Unit 1 Personal information : l

Whot obout you?Worm upI Tel l students to imagine they are at a party and to imagine that they meet someone new.

Ask what information they want to know about the person. Wri te their ideas on the board

2 Use their ideas to check/revise making quest ions. Help them to make some quest lons

about some of the information they wanted to know.

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PREPARAOne photocopy fof.eaCh student; for iFollow up, one

4:.:?a a :

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Moin octivityTel l students they are going to f ind out aboutthe other people in the class. Putthem in

pairs and give out the photocopies. Tel l them to look at the words and ask their partner

about anv thev do not know.Ask if there are any words that they stil l do not know. Ask other students to explain them

before giving the meaning yourself .Explain that they should work with their partner and help each other to wri te two

questions for each of the six subjects. They can use the words with each subject for help,

or other words i f they want. They can use the words in the middle for al l the subjects i f

they want. Explain that they can avoid any information i f they wish. Do an example or two

together on the board, e.g.How old are you?How many brothers qnd sisters haae you got?Go around giving help and checking that their quest ions are correct 'Ask them to talk with their partner and compare their own answers to the quest ions'

Ask them to stand up, and tel l them that they should go around the class asking other

students their quest ions. For each quest ion, they should try to f ind someone who gives a

similar answer to their own. Tell them to make notes about the answers they get.

Check their results. Ask if anyone found a person with similar answers. Ask if there were

anv ouestions that no one answered in a similar way. Ask if they got any surprising answers'

Follow upo Individualiy, students write answers to their own 12 questions on a sheet of paper. They

must write full sentences to make the informatlon clear, e.g. When is your birthday? My

birthday is on 14 MaY.

o They sign the sheet - not with their narne, but with a key word they will remember easily.

o Exchange the sheets around the class. In pairs students try to identify the people from

their answers. They keep a l ist of the key words and their guesses'

o Collect in the sheets and say the key word, hear the class's guesses, and then check the

real identity.

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city countrybirthday nationality

oldH qoldest bestname girlfriend

boyfriend

hobby f i lm

book sport

favourite

when where

who what

why how

a\ co

rui nh c rhnn l

coilege earn

subject boss

enJoy

nouse roomsbig smal l address

city town

brother sistermother father

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Unit 1 Personal information

Life mopWorm up1 On the board, write the following questions.

1 7Nhen you were a child, was there arrything sbout adults that you thought was strsnge

or amusing?

2 Are there any ways that you see life dffirently now that you are oWer?

3 Wat is the most surprising or unexpected thing about the way your life ha'< ds?ewd?

Ask students to talk with their neighbours about the questions'

2 Take the questions one by one and ask students iftheir neighbours had any interesting

answers. Encourage comments and questions from the class'

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Follow upo ln pairs, siudents use the headings from the Question si' 'ee-s 3-c n'r? i :: :-:3' ::"e'

questlons.

o Pairs exchange their sheets with another pair' Thev -:'e'"3 < A:- l?' :=':' ' ':rl '::-e

new questions they have been given.

o Ask what was the most interest ing or surpr is ing 1nf7'e71: ' ' :e, '3=" : t ' - := '= '- '? '

Encourage comments and questions from the cia-<:

- . . ' t .-tu

Moin octivitYTell students that they are going to talk to each other about their lives and expenences'put them in pairs and give out the photocopies, making sure that both partners have the

same sheets: Student A with Student A, and student B with Student B.

Ask students to interview each other using the questions. Explain that they should write a

short title for each of their partner's answers in the correct place on the life map' The titles

should be short - just enough to allow them to remember their answer. Tell them to help

each other with words they do not understand and ask you if there is anything they are

not sure about. Reassure students that they do not have to answer any questions they do

not want to. You could teach the phrase I'd rother not soy or I'd rather not talk about thot'

when they have finished, ask them to exchange sheets, so they each have the map of

their own life. Tell them to check they understand the titles given by their partners'

Students then tear off the questions and keep the map of their iife'

Ask students to find a new partner with the opposite sheet: Student A wiih student B' Teli

them to exchange their life maps. Explain that the map coctains diffeienl inforrnation

about different things for each student. Tell them to ask each cthe'guesions about the

titles on their partner's map and find out what they mear'

Ask what was the most interesting or surprising info'rna::' :he\ he3'c ":^: 2i p3tne'

Encourage comments and questions from the class'

AIntenierr vour partner about their experiences. Then write a short title for each answer in the correctplace on the life map.

ln the beginning

I \ilhat is Your earliest memorY-?

As a child-l -

*"a was your favourite room in the-

nout" where You grew uP?

3 What was the.name of a Person You

really admirecl wnen yoll were young?

Ufe exPerience-4 What is the most interestfig place you

: have ever been?

S What is the strangest thing you've ever

r s€€fi or done?

Looking back on Your life-; wlat is the biggest succesdrat you've

had?

7 What was the biggest opportnity that

You missed?

The Present "

't- *n" do you most like spending time

with?

9 What do You most enjoy doing?

K-------

BInterview your partner about their experiences.Then write a short title for each .urs'wer in the correctplace on the life map.

ln the beginning"i *n", was the first presentyou received?

As a child

2 What was the most interesting place in

the neighbourhooo where you lived as

a chi ld?

3 As a child, what.was the first iob you'

*1"a"o to do when You grew uP?

Ufe exPerience

4 Who was the most interesting person

You ever met?

5 What is the most dangerous or -i' irlgii.ning thing that ever happeneo

i toorinq back on Your life

:

-i whua do Yotr most regret doing?

7 What are You most Proud of?

, The Pr€s€nt'

'r- '**" clo your spend most of your time?

; what is y'or'rr favorrri.te thing that

: you ouirl?

Your futlre

io- *.;, Yot'l ' iEsadt""t ot "t:itisi

13

Unit 1 Personalinformation

' , - ' , a spy is . l f they do not know, g ive examples ' e i ther real or f ic t ional ' t ra .

: g lames Bond, or expla in tne meanlng '

, - -< a spy 's job involves. What do they usual ly do in thei r work ing day?

' . ' ' - = toY catcher catches sPies '

Moin octivitY

SPEAKINGFOCUSCo*versation and

*a

;king personalquestions

TIIUE30-40 minutes

KEY LANGUAG-ambassadat, srmYofficer, sthletics,bosketbsll, catch,cade, comletitian,divo,rced, galf , guitar,

hobbies, maffied,mission, ssxo1hane,spy, tennis, troining',

question forms,present simple, hovegot, Past sirnPle

PREPARATIONOne photocoPY for eachgroup of six students,the photocoPies'cut into

their six sections

; track 2

3' : s : , " ' catchers. On the board, wr i te

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Answer key i '

1 ihe spv is Va ie r ie Dumont . She:. is divorced and so not marr ied

:.

. work in South America

. has army experience ' glays a sport

z in" ipr- .ur;J; nrsuko ts.h1da, Shg guessed rhat valerie Dumont plays golf cr

ienn:s and so we can guJri:ri " has in'formation about the spy code-named

OCICBER ] .

Fo l lowo _ l :

Spy cotcherWorm uP1 Ask studenis

theY w i l l knc

2 Ask whal l l re

3 Ask how lher

Listening1 Tel l s tudents to lmagr ' : - ' : '

You are at aPnrf i t &t ua: t r ; ' ' '

L Your mission: Find tite s';'

Informatiott:

o Code nnme OCTOBER

o A.iof married

o Hns nnnY exPerience

o Does nat liae in EuroPe or the USA

o Plnus some Qpe of sport, maybe tmnis ot gol.i

2 lhere is another spy catcher at the parQ ldent|fu that person'

Cireck that s tudents understand the vocabulary

2 r e , t s r r c e n t s t n e y a r e g o i n g t o h e a r a c o n v e r s a t i o n a t t h e p a r t y T h e y s h o u l c i s : : ' - ' -

c l 'NC 3ie :he r miss ion. Play the recording once

3 Te , i -e ' - l l .or rpare ideas quick ly wi th thei r neignbours '

4 ? a . r ' . - e : : r - o l ng aga in Check the i r answers Ask how they knew

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A. You met the ambassodor in the ormy.o Fanily: Maried, no chiLdren.. Present home: New York, USA.. Troining: Army oficer untiL five years ago.o Hobbies and interests: Al[ sports. Music lover -

pLays and teaches soxophone.

You are aspy catcher, and you are loolcng for a spy

code name RID FOX

Description:o Lives somewhere rn Europe or Asia.

. Mtght have big famrly, rnformation uncerlain

o Probably polce officer 1ul1il Tecently

r Good sportsperson, l

. You met the ambassodor when you were in the You are a spy catcher, and you are loo],:tng for a spy,

\lympic teom. code name THf, SX\GER

o Fomily: Dfvorced, one chitd. Description:o Present hone: fokyo, Jopan. o Lives somewhere in Afrrca or the Amencas.. Trlining: In ormy 0t present; officer for iast 11 yeors. e Not married.. Hobbies ond tnterests: Training youth footbaLl teams. . Almy experience.

Ath le t i cs - ,an l .5a0nfor1 lympic teom. o Musrc ianofsomesor j .

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a You net the onccssaccr in the arny.

D\ - ^ . , , , ^

T l a c n r i n i i n n '

r Lives some-,ta€ie -:-,:

e Not mar:ieio Ar:lj'. er{perlert::o ]vlusrcian of sone s::

Y o r a r e d s p t s ? c r i . : : ' : . -ar- looktng for ' .c.. -- - : --n ^ ^ ^ - i - . + i ^ n .v 9 o v r r y r l v r r .

o Lives somern'heie ;- = -.

r \ f tght haue btg :a:--- ' . :-

o Probably poltce oi:':=

o Good sportspersc:l

o Famtly: Mar. ied, th,ee c^tLCren.

o Preseni h)re: Pcr: . : 'c 'c=.

o l r a ' r i nc : P l i : z : : t r e ; e ' - - ; - . ' -

E

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- - - 4 , 4 " l n

You are a spy, secrei ci:: :---:,= :I

looking for a spy, co j+ :..* ' - - : -

Description:o ril'es somewhere ut -;- l.

r Not marnedo ArmY experlence.o Musician of some sori.

From 5p:.;.: _: : - . , , Press 2004 1 5

Unit 2 The familY EEEIFtn

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Worm uP1 Ask students how they are different from the other people in their family'

2 Ask how they are srmilar to other people in their family'

3 Ask if thev look like their pare.nF ti:'h:,il1T'll.::::^'i:,:y,X7"#T:: ffil:lil'Ji"'.",';:"#X:;:i;:il:[nil;ii:*f iii*f''.":f '"::'#l#I;i{EZ,Hl'"'I;.XX?:'i:il'J1?,1",?l' il;;;* ;;uiir''i''o*'ru'irt:^?P ,!!^?'',iiJ,i;i;f#;'$,!}'# iil|j i,flft::il'ffi;:; ;;;;;;; p'oJr' *i'n-other ramirv members rike

aunts, uncles, brothers and sisters'

Moin octivitY1 Tell students they are going to play t, guT: about families' Put them in pairs and give out

the photocopi.r, n to'onu-und B to *re otrref ieli *'.t not to look at each other's sheets'

2 Check that they are all clear about the names of family members by writing them on

the board:

mothersistergrandrnother

auntniece

cousin

Then ask questions about the rerations between the people cn trreir L - -- - - -

i, i inos... and ask them to finish your sentences

3 ExPla in the game:

Each person has a family tree with different faces rnisslng'

They ask each other anout the people without faces. Sar tr'e ex3-:

look ltke?

rhe other student describes the person' b'l'ryla1t-'lT?l: f;i".. ;::; f;' In::ff;ffili ffiilffi;tl"-r'.i"'rv T:1?:'-::fk:-:-: ;=1. ;:., ' -'"

fflriJ;,:iil"iJil]oli il;;;;";,y oth"'.,.nt"n.es about Kav ir :'= r_=-. 'i':'_ :- -

As their partner describes the people' they must draw their faces l' 'rt: "-2 -i- ' 1'-t

When they have described and drawn all six people' they can look at eacf :::- =

sheets to check if they are correct'

:ople on the photocopt-P^T,1"^t^'"t:llstudents the narne' lns-iea: ::

if 'r"t1" guess who you are describing' Describe the person

Ask them to do the same with their partners 1l:I 9.�-'-'i::'^? f:f n:ov lffitff:r':'.ffi:'HIx;"J,,;ff;T

'ffi#H'r:';,i.ffi;;: ," j r.Lp '.ore or how manv thev suess rishi

Ask how many they guessed and find out who guessed most

Fol loW Up L^' . , +ha' ero cimi lar in their looks and in othero Students write a short paragraph about how they are similar' in their

wavs, to the rest of their familY'

Wendy

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Wendy

Fromspeoking Exfro by Mick Gammidge O Cambridge University Press 2004

*living advice, askingrelpful questions --

TIilE J .

45minutes-l hour

Unit 2 The family

Fomily tensionsWorm up1 T? . - , r= - ,s rhat you are going to talk about how to help people with di f f icul l s i tual ions.

! ' , ' - = - - - ' 3 b o a r d :

f -r;,'. ,;.._.-,;i,psr throuts rubbish in your garden.

A s r < = - , = . : s t u d e n t s i n t u r n t o t e l l y o u t h e p r o b l e m a n d y o u r e p l y w i t h a n y o f t h e f o l l o w i n g

Y - - - - - -

Wha: ,'. , -. : you like to do obout that?

How a. ,:, ieel about that?

ls there enyi.t.q you can da about it?

Then get the s:uoents to reply , e.g.

STUDENT: My ne,g',btur thraws rubbish in my back garden

TEACHER: Haw ao , c "egt t tout that?

STUDENT: Angry

Ask s tuden ts t o d i c ta te t he c ;e . : : .S aa , . 31 . l " ' , " , . t 3 t ' : - - . 3S 3 ra r �K l l nes w i t h f i r s tl e t t e r s i o h e l n s l r r d e n t s r e m e m b e ' , ' ' j - ' , ' , a ' t a , . ' , : " l : q

H t , ' f n r

With the quesl ions on the board, ask s iuce ' :s . r l , ' , : - . ' ' : : =- a i i la l they do not of fer

s ;gges t i ons o r adv i ce , j us t he lp peop le t o see ' c , \ l ' l : ' ' E ;

€: , Nor ,v te l l s tudents they are going to hear two f r iends d iscr- - : 'g . '€ same problem. Ask

s:udents to wr i te down any other quest ions they hear. P dv i r i€ r€CCrding lhree l imes.

Cneck thei r answers, and wr i te them on the board:

,t I' there anything you can do about it?

I I rltat zaould you like to happen?

j IJ::r' about asking them?

= I'.li,.t uould you like to do about that?

5 I'rl:r, ion't qou ask them round for coffee?

As< , , , ,n ,cn questrons g ive advrce 13 and 5) . Expla in that in Engl ish, advice is of ten in

Cr€s i , c ' . r f : r n E i i c i t o the r fo rms o f How obou t . . . ? andWhy don ' t yau . . . ? .Who tcbc , t ; . . ?

anc V/h't not . ?

Moin octivity1 Te l l s i uden l s t ha t t hey a re go ing to g i ve adv i ce on c i t f cL , :

g ive oui the ro le cards Expla in that they should use ih: rabou t t he j r p rob iem. The i r pa r tne r shou ld ask he o ' , . 1 , . . -that they understand the carcs

' 2 As an examp le , r o le -p iav l us r i ne ) t a f ' : I ' l l

: 3 Te l t hem they shou tc l ak3 : r ' " - . ' ' s i : g . a ai,

; c G o a r o u n d h e l p r n g l h e m - c , ' , a ' : : : : - : - - :

: 5 Compare the d t f f e ren t sc l t l c - : . l : : : ' : - , -: th ink are the best

Follow upo In pa i r s , s tuden ts i nven t o the r d i f f t cu : i ; -

them. Encourage them to th ink of unus.r" : '

o Ci rcuJate them around the c lass so that c : ' : 'Encou rage them to make i t unusua l o r hu r r : '

o The pai rs look at the advice g iven for lhe i r prcusefu l , in terest ing, amusing, etc .

K=Y LAHGUAGEedare, disgusting,,grawn up, ignare,oversels, pet, pre{er,

,respect, smelly, strict,vto!9fti , ,question forms,language of advice,e.g, How about ...?

,1Why don't you ..,?t '

, t .

,REPARATIONOne photocopy foreach pair of students, ,the photocopies cutinto their two sectiOns

€_.,track 3

1 You are o son/doughter.parents very old

need a lot of care

spend a lot of t ime looking after them

you do not have any t ime to meetpeople

you feel very t i red al l the t ime

brother never does anything to help

3 You ore o porent.

ch i ldren a l l grown up and le f t home

some l ive in other ci t ies

some l ive overseas

never v is i t

do not wri te

sometimes do not answer your letters

5 You are o brother/sister.

have a brother

mother and fa ther adore h im

he is lazy - they give him lots ofmoney

he does not respect them

you do a lot for parents - he doesnoth ing

parents prefer him

2 You are crn uncleldunt.

your sister is marr ied with chi ldrendoes not look after them wellgoes out - leaves them aloneher husband very str ictshouts a lotis v io lent somet imes

4 You ore o husbondlwife.your partner has an old pet dog

costs a lot of money at vet

very o ld, s ick and unhappy

very smel ly and disgust ingpartner loves it very much

argue a lot about i t

6 You ore a parent.

have teenage son and daughter

son does not respect you

he shouts at you or ignores yoL.i

does not he lp at home

argue a lo t

daughter start ing to copv hlnn

1 9

TIIiE35miff.rtes-1hour,depending mdmssize

XET L,AIIGUAGEff,#eg &eY,Ptnish.resp#" J'rytsrbtlfies,rg*r, rdm, ueffcre:

,3r'igrage of oHigation::a 'eryrmiffiy, e.g--,i..,r€ 3dry{Cb" n*rst,:e rjfo*dto

PRPANATPI{One pnc4ocaryforeaclir sbrdent

Uni t 2 The fami ly

Fomily voluesWorm up1 Cr rne board, write Famity values and ask what it means. lf nobody knows, gtt're a coup e

: i examples of family values from the students'own culture, or, with mult i l ingual c lasses.

: i lhe host cul ture. El ic i t or explain that family values are about the r ights, responsibr lr i ies

ard dut ies of familY members.

2 Tel i students they are going to look at some western family values. Put them in groups of

fc,r and give out tfre firotocopies. Ask them to work together to match sentences 1-'] 0

wi ih expianat ions a- j . They should help each other with anything they do not understand,

but lhey can ask you i f theY need to.

3 Check thei ' answers.

Moin octivityI Ask the students to d,scuss the ten sentences wi th thei r par tners in the group of four , and

to choose four seniences i rn ich they wish e i ther to defend or to at tack; they can at tack

some and defend others.

2 Ask them to cooperate to d iscuss rne se. iences and o ' -epare a l is t o f points that suppor l

thei r ooin ion for each of thei r chosen ser iences Te: l tnem not lo wr i te sentences, on jy

very short notes.

3 Spl i t each group lnto two pai rs , and te l l each parr to take two of the sentences Ask them

to ta lk wi th thei r par tner about how they can preser t tnerr v iews to the c lass ' They must

notwr i te sentences to read a loud, but they shoulo ih ink of usefu l phrases, expressions

and st ructures to use and add these to thei r notes

4 T e l l e a c h p e r s o n t o p r e s e n t o n e o f t h e c h o i c e s t o t h e c l a s s , w h o a s k q u e s t i o n s a n i " n a k e

comments af ler each presentat ion.

Follow upo srudents work a lone to put the sentences in order , f rom the one they agree v ' ' in rnosr :o

l . e o n e t h e y a g r e e w i t h l e a s t . T h e y s h o u l d w r i t e t h e n u m b e r s o f t h e s e n t - e r c e s n a i ' :

, , , , i t l - t h e o n e t h e y a g r e e w i t h m o s t a t t h e t o p . l t i s a l l r i g h t f o r t h e m l o a g r e e \ . ' ; : t ' a i n E

sen:ences or d isagree wi th them, but they musl rank them in order c f

a s reer-ne nt/d isa g reement

r Ask them to compare thei r ranking wi th thei r par lner 's and exp arn : re '

c r i n rons . They can change the i r m inds i f t hey w i sh and change the , "a ' i

r Ask which sentences they d isagreed wi th each other about mosl a.c ' . . , '

o Ask l l h l ch o f t he i r pa r tne r ' s op in ions o r commen ts t hey found l he - : - '

su rp i lS rng .

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Match the expressions with the explanations.

1 Ch i ld ren shou d be seen and no t heard . E

2 Parents who ' ,^rant to divorce should stay together for the sake of the chi ldrenf

3 Parents should be alloWdd tor'srnick their children I

4 A fami ly t .a: crays together stays together. E

5 A fami ly t r ,a: o lays together stays together. I

6 l t is a parei :s r ight to refuse medical t reatment for their chi ldren f

.7 l t is a chi ld 's dury to love, respect and obey i ts parents. [ l

8 A w:ife should obey her hurb'unO-'E .',. . . . . . . . .

9 Blood is th ickerthan water. f

' the we l fa re o f the i r e lder ly pare . ts J

. . a In the UK, some see the aged as being the state 's responsibr l i ty ' and in the USAand Nor th West Europe, inc reas ing numbers o f peop le a re less inc ; ,ned to havetheir aged parents l ive wi th them, preferr ing them to go into care hcmes,nstead.

b There has been,ra {oto{,debate in Br i ta in recent ly about whetner punisningch i ld ren by s lapp ing them shou ld be i l l ega l .

. : , . . : , . . , . , . , , ' . 1 ' , : , : .

.

c There have been a nurnbero f cases where parents have.es is ied doc to 's ' r .ge f l tadvice on:rel ig ious grounds, for examplethe resistance of Jeho'r 'ah's Witnesses loaccept ing necessary blood transfusions even when l i fe is at ' ;sk.

: : : : : . ' , " a ' : . . . t ' ' , "

d This American Christian saying suggeSts that there is less drvorce if the r,,-holefanriiy says praye'rs,,together, at home as well as in church.

e This is a bel ief common to most cul tures to di f fer ing oeqr:es. a ihor-gh ihem o d e r n t r e n d i s t o r e g a r d r e s p e c t a s s o m e r h l n g t n a : 3 - s : : : . - ' . 2 i .

f Th is i s a popu lansed Amer ican say ing in respcnse :o sa , ' , ^g j -ear , rng :he :fami l ies shou ld take par t in hobb ies and le rsu .e ac- i l t .es . :g=- - '? ' .

g Th is was a commonly he td be l re f in Br i ta in and Aner ' :3 . i : - r ' : . ' . - - i : - , ' i - l ^ 'g r ; ' ' g ;as drvorce rates rlse.

Th is o ld p roverb re fe rs to the fac t tha t fami ly nnernbers a r? . . : - . r . , : , .o t h e r , b u t t h a t t h i s c a n b e b o t h a g o o d t h i n g a n d a b a i i i . g : : - - : : - : :

peop le tO behave un fa i r l y o reven d ishonest ly to he lo 3 r c rc : : : : ' s i - ,3 -

This saying from nineteenth-century England mears that : ' : . ' : - : - - - . :where they can be care fu l l y watched so theycan no t misce ' = .= . - - : - -quiet so that they do not disturb adul ts.

l

Ihis used to be the law in Britain unti l women gained eqiral ' !gi::

- : ' I cc r Ga 'n r rdge O Cambr idge U ' r re ' ; . . D 'ess2004

Unit 3 Daily activities

Whose Soturdoy?Worm upI Explain that in Bri tain, most people do not work or go to school on a Saturday Ask

students how Saturday is di f ferent from Sunday and from Monday to Fr iday for them.

2 Ask students what they and their family usual ly do at the weekends'

3 Ask what their favourite daY is.

To;m Co1 Ritn Cot Lucy Cox :CqrI Cor

. l

KEY LANGUAGE.:s,"ternoon, omazing,'csirep. breaHast, :

,4T€r, dancing,? *;filfff., eve*ing. fun,

F3:[ {p, gya,lunch,-ert " morni*g.

: ":s€{rt *rnSe and- _ - - F . r <

REPARANOX- -: EhotocryYfor eachg':ua 0ffourshrdents,-r€ photocstg€s cut intomeir tour sections

aet uD

hrenkfncf

;, dinner.t^ "'---, -,

: m)Pn1nO

t 80 to bed

i morning1,-,*.-.,.,",,,,*--,....

t lunchi.-."."".",-"-.--- - ... -i afternoon

Expla in anyth ing they do not understand Tel l them that each person has d i f ferent

in format ion, but together they have got a l l the in format ton in the char t on lhe board Tnev

should ta lk about the in format ion they have got and ask each other quest ions to compiete

the char t . Ask them to copy the char t in to thei r notebooks before they begin

Ask i f they need any more t ime. Check thei r answers and wr i te the in format ion on the

ncard Ask i f everyone agrees as you go a long. l f there is any in format ion they harre. , . r ssed, do not g ive the answer but d i rect them to the re levant p ic ture on therr

: r : i - : coo ies and e l i c i t t he answers .

:.t:: r i, .: ' :: ' j : l l . l . ia: -,. ' ' :r-:,: : ;-, l i . 'r". : : a : ' ::

Lucy Cox Car l Cox{daugh te r t l son )7 a n 9 a ntoas t and co ' f ee bacon an0 eggswork i in cafe basketbal l : ' :

f rom 8.30 am pract cespec ia l sa l Jd l spec la l sa lad

: works in caf6 , makes d inner : .

bu rge r Ch inese ' ood

: c i nema , danc lngiate TV f i lm1 a.n after 1 arn

,:ii:.,:.:;t,i;i,:;f;ti g

5 Let s tudents see each other 's photocopies and ask you any f ina l quest ions aboul them

Follow upo Each stud-ent in the group of four chooses one of the fami ly members

o Using thei r completed table and wi thout referr ing to the photocopies, they wr i te a

paragraph descr ib ing fhei r Saturday.

o Students with the same characters get together. in groups of three or four. They compare

each other's work and co-correct any mistakes together.

Answer kev' Tom Cox iRita Cox(dad) ..... (m.um)

get up 9 ar1-. . :7.arn.: 'eak'ast bacon and eggs coffee_o.r 1s shopping

:i"i?i;,lunch iiira - . -',p!7i.i .af ternoon , gol f ' v is i ts her sisterdinner , ctr inese-tood

- ' lehir iese food

: i ' - _ " " " '

even ing TV lV

g o t o b 6 d ' ' ,

1 ; m ' - - - 1 , ^ 1 t m " ' - '

Moin octivityTel l s tudents they are going to f ind out about a usual Saturday for an Engl ish fami ly cal ie :

the Coxes. Put them into groups of four . Give out the photocopies, one sect ion to ea:h

student in a group; and te l l them they must not look at each other 's '

Ask them to look at thei r in format ion and under l ine anyth ing they do not understanc

Whi le they are reading thei r photocopies, draw the fo l lowing char t on the board:

I spend some t ime in thegarden, unti l my husband and

son get up about 9am. Ialways cook them bacon andeggs for breakfast. Then I do

the family shopping.

My Saturday job is fun and Imeet lots of people. The free

lunch is good too. Theirspecial salads are amazing!

A The Cox famrly

Tom I

CE4&\

Carl

Rita

c The Coxfamiiy D The Cox family

Carl

My mum always visi ts hersister in the afternoons, and

I make dinner for us.

fi.-;'"-o*: Footbail tro'n ttatY

g Edrc€ (19911

11.30 HORROR FIL$: GhciIj

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It

Tom and I usual ly watchTV in the evenings. Lucyalways comes home to

watch the late-night f i lmwith us. She is crazy

about f i lms!

Lucy's caf6 is near the gym,so I usual ly have lunch withher. She always knows thebes t th ing on the menu!

My wife gets up early withLucy to make her some toast

and coffee. Lury starts work at8.30am, so they're up at 7am.

I get up late on Saturdays.

I always help my wifein the morning. Then

we go for lunch atthe local l tal ianrestaurant. We

usually have pizza.

My fr iends and I go dancingon Saturday night. I stay outlate and I need my own key

because my parents are alwaysasleep when I get home.

Carl loves cooking. He hasgot an old cook book cal led

Eat East. He always makessomething from that for

dinner. l t usual ly takes himthe afternoon to make i t !

lVith my money fromftork. I can see all the

ner., ' f l lms at the cinemat go every Saturday ]

1,OO NEWS AND YTEATII/EF

The Cox family

Vo o

Unit 3 Daily activities

Life s whot you moke itWorm up1 Ask students what they do in their free time. Ask how many hours of the average day they

spend doing it AsK wrlat they spend most of their time doing. Ask what they would like to

spend more time doing. Use this [o contrast present simple and woutd like to: I do this / I 'd

like to do thot.

2 Ask them to imagine that they could change their life in some way. Ask them what they

would change and what effect it would have. Tellthem to talk about ii with their

neighbour.

check their ideas. use this to practise second conditional: tf t could chonge/do X, I'd do Y '

3 Ask them what they can actually do to change their situation. Tell them to think about it

with their neighbour and help each other with suggestions if they can-

SayOK,youKnowwhotyouconchange,butwhotareyougoingtochonge?Askforsomeintentions.

3

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Mqin octivitYTell students they are going to do a 'life-changing' activity. Put them in pairs and give out the

photocopies. Ask them to look at the seven aspects of life and check they understand them'

Tell them that they are going to interview each other about their lives and make notes'

Ask them to write their part'ner's name and the date in the centre of the top chart' Do

number 1 togeffier as an example. Ask: How many hours a day d9 you spend with your

fomity? rhey"can choose weekdays or the weekends. Tell the students to write down their

partner,s iniormation in section 1 of the chart. Then ask: Whot do you usuolly do during

thot time? Tell your partner. Again, ask the partners to make notes'

Tell them to continue the interview for the other six aspects'

When they have finished, ask them to look at their charts together and talk about how they

would like their lives to be different in a year from now. Tell them to write their partner's

name and the date a yearfrom now in the centre ofthe second chart, and go arounc the

aspects again, making notes about possible and realistic changes they hope to make'

Ask for some examPles.

Follow upo Students look at their own chart and choose the changes they honestly think thel car rl3(€

o They write a letter to themselves, dated today, describing the changes thev are gc -3

to make.

. Tell them to put it somewhere where they will see it in a year. You could collecr:r: =:::-

and keep them as long as you can before giving them back'

o yeor

Uni t 3 Da i ly ac t i v i t ies

Beyond the routi neWorm up1 * . . . - ;dents about thei r lobs, or weekend or hol iday jobs i f they are st r

: . - .em to descr ibe a typ ical day 's act iv i t ies.

2 -=

rhem they a re go ing to hea r a man ca l l ed Je remy P lank ta l k i ng a3 : - ' '

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f ,s. : ' . - - , - s 'en to him and wri te down his act iv i t ies

? a , - ' - ' : : l ' t - : a : leas t tw ice . Then check the i r d rs r \€ ' j

An5wer key .

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Wha t ' s h i s j ob? He n , : - : : ) ' J ' - ' : ' : = - . - . ' : : ' ' t ) ' a : i ' ) a : : ' t

Does he own the farm? Pe mtghL cc. a." :a: ' . ' - - . : - : . ' : ' . ' - s a s

ls he rich? He con't be because the wage; . ' . , ".

Moin octivity1 Tel l s tudents they are going to have a team conrpe: i . on lo guess unusual Jo0s

2 Put them in groups of two to four and g ive out photocopy A, one per s tudent Te I Inen' :

r ead the i n fo rma t i on and he lp t he i r pa r tne rw i th any unknown words , o r use a C i c t rona ' '

They should d iscuss 1obs, and wr i te down three guesses. Tel l them they can st i I get er t 'a

oo nts for wrong gLresses i f they can g ive good reasons for them

Answer keyA: '1 tree surgeon

3 - :

l " rem to put thel r three guesses in order : most I ike ly , next most l ike 1 ' , leas: <: . : . .

. ' . : : f ' ey can swap i deas w i th a ne ighbou r i ng g roup

4 , . = : . e a n s w e r a n d s c o r e s : t h r e e p o i n t s f o r e a C h f i r s t g u e s s l h a t i s c o r e : , : . ' : - ' : - : - - '

. , - ' s e : r n d g u e s s a n d o n e p o i n t f o r e a c h t h i r d g u e s s . Y o u c a n g i v e e < " : - ' ' - . ' - - ' =

. , - , - - "ect answe[s or for c lever or creat ive guesses.

5 r . : : : - s :ecs 2 to 4 fo r pho tocopy B and then fo r pho locopy C

Answer key= 2 cturnber,3 cr iminal in pr ison in Singapore lsr f ln366ia l f raJC. . : ; , , ' .3e1

, : : ,a ' ;e" representat ive; 5 envi ronmental campaigner fcr Gree^ieace

: ' - , - : - , - : ; sco res t o f i nd t he w inn ing g roup

F o l l o wa

' q . aphs a round l he c l ass o r pu i t - : - :

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JOB 2He says every day is different 'l 'm often up at 6.15 to beat the traffic - sometimes I do five

little. jobs in one day or l'll do a job that lasts me a whole week. I meet loads of people,

see some right slums and some really posh places ... l f l 've done a big job, I know l 've doneit well and the custome/s over the moon* because they've had cowboys* in the past. lt's

really satisfying. '(Adapted from Reach forthe sky, Forward Publishing)

* Cowboys: people who have no traininS and their work isn't very f,ood* 0ver the moon: really happy

JOB 3' l used to cry a lot. I didn't cry from Monday to Saturday because there were other thingsto occupy my mind, but Sunday was full of despair.I had to sleep in the dust on a bare floor. lt took a year to get used to it. I got one flimsytea towel every three months. And there was a toilet we had to bathe out of if therunning water* was cut off. '

(Adapted from 0 bserve r M agazi n e, 21 | 4 I 02)

- Running wqter. water from a tap

-

cJOB 4

'You miss English food, TV, home and family. There are bad days when you feel lonely,t ired and very hot, but the social side is excellent - though you have to remember you'rethere to work. There's a lot of difficult behind-the-scenes* work and you've got to keepsmil ing! But i t 's very rewarding when everything runs smoothly and everyone's happy.'

(Adapted from Reach forthe sit, t lv&.':;-: s' '3'

* Behind-the-scenes: people don't know about it

JOB 5'On my first day at work I was told to be in at 4 am and not to tell anyone where il ',tasgoing. I spent the day driving around London in a double-decker bus* wr"tlin people dressedup as penguins ' '

(Adapted f rom Resi- ' : - = 'e 1r ! : : - r : - : - ' - t - ' : - i

* Double-decker bus a bus with two levels; one is upstains

A

JOB 1Clare's day starts at 7.30 am. She works her way through job sheets* unti l about 4.30 pm.'The physical side of cl imbing and using a chain saw isn't real ly a problem, but you needstrong arms. I don't l ike heights much and I hate the rain, but I love the job, ' she says.

(Adapted from Reach for the sky, Forward Publishin$)

* Job sheets. l ists of iobs

27

Unit 4 Homes

House DoctorWorm up1 Revise furni ture and preposit ions of place: ask students about what furni ture is in each

room in their house and where i t is.

2 Ask about the colours of the wal ls, furni ture, curtains, etc. and i f they l ike them'

Moin octivitYListeningI ExplairiEnglish people usually go to an estate agent to buy a house. The estate agent

shows them houses. tell students they are going to hear some people looking at a house'

Students should l isten and decide i f the people l ike i t '

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Follow upr Put s tudents in to new pai rs : AA and BB. Tel l them not to look at eacrr . - - ' - ' . : = '

Give students new photocopies so they have a c lean vers icn and thel r a: - : - - -a.

Stuc ients descr ibe thei r p lans and thei r par tner completes thei r new pi l . i l : : : '

They compare p lans and see how correct they are '

@z Play the recording once. Check students'

@l wri te on the board:

Explain that i f Br i t ish people can not sel l their house, they sometimes ask a House Doctor

for advice about what to change. Ask students to use their notes and talk with their

neighbours for two minutes about advice for the owner of the house

Listen to their ideas and elicit/revise language of suggestioniadvice, e g' You should " '

Let 's . . . , Why don't you . . .7 , How about . . ?

SpeakingI Tell stuients they are going to be House Doctors. Put them in pairs Give out the

photocopies. Rr f tn . t to look at the furn i ture and help each other wi th unknown words

2 l f there are st i l l any unknown words, ask other s tudents before g iv ing them yoursel f

3 Wri te on the board:

Euntiture for: I,\hat colours for: other thittgs to use, e'9.

- dining room? - walls? Paintirtgs- liaingroom? - carTtets? '1ij1z;"'-; ';"-'

lVhere to Put it? - curtains?- fumiture?

Tel l them Student A is the House Doctor and Student B wants heip ! ; ipra ' : " - - - ' '

s h o u l d l o o k a t S t u d e n t B ' s p l a n a n d t a l k a b o u t t h e q u e s t i o n s c n i h e c , r a ' c : : - ) ? ' -r "akes s . rgges t i ons , bu t S tuden t A dec ides wha t t o do and d 'a , ' , . : ' : : ' ' ' e= - - ' - - =

Te t i i hem S tuden t B i s nowthe House Doc to r , and they shc ' . ] l c c : : r ' ? := -= , " : ' :

Di i r l .vo pai rs together in to groups of four . Tel l them to locr l - .e3:- : : ' : ' : : = ' : .

: xc ra in i he i r i deas .

l : , : he ,As to choose the bes t p lan A i n t he i r g roup , and t t : E ' : : : ' - : : : . - : : : : .

L ,s ten fo ideas about why they chose which p lan and en" i ' - ' . ' : : - - - ' :

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Unit 4 Homes

A perfect homeWorm up1 Ask students about thei r hobbjes and interests. Ask which need specia l fac i l i t ies, and

wh ich l hey can do a t home.

2 Tel l them to tmagine they were very r ich and could have any fac i l i t ies at home theywanled. What would they have? Give them a few minutes to ta lk wi th a neighbour.

3 L is ten to thei r ideas. Encourage comments and quest ions f rom other s tudents.

Moin octivityReading1 Te l l s tuden ts t he ! ' a re go ing to read abou t peop le ' s d ream homes . Pu t them in pa i r s and

give out the photoccp es Tel l thern to look at the words in the box and ask thei rne ighbo r , ' s abou t : ' . t r : r d r " o t know

2 Ask i f there are any \ \ ,orcs i r^e ' , 's l i l l do not know. Ask other s tudents to expla in beforeexp la in ing you rse l f .

Tel them to take turns reaoi rg I re a ' l ic ies out to thei r par tner . one bv one, and then todec ide toge lhe r wha t rhe peop le a re t a k ng abou t .

Check thei r answers

Pairwo* discussion! .

. . - I

SPEAKINGFOCUSTalking aboutnypothetical

i"'.

sftUailOn5, maKtng

comparisons,bargaining: agreeingand disagreeing

TIME30-40 !'nirutes

KFY LANGUAGEboican,i'. ccit:ssn.fiefd. gcmes rcanr.gorage. gfrld€..greer,hcuse {,*,jacr;z itjl2.r:".ec?rJ!ag sluSiG.- ^^ : - ^ - ; ^ - - ^ , , ^ ^r vu { i i u t ' > { ,J - i ,u ,

sirC; J. 5 ;r ', ' . 'T:rg FCol.iern i i tc i \ . :ad,€r .

i't€-'. C a 3-9, lrr 3i-{S* Cg,

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= - - - l : + E -

' l Draw th is table on the board

\ [ t t l n n { i z w N ] o v t f i . - ' r They are OK

E <p a in t ha t s tuden ts shou ld t h i nk wha t t hey wou ld i , r : '

har . ,e the th lngs ln the box on the photocopy. The IO[ ' =rrost ; the next f ive are the f ive they would choose r . ' -

- '

r , ' ou id no t wan t a t a l l . Ask s tuden l s t o wo rk a one a ' l : : -

Ask t hem to compare wha t t hey chose w i th t he i r p " - - : ' .f r ve m inu tes .

Ask i f any of thei r par tner 's choices were surpr s ing - - In r , ps f i onc f r o rn o f he . s f r t den ts .

Tel l them that together they can choose s ix lh ings i ' . ' ' - . '

r vh i ch s i x to choose . Te l l t hem they shou ld t r y t o c : : , , : : '

o Agree to let yotLr partner hnue something thet, . L;.,- -

you uant.

o Think of dit't'erent uses for things, so that yot,..,'. :'. '

Give them ten minutes.

Ask i f anyone got everyth ing they wanted. Ask l t ' r . , : - - .Ask what d i f ferent uses they thought of for th ings ' - -= -o lher s tudents

Follow upo Pairs d iscuss thei r ideas for a dream home wl lh : r , ' , ' ' ' .

o They draw up a design for thei r per fect home ' , ' . - - ' : . - :sho r t desc r i p l i ons o r exp lana t i ons o f impo r ian : : : - ' .

. D sp ay o r c r cu la te t he des igns fo r t he cJass i o s : : : - - :

o Vole to choose the best design.

. ' ' r . . r , ,= . , - ; - ,g i1 . .

TttPtclilhat{eatures peoplewould like in aftaus€

l : : I . - : " : i : , a , : . l i l i

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A�TT$TY TYPE

30

\\ het .rrc thcsc people talking about? Read their texts and choose words from the bor-

ar l is t 's s tud io

Darcony

bal l room

Ire lc i

gameS room

garage

garden

greerrhouse

gym

)acuzzi

l lbrarypr ivate cFema

record ing s tudio

roof garden

sauna

sw imming poo l

tennis cour t

tower

tree-nouseri iorkshop

' I t l lrke ullc brcaLrse gardening

ir.rr t.*t'rr ru-t ltohby ftrr years -

. r r . r f l ' rc grr ) \ t .n I lundrcds ofJr : l r rcnr F l : rnts . Thc problcnrLr:c' j. that thc rvintcrs are s0' - ' : - . - . . co iJ ' r Chr is , 621

'valuating ideas, '

making suggestions

TIIfiE3+-35 r:iri;ies

KEY LAHGUAGEC j , j t - * : : r 1 i ? .

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i , 234

Unit 4 Homes

A messy home meonso messy mindWorm up1 Ask si ! . : . ts i f they think that where we are can affect the way we feel and think.

2 Ask i f : ' . , nave any spec ia l p laces tha ta lways makethem fee l a par t i cu la rway

3 Ask i f rne,, ' ia ' . ,e got any suggest ions for improving our surroundings to make us feelbetter, e g oLr rcom or our house. Ask them to chat about i t wi th a neighbour f i rst .

L is ten ro sJqg:s r o r^s and encourage comments .

Moin octivityListening1 On the board, rvrre F:ng Shui lf,rq fwerl and ask if anyone knows anything about it l f not,

te l l them i l is a r .va;v : i i r . cro ' , ' ing our surroundings, and that they are going io hear a radioprogramrne abor, r t , : . , , ' , ' : r l f ese quest ions on the board:

1 Wtere is Feng ShtLt .t,si,tl

2 \a,4tat is chi? [tli:l

3 It\rhat qre three betrc.ftrs ci Feng Shti?

4 I,4hnt is clutter?

5 l,\rhat should we do uttlt tt?

6 INhy?

Ask them to l is ten to the prcgramme and answer the quest ions.

Play the recording twice. Then ask them to compare thei r answers wi th a neighbour.

A c z i f t h e r r n a o d t n I i q t p n" - ' - ' a g a ' '

Check their answers:

Answer key1 China 2 Energy/life force 3 Wealth, health, success 4 Untidiness, mess, things wedon't use, need or love 5 Remove i t , throw i t away 6 l t blocks the movement of chi

: . . - , . 4 r ' ' '

5 : ' i , , ihat they th ink of Feng Shui so far .

Speak ing1

-= sr- rdents they are going to read more in format ion about Feng Shr i Pul them in pai rs

, = - - . t t he pho locop res and ask t hem io read tne teu t r ; ec t on a .d d rsc -ss wha t t hev- -< about the in format ion. ls i t sensib le and usefu ?

2 - : . : . t r e i r op in rons and encou rage commen ts on eacn o the r ' s r ceas

3 -=

r - lem to look at the rooms in sect ion 2. Ask t i rer- r ' .3 I : : r : : r3 ' . ' , : : ' : S ' . : : , : l re, = : r r d m a k e r o t e s

4 * - : . : r e i r op in ions and encou rage comrnen ts on 3a : ' : : ' : - : , : : : :

5 - - : . . ' . r ch room has the b iggest problem, and i ' ' ' " .

Fo l low up, r s o f f h r e e n r f o r r r s t u d e n t S d i S C U s s h O l t ' t r e , - = - ,

' ' : - - r q p q t h e c l a c c r o n r n a n d t h e s c h o o b - ) ' : - - .

= : : - O n S .

1 Read the article about Feng Shui.

--.r = -".$€!sis*q& *-"- *'.qcr**€ii-.lqryryEPqs{re9

2 How could Feng Shui be applied to these rooms?

en Feng Shu ips f o r t he ho rne

I Mirrors l ift energy and expand spaces, but need to be used withcaution in the bedroom. Mirrors should never face each otherbecause they bounce chi between them.

I Water features or aquariums encourage money to flow into yourlife. Water or an image of water in the bedroom can causerelat ionship problems.

I Lights bring strong energy into the home. Candles give a softl ight to an area and can create a romantic atmosphere.

I Crystals attract energy and can help with healing and yourcareer. lt is good to hang them in the centre of a window.

0 Plants have healthy positive energy and can be used everywhere exceptnear the cooket where they can make the fire energy too strong.

I Wind chimes can be used to slow down chi. In a hall, for example,they can stop the chi rushing straight upstairs and help it circulate.

I Paired items represent togetherness and romance and can helpstrengthen a relationship.

ffiffiw w

TromSgeaking Extro by Mick Gammidge @ Cambridge University Press 2004 :t3

&JmEt S Town and country

A nice neighbourhoodWorm upAsk studenls about thei r neighbourhoods and int roduce vocabulary, e.g Are r . ,3 : . .schools, restaurants, parks? etc. Do you like your neighbourhood? Why /Why- .,c-:

Moin octivityLis tening1 T:r - f ern they are going to hear a woman ta lk ing about her neighbourhcoo

tII

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/ ' - , ^€ r2 a - - . - r 3 l r rd wr i le '

in her neighbourhgod? Does she like them?

! r po ,nn no c ton : f t c r l f ' < an f n l n r n f. - - 5 5 " ' . - r

/ . -F /ac /p< . |C \ - lO shoDS

TIME30-45 minutes

KEY LANGUAGEbonk, bus stop, caf6,cor park, cineme,citv centre, newsagent.post office, restaurant,shop,c, sqorts cent{e,5icfro,in, swimming poal;

n rocFr q mnle fhcrc i s I" ' , ' ' r , " 'r A - - ^ ^ - ^ L - ^ , , ^ ^ ^ ft , i r , : ! , 9 , | u y u 5 t / 1 ,

neil' io, far from

PREPARATIONOne pholocopy for eachn t r r n j < i r d c n f q

pto t lcoo ies cu t in to the i rMO Sef l :Ons

. tracks 7-8

( o l t 4 T e l l l h e q r r r o e n r s r ^ ; f i \ c r t n e , r - h p ' n r . p q r . . q P e v f h p r c r ^ o r d i n o r v i l r - cw J Y v s J "

5 Te l l them to comoar 'e answers w i th a par tner be fore you check them

Answer keyshops: Yes, Yes; cafd: Yes, Yes; restaurant: Yes, No; sports cenire: Yes, Yes;:car park, Yes, No; cinema: No, Yes; bus stop: Yes, Yes; swimming pool: No, Yes

6 Tel l them they are go ng to hear the same woman phoning about a f lat On the board, wri te

1l,4'Trat's her name? 3 L\hat's she gomg to do on Saturday?

2 Write doion the places she asks about. 4l\lill she rent the flat?

@ Z Tel l them they wi hear the recording twice. Play i t twice

8 Tel l lhem to cornpare answers wi th a par tner before you check them. For quest ion 4ask Why / Why not?

Answer key1 Suzanne Gi les. 2 The f la t , shops, restaurants.and somewhere to do spor ts 3 She'sgoing to see the f la t 4 We th ink she wi l l . (She l ikes the c inema and swimming pool )

' Speaking1 Put s tudents in to pai rs You could have them s i t back- to-back to do the phone ca

2 Tel { them they are going to have a phone conversat ion l ike the one on rne recoro ng. a. i . 'oLa r e g o i n g t o g i v e t h e m i n f o r m a t i o n f i r s t , b u t t h e y n n u s t n o t l o o k a t e a c h o t h e r - ' s - ' , , r . : : . .

, 3 Grve out the ro le cards: one person has A and the other has B

4 Te l l t hem they have two m inu tes t o s tudy the i r ca rd and unde r l i ne anv th ing : ' : . r : ' r .

unde rs tand . Move a round the c lass exp la in ing where -ecessa r , . Chec - . 1 . j "== . _ : : : - ja l l together to save t ime.

5 Tel l them to s lar t the conversat ion. Go around help ing, but do noi in terr r . r . , ' ^ 3ss ' - i t :S j : ' . .

6 Whe" t hey have [ i n i shed , t e l r beL re r pa i r s Lo .epea t i f f o ' r r e c ,as :

Follow upo Ask s ludents i f they l ike the neighbourhood.

o l n g roups , t hey say wha t t hey wan t i n t he ne ighbou rhood and add th ings ro t i e . . . ' ^ . . :

o PaSS the a i t e red rn rnc . r ^ , rn r l r ho r l : cc n1 pU t t he mapS On the Wa l l fO r COmpar - ;SCr .34

AYou are going to move to a new town for your work.You have got an advert for a flat. It looks good.You want to know about the neighbourhood.

About you:

You haven't got a car.1ou l ike sports.' iou don't l ike cooking.

Think about what you want in the neighbourhood.

You are going to phone and ask about the neighbourhood.

At the end of the conversation, say if you want the flat or not.

lbu can start the conversation like this:

\1i; ri;tnie's . . . and I'm phoning about the flat.

Large two-room flat.t380 a month.31 East Road, Grinton.Phone 367841

B\ou put ttris adr-ert in the newspaper.

'lou har-e qot a flat and you want someone to rentit from l'ou.

Sorneone is qoing to phone you to ask about thenei *hhouLrhood.

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Large two-room flat.t380 a month.31 East Road. Grinton.Phone 367841

-: - - r :: u n rve rs ity P r e ss 2oo 4 f'lliftffiHilf'il| 35

Unit 5 Town and country

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, lcut the neighbourhood around the school , e .g. Are there any schoois,: a'<s? How many shops, cafes are there? tJse this to revise any words rrorn

. - - ' n d r n f o : r h : n \ / n p w W O f d S .

- . : " o€d i n t h i s ne ighbou rhood

= 's Tel l them to descr ibe thei r home neighbourhoods to eacn o lher' - . : g€s t hey know abou t o r have hea rd abou t .

Moin octivitySpeaking1 G ive ou t r r€ C . : : : : - : : : : r : ' e pa i r s : one pe rson has pho tocopy A ; t he o the r has

photocopy B Te , ' -^- , - : - - .s : r .o t look at each other 's photocopies.

2 T e l l t h e m t o t a i k a c : - : : - : . : - , - . ' : : z . , C f n d f o u r m a i n c h a n g e s t h a t h a v e h a p p e n e d n e a c h .

3 C h e c k t h e i r a n s w e r s \ ' , : ' - : ' : - = - . : : : : . l j c a n d o t h i s a s a d i c t a t i o n , b u t i n c l u d e w r o n gin fo rma t i on and te l l t he r l : : : ' ' : : : -

'

ir i ,; iar'fCrd:. Tne cub used to be a pol ice stat ion.. Tne sports centre has replaced the factory.. They have bui l t the b lock of f la ts on the park.. The supermarket has c losed

Lis tening1 Tel l the students that they are going to r ' rear a.aa c rnterv iew about Wel lham, and they wi I

.ea: lhe ln terv iew twice. Tel l them to naKe notes cn lvhat people th ink about the changes

2 : = . , ; e ' l e ' r e , t t , t , i ce .

3 - : i i . lern io compare thei r notes wi th a par tner before checking lhei r answers.

4 : : { 'o \ , { , ' � many people spoke lo the repor ier . and who they were

i l;;;;;#ree people: the old man, the woman who s his daughter, and her daughter

E - : - ' a : - t h c n p n n l o q : \ /

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Description.con:p:rison andcor':rJ"5i

TIME2t-34 3: a; i iS

PREPARATIONC - = : - : : : ' : - : , - : "

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- - :

. I - - - . 's iogether in to groups of four .

. - : : , r : ' -s io look at a l l the p ic tures, and d iscuss the changes in bolh lorryns T:

. ' : . : :en rn inules to decide which changes are good, which are bad, ancl ' , t ' r ' '

r ' , , - : -erp ing where necessary, and l is tening for in terest ing comments

| , - ' : : - : , . e r g roups to exp la in t he i r i deas to t he c l ass .

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Unit 5 Town and country

A business propositionWorm up1 put s iudents in pai rs . Tel l them to descr ibe thei r home neighbourhoods lo each other

2 Ask quest ions about thei r neighbourhoods. Ask i f there are schools, restaurants, parks,

etc. to in t roduce the vocabulary in the Key language.

3 Tel l them to d iscuss what fac i l i t ies would improve thei r neighbourhood and why. Ask for

examp les o f t he i r i deas .

2

3

4

5

TtiilE '

30-40 mingtes

KEY LANGUAGEcollege compus,co uncil housing esfote,delicatessen,lounderette.Ietsure centre,ii,x:try oportment,nu'tt'l|rJreY cor pa*,

off i:e biocks, pefiolstotion. residenttalhome, sfrdenH hgll af . ,resideece:

first and second conditional, ,futrire forms, comparatives, r"',

language of agreemenU ',..'

disagreernent. ' ' ,,making suggestions, e. g.

Haw afuut + rhg or noun,,:.,',, r:v\thy fun't ne ...? It mightbe o good kiea to ... :.,;...1.be.,gu* "' ::'li''

PREPARATIONOne pilotocopy for each

student

Follow upo Ask the groups i f they th ink thei r business rce3 " , : -

immed ia te ne ighbou rhood a round the sch ' c ; " ' :

o Tel l the groups to th ink about the besl shco : ' : - .

immediate neighbourhood around the sc l -c : . ' : '

t h i nk o f a good name f o r t he i r shop o r bus ' == =

o Af ter d iscussion, one student f rom each g '1t . . = ' :

the c lass.

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Moin octivityTel l the c lass th is anecdole:

There is a s iorv b,y Somerset Maugham (an Engl ish novel is t ) about a young man who v is i ts

a smai l tor , 'n and vr 'ants to buy some c igaret tes He walks near ly a mi le (about 1 .5 km)

before he f lnds a srcp. so he goes back to the p lace where he star ted f rom and says, ' l ' l l

nnpn e rohac rcn i s t h -o re ' He does and r t i s a g rea t success . Fo r the nex t20 yea rs , t he man

walked the s i reets of Engiand iooking for c tgaret tes. When he had to walk too far , he

opened ano the r shcp . He was a m i l l i ona i re by t he t ime he was 35 '

Tel l them they are going to s tar ta business as the man in the story d id

Put them in grouPs of four .

Give out the photocopies.

Tel l them to evaluate the three d i f ferent neighbourhoods and decide which one s i te would

be the best to open a shop or s tar t a business in . They must decide what type of shop or

business they th ink would be successfu l and choose the best area for i t . You cou d g ive

them examples to help them, e.g. an Internet cafe, gym / heal th c lub, la te n ight

convenience store. (A la te n lght convenience store is usual ly open unt i l aboul 11.00 pnr l t

se l ls newspapers, c igaret tes, basic grocer ies and of ten a lcohol . l t a lso s locks othe 's i rnple

necessi t ies l ike pens, notebooks, aspi r ins, etc . )

Af ter d iscussion, one student f rom each group g ives thel r group's decis ion af d 'eas3' rs t f ,

t he c l ass . The re i s no t one obv ious , bes t l oca t c r .

3

lmagine that you are business people rr-ho are going to open u tlop or start a.business

togeiher. Theie are three possible itlopr ar-ailable that you could rent, shown in the maps

belon. Discuss the alternatir.es. Decide rlhat type of shop or business would be successful

and choose the best neighbourhood for rt'

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Hotels

Unit 6 Travel and tourism E

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Worm uPl A s k s t u d e n t s i f t h e y s t a y i n h o t e | s o n h o | i d a y , o r o n b u s i n e s s . A s k t h e m a b o u t t h e b e s t

hotel theY staYed in.

2Askwhat in to rmat ion theyneedtoknowbefore theychooseahote | .G ive themtwominutes to talk about it with their neighbour' Tell them to make a list'

3 wri te their ideas on the board. El ic i t any key vocabulary that they do not mention: meals"

breakf ast ' lunch , dinner., stng|e room , doub|e room; charge , |oc1tion

Moin octivity -^,-^ +^ ,^^ +^ The orher harf are

1 Explain that hal f the class are going to be tour ists looking for a hotel

going to be hotel workers. They are going to have a phone conversation'

2 pu ts tudents in togroupsof four .G iveout thephotocop ies ,onecard toeachs tudent inthe group. Tei l ihern to look at their own card and ask you about anything they do not

understand.

3 On the board, wri te:

HOTEL I,VORKER: Hello. fiX Hotel'

TOURIST: Hello.I'm tooking for rootlts l'd like ' '

Explain this is how to start the conversation. The tourist should tell the hotel worker what they

wantandf indout the in fo rmat ion theyneed.Check tha ts tudentsunders tand '

4 Tell the tourists that they should phone both hotels and then decide which is better for

them. Ask tne tourisis io put up iheir hands, and then ask the hotel workers to put up tnerr

hands. so students know who is wrro. Tell them to find a partner within their group of four'

5Ask themtomakethephoneca| | ,Youcou|d te | | the tour is ts tos i tback- to .backwi thahotel worker to make the call'

6 Ask tourists to change partners in their group, and sit with the other hote| worker.

7 Tell them to make the Phone call'

8Asks tudents toexchangephotocop iessotha t the tour is tsarenowhote |workersandhotel workers are now tourists '

9 Repeat steps 4 to 7

10 Ask students which hotel was better for them as tourists and why'

1 1 Let the group see all four role cards together and ask them if they think they chose the

better hotel for them'

Follow uPo ln the groups of four, two students work together with the hotel worker role cards' and

they change the information on the cards li any way they want and add more information

The other two students work together with the touritt r.olt cards, and they change and

add to their information.

o E a c h s t u d e n t h a s a r o | e c a r d a n d t h e t o u r i s t s m a k e t w o p h o n e c a | | s t o t h e h o t e | S a n dchoose the better one for them'

o You can have students exchange the role cards and repeat if there is time

TOURIST ATwo old friends of your family first met inDunmeath in Scotland 70 yeats ago. Theywant to visit the citY again.

They asked you to go with them.Theywantvou to help ihem because they are quite old.She is 88 ind he is 92, and they can not walkverywell.

You want one single room for you and onedouble room for your friends.

They want somewhere quief but near thecentre.

They have not got a lot of money, so theywant somewhere cheaP.

They prefer to have dinner in the hotel, sothey can go to bed earlY.

They gave you ihe n€unes and Phonenumbers of two hotels:

o Golfer's Hotel: 03897 784596 (Rooms from €60)

o Central Hotel: 03897 862664 (Rooms from €50)

o

HOTEL WORKER CYou work at the Golfer's Hotel inDunmeath, Scotland.

Rooms and chargeo 1st. 2nd and 3rd floor: €75 single, t100

double (with breakfast) ONLY SINGLE ROOMSLEFT ON THESE FLOORS.

r 4th floor (NO LIFT): 860 single, E85 doubletwith breakfast) ONLY DOUBLE ROOMS LEFTON THIS FLOOR.

Meals

Breakfast included, other meals extra.

BreaKast 7.00-10.30.

Lunch 12.00-14.00.

Dinner 19.00-21.30.

Location

About 5 km from the centre.

Quiet part of city next to the golf course-

Lots of buses and taxis.

TOURIST BYou and your friend love golf. Dunmeath in

Scotland has a very famous golf course.Youwant to go there for a golfing holiday.

You want to do some shoPPing too.

In the evenings, you want to enjoy the city's

nightlife, so you do not want to get up early

for breakfast.

Golf is expensive, so you want a cheap hotel'

You have got the n€Ilnes and phone numbersof two hotels.You want two single rooms:one for you and one for Your friend.

You have got the nalnes and phone numbersof two hotels:

o Goffer's Hotel: 03897 784596 (Rooms from f60)

o centml Hotel: 03897 862664 (Rooms from 850)

HOTEL WORKER DYou work at the Central Hotel inDunmeath, Scotland.

Rooms and chargeo €50 single (with breakfast) ONLY ONE SINGLE

ROOM LEFT.

o E75 double (with breaKast) ONLY TWODOUBLE ROOMS LEFT - ON GROUND FLOOR.

Meals

Breakfast only, no other meals in hotel.

Breakfast included, 7.00-8.30.

LocationIn the city centre.

Very busy shoPPing street.

Next to caf6/restaurant and a night club.

Lots of buses and taxis.

Yo o

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Unit 7 Food and drink

RecipesWorm up1 Put the students into groups of three. Check each group has a dictionary'

On the board write the headings:

fupldrW ways of makingfood/drink

Tell the students to copy them.

Tell the students this is a competition. You are going to write 20 words on the board andtheir team must work together to write the words in the correct list as fast as they can.Tel l them to shout 'Finished! ' when they f in ish.

2 Write the words and headings below on the board:

:*;;;i heatlemonlettuce

milk

oilomelette

onion

ways of making food/dinkboilcheese

cucumber

cut

frygriII

3 When the winners finish, stop the other teams.Ask the winners which list each word goes in and write the words in the lists.

Check everyone understands the meanings, asking the winners to explain any unknown words

Moin octivityDemonstration1 Mime making a fried egg sandwich, giving instructions as you do it. Say:

Take some breod. Sttce it. Cut two slices. Butter it. Spreod butter on both slices. Taketwo eggs. Break them into a dish. Beot the eggs. Add o little solt ond pepper. Stir theeggs. Take a frying pan. Pour in o little oil. Heot the pon. Pour the eggs into the ponand fry them. Put the fried eggs on the breod. Put the other slice on top-

2 Mime eating the sandwich. Ask the class what you are eating.

3 Ask the winners to come to the front. Repeat the instructions Tell them tc act cut theinstructions as you speak.

4 Then tell them to repeat the instructions to the class. Help where |recessa-r €l ine classto mime the act ions.

Speaking1 Give out the sets of recipes to the groups; each member has one rec pe € :-e- .ct to

look at each other's or tell their partners the name of their recipe-

2 Ask who has recipe A. Tell those students to give instructions to rhe :ea':' -.-Ee' :.their left. Tell the member on the left to act out the instructions. Te': !re ::-:'!::-member to guess the recipe. lf they can not guess, tell students t: 'e.:l: :2 ':---- i1sand act ions again.

3 W h e n t h e y h a v e f i n i s h e d , t e l l t h e s t u d e n t s w h o a c t e d l a s t t i m e t c g ; . = ' - - - - - - : : - ' - n p i rrec ipe to thepersononthe i r le f t , thepersononthe le f t toac t t -ne ' : ' . - : .= - : : .= - : . . 'team member to guess the recipe.

4 Repeat until everyone has had a go instructing, acting and guessine

Follow upo Tell team members to work together and write a l ist of instructlons !c' a- =::zr '=::z

o Tell one team to give instructions to another team who acts them o;: =:- -a-=.=

take turns g iv ing one l ine of inst ruct ions each.

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Unit 7 Food and drink

Menu,p leoseWorm upLr,si : r ' anv students or their f r iends are vegetar ian, or i f they know any vegetar ians

D: ,- : ' " eat any kinds of meatT Do they eat f ish?

2 A:, . ' . rey or their f r iends are al lergic to any food. l f any students do not know the

: ' : . ' ' .3, ask another student to explain, or explain i t yourself '

3 - ,- . ' : "ey or their f r iends can not eat or dr ink anything because of their rel ig ion You

ct-. I -3rt ion that Jews and Musl ims, for example, do not eat pork, or that Hindus do not- ; - - = a l

Moin octivityListening1 Give out tne p- : , : :cp ies. Tel l the students to read the menu wi thout d ic t ionar ies and

r;nder l ine ar , ' , , , ' - ' ls : 'ev do not know.

2 When they have f i r iscec, te l l them to ta lkwi th thei r neighbours and expla in each other 's

under l ined words j i inst c :n.

3 Ask i f there are anV ' , \ /o ' i : :aey st i l l do not know, and invt te other s tudents to expla in

before you g ive the mean: '3 : " 'ourse{ f .

4 Tel l s tudents they are goi rg: l f^e - 's x dr t ferent people choosing f rom the menu' and that

t h e y m u s t m a t c l ' r t h e s p e a k e r s ' , ' . : : . . ' i ' 3 ' . = ' s : s i e i ' r q , e s t o n 2 A s k s t u d e n t s t o r e a d

the descr ipt ions of the people and cne:< - ' .a i ' ' . ' ! r -cers leno

@S P lay t he reco rd ing tw i ce , and then ask , : s l ; l : r : . " ' a ' : i o rea l i t aga in

6 Check the answers.

woman c 4 wornan,,?

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:reom, wrlic bread,noin course, pasto,

i. te,,pf,, p{awn cacktsit,;ouce, ade arder,;picy, starter;

anguage of suggestion:low about ...? Let's ...?Why don't we ...? Shsltwe. . .?

.PREPARATIONOne photocopy for eachstudent

.{ r tracks l l-14

Speaking1 Put students in grouPs of four.

2 Tel l them they are customers in the restaurant , but ihey must pretend that they are one of

the characters f rom the l is t in quest ion2.Tel l them they must not te l l the i r par tner which

character they are. They must ta lk together about the menu and decide what to order

They should suggest d ishes to each other and of fer to share d ishes. They must guess thei r

par lner 's character af ter they decide what to order .

3 As they ta lk , you can go around pretending to be a wai ter /wai t ress, making'e :ommenda t i ons abou t t he d i shes on the menu

4 " f ter the f i rs t game, ask how many students guessed thei r par tner 's character ' Remind

-- : . r^ they should t ry to f ind out by suggest ing d ishes to each other and of fer ing to shate

P aV tne game agaln wi th s tudents pretending to be d i f ferent characters f rom the l is i

-c tudents could change par tners for each new game.

Follow upo : r ca i rs , s iudents wr i te down three new meals, each wi th a star ter , main course, s lde C s1

lesser t and dr ink, us ing the menu or thei r own ideas for d ishes. Each meal musl be' :possib le for one of the characters to eat . Pai rs then exchange notes wi th anothe 'o; '

ard Cecide which characters can not eat which meal

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1 Read the menu and underline any words that you do not know.

Listen to the people speaking in the restaurant. Match the speakers with the informationabout who they are.

1 man

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2 maq

3 'rar

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: 'e'egetarian - does not eat meat or fish.c Atiergic to seafood - it makes the person ill.: Health problem - can not have strong food or drink like coffee, pepper, garlic, chill i, other spicesd Religious - can not eat pork or any part of a pig.e Not much money - does not want to spend a lot.f Trying to lose weight - wants to avoid fattening foods.

Food for thoughtWorm up1 Ask students i f they th ink d i f ferent foods can change our s tate of mind, i e c iarge : - :

u /ay we th ink or feel .

Ask i f they th ink that cer ta in personal i ty types tend to prefer cer la in types of f i c ;

. Do passtonate peaple tend to prefer hot, spicy food?

o Some people thrnk eating a lot of meat makes people oggressive

2 Tel l the c lass that they are going to hear a descr ipt ion of Ayurveda /ateverda/ . Wr i le the

word on the board. Ask i f anyone has heard of i t . l f anyone has, askthem to te l l the c iass

what they know. Tel l the c lass that Ayurveda l inks our personal i ty wi th what we eal

Moin octivityListening1 Befor{ou p lay the recording, wr i te these quest ions on the board under Ayurveda

1 \Nhat ts its history?

2 How many elements are there?

3 l/,hat are doshas?

@Z play the recording. Ask the students i f they want to hear i t a second t ime

3 Check the answers

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Rephrasing notesinto full sentencesand questions

TIME4Ominutes-l hour

KEY LA}IGUAGEanxious, apPetite,chal{enge, critical,criticise, element.eneryy, imaginative.impatient, o4gonised,risk, rautines. skin,spices, wanT.

question fonns.language of adulce" e g

should. oughr ic. ilu-<:

PREPARATIONOne photocopy for eachstudent'-€ track 1 5

'5 ,00O years o ld.

; lrth a.1o ltirelor sna19, i itta, Kapha. They make three different types of people

clean the quest ions of f the board. wr i te the names of lhe three o:sr a: : '

the students they are going to hear the tnterv iew again Tne' s l c ' : ' " ' ' ,=

the pos i t i ve and nega t i ve aspec ts o f t he pe rsona l i t i es o f e 3c ' r l , i = - ' r . ' . :

P ,a ) I ' l e ' eco 'o ing Then ask t he s tuden ts l o co ' roa re I i r ? ' : ; = ' ' l : ' : '

Answer key

Pittaposit ive: energet ic,gfgg! l t .dr warm, f r iendl ' r

negat ive: cr i t ical - cr i t lc is:n i h o r n o n n l p : n dw L , , u , y v v y ' v v ' i v ,

themselvesj . r ' : : r i l ' i i : . 1 . r i

6 Ask the students which type they th ink they are Then - : - - :

: r ac t , v i t y t o f i nd ou t

Speaking1 D v ide the c lass in to pai rs and cal l one person A ano t l - : l

^ - ^ - - 1 . ^ r ^ - ^ n . , r n n r r h c r r r , ^ l a n f { : r o r " l n r a r n4 u \ ' s o p r rvLuuvpy . - €?Ch s tudent face down Te l l S tu le - -

Check they unders tand the f i rs t ins t ruc t ion . Do the f r ' ; : : -

get excited by thrngs?

3 3o around the c lass and help where necessary.

4 , r ihen Student A has f in ished interv iewing Student B, Stu l : - - - : - ' - : : '

5 :udent B p icks up thei rs and becomes the in terv iewer '

Vatan n c r r i r i o c o l f - r n n f i d e n t

l ive ly , do th ings quick ly- _;

nega t r ve : dnx rouS .wor r i ed

Follow upr \sk s tudents to wr i te a wr i t ten repor t about what they ha ' , e a: :

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Interview your partner about their personaiity and habits. Ask them how much the followingcharacteristics apply to them, and write a score from 1 to 5 for their answers. If a statement i! notat ail true for them, score 0; if it is 100% true, score 5. When you have finished, find the totalscore for each bodv tvpe.

I < c p b q _ " " , * , . . JCalm, relaxed i

i VataOften get excitedby thingsDo not put onweight easilyLearn quickly butforget quickly

Often have coldhands and feetLlke to talkAn imaginativeperson

Often have dryskinMaking decisionsis difficult

Walk quickly

Often find it hardto sleepOften worryabout thingsDo not have manyregular routines

Total

Like to have anorganised lifeBecome angryeasilyHave a gooda h h a f i t a

Like ice-colddrinksDo not like spicyfood like chill iesCritical of mysel{and othersOften feeltoohotHave a good:nno t i to

Often impatientBecome tired inhot weatherPrefer regularmeatSLike challenges

person

Gain weight quicklybut lose it slowlyTend to walkslowlyLike to get uplate

Learn slowly butremember wellDo not like cool,wet weatherFeel tired aftereatingEat slowlyDo not get angryeasilyKind, friendlyperson

Need a lot ofsleepNot easilyexcited

1 Look at the three scores for I'our partner. l[ one score is a lot higher than the other trr o, then thehigh score shotvs their body type (e.g.Vata 45, Pitta 24,Kapha 22 means their bodr- tryre is\htal.It their top hr.o scores are similar, therr they are a mixed body tvpe (e.g.\hta 36, Pitta 3S, Kapha1; means their bodv tvpe isVata/Pitta).Jbll r-our Partner their trpe. Do they recogniie their personalitv from the description oi their trpein the radio programme?

.{sk r-our partner about their diet and give them advice from the intbrmation trelorr--

t Vatc Pitta. I(apbeGood

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, 5iteet. sou'anC salty tastesr 5c,1.. cr;, f lod

, Sra,i ir"equent rneais

: Bad, C: : ' : ' t , is an vegeiabies and

. !? l : - .€*ee .'.. ,':'eQ.;ent meals

llanger foods. 5c, -.3:- e.clatoes. peppers,

, -,-:=-.ll{-5.iomatoes,

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Cool food and drinksSweet tastesRegular meal t imesVegetables and salads

BadSour and salty tasteslrregular meal t imes and quicksnacks

Danger foods. Tomatoeso Bananaso Oi lso Seafoodo Hot spices, salt, garlic

GoodWarm food and dr;ntsBitler tastesLight meais- saiacs ar't 5:,-]35

BadCool food ard dn-,€Sweet and sour anc sdrr t3i-SSnacks betrveen rreas

Danger fuods. Tomatoes, pota3es. Very juicy'fruifso Milk, cheese, Iro€i",r/to Fat, fried food. o{[ fcc'co Sugar and all svreefs ece:q .r:rr*Er

: : f i t . . , '"fIME30 minutes

KEY LANGUAGEcurly, dark, eYes, fair,

htir, long, short, skin,

straight, wavY;

hds got, present be

PREPARATIONTwo photocoPies for

each grouP of four

studelts, one PhotocoPYleft comPlete and one

cut into seParate cards

@ track 1o

l , !n l t I Describing PeoPle

Lost!Worm up1 Elicit: eyes, hair, skin.

On the board, write: curly, dark, farr, long, short, strarght' wavY'

2 Make sentences about s tudents, or famous people, to teach/rev isethe adlect ives, e g

Paulo has got short hair. Ttna's hatr rs long and curly lnclude darklf atr skln and eye colour

3 Ask them to descr ibe a student in c lass, so others can guess who they are descr ib ing '

Moin octivitYListening1 put s tudents in to groups of four Glve each group one copy of the complete photocopy '

2 Tel l them they are going to hear in format ion about a lost ch i ld They must f ind the chi d on

thei r PhotocoPY.

. p a p l a y t h e r e c o r d i n g t w i c e . A s k e a c h g r o u p t o d e c i d e w h i c h c h l c l s l o s t A s k l f r f e r ' " : ' : - :

l is ten agaln.

4 Check thei r answers:

Aniwer keYThe miss ing g i r l is the last p ic ture '

Speaking1 Tel l s tudents they are going to p lay a game'

2 Glve one student tn each group the photocopy of lhe corc

cards in a p i le face down Students take a card each

3 Exp la in t ne ru les :

o The s tuden t w i t h t he pho tocopy o f i he comp le ie 0 ;3 :

bu t does no t show wh ich one They mus t no l desc r ' : :

o i f nobody has the card wi th that ch i ld on 11, the\ ' ' 3 : ' -

nex l s l uden t , and they desc r i be a ch i l d

o vVhen someone th inks that they have got the caic ' ' : -

r re speaker.

- i f they have got the correct card, they keep t l an ' 'a '

T l 'er , ' cross out that p ic ture on the photocopy S:L ' r l : '. . ' . . : i l r a c

L J ! L L i L J '

- ' , " : card is wrong, they put the card on Ine c ' l ' ' - -- - : ' ,

r f o t cross out the p ic ture on lhe pf roto ' l :

' - : ! e ' - e f on l l nues un t l l a l l t he p i c l u res a re c f ' s : : - : -' , - . ' :

- ' re person wi th the most cards is the i ry inr- '

- , : - - - . - - .? i -e and go around checking students are lo -

. - . ' ' ' - Q? res a re f i n i shed , ask how many ca rds eac ' " '

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r ' -3 , l i5 d p ic ture of a face, and wr i tes a descr p ' rc '

' . , " gs and g i ve t hem ou t randomly Check i t ^a l

- - - , = - . l L ; r . r d i he c l ass desc r i b i ng the p i c l u re l he l ; " ' : = -

' - , - . , . e c i c t u r e s , b u t t h e y m u s t n o t s h o w t h e m i ' r : : : - : '

: . - r , : . : ' , r . r lo might have thei r p ic ture '

- - : , ' ' ( s t hey have found the i r own p i c tu re ' l hey l o : i ' '

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eyes: brown eyes: Drown eyes: blue

eyes: brown eyes: brown

p r r o c h r n r r r n

: . :s : brown eyes: blue eyes: ciL:

Giving descriptionsof people and actionsand asking questions

TIME30 minutes

KEY LANGUAGEcudy, dark, eaning,fair.lang, shart,st r o i ght. tatto o, w avY,

present tenses,present question forms

PREPARATIONOne photocopy foreach group of,students, thephotocopy cut intofour separate Pictures

t tr* i t I Describing PeoPle

Who s who?Worm up1 Dr-aw a male face and pro{ i le on the board and use them to e l ic i t the names or iea i - '=- '

€ , ' : , f lOSe, eors, etc

2 C.angethehairs ty letoel ic i t cur ly ,dark, farr , long,shor t ,s t ra ightandwavy. Addthero ' : , ' - :

of 3 :v one and elicit or pre-teach them' ponytail, moustache,tattao

3 Exp a I :hat ta t tooing is popular in the UK at the moment and ask ' ,^rha ' . they th ln l . l r t '=

fa; r : ' Ask them to descr ibe anyone they know who has one

Moin octivity1 pu ts tuce . i s . : . g roups o f f ou r . Te l l t hemtha t they a re go ing to have a p i c tu re each oL r :

t hey mus t r � . : , aa< a t each o the r ' s p i c tu res .

2 Give out the pno:aat L l es

3 Tel l them to look a: i - : . I rc lures to check i f there rs any vocabulary they do not knour

4 Ask them how man ' ! p : . c l € : f 3 ' e a re i n t he i r p c tu re 1e gh l ) Ask them how many peop €

in t he i r p i c tu re t hev na , .3 f a - . s ;o ' - i i ' . " . 1 . Te l l t nem t c \ n / r l t e numbers 1 t o 6 on the i r

p i c t u r e n e x t t o a l l t h e p e : a - : ' : . J : ' : ' n - . i 3 . a m e s f o r . T e l t h e m t o w r i t e a l i s t l t o 6 r n

thei r books.

5 Remind them they musl not s i ro ' , ' r I .e j pr : :L- , r 'e t : each other but they can ask quest ons

about each other 's p ic tures. AsK them i r oes:r - rbe the people in lhe i r p ic tures to eacn

o the r and f rnd the names o f t he o the r s x peoc ie . Te l l t hem each pe rson has a spec ia l

in terest /hobby, and they must f ind lhose ico

6 Askwha t the e igh t names a re and wr i t e t hem ln a l r s t on t he boa rd . Go th rough the nannes

pick ing students to descr ibe the person. Ask f the c lass agree. Ask for thel r hobby and

check i f the c lass agree.

Answer key "

lbhn playing footbal l 'Sue:

cooking May: playing guitar. J im,: bird-watchrngAi l t : plJying footbal l Ann; karate Tina: bird-watching Ken: drawing

Follow up. lac l group of four look at a l l the i r four p ic tures and together ta lk about the characters

Thev mag lne the i r pe rsona l i t l es , j obs , r e la t i onsh ips t o each o the r , o the r nobb es and

nieresls , other deia i ls of thei r l i fe , e lc .

. T i "e ! cnoose tne rnos t t n te res t i ng pe rson and wr i t e , o r desc r i be t o t h r . . - - : ' - r - : . : s '

c iescr ipt ion of the person's typ cal weekend.

Unit I Descr ib ing people E

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KEY LANGUAGEband, client, manager,musician, reploce,suitable, trouble;

adjectives ofappearance,moda!verbs

PREPARATIONOne photocopy for eachgroup of four students,the photocopies cul intotheir four sections

rrecK L,

Stor quolityWorm upThis e ct iv i ty is more sui table for teenagers and younger adul ts .1 ,Ask about s tudents ' favour i te music ians/bands,

2 Asl them to descr ibe thei r s ty le and appearance, and why they l ike them

Moin octivityL is ten i ng1 ' . ' , - = : ' ese ques t i ons on the boa rd :

1 -.

.-.'..:.: .tre Pete and MnrQ's jobs?' :. ,-.-..-.: :. ).Iare's problem?,l ,-, - ,, "; :.,;'.' rsnplg does Pete recommend?1 i ,-,. . ... ' . .t ' .: ' . , r iot suitnble?

2 f e ' s t - r : " : . - : . : ' . - . - e . e c o r d i n g a n d a n s w e r t h e o u e s t : ' =

3 P lay t he . : : : ' : ' = : , ' . : : . ' ' l check l he answers .

Speaking1 Pur s i rdenrs f to groups of four , d iv ided into pai rs . Tel l each pai r they are buslness

pa r l r e / s ' o ' e pa i ' a ' e agen ts ; t he o the r pa i r a re managers . G i ve ou t t he pho tocop ies .Expla in that the ' , ' can look at thei r par tner 's card, but not at the others.

2 Tel l them to d iscuss the problem on thei r card wi th thei r par tners.

3 Expla in that the manag.rs are going to phone the agents. Wr i te these inst ruct ions onthe boa rd :

Munasers

o Describe who is lenr.iii'q ,-1";;i. tho you need. Make notes about possible replncelrietiis

o Mnke notes obout pls.ri i , "r '-rsicians for your partner's bards.

Asents

. Trv to perunde t i rc i i i t , ' i : i : ' . : t , t i i t . nusic inrs.

c If they do not tt 'utf i;. , i '1i ' t i t r it i ' ir io ,harit t lotit rnrrl ici.

4 T e i l e a c h r i r a n a g e r t o p h : r - e a : a : = ' - - . a - , a t t . t ; s r : : ' e r ' ' : o s : r - . : , . . - - . " - . .

5 Ask managers lo phone the other- agent

6 Tel l s ludents to go back to lhei r par tners

o Ask managers t o t a l k abou t who they wanr l o chocse .

o Ask agen ts t o d i scuss who the managers m igh t choose .

7 Te l oo th managers and bo th agen ts l o ge t t oge the 'a ro l oo f a t i ' e o c tu ' e = . ' - ' - =music ians. Tel l managers they can change thel r choices 1f lhey v ' rant .

8 Askwh ich managers chose we l l and who had to change the t r m nds Ask . ' ' ; t ' : -

were most persuasrve.

Follow upr T h e g r o u p s o f f o u r w o r k t o g e t h e r a n d d i s c u s s w h a t t h e m a i n a u d i e n c e w l l l b e i ; ' : , : '

band . Wha t t ype o f peop le w i l l mos t o f t he i r f ans be? They shou ld t h i nk abou l : as : . - ' :

or female, other in terests, and anyth ing e lse they can th ink of .

o They wr i t e a sho r t ' aud ience p ro f i l e ' f o r each band , desc r i b i ng the t yp i ca l f an .

o They th ink how and whe.e they should adver t ise lo connect wi th those fans.

t , l r n r r n c r n m n : r o i r ' l a : :

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AGENT BThese musicians are your cl ients. What type of bandshould you f ind for them?

Name: Jo Chang

Age:20Eyes: brownHeigh t : 1 .8 mC i n a a r A ; n r a r

Name: Emma Rider

A g e : 1 9Eyes: blueHeigh t : 1 .55 mD:n rp r c i nop r

Name. Bash

A g e : 3 1Eyes: blueHeight: 1.60 m

Singer, guitar, drums

AGENT AThese musicians are your cl ients. What type of bandshould you f ind for them?

Name: Spider John Dee

Age:34Eyes: brownHeight: 1 .68 m

Singer, drums

Name: Matt KeynesA g e : 1 9Eyes: green

Height: 1 .84 mSinger, dancer

Name: Candice Le ClercAge:20Eyes: brown

Heigh t : 1 .70m

Singer, dancer

MANAGER CThese two bands are your responsibility. The peoplewho are circled are going to leave. What type ofmusician will you need to replace them?

KITTEN CLUB

HEAD KICK

MANAGER DThese two bands are your responsibility. The peoplewho are circled are going to leave. What type ofmusician wi l l you need to replace them?

RAP IT UP

SPLASH

TIME20-30 minutes

KEY LANGUAGEagainrt,between, bin,chair, cup, desk. door,flowers,in the middle,jacket, next to, on,on the left, an the right,paint brush, painting,toble, tin of paint, under,vase, wcll;

prepositions o{ place,there islare, present be,n r o q o n t n o r f e c f

PREPARATIONOne photocopy for eachgroup of three students,the photocopies cut intotheir three sections

Worm up

Uni t I Descr ib ing th ings rF

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Con you descri be it?

Put a chai r on a desk and ask Where 's the chai r? to get the answer l t 's on the oe s<. C' , - . ' -! . ^ ^ - i + i ^ n ^ ^ A a - t . 1 ^ 1 ; r t o o e t e 9 / V e X f f o t h e d O O r . D O a f e W m o r e t O e C _ i . : l _ : . . .[ ) p u ) r L r u r q i l u o ) N q s o l . .

and nouns in the l is t o f Key language.

Then start asking What have I doneT to get answers l ike You've moved the chcir next i.the tqble.

Do the changes faster and faster and ask speci f ic s tudents for the anslvei -s .

Get s tudents to move th ings and to ask the quest lons of other s t ;denls.

Moin octivityPut them in groups of three and g ive out the p ic tures face down. Tel l them that th ings inthe p ic tures have moved. They should f ind s ix d i f ferences belween thei r p ic tures and theother two: that is ' l 2 d l f ferences f rom thei r p ic ture. They can look at thei r own pic ture butthey mus t no r ook a t eacn o ihe r ' s . They shou ld desc r i be tFe i ' p i c tu res and ask ques t i ons

to f ind the d i f ferences.

Draw on the board oblects they might not know in the p ic tures, e.g the vase. El ic i t or pre

teach the word and wr i te i t on the board next to the p ic ture.

Tel l them to star t . Ask them to f ind the d i f ferences and f ind which p ic tures are f i rs l andlast . Go around help ing where necessary.

Ask them how many d i f ferences they have found, and ask for a few exampies l f anystudents have not found s ix , inv i te them to ask the c lass for help. Studenls must nol lookal each other 's p ic tures yet

Ask which of the p ic tures is f i rs t , second and th i rd.

Tel l them to look at each other 's p ic tures and check thei r ideas.

Follow up. I n t he i r g roups o f t h ree s tuden ts l cck a t t he r r p : r : - . 1 -3 :

a l l r he ev idence tha l sho ' l s i he sequence .

. They cocpefa le i : r ' r , r - r ie senter lces descr o rg - .4 : . : r :cup . f he t h l ngs to f ocus o r a re :

- f lowers- l ab le- pa in l- b rush- w a l l_ C U P

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AFind six differences between yourpicture and picture B, and findsix differences between yourpicture and picture C.

BFind six djfferences between yourpicture and picture A' and findsix differences between yourpicture and picture C.

cFind six difierences between yourpicture and picture A' and findsix differences between yourpicture and picture B.

SPEAKING . :..],."FOCUS , , : ,Giving descripilonsof objects '

rIME20-30 minutes

KEY LANGUAGEbelt, curued,handle,\eart, restaurant,;tation, stroight, stripes ,;uitcose,tqxi office,leddy beor,T-shirt,umfrreila, wneels;

. : , .present perfect, presentJI De, nave got

PREPARATIONAt least one photocopy for:ach gqoup of five to seventudents, the photocopies:ut into their sections, the- - - + i ^ ^ - ^ I ^ - - 1 . - L ^ + ^ ,;ecrrons oT eacn pnorocopy

<ept together

Um*t I Descr ib ing th ings

Lost propertyWorm up1 Draw the three scarves { rom the photocopy on the board. Use them lo e l lc i t s i r ipe-s.

narro',\, and wide, scross and along. Do not rub them oul - leave them or tre ccaro.

Dr-a, ' , : : "er i lems f rom the photocopy to e l ic i t lhe otherwords in the Ket ' :ng ' tage rhaiyou a. - . : L- : , , r r ,v i l l not know.

2 Te i s , - , : = - rS . r , , , a re go ing to desc r i be someth ing on the boa rd , l he ' , ' r - s : g ' ; ess wha l :i s The , ' s ' t , . r , s , : ques t rons .

Beg in , , ' , : . : , . 1 - . : l - - ! : . . \ / hc l t ' s i l l l ke?Con t i nue / f ' sgo f b lack i r , ' : r , " , n i i es f r i pes .E l i c i t :Has i t gc t t . ' a : : ) - ' - : : - : , a l ong i l ? Con t i nue un t i l t hey guess I ' e : c r rec l sca r f .

3 C h o o s e a s : r r a - - , : l : : : ' . : = : . r t h e r o n e o f t h e s c a n / e s f o r t n e c a s s l o a s k a b o u t a n d g u e s s

Moin octivity1 E x p a i . t f i e \ a ' e q : . = - . - l . : . . . - . . = - : . : : . 1 , ' - . = i . : - r [ . € v m U S t f i n d i t e m S l O S t

by l he i r l ou r i s t s Pu i s i r - r l : - - : - ' - , : - - _ . : :

2 Fxn la in t ha i t h rep o f t hem r , , l r - ( ; , : . = : , a - . . a ' - - ' . a ' : " : : a ' , 1 S ia t on . G i ve ou t t hoseshee l s l o t h ree s tuden ts n eac ' E ' - - . : = , -= . : , - ' : : i : l : . : . s l uden ts i n l he g roupface down to share out .

3 Te l l t hem they mus t no t l ook a t each c the ' s p . , r ; ' : s f r e ' , mus l phone the th ree p laces ,d e s c r i b e t h e t h i n g s a n d a s k q u e s t i o r s r f t r e . : - ' - - . ; : - . ' ; . : f ; u r d a n o b j e c t t l ' e r r a k e

a note of where i t is .

4 Te l l t hem to make the i r f i r s t ca i l ; you cou ld have t l ' e r r s , i back - to ' back fo r th s . Re rn indt h e m t h a t s o m e t h i n g s l o o k v e r y s i m i l a r . G o a . o u n c ' r e p n g a n d m a k i r g s r r e - r . . c i ' - n eal l three p laces.

5 A f t e r t h e y h a v e p h o n e d t h e d i f f e r e n t p l a c e s i e r l r r c c l - r c a ' e o c - ' : : - - : : - - :were correct . Ask how many objects lhey got . ight

6 T e l r h e g r o u p s t o c h a n g e r o l e s ; p u t n e \ ^ p e o o e r t I ' i r a . : i a ' . . : , " . ' ' - . - : j

before shar ing them out again.

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8 C : " r ca 'e t he 'es . . . r i s o ' bo t l ^ games

Follow upr E a c h a r o - r l O t t S i t s n i - t r r . q f s ' p t ' ^ : r d c r r . l ; , ' - . . t t : - . . - . : - .u y , u r u

c \ V t t F | h e i . p a r i . e | . ; ' L i e y c h o o s e t h . e e i L e n s - ' : . � � � � � � � � � �pa i rs /groups what they have chosen.

G They wr l le up a 'Lost property repor t ' , descr b rs , = - - - :

e They exchange repor is wl lh ot i ters n lhetr 'gr .o" :

o They t ry to ident i fy the lost i tems f rom lhe descr : , - ' - .

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Unit g Oescribing things

@ Z Play the recording once.

f n your mind s eyeWorm up1 Ask students how easy they find it to see pictures in their mind.

Tell them they are going to try an experiment. Advise them that it is better if they closetheir-eyes, but they do not have to. Tell them you are going to say a word, and they shouicsee a picture in their mind. Say dog.

Teli them to open their eyes. Ask what they saw Do they know the dog or was it a dogthev have never seen before? What did it look like? Could they hear it?

2 Eitcl heor, smell, fosfe and feel. Write them on the board.

3 Tei, students they are going to try another experiment. Advise them to close their eyes.9al Thin< of your favourite food and your favourite place to eot.

Tell them to open their eyes. Ask them to describe their experience. Ask for adjectives andwrite thern or: the board

Moin octivityListening1 Tell them they are going io hear a description. Advise them to close their eyes if they want.

3 Ask them to compare expenences rl ttn r-heir neighbours

4 Ask for examples of interesting derarls. Acd an,y new adjectives to the board.

Speaking1 Tell students they are going to describe shon journeys for each other to imagine.

Put them in palrs and give out the photocopies.

2 Ask them to read their instructions and ask if they have any questions.

3 Tell them to discuss the stages of the journey together. They do not have to plan the samejourney, but they should help each other think of ideas and words.

4 When they have finished planning, ask students to change partners.

5 Ask one of the pair to describe their journey from their notes. Advise them to speak quiteslowly and leave some time for their listener to imagine the scenes. Remind the listenerthat closing their eyes if they want can help them imagine more clearly.

6 When they have finished, ask the other student to describe their iourney.7 Ask them to compare their experiences.

8 Ask i f anyone had very strong or unusual experiences.

Follow upo Students write an account of the journey they listened to and the experiences they had.

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HOW TO PIAN YOUR JOURNEYB"gtn by describing the time oir-ear and the weather.

Then start the joumey s'ith: You are walking along a quiet road in the countuyside ...

The joumey should har-e another seven different stages.You can choose stages from the box orthink of others.

Thlk about the details of the things at each stage of the journey. Is there anything interesting or

unusual about theml \\ihat other things are there? Remember to use some adjectives.

Make short notes for each step of the journey. Do not write sentences * just add verbs of sense,

some nouns, and some adjectives, e.g. smell grass/see beautiful tree.

End with a sunset.

PLAN YOUR JOURNEYDescribe the time of year and the weather.

Possible stages:garden path

field lake

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house

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temple

vi l lage

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You are walY-ing along a quie+ road in #e cantq*,

Describe the sunset.

F..-:€e2{.g..cE: ' , ! . l i .<Ga:rirrnidgeoCambridgeUniversityPress2004@ 63

Unit 10 Friends and relationsftftrc

Whot kind of friend ore you?Worm up1 Ask what students think is important in a friend's personality. Give the example: They

should be friendly.Write friendly on the board. Ask what other things they think areimportant and write them up on the board.

2 Elicit or teach: confident, generous, relioble and other words from the Key language.

3 Ask for the opposites of the adjectives on the board and write them beside their positiveworos.

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Moin octivityTell them they are going to find out about their own personalities. Put them in pairs.Give out the photocopies.

Ask them not to answer the questions, but to read them and underline any words they donot understand. Tell them to ask their partner to explain any words they do not understand.

Ask if there are any words they still do not know. Ask other students to explain before youexplain yourself.

On the board, write:

lMat do most people do?

IMat should they do?

Tell students to talk about these two questions in relation to the questions in thequestionnaire, and then to choose the true answers for themselves.

Tell them to check their scores.

Ask if they agree with the description of themselves and of their partner.

Ask which questions had a big difference between what people should do and whatpeople really do. Ask what they answered for those questions and why-

Follow upo The class choose four adjectives of good personality from the list they produced during

the Warm up session at the beginning of the lesson.

o Put students into three groups. Each group thinks of one question, with a, b, c arm'rerslike in the questionnaire, for each of the four adjectives. For easy scoring:- Make a the most positive/best answe[ scoring 10.- Make b the medium answer, not so good and not so bad, scoring 5-- Make c the negative/worst answer, scoring 1.

o Each group writes each question on a separate piece of paper, making a drs set of l2questions altogether, like in the original questionnaire.

o Combine all the questions into a single questionnaire by putting them m the d mderthe four adjectives they chose.

o Each group writes a short score sheet in their own words for one of the a{ectim- \hlwrite the remaining one. As a guide, write on the board:

3-7 : personality descriptiott = ftot aery good

8-20: persornlity description = better

21-30: pasonality descnption = good

o Students do the questionnaire and check their scores.

o You can photocopy their questionnaire so they can try it on their frier* it cfinr chm*

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What kind of friend are you?1 }'ou meet someone new and have fun togetheL-.,.'

Thev give you their phone number.rJil-hat do youdo?a Forget to phone them.b Pho"ne them in a few days, or in a week or rwo.c Phone them the next day and say you had fun.

2 It is fun to be with a lot of people . Do vou agree?a Usuallv.b Sometlmes.c Not usually.

3 You meet some new people at a pafty and youlike them a lot. How easy is it to speak to them?a Very easy.b E".rl

. __c A bit difficult.

4 Vhen you get on a train alone , what do you do?a Put your bag on the seat so people will not sit

nexr [o you.

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11$omeone ,tells'you a secret. Do you t€ll anyoneabout it?a If it is interesting. you tell other people.b Only your beit friend.c You do not tell anyone.

:l"ZYouand your friegd.buy,rwoice cfeams in a

caf6. But one ice cream is very smaU!What doYOU gora Give your frien4lthe,big ice crCam.b Hope vour friend takes the small ice cream.c Take the big ice cream.

For er-en' a. score 1. For every b, score 5. For everyc, score 10. . : ': :

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b Move your bag so people can sit down.c Talk to the other people.

5 The teacher wants someone to stand up andspeak to the class.You think she is going to askvou. Hoq'do vou usually feel?a Fantastic!b OK. No problem.c Hope she asks another student.

6 \-our lriends ask 1'ou to come to dinner at,'theirhouse.\bu find somerhing really interesting onT\: and want to watch the end.S/hat do you do?a .Vrive late and sav sorrv.b Tele phone them and ,ry yo, will be half an

hour: late. ' 'i ,c i\I iss the end of the programme and arrive on

time.

7 How often do you gil'e money to poor people?a Often.. :'b

Sometimes.c N e v e r : , . ' i

8 Someone you knou'alway's tries to speak ro you,but you do not l- ike them.You see them in theshopping centre. What do 1'o.u usually do?

, a Go into a shop so thel'g'iil not see ,you. ', : :

b Sa1'hello as,you u-alk pasr them. , , . ,' 'c Stop and talk for a few mjnutes. l ' . :

9 lf you say that you will do somerhing for a friend.do you do it?a Often.,b l Jsua l l y . , , , ' : ' i 'c Always.

10 You are out with a friend 10 km from home.Your, friend loses their mone]* for the bus.You onl1'',

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, haye enough money for 1'ou.What do you do?a Give thfm half of 1'our mone-y and troth walk :,,

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b Give them,half of your money, but ask fot if . .the next d4y.

c Go home on the bus alone.

Gheck your scores:How frienclly are S'ou? Questions 1. 4, 83-7 Perhaps 1'ou feel that 1.ou do not need

other people, but some people mightthirili you are a brt cold sometimes.

8-2O You are a friendl,v person and vou arenaturally polite.You like to get to knorr'people.

2l-3O You are a very friendlv person. Shr peoplemight think you are too friendlrsometimes!

IIou conlfident are you? Questions 2. 3. 53-7 You are not sh-vl Perhaps r-ou do not like

to be alone l-eq'much and need to har-epeople around to har-e a good time.

A-2O You are not usualh- shr. but \-ou lrcsometimes.\bu Like berng rr ith orherpeople, but vou can har-e fun al\inc lrlo.

21,-30 Some people thjnl rou are a bir :hrsometimes.\bu are a r-en quiet pe:s,-)n.and you do not enjor mee tir.tq : -!,,) nf n'\'new people.

IIou reliable are -1'olr? Questions 1.. i). 113 - 7 Y o u d o n o t p l r r t t , r ( - : - - : ' . : - : - - .

p e r h r p s s o n r c l c " : i r : " - ' - - . - - :

can not r'eir arit -r *

&-2O You are usuallr-reh.ib-e i:-: ' - ::- . lt he r i gh t t h rne r i , . : - : -

2 l4O You are a r -en reh"r : l r r i : : . . , ' : - r ; . : - lt r y t o keep vou : l r : - r : : : - . . - - ^ : -

thing lbr othcr pc . ',: .

I:Iour generous are,| 'orr. 'Que:ticrns - l,- 1:?-7 You are a reaih' ki:. lc -:,: ::::: -. :"::r.

Your friend: Jtc iL. rr. l

A-2O You are d. geflerrlris ic:: a , -: ' - r --r

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Unit 10 Friends and relationshiPs

Morol di lemmosWorm up1 On the board, write Morol dilemmo. Ask what it means, or for an example. lf no one

knows, give examples yourself, e.g.

o your friend has bought a new jacket. He loves it and asks what you think. You know

the jacket is awful, but if you tett him, he wilt be hurt. If you say you like it, you will be &

lying, and people might laugh at him when he wears it

o Another friend is very clever but hates exams. She gets very scared and can not think'

ln one exam you see her tooking at another student's work. You know that the other

student is very stupid. What should you do? lf you tell her Io stop, you might be seen

speaking and be krcked out of the exam yourself . If you do not tell her to stop, she will

copy the wrong answers and perhaps fait. Should you tell the teacher that she is

cheating? Cheating is wrong, but you know she should pass the exam'

I t is di f f icul t to do anything r ight in moral di lemmas.

2 Ask what students would do in these two examples and why

3 Ask them i f they can remember a moral di lemma they or their f r iends have been in.

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Moin octivityTel l students they are going to look at more moral di lemmas. Put them in pairs and give

out the photocopies. Tell them not to look at each other's.

Explain there are four situations. They must imagine they are in the situations'

Tell them to read situation 1 and ask about anything they do not understand' Explain any

problems, and ask if everyone is ready to start the conversation. Tell them to imagine this

is a real situation. They should think how they would feel in this situation and act that way

Tell them to try to agree on an answer to the problems in the situation.

Ask if anyone found an answer.

Repeat steps 3 and 4 for the other situations.

Ask which was the most difficult situation and why.

Ask good pairs to repeat their best performances for the class'

Follow upo Each pair'of students works together to think of a new dilemma involving two people like

those they looked at, and make notes.

o A student from each pair joins a student from a different pair'

o They explain their dilemmas and give each other advice about what the people should do.

They make notes on the advice they receive-

o They go back to their first partner and compare the advice they were given.

. Ask what the best advice they received was.

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A1 o your friend borrowed your expensive car for

Fr iday. evening - now Sundayo you need it for work tomorrow - travelling sales-

person; car looks good to customerso lent friend car because you want to borrow

some money - no sales recent ly, so moneypro0temS

o fr iend has money - spending thousands on bigwedding next week

. your f ianc6/f ianc6e in Canada for last vear -comes home next month

o car is really fianc6/fianc6e,s - wants it back:loves it more than anything

Ask your friend for the car.2 . your best friend has a secret problem and told

you about i t. you promised not to tel l anyone. you were sending your best friend an email

about the problem - accidentally sent it to theirex-boyfri end/gi rlf riend

o your best friend hates their ex - does not knowyou still keep in touch

o do not want to admit what you have doneo best friend knows some really secret things

about you that you do not want anyone to Know\o::r best-friend is going to ask you what hasnafDenect.

3 . you have some really good news - old friendcontacted you; have not seen them for twentyyears; going on a trip together next weekend foryour 60th birthday

r want to tell your son/daughter. the good news -make them feel betier; been acting strangely forWECKS

. you think there is something they are not tel l ingyou - maybe they have got problem or in serioustrouble

o really want io see your old friend - will stop youthinking about sonidaughter

Tell your son/daughter your news-4 . you have been discussing starting a recycling

business with your fr iende both thought about leaving your jobs. not a good idea real ly - no detai ls in the plano no money in recycling - too much hard worko been offered a big promotion next year - lots of

money; accepted it yesterday

Your friend is going to tell you some news.

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icu borrowed friend's expensive car Fridaye';ening - crashed itcan not pay for damage because you havealrs36t borrowed money from the bank for your: g uiedding next week':nce,'fiancee would leave you if you cancelleor, edding". end has no money - friend keeps asking toi:1311' money; you keep saying no, because" :: i ',vould not pay you back

-lt know how friend can afford expensive caris going to ask you for the car.

. : - i i rc vour best f r iend about secret probleml - r 3: . , i€

: : :C robody elsee'.:rvone knows your secret

. , : , . ces: f r iend would never tel l because you..-:,., s:.ne very big secrets about them too _- l , ' , , ' , I , l lC theyfeel i f you told?

. ,: -:' .K your ex-boyfriend/girlfriend is-�:-eaCing the gossip, but your best friend neversaeaks to them

. .:Li think your ex is spying on you - you know:r:', hate you

-{sk rour best friend if they told anyone and say''r-hat r,ou think.

you are arranging surprise party for mum/dad's60th birthday next weekenda neighbour says mum/dad's thinking of goingaway next weekendneed to stoo herlhimcan not tell her/him about party - would ruin itfor everybody who has worked hard to arrangeit and keep it secretmaybe mum/dad would prefer to go away, but ifyou tell mum/dad about party, she/he vviil feelbad and come even if she/he does not want to

Your mum/dad is going to tell vou sorne ne\rs.. you and your friend have worked out an idea for

a new businesso friend has some brill iant ideas for reryciing

rubbisho make lots of money and save the env,ironmenlo left your job this afternoono boss was really angry - had a huge argu/':eri

because they had just promoted yo,.r: ictc :re-to droo dead

. your friend will be really excited

Tell your friend the good nerns.

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PEAKING3Ct 5rpressing opinio*s,ving explanations,peeing andsagreeing

: :lftfiE ,r.hour t"':tl;'

'liili-:li.': l'ijt:i'.,: ' . r :: l :.. i '

EY LANGUAGEl ; - : : a3n : ,

,a ' :a^: c ' ; ty, generosi tY,";- . : , . :s i l igence,

; . - - :=t-1es s, loyalty,- : : ' :nen t :

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REPARATIONre photocopy forrch student

Moin octivity

U ni t ' t S Fr iends and re la t io n s h i P s

Whot ore friends for?Worm up

1 A s ( s i . , r e i t s r , v h a t t h e y t h i n k a r e a s p e c t s o f p e r s o n a l i t y t h e y l o o k f o r i r 0 e : : = - -

f l r ' r : ' q f ' e ndsh ips o r re la t i onsh ips . Wr i t e t he i r i deas on the boa rd

2 as.r . . ; : r the l th ink is the most important . Tel l them to ta lk about i i wi th neigrc : - . ' .

3 C ' : : . . ' e r t deas and ask whv .

- : : - , . : :n ts they are going to see some typical comments about personal i ty and' . . - - - ' . ' r cs . Pu t them in g roups o f f ou r . G i ve ou t the pho tocop ies

ro the f i rs t sect ion and ask them to work together to match the comments

:c is of personal i ty and re lat ionship.

Answer keyccnf tder i ,=, : . i : rioyaii,; e, IamUSener :1 , . :genercsit"'i S. 1:inteli igence c. ;l ike-mindedness; , itemperamena i, ihonesly d, o

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4 T e l l S t u d e n t S t o t h j n k a a . = ' - ' a . ' - . - - , - . - . ' : . : : ' - : ' 1 ' : ' : a ' e r : e s i n f r i e n d S h i p S a n d

r e l a t i O n S h i p S , a n d t O t r y - i c ' - l a - : , : : ' : - - : ' - , . a - - = - . - = . - ' : ^ i : i - e e g h t a S p e C l S . l t C a n

b e a p o s i t i v e o r n e g a t v e e , i 3 : - ' : : : : - . - ' , - - : : - : : - : " I r e r i r r : a k e n o t e s

5 A s k t h e m t o e x p l a i n t h e r r c : e . a ! l - r - : ' ? ' a ' i a ' : ' : ! - - ' ' : = - l - r c

6 Ask each g roup to choose tne bes l examp ie o i e ; c r ' s r t - - '

7 L i s ten to some examp les a l - ; encou rage qL les t o r -5 3 ' I : l ' i - ' n : ' : s

g Direct s tudents ' a t tent lon io the second sect ion of t re rer ; : . r : ie l rnem ic i scuss i re

e igh t aspec ts and to t r y t o dec ide wh ich ones a re nc13 rnp . r t e r t They shou i : ' . , ' : [ ' :

t hem in o rde r o f impo r tance w i th t he mos t impor tanL a l i he t op They shc l l c r r r ' " i :

inc lude a l l e ight f rom the f l rs t sect ion of the photocopv

9 Ask wha t each g roup ' s bo t i om cho i ce was and why

10 r s ( ' , r r l i ch we re the top th ree f rom each g roup and ' , " ' r i r e : l i : t r : : - ' ' r = - ' - ? ' : - : : ' - -

g f . , L , i l - o exp ia n i he i r cho i ce o f t he t r os t impo r lan t c ' e

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Follow up. T i re groups of four work together to wr i te typ lcal comr^=- ' ' : ' - : : ' : -

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Unit 11 Health and f i tness

Well-beingWorm up1 Ask students how they keep fit, e,g. playing sports. Ask what advice they can give to

someone who is not fit. Elicit sentences with should using their information about howthey keep fit, e.g. You should play sports.

2 Write on the board:

Health is more than just being fit.

i eood for you .i ead fo, you-- -"--*-*^'-4r :

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Then ask students what other things are important to health. Tell them to talk about it withthe students around them.

Write up their ideas on the board and ask which they think are more important.

3 Tell the class that experts say lots of things are im porta nt to health. Write up on theboard next to their list any of the following that students have not mentioned and ask fortheir opinions:

Liking your life

Optimism / positioe thinking

Liking the way you look

Other people liking or loaing us

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Moin octivityGive every student a copy of the survey sheet. Ask them to read it and ask about anything

that is not clear.

Tel l them to f ind a par tner and interv iew each other and score thei r par tner 's answers 1, 2

or 3 for each quest ion. Expla in that any answers they g ive are going to be repeated to agroup later, and that they do not need to answer a question if they do not want to

When everyone has finished their interviews, tell the students to make groups of cefrieenf ive and e ight people.

Tel l s tudents to repor t to thei r group about thei r par tner 's answers.

On a separate piece of paper, tell each group to find the total for each question , ait uc a ,

ihe scores for quest ion 1 to f ind i ts group tota l , then for quest ion 2, and sc or"

Tel l ihe groups to look at the quest ions wi th h igher scores and those r ,v i th lc ' , ' , 'E 's . : 'e :Ask them to d iscuss:

i,. ' ., jre rhe htgh scores high?

lVrl cre the low scores low?

,c,,,' cJn we make the low scores higher?

As< the ciass to l isten to the different results and ideas. Ask for ccm're--

Follow upo l,r l:e coard, suggest ways of comparing the scores of ciifferen: ?':-t:

=. . , . ;eres i ing d i f ferences. For example, you could compare:- - ^ , . . ; + l r f ^ , - - l ^- a E r Y i L i t r E | t q t E

- - : , . a o n n l o r r r i f h c h r" ' . , , - ' 'J r t people

- : r thdays in spr ing or summer wi th b i r thdays in autumn or wir le '

r.sk students for other suggestions.

o Srudents choose one way of compar ing. Then they f ind f ive peopie : ' .= : 'lre interview results for those people from the first half of the less:r

o They wr i te a repor t in c lass or for homework descr ib ing thei r resul ; .

Closs suruey: A heolthy lifeFind a partner and ask them the questions in the survey. Give them a score for their ans\\'ers

They score 3 f o r a lways - ' . : -o l l y

They score 2for sometine. cr of ten.They score 1 for rare' ' , ' a ' .ever.

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Do you think you have got good friends?

Are you relaxed?' : ,'

4 Are You haPPY?

5, Is your life interestiag?

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6 Do You like the way You look?

Do you think PeoPIe like You?

Do you eat five portions of fruit and vegetables a day?

9 Do you drink two litres,of water a day?

10 Do you sleep between six and nine hours a night?

.se for half an hour three times a week?1t Do You exercl

12 Do You think You are a good Person?

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Unit 11 Health and fitnes

Worm up1 Ask students what they do to keep fit: if they play sport, exercise, use a gym or ever use

machines.

2 Ask them if too much exercise can be dangerous, to elicit hurtyourself .

Moin octivity1 Hold the backs of the pictures up to the class and tell them this is a story about people

trying to keep fit. Tell them:

You ore going to work in groups of eight people, but eoch person will have only onepicture. You can talk about your pictures with the other people in your group, but youmust not look at each other's pictures. You must find the story and find out where yourpicture is in the story.

Check that students understand the rules.

2 Divide the class into groups. Students work in groups of eight and each group will shareone set of pictures; each group member will have a single picture from the story.lf your class does not divide equally into groups of eight and you have spare students, letthe weaker students work together sharing a picture so they can help each other.

lf you have a class smaller than eight, give the stronger students more than one picture.

With weaker classes you can let all the students work in pairs for support and have groupsof 16 .

3 Go around each group with the pictures face down and let each member, or pair, choosea picture.

4 Ask students to think how to describe their picture to their group. Tell them to make notesof important words, but not to write full sentences. Help them while they practise, andmake a note ofwords they ask about.

5 Make a lisi on the board of words students asked about. Check their meaning with thewhole class. Check if students need any other words.

6 Tell the students to describe their picture to their group. Go around giving helpwnere necessary.

7 When the groups have found the story and decided the correct sequence, allow them tolook at all their pictures together and arrange them into the correct sequence.

Alternative versionA livelier way to do this activity is to have all students working in pairs or small groupssharing a single picture. They take it in turns to sit down wlth their picture and describe itto other pairs or groups while their partner moves around the class getting informationabout the other pictures. Every few minutes, they go back to their partner to shareinformation and change roles.

Follow upo Students can write up the story either in their teams or for hqnrok- Ihe written story

will practise past tenses.

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KEY'LANGUAGE ',nndage, bleach, bleed,tlood, breath, burn,)rown , faint, f ever,\eort beat,lypowerm,a,i nsect, jellyfish, pain,

skin, sting,survive,sweaty, temPerature,Unconscrcus, wouno;. :language of advlce

PREPARATIONA.photocopy {or eachpair" of students, the

Quiz cut aff and theiituations notes cut intoieparate cards

Unit 1t r Heal th and f i tness

First AidWorm upThls in for 'mat ion is based on informat ion f rom the 5t John's Ambulance Br igade, b-- : ' - ' I

in for-mat lon may vary f rom country to country.

1 \ ' , ' r - i te Ftrs t Aid on the board and e l ic i t or pre- teach i ts meaning '

2 A,sk the c lass i f any of them has studled any Fi rs t Aid.

3 t r ,sk how usefu l they th ink i t would be.

Moin octivity1 l , ; : : - e c l a s s i n t o p a i r s a n d g i v e o n e c o p y o f t h e q u i z f a c e d o w n t o e a c h p a t r t o s i - ' ' =

2 re : - - - . .=- : : nor ro do the quiz yet . Tel l them to look through the quiz and expla n ar '

\ . i , ,cr rS : - - - : - : ' car lner does not know. l f a word is unknown to both of them, the ' t ' - - ' "

u n c e ' : - : :

3 A S k i l i : , . , - : : : : ; . ' a . a . - . . a ? . r n e d a n v w O r d S a n d i n V r e O l h e r S t u d e n t S t O e x p L a i rt h e m E x r = - a ' . - ' = - . a ' . - : , ' - c : : : , ! ' < r - c . \ , r ! ' o u r s e ' f

4 T e l L t n e s i u c e ' - : ' : l : : - ' t : : ' : l - ' : : - : ' : ; ' J a 3 r € e c n a n a n s w e r f o r e a c h

5 C h e c k t h e a n s ' . ' . e ' s " l : : : , ' , - : ' : : a - ' a : i ^ - " g l ^ e s t s c o r e '

Answer keY ': " ' '

1 c 2 b 3 a 4 b 5 a 6 b 7 a 8 b 9 b 1 0 b 1 1 c 1 2 a 1 3 c 1 4 a 1 5 c

6 Give oLi t a sei c i sr rua: ,cr carc is face do\ in to each pai r of s tudents. Tel l them to shuf f le

the ca rds \ / i t ncu r cok rg a : t hem Exp la in i he ru les :

S tuden ts mus l no lC :he r r ca rds w i t h t he qu i z answers ups ide down and no t l ook a t l hem

partners take i t in turn to iake a card and they do not show the card to thel r par lner They

must pretend that there is a medical emergency, and so they phone thei r par tner for

advice. They use the notes on the card to expla in the s i tuat ion and ask for in format ton

about what to do. Their par tner must g ive advice. When the par tner has f in lshed advls ing

what to do, they can both look at the correct answer on the bot tom of the card

Follow upo The par tn 'ers use the in format ion f rom the lesson to wr i te local newspaper repor ' :s ab: ' ] '

an imagined emergency and how i t was deal t wi th by someone wi th F i rs : A c <^. . . ' :a?:

Put thastor ies on the wal l or c i rcu late them so they can read each other 's

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First Aid quiz'l flia1t b nomal body temperature?

b 35" c 3702 tlou many heart beats a minute is normal

for a treatthy adult?a-1,-c" b60-80 c80-100

3 Hov many breaths a minute is the nomalbreatring rate for a healthy adult?d U b 1 8 c 2 0

4 How do you know if someone is going tofaint? They feel faint and their skin is:a pale, dry and cold

r b pale, sweaty and coldr c pale, sweaty and hot

5 lf you want to know if someone isunconsciout what should you do?a gently shake their shouldersb slap their facec poke them in the stomach

6 lf someone is stung in the mouth by abee, what should you give them?a milk to drinkb rce cubes to suckc nothing to eat or drrnk

7 To remove an insect from someone'seal you should sit them down withthe affected ear:a hiqher b lower c horizontal

o friend fever

I temperature 38o

o high?'19lpnsn:qBuUqv

. you just nearly drowned

o OK now

o what next?'Aplorpawu npop aas,

o bandage on your leg

o really hurts

. too tight?'llalptrytwt u,lr4a flnoqs)nopJ a1I'tru ao1 o ssard

t--------a triefld uri€onscious

o keadlirg 24rrninute - slow?

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I Why are jellyfish stings difficult to avoid?a Brightly coloured swimming costumes

attract them.b It is difficult t0 see them in the waterc They try to attack swimmers,

9 Why do people who have just survivednearly drowning still need to see adoctor?a Hypothermia can develop later.b Water in the chest or lungs can cause

damage later.c They may have got a disease from the watet

10 How can you find out if a bandage is tootight around an arm?a The person complains about the pain.b lf you press a finger nail, the colour doesn't

return when you release.c The blood goes into the fingers and they swell.

11 An accident victim has a badly brokenarm and you can see the bone. Whatshould you give them?a some aspirins for the painb several glases of water 0r a hot drinkc nothing to eat or drink until they see

a doctor

a you see car crash outside your house

a woman - broken leg

. bone visible

o give sweet tea?'3u1t11ou nt1an19

o bleach in lemonade bottle

o child drank it

o drink/food/doctor?'4ltw )o )alDA pp) aNg

o picnic with friend

a ants everywhere!

o ants in friend's ear

o help!'sptondn Su1utod to1

o cutting wood

. deep cut in hand

a press wound or near it?

o how long?'saTnutw 0L )o] punoil ssald

12 lf someone is bleeding badly, how longshould you put pressure on the wound toslow the blood flow?a 10 minutesb 20 minutesc until the bleeding stops

13 How long should you hold a burn undercold running water?a at least 2 minutesb at least 5 minutesc at least 10 minutes

14 Which of these items should you not us€to cover a burn?a a clean fluffy towelb clean plastic kitchen filmc a clean Sneet

15 A child has drunk some blead. Whatshould you give them?a a drink of salty water to make them s;c<b a piece of dry bread to eatc sips of cold water or milk

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r bee in can orange juice

o sting friend's mouth

. what to do?'4)ns ol a! aA!9

o cooking chips

a hot oil on arm

r bad burn

o cover with what?'w1y ttlsold to tliop tlioows

. take very hot dish from oven

r burn hand

o under tap?

o how long?'sanulw OL tsmt p nl bl gct tqtn

o friend feels ill

r going to faint?

o pale, dry skin'turo! o1&utcf' plt

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\tiorL rrith a partner and choose the correct answer for each question.

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rgreeing andJisagreeing

TIME30-45 minutes

riv uxeuAGEboat, castle, cinema,f:tln, gall.ery,ghost,alaine, nver,sh op pi ng ce ntre, sighfs,theatre,trip;

language of suggestion,e.g.lefb .-. WhY don'twe ...? How about .. .?Shall we ...?

PREPARATIONOne photocopY foreach stuCeni

Lln i t ' !2 Leisure t ime

Whot's on?Worm up1 Ask students what they do at weekends.

2 Ask them where they get the in format ion f rom about what is happening in lown.

, ^L 'oouce l he exp ress ion Wha t ' s on .

3 Tel l them to imagine that Engl ish f r iends are v is i t ing the town Ask where the studenls

would take them. Ask what they would say. El ic i t the language of suggest ion in the Key

language Pract ise suggest ing going to d i f ferent p laces us ing d i f ferent expresslons.

Moin octivitY1 Put s tudents in groups of two to four . Ask them to imagine that they are studying Engl ish

together in England. They are stay ing in an Engl ish town cal led westone, and they are

going to p lan thei r weekerd tnere Logether '

2 Give out the photocopies. Tel l them to look at the in format ion and decide what lhey want

to do together.

3 Go around the c lass help ing wi th anyth ing they do nol understand Make sure that a l l the

peop le i n t he g roup a re be ing i nc luded i n t he dec i s i on -mak tng

4 Ask for a few examples of what the groups decided to do. Ask i f there were any th ings

that were d i f f icu l t to agree about . F ind out which th ings were general favour tes

5 Tel l them that thei r p lans are going to change: they have just got a le t ter f rom lhei r

parents, grandparents, o1. unJth. io ld re lat ive, and the person is going to v s t lhem l i r s

weekend. They must th ink about thei r p lans again and change them so lhat thei r iarn ' r '

w i l l en loy thei r v is i t

6 Go around the c lass again, making sure that a l l the people in the group are be r -? r ' ' t ' ' ; t :

i n t he dec i s i on -mak ing

7 Ask i f everyone was able to agree about what to do. Ask i f there \ ' !ere ar , c - : i ' - : ' - :

F ind out which th ings are general favour i tes now cornpared l ' ; ih befr r :

8 F,nal ly , ask r ,vhat they th ink of \ {estone and i f lhey vrcLr d ^ : : l : -

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anyth ing, go anywhere and rneet anyone tnev ! \ 'an.

o On the board wr i te :

F tn \ our per f ec l day l h tnk obot t t

- What?

- \Nhere?

- Who?

- \t/hen?

o Sna re and compare the i r l deas a round the c lass .

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t$stone's ffiekend Wat's onP izza P alace (12.00-24.00)

Taste of Ind ia (19.00-24.00)

China Town (I2.OO-23.00)

Uncle Sam's All American Burger Bar(L2.OO-24.O0)

Little Italy (I9.00-24.00)

McKay's Sea Food Restaurant (18.00-24-00)

Cafd F rance (20.00-24.00)

Old English Kitchen (8.00-23.00)

Rock and Pop Dance Caf6Friday night:

Road Death (heavy rock)

Saturday night:

Garage Parry (house and garage)

Sunday night:

Techno Trash (trance and techno)

Just JazzFriday night to Sunday night:

Benny Bell's New Orleans Blues Men

Saturday and Sunday lunch:

Trad JazzTio

CrazyFriday and Saturday night:

Late night disco 22.00-2.00

The Ghost TourVisit all the places with famous ghosts!

Friday, Saturday and Sunday night, starts 21.00

River TripsSee the sights of rWestone from a boat.

Every hour, 10.00-19.00, Saturday and Sunday.

Westone TheatreSaturday and Sunday night, 20.00:

Shakespeare's Ham/et

(National Shakespeare Players)

St Peter's TheatreFriday and Saturday night, 19.00:

The Best of Classical Music

Sunday night, 19.30:

Opera Favourites

(St Perer's Music Group)

SuperScreen GinemaFilms start: 12.OO,15.30, 19.00

Screen 1: Someone to Love

Screen 2: It Came from Space

Screen 3: Murder in the Dark

Screen 4: Var Hero

Screen 5: Vampire Parry

Westone Castle 0pen DaySee parts of the castle that arc usually closed.

Sunday 10.00-18.00.

Art History at the Wilson GalleryHear experts talk about some of our greatestpaintings.

Sunday I2.00- I1.OO.

The History of Fli$ht Air ShowClassic planes from the 1920s-1990s in acrionl

\Testone Airfield, Sarurday and Sundal',13.00-16.30.

Westone Park Flower ShowSaturday and Sunday, 9.00-18.30.

Grand 0penindThe new King Street Shoppiog Cenue opeo;Saturday, 10.00.

icfrwrvf ' Z Te I Lne - - - : , d re go ing to l i s t en to peop le des ign ing a magaz ine . Wr i t e t hese ques t i o ' .

on tne cca io i

7 Dc ii;t'., ,'.ii ngree about the photos?

2 Do tlit,, :...: riit r:l'Lotos in the magazine?

Play the recr ' r - : l - : : c r t r ry ice i f rea l l ynecessary . Check the i ranswers

. Answer keY ' : :

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EJn*t T2 Leisure t ime

Focus on leisureWorm up1 Ask students what types of magazine they read and why they l ike them.

Ask i f they know of any f ree magazines or newspapers, and what they th ink of them

Ask i f they have ever worked on a magazine, for example a school magazine.

1 gtoe opinians

2 make stLggestiorts

Play the recording u t . t - , t . t , uck;r 'glhe L loard:

L I think, If you ask me, In nry opittioi 3 I'rtt ,t'ifli tlcti on thnt,You're right.

2 l,\,4ty don't we ...?, How abottt . . .? I I'm nlt su'e, I disngree, I can't agree roith yor'L

Leave them on the board.

Moin octivity1 Tel l the c lass that they are in ' focus groups ' to design a new 'communl ty l i festy le

" r a g a z i n e ' E x p l a i n :

t, ' ,, 'ren busrness people have an rdea, they need to know tf people wil l l ike it. So they ask c;acus group of people to dtscuss it and answer questions about tt.

A community ltfestyle magaztne ts a free magazine. lt makes money from the cdverts in it

l i cantatns tnformation and arttcles about how people spend their t ime.

2 P, , t t s tudents in to groups of s ix . Expla in that each group wi l l have.

o a c r ra r r -pe rson to con t ro l t he g roup and ask ques l i ons

. a secre i -ary to keep notes of thei r ideas

Al lcv/ groups to choose thei r own or choose them 1 'our 'se r .

3 Gi ' . 'e or- r i j :he pholocopies io the chai rper 'sor l and : : : r '? . i ' - -=- . ' : - ' ' , , .

a t t he i r pho tocop ies qu i ck l y and ask abou l any lh ng Ina : s i r . : : : 3 ' ' , " '

l ook ing a t t he i r pho tocop ies , t e l l t he o the rs t o t h nk abo - : , ' . - 3 : , ' : . " , - .

magaz ine l i ke t h i s .

4 Ask the cha i rpe rsons l o beg in ask ing the g roup t c r : ' € ' l : :ideas to s tar t . Remind everyone lo use t l . re expr-es: , : ' ' : : - . '

5 Go a round check ing they a re f o l l ow ing the o r . : : : : - , ' = = ' : '

6 \ ,Vhen they have f in ished, ask them to crr ! .s- - -= " . = : =-- -

7 AS- t he sec .e ta r i eS LO e rp la n t he ' r ' . e r l : i : - . - : : : : - :

Follow upo The g roups des ign the cove r o f t he i r - r raE ; r ' ? , . - - ' . .

cap t i ons They a l so des ign l he con ten ts ! ' ag? , ' , , - - - . .can l nc lude d raw ings o r pho tog raphs . Whe f f r - ' : - : l :l hem a round the c lass f o r compar i son and ccmn '€ '_ .

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-ocus groupJiscussioni t ' " , 'SPEAKIHGFOCr,tS :) iscussing ideas,naking suggestionslnd reachingiecisions

NMEi0-50 minutes

. . . : . ,KEY LANGUAGEtc!,qlqf|4,|.4/'les,srec,:harities, community,t4;t1irorym e nt, eve nts,'acil[ties, fashion,ifes$le,local,nogozine, politics,'eaders;

anguage of suggestion,t.g. HowlWhot about .. .?;ihiouild, Why don't we ...?,lgreemenUdisagreement'.1) '

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PREPARATIOT{3n€ photocopy for eachgroup of six students, therhotocopies cut into theirlwo sections

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CHAIRPERSONAsk about the five subjects one at a time and ask

You can use the suggestions from each subject toother ideas from them too.

After each subject, ask the secretary to tell the group the list of ideas they had, before they start talkingabout the next subject.

1 Who are your readers? Who do you want 3 Facilities and activities in the areato read your magazine? possible suggestions:

For example: . restaurants and cafds o sporto Think about the age group: teenagers and young o cinema o music

people, famil ies, the whole community of al l ages. o theatreo ls it for men, women or both?

4 Community issues and news2 Hobbies and interests in the home possibre suggestions:Possible suggestions: o eventso cooking o environmento health

o community projectso TV and radio

o charit ieso new books o locar oorit icso fashion

5 Other ideas

What other types of articles and information would it begood to include?

t-------SECRETARYMake notes about the group's ideas on each of the five subjects below.

After the group have finished talking about each subject, use your notes to tell them the list of ideas

they had befoie they start talking about the next subject. Check that your notes are complete for

each subject.

1 Who are your readers? Who do you wantto read your magazine?

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2 Hobbies and interests in the home

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the group for their ideas.help people to think, if they need them, but get lots of

3 Facilities and activities in the area

Notes:

4 Community issues and

Notes:

5 Other ideas

Notes.

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Unit 12 Leisurc tilre

Leisure centreWorm upI Ask students what are the most important places in the town for leisure activities. Ask

what they do there, to revise the present simple.

2 Revise the second conditional by giving a couple of examples of other facilities you wouldlike, and what you would do if you had them. Ask the students what they would like andwhat they would do there. Ask if others agree or not and why.

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Moin octivityTell shrdenS they are on a commitlee to decide how to improve a leisure centre- Explain that:

o There is a small community centre with some land around it.

r They have a grant to spend on improving the community centre.

o The cornmittee can afford the money for only one improvement.

Put shrdents in groups of five, if possible, or put extra students together in pairs sharing a

single role card; the activity works best if all five cards are used. Give out the role cards,and tell stJdents tlry must not show their card to anyone-

Explain that the carG:

e describe their zuggestion

o show the secret reason they want their idea accepted

Tell the studenls to explain their ideas, and persuade the others why their idea is best.They should not tell anyone their secret reason-

After a while, ask them to take a vote to exclude one or tvvo ideas they like least. Thepeople whose ideas are excluded must now choose to support other people's

suggestions.

After a while, ask them to vote out another one or two suggestions.

Continue in this way until only one suggestion remains. Compare the winning suggestionsof the different groups and see if there is an overall favourite in the class.

Ask them if they can guess the secret reasons of the other students. Ask students to give

each other clues to help the guessing.

Follow upo Put the students who had the same role card together into groups of up to four'

o They prepare a publicity campaign poster with a slogan and bullet points giving reasons

why the townspeople should support their idea. The poster should be styled as an eye-

catching advert and can use images if students wish-

o In addition, the groups can prepare a short talk of about a minute outlining their case in

the style of a political ad for TV-

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AYou want a swimming pool because the town has not got one.A swimming pool would be expensive and it would need a new building added to the centre, but all the schools in the towncould use i t .(You are an education officer in the local Education Department. You think you might be promoted to Head of Department ifyou can do something useful for the schools in the area.)

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B :vnrr hol iarro 6\/6r\ /one iS bored becauSe the town is dul l and there is nothing to do here. YOu think having a good t ime iS whateveryone really needs.You do notwantto spend a lot of money on bui ldings or equipment because you would preferto spend the money on socialevents, especially trips to other places.(Your family has the only bus company in town and you hope to organise these holiday trips.)

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cYou want a large hall added to the building with a good quality floor for dancing. lt would also need an expensive, highquality music systemYou think dancing ls wonderful. it is good for people physically, mentally and socially.(You also own a dancing school and think that a new dance hall would be very good for your business.)

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DYou think a local football team would be good for the community. You also want to start a Young Players League in the townto give young people something to do. All the local schools could join in the competition.You want to keep the land free for a football pitch. The present buildings are big enough to use as changing rooms. You \ryantto spend the money on equipment and hiring a good trainer.(You love footbal l , but you also own the local sports shop which would sel l al l the clothes and equipment. i

EYou are a keen fitness enthusiast but there is no gym in the town.One idea you have is for a big new gym and fitness centre.(Your brother has got a building company and you want to get him a building contract, so you want a prcie:i :-a: -:::: = 3:of extra building work.)

Unit 13 Education

Leorning to leornWorm up1 Ask students how they learn new information or revise before tests or exams. Have they

got any special or unusual ways of revising?

2 Ask where they study outside school or college. Do they usually work in the same place?

Do they study with music or the TV on? Do they prefer quiet?

3 Ask if they think the same ways of studying or revising are good for everyone. Or are some

ways better for different PeoPle?

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Moin octivityTell students psychologists believe that different types of people learn, think and

remember things in different ways. Explain that they are going to find out what type they

are. Put students in groups of three or four. Give out the photocopies'

Ask students to read the questions together and talk about their answers. Tell them to

help each other with words they do not understand and ask you if there is anything they

are not sure about.

When they find their score, ask who are the visual types. Do they think the description of

the type is true forthem? Do the same for the other two types, and 'mixed typqs'.

Ask them to look at the lists of help. Explain that psychologists think that good learners

use more ways of learning- On the board, write:

Which ideas do you:

. use alreody?

o think might be useful?

o wont to try?

Ask them to talk with their partner about it.

Check thelr answers and encourage questions and comments.

Ask them to talk to their partner about other useful ways of studying'While they work, write the headings on th€ board:

Visual Auditory HaPtic

Check their ideas and ask which list the ideas should be in. Write the ideas in the

appropriate list. Ask which are good ideas that they might try.

Follow upo For fun, the groups think of unusual ways of studying for each of the three types.

o The class listen to each group's ideas and ask questions about them'

o The class vote on which ideas are:

- the most useful- the strangest- the ones they want to try

Keep score and announce the winner in each category.

W h a t t y p e o f l e a r n e r a r e y o u ?Many psychologists believe that different people learn in differenl ways. Answer the questions andfind out how you learn. 5core each question from 1 to 5:1 Almost never 2 Not usually 3 Sometimes 4 Often 5 Usually

Questions

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writ ing essa,s. . - when l 'm studying.

l - ' f z t, torO.t thr^gs I I don't write i l t 'prefer to go somewherethem doy, t - , quiet when ls tudy.

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i l t , l i ke to f rn ish a :o be fore | - l8 t 'mnotvery t idy bu t tknow [ - ' l t t See ing a person ta lk ing isastart the ne, ' ' : t : r : . where my things are. . - lot better than l istening to

{ l m a k e n o t e s i n c l : s s l u t Idon' t read them lalr- .

- ' l t t Ia lk ing about things helps

How to find your s(ore:Write your scorcs. Then find the total for each type. lf one total is a lot bigger, that is the type youare; lf two 0r three scores are similar, you are a mixed fy'pe.

Quest ions: Quest ions:

f ' f t ' .rou. my hands a lo: , , ,ner - ' l to tts hard to see pictures in

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9 lt's easy to see pictures in myhead.

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14 lVhen I read, I hear theivords in my head.

Quest ions :

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HHaptic type: You learn by movingaround and doing things. Touchingand fee l ing th incs can help you tostudy. Using colours is also good.Some ideas that might help:When you are studying, work forabout 25 minutes and then relax for5 minutes. Do not watch TV or talkon the phone. Then go back to yourstudies.When there are things you want toremember, walk around while yousay them to yourself or read them.Cover your desk with a big sheet ofcoloured paper to put y0ur books on.Study with music playing.

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Visual type: You learn by readinginformation or seeing pictures ord iagrams. Look ing a t your teacherswhen they tpeak can help youunderstan d.Some ideas that might help:l ' / r i te rnformatton down and makelots of notes in class.Look at vouf notes and copy them:ga,n in : m ' : r : o igan ised way. Usecolcuied pens t0 sholv the importantlnf : , rmai ion.1 - r l ^ - - . , . Lc5i ' . . r ,ui radinef {0 say Inlngs agatn'+;hen icu -do not understand.5 i ^= : r ihe f ronr o f the c lass , bu tic i i i r?ai tht l" . l , ind0vls or doof.

Auditory type: You learn by hearinginformation. Speaking about ideashelps you study. l istening torecordings is good too.Some ideas that might help:Before you read a text, look at theheadings and any pictures. Talk toyourself or a friend about what itwil l say.Do homework and revise with afr iend so you can talk about yourw0t-l(.When there are things you want toremember, say them to yourselfseveral t imes.Make recordings of your notes, andl isten to them to study.

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Answer key '-,,

,:'t',Bradr.tei i iean ::' aa' Cc' :e ge 2

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The Austen A:;.::r':. :' :i: Ar: a.i /.lit}tY 1

LJni t 13 Educat ion

Whot is educotion for?Worm uP1 A s k s t u d e n t s ' . , . , r a t r h e r r f a v o u r i t e s c h o o l s u b l e c t s a r e o r w e r e . A s k t h e m w " h a : : t ' ' - - ' - :

' or \ \ 'as Ine n 'ost L isefu l par t of thei r educat ion '

A s k t n e n r , . \ . a L i n e y w o u l d c h a n g e a b o u t t h e i r e d u c a t i o n i f t h e y c o u l d T e l l t h e m i c ' : '

abour l i i ' . ' : ,^ a neighbour.

Compa 'e , l eas as a c l ass .

2 Grr , : . r . t :ae photocopies, and expla in that experts in educat ion have many d i f ferenl ideas

af : , . : , , . .a t e0ucaron is . Tel l them to look at the def in i t ions, and ask them to d lscuss then'

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, r : . , , , ' : r they agree wi th most and why.

3 -s . . : - : - i io look at the three adver ts wi th thei r par tner , and th ink what t l "e - l : ' r : r jdes of

i . : : . : = . , , v o u 1 d b e . T e | | t h e m t o m a t c h t h e m w i t h t h e d e f i n i | i o n s '

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$PEAKING :

FOCUS i

)iscussion andnegotiationr , , l . , , ' i t ,

it|lnt ' 'i',

35-50 minutes ,i,,,,, , . : i

KEY LAilGUAGE.,.:accdemy, aP Pre ci ate,''

college, culture,

: . ' - : - . . - ' , : . , c i e c i s w o u l d p r o b a b l y' .= ' . '= - - . : .3a ts uP on the board

: - : - - - : : ' .g , d rawing , c rea t ive

A s k t h e m t o c o m p a r e l t i e . : ' _ - : : " I : :

t n r s t o p rac t iSe comoar ' a I , . : ' - ' - - '

Moin octivitY1 Te l l t hem they a re $o l r ^q ' - : : : - - : : -= ' t . ' - - - ' = ' : : : ' ' ' : ' r t c wo ! ' k l n pa i r s and to

choose toge the r two o ; t : ' : s : ' : : 3 : o ra r � ag€

2 A s k t h e m t o p I a n a w e e k l . ' ; i r e r a b l e f o r t h e s c h o o s : . e 1 ' c h o s e ' T e l l t h e m t o i n c l u d e :

o su i t ab le sub jec t s f o r each pe r i od , o r cho i ces o f sub lec t

o f r e e s t u d y p e r r o d s . c r p e r i o d s w h e n s t u d e n t s c a n d o r e s e a r c h o n a g i v e n c h o l c e r ilop ics

r pro ject t i t les

o a schoo l t r iP t o a su l i ab le P lace

s ' : ssc i . t lmes and l eng lhs

E x p l a r n t h a t a f t e r a g e l 6 l n t h e U K , n o s u b j e c t s a r e c o m p u i s o r y . E n c l i i ' a 3 : : 1 . : , - : ' . . :use thei r imaginat ion to produce interest ing and unusual t imetables ' t ' ' ' ' t - ' ' ' - - - ' t - '

they must represent the educat ional at t i tudes of the school

3 Put pai rs in to groups of four or s ix to compare ldeas

4 A s k t h e m t o f e e d b a c k t o t h e c l a s s o n t h e i d e a s o f t h e o t h e r p a . S i - a ' - : . - : : . : ' . - = . .

Follow uPo Tel l s tudents in thei r or ig inal pai rs to d iscuss thei r ideas and inteni rcr > " ' " ' - - ' - ' = =

p lann ing the t ime tab leu . n t k *hu t educa t i ona l a lms and va lues the " t 1 ; ' - - t

o Ask them to wr i te a new def in i t ion of what educat ion is for '

rt ef i nitia n, exc el{ e nce,geni*s, ncturd!, Persanal,p r otect, qu a lif i c ati o n,

self-expressi o n, sen sibl e,

s;ociery , tolent, technical ,theo ry, traditio n, trai n ing ;

language ol comPanson,wouid far hYPoihesis

PREPARATIONOne rnhctccoPl' for each

student

Match the adverts with the definitions.

Three definitions of education;

1 Teaching the young the culture and traditionsof society.

2 Introducing the young to sensible andproductlve ways of thinking and doing.

3 Helping the young to develop their naturalpersonal talents.

@lNew Sehoolliberty

Austen Academydttc

Arts and History

Only by appreciating our past canwe hope to protect ourfuture.

Complete the timetables.

Monday Tuesday Wednesday Thursday Friday

Monday Tuesday Wednesday Thursday Friday

Bradwe,'Tecchnic,alCollegeA t r a i n i n g f o r l i f e a s i t i s r e a l " t - '

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O r u l i f i c a t i o n s a t a l l l e v e l s i n b c ! i '

t h e o r Y a n d P r a c t t c e -

Moin octivityTell students they are going to read about real but unusual schools' Go around the class

telling students ihey aie n, e or C in turn. Put them in groups of three or four, w1h each

group being allthe same letter, e.g. AAAA, BBBB, CCCC'

Give out one sheet to each student. Tell them to read their text and help their group with

Your opinion

o tmusualfeafinu?

o positiwfutwu?

o possihleprcdarc?

. nnst anpising fwnres and wlry?

Ask students to disor$fiepcrints and make notes-

While they work, writetlrcse qrestilrs on the board:

1 what me tlrc ruin shnlluitiu od difumrc beftnztr the schools?

2 lNhat is themastwprising@e mluhy?

3 Hou do the dtnls mrEarc with your uDn qrimcal

4 lNhich sclnol ito you think is l*,tly tn be the most succasful md why?

5 lNhich schoot offers thebest Teparation for life?

6 lNhich sclnolwould you like to haoe attmfud mrd why?

Now put students in groups of at least three so that each group has a person who has

read each text, e.g. ABC, ABC, ABC, ABC. Show the questions on the board and explain

that students srrouto tell each other about their text. They must work from their notes and

turn their text face down so they can not read aloud from it or see each other's-

Ask for their opinions and invite comments.

Follow upo ln their g.rpr, students use ideas from their notes on the schools, their experiences and

their own ideas to design the perfect school. They should think about:

- daily routine or programme? - possible problems and how to avoid or deal with them?

They make notes about the daily routine.

o Students describe their ideas to the class'

o Thev vote on which school is:

Unit 13 Education

A preporotion for'fifeWorm up1 Ask about the school students attended or attend. Ask about the school rules: any they

would change or add; the strangest?

2 Ask about specific features of the school they think are especially useful, or would change'

3 Ask how well it prepared or is preparing them for life'

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anything they do not understand.

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- type of school?- type of students?

a) the most interesting

b) the most unusual

- unusual features?- positive features?

c) likely to be the most successful

d) the best preParation for life

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ASands School, in the town of Ashburton, England, is a day school for chi ldren aged 10 to 18. l t is based on the value of socialequality between students and staff, and has few rules. Sands believes that the well-being of a child is more important thanacademic success. lt offers a variety of lessons and activities for students to choose from, and free time for children to followtheir own interests. Classes are small and based on the individual needs of each child. The timetable is fixed, butdemocratically decided, and students are expected to attend.The weekly school meeting is at the centre of the way Sands is organised. lt makes all the decisions that affect the school,including rules, the timetable and accepting or rejecting new students and teachers. Participating in these meetings gives thechildren an understanding of democratic decision-making, and helps them develop their ski l ls of argument and persuasion.The most important advantage of the school meeting is that it shows the children that the school is really theirs. They havefho rioht tn rlorirlo on changes, and the school'S Success or failure depends on their decisions and their behaviour.

Sands employs no cooking or cleaning staff; these jobs are done by the students and teachers. Decorating and simple repairsarp alcn dnnp hv the students. There are three reasons for doing this. Firstly, it saves money, so that school fees can be kept as'low as possible. Secondly, it gives people the opportunity to learn practical skills in a practicalway that is more memorable thana lesson. Finally, the school feels that it is wrong to encourage the idea that there is a social group or level of people in societywhose job it is to serve. For the school to truly belong to those who use it, they must take responsibility for its maintenance.

F-------BBrockwood Park School is a boarding school set in beautiful English countryside for students aged '14 to 20. lt was founded bythe philosopher and educatorJiddu Krishnamurti (1895-'1986, ir, tr969. The intentions of the school include giving students anappreciation of the natural world, our place in it and respomibtl{& {0. r ': aiso enccucges surdents to explore freedom andresponsibility in relationship to other people in society. Plrysical, prlrnc;:g:aj ancispi"mial healh are among its aims.

Each school day begins before breaKastatT.45 am wifr the moming rr,efl'g dlr stut*o and staff sit quietly together forten minutes to encourage self-reflection. Sometimes someon€ pla)'s ntusrc o..eads a poern. The intention of morningmeeting is to begin the day quietly together. Everyone is required to atterd The ddr' encs at 9,30 pm, and students shouldbe in their rooms at 10.00 pm.

Having a maximum of 60 students gives the school a relaxed family feeling- lt has a number of Agreements', which are similarto rules, but reviewed every year by staff and students and can change. Strdents also help with the day-to-day decision-making, and everyone assists in the care of the grounds and buildings, and wi$ other smalljobs like washing the dishes aftermeals. One Agreement is that all staff and students are vegetarian, and a great deal of attention is given to preparing meals.Many ingredients are grown in the school's large vegetable garden, which students help care for.Another Agreement is that students must follow a balanced educational programme which they and the school considerreasonable. Students cooperate with teachers in planning their individualised study programmes, where environmentaleducation, human development, visual and performing arts are equally as important as maths, sciences and languages. Thereare classes every morning and afternoon, and in the early evenings there are also classes, meetings and other activities.

t-------cAlbany Free School is based on freedom and democratic principles, with students and staff taking decisions together at aweekly meeting. But unlike many similar schools, this one is also open to chi ldren of the poor. l t has children aged2to 14,and nobody ls rejected for { inancial reasons. l t is located in a racial ly and socio-economically mixed neighbourhood of centralNew York. About half of the children come from the inner city, a quarter from richer neighbourhoods, and the remainder fromsurrounding suburbs and towns. Approximately B0 per cent of them are poor enough to qualify for a free or reduced pricebreakfast and lunch.In some ways Albany Free School is like a normal school with books, computers and other equipment. Some rooms evenhave blackboards and desks. In otherways it is very different. lt does not have a curriculum or even any compulsory classes.Classroom sessions are informal and last only as long as children remain interested. Learning happens best when childrenwant to learn. There are no tests dither. External rewards or threats are less motivating than an inner desire to learn. There isgenerally more noise than quiet, with children moving around constantly and playing freely"Learning certainly happens at Albany Free School, but differently. Daily maths and reading classes are provided for those whowant them, but there is no typical day at the school. Every day develops according to any number of influences, fromspontaneous ideas for activities or outings to world events. There are ongoing projects too, often in the surrounding city ordoing work for charity organisations. The school runs a small farm on the block, where students learn the basics of working withanimals and growing flowers, herbs and vegetables. Older studenis take part in a wide-ranging training programme, workingwith aciors, magicians, chefs, carpenters, midwives, lawyers, vets, archaeologists, computer programmers and even pilots.

Press 2004

Unit tr4 Theworld of work

Why work?Worm up1 A s k s t u d e n t s r v h a t j c b l ' r € ' , ' d o a n c l l f t h e i ? . ' : ' , l ' : r : ' ' ' a ' e s : l l a t s c h o o l o r c o l l e g e ' a s k

abou t weekenc 3c5 c r ! \ ' r a t r hev r , van t i l : : ' i ' : ' : ' ^ : t ' s l ^ I ne l r s l ud ies '

2 Ask why tne ' y ' c : . he ' l obs , o r why l hey waN i c . ' . r - ' 1 " t J33

Moin octivitYListening1 Tel l them they are going to hear people talk ing about the r jobs on the board, wri te:

factory worker

sports centre manager

nurse

Check they understand the meanings Ask them to l isten and say which person does

which job .. . . : : . : ,iiving reason5 '

. . .i :a.: .... : : ' ' ' : ," ' :

I f i E . " ' , '

;O:aS *:nutes ' '

it..., ',i':"..

GY.TANGUAGEre psft of ateam,. .dnortant. interview,:eep fit, meet new,Aople, moneY, Pawer,'eosonts, save the Plonet,. -icore, skills, total, usef ul;. . . " .irst or zero conditional

IREPARATION)ne photocopy for eachlair of students, therhotocopies cut into:helr,two sections;

@'ltrackszo+z'

@ Z Play the recording twice and check their answers

€ r 4

5 O' i f e bca 'd l . ' ' " re :

I j t r i i , : ; i i : ' ; ' ' ; : i " : i "

Spea k i n ga

- -t :

t-l-

Ft!-F

F[-

-

=

F

FF>D

F

=

E

E

f ig

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a

5

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F o l l oo :

- .€* , t3 $; *i ! J

:,$.{T

,i{:'n,iii:l;)"i9;r.;

Ar-bu are goinq to inten'ier\- someone. First, read and check that you understancl.

The in te rv iew

Reasons fo r wo rk ing

= .J , ' i : : t rer that you.- . i ] t .E io g ive them ten:e: i lns for work ing. Ask.our partner to give eacl'reason a score from 1 to 5

1 not important at a l l

2 not very important

3 quite important

4 important

5 very important

2 Read the reasons to vourpartner and write their5t0res.

3 Ask your partner if theyhave got any other reasons.Wrrte their reasons in thelist.

J Ask your partner to give:letr reas0nS a sc0re.

i tr;rC the total score.

Reasons for NOT working6 Ask ybur partner if they c-an

ih ink of a.ny,reasons:for. notworking.lf they can, writetheir reasons in ihe Iist.

i . : ' . - 3 0 T t a n t

: - - ^ - - - - +I - : - i I

i . - , : -por tant

j - : . . : ' . , important

5 . : . r po r tan t a t a l l7 Ask,your partner toto glve:

each reason a score from

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) I J ^ ' . i ' - a . , + . - . - - - - -4 r r v r r r t r r F | r r J t r L i l q t . . < _ c j : :

Reasons fo r work ing scores

, , : : l ; t ; . . i ; r i

i .". _, f

i r0 get money. LJ

r r0 nerp Orner people. L_l

J t0 learn new SKlils. Ll

4 To do something useful. f i

) r0 nave pOwer. LJ

6 T n m o o t n o r n r n o n n l o I I| ' r v Y P ! v y , r . u

7 To travel. n

R Tn l,oon {it I I

o -,r hp n,rrt nf a to.am I I

1 0 -io

help save the planet. [ l

11

12

t - l

1 A

nt f

-t:- ------------ ---------- .-::--::; -liJ::

TOTAL'l ,-ll

How to f ind the f ina l score:

Reasons fo'wo'k'ng TOTAL I + Reasons fo. not working TOTAL I = f inal score fUnder 15: You wi l l have to win a lo t of money or marry a mi l l ionai re because you have no in terest in work l15 -19 . You mus t be more pos i t i ve o r you w i l l neve r be happy i n you r j ob .

Ove r 20 You a re qu i t e i n te res ted i n wo rk rng , bu t you can a l so see the pos t i ve s tCe o f no t wo rk ing .O v e r 3 0 : Y o u a r e q u i t e i n t e r e s t e d i n w o r k i n g . G o o d L r c k , , . . , t : l - , . : - , . - , , _ _ , , ?

F<Bl - Hon, manv reasons can \-ou think of for rr-orkrn: a: , i : _: . , , - : . , -

make notes,

Reasons fo r wo rk ing

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AYou are going to inten'ierv someone. First, read and check that you understand.

The interview

Reasons for working

1 Tell your partner tha: vrare going to grve the- :=-reasons for workrng. - : .yo l J r pa r tne r IO g ,€ : _= _ -reason a score t 'c- . - :

1 not importa ;rt a, :7 n n f v p n i i m n n r t : r -

3 qui te important

4 important

5 very important

- Read the reasons to yourrartner and write theirsc0res.

i Ask your partner if theyl-ave qot anv other reasons., '/ ' te their reasons in the:'..

: - . , , tJr par tner tO g ive: - : ' : ?aSonsasco re .

: t - - . ' : t o t a l s c o r e .

Reasons for NOT working

6 Ask your partner if th*y .unthink of any reasons for notworking. lf they can, writetheir reasons in the list.

7 Ask your partner to qive' eacfLreason a r,o,al,ot

1 r ^ q .I t 0 5 : :

I r0 gei money. LJ

. i l n h a l n n t h p r n o n n l o I I

J l0 rearn new sK i l lS . L l

4 To do something useful. n

) l0 nave 00we[. LJ

. a mt rP l np \A i npnn lp I I

- l r t r : v o l I I

: _ <eep TrI. L_J

I - - : n : r t n f r t o : m I I

r-

- - -= r save the p lanet . IJ

: t '

12

. . r

14

I

__-----_--.,_,-, n1s14i [.l:l

15

How to f ind the f ina l score:

ie : - : - . ' : ' , ' , : '< rg :OTAi E * Reasons for not work ing TOTAL I = f ina l score Ia . : . ' ' ' 5 ' : - . , ' . r 3 ' , € : ' : , , . ' i n a l c i c f m o n e y o r m a r r y a m i l J i o n a i r e b e c a u s e y o u h a v e n o i n t e r e s t i n w o r k !' : - ' ' : - . - - - . : - : = ' _ ' = a - : , . = : i . : - 1 , , ' . : " e . l e r t a p p V i n y O u f j o b .

? , . = ' 2 1 ' , , . . ' a l - : : ' ' - : . a S : : 1 1 - , , ' , : . . : . , 4 : _ , . , r , _ - l - : : ! s e e t h e p o s i t i r , , e s i c e o f n O t w O r k i n g

l . : ' 3 - ' : , . = , : : - . - , = ' _ a , a : - = t - , . - . - - = - l : , t , : . , . . , - . : - . , ' ' - : - - . t ?. - -<--

B1 Horr- n lan\- reason: aa:1

make nc , t es ,

R e a s o n s f o r , ' . r o r k i n g

f u - . , . -- I l \ ' r r l l - t - - - . i - i _ : . . :

- - ; : - - : i

R e a s o n s f o r y r o r k n g s c c ' e s

l - - : ^ ^ : - + - f- - : - u l o t ,

Unit 14 The world of work

SPEAKINGFOCUSInterview technique

TIME5 0 m i n u t e s - 1 h o u r

KEY LANGUAGEabilitv. ambition,

rossisfcnt, caunter,' equtpment, exPerience,,factary, fault, imProve ,knawledge, maintain,'motivated, Process,product, standard,supervise, vqcancY;

present simPle,present Pedect

PREPARATIONCr:: photocorY for

: a : : s i r de i1 t

g_ -rl'-JrS

z.:-r-

t -

The right person for the job

Answer keY- ; j . : : ' : : = ' : : - - l : ,

? i 'e :os i l ' "e anS\ ' /e "s and examples o f the i t exper ience '

( n p a k i n o

Worm upl Ask 5| !J : " rs i f they can remember job in terv iews they have had, and what k ind : t

q u e s : 1 . - s . . . y * " i u a s k e d . l f y o u r s t u d e n t s a r e s t i l l a t s c h o o l o r c o l l e g e , a s k l s e - " ' ' - "

ques: t ' . iney expect at job in terv iews'

2 On the i , : : ' i w r i t e :

Coltr '..... ' . ' . ' ' . ., 'ue: In or Out to Lunch Catering Seruices

lob: C;.:: ' ' : ' ; --t 'ssistnnt

A s k i t a . , , , , : . r : ? . e n e w . l n v i t e o t h e r s t u d e n t s t o e x p l a i n b e f o r e y o u ! : ' ' = = ' - ' - ' l u r s e l f

A s k s l u c e - - - : : , : I . , , l h a n e i g h b o u r a b o u t w h a t t h e c o m p a n y n ' t q : - ^ : ' ' - - ' ' i a l t n e i o O

m i g h t i n t : . =

L i s t e n t o s u g g - : ' : . : , : - : . ' c o n o t g u e s s , e x p | a i n t h a t i t i s e : ] ' - . . . ' : . ? : p r o v l o e slunches i n l r s c , . ' ' : . ' = ' - - ' , . : l e l r r e r s t o o f f i ces an0 c : ' : ' ' : ' ' : : - : :

3 Ask what quesi

Moin octivitYL i s t e n i n g - ^ . , . , . ^ n n , ^ , n r n o1 T e | | s t u d e n t s t h e y a r e g o i n g t j . . . . . . ' ' . : - - = - . : , . . , : ' . - . = ' : . : s r . ' h e t . n t o w r i t e d o w n t h :

interviewer's quesl lons

3, , P lay the record ing a t leas t tw ice Ask ' " " - ' : " ' - t z te i ^e 'ques l ons wr th a ne ighbour

3 Check answers and wri te them on the b'a ' i

Answer keyCou ldvoute t lmespmeth ingaboutyourse l f?Whatdoyouknowabout the

^ ^ * ^ - ^ ' , 1 n . { f h o i ^ h i t c A l l /How do t9, ;fiil il;;'ff" companv and the job itself?wiv oo yp, wunt this job? why do you think vou can do the job?I ' ' ' I ev /ve 'vq.L L ' ' r r rvv:

wni t q"r i t i t t *outd you br ing to the jdb?

! + - : : t . ; i - J s p l 5 t o l i s t e n a g a i n a n d d e c i d e w h o w i l l g e t t h e j o b a n d w h y P l a y t h e r e c o r d i n g

5 - : - ' : : ' : :

n ) f ,

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lnterview notes

1 Can the person do the job? ls the person able to work to the required standard?

Y e s l I P o s s i b l y l I N o

Notes:

2 Wi l l the person do the jcb? ls the pers:" 1 ' , ' ; i -3-

v", I Possibly [-.1Notes:

* o E

- : : : : . -

Ptanet SYstems P[c

ffiwe.have built a mutti-mitlion

pou nd busi ness. we now need excepti ont' T:ll: :t-.1^t:Or::",,,

maintain the highest standards of quaLity at our London factory'

Your job witl inctude:. testing Productsr fautt-finding on electrical systems

. repa'irs

. reporting on production and probtems

You wiLL also use your knowtedge and experience to help us improve

our production Processes'

send your CV to:

Freedom Fashionsy:gg l!?.tgrgest outler for teenage and club fashionsIn tne uK. we currenthassisrant to *oi[ in o,/,.?*d;flT|..J,.j"if;jilSi,,,", ,,:y,,llT" and invotves counie,,rr.r, .iu.ilni stock anOwrndow design. Good prospects iolilr" iigi.,t"p.oonTelephone Marnie onT32gB7 or

i : - : - :

KEY LANGUAGEaccommodation,chil d .ca re, f I exi-h a u rs,oension scheme, perks,

sheltered haustngtrsvel nass:: : ; . . . . :second condit ional andb,lfetlanguage ofhypothesis,comparatives, modalverbs of possibility andprobability

FREPARATIONOne photocopy for^ - - i . - + , , , { . . - iE C l L l t ) t t l u g U L

Unit 14 The world of work

Greot perks!Worm up1 On i re ooard, wr i te perk and ask what i t means. l f s tudents do not know, descr [ :e

erar- .p les to e l ic i t the meaning. You could use some of the examples f rom t l "e f rs : par t ofih- . chotocopy. (F lex i -hours means f lex ib le work ing hours; workers can vary l ler l

2 A:< ior other examples of perks, and ask i f they have ever had any perks ln loa,s t r �a i t i ley. - . a a o n e .

Moin octivity1

- f : . , , . r : n t s t h a t t h e y a r e g o i n g t o l o o k a t o t h e r e x a m p l e s o f p e r k s r , , ' : ' ' : r , r g r o u p s o f

' ' - = ' - = . = o - t t h e p h o t o c o p i e s

2 D re : " - ' - ' : a - .- . i o n i o o r r e s t i o n 1 A s k t h e m t o r e a d t h e i n f o r n : : : ' r - C ( , V a n d

- ' . . : J s t ha t r hey do no t know

3 Ask :a : - : - ' : : : a :h o the r w i t h unknown words .

4 A s k f : i e , = " = . ' , , ' , : " d s t h e y s t i l l d o n o t k n o w . I n v t t e o , ' : ' . i , o e n t s t o e x p l a i n t h e mbefcre , i : : , r . . , - : - - : ; . ng yoursel f .

5 A s k i h e r r : . ' , : ' . , : g : , . e r a n d a n s w e r t h e q u e s t l o n - x p a r i h a t t h e r e m a y b e m o r e t h a none ans ' , \ , e " : ' s : - : : : ' . s .

6 Check l he l r C :a :

l ' : . t s l r - , den ts ' a t t en t i on t o c l ues l i on 2 Ask them to wo rk t oge the r i n t he l r g roups to

- ' r as : r i e ces t i obs i c r t i e oecc e and p , "ep3 rs no tes , nc t se r i ences , exp la in ng i he' a ? S ! . : - 4 . : n e ' C e C S C n S .

' . t : _ _ : :- I : - : : t - .

5uggested answersr t = " - . , = a - a . . - - - - - . = n - - - i ^ - - - . -

F o l l o wa :

H4FF

F

F

F

F

F=

F=

FT

tH

LqE+F+HF

IE+F

F

F

F

F

F

E,

F

F

E

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tE

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u p:

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1 Which companies would be most able or likely to provide which perks?

1 good pension scheme

) e n m n a n t r e a r

3 f lexi-hours

4 chi ld care -------------

5 goods at reduced prices ----------

6 training and educat ion al lowance

7 family travel pass

8 free meals

9 working at home

1 i { r o a h n l i d : v c

1 1 sports and social c lub -------------

1 2 free accommodation ----- . . -- . -----

\zVhich jobs would be mostsuitable for which people?

a) archi tectural design comPany

b) bus or train company

c) col leged) detergent manufacturer's sales division with

nationwide sales network

e) edit ing company working in book publ ishing

f) fast food restaurant chain

g) financial services advisors

h) large factory producing basic components for theelectronics industry

i) old people's sheltered houslng centrej) supermarket chain

k) travel company speclal is ing in tour ism

l) very large company manufacturing cuddly toys

A s s i s t a n t

Ifnest ard frj.erily perscnwanted for work on cashdesks and other general

o 2.1? ci:-sor: :. -etl gccdso 4 - j 3 - r : . s - = 6 . tr f r = e : , . e : a l l s

MarkHaving young i \ . . . : a 'a= , t=- = ' l - = : - : : 'a ' ' -

wo r th i t l The ' , ' r e - " , ' . ' : = ' a ' : ' - r " : l . , \ ' ; - * ,

w i f e d i e i . I c l ; r - - - = ' = z z ' : ' = l ' l i - - : 1 ' ; 1 1 lg r v e 1 3 C l e S = - - , -

- : - ' = ' = : :

\ ! 'c ! " t ; ' - tq.

| \ t as C ! : r : e : _ : ' . . : 3 - == : r , - - ' : - ' i l : a - - - - rag o t : ' e ̂ C J S : a - - ' = = ? : : : - = : : - : : - : : ' -l one l v . i noug . . l , e : : : * ' : . ' , - - : ' = ' : ' = - : : -

=bus iness . go ing : : ce la : : a : - : : t : - : I . : : : - - - r .

sor l ]eone soecia i .

"leffr r l L r r

- : I 1 : * : :

' : : - = = : - . ; : = ;

: = - : : - : - : r r , :

- ' - - - : = : - : - ' = - : - : : - ' : : : - -

= t , = | = ' : - - - ' : r M ' * , : : * l - l : * { : i - a # - - : :

.-t - -ri -:ril ?-: :-tr --E ':fi;ft il:[: r]]:]ll*"'-]:

:3r :i lril ! M'e-: --.: lf- *

Arrgffii?,fl t- l'?* 3E n ll[ ]:llr- {:$fillit'n$ dltil'm'l 4{{ir rflillilffi'

l -E ' , ' " : l =f n, : : 'L : : r 3T; t rWlr mff i I r l t i l f r f t1m0

:*E -:r-'' -'r f i lx-ll la::i* =t.fl][ld6{lag $nrutfeq,Ug 'rrfmrflill

:: ;�-:\N : -" :riln- r?lE[3]f, ES :l,ll: rfiuf T il S,ihffigl::,_- :,:-- 1 l: ll?,8 -E:i[a'r :ffii: -r:t-]ll-: :: 3::1:r:]l

City AdultEducation Colleee

Friendly irai'ii, Ji"qriiHto work on reception deskdealing with visitors, guestsand general enquiries.. child care facilities. free meals. free use of sports facilitiesr reduced fees on all courses

,r*.RPl i r t - r ^

";;;,j;5il:::needed ro,.1,;; i ;;?:, n tu n a n._Jo rwoula d^,L,F'uunds.espon.iXll KeYs and bet#frffi'f:;;#i'1a",*

Unlt Money

Eosy moneyWorm up1 Ask how students usual ly pay when they buy something El ic i t d i f ferent ways people

can pay for th ings, e.g. co ins, notes, credi t cards. Ask about the advantages or problemsw i th each .

2 On the board, wr i le :

Local Exchange Trading Scheme

Expla in that i t is another way of paying for th ings. Ask what any of the words mean. El ic i tor expla in the meaning of local and exchange. Tel l them that fo t rade is s imi lar to toexchange, and that scheme is l ike a p lan here. Ask i f anyone can guess what a LocalFxchange Trading Scheme is

Moin octivity1 T e l s f l d e n r s t h e v ; ; c o n i n o t n r o : d : h n r r t I n r ^ a l F x r ^ h a n o e T r a d r n o q c h e m e s a f d ' n d O r t i I' L J L r r u /

the i r guesses were near. Go around the c lass te l l ing students lhey are A, B or C n lurn.Put them in groups of three or four , wi th each group being a l l the same le l ler , e .g AAAA.BBBB, CCCC

2 Give out one sheet to each student Tel l them to read thei r text and help lhetr g"cup r . ' : 'anyth ing they do not understand.

3 re l r hem to t a l k abou t t he [ ex I aga in and each make no tes abou t l he nos - : - ' ' . = ' .rn format ion.

4 ' , i i r i le they work, wr i te these quest ions on the board:

i \ \hnt do L.E.T.S. do?

-' -Lr'e thetl pctpular, snd are thett sttccessftLl?

,l i{,-.;i do therl mnke exchnnges edsierT

= f: i i i . t; L,se notes or coins? I|hLtt do thett tLse?

5 ' , : , . c - , , : - , r o a i l t s t n ? ' o u p . r s o f a i l e a s t t h r e e s o t h a l e a c h q r - c L r f l ' a s E I e i : : ' . ' . - : . - s' . . : . a . a ' , : r . i a g , A B C A B C . A B C , A B C S h o t n ; l h e q u e s t o n s o l r t n e o o a ' l a . a e x p a r ^: - r : r , , , 1 - . , : s . : 1 . , d t e each o the r abou t t he r t ex t They mus t wo rk f r om the i r no tes and-- . " - - 'a ' ,=, . : i :ce !or \ , ' . 5o they can not read a oud f rom i l or see each o lher 's .

O - ' : - : : : . : )

L E T S , a n d

F o l l o w u p' . : - : . :

T KE *

AgTTVilY TYP=Spfit reading 't',

information : '

excnange, groupdiscussion

SPEAKINGFOCUSParaphrasing factualinformation, askingquestions {orclarification

TIME35-50 minutes

KEY LANGUAGEubilities, advantcge,bank,'barrow, buy, club,coin, exchange, expert,invent, join,.member,note, pay, rich, scheme,spend, trade;

present simple,.Question,forms

..PREPARATION: :One photocopy for each

:, , group oJ three students,:1,the photoccpies cut,,into their three. sections; one dictionary''for each group

ItI

tInTIIIIIII

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A

Local Exchange Trading Schemes (1.E.T.S.) do not make money, but they help people to help themselves

and help each other. They are very good for local areas, and people welcome them. L.E.T.S. are becoming

very popular. There are more than 200 in the UK, and some of them have hundreds of members. None of

them are exactly the same because different people have different ideas. But they al l offer their members

many advantages. L.E.T.S. are very fr iendly. Members meet new people and make new fr iends. People learn

to use their free t ime better. An important advantage is that people without any money can sti l l buy things.

They can sti l l pay other people to do things for them too. People do not have to pay a bank to borrow

money.

o 5o what do 1.E.T.S. do. and how do thev do it?

t-------

B

You and your friends or neighbours might not have a lot of money to spend, but you are rich in other ways.

Everyone has lots of abilities; we all have things that we can do. Some of us are experts in special subjects.

For example, we might be doctors or artists. Others are good at simpler things like cooking or decoraling.

Maybe we can only do easy things like cleaning, but we all have something we can exchange with other

people. And we all need each other's help, but of course, life is always difficult. For example, my neighbour

is a hairdresser and I can cook fantastic cakes- Unfortunately, he does not like sweet foods, so I can not get

a haircut. So I need to find a third person who likes cakes, a person who has got something the hairdresser

wants. Then perhaps all three of us can do an exchange together. lt will not be easy!

. We need an easier way to exchange things, but how?

t-------

cHave you ever thought of making your own money? Do not think of dollars or euros; invent and use your

own money. You can call your money anything you l ike, for example, a Pop, and ask other people to join you

in the 'Pops Trading Club'. You get Pops by doing something for someone; they pay you in Pops. You can

spend your Pops on something that someone else does or makes for you. You do not need coins or notes,

but you do need a centra l bank. This can be a te lephone answer ing machine where people can leave

messages about their exchanges. The Pops Trading Club banker l istens to the messages and puts al l the

information into a computer, so everyone knows how many Pops they have got. The club pays the banker in

Pops for the work they do. Simple!

. 5o how big are these trading clubs, and are they successful?

Asking prices,

buying and selling,bargaining

Tli,lE35-45 minutes

KEY LA}TGUAGEof{ard, buy, cast,exchange, PaY, Price,se{I, worth;

how much, have got,

€an/can't, willfwan't

PREPARATIONEnough photocopiesfor each student to

have one striP, thephotocoPies cut into

:their five striPs

f - h o r l z f h p v a r p ; ; - ' : -

3 Tel l s tudents to asr " l - ' : , : -

{ < t t , - t t l

i r

Uni t 15 MoneY

Sole or exchongeWorm up1 E l i c i t o r I ea : ' : t t i ques .

Ask what ? -t r-€s people collect. Elicit or teach: furntture, clothtng, toys, musical'nst rurne. , : : , ' .e l lery. El ic i t examples of each

2 On the boa'l : ' ; ' , ,. an old clock and write f 700. Write cost, worth, price, pay, affore i-"

se l l , exchons: - t r ' , . ? c i t or expla in what they mean'

Ask student : i : , . , : . . , ' , l - a par tner and wr i le a sentence or a quest ion wi lh ea: ' ' : ' :

abou t t he c l oc<

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i ns t ruc t rons and ask i f they Ia : = -

2 Te I ihem to tear thei r s t r lPS into

3 Exp la in t he ru les :

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o T h e y c a n e x c h a n g e a n t i q u e s f o r - o t n : ' . . ' ' l - 3 : : ' - ' : ; " - l - : i ' - ' - - ' e ' s a n d m o n e y

o They must get as many ani iques arc as much rnone , , a : c l : : c : r , '1 ' " ' r f tne garne

o 1f they have f ive of the type n ine r ins l ruct ions at the e ' : : i : 'e game, lney gel an

extra 1500.

. Everyone can spend as much as ihey want '

. - t . e v m u s t k e e p a n o t e o f t h e m o n e y t h e y S p e n d a n d m a k e . o n t h e b o a r d w r i t e .

to persott f msde 1 from Persotl

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items.You must buy, sell

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have got five MUSICAL

INSTRUMENTS.

clothing

jacket

85H100

furniture

chair

87H125

jewellery

pa r r i noq

810H150

instrumentsi r l r m n e t

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toys

car

EI50-8200

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items.You must buy, sell

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make money.At the end

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toys

teddy

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clothing

uniform

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furniture

table

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jewellery

brooch

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instruments

v io l in

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items.You must buy, sell

or exchange items to

make money. At the end

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have got five PIECES

OF CLOTHING.

instruments

guitar

850-E100

toys

steam engine

E7s-tl 25

clothing

oress

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furniture

wardrobe

fl 25-8175

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desk

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jewellery

necklace

E75-81 25

instruments

drum

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unit is mon"y

I ts ol l obout imogeWorm up1 Ask students what their favourite advert is and why they like it.

2 Ask how much influence they think advertising can have on what we buy.

3 Tell them it is often said that'Advertising sells us a Iifestyle or a self-image, not a product''

Ask for their oPinions

Moin octivitYI Tell them they are going to read about types of adverts. Glve out the photocopies and ask

them to read the first text: fhe ort of odvertising'

2 Ask them which type is most effective and why. Ask if they can think of any other types'

3 Tell them that they are going to become advertisers themselves. Put them in groups of

four. Direct them to tne"sec;nd activity on the photo copy: Advertising executives'rell

them to read the instructions, and ask if they have any questions.

4 Explain thai they should discuss the projects and choose two to acivertise' They should

think about the style of advert that they might use to sell the products.

5 Tell them they need to think in detail how they will advertise their chosen products'

Wrile on the board:

Prodttct image - what can you ernphasise about the product to mnke it attractiae?

Thrget market - who willbuY it?

Budgets * wlrere is the bat ptace to adoertise it and why?

Style * what wiII the adaerE be like? Describe your ads'

Go around helping with ideas and language'

6 Tell the groups to choose their best advertising project to describe to the class' They must

also decide who will describe the different parts of their advertising plans'

7 Groups take turns to explain their plans to the class. Invite questions and comments'

g Ask which products they might buy and how the adverts affected their choices'

Follow up. Groups chooru one of the products and design a TV or radio advert for it '

o They act the advert to the class. lf you have the facilities, you can video or record the

adverts.

o Ask the class to vote on which advert:

- uses the best English

- is most creative- would be most l ikely to persuade them to spend their money

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Unit 16 Past experien€es and stories

Reolly?Worm uPt Tell some story from your past, but change the story in some interesting and exciting ways

so that it is not compietely true. you can use the cards on the photocopy page to give you

some ideas.

2 Ask the students if they have any questions about the story'

3 Ask the students if they believe your story. Tell them that it is not completely true, and ask

them if they can guess which parts are true and false. Ask them which parts they believe

or do not believe and whY.

4

5

Moin octivitYTell students that they are going to play a storytelling game. Tell them they must guess if

the stories are true or false.

pui students in groups offourto six. Give each group a board, a set gj cards and a die' Tell

them each to find something to use as their marker to move around the board, like a coin

or some personal item.

Explain the rules:

. Evervone throws the die once.

o The student with the highest score starts'

o They throw the die and move their marker the number of squares on the die'

o lf they land on a square with instructions, they must follow the instructions'

o lf they get a card, they must tell the group the story on the card'

o The other students should ask questions and try to decide if the story is true or false'

r when everyone nas said what they think, the storyteller tells them who is right

and wrong.

o Then the person on the left of the storyteller throws the die, and so on until someone

finishes.

o The first person to finish is the winner'

Be ready to help with any difficult vocabulary on lhe cards-

lf one team finishes before the other, they can go and listen to another team's stories

and try to guess if they are true or false'

Follow up r _ -_ r,-o Tell students to write up an account of their favourite story from the game they played on

a loose sheet of paper. Tell them to write their own name on the sheet, but not to give the

name of the storyteller.

o collect the stories and put them on the wall arranged in the same groups that the

students were in when they played the game'

o Tell the students to go around and read the stories. Ask them if they can guess who any of

the storytellers were.

o Ask for comments about which they Iiked and which they believed. check if their guesses

are correct.

E=EE=E

What is the mostdangerous thingthat you have everdone?

What was thehappiest day ofyour life?

What is yourearliest memory?

What was thebiggest surprise ofyour life?

What was yourstrangest dream?

When you wereyoung, who didyou admire mostand why?

What is thestrangestcoincidence thathappened to you?

What was the bestplace you everwent t0?

What was thestrangest food youever had?

What was thebest bargain youever got?

What was the nicestpresent anyonegave you?

Who was the mostinteresting personyou ever met?

Yo o

-: ' .ge University Press 2004 @

InterruptionsWorm up1 On the board write. to interrupt I an interruption. Ask what it means. lf nobody knows,

elicit the meaning by asking questions, and interrupting before they finish.

2 Teff them they are going to play a game called Interrupfions. Demonstrate: tell them youare going to tell a story and they must ask lots of questions to stop you finishing yourstory.

3 Tell a story; you could use a card from the photocopy. lfthey are not asking questions,pause and elicit possible questions. lf they are slow Lo get going, tell another story to givemore practice.

Moin octivity1 Put shJdents in groups of four.

2 Give each group a set of cards face down. Tell them to spread them face down.

3 Explain the rules:

o When you say Go, one person must talk for two minutes about the subject on the card.The others must ask questions to stop thmr finishing. With strong classes, you canmake it three minutes.

o lf the speaker finishes the story, or if the group run out of questions before twominutes, then the sPeaker wins.

o lf the speaker has not finished after two minutes, or if the group are still askingquestions, then the speaker loses.

o tf the speaker wins, they keep the card; if not, they put it on the bofom o{the pile.

o The winner is the person with the most cards at the end- .: -/

4 Decide who starts. They take a card. Check they understand it and they are ready to start.

5 Looking at your watch , say Go and start timing. When the time is up shout Stop. You mayneed to referee, to decide if the questions are still relevant to the story, and to decide ifthe speaker has won or lost.

6 The player on the left of the speaker chooses another card, and the process is repeated.You can stop the activity before all the cards are gone.

Follow upo Ask the winners to come to the front. Tell everyone they are going to find the champion.

o Each winner takes a card. lf they have had the card already, they take a different one. Withsmall classes, they may have seen all the cards so you may need to think of other thingsfor them to talk about.

o They take turns speaking to the class, and the whole class interrupts. lf it becomes toochaotic you could ask them to put up their hands and you choose questioners.

o Those who finish take another card and repeat the process until only one student remains-

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Where did you go and whatdid you do on your lastholiday?

Tell everyone the story ofthe last film you saw.

Tell everyone the story ofyour favourite film.

What was the happiest dayof your life? What happenedand what did you do?

What is the funniest thing thathas ever happened to you?

Who is your favouriteperson in history and whatdid they do?

What happened on yourfirst day at this school?

Tell everyone the story ofthe last book you read.

Tell everyone the story ofyour favourite book.

What is the most interestingplace you have ever been toand what did youdo there?

What is the mosti nteresti ng experienceyou have ever had?

What is the strangest thingyou have ever seen?

From Speoking Exfro by Mick Gammidge O Cambridge University Press 2004

Unit 16 Past experiences and stories

Smoll odsWorm up1 Give out the photocopies. Tell students to look at section 1 and ask them what it is and

where it is from. Check that they all recognise that it is a selection of small advertisements

known as'small ads'from a newspaper or magazlne'

Ask them if they or anyone they know has ever bought anything from a small ads page'

Ask them what was bought. nit tfrem if they know why the person was selling the item'

2 Tellthem to read the circled ad. Ask them what the object is exactly' Who would wear it?

When, where and why?

3 Ask thern why the person might be selling it. Tell them they have two or three minutes to

talk about possible reasons with their neighbours'

Listen to their suggestions.

Moin octivityReading1 ExplJin that the artide tells the true story be*rind the wedding dress.

Tell students to read the first snippet only and talk about the question with

their neighbours-

2 Talk about their answers before giving the ieal one'

Repeat the process with the other snippets and questions

one by one.

SpeakingI Putthe students in groups ofthree orfour.

2 Tell them to read the other ads. Ask if there are any words or details they do not

understand, and exPlain.

3 Tell them to discuss the ads and think of the story behind the items and why they are- being advertised. Tell them to try to think of unusual stories and make notes of their ideas

for each ad.

4 Listen as they discuss and try to make suggestions for making their stories more

interesting. Make a mental note of the groups with better stories.

5 Ask the groups with more interesting stories to tell them to the class.

6 Ask them who they think will want the items'

Follow upo Each grouP chooses one ofthe ads.

o The! work together to write up their story from the notes they made'

o They exchange their stories with another group'

o They read each other's stories and underline anything they think is incorrect English'

o The groups that exchanged stories join together and discuss the underlined possibte

mistakes. Give helP where needed-

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R A C I N G T A N D E M .H i g h q u a L i t y , g o o dc o n d i t i o n , l 2 q e a r s .f200 fo r qu ic l i sa te .---*_LADY,S TRICYCLE wil u g g a g e t r a i t e r . R l

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The wedding dress ' -Ben, a struggling DJ *'ith ntr mon3r. F:,:'F':;r ii: :1-:t: i':i:,:e Feir;in' l-iex. home

Eto Melbourne. Thel'ha,J been coing 1rg1 i.rl 1,'. ' :;:-- \\ ' ::-. :.-- i: ' .-pt':<J. .he thought Imarriage was eractir rvhat she \\.anted. p -.---%%%%%%%%�r t

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-.=--Back in \Ielbourne, her grandmother ilsisted on paving ior the dress.

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Her mother knew a fashionable young dressmaker. Felicity sketched a design, and

a: the dressmaker grqdually,put it together, Felicity became carried along by it all.

Norv she wondersrwhy she'siayed awal'from London for so long.

She returned to London ready to marr_r'. But things had changed.

4 Wha t had changed?

, For rhree months she told herseif that everything would be OK.

Then during another silly' argument, Ben finally said it.

5 Wha l d id he l e l l he r?

)xJ'i*,;-1f,rnally said, 'Well.

-vou're actualiy right.' It rvas a heartbreakhg decision. Eten rrne t

back home knerr,'she had leti to get married. She feit she rvould disappoi-nt all ..f lh:rn. Ic - + - ' J - - - €

; That is u'hen she realised she had just become caught up iri erenthi.ng. Ben

: and Feliciry are still iriends. She is in another relationship nr-.u'.

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3 l ro, ,u iong d id she stay away and why?

Unit i7 Science and technology

Gizmos ond godgetsWorm up1 Wri te g izmo and gadget on the board and ask i f anyone knows t le rea ' ing or car g ive a '

example. l f not , g ive some examples yoursel f , e g.

o keyr ings that s ing back to you when you have lost them and s ing to them

o glasses wi th l ights on the s ide so you can read in the dark

Expla in that g izmos and gadgets are unusual , usefu l th ings, bui the ' / are not real lyr ecessa ry.

2 :s< for more examples of g izmos and gadgets, and ask ' , ' i 'h ' r : rey are for . Use th is lo: -=: ( or rev ise We use i t for - ins andWe use l t fo + in f in . ' , 'e

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IREPARATION)ne pnotocopy lorrach student

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Moin octivity: : . - . - : = . he ' . a ' e go ing to l ook a l so ' re ro ' e L . ' - : . . : g zmos , and they rnus t g ;ess

u , . . : _ ' : . = ' : P ' L l t h e m i n t o p a i r s a n d g i v e c u t i h e : i ' c i c c o p i e s . T h i s i s n o t a r e a l W e b s t l eb u : a s : ' . : ' ' : ' q z - c s g a d g e t s ' o n l h e I n i e r n e i ' , r . r ' r d o t s .

AsK l ne . . , : : - - : : , i i - e rames o i t he g i zmos fo ! ' ne p - t e l l

t hem to t a l k w i t h t he i r pa r tne rand make i 'o :e: r3-Lr : , ! r iar the names rnean. Vi h i le the,v are work ing, go around g lv lngtnem c rue5 .

Check the i r l deas .

It4axi l ike maxrmum = a lot of something; Data = infc' 'n'at cn

Auto ike automatic: help they should know

Sure = cer l "a n, Shot l ike f rom a gun

Video thev should know

Surf llke surf tng ar surfboard, Cycle ltke tn btcycle

Ask them to ta < , ,v i th thei r par tners and make notes about what the g izmos are for . Wr i te' h p q e n r r c . f - . . r r h e b o a f d :

1 W'hdt is it?

2 \\hat do peaple ttse it _for?

Check the r i deas and wr i t e t hem on the boa rd . The re a re no co r rec t answers f o r l h i s , bu lf :he! can noi th ink of any r rses. yor- r can g i r , ie them c lues to guide them to the fo l lowing

C ] : S : i C J 5 : S ;

Poss ib le answersi, '=:,: ' , 'a::a.tr:r! ' : i :t , i isr r 'eceiv,ng TV prcgrammes from salell i te'stations' lhe ,:.,g : : g : : ' 2 , = - , ' : l ' : : . - : r r i - : = ; e , i i . - . ; ' , 3 g c i n e a d O h o n e 5 t c o . P e o p l e c a n u s e i t t o '

Unit 17 Science and technology

It wil l never hoppenWorm up1 Ask students for examples of inventions or scientific discoveries since their grandparents

were young. Write them on the board.

Ask which they imagine their grandparents thought were more useful and most surprising'

Use this to check or revise language of comparison'

2 Ask them for examples that have happened in their own lifetime. Write them on the board'

3Askwhich they th inkaremoreusefu |andmostsurpr is ing .Checkor rev ise |anguageofcomparison. :

Moin octivityTell students that they are going to read about inventions and discoveries that might

happen in the future. Put them in groups of four. Give out the photocopies.

Askthenr to read the paragraphs. Tell them to underline any words they do not know and

ask the other students in their group about them.

Check if there are still any unknown words. Invite other students to explain them before

you give the meanings Yourself.

Write these questions on the board:

Which pmagrryhs twrtion:

L traoel?

2 bad amE?

3 medical scienft?

4 sparc?

Ask them to compare their ans:wers.

Check their answers.

Ask them to think about the paragraphs on their own without talking to their partner' Tell

them to decide which are more piobable and write numbers 1 to 6 next to them' Number

l i s t h e m o s t p r o b a b l e , n u m b e r 2 i s t h e n e x t m o s t p r o b a b l e , a n d s o o n ; n u m b e r 6 i s t h eleast probable.

Ask them to talk with the others in their group and compare the numbers they gave to

each paragraph. They should explain their opinions and try to agree who is right,

Ask if any groups were able to agree about all the numbers Jor the paragraphs. compare

the ordei decided by different groups. Were there any big differences? Ask them to

explain their oPinions.

Follow upI In their grbrpt, studen$ brainstorm the technical advances described on the photocopy

and try io thlnk of as many advantages and disadvantages for each as they can-

o compare ideas around the class and see s'ho has ttoustt of most and wtrrcit are the most

interesting-.-i-E

It will never happen; i 17.2

A Matter transportation: everyscientist's dream

This is technology that can transport people orth ings f rom one p lace to another ins tan t ly .lmagine something l ike a telephone box: yougo in, dial the number of the place you want togo, and then you d isappear and reappear inJnother box at your dest inat ion. Some scient iststhink we can even do i t without boxes!

[ l

B Machines take over: robots rule the worldScient ists are designing better robots and more intel l igentcomputers every day. There is already a computer that canbeat chess champions and programs tha t can learn fo rthemse lves . Many exper ts be l ieve mach ines w i l l be morein te l l igen t than humans one day , and when they are theywi l l not need us any more. Goodbye, humans! n

C' Do you want to live for ever?5cient ists hope to f ind cures for ai l d iseases, and are makinggood progress. They are also try ing to f ind out rvhy peopleget o ld , and they are mak ing progress on tha t too . Somescient ists suggest that with better knor ' , ; ledge i t i ' r i ] : beposs ib le to s low down age ing or s top i t compie te ly We cou ldl ive to hundreds of years old, or older! -

D Space colonies: cities on other planetsSpace travel is eipensive at the moment, but bui ldingspace ships in space at space stat ions would be cheaper 'Scient ists are developing enEines that are faster and useenergy from the sun. They suggest sending severalfamil ies together to distant planets.

Some journeys could take'hundreds of years, withch i ld ren born on the waV!

;

E ff is a dinosaur! Clones of extinct animalsScient ists are making enormous advances in genet ics,ln add i t ion to i t s va lue in hea l th care , genet ics migh thave other uses. Several projects at the moment aretrying to br ing back animals that are ext inct, forexample , the Tasmanian T iger . Sc ien t is ts hope to used e a d a n i m a l s i n m u s e u m s a n d c o p y t h e i r D N A t omake I ' i . , ino c {ones l

F Contact: ls there anybody out there?Scient ists have been se+o;ng radio t ' : ' 'essag:s - : :

space fo r years . Tney are noc ̂ 9 rc 3€ : = - ;a5 ; ' ! i ! - iday f rom an a l ien c i r i l l sa t io r * "

- i r ,e ; , ' . c - :J : ' cc 'ac . ' : :more advanced than L ls , a l .c r ' , c - , l ; : a i e : l :a : : -us about ihe i r sc ience ano :e i r - : : ,1 . , . ' , : - : -= -

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-:=-==-

Unit 17 Science and technology

f t wil l chonge our l ivesWorm up1 Ask students what new technologies have developed in the last hundred years. Write

them on the board.

2 Tellthem to decide with their neighbours which are the most important, and why.

3 Ask for opinions and invite comments. Use this to check or revise language of comparison

Moin octivityTell students they are going to read about technology of the future.

Go around the class telling students they are A, B or C in turn. Put them in groups of threeor fou4 with each group being all the same letter, e.g. AAAA, BBBB, CCCC.

Give out the sheeG. Tell them to read their text and help their group with anything they donot understand.

On the board, write:

1 WhatTDiIIhefrrcmein ure of the tedtnolog?

2 IMich use willbring the bigrsr b14ts anil wlry?

3 lMat are the nm nnprisingFaiAions ann why?

Ask students to discuss the qr,rcstions and make notes.

While they work, write these questions on the board:

1- Which techrnlogy uill bring thc bignt benefts and wlry?

2 What is the most surpristng predidian and why?

3 Which techrnlngy do you like the idea of most?

4 Which techrntagy ito y* think is the most likely to happm and wlty?

5 lMich technohgy ilo y*thirlkk themastunlikely tohappen andwlry?

Now put students in groups of at least three so that each group has a person who hasread each text, e.g. ABC, ABC, ABC, ABC. Show the questions on the board and explainthat students should tell each other about their text. They must work from their notes andturn their text face down so they can not read aloud from it.

Ask for their opinions and invite comments.

Follow upo In their groups, students imagine a typical day in the future when all three technologies

are in common use. They make notes about the daily routine.

o Students describe their day to the class.o They vote on which day is:

o the most interesting

o the most likely

o the weirdest

r:;

A: VIRTUAL REATIWlmagine watching a film, but with video goggles that go around the sides of our heads too, so that we can see an image allaround us like in real life. We do not watch the film from a distance, we are in itl The film, of course, is a computer image. Thegoggles are sensitive to the movement of our heads: the image moves when we turn our heads as it does in the real world.Built-in earphones also change the direction that sounds seem to come from as we move past objects. Gloves that canexpand to put pressure on our fingers allow us to feel that we are touching objects in the virtual environment. All thisalready exists, so what is new?

As computer programs get faster and more detailed, much more will be possible. We already have flight simulators fortraining pilots, but programs will be developed for training in almost anything" We will be able to meet friends or colleaguesin virtual environments: luxury conference rooms, exotic landscapes, virtual art galleries or impossible fantasy spaces.lmagine treating phobias by allowing people to meet their fears in a virtual, harmless world. Doctors will be able to attendoperations thousands of miles away, and when robot arms are developed, they will be able to actually take part in theoperations. This type of remote expertise will be available to many professions. iBut there is more. Experts believe that, sooner or later, the technology will be developed to allow us to link computers directly '

into the brain. Then everything will be possible: sights, sounds, touch, smells, tastes, even emotions. lt is even suggested thatwe can go further stil l, and input memories to create completely new virtual identities. We can become whoever we want tobe. We could have a whole catalogue of parallel lives and personalities. The possibilities are truly endless.

t-------B: ARTIFICIAL INTELUGENCEWe already have intelligent, automatic lawnmowers that can find their way around the gardens, cut the grass, and then findtheir way back to the shed and plug themselves in to recharge. There are vacuum cleaners too just as clever. At a moreexotic level, there was the Mars Pathfinder robot that did its job without human help.

There are all sorts of other uses for intelligent robots that can operate with liitle or no human control- Dangerous orunpleasant work, like clearing poisonous waste or landmines, are obvious examples. Research is being done on a car that willdrive itself more safely than a person could. lt would communicate with the other computerised cars around it and withelectronics in the road to avoid accidents. Road deaths will become a nightmare of the past.

It is not just robots that are being considered, but all types of other machines carrying out a wide range of tasks. Forexample, the intelligent fridge that can read mlcrochips attached to food packaging and warn you when the food needs tobe eaten or thrown away. lt will also reorder more food over the Internet when needed. Robots for general housework aresure to come. Honda, among other manufacturers, is researching a humanoid robot that can walk and carry things around-Some experts believe that the entire man-made wodd could be populated with all kinds of intelligent machines by themiddle of this century.

In addition to the machines, more intelligent computer progmms are predicted: programs that can learn and eventually thinkfor themselves. One idea in education is interactive programs. For example, imagine a history program that would allow you totalk with an artificial expert historian and ask for explanations of anything you did not understand, or a language program thatspeaks every known human language, and can tell jokes in them too.

t-------C: NANOTECHNOLOGYEveryone is aware that technology has.become able to build machines on an increasingly small scale. Today's desktopcomputers are more powerful than the room-sized machines of the 1970s. Nanotechnology is a special type ofmanufacturing technology and, according to the experts, it is the next step. 'Nano' means very small, and nanotechnologyaims to build things an atom at a time, exact and perfect. This will give us computers bill ions of times more powerful than atpresent, but its other uses are endless. By working with individual atoms, it is possible to make anything. The silicon inmicrochips is just sand with the atoms rearranged. By rearranging the atoms in coal we can make diamond. Rearranging theatoms in dirt, water and air we get rice.

Working at the level of the atom will also mean we can produce things without the pollution from today's methods. Weshould be able to recycle all the waste. Manufacturing will be cheaper as a result. lt should be possible to build machinesthat will remove the poisons from the air we breathe or the water we drink, and we can start cleaning up the environment.We should even be able to reverce the centuries of air pollution by tahng chemicals out of the atmosphere.

Another advantage of working on tie atomic scale is that we can build machines that can go places irnpossib'e toc='.Scientists are dreaming of machines small enough to travel inside tlre human body. They will find ano C€si'ar ca.{e' cs sviruses or bacteria. They could heal wounds, or even replace a missing arm or a damaged heart" 9cme c€c€ € si,/g€€s! ralwith nano-computers, we could carry complete libraries inside our brain-

----f rom Speoking Extro by Mick€ammidge @ Cambridge

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pentary

;P.Icrycling andring energy

]TIVITY TYP=rwork discussion:

}EAKING

lcusscribing, makingzeestions

. :

MEminutes - ' l hour

:Y LANGUAGE, build, cans,fiainer, escope,rss. pround, hofe,:vcle. rlver, rubbish,F€;,,Sot/€, thraw oway,rste;

re islare, present tense

, present continuous,tuldlshouldn't

TEPARATIONe photocopy for eachrdent, the photocopies

I into their two sections;

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t ls?Et 3S Socia l and env i ronmenta l issues

How green ore you?Worm up1 Ask students how much of thei r rubbish they recycle and what k inds of th ing: : ' : .

recycle.

2 Wri te the quest ions below on the board. Tel l them they have lwo rn inutes lo l ; " . - . t :

ne ighbou rs and guess the answers .

7 HotD ntttch nLbbish does a person in Britain throw away eaery year (. it.. : ' ' . ' : .. I

2 \,\,hnt per cent of theit'rrtbbish do pteople in Britain recycle?

3 Hoza mantr drittks cdns do theq use nery year?

4 ll,hat per celii Jc tits; recycle?

5 How rnany gla-ss tl'Ltdiners do people in Britntn throw awatt €,'€i'' :',''-rl

3 Ask fo r the i r guesses and wr r te t he h ighes t and l owes t va lues fo r ea : - - - : 51 on

on l he boa rd .

Moin octivityListening1 Te l l s tuden ts theya re go ing to hea ra sho r t l a <a . . - : ' . . r , . i - g Te i i l r em lhey t l l hea r t

tw i ce and to l i s t en and check the i r guesses Te l l t he 'n l o ans !ve r ' i h s ques t on l oo , anc l

w r , t e i r on l f l e boa 'd :

5 \,\rl'Lu ts recycling tmportant?

2 Play the recording twice, and then ask i f they want to hear i l agaln

3 Check the i r answers :

Answer key1 Harf a ronne a year each 2 Ten per cent .3 F ive b i l l ion.4 AboLrt /2 oer cent-

5 5 i r b i , l ion. 6 Recycl ing saves ene'gy ard srops pol lu t ion

Speak ing1 Te s.L.cerus they are going lo see sor .e examples of other \ ,vavs people lvaste energy and

q \ , e . ! : t l " e oho tocop ies o f sec l t on A

2 ,e Si r ,CCniS ,c i . "o.k r , , , r th a par tner a ' .d ; rnC 12 exa'" l rp ieS of i r ' 'a ' " 'S peCp e \^ /aSte energy.

3 A s < i C \ \ , ' , T a n , 1 ' p r 3 r r i e S : ' 1 3 . ' : ' . ' 3 ; a ' ; ' l 3 ' C l e r : i e r - . r i 3 5 C i 0 a a ' ? a r - a ' l ' I ' :

: . . EA

5 - ? i . . . 1 + ' . : : ) . - - ' . .

. : < r h r a e a a r p : - q ; ' - '

S . : . . ' l a - d s u O - C ' . : -

6 Go around and he iP [ t - r i - i - ,

Answer keYPicture 1: recycle bolties, page rs, :-- 'tr : :.water ; not wash th ings i ;nCe: : r= : . - : - := = :

c l ose doo rs P i c tu re 3 : cy ' c i t 7 : ' . : ' = .= :a lone, t ravel together

7 Check lhei r answers us ing shcuiC, ,c ' ' : , . r ' -

Follow up. ln groups of four , s tudents design thei r ot^ . 'n lJ" l p 'e t ' ) ' - -

exchange them wi th other groups or ask other c asses

_ c €

How are they wasting energy? Find 12 examples.

1 , - - -

2 - - -

3 - - -

4 - - -

5 - - -

6 - - -

7 - - -

8 - - -

9 - - -

1 0 - -

77

1 2 - -

v

How are they saving energy? Find 12 examples.

1 - - -

2 - - -

3 - - -

4 - - -

5 - - -

6 - - -

7 - - -

8 - - -

9 - - -

1 0 - -

11,

1 2 - -

From Speoking Extra by

Unit 18 Social and environmental issues

Something hos to chonge!Worm up1 On the board, wrile Human rights, and ask what the students know about it.Write Animal

rights, andask what they know about it. lf they do not know much, explain'that animal

rights organisations want us to stop using animals in cruel ways, e.g. in cruel sports or

telting new products to find out if they are safe for people. Like human rights, animals

have rights too. Ask students what they think.

2 Tellthem they are going to read a page from an animal rights Website. Give out the

photocopies and direcithem to section 1. Ask which organisation the page is from(Fight for their rights). Ask what the text is about {animal testing}'

3 Tell students to read the Web page and help their neighbours with anything they do not

understand- Ask them to compare thelr opinions on the different tests. Put these

ouestions on the board:

W doweiloihetat?

Is it usdul?

Ihrhatwoulilhqrytf * ilitlnot ilo it?

Shouldwe allou it?

INhat shouldwe do aboutit?

Check what they think of each test in tum: srnoking dogs, Draize, 1D50, but be sensitive

to students with strong feelings. Use this exchange to practise the structures in the

Key language.

Moin octivityTell students they are going to look at another important issue. Put them in groups of

three or four. Direct them to the information on Globol worming and Cleon water for

everyone, and ask each group to choose one. While they are deciding, write these

questions on the board:

1. INhat are the main parts of the Toblem?

2 Wisi taproblem?3 lNhat are the causes?

4 What are tht results?

5 What shouldwe do about it?

Ask them to talk about the information and the questions. Tell them they should each

write short notes, not sentences, about the problem. Go around helping them to use all

the information,and fit it into their notes.

Tellthem they are going to explain their subject to the class' Choose a Globalworming

group to talk'aboui question 1 . Ask other groups who did Globolwarmlng if they agree'

Let the groups who did Cleon water ask questions-

Repeat step 3 for all the other questions with different groups until the topic has been

covered.

Repeat steps 3 and 4 for Cleon water.

Ask them to discuss with their group which topic is the mmt important probbm and $'hat

we should do about it.

Ask for their opinions.

Follow upo Students write a brief summary of their topic using the questions as a guide to its structre-

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CausesGlobal warming from burningcoal, oil and gas for energy

Effects

The worldAverage family water use/day

World population

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I; -- - -From Speoking Extro by Mick Gammidge @cambridgelJnrverst*prett oo+GEEEEEEED

Animal test ing is used in many ways for many reasons. Insmoking tests, for example, dogs breathe cigarette smokecontinuously to f ind out how dangerous smoking is for people.Two of the most common tests are the Draize eve test and theLD50 test.

The Draize eye test is used to f ind out i f a new product, l ike anew soap, will affect people's eyes. In the tests, rabbits' eyelidsare kept open with cl ips, and they can not move their heads.Then the product is put in their eyes. The tests last a week, butmany animals break their necks trying to escape from the painbefore the test is complete.

In the LD50 test, LD means 'Lethal Dose' - that is how much ofsomething you can take before i t ki l ls you. l t tests any chemicalby giving more and more of i t to a group of animals unti l 50per cent of them die.

Some experts say animal tests correctly predict effects on peopleonly 38 per cent of the time, and there are other ways of testingthat do not need animals. So whv do we do them?

1gth century today

Europe's glaciers arebecoming smaller

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I = =Canada Eurooe Africae5O litres 165 litres 20 litres

The developing worldEasy access toclean drinkino water

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Easy access toclean drinking waier

E World's populationE without enouoh

Unit 18 Social and environmental issues

Keeping on open mindWorm upI On the board write up the title and the headings of the six sections of the questionnaire:

Social and enairanmental issues

Social welfare

lusticz

Education

Social equality

The atimment

AnimaliglrE

Tell students to u,ork with a partner and think of an example of an issue for each of the six

sections-

Check their ideas and write them in the appropriate lists, iust a word or two for each. Askquestions aboutthem-

Ask which of the six areas b most imporbnt and why-

Moin cctivity1 Tell them that they are going to do a questionnaire on the issues.

2 Give out the photocopies. Tell students to quickly read the questions but not to answer

any. Tell them to underline any words they do not know.

3 Ask which words they underlined and ask other students to explain before you explain anyyourself.

4 Check that students understand the instructions for doing the questionnaire and for

checking their scores.

5 Tellthem to complete it, talking about the ideas with a neighbour as they go.

6 Ask if the comments describe them accurately.

Z Clean the board. Ask which are the six areas they had their hi'ghest and lowest scores in,

and on the board write the areas which showed the most difference of opinion-

8 Tell them they are going to discuss one of the topics on the board. Point to the topics on

the board one by one, telling students to put up their hand for the topic they prefer. For

each topic they choose, ask who scored above nine and who scored below nine- Put the

high-scoring students on each topic together and the low-scoring students on each topic

together.

9 Divide the students into groups of four to six.

lO Tell them to discuss their topics and prepare to explain their opinions to the class-

l l For each topic, allow the high-scoring groups to speak to the class, followed by the lovtr-

scoring groups. lnvite questions from the class and ask questions yoursetf.

12 Before moving on to the next topic, take a class vote with a show of hands on whether

they now agree with the high-scoring groups or the low. lf for any topic there were onlygroups of one point of view, ask students to put up their hands if the groups made them

change their opinions on anything.

Follow upo Students choose a subject that they did not speak on, and write an account of the most

valid and interesting points made by the other teams.

$ocial and environmental issues questionnaireComplete the questionnaire by giving a score of 1 to 5for each opinion according to how much you agree ordisagree with it. Then find your total for each section.

1 | strongly disagnee.2 | disagree.3 | do not agree or disagree.4 | agree.5 | strongly agree.

Social welfare1 The cane of the sick and elderly is the state's responsibi l i ty.E2 Beggars on the str"eet is the sign of an uncaring society. f,5 Poventy is the result of social exploitation by the rich. E

Total ----"-------

Justice4 Rehabi l i tat ion, rather than punishment, is more l ikely to

neduce cr ime. E5 Criminals are victims of the society that made them the way

they are. E6 Capital punishment makes society as bad as the murderers

condemns. ITotal ------------

Education7 Society should try to provide a basic education for all younf,

chi ldr"en. E8 Education until adulthood is a human rifht. EI Society's provision of lifelong learninf is essential to

personal development. UTotal ------------

$ocial equalityl0 Inherited social or political power, as with monarchy and

aristocracy, for example, is fundamentally wr"ong. Ul1 h seems unfair that some people inherit fontunes while

others are born into poverty. U12 The inheritance of wealth is socially uryust and should be

strictly contr"olled and heavily taxed. UTotal ---- ----- -

The environment13 We are not doing enough to protect the planet. E'14 Recycling of all possible materials should be compulsory. fl15 Car ownership is an unnecessary luxury that endanf,ers the

environment and should be severelv restricted. UTotal ------------

Animal rights16 Ki l l ing animals for sport is muel. E17 Killing animals for scientific or medical research is immoral. fl18 Eat in€ meat is murder. ETotal ------,-----

Now checkyour scores inthe Keeping an open mrndcomments box.

Keeping an open mind comments$ocial welfare and justice0-12 You place gneat emphasis on

individual nesponsibi l i ty and self-reliance. You may feel that our abilityto create our own future is one ofthe key things that makes us human.

13-lSAlthou9h you have a developed senseof social duty and a bel ief in car in$fon others, you also believe thatpeople must learn to take control ofthein own lives.

19-30 You ane deeply socially aware andresoonsible. You believe that it issociety's duty to take care of itsvulnerable members, who may oftenhave lrttle control over their lives.

Eercafirm and social equality(Fl2 You probably feel that education

should be for a practical purposerather than for its own sake. Youprobably have a strong sense oftradition.

13-18You have a strong bel ief in socialjustice and equal opportunities forall. You may feel that fate is astronger force in people's life than issometimes acknowledf ed.

19-30You bel ieve in social equal i ty andhave a very stnong social conscience.You believe in education as a forcefor equal i ty and personaldevelooment.

The environment and animal rights0-12 You ane a stnong bel iever in personal

freedom. You may have a sense ofthere beinf a hierarchy of l iv ingbeinfs.

13-1 I You have a healthy respect for theplanet and the other species thatshare it with us, and you believe thatit is our moral duty to take care ofthem if we can.

1F30You feel a keen sense of urgencysurrounding the ecolof,ical problemsfacinf our planet. You probably findit difficult to understand thesometimes selfish behaviour of otherpeople.

FromSpeaking Extro by MickGammidge @ Cambridge University