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PO AP SI NT I OT N I MS E S

1 It can’t be her

Optional aids Optional activity 6: magazines, catalogues, scissors.

Optional activity 9: cards from the Vocabulary box and blank cards for new words to be added.

Follow-up activity: a non-transparent bag, small objects to go in the bag.

Warmer 1 Game: Who wants to be a millionaire?

As in the game show, one student is the contestant and the rest are the audience. Ask the student a general knowledge or language question, giving four possible answers to choose from eg. Brighton is a city in the north/south/east/west of England. The student must choose the correct answer. They can ‘phone a friend’ (ask another student), ask the audience (do a class vote) or go 50/50 (two of the four options are removed), but use each option once only. Invite different students to be the contestant with a new question each until a student gets an answer wrong.

Warmer 2 Ask students to remember as much as possible about Star School from Unit 2, Lesson 2, eg How does the show work? Who was on the show? Review other types of TV programme and ask students to tell a partner what they have watched on television this week.

1 Opener •

The aim is to introduce the context for the listening in exercise 2. Ask students to look at the photo and elicit that it shows a TV game show, the host and five contestants. Students discuss the questions in pairs.

Ask one or two pairs to report back to the rest of the class and establish the most popular game shows among the students.

2 Listening •

Check that students understand what they are going to hear by asking them to read the first part of the recording and find out how contestants win the game (by giving answers to questions which match the winning profile). Be prepared to explain match and profile, if necessary. Explain that students must put ticks in the correct places in the table to show what the contestants prefer. Tell students that contestants answer questions in the order of their names in the table.

•

Ask students to copy the table into their notebooks, while you put it on the board.

After playing the recording, ask students to tell you where to put the ticks to check the answers.

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Pronunciation Silent letters Vocabulary Food

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Grammar must and can’t could, may and might Functions Making logical deductions and discussing possibility Describing sensations (1)

Student’s Book p32

Recording HOST Good evening and welcome. I’m your host and here are Colin, Stella, Ed, Rose and Tessa, who are tonight’s contestants. So let’s play Personality Profiles! I’m sure you all know the rules by now.

Our viewers have voted for a winning profile by phone. I’m going to ask you five questions. If all five of your answers match the winning profile then you’re tonight’s winner. OK? And the first question is: which do you prefer, fish or meat? * * * Which do you prefer, fish or meat? Colin.

HOST COLIN Meat, definitely.

Stella?

HOST STELLA Fish.

And what about you, Ed? HOST Me too. Fish.

ED So where are the all meat-eaters? Rose?

HOST Fish.

ROSE Now Tessa. Let me guess. Meat?

HOST No! Fish.

TESSA All right. And now our music question. Which do HOST you prefer? Hip-hop or heavy metal? Answer in the same order – first Colin, then Stella, Ed, Rose and finally Tessa.

COLIN Hip-hop.

STELLA Hip-hop.

I like heavy metal but I prefer hip-hop.

ED Heavy metal.

ROSE Hip-hop.

TESSA Now I’m sure you’ve all got mobiles – and I hope HOST they’re all switched off! Which do you prefer?

Texting someone or phoning them? Answer in the same order.

COLIN Phoning.

STELLA Texting.

Texting.

ED Phoning.

ROSE Texting.

TESSA Next question. Which do you prefer? Watching a HOST film at the cinema or on a DVD? COLIN DVD. STELLA Cinema.

DVD. ED Cinema.

ROSE Cinema.

TESSA And now the last question. Sport. Which do you HOST prefer? Skiing or swimming?

COLIN Skiing.

STELLA Skiing.

Swimming.

ED Skiing.

ROSE Swimming.

TESSA

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P AP SI NT I OT N O I MS E S Answers Profile

Colin

Meat

Fish

Hip-hop Heavy metal

Phoning Texting

Cinema DVD

Skiing

Swimming

Stella

Ed

Rose

Tessa

You

Optional activities • With a confident class, ask students to swap notebooks with their partner before completing the You column. They then ask their partner the questions, eg Do you prefer fish or meat? and complete the You column for their partner.

• Class debate: Ask all the students who prefer swimming to go to one side of the room and those that prefer skiing to the other side. In their groups they discuss why skiing or swimming is best. They then tell the opposing group the main reasons for their preference. The other group tries to counter their arguments with their own. Repeat with other subjects from the chart.

Winner

4 Grammar 3 Comprehension

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Ask students to complete the You column in the table for their own preferences.

Tell students they will hear the profile of the winner.

As they listen, they should complete the last column of the table and think about who matches this profile.

After each answer, pause the tape, check the answer and ask students which of the five contestants are possible winners. Highlight phrases A–C and encourage students to use them as they speculate on the winner.

Pause the tape before the winner is finally given and ask students who it must be.

Ask students if their own profile matches the winner’s.

If not, encourage students to use sentence A to say why it can’t be them.

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Recording And now the winning profile voted for by the HOST viewers at home.

Question 1: Fish Question 2: Hip-hop Question 3: Texting Question 4: Cinema Question 5: Skiing So who must be the winner?

Yes, it’s … Stella!

Answers Profile

Colin

Meat

Fish

Hip-hop Heavy metal

Phoning Texting

Cinema DVD

Skiing

Swimming

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Stella

Ed

Rose

Tessa

You

Ask students to look at the Grammar box and to complete the sentences and rules, using either must or can’t.

Students turn to page 110 of the Grammar Summary to check their answers.

Answers It can’t be Colin because he prefers meat.

It must be you because your answers match the profile.

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We use must to show that we are sure that something is true.

We use can’t to show that we are sure that something is untrue.

Highlight that: – must, can’t, could, may and might are all followed by the verb in the infinitive form without to.

– when making deductions, must shows we feel sure something is true and is the opposite of can’t, which shows we feel sure something is untrue. We don’t use mustn’t or can in this context.

– could, may and might all have the same use, to show we think something is possibly true.

Could does not refer to the past in this context.

Drill the examples in chorus for pronunciation and stress.

Optional activity Ask students to write three sentences using must, can’t, might, could or may to speculate about the winner from the game show. They should give a reason using because.

Winner

5 Grammar Practice

• •

Students complete the sentences with must or can’t.

Check the answers by asking different students to say the completed sentences.

Answers 1 must 2 can’t 6 can’t, must

3 can’t

4 must

5 can’t, must

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UNIT •

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Answers 1 motor boat 2 spaghetti 3 helicopter 4 tuna steak 5 chilli sauce 6 vacuum cleaner 7 DVD 8 ice Optional activity Game: Password Play Password using vocabulary items from the exercise.

For instructions, see Unit 2, Lesson 1, page 39 of Teacher’s Book.

8 Pronunciation •

Tell students that five of the words in the box contain silent letters. Give an example of a word containing a silent letter, eg know, knee. Ask students to work in pairs to identify the five words as quickly as possible.

Tell them to shout Stop! when they have found them, to encourage students to compete with each other.

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2

3

7

8

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7 Vocabulary •

spaghetti

knife melon tonight

Optional activity Game: Spelling noughts and crosses Draw a grid on the board and write the numbers 1–9 in the squares. Divide the class into two teams. Teams must try to win squares in the grid by correctly spelling one of the words from the pronunciation exercise chosen by the teacher. If they are correct, they win the square and O or X is written in the square, depending on which team they are. If they are incorrect, the other team has the chance to choose the square and spell the same word. Teams try to make a vertical, horizontal or diagonal line of squares.

Optional activity Posters: students cut out small sections of pictures from catalogues/magazines (like those in exercise 6) and make a collage of them. They circulate around the room, showing other students their collages, inviting them to speculate on what the objects might be.

Students then compare how many of their objects were correctly guessed.

Ask students to look at the words in the box without looking at the definitions and tell their partner which words they know already.

Students look at definitions 1–8 and match them with a word or phrase from the box. Explain that the definitions talk about the senses and check that students understand the connections between seeing – looks, hearing – sounds, eating – tastes, touching – feels.

Choose students to read definitions out loud and different students to give the word/phrase they describe.

Drill the vocabulary in chorus for pronunciation and stress.

Recording album answer comb contestant spaghetti tomato tonight Answers answer comb knife

Answers 1 comb 2 melon 3 prawn 4 sugar 5 sting 6 coconut

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Ask the fastest pair to give their answers and ask other students if they agree.

Play the recording, pausing after each word for students to repeat and identify which the silent letters are.

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The aim is to get the students to speculate about the objects shown in the photos using the language from the Grammar box.

Look at the first picture as a class. Read the first line of the example dialogue out loud. Ask students for suggestions of how to complete the gaps in the dialogue using the captions as prompts, eg It might be a knife.

In pairs, students have similar conversations speculating about photos 2–6 on page 33.

While the aim is speculation, students may ask what the photos are actually of.

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6 Speaking

5

6

9 Writing • • •

In pairs, ask students to think of five things and write definitions for them, starting It looks/sounds/tastes like …. Remind students to refer to the models in exercise 7.

Monitor and help with any vocabulary students need.

Students give their definitions to another pair, who guess the words.

Optional activity Students put object words on cards for the Vocabulary box and write an appropriate definition on the reverse.

Follow-up activities • Class survey. Ask each student to invent ten Do you prefer … or …? questions, similar to those in exercise 2. If necessary, give them further examples for ideas eg Do you prefer Jennifer Lopez or Cristina Aguilera? Adidas or Nike? Playstation or Xbox?

Students draw a chart similar to the one in exercise 2 with their questions and the names of other students.

They interview the other students and complete the chart. Invite a few students to report back to their class on what most people preferred.

• Game: What’s in the bag?

Put random objects like a ruler, a key, an orange or a bookmark into a non-transparent bag. Students put their hand into the bag and try to guess what the object(s) are, without seeing them, each student making a speculating sentence. This could be done in groups, with students preparing a bag of mystery objects for other students.

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P AP SI NT I OT N O I MS E S Homework Design a crossword: ask students to think of 5–8 objects and write them in an interlocking crossword layout, as below. They then create a blank crossword grid to represent their layout, numbering the start of each word, as below. They must write definitions (crossword clues) for all their words. They should bring their crossword puzzle to the next lesson to give to another student to complete.

1

P I

Z 2 6

F R

Z

5 3

4

V A C U U M C I

E

I

O

N D E

M A

7 8

L

D

E

S

B O O K I

C L

E

U B

1

5 2

3

4

6

7 8

Grammar Summary pp110–111 Workbook Unit 3 Lesson 1 pp26–27

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PO AP SI NT I OT N I MS E S

2 You can’t take a lion to the cinema Student’s Book p34 Grammar must and mustn’t/can’t have to and don’t have to Reflexive pronouns Function Expressing obligation and prohibition

Americans don’t have to worry, because Richard Smith and Luke Bateman only want to break silly laws. Smith, who came up with the idea, said ‘There are thousands of stupid laws in the United States, but we are limiting ourselves to breaking about forty-five’. The pair intend to start their lawbreaking holiday in Los Angeles – riding a bike underwater in a swimming pool. They also want to go whale-hunting in Salt Lake City, Utah (1,500 km from the ocean), and cross the road on their hands in Hartford, Connecticut.

Smith enjoys himself more on holiday when he has a purpose. ‘I am not really one of those people who likes going away and sitting by a pool.’

The students had to plan their 28,000 km journey across the continent carefully. It will take about two months – as long as they don’t get themselves arrested on the way!

Pronunciation Syllable stress Vocabulary Rules and regulations Age limit laws

Optional aids Follow-up activity: signs or pictures of signs, eg no smoking, no entry.

Warmer 1 If students did the homework from the previous lesson, they can exchange crosswords with their partner, who tries to complete it correctly according to the definitions.

Other laws that Smith and Bateman hope to break include: • You mustn’t fall asleep in a cheese factory in South Dakota – you must stay awake.

• You aren’t allowed to play golf in the streets of Albany, New York.

• You can’t take a lion to the cinema in Baltimore.

• It’s illegal to say ‘Oh boy!’ in Jonesboro, Georgia.

• It’s forbidden to give lighted cigars to pets in Zion, Illinois.

• You mustn’t drive round the town square in Oxford, Mississippi more than 100 times.

Warmer 2 Ask students to imagine they are going on a trip around America. They can choose three different cities/places to visit. They compare their plan with a partner and discuss reasons for their choices and say what they might see and do on the way.

Useful information Before reading the text, it may be helpful to give students some background information to American law. Although Americans are all governed by US Federal Law, each state has its own constitution and laws, which have a greater influence on daily life. Laws can vary greatly from state to state, in areas such as crime and punishment, health, drugs and education. For example, serious crimes are punishable with the death penalty in some, but not all, states. The highest official in each state is the Governor.

Answers riding a bike underwater in a swimming pool. … cross the road on their hands

3 Comprehension • •

Answers 1c 2f 3a

1 Opener •

Ask students to match the questions with the answers, reading the article again to help them.

Check the answers by asking different students to ask and answer the questions.

The aim is to introduce the context for the reading in exercise 2. Check first that students understand break the law by giving an example of a law in your country and asking What’s the expression for ‘doing something illegal/not following the law’? Ask students to look at the cartoons and discuss in pairs which laws are being broken. Ask one or two pairs to report back to the rest of the class. Encourage use of might/could for speculation.

4e

5h

6b

Optional activities • Fast finishers can cover the questions and try to remember them, looking only at the answers.

• In pairs, students discuss which they think is the silliest law in the article.

4 Grammar 2 Reading

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Ask students to read and listen to the article and check their predictions by finding the phrases describing the cartoons.

Recording PARTNERS IN CRIME Two British students plan to spend their summer vacation crossing the USA. But they have to avoid the police because they aim to break as many American laws as possible.

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Ask students to look at the Grammar box and to complete the sentences using must or mustn’t/can’t for the first section and have to or don’t have to for the second. Confident students can complete first and then check, while others can look back at exercises 2 and 3 and then complete.

Encourage students to use these examples to help them complete the rules below.

Students turn to page 111 of the Grammar Summary to check their answers.

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P AP SI NT I OT N O I MS E S

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Optional activity On the board, put key words from the laws in the article eg cheese, golf, lion, cigars. Books closed, students try to remember the laws from the prompts.

5 Grammar Practice • • • •

Ask students to look at the cartoons below the exercise (of a donkey and a fridge) and guess the laws.

Students read the sentences 1–10 to find the laws which relate to the cartoons.

Students re-write the laws using the correct form of the verb in brackets.

Check the answers by asking different students to say the re-written laws.

Answers 1 You can’t whistle underwater in Vermont.

2 You mustn’t sing in the bath in Pennsylvania.

3 You can’t keep a donkey in the bath in Georgia.

4 You have to wear shoes when driving in Alabama.

5 You can’t eat ice cream on Sundays in Oregon.

6 In Elko, Nevada, people walking in the street have to wear a mask.

7 In North Dakota you can’t lie down and fall asleep with your shoes on.

8 In Oklahoma City you mustn’t walk backwards while you’re eating a hamburger.

9 All cats have to wear three bells in Cresskill, New Jersey.

10 You mustn’t sleep outside on top of a refrigerator in Pennsylvania.

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6 Speaking •

The aim is to get the students to discuss laws in their country and the UK, using the language from the grammar box.

Tell students they are going to discuss laws in their country. Do the example as a class, asking students to complete the three sentences about driving a car.

In pairs, students discuss each law and complete the Age in my country column.

Encourage students to discuss if they feel any of the age limits in their country should be different.

• • •

7 Listening •

Ask students if they know any ages for the laws in the UK. Play the recording and ask students to complete the Age in UK column.

In pairs, the students discuss the differences between the laws in their country and the UK.

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6

Highlight that: – must, can and can’t, have to and don’t have to are all followed by the verb in the infinitive form without to. Must, can and can’t are never followed by to.

– don’t have to is not the same as mustn’t. It expresses lack of obligation rather than prohibition.

– in this context, mustn’t can be used as the opposite of must, unlike when using must for deduction in the previous unit.

Drill the examples in chorus for pronunciation and stress. Encourage students to use weak forms of can /k´n/ and to /t´/. Remind them that the first t in mustn’t is always silent and that the final t in can’t and mustn’t are not always fully pronounced. Point out that have is usually pronounced with a /f/ (not /v/) sound at the end in this context.

Optional activity Put key words from the ten laws on the board, eg sleep, refrigerator, ice cream, Sundays. Books closed, students try to remember the ten laws from the prompts.

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Answers You must stay awake in a cheese factory.

You mustn’t/can’t fall asleep.

You mustn’t/can’t take a lion to the cinema.

They have to avoid the police.

Americans don’t have to worry.

You must/You have to = It’s obligatory.

You mustn’t/You can’t = It’s not allowed.

You don’t have to = It’s not necessary.

The students had to plan their journey carefully.

Recording F Right – what do you know about laws in the UK? How old do you have to be to drive a car?

M Oh, I know that one – you have to be 17.

F Yes, that’s right – that’s when I learnt to drive. What about getting married – when can you get married?

M Erm, I think people can get married when they’re 16.

F Yes, but they must have their parents’ permission.

Otherwise they have to be 18. OK. And how old do you have to be to join the army?

M Well again, people can join the army at 16, but they must have their parents’ permission.

F Yes, otherwise they can’t join the army until they’re 17.

M 17 – it’s still very young to be a soldier.

F Yes, it is. What about voting? How old do you have to be to vote in an election?

M You know, I’m not sure … is it 17?

F No, you can’t vote until you’re 18.

M So you can fight for your country at 17, but you can’t vote?

F That’s right.

M That’s terrible!

F How old do you have to be to live by yourself?

M Erm – I think that’s 16; lots of people leave home at 16.

F Yes, you’re right. And how old do you have to be before you can buy a pet?

M No idea!

F You can’t buy a pet until you’re 12.

M That sounds sensible.

F And when can you leave school?

M The school-leaving age is 16; you can’t leave until you’re 16.

F Correct. How old do you have to be to buy a lottery ticket?

M Erm, is it 18?

F No, it’s 16, actually.

M Really?

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UNIT F Yup. What about flying a plane?

M Flying a plane? Well, is it the same as driving a car?

F Yes – it is. You can fly a plane when you’re 17. And last question – how old do you have to be to get a parttime job?

M Oh, I don’t know.

F You have to be 13 – but you can’t work more than two hours a day.

M That’s fine, I don’t want to work more than two hours a day!

Answers

(Age in UK)

You can drive a car. (17)

You can buy a pet. (12)

You can join the army. (16/17)

You can buy a lottery ticket. (16)

You can get married. (16/18)

You can vote in an election. (18) You can live by yourself. (16)

You can leave school. (16) You can fly a plane. (17)

You can get a part-time job. (13)

8 Grammar Practice •

Ask students to look at the reflexive pronouns in the box and then find three examples of these in the Partners in Crime article.

Answers we are limiting ourselves Smith enjoys himself as long as they don’t get themselves arrested

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Highlight the difference in the singular forms -self and the plural -selves and point out that reflexive pronouns are often used when the subject and object of the verb is the same.

Ask students to complete the sentences using reflexive pronouns from the box.

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Answers 1 ourselves 2 herself 3 himself 4 yourselves 5 myself 6 yourself

9 Pronunciation •

On the board, put the example words backwards and allowed. Ask students How many syllables? Where is the stress? for each word.

Ask students to copy and complete the chart into their notebooks.

Play the recording, pausing after each word for students to repeat and check their answers.

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Recording and answers backwards donkey factory journey ocean partner purpose ticket

limit

Optional activity Students add two words to each list, checking in a dictionary if they are unsure of the stress pattern. They say these words to their partner, who identifies which column they should go in.

10 Writing • • • •

Ask students to write information for a tourist brochure about laws in an imaginary country.

Tell students to use the phrases and encourage them to invent silly or strange laws.

Monitor and help with any vocabulary students need.

Ask students to compare their laws with a partner and try to agree on the best and silliest ones.

Optional activity With a less confident class, first brainstorm categories for laws, to give students ideas eg young people, education, drinking, smoking, drugs, driving, animals, public places, opening hours etc.

Follow-up activities • Game: Signs competition On the board, draw or stick pictures of signs, eg road signs, signs from around the school, no smoking/mobile phones signs. Write a number next to each. Divide students into three or four teams.

One by one, each team chooses a number and makes a sentence to explain the rule. They get a point for a correct sentence. Remove or erase signs that have been correctly defined until all signs have been used.

• With a confident and mature class, put some more controversial laws on the board eg You can carry a knife. You can’t smoke in public places. Shops can open on Sundays. Put students into groups according to whether or not they agree, to prepare a list of their reasons for agreeing/disagreeing.

Students then present their arguments to the other group and debate each issue as a class.

Homework Ask students to write a list of what they consider to be ten important rules for teenagers of their age and their parents. They can be real rules which they have or rules which they would like to have.

Weblink Students may like to visit this website: www.totallyuselessknowledge.com/laws.php for more examples of unusual or funny laws.

Grammar Summary p111 Workbook Unit 3 Lesson 2 pp28–29

allowed arrest asleep avoid cigar himself include intend police

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O P AP SI NT I OT N I MS E S

3 You should calm down!

Optional aids Warmer 2: a teenage magazine.

Follow-up activity 1: large pieces of paper, pairs of scissors.

Follow-up activity 2: cards with adjectives and situations/places written on them.

Warmer 1 Game: Adjectives alphabet Divide the class into about four teams and give each group a large piece of paper with the letters of the alphabet written vertically in a line from A to Z. Teams have five minutes to try to think of one adjective beginning with each letter of the alphabet and write it next to the letter on their page. The winning group is the one with the most letters completed.

Warmer 2 Bring a teenage magazine into class, either in English or your own language, and elicit from the students what they expect to find inside, eg celebrity interviews, horoscopes, song lyrics, problem page etc. Put students into pairs to discuss if they read these magazines, which ones and which sections they like/dislike.

1 Opener • •

The aim is to pre-teach and recycle vocabulary for the reading in exercise 2 and help students to predict the content of the text.

Check that students are familiar with teenage problem pages by asking Who might teenagers ask for help with their problems? Have you seen these online? Ask students to work in pairs to guess which of the words in the box will be in the problem page. Be prepared to explain bullying, cheating, concentrate and mood marks.

Answers bullying, cheating, comedy, concentrate, diet, embarrassed, marks, mood, panic

Optional activity Ask students to remember the meaning of those words not likely to be on the page and where they saw them in earlier units.

2 Reading •

Ask students to read the messages and match the problems with the advice, looking out for any of the words that were in exercise 1 as they read.

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Encourage students to guess the meaning of unfamiliar vocabulary from context and ask What does … mean?

Play the recording to check the answers, and also ask students if they found any words from exercise 1.

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Pronunciation /œ/ sad /e/ said Vocabulary School life Teenage problems Adjectives for opinions Phrasal verbs with down

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Grammar Should /ought to and shouldn’t had better Adjective + infinitive Function Giving advice

Student’s Book p36

Recording Teen Problem Page Lara It’s about my best friend. Her mood changes so quickly.

One minute she’s happy and cheerful, and the next she’s really depressed. It’s hard for her to concentrate for long – sometimes she just lies down and falls asleep. I don’t want to panic, but I’m really worried about her. What should I do?

D I think you should calm down! It’s quite normal for teenagers’ moods to change rapidly. It doesn’t always mean that something is wrong. It’s helpful to talk about things, so why don’t you sit down with her and have a chat? If she doesn’t want to talk, then perhaps you’d better have a word with her parents.

Rob I get good marks at school, so my friends all want to copy my homework. But I spend a lot of time working while they’re having fun. It’s not fair, and I’m getting fed up with it. But how do I tell them they can’t copy my work – I don’t want to lose my friends. Help!

B Your friends ought to know that they shouldn’t copy your work. It’s cheating and they’d better not do it any more.

The next time they ask, say ‘No’ nicely but firmly. Explain that they have to do the work themselves or they won’t learn anything. If they don’t understand, they aren’t real friends.

Joe Two older boys at my school are really nasty to me. Every time I see them they hit me and say something rude. They tell other people lies about me. And now one of them says he’s really going to hurt me. I’m scared and I don’t want to go to school any more. What should I do?

A Try not to show that you are upset or angry – they can’t bully you if you don’t care. I know it’s difficult, but you should try to ignore them and walk away. If the bullying continues, you’d better tell your parents or a teacher about it. But if the bullies say ‘Sorry’, you ought to accept their apology and try to stay out of their way.

Abbie I know lots of people would like to have my ‘problem’, but I’m so upset. I’m really thin and I can’t put on weight. It doesn’t matter how much I eat, I still stay the same. I’m embarrassed to talk to my friends about it – they’ll just think it’s funny.

C Don’t worry so much! It’s silly to worry about something you can’t change. Of course, you ought to make sure that you eat a balanced diet. But the fact is that it is more or less impossible for some people to put on weight.

Answers Lara–D Rob–B

Joe–A

Abbie–C

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UNIT 3 Comprehension •

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Ask the students to work in pairs to identify the correct person for questions 1–8. Make this into a competition by asking students to shout Stop! when they have completed all questions. Check the answers by asking the fastest pair to read them to the class. Encourage students to identify where the answers can be found in the text. Be prepared to explain ignore and apology.

Answers 1 Joe (I don’t want to go to school any more.)

2 Lara (It’s helpful to talk about things, so why don’t you sit down with her and have a chat?)

3 Rob (The next time they ask, say ‘No’ nicely but firmly.)

4 Joe (Try not to show that you are upset or angry.)

5 Joe (But if the bullies say ‘Sorry’, you ought to accept their apology and try to stay out of their way.)

6 Abbie (Don’t worry so much!)

7 Rob (But I spend a lot of time working while they’re having fun) 8 Abbie (I’m embarrassed to talk to my friends about it – they’ll just think it’s funny.)

• •

5 Grammar Practice •

Answers 1 You should revise for your exams.

2 He let his friends down and he ought to apologise.

3 The music is very loud – we had better turn it down.

4 You shouldn’t feel guilty when you haven’t done anything wrong. (should).

5 You had better not interrupt the teacher when she’s talking.

6 You ought to go and lie down.

Students discuss in pairs whether or not they agree with the advice.

Optional activity Game: Quick advice Divide the class into two teams. Read out a small problem, eg It’s raining, I’m hungry, I’ve got no money, I’ve got a headache. The first student to shout out appropriate advice using a structure from the grammar box wins a point for their team.

Answers You should try to ignore them.

They shouldn’t copy your work.

What should I do?

You ought to accept their apology.

You’d better tell your parents or a teacher.

They’d better not do it any more.

1

Highlight the /œ/ sound in sad and the /e/ sound in said. Play the recording and ask students to listen and repeat. Highlight that the mouth shape is more relaxed for /œ/, while the sides of the mouth are pulled outwards for /e/.

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•

Recording /œ/ sad /e/ said

and bad had sand sat end bed head send set

Ask students to listen and write down the words they hear in their notebooks.

Ask students to compare what they have written in pairs.

To check the answers, nominate different students to say each word and spell it. Write their spelling on the board and ask other students if they agree.

• •

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Highlight that: – all the forms give advice/suggestions.

– should, ought to and had better are all followed by the verb in the infinitive form without to. Should and had better are never followed by to.

– should is more frequent than ought to, but the meaning is the same.

– oughtn’t is less commonly used. Students can stick to shouldn’t.

– had better is used when something is important now. The contraction ’d is common, representing had, not would.

– the negative form of had better is had better not.

We don’t use hadn’t better.

•

9

•

Ask students to look at the Grammar box and to complete the sentences using should/ought to /shouldn’t or had better. Confident students can complete first and then check, while others can look back at exercises 2 and 3 and then complete.

Students turn to page 111 of the Grammar Summary to check their answers.

6 Pronunciation

1

4 Grammar

•

Students re-write the sentences using the correct form of the verb in brackets.

Check the answers by asking different students to say the re-written sentences.

•

Optional activities • Students choose one of the advice messages which they disagree with or feel is not helpful enough and suggest better advice.

• Students cover the problems in the first half of the text. Looking only at the advice, they work together in pairs to try to remember what the problems were.

•

Ask students Which is stronger: should or must? to check understanding.

Drill the examples in chorus for pronunciation and stress. Encourage students to use contractions for ’d and shouldn’t. Remind students of the weak pronunciation of to /t´/. If students have difficulty with the pronunciation of ought /O…t/, point out words which include the same sounds, eg bought, sport, court.

Recording and answers end bad had send set

Optional activity In pairs, students dictate two words from exercise 6 for their partner to write down. They then check to make sure they heard and wrote the words correctly.

7 Speaking •

The aim is to get the students to use the adjectives in the box + infinitive.

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P AP SI NT I OT N O I MS E S •

•

On the board, put an example of the adjective + infinitive pattern from the text, but leave a gap for the adjective and ask students to try to remember what it was, eg It’s ______ to have a regular routine (helpful).

Highlight the pattern for the students, drill the example in chorus, encouraging students to produce the weak form of to /t´/. Ask students to work in pairs to make similar sentences using the adjectives from the box and the phrases. Remind students that they can express a different opinion from their partner by using another adjective, or agree with them using So do I. Ask confident students to report back on their opinions to the rest of the class and encourage other students to express their agreement or disagreement.

Optional activity Fast finishers can look back at exercises 2 and 5 and note down any more examples of the adjective + infinitive pattern that they find.

8 Vocabulary

Explain that the problem page messages contained different phrasal verbs. Ask students to match the phrasal verb with the meaning. Encourage students to look back through the lesson to try to find these phrasal verbs and deduce their meaning from context.

Answers 1f 2a 3e

4g

5b

6c

7d

Optional activity Fast finishers can look back through previous lessons (especially Unit 1, Lesson 3 and Unit 2, Lesson 3) and try to find other phrasal verbs and remember their meaning.

9 Speaking • •

Ask a student to read number 1 as an example and elicit possible sentences from other students, encouraging use of a range of structures from the grammar box in exercise 4 to say what should be done.

In pairs, students make similar sentences for the other situations.

Optional activity Each pair writes one more similar sentence about a problem/dilemma and reads it out to the class, who suggest what they should do.

10 Writing •

• •

Ask students to write a note describing a problem and asking for advice. Remind them that it does not need to be a real problem they have. Encourage them to look back at those in exercise 2 Reading for ideas, and highlight useful language for asking for advice, eg What should I do? What can I do? Help!

Give students a few minutes to check their message for grammar, spelling and capital letters.

Students then exchange their message with another student, read the message and write a reply giving helpful advice. Remind students to look back at the

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advice in exercise 2 and to try to include some of the advice expressions from the grammar box in exercise 4, the adjective + infinitive pattern and imperatives, eg explain, try not to…

Optional activity In small groups of about six, ask students to tell the others about the problem in their message and the advice they received. As a group, they decide who had the most/least serious problem and who got the best/worst advice.

Follow-up activities • Game: Problems jigsaw Divide the students into small groups of about five.

Give each group a large sheet of paper folded in half and a title, eg school/study problems, problems on holiday, problems with friends, family problems or any others appropriate for your students. In groups they brainstorm problems in their category and make a list on one side of the paper. They then give their paper to another group, who think of possible solutions and write them next to each problem on the other half of the paper. Groups receive their original paper back and read their advice. They then cut up the paper, each piece containing either one problem or one solution. They pass the pieces to a different group, who read and match problems with solutions to re-make the jigsaw.

• Game: Adjectives and situations Before the game, put the adjectives from exercise 7 on cards and prepare another set of cards with places/situations written on them, eg in a library, at a supermarket, at a wedding, in an exam. Place the cards face down on a desk, in two piles. Divide the class into two teams. One member of a team chooses a card from each set and the team has to invent a sentence using the adjective + infinitive pattern to describe behaviour in this place, eg It’s rude to shout in a library. Teams score points for correct sentences.

Homework Ask students to imagine that they doing an exchange with an English student, who is coming to visit them in their home country for a week, staying with their family and accompanying them to school. Students must write an email to their exchange partner, offering advice about things they should bring, rules of behaviour/local customs they’ll need to follow, places they should visit and things which are important to do during their stay.

Weblink Students may like to visit this website: www.britishcouncil.org/learnenglish/central where they can play games, read articles and stories, etc to practise their English.

Grammar Summary p111 Workbook Unit 3 Lesson 3 pp30–31

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PO AP SI NT I OT N I MS E S

4 Integrated Skills

Discussing facts and opinions Student’s Book p38

Skills Reading Distinguishing between fact and opinion: World Poverty and The Aid Debate articles Listening Noting details about saving energy Speaking Interview/ Discussion Writing Report/Dialogue Linking words however and and

Vocabulary Poverty and aid Energy-saving Useful expressions

Useful information Students may have heard of the Make Poverty History campaign and its trademark white wristbands. It aims to raise awareness of the growing divide between the world’s rich and poor and put pressure on richer nations to take action to address poverty. On July 2nd 2005, the Live 8 Concert was staged in 10 countries and screened worldwide as a united call for action to the leaders of the world’s eight richest nations, who were due to meet at the G8 Summit, to drop third world debt, increase aid and ensure fair trade. One of the most alarming statistics publicised by the Make Poverty History campaign is that a child dies every three seconds in the developing world.

The idea for the Live 8 Concert came from musician, Bob Geldof, who in 1985 had been the driving force behind the original Live Aid concert and Band Aid single, which raised millions of pounds to help fight poverty and hunger in the developing world.

1 Opener •

The aim is to set the context for the reading. Ask students to agree on a figure in pairs and have a competition to see which pair is closest to the correct answer.

Answer 6,700,000,000 approx and rising: 6,646,131,400 (December 2009 est.)

•

Ask students to look at the photo on page 38 and describe what they can see.

Optional activity Do the opener without students opening their books, so that they will not have seen the World Poverty box yet.

Put some numbers/statistics from the box on the board, eg 100 million children, one in three people, 60%. Then read information from the box, eg people in the world who cannot read or write, and ask students to guess which number goes with it. They then open their books to check their predictions.

Reading 2 •

Ask students to read World Poverty box and play the recordings. Try to elicit some reaction from the students, for example by asking them which information they find most surprising or shocking. Ask students if these are facts or opinions.

Explain that The Aid Debate contains both facts and opinions. Ask the students to read and listen to the text and note which are facts and which are opinions.

Encourage students to deduce the meaning of unfamiliar words from context and reassure them that they will be looking at the bold words in more detail in the next exercise.

Ask one or two confident students to identify facts/opinions and ask how they reached their decision.

Ask students to make a list of the verbs which indicate opinions rather than facts.

•

Optional aids Warmer 2: an audio recording of the Band Aid song Feed the World.

Warmer 2 Play all or part of the Band Aid song Feed the World.

Ask the students What’s the song? What’s it about?

Ask students Did you see the Live 8 concert of July 2005? Encourage students to give their opinions about the effectiveness of charity records and concerts.

•

1

• .4

0

Warmer 1 Game: Sit down Ask all the students to stand up. Go round the class, asking each student to say the name of a country.

Students who can’t think of a country within three seconds or who repeat a country that has already been named, must sit down and are out of the game. Continue round the students as many times as necessary until there is only one student left standing – the winner.

With a large class, this could be played in smaller groups.

Recording See the text on page 38 of the Student’s Book.

Answers Poor countries already get a lot of aid. However, some of their governments spend the money on weapons or steal it (FACT). We should be more careful who we give the money to. (OPINION) We ought to give a lot more food to the poorest countries – we’ve got too much and they’ve got far too little. (OPINION) I disagree – giving food doesn’t help. We should help people to grow food for themselves. (OPINION) Every year the European Union (EU) gives its farmers $913 for each cow they have. However, the EU’s annual aid to Africa is only $8 per person (FACT). Japan is even worse than the EU (OPINION), giving $2,700 to each of its cows and $1.47 to each African (FACT). It’s incredible! (OPINION)

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P AP SI NT I OT N O I MS E S

Verbs which indicate opinions: should agree ought to believe disagree must

Opinions are also indicated by: Use of some adjectives, eg worse, incredible Use of too, eg we’ve got too much Other phrases, eg in my opinion, I’m not saying…, but…

Optional activity Students brainstorm where facts and opinions are commonly found, eg Facts: encyclopedia, food nutrition information on packets. Opinions: diary, emails.

3 •

The aim is to encourage the students to deduce meaning from context. Ask the students to match highlighted words in the texts with definitions 1–12.

Optional activity Fast finishers put the words on cards for the Vocabulary box, with a definition or example sentence on the reverse.

4 •

In pairs, ask students to discuss their reactions to the facts and opinions from the texts, using the questions.

Encourage them to give reasons for their opinions.

5 Linking words •

Ask the students to find examples of however in The Aid Debate.

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Highlight that: – however expresses a contrast, like but.

– however is more formal than but and more common in writing than speaking.

– however, unlike but, is often placed at the beginning of a sentence, where it is followed by a comma.

Students complete the text with however and and.

Check the answers as a class. If students found the exercise difficult, prompt them by asking Does the information agree with or contrast with the information before?

See Grammar Summary page 115.

• • •

Answers 1 and 2 However 3 and 4 However

6 Listening •

Before students read or listen, write on the board How you can save energy and elicit any ideas from students about the likely content of the list.

Ask students to read the text and try to guess any of the words or types of word (eg it’s a number) which may go in the spaces.

Play the recording for students to listen and complete the text.

Check the answers together as a class, writing them on the board to check spelling.

• • • .4

1

Answers 1 weapons 2 fault 3 dirty 4 treat 5 likely 6 trade 7 aid 8 diseases 9 developing world 10 poverty 11 human rights 12 annual

Answers Poor countries already get a lot of aid. However, some of their governments spend the money on weapons or steal it.

Every year the European Union (EU) gives its farmers $913 for each cow they have. However, the EU’s annual aid to Africa is only $8 per person.

However, by 2001 a child there was 25 times more likely to die.

•

1

I agree that it’s an imperfect world, but rich countries ought to buy more from poor countries. I believe in fair trade.

(OPINION) Children in rich countries live longer. Children living in poverty are more likely to die now than they were ten years ago. In 1990 a child in sub-Saharan Africa was 18 times more likely to die than a rich child. However, by 2001 a child there was 25 times more likely to die. (FACTS) Of course I’m not saying that it’s their fault, but people in poor countries should work harder. They must learn to help themselves. (OPINION) In my opinion, we should only give aid to governments who respect human rights. (OPINION) We’re not a rich country and we’ve got lots of poor people and problems (FACT). We ought to look after our own people first. We aren’t responsible for the whole world (OPINION).

Recording and answers HOW YOU CAN SAVE ENERGY How can you make a difference to the world? Easy!

Take control of your environment.

1 Switch off the lights when you leave a room.

2 When you make hot drinks, just boil the water you need.

In a week you can save enough energy to light your house for a day.

3 Run the washing machine at 40°C not 60°C and use a third less energy.

4 Turn down the heating in your house by 1°C – it will cost 10% less!

5 Turn your TV, radio or DVD off at the wall. When you leave them on standby, it uses 10–60 % more electricity.

6 Walk, cycle or, if you must, take the bus to school.

Don’t drive or let your parents drive you – be impolite and say no!

7 Buy local food, not fruit or vegetables from the other side of the world.

8 Think before you fly. A New York to Paris flight gives out 3.8 tonnes of CO2 (a greenhouse gas) per passenger.

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UNIT 6 7 8 9 10 11

Optional activity With a less confident class, write all the words/numbers for the gaps in a jumbled order on the board before the students listen. Ask them to guess which word goes in which gap and listen to check.

7 Speaking •

Ask students first to read and choose which of the two speaking activities they would prefer to do. Divide the class in two halves according to their preferences.

Give both groups preparation time: the first to prepare interview questions and copy these into their notebooks with space to note the replies of two students, and the second to read the Expressing opinions box, note some arguments for and against giving more aid and prepare facts to support their opinions.

Students in the first group should work in groups of three and those in the second group in pairs or groups of three.

Remind the first group to note down the answers to the interview and the second group to use a variety of opinions, expressions and support their ideas with facts during their discussion.

Give students about 10 minutes to do their activity.

Monitor and help both groups where necessary.

•

• • •

Optional activity Ask students to work with a student from the other group to report on their activity and say what was discussed or learnt.

8 Writing •

Ask students from the first group to write a paragraph giving the results of their interviews. Remind them to include description of both their interviewees’ opinions and to compare and contrast the two students using expressions like both and however/but.

Ask students from the second group to write a summary of the role-play about aid. Encourage them to include the arguments for and against as well as the most interesting parts of the discussion they had.

Tell students to use a range of expressions of opinion.

Give students a few minutes to check their work for grammar, spelling and capital letters. They then give it to a student from the other group to read and check.

•

•

Real English 9 •

The aim is to revise and practise the functional language from the previous lessons.

Students work on their own and cross out the unnecessary word in each expression.

Students compare their sentences with a partner.

Play the recording, students listen, check and repeat.

Make sure they copy the intonation correctly.

•

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2

1

• •

Recording 1 You can’t be serious!

2 That can’t be true.

3 There must be some kind of mistake.

4 I’m not one of those people who …

5 Have fun.

•

Take care of yourself.

What should I do?

It’s not fair.

It’s against the law.

It’s incredible!

Help yourself to some more …

You may drill the expressions by calling out the first half You can’t … and inviting the class to finish in chorus. Go on to individual drilling. Remember to nominate students at random.

Answers 1 to 2 never 3 lately 4 person 5 yourself 6 always 7 possibly 8 playing 9 driver’s 10 looking 11 for

10 • • •

The aim is to revise and practise the functional language from the previous lessons in the appropriate context.

Students work on their own, then compare their minidialogues with a partner.

To check the answers, call out the first sentence in a mini-dialogue and invite a student to respond with the second. Students may then continue in pairs. (You may also check the answers by nominating a student to react to the first sentence read by you. Then the student reads another sentence and nominates someone else to react to it and so on.)

Answers 1J 2D

3G

4H

5A

6C

7E

8I

9F

10 B

Optional activities • Students think of a situation in which they might say each expression, eg Have fun: to your brother as he leaves home to go to a party.

• Students can add expressions which they like to their Learning Diaries. Be ready to help with explanation as necessary.

Follow-up activities • Students make an advertising poster for the Proaid/Make Poverty History Campaign. They should include facts about world poverty and reasons why aid is needed. They can illustrate their posters with illustrations, maps of the developing world or photos taken from magazines or the Internet. The class could vote on which is the most effective poster and the best posters could be displayed on the classroom walls.

• Balloon debate: Change the world.

Draw a picture of a balloon on the board and tell the students that they are politicians and that they are all in the balloon. Unfortunately they are too heavy and it is sinking fast, so some politicians must be thrown out of the balloon. Divide the students into small groups of five or six. Each group must think of three good suggestions which will make the world a better place, eg we should use electric cars, university education must be free etc. Groups choose a spokesperson for their group, who tells the rest of the class their suggestions. Other students can ask questions about their suggestions. At the end, take a class vote on which group had the least successful suggestions and should be thrown out of the balloon.

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P AP SI NT I OT N O I MS E S Homework Ask students to write a message for the Make Poverty History website message board, giving their opinions about what should be done to address each of the five issues presented in the World Poverty box in exercise 1.

Weblink Students may want to find out more about world poverty and how to take action to help at: www.makepovertyhistory.org

Learner Independence • •

UNIT 3 COMMUNICATION ACTIVITY

Student’s Book p107 and p117 Aim: To practise ordering a debate on nuclear power.

• Students work in pairs. Check that they understand nuclear power and encourage them to predict some of the arguments which may be used for and against nuclear power.

• Tell students they are going to read half of a debate on nuclear power. Their sentences are in the wrong order and they must work with a partner from the other group to put all of their sentences into the correct order to re-build the debate. Give students time to read their own sentences on p107 or p117.

• Remind students not to show their sentences to their partner. Student A begins with Let’s start with the situation today … and student B looks for the following sentence and so on. Remind them to look for clear links from one sentence to the next.

• Students show each other their sentences and check that they still agree on the order. Check the correct order with the whole class and encourage students to give their own opinions on the nuclear power debate.

Answers – Let’s start with the situation today. We have to do something about global warming – the world is getting hotter and hotter.

– I agree and global warming is caused by burning oil, coal and gas for energy. We should look for other ways of producing energy.

– That’s right and we don’t need to look far for other ways of producing energy. Nuclear power works and it doesn’t produce the greenhouse gases that cause global warming.

– Actually, you’re wrong – nuclear power stations do produce greenhouse gases, about 40% of the gases produced by other power stations.

– I can’t believe that it’s 40%. And the other thing about nuclear power is that it’s safe.

– Safe? You must be joking. Don’t you remember the nuclear accident at Chernobyl? We must use wind and wave power to get energy.

– But wind and wave power won’t give us all the energy we need. Anyway, the fact is that nuclear power is here now, and we must use it and build more power stations.

– I completely disagree. We should close nuclear power stations and not build any more. Nuclear power stations produce dangerous waste. We have to find better ways of producing energy – or learn to use less energy.

Workbook Unit 3 Lesson 4 pp32–33

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•

The aim is to encourage students to acknowledge the rights and responsibilities of teachers and students and use language from lessons 1-3, as well as expressions of opinions.

Introduce the idea of classroom rights, asking students who has rights in the classroom and eliciting students and teachers. Highlight the example rules given for students and teachers and tell students they should add more rules for both.

Give students five minutes to write down their ideas in pairs. Then join pairs together into groups of four to discuss their ideas. Repeat the procedure, joining groups of four students into groups of eight.

Continue to group students into progressively larger groups until the whole class is working together.

Make a copy for each student of the Learner Independence activity – Unit 3. See page 209.

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Inspiration

1

•

Play the recording. Students listen and match the conversations to the pictures. Remind them that there are two extra places that do not go with any of the conversations.

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3

Optional aids Warmer 1: 10 small objects (some easily identifiable, some misleading) and a bag.

Reagowanie językowe, exercise 7, Optional activity – cues written on cards.

Student’s Book p40

1 MRS COLLINS LINDA

Warmer 1 Choose ten small objects and put them in a bag. (You may ask students to add their own possessions to the bag. Make sure they don’t put anything inappropriate).

Students will have to guess what the objects are by only reaching in and touching them. Some of these objects should be easily identifiable – a coin or a key – but others should be misleading – a driving licence (could be a credit card, an ID, etc). Students reach in the bag one by one; make sure they don’t cheat by looking inside. Each student touches an object but doesn’t take it out. Students pass the bag around and write down what they think the object they have touched is. When they finish, write their possible answers on the board. Without revealing what each object is discuss each possibility. Encourage students to use modal verbs of deduction after providing them with a few examples, eg The object is flat and round so it could/may/might be a CD, or it could/may/might be a DVD, it’s hard to tell just by touching it.

MRS COLLINS LINDA MRS COLLINS LINDA

MRS COLLINS 2 LIBRARIAN

YOUNG GIRL LIBRARIAN

Warmer 2 Elicit modal verbs for expressing rules and regulations (must/mustn’t/can’t/have to/don’t have to) as well as names of different places (eg hospital, church, library, swimming pool, train, etc). Students work in groups of three. Each group chooses a place and writes the rules for it. When they finish, the groups read out their rules and the others guess the place.

YOUNG GIRL LIBRARIAN

YOUNG GIRL 3 GIRL BOY GIRL

Słuchanie 1 • • • • •

The aim is to understand the sentences by identifying the context in which they could be used.

Elicit the names of the places students can see in the pictures. Brainstorm different words/phrases they might know that are connected with these places.

Students match the sentences to the pictures. Check with the class.

Students work individually and write their own sentences that go with each picture. Monitor the activity and help where necessary.

Let students compare their sentences in pairs and ask volunteers to read out their sentences to the class.

Answers A2 B3

2 •

C5

D4

BOY

• •

E1

The aim is for students to listen for gist and understand the context of the conversations.

Recording

GIRL

•

Shhh! Can’t you see the sign? You mustn’t talk here. The other people are working.

I’m very sorry. I was only asking where I could find the Polish-English dictionaries.

They’re on the shelves over there. But you should ask me next time you need something.

Yes, of course. There’s one more thing.

I’d like to borrow these two books. How long can I keep them?

You must return them in two weeks’ time.

And now can I see your reader’s card?

Here you are.

What’s that noise?

What noise? I didn’t hear anything.

Honestly, Tom. I heard somebody moving outside the window a minute ago. I’m scared.

It might be a burglar!

Calm down! There’s nothing to be afraid of.

It may be the wind in the trees. Or it might be Mrs Cook moving around in the garden.

And what you can hear now is the rain.

Just sit on the sofa and relax.

I hope you’re right.

Before playing the recording again, allow students to check their answers in pairs.

Check with the whole class. Nominate different students to justify their answers.

Answers 1D 2A

3

So what do you think?

It’s exactly what I was looking for.

A comfortable bed, a large desk and lots of shelves for books. I think I’ll take it.

I’m glad to hear that. But you also have to follow some house rules.

Yes, what kind of rules?

You can’t cook in the room and you mustn’t play loud music at night or throw parties.

That’s OK with me. I’m not one of those people who like studying with loud music on and I’m not terribly keen on cooking, so I’ll have my meals out.

Fine, in that case you can move in tomorrow.

3B

The aim is to listen for specific information and identify the key words in the conversations.

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P P APASISNTT O I OT T N I MSI M E SE S •

Before students listen again, check if they can remember any words that helped them guess where the conversations are taking place.

Play the recording. Students note down the key words and compare them with a partner.

Have feedback with the class by nominating different students to read the words they have listed. Find out if they have used any of these words in their sentences.

• •

Answers 1 can’t be 2 mustn’t 3 must be 4 don’t have to 5 oughtn’t to/shouldn’t Optional activity Elicit different problems teenagers have, eg learning difficulties, loneliness, strict parents etc. Write the list of problems up on the board or ask a student to write each problem on a separate slip of paper. If necessary, brainstorm various grammatical structures for giving advice and write them up on the board: you can you could you may you might you should you’d better you ought to Have students work in pairs or groups. Assign different problems from the board to each pair/group or give each pair/group a few slips with problems. Students brainstorm possible solutions to the problems they have been given. Monitor the activity and make sure students use different grammatical structures for giving advice.

Have feedback with the class.

Possible answers 1D: comfortable bed, large desk, lots of shelves for books, house rules 2A: you mustn’t talk here, people are working here, borrow books, reader’s card 3B: calm down! wind, trees, rain, sofa

Reagowanie je˛zykowe 4 • • •

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4

1

• •

The aim is to check if students can react in an appropriate way when they hear the functional expressions in real life situations.

Tell students to read the responses before they listen.

Check if they can understand all the sentences. Elicit possible preceding utterances.

Play the recording. Students listen, mark their answers and compare them with a partner.

Play the recording again for students to check.

To check with the whole class, read the recorded utterances from the tapescript and nominate different students to read the correct answers.

Recording 1 Anna looks very sad.

2 Help yourself to some more spaghetti.

3 I feel nervous about my exams.

4 Bye Mum, I’m going out to the concert!

Answers 1B 2C

3A

4B

Optional activity Students choose five different reactions A–C from exercise 4 and write a question/a preceding utterance for each of them, eg I never remember your phone number! So why don’t you write it down?

Students work in pairs taking turns to read their questions/ utterances to a partner who has to respond appropriately by choosing the correct sentence from exercise 4.

5 •

• •

The aim is to revise grammatical structures (eg you’d better) and different uses of modal verbs, students have learnt in Unit 3 (eg modal verbs expressing logical deduction, possibility, obligation, prohibition, giving advice).

Students complete the sentences on their own and compare their answers with a partner.

Check with the class by asking different students to read out the sentences. Elicit the function of the modal verb/grammatical structure used in each sentence, eg It can’t be my sister’s bag. Hers is brown. – ‘Can’t’ is used here to express logical deduction.

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6 • • • •

The aim is to check if students can process information from Polish into English and whether they know how to react in an appropriate way in different real life situations.

Tell students to read the task and check if they understand all the sentences.

Students mark their answers and compare them with a partner.

Check with the class. Invite students to explain why the sentences are appropriate/inappropriate in each context.

Answers 1C 2A

3B

4C

Optional activity Explain that students have to come up with the most appropriate context for the sentences that have been marked in exercise 6 as incorrect. Use the sentences from point 1 as an example: Oglądasz zdjęcia kole anki, która spędziła dwa tygodnie wakacji we Włoszech. Na jednym ze zdjęć widzisz chłopaka, który wygląda jak twój przyjaciel Bill, który te podró ował po Włoszech. Co powiesz?

Bill went on holiday to Italy, so it may be him.

Wracasz wieczorem z kina z przyjaciółmi. Na przystanku autobusowym stoi chłopak, który wyglądem przypomina twojego kolegę Billa. Co powiesz?

He looks like Bill, it might be him.

In pairs, students brainstorm various possible situations in which sentences 2–5 might be used. Have students from different pairs work together. Students take turns to present their situations to a partner whose task is to react with the most appropriate sentence from exercise 6.

Monitor and help where necessary.

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UNIT 7 • • •

The aim is to revise different uses of modal verbs, eg modal verbs expressing logical deduction, possibility, obligation, prohibition, giving advice.

Students complete the sentences on their own and compare their answers with a partner.

Check with the class by asking different students to read out the sentences. Elicit the function of the modal verb/grammatical structure in each one.

Answers 1 can’t be 2 had better/should/ought to 3 must be 4 have to/must 5 mustn’t/can’t 6 don’t have to

Optional activity In order to drill modal verbs, write the following words on the board: certain possible impossible Write a sentence on the board and show students how it changes depending on whether it’s certain, possible or impossible, eg It is Mary (point to certain and elicit) – It must be Mary.

It is Mary (point to possible and elicit) – It may/might /could be Mary.

It is Mary (point to impossible and elicit) – It can’t be Mary.

Drill modal verbs for logical deduction and possibility by giving other cues (spoken, or written on cards) and nominating different students in the class to make sentences.

Czytanie 8 • • • •

The aim is to define intentions of the text’s author and to match the sentences to the correct intentions.

Tell students to read the intentions and elicit different grammatical/lexical structures that can be used for each intention.

Students work individually and then compare their answers with a partner.

Check with the whole class by calling out an intention and nominating a student to read the matching sentence. Ask students to justify their choice.

Answers 1E 2C

3A

4B

5F

6D

Optional activity Students work in pairs and write a sentence for each intention A–H. When ready, students swap their sentences with a different pair and decide which sentence expresses which intention. Tell students their sentences should be in a different order than the intentions in exercise 8.

9 • • • •

The aim is to read for gist and understand the purpose of each text.

Draw students’ attention to the purposes A–E. Students work on their own. They read the texts and match them to the right purpose.

Students compare in pairs.

Check with the whole class and ask students to justify their choices.

Answers 1D 2E

10 • • • •

3A

The aim is to practise writing for a specific purpose.

Students work on their own. Monitor the activity and help where necessary.

You may tell students to swap their texts with a partner and guess what the purpose of each text is.

Ask a few students to read out their texts to the rest of the class. The class guess the purpose of each text.

Answers Students’ own answers

Optional activity Students read the intentions A–E and write five sentences, each expressing a different intention. Encourage students to use various grammatical and lexical structures.

Monitor the activity and have feedback with the class.

Homework Students use the points A–F from exercise 8 as a guideline for writing a dialogue. Students individually decide on the order of the instructions A–H, eg Student A ask for an opinion Student B say something is not allowed.

Student A say he/she is sure something is untrue.

Student B say he/she is sure something is true.

Student A say he/she is grateful for something.

Student B say something is not necessary.

During the next lesson, students read out their dialogues and the class guesses the order of the instructions A–F. Weblinks You will find printable worksheets to practise modal verbs at: www.eslhq.com/worksheets/preview_worksheet.php? worksheet_id=112580 www.esltower.com/GRAMMARSHEETS/modals /modals.html www.atkielski.com/ESLPublic/Grammar%20%20Modal%20Verbs%20I.pdf Students can practise modal verbs at: www.englishpage.com/modals/modalintro.html www.autoenglish.org/modalverbs.htm www.learn-english-today.com/lessons/lesson_contents /modals-ex.htm www.nonstopenglish.com/exercise.asp?exid=917 www.english-4u.de/modal_verbs_ex1.htm www.english-4u.de/modal_verbs_ex2.htm www.english-4u.de/modal_verbs_ex3.htm www.english-4u.de/modal_verbs_ex4.htm

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P P APASISNTT O I OT T N I MSI M E SE S YOUR CHOICE! • • •

Students choose which activity to do and work in groups or individually as appropriate.

Monitor and help groups. Check answers if necessary or provide written answers for groups to check their own work against.

Encourage students to experiment with other learning styles and try one of the other activities of their choice.

CONSTRUCTION •

Students complete the gaps with must, mustn’t or don’t have (to).

Answers 1 must 2 must 3 don’t have 4 must 5 must

6 7 8 9 10

don’t have mustn’t don’t have must mustn’t

REFLECTION Answers a 3 He can swim but he can’t dive – can and can’t are used to talk about ability. b 1 You must listen to me – must is used to express obligation. c 4 You must be joking – it can’t be true! – must and can’t are used to make deductions. d 5 We can’t talk during the exam – mustn’t and can’t are used to express prohibition. e 2 You can borrow my bike – can is used to express permission.

ACTION • • • •

Students work in small groups of three or four.

Students then follow the instructions in the box, taking it in turns to think of and mime using their object.

The other students in their group guess what the object is, making sentences like the examples.

Students could decide in their group who was the best ‘mimer’ and this student could perform their mime for the whole class to guess at the end.

INTERACTION • •

•

Students work in small groups.

Check that students understand that a fortnight is two weeks. Then students plan their ideal fortnight’s holiday, making decisions about all the points mentioned. Remind students to use language to express opinions from Unit 3, Lesson 4.

Students could report back to the rest of the class on their final decisions.

REVISION and EXTENSION •

Make a copy for each studenr of the REVISION and EXTENSION activity – Unit 3. See page 206.

REVISION Lesson 1 Answers B must be a dictionary. It can’t be a newspaper.

C must be an elephant. It can’t be a mouse.

D must be a motorbike. It can’t be a car.

E must be a helicopter. It can’t be a train.

Lesson 2 Answers You can’t fall asleep in a cheese factory in South Dakota.

You have to stay awake.

You can’t/mustn’t play golf in the streets of Albany, New York.

You mustn’t take a lion to the cinema in Baltimore.

You can’t/mustn’t say ‘Oh boy!’ in Jonesboro, Georgia.

You can’t/mustn’t give lighted cigars to pets in Zion, Illinois.

You can’t drive round the town square in Oxford, Mississippi more than 100 times.

Lesson 3 Possible answers You ought to/should try to walk away. You should tell your parents or a teacher about it if the bullying continues.

You ought to/should say no nicely but firmly to your friends.

You ought to/should explain that they have to do the ork themselves.

You shouldn’t tell her any more secrets. You ought to/should accept your friend’s apology. You shouldn’t end a good friendship because of a broken promise.

You ought to calm down. You ought to/should have a regular routine. You ought to/should revise at the same time every day. You ought to/should tell your friends and family so they don’t interrupt you. You ought to/should sit down to work at a desk or table. You ought to/should take a break every half hour and get up and do something different for five minutes.

EXTENSION Lesson 1 Answers cluck ding dong hiss miaow moo pop quack splash tick tock

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It sounds like a chicken.

It sounds like a bell.

It sounds like a snake.

It sounds like a cat.

It sounds like a cow.

It sounds like a balloon.

It sounds like a duck.

It sounds like water.

It sounds like a clock.

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UNIT Lesson 2 Possible answers On a plane You must: wear a seatbelt, sit down when the plane is taking off.

You mustn’t/can’t: talk to the pilot while he/she is flying the plane, carry metal objects, use the toilet when the plane is taking off and landing.

In a church You must: be quiet during the service.

You mustn’t/can’t: chat when it is quiet, talk on your mobile phone.

In a museum You must: pay an entrance fee if the museum is not free.

You mustn’t/can’t: touch the exhibits, draw on paintings.

Lesson 3 •

Refer students to the expressions for giving advice in Unit 3, Lesson 3.

Possible answers I think you should join a club to meet other people who have the same interests as you. You ought to try chatting to the person who sits next to you in class.

You should ask your parents to introduce you to their friends’ sons and daughters.

You should join an Internet chat room.

Grammar Summary pp110–111 Workbook Unit 3 Inspiration Exam! pp34–35

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Great novels

1 Reading • •

Answers 1 The Sign of Four; a 2 Bridget Jones’ Diary; b 3 The Perfect Storm; c Optional activity Game: Memory game Tell students to close their books and divide the class into two teams. Give some information from one of the three writer biographies, eg This person was born in Scotland, and ask the first team to try to remember the identity of the author. Repeat for the other team with other information. Teams score points for correctly identifying the author.

2 • •

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5

1

•

Students read and listen to the extracts and identify which novel on page 42 they come from.

Encourage students to deduce the meaning of unknown vocabulary from context or ask What does … mean? Be prepared to explain straightaway, rescue, rope, slide down and pole.

Check the answers as a class and encourage students to identify which words, phrases or characters helped them identify where each extract came from.

Recording See text on page 43 of the Student’s Book.

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Optional activity Fast finishers can check any new vocabulary from the extracts in their dictionaries and put these words, together with an example or definition, on cards for the Vocabulary box.

3 Listening •

Tell students that they are going to listen to three recordings which continue the story from each of the novel extracts they have just read. Ask them to look at the pictures A–C and encourage them to describe who/what they can see and to speculate about what happens next in each of the three novels.

Students listen to the recording and match each extract with a picture A–C and identify which novel each extract is from.

Ask students to compare their answers with a partner, saying what happened next in each novel. Then check the answers as a class.

• •

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6

Ask students to look at the covers of the three books on page 42 and find out if they know anything about the books and their authors or if they have seen any of the books in a film version.

Encourage students to deduce the meaning of unknown vocabulary from context or ask What does ... mean? Be prepared to translate or explain published, shorthand, solve, and deceived.

Answers 1 The Perfect Storm 2 Bridget Jones’ Diary 3 The Sign of Four

1

Useful information Bridget Jones’ Diary is a novel written by Helen Fielding and published in 1996. It is written in the form of a personal diary, presenting (often humorously) a year in the life of a single English woman in her thirties.

In 2001 it was made into a successful film starring Renée Zellweger, Hugh Grant and Colin Firth.

The Perfect Storm is a creative nonfiction book which follows the lives of the fishermen before and during the storm. It was written by Sebastian Junger and published in 1997. The book was adapted for the film of the same title, directed by Wolfgang Petersen and released in 2000.

The Sign of Four was written by Sir Arthur Conan Doyle in 1890. It was the second of the numerous stories which he wrote about fictional detective, Sherlock Holmes. It, too, has been made into a film version.

Student’s Book p42

Recording One We knocked at the door. It was opened immediately by an Indian servant. The Indian was wearing a bright yellow turban on his head. He had white clothes and a yellow belt.

‘My master is waiting for you,’ said the servant.

As he spoke, we heard a man’s voice. It came from one of the rooms inside the house.

‘Bring them in to me,’ the voice called. ‘Bring them straight in to me.’

We followed the Indian servant into the house. He stopped in front of an open door.

‘Come in, come in,’ said the voice.

We entered – Holmes, Miss Morstan and myself. The room in which we were standing was full of Indian paintings.

In the centre of the room stood a strange little man with a bald head. He was smiling, but he seemed very nervous.

Two The crew of the Tamaroa pushed a very large net over the side of the ship. The net was made of strong rope and it was held by six or seven men on the deck. The men in the water would have to swim to the rope net, then climb up it.

Two of the men fought their way through the waves and got to the rope net. They climbed it slowly, but at last they were safely on board the ship. But the rescue was difficult and dangerous, nut just for the men in the sea but also for the crew of the Tamaroa. All the time that they were holding the rope net huge waves were crashing down on the deck, covering the crew with water.

Two men were still in the water and one of them was very weak and tired. He was extremely cold and his hands couldn’t hold the ropes.

‘You have to climb that net!’ the other man screamed. ‘This is your last chance. If you don’t climb it you’ll die!’

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Three Suddenly, the producer shouted again. ‘What are you doing? The camera’s on you now. You’re supposed to be sliding down the pole, not trying to climb up it. Go, go go.’

I smiled in a kind of mad way at the camera and dropped myself down. I landed at the feet of the fireman I was supposed to interview.

‘We’ve run out of time,’ the producer shouted in my ear.

‘Finish the interview.’

‘And now – back to the studio,’ I said.

Thursday 28 September 11 a.m. Everyone on the programme is laughing at me.

Everyone is saying, ‘And now – back to the studio!’ They all think it’s very funny.

I’m so depressed. I thought I’d found something I was good at, but I’m not good at anything. Not men. Not talking to people. Not work. Nothing.

Answers Extract 1 Extract 2 Extract 3

The Sign of Four; picture B The Perfect Storm; picture C Bridget Jones’ Diary; picture A

Optional activities • In pairs, students speculate about what could happen next in each story. Encourage students to use verbs of deduction, eg Bridget might get depressed.

• Write the names of the three novels on the board and ask students if they can remember any characters from each. Write the names they give and add any others they forget. Then dictate examples of direct speech from the novel extracts/recordings for students to write down, eg The wind will blow the rope away from them.

Students then compare their sentences in pairs for accuracy and spelling and discuss which novel they came from and which character said which.

• Students work in groups to act out a scene from one of the novels. First they should write a script from the information in the extracts, then assign roles and perform their extract for other students.

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4 Speaking •

In pairs, students tell each other which of the three novels they would most like to read. Encourage them to give reasons for their preferences.

• Ask one or two confident students to report their own or their partner’s opinion to the rest of the class. You could take a class vote on the most popular novel.

OR • In pairs, one student has their book closed while the other can look at the novel extracts. The first student tells their partner what they remember about one of the novels. Their partner corrects them or reminds them of any important points they forgot. They then change roles.

Optional activities • If you have copies of Macmillan Readers Bridget Jones’ Diary, The Perfect Storm or Sign of Four students could borrow their favourite and read it at home.

• Ask students to write a paragraph about their favourite character from the three novels. They should include any information they know about their character from the extracts, adjectives to describe the character and reasons why they found this character interesting.

Weblinks Students can find resources related to the three novels and details of how to buy Macmillan Reader versions at: www.macmillan.pl Workbook Culture pp36–37

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