High Resolution 4-Sample by Learning Factory

STUDENT’S BOOK

• Double-page spread lessons • Insight section develops visual literacy skills through speaking activities based on powerful images. • In a Flash section revises contents from previous lessons in a dynamic and fun way. • Videos have been specially produced to expose students to functional English in context. • Talk to Me conversation lessons in every unit • One-minute Talking activities to develop presentation skills. • Five kinds of reference sections to foster student autonomy. ACTIVITY BOOK

• Fully integrated with the Student’s Book • Stop & Check section offers exercises and self-assessment tools for students to revise unit contents. TEACHER’S GUIDE

• Lesson-by-lesson plans with cultural notes, teaching tips and drills • BYOD routes • Photocopiable activities DIGITAL COMPONENTS

MAIO / 2017

CEF

A1 A1 + A2 A2+ B1

• Every lesson is accompanied by a number of digital materials that may be used in the classroom or as self-study activities. • There is an optional digital book version of the coursebook and activity book for use on Apple® and Android® tablets. • Students and teachers have online access to: • audio and video used in the lessons. • digital activities used in the classroom. • additional self-study activities with instant feedback.

4 STUDENT'S BOOK

Each level of High Resolution consists of 30 complete lessons grouped into five units accompanied by reference sections which cover both grammar and lexical points. Each volume provides 30 hours of core work, and additional materials that can extend the course to approximately 50 hours. Additional materials comprise photocopiable pages, extra digital activities and BYOD tasks to be used in class.

STUDENT'S BOOK

High Resolution 4, Student’s Book Publishing Manager: Raquel Carlos Series Editor: Bruno Lages Development Editors: Bruno Lages, Ricardo Razo Contributors: Juliana Guimarães, Taísa Nunes Barros, Társilo Coutinho, Vanessa Munford Copyeditor: Tatiana Boynard Proofreaders: Daniel Sotello, Flavia Marinho, Vivian Albuquerque Language Consultant: Sue Sileci

© Learning Factory Ltda, 2016 High Resolution is a trademark of Learning Factory. ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored or used in any form or by any means graphic, electronic or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping or web distribution, information networks or information storage or retrieval systems without the prior written permission of the publisher, Learning Factory. High Resolution 4 Student’s Book ISBN 978-85-8078-211-0

Art Coordinator: Nathália Barbosa CIP-BRASIL. CATALOGAÇÃO NA PUBLICAÇÃO

Art Editor: Daniel Viana

SINDICATO NACIONAL DOS EDITORES DE LIVROS, RJ

Iconographer: Mariana Teixeira Photo Research: Mariana Teixeira Design Project: Bold Design, Estúdio Insólito Composition: Estúdio Insólito Illustrations: Estúdio Ilustranet Educational Technology Manager: Colin Paton

H541 v. 4 High resolution 4 : student’s book / coordenação Bruno Lages. 1. ed. - Rio de Janeiro : Learning Factory, 2016. il. (High resolution ; 4) ISBN 978-85-8078-211-0

Multimedia Editor: Cíntia Nogueira

1. Língua inglesa – estudo e ensino. I. Lages, Bruno. II. Série

Audio Supervision: Joshua Clayton with Charles Lacerda Video Editor: Joshua Clayton

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Although every effort has been made to trace and contact copyright holders before publication, this has not always been possible. We apologize for any apparent infringement of copyright and, if notified, the publisher will be pleased to rectify any errors or omissions at the earliest opportunity. Learning Factory is not responsible for the permanence of external website URLs referred to in this publication, and cannot guarantee that the content of such websites will remain appropriate. Photographs (Royalty-free and/or rights-managed) Alamy: p.14 (London 2012); 17 (Mechanical bull). Corbis: p.8; 9; 24; 25; 40; 41; 56; 57; 72; 73. Deposit photos: p.19; 26. Getty images: p.14 (Doctor); 64 (U2). iStock: p. 45. Pixel: p.18 (Fabiana; Damian; Ammandeep). Thinkstock: p.10; 11; 12; 13; 14 (except “Doctor”; “London 2012”); 16; 17 (except “Mechanical bull”); 18 (except “Fabiana”; “Damian”; Ammandeep”); 20; 21; 22; 23; 27; 29; 30; 31; 33; 34; 36; 39; 42; 43; 44; 46; 50; 52; 53; 59; 60; 61; 62; 66; 67; 69; 71; 74; 75; 77; 78; 79; 80; 81; 82; 85; 87; 88; 89; 90; 91; 92; 93; 94; 97; 98; 100; 103; 104; 105; 106; 107; 110; 111; 114; 116; 117; 118; 119; 121; 123; 126; 127; 129; 131; 134; 136; 137; 138; 139; 142; 145; 148; 149; 151; 152; 154. Special thanks to Dans Le Noir (p.28) and Gabriel Martinez (p.32).

Printed in Brazil by Eskenazi Ind. Gráfica Ltda, May 2017.

SCOPE AND SEQUENCE UNIT 1

LIVE AND LEARN

LESSON

FOCUS

INSIGHT 1 PAGE 8

Introducing the unit theme. Developing visual literacy and critical thinking.

• talking about first jobs

STARTING OUT PAGE 10

LANGUAGE

• Vocabulary: jobs • Pronunciation: word stress in compound nouns

SKILLS

• listening: a radio programme about people’s first jobs

RECYCLING

• past simple: whquestions

• reading: a profile on a social network website for job searches • speaking: comparing and contrasting images, talking about one’s first job

LEARNING NEVER ENDS. PAGE 12

• comparing things and people

• reading: a news article

• comparatives

• speaking: comparing things and people

• jobs

• Grammar: present perfect for life experiences statements

• listening: people talking about their experiences

• modifying comparatives

• Vocabulary: past participles and verb collocations

• speaking: talking about one’s life experiences

• frequency words

• listening: a dialogue with a travel agent

• present perfect for life experiences − statements

• Vocabulary: adjectives for describing jobs • talking about life experiences

WHAT I’VE LEARNED. PAGE 14

• Grammar: modifying comparatives a bit, a little, a lot, much

• Pronunciation: weak form of have • asking and answering questions about life experiences

A REAL EYE-OPENER PAGE 16

THE WISEST MAN I’VE MET. PAGE 18

• Grammar: present perfect for life experiences questions and short answers • Vocabulary: past participles: felt, got (UK) / gotten (US), made, ridden, written and verb collocations

• talking about remarkable life experiences

• Grammar: present perfect + superlatives for remarkable experiences

• writing a review of a holiday destination

• Vocabulary: heard, read, seen, taught

• reading: a travel agency website • viewing: a short film about travelling and having new experiences

• past simple

• speaking: asking and answering about life experiences • reading: a quote • viewing: interviews with people on the street • speaking: talking about remarkable life experiences

• present perfect for life experiences • superlatives

• writing: a review of a holiday destination

TALK2ME 1 PAGE 20 General Revision of Unit 1: having conversations about the topics covered from lessons 1A to 1E. GRAMMAR REFERENCE 1 PAGE 22 VOCABULARY REFERENCE 1 PAGE 23

UNIT 2

ON BEAUTY

LESSON

FOCUS

INSIGHT 2 PAGE 24

Introducing the unit theme. Developing visual literacy and critical thinking.

• describing people’s appearance and personality

• Grammar: look and look like

• reading: an online article

• adjectives

• Vocabulary: adjectives for describing people

• speaking: describing people

• What (be)... like?

• using verbs of sense to describe different sensations

• Grammar: verb of sense + adjective; verb of sense + like + noun

• listening: someone describing an experience in a restaurant

• look and look like

• Vocabulary: verbs of senses feel, look, smell, sound, taste

• reading: an online review of a restaurant

• talking about permission, prohibition and necessity

• Grammar: modal verbs can, may (permission); can’t, mustn’t (prohibition); have to, must (necessity)

• reading: an op-ed on gender equality

• talking about situations that started in the past and continue now

• Grammar: present perfect for unfinished actions and situations (how long, for, since)

• using different discourse markers when giving opinion

• Grammar: discourse markers

LOOKS PAGE 26 B

WHAT FOOD SOUNDS LIKE. PAGE 28 C

THE NEW OLD RULES PAGE 30 D

THE BEAUTY OF AGING PAGE 32 E

BRAIN FITNESS PAGE 34

• writing an op-ed

LANGUAGE

• Pronunciation: the silent letter t

SKILLS

RECYCLING

• speaking: describing sensations • verbs of senses

• speaking: discussing male and female stereotypes • listening: a news programme announcing upcoming film releases • reading: short biographies

• permission, prohibition and necessity

• speaking: talking about how long a situation has happened • Vocabulary: games

• viewing: a documentary on brain enhancement programmes • speaking: giving opinions • writing: an op-ed piece

TALK2ME 2 PAGE 36 General Revision of Unit 2: having conversations about the topics covered from lessons 2A to 2E. GRAMMAR REFERENCE 2 PAGE 38 VOCABULARY REFERENCE 2 PAGE 39

• present perfect for unfinished actions and situations

UNIT 3

BUILDING A HOME

LESSON

FOCUS

INSIGHT 3 PAGE 40

Introducing the unit theme. Developing visual literacy and critical thinking.

• using so to express logical consequence

• Grammar: conjunction so for logical consequence

• listening: people talking about what makes a home for them

• describing places

• Vocabulary: adjectives for describing places

• speaking: describing houses

• talking about whether or not actions have occurred within the expected time

• Grammar: present perfect for expected actions and situations − already and yet

• listening: two people making arrangements for a party

• Vocabulary: talking about parties

• speaking: checking a to-do list

• using -ed and -ing adjectives to describe people and things

• Grammar: -ed & -ing adjectives

• listening: complaints about one’s neighbour

• Vocabulary: adjective + preposition collocations

• speaking: talking about problems with neighbours; talking about how one is affected by people and things

THERE’S NO PLACE LIKE HOME. PAGE 42 B

THE PERFECT HOST PAGE 44 C

LOVE THY NEIGHBOUR. PAGE 46

LANGUAGE

SKILLS

RECYCLING

• conjunction so

• reading: a wiki article

• present perfect for expected actions and situations • already & yet

CHORE WARS PAGE 48 E

SHARED SPACES PAGE 50

• using the verb mind to express likes and dislikes, ask for permission and make requests

• Grammar: the verb mind

• listening: a conversation about chores

• Vocabulary: household chores

• speaking: talking about likes and dislikes and household chores, asking if it’s OK to do something and making requests

• talking about problems with flatmates

• Grammar: linkers to express contrast & addition

• reading: an email to a flatmate who’s causing problems

• writing an email to a flatmate

• Vocabulary: collocations to describe problems with flatmates

• viewing: a conversation between three flatmates to discuss problems

• Pronunciation: the /tʃ/ sound versus the /ʃ/ sound

• speaking: talking about problems with flatmates

• -ed & -ing adjectives

• household chores

• writing: an email to a flatmate

TALK2ME 3 PAGE 52 General Revision of Unit 3: having conversations about the topics covered from lessons 3A to 3E. GRAMMAR REFERENCE 3 PAGE 54 VOCABULARY REFERENCE 3 PAGE 55

UNIT 4

BROAD INTERESTS

LESSON

FOCUS

INSIGHT 4 PAGE 56

Introducing the unit theme. Developing visual literacy and critical thinking.

• using ought to, should and must to give advice, as well as to make suggestions and recommendations

YOU OUGHT TO BREAK THE ROUTINE. PAGE 58 B

A GIG TO REMEMBER PAGE 60 C

I USED TO LOVE IT. PAGE 62 D

SUCH AN INNOCENT GIFT PAGE 64 E

I’VE NEVER OWNED MUSIC. PAGE 66

• using semi-fixed expressions to invite people out

• talking about how one has changed over time

• using so and such to emphasise adjectives and talk about results

LANGUAGE

SKILLS

• Grammar: ought to

• reading: a blog post

• Pronunciation: contracted form of ought to

• speaking: talking about possible solutions to personal problems

• Grammar: semi-fixed expressions to invite people out

• listening: a phone conversation between friends

• Vocabulary: going to a music concert

• speaking: talking about gigs, inviting people to do things

• Grammar: used to + infinitive

• listening: a podcast

• Pronunciation: connected speech used to

• speaking: talking about how one has changed in the past ten years

• Grammar: so and such for emphasis and result

• reading: a news article

• Vocabulary: kinds of music

• speaking: talking about music, describing people and things

RECYCLING

• should, must

• ought to, should, must

• inviting people out

• used to + infinitive

• talking about different kinds of music • responding to what other people say

• Grammar: so, neither and too for respond to what people say

• viewing: a focus group session

• writing a podcast script

• Pronunciation: the word neither

• writing: a podcast script

• speaking: talking about music

TALK2ME 4 PAGE 68 General Revision of Unit 4: having conversations about the topics covered from lessons 4A to 4E. GRAMMAR REFERENCE 4 PAGE 70 VOCABULARY REFERENCE 4 PAGE 71

• so and such for emphasis

UNIT 5

A SUSTAINABLE WORLD

LESSON

FOCUS

INSIGHT 5 PAGE 72

Introducing the unit theme. Developing visual literacy and critical thinking.

• using because and because of to give reasons

• Grammar: because and because of • Vocabulary: environmental disasters

• reading: the about section of a website

• talking about social and environmental problems

• Vocabulary: social and environmental collocations

• reading: an online article on environmental problems

• making predictions about the future

• Grammar: there be + modals / there be + going to + be

DISASTERS PAGE 74

SOCIAL LANDSCAPES PAGE 76 C

THE FUTURE OF MOBILITY PAGE 78 D

FOOTPRINTS PAGE 80 E

A SHARING CULTURE PAGE 82

LANGUAGE

SKILLS

RECYCLING

• speaking: talking about environmental disasters and climate change • because and because of

• speaking: discussing social and environmental problems

• Vocabulary: urban mobility

• reading: a newsletter • speaking: talking about urban mobility, making future predictions

• social and environmental collocations • be going to, will, might

• talking about environmentally friendly habits

• Grammar: negative prefixes + adjectives, nouns, verbs and adverbs

• listening: a radio spot about carbon footprints

• Vocabulary: an ecological lifestyle

• speaking: talking about environmentally friendly habits

• talking about ability and possibility in the past, present and future

• Grammar: be able to + infinitive

• viewing: an interview with an author and businesswoman

• writing a blog post about sustainability in one’s city

• Vocabulary: dealing with stuff

• speaking: talking about how one deals with stuff; talking about ability and possibility • writing: a blog post

TALK2ME 5 PAGE 84 General Revision of Unit 5: having conversations about the topics covered from lessons 5A to 5E. GRAMMAR REFERENCE 5 PAGE 86 VOCABULARY REFERENCE 5 PAGE 87 INFO GAP PAGE 88 =

WRITING REFERENCE PAGE 94 VERB REFERENCE PAGE 95 SOUND REFERENCE PAGE 96 =

ACTIVITY BOOK PAGE 97 STUDY TIP 1 PAGE 100 STUDY TIP 2 PAGE 118 STUDY TIP 3 PAGE 122 STUDY TIP 4 PAGE 142 STUDY TIP 5 PAGE 148 =

AUDIOSCRIPT PAGE 157 VIDEOSCRIPT PAGE 162 =

ANSWER KEYS PAGE 165

STOP & CHECK 1 PAGE 107 STOP & CHECK 2 PAGE 119 STOP & CHECK 3 PAGE 131 STOP & CHECK 4 PAGE 143 STOP & CHECK 5 PAGE 155

• urban mobility

• negative prefixes

unit 8

LIVE AND LEARN

INSIGHT

A. B. C.

Comparing. Look at the photos. Find similarities and differences between them. Which of these learning environments do you prefer? Why? Match the photos to the sentences. Write L (left) or R (right) next to each sentence. The teacher has a central role. The students have a central role. Learning is about doing things. Learning is about listening to explanations.

In your opinion, which learning environment better prepares people for the job market?

STARTING OUT

1A 1

Gabriel Clark is looking for his first job. Read his profile summary and the three job results on World of Work. Discuss which job is best for him.

WW Home

search for people, jobs and companies Profile

Interests

WW Home

Advanced Profile

Interests

3 results

Gabriel Clark Current

Unemployed

Kaui Sports Clothes

Intern at Go Sales

Secretary

Education

London Metropolitan University

London, England – 2 days ago

Connect with Gabriel

Blue Communications Call Centre Operator

Summary

London, England – 1 month ago

I graduated in business management and marketing from London Metropolitan University and my particular area of interest is the connection between business theories and social responsibility. I have very little experience but I am highly motivated. I learn fast and I am ready to work hard. I am a sociable and outgoing person − I really enjoy talking to people. I am living in Dartford at the moment but I am ready to move to a different city if necessary. A

I think he should work as a/an…, because he… and…

Maybe, but I think he could also work as a/an…

SCRAPBOOK

Citizen Farm Intern (quality control) Gillingham, England – 3 weeks ago

PRONUNCIATION

JOBS

Word stress Listen and repeat. call centre dog walker piano tuner school teacher babysitter

dog walker

barman (UK) / bartender (US)

intern

call centre opera tor

receptionist

delivery person

secretary

Imagine you are looking for your first job. Look at Scrapbook and tick the ones you would like to do. Cross out the ones you wouldn’t. Explain your choices. Example: I’d like to be a receptionist in a big hotel. I enjoy helping people and I’m good at giving information. I wouldn’t like to be a babysitter because...

Listen to the opening of a radio programme where a journalist interviews a young man on the street. Circle the correct option. 1.

The journalist asks the man about his first trip / job.

They are celebrating International Workers’ Day / Remembrance Day.

They are in the US / UK.

Listen to Gabriel’s interview and complete the answers to these questions.

What was his first job? He worked as a

What were his responsibilities? He had to

Did he like it?

How long did he work there? From

Why did he leave? Because

, because to

How long

What

When (2X)

Example: When did you leave your job? I left my job last month. 1.

did you like it?

First Jobs

St A: go to page 88. St B: go to page 91.

Choose ONE of these situations and talk in pairs. 1.

I really enjoyed working there. 2.

your working hours?

there? I started working there two years ago.

there? I worked there for about six years.

Ask and answer questions about your first job. Give as many details as possible. A

I worked there from 6 p.m. to 6 a.m. 3.

. .

Look at the words in bold in each of the answers and complete the questions. Use the words from the box. How

, for about

B 2.

What was your first job? I worked as a/an… / My first job was as a/an…

Imagine you have to interview someone for a position in the company you work for. Follow the instructions. › Decide what kind of company you work for. › Ask and answer questions about the person’s previous experience. A B

What was your previous job? I worked for/at…

LEARNING NEVER ENDS.

IN A FLASH

JOBS

Guess the job St A: go to page 89. St B: go to page 92.

In pairs, ask and answer these questions. I WORK

I DON’T HAVE A JOB AT THE MOMENT

What do you do for a living? Where do you work?

What’s your dream job?

What course(s) did you take to learn the skills you use at work?

What courses should a person take to prepare for this job?

Did your job exist fifty years ago? If not, why not? If it did, how is it different today?

Can you think of a job that didn’t exist fifty years ago?

Read the news article and choose the sentence that best summarises its main ideas.

e-news world news

sports

tech

culture

work & careers

work & careers › Learning never ends There’s universal consensus about the importance of learning, but it wasn’t always like this. In the past, people went to school when they were young and kept learning until they got a job. Getting a job was a sort of final stop since the world was a much more predictable place. The job market is a lot more complex and unstable today. For one thing, there are jobs that didn’t even exist twenty years ago. For another, according to the Bureau of Labour Statistics, people stay at their jobs for only two years on average. There are pros and cons to this new reality. On the one hand, jobs are much more demanding than they once were, and because everyone is connected 24/7 through their mobile devices, working hours are much longer as well. Consequently, everyone is a little more tired and stressed out. On the other hand, the workplace is a bit less dull, sometimes even fun (some people can even take their pets to work!), routines are less repetitive and tasks are more challenging and rewarding. It’s a relatively new situation: keeping a job isn’t as important as being employable. And if people want to be employable, they need to be continually increasing their knowledge. There are no limits to what you might want to learn: from management courses to music lessons, from foreign languages to yoga − everything you learn will improve your chances of getting a good job. 1. 2. 3.

For people who are in the job market, getting a job is the ultimate goal of their careers. Nowadays, people don’t usually stay for more than two years at the same job. Being employable is more important than having a job.

FIGURE OUT

MODIFYING COMPARATIVES

Small differences ›

The workplace is

a bit a little

Big differences ›

The job market is

a lot much

WATCH OUT! less dull busier more complex

than it was in the past.

I’m less stressed out because I’m less busy.

PANORAMA

Look at the words in yellow from the article and answer the questions. 1.

Use less with short and long adjectives.

In which sentence is the difference between today and thirty years ago bigger? A.

Working hours are longer today than they were thirty years ago.

Working hours are much longer today than they were thirty years ago.

In which sentence is the difference between younger and older generations smaller? A.

Younger generations are a bit less satisfied with their jobs than older ones.

Younger generations are less satisfied with their jobs than older ones.

Challenging Difficult and interesting or enjoyable. Demanding Difficult and tiring.

Look at Figure Out and use the words in brackets to rewrite the sentences. Example: John is 10 and Mike is 70. John is a lot/much younger than Mike. (young) 1.

If you live in London, a plane trip to Paris takes one hour and 10 minutes. A trip to Rio takes 11 hours and 40 minutes. If you live in London, a plane trip to Rio is . (long)

Gone with the Wind is three hours and 58 minutes long. Lawrence of Arabia is three hours and 36 minutes long. Lawrence of Arabia is . (short)

In the summer, the average temperature in Amsterdam is 20°C. In Rio, it’s around 30°C. In the summer, Rio is . (warm)

A return ticket costs 5 percent more than a single ticket. A return ticket is

. (expensive)

In groups, compare these pairs. Use words from Scrapbook whenever possible. working in an office

working from home

being an employee

owning a business

temporary jobs creative jobs

permanent jobs administrative jobs

Working from home is much more rewarding than working in an office. It’s much harder to concentrate. B You think so? I think working from home is dull. I really need to interact with people. A

SCRAPBOOK ADJECTIVES FOR DESCRIBING JOBS

badly-paid challenging complex demanding dull/monotonous full-time part-time permanent rewarding stressful temporary well-paid

WHAT I’VE LEARNED.

IN A FLASH A.

MODIFYING COMPARATIVES

Write ONE example for each one of these things. › a free time activity › a dream job

› a TV series › a famous person

In pairs, compare your choices. Use a little, a bit, a lot and much.

Look at these life experiences. 1. essential

2. important

3. not really important

Listen to THREE people talking about their experiences as volunteers.

Write 1-3 next to the photos from #2.

Listen again. Circle the correct option in each sentence.

do voluntary / volunteer work fall in love

Valerie has met the Queen / Prime Minister because of her work.

Quentin has never given a talk in Japanese / Chinese.

Ana has been to the Amazon jungle once / twice.

The natives haven’t had much contact with other people / tribes.

go backpacking have children live in another country meet a boyfriend/girlfriend online take a selfie with a celebrity travel abroad

Add an experience to the list. Then, tick 1-3 according to the code.

In pairs, share your opinions. A I think doing volunteer work is an essential life experience. B I agree.

Look at the photos and answer the questions in pairs. 1. 2. 3.

Look at the sentences from #3 and answer the questions. 1.

Do they refer to the present or the past?

Do we know exactly when these things happened?

The three photos illustrate only one of the life experiences from #1. Can you tell which one? Do you know anyone who does it? Why do people do it?

FIGURE OUT

PRESENT PERFECT – LIFE EXPERIENCES – STATEMENTS

Affirmative Subject

Have / Has

Past Participle

I / You / We / They

’ve / have

He / She / It

’s / has

done volunteer work twice. helped immigrants to find jobs.

Negative Subject

Have not / Have never Has not / Has never

I / You / We / They

haven’t / have not

He / She / It

hasn’t / has not

I / You / We / They

’ve / have never

He / She / It

’s / has never

Past Participle

been to Mexico City. lived abroad.

WATCH OUT! 1

WATCH OUT! 2

When we mention a specific time in the past, we use the Past Simple.

Been X Gone

I worked as a volunteer two years ago / in 2002 / last year / on Monday / when I was a teenager.

Complete the table with irregular past participles from the box. had taken

gone

fallen

done

given spoken

been met

INFINITIVE

PAST SIMPLE

PAST PARTICIPLE

was / were

been

did

fall

fell

give

gave

went

have

had

meet

met

speak

spoke

take

took

NB The Past Simple and Past Participle forms of regular verbs are the same. INFINITIVE

PAST SIMPLE AND PAST PARTICIPLE

travel

travelled (UK) traveled (US)

Pilar’s been to England.

Pilar’s gone to England.

= She has visited England but she is not there now.

= She has travelled to England and she is there now.

Complete the sentences with the correct form of the present perfect. 1. 2. 3. 4.

I’ve travelled (travel) abroad twice. I (be) to Italy and Panama. We (do) volunteer work lots of times in the past. Marion is very nervous. She (never speak) in public before. Mike is worried about becoming a parent. He (not take) care of children before.

Look at the verbs and expressions from #1 and at Figure Out. In groups, talk about your life experiences. Example: I’ve travelled abroad twice, but I’ve never been to Europe.

A REAL EYE-OPENER

IN A FLASH

PRESENT PERFECT – LIFE EXPERIENCES

Use the words from the boxes to talk about your life experiences.

NEVER

A FEW TIMES

ONCE

MANY TIMES

A B

I’ve been to Germany once. Wow, Germany! I’ve never been there, but I’d love to.

Read the text from STA Travel and talk about the questions in pairs.

staTRAVEL FLIGHTS

START THE ADVENTURE HOTELS AND HOSTELS

TOURS

INSURANCE

DESTINATIONS

COMPANY STUFF WHO WE ARE − OUR BELIEFS We believe that travel is the best education. There is nothing like it to open the eyes, mind and heart. And we believe that travel is a powerful agent of social change. Getting people to meet face-to-face is the most effective way of ending racism, intolerance and prejudice. These beliefs are central to the STA Travel’s culture and objectives.

1. 2. 3.

What is STA? According to the text, why does travel promote social change? “We believe that travel is the best education”. Do you agree? Why? Why not?

Listen to Paula talking to a travel agent about her next trip. Write T (true) or F (false) next to each sentence. Paula wants to visit Spain. The travel agent suggests Barcelona. Paula thinks Barcelona is a good idea.

Listen again and tick the correct alternatives. Does Paula know Granada? Yes, she does.

No, she doesn’t.

Does she have the experience of travelling alone? Yes, she does. No, she doesn’t.

What question does the travel agent ask Paula to find out about 1 and 2 above? “Did you travel alone?” “Have you ever travelled alone?”

FIGURE OUT

PRESENT PERFECT – LIFE EXPERIENCES – QUESTIONS

Questions

4 5

Short answers

Have/Has

Subject

(ever) Past Participle

Have

I / you / we / they

(ever) been to China?

Yes, I / you / we / they have. No, I / you / we / they haven’t.

Has

he / she / it

(ever) travelled alone?

Yes, he / she / it has. No, he / she / it hasn’t.

Look at Figure Out and use the verbs in brackets to complete the questions. 1.

Kendra

you

they

Turkey? (be)

No, she hasn’t.

in love? (fall)

Yes, many times!

volunteer work? (do)

Yes, they have. INFINITIVE

PAST SIMPLE

Watch a short film produced by STA Travel and do these tasks.

feel

felt

How do you think the man feels? Would you like to be in his place? Why? Why not?

get

got

went

Look at Scrapbook and tick the experiences that are NOT in the video.

make

made

Complete the table with past participles from Scrapbook.

ride

rode

write

wrote

PAST PARTICIPLE

Guessing Game. Get a worksheet from your teacher and work in pairs.

SCRAPBOOK

HAVE YOU EVER...?

done martial arts? 6.

weaved something?

done acrobatics?

ridden a mechanical bull?

written a travel journal?

gone rock climbing? 8.

felt homesick?

gone to a wine tasting? 10.

made pasta?

got/gotten lost during a trip?

THE WISEST MAN I’VE MET.

IN A FLASH A.

HAVE YOU EVER…?

Write an appropriate verb in each box. 1. ride

…a mechanical bull …a horse

...a cake ...pasta

…a film in English without subtitles …a British TV show

…radical sports …martial arts

…rock climbing …camping

Ask and answer questions using the expressions from A. Check the Verb Reference section on page 95 for past participle forms. Example: Have you ever…?

Look at the quote from the French composer Michel Legrand and answer the questions.

“The more I live, the more I learn. The more I learn, the more I realise, the less I know.”

1. 2.

What do you think the quote means? In which situations and from which people does a person learn things?

Watch this week’s episode of VoxPop London.

What is today’s programme about?

Match the speakers to the things they mention. A.

Fabiana 2.

Damian

1. 2. 3. 4. 5. 6.

Ammandeep

Watch the video again and decide if the statements are T (true) or F (false). Correct the false ones. Before Fabiana went to London, she was afraid of the differences between Brazilian and British cultures. Today she believes England is the worst place she’s ever been to. Damian loved school when he was 15. Damian thinks that finishing school is the most important decision he’s ever made. Ammandeep’s opinion of old people didn’t change after spending time with her grandfather. She thinks her grandfather is the wisest man she’s ever met.

FIGURE OUT

PRESENT PERFECT − REMARKABLE LIFE EXPERIENCES

Use the Present Perfect with superlatives to describe remarkable experiences. The most exciting place I’ve (ever) been to is Buenos Aires. The Catcher in the Rye’s the best book she’s (ever) read. Who is the funniest person you’ve (ever) met?

Look at Figure Out and complete the sentences with the words given. 1. 2. 3.

This is My mum’s cake is Hong Kong is

. (easy / do) . (good / have) . (beautiful / visit)

I place I

In groups, talk about remarkable experiences related to these items. Make sure you use the superlative of the adjectives given.

GOOD

BAD BOOKS, FILMS AND PLAYS YOU’VE READ AND/OR SEEN

FAR

EXCITING PLACES YOU’VE BEEN TO

ANNOYING

UGLY PEOPLE YOU’VE MET

LONG INTERESTING

exercise I

SAD

BEAUTIFUL

SONGS YOU’VE HEARD

INTELLIGENT

UPBEAT

Imagine you have just come home from a trip and want to write an online review about the place you visited. You might mention people, sites, monuments or anything else that you found remarkable.

Traveltip

Budapest, Hungary, Europe

Have you ever had a bath in the snow? I have! Budapest is the most beautiful place I’ve ever been to. I spent three days there during the winter. The people were friendly and the food, delicious. I particularly liked the Széchenyi Bath. It’s an open air area with a warm pool where the water is actually really hot. It was snowing a lot when I went there. At first, I wanted to give up and go back to the hotel because I thought it was a crazy idea − to take a bath in the snow. Fortunately, my friends convinced me to stay. This bath is certainly the most exotic travel experience I have ever had. Really recommend it!

TALK2ME 1

UNIT 1

In groups, play Job Selection. Interview people who are going to work for the first time and help them decide what to do. A.

A B

A B A

CAN

a good learner? good at multitasking? organised? patient?

deal with angry customers? drive? make drinks? ride a motorbike?

children? dogs? talking on the phone? working outdoors?

Do you like talking on the phone? No. I like talking to people face-to-face.

Use the information from A to suggest one or more of these jobs to the candidates. barman/ bartender

babysitter

Think of a new question for each one of these groups and write the appropriate words. Then, use the words to interview people.

call centre operator

delivery person

dog walker

intern

receptionist

You like talking to people. You could be a receptionist. I don’t know. I think it’s a bit monotonous. Maybe, but it’s a lot less stressful than being a call centre operator.

Play again.

Have you ever...? Get cards from your teacher and do these tasks. Work in groups. A.

Talk about yourself. Example: I have… many times. / I’ve never…

Use the same card to ask a person from the group a question.

B A A

Have you ever been abroad? B A

Yes, I have... Where / When / Why / Who did you…? No, I haven’t. Would you like to?

secretary

ONE-MINUTE TALKING In pairs, talk about a life experience that has left a mark on you. Don’t forget to mention: › when it happened › where it took place

› who you were with › how you got there

› how long it lasted › details about what you felt / saw / heard

Example: Lisbon is the most interesting place I’ve ever been. I went there last year…

Life Marks. A.

Read the extract and talk about these questions.

“I have scars on my hand from touching certain people. (…) Certain heads, certain colors and textures of human hair leave permanent marks on me. Other things, too. Charlotte once ran away from me, outside the studio, and I grabbed her dress to stop her, to keep her near me. A yellow cotton dress I loved because it was too long for her. I still have a lemon-yellow mark on the palm of my right hand.” J.D. Salinger (1963), Raise High the Roof Beam, Carpenters & Seymour: An Introduction 1. 2.

What is the text about? How does it make you feel? Get a worksheet from your teacher and follow the instructions.

B. 1.

Write and/or draw THREE marks on the body on your worksheet. These marks should express memorable experiences.

Show your marks to a partner and let him/her guess what it is that you have experienced. Examples: Is it a book that you’ve read? / Is it a person that you’ve met? / Is it a place that you’ve been?

React to your partner’s guesses and, in the end, tell a few details about the stories behind your marks. Example: My mark is a quote from Seymour: An Introduction. It’s the best book I’ve ever read. My brother gave it to me on my sixteenth birthday. He said it was a great story about siblings.

GRAMMAR REFERENCE

1 1

MODIFYING COMPARATIVES (1B) a bit / a little / a lot / much + comparative

Use the words in brackets to compare Max and George. MAX

Small differences

GEORGE

15 years old 1.76m Student

The workplace is a bit less dull than it was in the past. My new house is a little bigger than the old one.

35 years old 1.73m Journalist, writer and father of four children

Big differences The job market is a lot more complex. The world was much more predictable place.

1. 2. 3.

Max is Max is George is

PRESENT PERFECT − LIFE EXPERIENCES − STATEMENTS (1C) Affirmative Subject

Have / Has

I / You / We / They ’ve / have He / She / It ’s / has

George. (young) George. (tall) Max. (busy)

Past Participle done volunteer work twice. helped immigrants to find jobs.

Complete the sentences with the verbs in brackets in the present perfect. 1.

Ron once. (be)

They (not go)

Lou in love. (fall)

Negative Subject

Have not / Have never Past Participle Has not / Has never

I / You / We / They He / She / It I / You / We / They He / She / It

haven’t / have not hasn’t / has not ’ve / have never ’s / has never

Question

Short answers

never

Complete the dialogues with the words from the box. haven’t

(ever) Past Participle Yes, I / you / we / they have.

Have

I / you / we / they

Has

he / she / (ever) travelled alone? it No, he / she / it hasn’t.

(ever) been to China?

1. A

No, I / you / we / they haven’t. Yes, he / she / it has.

PRESENT PERFECT WITH SUPERLATIVES: REMARKABLE LIFE EXPERIENCES (1E) › The most exciting place I’ve (ever) been to is Buenos Aires. › The Catcher in the Rye’s the best book she’s (ever) read. › Who is the funniest person you’ve (ever) met?

have

ever

Have you been to London? No, I . I’ve never travelled abroad.

I read five books from the Harry Potter series.

Match the columns. 1. 2. 3.

Blindness is the best… Moscow is the most interesting… My mother is the brightest… …city I’ve ever been. …book I’ve ever read. …person I’ve ever met.

KEY:®1 1. much younger / a lot younger than 2. a bit taller / a little taller than 3. a lot busier / much busier than 2 1. ’s / has been 2. haven’t / have not gone 3. ’s / has − fallen®3 1. ever − haven’t 2. have 4 2 − 1 − 3

camping.

been to Mexico City. lived abroad.

PRESENT PERFECT − LIFE EXPERIENCES − QUESTIONS (1D) Have / Has Subject

to China

VOCABULARY REFERENCE JOBS (1A) babysitter barman (UK) / bartender (US) call centre operator delivery person dog walker intern receptionist secretary

Complete each sentence with a job. 1.

A answers phone calls.

An works for a certain period of time at a company to get experience.

A takes care of children during the temporary absence of their parents.

ADJECTIVES FOR DESCRIBING JOBS (1B) badly-paid challenging complex demanding dull/monotonous full-time part-time permanent rewarding stressful temporary well-paid

COLLOCATIONS (1D) do acrobatics do martial arts feel homesick get lost go rock climbing go to a wine tasting make pasta ride a mechanical bull weave something write a travel journal

receives and greets visitors and

Match the sentences to the corresponding adjectives. 1. 2. 3.

full-time badly-paid dull Andy’s job is very boring. Jane works 40 hours a week. Bob doesn’t earn much money at his job.

Complete the sentences with an appropriate collocation from lesson 1D. 1.

Have you ever

a wine

My grandma is Italian. She

I’ve never I ever will.

? delicious

bull and I don’t think

KEY:®1 1. receptionist 2. intern 3. babysitter®2 3 − 1 − 2®3 1. gone to − tasting 2. makes − pasta 3. ridden – mechanical

STUDENT’S BOOK

• Fully integrated with the Student’s Book • Stop & Check section offers exercises and self-assessment tools for students to revise unit contents. TEACHER’S GUIDE

• Lesson-by-lesson plans with cultural notes, teaching tips and drills • BYOD routes • Photocopiable activities DIGITAL COMPONENTS

MAIO / 2017

CEF

A1 A1 + A2 A2+ B1

4 STUDENT'S BOOK

STUDENT'S BOOK

TEACHER'S GUIDE

High Resolution 4, Teacher’s Guide Publishing Manager: Raquel Carlos

Series Editor: Bruno Lages

Development Editors: Bruno Lages, Ricardo Razo

Contributor: Isadora Ferreira da Veiga Copyeditor: Tatiana Boynard Proofreaders: Daniel Sotello, Flavia Marinho, Vivian Albuquerque Language Consultant: Sue Sileci Art Coordinator: Nathália Barbosa Art Editor: Daniel Viana

in any form or by any means graphic, electronic or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping or web distribution, information networks or information storage or retrieval systems without the prior written permission of the publisher, Learning Factory. High Resolution 4 Teacher’s Guide ISBN 978-85-8078-212-7

Iconographer: Mariana Teixeira

CIP-BRASIL. CATALOGAÇÃO NA PUBLICAÇÃO

Photo Research: Mariana Teixeira Design Project: Bold Design, Estúdio Insólito Composition: Estúdio Insólito

SINDICATO NACIONAL DOS EDITORES DE LIVROS, RJ

H541 v. 4

Illustrations: Estúdio Ilustranet

High resolution 4 : teacher’s guide / coordenação Bruno Lages . - 1. ed. - Rio de Janeiro : Learning Factory, 2016. il. (High resolution ; 4)

Educational Technology Manager: Colin Paton Multimedia Editor: Cíntia Nogueira

ISBN 978-85-8078-212-7

Audio Supervision: Joshua Clayton with Charles Lacerda Video Editor: Joshua Clayton Digital Book Editor: Thiago Hime

1. Língua inglesa – estudo e ensino. I. Lages, Bruno. II. Série 16-31174

Digital Book Proofreaders: Luiza Brandão, Fillipi Vieira Multimedia Design: MTI Studio Audio Recording Studio: Alma Sintética Cia. de Arte Video Recording Studio: Pixel Digital Book Design: Mirum

CDD: 428.24 CDU: 811.111'243

Learning Factory Rua São Clemente, 258 / 4° andar Botafogo, Rio de Janeiro - RJ. 22260-000 info@learningfactory.net

Printed in Brazil by Edigráfica, November 2016.

CONTENTS 1. Scope and sequence

2. Walkthrough

3. Introduction

3.1

Course aims and structure

3.2 Principles and beliefs

3.3 Approach

3.4 Course components

3.5 High Resolution special features

4. Lesson plans

5. Resources

List of photocopiable resources

Resources Pack

1. SCOPE AND SEQUENCE UNIT 1

LIVE AND LEARN

LESSON

FOCUS

INSIGHT 1 PAGE 8

Introducing the unit theme. Developing visual literacy and critical thinking.

• talking about first jobs

STARTING OUT PAGE 10

LANGUAGE

• Vocabulary: jobs • Pronunciation: word stress in compound nouns

SKILLS

• listening: a radio programme about people’s first jobs

RECYCLING

• past simple: whquestions

• reading: a profile on a social network website for job searches • speaking: comparing and contrasting images, talking about one’s first job

LEARNING NEVER ENDS. PAGE 12

• comparing things and people

• reading: a news article

• comparatives

• speaking: comparing things and people

• jobs

• Grammar: present perfect for life experiences statements

• listening: people talking about their experiences

• modifying comparatives

• Vocabulary: past participles and verb collocations

• speaking: talking about one’s life experiences

• frequency words

• listening: a dialogue with a travel agent

• present perfect for life experiences − statements

• Vocabulary: adjectives for describing jobs • talking about life experiences

WHAT I’VE LEARNED. PAGE 14

• Grammar: modifying comparatives a bit, a little, a lot, much

• Pronunciation: weak form of have • asking and answering questions about life experiences

A REAL EYE-OPENER PAGE 16

THE WISEST MAN I’VE MET. PAGE 18

• Grammar: present perfect for life experiences questions and short answers • Vocabulary: past participles: felt, got (UK) / gotten (US), made, ridden, written and verb collocations

• talking about remarkable life experiences

• Grammar: present perfect + superlatives for remarkable experiences

• writing a review of a holiday destination

• Vocabulary: heard, read, seen, taught

• reading: a travel agency website • viewing: a short film about travelling and having new experiences

• past simple

• speaking: asking and answering about life experiences • reading: a quote • viewing: interviews with people on the street • speaking: talking about remarkable life experiences

• present perfect for life experiences • superlatives

• writing: a review of a holiday destination

TALK2ME 1 PAGE 20 General Revision of Unit 1: having conversations about the topics covered from lessons 1A to 1E. GRAMMAR REFERENCE 1 PAGE 22 VOCABULARY REFERENCE 1 PAGE 23

UNIT 2

ON BEAUTY

LESSON

FOCUS

INSIGHT 2 PAGE 24

Introducing the unit theme. Developing visual literacy and critical thinking.

• describing people’s appearance and personality

• Grammar: look and look like

• reading: an online article

• adjectives

• Vocabulary: adjectives for describing people

• speaking: describing people

• What (be)... like?

• using verbs of sense to describe different sensations

• Grammar: verb of sense + adjective; verb of sense + like + noun

• listening: someone describing an experience in a restaurant

• look and look like

• Vocabulary: verbs of senses feel, look, smell, sound, taste

• reading: an online review of a restaurant

• talking about permission, prohibition and necessity

• Grammar: modal verbs can, may (permission); can’t, mustn’t (prohibition); have to, must (necessity)

• reading: an op-ed on gender equality

• talking about situations that started in the past and continue now

• Grammar: present perfect for unfinished actions and situations (how long, for, since)

• using different discourse markers when giving opinion

• Grammar: discourse markers

LOOKS PAGE 26 B

WHAT FOOD SOUNDS LIKE. PAGE 28 C

THE NEW OLD RULES PAGE 30 D

THE BEAUTY OF AGING PAGE 32 E

BRAIN FITNESS PAGE 34

• writing an op-ed

LANGUAGE

• Pronunciation: the silent letter t

SKILLS

• speaking: describing sensations • verbs of senses

• speaking: discussing male and female stereotypes • listening: a news programme announcing upcoming film releases • reading: short biographies

• permission, prohibition and necessity

• speaking: talking about how long a situation has happened • Vocabulary: games

• viewing: a documentary on brain enhancement programmes • speaking: giving opinions • writing: an op-ed piece

TALK2ME 2 PAGE 36 General Revision of Unit 2: having conversations about the topics covered from lessons 2A to 2E. GRAMMAR REFERENCE 2 PAGE 38 VOCABULARY REFERENCE 2 PAGE 39

RECYCLING

• present perfect for unfinished actions and situations

UNIT 3

BUILDING A HOME

LESSON

FOCUS

INSIGHT 3 PAGE 40

Introducing the unit theme. Developing visual literacy and critical thinking.

• using so to express logical consequence

• Grammar: conjunction so for logical consequence

• listening: people talking about what makes a home for them

• describing places

• Vocabulary: adjectives for describing places

• speaking: describing houses

• talking about whether or not actions have occurred within the expected time

• Grammar: present perfect for expected actions and situations − already and yet

• listening: two people making arrangements for a party

• Vocabulary: talking about parties

• speaking: checking a to-do list

• using -ed and -ing adjectives to describe people and things

• Grammar: -ed & -ing adjectives

• listening: complaints about one’s neighbour

• Vocabulary: adjective + preposition collocations

• speaking: talking about problems with neighbours; talking about how one is affected by people and things

THERE’S NO PLACE LIKE HOME. PAGE 42 B

THE PERFECT HOST PAGE 44 C

LOVE THY NEIGHBOUR. PAGE 46

LANGUAGE

SKILLS

RECYCLING

• conjunction so

• reading: a wiki article • present perfect for expected actions and situations • already & yet

CHORE WARS PAGE 48 E

SHARED SPACES PAGE 50

• using the verb mind to express likes and dislikes, ask for permission and make requests

• Grammar: the verb mind

• listening: a conversation about chores

• Vocabulary: household chores

• speaking: talking about likes and dislikes and household chores, asking if it’s OK to do something and making requests

• talking about problems with flatmates

• Grammar: linkers to express contrast & addition

• reading: an email to a flatmate who’s causing problems

• writing an email to a flatmate

• Vocabulary: collocations to describe problems with flatmates

• viewing: a conversation between three flatmates to discuss problems

• Pronunciation: the /tʃ/ sound versus the /ʃ/ sound

• speaking: talking about problems with flatmates

• -ed & -ing adjectives

• household chores

• writing: an email to a flatmate

TALK2ME 3 PAGE 52 General Revision of Unit 3: having conversations about the topics covered from lessons 3A to 3E. GRAMMAR REFERENCE 3 PAGE 54 VOCABULARY REFERENCE 3 PAGE 55

UNIT 4

BROAD INTERESTS

LESSON

FOCUS

INSIGHT 4 PAGE 56

Introducing the unit theme. Developing visual literacy and critical thinking.

• using ought to, should and must to give advice, as well as to make suggestions and recommendations

YOU OUGHT TO BREAK THE ROUTINE. PAGE 58 B

A GIG TO REMEMBER PAGE 60 C

I USED TO LOVE IT. PAGE 62 D

SUCH AN INNOCENT GIFT PAGE 64 E

I’VE NEVER OWNED MUSIC. PAGE 66

• using semi-fixed expressions to invite people out

• talking about how one has changed over time

• using so and such to emphasise adjectives and talk about results

LANGUAGE

SKILLS

• Grammar: ought to

• reading: a blog post

• Pronunciation: contracted form of ought to

• speaking: talking about possible solutions to personal problems

• Grammar: semi-fixed expressions to invite people out

• listening: a phone conversation between friends

• Vocabulary: going to a music concert

• speaking: talking about gigs, inviting people to do things

• Grammar: used to + infinitive

• listening: a podcast

• Pronunciation: connected speech used to

• speaking: talking about how one has changed in the past ten years

• Grammar: so and such for emphasis and result

• reading: a news article

• Vocabulary: kinds of music

• speaking: talking about music, describing people and things

RECYCLING

• should, must

• ought to, should, must

• inviting people out

• used to + infinitive

• talking about different kinds of music • responding to what other people say

• Grammar: so, neither and too for respond to what people say

• viewing: a focus group session

• writing a podcast script

• Pronunciation: the word neither

• writing: a podcast script

• speaking: talking about music

• so and such for emphasis

TALK2ME 4 PAGE 68 General Revision of Unit 4: having conversations about the topics covered from lessons 4A to 4E. GRAMMAR REFERENCE 4 PAGE 70 VOCABULARY REFERENCE 4 PAGE 71

UNIT 5

A SUSTAINABLE WORLD

LESSON

FOCUS

INSIGHT 5 PAGE 72

Introducing the unit theme. Developing visual literacy and critical thinking.

• using because and because of to give reasons

• Grammar: because and because of • Vocabulary: environmental disasters

• reading: the about section of a website

• talking about social and environmental problems

• Vocabulary: social and environmental collocations

• reading: an online article on environmental problems

• making predictions about the future

• Grammar: there be + modals / there be + going to + be

DISASTERS PAGE 74

SOCIAL LANDSCAPES PAGE 76 C

THE FUTURE OF MOBILITY PAGE 78 D

FOOTPRINTS PAGE 80 E

A SHARING CULTURE PAGE 82

LANGUAGE

SKILLS

• speaking: talking about environmental disasters and climate change • because and because of

• speaking: discussing social and environmental problems

• Vocabulary: urban mobility

• reading: a newsletter • speaking: talking about urban mobility, making future predictions

• social and environmental collocations • be going to, will, might

• talking about environmentally friendly habits

• Grammar: negative prefixes + adjectives, nouns, verbs and adverbs

• listening: a radio spot about carbon footprints

• Vocabulary: an ecological lifestyle

• speaking: talking about environmentally friendly habits

• talking about ability and possibility in the past, present and future

• Grammar: be able to + infinitive

• viewing: an interview with an author and businesswoman

• writing a blog post about sustainability in one’s city

TALK2ME 5 PAGE 84 GRAMMAR REFERENCE 5 PAGE 86

• Vocabulary: dealing with stuff

• speaking: talking about how one deals with stuff; talking about ability and possibility • writing: a blog post

General Revision of Unit 5: having conversations about the topics covered from lessons 5A to 5E.

VOCABULARY REFERENCE 5 PAGE 87

INFO GAP PAGE 88 =

WRITING REFERENCE PAGE 94 VERB REFERENCE PAGE 95 SOUND REFERENCE PAGE 96 =

ACTIVITY BOOK PAGE 97 STUDY TIP 1 PAGE 100 STUDY TIP 2 PAGE 118 STUDY TIP 3 PAGE 122 STUDY TIP 4 PAGE 142 STUDY TIP 5 PAGE 148 =

AUDIOSCRIPT PAGE 157 VIDEOSCRIPT PAGE 162 =

ANSWER KEYS PAGE 165

RECYCLING

STOP & CHECK 1 PAGE 107 STOP & CHECK 2 PAGE 119 STOP & CHECK 3 PAGE 131 STOP & CHECK 4 PAGE 143 STOP & CHECK 5 PAGE 155

• urban mobility

• negative prefixes

STARTING OUT

AIM(S) OF THE LESSON: By the end of this lesson, students will have talked about their first jobs.

Similarities:

(What / Who?)

…children.

- In both photos I can see / there are…

(Where?)

…children in a classroom.

(What are they doing?)

…children studying in a classroom.

(When?)

…children studying in the morning.

(How?)

…children studying quietly.

(Physical and personality traits)

…quiet young children.

- Both photos show…

RESOURCES

Digital Activity INSIGHT 1 / RP4.1A.INSIGHT.A / Digital Activity 1A.5 VOCABULARY

Jobs: babysitter, barman (UK) / bartender (US), call centre operator, delivery person, dog walker, intern, receptionist, secretary SKILLS

Listening: a radio programme about people’s first jobs Reading: a profile on a social network website for job searches Speaking: comparing and contrasting photos, talking about one’s first job PRONUNCIATION

Word stress: Compound nouns

RECYCLING

Past Simple: Wh- questions SPEAKING › 10 MIN

INSIGHT 1

RP4.1A. INSIGHT.A

DIGITAL TRACK [TS] Load Digital Activity INSIGHT 1 and refer sts to the two photos on the screen. Ask What do these photos have in common? In what ways are they different? Elicit a few answers from the group very briefly. Move on to the second screen and click on the question mark to show expressions for comparing images. Elicit/Provide examples with different ways to complete each sentence. If sts have any difficulty completing the sentences you might want to use the following chart. Tell sts that from now on they will be expected not only to talk about photos or pictures separately, but to compare them as well. NOTE: Photo Info

Left-hand side: Classroom at a primary school. Right-hand side: Nursery school children interact with a robotic puppy named Genibo in Seoul, South Korea, Feb. 2, 2012. Genibo keeps students occupied with learning activities and helps teachers deal with larger class sizes. With Genibo, the students follow a lesson book that was developed by the state education authorities. The robot responds to touch, sound, movement and a remote control.

- In the photo on the left I can see / there are (children sitting in their desks), while / but in the photo on the right I can see / there are (children sitting on the floor). - While in the photo on the left (the children are sitting in their desks), in the photo on the right (they’re sitting on the floor). - While the photo on the left shows (children sitting in their desks), the photo on the right shows (children sitting on the floor). [GW] Ask sts to compare the two photos in groups.

FUNCTION

Comparing

INSIGHT

Differences:

[TS/GW] Move on to the next screen and click on the PLUS button to show the contrast between different ways of learning (online vs face-to-face). Refer sts to the photos again and say Look at the photo on the left. Are they studying online or face-to-face? What about the photo on the right? Are they similar or different in this aspect? Click on the question mark to show the expressions again and elicit possible sentences (Both photos show people studying face-to-face; In both photos I can see face-to-face learning environments; etc). Allow sts some time to compare the photos in their groups. Monitor and provide help. [GW] On the following screens, similarities and differences will be highlighted in the photos to help sts understand how the images can be compared. Elicit what similarities or differences are highlighted before clicking on the PLUS sign. Ask sts to talk in groups. When they finish, briefly elicit some more similarities and differences using the expressions learnt. Follow the same procedure for all photos. As this is the first time sts do this kind of activity, take time to provide feedback on their performance. [GW] Ask sts to discuss the question and do the matching task in groups. Click on a sentence and on the corresponding photo to check. Ask sts to elaborate on the answer. Ask sts to answer the last question in groups. Monitor the activity and provide help if necessary. [TS] Elicit a few answers and discuss them briefly with the group.

BOOK TRACK A. [TS] Refer sts to the photos in Insight. Ask What do these photos have in common? In what ways are they different? Elicit a few answers from the group very briefly. Hand out a copy of RP4.1A.INSIGHT.A to each 4 sts. Refer sts to the photos again. Elicit/Provide examples with different ways to complete each sentence. If sts have any difficulty completing the sentences you might want to use the following chart. Tell sts that from now on they will be expected not only to talk about photos or pictures separately, but to compare them as well. NOTE: Photo Info

(What / Who?)

…children.

- In both photos I can see / there are…

(Where?)

…children in a classroom.

(What are they doing?)

…children studying in a classroom.

(When?)

…children studying in the morning.

(How?)

…children studying quietly.

(Physical and personality traits)

…quiet young children.

- Both photos show…

Differences: - In the photo on the left I can see / there are (children sitting in their desks), while / but in the photo on the right I can see / there are (children sitting on the floor). - While in the photo on the left (the children are sitting in their desks), in the photo on the right (they’re sitting on the floor). - While the photo on the left shows (children sitting in their desks), the photo on the right shows (children sitting on the floor). [GW] Ask them to compare the photos and find similarities

and differences between the photos in groups. Monitor and provide help. [TS] Briefly elicit some more similarities and differences using the expressions from RP4.1A.INSIGHT.A. As this is the first time sts do this kind of activity, take time to provide feedback on their performance. B, C AND D. [GW] Refer sts to #B, C and D in Insight. Ask sts

to do the tasks in their groups. Monitor the activity and provide help if necessary. [TS] Elicit answers and discuss them briefly with the group.

KEY: L – R – R – L

READING & SPEAKING › 10 MIN

[TS/PW] Draw sts’ attention to the screenshots of two pages of

a website. Elicit the name and the type of website (World of Work; It’s a social networking website for people to advertise their CVs, find jobs, communicate with potential employers/ employees, etc). Ask sts to read Gabriel’s profile summary and the three job search results. Ask them to discuss in pairs which job they think is best for him. Explain that there’s no right answer and that for now they should only express their opinions and possibly convince their partners. The answer will appear in #4. Monitor the activity and provide help if necessary. [TS] Ask a few sts which job is the best for Gabriel. Ask them to justify their choices and discuss them with the group.

SPEAKING & VOCABULARY › 5 MIN

[TS] Refer sts to Scrapbook: Jobs. Go over the jobs and have sts repeat them after you to teach pronunciation. [TS] Refer sts to Pronunciation and explain that in compound

nouns such as call centre and dog walker the main stress falls on the first word. Play audio track 01 for sts to listen and repeat. [TS/PW] Refer sts to #2. Tell them to imagine they’re looking

for their first job. Ask them to look at Scrapbook and tick the ones they would like to do and cross out the ones they wouldn’t. Have them work in pairs and explain their choices to their partners. Refer them to the example and model the activity. Monitor and provide help if necessary. [TS] Elicit answers from a few sts and briefly discuss them with the group.

LISTENING › 5 MIN

[IND] Refer sts to the sentences in #3. Briefly explain National

Workers’ Day and Remembrance Day (see cultural note below). Ask them to listen to the opening of a radio programme where a journalist interviews people on the street. They should circle the correct option. Play audio track 02 for sts to listen and check their answers. Classcheck. KEY: 1. job 2. International Workers’ Day 3. UK CULTURAL NOTE:

National Workers’ Day, also known as International Workers’ Day or Labour Day is a celebration of laborers and the working classes that occurs every year on 1 May. This day has its origins in the labour union movement, specifically the eight-hour day movement, which advocated eight hours for work, eight hours for recreation and eight hours for rest. It is a national public holiday in many countries. (Source: Wikipedia https://en.wikipedia.org/wiki/International_ Workers%27_Day. Accessed on December 23, 2015.) Remembrance Day, also known as Poppy Day, is a memorial day observed in Commonwealth of Nations member states since the end of the World War I to remember the members of their armed forces who died in the line of duty. In the UK, the main observance is on the Sunday nearest to 11 November,

Remembrance Sunday, with two minutes of silence observed on 11 November itself. Ceremonies are held at local war memorials, where poppy wreaths are laid by different representatives. (Source: Wikipedia https://en.wikipedia.org/wiki/ Remembrance_Day Accessed on 29 September, 2015.)

LISTENING › 5 MIN

the radio programme again and complete the answers about Gabriel. Play audio track 03 for sts to listen and write their answers. You may want to pause after they hear the answers so that they have time to write them. Classcheck. KEY: 1. call centre operator 2. talk to customers who were unhappy with the company’s service 3. No – he had to talk to unhappy and angry people and he had to work on Sundays. 4. 2014 – 2015 – two years 5. he wanted to travel around the world [TS] When you finish checking answers, conduct a quick repetition drill with the questions, substituting the third person he / his for the second person you / your. For example, What was your first job? What were your responsibilities? etc. GRAMMAR › 5 MIN

1A.5

DIGITAL TRACK [TS/PW] Load Digital Activity 1A.5. Tell sts they will have to

interview someone for a position in a company and they have to think of the questions to ask. Refer sts to the topics they should ask about and make sure they understand all of them. Point to the question words and prompts and ask sts to match them to the topics in pairs. Click to check. [PW] Move on to the following screen and ask sts to form

the complete questions. You may help them by asking Are these questions about the present or the past? Focus on question formation and when to use the auxiliary verb. Elicit questions and click to show answers. Have sts repeat the questions after you. [PW] Ask sts to match the questions with the possible answers

on the third screen. Allow them some time to do the matching in pairs and then elicit answers. Work on the structures used for each answer (had to, Because…, For…, I worked as a…, etc.).

BOOK TRACK [IND/TS] Refer sts to the sentences in #5. Draw their

attention to the words in bold and the example. Ask them to complete the questions using the words from the box. Classcheck. When checking the answer to 1 (How did you like it?), refer sts to question 3 in #4 (Did he like it?). Explain that both questions have the same meaning, but the answers to each one are different. When asking Did you like it? we must

KEY: 1. How 2. What were 3. When did you start working 4. How long did you work

[IND/TS] Refer sts to the questions in #4. Tell them to listen to

answer with a yes or no and/or we might give our opinion or justify the answer (Yes, it was great / Not really because…). When asking How did you like it?, we can use verbs to express opinion (I liked / loved / hated it.) and/or give our opinion about it (It was great / terrible.)

NOTE: This is not the first time sts have seen questions in

the past simple, so there’s no need for language presentation and sts probably won’t have trouble doing this activity. They will use these questions later in #6 and #7 though.

SPEAKING › 10 MIN

[PW/TS] Pair sts up into Sts A and Sts B. If possible, have sts work with different partners. Refer Sts A to page 88 and Sts B to page 91. Tell them not to look at each other’s pages. Tell Sts B to ask Sts A questions about Sandy’s first job and complete their charts. Tell sts A to answer sts B’s questions about Sandy according to the information in their charts. Elicit the questions they will have to ask for each prompt. For example, first job: What was Sandy’s first job? Elicit the possible questions for opinion about the job: Did she like it? What did she think about it? How did she like it? Refer them to the example and model the first exchange. When they finish, ask them to swap roles and ask and answer questions about Wayne’s first job. Monitor and provide help and correction on the spot. Have them check their answers by showing one another their charts.

SPEAKING › 10 MIN

[PW] The aim of this activity is to personalise the language

learnt in this lesson. Refer them to #7 and tell them to choose one of the situations to talk in pairs. Go over the situations with them and make sure they know what to do. Encourage them to ask for extra information whenever possible. Tell sts they can use the questions from #4 and #5 (you can limit the number of questions). Refer them to the examples and model the activity. Monitor and take notes of sts’ oral production. If time allows, have them talk to another classmate. [TS] Ask a few sts to report their conversations. Encourage other sts to ask questions and make comments. [TS] Write some mistakes on the board and encourage sts to correct them. Write examples of good use of language and praise sts for them.

HOMEWORK

Activity Book 1A, pages 97 & 98.

LEARNING NEVER ENDS.

NOTE: If you’d like to have more background knowledge

about the Bureau of Labour Statistics go to http:// onforb.es/1LDPyDc.

AIM(S) OF THE LESSON:

[IND] Refer sts to the three sentences after the text. Ask them to

By the end of this lesson, students will have compared things and people.

read the article and choose the sentence that best summarises its main ideas. Classcheck.

RESOURCES

KEY: 3

Digital Activity 1B.4 GRAMMAR

Modifying comparatives: a bit, a little, a lot, much + comparative VOCABULARY

Adjectives for describing jobs: badly-paid, challenging, complex, demanding, dull/monotonous, full-time, part-time, permanent, rewarding, stressful, temporary, well-paid SKILLS

Reading: a news article Speaking: comparing things and people RECYCLING

Comparatives Jobs JOBS – SPEAKING › 10 MIN [TS/PW] Pair sts up into Sts A and Sts B. Refer Sts A to page 89

and Sts B to page 92. Tell them not to look at one another’s pages. Tell Sts A to ask Sts B questions about Carla, Ray and Julie to find out what their first jobs were. Refer them to the example and make sure they understand that they can only ask yes/no questions, i.e., questions that can only be answered with yes or no. Elicit/Explain outdoors and indoors. When they finish, ask them to swap roles and have Sts B ask Sts A questions about Ben, Bianca and Thom. Monitor the activity and provide help if necessary. Have them check their answers by showing one another their charts.

SPEAKING › 10 MIN

[PW] Pair sts up, preferably with a different partner from the previous activity. Refer them to the two sets of questions in #1. Go over the questions with them and explain that What do you do for a living? and What do you do? have the same meaning. Tell them to ask their partners the questions related to their present employment situation (whether they have a job at the moment or not). Monitor the activity and provide help if necessary. [TS] Elicit answers from a few sts and briefly discuss them with the group.

READING › 10 MIN

[TS] Refer sts to the news article in #2. Ask What kind of text is this? Elicit answer (A news article / An online article). Refer them to the title and ask them Do you agree that learning never ends? Elicit a few answers and ask one or two sts to briefly justify their answers.

GRAMMAR › 5 MIN

[IND] Refer sts to the words in yellow from the article in #2

and ask them to answer the questions in #3. Classcheck. KEY: 1. B 2. A

GRAMMAR & SPEAKING › 15 MIN

1B.4

DIGITAL TRACK

This activity is divided into two parts: Modifying Comparatives and Speaking. [TS] Conduct a brief revision of comparatives before the digital activity. Write two elements (two places, two people, etc) and two adjectives (one short and one long) on the board. Ask sts to compare the elements using the adjectives. Elicit a few sentences and clear up any questions sts might have. [TS] Load Digital Activity 1B.4 and choose Modifying Comparatives. Refer sts to the two offices and the sentence on the screen and ask Is it a big or a small difference? (Small.) Show sts the next two offices and ask the same question. Elicit answer (Big). Follow the same procedure for the other two comparisons. [PW] Move on to the next screen and ask sts to put the

modifiers in the correct category. Click on each modifier and then click on a column to check. [TS] Click to show structures used to modify comparatives. Refer sts to Watch Out! in the SB and explain that less is the opposite of more and we use it with long and short adjectives. Ask a question to check and consolidate meaning such as Are people much busier or a little busier today than in the past? Elicit answer. Drill the answer prompting sts with much, a lot, a little and a bit. NOTE: Tell students that Americans also say way instead of

much or a lot to express a big difference when modifying comparatives (for example, London is way bigger than Brussels). Use the sentences from big differences in Figure Out.

BOOK TRACK [TS] Conduct a brief revision of comparatives. Write two elements (two places, two people, etc) and two adjectives (one short and one long) on the board. Ask sts to compare the elements using the adjectives. Elicit a few sentences and clear up any questions sts might have.

[TS] Write on the board The job market is a lot more complex

nowadays. Ask Does the meaning change if I say a little more complex instead of a lot more complex? Use gestures for a little and a lot. Elicit answer (Yes). Ask What’s the difference between them? Elicit answer (While a little expresses a small difference, a lot expresses a big one).

[TS] Elicit a few comparisons and discuss them with the group. Ask sts to justify their answers. Encourage sts to agree or disagree with other sts’ opinions. [TS] Write some mistakes on the board and encourage sts to correct them. Write examples of good use of language and praise sts for them.

[TS] Refer sts to Figure Out: Modifying comparatives and

go over the examples with the group, clearing up any questions sts might have. Refer sts to Watch Out! and explain that less is the opposite of more and we use it with long and short adjectives. Ask a question to check and consolidate meaning such as Are people much busier or a little busier today than in the past? Elicit answer. Drill the answer, prompting sts with much, a lot, a little and a bit. NOTE: Tell students that Americans also say way instead of

much or a lot to express a big difference when modifying comparatives (for example, London is way bigger than Brussels). Use the sentences from big differences in Figure Out. [IND] Refer sts to #4 and ask them to look at Figure Out and

rewrite the sentences using the words in brackets. Ask them to check their answers in pairs. Classcheck. When checking the answer to sentence #1, ask What word in American English can we use to substitute a lot or much? Elicit answer (way). KEY: 1. a lot/much longer than a trip to Paris 2. a bit/a little shorter than Gone with the Wind 3. a lot/much warmer than Amsterdam 4. a bit/a little more expensive than a single ticket [PW] Pair sts up. Ask them to look at the sentences again and

discuss if they agree or not with the sentences. Monitor the activity and provide help if necessary. [TS] Ask a few sts if they agree or not with the sentences and

briefly discuss their answers with the group.

VOCABULARY & SPEAKING › 10 MIN

1B.4

[IND] Refer sts to Scrapbook: Adjectives for describing jobs and go over them with the sts. Clear up any questions sts might have and ask them to repeat the words after you to teach pronunciation. Ask a few questions to check and consolidate meaning (especially with adjectives that are not cognates) such as Is your job rewarding? / challenging? / demanding? Would you like to have a part-time job? Are most jobs in your city well-paid or badly-paid? Elicit answers. [TS] Refer sts to Panorama and explain the difference between challenging and demanding. DIGITAL TRACK

This activity is divided into two parts: Modifying Comparatives and Speaking. [GW] Load Digital Activity 1B.4 and choose Speaking. Ask

sts to form groups. Refer them to the pairs of elements on the screen and tell them to compare the pairs using the words from Scrapbook whenever possible. You may click on the PLUS sign at any time to show sts the words again. Model the activity. Monitor and take notes of sts’ production.

BOOK TRACK [GW] Ask sts to form groups. Refer them to the pairs of elements in #5 and tell them to compare the pairs using words from Scrapbook whenever possible. Refer sts to the example and model the activity. Monitor and take notes of sts’ production. [TS] Elicit a few comparisons and discuss them with the group. Ask sts to justify their answers. Encourage sts to agree or disagree with other sts’ opinions. [TS] Write some mistakes on the board and encourage sts to correct them. Write examples of good use of language and praise sts for them. NOTE: If you have teenagers in class, you might ask them to

compare different pairs of elements such as: - playing video games vs watching a film - having a face-to-face conversation vs having an online chat - reading a book vs listening to music - going to a party vs staying at home with friends - studying a little bit every day vs studying a lot a day before the test

HOMEWORK

Activity Book 1B, pages 99 & 100.

WHAT I’VE LEARNED.

AIM(S) OF THE LESSON: By the end of this lesson, students will have used the present perfect to talk about different life experiences. RESOURCES

Digital Activity 1C.PLUS GRAMMAR

Present Perfect – Life experiences: statements have/has (not) + past participle VOCABULARY

Past Participles: been, done, fallen, given, gone, had, met, spoken, taken, travelled Collocations: be to places, do voluntary work, fall in love, go backpacking, take a selfie with someone, take care of someone SKILLS

Listening: people talking about their experiences Speaking: talking about one’s life experiences

on the spot. Encourage fast finishers to ask their partner questions about the activities, such as Do you do volunteer work? How often do you do it? What kind of work do you do? Why do you like it? etc. [TS] Elicit answers from a few sts and discuss them with the group.

KEY: Open answers

[PW] Pair sts up and refer them to the photos in #2. Ask them to answer the questions about the photos. Monitor the activity and provide help if necessary. [TS] Elicit answers from a few sts and briefly discuss them with the group. While dealing with the answer to #2.1, elicit a brief description of the photos.

KEY: 1. They’re doing voluntary/volunteer work. 2. Open answers 3. Open answers NOTE: If sts have find it strange that the man in photo C is

doing voluntary work, explain that there are different types of voluntary work and that they will know more about his work later on.

PRONUNCIATION

Weak form: auxiliaries have / has FUNCTION

Expressing life experiences RECYCLING

Modifying comparatives Frequency words Past Simple MODIFYING COMPARATIVES – SPEAKING › 5 MIN A. [IND] Refer sts to the four categories in In a Flash and ask

sts to write one example for each. Monitor the activity and provide help if necessary. B. [TS/PW] Pair sts up. Ask them to compare the examples they

chose for each category in A using a little, a bit, a lot and much. [TS] Elicit sentences from a few sts and ask them to justify their

answers if possible. Encourage other sts to agree or disagree. KEY: Open answers

SPEAKING › 10 MIN

A. [TS] Refer sts to the life experiences in #1. Go over the list of

experiences and make sure sts understand them. Tell them to add an experience to the list. Ask them to look at the code and tick 1–3 to express how important they think each experience is. KEY: Open answers B. [PW] Ask sts to work in pairs to share their opinions. Refer them to the example and model the activity. Draw sts’ attention to the use of the gerund (verb + ing) when making their sentences. Monitor the activity and provide help and correction

SPEAKING › 5 MIN

LISTENING › 5 MIN

A. [IND] Refer sts to photos A-C in #2 again. Ask them to listen to the three people from each photo talking about their experiences as volunteers and match each person to the corresponding photo by writing 1-3 next to each one. Play audio track 04. Classcheck.

KEY: A. 3 B. 1 C. 2 B. [IND] Refer sts to the sentences in #3.B. Ask them to listen again and circle the correct option in each sentence. Play audio track 04. Ask them to check their answers in pairs. Classcheck.

KEY: 1. Queen 2. Japanese 3. twice 4. people

GRAMMAR › 10 MIN

[IND] Refer sts to the words in yellow from #3.B and ask them to

answer the questions in #4. Classcheck. KEY: 1. The past. 2. No. [TS] Write Leonardo has been to the Amazon jungle twice on

the board. Ask Is this sentence about the present or the past? Elicit answer (Past). Ask Do we know when the action happened? Elicit answer (No). Circle has been. Ask What’s the infinitive of this verb? Elicit answer (be). Explain that been is the past participle of the verb be. Explain that this sentence is about Leonardo’s past experience, but we don’t know when it happened. The time isn’t important. It is just the experience itself that matters. Write Present Perfect above has been and explain that we form the present perfect with the verb have or has + the past participle of the main verb. Refer them to the list of irregular

verbs in the Verb Reference chart on page 95 and tell them they can refer to it whenever they need to know the past participle form of a verb. [TS] Refer sts to Figure Out: Present perfect – life experiences –

Statements. Go over the examples with the group. Explain the contractions ’ve, ’s, haven’t and hasn’t. Draw sts’ attention to the frequency expression twice. Explain that it does not reveal when the action occurred and can be used with the present perfect. Elicit other frequency expressions from the group, such as once, three times, many times, never, etc. Check understanding by saying three sentences (one affirmative, one negative and another negative with never) and eliciting three sentences from them. For example, I’ve been stuck in traffic many times. How about you? I haven’t been to Mexico City. How about you? I’ve never lived abroad. How about you? Elicit answers. Make sure you don’t use the interrogative form as they will learn it next class. [TS] Draw sts’ attention to Watch Out! 1. Explain that when we

mention when the action happened – e.g. two years ago, in 2002, last year – we use the past simple. Go over the examples with the group.

GRAMMAR › 10 MIN

[IND/TS] Refer sts to the table in #5. Tell them to complete the past participle column with the verbs from the box. Classcheck. Refer sts to the table with the verb travel. Tell them that the past simple and past participle forms of all regular verbs and some irregular verbs (e.g. have, meet) are the same. TIP: Tell them they can refer at any time to the list of past

simple and past participle forms of irregular verbs in the Verb Reference.

GRAMMAR › 5 MIN

[IND] Refer sts to #6 and ask them to complete the sentences

with the affirmative or negative form of the present perfect. Ask them to check their answers in pairs. Classcheck. 2. ’ve/have done KEY: 1. ’ve/have been 3. ’s/has never spoken 4. hasn’t/has not taken

SPEAKING › 10 MIN

[TS/GW] Tell sts they are going to talk about their life experiences using the list of life experiences from #1 and Figure Out. Have them work in small groups. Refer them to the example in #7 and model the activity. Monitor and take notes of sts’ oral production. [TS] If time allows, write a few prompts on the board (e.g. have a dog / be to Europe / live in a house / go fishing) and ask sts to make sentences using them to talk about life experiences (e.g. I’ve had a dog once; I’ve been to Europe twice; I’ve never lived in a house; I’ve gone fishing many times). [TS] Elicit a few sentences and briefly comment on them. Encourage other sts to make comments as well. [TS] Write some mistakes on the board and ask sts to correct them. Write examples of good use of language and praise sts for them.

HOMEWORK

PLUS

Activity Book 1C, pages 101 & 102.

SPEAKING

1C.PLUS

[TS] Load Digital Activity 1C.PLUS and refer sts to Esther and

KEY: done – fallen – given – gone – had – met – spoken – taken [TS] Refer sts to Watch Out! 2. Go over the examples and the pictures, and explain the difference between have been to (a place) and have gone to (a place). [TS] Conduct the following drill. Draw sts’ attention to the fact that the auxiliary verbs have and has are not stressed. Provide an example for each (e.g. Anne and Fred have done voluntary work; Jason has been to Africa twice) and have sts repeat them after you.

MODEL

PROMPTS

T: He / be / to Japan We / have some meetings T: He’s been to Japan. <Sts repeat.> Bob / fall in love / twice T: I / speak in public / once I / give advice / many T: I’ve spoken in public once.

<Sts repeat.> T: We / do volunteer work / never T: We’ve never done volunteer work. <Sts repeat.>

times

She / do yoga They / meet a celebrity / never

I / take Italian lessons / T: They / travel abroad / never Sts: They’ve never travelled abroad. once NOTE: Use a few prompts to drill the negative form. If you want

to challenge sts a bit more, you may mix the affirmative and negative forms.

her house. Ask some questions such as How old is she? Where’s she from? Point to the prompts and tell sts they are going to use them to make sentences about Esther’s life experiences. Tell them all the clues they need are in the image. Point to the first prompt (travel/abroad) and elicit sentence (She has travelled abroad many times). Ask How do you know? and refer sts to the image again, pointing to the travel souvenirs. [PW] Ask sts to work in pairs and make sentences about

Esther using the prompts on the screen. Monitor the activity and take notes of sts’ oral production. Elicit sentences and click on each prompt to check. Follow the same procedure for the other characters. [TS] Write some mistakes on the board and ask sts to correct them. Write examples of good use of language and praise sts for them.

A REAL EYE-OPENER

AIM(S) OF THE LESSON: By the end of this lesson, students will have used the present perfect to ask and answer questions about each other’s life experiences. RESOURCES

Digital Activity 1D.6 / RP4.1D.6 GRAMMAR

Present Perfect – Life experiences: questions, short answers

KEY: Open answers [TS] Briefly elicit a few sentences and allow other sts to make comments and questions.

READING › 10 MIN

[TS/IND/PW] Refer sts to the text in #1. Ask Where was this text

taken from? (A website). Ask sts to read the text individually and then answer the questions in pairs. Classcheck. When checking the answer to #1.2, elicit a few opinions and discuss them with the group.

Past Participles: felt, got (UK) / gotten (US), made, ridden, written

KEY: 1. A travel agency. 2. Because when people get face-to-face they become more tolerant. 3. Open answers

Collocations: do acrobatics, do martial arts, feel homesick, get lost, go rock climbing, go to a wine tasting, make pasta, ride a mechanical bull, weave, write a travel journal

VOCABULARY

SKILLS

Listening: a dialogue with a travel agent Reading: a travel agency website Viewing: a short film about travelling and having new experiences

LISTENING › 5 MIN

[IND] Tell sts they are going to listen to Paula talking to a travel

agent about her next trip. Refer them to the sentences in #2 and ask them to write T (true) or F (false) next to the sentences. Play audio track 05. Classcheck. KEY: 1. T 2. T 3. F

Speaking: asking and answering about one’s life experiences FUNCTION

Asking and answering about life experiences RECYCLING

Life experiences PRESENT PERFECT – LIFE EXPERIENCES – SPEAKING › 5 MIN [TS] Write Life Experiences on the board. Ask What life experiences did we talk about last class? Elicit the collocations from the previous lesson (see list below) and write them on the board. If sts have trouble remembering them, prompt them with the nouns. For example, say volunteer work and elicit the whole collocation do volunteer work.

› be to places › do volunteer work › fall in love › give a talk › have children › live in another country / live abroad › meet a boyfriend/girlfriend online › speak in public › take a selfie with a celebrity › take care of children › travel abroad [PW] Pair sts up. Refer them to the words in In a Flash. Ask Which

of the things we mentioned have you done once? Which have you done a few times? Refer sts to the example and model the activity. Ask them to use the words from the box to talk about their life experiences. Monitor the activity and provide help. Correct on the spot mistakes related to the use of the present perfect.

LISTENING › 5 MIN

[IND/PW] Refer sts to the questions in #3. Ask them to listen to

the dialogue again and tick the correct alternatives. Play audio track 05. Ask them to check their answers in pairs. KEY: 1. No, she doesn’t. 2. No, she doesn’t. 3. “Have you ever travelled alone?”

GRAMMAR › 10 MIN

[IND] Write Have you ever been to Granada? on the board. Tell

sts that the travel agent asked Paula this question. Ask Is the travel agent asking Paula about the experience of visiting Granada? Elicit answer (Yes). Ask What verb tense did he use? Elicit answer (The present perfect). Circle have. Ask How do we form questions with the present perfect? Elicit answer (Move have to the beginning of the sentence). Explain that have is the auxiliary verb of the present perfect. Circle ever. Explain that it’s very common to use ever in a question to ask about life experiences. Ask sts how they say ever in L1. Refer sts to Figure Out: Present perfect − life experiences − questions and go over the use of the interrogative form of the present perfect to ask about life experiences. Ask a couple of questions to check understanding such as Have you been to Europe? Have you ever travelled alone? Elicit answers. [IND/PW] Refer sts to #4 and ask them to complete the questions with the words given. Classcheck.

KEY: 1. Has – ever been to 2. Have – ever fallen 3. Have – ever done

VIEWING, SPEAKING, VOCABULARY & GRAMMAR › 15 MIN

NOTE: Load the video Learn https://vimeo.com/27244727

which will be used later in this activity. [TS] Pair sts up. Tell them they’re going to watch a short film

[PW] Ask sts to ask and answer the questions in pairs.

produced by STA Travel to promote their services and values which were mentioned in #1. Briefly elicit the values (travel is: the best education, a powerful agent of social change and the most effective way of ending racism, intolerance and prejudice).

[TS] If time allows, ask a few sts to report one thing they

Monitor the activity and take notes of sts’ oral production. learned about their partner.

the video and answer the questions in pairs.

[TS] Write some mistakes on the board and ask sts to correct them. Write examples of good use of language and praise sts for them.

Play the video Learn from STA Travel. Allow some time for sts to answer the questions. Monitor the activity and provide help if necessary.

BOOK TRACK

A. [PW] Pair sts up. Refer them to #5.A and ask them to watch

[TS] Elicit answers from a few sts and ask them to justify their

answers. Encourage other sts to agree or disagree. KEY: Suggested answers: He feels happy, excited, curious, etc. – Open answers. B. [TS/IND] Refer sts to Scrapbook: Have you ever…? Go over the items, and clear up any questions sts might have. Have them repeat the collocations after you to teach pronunciation. Ask them to watch the video again and tick the items from Scrapbook that are not in the video. Classcheck.

KEY: written a travel journal, felt homesick, got/gotten lost during a trip C. [IND] Refer sts to the table. Ask them to look at Scrapbook and complete the table with the past participles. Ask them to check their answers in pairs. Classcheck.

KEY: felt, got (UK)/gotten (US), gone, made, ridden, written [TS] Conduct the following drill.

MODEL

PROMPTS

T: Make pasta T: Have you ever made pasta?

get lost during a trip

<Sts repeat.> T: Feel homesick T: Have you ever felt

homesick? <Sts repeat.> T: Do martial arts Sts: Have you ever done

SPEAKING › 10 MIN

[IND/PW] Pair sts up, preferably with different partners. Tell

them they are going to play a guessing game. Hand out one copy of RP4.1D.6 to each st. Refer them to the Have you ever…? column and ask them to guess if their partner has done the activities in this column. They should circle Y (yes) or N (no) in the My guess St B column based on their guesses. Allow them some time to do the task. Then, have them interview each other to check whether they guessed correctly. Explain that they have to ask each other questions with Have you ever…? and, if their guess was right, they should check the box in the correct answer column. Refer them to the If so and If not columns and explain they are follow-up questions to be asked based on their partner’s answers. Draw their attention to the fact that when we talk about experiences, we start with the present perfect, but when we continue the story and give details about the experiences, we use the past simple. When they finish, they should repeat the procedures with another partner, but this time they should use the My guess St C column. Refer them to the example and model the activity, making sure sts know what they should do. Monitor the activity and take notes of sts’ oral production. [TS] If time allows, ask a few sts to report one thing they learned about one of the partners that they interviewed.

write a travel journal go rock climbing be to New York ride a mechanical bull

[TS] Write some mistakes on the board and ask sts to correct them. Write examples of good use of language and praise sts for them.

go to a wine tasting

HOMEWORK

martial arts? 1D.6

RP4.1D.6

DIGITAL TRACK [TS] Load Digital Activity 1D.6 and refer sts to the verbs and

pictures on the screen. Tell sts they are going to ask their partners questions using possible combinations of a verb and

a picture. Point to the verb make and to the pictures. Elicit a possible question, such as Have you ever made a cake? and click on the verb and the picture to check. Encourage sts to answer the question. Elicit follow-up questions (Who did you make the cake for? When did you make the cake? What kind of cake was it?). Draw their attention to the fact that when we talk about experiences, we start with the present perfect, but when we continue the story and give details about the experience, we use the past simple.

Activity Book 1D, pages 103 & 104.

THE WISEST MAN I’VE MET.

AIM(S) OF THE LESSON: By the end of this lesson, students will have used superlatives and the present perfect to talk about remarkable life experiences. RESOURCES

Video HR4.1 / Digital Activity 1E.5 GRAMMAR

Present Perfect with superlatives – Remarkable life experiences VOCABULARY

Past Participles: heard, read, seen, taught SKILLS

Reading: a quote Viewing: three interviews with people on the street talking about remarkable life experiences Speaking: talking about remarkable life experiences Writing: a review of a holiday destination FUNCTION

Talking about remarkable life experiences RECYCLING

Present Perfect for life experiences Superlatives

CULTURAL NOTE:

Michel Jean Legrand (born 24 February 1932) is a French musical composer, arranger, conductor and pianist. Legrand is a prolific composer, having written over 200 film and television scores in addition to many memorable songs. He is best known for his often haunting film music and scores, such as The Umbrellas of Cherbourg (1964) and The Thomas Crown Affair (1968) featuring the song "The Windmills of Your Mind" for which he won his first Academy Award. (Source: Wikipedia https://en.wikipedia.org/wiki/Michel_Legrand Accessed on 29 September, 2015.)

VIEWING › 5 MIN

A. [PW] Pair sts up, preferably with different partners. Tell sts they are going to watch the introduction of an episode of a programme called VoxPop London where three people will be interviewed. Write learn and teach on the board. Elicit/Introduce the past simple form and past participle form of each verb as they will need them to answer the question in #2.A. Ask them to watch the video and answer the question What is today’s programme about? Play video HR4.1 up to the presenter’s last line Let’s see what they have to say! B. [PW] Refer them to the photos in #2.B. Ask them to watch the rest of the video and match the speakers to the things they mention. Play video HR4.1 from the part where Fabiana starts talking. Classcheck.

KEY: A. People and situations that have taught them important things in their lives. B. A. 3 B. 1 C. 2

HAVE YOU EVER – SPEAKING › 5 MIN A. [IND] Refer sts to the boxes in In a Flash.A. Ask them to write

an appropriate verb for each group of words/expressions. Classcheck. KEY: 2. make 3. see 4. do 5. go B. [PW] Pair sts up. Elicit the past participle of each verb from In a Flash.A and write it on the board. If sts can’t provide some of them, refer them to the Verb Reference on page 95. Tell them to ask and answer questions using the expressions from the boxes in In a Flash.A. Refer them to the example in In a Flash.B and model the activity. Monitor, providing help and correction on the spot. [SS] If time allows, have a few open pairs ask and answer the questions.

READING › 5 MIN

[PW] Refer sts to the quote in #1. Ask What’s the topic of this

quote? Elicit answer (Learning). Refer them to the questions in #1 and ask them to discuss in pairs. Monitor the activity and provide help if necessary. KEY: Open answers [TS] Elicit answers from a few sts and discuss them with the

group. Ask them to justify their answers if possible. Encourage other sts to agree or disagree and to ask follow-up questions.

VIEWING › 5 MIN

[IND] Refer sts to the statements in #3. Ask them to watch the video again and write T (true) or F (false) next to the statements. Ask them to correct the false ones. Play video HR4.1 from the part where Fabiana starts talking. Ask them to compare their answers in pairs. Classcheck.

KEY: 1. True 2. False. She thinks it’s one of the most interesting places she’s ever been to. 3. False. He wanted to quit school and find a job. 4. True 5. False. It did. 6. True

GRAMMAR › 15 MIN

[TS] Conduct a brief revision of superlatives. Write three elements (they might be three places, three people, three animals, etc) and three adjectives (one short, one long and one with an irregular form such as good, bad or far) on the board. Ask sts to compare the elements using the adjectives in the superlative form. Elicit a few sentences and clear up any questions sts might have.

[TS] Refer sts to sentence 2 in #3 (Today she believes…). Ask

Has Fabiana ever been to a worse place than England? Elicit answer (No). Write on the board England is the worst place she’s ever been to. Underline ’s ever been to. Ask Why do we use the present perfect in this sentence? Circle ever. Elicit answer (To talk about a life experience). Ask Are we talking about a common or a remarkable life experience? Elicit answer (A remarkable life experience). Refer sts to Figure Out: Present perfect – remarkable life experiences and go over the examples, explaining the sentence formation. Write The worst place she’s ever been to is England under the other sentence on the board. Draw sts’ attention to the fact that it’s possible to invert the word order in the sentence. Ask a couple of questions to check understanding such as What’s the worst place you’ve ever been to? Who’s the most famous person you’ve ever met? Elicit answers. [TS] Conduct the following drill.

PROMPTS

T: Derek / the most interesting

Madrid / the best place / be

person / meet T: Derek’s the most interesting person I’ve ever met. <Sts repeat.> T: Anna Karenina / the longest book / read T: Anna Karenina’s the longest book I’ve ever read. <Sts repeat.>

Kim / the most annoying person / meet

[PW] On the last screen, ask sts to talk about remarkable experiences in their lives related to the items in the circles.

If possible, ask sts to justify their answers. [TS] Write some mistakes on the board and ask sts to correct them. Write examples of good use of language and praise sts for them.

Tokyo / the most expensive city / visit Mike / the best friend / have

film / see Sts: The Exorcist’s the scariest

[TS] Elicit a few sentences and discuss them with the group. If possible, ask sts to justify their answers.

film I’ve ever seen. NOTE: You may substitute the suggested prompts for other

[TS] Write some mistakes on the board and ask sts to

books, films or places that sts might be more familiar with. [PW] Pair sts up. Write the following prompts on the board:

the most interesting person (meet); the best place (be). Ask sts to take turns asking and answering questions using these prompts. If sts have difficulty doing the activity, elicit the sentences they should ask: Who’s the most interesting person you’ve ever met? What’s the best place you’ve ever been? Monitor and provide help. [TS] Refer sts to the sentences in #4. Ask them to look at Figure Out and complete the sentences with the words given. Have them check their answers in pairs. Classcheck.

KEY: 1. the easiest – ’ve ever done 2. the best – ’ve ever had 3. the most beautiful – ’ve ever visited SPEAKING › 15 MIN

1E.5

DIGITAL TRACK [TS] Load Digital Activity 1E.5 and introduce sts to the TV

programme Four Remarkable Things, in which people choose four memorable songs, bands, books, places or people in their lives. Tell sts they are going to use the

BOOK TRACK [GW] Tell sts to work in small groups, preferably with three sts. Refer them to the circles in #5. Ask them to talk about remarkable experiences related to the items in the circles. Remind them to use the superlative form of the adjectives. Model the activity. Monitor and take notes of sts’ oral production.

T: The Exorcist / the scariest

[GW] Ask sts to make sentences in small groups. Monitor and take notes of sts’ oral production. Click to show sentences but accept all possible answers. Follow the same procedures for the other characters.

[TS] Elicit a few sentences and discuss them with the group.

MODEL

prompts on the screen to try to guess what these things mean to each participant. Point to The Diary of a Young Girl, by Anne Frank and to the nouns and ask What is it? Is it a … (song/book/film)? Elicit answer (A book). Refer sts to the adjectives and ask Do you think it’s a good/bad/long book? Elicit superlative form of adjective chosen by sts and help them form a sentence (I think it’s the best book she’s (ever) read). Remind them that we use the present perfect to talk about remarkable experiences in life. Click to show sentence and ask sts if it’s similar to what they imagined.

correct them. Write examples of good use of language and praise sts for them.

WRITING › 10 MIN

[IND] Refer sts to the review of Budapest in #6. Ask What kind of text is this? Introduce a review. Ask What things does the writer mention in his/her review of Budapest? Elicit answers (The people, the food, the sites, the weather). Draw sts attention to the use of the present perfect to mention the experience and the change to the past simple, when giving more details about the experience. Ask sts to imagine they have just arrived from a trip and want to write an online review about the place they have been. Tell them they can write about any aspects they consider remarkable about their trip. Monitor and provide help if necessary. If pressed for time, ask sts to finish writing their reviews at home.

HOMEWORK

Activity Book 1E, pages 105 & 106.

TALK2ME

UNIT 1

AIM(S) OF THE LESSON: By the end of this lesson, students will have had conversations about the topics covered from lessons 1A to 1E. RP4.TALK TO ME 1.2 RP4.TALK TO ME 1.3B Digital Activity TALK TO ME 1.PLUS

TIP: Whenever possible, instead of asking sts to report

something about themselves, ask them to report on the classmates they worked with in an activity. It gives them a chance to use the target language again as well as use the third person singular form. It also promotes an atmosphere of consideration and selflessness where sts feel that what they say is valued.

SPEAKING › 15 MIN

[TS/IND] Tell sts they are going to take part in a job selection process for their first jobs. Ask them to look at the three sets of prompts in the boxes (be, can and like). Explain that these are the questions they should use to interview the candidates in order to discover what job they would be good at. Elicit a couple of questions from each box (e.g. Are you a good learner? Can you drive? Do you like working outdoors?). Elicit a couple of other possible questions. Then, tell sts to think individually of a new question for each category and write a prompt for each of them in the boxes. Allow them some time to write their questions. A. [GW] Assign letters A or B to each st. Ask them to write their

letter down, so they won’t forget it. Split sts into groups of four, with two Sts A and two Sts B in each group. Ask them to pair themselves up within the groups. Sts A will be interviewers and Sts B candidates. Interviewers should use the prompts from the three boxes to ask questions and make conversations. Refer them to the example and model the activity. Make sure sts understand that they should do, as far as possible, make conversations rather than a mechanical Q&A (question and answer session). Monitor, providing help and taking notes of sts’ oral production. B. [GW] Refer sts to the jobs and the example. Based on the conversation, the two interviewers will suggest appropriate jobs to the candidates who, in turn, will say what they think of each suggestion. Monitor, providing help and taking notes of sts’ oral production. C. [GW] Tell Sts A to stand up and work with a different pair

of Sts B, forming new groups of four sts. Tell them to repeat procedures A and B, but now they are going to swap roles (Sts A will be candidates and Sts B interviewers). Monitor, providing help and taking notes of sts’ oral production. [TS] Ask a few sts what job suggestions they got. Ask if they agreed with them and to justify their answers.

[TS] Ask a few sts to report their classmate’s experiences.

Encourage others to ask follow-up questions and make comments.

RESOURCES

follow-up questions based on that person’s answer (e.g. Where did you go? Why not? Would you like to?). Refer them to the example in #2.B and model the activity. When they’re done talking about the prompt on the card, another st in the group picks a card and repeats the procedures. Monitor, providing help and taking notes of sts’ oral production.

SPEAKING › 15 MIN

RP4.TALK TO ME 1.2

[GW] Have sts work in groups of four. Hand out a set of cards

from RP4.TALK TO ME 1.2 to each group. Tell sts to pick a card and tell the other sts in the group whether or not they have done that activity and how many times (e.g. be abroad). Refer them to the example in #2.A and elicit a sentence (e.g. I’ve been abroad many times). Tell them to use the same card (e.g. be abroad) to ask a member of the group a question with Have you ever? (e.g. Have you ever been abroad?). Tell them to ask

READING & SPEAKING › 15 MIN

RP4.TALK TO ME 1.3B

A. [TS/PW] Pair sts up. Refer them to the extract in #3.A. Ask

Where was this taken from? Who is the author of the book? Elicit answers (From a book / From the book Raise High the Roof Beam, Carpenters & Seymour: An Introduction; J. D. Salinger). Ask sts to read the extract and answer the questions in #3.A in pairs. Monitor the activity and provide help if necessary. CULTURAL NOTE:

J.D.Salinger (1919 – 2010) was a well-known American writer whose first novel, The Catcher in the Rye, published in 1951 was an immediate popular success. His book Raise High the Roof Beam, Carpenters and Seymour: An Introduction was the third best-selling novel in the United States in 1963, according to Publishers Weekly. (Source: Wikipedia https://en.wikipedia.org/wiki/J._D._ Salinger Accessed on 29 September, 2015.) B.1 [PW] Pair sts up. Hand out copies of RP4.TALK TO ME 1.3B,

one copy per pair. Tell them that the drawing represents their bodies. Ask them to write and/or draw three marks on their bodies on the worksheets. These marks should express memorable experiences that have left marks on them like the one described in the extract “I have scars on my hand from touching certain people. (…) Certain heads, certain colors and textures of human hair leave permanent marks on me… I still have a lemon-yellow mark on the palm of my right hand”. You may model this part of the activity by drawing a simple human figure on the board and tell them about an experience you’ve had that left a mark on your body (e.g. a song you’ve heard) draw a musical note next to the ears — J.D. Salinger (1963), Raise High the Roof Beam, Carpenters & Seymour: An Introduction. B.2 [PW] Pair sts up. Tell them to show their marks to their partners and let them guess what it is that they have experienced. Refer sts to the examples in #B.2 and model the activity. B.3 [PW] Ask sts to tell a few details about their experience. Refer them to the example in #B.3. Monitor the activity, providing help and taking notes of sts’ oral production.

ONE-MINUTE TALKING › 15 MIN NOTE: One-Minute Talking is a fluency-oriented feature

focused on sustained speech and will appear in every Talk To Me lesson from now on. Like other features in the book such as Panorama, Watch Out! or Figure Out, its position on the page does not indicate the order of the activity in the lesson and therefore the teacher’s guide should always be consulted. [TS] Tell sts they will have a chance to elaborate on the life marks

they talked about in #3 by talking about them for one minute in pairs. Refer them to One-Minute Talking and explain that the aim of this activity is to develop their oral fluency. Tell them this activity will appear in every Talk To Me lesson from now on. Write plan / speak / react on the board. Explain that these are the three stages of the activity. [IND] Plan: In this first stage of the activity they will plan what

they will say. Refer them to the pictures in RP4.TALK TO ME 1.3B and tell them to choose one, two or three life marks to talk about. Refer them to the information in the box they should mention: when it happened, where it took place etc. Tell them that they might want to write key words or short notes. However, explain that they’re not supposed to write everything they will say. Elicit/Provide an example for one of the pieces of information to mention. Allow them two minutes for planning. Monitor carefully and help them if necessary as this stage is essential for the success of their presentations. [PW] Speak: Be prepared to time this part of the activity in which each st will talk for one minute. Pair sts up into Sts A and Sts B. Ask Sts A to tell Sts B about the life experience they chose. They should talk non-stop for one minute. Explain that they can’t interrupt their talk to ask you or anybody else for help and that they can’t read their notes during their presentations. Refer them to the example and model the activity. Set the timer on the programme on your IWB (interactive white board) or on your smartphone for one minute. Start the timer for Sts A to start talking. Monitor – but do not interfere – and take notes of sts’ oral production. [PW] React: Ask Sts B to react to what Sts A said by asking them follow-up questions and/or by making comments. Model the activity by telling them about an important life experience you’ve had and prompt them to react. Allow them one minute for this stage. [PW] Repeat the procedures for the speak and react stages, but this time Sts B will speak and Sts A will react. [PW] Pair sts up with different partners and have them repeat

the speak and react stages. This way, sts will feel more confident speaking, and will have a chance to correct mistakes and improve their presentations. [TS] Ask a few sts to report remarkable things from their partner’s experiences and briefly discuss them with the group.

TIP: If you feel that your group made many mistakes,

especially related to the target language learnt in this unit, you may conduct some correction at the end of the class. Use the notes you made during their oral production. Write some of the mistakes on the board and ask sts to correct them. Since one of the aims of this lesson is to develop fluency, make sure you praise sts for their participation and production.

HOMEWORK

PLUS

Stop & Check Unit 1, pages 107 & 108.

SPEAKING

TALK TO ME 1.PLUS

[TS/GW] Load Digital Activity TALK TO ME 1.PLUS and tell sts

they are going to talk about their life experiences. Ask sts to work in groups of four and tell them to choose one of the topics on the screen. Click to show prompts and elicit a possible sentence or question from sts. Encourage others to ask followup questions and make comments. Monitor, providing help and taking notes of sts’ oral production. [TS] Ask a few sts to report about their classmates’ experiences.

High Resolution is a six-level course specially designed for adult and young adult learners of English as a foreign language. It aims at promoting students’ communicative competence across both linguistic and cultural boundaries. High Resolution takes students from A1 to B1 on the Common European Framework of Reference Scales. Each level of High Resolution consists of 30 complete lessons grouped into five units accompanied by reference sections which cover both grammar and lexical points. Each volume provides 30 hours of core work, and additional materials that can extend the course to approximately 50 hours. Additional materials comprise photocopiable pages, extra digital activities and BYOD tasks to be used in class.

STUDENT’S BOOK

• Fully integrated with the Student’s Book • Stop & Check section offers exercises and self-assessment tools for students to revise unit contents. TEACHER’S GUIDE

• Lesson-by-lesson plans with cultural notes, teaching tips and drills • BYOD routes • Photocopiable activities DIGITAL COMPONENTS

NOVEMBRO / 2016

CEF

A1 A1 + A2 A2+ B1