1 Arrivals Aims and objectives In this lesson Ss will: • discuss personal information needed by UK customs • read about visitors to and from Britain • practise requesting and giving phon
Aims: to practise asking for and giving personal information
Grouping: Ideally groups of 4, although pairs and 1:1s with the teacher are possible
Preparation: Copy and cut up a set of cards for each group
• Explain to Ss they are going to work in groups and will practise asking for and giving personal information
• Put Ss into groups of 4 and give each student a different card.
• Give Ss time to read their card first to check what information they need and what questions to ask their partner Allow time for Ss to write these down and help if needed.
• Remind Ss to note the answers they get in the column provided and to ask their partner to spell any words they are unsure of.
• After the activity, ask each S to tell the class something they found out about someone in their group
• If further practice is required, repeat the exercise with different cards and change the groups Alternatively, put Ss with a partner they don’t know well and do the exercise using their own information
Ss write about their partner in the present simple, using the answers given.
Aims: to practise making and responding to requests
Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible
Preparation: Copy and cut up a set of situation cards for each pair.
• Explain to Ss they are going to practise making and responding to requests.
• Check on potential new language, e.g colleague, directions, partner, ensuite, to book and noisy.
• Put Ss into pairs Give each pair a set of situation cards and ask them to put the cards face down in a pile
• Ss take turns to pick up a card and read the situation out to their partner
• Their partner should then make the appropriate request using Could you …? or Could I …?
• After the activity, elicit possible requests from the class for some of the situations, particularly those which may be more difficult
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Group interviews: What do you do at work and after work?
Aims: to practise asking and responding to wh- present simple questions and follow-up questions
Time: 20–25 minutes Grouping: Ideally groups of 4, although other groupings and
1:1s with the teacher are possible
Preparation: Copy and cut up a set of cards for each group
• Explain to Ss that they are going to do group interviews and will practise asking wh- questions in the present simple
• Put Ss into groups and give each member a different card
• Give Ss time to read their card first and to write one question of their own (on the same topic and using the present simple) for question 5 Check these questions before they continue
• Tell Ss not to give single word answers and, if possible, to ask follow-up questions to find out further information
If necessary, do an example with the class before starting the activity For example:
A: How do you celebrate your birthday?
B: I go out with my friends and family
A: Where do you go? Do you go for a meal?
• Remind Ss to make a note of the answers they get
• After the activity, ask each group to discuss what they found out about each other
• Elicit some of the additional questions asked and get each student to tell the class something they found out about one of their group members.
Ss write up their notes on one (or more) member(s) of their group
Aims: to practise asking for and giving personal information
Grouping: Ideally groups of 4, although pairs and 1:1s with the teacher are possible
Preparation: Copy and cut up a set of cards for each group
• Explain to Ss they are going to work in groups and will practise asking for and giving personal information
• Put Ss into groups of 4 and give each student a different card.
• Give Ss time to read their card first to check what information they need and what questions to ask their partner Allow time for Ss to write these down and help if needed.
• Remind Ss to note the answers they get in the column provided and to ask their partner to spell any words they are unsure of.
• After the activity, ask each S to tell the class something they found out about someone in their group
• If further practice is required, repeat the exercise with different cards and change the groups Alternatively, put Ss with a partner they don’t know well and do the exercise using their own information
Ss write about their partner in the present simple, using the answers given.
Aims: to practise making and responding to requests
Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible
Preparation: Copy and cut up a set of situation cards for each pair.
• Explain to Ss they are going to practise making and responding to requests.
• Check on potential new language, e.g colleague, directions, partner, ensuite, to book and noisy.
• Put Ss into pairs Give each pair a set of situation cards and ask them to put the cards face down in a pile
• Ss take turns to pick up a card and read the situation out to their partner
• Their partner should then make the appropriate request using Could you …? or Could I …?
• After the activity, elicit possible requests from the class for some of the situations, particularly those which may be more difficult
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• Give Ss time to read their card first and to add one topic of their own in the space provided Encourage Ss not to just give short answers but also to add more information by getting their partner to ask follow-on questions For example:
Possible follow-on questions could be: How often do you play it?, Who do you play it with?, Where do you like playing it?
• Remind Ss to note the answers they get in the columns provided using emoticons (as shown on the cards).
• After the interviews, elicit a selection of likes, loves and hates from the class and encourage further discussion of what Ss like, love and hate doing You may want to include some of your own ideas
Ss write 8–10 sentences about what people in their group like, love and hate using information obtained from the interviews
Card activity: Agreeing and disagreeing
Aims: to practise agreeing and disagreeing with other opinions
Time: 10–15 minutes Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible.
Preparation: Copy and cut up a set of opinion and response cards for each pair (Keep separate.)
• Explain to Ss they are going to practise agreeing and disagreeing with each other’s opinions.
• Put Ss into pairs Give each pair a set of white opinions cards and grey response cards Ask them to put the two sets face down in separate piles
• Ss take turns to pick up an opinion card and read the opinion statement out to their partner
• Their partner then turns over a response card and responds (either agreeing or disagreeing with the statement) With a stronger class ask Ss to give another sentence to support it For example:
B: Really? I don’t I think it’s boring
B: Me neither I think it’s boring.
• After the activity, elicit ways of agreeing and disagreeing with other opinions and discuss possible supporting information
Give Ss a copy of the cards and ask them to choose five opinions and write a reply which agrees and a reply which disagrees for each one, giving additional information to support their response if possible As further practice, Ss could write five sentences giving their opinion on travel, sport, work or free time and tell their partner, who agrees or disagrees with them.
Aims: to practise developing a conversation and showing interest
Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible
Preparation: Copy and cut up a set of conversation starter cards for each pair.
• Explain to Ss they are going to practise developing conversations and showing interest.
• Check on potential new language, such as wonderful and writer.
• Put Ss into pairs Give each pair a set of conversation starter cards and ask them to put the cards face down in a pile
• Ss take turns to pick up a card and to read out their sentence to their partner Their partner should then respond showing interest, for example, by saying Really? or That’s interesting, and then ask a question to find out more information
• Explain to Ss that they should try to keep the conversation going for as long as possible, and encourage Ss to give long answers and to ask lots of questions.
• After the activity, elicit additional questions asked and discuss how the conversations went and how interest was shown
Ss write 3 statements of their own (or use 3 of the conversation starters) and write 5–8 possible follow-up questions for each one
Group interviews: like, love and hate
Aims: to practise using the verbs like, love and hate
Grouping: Ideally groups of 3, although other groupings and
1:1s with the teacher are possible
Preparation: Copy and cut up a set of cards for each group.
• Explain to Ss they are going to do group interviews and will practise using the verbs like, love and hate Elicit some possible responses to a Do you like …? question and check on ways of agreeing (e.g Yes, I do / Yes,
I love …) and disagreeing (No, I don’t / I hate …)
• Put Ss into groups and give each member a different card.
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Aims: to practise using frequency adverbs
Grouping: Ideally groups of 4, although other groupings and
1:1s with the teacher are possible
Preparation: Copy and cut up a set of cards for each group.
• Explain to Ss they are going to do group interviews and will practise using frequency adverbs Check on different adverbs by giving the class a percentage (e.g 100 per cent) and asking for the appropriate adverb (always)
• Put Ss into groups and give each member a different card.
• Give Ss time to read their card first and check they understand how to follow the answer key Ask Ss to write their own answers in column A
• Revise vocabulary, e.g online, skiing, just, partner, to spend (time) and a run, providing examples of use where necessary.
• Before Ss begin their interviews, remind them to ask follow-up questions and to find out more information where possible
• After the interviews, ask Ss to share their results with their group before eliciting from the class, a few examples of their findings, e.g Simon sometimes goes on business trips Encourage Ss to ask follow-up questions, e.g for Simon: Where do you go?
Ss write 8–10 sentences about how often people in their group do things using information obtained from the interviews Alternatively, they make a new questionnaire of
5–6 questions for use in a subsequent lesson.
Aims: to read about and discuss differences between how people communicate in various cultures
Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible
Preparation: Copy and cut out a Student A card and a
Student B card for each pair.
• Explain to Ss they are going to read a text about differences between how people communicate in various cultures The aim of the activity is to read the information and choose two of the most interesting points from the text to tell their partner.
• Put Ss into pairs (A and B) Give each student their card and allow time for them to read the information, check on vocabulary and decide the two points to tell their partner
• When Ss are ready, they take turns to tell their partner about two of the cultural differences from their text.
• After the activity, discuss as a class some of the cultural differences given in the texts and which Ss found the most interesting Elicit any further differences they know of and any problems this might cause.
Ss discuss any problems they have had misunderstanding people from other cultures when they say ‘yes’ to mean
‘no’ Then write about 2 or 3 cultural differences which exist between their country and another (re communication).
Aims: to promote a better understanding of superlative adjectives
Time: 10–15 minutes Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible
Preparation: Copy and cut up a set of cards for each pair and shuffle them before handing them out.
• Tell Ss they are going to play a card game to practise superlative forms The aim is to collect pairs of cards and the person that collects the most pairs wins Explain that a pair consists of the base adjective and its superlative form (e.g big, the biggest) and that to win the pair a student must collect a pair of cards with two matching forms and make sentences using each one correctly, e.g The USA is a big country London is the biggest city in England
• If their partner is unsure whether a sentence is correct, they call the teacher to check If a sentence is wrongly given, the two cards are placed face down and shuffled in with the others (so Ss do not remember where they were put) The other student then takes their turn
• Put Ss into pairs Give each pair a set of cards and ask them to spread them out face down
• Tell Ss to take turns to turn over two cards If the two cards the student turns over do not match, they turn them back over and the other student has a turn
Remind Ss they need to remember the cards they see and explain that a good memory helps with language learning.
• After the activity, check on the superlative forms of the base adjectives as a class and find out who got the most correct pairs Check the meaning of some of the adjectives by eliciting examples sentences using them
Ask Ss to make sentences of their own using 5–8 of the words on the cards.
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Roleplay: Making and responding to offers
Aims: to practise making and responding to offers
Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible
Preparation: Copy and cut out a Student A card and a
Student B card for each pair.
• Explain to Ss that they are going to practise making and responding to offers and elicit a few examples of offers
• Put Ss into pairs and give each one a different role card
• Revise elderly and charity, and check on any potentially new language, e.g to run (a camp), to raise money, disabled.
• Tell Ss that in Part 1, Student A reads the situations,
Student B makes the offer and Student A then responds to the offer For Part 2 they swap roles Explain to Ss that they can choose how to respond (e.g positively or not).
• Encourage Ss to develop the conversations where possible
• After the activity, elicit possible offers and responses for some of the situations from the class Discuss alternative responses and decide which are the best or most appropriate according to each situation.
Ss choose 5 of the situations and write an offer and response for each of them Alternatively, with a stronger class Ss could choose 2 of the situations and expand them into short conversations which they can practise and roleplay in a subsequent lesson.
Information gap: What is there in your town?
Aims: to practise using there is and there are
Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible
Preparation: Copy and cut out a Student A card and a
Student B card for each pair.
• Explain to Ss that this activity focuses on finding out what places there are in their partner’s town and that the aim of the activity is to ask their partner questions using:
Is there / Are there (any) …? Elicit positive and negative short answers, e.g Yes, there is / No, there isn’t and
Yes, there are / No, there aren’t Using the map from page 38 of the coursebook, revise places you might find in a town, adding additional ideas on the board
• Put Ss into pairs (A and B) Ask them each to draw a small map of a town and to mark 10 places on their map, e.g a bank, a station, etc Give them 3 minutes to do this.
• Next, give each S a card and ask them to read through the list of places given, adding three more of their own choice Tell them to complete the first column for their town using a tick (3) for the places they have drawn on their map and a cross (7) for those which are not in their town.
• Ss now work in pairs, taking turns to ask their partner if they have the different places in their town, e.g Is there a bank in your town? Tell Ss to mark their partner’s answers (3 / 7) in the second column
• After the activity, ask Ss to check their answers with their partner and to compare maps
• For feedback, elicit some of the questions asked and get Ss to describe some of the places there are in their partner’s town Alternatively, elicit from Ss what there is in the town / city they now live in.
Ss write a paragraph describing the place their partner described using: There is / There are Alternatively, they write about the place where they actually live.
Card activity: Can you help me?
Aims: to practise asking for help and agreeing to help Time: 10–15 mins
Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible.
Preparation: Copy and cut up a set of cards for each pair
• Explain to Ss that they are going to practise asking for help and agreeing to help
• Put Ss into pairs Give each pair a set of cards and ask them to put the cards face down in a pile
• Ss take turns to pick up a card and read the situation out to their partner Their partner then responds by asking for help The first student then agrees to help Remind Ss to thank the person agreeing to help and to respond to their thanks
• After the activity, elicit possible offers of help relating to the situations and discuss how the conversations could be extended
Give Ss a copy of the cards and ask them to choose three of the situations and to write a short conversation for each one including: an offer for help, agreeing to help, thanking and responding to thanks In a subsequent lesson they could roleplay their conversations to the class
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Card activity: Can you count it?
Aims: to promote a better understanding of countable and uncountable nouns
Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible.
Preparation: Copy and cut up a set of cards for each pair, keeping the column heading cards, countable and uncountable, separate Shuffle the rest of the cards before handing them out.
• Explain to Ss that the aim of the activity is to decide which nouns are countable and uncountable.
• Put Ss into pairs and give each pair a set of cards
Explain that the signs (+, –, ? ) are for the activity to follow and that they are only looking at the words at the moment Ask them to put the countable and uncountable cards face up next to each other and put the others card face down in a pile
• Ss take turns to pick up a card and decide to put it under countable or uncountable Remind Ss they can discuss any words they disagree with
• After the activity, elicit the countable or uncountable nouns
• Ask Ss to work with another pair (or if more practical, in groups of 3s) Ask each pair / group to shuffle the noun cards and to put them face down in a pile
• Explain that they will now play a game and that the winner is the person who gives the most correct sentences and therefore collects the most cards
• Show a card and point out the sign beside the word Tell
Ss that ‘+’ is for an affirmative sentence, ‘–‘ for a negative one and ‘?’ for a question Remind them to try and use much, many, some and any
• Ss now take turns to pick up a card and make a sentence using the word and sign given, e.g tea ? = How much tea do you drink? If the pair / group agrees that the sentence is correct, the student keeps the card If it is wrong, the card goes at the bottom of the pile If Ss are not sure about a sentence, they check with the teacher
The game continues until all the words have been correctly used.
• For feedback, find out who got the most cards in each pair / group and elicit possible sentences from a few of the cards.
Ss choose 5 countable and 5 uncountable nouns and write a sentence of their own for each one Encourage Ss to use positive, negative and question forms and remind them to use much, many, some and any
Roleplay: Making and responding to suggestions
Aims: to practise making and responding to suggestions, and saying what is and isn’t available
Time: 15–20 minutes Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible
Preparation: Copy and cut out a Student A card and a
Student B card for each pair.
• Explain to Ss that they are going to practise making suggestions and responding to them, and also practise saying what is or isn’t available.
• Put Ss into pairs and give each one a different role card (A or B)
• Check on potentially new language, such as dark + colour, navy blue, the next size up / down and not fit.
• Tell Ss that in Part 1, Student A is a shop assistant and Student B is a customer
• In Part 2 they swap roles Tell Ss that the shop assistant starts both conversations Encourage Ss to be creative and to add additional information
• After the activity, ask customers what suggestions the shop assistants made and ask shop assistants how customers responded to their suggestions
Ss write up the roleplays, expanding where possible on the language used Alternatively, they could write one of their own which could be acted out in a subsequent class
8
A cr os s 4 M y hu sb an d is a n _ m an ag er H e or ga ni ze s co nf er en ce s an d tr ad e sh ow s 6 A fo rm al w or d fo r jo b 9 I n ee d to p ho ne ri gh t n ow I t’s _ ! 10 D o yo u _ yo ur n am e w ith o ne ‘r ’ o r d ou bl e ‘r’ ? D ow n 1 ‘A re y ou fr om F ra nc e? ’ ‘ Th at ’s rig ht Y es , I ’m _ ’ 2 Pa m el a an d D an a re o fte n to ge th er a t f _ sh ow s 3 Ex cu se m e Is G ab or y ou r _ o r y ou r f irs t n am e? 5 Pa m el a El so n is a n A us tr al ia n m _ 7 M y em ai l _ is e lio @ t- co m it 8 It’ s O K Y ou ’re n ot la te D on ’t _ 7 Pu t ea ch w or d in t he b ox in to t he c or re ct g ro up ac co rd in g to it s st re ss p at te rn B ra zi l b us in es s ci ne m a c om pu te r ev en in g G er m an y m an ag er m id ni gh t oc ca si on pe r c en t p er fo rm an ce Po la nd re po rt re ce pt io n r et ur n S at ur da y O o oO O oo oO o Tu rk ey Ja p an It al y to m or ro w 8 C om pl et e th es e se nt en ce s C ho os e th e co rr ec t pr ep os iti on s 1 Li z is h ar dl y ev er _ ti m e, b ut th e pe op le s he ar ra ng es to m ee t a lw ay s w ai t _ _ he r 2 W e’ re in te re st ed _ th e yo ga c ou rs e th at s ta rt s _ M ar ch 3 Th is w ee k, A le x st ar ts w or k _ ei gh t _ th e ev en in g 4 I’d li ke to b uy tw o tic ke ts _ th e co nc er t _ Sa tu rd ay 5 _ th e w ee ke nd , I o fte n go _ th e ci ne m a 6 W he n I l oo k _ th os e ph ot os , I a lw ay s ge t a ng ry _ Pe te r 7 C ou ld w e ha ve a ro om _ a n on -s m ok in g flo or , pl ea se ? 8 W he n I’m _ v er y go od fr ie nd s, w e ta lk _ ev er yt hi ng
9 W rit e do w n th e tim es Y ou n ee d on e w or d pe r bl an k 1 08 :4 0 It’ s _ _ n in e 2 07 :0 5 It’ s fiv e _ _ 3 16 :1 5 It’ s _ _ fo ur 4 21 :3 0 It’ s _ _ n in e 5 09 :4 5 It’ s _ _ te n 6 5 a m It’ s _ o’ cl oc k _ th e _ 10 M at ch e ac h se nt en ce (1 –1 0) w ith th e m os t s ui ta bl e re sp on se (a –j ) 1 Te a? 2 D o yo u lik e yo ur h ot el ? 3 Ex cu se m e Is th is s ea t f re e? 4 I d on ’t lik e ou r n ew c af et er ia 5 I l ov e Sa m R ig le y’s n ew fi lm 6 I’m ti re d 7 M y fri en d Ri ck w or ks in C al ifo rn ia 8 Ex cu se m e C ou ld y ou te ll m e th e tim e? 9 C ou ld y ou s ay th at a ga in , pl ea se ? 10 C ou ld I ha ve y ou r p ho ne nu m be r? a Er m … H al f p as t e ig ht b O h, th at ’s in te re st in g W ha t do es h e do ? c Re al ly ? I’m n ot d N o, th an k yo u e W el l, it’ s O K , b ut m y ro om is v er y sm al l f Su re S ea n S -E -A -N g Ye ah G o ah ea d h O f c ou rs e H er e’ s m y bu si ne ss c ar d i M e ne ith er j Re al ly ? I d on ’t.
1 C om pl et e th is t ex t w ith t he c or re ct p re se nt fo rm o f to b e (+ / – / ? ) U se s ho rt fo rm s w he re p os si bl e A na S te in er a nd D an H ill 1 m ar rie d w ith tw o ch ild re n S he 2 fr om G er m an y an d he 3 fr om S co tla nd T he y 4 b ot h m ed ic al d oc to rs , a nd th ey li ve a nd w or k in A rg en tin a 5 th ey h ap py in S ou th A m er ic a? ‘T hi s ne w li fe 6 g re at fo r a ll of u s, ’ s ay s A na , ‘ bu t o f c ou rs e it 7 a lw ay s ea sy F or e xa m pl e, D an ’s Sp an is h 8 v er y go od , s o he ta ke s le ss on s af te r w or k an d at w ee ke nd s It c an b e di ffi cu lt to w or k an d st ud y at th e sa m e tim e, a nd D an 9 o fte n ve ry ti re d O ur c hi ld re n 10 a t s ch oo l a nd h av e a lo t o f f rie nd s, a nd th ei r Sp an is h 11 b et te r t ha n ou rs I 12 v er y ha pp y ab ou t t ha t B ut w e 13 s ur e w ha t i s be st fo r t he m a t h om e It 14 g re at if th ey c an s pe ak Sp an is h, G er m an a nd E ng lis h, b ut h ow c an th ey le ar n to sp ea k th re e la ng ua ge s w el l? ’ A lo t o f f am ili es 15 in th e sa m e si tu at io n A na w an ts to s ta rt a b lo g, s o sh e an d D an c an s ha re id ea s w ith ot he r p eo pl e ‘I t 16 g oo d to ta lk !’ sa ys A na 2 C om pl et e th is t ex t w ith t he v er bs in t he b ox in t he p re se nt si m pl e (+ / – ) as k e ar n l iv e l ov e s ee sp en d t al k t ra ve l w an t w or k M y fri en d Ri ck 1 in C al ifo rn ia w ith h is w ife a nd th ei r t w o ch ild re n H e 2 in th e co m pu te r i nd us tr y an d he 3 h is jo b H e 4 a v er y go od sa la ry , b ut h e 5 v er y of te n, m ay be ju st o nc e or tw ic e a ye ar , a nd th en o nl y to N ew Y or k or to C an ad a on bu si ne ss S o w e 6 e ac h ot he r v er y of te n W e 7 o n Sk yp e ev er y w ee ke nd o r j us t e m ai l B ut ne xt y ea r, I 8 to g o to th e St at es a nd 9 so m e tim e w ith h im a nd h is fa m ily ‘ C al ifo rn ia is a fa nt as tic pl ac e W hy d on ’t yo u co m e an d liv e he re ?’ R ic k so m et im es 10 B ut I’ m n ot s ur e I lo ve tr av el lin g, b ut it c an b e di ffi cu lt to b e aw ay fr om h om e fo r a lo ng ti m e!
3 C om pl et e ea ch q ue st io n w ith D o / D oe s , Is / A re o r a qu es tio n w or d 1 _ N ik ol a yo ur fi rs t n am e? 2 _’ s yo ur s ur na m e? 3 _ do y ou s pe ll th at ? O ne ‘f ’ o r d ou bl e ‘ff ’? 4 _ yo ur h us ba nd in th e fa sh io n bu si ne ss a s w el l? 5 _ yo u w or k in IT , t oo ? 6 _ tim e do y ou u su al ly g et u p? 7 _ G in a lik e tr av el lin g? 8 _ th ey n ic e? 9 _ do V ie tn am es e pe op le li ke re d? 10 _ do y ou w an t t o go th is s um m er ? B al i? G oa ? B la ck po ol ? 11 _ yo u fre e on T ue sd ay m or ni ng ? 4 Re w rit e th es e se nt en ce s w ith t he a dv er bs in b ra ck et s 1 Je an a nd E di th a re a t h om e in th e ev en in g ( al w ay s ) 2 I w rit e re po rt s ( so m et im es ) 3 B ar ba ra is n ot la te ( us ua lly ) 4 Je ff go es o ut a fte r w or k ( ha rd ly e ve r ) 5 I a m th e fir st p er so n to a rr iv e at th e of fic e ( ne ve r ) 6 D o yo u go a br oa d? ( of te n ) 7 Lu ka d oe sn ’t tr av el b y pl an e ( us ua lly ) 8 D o th ey w or k on S un da y? ( al w ay s ) 5 C om pl et e th es e qu es tio ns u si ng t he v er bs fr om t he bo x an d th e w or d( s) in b ra ck et s be go la st sp ea k s pe nd ta ke p la ce 1 A : ( yo u) W ha t t im e _ _ us ua lly _ _ to be d? B : W el l, ar ou nd e le ve n o’ cl oc k 2 A : ( I) _ _ la te ? B : N o, d on ’t w or ry W e st ar t a t 9 3 0 3 A : ( th e fil m ) H ow lo ng _ _ _ _ _ _ _ _? B : A bo ut tw o ho ur s, I th in k 4 A : ( th e fe st iv al ) W he n _ _ _ _ _ _ ? B : A t t he e nd o f J un e 5 A : ( yo ur w ife ) _ _ _ _ _ _ _ _ a lo t o f m on ey ? B : Ye s B ut s he e ar ns a lo t, to o 6 A : ( yo ur c hi ld re n) _ _ _ _ _ _ _ _ A ra bi c? B : Ju st a li tt le M04B_LIFE_CB_ELEGLBL_863711_U04_REVIEW.indd 28-29 21/01/2011 15:18
Th es e le ss on s re vi ew la ng ua ge fro m th e pr ev io us fo ur u ni ts a nd pr ov id e an op po rt un ity fo r st ud en ts to c he ck th ei r p ro gr es s
A fte r e ac h fo ur u ni ts , th er e is a R ev ie w le ss on
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D Interaction From start to finish
In this lesson Ss will:
• be introduced to and practise using the present simple be
• practise greeting and introducing themselves to others
Ex 1 Introduce yourself using Hello, I’m … or Hi, my name’s … and give a little more information about yourself, e.g I’m from
(country) I’m a (job) Ask Ss to do the same and introduce themselves to others in their class If Ss are from the same country, suggest they use I’m from (city) as an alternative
Listening: Meeting at a fashion trade show
Ex 2 1.1 Refer Ss to the photo at the bottom of the page and ask what is happening in it Check Ss understand the jobs given and briefly focus on pronunciation before playing the recording Ss decide which job each person has and then compare answers in pairs before class feedback Elicit Ss’ jobs and write these on the board if not already given
P: Pleased to meet you, Matt I’m Paul Alexander
M: Pleased to meet you, too So what are you here for, Paul?
P: No, I’m not I’m a creative designer for the City Star label.
P: Excuse me I can’t find my pen Could I use yours for a minute?
P: Thanks a lot By the way, my name’s Pamela Pamela Elson
T: You mean Pamela Elson, the Australian model?
T: Oh … Really? … Erm … Nice to meet you, Pamela I’m
J = Jackie, C = Chorus J: Good evening, everyone I’m Jackie Yang I’m a photographer for the Hong Kong Trendsetter Magazine
Can I take a photo of all four of you together?
R = Reporter, V = Victor R: Hi! You must be Antonio Felipe Rivero, the Mexican supermodel
V: No, I’m not My name’s Victor Serrano I’m Mr Rivero’s bodyguard, actually
R: Oh, sorry! I’m a reporter for Catwalk TV Erm … Could
V: Sure He is right here behind me
Ex 3 1.2 Ask Ss to read the article and find two differences between it and the conversation Ss listen and then check answers with a partner before class feedback If necessary, play the recording a second time Go through the rules for using a/an in the ‘alert box’ with Ss.
Paul and his wife are originally from Toronto (not Ottawa)
Paul’s wife isn’t an actress She’s a make-up artist
M = Matt, P = Paul M: Hi, I’m Matt Heyns
P: Pleased to meet you, Matt I’m Paul Alexander
M: Pleased to meet you, too So what are you here for, Paul?
P: No, I’m not I’m a creative designer for the City Star label
M: Mm, that’s interesting City Star is a Canadian brand, is that right?
P: Yeah Our headquarters are in Vancouver, but I’m from Toronto originally, like Ana, my wife
M: Is she in the fashion business as well?
P: Well, yes, she’s a make-up artist She works for two fashion houses, and also for the Stanley Theatre That’s where she is this evening, by the way!
Ex 4 Ss complete the table on page 5, alone or in pairs, using the verb be Check answers as a class and drill a few questions to check Ss use a rising intonation at the end of them
M01_LIFE_TB_ELEGBL_3759_U01.indd 13 31/03/2011 12:25 www.frenglish.ru
Optional suggestion: Refer Ss to page 142 of the
Grammar reference and go through the information on be
Draw attention to the different forms of be and the use of contractions for informal usage Allow time for Ss to discuss the examples and any problems they may have Provide additional examples if needed.
Ex 5 Ss complete the website profile with the verb be, using short forms where possible They then compare answers in pairs before class feedback Check Ss’ pronunciation and intonation by eliciting complete sentences of the text
Ss write five to eight sentences using to be Refer them to the table on page 5 for ideas and encourage them to use positive, negative and question forms
Ex 6 Ss look at the flags and discuss in pairs which countries they represent Elicit suggestions and go through the answers with the class
Ex 7 1.3 Refer Ss to the countries listed and elicit the number of syllables and the stressed syllable in two or three of the words Explain what ‘Catwalk TV’ and ‘Urban Horizon’ are before Ss listen to the radio programme Tell Ss not to worry about unknown vocabulary at this stage and to number the countries they hear in order Do not give Ss the answers yet as they will be checked in Ex 8
Good afternoon … This is Catwalk TV live from the Urban
Horizon international trade show With over 60,000 visitors this year, Urban Horizon is probably the Number 1 event in our city Designers and business people from Brazil, Germany and Turkey are here, and also for the first time from Japan and the USA Of course people come to a show like this not just for the clothes, but also for the people who wear them on the catwalk This year, the supermodels from Mexico and Australia are everybody’s favourite topic of conversation Two young designers from Russia are also the focus of a lot of attention
So many different people from the fashion industry are here today … you can feel a buzz of creativity everywhere … it’s just incredible Urban Horizon is absolutely unique!
Ex 8 1.4 Ss compare answers with a partner before class feedback Drill stress patterns if useful and ask Ss to add other countries to the appropriate columns.
Ex 9 Ss work in pairs and take turns to say what their three favourite countries are from those listed Briefly elicit answers from around the class
Ex 10 Ask Ss what they say when they introduce themselves and elicit expressions Then go through the phrases given
As an example introduce yourself to the class Ss then mingle introducing themselves to each other Encourage them to talk to different people from that at the beginning of the lesson
Alternatively, put them into groups of four
Optional suggestion: Write the word nationality on the board and ask Ss what theirs is Add these to the board Look at the list of countries in Ex 7 on page 5 and ask Ss to work out the nationality for each of the countries
You could then write the following stress patterns on the board: l ll lll lll llll llll llll