11
Now I can ...
understand and re-tell a story.
11
4 How did the conversation change Vijay and Seema’s life? Complete the table.
Their life before Their life now They lived in a big
house. They live in a small village.
He doesn’t earn much money.
He sees his family a lot.
He works at home.
He doesn’t travel much.
They’re happy now.
Language note because and so He was often away, because he travelled a lot. (reason)
He travelled a lot, so he was often away. (result)
5 Writing Complete the summary of Vijay and Seema’s story.
At first, life was good for Vijay and Seema.
Vijay had a good job. He earned 1 , so 2 . However, they weren’t happy, because 3 . When they were on holiday, Vijay phoned 4 , so 5 . Vijay went for a walk on the beach and he met a man. The man made 6 and he was very happy. Vijay and Seema decided to change their life, so 7 .
Now Seema 8 . Vijay 9 , but he isn’t working today, because 10 . a
c d
e f
b
English in the world Moving house
Most people in Britain own their house or flat. They usually take out a mortgage to pay for it. When they move house, they sell their house and buy another one.
People normally buy and sell houses through an estate agent. A solicitor deals with the contracts and other legal matters.
01 E4L Pre-int 1–16 5P.indd 11 7/8/07 10:58:09
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Warm-up
• Put students in small groups. Tell them to draw two columns labelled regular and irregular.
• Call out the following verbs: be, have, earn, spend, leave, get, travel, phone, go, see, stop, make, work, change, sell, move, know.
• Groups decide if a verb is regular or irregular and write the past simple form in the correct column.
1 • Focus on the pictures. Elicit / Teach key vocabulary for each one, e.g.
picture a: move house
picture b: hut, beach, suntanned, relaxed, carpenter, furniture picture c: hotel room, casual clothes, argue, angry
picture d: workshop, fishing equipment, go fishing, sign.
picture e: walk away, miserable picture f: airport, suit, laptop, type.
• Write the new words on the board and drill as a class and individually.
• Go through the pictures. Ask questions to elicit what is happening in each one, e.g.
picture a: What are Vijay and his family doing? Do you think they want to move house?
picture b: Where is Vijay? Who is he talking to? What do you think the man’s job is?
picture c: Where are Vijay and Seema? Why are they in a hotel? Why do you think Seema is angry?
picture d: What is Vijay holding? Who do you think made the table and chairs? Is Vijay happy?
picture e: What is Vijay doing? How do you think he feels?
picture f: Where is Vijay? What is he wearing? What is he doing? How does he look?
2 • Tell students to look at the pictures and listen. Play audio 11.1 . Ask: Was Vijay happy with his old life? Elicit: No, he wasn’t.
• Play the audio again to I was often away at weekends. Ask:
Which picture matches the text? Elicit: picture f.
• Tell students to listen again and put the remaining pictures in order. Play the audio twice.
• Put students in pairs to compare their answers, then go through the answers together.
1 f 2 c 3 e 4 b 5 a 6 d
3 • Write: Why weren’t Vijay and Seema happy? on the board.
Tell students to listen and find the answer. Play the audio again to I didn’t spend much time with my family. Elicit:
Because Vijay didn’t spend much time with his family.
• Read through the questions. Tell students to listen and answer the questions. 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 Because Vijay didn’t spend much time with his family.
2 Because Vijay phoned his office when they were on holiday.
3 Because the man told him to smile. 4 He made a table and sold it so he had enough money. 5 In a small village in the country. 6 She’s a teacher in the village school. 7 He makes furniture. 8 He sold a table yesterday, so he’s going fishing.
4 • Write: They live in a small village. on the board. Ask: Where did Vijay and Seema live before their holiday? Elicit: They lived in a big house.
• Focus on the table. Put students in pairs. Tell them to look at the sentences about Vijay and Seema’s life now and write about their life before the holiday.
• Go through the answers as a class, writing the past simple forms on the board so students can check their work.
They lived in a big house. He earned a lot of money. He didn’t spend much time with his family. He didn’t work at home. He travelled a lot. They weren’t happy (then).
• Read through the Language note.
• Write: He earned a lot of money, he had a good job. on the board. Ask students to supply the missing word. Elicit:
because.
• Repeat with He didn’t like his job, he left. to elicit so.
5 Writing
• Read the first two lines of the summary together. Write:
He earned , so . on the board. Ask students to complete the sentence with information about Vijay’s job.
Elicit: He earned a lot of money, so they had a big house. If students find this difficult, tell them to look at the answers to the previous exercises.
• Focus on the remaining sentences. Put students in pairs to complete the summary.
• Go through the answers together. Ask individual students to read out one sentence each.
1 a lot of money 2 they had a big house 3 Vijay didn’t spend much time with his family 4 his office every day 5 they had a big argument 6 furniture 7 they sold their big house and moved to a small village 8 is a teacher 9 makes furniture 10 he’s going fishing
English in the world
• Elicit / Teach: own, take out, mortgage, estate agent, solicitor, deal with, contract, legal matters.
• Read through the text as a class. Ask questions to check comprehension, e.g. How do people in Britain usually pay for a house or flat? What does an estate agent do? Who deals with the contracts?
• Ask students questions about buying houses and flats in their countries, e.g. Do people in (Spain) usually take out mortgages? How do you buy houses in (Italy)? Do you use estate agents to sell houses?
• If you have a mixed-nationality class, put students in groups to compare buying and selling houses in different 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 understand and re-tell a story.
Follow-up
• Ask students to think of three events that changed their lives, e.g. moving house, changing school, meeting someone, reading something and write down what happened, when it happened, and why it changed their lives.
• Put students in pairs or groups of three to tell each other about the events. Monitor.
Resource activity pages 184 and 259 teacher’s notes lesson 11 Students listen to and re-tell a story using the past simple.
EFL PRE_INT TB_28-43.indd 33 4/10/11 09:00:47
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4a • Focus on the Everyday expressions. Tell students to find and underline them in the text.
• Write: Oh, I s . on the board. Point to the gap and ask students to supply the missing word. Elicit: see.
• Ask students to complete the expressions.
• Go through the answers together. Drill each expression as a class then individually.
see, true, heard, right, mean
b • Go through the expressions. Elicit / Explain when we use each one:
Oh, I see. / I see what you mean / Oh, right. – to show you understand when someone explains something.
That’s true. – to agree with something someone says.
I heard about that. – to show you already know something.
Expressions for responding to information are social expressions that exist in most languages. To raise awareness of this, and help students to understand the expressions in exercise 4a, you could focus on when we use these English expressions and ask students to give examples of similar expressions from their own language.
• Nominate two students to read the example. Focus on the true statements in exercise 3 (3, 5, 7, 8, 10). Put students in pairs to practise saying and responding to the statements, using the expressions. Monitor.
• Nominate pairs of students to read out statements and responses. If it seems that students are having problems, tell them to check the text again to see how the expressions are used.
5 • Focus on the Language check. Tell students to look at the first picture. Ask them to read the story again and underline all the examples of the past simple.
• Go over as a class.
picture 1: Well, we didn’t make much …, We didn’t get many customers …, the weather was bad, the factory on the corner closed …, our son Russell arrived home, I heard about that, He was in Mexico, he didn’t have any money, he came back.
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 respond to what people say.
Follow-up
• Tell students to close their books. Write six sentences from the story on the board or on an OHT. Include one or two tense mistakes in each sentence, e.g. We don’t make much money last month. He was in Mexico, but he haven’t got any money, so he comed home.
• Put students in teams. Teams take it in turns to find the mistakes and correct the sentences. They get a point for finding a mistake and another point for correcting it.
Resource activity pages 185 and 259 Warm-up
• Use the pictures in lesson 4 to ask questions about the characters and the story, e.g. Who is Lucy’s boyfriend? Where is Jordan from? What does Jordan want to do? Who works for a magazine company? How many children have Cindy and Ryan got?
1 • Focus on the questions. Tell students to read the text in lesson 4 again and find the answers.
• Go through the answers as a class.
1 Sarah was in Manchester last week. 2 Russell came home.
2 • Play audio 12.1 to familiarize students with how the story develops and with the characters’ voices.
• Elicit / Teach key vocabulary for the pictures, e.g.
picture 1: serve, sandwich, cake, counter, make money, recently, do something wrong, midday, eat like a horse picture 2: hungry, pick up, look good
picture 3: save money.
• Write the new words on the board and drill 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: Who is in The Coffee Shop? Where is Sarah? What is Ryan doing? Who doesn’t look very happy?
picture 2: Who has just come into The Coffee Shop? Why do you think he looks tired? What is he looking at? Whose coffee has he got?
picture 3: Who do you think Ryan and Sarah are talking about? What do you think they’re saying?
• Focus on the question: Does Russell help his parents in the café? Play the audio again for students to listen and read.
Check the answer to the question: No, he doesn’t.
• Ask some questions about the text to check comprehension, e.g.
picture 1: What was the weather like last month? What building closed recently? Who doesn’t come to The Coffee Shop now? Who arrived last Thursday? What time does Russell get up? Who eats like a horse?
picture 2: Does Russell know Sarah? Who is hungry? What does he want?
picture 3: Why can’t Ryan save money when Russell is at home?
3 • Focus on the statements. Write: Ryan is happy. on the board. Tell students to read the text. Ask: Is the statement true or false? Elicit: False.
• Tell students to read the text again and decide if the statements are true or false.
• Put students in pairs to compare their answers, then go over the answers as a class.
1 F 2 F 3 T 4 F 5 T 6 F 7 T 8 T 9 F 10 T
• Tell students to look at statement 1 again (on the board) and correct it. Elicit: Ryan isn’t very happy.
• Put students in pairs to look at the remaining false statements: 2, 4, 6, and 9, and correct them.
• Go over the answers together.
2 Ryan and Cindy didn’t make much money last month. 4 The factory closed down recently. 6 Russell arrived last Thursday. 9 Russell gets up at midday.
teacher’s notes lesson 12 Students learn and practise expressions for responding to what people say.
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Russell Morning, Dad. Oh, hello.
Ryan Russell, this is Sarah.
Sarah Hi. Nice to meet you!
Ryan And, it’s the afternoon, actually.
Russell Oh, OK. Can I have this coffee? And those cakes and sandwiches look good.
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