Leo Jones Teacher’s ManualLeo Jones Teacher’s Manual S CAMBRIDGE UNIVERSITY PRESS‘CAMBRIDOR UNIVERSITY PRESS (Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, So Paulo, Dehli Cambridge University Pest 32 Avenue ofthe Americas, New York, NY 10013-2478, USA wewecambridge org Tuforeation om this tie: woww.cambridge.ong/9780521692885 © Cambridge University Pres: 2002, 2008, "This publication is in copyright. Subject to tstutory exception and o the provisions of relevant cllective Hvensing agreements, to reproduction of any part may take place without the writen permission of Cambridge University Pres. ‘Second Eton 2008 A catalog word for hs publication ena fim the British Lira ISBN 978.0.521-69287-8 student's book with seifstudy audio CD {ISBN 978. 0.521-69288-5 teachers manual with audio CD ISBN 978.0.521.69289-2 Cs fad) {is normally necessary for written permission for copying to be obtained in advance {rom a publisher. The worksheets, role play cards, tests and tapeseripts atthe back of thie ‘book are designed to be copied and distebuied in clas. The normal requirements are ‘waived here and itis not necestary to write to Gambridge University Pres for permission {or an individual teacher to make copes for us with his or her own classroom, ‘Only thove pages which carry the wording “© Cambridge University Press’ may be copied, (Cambridge University Preat has no responsibility for ‘the persistence or accuracy of URL for external third-party Internet Web sites referred tin this publication, land does not guarantee tat any content on such Web sites is, or will remain, accurate or appropriate Art direction, bok design, and photo research: Adventure House, NYC Layout services TSI Graphics ‘Audio production: Full House, NYCContents Introduction Scope and sequence Teaching notes Unit 1 Getting acquainted Unit 2 Expressing yourself ‘Unit 3 Crime and punishment Unit 4 Surprises and superstitions ‘Unit 5 Education and learning Unit 6 Fame and fortune Unit 7 Around the world Unit 8 ‘Technology Unit 9 Mind and body Unit 10 Spending money Unit 11 The news Unit 12 Relationships Unit 13 Adventure ‘Unit 14 Self-improvement Unit 15 Travel and tourism Unit 16 Employment Additional notes Expansions Self-study Student's Book audio scripts Photocopiables Model conversations ‘Talking points Sz2ss 4 79 81 13 Assessment program Quizzes Audio scripts Answer key Class score sheet Tests Test score sheet Speaking section evaluation guide Test 1, Units 1-8 Multiple-choice section Version A. ‘Multiple-choice section Version B Speaking section Speaker A Speaking section Speaker B Speaking section sample answers Audio scripts Answer key Multiple-choice section answer sheet ‘Test 2, Units 9-16 Muttiple-choice section Version A Multiple-choice section Version B Speaking section Speaker A Speaking section Speaker B Speaking section sample answers Audio scripts Answer key ‘Multiple-choice section answer sheet Quizzes and tests track listing 167 184 186 188 190 195 196 198 202 206 210 212 214 215 216 220 224 226 228 230 232 233 236iv Introduction About the Course Let's Talk, Second Edition, is a fully revised edition of the successful speaking and listening course for adult and young adult students. Like the first edition, this three-level course in North American English is designed to develop oral communication skills and increase fluency. It can be used as the main text for speaking courses such as oral communication, or as a component in listening or integrated-skills classes. It can also be used as the basis for an intensive refresher course for students who need to develop their fluency in English. Each level offers students 16 four-page units, focused on different topics and divided into two-page lessons. Engaging activities in each lesson are designed to stimulate students to share their ideas, opinions, and experiences. ‘The topics are practical and interesting — the kinds of topics that students want to talk about in any language — and the activities are realistic, motivating, and challenging. Let's Talk 1 is intended for high-beginning (o low-intermediate students, Lats Talk 2 {or intermediate-level students, and Let’ Talk 3 for high-intermediate students. ‘The second edition differs from the first in a number of ways. To provide additional language support, the second edition includes more models and useful language in the ‘Student’s Books, as well as a more systematic presentation and recycling of structures and vocabulary. New review sections, called Expansions, appear every four units to provide additional interactive communication activities. An expanded Self-study section now includes grammar, listening, and vocabulary practice, offering students additional ‘opportunities for review and independent learning, A Self-study audio CD in each Student’s Book includes recordings of the grammar paradigms and listening texts. ‘The ‘Teacher's Manual has been greatly expanded and includes teaching tips, photocopiable activities, model conversations, and an assessment program of quizzes and tests. An audio CD in each Teacher’s Manual inchides recordings of the listening portions of the quizzes and tests. Course components ‘Student's Book ‘The Student's Book consists of 16 units, each containing two thematically related lessons. The units cover a wide range of high-interest topics. Since the emphasis of the course is on generating discussion and promoting fluency, itis not absolutely necessary 10 teach the units in strict chronological order or to complete every activity in the book. This flexibility allows you to adapt the material to the needs and interests of your students. For example, if your program bas a strong emphasis on listening, you may wish to spend more time on the listening exercises and do fewer speaking activitics. ‘Two-page Expansions appear after every four units. ‘These board games provide students with another vehicle for interactive communicative practice while allowingthem to review structures and vocabulary from previous units. (Ror more information about how to use the Expansions, see page 79 in this manual.) Most units contain a Communication task. A collection of Communication tasks, found in a section immediately following the 16 units, offer students additional communicative practice related to the lesson topics. The tasks simulate real-life conversations, where there is an “information gap” between speakers. Each unit also has two pages of Self-study material provided in an expanded Sclf- study section following the Communication tasks. The first page of cach Self-study now includes grammar paradigms with exercises, followed by a second page that has a listening and a vocabulary activity. Recordings of the grammar paradigms and listcning texts appear on the Self-study audio CD included in the Student’s Book. (For more information about how to usc the Self-study section, see page 80 in this manual.) Class audio CDs Many new listening tasks have been added to Let’ Talk, Second Edition. The three Class audio CDs that accompany the Student's Books feature interviews, conversations, news reports, and other interesting listening texts. The speakers have a variety of accents, and their specch contains the normal hesitations, pauscs, and interruptions that occur naturally in spoken language. Teacher's Manual For each unit in the Student's Book, the Teacher’s Manual contains: * vocabulary glossaries listing important words that students will encounter in the activities ‘detailed teaching notes with suggestions for how to use the material ‘+a teaching tip for making your use of the material even easier and more effective ‘answers to many of the activities extension activities + suggested writing topics audio scripts of the recorded material (see pages 81-112) +a unit quiz. (see pages 167-183) * conversation starters to provide additional language support (see Model conversations, pages 113-145) additional photocopiable speaking activities (sce Talking points, pages 146-166) In addition, there are two tests to be used in the middle and at the end of each level (sce Pages 198-209 and pages 216-227). ‘The Teaching notes in this manual offer helpful suggestions for ways to teach each activity. Please don’t feel constrained by these procedures, however, You may think of better ways of doing some activities with your class, according to your students’ needs and interests.vi ‘The majority of the activities in Lets Tal, Second Edition, arc mast effective when learners work together in pairs or small groups of threc to five students. The larger the class, the more these student-centered activities make sense because they: + give every student opportunities to speak +allow real conversations to develop, as opposed to isolated language practice + five learners from the fear or discomfort of speaking in front of the whole class Making the most of the Let's Talk activities ‘The Student’s Books and Teacher’s Manuals have been designed to ensure that both students and teachers enjoy and benefit from their experience with Let's Talk. Heere are some insights about particular aspects of the course that may be helpful. Listening activities Many new listening tasks have been added to Let’s Talk, Second Edition. These tasks give students practice in listening to authentic English conversations and encourage them to develop skills that make them better listeners. Listen tasks in every unit are designed to help students understand the main points of the listening activities, which include conversations, interviews, and excerpts from radio or T'V shows. New Listen ‘again tasks allow students to listen to the same activity a second time for a different purpose, such as to identify specific information or to get new information. Students are discouraged from trying to listen to every single word and worrying about what they don’t understand. Complete audio scripts are on pages 81~112 of this manual. ‘These scripts do not appear in the Student's Book because they might discourage students from ‘concentrating on listening if they fall back on reading the words in their books. From time to time, however, you may want to photocopy an audio script for your students if a recording proves particularly difficult for them to understand. Communication tasks ‘There is a Communication task in nearly every unit. The purpose of these tasks is to simulate real-life conversations. When we talk to another person in typical everyday situations, we don’t usually know exactly what information the other person has or what he or she is going to say. This gap in knowledge is known as an “information gap.” The Communication tasks in Let’s Talk, Second Edition, create information gaps Tike those that exist in real-life conversations. To do these tasks, students are directed to a separate section in the back of the Student's Book. For every task, each student is given a different set of information and can’t sce his or her partner’s information. Students need to find out what their partners know and tell their partners what they know. You will find that students are motivated by the desire to exchange information in the realistic situations presented. By sharing information in this way, information gaps will be bridged ~ and meaningful communication will take place. ‘There are brief instructions in the teaching notes for how to do cach Communication task. ‘To get the most benefit from these tasks, allow students plenty of time to complete Introductionthem. Moreover, before they begin, tell students how much time they should spend on them. These tasks should be seen as an important and integral part of the units ~ and not “optional extras.” Self-study ‘The two-page Self-study material for cach unit appears in a separate section on pages 94-125 of the Student's Book. These exercises and activities provide valuable additional practice in grammar, listening, and vocabulary. The first page contains a grammar paradigm, followed by a controlled exercise and an open-ended, personalized activity. The second page contains a listening task, where students listen for missing words in order to complete a conversation or set of instructions, and a vocabulary puzzle (crossword, word scarch, or scrambled word). Using key language that students have encountered in the units, these activities are intended to encourage independent earning and can be assigned as homework. During the next lesson, you may want to ask students to discuss any difficulties they experienced with this material. The answers to these exercises are included in the Student’s Book so that students can check their own ‘work and correct it as necessary. Recordings of the grammar paradigms and listening texts appear on the Self-study audio CD included in the Student’s Book. For more information about how to use the Self-study section, see page 80 in this manual. Using Let's Talk, Second Edition: Frequently asked questions About how long should a lesson take to complete? Generally speaking, one lesson should take approximately 60 to 90 minutes to complete, depending on variables such as: * how much preparation students may nced * how challenging students find the activities + how much interest is generated by the activities + how many of the activities you choose to teach ‘show many questions students ask * how much follow-up work you may need to do Why Is it necessary to give students a time limit for completing a task? tis important that students know how long their pair or group work is supposed to take. This allows them to pace themselves better and deal with questions in more depth. Without a time limit, some groups may finish quickly and have nothing to do, while others may take longer and fecl frustrated if they are interrupted before they have finished. If everyone has the same time limit, the discussions will be more interesting and satisfying, because students will feel encouraged to stay on task and share their ideas and opinions in a more relaxed way. viiviii Accordingly, the Teaching notes in this manual include suggested time limits for all activities, These are meant to serve as general guidelines, however. With a talkative class, for example, you may discover that the suggested three-minute limit will shortchange your students, who will need at least four minutes; on the other hand, a less talkative class may need only two minutes. Your own judgment and knowledge of your students will help you determine when to shorten or lengthen the time for an acti What is the teacher's role during pair or group work? ‘While students are working in pairs or groups, move around the class and listen to each pair or group for a few moments. When helpful, you may wish to join in occasionally and offer encouragement, advice, or suggestions. Make notes on any important mistakes you hear while walking around ~- but don’t spend time correcting students? mistakes while they're trying to express themselves. ‘The teacher has three main responsibilities in doing pair or group work: + getting things started (making sure every student knows what to do and has the necessary vocabulary to do it~ and explaining how long the activity should take) + monitoring the pairs or groups as they work and deciding when to stop the activity + leading a short follow-up discussion after each activity (answering questions, pointing out significant mistakes, and giving additional practice) If your class does not have an even number of students, you will need to place some students in groups of three with two members of the group doing the same task. Rearrange pairs and groups frequently so that students are exposed to different conversation styles and ideas. For some activities, you may want to place more outgoing learners together so they don't intimidate others. In other situations, you may want to pair the shy or less proficient students with more outgoing or proficient partners so they can be exposed to more language input. What if an activity doesn't seem to be working? Some of the more open-ended activities in Lets Talk, Second Edition, axe quite challenging. Students may not possess all the language they need to participate easily and fluently. There are several ways of preparing for this situation, not all of which will be mecessary at the same time: * Quickly go through a few vocabulary items students can use in the activity. ‘+ Model or demonstrate the task so students understand what has to be done. ‘+ Make sure students read the instructions or information carefully, and ask questions before they begin the activity (and as necessary during the activity). + Sometimes it may be helpful to give students a few moments to think about what. they are going to say, and perhaps make a few notes. Students should not write down fall sentences, however. + Photocopy and hand out the Model conversations. (See pages 113-145 of this manual.) Have students practice the conversation in pairs or groups, and then try the task again, using their own words. Introduction+ If an activity proves difficult, give students some helpful feedback and then have them try it again, This will help students fecl they have made progress. + Remind students that in real life, they may not have anyone to help them out and may have to cope by using their limited English resources in similar situations. ‘The activities in this course will build their confidence in real-life situations. How can students be encouraged to speak only in English? If students are tempted from time to time to use their native language, remind them that every member of the class has a common aim: to improve his or her English. Indeed, the activities in this course were created to foster a spirit of cooperation and friendship in the class and to give students the feeling that they are all members of a team with a. common purpose and a role to play in the success of the course. Accordingly, ask students to agree on this rule: “Only English may be spoken in our class.” ‘These ideas may help students who find it difficult to follow the English-only rule: + Remind students that your class may be their only opportunity to use English. + Demonstrate what to do before students are split into pairs or groups, using one of your more confident students as your partner while the others listen. This modeling will help everyone get into the discussion or activity more quickly. +I you overhear students using their native language, remind them of the rule. + Separate students who persistently use their native language, and put them with students who do use only English in class. + Make sure all students know basic transactional language that they can use to manage their conversations. Many of these useful statements and questions appear in the Working together pages of the Student’s Book (pages vi-vii). Go over these pages carefully to help students learn and remember this important language before you begin the units in the Student's Book. You may also want to make a list of this language on the board (or create a poster for the classroom) and add further transactional language as the need arises. What should the teacher do when students make mistakes? Although most students using Lets Talk, Second Faition, probably already have a basic knowledge of English grammar, they will still make mistakes. Although accuracy is an important aspect of language learning and should never be ignored, it is more important for students Lo be able to communicate effectively. Many grammatical mistakes don’t seriously affect communication. For example, the meaning of what a student is trying to say - his or her message ~ may be clear to others in spite of an incorrect verb tense or article. Moreover, students should not be corrected every time they make a mistake. If that happened, most students would become inhibited and afraid to speak at all. Actually, mistakes play an important role because they are an essential indicator of what still needs to be learned. On the basis of the mistakes, you overhear, together with the types of questions students ask you, you can plan any additional practice your class may require. Students should certainly be corrected when they make serious errors. However, it’s usually better not to interrupt students while they are doing an activity but topoint out any mistakes afer they have completed it. This allows students to focus on communicating with each other. While you are listening to students working in pairs or groups, you might make the occasional discreet correction without interrupting the flow of the conversation. It’s usually better, howcvcr, to take notes on some of the important or frequent errors you overhear and point them out to the class later. Then individual students won't feel singled out for making mistakes, and all students can learn from one another. In writing, where errors are more noticeable and may interfere more scriously with communication, accuracy is more important. When marking students’ written work, you can't really overlook some of their mistakes as you might if they were talking. However, it's helpful to show students which of their mistakes in writing are more serious or less serious, and to distinguish among different kinds of mistakes. ‘When students submit written work, ask them to leave a wide margin so that there’s sufficient room for you to add comments later. Give students a chance to correct their own mistakes by underlining the incorrect parts and showing in the margin whether there’s a mistake in grammar (@), word order (WO), vocabulary (V), punctuation (P), or spelling (Sp). If there's a clearer way of saying something or a better word to usc, you may want to write a comment to indicate that in the margin as a suggestion. ‘And don’t highlight only mistakes. A checkmark (/) is a nice way of showing that an idea has been well expressed. Words of encouragement are even mnore appreciated — especially if a student seems to have put a lot of effort into his or her work. How should the teacher handle new vocabulary? As students work through Let's Talk, Second Hdition, they will be learning more and more vocabulary. Some items are presented in vocabulary boxes, while others occur in context in the recordings and the activities. The teaching notes for most activities include a glossary that highlights the important new vocabulary students will encounter in that activity It is important to limit definition of vocabulary to those words that are essential to the task. Students can often complete an activity successfully without understanding every word. In fact, learners should be encouraged to develop a tolerance for ambiguity so that they don’t panic when they see an unfamiliar word. By focusing on essential vocabulary, you can use lass time more efficiently. Before presenting the definition of a word, ask the class if anyone can explain the word. If no one can, give the meaning provided in the Teacher’s Manual. Alternatively, ask students to look up the word in a good learner’s dictionary such as the Cambridge Dictionary of American Fnglish. Whenever possible, encourage students to guess the meaning of a word from its context ~ an important reading and listening skill. Students ‘may need your guidance at first, but as their skill develops, they wall be able to do this on their own. Explain that guessing the meaning of a word from its context involves: + looking in the text or at the other words in the vocabulary box for clues + thinking about what they know about similar words ‘using their knowledge of the world IntroductionTf students figure out meanings for themselves, they're more likely to remember the new words than if you define the words for them in English or translate them. Students may ask about other words that are not listed in the glossary for a particular activity. It’ a good idea to preview the activities and the audio scripts of the recorded material so you can answer questions about any potentially difficult or unfamiliar words. How can the teacher help students build their vocabulary? Recommend that students circle or underline new and / or important words and ‘expressions in their Student’s Book. Highlighting is particularly effective because it makes the language students want to remember “jump off” the page, reminding them of the key vocabulary items and showing the words in contexts. Moreover, going over previous lessons will help students review vocabulary easily and effectively. Students should be encouraged to record new vocabulary in other ways as well. Suggest that they keep a vocabulary notebook, organized in one of two ways: alphabetically (like a dictionary) or by topic or subject matter. What is the role of writing in Let’s Talk, Second Edition? Although this course focuses on speaking and listening skills, you may also want your students to do some writing, To facilitate this, there is a Writing option activity at the end of the teaching notes for each unit. You may want to give students some class time to prepare for this activity; however, the actual writing should be assigned as homework. When the assignment is due, have students work in groups to take turns reading and commenting on one another's work. Then collect the assignments and add your comments before handing them back. (Sec the suggestions in What should the teacher do when students make mistakes? for ways to give corrections and comments) Answer any questions students may have. Thope you enjoy using /2t’s Tale! (22 Jeexii Level 3 Scope and sequence Working together (pages vi-vi) Units / Lessons Unit 1 (pages 2-5) Getting acquainted 1A Successful conversations 1B Solving problems Unit 2 (pages 6-2) Expressing yourself 2A How do you feel? 2B What do you mean? Unit 3 (pages 10-13) Crime and punishment 3A Breaking the law 3B Crime stories Unit 4 (pages 14-17) Surprises and superstitions 4A That's strange! ‘AB Good luck, bod luck Speaking Greetings; describing successful ‘conversations; solving problems; discussing attitudes toward problem eolving Role-playing giving ‘advice; describing feelings; discussing meanings of gestures; reacting to and discussing accents Discussing crimes, punishments, and attitudes toward crime; discussing crime ‘movies; speculating about a possible crimo Discussing strange Units 1-4 Expansion (ages 18-19) Unit 5 (pages 20-23) Education and learning 5A School days ‘5 Brain power Unit 6 (pages 24-27) Fame and fortune GA Success 65 Wealth Unit 7 (pages 26-31) Around the world A Foreign languages 7B What's the custom? Unit 8 (o2ge0 52-9) Technology BA What is it exactly? 8B Can you explain it? Talking about kinds of classes; recalling the firt day of school and mote recent detal discussing study techniques Taking about successful and farnous people; discussing sayings ‘about money: discussing the importance of money “Talking about languages and language problems; discussing behavior in various situations; discussing customs Discussing everyday products; talking about inventions; explaining how to make things Units 5-8 Expansion (pages 30-37) Lstening Conversations of people greeting one another; conversations ‘of people solving problems Conversations of fiends discussing ther feelings; interviows with people talking about the English they use rime story summaries; conversations of people ‘choosing and reacting to watching a crime DvD conversation about a strange picture; a Strange story, stories about lucky and unlucky people ‘Aconversation about two people's frst day cof high school, descriptions of study ‘techniques Biographies of successful Internet entrepreneurs; a biography of a prince Conversations about language problems and customs people ‘experienced abroad Descriptions of frustrations with new products; descriptions of inventions; inotructions on how to mako something Vocabulary Expressions of what to-do during a conversation; discussion topics; expressions of prablem-zolvng attitudes Adjectives to describe feelings; expressions to doscrbe meanings non-American English words and expressions: Types of crime and criminals; statements (on attitudes toward crime; words to doocribo crimes Adjectives to describe the effects of viewing optical illusions; words related to eupersitione Attributes and features {ound in schools; study techniques Qualities important {or success; sayings about money Languages: words related to customs. Words related to technology, inventions, and everyday products,Units / Lessons ‘Speaking Listening - Taking about hoalt Conversations of Unit 9 (pages 99-41) tnd unealystatons: people doseing Mind and body ‘hing advice; explaining heath probleme; 9A Staying healthy exercises; discussing descriptions of 9B Coping with stress Stes and how 0 stressful tuations reduce it Unit 10 (pages 42-45) eee eee) eae as Spending money Company slogans and psychology of buying TOA Advertising brands; talking about and sling 108 Buying and selling advertising and ypos of shoppers ; Teling stores; talking News reports; a Unit 11 (pages 46-49) ie See eee The news reacting to headlines; 11A What’ the story? role playing an intorview 111B3 People in the news Describing qualiics of Descriptions of best Unit 12 (gages 50-59) friendship; taking about fonds; a conversation Relationships friendship; descnbing a about high school 12A Friendship perfect partner; taking _classmatos 12B Meeting people About marriage 9-12 Expansion (pages 64-65) Talking about and giving An intorviow with a 13 (pages 86-09) advice; discussing tisky park rangor about Adventure situations and behavior, tiking; descriptions of 1A Please be careful! teling stories ‘fightoning experiences 138 Taking risks Unit 14 (pages 60-63) Talking about popularity, Conversations of : popular chacusion people with cifferent Self-improvement topics; teling stories; ‘tones of voioe; funny 148 Popularity taking about success; _ stories; conversations 1488 Success and happiness Giving advice of people at work ; Giving travel 2c ‘Tour groups prepating Unit 15 (cages 64-67) Sere renae oe eae meen Travel and tourism planning and describing description of a 152 Traveler or tourist? a fantastic tip memorable trip 158 Fantastic journeys Unit 16 (cages 68-71) Employment cussing iteriowing 6A The ideal job tipo: roe playing job 6B Getting a job intoviows Units 13-16 Expansion (pages 72-73) Communication tasks (oages 74-90) Answers (pages 91-93) Self-study grammar, listening, vocabulary, and answer Key (oages 04-120) Headlines; words rolated to the news and news stories Qualtios important for tiondship; relationahipe; sayinge ‘about fiend; adjectives to describe ‘perfect partner Potentially ky activities; words telaled to rek-taking ‘Adjectives to describe tone of voice; qualities important in a friend; {qualities important for success: Words related to travel ‘advice; typical vacation activities: words found in ravel brochures Jobs; potential job words related to job ads; interviewing tips aditetting acquainted Overview Unit 1 focuses on building relationships and developing a positive classroom environment. In Lesson 1A, students talk about conversational techniques and ways of building social relationships. In Lesson 1B, they work together in pairs and groups to solve problems and puzzles designed to help students build good working relationships with one another, Before you begin... Spend a few minutes explaining the aims of the course. Tell students they will do some tasks on their own, and they will also work in pairs and small groups. The aim is for all students to speak English all the time. Remind them that the more they speak in English, the faster their English will improve. Unit 1 Model conversations ~ pages 114-115 1A Successful conversations Objective ‘To learn ways of greeting people and starting conversations greet to say hello It’s been ages. We haven't seen each other for a long time. A Pair work 1, Read the instructions aloud; then read the questions below the pictures aloud. Point out the model language in the specch balloon. 2. Have stadents form pairs. Give them about four minutes to discuss the questions. 3, Go around the class as students work, listening in and offering help as needed. 4. When students have finished, ask the questions, to the whole class and clicit responses from a few students. foe Setting time limits ‘When students are aware of the time, they stay on task and do activities more thoroughly. Use a watch or clock to monitor the time, and periodically remind students of the time remaining ‘to complete the task. B Listen [% (CD 1, Track 2) Note: For any listening task, it’s a good idea to read through the audio seript and listen to the audio yourself before beginning the lesson. That way, you'll be better prepared to answer any questions students may have about vocabulary. You may also find additional information about cultural content, pronunciation, etc., to include in the lesson if you wish, 1. Have students stay in their pairs so that they can discuss their answers after listening. Explain that they will hear the conversations between the people in the pictures in part A. Students should listen, decide which pair is talking, and number the pictures accordingly. 2. Play the audio program, pausing after each conversation to give students time to write their answers. 3. Have students compare answers in pairs before you check answers with the class. Play the audio program again if necessary.From left to right Top row: 5, 2, 4 Bottom row: 3, 6, 1 € Listen again 0% (CD 1, Track 3) 1, Explain to students that they are going to hear the six conversations from part B again, but this time they should listen for and write the last question of each conversation. 2. Play the audio program, pausing between conversations, 3. Have students compare answers in pait check answers with the whole class. . Then 1, Can | call you later? 2. What's your new apartment like? 3, How was your summer? 4, Do you know anyone here? 5. Are you enjoying your visit? 6. What's your new job? 1. Ask students if they remember some of the phrases the people used to begin the conversations in parts B and C, and write any useful phrases on the board. Its been a long time, Good to see you again. Hello, I'm... I's nice to meet you. May I introduce myself? My name is... How are you? I's been ages. ... 2. Have students form pairs. Tell them to imagine that they have never met their partner, or that they haven’t seen each other for a long time. Have them begin a conversation and try to keep it going for at least three minutes. Encourage students to ask questions like the ones in part C to continue their conversations. 3. Go around the class as students work, offering help and encouragement. 4, Have students change partners a few times and begin a new conversation. Objective To talk about what makes a conversation successful address to use a particular name or ttle when speaking to someone attentively carefully because you are interested compliment something you say or do that expresses praise, admiralion, or respect interrupt to stop someone from speaking by suddenly saying or doing something maintain to continue something in the same way nod to move your head up and down work 1. Elicit or explain the notion of a “successful conversation” (a conversation where both participants enjoy the conversation and continue talking to cach other). Then clicit or explain an “unsnecessfil conversation” (a conversation where one or both participants do not enjoy talking to each other and, as a result, do not continue). 2. Read the instructions and the discussion questions aloud. You may want to recommend that students think of conversations with two different peopl 3. Have students form pairs, and give them about three minutes for their discussions. 4. When students have finished, ask for a few voluntecrs to talk about successful and ‘unsuccessfill conversations they remember. Elicit explanations for why the conversations were successful or unsuccessful. B Pair work 1, Have students stay in their pairs from part A. 2. Read the instructions aloud. ‘Then ask for volunteers to read the advice aloud. Answer any vocabulary questions students may have. 3. Give students about three minutes to discuss the advice and add one or two of their own ideas (for example, “Show interest in the other person's ideas.” “Don't talk only about yourself”). You may want to point out that some of the advice might not be appropriate in all cultures. 4, When students have finished, ask the class which pieces of advice they think are the most Getting acquainted 34 important. Ask for volunteers to list additional advice on the board. CONEY Objective To talk about and use appropriate questions to get to know someone new EE comfortable relaxed, not worried living the way that you earn money relationship when two people are togethor bocause they have romantic feelings for each other religion a belief in one or more gods A Pair work 1. Read the instructions aloud, and have students read through the questions silently. Answer any questions that may arise. 2, Have students form pairs, and give them about three minutes to evaluate the questions. Point out that there are no “correct answers”; the answers are a matter of personal preference. Unit 1 3. When students have finished, continue the discussion with the whole class. Take a class poll to find out which questions students would or would not ask, and have students explain their answers. B Pair work |. Have students stay in their pairs from part A. 2. Read the instructions and the topics aloud. Point out the model language in the speech balloons. Give students about four minutes to complete the task. 3. Go around the class as students work, offering help as needed. 4. When students have finished, ask for volunteers to share their questions with the class. € Join another pair 1, Have pairs combine to form groups of four ‘Ask students to imagine they have just met one another. Give students about four minutes for their conversations. 2. Go around the class as students work, offering help and making sure all group members are participating 8. When students have finished, reassemble the class and ask students (o discuss their experiences. Ask them whether their conversations were successful ones and to explain why or why not.TB Solving problems Ca Objective To work together to discuss possible solutions to problems advantage something that helps you be better or more successful ‘sequence the order that things are supposed to have stand for to represent a word, a phrase, or an idea A Pair work 1. Explain to students that the purpose of these problems is to provide an opportunity for them to get to know their classmates through working together. Getting the right answers to the problems is not important. 2, Read the instructions aloud. 3. Have students form pairs, and give them exactly ‘one minute to try solving the problem. Tell them they will have more time later to finish if they need it: 4. Afier one minute, tell students to stop. Do not check the answer to the problem yet since students will continue working on it in part B. B Join another pair 1, Explain that students will finish solving the problem from part A in a group. Read the instructions aloud, and give students about two more minutes to finish, 2. Go around the room as students work, offering hints aid support as needed. 3. When students have finished, explain that they will hear the correct answer to the problem when they do part D. 4, Ask for a volunteer to read the discussion questions aloud. Point out the model language in the speech balloons. Give groups about two minutes to discuss the questions. 5, To wrap up, explain that in this course, students will have opportunities to work alone, as well as in pairs and groups. Remind them that the aim of the course, and of these activities, is to help them Jearn to communicate better in English. € Pair or group work 1. Ask the class if they'd prefer to do part C in pairs or in groups. Arrange students into pairs and / or groups accordingly. 2. Read the instructions aloud, and give students, about three minutes to try to solve the problems together. 3. Go around the class as students work, encouraging everyone to participate. D Listen (% (CD 1, Track 4) 1. Read the instructions aloud. ‘Tell students they are going to hear people solving the problems in parts Aand C. Play the audio program, pausing after cach answer for students to check their guesses. 3. Play the audio program again, if needed. 4. Go over the solutions to the problems with the whole class. ie Esc Part A: We hope you enjoy using this book! Part C: 31, 30;E,N;T,R CONDE Paes Objective To understand people talking about logic problems and to discuss them together cm candle a round stick of wax with a piece of string through the middle that you burn to produce light match a short wooden stick that producos a flame when it is rubbed against a rough surface ‘mountain lodge a building in the mountains where people can stay for a short time A Listen {% (CD 1, Track 5) 1. Have students sit in pairs while they listen, so that they can easily compare answers. 2. Read the instructions aloud. 3. Give students time to read through the problems silently; then play the audio program once or twice. Getting acquainted4. Give students about two minutes to discuss possible solutions with their pariners and then write their answers. You may want to elicit a few guesses from the class before moving on to part B. B Listen again [% (CD 1, Track 6) 1. Read the instructions aloud. 2. Play the audio program, pausing after each answer. Play the audio program again if neccssary. 3. Lead a brief class discussion to find out how many students guessed the answers. Ask for volunteers to explain how they figured out the answers. You light the match first. Dana has 12 dollars. € Pair work 1. Have students form new pairs. 2. Read the instructions aloud, and give students about three minutes to try to solve the problems. 3. When students have finished, reassemble the class. Ask for volunteers to explain their solutions. 1. First, il up the smell bottle and pour all the water from it into the big bottle. Then fil the ‘small bottle again and fill the big bottle to the top. The remaining water in the small bottle is cone liter. The total is 21 handshakes as follows: 1+2,3, 4,5, 6,7 @ handshakes) 2-3, 4,5,6,7 (6 handshakes) 8+ 4,5,6,7 (4 handshakes) 4-+5, 6,7 (3 handshakes) 5 6,7 (2 handshakes) 6 +7 (1 handshake) [Activity 3) Objectives To work together to solve different kinds of puzzles and problems; to use creativity to complete a task Unit 1 A Pair work 1. Read the instructions aloud; then ask for volunteers to say the main purpose of each item (to keep your shoes on, to measure things, to hang up clothes, to read the news in, to throw trash in, etc). 2. Give students about three minutes to make their lists 3. Go around the class as students work, helping as necessary. 4. Explain that students will have a chance to share their ideas when they do part C. B Pair work 1, Have students stay in their pairs. 2. Read the instructions aloud, and give students about three minutes to come up with as many words as possible. 3. Go around the class as students work, helping. with spelling as necessary. € Join another pair 1. Have pairs combine to form groups of four 2. Read the instructions and the discussion questions aloud. Give students about three minutes to complete their discussions. 3. When students have finished, ask for volunteers to share any especially creative or imaginative ideas that came up in their groups. 1D Communication task Note: Please make sure you have read the Communication task in the Student’s Book before the lesson so that you can answer any questions that arise. Have students form pairs, Read the instructions aloud, and have students turn to the appropriate pages in their Student's Books. One partner looks at, Task 1 on page 74, and the other at ‘Task 21 on page 83. Part A 1, Read the instructions for the Communication task aloud. Tell students to take turns asking cach other questions to find the missing information. Give students about four minutes to complete the task.2. Go around the class as students work, encouraging them to ask each other questions. 3, Have students compare and check their answers in their Student’s Books with their partner. Part B Finish the discussion of the two questions in part B as a whole class. Ask for volunteers to explain the correct answers. Ein Part A ‘Adam | Betty | Chuck | Diana Edward | Fran Greg | Hannah Wan Jenny | Keith | Lisa PartB Page 74: te letter ‘e” (minute, week, year) | Page 83: keep in touch (the word keep is In the | "Word touch: to keep uch) | Here are two more problems for the class to try: 1, Mrs. Brown has six children and five potatoes, How can she feed each child the same amount of potatoes? (She can give them mashed potatoes.) 2. Llive on the top floor of a 36-story building. When my aunt visits, she takes the clevator to the 30th floor and walks up the stairs to my apartment. On the way down, she takes the elevator from the top floor. Why? (My aunt is very short. Going up, she can only reach the button for the 30th floor. But going down, she can easily reach the button for the first floor) Have students write a short autobiography introducing themselves to the class. COMTI BE Objective To talk about attitudes toward problem solving Group work 1, Read the instructions aloud. Call on students to read the statements aloud. 2. Have students form groups of four. Give them about three minutes to discuss the statements. 3. When students have finished, ask for volunteers to share their attitudes toward problem solving with the rest of the class. ‘Talking point 1 Let’s talk! See page 151 for more speaking practice. ‘Unit 1 Self-study Student's Book pages 94-95 ‘Unit 1 Quiz Teacher's Manual page 168 Communicating in English 7Expressing yourself Overview Unit 2 focuses on self-expression and communication. In Lesson 2A, students talk about emotions and how people communicate them. In Lesson 2B, Before you begin. . . students may have about them. before handing in their assignments. they discuss the significance of different gestures, accents, and dialects. 1. If you assigned the Self-study activities from Unit 1, answer any questions 2. If you assigned writing, ask students to read one another's work in small groups Unit 2 Model conversations - pages 116-117 2A How do you feel? f Activity 1) Objectives To lear vocabulary for emotions; to understand people talking about their feelings annoyed sighy angry | anxious very worried | cheer up to become happier date an arrangement to meet someone you lke in | a romantic way embarrassed ashamed or nervous in front of | other people | glagle to laugh quietly because you think | something is very funny ‘shocked very surprised ‘swear to make a serious promise (past = swore) A Pair work 1, Read the instructions aloud; then read the words in the box aloud, and have students repeat them. 2, Have students form pairs. Call on one pair to read the model exchange aloud. 38. Give students about two minutes for their discussions. 4. Go around the class as students work, answering any questions they may have. 5. When students have finished, ask for volunteers ‘to share their ideas with the class. List any new ‘emotions vocabulary on the board. Unit 2 B Pair work 1, Have students stay in their pairs from part A. 2. Read the instructions aloud, and ask for a volunteer to read the discussion questions aloud. 3. Give students about three minutes to discuss the questions. 4, When students have finished, ask the questions to the whole class and clicit responses from a few volunteers. Ask volunteers to describe their experiences for the class. € Listen (2 (CD 1, Track 7) 1. Read the instructions aloud. Point out that the speakers do not directly say how they feel: Students must listen and make an inference about each person. Make sure students understand that this time they should just write the adjective that describes how each person is feeling. 2, Play the audio program, pausing after each conversation to give students time to write their answers. 3. Have students compare answers in pairs. Then check answers with the whole class. 1. worried / anxious 2. furious / annoyed 3, embarrassed 4. shocked / surprised 5, depressedD Listen again (% (CD 1, Track 8) 1. ‘Tell students they are going to listen again — this time focusing on the reasons the people feel the way they do. 2. Play the audio program, pausing between conversations to give students time to write their answers. 3. Have students compare answers in pairs. If there is disagreement, play the audio program again before you confirm the correct answers. =e 1. he's taking his driving test al 3:00 2. she waited in line for a half an hour at the bank 3. he asked Linde's little sister out on a date 4, she got a perfect score on her history test 5, nothing seems to be going right these days Objectives To talk about feelings; to reassure and advise people do your best to try very hard to achieve something | take a deep breath to breathe in a lot of air and | ty calm down ‘A Pair work 1. Read the instructions aloud. Call on a student to read the model language in the speech balloon aloud. Answer any questions about unfamiliar vocabulary. 2. Have students form pairs, and give them about ‘two minutes for their discussions. 3. When students have finished, ask for volunteers to share their ideas with the class. B Pair work 1. Read the instructions aloud. Ask for two volunteers to read the model exchange aloud. 2. Have students stay in their pairs from part A. 3. Give students about three minutes for their role plays. Go around the class as students work, listening in and encouraging them. 4. Have students switch roles and do the role plays again. Alternatively, have students switch partners a few times, 5. Ask for volunteers to perform their role plays for the class. © Communication task 1. Have students form pairs. 2. Read the instructions aloud, and tell students to turn to the appropriate pages in their Student’s Books. One student looks at Task 2 on page 74, and the other at Task 22 on page 83. 3. Read the instructions for the task aloud. Give students a few minutes on their own to look at the pictures and prepare for the task. 4. Give pairs about four minutes to complete the task, 5. Go around the class as students work, helping and ‘encouraging students to ask each other questions. 6. Ask for a few volunteers to role-play one of the situations for the class. CONDE Re Objective To talk about situations that make us feel annoyed, happy, unhappy, and nervous A Pair work 1, Read the instructions aloud. Call on students to read the sentence stems aloud. 2, Have students form pairs. Make sure students understand that they should write at least three ideas for cach situation. Give students about four minutes to complete the task. You may want to have students write their ideas on a scparate picce of paper, so that they will have more space. 3. Go around the class as students work, answering questions and helping as needed. B Join another pai 1. Have pairs combine to form groups of four 2. Read the instructions aloud, and call on three students to read the model exchange aloud. 3. Give students about three minutes to complete the task. 4. When students have finished, call on several students to write their sentence completions on the board. Then have the rest of the class guess the first part of the sentences. Expressing yourself2B what do you mean? Objective To talk about the meanings of facial expressions and common gestures expression a look on someone's face that shows what the person is thinking gesture a movement of your head, arm, or hand ‘that shows what you mean or how you feel Just kidding. an expression used to say that something wasn't truc but was only a joke puzzled very confused work |, Have students form pairs. 2. Read the instructions and the discussion questions aloud. Answer any questions students have about vocabulary. Point out the model exchange in the specch balloons. 3. Give students about four minutes for their discussions. 4. When students have finished, ask the class what types of gestures they use most often, and what they mean. work 1, Have students look at the pictures. Ask them which gestures they are familiar with, and which ‘ones they use / don’t use in their own culture. 2. Read the instructions aloud; then ask for volunteers to read the sentences below the pictures aloud. Explain any unfamiliar expressions. Give students about two minutes to match the pictures to the sentences. Encourage students to ‘work cooperatively, and if necessary, remind them to speak English. 4. Have students check their answers on page 91 in their Student's Books. 3. € Join another pair 1. Have pairs combine to form groups of four. 2, Read the instructions and the discussion questions aloud. 10 Unit 2 3, Give students about five minutes for their discussions. Go around the class as students work, listening in and encouraging all students to participate. 4, When students have finished, continue the discussion with the whole class. Try to explore differences between common gestures in your students’ own cultures and in other cultures. CORDED as Objectives To understand people talking about vocabulary differences in English; to compare different accents in English accent a way of speaking that someone has because of where he / she was born or lives cupboard a piece of furniture for storing clothes, plates, etc., usually attached to the wall and with shelves and a door dialect 2 form of a language that is spoken in a way that is different from the way itis spoken in other areas native language the language you learned when ‘you first learned to talk Tegion a large area of a state or country ‘sidewalk a hard surface for people to walk on along the side of a street A Listen {% (CD 1, Track 9) 1. Ask students if they are aware that the English spoken in different parts of the world is different. Elicit any examples of vocabulary differences students may already know of (lit / elevator, apartment / fat, etc:), and write them on the board. 2. Read the instructions aloud. Then read the words in the chart aloud, and ask students which ones they are familiar with. 3. Tell stuclents they should listen and write the meaning of each word in American English. 4, Play the audio program, pausing after each speaker finishes. 5. Ask students to compare answers in pairs. Then play the audio program again before you confirm the correct answers.ii Relaxed listening Give students a chance to listen to the audio program a final time after all the tasks have been compicted, If students listen with their eyes closed, they can relax and enjoy understanding the audio without distraction. They may notice humor, or pick up new vocabulary and expressions from the conversations. Remember that success is a great motivator: If students found a listening difficutt to understand at first, it will be very rewarding for them to realize how much they can actually understand. Australia: breakfast Hello! barbecue You're welcome. England: ‘ruck pants vacation period highway gas Ireland: sidewalk I'm fine. to break, not working good company / properly conversation > Play the audio program again, and ask students to write down what these additional words mean in American Engi Australia: bikkie, mozzie, Aussie England: mobiles, trainers Ireland: press, guards Answers: Australia: biscuit (cookie), mosquito, Australian England: cell phones, sneakers Jreland: cupboard, the police B Listen {\ (CD 1, Track 10) 1, Read the instructions aloud; then call on a student to read the sentences aloud. Answer any questions students may have about vocabulary. 2. Play the audio program, pausing just before each speaker reveals where he or she comes from, 3. Ask students to try to guess where each speaker comes from. Then play the audio program one more time to reveal the answers. x 1. South Africa 3. India 2. Texas 4, New Zealand € Listen again {% (CD 1, Track 11) 1. Read the instructions aloud. ‘Tell students to focus ‘on specific words or syllables that are pronounced differently, as well as on the overall intonation and rhythm. 2, Play the audio program once or twice. 3, Ask for volunteers to propose some of the features they noticed for each accent. D Group work 1. Read the instructions aloud. Call on students to read the discussion questions aloud. 2. Have students form groups of four. Give them about five minutes for their discussions. 3. When students have finished, lead a brief class discussion about different accents and dialects in the students’ own culture. Ask: + Do you spcak differently when talking with friends or family than with strangers? + In what situations do you use a different style of speaking? + What are the main regional accents and dialects that most people in your country can recognize? Have students wrile a letter to a friend about something that happened to them that made them ‘eel especially happy, annoyed, proud, or anxious. Talking point 2 How do you feel? Sce page 152 for more speaking practice. Unit 2 Selfstudy Student's Book pages 96-97 Unit 2 Quiz Teacher's Manual page 169 Expressing yourself 11oe ) Crime and punishment Overview Unit 3 focuses on real crimes and fictional crime stories. In Lesson 3A, students learn vocabulary to talk about crime in general and about different punishments for different crimes. In Lesson 3B, they discuss crime and detective Movies and try solving crimes based on clues. Before you begi students may have about them. before handing in their assignments. Unit 3 Model conversations — pages 118-119 3A Breaking the law 1. If you assigned the Self-study activities from Unit 2, answer any questions 2. Ifyou assigned writing, ask students to read one another's work in small groups (CTE paseo Objective To talk about different crimes and discuss appropriate punishments ilegal not allowed by tho law ransom an amount of money paid to free someone who is being held by a kidnapper ‘shoplift to take something from a store without paying for it witness to see something happen, especially a crime or an accident A Pair work 1. Read the instructions aloud; then ask for volunteers to read the questions below the pictures aloud. 2. Have students form pairs. Point out the model language in the speech balloons, and give students about three minutes for their discussions. 3. When students have finished, ask the questions to the whole class and elicit responses from a few volunteers. B Pair work 1. Have students stay in their pairs from part A. 2, Read the instructions aloud; then read the words for the criminals and corresponding actions aloud, and have students repeat them. Explain any 12 Unit 3 3. Give students about three minutes to match the criminals to the actions. Tell the class they will check their answers in part C. Choral repetition Having students repeat words and phrases in cchorus is a good way to build their confidence in speaking English. When students repeat the language with the whole class, everyone has a chance to speak without worrying about making mistakes or sounding unnatural, Students need time to practice saying new expressions before they can say them fluently and confidently. Have students do choral repetition of the exprossions from the speech balloons as well as any new vocabulary in the unit. € Pair work 1. Have students check their answers on page 91 in their Student's Books. 2. Read the discussion questions aloud, and give students about three minutes to discuss them. 3. When students have finished, take a class poll to find out which crimes students think are the ‘most / least serious. Encourage students to give reasons for their opinions. Objective To compare attitudes and opinions about crimejail prison. harshly unkindly, cruelly, or strictly ‘once from the time something happens Poverty the situation or experience of being poor A Pair work 1. Read the insteuctions aloud. Give students time to read the statements silently. Before students begin the task, answer any questions they may have about vocabulary. 2. Have students form pairs, and give them about two minutes to rate the statements. Stress that students do not have to agree on their answers; they should discuss their opinions with each other, but they may rate the statements differently. B Join another pair 1. Have pairs combine to form groups of four 2. Read the instructions aloud, and give students about five minutes for their discussions. 3. Go around the class as students work, listening in and encouraging students. 4. Write the statements from part A on the board, and have students come up and write their own number rating under each one. Discuss the results with the class. Objectives To talk about amusing crime stories; to understand people telling amusing crime stories Cliff a high rock or the edge of a piece of land with a steep side courier someone who delivers things first-aid kit a box containing objects for simple medical treatments Grab to take hold of something with a sudden or Violent movement. kph kilometers per hour vandalism the crime of purposely damaging ‘things, especially public property zone part of an area that has a specific purpose A Listen (% (CD 1, Track 12) 1, Read the instructions aloud. Call on students to read the headlines aloud. Explain any unfamiliar vocabulary. 2. ‘Tell students they should listen for the main idea of cach story. Point out that it’s not important to understand every word they hear. 3. Play the audio program, pausing after each story. 4. Have students check answers in pairs before you confirm the answers with the class. If necessary, play the audio program again, 1, Burglars Asleep On The Job 2. Driver Arrested For Vandalism 3. Robber Takes Wrong Suitcase B Listen again ( (CD 1, Track 13) 1. Read the instructions aloud. 2. Give students a few minutes to silently read through the summaries, Answer any questions students may have about vocabulary. 3. Play the audio program, pausing between stories to allow students to write their answers. 4. Have students compare answers in pairs. Then check answers with the whole class. 1. burglars, money, food, asleep 2. 80, speed, camera, throw, damaging 8, robber, suitcase, first-aid, unhurt € Group work 1, Read the instructions aloud. 2. Have students form groups of three or four. Give them about three minutes for their discussions. Encourage them to give reasons to support their opinions. 3. When students have finished, have each group give a brief summary of their discussion, Ask the class whether they agree or disagree with each ‘group's ideas. Crime and punishment 13D Communication task 1. Have students form pairs. 2. Read the instructions aloud, and tell students to turn to the appropriate pages in their Student's ‘Books. One partner looks at Task 3 on page 75, and the other at Task 23 on page 84. Part A 1, Read the instructions for the task aloud. 2. Give students a few minutes on their own to read over the list of crimes and ask questions about the vocabulary. 3. Ask two pairs to read the model exchanges aloud. Give students about five minutes to discuss the seriousness of the various crimes on the list. Go around the class as students work, answering any questions that arise. 4, When students have finished, ask for volunteers to share their ideas and opinions with the class. PartB ‘When students have finished part A, lead the class in a discussion of the questions in part B. 14) Unit 3 Have students form groups. Read the folle cases aloud one at a time, After reading each case, ask students to imagine themselves as a jury, deciding who is guilty and what the punishment should be afier they have heard each case. ‘Then discuss the decisions as a class. Case 1: Teenage boys damage car ‘Two boys, ages 14 and 16, jumped on the hood ‘of a car parked in the driveway of a neighbor ‘who wasn't home. The boys jumped from the roof of the garage onto the hood of the car several times, causing more than $1,000 in damage. One boy's father objected to his son’s arrest saying, “No one uses that old car, anyway!” Case 2: Woman moves into home while owners are away While a couple were on vacation for two months, ‘a woman broke into their home and lived there. ‘She took good care of the house, but she ate th couple's food and entertained visitors there. The ‘woman had recently lost her job. She has no criminal record, “T don’t know why I did it,” she said, “but they sure have a nice house!”3B Crime stories Objectives To understand people talking about crime movies; to talk about crime movies easino a place where people try to win money by playing games con artist someone who tricks people to get money from them convince to make someone feel sure that something is true ‘spoil to ruin something by making it less enjoyable violence behavior that is intended to hurt other people physically A Pair work 1, Have students form pairs. 2. Read the instructions aloud. 3. Give students about two minutes to discuss any information they know about the movies (actors, director, plot, etc.) If students aren’t familiar with any of the movies, encourage them to try to guess what the movies are about based on the DVD covers. 4, When students have finished, ask for a few volunteers to say what they know about the movies. B Listen [0 (CD 1, Track 14) 1. Read the instructions aloud. 2. Read the titles aloud. Then give students time in pairs to read the sentences and to help each other with any unfamiliar vocabulary. 3. Play the audio program once or twice. 4, Have students compare answers in pairs. Then go over the answers with the whole class. xm Witness: ‘Ayoung boy witnesses a crime. Abbig:city police officer falls in love. Catch Me If You Can: ‘A teenager pretends to be a pilot, a lawyer, and a doctor. ‘The con artist is finally arrested for forging documents. Ocean's Eleven: ‘Aman wants to steal $150 million from Las Vegas casinos. ‘The leader tells his men there must be no violence. Fargo: Acar salesman hires two men to commit a crime. ‘Assmall-town police officer solves a kidnapping case. € Listen {% (CD 1, Track 15) 1, Read the instructions aloud. 2. Play the audio program once or twice. 3. Check answers with the whole class. Liked Didn't like Jake photography / | violence overdone camerawork | (too much blood) Melissa | funn liked everythin (Soete when itera kidnappers broke in) D Pair work 1. Have students form pairs 2, Read the instructions aloud; then call on students to read the discussion questions aloud. 3. Give students about four minutes for their discussions. Go around the class as students work, offering help as needed. 4. When students have finished, call on a few students to say whether they like crime storics and to explain why or why not. Crime and punishment 15clue an object, a piece of information, or a reason that helps you find an answer to a problem or solve a crime evidence facts, objects, or signs that make you believe something exists or is true get into trouble to be in a situation where ‘someone in authority is likely to punish you receipt a piece of paper that shows that you paid for or received something ‘safe-deposit box a small box used for keeping valuable objects, usually in a special room in a bank A Pair work 1, Have students form pairs. Explain that they are going to work together to solve a crime. 2. Read the instructions aloud. 3. Give students about three minutes to discuss what they think happened based on the clues in the picture. Point out the model language in the speech balloons. 4, Go around the class as students work, offering, help and encouragement. 5, Elicit a few guesses from the class about what happened. ‘Tell students they will learn more clues when they do part B. B Communication task Note: Be sure to look at the three tasks before the lesson since students may have questions about them. Task 4 reveals that John has had valuables stored in a bank and that he has bought two plane tickets to Tahiti. Task 14 reveals that John has becn under a lot of stress at work, is taking pills for it, and has always dreamed about taking a trip. Task 24 reveals that John has bought $10,000 in traveler's checks, has purchased a yacht, and is definitely going to Tahi 1. Have students form groups of three. 2. Read the instructions aloud, and tell students to turn to the appropriate pages in their Student’s Books. One student looks at Task 4 on page 75, another at Task 14 on page 79, and another at Task 24 on page 84. 16 Unit 3 Part A L. Read the instructions aloud. 2. Give students a minute or two on their own to look at the pictures and prepare for the task. ‘Remind students not to look at one another's tasks. Answer any questions they may have. 3. Give students about five minutes to share their clues. Part B 1, Read the instructions aloud. 2. Call on three students to read the model exchange aloud. 3. Give students about three minutes to discuss their solution to the crime. Encourage students to use the clues to make guesses, and tell them that there are no single correct answers. Go around the class as students work, helping as needed and making sure all students understand the task. 4, When students have finished, reassemble the class and ask the groups to explain their solutions. © Group work 1. Have students form new groups of three or four 2. Read the instructions and the discussion questions aloud. 3. Give students about five minutes to discuss the questions. Go around the class as students work, listening in and encouraging students. 4, When students have finished, ask for volunteers to say what they learned about their classmates based on “clues” from their discussions, 1. Have students write their own crime story about John's disappearance in Lesson 3B, Activity 2. 2. Have students write about a crime story they have read or @ crime movie they have seen. Talking point 3 Eyewitnesses Sce page 153 for more speaking practice. Unit 3 Self-study Student’s Book pages 98-99 Unit 3 Quiz Teachers Manual page 1704 Surprises and superstitions Overview Unit 4 focuses on mystery, optical illusions, and superstitions. In Lesson 4A, students talk about mysterious images and optical illusions. In Lesson 4B, they discuss being lucky and unlucky, and talk about superstitions. Before you begin... 1. If you assigned the Self-study activities from Unit 3, answer any questions students may have about them. 2. If you assigned writing, ask students to read one another's work in small groups before handing in their assignments. Unit 4 Model conversations - pages 120-121 4A That's strange! Objectives To talk about different reactions to a puzzling picture; to understand people talking about their reactions chore a job you have to do regularly al home Ifigure .... think... In my opinion, ... llusion something that is not what it seems to be point the purpose ‘sense of direction a natural ability to know where you are ‘servant someone who is paid to cook or clean someone else's house ‘shadow an area of darkness caused when light is blocked by something terrace a fiat area outside a building usually with a stone floor and used for leisure or social activities trick an action meant to deceive or to cheat} a joke A Group work 1. Ask students to raise their hands if they are familiar with the artist M. C. Escher or any of his ‘works. Blicit any information students may know about the artist. Note: M. C. Escher was a Dutch graphic artist known for his puzzling optical illusions. His famous works include Drawing Hands and Sky and Water. The artwork shown on page 14 is Relativity, a lithograph that was first printed in 1953. 2. Have students form groups of three or four. 3. Read the instructions and the discussion questions aloud. 4, Give students about four minutes for their discussions. Go around the class as students work, encouraging them to look at the picture from different angles and helping with vocabulary as needed. 5. When students have finished, ask for a few volunteers to share their impressions of the picture. B Listen {\ (CD 1, Track 16) 1. Read the instructions aloud. Reassure students that they will have more than one chance to hear the conversation if they need it. 2. Play the audio program once or twice, pausing a few times to let students write their answers. 3. Write the chart headings on the board, and ask for volunteers to come up and write their answers. ‘Ask the class whether they agree with the answers on the board. Alternatively, play the audio program again to confirm the answers. Michael: a very hot place; noon, lunchtime; all servants Karen: large family house in the country; morning; people relaxing and enjoying themselves at home Surprises and superstitions \7¢ Group work 1. Have students form groups of three or four. 2. Read the instructions aloud. 3. Give students about two minutes to discuss their opinions. 4. When students have finished, ask for volunteers to share their own ideas with the class. peck Rearrange the class. ‘Students may feel most comfortable working with other students thoy know, but if they always work with the same partners, they may miss out on valuable opportunities. Different people bring new ideas, new experiences, and new points of viow to the discussion. In addition, when students speak English outside of the classroom, chances are they'll be speaking to strangers, Rearranging the class often will help students feel more comfortable interacting in English with a variety of people. Objective To talk about reactions to optical illusions amusing funry disorienting making you feel confused and not able to understand what is happening dizzy having the feeling of not being able to balance yourself mesmerizing making you feel completely interested A Pair work 1. Explain that students are going to look at some optical illusions (images that are confusing because they appear to be something that they arc not). 2. Read the instructions aloud; then read the words aloud, and have students repeat them. Clarify the vocabulary by asking students to explain the meaning of the vocabulary in their own words. 3. Have students form pairs. Give them about three minutes to share their impressions of the pictures. 4. Go around the class as students work, offering help and encouragement. 5. When students have finished, continue the discussion with the whole class. 18 Unit 6 B Pair work 1, Have students stay in their pairs from part A. 2. Read the instructions and the questions aloud. 3. Give students about three minutes to look at the pictures and discuss the questions. Tell the class they will check their answers when they do part C. € Pair work 1. Have students check their answers on page 91 in their Student’s Books. 2. When students have finished, ask for volunteers to describe their experiences with the optical illusions. Have them try to describe what they saw and how they felt. Ask students if they know of any other optical illusions. ‘Activity 3 // [eae Objective To create and tell a story based on sounds heavy sleeper someone who doesn't wake up very easily A Listen $% (CD 1, Track 17) Note: Please make sure you have listened to the recording before the lesson. Students will hear a series of sound effects from which they have to imagine a story. 1. Read the instructions aloud. Explain that students are going to hear a variety of sounds with almost no words. Ask students to close their eyes as they listen and try to picture what is happening. . Play the audio program two or three times. . Tell students to open their eyes and take a moment to think about what they heard. Ask them to imagine the people, the place, and what ‘was happening there. B Pair work 1. Have students form pairs. 2. Read the instructions aloud, and call on volunteers to read the discussion questions aloud. Point out the model language in the speech balloons. 3. Give students about five minutes to create their stories. Encourage students to make notes to help them remember the details. Go around the class as students work, offering help as needed.‘A man is sleeping in his home. Another man and a woman begin to break into the sleeping man's home. The dog outside sees them and barks, and they break a window to enter, but ‘the sleeping man does not wake up. ‘The man and the woman enter the home, open the refrigerator, and steal a bottle of soda. The man ‘opens it, drinks some, and offers it to the woman, who says, *No, thanks.” As the burglars begin to leave, the sleeping homeowner starts to snore ‘more loudly. As the couple escape, the dog barks loudly at them, finally waking the sleeping man, who says, "Who's there?" € Listen again §% (CD 1, Track 18) ‘Il students they're going to hear the audio program from part A one more time. Ask them to think of any changes they want to make to their storics as they listen. 2. Play the audio program. 3. Give the pairs two minutes to decide on the final version of their stories. D Join another pair 1. Have pairs combine to form groups of four 2. Read the instructions aloud. 3. Give groups about three minutes to tell their stories. 4. Reassemble the class. Ask groups to share any similarities or differences in their stories. ‘Surprises and superstitions 19AEB Good luck, bad luck P Activity 1 Objectives To read stories about good and bad luck; to share stories; to talk about superstitions blame to say or think someone is responsible for something bad cabin a small house made of wood fill up to put enough liquid in a container to make it full fuel gauge an instrument that measures the amount of a car's gasoline lottery a game of chance in which people buy tickets in order to win a lot of money ‘oversleep to sleep for longer than you intended ‘quality to have the right to claim something Fock a large stone A Pair work 1, Read the instructions aloud. 2. Give students time to read through the partial stories silently. Answer any vocabulary questions that may arise. 3. Have students form pairs to read the stories and guess the missing words. You may want to have them write their guesses in pencil or on a separate shect of paper. Give students about four minutes to complete the task. 4, Go around the class as students work, encouraging students to work cooperatively. B Listen § (CD 1, Track 19) 1, Read the instructions aloud. 2. Play the audio program, pausing after each story. 8. Have students compare answers in pairs before you confirm the answers with the class. If there is disagreement, play the stories again before you give the correct answers. radio, 1, numbers, favorite, readable, taxi, ticket, bad mountains, overslept, nine, fat, fixed, midnight, key, rock, window 20° Unit 4 € Listen again {¥ (CD 1, Track 20) 1. Read the instructions aloud. 2. Have students form pairs. 3. Give students about three minutes to guess the endings of the stories. You may want to have them write notes to help them remember their ideas. 4. Elicit possible story endings from several pairs. 5. Play the audio program. 6. Call on students to say which ending they prefer their own or the one on the audio program ~ and why. peer = The numbers didn't match completely, but she won $1,000. The back door was unlocked, and there was a key under the plant next to the front door. D Group work 1. Have students form groups of four. 2. Read the instructions aloud. Call on students to. read the discussion questions aloud. 3. Give students about four minutes for their discussions. Go around the class as students work, making sure all group members are participating, 4. Reassemble the class, and ask for some volunteers to talk about lucky or unlucky experiences. E Communication task 1. Have students form pairs. 2. Read the instructions aloud, and tell students to turn to the appropriate pages in their Student’s Books. One student looks at Task 5 on page 76, and the other at Task 25 on page 85. Part A 1, Read the instructions for the task aloud. 2. Give students several minutes on their own to prepare for the task. PartB 1. Give students about four minutes to tell their stories about two minutes for each partner. 2. Go around the class as students work, answering any questions that arise,Objective To talk about superstitions, folklore, and goodluck charms bride a woman at the time she gets married groom a man at the time he gets married ‘pill to cause something to flow over the edge of ‘the container ‘superstition a belief that is not based on reason or scientific reason superstitious believing in superstitions A Pair work Note: In Western folklore, horseshoes, four-leaf clovers, and rainbows are considered lucky. Friday the 13th is considered unlucky. Some people think that a black cat crossing your path also brings bad. luck. Others say that if a black cat walks toward you, it brings good fortune, but if it walks away, it takes the good luck with it. 1. Explain superstition (a belief that is not based on reason or scientific reason). Tell students that people in some cultures have superstitious beliefs about the items in the pictures. 2. Read the instructions and the questions below the pictures aloud. Call on students to read the names of the items in the pictures aloud. 3. Have students form pairs. Give them about three minutes for their discussions. 4, When students have finished, ask the questions to the whole class and elicit responses from several volunteers, B Pair work 1, Read the instructions aloud, and call on students to read the superstitions aloud. Answer any questions about unfamiliar vocabulary. 2. Have students form pairs, and give them about three minutes to discuss the questions. 3. When students have finished, lcad a brief class discussion. Have students compare the superstitions with ones from their own culture. € Join another pair 1. Have pairs combine to form groups of four. 2. Read the instructions aloud, and ask for voluntccrs to read the categories in the chart aloud. . Give students about three minutes to complete the chart; then direct them to discuss the questions. 4. When students have finished, call on each group to say which student is its most superstitious member and to explain why. B z Brainstorm a list of five or six additional ‘categories of superstitions, and write the categories and prompts on the board. For example: The weather: ‘means it will rain / snore Lore: Yiu’ fallin tove soon if you see / eat / dream about — . Actions that bring Finding / Touching is ‘good or bad luck: bucky / unlucky. Divide the class into groups of four. Have students choose the first category. Then give students one minute to write as many superstitions as they can for the category. Continue until students have done this with all the categories on the board. lave groups total their points from each round, ‘The group with the most points in the end wins. 1. Have students write about a very lucky or a very unlucky experience they have had, 2. Have students write about superstitions in their own culture, Have them say what types of situations they are superstitious about, and what they do to have good luck and avoid bad luck EEE EEE laa Talking point 4 International superstitions See page 154 for more speaking practice. Unit 4 Self-study Student’ Book pages 100-101 Unit 4 Quiz Téacher’s Manual page 171 Units 1-4 Expansion See page 79 for notes on how to use Expansions. Surprises and superstitions 21Education and learning Overview Unit 5 focuses on school experiences and different learning | techniques. In Lesson 5A, students talk about memories and school experiences. In Lesson SB, they discuss study techniques and ways to improve their memories. Before you begin . . . 1. Ifyou assigned the Self-study activities from Unit 4, answer any questions students may have about them. 2. Ifyou assigned writing, ask students to read one another's work in small groups before handing in their assignments Unit 5 Model conversations — pages 122-123 SA School days Activity 1 p20 Se Objectives To share high school experiences; to understand people talking about their high school days bring out the best in someone to emphasize ‘someone's best qualities discipline to teach others to control their actions and obey rules go ahead to continue talking ‘grown-up an adult split divided A Pair work 1, Read the instructions aloud; then call on students to read the questions below the pictures aloud. 2. Have students form pairs. Ask one pair to read the model exchange aloud. 3. Give students about three minutes to complete the task. Go around the class as students work, encouraging students to make guesses about the pictures. 4, When students have finished, ask the questions to the whole class and clicit responses from a few volunteers. B Listen (% (CD 1, Track 21) 1, Read the instructions aloud. 22° Unit 5 2. Give students time to read through the questions silently. Answer any questions they may have. 3. Play the audio program, pausing a few times to give students time to write their answers. Have students compare answers in pairs, and then play the audio program again. 4. Check answers with the whole class. Answers 2. Steve: wanted to make a good impression Janet: brother had told her about it 8, Steve: school was big, kids looked like ‘grown-ups Janet: very familiar 4, Stove: 30-32 Janet: 25 5, Steve: kind, listened to everyone carefully, brought out the best in everyone Janet: shouted all the time, not very good at discipline 6. Steve: had to work really hard; a lot of homework Janet: boys and gitls didn't mix ¢ Pair work 1. Have students form pairs. 2. Read the instructions aloud. 3. Give students about five minutes to interview cach other using the questions from part B. Remind them to take notes on their pariner’s responses.Ds 1. Have pairs combine to form groups of four 2. Read the instructions alond, and point out the model language in the speech balloon. 3. Give students about four minutes to share their partner's school experiences with the group. ‘Tell them to use their notes if they need help, but to try not to simply read the information. DEV era See another pair Act Objective To talk about high school rules, policies, and customs Note: If your students are still in high school, all the past tenses in this activity become present tenses. formal dance a party for dancing where people wear formal clothes (long dresses for women and suits for men) punishment when someone is made to suffer because he or she has done something wrong un to control or be in charge of something A Pair work 1. Read the instructions aloud; then read the list of words aloud, and have students repeat them. 2. Have students form pairs. Give them time to read. the list of definitions and help each other with any unfamiliar vocabulary. 3. Give students about two minutes to match the words with their meanings. B Join another pair |. Have pairs combine to form groups of four. Tell them to turn to page 91 in their Student’s Books to check their answers. 2. Read the instructions and the discussion questions aloud. Give students about four minutes to discuss the questions. € Group work 1, Have students stay in their groups from part B, or have them form new groups. 2, Read the instructions aloud, and call on two students to read the model exchange aloud. with ideas for ways of improving their school system. Tell them to write their ideas down. 4. Go around the class as students work, helping with ideas and encouraging students to be cercative. 5. When students have finished, call on students to write their best ideas on the board. "Then take a class poll to decide the five ideas that would most improve their school system. Objectives To talk about high school or other school memories; to discuss the qualities of a good student and a good teacher Reece coed where students of both sexes study together strict demanding that rules be obeyed A Pair work 1, Ask students to think about their high school (or other school) days. Ask for a few volunteers to say how the experience was and whether they enjoyed that time in their lives. 2, Read the instructions and the interview questions aloud, and have students repeat them. 3. Have students form pairs, and give them about four minutes to interview cach other. Remind them to take notes on their partner's responses, B Join another pair 1. Have pairs combine to form groups of four, 2, Read the instructions aloud; then ask for volunteers to read the discussion questions aloud. 3. Give students about four minutes to share information about their partner and discuss the questions. 4. When students have finished, ask for volunteers to come up to the board and list the qualities of a good teacher and of a good student, Lead a class discussion, and have students try to agree on the five most important qualities for each. Education and learning 235B Brain power CEE one Objective To activate students’ schema about the topic of memory Pair work 1. Read the instructions aloud. 2. Have students form pairs. 3. Give students about five minutes to take turns asking and answering the questions, Encourage students to ask additional questions to help each other to remember more. 4. When students have finished, reassemble the class and find out who remembered the most. Ask students to say what helped them remember the information. Objective To talk about memory techniques short-term memory the type of memory that continues for only a short time into the future A Group work 1, Read the instructions aloud. 2. Have students form groups of four. Make sure they are working with at least one or two students they don’t know well. This is so that students won’t already know the information listed about one another. 3. Give students about five minutes to ask one another questions and find out the information. Stress the importance of not taking notes. 4. Go around the class as students work, helping as necessary and reminding students not to take notes. age 22 24 units B Group work 1. Have students stay in their groups from part A. 2. Read the instructions aloud. Students should first work alone to write down the information that they remember about one another. 3. Reassemble the groups, and give students about, three minutes to talk about how much they remembered and to determine who has the best short-term memory. © Group work 1, Have students stay in their groups, or have them, form new groups. 2, Read the instructions and the discussion questions aloud. 3. Give students about four minutes for their discussions. 4. When students have finished, ask students to share the kinds of things that are easy or difficult for them to remember, and have the class discuss some techniques they use to help them remember things. Handling student errors ‘As you go around the class listening in on group discussions, you are likely to hear students making some errors. You may want to correct students immediately. However, interrupting students to correct errors isn't always the best choice, especially if they are engaged in meaningful discussion with their classmates. Instead, make notes on any errors you hear and discuss them with the whole class at the end of the activity. Write the errors on the board and say, ‘Here are some mistakes | overheard. Can anyone correct them?" Ask for volunteers to come to the board and make the corrections,Objective To talk about study techniques brainstorm to meet with a group of people in order to try to develop ideas and think of ways to solve problems effective producing a good result goal something that you hope to achieve in the future highlight to mark viritten words with a pen or on a computer so you can see them more easily lecture a long talk to a group of people about a particular subject Passage a short part of a book, poem, piece of music, etc. A Listen £¥ (CD 1, Track 22) 1. Ask students to read the study techniques in the chart and to say which o1 whether they were effective. 2. Read the instructions aloud. 3. Play the audio program, pausing after each speaker to give students time to write. As there are several reasons given for cach technique, you may ‘want to ask students to note down only one reason on the first listening, 4. Have students compare answers in pairs. Then play the audio program again to give students a chance to check and / or complete their answers. 5. Go over the answers with the whole class. s they have tried, and 1. keeps you active, have to make decisions, stops you from falling asleep 2. holps you organize information and decide what's important 3. helps you concentrate, shuts out other sounds 4, helps you make sense of what you're learning, help one another understand 5, easier to concentrate, stops you from falling asleep B Pair work 1. Have students form pairs. 2, Read the instructions aloud. Give students time to read through the quiz silently. Answer any vocabulary questions that may arise. 3. Give students about three minutes to take the quiz. Explain that they should take turns asking cach other the questions. 4. Ask for volunteers to say which study techniques they use most often, which ones they never use, and which ones they would like to try. € Pair work 1, Have students check their evaluations on page 91 in their Student’s Books. 2. Give students about two minutes to discuss whether they agree with the evaluation 3. Ask the class which study techniques they think are the most / least effective. Objective To talk about study techniques for learning English general-purpose not limited to one subject or topic margin the empty space at the side of a printed page A Communication task 1, Have students form pairs, 2. Read the instructions aloud, and tell students to turn to the appropriate pages in their Student's Books. One student looks at Task 6 on page 76, and the other at Task 26 on page 85. Part A 1, Read the instructions aloud. 2. Give students about four minutes to share their study techniques. Encourage them to discuss each technique, saying whether they think it’s a good idea, and why or why not. 3. Go around the class as students work, offering help and encouragement. Part B 1, Read the instructions aloud. 2. Give students about three minutes to discuss the techniques and decide on two or three that they think are the most effec 3. Call on pairs to share their opinions with the class. Education and learning 25B Group work 1, Have students form groups of three or four. 2. Read the instructions and the discussion questions aloud. 3. Give students about three minutes for their discussions. 4. When students have finished, continue the discussion with the whole class. Have students look back at Lesson 5B, Activity 2A. Give them time to think about what information they remember about the classmates with whom they worked. Ask for several volunteers to say what information they remember and what made it memorable for them. Alternatively, reassemble the same groups and ask students to say what they remember about one another, 26 Unit 5 ieee 1. Have students write about their first day in a ‘new school or a new class. 2. Have students write about the school system in their country and their ideas for changes cr improvements, 3. Have students write recommendations for Useful tips for improving one's English. Talking point 5 School concentration See page 155 for more speaking practice. ‘Unit 5 Self-study Student's Book pages 102-103 ‘Unit 5 Quix Teacher's Manual page 172Overview Unit 6 focuses on success and wealth. In Lesson 6A, students talk about people who have been successful in various fields. In Lesson 6B, they discuss wealthy and privileged people, and discuss how important money is to them in their own lives. Before you begi 1. If you assigned the Self-study activities from Unit 8, answer any questions | students may have about them. 2, Ifyou assigned writing, ask students to read one another's work in small groups before handing in their assignments. Unit 6 Model conversations — pages 124-125 GA success Coma) 3. Give students about three minutes to compare ideas. Encourage them to give reasons for Objective To talk about qualities and criteria their opinions. people need in order to be successful Objectives To understand people talking about successful people; to talk about successful people charisma the natural ability to attract other people and make them admire you Integrity the quality of being honest and having high moral principles motivation eagerness and willingness to do something perseverance determination to keep trying to do something difficult self-discipline the ability to make yourself do the things you should do, without someone else making you do them talent natural ability to do something well CEO Chief Executive Officer (the person with the most authority in a company) household name a name that is famous or known by many people number one priority the most important thing Profit the money you gain by doing business Search engine 2 computer program that searches for documents conlaining a particular ‘word or words on the Internet slogan a short phrase that is easy to remember, used in companies’ advertising A Work alone 1. Read the instructions aloud; then read the list of qualities aloud, and have students repeat them. Explain any unfamiliar vocabulary. 2. Have students work individually to mark the ive Listen 6 (CD 1, Track 23) ‘qualities they think are the most important. Go 1. Read the instructions aloud, Then read the names around the class, offering help as needed. of the people aloud to mode! the pronunciation. ‘Tall students they should only listen for the names B Pair work of five people and their companies. 1. Baniaiatlonieeees pale, 2, Play the audio program, pausing briefly afier each 2. Read the instructions aloud. person Is discumed, Fame and fortune 273. Have students compare answer over the answers with the class. in pairs. Then go 1c2d8a4ab B Listen again $% (CD 1, Track 24) 1, ‘Tell students they are going to listen again to the stories about the people in part A. 2. Give students time to read through the partial summaries. Answer any vocabulary questions students may have. 3. Play the audio program, pausing after cach biography to give students time to write their answers. 4, Have students compare answers in pairs. Michelle Peluso: 1971, travel, Travelocity, president, great, service, e-mail, vacation Jeff Bezos: 1964, computers, 1994, crazy, ‘Amazon.com, seven Meg Whitman: 1956, eBay, 30, 1998, 11,000, 1.8, feedback, Love Larry Page and Sergey Brin: 1973, five, Google, 20, Products, Technology, 16 ¢ Pair work 1, Have students form pairs. 2, Read the instructions and the discussion questions aloud. 3. Give students about two minutes for their discussions. 4, When students have finished, continue the discussion with the whole class. Note: Here are some additional interesting details about the companies that you may want to share with students: + Lastninute.com, Michelle Peluso’s inspiration for ‘Travelocity, now belongs to Travelocity. ‘+ eBay was founded by French-born Pierre Omidyar in 1995. It was originally called Auctionweb.com. Pierre wanted to call it echobay. com, but the domain name was already taken. + Google’s mission statement is “to organize the world’s information and make it universally accessible and useful.” + Amazon.com strives to be Earth’s “most customer-centric company, where people can find Unit 6 and discover virtually anything they want to buy online.” D Communication task Note: In some countries, access to Wikipedia (see Task 27) is restricted; you may want to skip this activity if this is a sensitive matter. L. Have students form pairs. 2, Read the instructions aloud, and tell students to ‘turn to the appropriate pages in their Student's, Books. One student looks at Task 7 on page 76, and the other at Task 27 on page 85. Part A 1, Read the instructions for the task aloud. 2. Give students a few minutes to read through their information and try to memorize the main points. Encourage them to highlight or underline the important information or to make brief notes. Part B 1 sad the instructions aloud. . Give students about four minutes to share their information. 3, Reassemble the class, and discuss these questions: + Of all the people you've heard about in this unit, who do you think has had the biggest influence in the world? + Which person is the most famous? Why? + What other people do you know about who became successful on the Internet? Objective To talk about other famous people A Pair work 1, Read the instructions and the categories in the chart aloud. 2. Give students a few minutes on their own to think about some people they might add to the chart. “Then have them form pairs to complete the chart. 3. Give students about four minutes to complete the task. Go around the class as students work, helping with ideas and with spelling, B Join another pair 1. Have pairs combine to form groups of fonr. 2. Read the instructions aloud, and ask for volunteers to read the discussion questions aloud. 3. Give groups five minutes for their discussions.GB wealth Objectives To talk about the importance of money; to discuss royalty evil actions and behavior that are morally wrong and cruel fool a stupid or ridiculous person polo an outdoor game playod betwoon two teams; the players ride horses and use long wooden hammers to hit a small ball prince the son of a king or queen princess tho daughter of a king or queen, or the wile of a prince oot the basic or main part of a problem Easy come, easy go. ~ Money may come easily, but it can also disappear fast. ‘Money is power. ~ Rich people have the power in the world. The best things in life are fre good health, happiness, etc. ‘Money is the root of all evil. ~ Money causes bad things to happen. ‘Money doesn't grow on trees. ~ It's not easy to get money. Lend your money and lose a friend. ~ Lending money to a friend may cause problems. A fool and his money are soon parted. to cheat a foolish person. ‘Money can't buy happiness. — Being rich doesn't make you happy. Money can't buy It's easy A Pair work 1. Read the instructions aloud; then call on students to read the sayings aloud. Answer any questions students may have about vocabulary. 2. Have students form pairs, and give them about five minutes to discuss the questions. 3. When students have finished, go through the sayings one by one and elicit some of the students’ interpretations. B Pair work 1 - Ask students to read the title of the article aloud. Elicit any information students already know about Prince William, for example, what country he is from (England) and who his parents are (Prince Charles and the late Princess Diana of Wales). . Have students form pairs. . Read the instructions aloud. . Give students about three minutes to read the article and try to guess the missing words. Encourage students to write their guesses lightly in pencil in their Student’s Books or on a separate piece of paper. Fame and fortune 29€ Listen {¥ (CD 1, Track 25) 1. Tell students they are going to hear the article from part B. 2. Read the instructions aloud. 3. Play the audio program once or twice. 4. To check answers, call on students to read the article aloud, inserting the correct information. Write the answers on the board so that students can check their spelling, richest, London, younger, divorced, vacation, Paris, school, well, graduated, officer, swimming, left, dog, King D Group work 1, Have students form groups of three or four 2. Read the instructions and the discussion questions aloud. 3. Give students about three minutes for their discussions. Go around the room as students work, listening in and helping as needed. 4. When students have finished, lead a class discussion about the advantages and disadvantages of being born into a royal family. Ecc Monitoring discreetly ‘Some students may stop talking when you get near them. This could be because they don't want to make mistakes in front of you. Try the trick of secretly listening to the people behind you while ‘appearing to liston to the ones in front. This enables you to get a better impression of how students speak when they aren't nervous or trying to impress you Objective To talk about the importance of money Ra split the check to divide the restaurant bill equally among people 30° Unit 6 A Pair work 1. Tell students they are going to talk about money. 2. Read the instructions aloud; then give students time to read through the quiz. questions silently. Answer any questions about unfamiliar vocabulary. 3. Have students form pairs. 4. Give students about four minutes t interview cach other. Go around the class as students work, ‘encouraging students to ask each other questions to get more information. B Pair work : 1, Have students stay in their pairs from part A. 2. Have students turn to page 92 in their Student's ‘Books to evaluate their answers. 3. When students have finished, ask for volunteers to say whether they agree with the quiz evaluation and why or why not. Objectives To talk about atlitudes toward money; to discuss winning the lottery ‘charity money and gifts given to people who need help invest to give money to a bank, company, etc, in order to get a profit later lottery a system of selling numbered tickets and giving prizes to people whose numbers are chosen by chance ‘stock market the business of buying and selling shares in companies ‘wealth a large amount of money and possessions A Pair work 1. Ask students to imagine what they would do if they won the lottery. 2. Ask for volunteers to read the options in the chart aloud. Answer any questions they may have about vocabulary. 3. Have students form pairs. 4, Read the instructions aloud, and point out the key for the symbols students should use.5. Give students about four minutes to complete the task. Go around the class as students work, offering help and encouragement. B Join another pair 1, Have pairs combine to form groups of four. 2, Read the instructions aloud, and call on students to read the discussion questions aloud. 3. Give students about five minutes for their discussions. 4, When students have finished, ask for voluntecrs to tell the class what they would definitely do if they won the lottery. © Communication task 1. Have students form pairs. 2, Read the instructions aloud, and tell students to turn to the appropriate pages in their Student’s Books. One student looks at Task 8 on page 77, and the other at Task 28 on page 86. 3. Ask students to raise their hands if they are familiar with the Olsen twins. Explain that they are American actresses who starred as babies in a 1980s ‘I'V comedy. 4. Give students about three minutes to ask questions and share the information about the twins. Remind students not to look at each other’s ‘Student's Books. 5. When students have finished, reassemble the class and discuss these questions: + Who are the most famous young people in your country? + What are the risks of becoming too rich too young? + What are the advantages and disadvantages of being famous and instantly recognized? ‘Tell students to think about a piece of advice they received that somehow helped them to be more successful. Write the following questions on the board: What was the advice? Who gave you the advice? When did you receive it? How did it help you become successfil? ‘Have students interview a partner using the questions on the board. Tell them to take notes on their partner’s answers. ‘When students have finished, ask for volunteers to tell the class about their partner’s advice. Have the class compile alist of advice for becoming. successful. (int kaseaes 1. Have students write a short biography of a famous person that they admire. 2. Have students write about their idea of true success and what qualities or criteria are | necessary to be truly successful | jaeiatecieh Talking point 6 Tips for success ‘Sec page 156 for more speaking practice. Unit 6 Self-study Student's Book pages 104-105 Unit 6 Quiz Teacher's Manual page 173 Fame and fortune 31round the world Overview Unit 7 focuses on languages and customs in different parts of the world, In Lesson 7A, students talk about different languages and uscful phrases to know in other languages. In Lesson 7B, they discuss customs, habits, and behavior in different cultures. Before you begin... 1. Ifyou assigned the Self-study activities from Unit 6, answer any questions students may have about them. 2. If you assigned writing, ask students to read one another's work in small groups before handing in their assignments. Unit 7 Model conversations - pages 126-127 ZA Foreign languages aes Picture on left: man doesn't know which restroom to use Picture on right: woman can't understand the menu Objective To talk about familiar and unfamiliar foreign languages 5, When students have finished, ask the questions to the whole class and elicit responses from several restroom a room with a toile, in a public place like a restaurant or store ~ usually separate for men and women volunteers, B Pair work A Pair work 1 Hive sens inthe pi rom part A. ‘nmi ; 2. Read the instructions aloud; then read the 1, Before beginning the task, ask students to think i; about the types of problems people might have languages = Lote pape es them. when they travel to a country where they don’t ‘Reaesure' students ene relive ae speak the language. Elicit several ideas, and write ony to: promoeinita| he plarasee mander to} Geenen the ere, task. Encourage them to discuss their answers and . to make guesses. Sine Ge carries eeu 8. Give students about three minutes to do the quiz. ‘volunteer to read the questions below the pictures Go around the class as students work, offering aloud. suggestions and help as needed. 4. Give students about three mimutes to discuss the 4, When students have finished, ask for volunteers to pictures. Go around the class as students work, Se offering help as needed. 32 Unit 7Encouraging guessing Sometimes students worry too much about getting all the answers correct in a quiz or an exercise ~ even when they're told to “guess.” They may need to be reminded that the questionnaires, quizzes, and exercises in this book are designed to stimulate conversation — and nol to test their knowledge. Encourage students to discuss in English what the answers might be, rather than to silenily mark their guesses without talking about them. € Pair work 1, Have students stay in their pairs from part B. 2. Tell students to check their answers to the quiz on page 92 in their Student’s Books. 3. When students have finished checking, ask the class what all the phrases mean. Elicit that it is the same phrase written in different languages: [ don’t understand. Do you speak English? 4, Read the discussion questions aloud; then give students about three minutes to discuss them. 5. When students have finished, ask for volunteers to tell the class what languages they would like to learn and why. English: Australia, the U.S, the U.K., New Zealand, Canada French: France, Canada, Belgium, Switzerland, ‘many countries in Africa, Haiti German: Germany, Austria, Switzerland Indonesian: Indonesia Italian: \taly, Switzerland Portuguese: Portugal, Brazil, Angola, Mozambique ‘Spanish: Argentina, Bolivia, Chile, Colombia, Costa Rica, Ecuador, El Salvador, Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, Spain, Uruguay, Venezuela Turkish: Turkey and Northern Cyprus CED ace Objectives To understand people talking about communication problems; to talk about the importance of learning languages rely on to trust or depend on someone or something Roman alphabet the alphabet (letter system) used by the Romans in ancient times and that is used for writing in most western European languages, including English staff the group of people that work for an organization A Listen {% (CD 2, Track 1) 1. Ask students to raise their hands if they have traveled to a country where a language besides their own was spoken. Ask for a few volunteers to share their experiences. Ask: + How did you prepare to go to a country where ‘you didn’t speak the language? + How did you communicate? What challenges id you have? + How did you feel being in that environment? 2. Read the instructions and the questions in the chart aloud. 3. Play the audio program, pausing after each speaker. If necessary, play the audio program again to give students a chance to complete the chart. 4. Go over the answers with the whole class. Mark: Japan, Korea, China; hard to read signs and labels in stores, hard to order in restaurants in China and Korea; ordering food in restaurants in Japan Hee-Jin: Hungary, England, Holland, Germany; in Hungary, no words are the same as English (had trouble choosing women's restroom), people in England talked fast; in Holland and Germany, people spoke English slowly, restaurants had menus in English, and staff in hotels spoke English B Pair work 1, Read the instructions and the discussion questions aloud. 2. Point out the model language in the speech balloon. Give students about three minutes for their discussions. 3. When students have finished, lead a class discussion about the advantages of learning a foreign language. ‘Around the world . 33‘Objective To talk about important phrases to learn before traveling to a foreign country A Pair work 1, Have students form pairs. 2. Read the instructions aloud. 3. Call on two students to read the model exchange aloud. To help get students started, you may want to elicit a few example phrases from the class. 4. Give students about four minutes to complete the task. Encourage them to think about which phrases would be the most useful and to discuss their reasons. Go around the class as students work, helping with ideas and vocabulary as needed. Peer How much does this cost? Can you write that down, please? I don't understand. Where is the restroom? tim lost. Can you help me? Where is the nearest subway station / bank / post office / police station? Does this bus go downtown? Excuse me, I'm sorry. 34 unit 7 B Join another pair 1. Have pairs combine to form groups of four. 2. Read the instructions aloud; then point out the model language in the speech balloons. 3. Give students about three minutes to compare their phrases and decide on the top five. 4. When students have finished, ask for volunteers to share their top five phrases with the whole class. Encourage the volunteers to say why each phrase is important. Group work |. Have students stay in their groups from part B. Read the instructions aloud. . Give students about three minutes to translate the phrases. Encourage students to work cooperatively and to ask for help when necessary. 4, When students have finished, ask for volunteers to share any travel experiences they may have had when knowing some phrases in another language was helpfl. eyra7B What's the custom? SST Objective To talk about appropriate and inappropriate behavior in different countries bargain to discuss the cost of something in order to buy it at a lower price ‘custom an action that is done by people in a Particular society because it is traditional discount a reduction in the usual price flattered pleased because someone has shown you that he / she likes or admires you tip to leave an additional amount of money for someone like a waiter or a taxi driver for his / her service l A Pair work 1. Blicit an explanation of custom (ee definition above), and ask the class for some examples of customs from their culture. 2. Have students form pairs. 3. Read the instructions aloud; then ask for a volunteer to read the questions below the pictures aloud. 4. Give students about two minutes for their discussions. Go around the class as students work, listening in and offering help as needed. Picture on left: The man didn't take his shoes off before entering traditional Japanese room with a straw mat (tatami) floor. Picture on right: The couple arrived too early for ‘their dinner party invitation. Their host was not ready. 5. When students have finished, lead a class discussion about other customs that visitors to their country might have trouble with at first. B Pair work 1. Have students stay in their pairs from part A. 2. Read the instructions aloud. Give students about ‘two minutes to read through the situations and the answer choices and help each other with any unfamiliar vocabulary. Explain any words students still don’t know. 3, Tlave two students read the model exchange. Encourage ther to mark their own answers after discussing their choices with their partner. Give students about five minutes to complete the task. Go around the class as students work, offering help with vocabulary and encouraging students. € Join another pair . Have pairs combine to form groups of four. .. Read the instructions and the discussion questions aloud. 3. Give students about four minutes to compare answers and discuss the questions. Go around the class as students work, making sure all group members are participating. 4. When students have finished, ask for volunteers to share their experiences with the class. pe page 31 Objectives To understand people talking about cultural mistakes; to talk about local customs Visitors might have trouble with chopsticks a pair of thin sticks used for eating food, especially in Asia get offended to become angry or upset help myself to serve myself before anyone else in private without other people listening or watching national anthem the official song of a nation slippers light shoes that you wear indoors unwrap to remove the paper or cloth from a gift that is wrapped Allisten {) (CD 2, Track 2) 1. Read the instructions aloud. 2. Make sure students understand that they should listen and complete only the first column of the chart for Sarah, 3. Play the audio program once or twice. 4, Have students compare answers in pairs. ‘Then check answers with the whole class. Around the world 35‘Sarah: China, Korea, Japan; didn't take off hor shoes before entering apartment in Tokyo, didn't unwrap present in private in China, helped herself to drink and didn't pour for the person next to her in Korea. B Listen Qe (CD 2, Track 3) 1, Read the instructions aloud. 2. Play the audio program once or twice. 3. Have students compare answers in pairs. ‘Then check answers with the whole class. 4, To wrap up, lead a class discussion about any points from the listening that interested or surprised students, | Koni: the US: not using a fork comocty not | ‘giving the salesperson enougt not ramong his cap during the national erthom, riot looking people in the eye € Pair work 1, Have students form pairs. 2. Read the instructions aloud; then call on students to read the discussion questions aloud. 3. Give students about four minutes for their discussions. 4, When students have finished, continue the discussion with the whole class. CERES aes Objectives To discuss advice that would help a first-time visitor from abroad A Pair work 1. Have students form pairs, 2. Read the instructions aloud. Ask for volunteers to read the situations aloud. 36 Unit 7 3. Point out the model language in the speech balloon. You may want to elicit a few additional pieces of advice from the class to help get students started. 4, Give students about five minutes to complete the task. Go around the class as students work, offering help and encouragement. B Join another 1, Have pairs combine to form groups of four 2. Read the instructions aloud. Point out the model language in the speech balloon. You may want to elicit a few more examples from the class and write them on the board to review the hypothetical conditional. 3. Give students about three minutes for their discussions. Encourage them to write down their ideas. 4, When students have finished, ask for volunteers to share their ideas with the class. 1. Have students write about an embarrassing experience they ~ or someone they know ~ had ina foreign county. 2. Have students write alist of dos and don'ts for tourists visiting thoir country for the first time. Talking point 7 Culture shock! ‘Sce page 157 for more speaking practice. Unit 7 Self-study Student’ Book pages 106-107 ‘Unit 7 Quiz Teachers Manual page 174Overview Unit 8 focuses on ways to describe products and how they work. In | Lesson 8A, students describe everyday products and talk about practical skill. In Lesson 8B, they think of inventions to solve everyday problems, and they give and follow instructions. Before you begin . .. 1. If you assigned the Self-study activities from Unit 7, answer any questions students may have about them. 2. If you assigned writing, ask students to read one another's work in small groups before handing in their assignments. Unit 8 Model conversations — pages 128-129 8A what is it exactly? CT Es Objectives To talk about useful products; to understand people talking about problems with technology; to talk about technology-related frustrations ATM Automated Teller Machine (a cash machine) ‘couch a long piece of furniture with two or more cushions for sitting on, a sofa customer service the department of a store ‘oF other business that deals with customers’ problems and complaints nifty clever, ingenious nuts crazy ‘option a choice you can make in a particular situation ‘out of hand impossible to control Peel to remove a thin outside layer from the surface of an object PIN Personal Identification Number remote remote control, a device that allows you to change the settings on electronic equipment from a distance remote-controlled managed by remote-control devices tub off to remove something by moving your hand, a cloth, etc, over a surface while pressing against it voice-activated controlled with the sound of the voice A Pair work 1. Have students form pairs, 2. Read the instructions aloud. 3. Give students about four minutes to look at the pictures and try to guess what they show. Tell them not to look at the answers until you tell them to. Go around the class as students work, helping with vocabulary as needed. 4. When the time is up, tell students to check their answers on page 92 in their Student’s Books. Give them about two minutes to discuss their reactions. 5. Reassemble the class, and tell students they are going to have a chance to discuss the products more in the next activity. B Pair work 1, Have students stay in their pairs from part A. 2. Read the instructions aloud; then have a student read the discussion questions aloud. 3. Give students about four minutes for their discussions. 4. When students have finished, ask the class which. products they think are the most useful and why. € Listen 0 (CD 2, Track 4) 1. Before you begin the task, elicit an example of a frustrating experience one might have when trying to use technology (for example, working on a document on a computer, having the computer crash, and losing all of one’s work). 2. Read the instructions aloud, Technology 373. Give students time to prepare for the task by reading through the summaries silently. Answer any vocabulary questions that may arise. 4. Play the audio program, pausing after each speaker to give students time to write their answers. 5. Ask students to compare answers in pairs or small groups. ‘Then play the audio program again before you confirm answers with the class. Daniel: remote controls, six, finding Rosa: customer, message, person Bob: sticker, paper, black ‘Susan: cell phone, voice, using Frederick: PIN, ate, card D Group work 1, Have students form groups of three or four. 2. Read the instructions and the discussion questions aloud. Give students about three minutes for their discussions. 3. When students have finished, ask for volunteers to share their experiences with the class. CEE aes Objective To talk about everyday products and how they are used A Pair work 1. Have students form pairs. Explain that this activity has two parts. In part A, students prepare to play a guessing game with another pair. In part B, pairs take turns describing everyday ‘objects and guessing what they are. 2. Read the instructions aloud; then call on a student to read the guiding questions aloud. 3. Give students about four minutes to decide on three objects and discuss how to describe them. Go around the class as students work, offering help and encouragement, You may want to make some suggestions (for example, a ballpoint pen, a drinking straw, a mirror, a pair of sunglasses, etc.). If students will need additional support for their descriptions in part B, encourage them to write some brief notes as they prepare. B Join another pair 1. Have pairs combine to form groups of four. 38 Units 2. Read the instructions aloud, and point out the model language in the speech balloons. 3. Give students about three minutes to take turns describing their products. Encourage them to ask the questions from part A to help them. 4. Go around the class as students work, making sure all group members are participating, 5. Change the groups a few times to give students a chance to work with other classmates and hear a variety of descriptions. P Activity 3 EOS Objective ‘To talk about practical eur faucet a fixture (on a sink, shower, or bathtub) that you use to control the flow of water Jeaky having a hole or crack so the water can pass through multi-skilled knowing how to do many things scratched having a small cut in the surface ‘sew to attach something to a piece of cloth using a needle and thread A Pair work 1. Tell students they are going to talk with a partner about the practical skills they have and things they are particularly good at doing 2. Have students form pairs. 3. Read the instructions aloud; then call on students to read the skills in the chart aloud. Explain any unfamiliar vocabulary. 4. Have two students read the model exchange aloud. Give students about four minutes to complete the task. Go around the class as students work, listening in and offering help as needed. 5. When students have finished, ask them to add up their scores and then look at page 92 in their ‘Student's Books for the evaluation. B Join another pair 1. Have pairs combine to form groups of four 2. Read the questions aloud. 3. Give students about four minutes for their discussions. 4. When students have finished, continue the discussion with the whole class. Ask for volunteers to share any special skills or talents their classmates have.8B can you explain it? Cn nes Objectives To talk about unusual inventions; to understand people describing unusual inventions detect to notice or discover something, especially | something that is not easy to see, hear, etc. flag a colored piece of cloth used as a signal | gently not strongly or loudly loudspeaker a piece of equipment that makes messages loud enough to be heard pole a long stick or post Pop up to appear suddenly protective compartment an enclosed space that keeps something safe ‘sensor a piece of equipment that finds heat, light, sound, etc, even in very small amounts vibrate to shake continuously with small fast movernents A Pair work 1. Tell students they are going to talk about some ‘unusual inventions. 2. Have students form pairs. 3, Read the instructions aloud. 4. Give students about two minutes to look at the pictures and guess how the inventions work. Go around the class as students work, helping with vocabulary as needed. Tell students they will check their guesses when they do part B. B Listen [ (CD 2, Track 5) 1. Read the instructions aloud. 2. Tell students to listen carefully for the name of each invention and the description of how it works. Encourage them to take notes ~ and not to write complete sentences. 3. Play the audio program, pausing after cach advertisement. 4, Ask students to compare answers in pairs. If necessary, play the audio program again to give students a chance to add any points they may have missed. 5. Check answers with the whole class. BikeFinder; press “find, flag pops up over bike SoundSleep; plays sounds or music to help you fall asleep, wake up f Activity 2 J) Objective To think of creative inventions and explain how they work Fitcee : make a mess to accidentally drop food on yourself ‘shiny bright and smooth looking A Pair work 1, Tell students they are going to work together to create their own inventions. 2. Have students form pairs. 3, Read the instructions aloud; then ask for volunteers to read the problems aloud. 4. Give students about four minutes to complete the task. You may want to limit the number of problems students may choose to two or three. Go around the class as students work, offering help and suggestions as needed. B Join another pair 1. Have pairs combine to form groups of four. 2. Read the instructions aloud. 3. Give students about three minutes to describe their inventions. Encourage them to comment on one another’s inventions and to ask questions. 4. When students have finished, ask for volunteers to introduce their inventions to the class. You may ‘want to have students vote on which is the most creative, useful, realistic, etc. Technology 39CENOEV es Objective To give and follow instructions for how to do something flap (n. 2 flat piece that can move freely flap (v) to move quickly up and down horizontal fiat and level to the ground | Paper clip a small piece of curved wire used for holding pieces of paper together perfectionist someone who isn't satisfied with anything unless itis completely perfect ‘scrape to remove something from a surface, using the edge of a knife, a stick, etc, ‘skip to jump over or miss places strip a iong narrow piece of cloth, paper, etc. vertical pointing straight up and down in a line visualize to form a picture of something in your mind Note: Students will need paper clips for this activity. ‘Make sure you have enough to go around ~ everyone needs one. They'll also need at least two pieces of A4 or US. letter-size paper and a pencil. A Listen 0% (CD 2, Track 6) 1. Read the instructions aloud. 2. Tell students they are going to listen to the audio program several times. Encourage them to close their eyes as they listen the first time and just try to visualize what the woman is describing. 3. Play the audio program while students just listen. 4, If students want to hear the instructions again, play the audio program again. B Listen again (CD 2, Track 7) ‘Note: As this task may be challenging, you may want to provide a model by listening and following the instructions yourself as students listen. 1. Make sure all students have the necessary ‘equipment: a piece of paper, a pencil, and a paper dip. . Read the instructions aloud. . Play the audio program, pausing occasionally to give students time to complete the steps. Pause after students are instructed to stand up, and make sure all students are standing, ‘Then play the remainder of the conversation. 40° Unit 8 4, Have students compare their creations, and check that they have followed the instructions accurately. JF there is disagreement, play the conversation again, © Group work . Have students form groups of three. 2. Read the instructions aloud. ‘Tell groups to decide who will make which object. Each group member should make a different object. Groups will need nine sheets of paper ~ enough for each student to make three objects. Give students about three minutes on their own to make their objects. 3. When students have finished making their objects, give them about four minutes to teach their group members how to make them. 4. Reasscmble the class, and ask for volunteers to tell the class how they made their objects. D Communication task Have students form groups of four; then tell them to turn to the appropriate pages in their Student’s Books. Two students look at Task 9 on page 77, and the other two at Task 29 on page 86. Part A 1, Read the instructions aloud. 2. Give pairs about two minutes to study their ‘own sct of instructions and prepare to give the instructions to the other pair Go around the class as students work, helping with vocabulary as needed. Part B 1, Read the instructions aloud. 2. Give groups about four minutes to share their instructions. 3. To wrap up, have students close their books, and ask for volunteers to give the instructions in their own words. == Keeping the noise level down | In a large class, with many students talking in ‘groups, the noise level can get pretty high. To prevent this, encourage students to speak softly. If possible, have students sit close together and face one another during discussions.Objective To talk about modem inventions and how important (or unimportant) they are A Work alone 1, Flicit some products and inventions students, use regularly, and write them on the board (for example, a ballpoint pen, a DVD player, a dishwasher, a microwave oven, eyeglasses, batteries, electricity, a bicycle, air-conditioning, central heating). . Read the instructions aloud. 3. Have students work individually to complete the sentences. Give them about two minutes to complete the task. Go around the class as students ‘work, helping with vocabulary as needed. B Group work 1. Have students form groups of three or four 2. Read the instructions aloud; then have a student read the model language in the speech balloon. 3. Give students about three minutes to compare their answers. Encourage them to give reasons to support their statements and to ask one another questions. 4. When students have finished, ask the questions to the whole class and elicit responses from several volunteers. Writing options 1. Have studerits write about a skill they have and write step-by-step instructions for how to doit 2. Have students write about a product they bought, explaining why they chose that particular style and brand. ‘Talking point 8 Tech talk See page 158 for more speaking practice. Unit 8 Self-stmdy Student's Book pages 108-109 ‘Unit 8 Quiz Teacher's Manual page 175 ‘Test 1, Units 1-8 Teachers Manual page 198 Units 5-8 Expansion See page 79 for notes on how to use Expansions. Technology 41Mind and body Overview Unit 9 focuses on health and fitness and ways to deal with stress, In Lesson 9A, students talk about activities and treatments people use to stay fit and healthy, and advice for staying in good health. In Lesson 9B, they discuss different ways of coping with stressful situations. Before you begin... 1. Ifyou assigned the Self-study activities from Unit 8, answer any questions students may have about them. 2. If you assigned writing, ask students to read one another's work in small groups before handing in their assignments. Unit 9 Model conversations — pages 180-131 QA Staying healthy CN Objective To talk about ways of staying fi fit and healthy fatty containing a lot of fat pointless without any purpose or meaning strenuous using a lot of energy or strength tedious boring and continuing for a long time vitamin supplement a pill you take to make your diet healthier worthwhile worth all the time, effort, or money you have used A Pair work 1. Ask-students, “What are some ways that you try to stay healthy?” Elicit several ideas, and tell students that in this unit they are going to talk about how to stay in good health. . Have students form pairs. 3. Read the instructions aloud; then read the words in the box aloud, and have students repeat them. Answer any questions about vocabulary. 4. Give students about three minutes to talk about the activities in the pictures. Go around the class as students work, reminding them to use the new vocabulary. Stress that students’ answers will depend on their own opinions of the activities; there are no right or wrong answers. ey 42 unit 9 B Pair work 1, Have students stay in their pairs from part A. 2, Read the instructions aloud, and ask for a volunteer to read the discussion questions aloud. 3. Give students about three minutes for their discussions, 4. When students have finished, ask the questions to the whole class and elicit responses from several volunteers. Pair work 1. Have students change partners. 2, Read the instructions aloud; then call on students to read the advice aloud. Answer any questions about unfamiliar vocabulary. 3. Tell students to first add one more idea each and then work together to rank the advice. Make ‘sure students understand that they should rank the advice in order of importance from 1 (most important) to 10 (least important). Encourage students to discuss their answers and give reasons for their opinions. D Join another pair 1. Have pairs combine to form groups of four. 2, Read the instructions and the discussion questions aloud. 3. Give students about four minutes for their discussions. 4. Go around the class as students work, offering, help and encouragement and making sure all group members are participating,5. When students have finished, elicit ideas for other ‘ways to stay healthy. Then lead a class poll to decide on the three most important activities. P activity 2 Objectives To talk about different types of health treatments; to give advice for health problems; to understand people giving advice for health problems buneh a large group cucumber a long, thin vegetable with a dark green skin, usually eaten raw eyestrain pain around your eyes because you are tired or need to wear glasses ‘verde to do too much of something ‘sauna a room filed with steam that people sit in because they believe itis good for their health ‘smelly having an unpleasant smell A Pair work 1, Have students form pairs. 2. Read the instructions aloud. Then read the names of the treatments aloud; have students repeat them. 3. Give students about one minute to discuss what they already know about the treatments. Then tell them to look at page 92 in their Student’s Books and read the descriptions of the treatments. 4. Have students discuss the questions in pairs. Alternatively, ask the questions to the whole class, and elicit responses from several volunteers. B Listen {) (CD 2, Track 8) 1. Read the instructions aloud. Make sure students understand that they should listen and fill in just the first column in the chart. 2. Play the audio program once or twice, pausing after each conversation. 3. Have students compare answers in pairs. If there is disagreement, play the audio program again before you confirm the answers with the class. Joseph: backache ‘Amanda: sunburn Brad: headache © Pair work 1, Have students form pairs. 2, Read the instructions aloud. Explain that students should think about advice for the people’s health problems in part B and write the advice in the second column of the chart, 3. Give students about three minutes to complete the task. 4, Have each pair compare answers with another pair; then elicit a few pieces of advice from the ‘lass before moving on to part D. DD Listen [ (CD 2, Track 9) 1, Read the instructions aloud. Tell students they are going to listen to the continuations of the conversations they heard earlier. Encourage them to focus on the advice given by the friend and to write it in the chart. 2. Play the audio program once or twice, pausing after each conversation. 3. Have students compare answers with their partners from part C.. Then check answers with the whole class. ices of cucumber on your skin. Brad: Cut an onion in half, and put one half on | each side of your head. Then tie a towel around ‘your head to keep them in place. 4. To wrap up, lead a brief class discussion about the advice given. Ask students whether they think the advice would be effective and why or why not. E Group work 1, Have students form groups of three or four 2. Read the instructions aloud; then call on students to read the problems aloud. Ask for volunteers to explain any unfamiliar 3. Give students about four minutes for their discussions. Encourage them to write down their Dest ideas. 4, When students have finished, ask for volunteers from the groups to share their ideas with the class. ‘Take a class poll to decide on the best treatment for cach problem. Mind and body 434 cold: rest, drink juice, take vitamin C a cough: drink tea with honey and lemon 4 cut: wrap it with a cloth, apply pressure eyestrain: rest, sleep mosquito bites: apply aloe vera gel ‘@ sore throat: drink hot tea a stomachache: eat or drink something with ginger root in it ‘a toothache: take aspirin, apply clove oil f Activity 3 J) Objective To give and follow directions for doing exercises while sitting breathe In to take air into your lungs | breathe out to send air from your lungs elench to close your fingers or toes tightly heel the back part of your foot link to join shoulder one of the two parts of the body at each side of the neck where the arm is connected straighten to make something straight A Pair work 1. Give students time to read through the exercises on their own, Answer any vocabulary questions students may have. 2. Have students form pairs. 3. Give pairs about three minutes to try the exercises together. Go around the class as students work, offering help and encouragement. 4. When students have finished, have them close their Student's Books and give you the instructions for how to do the exercises. Do the exercises as students give you the instructions. B Communication task 1. Have students stay in their pairs from part A, or have them change partners. 2, Read the instructions aloud. Tell students to turn to the appropriate pages in their Student's Books. One student looks at Task 10 on page 78, and the other at Task 30 on page 87. 44° Unit 9 3. Read the instructions for the task aloud. Tell students to read their instructions silently. Remind them that they will give the instructions to their partner, so they should study them carefully and ask any vocabulary questions before they get. started. 4, When students have finished studying their instructions, give them about four minutes to take turns giving and following instructions. Encourage students to ask each other to repeat or explain the instructions if necessary. 5. When students have finished, ask if anyone knows any more simple exercises; if so, have them, explain the exercises to the class. g ; a eee ‘Have the class stand up and spread out as much as possible. Be sure students have enough space to do the exercises described below. In large classes, have half the class do the first exercise and the other half the second exercise. Explain each exercise slowly, but do not demonstrate it. Have students listen and try to follow your descriptions. Then demonstrate cach exercise. ‘When students have learned how to do the ‘exercises, have them form pairs and give each other the instructions. Shoulder Rolls 1. Stand straight, with your feet slightly apart. Bend your knees slightly. 2. Relax your arms at your sides. 3. Move your shoulders forward. Roll them up toward your ears and then behind you. 4. Repeat several times. Power Twist Punches 1, Stand straight, with your feet slightly apart. Bend your knees slightly. 2. Raise your forearms so they are parallel to the floor, fists at chest level. 3. With your right arm, punch your arm to your left while twisting slightly at the waist. 4. Return to the start position. Repeat with the opposite arm. 5. Repeat several times.QB coping with stress Objective To talk about stressful situations A Pair work 1. Before students begin the task, ask them to name some types of situations that usually cause them stress. Elicit several ideas from the class. . Have students form pairs. }. Read the instructions aloud. . Give students about three minutes to discuss the pictures. Go around the class as students work, listening in and offering help as needed. B Pair work 1, Have students stay in their pairs from part A. 2. Read the instructions aloud; then ask for volunteers to read the situations aloud. 3. Tell students to first add one more idea each and then work together to rank the ideas. Encourage students to give reasons for their opinions. Give them about three minutes to complete the task. 4, Go around the class as students work, offering help and encouragement. pe € Join another pair 1. Have pairs combine to form groups of four. 2. Read the instructions aloud. Point out the model language in the speech balloon. 3. Give students about three minutes to compare their answers and discuss their own ideas for coping with the situations. 4. Go around the class as students work, making sure all group members are participating. 5. When students have finished, ask for several volunteers to tell the class how they cope with the ‘most stressful situations. ‘Objectives To understand people talking about stressful situations; to talk about how stress affects people bearable somewhat unpleasant, but able to be accepted or deait with ‘concentrate to think very carefully about ‘something for a long time gullty ashamed and sad because you have done ‘something that you think is wrong MP3 player an electronic device that lets you record and play music downloaded from the Internet A Listen { (CD 2, Track 10) 1, Read the instructions aloud. 2. Make sure students understand that they should listen for the reason each speaker gives for his or her stress and complete just the first column of | ‘the chart. 8, Play the audio program once or twice, pausing after each speaker. 4. Have students compare answers in pairs before going over the answers with the class. ‘Andrew: worrying about litle things / not getting enough sleep Sonya: waiting / standing in line Brent: not enough time to relax / eating too quickly Natalie: pressure to get good grades 5. Ask for volunteers to suggest ways the speakers could solve their problems. B Listen (CD 2, Track 11) 1. Tell students that they are going to hear the same speakers, but this time they should listen for what the people do to cope with their stress. .. Read the instructions aloud. . Play the audio program once or twice, pausing between speakers. 4. Have students compare answers in pairs or small groups. Then check answers with the whole class. Mind and body 45Andrew: reading ‘Sonya: listening to music when standing in line Brent: eating at his desk Natali: starting a study group 5. Reassemble the class, and ask for volunteers to say whether they agree with the solutions, and if not, to suggest other possible ideas. C Pair work 1. Tell students they are going to take a quiz to find out how much stress they have in their lives. Emphasize that this activity is meant to be a fun opportunity to talk about the topic. 2. Read the instructions aloud. 3. Have students read through the quiz questions silently on their own. 4. Have students form pairs. 5. Give students about three minutes to complete the quiz. Have them ask each other the quiz. questions and mark their partner's answers in the chart. D Pair work 1, Read the instructions aloud. 2. Ask for volunteer pairs to say which partner is more stressed and to explain why. engagement an appointment or a social obligation frivolous not important, unnecessary haste great speed in doing something, especially because you don't have enough time Journey a trip feflexologist someone who massages particular areas of the foot in the belief that it can heal particular organs ‘take on to start doing some work or to start being responsible for something A Communication task 1, Have students form pairs. 2, Read the instructions aloud; then call on students to read the stress-reducing techniques aloud. Tell 46 Unit 9 students to turn to the appropriate pages in their Student's Books. One student looks at Task 11 on page 78, and the other at Task 31 on page 87. 3. Read the instructions for the task aloud. Give students about two minutes to read the advice and prepare for the task. Remind students to tell their partner the advice in their own words. 4. Give pairs about three minutes to share their advice. Encourage students to ask each other questions to get more information. B Group work 1. Have students form groups of four. 2, Read the instructions aloud; ask volunteérs to read the stress-reducing techniques aloud. 3. Give students about five minutes to discuss the questions. 4. Ask for volunteers to share any stress-reducing techniques they have tried. im Encouraging English in monolingual classes In monolingual classes, it may be a challenge during pair and group activities to monitor | students and make sure they are communicating |_ in English, Before beginning pair and group tasks, | remind students that the more they practice ‘speaking English with their classmates, the faster their English will improve and the more confident. they will become speaking English. Encourage students to use classroom language phrases, such as *Could you repeat that?* *Could you speak more slowly, please?" etc., with their classmates instead of explaining things in their native language. Eros 1. Have students write a letter to a friend who is very stressed, offering treatments and other suggestions for relieving the stress. 2. Have students write a guide for how to stay healthy. Talking point 9 What's the best way to... ? See page 159 for more speaking practice. Unit 9 Selfstudy Student's Book pages 110-111 Unit 9 Quiz Teachers Manual page 176O Spending money Overview Unit 10 focuses on marketing, advertising, and shopping, In Lesson 0A, students describe ads and talk about different approaches to advertising products. In Lesson 10B, they discuss shopping and spending habits. Before you begin... students may have about them. 2. If you assigned writing, ask students to read one another's work in small groups before handing in their assignments. Unit 10 Model conversations ~ pages 132-133 10A Advertising | 1. Ifyou assigned the Self-study activities from Unit 9, answer any questions | | CENDED rece Objective To talk about types of advertisements and advertising slogans Re em | cute charming and attractive, espe something or someone small or young dumb stupid eye-catching so unusual or attractive that you notice it Ineffective not achieving the correct effect or result slogan a short, easily remembered phrase used to advertise a company or a product striking so unusual or interesting that you notice it weird strange ly of A Pair work 1, Tell students they are going to talk about different types of advertisements that companies use to sell their products. Elicit some ways that companies advertise, for example, TV or radio ads, magazine ads, billboards, and flyers. 2. Read the instructions aloud; then read the words in the box aloud, and have students repeat them. Answer any questions students may have about vocabulary. 3. Have students form pairs. 4. Give students about three minutes to discuss their opinions of the ads. Point out the model Tanguage in the speech balloon. Stress that there are no right or wrong answers. Go around the class as students work, reminding them to use the vocabulary in the box and encouraging them to give reasons to support their opinions. 5, When students have finished, have them discuss each ad one by one, saying what they like or dislike about it, B Pair work 1, Have students stay in their pairs from part A. 2. Read the instructions aloud. Explain, or have students explain, slagan (sce definition above). 3. Ask for volunteers to read the slogans aloud. Answer any questions students have. 4. Give students about three minutes to match the slogans to the companies. Encourage them to discuss their choices, and tell them it’s OK to ‘guess at any they don't know. 5. Have students check their answers on page 93 in their Student's Books. 6. When students have finished, reassemble the class and ask students to try to describe the meanings of the slogans in their own words. € Join another pair 1. Have pairs combine to form groups of four. 2. Read the instructions aloud. 3. Give students about two minutes to decide on the most effective slogan. 4, When students have finished, elicit some responses and lead a brief class discussion on what makes a slogan effective or ineffective. Spending money 47Ee Have the class brainstorm advertising slogans they know, and write them on the board. Have the class discuss the slogans, saying whether they think they are effective and why or why not. Here are some examples: Think diffrent Apple Computers Just do it Nike ‘Your natural source of youth — Exian The ultimate diving machine BMI Divide the class into groups. Each group should select a “product” to advertise. The product may be an object students have with them (a Student’s Book, a pencil case, an electronic dictionary, an MP3 player, etc.) or a service they can offer (shoe shine, computer repair, etc.) Give groups about four minutes to decide on a slogan for their company or product. Then have ‘groups share their slogans with the class without, naming the type of product or service. Have the rest of the class guess the product or service. Page 43 - Objectives To understand radio commercials; to talk about commercials and create original commercials boost to increase something cap something that covers and protects the end or top of a container fluid liquid gums the pink part inside your mouth that holds your teeth limited edition an item that a company offers for only a short time multiple locations stores in more than one place ‘out of When you're out of something, you don't have any more of it selling point a special feature of a product that will make people want to buy it sodium chloride NaC\, salt thirst-quenching makes you stop feeling thirsty A Listen [ (CD 2, Track 12) 1, Read the instructions aloud. 2, Read the chart headings aloud, and call on 48 Unit 10 students to read the selling points for each product. Explain any unfamiliar vocabulary. Make sure students understand that they should check the selling points mentioned in each commercial. 3. Play the audio program once or twice, pausing after each commercial. 4, Have students compare answers in pairs. If there is disagreement, play the audio program again before you confirm the correct answers. ce 24-7 Stores: open all the time, free ATM, plenty of parking ‘ Power Sports Drink: thirst-quenching, energy- boosting Crystal Toothpaste: breath-freshening, free toothbrush, choice of flavors B Listen again {6 (CD 2, Track 13) 1, Ask students if they can remember any of the slogans from the commercials. Encourage them to write down what they remember before they listen to the commercials again. 2. Read the instructions aloud. 3. Play the audio program, pausing between, ‘commercials to give students time to write their answers. 4, Have students compare answers in pairs. Then check answers with the whole class. Eag 24-7 Stores: “Always open for you" Power Sports Drink: "Refresh your life” ‘Smile and the world smiles Crystal Toothpaste: back!" ‘Unking grammar and fluency In addition to assigning the Self-study sections, where grammar review is associated with ‘each unit, you may want to focus on grammar in classroom lessons from time to time. Itis not always necessary to present and “teach" ‘grammar; you can help students learn grammar by reacting to mistakes you overhear during class activities, Select a different grammar point to focus on in each lesson, ideally the same one that is covered in the Self-study section, Write down any related mistakes you overhear, and go over them with the class.Pair work 1. Have students form new pairs. 2. Read the instructions and the discussion questions aloud. 3. Give students about three minutes for their discussions. 4. When students have finished, ask for volunteers to share their ideas with the class. D Communication task 1. Have students form groups of four. 2. Read the instructions aloud; then tell students to turn to the appropriate pages in their Student's Books. Two students look at Task 12 on page 78, and the other two at Task 32 on page 87. Part A 1, Read the instructions for part A aloud. 2. Give students about five minutes to prepare their commercials. Remind them to take notes, and encourage them to be creative and to add humor to their commercials. Go around the class as students work, offering help and encouragement. 3. When pairs have finished, reassemble the original groups. Part B 1. Read the instructions for part B aloud. Point out the mode! language in the speech balloon. 2. Give groups about three minutes to perform their commercials. 3. When students have finished, ask for volunteer pairs to present their commercials to the class. Objective To talk about brands and brand a A Pair work 1. Elicit a few famous brand names that students ‘know, and ask for volunteers to name any brands they buy regularly. 2. Have students form pairs. 3. Read the instructions aloud. 4. Give students about three minutes to complete the task. Go around the class as students work, helping with spelling as needed. If students have trouble, encourage them to think of famous brands for the items in the pictures. B Join another pair 1, Have pairs combine to form groups of four. 2. Read the instructions and the discussion questions aloud. 3. Give students about four minutes for their discussions. 4, When students have finished, ask the final question to the whole class and clicit responses. Spending money 4910B Buying and selling CD Objective To talk about spending and shopping habits and people's shopping behavior accessories extra items that people wear, like jewelry, belts, and scarves designer goods expensive, fashionable clothing made by famous designers loyalist someone who stays firm in their support for something methodical careful and thorough personal-care items products people use to lean and take care of themselves, like shampoo, toothpaste, and makeup Feluctant unwilling to do something spontaneously suddenly stationery paper, envelopes, and other things used for writing A Pair work 1, Tell students they are going to talk about shopping, Ask for volunteers to tell the class how often they go shopping and where they usually shop. 2. Read the instructions aloud. Ask students to read through the list of products silently, Answer any questions students may have about vocabulary. 3, Have students form pairs. 4. Give students about four minutes to add two more products to the list and then rank the products. Go around the class as students work, helping with vocabulary and reminding students to speak in English. B Join another pair 1, Have pairs combine to form groups of four. 2. Read the instructions and the discussion questions aloud. 3. Give students about four minutes for their discussions. Go around the class as students work, making sure all group members are participating 4, When students have finished, ask for a volunteer from each group to summarize their group's responses to the discussion questions. 50 Unit 10 Group work 1, Have students stay in their groups from part B. 2. Tell students to take turns reading the descriptions of the different types of shoppers. Encourage them to help one another with any unfamiliar vocabulary. Explain any vocabulary students still don’t know. 3. Read the discussion questions aloud; then give students about five minutes to discuss them. 4. When groups have finished, ask the questions to the whole class and elicit responses from several volunteers. eer ‘Objectives To understand people talking about shopping behavior; to talk about personal shopping styles and preferences soneunercomoce wighupettingrarmm | services price-conscious believing the cost of things is. important “signature” item a particular product that people associate with a particular company or store A Listen () (CD 2, Track 14) 1. Read the instructions aloud; then read the list of statements aloud. If students have questions about vocabulary, tell them that some of the terms will be explained on the audio program. Encourage them to make a note of any words they don't know and to try to figure out the meanings as they listen, . Play the audio program once or wwice. . Have students compare answers in pairs. Then go cover the answers with the class. 4. If students still have questions, go over any unfamiliar vocabulary. The true statements are: 1, 6, 6, and 7,B Listen again {& (CD 2, Track 15) 1. Read the instructions aloud. Tell students to make their corrections by crossing out the false information and writing the true information. 2. Play the audio program, pausing from time to time to give students time to write their corrections, 3. Have students compare answers in pairs. If there is disagreement, play the audio program again before you confirm the correct answers. 2. Shoppers usually turn right when they enter a store. 3. The best place for “signature items is at the back of the store. 4, Ian aisle is narrow, shoppers wor't buy 50, much. 8, 25% of women who try on an item of clothing will buy it. OR 50% of men who try on an item of clothing will buy it, € Pair work 1, Have students form pairs. 2. Read the instructions and the discussion questions aloud. 3. Point out the model language in the speech balloon. Give students about three minutes for their discussions. 4, When students have finished, continue the discussion with the whole class. Ask: + What was the most expensive thing you bought this year? + What was the best bargain you found this year? + Do you like to spend time finding bargains? Why or why not? + Do you enjoy window-shopping? Why or why not? Objective To talk about different forms of advertising Pair work 1, Have students form pairs. 2. Read the instructions aloud; then ask for volunteers to read the captions below the pictures aloud. 3, Call on students to read the discussion questions aloud. Give pairs about four minutes to discuss the questions. Go around the class as students work, offering help as needed. 4, When students have finished, ask what types of advertisements they think are most effective and why. Winton 1. Have students write a paragraph describing their favorite places to shop and saying why they like shopping there. 2. Have students write about advertisements they have seen or heard, and explain why they were effective or ineffective, ‘Talking point 10 [°Ul buy that! See page 160 for more speaking practice. Unit 10 Self-study Student’: Book pages 112-113 ‘Unit 10 Quiz Teachers Manual page 177 ‘Spending money 51human-interest stories. Before you begin . students may have about them. 2 Ifyou assi before handi in their assignments, Unit 11 Model conversations - pages 134-135 4MA what's the story? Overview Unit 11 focuses on news stories and current events. In Lesson 11A, students talk about unusual and amusing news stories. In Lesson 11B, they discuss 1. If you assigned the Self-study activities from Unit 10, answer any questions ed writing, ask students to read one another's work in small groups Objectives To create news stories; to practice describing events convincing realistic Involved taking part in an activity or event A Pair work 1. Tell students they are going to work together to create stories about the events in the pictures. 2. Have students form pairs. 3, Read the instructions aloud; then call on students to read the questions below the pictures aloud. 4. Give students about five minutes to look at the pictures and create their short stories. Point out the model language in the speech balloon. Encourage students to write notes and to make the stories as interesting as possible. 5. When students have finished, give pairs time to practice telling their stories using their notes. Encourage them to try not to read directly from their notes, but to practice telling the stories in their own words. B Join another pair 1, Have pairs combine to form groups of four 2. Read the instructions aloud. 3. Give students about four minutes to share their stories and decide whose are more convincing, 52 Unit 11 Encourage them to give reasons for their opinions. 4, When students have finished, ask for a few volunteers to tell their stories to the class. Objective To understand the content of news stories aware realizing that something is true contestant someone who competes in a contest Gridlock a situation in which the streets are so full of cars that the cars can't move keeper someone who takes care of the animals in 4200 metro area a part of a large city newcomer someone who has recently arrived somewhere or recently started an activity ‘orangutan a large ape A Listen {2 (CD 2, Track 16) L. Tell students they are going to listen to news broadcasts. To prepare students for the task, give them time in pairs to look at the pictures and describe what they sce (a sandcastle, some buckets, an orangutan). If students have vocabulary, questions, encourage them to try to figure out the meaning as they listen. 2. Read the instructions aloud. Explain that students should number each picture in the order the corresponding story is mentioned.3, Play the audio program. 4, Check answers with the whole class, Answer any questions students still have about vocabulary. B Listen {\ (CD 2, Track 17) 1. Read the instructions aloud. 2. Give students time to read through the summaries silently. Answer any vocabulary questions that may arise. 3. Play the audio program, pausing after each story to give students time to write the missing words. 4, Have students compare answers in pairs. Then play the audio program again before going over the answers with the class. traffic, 45, bananas, talked, hand singing, sound, head, voice, improve 147, 88, built, fourth, impressive Pair work 1, Have students form pairs. 2. Read the instructions aloud, and have a student read the model language in the speech balloon. 3. Give students about two minutes to think of an ending for each story. 4. Elicit a few guesses from the class before moving on to part D. D Listen {% (CD 2, Track 18) 1, Explain that students are going to hear the next day’s news ~ and how the stories in part B ended. Tell students to listen and check their guesses. 2. Play the ‘audio program, pausing between the stories. 3. Ask for several volunteers to say whether they guessed correctly and to share their own endings with the class, CODE Objectives To create news stories based on headlines; to talk about current events key the most important part A Pair work 1, Explain, or ask students to explain, headline (the title of a newspaper or magazine article). 2. Have students form pairs. 3, Read the instructions aloud, and give students time to read the partial headlines. Explain any unfamiliar vocabulary. 4. Give students about two minutes to complete the task. Go around the class as students work, encouraging them to use their imagination and to be creative. 5. When students have finished, ask for volunteers to read their best headlines aloud to the class. B Pair work 1. Have students stay in their pairs from part A. 2. Read the instructions aloud; then ask for a volunteer to read the model aloud. 3. Give students about four minutes to choose one headline and create a story. Tell them to make notes. 4. Go around the class as students work, helping with vocabulary and ideas. 5, When students have finished, give them about two minutes to practice telling their stories in their ‘own words. € Join another pair 1, Have pairs combine to form groups of four. 2. Read the instructions and the discussion questions aloud. 3. Give students about five minutes for their discussions. 4, When students have finished, ask the questions to the whole class and clicit responses from several volunteers, The news 531B People in the news CITI ome Objective To describe reactions to headlines Pair work 1, Tell students they are going to discuss their reactions (o different types of news stories. 2, Before students begin, you may want to write some adjectives on the board to help them describe their reactions to the headlines, for example: amusing horrifying . delightful intriguing depressing puzzling distressing shocking fascinating upsetting Frighlening 3. Have students form pairs. 4. Read the instructions aloud, and point out the model language in the speech balloon. 5. Give students about four minutes to discuss their reactions to the headlines. 6. When students have finished, ask for volunteers to share their reactions with the class. EEE uy Write these headlines on the board, or write some actual recent headlines. Tell students to imagine that cach headline is true and that each, refers to their own country. Have students discuss their reaction to the headlines in small groups and then share their reactions with the class. Drivers No Longer Required to Take Driving Test Paliticians Get a Pay Raise Researchers Clone First Human ‘School Tear Lengthened Git Spill on Beach to Cost Millions for Clean-Up Ten-Year-Old Goes to Callege CE ee Objectives To understand interviews; to talk about different points of view 54 Unit 11 cool off to become cooler after having been hot ‘enormous extremely large fin the flat object that sticks out of a fish's body freak out to suddenly become surprised, angry, upset, or confused A Pair work 1, Have students form pairs. 2. Read the instructions aloud. 3. Give students about two minutes to look at the pictures and to try to guess what happened. Go around the class as students work, helping with vocabulary as needed. B Listen (% (CD 2, Track 19) 1. Read the instructions aloud, and give students time to read the questions in the chart. Remind them that they should listen to the interview and complete only the first column, 2. Play the audio program, pausing a few times to give students time to write their answers. 3. Have students compare answers in pairs; then go over the answers with the class. 1. 45 days 2. books, coffee 8, being in water with sharks 4, being alone at night, looking at stars 6, fell down € Listen [% (CD 2, Track 20) 1. Explain that now students are going to hear Joan's version of the story. Encourage them to listen for differences from Kurt’s story. 2, Play the audio program, pausing a few times to «give students time to write their answers. 3. Have students compare answers in pairs; then check answers with the whole class.1. two months 2. coffee, books 8. on a foggy day, enormous ship almost hit them 4, swimming with dolphins 5, had two double espresso coffees D Pair work 1. Have students form pairs. 2. Read the instructions and the discussion questions aloud. 3. Give students about five minutes for their discussions. 4, When students have finished, continue the discussion with the whole class. E Communication task Note: Please read through the task before the lesson, 50 that you will be able to guide students through the steps. 1, Have students form pairs. 2. Read the instructions aloud, and tell students to look at Task 13 on page 79. 3, Tall students they will have 30 seconds to study the picture and try to remember as much as they can. After 30 seconds, one student in the pair looks at Task 15 on page 80, the other at Task 33 on page 88. Make sure students understand that they should not look again at page 79. Part A 1, Read the instructions for part A aloud. 2. Give students about two minutes to work alone to answer the six questions about the scenc. If students have difficulty, allow them to look back at Task 13 on page 79 briefly. Part B 1, Read the instructions for part B aloud. 2, Give students about four minutes to ask and answer their questions. Part C 1. Tell students to look back at Task 13 on page 79 to check their information. 2. When stuclents have finished, have them close their bbooks, Ask the questions from Tasks 15 and 38 to the whole class, and have students give you the answers. Objective To role-play an interview about an interesting experience Giving students time to prepare Many students find role plays difficult, particularly in foreign language. it's a good idea to have students rehearse what they will say before they actually begin the role play. Give students time to practice their role plays, and encourage them to revise and make improvements as they practice. A work 1, Have students form pairs. 2. Read the instructions aloud, and call on students to read the situations. 3. Give students about five minutes to choose a situation and prepare their answers. Have them make notes, Go around the class as students work, offering help and encouragement. B Join another pair 1, Have pairs combine to form groups of four. 2, Read the instructions aloud, and have two students read the model exchange aloud. 3. Give students about six minutes to interview each other (three minutes per interview). (¢ Group work 1, Have students stay in their groups from part B. 2, Read the instructions and the discussion questions aloud. 3. Give students about four minutes for their discussions. 4, When students have finished, ask the questions to the whole class and elicit responses. ne 1. Have students write a news report based on Cone of the situations in Activity 3 in Lesson 1B. 2. Have students write a news report based on one of the headlines in Lesson 11 or 11B. ‘Talking point 11 Press conference Sce page 161 for more speaking practice. Unit 11 Self-study Studen’s Book pages 114-115 ‘Unit 11 Quiz Téacher’s Manual page 178 The news 5512 Relationships Overview Unit 12 focuses on relationships between people. In Lesson 12A, | students talk about the value of friendship and the qualities of a good friend, in | Lesson 128, they discuss their idea of a perfect partner, ways to meet new people, and marriage and wedding traditions. Before you begin ... 1. If you assigned the Self-study activities from Unit 11, answer any questions students may have about them. 2. If you assigned writing, ask students to read one another's work in small groups before handing in their assignments. Unit 12 Model conversations — pages 136-137 I2A Friendship aaa Objective To think about and discuss the Encouraging students to experiment qualities of friendship ‘Some students like to ‘play it safe" and say nly things in simple English that they know are correct. You can help students improve their English skills by encouraging them to try new a ‘words they have leamed and express ideas that ‘commitment the promise that you will always be are hard to express. Remind students that making good friend mistakes is an important part of leaming, Teach loyalty the quality of always being supportive and them questions like these: reliable + Is it correct to say... + What's the English word for... ? + What's the opposite of ... in English? Tell students they can ask these questions to you ~ or to thelr classmates during discussions — to help them express themselves in English. sensitivity the quality of showing awareness and understanding of others’ feelings sincerity the quality of being honest, not false or inwented tolerance wilingness to accept other people's behavior and beliefs | trust the belief that someone is honest and will che | not hurt or cheat you 7 7 : 1, Read the qualities aloud, and have students repeat A Pair work them. Explain any unfamiliar vocabulary. 1, ‘Tell students they are going to talk about 2. Read the instructions. Give students about two friendship and what makes a good friend. ‘minutes to mark the five most important qualities. 2, Have students form pairs. 8. Read the instructions and the questions below the € Pair work pictures aloud. Have a student read the model 1, Have students form pairs. aloud. 2, Read the instructions aloud, and ask two students 4. Give students about three minutes to discuss the to read the model exchange aloud. pictures. 3. Give students about three minutes to compare 5, When students have finished, ask for volunteers to answers. Encourage them to ask questions and to share their ideas with the class. give reasons for their choices. 56 Unit 124, When students have finished, ask for volunteer pairs to share which qualities they agreed on. CERES aaa 3 Objectives To understand people talking about their best friends; to talk about best friends branch one office or part of a large company with more than one location hang out to spend time with someone hit it off to like someone right away transfer to move from one place or job to another A Listen {% (CD 3, Track 1) 1, Read the instructions aloud, and point out that students should fill in only the first two columns. 2. Play the audio program once or twice, pausing between speakers. 8. Have students compare answers in pairs; then check answers with the whole class. ka Jason: at work; like music, movies, discussing things Patricia: in junior high school; same age, love to be outdoors, shopping Nick: at sisters wedding; lke sports, laugh at ‘same things Marcy: at work; ike movies B Listen again [» (CD 3, Track 2) 1. Explain that students will listen again; this time, they should listen and complete the third column. 2. Play the audio program, pausing if necessary. 3. Have students compare ’answers in pairs. 8. Give students about five minutes for their discussions. 4. Ask a few volunteers to talk about their best friends, Objective To talk about different types of relationships between people A Pair work 1. Read the words in the left column aloud, and have students repeat them after you. 2. Have students form pairs. 3. Read the instructions aloud. 4. Give students about five minutes to match the words with their definitions. B Pair work 1. Have students check their answers on page 93 in their Student’s Books. 2. Give pairs about three minutes to take turns describing relationships. € Join another pair 1, Have pairs combine to form groups of four. 2. Read the instructions and the discussion questions. 3. Give students about five minutes for their discussions. Objective To interpret and discuss sayings about friendship anyway in spite of something ‘enemy someone who hates you and wants to hurt you 10 shopping, do outdoor activities, mountain biking and hiking Nick: watch sports Marcy: go to the movies ‘¢ Group work 1. Have students form groups of three or four. 2. Read the instructions aloud; then ask for volunteers to read the discussion questions aloud. Group work 1, Read the instructions aloud. 2. Tell students to read through the sayings silently. Answer any vocabulary questions. 3. Have students form groups of four, and give them about four minutes to discuss the questions. 4. When students have finished, lead a class discussion. Ask students whether they agree with each saying, Relationships 57I2B: Meeting people Objective To talk about the idea of a perfect partner blind date when two people who have not met before go out on a date blood type one of the categories that human blood is divided into, including A, B, AB, and O cautious careful to avoid danger considerate always thinking and caring about other people's feelings Star sign a symbol that comes from the position of the stars (Aries, Taurus, Gemini, etc.), and that some people believe influences their lives, warmhearted friendly and kind A Pair work 1, Ask students to name ways in which people ‘meet other people cither for friendship or for a romantic relationship (for example, at work / school, through a club or sports team, on the Internet). 2. Read the adjectives in the form aloud, and have students repeat them. Explain, or have students cplain, any unfamiliar vocabulary. . Have students form pairs. Read the instructions aloud. . Give students about six minutes to complete the form. Point out that it’s OK to leave both boxes unchecked if a particular adjective is inapplicable. Encourage students to discuss their answers and help each other as necessary. eee B Join another pair 1, Have pairs combine to form groups of four. 2. Read the instructions and the discussion questions aloud. 3. Give students about five minutes for their discussions. Go around the class as students work, listening in and encouraging students. 4, When students have finished, ask for volunteers to share their answers to the last two questions. 5B Unit 12 Group work 1. Have students stay in their groups from part B. 2. Read the instructions aloud, and call on students to read the phrases in the box aloud. 3. Give students about three minutes to discuss the best way to meet their perfect partner. Encourage them to use their own ideas as well as the ideas in the box. 4. When students have finished, continue the discussion with the whole class. Objectives To understand people talking about changing relationships; to talk about marriage and wedding traditions get engaged to agree to marty someone Go your separate ways to no longer be together ‘only have eyes for to be very much in love with split up to separate A Pair work 1, Read the instructions aloud; then read the names, of the people aloud, and have students repeat them. 2. Give students about one minute to speculate on who the married couples are. Tell students they will check their guesses when they do part C. B Listen {% (CD 3, Track 3) 1. Make sure everyone understands the meanings of the symbols. Tell students they should listen for what the people’s relationships were when they were in high school, and then they should fill in the left-hand chart. 2. Play the audio program. 8. Have students compare answers in pairs. If necessary, play the audio program again before checking answers with the class.‘Amy + Brian Christine — Brian Frank —> Amy Erica > David € Listen 0% (CD 3, Track 4) 1. Read the instructions aloud. Tell students to listen for what the people’s relationships are now and to complete the right-hand chart. 2. Play the audio program. 3, Have students compare answers in pairs; then check the answers with the whole class. ‘Amy + David Frank + Christine Erica = Brian D Group work 1. Have students form groups of four. 2. Read the instructions aloud, and ask for volunteers to read the discussion questions aloud. 3. Give students about five minutes for their discussions. Go around the class as students work, offering help with vocabulary as needed. 4, When students have finished, ask for a volunteer from each group to summarize the group's discussion, Ask students to share any marriage or Pacsivity 3 Objective To share advice about relationships compromise to end an argument by making an agreement in which everyone accepts less than what he / she wanted at first | play hard to get to pretend not to be interested in another person Communication task 1, Have students form groups of four. 2. Read the instructions aloud, and tell students to turn to the appropriate pages in their Student's Bools. Two students look at Task 16 on page 80, and the other two at Task 34 on page 88. Part A 1, Read the instructions from part A aloud. Give students time to read the advice, and answer any questions they may have about vocabulary. 2. Give students about four minutes to discuss which picces of advice they would give. Encourage them to give reasons for their choices. Part B 1. Read the instructions aloud, and reassemble the — 2. Give students about four minutes to share the advice they chose, including their own ideas. 3. When students have finished, call on groups to share their best pieces of advice. 1. Have students write about their best friend, ‘explaining how they met and why they are close. 2. Have students write a guide for being a good ‘riend, explaining what to do and what not to do, Alternatively, have them waite a guide for how to find and / or keep the perfect partner. ‘Talking point 12 Making new friends See page 162 for more speaking practice. ‘Unit 12 Self-study Student's Book pages 116-117 ‘Unit 12 Quix Teachers Manual page 179 ‘Units 9-12 Expansion See page 79 for notes on how to use Expansions.13 Adventure Overview Unit 13 focuses on safely and danger. In Lesson 13A, students talk about how to stay safe and avoid disaster during outdoor pursuits. In Lesson 13B, they discuss risk-taking and exciting or frightening experiences. Before you begin... 1. Ifyou assigned the Self-study activities from Unit 12, answer any questions students may have about them, 2. If you assigned writing, ask students to read one another's work in small groups before handing in their assignments. Unit 13 Model conversations - pages 138-139 IZA Please be careful! Objectives To understand people talking about safety precautions; to talk about ways to stay safe in dangerous situations catch up with to come from behind someone quickly until you reach the same point ‘compass an instrument, usually used for hiking, that shows directions (north, south, east, and west) ‘emergency rations food that you keep for an. unexpected and dangerous situation footwear types of shoes ideal perfect ace speed ark ranger someone whose job is to take care of forest or an area of public land Precaution something that you do to prevent ‘something bad or dangerous from happening set off to leave a place waterproof not allowing water to go through A Pair work 1. Tell students they are going to talk about ways to stay safe when hiking, You may want to elicit some of the possible dangers of going hiking in the mountains and have students recommend ‘ways to avoid them, 60 Unit 13 2. Read the instructions aloud; then give students, time to read through the partial advice silently. Answer any vocabulary questions that may arise. 3. Have students form pairs. 4. Give students about four minutes to complete the task. Encourage them to pencil in their guesses or to write them on a separate piece of paper. 5, Tell students they will check their guesses when they do parts B and C. B Listen ( (CD 3, Track 5) 1 Read the instructions aloud. Make sure students understand that the first part of the interview covers only the information for the Precautions section. 2. Play the audio program, pausing a few times to give students time to write their answers. 3. Have students compare answers in pairs. If there is disagreement, play the audio program again before checking answers with the class. € Listen {% (CD 3, Track 6) 1. Tell students they are going to hear the second part of the advice for the Equipment section. 2. Read the instructions aloud. 3. Play the audio program, pausing a few times to give students time to write their answers.4, Have students compare answers in pairs; then go over the answers with the class, 6. map 7. compass 8. warm ©. cell 10. emergency 11, flashlight 12. boots D Group work 1. Have students form groups of three or four. 2. Read the instructions and the discussion questions aloud. 3. Give students about four minutes for their discussions. 4, When students have finished, ask for volunteers to tell the class about their hiking experiences and to share any additional advice they have. Objective To talk about what to do situations dangerous avoid to make an effort not to do something or to stop something from happening take a risk to do something even though there is a chance something bad will happen A work 1. Have students form pairs. 2. Read the instructions aloud. 3. Give students about four minutes to decide on advice to give for each situation. Encourage them to write notes. 4, Go around the class as students work, offering help and encouraging students to give reasons for their advice. Eanes 1. Take off your headphones. / Look both ways. 2. Make sure your helmet fits correctly. / Don't use a cell phone while biking. 3. Don't pet strange dogs. 4, Use a shopping cart. / Don't try to carry too much. 5. Be careful when you buy items on the street. 6. Keep your purse where you can see it. B Join another pair 1, Have pairs combine to form groups of four. 2. Read the instructions aloud, and call on students to read the discussion questions aloud. 3. Give students about five minutes for their discussions. Go around the class as students work, listening in and offering help as needed. 4, When students have finished, continue the discussion with the whole class. COSINEY Objective To talk about safety tips A Pair work 1, Read the list of activities aloud, and have students repeat them. Answer any questions they may have about vocabulary, Have students form pairs. Read the instructions aloud. Give students about five minutes to come up with safety tips for two of the activities. Remind students to make a list of their ideas. Go around the class as students work, helping with vocabulary and spelling as needed. ep B Join another pair 1. Have pairs combine to form groups of four. 2. Read the instructions aloud, and ask for volunteers to read the questions aloud. 3. Give groups about four minutes to compare their ideas and discuss the questions. 4. When students have finished, ask the questions to the whole class and elicit responses from several volunteers, Adventure 61W3.B Taking risks Cpe Objective To talk about taking risks back up to make a copy of information on a computer A Pair work 1, Explain or clicit an explanation for taking risks (doing things even though there is a chance something bad will happen). 2. Have students form pairs. 3. Read the instructions and the questions below the pictures aloud. 4, Give students about three minutes for their 5. When students have finished, ask for volunteers to tell the class whether or not they would do the things shown in the pictures. Encourage them to explain why or why not. B Pair work 1. Have students stay in their pairs from part A. 2. Call on students to read the questions aloud. Encourage students to ask their partners to explain any unfamiliar vocabulary. Then explain any words students still don't know. 3. Read the instructions aloud. 4. Give students about four minutes to interview each other and mark their partner’s answers in the chart. Go around the class as students work. € Join another pair 1, Have pairs combine to form groups of four. 2. Read the instructions aloud. 3, Tell students to check their scores on page 93 in their Student's Books. 4, When students have finished, give them about three minutes to discuss the questions. 5. When students have finished, ask for a volunteer from cach group to summarize their group's discussion. Ask groups to say who is the most adventurous member and why. 62 Unit 13 Objectives To understand people talking about frightening experiences; to talk about risk-taking brave dealing with danger, pain, or dangerous situations with courage C1liff a high rock or piece of land with a steep side foolish not sensible or wise fuel gauge the instrument that measures the amount of gasoline in a car in the middle of nowhere in a place that is far away from other places In touch in contact Irresponsible doing things that are careless without thinking about the possible results A Pair work 1. Ask for volunteers to read the quotations aloud. Answer any questions about vocabulary. 2. Have students form pairs. 3. Read the instructions aloud; then read the discussion questions aloud, and give students about three minutes for their discussions. 4. When students have finished, ask for volunteers to say which person they are most like and why. B Listen [% (CD 3, Track 7) 1, Read the instructions aloud. 2, Tell students to listen and complete the first two columns of the chart. 3. Play the audio program once or twice, pausing between conversations. Nathan: ran out of gas; started to snow, no cell phone signal, got dark Denise: hiking path got rough; fog came in, lost path, felt cold Craig: got on train going wrong way; was last ‘rain, left train station, saw group of men€ Pair work 1. Have students form pairs. 2. Read the instructions aloud, and give students about two minutes to speculate on how each story ended. 3. When students have finished, ask for volunteers to share their ideas with the class. D Listen {% (CD 3, Track 8) 1, Read the instructions aloud. Tell students they should listen and complete the last column of the chart. Encourage them to write brief notes rather than trying to write every word. 2. Play the audio program, pausing after each speaker to give students time to write. 8, Have students compare answers in pairs; then check answers with the whole class. Nathan: spent the night in the warm bus Denise: fog lifted and the sun came out Craig: man called him a cab on his cell phone 4. Lead a brief class discussion and ask students to share any similar experiences they themselves - or people they know ~ have had. E Communication task 1, Have students form groups of four. 2. Read the instructions aloud, and tell students to turn to the appropriate pages in their Student’s Books. Two students look at Task 17 on page 81, and the other two at Task 35 on page 89. Part A 1, Read the instructions for part A aloud. 2. Give students about four minutes to look at the pictures and create their stories. Encourage them to be creative. Have them write their stories in note form. Go around the class as students work, offering help and encouragement. Part B 1. Reassemble the original groups, and read the instructions for part B aloud. 2. Give students about four minutes (two minutes per pair) to tell their stories. Remind them to stop before the ending and let the other pair try to guess what happened. 3. When students have finished, ask for volunteers to share their stories with the class. Objective To talk about difficult situations ‘complain to say that you are annoyed or unhappy about someone or something quit to leave something because you are annoyed ‘or unhappy Group work 1. Have students form groups of four 2, Read the instructions aloud; then ask for volunteers to read the situations aloud. 3. Give students about five minutes to discuss which situations would be the easiest / hardest for them. Encourage them to give reasons as shown in the model. 4, When students have finished, continue the discussion with the whole class. | Teaching tip _| ‘Managing group work ‘Sometimes when students are in groups, one or ‘two of them do all the talking and the others find themselves just listening. You can prevent this by appointing one member as “team captain,” whose job is to make sure everyone gets an equal chance to speak and give their opinions, This person can also be the one who reports back to ‘the whole class at the end of the discussion. | Writing options | 1. Have students write about an exciting or frightening experience they have had, or that someone they know has had. 2. Have students write about a time when they took a risk. Have them write what happened, whether they were glad they took the risk, and why or why not Talking point 13 What a terrible trip! Sec page 163 for more speaking practice. Unit 13 Self-study Student's Book pages 118-119 Unit 13 Quiz Téacher’s Manual page 180 Adventure 63Self. improvement | Overview Unit 14 focuses on ways of being successful and living a happy life. | In Lesson 14A, students talk about qualities they value in a friend, and evaluate themselves as conversationalists, In Lesson 14B, they discuss the qualities required to achieve success, and evaluate advice for achieving life goals. | Before you begin ... 1. If you assigned the Self-study activities from Unit 13, answer any questions students may have about them. 2. If you assigned writing, ask students to read one another's work in small groups before handing in their assignments. Unit 14 Model conversations — pages 140-141 14A Popularity Ca Objectives To talk about qualities that are important in a friend; to listen for different tones of voice ‘arrogant behaving as if you are better or more important than other people defensive behaving as if you think someone is criticizing or attacking you ‘good conversationalist someone who enjoys talking, and who talks about interesting things good manners polite ways of behaving in social situations modest unwilling to talk proudly about your abilities and achievements ‘suspicious not trusting other people, and believing they have done something wrong A Pair work 1. Ask students for an explanation of popularity (the state of being admired and liked by many people). Elicit some qualities that might make a person popular (kindness, sense of humor, friendliness). 2. Have students form pairs. 3. Read the instructions and the questions below the pictures aloud. 4. Give students about three minutes to discuss the questions. 64 Unit 14 5. When students have finished, ask the questions to the whole class and elicit responses from several volunteers. B Listen { (CD 3, Track 9) 1. Read the four adjectives aloud, and have students repeat them, Explain ~ or ask for volunteers to explain ~ the meanings of the words (sce vocabulary box). 2. Read the instructions aloud. Make sure students ‘understand that they should listen carefully to the second speaker. Explain that they should listen not only for what the speaker says but also for how he or she says it: his or her tone of voice. 3. Play the audio program, pausing briefly after ‘each exchange to give students time to write their answers. 4, Have students compare answers in pairs, If there is disagreement, play the audio program again before checking answers with the class. 1. defensive 2, modest 3. arrogant 4, suspicious € Pair work 1, Tell students they are going to talk about what makes a good friend 2, Read the qualities aloud, and have students repeat them. Answer any questions students may have about vocabulary.3. Read the instructions aloud, and give students about three minutes to mark the qualities according to how important they think they are. Encourage students to discuss their answers and give reasons to support their opinions. D Join another pair 1, Have pairs combine to form groups of four. 2. Read the instructions and the questions aloud. 3. Give students about four minutes to compare answers and discuss the questions. Go around the class as students work, offering help and encouragement and making sure all group members are participating, 4, When students have finished, take a class poll to find out the five most important qualities in a friend. Ene hard for students to feel thet their English is improving when they do progressively harder speaking activities. You can help students recognize their own progress by redoing an activity from earlier in the book. Doing the task again will show students that they have more knowledge and confidence, and that they have made progress. P activity 2) Objective To think and talk about what constitutes a good conversationalist A Pair work 1, Read the instructions aloud, and give students time to read through the questions in the chart silently. Explain any unfamiliar vocabulary. 2. Have students form pairs. 3. Give students about three minutes to discuss the items and rate them. Point out the 0-4 rating key above the chart. B Pair work 1, Have students stay in their pairs from part A. 2. Read the instructions aloud, and give students two minutes to check their scores on page 93 in their Student’s Books. 3. When students have finished, give them about four minutes to discuss the questions. Go around the class as students work, helping with vocabulary as needed. 4. To wrap up, ask for volunteers to share other {qualities of a good conversationalist. CD Ree Objective To talk about conversation topics to discuss with friends A Work alone 1, Read the instructions aloud; then call on students to read the topics aloud. Answer any questions students may have about vocabulary. 2. Give students one minute to complete the task. B Group work 1, Have students form groups of three or four. 2, Read the instructions and the questions aloud. 3. Give students about three minutes to compare ideas and then discuss the questions. Go around the class as students work, encouraging them and making sure all group members are participating, 4, When students have finished, have one member from each group write the group's most popular topics on the board. Have the class tally the results to find out the five most popular topics. CONTI ae Objectives To understand people telling funny ies; to practice telling funny stories roam to walk with no real purpose spot a small round mark What on earth . .. ? used to ask a question when you are very confused, surprised, or annoyed A Listen 0% (CD 3, Track 10) 1, Read the instructions aloud. Point out that. students should listen to and enjoy the stories — and not worry about understanding every word. ‘You may want to play the stories twice; the first time, have students just listen, and the second time ‘have them think about which story is the funniest. Self-improvement 652. Play the audio program once or twice. 3. Lead a brief class discussion about which story was the funniest. Encourage students to give reasons for their opinions. B Communication task 1, Have students form groups of three. 2, Read the instructions aloud, and tell students to turn to the appropriate pages in their Student's Books. One student looks at Task 18 on page 81, another at Task 20 on page 82, and another at ‘Task 36 on page 89. 66 Unit 14 3. Read the instructions for the task aloud. Give students time to read their stories silently and prepare to tell them to their partners. Answer any questions about vocabulary. 4. Give students about five minutes to take turns sharing their stories. Remind them that they should tell the stories in their own words. 5. When students have finished, have them close their books and try to tell you the stories in their ‘own words. Ask the class which story they think is the funniest.TAB Success and happiness Objective To understand people talking about ‘their jobs the gory details an informal expression meaning someone is going to tell you all about something bad that happened neat great or interesting (slang) presentation a formal talk about a specific topic proactive taking necessary action without delay take more initiative to judge what needs to be done and take action without suggestions from other people ‘thus far until now A Pai work 1, Tell students that in this lesson they are going to think and talk about what it takes to be successful. 2. Read the instructions aloud, and have a student read the model language in the speech balloon. 3. Have students form pairs. 4. Give students about two minutes to discuss the pictures and decide which person is the best employee. Encourage them to give reasons for their opinions. 5. When students have finished, continue the discussion with the whole class. B Listen (% (CD 3, Track 11) 1. Read the instructions aloud. 2. Give students time to read through the questions silently before they listen. 3. Play the audio program, pausing between conversations to give students time to write their answers 4, Have students compare answers in pairs; then. check answers with the whole class. 1. a friend a party Sarah went to 2. happy with his work take a break 8. efficiently be proactive / take more initiative ¢ Pair work 1. Have students work with their partners from part A again, 2, Read the instructions aloud. 3. Give students about two minutes for their discussions. 4, When students have finished, ask for a few volunteers to share their opinions with the class. ‘Encourage the volunteers to explain their reasons, Objective To talk about the qualities needed for achieving success give orders to tell people with less authority what ‘they must do multi-task to do more than one thing at once ruthlessness the quality of being determined to do whatever necessary to succeed ‘think on your feet to make decisions quickly A Work alone 1. Read the instructions aloud; then call on students to read the qualities aloud. Answer any vocabulary questions that may arise. 2. Give students about two minutes to mark the qualitics according to how important they think they are. Self-improvement 67B Group work 1. Have students form groups of four. 2, Read the instructions aloud. 3. Give students about three minutes to compare ideas. Encourage them to give reasons for their choices. 4, When students have finished, continue the discussion with the whole class. Ask for volunteers to say which qualities they themselves have, and whether the qualities have helped them to be more successful. CD Bee aS Objective To talk about advice for living a happier and more successful life marathon a race in which people run about 42 km (26 miles) opportunity a situation in which it is possible to do something that you want to do point of view the opinions and attitudes that you have about something 1, Have students form pai 2. Read the instructions aloud, and give students time to read through the advice silently. Ask for volunteers to help you answer any vocabulary questions. 3. Give students about three minutes to choose the six best pieces of advice. Encourage them to discuss their answers and try to agree on the best advice. 4. When students have finished, elicit ideas about the best advice from several pairs. After each pair has finished, have the rest of the class say whether they agree. B Join another pair 1. Have pairs combine to form groups of four 2. Read the instructions and the discussion questions aloud. Call on two students to read the model exchange aloud. 68 Unit 14 3. Give students about five minutes for their discussions. Go around the class as students work, making sure all group members are participating, ‘C Work alone 1, Read the instructions aloud; then ask for a volunteer to read the advice aloud. 2. Give students about three minutes to begin their lists. 3. When students have written at least five things, have them stop and move on to part D. Encourage students to complete their lists at home. D Group work 1, Have students form groups of three or four. 2. Read the instructions aloud. 3. Give students about four minutes to share their goals. Encourage them to help one another think of ways to achieve the goals. 4. When students have finished, ask for a few volunteers to tell the class about their group members’ goals and how they hope to achieve |. Have students write about a friend or family member who is a good conversationalist and ‘say why they think 50. 2. Have students write about the five things on their lst from Lesson 14B, Activity 3C that they most want to experience. Talking point 14 How happy are you? See page 164 for more speaking practice. Unit 14 Self-study Student's Book pages 120-121 Unit 14 Quiz Teacher's Manual page 18115 Travel and tourism Overview Unit 15 focuses on traveling, tourism, and vacations. In Lesson 15A, students talk about different kinds of trips and useful tips for travelers. In Lesson 1B, they discuss tourist destinations and popular vacation activities. Before you begin ... 1. If you assigned the Self-study activities from Unit 14, answer any questions students may have about them. 2. If you assigned writing, ask students to read one another's work in small groups before handing in their assignments. Unit 15 Model conversations ~ pages 142-143 195A Traveler or tourist? Con awe Objectives To understand people talking about taking tours; to talk about trips and taking tours bright and early very early in the morning day trip a journey to a place and back again on the same day Jeep a type of car made to travel over rough ground marine nature reserve an area in the ocean where animals and plants are protected masks and snorkels equipment for snorkeling ature reserve an area where animals and plants are protected ‘on board on a plane, ship, bus, etc. quick and hearty pace a fast speed steep high sunscreen cream that you put on your skin to stop the sun from burning you tourist someone who is traveling or visiting a place for pleasure traveler someone who is traveling for business or another purpose A Pair work 7 1. Have students form pairs. 2. Read the instructions and the questions below the pictures aloud. 3, Give students about three minutes for their discussions. 4, When students have finished, ask the questions to the whole class and elicit responses from a few volunteers. B Listen ( (CD 3, Track 12) 1, Read the instructions aloud. Explain where the Caribbean is, if necessary, and ask students to name some Caribbean islands (Jamaica, St. Lucia, Puerto Rico, Cuba, etc.). 2, Make sure students understand that they should listen for Rache?’s answers to the questions and write them in the first column. You may want to have students write their answers on a separate piece of paper. 3, Play the audio program, pausing a few times to give students time to write their answers. 4, Have students compare answers in pairs. If there is disagreement, play the audio program again before checking answers with the class. 1. two 2. (swimsuits), towels, hiking boots, sunscreen 3. go hiking 4, (barbecue), fish, salad, cold drinks 5. go snorkeling 6. none Travel and tourism 69€ Listen [& (CD 3, Track 13) 1. Explain that students are now going to listen and write the answers for the second column in the chart. 2. Play the audio program, pausing a few times for students to write their answers. 3. Have students compare answers in pairs; then check answers with the whole class. 1. eight 2. swimsuit, towel, sunscreen, camera 8. drive around island, visit Pigeon Point, visit ice~ cream factory 4. spicy chicken, rice and beans, fresh tropical | fruit 5. go to beach, visit nature reserve 6. money for souvenirs and to tip the driver D Pair work 1, Have students form pairs. 2. Read the instructions aloud. 3. Give students about three minutes to discuss what they would like and dislike about each tour. Encourage them to give reasons for their responses. 4, When students have finished, continue the discussion with the whole class. > ‘Tell students to think about a vacation they have taken in the past and to write three statements about that vacation. Two of the statements should be actual, true events; the other statement should be false ~ something that did not happen. Explain to students that their classmates will try ‘to guess which statement is false, so they should try to make the false statement somewhat difficult to guess. When students have written their statements, hhave them form pairs and take turns reading their statements and guessing the false statements, ‘To wrap up, ask for volunteers to share something that happened during their partner's last vacation, 70 Unit 15 Cie y pase 65 ‘Objectives To talk about advice for travelers; to learn about traveling in Australia book to arrange with a hotel to stay there at a particular time in the future ~ to make a reservation ‘bus pass a document that shows you have already paid to ride the bus hostel a cheap place for young travelers to stay Jellyfish a sea animal with a soft, round,. transparent body, and with long legs that can sting lifeguard someone whose job is to help swimmers who are in danger at the beach or a pool poisonous containing poison (a substance that can kill you or make you sick) shot an injection visa an official mark on your passport that allows you to enter or leave another country A Pair work 1. Have students form pairs. 2. Read the instructions aloud, and give students time to read the travel tips in the chart. Explain any unfamiliar vocabulary. 3. Give students about five minutes to read the tips and evaluate them. Remind students to add their own ideas. 4, When students have finished, ask for volunteers to say which tips they think are the most useful and to share their additional tips with the class, When you give students feedback after an activity, you may point out mistakes they've made and ‘make suggestions for ways they can improve their performance. But don't forget that the best motivation is success. Remember to congratulate students and thank them for doing their best. t's important for students to hear what they've done well, too.B Pair work i, Read the instructions aioud. Expiain — or nave students explain — Dos and Don'ts (things you should and shouldn't do). 1. Have students stay in their pairs from part A. }. Give students time to read through the tips silently, Answer any questions students may have about vocabulary. 4. Give students about four minutes to discuss the tips and decide which ones are Dos and Don'ts. ‘Tell them that they will check their answers when they do part C. Pair work . Have students stay in their pairs from part B. .. Read the instructions aloud. Give students about three minutes to check their answers on page 93 in their Student’s Books and then discuss whether or not they'd like to visit Australia. Encourage them to give reasons for why they would or wouldn't want to go there. 4, When students have finished, continue the discussion with the whole class. If anyone has visited Australia, ask them to talk about their visit. prra CENINED esses Objective To talk about tips for visitors from abroad A Pair work 1, Read the instructions aloud; then call on students to read the categories in the box aloud. 2, Have students form pairs. 3. Give students about four minutes to make a list of tips for visitors to their country. Tell them that they should try to write at least one tip for each category. Go around the class as students work, helping with vocabulary as needed. B Join another pair 1. Have pairs combine to form groups of four. 2, Read the instructions aloud, and ask for volunteers to read the discussion questions aloud. 3, Give students about five minutes for their ae 4, When students have finished, ask for a volunteer from each group to summarize the group's discussion. Travel and tourism 715B: Fantastic journeys Objectives To share information about favorite vacation activities; to describe vacations in the shade out of the sun, in the shadow of an object that is blocking the sunlight wildlife animals and plants that live in natural conditions A Pair work 1, Read the instructions aloud; then read the list of vacation activities aloud, and have students repeat them, Answer any vocabulary questions that may arise. 2. Have students form pairs, 3. Give students about four minutes to mark the things they like to do on vacation and then add three additional activities. Tell students they should discuss their answers but mark their own choices. B Join another pair 1. Have pairs combine to form groups of four. 2. Read the instructions and the discussion questions aloud. 8. Give students about five minutes for their discussions. 4. When students have finished, ask for volunteers to tell the class about their last vacation. Objectives To understand people talking about trips; to talk about the positive and negative aspects of a trip 72° Unit 15 desktop the main screen on a computer Greece a couniry located in southern Europe; capital: Athens highlight an especially good aspect of an experience Matterhorn a famous Swiss mountain, close to Zermatt; height: 4,478 meters Shakespeare a British dramatist (1664-1616) whose plays are performed at the Globe Theatre in London ‘Switzerland a country located in western Europe; capital: Bern A Listen (> (CD 3, Track 14) 1. First, write the following names from the audio program on the board: Greece, Switzerland, the ‘Matierhorn, Cornwall, Shakespeare, and check that students are familiar with them. Ask for volunteers to say what they know about each one. 2. Read the instructions aloud. Tell students they should listen for the names on the board and number the pictures in the order in which they hear them. 3. Play the audio program once or twice. 4, Have students compare answers in pairs; then check answers with the whole class. Top row: 3, 6, 2 Bottom ro 4 B Listen again { (CD 3, Track 15) 1. Tell students that they are going to listen again and write what the people liked and disliked about the trip. Point out that the speakers will mention several things. Encourage students to write very brief notes, You may want to have students use. ‘a separate piece of paper so that they will have more space to write.2. Play the audio program, pausing a few times to give students time to write their answers. 3. To check answers, ask for volunteers to come to the board and write the information; then have the rest of the class say whether they agree with the answers on the board. What they liked | What they disliked Tom |= foodin Greece | weather in Greece ‘mountains in| + standing in line at ‘Switzerland theater Lisa | friendly people | » having to rush in Greece + going on boat in ‘Switzerland + beaches, cliffs, weather in England * Shakespeare play € Group work 1, Have students form groups of three or four. 2, Read the instructions aloud. 3. Give students about four minutes to discuss what they would like and dislike about the trip described in part A. Go around the class as students work, listening in and offering help. 4, When students have finished, ask the question to the whole class and elicit responses. Objectives To talk about different exotic vacations; to design an exotic trip active (of a volcano) that still erupts from time to time Costa Rica a country located in southern Central America; capital: San José cuisine a style of cooking hhut a small house with only one or two rooms Indonesia a country located in Southeast Asia; capital: Jakarta Komodo dragon a type of very large lizard Turkey a country between Europe and Asia; capital: Ankara ‘A Pair work 1. Explain ~ or elicit ~ where Indonesia, Costa Rica, ‘Turkey, and the Alps are located. 2, Read the instructions aloud, and give students time to read the vacation descriptions. Answer any questions students may have about vocabulary. . Have students form pairs. Give students about eight minutes to talk about what they would like and dislike about cach vacation, and to decide which one they would prefer. Go around the class as students work, offering help and encouragement. 5. When students have finished, ask for volunteers to tell which vacation they would choose and why. ae B Pair work 1. Have students stay in their pairs from part A. 2, Tell students they are going to design a fantastic journey of their own. 3. Give students about ten minutes to choose a destination and create the journey. Have them use the information in part A as their guide for what to include. Encourage them to be creative. 4, Go around the class as students work, offering help and advice as necessary. € Join another pair 1. Have pairs combine to form groups of four. 2. Read the instructions aloud. 3. Give students about five minutes to share their trips and discuss whose trip sounds better. Encourage them to give reasons for their choices. 4. When students have finished, ask for volunteers to tell the class about their fantastic journeys. 1. Have students write an account of a fantastic vacation they went on, Have students write about their dream vacation, Talking point 15 The joy of travel See page 165 for more speaking practice. Unit 15 Self-study Studet’s Book pages 122-123 Unit 15 Quiz Teacher's Manual page 182 Travel and tourism 731G Employment Overview Unit 16 focuses on jobs. In Lesson 16A, students talk about different kinds of jobs and the duties and responsibilities involved. In Lesson 16B, they discuss job ads and interviews. Before you begin ... 1. If you assigned the Self-study activities from Unit 15, answer any questions students may have about them. 2. If you assigned writing, ask students to read one another's work in small groups before handing in their assignments, Unit 16 Model conversations - pages 144-145 IGA The ideal job page 68 Objectives To talk about different kinds of jobs; to distinguish between jobs typically done by men ‘or women. bank teller someone whose job is to receive money from and pay money out to customers in @ bank non-traditional new and different from the ideas that have existed for a long time ‘Surgeon a doctor who performs operations in a hospital foes A Pair work 1. Tell students they are going to talk about different types of jobs and the people who do them. 2. Have students form pairs. 3. Read the instructions aloud. 4. Give students about three minutes to look at the pictures and discuss what they would like and dislike about the jobs. Go around the class as students work, offering help and encouragement. 5, When students have finished, ask for volunteers to share their responses with the class. 74 Unit 16 B Pair work 1. Have students stay in their pairs from part A. 2, Read the list of jobs aloud, and have students repeat them. Answer any vocabulary questions ‘that may arise. 3. Give students about three minutes to complete the task. Make sure they understand that they should mark the jobs W’for women, M for men, or E for either. € Join another pai 1, Have pairs combine to form groups of four. 2. Read the instructions aloud, and call on students to read the discussion questions aloud. 3, Give students about five minutes for their discussions. 4. When students have finished, lead a brief class discussion. Ask students to say how things have changed since the past with regard to men’s and ‘women’s roles in the workforce. CONT a pases cones Objectives To understand people talking about the pleasures and challenges of their work; to speculate on the challenges that the people faceele animation artist someone whose job is to create cartoon movies or TV shows appreciative showing how much you enjoy, admire, or feel grateful for someone or something challenge something new, difficult, or exciting that needs a lot of skill and effort to do dawn the time of day when light first appears exclusively only personal chef someone whose job is to cook meals in someone's home | run smoothly to operate without problems | short notice without much waming, so you have | only a short time to do something take care of to look after vegetarian someone who does not eat meat A Listen {\ (CD 3, Track 16) 1, Read the instructions aloud, and ask for volunteers to read the three jobs aloud. Have students explain each job in their own words. 2. Play the audio program once or twice, pausing after each speaker. 3, Have students compare answers in pairs; then check answers with the whole class. Barbara: working outdoors, bad weather, being out in the morning Wil: creating menus, experimenting with new ideas Susie: drawing, workplace facilities, free meals, ‘gym, pool B Pair work 1. Have students form pairs. 2. Read the instructions aloud. 3. Give students about two minutes to discuss the challenges the people might face in their jobs. 4. Ask for volunteers to share their ideas. € Listen {% (CD 3, Track 17) |. Tell students they are going to listen for the challenges that each person faces at work. 2. Play the audio program, pausing after each speaker to give students time to write their answers, 8, Have students compare answers in pairs. Then ‘check answers with the class. hort notice of a big meal, feeding | __ vegetarians and meat / fish eaters at same meal Susie: working on less interesting projects, working long hours Pacsivicy 3 ee) Objective To talk about the qualities that make people suitable for different jobs analytical of something deadline a time by which you must finish something delegate to give part of your work to someone in a lower position A Pair work 1. Read the instructions and the categories aloud. Answer any vocabulary questions. 2. Give students about four minutes. Encourage them to think of at least two jobs per category. 3. Ask for volunteers to share their ideas. B Pair work 1, Read the instructions aloud. 2. Give students about three minutes to discuss the Jjobs. Ask them to explain their opinions. Work alone 1. Read the instructions aloud; then read the phrases aloud, and have students repeat them. Answer any vocabulary questions that may arise. 2. Give students about two minutes to rate themselves for each of the skills and talents. D Group work 1. Have students form groups of three or four. 2. Read the instructions and the discussion questions aloud. 3. Give students about five minutes to discuss the questions. 4, When students have finished, continue the discussion with the whole class. Employment 7516B Getting a job CONDE Objectives To talk about job ads; to discuss advice for effective job interviews beforehand earlier than a particular time; in advance ‘overly too much or very rehearsed sounding as if you've practiced what ‘you're going to say ‘trendy modern and fashionable volunteer position an unpaid job A Pair work 1. Have students form pairs. 2. Read the instructions and the questions below the ads aloud. 3. Give students about five minutes to read the ads and discuss the questions. Encourage them to ask each other questions and to help each other with any unfamiliar vocabulary. 4. When students have finished, ask for volunteers to share their ideas with the class. Answer any questions students still have about vocabulary. B Pair work 1, Read the instructions aloud; then read the interviewing tips aloud, and have students repeat them. Answer any questions students may have about vocabulary. 2. Have students form pairs; then read the discussion questions aloud. 3. Give students about five minutes for their 4, When students have finished, ask for several volunteers to share their interviewing experiences and any additional tips they thought of 76 Unit 16 Having students prepare to speak Students may need a few moments of silence to read through the questions and organize their thoughts before beginning a task. This often leads ‘to a more thorough ~ and interesting ~ discussion, You may also want to encourage students to write notes before they speak to remind them of what | they want to say. nD a Objectives To understand people being interviewed for a job; to discuss how someone can improve his or her chances of success in a job interview; to practice interviewing business administration a field of studies that includes business-related courses such as economics and management career goal something job-related that you hope to achieve in the future contract a legal written agreement between two people, companies, etc. hospitality the hotel and restaurant industry résumé a formal written list and description of your education and your work experience A Pair work 1. Have students form pairs. 2. Read the instructions aloud. 3, Give students about two minutes to discuss which person they think will make a better first impression. Point out the model language in the speech balloon, 4. When students have finished, ask for volunteers to share their ideas with the class. B Listen (% (CD 3, Track 18) 1. Give students time to read through the questions in the chart silently. Answer any vocabulary questions that may arise. 2. Play the audio program once or twice, pausing after each speaker.8. To check answers, ask for volunteers to write their answers on the board. Then play the audio program again, and have students confirm the answers. Vanessa: 1. sports, history, and geography 2. office work 3, enthusiastic, sociable; good at organizing, encouraging, and helping people 4, wants to visit Australia, would be good at job, job would be rewarding and fun 6. to go into banking 6. When does the job start? What is the pay? Jeremy: 1. literature and music 2. record store, lifeguard 3. plays guitar, sings folk and pop songs 4, would like to meet new people, see Australia, try something different 5, hotel management 6. When does the contract start? Can | delay my retum flight? € Listen again {% (CD 3, Track 19) 1. Have students look back at the list of tips in ‘Activity 1B. 2. Read the instructions aloud. 3. Play the audio program, pausing after each speaker. 4, Have students compare answers in pairs. Then go over the answers with the whole class. eee Vanessa followed: Dress for success. Arrive early for the interview. Be positive about the negative. ‘Vanessa didn't follow: Prepare a list of questions to ask. Listen carefully and think before ‘answering. Be confident, but not overly confident. Don't talk about money too soon. Relax and just be yourself. Jeremy followed: Prepare a list of questions to ask. Be prepared, but not rehearsed, Listen carefully and think before answering. Be confident, but not overly confident. Don't talk about money too soon. Relax and just be yourself. Jeremy didn't follow: Dress for success. Arrive early for the interview. D Group work 1. Read the instructions and the discussion questions aloud. 2. Give students about five minutes for their discussions. Go around the class as students work, listening in and making sure all group members are participating. 3. When students have finished, continue the discussion with the whole class. E Communication task 1. Have students form groups of four 2. Read the instructions aloud, and tell students to turn to the appropriate pages in their Student's Books. Two students look at Task 19 on page 82, and the other two at Task 37 on page 90. Part A 1, Read the instructions for part A aloud. 2. Give students about two minutes to choose the job they want to interview for. 3. Have the two pairs tell each other the jobs they have chosen. Part B 1. Read the instructions for part B aloud. 2. Give students time to read the questions in the chart and prepare their answers, Tell students they should each think of their own answers. Part C 1, Reassemble the groups. 2. Read the instructions aloud. Have two students read the model exchange aloud. 3. Give students about five minutes for each job interview. Encourage them to ask follow-up questions and add extra information, 4, Ask each pair to decide who will get the job. 5. When students have finished, ask them to talk about their experiences. Ask them what they would say or do differently if they had an opportunity to do the interviews again. Employment 77Rue 1. Have students write about a job they would like to get when they finish their studies. Have them say why they want the job and what makes them qualified. 2. Have students write their own (real or imaginary) résumés listing their job experiences ‘and qualifications in detail 78 Unit 16 ‘Talking point 16 Help wanted Sec page 166 for more speaking practice. Unit 16 Self-study Students Book pages 124-125 Unit 16 Quiz Teachers Manual page 183 ‘Test 2, Units 9-16 Teachers Manual page 216 Units 13-16 Expansion See page 79 for notes on how to use Expansions.Expansions Introduction here are four Expansions in the Student’s Book: one after every four units. Each Expansion focuses on the topics and language introduced in the corresponding units. The format of each Expansion is a conversation- based board game. The discussion tasks for each game are designed to encourage students to use the vocabulary and structures they have practiced throughout the Let's Talk, Second Edition, course in a new and fun context. Using the Expansions Use the Expansions as a fun, wrap-up activity when students have finished the corresponding Student's Book units. The Expansions serve to review and consolidate the language students have practiced. You can also use the Expansions as an opportunity to assess students’ grasp of the matcrial presented in the Student’s Book. If you notice that students. are struggling with particular Expansion questions or topics, you may want to revisit the corresponding unit and review those points. Allow at least twenty to thirty minutes to play the game. This should give students time to ask follow- up questions and enjoy communicating with their classmates. Preparation 1, Tell students that they are going to play a game with their classmates to review the topics and language they have practiced so far in the Lets Talk course. 2. Divide the class into groups of three or four. Give each group a die, and have each student choose a token. They can use coins, erasers, or similar small objects. Tell each group to open one Student’s Book to the Expansion and place it where all group members can see it. Units 1-4 Expansion, pages 18-19 Units 5-8 Expansion, pages 36-37 Units 9-12 Expansion, pages 54-55 Units 13-16 Expansion, pages 72-73 Playing the game 1, Read the instructions aloud. Make sure all students put their tokens in the space marked “Start.” 2. To make the instructions clear, demonstrate each step with one group while the other groups watch. Roll the die. Then move a student’s token that many spaces. Read the game question or topic aloud, and give your response. Explain that if a student's token lands on a square marked “Free Question,” the other students in the group should agree on a question to ask that student. For large classes, you might have one member from each ‘group come and watch while you demonstrate with one group; then those students can go back and teach their own groups how to play. 3. Give students twenty to thirty minutes to play the game. Encourage them to volunteer additional information and ask follow-up questions. Go around the class while students are playing, encouraging them and helping as necessary. Notes + Point out to students that there is no reward for getting around the board more quickly than the other players; rather, the “winners” are the ones ‘who most thoroughly practice their English! If one group finishes early, the players can continue around the board, answering questions they didn't land on before. + If there is a question someone doesn’t want or isn't able to answer, the other students in the group can ask the person a different question, + The Expansios are designed to promote communication and fluency in a fun and natural way, so it is not a good idea to interrupt students while they are playing to make corrections. However, it is a good idea to take notes on errors you hear while students are playing; that way, you ‘can give students corrective feedback later, after they finish playing. + Students may enjoy playing the game more than once. Changing groups each time keeps the information fresh and interesting, Expansions 79