16
Now I can ...
ask about and respond to news.
16
1a 16.1 Read and listen. Match the conversations with the correct endings.
b Work with a partner. Practise the conversations.
Pronunciation Intonation
16.2 Listen and repeat.
1 Well done! (good news) 2 Never mind (bad news) 3 Congratulations!
4 That’s fantastic news!
5 Better luck next time.
6 I knew you could do it.
7 Oh, dear. That’s a pity.
2 Complete the expressions.
Everyday expressions News Asking about news
How did it ? How did you on?
How it?
Responding to good news Well done!
I you could do it.
That’s news!
Congratulations!
Responding to bad news Never mind.
Better next time.
Oh, dear.
That’s pity.
3 Make new conversations for these situations.
1 You had an audition last week.
2 You played in a sports match yesterday.
3 You took an English exam two weeks ago.
4a Read the email.
b Write an email to ‘Sam’. He passed his test.
5 Writing Look at situations 2 and 3 in exercise 1. Write emails to the people.
a I passed. b
Well done! I knew you could do it.
I failed.
Never mind. Better luck next time.
1
a b
2
a b
Congratulations!
Well done!
3
I won. I lost.
Oh, dear. Never mind.
It was OK, but I didn’t get it.
Great. I got it!
That’s fantastic news!
Oh, dear. That’s a pity.
I took my driving test yesterday.
How did it go?
I had an interview for a job last week.
How was it?
I played in a tennis competition yesterday.
How did you get on?
Hi Mick
I heard that you failed your driving test. Never mind! Better luck next time.
All the best, Trish
01 E4L Pre-int 1–16 5P.indd 16 7/8/07 10:58:31
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© 2020 Oxford University Press
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
Student’s Book p.17 1 17.1 Read and listen.
2a Match the meanings with the words in bold in exercise 1.
1 a slow train a local train 7 the price of the ticket 2 a fast train 8 a seat that is booked
3 leaves from 9 non-stop
4 arrive in 10 take two trains
5 a one-way ticket 11 a cheap ticket 6 a two-way ticket 12 an expensive ticket b Practise the conversation with a partner.
3a 17.2 Listen. Are the statements true (T) or false (F)?
1 The passenger wants to travel to Manchester.
2 She wants a standard class ticket.
3 She’s travelling today.
4 She buys a return ticket.
5 She doesn’t ask for a seat reservation.
6 The fare is £52.
7 The next train is direct.
8 There’s an express at 11.30.
9 It arrives at 12 o’clock.
10 It leaves from platform 4.
b Listen again and check.
4 a Writing Use the information in exercise 1.
Complete the email.
b Write an email with the information in exercise 3.
VOCABULARY At the station
17
Now I can ...
talk about train journeys.
17
Pronunciation Word stress 2
1 17.3 Listen and repeat.
single return
2a Put these words in the correct column above.
local standard express depart ticket direct arrive platform b 17.4 Listen, check, and repeat.
•• ••
A Hello. Can I help you?
B Yes. How much is a ticket to London, please?
A Single or return?
B Return, please.
A OK. Well, the fare in standard class is £24 and the first-class fare is £46.
B And how much is a seat reservation?
A Seat reservations are free.
B And what time is the first train this afternoon, please?
A There’s a train at 12.32, but that’s a local train so it stops at every station.
B What time does it get to London?
A It arrives at 2.20.
B Is there a fast train?
A Yes. There’s an express at 1.15 and that arrives in London at two o’clock.
B Oh, I think that’s better.
A But the express isn’t direct. You change at Oxford.
B Oh, OK. What platform does that train leave from?
A It departs from platform 3.
B Thank you very much.
I’ve got the information about the train to London. The 1 fare is
£24 in standard class and £46 in
2 . Seat reservations are
3 . The 4 train in the afternoon is at 12.32, but it’s a
5 train. It gets to London at
6 . There’s an 7 at 1.15.
It gets to London at two o’clock, but it isn’t 8 . You change at
9 . It departs from 10 . Which fare and train do you want?
02 E4L Pre-int 17–32 5P.indd 17 7/8/07 08:12:04
45
Warm-up
• Ask students to call out travel words and write them on the board.
• Put students in pairs to organize the words into four groups:
forms of transport, people, verbs, other.
1 • Play audio 17.1 for students to read and listen. Ask: Where does the man want to go? Elicit: London.
• Tell students to cover the text. Ask questions about the picture, e.g. Who are the people? Where are they?
• Play the audio again for students to read and listen.
• Ask questions about the text to check comprehension, e.g.
Which ticket is the most expensive? How much do you have to pay to reserve a seat? Why does he have to change in Oxford?
2a • Focus on the highlighted words. Drill each item as a class and individually.
• Write: a slow train on the board. Ask students to read the text again and find highlighted words that mean the same thing. Elicit: a local train.
• Put students in pairs to complete the exercise, then go through the answers as a class.
1 a local train 2 an express 3 departs from 4 get to 5 single 6 return 7 the fare 8 a seat reservation 9 direct 10 change 11 standard class 12 first class
b • Nominate two students to read the conversation. Check pronunciation.
• Put students in pairs to practise the conversation. Tell them to practise both roles. Monitor.
Some English words can be both nouns and adjectives, e.g. first class, express, and nouns can also be used as adjectives when they define a noun, e.g. seat reservation.
Remind students that in English, unlike languages such as Spanish, adjectives (or nouns used as adjectives) go before the noun they describe.
3a • Play audio 17.2 for students to familiarize themselves with the speakers.
• Go through the statements. Elicit / Teach key vocabulary, e.g. passenger, platform, pound (£).
• Do the first statement as an example. Tell students to listen. Ask: Is the statement true or false? Play the audio again to first class. Elicit: true.
• Play the audio again for students to complete the activity.
b • Play the audio again for students to listen and check.
• Go through the answers as a class. If necessary, play the audio again, stopping after each answer.
1 T 2 F 3 T 4 F 5 T 6 T 7 F 8 T 9 F 10 F
• Write: She wants a standard class ticket. on the board. Ask students to listen and correct the statement. Play the audio again. Elicit: She wants a first-class ticket.
• Put students in pairs. Tell students to look at the other false statements: 4, 7, 9, and 10. Say: Listen and make the statements true.
• Go over the answers together.
2 She wants a first-class ticket. 4 She buys a single ticket.
7 The next train isn’t direct. You have to change at Crewe.
9 It arrives at 12.45. 10 It leaves from platform 6.
4a Writing
• Focus on the email. Write: The fare is £24 in standard class. on the board. Tell students to read the information in exercise 1 and complete the gap. Elicit: return.
• Put students in pairs to complete the email.
• Go through the answers as a class.
1 return 2 first class 3 free 4 first 5 local 6 2.20 7 express 8 direct 9 Oxford 10 platform 3
b • Read through the email again. Elicit the information that the writer includes: destination, type and price of ticket, first train departure and arrival times, alternative train departure and arrival times, changes, the platform number and write these on the board as cues.
• Tell students to look at the information in exercise 3. Go through the cues and elicit the details for each one. Write these on the board.
destination: Manchester, type of ticket: first-class single, price:
£52, first train departure time: 10.22, alternative train departure time: 11.30, arrival time: 12.45, changes: Crewe, platform: 6
• Put students in pairs. Tell them to write an email giving information about the train to Manchester.
• Nominate pairs of students to read out their emails. Tell the other students to listen and check that they have included all of the details on the board.
Pronunciation
1 • Play audio 17.3 for students to listen and repeat.
• Write: single on the board. Model the pronunciation and elicit that the first syllable is stressed. Repeat with return, to elicit that the stress is on the second syllable.
2a • Go through the list of words. Tell students to put the words in the correct column. Put students in pairs to compare their answers.
b • Play audio 17.4 for students to listen and check their answers. Go through the answers as a class.
single: local, standard, ticket, platform return: express, depart, direct, arrive
• Play the audio again for students to listen and repeat.
• Focus students’ attention on the can do statement: Now I can talk about train journeys.
Follow-up
• Play a game of Hangman (see page 10) with vocabulary from the lesson.
Resource activity pages 190 and 262
Students learn a lexical set of travel vocabulary and talk about train journeys.
teacher’s notes lesson 17
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© 2020 Oxford University Press
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
Warm-up
• Write: have, do, get, make, go on the board. Elicit collocations from lesson 9.
• Put students in pairs to talk about what they do in a typical day, from getting up to going to bed.
1 • Play audio 18.1 for students to read and listen. Ask: Are Jordan and Sarah going to the same place? Elicit: No, they aren’t.
• Elicit / Teach: bike, deliver, give someone a lift, get wet, puddle.
• Ask questions about the pictures, e.g. Who can you see?
What’s the weather like?
• Play the audio again for students to read and listen.
• Ask questions about the text to check comprehension, e.g.
Is Sarah taking her bike today? Why not?
• Ask two students to read the conversation.
• Put students in pairs to practise the conversation. Monitor.
Students may have problems deciding when to use the present continuous and when to use the present simple.
Often this is because there is no distinction between the two forms in the student’s L1 so they may use the English present simple form to talk about things that happen regularly and things happening now.
Even students with a good grasp of when to use the present continuous may make mistakes in forming it. For example, they might use the -ing form of the main verb correctly but forget to use to be.
2 • Go through the table. Drill the examples as a class and individually. Check pronunciation of -ing (/IN/ not /INg/).
• Focus on the rules on Student’s Book page 106.
• Read the first part of the table. Say two sentences about the text in exercise 1, e.g. Sarah isn’t cycling. She’s holding an umbrella. Say: Write two sentences about Jordan.
• Put students in pairs to compare their sentences, then nominate students to read out their sentences.
• Read through the questions in the table. Ask questions about the text to elicit short and long answers, e.g. Is Sarah going to work? What is Jordan delivering?
• Write the following sentences on the board: Mo going to work. Is they learning Thai? What he is doing? Ask students to correct them. Elicit: Mo is going to work. Are they learning Thai? What is he doing?
3a • Read through the cues. Elicit / Teach key vocabulary, e.g.
cycle, crossword, jog, sunbathe.
• Write: she / cycle / walk on the board. Tell students to listen and make two sentences using the cues. Play the first item (the sound of footsteps) on audio 18.2 twice. Elicit: She isn’t cycling. She’s walking.
• Play the rest of the audio, pausing after each item for students to write two sentences.
• Go through the answers as a class.
1 She isn’t cycling. She’s walking. 2 He’s doing a crossword.
He isn’t reading a book. 3 They aren’t jogging. They’re swimming. 4 It’s raining. It isn’t snowing. 5 They’re playing golf. They aren’t sunbathing. 6 She isn’t going to sleep. She’s waking up.
b • Focus on the first sentence. Ask: Is she cycling? Elicit: No, she isn’t. Repeat with Is she walking? to elicit Yes, she is.
• Put students in pairs to ask and answer questions about the people in exercise 3a. Monitor.
teacher’s notes lesson 18 Students review and practise the present continuous and contrast it with the present simple.
4 • Read through the examples. Drill each one as a class and individually.
• Focus on the rules on Student’s Book page 106.
• Write: She usually her bike. (take) on the board. Ask:
Is this a regular activity or something happening now? Elicit:
a regular activity. Tell students to complete the sentence.
Elicit: takes.
• Repeat with She her bike today. (not take) to elicit that this is something happening now. Ask students to complete the sentence. Elicit: She isn’t taking her bike today.
5 • Go through the statements. Elicit / Teach key vocabulary, e.g. heavy, at the moment, stand, park.
• Write: I usually (walk) to work, but I (not walk) today. on the board. Underline usually. Ask: Do we use this to talk about a regular activity or something happening now?
Elicit that we use usually to talk about regular activities.
Point to the first gap and ask students to supply the correct form of the verb in brackets. Elicit: walk.
• Underline today and elicit that we use this to talk about something happening now. Point to the second gap and ask students to complete the sentence. Elicit: ’m not walking.
• Go through the exercise and highlight the time expressions used in each item. Write these on the board (usually, today, every day, at the moment, now). Elicit / Explain that we use usually, every day to talk about regular activities, while today, at the moment, now are used to talk about things happening now.
• Put students in pairs to complete the exercise. Encourage them to use contracted forms, (’m, ’s, ’re), where appropriate. Monitor.
• Go through the answers as a class.
1 walk, ’m not walking, ’m taking 2 travel, ’re standing,
’re waiting 3 go, ’m leaving, ’re repairing 4 gets, isn’t sitting,
’s looking for
6 Your life
• Use the time expressions to make sentences about your life, e.g. I usually drive to work. I’m not driving now.
• Ask students questions about their lives, e.g. What are you doing? Do you have an English lesson every day? What do you usually do in the morning?
• Read the example sentences. Tell students to write six similar sentences about their lives. Monitor.
• Put students in pairs to compare their sentences.
• Ask individual students to read out their sentences.
• Focus students’ attention on the can do statement: Now I can compare regular and current activities.
Follow-up
• Prepare ten verbs that describe actions, e.g. stopping a taxi in the street, swimming underwater, skiing down a mountain, typing a letter, walking in the rain. Write each one on different pieces of paper. Make enough sets for students to work in small teams.
• Put students in teams. Give each team a set of verbs and tell them to place them face down on the desk in front of them.
• Students take it in turns to pick up a piece of paper and mime the action. The other members of the team have to guess the action and write it down. The first team to finish is the winner.
Resource activity pages 191 and 262
47
Student’s Book p.18
3a 18.2 Listen. Write two sentences. Use the cues.
1 She isn’t cycling. She’s walking.
1 she / cycle / walk
2 he / do a crossword / read a book 3 they / swim / jog
4 snow / rain
5 they / play golf / sunbathe 6 she / go to sleep / wake up
b Ask and answer about the sentences above.
A Is she cycling? B No, she isn’t.
4 Read the examples. Study the rules on page 106.