our office in London to learn more about the company. , met the manager, Daniel O'Connor. , had lots of meet ings with him, of course. And a working dinner on my birthday ... But ' spent more time with Rob Walker. He's one of the writers on the London magazine. We had coffees together. We went sightseeing. I even helped Rob buy a shirt! He was fun to be with. I liked him a lot. I think he liked me too. Rob isn't the most punctual person in the world, but he is a great writer. We invited him to work for the New York magazine fo r a month ... and he agreed! So now Rob's coming to New York. I know he's really excited about it. It's going to be great to see him again. c Focus on questions 1-7 and give StS time to read them. Play the audio again, so Sts can listen a second time and answer the questions. Get StS to compare with a partner, and then check answers. Make sure Sts understand the meaning of punctual, Model and drill the pronunciation l 'pAlJktJu"l/. 1 She works for a magazine. I She is the assistant editor of a magazine. 2 She went t o London. 3 Rob is one of the writer's for the magazine. 4 They had coffee, went sightseeing and shopping. 5 She likes him a lot. He was fun. 6 He isn't very punctual. 7 He is going to be in New York for a mont;",h_. ____ ~_ Extra supp ort • If there's time, you could get Sts to listen again with the script on p.l18, so they can see exactly what they understood f didn't understand. Translate f explain any new words o r phrases. 2 CALLING RECEPTION a 271)) Focus on the photo and ask Sts Where is Rob? (In his hotel room) What is he doing? (Making a phone call). Now either tell Sts to close their books and write the questions on the board, or get Sts to focus on the two questions and cover the dialogue. PEl Play the audio once the whole way through and then check answers. Rob calls reception because he has some problems in his room. (1)27 »)) ( 28»)) Re::: receptionist, R ::: Rob Re Hello, reception. R Hello. This is room 613. (repeat) Re How can t help you? R There's a problem with the air conditioning. (repeat) It isn't working, and it's very hot in my room. (repeat) Re I'm sorry, sir. I'll send somebody up to look at it right now. R Thank you. (repeat) Re Good evening, reception. R Hello. I'm sorry to bother you again. This is room 613. (repeat) Re How can I help you? R I have a problem with the Wi·fi. (repeat) I can't get a signal. (repeat) Re I'm sorry sir. I'll put you through to IT. R Thanks. (repeat) b Now focus on the dialogue in the chart. Ask Sts Who says the You Hear sentences? and elicit that it is the receptionist. Ask What nationality is he? (American) Then ask Who says the You Say sentences? and elicit that here it is Rob. T hese phrases will be useful for Sts if they have a problem in a hotel. Give Sts a minute to read through the dialogue and think what the missing words might be. T hen play the audio again, and get Sts to complete the gaps. Play again if necessary. Get Sts to compare with a partner, and then check answers. See words in bold in script 1.27 You might want to model and drill the pronunciation of Wiji l'waJ fall andsiBnal /,slg ngl/· Elicit I explain what to put someone throuBh means and that IT stands for Information Technology, so here the people responsible for Wi-fi. Go through the dialogue line by line with Sts, helping them with any words or expressions they don't understand. c i)28))) Now focus on the You Say phrases and tell Sts they're going to hear the dialogue again. T hey should repeat the You Say phrases when they hear the beep. Encourage them to copy the rhythm and intonation. Play the audio, pausing if necessary for Sts to repeat the phrases. d Focus on the I'll information box and go through it with the class. Put Sts in pairs, A and B. A is the receptionist. Get Sts to read the dialogue aloud, and then swap roles. e Put Sts in pairs, A and B. Tell Sts to read their instructions, and help them to understand exactly what they have to do. A is the receptionist and has his I her book open. He I she reads the You Hear part with the new information. Elicit that he I she may need to change Sir to Madam ifB is a woman. B has his I her book closed. He I she should quick ly read the You Say phrases again before starting. Sts now roleplay the dialogue. A sta rts. Monitor and help. Extra idea • Before Sts start the roleplay, elicit some other things they could have in a ho tel room, e.g. a TV, a towel, a chair, etc., and write them on the board. Then elicit some problems they might have with these things in the room, e.g. The TV doesn't work, there's no towel, the chair is broken, etc. f When StS have finished , they should swap roles. You cou.ld get a few pairs to perform in front of the class. 3 JENNY AND ROB MEET AGAIN a 29 »)) Focus on the photo and ask Sts where they are and how Rob looks. Focus on the instructions and on sentences 1- 7. Go through them with Sts and make sure they understand them. Now play the audio once the whole way through, and get Sts to mark the sentences T (true) or F (false). Make it clear that they don't need to correct the false sentences yet. Get Sts to compare with a partner, and then check answers. 1 F 2 F @ 29 »)) 3 T 4 F 5 F 6 T (script in Student 's Book on p.1l8) J = Jenny, R = Rob J So, here you are in New York at last. 7 F R Yeah, it's great to be here. It's really eXCiting. J And how's your hot el? R It's f ine. My room is really ... nice. J Do you have a good view from your room? R I can see lots of other buildings. J Tomorrow I'm going to show you around t he office and introduce you to the t eam. Barbara's looking forward to meeting you ... You remember, Barbara, my boss? R Oh ... yeah, sorry. J And then you can start thinking about your blog and the column. Have you got any ideas yet, Rob? ... Rob? R What? Sorry, Jenny. J You must be really tired. R Yes, I am a bit. What time is it now? J It's nine o'clock. R Nine o'clock? That's two o'clock in t he morning for me. J l et's f inish our drinks. You need to go t o bed. R I guess you're right. J So, I'll see you in the office at eleven in the morning. R At eleven? J Is that OK? R It's perfect. Thanks, Jenny. J There'S just one thing. R What's that? J Don't be late. R By the way, it's great to see you again. J Yeah. It's great to see you, too. b Play the audio again, so Sts can listen a second time and correct the false sentences. Get Sts to compare with a partner, and then check answers. I I I I I I J I I I I I I I 1 Rob says the hotel is fine. 2 Jenny is going to show him round the office tomorrow. 4 Rob is tired. 5 It's two in the morning for Rob. 7 Jenny thinks that Rob is going to be late~. _____ .. Extra support • If there's time, you could get Sts to listen again with the scrip t on p.118, so they can see exactly what they understood I didn't understand. Translate / explain any new words or phrases. c Focus on the Social English phrases. In pairs, get Sts to think about what the missing words could be. E xtr a challenge • In pairs, get Sts to complete the phrases before they listen. d 30))) Play the audio for Sts to listen and complete the phrases. Check answers. ( 30 ))) Jenny Rob Jenny Jenny Jenny Rob Rob Jenny Here you are at last. It 's great to be here. Do you have a good view? Barbara's looking forward to meeting you. You must be realty tired. ' guess you're right. By the way ... It's great to see you too. e Now play the audio again, pausing after each phrase for StS [Q listen and repeat. If you know your Sts' LJ, you could get them to translate the phrases. If not, get Sts to have a look at the phrases again in context in the script onp.l18. 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 watch the episode again and practise the language on their iTuto r. PEl - I 2A (V35 ))) (script in Student 's Book on p.1l8) Linda Oh, it was a wonderful holiday. I loved every moment! Venice is just a paradise. We did everything - we went on a gondola, we saw alt the museums, and we had some fantastic meals. And you know, everyone says that Venice is expensive, but I didn't think it was - it wasn't an expensive holiday at aH. I thought it was quite reasonable. We aU got on very welL I t hink I'm going to suggest to IsabeUe and Laura that we go on holiday together again next year ... Focus on the questions. Play the audio and get Sts to answer the questions. Get Sts to compare with a partner, and then check answers. 1 Venice is parai::lise and not expensive. 2 They went on a gondola, saw museums, and had fantastic fQod. 3 It wasn't expensive. 4 She wants to go somewhere with lsabelle and Laura. Extra support • If there's time, you could get Sts to listen again to both parts of the audio with the scripts on p.118, so they can see exactly what they understood I didn't understand. Translate I explain any new words or phrases. d Make sure Sts understand sympathize and ask them to discuss the questions in small groups or as an open class. You could fin ish by telling them what you think. Get some feedback from the class. 4 GRAMMAR past simple: regular and irregular verbs a Focus on the verbs and tell Sts they are a mixture of regular and irregular verbs. Make sure Sts know what they mean, but don't spend too much time on the pronunciation, as Sts will be focussing on this later. Elicit the past simple of the first one (went) and then give Sts a minute to do the others in pairs. Encourage Sts to do as many as they can without looking back at the text and then check their answers in Joe's text. Check answers as a class. go-went spend - spent want - wanted stay - stayed know-knew sunbathe - sunbathed begin - began leave -left be - was, were think - thought argue - argued take - took b Focus on the instructions and tell Sts to find and underline the positive past simple verbs in Laura's text. Ten Sts that some verbs are repeated, but they only need to underline them once. Check answers and then elicit the infinitives. booked book rented - rent asked- ask could-can felt - feel had- have said- say was-be went-go cost - cost complained - complain wanted - want bought- buy ate - eat invited - invite chose - choose paid-pay - c Put Sts in pairs. Tell them to find and underline two negative past simple verbs. Give them a minute to remember how to make negatives and questions. Check answers. Joe's text: didn't show Laura's text: didn't want normal verbs: ~ = didn't + infinitive, e.g. I didn't show them, I didn't want it. ~= Did (you, etc.) + infinitive?, e.g. Did you go ... ? was I were: B = wasn't or weren't, e.g. It wasn't cold. ~ = Were (you, etc.)?, Was (he, etc.)?, e.g. Was it nice? could: IQ;' couldn't, e.g. We couldn't stay very long. rn = Could (I, you, etc.)? e.g. Could you swim there? d 36 ))) Tell Sts to go to Grammar Bank 2A onp .128. Focus on the example sentences and play the audio for Sts to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the class. Additional grammar notes • You may also want to remind Sts: - that irregular forms (went, had, etc.) are only used in(±] sentences. - that the vast majority of verbs are regular. The irregular verbs need to be learnt, but Sts already know the most common ones. • Tell Sts to go to Irregular verbs on p.164 and explain that this is their reference list. Get Sts to go through the list quickly in pairs, checking that they know what the verbs mean. Encourage them to highlight verbs they didn't know or had forgotten the past form of. Let Sts test each other or test round the class. You could use audio 5.29 to drill the pronunciation o f the irregular verbs. Focus on the exercises for 2A on p.129. StS do the exercises individually or in pairs. Check answers, getting Sts to read the full sentences. a 1 drove 6 were 11 went 2 broke 7 didn't know 12 bought 3 spent 8 found 13 wanted 4 got 9 stayed 14 didn't have 5 couldn't 10 saw 15 was b 1 Did you have a good time? 2 Who did you go with? 3 Where did you stay? 4 How much did the plane ticket cost? 5 What was the weather like? 6 What did you do at night? Ten Sts to go back to the main lesson 2A. Extra idea 16 wasn't 17 started 18 left • Remind Sts that a very good way oflearo ing irregular verbs is through reading stories. Show them a few Graded Readers if you can, and if you have a class library, encourage them to take out a book to read at home. Extra support • If you think Sts need more practice, you may want to give them the Grammar photocopiable activity at this po int. r r r 5 PRONUNCIATION regular verbs: -ed endings Pronunciation notes • T he regular past simple ending -ed can be pronounced in three different ways: 1 -ed is pronounced It I after verbs ending in these unvoiced sounds: Ik/, Ipl, IV, /s/, If I, and Itfl, e.g. looked, hoped, lauahed, passed, washed, watched. 2 After voiced* endings -ed is pronounced Idl, e.g. arrived, chanaed, showed. This group is the largest. 3 After verbs ending in It I or Id! the pronunciation of -ed is iJd/, e.g. hated, decided. • The difference between 1 and 2 is very small and only occasionally causes communication problems. The most important thing is for Sts to be clear about rule 3. *Voiced and unvoiced consonants • Voiced consonant sounds are made in the throat by vibrating the vocal chords, e.g. Ibl, ni, Imf, lvi, ere. Unvoiced consonant sounds are made in the mouth without vibration in the vocal chords, e.g. Ik/, Ipl, Itl, Isl, etc. • You can demonstrate this to Sts by getting them to hold their hands against their throats. For voiced sounds they should feel a vibration in their throat, but not forunvoiced sounds. a 37 ))) Remind Sts of the three different pronunciations of the -ed ending (see Pronunciation notes). Focus on the three groups of sentences. Play the audio once for Sts just to listen. I (V37l)) See sentences in Student's Book on p.l3 Then play it again for Sts to listen and repeat. b Put Sts in pairs. Give them a nlinute to practise saying the verbs in the list in the past. c 1 38 J)) Play the audio for Sts to listen and check. enCJed, invited, needeo, started Elicit that you only pronounce the e in -ed endings when verbs finish in a III or Idl sound, and then the -ed ending is pronounced IId/. I Qj38 ))) arrived asked ended invited liked loved needed parked started stayed Extra challenge • Draw three columns on the board for the sounds, Get Sts to write the verbs in the right column. T hen play the audio for them to listen and check. Finally, go through the Regular past simple verbs box with the class. 2A 6 SPEAKING a Focus on the questions and elicit what the missing words are (did you in most questions and was I were in others). Add did you to all the questions except 5 and 6 where it is was (What was the food like? What was the weather like?). Drill the complete questions quickly round the class. b Give Sts time to think about their answers to the questions. Tell them that they can ta lk about another holiday they remember well, not necessarily their last holiday or they could talk about a holiday where they were in the right place with the wrong person. Extra support • Give Sts enough time to make notes or w rite full answers to the questions . c Focus on the Useful language for showing interest box and go through it with the class. Model and drill the expressions and encourage StS to use appropriate intonation. Put Sts in pairs, A and B. As answer Bs questions. Bs nlust try to show interest and ask for more infonnation. Monitor and correct. Sts swap roles . Get some feedback from the class. Lesson plan G past continuous V prepositions of time and place: at, in, on P sentence stress This lesson is based on t\\.'o photos by well-known newspaper photographers, both of which show large groups of people living a historic moment. The first photo, which shows people of all races in the USA waiting to see if the first black president will be elected on 4 November 2008, provides the context for the presentation of a new structure, the past continuous. Sts then focus on vocabulary, the correct use of the prepositions at, in, and on, both for time (rev ision) and place. This is then linked to the past continuous in a pronunciation exercise, where the focus is on sentence stress and weak forms, and Sts ask each other where they were and what they were doing at different times on the previous day. The second photo, which shows students demonstrating in Paris in the famous May '68 revolt, gives Sts a chance to speculate about what was happening when it was taken, and leads into a listening, where Sts discover why this photo resulted in the girl in it losing a fortune . The lesson ends with Sts talking about their own favourite photos, and then writing about one of them. STUDYIIlm • Workbook 2B • iTutor • www.oup.com/eLt/engLishfile Extra photocopiable activities • Grammar Past continuous p.166 • Communicative Fake or reat? p.213 (instructions p.199) • Vocabulary Prepositions in, at, on p.251 (instructions p.24S) • www.oup.com/elt/teacher/englishfile Optional lead-in (books closed) • Write PHOTO on the board. Ask Sts what it is short for (photograph) and elicit the verb we use with it (take). Elicit I teach the words for a person who takes photos (photographer) and the subject (photography ). Write them on the board and model the pronunciation. Ask Sts how the syllable stress changes and underline it on the board . photograph photographer pho!Qgraphy 1 READING a Books open. Focus on the photo on p.l4. Get Sts to cover the text and discuss the question with the whole class. Elicit answers I ideas and write them on the board , but do not tell Sts if they are right or not yet. b Get Sts to read the text and check their answer to a (People are looking at a screen in Chicago to see if Barack Obama has won the elections on 4 November 2008). Point out to Sts that the text is in American English, so some words are spelt differently, e.g. center. Deal with any new vocabulary that is causing problems, e.g. a p .. esspass, screen, hold hands, !la mad, ete. --- c Focus on the instructions and get Sts to answer questions 1~7. Get Sts to compare with a partner, and then check answers. 1 To photograph Obama and his family at the Convention Center. 2 He didn't have his press pass. 3 It was warm. 4 In the park outside the Convention Center. S On TV screens. 6 No. 7 Everyone went mad. d Do this as an open -class question. You cou ld then tell the class what you think and why. 2 GRAMMAR past continuous a Focus on the highlighted verbs in the extract. Elicit I explain that the verbs describe actions that were in progress at the same time as he took the photo. b Extra idea • DraY-' a time line on the board to help Sts to understand the concept: He took the photo. ! ~~~~~~~~~~~~~~~~~~~~~~~~~~~x~~~~~~~~~~ Everybody was looking at the TV screens. b n 39 )l) 40 )l) Tell Sts to go to Grammar Bank 2B on p.128. Focus on the example sentences and play the audio for Sts to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the class. Additional grammar notes • If Sts have an equivalent of the past continuous in their LJ, then it doesn't normally cause problems. If they don't, it 's important to make the use very clear. • We often use the past continuous at the beginning of a story to set the scene and to say what was happening, e.g. On Aprill" I was staying with some friends in the country. It was a sunny day and we were sunbathing in the garden. • Very often these 'actions in progress' (past continuous) are 'interrupted' by a short, completed action (past simple), e.g. We were having lunch in the garden when suddenly it started to rain. • Highlight the similarity in form with the present continuous. It is identical except for using was I were instead of am I is I are. • You may also want to remind Sts of the spelling rules for the-ing form (see Grammar Bank IC). - ! ! ! ! I I I I ~ I Now focus on a and get Sts to match the questions with paragraphs 1-5. Tell them not to worry about the gaps. Check answers. 1 What's your favourite photo? 2 Who took it? When? Where? 3 What was happening when you took the photo? 4 Why do you like it? 5 Where do you keep it? Now focu s on b and get Sts to complete tbe gaps with in, of, on, or round. Get Sts to compare with a partner, and then check answers. 2 in, on, in 3 on, round 5 on, on, of Focus on the You can keep a photo box and go through it with the class. Set the writing in c in class or for homework and ask Sts to include a photo. Tell StS to answer the questions in a in the right order and not as they appear on the page, so the first question they write about is What's your favourite photo? In d Sts first check their writing for mistakes and allach the photo if they have one. Then Sts swap their descriptions and see if their photos are similar or not. 2B .. G time sequencers and connectors: suddenly, when, so, although, etc. V verb phrases P word stress Lesson plan fn this lesson Sts learn to use time sequencers, e.g. after that, later, ete. and the connectors so, because, but, and althouBh. They also revise the past simple and con tinuous. The context is a short story with a twist. After Sts have read most of the story, and worked on the grammar, they have a pronunciation focus on word stress in two-syllable words, and then in Vocabulary expand their knowledge of verb phrases. The language is then pulled together in the speak ing activity, where they use picture prompts to retell the story so far. They then decide as a class whether they want to hear a happy or a sad ending to the story, and then listen to the one they have chosen, and the lesson ends with the song mentioned in the story, Blue As Your Eyes. STUDVIm!3 • Workbook 2C • iTutor • iChecker • www.oup.com/elt/englishfile Extra photocopiable activities • Grammar Time sequences and connectors p.167 • Communicative Sentence race p.214 (instructions p.199) • Song Blue As Your Eyes p.268 (instructions p.263) • www.oup.com/elt/ teacher/englishfile Optional lead-in (b ooks closed) • Elicit song titles with colours in them and write them on the board, for example Yellow by Coldplay, White FlaB by Dido, Blue Eyes by Elton John , Purple R ain by Prince, ete. • Then tell Sts that they are going to read a short story where a song with a colour plays a part. 1 GRAMMAR time sequencers and connectors a 1 45 ))) Books open. Focus on the text and tell Sts that they are going to listen to a story, but that first they have to read it and complete the gaps. Tell them that the end of the story is on audio, so the last paragraph here is not the end of the story. .. Give Sts five minutes to read the paragraphs. Get them to compare with a partner, and then play the audio for Sts to listen to the story and check answers. 2 When 3 Next day 4 After that 5 One evening in October 6 Suddenly 6)45 ))) Hannah met Jamie in the summer of 2010. It was Hannah's 21 si birthday and she and her friends went to a club. They wanted to dance, but they didn't like the music, 50 Hannah went to speak to the DJ. 'This music is awfu l,' she said. 'Could you play something else?' The DJ looked at her and said, 'Don't worry, I have the perfect song for you.' . Two minutes lat er he said, 'The next song is by Scouting For Girls. It's called Blue As Your Eyes and it's for a beautiful girl who's dancing over there: Hannah knew that the song was for her. When Hannah and her friends left the club, the DJ was waiting for her at t he door. 'Hi, I'm Jamie,' he said to Hannah. 'Can I see you again?' So Hannah gave him her phone number. Next day Jamie phoned Hannah and invited her to dinner. He took her to a very romantic French restaurant and they talked all evening. Although the food wasn't very good, they had a wonderful time. After that Jamie and Hannah saw each other every day. Every evening when Hannah finished work they met at 5.30 in a coffee bar in the high street. They were madly in love. One evening in October, Hannah was at work. As usual she was going to meet Jamie at 5.30. It was dark and it was raining. She looked at her watch. It was 5.20! She was going to be late! She ran to her car and got in. At 5.25 she was driving along the high street. She was going very fast because she was in a hurry. Suddenly, a man ran across the road. He was wearing a dark coat, so Hannah didn't see him at first. Quickly she put her foot on the brake ... b Tell Sts to read the story again if necessary and answer questions 1~8. They can answer orally in pairs, or in writing. Check answers. 1 Because she didn't like the music. 2 Because Hannah has blue eyes. 3 Jamie was waiting at the door and asked to see Hannah again. 4 It was very romantic, but the food wasn't very good. S To a coffee bar in the high street. 6 It was dark and raining. 7 Because she was in a hurry. 8 Because he was wearing a dark coat. Extra challenge • Get Sts to answer the questions in pairs before they read the story again. They then reread the story to check. c Focus on the three sentences. Tell Sts not to look back at the story, but to try and complete the sentences from memory. Check answers and elicit I explain the meaning of the missing words or ask 5ts how to say them in their Ll. Model and drill the pronunciation of so, because, and althoufjh. Write them on the board and underline the stressed syllable, or write them up in phonetics (/s<>ol, IbI'kozi, and h:l'ii<>ol). 1 because 2 Although 3 so d 46))), 47)))and '48))) Tell Sts to go to Grammar Bank 2C on p.128. Focus on the example sentences and play the audio for Sts to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the class. Additio nal grammar not es • We usually put a comma before so, althoilBh, and but, e.g. She was tired, so she went to bed. • Sts may also ask you about t"ou8h, which is a colloquial, abbreviated form of althou8h. ThouBh is not usually used at the beginning of a sentence. It is probably best at this level if Sts just learn althou8h. So has another completely different meaning which is to intensify adjectives, e.g. He was so tired that he went to bed at 9.00. You may want to point out this meaning too in case Sts get confused. Now focus on the exercises for 2C on p.129. Sts do the exercises individually or in pairs. Check answers, gening Sts to read the full sentences. a 2 g 4 e 6 f 3 b 5 a 7 h b 1 Although 4 Although 7 but 2 because 5 so 8 50 3 but 6 because 9 Although Tell Sts to go back to the main lesson 2e. Extra support 8 d • If you think Sts need more practice, you may want to give them the G rammar photocopiable activity at this point. e Tell Sts to look at the six sentences and to complete them with their own ideas. When StS have finished, get them to swap pieces of paper with a partner. Get some feedback from the class. You could write some of the sentences on the board. 2 PRONUNCIATION word stress a Focus on the Stress in two-syllable words box and go through it with the class. Now focus on the task and give Sts time, in pairs, to underline the stressed syllable. b 1 49 ))) Play the audio for Sts to listen and check. Pause the audio after each word, elicit the answer, and write the word on the board with the stressed syllable underlined. (1,i49))) across, after, aggin, a\Qog, al.t..b..ill!gh, awful, be~, birthday, evening, i n~ ggrfect, second Play the audio again, pausing after each word for Sts to repeat. 2C 3 VOCABULARY verb phrases a Focus on the two boxes and the example. Tell Sts that by combining a verb from 1 with a phrase from 2 , they will make verb phrases from the story. Put Sts in pairs and give them a few minutes to match the verbs and phrases. Tell them that sometimes two verbs may be possible with a phrase, but to try to remember the phrases from the story. Check answers . have a wonderful evening drive along the high street (also in a hurry) meet in a coffee bar give somebody your email address / phone number take somebody to a restaurant wait for somebody (also in a coffee bar) be in a hurry play a song leave the club very late (also in a hurry) run across the road (also along the high street) b Get Sts to test themselves by covering box 1 and remembering the verbs for each phrase. 4 SPEAKING & LISTENING a Re-telling a story gives Sts tbe opportunity for some extended oral practice, and in this case to recycle the tenses and connectors they have been studying. Focus on the pictures and tell Sts they are going to re.te.JI the story ofHannah and Jamie. Give them a few minutes to re· read the story on p.l6 . b Put Sts iiI pairs, A and B. Get A s to cover the text and focus on the pictures. Tell them to tell as much of the story as they can for pictures 1,2, and 3 while B looks at the story on p.16 to prompt I correct. They then swap roles for pictures 4 and 5. Get individual Sts to tell the class about each picture. c Tell Sts they are now going to hear the end of the story. First, Sts have to vote with a show of hands on whether they want to hear a happy ending or a sad ending. IfSts vote for the happy ending, play audio 1.50. If they vote for the sad ending, play audio 1.51. d 50 ))) or 51 ))) Before playing the ending chosen by Sts, elicit ideas from the class about what they think happened, but don't tell them if they are right or wrong to belp build suspense. Play the audio once the whole way through for Sts to listen. Extra support • Read through the script and decide if you need to pre-teach any new lexis before Sts listen. G be going to (ptans and predictions) V airports P sentence stress and fast speech Lesson plan In this lesson Sts revise going to, which they learnt at E lementary level to ta lk about plans and predictions. The context is a listening based on interviews with people at Heathrow airport in London, who are all questioned about their plans. The lesson begins with vocabulary, and Sts learn useful vocabulary related to airports. T hey then listen to the interviews, wh ich leads them into the grammar, which is revised and practised. The pronunciat ion focus is on sentence stress and fast speech, which helps Sts to recogni ze the conrraction of BoinB to (gorma), and Sts then ask and answer questions about their plans. The lesson ends with an article about the world's top airports, and what makes them special. STUDVIm!3 • Workbook 3A • iTutor • www.oup.com/ eLtlenglishfiLe Extra photocopiable activities • Grammar be going to (plans and predictions) p.168 • Communicative Find a partner p.21S (instruc t ions p.200) • Song This is t he Life p.270 (instruct ions p.263) www.oup.com/ eLt/ teacher/ englishfiLe Optional lead-in (books closed ) • Write AIRPORT on the board. Put Sts in pairs and give them two minutes to think of five things people do at an airport, e.g. catch a plane, leave, arrive, meet somebody , check in, board,jly, ete. Elicit answers and write some of their suggestions on the board . 1 VOCABULARY airports a Books open. Focus on the questions. Sts can answer them in pairs or do them as an open class. b Focus on the instructions and tell Sts to look at the J 2 signs and to match them with the words and phrases. Get Sts to compare their answers with a partner. c 1 54 ))) Play the aud io for Sts to listen and check. .. ( 54 ))) 3 Arrivals 7 Baggage drop-of f 1 Baggage reclaim 9 Check- in 8 Cust oms 2 Departures 11 Gates 5 Lifts 10 Passport Control 4 Terminal 12 Toilets 6 Trolley Then tell Sts to cover the words and look at the symbols, and try to remember the words . 2 LISTENING a Focus on the three people in the picture and the caption. Make sure the term NGO (non-governmental organization) is clear; you might want to t.ell Sts that NGOs are non-profit voluntary organizations, which often have humanitarian aims. Elicit some opinions to the question and get Sts to say why, but do not tell them the answer. b 155 ))) Now play the audio for Sts to check their answer to a. Extra support • Read through the script and decide if you need to pre- teach any new lexis before Sts listen. OIivia is going t o work abroad for an NGO. Matthew is going t o do a phot o shoot. Lily is going to see an ex-partner. ))551)) (script in Student's Book on p.119) I = Interviewer, 0 = Olivia, M = Matthew, l = lily Olivia I Excuse me, do you have a moment ? o Yes, sure. I Where are you going? o To Nicaragua. I For a holiday? o No, I'm going to do vo lunt ary work. I'm going to teach English to young children. I Where exac t ly in Nicaragua are you going? o To a town ca lled Estelf. It 's about 150 kilometres from Managua. I How long are you going to be t here for? o I'm going to be in Esteli for six weeks and after that I'm going t o travel round Nicaragua for a month. I That sounds amazing. o Yes, I'm really looking forwa rd t o it. I Are you feeling nervous at all? o A bit, because I don't speak much Spanish. But they're going t o give us a 40-hour language course when we arrive so I hope t hat 's enough to st art with. r Well, good luck and have a great t ime. o Thanks. I'm sure it's going t o be a fantast ic experience. Matthew I Excuse me, do you have a moment? M Yeah,OK. I Where are you going? M To Australia . I That's a long f ligh t. Are you going to stop on the way? M No, I'm going direct to Melbourne. I Why Melbourne? M I'm going t o work t here. I'm a model and we're going to do a photo shoot for a magazine. That sounds exciting. What kind of clothes are you going t o model? M Winter clot hes, fo r next season. It's winter in Australia now so it 's going to be quite cold. That's why we're going there. Of course, it's their winter. How cold do you t hink it's going to be? M I'm not quite sure. About eight or nine degrees during the day and colder at night, I suppose. I Well, have a good t rip, and I hope the photos are fabulous ! M Thanks. Lily I Excuse me, do you have a moment? o OK, sure. I Where are you going? L To Budapest. I Why are you going there? L I'm going to a conference. r So it's a work t rip. L Yes. But I'm also going to see an old friend there. Actually, an old boyfriend. Someone I went out with a long t ime ago. I When did you decide to meet up again? L Well, I knew he was working at Budapest University, so when the conference came up about a month ago I got in t ouch with him on Facebook. I Is he going to meet you at the airport? L I don't th ink sol But who knows? I How do you feel about it? L Quite excited. It's going to be strange meeting again after at! these years. I Well, good luck. I'm sure you're going to have a great time. And enjoy the conference, too. L Thanks very much. Now play the audio again and get Sts to complete the chart on a piece of paper. Pause the audio after each section to give Sts time to write. Get Sts [ 0 compare with a partner, and then check answers. otivia Nicaragua. To teach English to children / To do voluntary work. She is going to travel for a month. Matthew Australia. To do a photo shoot for a magazine. He is going to model winter clothes. liLy Budapest. To go to a conference. She is going to meet her ex-boyf riend f rom university. Extr a support • If there's time, you could get Sts to listen again with the script on p.119, so they can see exactly what they understood I didn't understand. Translate I explain any new words or phrases. 3 GRAMMAR be going to (plans and predictions) a 56))) Focus on the instructions and give Sts time to complete the gaps with the correct form of be BoinB to. Get Sts to compare with a partner, then play the audio for them to check thei r answers. Ql56 »)) 1 I'm gOing to teach English to young children. 2 How long are you going to be there for? 3 It's winter in Australia now, so it's going to be quite cold. 4 Is he going to meet you at the airport? 5 I'm sure you're going to have a great time. b First, make Sllre that Sts are clear about what the difference is between a plan (something you intend to do) and a prediction (something that you think will happen). Now, in pairs, Sts focus on whether sentences 1- 5 in a are plans (PL) or predictions (PR). Check answers. lPL 2PL 3PR 4PL SPR lA c 57 »)) Tell Sts to go to Grammar Bank 3A on p.J30. Focus on the exalnple sentences and play the audio for Sts to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the dass. Additional grammar notes • Be going to is revised here with its two main uses: plans (I'm Boing to stay for six months.) and predictions (It 's BoinB to be a biB surprise for him.). Focus on the exercises for 3A on p.J31. StS do the exercises individually or in pairs. Check answers, getting Sts to read the full sentences. a 1 Is ... going to learn 2 're going to be 3 aren't going to go, 're going to stay 4 're going to get 5 'm going to cook 6 'm not going to listen 7 are ... going to do b 1 're going to be 2 's going to be 3 're going to love Tell Sts to go back to the main lesson 3A. Extra support • If you think Sts need more practice, you may want to give them the Grammar photocopiable activity at this point. 4 PRONUNCIATION & SPEAKING sentence stress and fast speech Pronunciation notes • The first exercise gives Sts more practice in sentence stress, and shows them which words are normally stressed in sentences with be going to. In the second exercise the focus is on how native speakers often pronounce goinB to, i.e. as gonna. Point out to Sts that they need practice in understanding Bonna, but that it is probably not a good idea for them to pronounce it in this way, as it will not sound natu ral unless they speak very fast, which they will probably not be able to do yet. a 58 »)) Remind Sts that in English we stress (pronounce more strongly) the words in a sentence which are the most important for communication, i.e. the information words, and say the other words more lightly. Focus attention on the first question and ask Sts to tell you which words are the most important for communication. (What, Boing, do, and toniBht) , and highlight that these are the four words you have to stress in the question. Play the audio once for StS just to listen. fj)58 »)) See sentences in Student's Book on p.21 Now play it again, pausing after each line for Sts to listen and repeat. .. 3A b 1)59 »)) Focus on the Fast speech: 8on,,;' box and go thtough it with the class. This dictation is for recognition (not production) of Bonna. Tell Sts they are going to listen to six sentences or questions read at normal speed and they must write them down. Play the audio, pausin g after each one to give Sts time to write. Get Sts to compare with a partner, and then check answers. (!,;59 »)) 1 It's going to be difficult . 2 What are we going to do now? 3 Is it going to rain? 4 Where are we going to go? 5 They aren't going t o come. 6 What's going to happen? c Tell Sts to go to Communication What are your plans?, A on p.lOl, B 0 11 p.107. Go through the instructions with them carefully, and elicit the words missing from the question prompts (are and BoinB to). Sit A and B face- to-face. A asks B his I her questions. B now asks A his I her questions. Monitor and help, correcting any errors they make wi th going to. When they have finished, get feedback from some pairs. Tell Sts to go back to the main lesson 3A. 5 READING a Focus on the questions and elicit answers from the class. b Now fOCllS on the article and the photo. Read the introduction a loud (or get a student to read it) and establish that the rest of the article describes the fa cilities at various top airports around the world. Look at the names of the cities and establish which country they are in (Singapore, Hong Kong - C hina, Seoul- South Korea, Munich - Germany, Osaka- Japan, Zurich - Switzerland). Give Sts (WO minutes to read the whole article and answer questions 1-7. Get Sts to compare with a partner, and then check answers. 1 Os aka 2 Munich 3 Seoul 4 Osaka 5 Hong Kong 6 Zurich 7 Singapore c Now get Srs to read the article aga in , and work with a partner to decide what the highlighted words and phrases mean. Encou rage Srs to use the context, and any part of the sentence that they know to help them. Check answers, either explaining in English, translating into Sts ' Ll, or getting Srs to check in their dictionaries. Deal with any other new vocabulary. Ext r a support • To check comprehension, ask some more quest ions on each text, e.g. W hich is the best airport for people who like flowers? (Singapore) W hich airport offers free drinks? (Munich), ete. d Focus on the instructions a nd set the scene. Put Sts in pairs and give them time to do the roleplay. Monitor and help, encouraging Sts to use be Boing to. You could get some pairs to roleplay in front of the class. 6 ly60 »)) SONG This is the Life ~ T his song was originally made famous by Scottish singer Amy Macdonald in 2007. For copyrigh t reasons this is a cover version . If you want to do this song in ciass, use the photocopiable activity on p.270. (J,;60 »)) This is the Life Oh the wind whistles down The cold dark street tonight And the people they were dancing To the music vi be And the boys chase the girls with the curls in their hair While the shy tormented youth sit way over there And the songs they get louder each one better than before Chorus And And you're singing the songs, thinking this is the life And you wake up in the morning and you're head feels twice the size Where you gonna go? Where you gonna go? where you gonna sleep tonight? So you're h.eading down the road in your taxi for four And you're waiting outside Jimmy's front door But nobody's in and nobody's home till four So you're sitting there with nothing to do Talking about Robert Riger and his motley crew And where you're gonna go and where you're gonna sleep tonight Chorus Extra support • If you think 5rs need more practice, you may wa nt to give them the Grammar photocopiable activity at this point. d 65 »)) Focus on the instructions. You could ask Sts What day of the week is it when Lily phones? (Sunday) What 's the date? (2"d May). Now play the audio for Sts to listen to Lily and Ben's conversation. They must answer the question What day do they armn&e to meet? Check the answer. Thursday ~65») B = Ben. l ;; lily B Hello. L Hi, Ben, it's me. B Lily! How are you? How was your f light? L Oh, fine. No problems at all. a Are you at the hotel? L Yes, and it's wonderful. It's got these amazing baths. B Yes, t know, I've been there. l So when can we meet? B let's see - well, tonight's impossible, I'm seeing Paul, a Hungarian friend . He invited me to dinner ages ago. l That's fine - I'm a bit tired anyway. B How about tomorrow? I'm meet ing students during the day, but I'm free in the evening. L I've got a conference dinner t omorrow night. Are you doing anything on Tuesday night? B Sorry, but I'm playing t ennis wit h t hree of my friends. We always play on Tuesday nights, so 1 can't cancel it. And I'm going to Vienna on Wednesday, like I told you, and I don't get back till very late, so Wednesday's out. What about Thursday night? L Thursday's fine. Are you going to take me to that restaurant you mentioned? B Restaurant - yes, yes of course. L And then perhaps you can show me round a bit on Friday? I'm free in the afternoon - the conference finishes at lunchtime. B Sorry, Friday afternoon's no good. I'm going to the dentist at four. L Oh, poor you! B But maybe after dinner on Thursday we can go for a walk and you can see Budapest at night. L Great! B I can pick you up at the hotel at about 7.30. Is that OK? L Perfect, see you there. Looking forward to it. It's ages since I last saw you. Bye. e Focus on Ben's diary and elicit I teach diary. Highlight how Ben has made the first entry, i.e. that he has left out I a~l1. before seeinB, and just written the -ing form of the verb. Then tell Sts they are going to listen to the telephone conversation again and they need to complete Ben's diary for the other days in the same way. Play the audio once or twice if necessary. Check answers and copy his diary onto the board. Monday Tuesday Wednesday Thursday Friday meeting students (during the day) playing tennis (with three friends) going to Vienna meeting Lily going to dentist (at 4 p.m.) 3B f Focus on the instructions and the example . Then get Sts to cover the diary (and rub the answers off the board). In pairs, Sts test each other on what Ben is doing each day. g (1)66 »)) Focus on the task. You could ask Sts to predict if they think the meeting is going to be a success, what rhey think is going to happen , ete. Play the audio once the whole way through. Check answers. Ben arrives to take Lily to the restaurant, and Lily is very pleased to see him. But Ben is not alone, he is with his girlfriend, Erika. fV66») B Hi, Lily. L Hi, Ben. How are you? B I'm fine. And you? Not too tired f rom the conference? L No, I'm fine. You look really well. Just the same as always. B Thanks, you too. L Right. Where are we going? B A restaurant called Tigris . It's rea lly good. L Wonderful. Let's go then. B My car's outside. That one there. The blue Fiat. L Who's that? B Er, that's er, Erika. She's my ... Erika Helio, Lily. So nice to meet you. Ben has told me a lot about you. L Hi, Erika. B Come on then girls, get in. Let's go! 3 PRONUNCIATION & SPEAKING sounding friendly a 67 ») Tell Sts that sounding friendly often depends on intonation (the tone and movement of our voice up and own) and not always the words used. Emphasize that even if you use the right words, YOll may sound unfriendly or bored if your voice is too flat or monotone. Focus on rhe dialogue and play the audio once for Sts just to listen. I ij;67 ») See dialogue in Student's Book on p.23 Now play the audio again, pausing after each sentence for Sts to listen and repeat. Encourage Sts to pay particular attention to copying the intonation and to try to use a wide voice range. b In pairs, Sts practise the dialogue in a. Monitor and help with intonation. c Focus on the instructions. Get Sts to complete three evenings in their diary with activities. Encourage thenl just to write the -ing fonn of the verb, as in Ben's diary. Extr a support • Elicit a list of different activities they might be doing in the evening and write them on the board, e.g. going to the cinema, meeting friends, having dinner with ... , going to a concert, studying for an exam, ete. • 38 d Focus on the instructions and the example. Tell Sts they need to find another student who is free the same evening as them and do an activity together. \Vhen they agree, they both write it in their diaries. They tben continue talking to other Sts to try to fill all their free evenings. Demonstrate the activity by asking individual Sts ATe you free on Wednesday niBht? Elicit either Sorry, I'm .. . or Yes, I am. If they are free, invite them to do something. Tell StS to stand up and talk to o ther Sts. When they have finished, get some feedback from the class. E x tra su p port • Write on the board ways of making suggestions I invit ing to remind S tS t e.g. Wou ld you like to .. . ? Let's ... , Why don't we ... ? 4 VOCABULARY verbs + prepositions a Focus on the three extracts from Lily and Ben's conversations and elicit that in each sentence there is a preposition missing. Highlight the fact that certain verbs are often followed by a particular preposition, e.g. [t depends on the weather. In pairs, get Sts to complete the sentences and then check answers. 1 on 2 in 3 to b Tell Sts to go to Vocabulary Bank Prepositions on p.l53 and do part 2 Verbs + prepositions. El Focus on a and get Sts to complete the Prepositions column , individually or in pairs. @ 68 ))) Now do b. Play the audio for Sts to check answers. ( 68 ))) Verbs + prepositions 1 I arrived in Paris on Friday night. 2 I was very tired when I arrived at the hotel. 3 I hate waiting for people who are late. 4 A What are you gOing to do at the weekend? B I don't know. It depends on the weather. S I'm sorry, but I really don't agree with you. 6 I asked for a chicken sandwich, but this is tuna! 7 let 's invite Debbie and Tim to the party. 8 Who's going to pay for the meal? 9 I need to speak to Martin about the meeting. 10 I don't spend much money on food. 11 Are you going to write to him soon? 12 Don't worry about the exam It isn't very hard. 13 She fell in love with a man she met on the Internet. 14 You're not listening! What are you thinking about? 15 A What do you think of Shakira? B I really like her. I think she's great. Focus on c and get Sts to cover the Prepositions column and test themselves or each other. Finally, go through the arrive iu or arrive at? box with the class. Tell Sts to go back to the main lesson 3B. Extr a support • If you think Sts need more practice, you may want to give them the Vocabulary photocopiable activity at this point. c Get Sts to complete the questions with a preposition, and check answers. 1 for 2 for 3 to, about 4 on, on 'J in, with Now put Sts in pairs and get them to ask and answer the questions. Finally, get some feedback from the class. 5 WRITING an informal email Tell Sts to go to Writing An informal emailonp.J 13. a Focus on the instructions. Get Sts to read the email and help them with any vocabulary, e.g. your own room, to share a room. attaching. etc. Then focus on the expressions in the list and give Sts a few minutes in pairs to complete the gaps. Check answers. Make sure Sts understand the meaning of the expressions. 1 Dear Goran 2 Looking forward to hearing from you 3 Best wishes 4 PS b Now get Sts to read the email again and answer questions 1-7. Get Sts to compare with a partner, and then check answers. 1 In the summer. 2 By plane. 3 The Barnes family. 4 No. S a 6 b 7 So he can recognize them at the airport. c Now focus on the instructions and tell Sts they are going to write an email to Mrs Barnes. Go through the layollt of the email with the class, pointing out the tbree different paragraphs. Set the writing in class or for homework. d Make sure Sts check their emails for Inistakes before handing them in. G defining relative clauses (a person who ... , a thing which ... ) V expressions f or paraphrasing: like, for example, etc. P pronunciation in a dictionary Lesson plan The topic of this lesson is words. First, Sts are introduced to simple, defining relative clauses through the context of a TV ga me show, where contestants have to define words to each other. This context shows Sts that relative clauses can help them with the essential language sk ill of paraphrasing. After practising the grammar, they go 011 to learn other useful phrases wh ich will help them keep going in a conversation when they don't know the exact word for something. Sts then read an article about new words which come into the language each year, and finally, Sts see how a dictionary can help them pronounce new words cor rectly. STUDYI!J![3 • Workbook 3C • iTutar • iChecker • www.oup.com/elt/englishfite Extra photocopiable activities • Grammar Defining relative clauses p.170 • Communicative Can you explain the word? p.217 (instructions on p.200) • www.oup.com/eltlteacher/englishfile O pt ional lead -in (b ooks closed ) • Tell Sts you are goin g to play a word game. • Play Han&man with the word DI CT IO NA RY. ! If you don't know how to play HanSl1lan, see Elementary Teacher's Book p.23. • Tell Sts that the first part of the lessoll is goi ng to be about word games. 1 LISTENING a Books open. Focus on the questions. Do the fi rst one in pairs or as an open-dass question. Now give Sts, in pai rs, three Ininutes to find as many words offour letters or more as possible. Get some possible answers. BRING, GREAT. DISH, CLEAN, SHINE, BLOND, etc. Ext ra ch allenge • You could play other words games with these letters, e.g. give Sts three minures to try to make the longest word they can, and the highest scoring word they can (the numbers on each letter are the number of points th e letters score, so e.g. BET scores 5). b ~2») Focus on the instructions and the question. Play the audio for Sts to listen to the rules of the game. Get Sts to compare with a partner and then play the audio again. Elicit the rules of the game show by asking these questions: 1 How many contestants are there? (two ~ Lala and Martin) 2 How many words can Martin see on the TV screen? (six) 3 Who is going to give definitions, the presenter or Martin? (Martin) 4 Who is going to gness the words? (Lola I the contestant) 5 Which words can't Martin use? (the words on the TV screen) To make the rules absolutely clear demonstrate the game to the class by drawing a card on the board and writing TAX I DRIVER on it. Explain that Martin ca n't use taxi or driver (or drive) in his definition. El icit a possible definition, e.g. A person who is ina car every day. He takesyou to places and you pay him. Extra su pport • Read th rough the scripts and decide if you need to pre-teach any new lexis before Sts listen . I (~2 ))) (script in Student's Book on p.1l9) P = presenter, L = Lala P Good evening ladies and gentlemen, and welcome to What's the word? And our first contestants tonight are Martin and lola. Hello to you both. Are you nervous? L Just a bit. P Well, just t ry and relax and play What's the word? with us. If you're watching the show for the first time, here's how we play the game. As you can see Martin has a TV screen in front of him and six words are going to appear on the screen. Martin has two minutes to describe the words to lola so that she can guess what they are. But he can't use any part of the words on the screen. So, for example, if the word is taxi driver, he can't use the word taxi or driver, or drive. Martin, Lola, are you ready? c ~3 ))) Sts now listen to the rest of the sbow. Tell them that they have to listen to Martin's definitions. They will not hear Lola's answers, so they have to guess the six words on the TV screen. Tell Sts you are going to play the audio twice. Explain that the fi rst time you are goi ng to play all the show and Sts shou Id try to write down some of the words. Tell Sts not to call out the answers. Tell Sts that the second time you are going to pause the audio to give them ti me to write down each word. 3C 6 PRONUNCIATION pronunciation in a dictionary Pronunciation notes • Although many Sts will still be using a bilingual dictionary, many also with audio on their phone, it is also useful for them to be able to recognize phonetic symbols so that they can work out the pronunciation of words in their dictionary . • Encourage Sts to llse their dictionaries to check pronunciation of new words. a Focus on the two dictionary extracts and establish what abbreviations 1- 4 mean. You might want to tell StS that the first extract is froll1 a monolingual dictionary and the second one is from a French- English dictionary. 1 verb 2 adjective 3 somebody 4 something b Focus on the phonetic transcription of the two words in a (search and busy) and elicit the pronunciation. Ask Why doesn't 'search' have a stress mark in it? (because it only has one syllable). For busy show the correct stress by writing it on the board with the stressed syllable underlined (busy). c ~7 I)) Focus on the Checking pronunciation in a dictionary box and go through it with the class. Then put Sts in pairs and give them a couple of minutes to decide how the six words are pronounced, using the Sound Bank on pp.l66-167 to help them with phonetic symbols. Now play the aud io for Sts to listen and check. Also check Sts know what the words mean. Then play it again, pausing after each word for Sts to repeat. @71)) See words in Student's Book on p.27 Vocabulary restaurants: menu, bill, etc. Function ordering food and a drink; explaining when there is a problem I'm sorry, but..., etc. Lesson plan In this lesson Sts practise ordering food and then explaining that there is a problem. The Rob and Jenny story develops. Jenny shows Rob around tbe New York office, and introduces him to Barbara, the boss. Jenny and Rob go out for lunch and Holly, Jenny's colleague, joins them and takes over the conversation! STUDVmm • Workbook Restaurant problems • iTutor • www.oup.com/eltlengHshfile Test and Assessment CD-ROM • Quick Test 3 • File 3 Test www.oup.com/elt/teacher/englishfile Optional lead-in (books closed) • Before starting Episode 2 elicit what Sts can remember about Episode I . Ask Who 's Rob>, Where does he work I live?, Who's jenny?, Where is she from?, ete. • Alternatively, you could play the last scene of Episode I. 1 IN THE NEW YORK OFFICE a ;VS I») Focus on the photo and ask Sts to guess where Rob is and who the people are. Now focu s on the instructions and on sentences 1- 6. Go through them with Sts and make sure they understand them. Now play the audio once the whole way through, and get Sts to mark the sentences T (true) or F (false). Make it clear that they don't need to correct the false sentences yet. Get Sts to compare with a partner, and then check answers. 1 F 2 F :YS I») 3 F 4 F 5 T 6 F (script in Student's Book on pp.1l9-120) J = Jenny, R = Rob, B = Barbara, H = Holly J Well, I t hink that's everything. What do you think of t he off ice? R It's brilliant. And much bigger than our place in London. J Oh, here's Barbara. Rob, this is Barbara, the editor of the magazine. B It's good t o finally meet you, Rob. R It's great to be here. B Is thi s your first time in New York? R No, I came here when I was 18. But only for a few days. B Well, I hope you get t o know New York much better this time! J Barbara, I'm going to take Rob out f or lunch. Would you like t o come with us? B I'd love to, but unfortunately I have a meeting at one. So, I'll see you later. We're meeting at three, I think. J That's right. B Have a nice lunch. H Hey, are you Rob Walker? R Yes. H Hi, I'm Holly. Holly Tyler. R Hello, Hotly. H We're going to be working t ogether. J Really? H Didn't Barbara tell you? I'm going to be Rob's photographer! J Oh, welL. We're just going for lunch. H Cool! I can come with you. I mean, I had a sandwich earlier, so I don't need to eat , but Rob and I can ta lk. Is that OK? J Sure. H So, let's go. b Play the audio again, so 5ts can listen a second time and correct the false sentences. Get 5ts to compare with a partner, and then check answers. 1 The New York office is much bigger. 2 Barbara is the editor of the magazine. 3 Rob has been to New York before. 4 Holly is going to have lunch with Rob and Jenny. 6 Holly wants to go to the restaurant because she wants to talk to Rob. Extra support • If tbere's t ime, you could get Sts to listen again with the script on pp.119- 120, so they can see exactly what they understood I didn't understa nd . Translate I explain any new words or phrases. 2 VOCABULARY restaurants Pur Sts in pairs and tell them to answer the questions in the restaurant quiz . Check answers. What do you caU ... ? 1 the menu 2 courses 3 a waiter / waitress 4 the bill 5 the tip What do you say ... ? 1 A table for f our, please. 2 Can f Could I have the ... ? f I'll have the ... f I'd like the ... 3 Can f Could we have the bill, please? Extra idea • You could do the quiz as a competition , Set a time limit and the pai r w ith the most correct answers are the WtO ners. - PE2 3 AT THE RESTAURANT a y9 i») Focus on the photo and ask Sts Where are they? (At the restaurant), Who are the three people? (Rob, the waitress, and Jenny). Now either tell Sts to close their books and write the questions on the board, or get Sts to focus on the two questions . Play the audio once the whole way through and then check answers. You might want to point out that the waitress has an Australian accent. 1 Jenny orders tuna and a green salad. Rob orders steak and fries. Holly doesn't orrler anything. 2 The waitress gives Jenny fries instead of a salad and Rob's steak is rare, not well done. ® 9») ® IO») W = waitress, J = Jenny, R ::: Rob, H ::: HoUy W Are you ready to order? J Yes, please. (repeat) W Can (get you something to start with? J No, thank you. (repeat) I'd like the tuna with a green salad. (repeat) W And for you, sir? R I'll have the steak, please. (repeat) W Would you like that with fries or a baked potato? R Fries, please. (repeat) W How would you like your steak? Rare, medium, or well done? R Well done. (repeat) H Nothing for me. (repeat) W OK. And to drink? J Water, please. (repeat) W Still or sparkling? J Sparkling. (repeat) W The tuna fo r you ma'am, and the steak for you, sir. J I'm sorry, but I asked for a green salad, not fries . (repeat) W No problem. I'll change it. R Excuse me. (repeat) W Yes, sir? R Sorry, I asked for my steak well done and this is rare. (repeat) W I'm really sorry. I'll take it back to the kitchen. b Focus on the dialogue in the chart. Elicit who says the You Hear phrases (the waitress) and who says the You Say phrases (the customer or here Jenny, Rob, and Holly). These phrases will be useful for Sts if they need to order food I a drink and if they then have problems. Point out the British and American English box .. on the page. You might also want to point out the difference between 'madam' in British English, which Sts will have seen if they did Elementary, and 'ma'am' in American English, Give Sts a minute to read through the dialogue and to think about what the missing words migbt be. Then play the audio again, and get Sts to complete the gaps. Play again if necessary. Get Sts to compare with a partner, and then check answers. See words in boLd in script 2.9 Go through the dialogue line by line with Sts, helping them with any words or expressions they don't understand. Make sure Sts understand that rare, medium, and well done refer to the different ways a steak can be cooked. Also remind Sts of the two kinds of mineral water, still (= no gas) and sparklinB (= with gas) . C (yIO») Now focus on the You Say phrases and tell Sts they're going to hear the dialogue again. They should repeat the You Say phrases when they hear the beep. Elicit I explain the two ways of ordering, e.g. I'd like (I would like) the tuna with a ween salad or I'll have the steak, please. Elicit what Holly says (NothinBfor me.) and ask Sts why she says that (She had a sandwich earlier). Play the audio, pausing if necessary for Sts to repeat the phrases. Encourage them to copy the rhythm and intonation, but probably not to try to copy Jenny and Holly's American accents. When Jenny pronounces water as /'w~:dgr/ Sts should use the British English pronunciation of water /IW'J:tg/. d Put Sts in pairs, A and B. A is Jenny, Rob, and Holly, and B is the waiter I waitress. Get Sts to read the dialogue aloud, and then swap roles. e Focus on the instructions. B (book open) is the waiter I waitress. A (book closed) should decide what to eat and then respond when B starts with Are you ready to order? Sts now roleplay the dialogue. f When they have finished, they should swap roles. You could get a few groups to perform in front of the class. 4 HOLLY AND ROB MAKE FRIENDS a @ll») Focus on the photo and the question. Play tbe audio once the whole way tbrough and then check answers. Rob and Holly enjoy the lunch, but Jenny doesn't. ®W») (script in Student's Book on p.120) H = Holly, R;::: Rob, J ::::; Jenny, W ;::: waitress H So tell me, Rob, what are you going to write about? R Well, to start with, my first impressions of New York. You know, the nightlife, the music, things like that. H Are you planning to do any interviews? R I'd like to. Do you have any suggestions? H Well, I know some great musicians. R Musicians? H You know, guys in bands. And I also have some contacts in the theatre and dance. R That would be great. H Maybe we could go to a show, and after you could talk to the actors. R I really like that idea. W Can I bring you anything else? J Could we have the check, please? W Yes, ma'am. W Here's your check. J Thanks. J Excuse me. I think there's a mistake. We had two bottles of water, not three. W You're right . I'm really sorry. It's not my day today! I'll get you a new check. J Thank you. H We're going to have a fun month, Rob. R Yeah, I think it's going to be fantastic. J OK, time to go. You have your meeting with Barbara at three. R Oh yeah, right. I I I I I I I I Now focus on 2 Make or do? and get Sts to do a. 2 14»)) Now do b. Play the audio for Sts to check answers. Then play it again, pausing after each phrase for Sts to repeat. Give further practice of any words your Sts find difficult to pronounce. ® 14»)) Make or do? 1 do a course 2 make a mistake 3 do an exam / do an exercise I do homework 4 make a noise 5 make a phone call 6 do housework 7 make friends 8 make lunch / make dinner 9 do sport / do exercise 10 make plans Suggest that when Sts aren't sure whether to use make or do, to bear in mind that make often has the meaning of 'creating' something which wasn't there before, e.g. make dinner, make a noise, make a cake, ete. whereas do has the meaning offulfilling a task which already exists, e.g. do an exercise, do housework, do a course, ete. This rule of thumb is generally true, although there are a few exceptions, e.g. make the bed. Finally, do c and get Sts to cover the ph rases and look at the pictures. They can test themselves or a partner. Focus on d and make sure Sts understand the questions. Then in pairs, get Sts to discuss them. Get some feedback from the class. Tell Sts to go back to the main lesson 4A. Ext ra su p por t • If you think Sts need more practice, YOll may want to give them the Vocabulary photocopiable act ivity at this point. 3 GRAMMAR present perfect + yet, just, already a ® lS»)) Get Sts to cover the dialogues in b and focus on the pictures. Remind Sts of the meaning of argue and model and drill pronunciation. Ask them to discuss what they think the people are arguing about. Elicit some ideas, but do not tell Sts if they are right. Now play the audio once for Sts to check their guesses. Check answers. 1 The daughter borrowed her mother's jumper. 2 The father thinks the son hasn't done his homework. 3 The father thinks his daughter is spending too long in the bathroom. 4 The boy is making a mess with his sandwich. W 1S»)) 1 A Have you seen my yellow jumper? I can't find it. B No, I haven't. Have you looked in your wardrobe? A Of course, I have. What's that under your bed? B Oh, yes. I remember now. I borrowed it. 2 A Why aren't you doing your homework? B I've already done it. A Really? When? B I did it on the bus this evening. 4A 3 A Have you finished yet? B Nearly. A I need the bathroom now. B But I haven't dried my hair yet. A Well, hurry up then. 4 A Can you get a plate for that sandwich? I've just cleaned the floor. B OK. Oops - too late. Sorry! b Focus on the dialogues and the list of verbs. Explain that these are past participles. Give Sts time to complete the four dialogues. Then play the audio again for Sts to listen and check. Check answers and elicit the infinitive of each verb. 1 looked (look) 2 done (do) 3 finished (finish), dried (dry) 4 cleaned (clean) c Focus on the instructions. Give Sts time to look at the questions. Check answers . Elicit I explain that the verbs are in the present perfect. b d Give Sts time to underline just, yet, and already in dialogues 2-4. Check answers. If you know your Sts' Ll, you could elicit the translation of just, yet, and already. just (in this context) = a very short time ago yet = until now ~ already = earlier than expected ! Just has other meanings in other contexts, e.g. only. e (~16)))~17))) Tell Sts to go to Grammar Bank4A on p.132. Focus on the example sentences and play the audio for Sts to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the class. If your Sts are new to the present perfect, when you go to the Irregular verbs list on p.1 64, get them to underline or highlight the verbs where the past participle is different from the past simple, e.g. be, become, ete. Additional grammar notes • For some Sts the present perfect may be new. They may have something similar in their Ll or they may not, and the use is likely to be different. It takes time for Sts to learn and use the present perfect correctly, but this use (for things that have happened recently with no time mentioned) is probably the Simplest to understand, and Sts will probably already be used to you asking them, e.g. Have you finished?, etc. • Yet I already may not have an exact equivalent in Sts' Ll, and the meaning is not that easy to explain, as they are words which simply add emphasis. There is not much difference between I haven't finished and J haven't finished yet, but addingyet implies that you are going to finish. .. 4A • just + present perfect: This use may be difficult for Sts to assimilate as it IDay be expressed in a completely different way in Sts' L1, i.e. with another verb followed by the infinitive. Sts may also have previously met just with a different meaning, e.g. only. Tell them that the meaning is usually clear from the context. • Lesson 4B focusses on the present perfect for past experience with ever I never, and contrasts it with the past simple. Later in the course (9B) Sts are introduced to the present perfect with for and since for unfinished actions, and this is again contrasted with the past simple in 9C. Focus on the exercises for 4A on p.133. Sts do the exercises individually or in pairs. Check answers, getting Sts to read the full sentences. a 1 She's bought a new jacket. 2 He hasn't found a job yet. 3 Have you spoken to Mr Jackson? 4 We've found a fantastic hoteL 5 They haven't finished eating. 6 Have you seen Peter this morning? 7 Have you done your homework this week? 8 We haven't replied to Mr Jones's email yet. b 1 I've just had breakfast. 2 Have you finished your homework yet? 3 The film has already started. 4 I haven't met his girlfriend yet. 5 They've just got married. 6 He's already gone home. 7 Have you spoken to him yet? 8 I haven't read his new boo:;,;kdY;;,et;.;,' __ _ Tell Sts to go back to the main lesson 4A. Extra support • If you think Sts need more practice, you may want to give them the Grammar photocopiable act ivity at this point. f 2 18 »)) Focus on the instructions and examples. Play the audio, pausing after each sentence for Sts to make the appropriate change. .. Get Sts to repeat the 'new' sentence when they have heard it. @ 18 »)) 1 I've finished. (pause) I haven't finished. 2 It hasn't rained. (pause) It's rained. 3 You haven't changed. (pause) You've changed. 4 He's arrived. (pause) He hasn't arrived. 5 We haven't argued. (pause) We've argued. 6 It's started. (pause) It hasn't started. 7 They haven't landed. (pause) They've landed. 8 She hasn't passed. (pause) She's passed. 9 I haven't studied a lot. (pause). I've studied a lot. 10 It hasn't stopped raining. (pause) It's stopped raining. Then repeat the activity eliciting responses from individual Sts. 4 PRONUNCIATION & SPEAKING Ijl and Id:)! Pronunciation notes • Remind Sts that: - y at the beginning of a word is always pronounced Ijt. - many words with u have a hidden Ij!, e.g. use, music, student. - the letter j is always pronounced Id:)!. - g before i or e is also often pronounced Id:)!, e.g. manager, general, giraffe, German, etc. a ~19 »)) Focus on the sound pictures and elicitthe words and sounds: yacht Ijl and jazz Id:)!. Then play the audio once for Sts just to listen. I ~19 »)) yacht IJI jazz /dy Play the audio again, pausing after each word and sound for Sts to repeat. b 20 »)) Get Sts to look atthe list of words and put them in the right column. Remind Sts that this kind of exercise is easier if they say the words aloud to themselves. Get Sts to compare with a partner, and then play the audio to check answers. 1@ 20 »)) yacht .yet, yellow, new, uniform, year, student, beautiful, young, argue jazz just, jumper, change, teenager, enjoy, jacket, bridge Now play the audio again for Sts to listen and repeat the words . c Read the two sentences out loud for Sts. Then read the first and get Sts to repeat it. Do the same with the second. Get Srs to practise saying the sentences in pairs. Get some feedback. d Tell Sts to go to Communication Has he done it yet? on p.l01. Give Sts one nlinute to look at and remember the picture. Now tell Sts to go to p.102. Go through the instructions. They should write their nine sentences with either yet or already. When Sts have written their sentences, put them into pairs. They read their sentences aloud to each other, to see if they have written the same. Monitor to check they are forming the present perfect correctly and are puttingyet and already in the right place. FinaUy, Sts check with the picture to see how many of their sentences were right. Get feedback . Things Max has already done 1 He has already made the bed. 2 He has already taken the dog for a walk. 3 He has already had a shower. 4 He has already had breakfast. Things Max hasn't done yet 1 He hasn't washed up his coffee cups yet. 2 He hasn't tidied his desk yet. 3 He hasn't picked up his towel yet. 4 He hasn't turned off his computer yet. 5 He hasn't put his clothes in the cupboard yet. Tell Sts to go back to the main lesson 4A. e ® 21 J)) Tell Sts they are going to hear some sound effects of things that have just happened. Put Sts in pairs and tell them first to listen and make notes only. Play the audio once. Then play the audio again, pausing after each sound effect for Sts to write a sentence with just and the present perfect. Check answers. Accept all correct and possible sentences. ® 2lJ)) Sound effects to illustrate the following sentences: 1 She's just broken a glass. 2 They've just got married. 3 He's just taken a photo. 4 She's just seen a mouse. 5 The film has just finished. 6 A dog has just seen a cat. 5 LISTENING a @ 22J)) Focus on the instructions and elicit I explain that teenage carers = teenagers who have to look after falllily members. Sts should listen and answer questions 1-3. Make sure they understand reputation (= what people think or say about sby or sth). Play the introduction to the programme. Get Sts to compare with a partner, and then check answers. Play the audio again if necessary. Extra support • Read through the scripts and decide if you need to pre-teach any new texis before Sts listen . 1 They have a bad reputation, e.g. for being lazy, untidy, etc. 2 They have to look after a member of their family. 3 Between 25 and 50. (g)22J)) (script in Student's Book on p.120) P = presenter P Teenagers today have a bad reputation. People say that they are lazy and untidy, and that they do very little to help their parents in the house. But there are some teenagers for whom this description is just not true at all. It is estimated that there are more than 200,000 teenagers in the UK who have to look after a member of their family, their mother or father or brother or sister. In many cases these young helpers, or 'carers' as they are called, have to do between 25 and 50 hours work helping in their house, as well as doing their school work. 4A b @ 23J)) Now tell Sts they are going to listen to the rest of the programme, which is an interview with two teenagers. The first time they listen, they should answer the two questions. Play the audio once the whole way though. Check answers. They both take care of their mothers and do housework. Ther feel positive. @ 23J)) (script in Student's Book on p.120) p:::; presenter, A = Alice, D :::; Daniel P I'd like to welcome to the programme two of these teenagers, Alice and Daniel, who are 17 years old, and who both look after members of their family. Hello, Alice, hello, Daniel. AandD Hi. P Who do you look after? A I look after my mum. She has ME - it's an illness which means that she feels tired all the time and she can't walk very well. And I also look after my younger brother and sister. He's six and she's four. o I look after my mum too. She had a bad car accident seven years ago and she can't walk. I also look after my little sister. P You both do a lot of housework. What exactly do you do? A On a normal day I get up early and I clean the house and I do the ironing. After school, I sometimes take my mum to the shops in her wheelchair. In the evening, my dad makes the dinner - I'm not very good at cooking! But I make sure my brother and sister eat the ir dinner and then I put them to bed. o My day's quite similar. I clean the house and iron, but I also do the cooking, and the shopping. My dad left home four years ago so we're on our own. I take my sister to school and make sure that my mum is OK. I need to give her massages every evening. P How do you feel about the way you live? A I don't really mind looking after my mum. She's ill and she needs my help. But sometimes I feel a bit sad when I can't go out because there are things to do in the house. And I sometimes get angry with my school friends . They don't really understand the problems I have at home. All they think about are clothes, boys, and going out. o I enjoy what I do because I'm helping my mum and I'm helping my sister at the same time. Of course, it's true that I can't go out much, because I need to spend most of my time at home. I sometimes go out with my friends, but I don't like leaving my mum on her own. I always make sure that I have my mobile. If my mum needs anything, she calls me and I go back home. It's not a problem for me. It's just part of my life. P You're both doing a great job, thanks very much for coming on the programme ... c Now tell Sts they are going to listen to the interview again and they need to decide who 1- 8 refer to and write the appropriate initial next to each one. Give Sts a minute to read 1-8 and then play the audio. Get Sts to compare with a partner and play the audio again if necessary. Check answers. 1 B 2 A 3 B 4 A Extra suppor t 5 D 6 D 7 A 8 D • If there's time, you could get Sts to listen again with the scripts on p.120, so they can see exactly what they understood I didn't understand. Translate I explain any new words or phrases. d Do this as an open class and answer the questions yourself if you know any teenagers who are carers. 48 b Tell Sts to go to Vocabulary Bank ShoppinB on p.155 and do 1 In a shop or store. Elicit I explain that store is American English for shop, but now in the U K people use both shop and store. Focus on a and get Sts to match the words and pictures. ® 281)) Now do b. Play the audio for Sts to check answers. Play it again, pausing after each phrase for Sts to repeat. Point out to Sts that the p in receipt is silent. Give further practice of words and phrases your Sts find difficult to pronounce. ( 281)) In a shop or store 5 changing rooms 3 checkout 4 customer 2 receipt 8 shop assistant 1 take something back 7 trolley / basket 6 try something on Focus on c and get Sts to cover the words and look at the pictures. They can test themselves or each other. Finally, go through thefit or suit? box with the class. Model and drill the pronunciation of suit Isu:t!. Now do 2 OnHne, focus on a and get Sts to complete the gaps. ® 291)) Now do b. Play the audio for Sts to check their answers. Give further practice of any words your Sts find difficult to pronounce. 2 account 3 item 4 size (y291)) Shopping online 5 basket 6 checkout 7 delivery 8 payment 9 auction When you are shopping online, first you go to the website. The first time you use a site you usually have to create an account, where you give your personal details. You then choose what you want to buy, and click on each item. If you are buying clothes, make sure you get the right size! Everything you buy goes into your shopping bag or basket, usually at the top right of the page. When you are ready to pay you click on 'proceed to checkout'. You then have to give your delivery address where you want them to send your things, and give your payment details, for example your your credit card number and expiry date. Many people today also buy and sell things on line at auction sites like e8ay. Tell Sts to go back to the main lesson 4B. Extr a support • If you think Sts need more practice, you may want to give them the Vocabulary photocopiable activity at this point. 5 PRONUNCIATION c and ch a Write on the board CUT and CENT and elicit their pronunciations. Highlight that c can be pronounced Ikl or Isl. la Focus on the two sound pictures and elicit the words and sounds: key Ikl and snake Is/. Give Sts a few minutes to put the words in the right rows. Encourage them to say the words aloud as they do this. b & 301)) Get Sts to compare with a partner. Now play the audio for them to listen and check. @ 301)) key Ikl account, auction, click, clothes, credit card, customer snake Is/ cinema, city, proceed, receipt, shopping centre Play the audio again, pausing after each word for Sts to repeat. Then focus on the question and check the answer. c is usually Isl before e and i, e.g. city, centre, etc. c @ 311)) Focus on the first question and elicit the answer. The ·letters -ch are usually pronounced ItJ/. Now play the audio for Sts to listen to the words and circle the two that are pronounced differently. Check answers. c hemist's and chic are pronounced differently. In chemist's the letters ch are pronounced IkJ and in chic they are pronounced If I. (~311)) changing rooms, cheap, checkout, chemist's, chic, choose E x tra ch a llen ge • Elicit some more words where ch is pronounced Ikl or IJI. They should know, e.g. architect , mechanic, Christmas (ch = IkI), and machine, chef(ch = IJI) . d Get Sts to practise saying all the words in a and c. Get some feedback. 6 SPEAKING a Focus on the instructions. Do question 1 with the whole class and elicit the missing past participles (bouBht and sold) . Sts should complete questions 2-8 with the misSing participles. Check answers. 2 bought 3 had 4 tried 5 taken 6 bought 7 got 8 lost b Focus on the follow-up question(s) after each present perfect question in a and point out that they are in the past simple . Get Sts to interview you with the first three or four questions. Finally, get Sts to stand up and move round the class. When somebody answers Yes, I have to the present perfect question, Sts should ask the follow-up questions. Get some feedback from the class. G something, anything, nothing, etc. V adjectives ending -ed and -iog: bored, boring, etc. P lel, Igu/, and IAI Lesson plan In this lesson Sts learn how to use somethinB, anythinB, nothing, ete. These words will be familiar to Sts by this stage, but here they are focussed on in detail. The context is a (true) story about a man who spent the weekend trapped in a lift, and an article about the fact tbat many people today invent what they did at the weekend in order to make it sound more exciting. After listening to the story and focussing on the grammar, Sts focus on some vowel sounds in order to be able to pronounce the key grammar expressions correctly. They read the article, and then talk abollt their own weekends. Finally, in Vocabulary Sts focus on the contrast between -ed and -inB adjectives. STUDVmm • Workbook pp.28-29 • iTutor • iChecker • www.oup.com/elt/englishfile Extra photocopiable activities • Grammar something, anything, nothing, etc. p.173 • Communicative The same or different? p.220 (instructions p.201) • Song If You Love Somebody, Set Them Free p.27l (instructions p.264) • www.oup.com/eltlteacher/englishfile Option al lead -in (books closed ) • \Vrite the following sentence on the board, completing the start and finish times for you. MY ___ STARTS ON FRIDAY AT (time) AND FINISHES ON SUNDAY AT (time) . • Elicit the missing word (weekend) and explain why it starts and finishes at these times for you, e.g. because you finish work on Friday evening and start again on Monday morning. • Then put Sts in pairs to tell each other when their weekends start and finish, and why. Get feedback to see who has the longest f shortest weekend . 1 LISTENING a ?)32 ))) Books open. Here Sts listen to a true story about a man who was stuck in a lift for a whole weekend. The story introduces some of the words from the new grammar. Focus on the photo and ask Sts What do you think the story is about? Now play the audio once the whole way through. Get Sts to compare with a partner, and then check the answer. Extra suppor t • Read through the script and decide if you need to pre-teach any new lexis before Sts listen, e.g. lift, press the button, alarm, ete. He spent the weekend in a lift at his office. He was there from Friday evening to Monday morning. @ 32))) (script in Student's Book on p.120) N = newsreader,S = Sven, Si = Silvia N last Friday Sven, a lawyer from Stockholm, was looking forward to a relaxing two days in the mountains. He and his wife had a reservation in a luxury hotel at a skiing resort, so they could spend the weekend skiing. But the weekend didn't work out exactly as they were expecting. Sven worked until late on Friday evening. His office was on the 12th floor. When he finished, at 8 o'clock, he locked his office and got into the lift ... and he didn't get out again until Monday morning! S I pressed the button for the ground floor and the lift started going down, but then it stopped. I pressed the button again, but nothing happened. I pressed the alarm and shouted, but nobody heard me. Most people had already gone home. I tried to phone my wife, but my mobile didn't work in the lift ... I couldn't do anything. I just sat on the floor and hoped maybe somebody would realize what had happened. But on Saturday and Sunday I knew nobody would be there. I slept most of the time to forget how hungry I was. N Meanwhile Sven's wife, Silvia, was waiting for her husband to come home. Si I was very worried when he didn't come home on Friday evening and I couldn't understand why his mobi le wasn't working. I phoned the police and they looked for him but they couldn't find him anywhere. I thought maybe he was with another woman. N So Sven was in the lift the whole weekend from Friday evening until Monday morning. At eight o'clock, when the office workers arrived, they phoned the emergency number and somebody came and repaired the lift. S I was very happy to get out. I hadn't eaten since Friday afternoon and I was very hungry. It's lucky that I am not claustrophobic because the lift was very small. The first thing I did was to phone my wife to say that I was OK. N Sven will soon be the fittest man in his office - from now on he's going to take the stairs every day - even though it's 12 floors. b Give Sts time to read questions 1-7. Now play the audio again. Then get Sts to compare with a partner, and check answers. 1 Sven is a lawyer. 2 His office was on 12th floor. 3 The lift started going down, and then stopped. 4 He pressed the alarm. He shouted. He tried to eaU his wife. S She thought perhaps he was with another woman. 6 Office workers phoned the emergency number, so somebody came and repaired the lift. He was very happy and hungry. 7 He is going to walk up the stairs. Extra support • If there's time, YOll could get Sts to listen again with the script on p.120, so they can see exactly what they understood f didn't understand . Translate f explain any new words or phrases. c Do this as an open-class activity and elicit any stories . .. 4C 2 GRAMMAR something, anything, nothing, etc. a ( 33 ») Focus on the instructions and give Sts time to try to complete the sentences. Then play the audio for Sts to listen and check. Tell Sts that for number 3 both somebody and someone are possible. I ® 33 »)) 1 I pressed the button again, but nothing happened. 2 The police couldn't find him anywhere. 3 They phoned the emergency number and somebody came and repaired the lift. b Focus on the instructions and give Sts a few moments to complete the rules in pairs. Check answers. 1 things 2 people 3 places c ~34 »)) Tell Sts to go to Grammar Bank 4C onp.J32. .. Focus on the example sentences and play the audio for Sts to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with tbe class. Additional grammar notes • Sts may have problems with the negative form. The typical mistakes are: 1 using nobody I nothing I nowhere with a negative verb, e.g. I didn't see nobody. Highlight that you cannot use a 'double negative' in English. 2 using anybody I anything I anywhere in one word answers to convey a negative meaning. e.g. Who did you see? Anybody. • To talk about people there are two alternative forms: -body and -one, e.g. somebody I someone. They are identical in meaning. ! somethinB (like some) is also used in questions to make an offer or request, e.g. Would you like something to drink? Could you BO somewhere for me this afternoon? To avoid overloading Sts it may be best to focus on this rule only ifSts bring it up. Focus on the exercises for 4C on p.J33. Sts do them individually or in pairs. Check answers, getting Sts to read tbe full sentences. a 1 anybody 6 somewhere 2 Somebody 7 something 3 somewhere 8 nobody 4 nothing 9 anything S anybody 10 nowhere b 1 Nothing. 2 Nowhere. 3 Nobody. ell didn·t do anything. 2 1 didn't go anywhere. 3 I didn't see anybody. Tell Sts to go back to the main lesson 4C. Extra supp ort • If you think 5ts need more practice, you may want to give them the Grammar photocopiable act ivity at this point. 3 PRONUNCIATION lel, Igu/, and lA! a Focus on the three sound pictures and elicit the words and sounds: eBg lel, phone Igu/, and up lA!. Focus on sentences 1-6 and the pink letters. Give Sts , in pairs, a few minutes to say them out loud to each other and decide which sound they are (a, b, or c). b ~35 J)) Play the audio for Sts to listen and check. Check answers. Ib2c3a4c5a6b 1@ 35 »)) lb Nobody knows where he goes. 2c Somebody's coming to lunch. 3a I never said anything. 4c I've done nothing since Sunday. Sa Don't tell anybody about the message. 6b There's nowhere to go except home. Play the audio again, pausing afrer each sentence for Sts to listen and repeat. Give Sts time to practise saying the sentences. Finally, get individual Sts to say them out loud. e g)36»)) Focus on the example and tell Sts they are going to hear a question and they lllUSt answer it fi rst with a one word negative answer, and then with a full sentence using a negative verb. You might want to stress that this is a drill, so Sts must always answer in the negative and not think about themselves. Play the audio, pausing after each question to give Sts time to respond. @ 36J)) 1 What did you buy? (pause) Nothing. I didn't buy anything. 2 Where did you go? (pause) Nowhere. I didn't go anywhere. 3 Who did you see? (pause) Nobody. J didn't see anybody. 4 What did you eat? (pause) Nothing. I didn't eat anything. 5 Who did you speak to? (pause) Nobody. J didn't speak to anybody. 6 Where did you walk? (pause) Nowhere. I didn't walk anywhere. 7 Who did you meet? (pause) Nobody. I didn't meet anybody. 8 What did you say? (pause) Nothing. I didn't say anything. Then repeat the activity eliciting responses from individualSts. Extra suppor t • Wri te NothinB, Nobody, Nowhere, and [ didn't . . . any- on the board to g ive Sts something to foc us on and to help elicit the response. 4 READING a Focus on the instructions and make sure Sts understand the word summary as well as the three options. Tell Sts to read the article quickly and say what the best summary is . Check answers. The best summary is c . G comparative adjectives and adverbs, as .. as V time expressions: spend time, etc. P sentence stress Lesson plan In this lesson Sts revise comparative adjectives, and learn to use comparative adverbs and the structure (not) as . . as to compare things. The context is some pieces of information based on recent research which shows how the pace of life has increased in recent years. Sts start by doing a questionnaire and then reading the article, which has a vocabulary focus on expressions with time, e.g. waste time. This leads them to the grammar, and after it has been presented and practised there is a pronunciation focus on the /g/ sound in unstressed syllables and words. Sts then conlpare their lives today to their lives five years ago, to see if they are living faster, and the lesson ends with a listening where a lifestyle expert gives advice on how to slow down. STUDY~ • Workbook SA • iTutor • www.oup.com/elt/englishfile Extra photocopiable activities • Grammar Comparative adjectives and adverbs, as .. as p.174 • Communicative Which do you prefer? Why? p.221 (instructions p.221J • www.oup.com/eltlteacher/englishfile O p tion a l lead-in (b ooks closed) • Write on the board WOR K I N G I STUDYING, EAT I NG, SLEEPING, RELAXI N G . Sts, in pairs, say how long they spend doing these things in a typical day. G et feedback and ask Sts if they think they have enough free tilue. 1 READING & VOCABULARY time expressions a Books open. Focus on the article and headings, and check Sts know who Snow Wh ite (from the fairytale Snow White and the Seven Dwarfs) and Van Gogh (Dutch painter) are. Now tell Sts to read the article and match the headings to the paragraphs. Get Sts to compare with a partner, and then check answers. 1 No t ime to stop 2 No time for Snow White 3 No time to wait 4 No time to write S No time for Van Gogh 6 More time on the road b Focus on the task and tell Sts to read the article again and see if they can find the one piece of invented information. Elicit some opinions and then tell Sts what it is. Paragraph 4 (there is no such new networking site) Ask Sts if they were surprised by any of the information. c Now focus on the highlighted 'time' expressions and get Sts, in pairs, to try to guess their meaning from the context. Check answers, either explaining in English, translating into Sts' Ll, or getting Sts to check in their dictionaries. Deal with any other new vocabulary. d Put Sts in pairs and get them to look at the headings in a, or write the headings on the board in the right order. Sts try to remember what each paragraph was about. Get some feedback from the class. Extr a suppor t • Put Sts in pairs, A and B . A talks about the first three headings and B helps by looking at the article. Then they swap roles and B looks at the next three headings whilst A helps. Get Sts to answer the question in pairs or do it as an open class. e Now focus on the instructions and the questionnaire. You might want to check that Sts understand get impatient,Jeel frustrated, and Bet irritable. Tell Sts that they should answer with often, sometimes, or never and then explain why or give examples. Put Sts in pairs and get them to ask and answer the questions . Tell Sts they must make a note of their partner's answers as they will need them later. E x tra support • Get Sts to interview you first, so you can model how you want them to answer. f When Sts have answered the questions in e, tell them to go to Communication How fast is your life? on p.lOJ . Go through the instructions with them carefully. Sts should add up their partner's score and tell them what it is. Sts then read their own results. While they read, go round monitoring and helping with any vocabulary problems, e.g. lane, pace of life, rushinB, etc. When they have finished, Sts should tell their partner if they agree with what they read. Get feedback from some pairs. Finally, with a show of hands find out how many people belong to each category (the slow lane, medium lane, and fast lane). Tell Sts to go back to the main lesson SA. E xtr a suppor t • Before telling 5ts to go to Communica tion, you might want to pre- teach slow lane and fast lane. .. SA 2 GRAMMAR comparative adjectives and adverbs, as ... as a Tell Sts to look at the list of words from the text and decide if they are adjectives, adverbs, or both. Check answers. quickly;; adverb fast = both busy = adjective patient = adjective bad;; adjective slowly = adverb stressed;; adjective b Focus on the instructions. Give Sts a few minutes to read sentences 1-6 and decide which form is correct. c Get Sts to compare with a partner, and then check answers. 1 faster 3 busier 5 -I' 2 worse __ 4..:...~m_o;;.re::.:;.st:;.r .. es. s_e_d_ 6 as Ratient as ~40 ))) Tell Sts to go to Grammar Bank SA on p.134. Focus on the example sentences and play the audio for Srs to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the class. Additional grammar notes • Although Pre-intermediate Sts will usually have studied comparative adjectives before, tbey will probably need reminding of the rules, especially for one-syllable adjectives. Typical mistakes: more biB, more easy, etc. • Point out that the rules fo r adverbs are very similar. The only difference is that two-syllable adverbs ending in y, e.g. slowly, form the comparative with more, e.g. more slowly NOT~. • The structure as ... as is more common in the negative. bur can also be used in the affirmative, e.g. She's as tall as I am. It is also very common with much and many, e.g. I don't eat as much as you. • You may also want to teach the same as . . . , e.g. Your book is the same as mine. Focus on the exercises for SA on p.J3S. Sts do the exercises individually or in pairs. Check answers, getting Sts to read the full sentences. a 1 faster than 6 better than 2 taller than 7 harder than 3 busier t his week than 8 more boring than 4 further from London than Leeds. 9 bigger than 5 worse than 10 more slowly than b 1 Jerry isn't as short as Adam. 2 My bag isn't as nice as yours. 3 London isn't as big as Tokyo. 4 Cricket isn't as popular as tennis. 5 Adults don't learn languages as fast as children. 6 You don't work as hard as me. 7 France didn't play as well as En"'gl;la. n,;,;d:;.. _____ .....J Tell Sts to go back to the main lesson SA. Extra support • If you think Sts need more practice, you may want to give them the Grammar photocopiable activity at this point. 3 PRONUNCIATION sentence stress Pronunciation notes • If you encourage Sts to get the stress right both in words and sentences, then you should find that they will start producing the I'd! sound quite naturally. a g)41 ))) Go through the 1;,1 sound box with the class, and remind Sts that it is the most common sound in English. Now focus on the sentences. Play the audio once for StS just to listen. Elicit that the pink letters are the I'd! sound. ( 411)) See sentences in Student's Book on p.37 Now play it again, pausing after each sentence for StS to repeat and copy the rhythm. Then repeat the activity eliciting responses from individual Sts. b Focus on sentence 1 and say whether it is true for you or not, and give reasons. Then put Sts in pairs or small groups and get them to say whether the sentences in a are true for them. G et some feedback from the class. 4 SPEAKING a Focus on the instructions and tell Sts to read the questiorinaire all the way through. You could talk about some of the prompts in question 1 yourself to give Sts an example. Give Sts sonle time to think about their answers. Extra support • Get Sts to think first about their answers to question 1. They could make notes, e.g. write M (more) or L (less), or S (for the same) next to each thing. b Put Sts in pairs and get them to answer the questionnaire together. Monitor and make sure Sts are forming the comparative correctly and using the expressions with time. G et feedback from a few pairs and find out whose life has changed more. 5 LISTENING a Focus on the task and give Sts some time to guess the missing words. Elicit some ideas, but do nQI tell Sts if they are right yet, b @ 42 ))) Play the audio once the whole way through for Sts to check their guesses. Tell them not to worry about the example yet. Get Sts to compare with a partner, and then check answers . Extra support • Read through the script and decide if you need to pre-teach any new lexis before Sts listen . 1 slow down 2 most important 3 two things 4 nothing 5 water ® 42»)) (script in Student's Book on pp.120-121J P ::: presenter, L = Laurel Reece P Today we talk to laurel Reece, who's w riting a book about how to live more slowly. She's going to give us five useful tips. L My first tip is something which is very simple to say, but more difficult to do in practice. Whatever you're doing, just try to slow down and enjoy it. If you are walking somewhere, try to walk more slowly; if you are driving, make yourself drive more slowly. It doesn't matter what you are doing, cooking, having a shower, exercising in the gym, just slow down and reaUy enjoy the moment. We alt try to do too many things that we just don't have time for. So my second tip is: make a list of the three things which are most important for you, your priorities in life. Then when you've made your list, make sure that you spend time doing those things. Imagine, for example, that your three things are your family, reading, and playing sport. Then make sure that you spend enough time with your family, that you have space in your life for read ing, and that you have time to do sports. And forget about trying to do other things that you haven't got time for. Tip number three is: don't try to do two things at the same time. The worst thing you can do is to multitask. So, for example don't read your emails while you are talking to a friend on the phone. If you do that, you aren't really focussing on your emails or your friend, and you aren't going to feel very relaxed either. Tip number four is very simple: once a day, every day, sit down and do nothing for half an hour. For example, go to a cafe and sit outside, or go to a park and sit on a bench. Turn off your phone, so that nobody can contact you, and then just sit and watch the world go by. This will really help you to slow down. OK. My fifth and final tip. One of the most relaxing things you can do is to be near water or-.even better, to be on water. So if you live near a lake or river, go and sit by the river or go boating. If you live near the sea, go and sit on the beach. Relax and listen to the sound of the wind and the water. You will feel your body and mind slowing down as the minutes go past. Now tell Sts they are going to listen again and they should not to try to write down eyerything the speaker says for the example, but just some key words. Then play the audio again, pausing after each tip to give Sts time to write the example. Get Sts to compare with a partner, and then check answers. Possible answers 1 Example: Try to walk or drive more slowly. 2 Example: Make sure that you spend enough time with your family. and have time for reading, and·sport. 3 Example: Don't read your emails while you are talking to a friend on the phone. 4 Example: Go to a cafe or a park and sit down. Turn off your phone and watch the world go by (look around you). 5 Example: If you live near a lake or river, go and sit by the river or go boating. If you live near the sea, go and sit on the beach. Relax and listen to the sound Qf the wind and the water. SA E x tra support • If there's time, you could get Sts to listen again with the script on pp.1 20- 121" so they can see exactly what they understood I didn't understand. Translate I explain any new words or phrases. c Do th is as an open-class question, or get Sts to discuss the tips with a partner and then get some feedback. .. .. -. 58 Next, it was the shopping test. J went to a tourist shop in Oxford street and I bought a key ring and a red bus. The red bus was very expensive. The total price was £40.1 gave the man £100. He gave me £60 back. Finally, it was time for the accident test. For this test I went down into the Tube, the London Underground. As I went down the stairs I feU over and sat on the floor. A man immediately stopped and looked down at me. ! thought he was going to help me, but he didn't - he just said, 'Why don't you look where you are gOing?'. b Before playing tbe audio again, give Sts some time to read questions 1- 10. Play the audio once the whole way through. Then play it again, pausing after each section for Sts to make notes. Check answers. 1 A man. 2 'No, no, no time for that.' 3 A businessman. He took one photo (but no more). 4 In Oxford Street. S £40. 6 £100. 7 Yes. 8 In the Tube (the London Underground). 9 No. 10 'Why don't you {oak where you're going?' Elicit now how London compared to the other three cities and elicit that it was tbe most unfriendly. Extra support • If there's time, YOll could get Sts to listen again w ith the script on p. l 21, so they can see exactly what they understood I didn 't understand. Translate I explain any new words or ph rases. c In pairs or small groups, Sts discuss what they think would happen if they did the three tests in their nearest big city. Get some feedback from pairs I groups. 5 VOCABULARY describing a town or city a Focus on the task and give Sts time, in pairs, to answer t.he questions. Get some feedback from a few pairs. b Tell Sts to go to Vocabulary Bank Describing a town aT city on p.l56. Focus on 1 Where is it? How big is it? In a tell Sts they are going to read about a town called Reading /redrul and get them to circle the correct words or phrases. 2 46 ))) Now do b. Play the audio for Sts to check their answers. I @46))) Where is it? How big is it? Reading is a town in the south of England, on the River Thames. It is about 40 miles west of London. It is a large town and it has a poputation of about 250,000. It is famous for its music festival, which is one of the biggest in the UK. Now do 2 What's it like? and focus on a , where Sts match the adjectives and sentences. Extra support • Check Sts' answers to a before they match the opposites. 1 noisy 2 polluted 3 crowded 4 modern 5 boring 6 dangerous Now do b and get Sts to match the adjectives in the list with their opposites in a. gJ47 ))) T hen do c. Play the audio for Sts to check answers to a and b. Play it again, pausing after each phrase for 5ts to repeat. Give furtber practice of words and phrases your Sts find difficult to pronounce. You may want to elicit I explain the difference between crowded and full (crowded = full of people), and polluted and dirty (polluted = dirty because of contamination). (2 47 ))) What's it like? 5 boring exciting interesting 3 crowded empty 6 dangerou s safe 4 modern old 1 noisy quiet 2 polluted clean Finally, do d and get Sts to cover the words and look at sentences 1-6. They can test themselves or each other. Now do 3 What is tbere to see? and tell Sts to look at the two photos and ask them what they can see. The photo on the left is the Guggenheim Museum in Bilbao and the photo on the right is the Castle de Sao Jorge in Lisbon. Tell Sts to do a individually or in pairs. ~48 ))) Then do b. Play the audio for Sts to check answers. Play it again, pausing after each wo rd or phrase for Sts to repeat. Give further practice of words and phrases your Sts find difficult to pronounce I @ 48))) What is there to see? Religious buildings: cathedral, church, mosque, temple Places where you can buy things: department store, market, shopping centre Historic buildings and monuments: castle, museum, palace, statue, town hall Extra challenge • Elicit more words for each column, e.g. synagogue, mall , (clock) tower, etc. Finally, do c in pairs or small groups. Then get some feedback from individual Sts. Tell StS to go back to the main lesson SB. Extra support • If you think Sts need more pract ice, you may want to give them the Vocabulary photocopiable ac tivity at this point. • • • I I 6 WRITING describing where you live Tell Sts to go to Writing DescribinB where you live onp.l14. a Tell Sts to read the text and complete the gaps with the words in the list. Check answers. 2 p opulation 3 area 4 historic 5 modern 6 weather 7 food 8 nature 9 rivers b Now tell Sts to match the questions with paragraphs 1- 5. Check answers. 1 Where do you live? Where is it? How big is it? 2 What's your hometown like? What is there to see there? 3 What's the weather like? 4 What's it famous for? 5 What's the best thing about it? Do you like living there? c You may like to get Sts to do the writing in class or you could set it as homework. Get them to write a description of where they live, making sure they write five paragraphs by answering the questions in b in the right order. d Sts should check for mistakes, and if they can, attach a photo or photos. Sts should exchange their pieces of writing and decide which places they would like to visit. Get some feedback. Tell Sts to go back to the main lesson SB. 7 Y 49 )l) SONG Nobody Does It Better .., This song was originally made famous by the American singer early Simon in 1977. For copyright reasons this is a cover version. If you want to do this song in class, use the photocopiable activity on p.272. @49 )l) Nobody Does It Better Nobody does it better Makes me feel sad for the rest Nobody does it half as good as you Baby, you're the best I wasn't looking but somehow you found me I tried to hide from your love light But like heaven above me, the spy who loved me Is keeping all my secrets safe tonight And nobody does it better Though sometimes I wish someone could Nobody does it quite the way you do Why do you have to be so good? The way that you hold me Whenever you hold me There's ·some kind of magic inside you That keeps me from running, but just keep it coming How'd you learn to do the things you do? And nobody does it better Makes me feel sad for the rest Nobody does it half as good as you Baby, baby, darling, you're the best Baby, you're the best Darling, you're the best Sweet thing, you're the best (x4) • 58 .. Lesson plan G quantifiers, too, not enough V health and the body P IAl, lu:/, laII, and lel In this lesson Sts revise quantifiers and learn to use too much I many, and (not) enough. The context is a magazine article abollt how some things commonly considered bad for you can, in the right quantities, be good for you. The lesson begins with a lifestyle questionnaire focussing on the five things (coffee, sun, video games, chocolate, and TV) which Sts will go on to read and listen about in the article EverythinB bad is Bood Jar you. In this article there is also a vocabulary focus on health and the body. Sts then work on the grammar, followed by a pronunciation focus on four vowel sounds which are often mispronounced in some of the quantifiers. The lesson ends with a speaking activity where Sts discuss more general lifestyle habits using the new quantifiers. Depending on the level of your class, you may want to do more or less revision of countability and basic quantifiers (see O ptionallead-in and Extr a support). STUDYI!rn:3 • Workbook se • iTutor • iChecker • www.oup.com/eLtlenglishfiLe Extra photocopiable activities • Grammar Quanti f iers, too, not enough p.176 • Communicative How old is your body? p.223 (instructions p.202) • www.oup.com/eltlteacher/englishfile O ptionallead-in (b ooks closed ) • Revise countability. Write on the board in two columns: 1 2 COFFEE BREAD CHOCOLATE VEGETABLES BISCUITS SWEETS • Ask Sts What's the difference between the words in columns 1 and 2? and elicit that the words in column 1 are uncountable, and normally used in the singular, but the words in column 2 are countable and can be used in singular and plural. Elicit a few more words for each column, e.g. water, rice, apples, etc. Ask Sts When do we use 'a', 'some', and 'any'? and elicit that you use a with singular countable nouns and some I any with plural countable nouns and uncountable nouns, some in positive sentences and any in negatives and questions, e.g. I ate a biscuit and some bread. I didn't eat any veBetables or any fruit. 1 SPEAKING a Books open. Focus on the questionnaire and its title. Go through the questions making sure Sts understand them , e.g. sunscreen. Put Sts in pairs and give them time to answer the questions. b In their pairs, Sts now discuss whether they think their habits are unhealthy. G et some feedback from various pairs. Extra su pp ort • You could get Sts to ask you some of the questions from the questionnaire and then ask them if they think you r habits are healthy or not. 2 READING & LISTENING a Focus on the title of the article and ask Sts to predict what it 's going to be about. Then set a time limit for Sts to read it once. Focus on the question, and elicit answers from the class. b Now get Sts to read the article again and to match the highlighted words to a picture or definition. Get Sts to compare thei r answers with a partner. c ® SO )J) Play the audio once for Sts to listen and check their answers to b. ® SOlJ) 1 bones 2 face 3 brain 4 skin 5 prevent 6 illness 7 anxious Then play it again, pausing after each word for Sts to listen and repeat. Finally, get Sts to practise saying the words. Deal with any other new vocabulary in the three paragraphs. d Focus on questions 1 and 2. Tell Sts to cover the text and, in pairs, to answer them. Get some feedback. Possible answers 1 Good about coffee: wakes you up, helps prevent some illnesses Good about sunlight: helps produce vitamin D, good for bones and healthy immune system, makes you feel happier Good about comput er games: stimulat e the brain, help learn important skills, e.g. solving problems and t aking decisions 2 Bad about coff ee: can make you feel anxious, or keep you awake at night Bad about sunlight: too much can give skin cancer Bad about computer games: can waste time shopping making suggestions; taking something back to a shop; arranging when to meet Why don't you ... ? I'm afraid ... Lesson plan In this third Practical English lesson Sts revise some basic shopping vocabulary, and learn some key phrases for taking things back to a shop. The story develops: Rob decides that he is unfit and needs to do SOlne exercise. Holly invites him to join her and some friend s in a game of basketball. Rob accepts, but first needs to buy some trainers. He buys a pair, without trying them on, and then realizes they are too small. He takes them back to the shop and manages to exchange them . Later, he accepts an invitation to go ru nning with Jenny very early in the morning in Central Park. STUDV I:!rn:3 • Workbook The wrong shoes • iTutor • www.oup.com/eltlenglishfile Test and Assessment CD-ROM • Quick Test 5 • File 5 Test • www.oup.com/elt/ teacher/ englishfile Option al lead-in (books closed) • Before starting Episode 3 elicit what Sts can remember about Episode 2. Ask them Who's Holly? Where does she work / live? Who's Barbara?~ ete. • Alternatively, you could play the last scene of Episode 2. 1 ROB HAS A PROBLEM a g)55 1)) Focus on the photos at tbe top of the page and elicit what is happening. Now focus on questions 1- 8 and give Sts time to read them. Sts may not know the expression in shape :::: in a good physical condition . Play the audio once the whole way through. Play again if necessary. Get Sts to compare with a partner, and then check answers. 1 He says he is eating too much. 2 Because he eats out att the time in New York and the portions are very big. 3 He cycles in London. 4 Because he doesn't have a bike (he lives near the office and is only going to stay for another three weeks). 5 She goes running before and after work. 6 Holly thinks running is very boring. 7 He could play basketball with Holly and her f riends. 8 He needs to buy some tra iners (sneakers in Amer ican English). ® 55 1)) (script in Student's Book on p.121) H :::: HoUy, R :::: Rob H Hey, Rob, come on. Keep up. R Sorry. I'm a bit tired this morning. H You aren't exactly in good shape, are you? R I know, I know. I think I'm eating too much. H Then eat less! R It isn't easy. I eat out all the time. And the portions in American restaurants are enormous. H You don't do enough exerc ise. R I walk a lot . H Walking isn't enough, Rob. Do you do anything t o keep fit? R I cycle when I'm in London ... H So why don't you get a bike here? R I'm onty here for another three weeks. Anyway, my hotel's near the off ice. t don't need a bike. H You know, Jennifer goes running all the time. Before and after work. But I just thInk that running is just so boring. I mean, where's the fun? R Yeah, I'm not very keen on running. H So why don't you play basketball with me and my friends? R OK. That's a great idea! But I don't have any tra iners. H Trainers? Sneakers! You can buy some. R Is t here a sports shop near here? H Su re, there's one across t he street. Now foc us on tbe British and American English box and go through it with the class. Extrasupport If there's time, you cou Id get Sts to listen again with the script on p.l21 , so they can see exactly what they understood I didn't understand . Translate I expla in any new words or phrases. b ® 56 1)) Focus on the Making suggestions with Why don't you .. _? box and go through it with Sts. Now play the audio and get Sts just to li sten. I ~56 1)) ~ee Student's Book on p.42 Play the audio aga in, pausing after each phrase, and get Sts to repeat it. e Put Sts in pairs and focus on the instructions. Make sure Sts understand the situa tion. Tell As to start. W hen Sts have fini shed, ask a few As what suggestions Bs made and if they thought the suggestions were good or not. d Sts stay in their pairs and focus on the new situation. Tells Bs to start. When Sts have finished ~ ask a few Bs what suggestions A s made and if they thought the suggestions were good or not. Extra idea • As a round-up ask Sts for good suggestions for both situations and write them on the board . .. ... - ... PE3 2 VOCABULARY shopping Put Sts in pairs and tell them to answer the questions in the shopping quiz. Check answers. For I, you could also elicit XS and XXL. 1 5, M, L, and Xl. 2 5;;; small, M = medium, L ;;; large, XL = extra targe 3 a changing room 4 a receipt S £2S.99 = twenty-five pounds (and) ninety-nine p 7Sp ::: seventy-five p / pence $45 = forty-five dollars lSc = f ifteen cents €12.50 = t welve euros (and) fifty (cents) Extra idea • You could do the quiz as a competition . Set a time limit and the pair with the most correct answers are the winners. 3 TAKING SOMETHING BACK TO A SHOP a g)57 ))) Focus on the photo and ask Sts some questions, e.g. Where is Rob? Who is he talking to?, etc. Now either tell Sts to close their books and write the two questions on the board, or get Sts to focus on the questions and cover the dialogue. Play the audio once the whole way through and then check answers. 1 They are too small. 2 He changes them for another pair. (~57 )))(~S8 ))) 5 = Sates assistant, R = Rob 5 Can I help you, sir? R Yes. Do you have these in an eight? (repeat) 5 Just a minute, I'H go and check. ... 5 Here you are, these are an eight. Do you want t o try them on? R No, thanks. I'm sure they'U be f ine. (repeat) How much are they? (repeat) 5 They're $83.94. R Oh, it says $72.99. (repeat) 5 Yes, but t here's an added sales tax of 15%. R Oh, OK. Do you take MasterCard? (repeat) 5 Sure. 5 Can I help you? R Yes, I bought these about half an hour ago. (repeat) 5 Yes, I remember. Is there a problem? R Yes, I'm afraid they're t oo small. (repeat) 5 What size are they? R They're an eight . (repeat) But I take a UK eight. (repeat) 5 Oh right. Yes, a UK eight is a US nine. R Do you have a pair? (repeat) S I'U go and check. Just a minute. 5 I'm sorry, but we don't have these in a nine. But we do have these and t hey're the same price. Or you can have a refund. R Erm ... I'll take this pair t hen, please. (repeat) 5 No problem. Do you have the receipt? R Yes, here you are. (repeat) S Brilliant. You might want to check Sts know what MasterCard is (same as Visa card) and that 'erm' is a sound we use to give ourselves time to think. Also check they understand a refund. Model and drill the pronunciation /,ri:fAnd/, b Focus on the dialogue in the chart , Elicit who says the You Hear phrases (the shop aSSistant) and who says the You Say phrases (the customer, bere Rob). T hese phrases will be useful for Sts if they need to buy something and then take it back if they have a problem. Give Sts a nlinute to read through the dialogue and think what the missing words might be. Then play the audio again, and get Sts to complete the gaps. Play again if necessary. Get Sts to compare with a partner, and then check answers. See words in bold in script 2.57 Go through the dialogue line by line with Sts, helping them with any words or expressions they don't understand. You may want to highlight the meaning of the phrasal verb tlyon. Now focus on the A pair box and go through it with Sts. c g)S8 ))) Now focus on the You Say phrases and tell Sts they're going to hear the dialogue again. They should repeat the You Say phrases when they hear the beep. Encourage them to copy the rhythm and intonation. Play the audio, pausing if necessary for Sts to repeat the phrases. d Now put Sts in pairs, A and B. A is the shop assistant. Get Sts to read the dialogue aloud, and then swap roles. e Focus on the instructions, A is the customer and B the shop assistant. Make sure Sts understand the situation. B keeps his / her book open and starts with Can J help you} sir I m.adam? Sts now roleplay the dialogue. Monitor and help . f Now focus on the new situation and make sure Sts know what boots are. As are now the shop assistants. 4 a Sts now roleplay the dialogue. Monitor and help. You could get a few pairs to perform in front of the class. ROB DECIDES TO DO SOME EXERCISE ~S9 ))) Focus on the photos and ask Sts some questions, e.g. Where's Jenny? What is she doi1l8?, ete. Focus on sentences 1-7 and go through them with Sts. Then play the audio once the whole way through for Sts to just listen. Now play again for Sts to circle the right answer. Get Sts to compare with a partner, and then check ans\vers. 1 Brooklyn 2 doesn't show 3 morning 4 6.45 5 early 6 7.1S 7 has - ! J • J • ! I (s/S9 ))) (script in Student's Book on p.121) R Hi, Jenny. J Oh, hi. R Have you had a good day? J Oh, you know. Meetings! What about you? R It was great. I went to Brooktyn and met some realty int eresting people. J And you had time to go shopping, too. R What? Oh yeah. I've just bought these. J What are they? R A pair of trainers - er, sneakers. J Nice. Why did you buy sneakers? R I think I need to get a bit fitter. J Oh, I'm impressed. You know, r go running every morning in Central Park. R Do you? J It's so beautiful early in the morning. Why don't you come with me? R Er ... sure. Why not? J Great! I'll come by your hotel t omorrow morning. R OK. What time? J Six forty-five? R Six ... ? J Forty-five. R Can we make it a bit later? Say, seven forty-five? J That's too late, Rob. Let's make it seven fifteen . R OK. J Excellent. See you later. R Great. H Basketball and running, Rob? You must have a lot of energy. R Er ... yeah. Extra support If there's time, you could get Sts to listen again with the script on p.12 ] , so they can see exactly what they understood I didn't understand. Translate I explain any new words or phrases. b Focus on the Social English phrases. In pairs, get Sts to think about what the missing words could be. Extra challenge • In pairs, get Sts to complete the phrases before they listen. c 250 ))) Play the audio for Sts to listen and complete the phrases. Check answers. ~50 ))) Rob Jenny Jenny Rob Rob Jenny Have you had a good day? Oh, you know. Meetings! Why don't you come with me? Can we make it a bit later? Say, seven forty-five? Let's make it seven fifteen . If you know you r Sts' Ll , you could get them to translate the phrases. If not, get Sts to have a look at tbe phrases again in context in the script onp.121. d Now play the audio again, pausing after each phrase for Sts to listen and repeat. Finally, focus on the C an you .. . ? questions and ask Sts iftbey feel confident tbey can now do these things. If they feel that they need mOte practice, tell them to watch the episode again and practise the language on their iTutOT. -PE3 6A a (~s »)) Focus on a and play the audio for Sts just to listen. I ® S»)) See Student's Book on p.44 Then play it again for them to listen and repeat. Encourage them to copy the rhythm. Sts often find the contracted form of It will (It'll) difficult to say. b ( 6»)) Focus on the sound pictures and elicit the words and sounds: clock 101 and phone Igu/. Then explain that want and won't have the same consonants, but different vowel sounds. Focus on the two sentences and play the audio, asking Sts to listen for the difference between want and won't. 1 @i6 »)) See Student's Book on p.44 Play the audio again and get Sts to listen and repeat. c ® 7»)) Tell Sts that they are going to hear six sentences and that they have to write them down. Explain that they all include either want or won't. Tell Sts that they will hear each sentence twice. Play the audio once the whole way through for Sts to listen. Now play the audio again, pausing after each sentence to give Sts time to write down what they hear. Then elicit answers and write them on the board. ( 7»)) 1 I want to go with you. 2 They won't come tonight. 3 You won't find a job. 4 We want to learn. S They want to sell their house. 6 1 won't win the match. Extra idea • Put Sts in pairs and get them to practise saying the sentences. 4 READING a Foclls on the article and the photo. Ask Sts who the actor is (Hugh Laurie) and what famous role he plays (Dr House in the series HouseM.D.). Then ask Sts what they think the title means and elicit ideas. Give Sts time to read the article and find out which two things Hugh Laurie has in common with his character, DrHouse. Check answers. 1 They are both pessimists. 2 They are both talented musicians, passionate about the blues. '----- b Now tell Sts to read the article again and decide whether sentences 1-5 are true or false, and why. Get Sts to compare with a partner, and then check answers. 1 T (He is a pessimist and says 'I am someone who is constantly expecting a plane to drop on my head:) 2 F (He says 'If we do a bad show next week, ... it'll just stop:) 3 T (He doesn't think people will like it.) 4 F (When he was asked on a TV show why he was so pessimistic, he said it was because he was Scottish.) 5 T (Complete strangers come up to him in the street and say 'Cheer up:) c Do this as an open-class activity. If you have seen House M.D., tell Sts what you think of it. 5 LISTENING & SPEAKING a (?JS))) Focus on the instructions and question. Tell Sts that the radio programme is a chat show, where one of the guests is an expert on positive thinking. Play the audio once the whole way through. Check answers. Extra support • Read through the scripts and decide if you need to pre-teach any new lexis before Sts listen . It helps you enjoy life more. Positive pepple are healthier and live longer. @S»)) (script in Student's Book on p.121) Presenter: Today's topic is 'positive thinking'. We all know that people who are positive enjoy life more than people who are negative and pessimistic. But scientific studies show that positive people are also healthier. They get better more quickly when they are ill, and they live longer. A recent study has shown that people who are optimistic and think positively live, on average, nine years longer than pessimistic people. So, let's hear what you, the listeners, think. Do you have any idea to help us be more positive in our lives? Extr a ch allenge • Before playing the audio, elicit some ideas from the class why positive thinking is good for you . b Now explain that five people have called the radio programme to give some tips (useful suggestions) to help people be more positive. Get Sts, in pairs, to try and guess what the missing words in the sentences could be. Tell them not to write them in the sentences, but on a separate piece of paper. You could elicit some ideas, but do not check answers yet. c @9»)) Play the audio once for Sts to check their guesses and complete the gaps. Check answers. 1 Live in the present, not in the past. 2 Think positive thoughts, not negative ones. 3 Don't spend a lot of time reading the papers or watching the news on TV. 4 Every week make a list of all the good things that happened to you. S Try to use positive language when you speak to other people. (:Y9»)) (script in Student's Book on p.121) P = presenter, C = caller P Our f irst caller this evening is Andy. Hi, Andy. What's your t ip for being positive? Cl HeHo. Wett, r t hink it's very important to live in t he present and not in the past. Don't think about mistakes you made in the past. You can't change the past. The important t hing is t o think about how you can do things bet ter now and in the future. P Thank you, Andy. And now we have anot her caller. What's your name, please? C2 Hi, my name's Julie. My tip is think positive thought s, not negative ones. We alt have negative thoughts sometimes, but when we start having them we need to stop and try to change them into positive ones. Like, if you have an exam tomorrow and you start t hinking 'I'm sure I'll fai l', t hen you'll fail the exam. So you need to change t hat negative thought to a positive thought. Just think to yourself 'I'll pass.' I do this and it usuaUy works. P Thank you, Julie. And our next caller is Martin. Hi, Martin. C3 Hi. My tip is don't spend a lot of time reading the papers or watching the news on TV. It's always bad news and it just makes you fee l depressed. Read a book or listen t o your favourite music instead. P Thanks, Mart in. And our next caller is Miriam. Miriam? C4 Hi. PHi, Miriam. What's your tip? C4 My tip is every week make a list of all t he good things that happened to you. Then keep the list with you, in your bag or in a pocket, and if you're feeling a bit sad or depressed, just t ake it out and read it. It 'll make you f eel better. P Thanks, Miriam. And our last call is f rom Michael. Hi, Michael. We're listening. CS Hi. My tip is to try to use positive language when you speak t o other people. You know, if your fr iend has a problem, don't say 'I'm sorry' or 'Oh poor you', say somet hing positive like, 'Don't worry! Everything will be OK.' That way you'll make the other person think more positively about their problem. P Thank you, Michael. Well that's all we've got time for. A big thank you to all our callers. Until next week t hen, goodbye. d Play the audio again for Sts to write down extra information, e.g. a reason or an example. Get them to compare their answers in pairs and then play the audio again. Check answers (see script 3.9). Finally, in pairs. sma ll groups or as an open class, answer the two questions. For the question Which tips do you think are useful? you could get Sts to vote for the best tip with a show of bands. Extra support • If there's time, you could get Sts to listen again with the scripts on p.12I, so they can see exactly what they understood I didn't understand. Translate I explain any new words or phrases. e Focus on the activity and on the seven questions. Then go through the expressions in the Responding to predictions box with the class. Drill the pronunciation, making sure Sts do not over-stress the word so and are clear about the meaning. Point out that the word so in I hope so. ete. means yes, and that maybe and perhaps mean the same. Sts take it in turns to ask and answer each question in pairs, giving reasons for their predictions. They should then decide if they are positive thinkers. Finally, get some feedback, e.g. ask how many people in the class think they will pass their next English exam. 6A Lesson plan G will / won't (decisions, offers, promises) V verb + back: come back, call back, etc. P word stress: two-syllable verbs Sts continue their work on the uses of future will. In this lesson they learn that as well as for making predictions will can be used for making promises, offers, and decisions. The presentation context is three humorous cartoons. This is followed by a pronullciation focus on stress in two-syllable verbs, e.g. promise, decide. Sts then discuss a list of promises which are often not kept, e.g. This won't hurt and then read and li sten to the true story of a couple w hose promise to love each other was only kept after a chain of strange circumstances. The lesson ends with a vocabulary focus on using certain verbs with hack (come back, take back, etc.), which StS then put into practice with a final speaking activity. STUDVmm • Workbook 6B • iTutor • www.oup.com/elt/ englishfile Extra photocopiable activities • Grammar will I won't (promises, offers, decisions) p.178 • Communicative Guess my sentence p.225 (instructions p.202) • Song Reach Out 1'1/ Be There p.273 (instructions p.264l • www.oup.com/ elt/ teacher/englishfile Optional lead-in (books closed) • Write the word PROM ISES 011 the board and e licit its mean ing. Teach I elicit that you can make a promise and then keep or break a pl·omise. • Ask Scs What promises do people in love often make? Try to elicit some and write them on the board, e.g. fill always loveyou I I'll never leave you 11'11 marry you, etc. T hen ask Sts if they think people keep or break these promises. 1 GRAMMAR will / won't (decisions, offers, promises) a Books o pen. Focus on the cartoons and the dialogues. Elicit I explain any new words or phrases (e.g. an ice cream sundae = a dessert with different kinds of ice cream, fruit , sauce, etc.). Now tell Sts to try to guess what the missing phrases are. Extra support • You cou ld tell Sts that all the missing phrases begin w ith I'll . Get feedback, and accept anything that makes sense in the context, but do !.lQl tell Sts if they are right yet. b 3 lO ll) Play the audio for Sts to listen and complete the gaps. Check answers. 1 I'll have a Diet Coke 2 I'll help you - 3 I'll change ____________ ~_--' Qj101)) 1 A That·s two burgers, a double portion of chips, and two ice cream sundaes. Anything else? B Yes, I'll have a Diet Coke, please. 2 A Do I want to go back to the previous version? Do 1 press Yes or No? B I need to do my homework now. I'll help you when 1 finish. 3 A I'll change! I promise! B Well, hurry up. I can't wait much longer. A Just one more kiss ... c Focus on the instruct ions and make sure Sts understand promise and offer. Highlight that they should write the number of the cartoon. Check answers. promise to do something 3 decide to have something 1 offer to do something 2 d 3 11 1)) Tell Sts to go to Grammar Bank 6B on p. 136. Focus on the example sentences and play the audio for Sts CO listen and repeat. Encourage them to copy the rhythm. T hen go through the rules w ith the class. Additional grammar notes • Sts shouldn't worry about being able to distinguish between an offer, a promise, or a decision. Depending on the context I'll help you tomorrow could be an offer, a promise, or a decision . • In some languages the present tense is used for offers and decisions. Highlight tbat in English you say I'll help you NOTIhdpyou. • Shall I ... ' is only used when an offer to do something is asked as a question, e.g. Shall I make you a cup ofeoffe" NOT Will: makeyoua ettp of eoffre? • In other future contexts Will ! ... ? is used, e.g. Will I need my passport? NOT Shall : j teed my passpOi e? In the past shall was always used instead of will in the first person Singular and plural. Today will is commonly used for all persons, and shall is mainly used in offers (Shall I turn on the heatin8?) and suggestions (Shall we 8et a taxi?) . Focus on tbe exercises for 6B on p.137. Sts do the exercises individually or in pairs. Check answers, getting Sts to read the Eu 11 sentences. all2H3 A4B 5C6D7FBE b 1 Shall I help 4 will .. . pay 7 won't buy 2 won't tell 5 won't forget B '11 get 3 '11 call 6 Shall ... take Tell Sts to go back to the main lesson 6B. G review of verb forms: present, past, and future V adjectives + prepositions: frightened of, good for, etc. p the letters ow Lesson plan The final lesson in File 6 provides a consolidation of the verb forms studied in this first half of the book. Present, past, and future are revised through the context of interpreting dreams. Although the lesson provides a light-hearted look at dreams, the symbols and their interpretations have been taken from serious sources. Sts begin by listening to a psychoanalyst interpreting a patient's dream. After focussing on and revising different forms which are used in the dialogue, they get the chance to interpret each other's dreams in a roleplay activity. In Pronunciation Sts look at the two possible pronunciations of the letters OW, and the lesson ends with a vocabulary focus on common verb + preposition combinations, e.g. dream about, speak to, ete. STUDYIEl:3 • Workbook 6C • iTutor • iChecker • www.oup.com/eltlenglishfile Extra photocopiable activities • Grammar Review of tenses: present, past, and future p.179 • Communicative Talk about it p.226 (instructions p.203) • www.oup.com/elt/teacher/englishfile Optional lead-in (books closed) Ask Sts if they dreamt last night. If they say Yes, elicit from three or four what they dreamt about (just the subject not the details), e.g. \ dreamt I was falling I about my exams. Write the dreams on the board and quickly ask the class if they know what the dreams mean. 1 LISTENING & READING a Books open. Do this in pairs or as an open-class activity. b &/16 J)) Focus on the instructions. Check Sts know the meaning of psychoanalyst and patient. Model and drill their pronunciation /saIk~u'ren~lIstl and I'peIJnt/. Focus on the pictures and ask Sts what they can see. Elicit that the pictures show an owl, champagne, a man playing the violin, feet, people at a party, and flowers . Play the audio and get Sts to number the pictures \ - 6 in the correct order. Get Sts to compare with a partner, and then check answers. Extra support • Read through the scripts and decide if you need to pre-teach any new lexis before Sts listen. party 1 champagne 2 ® 16J)) flowers 3 violin player 4 Or = Or AlLen, P = patient owl reet Or So, tell me, what did you dream about? P I was at a party. There were a lot of people. Or What were they doing? P They were drinking and talking. Or Were you drinking? P Yes, I was drinking champagne. Or And then what happened? 5 6 P Then, suddenly I was in a garden. There were a lot of flowers .. . Or Flowers, yes ... What kind of flowers? P I couldn't really see - it was dark. And I could hear music - somebody was playing the violin . Or The violin? Go on. P And then I saw an owl, a big owl in a tree ... Or How did you feel? Were you frightened of it? P No, not frightened really, no, but I remember I felt very cold. Especially my feet - they were freezing. And then I woke up. Or Your feet? Mmm, very interesting, very interesting indeed. Were you wearing any shoes? P No, no, I wasn't. Or Tell me. Have you ever had this dream before? P No, never. So, what does it mean, Doctor? c Foc~s on the dialogue, and give Sts a few minutes to read it. Play the audio again for Sts to complete the gaps. You may need to pause the audio to give Sts time to write the missing words. Check answers. 1 doing 6 playing 11 wearing 2 talking 7 saw 12 had 3 drinking 8 reel 13 mean 4 were 9 remember 5 couldn't 10 woke up Extra ch allenge • Give Sts a minute to guess some of the missing words before they listen. Don't tell them whether their guesses are right or wrong. d Tell Sts that they are going to try to understand the man's dream. In pairs, they must match the things in his dream in the You dream .. . column with interpretations 1- 5 in This nleans ... e Ql17J)) Focus on the task and play the audio for Sts to check their answers to d. Check answers. that you are at a party 1 that you are drinking champagne 5 about flowers 2 that somebody is playing the violin 3 about an owl 4 . - 6e i l3)l7l)) (script in Student's Book on pp.121- 122) P So what does it mean, Doctor? Or Well, first the party. A party is a group of people. This means that you're going to meet a lot of people. I think you're going to be very busy. P At work? Dr Yes, at work ... You work in an office, I think? P Yes, that's right. Dr I think the party means you are going to have a lot of meetings. P What about the champagne? Dr Let me look at my notes again. Ah yes, you were drinking champagne. Champagne means a celebration. It's a symbol of success. So we have a meeting or meetings and then a celebration. Maybe in the future you'll have a meeting with your boss, about a possible promotion? P Well, it's possible. I hope so ... What about the garden and the flowers? Do they mean anything? Or Yes. Flowers are a positive symbol. So, the flowers mean that you are feeling positive about the future. So perhaps you already knew about this possible promotion? P No, I didn't. But it's true, I am very happy at work and I feel very positive about my future. That's not where my problems are. My problems are with my love life. Does my dream tell you anything about that? Or Mm, yes it does. You're single, aren't you? P Yes, well, divorced. Or Because the violin music tells me you want some romance in your life - you're looking for a partner, perhaps? P Yes, yes, I am. In fact, I met a woman last month -I really like her ... I think I'm in love with her. I'm meeting her tonight. Or In your dream you saw an owl in a tree? P Yes, an owl... a big owl. Or The owl represents an older person. I think you'll need to ask this older person for help. Maybe this 'older person' is me? Maybe you need my help? P Well, yes, what I really want to know is does this person, this woman ... love me? Extra support • Play the audio again, pausing after each bit of interpretation, and elicit as much information as possible from the class. f @lIB ))) Elicit a few ideas from Sts about the meaning of picture 6 (the feet). You could write some of the ideas on the board. - Now play the audio for Sts to listen. Check the answer. The woman doesn't love him. @lIB))) (script in Student's Book on p.122) P Well, yes, what I really want to know is does this person, this woman ... love me? Or You remember the end of your dream? You were feeling cold? P Yes, my feet were very cold . Or Well... I think perhaps you already know the answer to your question. P You mean she doesn't love me. Or No, I don't think so. I think you will need to find another woman. I'm sorry. Perhaps you can find someone on the internet. I have heard of a very good website ... Extra support • If there's time, you could get Sts to listen again to both parts with the scripts onpp.121-122, so they can see exactly what they understood I didn't understand. Translate I explain any new words or phrases. 2 GRAMMAR review of verb forms a Look at the sentences and explain that they come from the listening, and are examples of the different tenses and forms Sts have studied so far. Elicit which one is in the present perfect (8). Then give Sts, in pairs, time to determine what time the other sentences refer to. Check answers. 1 P 2 F 3 P 4 PR 5 F 6 PR 7 F 8 PP b '!I I9))) Tell Sts to go to Grammar Bank 6C on p.136. Focus on the example sentences and play the audio for Sts to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the class. Additional grammar notes • Sts should hy now be reasonably confident with the present simple and continuous, the past simple, and be going to. With the new forms and tenses, how quickly they assimilate them will depend to a large extent on whether they have a similar form in their Ll . Don't overcorrect mistakes, but encourage Sts to use them where appropriate and to get the form right. Focus on the exercises for 6C on p.137. Sts do the exercises individually or in pairs. Check answers, getting Sts to read the full sentences. a 1 Do 6 Was 2 Did 7 didn't 3 will 8 Have 4 Does 9 Has 5 are b 1 're having 6 was walking 2 had 7 stopped 3 want 8 saw 4 Shall ... buy 9 're going to be / are 5 have ... been 10 'ye already ordered Tell Sts to go back to the main lesson 6C. Extra support • Ifyoll think Sts need more practice, you ouy want to give them the Grammar photocopiable activity at this point. 3 SPEAKING a Put Sts in pairs, A and B. Tell Sts to go to Communication Dreams, A on p.103, B on p.JOS. Go through the instructions with them carefully and make sure Sts know what they have to do. Go through the Useful language box with the class. Give them time to plan what happened in their dream. A starts by telling B about his I her dream using the pictures as a guide. B listens and numbers the subjects in the box in the order A speaks about them. B then interprets A's dream in the order in which the things were mentioned using the notes in the box. Then they swap roles. - Monitor and help while Sts do the activity. Don't interrupt and correct (unless communication breaks down altogether), but make notes of any common errors and go through these on the board afterwards. Tell Sts to go back to the main lesson 6C. b Focus on the revision questionnaire. Put Sts in pairs and get them to choose two questions from each group to ask their partner. Give Sts time to interview each other, making sure they ask for more information. Monitor and help while Sts are talking. Get some feedback from the class. 4 PRONUNCIATION the letters ow Pronunciation notes • Like all combinations ofletters which can be pronounced in different ways, ow is a problem. for Sts. They should be encouraged to check pronunciation of new words which contain OW, and to learn by heart the pronunciation of common words with these letters. a ® 20 I)) Focus on the Pronunciation of ow box and go through it with the class. Play the audio for Sts just to listen to the picture sounds and words. I ® 201)) ~ee Student's Book on p.49 Then play it again for them to listen and repeat. b Tell Sts to look at the words in the list and to put them in the right column depending on the sound of the letters ow. Remind Sts that this exercise is easier if they say the words aloud to themselves. Before Sts start, make sure they know the Ineaning of the words. Get Sts to compare vvith a partner. c (:Y211)) Play the audio for Sts to listen and check. Check answers. ® 211)) owl brown, crowded, down, how, now, shower, towel, town phone blow, borrow, know, iow, show, snow, throw Play the audio again, pausing after each word for Sts to repeat. d Put Sts in pairs and get them to practise saying the sentences. Get some feedback from various Sts. Extr a suppor t • Before putting Sts in pairs, model the sentences for the class. 6e 5 VOCABULARY adjectives + prepositions a Focus on the Adjectives + prepositions box and go through it with the class. Then focus on questions 1- 10, and get Sts to complete the gaps with a preposition. Get them to compare with a partner, and then check answers. 1 of 2 for 3 of 4 for Extra sup port S at 6 at 7 with, about 8 from 9 to 10 in • Write the possible preposit ions on the board for Sts to choose from . b Put Sts in pairs and get them to ask and answer the ten questions in a. Remind Sts to give extra details. Monitor and help while Sts are talking. Get some feedback from various pairs. : ~ 7A " I F Any more lasagne, Nigel? N Oh, er, no thanks. I'm not very hungry. S The lasagne is delicious, Dad. M Yes, it is. F Thank you. 5 I'll do the washing-up, Mum. F No, I'll do it. N Er, where's the bathroom? N Did you watch the match this evening, John? Chelsea and Arsenal. It was fantastic! F NO, 1 didn't watch it. 1 don't like football at all. In fact, I hate it. N Oh. M So what are you going t o do when you fini sh university, Nigel? N Er, t don't know. F What are you studying at university? N Sociology. F Why did you choose sociology? N Because I thought it was easy. M Is it interesting? N It's OK. Er ... What was Suzy like as a little girl. Marion? Do you have any photos of her? M Photos of Suzy? Yes, we have thousands of photos. She was a lovely little girl, wasn't she,John? F Yes, she was. A beautifullittte girl. N Can) see some? 5 Oh no, please. M John, can you bring the photo albums? ... Look and this is one when she was three years old. F And this is when we went to Disneyland. That's Suzy with Mickey and Minnie Mouse. N Ah! She was so sweet. F Would you like another beer, Nigel? N Yes, please, John. f Tell Sts to listen again and this time to answer the two questions. Give Sts a few minutes to see what they can remember, then play the audio again if necessary. Get Sts to compare with a partner, and then check answers. 1 He arrives late; he calls them by their first names he gives his opinion too strongly about meat eaters; he doesn't say anything positive about the food; he doesn't offer to help with the washing-up; he doesn't find out before meeting him if the father likes football; he wasn't very good at answering questions about himself; his answers are very short, so the conversation dies. 2 He asks to see photos of Suzy as a child and he says she looked 'sweet'. Extra support • lfthere's t ime, you could get Sts to listen again with the scrip t on p.122, so they can see exactly what they understood I didn't understand . Translate I explain any new words or phrases. g Do this as an open-class activity. 2 GRAMMAR uses of the infinitive with to a Tell StS to focus on sentences a-d from the article and rules 1- 4. They must match a sentence with a rule. - Get Sts to compare with a partner, and then check answers. a 2 b 3 c 4 d 1 b Tell Sts to look back at gaps 2-8 in the article and to decide which rule 1-4 they follow. Get Sts to compare with a partner, and then check answers. 2 to make (Rule 3) 3 notto be (Rule 2) 6 to answer (Rule 2), to know (Rule 1) 7 to do (Rule 1) 8 not to talk (Rule 11 c 24») Tell Sts to go to Grammar Bank 7 A on p.138. Focus on the example sentences and play the audio for Sts to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the class. Additional grammar notes • The infinit ive has two forms in English: 1 work is the form which is given in a dictionary. Sts have seen this used in present simple questions and negatives, e.g. Doyou work?, I didn't work, and afte.r the modal verb can. 2 to work Sts should already be familiar with the infinitive with to used after some verbs such as want and would like, e.g. I want to come with you. The infinitive of purpose is on ly used to express a G reason. To express a G reason we use in order not to or so as not to, e.g. We took a taxi so as not to be late NOT W< took" taxi Itot to b< late. At this level it is better not to point this out unless it comes up. Focus on exercises 7 A on p.l39. Sts do the exercises individually or in pairs. Check answers, getting Sts to read the full sentences. alE 20 3F 4A se b 1 tomeet 2 to do 4 not to make 5 to learn 7 to look for 3 togo 6 not to drive Extra idea • Put Sts into small groups. Get them to try to think of at least two answers to each of the questions below, using to + infinitive. Why do people ... ? go to parties go on holidays go to agym get married learn English Tell Sts to go back to the main lesson 7 A. Extra support If you think Sts need more practice, you may want to give them the Grammar photocopiable activity at this poim. 3 VOCABULARY verbs + infinitive a Here Sts focus on the verbs before the infinitives. Tell Sts not to look at the article and to complete the gaps in 1-4. Check answers. 1 need 2 want 3 Offer 4 try b Tell Sts to go to Vocabulary Bank Verb forms on p.158. Focus on part 1 Verbs + infinitive. Focus on a and get Sts to complete the to + verb column with the verbs from the list. 325 »)) Now do b. Play the audio for Sts to check their answers. G ive further practice of any words your Sts find difficult to pronounce. I ® 25 ») Verbs + infinitive 1 We've decided to go to France for our holiday. 2 Don't forget to turn off all the lights. 3 We hope to see you again soon. 4 I'm learning to drive. My test's next month. S I need to go to the supermarket. We don't have any milk. 6 He offered to help me with my cv. 7 They're planning to get married soon. a He pretended to be ill, but he wasn't really. 9 He's promised to pay me back when he gets a job. 10 Remember to bring your dictionaries to class tomorrow. 11 It was very cloudy and it started to rain. 12 I'm trying to find a job, but it 's very hard. 13 I want to catch the six o'clock train. 14 I'd like to buy a new car next month. Now do c and tell Sts, in pairs, to cover the to + verb column. They must try to remember and say the full sentence. Tell Sts to go back to the main lesson 7 A. Extra support • [f you think Sts need more practice, you may want to give them the Vocabulary photocopiable activity at this point. 4 PRONUNCIATION & SPEAKING weak form of to, linking Pronunciation notes Weak form of to • The word to is usually unstressed in a sentence (unless it comes at the end of a question, e.g. Who are you talking to?) and is pronounced as a weak form It'Ji, e.g. I never speak to It'Ji fane. • It's important for Sts to be aware of the way two consonant sounds are linked (see information box in the Student's Book) as this will help them to understand spoken language when this linking occurs. rt will also help them to speak in a more natural way. a 3 26 »)) Tell Sts to listen to the two sentences and especially to how the word to is pronounced. Play the audio once for Sts just to listen and elici t that to isn't stressed and is pronounced Itg/. I (~26 »)) See sentences in Student's Book on p.53 b 27 »)) Focus on the Linking words with the same consonant sound box and go through it with Sts. Now tell them tbey are going to hear six sentences arid they must write them down. Play the audio, pausing after each sentence to give Sts time to write. Play again if necessary. Get Sts to compare with a partner, and then check answers . fa 27 »)) 1 He promised to help me. 2 Don't forget to turn off the lights. 3 It's difficult to say. 4 I don't know what to do. S Do you want to come with me? 6 It's important not to be late. In pairs, Sts practise saying the sentences. 7A c This spea king activity reinforces the pronunciation practised in b. Quickly go through the questions and fluke sure Sts understand them. Put Sts in pairs, A and B. A asks the first six questions to B, who answers giving as much information as possible. Then B asks the next six questions to A. Get feedback from the class. Extra support • Get Sts to choosc questions to ask you first. Encourage them to ask follow-up questions for more information. You could write a few question words, e.g. Why? When?, etc. on the board to remind them. d Put Sts in pairs, A and B. Tell Sts to go to Communication How to ... , A on p. I03, B on p.107. Go through the instructions with them carefully, and make sure Sts know what they have to do . A and B read their How to ... texts. G ive them timc to try to memorize the information and deal with any vocabulary problems. T hey both close their books. A then tells B the fi ve tips. Encourage B to note down the main point of each tip. Then A a nd B decide which tbey think is the most important tip. B now te lls A the five tips in his I her text (and A notes down the main points) and they again decide which is the most important one . When they have fini shed, get feedback from some pairs about which tip they thought was the most important. Tell Sts to go back to the main lesson 7 A . 5 WRITING In pairs, Sts now write thei r How to ... article. First, they must choose one of the two titles and then they must write at least four tips. When they have fini shed, make sure they check their work for mistakes. Then they could swap ar ticles with another pair. .. G uses of the gerund (verb + -ing) V verbs + gerund: like, can't stand, etc. p the letter i Lesson plan A magazine art icle in which different journalists from the same magazine talk about their idea of happiness provides t he context for Sts to learn three common uses of the verb + -ing form (often called the gerund). The lesson begi ns with grammar and the magazine article presents examples of the gerund. T he vocabulary focus is on common verbs which arc followed by the gerund. In Pronunciation Sts look at the two pronunciations of the letter i and learn some spelling and pronunciation rules. The speaking and listening activity focusses on singing and Sts listen to an inte rview with the director of a singing school and a woman who did a si nging course there. In Wri t ing 5 ts write their own sentences about their idea of happiness. STUDylmJ:j • Workbook 7B • iTutor • www.oup.com/elt /englishfile Extra photocopiable activities • Grammar Infinitive with to or verb + -ing p.18l • Communicative Find someone who ... p.228 (instructions p.203) • VocabuLary Verb forms, infinitive or gerund p.257 (instructions p.246) • Song Don't Stop Me Now p.274 (instructions p.26S) • www.oup.com/ eLt/ teacher/ englishfile O p tional lead -in (books closed) • Write the followi ng words on the board H APPY, SA D , DAR K , WEAK. Ask Sts what part of speech they are, and elicit tha t they are adjectives. Then tell Sts that by adding four letters to the end of these adjectives, you make them into nouns, and see if anyone comes up with -ness. Write the nouns on the board (happ iness, sadness, etc.), and model and drill pronunciation. • You cou ld also teach a few more -ness nouns from other adjectives Sts know, e.g. kindness,laziness, tidiness, etc. 1 GRAMMAR uses of the gerund a Books open. Put Sts in pairs and get them to discuss the questions. You could answer the questions yourself fi rst. Get some feedback from the class. b Focus on the article and photos. Tell Sts to read the text once and then write the letter of the photos in paragraphs \ - 6. .. You may want to pre-teach some vocabulary, e.g. leftovers, scales, a suitcase, ba88aBe reclaim, a barBain, ete. or you may prefer to deal with these in context after Sts have read the text. Check answers. 1 E 2 0 3 C 4 B S F 6 A c Sts read the article again and tick the people that they agree wit.h and cross any they don't agree with. Get Sts to compare their choices with a partner, and then get feedback from the whole class to find out which one(s) are the most popular I unpopular. d Tell Sts to focus on the highlighted phrases in paragraph I and to try and find the three examples for 1- 3. Check answers. 1 using leftovers 2 making something 3 making soup Extra challenge • Try to elicit from Sts these spelling rules: 1 Add -inB to the infinit ive form, e.g. work- worki'1B. 2 With monosyllabic verbs (ending in one vowel a nd one consonant) you double the fin al consonant and add -inB, e.g. sit - sittinB, etc. 3 With verbs which end in e, cut the e and add -inB (except be), e.g. make - makinB, etc. e 328 ))) Tell Sts to go to Grammar Bank 7B onp.138. Focus on the example sentences and play the audio for StS to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the class. Additional grammar notes • It is very likely tha t in your Sts' Lt an infinitive form will be used in places where English uses an -iILB form. In British English it is much more common to use a gerund after like, love, and hate especially when you are speaking abollt general likes and dislikes. However, an infinitive can often be used without any real difference in meaning. Spelling rules • You may want to point out that verbs which are stressed on the last syllable also double the final consonant, e.g. beBin - beBinninB, prefer - preferr inB· travel - cravellinB is an exception: it is stressed on the first syllable, but doubles the final consonant. Gerund or infinitive? • Sts are asked to discriminate between the gerund and infinitive in the second exercise in the Grammar Bank. Before doing it you could get Sts to quickly look again at the rules for both (see Grammar Banks 5A and 5B p.J34) . Extra support • If there's time, you could get Srs to listen again with the script on p.1 22, so they can see exactly what they understood I didn't understand . Translate I explain any new words o r phrases. e Finish by asking Sts jf they would like to learn to sing (better) and which tips from the audio they could use. 5 33 i)) SONG Don't Stop Me Now"" This song was originally made famous by the British rock band Queen in 1978. For copyright reasons this is a cover version. If you want to do this song in class, use the photocopiable act ivity on p.274. I @ 33»)) Don't stop Me Now Tonight I'm gonna have myself a real good time I feel alive And the world is turning inside Qut, yeah! I'm floating around in ecstasy, so (Don't stop me now) (Don't stop me) 'cause I'm having a good t ime, having a good time I'm a shooting star leaping through the sky like a tiger Defying the laws of gravity I'm a racing car passing by like Lady Godiva I'm gonna go, go, go, there's no stopping me I'm burning through the sky, yeah! Two hundred degrees, that's why they eaU me Mister Fahrenheit I'm travelling at the speed of light. I wanna make a Supersonic man out of you Chorus (Don't stop me now) I'm having such a good time. I'm having a ball If you wanna have a good time, just give me a call 'Cause I'm having a good time Yes I'm having a good t ime, I don't want to stop at all I'm a rocket ship on my way to Mars on a collision course I am a satellite, I'm out of control I am a machine, ready to reload like an atom bomb. about to explode I'm burning through the sky, yeah! Two hundred degrees, that's why they call me Mister Fahrenheit I'm trav'ling at the speed of Ught, I wanna make a Supersonic woman of you (Don't stop me, don't stop me, don't stop me) Hey hey hey! (Don't stop me, don't stop me, Doh ooh ooh) I like it (Don't stop me, don't stop me) Have a good time, good time (Don't stop me, don't stop me) Ooh ooh, alright Oh, burning through the sky, yeah! Two hundred degrees, that's why they ca ll me Mister Fahrenheit Trav'ling at the speed of light , I wanna make a Supersonic man out of you Chorus 78 G have to, don't have to, must, mustn't V modifiers: a bit, really, etc. P must, mustn't Lesson plan The title and main context of this lesson were inspired by an article in the British press where an experiment was done to see how well someone could learn a foreign language in just a month. \Vhen the n10nth was up, the person travelled to the country itself and carried out a series of tasks to see how much he or she had learnt. The lesson begins with a grammatical focus on modal verbs expressing obligation: have to I don't have to and must, and there is a pronunciation focus on must and mustn't. Then Sts read an article about an experiment to see how much Spanish a British student, Max, can learn in a month and then they listen to hear how Max got on in Spain when his course finished. Then there is a vocabulary focus on modifiers like quite, really, and incredibly before Sts talk about their experiences as learners of English. In Writing Sts write a formal email to a language school asking for information. STUDVmm • Workbook 7C • iTutor • iChecker • www.oup.com/elt/engLishfile Extra photocopiable activities • Grammar have to, don't have to, must, mustn't p.182 • Communicative In the UK p.229 (instructions p.203) • www.oup.com/eLtlteacher/engLishfile Optional lead-in (books closed) • Ask Sts what rules there are in the class, and elicit their ideas onto the board, writing tbem up in imperatives, e.g. Do homework every day. Don't miss classes. Turn off your mobile phone. Don't speak in (Sts' LI), etc. • Then ask Sts which two they think are the most important. 1 GRAMMAR have to, don't have to, must, mustn't a Books open. Focus on the notices and rules 1-4, and get Sts to match them. Check answers. 1 C 2 B 3 D 4 A b Focus on the highlighted expressions in a and questions 1 and 2. Give Sts a few moments to answer the questions and then check answers. Make sure Sts understand the words ob liBation I obliBatory, permitted, and against the rules. 1 VDU have to I You must 2 a You mustn't b You don't have to Extr a challenge • Get Sts in pairs to cover rules 1~4 and just look at the notices. Encourage them to test each other by pointing to a notice and asking What does this mean? Their partner responds It means you . .. Extra idea • If there are any other notices (relating to rules r obligations) in your school, remind Sts of them and elicit what they mean, e.g. No smoking - You mustn't smoke, ete. c (~34)))®35))) TellSts to go to Grammar Bank 7C on p.l38. Focus on the example sentences and play the audio for Sts to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the class. Additional grammar notes have to and must • At Pre-intermediate level have to and must can be treated as synonyms as a way of expressing obligation. We tend to lise have to more often than must when there is an external obligation, i.e. a law or a rule, e.g. You have to wear a seat belt in a car in theUK. • Watch out for the typical mistake of using to with must: e.g. I must to go to the bank. • Highlight the impersonal use of You when we talk about rules and laws, e.g. You have to drive on the left. don't have to and mustn't • The typical mistake here is when Sts use don't have to instead of mustn't, e.g. You don't have to smoke in class. (You mustn'tsmoke ... ) Focus on the exercises for 7C on p.l39. Sts do the exercises individually or in pairs. Check answers, getting Sts to read the full sentences. a 1 has to 5 have to 2 have to 6 doesn't have to 3 Does ... have to 7 have to I must 4 have to B Do , .. have to b 1 mustn't 5 mustn't 2 have to 6 must 3 don't have to 7 have to 4 ,/ B ,/ Tell Sts to go back to tbe main lesson 7C. Extra support • If you think Sts need more practice, you may want to give them the Grammar photocopiable activity at this point. d In pairs, get Sts to complete the four sentences about their school. I ! I e Put two pairs together and get them to read their sentences to each other. They should then choose the most important rule. Get some feedback from various groups. 2 PRONUNCIATION must, mustn't Pronunciation notes • must is usually pronounced strongly imAsti especially when we want to emphasize that something is important, e.g. You MUST HELP me. But it can also be pronounced weakly imasti, e.g. [ must REMEMBER to DO it . • The first t in mustn't is silent. Sometimes it can be difficult for Sts to hear the difference between the positive and negative form. a (3 36 ») Focus on the activity and tell Sts that they are going to hear the sentences and that they need to identify the silent letter in mustn't. Play the recording once and elicit that it is the first letter t (mustn't) which is not pronounced. (3 36») See sentences in Student's Book on p.56 Now play the audio again, pausing after each sentence for Sts to repeat. b @ 37») Tell Sts they are ei ther going to hear five sentences with either must or mustn't and they IUust write them down. Play the audio, pausing after each sentence to give Sts tilDe to write. Play again if necessary. Get Sts to compare with a partner, and then check answers. @ 37 ») 1 I mustn't f orget her birthday. 2 She must help you. 3 We must call him at work. 4 You mustn't tell her husband. S He mustn't be late. 3 READING & LISTENING a Focus on the questions and elicit some opinions from the class. Try to get a short discussion going ifSts seem to be interested in the topic. b Focus on the photo and tell Sts that they are going to read about a British journalist who tried to learn Spanish on an intensive course. Make sure Sts understand what an intensive course means. Focus on the instructions and go through questions 1-6 making sure Sts understand them. Give 5ts a few minutes to read the article once. Then get them to cover the article and answer the questions. Get Sts to compare with a partner, and then check answers. 7C 1 They have a reputation for being bad at languages. 2 They wanted Max to learn a new language in a month. 3 Because he would like to visit Spain and Latin America. 4 In London for one month. S Easy: Vocabulary: Some words are similar to English words. Difficult: Grammar: the verbs change for each person; pronunciation 6 1 Order a drink and a sandwich (ask how much it is and understand the price) 2 Ask for directions in the street 3 Get a taxi to a famous place 4 Leave a message on a phone Rules: You mustn't use a dictionary or phrase book, speak no English, and you mustn't use your hands, mime, or write anything. Deal with any new vocabulary. C ® 38 ») Focus on tests 1-4 in the article and ask StS the two questions. Get some feedback from the class. Then play the audio of Ma x doing the tests in Madrid. Sts just listen to hear which test was the easiest and which was the most difficult. Check answers. Ext ra support • Read through the script and decide if you need to pre-teach any new lexis before Srs listen . The easiest test was getting a drink and a sandwich in a bar. The most difficult was getting a taxi to a famous place. G 38 ») (script in Student's Book on p.122) J = journalist, P = Paula, W = waiter, Pb = passer-by, T = taxi driver, l = lola J I arrived at Madrid airport where I met Paula. Hola Soy Max. P Encantada. Soy Pau/a. J Paula took me to my hotel and that evening we went to t he centre of Madrid and it was time f or my first test. I had to order a sandwich and a drink in a bar, then ask for t he bill. I sat down at the bar and I tried to order a beer and a ham sandwich. Par favor, una cerveza y un bocadillo de jam6n. W En seguida. J Fantasticl The waiter understood me first time. My pronunciation wasn't perfect, but I got my beer and my sandwich. I really enjoyed it. But then the more difficult bit. Asking for t he bill ... lCuanto es? W Seis noventa. J lC6mo? W Seis noventa. J Six ninety. I understood! Paula gave me eight points for the test. I was very happy with t hat. Next we went out into the street. Test number t wo was asking for directions and (very important !) understanding them. We were in a narrow street and I had to stop someone and ask them for the nearest chemist, Una farmacia . I stopped a woman. At first I didn't understand anything she said! Pb Siga todo recto y tome la segunda par la derecha. Hay una farmacia en esa calle. J I asked t he woman to speak more slowly. Pb rodo recto y tome la segunda caUe por la derecha DERECHA. J I got it this time, I t hink. The second street on the right. I followed the directions and guess what. There was a chemist t here! Seven points from Paula. Test number three. I wasn't looking forward to this one. I had to get a taxi to a famous place in Madrid. Paula wrote down the name of the place on a piece of paper. It was the name of the football stadium where Real Madrid play. We stopped a taxi. El Bernabeu, por favor. T "Que? l,Adonde? J He didn't understand me. I tried again, but he still didn't understand. I was desperate, so I said, 'Real Madrid, Stadium, football'. T iAh! El Santiago 8ernabeu. .. -