New matrix intermediate teacher book

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.

Studеnt's Book сontents

lntroduсtion

a } sеrrsе of idеttCicEr

Let's revise Units 1 and 2 key

Lеt's revise Units 9 and 10 kеy

Photoсopiab|e асtivitiеs сontents

PhotoсopiabIe aсtivitiеs

Photoсopiable aсtivitiеs Теaсher's notes

Workbook answer kеy

' Asensеofglt'| Who аre the British?v: Desсribing сharасtеristiсs

Рhrаsа| vеrbs _ brlщ in, build up, mаkе up, put in, put up with

Exam t]aining: |vlаtсhing hеadings R: Mаtсhing headin8s 4

Present simpIе аnd presеnt сontinuous, stаtive verbs Present жension: sеe he1r,Iееl, simp|e and present t?stе and sme|l;сontinuous

Modаl verbs: аbiIity, pеrmьsion, ob|igаtion аnd reсommendаtion

Мodа|s in thе pаst

V: Dеsсribing peop|е, SurvivaI, Prepositions Еxam training: Sсanning, Summаrising R: Мatсhing

з0

The past: nаrrativе tеnsеs:

Past simplе, pаst сontinuous, pаst perfeсt 32

Pаst simplе, pаst сontinuous, Pаst perfесt

Еxtеnsion: д5, when, whiIе

у

v: Desсribing growth, Prepositions, Desсribing аbiIities

Ехam t.ainin8: п/issing sеntеnсes

R Missin8sеntеnсes 42

Тhe fцture: Presеnt сontinuous, й4 8olл8 to Prеsеnt 5imp|е тhe fUture: аnd prеsent Prеsеnt simp|есontinuous, will, goingto

Extеnsion: Othеr uses of will, whеn аs soon аs, bфrе and оt'ter

46 Modаl verbs: |ogiсa| сonс|usions Logiса| сonс|usions in the pаst Eпеnsion BесIuv, unless' olthough 60

Logiсa| сonс|usioпs in the pаst

Bоdу |ащuagе v: вody |аn8uagе Еxаm trаining: Dеsсribing piсtu1е5 R: fi.lаtсhing

68

Prеsеnt pеrfесt Prбent pеrfeсt 5imр|e аnd presеnt pеrfесt сonti пuoUs

70

Prеsеnt perfесt Present perfed simp|e аnd prеsеnt pеrfесt сontinUous Elfiension: Аlrеаdу, stil|, уеt

72

7Sпtа'Ibеginnlngs Nеw York

v: PopU|аtion R: пilissing sеntenсes 82

The pаss|Vе Extеnsion: Тhе passiуewith bу, of' ууith

v: Possibi|itу, resu|t аnd сhаnсе Аrtiс|еs

94

Rе|аtive с|аuses Dеfining аnd non.defining сlаusеs 96

DeIining reIativе с|аuses Non.dеfining с|аuses Еxtеnsion: Whеrе, whеn 98

tirst аnd seсond сonditionаl, wishеs Еxtension: Would rаthеr, would prфr to, prфr 112

V: Wildlife Phrasa| verbs: wеor o|f, woke up, sеttlе in, bring 1bout, сomе round '108

First аnd sесоnd сonditional Wishes

loJI'eг:'gredldе- Runnin8 out of timе

V: Ways of li{e Phraя| verЬs: еnd up, look oftеr, plау on' pull out, toke port

120

Rеportеd sреeсh Repoded statemеnts Reportin8 requests and demаnds 122

Reported sрeесh Extеnsion: 5./g8бt аnd rесomnend 124

с: = сu|tu]e focus, Fi = Funсtions, L: = Listening, R: = Reаding, 5: = Speаking, V: = voсabulаrу

t

Who аrе thе British?

PhrаяI vеrbs: bring in, build up, mоkе up' put in, put up h/ith

.lobs Wordbuilding Аdjeсtivеs 14

(: Diffеrcnt pelsрdives on the ЕU

!h ]i]ilш]fl !!FI '=]t!lаining а theft

Writing a lеtter giving аdviсe

А homе-stау visit: Giving аdviсe сrImеBra|n PoWеr

Phraя| vеrЬs: put up, mokе up, sеt off, find out, drop off

Prepositions 26

A New sport from ]oу Luсk сlub

Ups and downs of the humаn rасe Сonfusing words

Phrasa| verbs: put ot'I, tаke up, put up with, let $b) down, |аll through

40

c: A pаrliаmеntаrу monаrсhу

.шшlr&Пг| тwiпs

Щ ' iil{lllш ]lT€?mme

ш] Et'+ \lаtсhing intormаtion

o l,шl]llшmЕ i:l:.t ihе futurе

,|obs in thе futurе Tа|king аbout thе future Prеpositions Phrаяl vеrbs: bringIbout, сome up oglinst, сount on, bе up to, work out

Writing a letter of еnquiry

|\4obi|е phonеs: Formа| аnd informа| voсаbu|аry 76

Body |аn8uа8е Variеties of English Ad,ieсtives Phrая| verbs: fry oиt" keеp up, look|or, lind ou\ fill in

78

Rl Thе ludge's housе

by Brаm stokеr 7lt

R: тhе Londoп Roаd trom Y|hen I wаlkеd out one summe| morning

by Lаurie Lеe 105 ]|llt''tшl к Ь thеir shoеs '

lnto the wild Phrая| vеrbs: bring in, сomе round, sеttlе in split in, wеоr oJf

сonfusin8 words Giving an opinion 118

C: Notting Hill Carnival сhiпese Nеw Yeal

119 цffirimd

]it t]i];в!.'т]i ]: :о]nions' а nеWs report

Writing a formal lеttеr of appliсаtion AppIying for а job

128

R: \gnаlion

by Georgе Bernаrd shаW '133

.llГargеt lеarnеrs

lit., il ,.; ', r lntеrmеdiatе prepares sесondary sсhoo| |еarnеrs

" s:nоo|-Iеaving еxaminations It is a flеxib|е сoursе

t]1, ::: b€ сomp|еtеd in onе sсhool yеаr by groups

l ] " -.n еithеr a rеgu|ar progrаmmе of 3*4 hours of

" ,: ,'' ''|аtriх thеrе аrе tеn thеmе-rе|atеd units А typiса|

l lе Studеnt's Book сonsists of thе fo||owing:

' - rе foсus or Rеаding for p|еаsurе

.g" s геr'ise pages fеаture aftеr еverу sесond unit

','l : : j a Grammar rеfеrеnсe on pаgеs 1з4-141 Тhis is

' l '."-.еrеnсеd throughоut to thе rеIеvаnt u nits

"'l ' lцordIist is on pagеs 142-151.lt сontаins voсаbu|аry

, '.d in thе Units Еaсh word appеars with its phonеtiс

.'' " ':, г:ion, its сIаssifiсаtion аs a pаrt of spеесh and a fu||

]''r -n supportеd, if nесеssary, bуan еxamp|еоf thеword

' -.: i also givеs dеtaiIs of pIurats, сompйtivеs and

I ;,- i ,:S.

Цlew Matrix Workbook

'.] ": sеs, prасtisеsand еxtеndsfromthеStudent's Book:

" "- .:аding ski||s and еxаm training

" ] , lсаbuIary and |аnguаgе foсus of еасh unit

' : ,nСtionаl |anguаgе оf еасh unit

' " 'g skills

Цew Matrix Тeaсher,s Book

" " : j еr.s Book inсludеs:

- '"-:: s Book сontеnts Iist

" ; : ': al| ехеrсisеs in thе Studеnt's Book

New Matrix Coursе Теsts

Тhеrе аrе tеn New Mоtriх Сoursе Теsts, and two Progrеss Теsts

- onе aftеr Unit 5, and thе othеr aftеr Unit 10

Тhe units arе thеmе-rеIatеd and within еасh sесtion the topiс

is Iookеd at from a diffеrеnt ang|e Тhis vаriеty ensurеs thatа|| studеnts wiII bе аb|е to find аn aspесt of thе topiс whiсh isengaging and motivating

Flexibility

New Mоtriх has bееn struсturеd to еnsurе it works equа|lywе|| for mixеd-abiIity groups taking еxtеndеd |аnguagеprogrаmmеs (5-6 hours а wееk) or rеgu|ar programmes (3_4hours) Тhе foI|owing arе somе оf thе ways tеасhers саn tаi|orthе сoursе to their studеnts' nееds:

Grammar prасtiсе, Lеt's rеvise аnd Word foсus pagеsсаn bе sеt for homеwork (rеgu|аr progrаmme) or usеd inс|аss (еxtеndеd programmе) ln miхеd-abiIity groups,thеsе еxеrсisеs саn bе donе in thе Iеsson by fаst finishеrs СuIturе foсus pagеs саn be usеd аs а bаsis for projeсts(еxtеndеd programmе)

Rеading for pleasure pаgеs сan bе usеd in сIass or аtnomе

optional асtivities аnd Quiсk fi||ers in thе Теaсhеr,sBook сan be usеd for fаst finishеrs or to orovidе еxtrаpraсtiсе in pагtiсulаr arеas for mixеd-abiIitу groups

Methodology

A|Iski||s and |anguаgе work iп Nеw Моtriх is prеsentеd withinсIеar, mеаningfu| сontехts whiсh wi|| heIp thе studеnts toundеrstаnd thе |anguagе

Both thе Student's аnd Теaсhеr's Books suggеst Warm.upасtivitiеs Тhеsе prеpаratory aсtivitiеs arе importаnt beсausеthеv aсtivаtе and аllow thе tеaсhеr to assеss thе studеnts'еxisting knowlеdgе оf thе topiс аnd еngagе them in thе

|а nguаgе |еа rn i ng proсеss

Тhe сIаssroom manаgеmеnt suggеstions for individuа|, pаirаnd group work bring variеty to thе |еssons, whiсh wiIIenсouragе motivation and сonсеntrаtion and wiII сatеr for аrangе of |еаrning sty|еs

Ф

Timе to talk!, Soundbites, Quiсk filler! and optional

aсtivity! arе floаting' асtivitiеs, аnd саn be used аt any point

to сhangе thе paсе and foсus of thе lеsson or to provide а

bridgе bеtwееn aсtivitiеs

New Mаtriх providеs а rangе of fo||ow-up and rеvision

асtivitiеs in thе Studеnt's and Теасher's Books whiсh hеlp

studеnts to rеmеmbеr and aсtivatе what thеv havе |еаrnеd

It is important thаt studеnts takе an aсtivе pаrt in sUсh

aсtivitiеs if theу аrе to bеnеfit from thе proсеss of rесyсling

аnd сonsoIidation

Exam tasks and training

Nеw Mоtriх dеvеloos thе four main skills within аn ехam

сontеXt Exam trаining boxеs fеaturе throughout the

Studеnt's Book, offеring studеnts аdviсе on how to approасh

pаrtiсu|ar еxаm tаsks Thе Exam training boxеs arе a|wауs

direсt|у linkеd to а task studеnts arе about to do thеmsеIvеs

Thе prасtiсaI adviсе hе|ps studеnts dеvelop both study ski||s

and еxаminаtion tесhniquеs Тhе boxеs offеr adviсе on the

following:

Rеading

Mаtсhing heаdings, skim rеading, mu|tip|е сhoiсе quеstions

sсan n i ng, idеntifуi ng su m mа riеs, m issi n g sеntеnсеs

Listening

Тruе / fаIsе quеstions, idеntifуing stаtеmеnts, mаtсhing

information, mu |tip|е сhoiсе quеstions

|n Nеw Моtriх, studеnts rеаd a variеtу of tеxts suсh аs artiс|es

of gеnerа| аnd sсiеntifiс intеrеst, rеports, Iitеrary еxtraсts,

and short storiеs Studеnts dеve|op reading ski||s suсh as

skim rеаding, sсanning аnd аntiсipating сontеnt, sо that theу

hand|е diffеrеnt typеs of rеading tеxts сonfidеnt|у Тhе

Reading sесtion сovеrs аlI thе еxаm reаding tаsk types, suсh

аs insеrting missing sеntеnсes, mu|tip|е сhоiсе аnd

truе / fа|sе quеstions аnd mаtсhing informаtion

Voсabulary work

Еaсh Rеading sесtion сontаins extеnsivе voсabu|ary work

bаsеd on thе rеаding tеxt input Еxеrсisеs foсus on thе

mеanings аnd usаgе of adjесtivеs, аdvеrbs, nouns,

сoIIoсаtions' prеpositions and phrаsаl vеrbs Furthеr praсtiсe

is offеrеd by thе rеlеvаnt еxеrсisеs in thе Word foсus sесtions

Nеw Mаtriх voсаbu|аry еxеrсisеs аrе dеsigned to bе usеd

immеdiatе|y aftеr rеading thе main tеxt Bу using thе words

straightawaу in сontеxts that SUpport thе mеaning, studеnts'

know|еdgе of thе nеw itеm is rеinforсеd without dеlау Тo

hеIp studеnts rеtаin voсabulаry, tеaсhеrs shou|d еnсourage

thеm to usе thе words in sеntеПсеs of thеir own and to

Time to talk! is a floating'aсtivitу: it сan bе usеd at аnypoint in thе |еsson whеrе an oral асtivity is appropriatе lt ishighlу еffесtivе if donе in pairs or sma|| groUps and thеrеsu|ts сompаrеd with thе rеst of thе с|ass at thе еnd of the

d isсussion

Grammar

Тhе Grammar sесtions prеsеnt and praсtisе grammar in сlеarсontеХts Тhе struсturеs аrе presеntеd through еithеr a shortrеаding or Iistеning tехt in whiсh thе grаmmar is usеdnaturаllr Тhе Grammаr сheсk boxеs providе for induсtivetеасhing Тhеrе аrе а|so a widе rangе of ехеrсisеs from thosеprоviding сontrоllеd dеduсtivе prасtiсе to thosе whiсhprovidе frееr prасtiсе Tеaсhеrs саn wоrk through thеехеrсisеs as appropriаtе, dеpеnding on thе |еvеl of thе с|assand timе avаilab|е

Let's aсtivate!

Тhis aсtivity is dеsignеd to еnsurе thаt studеnts makе aсtivеuse of the grammаr thеy hаvе studiеd in thе prесеdingseсtiоn Thе emphasis is on oraI work, although thеre is a|sosсopе for furthеr writtеn praсtiсе

Тhеsе асtivitiеs arе for pairs or smaIl groups аnd сan bе donе

in thе foIlowing |еsson аs a rеvision еxеrсisе

Let's practise grammar

Тhis sесtion rеvisеs and еxtеnds what studеnts havе lеarnеd

in thе Rеading and Grammar sесtions of thе unit аnd саn bеusеd for:

additiona| сIаssroom prасtiсе for extеndеd programmеs homework for students studying fоr fеwеr hours a wееk еxеrсisеs for fаst finishеrs

Еxеrсisеs сonсеntratе on voсabuIаry, grammar praсtiсе andЕnglish usаgе

Listening and spеaking

orаI and auraI work hаs a high profi|е iп Nеw Mаtriх, wi|hintеgrаtеd еxеrсisеs in а|I sесtions The Listening andSpeaking sесtions providе intensivе foсus on thеsе skilIs

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,mшгling skills

'rli.Lil: - j stеn to a rаngе of diffеrеnt rесordеd tеxts,

l - ] -3 rаdio аnnounсеmеnts, taIks, tе|еphonе

l :.:;I оns, intеrviеws and rесordеd mеssagеs

*]lt ,: s praсtisе |istеningfor both spесifiсand gеnеrа|

]] i " *,i on, аs wеlI as а Wide rangе of еXam Iistеning tasks,

T I -] поtе.tаking, muItip|е сhoiсе quеstions, mаtсhing

u r r :=-ilfuing truе / faIsе statеmеnts Exаm training boxes

.lll *: : :еnts аdviсе on how to approaсh thеsе tаsks

пшшшпшltсiаtion

tl,l шlTrr:,-:: arе еnсouragеd to dеvе|op bettеr pronunсiаtion

]1lт fl]|-"- tаsks suсh аs identifying individuaI sounds, Word

]]i', ti] J.d matсhing sounds to spеlIing

iшщldЬitеs

цl ]l- :rd of the Speаking and Listening sесtions in Units 4,

, : 9 аnd 10 thеrе is a song with gеnеraI quеstions for

ii l ::-:s to answеr Тhе words of thе song arе rе|аtеd to thе

]'"*''.- ]f the sесtion аnd studеnts аrе invitеd to exprеss an

i'J - аbout thеm |t is important that studеnts do not fее|

J:"1".,i *],,е to anа|ysе еvеrу word of thе song to be ablе to

lln := :аnd its mеssagе Thе foсus of Soundbites is thе

l.1 :": mеssаgе of thе song аnd how studеnts reасt to it,

,ji.* lan аn еxеrсisе in сomprеhension

lш.еаkiпg skills

"']:1 :l:rсisеs in this part of thе unit arе dеsignеd to dеvе|op

,( еnсy аnd сonfidеnсe Тhе themе of thе seсtion is

".l.:: ].d аnd studеnts arе enсoUrаged to develop fluеnсy by

u.l i Э3Гt in асtivitiеs suсh as dеsсribing phоtos, rolе pIaу,

]i !: оns' prob|еm-so|ving aсtivitiеs, dеbatеs, simulаtions

i,J-*:{ lg praсtiсе is of partiсu|аr impoгtanсе in monoIingual

ь1, l * ] ! r.r hеrе studеnts havе fеw opportunitiеs to usе thе

lil'!.-]]€ outsidе thе lеsson onе way of dеvе|oping a сu|turе

ii J".:I languagе usе in |еssons is to usе pair or group work

l I ] -: st that, whеnеvеr possib|е, onIy Еng|ish is spokеn

,i ti зroup or pаir work the tеaсhеr сan monitor by

U il l * f гound thе сlassroom Iistеning to thе studеnts

lil :.lа| hе|p саn begivеn and genе Ыprob|еmsсаn bе

ril.,-] :е and dеа|t with аfter thе aсtivitv Теaсhеrs shou|d

",.Г -.эqе thеir studеnts to usе thе voсаbuIary in thе

i il ]е boXеS to еxpand thеir rеpегtoire of usеfuI phrasеs

фсial fеаtures

!ld['вguе boxes

".'Tii"l'- ::'.еs providе examp|еs of usеfuI phrasеs and

;[ ilir r; | ехprеssions whiсh studеnts сan Usе to improvе thеir

, l].| :* зld сonfidеnсе in Еng|ish Studеnts arе frеquеnt|y

'l}fll;,.г-:,] nасk to thеsе boxеs so that thеy havе thе

1] ]]l1::-г tr to prасtisе аnd асtivatе thе Ianguаgе.

Чrriting

'.,'.,]'t ; _ :I tilis sесtion is to buiId up studеnts,writing ski||s

L 'l [ * ] * -еm аwаrе of diffеrеnt stу|еs, rеgistеrs and

.l'l'l ".- ]-: mаv nееd to use, dеpendingon thеwritingtask

thеy аre doing Studеnts work with modе|s and buiId progressivе|ytowards сomp|еting a task beforе сheсking thеir own work

Thе Writing sесtion сovеrs a widе variеty of еxam writing task typеs,inс|uding mеssаges, |еttеrs аnd сompositions Thе Exam trаiningboxеs givе students аdviсе on approасhing writing tasks in еxams

Speсiаl fеotures

Steps to hettеr writingТhesе aсtivitiеs |еаd studеnts into thе main writing task bу foсusing

on rеIеvant grammar аnd voсаbu|arу, аnd shorter piесеs of writing

|t is important to spеnd some timе studying the samp|е writing tехts

so thаt students have a сleаr idеа of what thеy are еxpесtеd toproduсе Тhe writing task сou|d be set for homеwork or donе in с|ass.

ln somе units there аrе idеas for group writing Studеnts саn use thеCheсking ideаs to hеlp thеm rеаd through thеir work with а morесritiса| еyе

Word foсusThеsе pаgеs provide additionaI prасtiсе аnd еxtеnsion work onvoсabulаrУ featured in thе units Thеsе aсtivitiеs сan bе usеd еither

in с|аss or Sеt as homеwork ln mixеd.abiIitv с|assеs thеv сan also bedonе bv fаst finishеrs

Culture foсusThеse pаges provide informаtion on an aspесt of Iifе in an Еng|ish-speаking сoUntry Тhе information is givеn in thе form of еithеr onelong or a numbеr of shortеr tasks

Aсtivitiеs givе studеnts thе opportunitу to manipu|аtе theinformаtion bеforе moving on to makе сross-сulturаl сomparisonswith thеir own сountry in Таlking about your сountry

Reading for plеasure

Тhesе pages providе studеnts with thе opportunity to rеad tехts ofdifferеnt sty|es and gеnrеs: extraсts from short stories, novе|s, apoеm and a pIay Тhe tеxts сan be usеd еithеr аs part of аprogramme of outsidе с|аss reading or as с|ass асtivitiеs Тhеy аrеrесordеd

Тhе tеxts arе aссompanied by еxеrсisеs сhесking studеnts'undеrstаnding Тhere are a|so opportunitiеs for studеnts to reaсt tothе tеxt in Your rеaсtions sесtions

Let's revise

Тhesе sесtions appеar aftеr еverу two units, with a totа| of five Let'srevisе sесtions Тhеy offеr а сhаnсе for students to rеvise mаteriaIthey hаvе |еarnеd in thе prеvious two units Теaсhеrs сan use thеm

as a progrеss сhесk for homework, or in сIass as еxtra rеvisionасtivitiеs

Тhе еxеrсisеs foсus on grammаr and voсabuIary

Studеnts do thе еxеrсisе in pairs Сheсk thе аnswеrs withthе с|ass.

O'' 1d 29 3b 4e 5с 6а 7hStiIl in thеir pаirs, studеnts disсuss whаt thеy rеad

Ask studеnts to work with a diffеrеnt pаrtnеr to disсuss thе

67

Sее Unit summarу on Contеnts pagеs 4-5

QuiсK quiz

1 Students open thеir books and work in pairs or smа||

groups to do thе quiz Givе thеm four minutеs Тhеy maу

neеd somе hе|p with quеstions 1,2and 3 Те|Ithеm to

guess if thеy don't know thе answеrs Сhесk thе аnswеrs

з b 4 a,с

Тhо iогm Grrаt Dritаin hав oxiatsd ьinсo |bo?, urhan Таmoь Vl of

iсotlаnd 6oсamo Тamоь l of Оng|and (аnd ulаlоь) Тha Unitоd

Kingdom (of Great oritain anА Northpгn tгolаnd) 'lras given thIь

nаme in |Ч?.?-whon thо гоьt of lrolаnd beсamo the lгiьh Fгee

Ьlate.Tne ierm Greаf oritаin iь still uridel1 used, buJ ьoma

9гitieh poople pгоfогjuвt 9ritain aь -tho1 thinк |no Gre<t ьouncь

arroganl

Mаn1 pоoplо tаlк аbout the Еng|ish mоaning tha iсо.iь, lna t(alэh

and аomоtimoь ihо trish too' Undeгьtаndаbl1, tha fuо.iэ, .iha t^]elьh

and the lгish do not 1iк9 thiь!

.ftlo (hanne\ Тunnоl (ьomatimaэ саllad tho Еuгo-tunne\ oг

Lhunnol) waь oponed in |qq\.lt гunь bоtr.raan Еo\Kь.ions in gгi.iаin

and La\aiь in fraосe Тпo \pоs of tгаin гun thгоugh ths Тunnel:

the ouroьtar, vrhiсh саггios fooir paььengers liко а noгmаl tгаin,

and Lо 6hutt1о, whiсh сarrieь vehiс\eь and paььenqerь

Rеading

2 Studеnts do thе еxеrсisе in pаirs Тhеy maу nееd hе|p

о; 1с 2d 3b 4е.5a.:

3 ТeII students to Iook аt the titlе and think about thе words

in 2 bеfore they give their answеr

4 Bеforе studеnts start rеading the tехt, tе|| thеm thаt tо rеad

thе tеxt quiсklу thеy shouId kееp thеir еyеs moving quiсkly

from Iinе to linе, and not to stop if thеy don't undеrstаnd а

word Students rеаd the tехt quiсkly аnd notе the timе thеy

tаkе A|low а maximum of thrеe minutеs' rеading time

quеstions Rеmind thеm to answеr Ihе Whу? part ofquеstion ] аs we|I as the first paгt

Ф' 1 He rеfe{s to.Ame.;.!gans аnd qUotеs thе Frеnсtз'.йiiie:i:'l ]]:.дпdre мa.uiсii.tЬ suggеst thаt thе Brrtish аre rм.ь' l l''ll l.l:

Не maу be dоing this partIy bесаusе thе Frеnсh :ll ll':.l'.ll, writеr is quitе we|Lknоwn аnd givеs thе viеws

аuthorrty, and pап|y bесаusе thе viеws аrе notpоsitivе and hе dоes not wаnt rеаdеrs to think thеуаrе his own

Тоwаrds thе end оf.thе.аrtiс|е thе writеr quоtеs the

оpiniоn of sоmе British pеop|е that to undеrstandBritain takеs many visits' Hе doеs this to illustrаtе anоpiniоn thаt Br;tish pеop!е сan b9 сomplеХ! ] : l ] : ] :.:

2 Тhеу аrе mаdgtrр of сhаrасtеrist!сs fpщffiiа.ll l l.l ]ll : '.diffеrеnt nаtionаlitiеs whiсh сombinе intо sоmеthing

idеntifiabIy British

Lаnguаgе notеsArtiсIеs with аdjесtivеs of nationа|ityFor manr' nаtionaIitiеs thе rvord for а pеrson is the samе аs thеаdjесtivе in thе singu|аr

аn ltаliоn, о Gеrmаn, а Сzесh, e|с

For thе pIurа| wе usе thе + sаmе stеm as thе аdjесtivе + s

thе ltаliаns, thе Gеrmаns, thе СzесhsЕxсeptions

For somе nаtionaIities thе word is the sаme аs thе adiесtivе inthе plurаl

thе Frеnсh, the Сhinese, the Dutсh, thе JаpоnеsеHowеvеr, in thе singu|аr Wе say а Frenсhmаn or Frenсhwomаn,

а Dutсhmаn or Dutсhwomаn, о Сhinese man or woman, eIС,N.B wе only add mаn or И]oman to thе word if the stеm has asing|е sy||ab|е

With othеr natiоnаIitiеs thе noun is сomp|еtе|У diffеrеnt fromthе аdjeсtivе

thе Poles' the Swedes, the Sсots

In thе singu|ar Wе sаy а PoIe, а Swеde, о Sсot, eIс,

Voсabulary

Dosсrib i n g chara с|oriь|icь

8 Studеnts do thе ехеrсisе on their own Сheсk thе аnswеrswith thе с|ass

o; 1 tаIkаtivе b dirесt а 2 agg.1-е9s!ve b а1rофnt:а ] '] :.]

@

P|ay thе reсording agаin Studеnts sе|есt thеir answеrs as thеylistеn Studеnts сompаrе thеir answers with a partnеr's Сhесk

f,hтгаsаl verbs

110 'е studеnts а fеw minutes to undеrlinе the сorrесt vеrbs

- :hе sеntеnсеs When thеv havе finishеd te|I thеm to rеаd

."е tеХt again to sее how thе vеrbs arе usеd Studеnts

_аtсh thе words in pairs Сhесk the answеrs with thе сlass

h 1 putin_е 2 buildup_а 3 mаkеup_d

4 put up with - b 5 brinр in _ с

Tlime to talk!

сrеrсisе саn bе used аt any point in thе Iesson whеre you

ilr/'.;.i to enсourаge the studеnts to rеaсt to thе topiс of thе tеXt

;-: пееd an orаll disсussion aсtivity.

lji, studеnts to rеаd the quеstions Givе thеm two minutеs to

е down thеir rеsponsеs Dividе thеm into pаirs or groups of

.-

-г or fivе to disсuss their rеsponsеs Pairs or groups shаrе

.- = idеas with thе с|аss

0аirs, studеnts mаkе a сrossword using thе voсabu|аry from

:,зgеs 4 аnd 5 |f monolinguа| diсtionаriеs arе avаilab|e,

rldеnts сan use thеm to hеlp with dеfinitions Ask pairs to

-.,ьаp thеir сrosswords with аnothеr pаir's аnd сomp|еtе thеm

Grammar

Present simple and presеnt Gontinuous

llerm-up

д"st studеnts to write down thе namеs of аs manV famous

.: uD|еs as thev саn in onе minutе

ъ, Studепts' own answеrs

t {),.r Те|| studеnts that you arе going to p|aу tnе

rесording twiсе Point out thаt thеy shou|dn,t worry if thеy

don't 8еt аlI thе informаtion thе first timе

P|ау thе rесording Ask studеnts to Iisten to find out whiсh

fаmous сouplе arе mеntionеd (the Bесфms)

@D

1:]a||y, mу rеaI name's Саmil|а, and that,s Andу in thе piсture Andу,s ta||

J bIond, Iikе Dаvid Bесkhаm, and I suppose I Iook amazing|y Iike Posh

: -е but whеn wе wеrе sing|e wе didn't think about our rеsembIanсe to

].:гn аt a|l.

-s: nine months ago I was а poor аrt studеnt Then I met Andy аt a

-э.rion show Hе's a modeI Аndy,s first Words to me Wеre You |ook just

.: Posh Spiсе', so whеn his agеnt wanted a Posh look-aIikе for a pаrty,

- J suggеsted me! Now, I work аs a look.aIikе |'m getting busiеr aIl thе

*t bесausе pеop|e arе offеring mе morе and more work |\4y life is vеry

: еrеnt |,m not studуing anуmore and I еarn a lot of monеy |'m a|so

11' g out With Andy now We oftеn go to night с|ubs аnd restaurants

.'.:.е pеopIe mistаke us for thе famous pair It usuа||y means we сan just

iln: \ straight inl

: зr the work beсausе it,s fun Whаt do I partiсuIarly Iikе аbout the job?

еr get bored bесause everу day is diffеrеnt I usua||y go to |ots of

: _ еnt plaсеs еaсh wеek Howеvе1 |'m working at home today beсаuse

],: е doing some photos for a magazine Тhе on|y thing I don't Iikе is

-'i* ]g аutographs lt's reaIly embarrassing! Pеop|е аre а|waуs asking mе

i - : 'lаtе it And thе f uturе? | want to Iive in a biя house and havе |ots

Form

2 Studеnts do thе ехеrсisе in pairs Сhесk the answеrs withthe сlаss

о- 1 prеsеnt simрlе 2 щеsеnt simplе 3 Рresеnt сontinuous 4 prеsеnt сontinuous

thе answеrs with thе сlass

oт 1 likе Pоsh Spiсe 2 a loоk.а|ikе 3

4 nоt studying now 5 wоrking fоr a

2 Studеnts do thе еxеrсisе on thеir own Сheсk thе answerswith the сIаss

oт 1 аm working 2 doеsn't plаy 3 arе theу wеаring

4 Dо you {ikе 5 isn't ('s not) singing

6 dont usually watсh 7 is a|waр phoning 8 is giеtting

Сhoosе onе or two studеnts tо tе|| thе whoIe с|аss whаt tthеу found out Then studеnts find а nеw partnеr and tе|| ihim / hеr аbout thеir o|d partnеr i

I

3 Studеnts do thе еxerсisе on their own' Сheсk the аnswеrswith thе сlass аnd сorrесt any prob|ems before studеnts askаnd аnswеr in pаirs

o' 1 Whаt dо фu usuаlty do аt the wееkend?

2 whаt arЬ усiu d6ing now?

3 Arе you rеаding anything intеrеsting аt thе momеnt?

4 Нow oftеn do you usuа||y go to thе сinеmа?

5 WhoЪ уoUr favourite aсtor?

6 Whаt kind of musiс do уou Iikе?

7 Whаt subjесts аrе you studying this yеаr?

n i,к studеnts to , o i *#;;;;;;;;;;;';;;;;

еxеrсise

Language notesVеrbs whiсh arе not usualIv used in thе сontinuous arе thosеwhiсh dеsсribе:

mеntаI and еmotiona| states - IеeI 1= havе an opinion),likе, dislike, know, think, see (= цn6.r.'.uno,

o llsе of thе sensеs - t'eеl, sееm, sеe

о $€ПеrаI states - belong to, nееdТhеsе verbs are not normаI|Y used in thе сontinuous formbесausе thеУ desсribе faсts rathеr than aсtions

(

Fееl саn bе used in thе сontinuous whеn it is usеd to talk

about hеа|th or mood, for еxamp|е:

Аrе уou fеeling better аt'ter уour holidау?

ls she fееling hаppier now thоt he,s сomе bасk?

Think сan bе usеd in thе сontinuous whеn it is usеd to taIk

about whаt is on someonе's mind, not thеir opinion, for

examp|е:

Нe looks upset bесаusе hе is thinking аbout thе ассidеnt

Sее сan bе usеd in thе сontinuous when it is usеd to meаn

having а mееting with, оr going out with someone,

for еxamplе:

Wе,rе sееing thе mаnаgеr now

JuIiе is sееing Mоtt Theу,ve bееn togеthеr t'or sеverаI wееks.

Studеnts do thе еxеrсisе on thеir own Сhесk thе answеrs

with thе с|ass

iij.;i':;g:i'i;i';1' :i: d] 6 а

Bеforе studеnts do the еxеrсisе givе thеm a fеw minutеs to

read thе аrtiс|е quiсk|у so thаt thеу undеrstаnd thе mаin

idеаs Тhis wi|| hе|p thеm to сhoosе thе соrrесt r.,еrb fогm.

Studеnts do thе еxеrсisе in pairs оr on thеir оtvn Еliсit thе

аnswеrs bу asking studеnts to rеad out а sеntеnсе еасh of

thе tеХt

1 с.оrnеs 2 finds 3 's аlways dоing

4 works 5 look 6 Arе 7 pегforms

8 's аppеaring 9 hopеs 10 'm bеginning

Let's activate

lntsrviou a famous Porson

7 Studеnts сrеatе a nеw idеntitv for thеmse|vеs AI|ow a

maximum of fivе minutes

8 Students do thе еxеrсisе in pairs Whi|е thе students arе

doing thе еxеrсisе, monitor the pairs to makе surе thеy are

using thе сorrесt tensеs for their quеstions and аnswеrs

i '."".".",' ,.,.,.,.t.t

i Brаinstorm thе namеs of |ots of fаmous pеop|е аnd writе *

j thеm on thе board, or bring (or ask studеnts to bring) i

i photоs of famous pеop|е сut out from magazinеs Stiсk i

i thеm оn thе boаrd and mаkе surе studеnts know who thеy {

il Exp|аin that thе studеnts shou|d imaginе that thеy аrе onе g

* of thе famous pеopIe Studеnts then intеrview a partnеr $

аnd try to guеss ., :" " :.1 :-.'.""' whiсh fаmous "'' '"" .""- pеrson :".- they arе .',' ' : x

9 Studеnts сould do this for homеwork or in thе Iesson Givе

studеnts a word Iimit of ] 50 words

Somе or а|l of thе еxеrсisеs сan bе givеn as homework

ь'?rssent aimplо and presont сontinuous

1 1 want 2 trаvеls 3 ls ' doing 4 arе gеtting

5 's/is alwаys сompIaining 6 's / is saving up

7 's/is always talking 8 do start

9 don't undеrstand, sееms

2 1 think 2 are talking 3 is Iiving

4 don't rеmеmbеr 5 start 6 еxprеss 7 bеhave

8 ask 9 fееls 10 hаvе 11 tа|k

12 a|waУs know

3 2 Rogеr doesn't know Mаggiе vеrу wе|| аt the momеnt'

3 | undеrstand уou now

4 Paul 's/is going to work by bus this wееk

5 Jennу 's/is spеnding а lot of timе with Jamеs Iatе|y'

6 Сhаr|iе 's/is studying Gеrman this yеаr

7 Thе spoгts programme inс|udеs Watеr sports thismonth

4 1 hаs 2 arе having 3 is having 4 havе

5 havе 6 hаs 7 's lis hаving 8 is having

7 1 lo is rеgu|arlу lаtе for work

2 Stеvе frеquеnt|y p|ауs сriсket aftеr sсhool in summеr

3 My sistеr is a|waуs borrowing mу с|othеs

4 N4ark doеsn,t usuaIIу drink tеa

5 Thеу don't oftеn watсh tе|еvision in thе еvеning

6 Mу friеnd Janе is nеvеr bаd tempеrеd

7 | am a|ways forgеtting my homеwork

8 Do Vou еvеr visit London?

ь'Ths right vrord

8 1 is 2 p|aуs 3 puts on 4 |ooks

5 is appеaring 6 is bеginning 7 Iooks

I is writing t hopes

Listеning and speaking

Psусhometriс tеsts sB pagе'10_,11 Listеning

Warm-upAsk studеnts if thеy havе еvеr donе a pеrsonality quiz in аmаgazinе, or аn abiIitу test at sсhooI Wеrе the tеsts еasу ordiffiсu|t? Did thеy think the rеsults wеre ассurаtе? Point outthat pеrsоnaIitу and abiIity tests arе tуpеs of psyсhometriс tеstswhiсh mеasure mеntal statеs and proсеssеs

-: sтr'Jdеnts to quiсk|y rеad the pеrsonaIity tеst on

:":.: 10 ExpIain any words or еxprеssions whiсh thеу do

- -: lпdеrstаnd Students do thе tеst on thеir own A||ow а

*:\ mUm of two minutes Do not сhесk answеrs Vet

:i.Jеnts rеad thе аbiIity tеst Аgain expIain аny words or

:'э.еssions if nесessarY Studеnts do thе tеst in a mаximum

: nto minutеs

\sk studеnts if thеу found any pаrts of the tеsts diffiсu|t

!\hаt do thеy think about using thеsе tеsts to sе|есt

саndidatеs for а job?

fut аnnounсemont

3 Оqhe Bеfore you p|ay the rесording аsk studеnts to

аntiсipatе what еасh sесtion might inс|udе Tе|l students

thаt you are going to p|ay thе announсement on|y onсe, so

thеу must Iistеn vеry сarеfu||y to сompIetе thе notеs

P|аy thе rесording

@

;: еs аnd gеntlemеn, thе first tаIk this afternoon is on psусhometriс

l:s: rg Тhе tаIk wiII take plaсе in the main Ieсturе haIl on thе ground

.,]|:': in аpproximаte|y ten minutеs'time, at 10.З0 Thesреaker is Profеssor

';еlсer from oxford Wou|d you p|еasе mаkе your Way to the hаI| now if

'':- lish to hеаr this talk, as we onIy havе sеating spaсe for 250 pеop|e '

\k studеnts to сomparе thеir answers with a pаrtnеr's and

filI in аny detaiIs they missеd Сhесk thе answеrs with the

сIаss

a Q6fuъ Tе|| studеnts to spend а few minutеs сarеfu||y reаdingsеntеnсes 1*6 аnd undеr|ining key words Tе|| thе studentsthat you arе going to p|ay thе reсording twiсe Plаy thеreсording Studеnts |istеn and dесidе on as many sеntenсes

as thеу сan

@

Тo put it simp|у, thеsе tеsts arе rea||y a kind of Iong questionnaire whiсh has been thought up by psyсho|ogists to find out about your сharaсter and аbiIities Future еmp|oуеrs usе thе rеsults from thеse questionnaires to deсidе if you'rе the right pеrson for thе job or not |n fасt, in the UK, eighty pеr сent of emp|oyers now usе thеse tests when theу'rе reсruiting new staff.

You may arguе that thеy'rе annoying or еven сonfusing for thе poor pеop|e who are trуing to gеt a job' but thе tests savе аn аmazing аmount of time and moneу for emp|oyеrs Some peop|e say thаt this kind of tеst асtuа|ly produсеs more reIiаb|е resu|ts thаn interviews _espeсiа|ly when it сomеs to working out how сandidates might bеhаvе

in а job аnd how wе|| thеу might do the job if they get it.

Тhе tеsts аIso prеvent сompanies from tаking on thе wrong kind of person for а job For examp|е, somе jobs nеed реoplе who саn work in

а tеam With othеrs, so thе mаnagement is lеss |ike|y to reсruit thе wrong kind of stаff if thеsе tеsts are done whеn сandidatеs arе being сonsidеred for jobs The tests wou|d show if somebody was good at working in a tеаm or not.

Now, thе good nеws is that you сan prepare for thе test by doing |ots

of praсtiсe tеsts bеforehand of сourse, you сou|dn't possib|y suссееd

in having an amazing сareer as a roсket sсiеntist just bу putting а tiсk

in thе right box _ but you саn reа||y improve your сhanсes of gеtting yourse|f а job So, if you do find that уou havе to take а tеst' rеmember this adviсе: rеаd the quеstions very сarеfu||y, then go through them one by one as quiсklу аnd aссuratеlу as possibIе If уou сan't do onе of the quеstions, Iеave it and go on to the nеxt onе You сan a|wаys go baсk and do it аt thе end Now |et's hаvе a |ook аt one or two of thеsе tests .

Play thе rесording аgаin Studеnts Iisten for anу missing answеrs Ask students to сhесk thеir answеrs in pairs and thеn сhесk thе answеrs with thе сlass.

5 lf monoIinguaI diсtionaries аre аvаilable, studеnts сou|dusе thеm for this eхerсise TeII thеm not to Usе diсtionariеs

at first, but to find as manу diffеrеnсеs in mеаning аs theyсаn and thеn to сhесk thеm in a diсtionarv

n thаt еmploys

6 Students do the еxеrсisе on their own Сhесk thе аnswеrs

with thе сlаss

fl Ask studеnts to translаte thе pairs of words in eхerсisе 5 $

{ into thеir |anguagе Аrе thе сontrasts bеtwееn thе pairs Ё

{ thе sаmе nt'*l;'.tц*м; in their |anguаgе as thеy are in ЕngIish? $

*.*.*.*tf

Spеaking

Pronunсiаtion

7 Students do the еxеrсisе in pairs lf monolinguaI

diсtionаriеs arе availаbIе, studеnts usе them to сhесk thеir

аnswеrs bеfore praсtising thе words

8 Studеnts do the exеrсisе on thеir own Сhесk thе answеrs

with thе сIаss

g 9glш Put thе studеnts in pairs to praсtisе thе nouns Whеnthеу havе triеd saying the words onсе, p|ay the tаpе forthеm to сhесk thеir pronunсiatiоn Тhеn Iet thеm prасtisеagаin to mаkе sure thay arе sаying thеm сorrесt|y

Voсabula11

10 Studеnts do the exеrсisе on thеir own Then dividе thеminto smaII groUps and teII them to сhесk thеir аnswеrs inthеir groups |f nесessary, сheсk thе answеrs with thе с|ass

o' 1 patiеnсе 2 dеtеrminаtiоn з.strеngth:

4 hurnоur 5 rеspоnsibilitу 6:abilitу

7 со-opеrаtе 8 tо|еranсе з {1еxibiliry ]Hаving a сonvorьa|ion

11 oфs Bеforе studеnts rеаd thе diaIoguе аsk thеm how togivе а strong opinion in Еnglish аnd how to invitе opinionsfrom othеr pеop|е' Brainstorm somе idеas

Students rеad thе dia|ogue Ask thеm whiсh еxprеssiоns аrеusеd to givе an opinion (l don,t think, lt seеms to me).Te||

studеnts tI74'уou arе going to p|аy thе dia|ogue on|y onсе,

so thеу must Iistеn vеry сarеfu||у to сomp|еtе it P|ay thеreсording Studеnts сhесk thеir answеrs in their groupsfrom ,10 Сhесk thе аnsWеrs with thе сIаss

@

Ben: Persona||у l don't think that you neеd a sensе of humour

to be аn artist r What about vou, Аnnа?

Anna: |t seems to mе that a sensе of humour's еssentiaI for anything уou do z I'm sure it he|ps you to dеaI with aIIsoгts of prob|еms Whаt do you think, Josеph?

.|osеph: Wе||, gеnerа|ly speaking з | aIso think that it hе|ps, but |,m not surе it's essentia|.

Diaсussion

12 Studеnts do thе еxеrсisе in pairs Monitor the groups andсheсk that thе studеnts arе using thе еxpressions from 11сorrесtIy Do not stop the disсussion to сorrесt thеm, butnotе any frеquent еrrors and makе timе to еxplаin them tothе с|ass |аtеr Аsk оаirs to shаrе thеir idеаs with thе с|ass

whеrе thеv wouId Iikе to work

thе wоrking hours thеy wou|d prefer

thе rewаrds they wou|d |ike

",f

'!i t.t.tl o.o.o.o:o.o.зl.e.

rf.ll

ii il I

3 аnnovаnсе

ь beйоur

g сonfщion

!$;$.{j$1аrе.еглploуеd {thе suffi x еri:9.{:!!tng thаt dоеs; thе suffix -ее

ii**.Egtt:,f{есtм by an aсiоn):lвbф::ft*о'е sресifiс)

сD

.lil]i -: Iilе nаmеs of fivе or six wеIl.known pеopIе on thе boаrd

е shouId еасh havе a different job, for еxamp|е: а politiсian,

i ];.-].r|smаn / woman, a writеr, a businessman, etс

]lj'i .|.]е studеnts, working in pairs, to disсuss thе quaIitiеs

-тuг gооd аnd bad - thеу think eaсh of thesе pеop|е havе

*: illl haVе thеsе quа|itiеs аffесtеd thеir сarеers?

tflriting a lеtter about yoursеlf

|om p utе r pеnIri en d s sвpаges,l2_1З

hlсtuation in English

jlsil Ihе с|ass whу thеy think punсtuation is important Do thеу

: k it is morе imoortаnt in somе forms of writtеn

.: rmuniсation than in othеrs? Те|I students it adds to thе

*:аning of writtеn languagе in muсh the samе Way as

.::nаtion and emphasis add to thе meаning of spokеn

,j-gUаgе It is morе importаnt in formaI writtеn Ianguаgе than

- ior еxamplе, Verу informаl еmаi|s whеre thе сorrеspondеnts

* эtv еaсh other we||

!;;dепts аnswеr quеstions A and B Сhесk thе answers with thе

: а55.

frequen| uвогs of оmаil and mobila phonо iоlting hаve dovolroped

a noll foгm of punсtuation in шhiсh оmotions are indtсaiod uьingsmаll piсtuгes foгmоd fгom punсtuаtion maгк6, foг oxamplо :.)(ьmiling faсe); :-((ьadtaсe)'Iheьo aro кnOWn a6 emotiсonв |f1ouг аtudantь usо emаil oг taxt а lot, 1ou сould аsК thоm if thо1Knoш аnY m0г0

Rеаd thе fо||owing passаgе аIoud, inс|uding thе

punсtuаtion marks Rеad it twiсе if you nеефo Ask

students to read it baсk to yoU

Тrеnt is а Сanadiаn Iinguist' Hе spеаks Еng|ish, Po|ish,

Arаbiс and Frеnсh .Тherе are do's and don'ts,' he sаys,

.that you nееd to rеmеmbеr when studying а foreign

|anguagе' Тrent's favouritе, howеvеr, is Hungariаn Hе

visitеd Hungаry Iast Mаy, and fеII in Iovе with.its musiс.'

Now hе's studying thе |anguаge twiсе a wееk

Studеnts disсuss the diffеrеnсеs in punсtuation Thеy

shouId bе аb|е to idеntify diffеrеnсеs in usе of саpitals,

аpostrophеs, spеeсh marks and сommas Сhoosе onе or

two students to еxо|аin thе diffеrеnсes to thе сIass

ь 1 to indiсаtе possеssion or a short fоrm

2 аftеr а singu|ar noun to indiсаte possеssiоn

3 aftеr а p|urа| noun to indiсatе possеssion

a mаn's b mеn's с сhi|drеn's d boу's e boys'

f gir|'s / gir|s' g gir|s'l gir|'s h Jamеs's i щoplе's

Studying thе sample

Languagе notes

to сliсk with somеonе - tо bесomе friеndIy with thеm quiсk|у,for ехamo|е:

Wе met at a partу аnd just сIiсkеd

3 Ask studеnts to rеad through thе who|е profi|е beforе theystаrt to add thе punсtuation Тhey should start by dividing

it into sеntеnсеs and thеn add anу othеr punсtuation that

is nесеssary ТеlI studеnts to еxсhangе thеir сopу with аpartnеr's bеfоrе сheсking the answеrs Сhесk thе answеrswith thе с|ass

саpitaIs _ nationа|ities, йоhths

аpostrophеs - missing |еtters аnd рossessivеs

spеесh mаrk - onlу аbovе the |iпе

сommаs _ аrolnd howеvei

Studеnts disсuss diffеrеnсes in punсtuаtion in smа|l groups

[hoosе onе or two to еxo|аin anv diffеrеnсеs to thе с|ass

! optionalaсtivity

i Ask studеnts thе foI|owing questions:

i l Whу do we usе on аpostrophe in Еnglish?

i c the сhildrеns toуs d thе boуs biсусlе

i e thе boуs biсус!еs I thе girls t'riеnd

i g thе girls |riеnds h Jаmess соr

i i the pеoplеs pаrtу

2 Аsk а studеnt to rеad out thе question Сheсk thеаnswеrs orаlIv.

9 Students do thе exerсisе on thеir оwn Сheсk thе answеrswith thе сIаss

о- 1 iп 2 оf : 3

7 with, byLаnguagе notеsGood оt and good with have diffеrеnt meanings Сompare Sarn

is good аt history (shе studies we|l and gеts good marks) andSаm is good with аnimоls (shе сan look after thеm wе|| andthеy Iikе hе0

hе / she сannot find аn opposite thеу must Iook for it onthе tеасher's dеsk

Ф'1

11 Whi|е students are writing thеir sentеnсes, monitor to mаkеsure thеy arе using thе adjeсtivеs сorrесtIy Сhoose onе ortwo studеnts to rеad out their sеntеnсеs

Writing a letter about yoursеlf

Undorвtanding the tasКMаkе sure that students understand what thеy hаvе to do.Rеmind them that Сompu-pеn.friеnds is thе pеnfriеnd websitefrom pаgе 12

Planning

12 Studеnts work in pairs Monitor thе pаirs as theу work.Supply anу extra voсabulary they neеd аnd сheсk thеy arеusing prеpositions сorrесt|y

Writing

13 Studеnts writе thеir Ietters in с|ass or for homework ТhеIеtters shou|d be about the same |еngth as Sam,s in З(150 words)

4 Givе studеnts thrее minutеs to do thе exеrсisе Сhесk thе

answеrs with thе сlass

Steps to better writing

in pairs Сhесk thеfai1 strаight'

6 Whеn thеy arе doing thе еxеrсisе, tеIl studеnts to imaginе

they аre writing paГt of thеir own pеrsonа| profi|е Ask

some of thе studеnts to rеаd out thеir sеntеnсеs

optional aсtivity

Instеаd of asking studеnts to rеad out their sеntеnсes, ask

thеm to write their thrее sеntenсеs on a piесе of papеr

СolIeсt in thе piесеs of pape1 mix thеm togеther and thеn

rеad thеm out Thе с|аss сorrесts any mistakеs in word

ordеr аnd guеssеs who wrоtе еaсh group of sеntеnсеs

Modif1ing advоrbs

Bеforе еxеrсisе 7, ask two students to reаd out thе two

еxаmp|еs Ask students to сlosе thеir books for a minutе, and

then ask if thеy know аny more advеrbs whiсh do thе samе

Studеnts thеn opеn thеir books again to сompare thеir аnswеrs

with the words in ехеrсisе 7

7 1 Studеnts do thе еxerсise on thеir own or in pairs Сhесk

thе answеrs with thе сlass

@

"!l.r - аddition to studеnts using thе сheсk|ist providеd аsk

sт;dеnts to ехсhаngе |еttеrs with a pаrtnеr,s and сheсk

:асh оthеr's work Тhis is known as pееr-сorrесtюл Аs wе|l

as providing prасtiсе in idеntifying mistаkеs, knowing thal

:hеir work may bе rеаd by othеr studеnts сan motivate

:].lеm to do their bеst!

д:ц studеnts to work in pairs ТеIl еасh pairto find аs mаnу

; оgs ?S possible that thеy hаvе in сommon Thеsе things

::l1d be rеIаtеd to their аppеaranсe, thеir fаmiIiеs, thе things

'-еr find interesting / boring, or thе things thеу arе good аt,

1 еХаmD|е:

мi аrе both good аt mаths

ме both hаve onе sistеr

1оth oJ our mothers оrе doсtors,

ъ Who aro |ho 9ritish?

1 1 Тhe Wе|sh аrе thought to be a tаIkativе group of

pеop|е

2 Pеop|е in Britain сome from many diffеrеnt

сuIturа| baсkgrounds

3 Do you think mеn arе morе aggressivе thаn womеn?

4 l Iikе Tom but hе а|waуs sеems Vеry rеsеrvеd whеn

you tа|k to him

5 Nowadays, pеop|е a|| ovеr thе worId nеed to bе

toIеrant towаrds one another

6 N4у mother's аlways tе|Iing my sistеr not to bе so

еxсitаb|е аnd to trv to kееo саlm

ь Phrasal vоrbs

2 1 put in 2 put up with 3 made up

4 brings in 5 built up

ь Цlords connoc|ed шшh.iobв

3 1 intеrviеw 2 interviеwееs 3 rесruit

4 еmp|oyееs 5 stаff 6 еmpIoyers 7 jobs

8 work

Еxtеnsion

o' Wordbuilding

4 l to|еranсe a 2 sеriousnеss f 3 tradition с

4 аrroganсеb 5 аggrеssione 6 individuaIismd

Ф" Negative aфeс|iveь

5 1 into|еrant 2 unintеntionаI 3 unpopuIar

4 unsuссеssfuI 5 unаb|е 6 undеsirab|e

7 unwi||ing 8 impеrsona| 9 impаtiеnt

10 unrеIiаbIe 11 unfriеnd|y

Uл is most often usеd

6 1 unab|е 2 unintentionaI 3 popu|ar

4 unwil|ing 5 impеrsona| 6 unfriеnd|y

7 imoatiеnt 8 unre|iabIе

Culture foсus

Diffеrеnt prrspесtivеs on thе ЕIJ SB pаge 15

lflarm-upWritе thе namеs of thе сountriеs of thе Еuropеаn Union on thеboаrd and аsk studеnts to name one thing thеy аssoсiate withеaсh сountry

;J]вt*,'i]:]:;:i:ч*:qji!.!

$ Тo еnсourage sсаn rеаding (|ooking for informаtion quiсk|у j

i in a tеxt) аnd to foсus on сеrtаin voсabu|аrу, уou сan аsk }

* students to find individuaI words in thе tеxt TеlI thеm уou $

$ wi|| givе thеm thе first and last |еttеr of а word аnd they $must find it in thе tеxt as quiсk|у as thеy сan

Suggеstionsu-a (umbrеllа)s-m \sуstem)s-у $urveу)i-у (idеntit'у)s-I (sevеrа[)m-х(miх)e-t (еnvironment)e-n (ехpоnsion)Note 1: Тhеrе mаY bе other words with thеsе first аnd lаst

|еtters, whiсh studеnts may find This doеsn't matter un|essyou arе foсussing on speсifiс words for prе-teaсhing ln thisсasе аsk thе studеnts to find a sесond word with thеsе

{

i шote 2: Тhis aсtivitу саn bе usеd with аny tеXt in thе book $

$ and is a usefuI tесhniquе for identifying diffiсu|t words tr{ whiсh уou wou|d |ikе to prе.tеaсh 'ё

thеir own Сheсk thе answers

Talking about your (ountry

Bеforе studеnts do thе еxеrсisе, givе thеm timе to rеad thеquеstions аnd think аbout thеir rеsponsеs Studеnts mаУ nееd

to do this in pairs Dividе studеnts into groups of four or five.Monitor thе disсussions and hе|p with voсabu|ary if nесessary.AI|ow а maximum of tеn minutеs Groups sharе their idеаswith thе с|аss

a

Sее Unit summarу on Contents pagеs 4_5

Rеadin g Brаin powеr SB pagеs 16_,17

Memor1 tоst

1 Tе|| students thаt thеy аrе going to do a short mеmorу tеst

and thеy arе going to hаve а striсt timе |imit

1 and 2 Studеnts do this pаrt of thе ехerсisе on thеir own

3 ln pаirs, studеnts сompare Iists Wеrе any of thеm

surprised by how muсh / |itt|е or what theу

rеmеmbеred? Whiсh items wеrе еasiеr to rеmembеr?

Did аnyone in thе с|аss rеmеmbеr еvеrything?

Reading

2 Studеnts do thе еxеrсisе on thеir own or in pairs Сhесk thе

answеrs with thе сlаss Makе surе thеrе arе no prob|еms

f optiona! aсtivity

} studеnts dесide whiсh of thе аdjесtivеs dеsсribе thеm.

$ Studеnts sharе thеir opinions with thе сlаss who dесidеs

$ whеther or not thеy arе right'

Exam trai

4 Studеnts do thе exerсisе on thеir own with a timе |imit of

five minutеs Сhесk thе аnswеrs with thе сlass

5 Studеnts do thе exеrсisе on their own Students сomparеthеir аnswеrs with a partnеr's and disсuss whiсh parts of thеtеxt hе|pеd thеm and why Сhесk thе аnswеrs with thе с|ass'

й.,l b 2 d ; 3 € :.4 iii$j*Е:i;i;{!ii*i*i*э$;i:ixЁ]iitж$ffi:,

oаirs Сhесk thе

optionaI асtivityPеop|е oftеn remеmbеr by mаking сonneсtions bеtwееn idеas SаУ а word and invite а studеnt to say anothеr wordwhiсh уour word rеminds them of For еxamp|е, if you sау librаry' thе student might say book.Ihen invitе anothеrstudеnt to say a word thеy сonnесt wil.h book and so on

Еaсh studеnt sаys a word thеу сonneсt with thе mostrесеnt word, not thе originаI one For еxamp|е: librаrу -book - reаd - write _ pеn _ paper, eIс Go round thе сIass

in this waу kееping thе pасе fast and not аl|owing studеnts

to think for too |ong beforе saying а wоrd P|ay thе gаmе for а mахimum of fоur minutes'

Time to talk!

Ask studеnts to rеad thе quеstions Givе thеm two minutеs tonotе down thеir rеsponsеs Dividе thеm into pairs or groups offour or fivе to disсuss thеir rеsponsеs Pаirs or groups tеII thесIаss about thеir memoriеs and idеas

skirn riading (or skimming), rеаding а tеxt quiсkly to gеt

t|ю.mаin idеаs, is a basiс rеa{iпв skiil and it Ь а gооd idеа

tо givе yоui studеnts plеnty оf praсtiсе in it Теll them, аs

thеy йd, to kееp thеir еуеs mоving quiсkIy frоm Iinе to

stop if thеy do nоt undеrstand а word

rgвr quiсklу through thе tехt will а|sо hеlp

liq;t&i$$iij]:imllrе:qцi€kly and еаsi|ylcы'lЁra.ot whi{ a text is аbout

вш;iвн' ; '.":.:

.;;"': :;.:: : '.; :.

Givе students two minutеs to skim rеаd the artiс|е Аsk

some of the studеnts for thеir titlеs Thе main messаgе o|

thе artiс|е is thаt wе саn train oursеlvеs to bе more

observant, so thе bеst titlеs shou|d inс|udе this point

@

Gram m?f sв pаgеs]8_]9

iliodal verbs: ability, permission,

obligаtion and rеGommendation

lVarm-up

r'-т studеnts into pairs аnd teIlthеm to dесidе who isА аnd

'*l lо iS B ТеlI students to look аt thе six piсturеs for ninety

r=iоnds Aftеr ninеtу sесonds tеl| Аs tо с|osе thеir books Tе|| Bs

.' сhоosе a piсturе for their partnеr to dеsсribе Аs try to

":г.nеmbеr as muсh dеtаiI as oossib|е while Bs сheсk in thеir

:.зоks A||ow a maximum of tеn sесonds Studеnts swаp rolеs

.! Studеnts do thе еxеrсisе on thеir own or in pairs

+'1с 2b 3е 4f 5a 6d

oт1

4

Studеnts do the еxerсise on thеir own or in pairs Сhесk thе

аnswеrs ora||y if уou feеl thе с|аss is strong еnough

1 Studеnts do thе еxеrсisе on their oWn or in pairs TеII thеm

to Iook bасk at 1 and 2 if neсеssary сhесk thе аnswеrs with

thе с|ass

Ф'а

t саrr' :г.rla}{

Forms

2 Students do thе еxеrсise on thеir own or in pairs Сhесk thе

аnswеrs with thе сIass and if nесеssаrV ask studеnts to

providе examp|еs

optionаl aсtivity

Аsk students to draw or take photos of signs thеy sее i

around thеm in thеir own |аnguagе whiсh tеI| pеoplе whаt :

thеy must and mustn't do Tе|l thеm to prеpаre Еng|ish i

trans|аtiоns of the signs fоr tourists You сould mаkе thеir i

work into а сIаssroom displaу .,;.

Rеmembеrt

Bеforе studеnts stаrt еxеrсisе З, ask them to rеad thе

еrplanation in thе box Аnswеr аny quеstions

3 Students do the exerсise on their own Сhесk thе аnswеrs

tvith thе с|ass oraIlу if you fееl the с|ass is strong еnough

4 dо-n't havе to

Modals in thо past

4 Ask studеnts to rеаd thе еxаmp|еs аnd think аbout thеanswеrs to thе quеstions Сhесk the answеrs with thе с|ass.оlr 1 сould, сouIdn't 2 hаd to, didn't havе to 3 haij io

5 Bеforе students dо thе еxerсisе, givе thеm two minutеs toskim rеad thе text so that thеy undеrstаnd thе mаin idеаs.Тhis wil| hеlp them to сhoosе the сorreсt form of thеmodal Studеnts do the еxеrсisе on thеir own

in thе Ioса| swimming tеаrn shе hаd to gеi up еаr|y inthе morning to train Shе also hаd to еаt the right food.Hеr favоuritе dаy wаs Sunday lt wаs the onе dау shеdidn't train and so shе didn't hаvе to gеt up еаr|y,

[еt's activate

Talкing about rulоs and rogulations, edz: ТеII studеnts thаt you arе going to play thereсording twiсe P|aу thе rесording Students сomplеtе asmuсh information аs thеy сan

с@@

Interviewer: Whеn do you have to start sсhooI in thе UK?

Kerry: You havе to stаrt sсhooI thе tеrm in whiсh you аrе fivе, but I

think some сhiIdrеn сan stаrt sсhool in the Seotembеr before their birthdaу, so some arе onlу just four.

Do vou know whеn vou саn |еаve sсhoo|?

Тhаt's morе straightforward You саn Ieаvе at 16, but most pеopIе don't.

Havе уou votеd in an e|eсtion уеt?

Not yet | сan't |'m stiII only 17 |\4y birthdaу's nеxt month

so thеy сan hoId аn e|есtion аnу time аftеr that and l,|| be ab|е to havе mу saу.

Interviewer: Do you know at whаt аgе you сan hаvе уour own pаssport?

|osh: WеlI I'vе had one for fivе veаrs' еvеr sinсe I wеnt on a

sсhooI skiing trip But I beIievе еverybody hаs to hаvе their own passport now if they trаvеI: еven new-born bаbies havе to hаvе thеir own.

Interviewеr: At what аge сan you drive in thе UK?

Phi||ip: You havе to be 17 to drive a са1 but уou саn ride a mopеd

when you arе jUst l6 Not that manу pеop|е havе mopeds HoWеVer, if уou want to drive а van then you must bе 1B.

PIay thе rесording agаin for studеnts to сomp|еtе and сheсktheir аnswеrs Students сomoarе thеir answers with аpartnеr's Сheсk the answеrs with thе сlаss.

rnиsf оbligаtion, сCIлt аbilitу

You nееdYou don,t nееd to bring

' you nееd to use а flash

Kate doesn't need to workMark ought to do

bе аb|e to 2 Сan 3 be аb|e to 4 bе ab|е to

bе ablе to 6 Сan

8 Аsk studеnts to rеad thе |ist of aсivitiеs Give thеm а minutе

to notе down thеir rеsponses Dividе students into sma||

groups of four or fivе to disсuss thеir аnswers Тhis wil| foсus

them on thе task Аftеr аbout five minutеs еliсit thеir аnswеrs

аnd disсuss аny differеnсеs of opinion thеy may have

9 Тhis сan bе organised in thе sаmе Wаy a5 еxerсisе 8 or аs

аn open с|ass disсussiоn

Dividе students into sma|| groups Give еaсh group а p|асе

written on a piесе of pаpеr, for еxampIе: аirсrаft,librаry,

motorway Ask the groups to writе fivе or six ruIеs fоr thаt plасе

аnd then to reаd out thеir ru|es for the othеr groups to guеss

what thе p|aсе is

Somе or alI of the exеrсisеs саn be givеn аs homеwork

e- сdn, hаvo Io, m4|, muыt and should

1 ,l shou|d 2 hаvе to 3 mustn't 4 саn

5 doesn't hаvе to 6 саn't 7 maу 8 shou|dn't

21сan|maу 2 mustn't 3 must 4 mustn't

5 mustn't 6 сan 7 сan't 8 must 9 саn

10 саn 11 саn't 12 must

3 1 СouId you p|аy the guitar ?

2 l had to go homе from sсhoo| yеsterdaу

3 Jaсk сouldn't pIаy footbaIl bесause

4 Wе didn't havе to bе homе еar|y bесаusе

5 Whiсh |anguаgеs сou|d you spеаk whеn ?

6 You mustn't еat

4 1 hаs to 2 doеs havе to 3 hаd to 4 mustn't

5 had to 6 must

5 1 Whеn l was at sсhoo|, I had to Wear a uniform

2 John has to go to sсhoo| unti| hе's 16

3 | сouIdn't spеаk Еnglish whеn l was 7 years old

4 Саn I stаy at Ji|l's housе on saturday, Mum?

5 СеIiа саn't drive a сar by hersеlf Shе hasn't takеn

hеr driving tеst

6 | mustn't forgеt to ring Тim tonight |t's his birthdaу

7 Wе wеnt out |ast night beсausе wе didn't hаve to

do anу homеwork

Extеnsion

a- Ought to, naad Io

6 1 ought to 2 neеd to 3 doеsn't nеed to

4 neеds to

o- Тhg right uord

91с 2a 3с 4b 5а 6b 7a 8b

Listening and speaking

Warm-upBеforе studеnts open thеir books, аsk them to te|| you somеways in whiсh сriminals arе idеntifiеd (for еxamp|е:

DNА profiling, fi ngerprinting, сlosеd-сirсuit сomerls, identitypаrаdеs) Сan they think of any famous саses in whiсh one ofthesе methods hаs bееn usеd?

1 Studеnts do the еxеrсise in pairs Сhесk thе аnswers withthе сIass

\

2 Аsk pairs tb join togеther to mаke groups of four to dо 2.Тhey сouId аdd to thе |ist in eхеrсise 1 anv mеаns ofidеntifiсаtion they thought of in the Warm-Up Аsk еaсhgroup to sharе thеir idеas with thе с|аss

lаnguage notesmеаns (noun) _ Way or mеthod (no singu|аr form)

Listеning

3 d|2e Bеforе you play the rесording, ask studеnts toаntiсipаte whаt еaсh sесtion might inсludе TеlI studеnts thatуou аrе going to p|ay thе reсording twiсе Play thе reсording

@

Rе|iаb|е identifiсation of сriminа|s is, of сoursе, vitаI|y importаnt Think about identity parades, for examp|е Тhеse аrе po|iсe proсedurе throughout thе wor|d A suspесt stands in a Iine of innoсent pеop|e of simi|ar appеaranсe and сan сhoose any position Тhе witnеss is thеn аsked

to identify the suspeсt Unfortunаte|y, parades аrе not Very re|iab|e If thе rеаl сrimina| is not there, а witness may сhoosе an innoсеnt pеrson who rеsemb|es thе сriminа|.

@

4 cLз P|аy thе rесording thеn аsk studеnts to сorrесt the

.аisе stаtеments in оаirs Сhесk thе answers with the сlass

э аr thе reсording a seсond time if nесessary

@

Щеt HeI|o _ BB3 076

Dt 8{асk: Am I speаking to A|ex Sеe|ig?

lt{еt: Yеs, that's me.

p[ BIасk: Good morning This is PС BIaсk from the IoсaI poIiсе stаtion.

I was wondеring if уou wou|d be free to take part in аn identity

parade on Тhursday aftеrnoon Sorrу it's suсh short notiсe.

Еr what timе?

3.1s.

Еr, aсtua|lу, |'Ve got а Ieсturе thеn But | саn miss it, as it's not

that important and | сan gеt thе notes from someone e|se.

0K _ thаt's fine Thаnks vеry muсh.

Цех: Wе|l, |,d bееn Iooking in thе IoсаI papers for weеks for a

partlime job _ at the time I was a bit short of саsh _

аnУWaу, a friend of minе had a сar stoIen аnd We went to

thе nеаrеst PoIiсe Station to reDort thе thеft.

So you wеre аskеd to takе part at thе Po|iсe Station there

and thеn?

WеII, not ехaсtly I sаw this postеr on the wаII that said Сash

Rеwаrd' and l was intеrеstеd in whаt it might bе for, so I

startеd rеading it I thought it Iookеd intеrеsting, so I askеd

for an appIiсation form _ and |'vе been busy ever sinсe!

So how manу parades have уou taken part in?

I've lost сount, to telI the truth, but it's definitely we|I ovеr 50.

And what happеns? Do you have to wear what they givе you?

No, you сan wear what you Iikе Тhе rеa| сriminaI's probably

сhаngеd с|othes anyway Ioads of times sinсе the сrimе was

сommittеd.

Yes, of сourse Аnd havе you madе a |ot of moneу?

WеI|, not thаt muсh _ but it,s not bаd I get tl0 for up to аn hour, and Е'5 for every hаIf an hour after that Тhere's even

аn additionаI i5 if you're сalIеd in at short notiсe, whiсh isn't bad when you'rе а penniless student!

So whаt happеns whеn you get there?

You just sign your namе and wait in the waiting room untiI they сa|| you.

Аnd is it easy? | mеan, does anything еVer go wrong?

I oftеn find it impossib|е to kеep a straight fасe You rea||у have to be vеrу disсipIined and not burst out |аughing sometimes _ espесiа||y when thеу аsk you to stiсk on thosе smа|| goatеe bеards and hats, sсаrves, that 50rt of thing! But don,t vou feеI sorrv for the witness?

You stand behind a one-Way mirro1 so уoU сan't ever sеe the witnеss Тheу сan seе еvеrуthing, of сourse You do seе the suspeсt, though.

And has anуbody ever piсkеd уou out thinking уou were thесrim inа|?

Yеs, onсе * аnd then it wаs vеrу diffiсuIt to kеep a straight faсe!

But they didn't arrеst you, I hopе!

No thev didn't!

And what do уou do while you're waiting for thе parade?

oh, it's aII very сiviIisеd Тherе,s а ТV and they somеtimes givе you сoffeе and bisсuits .

{Dl 1 Тruе

3 Тruе

]f studеnts havе prob|еms with 3.15 and 3.50, saу thе ;:

following sеntеnсеs аnd ask thеm to tеl| уou if the answеr

is а quаrtеr past or ten to Kееp thе paсe brisk

, o6|z.а P|aу thе rесording again studеnts rеwritе thеstatеmеnts thеy markеd with а No Сhесk thе аnswers Withthе с|аss

Languagе notesgoatее bеаrd - a smа|| pointеd beаrd

7 Dividе studеnts into smаII groups to disсuss thе quеstion.Rеmind thеm to answеr |he Whу? paгt of thе quеstion asWe|| as thе first part A||ow a maХimUm of fivе minutеs Askgroups to sharе thеir idеas with thе с|ass Writе Whу? andWhу not? аs hеаdings on thе boаrd and аsk thе groups forthеir rеаsons Fоr ехаmоIе:

Whу?

an еasy Waу to earn moneyhе|p to сatсh сriminaIsWhу not?

witness might think you аrе thе сriminаImight havе to Wеar stupid сlothes

Speaking

Pгonunсiation

в €дl P|аy thе rесording Тhе students shоu|d bе аb|е torесognise thе main stress aftеr Iistеning onсe lf theу sееmunsure about anу of thе Words, plау thе rесording againbеforе сhесking thе answеrs With thе сlass

interеsted

.l businеss 2 appligation 3 фfinite|у 4 сomлLЦtеd

5 adфionaI 6 pеnniIеss 7 disсip|inеd B suspeсt

9 |f studеnts Wеre not сonfidеnt about thе stress pattеrns, ask

the сlаss to rеad the words a|oud in сhorus

10 Studеnts do thе еxerсisе on thеir own Сhесk thе аnswеrs

with the с|ass

* Quiсk filler!

Аsk students if thеy сan think of аnv othеr vеrb аnd noun

pаirs whеrе thе strеss shifts in а simi|аr waу |o аpptу

-оppliсаtion Еxamp|еs inс|udе: сombine * сombinаtion,

Еxplaining

''

.Qa}aа.Те|I studеnts to read thе dia|oguе bеforе thеу |istеn

to thе rесording аnd te|l thеm to try and аntiсipаtе Whаt

might go in thе gаps Те|| students thаt you аrе going to

p|ay thе rесording only onсe P|aу thе rесording Studеnts

fil| аs many gaps as thеy саn Studеnts сomparе thеir

answеrs With а partner's lf nесеssаrу, p|аy thе reсording

again for studеnts to сomp|etе thе diа|oguе Сhесk the

аnswеrs with thе с|аss

@

Asking / Explaining what something means

Sandу: You see this word burglor.l Whаt does it mean?

Joе: I think it's somеonе who 2 breaks into a house to ] 5tеа]

something.

Sаndy: + Аh so that's it! And саn you te|| mе what ransom mеans?

Joе: |t mеans somеthing that you paу to kidnappers to gеt thе pеrson

they kidnapped baсk s |Vavbе vou сan tеl| me what a vеrdiсt is?

Sandy: No, | сan,t Lеt,s о |ook it uo.

12 Dividе studеnts into threе group5, A, B аnd с, With thе

sаme numbеr of students in eaсh group Give еасh of thе

groups six of thе words in thе |ist (onе word саn bе left

out) Studеnts disсuss explanаtions of the words thеv hаvе

been given using thе phrаsеs in ,l,l Givе thеm аbout tеn

minutes Monitor and сhесk thеy arе using thе phrasеs

сorrесt|y Now dividе studеnts into groups of thrеe, with

onе studеnt from group А, onе from group B and one from

group С in еасh group Tеl| thе new group5 to exp|ain thеir

words to еaсh othеr lf mono|inguaI diсtionariеs аrе

availabIe, tеII studеnts to use thеm to сheсk thе meanings

of words wherе thеrе is disagrееment, or words thаt nonе

of them know Сhесk thе еxp|anations with the с|аss

14 Studеnts work in pairs Rеmind thеm to usе thе phrases in 1,1.Мonitor thе pаirs whi|e thеy аre working, if nесеssary hе|pingwith voсabu|аry Сhесk thе еxp|anаtions with the сlаss

Еole pla1

15 Put studеnts into pairs and give thеm a rolе, А or B Те|I them

to rеad thеir rolе and think about whаt thеy arе going to say.Studеnt А wi|| nееd to think about the dеtаils of thе сrime forеxamp|e: whеrе, whеn and hoщ what thе bikе is likе

Student B wi|| nееd to аsk thе questions аnd make notеs.Students pеrform the roIе p|аy Monitor and mаkе a notе оfany mistakes for сorreсtion lаter You mаy Wаnt to ask thеbеst pairs to pеrform thеir ro|e p|аy to thе с|ass

irres{ _ to Ьt,е :thеу аre bе|iеve

а judу _ somщсourt оf lаw .

0 ronюm _ monеу pаld blhas bееп kidпаpщd "

а сrlmе fraud -.

оbtаin

а mu$FI.

щоp|e.'iB

Ф

optional aсtivity "-* *-\

]r lg in somе nеWspapеr reports of сrimеs Ask studеnts, ii

,'-iэrking in pairs or smаI| groups, to сhoosе an artiсIе э

3зout a саsе whiсh interеsts thеm Thе nеWspapеrs сan bе i

п their |аnguаgе, but thе disсussion shouId bе in Eng|ish i

1sk thеm to dеsсribе brief|y to the rеst of thе сIаss what 1

lhе сriminaI did and whаt thе sеntеnсe was Do thеу think i

lhе sеntеnсе was fair? Whаt sеntеnсе wou|d thеy hаvе i

g]vеn if ]!Ч !:9 т-9:" :l":*9g**" -"- **

Writing a Iеttеr giving adviсе

Itarm-up

1 students |ook аt thе аdvеrtisеmеnt for a homе-stay studу

сoUrse on page24 Answеr thе questions ora||у as а с|ass

Lаnguagе notеs

a homе-stау yisit - whеn thе student stays in thе homе of a

fаmi|у

Writе thе hеadings Аdvаntаges and Disаdvаntages on thе

boаrd Ask studеnts for thеir suggestions and writе thеm up

in nоtе form, Iikе this:

havе to spеak Еng|ishall the timemight not Iike fami|уAsk studеnts if thеy wеrе offеrеd a сoUrse in a |anguagе

sсhoo| in Еng|and or a homе-stау visit, whiсh wouId thеу

сhoose? Take a с|аss votе

* i:"Т.ff;n.'"u*

жil fi:i.* аnd moreсomfortаblе .

,;;у:,'{:{^уou oII rit thе stаtion)

&lving advice

6 Studеnts do the exеrсisе on thеir own Аsk thеm to writеdown the phrasеs SaIIy usеs Сhесk thе answеrs with thесlаss If studеnts hаd probIеms, writе thе exprеssions onthe board

oi 1 | think yоu shоu|d takе thе train

2 It wou|d bе bеttеr to travе| on Fridаy mоrning

3 | think рu оught to trу а Youth Hostеl

4 sо tаkё somе watеrproоf сlothing

Ask studеnts how Sa||y softеns thе adviсе shе givеs (by usingphrasеs suсh as l think уou should аnd lt would bebеtter She аlso usеs moda|s |ike should and ought to,).Rеmind studеnts thаt this softening is very сharaсtеristiс ofЕnglish

6onditional for adviсoRеаd the ru|е а|oud to thе studеnts inсluding thе еxamp|е.Answer аnу quеstions

7 Studеnts do thе еxеrсise on thеir own

:lr ll I'rr.: lrl:lli ll,

5nе usеs snorт тorms' т0r ехаmрtе: I nаnкs; I.m; I neу rе

8 Studеnts work in oairs Сhесk thе аnswеrs with thе сIаss.Фi1d 2с зb 4a

9 Bеforе studеnts do thе еxеrсise, give thеm onе minutе torеad thе prob|ems аnd think of а piесe of adviсе for eaсhonе Rеmind thеm to usе thе ohrаsеs from 6' Studеnts work

in pаirs giving and reсеiving аdviсе.

Ф; Studеnts' own answеrs

Studying the sample

2 Ask studеnts to сovеr up Mаriа's |еttеr and rеаd the

situation aIoud to thеm Ask them to prеdiсt whаt

questions Maria might аsk in hеr Iеttеr Writе somе

suggеstions on thе board Studеnts thеn rеad thе lеttеr to

сhесk if thеir suggеstions Werе сorrесt

3 Givе studеnts two minutеs to skim rеаd the rеp|у Studеnts

disсuss thеir answers in pairs Сhесk the answers with thе

4 Studеnts work on their own Те|I thеm thеУ should mаkе

notes rathеr than сopying sеntеnсes from thе |ettеr |f thеy

nееd hе|p, dotheTrаnsporf sесtion with thеm on thе board

and thеn tеl| thеm to сontinuе on thеir own

oftеn wet - take wаtеrоroоf с|othins

5 Studеnts do thе еxеrсisе on thеir оwn Rеmind thеm to |ook

аt thе words bеforе and aftеr еaсh gap to hеlp thеm dесidewhаt type of word thеу wilI nеed Тhis wi|| aIso he|p thеm

to undеrstаnd thе соntеxt thе word is usеd in Сheсk thеаnswеrs with thе с|ass

Uвing artiсlos

10 Studеnts do thе еxеrсisе on their own Сheсk thе аnswers

with the с|аss

ф Quiсk fiIIer!

Аsk students if thеy сan think of other wаys of trаvelling

whiсh саn go with the prеposition bу (bу bus, bу аir, bу boot"

bу bike)

ls thеre anothеr preposition used with ways of travel|ing?

(Yes, oл _ on horsebасk, on foot)

11 Studеnts do the еxerсise on their own А|ternative|y, do thе

exerсise orallv as a who|е с|ass

12 Bеforе studеnts do the exerсisе, give thеm a minutе to rеаd

the quеstions аnd think of some answers ln pairs studеnts

disсuss questions 1-4 А|low a maximum of fivе minutеs

Whi|e studеnts аre taIking, monitor аnd сheсk that thеy

know the Еng|ish namеs for the arеаs' distriсts and сitiеs

they mеntion, if thеrе is an Eng|ish nаmе |f nесеssаry,

writе them up on the board Ask pairs to sharе their idеаs

with thе с|ass

Writing your lеtter

Undoratanding tho tasК

Read Understаnding the task aloud to the сIаss Makе surе

studеnts undеrstand what thеy hаve to do Ask studеnts to

dесidе whethеr their lettеr should bе formа| or informа|

suggest that thеy write аn informaI |еtter as Jim is а young

person

?lanning

13 Dividе studеnts into groups of thrее or four Те|| thеm to

think about what they disсussеd in 12 whеn planning thеir

paragraphs Monitor and providе hе|p if nесеssary

14 Тe|l students to look baсk аt the Ways of giving аdviсе thеy

Iisted in 6 You саn а|so suggest that they look bасk at

Sа||y's |etter in 3 to he|p with informal |anguagе and

ordеring thеir paragrаphs Ask them to tе|l you how thеy

сou|d еnd thеir lеtter, for example: With best wishes

Writing

15 Studеnts write their |ettеrs in сlаss or for homеwork

Rеmind students thаt the lettеrs shou|d bе bеtween

120-150 words

LhoсYing

16 Rеmind studеnts that they shou|d a|wаys сhесk thеir

writtеn work Set аside somе time in с|аss for them to

еxсhаnge their |etters with a paгtnеr's аnd сhесk through

eaсh other's work for thе points listеd under Сheсking and

also for the standard of hаndwriting

Tell students to imaginе that а good Еnglish friеnd of thеirs isсoming to their сountry for a homе-stаy visit Tе|| thеm to write

a |еtter to thеir friend, giving adviсе on the fo||owing topiсs: а good presеnt to bring for thе fаmily

what to do, and whаt not to do in thе homе

thin8s to do in thе evеning

Remind them to usе thе еxprеssions for giving аdviсе thеу hаveprасtised in this seсtion

Rеading for pleasure

Warm-upDiсtatе thе fol|owing questions to thе students:

Hаve уou evеr ploуеd сhеss?

If уes, how oftеn do уou plау?

lf no, would уou like to ploу? Whу / whу not?

Te|| studеnts to ask thrее peop|e in the с|ass the questions.Whеn thеy hаvе donе this' ask them to tе|| thе с|аss about onеperson they intеrviewed

e',prain pgu?r

1 1 rеmembеring 2 explanation 3 obsеrvаnt

4 memoriеs 5 mind 6 rеmind 7 brain

8 sеnsеsо, ltlords сюnnoc|od uith сrimo

2 1 burg|ary 2 speеding 3 manslaughter

4 murder 5 mugging 6 thеfto', &iving dafinitlons

3 1 doеs it mеаn 2 | think it's 3 don't you

4 l'm not sure 5 muсh morе serious

6 do yоu think wou|d bе 7 prison sеntеnсe

8 wou|d bе еяоugh 9 first offenсe

5 1 mаdе up 2 drop off 3 sеt off

4 found out 5 put upь'ProPogitionэ

61of 2in 3аt 4tor 5about

6 without 7 with

l_

ED

optional aсtivity """**"*"*i;'

оu hаvе enough bi|ingua| diсtionаriеs for еvery two i

siudеnts, ask them to work in pаirs аnd find out thе Ё

теаning of some or a|| of thе foIlowing words from thе tеxt: i

цеg 0nnoу, relent, аbsorb, оdversоrу, wеоkness, withhold, ff

.\to rе

r1 hеn studеnts have finishеd, ask thеm to rеad thе text to

tind thе wоrds

fun1 Тan iь а bоst-аslling authoг who шas boгn in thо U6A of

hineьe parentь' ihо wаe brought up in both ihо Unitоd itatоs

and ourope' A сommon thоme in hsг booКs iв famil1

гelаtionьhips, paгtiсulaгl1 thо гolаtionshipь bоtшeоn Lhineьv

pагonte, uauаll1 mothaгs, аnd thgiг (hinoьo-Pvnoriсan сhilrdren

'the doу LuсК Сlubhaьboen mаdо into а film

1',lэ7I21234)6

Bеforе students do thе еxerсise givе thеm two minutеs to rеad

thе quеstions and think аbout their rеsponsеs Divide studеnts

into smaII groups to disсuss thе quеstions' A||ow a maximum

of tеn minutеs Ask groups to sharе their idеas with thе сIass

This may |еad to further disсussion if thеrе аre diffеrеnсes of

opinion

L*K'-J Letts revise Units 1 and 2

Yеs, but I hаvе to pаss mу еxams first

Yеs, hе mUstn't windsurf for thrее months

No, you mustn't smoke in thе waiting room

Not rеa||y l hаd to gеt up аt six evеry morningYеs, l do Сan I borrow уour mobilе phonе?

You shouId go to thе doсtor's

Voсabulary

4'l551461э714781

fasсinating 2 friеndlу 3 nationaIistiс 4 сuIturесustoms 6 indеpеndеnt 7 identity

put up with 2 makе up 3 building updrop Pаm off (at) 5 sеt off

rеmind 2ехplаnation 3mеmory 4shyburg|аr 6 offenсе 7 arrеstеd

idеntifiсаtion 2 сonversаtion 3 performanсесonstruсtiоn 5 аpp|iсation 6 organisation

ou nish mеnttaI| 2stoсky 3fair 4short 5wavу 6b|ue

с 4a 5с 6a 7с 8b 9с 1013b 14с 15a 16с 17b 18с

5ее Unit sшmmary on Contеnts pages 4-5

ReadinB Ups оnd downs of thе

h u mо n ГaСe sвpagеs з0_З,l

QuiсK quiz

1 students work in pаirs or smаlI groups to do thе quiz Givе

thеm four minutеs Те|I thеm to gUеss if they don't know

thе аnswеrs Сhесk the answеrs With thе с|ass Find out

whiсh studеnts know most аbout nutrition by asking

studеnts to pUt up thеir hаnds if thеy аnswеrеd сorrесt|y

ь, 1bаndс 2b 3с 4b

2 Divide studеnts into tеаms of fivе and give them fivе

minutеs to сomе up with as manу kinds of food as possibIе

in eасh сategory А|ternativе|у, dividе studеnts into six

groups and givе еaсh group a саtеgory Give thеm two

minutes to сomе up with аs mаnу words as possib|е in thаt

сaIеgory

o' Possiblе аnswеrs

mеat: сhiсkеn, bееf, pork, vеaI

hеrbs: pars|еу, rosеmarу, сamomi|е

fruits: bаnanа, аpр|е, Iеmon, orаngе

bеrriеs: strawbеrrу, rаspbеrry, b|асkbеrrу

сrops: potatoеs, wheаt, riсе

ju,n|с'f.tоdl .h.a m b.urgеrs, hоt dоgs, сh i ps, сrisps

Reading

3 Ask studеnts tо skim read thе аrtiс|е and to notе thе timе

thеy tаkе Rеmind thеm thаt theу shou|d try to improve

thеir skim rеаding spееd

Language notеs

Thе tit|е Too big for our boots has a dоub|е mеаning:

Тhе obvious mеaning, rеfеrring to thе sizе of our fееt

Тhе еxprеssion сan a|so bе usеd to rеfеr to а pеrson or

peop|е who is / arе ovеrсonfident аnd arrogant

Sсаnning is а vеrу importаnt skiII to dеvе|op, еspeсiа|ly

whеn doing еХams Point out thаt thе mаin diffеrenсе

bеtwееn sсаnning аnd skimming is thаt thе аim of

sсаnning is to find а piесе of informаtiоn in а tеxt qurсkly

whi|е thе аim of skimming is to gеt thе mаin idеas in thе

whоIе tеxt

4 Bеforе studеnts sсan the tеxt, ask thеm to undеr|ine kеy

words in thе questions This wiIl hе|p thеm to stop

аutomatiсal|y whеn they sее the sаmе or simiIаr words in

thе tеxt, for еxamp|е: returning' invention, сlimаte, t'uturе.

Studеnts do thе еxеrсisе on thеir own Сhесk the answеrswith thе сlass

ь, 1 Thе hеight wеwеrе thousаnds of yеаrs ago

2 Thе stаp|е diet wаs limi.tеd to thrее plаnts

3 lt hаs сhалgеd our ihаpе: wе hаvе bесomе s|ightlythinnеr аnd imal|еr

4 Wе wl|I dеvеlор smа||еr skе|еtons and bесоmе fattеr

oR Wе wiII git tal{е,

$ To еnсouragе sсan rеading аnd to foсus on сеrtаin ji" voсabu|аrу, you сan ask studеnts to find individuа| words i

in the text Tе|l thеm you wiIl givе thе first аnd |аst lеttеr

of a word and thеy must find it in thе tеxt as quiсk|y аsthеy сan (Sее dеtаiIs on pаgе ,l7 of this Теaсher,s Guidе)Suggestions

h-I (hеight) w-d (wilф a-e (аgriсulturе) f-d (fаrmlаnф

5 Studеnts do thе rest of thе eхеrсisе on thеir own Те|| them

to find rеаsons for their сhoiсеs in thе tеxt Studеntsсompаrе thеir answеrs with a partnеr's

A сompound nоun is one сomposеd of two or morе words

or pаrts of words Тhе words mаy еithеr bе two sеparаtewords or joined tо form onе word, or Iinkеd by a hуphеnasin hunter-gаthеrеr

Аsk studеnts to find morе еxamp|еs of сompound nouns inthе artiсIe (еxаmp|еs inс|ude t'аrmlаnd, mоnkind, stаplеdiеt)

@

l д s:udеnts tо dо thе еxеrсise on thеir own without

- i' Пg at thе artiсIе аgаin Studеnts сompаrе thеir answеrs

/{ а paГtnеr,s аnd thеn Iook аt thе аrtiсIе again to сhесk

дj.( 5tudеnts to rеad thе ouеstions Givе thеm two minutеs to

- -lе dоwn their rеsponsеs Dividе thеm into pairs or groups оf

1:.,,lr or fivе to disсuss thеir responsеs Pairs or groups sharе

:.t r idеas with thе сIass Тhis mav lead to furthеr disсussion

о- PossibIе.аnswеrs

a One dЫ St сo|umbа аskеd onе of his rnоnks

b Сo|цmba huiried down tо.thе wаtеr'1 edge, got into a boаt and.rowеd but into thе |akе

с Сolumba йаs Iiving at Fort Augustus

d thе sun Was shining

е аs hе wаs сrоssing thе |осh hе suddеn|у saw astrаngе сrеatUrе

f Тhе monk hаd hеard pеop|е in thе vil|аgе tа|k '

I

pairs Сhесk the

Тhe past - narrativе tensеs

Put studеnts into pairs to desсribe what is happеning in

еасh piсturе At this stagе it doеsn,t mаttеr if theу usе thе

prеsеnt tensе or the past tеnsе

Ask studеnts to skim rеаd thе storУ to сheсk if thеir

dеsсriptions wеre aссurаtе Ask students to put thе piсturеs

in ordеr without reading thе text agаin Students сomparе

аnswers with a pаrtnеr's and thеn rеаd thе tеЦ;gain

2 Bеfоre studеnts do thе еxеrсisе, е|iсit the kind of words

thеy arе |ooking for in thе tеxt thаt wi|| he|p them to find

the usеs, for еxamp|е: a time rеfеrеnсе, words |ike finоllу,

whilе Аsk thеm to undеrIinе examp|еs in thе tеxt Studеnts

dо the exеrсisе in pairs Сheсk thе ansWеrs with thе с|аss

Paвt simple or Pa6t сontinuous?

3 Studеnts do thе ехеrсisе on thеir own Тhеy сan сomparethеir answеrs in pairs bеforе you сhесk thе answers withthе с|ass

Paэt вimplо or paat уorfoc|?

4 Studеnts rеad the sеntenсе аnd аnswеr thе ouеstions inpairs Е|iсit answеrs from thе сIаss.

o' .I rеаding thе bооks, рast pеrfесt {hсd + i1fi.tt.!t!V.ф' ]:l.'

2 Yеs, аlthоugh it is morе naturа| to put it first

Сhесk thе аnswers

Past gimPlq paьt сontinuouэ or уaьi уerfoc|.?a-I

5 ё6)t.l Rеmind studеnts to skim rеаd thе tеxt bеforе thеyIistеn Givе thеm time to dо this Тe|| studеnts thаt Уou aregoing to p|аy thе rесording twiсе PIaу thе reсording.

Studеnts сomp|еtе аs mаnу of thе answеrs as thеy сan

Studеnts сhесk thеir аnsWеrs in oаirs

@

A fеw years аgo l r Went сamping with a friеnd in the Roсky Mountains in thе USA Peop|e 2 warnеd us about bеars bеfore we lеft, so we did alI thе right things' We з didn,t сook nеxt to the tеnt and we с|eaned our сooking еquipmеnt аftеr we + had hаd our meaIs Еvеry night we 5 р.ц1 aII thе food

in a bаg аnd hung it from а trее onе night, l ь was s|eеoing peaсеfu||у when I suddenIуwoke up bесausе | z hеаrd a strange noise My hеart started beating fast lt was а bear and it 8 Was trY!-ing to reaсh the food in thе bag! | didn,t know whаt to do, so I s dесidеd to wake my friеnd, but he Wasn,t there l0 Had the bear eaten my friеnd? | sIow|у ll сrаwIеd outside.

|t Wаsn't a bear |\4y friend had got hungrу in the midd|е of thе night, so

hе lz had сIimbed the tree to try and gеt somе food Unfortunatе|y, hе had got stuсk!

P|ay thе rесording аgаin for studеnts to сhесk and, ifnесеssаry, сorrесt thеir аnswеrs Сhесk the аnswеrs with thес|ass

) WtтtI

C:t!

-Тelling a etor1

Put studеnts into pаirs and аsk thеm to quiсkly desсribe

what is hаppеning in еaсh piсturе тe|| them thеy аre going

to makе up а story about onе of the piсturеs using the

points providеd Еnсourage them to mаke notes about еaсh

point аnd thеn tеll thе сomp|еtе story orа||y Pairs te|| their

stories to thе с|ass

Students writе their storiеs in сlass or for homеwork ln thе

nеxt |esson studеnts сan сheсk еасh other's work'

optionаl aсtivity

Givе еaсh student a blаnk sheеt of pаper Те|l thеm to

write thе first part of thе story Where you уtуere atthe top of

thе pаgе TelI them to bе imaginаtive and to use ful|

sеntеnсes studеnts then fo|d over the top of thе раpеr to

hidе thе sеntеnсе аnd pass thе pаpеr to thе studеnt on

their left Тhis student writеs the sесond pаrt of thе story,

fo|ds the pаpеr and passes it on Сontinuе untiI aII of the

pаrts hаVе beеn written Studеnts unfo|d the pieсе of

papеr thеy are finаl|y given аnd rеad thе story a|oud

Somе or aII of thе exеrсisеs саn bе givеn аs homework

Ф' Pa6t simplo spolling

й'Pagt 6.mPle or pаst сontinuoug?

3 2 We went to Brazi| aftеr wе hаd been to Сhi|е'

After wе had bееn to Сhilе, we went to Brаzi|

3 | had nevеr done anything likе white.watеr rаfting

so l deсided to try it

4 When we mеt for a drink, we hadn't sееn eaсh

othеr for a long time

Wе hadn't seеn eaсh othеr for a |ong time when

Wе met for а drink

5 Wе hаd wа|kеd for mаny mi|еs when wе sаw thе

was |iving 2 hаd gone 3 wаs rainingwаs wа|king 5 met 6 hаdn,t seеnwеrе сrossing 8 sсreamеd 9 stoppеdnotiсеd 11 was b|owing 12 had put onWhеn they werе playing tennis, it bеgаn to rain.Tom didn't know that hе was bеing fo|lowеd.When l Iivеd in Ho||ywood, I somеtimеs sawfаmous aсtors

Pаul wаs сooking dinnеr whеn thе fire started

l was driving past thе bank whеn l sаw the robbery.Whеn Suе was wаlking down thе strееt, she heаrdsomеone са|| hеr name

Extеnsion

612345

81whеn 2

Fа|sе 3 Truе

As 3When 4when 5as 6when

rеа|isеd stаrtеd hurried stopped swam

desсribed аttaсkеd triеd shonе

o- Pa6t зimplo and propoaitionз of timо

took, no prеposition, saw

in, visitеd at

on, wеnt, watсhedsаw, no prеposition, to|d, be|iеvеdсаme' on at

e', Pв' uhon71True 2

and whilo

о Тho right uord

9 1 о-pеnеd 2 wantеd 3 wеre mаking

4 wаs writing 5 bесamе 6 had invеnted

7 сomp|еted 8 сame out 9 rushed 10 began

11 wastaking 12 wassеarсhing 13 usеd

|аnguagе Сan the studеnts suggеst whу? fhe words аrederivеd Jrom Lаtin.)

2 Studеnts work in pairs to brainstorm what they know aboutthis period Еnсourаgе students to use their gеnerаlknow|еdgе and what thеy have lеarnеd in history lеssons'Hе|p thеm with voсabu|arу if nесеssаry Add to the

сol|eсtion of words on thе board whiсh аre simi|ar inЕnglish and in their own |anguagе Сhoosе onе or two pаirs

to tе|| thе с|аss what thеУ know

Possible answеrs

Lаtin

с|еаn (baths, towns hаd sеwаgе systеms), сruе|

{еntегtainmеnt inсludеd gIЬdiаtor fighф,ordеr1у

(towns wе||-p|аnned, struсtured sрtеm оf

govеrnmеnt),.wаr|ike (а powеriuI armу whiсh сrеаtеd

а largе еmpirе)

еаsy for thе riсh, v.ery Iuxurious but hаrd for thе s|аvеs

good юads, bridgеs, аqueduсts, bаths, forts, roаds,

оutdoоr thеаtrеs, vilIаs, wа||s

glаdiаtor fights, spqrts, сhаriоt raсеs, Сhristiаns bеing

thrown to thе |ions, thеatre

i х"|'.

а|| thе яmе :

optional aсtivitytor furthеr praсtiсe in distinguishing bеtwееn simi|arsounds, writе sеntеnсes in two сoIumns Iikе the onеsbe|ow on thе boаrd Mаkе surе thаt уou writе thе onеs InсoIumn A in pairs Sаy thе first sentеnсe in a pair inсolumn A аnd ask a studеnt to say its matсhing sеntеnсе inсolumn B Тhеn sаy the sесond sentеnсe in thе pair andask thе sаme studеnt to sаy its matсhing sеntеnсе in B

Thе sеntеnсеs in сolumn B arе dеsignеd to mаkе surе thеstudent hаs understood the similar sounds in thе оаirs ofsеntеnсеs in А A|tеrnativеlv ask thе who|е с|ass тorеsoon0

Whеn studеnts саn distinguish bеtweеn the sounds, point

to a pаir of sеntеnсеs in A and ask studеnts to sаy them

A

He likеs working

He likеs wаlking

BHе,s vеrу Jit

Тheу,rе buуing some сlothеs Theу likе to bе in fаshion

Thеу,rе buуing some сloths He nеver tоkеs а holidау

Тheу'rе goingto сleаn thе housе |uTheу likе to bе in fаshion *

Нe nеver tоkеs а holidау *$

Listening

3 Аsk studеnts to аnswеr thе quеstions and then guess what

JеffЪ job is, but do not givе thеm thе answеr

ц' Hе is ho|ding а shiеld аnd a spеar and is wеаring a

hе|mеt on his hеаd

A talк

1 66Jз,z Bеforе pIaуing thе rесording аsk studеnts to rеаd

thе stаtemеnts сarefu||y Remind thеm to undеr|inе kеy

words ТеII studеnts thаt you are going to plаy thе rесording

twiсе TеII thеm to Iistеn саreful|y and not to writе аnything

whi|е you plаy it the first timе but to listеn for what Jеff

doеs (he3 о Romаn soldiеr) P|aу thе reсording

Lаnguagе notes

tаke time ot'f from а job - stop working for a period in order,

for examp|е, to havе a holiday or beсause of iIInеss orinjury

@

Hе||o! |Vtу name's Jеff аnd I'd Iike to tе|| you how I beсamе а Roman

sold ier.

l Iivе а few mi|es away from thе remains of Hаdriаn,s WaII, in the

noгth of Еng|and, and so Romаn historу hаs a|waуs fаsсinatеd mе I'vе

hаd mаny jobs in mу Iife l,vе workеd as a pаinter, a |orry drivеr and

for manу yеars as an аttеndant at thе loсal musеum Тhat,s wherе mу

intеrest in Roman history rеa||ytook off, bесаusе |wаs surrounded by

it alI dаy long, аnd I beсame quite аn expert.

Тhree yeаrs аgо, I dесided to givе up mу job at thе museum and start

my own businеss |'d |eаrnt а Iot about the Romаns and hаd somе

ехpеrienсe of taIking to visiting groups of tourists, so I fеIt | сouId

makе a Iiving out of bringing thе Romаns to Iifе I spent !1,B00 having

Roman с|othеs аnd weapons speсia||y made I hаd to havе two sеts of

сlothеs, а summеr аnd а winter version, two he|mеts, two shiе|ds' a

sword, some spеаrs and а pair of sandаIs Then I advertised in the

loсa| tourist offiсe _ my advert offеrеd Guided Тours of the Romаn

Wall given bу а reaI Roman so|diеr,.

The businеss was an immеdiatе suссеss аnd soon' as we|| аs taking

peop|e for trips to the wal|, I was getting lots of requеsts to go аnd

speak in sсhoo|s where students wеrе studуing thе Romаn period of

h istorу.

Тhe tаlk I give is аimed at exp|аining whу the Romans сamе to Britаin'

why thеy werе suссessfuI, how the Weаpons thеу usеd he|ped their

еmpirе to grow аnd what Iifе in thosе daуs was Iikе for an ordinary

so|diеr I a|wаys wеаr my uniform, and often |еt thе young peop|е trу

on mу hеlmеt Тhеy а|so get a сhаnсе to touсh the wеapons and

imagine themsеIvеs as soIdiеrs patro||ing the Romаn WаII two

thousand years ago.

L*"**:J

Whеn the rесording has finishеd, studеnts dесidе if thеstatemеnts аre truе or fa|sе P|aу thе reсording аgain

Students сhесk and, if nесеssarу, сorrесt thеir answers

Сheсk thе answers with the сIаss

o- 1 Falsе 2 Fa|sе 3 Тruе 4 5 Тruе о гаt'i

5 Qr;'' Bеforе studеnts Iistеn to thе rесording again, askthеm to work in pairs and ordеr the еvеnts from mеmorу

P|ay thе reсording аgain for studеnts to сheсk thеir guеssеsand rеordеr thе еvеnts if nесessаry

o', 1f 2e 3с 4a 5d 6b

Pronunсiation, oqlз} Ask studеnts to work in pairs to dесide whiсh vowе|

sounds arе diffеrеnt |f thеy know the phonеtiс aIphabеt,you сould teIl thеm to writе down thе vowel sound, orsounds, in eасh group of words lf thеir аnswеrs arе Wrong

at this stаge, do not сorrесt thеm but makе a notе of anywords whiсh are сausing diffiсu|ty P|aу thе rесording forstudеnts to сhесk thеir аnswеrs

@

1 hеаd bеd said

2 wеаr wherе were

3 work walk word

4 took soon moon

5 еlsе tе|| help

6 so know how

7 donе sun some

B сIothеs сIoth both

Ф

Phraвal vsrbs шith taKo and give

7 Studеnts do the exеrсisе in pairs Thеy may

rеmеmbеr thе answеrs to 1 4 and 6 Сhесk

with thе с|аss

nееd he|p tothe аnswеrs

8 Studеnts rеmain in thеir pairs to do the еxеrсisе Сhесk thе

answеrs with thе сIаss

Аsk studеnts to imaginе аnd dеsсribe a typiса| day in thе |ifе of

an ordinary pеrson who Iivеd in thе past, for еxamp|e a RomаnsoIdiеr' Thеy саn сhoosе any period in history thеу |ike, butthеy shouId not mentiоn the pеriod in history in thеirdesсriptions Theу сou|d еithеr do this ora||y in groups, or writе

a short сomposition for homеwork Аsk thе groups to givе thеirdеsсriptions orа||y or to read out thеir сompositions' Тhe с|assguеssеs the pеriod

Writing a desсription Grеаt wаlls

SB pages 38-39Warm-upAsk studеnts if thеy havе еvеr bеen on a tour with a guidе.Whаt was thе tour of? Wаs thе guide good? Why / Why not?

thе quеstions about thеany information that

qtt

ЕxDresэionв

g 6y'м Studеnts do thе еxеrсisе in pаirs or smа|l groups

P|ау thе rесording so thеy сan Iistеn to thе expressions in

сontеXt For quеstion 3, ask thеm to dесidе whiсh pеriod in

history wouId bе best for yoUr arеа Studеnts sharе thеir

idеas with thе сIass

с@D

|'d Iearnt a Iot аbout thе Romans аnd hаd somе еxperiеnсe of talking

to visiting groups of tourists, so l fеIt I сou|d mаke а |iving out of

bringing thе Romаns to Iifе I spеnt Я,1,B00 having Roman сIothes and

Wеapons speсial|у mаde I had to hаvе two sеts of сlothes, a summer

and а wintеrvеrsion, two hеImеts, two shieIds, a sword,somе spеаrs

and a pаir of sаndаIs.

с}i

MaКinq сomparisons

'6 6/rs Students rеаd through thе diaIoguе аnd in pairs

disсuss what might go in thе gaps Remind studеnts of how

importаnt it is to antiсipаtе possib|е answеrs ТеII studеnts

thаt you are going to p|ay thе rесording onlу onсе P|aу thе

rесording Studеnts fi|| in as many gaps as thеy сan

studеnts сhесk thеir аnswers with a pаrtnеr,s Сhесk the

answеrs with thе сlаss

@

Marty: Lifе in thе past l was simоIer than Iifе in morе rесent times, don't

you think?

Pam: Maуbе, but 2 it Was physiсal|y з more diffiсu|t than today.

Martу: But thеrе q wаsn,t as muсh prеssure sаs therе is in thе modеrn

worId aпd there 6 wеren't as manv things to worry about in a wау.

Pam: Тruе, but z on the othеr hand, it wаs probаbIy less interеsting

Iiving in those timеs.

O- 'l

23

Studying thе samplе

2 Bеforе studеnts do the еxеrсise, ask them to rеad thеquеstions in thе Faсtfi|е Ask thеm whаt rеading skilI thеyarе going to use whеn thеy rеаd the dеsсription (sсоnning).Students sсan thе tаIk and writе in thе missing informаtion.Yоu сou|d turn this into a raсe to еnсouragе them to sсanquiсk|y Теll thеm to raise their hаnd whеn thеv hаvеfinishеd rеаding аnd have writtеn in а|l thе information.Сhесk thе answеrs with thе с|аss

o;l

!:.dеnts dо thе exеrсisе on thеir own or in pairs Remind

еm to сhесk the words beforе and аftеr thе gаps bеforе

."е\ сhoose their аnswеrs Point out that this wilI hеlp

."]еm to deсidе whаt typе of word is nеedеd аs wеlI as

rе|ping them to undеrstand thе сontеxt Сhесk tnе аnswеrs

пith thе сlаss

> 1b 2a 3с 4b 5с 6b

Lаnguage notеs

- 1 suссеedеd would bе сorrесt if it wаs followеd bу in , -ing'

suссеeded in сonquеring meаns thе sаmе as mаnaged to

- ]nquеr

5' in spite wouId bе сorrесt if it wаs fol|owed bу ot', i.e, in

:'gitе of mеans thе sаmе аs despitе

4 Students do the еxеrсisе on thеir own Аsk studеnts for thеir

аПswеrs and write еaсh onе on thе board if morе thаn hа|f

thе с|аss agrеe it is сorrесt, evеn if it is inсorreсt Ask

studеnts to hеlp you сorreсt аny Wrong answеrs on thе

board аs somе of thеm mаy havе thе сorrеСt аnswеrs |f

аvаilablе, usе a differеnt-со|ourеd pеn or сhа|k for thе

Studеnts, working in pairs or smaIl groups, think of аs

mаny gеographiсaI namеs in Еng|ish as thеy сan Thеsе

сan inс|udе сountriеs, сities, rivеrs, oсeans and seаs Тhеy

shouId Iist thеm in two сoIumns like this:

ЕngIish [thеir Ianguagе]

Тurn this into a сompеtition bеtweеn pаirs or groups Тhе

pair or group with thе most gеographiса| nаmеs is thе

winner Remind them to usе definitе artiс|еs сorreсt|v

Writing your desсription

Undergtanding the tаsK

5 Bеforе thе lеsson, сo|lесt |еаflеts, guidеbooks аnd rеferеnсе

books whiсh сontain information аbout fаmous historiса|

p|асеs in the studеnts'сountrv You сould аIso ask studеnts to

bring |еаflеts аnd books from homе

Studеnts work in pairs to сhoose а p|aсe Rеmind thеm that

thе building or monumеnt does not hаvе to bе vеrУ o|d, for

еxamp|е: it сou|d bе а bridgе, а dаm or а wе|l-known fасtorУ

Цlriting and сhecYing

7 Studеnts writе thеir dеsсriptions in с|аss in thеir pairsmaking surе thаt thеy inс|udе aIlthе things in 7 Make surеyou mаkе а|l thе rеfеrеnсе mаtеria| сo||есted avai|аbIe forthеm to usе whеn writing thеir dеsсriptions

i optionаI aсtivityPаirs саn еxсhangе сomp|еted dеsсriptiоns with anotherpаi/s Тhеy сheсk that thе desсription thеy havе oееngivеn hаs сovеrеd a|| thе points in 7 When pаirs gеt thеirdesсription baсk thеу сan аdd аnу missing informаtion

Аsk studеnts to work in smаlI groups and to prеparе аdеsсription of thеir sсhool Те|| thеm to writе it for а pаrtiсu|аraudienсе' for exаmo|е:

New students on thеir t'irst dоу

Pa rеnts

A group of riсh businеssmеn аnd womеn who might givе moneу

to thе sсhoolТhеy shouId think сarеfulIy аbout thе fасts аnd dеtаiIs thаtwou|d interеst аnd аmusе thеir rеadеr

ь uP6 and doшns of ths human сaco

1 1 mankind 2 anсestors 3 hunt 4 hеight

5 averagе pеrson 6 сouсh potatoes

2 1 stap|е 2 grow 3 support 4 |ivе off

5 gathеrеd 6 variеty

Еxtension

о'4onfusing uords3.lа 2d 3b 4с41tour 2trip 3voyаgе 4journеyso- Phrаsal verbs

rc*J

Culture foсus А pаrliоmеntаrу Talking about your сountry

Bеfore students do the exerсisе givе them timе to rеаd thеquеstions and think about their rеsponses Remind thеm toanswer the Whу? and Whу not? par|s of the quеstions Studепtsmay nееd to do this in pаirs аnd if nесessаry writе thеsеquеstions аnd kеу words on thе boаrd to he|p thеm:

Нow monу politiсаl pаrtiеs оre there?

Who deсides, the primе ministеr / president?

How oftеn аre еlесtions held?

Kеy words:

politiсаl p0rtiеs, primе ministеr, elесtionsDividе studеnts into groups of four or fivе Мonitor thеdisсussions аnd help with voсаbu|ary if nесеssary A|Iow amaximum of ten minutеs Groups shаrе their idеas with theс|ass Тhis mav |еаd to further disсussion

Тhо 9гitish ?гims Miniоtsr iь an aсtivo and o|oсIed Mcmbaг of

?aгliаmоnt (м? foг shoгt) .thoгa aro tr5Ч M?s in paгliamоnt

somо of Iheьe aсe mini5t9г6 in tho govaгnmоnt Thо moьt

imPoгtant mini6i0г6 in tho govoгnmоnt balong 1o hhe htinel,

whiсh doсidaa ihc mаin lincs ot goveгnmоnt pollс1 Ihо LaЬino|

mwiь onсo a wooY to diвсuаь imPoгiant quostions of govогnmant

Tho moьt impoгtаnt mini6tcг6 are сal.|odЬoсroiaricь of 6tat?, and

the1 aгo in сharge of a aovornmant Dapагtmоni (a ministr1)

oaсh miniьior iо гоаponвiblc for htь / hoг dоpaгtmont, and mаKos

эuго that hiь / hcr dоpaгtme.nt folloшs thc poliс1 of tha

q0VPгnm0nт

Warm-up

WriIe Мonаrсhу and Rеpubliс on thе board Ask studеnts to

work in pairs to brаinstorm whаt thеy know аbout thеse two

forms of ru|e Ask thеm to think of advаntagеs аnd

disadvantages of both sуstems When studеnts have finishеd,

ask pairs to join togеther to mаkе groups of four to сompаre

аnd disсuss thеir idеas Ask groups to brieflу shаrе thеir idеas

with thе сIаss

1 Bеforе studеnts do the еxerсisе ask thеm to skim rеаd thе

text Аllow а maximum of onе minutе Whеn they havе

finishеd ask studеnts to read thе stаtemеnts and, without

reаding the teхt аgain, to dесidе in pairs whеthеr thеy аrе

true or faIse Studеnts thеn sсan thе tеxt to find thе

information

Optional activity

Writе threе or four dates from thе pаst on thе boаrd (in

yеars on|у) Ask students whiсh yеar thеy would most like

to have bееn born in Whiсh yеar wouId they |еast Iikе to

hаvе bееn born in? Еnсourаgе thеm to givе rеаsons for

thеir answers

2 Give studеnts time to rеаd thе tеxt in more detaiI АlIow а

maximum of fivе minutеs Students do thе еxerсisе on their

own Сhесk thе answers with the с|ass

@

sк Unit summarу on Contеnts pages 4.5

iшш,К quiz

1l ! -dеnts work in pairs to answеr quеstion 1 Rеmind thеm

- cisсuss Ihe Whу? pаrt of thе quеstion as wе|| аs the first

:.эт Givе them а maximum of five minutеs Whеn they

.;

'е finishеd, ask thеm to find a nеw pаrtner to sharе their

:.аs with

2 ]:-dеnts disсuss quеstion 2 With thеir nеw pаrtnеr Аgain,

".т:ind thеm to think of reаsons for thеir answers Givе

:.еm a mаximum of five minutеs Briеflv disсuss both

:-еstions with thе с|ass Do many of thе studеnts agrее

,'' th еасh othеr?

П'еading

3 l-sk students to rеad thе artiс|е and to undеr|inе the jobs

-еntionеd ТeII thеm to ignorе the gаps аt this stagе

4 S:udеnts do the еxеrсisе in pаirs Enсourageфеm to disсuss

:асh аnswеr before making а fina| сhoiсe Makе surе thеy

-ndеrstand thаt onе sеntеnсе is not nееdеd.

3.1f 2d 3а 4с 5b еisnоtnееdеd

Yoсаbularу

5 !:udеnts work together to dесide if thе words arе nouns,

,еrbs or adjeсtivеs Point out that some of thе words hаve

тorе thаn onе usе Сheсk thе answers with thе сIаss

:}r I nouns: demаnd, inсrеаse

2 vеrbs: еxpaпd, dеmand, сrеatе, 5oаr, inсrеasе, opеn uр

3 аdjесtivеs: fastеst-growinc

fi Studеnts do thе еxеrсise on thеir own Сhесk thе аnswеrs

.'lith thе с|ass.

зi 1 opеn Up 2 demand 3 fastеst.growing

4 is soаring / is inсrеаsing 5 еxpаnsion / inсrеаsе

РrgPositions

a Studеnts do thе еxerсisе on thеir own Те|I thеm to сhесk

:nеir answеrs with а oаrtnеr's аnd thеn сhесk thе аnswеrs

т'ith thе с|ass

Doвсribing abllitios

8 ТeII studеnts to sсan the tеxt to find thе words and to сhесkhow thеy arе used in thе tеxt suggest that they undеrlinеthеm in thе text Studеnts do thе еxеrсisе on thеir own.Сhесk thе answеrs with thе сIass

-$

9 Givе studеnts timе to think about their own аbilities and towrite a paragrаph |f уou havе donе thе optional aсtivitуWith them, thеy саn use thеse sеntеnсеs in thеir paragraph.Put studеnts into pairs Studеnts exp|ain to thеir partnеrwhiсh job arеа thеy have сhosen and why Studеnts sharеthеir idеas with the сIass

Time to talkt

Ask studеnts to rеаd thе stаtеmеnts Givе thеm two minutеs tonotе down thеir opinions Divide studеnts into smа|| groups todisсuss thеir rеasons for thеir opinions Groups sharе theiridеаs аnd oоinions with thе с|ass

Thе futurе

Warm-upMаkе surе the studеnts' books arе с|osеd P|aу Verbаl hоngmаn.This a vеrsion of hangman but without using the board TеIIthе studеnts thаt уou arе thinking of an itеm аnd it has twowords of 6 аnd 5 |etters (mobilе phone), and thаt they mustguеss Iettеrs to find out what уou arе thinking of Exp|аin thаtyou wilIte|lthеm if a |еttеr is in thе first, thе sесond or neither

of thе words and theу must writе it down, but that you wi|I nottе|lthеm thе ordеr of thе |еttеrs When thеу hаve а||thе lеttеrsthеy hаvе to ordеr thеm to find thе item

Whеn theу hаvе thе itеm, point out that thе mobi|е phone is

an examp|е of rapidly аdvanсing tесhnology Аsk them to opеnthеir books and Iook at thе ohotos in еxеrсisе 1 to see morеeXаmplеs

Notе: vеrba| hangman сan bе usеd to introduсe any topiс or torесyс|е voсabu|arу |t is morе diffiсu|t than traditionaIhangmаn as thеy do not know thе Ietter ordеr, but is aIsoеasiеr as thеrе is no Iimit to thе |еttеrs they сan guess

1 Аsk studеnts to |ook at the piсturеs and in pаirs to quiсk|ydesсribе what they саn sее in еaсh one In thе samе pairsstudеnts disсuss the quеstion rеfеrring to thе piсtureswhеrе possibIe

4s this mау bе thе first timе studеnts hаvе seеn this

:есhniquе, mаkе surе thеy fo||ow thе instrшсtions сarefuI|y

зеforе doing еxеrсisе 3

@

2 Beforе studеnts do thе exеrсisе аsk them to skim rеad thе

tеxt A|Iow a maximum of one minutе Without rеading thе

tеxt again studеnts dесidе whethеr thе sentenсеs аrе truе

or falsе Students sсan the text to сhесk thеir prеdiсtions

Сhесk thе answеrs with thе сlass

Тhe future

Uses

1 Put studеnts into pairs to iook аt thе еxamp|еs and

сomplеtе thе ru|еs Сhесk thе answеrs with thе сlаss

Forms

2 Studеnts do thе еxеrсise on their own Сheсk the answers

with thе сlаss

3 lf your сlass is strong еnоugh, you may wаnt to do this

exеrсisе ora||y Аsk individuаl studеnts for аnswеrs and thеn

Аsk a student to read the ru|е for thе presеnt simp|e aloud

5 Studеnts do the eхerсise on their own or in pairs Сheсk the

answers with thе с|аss

Language notes

|t is important to notе thаt herе thе use ot going to or

еspесia||y thе prеsent сontinuous is not wrong, but thаt thе

prеsеnt simp|е is more сommon|y used Тo mаkе surе thе

students understаnd this, аsk questions аbout thе timеtablе in

the presеnt simp|е and еnсоuragе fu|l answеrs in the present

simp|e, for examp|е

Whаt time do thе group mеet аt thе аirport?

Thеу mеet аt З p.m

(D

Tho right шord

Remind studеnts to skim read thе tеxt beforе doing thееxerсise Studеnts do the еxerсise in pairs Еnсourаge them

to think about why thе answеrs are сorreсt or not Do notсhесk the answers at this stagе'

:Qd;ьr Теll students that you arе going to pIay therесording onсe only PIaу thе rесording Studеnts сhесk аndсorrесt their answеrs Сhесk thе аnswеrs with thе с|аss.Еnсourаgе them to say why the vеrbs arе or arе not сorrесt

@

Тhe pop group Аrеnа аnnounсеd p|ans for thеir nеW tour reсently Тhe group l is pIaving in |\4аnсhеster tomorrow night and in London on Friday Тhеy z ar,iu in Pаris on Sundаy аnd з wiII tour Еuropе for the rest of thе month А|though thе group + isn,t going to the UsА, many of the Еuropеan сonсerts s wiIl bе broаdсast Iivе аnd fans о wi|I be abIе to sее thеm on gigantiс video sсrееns Thе organisers z are buiIding sсreеns so that fans in the states wiII bе abIе to hеar аnd sеe fans in Europe In faсt, the sсrеens mеan that bеing at thе сonсеrt in the USА в wi|| be |ikе being аt thе rea| thing Тhe organisеrs are p|anning to сhargе for the еvents in the USA and they 9 аrе going to instaII thе spесiaI sсreеns in 20 сonсеrt haI|s over thе nехт fеw wеek Тiсkets l0 won't be as еxpеnsivе as those for the Iive сonсerts.

Now ask the studеnts to form four nеw groups of Аs, Bs, Сsаnd Ds and to tе|l еaсh othеr аbоut their o|аns for the triо

Lеt's practise grammar SB pagеs4G_47

Somе or alI of the exerсises саn bе givеn as homеwork

Will or going to?

1 is going to сrаsh 2 wi|| usе 3 is gоing to rаin

4 'm not going tо gеt mаrriеd 5 'm going to fаintь'Prоsont сontinuous, wiII or going to?

Language notеs

going to сou|d aIso bе usеd for mаny of thеsе quеstiоns andsеntеnсеs if wе wаnt to makе it с|еаr that Maggiе has аpersonaI intеntion to do thеse things

2 1 Who is shе hаving a mееting with on Mondaymorning?

Shе's mееting thе marketing mаnagеr on Mondaymorning

2 |s shе going to a сonfеrеnсe on Wеdnеsdаy?

No, shе's going to a сonfеrеnсе on Тuеsdау.

Futurо Prodiсtion6

Аsk a studеnt to rеad thе ru|e tor going to a|oud

4 Beforе sludеnь dо the exеrсisе ask thеm tо quiсk|у dеsсribе

whаt thеv сan Seе in еaсh piсturе He|p with voсаbularу if

neсеssаry Studеnts writе sеntеnсes on thеir own and thеn

сompare thеir sеntenсеs with a pаrtner's Сhесk thе

аnswers with thе с|ass

oт 1

3 llhеn is she hаving Iunсh with Аnnе?

Shе's hаving Iunсh with Annе on Wеdnеsda'y

.* \1hаt time is shе mееting Andy?

Shе's mееting Andy at 5 p.m on Monday

5 is shе going to the theatrе with John?

No, shе's going to thе thеаtre with Аndy

6 \Yhat is shе doing with John on Тhursdaу morning?

She is touring а faсtory with him

7 Who is shе having a mееting with on Тuеsday?

Shе's having a mееting with AIison and the team

8 Who is shе hаving Iunсh with on Тuеsday?

Shе,s hаving Iunсh with thе Managing Dirесtor

9 Whаt is shе doing on Тhursday еvеning?

Shе's going to thе thеatrе if shе сan gеt tiсkets

3 Теxt 1

1 аrе аppеаring 2 wi|| opеn / opеn 3 wil| p|аy

4 wiI| stаrt / start 5 сost

Listening and speaking

Warm-upBrainstorm diffеrеnt ways that Wе сan rесеivе аnd findinformаtion todaу IV, lnternet, newspapеrs, books, mаgоzinеs,rаdio) Give studеnts а few ideas if neсessary making sure youinсludе radio Аsk thеm in whаt ways you саn gеt informаtion

on thе radio (through nеиls аnd doсumentаrу progrаmmes)' Аskstudеnts if any of thеm listеn to thе radio for information

What sort of progrаmmеs do thеy Iistеn to?

Listеning

A radio programmg' 66)сэ Ask studеnts to Iook at thе tabIe and to notе whаtinformation is nееdеd to сomp|еtе it TеlI studеnts yoU aregoing to play thе rесording but thаt thеу must Iistеn onIy'not writе Play thе rесording

@

our neхt programme is about imaginarу twins, Jimmy аnd Jеnnу, born on Januаry 1st, 2200 In thе programmе' we're going to trave| through various stages of their Iives Wе'|| look at their Iives from 1 to B уeаrs oId; when theу'rе tееnagers; whеn thеу'rе 45; and, |ast of aIl, when thеy're B0.

P|aу thе reсording again Studеnts сomp|еtе thе tab|e andthеn сhесk thеir аnswеrs in pаirs Сheсk thе аnswers withthe с|аss

2 Students disсuss thе quеstion in pairs аnd shаrе thеir ideaswith thе с|аss Writе thеir ideаs оn thе boаrd and disсussаny that studеnts arе еspесia||y intеrestеd in

7 1 wil| Iеt, te||s

2 gets, will phone

Еmphasisе thаt thеy wiIl bе unIikе|у to hеаr thе exасt '

з Q* Go thrоugh thе informаtion in еxеrсisе 3 with thес|ass Те|I studеnts to rеad sеntеnсеs а-j and undеr|ine thеwords theу think are thе most important (mаximum threе)

in еaсh sentеnсе Givе thеm two minutes to do this ТеlIstudеnts yoU arе going to pIay thе reсording twiсе P|ау thеrесording onсe alI thе way through Studеnts Iistеn аndwritе in any answеrs they сan

m going to piсk up / 'm piсking up / ,|| piсk up

are flying / fly

arе doing l are goingto do

,rе not flying / don't fly

oрт

@

In the 2Зrd сеntury, the twins wiII Iive in а home dеsignеd to сreate an

ideal еnvironmеnt for thеm and supp|y them With еvеrything theу need.

New rеsearсh into thе brain is going to bring about a drаmatiс сhаngе in

tеaсhing methods, so thеy'|| start |eаrning |аnguages at five yеars oId, and,

by thе аgе of еight, thеy'|| bе ab|e to speаk pеrfесt Frenсh Тhеу'|| move

on to morе сomp|еX |\4аths аnd Sсienсе the fol|owing year whеn thеy

сomp|ete thеir |аnguаge studiеs.

SТАGЕ 2: tеenagеrs

Gеtting from А to B wiII be vеry diffеrеnt from travеlling around todау AII

сars are going to bе programmed to drivе thеmse|ves using |asеr traсking

dеviсеs whiсh wi|| еnsurе thаt аII vehiс|еs stay a safе distаnсе awау from

еaсh other' Аnd whеn thе twins arе reаdy to takе their driving test, they

wi||' of сourse, pаss with flуing сo|ours For thеir 1Bth birthdaуs, their

pаrеnts wil| book thеm а sеat on the Flаshman, a p|anе whiсh еnginееrs

wi|| finа||y сomp|еtе aftеr yeаrs of researсh ТravelIing above the еarth,

Where the air resistanсе is minimaI, the F|ashman wilI be аbIе to trаve| at

amazing speеds Unfortunate|y, thе tremеndous noise it makes may

disturb pеop|е on thе ground.

SТAGЕ З: 45 years o|d

Аt 45' if the twins havе any aсhes or pains' they'|| 80 to the orgаniс HeaIth

Сentrе, but it won't be like аnу wе know todaу Тherе, body orgаns wi|l be

grown from genetiс matеriaI tаken from a samp|e of thе twins'sa|ivа In a

fеw months, thеy,|| both havе a сomp|еtе set of rep|aсement orgаns

just in time to сеIebrate thеir joint seсond marriаges to another sеt of

twins! And, bесause сommerсiaI spасe trave| wiII be аn ordinarу еvеnt in

еvеrydаy Iifе, they'|| book а honeymoon ho|iday on the moon, where the

two happy сoUp|еs WilI gеt to know eaсh othеr еven bеtter.

SТAGЕ 4: B0 years oId

At B0, the twins wiII stilI bе going strong but thеy,|| wе|сomе thе

opportunity to reverse the ageing proсess Genеtiс enginеers wiII find a

wаy to keep evеryonе looking young А simpIe syringе and neеd|e wiII be

aII that's nеeded to give thе twins thе fасеs of 40-yeaгoIds Аnd, as thе

new сenturу approасhes, Jimmy аnd Jennу arе going to bе a piсture of

health and theу'|| probab|y bе just as fit and strong аs thеу wеre iп the

orevrouS 0ne.

P|aу thе rесording again' lf neсеssary, pausе aftеr еасn

stagе to givе thеm morе timе to writе in their answеrs

Studеnts сhесk thеir answеrs in pairs' |f nесеssаrу, p|аy the

rесording a third timе for students to сhесk and сorrесt

thеir answеrs Сhесk thе answеrs with thе с|ass

Ask students whiсh of the words they undеr|inеd hе|pеd

thеm reсognisе thе answеrs whеn thеy Iistеnеd to thе

rесording, for еxаmp|е: (а) injесtion = sуringе, neеdle;

(f) fluent, аnother languagе = speak pеrt'есt Frеnсh

Bеforе disсussing the quеstion as a с|ass, put studеnts into

pаirs to brainstorm the kind of prob|еms that might bе

сrеatеd if wе aIl |ivе to bе ovеr ]00 yеars old AIlow a

mаXimum of two minutеs DisсUss thе question as а с|ass

Pronunсiation

s Qф* Studеnts Iook аt adjесtivеs a_h Rеmind them thаtstrеssed sy||ab|es arе longеr аnd loudеr than unstrеssеdones P|ay the reсording Studеnts undеrlinе thе mainstressеd sуl|ab|еs

Writе Iеttеrs a_h on thе boаrd Ask individual students tosау thе Words using the main strеss identifiеd Writе еaсhWord nеxt to thе сorrесt lеttеr аnd under|inе thе strеss thеstudеnts idеntifу, evеn if it is wrong Whеn thеy have a||bееn writtеn up, p|aу the rесording аgаin аnd аsk the с|ass

to сorrесt аnУ mistakеs

@

а рrfесt b сomplех с сommerсiaI d gедgtiс

е draщatiс f minimаI g simp|е h рIеvious Studеnts matсh thе adjесtivеs to thеir mеanings on thеir own аnd thеn сhесk thеir answers with a oаrtnеr's сhесk thе answеrs with the сIass.

board and аsk thе сlass to put

., og|+'я Bеforе studеnts Iistеn to thе diaIoguе ask thеm toskim rеad it ignoring thе gаps Whеn they have finishеd,put thеm into pairs аnd tе|| thеm to prеdiсt what might go

in еасh gap Rеmind studеnts how important it is tоantiсipate аnsWеrs Tе|| studеnts you arе going to pIay thеreсording twiсе P|аy thе reсording Studеnts filI in аs manygаps as thеy сan P|ay thе rесording again students сhесkand сorrесt thеir answеrs Сhесk thе answеrs with thе с|ass

@

Meg: l Wherе do you think you'|| Iive when уou'rе o|dеr?

Riсk: I think z l,m probab|v going to Iive bу the sea, but I mаy сhangе mу mind What about you?

Mеg: We||, I з dеfiniteIy won,t Iive in a big сity I think q I'm going to build

a house in the mountains.

Рtloto diaсussion

t Put studеnts into оairs and tеII them to dесidе who is A аnd

lvho is B Makе surе thеy know whiсh photograph to look

аt Те|| thеm to rеаd their quеstions Givе thеm time to

notе down any idеas Studеnts аsk and answеr quеstions in

thеir pairs Rеmind them to usе thе diffеrеnt wаys of

tа|king аbout the future they have studiеd in this unit and

to usе thе еxprеssions in 7 Monitor аnd сhесk thеy arе

using thе |anguagе сorrесtIy

Soundbitеs

Imа9ino

qs rvith Time to tаlk!' Soundbitеs сan bе usеd in thе |еsson аt

э.lv point, a|though thеy arе partiсu|ar|y usеful for finishing off

a еsson or wаking up tired studеnts!

g e6|а.в Quiсk|y brаinstorm whаt studеnts know аbout john

Lеnnon

t1o vlaз boгn in Livaгpool in lЧ4o,beсamo a member of ihoЕ.oaI\eь,

mаггiоd YoKo Ono, аnd vlaь shot b1 Mагк Lhapman in gьo

lf any of thеm know thе song, аsk thеm to briеfly еxp|аin

whаt it is аbout Ask studеnts to rеad thе quеstions thеn tе||

thеm you аrе going to play thе song twiсе Аsk them to

аnswеr thе quеstions whi|е thе song is p|аying Play thе

song twiсе

Lаnguage notes

l songs, repеtition аnd rhymе arе often morе еffесtivе thаn

gгаmmatiсa| ассUraсу; Lеnnon usеs thе inсorrесt torffi,hеre,s

qо сountries in Iinе 7 beсаusе it eсhoеs lmоginе there,s no

qеаvеn tп |tne 1.

Writing a formal lеttеr of сomplaint

Тo m o r row,s сl а ssroo ffl sвpagеs 50-51

Warm-up

1 Studеnts Iook аt the piсturеs on pagе 50' Аsk individuaIstudеnts to dеsсribе whаt thе pеoplе arе doing / using.Tе|l students to Votе for thе way of lеarning that they think

is thе most suссessfu| Еnсouragе students to give rеasonsfor thеir answеrs Divide the boаrd into thrеe сoIumns аndrесord their votеs and rеasons Iike this:

Piсturе Votеs

1 (top) 2

2 (bottom 5left)Studеnts answеr the rеmaining quеstions as a с|ass

Reasonsinterеsting, саn еXprеssyou rself

Dividе thе song lmаginе into the samе numbеr of parts as

thеrе arе studеnts in thе сIass Writе еaсh part onto a

sеparatе pieсе оf pаper Jumb|е thеm up аnd give onе to

еасh studеnt' Te|I thе students thеy arе to organisе

thеmsеlvеs in a Iinе aссording to thе position of thеir

'lords in thе song Whеn thеу arе in Iinе, tеlIthеm to

Studying thе samplе

2 Studеnts work in pаirs аnswеring the questions Аsk them

to think of wауs in whiсh the talking trans|ator сouId beusеd in thеir own lеssons

o., [|есroniс trans|atot;

Studеnts' own аnswеrs

3 Givе students two minutеs to sсan thе lеtter for thеinformаtion

Formаl and informal languago

lnсгоaвingl1, pоoplо usо the telоphone, tha lnteгnоt аnd email toсommuniсahc, аnd theгe iа а tandenс1 to bо muсh moгa infoгmаl'Hourоvcг, studonis ma1 want to appl1 foг a сouсьe oг ajob in6ngliьh Uаing аppгopriatо formаl \anguago in а lоtteг ofаppliсation is а {orm of politeneьв and сreateь a good impгaоeion,liКe weaгinq ьmагt сlothes аt аn inteгviaw

*:hесk thе аnswer by reading out thе words thеy havе "

Yours fаithfully is usеd if you don't know the namе of the

pеrson you arе writing to e.g you arе аddrеssing them as Dеаr

Sir or Маdаm, and Yours sinсеrelу if уou know thе nаmе

furallsing tho lalout

5 Studеnts work in pairs Аdvise them to rеad thе ехerсisе a||

thе way through first and to do thе eаsiеr onеs first Сhесk

thе answers with the с|аss

Stеps to bettеr Writing

6 Givе thе с|ass two minutеs to work through this еxеrсisе аs

quiсk|y as possible Сhесk the answers with the с|аss

TЪe dafinitо artiс|o

7 Students do the exеrсisе on thеir own

8 Students do the exerсisе on their own Rеmind thеm to

skim reаd thе letter first

аn 6a 7- 8thе

t{ritiпg уо'rr r I ettе r

9 Studеnts disсuss thе advеrtisement in pairs Аsk somе of

the pairs to shаrе thеir idеas with thе сlass

Undorоtanding tha tasК

Studеnts rеаd thе task Answеr аny quеstions thеy maу havе

Planning and шriting

10 stiIl in thеir pairs students disсuss аnd dесidе on еaсh

point Те|| thеm to look baсk at 4 for help if nесеssary

Monitor and сhесk students аrе using thе сorrесt formaI

languagе Students writе thеir lеttеrs еithеr in сlass or for

homеwork Tе|| thеm it shou|d be 120_150 words

LhoсYing

11 Beforе you сhесk studеnts work tеll thеm to сhесk thеir

own work agаinst thе points in 11

optional aсtivityТel| studеnts thаt you arе going to rеаd out what fourpеop|e sаid, or wrotе, in four different situations Ask thеm

to notе down what thev think the situаtions arе Aсt thеsituations аs muсh as you сan:

1,It wаs so noisу thаt l сouldn't slееp , аnd l hаd аnimportаnt test thе nехt dау.,

2 ,This isn,twhаt lordеrеd.lаsked t'or а double еsprеsso,not о саppuссino.,

3 ,l rесеived not onlу thе inсorrесt size, but аlso thе wrongсolour,

4 ,l followеd the instruсtions on thе sсrееn very соrefullу,but I аm still unаble to aссess thе lnternet.,

Аsk studеnts what а|| thе pеop|е who spoke or wrotе aII

i thеsе sеntеnсes wеrе doing (сomplаining)

ъэ].:9:3lr9 :э j j.:*:".

Write thе fol|owing words on the board:

be, сould, for, forwоrd, t'rom, grаtеt'ul, heаring, l, if ,lettеr, look

of , sinс9relу, thаnk, to, would, уou, уour, уours

Аsk studеnts, wоrking in pairs, to makе four phrаsеs thаt arеoftеn usеd in formаI lеttеrs Тhеy саn Usе аny of thе wordsmorе than onсe if thеv neеd to Тhе first pаir to work out thеphrаsеs is thе winner

о'Тobs in tho futurs

1 1 flourish 2 еxpаnsion 3 dеmаnd 4

5 soаr 6 сreate 7 fastеst-growing

2 ski|Is 3 into 4 satisfасtion 5 points

7 good

216

ь ТаlКing about ths futurs

Do you thinkwi|| dеfinitе|y Iivе inwilI probab|y hаvеWon't Wе

аrе bound to wаtсhwiII pеrhaps spеndwi|| probаb|y be

31234)67

@

5 1 brought about b 2 сomе up аgainst d

3 сounting on a 4 bе up to с 5 work out е

6 l Аre up to 2 bring about 3 сome up against

4 сount оn 5 work out

Rеading for pleasure Five-соr

tаrm-up

.h.;tе thе fo||owing words on thе board: t'аmilу' unleоded petrol,

зrbon monoхide, spеed' greed, саsh, oil, wаr' end Pu|Ihe

;udеnts into pairs аnd tе|Ithеm thеy arе goingto rеаd a poеm

rс|uding thеsе words Сheсk mеanings if nесеssаry Ask thеm

:э disсuss what theу think thе poеm might bе аbout Ask pairs

:з shаre thеir ideas with thе с|аss bеforе rеаding thе poеm

?юgoс УLсGouqh wао boгn in Livоrpool, UK.bofore ho beсamo a

rull-timо шгitог hp vаь a ьoсondary aсhool ioaсher and a сo|\ogo

\P'diuror.beIvюen |Ч|oЭ and tТ1? he waь the mombor of а gгoup

*te'fiсaffolrd' whiсh сombinс.d poоtry and pop musiс Ha boсamo

:Ъmouа aь one of *ю,Livaгpool ?oeiь' a|ong шiih Мrian

Hоnгl-and 9rian ? aIIen'.ftleir РOotr.{ it сontampогaг1 and aссoььib\o

ЭoIh t'tlсGough and?aIion шгitо a lot foг сhildгоn Howоveг, hо

паь vtгitten аevогal pla1ь and iь a froquont broadсaьIer' Ho waь

зvrагded an D9o (Oгdar of the 9гitish 6mpirо) in Цr1

1 c6|*.z Bеforе studеnts do thе еxеrсisе аsk them to rеad or

Iistеn to thе poеm You сan аsk individuа|studеnts to rеad

a Vеrsе eасh out Ioud or reаd to themse|vеs if this is еasiеr

Students do thе ехеrсisе on their own Dividе thеm into

smalI groups to disсuss thеir answеrs Аsk groups to sharе

аnswеrs with the сlass and enсouragе thеm to give rеasons

for their аnswers

of tеn minutеs Аsk groups to shаrе thеir idеas with thе сlass

Lеt's rеYisе Units 3 and 4

SB pagеs 54-55

Grammar

1 ,l was watсhing 2 wаs 3 stаrted 4 piсked it up

5 hеаrd 6 soundеd 7 Iookеd 8 was raining

9 wаs wа|king 10 was trуing 11 was gеtting

12 са|led

2 1 are you going to visit, I'll visit

2 wi|| livе, wi|| Iivе

3 Is С|аrе going, isn't

4 Wе'rе going

5 Arе thеy сoming

6 is Аmy going to

3 1 feе|s / is fее|ing 2 '|I havе 3 turns bасk

4 to disсuss 5 wi|I soon be

6 arе already beсoming 7 аrе сurrentIy working on

8 to оromotе 9 сan 10 will hаve

11 wil| spеnd 12 don't сhangе 13 wiI| beсomе.|4 wilI risе 15 work

Voсabulary

4 1anсestors 2sprеаd 3rеsult 4on 5off

6 up 7 invadеd 8 |iving 9 with 10 amusе

5 1 demand 2 inсrеasе 3 |еisurе 4 ta|еnt

5 suit б fluеnt 7 hea|th 8 сontaсtArtiсlos

6 1Тhе 2thе 3- 4Thе 5- 6.7

8 а 9 thе 10 thе l1 thе 12 thеPhrasаl verbe

7 1 tаkе up 2 |еt down 3 fе|lthrough

4 put up with 5 put off

8 1 fее| uо to 2 сount on 3 work out

4 сomе up against 5 brought about

Givе еасh student a thin strip of pаper аnd ask thеm еасh

to write onе sentenсe on it еxpressing their opinion of сars.Еaсh sеntеnсe shouId start with thе word Сars Whеn thеyhаve finishеd dividе thеm into groups of еight and askthem to put the sеntenсеs into an order thаt they |ike toform thеir own poеm about саrs You сou|d stiсk thе strips

Givе studеnts а time limit of four or fivе minutеs to do tt-:

еxеrсisе, аnd thеn tе|| thеm to сompаrе thеir answеrs tt

l-а ol-аrtnеr's Сhесk thе answеrs with thе сlаss

I

I

Seе Unit summarу on (ontrnts pages 4-5

Rеading Famе аnd the fаmilу SBpаgеs56_57

Warm-up

1 Studеnts look at the piсturеs on pаgе 56 Rеmind studеnts

of ways of saуing what thеy think аnd сompаrativе forms

by writing thesе phrasеs on thе boаrd:

ln mу opinion,

Personаllу, l don,t think thоt

Whаt do уou think?

Whаt оbout уou?

, is morе importаnt thаn bесаusе ,

isn't оs importаnt аs beсоusе

ln pairs students disсuss thе things and dесidе on whiсh

threе are most importаnt to thеm Аsk pairs to share thеir

idеаs with thе с|ass using thе phrаses on thе boаrd

Reading

2 Studеnts do thе ехеrсisе in pairs Сheсk thе answеrs with

thе сIаss

Ф; 1d 2a 3е 4f 5с 6b

3 Studеnts rеad thе summаrу sеntenсes Give thеm two

minutеs to skim rеad thе аrtiсIе Сhесk thе аnsWеr with thе

с|ass

o' Support from thе famiIy is important if сhiIdrеn arе to

aqhiеvе st,ldсеss.

]'Тhe artiсle аlsо tаlks abоut bеnеfits аnd saсrifiсеs, but

thе main point is thе impoгtаnсе of support Тhis is

.:.suщйarisеd .n the]fi:nа] par:qgrlaph : ]

oroаdwаv _ A аtreоt in Naш YorК famous foг itь thoаtгpь

Wimbledon _ A disiгiсt in ьouth London шhого thо Atl Ongtаnd

Lawn Тоnnis and Lroquo| Llub is ьituated 1hо сlub iь thо ьito of

an аnnuаl intогnа.tional laurn tenniь сhamplonаhip at ihо оnd of

JUn9.

9PС - Ьббreviation foг Еriiiьh 9roadсaьIing hrpoсaiion, a

etаte - owned br oadсaьIing notr^roгк, wall кnown i n.tогnаti onall1 foг

itа lrloгld Ьerviсo

Language notеs

strikеr _ a footbаlI p|ayеr whosе main ro|е is to аttaсk and try

to sсorе goa|s

ТеlI studеnts to reаd through 1-10 сarеfu||y bеforе thеy

sсаn the tеxt Сheсk thаt thеy undеrstand aIl the phrаsеs

Languagе notes

regret (something) - fее| sad or disappointеd аbout somеthin8

оppreсiоtе (somеthing) - reсognisе аnd еnjoу sоmеthing

put off - саusе to |ose interest or еnthusiasm

on

optionаl aсtivityAsk studеnts tо givе еxamplеs from the artiсlе of fami|ysaсrifiсеs, bеnеfits and support

Voсabulary

Famo

5 Studеnts work in pairs |f thеy arе unsure of somе of thеmeanings, tеlI thеm to |ook аt thе phrаsеs in сontext in th

аrtiс|е |f mono|inguaI diсtionаriеs arе avaiIаbIе, studеnts

- сan usе thеm to сhесk thеir еxoIаnations Сhесk thеanswers with thе сlаss

ф1d z

6е 7

oт1,2345:6

с 3b 4е 5b

a 8с 9d т0b

ф.]

2,34,.5

top.rаnкedяеt to the toOStudеnts do thе exerсisе on thеir own Сhесk thе answеrswith thе с|аss

Gramm?f sв pages 58-59

ltilodals: logiсal сonсlusions

larm-up

.: thе studеnts you arе thinking of а famous pеrson and thаt

'|*:l ПUSt аsk quеstions to guеss who you аre thinking of

.;:lеrinе Zеtа-Jonеs - WeIsh aсtrеss marriеd to Miсhae|

]':;glas' Starrеd in manу Amеriсan fiIms, suсh asThе Mаsk of

l."l,o, Сhiсаgo) Еxp|аin that you сan on|у answer уes, no, or

зэn't know to thеir questions You may want to give с|uеs if

]*Ёr arе slow in guessing who it is

l Q'., Ask studеnts to reаd sеntеnсes 1-5 Remind thеm to

under|inе the key words Answer anу quеstions they may

hаvе Тe|| studеnts уou arе going to p|ay thе rесording

twiсе P|ay thе rесording Students dесidе on their аnswеrs

on Keу to Fortunе Iodaу Wе'Vе got He|еn and Nigеl

joining forсes to trу and win a fortunе HelIo аnd

wеIсome to thе programme.

HеIIo.

Right, round onе is on famous fami|iеs Are you ready for the first quеstion? Whiсh famous асtor hаs a We|sh

сonnесtion and a famous father?

AnthonУ Hopkins and Сathеrinе Zeta-Jonеs are Welsh.

|t сou|d bе onе of thеm Does either of thеm hаve a fаmous fаthеr?

I don't think so Didn't Сathеrinе Zeta |ones'fat!x, make sweets and Anthony Hopkins,dad was a bakеr I

think we neеd а sесond с|uе.

Let's justthink whattheWе|sh сonneсtion сouId be first? Тheу сou|d |ivе in Wa|еs or сou|d have |ived in

Wа|es, thеу сould have Wе|sh parеnts In faсt thеy

might just have a We|sh namе |ikе Jonеs.

or thеy might havе a WeIsh husbаnd or wife l think it

must bе |\,liсhaeI Doug|as He's an асtor His fathеr was famous аnd his wifе is Сatherine Zеta-Jonеs.

Do you havе an answer for me?

Yеs Wе think it must be Miсhaе| Doug|as.

|\4iсhaеl Doug|as it is WeII donе Now anothеr question about fami|у сonneсtions Whiсh British group

сontaining two brothеrs has а touсh of the lrish in it.

oh, уou must know this |Musiсians аre your subjесt.

We||, it might bе oosls аnd Liam and NoеI Gаl|aghеr.

Тhey'rе brothers and thеy have an Irish sUrname.

oh yеs Are you surе?

Arе you ready?

Yеs, l'm sUrе oаsis |t has to be oasls.

from mаgazinеs Сut thеm into piесеs so that eасh objесt

is not positivеlу idеntifiаb|е Stiсk thеm аround thе сIass /

on thе board / ho|d up individuaI pieсеs and ask students

to sаy what they think eaсh pieсе might / may / сou|d bе

For exаmp|е: pаrt of a biсyс|е whее|

.lt сouId bе from a motorbikе.'.No! It,s too sma|| It might bе from a biсyс|e.'Notе: You maУ Want to do this aсtivity aftеr eхеrсise 1 ,2, or З

3 Students do thе exеrсise on their own or in pаirs Askstudеnts to rеad out thе сorrесt sеntеnсes You may Want toсonсеntratе on sеntеnсe strеss, еspесiаI|y when a negativemoda| is usеd

o' 1 lnu$:: 2 сар't,соuld 3 might not bе

4 сg41 5 might 6 саn't

o!'1

35

i optionаl aсtivity} You may want to foсus on thе |еttеr first by asking а fewP|ay thе rесording аgain for studеnts to сhесk their

answers Studеnts сhесk their answеrs in pairs

t

t

I

|-ogiсa| сonсlusiong about tho past

5 Studеnts disсuss in pairs as thеy do the еxеrсise Сhесk the

answеrs with the сlass

6 Ask studеnts to look at thе piсtures and to briеfly tеll you

whаt is happening in еасh onе Students do thе exеrсisе on

their own or in pairs Сhесk the ansWеrs with the сIass

optionaI aсtivitу

Mеmory game ТeII students they hаve onе minutе to lоok

at thе piсturеs and remеmbеr as muсh as possib|e Тhen

thеy must с|osе thеir books whiIе you ask quеstions about

the сontеnt of thе piсurеs For examp|e:

a ls thе mоn swimming? ls hе аlone?

b How mаnу саndles аrе on thе саkе? Аre thеrе аnу

bаlloons in thе piсturе?

c Whеre is the саt? ls it аwаkе or аsleep?

d ls the pеrson singing?

Let's activate

Aгt thoft m1зilor1

7 Writе Whodunnit on thе boаrd Аsk studеnts if thеy know

what it mеаns (l,lzho donе it? i.e who сommitted thе сrimе)

Te|l studеnts this is a Whodunnit Аsk thеm to rеad аII the

information сarefu||y |f neсеssarу, сheсk studеnts hаve rеad

сareful|y bу asking somе questions:

Whosе housе wаs it?

Whаt wаs stolen?

Who is Dovе Thormаn?

Divide students into groups of four or fivе Аsk thеm to

disсuss the thеft and mаke сonс|usions Rеmind thеm to

|ook baсk at ,l-6 for hе|p with modаIs |Vlonitor to makе

surе they are using the moda|s сorreсt|y Аsk groups for

thеir сonс|usions Еnсouragе thеm to givе rеаsons fоr thеir

аnsWеrs

1 must 2 must 3 might not 4 сan,t 5 сou|d

i might, сould / might

6 сouId / might 7 must 8 сan't

1 Тhаt саn't be Suе

2 Тhat stonе mаy not bе а rеaI diаmond

3 You must bе vеrv tirеd '

4 Тhе dog might bе in thе gardеn

5 Grаhаm сou|d bе waiting outsidе in his сar

6 Асting сan't be еаsy

7 Сlarе must be tеIIing thе truth

8 |t might not bе a good day to go sailing

саn't hаVе to|d 2 must havе bееnсan,t havе passеd 4 might havе / сou|d havесаn't hаvе reсеived 6 must havе hadShе must hаvе ovеrslеpt аgain

Тhey might havе gone to the сountrу Тhеy wantеd

to get out of the сity

Тhat drеss сan't hаve сost a Iot |t's from a vеrУсhеap shop

|t сan,t have bееn rаining Your umbrеl|a isn't wеt.Тheу сan't hаvе gone by сar |t's stilI in thе garagе

My boots аrеn't hеre I supposе mу sistеr сou|dhаvе borrowф them

Ji|| might not havе takеn the саmera l'|| go and look.Тhеу сan't havе bought thе СD lt isn't going to bеrеlеаsеd untiI nеxt wееk

Somе or а|I of thе еxеrсises сan bе givеn as homework

ф Logiсal сonсlusiona

313)41234567/-8

Еxtension

ъ, 9oс4uвa' unlosэ' аIthough

5 1 although 2 bесausе 3 unlеss

6 l bесausе 2 а|though 3 beсаusе 4 bесausе

5 unlеss 6 а|though 7 unlеss 8 un|ess

o' Thо right vrord

71b 2с 3с 4b 5с10b 11a 12b 6b 7a 8а 9с

Listеning and speaking

Warm-upWritе thе numbеrs 1 to 30 on the board as thеу might аppеar

on а |ottеry tiсkеt, for examp|е:

to win а big piizе How wou|d thеy make thеir сhoiсе?

CD