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Dyslexia: a guide for teachers

Photocopiable resource bank'

776 720 723

Three class audio CDs

The three audio CDs contain all the listening material from :-.r

-o additi-onal e x a m t a s k s w i t h s u p p o r t f o r s t u d e n t s a n dteachers

o Chollenge! exercises to stretch stronger students

r writinS guides to provide a clear structuraI framework fo'writing tasks

regular Self-checks with Con do statements to promote

c o n s c i o u s l e a r n e r d e v e l o p m e n t cumulative reviews to develop students' awareness of t':progress with Exam Challenge! sections to practice exan-type tasks

t a Functions Bank and Writing Bank for quick reference an irregularverbs list

o a Wordlist which contains the vocabulary activated in the

one exam-type l i s t e n i n g a c t i v i t y p e r unit is included s o t' = students are able to practise listening at their own pace speaking and writing sections help students improve the::

-s k i l l -s o u t s i d e o f t h e c l a s s r o o m an audio CD element is included, with all the exam listeni- itasks from the Workbook, which can be played on a CD pia'e'

The Teacher's Book gives full procedural notes for the

Stude B o o k , i n c t u d i n g i d e a s f o r ta c k l i n g m i x e d - a b i l i t y t e a c h i n g I naddition, it offers:

optional activities throughout for greater flexibitity

r structured speaking tasks to get students talking confide-: useful tips and strategies to improve students' exam

t e c h n i q u e

o a teacher's guide to dystexia in the classroom 20 photocopiabte pages to recycte and activate the

l a n g u a g e o f e a c h u n i t in a f u n , c o m m u n i c a t i v e c o n t e x t

A seoarate resource MuttiROM contains:

A Placement test

r Short tests: two for each unit Progress tests: an A and a B version for each unit

o Cumulative t e s t s : o n e fo r u n i t s 1 - 5 a n d o n e fo r u n i t s 5 - i : Answer keys

Results t a b l e

o Audio and tapescriptsThe Short tests, Progress tests and Cumulative tests can be

a d a p t e d Y o u c a n a d d , re m o v e a n d e d i t te s t s d e p e n d i n g u p o what you have taught You can even personalise the tests ifr: -

-W A N T Website

The Solutions website with proceduraI notes and keys for theWorkbook is at www.oup.com/ett/teacher/solutions

Our work on Solutions began in the spring of 2005 with a

research trip We travetled from city to city with colleagues from

Oxford University Press, visiting schools, watching lessons and

tatking to teachers and students The information we gathered

o n t h a t tr i p , a n d m a n y s u b s e q u e n t t r i p s a c r o s s C e n t r a l a n d

Eastern Europe, gave us valuable insights into what secondary

students and teachers want from a new book These became

o u r g u i d i n g p r i n c i p l e s w h i l e w r i t i n g S o l u t i o n s M o s t p e o p l e w e

spoke to asked for:

r a clear focus on exam tooics and tasks

easy-to-follow lessons which always have a clear outcome

plenty o f s u p p o r t f o r s p e a k i n g a n d w r i t i n g

r plenty of extra practice material

I n r e s p o n s e , w e d e s i g n e d a b o o k w h i c h h a s a c r y s t a l - c l e a r

structure: one lesson in the boox = one lesson in the

classroom We included thirfy pages of extra vocabulary and

grammar practice within ihe Str,dents Book itsetf to provide

more ftexibility We incti,ded a: ieast ten specific lessons to

prepare students for the sc;col-teaving exam, as well as

ensuring that the book as a whote conesponds to the syllabus

topics required in the exarl And we recognised the difficulties

that students naturaliv Fare ridih speaking and writing, and

therefore ensured tl.a: ti:es€ activities are atways well prepared

and well suDDoted Ac-isracie activities are essential for

m o t i v a t i o n l

Our research tnip5 3i5o ia-g.t js that no tvvo schools or classes

are identicat Tt'at is why Solutions is designed to be flexible

There are five ler,e.s r'Elerne.r:ary, Pre-intermediate,

I ntermediate, U pper-inte-e'd iate, Advanced) so that your

students can begin and end the course with whichever is most

appropriate for them

Solutions has be"efited frorn cotlaboration with teachers with

extensive expeience of teaching 14-19 yeat otds and of

preparing students for their school-leaving exams We would

like to thank Anita Orrelanczuk for sharing her expertise in

writing the proced;al notes in the Teache/s Book The main

lesson notes, c.rii;zi and language notes as well as the

photocopiabte srppie'':ents in the Teache/s Book were

provided by Ca:otine Krarrtz

We are confident thai Sorutions will be easy to use, both for

students and for teac-es We hope it wilt atso be interesting,

engaging and stimtilatingl

Tim Fallo and toul A Dovies

the course

T h e S t u d e n t ' s B o o k c o n t a i n s :

10 topic-based units, each covering 7 lessons

5 Longuoge Review"Skills Round-up sections, providing a

language test of the previous two units and a cumulative

skills-based review

r 10 6et reody for your exom lessons providing typicaI tasks

and preparation for the final exam

c 4 Get reody for 82 exoms lessons allowing Intermediate

You witl find more details on pages 5-7 in the section 'A tour of

the Student's Book'

There are ten main units in the Student's Book Each unit has seven lessons (A-G) Each lesson provides

materiaI for one classroom lesson of approximately 45 minutes

Solutions Intermediate not only consolidates what was studied

at Pre-lntermediate but extends it, providing comprehensive

coverage of B1 exam requirements and further developing

students' language capabilities This level also aims to

introduce stronger students to the skills they wilt need to

progress to the B2 level, laying the foundations for candidates

who witt use Upper-lntermediate and then go on to sit exams at

a h i g h e r l e v e l

Typicat exam requirements are reflected throughout the course

in the choice of topics, task-types, texts and grammar

structures ln addition to this, Solutions offers:

The Student's Book includes ten exam-specific lessons

designed to familiarise students not only with the task-types

and requirements of the exam The lessons provide strategies

and exam techniques to give students the skitts they need to

tackle exam tasks with confidence

Four extra lessons allow students to get acquainted with B2

The listening material for the Workbook listening tasks is

There are clear grammar tables

Look out! boxes appear wherever necessary and hetpstudents to avoid common errors

This lesson links to the Grammar Builder at the back ofthe book which provides extra practice and grammarreference

l '

-Lesson A - Vocabulary and listening

The unit menu states the main language and skitls to be

taught

Every lesson has an explicit tearning objective, beginning

' l c a n '

Lesson A introduces the topic ofthe unit, presents the

main vocabulary set, and practises it through listening

and other activities

This lesson links to the Vocobulory Builder at the back of

the book, which provides extra practice and extension

a a

d d d d d d r d o e b 4 h 6

4 d t o * r 6 @ E u 6 ' h 6 s f r

f t ! @ ! ! d r h n d i d 6 l b

b F M 6 d ! ' n , q s ! d d r d

e r b e i a , , @ d b i d F h h , @

l d h r d r u h h , I 9 o t & & d r b r i b o d L @ o p , o n

I d ' , d A h , i a h [ h

2 r 4 ( r i h r f r l d h r - d r r M r L L r d r n h s ( h ! ! t r l R o ! ! s d '

E M ! ' E U

f f i T U f u U

e B d t r & 6 t r d t r t u t r

Lesson F presents a functionaI dialogue

The lesson always includes listening practice

Extra vocabulary and structures are presented, if necessary

Students follow a clear guide when they produce their

own dialogue

UsefuI functional phrases are taught and practised

The step-by-step approach of'presentation, practice and

production' is suitable for mixed-abitity classes and offers

achievable goals

f f i i ,

r r 6 d ' d k r M @ d i r G

d P f t b b ' M q @ , M r ! d b t @ a 4 6 9 d t 0

Students learn and practise useful phrases

There is a clear writing guide for the students to producetheir own text

This supported approach to writing increases students'

t H f t d d h t k & h r b r

r k H b h s q k r @ ,

t 'd!iq*d(rnd4.tu&hF.

i & b d M * { i l l e ! &

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+ r h $ b f i t u d i l D E d 4bfifi*trfirdd

d f t d b h 4 r t n t u 4 $ t u 6 f f i d d E ; a d 1 4 k d a 4 *

Get ready for your exom

There are ten Get ready for your exam lessons (two after

u n i t s 1 , 3 , 5 , 7 a n d 9 ) w h i c h f o c u s o n e x a m s k i l l s a n d

preparation ln addition, four Get ready for 82 exams

lessons introduce students to the reouirements of the

higher level

The lessons include exam tasks for reading, speaking and

listening (with writing exam tasks in the Workbook)

Each lesson includes activities to prepare students for the

exam tasks and provide them with the language and skitls

they need to do them successfully

These lessons also recycle the language from the previous

t w o u n i t s a n d ti n k w i t h th e to p i c s

a a

Lo n g uog e Revi ew/ S kills Ro u n d - u p

There are five two-page reviews (after units 2,4,6,8 and 10).The first lesson of each review is a Language Review of thepreceding two units.

There are exeicises focusing on vocabulary, grammar and

f u n c t i o n s The marks always total 50, so it is easy to monitor progressthrough the book

The second lesson of each review is a Skil/s Round-up

w h i c h c o v e r s a l l th e p r e c e d i n g u n i t s o f t h e b o o k

T h e le s s o n i n c l u d e s p r a c t i c e o f a l l fo u r s k i l l s : l i s t e n i n g ,

r e a d i n g , w r i t i n g a n d s p e a k i n gThe material is centred around a Czech boy catled Marek,

w h o is t i v i n g a n d w o r k i n g i n B r i t a i n

Introduction O

Tips and ideas

Teaching vocabulary

Vocabulary notebooks

Encourage your students to record new words in a notebook

They can group words according to the topic or by part of

speech Tetl them to write a translation and an example

sentence that shows the word in context

Vocabulary doesn't just appear on Vocabulary pages You can

ask students to make a tist of atl the verbs that appear in a

Grammar section, or to choose five useful words from a reading

text and learn them

Learning phrases

We often learn words in isolation, but a vocabulary item can

be more than one word, e.g surf the lnternet, hove a shower

Make students aware ofthis and encourage them to record

phrases as well as individual words

Revision

Regularly revise previously [earned sets of vocabulary Here are

two games you could try in class:

Odd one out Give four words, either orally or written on

the board Students say which is the odd one out You can

choose three words from one vocabulary set and one word

from a different set (a relatively easy task) or four words

from the same set, e.g kind, confident, rude, friendly, where

rude is the odd one out as it's the only word with negative

connotations

Word tennis This game can be played to revise word sets

Call out words in the set, and nominate a student to answer

The student must resoond with another word in the set

The concept is important Do not rush from the presentation

to the practice before the students have fully absorbed the

meaning of the new language You can check that they truly

understand a new structure by:

r askinB them to translate examples into their own language

o talking about the practice activities as you do them, asking

students to exptain their answers

o looking beyond incorrect answers: they may be careless

errors or they may be the result of a misunderstanding

o contrasting new structures with language that they already

know in English and in their own language

Practice

Practice makes perfect Learning a new structure is not easy,

and students need plenty of practice Use the extra activities in

lhe Grammor Builders and on the MultiROM

Progression

Mechanical practice should come before personalised practice

This allows students to master the basic form and use first,

without having to think about what they are trying to express at

t h e s a m e t i m e

Predicting content

Before reading the text, ask students to look at the picture and

tell you what they can see or what is happening You can also

B r u c e o n p a g e 1 9 o f t h e S t u d e n t ' s B o o k , l i s t th e s e w o r d s :subway specialist amnesio identity carnivalstrangers college

Ask students to look at the pictures and tett you which twowords they are not going to find in the text (carnival andcollege) At the same time, check that they understand theother five words

r Having read through the text once, tell students to writedown three or four words from the text that theV don'tunderstand Then ask them to call out the words You canthen explain or translate them

r Rather than immediately explaining difficult vocabulary,ask students to identify the part of speech ofthe word theydon't know Knowing the part of speech sometimes helpsthem to guess the meaning

After working on a text, have students write four or five newwords from the text that they would like to learn in theirvocabulary notebooks

Teaching listening

Pre-listeningThis is an important stage Listening to something'cold' is noteasy, so prepare the students wel[ Focus on teaching ratherthan on testing Here are some things you can do:

o Tell the students in broad terms what they are going to hear(e.g a boy and girl making arrangements to go out).

r Predict the content lf there's a picture, ask students tolook at the picture and tell you what they can see or what is

h a p p e n i n g

r Pre-teach vocabulary Put newvocabulary on the board andpre-teach it Translating the words is perfectly acceptable Read through the exercise carefully and slowly before thestudents listen Ensure that the students understand boththe task and all the vocabulary in the exercise Uou cancheck that they understand the task by asking a student toexplain it in their own language.)

MonitorWhite the students are listening, stand at the back of the classand check that they can all hear

Teaching writing

Use a modelEnsure that the students understand that the text in Lesson Gseryes as a model for their own writing

PreparationEncourage your students to brainstorm ideas and makenotes, either alone or in pairs, before they attempt to write a

C h e c k i n g

Encourage them to read through their composition carefully

and check it for spelting mistakes and grammaticaI errors

Correction

Estabtish a set of marks that you use to correct students'

written work For example:

s p i n d i c a t e s a s p e l t i n g m i s t a k e

w indicates a missing word

gr indicates a grammatical error

v indicates a lexical error

wo indicates incorrect word order

Self correction

Consider indicating but not correcting mistakes, and asking

students to try to correct them

o encourage and praise your students when they speak

r do not over-correct or interrupt

r ask other students to be quiet and attentive while a

classmate speaks

listen and react when a student speaks, with phrases like

'Reatty?' or'That's interesting'

Preparation

Allow students time to prepare their ideas before asking them

to speak This means they will not have to search for ideas at

the same time as trying to express them

S u p p o r t

Help students to prepare their ideas: make suggestions

and provide useful words Allow them to work in pairs, if

appropriate

C h o r a l d r i l l i n g

Listen and repeat activities, which the class does together,

can help to buitd confidence because the students feel [ess

exposed They are also a good chance to practise word stress

a n d in t o n a t i o n

Teaching mixed abitity classes

Teaching mixed ability classes is demanding and can be very

frustrating There are no easy solutions, but here are some

i d e a s t h a t m a y h e l p

Preparation

Try to anticipate problems and prepare in advance Draw up

a list ofthe five strongest students in the class and the five

weakest Think about how they wilI cope in the next lesson

Which group is tikely to pose more of a problem - the stronger

students because they'lt finish quickty and get bored, or the

slower students because they won't be able to keep up? Think

how you will attempt to deal with this The Teacher's Book

includes ideas and suggestions for activities and fillers for

different abitities

I n d e p e n d e n t l e a r n i n g

There is the temptation in class to give most of your attention

to the higher-level students as they are more responsive and

they keep the lesson moving But which ofyour students can

best work on their own or in pairs? lt's often the stronger ones,

s o c o n s i d e r s p e n d i n g m o r e t i m e in c l a s s w i t h th e w e a k e r o n e s ,

and finding things to keep the fast-finishers occupied white the

o t h e r s c a t c h u o

Peer support

lf you are doing pair work, consider pairing stronger students

with weaker students

Project work

Provide on-going work for stronger students You can give yourstronger students extended tasks that they do alone in sparemoments For example, you could give them readers, ask them

to keep a diary in Engtish or work on a proiect They can turn

to these whenever they are waiting for the rest of the class tofinish an activity

H o w m u c h w e c o r r e c t s h o u l d d e p e n d o n t h e p u r p o s e o f t h eactivity The key question is: is the activity designed to improveaccuracy or fluency?

Accuracy

With controlled grammar and vocabulary activities, wherethe emphasis is on the accurate production of a particutarlanguage point, it's best to correct all mistakes, and to do soimmediately you hear them You want your students to masterthe forms now and not repeat the mistake in later work.Fluency

With activities such as role-play or freer grammar exercises itmay be better not to interrupt and correct every mistake youhear The imoortant mistakes to correct in these cases are

t h o s e t h a t c a u s e a b r e a k d o w n i n c o m m u n i c a t i o n W e s h o u l d n ' tshow interest only in the language; we should also be askingourselves, 'How well did the students communicate?' Duringthe activity, you can make a note of any serious grammatical

a n d le x i c a l e r r o r s a n d o u t t h e m o n th e b o a r d a t t h e e n d o f t h eactivity You can then go through them with the whole class.Self correction

Give students a chance to correct themselves before you supplythe correct version

ModellingWhen you correct an individual student always have him or herrepeat the answer after you correctly

Peer correction

You can involve the rest ofthe class in the process ofcorrection Ask: ls thot answer correct?You can do this whenthe student has given a correct answer as welt as when theanswer is incorrect

t E s s o l { s u t M A R Y } t w

Vocabulary: clothes; describing clothes

Listening: a fashion show commentary; listening for specific

information

Speaking: describing clothes; being inexact e.g it's o kind of

Topic: people

To do the lesson in 30 minutes, keep the

lead-in brief, spend no more than 3-4 mlead-inutes on exercise 2 ond

set Vocabulary Builder and Grommar Builder exercises for

homework

t Lead-in 3 minutes

Do a quick class survey by writing these sentences on

the board: I like wearing comfortable clothes, Iike boggy

trousers and loose tops I like to look different from other

people lt's important to me to look fashionable I really don't

care about fashion

r Ask: Which of these statements describes you best? Students

discuss the sentences with a partner for a minute Find out

w i t h a s h o w o f h a n d s w h i c h i s t h e m o s t p o p u l a r a t t i t u d e

Exercise 1 page 4

Ask students: What ore these people doing and where are

they? $hey are modelling clothes at a fashion show.)

Before students describe the photos, check that they

understand the meaning of the words in the box, by giving a

translation and eliciting the English word

r Tell students to work in pairs to describe the photos, giving

their opinions Ask one or two of them to repeat their

descriptions to the rest of the class

KEY

| 2 coat - alt the others are summer clothes

3 shirt - all the others are worn on legs

4 tie - all the others are women's clothes

5 socks - all the others are tops

6 jeans - all the others are formal

l t c r u D E S 0 & i :

r clothes r describing c t o t h € s compound a d j e c t i v e s nationalit,:,

oresent tense contrast o state and dvnamic verc

r With a strcnger class elicit more words to add to the list (E.g.silk suede, denim, collar, v-neck roll-neck sleeveless, hooded

Exercise 3 page + C) r.or

o Focus o n t h e li s t e n i n g t a s k l f s t u d e n t s a r e u n s u r e o f t h emeaning of outfit, explain that it means a set of clothes thatyou wear together Play the recording, check the answer and

s e e if s t u d e n t s c a n re m e m b e r t h e o h r a s e s t h a t h e l p e d t h e midentify the photo

KEY

Photo 2 and two other outfitsTRAISCRIPT 1.01

Speaker Our first model has an informal but stylish outfit He's

wearing an attractive plain, brown leather lacket and atight, cotton T-shirt lt's long-sleeved, I think I particularlylike those casual, baggy, black ieans.

The next model is wearing a shiny, grey, nylon iacket withmatching trousers She's also got a large, spotty scarfaround her neck - a touch of humour from the designer, Ifeel - and a spotty, long-sleeved, blouse And on her feet,are simple but stylish black teather shoes A very elegantoutfit, in my opinion

Now we have a more unusual outfit She's wearing a red,stripy top and a long, dark, wool coat Below that, a short,stripy skirt and black, leather high-heeled shoes lt's a verystrange look - I'm not sure I like it, and I doubt it witt catch onl

r Students work in pairs to complete the phrases from thecommentary then [isten again to check With a weaker class,allow the students to listen to the commentary again beforethey complete the phrases They can then listen a third time

to check the answers or you could simply give them to them

o Ask individual students to read out the words in each

category Correct pronunciation errors Listen out especially

for mispronunciation of the voweI sounds in leather

/'le6e(r)/, fur lfe:(r)/, and furry I'fz:ril Draw attention also to

the finaI consonant lsl in loose and point out how it differs

from final consonant lzl in lose

Exercise 5 page 4

r Students can work in pairs Attow 2 minutes before checkinganswers

gh

roll-neck

h o o d ypolo shirtv-neckFor further practice of Clothes vocabulary, go to:

U n i t 1 O n r a m e r a

K E Y l s h a p e 2 c o l o u r 3 m a t e r i a l

For further proctice of Order of adjectives, go to:

K E Y

1 2 That's a smart stripy cotton shirt

3 She's wearing an awful flowery cotton dress

I like wearing comfortable clothes, tike baggy trousers and

loose tops lt looks like a lt's a bit like a

In the first usage, like is a verb expressing preference,

Ask students to describe the oictures and answer the

following hvo questions in pairs: Are these people

professional models? Should we follow fashionZAltow 3

minutes Bring the class together Find out by a show of

hands who thinks the people in the pictures are professional

models/ we should follow fashion Ask some students to

justify their opinions Ask a few others why they disagree.

Ask students: What have you learned today? EliciI: I can

describe someone's clothes, I can use adjectives in the correct

order, I can give 'vague descriptions' of things that are hard

to describe exactly Ask: Whot useful words have you learned?

E l i c i t o r e x p l a i n t h e fo l l o w i n g p h r a s e s a n d s u g g e s t t h a tstudents write them in their note-books: foshion pages, item

of clothing, motch, second-hand shop, foshion sense

S t u d e n t s a s k a n d a n s w e r t h e q u e s t i o n s i n p a i r s o r s m a l lgroups Encourage them develop their conversations by givingreasons for their answers and asking follow-up questions

g e n e r a t i o n s 10 judge

m a t c h 1 1 f a s h i o n

h a n d 1 2 b u y

To do the lesson in 30 minutes, keep the lead-inbrief, do exercise 1 together as a class ond set the GrammorBuilders as homework

o Direct s t u d e n t s t o t h e p i c t u r e a n d a s k w h i c h o f t h e a c t i o n s

i n t h e ti s t th e g i r l is d o i n g w i t h h e r p h o n e ( T a k i n g a p h o t o )Exercise 1 page 5

contrast

For work on Compound adjectives, go to:

U n i t l 0 n c a m e r a

Exercise 2 page s

e Ask students t o r e a d t h e d i a l o g u e t o t h e m s e t v e s a n d th e n

ask two students to read it aloud

Ask: Why is Louis annoyed with Carol? Who is Carol taking

the photo for?

o Direct students' attention to the Learn this! box lf students areunclear about the concept ofa state verb, explain that it means

a 'non action'verb Students will develoo a natural instinct

as to whether a verb is a state verb or an action verb In themeantime it is hetpfut for them to learn a list of state of verbs

forms As you go through the answers ask students to tell

you which ofthe uses from exercise 3 each verb represents,

e.g My phone's ringing is use number 2 (something

happening now), We're seeing the new Spielberg film this

afternoon is use number 5 (arrangements for the future)

' s s m e l l i n g' m [ o o k i n g' m tasting' s f e e l i n g

KEY

I 1 The plane takes off tomorrow morning at eight o'clock

2 lt's quite warm today I'm not taking a jacket

3 W h a t a r e y o u reading a t t h e m o m e n t ?

4 I ' m li v i n g w i t h a f a m i l y i n l r e l a n d f o r a m o n t h

5 She's a writer so she works from home

6 They aren't going to the party on Saturday night

7 D o y o u u s u a l l y w e a r i e a n s t o s c h o o l ?

8 , /

Exercise 7 page 5 lf possible, ask students to work with a new partner for thisexercise Demonstrate the exercise yourself by giving theanswers to the first two questions Get students to ask one

or two follow-up questions for each answer their partner

g i v e s ( a l t h o u g h t h i s w o n ' t b e p o s s i b l e f o r n u m b e r 2 ) Monitor and note down any persistent mistakes and writethem on the board for students to correct

o Conduct a brief feedback asking students to report back to

t h e c l a s s a n y t h i n g i n t e r e s t i n g t h e y h a v e f o u n d o u t a b o u ttheir partners

Ask students: What have you learned today? What can you donow? and elicit answers: I con use different present tenses totalk about the present and future I understand state verbs.Ask; Which state verbs can vou remember?

For further practice of Stote ond dynamic verbs, go to:

For further practice of Present tense contrast, go to:

U n i t l O n t a m e r a

Stereotypes?j

f - E S S O l l S U M M A R Y a a & :

To do the lesson in 30 minutes, keep the lead-in

brief, ask students to read the text before the lesson, allow ten

minutes for the reading exercises (2 and 3) and do exercise 6 as

o whole class octivity

f Lead-in 3 minutes

Before students open their books, write London on the board

and explain to the class that they are going to brainstorm

words associated with London Give them a topic, for exampte,

buildings Students name as many London buildings as they

can Continue with the topics of transport and famous peopte

CULTURE IIOTES - tOl{DOTERS

The title of the text; lkloybe it's because I'm a Lbndortelr

comes from a famo.Us song written by Hubert Gregg in

7947 lI has become a kind of anthem for London

ALondoner is a person from London In this case, adding

-er makes the word describe a person lt isn't the same

for all cities A person from Manchester, for example is a

Mancunian and a person from Liverpoolis a Liverpudlion

Exercise 1 page 6

Before proceeding with the exercise, elicit or explain the

meaning of the lesson title, stereotypes (a fixed idea

How are they feeling? What time of yeor is it? Where are they

going? always asking the students to iustify their answers

Exercise 2 page 6

Focus on the task Ask students to read through the text

looking only for information that answers the question

Tetl them to hightight anything in the text that suggests a

n e g a t i v e o p i n i o n , t o h e t p t h e m a n s w e r t h e q u e s t i o n

KEY

1 loanna 2 Amir 3 loanna 4 Sam 5 Amir 6 Sam

Exercise 4 page o 6) r.oz

Focus o n t h e in s t r u c t i o n s T e l l s t u d e n t s t h a t w h e n t h e ylisten for the first time they only need to try to get a general

u n d e r s t a n d i n g o f w h a t t h e te e n a g e r s a r e s a y i n g a n d to w r i t e

d o w n t h e i r n a t i o n a t i t i e s With a weaker class, pre-teach a few key words or phrases

t h a t y o u th i n k t h e s t u d e n t s a r e u n l i k e l y t o k n o w

K E Y

1 B r a z i l i a n2 A m e r i c a n 3 Japanese 4 Spanish

TRAilSCRIPT 1.02

Brazil! The best thing about them is, they laugh a lot andthey smile a lot lf you walk down the street, you see lots ofsmiles! Another thing is that they're always witling to share

themsetves They're not at atl mean

country, of course, and people are different in different parts

of the States But I think there are some characteristics that

work hard - they start work early, finish late, and they don't

h a v e lo n g h o t i d a y s I n m y o p i n i o n , t h e y ' r e p r o u d o f t h e i r

b a c k g r o u n d

3 lunko I ' m n o t ty p i c a t l y J a p a n e s e - I ' m p r o b a b l y m o r e li k e a nAustralian, because I've lived here in Australia foryears now

l a p a n e s e p e o p l e h a v e g o t g o o d m a n n e r s a n d s h o w re s p e c t

t o o t h e r p e o p l e , e s p e c i a l l y p e o p l e t h e y d o n ' t k n o w In f a c t

often hide their feetings They don't like other people to knowwhat they are thinking or feeting

S p a n i s h p e o p t e , i n g e n e r a l , a r e q u i t e w a r m - h e a r t e d a n d

t h e y li k e m e e t i n g n e w p e o p t e a n d m a k i n g n e w fr i e n d s T h e

S p a n i s h d o n ' t li k e to s i t i n s i l e n c e - they like tatking - they

Exercise 5 page e f) r.oz

o Go through t h e o p i n i o n s w i t h th e c l a s s a n d d e a l w i t h a n y

v o c a b u l a r y q u e s t i o n s P l a y t h e r e c o r d i n g a g a i n a n d p a u s eafter each answer is given to give students time to write

Students re-read the text Encourage them to look for

synonyms for the words in the task Demonstrate the first

question, showing them how to scan the text untit they find

the appropriate synonym or synonymous phrase (cotd and

unfriendly) Again encourage them to underline the answer in

t h e te x t to o a n d a n y o t h e r i d e a s t h e y m i g h t h a v e s u c h a spunctual, romantic, formal, etc.

U n i t l O n c a m e r a

Exercise 7 page 6

Ask students to read outtheir ideas and see if other students

agree You could have a discussion on stereotypes in general,

gentty guiding them towards the idea that stereotypes usually

contain some truth but that we must be careful not to

over-generalise Start the discussion by asking: Do you think

stereotypes are based on truth? How do you feel when people

make generalisotions about people from your town / country?

Ask students: What have you learned today? What can you do

now? Elicit: I can talk obout differences between nationalities

Ask: Whot useful words, phrases and ideas have you learned

from the lesson?

be Explain also that I fail to understand is a fixed expression and

is a more formal way of saying I don't understand

o Ask students to put a tick next to the statements they agree

w i t h T h e n a s k th e m to c o m p a r e t h e i r o p i n i o n w i t h th e i rpartner's Encourage them to develop their arguments by

o Let students comoare answers with a partner before

- you, know, Hello! magazine and the others No, I never buythem But when I'm waiting to see the dentist, or the doctor,

Grammar/Vocabulary: verb patterns

Reading: a short article

Listening: short monologues

Speaking: tatking about celebrity culture

To do the lesson in 30 minutes, do exercises 2

and 6 as a class and set the Grommar Builder as homework

r Lead-in 2 minutes

o lntroduce the topic of celebrities and paparazzi by asking

s t u d e n t s t o n a m e s o m e m a g a z i n e s t h a t c o n t a i n c e l e b r i t y

gossip and photos Ask: Which magazines do you read?

Which celebrities are you interested in reading about and

seeing photos of? Would you like to be famous and see your

photos in magazines?

CUTTURE I{OTE - PAPARAZZI

The name paparazi comes from a chamcter called

Paparazzo in the Fellini film, ta DolceVita, who rode

around on a scooter taking photos of rich and famous

people The word paparwzo originally means'a

mosquito'

r Celebrities who are well-known for fighting back

physically or verbally against the paparazzi include

Oasis singers Liam and Noel Gallagher, Jay Kay (lead

singer of lamiroquai), Ewan McGregor, Sean Penn, Mel

Gibson and Prince Harry

Exercise 1 pase 7

Focus on the photo and elicit what is happening Ask students

to read the text quickly to decide which view they agree with

Find out through a show of hands what the majority of students

t h i n k

Ask if students know of any famous incidents involving

paparazzi Don't encourage further discussion about the rights

and wrongs of photographing celebrities at this stage as they

will have a chance to do this in exercise 4

Speaker 2 Yes, I often buy magazines about celebrities - | tike

to read about their Iives lt's interesting And I like to see the

o u t s i d e p e o p l e ' s h o u s e s a n d th e n f o l l o w t h e m T h a t m u s t b e

Speaker 3 | don't read those magazines very often I suppose I'm

quite interested in famous peopte, but I get bored with the same

names and faces all the time Who cares about Tom Cruise these

days? Or Britney Spears? But every time I pick up a magazine,

there's an article about Tom or Britney lt's ridiculous! They need

to find some new celebrities to write about

w h y - | s u p p o s e i t ' s t h e g l a m o u r a n d r o m a n c e o f i t T h e

beautiful dresses and diamond jewellery I often think what it

LAI{GUAGE TOTE VERB PATTERI{s

With remember, forget, stop and go on the -ing form

refers to an action that happens before the remembering,

forgetting, etc and the infinitive refers to things that

happen after

Try + -ing means to do something as an experiment to

see what will happen, whereas lry + infinitive means to

make an effort to do something difficutt

Although not listed in this exercise, students will atso

have heard /ike used with -lng or infinitive There

is a subtle difference in meaning between the two

Compare: I like going iogging = | enjoy it I like to go

iogging before school : I think it's a good idea to do

this (but I don't necessarity enioy it)

Ask students: What have you learned? What can you do

now? and elicit answers: I can identify and use different verb

patterns I can express opinions about the paporazzi Ask: What

new verbs and phrases have you leorned?

t E s s o l { s u i l l M A R Y a

Reading: an article; matchin g, mu lti ple-ch oice

To do the lesson in 30 minutes, osk students toread the text for the first time ot home

f Lead-in 2 minutes

r Write surveillance /sgrverlans/ on the board Exolain that

if someone is under surveillance they are being watchedvery closely Askl Who is usually kept under surveillance?( S o m e o n e s u s p e c t e d o f a c r i m e , a m e m b e r o f a g a n g , a w i f e

or husband suspected of having an affair, etc.) Who keepsthem under surveillanceT (The potice, private detectives,rival criminals, etc.)

Exercise 1 page 8 Focus on the photograph Ask: Whot can you see? Studentswilt probably say camera or video camera Direct themtowards the words Closed-Circuit Television (CC-N) camerosand practise the pronunciation /si: si: ti: vi:/ Ask: What is

a CCTV cameraT (lt is a television system used for security

I t i s c a l l e d c l o s e d c i r c u i t b e c a u s e i t i s f o r a s m a l I n u m b e r o fviewers as opposed to broadcast ft)

Elicit w h e r e C C W c a m e r a s a r e n o r m a l l y f o u n d ( s h o p p i n gcentres, car parks, stations, airports, etc.)

Exercise 2 page 8 Focus o n t h e ta s k a n d th e n o n t h e p a r a g r a p h h e a d i n g s A s k

s t u d e n t s t o u n d e r l i n e t h e k e y w o r d s E m p h a s i s e t h a t if t h e y

r e a d t h e m c a r e f u l l y i t w i t t h e t p t h e m p r e d i c t t h e c o n t e n t o fthe text

Give t h e s t u d e n t s a b o u t 5 m i n u t e s t o m a t c h t h e p a r a g r a p h

h e a d i n g s M a k e s u r e t h e y u n d e r s t a n d t h a t o n e h e a d i n g i s

n o t n e c e s s a r y E n c o u r a g e t h e m to s h a r e t h e i r i d e a s i n p a i r s

K E Y A 2 B 6 c 4 E 3Exercise 3 page 8

d e f i n i t i o n s w i t h c l a s s s h o w i n g t h a t m a n y o f t h e c l u e s a r e inthe words themselves (cash mochine, monitoring).

U n i t l O n c a m e r a

students to use the ideas and vocabulary from exercise 7

as well as their own Allow 3-4 When the groups are ready, choose one person from eachgroup The class now form the jury Their role is to takenotes ofthe arguments presented by other students and

minutes.-f i n a l l y d e c i d e w h o - t h e o p p o n e n t s o r t h e p r o p o n e n t s

- a r e m o r e c o n v i n c i n g The four groups choose their speakers, who take it inturns to present their arguments They have a minuteeach Before they start, explain that everybody shouldlisten carefully to the others as they witt have a chance

to respond to the arguments ofthe other groups either

s t r e n g t h e n i n g t h e i r p o i n t or contradicting i t When this round is finished, allow groups to worktogetheragain and decide what to say in the second round Feedphrases like: ttle completely agree with our friends soyingthat , We totally disagree with the group who say thot After 2-3 minutes let the speakers talk again When theyhave finished, each member of the iury writes down on a

p i e c e o f p a p e r ' f o r ' o r ' a g a i n s t ' s t a t i n g w h o s e a r g u m e n t swere the most appealing

R e a d t h e d e c i s i o n o f t h e iury out to the class l f y o u w a n t

to be certain that there isn't a draw, add your own vote

lf you want to give feedback on students' mistakes,consider making notes on the misuse of verb patterns Atthe end of activity read your notes out to the class Elicitcorrections; put correct examples on the board

Ask students: What have you learned todoy? Whot con you d()now? and elicit answers lcan understand on article aboutsurveillance I can give my views on surveillance I have got tt

k n o w t h e s o n g S o m e b o d y W a t c h i n g M e

t E S S O l t S U M i l A R Y ,Functional English: talking about photosGrammar and vocabulary: prepositions: look like/look as if/thouc,Listening: dialogues; listening for specific information

S p e a k i n g : d e s c r i b i n g w h o ' s w h o in a p h o t oTopic: peopte

To do the lesson in 30 minutes, keep the lead-ibrief, do exercise 2 quickly os a closs, keep to a limit of 3 or tminutes for exercise 3 and keep the performances in exercistbrief

r Lead-in 3 minutes

Write the foltowing questions on the board for students todiscuss in pairs or small groups: Do you enjoy looking at oth,people's photos? Whot sort of photos do you enioy lookingat? Are there any that you find not so interesting? Do you likt'having your photo tokenT Have a quick class feedback.Exercise 1 page 1o f) r.os

CUTTURE I{OTE - SOTEBODY'S WATCH'NG NE

Somebody's Watching Me was first sung by Rockwell, an

American singer, with Michael Jackson singing backing

vocals, in 7984 ln 2006, Beatfreakz, a Dutch group, made

a dance version of it which was an international success

Exercise 6 page 9

D o th i s e x e r c i s e a s a c l a s s

K E Y

paranoid When peopte are paranoid they worry that other people

don't tike them, are trying to harm them or that people are

watching them With surveillance people really are watching them

ADDITIOl{At SPEAKII{G ACTIVITY

Tell students that CCW cameras are going to be installed

in your school Brainstorm and agree on the places where

the cameras may be put (classrooms, halls, toitets?) and

who will have access to the screens and recorded material

(teachers, parents, the police?)

Divide the class into four groups Two groups prepare

arguments for or against the cameras from the point of

view of students Two other groups work on arguments for

or against from the point ofview ofteachers Encourage

-t)

unit 1 on camera

,/

t A l { G U A G E I { O T E - LIKE

The preposition /ike in look like + noun/person means'to

resemble', in look /r'ke + clause means'as iP

The difference may be illustrated with these examptes:

5he looks like a fomous model (: She resembles a famous

person in her appearance) She looks like she is a famous

model (= I think she is a famous modet)

m o r n t n g s

S a r a h H e lo o k s a s t h o u g h h e f a n c i e s y o u r sister

C o n n o r W h a t m a k e s y o u think that?

S a r a h T h e w a y h e ' s s m i l i n g a n d l o o k i n g a t h e r

t o u d l y a n d c l e a r l y , t o m a i n t a i n e y e c o n t a c t w i t h e a c h o t h e r ,

a n d to s h o w in t e r e s t i n w h a t t h e o t h e r p e r s o n i s s a y i n g Even if they have written out the full dialogue encouragethem to read as little as possible

Ask students: What have you learned today? Whot can you donow? and elicit answers: I can talk obout photos I con identifywho is who I can say where they ore in a photo I can talk abouthow they look

Notes for Photocopiabte activity 1.2 Spot the difference

Painrvork

L a n g u a g e : d e s c r i b i n g p i c t u r e s , p r e p o s i t i o n s , p r e s e n t

c o n t i n u o u s , c l o t h e s

M a t e r i a l s : o n e c o p y o f t h e w o r k s h e e t c u t in h a l f p e r p a i r o fstudents Oeacher's Book page 124)

Divide students into pairs and give out the worksheets Tellstudents that they must not look at their partner's picture.Explain that they both have a picture of a class photo butthere are ten differences

r Remind / e l i c i t f r o m s t u d e n t s t h e la n g u a g e o f i d e n t i f y i n gpeople in a photo: The guy on the left/right, The second guy

on the left/righf, etc

S t u d e n t s d e s c r i b e t h e i r o i c t u r e s a n d a s k o u e s t i o n s a b o u ttheir partner's picture in order to find the differences When

t h e y fi n d a d i f f e r e n c e , t h e V m a r k i t w i t h a c r o s s

A s k S t u d e n t A t o b e g i n b y d e s c r i b i n g t h e fi r s t p e r s o n o n

t h e le f t S t u d e n t B l i s t e n s a n d a s k s q u e s t i o n s t o f i n d o u t ifthere are any differences Explain that the differences relate

it wilt spoit the activity): to pull a (silly/funny) face, to leonback, to fold your arms, to do a V sign, to put/have your armround somebodv

K E YFront row

I n p i c t u r e A t h e g u y o n t h e le f t is w e a r i n g a s t r i p y s h i r t l n B h e

i s w e a r i n g a c h e c k s h i r t I n p i c t u r e A h e is l e a n i n g f o n t a ' C i r i t h

h i s e l b o w o n h i s k n e e I n p i c t u r e B h e is l e a n i n g b a c k r , ' i - 'risarms folded

I n p i c t u r e A t h e s e c o n d g u y on the left is n'earing a ! a g g i

Exercise 6 page ro f) r.oe

Look again at the photo in exercise 1 Play the recording

S t u d e n t s t a b e l t h e p e o p l e

TRAilSGRIPT 1.05

Sarah Who's the guy on the left?

C o n n o r I n th e w h i t e s h i r t ?

Sarah No, in the grey and white shirt

Connor That's Kim He's leff s brother

Sarah So he's your cousin too

Connor Yes

Sarah They don't look like brothers

Connor Oh, I thinkthey do But they've gotvery different

personalities Kim's very quiet but Jeff s really outgoing

Sarah Who's the girl on the right in the white dress?

Writing: a letter to an exchange student

Reading: letters; identifyin g topics, inserti n g sentences

Topic: people

To do the lesson in 30 minutes, students finish

the writing task for homework

f Lead-in 2-3 minutes

Write exchange student on the board Elicit its meaning

and brainstorm reasons why people take part in this kind

of exchange (To improve their foreign [anguage and get

t o k n o w a n o t h e r c o u n t r y ' s c u l t u r e a n d s c h o o l s y s t e m , t o

experience the independence of being away from family.)

Ask students if they woutd like to do it Why / Why not?

Would they like to do it in the UK? lf not, which countryT

Exercise 4 page 1r Read t h e w r i t i n g t i p a s a c l a s s G o th r o u g h t h e in s t r u c t i o n s

f o r th e ta s k T h i s p t a n n i n g s t a g e c a n b e d o n e in p a i r s ,

a l t h o u g h t h e w r i t i n g s t a g e w i L l n e e d t o b e d o n e i n d i v i d u a L l y Exercise 5 page 11

Allow about 20 minutes f o r th i s s t a g e W a l k a r o u n d

c o r r e c t i n g a n d h e l p i n g W h e n s t u d e n t s h a v e f i n i s h e d , g e tthem to swap letters with another student to check for

m i s t a k e s b e f o r e t h e y h a n d t h e i r c o m p o s i t i o n s i n E n c o u r a g efast finishers to write more detailed letters

Ask students: What hove you studied today? What can you donow? and elicit answers I con write a letter introducing myself ,can organise my ideos into topics

T O P f C e &

Peopte, health and tifestyle, shopping and services

t Lead-in 2-3 minutes

Stand i n f r o n t o f t h e c l a s s , a n d a s k s t u d e n t s t o s a y w h a tadjectives they woutd use to describe the clothes you wear(e.g casual, formal, trendy, traditional, colourful).

r Ask students to work in pairs, and describe their partner'sctothes with three or four adiectives

r Coltect some adiectives on the board and check

c o m o r e h e n s i o n

ExerCiSe 1 page 12 2-3 minutes

Check that students understand the adjectives

Students t h i n k o f c t o t h e s t h e y li k e to w e a r ( r a t h e r t h a n t h o s ethey are wearing to class), and choose four adjectives

r Get feedback from a few students

Exercise 2 paget2 f) r.oz 8-10 minutes

@

a a

Explain to students they are going to hear someonedescribing how different types of people usually dress.Allow 1 minute for students to read through the instructionsand the task items Tell students to pay particular attention

to negative statements as they may often be misleading.They may find it useful to undertine negative expressions

as well as key words ldentifying key words is easier if youanalyse what kind of information may be false

Remind students that a piece of information is only correct

if it agrees with the recording text, and is only false if therecording makes it clear that it is untrue lf there is noinformation in the text about a statement, they should markNot stated rather than use their own iudgement

Ask students to check their completed answers after thesecond listening

Ptay the recording twice with a 3O-second pause in between.Check answers Discuss students' exoerience ofthe task

TRAilSCRIPT 7.07

clothes they've chosen You can avoid this by clarifying what kind

suit you There are four wardrobe personalities: Dramatic, Classic,

Romantic and Naturat But it's certainly possible to be a mixture of

lifferent personalities or to change over time

Jramatic wardrobe personalities have a clearly defined style and

.rre not afraid to stand out from the crowd A typical Dramatic will

l h e i r m a i n a i m is t o d r a w attention t o t h e m s e l v e s S o m e e n j o y

dressing in designer tabels but many prefer expressing their

i n d i v i d u a l i t y b y s h o p p i n g i n s e c o n d - h a n d s h o p s

f han Dramatics Their choice of clothing is often conservative to

,eflect their reserved personalities Classics have excellent taste

,lnd often buy expensive clothes that witl last for years Their

,efined taste extends to theirchoice ofiewellery and even their.

i v h e n d o i n g th e g a r d e n i n g !

Romantic wardrobe personalities love to look artistic and avoid

t h e c t e a n l i n e s a n d m i n i m a l d e t a i t t h a t C l a s s i c p e r s o n a l i t i e s

love They're attracted to anything that communicates luxury

o e r f u m e a n d m a k e - u o

The last wardrobe personality type is Natural For them

comfortabte, practical clothing is of the greatest importance They

often lead very active tifestyles and tend to see formal clothes as

Exercise 3 page 12 5 minutes

Ask students to look at the titte of the articte in exercise

4 (Size zero) and to try and predict what it witl be about

(models who are extremety thin)

Exptain that the key to completing a gap filt task successfully

i s u n d e r s t a n d i n g t h e c o n t e x t , a n d u n d e r s t a n d i n g t h e g e n e r a l

theme of the text Tel[ students that this exercise will help

with this, so it is important not to fitl in any gaps yet

r Students skim read the text to decide on the answer

r Check t h e a n s w e r i n p a i r s , t h e n h a v e a q u i c k c l a s s f e e d b a c k

K E Y b

ExerCiSe 4 pagetZ 7}-Tzminutes

E x p t a i n t h a t in a U s e o f E n g l i s h t a s k t h e m i s s i n g w o r d s t e n d

to be grammar words (e.g prepositions, auxiliaries), verb

forms or parts of phrasal verbs, collocations or phrases

lf they get into the habit of learning new vocabulary with

words that they usually go with, it witl help them in this kind

o f t a s k

Other items test students' knowledge of vocabulary,

these often include synonyms or words that have similar

meanings, false friends and words often confused by

language learners Encourage students to record such new

vocabulary with examples illustrating the differences in

R e a d t h e in s t r u c t i o n s a s a c l a s s E x p l a i n t h a t in t h e i r

d e s c r i p t i o n s s t u d e n t s s h o u t d t r y a n d fo c u s o n e a c h o f t h ethree point of view mentioned Encourage them to try to

go beyond these to score more points in the exam task, byspeculating, for example, what has happened before/what

i s g o i n g t o h a p p e n a f t e r w a r d s o r b y b r i n g i n g i n t h e i r o w nrelevant experiences

Focus students on the first photo on page 12 Brainstormsome useful vocabulary and structures that they could use

Read the questions as a class Pre-teach off the peg (buying

r e a d y - m a d e c l o t h e s r a t h e r t h a n h a v i n g c l o t h e s m a d e t o

m e a s u r e ) , a n d a s k s t u d e n t s i f t h e r e i s a w o r d o r e x p r e s s i o n

w i t h a s i m i l a r m e a n i n g i n t h e i r o w n [a n g u a g e

E x p l a i n t h a t in t h i s ty p e o f t a s k t h e fo c u s i s o n f i n d i n gsimilarities or differences between the two situations, not

Getreadyforyourexam 1

T O P I C a & / &

People, society, free time

t Lead-in 4 minutes

Write fomous and popular on the board Elicit the noun

forms (fame, poputarity)

Ask: What could you do to become fomous? and note some

of the students' ideas on the board

r Ask: Which of these things brought fame a hundred years

ogo? Underline the appropriate notes

r Ask: Wos it easier to become famous in the past or is it

easier today? Why? Conduct a short class discussion

ExerCiSe 1 page 13 5 minutes

o Students work in pairs Encourage them to express their

opinions and support them with at least two different

a r g u m e n t s a n d e x a m p t e s

r Ask a few pairs to report back to the class

EXefCiSe 2 page73 t5-76 minutes

Ask students to read the whole text and the six headings

carefu[[y before they start completing the matching task

R e m i n d t h e m t h a t o n e o f t h e h e a d i n g s w i l l n o t b e n e e d e d

Explain to students that each paragraph in a text is

organised around one key idea The first sentence of a

paragraph (the topic sentence) usually sets up this key

idea, which the paragraph then explores in more depth,

a n d th e la s t s e n t e n c e u s u a l l y s u m m a r i s e s t h e to p i c o f t h e

paragraph lf students understand this, it witl be easier for

them to complete the task They can underline those parts

of the text (key words, etc.) that identify the key topic of

Check as a class Ask students to iustify their choices by

supporting them with examples from the text (for example,

using the fragments they undertined)

You can ask fast finishers to read the text again, and make a

list ofthe advantages and disadvantages offame the articte

m e n t i o n s

K E Y 1 B 2 D 4 F 5 A

ExerCise 3 page 13 5 minutes

Students work individually, using the context to match the

definitions to the words or expressions They shoutd use the

You can ask them to bring i n t o c l a s s p h o t o s o f t h e i r fa v ,

s t a r s , o r y o u c a n b r i n g i n s o m e p h o t o s f r o m p o p u l a rmagazines or printed off the Internet yourself

EXefCiSe 5 page 13 8-10 minutes

@

R e a d t h r o u g h t h e in s t r u c t i o n s a n d th e fo u r d e s c r i p t i o n "

as a class (NB the films described are fictitious) Checkcomprehension of key vocabulary, or pre-teach epic,subtitles

C h e c k t h a t s t u d e n t s u n d e r s t a n d t h e c o n c e p t o f c i n e m acertificates (age timits) Ask: Is there a similar system it,country? What are the different certificates? Are you al[o

to see a 15 film if you are 14 butyou are occompanied iadult?

A s k s t u d e n t s t o t h i n k a b o u t w h a t t y p e o f f i t m s t h e y u s utike Ask a few students around the class for examoles

S t u d e n t s w o r k i n p a i r s , a n d d i s c u s s t h e fo u r o p t i o n s 5 '

t i m e [i m i t o f 5 m i n u t e s f o r th e p a i r s t o a g r e e o r c o m p r o r

o n a f i l m R e f e r s t u d e n t s t o t h e F u n c t i o n s B a n k i n t h e

W o r k b o o k f o r u s e f u l p h r a s e s W a l k a r o u n d a n d m o n i t o iactivity, making a note of any serious errors (mistakes i:appropriacy as well as grammatical errors) Come back Ithese errors in a later lesson, but do not interrupt the cLactivity, as it focuses on practising fluency not accurac\'

A s k s o m e p a i r s t o r e p o r t b a c k w i t h th e i r c o n c l u s i o n s , a r

e x p l a i n t h e r e a s o n i n g f o r th e i r d e c i s i o n s

C U T T U R E I I O T E F I I T C T A S S I F I C A T I O NThe British Board of Film Classification (BBFC), originalLBritish Board of Film Censors, is the organisationresponsible for film, DVD and some video gameclassification within the United Kingdom

They currently issue the foltowing certificates: Uc (suita rfor all, especially for young children to watch on their or

U (suitabte for atD, PG (atl ages admitted, but parents aiadvised that certain scenes may be unsuitable for chili'under 7), 124 (suitabte for those aged 12 and over Thcaged under 12 are only admitted if accompanied by an

a d u l 0 , 1 5 (o n l y f o r t h o s e a g e d 1 5 a n d o v e r , n o b o d y

y o u n g e r t h a n 1 5 m a y s e e a 1 5 f i l m in a c i n e m a ) , 1 8 ( o nforthose aged 18 and over, nobodyyoungerthan 18 nr,see a 18 film in a cinema)

In the United States, the Motion Picture Association ofAmerica (MPM) issues ratings for movies, but this is nocompulsory for cinemas to enforce

They currently use the following ratings: G (generalviewing: similar to U in the Ul0, PG (similar to PG in theUl0, PG-13 (parents strongly cautioned: some materialmay be inappropriate for children under 13), R (restrictrviewers under 77 require accompanying parent or adull

o r o l d e r w i t h p h o t o l D ) a n d N C - 1 7 ( n o one 17 or under i ,admitted),

Ask students: What have you learned/practised today? Elichove practised using key words and topic sentences to molheadings to parographs I have proctised working out themeanings of unfamilior words from context I hqve.learnedmoke arrangements for on evening out

G r a m m a F p a s t te n s e c o n t r a s t used to exclamatory s e n t e n c e s

S p e a k i n g t a l k i n g a b o u t fe e t i n g s describing e a r l y m e m o r i e s

r discussing i m p o r t a n t d a y s d e s c r i b i n g a n d r e a c t i n g t o a s t o r y Writing a narrative

, T H t s , u f , t r t x c L U D E s a @Vocabulary feelings noun formation adiective prefixes adjectives +

h r A n n c i f i ^ n < o < e n r r a n r i n o u r n d c o - o i / - i n n e d i o r r i r r a c r n h r r c r l r r o r h c

-istening: short monologues; listening for gist and specific

r1l rmatiOn

S p e a k i n g : t a l k i n g a b o u t m e m o r i e s a n d f e e l i n g s

T o p i c : p e o p l e

To do the lesson in 30 minutes, keep the lead-in

-,'ief, set the Vocobulary Builder exercises as homework and

'ep exercises 7 and I brief

+ Lead-in 3-4 minutes

Write the following adlectives on the board: irritated,

disoppointed, scored, excited Ask What is the connection

between these words? (They are all adjectives which

problems of pronunciation are guilty l'grltil, jealous

'cl;cles/, relieved lrr'litvdl, scared lskeadl and embarrassed

To demonstrate the activity, mime one of the adjectives

yourselfand ask: How do I feelT Ask another couple of

Exercise 4 page t4 f) r.oa

Explain that students are going to hear five different people

a difficult exam to get in So I took the exam - and I failed it

because I didn't want to go to St Martin's I wanted to go to

failing was better than passing! But I didn't tell my parents that,

of course

- she wanted to sit next to Karen Urgh! Karen! | still don't tikethe name At the time, I felt reatty bad I got angry with Mandy

a b o u t it , a n d s h o u t e d a t h e r - b u t o f c o u r s e , t h a t d i d n ' t h e t p l

I remember getting out of bed really early that morning and

g o i n g downstairs I n t h e m i d d t e o f t h e l i v i n g ro o m , w a s

a n e n o r m o u s p r e s e n t , a l l w r a p p e d u p i n c o l o u r e d p a p e r I

bike lt was the best present ever! I'll never forget the feelingwhen I took the paper off and saw it for the first time

quite a big wedding - atl the family were there, and lots offriends from our village, too I was reatty tooking forward to it

thing I tiked wearing at al[ I always wore jeans and T-shirts But

my parents insisted I felt so uncomfortabte in that dress - and

saying goodbye at the school gate I think she was crying! |didn't cry - but I didn't feet good Alt the other children seemedenormous! And I didn't know anybody there lt was atl so strangeand new I wanted to run! | wanted to open the gate and run all theway home In fuct, I remember trying to open the gate and escape,but I couldn't!

Exercise 5 page 14 f) r.oa

o Play t h e r e c o r d i n g a g a i n , s t o p p i n g a f t e r e a c h r e c o r d i n gfor students to note down their answers With a weaker

c l a s s , s t o p a f t e r e a c h s p e a k e r a n d a s k c o m p r e h e n s i o n

q u e s t i o n s t o g u i d e t h e m t o t h e r i g h t a n s w e r F o r e x a m p l e ,after the first speaker ask: What wos the examT (entrance to

St Martin's school) Did he passT (No) Did he wont to go to

St Martins? (No) 5o how did he feel? (relieved)

on the board as a prompt Encourage the students to ask

questions to help their partners expand on their stories

This could also be treated as a diagnostic exercise to see

how well students use narrative tenses, which are covered

positive feedback as weIt

o Ask a few students to report back on their partners

For practice of Noun formation, go to:

KEY Possible answers: a scared b irritated c embarrassed

Exercise 2 pase 15

r Focus on the blue words in the text Eticit that had come ispast perfect, were chatting is past continuous and went is

p a s t s i m p l e T h e n g e t students t o w r i t e p s , p c a n d p p next to the other verbs Ask students to tell you which of th,verbs are irregular (go, sit, throw, come, do)

a n d c o m p l e t e i t i n d i v i d u a l l y , t h e n re a d i t a s a c l a s s

KEY

1 past continuous lt was raining and the sky was grey

2 past simple / threw a stone, it bounced off a tree, londed on

3 past simple; past continuous When my aunt come outsidewas staring at the broken windscreen

4 past perfect I couldn't believe what I had done

KEY

I 1 broke, was playing

2 a s s h i n i n g , d e c i d e d

3 had, gotwas waiting, saw

w a s li s t e n i n g , d i d n ' t h e a rwas getting

Kate had a shower after she had ptayed footbalt.The plants died because we had forgotten to water them

We went out afterwe had done our homework

I bought a new mobile phone because I had lost my old oneTheir car stopped because they hadn't bought any petrol

I locked the door after I had left the house

Ask students: What have you learned today? Whot con you do

nowT Elicit: I can talk about different feelings Ask: What useful

words and phrases hove you learned?

t E s s o i l s u M i l A R Y * * '

Grammar: contrast: past simple, past continuous, past perfect

Reading: stories about early memories

Speaking: tatking about your earliest memory

To do the lesson in 30 minutes, do exercises 5and 6 as a class and set the Grammar Builder as homework

t Lead-in 3 minutes

o Write the heading childhood memories on the board,

followed by this tist of important 'firsts':

your first English lesson your first CD your first best

friend your first bedroom your first

Ask students to think of more important firsts and add them

to the list (first day at primary school, first exam, first trip

abroad, first date, first mobile phone ) Students take it in

turns to tell each other what they can remember about these

firsts Encourage them to use the feelings adjectives from

the previous lesson

KEY

1 Kim opened his presents after I arrived

2 Kim was in the middte of opening his presents when I arrived

3 Kim opened his presents before I arrived

Exercise 5 page 15

o Students can do this exercise in pairs When you go througtthe answers ask them to explain why the wrong answers ar,wrong (in the students' own [anguage if necessary)

456

2 234557For further practice of Past tenses, go to:

pairs) but don't overcorrect at this stage as they are unlikely

to get all the tenses right straight away

O P T I O l { A L A C T I V I T Y M E T O R I E S

After the students have told their chitdhood memory story to

a partner, you could put them into new pairs and ask them

to recount their first partne/s story to their new partner You

might need to wam them that they witl be retelting the story

so that they pay fult attention to altdetails

Ask students: Whot did you learn today? What can you do now?

and elicit: I con describe my earliest memory using different

post tenses

Notes for Photocopiabte activity 2.1

T e l l t h e m n o t to s h o w t h e i r s e n t e n c e s t o o t h e r s t u d e n t s When they have answered the question, ask students to foldthe paper back so that the their answer is on the reverse.They pass their paper to the student(s) on their left Tett themnot to look at the answers their neighbou(s) have written.Give them a minute to answer the next question After aminute they fotd the paper over and pass it to the left.They repeat the process until they have answered atl the

q u e s t i o n s a n d fi n i s h e d t h e s t o r y A t t h e e n d th e y u n f o l d t h epaper and take it in turns to read out the stories to the class

Listening: 3 shoft interviews about Poppy Day; listening for specificinformation

Topic: En gtish-speaking culture

To do the lesson in 30 minutes, keep the lead-inbrief, set the Vocabulary Builder exercises as homework ondask students to read the text for the first time ot home

t Lead-in 4 minutes

r Before students open their books, write WAR on the boardand write battle, soldier underneath Give students, inpairs, two minutes to write down other words or phrases

a s s o c i a t e d w i t h th e to p i c E t i c i t t h e p h r a s e s o n t o th e b o a r d Exercise 1 page 16

F o c u s o n th e p h o t o a n d e l i c i t a s m u c h i n f o r m a t i o n a spossible: Who can you see? Where is it? What time of year

T h e n , a t 1 1 a m o n 1 1 t h N o v e m b e r

M a n y p e o p l e s t o p a n d th i n k

T h e r e a r e c e r e m o n i e s The most important ceremony

Exercise 2 page t6 Students do the exercise on their own with a time limit of 5

m i n u t e s E m p h a s i s e t o s t u d e n t s t h a t w h e n d o i n g m u l t i p l e choice questions they should read all the options carefullyand not iump to any conclusions about the correct answer

-Unit 2 Memories

K E Y 1 b 4 b

Exercise 3 pase 16 f) r.oe

o Focus on the instructions Make sure students understand

that when they listen for the first time they don't need to do

any more than tick the people who wear poppies

K E Y 7 / 2 X 3 , /

TRAISCRIPT 1.09

KEY

1 impossibte, disabled, unemployed

2 1 My mum's very impatient

2 My bedroom's quite untidy

3 My writing's always itlegible

3 Open answers

My tife is quite disorganised

I eat at irregular times

I t h i n k I' m q u i t e i n s e n s i t i v e

Ask students: What have you learned todoy? What can you

do nowT Elicit: I have leorned about how soldiers who havefought in wars ore remembered in Eritain I can discuss thesignificance of important doys I have learned how to changethe meoning of adjectives by adding prefixes

t E s s o t s u M i l A R Y e

Grammar: used toListening: description of a ghost town; multiple choiceSpeaking: tatking about past habits and situations

To do the lesson in 30 minutes, keep the

leod-in brief, set the Grammor Builder as homework ond limit theperformances in exercise 70

i Lead-in 2 minutes

o Ask students to brainstorm activities that they do in theirspare time They then decide which of these things theirgrandparents could do when they were children and whatthey might have done instead Don't expect them to come upwith used fo at this stage This is just a lead-in to the topic

Exercise t page tr f) r.ro

r Focus on the photo ofthe people, ask: Whot's therelationship betvveen the two people? How old do you thinkshe is? ln which decade was she a child the 40s the 50s the 60s?Then look at the photo of the village ask: Whatcan you see? Where do you think it is? When do you think thephoto wos taken? How do you know? Focus on the task, ptaythe recording and elicit answers from the class

K E Y 1 N o 2 Yes 3 N oExercise 2 pagetlStudents work alone Check answers

KEY

What did you use to do?

We used to sit and chat

Did you use to watch television?

We didn't use to leave the village very often

5 c

3 a

2 a

4 5 6

Why do you think that?

They made the ultimate sacrifice - they gave their lives for

other people We shouldn't forget them

Do you always wear a poppy?

N o , I d o n ' t

Why not?

Well, I suppose it's because the warwas a long time ago lt

doesn't seem very important to me I think we need to stop

thinking about the past and think about the future

Don't you feel it's important to remember soldiers who gave

their lives?

I just think war is a horrible thing We shoutd try to forget

wars, not remember them

Do you always wear a poppy?

Yes, I do Always

whv?

Because when you buy a poppy, the money goes to help

ex-sotdiers and their families lt's important to look after soldiers

when they come home My brother's in the army

But shouldn't the government do that?

Well, yes But ordinary people need to help Soldiers risk their

lives to protect the people at home

Exercise 4 paget6 f) r.oe

With a stronger class students complete the sentences

a l o n e o r in p a i r s a n d th e n li s t e n t o c h e c k

r With a weaker class, go through the sentences together as a

class and predict or remember the words in the gap before

r Ask students to write a Yes, No ot Not sure next to each

statement and then compare answers in pairs or small groups

Exercise 6 page 16

Give students time to reflect on their views about remembrance

and to pool togethertheir knowledge ofspecial days dedicated

to soldiers defending their country, then discuss the questions

' =ccus on the leorn thrsl box Students can compare with a

rartner before you check answers At the end, ask students to

coverthe box and recap by asking: Do we use used to to tolk

about present hobits or situations? (No) Which time period?

past) 5o how do we talk about present habits? (present

simple, sometimes with usually) How do you spell use in I

- a period of intense excitement and migration caused by thenews that a deposit of gold has been found

Tell students that they are going to listen to a description

of a ghost town calted Fairview Their task is to say why the

t o w n w a s a b a n d o n e d E n c o u r a g e t h e m to m a k e a f e w n o t e s

a s th e y li s t e n L e t t h e m c o m p a r e t h e i r n o t e s w i t h a p a r t n e rbefore checking with the whole class

o You could ask a few more g e n e r a l c o m p r e h e n s i o n q u e s t i o n s ,e.g.: Where is Foirview? (Colorado, USA) When was it

gotd in the foothitts of the Rocky Mountains lt grew quickly, aspeople came from all around to look for gold Soon, it had a

p o p u l a t i o n o f 2 , 0 0 0 T h e y w o r k e d i n t h e g o t d m i n e s in t h e h i t l s

in the centre of town Today, the saloon is empty, like all the other

b u i t d i n g s , t h e m i n e s a r e c l o s e d , a n d n o b o d y w o r k s in t h e h i t l s

teft Today, tourists visit Fairview because it's a piece of American

been ctosed for a hundred years So they drink their coffee andimagine what it was like to tive in a gold rush town in the hills

Explain to students that the /s/ sound in used to is what

distinguishes it from used, the past tense of fo use, e.g I

used my bike yesterdoy ln the tatter the 's' is pronounced /z/.

lt is atso useful to point out that with used to, the final 'd' in

of used is not pronounced as it is assimilated into the 't' in

fo So, I used to /lve is pronounced /ar ju:ste hv/

5 Tourists didn't use to visit the town

6 People used to stay at the hotel

Where did your parents use to live before they got married?

Did you use to watch W on Saturday mornings when you got

u p ?

Who did your family use to visit at the weekend?

Did your mother use to read to you before you went to bed?

Did you use to get up early before you started schoot?

U n i t 2 M e m o r i e s ( 2 5

\

Ask students: What did you leorn todoy? What can you do now?

and elicit answers: I can talk about things thot were true in the

post but aren't now I have learned how to use used to

ilgll$Ilt

t E S S O l l S U M T A R Y & : ,

Reading: a magazine article; ordering events, true/false questions

Grammar: past tenses

Vocabulary: ad jectives + prepositions

Topic: people

To do the lesson in 30 minutes, keep the lead-in

brief, set the Vocabulary Builder exercises for homework and do

exercises 3 and 4 as a class

I Lead-in 2 minutes

r Ask the class: Do you have o good memory? Whot kind of

things do you remember best? Names, faces, facts, songs,

jokes? What kind of things do you find hard to remember? What

doyou do if you have something importantto remember?

Exercise 1 page 18

To encourage the students to skim read the text and not get

distracted by words they don't know, give them a time limit

KEY 2 isn't true

Exercise 2 page 18

o Students d o t h e e x e r c i s e o n t h e i r o w n w i t h a t i m e li m i t

of 5 minutes Let them compare answers in pairs before

class feedback With a weaker class, give students the first

Encourage students to read through the statements and

underline key words They should search for the key words or

their synonyms in the text and underline answers in the text

Where the answer is false, thev shoutd write the true answer

t A l { G U A G E T { O T E - PREPOSITIOI{ + VERBSPoint out that prepositions need to be followed by a noun

o r p r o n o u n l f a p r e p o s i t i o n i s f o l t o w e d b y a v e r b , t h e n th everb will be in the -ing form because the -ing form of a

v e r b h a s th e fu n c t i o n o f a n o u n A n e x a m p l e i n t h e te x t is ,

He was worried about meeting his family and friends

Exercise 5 page 18 Go through the Learn thisl box as a class Explain that

l'm scored of spiders

He's surprised at his results

9he's proud of her son

A D D IT I O ] I A L S P E A K I T { G A C T I V I T Y

TelI students that they are going to invent a similar story

about someone who has lost their memory Write the

following scenario on the board:

A 22-year-old man wakes up in the emergency department

of a hospital (Where?)

He hos a broken nose and isn't corrying a wallet or lD,

He can't remember who he is

His mother tongue is English but he can speak another

la n g uag e fluently (Which?)

Psychiatrists discover he has a speciol talent (What?)

Divide students into pairs or small groups They invent the

details of the story and decide what had happened to the

man and what happened to him in the end Attow 5-10

minutes for students to plan, make notes for and rehearse

their story Remind them to think carefutly about past tenses

Students tell their stories to the class

{sk students: What have you leorned todoy? What con you

1o now? and elicit answers I can understond a magozine

trticle about o man who lost his memory I have learned obout

: d j e cti ves a n d p re positions

Notes for Photocopiable activity 2.2

Pairwork

-anguage area: adiectives + prepositions

',/laterials: one copy of the worksheet per student (Teacher's

NB Some of the adjectives + prepositions are taken from 2E

and the Vocabulary Builder, others are new

Check a n s w e r s a n d e x p l a i n a n y n e w w o r d s E x p t a i n , u s i n g

n u m b e r 8 a s a n e x a m p l e , t h a t a f t e r a p r e p o s i t i o n w e n e e d a

n o u n o r a p r o n o u n l f w e w a n t t o u s e v e r b , i t m u s t b e in t h e

-ing f orm, which is the noun form of the verb

Ask students to fold back section 1 and focus on section 2

With a weaker class students can leave it as it is so that thev

can refer to the prepositions in exercise 1

and check that they are using the prepositions correctly but

encourage them also to develop the conversations by asking

Listening: dialogues; listening for specific informationSpeaking: narrating events

Grammar: exclamatory sentences wilh How and WhatTopic: peopte

To do the lesson in 30 minutes, set the GrammarBuilder as homework and keep the performances in exercise 8brief

+ Lead-in 2 minutes

o With books closed, elicit the word date, by asking: Whot

is the word we use to talk obout an orrongement to meet

a new boyfriend or girlfriend or somebody that you'd Iike

to become your boyfriend/girlfriend? Then ask students

to imagine what could go wrong on a first date Give themdifferent scenarios, e.g at a caf6, in a park, in a restaurant,

a t t h e o e r s o n ' s h o u s e Ask students to ooen their books and describe what thevcan see in the ohoto

Exercise 1 pase 2o f) r.rr

Focus on the instructions, play the recording, ask students

to turn to their partners to answer the question beforechecking in open class With a weaker class pre-teach fray With a stronger class, ask students to close their books and

do the exercise just as a listening task

KEY

Martin couldn't think of anything to say

He tripped and threw a glass of orange juice over the girt.Exercise 2 page 2o

o Go through t h e s e q u e n c i n g e x p r e s s i o n s S t u d e n t s d o t h eexercise individuatty, by finding the answers in the text As you go through the answers, highlight the fact that whenthese sequencers are written, they are alt (except then)followed by a comma

Again, a stronger class could do this as a listeningexercise Ptay the recording again and ask them to tick theexpressions they hear

KEY at first i n t h e e n d

TATfGUAGE XOTE -

'nlAT

THE EflD

Students might have heard at the end before Explain that

at the end is usually followed by of, e.g at the end of thefilm, ot the end of the day, at the end of the match whereaswith rn the end the emphasis is on the fact that somethinghas changed, e.g We were going to go to Caf€ Zuk but inthe end we stoyed in the park

Exercise 3 page 2o Students read the Learn this! box individuatly Check

u n d e r s t a n d i n g o f t h e r u l e s b y w r i t i n g u p t h e fo t t o w i n gexclamations and ask if thev are correct or not

For further practice of Exclamatory sentences, go to:

What brilliant! What o kind person! How fantastic book!

Exercise 5 pase 2o $ r.r+

r Ask students to read the multiple-choice options Play therecording again Students comptete the task Check as a class

K E Y 1 b 3 b 4 c 5 bExercise 6 page 2o

S t u d e n t s w o r k i n p a i r s t o p t a n a d i a l o g u e i n n o t e f o r m Exercise 7 page2o

Give s t u d e n t s 5 m i n u t e s t o w r i t e t h e i r d i a l o g u e s R e m i n d

t h e m to u s e ti m e s e q u e n c i n g w o r d s a n d e x c l a m a t o r ysentences After five minutes ask students to read their

d i a l o g u e s a l o u d s e v e r a l t i m e s i n o r d e r t o m e m o r i s e t h e m Exercise 8 page 2o

Choose s e v e r a l o a i r s t o a c t o u t th e i r c o n v e r s a t i o n s R e m i n d

s t u d e n t s t o s p e a k l o u d l y a n d c l e a r l y T e t l t h e m to m a i n t a i n

e y e c o n t a c t a s th i s s h o u l d p r e v e n t t h e m fr o m re a d i n g t h e

d i a l o g u e a n d e n c o u r a g e t h e m to s p e a k m o r e n a t u r a l l y For further practice of -ed / -ing endings, go to:

With a weaker class, before moving on, provide some more

controlled speaking practice of exclamatory sentences

c a l l i n g o u t th e fo l l o w i n g w o r d s a n d s t u d e n t s h a v e t o m a k e

t h e m in t o e x c l a m a t i o n s l t w i l l a l s o g i v e t h e m v a l u a b l e

p r a c t i c e i n d e c i d i n g w h e t h e r a w o r d n e e d s a n in d e f i n i t e

a r t i c l e

dancer brilliant terrible weather awful

difficutt exercise fantastic shoes

Exercise 4 page page 2o fC r.r+

Kevin Why's that? Was it good?

Ask students: What did you learn today? What can you do nowland elicit answers: I can describe and react to a story I con usesequencing words I can use exclamotory sentences to respond

to other people's stories

to two front seats and gave us drinks and popcorn

Kevin How lucky!

fitm!

2

Patrick A tittle girl called Emily Rose

Clare You sound surorisedl

both in the hospital I didn't know what to expect At first,

anyway But then I saw my sister sitting there looking so

incredibly happy, and I actually fett quite emotional And

a few minutes later I held Emily for the first time I thought

t h o u g h t , ' l ' m h e r u n c l e ' , a n d I f e l t s o p r o u d

Kevin

Zoe

t E 5 S O l { S U M T A R Y o Writing: a narrative

Reading: a story of a night outGrammar: conlunctionsVocabulary: phrasal verbsTopic: free time

To do the lesson in 30 minutes, set the VocabulortBuilder exercises and the writina task as homework

f Lead-in 3 minutes

o With books c l o s e d , b r a i n s t o r m s o m e t y p i c a I f r e e - t i m e

a c t i v i t i e s f o r te e n a g e r s W r i t e t h e a c t i v i t i e s o n t h e b o a r d Ask: Which of these activities do you en joy doing? Ask a f ew'

s t u d e n t s t o r e p l y a r o u n d t h e c t a s s Students compare their favourite activities (from the list)with a partner Conduct a brief class feedback

2 8

) U n i t 2 M e m o r i e s

Though can be used in several ways lt can be used

in the same way as olthough I'd like to go to the caf6,though/although it's a bit expensive More commonly

i t i s p u t a t t h e e n d o f a s e n t e n c e , w i t h th e m e a n i n g o fhowever I love meat I don't like pork, though This last

2 because, as, (since)

3 because, as, (since) 5 so

4 even though

K E Y

1 s e t t i n g t h e s c e n e

2 d e s c r i p t i o n o f t h e e v e n t s

3 what happened afterwards

4 how you feel about it now

Exercise 3 page 21

Remind s t u d e n t s t h a t a p h r a s a l v e r b is a v e r b p l u s a p a r t i c l e

o r p a r t i c l e s ( a tittle w o r d w h i c h c o u l d b e a p r e p o s i t i o n o r

a n a d v e r b ) a n d th a t th e m e a n i n g c a n b e li t e r a [ ( e 9 / o c k

up, where you can guess the meaning from the words) or

idiomatic (e.g run out of,where it more difficult to guess the

m e a n i n g )

Students l o o k b a c k a t t h e s t o r y t o c o m p l e t e t h e p h r a s a l

V C T D S ,

With a stronger class, students can complete the sentences

iirst and look back at the story to check

r Ask fast finishers to find another phrasal verb in the story

(meet up).

Exercise 6 page 2t

S t u d e n t s w o r k i n p a i r s , a n d th i n k o f t h i n g s t h a t c a n g o

w r o n g o n a n i g h t o u t

lf they have problems getting started or with a weaker class,

go through the first few activities in exercise 1 togetherwith the class, and collect ideas of things that can go wrong(for example, go out with two school friends - one of yourfriends gets itl, your friends fall out; or have a fairly quietevening - the neighbours planned a big party, etc.) The

p a i r s c a n th e n c o n t i n u e w i t h th e o t h e r a c t i v i t i e s i n t h e li s t ,

t h e n a d d th e i r o w n a c t i v i t y i d e a s a n d p r o b l e m s Exercise 7 pagezt

o Students c o n t i n u e w o r k i n g i n p a i r s , t o p r e p a r e a p a r a g r a p h

o l a n b a s e d o n t h e m o d e l i n e x e r c i s e 2 a n d th e id e a s f r o mexercise 6 Telt them to include no more than three or fourplanned activities and problems for the story Ask them to

p u t the events i n c h r o n o l o g i c a l o r d e r t o h e l p t h e m t e l l th estory

W h e n t h e y h a v e f i n i s h e d , t h e y s h o u l d c h e c k t h e i r s t o r i e sthe same way as in exercise 8

4 They are looking fonruard to the holidays

5 They called off the football match because of the rain

s h i n y oaggy guitty bored

am meeting 5 is always borrowing

is singing 5 are staying

Marek Oh, OK I didn't really expect

Sarah But they can give you the names and addresses of some

Great!

A year I'm planning to arrive in September and stay forexactly a year Then I need to go back to university andfinish mv studies

Sarah I see And have you found somewhere to stay in England?Marek Not yet But I'm sure I can look for a room - or a flat - onthe Internet, before I come

went

l a u g h e d

MarekSarahMarek

SarahMarekSarahMarekSarah

Sarah Hi, is that Marek? This is Sarah from England

Marek Sarah! Hi! Did you get my letter?

Sarah Yes, I did lt was good to hear from you

Marek Did you remember who I was?

Sarah Yes, of course! And Vlasta How is she? What's she up to

these days?

Marek She's an Engtish teacher now

Sarah That's great And you're a law student

Maybe But it isn't easy to arrange it all from another countr'

H m m

My parents really want you to come and stay with us - for ,few weeks, they said, while you find somewhere to live.Reatly? That's very kind, but

They love having visitors, actua[[y, so don't worry about itAnd my brother has just left home, so there's a spare roonMarek Well, I don't know what to say!

Sarah Do you remember the address?

Marek No, I don't Wait - wasn't it Wood Lane, or something likethat?

Sarah Nearly Forest Gardens Number 46 Vtasta lived next door

a t n u m b e r 4 8 Marek That's right

Sarah Anyway, I'd better go Let's speak again soon Maybe youcould write to my mum and dad, just to let them knowwhen you're arriving

Did Mia use to watch cartoons?

W e d i d n ' t u s e to g o a b r o a d o n h o l i d a y

I didn't use to wear flowery dresses

Did Atex use to sleep in the same room as his brother?

Did they use to live in the city centre?

The world of work

V o c a b u l a r y o j o b s and gender r places o f w o r k e a c t i v i t i e s a t w o r k d e s c r i b i n g

w o r k e x p r e s s i n g a n o p i n i o n agreeing a n d d i s a g r e e i n g a g e n t n o u n s p h r a s a l

v e r b s : s e p a r a b l e a n d i n s e p a r a b l e Gramrnar r defining relative clauses non-defining relative clauses

S p e a k l n g d i s c u s s i n g w o r k i n g a b r o a d discussing w o r k a n d g e n d e r a j o b ' Writing' a job aPPlication

W O n X g O O f p a g e s 2 2 - 2 8 r S e l f c h e c k p a g e 2 9

expression meansbe responsibte for (be in charge of),Which word describes o job which involves working withyour hands or requires physical strength? (manual), etc. You could ask students t o c o n t i n u e a s k i n g t h e s e d e f i n i t i o n

To do the lesson in 30 minutes, keep the leod-in

'td exercise 7 brief and set the Vocabulary Builder exercises os

.ntework

r Lead-in 4 minutes

' W r i t e I O B P R I O R I T I E S o n t h e b o a r d a n d u n d e r n e a t h w r i t e :

tong holidays, close to home, opportunity to trovel abrood, o

qood solary, opportunity to use English or onother longuage,

nice coLleagues, interesting and challenging work

' Write on the board some language for giving opinions: ln my

opinion, I would say I think/reckon

may cause difficutty: deal with, reception desk, queries,

opplicant, report to, on the job training, negotiable

Students c a n w o r k i n d i v i d u a l t y S u g g e s t t h a t th e y re f e r t o

t h e w o r d l i s t a t t h e b a c k o f t h e b o o k L e t t h e m c o m o a r e

a n s w e r s i n p a i r s b e f o r e c h e c k i n g w i t h th e r e s t o f t h e c t a s s

C h e c k u n d e r s t a n d i n g o f t h e v o c a b u t a r y b y a s k i n g q u e s t i o n s

such as: Which word describes a job which is difficult in on

qteresting wayT (challenging), Which word describes work

:hot is unimportant, not skilled ond usually very boring?

menial), Where do you go to see o doctor? (surgery), Which

o Ask them to analyse the material and prepare topresent it with references to the following topics:the most important jobs

the time people spend working

r Explain that students should refer to each element of

t h e m a t e r i a l f i r s t e x p l a i n i n g i t s m e a n i n g i n t h e i r o w n

w o r d s T h e n t h e y s h o u l d m o v e o n to d i s c u s s i n g t h e

g i v e n t o p i c s , u s i n g t h e m a t e r i a l t o g i v e e x a m p l e s ,Encourage them to use as much topic vocabulary as

p o s s i b l e , a s th i s w o u l d h e l p th e m g a i n m o r e p o i n t s i nthe exam

Students practise in pairs Get feedback

Exercise 5 page 24 fd r.re

g unit3.ilinetofive

TRAxscRrPr 1.15

I

Host Welcome to 'What's my iob?' And our first contestant is

Jake from Manchester OK, lets start the questions!

Me? Oh, oK Hi Jake Do you usually work outside?

N o Are you a nurse?

N o Hmm I don't know! This is difficutt

Do you wear special clothes for your work?

Yes

A uniform?

E r n o But you always wear the same clothes for work

to play the recording

You could set the game up so that other students have toguess the job before they've asked fifteen questions lf theydon't guess it, the student answering the questions wins apoint You could instruct the student to answer the questiononly if it is correctly formed An incorrectly formed questionalso counts as a one of the fifteen questions This shoutdmotivate students to think before they ask

Students continue the game in groups Monitor and checkthe students are forming correct questions and usingvocabulary from exercise 3

Ask students: What have you learned todoy? Whot con you donowT Elicit: I can describe whot jobs are like I can tolk aboutplaces of work I can talk about what people do in their jobs

Notes for Photocopiable activity 3.1 fobs Crossword

PairworkLanguage: words related to the topic of iobs (Att language istaken from 34 inctuding Vocabulary Builder exercises.)Materials: one copy of the worksheet cut in half per pair ofstudents (Teacher's Book page 127)

Divide the class into pairs and hand out the worksheets.Tell students not to show their worksheets to their partner.Explain that they both have the same crossword but withdifferent words filled in

r Pre-teach across and doran Students take it in turns to askeach other for clues, e.g Whot's 12 down? Their partnermust define the word so that the first student can figure outand write in the answer

When students have completed the crossword they look attheir partner's crossword to check spelling

L E S S O I l S U m m A R Y o o o F +Grammar: defining relative clausesReading: articles about the worst iobs in historySpeaking: defining words

To do the lesson in 30 minutes, keep the lead-inbrief, skip exercise 6 and set the Grammar Builder as homework

i Lead-in 3 minutes

o Write the following list of iobs on the board:

traffic warden laundry worker production Iine workersoldier nanny coll centre worker

4 where there are a lot of oarks

5 who play iazz

in future lessons Try one of the following methods

1 Write out the words you want to revise on cards/pieces

of paper (Ihe simptest way to do this is to write them inlarge handwriting on 44 paper, then photocopy and cutup.) Give a pile to each group of students, which theyplace face down Students take it in turns to pick up acard and define the word The first person to guess theword wins the card The person with the most cards is thewinner,

2 Students play a defining game in the same way

But instead ofyou providing the words the studentsgenerate them themselves Hand out 5 little pieces ofblank scrap paper to each student Ask the students tothink of recently studied words (or they can look in theirbooks) Collect in the cards, shuffle, divide into piles anddistribute them to the groups This activity requires zeropreparation!

Ask students: What did you leorn todoy? What can you donow? and elicit: / can describe o person, thing or place usingdefining relotive clauses

Notes for Photocopiable activity 3.2 Choose the correct definition

G a m e

L a n g u a g e : d e f i n i n g r e l a t i v e c l a u s e s

M a t e r i a l s : o n e c o p y o f t h e w o r k s h e e t , c u t u p , p e r g r o u p o f

1 2 - 1 8 s t u d e n t s ( T e a c h e r ' s B o o k p a g e 1 2 8 ) Divide s t u d e n t s i n t o p a i r s o r g r o u p s o f t h r e e

o Demonstrate t h e a c t i v i t y , b y w r i t i n g a w o r d o n t h e b o a r d : acabbie

Say that you are going t o g i v e t h r e e d e f i n i t i o n s u n 6 t1 u f l e i : :

h a v e t o g u e s s w h i c h i s c o r r e c t Read o u t th e fo t l o w i n g d e f i n i t i o n s , t w o o r t h r e e t i m e s if

r Hand out the cards t o t h e p a i r s / g r o u p s E x p l a i n i - : ' - :

has a tick next to it.) They have to invent two more false

definitions for each word

When they have finished, teams take it in turns to read out

their definitions The other teams choose the definition which

they betieve is correct Ask for a show of hands for each

definition lf a team gets the answer right, they win a point

Keep the score on the board lf a team reads out their

definitions and nobody guesses correctly, they win two

p o i n t s ( f o r c o n v i n c i n g d e f i n i t i o n s ! )

@

L E S S O N S U m i t A R Y o { | , ,

Reading: a text about immigrant workers in the UK

Topic: work

To do the lesson in 30 minutes, keep the lead-in

brief, set the Vocabulary Builder as homework and ask students

to read the text for the first time at home

i Lead-in 3-4 minutes

Play hangman with the word immigration

o Write up the word emigration and elicit the difference in

meaning between the two words (Emigrafion is when

people go to tive in another country; immigration is when

people come to live in this country) Ask: Which countries do

people from your country emigrote to? Which countries do

people immigrate to your country from?

o Ask the class; For what reasons do people emigrate? (politicat

reasons, career, money, unemployment, ioining family or

friends, better climate) Does anybody know somebody who

has gone to work abroad? Where? When? ls/Was it a positive

experience? lf you could go to another country to live and

work, which country would you choose? Why?

Ask fast finishers to try to remember without looking back at

the text what the following numbers refer to:

4 Because Britain is one of only three EU countries that gave

fult rights to work to immigrants from new EU countries

5 F o u r o e r c e n t

6 Eighteen per cent

7 To return to their native country at some point in the future

tAl{GUAGE I{OTE - ALL IN A DAY'S WORKAII in a doy's workis an idiom which is used to say that

y o u ' r e h a p p y o r w i l l i n g t o d o s o m e t h i n g o t h e r p e o p t e m i g h tfind difflcutt or strange because it's part of your normallob

or duty For example, if you thank a fireman for rescuing acat from a tree he might repty, 'All in a day's work.' lt's used

as a titte for this article since it suggests that immigrantworkers have become a normal oart of the British workforce

Exercise 3 page 26 Students w o r k i n d i v i d u a l l v f o r tw o m i n u t e s C h e c k a s a c l a :

s t u d e n t s t o c o p y o u t th e m o u t in t o th e i r n o t e - b o o k s

C o p y t h e m o n t o t h e b o a r d a s th e y a r e d o i n g t h i s Read o u t th e w o r d s a n d a s k s t u d e n t s t o m a r k t h e

s t r e s s e d s y t l a b t e s b y u n d e r l i n i n g t h e m o r p u t t i n g a t i t t l e 'box above the syttable Go through the answers and

m a r k t h e s t r e s s o n t h e w o r d s o n t h e b o a r d D r i l t t h e m

c h o r a l l y a n d in d i v i d u a t l y Y o u c o u l d e m p h a s i s e t h estress by getting students to tap a pen to the rhythm.KEy employeqg supervisors administratorsimmigrants emplolers iqb opportqnities

Exercise 4 page26 fi r.ra

o Focus s t u d e n t s o n t h e ta s k P t a y t h e r e c o r d i n g o n c e C h e c t

a s a c l a s s

K E Y S o e a k e r 2

TRAilSCRIPT 1.18

year, my English had improved a lot, so I apptied for a job

at a veterinary clinic - and I got it! My nationality wasn't a

p r o b l e m a t a l l I n m y o p i n i o n m o s t E n g t i s h p e o p l e a r e h a p p y

to work with immigrants, if they can do their job properly l've

t h a t s o m e E n g l i s h p e o p l e a r e w o r r i e d - especially p e o p l e

w h o d o m e n i a l l o b s - b e c a u s e t h e y th i n k w o r k e r s f r o m o t h e r

c o u n t r i e s i n t h e E U a r e c o m i n g t o t h e U K a n d t a k i n g a l l t h e

i o b s B u t I d o n ' t a g r e e

to find a iob lt was easy to get work as a cleaner or a factory

with coming to the UK to work: it's easy to find menial iobs, br,very difficult to find something more interesting People saidthat my English wasn't good enough In my view, British peopl,don't understand how difficult it is to learn their language

- they iust get impatient when you don't speak perfectly! I've

Unit 3 Nine to five

Speaker 3 | came to work in England three years ago I had a job

as a nanny with a nice family near London I did extra work in

the evenings and at weekends: babysitting, ironing, things like

that You can earn a lot of money if you don't mind working

hard! After two years with that famity, I apptied for a iob at a

children's nursery I work there futl time | love looking after

the chitdren, and they realty tike me - lthink I'd like to stay in

England and one day buy a flat, if I can save enough money

Renting is expensive here, so I share a flatwith five other

people We have a great time together

Exercise 5 page 26 f) r.ra

With a weaker class, give students time to prepare a list

of advantages and disadvantages before they begin the

To do the lesson in 30 minutes, keep the lead-inbrief and set the Grammor Builder exercises as homework.+ Lead-in 2 minutes

Ask students: What are the reasons why people uvorkT Brainstormsome ideas onto the board (Io eam money, to do somethinguseful for society, because you love/are passionate about thearea you work in, to avoid getting bored, because you like beingwith your colleagues/want to meet new people )

Exercise t page27

o Students r e a d t h e te x t in d i v i d u a t l v E t i c i t t h e a n s w e r

KEY

H e ' s a t r a i n t i c k e t i n s p e c t o r H e d o e s t h e iob because h e lo v e stra ins

Exercise 2 page27 Ask a student t o r e a d o u t th e fi r s t s e n t e n c e w i t h o u t s a y i n g

t h e w o r d s i n r e d A s k th e c l a s s i f t h e s e n t e n c e m a k e s s e n s e(Yes) To clarify the concept of whether a sentence makes

s e n s e o r n o t w r i t e u p a n e x a m p l e o f a d e f i n i n g r e l a t i v eclause e.g An architect is a person who designs buildings orPeople who drink and drive should lose their driving Iicence

a n d s h o w h o w w h e n y o u r e m o v e t h e r e l a t i v e c l a u s e t h e

s e n t e n c e n o [ o n g e r m a k e s s e n s e

K E Y A l l o f t h e s e n t e n c e s m a k e s e n s e

Exercise 3 page 27 Explain that the words in red are called non-defining relativeclauses Focus on the Learn fhlsl box and read through therules together, eticiting answers from the class

o See if students c a n re c a l l w h i c h r e l a t i v e p r o n o u n s c a n b ereplaced by that in a defining relative clause (who andwhich) Read the Look out! information together

KEY 1 after 2 m a k e s s e n s e 3 s t a r t s , e n d s

Exercise 4 page 27 Read t h e in s t r u c t i o n s a n d d o t h e f i r s t e x a m p l e a s a c l a s s

OPTIOI{AL SPEAKII{G PRACTICE

To prepare to give an oral presentation, ask students to

note down two advantages and two disadvantages of

w o r k i n g a b r o a d

P u t a n o u t l i n e o f t h e o r a l o r e s e n t a t i o n o n t h e b o a r d

e x p t a i n i n g t h a t it a i m s t o h e l p th e m o r g a n i s e t h e i r v i e w s :

lntroduction: People choose to migrate for various

reosons Some wont to Others expect to No matter

why they do it, it is a decision that changes their life

completely

M a i n b o d y : O n th e p l u s s i d e , i n a n o t h e r c o u n t r y y o u

can Another good thing is that However, there are

d r a w b a c k s F i r s t l y S e c o n d l y

Conclusion: In my view, immigration is a tough

experience which Personally, L

A l l o w s t u d e n t s 3 - 4 m i n u t e s t o m a k e n o t e s i n d i v i d u a l l v

a n d r e h e a r s e i n o a i r s G e t f e e d b a c k

Ask students: Whot have you leorned today? What con you

do now? and try to elicit: I have learned obout working as

on immigrant in the UK I can discuss the advantages and

d i sadva ntages of worki ng abrood

4 t

2 a

K E Y 1 d 3 e

a= Unit 3 Nine to five ( ls

\

For further practice of Non-defining relative clauses, go to:

4 Martin Scorsese, whose films include Toxi Driver and

Raging Bul/, received an Oscar in 2007

5 Next month we're going to Cardiff, where my uncle lives

6 The headmaster, who I've known for several years, is

5 Martin, whose mum comes from Warsaw, speaks fluent Polish

6 Last month, I visited Jamaica, where my grandfather was born

Give students three minutes to write their sentences

individualty Go round feeding in ideas if they are getting stuck

O P T I O I { A I A C T I V I T Y - EXPAI{D THE STORY

r This activity could be used for revision of non-definingrelative clauses during a later lesson

o Dictate the fotlowing short story Stop after every

s e n t e n c e a n d g i v e s t u d e n t s t i m e to a d d a r e l a t i v eclause E.g On Saturday night I went out with Will who lives in the same block of flats os me

[|alllllt

t E S S O t { S U M m A R Y e

Reading: an article; true/false questions

Topic: work

To do the lesson in 30 minutes, keep the leod-inbrief, ond set the Vocabulary Builder exercises and exercise 5for homework

r Lead-in 4 minutes

o Write puzzle story on the board Tett the students a puzzlestory, for example the following: A man walks into o barand asks for a gloss of water The barman puts a gun to theman's head A few moments later the man says'Thankyou'.why?

Answer: T h e m a n h a s h i c c u p s H e a s k e d f o r a g l a s s o f w a t e r

t o c u r e t h e h i c c u p s I n s t e a d t h e b a r m a n p u t a g u n to h i s

h e a d w h i c h g a v e h i m a s h o c k a n d c u r e d t h e h i c c u p s These k i n d o f p u z z l e s a r e c a l t e d t a t e r a l t h i n k i n g q u e s t i o n s

A s k th e s t u d e n t s i f t h e y k n o w a n y o t h e r s Exercise 1 page 28

o Ask a student t o r e a d o u t th e p u z z l e E l i c i t p o s s i b t e r e a s o n 5

G i v e t h e m th e a n s w e r ( t h e surgeon i s t h e b o y ' s m o t h e r ) Exercise 2 page2l

o Ask the class why it is difficutt for many peopte to get theanswer right (Because there are certain jobs, e.g a surgeorr

w h i c h a r e tr a d i t i o n a t l y d o n e b y m e n s o p e o p l e a s s u m e t h a t

a l l s u r g e o n s a r e m e n )Exercise 3 page 28 Focus o n t h e p h o t o s a n d e l i c i t w h a t t h e y a r e d o i n g a n d th ename of the iobs With a stronger class ask students tocover the box

Ask students h o w th e y t h i n k p e o p l e r e a c t w h e n t h e y f i n d o t r t

a b o u t t h e s e p e o p l e ' s j o b s

Unit 3 Nine to five

Exercise 4 page 28

Students d o th e e x e r c i s e o n th e i r o w n R e m i n d t h e m t h a t th e i r

task is simply to find out about people's reactions Give them

a time limit of two minutes to scan the text for the answers

Pre-teach hoover, deliver a baby, instinctively and tough

Ask students: What have you learned today? What can you

do now? and elicit answers: I can understand ond reactto onarticle about gender and work I hove leorned some phrasalverbs I can give my opinion about men and women in theworkplace

:a&ir,*c.ii.

To do the lesson in 30 minutes, keep the time forthe preporotion phases in exercises 7 and I brief, and limit thenumber of performances in exercise 9

t Lead-in 2 minutes

Focus on the photo Ask: What is happening in the photo?How is the boy feeling? What kind of iob do you think he isbeing interviewed for?

Ask students to imagine that a friend is going for an interviewtomorrow What advice would they give their friend?

Exercise 1 page 3o f) r.re

r Students r e a d a n d li s t e n t o t h e d i a l o g u e a t t h e s a m e t i m e With a stronger class, ask students to close the book and

a m e a lKEY

carry out a duty join a profession deliver a baby

ptay gotf cook a meal fit the stereotype

KEY 1 stack shelves 2 r e l i a b l e 3 b e in t o u c h

Exercise 3 page 3o f) r.zo Play the recording once for students to repeat chorally Then

Unit 3 Nine to five

contain a question wotd: when, where, who, etc.).

However, in both types of question, the intonation will

rise on stressed words in the sentence

l a s t s u m m e r

I see And are you in good physical heatth?

Yes, I'm very fit and heatthy

W h a t k i n d s o f th i n g s d 0 y o u d o ?

l l o v e a t [ k i n d s o f s p o r t I p l a y v o t t e y b a t t a n d n e t b a t l , l g o

running and of course I swim a lot - most evenings in fact

That's interesting So, why do you want this iob, Mandy?

W e l l , a s ls a y , I ' v e d o n e t h i s k i n d o f jo b b e f o r e a n d lr e a l l y

enjoyed it I think it's a very important iob too - | take

safety at the swimming pootvery seriously

U h , h u h D o y o u live locally?

Y e s , I d o lt ' s a b o u t a 1 5 - m i n u t e w a l k f r o m t h e p o o t

Right When can you start work?

Well, term finishes next Friday, so any time after that

Well, thanks very much for coming in Mandy We'll be in

touch in the next couple of days

With a weaker class ask students to prepare 5-6 questionsWith a stronger class ask them to prepare 7-8 questions.Encourage them to include work-retated vocabutary fromlesson 34

Exercise 8 page 3o With a weaker c l a s s s t u d e n t s c a n s c r i p t t h e i r d i a l o g u e b u t in

a stronger class they should iust write notes.

Exercise 9 page 3o Choose several oairs to act out their interviews Remind

s t u d e n t s t o u s e a p p r o p r i a t e i n t o n a t i o n t o m a k e t h e m s o u n d

i n t e r e s t e d a n d e n t h u s i a s t i c T h e o t h e r s t u d e n t s l i s t e n a n d

w i t h a t h u m b s u p o r t h u m b s d o w n g e s t u r e , v o t e o n w h e t h e rthe interviewee gets the job

Ask students: What did you learn today? What can you donow? and elicit answers: I can ask ond answer ouestions of ojob interview I can speak with the right intonation to soundinterested

Reading: a job application; reading for specific informationVocabulary: set phrases for formaI letters and letters of applicationTopic: work

To do the lesson in 30 minutes, do thepreparotion work in exercises 7-4 os a class Alternatively, setthe writing task for homework

Where do you write the date? How do you write if? (write it

i n f u l l u n d e r y o u r a d d r e s s )Where do you write your address? (in the top right-handcorner)

lf you type the letter, do you write your signature before orafter your typed full nome? (before)

Unit 3 Nine to five

Exercise 1 page 31

Focus on the questions and ask students to read the text

quickly to answer them

K E Y

1 k i t c h e n h e l p e r

2 in her local caf6

I 25th July, after her exams

Exercise 2 page 31

Ask students to do the exercise individually Check the

answers with the class

K E Y a 3 b 1 c 4 d 1 e 3 l 2

Exercise 3 page 31

o Draw students' attention to the writing tip and ask them to

find the formal expressions in the lefter Check answers

K E Y

1 apply for, post

2 | have considerable experience

Possible answers: enthusiastic, hardworking, reliable, good

level of English, enjoy dealing with the public, can use a

computer, can work well on your own or in a team

Exercise 5 page 31

Go through the instructions Students can work alone or with

a partner Tell them that they can invent the qualities and

work experience Remind them to follow the suggested plan

lf there isn't time to write the letter in class, they can do it

for homework

Whether they do it in class or for homework, get students to

swap their letters with another student/pair of students to

read and check for mistakes before you collect them all in

t Lesson outcome

Ask students: What hove we talked about today? and elicit

answers: I can write a formol letter of application for a job I

have learned how to organise my writing into paragraphs I

have learned some fixed expressions for applying for a iob

Unlt 3 lline to five

o Ask students to listen carefully and try to memorise the

following ten words Read the words slowly, but do not allow

students to take notes: environment clossroom

amnesia embarrossino relieved immigrant

challenging midwife supeMsor suoway

Students try to write down the ten words in the correct order

i n d i v i d u a l t y

Check w h o h a s re m e m b e r e d t h e m o s t w o r d s a n d w h o h a s

remembered the longest sequence in the correct order

r Ask: Was it easy to remember all the words? How did you try

Exercise 2 page32 C) 7.2i to-72 minutes

o ln a weaker class, pre-teach participont and competition (in

on confirming the answers they have and listening for the

answers they still need

Allow 1 minute for students to read the questions before

you play the CD Ptay the recording twice, with a 30-second

oause in between

Check answers Discuss students' exoerience of the task

K E Y 1 c 2 A 3 B 4 A 5 B 6 c

Transcript t.zl

Memories are a very important part of our identity They tell us

where we come from, where we've been and who we are Or do

they? How reliabte are our memories?

In a recent study, volunteers were divided into four groups and

were asked to watch and evaluate an advertisement for the theme

park, Disneyland The first group watched the advertisement while

sitting in a room with no pictures and no distractions around them

The second group were shown exactly the same advertisement but

there was a cardboard cut-out of the cartoon character Bugs Bunny

in the room where they were sitting The next group saw a slightly

differentversion of the advertisement, which included an image

of Bugs Bunny And finally, the last group saw the second version

o f t h e a d v e r t i s e m e n t , t h e o n e w h i c h i n c l u d e d B u g s B u n n y , a n d

also had a cardboard cut-out of the famous rabbit in the room with

t h e m

Since al[ the participants had already been to Disneyland, they

were asked to talk about these past visits after looking at the

advertisement Over 30 per cent ofthose who were in one way or

another exposed to Bugs Bunny while studying the advertisement

remembered personatty meeting him at Disneyland So where's

the problem, you ask? Well, there's only one: Bugs Bunny is not a

D i s n e y c h a r a c t e r a n d c o u l d n e v e r a p p e a r a t D i s n e y l a n d

W*

Brothers

is a common process and not at att difficult to achieve lt begins

h a p p e n e d O n c e t h e m e n t a l p i c t u r e h a s b e e n p l a n t e d , i t l a t e r

so-called "nostalgic advertisements" These portray a warm and cos,

- a l l t h o s e s m i t e y , h a p p y p e o p l e s h a r i n g a m e a t N o w , t h i n k a g a i l

expenence

Exercise 3 page 32 5 minutes

Ask: Do you remember the first doy of school this year? Wlt,was the weather likeT What were you wearing? Who did yot,talk to? What did your teacher tell you in the first class? etcGet some feedback

r Ask students to write 2 questions related to events andsituations in schools starting with Do you remember ? Pul

s t u d e n t s i n g r o u p s t o a s k a n d a n s w e r t h e s e q u e s t i o n s B r i rthe class together again Do students' memories differ?

o Read t h e in s t r u c t i o n s A n s w e r t h e q u e s t i o n s i n t h e S t u d e n l

B o o k a s a c l a s s In a stronger class, ask follow-up questions for discussion

in open class or in small groups, for example Why dodifferent people remember things differently, e.g teachersand students, children and porents, boys ond girls, etc.?(different interests, relationships, points of view) Why

do people add made-up details to their stories? (genuinemistake, desire to make the story more interesting, trying

to tell a better story than the previous person, etc.) Why

do people have false memoriesT Do photographs or videorecording help us remember better or do they replace ourmemories? What brings back memoriesT (smetts, places,seeing people after a long time)

Exercise 4 page32 1o minutes

a a

Remind students to read the whole text first before they st,filting in any gaps Ask: Whot is the text about? Elicit: Abor,

an unusual job, where furniture testers are paid to be lozyall day Understanding the context is the key to completingcloze tasks successfully

Explain that contractions (like rsn'f) count as one word

S t u d e n t s d o t h e ta s k in d i v i d u a l t y R e m i n d t h e m t o c h e c k

t h e i r a n s w e r s w h e n t h e y h a v e f i n i s h e d Students check their answers in pairs first, then check thc'answers with the class