Unit 9 How are you?Get ready to write Ask students to look at the picture and feedback the answers to the questions as a whole class activity.. Unit 13 No time!Get ready to write Ask stu
Trang 1Ask students about their experiences of staying in hotels Write
on the board: What is important about a hotel for you? Ask
students to rank these statements (i.e 1 = most important,
5 = not important):
It is comfortable It is clean It is cheap
It is in a good location / place The staff are friendly
Put students into pairs and ask them to compare their answers
Feedback as a whole class
Get ready to write
• Ask the class to look at the picture Ask students, where
is Xiaoping? What is he doing? Elicit hotel vocabulary, for
example, to arrive, a guest etc and write it on the board.
• Tell students that Xiaoping wants to stay in a small hotel
Ask students what questions the receptionist might ask him,
for example, would you like a single or double room? Write
suggestions on the board Ask students which room they
think he wants and why
Completing hotel forms
1 Ask students to look at the form and do the exercise in pairs
2–4 Ask students to do the exercises Check answers
Focus on … the alphabet
You may want to remind students of the pronunciation of the
letters of the alphabet by brainstorming this chart on the board
Play the recording and ask students to complete the exercises
5–7 Get students to do the exercises.
Class bonus
For weaker students you may want to supply possible questions
for the receptionist and responses for the guest Alternatively, use
the model dialogue below (R = Receptionist G = Guest):
R: Hello The George Guest House How can I help you?
G: Oh, hello I’d like to make a reservation.
R: Fine Can I take your name please?
Focus on … capital letters
Get students to do the exercises Check answers Then dictate the text below to students Check they have used capital letters correctly
I would like to say what a wonderful time I had at your Rome hotel I stayed from Monday 21 March to 28 March I especially want to thank the manager Marco Andretti He helped me to
arrange a very special celebration for my wife’s birthday
8 Ask students to complete the registration form.
9 Tell students to use the information from the card to
complete the payment information part of the form
Check
In pairs, ask students to swap their books and use the Check questions to check each other’s work and, if necessary, suggest improvements
Extra practice
Get students to visit a hotel website and download an enquiry form Alternatively photocopy the form below Get students to complete the form
Castle View Guest House
16 High Street, Conwy, North Wales, LL32 86NN, UK Phone: +44(0)1492 591001 Fax: +44(0)1492 591002
Method of payment Mastercard Visa Cheque Tick
Credit Card No
Expiry Date:
Signature
Trang 2Unit 2 Post
Get ready to write
Put students in pairs for the listening activity, play the recording
and ask students to briefl y discuss the questions Check the
answers as a whole class
Write Post (USA: Mail) in the middle of the board as the central
word for a spidergram Ask students for key vocabulary about
post, e.g sign for something, etc and write this on the board
Brainstorm other types of postal services that your students may
use, e.g parcel post, airmail, etc For example:
Refer students to the Did you know…? box on page 15 for more
ideas and ask them to write the names of these services in their
own language
Completing post offi ce forms
1–3 Students can do these exercises in pairs or individually
Check answers
4 Ask students to do the exercise While students are completing
the exercise write the following information on the board:
DC 20500 NW1 6XE London
1600 Pennsylvania Avenue 221b Baker Street Washington
i) President of USA, ………, ………, ………
ii) Sherlock Holmes, ………, ………, ………
Ask students to complete these famous addresses with
information from the box (You can also add to the box the
address of someone famous in your country, and add their
name as question iii This will highlight any differences in the
ordering of addresses that you may have in your country.)
Focus on … weight / Focus … on money
Ask students to complete the exercises, playing the recordings
where indicated Check answers For extra practise with writing down
weights and values, put students in pairs Then tell each pair that one
student is Student A and the other is B Give them a copy of the role
cards and sample dialogue Check that students understand their
role cards and explain that this role play is in two parts Ask them to
role play Part 1 and check their answers before role playing Part 2
Dialogue
Customer: Hello I’d like to send a parcel It’s a name of
object
(Customer gives the item to the post offi ce worker.)
Post offi ce worker: Thank you I’ll need to weigh it for you
That’s (weight) kilos, so that’ll cost (money).
Customer: Here you are
(Customer pays the post offi ce worker.)
Postal offi ce worker: Thank you
Customer: Thank you Bye
5–9 Students can do these exercises in pairs or individually
Check answers Note that a commercial sample, is an
example of a company’s work, i.e a printed t-shirt, that the company gives you for free to encourage you to buy more
10 Ask students to complete the form.
Learning tip
Put students into small groups and give them three minutes
to fi nd as many double letter words as they can in a dictionary They must be words that they understand At the end feedback all the words they found onto the board
Tell students that they are going to group the words with a similar meaning Ask one student at a time to come up to the board, rub out a word and then rewrite it next to a similar word, e.g address + street After most of the words have been grouped, rub out those that do not fi t into any group Give the class a group of no more than ten words to learn in this way for homework Test them in the next lesson!
next day delivery
Post (USA: Mail)
Role cards Student A
Part 1: You are the customer
a) You want to send a watch to a friend Talk to the post offi ce worker and complete the table below with the weight and cost
b) You want to send a vase to your aunt Talk to the post offi ce worker and complete the table below with the weight and cost
A watch
A vase Part 2: You are the post offi ce worker
a) The cooking pot weighs 5 kg It costs £18.00 to post it.b) The computer game weighs 0.3 kg It costs £4.35 to post it
Student B
Part 1: You are the post offi ce worker
a) The watch weighs 0.1 kg It costs £2.15 to post it
b) The vase weighs 1.2 kg It costs £10.50 to post it
Part 2: You are the customer
a) You want to send a cooking pot to your brother Talk to the post offi ce worker and complete the table below with the weight and cost
b) You want to send a computer game to a friend Talk to the post offi ce worker and complete the table below with the weight and cost
A cooking pot
A computer game
Trang 3Unit 3 At the bank
Get ready to write
Before students do this exercise, you can introduce the topic
by emptying out your wallet and eliciting the vocabulary for the
different types of money that you carry, e.g coins, notes / bills,
credit cards, cash / debit cards, etc Ask if people have bank
accounts and what they were asked by the bank when they
opened them
Write these jumbled questions on the board:
1) email address / your / what’s / ?
(What’s your email address?)
2) born / when / you / were / ?
(When were you born?)
3) phone number / what’s / your / ?
(What’s your phone number?)
4) you / are / married / ?
(Are you married?)
5) come / where / you / do / from / ?
(Where do you come from?)
Ask students to unjumble the questions Then in pairs, get them
to ask and answer the questions they have written
In pairs, ask students to discuss and complete the exercises
When students have put the questions into the different
categories in the table, e.g Employment information, Contact
information, etc brainstorm other questions that might be
asked in each section of the form, for example, your nationality,
employer’s name, etc
Completing bank forms
1–4 These exercises can be done in pairs Encourage students
not to worry about unfamiliar vocabulary and to guess the
meaning of words they are unsure of from the context After
a few minutes ask students to compare their answers in small
groups and then ask them to feedback their answers onto
the board Deal with any vocabulary that students are still
uncertain of, e.g widowed, tenant, mortgage, etc
5 This exercise can be done in pairs.
Did you know … ?
Before students look at this, refer students to question 1 of the
form and elicit why John Davidson has ticked the box marked
Other Ask students to look at the information in Did you know …?
For extra practise with forms that ask you to make a choice, copy
these questions onto the board and ask students to complete
them
First language (tick one):
Japanese French Portuguese Mandarin
Other (please specify)……
Favourite sport (tick one):
None Football Basketball Tennis Other
(please specify)……
Favourite pet (tick one):
No pet Dog Cat Rabbit Other (please
Ask the class to feedback their answers, write them on the board and work out the class’s top three sports and pets
6 Ask students to complete the exercise in pairs or individually.
You may want to highlight any changes in stress and drill the stress patterns:
Britain / British China / Chinese Russia / RussianTurkey / Turkish Japan / Japanese Mexico / MexicanYou may also want to add the nationality / nationalities of your own students to the exercise
7 This exercise can be done in pairs Check answers.
Focus on … email addresses
Ask students to complete the exercises, playing the recordings where indicated, then put them in small groups Ask them
to each dictate their email address and then check that the others in the group have written it down correctly Monitor the exercise, and if people have written anything incorrectly suggest remedial strategies to the speaker, e.g speaking slower and using pauses
Alternatively, ask each student to write down fi ve email addresses (they can make them up if they can not remember real addresses) Put the students in pairs and ask them to dictate the addresses to their partner and then check that their partner has written them down correctly
8 Ask students to complete the application form in sections
a–d and then use the Check questions to check their work Next put them into groups of three and get them to swap their books with another group Explain that the bank has a platinum account which only the best customers can open Tell them they must read the forms from the other group and choose one person who they will offer the platinum account
to When they have decided, they should explain to the other group why they have chosen that person, e.g they have lots
of savings, they deposit lots of money in their bank account each month
More activities
Vocabulary Practice: For extra practise of vocabulary from this unit, copy these anagrams and explanations onto the board and ask students to unscramble them Do not write the answers (in brackets)!
VASSING = Money you have in a bank (SAVINGS)TRERNUC SREADDS = Where you live now (CURRENT ADDRESS)
MENARUS = Your last name (SURNAME)YEELMORP = The company you work for (EMPLOYER)MEEFLA = Not a man or boy (FEMALE)
NOWER = Someone who owns something (OWNER)COUNTAC = You have one of these at a bank (ACCOUNT)TREN = Money that you pay to a person who owns your home (RENT)
Trang 4Unit 4 My name’s …
Get ready to write
Ask students what is happening in the pictures and if they have
ever been involved in an exchange programme Ask students
how they felt before they went and what they knew about the
host family before they arrived
Ask students to do the exercises As a class brainstorm what
information the guest and host should share with each other
about themselves before they meet
An email introducing yourself
1 Students can do this exercise in pairs or individually.
2 Students can do this exercise in pairs or individually When
students have completed the exercise, ask them to look at the
email and fi nd the expression to look forward to something,
e.g to anticipate something Highlight how the phrase is fi xed
and always has an object (something) Ask students to think
about what they are going to do over the next 12 months
Brainstorm what things they are looking forward to, e.g
holidays, and what they are not looking forward to, e.g exams
Did you know…?
After students have done Exercise 1, brainstorm a list of six
famous people and write the names on the board Alternatively,
use these:
Gloria Estefan (female Cuban / American singer)
Umberto Eco (male Italian writer)
Nelson Mandella (male South African politician)
Ichiyo Higuchi (female Japanese writer)
Andy Warhol (male American artist)
Tell students they have one minute to write these people’s
names in two different ways, e.g Ms Gloria Estefan / Ms G
Estefan, then check their answers Ask students to do Exercise 2
Check answers
3 Students can do this exercise in pairs or individually.
4–6 Ask students to complete the exercises For Exercise 6,
you may want to highlight these fi xed prepositions: in English
you always go to a place or event and listen to music When
students have completed Exercise 6, you could ask them to
fi nd other students in the class who like doing similar things
Alternatively, ask students to call out their favourite hobby,
take a class vote and see which hobby is the most popular
Focus on … sentences
You may want to explain that when we read aloud a full stop is
a longer pause (a place to breathe) We normally take breaths between logical chunks Reading their own writing aloud can sometimes help students fi nd where sentence breaks should go Ask students to do the exercises Check answers
You could extend this activity by dividing the class in half Give the two groups different paragraphs to copy out from a coursebook Tell them not to include full stops and to change all the capital letters at the beginning of sentences into small letters When they have done this, put students into pairs: one student from each group Ask them to swap their hand written paragraphs and correct the paragraph they are given After a few minutes, ask them to check their corrected paragraph against the original in the coursebook
7–9 Students can do these exercises in pairs or individually
Check answers
Check
Highlight how the check questions follow the same logic as the Learning tip Students should check for meaning, i.e that Lukas has all the information he needs, before checking the grammar
Trang 5Unit 5 Back at 6.00
Get ready to write
Tell students to look at the picture of the family but cover up
the text In pairs, tell them they have one minute to guess how
the people are related (i.e brother, mother, etc.) and what their
hobbies are Then ask them to read the text to see if they were
correct and do the exercise Ask students to feedback their
answers to the class
Introduce Section A by asking students these questions: When
was the last time you left a message? Who was it to? What was
it about? Why didn't you speak to the person? Was it long or
short? Why?
You could also write on the board a typical message that
might be left in your house This will give you the opportunity
to highlight any differences there may be between the way
messages are written in English and your students’ own
language It would also be useful to refer students to the
Learning tip
1–2 Students can do these exercises in pairs or individually
Check answers
3 Highlight the types of words that are generally omitted from
notes, i.e do, subject pronouns, auxiliary verbs and
non-essential prepositions Ask students to complete the exercise
4 Before students do this exercise, you may want to do some
work on prepositions of time, e.g before, after, at Ask
students to read the messages on page 26 and circle before,
after and at Elicit how at can refer to location (At the pool)
or time (Back at 6.00) Ask students to look at Message a and
answer these questions: Will Malcolm be at home before
6.00? (No); Will Malcolm be at home at 6.00? (Yes); Will
Malcolm be at home after 6.00? (Yes, unless he goes out
again!) Put students into small groups Ask each student to
think of one activity they do every Saturday or Sunday, e.g go
shopping Ask them to tell the group the activity but not the
time they do it The other students in the group must fi nd
out the time by asking questions using before, after or at, e.g
Do you go shopping before 1.00? The student should only
answer Yes or No Ask students to complete the exercise
Check answers
After Exercise 4 write these sentences on the board for
students to shorten
a) I’ll see you on Monday (Answer: See you Monday.)
b) There’s choir practice tomorrow (Answer: Choir practice
tomorrow.)c) Are you coming? (Answer: Coming?)
d) I’m at Chris’s house (Answer: At Chris’s house.)
5 Students can do this exercise in pairs or individually Check
answers
6–7 Students can do these exercises in pairs or individually
They can use the expressions from Exercise 4 to help them
Check answers
B Adding notes to a calendar
As an introduction to this part of the unit, ask students whether they use a calendar or diary at home Feedback onto the board what type of things students write on their calendars and in their diaries, e.g birthdays, important events, things that have changed, etc
1 Ask students to complete this exercise Feedback as a class.
2 Students can do this exercise individually or in pairs.
3 Ask students to do Exercise 3a, then play the recording
as many times as they need (as you would if it was an answering maching message!) and get students to complete Exercise 3b Check answers
4 Students can do this exercise individually or in pairs After
students have completed Exercise 4, highlight how the important information answers three different questions: Who? Where? and When? Explain that later they will add
notes to the calendar about the party Ask them: What other information will you need to add? i.e the answer to What? A
party
5 Students can do this exercise individually or in pairs Check
answers
6 Ask students to complete the exercise Extend Exercise 6 by
putting students into pairs and giving Student A in each pair a role card
Student A
You are the choir director Phone Helen and leave a message
on the answer machine Explain that the choir practice on March 12 has been changed to March 9
Explain that student A must use information from the role card and pretend that they are leaving a message on the answer machine Student B cannot ask any questions but can ask Student A to repeat / replay the message Student B should then change the calendar by adding or deleting information given by student A
Give student B this role card:
Student B
You are the Judo teacher Phone Robbie and leave a message
on the answer machine Explain that there will be no Judo on March 6
Tell students to repeat the exercise, this time with student B leaving the message
When both students have changed the calendar they should check the corrections with the Check questions
Trang 6Unit 6 Congratulations!
Get ready to write
You could introduce this topic by bringing in a card that you
received and elicit what it is, why it was sent and whether the
occasion was happy or sad Draw a happy ☺ or sad face
on the board to reinforce this Elicit the different occasions that
students send cards in their countries, e.g New Year, Ramadan,
baptisms, bar mitzvah’s, etc and what they normally write inside,
for example, who the card is to, a small message and their name
Ask the students to complete the exercise If you are teaching
a multilingual class, put them into groups Ask them to discuss
when they send cards
When the students are looking at the illustrations encourage
them to guess the meaning of new vocabulary, e.g
congratulations
A Messages in cards
1 Before students do Exercise 1, draw their attention to the
faces you drew earlier on the board Explain that they must
do the same on the messages Ask students to complete the
Ask students to fi nd the prepositions that follow each
expression in their book, i.e Best wishes on / for, Good luck
with / in As you feedback as a whole class, highlight how
these expressions are fi xed and do not change Ask students
to complete the exercise Check answers
3–4 Students can do these exercises individually or in pairs
Check answers
Check
In pairs, ask students to swap their cards and use the Check
questions to check their partner’s card and, if necessary, suggest
improvements
More activities
If you have access to the Internet, you could direct your
students to an ecards website and ask them to research
how many times the different fi xed expressions are used in
a particular type of card, e.g a birthday or get well card
B Thank you letters
Before students do Exercises 1–3 you may want to remind them
of the context Ask them to look at the picture of the birthday
party and elicit or give the vocabulary, to pull a funny face and
a video camera Give students one minute to read the thank
you letter and decide which person in the picture is Stefano Feedback as a whole class
1–3 These exercises can be done in pairs or individually After
students have completed Exercise 3, you may want to hightlight the position of the date on the page, the opening / closing remarks, i.e Dear Grandma / Lots of love, the main text and Stefano’s signature
4–5 Students can do these exercises individually or in pairs
Check answers
6 Ask students to complete the exercise After students
have completed the exercise you may want to reinforce the grammar by highlighting how the simple past, present
continuous and going to future are constructed.
7–10 Ask students to complete the exercises To extend these
exercises ask students to write 2–3 more sentences using some of the adjectives from Exercise 4 to describe the presents in Exercise 7, e.g The chocolates were really tasty
11 Ask students to write a letter for the present they chose in
Exercise 7 If necessary, remind students of the layout of letters, e.g position of the date, how to open / close the letter
Check
In pairs, ask students to swap their letters and use the Check questions to check their partner’s letter and, if necessary, suggest improvements
Extra practice
In groups of three or four, ask students to read the letters that the other members of the group have written, and decide as a group which present (out of the three or four) they would most like to have received
More activities
If you have access to the Internet, you could direct your students in pairs to an online gift store and ask them to choose a present for their partner Afterwards, their partner should write them a thank you letter
Trang 7Unit 7 Let’s party!
Get ready to write
As a whole class, brainstorm some interesting places where
students would like to have a party, e.g a zoo, a football stadium,
a stately home / mansion, a museum, a park and a church
Ask students to discuss the questions in pairs After two minutes,
ask them to join together with another pair to compare their
thoughts
A An invitation
Before students look at the example you could brainstorm what
information must be included in an invitation, for example, what
the event is, who it is for, when it is and where it is
1–3 These exercises can be done in pairs Ask students to feedback
to the class Tell students that the, who, what, where, when and
why questions in the exercises are important as invitations are
incomplete without the answers to these questions
Did you know…?
You may wish to highlight that these abbreviations can be used
with or without full stops (i.e ASAP or A.S.A.P.) Also highlight that
RSVP is used on its own but ASAP is used as part of a sentence
4–6 Ask students to do the exercises Check answers.
7 Ask students to complete the exercise Then reinforce the
grammar by highlighting how the present continuous is
constructed and how it is used to describe arrangements for
the future
Focus on … directions
These exercises can be done in pairs Ask students to complete
Exercise 1
For Exercise 2, brainstorm what additional information Isobel
needs to give to make her directions clear Remind students how
Stef, in his email, refers to nearby important buildings, e.g the
Post Offi ce and distances, e.g go straight on for about 500m,
to help Isobel fi nd the restaurant Ask students to complete
Exercises 2 and 3 Check answers
8 Tell students that for this exercise they are going to write the
invitation to Isobel’s party for her Explain that they should use
the plan in their book to help them If your class does not have
access to computers to write the invitation, you may wish to
give a template, similar to the one below, to your students
to write an email inviting their friends to the restaurant, giving them directions Ask students to swap their email with another student Tell students to read the email and mark the location of the restaurant with an X on the map Next, tell them to swap the emails back and check that the other student has marked the restaurant in the correct place If the X is in the wrong place, ask students to rewrite the directions to make them clearer
B A letter or email accepting or declining
an invitation
1–3 These exercises can be done in pairs Ask students to
feedback as a whole class
Focus on … explaining why you cannot do something
Highlight that because comes before a reason Ask students to look at the examples in the box Elicit how because is followed
by the present continuous (to be + verb-ing) to show that this
is a fi xed arrangement (You may want to refer students back to Section A, Exercise 7.) Ask students to complete the exercise
4–6 Ask students to complete the exercises.
Check
In pairs, ask students to swap their emails and use the Check questions to check their partner’s email and, if necessary, suggest improvements
Class bonus
As this activity will involve the students moving around the classroom it will work best with classes of up to about 15 students For larger classes you may fi nd it easier to divide them into two or more groups; in which case students should only read and respond to the emails from people in their group Alternatively, this activity can be done on a school’s computer network Students should be asked to email the other students
in their group and respond by email
Trang 8Unit 8 Having a great time…
Get ready to write
You could introduce this topic by bringing in a postcard that you
have received and elicit what it is, why it was sent and where
it came from Ask students whether they send postcards and if
they do, who they send them to, and what they write about The
listening exercise can be done as a whole class competition Put
students into groups and tell them to work together and agree
one answer for each piece of music After each piece of music,
pause the CD and write the groups’ answers on the board but
do not confi rm if they are correct or not At the end, give each
group a mark out of fi ve
Tell the groups to decide which place they would like to visit Give
them two minutes to talk about it before feeding back
A postcard
1–3 These exercises can be done in pairs or small groups
After Exercise 1, to help students understand the postcard, you
may want to do some additional work identifying what or who
the pronouns refer to Write on the board:
1 It 2 They 3 It 4 We
Ask students to fi nd phrases in the card that these pronouns
refer to Answers: 1 the Puck Fair; 2 friendly people (in
Killorglin); 3 the goat; 4 Sue & Pete (the writers).
NB We is often omitted It is only used in this sentence to avoid
potential confusion with they (i.e the friendly people already
mentioned) Ask students to complete Exercises 2 and 3 Check
answers
Learning tip
Write these sentences on the board and ask students to shorten
them
a) I am really looking forward to visiting the Pyramids
b) We shopped all yesterday
c) Last night, we saw a belly dancer at the hotel She was great!
Answers:
a) I am Really looking forward to visiting the Pyramids
b) We Shopped all yesterday
c) Last night, we saw a belly dancer at the hotel She was Great!
4 Before students look at the letter, brainstorm how the
postcard they have already looked at is different to a letter,
e.g the postcard has no greeting, address or date, uses
shortened sentences, gives news and does not ask any
questions Ask students to do this exercise in pairs Get
students to feedback to the whole class and elicit why Sue
and Pete have not included the details of their journey in their
postcard (Answer: Because space is limited and it is not of
interest to the reader)
Focus on … giving your opinion
Ask students to do the exercises Check answers You could expand on these exercises by focusing on famous places
or people in your country and asking students to give their opinions, e.g
Teacher writes / says: Stonehenge is a circle of stones in England Student adds: It is extremely old
Teacher writes / says: David Bowie is a musician
Student adds: His music is very interesting
Learning tip
In groups, give students two minutes to come up with a
memorable sentence for one of the words necessary, friend, science Ask students to feedback to the class and write their
memorable sentences on the board Take a vote on which of the sentences for each word the class thinks is the most memorable
5–7 These exercises can be done in pairs or individually.
Check
In pairs, ask students to swap their postcards and use the Check questions to check their partner’s postcard and, if necessary, suggest improvements
Extra practice
After students have completed their postcards, ask them to swap them Tell them to read the new postcard and tell the person who wrote it how much they think the writer enjoyed the holiday (i.e 25%, 50%, 75% or 100%)
For further class practise, encourage students to send postcards (in English!) to the class when they go on holiday
Trang 9Unit 9 How are you?
Get ready to write
Ask students to look at the picture and feedback the answers to
the questions as a whole class activity Ask students if they ever
travel internationally on their own and if they do, where they
stay, e.g hotels, friends’ houses, etc and how they keep in touch
with their friends and family
A personal letter
You may want to refer the students to the Did you know…? box
Brainstorm why Luis has chosen to write a letter rather than send
an email or telephone his aunt, for example, his aunt may not
have access to email or be confi dent about using it, or he might
not know his aunt’s email address
1–3 These activities can be done in pairs or individually Check
answers See Appendix 7 on page 92 for more information
about style
Did you know…?
Before students look at this box write these headings on the
Ask students to fi nd a phrase to go under each heading from the
letter on page 42 Elicit any further examples they can think of
to go under the headings before referring them to the Did you
know…? box
Focus on… paragraphs
Ask students to complete the exercises Check answers For extra
practise, photocopy the text below and give each student a copy
C/O Mr & Mrs Spencer 215 East 86th Street New York NY
10028–1208 1 August Dear Aunt Isidro Guess what? I’m
in the US! I can’t believe it…New York is wonderful and I’m
staying for a whole two weeks studying English My host
family is great so I should improve Sometimes they speak
very fast but most of the time I understand them They’ve got
a son called Marcus who’s crazy! He’s 17 and is a brilliant
baseball player He’s taught me a lot already How are you?
How’s your job going? Do you get much free time? After the
course I plan to travel a little around the East Coast (especially
Boston) I’d love to drop in on you if you’d like me to What
do you think? Write to me care of Mr and Mrs Spencer Hope
to see you soon All the best Luis
Ask students to close their books and in small groups or pairs, ask them to copy out the letter (above) adding line breaks and paragraphs Remind them that the address should not all be on one line, and that they should decide where the subject changes
in the letter to fi nd the paragraph breaks When students have
fi nished ask them to open their books and compare the layout of their letter to the one in the book (NB There is more than one way to split this letter into paragraphs: different answers will lead
to a useful discussion of what makes a paragraph)
Focus on … writing addresses on envelopes
Before students do these exercises refer them back to the envelope that Luis addressed to his aunt Ask them to fi nd these things: a) the street number; b) an abbreviation for the state of Massachusetts; c) a zip code (post code)
Ask students to do these exercises in pairs or individually.After students have completed Exercise 3 you could give them these famous addresses and ask them to write them like they would on an envelope
a) Prime Minister of the UK 10 Downing Street London SW1A 2AA
b) Sherlock Holmes 221b Baker Street London NW1 6XE
4–5 Ask students to complete these exercises After Exercise
5, you may want to brainstorm alternative ways of saying goodbye in informal letters, e.g Best wishes, Bye for now, etc
Did you know…?
Before students look at this box, elicit how addresses are written
in your students’ country / countries Highlight any differences between the way students write addresses in their country / countries and the address formats for the US and the UK
6–8 Ask students to complete the exercises.
Check
In pairs, ask students to swap their letters and use the Check questions to check their partner’s letter and, if necessary, suggest improvements
Trang 10Unit 10 Timetables
Before you start this unit it may be useful to discuss your
students’ timetable with them and what (if any) choices they
made when selecting it Alternatively, ask if anyone has studied
in an English-speaking country and what choices they had to
make about their course, e.g special subjects, lectures, etc
Alternatively, you could photocopy this crossword and use it as
Get ready to write
When students have had a chance to look at the picture in the
book elicit what the four different people do: a) Lesley Smith
is responsible for the academic programme and what happens
in class; b) Barnie Peters is responsible for entertainment
and social activities; c) Ulrike Orback is responsible for fi nding
students places to live; and d) Mel Merino is responsible for
teaching her own class Ask students to feedback who they think
Monique should talk to as a whole class activity
A Notes about classes
The focus in this unit is on selecting and editing down
information
1–3 Students can do these exercises in pairs or individually
Check answers
4–7 Students can do these exercises in pairs or individually
Check answers Once students have completed Exercise 7,
elicit how crossing out unimportant words (editing down
information) makes the information easier to remember
Highlight how the most important words tend to be nouns
8 Ask students to look at the list of lectures, elicit which ones
Monique can attend
9 Ask students to complete Monique’s timetable In pairs,
ask students to swap their timetables and use the Check
questions to check their partner’s timetable
Extra practice
Emphasize that this is an imaginary school and anything is
possible! You may wish to give a template, similar to the one in
Exercise 9, to each student
1 A talk to a large group of students
2 Someone who teaches
3 A group of students
4 A thing that you study, e.g Maths.
5 School or college work that you do at home
6 A class examination
When students have completed their timetables ask them to swap them with a partner Ask them to decide if they would like
to attend the course outlined on the new timetable If anything
is confusing, tell them to ask the writer for clarifi cation The writer should then modify the timetable to make it easier to understand
If your students have access to the Internet you could also ask them to visit www.educationuk.org for links to the websites of different language courses in the UK, and try to fi nd a language course with a timetable that is similar to the one they wrote
B Notes about assignments
1 Brainstorm as a class what information Monique might want
to fi nd out from her teacher about the test Write students’ suggestions on the board
2–3 Play the recording Ask students if the teacher gives all the
information Monique needs Play the recording again and ask students to correct the error in Monique’s notes Check answers
4–6 These exercises can be done in pairs or small groups
Students should be encouraged to guess from their previous experience of homework and discuss their guesses Check answers
7 Brainstorm as a class what questions students would want the
teacher to answer
8 Play the recording and ask students to take notes about the
homework Ask students to circle what the notes are about, reminding them to look at Exercise 3 again if necessary Get students to underline the title of the essay
You could extend Exercise 8 by setting your own homework
in the same way and asking students to take notes in English
In pairs, ask students to swap their notes and use the Check questions to check their partner’s notes and, if necessary, suggest improvements
Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party Internet websites referred to in this publication,
and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
Trang 11Unit 11 Wanted
Get ready to write
Take a class vote to see which bicycle students would buy, elicit
why Ask students where they could fi nd advertisements for
second-hand things Brainstorm a list on the board You may
want to extend this activity by writing this table on the board
Put students into pairs or small groups Ask them to decide
which of these items they would buy new or second-hand: a
book, a car, clothes, a computer, a watch After a few minutes,
feedback as a whole class and add the items to the table on the
board (NB Answers will vary but students will probably not want
to buy second hand clothes or computers.)
A Short advertisements for an intranet
You may want to elicit where students could see these adverts
(refer them to the Did you know…? box to help them) Elicit
how there are two different types of adverts: The fi rst advert
deals with something that is for sale, the other two adverts deal
with things people want
1–3 These exercises can be done in pairs or individually Check
answers When students have completed Exercise 3, highlight
that the reader asks themselves questions when reading
the advert, e.g Who should I contact? The writer anticipates
these questions and provides the information that the reader
needs Use this opportunity to practise question formation
Ask students to look at Exercise 3 again and write the readers’
question for each piece of information
Answers:
a) Who should I contact?
b) How much does it cost?
c) Is there any extra information?
d) How do I contact the person?
e) What is it?
4–7 These exercises deal with items for sale Students can do
these exercises in pairs or individually Check answers
8–9 These exercises deal with things people want Students can
do these exercises in pairs or individually
Learning tip
Draw the table below on the board (do not write the words
in italics) and ask students to complete it Students may need
dictionaries to complete this exercise
Adjective: electric
Verb: To electrify something
Thing: electricity
Person: an electrician
10 Ask students to write an advert for either the microwave or
the car share
Check
In pairs, ask students to swap their adverts and use the Check questions to check their partner’s advert and, if necessary, suggest improvements
B Short advertisements for a notice board
Throughout this part of the unit emphasize that the main difference between these adverts and those that appear on an intranet is that these are much shorter
1–4 Students can do these exercises in pairs or individually
Check answers as a class for Exercises 1 and 2 Next, get
students to look at the Law book for sale advert on page 54,
to see if they got their abbreviations right in Exercise 3
5 As a class, think about how to turn Ian’s sentences into notes
Write students suggestions on the board
6–8 Ask students to complete the exercises Check answers for
Exercises 6 and 7
9 Ask students to rewrite their advert from Section A, making it
shorter and turning sentences into notes
Check
In pairs, ask students to swap their adverts and use the Check questions to check their partner’s advert and, if necessary, suggest improvements
Class bonus
If you have a class of more than 14 students you may want to divide it into two groups and tell students to only look at the adverts produced by their group At the close of this activity you will need to display the adverts around the room Make sure there is enough space for students to move around to read them When students have had enough time to read all the adverts ask them to stand next to the advert for the item that they most want to buy You can extend this activity by getting them to role play the telephone conversations or email exchanges involved in completing the sale
Trang 12Unit 12 At the library
Get ready to write
You could bring into class a selection of books in English Put
students into groups, and give each group three or four books to
look at Ask students to discuss the Get ready to write questions
for each book As a whole class answer the same questions for
Why does a ball bounce? Finally, ask students how they choose
a book to read
Book reviews
1–3 These exercises can be done in pairs or individually
Feedback as a whole class Highlight how the fi rst part of both
fi ction and non-fi ction reviews focuses on factual information
rather than opinion
4–5 Exercise 4 can be done in pairs but students should work
on their own for Exercise 5 When you feedback, highlight
how the fi nal part of both fi ction and non-fi ction reviews
focuses on the reviewer’s opinion of the book rather than
factual information
6–7 These exercises can be done in pairs or individually After
students have done Exercise 7, you may want to brainstorm
other fi ction books that students know, that fi t into any of the
categories Try to elicit the author and title of the book
Focus on … linking
Ask students to close their books Copy the illustration onto the
board Ask students what the word and does? (Answer: It links
sentences.) Copy the three examples of Okay English onto the
board and ask students to improve them in pairs After two
minutes ask them to open their books and check their ideas
against the book Ask students to complete the exercises Check
Pride and Prejudice by Jane Austen is a romantic novel that
is set in the 19th century it is a story about Elizabeth Bennet’s
search for love and happiness the other main character in
the book is Mr Darcy who is both proud and rich I love Pride
and Prejudice because Elizabeth is an interesting strong and
appealing character if you like classic romance books you will
like this book too
Answer:
Pride and Prejudice by Jane Austen is a romantic novel that is
set in the 19th century It is a story about Elizabeth Bennet’s
search for love and happiness The other main character in
the book is Mr Darcy who is both proud and rich I love Pride
and Prejudice because Elizabeth is an interesting, strong and
appealing character If you like classic romance books you will
like this book too
9 This exercise can be done in pairs or individually.
10 Emphasize that students can use the sentences from Focus
on… linking to help them write the review Ask them to complete the exercise
Check
In pairs, ask students to swap their reviews and use the Check questions to check their partner’s review and, if necessary, suggest improvements
Class bonus
This does not have to be done all in one go To allow for different writing speeds it may be better to allow students more time If you collect in the lists of books after Part 2, Part 3 can be set as homework Return the lists of books to the same groups
at the beginning of the next lesson and they can then complete parts 4 and 5
Trang 13Unit 13 No time!
Get ready to write
Ask students to do the fi rst exercise in pairs or small groups and
explain their choice Play the recording and ask students to do
the last two exercises in their pairs or groups Feedback as a
whole class
Brainstorm different types of insurance, for example, car, health,
life, holiday, etc and the benefi ts of each, for example:
Car insurance The insurance company pays for your car to
be repaired if you are in an accident
A Notes for important conversations
1–3 Put students into groups of three or four and ask them to
complete Exercises 1, 2 and 3
4 Ask students to complete the exercise As an alternative to
Exercise 4, write the words below on the board in a random
order
In groups, tell students to arrange the words so that they make
the four sentences about Ravi Next, tell them that they are
going to make the notes easier to remember Ask them in their
groups to look at each sentence and agree which words are
unimportant and remove them Feedback as a whole class
5–6 Students can do these exercises in pairs or individually.
7–8 Ask students to complete the exercises.
B Notes on appointments
Explain that this part of the unit deals with appointment diaries
/ personal organizers that record your plans for the future (not
diaries / memoirs that record things you have already done)
Before Exercise 1, ask one of your students what they have to
do tomorrow and write the details on the board Use these notes
throughout the lesson as an ongoing example
1 Ask students to do the exercise Next refer them to the notes
you have written on the board and brainstorm which activities
the student should include in their diary
2–3 Put students in pairs or small groups Emphasize that
they should discuss their answers and give reasons for their choices Feedback as a class
4–5 Ask students to do the exercises.
• 10 meetings with named customers (students must
make up the names)
• Daily team meetings (either at the beginning, middle or
end of the day)
• Time reserved for paperwork.
• Time for lunch.
When they have completed their diaries, explain that they are going to phone other people and try to arrange meetings with them at convenient times next week
Emphasize that they cannot meet more than one person
at the same time Tell students to stand back to back with another student and imagine they are phoning them They must arrange a meeting but they must not look at the other person’s diary
B: What about meeting on Monday at 9.30?
A: I’m sorry That won’t work I’m meeting Mr Smith at 10.00
on Monday Can you make it in the afternoon?
B: Yes, that’ll be fi ne How about 1.00?
Tell students to add the new appointment to their diaries and then fi nd another student to make an appointment with Continue until each student has made at least three new appointments
Trang 14Unit 14 Out of the offi ce
Get ready to write
If necessary, play the message twice Then feedback the answer
as a whole class Ask the class to look at the pictures and answer
the questions as a whole class If your class includes students
who have jobs, ask them Who does your work when you are
away? Are there a lot of messages that you have to answer
when you return?
A Out of the offi ce message
1–4 These exercises can be done in pairs or individually
Focus on … from + until, for
Ask students to complete the exercises Check answers For
homework ask students to research a famous person You may
want to brainstorm a list of famous people onto the board
for students to choose from Tell them they must try to fi nd a
fact about that person’s life that few people know and write
two sentences using from + until and to Suggest they use an
encyclopedia, go to the library or surf the Internet (You could
direct them to www.biography.com.) Get students to read out
their sentences to the rest of the class during the next lesson
5–6 These exercises can be done in pairs or individually
Check
In pairs, ask students to swap their auto-reply messages and use
the Check questions to check their partner’s message and, if
necessary, suggest improvements
B A telephone message
To introduce this topic you may want to talk about what
information students write down in their own language when
they take phone messages
Write on the board Shona’s notes from Exercise 1 Explain that
Shona wrote these notes for herself: she did not think anyone
else would read them As a whole class discuss these questions:
a) Can you understand these notes?
Answer: Not very easily
b) What does the writer want someone to do?
Answer: Phone Mrs Rosen
c) What would make these notes easier to understand?
Answer: The writer should write in full sentences
1 Play the recording and ask students to complete the exercise.
2–3 Students can do these exercises in pairs or individually.
Focus on … words that people often
misspell, mistype or get confused
Ask students to complete the exercises Check answers If you do
not use one already, this is a good point at which to introduce
a simple correction code You can use the code on students’
written work to help them identify their own errors and correct
their work You can underline the errors and then put the code either directly above the error or in the margin
Correction Code Code Type of Error Example of error Correction
Sp spelling 1 I have too sisters ………
Vb verb form or tense 2 He work in Tokyo ………
N plural 3 I have two child ………
WO word order 4 Is very exciting my job. ………
Gr grammar 5 I enjoy to dance ………
P punctuation or capital letter 6 He works in a School. ………
/ cut 7 I come from in Turkey ………
^ word missing 8 I want ^ learn English ………
Ideas for introducing the code Put students into pairs Give the information in the table above
to students, and in their pairs tell them to write the corrections Feedback as a whole class
Answers:
I have two sisters.
He works in Tokyo.
I have two children.
My job is very exciting.
I enjoy dancing.
He works in a school.
I come from Turkey.
I want to learn English.
In pairs, ask each student to copy out a different short text from their course book and add fi ve deliberate errors Tell them to swap their text with their partner, identify the fi ve errors and use the correction code to annotate them When the students have had enough time, ask them to check their answers with their partner
4–5 Play the recording These exercises can be done in pairs or
individually Feedback as a whole class
6–9 These exercises can be done in pairs or individually
Check
In pairs, ask students to swap their telephone messages and use the Check questions to check their partner’s message and, if necessary, suggest improvements
Class bonus
Put students into pairs and sit them back to back Tell them they are going to pretend to have a telephone conversation Divide each pair into Student A and Student B Direct them to the instructions in the book for Exercise 1 When students have had enough time, tell Student B to check the message they have written with their partner For Exercise 3, explain that Student A now works for Soloto and must answer the telephone Follow the same procedure as for Exercises 1–2
Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party Internet websites referred to in this publication,
and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
Trang 15Unit 15 Can you help me?
Get ready to write
Discuss these questions as a whole class Ask students what they
think Pete should do about his problem
An informal request
Students may not understand the differences between emails
and memos, so you may want to refer them to the Did you
know…? box on page 71, before they look at the examples
1–2 Ask students to complete the exercises Check answers
Before students complete Exercises 3–7, tell students that
the difference between when you can ask someone to do
something and when you can tell them to do it is culturally
determined and, if got wrong, can cause non-native speakers
to appear abrupt Demonstrate the difference between asking
and telling people to do things Explain that you are going to say
the same thing in different ways Ask students to guess which is
stronger
Say to one student: Can you open the window?
Say to another: Open the door.
Explain that a question is always weaker than a command
Draw 6 lines on the board: - - -
Ask what six letter word can make questions and commands
more polite If students do not immediately give the answer,
encourage them to call out letters in a game of hangman
(answer: please)
3–7 These exercises can be done in pairs or individually Check
answers
Focus on… full stops (.), question marks (?)
and exclamation marks (!)
Students will probably have encountered these punctuation
marks before However, many students over-use exclamation
marks To highlight this, you could ask them to do an
exclamation mark hunt in a recent piece of written work Before
they complete the Focus on … exercises, ask students to search
through one of their own pieces of writing and circle all the
exclamation marks Next work through the Focus on … exercises
with your class Then ask them to look at their piece of written
work again Ask them to check if any of the exclamation marks
that they circled should be changed to full stops
8 Ask students to complete the exercise After checking
answers, emphasize that the information asked for in
questions c–e should be included in all requests
9 Ask students to write the email.
Check
In pairs, ask students to swap their emails and use the Check
questions to check their partner’s message and, if necessary,
suggest improvements
More activities
For more practise using full stops, question marks and exclamation marks, write the sentences below on the board Put students into pairs and ask them to choose
a punctuation mark (? ! or ) for each sentence When they have completed the exercise, give each pair a set of punctuation cards like the ones below Ask the class to hold up the correct punctuation card when you read each sentence Alternatively, you can ask them in pairs to write their own statements, exclamations and questions and test the rest of the class in the same way
a) How are youb) We’re having a great time in Greecec) Have you ever visited Delphid) It’s thousands of years old and quite interestinge)The weather’s wonderful
f) We’ve had clear blue skies ever since we arrivedg) Tomorrow, we fl y home
Punctuation cards
Trang 16Unit 16 I would be grateful if …
Get ready to write
Tell students to look at the picture and answer these questions:
What is the problem? What should the company do about it?
Elicit the vocabulary the ceiling and the difference between a
ceiling and a roof, to leak, and to get something repaired / fi xed.
Ask students to read the email and answer the questions in
pairs Feedback as a whole class
Elicit how this is a friendly and informal email: There is no
opening formula, i.e Dear Sara, it uses contractions, i.e Roof's,
You'll, it has a PS
A formal request
1–4 These exercises can be done in pairs or individually For
Exercises 3–4 ask students to feedback how this email is
different to the one in Get ready to write, for example, it uses
Clive Allen’s title (Mr), an opening formula and more polite
and formal language Explain that Exercise 3 shows more
formal equivalents of informal words and phrases
Learning tip
For extra practise on formal and informal style it may be useful
to draw this table on the board (without the answers in italics)
Brainstorm the answers and add them to the table
Friendly and informal style
Personal email, letters, etc.
More polite and formal styleWho?
Strangers and people you do not know well.
Why?
To show distance / respect.
Where?
Business email, letters, etc.
Refer students to Appendix 7 on page 92 It may be useful to
talk about the circumstances in which students use a more
formal style in their own language, and compare them to when a
more formal style is used in English, i.e to strangers and people
who you do not know well
5–10 These exercises can be done in pairs or individually
Check answers
Focus on… I, you, she, he, it, they
Ask students to complete the exercises Check answers For extra practise, ask students to copy out a short text from their course book Tell them to add fi ve pronoun mistakes as they copy the text Ask them to swap texts with another student and correct the one they receive
11 Before students do this exercise, pre-teach the word unit
As a whole class, brainstorm the answer to Exercise 11 (answer: Li wants Jo to email Mr Takemoto and ask for a price)
12–13 These exercises can be done in pairs or individually
Emphasize that the grammar, spelling and punctuation are okay in the informal email but the style is not appropriate and needs to be corrected
Check
In pairs, ask students to swap their emails and use the Check questions to check their partner’s message and, if necessary, suggest improvements
Class bonus
This exercise encourages self-correction and reinforces the work students did in Exercise 13 It focuses on correcting for style rather than grammar, spelling or punctuation It can be extended into an email exchange Students can swap the fi nished emails and write a reply to confi rm the order
Trang 17Get ready to write
Do these activities as whole class or small group discussions
Ask students to decide what kind of person would like to receive
each of the presents (e.g young, old; adventurous, quiet etc)
Completing an online order form
1 Tell students that Proceed to checkout is a very common
online expression
2 After this exercise, you may want to elicit the noun form (i.e
confi rmation) and draw attention to the stress shift.
Verb: To confi rm something Can you confi rm your
credit card number?
Noun: A confi rmation We didn’t receive
confi rmation by email.
You may also want to talk about the difference between
creating an account, or registering, for the fi rst time (which Aiko
is doing) and logging on (i.e just entering your password)
3 Students can do this exercise in pairs.
4 Before students do this exercise, elicit the difference between
surface mail (i.e mail that is taken overland) and airmail (i.e
mail that is taken by plane)
5 You could revise numbers quickly at this stage by asking
students to tell their partner their phone numbers or house
numbers (invented if they prefer)
Did you know …?
Highlight the differences between the three countries (Italy,
Japan and the UK) by drawing attention to the Did you know?
box Elicit how addresses are written differently in your students’
country/countries
6–10 These can be done in pairs or individually.
Focus on … spelling plurals
Ask students to complete these exercises Elicit the rules for
spelling plurals, i.e:
a Most countable nouns are made plural by adding …
b When a countable noun ends in s, ch, sh, x, z or o add ……
to make it plural
c When a countable noun ends in a consonant + y, change y
to……… + es to make it plural
You may want to extend this to cover other plurals
d When a countable noun ends in fe, change fe to………
to make it plural
Answers: a s, b es, c i, d ve
11–12 Ask the students to swap their books and use the Check
questions to check each other’s work and then feedback to
each other
More activities
Tell students that there are some irregular plurals that do not follow any spelling rules Put the following activity on the board and ask students to complete the plurals in pairs
…ren …eet …eople …en …eeth …en
f) a child some child………
Answers: b women, c people, d feet, e teeth, f children
Extra practice
This could be done as a pair work activity Put students in pairs and give them the web addresses of an online gift store Students must visit the website and tell their partner about a present they would like to buy Students discuss whether it’s a good choice or not and then complete the online forms NB: MAKE SURE STUDENTS DO NOT USE REAL CREDIT CARD DETAILS
If you do not have access to computers, you could bring in paper catalogues for the students to choose gifts from Students could complete the order forms in the catalogues in pairs
Trang 18Unit 2 Book it online
Get ready to write
These exercises can be done in pairs or as a whole class activity
The second exercise reinforces the Learning tip on page 17
about predicting information on forms During feedback, elicit
the differences between to depart/leave from a place, to go to
a destination and to return to a place Explain that a round-trip is
to go to a place and then return home
Completing online booking forms
1–4 These can be done in pairs or individually.
5 Before students do this exercise elicit what the triangular
warning symbol means (i.e Soren has made a mistake
on the form) After students have completed this exercise,
feedback as a whole class and elicit the meaning of the error
messages, i.e
1 Soren has typed a date that has already gone
2 Soren hasn’t typed the fi rst letter of his fi rst name
3 Soren must tick the box to show that says he agrees with
the rules of the website/online store
4 Soren’s email address is wrong (He forgot the 5)
6–10 These can be done in pairs or individually
11 This contains quite a lot of diffi cult vocabulary Before they
attempt this exercise, ask students to work in small groups
and look up in dictionaries or elicit from context the meaning
of these words: capacity, automatic transmission, satellite
navigation, infant seat Feedback as a whole class.
Ask students to swap their books and use the Check
questions to check each other’s work and then feedback to
each other
Class bonus
This search activity is just for fun as you will not have time to
check the itineraries Tell students to write down the details of
each connecting fl ight to complete the itinerary
More activities
Put these activities on the board for students to look at the
language of arrivals and departures
a) Flight X8976 departs from London at 08.20 and arrives in
Toronto at 11.30.
b) Soren arrived at the airport to check in two hours before
his fl ight left.
c) Soren: I left Sweden on 13 September and travelled to
London.
1 Complete these rules.
a) We only say arrive……… a country, city or town
b) We say arrive………any other place e.g airport or hotel c) We use depart………a place in formal situations d) We use ……… a place in other situations
Louise went to live in Nepal in 2003 She didn’t come back to this country until 2005 She says she may go back to Nepal next year for a short holiday to see her friends.
Answers: a in, b at, c from, d leave
2 Complete these rules.
a) To………to a place means to move here (where you are now)
b) To………back to a place means to return here (where you are now)
c) To………to a place means to move to another place (not here)
d) To………back to a place means to return to another place (not here)
Answers: a come, b come, c go, d go
3 Are these sentences correct (✓) or incorrect (✗)?
a) The train arrives in Madrid at 8.45
b) All excursions depart outside the hotel
c) My parents left from London in 1999 and moved to Oxford
d) We should arrive the airport early
e) I love to sit in my garden when I come after a holiday.Answers: a ✓, b ✗ depart from, c ✗ left London, d ✗ arrive at,
e ✗ come back
Trang 19Unit 3 Complete this, please!
Get ready to write
If your students have travelled to different countries, elicit a list of
the documents they needed (e.g passports, visas etc) and how
they got them You may want to highlight the shift in stress in
these words: to apply for something / an application form
Ask students to do the second exercise in groups and feedback
as a whole class
Completing travel forms
1 Elicit what the form is for (i.e it is a visa waiver form that you
can complete if you don’t need a visa) After students have
completed Exercise 1, highlight the difference between a
permanent and a temporary address
2 After students have completed Exercise 2, you may want to
elicit/give other similar wording that can appear on forms e.g
Offi cial/Staff use only.
3–6 These can be done in pairs or individually.
7 In small groups, ask students to use the vocabulary from this
exercise to describe different people in their own families to
the other members of the group
8 Students could make a list in pairs or small groups.
Did you know …?
Elicit other examples of American and British English from
students, e.g lift/elevator, biscuit/cookie, pavement/sidewalk.
9 Explain that the difference between these two telephone
numbers is similar to the difference between a temporary and
permanent address
Focus on … If…, tick here []
If you are teaching in an English speaking country you could
bring in other forms In groups, give each group a selection of
forms and ask the students to fi nd examples of If…, tick here on
the forms Feedback onto the board and brainstorm what each
one means and whether the students would tick the box or not
10 You may want students to do this in pairs as the If…,
statements are quite challenging
Answers:
1 University degree/term dates/tutor’s name
2 departure/expiry/expiration date
3 mailing/shipping/billing address
Focus on … spelling /ei/
For further practice, dictate or write this exercise on the board:Use /ei/ words to complete these sentences
a) – What’s your n , please?
– It’s Peter
b) Texas is my favourite s in America
c) The plane’s t was painted in the colours of the national fl ag
d) The hijacker was sent to j for 20 years
e) The steward gave my son a toy to p with
f) You must go this w to get to your departure gate.Answers: a) name b) state c) tail d) jail e) play f) way
More activities
If possible, bring in some real travel forms for students to practise completing
Trang 20Unit 4 I’ll be arriving on Friday
Get ready to write
If your students have access to the internet you could set this as
homework prior to the lesson: Find out why Stratford-upon-Avon
and Pamukkale are famous Feedback as a class and ask which
place your students would like to visit, and why
As a whole class, elicit the types of room you get in a hotel i.e
single, double, twin, family, en suite etc In groups, ask them
to make a list of questions they would want to ask about the
Falstaff hotel before deciding if they want to stay there
1–5 These can be done in pairs or individually You may want
to discuss how web pages and brochures are a form of
advertising and will always present a hotel in a positive way
Ask students to work in groups and write a list of things the
web page does not say (e.g it doesn’t say how close the
hotel is to the hot springs)
6 Ask the students to swap their emails and use the Check
questions to check each other’s work and then feedback to
each other
Extra practice
If your students don’t have access to the internet bring in a
selection of holiday brochures and ask them to select hotels
from those
Class bonus
You could extend this role play into a mini project over more
than one lesson
• In groups, ask students to research a particular resort and
create a brochure for their perfect small hotel (with no more
than eight guest rooms)
• Display the completed brochures round the room
• Ask students to choose one hotel they would like to stay
in (not the one they created!) and write enquiring about
accommodation next week
• Give the letters of enquiry to the groups that created each
hotel and ask them to reply (After students have done part B
of this unit, you could ask the guests to write confi rming that
they want the room Hotels can only accept guests until they
are full The winners are the hotels that fi ll up fi rst!)
Did you know …?
You could extend this by asking students to use a dictionary to
fi nd words from other languages that are used in English (e.g
kebab, carnival etc).
Before students look at the letter draw this table on the board Explain it is the price list for the Falstaff Hotel
Falstaff Hotel room prices
Elicit the meaning of deposit and tariff.
1–3 Ask students to do these exercises in pairs Encourage
students to guess from gist the meaning of the new vocabulary in the email
4–6 These can be done individually or in pairs.
7 Students can choose whether to write a letter or an email.
Ask students to swap their letters and use the Check
questions to check each other’s work and then feedback to each other
Focus on … as/since and so (linking
reasons and results)
To introduce this, write on the board:
Reason: The hotel is busy at Christmas
Result: You should book soon
As the hotel is busy at Christmas, you should book early
Ask: What word shows there is a link between the result (what you should do) and the reason (why you should do it)? (Answer: As)
Also highlight the position of the comma
Elicit how the atmosphere and communications of a small hotel may be more friendly and informal
The two exercises can be done individually or in pairs
Trang 21Unit 5 Don’t forget to feed the fi sh!
Get ready to write
As part of these exercises, you could do a class survey of how
often people cook their own meals, buy takeaways, eat
ready-meals and go to restaurants
Instructions
1–4 These can be done in pairs or individually
Focus on … sequences
Ask students to look at the message on page 26 again and circle
the sequencers Many students will already be aware of these
sequences but less confi dent of when to use before and after
Highlight that …before… is in the PS Elicit how it comes at the
end of the sequence and contains information that the writer forgot
to put in the sequence Students could do Exercise 4 in pairs
5–6 Refer students to the Focus on sequences before they do
these exercises
7 Refer students to the instructions they wrote in Exercise 5
Ask students to swap their messages and use the Check
questions to check each other’s work and then feedback to
each other
Learning tip
In pairs, ask the students to think of a more complicated task
that they have done (e.g changing a wheel on a car) Ask them
to write instructions for someone who hasn’t done that task
before Remind them to use numbered bullet points if there are
more than four or fi ve steps
NB Because of the open-ended nature of this activity, the
vocabulary that students will need is not predictable Encourage
them either to ask you for the words they need or use bilingual
dictionaries
Focus on … linking similar things (and,
also, too / as well, as well as)
Emphasize that, although many students will have already come
across these linkers, this exercise focuses on their positioning (an
area that students fi nd diffi cult) As homework, you may want
to ask the students to look through pieces they have written
previously to fi nd and correct any linking errors (using and, also,
too / as well, as well as).
Class bonus
This can be done as a whole class mingle activity Give each of the post-it notes a number and display them on the walls of the classroom In pairs, ask the students to read all the notes and make a list of the machines the notes have fallen off Encourage the students to talk to their partners about why they think each post-it note is about a particular machine At the feedback stage,
if it becomes apparent that any particular notes have confused the students, it may be worthwhile looking at them more closely Write those notes on the board and elicit how they could be made clearer
Trang 22Unit 6 how r u?
Get ready to write
As an alternative warmer, draw a smiley emoticon on the
board: :-)
Ask: What is it? Where would you see it? As a whole class elicit
other emoticons that your students use
A SMS / text messages
1–4 Ask students to look at these questions in pairs or small
groups Check the answers before students move on to the
Plan section
5–6 Ask students to check their answers in pairs before doing
class feedback
7–10 Ask students if they have seen or used these
abbreviations before Do they know any other ones?
11 Ask students to do this exercise in pairs Which pair can
make Artash’s message the shortest?
12 Students could then write Artash’s reply to Natasha.
Focus on … editing for essential
information
Before students look at these exercises, write this message on
the board:
It’s a beautiful day, I’m not doing anything and I was wondering
if you want to go out Text me if you do …, it’ll make me even
happier.
Explain that the writer has included information that is not
essential to the reader
Ask:
What does the writer want to do?
When?
What should the reader do next?
Ask individual students to come up to the board and cross out
one non-essential word Continue until you have the phrase
• Tell the students to pass their message to the student on
their left in their group
• Tell them to shorten the new message into text language
and pass it to the student on their left
• Tell them to write a reply to the new message in text
language and pass it to the person on the left (i.e the
person who wrote the original message)
• Ask them to read the reply to their original message and
see if it makes sense!
B IM / instant messaging
To introduce this part of the unit, elicit if any of the students use
IM, who they communicate with using IM, how it is different from texting (See Exercise 1), and what kind of language they use in IM (i.e informal)
1–2 Ask students to do these exercises in pairs As a follow up,
ask the students in groups to brainstorm the reply/response they would give if someone said:
a) Good morning! (Possible answer: Good morning.) b) How are you? (Possible answer: Fine, thanks) c) What’s the matter? (Possible answer: My cat’s died!) d) I’m really upset! (Possible answer: I’m sorry to hear
that What’s happened?)
3 When students have completed this exercise, highlight
the difference in meaning between these two potentially confusing phrases:
What’s up? (Meaning: What’s the matter?) What are you up to? (Meaning: What are you doing?)
4 Ask students to compare their answers in pairs before getting
class feedback
Class bonus
If your students do not have access to IM, this can be done using a single piece of paper per pair of students on a computer and word processing programme The important thing is that students should work in silence in pairs They can watch what
is being written or typed by the other student in the pair as this directly simulates what they would see on the screen in an IM exchange
Extra practice
Ask if students know any other emoticons Invite them to draw these on the board
Trang 23Unit 7 Missing you
Get ready to write
Elicit a list of festivals that are celebrated in your students’
country/countries and complete the exercises as a whole class
If students come from the same country, get them to discuss the
most popular festival
A personal letter
1–2 After students have done these exercises, briefl y elicit how
Leszek uses friendly and informal Engllish which is similar to
spoken English (i.e it uses contractions, ellipsis and everyday
English e.g catch up with things.)
Did you know …?
Emphasise that although people are writing fewer personal
letters these days, the expressions and structures learnt in this
unit are also relevant to email Ask students whether they prefer
to write letters or emails
3–9 Ask students to do these exercises in pairs or small groups,
then check answers with the whole class
Focus on … apostrophes 1
Highlight the addition of an o when contracting will not: won’t
(Not willn’t)
Write this text onto the board Ask students to come up one at a
time and add an apostrophe in the correct place As they do this,
elicit the long form of the contracted words
Sundays my birthday, I dont know what my wifes going to buy
me for a present She wont tell me! It was the same last year …
she wouldnt tell me then Shes going shopping tomorrow I cant
wait to look in her bag when she isnt looking.
Answer: Sunday’s my birthday I don’t know what my wife’s
going to buy me for a present She won’t tell me! It was the
same last year … she wouldn’t tell me then She’s going
shopping tomorrow I can’t wait to look in her bag when she isn’t
looking
10 If you are teaching a multilingual group, students can
compare answers with their partner
11 Students can do these exercises in pairs or small groups.
12–13 Make explicit how the structure of the Peter’s letter in
exercise 12 relates to earlier exercises i.e
12a-b (refer students to exercise 2)
12c (refer students to exercises 10 –11)
12d-e (refer students to exercises 6–8)
12f-g (refer students to exercise 9)
12h (refer students to exercise 3)
12i (refer students to exercise 2)
Ask students to swap their letters and use the Check
questions to check each other’s work and then feedback to
each other
Extra practice
The context of this activity is quite complicated Elicit questions that students could ask Suzie in their letter, and brainstorm local museums that they could write about Students could also research a local museum on the Internet
Focus on … apostrophes 2
When students have done both Focus on apostrophes, write the
fi rst two paragraphs of Leszek’s letter on the board with all the apostrophes removed:
Im sorry that I havent written recently Ive been very busy Anyway, I thought Id send you a quick note to catch up with things
Did I tell you that I started a new job in January? Im now an assistant in a small boutique in the city centre Its not very interesting, but the moneys quite good and the customers are friendly My sisters offi ce is nearby and sometimes we meet up for lunch Do you remember, she’s an accountant?
Books closed, in pairs, ask the students to identify where the apostrophes are missing and replace them
More activities
Encourage students to fi nd, and write to, someone in an English-speaking country There are many websites which can arrange this Students can correspond by IM, email or letter
Trang 24Unit 8 Jo’s Blogs
Get ready to write
Before you do this exercise, elicit a list of places you can visit in
a day from your city or area (e.g historic sites, theme parks etc)
Elicit which places members of your class have visited, which they
liked and which they disliked If there is one place that divides
opinion, write it on the board and write the positive points (pros)
and negative points (cons) of visiting that place
A A personal blog
1 Ask students to work with a partner to fi nd the answers
Encourage them to read the blog quickly by setting a short
time limit, e.g fi ve minutes If, after reading the blog, students
are still unclear about what a blog is, refer them to the Did
You Know? box on page 39
2–3 These exercises deal with anticipating who the reader will
be To reinforce this, you may want to ask how many students
keep a personal diary, what type of things they write about in
it and whether they allow other people to read it Elicit how
what they write about will be different if they know other
people will read their diary
Focus on … blog headings
If you have access to the Internet, you could supplement this
exercise by copying fi ve headings from blogs and asking students
to assess whether they make the reader want to read on This
can be done in pairs or small groups
4–5 Students can discuss their experiences in small groups
before starting to write
6 When students have fi nished writing, ask them to swap their
blogs and use the Check questions to check each other’s
work and then feedback to each other
B Adding comments to a blog
1 Elicit how this type of blog deals with opinion (rather than just
telling people what you have done)
2 When students feedback, ask them to explain why they chose
their answers
3 You may want to refer students to Appendix 6 (Think about
style) for other ways of expressing agreement, uncertainty
and disagreement
4-6 Students can check their answers in pairs or work together
on these exercises
7 In groups, ask students to discuss whether they agree
or disagree with Jo’s thoughts Encourage them to use
expressions from Exercise 6 and explain why they agree or
disagree Feedback as a whole class
8 You could make this a competitive activity by setting a short
time limit for this exercise The fastest person or pair to fi nish
My BlogThoughtsPosted byComment 1Posted by
You will need to group the students so that the whole class can work on computers at the same time (depending on the size
of the class and the number of computers you have, students can do this exercise on their own, in pairs or in groups) First tell the students to write their thought on one computer Next, ask them to move to the next computer and add a comment on the previous student(s)’ thoughts and so on
Trang 25Unit 9 What can I do?
Get ready to write
If you school or college has a study centre or library, you could
introduce this topic by making a list of what you can do there
Ask the students to imagine they are new students and don’t
know about the study centre or library Elicit what information
they need to fi nd out As students feedback, write their questions
in note form on the board e.g Opening times?
A Taking notes about study arrangements
1–6 These exercises can be done in pairs or individually
7 After students have done this exercise, ask them to swap their
notes and use the Check questions to check each other’s
work and then feedback to each other
Extra practice
If you have already covered this as a warm-up activity for this
unit, you could do the following exercise instead:
– Elicit what is important for a venue for a business meeting or
conference, i.e modern facilities, good communications, easy
to get to, refreshments etc
– Split the class into two groups Ask students where they could
hold a large business meeting or conference in your town and
what facilities the venue has available to them Alternatively, if
you have access to the Internet students may be able to fi nd
this information on the web
– After a few minutes, ask students to write (in note form)
three questions they want to fi nd out about the other groups’
venue
– Ask the groups to split into pairs (each pair must have one
student from each group) Tell them to explain the facilities
at their venue Their partner should take notes and at the
end try to write one question that the other student did not
answer
Focus on … linking positive and negative
comments
Elicit how the fi rst part of the sentence is positive and the
second part is negative in the examples below:
1 The study centre is useful but the computers are a bit slow.
2 The study centre is useful However, the computers are a bit
slow.
3 The study centre is useful, even if / although the
computers are a bit slow
Elicit how in this example the fi rst part of the sentence is
negative and the second part is positive:
4 Even if / Although the computers are a bit slow, the study
centre is useful.
Emphasize the position of commas in examples 2 and 4 and
that However always starts a sentence.
B Completing feedback forms
In small groups, ask the students to write a list of things that make a good school or college (i.e good teachers, interesting lessons, good facilities etc) Feedback as a whole class and elicit how schools and colleges know what their students think about their courses (e.g through informal feedback to teachers, feedback forms etc) If your school or college has a feedback form it might be worthwhile looking at it together
1–2 Students can do these exercises in small groups.
Learning tip
To reinforce the idea of ranking and grading you could give your students some evaluation/customer satisfaction forms written in their own language In groups, ask them to fi nd questions that rank things and questions that grade things
3–6 If students struggle with this, write the name of a popular
product on the board Write a positive point and ask a student
to come up and counter it by writing a negative point on the board Ask another student to write a positive point, and so on
7 Students can compare answers in pairs.
Trang 26Unit 10 Taking notes
Get ready to write
Necessarily, there is a lot of text and vocabulary for students
to deal with in this unit Because of this, you may want to do
these exercises as a whole class listening activity Read the
encyclopaedia entry to the students while they are following the
text in the book
Taking notes from the Internet, books and
magazines
1–3 These exercises can be done in pairs or individually
4–6 To reinforce these exercises, ask students where they
normally get their information from, which sources they trust
most and why As homework you can ask students to fi nd
two different descriptions of your town or area on the Internet
and decide which one they agree with most Elicit if they can
think of any reasons why the other website might portray the
town or area differently, (e.g an offi cial tourism website may
make an area sound positive but a resident’s blog may give a
more realistic description)
Learning tip
Emphasize that in the age of the Internet, analyzing sources
of information for bias and accuracy has become even more
important in any language Write one subject, e.g smoking, on
the board For homework, ask students to bring in any texts (not
necessarily in English!) that they can fi nd on the subject (e.g
adverts, news reports, information from different websites) In
the next lesson, put students in small groups and ask them to
answer the Learning tip questions and discuss which sources are
more accurate Alternatively, you could fi nd the texts before the
lesson and get students to do this extension activity during the
same lesson
7 Reinforce this activity by writing these statements on the
board
1 Ladysmith Black Mambazo sang at the ceremony when
Nelson Mandela became President of their country.
2 Joseph Shabala is a Zulu who was born in Ladysmith.
3 Paul Simon is a famous American singer who became
famous in the 1960s.
4 After working with Paul Simon, Ladysmith Black Mambazo
became the fi rst internationally successful African group.
Divide the class in half Tell group 1 that they are writing an
article about Ladysmith Black Mambazo and tell group 2 that
they are writing about African music in general Ask them to
ask themselves this question, Do I need this information?,
and make notes from only those sentences that are useful
for their particular article Feedback as a whole class (Group
1 will probably write notes from sentence 4; group 2 will
probably write notes from sentences 1,4 and 2)
8 This exercise could be done as a whole class listening activity
Ask students to check their answer in pairs and then feedback
as whole class
9–13 These exercises can be done in pairs or individually.
Focus on … symbols and abbreviations
Before students do this exercise, write these symbols and
abbreviations on the board: = ∴ i.e NB
14 Students can compare their notes in pairs.
Ask students to swap their notes and use the Check questions to check each other’s work and then feedback to each other
Ask the students to look at the fi rst set of notes in Look at an example and guess what the symbols and abbreviations mean.
More activities
1 As a follow-up activity you could ask your students to write
the article about Ladysmith Black Mambazo
2 Students could also use the notes they prepared in Extra
practice to write an article for a local newspaper about their favourite singer/group
Trang 27Unit 11 My story
Get ready to write
The fi rst two activities can be done as pair or group work
Encourage students to give reasons for their answers and
discuss them
The third exercise is designed to help the students understand
the tension underlying Len’s story You can introduce this
by asking students to look at the picture of the soldier and
brainstorm vocabulary about the picture or the job e.g gun, war,
soldier, fear, bravery etc Do the same thing for the picture of the
farm labourer
A personal story
1 Explain that you are going to read a personal story about a
soldier and a farm labourer Read the story to the students
while they are following the text in the book
The exercises are grouped into three sections:
2 to 6 These exercises focus on comprehension Ask students
to work alone and then check their answers with a partner
7 to 8 These exercises focus on the shape of the story and
provide students with the vocabulary they will need when
shaping their own stories, i.e the background and the event
Ask students to work together and complete these exercises
in pairs
9 to 13 These exercises focus on how the writer wants the
reader to respond to the events he describes and the writer’s
relationship with his reader Ask students to work together and
complete these exercises in pairs
Learning tip
You could revise regular and irregular past simple forms by
playing bingo or pelmanism Encourage students to record the
past form of new irregular verbs that they meet
Focus on … symbolism
Explain the concept of symbolism with a symbol that is
recognised in your culture, e.g a dove = peace Ask students in
small groups to think of two or three other symbols that people
use in your country Feedback as a whole class
14–15 Ask students to do these exercises individually.
16 You may want to refer students back to Exercise 7 to help
them with this exercise
Focus on … time sequencers
Students tend to over-use time sequencers in narratives It is worthwhile highlighting the relative scarcity of sequencers in
Len’s story Also highlight the position of commas and that after
is not used on its own
17–19 Any or all of these exercises can be set as homework.
Ask the students to swap their stories and use the Check
questions to check each other’s work and then feedback to each other
Extra practice
At the end of the Extra practice activity, ask students to swap stories with their partner Encourage them to take control of a story and redraft it Emphasise that they can change anything about their partner’s story to make it more interesting You may want to refer the students back to the Did you know? box on page 55 to emphasise how memory is often the creation of many retellings
Trang 28Unit 12 How it works
Get ready to write
These exercises can be done as pair or group work Ask students
to fi nd the words in the text How does a wind turbine work?
and guess their meaning from context Make this into a race by
setting a time limit e.g two or three minutes You may want to
supply students with dictionaries
Describing a process
1 Students may be more familiar with the content and English
used by personal websites rather than that used in company
websites, so make sure they are aware that they will be
focusing on a company website
2–4 After they have completed these exercises, elicit the main
differences between the two types of website, i.e
Company website Personal website
Content Factual description i.e
How wind turbines
Reader People who are
interested in how wind
turbines work/Potential
customers
Anybody
Focus on … the passive form
The emphasis in these exercises is on helping students
understand why the writer chooses a particular verb form
Highlight how the simple present is used in scientifi c descriptions
to indicate that the statements are always true You may want
to reinforce how the passive is formed by giving students extra
practice activities from a good grammar practice book, e.g
English Grammar in Use.
5–9 These can be done in pairs or individually
Learning tip
Highlight the difference in pronunciation between the noun wind
(wind) and the verb and adjective wind- up (waind).
Focus on … linking ideas and thoughts
Making a text coherent is a real challenge for many students
Look at the examples as a whole class Students can also look
back over a piece that they have written recently and try to
improve its coherence
10 This could be done in pairs or individually.
Ask the students to swap their descriptions and use the Check questions to check each other’s work and then feedback to each other
Extra practice
As students are writing for a company or governmewnt website, you may want to refer them to Appendix 5 before they do this exercise Afterwards, ask them to check each others work specifi cally for style
Trang 29Unit 13 I’m going to talk about …
Get ready to write
• Draw the Olympic rings on the board and elicit what they are
and what they represent
• Brainstorm what students know about the Olympic games
and write notes on the board
• Tell the students to look at the illustration and ask them what
Luc is doing Elicit three questions they would like him to
answer about the Olympics and write them on the board
• Do the listening as a whole class activity and feedback the
answers to the questions (If Luc has answered them!) You
could refer weaker students to the audioscript at the back of
the book to help them
A Notes for a presentation
Before students do these exercises, you may want to ask these
questions:
• Do you think Luc can remember all the information for the
presentation?
• What could he use to help him?
1–2 These exercises can be done in pairs or individually
Feedback onto the board after students have completed
them
3–9 These can be done in pairs or individually Either ask
students to swap work and check their answers together
or feedback onto the board after students have completed
Exercise 9
10 Ask students to swap their descriptions and use the Check
questions to check each other’s work and then feedback to
each other
B Slides for a presentation
Do the listening as a whole class activity Again, you could refer
weaker students to the audioscript at the back of the book to
help them
1 After Exercise 1 ask students to look at the slide in Get ready
Highlight how the slides on page 64 follow on from the slide
in the picture
2–4 These can be done in pairs or small groups Feedback as a
whole class after students have completed Exercise 4
Focus on … planning a presentation
Go through these stages with your students Encourage them to
use this plan whenever they have to give a presentation
5–7 These can be done in pairs or individually.
8 After students have completed these exercises, ask them to
swap their slide notes and use the Check questions to check
each other’s work and feedback to each other
Learning tip
Extra practice
Extend this activity by asking students to actually give their presentations to the class Spread the presentations out over several days If you have access to video you could fi lm the presentations and ask the students to analyze their own
performances by answering these questions: How clear was my main message? Was my talk clearly structured? How clear were
my audio visual aids, i.e slides?
Trang 30Unit 14 Urgent!
Get ready to write
Ask students if any of them wear uniforms or special work
clothes for their job Elicit how these clothes are different to
what they wear out of work Ask how different work clothes
are customized (e.g companies put their logos on them) and
why companies might want their logo on work clothes (e.g to
make it easier for customers to identify which people work for
the company) You may fi nd it helpful provide students with this
vocabulary: to embroider (something) and to print (something).
Completing an order form and noting
special requests
1 Do the listening as a whole class activity Play the CD once
and then ask the students to check their answers in pairs
Play the CD again for students to check their answers and
then and feedback You could refer weaker students to the
audioscript on pages 96–97 to help them
Ask: Why has Darren added the message (in red)? Highlight
how it explains why it is important to do the job quickly
2–3 These can be done in pairs or individually.
4–5 Before students do these exercises in small groups refer
them to the circled request on the order form Elicit the
different ways it highlights important information (i.e using
a header, giving the most important information fi rst and
foregrounding the verb do) When students have completed
the exercises feedback onto the board
6–7 Ask students to do these exercises in pairs or individually.
8 Students can do this individually and check their answers in
pairs Like any answerphone message, you can play this more
than once if students have diffi culty understanding anything!
Class bonus
Students do this Class bonus in pairs To make this a more
controlled activity, you may want to limit the activity down to
products on one page of a catalogue
There are two stages to the activity:
1 Give students time to familiarize themselves with the
products in the catalogue and think of any special requests
they might make You will need to monitor this closely, as the
vocabulary you will need to supply will depend on the type of
product they are buying/selling
2 Divide the pairs and sit the students back to back Student
B should look at the order form in their book Tell Student A
that they are the customer and should phone and place an
order and make a special request Student B must complete
the order form and highlight the request After a couple of
minutes, get Student B to show the form to Student A and
check they have written the request correctly and emphasised
the most important information (Repeat the activity, with
Student B as the customer)
Focus on … silent consonants and double consonants
It would be good to introduce this exercise with some examples
of silent consonant errors that your students have made in their work Write sentences on the board, each containing one error and ask the students to fi nd the errors When the students have done this, elicit why the words were diffi cult to spell (i.e highlight that students made these errors because one consonant is silent)
Trang 31Unit 15 Thank you for your letter
Get ready to write
Before students look at these exercises, ask them these
questions:
When did you last write to a company?
What was it about?
Elicit the vocabulary to make an enquiry (or complaint).
Ask them to look at the picture and the email and to do the
exercises in pairs Feedback as a whole class
Replying to an enquiry
1–3 These can be done in pairs or individually.
4 Before students do Exercise 4, you may want to discuss when
we use more polite and formal language (i.e when writing to
people we do not know) and elicit some of its characteristics
(e.g no contractions etc) Refer students to Appendices 5 and
6 (Think about style).
Did you know …?
Before students look at this box, ask them to look at Christine’s
email and answer this question: How does Christine explain that
she is sending something with the email?
Focus on … punctuation and capital letters
This is a stand-alone activity You may want to do it as a
follow-up exercise rather than interrfollow-upt the fl ow of the lesson
To introduce this activity write these words on the board (or
dictate them):
1 wednesday 2 today 3 suzanne 4 france 5 i 6 asap 7
thanks 8 ten
Ask students to correct any that need a capital letter (i.e 1, 3,
4, 5, 6) Elicit why they need capital letters (i.e names of days,
people, countries; fi rst person pronoun; abbreviation) and direct
students to Appendix 9 Punctuation on page 93.
You could extend this by asking students to create their own
texts with incorrect punctuation and capitalisation Then ask them
to swap their text with another student and correct the new text
Alternatively, if you don’t use one already, this is a good point
at which to introduce a simple correction code Ask the second
student to mark any capitalisation or punctuation errors with a P
and then pass on the text to a different student to correct Here
is a Correction code that you could use when marking to help
students identify and correct their own mistakes:
Correction Code
Code Type of Example of error Correction Error
Sp spelling I have too sisters I have two sisters.
Vb verb form He work in Tokyo He works in Tokyo.
or tense
N plural I have two child I have two children.
WO word order Is very exciting my job My job is very exciting.
Gr grammar I enjoy to dance I enjoy dancing.
5–8 These can be done in pairs or individually.
9 After students have completed this exercise, ask them to
swap their emails and use the Check questions to check each other’s email and then feedback to each other
Focus on … common spelling mistakes
This can be handled in the same way as Focus on punctuation and capital letters After students have done the fi rst exercise,
refer them to the Correction code and ask them to mark any spelling errors in the email with Sp.
Trang 32Unit 16 Can you make the 17 th ?
Get ready to write
Students can do the listening exercise individually and check
their answers in pairs Like any answer machine message,
you can play this more than once if students have diffi culty
understanding anything! Weaker students can also use the
audioscript to help them
A An email arranging a meeting
1–3 These can be done individually or in pairs
Learning tip
For an explanation about style, refer students to Appendices 5
and 6 Think about style on pages 89–90
4 This exercise can be done individually or in pairs
5 Look at the notice together as a class Ask: What’s the course?
Who is running it? When is it? Where is it?
6–7 Look at the email and ask students if they can see any
problems with it Ask students to do Exercise 7 in pairs and
feedback to the whole class
8 Ask the students to swap their emails and use the Check
questions to check each other’s email and then feedback to
each other
Class bonus
This is a mingle activity If you have a class with more than 12
students you may want to make two groups and ask students
only to sign up for courses run by students in their group If
you have access to computers this could also be done as
homework During class get the students to email all of the other
students (at their home email addresses) with details of their
proposed courses Then ask the students to email the person
who is running the course they want to attend Feedback at the
beginning of the next lesson
B An email confi rming arrangements
1–5 These exercises can be done individually or in pairs.
Emphasize that the email is more polite and formal because
it is going to a group of people, some of whom the writer
may not know very well
6–7 These exercises can be done individually or in pairs.
8 Ask students to swap their emails and use the Check
questions to check each other’s email and then feedback to
each other
More activities
1 You could make this unit a follow on to Unit 13 and
get students to write emails inviting people to their presentations
2 You could encourage students to write polite emails in an
authentic context by asking them to email homework to you, or to email you to let you know if they are going to miss a class