New headway elementary 3rd editionteachers book for video

This is a useful guide for practice full problems of english, you can easy to learn and understand all of issues of related english full problems. The more you study, the more you like it for sure because if its values.

Hẽadway

OXFORD UNIVERSITY PRESS

rest aendn res, Oxford O%2 60°

(Oxford University Press isa department ofthe University of Oxford

It furthers the University objective of excellence in research,

Scholarship, and education by publishing worldwide in

Oxford New York

‘Auckland Bangkok Buenos Aires Cape Town Chennai

Dar es Salaam Delhi Hong Kong Istanbul Karachi Kolkata Kuala Lumpur Madrid Melbourne Mexico City Mumbai Nairobi

Sio Paulo Shanghai Taipei Tokyo Toronto

‘Oxford and Oxford English are registered trade marks of

‘Oxford University Press in the UK and in certain other counties

(© Oxford Univesity Press 2003,

‘The moral rights ofthe author have been asserted

Database ight Oxford University Press (maker)

First published 2003,

‘Second impression 2003

‘No unauthorized photocopying

Allright reserved No part of this publication may be reproduced,

stored ina retrieval system, or transmitted, in any form or by any

‘means, without the prior permission in writing of Oxford University

Press, or as expressly permitted bylaw, or under terms agreed with

the appropriate reprographics rights organization, Enquiries

concerning reproduction outside the scope ofthe above should be

Sent to the ELT Rights Department, Oxford Unversity Press, a the

address above

‘You must not circulate this book n any othe binding or cover and

you must impose this same condition on any acquit

‘Any websites refered to inthis publication are in the pubic domain

and their addresses are provided by Onford University Press for information ony Oxford University Press disclaims ay responsiblity

A NEW NEIGHBOUR Episode 2

TO THE RESCUE Episode 3

AN OLD FRIEND

Episode 4 DINNER FOR TWO Episode 5

CHANGE OF A DRESS Episode 6

Main points of the syllabus

1 A NEW

NEIGHBOUR

tobe (all forms)

Present simple all forms)

Sand6

7and8

4

DINNER FOR TWO

Question forms:

what / where / whose / why/ how much Possessive pronouns

Infinitive of purpose Shopping language

who / when / how long Travel vocabulary

onespontig New|

ex fgih Coune {tener Sets teak te 9and 10

Mand 12

13and 14

Introduction

V COURSE!

New Headway Video Elementary comprises:

Video Cassette ~ 39 minutes

New Headway Video Elementary can be used as an

additional component to the New Headway English

Course Elementary or as supplementary material

for other course books at this level The video is

based on the syllabus of New Headway English

Course Elementary Student's Book

New Headway Video Elementary provides both

revision and extension material through a series of

short comic dramas based on the lives of four

people who share a house They are designed to

consolidate grammatical, functional and lexical

areas covered by New Headway English Course

Elementary, and to develop listening

comprehension skills

‘STUDENT'S BOOK

The Student's Book is designed to give students

‘exercises and activities that will best prepare them

for, and help them exploit the video Each unit is

divided into three sections: ‘Before you watch,

‘While you watch’, and ‘After you watch

Before you watch

This section introduces the theme of the episode

and provides one or two tasks which are designed

to prepare students to deal with the language and,

more typically, the vocabulary contained in the

Video Each task requires the student to process

the relevant language / vocabulary in some way,

thus making it more memorable Sometimes

students are required to provide the correct

answer, other times they are encouraged to use the

language more freely

4 New Headway Video Elementary

While you watch

The standard approach to this stage in ELT video is

to have a global viewing activity, where the unit is shown uninterrupted and the students perform a relatively simple task, followed by a series of tasks for which the video is divided into shorter sections However, this approach is somewhat problematic when dealing with drama, since showing an episode through to its conclusion removes not only suspense, but also the potential for valuable activities such as predicting, speculating and engaging with the characters It is likely that the sectional tasks would have to focus purely on the detail at the expense of the drama It isalso felt that global viewing would place too many demands on some students, causing them to fail to grasp the essence of the episode

The approach here is to dispense with the global viewing and divide the video into sections, each section to be seen at least twice The first viewing usually involves the completion of a task which exploits the main dramatic focus of each section (key information, outcomes, etc) It often involves pre-task preparation such as speculating from photographs from the video, or vision-only viewing The second task focuses on the language used and involves matching, ticking, etc Where some writing is required, the task is usually attempted prior to re-viewing the video

In some sections there is no real language focus, yet understanding of the dialogue is important because it moves the plot forward In these situations, the meaning is addressed during the pre-task stage; during the viewing stage the focus will be on following the plot, through tasks such as ordering the dialogue or identifying the speaker

What do you think?

In the ‘While you watch’ stage of each episode, there is at least one activity labelled ‘What do you think’ This is designed to encourage the students,

to interact with the story in a natural way

inferring, giving opinions) without having to come up with a target structure or the right answer At elementary level, students will not have a wide range of productive language which to express themselves But you can assist by asking questions which guide students or clarify what they are trying to say You should treat all contributions positively and never attempt to correct or evaluate them

At the end of the ‘While you watch’ section, there isa Review’ section designed to provide a

summary for each episode After this, the students

should be allowed to watch the whole episode

uninterrupted without having to perform a task

This, afterall, is how drama is meant to be viewed

in the ‘eal’ world

After you watch

The main aim here is to consolidate the language

focused on in the episode through exercises, tasks

and role plays In particular, this section gives

further practice to the students by exploiting or

extending situations within each episode which naturally generate the target language

Broadly, there are two types of activity:

fairly controlled exercises - normally requiring

some writing activity (dialogue and / or gap completion, prompted question forming) Some of

these activities can be set as homework rather than done in class

freer, more productive tasks - designed to be a

more challenging alternative or extension,

requiring active use of the language and involving,

information sharing / problem solving through

pair / group work and / or role play

Role play can be extremely effective in the

classroom, but for it to succeed it has to be

carefully set up, and the students must be given

adequate preparation time The role plays in the

New Headway Video Elementary Student's Book

are not designed as time-fillers or wind up

activities

Resource Bank

At the end of the book, there are a number of

supplementary activities should your class need

further practice

PREPARATION FOR USING VIDEOUN

THE CLASSROOM 5) / ỳ

‘Any unfamiliar video sequence should be watched

through beforehand by the teacher, along with the

transcript and the Student’s Book activities Mark

cn the transcript where the ‘While you watch’

sections start Set the counter on the video player

to zero so that you can write in the counter

numbers at the start of each section in the boxes

LÍ Í TÍ ]provided in the Teacher's Book This will

make rewinding and fast forwarding much easier

You can also highlight on the transcript possible

problem areas for your class

PVUSEFUU TECHNIQUES AT’THIS Level”

Fairly standard techniques for exploiting video are described in the notes for individual episodes They are

Silent viewing This allows students to watch a section without having to worry about the language In this book,

it is mainly used in the later stages to interpret

incident or establish sequence At this level it should not be used to elicit what is being said

Freeze framing

You can use this to predict outcomes, describe a scene or interpret mood It is normally at the disposal of the teacher, but in this book it is often suggested as a device to be used by students in speaker identification tasks

Fast forwarding This is recommended as an efficient or amusing device to be used at the review stage as areminder

of the story

Listening without viewing This technique is not specified in any of the episodes, but it is an option you might like to try if you feel confident about using video in the classroom It can be used occasionally to speculate about situations, transactions, identity of speakers, etc You can use the vision controls to do this, but often it’s simpler to turn the TV away from the class

New Headway Video Elementary 5

Introduction to the

episode

This episode introduces the four main characters

(Helen, jane, Matt and David) and establishes the

setting (a shared house in Oxford) It also

introduces a fifth character (Simon, the new

neighbour) who appears in most of the episodes In

syllabus terms, it covers the first four units of New

Headway English Course Elementary

¡LANGUA6E Focus;

t0.be (all forms)

Present simple (all forms)

‘Adjectives (including opposites)

Describing towns and cities

Personal information

'WARMU

Ask students simple questions about their home

towns (name / location) Ifthe students are from

the same area, ask about the location of other

towns / cities in their country

Refer to the episode title Tell the students that

they are going to learn about four people who live

ina house in Oxford and their new neighbour

Before you watch

This section introduces English place names which

appear in the episode and revises / extends key

adjectives

1 Inthis exercise, students have to identify English cities from their descriptions

Go through each place name on the map, practising stress and pronunciation

Go through the descriptions eliciting / explaining the meaning of key words

Students use the map information to identify

the descriptions

Check answers

a) Birmingham 4) Manchester b) Brighton e) Newcastle

2 In this exercise, students have to categorize

adjectives as either positive or negative (Note that horrible, ugly, attractive and gorgeous have not appeared at this stage in New Headway English Course Elementary.)

Go through the task Ensure understanding of positive and negative

In pairs, students categorize the adjectives

Instruct students to use dictionaries with words they don’t understand

Check answers Practise the stress and pronunciation of each adjective as you do so

1 Thisis the first instance of the What do you think? feature of the video, where students are

encouraged to give opinions, speculate and

predict outcomes In order for this to work

effectively, itis essential that responses are

treated positively

This task can best be done as a whole class

activity

First go through the task, checking understanding,

‘Ask students to nominate adjectives to describe

first the neighbour and then the car, and write

them up on the board There is almost certain

to be disagreement, either through mischief or personal taste You could take advantage of

this by, for example, taking a class vote Be

prepared to give explanations where adjectives

are misapplied (e.g good-looking is normally used to describe people rather than things)

2 _ Inthis exercise, the students have to identify

who said what

Go through the exercise, checking understanding

Tell the students to indicate the speaker by drawing a line from the adjective to the person

in the photograph, and then to the car or

Simon as shown in the example

Play the video

Students now watch the section and complete

the task individually

Check answers with class

(Note: With a confident class, you might like to

ask why Matt changes his mind about the car.)

Answers

Jane:

(on neighbour) nice, good-looking;

(on car) fast

Helen: (on neighbour) very nices (on car) very expensive

David: (on neighbour) not good-looking;

(on car) slow, cheap

Matt: (on car) nice, horrible

3 This short exercise revises expressions with time

Go through exercise, drawing attention to the

clock prompts

In pairs, students complete dialogue

Play the video Students amend / confirm their

answers

Check answers

David: Are you ready? It's a quarter to seven Helen: What time does the film start?

David: Half past seven

SECTION TWo2 The introductions)” OCT]

In this section, the housemates are introduced to the new neighbour, and we learn their identities For those who have used New Headway Video Beginner, the only new person is Simon

1 Here, the students fill in the personal information for each person The aim is to provide a biographical background for the main characters in the stories

Go through the task Practise stress and pronunciation of the names Elicit / explain the meaning of job vocabulary I this is problematic, use translation (for a monolingual class) or allow students to use a bilingual dictionary Since there is alot of information to process, put the students into pairs or small groups Play the video Allow time for students to share information to complete the details

Check answers, writing them up on the board

Be prepared to replay the video to fill in gaps

or allow for corrections

AnsWefs

assistant Jane Simon Brighton Newcasde drama teacher journalist Matt Birmingham games store runscomputer

2 _ Thisisa speaker-identification exercise Normally, students are asked to identify the speaker only In this particular exercise, however, they are asked to identify who is speaking to whom There are only four answers

to listen out for here To save time, it can be best done as a whole class activity

Go through each expression, reading aloud with appropriate stress and intonation, and checking understanding

ANewNeighbour 7

Play the video Instruct students to tell you to

stop the tape and give the answer when they

hear each expression If they miss one, inform

them and rewind to the relevant section again,

rươnn

H/§ D/M J/§ D/M

3 The focus in this exercise is on everyday English expressions Here the students have to

write in the questions

There are four separate exchanges here Go

through each one, drawing attention to the number of missing words

In pairs, students write in each answer

Elicit answers from class and write them up on

board Invite class to correct errors of language Point out (in a positive manner)

where answers are grammatically correct but

not verbatim (e.g too many words)

Play the video for students to check / amend

answers

Check answers with whole class

run

Helen: Would you like some tea or coffee?

Helen: So, where are you from, Simon?

Simon: What do you do?

Helen: What about you?

SECTION THREEWAllabout' Simon!) CCT

In this section, the girls find out more about Simon

The main syllabus focus is the use of the Present

simple to talk about routines and interests

1 This exercise provides more detailed information on Simon,

Go through the exercise, checking

understanding of the task and headings

Play video Students watch the video individually

and fill in / tick relevant information, The

information is delivered in sudden bursts here

so you may have to play the video twice

home: Wed, Fri Weekend activities: tennis, football, cinema,

clubs Girlfriend: No

2 Inthis task the students have to match the beginnings and endings of sentences Explain the task, referring students to the example

In pairs, students join the sentences,

Play the video Students check / amend answers

Check answers with whole class You could read out the first part of each sentence and

students to complete it

FW

a) Where do you work?

b) The film starts in quarter of an hour

©) The cinema’s only ten minutes away 4) Let’s wait in the car

¢) What do you do at weekends?

f) Do you have a girlfriend?

g) I play tennis

h) I watch football i) I got to clubs

}) [go to the cinema

SECTION FOUR! avid’ idea’ OOO

In this section, David becomes tired of waiting for the girls and finds himself in an embarrassing situation,

1 _Inthis exercise the students have to watch the section without sound It requires a mixture of observation and speculation

Go through the questions to check understanding Play the video without sound

Put each question to the class Write up students’ ideas on the board Note that questions a) and d) are purely observational and should only produce one answer Encourage students to justify their reasons for their choice in e)

Play the video with sound.

Check answers with whole class

2 Students complete the dialogues The focus is

on the third person of the Present simple and

imperatives

Go through a) and b) checking understanding

Play the video again, stopping after the kitchen

scene, Allow students time to complete a),

replaying the relevant section if necessary

Resume playing the video Allow students time

to complete b)

Check answers Insist on the final‘s'for the

third person singular

a) Jane: He doesn’t have a girlfriend

Helen: He likes tennis

Jane: But he also likes football

Helen: And going to the cinema

b) David: It’s David The film startsin ten minutes Say goodbye to your big,

boring boyfriend and hurry up!

REVIEW

This tests how far the students remember some of

the facts of the story

Go through exercise, checking understanding

Put students into pairs Encourage them to work

from memory, but if they can't remember, instruct

them to refer to the previous pages or forward to

the transcript at the back of the Student's Book

Check answers with the whole class

Play the whole episode uninterrupted

£) wait in the car

After you watch

The following activities give extensive practice of Present simple forms They are intended to be done together

1 This is anote-taking exercise designed as a preparatory activity for the subsequent exercise Itis best done as a whole class activity Read out Jane's paragraph, checking understanding

Elicit relevant details from the class V them up on the board Students copy out the details

2 Inthis exercise, students provide their own biographical information

Tell students to enter their own information in the relevant sections Circulate to monitor / assist students

Refer students to Jane's paragraph as a model

If necessary, present your own (or fictional) details for the whole class to write up together

as an example

Students write up their own paragraph Circulate to monitor / assist

Resource Bank (page 40)

This follows the After you watch section in

the episode It provides consolidation and

extension in question forms and in the third

person singular of the Present simple The writing up stage can be done as class work

‘or homework

Put students into pairs Ifyou feel the

students need assistance, elicit the

questions from the whole class beforehand

and write them up

‘Students interview each other and fill in

the details Circulate to assist and check

accuracy

Students write up a paragraph on their Partner Refer them to janet paragreph on

page 9 in the Student's Book but remind

them to use the third person singular forms inthe examples

ANewNeighbour 9

Introduction to the

episode

In this episode, Jane has a series of mishaps and

ends up locked out of the house Simon comes to

the rescue but it all goes wrong for him, much to

the amusement of Matt and David If you are using

‘New Headway English Course Elementary, it should be shown after Unit 6, since it covers the main

language focus of Units 5 and 6 of the Student's

Refer to the stills under the title Ask what they

think Simon is doing and why Be prepared to

provide / write up relevant vocabulary where

required (e.g climbing) You could ask if anybody in

the class has done this and why

Explain / translate rescue or tell students to use a

gual dictionary Don't, however, attempt to

explain the whole title

Before you watch This section introduces some of the key vocabulary which appears in the episode and revises prepositions of place

(mostly) kitchen vocabulary

Go through the list of words, giving stress and pronunciation,

In pairs, students match the vocabulary with the letters a) to j) on the picture Tell them to use a dictionary if necessary

Check answers by reading out each letter and eliciting the appropriate item This will allow you to monitor pronunciation Be prepared to

Students complete sentences

Elicit answers using Where is the ? questions and write them on the board,

ESS Check answers with whole class

a) The plate is on the table (Note: You may like to highlight the sarcastic b) The slices of toast are on the plate nature of David's last remark by asking the

ẹ) The mug is in the sink class what the normal expression would be.) d) The newspaper is on the table,

@)The purse son the tle ặ) The ặ10 note is under the purse

g) The cafetiere is on the work surface 3)J b)H ẹJ đìD &J fH g)D

ÍậEẠT[đửM ẶWOƯJảiedeedsRelpắfặ TT

In this section, Jane realizes that she can't find her purse Can / could is introduced here Itis

SECTION ONEGood morningỢ 1) LJ) exploited more thoroughly later in the episode

In this section Jane is rushing to leave the house at 1 _In this exercise, students have to interpret

While you watch

breakfast time There is no particular syllabus focus _what is happening through photographs from here Its function isto set the scene for the events the section

1 This multiple-choice exercise tests general

observation and comprehension of the section to mask the right hand column, since it makes Beforeyouattemptthe exercise, tell students The observational questions are relatively one of the answers quite obvious

undemanding, although the students will have

to listen closely for questions c) and d) Go through each question Check meaning and

refer to the adjacent photograph Put each

Go through the exercise and check understanding The vocabulary here should be question to the class If they have trouble with the first answer, draw their attention to the unproblematic Ổcash point (It might well be clearer in the other pictures) Once they have the first Play the video Students tick the appropriate answer, the second follows quite logically

Matt is still in bed, but donỖt insist on this

Play the video

a) get some money

2 Inthis exercise, the students try to remember b) She canỖt find her purse

who said what Although they have only seen ) Matt

the section once, they should be able to make

a good attempt at it 2 Here, students have to complete Jane's half of

the telephone conversation with Matt

Go through the dialogue, reading it aloud with

appropriate stress and intonation Check Go through the vocabulary, checking meaning understanding Cash card, need, find, and look for have not yet come up in New Headway English Course

In pairs, students identify speakers Tell them Elementary Ask students to use their not to worry if they get e) and f) in the wrong dictionaries or be prepared to explain their

Play the video Students check / amend

answers, Students complete the sentences

TogheRescue 1

Check answers with whole class

Play the telephone conversation (rather than

the whole section) to confirm answers

Listen, Matt I need your help I can’t find my

purse, and it has my cash card and everything

init think it’s in the kitchen Could you look

forit?

SECTION THREE! Thanks) Matt, 17, O00

In this section, Matt searches the kitchen for Jane's

purse

1 The students suggest where in the kitchen Jane's purse could be This exercise isa freer

practice of the prepositions and vocabulary

covered in the ‘Before you watch’ section

This can be done relatively quickly as a whole class activity Invite suggestions from the class

and write them down

Students following New Headway English

Course Elementary will not have covered the

language of speculation yet The task can be

performed using /think it’s / Maybe, it’s

statements, Only introduce might if you feel

the class can use it (The deductive use of

could is not advised, since this will be

confused with its very different uses in this

episode.)

Play the video Confirm the location of the purse

‘The purse is under the newspaper

2 The students have to complete the dialogue

with the given phrases The syllabus focus here

Go through the phrases Practise pronunciation

with the class, paying particular attention to

the contracted forms there's and couldn't, and

ensuring that the ‘I’ is silent in could

Go through the dialogue

Put students into pairs Allow enough time for

them to complete the dialogue

Play the video, more than once if necessary, to

allow students to check / amend their

How about on the work surfaces? : Tcan't see it There's only the newspaper Could you look under it? : OK Got it! ‘Oh thanks, Matt I was really worried Can you put it on the kitchen table? I can pick it up later

JSECTION FOUR! Whats wrong? (72 LLT-TT

In the final section, Jane finds herself locked out of the house and attempts to climb in through the window Simon comes to her rescue but ends up needing help himself

1 This exercise is intended to assist the students to predict the key plot developments in what

is a long section of the episode It is a challenging task so good preparation is essential Apart from one or two examples of can / can't, there is no particular syllabus focus

‘The task should be done in two stages

Stage one:

Put students into small groups

Explain the task, pointing out that the pictures are in sequence Highlight key vocabulary (eg stuck) but tell the students to use dictionaries

to check meaning

Groups match dialogue with pictures Check answers as a whole class activity Go through each picture and elicit answers Its essential to establish the right answers as you g0 through, so be prepared to guide the students If there are any problems with any photographs, move on and leave them until the end,

Play the video and confirm / amend answers with the whole class

Jane can’t find her keys when she gets home

She rings the bell, but there’s no answer She

phones David and then tries to climb through

a window, Simon stops her and tries to climb

in himself, Matt suddenly opens the door He

didn’t hear the bell because he was listening to

music, David arrives Jane tells Simon to come

down, but he’s stuck Matt and David are

amused,

2 _ Thisisa speaker identification exercise which

focuses on everyday English expressions

Go through the dialogue Practise it aloud with

the whole class, using appropriate stress and

intonation Check understanding as you do so

Play the video

Student:

ntify speakers

Check answers with whole class

Asa lively alternative, you can make this

another whole class activity Instruct the

students to tell you to stop the video and

identify the speaker when they hear each

expression

Ảns

a)D b)J ©D đ)§ e)§ D

3 _ Students complete the dialogue Here the focus is on past and present forms of can't

Go through the exercise, checking

understanding Remind them to use can't for

present and couldn't for past

Students complete the dialogue individually

Check answers with whole class Only replay

the relevant section if you feel itis necessary

Jane: First I couldn’t find my purse so I couldn't get any money from the bank

And now I'm outside the house, and I can’t find my keys

David: Where's Matt?

Jane: He was at home before but he's not here now

David: I can’t get away at the moment

to the previous pages or forward to the transcript

at the back of the Student's Book

Check answers with the whole class

Play the whole episode uninterrupted

AnsWets

Jane goes to the bank to get some money but can't find her purse She telephones Matt He finds itin the kitchen Jane goes home by bike

to collect it but can't find her keys Matt doesn’t answer the door because he's listening tomusic, so she telephones David When David arrives home, Simon is trying to climl through the window / stuck outside the window

After you watch

1 Thisis a more ambitious exercise, which looks

at the different functional uses of can and

could

Go through the examples, using appropriate intonation, and ensure understanding of the three concepts If necessary, ask students to look in their dictionaries or translate for a monolingual class

Point out that each of the examples comes from the episode

There are two approaches to this task If you feel your class might struggle with it, it's perhaps best to use the second alternative Either:

Get students to do the exercise in pairs Check answers with whole class

Or:

Go through each one with the whole class, using appropriate intonation and gesture (you may wish to slightly overplay the intonation) Ask students to identify which type itis

ES a)R b)A c)A d)P e)A f)P g)P

nA DR

TotheRescue B

2 This is an exercise to consolidate the everyday English expressions found in Section Four,

exercise 2

Go through task, checking understanding

Tell students that more than one answer is

possible

In pairs, students complete the dialogue

Check answers Take the opportunity to practise intonation and stress with the whole

class at this stage

‘Are you OK? / Are you allright?

What's wrong? / What's the problem?

‘What's wrong? / What's the problem? No problem

‘Are you OK? / Are you all right?

See you later

‘That’ brilliant!

Wi Episode 2

k9)

Introduction to the episode

In this episode, Matt meets an old girlfriend whom he'd rather avoid Jane and Helen try to help Matt, but they only manage to make things worse If you are using New Headway English Course Elementary,

it should be shown after Unit 8, since it covers the

‘main language focus of Units 7 and 8 of the Student's Book

LANGUAGE!

Past simple (regular and irregular verbs) /FOCUS

Time expressions:

dates, times, last week, etc

Relationship vocabulary:

fall in love, get engaged

Before you watch This section introduces and revises the vocabulary and grammar which appear in the episode

1 Thisisa straightforward vocabulary exercise in which the students have to match the words with their definitions It revises and extends the relationship vocabulary which is central

to the episode and can therefore serve as a warm up

Go through the vocabulary practising stress and pronunciation Pay particular attention to colleague and fiancé(e) Be prepared to explain

to go out with

In pairs, students match the vocabulary with

the definitions Instruct them to use a

©) Your boyfriend / someone you go

4) Your fiancé(e) someone you're engaged to

¢) Your husband / wife someone you're married to

£) Your ex-husband / wife someone you're

divorced from

2 This revises the past form of verbs occurring in

the episode

Go through each verb, checking understanding

In pairs, students write in the Past simple forms Check answers, giving thorough practice in pronunciation as you do so

While you watch

SECTION ONE;/Who is she? ooo

This covers present tense and Past simple verb

forms, but its main function is to set the scene for

the episode and introduce Deb

1 Inthis exercise, the students have to interpret

what is happening through pictures from the

section

Go through each question Check meaning and

refer to the relevant photograph Put each

question to the class

Write up the suggested answers on the board

Don't be too critical of wrong answers which

are very wide of the mark

Play the video Nominate students to identify

the correct answer from the list on the board

(or to provide the correct answer if it is not

written down) The final answer is not given

but invite students to qualify or confirm their

They are talking about Simon / waiting for

Helen and David / having a drink,

Matt isn’t pleased to see the woman,

‘The woman is Matt’s ex-girlfriend

2 Inthis exercise the students have to provide the correct tense form of the verb supplied

before viewing again

Go through the dialogue checking

understan

Students do the task in pairs

Play the video Students check / amend

SECTION fWO: MátŠ newfiahc&e' [TT]

In this section we learn about Deb, and she is

introduced to Jane

1 There is no real syllabus focus here; the emphasis is on comprehension and this multiple-choice exercise is designed with this in mind

Go through the questions, checking understanding Be prepared to explain / translate jealous

Play the section Students tick the correct box

To check answers, replay tape and instruct students to tell you to stop where they hear the relevant information

aes

8) wants to help Matt

2 _Inthis exercise, the students identify the speakers

Go through a) to j) checking understanding Read each one aloud with appropriate stress and intonation and ask the class to repeat it Play the video, Students fill n the answers

Check answers with whole class

rưnn a)J b)M oM đ)D e)D f)D g)M

h)J

SECTION THREE: Where’ the ring?) JCI]

In this section, Jane and Matt pretend to be engaged and invent the story of how they met The syllabus focus is Past simple

1 This true / false exercise tests the students’ comprehension of the key facts of Jane and Matt’ story

Go through the questions checking understanding, Ensure that the students understand that they must correct the false statements,