58
Now I can ...
express obligation.
58
Pronunciation must / mustn’t
58.2 We don’t usually pronounce the t in must. Listen and repeat.
1 I must go.
2 You mustn’t do that.
3 We must leave.
4 We mustn’t swim here.
5 I must get up.
6 You mustn’t smoke.
7 You must be careful.
8 We mustn’t go out.
Daniel Well, I must go. I have to make some phone calls.
Lucy Me, too. I have to photocopy this report.
Daniel Oh, there’s something wrong with the photocopier. We mustn’t use it.
Lucy But Olive has to have the report for a meeting today.
Daniel Well, take it to The Photo Shop.
Lucy Good idea, but I must hurry. The meeting’s at 12 and I mustn’t be late.
1 2 3
5
4 6
ADMISSIONFREE
Lucy. The meeting’s going to be next week now, so you don’t have to photocopy that report today.
Later...
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© 2020 Oxford University Press
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
1 59.1 Listen. Choose the correct city for each speaker.
2 Listen again. Complete the table.
1 2 3
How does he / she travel to work?
How long does it take?
What problems does he / she mention?
Language note Time expressions How long does the journey take?
It takes … – an hour – half an hour – an hour and a half – an hour and a quarter – a couple of hours – two and a half hours.
3a Complete the text for speaker 1.
1 He lives near . He works in . He walks to the station and he takes the train to . Then he . The journey takes about . The journey is OK, but in the summer .
b Write texts for speakers 2 and 3.
SKILLS
Listen and speak
59
Now I can ...
talk about my daily journey.
59
4a Your life Answer these questions.
1 Where do you live?
2 Where do you work / study?
3 How do you travel to work / school / university? Why?
4 How long does the journey take?
5 What things do you do on the journey?
6 What problems do you sometimes have?
b Ask and answer with a partner. Compare your journeys.
English in the world Rush hour
In Britain, the busiest times for transport are:
7.30–9.15 a.m. The morning rush hour. People go to work, and children go to school. There are often long traffic jams.
2.45–4 p.m. Children come home from school. A lot of parents take their children to and from school by car.
We call this the school run.
5–6.30 p.m. The evening rush hour. People go home from work. The trains and buses are usually very crowded and a lot of people have to stand.
Compare this with your country.
Kuala Lumpur New York Venice
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Warm-up
• Prepare a mini quiz about time, e.g. How many minutes are there in an hour? What is three and a quarter hours in minutes? Which is later: 4.00 p.m. or 1300 hours? How many seconds are there in five and a half minutes? What is quarter to midnight on a 24-hour clock?
• Put students in teams to answer the questions. Read the questions out. The first team to call out the correct answer wins a point.
1 • Elicit / Teach: commuter, monorail, waterbus. Ask questions about the pictures, e.g. What are the people doing? What forms of transport can you see? Where do you think the people are?
• Put students in pairs to list other forms of transport.
Remind them to use a preposition, e.g. by bus, by car, on foot. Ask students to call out their ideas. Write new words on the board. Drill each one and check comprehension.
• Play audio 59.1 for students to familiarize themselves with the speakers.
• Go through the cities. Tell students to listen and say which city the people work in. Play the audio again.
• Go through the answers as a class.
1 Venice 2 Kuala Lumpur 3 New York
2 • Focus on the table. Go through the questions.
• Tell students to listen to the first text again and complete the table. Play the first text. Elicit: by train and waterbus, an hour and a half, the waterbus is crowded with tourists in summer.
• Repeat with each conversation.
1 takes the train to the central station and then takes a waterbus, about an hour and a half, the waterbus is crowded with tourists in summer
2 takes the bus to the metro station and then takes the monorail metro, an hour and a quarter, she doesn’t live near the metro station
3 by bike usually (by subway in winter), about half an hour (45 minutes by subway), can’t cycle in winter and car drivers open doors in front of him
• Read through the Language note. Drill the examples.
• Write: It take three hours. The journey takes half of an hour.
It takes two hour and a half hour to get to London. It took an hour and an half to get here. on the board. Ask students to correct the sentences. Elicit: It takes three hours. The journey takes half an hour. It takes two and a half hours to get to London. It took an hour and a half to get here.
3a • Read through the text. Tell students to think about the man in the first listening. Write: He lives near . on the board. Ask students to complete the sentence. Elicit: Venice and write this in the gap. Repeat with He works in . to elicit the city centre.
• Put students in pairs to complete the text using the information in exercises 1 and 2.
• Go through the answers as a class. Nominate different students to read one sentence each from the text.
He lives near Venice. He works in the city centre. He walks to the station and he takes the train to the central station. Then he takes the waterbus. The journey takes about an hour and a half.
The journey is OK, but in the summer the waterbus is crowded with tourists.
b • Put students in pairs to write about the remaining two journeys, following the same model. Monitor.
suggested answers
2 She lives in the suburbs of Kuala Lumpur. She works in the city centre. She takes a bus to the metro station. Then she takes the monorail metro. The journey takes about an hour and a quarter.
The journey is very fast and comfortable.
3 He lives and works in New York. He cycles to work. The journey takes about half an hour. The journey is OK, but he has to be careful because car drivers open their doors in front of him and in the winter he can’t cycle.
4a Your life
• Go through questions 1–4. Make sentences about your life, e.g. I live in the suburbs of Manchester. I work in the centre of town.
• Tell students to read questions 1–4 again and write answers for themselves. Monitor.
• Nominate a student. Ask: Where do you live, (Cindy)? Repeat with different students and different questions.
• Focus on question 5. Elicit ideas of things that people do on their journeys, e.g. listen to music, talk, read a book, do some work.
• Repeat with question 6. Ask what problems people might have when they travel. Suggestions may include: missing a bus / train, breaking down, delays because of bad weather (storms, snow), traffic problems (accidents, traffic jams). Write students’ suggestions on the board and check comprehension.
• Tell students to think about their journey and to write answers for questions 5 and 6.
• Ask different students to read their answers.
b • Put students in pairs to ask and answer the questions.
Monitor.
• Nominate students to tell the class about their partner.
English in the world
• Elicit / Teach: rush hour, traffic jams.
• Read through the text as a class. Ask questions to check comprehension, e.g. When are the busiest times for transport in Britain? What time is the school run? Why are the roads busy between 5 and 6.30 p.m.?
• Ask students questions about rush hour in their country, e.g.
What time is the morning rush hour in (Spain)? Do many parents take their children to school by car in (Peru)? What time do people go home from work in (Italy)?
• Put students in mixed-nationality pairs or small groups to describe rush hour in their countries. If your students are all the same nationality, do this as a whole class activity using the board to compare your country and your students’ country.
• Focus students’ attention on the can do statement: Now I can talk about my daily journey.
Follow-up
• Ask students to use the answers they wrote for exercise 4a to write a paragraph about their daily journey.
• Put students in pairs to read each other’s work. Tell them to check for good spelling and punctuation, particularly: capital letters at the beginning of sentences and for the names of places, full stops at the end of sentences, commas before but and after however.
Resource activity pages 232 and 283 teacher’s notes lesson 59 Students listen to descriptions of journeys to work and talk
about their daily journeys.
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© 2020 Oxford University Press
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
• Ask students to complete the expressions.
• Go through the answers together. Drill each expression as a class then individually.
on, a, to, a, me
b • Go through the conversation cues. Elicit / Teach key vocabulary, e.g. offer, accept, refuse, respond.
• Nominate two students to act out a conversation using the cues. Check pronunciation.
• Put students in pairs to make conversations. Monitor.
• Nominate pairs of students to read out their conversations.
Check pronunciation.
5 • Focus on the Language check. Tell students to look at the first picture. Ask them to read the text again and underline all of the examples of must / mustn’t or (don’t) have to.
• Repeat with the remaining pictures.
• Go over as a class.
picture 1: … I don’t have to be there till 3.30. You don’t have to do that.
picture 2: We have to check these laptops … … we mustn’t open emails.
picture 3: You must come here quickly.
6 • Focus on the story. Put students in groups. Tell them to practise the story, each taking one part.
• Give students an opportunity to practise each role. Monitor.
• Ask one group to act out the story for the rest of the class.
• Focus students’ attention on the can do statement: Now I can greet a visitor.
Follow-up
• Make up a paragraph about the storyline. Include some content mistakes (underlined for teacher’s reference only), e.g.
Sarah visited Jordan in his office. She brought some tea and some cakes. Jordan and Sarah saw an email from Starlight Properties to Anna Harlow. It was about The Coffee Shop.
Jordan and Sarah printed the email and read it. They were shocked by the email. Sarah decided to call Russell. She told him to come to The Coffee Shop.
• Prepare enough copies for students to work in small groups (or dictate the text).
• Ask students to close their books. Put them in groups and give them a copy of the paragraph. Tell them to find and correct the mistakes.
• Go through as a class.
Resource activity pages 233 and 283 Warm-up
• Ask students to write down all the ways that they use computers e.g. to practise English, to send emails, to chat online, to study, to find out information, for work, to play games.
• Put students in small groups to compare their ideas.
• Go through as a class.
1 • Tell students to read episodes 6 and 7 again. Ask questions about the story, e.g. Who took Ryan’s car? Why did Ryan go to see his accountant? Why did the police think Ryan stole the car? Why do Cindy and Ryan have to sell The Coffee Shop? Who are they going to sell it to? Where are they going to live?
2 • Play audio 60.1 to familiarize students with how the story develops and with the characters’ voices.
• Elicit / Teach key vocabulary for the pictures, e.g.
picture 1: surprise, doughnut
picture 2: check, email program, subject, have a look, hard picture 3: workshop.
• Write the new words on the board and drill them as a class and individually.
• Tell students to cover the text. Ask some questions about the pictures to check basic comprehension, e.g.
picture 1: What do you think Jordan’s doing? Who is he talking to? What is Sarah holding?
picture 2: What is Sarah pointing at? What is she doing with the bag? What do you think she’s saying to Jordan?
picture 3: What are they looking at? Do they look happy? Why not? What is Sarah doing?
• Focus on the question: What do Sarah and Jordan find? Play the audio again for students to read and listen. Elicit: An email from Anna Harlow to Starlight Properties.
• Ask some questions about the text to check comprehension, e.g.
picture 1: Is Jordan happy to see Sarah? What time does Sarah have to be at the university? Who’s a lucky man? Why is Peter lucky?
picture 2: Who bought Peter’s old offices? Why is Jordan checking the laptops? What does Sarah want Jordan to do?
picture 3: What does Sarah tell Peter to do?
3 • Focus on the questions. Write: Where are Jordan and Sarah?
on the board. Tell students to read the text again and find the answer. Elicit: at Jordan’s workshop.
• Tell students to read the text and answer the questions.
• Put students in pairs to compare their answers, then go over the answers as a class.
1 at Jordan’s workshop 2 to the university 3 some coffee and some doughnuts 4 checking some laptops 5 Starlight Properties 6 Russell’s girlfriend 7 The Coffee Shop 8 Because it isn’t his email. 9 Because Sarah says she won’t give him his coffee and doughnut if he doesn’t. 10 phones Peter
4a • Focus on the Everyday expressions. Tell students to find and underline them in the text.
• Write: Come in. on the board. Point to the gap and ask students to supply the missing word. Elicit: on.
teacher’s notes lesson 60 Students learn how to greet and practise greeting visitors.
Student’s Book p.60
131
Sarah You look busy.
Jordan Yes. We have to check these laptops from Starlight Properties.
Sarah They bought Peter’s old offices.
Jordan Yes. There’s a problem with the email program on this one. It …
Sarah Look! There’s an email from Anna Harlow. That’s Russell’s girlfriend.
Jordan Oh, yes. Subject: ‘The Coffee Shop’. Why is she writing to Starlight about that?
Sarah Well, come on. Let’s have a look at it.
Jordan No, we mustn’t open emails.
Sarah I won’t give you your coffee and doughnut if you don’t open it.
Jordan You’re a hard woman, Sarah.
I hope Peter knows!