English result pre intermediate tb

Set a short tim e lim it for students to skim and scan to answ er the questions.. How to talk about names^ Read and use what you know Orientation Context Ln th is lesson, students w ill

P re -in te rm e d ia te Teacher's Book

Annie McDonald & Mark Hancock

w ith Rachel Godfrey & Catherine McBeth

O X P O R D

U N I V E R S I T Y P R E S S

E n g lish R esult is d esign ed to m otivate We b elieve th a t q u a lity o f

learn in g depends on q u a lity o f attention, an d students w ill only

p a y attention if th e y are m otivated Student m otivation m a y be

extrin sic (they stu d y th e subject for e x te rn a l rew ards) or intrinsic

(they like the subject for its o w n sake), or a m ix o f these

A dult an d yo u n g adult students often have v e r y good extrinsic

reasons for le arn in g English - for w ork, exam s, study, or travel, for

exam ple H ow ever, th is alone does not gu aran te e th at th e y w ill

be successful, esp ecially considering th at m a n y w ill have tried

to learn English before w ith disappoin tin g results W e've often

heard fru strate d students say th in gs like, 'I've studied E nglish for

six ye ars an d I still can't speak it!' These students need a fresh

n e w approach, in clu ding course m ate rial w h ic h is in trin sica lly

appealing

W e've w ritte n E n g lish R esult w ith th is in m ind, b y creating

m ate rial w h ic h w ill act like a m ag n e t to attract students'

attention In our experience, te xts an d tasks are lik e ly to w ork

as 'atten tion m agn ets' i f th e y have one or m ore o f the fo llo w in g

- space for personalization

- space for choice an d control

For th is reason, w e have con sciously tried to m ake sure th at at

least one o f th ese properties is central to each lesson

Once the students' attention has b een attracted, th eir m otivation

needs to be su stain ed du rin g the lesson an d th ro u gh the course

T h ey need to fe e l th at th e y are m ak in g progress an d ach ievin g

som ething w o rth w h ile T his ach ievem en t is m o tivatin g in itself

We aim to cu ltivate ach ievem en t m otivation in a n u m ber o f w ays:

- B y p rovid ing en g ag in g lessons w h ic h b eg in b y stating a

practical com m u n icative objective (How to .) an d provide all

th e n ece ssary input for th e students to achieve th a t objective

- B y p rovid ing tasks w h ic h are clear, focussed, ch allen gin g, do­

able, personalizable, an d w h ic h o ffe r choices

- B y p rovid ing assessm en t tools for both learn er an d teacher

w h ic h are tran sp aren t an d a llo w the students to check

th e ir o w n progress a g ain st the independent, in tern atio n ally

recognised student attain m en t levels in the CEFR (the Com m on

E u rop ean F ram ew o rk o f Reference) For m ore in form ation , go to

w w w oup.com /elt/teacher/resu lt

Attractive and memorable

E n g lish R esult is design ed for m a x im u m v is u a l im pact The entire left-han d page o f th e m a in lessons con sists o f a strikin g com bination o f picture an d text These 'im pact pages' are designed

to attract the students' attention T h ey are the kinds o f pages

th at w o u ld probably spark the cu rio sity o f a n y person th um b in g

th rou gh the book, eve n som eone not stu d yin g English These pages

are addressed to th e reader-as-person, rath er th a n the reader-as- student-of-English, an d th eir im pact is not diluted b y instructions, explan ation s, or exercises The im pact page form s th e 'centre of

g ra v ity ' o f th e lesson, helpin g to give each lesson a distinct and

m em orable character

We b elieve th at v a r ie ty from lesson to lesson is cru cial to

m a in ta in in g the students' interest, so the im pact p ages include a

w id e m ix o f genres such as the follow in g:

- p erso n ality tests

- gen eral kn ow ledge quizzes

- poem s

- artThere is a lw a y s a strong v is u a l com ponent on the im pact pages

We fe e l th at im ag es are v e r y valu ab le in lan g u a ge le arn in g for a

- A picture can provide a v e r y clear con text for n e w lan guage

Often, th is con text w o u ld be im possible to describe in w ord s at the student's level o f English

- Pictures are level-flexible The m ore la n g u a g e yo u know, the

m ore yo u can say about the picture

- Pictures are attention m agnets

E n g lish R esult is d esign ed for success

- O ptim u m le v e l o f c h allen ge: The course is b ased on realistic

expectation s o f w h a t the students should be able to achieve

in a lesson For exam ple, w e do not e xp ect students to be able

to discuss issues in fluent English w h e n th e y h ave o n ly been

prepared to produce a fe w basic exchanges The course is

ch allen gin g enou gh to keep a student o f th is level alert, but

not so d ifficu lt th at th e y get lost an d lose th e ir sense o f control

In th is w ay, students are positioned righ t at the edge o f th eir

com petence an d p u sh in g it fo rw ard

- Positive approach: The course takes a positive approach to

le arn in g an d progress b y helping both the student an d teacher

to focus on w h a t students CAN do rather th a n w h a t th e y can't

L an gu age le arn in g is a com plex process an d w e do not expect

that, at th e end o f a lesson, a student w ill be able to produce

a flaw le ss perform an ce in a com m u n icative task Instead,

w e take a positive approach to learn in g b y helpin g teachers

an d students fo cu s on elem ents o f com m u nication w h ic h are

successful, rather th a n v ie w in g an utterance as som eth in g to

be corrected In th is w ay, students can see h o w fa r th e y've com e

an d not o n ly h o w fa r th e y 'v e got to go

- Support: In E n g lish R esult P re-interm ediate, students are given

p le n ty o f support in a ll skills For exam ple, for spoken English:

- N ew w ords an d phrases are m odelled on the audio

com ponent to help w ith pronunciation

- Often, fu n ctio n a l d ialogu es are printed on the page so

th at students can see a printed m odel for th e ir o w n oral

com m unication

- Students are give n the op p o rtu n ity to prepare an d plan

before freer com m u nicative tasks

- A ll o f th is kind o f scaffold in g m ean s th at students are not

sim p ly 'th ro w n in at the deep end', an d success is m ore th a n

ju st a m atter o f luck

- R ealistic le a rn in g load: The lan g u age presented in E n g lish

R esult Pre-interm ed iate is tig h tly graded an d controlled so as

not to o v erw h elm the learner The g ra m m a r an d v o ca b u lary

in put is in form ed b y publications related to the Com m on

European Fram ew ork o f Reference, b ased on w h a t is m ost u se fu l

an d frequent In th is w ay, students are not ad rift in an endless

sea o f n e w lan g u ag e - th e y are in a pool, an d th e y have a good

chance o f reaching the other side

- R ecycling: N e w lan g u ag e is co n tin u ally recycled from lesson

to lesson an d across the course In addition to th is im plicit

recycling, there is explicit recycling in th e E lessons an d R eview

lessons at the end o f e v e ry unit The E lessons are design ed to

put som e o f the n e w lan g u ag e from the u n it into action in the

con text o f a ca re fu lly staged an d supported w ritin g task The

R e vie w lessons give students a chance to revisit a ll the n e w

g ra m m a r an d v o ca b u la ry in th e unit

- Feedback on progress: E n g lish R esult com es w ith a

com prehensive set o f assessm ent m ate ria l so th at students can

test th eir n e w skills on a re g u lar b asis an d get reliable feedback

on w h a t th ey're doing w e ll an d w h a t th e y need to do m ore

w o rk on

Action-oriented and practical

E n g lish R esult encourages students to see la n g u a g e in term s of

w h a t th e y can do w ith it, rather th a n as a b o d y o f know ledge Often, students v ie w lan g u ag e as ju st a list o f w ord s an d g ra m m ar stru ctures an d th e y end up in the fru stra tin g position w h ere th e y

k n o w a lot about th e lan g u a g e but th e y still can 't speak it In our experience, m ost students w o u ld like to im a g in e th em selves com ing out o f a course b ein g able to say, 'I can use English', rather

th an , 'I kn o w the past ten se o f irre g u la r verbs in English.' To help

m ove to w ard s th is, w e have tried to sh o w h o w th e n e w lan g u age

is used to create m e an in g an d to com m unicate:

- The H ow to titles o f a ll th e lessons indicate a practical purpose for th e la n g u a g e in th e lesson, sh o w in g th e students th a t th e y are not sim ply learn in g n e w v o ca b u lary an d stru ctures 'because

th e y are there'

- N e w g ra m m a r an d v o ca b u la ry are presented w ith in the flo w o f

a lesson, as p a rt o f an ov erall p ractical objective, an d not ju st for

th eir o w n sake

- The C an do b ar at the end o f each lesson rem inds students th at

th e y are le arn in g practical abilities, not passive know ledge

Complete

The E n g lish R esult P re-interm ediate syllab u s is closely in form ed

b y Council o f Europe publications an d includes a com prehensive coverage o f th e vario u s com petences outlined in them A strong

A i-level student w h o h as w orked su ccessfu lly th ro u gh En glish

R esult P re-interm ediate should be able to place th em selves at

or above A2 for listen in g, reading, spoken interaction, spoken production, an d w ritin g For m ore in form ation , go to

w w w oup.com /elt/teacher/resu lt

- C om m u n icative task s: The E n g lish R esult P re-interm ed iatelesson th em es are fu n ctio n al in nature, an d are b ased on activities described as b ein g appropriate for an A2-level learner

In th is w ay, the student can e a sily see the use o f the lan g u a ge

th e y are learn in g, an d it is pitched to th eir le vel to provide an

o p tim u m degree o f challenge

- Skills: In addition to th e trad itio n al fo u r skills o f listen in g, reading, speaking, an d w ritin g , E n g lish R esult fo llo w s th e CEFR

b y regardin g the sp eakin g skill as com prising both spoken interaction (conversation) as a skill in its o w n right, an d spoken production (for exam ple, g iv in g a short self-introduction) as a separate skill This helps to ensure th at th e students experience

a b alan ced ran ge o f speaker roles so th a t th e y re a lly can come

a w a y from the course b ein g able to 'speak English'

- Strategies: E n g lish R esult p ays explicit attention to the

v a rio u s strategies students can use to overcom e d ifficu lties

in com m u n icative situations, such as askin g for clarification

or listen in g an d id en tifyin g clues to m ean in g In th is w ay, students w ill be em pow ered an d not le ft helpless w h e n e ve r

th e y hit a com m u nication problem

- Lan gu age com petence: E n g lish R esult h as clearly id entifiable gram m ar, vo cabu lary, an d pronunciation strands, w h ich are

h ig h ligh ted at the top o f each lesson page as w e ll as in the contents pages In addition, attention is p aid to sociolinguistic com petence (n am ely aspects o f culture such as appropriate

w a y s o f addressin g people) an d pragm atic com petence (for exam p le b ein g able to m ake an d respond to suggestions appropriately or u sin g linkers to jo in ideas together) This gives students a fu ll picture o f w h a t the lan g u ag e is an d h o w it

w orks

Clear unit structure

A ll 12 u n its o f E n g lish Result Pre-in term ediate h ave the sam e six-lesson structure:

- Lessons A -D each consist o f tw o pages: the im pact page on the left and the lesson page on th e right

- Lesson E is one page, re v ie w in g the lan g u a g e in the u n it and b u ild in g up to a w ritte n output task

- Each u n it ends w ith a one-page R eview lesson, pro vid in g e x tra practice o f the g ra m m a r and vo ca b u la ry covered

in the unit

T his clear structure m e an s th at yo u k n o w w h ere yo u are at a glance, m a k in g the course clear and easy-to-use

How English Result works

How to

The H ow to provides a clear

fo cu s an d m akes the p ractical learn in g outcom e absolutely tran sp aren t to the student

Left-hand impact page

E very A to D lesson includes a w hole page o f v is u a l

stim ulation to keep m otivation high

M a n y d ifferen t genres, from n e w s articles to adverts,

cartoon strips to m y ste ry stories, quizzes to gam es, help

to provide v a r ie ty an d keep the m aterial fresh

Visual help

Im ages are used e xte n siv e ly to m ake te x ts an d n e w

lan g u ag e m ore accessible an d m em orable for the

1 C h o o se a b lo ck o f s ix 2 L is te n to th e 3 W hen all o f yo u r s ix 4 The f ir s t p la y e r to

p h o to s D raw a lin e c o n v e rs a tio n s and s q u a re s h a v e a t ic k , sh o u t is arou nd th e m t ic k th e p ic tu re s s a y 'B ingo!' th e w in n er.

58 4B

GVP bar

The gram m ar, vocabulary, and

pronunciation content of each

lesson is clearly signposted so

teachers and students know

w h a t to expect

Vocabulary

The v o ca b u la ry in put is m an ageab le and relevan t - high-frequency, u se fu l lan g u a g e that

is o f im m ed iate practical value

Students are g ive n the op p o rtu n ity to e xp an d

th eir v o ca b u la ry in areas w h ic h are relevan t for

them This helps th em to ta lk about th eir o w n life an d circum stan ces

V ocab u lary is co n stan tly recycled across lessons, helping students to fix it in th e ir m inds

E xam ple T here's a k n if e i n p ic tu r e d.

2 M a tc h 1 - 6 w ith a -f T h ere m a y b e m o r e t h a n o n e correct

B irregular C irregular D irregular /

all three forms are the same past simple = past participle

past participle is diffejent from past simple / cut-cut-cut burn- burnt- burnt break- broke - tyiCken

h e g r a m m a r b o x U n d e r lin e t h e c o rrec t w o rd s in

oelow.

subject have past participle object

l/You/V e/They 've(have) broken a cup

He/She It 's (has) dropped an egg

E xam ple A H e's d ro p p e d th e su g ar

M o re p rac tic e? Gram m ar B a n k » p.:

^ Listen and play a game

8 46.1^ L isten a n d re a d th is co nv ersation Tick ✓ th e pic ture

10 R ead a n d f o llo w B i n g o ru le :: o p p o site.

11 4 8 2 ^ P lay t h e B i n g o ! g a m e You w i l l h e a r c o n v e rsa tio n s

Students a lw a y s see n e w gram m ar in

context before it is actively presented

to them This show s the gram m ar

in action and dem onstrates h ow it

contributes to m eaning, before th ey

focus on the form

Students are encouraged to w o rk out

ru les an d p attern s o f lan g u ag e for

th em selves so th at the presentation

is m ore m em orable

Reflection

The C an do b ar at the end o f each lesson rem inds students w h a t the lesson h as b een about

an d in vites th e m to reflect on h o w m uch th e y have learnt This helps

th em to self-assess th eir ach ievem en t re alistically

an d positively

Grammar bank

The G ra m m a r B a n k at the b ack o f the book provid es clear reference notes plus e x tra exercises for students

w h o need m ore controlled practice

Reading and listening skills

Receptive skills, sub-skills, an d strategies appropriate for a student asp irin g to reach level A2 or A 2+ are m ade exp licit in th e section headin gs Teachers an d students

Equal w e ig h t is give n to segm en tal featu res such as sounds an d to sup ra-segm en tal featu res such as sentence stress In th is w ay, students get b alan ced practice of English pronunciation both recep tively an d productively.Pronunciation exercises take a m ean in g-b ased approach

w h ere ve r possible, so th at students can see h o w pronunciation can ch an ge m eaning

Productive Skills

The Put it a ll togeth er section at the end o f eve ry A-D lesson gives students the chance to put n e w language into action in a speaking or interaction activity This provides

an opportunity for freer oral practice of the n e w language.The students are give n p len ty o f support an d preparation for these activities to help give th em the b est possible chance o f success

The Put it a ll togeth er section at the end o f e v e ry E lesson is a piece o f w ritte n w ork th at h as b een ca re fu lly prepared, step-by-step, th rou ghout th e w h ole lesson In

th is w ay, students h ave p len ty o f ideas, strategies, and appropriate la n g u a g e before th e y start w ritin g Students are also sh o w n stages in volved in th e w ritin g process

What else does English Result offer?

w it h M u ltiR O M w it h A n s w e r K e y B o o k le t w it h DVD

a n d M u ltiR O M

For students: extra practice m aterial www.oup.com /elt/result

For teachers: extra resources w w w oup.com /elt/teacher/result

Teacher's Book

The E n g lish R esu lt Teacher's Book h as b een design ed as a resource:

- for p lan n in g before the lesson

- for quick reference d u rin g the lesson

- for step-by-step gu id an ce du rin g a lesson

The Teacher's Book is in terleaved w ith the Student's Book so th at

the teach in g notes are on the page facin g the corresponding

classroom m aterial This, together w ith strong section headings,

clear a n sw e r keys, and colour-coded e x tra activities, m akes for e a sy

n av igatio n and fa st cross-referencing

^ R e a d a n d u n d e r s t a n d t h e w r i t e r ’s a i m

In this section, students analyse a note to determ ine w h y it has

been w ritten.

1 Check students understand the title of the section Go through

the instructions and the questions Direct students to the note.

Set a short tim e lim it for students to skim and scan to answ er

the questions Go over answ ers as a class.

1 Phillipa’s house (maybe in the kitchen)

2 Phillipa 3 She’s not hom e to w elcom e Ana.

2 Ask students to read item s i - 6 and check vocabulary Do the

exam ple to m ake sure students understand the activity They

compare in pairs before you go over answ ers as a class.

2 perhaps 3 yes 4 no 5 perhaps 6 yes

Extra activity

Ask students for exam ples from Phillipa’s letter w h ich indicate

that it’s an inform al note to a friend, e.g HU, use o f short

sentences - one on each line, imperatives, contracted forms.

What's in it?

The teacher's notes for each lesson are in th ree m a in sections:

- O rien tation T his g ives yo u all th e background in form ation

about the lan g u ag e and content o f the lesson so th at yo u can

see ‘the b igger picture'

- Step-by-step lesso n notes These gu ide yo u th rou gh th e lesson

- A ssessm en t gu id e At the end o f th e lesson, th is helps yo u assess

student perform an ce so th at yo u and yo u r students can see

h o w fa r th e y've come

Orientation

These notes appear in the first colum n o f a set o f notes for each lesson, an d provide yo u w ith a v a r ie ty o f lesson-appropriate

in form ation : th e con text o f situation, the lan g u ag e focus o f the

lesson, an d w h a t w ill h ap pen in the Put it all together The section

ends w ith p ractical preparation ideas and w a rm e r suggestions

- Context notes T h is is a an o v e rv ie w o f w h a t th e students

w ill m a in ly focus on durin g th e lesson, along w ith a b rief

su m m a ry o f th e in put m ate ria l to help yo u q u ic k ly 'tu n e in' to tire; m aterial

- C ulture notes These are b rie f notes on aspects o f e v e ryd a y culture such as d ifferen t politeness conventions or d ifferen t

e xp ectation s o f h o w to be a good guest You can use this

in form ation to help y o u r students becom e m ore inter-

cu ltu ra lly aw are For moire in form ation , go to

w w w oup com /elt/teacher/resu lt

- L an gu age fo cu s This is an ‘at-a-glance' boxed su m m a ry o f

m a in la n g u a g e areas o f th e lesson (gram m ar, "vocabulary and phrases, pronunciation and discourse), along w it h an indicator

o f la n g u a g e points b ein g preview ed, recycled or w h ich should

be treated as for recognition purposes only This helps you

d istin gu ish b etw e e n areas o f lan g u ag e w h ic h needs greater attention and la n g u a g e w h ich is in cid en tal to a p articu lar lesson

- L an gu age notes These notes give e x tra in form ation about aspects o f the n e w lan g u ag e th at often con fuse students, such

as stru ctures w h ich m a y tie d ifferen t in th eir o w n lan gu age, or

fa lse frien ds In th is w ay, yo u 'll be prepared for those ‘d ifficu lt' questions

- End-product notes These notes provide a su m m a ry o f the fin a l

"task: w h a t students w ill tie doing, w h a t m aterials th e y can look b ack to for support, and h o w th e y w ill w o rk together to

do it T his m ean s yo u k n o w in advance w h a t the w hole lesson

is b u ild in g tow ards

- P rep aratio n notes These notes te ll yo u w h a t y o u can do before

th e lesson to m ake it ra n m ore sm oothly, such as askin g students to b rin g diction aries or preparin g a fe w questions This helps to ensure you're not caugh t unprepared

- W arm er notes The W arm er section provides topic-opener activities for yo u to get y o u r students th in k in g and talk in g about th e topic and to introduce the H ow to ., the com m u n icative ta sk fo cu s and a im o f th e lesson

viii Introduction

Step-by-step lesson notes

N u m bered exercise notes

These notes accom pan y th e exercises in the Student's Book,

fo llo w in g the sam e n u m berin g system for ease o f n avigation The

notes include:

- A dvice on classroom m an age m e n t, for exam p le h o w students

should be grouped

- T each in g tech n iqu es, for exam p le concept-checking There are a

w id e v a r ie ty o f tech n iques to help yo u v a r y yo u r teach in g style

an d discover w h ich procedures b est suit yo u an d yo u r class

- Tips on w h e n an d h o w to give feed b ack on students'

perform an ce, an d w h a t aspects o f th e ir perform an ce to focus

o n The notes also ad vise you w h ere not to e xp ect accu racy or

correct error For m ore in form ation go to

w w w oup.com /elt/teacher/resu lt

- Text o rien tatio n For tine listen in g an d reading sections in each

lesson, w e provide a m in i-orientation to tine; topic o f a text, a

s u m m a ry o f the sub-skills b ein g developed, an d su p p lem en tary

in form ation on the genre o f a w ritte n te x t or th e qualities o f a

liste n in g text

Extras

These notes are in colour so th at yo u can d istin g u ish th e m from

the procedural notes T h ey include:

- L an gu age notes on ty p ic a l problem areas in the fo cu s lan guage

- T each in g tip s to give yo u e x tra ideas for d ealin g w ith d ifferen t

teach in g points

- E xtra help for d ealin g w ith students w h o are h a v in g difficu lty

- E xtra a ctiv itie s in case yo u have e x tra tim e an d w o u ld like to

give m ore practice

- E xtra plus: ideas "to provide m ore ch allen ge for those students

w h o need it

- E arly fin ish e rs: e x tra activities for m ix e d a b ility classes or

w h ere som e students fin ish earlier th a n others

- A n s w e r keys: For m ore open-ended exercises w h ic h don't h ave a

sin gle correct an sw er, suggested a n sw e rs are give n so yo u kn ow

th e kind o f a n sw e r th e students are expected to produce

Student performance

At the end o f each lesson, yo u w ill fin d an assessm en t ch ecklist

to help yo u to assess an d give feedback on student perform ance,

an d to focus student attention on specific criteria w h e n th e y are

deciding; w h ere to place th em selves on "the C an do bar

Student performance

Students should be able to u se sim ple senten ces to give

inform ation.

Use th is checklist for m onitoring and feedback or to assess

stu d en ts’ perform ance.

Fluency Do stu d e n ts s a y w h a t ’s h ap p e n e d w it h o u t a lot o f

h e sita tio n ? e x e rc ise 13

Vocabulary Do stu d e n ts use v e rb s and n o u n s a p p ro p ria te ly? e x e rc ise 3

Pronunciation Do stu d e n ts m o stly p ro n o un c e h e ’s an d s h e ’s a s on e w o rd ?

e x ercise 14

I can say w hat’s happened

Students tick on m y own if th e y can describe the picture w ith o u t

looking at >> p.38 They tick with some help if th e y n eed to look

back to >> p.38 once or tw ice to check the verb list.

- B alan ce d The list g ives yo u a m en u o f criteria b y w h ic h to judge perform an ce, for exam ple accuracy, fluency, vocabulary,

or coherence The criteria are sy stem atically v a rie d from lesson

to lesson so th a t yo u r assessm en t an d feedb ack is b alan ced

an d not dom in ated b y o n ly one aspect, such as gram m a tica l accu racy for exam ple

- P ractical W hen yo u assess student perform ance, it is im possible

to fo cu s on a ll aspects at once For th is reason, there are o n ly a

fe w criteria specified in each assessm en t checklist, in order to

m ake the task m ore m anageab le In addition, for each criterion,

a v e r y concrete an d specific featu re is specified for yo u to listen out for, helping to m ake yo u r assessm en t m ore fo cussed and objective rath er th a n im pressionistic

- A pprop riate The task checklists in E n g lish Result Pre-in term ediate are b ased on th e scales at A2 in the Com m on European Fram ew ork o f Reference This m ean s you can be confident th at the assessm en t criteria are relevan t and appropriate to th e students' level

- T ran sp aren t The assessm ent ch ecklists are tran sp aren t for both teacher an d student alike T h ey m ake it e a sy for yo u to e xp lain

an d for students to u n d erstan d e x a c tly w h a t th ey're doing

w e ll an d w h a t could be im proved A fin a l note in the Student Perform ance section g ives m ore advice on helping students self- assess on the C an do b ar at the bottom o f the page For m ore

in form ation , go to w w w oup.com /elt/teacher/resu lt

Notes for Review Lessons

The R e vie w lessons in the Student's Book provide a set o f fam ilia r, free-stan d in g exercises w h ich students can use to re v ie w the m a in

g ra m m a r an d v o cab u lary in a unit The accom pan yin g TB notes provide a w e a lth o f e x tra activities an d exercise ty p e s to help tailor th e m ate ria l to yo u r students' needs For fu rth e r in form ation ,

go to w w w oup com /elt/teacher/resu lt

The R e v ie w lessons can be u sed in a v a r ie ty o f d ifferen t w a y s For exam ple:

- You ca n h ave a quiet class, to a llo w students to w o rk at th eir

o w n pace, an d m ake y o u rse lf availab le to attend in d iv id u a l questions

- Students could w ork th rou gh a ll the exercises in p airs or sm all groups

- Students could chose w h ich exercises th e y w a n t to do

- You could also use th e R e v ie w activities at an appropriate point

in yo u r lesson to give students fu rth e r controlled practice

- You could set the R e v ie w exercises as hom ew ork, possibly askin g students to choose tw o or three exercises, an d give students p arts o f the a n sw e r k ey for th em to self-correct

In each set o f Teacher's Book R e v ie w lesson notes, yo u w ill find:

- A R e vie w Lesson W arm er, w ith an exercise or a c tiv ity b ased on ten k ey p h rases from th e unit

- W arm -up a ctiv itie s for each exercise: suggestions for optional short (often w hole-class) a ctivities w h ich get students th in k in g about a lan g u a g e point before th e y do the exercise

- Set-up notes for each exercise: p ractical advice an d a n sw e r keys

- Follow -up notes for each exercise: suggestions for optional activities w h ic h u s u a lly have a m ore student-centred focus

- E arly fin ish e rs: suggestions for fu rth e r activities w h ich students can do in dividu ally, often g iv in g th em th e op p o rtu n ity for person al reflection on th eir w o rk on the u n it as a w hole

Also in the Teacher's Book

U nit Tests

- One photocopiable Test per SB u n it (see p.162)

- Each Test includes G ram m ar, V ocabulary, Pronunciation

A w aren ess, an d Reading an d W riting sections

- E asy to ad m in ister w ith clear in struction s an d e xam p les for

students an d m ark in g gu id elin es for teachers

DVD

K ey features:

- 30 m in utes o f classroom footage an d author co m m en tary to

sh ow yo u h o w the m ate rial w orks in th e classroom

- A ccom p an yin g teacher train in g w orksheets

w w w oup.com /elt/teacher/resu lt

Other components

W orkbook

- One page o f gram m ar, vo cabu lary, an d pronunciation practice

exercises for each Student's Book lesson (w ith C an do self­

assessm ent)

- Two p ages o f S k ills practice e v e ry u n it to develop students'

reading, w ritin g , an d listen in g skills

- S e lf C heck tests for e v e ry un it to help students reflect on th eir

le arn in g an d m easu re th e ir progress

M ultiRO M

- Stu den t’s M ultiRO M w ith in teractive listen in g, vo cabu lary, and

pronunciation practice plus d ow nload able stu d y docum ents

- E nglish Result Portfolio

- W orksheets to acco m pan y th e DVD

- E xtra practice for students

Teacher's site: w w w oup.com /elt/teacher/resu lt

Student's site: w w w oup.com /elt/result

Assessment in English Result

E n g lish R esult con tains a coherent, com prehensive, flexible, and reliable set o f assessm ent m aterials for both teachers an d students

T hese m aterials can be fo u n d in v a rio u s com ponents in E n g lish Result: th e Student's Book, Workbook, W orkbook MultiROM, Teacher's Book, an d Website

We take a broad v ie w o f assessm en t an d provide a set o f resources

w e th in k w ill be u se fu l for both teachers an d students We believe

th at one o f th e m a in purp oses o f assessm en t is to sh ow w h a t

h as been achieved, an d so, in keeping w ith the k ey valu e s o f the course, w e have provided m ate rial to help yo u to provide reliable feedb ack an d to credit students for w h a t th e y are able to do In other w ords, as w e ll as p rovid ing trad itio n al tests, w e also offer assessm en t m ate ria ls w h ich are success-oriented an d in form ative

We hope th e result w ill be a positive im p act on m otivation and learn in g

For teachers: We provide a set o f trad itio n al tests w h ich com prehen sively assess la n g u ag e an d skills on a unit-by-unit basis,

an d w h ich are e a sy to ad m in ister an d m ark To help teachers fe e l

th at th e y are b ein g fa ir an d consistent in th eir assessm ent, w e also provide clear a n sw e r keys w ith suggestions on h o w to allocate

m arks an d w h a t to fo cu s on w h e n assessin g th e w ritin g and speakin g skills For m ore in form ation , go to

w w w oup com /elt/teacher/resu lt

For students: We provide a ran ge o f m a terials w h ich w ill encourage students to reflect on th e ir progress in relation to

th eir person al learn in g needs an d current le arn in g goals Our aim

is to help teachers to help students to take greater resp on sibility for th eir o w n learn in g At th e en d o f the course, students w h o

w a n t to w ill be able to see h o w th e ir progress in E n g lish Result

P re-interm ediate relates to th e Council o f Europe ‘Can do' descriptions in relation to level A2 for Listening, Reading, Spoken Interaction, Spoken Production, an d W riting

Assessment for teachers

Put it a ll to geth er task s

In the Teacher's Book lesson notes, w e provide a gen eral description

o f th e ty p e o f activities students do in th e Put it a ll to geth er section in each lesson We also o ffe r som e task-specific criteria to help yo u focus on p articu lar aspects o f students' lan g u age The

ch ecklists offer d ifferen t criteria on a lesson-by-lesson basis, and

u sin g th ese w ill help yo u becom e m ore confident in u sin g a ran ge

o f criteria for speakin g an d w ritin g tasks If y o u w a n t to use the criteria to give yo u r students a m ark for th eir perform an ce, you should also add an ov erall evalu atio n o f h o w w e ll yo u felt students perform ed th e task

Unit testsThe Unit tests give students th e chance to sh ow h o w m uch th e y can do On pp.162-185 o f the Teacher's Book, there are photocopiable Unit tests There are three sections, testin g Gram m ar, V ocabu lary

an d Pronunciation A w aren ess, an d a fu rth e r tw o sections w ith

R eading Com prehension an d W riting tasks There are 60 m arks in

to tal for th is p art o f the test, divided e q u a lly b etw e e n lan g u age

an d skills O verall, each test takes about 4 0 m inutes, an d is

e a sy to adm inister, w ith clear in struction s an d exam p les w h ich dem onstrate to students w h a t th e y h ave to do The listen in g and speakin g tests, w ith 20 m arks allocated to each skill, can be found

on w w w oup.com /elt/teacher/resu lt

A ll th e questions an d activities are b ased on th e m ate rial students

h ave covered in th e corresponding Student's Book unit The

g ra m m a r an d v o cab u lary content o f a u n it test is closely linked

to the u n it's R e vie w lesson, w ith a ran ge o f testin g questions

d esign ed to help to b u ild students' confidence before th e y em bark

on m ore specific e x a m tra in in g courses, for exam p le if th e y p lan to

sit in te rn atio n ally recognised lan g u age tests

We have d esign ed the sp eakin g tests so th at yo u can choose to

focus on either spoken in teraction or spoken production, testing

students in groups o f tw o or three There are role cards for

students, w ith clear in struction s for each p art o f th e test There

are also step-by-step in structions, an d a user-friendly m ark record

sheet to help yo u assess yo u r students' perform an ce reliab ly and

w ith confidence

Sam ples o f the U nit tests an d a n sw e r keys w ere tria lle d in

d ifferen t countries, an d w e looked c a re fu lly at h o w the students

an sw e re d questions an d w h a t the teachers h ad to say about the

m aterial The in sigh ts w e gain e d in form ed developm ent o f the

tests an d the a n sw e r keys

The a n s w e r k eys

The Unit test an sw e r keys on pp.186-189 o f th e Teacher's Book,

include gu id an ce on h o w to deal w ith students' m istakes in

relation to the testin g focus o f p articu lar questions For exam ple, in

order to help yo u be sure you are responding to students' an sw e rs

ob jectively an d consistently, w e suggest th at it is b est if no h a lf

m arks are aw arded In a readin g com prehension test, for exam ple,

w e advise th at an a n sw e r w h ich show s a student h as understood a

te x t should not be p en alised for spellin g m istakes This isn't to say

th at accurate spellin g isn't im portan t - students w ill be required to

dem onstrate th is in another p art o f the test

In th e an sw e r keys, w e also include assessm en t criteria to help

yo u assess students' w ritin g an d sp eakin g skills, plus advice on

h o w to distribute m ark s for th e d ifferen t areas The task-specific

assessm en t criteria have been anchored to A 1 descriptions of

ab ility in th e CEFR, an d th e y fo llo w a sim ilar fo rm at to the

assessm en t checklists in the Teacher's Book notes You could

use in form ation yo u collect to diagn ose an d b u ild up a picture

o f strengths an d w e ak n e sse s on a class b asis or for in d ivid u al

feedback B y sh o w in g students h o w yo u assess, yo u ca n help th em

develop criteria to e valu ate th eir o w n w o rk an d id e n tify areas

needin g fu rth e r attention

Assessment for students

The C an do b ar

At the end o f each lesson in th e Student's Book, students are

in vited to reflect on th eir perform an ce in the task an d m ark th eir

self-assessm ent on th e C an do b ar at the bottom o f the page The

b ar is w orded to encourage a positive outlook an d is a sim ple

learn er-training device W ith re g u lar use, it should:

- en gage students in the le arn in g process

- m ake th e lin k b e tw e e n th e ir o w n le arn in g experien ces and

progress

- help students id en tify th eir perso n al learn in g goals

- develop the ab ility to becom e m ore realistic in th eir self­

assessm ent

- in crease student m otivation

The Teacher's Book lesson notes o ffe r som e assessm en t criteria

w h ic h yo u could use to help students reflect on th eir perform an ce

before th e y m ark the C an do bar There is also a b rief description

o f the abilities o f a student w h o m igh t be considered to be at one

o f the m iddle positions on the scale - with som e help or on m y

own The other positions, with a lot o f help an d v ery easily, can be

described relative to th e m iddle positions

Students can retu rn to th e ir in itia l self-assessm ent an d re v ie w

th e ir position on the b ar after th e y h ave w orked w ith other

E n g lish R esult m aterials, for exam ple the Workbook Students

can tran sfe r th eir self-assessm ent to the B iograph y in the E n g lish

R esult Portfolio Practice Book at re g u la r in tervals Later, these

can be tran sferred to th e Passport, w h ic h h as descriptions of

ab ility in th e five skills b ased on the CEFR Thus, the b ar acts as a personalized record o f both ach ievem en t du rin g th e lesson, and progress over the course

The S e lf C heck tests

In addition to on-going self-assessm ent u sin g th e C an do b ars at the end o f each lesson, students are g ive n the op p o rtu n ity to th in k about th eir progress b y u sin g the S e lf C heck tests a fte r each u n it of the Workbook Students are g ive n a n a n sw e r key, an d encouraged

to use th e tests as a do-it-yourself diagnostic tool

The questions are b ased on gram m ar, vo cabu lary, and pronunciation aw aren ess Once students have checked th eir

an sw ers, th e y are encou raged to reflect on th eir perform an ce

an d self-assess th eir achievem ents The notes w h ic h fo llo w the Self Check activities help students reflect on la n g u ag e an d skills ach ievem ent U sing these, students can d eterm ine personal stu d y objectives an d are g ive n in form ation w h ich gu id es th em to corresponding Student's Book, Workbook, an d M ultiRO M activities for fu rth e r practice

The Portfolio Practice BookThe E n g lish R esult Portfolio Practice Book is b ased on the principles b eh in d Council o f Europe accredited m odels It is for students w h o w a n t to keep records o f th e ir w ork, to record and reflect on th eir le arn in g experiences, to m onitor th e ir progress,

an d to see h o w th eir le arn in g progresses d u rin g the course

Students reflect on th eir ab ility to perform com m u nicative tasks

th e y practise at the end o f each lesson Later, th e y w ill be sh ow n

h o w to use th is in form ation for m ore global self-assessm ent using skill-specific descriptions for levels A 1, A1+, A2 an d A2+ These provide students w ith a stepping stone to CEFR level descriptions

in an o ffic ia lly accredited European Lan guage Passport

Teacher's notes e x p la in th e purpose o f the d ifferen t sections in the portfolio, an d h o w to in tegrate th em w ith the course For m ore

in form ation , go to w w w oup.com /elt/teacher/resu lt

How to talk about names

^ Read and use what you know Orientation

Context

Ln th is lesson, students w ill practise ta lk in g about th e ir n am es and

bow n am es are ‘com posed’ in th eir o w n country

The n am es o f the five people in the photos in W hat’s in a nam e?

ire exam p les o f h o w n am es are form ed in B ritain, A m erica, Spain,

China, Iceland, an d Russia In Fam ous surnam es quiz, students m ust

match th e n am es o f w e ll-k n o w n people w ith th eir photos

Culture note

r".rases for parts o f n am es don’t a lw a y s tran slate In English,

first n a m e ’ refers to a n am e at the b eg in n in g , w h ile 'su rn am e'

r the last nam e In English n am es, a ‘m iddle n a m e ’ is a second

^ u s words family and names: cousin, first name, middle name,

nickname, surname, etc.

^xus phrases Just call me !

lecognition

•ocabulary

words: common, female, male

phrases: it’s short for, we call her

iscyded

riguage

nationality: English, Chinese, Russian, Spanish, etc

family: daughter,father, grandmother, husband, etc

jobs: actor, singer, tennis player, writer

present simple: be affirmative and question forms

spelling: letters o f the alphabet, capital, double, small

In d product

it Put it all together, students m in gle an d h ave short conversations

«rth five others about th eir nam es, b ased on audio script 1A on

p.150 Students look at exercises 5 an d 13 for help

Preparation

~ake a soft b all (or se ve ral pieces o f paper scrunched up into a ball)

x the lesson.

m oose English n am es o f fam o u s people yo u r students w ill

crow , to sh o w th e m e an in g o f firs t name, m iddle name, surnam e,

rxknam e, e.g u se D avid an d V ictoria B eckham V ictoria Caroline

-dam s is k n o w n as V ictoria B eckh am or b y her n ickn am e

osh B eckham ’s fu ll n am e is D avid Robert Joseph B eckham , his

m cknam e is Becks.

Warmer

1 students don’t k n o w each other, stan d th em in a circle and

trro w the b all to a student as you say yo u r nam e Students

m rrinue Next, students th ro w th e b all to each other, sayin g

me n am e o f th e person th e y are th ro w in g to If students can’t

■enem ber a nam e, encourage th em to use Sorry, what's yo u r

'mme? Finally, students th ro w the b a ll to som eone but say another

person’s nam e, to indicate w h o th e b a ll should be th ro w n to next

: students alread y k n o w each other, w rite th eir in itials on the

ic a id In pairs, students see if th e y can n am e a ll th e ir classm ates,

m r a m u ltilin g u a l class, check students can pronounce each

nmer’s n am es intelligibly

vrrte H ow to talk about nam es on th e board.

In th is section, students activate background kn ow ledge o f a topic before sk im m in g an d scan n in g short te x ts for gist an d detail

1 D irect students to th e photos on » p.6, W hat's in a nam e?

an d tell th e m to cover th e text See if students can n am e the people in th e photos before th e y read te x ts 1-5 Check students rem em ber v o ca b u la ry for jobs an d do th e e xam p le togeth er to check un d erstan din g Set a short tim e lim it for th e a c tiv ity and elicit a n sw e rs around th e class Do not overcorrect for precise pronunciation, but check students can u n d erstan d each other

a J.K R ow lin g e Bjork d Jackie C han c M aria Sh arap ova

2 A sk about th e people, en cou rag in g students to gu ess th eir

n a tio n a lity an d job Do the e xam p le as a class M onitor and help as n e ce ssa ry as students continue in pairs or sm a ll groups Ask for volunteers to give in form ation an d see if the class agrees

3 D irect students to te x ts 1-5 and photos a - e in W hat’s in a

nam e? on » p.6 Do th e first m atch in g item w ith th e class

Students continue in d iv id u a lly an d com pare in p airs before you check a n sw e rs as a class

a 3 b 4 c 2 d s e i

4 Go th ro u gh item s 1 - 6 an d check students u n d erstan d n am e

vo cabu lary, e.g first name, surnam e, etc b y u sin g exam p les o f

fam o u s people yo u r students know Go th ro u gh th e e x am p le as

a class, rem in d in g students th at th e y don’t need to un d erstan d

e v e ry w ord in th e texts A sk for an sw e rs around the class

2 Joan n a, M a ria 3 K ath leen 4 Gudm undsdottir, Y u ry e v n a

5 M arquez 6 Jackie

5 A sk students to read question s 1- 7 an d put th e m in p airs to ask

an d an sw er D em onstrate th e first item if necessary M onitor

an d help as necessary A sk for vo lun teers to tell th e class som e

in fo rm atio n about th e ir partner

as yo u go along D irect students to th e colum n headin gs, male,

fe m a le an d elicit or g iv e exam p les to sh o w th e m ean in g Check

a n sw e rs around th e class an d help w ith pronun ciation as

necessary A sk Who are m y cousin’s m other an d fa th er? (m y aun t

an d uncle) an d m odel pronunciation k \sn

m ale: son brother g ran d fath er fe m a le : w ife aunt

T e a ch in g tip

A lw a y s be a w are th a t e v e ry n o w an d th e n th e topic o f fa m ily

is one th at m igh t be sen sitive or difficu lt fo r som e students

M ake it clear in th e in struction s th at students should o n ly tick

th e fa m ily m em bers th e y are h a p p y to ta lk about

7 Go th ro u gh th e exam ple M onitor a n d check pronunciation as students continue th e a c tiv ity in pairs R em ind th em to u se the

I ’ve go t structure.

8 D irect stud en ts to th e g ra m m a r b ox an d colu m n h eadin gs

W rite th e first sentence fro m each colu m n on th e board,

h ig h lig h t in g 's an d s 't o sh o w h o w p u n ctu atio n carries sin g u la r

or p lu ral m ean in g D irect stu d en ts to th e ru les b elo w th e b ox

before th e y com plete th e e xam p les Elicit an d w rite th e correct

an sw e rs on th e board

g ra n d m o th e r’s d a u g h ters’

9 In pairs, students ask an d a n s w e r about th e fa m ily m em bers

th e y talk e d about in exercise 6 Go th ro u gh th e e xam p le

to d em on strate if necessary M onitor an d check students

pronounce th e fin a l s/ sound

E x tra h e lp

Stu dents repeat th e a c tiv ity w ith a d iffe re n t partner

E x tra p lu s

Students tell th e class about th e ir p a rtn e r’s fam ily

10 A sk stu d en ts to read th e te x t q u ick ly a n d to te ll y o u h o w

m a n y fa m ily m em b ers th e w rite r ta lk s about (Five.) Check

vo cab u lary, an d go th ro u gh th e first item as a class before

students do th e exercise in dividu ally M onitor a n d help as

n e c e ssa ry an d m ak e a note o f a n y problem areas to go over

w h e n y o u check a n sw e rs as a class

I've got tw o broth ers T h eir n a m e s are R u y an d Edson R u y ’s

m id d le n a m e is Jose Edson’s m id d le n a m e s are Pedro an d

Paulo M y s is te r’s n a m e is N e lid a b u t w e c a ll h er N elly M y

p a re n ts ’ n a m e s a re Jo ao a n d M a ria

E x tra a c tiv it y

Students w rite n am e s o f th ese people on a piece o f paper: th e ir

b est frien d ; a com m on n a m e in th e ir country; th e su rn a m e o f

a teach er th e y like(d) at school; th e su rn a m e o f a teach er th e y

did n ’t like at school; a first n am e to give a daughter; a first

n am e fo r a son In p airs or sm a ll groups, stu d en ts ask each

oth er about th e n am es, e.g Who's Tiggy? Sh e’s m y etc.

£ Listen for key words

In th is section, stu d en ts liste n in te n siv e ly to tw o texts, a n am e

quiz for k ey w o rd s an d a n in fo rm a l d ialo gu e for detail

11 1A D irect stud en ts to Fam ous surnam es quiz on » p.6 to see if

th e y can n am e a n y o f the people Go th ro u gh th e in stru ction s

an d ask students w h e n th e y m ig h t h ave to spell th e ir n am es

(On the telephone, talking to som eone w ho speaks a d ifferen t

language, w hen g iv in g inform ation to an official to com plete

a fo rm ) Tell stu d en ts th e y w ill h e a r five m ore n a m e s and

p la y th e audio Pause a fte r each n a m e a n d elicit th e an sw er

Play th e audio a second tim e fo r studen ts to w rite th e n am es

Check a n sw e rs on th e board to elicit the m e a n in g o f th e w ords

double, small, an d capital for describin g letters, an d apostrophe

fo r th e p u n ctu atio n m ark

2 Lacoste 3 H ilfiger 4 Schw eppes 5 M cD onald’s

E x tra h e lp

In p airs, studen ts ta k e tu rn s to sp ell fu ll n a m e s o f others in

Fam ous surnam es quiz R em ind th e m to ask fo r repetition.

12 1A.2 D ivide th e class into sm a ll te am s an d te ll studen ts th e y

w ill h ear clues about five fa m o u s people Play th e audio, pause

a fte r each item an d give team s tim e to w rite th e ir an sw er

A fte r liste n in g , n om in ate te a m m em bers to w rite th e n am es

on th e board, an d in vite others to sa y i f th e a n s w e r is righ t an d

the n am e spelt correctly Play th e audio a second tim e, p au sin g

a fte r each item to give th e an sw er

1 C hanel 2 Ericsson 3 Suzuki 4 W arner 5 Ferrari

E x tra p lu s

In pairs, students choose a fa m o u s n am e a n d u se audio script

1A on » p.150 to w rite a sim ple quiz question for an oth er pair,

E x tra a c tiv itySee if stud en ts k n o w th e first n a m e s o f the oth er people in the quiz T h ey are: H en ry Ford, C h ristian Dior, Torakusu Y am ah a,

A n d re a n d Edouard M ichelin, T om m y (Thom as Jacob) H ilfiger, Rene Lacoste, Enzo Ferrari, F erd in an d Porsche, Soichiro H onda, Jacob Schw eppe

13 1A A sk H ow m a n y nam es has Chico got? an d ask students to read th e con versation q u ick ly to fin d th e a n sw er (Three, or fo u r

i f y o u count his nicknam e.) In p airs, students gu ess th e gapped

w o rd s before liste n in g to th e audio to con firm th e ir gu esses

Do not give a n sw e rs at th is stage

14 D irect students to audio script 1A on » p.150 to check answ ers

2 first 3 short 4 su rn a m e 5 fath e r's 6 call

15 Before students h a ve th e conversation, w rite H ow do yo u

spell that? on th e board an d rem in d th e m to ask if th e y don’t

un d erstan d In pairs, stud en ts practise read in g th e dialogue

M onitor an d encou rage th em to look less an d less at th e ir book

to becom e m ore confident an d independent M onitor an d check pronun ciation o f the fin a l a n d m ake sure th e y sw a p roles

ABC Put it all together

16 E xp lain to students th at th e y w ill stan d up an d w a lk around

to ask five other people in th e class about th e ir nam es Tell

th e m to t r y an d ask th e questions fro m m em o ry or to look at exercises 5 an d 13 for help if n ecessary

Stu den t p e rfo rm a n ceStudents should be able to h ave short in fo rm a l conversations.You can u se th is checklist to m onitor an d give feed b ack or to assess stu d en ts’ perform an ce

Content Do students ask about all parts of a name? exercise 15Communication

strategy

Do students ask for spelling, if necessary? exercise 11

Pronunciation Do students mostly pronounce the final /s/? exercise 9

I ca n t a lk ab out n a m e s

If studen ts h a v e n ’t u sed th e I can self-assessm en t b ar before,

m ake sure th e y realize th at th e y m ark w h a t they, not y o u as th e ir

teacher, th in k about th e ir a b ility to do th e task To illu strate this,

d ra w a th o u g h t bubble on th e b oard an d w rite You N o w d ra w a lin e an d u se sm ilie s for d ifferen t points on th e b ar (one = with a

lot o f help, tw o = with som e help, th ree = on m y own, fo u r = very easily) Students could repeat exercise 16 before self-assessin g Help

th e m u se th e Can do bar, e n co u rag in g th e m to th in k positively Students tick on m y ow n if th e y h ave fo u n d out about at least

th ree studen ts in th e class, if th e y h ave looked at exercises 5 and

13 o ccasio n ally for k e y w ords T h ey tick with som e help if th e y h ave

read tw o or th ree question s fro m th e exercises

E a r ly fin is h e r s

In p airs or sm a ll groups, studen ts role p la y b ein g one o f th e

fa m o u s people in Fam ous surnam es quiz, w h o m eet at a p arty Give

each studen t a card w ith a d iffe re n t nam e

Additional material

w w w oup.com /elt/resultfor extra practice material

w w w oup.com /elt/teacher/result for extra teacher resources

How to give and understand personal details

Orientation

Context

In th is lesson, stud en ts w ill p ractise g iv in g in fo rm a tio n ab out th e ir

la ily routines

You’re the d etective! sh o w s a collection o f docu m en ts an d

: ejects b elo n g in g to a w o m a n called Caroline W att Som e o f th e

ic c u m e n ts are labelled

-Itu r e n o te

' r.e UK people aren ’t obliged to c a rry p e rso n al id en tification

t " 'h e m a ll th e tim e but in oth er cou ntries th is is a legal

f ; uirem ent

-a n g u ag e

=ocus grammar present simple affirmative: -s or -es ending

Hxus words documents: badge, card, credit card, driving licence, envelope,

ID card, letter, membership card, passport

times: at half-past six, etc.

everyday routines: get up at, have a shower, start work at, go

to bed at, etc.

hobbies and interests: dance, go swimming, play tennis, sing,

watch football, etc.

Enu n ciatio n when is -s an extra syllable? reads vs dances, etc 1B.2

>scourse linkers: and, then

- in g u a g e n o te

'- c e r t s ofte n h ave problem s rem em b erin g th e th ird person - s

- -e s as :t doesn’t c a rry m ean in g In m a n y la n g u ag e s, th e verb

■ lin g sh o w s w h o or w h a t th e subject is, but in En glish a nou n or

: - cur is u sed to in dicate th is Som e lin g u ists predict th is fe a tu re

■ I r glish w ill e v e n tu a lly d isap p ear altogether

' - r th ird p erson s in g u la r sp e llin g ru le is closely con nected w ith

: - ur station It is im possib le to pronounce /s/ d ire ctly a fte r /tj7, /JV,

It r.as to be pronounced /iz/ This is looked at in section D

n P at it all together, stu d en ts g iv e th ree short description s o f o ther

E v e n t s ’ d a ily routines T h e y u se th e notes th e y h a v e m ad e in

a e d s e 13 an d lin k in fo rm atio n w it h a n d an d then.

Reparation

i e a fe w person al docu m ents yo u are h a p p y to u se as re alia

cr-ronal for exercise 1) a n d calcu late C aroline’s age fro m th e d etails

r *e r p assp ort fo r exercise 2 M ake sure studen ts h a v e d iction aries

Warmer

■*-zs H ow to g iv e an d understan d perso n a l details on th e b oard

s e e p la y a te a m gam e D raw a v e r y sim ple silh o u ette o f a person’s

T g ji an d shoulders on th e b oard an d put a qu estion m ark ab ove

' ?-— stu d en ts into sm a ll te a m s an d sa y You're a detective Give

ir exam ple, (Sherlock Holmes) so stud en ts u n d erstan d Set a th ree-

nunute tim e lim it an d direct studen ts to » p.8 to fin d in fo rm atio n

sdocc th e o w n e r o f th e item s Elicit su ggestio n s aro u n d th e class

s n r ghre one p oin t fo r each piece o f in form ation

A Vocabulary documents and personal details

1 Sh o w th e class som e o f y o u r docu m en ts or poin t to exa m p le s

on » p.8, an d elicit th e w o rd docum ent In pairs, stu d en ts sh o w

or te ll each oth er about a n y docu m ents or cards th e y h a v e w ith

th em M onitor a n d h elp w ith pro n u n ciation as n e c e ssa ry an d

m a k e a note o f a n y problem s for exercise 3

E x tra h e lpStu dents repeat th e exercise w ith j d ifferen t partn er

2 Direct students to the form and check vocabulary Elicit or rem ind

students that marital status refers to w h ether or not a person is

m arried Go over the use o f Mr, Miss (unmarried), Mrs (married), and Ms (either) Do the exam ple together and set a short tim e

lim it for students to com plete the form individually Students com pare in pairs before you ask for volunteers to give answ ers

2 C aroline 3 she w a s b orn in 1981 so h er age depends on the

cu rren t date 4 B ritish 5 12 Oct 1981, Lincoln 6 29 W eldon Street, Louth, Lincolnshire 7 509 483 8927 8 m arried

9 n u rse 10 Louth C oun ty H ospital 11 read in g French,

p la y in g th e gu itar, cats, te n n is, se w in g , cookery, liste n in g to

m usic, p a in tin g , cyclin g

3 Go th ro u g h th e in stru ctio n an d exam p le, p o in tin g out the lab els on th e picture Stu dents con tinu e in pairs M onitor an d help th e m to u se th e v o c a b u la ry fro m th e tab le in e xercise 2

Go over th e a n sw e rs as a class Help w ith p ronun ciation o f docu m en t v o c a b u la ry i f n ecessary, w it h th e stress fa llin g on

th e first syllable, excep t for ID card /ai 'di:/.

I credit card /d rivin g licence 2 credit card /d rivin g licence

3 p assp o rt 4 p assp ort 5 p assp ort 6 en velo p e/d rivin g licence 7 b u sin ess card 8 b u sin ess card 9 b ad ge 10 b adge

II iPod: m usic, te n n is b all: ten n is, etc

E x tra a c t iv it yStu dents tick th e in fo rm a tio n on th e fo rm a d etective w o u ld fin d out ab out th e m fro m th e docu m en ts th e y are ca rry in g See

w h o h as th e m ost an d le a st ticks

g Listen for key information

In th is section, stud en ts liste n fo r specific in fo rm a tio n in a short,

n atu ra l-so u n d in g m onologue

4 1B.1 Tell stu d en ts th e y w ill h e a r C aroline ta lk in g about h e rse lf

an d th e y should tick th e in fo rm a tio n she g ives on th e fo rm in exercise 2 E xp lain th a t th e in fo rm a tio n on th e aud io is not in

th e sa m e order as th e fo rm Play th e audio Students com pare

an sw ers Play the audio a second tim e To check a n sw ers, read

th ro u gh th e w o rd s on th e form , p a u sin g fo r studen ts to sa y yes

or no according to w h e th e r she ta lk e d about th em

/ su rn a m e first n am e n a tio n a lity d ate a n d place o f

b irth m a rita l sta tu s job in terests (cycling, te n n is, cooking)

5 D irect stu d en ts to th e tab le an d go th ro u g h th e in fo rm a tio n in

th e first colu m n A sk stu d en ts about th e ty p e o f in fo rm atio n

th e y w ill liste n fo r to com plete th e second colum n, ch eckin g

th e m e a n in g an d u se o f then a n d and Play th e aud io a n d check

a n sw e rs as a class

get up at: 6.30 am a n d h ave b re a k fa st sta rt w ork at: 8 0 0 a m

fin ish w ork at: 5.00pm e ven in g: cook go to bed at: about

11.0 0 p m

E x tra a c tiv ity

In sm a ll groups, p la y the audio a g a in for stu d en ts to find

an d point to con nected item s on » p.8 passport, note fro m

h usban d Paul, hospital badge, bock a b c u i cats bike, tennis, Thai

cookbook).

6 H elp stu d en ts com plete th e M e colu m n, if n ecessary A s

stu d en ts com pare in pairs, m onitor an d see h o w w e ll th e y u se

the present sim ple, but do not correct at th is point Encourage

stu d en ts to jo in sentences u sin g a n d an d then.

E x tra p lu s

Students tell th e class about th e ir n o rm al day

£ Grammar present simple -s or -es ending

7 Before yo u do th e exercise, u se concept question s an d d raw

a tim e lin e on th e b oard to re m in d studen ts th a t th e present

sim ple is u sed fo r e v e ry d a y routines

p a s t - n o w - fu tu re

Point to one X an d sa y I get u p a t six o ’clock T hen point to

other X s an d s a y M onday, T u esd ay, A sk Is this is the sam e

routine e v e ry d a y f o r m e? (Yes.) A sk a studen t w h a t tim e th e y

get up, an d repeat w ith H e/she gets up a t to d em onstrate

sp e llin g o f th e third-person -s Point to th e second colu m n

h e ad in g an d rem in d studen ts th at th e verb g o is spelt w ith

-es in th e th ird person Elicit or e x p la in th at h a ve an d be

are irre g u la r in th e present sim ple Stu dents com plete th e

b o x in d ivid u ally Check a n sw e rs an d w rite th e verb s in tw o

colu m n s on th e board

-s: sta rt - starts read - reads

-es: fin ish - fin ish e s w a tc h - w a tch e s

8 Check v o c a b u la ry an d do one or tw o exa m p le s as a class before

students, in pairs, put th e sp e llin g ru le into practice A sk for

vo lu n teers to g iv e th e a n sw e rs an d poin t out th a t m ost verbs

ju s t tak e -s, ap art fro m verbs en d in g in -ch, -sh, -x an d -s.

-s: a rriv e sin g dan ce m ak e p ain t d ra w p la y eat d rin k th in k

-es: teach p u sh w a s h kiss

E x tra h e lp

D irect studen ts to » p.8 an d re-elicit sentences ab out C aroline's

in terests If studen ts fo rget th e th ird person -s, w rite a big

co lo u rfu l ‘S’ on th e board Point to it e v e ry tim e yo u

h e a r it om itted A fte r a w h ile , y o u w ill o n ly n eed to tu rn in the

d irection o f th e 'S' for stu d en ts to rem em b er it

T J Pronunciation when is -s an extra

syllable?

9 IB.2 Go th ro u gh item 1 as a class A sk H ow m a n y syllables? Play

th e first item on th e aud io an d tap th e table Repeat w ith th e

second item C ontinue w ith item s 3-6 , p au sin g a fte r each pair

o f sentences to g iv e stu d en ts tim e to count a n d decide w h e th e r

th e n u m b er o f syllab les is th e sam e or d ifferen t Play th e audio

a second tim e, stoppin g a fte r each p a ir o f sentences Elicit

a n sw e rs aro u n d th e class

3 4/5 (different) 4 5/6 (different) 5 4/4 (same) 6 5/6 (different)

10 Play th e audio a g a in for a w h o le class choral drill N om in ate

s m a ll groups, pairs, or in d iv id u a ls to repeat

11 Stu dents w rite th e verbs from exercise 9, according to w h e th e r

-s is pronounced as an e x tra syllab le or not Go th ro u g h the

e x a m p le an d do an o th er one, e.g ask Closes - box 1 or box 2?

(Box 2.) Opens - box 1 o r box 2? (Box 1.) Check a n sw e rs as a class

an d p oin t out th a t th e ru le here is closely con nected w ith th e

sp e llin g ru le fro m section C

-s is not a n e x tra sy lla b le : reads sin gs opens goes starts -s is a n e x tra sy lla b le : w atch e s closes fin ish e s

L a n g u a g e n o te

So m etim es sp e llin g an d p ronun ciation issues are h ard to

d isen tan gle D ance is spelt w ith a n ‘e ’ at the en d but it fin ish es

w ith a n /s/ sound The -s en d in g m u st be spelt a n d pronounced

a s a n e x tra syllable

E x tra h e lpStu dents lab el th e colu m ns A /B an d s a y a verb to te st a partner

12 Put stu d en ts in to d iffe re n t p airs fro m th ose th e y w e re in for

e xercise 6 Go th ro u gh th e e x a m p le an d rem in d stud en ts to use

a n d a n d then M onitor an d b e rigorous about accu ra cy o f both

g ra m m a r an d pronun ciation R em em b er to p raise students

w h e n th e y produce accu rate sentences

E x tr a p lu sStu dents ch an g e p a irs a g a in a n d rep eat exercise 12, u sin g the

p ictu res on » p.8 only

13 Stu d ents co p y th e tab le in exercise 5 A sk th e m to m in g le an d talk to three others Check th e y are collecting all the inform ation

an d are m a k in g notes rath er th a n w ritin g fu ll sentences

14 Go th ro u g h th e in stru ctio n s an d th e exam p le Put stud en ts into

groups o f th ree or fo u r an d rem in d th e m to u se a n d an d then

Content Do students include all the information? exercise 5

Coherence Do students use and and then to link some ideas? exercise 6

Pronunciation Do students usually add an extra syllable for -es? exercise 12

I can g iv e a n d u n d e rsta n d p e rso n a l d e ta ils

Students tick on m y ow n if th e y can give description s o f th ree people u sin g th e ir notes T h ey tick with som e help if th e y need to

check th e p ro nun ciation o f one or tw o verbs in section D

E a r ly fin is h e r sStudents u se a d ictio n a ry an d th e pictu re p age to w rite a list o f ten item s in an im a g in a r y ‘top d ra w e r’ T h e y sw a p lists w it h a p artn e r

a n d w ork out w h a t in fo rm atio n a d etective m a y le a rn about th e m

Additional material

w w w oup.com /elt/resultforextra practice material

w w w oup.com /elt/teacher/result for extra teacher resources

How to ask questions about people

Orientation

Context

In th is lesson, students w ill focus on ask in g questions to get to

k n ow people

Office Life is a photo strip sto ry from a m ake-believe TV situation

comedy The m a in characters are Ju stin an d Holly [Office Life

appeared in English Result Elem entary, lessons 4D a n d 12C).

In th is episode, Ju stin an d H olly m eet A n n a, a n e w person to the

office Ju stin tells her about h is w ork, an d ta lk s critically about

their n e w boss, w h o m he h asn ’t a c tu a lly m et yet

C ulture n o te

I.' B ritain, as in m a n y countries, certain topics o f con versation are

\o t considered acceptable w h e n yo u m eet som eone for the first

• m e or y o u don’t k n o w th e m v e ry w ell These include age, salary,

religion, an d details o f p erson al relationships

la n g u a g e

-a n g u a g e note

r questions w h e re a q uestion w ord is fo llo w ed b y th e fu ll form

:: the a u x ilia r y an d a pronoun, th e y share th e rh y th m O00O,

t g W hat do th ey do? In cases w h e n th e a u x ilia r y is a short form ,

"he rh y th m ch an ges to OoO, e.g W hat's y o u r nam e?

Lnd product

I t Put it all together, students ask a p artn e r questions about w ork,

studies, fam ily, hom e an d hobbies

Preparation

look back at English Result E lem en tary an d m ake a note o f k ey

characters an d in fo rm atio n fo r exercise 1

Check you k n o w w h e re th e audience lau gh s in the cartoon sketch

sc you can help students w ith exercise 4

Warmer

C raw th ree colum ns on th e board: a t school, a t work, at a party Tell

students to im ag in e th e y m eet som ebody n e w at one o f th e places,

sr.d th e y w a n t to get to k n o w th e m better A sk th e m to m ake a list

r f topics th e y w o u ld ta lk about Set a short tim e lim it an d w rite

suggestions on th e board A sk w h a t th e y w ouldn 't ta lk about (see

Cuture note above).

'Trite H ow to ask questions about p eo ple on the board.

In th is section, students read a cartoon story for gist an d detail,

id e n tify in g h u m ou r in w h a t th e characters say

1 A sk students w h a t th e y rem em ber about Office Life from English

Result Elem entary Write som e key characters an d in form ation

on th e board, e.g Ju stin and H olly w o rk together, th e boss is

M r M in nit, Ju stin is lazy, a lw a y s at th e coffee m achine, etc

D irect students to » p.10 Tell th em not to read th e dialogue but

to a n sw e r th e questions b y looking at th e photos

1 Ju stin an d H olly are in th eir tw en ties A n n a is a bit older

2 Ju stin an d H olly are friends

2 Go th ro u gh th e in structions, em p h asizin g th a : students m ust

choose th e best title Check a n y v o ca b u la ry problem s :r a - c

Set a tw o -m in u te tim e lim it to encourage students to skum

th e text Students com pare w ith a p artn er a n d sa y w h y th e ir chosen title is the best

The N ew Boss (This is the m a in point o f th e w h ole story.There is no in fo rm atio n about a com puter, and w e aren’t told about other bad days.)

3 Tell stud ents to read questions 1 an d 2 an d e x p la in th a t there

is m ore th a n one a n s w e r to question 2 Students reread th e

te x t c a re fu lly an d com pare a n sw e rs in pairs Go th ro u gh th e

a n sw e rs as a class

1 At th e end 2 Ju stin te lls A n n a he doesn’t check th e system for viru se s v e r y often , he doesn’t get p aid enough, th e n ew boss is 'horrible', people call her A n a Conda (w hich sounds like a ty p e o f snake) an d he’s p layin g a com puter gam e and not w orking

4 D irect stud ents to th e title o f the section Read a com edy sketch

an d rem in d th em th at th e dialogue com es from a TV show

In pairs, students decide w h e re th e y th in k th e audience w ill laugh N om inate or ask for volunteers to read Ju stin an d A n n a’s

p arts in fra m e s 1-3 A sk w h y a n audience w o u ld lau gh a fte r

Ju stin says They d o n ’t p a y m e enough (Justin doesn’t work hard

because h e doesn't g et m uch money.) Help students exp ress the

idea if necessary, but do not overcorrect for accu racy at th is stage M onitor an d help as students continue in pairs

5 1C.1 Play th e audio for stud ents to con firm th e ir gu esses Play it

a second tim e, p au sin g at th e lau gh ter places an d ask students

w h y people m ig h t lau gh Help students get th e ir ideas across

6 Check stud ents h a ve covered » p 10 an d read th rou gh the

in struction s R em ind th e m to th in k about th e subject pronoun

(Is it sin gular or plural?) an d th e ten se (present or past?) to help

th em Students com pare a n sw e rs in pairs

7 Students read the te x t a g a in to check th e ir a n sw ers N om inate students to read th e sentences out A s a quick review , ask

students w h a t ten se each question is (1 p a st simple, 5 present

continuous, all the others are present simple).

2 do 3 do 4 do 5 are 6 is/’s 7 is/’s 8 do 9 does 10 is/’s

Focus grammar question formation: be, do

pronouns: personal l,you, he, etc

possessives: your, our, their, etc.

Preview

grammar

past simple

Focus words question words: how, what, when, where, which, who, why

others: because, boss, check

Focus phrases What's like?

g Pronunciation rhythm in Wh- questions

8 Direct students : : Question words and the pictures at the

b etter* : : p.te I : tee exam ple as a class, s a y in g Because! to

elicit th e q uestion W hy? Students continue in dividu ally.

9 : ; D raw tw o colum ns on the board lab elled 1 'w a n d 2 h /.

the audio for students to listen an d call out 1 or 2 Play the

auete a second tim e an d m onitor c a re fu lly as students repeat

T e a ch in g tip

.: a ctu a lly a sem i-vo w e l sound, so som e students have

em blem s pronouncing it an d try to m ake it a stron g consonant

lu<e 9 or v If th is is th e case, tell th em to fo rm th eir m ouths

as th ou gh th e y w e re going to sa y /u'J T hey can th en open out

th e ir lips to say /w/

10 In pairs, students test a partner M onitor an d give positive

feedback for clear pronunciation G ive e x tra help as necessary

E x tra a c tiv ity

As question an d an sw er are k e y pieces o f m e talan gu age, w ork

briefly on pronunciation Focus on /kw/ in question an d th e

silent ‘w ’ in answer.

11 1C.3 D raw the stress p attern O00O on th e board an d w rite

th e first question so th e stressed w ord s are un der th e larger

circles Sh ow or elicit th at all th e w ords in colum ns 1 and 4 are

stressed Play the audio, pau sin g a fte r each item for students to

repeat B eg in b y tap p in g the desk on th e tw o stressed w ords,

to help students m ake th e un stressed w ords (2 an d 3) 'fit into’

th e rh yth m Encourage students to tap along Play th e audio a

second tim e if necessary

12 In pairs, students practise th e conversation M onitor an d help

w ith rh y th m an d pronunciation if necessary M ake sure th at

students sw ap roles

E xtra p lu s

A fter students h a v e practised read in g the con versation a fe w

tim es, th e y can t r y to do it from m em ory Encourage th e m to

add m ovem ent an d gesture, e xag g e ra tin g th e characters and

th e ir interaction, to b rin g the d ram a to life A sk fo r volunteers

to h ave th e con versation for th e class

Q Grammar be and do in questions

13 D irect students to th e h ead in gs for the colum ns an d ro w s in

the g ra m m a r box Point to th e second colu m n an d ask Be or do?

Go th rou gh the item s as a class before students com plete the

question s in th e g ra m m a r box

presen t: are does do

past: w a s w e re did

T e a ch in g tip

English uses a u x ilia ry verbs be an d do to m ake questions (and

fo rm negatives) in the past an d present A sk studen ts how , in

th e ir lan g u ag e , th e y k n o w a person is ask in g a question or

m ak in g a negative This w ill raise students' aw are n e ss an d

help th e m u n d erstan d th e im portan ce o f th e a u x ilia ry verbs be

an d do in English.

E x tra h e lp

T ran sform ation drill S ay th e cue, fo r students (SS) to tra n sfo rm a ffirm a tiv e into a question

Present sim ple T H e works in a bank SS W here does he work?

T We work in an office SS W here do y o u work? T She works in a hospital SS W here does she work? T They work in a hotel.

SS W here do th ey work?

Past sim ple T He worked in a bank SS W here did he work?

T She worked in a hospital SS W here did she work? T We worked

in an office SS W here did yo u work? T They worked in a hotel.

SS W here did they work?

14 Check students u n d erstan d the m atch in g a c tiv ity b y doing the e x am p le as a class Students w rite th e letter o f th e second part o f the sentence, rather th a n d ra w in g lin es to connect the

tw o h alves Check a n sw e rs as a class b y n om in atin g a student

to say th e first h a lf and an oth er student or group o f students

to com plete th e sentence

2e 3g 4f 5d 6 b 7a 8 c

15 Put students in pairs an d go th ro u gh th e instructions,

ch ecking th at th e y u n d erstan d th at th e y should in ven t a

ch aracter for the n e w worker M onitor and help as n ecessary

an d m ake sure students sw ap roles Give positive feedback

E x tra p lu s

V olunteers do th e role p la y for th e class

ABC Put it all together

16 D irect students back to th e question w ords in exercise 8 and tell th e m to w rite one question for each o f the topics

17 Put stud ents into pairs Students ask each other th eir questions an d m ake a note o f th e ir p artn e r’s an sw ers Rem ind students to ask for repetition, if necessary A sk each stud ent to tell the class one fact about th e ir partner

Student p erfo rm an ceStudents should be able to ask personal in form ation questions.Use th is ch ecklist for m onitoring an d feedback or to assess studen ts’ perform ance

Accuracy Do students use auxiliary verbs be and do appropriately?

exercise 15

Vocabulary Do students use four or five different question words?

exercise 10

Pronunciation Do students try to use rhythm in questions? exercise 11

I can a sk question s about people

Students tick on m y ow n if th e y can ask questions fro m m em ory

T hey tick with som e help if th e y h ave read tw o or th ree o f the

questions from exercise 11

E a rly fin is h e r s

In sm a ll groups, students choose one or tw o o f th e areas in exercise 16 T hey ask other students to fin d a person w h o is sim ilar

Additional material

w w w oup.com /elt/result for extra practice material

w w w oup.com /elt/teacher/result for extra teacher resources

Til 1C

How to talk about vocabulary

Orientation

Context

lr th is lesson, students w ill practise e x p la in in g th e m e an in g s o f

.•fords

The fragm en ts from b ilin g u al and m on olin gu al d iction aries in In

tie diction ary illu strate th at one w o rd can h ave d ifferen t m e an in gs

tr.d gram m ar T hey also sh o w h o w a d ictio n ary provides

-■•-formation on pronunciation The labels help students ta lk about

•_".e featu res in a dictionary

h the m agazin e quiz, Definitions!, there are three d efinitions given

• ;r six w ords an d th e task is to id en tify the w ro n g definition for

rach w ord The quiz is b ased on a fam o u s BBC radio program m e

railed Call m y b lu ff! in w h ich a te a m m em ber gives th ree plausible

lefin ition s for obscure w ords an d phrases A m em ber o f the

rpposing te am gu esses the correct definition

^ocus words word classes: adjective (adj), adverb (adv), noun (n), verb (v)

grammar: singular (s), plural (pi)

Rocus phrases definitions: a kind of, is the opposite of, is the past/present of,

means the same as, sounds the same as, What does mean?

present simple: third person

words with two meanings: change,fit, left, match, park,

watch, etc.

: ronunciation pronunciation in the dictionary, using phonemic symbols

1D.1

End product

r Put it all together, students read short e xp lan atio n s for the

m eanings o f th ree w ords, b ased on D efinitions! on » p.12, and

r adio script 1D on » p.150 Their p artn er iden tifies th e incorrect

definition

Preparation

Take som e d ifferen t ty p e s o f d ictio n ary to class

Trepare sets o f v o ca b u la ry cards if y o u w a n t to do th e Early

finishers a c tiv ity at the end o f the lesson.

Warmer

Show students som e d ifferen t kinds o f dictionaries, e.g big,

: m all, b ilin gu al, m o n o lin gu al an d picture dictionaries A sk th em

w h ich kind o f diction aries th e y have, w h ic h th e y prefer an d w hy

-.sk W hat inform ation can y o u fin d in a dictionary? (M eaning or

zefinition, pronunciation, gram m ar, exam ple sentences.) Do not

n rre c t for accuracy, but help students get th e ir ideas across

■Trite H ow to talk about vocabulary on th e board.

Think about words and meanings

In th is section, stud ents are sh o w n th a t som e w ords h ave m ore

th a n one m ean in g, or th e sam e w ord can be used as a differen t

w o rd class

1 Direct students to In the d iction ary on » p.12 and sh o w that

if students fo llo w th e lin e from th e w ord s th e y w ill fin d an exam ple Put students in parrs ar.d red th e m to look ca re fu lly

at th e fragm en ts Go over th e a n sw e rs as a class

1 I'm going to w atch a football m atch on TV

2 I’m going to rin g the restau ran t and book a table

3 Oscar a lw a y s leaves h is car in a car park

T e a c h in g tipSet a short tim e lim it for exercise 2, to encou rage a ligh t g a n e - like introduction to th e topic

3 Go th o u g h the in struction s an d each o f th e w ords in turr

an d see if students k n o w tw o m e a n in g s for each w ord W rite

the w ord book on th e board E xp lain or elicit th at it is either

so m eth in g yo u read, or som ethin g yo u do, e.g book a table■

holiday Students check to see if th is in form ation is in their

dictionaries Do the e xam p le as a class an d put students in

p airs to continue M onitor an d help as necessary

2 park 3 leaves 4 book 5 w a tc h 6 book 7 leaves 8 park

9 w atch 10 cook

g Pronunciation in the dictionary

In th is section, students are introduced to w a y s in w h ich adictio n a ry can help w it h pronunciation

4 A sk Is it easy to pronounce words in English fro m spelling? (Not

always.) Ask students to look at item 1 and show h ow the

sym bols represent write and right, th e y are spelt d ifferen tly but

sound the sam e Students, in pairs or individually, continue the activity M onitor and help students use dictionaries, if necessary Write the an sw ers on the board, d raw in g students’ attention

to the page in th eir dictionaries w h ich gives a list o f all pronunciation sym bols (found either in the front or at the back

2 son, sun 3 w a it, w e ig h t 4 buy, b ye 5 knew , new

6 m eet, m eat

5 Introduce th e a c tiv ity w ith a w ord students know, e.g cl: mb

W rite it on th e board an d ask students to say it N ow w rite /klaim /, a n d point out th at th e phonetic sym bols sh ow th at

th e fin a l letter b isn ’t pronounced E xplain that the w ords m

th e exercise are n e w an d th e y w ill fin d out h o w to pronounce them Tell students th e y w ill listen an d check but give positive reinforcem ent as students w ork out the pro n un ciation

6 1D Play the audio and p ause to give students tim e to th in k

an d check Play th e audio a second tim e if n ecessary W rite th e

w ord s on th e board an d un d erline th e silent letters

£ Read definitions and respond

In th is section, stu d en ts p ractise read in g d ictio n ary-style

d efin itio n s in th e fo rm o f a m ultiple-ch oice quiz

7 D irect stu d en ts to D efinitions! on » p.12 E x p la in th a t it's a

rr.a g a z :re -ty p e quiz an d a rad io gam e A sk stu d en ts to read

q u estion s 1 - 6 o n ly to fin d th e w ords Elicit book, park, left,

match, fit ring an d w rite th e m on th e board D irect studen ts

to th e first qu estio n an d ask W hich defin itio n is w rong? Read

options a b, an d c w ith the class, an d check vo cab u lary

Stu den ts con tin u e in pairs M on itor an d help as n ecessary

8 Play th e audio, p au sin g b efore e ach an sw e r G estu re for

stu d en ts to c a ll out th e ir an sw e r C ontinue fo r stu d en ts to h e a r

th e a n s w e r an d e x p la in if n ecessary, as yo u go along

E x tra h e lp

The qu estion W hat does m ean? is a u se fu l piece o f c.assro cr:

la n g u a g e for students D rill it a fe w tim e s th e n f cl le w it up z ;

elicitin g m ore exam p le s: sa y left to elicit 'What does le ft m ean

-9 D irect stu d en ts to th e p h rase s in th e m id d le co lu m n o f th e

table Tell th e m th a t th ese p h rase s are u se d in d ictio n aries

to e x p la in w h a t w o rd s m e a n a n d th at th e y can also b e v e r y

u s e fu l if stu d en ts n eed to describe a w o rd th e y can ’t rem em ber

A sk stu d en ts to u n d erlin e one e x a m p le sen ten ce for each

p h rase in D efinitions!

Stu dents read th e w o rd s in th e first an d la st colu m n s Check

v o cab u lary Go th ro u g h th e e x a m p le an d do th e exercise

to ge th e r as a class, a sk in g fo r vo lu n te e rs to m a k e a d efin itio n

fro m th e table C heck p ro n u n ciation o f th e th ird p erson s

w h e re appropriate A sk th e class to liste n c a r e fu lly a n d sa y

right or w rong a fte r e ach d e fin itio n before y o u respond.

W rite soun ds th e sam e as right Son sou n d s th e sa m e as sun

Salm on is a k in d o ffis h Little m e a n s th e sa m e as sm all.

L eft is th e p ast o f leave E a sy is th e opposite o f difficult.

Left is th e opposite o f right A p p le is a kin d o f fru it.

E x tra h e lp

In p airs, one stu d en t sa y s a w o rd fro m th e first colu m n A

p a rtn e r com pletes th e d efin ition Stu den ts s w a p roles

E x tra a c t iv it y

W rite W hat does 'orange' m ean? on th e board an d put students

into p airs to w rite a n e w quiz question for th e w o rd orange

M onitor and help, u sin g th ese exam p le s if n ecessary: a It’s a

colour betw een red a n d yellow, b It's a kind o f anim al It lives in

Indonesia, c It's a kind o f fru it, sim ilar to a m an darin a n d a lem on.

Grammar in the dictionary

In th is section, stu d en ts are sh o w n m ore ab b rev iatio n s u sed in

dictio n aries to in dicate th e g r a m m a r o f a w ord

10 E x p la in th a t m ost d ictio n aries u se abbrevia tio n s to sh o w th e

g ra m m a r o f a w ord W rite a d j on th e b o ard a n d elicit adjective

D irect stu d en ts to In the D iction ary on » p.12 an d elicit an

e x a m p le o f a n adjective A sk for one or tw o m ore e x a m p le s

fro m th e first co lu m n o f th e table Check stu d en ts u n d e rsta n d

th e co lu m n h e ad in g s b efore t h e y com plete th e tab le a n d

com p are in pairs Go over th e a n s w e rs as a class

sh o rt for: n - n ou n, v - verb

e xam p les: adverb - slowly, plural - children, past tense - bought

Extza a c t iv it y

In p airs, stu d en ts te st a partn er T h e y tak e tu r n s to w rite a n

ab b reviatio n T h eir p a rtn e r sa y s w h a t it’s short for an d g iv e s an

exam p le

11 D irect stu d en ts to th e te x t an d sa y The story is abo u t Justin,

A n na, a n d Holly True or False? Tell stu d en ts to read a n d ignore

th e blan ks (False The text o n ly m en tion s Ju stin a n d A nna.) Go

th ro u g h th e in stru ctio n s, th e w o rd pool an d th e e x a m p le to

ch eck stu d en ts u n d e rstan d th e a c tiv ity an d th e vo cab u la ry Stu d en ts con tinu e in d iv id u a lly a n d can com pare in pairs

b efore yo u go o v er the a n s w e rs as a class Read th e te x t aloud,

p a u sin g at e ach space, for th e class to say th e m issin g w ord

2 office 3 ch ecks 4 v iru s e s 5 la z y 6 job 7 w e ll

8 stopped 9 asked 10 q u estion s 11 ru de 12 n e w 13 boss

E x tra p lu s

In p airs, stu d en ts p rep are a short t e x t b ased on p e rso n al

in fo rm a tio n fro m iC T h ey choose th ree w o rd s to blan k, an d

w rite th e te x t a g a in u sin g th e ab b rev iatio n s Pairs s w a p texts

ABCD Put it all together

12 Put stu d en ts into grou p s o f fo u r an d g iv e e ach p a ir w ith in

th e group a letter, A or B E x p la in th a t th e y w ill w rite quiz

q u estion s s im ila r to th o se in D efinitions! on » p.12 Check p airs

are lookin g at the correct page W hen stu d en ts h ave finished , give th e m tim e to reh earse sa y in g th e definitions

13 Stu dents p la y D efinitions! If n ecessary, en cou rag e stu d en ts to

e x p la in , v e r y sim ply, w h y a n a n s w e r is w ro n g

Stu d en t p e rfo rm a n c eStu dents sh ou ld be able to m ake short, sim ple statem en ts

Use th is ch ecklist for m o n ito rin g a n d feed b ack or to assessstu d e n ts’ p e rfo rm an ce

Fluency Do students say definition phrases without a lot of

hesitation? exercise 9

Vocabulary Do students use different word classes? exercise 11

Pronunciation Do students pronounce the on the third person? exercise 9

I ca n ta lk ab ou t v o ca b u la ry

Stu den ts tick on m y o w n if th e y h a v e p rep ared a n d read one o f

th e ir quiz q u estion s w ith o u t a lot o f h esitation T h e y tick w ith som e

help if t h e y h esitated o cc asio n ally in a ll th e ir quiz question s.

E a r ly fin is h e r s

W rite th e fo llo w in g w o rd s on cards: lem on, saw, wrong, thin, slept,

push, give, fan tastic, old, boss, slowly, thought G ive a set o f w o rd

cards to each p a ir o f stu d en ts T h e y tak e it in tu rn s to pick up

a card a n d a sk W hat does m ean? T h e p a rtn e r a n s w e rs u sin g

p h ra se s fro m ex e rcise 9

Additional m aterial

www.oup.com/elt/result for extra practice -material

www.oup.com/elt/teacher/resultfor extra packer resources

I m tBrt a n d la n g u a g e

■ ■ 5 esson, stu d en ts w ill read ab out w h y a n d h o w people le arn

" r a g e s to enab le th e m to w rite a p e rso n a l le a rn in g biography

ta y d e d words: classroom language

ameuage phrases: verbs and nouns: play games, read a book, send an

email, etc.

grammar: present simple tenses; question pronouns

sxrgnition places: Mali, Senegal, West Africa

s-e-ag e

zzd product

:: all together, stu d en ts w rite a short p a ra g ra p h u sin g th e ir

* r 5 about 65-75 w ords) T h e y re v ie w sp e llin g an d cap itals an d

; : te x ts w it h a p a rtn e r to com pare w a y s o f stu d yin g

•farmer

»»me biog raph y an d d ia ry on th e board A sk W hat's the differen ce?

; short tim e lim it fo r stu d en ts to b ra in sto rm id eas (a d ia ry is

- : ~z private, a b io g raph y m ore public) A sk w h y people w rite a

■ c _age le a rn in g b io g rap h y (to reflect on w h at th ey kn o w and, h ow

- earn) W rite H ow to w rite a learnin g b io g raph y on th e board.

^ Read for general meaning

■ m ts section, stu d en ts scan a te x t fo r sp ecific in fo rm atio n

Tead th e question D irect stu d en ts to th e gap in th e first

sentence A sk th e m to read q u ick ly to fin d th e a n s w e r (French).

I Go th ro u g h th e in stru c tio n s A sk stu d e n ts to read item s 1- 5

an d check v o cab u lary Stu den ts con tin u e in d iv id u a lly an d

com pare in pairs Go o v er the a n s w e rs w it h th e class, a sk in g

for vo lu n te e rs to correct a n y fa ls e facts

1 False, (even in g classes) 3 T ru e 4 False (She liste n s to CDs.)

5 True

: Read th ro u g h q u estion s 1- 4 an d g iv e stu d en ts tim e to m ake

r.otes M onitor a n d h elp w it h ideas In p airs or s m a ll groups

students e x ch a n g e in fo rm atio n One p erson fro m e ach group

reports to th e class

g Think about learning English

4 Go th ro u g h th e in stru c tio n s a n d th e e x a m p le as a class Put

students in p airs to continue M on itor a n d help as n ecessary

Ask for a n s w e rs aro u n d th e class

2 sin g, liste n to, w rite , u n d e rsta n d 3 w atch , u n d e rsta n d

4 read, u n d e rsta n d 5 p la y 6 read, review , s tu d y 7 liste n to,

talk to, p ractise w it h 8 liste n to

E xtra a c t iv it y

Read d o w n th e list o f n ou ns, a sk in g fo r a sh o w o f h an d s for

each item i f stu d en ts u se th ese fo r th e ir le arn in g N o m in ate

etudents to u se one o f th e verb s to s a y w h a t th e y do

: Write W hy? an d H ow ? on th e board A sk W hich w ord do y o u

an sw er w ith b ecau se? (Why) Stu den ts a n s w e r th e question s

in d iv id u ally C heck a n s w e rs as a class Elicit m ore reaso n s for

le a rn in g a la n g u a g e an d w rite k e y w o rd s on th e board, e.g

work, pleasure, it ’s a school subject, f o r qualifications.

1 To tra v e l to Sen eg al a n d M ali It’s th e m o st im p o rta n t

la n g u a g e in W est A frica

2 She goes to e v e n in g classes, stu d ies in h er fre e tim e, w rite s

v o c a b u la ry in h er notebook, liste n s to CDs a n d th e radio

6 Read th ro u g h th e in stru c tio n s an d th e e x am p le Do one or tw o

m ore item s to g e th e r b efore stu d en ts con tin u e in d iv id u a lly

M on itor a n d h elp as n ecessary Check a n s w e rs as a class

2 W h y 3 H o w 4 H o w 5 W h y 6 W h y 7 H ow 8 H ow

E x tra a c t iv it y

In sm a ll g ro u p ; u d en ts b ra in sto rm oth er w a y s o f stu d y in g ,

e.g.p ra ctisin g sp eas : :r :h e m inor, sen ding em ails in English,

w ritin g n ew v o c a b u la p, o r : : : • ) notes a n d labellin g things aroun d the house A ;k s t u d e n ; 1: th e y 'v e tried th e se ideas.

7 1E.1 C heck stu d en ts u n d e rsta n d th e a c tiv ity an d th e table Play

th e aud io fo r th e m to m a k e r.otes Stu den ts com pare in pairs

P lay th e aud io a second tim e i f n ecessary C heck a n sw e rs

W h y: w a n ts to v is it C an ad a

H ow : tw o lesson s a w e ek , does h : ~ e , p r a c t i s e s sp e a k in g

in a n Irish pub, w a tc h e s En glish T V th e re too

8 Tell stu d e n ts to com plete th e fin a l co lu m n tor th e m se lv e s T h ey

c a n u se d ictio n a ries to help M onitor an d help a ; n ecessary

th e im p o rtan ce o f ch e ck in g th e ir o w n w o rk for sp e llin g

a lw a y s e x a m p le v o c a b u la ry w rite liste n so m etim es

u n d e rsta n d

ABC Put it all together

10 Tell stu d en ts to s a y w h y th e y are stu d y in g b efore th e y e x p la in

how R e m in d th e m to re fe r b ack to exe rcise 8 i f n ecessary.

11 En courage stu d en ts to u se d ictio n a ries to check sp e llin g an d

ca p ital letters

12 Stu dents, in p airs, s w a p b iograp h ies A sk th e m to report

s im ila ritie s b ack to th e classStu d en t p e rfo rm a n c e

Stu den ts sh ou ld be ab le to w rite a p a ra g ra p h fo llo w in g a sim ple

Content Have students given three different ways of learning?

Punctuation Have students spelt words correctly?

I c a n w r ite a le a rn in g b io grap h y

Stu den ts tick on m y o w n i f t h e y h a v e in clu d ed a ll th e in fo rm a tio n

in th e correct order T h e y tick with som e h elp i f th e y h a v e m a d e a

w w w ou p co m /elt/resu ltfor extra practice material

w w w ou p co m /elt/teacher/resultfo r extra teacher resources

R em em ber w ho

Read sentences 1- 10 below Students w rite w h o said or w ro te th em

a n d th e n check in u n it 1

1 Yes, it’s short f o r Francisco 2 I ’m fro m Louth 3 I'm a com puter

technician 4 W hat’s the boss like? 5 Ouch! 6 I've go t som e CDs

f o r listening practice 7 I ’m learning English because I w ant to go to

Canada 8 M y husband's n am e is Paul, g I’m p la y in g a com puter

gam e 10 There’s an Irish p u b in m y town.

2 Caroline W att 5 H olly 8 Caroline W att

^ Grammar

1 P o s s e s s iv e ’s 1A exercises 6 -10

W arm -up: W rite one or tw o sentences about y o u rse lf an d you r

fa m ily on the board, om ittin g t h e 's A sk students to suggest

corrections

Set-up: Go th ro u gh the in structions Do th e first item together and

tell students to w rite a dash (-) in spaces w h ere th e y don't need to

Follow-up: Students w rite a couple o f sentences about th em selves

an d th e ir fam ily, in clu din g one fa lse fact T h ey can u se the te x t in

1A exercise 10 for help if necessary Students sw a p sentences w ith a

partner, w h o asks questions to fin d th e fa lse fact

2 Present sim ple -s or -es e n d in gs 1B exercises 7, 8

W arm -up: Say verbs from th e w ord pool for students to sa y th e

th ird person sin g u lar form M onitor for pronunciation If you can ’t

h ear the fin a l 's’ sound, d raw a big letter 's’ on the board

Set-up: Say a couple o f the verbs an d n om in ate students to spell

the th ird person sin g u la r form

2 goes 4 takes 6 fin ish es 8 reads 10 plays

3 h as 5 starts 7 w atch es 9 sings

Follow-up: In pairs, students create th ree gap-fill sentences

Students sw ap w ith an oth er p air an d com plete th e sentences T hey

check each oth er’s an sw ers

3 be an d do in q u estio n s 1C exercises 13-15

W arm -up: Write th ese letters on the board: e, i, a, e, w, d, o, i, s, r.

Set a short tim e lim it for students to m ake a u x ilia ry verbs, u sin g

letters m ore th a n once

is, are, w as, w ere, do, does, did

Set-up: A sk students to read question s 1- 7 an d check an y

v o ca b u la ry problem s

2 did 3 are 4 w e re 5 do 6 does 7 is

Follow-up: Go th rou gh th e question w ords What?, W here? Who?

an d ask for an exam p le an sw er Put students in pairs T hey choose

fo u r questions to ask a partner

4 P ronou ns a n d p o ssessiv e ad jectives 1C exercises 11,13

W arm -up: Tell students to im ag in e th e y are ta lk in g about Flavio Tell th em to use th e in form ation in exercise 1 to m ake sentences,

e.g His nam e's Flavio A sk for volunteers to sa y th e ir sentences

M onitor for accu racy o f pronouns and possessive adjectives.Set-up: Go th ro u gh the first item as a n exam ple w ith th e class

1 Their 2 M y 3 yo u r 4 His 5 Our, WeFollow-up: Students choose tw o people from the un it and w rite

th ree sentences about each one T hey read th eir sentence in pairs

or sm all groups for th e others to gu ess w h o it is

5 G ra m m a r in th e d ictio n a ry lD exercises 1 0 ,1 1

W arm-up: W rite th e fo llo w in g ab breviations on th e board: n, v, adj

pi, adv Ask w h a t th e y m ean and for a n exam p le o f each.

Set-up: Go th rou gh th e in struction s an d the exam p le to check students u n d erstan d th e activity

2 p lu ral nou n 3 adverb 4 noun 5 adjective 6 past tenseFollow-up: In pairs, students w rite a list o f ten w ords from un it 1

T hey jo in w ith an oth er p a ir and ask w h a t typ e o f w ord it is

g Vocabulary

6 Person al d e tails lB exercise 2

W arm -up: Pair w ork Set a short tim e lim it of about tw o m in utes for stud ents to w rite ty p e s o f personal in form ation Give one or

tw o e xam p les from th e first colum n in the table

Set-up: D irect students to the table and check v o ca b u la ry in the first colum n

Stu dents’ o w n a n sw e rsFollow-up: In pairs, students ask each other tw o or th ree questions

7 D ocum ents lB exercise 3

W arm -up: Write th e fo llo w in g w ords on th e board: credit

card, drivin g licence, passport and ask students w h a t personal

in form ation each one contains

Set-up: Choose one o f th e item s to do togeth er as a class

1 note 2 ticket 3 envelope 4 licence 5 in itia ls 6 card

7 b adge 8 p assportFollow-up: Students e m p ty th eir pockets and b ags an d see h ow

m uch in form ation som ebody could fin d out about th em from the docum ents th e y are carryin g T h ey tell a partner

8 Q uestion pronoun s 1C exercise 8

W arm-up: W rite th ese letters on th e board: w, o, e, r, n, a, t, y, i, c, h

Set a short tim e lim it for students to w rite question pronouns

T hey can use the letters m ore th a n once

w ho, w h at, w here, w h y, w h en , how, w h ichSet-up: Go th rou gh th e exam ple Tell students to look at the an sw er

to help find th e word

2 W ho 3 W hat 4 W hen 5 H ow 6 W hich 7 W hyFollow-up: Pair w ork Students ask each other one question u sin g each pronoun T hey use questions from exercise 8, or th e ir ow n ideas

E a rly fin is h e r s

Students w rite M y lan gu age an d English an d d ra w tw o colum ns

w ith th e h ead in gs sam e an d similar T h ey go th rou gh u n it 1 to find

w ords to put in both colum ns In th e second colum n students w rite

a tran slation T h ey can add a n y other w ord s connected to the topic

th at th e y know

How to ask for tourist information

Orientation

Context

In th is lesson, students w ill fo cus on askin g for in form ation about

tourist attractions

Day trips fro m Ban gor is a tou rist brochure ad vertisin g attractions

and d ay trip s around Bangor, in N orth W ales The photos o f places

of interest illu strate th e v o cab u lary panel, Tourist attractions

Specific d etails o f a trip on th e Snow don M ou n tain R a ilw a y are

given b elo w the brochure page, e.g prices an d len gth o f trip

Culture note

Britain (or Great Britain) includes England, Scotland an d W ales, and

vrith N orthern Ireland it fo rm s the U nited K in gdom (UK) W elsh is

the official la n g u a g e o f W ales, spoken b y about 7 0 0 ,0 0 0 people at

rom e an d for o fficial purposes A ll schools in W ales are obliged to

teach W elsh an d all road sign s an d m ark in g s are w ritte n in Welsh,

usu ally w ith th e English below M a n y W elsh sounds are difficu lt

ter English people to pronounce, e.g 'dd’ is pronounced /8/, and ‘f

is v W ales, like the rest o f B ritain, still uses im p erial m easures,

e g.feet, miles rather th a n th e m etric system o f metres, kilometres.

la n g u a g e

Review

grammar

superlative: the highest, the longest, etc.

^ocus words tourist sights: castle, countryside, desert, forest, lighthouse,

ruins, village

day trips: fare, journey, one-way, return, round trip, single

adjectives:/or, high, long, much, old

prepositions of direction -.from, to

^ocus phrases How high is it?, How much is the fare?, It’s a bit expensive.

Jecognition

■ocabulary

charming, countryside, famous, kilometres, man-made,

metres, natural, ruins, spectacular, summit

Jecyded

anguage

numbers: 4 miles, 2 hours, 1000 metres

places and buildings: beaches, church, island, lake, mountain,

park, railway station, river

grammar: prepositions o f place in, on, at

^onunciation rhythm in How questions 2A.2

ir.d product

r Put it all together, students take tu rn s role p la yin g a tourist

ir.d a tou rist in form ation officer T hey h ave a short conversation

m ilar to Pairwork on » p.126 an d » p.132, askin g an d a n sw e rin g

r r e e questions They can ask for repetition an d can use cues on

■_-£ board to help

Preparation

lu lle d som e authentic h olid ay brochures (optional for exercises 1

ir d 15), but essential if yo u w a n t to do th e Extra activity in exercise 7.

" r in k about a tourist attraction to describe to the class for exercise 7

Warmer

1 meet students to the m ap o f N orth W ales and ask H ow m an y lakes

there in the area? H ow m an y islands are there? W hat is Snowdon?

■Pew f a r is A nglesey fro m Bangor? Do not overcorrect for accu racy at

vu s stage, but help students get th e ir ideas across

Tire H ow to ask f o r tourist inform ation on th e board.

Read a tourist brochure

In th is section, students practise scan n in g an d m ore detailed readin g in a sem i-authentic tourist brochure

1 B egin b y raisin g interest an d sh o w in g som e authentic holid ay

brochures, if yo u h ave som e Elicit th e w ord tourist brochure

or u se th e section h ead in g an d ask stud ents w h a t kind o f

in form ation th e y e xp ect to find m one Direct th em to D ay trips

fro m B an go r and picture a Do the first item as an exam p le if

necessary Set a short tim e lim it to en cou rage students to scan rath er th a n read each te x t care fu lly to m atch the descriptions

w ith th e photos Check an sw e rs qu ickly as a class

a 2 b 7 c 8 d 3 e i f 6 g 4 h 5

2 Ask students to look at th e photos again, and to num ber three trips th e y w o u ld like to go on (1 first choice 2 second choice, 3 th ird choice) Students com pare w ith a p artn e r and tell th e class about th e ir first choice Tell them, not to w o rry about correct pronunciation o f place n am es and m onitor for

correct use o f prepositions o f place in, on, an d a t If n ecessary,

give exam p les o f places in th e text, for students to sa y th e preposition an d find an d u n derline the phrase

3 Tell students th e y w ill find out about th e Snow dor M ou n tain

R a ilw a y trip, u sin g th e m ap an d th e brochure in form ation Go

th rou gh questions 1- 4 an d check vo cabu lary A sk W hat dc we

call the top o f a m ountain? (Summit.) W hat do w e call a single

an d return jo u rn e y together? (Pound trip.) W hat do w e call the price o f train, p la n e or bus jo u rn ey? (Fare.) Go over th e a n sw e rs

Read th e num bers out in random order for students to call out

a letter corresponding to th e figu re you say G rad u ally increase

th e speed yo u say th e num bers u n til students recognize th em quickly C hange the nu m bers to generate m ore practice (e.g 7.5, 75,000, etc.) if necessary Elicit an d d rill pronunciation and put students in p airs to continue

E x tra a c tiv ity

A sk th e class w h ich th e y w o u ld p refer to do: walk up Snowdon

take the m ountain railw ay up and dow n, or take the railw ay up

a n d walk dow n See w h ich a c tiv ity is th e m ost popular.

j g Vocabulary tourist attractions

4 Direct students to Tourist Attractions an d do th e exam p le

together Tell students th at one o f the w ord s isn’t in the

pictures (desert) Students com plete th e activity Go over

a n sw e rs as a class Ask A re there a n y deserts in Great Brita n '

W hat’s the w eather like in a desert? M onitor pronunciation

for stress on th e first syllable, m ak in g sure students dor :

pronounce it as dessert di'z3:t !beach e

castle c church hdesert (not in picture) forest a

islan d h ligh th ouse b lake a

m ou n tain f

5 Introduce th e a c tiv ity b y ask in g Is a m ountain m an-m ade? (No.)

Is a railw ay m an-m ade? (Yes.) Do one or tw o m ore exam ples

w ith th e class if n ece ssary before students continue in pairs

Do not give the a n sw e rs at th is stage

6 Play th e audio for students to check th e ir an sw ers Play it

a second tim e an d pause a fte r each item for th em to repeat

M onitor for pronunciation an d give e x tra practice if necessary

Check students are sa y in g the tw o -sy llab le nou ns w ith the

stress on the first syllable Note th e /a/ soun d in th e second

syllab le o f desert, island, river an d castle The 's’ an d T in island

an d castle are silent an d th ere is an in tru sive /w/ soun d in ruins

rurwinz W rite th e w ord s in tw o colum ns on th e board

E x tra h e lp

In pairs, students sa y w ord s from Tourist Attractions for a

p artn er to sa y natural or m an-m ade.

7 D em onstrate th e a c tiv ity b y te llin g students about a tourist

attraction you know A s stud ents continue in pairs, m onitor

an d help as necessary A sk for volunteers to tell the class about

tou rist attraction s in th eir area

E x tra a c tiv ity

Put th e stud ents into sm a ll groups an d g iv e each group a

tou rist brochure Say w ords fro m Tourist Attractions for groups

to look qu ickly th ro u gh th e ir brochure to fin d a n exam ple The

first group to hold th e brochure up to sh o w th e y h ave found

the w o rd w in s a point

£ Pronunciation rhythm in How questions

8 A 2 W rite H ow on th e board an d check students un derstan d

the adjectives in th e questions Copy the circles on th e board

an d p lay th e first exam p le on th e audio, pau sin g an d poin tin g

to th e sym b o ls as students listen an d repeat A sk students to

repeat as necessary, m onitoring to check th e y stress th e w ords

correctly an d th e ir voices fa ll at th e end A lth ou gh both H ow

an d th e adjective fo llo w in g it are stressed, th e adjective h as

m ost prom inence, an d the voice rises an d fa lls sligh tly on it

Use gesture to sh o w this, m o vin g yo u r h an d from righ t to left

Continue the audio, pau sin g at th e end o f each question for th e

class to repeat

E x tra h e lp

Set up a d rill u sin g th ese prom pts for th e studen ts (SS) to

respond to w ith a question T The m ountain’s really high.

SS H ow high is it? T The castle's really old SS H ow old is it?

T The su m m it’s a really long way SS H ow f a r is it? T The tickets

are really expensive SS H ow much are they? T The jo u rn e y ’s really

long SS H ow long is it?

E x tra p lu s

In pairs, one studen t says th e n am e o f a tou rist attraction, an d

the other responds w ith an appropriate question

9 Go th ro u gh th e questions in th e b ox an d check students

u n d erstan d the vo cabu lary Focus on f a r an d to an d use

exam p les o f local places to illu strate m ean in g Do the exam p le

as a class an d put studen ts in p airs to continue Tell th e m it

doesn’t m atter if th e y don’t k n o w th e exact a n sw e rs to th e

questions, th e y can s a y a b o u t w h e n g iv in g th e ir an sw ers

M onitor for correct stress an d rh yth m Ask for volunteers to

h ave th eir con versation for th e class, an d ask for a sh o w o f

h an d s from students if th e y w o u ld visit the attraction

In th is section, students listen to a short conversation for gist andspecific in form ation

10 2A Books closed Tell students th e y w ill listen to a w o m a n

called Sara A sk W here is Sara? (At the tourist office in Llanberis.)

an d p lay the audio A fter th e listen in g, ask W hat does she want

to know about? (Snowdon m ountain railway.)

11 Give students tim e to read questions 1- 7 an d check a n y

v o ca b u la ry before you p lay th e audio Students com pare th eir

a n sw e rs in p airs an d listen again , if necessary

12 Direct students to audio script 2A on » p.150 to check Say

th e question s a g a in an d elicit a n sw e rs around the class Ask students to un derline questions in th e audio script

1 Because she h asn ’t got good shoes 5 2.5 hours

2 3,500 fe e t / 1,0 0 0 m etres 6 A restaurant

4 B y bus

E x tra h e lpStudents read th e con versation in pairs, ta k in g tu rn s to be Sar

M onitor an d check pronun ciation o f H o w ? questions.

13 D raw stu d en ts’ attention to the v is u a ls o f th e Eiffel Tower and

th e London Eye Ask if an yon e in the class h as visited either o f them If so, w h a t did th e y thin k? D ivide the class into A s and

Bs Students ask an d a n sw e r questions to com plete th eir tables

T hey com pare tables at th e end o f the activity

14 Encourage students to th in k o f th ree tou rist attractions, u sin g

th e ir ideas from exercise 7 or places n ear w h ere th e y are stu d yin g Tell students to w rite th ese clearly on a piece o f paper

an d rem ind th em to check for capital letters

15 Put students into p airs a n d d irect th em to exercises 8 an d 9 to

th in k about questions th e y w ill ask in exercise 16

16 Put students w ith d ifferen t partners Students e xch an g e pieces

o f paper an d ask questions to fin d out about th eir p artn e r’s place Check students sw a p roles

Stu dent p erfo rm an ce

Students should be able to ask simple inform ation questions w ith How

Use th is ch ecklist for m onitoring an d feedback or to assessstu d en ts’ perform ance

^ Listen for specific inform ation

Content Do students use a range of questions? exercise 8

Accuracy Do students use correct word order in How questions?

Additional material

w ww oup.com /elt/result

w ww oup.com /elt/teacher/result

T17 2A

How to describe places

^ Read and listen for detail Orientation

le n te x t

_ :h is lesson, students w ill practise g iv in g a description o f a

~ : : a l h olid ay destination

' * f Travel A gen t photo sto ry is about a couple w h o w a n t to go on

; : a fa ri h olid ay an d a trav e l agent w h o is try in g to prom ote

• : :ia y s to Sc an d in avia (Norw ay, Sw eden, an d Denm ark) The

r a v e l agent tries to con vince th e cu stom ers to ch an g e th e ir plans,

fin a lly su ggests Oslo zoo The couple leave w ith o u t b ookin g a

-ar.gu age

-x j s grammar adjective order in noun phrases (fact and opinion): lovely

blue water, etc.

lx l s words opinion adjectives:/me, horrible, interesting, lovely, nice,

adjectives: blue, little, long, quiet, white, etc

compass directions: north, south, east, west

tourist attractions: beaches, forests, islands, lakes, ruins, etc.

^^unciation stress-timed rhythm 2B.3-4

-iccguage note

* ■ ; "re s s -tim e d rh y th m o f E nglish m ean s th at un stressed

ables becom e v e r y reduced an d are u s u a lly eith er pronounced

or is/, both v e r y w e a k sounds, e.g -es in beaches a n d villages is

n r o u n c e d /iz/, an d f u l in beau tiful an d colourful is pronounced /fal/.

L * i product

v ?u t it all together, students describe a place for a h o lid ay in

— a il groups Stu dents’ descriptions are b ased on a liste n in g text,

- 1 notes th e y have m ade about th e w eath er, beaches, food, people

- ~c th in gs to do in th e place.

-Teparation

tt if y ou can fin d a n y colou rful an d d etailed to u rist brochures for

• :_ i a y s in A frica an d Scan d in avia, for th e Warmer.

~ -.n k about tou rist attraction s in th e places in exercise 1

W armer

■*■ n :e Scandinavia an d A frica at th e top o f tw o colu m ns on the

• : i :d and set a short tim e lim it for students to b rain sto rm w h y

:-r:ple go to th ese places on holiday A sk for su ggestio n s around

v r class an d w rite th e m on th e board

* : w the brochures if you h ave any A sk Which pla ce w ould yo u

: :~er? Why? H ave y o u ever been on a safari? H ave y o u ever been

~ Scandinavia? Do not correct for accu racy at th is stage, but help

^ -ie n ts get th e ir ideas across, pro vid in g v o c a b u la ry as necessary

•*« vte H ow to describe places on th e board

In th is section, students read a can o o n story and read for detail

an d fo llo w the order o f a conversation

1 Go th ro u gh the in stru ctio n s and elicit a fe w exam p les o f

to u rist attraction s in N orth W ales lesson 2A) Read th e list o f countries an d put stud en ts in sm a ll groups to do th e activity

E ncourage students to add one or tw o places o f th e ir o w n Set

a short tim e lim it th e n ask for su ggestio n s for each place Ask each group to tell th e class about one m ere place

Students read th e photo story Tell th e m to id en tify th e tourist attraction s an d un derlin e th em Then th e y id en tify w h ich countries th e y com e from Students com pare a n sw e rs in p airs before yo u go over a n sw e rs as a class

p a lm trees, beaches: th e USA p re tty villages, fir.e castles: Spain Aztec ruins: M exico p yram id s: Egypt

2B.I Play th e audio for stud ents to liste n for the m issin g adjectives

Fram e 3 nice Fram e 6 horrible, big Fram e 8 w h ite, blue Fram e 9 w h ite, old Fram e 11 long

Go th ro u gh th e e xam p le as a class an d ask students to fin d the

in fo rm atio n in th e dialogue A sk th e m to read item s 2 -5 and check vo cab u lary Students continue in d iv id u a lly correcting

a n y sentences th e y th in k are false Students com pare an sw e rs

in p airs before you go over th em as a class Check a n y

v o ca b u la ry in th e d ialo gu e an d ask stud ents if th e y w o u ld go

to th is tra v e l agen t’s

2 True 3 False The custom ers w a n t to see an im als 4 True

5 True

Q Grammar adjective order

5 D irect students to th e cartoon an d ask W ho likes the insect? (The

woman.), an d H ow does she describe it? W rite a lovely little insect

on th e board Repeat fo r th e m an , an d w rite a horrible little insect A sk students w h e th e r lovely an d horrible are opinions (Yes), a n d w h e th e r little is an opin ion (no, fact) Go th ro u gh

th e ru le w ith the class, elicitin g th e a n sw e r before students com plete th e gaps

Put th e fact a fte r the opinion

Put th e opin ion b efo re th e fact

6 Books closed A sk students w h a t tw o fa lse facts Je n told

th e custom ers about Scan d in avia Elicit or give It has p retty

white villages, an d It has fin e old castles A sk w h ic h w ords

are fa c ts (white, old) an d w h ic h are opin ion s (pretty, fine) In

pairs, students com plete th e activity A sk around th e class for

an sw ers

fact: big w h ite blue old long

op in ion : horrible b e a u tifu l p re tty fine

7 Go th ro u gh th e in stru ctio n s an d th e first item as a class Students w ork in d iv id u a lly an d com pare th e ir a n sw e rs ir p a ir;

8 2B.2 Play the audio for students to con firm th e ir a n sw ers Play

it a second tim e an d pause a fte r each item for students to

repeat th e phrases Encourage students to sa y th e ph rases at

a n a tu ra l speed, as th e y are said on the audio (rather th a n as

th ree clearly separate words)

1 / 2 / 3 b eau tifu l w h ite beaches 4 /

5 lo v ely blue w a te r 6 nice long sa fa ri 7 /

E xtra h e lp

Class b ack-chain drill Choose a couple o f th e phrases from

item s 1-7 Say the last w ord, for students to repeat, e.g railway

Next, say th e fact adjective an d the noun for students to repeat,

e.g old railway Finally, sa y th e w h ole p h rase for stud ents to

repeat, e.g beau tifu l old railway.

E x tra p lu s

Books closed Say th e nou ns on ly in item s 1- 7 ran d o m ly and

nom in ate students to say the com plete phrase from m em ory

Students continue in pairs

9 Go th ro u gh th e in stru ction s an d check u n d erstan d in g Give A

an d B students tim e to look at th e pictures on » p.126 and

» p.132 an d m ak e notes to describe th e places u sin g adjectives

Tell th e m th e y can use th eir d iction aries an d m onitor an d help

th e m th in k o f phrases to describe the places, e.g Picture A:

a lovely quiet/sm all beach, a p re tty little village, horrible dirty

factories; Picture B: horrible crowded beach, lovely qu iet lakes,

beau tifu l green forests At th e end o f th e activity, see w h ich

place is th e m ost popular

£ Pronunciation stress-timed rhythm

10 2B.3 D raw circles represen ting th e th ree rh y th m s on the board

Point to a rh y th m an d tap the table, keepin g the strong taps at

ro u gh ly re g u lar in te rv als w h e th e r you are tap p in g rh y th m 1, 2,

or 3 This helps sh o w h o w the w e ak e r taps have to 'fit in ’ w ith

the stron g ones Play th e audio, an d pause a fte r each phrase for

stud ents to repeat Each phrase is said th ree tim es Give e x tra

practice if necessary

11 2B.4 Play the audio, pausin g after each set A sk Rhythm 1, 2, or 3?

Play the audio a second tim e for students to listen and repeat

a rh y th m 3 b rh y th m 1 c rh y th m 2

E x tra p lu s

In pairs, students say a phrase from exercises 10 an d 11, for a

p artn e r to say w h ic h rh yth m

jQ Listen to someone describing a place

In th is section, students listen to an au thentic-soun ding

description o f a place for gist

12 2B.5 D raw a sim ple com pass on th e board an d re v ie w the

directions north, south, east, west Read th e in stru ction and

options, poin tin g out th at the definite article is used w h e n the

direction w ords are nouns but not adjectives Play th e audio

The north o f Spain

13 Direct students to th e w ords an d ask if the north o f Spain has

all th ese attractions (Yes) Play th e audio Students com pare

w ith a p artn er before yo u give th e answ ers

E x tra a c tiv ity

A sk if students k n o w or like th e north o f Spain If th e y visited

as a tourist, ask if th e y liked it If th e y h a ve n ’t been, ask if

th e y ’d like to go th ere on holiday W hy? W h y not? Help th em express th e ir id eas but do not overcorrect for accuracy

ABCD Put it all together

15 W rite the five topics on the board Elicit one or tw o exam p les

o f w ord s and ph rases associated w ith each one an d w rite th em

on th e board G ive students tim e to m ake notes an d rehearse

sa y in g th eir descriptions

16 Put students into sm a ll groups to describe th e ir places A sk for

a vo lun teer from each group to tell th e class w h ic h place th e y

th ou ght w a s th e best an d give one reason

Stu dent p erfo rm an ceStudents should be able to give a short description

Use th is checklist for m onitoring and feedback or to assessstu d en ts’ perform an ce

Accuracy Do students mostly use fact and opinion adjectives in the

correct order? exercise 8Vocabulary Do students use different adjectives in their descriptions?

exercise 9Pronunciation Do students try to use rhythm in noun phrases? exercise 11

like The Travel Agent, u sin g th e places th e y talk ed about in exercise

16 Pairs act th e con versation for th e group

Additional material

w w w oup.com /elt/result for extra practice material

w ww oup.com /elt/teacher/result for extra teacher resources

How to compare the weather in different places

Orientation

Icr.text

- - r j j iessorl| stud ents w ill practise u sin g com paratives and

.re rla tiv e s to com pare w e ath er in d ifferen t places

: rg to Extrem es is a m agazin e article w h ic h introduces a n e w

rergraph y-based TV series about th e m ost extrem e w e a th e r

n d itio n s in the w orld The m a in picture sh ow s a m em ber o f the

-fa r tribe, nom adic people from th e n orth-east region o f A frica,

end the sm all picture is O ym yakon in Siberia

~r_£ four sm a ll photos in W eather sh o w d ifferen t places in London

r e River T ham es, H yde Park, a m a in shopping street, an d Tower

3~ ig e ) an d illu strate th e w e a th e r vo cab u lary The graph, London

Heather, sh ow s London ra in fa ll an d tem peratures.

Culture note

e w e ath er is considered Britain's fav o u rite topic o f conversation,

run it’s probably tru e to sa y th at it’s a u n iv e rsa l topic It’s a neutral,

“ ".-co n tro v e rsia l subject, e sp ec ially for polite con versation w ith

n ra n g e r an d a typ ical con versation opener m ig h t be It's a lovely

: i , isn’t it? M a n y people asso ciate the w e a th er in Englan d w ith

:e m g cold, rainy, an d fo g g y m uch o f th e tim e, but, in recent years

r e su m m ers h ave becom e hotter, drier, an d longer

-an g u ag e

:dcus grammar comparative and superlative adjectives, more, most

“Ocus words weather foggy, rain, rainy, storm, temperature, 5 degrees,

grammar: comparative and superlative adjectives; be

present; present simple and continuous: It’s raining, It’s

windy, There is/aren’t

:-onunciation -er and -est endings 2C.2

la n g u a g e n o te

r.en there is a con son ant cluster in phrases, e.g w in diest city/

'rrte st summer, th e ‘t ’ at th e end o f -est often disappears.

Led product

~ Put it all together, students use th e ir notes to tell th e ir p artn er

rrout th e w e a th e r in places th e y know , g iv in g four or fiv e pieces o f

reform ation about d ifferen t tim es o f th e year T h ey refer to audio

:m p t 2C.3 on » p.151 to m ak e th e ir notes, an d are g iv e n reh earsal

m e before doing th e activity

Preparation

hr.d a picture or m ap o f A u stra lia fo r exercise 12 an d collect

m rtures o f extrem e w eather

Warmer

I ra w som e w e a th e r sym bo ls an d tem p eratu res on th e board Elicit

m p le w e a th e r vo cabu lary, e.g rain, sunny, hot, cold an d ask about

_.e d a y ’s w eath er W rite England, Ethiopia, Siberia, a n d A ustralia on

m e board, an d ask w h a t kin d o f w e ath er studen ts associate w ith

rach place Point out th at the w e a th e r isn ’t a lw a y s b ad in England

Vrite How to com pare the w eath er in d ifferen t places on th e board.

^ Vocabulary weather

1 D irect studen ts to p ictures a - d on » p.20 an d check th eir

u n d e rstan d in g o f w e a th e r vo cabu lary Ask Are there a n y clouds

in picture b? Is the w eath er a arrr in p ictu re c? In which pictures

is the w eather wet? Can y o u see the sun in a n y o f th e pictures?

Do y o u think the tem perature is high o r lo w in picture b? Is the rain in p ictu re d h ea v y or light? Is z're w eather storm y in a n y o f the pictures? Students continue th e m atch in g exercise A sk for

E x tra h e lp

W rite th e sentences from audio script 2C.1 cr » p 151 or the board an d rem in d stud ents o f th e use o f the verb re r the

present continuous ten se in It's raining an d I : : - ad e u v e

(It’s hot) an d There is/are + nou n (There isn't a r ;, a :rd S tu d er.:;

m ake th e ir o w n tru e /fa lse statem en ts about the w eath er like

th e ones in exercise 2 T h ey read th e m to th eir p a n - e: w i : says tru e or false

In th is section, students p ractise sk im m in g a m agazin e article for gist an d scan n in g for specific in form ation

3 Elicit th e n am e s o f places w h ic h h a v e v e r y dry, v e r y w et,

e x tre m e ly hot, an d e x tre m e ly cold w eath er Students talk to a

p artn e r about th e w e a th e r in places th e y h ave visited A sk for

vo lun teers to tell th e class

4 Tell students th e y w ill read a n article about a n e w TV series

G oing to Extrem es A sk th e class to look at th e pictures an d

predict w h a t it m igh t be about Elicit a fe w ideas, an d ask students to read th e article v e r y q u ick ly to see if th e y w ere correct Student read it a g a in q u ickly an d find the n a m e s of

fo u r places Nick visits D irect th em to th e sm a ll picture at the

end o f th e article an d ask W here? (Siberia.)

The D an ak il in NE Ethiopia; O ym yakon , Siberia; M a w sy n ra m India; Arica, Chile

5 Read question s 1-5 to check vo cab u lary A sk students A re yo u

go in g to read the text in detail? (No.) D irect th em to question

1 an d ask W hat typ e o f inform ation do yo u need to look f o r to

an sw er the question? (A number.) Sh o w th e m th at th e y read and

fin d a num ber, an d th e n look at w ord s on either side to check

th e y h ave fo u n d th e correct in form ation Set a short tim e Lrr

an d check a n sw e rs as a class A sk students if th e y w ou ld w arm

th e program m e

1 57° 2 th e D an akil 3 40° 4 lo w er th a n -25° 5 A r r a r r c a

E x t ia h e lp

W rite th e a n sw e rs on th e b oard in random order 3" i t res

m atch th e a n sw e rs to th e questions and check it v e i= i~

£ Grammar comparative and superlative

adjectives

6 T h is a c tiv ity rem in d s studen ts o f th e u se o f com p arative an d

su p erlative adjectives, in itia lly presen ted in English Result

Elem entary Do the a c tiv ity as a w h o le class.

1 c 2 a 3 b

7 S ay th e descriptions o f th e w o rd s in th e first colu m n for

studen ts to respond w ith th e e x a m p le in th e second colum n

W rite th e w ord s cold, colder, the coldest on th e board an d elicit

th e su p erlative fo rm o f high Students con tinu e in d iv id u a lly

an d com pare in pairs M onitor a n d help as necessary Check

a n sw e rs aro un d th e class an d ask studen ts to sp ell the

adjectives Elicit a fe w m ore sim ple sentences u sin g th e place

n am e s on th e board M onitor an d check studen ts are u sin g

com p arative an d su p erlative fo rm s correctly

th e h ig h est h otter - th e hottest m ore un com fortable - the

m ost u n com fortable h e avie r - th e h e a vie st th e b est w o rse

E x tra h e lp

Class prom pt drill Students close th e ir books an d respond to

cues to m an ip u late com p arative an d su p erlative form s Say k ey

w o rd s fro m G oing to Extrem es to prom pt students, as a class,

to m ak e sentences, e.g T The D anakil/h igh/tem peratu re/w orld

SS The D anakil has the highest tem perature in the w orld T The

D anakil/low /sea level SS The D anakil desert is low er than sea

level T A rica/C hile/dry/w orld SS A rica in Chile is th e driest place

in the world Check students s a y than as /dan/ n o t /6aen/.

8 A sk students w h ic h ty p e o f w o rd s th e y n eed to look out for

w h e n read in g to fin d m ore re g u la r com p arative an d su p erlative

adjectives (words en d in g in -er an d -est) A sk studen ts to gu ess

th e m e an in g s o f th e w ords, an d u se th e ir d iction aries to check

lo w e r softer d riest

9 D irect studen ts to London W eather on » p.20 A sk W hich p a rt

o f the grap h shows tem perature? (The lines.) W hy are there tw o

lines f o r tem perature? (One shows the m ax im u m average p e r day,

the other shows the m in im um average p e r day.) A sk W hich p a rt

o f the graph shows rainfall? (The bars o r blocks.) Go th ro u gh th e

e xam p le as a class an d e x p la in th a t for the rest o f th e item s

th e y w ill need to w rite m ore th a n one w ord Students continue

in d iv id u a lly and com pare in pairs Check a n sw e rs as a class

2 w e tte r th a n 3 the w a rm e s t 4 drier th a n 5 h ig h er th a n

6 lo w e r th a n

E x tra h e lp

C om parative an d su p erlative te n n is D ivide th e class in to tw o

te am s Team A 'se rve s' (calls out) a n adjective Team B ‘re tu rn s’

b y s a y in g the com p arative form , te a m A ‘re tu rn s’ w ith the

su p erlative form If a te a m m akes a m ista k e or hesitates for

m ore t h a n five seconds, th e other te a m w in s a point Team B

se rv es a n adjective to b eg in th e p la y fo r th e n e x t point Use

th e adjectives in exercise 7 C ontinue u n til one te a m gets five

points

J J Pronunciation -er and -est endings

10

1 1

2C.2 Go th ro u g h the in stru ctio n s an d p la y th e audio, p au sin g

a fte r each item fo r studen ts to s a y A, B, or C Help w ith

pro n un ciation as necessary, m a k in g sure studen ts pronounce

th e -er en d in g as /a/ an d th e -est en d in g as /ist/ n ot /est/ Play

th e audio a second tim e an d repeat if n ecessary

Put studen ts into p airs to test a partn er M onitor an d help w ith

pro n un ciation problem s as n ecessary

In th is section, stud en ts liste n for a speaker's opin ion a n d specific

in fo rm atio n in a short description

12 A sk if an yon e h as b ee n to A u stra lia and, if so, h o w w a s it?

D irect studen ts to th e picture (see Preparation) a n d set a short

tim e lim it fo r th e m to w o rk w ith a p artn e r a n d com pare the clim ate in A u stra lia an d England Elicit id eas aro u n d th e class

13 2C.3 Tell stu d en ts th e y w ill liste n to A la n Brent co m p arin g the

w e a th e r in th e tw o places For th e first liste n in g th e y should see w h a t th e y can fin d out about th e speaker, e.g w h e re h e ’s from , h o w old h e is Play th e audio a n d let stud en ts com pare

th e ir id eas in pairs A sk fo r su ggestio n s an d p la y th e aud io a second tim e a fte r y o u h a v e b een over th e an sw e rs

A la n Brent: A u stralian , you n g, prefers hot w e a th e r

14 A sk studen ts to read item s 1-5 an d check a n y v o cab u la ry Play

th e audio w h ile studen ts liste n an d com pare D irect stud ents

to audio script 2C.3 on » p.151 to check th e ir an sw e rs

2 London 3 S yd n ey 4 Ja n u a ry, F e b ru ary 5 m in u s 2 (-2°)

£ Listen for specific inform ation

ABCDE Put it all together

15 Tell stud en ts to th in k about th e w e a th e r in a place th e y

k n o w w e ll A sk th e m to w rite five or s ix w e a th e r w o rd s for

w in te r an d su m m e r a n d u se th ese to m a k e notes to com pare

th e ir place w ith London D irect th e m to audio script 2C.3 on

» p 151 an d the sentences in exercise 14 fo r m ore support, if necessary M ake sure stud ents are w ritin g notes rath er th a n

fu ll sentences

16 G ive stud en ts tim e to reh earse th e ir description b y m u m b lin g

it to th em selves, an d encou rage th e m to ask fo r help w ith pronun ciation In pairs, students te ll th e ir p artn ers about

th e ir places A t the en d o f th e activity, ask p airs to tell th e class about th e p lace w ith th e b etter w eather

Stu den t p e rfo rm an ceStudents should be able to g iv e sim ple fa c tu a l in form ation Use th is checklist for m on itorin g an d feed b ack or to assessstu d en ts’ p erform an ce

Content Do students give three or four pieces of information?

exercise 5

Vocabulary Do students use five or six different words for weather?

exercise 7

Pronunciation Do students say the -er ending clearly? exercise 11

I ca n com p are th e w e a th e r in d iffe re n t places

Students tick on m y ow n if th e y can m a k e com p arison s u sin g

th e ir notes T h ey tick with som e help i f th e y h a v e looked at

exercise 14 a n d read tw o or th ree sim ple sentences w o rd fo r w ord

E a r ly fin is h e r sBooks closed Students repeat th e a c tiv ity fro m m e m o ry w ith a

d iffe re n t partner

Additional material

w w w oup com /elt/result for extra practice material

w w w oup.com /elt/teacher/result for extra teacher resources

How to talk about personal things

- rientation

: " t e x t

'.his lesson , stu d e n ts w ill fo cu s on ta lk in g ab out h o lid a y

- v e n d s an d p e rso n a l b elo n gin gs

,en ir C hallen ge is a tra v e l m a g a z in e a rticle w h ic h in v ite s

- 1 zers to see h o w m u ch th e y k n o w ab ou t th e w o rld b y g u e ssin g

"~~-ch cou n tries d iffe re n t so u v e n irs com e fro m The p la ce s are

: vn on th e w o rld m ap a c c o m p a n y in g th e article

-card sh o w s th e b ack o f a p o stcard th a t a w o m a n calle d Petra

w ritte n to h er frie n d Ja m e s She m e n tio n s th e K h a n e l-K h a lili

-czar in C airo w h ic h is one o f Cairo's m o st im p o rta n t sh o p p in g

zis words souvenirs: cap, cup, fan, key ring, mug, postcard, poster, etc

countries and regions: India, North Africa, South America, etc.

-:c-5 phrases Better than nothing!, Oh welt!

irmgnition

«aooulary

challenge, dutyfree shop, Pisces

I-s o jr s e using topically-related vocabulary in conversation

_~.c product

: • :: all together, stu d en ts h a v e co n ve rsatio n s in p a irs about

■ : nal possession s, e.g ab out th e place o f o rig in a n d w h o b o u gh t

- 'e m T h e y h a v e re h e arse d a s im ila r co n ve rsatio n before, an d

■ _i-e notes o f k e y w o rd s fro m th e liste n in g in exe rcise 12

Reparation

~ u s sem e so u v e n irs to th e class T h e y ca n be lik e th e on es on

Z-.Z2 : : for e xam p le , ston es fro m a b ea c h or postcard s

• armer

■ -d en ts in to sm a ll grou p s an d ask th e m to w rite a list o f

- p e o f h o lid ay p resen ts people buy A sk aro u n d th e class for

~ z.es Sh o w yo u r so u v e n irs if y o u h a v e a n y an d ask W hat's

- - —portant, things or m em o ries? Do not overcorrect fo r

' i r v but help stu d en ts e xp re ss th e ir id eas D irect stu d e n ts to

~ - -re s aro u n d th e m ap to see w h ic h ite m s th e y m en tion ed

11 - to talk abo u t p ers o n a l things on th e board.

^ Vocabulary souvenirs, countries, and regions

1 Tell th e stu d e n ts to look a : th e m a r : r » p.22 Put stu d e n ts in

p a irs, a n d go th ro u g h th e in s tr-jc tic r.; a r i th e e x a m p le G ive

th e m th re e m in u te s to b rainstorm , n a m e s z : cou ntries fo r each

o f th e are as A sk aro u n d th e class for su gg e stio n s a n d see if stu d e n ts h a v e v is ite d a n y o f th e p iaces

S u g g e ste d a n s w e rs

A s ia : C h in a, In d ia, Jap a n , etc

C e n tra l A m e ric a : M exico, G u a te m a la etc

E urope: Greece, Spain, Poland, etc

N o rth A fric a : M orocco, Su d an, E gyp t, etc

N o rth A m e ric a : C an ad a, Cuba, th e USA etc

S o u th A m e ric a : B razil, A rg e n tin a , Chile, etc

T h e M id d le E ast: Iran, Iraq, Israel, etc

2 S tu d en ts w o rk in d iv id u a lly , m a tc h in g p ictu res 1- 12 w it h th e

w o rd s in Souvenirs, b efo re co m p a rin g in p a irs Do n o t g iv e

a n s w e rs at th is stage

3 2D.1 P lay th e audio, p a u sin g a fte r e ach ite m fo r stu d e n ts to

ch eck th e ir a n s w e rs E x p la in th a t th e w o rd s are in sen ten ces

1 fa n 4 k e y rin g 7 p late 10 T-shirt

E x tr a h e lp

S a y th e p ictu re n u m b e rs fo r stu d e n ts to c a ll ou t th e w ords

M on itor a n d g iv e e x tra p ro n u n cia tio n practice, if n ecessary

4 2D.2 G o th ro u g h th e in stru c tio n a n d te ll stu d e n ts to liste n

c a r e fu lly as th e co n ve rsatio n is v e r y short P la y th e aud io an d

g iv e stu d e n ts th e optio n o f liste n in g a second tim e D irect

th e m to au d io script 2D.2 on » p 151 a n d d ivid e th e class in A/B

h a lv e s to p rac tise th e c o n ve rsa tio n alo u d a n d s w a p roles

caps fro m th e USA (N ew York City)

5 D irect stu d e n ts to S o u ven ir C hallenge In p airs, stu d e n ts gu ess

w h e re th e so u v e n irs w e re bough t A sk fo r a n s w e rs an d see if

th e class a g re es b efore co n firm in g or g iv in g th e correct a n sw e r

ab out th e m se lv e s a n d oth ers in th e group

£ Read a postcard

In th is section , stu d e n ts read a p o stcard fo r sp ecific in fo rm a tio n

a n d d etail

7 A sk stu d e n ts w h a t t y p e o f in fo rm a tio n people w r ite on a

p o stca rd a n d w rite su g g e stio n s on th e board G ive th e m one

m in u te to read th e p o stca rd a n d ask W ho's it to? (James), W ho

sen t it? (Petra) an d W here is she? (Cairo), Is she h a vin g a g o o d

h olid ay? (Yes) Stu d en ts re ad th e p o stcard a g a in to fin d th e

s o u v e n ir P etra bou gh t

a ru g

8 Read th e in stru ctio n s an d ask studen ts to read item s 1-5 Check

a n y v o c a b u la ry an d th e irre g u la r p ast tenses Do item 1 as

a class b efore studen ts continue in pairs A s yo u go over th e

a n sw e rs check stud en ts are u sin g th e correct tenses

1 False She’s th ere on holiday

2 False She w rote the postcard a fte r she visited the carpet shop

3 True

4 False She says We - h er an d Bernie.

5 False The m a n g av e th e m som e tea

£ Gzammax past simple

9 Books closed W rite or elicit th is sentence on th e b oard Petra

an d B ern ie w en t to Cairo a n d visited the K h an el-K halili Bazaar

Circle the verbs a n d ask Present or past, regular or irregular?

Elicit th e n egative an d question fo rm o f They visited Cairo, an d

w rite th e sentences on th e board Circle did an d didn 't and

th e in fin itiv e visit to rem in d stu d en ts th a t it is th e a u x ilia r y

w h ic h ch an g es in n e gatives an d questions D irect students to

th e g r a m m a r b o x on » p.23 to com plete the sentences in pairs

M onitor an d help as n e ce ssa ry before goin g over th e a n sw e rs

as a class

+ w en t, visited - d id n 't b u y ? D id / b u y D id /v isit

ir re g u la r verbs: go, b u y

E x tra h e lp

S ay a fe w fa c tu a lly correct or incorrect sentences about Petra's

holiday Students, as a class, repeat if th e in fo rm atio n is correct

an d re m a in silent i f it's false

E x tra p lu s

In p airs, students m ak e fa c tu a lly tru e or fa lse sentences for a

p artn er to repeat if th e y are true

10 Do th e e xam p le as a class A sk studen ts w h e re th e y ca n check

irre g u la r verbs i f th e y are u n ce rta in (d ictionaries) an d the

irre g u la r verb tab le on » p.148 Students continue in d iv id u a lly

before yo u ask fo r a n sw e rs aro un d th e class an d check spelling

b ou gh t did fo u n d got g ave w e n t h ad le ft sent

spent took

E x tra h e lp

C ontrolled practice prom pt drill D ivide th e class into tw o

groups, A a n d B E xp lain th at groups w ill take tu rn s to m ake

question s an d n egative fo rm s in response to yo u r prom pt,

e.g T He bought it A s D id he bu y it? Bs H e d idn ’t bu y it Use

clear gestu res to orchestrate th e drill, so th a t groups k n o w

w h e n to respond K eep the m ood lig h t an d pacy, an d repeat the

w h ole d rill a fe w tim e s i f n ecessary

Cues: She w ent there He did it She g a v e it to him H e sent it to

her.

11 A sk studen ts to read the con versation an d ignore the b lanks

A sk H ow m an y questions does A ask? (Four.) D irect students

to th e w ord pool an d the exam ple A sk Present or past? and

rem in d students to w rite th e past ten se o f th e verbs Students

continue in d iv id u a lly an d th e n check in pairs Elicit an sw e rs

aro un d th e class Check students u n d erstan d h o w A’s questions

relate to th e in fo rm atio n in B ’s previou s an sw ers

gave d id /b u y w ork ed did/do g ave D id/enjoy

E x tra h e lp

Students practise read in g th e d ialo gu e w ith a partner

In th is section, students read an d liste n to a con versation beforeliste n in g to a sim ila r con versation b e tw e e n th e sam e speakers

12 2D Go th ro u g h the in stru ctio n s an d check students

u n d e rstan d th e activity Play th e audio fo r students to fo llo w

th e text, u n d e rlin in g other k ey w ord s as th e y read Go th rou gh

th e con versation an d elicit th e an sw e rs Play th e audio a second tim e Pause it an d poin t out th a t th e k e y w ords, w h ic h are

to p ica lly connected, are stressed b y th e speaker

blue fish M exico plate

13 2D.4 Tell stud en ts th e y w ill listen to Petra an d Ja m e s ta lk in g

ab out m ore so u ven irs a n d to m a k e a note o f k e y w o rd s to

id e n tify th e topic o f conversation P lay th e audio a n d elicit the

a n sw e rs Play th e audio a second tim e a n d ask stud en ts to add

a n y other k ey in fo rm a tio n th e y hear D irect stud en ts to audio script 2D.4 on » p.151 to check an d com pare notes

posters (extra in form ation : aunt, boat trip, th e Baltic,

St Petersburg, street m arket)cam el postcard (extra in form ation : aunt, Tunisia)cam el ru g (extra in form ation : Egypt)

E x tra h e lp

In pairs, students read th e dialogue, stressin g k e y w ords

14 Tell stud en ts th a t th e y w ill h a ve a con versation about a person al possession, so m eth in g th e y are w e a rin g or h ave

w ith th e m or at hom e G ive th e m tim e to th in k about th eir

p ossession an d to m a k e notes if th e y w a n t to

A sk studen ts to stan d up an d m in g le as if at a p arty M ake sure

th e y ch an g e p artn ers at least tw ice At th e end o f th e activity, students tell th e class about a n y objects or places th e y th ought

w e re in teresting

Stu dent p e rfo rm an ceStudents should be able to start an d m a in ta in a short conversationYou can u se th is ch ecklist to m onitor an d give feed b ack or to asses:stu d en ts’ p erform an ce

^ Listen for key words

Interaction Do students give informative answers? exercise 11

Coherence Do students respond to answers with topically connected

questions? exercise 11

Vocabulary Do students use three or more different verbs? exercise 10

I can ta lk about p e rso n a l th in g s

Students tick on m y ow n if th e y can ask an d a n sw e r question s in

one or m ore o f th e ir con versations w ith o u t looking at th e ir notes

T h ey tick with som e help if th e y look at th e ir notes for a ll th e

conversations

E a rly fin is h e r s

In pairs, students prep are a con versation about one o f the

so u ven irs on » p.22, to act out in sm a ll groups T h ey don’t actu a say th e n am e o f th e souvenir

Additional material

w w w oup.com /elt/result for extra practice material

w w w oup.com /elt/teacher/resultforextra teacher resources

E x tra a c t iv it y

Students h a v e sim ila r con versations w ith d iffe re n t souven irs

T m text a n d L a n g u a g e

r th is lesson, stu d en ts w ill w o rk w it h tw o em ails The first is a

-quest fo r in fo rm a tio n a n d th e second is a reply N eith er o f th e

miters k n o w s e ach other

New language famous fo r its , one o f the, some o f the

Recycled

a-guage

words: cold, forests, information, lakes, mountains, region,

wet, winter, etc.

grammar-.fact and opinion adjectives, superlatives

fecognition

a-guage

location, research, scenery, snow-capped, volcano

End product

zz Put it all together, stu d en ts w rite a p a ra g ra p h (about 65-75

ords) u s in g th e ir notes T h eir d escription should be in fo rm a tiv e

znd in terestin g Stu d en ts’ w r it in g m a y co n ta in m ista k e s in

tm ju n c tio n s an d ve rb stru ctu re if t h e y t r y to u se com plex

sentences

Warmer

A i i q u estion s ab out Chile, e.g W hich con tin en t? N ea r which

countries? W hat lan gu age? W hat kind o f scenery? W eather?

.'rite H ow to w rite a description o f a region on th e board.

^ Read a description of a region

ir th is section, stu d en ts read fo r d e ta il a n d pro o fread to id e n tify

izzd correct g ra m m a r m istak es

I D irect stu d en ts to th e e m a ils an d ask W hat n a tio n a lity is

Brian? (Australian.) W ho is he w ritin g to? (Elvira Pardo.) W hy? (To

ask a b o u t Chile a n d the Osorno region.) D oes Elvira a n sw er his

question? (Yes.) Do th e e xercise as a class.

vo lcan o es / rive rs X w a te rfa lls / fo rests /

I Do th e first item as a class to d em o n strate th e a ctivity Tell

studen ts th ere are fo u r m ore m istak e s In pairs, stu d en ts

con tinu e th e a ctivity N o m in ate stu d en ts to g iv e a n sw e rs

1 one o f m o st b e a u tifu l region s X = one o f th e m o st b e a u tifu l

reg ion s /

2 blue nice lak e s X = n ice b lu e lak e s /

3 th e older fo rests X = the oldest fo rests /

4 su m m e rs are quite h eat X = su m m e rs are q u ite h o t /

5 I get th e photo X = I got the photo /

3 Go th ro u g h th e in stru ctio n s A sk stu d en ts to read th e first

colu m n a n d check v o cab u lary Point out th a t th e topic w o rd s

reflect th e order o f th e in fo rm a tio n in Elvira's e m a il Stu dents

com pare a n s w e rs in p a irs b efore ch eck in g a n s w e rs as a class

location : south, S an tiago

n a m e o f reg io n : the Lake D istrict

scen ery: lakes, w a te rfa lls, vo lcan oes

w e a th e r: w in te rs = cold an d w e t su m m e rs = hot

g Get ideas to write about

4 D irect stu d en ts to th e second co lu m n o f th e ta b le a n d te ll th e m

to w rite th e n a m e o f th e ir o w n hom e t o w n at th e top M onitor

an d help as n ecessary, e n co u rag in g stu d en ts to u se d ictio n aries

to check sp e llin g s a n d cap ital letters A sk fo r vo lu n te e rs to

te ll th e class ab out th e ir hom e to w n Do not overcorrect fo r

accu rac y at th is poin t, b u t help stu d en ts ex p re ss th e ir ideas

5 Go th ro u g h th e in stru c tio n s a n d e x a m p le as a class Elicit

or g iv e th e ty p e o f a d jectives stu d en ts cou ld u se in th e ir

description s, e.g colour, size, style, opinion, age A sk for

e x a m p le s a n d b u ild u p a pool o f w o rd s on th e board M onitor

a n d h elp w it h id eas i f n ecessary A sk e ach stu d en t to g iv e one

e x a m p le a n d m o n ito r fo r accuracy

6 R ead th e in stru c tio n s to th e class Check stu d en ts u n d e rsta n d

E lv ira ’s d escription o f th e fo rests in h er region A sk A re the

fo rests v e ry old? (Yes.) A re th e y the o n ly v ery old fo rests in the world? W rite so m e o f + su perlative - p lu ra l noun on th e board.

Go th ro u g h th e exa m p le s, ch e ck in g stu d en ts u n d e rsta n d th e

d iffe re n ce in m e a n in g b e tw e e n so m e o f a n d o ne of M on itor

a n d m a k e a note o f a n y co m m o n g r a m m a tic a l errors W rite

th e m on th e b oard fo r class correction

7 W rite th e exp re ssio n is fa m o u s f o r its _ or th e b oard a n d ask about O sorno to elicit sn o w -capp ed volcanoes S a y th e n a m e s o f

places stu d en ts k n o w to elicit a f e w m ore e x a m p le sentences,

e.g London is fa m o u s f o r its (black taxis) Go th ro u g h th e

e x a m p le a n d m on itor a n d help as n ecessary

AB Put it all together

8 R ead th ro u g h th e in stru c tio n s an d a n s w e r a n y question s Tell stu d en ts to u se a ll th e in fo rm a tio n th e y h a v e w ritte n in th e tab le in e xercise 3 Elicit th e order o f th e topics b efore stu d en ts

s ta rt w ritin g : location, n a m e o f region, scenery, weather Tell

stu d en ts th a t th e y w ill e x ch a n g e th e ir w ritin g w it h a p artn er

R em in d th e m to u se ca p ital le tte rs fo r n a m e s o f places D irect stu d en ts b ack to lesson s in th e u n it to ch eck a n y g ra m m a r th e y are u n su re of, i f t h e y are h a v in g problem s Check stu d e n ts’

w ritin g is legible

9 Go th ro u g h th e in stru c tio n s w it h th e class an d check th a t

stu d en ts u n d e rsta n d th a t interesting m e a n s b e in g in fo rm a tiv e

b y u sin g ad je ctiv e s to g iv e d etail Put stu d en ts in to p airs

a n d ask th e m to sw a p p arag rap h s A fte r a fe w m in u tes, ask stu d en ts to ta lk to g e th e r ab out th e ir descrip tion s, s a y in g w h a t

w a s in te re stin g a n d to help each oth er w it h a n y g r a m m a r problem s A sk stu d en ts to rep ort in te re stin g fa c ts to th e class.Stu d en t p e rfo rm a n c e

Stu dents should be able to w rite a p a ra g ra p h (about 75 w ords)

d escrib in g a place

Use th is ch ecklist fo r m o n ito rin g a n d feed b ack or to assessstu d e n ts’ perform an ce

Content Have students given five or more facts about their country?

Organization Have students organized the information logically?

Accuracy Have students used superlatives accurately?

I ca n w r it e a d e scrip tio n o f a region

Stu dents tick on m y ow n i f th e ir p a rtn e r h a s one or m ore

in te re stin g fa cts T h e y tic k w ith so m e help i f th e y h a v e m a d e one or

tw o g ra m m a r m istak es

E a r ly fin is h e r s

In s m a ll groups, th e y read th e ir d escrip tion aloud The grc m decides on th e place w h ic h sou n d s th e m o st in te re stin g : : v.s.t Stu dents w rite a second d ra ft to correct g ra m m a tic a l m s ta / e ;

Additional m aterial

w w w ou p co m /elt/resu ltforextra pract ce ”

w w w o u p co m /e lt/tea ch e r/re su ltt;

R em em b er w h e re

Ask students to look at D ay trips fr o m B an go r on » p.16 Say

sentences 1- 10 b elo w for students to fin d th e n am es o f th e places

Correct pronun ciation is not im portant

1 It’s g o t bea u tifu l beaches 2 There's a fa m o u s old castle there.

3 It’s go t a m ountain railway 4 There’s a lighthouse on this island

5 There are lakes, forests, an d m ountains in this park 6 It’s the

highest m ountain in Wales 7 This is a charm ing little town.

8 You can g o w in dsurfin g there 9 The n am e o f the Welsh St

Valentine 10 The pla ce with the longest n am e in the world!

1 A n g le se y 4 H oly Island 7 B etw s-y-C oed

2 C o n w y 5 Sn ow d on ia 8 A n g le se y

3 Snow don 6 Snow don 9 Saint D w y n w e n

10 Llanfairpwllgwyngyllgogerychwym drobwylllantysiliogogogoch

Grammar

1 A d jective order 2B exercise 5

W arm -up: W rite Scan din avia an d A frica on th e board In pairs,

students th in k o f as m a n y tou rist attractions as th e y can

Set-up: Go th ro u gh th e e xam p le as a class

2 W ed like a nice long holiday

3 There are lots o f horrible little insects

4 1 s a w a b eau tifu l old church

5 There are lots o f p re tty green islands

6 We visited a fine old castle

7 Look at th e lo v ely blue w ater!

Follow-up: Students w rite fo u r ju m b led sentences about a place

th e y k n o w w e ll T h ey sw a p w ith a p artn e r a n d w rite th e n e w

sentences Students check each o th er’s an sw ers

2 C om p arative a n d su p e rlative ad je ctiv e s 2C exercises 6, 7

W arm -up: Use the adjectives in th e w o rd pool to p lay C om parative

an d Superlative Tennis D ivide th e class into tw o team s Team

A 'serves’ (calls out) an adjective Team B 're tu rn s’ b y s a y in g th e

com p arative form , te a m A 'retu rn s’ w ith the superlative form

Set-up: A sk students w h a t th e y k n o w about the w e a th e r in Sydney,

A u stralia an d London Go th ro u gh th e e xam p le an d item 2 as a

class to sh o w th at som etim es th e first letters are g ive n to help

th e y know The p artn e r gu esses th e place

3 P ast sim p le 2D exercise 11

W arm -up: W rite th ese w ord s on th e board: yo u, shoes, buy, where,

did, yo u r? A sk stud ents to put th e w ords in order to m ake the

question W here did y o u bu y y o u r shoes?

Set-up: Use the exam p le an d tell students to m ake sentences b y

m o v in g from left to right, righ t to left, up an d dow n, but not

diagon ally The first w ord o f each sentence is num bered

2 M y brother w e n t to M alta 3 M y sister bought m e a poster

4 1 lived in M exico for a year 5 Did he b u y yo u a present?

6 W hen did you arriv e hom e? 7 We didn’t b u y a n y souvenirs

8 W ho did you go on h o lid ay w ith ? 9 Did you en joy the holiday?

10 W here did she go?

Follow-up: Students tran slate th e sentences an d com pare w ord

order in th e ir lan g u age

£ Vocabulary

4 T ourist attractio n s 2A exercise 4

W arm -up: Set a short tim e lim it for students to list as m a n y ty p e s

o f tourist attractions as th e y can D irect th e m to » p.16 to com pare

w ith Tourist Attractions.

Set-up: A sk students to look at the m ap an d n am e one or tw o attractions

Follow -up: In p airs or sm a ll groups, studen ts describe a place th e y

k n o w an d decide w h ic h soun ds th e b est to visit

5 D ay trip s 2A exercise 2

W arm -up: G ive students one m in u te to stu d y Snowdon M ountain

R ailw ay on » p.16 Books closed A sk question s to see w h a t

students rem em ber, e.g H ow much is the return fa re?

Set-up: D irect students to Ferry to P eddy Island A sk H ow m uch/far/

Set-up: Go th ro u gh th e e xam p le as a class, p oin tin g out th a t each

b lan k represents one letter

Follow-up: Students m ak e som e a n a g ra m s for a p artn er u sin g

w e a th e r w ord s on » p.20 T h ey sw a p a n ag ra m s an d check each

o th er’s a n sw e rs an d sp ellin g at th e end

E a rly fin is h e r sStudents w rite p h rases w ith tw o adjectives to describe th e places

» p.126 an d » p.132 T h ey w rite tran slatio n s an d com pare w ord order

T 2 5 R2

How to talk about likes and dislikes z m ,.

S a fe :

k

Orientation

Context

■ "his lesson, students will practise using like ing and would like

to talk about activities.

~".e life-style type personality test is based on everyday and

: "reme sports Students will say how th e y feel about th e activities

i-” d their answ ers reveal if they are more of an adventurous (a

uredevil) or an u n ad v en tu ro u s person (a chicken) The test has

l i e d inform ation about how men, women, young, and older

reople tend to score in Did you know?

~ '.e pictures w hich decorate th e test illustrate some of the

:«:abulary in Adventure sports.

waterskiing, etc.

wouldn’t like to , Would you like to ?, 1 prefer , 1 quite like

; xognition

ocabulary

; xyded

a-guage

nguage n o tes

:w in g w h en compound nouns should be h y p h en ated (scuba-

ng), w ritte n as tw o separate words (roller skating), or joined

zither (snowboarding) is difficult since there is no consistent rule

English.

::m ething interchangeably w ith like doing something to express

: vm ent of activities However, m a n y language tests still expect

_ cents to use like doing something in this context.

id product

P'jt it all together, students talk in small groups or as a whole

asking and answ ering about five thin gs th ey like doing in

- ' eral, and five things th e y would like to do at th e weekend.

rr.versation m aps for help.

-Teparation

'ect some m agazine pictures of sports and prepare a list o f t e n

rryday sports such as football, tennis, swimming, sailing, fishing,

~bing, etc for th e Warmer.

W armer

i v tw o columns on the board, one for adventure sports and

- cents th e sports pictures and elicit or give the names, w riting

tm in th e appropriate column Now tell students th a t you have

ecret list of ten sports and th ey have one m inute to guess them

- students guess, tick or add words to the columns See w hich

- errs students like and w hich th ey w ould like to try.

,:e How to talk about likes and dislikes on the board.

pictures either side to m atch th e m to th e columns on th e board Ask students if th e y use th e sam e concepts to express these ideas in their language Direct students to th e photos on

sports Go th ro u g h th e instructions and put students in pairs to

do th e activity Monitor and help by pointing out th a t students

can guess by looking at th e parts of the word, e.g waterskiing

Check answ ers as a class an d ask for a show of h an d s to see

w ho does th e sports and w ho w ould like to.

Extra activ ity

Almost all -ing sports have the stress on th e first syllable, including com pound nouns such as scuba-diving and ice

climbing Point this p attern out an d ask students to m ark word

stress on th e words in Adventure sports Students point to

photos and test a p a rtn e r on th e vocabulary.

tw o examples as a class Tell students to use their dictionaries and put th e m in pairs to continue Monitor and note any

pronunciation problems for the next section To check answers, say th e sports and no m in ate students to give the inform ation around th e class.

w aterskiing - on water, on skis climbing - on rock snow boarding - on snow, on a ice climbing - on ice

skating - on ice, on th e street

3A.1 This activity helps students pronounce consonant clusters

at th e beginning and end of words Ask students to read the phrases in columns A and B and check vocabulary Copy the first A/B examples on th e board Underline t h e 's sound in each phrase to show students the difference in th e sound Play

th e audio, pausing for students to repeat.

As students listen and repeat, monitor carefully to check for

th e following problems: not pronouncing one of th e sounds, e.g

skate instead of skates; adding a vowel sound before th e cluster,

e.g esport instead of sport-, or adding a vowel sound in th e middle or at the end of the cluster, e.g support instead of sport

Give extra practice w here necessary.

T eaching tip Some learners find it difficult to pronounce consonant clusters

at th e beginnings of words and m ight insert an initial vowel

sound, e.g th e y m ight say /sokeit/ instead of skeit/' for skate For

this reason, students m ight find phrases in colum n B easier to say If this is the case for your students, practise the phrases

in column B and th e n colum n A, m aking sure th a t they pronounce th e m differently.

4 3A.2 Play th e audio again for students for students to say A or

B Put students into pairs an d m onitor as th e y test each other

At th e end, ask students to choose tw o sports th e y w ouldn't like to t r y Ask aro u n d th e class a n d give positive feedback for clear pronunciation.

£ Read and do a personality test

In th is section, students guess th e m e a n in g of n e w vocabulary in context to do a m agazine-type personality test.

th e barom eter at th e b o tto m of th e page Check students

u n d e rsta n d th a t th e ir scores w ill move th e arrow to th e left for chickens a n d to th e right for daredevils In pairs, students

do th e personality test M onitor a n d help as necessary Students compare th e ir scores in groups before you ask for a show of

h a n d s for th e chickens, th e people in th e middle, an d th e daredevils Ask students if th e y agree w ith th e ir ‘perso n ality ’.

as a class a n d ask th e m if th e y are surprised Help students express th e ir ideas b u t do not overcorrect for accuracy.

th e activity Put students in pairs to decide th ree words to look

up in th eir dictionaries M onitor a n d help as necessary.

Extra h e lp Put students into sm all groups to talk about words th e y are still u n su re of an d to see if others can help.

8

10

would like + to + verb to h ig hlight th e form Underline -ing an d

to + verb to d raw a tte n tio n to th e different verb pattern Elicit

or explain th a t d here m ean s would Before students m a tc h th e

sentences w ith th e m eanings, go th ro u g h th e g ra m m a r box quickly, m a k in g sure students rem em ber all th e forms Read sentences a a n d b w ith th e class a n d ask students to m a tc h th e

m ean in g s w ith th e forms.

l b 4 a

Extra h e lp

prom pts now an d in the future Elicit examples of th e structures

Go th ro u g h th e exam ple as a class Tell students to w rite

complete sentences an d explain th a t th e y can use th e verb go

an d try Monitor an d check for accuracy.

Go th ro u g h th e instructions as a class a n d ask one or tw o

questions, e.g Do y o u like ? Would you like to ? a n d elicit

positive a n d negative replies a n d w rite th e m on th e board.

Put students into pairs to ask a n d answer Monitor a n d give positive feedback for correct use of verb p a ttern s for statem en ts

an d questions After a few m inutes, n o m in a te pairs to report

on w h e th e r th e y like sim ilar or different things.

In th is section, stu d en ts listen a n d follow short tu r n s in simple conversations.

11 3A.3 Remind students h o w conversation m aps work, e.g th a t

th e sh ad in g /d ifferen t colours represent one speaker an d th e arrow s point to th e different w ays a speaker can respond Draw

tw o colum ns on th e board, Yes a n d No Ask students to find

different w ays th e speakers say yes and no a n d w rite th e m on

Language n o te

The phrases th a t th e speakers use for agreeing an d disagreein

(Me too Oh, not me.) are fairly colloquial, an d should only be

used in a n inform al context.

12 Divide th e class into A/B halves to have th e conversations

as a class Then p ut students in pairs an d m onitor and encourage th e m to use th e ir voices to sound interested in th e conversation.

13 Put students w ith a different p a rtn e r to talk about a different

activity an d give th e ir real opinions Direct stu d en ts to th e lists for agreeing a n d disagreeing on th e board a n d encourage th e m

to use different expressions Monitor and check students are responding appropriately a n d m ake sure th a t th e y sw ap roles

At th e end, ask for volunteers to have th eir conversations for

th e class The class listens a n d decides w h e th e r th e speakers like th e sam e or different things.

ABCDE Put it all together

14 Read th ro u g h th e instructions a n d encourage students to use

th e ir o w n ideas.

15 Ask students to talk to different people in order to find

someone w ho likes doing sim ilar things.

Coherence Do students respond appropriately? exercise 13

Vocabulary Do students use different expressions for likes and dislikes?

exercise 13

Fluency Do students use 1 like a n d ’d like to without a lot of

hesitation? exercise 10

I can ta lk about likes a n d dislikes.

Students tick on m y own if th e y can have tw o conversations

w ith o u t looking at th e conversation maps They tick with some help

if th e y have looked at th e g ra m m a r box once or tw ice for support Early fin is h e rs

Ask students to look back to their results in th e personality test In

sm all groups, th ey speak to one person w ith a sim ilar result an d one w ith a different result an d decide together if th e test is good

or not

Additional material

w w w oup.com /elt/result for extra practice material

w w w oup.com /elt/teacher/result for extra teacher resources

T27 3A

How to talk about your abilities

Orientation

Trntext

~ th is lesson, stu d en ts w ill fo cu s on ta lk in g about p ast an d

: resent abilities

7 zbbit K e k a i is a m ag azin e article ab out a m a n w h o is still

: -rfin g at th e age o f 85 an d is decorated w it h pictu res sh o w in g

*em in action

-_f iities g ive s verb an d n o u n collocations for v a rio u s activities.

-an g u a g e

Pxus grammar can, can’t, can y o u ?, could, couldn’t, could y o u ?

Pxus words chess, f re, jigsaws, sewing machine

^ocus phrases 1 didn't know y o u , Really?, What about you?, What do you

words.- bike, computer, crosswords, golf, guitar, map,

nickname, puzzles, table tennis, etc

collocation: do crosswords, etc make dinner, etc play the

guitar, etc read a map, etc ride a bike, etc use a sewing

machine, etc.

grammar: past tenses; time phrases: in 1941, when he was

six, etc.

^•onunciation stressing the negative: can't, couldn’t 3B

Discourse but to introduce a contrast

-a n g u a g e n o te

-_::urate pro n un ciation o f can /can ’t an d could/couldn ’t is im p o rtan t

■ term s o f recogn ition an d production W hen a person says, e.g

:a n ’t drive, th e ‘t ’ at th e end o f can't o fte n d isap p ears H ow ever,

: m prehension doesn't b reak d o w n b ecau se th e v o w e l soun d in

* rg a tiv es is also g iv e n its fu ll, stressed form

L-.d product

r Put it all together, stu d en ts h a v e a con versation w ith a p a rtn e r

; tout th in g s th e y can an d can ’t, could an d couldn't do The a c tiv ity

- based on a liste n in g , an d stu d en ts h a v e th e con versation from

-*eir notes

Preparation

’ alee som e re a lia to class, such as chess pieces, a te n n is b all, an d a

a r e to set th e co n text o f gam es

Warmer

r.te som e activitie s fro m previo u s lesson s on th e board A sk

~ -d en ts to put th e m in order an d th e n lab el th e m according to

re p h rases on th e Can do b ar at th e end o f each lesson Exam ple

;.~ :vities: p la y fo o tb a ll, tennis, guitar, ride a bike, m ake dinner, do

.swords, read Chinese, etc Put studen ts into groups to com pare

a : bities Do not correct for accu rac y but m a k e a note o f h o w w e ll

■ - dents u se can an d could fo r a b ility an d if th e y u se verb /n o u n

: x a t i o n s appropriately

r.te H ow to talk a b o u t y o u r abilities on th e board

Vocabulary abilities

1 Start stu d en ts th in k in g about collocation Tell th e m to tick th e

th in g s t h e y ca n do, an d to u se a d ictio n a ry to check a n y n e w

vo ca b u lary A sk th e m w h ic h w ord s th e y w o u ld look fo r (the

nouns, not the verbs) Put stud en ts in to p a irs to ask an d an sw er

M onitor a n d help w it h pro n un ciation as n ecessary

2 Do th e first item as a n e x am p le D irect stu d en ts to A bilities to

fin d a n e x a m p le o f an o th e r la n g u a g e Elicit th e verb an d tell stu d en ts to con tinu e in d iv id u ally, u sin g th e ex am p le s on

» p.28 to help th e m i f necessary Stu dents com pare a n sw e rs in

p a irs b efore y o u go over a n sw e rs as a class

rid e : a ca m e l p la y : te n n is

u se : a d ig ita l ca m era m a k e : a cheese sa n d w ic h

E x tra a c t iv it yStu dents ch eck th e ir d ic tio n a ry to see i f it g ive s th is

in fo rm atio n T h e y m ig h t fin d it in a n e x a m p le sentence a fte r

th e d e fin itio n o f th e w o rd or on a sep a rate p age w h ic h g ive s com m on ve rb /n o u n collocations

3 A sk stu d en ts to look at th e verb s a n d nou n s in A bilities an d ask

W hat ty p e o f words do w e use w ith do? Elicit or te ll stu d en ts

th a t do is g e n e ra lly u se d w it h gam e s a n d quizzes on paper

R epeat fo r th e oth er verbs Set a tim e lim it fo r students, in p airs

or sm a ll groups, to add m ore nou n s to th e lists Elicit a n sw e rs

b risk ly aro u n d th e class a n d give p ositive feedback

E x tra h e lp

G ive stu d en ts tim e to s tu d y th e ir lists C all out a n o u n for studen ts to s a y th e verb Students con tin u e te stin g a partner

£ Read a magazine article

In th is section, stu d en ts an ticip ate th e content o f a te x t from

v is u a l clues, before read in g for gist a n d d etail

4 D irect stu d en ts to th e title o f th e te x t on » p.28 b u t te ll th e m not to read it Put stu d en ts into p a irs a n d set a short tim e lim it

to d iscu ss ideas A sk for su ggestio n s aro u n d th e class a n d w rite

k e y w o rd s on th e board

5 G ive studen ts tim e to read th e te x t an d p u t a tick b y a n y o f

th e ir gu esses

6 Go th ro u g h th e in stru ctio n s, em p h a sizin g the w o rd m ain A sk

stu d en ts to read item s a - d to check v o c a b u la ry an d te ll th e m

th a t a ll th e fa c ts are in th e text Go over th e a n s w e r as a class

a n d ask studen ts to e x p la in w h y

b is th e m a in point o f th e text Rabbit still su rfs, w in s com petitions, g ives lessons, an d he p la n s to continue su rfin g

u n til he's 10 0 ye a rs old

7 Focus stu d en ts' atten tio n on k ey fa c tu a l in fo rm atio n Go

th ro u g h th e in stru ctio n s an d th e e x a m p le as a class Check

stu d en ts u n d e rstan d th e d iffe re n ce b e tw e e n fa ls e an d doesn't

say (Students w rite fa ls e if th ere is d iffe re n t in form ation , an d

d o esn ’t sa y if th ere is no in fo rm a tio n in th e text.) Students

read item s 2 -6 Check a n y v o c a b u la ry problem s Stu d ents com plete th e activity M onitor a n d help as n ecessary Go over

th e a n sw e rs as a class, a sk in g stu d en ts to give y o u in fo rm a tio n from the te x t to e x p la in th e ir an sw er

2 True 3 True 4 F alse 5 True 6 D oesn't sa y

Gzammar ability Listen for specific information

find can, could and couldn’t in context Set a tim e lim it of about

three m inutes for students to work individually They compare

in pairs, and count how m a n y of each example th e y have

found in th e text (can = two, could =five, able to = one) Elicit examples of sentences from the text Point out th a t be able to

is also used to talk about ability Do not focus on this now, as students will be ta u g h t how to use it in th e next level.

complete th e g ra m m a r rules Check answ ers as a class.

Use c a n /c a n ’t to talk about ability in the present.

Use could/couldn’t to talk about ability in the past.

Extra h e lp

sentences in the present for students to transform into the past

or vice versa, or give affirmative sentences to be transform ed

into questions, e.g T He can play the guitar Past tense? SS He

could play the guitar T She could play chess Question? SS Could she play chess? etc Students continue in pairs or sm all groups.

10 Direct students to th e cartoons Point to th e first picture and

ask Can the boy swim? Elicit Yes, he can Ask A nd when he’s

older? Ask for suggestions of other activities people can usually

do w h e n th e y are young b u t not w h e n th e y are older, e.g

touch their toes, do daredevil activities or extrem e sports Do

th e first item as a class and show h o w th e words around the blank will help th e m find th e answer Students complete the

te x t individually an d compare answ ers in pairs Do not give answ ers at this stage.

11 3B.1 Play th e audio, pausing after each line for students to check

th eir answers.

1 could 2 couldn't 3 can 4 can 5 can't

12 Go th ro u g h the instructions and check students u n d erstan d

th e activity Play th e audio and go th ro u g h th e rule together

Play th e audio a second tim e for students to say th e verse, pausing at th e end of each pair of lines for students to repeat.

couldn’t and can’t are stressed, could and can are not stressed.

Extra h e lp Model and drill th e m odal verbs in isolation and check students are producing w eak forms /kon/ a n d /kad/ an d strong forms /kaint/' and /kodnt/ Draw oO on th e board to show the

p a tte rn for can swim an d could swim Contrast this w ith can't

swim and couldn’t swim, and draw 0 0 and OoO on th e board

Ask students to 'shadow read' th e poem, reading it quietly alongside you or th e audio.

Extra p lus Ask students to read th e poem slowly, loudly, quietly, quickly,

in a w hisper and so on, m a in ta in in g n atural stress and rhythm

13 Go th ro u g h th e instructions and th e activities Elicit th e

verbs used w ith each topic (cooking = make; sports = play;

computers = use; games = do, play; languages = read, speak, understand) before reading th e example Students continue in

pairs Monitor an d ask for clarification if you can't distinguish

b e tw e e n th e positive and negative forms At th e end of the activity, ask for volunteers to say a sentence about their partner.

In this section, students listen to a conversation for specific information.

14 3B.2 Introduce th e listening and read th e question to th e class

Play th e audio w hile students listen for th e an sw er (Ben).

15 Go th ro u g h th e instructions Ask students to put a tick or a

cross by th e activities if th e y can rem em ber any inform ation from th e first listening Play th e audio and ask students to compare their answ ers in pairs Play the audio a second tim e if necessary before you go over answ ers as a class.

Sarah can windsurf Sarah can’t surf, read maps.

Ben can ski, climb, do m o u n ta in walking Ben can't surf.

16 Go th ro u g h th e instructions Tell students th a t items 1-4 are

the words Ben and Sarah used, and items a -d are th e reasons

w hy th e y ask them Check students u n d e rsta n d this idea by

referring to some of th e lesson titles, e.g How to apologize,

start a conversation, ask fo r information Do th e first item

before students continue in pairs Monitor and help, directing students to audio script 3B.2 on

after each item a-d Check answers In pairs, students role play the conversation.

l b 2 d 3 c 4 a

Teaching tip

Don’t let students spend a lot of tim e on this They should

u n d erstan d th a t Ben and Sarah play an active p a rt in th e conversation and respond as interested listeners to the

inform ation th e other gives.

17 Direct students to audio script 3B.2 on » p. 151 Give th e m tim e

to read it th ro u g h individually Divide th e class into pairs

Students practise th e conversation w ith their partner Ask pairs

to act th e converation for th e class.

18 Go th ro u g h the instructions as a class Give students tim e to

complete the table w ith tw o or more examples for each box Ask

a volunteer to read th e example conversation to demonstrate.

Interaction Do students ask a few questions to show interest? exercise 16

Accuracy Do students use can/could appropriately? exercise 13

Pronunciation Can you hear the final /t/ sound in negatives? exercise 13

I can talk about m y abilities.

Students tick on m y own if th e y can have a conversation about

their present a n d past abilities and interact appropriately looking

Early fin ish e rs Students change partners once or tw ice an d see if th e y can find somebody w ho has th e sam e abilities in th e present an d past.

Additional material

www.oup.com/elt/resultforextra practice material www.oup.com/elt/teacher/result for extra teacher resources

T29 3B

How to suggest what to do

m~ pictures to gen erate in terest in th ree o f th e pro gram m es

poem , N othing to do, reflects the m ood o f th e tw o tee n ag e rs

"Mr.g on th e sofa

-uxguage

u cjs grammar could (possibility)

-3C.S words boring, channel, interesting, new, old, programme

-3c.s phrases Good ideal, go out, How about ?, Let's , nothing to do,

nowhere to go, Shall w e ?, stay at home, switch off, switch

on, We could , What shall we ?

activities: go to a restaurant, go to the cinema, listen to

music, play a game, watch the news, watch TV

-u rg u a g e n o te

: ; are sub tle d iffe re n ce s in u se b e tw e e n th e p h rases fo r m a k in g

i m stions W hat shall we do? is u sed to in v ite su gg e stio n s and

- ve ? is u sed to o ffe r a su g g e stio n te n ta tiv e ly a n d to keep

- ::sc u ssio n going B oth H ow a b o u t ? an d L e t 's are u sed

-■form al con texts to m ak e suggestio n s L et’s (Let us .) is

- : :o m ake a su gge stio n w h ic h in clu des th e speaker, w h e re as

■ " a b o u t ? can also be u se d to su g g e st actions for others It is

a y s fo llo w ed b y .ing We could is u sed to m ak e a te n tativ e

m m stion an d can be u sed in fo rm a l an d in fo rm a l situ ation s

i a i product

■ ?-at it all together, studen ts m ak e an d respond to suggestions,

pairs, th e y generate id eas before h a v in g con versations in sm all

SMi-ps T hey should reach con sensu s on w h a t to do for th e even in g

-•reparation

'iacs a TV guide, a n e m p ty DVD or vid eo b o x or oth er s m a ll re a lia

to fre e -tim e a ctiv itie s to class

banner

■ tr sradents into sm a ll groups to b ra in sto rm ty p ic a l te e n a g e

MTMies, e.g goin g out w ith frien d s, p la y in g com pu ter g a m e s an d

-re -.he re alia to get stu d en ts th in k in g W rite su ggestio n s on the

x x r i A sk stu d en ts about th e activ itie s an d u se m im e to teach th e

w ad s interesting an d boring.

* — H ow to suggest w h at to do on th e board

^ Read and find

In th is section, stu d en ts read a p oem fo r specific in fo rm atio n T h e yalso scan a T V gu id e a n d th e n read for detail

1 D irect stu d en ts to th e p ictu re o f Jessica a n d Jack on » p 30 an d elicit som e id eas about w h a t th e y are d oin g an d h o w th e y are

fe e lin g W rite th e title o f th e p oem on th e b oard to introduce

th e co n text an d put stu d en ts into p a irs or sm a ll groups W rite

sh ort sentences fo r th e th o u g h t bubbles an d ask stu d en ts for

id eas a n d see h o w w e ll th e y can u se la n g u a g e for su ggestio n s Take a class vo te on th e b est su ggestio n s

2 3C.1 S a y each o f th e p h ra se s w ith th e class a n d elicit th e opposites to a c tiva te v o c a b u la ry before stu d en ts read an d listen

to th e poem D irect stu d en ts to th e poem , a n d p la y th e aud io for stu d en ts to fin d th e opposites

o ld /n ew ligh t/d ark sw itc h o n /sw itch o ff

in te re stin g /b o rin g so m e th in g to d o /n o th in g to do

s ta y at h om e/go out so m ew h ere to go/n ow h ere to go

E x tra a c t iv it y

In pairs, stu d en ts te st e ach other on v o c a b u la ry opposites

3 R em in d stu d en ts ab out sentence stress a n d r h y t h m P lay th e audio fo r stu d en ts to read th e ve rse alou d as th e y tap along

E x tra p lu sStu dents read an d add a ‘la z y ’ fe e lin g to th e poerr T heir

p ro n u n ciation w ill h elp c a rry th e m e a n in g o f th e poem

4 D irect stu d en ts to th e TV G uide on » p 30 a n d g iv e th e m tim e

to fa m ilia r iz e th e m se lv e s w it h th e p ro gra m m e s Point out

th e th re e colu m n s a n d check th e y u n d e rstan d th e d iffe re n ce

b e tw e e n ch an n el a n d program m e A sk stu d en ts h o w people read th ese te x ts (quickly at first to look fo r th in g s o f interest,

th e n m ore c a r e fu lly fo r detail)

Set a tw o -m in u te tim e lim it fo r stu d en ts to read th e T V gu id e

a n d fin d fo u r or five p ro g ra m m e s w h ic h in terest th em In pairs, stu d en ts th e n choose th re e p ro g ram m e s to w a tc h togeth er A sk for vo lu n te e rs to te ll th e class w h ic h p ro g ra m m e s th e y chose

Q Listen for specific inform ation

In th is section, stu d en ts liste n to tw o a u th en tic-so u n d in gcon versation s fo r specific in fo rm a tio n a n d d etail

5 3C.2 Go th ro u g h th e in stru ctio n s an d te ll stu d en ts to liste n out for th e n a m e s o f p ro g ra m m e s an d to u n d erlin e th e m in th e TV guide P lay th e audio, p a u sin g a fte r each con versation to give stu d en ts tim e to com pare th e ir a n s w e rs in pairs Play th e audio

a second tim e if n ecessary

1 The M o n e y Program m e A n aco n d a C h an ge yo u r H usban d

2 The N atio n al Lottery M ad H ouse A n aco n d a Big B rother

6 Go th ro u g h th e in stru ctio n s as a class, a n d check stu d en ts

u n d e rsta n d th e y w ill n eed to m ak e notes on w h y or w h y not

for each question Stu dents com plete th e activity A sk each

qu estion a n d elicit reaso n s aro u n d th e class A ltern atively, p la y

th e aud io a g a in fo r stu d en ts to liste n a n d check

1 No, she doesn't She w a n ts to w a tc h th e M o n e y Program m e (the film fin ish e s a fte r th e M o n ey Pro gram m e starts).

2 Yes, he does The w o m a n su ggests vid e o in g it 3 No, he doesn’t It’s boring 4 No, he doesn’t He’s seen it before

£ Vocabulary making suggestions

7 Students m atch sentence h a lv e s to m ak e fu n ctio n al

expression s th e y have heard in conversations Do th e first

m atch in g item as a class an d set a short tim e lim it for students

to com plete th e activity Do not give a n sw e rs at th is stage

8 3C.3 Play the audio an d pause a fte r each expression for

students to check Play the audio a second tim e for students to

repeat u n til th e y are sayin g th e m fa irly fluently A t th e end o f

th e pronunciation phase, rem in d students th at H ow about is

used to suggest a general idea (w ith or w ith o u t th e sp eaker’s

involvem ent) an d is fo llow ed b y a n -ing verb form Do not

focus on the g ra m m a r o f th e other phrases, it is sufficien t for

students to be able to u se th em as chu nks at th is level

l c 2e 3b 4a 5d

E xtra p lu s

Focus on th e d ifferen t w a y s th e phrases are used Refer

students to th e poem an d audio script 3C.2 on » p.151 an d ask

Which one do w e use to ask f o r a suggestion? (W hat shall w e ?);

Which ones are used to suggest ideas which include the speaker?

(Let's We could Shall w e ) Which one is used to m ake a

suggestion which doesn ’t autom atically include the speaker (How

a b o u t ?).

9 Read the in struction s an d direct students to th e first tw o turns

Read the first p art o f the con versation an d ask W hat w ill the

next speaker do - say y e s or no, or giv e a suggestion? (Give a

suggestion.) Read th e second p art o f th e conversation Students

continue th e a c tiv ity in dividu ally M onitor an d help th em

th in k about w h a t ty p e o f response w o u ld com e next Do not

give a n sw e rs at th is stage

10 3C.4 Play th e audio an d pause a fte r each tu rn to see if students

can sa y w h a t com es next A sk for volunteers to read the

conversation out in open pairs Put students in pairs to h ave

d ifferen t conversations M onitor an d check th at students give

appropriate responses an d help as necessary

E x tra h e lp

Class drill A sk W hat shall w e do? an d use re a lia such as th e

DVD, video or TV gu ide to elicit suggestions w ith Shall w e .,

Let's H ow a b o u t ? We could Students pass the realia

around to practise askin g th e question W hat shall w e do? and

a n sw e rin g in d ifferen t w ays

11 Put students into p airs to tr y to have th e conversations

from m em ory Encourage students to w rite som e k ey w ords

on a piece o f paper, before th e y close th eir books Rem ind

th em to listen to th e ir p artn er ca re fu lly so th e y can respond

appropriately R em ind th em to ask for repetition or clarification

if necessary M onitor and help, g iv in g positive feedback for

fluent use o f suggestion phrases

E x tra a c tiv ity

Put students into groups o f three Two students h ave the

conversation and the th ird listen s an d helps b y sa y in g th e first

w ord o f the n ext lin e if necessary

J J Gxammar could (possibility)

12 Contrast the u se o f could for a b ility an d possibility D raw tw o

colum ns on th e board labelled p a st and now R em ind students

o f Rabbit K ekai from 3B an d elicit or w rite the sentence Rabbit

could s u rf when he was five D irect students to th e gra m m a r

b ox an d read the p ast ab ility exam ples in th e first colum n as a

class Point out the u se o f tim e phrases like as a child an d when

he was three.

R em ind students o f expressions for m ak in g suggestions in

th e previous section an d elicit We could watch Sports Week.

Go th ro u gh th e other exam ples in th e second colum n in the

g ra m m a r box

A sk students to read sentences 1- 8 an d check a n y vocabulary

Do th e exam p le an d one or tw o item s as a class M onitor and help as n ece ssa ry as students continue in divid u ally Students com pare in pairs before you go over a n sw ers as a class

2 possib ility 3 possib ility 4 a b ility 5 possib ility

6 ab ility 7 a b ility 8 possib ility

T e a ch in g tip

Stress th a t can is not used for p ossib ility w h e n w e are ta lk in g

about th e actu a l chance o f som ethin g happenin g It is w ro n g

to sa y That film can be good A sk students to com pare th is in

th e ir o w n lan guage

13 Go th rou gh th e in struction s an d m odel the a c tiv ity b y setting

up a ch ain drill N om inate a student to read A’s part, another

to read B ’s, an d gesture for A to continue Elicit a fe w m ore A/B tu rn s and stop th e activity A sk students for p hrases to

u se to sh ow th e y agree and elicit exam ples like OK Good

idea! Sounds go o d ! I ’d like to do that, too an d w rite th em on

th e board M onitor an d give positive feedback for appropriate responses as students continue the controlled practice activity

ABCD Put it all together

14 Put students into pairs Students m ake notes o f th in g s to do for a nigh t out

15 Set up th e a c tiv ity up b y allocatin g A/B/C roles to th ree students an d ask th em to read th e conversation for th e class Put students into groups o f th ree or fo u r to p lan a nigh t out

u sin g th eir notes from exercise 14

16 A sk for one vo lu n teer from each group to tell th e class w h a t

th e y h ave decided to do The class decides w h ich p lan is best.Student p erform an ce

Students should be able to m ake suggestions

Use th is checklist for m onitoring and feedback or to assess students’ perform ance

Coherence Do students respond appropriately? exercise 11

Fluency Do students use some suggestion phrases without a lot of

hesitation? exercise 8

Vocabulary Do students use different suggestion phrases? exercise 11

I can su ggest w h a t to do

Students tick on m y ow n if th e y can contribute to the conversation w ith o u t looking at exercise 7 T h ey tick with som e

help if th e y need to look at the ph rases in exercise 7 once or tw ice.

E a rly fin is h e r sStudents ch an ge groups and ta lk about a class visit or a d a y out

Additional material

w w w oup.com /elt/resultforextra practice material

w w w oup.com /elt/teacher/resultfor extra teacher resources

How to talk about what’s going to happen

Orientation

Context

_ this lesson, students will focus on using going to to talk about

r u n g s w hich are about to happen.

(.zvie magazine, has a magazine-style film quiz w hich has

ruestions an d scenes from w ell-know n films.

~*ves o f story gives film ty p es from th e quiz.

-r.g u a g e

-x u s grammar going to (predictions on current evidence)

^xus words films: actor, character, director, scene, star, story

play, romance, sciencefiction, thriller

-x u s phrases based on, set in

” ’ - word actress is used only for females However, now adays the

: : i actor tends to be used for both m ale and fem ale actors.

f words movie and film are som etim es used as synonyms.

* fs is used more frequently in American English, and also

to th e cinema The word film is used more frequently in

: r r s h English and refers to a series of m oving pictures, and is also

to describe documentaries.

" j to can be reduced to /gona/, often w ritte n as gonna in song

product

' ru: it all together, students compare pictures and find

_ “ erences by explaining w hat's about to h app en based on current

arb sn c e

-reparation

Cais- some pictures of films, adverts for films or, if you have them ,

:.:rte em pty DVD or video boxes Check th e Warmer suggestions

-t relow) and prepare a list of different paired film stars your

~ -a rm s will know, if necessary Prepare some true/false sentences

mtiL m o w about The Da Vinci Code.

“•armer

t iratr students are quite big film-goers, play a film game Divide

e dass into team s and give a point to th e first te a m to n am e th e

M urray Lost in Translation-, Antony Hopkins an d Jodie

Silence o f the Lambs-, John Travolta an d Uma T h u rm a n Pulp

r~ c r Julia Roberts and Richard Gere Pretty Woman-, Daniel Craig

Fetter films Alternatively, use th e visuals/realia to elicit

~am.es of fam ous films and actors.

rzjw to talk about what's going to happen on th e board.

SrETX -1 - ^

In this section, students are introduced to strategies for guessing

th e m e a n in g of words in context before confirming in a dictionary.

1 Students personalize th e topic by discussing th e question in

pairs or sm all groups Ask around th e class for favourite types

of films a n d help students express th eir ideas Give vocabulary

as necessary but do not teach it at th is stage as it is th e focus

of section B.

title In pairs or sm all groups, students look at th e pictures Set

a short tim e lim it for th e m to discuss w h a t th e y know about

th e films Go th ro u g h each picture in t u r n and elicit w h a t

students know Check th e y u n d e rsta n d classic in th e title by asking Are the film s fam ous? See if students like or th in k th e y

w ould like th e films.

n ew vocabulary for th e m om ent Go over th e answ ers as a class a n d aw ard one point for each correct answer.

12 c

13 c

14 a

Tell students to go th ro u g h th e Movie Magazine questions

again a n d underline an y n e w vocabulary.

Ask students w h a t th e y do w h e n th e y see a n e w w ord in th eir

o w n language a n d elicit ideas around th e class Choose a n ew

vocabulary item for your students from th e quiz (e.g character

if necessary to check students u n d e rsta n d th e strategies Tell students to choose th ree of th eir underlined words, guess

necessary, a n d give encouraging feedback as appropriate.

Monitor as students use th eir dictionaries to confirm guesses

Remind th e m to use these strategies w h e n reading outside th e classroom.

D Vocabulary types of story; films

th a t these words can be used for books a n d films Read th e instructions an d ask students to read th e second colum n

meaning Check an y vocabulary Go th ro u g h th e tw o examples

w ith th e class, dem onstrating th a t students can also use the

students continue, individually or in pairs Ask for answ ers around th e class an d help w ith pronunciation as necessary.

sound Help students by show ing th e n u m b e r of syllables in

in dictionaries if necessary.

T32

8 Do th e first part of th e activity as a class and check answ ers

before students continue in pairs or small groups Monitor and help students find a close (but not perfect) translation of th e film n a m e in English, if necessary Elicit nam es or inform ation about films or stories around th e class.

1 Julius Caesar 2 Dracula 3 Psycho 4 Blade Runner

students' ow n answ ers

to dem onstrate th e activity Keep th e mood light-hearted as

students to say tru e or false Put students into pairs to w rite their o w n true/false statem ents an d tell th e m th e y can use th e

inform ation in Movie Quiz or th eir o w n ideas Monitor and help

as necessary an d give students tim e to practise reading their sentences to each other to prepare for th e next activity.

1 False Thriller 2 True 3 True 4 True 5 False Ron Howard (Students don’t have to give the n am e of the director.)

10 Put students into different pairs to read their information.

Their p a rtn e r identifies any false facts Ask for volunteers to read th eir inform ation for th e class to guess.

11 To introduce th e activity, w rite Actor, director, or character? on

th e board and use th e following examples w ith th e class:

T Harry Potter SS character T Alfred Hitchcock SS director T

Johnny Depp SS actor T Keira Knightley SS actor (you could

accept actress but this is less com m only used nowadays).

Put students in pairs or small groups to test each other.

12 Direct students to look at the picture under th e g ra m m a r box

and ask He's going to fall, true or false? Write th e sentence on

th e board and ask students w h a t ’s represents (is) Write subject + is going to + verb an d elicit th e negative an d question forms

Elicit th e sentences to complete th e g ra m m a r box and monitor for accuracy as students w rite th e answers.

+ I'm going to be late They’re going to kiss.

- He isn’t going to fall They’re not going to kiss.

? Is he going to fall?

13 Go th ro u g h th e instructions an d one or tw o examples as a

class Students continue individually and ask for answ ers around th e class Monitor for pronunciation of th e w eak form

of going to and give fu rth e r practice if necessary.

Extra help

Backchaining drill Say a going to sentence for students to

watch a film film SSfilm T a film SS a film T watch a film.

SS watch a film T going to watch a film SS going to watch a film

T You’re going to watch a film SS You’re going to watch a film

14 Go th ro u g h th e instructions Say th e example sentences and

ask students to tell you th e films (Gone with the Wind, Blade

Runner) Put students in pairs to m ake sentences an d guess th e

film Remind th e m to ask for repetition if necessary.

Extra activity

Students m im e simple actions for others to guess w h a t they

are going to do Dem onstrate th e activity Ask W hat am I going

to do? Mime preparing for an action, e.g read a book, but stop

just before th e action itself so th a t going to for prediction is

used in a realistic way Call out for students to continue and

w hisper a n action Prompts: You are going to clean your teeth;

eat an apple; play the piano, etc.

15 3D.1 Ask students some questions about British and American

films, e.g Which film s do you watch most? English, British or

American? Which do you prefer? Why? Which accent do you fin d easier to understand? Why? Can you recognize whether an accent is British or American? Tell students th a t one difference

in pronunciation is th e w a y b o th speakers pronounce th e letter

r Go th ro u g h th e vocabulary w ith th e class and play th e audio

pausing after each word for students to underline th e letter r if

it is not pronounced.

actor star director thriller character horror Ford Hardy Potter Star Wars

16 Do th e exercise as a class, reading each rule in tu r n for

students to say w hich rule is correct (b) Drill th e words and

nam es if you feel this is an area your students need to work on productively For most students, recognition will be enough.

ABCD Put it all together

17 Go th ro u g h th e instructions and divide th e class into half, A/B

tim e to find th e characters and decide w h a t th e y are going to

do Tell th e m to look back at Movie Magazine for help Choose

tw o students to read th e example conversation before p u ttin g students into A/B pairs Tell th e m to keep their pictures hidden and ask for clarification if necessary W hen students have

finished, th e y look at each other's pictures and check.

Student performance

Students should be able to give short descriptions.

Use this checklist for m onitoring and feedback or to assess stu d en ts’ performance.

Content Do students talk about all the people? exercise 14

Communication strategy

Do students ask for clarification if necessary? exercise 14

Fluency Do students use going to without a lot of hesitation?

exercise 14

Students tick on m y own if th e y can m ake predictions w ith o u t looking at th e g ra m m a r box They tick with some help if th e y look

at th e g ra m m a r box once or twice for help.

Early finishers

Students show or m ake some simple draw ings of clues about w h a t

th e y plan to do after th e class, e.g a bus ticket, car keys, food In pairs or small groups th e y predict w h a t th e y are going to do.

Additional material

w w w oup.com /elt/result for extra practice material

w w w oup.com /elt/teacher/result for extra teacher resources

Orientation £ Put the information into a message

Context an d L an gu age

It this lesson, students w ill th in k about th e in form ation a reader

■ eeds in a n in vitation

Becyded words: concert, invitation, wine bar

anguage phrases: suggestions: Would you like to ?

grammar: modals: could, can, shall, prepositions: in, on, at

2nd product

■ Put it all together, students w rite an e m a il in vitation fo llo w in g a

given structure

Warmer

- ik W hat can p eo ple invite y o u to do? M ake notes o f a n sw e rs on

me board, e.g g o to a party, h ave dinner, g o f o r a walk, watch a

ports event, see a film Go th rou gh th e activities to see w h ic h are

v.e m ost popular W rite H ow to w rite an invitation on th e board.

^ Read for information

th is section, students read in fo rm al em ail in vitation s for gist,

.-ference an d detail

Direct students to the e m ails an d ask Who wrote them ? Who

are th ey to? Read the question an d set a short tim e lim it for

students to read th e em ails Ask Which em ail invitation is to

watch a film ? (2) To g o f o r a d a y out in the country? (3) To watch

a sports event? (1) Take a class vote an d ask students to say

why

C Go th ro u gh th e a c tiv ity an d check vo cabu lary Elicit or give

exam ples o f local or w e ll-k n o w n places Do th e exam ple,

poin tin g out th at th e y should use the in form ation in th e em ail

to help Set a short tim e lim it an d p u t students in p airs to

continue M onitor an d help Go over an sw e rs as a class Can

students give reasons for th eir an sw ers?

2 The Coffee Pot (the nam e, a place for breakfast)

3 The Castle (pub n am es often have historical connections)

4 Tapas Time (people in Spain h ave 'tapas’ or snacks in w in e bars)

5 Hope Lane (Lane is an oth er n am e for a ty p e o f street)

6 Angels a n d D em ons (is com ing out, som ethin g people see)

7 Sky Sports (w atch, the m atch is ‘on’)

8 Italy /G e rm a n y (are p layin g, World Cup)

9 Sn ow donia (w eather good, clim bing)

: Ask th e question to th e w hole class Elicit or e x p la in th at M arek

is th e person receivin g th e in vitations Point out in fo rm a l

phrases, e.g Hi, W hat do y o u think? in em ails b etw e e n friends.

Yes The w rite r doesn’t e xp lain w h a t or w h ere the places are

■4 Direct students to th e table, an d ask th e m to fin d an d un derline

the in form ation in th e first colum n in Niko’s em ail Students

continue in d iv id u a lly fo r the other tw o em ails T hey check in

pairs before yo u go over an sw e rs as a class

e m a il 2: M arek film see it together Satu rday at the Odeon in

Hope Lane (meet at Tapas Time 7.30 first) W hat do you think?

M anon

em ail 3: M arek rock clim bing w ith Zofia and A n n i Satu rday

at The Coffee Pot at 9.00 phone, send quick em ail Zofia

g Check for missing information

' Go th ou gh the in stru ction an d check students un derstand Ask

Do yo u n eed a n y m ore inform ation? Students continue in pairs

Go over an sw e rs as a class

The place and tim e 2 The in vitatio n itself

In th is section, students practise w ritin g an in fo rm a l em ail

in vitatio n b y tran sfe rrin g g ive n inform ation

6 A sk students to read th e in form ation qu ickly to say i f th e y

w ou ld accept or not Check a n y n e w vo cabu lary Tell students

th at th e y w ill use the in form ation to com plete M arek ’s em ail

E xp lain th a t th ere is one b lan k for each letter o f a w ord, and

th e first letter h as been given Point out h o w capital letters and apostrophes can help th e m guess m issin g words

Tell students to use th e in form ation an d to look back at

th e th ree em ails in exercise 1 to find typ ica l phrases and expression s used in in vitations Put students in p airs to com plete th e activity M onitor an d help, en cou ragin g students

to th in k about the g ra m m a r o f th e sentences to help them , e.g

if th ere is a tim e an d the w ord before it h as tw o letters an d the

first one is o, th e y can gu ess the w ord is th e tim e preposition

on If students are stuck, give th em a w ord to help M ake a note

o f a n y com m on problem areas to go over a fter exercise 7

E x tra h e lpBefore you begin, direct students to th e em ails in exercise 1

an d ask questions about organization Ask How do all the emails

start? (Hi.) A n d how do th ey fin ish ? (Just with the name.) Are they long or short? (Quite short.) Are they friendly ' Yes

7 3E.1 Play th e audio for students to check th eir an sw ers Play it asecond tim e, pau sin g at th e end o f each sentence if necessary

E x tra a c tiv ityCom plete cloze team gam e Copy th e b lan ks o f th e em a il on the board an d nu m ber them Put students into sm all team s Books closed G ive each te am a tu rn to give a w ord an d num ber o f

th e blank A w ard tw o points if b oth pieces of ir.forrr.ation are correct A w a rd one point for a correct w ord b ut w ro n g place

W rite the w ords in th e b lan ks u n til the em ail is complete

ABC Put it all togethei

8 Read th e instructions D irect students back to exercises 1 an d 4

if necessary Pair students to m ake sure everyon e w ill receive

an e m a il for exercise 9

9 R em ind students to re v ie w th eir w ritin g for content an d capital letters before g iv in g it to th e ir partner A sk students to report back on th e in vitation and if th e y w ill accept or not

Stu dent perfo rm an ceStudents should be able to w rite a short in fo rm al in vitation

Use th is ch ecklist for m on itorin g and feedback or to assessstuden ts’ perform ance

Content Have students included all the information?

Coherence Have students used informal expressions?

Punctuation Have students used capital letters correctly?

I can w rite a n in vitatio n

Students tick on m y ow n if th e y h ave included all th e in form ation

in exercise 4 T h ey tick with som e help if a p artn er h as to ask a

question about th e arrangem ent

E a rly fin is h e r sStudents role p lay a phone call to accept or tu rn d o w n an