1 An adjective describes a noun:
You chose a bad song.
adjective noun An adverb describes a verb:
You sang badly.
verb adverb
2 Adjectives quick nice easy good fast Adverbs quickly nicely easily well fast 3 You danced well. NOT You well danced.
You cooked everything perfectly.
NOT You cooked perfectly everything.
X X
X X
3 30.2 Drill. Listen. Say the sentence.
1 She’s a good driver.
She drives well.
4 Put the words in the correct order.
1 You’re a great dancer.
1 great a dancer you’re 2 very he well cooks
3 guitar you the badly play 4 a meal it delicious was 5 the sang perfectly she song 6 beautifully he piano the plays 7 song a good chose you 8 waiter he’s excellent an 5a Choose the correct word.
1 Are you a good / well cook?
2 Do you drive careful / carefully?
3 Do you often sleep bad / badly?
4 Are you a nice / nicely person?
5 Do you wake up easy / easily?
6 Do you walk quick / quickly?
b Ask your partner the questions.
Language note Verb + adjective We use an adjective after these verbs:
be, look, taste, sound.
It sounded terrible.
NOT It sounded terribly.
It looked good. NOT It looked well.
6a Think of a thing, person, or place for these descriptions.
1 I think this book looks interesting.
1 looks interesting 2 looks dangerous 3 tastes delicious 4 tastes awful 5 sounds beautiful 6 sounds terrible 7 is easy 8 is boring
b Compare your ideas with a partner.
7 Your life Write six sentences about yourself. Use these words.
good well bad badly fast slowly
GRAMMAR
Adjectives and adverbs
30
Now I can ...
describe things and activities.
✓
30 You’re a good dancer and you danced well. But you chose a bad song and you sang it badly. It sounded terrible. So I can only give you three out of ten.
That meal was perfect. The wine was excellent and you cooked everything perfectly. It looked good and it tasted delicious. Ten out of ten.
Can’t you forget your job when we go out, dear?
02 E4L Pre-int 17–32 5P.indd 30 29/10/08 09:14:48
EFL PRE_INT TB_60-75.indd 71 5/10/11 11:49:49
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Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
Student’s Book p.31
3a 31.2 Read and listen. Write the missing words from exercise 1.
b What kind of person are you? Do you agree with the result?
Language note
Expressing likes and dislikes
☺
�
I love I like I prefer I don’t mind I hate I can’t stand
talking.
being alone.
dancing.
shopping.
4a Writing Write a paragraph about your likes and dislikes. Use this model.
I love … . I like … , too, but I prefer … . I don’t mind … , but I hate … , and I can’t stand … .
b Compare your ideas with a partner.
A I love cooking. Do you?
B I don’t mind it. / No, I can’t stand it.
SKILLS
Read and write
31
Now I can ...
talk about personality, likes, and dislikes.
✓
31 1 shy 2 confident 3 generous 4 selfish
5 hard-working 6 lazy 7 quiet 8 noisy
b Calculate your score.
Score: 3 for every ‘I like it’.
1 for every ‘I don’t mind it’.
0 for every ‘I don’t like it’.
What kind of
person are you?
1 31.1 Listen and repeat.
2a Read the questionnaire. Work with a partner. Ask the questions.
A Do you like getting up late?
B Yes, I do. / I don’t mind it. / No, I don’t.
Do you like these things?
I like it I don’t mind it I don’t like it 1 getting up late
2 writing emails
3 eating new kinds of food 4 going to parties
5 travelling
6 talking on the phone 7 shopping
8 meeting new people 9 working with other people 10 dancing
21–30: You love talking and having a good time. You look 1 , but you hate being alone. You’re usually 2 . You don’t like working at a desk and you’re sometimes a bit 3 . You do things quickly and you don’t always fi nish jobs completely.
11–20: You like talking to people, but you don’t mind being alone. You like meeting people and going to parties, but you often leave early.
You’re 4 . You can do things easily and you work fast, so you prefer working alone. You can sometimes be a bit 5 . 0–10: You’re quite 6 and you
like a 7 life. You prefer being alone or with a very good friend.
You don’t like talking to people and you hate 8 people.
You love reading books. You work hard, but you do things slowly and carefully.
confident
02 E4L Pre-int 17–32 5P.indd 31 29/10/08 09:14:49
Warm-up
• Play a game of Whiteboard Scrabble (see page 11) to revise adverbs and adjectives from lessons 29 and 30.
1 • Focus on the pictures. Play audio 31.1 for students to listen and repeat.
• Tell students to cover the labels. Ask: What’s number 1?
Elicit: shy. Repeat with different pictures, then put students in pairs to practise. Monitor.
• Ask students to call out any other words they know to describe personality. List new words on the board. Drill each one and check comprehension.
2a • Elicit / Teach: questionnaire, personality, don’t mind.
• Go through the questions. Nominate a student. Ask: Do you like getting up late, (Ellen)? Elicit: Yes, I do. / No, I don’t. / I don’t mind it. Repeat with different students and different questions.
• Put students in pairs. Tell them to interview their partner using the questionnaire. Monitor.
• Ask individual students to tell the class about their partner.
Check pronunciation.
b • Elicit / Teach: calculate, score.
• Go through the scoring system. Nominate a student.
Ask: Do you like writing emails, (Jay)? When the student responds, ask the rest of the class How many points for that answer? Do more examples, if necessary.
• Tell students to calculate their partner’s score on the questionnaire. Find out who got the highest score in the class and who got the lowest.
Remind students that the answer to a question with Do you like is Yes, I do. / No, I don’t. or I don’t mind (it). Some students may use Yes, I like. / No, I don’t like., but verbs such as like, love, and hate need an object, e.g. Yes, I like it. / No, I don’t like getting up late.
3a • Elicit / Teach key vocabulary, e.g. have a good time, completely, prefer.
• Play audio 31.2 for students to read and listen.
• Go through the words in exercise 1. Tell students to listen again and write the words in the correct places. Play the audio again.
• Put students in pairs to compare their answers, then go through as a class. If necessary, play the audio again, pausing after each answer.
1 confident 2 generous 3 lazy 4 hard-working 5 selfish 6 shy 7 quiet 8 noisy
b • Tell students to look at their scores in exercise 2b. Put students in three groups, according to their score, i.e. put those who scored between 0–10 together, etc. Tell the groups to organize themselves into lines, from the lowest to the highest score in the group.
• Ask students to look at the text again and find the paragraph that corresponds to their score. Tell them to read the paragraph again. Ask individual students if they think they are in the right group. Ask: Why? / Why not?
• Read through the Language note. Drill the examples.
• Tell students to cover the note. Write: hate, prefer, don’t mind, can’t stand, love, like on the board. Ask students to put the words in order from the most positive to the most negative.
Elicit: love, like, prefer, don’t mind, hate, can’t stand.
• Ask questions about the activities in the table, e.g. Do you like dancing, (Ana)? Elicit answers using the verbs from the table, e.g. Yes, I love it.
• Write: Do you like dancing? Yes, I love. No, I can’t stand. on the board. Put a cross next to the two responses and ask students to correct them. Elicit: Yes, I love it / dancing. No, I can’t stand it / dancing. Remind students that verbs such as love and like need an object.
Verbs to express likes and dislikes may be reflexive in some languages, but are not in English, which students may find confusing. Another area where students are likely to make mistakes is by using these verbs in the continuous. In English they are generally only used in the simple form.
4a Writing
• Focus on the model. Use the cues to make sentences about your likes and dislikes, e.g. I love going to parties. I like eating new kinds of food, too, but I prefer dancing.
• Tell students to look at the activities in exercise 2a and write a paragraph about their likes and dislikes using the model. Monitor.
b • Go through some of the activities and compare your ideas with those of the students. Nominate a student. Say: I love cooking. Do you (Ivan)? Repeat with different students to elicit different responses, e.g. I love cooking, too. I don’t mind it. I prefer dancing.
• Repeat with a negative sentence, e.g. I can’t stand shopping.
What about you, (Jorge)? Elicit: I can’t stand shopping, either. I love shopping.
• Put students in pairs to compare their ideas. Monitor.
• Ask individual students to say a sentence about their partner. Check pronunciation.
• Focus students’ attention on the can do statement: Now I can talk about personality, likes, and dislikes.
Follow-up
• Divide a piece of paper into two columns. In the first column write a list of action verbs, e.g. swim, dance, sing, walk.
In the second column write adverbs, e.g. quietly, noisily, carefully, slowly. Cut up the paper so there is one word on each piece. Put the words into two piles (verbs and adverbs) and place the piles face down at the front of the class.
• Put students in teams. Teams take it in turns to send one of their members to the front of the class. The student picks up two pieces of paper, one from each pile. They have to mime the verb and the adverb. For example, if a student picks up walk and quietly, he / she must mime walking quietly. The rest of the class have 30 seconds to guess the mime. The first team to guess wins a point.
Resource activity pages 204 and 269 teacher’s notes lesson 31 Students learn a lexical set of words to describe people’s
personalities, and write about likes and dislikes.
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• Ask students to complete the expressions.
• Go through the answers together. Drill each expression as a class then individually.
help, much, look, like, prefer, it
4 • Focus on the pictures. Ask students to describe the two bags and the two pairs of earrings.
• Tell students to listen to the two conversations and write the price of each item. Play audio 32.2 twice.
• Go through the answers as a class.
1 large bag €50 2 small bag €32 3 gold earrings €115 4 silver earrings €72
• Tell students to listen to the conversations again and tick the items that the people buy. Play the audio again.
• Go through the answers as a class.
1 the large green bag 2 the gold earrings
5 • Focus on the conversation in exercise 1a and the first picture in exercise 4. Nominate two students, A and B, to make the first conversation. A is the assistant and B is the customer. Check pronunciation.
• Put students in pairs. Tell them to make two conversations about the items in exercise 4. Monitor.
• Ask pairs of students to act out one of the conversations.
Check pronunciation.
Pronunciation
• Play audio 32.3 for students to listen and repeat.
• Write: How much on the board. Model the pronunciation. Ask:
Which is the stressed word? Elicit: much. Drill the pronunciation as a class, then individually.
• Repeat with How much are those bags? to elicit that much and bags are stressed, and How much are those bags over there? to elicit that much, bags, and there are stressed.
• Put students in pairs. Tell them to say the remaining sentences and mark the stress in each line.
• Go through the answers as a class.
2 Can we have a look, Can we have a look at the large one?
3 Would you like to see, Would you like to see the other one?
• Ask individual students to say the sentences. Check pronunciation.
• Focus students’ attention on the can do statement: Now I can describe things in a shop.
Follow-up
• Play a game of Sentence Hangman (see page 11) using everyday expressions from the lesson.
Resource activity pages 205 and 269 Review and Wordlists Lessons 25–32 Student’s Book pages 89–90
Warm-up
• Collect six colour pictures of cheap, mid-range, and expensive watches. Label them a–f and display them on the board. Put students in teams, to order the watches from the cheapest to the most expensive.
• Ask questions about the teams’ choices, e.g. Why do you think that one is the most expensive / cheapest? before you tell the class the answers.
1a • Elicit / Teach: watch, gold, silver, take, euro.
• Tell students to cover the text. Ask questions about the picture, e.g. Where are the people? Who are they? What is the customer pointing at? What do you think the assistant is saying?
• Play audio 32.1 for students to read and listen.
• Ask questions to check comprehension, e.g. Does the customer want a gold or silver watch? How much are the small watches?
Which watch does the man try on first? What’s wrong with it?
b • Nominate two students to act out the conversation. Check pronunciation.
• Put students in pairs to practise. Give them an opportunity to practise both roles. Monitor.
• Focus on the Language note. Drill the examples as a class and individually.
• Write: This ones are £6. Those one is nice. Are this one expensive? Ask students to correct the sentences. Elicit:
These ones are £6. That one is nice. Is this one expensive?
• Hold up your bag / briefcase in one hand and point to a student’s bag with your other hand. Ask: Do you like this bag or that one? Elicit: I like that one / the brown one / the small one, etc.
• Practise with different classroom objects, e.g. pencils, chairs, pictures on the walls.
We use one to avoid repeating a singular countable noun, and ones to avoid repeating a plural countable noun.
One can be used with that or this, and ones with those or these, e.g. I like this one, I like those ones. Both forms can be used with a definite article (the) and an adjective, e.g. Can I see the brown bag and the blue one? I like the yellow ones. NOT I like the one. The adjective is placed before one, e.g. I’ll take the large one. NOT I’ll take the one large.
2 • Read through the cues. Write: this mobile / other on the board. Nominate two students to read the example. Check pronunciation.
• Put students in pairs. Tell them to make questions and answers using the cues. Monitor.
• Go through the answers as a class. Nominate pairs of students to read out one of the conversations.
1 Do you like this mobile? I prefer the other one. 2 Do you like those earrings? I prefer the gold ones. 3 Do you like these bags?
I prefer those ones. 4 Do you like that camera? I prefer the small one. 5 Do you like this watch? I prefer the black one. 6 Do you like these shoes? I prefer the brown ones. 7 Do you like this umbrella? I prefer the large one. 8 Do you like these sunglasses?
I prefer the other ones.
3 • Focus on the Everyday expressions. Tell students to find and underline them in the text.
• Write: Can I you? on the board. Point to the gap and ask students to supply the missing word. Elicit: help.
teacher’s notes lesson 32 Students learn how to describe things in a shop.
75
Student’s Book p.32