New success pre intermediate TB

Dealing with mixed-level classes Placement tests in the Testing and Evaluation Programme Test Master Multi-ROM help you to place your students in groups according to their level, and all

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Pre-Intermediate Teacher’s Support Book

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Contents

Introduction

Course description 3

Description of New Success components 8

Evaluation and testing system in New Success 11

New Success exams preparation 14

Map of educational content – index 16

Teaching notes Unit 1 18

Unit 2 26

Exams Revision 1 (Units 1–2) 34

Unit 3 36

Unit 4 44

Unit 5 54

Unit 6 62

Unit 7 72

Unit 8 80

Unit 9 90

Unit 10 98

Unit 11 108

Unit 12 116

Culture Shock 1 126

Culture Shock 2 127

Culture Shock 3 128

Extra tapescripts 129

Photocopiable resources – contents 131

Workbook answers 133

Workbook tapescripts 138

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Welcome to New Success – the new edition of the

best-selling course for upper secondary students

This introduction:

• describes how the course meets the needs of

students and teachers,

• outlines the principles on which the materials were

developed,

• describes the course and its components

NEW SUCCESS for StudentS

New Success is a six-level course for upper secondary

students, taking learners from zero beginner to an

advanced level of English competency It is aimed at

fourteen to twenty-year-old students The age range

has been fundamental in defining the most important

features of the course

Students at this age are at the peak of their

cognitive development.

They learn best when they are encouraged to use

discovery techniques and engage with interesting

topics related to their age In common with learners in

all age groups, they need a lot of recycling to

internalise and acquire the new grammar, vocabulary

and functional language input, but they can also deal

with big chunks of new material

Students at this age want to learn about the

world.

New Success has a highly educational content It not

only teaches English but also provides students with

information about the culture of English-speaking

countries and the world at large It provides

interesting and engaging exercises and texts that deal

with citizenship issues, literature, history, geography,

art, science and technology as well as the challenges

of everyday life

Students at this age are young adults who want

to be independent in their learning.

New Success promotes maturity in its approach to

learning through self-assessment strategies, topics

and tasks which encourage the learner to think about

what they read, rather than just respond to it

New Success provides everything students of English

need to cross the border between their school life and

the outside world

New Success is designed for learners who are at

a critical point in their education The exams they

take, whether school-leaving/university entrance

exams or public exams such as those of Cambridge

Assessment, will determine their future

All exams now follow Common European Framework

requirements, which means that they are

skills-oriented with a special emphasis on

communication

New Success has a very strong skills syllabus and task

types from different exams are practised throughout the course

Special features in the New Success Workbook such

as exam tips and self-assessment tests also help students deal with exam tasks

The tests included in the Testing and Evaluation Programme (Test Master Multi-ROM) are designed to give students a sense of progress and achievement

Students at this age are ‘digital natives’ who are versatile in using the latest technologies in their everyday lives.

New Success takes into account the needs of today’s

students, who spend a lot of time online Technology changes the way students learn and revise They feel increasingly at ease using online learning programmes

New Success includes digital components such as New Success ActiveBook, an online workbook that

can be used in place of the traditional Workbook

This ensures that students benefit from the most up-to-date ways of learning

NEW SUCCESS for teacherS

Although the course has been designed for use in sector schools, it is also suitable for use in private language schools and the activities will work well with both small and large groups – of up to thirty students

The fact that the order of sections changes

in every unit makes the lessons varied and interesting.

Further support is given in the Teacher’s Support Book with ideas for warm-ups, extra activities and photocopiable activities while the Workbook offers additional flexibility to the pattern of the unit Extra material (e.g Culture Shock sections) provides ideal material for special one-off lessons

The Workbook offers further exercises for homework

As the exercises strongly reflect themes and language from the Students’ Book input, you do not need to spend too much time explaining homework tasks to your students

Evaluation and assessment

Monitoring students’ progress is particularly important

in the light of exam preparation Students need to be confident that they can pass the relevant exams at each stage of their learning

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Introduction

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New Success provides you with a unique testing and

evaluation system that includes different types of

tests carefully compiled to assess students’ progress

in a comprehensive way The Test Master Multi-ROM

which is part of the Teacher’s Support Book

DVD-ROM provides all the testing materials in an

electronic version, making it easy for you to customise

it to your particular classroom situation

Keeping up-to-date with students

New advances in technology are changing the way

students learn and want to be taught New Success

provides a number of digital solutions that will enable

teachers to keep up with the latest trends in the

classroom

ActiveTeach is the new software for interactive

whiteboards Teaching with an Active Teach is easy

and motivating Teachers will no longer need

conventional teacher’s books as they will find a wealth

of materials within a single environment

Dealing with mixed-level classes

Placement tests in the Testing and Evaluation

Programme (Test Master Multi-ROM) help you to

place your students in groups according to their level,

and allow you to make the right choice of book from

the six levels of New Success for your class.

For very able students, more challenging exercises on

vocabulary (Extend your vocabulary) are included in

the Workbook These students should be encouraged

to do more projects suggested in the Testing and

Evaluation Programme as they give students the

opportunity for freer language production They will

allow all students to contribute to the class irrespective

of their abilities Even the weakest students can

participate and enjoy a real sense of success

PrinciPleS behind the courSe

New Success is an ELT course written specifically for

secondary school students It draws from the most

cutting-edge developments in ELT methodology and

practice and is clear, accessible and novel

The ten most important features of the course

concept are the following:

• A controlled environment for teaching and learning

• Student and teacher motivation

• An interactive approach to learning

• Memorisation techniques

• An equal emphasis on skills and grammar

• A strong focus on vocabulary input and practice

• Expanding general knowledge

• Building cultural awareness

• A principled testing and evaluation system plus

exam preparation

• Keeping up-to-date with new trends in education

by providing innovative digital solutions for both

teachers and students

The above features make New Success a very well

balanced course which gives you security, and your students a real sense of progress

1 A controlled environment for teaching and learning

One of our most important aims was to publish

a course where learning is very carefully monitored

A problem sometimes encountered in coursebooks is that of un-previewed language and grammar It can be frustrating for both you and the students when, for example, an elementary lesson on the Present Simple also contains examples of the Past Simple or even Present Perfect Your assurances that ‘this will be covered later’ can stifle the students’ own sense of achievement We have been very careful to avoid this

in New Success We have carefully monitored the

language progression and have avoided using new grammar in the skills sections Each speaking exercise

is well guided through the use of prompts and examples The same approach has been carefully implemented throughout all the components

The second important aim was to create materials that provide methodologically sound lessons on the page

You do not need to adapt the material and no extra preparation or input is required In other words, if you

teach from New Success, you will be very successful

with little effort

2 Student and teacher motivation

The New Success course was designed to help you

motivate students and also be very rewarding to teach from

One of the key ways of achieving this is that throughout the course there is a clear direction for learning Unit objectives are clearly stated at the beginning of each unit Lessons and tasks have carefully-prepared stages leading up to clear communicative outcomes

The varied unit structure, the liveliness of the presentations and exercises, and the sheer interest of the texts make the material extremely engaging

There is often an element of puzzle-solving which, added to the high quality of photos, illustrations and audio material, will add to students’ motivation and desire to learn

Most importantly, many of the presentations in New Success are amusing and thought provoking, which

we hope will make the material memorable, thus promoting acquisition and learning You and your students will often find yourselves smiling at a funny cartoon or a humorous text The topics covered are usually familiar but with a fresh and interesting angle, e.g Intermediate Unit 6, ‘Animal magic’ shows how our favourite pets perceive their owners rather than the other way round Grammar presentations, texts and exercises often contain an unexpected twist at the end which will surprise students and engage them further on the road to learning We are sure that

studying from New Success will be a very enjoyable

experience!

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3 An interactive approach to learning

We believe that a unique feature of New Success is

the fact that students are much more actively involved

in every stage of the learning process than in other

courses The involvement is particularly transparent

in the following sections of the book:

Grammar: the inductive approach makes the

grammar presentations in New Success particularly

interesting and memorable Students analyse

examples of language and arrive at the grammar rules

themselves: this helps them understand and

remember the rules better

Skills strategies: while other courses offer language

tips about skills strategies, we give students the

opportunity to experience the strategy through doing

exercises that illustrate them Students can then

understand the strategies boxes (Train Your Brain)

much better, and even help create them

Reading and listening skills: we believe that these

sections are developed in a very involving way They

very often work like puzzles where students have to

complete the reading with the missing paragraph or

title, or guess the ending of the listening before they

listen to the last part of it The variety of exercises

and their unique character motivate the students and

help them remember the material

Speaking: as in most courses these sections include

a box with the functional language highlighted

However, what is unique in New Success is the fact

that all the exercises are constructed in such a way

that students have to either complete the box

themselves or refer to it many times, so by the end of

the lesson they can use the new phrases almost

effortlessly In order to prevent students from losing

what they have once learnt, New Success now

includes short, one-minute films that practise the

functional and situational language in realistic yet

amusing situations that make the phrases memorable

Vocabulary sections: These are not just a selection

of exercises based around a particular lexical set

They are mini lessons which very often finish with

a speaking exercise in which students have to use the

vocabulary they have just learnt

4 Memorisation techniques

The course has been developed in the light of

knowledge about how the brain works To help

students remember grammar, vocabulary and new

phrases, the following principles have been taken into

consideration:

1 New language is always presented in context

Learners remember the interesting context, which

then helps them remember the new structure or

vocabulary

2 Exposure leads to acquisition so new language is

constantly revised within the unit and within the

course For example, the new grammar introduced

in the opening spread is recycled in the Reading,

Listening and Writing sections

3 There are references to the language students have already come across in the course, which are called

Think Back! Students are encouraged to find the

information they need in the sections of the Students’ Book that they have already covered

This activates the knowledge students already have

4 The Revision sections after every second unit help consolidate the material in all its aspects (grammar, vocabulary, pronunciation and skills)

5 The material from the Students’ Book is revised and consolidated in the Workbook

6 The Teacher’s Support Book provides exercises which refer to the material covered in the previous

unit or section (Warm-up in the Teacher’s Support

Book) The bank of photocopiable activities helps

to revise material in a communicative way

5 An equal emphasis on skills and grammar

In keeping with current trends in language teaching,

we provide very solid skills training but at the same time, we are aware that skills cannot be practised without a solid base in grammar They have therefore been given equal emphasis

Grammar presentation and practice

New Success provides a structured and thorough

grammar syllabus which will not create unforeseen problems or surprises The specific contents of the syllabus are organised in a logical way, which makes grammar easier to understand

Depending on the level and particular unit, there are

up to three grammar points presented in a unit

Grammar is always presented in context The presentation usually opens the unit, particularly at the lower levels, and the language is then consolidated and practised in all other sections, which is very important from the point of view of recycling and remembering new structures

The grammar presentation uses a variety of text types (dialogues, short reading texts, cartoons, famous quotations) Students first analyse examples from the

presentation (Work it out section), then check if they were right by looking at the Check it out sections

Mind the trap! boxes draw students’ attention to

areas of special difficulty and help to pre-empt errors

This particular way of teaching grammar encourages students to analyse and come to conclusions about grammar patterns and rules The course deals with this important area effectively, yet without labouring the point

Grammar analysis is followed by controlled practice exercises, which provide a focus on accuracy, before moving on to freer practice exercises Grammar is consolidated and practised in the Revision sections after every second unit

There are more grammar exercises in the Workbook

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Introduction

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Skills strategies training

Skills training in New Success is organised in the

following way:

1 The Students’ Book covers general skills strategies

such as identifying speculation or text types and

reading or listening effectively These are ‘life skills’

students will need in different situations outside

the classroom, regardless of whether they are

taking any language exams or not

2 The Workbook introduces exam skills which help

students deal with specific exam task types such as

multiple choice, true/false and matching

Skills strategies training is not limited to simple rules

in a box Students first ‘experience’ the strategy and

then complete the Train Your Brain box with the

information they already have about the given

strategy One example of the approach is the teaching

of prediction for reading in Unit 5 of New Success

Elementary Students only read part of the text at

a time and are encouraged to guess what will happen

on the basis of titles, pictures and their knowledge of

the world, as well as clues within the text The

sequence of exercises leading up to the Train Your

Brain box shows how the strategy works in a very

practical way This inductive approach to teaching

skills is unparalleled in New Success.

Teaching Reading

The Reading sections present topics and language in

a wide variety of text types such as notices, signs, text

messages, website pages, questionnaires, reports,

brochures, advertisements, letters, emails, literary

extracts and semi-authentic or authentic journalistic

material, all written in a lively style

Each reading passage is accompanied by a wide range of

exercises to encourage students not only to understand

what they read, but also to notice the language used

They analyse the text in detail, focusing on new

vocabulary while reinforcing and building on the

grammar and vocabulary they have recently learnt

Reading strategies are introduced and practised

systematically and thoroughly throughout the book For

reading strategies see the Students’ Book contents page

Reading is practised further in the Workbook There

are also photocopiable activities for practising reading

skills in the Teacher’s Support Book as part of the

DVD-ROM

Teaching Listening

Listening is probably the most extensively practised

skill in New Success There are special Listening

sections in every unit, and shorter listening tasks in all

the other Students’ Book sections, including the

Revision and Culture Shock sections

The skills of listening are developed in New Success

through a wealth of listening text types, including

radio (reports, phone-in, interviews, quizzes),

dialogue, monologue, announcements, speeches and

mini-lectures, and songs There is a wide range of task

types, both for single answer, true/false, text

completion, table completion etc., and more extensive and freer note taking, with opportunities for students

to compare their answers or report their findings

Listening texts mainly include standard British English and regional British accents, but some contain accents of other English-speaking countries such as the USA and Australia

Additionally, there are special Listening sections which cover all the listening tasks students are likely

to come across both in real life and in exams They introduce strategies for listening which are then used repeatedly in the book

For listening strategies see the Students’ Book contents page Listening is consolidated and practised

in every other Revision section Listening is practised further in the Workbook

Teaching Speaking

Speaking is often the area with which students experience the most frustration They need considerable help and guidance to improve their

accuracy, but not at the expense of fluency New Success aims to give a wide range of speaking tasks to

cater for all student types and give ample, regular practice

Speaking exercises in the classroom have to be particularly easy to administer, but also be worth the effort you put in They should have a very high payoff with a sense of satisfaction for both you and the students

There are speaking activities in all sections of the course The special Speaking sections introduce

functional language (Speak Out), either connected with

situations (e.g buying goods in a shop) or everyday phrases (e.g expressing interest) Students learn how

to use these phrases in context and practise them meaningfully in dialogues At the higher levels, students are introduced to speaking strategies which will help them to express themselves in a more sophisticated way

as well as prepare them for various exams

In addition to this, there are speaking activities in

every lesson of New Success These exercises have

been carefully designed so that they progress from guided to more open ones

There are extra speaking tasks in the Revision sections In the Teacher’s Support Book as part of the DVD-ROM there are up to three photocopiable communicative activities for each unit They provide extra speaking practice for each lesson

Speaking is practised further in each unit of the Workbook where there are exercises which practise

the language from the Speak Out box.

Teaching Speaking is enhanced even further in New Success as each Speaking lesson is accompanied by

a one-minute film that is available on the DVD-ROM

These films show the language used in realistic yet amusing contexts that enhance memorisation and provide further practice

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Teaching Writing

Writing is an essential part of the student’s

competence and requires special emphasis New

Success addresses key text types, especially those

required in exam situations These include letters,

notes, messages, emails, discursive and descriptive

essays, reports and reviews The course provides both

appropriate guidance and opportunities for freer

practice All types of writing are covered and there is

a strong focus on micro skills such as punctuation,

linking words and avoiding repetition in order to build

and develop the overall writing skill New Success also

focuses on the communicative value of writing by

making students aware of who they are writing to

There are writing tasks in every unit including six

extended Writing sections in each book Tasks move

from controlled writing activities to longer writing

exercises Students analyse the specific features of

a model text by doing the exercises This leads up to

a summary of the features in a Train Your Brain box

Students then write and check their own text using

the Train Your Brain box to help them.

Writing is practised further in the Workbook where

the Writing section contains model texts for students

to follow

6 A strong focus on vocabulary input and practice

The activation, extension and enrichment of

vocabulary is an essential element of New Success

The course pays attention to the revision and

recycling of lexis in the belief that students at this

level have particular difficulty in maintaining their

fluency and need help in developing strategies for

learning vocabulary in context There is a strong focus

on the practice of fixed and semi-fixed phrases, based

on recent research showing that we acquire language

more quickly and effectively by learning in chunks

rather than single items

New vocabulary is presented where relevant through

grammar and reading lessons, as well as in separate

Vocabulary sections The separate Vocabulary sections

include word formation exercises, word webs, and

exercises on prepositions and phrasal verbs Mind the

trap! boxes focus students’ attention on any

exceptions to the rule and areas of special difficulty

Vocabulary is consolidated and practised in the

Revision sections

The new vocabulary from the Students’ Book is

revised in the Workbook The exercises included in

this section practise all the vocabulary from the word

list and help students remember the words they have

just been introduced to

From the Pre-Intermediate level, at the end of the

Vocabulary section, there is a special exercise called

‘Extend your vocabulary’ where students practise the

vocabulary they know as well as learn new meanings

of familiar words or expressions

The word lists in the Workbook are presented on

a grey panel next to the exercises Students should

first do the exercises and refer to the word list After

they have completed the exercises, they should be able to remember the words By covering

the exercises (or folding the word list), they can check if they remember them all

Word lists are now also included at the back of the

New Success Students’ Books.

7 Expanding general knowledge

New Success has a highly educational content

Students learn, for example, about history, geography, music, the environment, developments in science and technology, as well as about people who have played

an important role in politics, art and culture It encourages students to discuss contemporary social issues which are relevant to their age

For a map of the educational content see pages 16–17

in the Teacher’s Support Book

8 Building cultural awareness

The content of New Success is designed to represent

the culture of Britain and other English-speaking countries that are multicultural and multiracial The course also introduces characters from the countries where students are likely to use the book so that they can relate to the issues easily

Culture Shock sections focus on specific cultural facts and issues which provide further information and background about Britain and other English speaking countries

9 A principled testing and evaluation system plus exam preparation

Testing in New Success is very carefully planned and

includes a strong link between the Revision sections in the Students’ Book with the self-assessment tests in the Workbook as well as the tests in the Testing and Evaluation Programme on the Test Master Multi-ROM

The fundamental rule is that there should be no surprises for the students, which means that they should know the format of the test well in advance

10 Keeping up-to-date with new trends in education

by providing innovative digital solutions for both teachers and students

As in any other walk of life, trends and styles in language teaching are adapting all the time Students’

needs change over time, and their learning styles

evolve as they grow up in new environments New Success keeps up-to-date with these changing needs

and provides a number of innovative digital solutions

in line with students’ different cognitive styles and current examination board requirements

We hope that you will enjoy working with New Success.

Authors: Stuart McKinlay, Bob Hastings, Jane Comyns Carr, Jennifer Parsons, Peter Moran, Jeremy Day, Lindsay White

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Introduction

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New Success Elementary

Students’ Book (144 pages)

with ActiveBook

Authors: Bob Hastings and Stuart McKinlay

Organisation

The Students’ Book contains 12 thematic units,

each consisting of 8 pages Each unit is clearly

divided into sections, i.e Grammar and Listening,

Reading and Vocabulary, Vocabulary, Listening and

Speaking, Writing Each unit follows its own pattern

and the sections differ in length according to what

the particular topic/grammar point/vocabulary set

requires

Every two units are followed by a two-page Exam

Revision section which draws students’ attention to

the material they have covered

End matter contains:

– Student Activities for information-gap exercises

– Culture Shocks – three lessons based around

different aspects of British culture

– Word lists with phonetic transcription

The ActiveBook is a digital version of the Students’

Book with full audio and video

Class CDs

The recorded material is a very important feature of

New Success There are usually four CDs for each

level of New Success (the Advanced level offers as

many as five CDs), which is more than any other

course in this segment

Class CDs include:

– Dialogues and listening activities from the

Students’ Book

– All the reading texts from the Students’ Book

– Songs from the Students’ Book

– Listening tests (also on the Test Master Multi-ROM)

New Success Pre-Intermediate

Workbook (128 pages) with audio CD

Author: Lindsay White, Dominika Chandler

The New Success Workbook activates all of the

language which was introduced in the Students’ Book

As well as grammar and vocabulary practice, which is

a common feature of workbooks for other courses, the

New Success Workbook provides skills practice.

The unique features of the New Success Workbook

are as follows:

Exam Strategies

As the Workbook provides a lot of exam task types, students’ attention is drawn to how these tasks should be approached so that they use the same techniques in the actual exam Next to each exam tip there is a list of exercises it relates to and students are encouraged to use the strategy with these particular exercises

Bank of Language Functions

This is a collection of phrases which were introduced

in the Speak Out boxes in the Students’ Book

Students need this reference for the speaking exercises in the Workbook

Grammar

Grammar explanations open each Grammar section

to provide reference for the exercises They are an extended version of the Check it out sections in the

Students’ Book and help students do the exercises that follow

The grammar exercises are graded and go from easier, controlled tasks, to more challenging, contrastive exercises

Skills

The units provide further practice of Reading, Listening, Speaking and Writing Most of the tasks which go with these sections are exam oriented

Reading texts are recorded on the Workbook CD to provide further listening and pronunciation practice

Speaking exercises help students memorise the functions introduced in the Students’ Book Writing sections include a model text which students follow in their homework assignments

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Components

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The new vocabulary from the Students’ Book is

revised in the Workbook in sections called Vocabulary

The exercises included in this section practise all the

vocabulary from the word list and help students

remember the words they have just been introduced

In the Pre-Intermediate level, at the end of the

Vocabulary section, there is a special exercise called

‘Extend your vocabulary’ where students practise the

vocabulary they know, as well as learn new meanings

of familiar words or expressions

The word lists in the Workbook are presented on

a grey panel next to the exercises Students should

first do the exercises and refer to the word list After

they have completed the exercises, they should be

able to remember the words By covering the

exercises (or folding over the word list), they can

check if they remember them all

Self-assessment sections

After every second unit there is a self-assessment test

with language and skills tasks It is related to the

Exam Revision sections in the Students’ Book and is

designed to prepare students for the tests provided in

the Testing and Evaluation Programme (Test Master

Multi-ROM) As the key to the tests is provided in the

Workbook, students can assess their progress and

decide if they need further practice

Organisation

– Exam strategies tips related to the exercises in the

Workbook

– Bank of language functions

– 12 units with further practice of the key grammar,

vocabulary, and skills lessons from the Students’

Book

– Cumulative self-assessment tests after every other

unit with an answer key included in the Workbook

– Vocabulary exercises

– New Success Workbook CD with listening

exercises and reading texts

Teacher’s Support Book (144 pages) with DVD-ROM

Author: Grant Kempton

New Success Teacher’s Support Book is a unique

publication which contains a wealth of additional materials for teachers The Teacher’s Support Book mirrors the Students’ Book in its organisation and thus is very easy to navigate

The Introduction provides information about unique features of the New Success Students’ Book as well

as the other course components It describes how the course prepares students for exams The map of educational content in the form of an index lists all the names of people mentioned in the course as well

as geographical names, cultural events, film or book titles It is an easy reference for teachers who are looking for specific information in the book

The teaching notes for each lesson start with information on how a given unit prepares students for exams It is followed by a box which outlines what materials are available for the given unit It is very often the case that teachers may expect difficult questions from students about the particular grammar, vocabulary, pronunciation, etc Teacher’s Support Book Special difficulties section provides

answers to the anticipated problems Culture notes

provide a wealth of information connected with the people, history and photos in the Students’ Book

Warm-up activities refer back to the material covered

before and provide a nice start to a new lesson

Optional activities offer suggestions for the

exploitation of the Students’ Book material

The bank of photocopiable activities (available on the DVD-ROM) contains 36 activities (three per unit) and it includes skills oriented activities

Organisation

– Introduction– Components description– Evaluation and Testing system in New Success

– Exams preparation in New Success

– Map of educational content – index– Lesson notes with tapescripts– Workbook answer key and tapescripts

The DVD-ROM contains:

– 12 short films to accompany each Speak Out box

from the Students’ Book: these are short amusing films using the situational and functional language

in real-life contexts– Additional exercises to accompany the films– Photocopiable materials

– Test Master Multi-ROM

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Components

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Testing and Evaluation

Programme with Test Master

Multi-ROM

Author: Rod Fricker

The New Success Testing and Evaluation Programme

is more than just a collection of tests It offers

a coherent system of evaluation and grading which

covers a wide range of test types

The Testing and Evaluation Programme includes:

The New Success Pre-Intermediate Test Master

Multi-ROM includes everything in printable pdfs

as well as in word files in an editable format

The audio mp3 files for the listening tests are

also included on the Test Master Alternatively,

the tracks are at the end of the Class CDs.

New Success Elementary

ActiveTeach

The New Success ActiveTeach is a new generation of

interactive whiteboard software which includes many

innovative features and a wealth of materials All

exercises have an in-built functionality of checking

and/or showing answers The open-ended tasks

include sample answers students can follow when

preparing their dialogues, monologues or written

assignments

The ActiveTeach also contains a lot of additional

materials that make the lessons motivating and

varied, such as the Speak Out films, photocopiable

materials, etc

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Frequent testing and evaluation gives students

a sense of achievement and prepares them for difficult

exams in the future It is also a source of information

for teachers as to whether remedial teaching is

necessary The evaluation and testing system in

New Success comprises:

A Exam Revision sections in the Students’

Book

After every two units in the Students’ Book there is

an Exam Revision section which checks vocabulary,

grammar and skills for the two units.➧

B Self-assessment tests in the New Success

Workbook

The self-assessment tests in the New Success

Workbook are linked to the Exam Revision sections

in the Students’ Book and prepare students for the

Language and Skills tests in the Testing and

Evaluation Programme.➧

C Language and Skills tests in the Testing

and Evaluation Programme (Test Master

Multi-ROM)

The Language tests check the grammar and

vocabulary from each unit The Skills tests test the

skills of reading, listening and communication on

the topics related to the two units of the Students’

Book they follow

+

D A variety of other types of tests in the

Testing and Evaluation Programme (Test

Master Multi-ROM)

They are linked to speaking, writing, grammar and

vocabulary exercises in the Students’ Book and the

New Success Workbook.

The two main reasons for giving students regular tests

are: the need to be able to assess their progress and the

need to give them the confidence to continue learning

Therefore, our tests appear regularly and we test

students’ knowledge in such a way that the students

should get most of the answers correct if they have

studied the material adequately The purpose is not to

trick students or show them how much there is still to

learn but to demonstrate that systematic work brings

benefits If they work systematically during the semester,

most students should get high marks in the tests

TesTs and Types of assignmenTs

in The New SucceSS TesTing and

evaluaTion programme (TesT masTer mulTi-rom)

The New Success Testing and Evaluation Programme

is not just a collection of tests We have prepared

a coherent system of evaluation and grading which covers language and skills tests as well as oral exams, written assignments and class projects To make the most of our programme, different tests should be carefully planned over the semester or school year

The Testing and Evaluation Programme includes:

1 Presentations There are twelve presentations,

which correspond to the Students’ Book units

2 Projects There are twelve class projects to be

prepared in groups of 2–3 students

3 Oral Sets for the students and examiners There

are four sets giving students extra practice of various types of tasks found in oral exams

4 Written assignments There are twelve topics for

written assignments, which correspond to the Students’ Book units

5 Language tests There are twelve A and B

Language tests, which revise the grammar and vocabulary presented in each unit of the Students’

Book

6 Skills tests There are six A and B Skills tests

which test the skills of listening and reading and communication, on the topics related to the two units they follow

7 Cumulative Grammar and Vocabulary tests There

are three A and B tests (one for every four units) that revise vocabulary and grammar

8 Placement test These tests are designed to help

teachers decide which level of New Success they

should use with their class/group of students

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Evaluation and testing system

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Advantages of the programme

1 Motivation – students appreciate that their

teacher has thought about their learning process

and feel looked after Most of them pay their

teachers back by being equally well prepared for

the tests

2 Students’ independence – students feel that they

can choose to take the test or skip it as they

establish the target number of points they want to

achieve for themselves It makes them feel that

they are able to manage their own learning

process

3 Systematic work – students work very

systematically to score as many points as possible

without constantly needing to be reminded about

it by teachers

4 Clear and objective evaluation – students,

teachers and parents know the rules for the

assessment for the year The rules are the same

for everybody, which helps to build trust between

teachers and students

5 Flexibility – the system of evaluation in points can

be easily ‘translated’ into grades

6 Exam preparation – the points system helps

students to get used to the way they will be

evaluated in the exam

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New Success exams

preparation

Common european framework

new success and Cef

The New Success grammar, vocabulary and skills

syllabuses are linked to the Council of Europe’s

Common European Framework The CEF is

a document created by the Council of Europe as part

of their policy to promote foreign language learning,

cultural contacts and understanding between the

people of Europe The CEF suggests that learners use

a European Language Portfolio as a record of their

language learning experience and progress

languages within the Common

european framework

The Common European Framework of Reference for

Languages is a system of describing language levels

and competences The Common European Framework

is used to describe levels of competence for a range of

languages across Europe This means that students

studying different languages, for example Spanish and

German, in different countries can share a common

and agreed level of competence The Common

European Framework helps teachers to plan their

teaching and to match their students’ progress and

level to a Europe-Wide system The Common

European Framework is also important for

assessment Different international language

examinations are linked to levels within the

Framework This means that students, teachers and

employers can link examinations to specific level

descriptions as provided in the Framework

levels within the Common

european framework

Descriptions of different language levels are phrased

in the form of can do statements They state what

students can do at each level There are six levels:

A1 is the lowest, C2 is the highest

A1 Basic User This is the lowest level which is

described within the Framework It is also

described as Breakthrough Level

A2 Basic User This is also described as Waystage

C1 Proficient User Learners at this level are also

described as having Effective Operational

Proficiency

C2 Proficient User Learners at this level are also described as having Mastery

The Elementary level of New Success takes students

from level A1 to A2 The other levels of New Success

fit in across the levels – the Pre-Intermediate level of

New Success takes students from level A2 to B1 of

the framework, Intermediate takes students from level B1 to B2 and Upper Intermediate takes students from level B2 to B2+

Categories within the Common european framework

Level descriptions are divided into five main categories or areas: Listening, Writing, Reading, Spoken Interaction, Spoken Production There are descriptions within the Common European Framework of what students are expected to be able

to do at each level in each of these five areas You will notice that there is an exam preparation box at the beginning of each unit in the New Success Teacher’s

Support Book This includes the four main skills, Listening, Speaking, Reading, Writing

objectives within the Common european framework

The level descriptions within the Common European Framework are also called competences or objectives

In New Success, there are objectives at the beginning

of each unit in the Students’ Books These objectives are all phrased as things students are going to do or can now do For example: Write a biography As an objective for the Unit, it tells the students what they are going to do As a review at the end of the Unit, students can complete a comprehensive revision section so they can see what they can do now

self-assessment within the Common european framework

The objectives for each skill at each level within the Common European Framework are used to provide students with a checklist of what they can do In this way students develop their ability to assess their own progress and development: self-assessment It is also very motivating to realise there are things they can do

Often they are demotivated by how much there is to learn and what they can’t do! Self-assessment is particularly important for young adults who are becoming more independent learners Self-assessment promotes independence and confidence in students

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The european language portfolio

The European Language Portfolio is a system

which enables students to maintain a record of their

achievements and of their progress in language

learning The European Language Portfolio can

include Common European Framework

self-assessment checklists for different languages, test or

examination certificates and comments and feedback

from teachers for each of the languages that they are

studying Students are able to update the European

Language Portfolio for each language they are

studying as they progress though school and

university and it provides a record for themselves and

their employers of what they have done and of what

they can do in a number of different languages

over to you!

Here is an idea to help you develop your

understanding of the Common European Framework

of Reference for Languages Look at the website

for the Common European Framework on

http://www.coe.int click on Organisation; European

Language Portfolio; Levels; Education to find the

levels and the sections which describe the appropriate

learner levels for your class Focus on the

self-assessment grid for the different language skills

Think how you might adapt these and use them with

your students Note down your ideas in your teacher

portfolio

Cambridge exams

The New Success syllabus also takes into

consideration the range of exams from the University

of Cambridge exams suite Although the level is

obviously graded to your students’ needs, you will find

all of the task types in one or more of the Cambridge

exams

The table below shows how all of the levels of Success

fit together with both CEF and the UCLES exams:

New Success Common

European Framework Level

UCLES Main Suite Exam

––KETPETFCE

New SucceSS and exams

New Success has two main aims: to help students gain

a general level of competence in English and prepare for exams New Success includes all of the features

that you would expect to see in a general English course – listening, reading, speaking and writing tasks and in addition to this there are a variety of

exam-style exercises which are graded to the students’ level

exercise types

New Success includes a varied range of exercise types

which will give students the practice they need in order to prepare for exams True/false, multiple choice, gap-fill exercises are some of the many exercise types students will need to be familiar with and New Success includes all of these.

skills

Reading

Students are likely to encounter a variety of text types

in any exam For example, written texts such as letters, emails, notes and extracts from literature

New Success exposes students to a wide range of

these texts which are all graded to their level, so that students can gradually build up familiarity with a wide variety of text types

Listening

As with reading text types, there is also a variety of listening types such as news bulletins, radio announcements or general conversations All of the reading and listening text types are those that you would find in a variety of exams

Writing

Whichever exam your students are planning to take, the course offers a range of guided writing tasks to help them prepare Students are encouraged to plan and write letters, stories, notes, reviews, essays, emails and much more All of these text types are included in many of the exams which students might take

Speaking

Students are able to practise speaking skills in

a variety of situations in order to help them prepare for exams There are also a wide range of topics to interest and motivate students

Grammar and Vocabulary

Passing exams successfully wouldn’t be possible without grammar and vocabulary New Success

presents grammar in context and also gives extra practice The vocabulary is also presented in a natural context and students have the opportunity to

consolidate this in the Workbook

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Whether your students are preparing for school

leaving exams or aiming to take the FCE in the future,

New Success will give students the skills and

awareness they need to approach any exam with

confidence

oTher New SucceSS ComponenTs

workbook

The Workbook provides students with additional

practice in all the skills areas as well as grammar and

vocabulary Students will be able to consolidate at

home and practise exam techniques learnt in class

The Workbook also gives the students once again the

chance to self-evaluate what they have learnt and

work on those areas they are weaker in

Testing and evaluation programme

(Test master multi-rom)

The Testing and Evaluation Programme gives students

extra structured practice Exam style reading,

listening, writing and speaking tests consolidate

themes and language presented and practised in the

Students’ Book and Workbook

Teacher’s support book

At the beginning of each unit there is information

about which exercises in the Students’ Book are

linked to exam task types For example true/false,

multiple-matching

exam sTraTegies

There are tips and strategies in both the Students’

Book and Workbook to equip students with the tools

they need to pass an exam successfully The

Workbook includes a three-page section on how to

deal with exam-style tasks and the Elementary level

includes a Functions Bank which lists useful words

and phrases from Speak Out that students may need

in a speaking exam Additionally, the vocabulary is

organised into topics to help with revision

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Llangollen SB 116 London SB 14, 29, 59, 113 Madrid SB 82; TB 94 Manchester SB 18 Mexico City SB 33

Naples SB 96; TB 108 Netherlands, the SB 107

Niagara Falls SB 95

Normandy SB 15; TB 26 Paris SB 14, 32, 118 Poland SB 15, 52, 118

Queensland SB 71; TB 82 Rio de Janeiro SB 113

San Salvador SB 21 Scandinavia SB 15 Seine, the TB 28

Spain SB 17, 22, 113 Tatra Mountains SB 15; TB 26 Tennessee SB 96; TB 108

UK, the SB 16, 86, 116 USA, the SB 52, 86

Addams Family, The SB 86; TB 98

Ain’t no sunshine SB 82; TB 94 Angel Station SB 118 Bangles, The TB 122

Edward Scissorhands SB 89 Eiffel Tower SB 15, 47 Eisteddfod SB 116

English Premier League Football SB 86 European Cup SB 107; TB 119

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One Hundred Years of Solitude SB 33

Open Your Eyes SB 89

Star Wars Episode I SB 89

Strictly Come Dancing SB 86; TB 98

Super Mario Bros SB 29

Language schools in the UK SB 20; TB 32 London Tours SB 74; TB 86 London Underground SB 118, 119 Nobel Prize, the SB 33

Olympic Games SB 8, 9, 86, 113 Schools in England SB 24, 25, 114,

115; TB 36

Tourism Queensland SB 71 Vegetarianism SB 52, 53 Working holidays in the UK SB 21; TB 32

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18 Students’ Book ➝ pages 6–7

It’s me!

Practise the Present Simple and Present Continuous; state/action verbs; personality adjectives.

Focus on expressing interest; reading for the main ideas.

Write a personal introduction.

GRAMMAR AND LISTENING

This section looks at the difference in use between

the Present Simple and Present Continuous We

are introduced to Jade, a teenager going to school

in the north of England, and find out about her and

her life Ss revise and practise the target structures

and then use them to talk about their own lives

Special difficulties: In some cases, both tenses

are possible, e.g 1 I live in Manchester I work

at a school 2 I am living in Manchester I am

working at a school Explain to Ss that in the first

examples we are talking about a present state that

probably won’t change in the near future In the

second examples, however, the action is happening

now

Culture notes

Many British Christian names have short forms

such as Alex for Alexander Some of the less obvious

ones include: Elizabeth – Liz, William – Bill, John –

Jack, Richard – Dick

Kendo is the Japanese martial art of swordfighting,

using long, bamboo swords It is quite popular in the UK

A Grammar School is a type of state high school

However, unlike most state schools you have to have

very good marks and the syllabus is more academic

than in normal high schools

Phillip Pullman is a writer of fantasy novels for

teenagers and young adults, especially known for his

trilogy, His Dark Materials, the first of which, The

Golden Compass, was made into a film.

For tips on how to use the culture notes see page 28

Warm-up Revision of question formation for the Present

Continuous and Present Simple Present yourself!

Prepare a short oral description, using the Present

Continuous and Simple Present, about yourself, e.g

I teach English and am learning Spanish these

days Read out your description to Ss Then ask Ss to

write and give their own short descriptions, making sure they use examples of the Present Simple and Present Continuous

1 Put Ss into pairs and give them two or three minutes to discuss what they think they can discover about Jade Look at the questions in the book but tell them to guess any more information from the

pictures Make pairs into groups of four and ask Ss to compare information before checking

2 Tell Ss that the texts are all about Jade and said by different people Tell Ss to match people to the texts

Ss do this alone for three minutes and then check in pairs Ss should justify their decisions

Answers b 4 c 3 d 1 e 6 f 5

3 Read through the questions with Ss and check understanding Play the recording ONCE ONLY Ss then check in pairs Then play the CD again before

a class check

For tapescript see page 129

Answers 1 Miller 2 Manchester

3 half-Scottish, half-English 4 eighteen

5 History and French 6 Politics 7 Grammar School

8 Because they are working hard for their mock exams.

4 Give Ss three minutes to decide which adjectives suit Jade Check understanding by eliciting the meanings from the class and, if necessary, use examples of people that Ss know Play the listening again, before checking

Optional procedure: Instead of class checking you

could play the listening a final time and ask Ss to shout ‘stop’, when they hear evidence for one of their chosen adjectives

Answers quiet, clever, funny, modest, caring,

hard-working, romantic

Speaking Roleplay: SB p.12, ex.5

Workbook Unit 1Photocopiable resources 1, 2, 3Testing and Evaluation Programme testsDVD-ROM Unit 1

Listening True/False: SB p.12, ex.4

Reading Matching: SB p.9, ex.4 Grammar and

vocabulary Vocabulary – multiple choice: SB p.10, ex.3 Error correction: SB p.11, ex.5

Verbs in brackets: SB p.11, ex.6

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Students’ Book ➝ pages 6–7

5 Ask Ss to look back at their answers to Exercise 1

and double check their answers

Work it out

6 Check Ss understand the meanings of temporary,

routine and habit Then Ss do the activity alone

before checking in pairs

Answers 1 b 2 c 3 e 4 a 5 d

Check it out

Read through the grammar box with Ss At the end

of each of the two sections, elicit from Ss example

sentences about themselves using time expressions

Anticipated problem: Ss might not remember the time

expressions involved You can elicit the meanings

or, with the first set of expressions, draw a timeline

with never and always and ask Ss to put the other

expressions on the timeline With the second set of

expressions, elicit from Ss that at the moment and

now is different from these days and nowadays

7 Ss do the activity individually and then check in

pairs before doing a class check Make sure that Ss

give justifications for their answers

Answers 1 isn’t watching 2 often watches

3 Are you working 4 is getting 5 stays; is staying

6 am spending

8 Check Ss understand the questions and then play

the CD ONCE ONLY Ss check in pairs before listening

again You can elicit from Ss what they think about

Jade’s choice of music and reading

Tapescript CD1 Track 4

Marc: Jade! Over here!

Jade: Marc! So good to see you!

Marc: Hi, love! Happy Birthday!

Jade: Thanks!

Marc: What’s that you’re listening to?

Jade: Oh, right Sorry … Erm, it’s Steve Reich Sort of

modern classical music, I suppose you call it

Marc: Classical music! But you only listen to soul

Jade: I usually listen to soul But I’m listening to a lot of

classical music at the moment It’s good to study to

Do you want a copy?

Marc: No, you’re alright Anyway, I’ve got you a present

Don’t you want to open it?

Jade: Of course! Oh, fantastic!

Marc: Happy?

Jade: Very! Well, as you know, I love fantasy novels and

Philip Pullman is my favourite writer And it’s nice

to have something new to read The only books I’m

reading these days are History textbooks!

Answers 1 soul 2 modern classical music 3 fantasy

4 History textbooks

9 Read through the instructions with Ss Elicit what the different types of music are like and examples Ss fill in the first column of the table on their own Pair

up Ss, possibly with someone they do not know well

Tell Ss they are going to ask questions to each other and fill in the information for their partner After four minutes, do a class check

Optional activity: To check understanding of music and

reading you could prepare a small CD of snippets from the different types of music and possibly a printout of different book covers which you can find using Google Images

10 Ask Ss to predict the answers Do a quick check, without giving the answers and then play the

recording ONCE ONLY Check and then only do

a second listening if they are really having problems

Kelly: Hi, Jade! How are you doing?

Jade: Oh, hi Kelly I’m feeling a bit tired at the moment actually We’re taking our mock exams at college so I’m pretty busy

Kelly: Oh, right How are they going?

Jade: Well, my exams are going quite well, I think But it’s a lot of work: I’m going to bed too late and I’m not getting enough sleep at the moment

Kelly: I know the feeling And how’s Marc?

Jade: Yeah, he’s fine thanks But we’re only seeing each other at the weekends nowadays – we’re both just so busy

Kelly: Aww! And how’s that brother of yours? Are you two still arguing all the time?

Jade: No, Alex is away at university So I’m getting on much better with him these days!

Answers 1 is feeling 2 are going 3 is only seeing

4 is getting

11 Give Ss two or three minutes to think about their answers Ss then stand up and walk around the class asking and answering with as many different Ss as possible Elicit answers for each student, e.g What is Marc doing at the moment?

ADDITIONAL PRACTICE: Photocopiable resources

Resource 1: Find someone who … listens to rap music

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READING AND SPEAKING

In this section Ss will practise understanding the

main ideas in a text

Culture notes

Today Britain is a truly cosmopolitan country with

a huge mix of different nationalities, religions and

ethnic groups Nearly ten percent of all people living

in Britain were born abroad Likewise, nearly ten

percent of British people are not white British Finally,

nearly thirty percent are not Christians Next to

Christianity, the next largest religion is Islam, followed

by Hinduism, Sikhism and Judaism Over fourteen

percent of people living in Great Britain are atheists

New technology (media) are the new ways that

we have found to communicate with each other over

the last twenty years The two most common are

mobile phones and the Internet On the Internet there

are now new ways to communicate such as twitter,

blogging and podcasting Skype and add-ons to Google

and Yahoo allow people to have phone and video calls

via their computer for free

Warm-up Revision of the Present Simple and Present

Continuous Noughts and crosses Draw a grid three

by three on the board and in each of the nine squares

write a number 1–9 Put Ss into two groups, O and X

The first group choose a square Give them the word

below corresponding to the number chosen and allow

thirty seconds for the group to agree on a sentence

including their word If it is grammatically correct,

draw their symbol in that square If wrong, ask the

other group to correct it The first group to get three

of their symbols in a row wins

Words to use: 1 often, 2 now, 3 sometimes,

4 at the moment, 5 always, 6 these days,

7 becoming, 8 regularly, 9 never

1 Ask Ss to think about their own country Elicit from

Ss what they like/dislike about their country Write the

word proud on the board and elicit the meaning

Then ask Ss if they are proud of their country In pairs

get Ss to share their opinions and give reasons Do

a class check Make a list of the reasons on the board

Read through the instructions for the second task and

go through the vocabulary, eliciting the meaning to

check Then ask Ss to consider if they associate these

adjectives with their country Do a class check and ask

Ss to provide examples why the adjectives should be

associated with their country, e.g Poland is

a romantic country because many men give their

girlfriends red roses or other flowers.

2 Go through the three sentences in the task,

checking meaning, then tell Ss they have up to three

minutes to find the main idea of the text Allow Ss to

check their answers in pairs Then do a class check

but make sure Ss give their justifications

Answer 3

3 This time make sure Ss understand that we are looking for the main idea of each paragraph now Point out to Ss that the main idea of the text was in the first paragraph This is the introduction and nearly always the main idea can be found in the introduction Ss do the task individually and then check in pairs Then do

a class check

Answers

A proud, where we come from, world is changing,

global community

B New technologies, breaking down borders, The

Internet, Messenger, Skype, not where you’re from, who you are counts

C Foreign travel, bringing us together, neighbourhood,

more than a dozen languages, eat food from all around the world, mixture of music and art

D Nationality, important, someone comes from another

place, not our enemy, rivals, get on well, respect

E national differences, divisions between people,

disappearing, Olympic Games, athletes, from different countries, holding hands, singing same song, waving same flag

4 Make sure Ss understand the six possible titles

Then give Ss two or three minutes in pairs to decide

on the right titles for each paragraph and then do

a class check Make sure Ss give justifications

Answers 1 c 2 b 3 d 5 e 6 a

Extra heading 4

TRAIN YOUR BRAIN

5 Ss do the activity individually Then do a class check Elicit the following information from Ss:

(i) the main idea of a text is usually in the introduction/first paragraph; it is often repeated at the end of the text;

(ii) main ideas in other paragraphs usually support the main idea;

(iii) main ideas in other paragraphs can often be found in the first sentence, e.g paragraphs B or C

Answers 1 Don’t worry about 2 paragraph 3 Underline

6 As this is a change in focus, from the main idea to specific ideas, you might like to tell Ss that we are now going to look at the text in more detail Put Ss into pairs and ask them to write one sentence for each of the five points You can encourage Ss to do this in their own words to show that they have understood what they have read Give Ss about eight to ten minutes Then put pairs into groups of four and Ss compare their sentences, correct and choose the best one Do a class check, putting the best sentences on the board and eliciting language corrections where necessary Have a class discussion on these opinions, with Ss responding with their own opinions on these issues Ss should give justification for their opinions

Optional procedure: Rather than class discussion

you can always allow Ss to discuss their opinions in groups If you are short of time, each group can do

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one of the five sentences and then put people into

groups of five, with each student having a different

example sentence

Possible answers

1 Nationality is not as important as before

2 New technologies break down the borders between

people

3 Countries are more cosmopolitan (as are people)

4 Competitors can be friendly and don’t have to be

enemies

5 The closing ceremony is wonderful because different

people get together/are friendly to each other

7 Ss work in pairs First allow the pairs to try and

answer the collocations Then ask each pair how many

they think they know Then allow access to dictionary

sources and give an extra five minutes to complete the

task Do a class check

Note: Ss need to have a dictionary to do this activity

If this is unlikely, have a class set of dictionaries

available or, alternatively, photocopies or a

computer-prepared page of definitions with extra words

included If you have a projector in the room you

could also use a DVD-ROM of a dictionary for the

whole class Where possible, use monolingual

definitions designed for Pre-Intermediate level like

Longman Active Study.

Answers 1 c 2 d 3 b 4 g 5 a 6 e 7 f

8 Ss do the activity individually and then check in

pairs before the class check

Answers 1 travel abroad 2 apply for a visa

3 emigrate to a foreign country 4 cross the border

5 change your nationality 6 sing the national anthem;

wave flags

Optional activity: You might also allow Ss to write or

say their own sentences using the collocations from

Exercise 7

9 Go through the six sentences checking

understanding before giving Ss three minutes to do

the activity individually Then put Ss into groups of

three or four and ask them to share their opinions

with justifications Go round the class monitoring and

taking notes of language use and possibly questions

for further discussion Then bring the whole class

together and go over language and things picked up

during the class discussion

Optional activity: Ask Ss, individually, in pairs or in

groups, to choose one of the statements from Exercise

9 and prepare a poster presentation that justifies their

opinions For example, Ss prepare a poster of pictures

and words showing why they are proud of their

country or example of music and food from different

countries This can be started in class and finished for

homework and in the next lesson the posters can be

put on the wall and/or Ss can give mini-presentations

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VOCABULARY | Personality

This section recycles and reinforces adjectives of

personality

Special difficulties: Be careful with words that look

the same in the Ss’ L1 but may have a different

meaning and/or pronunciation, e.g optimistic This

is quite common with adjectives, cf Exercise 3

Warm-up Revision of vocabulary Meanings quiz

Divide Ss into an even number of pairs Give each

pair a card On the card there will be written either

‘personality adjectives’ or ‘kinds of music and books’

Tell each pair they have two minutes to write down as

many words as they can think of that they studied in

class connected with their category Then pairs swap

their cards with a pair that has a different category

and repeat the activity, adding any words that they

think are missing This means that each pair will be

given time to add words to both word groups Then

tell Ss to look at the first card they had and come up

with definitions, e.g funny – someone or something

that makes people laugh; metal – very loud music

played with guitars and drums All the ‘personality

adjectives’ pairs and ‘kinds of music and books’ pairs

come together and choose the best definitions for

their team Then each team, as a whole class activity,

reads out a definition and the other team has to guess

the word Each team gets a point for every word they

get right

1 Think Back! Give Ss two minutes to individually read

the adjectives and try and remember which ones were

used to talk about Jade in the first lesson

Answers caring, clever, funny, hard-working, modest,

quiet, romantic

2 Write the words good and bad on the board Ask

what their relationship is Elicit the word opposite

Tell Ss that the table in Exercise 1 has pairs of

opposites, e.g caring and selfish Ss work in pairs to

find the pairs in the table and then check in groups of

four Ss may use a dictionary if they get stuck but

encourage them to try without a dictionary Ss then

listen to check Play the CD again for Ss to practise

pronunciation

Answers cheerful – pessimistic, clever – stupid, funny –

serious, generous – mean, hard-working – lazy,

laid-back – bossy, lively – boring, modest – big-headed,

outgoing – shy, polite – rude, quiet – loud

Optional activity: Write the words on the board and ask

Ss to identify where the stress goes on each word

3 Ss do the task individually and then check in pairs

While doing the class check make sure that Ss have

understood all of the words used in the vocabulary

section

Answers 1 a 2 c 3 a 4 b 5 a 6 b

Optional activity: In groups, Ss can make some extra

questions for any of the words not practised in this exercise They can write them on the board for others

to answer

4 Ask Ss to write down, on their own, five adjectives that describe themselves and two that don’t They should mix them up, i.e the wrong adjectives are not the first or the last two Give Ss about two or three minutes to do this before they complete the activity in pairs Then, try and guess a couple yourself You may also like to find out if Ss agreed with their partners’

self-evaluation of their personality

5 First, go through the statements and elicit the meanings of each one Then Ss do the activity individually and then in pairs

6 Ask Ss to listen to the song Elicit what it is about

Turn to page 120 Read the instructions and give Ss

a few minutes to read Check understanding but do not give the meaning of any of the personality adjectives at this stage Ss predict the gaps in pairs

Play the song again for Ss to check Ask Ss to identify the personality adjectives in the song Elicit meanings where possible Ask Ss if the song describes their character Why/Why not?

Answers a 9 b 4 c 1 d 5 e 7 f 8 g 3 h 6 i 2 Optional activity: Ss rewrite the song to describe their

own character

Resource 2: Make your own personality test

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0

GRAMMAR AND WRITING

This section looks at the difference between state

and action verbs and highlights the fact that state

verbs cannot generally be used in the continuous

form

Special difficulties: (1) Ss sometimes have difficulty

in understanding the difference between state and

action verbs You need to be sure that Ss know

the difference before moving on (2) Ss become

confused when they are introduced to state verbs

that can be used in the continuous form It is

important for Ss to realise that when this happens,

the meaning changes, e.g I have a cat – the

state of owning I’m having dinner – I am in the

process of eating it now (action)

Culture notes

PD James (born 1920) is a famous English crime

writer who has been writing novels for more than forty

years Many of her novels have been adapted for TV

and one, The Children of Men, has been made into

a film

Warm-up Revision of adjectives of personality Famous

personalities One student stands up and makes

a sentence using a personality adjective about

a famous person The rest of the class has to guess

who it is Then the original student has to prove why

they think the personality adjective fits

1 Ss do the activity in pairs in about a minute

Make sure your Ss do not look at the questionnaire

Work it out

2 Elicit the tense that the two sentences are in (the

Present Simple) Ask which sentence describes an

action (the first one) Elicit more examples of action

sentences in the Present Simple Ask which sentence

describes a state (the second one) and elicit more

examples of sentences with state verbs Write

nowadays on the board and elicit the two example

sentences from the book in the Present Continuous

Ask Ss which sounds better (the sentence with an

action verb) Ask them what this tells us about state

verbs (that they cannot be used in the Present

Continuous)

Answers 1a watch 1b love 2 watch

Check it out

Check understanding and then ask Ss to write their

own examples to replace those in the Check it out

box Make sure their examples are correct

Mind the trap!

Write think on the board Ask Ss if it is a state or

action verb Point Ss to the two examples in the Mind the trap! box Elicit which one is showing

a state verb and which one is showing an action verb Elicit that a verb can sometimes be both

a state verb and an action verb but the meaning changes Then elicit from Ss another verb that can

be used with different meanings as a state and action verb (have) If they struggle to do this, write

the following on the board and elicit example sentences: want, have, forget.

3 Give Ss about five minutes to do the quiz individually

Ss compare their answers and decide what it tells them about each other’s personality, using the personality adjectives they studied, when possible Do a quick discussion and ask Ss for their opinions, e.g Marc is outgoing because he hates spending a lot of time indoors by himself Ask Ss to check their answers with

the description on page 120 Discuss what type of person they are and if they agree with the description

4 Ss do the activity individually and check in class

Answers love, prefer, forget, understand, belong, want,

hate, agree, love, know, believe

5 Ss work individually, then check in pairs In the class check, Ss should justify their answers

Answers 3 = 1, 3, 4 Corrected sentences 2 Jack

doesn’t like the book 5 I’m sorry but I don’t agree with you 6 I think my answer is wrong 7 You don’t

understand the joke

6 Ss work alone, then check in pairs and decide on the justification for each answer

Answers 1 come 2 am studying 3 love 4 want 5 like

6 am reading 7 belong 8 think 9 is getting

10 understand

7 This activity can be done individually or quickly as

a whole class if you are short of time

Answers age, nationality, personality, where he lives,

how well he knows English, hobbies, interests, sports

8 Go through the instructions with Ss Tell Ss to use the information in Exercises 6 and 7 to help them

Give Ss about ten minutes to write and then they can swap introductions to read and check

Optional procedure: Ss can write their introductions

without names The messages can then either be put on the board or be collected and redistributed

to different Ss Ss should then try and identify the writers of each message

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LISTENING AND SPEAKING

This section gives Ss the chance to practise their

listening skills around an extract which provides

examples of grammar and vocabulary that has been

practised in this unit

Warm-up Revision of state and action verbs State or

action jigsaw Prepare four sentences, two in the

Present Continuous and two in the Present Simple

with state verbs but with only infinitives of the verb

given For example: These days I (go) to Judo

classes I (love) watching DVDs I (listen) to a CD

at the moment I (prefer) coffee to tea Cut up each

sentence and put the pieces of the four sentences into

an envelope Prepare as many envelopes as there will

be groups Put Ss into groups of three or four Give

each group one envelope to put the sentences

together

1 Ss discuss the questions in pairs Then do class

feedback

2 Play the recording ONCE Ss work individually and

then in pairs Do a class check with Ss giving

justifications for their answers Ask Ss whether the

people seem to be good at their jobs Why?

One

Richard Moretti: Thank you, London! Wooooo! Thank you

to all my fans for coming to see me! I love you all so

much! See you next year!

Two

Lucy: What time do you finish today, Sandra?

Sandra: Six o’clock

Lucy: Me too And it’s only half past one now

Sandra: Yeah Four and a half hours to go!

Customer: Er, excuse me!

Sandra: Still – I’m glad there aren’t many customers this

afternoon

Lucy: Yeah Sometimes Thursday afternoons are

pretty busy God! Look at these sweaters – they’re

absolutely horrible

Customer: Hello? Is anyone actually working here?

Sandra: Yes Terrible, aren’t they? I’m surprised they’re

so popular What’s your sister doing these days,

Lucy?

Customer: Excuse me!

Lucy: Oh, you mean Melanie? She’s doing a course at

the college She wants to …

Three

Carmella: That’s it – really stretch Keep your arms

straight! And stay in position for as long as you can!

You can do it! Remember to smile This exercise

is really good for your back! Fantastic! And relax!

Breathe deeply now – that’s it!

Pupil: Carmella Could you show me that last position

again? I’m not sure I’m doing it right

Carmella: Of course, no problem at all Put your feet at

the edge of the mat like this Great! And then slowly

lower your back and try to …

Answers Richard – confident, outgoing, popular Sandra – lazy, rude, talkative

Carmella – helpful, friendly, tolerant

3 Think Back! Play the recording ONCE ONLY Ss do the task individually and then check in pairs Elicit whether the people were the same in private

For tapescript see page 129

Possible answers Richard – shy, reserved, serious, modest Sandra – polite, hard-working, sensitive, caring,

helpful, proud, cheerful, positive

Carmella – bossy, rude, selfish, big-headed, lazy

4 Play the recording ONCE Ss work individually

Answers 1 T 2 F 3 T 4 F 5 F 6 T 7 T 8 F

5 Give Ss a minute to read their roles and then check understanding At the end of the activity ask one or two pairs to act it out in front of the class

Suggested answers 1 rude to customers

2 spending too much time talking to your friend Lucy

3 doing (my job very) well 4 tired 5 am working

6 am studying 7 are you studying 8 to be a nurse

9 are working 10 That would be great!

6 Before doing this activity give Ss a couple of minutes to think and then three minutes to discuss

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This section introduces echo questions and other

expressions to show interest These are important

tools in keeping a conversation going

Special diffi culties: (1) Ss are often not clear on

which auxiliary to use in their echo questions Ts

need to pay special attention to this and give as much

practice as possible (2) Ss will enjoy learning these

skills but will quickly forget, so it is important that the

T constantly reminds Ss to use them in later lessons

(3) Ss need to get the intonation right when trying to

show interest or it will have the opposite effect

Warm-up Revision of talking about people’s character

Silent dialogue Ss work in pairs to prepare a very

short dialogue between an employer who is unhappy

with an employee and a friend of the employee who is

defending them and justifying their behaviour Refer Ss

to the roleplay on page 12 Give Ss three minutes Ss act

out the dialogue ONLY using gestures and mime to show

as much information as possible At the end of each

mime, elicit from the class what they were ‘saying’

1 Play the recording ONCE Elicit the answer If Ss

have diffi culties, ask: Was the information the same?

(yes) Did both speakers sound the same? (no) Who

sounded different? (Rob) How did he sound in the

second dialogue? (more interested).

One

Sam: What do you do at weekends, Rob?

Rob: I read a lot, and I write poetry too

Sam: What do you do at weekends, Rob?

Rob: I read a lot and I write poetry too

Sam: Oh really? That sounds interesting!

Rob: Yes, I love it What about you? What do you do in

your free time?

Sam: Well, I play the guitar

Rob: Do you? Cool!

Sam: I’m playing a concert tonight, actually

Rob: Are you? That sounds brilliant! Where?

Sam: It’s at the arts centre

Rob: Is it? Great! What time?

Sam: Well, I’m not sure because …

Answer In Dialogue 2 the listener is more interested.

SPEAK OUT

2 Focus on the echo questions Write Do you?

Are you? Is it? on the board Elicit what came before

Then elicit the rule for statements with to be Tell Ss

that in most cases the auxiliary (or helping) verb will

stay the same, except with do Elicit when we use do

in echo questions (when the verb in the earlier statement is not an auxiliary or a modal)

Answers 1 really 2 That sounds interesting 3 Do you

4 Cool 5 Are you 6 That sounds brilliant 7 Is it

Answers/Tapescript 1 Are there? 2 Are you?

3 Can she? 4 Do you? 5 Is it? 6 Have you?

5 Play each sentence separately Ss respond fi rst as

a class, then individually Play the correct echo question Repeat this process with each sentence

Answers In the tapescript

6 Ss do the task individually and then share their sentences with their partners Monitor and note down any issues to go over in the class check

7 All Ss fi nish the sentences for Student A individually, trying to make them interesting, e.g I’ve got two cats My parents come from Trieste Divide

Ss into groups of three and allocate roles Ss do the three-part dialogues, then change roles and do it again until every student has been Student A

8 This can be done quickly in the class but encourage

Ss to come up with other answers once they have identifi ed the correct echo question

Possible answers Does he? That’s interesting!

Resource 3: Find a friend

5 How interesting!

6 That sounds cool!

7 That’s great!

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On our way

Practise structures for future intentions and arrangements; indirect questions.

Focus on making and responding to suggestions.

Write formal emails (asking for information).

GRAMMAR AND sPeAkiNG

This section looks at going to and the Present

Continuous to talk about future plans and

arrangements, around the topic of holidays and

travel They also compare the use of these two

structures

special difficulties: As going to is usually used to

show future plans and intentions, Ss would be right

to think that, as future arrangements are future

plans and intentions, they don’t need to use the

Present Continuous However, in English, when

the arrangement is confirmed and sure, it is more

natural to use the Present Continuous This can be

shown by a specific time or date being given (it’s

happening at eight this evening) or preparations

made to make it certain (the tickets have been

reserved at the restaurant)

Culture notes

Amsterdam is the most famous city in the

Netherlands, although not the capital It is well known

for its canals, bicycles and historic centre There

are many famous museums, notably the Van Gogh

Museum and Anne Frank’s house

The Colosseum is an ancient Roman amphitheatre in

Rome It is considered to be the largest ever built by

the Romans and one of the best examples of Roman

architecture and engineering It could have as many as

50,000 spectators, who would mostly watch gladiators

or other public spectacles, including fake sea battles,

animal hunts and re-enactments of famous battles It

is one of Rome’s most important and popular tourist

attractions

Normandy is a northern region of France, on the

English Channel It is very popular with English

tourists who come to see the sites of famous battles,

drink the wine and eat the food Normandy has a close

historical connection with England as William of

Normandy became king of England in 1066 His story

is told in a beautiful tapestry which is in a museum in Normandy The tapestry is nearly a thousand years old

Krakow is Poland’s most beautiful city and rivals

Prague and Budapest as the highlights of Eastern Europe’s cities The main square is the largest medieval square in Europe Other attractions include Wawel Castle and its dragon, and the Jewish quarter

of Kazimierz

The Tatra Mountains, on the border of Poland

and Slovakia, are the highest part of the Carpathian Mountain chain which continues eastwards through the Ukraine and Rumania Zakopane is the main resort

of the Tatra Mountains in Poland and is sometimes called ‘The Winter Capital’ The highest peak in Poland

is Rysy at 2499 m, although Gerlachovsky Stit in Slovakia is higher (2655 m)

Warm-up Revision of echo questions Throw the

statement! You will need a ball for this activity Ss

write down four sentences about themselves, one for each of the following structures: I am, I have, I can

and I like A student reads one of their sentences and

tosses the ball to another student who must respond with an echo question If the student gets the echo question right, he or she continues If they get it wrong, they return the ball and the first student tries again Continue until at least all of the Ss have had

a chance to make one echo question

1 Put Ss into pairs Give Ss a minute to think about their answers and then two or three minutes for the

Ss to discuss the questions Then have a class check, eliciting opinions

2 Elicit from Ss what the story is in the pictures

Then give pairs two minutes to add the captions before doing a class check

Answers 2 c 4 d 7 a 9 b

eXAM FOCUs Topic: Travelling and tourism

speaking Roleplay: SB p.18, ex.8

Listening Matching: SB p.16, ex.7

Reading True/False: SB p.16, ex.3

Matching: SB p.16, ex.4

Grammar and

vocabulary Sentence transformations: SB p.21, ex.5

Writing Formal emails: SB p.21, ex.9

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Work it out

3 Ss try and work out the answers first in pairs Then

look at each frame of the text separately and elicit

answers to the following questions: What is the key

phrase? (note – in 6 there are quite a few possible key

phrases) At this stage do not tell them if they are

correct or not

Answers a 5 we’re flying to London in four hours

6 We’re staying one more night here in London;

Tomorrow we’re leaving for Amsterdam; On Wednesday

we’re visiting Paris; we’re spending a day in Rome;

We’re coming home on Friday b 3 we’re going to visit

Europe this summer 6 We’re going to see the

Colosseum 8 I’m going to ask that policeman for help.

Check it out

Refer Ss to the Check it out box Read through and

check understanding with Ss Then ask Ss to look at

the example sentences but now change the structures,

e.g We’re going to visit Europe this summer

becomes We’re visiting Europe this summer Elicit

how this changes the meaning (more definite, maybe

tickets are booked and hotels reserved) Elicit from Ss

what the Present Continuous tense sentences would

mean without a time reference (We are visiting

Europe without a time phrase would mean it is

happening now and not in the future) Then elicit the

answers again for Exercise 3 Make sure that this time

Ss provide justifications for their answers Ask each

student that answers: Are you sure it is going to

happen?

4 You may need to pre-teach the following words:

platform, ferry, delay, babysit Ss do the activity

individually and then check in pairs before doing

a class check Make sure Ss give justifications for their

answers

Answers 1 catching 2 going to write 3 meeting

4 going to visit 5 going to explore 6 going

Mind the trap!

Refer Ss to the first example sentence Ask Ss what

tense it is (the Present Simple) and how they know

(I go skiing NOT I am skiing) Tell Ss that most

leisure activities are used with the verb go, not as

verbs (here show the incorrect example) Ask Ss to

replace ski with other leisure activities Remember to

tell Ss that leisure activities that need another verb,

e.g play football, do not use go Ss then look at the

second sentence Identify the form with them and

confirm the meaning Then substitute ski with other

leisure activities Finally, do the same with the last

example and then confirm the difference in meaning

between going skiing and going to go skiing, i.e

in the first example it is a definite plan and in the

second it is more an intention To finish, elicit that

there are two go verbs in the final sentence.

5 Read through the task and model the dialogue

Divide Ss into pairs Give Ss a minute to think of answers to the questions and then allow three minutes

to ask each other Then put pairs into groups of four and ask each pair to ask the people what their partner

is doing, e.g What’s Piotr doing tonight? In both

stages, walk around the class monitoring and taking note of mistakes Then do a class feedback session and maybe ask for some interesting answers to share with the class

6 You may need to pre-teach pop in Ss first do the

task individually and then check in pairs Then they listen ONCE only to get the right answers

Answers 1 are leaving 2 are you going 3 are going

4 are flying 5 are staying 6 are you going to do

7 are going to go sightseeing 8 am going to take

9 are going to go hiking 10 am going to pop Optional activity: You might like to get Ss to listen and

repeat the questions and sentences involving going to

as Ss sometimes have problems with where to put the stress in this form

7 You might need to pre-teach fortnight Divide Ss

into pairs, one Student A and one Student B A takes the role of Tom, and B is Pam Give Ss a minute to read through the prompts and prepare Then pairs act out the dialogue Ss then swap roles and do the dialogue again

Answers We are leaving for the train station at half past

ten We are going to France for a fortnight We’re catching a train to Paris at eleven o’clock Are you staying in Paris for the whole fortnight? No, we are staying there for the first week We’ve got a reservation

at a hotel near the Eiffel Tower Well, we are going to visit museums and I’m going to practise my French

Then we are going to go cycling in Normandy

8 Divide Ss into different pairs from those that were used in Exercise 7 Ss now attempt the dialogue with their books closed

Optional activity: Ss write a dialogue of their own

They should try to make it as realistic as possible

They can act it out to other members of the class

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ReADiNG AND LisTeNiNG

In this section Ss will practise reading and listening

for specific information and gist They will also

get further practice in going to and the Present

Continuous for future plans

Culture notes

The Sorbonne is the more common name for the

University of Paris Founded in 1253, it was originally

one of the colleges of the University of Paris This was

closed in 1882 but the Faculty of Theology continued to

be called ‘The Sorbonne’ In 1971 the Paris University

was divided into thirteen different universities

However, the head office for all thirteen universities is

in the Place de Sorbonne hence the reason why people

still say they study at The Sorbonne

The Seine is the name of the river that flows through

the centre of Paris It is famous for its romantic views

and has become a major tourist attraction There are

thirty-seven bridges that cross the river Seine in Paris

alone In fact, the Seine is a major river and is actually

776 kms long

The Sacré Coeur Basilica or the Basilica of the

Sacred Heart is a major landmark in Paris The view

from this beautiful Roman Catholic church is quite

astounding as it looks across the whole of Paris It is

found in the Montmartre district, which is famous for

its art scene

The Picasso Museum is famous for having one of

the largest collections of Picasso art It was opened in

Barcelona in 1963 on Picasso’s own request It houses

a total of 3,500 of Picasso’s pieces

The Gothic Quarter is the centre of the old city

in Barcelona The word ‘quarter’ is usually used

to describe a certain area in a town and city with

a particular description In this case, the Gothic Quarter

in Barcelona is named like this because most of the

buildings in the quarter date back to medieval times

Using the culture notes

The culture notes in the book are mainly designed

as a reference for teachers in case Ss ask for more

information about people or places mentioned in the

book However, you could also incorporate them into

the lessons in a number of ways:

1 Comparisons with the Ss’ country

For example, with the culture notes in this unit, Ss

could discuss who they think their country’s most

famous musician or writer is and brainstorm facts

about the person’s life such as their major works and

achievements

2 Inspiring the Ss

Where there is no obvious corresponding information

about the Ss’ own country, the culture notes may

stimulate their imagination As an example, rather

than looking at real people’s lives, Ss could work

together to create a fictional biography of a famous

person, perhaps imagining future things they will do

3 Find out more

This is a way of using the culture notes to generate

homework The notes themselves are necessarily brief

and give only a brief outline of the item so,

as a homework task, Ss could find out more from the Internet or books and be encouraged to make

a visually interesting poster that could be used for display in the classroom They could also present their findings to each other, in groups, at the start of the following lesson

Warm-up Revision of the Present Continuous for future

plans and going to Getting the message Ask Ss to

draw two grids of two columns and four rows In the top row they should write Saturday and Sunday, and

the remaining rows should be for Morning, Afternoon

and Evening Tell Ss to write in their plans for the

coming weekend As Ss do this, write your own grid

on the board Make sure that on Saturday morning you are somewhere where at least one student in the class can get to you Then divide Ss into pairs and ask them to fill in the grid with what their partner is doing Elicit from Ss that they should use going to

if it’s not definite and the Present Continuous if it is

Also elicit from Ss the possible questions, e.g What are you doing on Saturday morning? When all

pairs have completed their grids, tell Ss that you will have an important message to give the Ss before next Monday’s lesson Point out what you will be doing

on Saturday morning and find someone who you can meet to pass on the message Then, either as a whole class or, in large classes, in groups, try and make sure that all Ss get the message by Sunday night

1 Check that Ss understand the meaning of rucksack

and suitcase Ss discuss the questions in pairs for

a couple of minutes and then have a short class discussion As a class, brainstorm all the things that Ss might pack in their rucksack/suitcase This will allow you to check much of the vocabulary for Exercise 2

You could in fact elicit all the vocabulary items without

Ss knowing you are preparing them for Exercise 2

2 Ss do this activity individually and then check in pairs Do not overtly pre-teach the vocabulary beforehand In the class check, ask Ss to point out the items that are in the picture and either ask Ss to explain or draw on the board the item that is not in the picture (i.e adaptor plug, shampoo and waterproof jacket) You could also ask reasons why they should

consider taking the items Do the first two questions as

a class and the third can be done in pairs or as a class

Answers Things in the photo: anti-sickness tablets,

battery charger, camera, guidebook, money belt, passport, penknife, playing cards, rail timetable, suntan lotion, toothbrush, towel

1 They are travelling round Europe, especially Italy and

Spain We can tell because of the guidebooks and

phrase book 2 Possibly by train because of the train

timetable

3 Give Ss a minute to read through the questions

Ask if any of the Ss think they know any of the answers Play the recording ONCE only while Ss read, then do a class check Check where in the text Ss found the answers

Trang 30

Answers 1 T 2 F 3 T 4 F 5 F 6 F

4 Check understanding of the questions before

playing the recording ONCE only Then give Ss two

minutes to check their answers in pairs and then do

a class check

Answers 1 M and J 2 M 3 M 4 M 5 J 6 M 7 J

5 Ask Ss to read through the sentences in the task

and ask them to guess which words might fit Elicit

some possible answers Then direct Ss to the texts

and give them five minutes Then do a class check

Answers 1 distances 2 over/under 3 class

4 convenient 5 around 6 minute

Optional activity: Divide Ss into pairs and ask them to

write six questions, each one using one of the words

tested, to ask their friends

6 Tell Ss that they are going to listen to three people

and they ONLY need to identify where they think the

travellers are Play the recording ONCE only and then

do a class check with Ss providing justification

One Adam

Hi, Dad How are things? Well, we’re having a bit

of a nightmare, actually Charlie’s lost his passport

Yeah, I know No, we’re at the station at the moment

Well, we’re queuing up at the lost property office

but the chances they have it are pretty small Well,

luckily, Nathan speaks pretty good German Dad,

could you do me a favour and look up the address of

the British Consul? I think Hamburg’s probably the

nearest big city Can you phone me back when you

find it? Great! No, we’re trying to keep calm We still

want to travel to Austria on Saturday but now I don’t

know if … OK! Speak to you soon Bye!

Two Harvey

… Yeah, we got here on Saturday morning Can you

still hear me? Sorry, the reception’s not very good

No, I’m actually climbing up to the viewing platform

677 steps or something – really tiring! Almost there,

though! No, the weather’s really miserable, actually

I’m glad I’ve got my waterproof jacket with me Yeah,

we’re staying with a friend of Becky’s – she’s doing

a course at the Sorbonne No, just two nights We’re

travelling to Lyon on Monday morning and then on to

Marseilles Hang on! I’m on the viewing platform now

Wow! What a brilliant view! Fantastic view up the

Seine Really takes your breath away! Sacré Coeur?

Hold on – yes, I can see it! Wonderful! Yeah, I’m sorry

you’re stuck in boring old Bristol, mate!

Three Rachel

Hello? Oh, hi Millie Well, if you must know, the sun’s

shining and I’m sitting in an outdoor café eating

a plate of delicious paella, watching the world go by!

Yes, we’re having an absolutely fantastic time Well,

this afternoon we’re going to the Picasso Museum

and then we’re going to walk around the Gothic

Quarter and we’re probably going to go to the beach this evening I know! I’m sorry you can’t be here with

us, though No, we’re staying at a youth hostel but it’s actually really comfortable Well, the day after tomorrow, we’re travelling into France I really want

to go to Bordeaux No, I understand, that’s OK Catch you later, byeee!

Answers 1 Germany 2 Paris, France 3 Barcelona, Spain

7 Ss do the task individually and then check in pairs before doing a class check

Answers 1 H 2 R 3 A 4 A 5 R 6 H 7 H 8 R 9 H 10 R

8 Divide Ss into groups of three or four Ask Ss to read through the first bullet point on page 120 Check understanding Then direct Ss to the map on page 17 and tell them to use the map when planning their trip

Ask Ss to read the second bullet point Give Ss about five minutes to discuss the trip and plan their itinerary Then go through the third bullet point with them On the board, brainstorm phrases that they can use Give Ss another five minutes to prepare their short presentations, making sure that everyone in the group says something Listen to the presentations and ask questions after each one to encourage more thought and use of English Finish with a short discussion on the best plan

Optional activity: Ss can prepare their own brochures,

with pictures of the planned trip and descriptions of the things that will be done in each place, as if they are selling tickets for the trip This can be then put on the wall for Ss to browse and choose what they think

is the most interesting trip

ADDiTiONAL PRACTiCe: Photocopiable resources

Resource 4: Oh! You need a …

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sPeAkiNG AND LisTeNiNG

This section introduces Ss to making suggestions,

agreeing and disagreeing with them Ss listen to

a conversation which gives examples, practise

these examples and then get the chance to use the

expressions themselves

Warm-up Revision of vocabulary from the last lesson

Backwards dictation Tell Ss you are going to

dictate some phrases from the last lesson You will

spell the words and Ss should write them down

However, to make it more difficult, you are going to

say the phrases backwards and pause after every

three letters, not at the end of each word When they

have finished, Ss read through their letters and try to

identify where each word starts and finishes

Dictate: etu nim tsa ltn ein evn oce fin kne

pse cna tsi dgn olg ulp rot pad ass alc dno ces

Words: second class, adaptor plug, long distances,

penknife, convenient, last minute

1 Ss discuss the questions in pairs Then do class

feedback Try and make sure Ss write at least five

different pieces of information in their pairs

2 Quickly check that Ss understand all the places

Then give Ss no more than two minutes to do this task

and then class check Ask Ss which of the places they

would like to visit, and why or why not Doing this

may help Ss understand the upcoming listening better

by foregrounding some of the comments that Will and

Debbi make

Answers art gallery, clubs, concert hall, museum,

restaurants, shopping centre, stadium, theatre

3 Tell Ss that they are now going to listen to two

people planning to visit places in Manchester Play the

listening ONCE only and Ss take notes individually

Give a moment for Ss to check in pairs, then do a class

check Ask for justifications for answers

Will: Ooof! It’s nice to sit down at last!

Debbi: Yeah – all of a sudden I feel really tired So what are

our plans for tomorrow? It’s our last day in Manchester

and there are lots of things we’ve still to see!

Will: I’m not sure Have you got your guidebook there?

Debbi: Yes, here you are How about visiting the

Museum of Science and Industry? It sounds quite

interesting Why are you looking at me like that, Will?

Will: Well, I’m sorry but I’m not keen on the idea I mean,

neither of us is really interested in science, are we?

Debbi: Well, I suppose not Do you fancy going on the

Manchester United tour?

Will: I’m sorry but you know football isn’t really my cup

of tea

Debbi: Oh, go on, Will …

Will: Anyway, look at the price! It’s too expensive How

about going to the Lowry?

Debbi: ‘The Lowry – a huge arts centre with two theatres, concert halls and exhibitions of art and photography.’ Hmm, sounds good!

Will: Great! So, that’s a decision, then

Debbi: And after that we could go shopping I really want to go to Afflecks

Will: Yeah, that’s fine with me! Craig says Afflecks is brilliant And then perhaps let’s go to Chinatown for something to eat If we’ve still got time, of course … What do you think?

Debbi: I’m sorry but I’m not mad about Chinese food Why don’t we go to one of the cafés at Afflecks instead?

Will: Yeah, good idea

Answers The Lowry and Afflecks

sPeAk OUT

4 Check that Ss understand what a suggestion is Give

Ss a moment to read the Speak Out box but do not explain anything yet Then play the listening ONCE only for Ss to underline the phrases Then do a class check

Answers All the expressions are used except ‘Yes’,

‘Sure’ and ‘Why not?’

5 Ss listen and repeat each phrase as a class Then pick individuals randomly

1 Let’s go for a walk

2 Good idea!

3 Do you fancy going to the cinema?

4 That sounds good!

5 How about visiting the museum?

6 Why not?

7 We could go to a club

8 I’m sorry but it isn’t really my cup of tea

9 I’m not keen on clubbing

6 Give Ss two minutes to do the task individually and then another minute to check in pairs Then play the recording ONCE only and class check Then play again, with Ss repeating each statement

Answers 1 about 2 going to the theatre 3 go to the

cinema 4 keen on 5 go for a walk 6 That sounds

7 Go through the instructions with the class and model the example Then divide the class into pairs and let them complete the task Go round and monitor

as they do it At the end, choose a couple of pairs to

do the dialogue for the whole class and highlight any problems you overheard

Possible answers 1 A: How about going to the theatre?

B: I’m not keen on the theatre Why don’t we visit the

museum? A: Fine with me! 2 A: Do you fancy going to the shop? B: That sounds good! 3 A: Let’s go

sightseeing around the city B: It isn’t really my cup of tea Why don’t we go to the zoo instead? A: Sure!

4 A: Why don’t we go to the country on Saturday?

B: Yes Why not? A: How about taking our bikes?

B: That’s a good idea!

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0

8 Divide Ss into pairs and direct Ss to the relative

role descriptions on page 123 Give Ss a minute to

read their roles and then a further two minutes to do

the dialogue Walk around and monitor Highlight any

issues that came up while you were monitoring

Optional follow up: Suggest some other scenarios

where they could discuss suggestions and come to an

agreement, e.g going to a restaurant, a place to go on

holiday, something to do at the weekend

VOCABULARY | Holidays

This section recycles and reinforces vocabulary

related to holidays and the use of some

prepositions

special difficulties: Pay special attention to the use

of prepositions There is no real rule to this and Ss

would do best to learn prepositions in relation with

the words they go with, i.e like collocations

Warm-up Revision of suggestions Suggestions

mania Before the class prepare slips with the

following phrases: ‘A place to visit’, ‘A restaurant to

go’, ‘A country to go to’ ‘A film to see’, ‘An activity

to do’ for each group you are planning to have in

class In class, divide Ss into groups of four In each

group, one student is identified as suggester, one

as disagreer, one as agreer and one as marker The

marker must have a pen and paper in front of him/

her The suggester picks up one slip Tell Ss that they

now have two minutes to make as many suggestions,

acceptances and rejections of that suggestion as they

can The marker will count the number completed

Tell Ss when to start and watch the clock for two

minutes At the end of two minutes, Ss in each group

swap roles and choose the next slip Continue until all

the slips are finished The team that has completed

the most correct suggestions and replies wins As Ss

do the activity, go round the class monitoring and

taking note of any problems

1 Think Back! Direct Ss to the advert Identify with

them the headings of each section and encourage

them to fill in the gaps with more examples Ss work

individually and then in pairs When they are in pairs,

encourage them to check through the unit for other

words they can add Then do a class check

Possible answers 1/2/3 by train/plane/ferry/boat/ship

4/5/6 at a guest house/YMCA/pension/hotel, bed and

breakfast, in a caravan, with a family 7/8/9 swimming,

sailing, camping, skiing

2 Read through the instructions and go through the prompts with Ss Make sure they know what to finish the prompts with, e.g I’m going to visit A PLACE

Give Ss three minutes to prepare what they are going

to say and then Ss tell each other about their holidays

in pairs Go round the class and monitor When all Ss have finished, ask them to tell you about their partners’ dream holiday

Mind the trap!

Read through the box, emphasising the use of the prepositions Then call out a random list of countries, towns, places and buildings and elicit the correct prepositions from Ss

3 Ss do the task individually and then check in pairs before doing a class check When you check the answers, ask Ss if there is a collocation (a word that the answer always goes with) and if so, what it is

Look back at Mind the trap! and ask Ss if there are any examples in this exercise Also ask Ss if there are any other prepositions being used here and why they are being used (e.g on holiday is a collocation) Tell Ss

that prepositions don’t always have rules and so they need to learn the collocations

Answers 1 at 2 on 3 agent’s 4 booking 5 delayed

6 towel 7 in 8 at 9 at 10 go shopping 11 lost

property office

4 This should be divided into two tasks First, in pairs, Ss should answer the first three questions by looking at the advert Then do a class check Make sure you check understanding of the phrases in the box for the third question before Ss begin Then ask

Ss to consider the last two questions for about three minutes, before having a class discussion

Possible answers 1 sunbathing, swimming 2 Turkey,

Croatia, Greece

Optional activity: Ss could write a paragraph about

why their country has great places to visit This can be done as suggestions for visitors coming to the country

Resource 5: The best holiday

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WRiTiNG | Formal email

This section looks at the difference between formal

and informal emails and how to write formal ones

It also looks carefully at how to make indirect

questions This is presented through the topic of

attending language schools and doing working

holidays in an English-speaking country

special difficulties: (1) Ss may have trouble

understanding the concept of formal emails as they

will have almost never come across this before

Make sure you establish the importance of formal

emails if you want them to retain this information

(2) Ss may have problems with the different word

orders involved with indirect questions Make sure

you go through this carefully and Ss are aware

of how the word order changes, especially when

dealing with wh- questions You may also need to

present the use of if for making yes/no questions

indirect (3) In class, you can do writing activities

in groups and pairs which means that the writing

activity becomes more communicative and Ss can

share what they know and support each other

However, it does also mean that some Ss may get

away with doing nothing The best way to deal with

this is to do the preparation in groups but all Ss

will, at the end, write their own individual texts

Culture notes

There are many different language schools in

the UK Some of these schools work all year round

and some are only open in the summer Some are

private language schools while others are courses

run by educational colleges The second group is

mostly, though, for people wishing to study or live in

the UK Private language schools will usually either

provide accommodation for students in families or,

especially the summer schools, will offer residential

courses where the students live on campus All year

round schools offer a variety of different courses

ranging from General English to English for very

specific purposes and will also prepare students for

international exams Summer schools tend to provide

language courses plus a varied social programme

As an option to language schools, Ss may choose

to do working holidays in the UK These could

be working at touristic places, for example working

at one of the many National Trust centres in the

UK This could involve service work like working in

a café or shop or even guiding visitors around famous

houses There are also opportunities to work on farms

or at summer camps However, applicants do need

to be careful that the working holiday they choose is

reliable

Warm-up Revision of vocabulary of holidays Mime the

holiday Elicit from Ss the phrases they used to

describe their imaginary holidays in the last lesson

and write them on the board, e.g You are going to

visit (Paris) You are travelling there by (train)

You are staying (at a youth hostel) Mime your

holiday so that Ss can complete the sentences on the

board Then Ss write their own sentences and then mime them to their partners to guess Finally, pick

a few to mime to the whole class

1 Start by dividing Ss into pairs and asking Ss if they would like to learn English in Britain and why? Give them about two minutes to discuss this and then share the answers with the whole class Then give Ss

an extra five minutes to complete the rest of the task

As part of the class check make a list of all the missing information questions on the board and then ask the class to grade the list and identify the four most important questions

Possible answers

2 No: cost of courses, length of courses, what help is

given for accommodation, certificates, etc Possible

questions: How much does the course cost? How long

does each course take? Do you help me find accommodation? How can I find accommodation? Do you give a certificate at the end of the course?

2 Ss do this task individually before class checking

Ss will only need a minute to do this Compare with the list of questions on the board Ask Ss if they have written an email like this before If so, when?

3 First, ask Ss to read the second email Ask Ss which email is similar to the emails they write Then ask Ss

to compare the two emails using the questions Ss do this individually and then check answers in pairs Note that for the second part of each question there may be

a variety of answers which may include indirect questions Do not explain indirect questions at this stage Elicit from Ss why a formal email would be better to respond to the advert from Exercise 1 (it’s more polite, it’s official, it gives a good impression, we are asking for information)

Answers 1 Email 1 – I hope you can, Firstly, could you

tell me, I’d also like to know, Finally, I hope to hear from

you soon, Regards 2 Email 2 3 people we don’t know,

businesses and institutions

4 Go through the examples of direct questions and indirect questions together as a whole class Then give

Ss a couple of minutes to think about the questions

Ss do the activity individually, then check in class

When you finish question 3, write the two phrases on the board and leave a space before finishing the examples: I’d like to know how many hours of classes there are Could you tell me … how much it costs? Ask Ss if the word order is the same as the

direct questions (no) What has changed in the first example? (The verb is at the end.) What has

changed in the second example? (do/does has gone

and the verb is at the end of the sentence.) Do the questions all have questions words? (yes) What are they? (how many, how much, when) What other question words could be used? (where, when, how, who, etc.)

Answers 1 A 2 B 3 I’d like to know, Could you tell me

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0

5 Ss work individually, then check in pairs In the

class check, make sure that Ss are getting the word

order correct When you have checked, write Is the

school near the park? Elicit from Ss the possible

answers (yes/no)

Answers 1 what your phone number is 2 where you

live 3 where the nearest youth hostel is 4 what time

we are arriving

Optional activity: The issue of how to report using if

may need to be addressed If so, write Could you

tell me … on the board and elicit the rest of the

indirect question It is unlikely that Ss will know it

immediately but prompt by giving each word one by

one until they can elicit the rest themselves (if the

school is near the park) Ask Ss: What replaces

the question word? (if) What else is different from

the question? (the subject is before the verb) Then

write up the following on the board: Does the school

have a swimming pool? Elicit the answer from Ss

in the same way as above, i.e Could you tell me if

the school has a swimming pool? Elicit that, again,

do/does is not used in indirect questions Write the

following questions on the board and ask Ss to turn

them into indirect questions:

Does the school have a bus service?

Is there a café in the school?

Are there winter courses?

Does the shop sell sandwiches?

6 After completing the activity individually, Ss check

in pairs and decide on the justifi cation for each

answer Give Ss about two minutes to read

Answers Per’s email is better because it is more polite

and more formal He doesn’t use colloquial vocabulary

(e.g Hi guys, I love, it’s cool, kisses) or style (multiple

exclamation marks and question marks, smileys)

7 Read through the Train Your Brain box with the

class Return to the fi rst points and, as a class, elicit

possible ideas for the subject box and then choose one

from the ideas This ensures that the class is focused

Ss then, in pairs, rewrite the email Check as a class by

Ss writing the model answer on the board

suggested answer

To: info@1class.co.uk.net

From: blackcat7@mailbox.com

Subject: Information about 1class school

I am a nineteen-year-old student from San Salvador

I am interested in doing a Pre-Intermediate course

at your school I hope you can answer some questions

for me

Firstly, could you tell me how much the accommodation

costs? Also, are there any places on your

Pre-Intermediate course? Finally, could you tell me

how much free time I will have for sightseeing?

I hope to hear from you soon

Regards

Maria Gonzalez

Optional activity: It is possible, and probably better,

to use if to create some of the yes/no questions

in Exercise 7: Could you tell me if there are any places on your Pre-Intermediate course?

Could you tell me if there is much free time for sightseeing? You may like to introduce this to your

Ss Make sure they understand that if is used only for

polar questions when making them indirect

8 Give Ss a few minutes to read the advert and think about the questions and then a further three minutes

to discuss Have a quick class discussion, putting any possible ideas that Ss can use later on the board

9 Divide Ss into groups of three or four for planning

Ask Ss to look at the prompts and discuss what they are going to write Give them about three minutes, walking around and monitoring Then give Ss about six minutes to write the emails individually Make yourself available especially to the weaker Ss as they will probably need help with grammar Then put Ss into pairs Make sure that you don’t have pairs of two very strong or two very weak Ss Give Ss six minutes

to look at each other’s work and correct Again walk around to give assistance where necessary Then build

a model answer on the board with the help of the class

Optional activity: For homework, Ss fi nd an

advertisement on the net or in a paper and write an email requesting information Make sure Ss give you

a copy of the advert with their email

Resource 6: Your holiday plans

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inTroDUCTion

These review sections give students a chance to revise

the grammar and vocabulary of the previous two units

of the book as well as giving them important exam

practice in reading, listening and speaking skills

It is suggested that, at the beginning of the course, the

activities can be done mainly as pair or group work

with lead-ins to the exercises to remind students of

the grammar or vocabulary or to give them help with

techniques for carrying out the activities successfully

The main aim here is to increase the students’

confidence and to help them see how they can

improve their performance in the exam

As the course continues, however, it is important

to give students more and more exposure to exam

conditions and let them attempt the activities with

less help from you At this stage it is more useful to

tell students to do the activities alone but to allow

them to compare answers with others before feedback

to avoid weaker students being put on the spot After

eliciting answers from the students, focus on areas

which they are having most difficulty with and look at

what the correct answers should have been and why

By the end of the course, you could set all activities

as a mini test Time limits would be set which would

approximate the time allowed in the students’ end of

year exams If time and space permit, take students

out of the classroom in pairs to do the speaking part

of the revision section whilst the rest of the class are

doing the rest of the activities If this is not feasible,

students could do the speaking task in front of the

class with no practice beforehand Although stressful,

students will need to overcome such stress in the

exam itself

voCabUlary anD grammar

1 Ss have books closed Write the following five

words from the exercise on the board and elicit what

they mean: snorkelling, train, battery charger,

modest, shopping centre Ss guess what the five

categories are and then look in their books to check

and complete the exercise

answers Personality adjectives laid-back, reserved,

modest, passionate (big-headed, quiet, clever, funny,

outgoing, caring, serious, romantic, selfish, talkative,

hard-working, generous, punctual, loud, polite,

sophisticated) Means of transport train, motorbike,

ferry (car, coach, plane, foot) Holiday activities

snorkelling, camping, sightseeing (trekking, sailing,

fishing, sunbathing, cycling, climbing)

Items for a holiday battery charger, money belt,

penknife (adaptor plug, anti-sickness tablets, camera,

guidebook, passport, playing cards, rail timetable,

shampoo, sleeping bag, suntan lotion, toothbrush,

towel, waterproof jacket) Town attractions art

gallery, shopping centre, theatre (cathedral, cinema,

clubs, concert hall, museum, restaurants, stadium)

2 Start by brainstorming as many prepositions on the board as Ss can recall Then elicit as many collocations

as the class can think of Ss then do the task individually before doing a class check

answers 1 on 2 on 3 at 4 in 5 by

3 Tell Ss to cover the words in capitals and read the sentences, thinking of (but not writing) what word could go in the gaps, e.g 1 week Elicit what kind of

word each is, e.g 1 noun Ss then look at the words given and do the activity in pairs

answers 1 fortnight 2 waterproof 3 inconvenient

4 neighbourhood

4 Ss work alone and then compare what they wrote

in pairs Elicit answers from the class

answers 1 doesn’t like 2 is not doing 3 am never late

4 not going on/not going to go on

5 Ss work alone to complete the exercise, then join

up into groups of three or four to compare answers and to try to convince each other that they are correct When groups have agreed on the answers, elicit and correct where necessary

answers 1 c 2 a 3 a 4 a 5 b 6 a 7 a 8 a 9 b

PronUnCiaTion

6 Ss listen to the words given in the table Drill carefully, making sure that Ss are saying them with the correct stress Ss then look at the other words given in pairs and try to guess the stress pattern of each They then listen to check their ideas and put the words into the correct column Play the CD again and drill all

answers Ooo nowadays, classical, generous, property oOo convenient, cathedral, frustrating, romantic ooOo multilingual, optimistic, reservation, pessimistic

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exams revision 1 units 1–2

lisTening skills

7 Allow Ss one minute to read through the statements

carefully to make sure they know exactly what to do

After the first listening, allow Ss to compare answers in

pairs and then play the CD again for Ss to check and

note what is said which gives them those answers

Paula: Jodie?! What’s going on in here? What are you

doing?

Jodie: Don’t say a word, Paula! We’re going away for

the weekend tomorrow, and I have to pack my things

– but I’ve got too much stuff My mum is going to be

mad at me!

Paula: What’s the problem? You’re only going away for

a weekend, right?

Jodie: It’s a long weekend! Three days! It isn’t easy,

you know … Mum says I can only take one bag, but

I want to take all of these things, and the bag is too

small!

Paula: Haven’t you got a list? I always use a list when

I have to pack

Jodie: No, I haven’t Which of these sweaters do you

like better – the green one or the black one?

Paula: I don’t know, but listen …

Jodie: Oh well, I’m going to take both of them, then

Paula: Jodie! You really don’t need to take two sweaters

with you

Jodie: Hmm, but they’re so cute!

Paula: Do you want my advice? Think about where

you’re going and what you’re going to do there

It’s better to pack light! By the way, where are you

going?

Jodie: To France … Paris My dad booked everything

on the Internet

Paula: Oh, you’re so lucky! It’s a wonderful place!

Jodie: Yeah, I know … We’re going to Eurodisney,

and …

Paula: Really?

Jodie: Uh huh, and I’m going to practise my French,

and maybe I’ll meet some nice people, and …

Paula: And you’re going to fall in love with a lovely

French boy, and you’re going to walk hand in hand by

the river …

Jodie: Yeah, yeah … but I’m going to take both

sweaters anyway I mean, it can be cold in Paris,

especially by the river in the evening …

answers 1 T 2 F 3 T 4 F 5 F

reaDing skills

8 Ss read through the four sentences and, for each, underline key words which will help them to carry out the activity successfully, e.g 1 ‘400 million’ When Ss have completed the task, ask how they can be sure they are correct

answers 1 T 2 T 3 F 4 F

9 As Ss have already read this text, this task should

be pretty easy Give them two minutes to read again and choose the correct answers In the class check, make sure Ss give justification for their answer

answer b

sPeaking skills

10 Put Ss into pairs and allow them a minute to read through the instructions They should try to carry out the roleplay as naturally as possible and respond spontaneously to what their partner says When Ss have finished, nominate an A and a B from different pairs to act out the roleplay in open class, again making the task a more spontaneous one than if they had already practised together

model answer

A: Hello, could you give me some information about the camping trip to Brighton, please?

B: Certainly What would you like to know?

A: Could you tell me if there are any places available?

B: Yes, we have got seven places available

A: How much does the trip cost and how do we get to Brighton?

B: It costs £100 for ten days We are going to travel to Brighton by coach from London

A: Could you tell me what we can do in Brighton and what I should take with me?

B: In Brighton you can swim in the sea, go shopping, visit the museums There are lots of things to do You need to bring a sleeping bag but you don’t need a tent

We’ve got tents

A: OK Thank you very much

WriTing skills

11 Give Ss two minutes to read the text Then tell Ss

to read again and underline the key words Check:

‘local youth club invites young people’, ‘variety of activities’, ‘email’, ‘introduce yourself’, ‘if foreigners can participate’, ‘hobbies’, ‘express interest in’,

‘certain activity’, ‘when your activities take place’,

‘how big groups are’, ‘if you have to pay’, ‘what you have to do to take part’ Brainstorm as a class types of activities that the youth club might do Then give Ss fifteen minutes to write their draft Ss then work in pairs They swap each other’s emails and check them

Give Ss another ten minutes to rewrite before taking them in or building the best email on the board with the class

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Growing up

Practise the Past Simple and used to for past events; adjectives with -ed/-ing endings.

Focus on asking for permission; predicting in reading and listening.

Write a personal recollection

GRammaR and ReadinG

This section recycles the Past Simple on the topic

of memories of school

Special difficulties: This shouldn’t be new to Ss at

this level so it would be better not to give a

teacher-led presentation but to let Ss show you what they

can do and then correct where necessary

Culture notes

Schools in England

The normal school system in Britain is as follows:

Aged 3–4 Nursery school

Aged 5–7 Infant school

Aged 8–11 Junior school

Aged 11–16 Secondary school

Aged 17–18 Sixth form (at secondary school or

in a separate sixth form college)Schools have three terms: September – Christmas,

Christmas – Easter, Easter – late July Summer holidays

are six weeks long, Christmas and Easter holidays are

about two weeks long Students take GCSE (General

Certificate of Secondary Education) exams at age

sixteen (the end of their fifth year at secondary school)

They can then leave school or go on to study for

A-levels which are needed to get into university

Warm-up Introducing the topic of the lesson and revising

indirect questions First day at school? Write the

following phrases up on the board:

do you remember about / your first day at school /

the name of / where was / how did / what was /

what / your first school / you feel on / each student /

your first teacher

Ask Ss, in pairs, to make four questions using the

phrases, i.e 1 How did you feel on your first day

at school? 2 What do you remember about your

first day at school? 3 What was the name of your

first teacher? 4 Where was your first school? They

can use some phrases more than once Put Ss into groups of four and number them 1–4 Ss ask other Ss

in their group their numbered questions (number 1s ask question 1, etc.) but have to do it politely by using indirect questions Give groups five minutes Then ask individual Ss to tell you one answer to their question

The rest of the class identify the indirect question and then guess who gave that answer

1 In pairs, Ss ask and answer the questions Then do

a class check

2 Check understanding of the vocabulary in the box Ss look at the photo for one minute and think about their answers without looking at the text In pairs, Ss share their answers to the three questions using the words from the box Next, Ss read and listen to see how close their answers were to the girl’s experience Ask Ss to compare this with their own experience of their first day

answers 1 She is five years old 2 It is her first day at

school 3 She is scared/nervous (‘cried all the

way’/‘didn’t want to go’)

Work it out

3 Before Ss do this exercise, give Ss a minute to read through the text to find all the things that Kate did on her first day at school (walked, cried, thought, learnt, sang, clapped) Give another minute to find out what other things happened (a bell rang, everybody stopped running and went inside, Mrs Bell spoke, Mrs Bell read a story) Class check and then Ss do the exercise in pairs

answers 1 Past 2 was/were 3 walk/walked, cry/cried,

look/looked, stop/stopped, clap/clapped, ask/asked

4 have/had, know/knew, ring/rang, go/went, think/

thought, speak/spoke, learn/learnt, sing/sang, read/read, sit/sat, say/said, make/made

Speaking Asking for permission: SB p.28, ex.6

Describing a photo: SB p.24, ex.2; p.28, ex.1; p.30, ex.1 Unit 3 materials

Listening Matching: SB p.25, ex.9

True/False: SB p.31, ex.8

Reading Multiple choice: SB p.26, ex.9

Matching: SB p.26, ex.7

Grammar and

vocabulary Error correction: SB p.29, ex.3 Sentence completion: SB p.29, ex.6

Word formation: SB p.30, ex.3

Writing Description of past events: SB p.25, ex.10

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4 Ss should be able to do this without referring to the

text Only ask them to look if you class check and they

don’t have the answers

answers 1 walked 2 didn’t 3 Did 4 did 5 didn’t

Check it out

For each box, e.g affirmative to be, ask Ss to give

simple example sentences, e.g. Michael Jackson was

a singer Encourage Ss, in pairs, to make sentences

using all the time expressions, e.g Yesterday we

learnt to write formal emails

5 This can be done individually and then checked in

pairs or as a class game Ss close their books Write

the words on the board or dictate them for Ss to write

down Ss put their hands up as soon as they know

which is the irregular verb Ask a student to come to

the board and write the past form Ss then open their

books and write the answers alone

answers 1 think (thought) 2 buy (bought) 3 forget

(forgot) 4 feel (felt) 5 wear (wore) 6 give (gave)

6 Drill the three verbs given in the example box and

elicit the difference in the sound of the -ed ending Ss,

in pairs, try to guess the sounds of the verbs in

Exercise 5 If there are any disagreements, write on

the board with a question mark Listen and repeat

from the CD once and then ask Ss to confirm the

answers on the board Ss then copy the correct table

in their books It may be a good idea to drill once more

to confirm they have retained the verbs

answers /d/ phoned, rained, listened, stayed, lived

/t/ worked, talked, watched, promised, laughed

/ i d/ decided, shouted, visited, hated, invited

7 Ss work in pairs to write question forms and

answers Ss ask and answer in open class Elicit

corrections where necessary

answers 1 How old was Kate? She was five 2 Did Kate

walk to school on her own? No, she didn’t She walked

with her mum 3 What did everyone do when the bell

rang? They stopped running and went inside 4 What

colour were the walls? They were yellow 5 What was

Kate’s teacher’s name? Her name was Mrs Bell 6 Was

the teacher strict? No, she wasn’t 7 Did the children

sing songs? Yes, they did 8 Did Kate enjoy her first day

at school? No, she didn’t

8 With books closed, write When did you last … on

the board Elicit possible endings If Ss don’t know,

write eat ice cream as a prompt, then elicit questions

and answers Refer Ss back to the time expressions

Brainstorm any others that Ss might think of, e.g this

morning, two weeks ago, two hours ago, etc Ss

then ask and answer in pairs and make up some more

Then do a class check, encouraging Ss to share the

extra questions and answers they came up with

9 Before listening, tell Ss to think of the answers

Elicit answers in open class Then play the recording ONCE Play the CD a second time if Ss are having trouble Ss can also give the answers to the questions

in their own words

I probably wore new trainers and a new jacket on my first day

(Interviewer: Did you make any new friends?)Speaker 3: Yes I remember that during the first lesson

I sat next to a boy called Paul – and we both made friends really quickly We had a lot in common – we were both interested in motor sport

(Interviewer: Did you like your form tutor?)Speaker 4: Yes, very much Our form tutor, Mrs Adair, was like a grandmother to us She was a funny old lady in glasses She wasn’t strict at all Everybody really liked her

(Interviewer: How did you spend the first day?)Speaker 5: Well, our form tutor gave us the timetable for the term and then we met our new teachers for the first time – and that was all really We didn’t do very much on the first day

Ss can swap descriptions to check and read

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Resource 7: It’s all in the past!

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ReadinG

This section provides a reading text on the topic

of dyslexia with which Ss will learn how to use first

and last paragraphs to work out the main idea

They will also be given practice in doing

multiple-choice tasks It also continues the topic of school

and grammar of the Past Simple

Special difficulties: (1) The idea of using the first

and last paragraphs to work out the gist of a text

may be alien to Ss and they may still prefer to read

the whole text This rule needs careful attention

and further practice as much as possible

(2) Multiple-choice exercises can cause problems

as Ss are distracted and confused by wrong

answers It is important for Ss to identify exactly

where the relevant information can be found and

why two of the answers are wrong

Culture notes

Ludwig van Beethoven (1770–1827) was

a German composer and pianist Although born in

Bonn, he moved to Vienna when he was young to

study music and first became famous as a pianist He

started to lose his hearing in his late twenties and

was completely deaf by the time he was forty-five

However, this did not stop him writing some of the

most impressive classical music the world has heard

Unlike Mozart, who died without anyone noticing,

when Beethoven died more than 20,000 Viennese

citizens crowded the streets to say goodbye He is

considered one of the most important and influential

classical composers and is particularly remembered

for his Third and Fifth Symphonies and the

Emperor Concerto.

Pablo Picasso (1881–1973) is most commonly

known as a painter but, in fact, he was also

a draughtsman and a sculptor He was a great talent

from a very young age His father, a professor of Fine

Arts, decided to give up art after seeing his

thirteen-year-old son’s work He changed his style many times,

starting with realism before becoming one of the

creators of the Cubist movement His most famous

works are Les Demoiselles d’Avignon and Guernica,

which is a painting of the bombing of a small village in

Spain during the Spanish Civil War

Agatha Christie (1890–1976) was a British crime

fiction writer She also wrote romances under the

name Mary Westmacott Christie is the world’s

best-known mystery writer and all-time best selling author

of any genre other than William Shakespeare Her

books have sold over a billion copies in the English

language and another billion in over forty-four

foreign languages During World War II she worked

as a pharmacist, a job that also influenced her work:

many of the murders in her books are carried out

with poison Famous characters include Hercule

Poirot and Miss (Jane) Marple Her stage play The

Mousetrap holds the record for the longest run ever

in London, opening at the New Ambassadors Theatre

on November 25, 1952 and, as of 2010, still running

after more than 24,000 performances

Albert Einstein (1879–1955) was born at Ulm in

Germany He was considered a slow learner, possibly due to dyslexia, simple shyness, or the significantly rare and unusual structure of his brain (examined after his death) Einstein began to learn mathematics around age twelve In 1914, just before the start of World War I, he settled in Berlin as professor at the local university In November 1915, Einstein presented

a series of lectures in which he described his theory

of general relativity The theory allowed scientists

to understand many features of the universe that were discovered well after Einstein’s death General relativity has passed every test till now and become

a method of perceiving all of physics In 1921, Einstein was finally awarded the Nobel Prize After Adolf Hitler came to power in 1933, Einstein renounced his German citizenship and fled to the United States, where he was given permanent residency

Dyslexia is a state in which a person’s reading,

listening and/or writing ability is significantly lower than that which would be predicted by his or her general level of intelligence People are diagnosed

as dyslexic when their reading problems cannot be explained by a lack of intellectual ability, inadequate instruction, or problems such as poor eyesight Five

to fifteen percent of the population are thought to be suffering from various degrees of dyslexia A number

of eminent scholars throughout history have suffered from varying degrees of dyslexia, e.g Albert Einstein, Thomas Edison, Alexander Graham Bell, Walt Disney and many others

Warm-up Review of the Past Simple question forms

Famous questions Ss, in two groups, choose

a famous person from the past Each group has to try

to find out who the other group’s person is by asking questions Ss can only answer yes or no, e.g Was it

a woman? (yes) Did she live in Europe? (yes) Was she a writer? (no) To avoid problems, make sure

you accept the group’s choice of character before the activity begins

1 Tell Ss to keep their books closed Write the four names on the board as titles of four columns and ask

Ss, in groups of three or four, to make a note of everything they know about each person Elicit everything Ss know and put it on the board Then allow Ss to open their books Check they understand

propose and compose Ss then complete the

sentences and match the pictures

answers 1 wrote (B) 2 proposed (D) 3 painted (C)

4 composed (A)

2 Check Ss know the meaning of hidden and talent

Elicit examples of talents that Ss have Ask Ss if their parents always knew about their talents Why/Why not?

Ask why they think the people in the pictures’ talents were hidden, e.g Nobody could see it until they were older They were shy when they were children.

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3 After Ss have read the first paragraph, discuss their

ideas in open class and elicit reasons for those ideas

Don’t tell Ss the right answer yet

Possible answers 1 ‘unhappy schooldays’

2 ‘didn’t learn to read and write until they were older’,

‘friends laughed at them’, ‘hated their schooldays’

3 No mention of bad education in paragraph 1

4 No mention of successful people in paragraph 1

4 Give Ss about a minute to read the final paragraph,

then do the same as Exercise 3 Repeat the ideas

above after reading the final paragraph Look at the

first line of paragraph 5 and ask Ss: What do you

know must be in the paragraph before? (It must

talk about Agatha Christie and her problems at

school.) This is useful practice for the text insertion

type of reading task Elicit from Ss which sentence in

the last paragraph contains the main idea (the last)

answers 4 seems the most appropriate now (‘important

and creative people who had problems with reading and

writing when they were young’)

5 Read through the box together with Ss, who fill in

the box before checking in pairs Ss then think about

what they did to complete Exercises 2–4

answers a pictures b title c first d last

6 Ss now read and listen at the same time

(alternatively you can do it as a two-minute skimming

activity to emphasise the importance of not reading

every word) Check that all Ss understand what

dyslexia is Put Ss into pairs and tell them to work

together to say in their own words, in one sentence,

what the text is about Elicit ideas in open class and

get the class to vote on the best idea (apart from their

own) Ask Ss if their original answers are very

different from their final answer (they shouldn’t be)

answer 4 successful people who had learning

difficulties

7 One way to do this is to cover the choices and ask

Ss to identify the most important point in each

paragraph, e.g 1 People who had unhappy

schooldays Ss reduce this to two or three words

(unhappy schooldays/bad at school) Ss do the same

for the other four paragraphs in pairs and then

compare their ideas in open class Then Ss uncover

the choices in their books and see how close their own

ideas were to those in the book Ask Ss if there was

a specific place where they found the information in

each paragraph (yes) Remind Ss that in every

paragraph there is usually one sentence that tells you

the main idea of a paragraph

answers 1 b 2 d 3 a 4 f 5 e (c is redundant)

8 Ss do the task individually and then check in pairs before doing a class check

answers b classmates c memorise d mark

e disappointed f creative Optional activity: This might be a good time to

introduce word forms Check Ss understand the meaning of verb, noun, adjective and adverb Ask Ss

to identify the word forms of each answer and elicit how they found out (by using the abbreviations and then checking in the text) Elicit other possible word forms from Ss

9 Do number 1 with the whole class Give Ss about

a minute to find the answer Check their possible answers Then ask Ss to identify where the answer is (the whole of the first paragraph) Elicit why (b) and (c) are wrong, i.e (b) Friends laughed at them but they weren’t stupid (c) Some decided to drop out as soon as possible Then elicit why (a) is correct: ‘didn’t

learn’, ‘parents thought they were stupid’, ‘classmates laughed at them’, ‘unhappy’ Ss do the rest of the task individually and then check with the whole class, following the same procedure as with the first question

answers 1 a 2 c 3 a 4 b 5 c

10 The three questions are quite different in terms of subject so they can either be done as three separate tasks or as one Allow Ss a bit of time to think before doing the pairwork Ask for volunteers to share their ideas in open class but don’t force them to speak as this may be difficult and personal to talk about publicly It may help if you talk about your own experiences If they do speak, ask if they did anything special to overcome their problems and if they have any advice for others with similar problems

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Resource 8: Oh no! The coffee!

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