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Teach. I feel a blackwells have been all about 7. Right away I indispensable to thick cloak as well as screw a ends.
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In addition, there is a short documentary film available on the Class DVD, and iTools on a subject related to one of the topics of the Files.
This is aimed at giving Sts enjoyable extra listening practice and showing them how much they are now able to understand. In the second exercise the focus is on how native speakers often pronounce going to, i. Point out to Sts that they need practice in understanding gonna, but that it is probably not a good idea for them to pronounce it in this way, as it will not sound natural unless they speak very fast, which they will probably not be able to do yet.
Focus attention on the first question and ask Sts to tell you which words are the most important for communication. What, going, do, and tonight , and highlight that these are the four words you have to stress in the question. This dictation is for recognition not production of gonna.
Tel] Sts they are going to listen to six sentences or questions read at normal speed and they must write them down. Play the audio, pausing after each one to give Sts time to write.
Monitor and help, correcting any errors they make with going to. Tell Sts to go back to the mai n lesson 3A. Read the introduction aloud or get a student to read it and establish that the rest of the article describes the facilities at various top airports around the world. Give Sts two minutes to read the whole article and answer questions Then they should answer the two questions. Get Sts to compare with a partner, and then play the audio for them to check their answers.
Emphasize that even if you use the right words, you may sound unfriendly or bored if your voice is too flat or monotone. Focus on the dialogue and play the audio once for Sts just to listen. Encourage Sts to pay particular attention to copying the intonation and to try to use a wide voice range. Tell Sts they need to find another student who is free the same evening as them and do an activity together.
When they agree, they both write it in their diaries. They then continue talking to other Sts to try to fill all their free evenings. BET scores 5. Play the audio for Sts to listen to the rules of the game. Get Sts to compare with a partner and then play the audio again.
Elicit the rules of the game show by asking these questions: b Get Sts to focus on the three sentences in a and to look at when the words who, which, and where are used. Get feedback. We use w ho w ith people, w hich w ith th in gs, and where w ith places.
A waiter is somebody that works in a restaurant.! The relative pronoun can be omitted in sentences like This is the book I toldyou about, where the subject of the relative clause changes, but this is not focussed on at this level.
Focus on the exercises for 3C on p. Put Sts in pairs and give them two minutes to think of good definitions. Check answers and pronunciation o f these words. Accept any suggestions that define the words well. Possible answers em oticon -a sym bol which expresses or show s a feeling, e. You might want to tell Sts that the first extract is from a monolingual dictionary and t he second one is from a French-English dictionary.
Then play it again, pausing after each word for Sts to repeat. Make sure Sts understand that rare, medium , and well done refer to the different ways a steak; can be cooked.
Now focus on the You Say phrases and tell Sts they're going to hear the dialogue again. They should repeat the You Say phrases when they hear the beep.
Elicit j explain the two ways of ordering, e. I ' d like I would like the tuna with a green salad or I'll have the steak, please.
Elicit what Holly says Nothing fo r me. Episode 2 Restaurant problemsPlay the audio, pausing if necessary for Sts to repeat the phrases. Encourage them to copy the rhythm and intonation, but probably not to try to copy Jenny and Holly's American accents.
Before playing the audio again, focus on the British and American English box and go through it with the class. Now play the audio again, so Sts can listen a second time and answer the questions. Finally, focus on the Can you? If they feel that they need more practice, tell them to watch the episode again and practise the language on their iTutor.
Sts who completed English File Elementary will have already seen the present perfect though not yet,just, and already , but for other Sts this will be completely new. The context is problems between teenagers and parents, from both points of view. Sts begin with an article to read, where they have to decide whether the problems referred to are teenagers talking about their parents, or vice versa.
There is then a vocabulary focus on common verb phrases for housework, and collocarions with make and do.
The gram mar is then presented through four short dialogues. Then play it again, pausing after each phrase for Sts to repeat. Give further practice of any words your Sts find difficult to pronounce. This rule of thumb is generally true, although there are a few exceptions, e. Finally, do c and get Sts to cover the phrases and look at the pictures. They can test themselves or a partner. Focus on d and make sure Sts understand the questions.
Then in pairs, get Sts to discuss them. They may have something similar in their LI or they may not, and the use is likely to be different. It takes time for Sts to learn and use the present perfect correctly, but this use for things that have happened recently with no time mentioned is probably the simplest to understand, and Sts will probably already be used to you asking them, e.
Have you finished? There is not much difference between I haven't finished and I haven'tfinishedyet, but addingyet implies that you are going to finish. Tell Sts to go back to the main lesson 4A. Put Sts in pairs and tell them first to listen and make notes only. Play the audio once. Then play the audio again, pausing after each sound effect for Sts to write a sentence withju st and the present perfect.
Accept all correct and possible sentences. Sts should listen and answer questions Play the introduction to the programme. Play the audio again if necessary.
People say th a t th e y are la zy and untidy, and th a t th e y do v e ry little to help their parents in th e house. In m any cases th e se yo u n g helpers, or 'carers' as th e y are called, have to do b e tw e en 25 and 50 hours w ork helping in their house, as w ell as doing their school w ork. The first time they listen, they should answer the two questions. Play the audio once the whole way though.
P Who do you look after? She has ME -it's an illness which m eans th a t she feels tired all th e tim e and she can't w alk v ery well. And I also look after m y younge r brother and sister. He's six end she's four. D I look after m y m um too. She had a bad car accident seven years ago and she can't walk. I also look after m y little sister. P You both do a lot of housew ork. W h a t exactly do you do? A fte r school, 1 som etim es take m y m um to th e shops in her w heelchair. In th e evening, m y dad makes the dinner -I'm no t v e ry good a t cooking!
B ut I make sure m y b ro th e r and sister e at their dinner and th en I p ut th em to bed. D My da y's quite similar. I clean th e house and iron, b ut I also do th e cooking, and th e shopping. M y dad le ft hom e four years ago so w e 're on our ow n. I take m y sister to school and m ake sure th a t m y m um is OK. I need to give her m assages every evening. A I don't really mind looking after m y m um. She's ill and she needs m y help. B u t som e tim es I feel a bit sad w he n I can't go o u t because th ere are things to do in th e house.
And I som etim es g e t a n g ry w ith m y school friends. T h e y don't really understand th e problem s 1 have a t home. All th e y think ab o u t are clothes, boys, and going out. Give Sts a minute to read 1 -8 and then play the audio.
Tell Sts ro test each other using the V ocab u lary B a n k on p. Focus on the questions and get Sts to answer them in pairs. The contrast between present perfect and past simple for unfinished and finished actions is also studied in 9 C. Focus on the exercises for 4 B on p.
Tell them just to listen for the items of clothing and to number them in the list. Yes, a karate suit. I decided th a t I w a n te d to do karate, and I signed up for a course and b o u g h t th e suit and the orange belt, b u t th en I changed m y mind and decided no t to do th e course.
W hy not? I w as worried th a t som eone w ould knock m y te e th out. Do yo u still have th e suit? No, I sold it on eBay. Have yo u ever bo u gh t som e th in g th a t you 've never worn? Sadly it happens to m e quite often, be cause I hate clothes shopping, and I never tr y th ings on. For exam ple, I have a shirt in m y w ardrobe no w th a t I've never worn.
Have you ever b o u g h t som ething th a t yo u 've never worn? Lots of things, I'm afraid. T h e last one w as a brown le ath er coat. Well, 1 b o ug h t it online from a w ebsite th a t has cheap offers, but w he n it arrived it looked com pletely different from w h a t it looked like on screen and I decided I didn't tike it. So it's in m y w ardrobe. I'm sure I'm never going to w ear it, b u t perhaps I'll give it to som eone as a present.
Before playing the audio again, get Sts, in pairs, to talk about what they understood from the first listening, and to see if they already know what the problem was with each item. Play the audio again. Stop after each speaker to give Sts ti me to number the right answer. You could answer the questions yourself first and then put Sts in pairs or small groups.
Play the audio, pausing after each sentence to give Sts time to write. In pairs, Sts try to guess the meaning o f the highlighted phrases. Check answers, either explaining in English, translating into Sts' LI.
Focus on a and get Sts to match the words and pictures. Play it again, pausing after each phrase for Sts to repeat.
Point out to Sts that thep in receipt is silent. Give further practice of words and phrases your Sts find difficult to pronounce. You th en choose w h a t you w a n t to buy, and click on each item , if you are buying clothes, make sure you g e t th e right size! E v e ry th in g you b u y goes into you r shopping bag or basket, usually a t th e to p right of th e page. W hen you are ready to pay you click on 'proceed to checkout'.
You th e n have to give your delivery address w he re you w a n t th e m to send you r things, and give you r p a ym e nt details, for exam ple your your credit card num ber and expiry date. M any people to d a y also buy and sell things online at auction sites like eBay.
Give Sts a few minutes to put the words in the right rows. Encourage them to say the words aloud as they do this. Now play the audio for them to listen and check. Then focus on the question and check the answer. Focus on the first question and elicit the Get Sts to interview you with the first three or four questions. Finally, get Sts to stand up and move round the class.
W hen somebody answers Yes, I have to the present perfect question, Sts should ask the follow-up questions. G something, anything, nothing, e tc. These words will be familiar to Sts by this stage, but here they are focussed on in detail. The context is a true story about a man who spent the weekend trapped in a lift, and an article about the fact th a t many people today invent what they did at the weekend in order to make it sound more exciting.
After listening to the story and focussing on the grammar, Sts focus on some vowel sounds in order to be able to pronounce the key grammar expressions correctly. They read the article, and then talk about their own weekends.
Finally, in Vocabulary Sts focus on the contrast between -ed and -ing adjectives. Here Sts listen to a true story about a man who was stuck in a lift for a whole weekend. The story introduces some o f the words from the new grammar. Focus on the photo and ask Sts W hat do y ou think the story is about?
Now play the audio once the whole way through. Get Sts to compare with a partner, and then check the answer. Si I w as v e ry worried w he n he didn't com e hom e on Friday evening and I couldn't und erstand w h y his mobile w a sn 't w orking. I phoned th e police and th e y looked for him but th e y co uldn't find him anyw here, i th o u g h t m aybe he was w ith an o th er w om an.
N So Sven w as in th e lift th e w hole w eekend from Friday evening until M onday m orning. A t eigh t o'clock, w hen th e office w orkers arrived, th e y phoned th e e m e rge ncy num ber and s om e bod y cam e and repaired th e lift.
It's lucky th a t I am not clau stro ph obic because th e lift w as v e ry small. N Sven will soon be th e f itte s t m an in his office -from now on he's going to take th e stairs every day -even th ough it's 12 floors.
Then get Sts to compare with a partner, and check answers. Then play the audio for Sts to listen and check. Tell Sts that for number 3 both som ebody and som eone are possible. I didn 't see nobody. Highlight that you cannot use a 'double negative' in English. WTzo didyousee? They are identical in meaning.! I didn't see anybody. Tell Sts to go back to the main lesson 4 C. Focus on sentences 1 -6 and the pink tetters.
Give Sts, in pairs, a few minutes to say them out loud to each other and decide which sound they are a, b, or c. Give Sts time to practise saying the sentences.
Finally, get individual Sts to say them out loud. You might want to stress that this is a drill, so Sts must always answer in the negative and not think about themselves. Play the audio, pausing after each question to give Sts time to respond.
Then repeat the activity eliciting responses from individual Sts. Tell Sts to read the article quickly and say what the best summary is. I didn't b u y anything. I didn't go anyw here. I didn't e at anything.
I didn't speak to anybody. I didn't walk anyw here. I didn't m e e t anybody. I didn't say anything. Sts must think about their answers; they must tell the truth when answering all the questions except for one. This 'lie' must make their day sound very exciting.
Monitor and help, when necessary. Before Sts swap roles, the student asking the questions should try to guess the lie.
Get feedback from the class. The -ed form has a passive meaning, that is it describes a person who feels this way. The -ing form has an active meaning, and describes the person or thing that produces the feeling. Focus on the two sentences in the text and elicit the answers to the questions. Highlight that we use the -ed adjectives mainly for people, because they refer to feelings, e.
I'm bored. We use the -ing adjectives for things and sometimes people , wh ich produce the feeling, e. This book is boring.! Not all adjectives that end in -ed also exist ending in -ing, e.
I 'm feelin g stressed. My jo b is very stressful. NOT My jo b isvery stressing. Play the audio for Sts to listen and check their answers, making sure that Sts understand the meaning o f all the adjectives.! It is a false friend in some languages. P s e n te n c e s tre s s No time for anything Lesson planIn this lesson Sts revise comparative adjectives, and learn to use comparative adverbs and the structure not a s..
The context is some pieces of information based on recent research which shows how the pace of life has increased in recent years. Sts start by doing a questionnaire and then reading the article, which has a vocabulary focus on expressions with time, e. This leads them to the grammar, and after it has been presented and practised there is a pronunciation focus on the fal sound in unstressed syllables and words. Sts then compare their lives today to their lives five years ago, to see if they are living faster, and the lesson ends with a listening where a lifestyle expert gives advice on how to slow down.
Typical mistakes: more big, m ore easy, etc. The only difference is that two-syllable adverbs ending iny, e. She's as tall as Tam. It is also very common with much and many, e. I don't eat as much as you. Your b o o k ts the same as mine. Focus on the exercises for 5 A on p. Tell Sts to go back to the main lesson 5A.
Now focus on the sentences. Elicit that the pink letters are the h i sound. G et some feedback from the class. You could talk about some o f the prompts in question 1 yourself to give Sts an example. Give Sts some time to think about their answers. They could make notes, e. Monitor and make sure Sts are forming the comparative correctly and using the expressions with time.
Get feedback from a few pairs and find out whose life has changed more. She's going to give us five useful tips. L My firs t tip is som e th in g w hich is v e ry sim ple to say, but more difficu lt to do in practice. W hatever y o u 're doing, ju s t t r y to slow do w n and enjoy it. It do esn't m a tte r w h a t you are doing, cooking, having a shower, exercising in the gym , ju s t slow do w n and really enjoy th e m om ent. So m y second tip is: make a list of th e th ree things w hich are m o st im p o rta n t for you, your priorities in life.
Th en w he n you've m ade your list, m ake sure th at you spend tim e doing th o se things. Imagine, for exam ple, th a t your three things are yo u r family, reading, and playing sport. Th e n m ake sure th a t you spend enough tim e w ith your family, th a t you have space in yo u r life fo r reading, and th a t you have tim e to do sports. Tip num ber th ree is: don't tr y to do tw o things a t th e sam e tim e.
So, for exam ple d o n't read your emails w hile you are talking to a friend on th e phone. If yo u do th at, yo u aren't really focussing on your emails or yo u r friend, and you aren't going to feel v e ry relaxed either. Tip num ber four is very simple: once a day, every day, sit do w n and do n o th in g for half an hour.
For example, g o to a cafe and sit outside, or go to a park and sit on a bench. This will really help you to slow down. M y fifth and final tip. O ne of th e m o s t relaxing things you can do is to be near w a te r or-even better, to be on water. So if yo u live near a lake or river, go and sit by the river or g o boating. If you live near th e sea, g o and sit on th e beach.
Relax and listen to th e sound of th e wind and th e water. You will feel your bo d y and mind slow ing dow n as th e m inutes go past. E x tra support 5ANow tell Sts they are going to listen again and they should not to try to write down everything the speaker says for the example, but just some key words.
Then play the audio again, pausing after each tip to give Sts time to write the example. Sts who did not use Elementary may nothave studied superlatives before, in which case you will probably need to spend more 10th Class Maths All Formulas Pdf Free Download Mp3 time on them. The context is a travel survey on European cities, and a light-hearted Sunday Times article in which a journalist went to four big cities, London, Rome, Paris, and New York to find out which was the friendliest towards tourists.
The present perfect is also recycled in expressions like the most beautiful place I 've ever been to. The lesson begins with the grammar presentation through the travel survey, which is followed by a pronunciation focus on word stress in superlative sentences.
Sts then do a split reading on three o f the cities the journalist visited, and then listen to his account o f the fourth. There is then a vocabulary focus on language used to describe a city, which Sts use to write a description of the place where they live. The lesson ends with the song N obody Does It Better.
Then focus on the article. Go through the first paragraph with Sts, and then get them to read the rest o f the article and complete the gaps with a city from a. If your Sts have been to any o f these cities, including London, ask them if they agree with the survey. Can they think o f a city for each one? In pairs or small groups, Sts tell each other their choices. Get some feedback from the class, and tell them what you think. Remind them to use the before superlatives.
Typical mistake: the more expensive city in Europe, etc. The most beautiful city I've ever been to. Typical mistake: The most beautiful city I've never been to. He drives the fastest. Focus on the exercises for 5B on p. Finally, play the audio again, pausing after each question for Sts to copy the rhythm. Do 1 yourself with Sts as an example, and elicit follow-up questions.
Put Sts in pairs, A and B. Tell A to answer 1 with a full sentence, and B to ask extra questions. Then they swap roles, before moving on to 2. GetSts to read the article and answer in pairs. Check the answer to 1 and elicit ideas for 2 and 3. If your class doesn't divide into threes, you may need to have one or two pairs.
Get them to take the role o f A and B , and then to read C's text Rome together. Ask Sts if anyone has been to London, and if they think it will be more or less friendly than the other three cities. Focus on the question and tell Sts to just listen and not write the first time. He to o k one photo, b ut w he n I asked him to take an oth er one he walked aw ay quickly.
T h e red bus w as v e ry expensive. Finally, it w as time for th e accident te st. A man im m ediately stopped and looked do w n a t m e.
I th o u g h t he w as going to help me, b ut he didn't -he ju s t said, 'W hy don't yo u look w here yo u are going? Before playing the audio again, give Sts some time to read questions ,Play the audio once the whole way through.
Then play it again, pausing after each section for Sts to make notes. In pairs or small groups, Sts discuss what they think would happen if they did the three tests in their nearest big city. Get some feedback from a few pairs. Focus on 1 W h ere is it? How big is it? Play rhe audio for Sts to check their answers. Reading is a to w n in th e south o f England, on the River Thames.
It is a b o u t 40 miles w est of London. It is a large to w n and it has a population of ab ou t , It is fam ous for its music festival, w hich is one o f th e biggest in th e UK. Tell Sts to do a individually or in pairs. Play it again, pausing after each word or phrase for Sts to repeat. Give further practice of words and phrases your Sts find difficult to pronounce 2 48 W hat is there to see?
Focus on the questionnaire and its title. Go through the questions making sure Sts understand Ch 3 Maths Class 10 Pdf 80 them, e. Put Sts in pairs and give them time to answer the questions. Focus on the question, and elicit answers from the class. Get Sts to compare their answers with a partner. Then play it again, pausing after each word for Sts to listen and repeat. Finally, get Sts to practise saying the words. Deal with any other new vocabulary in the three paragraphs.
Tell Sts to cover the text and, in pairs, to answer them. They swap roles for the other topics. Elicit some ideas and write them on the board. Now tell Sts they are going to listen to a radio programme in which two experts talk about chocolate and TV.
They must listen and check which answers on the board they hear. You might want to pre-teach antioxidant and reality TV. T h e s e antioxidants can p ro te c t US against illnesses like h e a rt disease. P Really? J Yes, b u t, and th is is v e ry im portan t, all th e good antioxidanfcs are only in dark chocolate. And of cou rse you also need to rem em b er th a t although dark ch ocolate is good for you, it contains quite a lot of calories, so if you are w orried ab o u t yo u r w eig h t, d o n 't eat to o m uch.
O ne or tw o pieces a da y is enough. P G reat news for me because I love chocolate! And no w to Tony, our T V jo u rn a lis t Tany, new spaper articles are always telling us ab ou t studies w hich say th a t we w a tch to o much TV , th a t we spend too m uch tim e sitting in front of th e TV , and th a t as a result w e don't do enough exercise.
Th e y also say th a t w atching T V m akes us stupid. Is this all true, Tony? T Well, it's a lm o s t certainly tru e th a t w e w a tc h to o m uch television, b u t it probably isn't tru e th a t w atch ing T V m akes us stupid. I've ju s t finished reading a book by a science w riter, S te ve n Joh n so n, called Everything bad is good for you.
O ne th ing he says in his book th a t m odern T V series like The Sopranos or H ou se or Mad Men are more intellectually stim ulating Byjus Maths Class 8 Chapter 2 Pdf than T V series w ere 20 years ago. He says th a t th e se sh ow s are com plicated and very clever and th a t th ey help to make us m ore intelligent.
I c an't believe th a t th e se are good for us. T Well, S teven Johnson says th a t w e can even learn som e th in g from reality sh ow s -he says th is kind of prog ram m e can te a ch us ab ou t group psychology, ab out how people behave w h e n th e y are in a group.
P Well, thank you, Tony and Jane. So, no w you k now w h a t to do this evening. You can sit do w n in fro n t of th e T V w ith a box of dark chocolates Play the audio, pausing when Jane has finished talking about chocolate to give Sts time to answer I and 2. Then play the rest of the audio. G e tS ts to compare with apartner, and then check answers. Check answers, and elicit the rules from them.
You may want to elicit here that we use too much and too many with nouns, and too with adjectives. Then get Sts to practise saying the words. Episode 3 The wrong shoes Lesson planIn this third Practical English lesson Sts revise some basic shopping vocabulary, and learn some key phrases for taking things back to a shop. The story develops: Rob decides that he is tin fit and needs to do some exercise.
Holly invites him to join her and some friends in a game o f basketball. Rob accepts, but first needs to buy some trainers. He buys a pair, without trying them on, and then realizes they are too small. He takes them back to the shop and manages to exchange them. Later, he accepts an invitation to go running with Jenny very early in the morning in Central Park.
Clieck answers. Sts if they feel confident they c a n now do these things. I f they feel that they need more practice, tell them to watch the episode again and practise the language on their iTutor. P '11, won't 6A Are you a pessimist? They learn a specific use o f these forms, which is to make predictions about the future, here particularly in response to what somebody says to you. The context o f the lesson is pessimists and optimists. The lesson begins with a vocabulary focus on common opposite verbs, e.
Tell Sts to complete the sentence with one word, but they mustn't tell anybody which word they have written. Ask Sts who have written empty to put up their hands. Now ask who w rote full and tell these Sts that they are optimists. Focus on the list of verbs and give Sts a minute to write the opposite verbs.
Focus on a and get Sts to match the verbs and pictures. Check answers, but don't drill pronunciation yet. Elicit an answer to the first two questions the fish with its head in the water is the optimist because it sees the glass as half full, whereas the other fish sees the glass as half empty. If you didn't do the Optional lead-in, get Sts to say whether they are an optimist or a pessimist.
Go through the You Say phrases with the class. Now focus on the A Pessimist Says responses. Then focus on the example in the phrase book and show how It '11 rain is a pessimistic response to W e're having the party in the garden. Tel] Sts, in pairs, to write the pessimist's other responses in the phrase book, c 3.
You're going to be very happy. This use was revised in 3A It's going to be a surprise. Sometimes both forms are possible, e. I think the governm ent will lose the election.
However, there is often a difference in usage: will j won't tends to be used more than be going to to make instant, on the spot predictions in reaction to what another person says, e. B You won't like it. Focus on the exercises for 6A on p. Get some ideas from the class and write them on the board. You'll have a wonderful time! Remind Sts that contractions are very common in conversation, but that it is not wrong to use the full uncontracted form.
T hen elicit answers and write them on the board. Give Sts tim e to read the article and find out w hich two things Hugh Laurie has in com m on w ith his character. D r Flouse. We alt know th a t people w ho are positive enjoy life m ore than people w ho are negative and pessim istic. B u t scientific studies sh ow th a t positive people are also healthier. A recent stu d y has show n th a t people w ho are optim istic and think positively live, on average, nine years longer than pessimistic people.
So, let's hear w h a t you, th e listeners, think. Do you have any idea to help us be more positive in our lives? G et Sts, in pairs, to try and guess what the m issing words in the sentences could be. Tell them not to write them in the sentences, but on a separate piece o f paper.
You could elicit some ideas, but do not check answers yet. C heck answers. Sts take it in turns to ask and answer each question in pairs, giving reasons for their predictions. They should then decide if they are positive thinkers. Fi nally, get some feedback, e. P w ord stress: tw o -s y lla b le verbs 6B I'll never forget you Lesson planSts continue their work on the uses o f future will. In this lesson they learn that as well as for making predictions will can be used for making promises, offers, and decisions.
The presentation context is three humorous cartoons. This is followed by a pronunciation focus on stress in two-syllable verbs, e. Sts then discuss a list o f promises which are often not kept, e. This won't hurt and then read and listen to the true story o f a couple whose promise to love each other was only kept after a chain o f strange circumstances.
Then ask Sts if they think people keep or break these promises. Get feedback, and accept anything that makes sense in the context, but do not tell Sts if they are right yet. Encouragc them to copy the rhythm.
Depending on the context I 'll help you tomorrow could be an offer, a promise, or a decision. Sts 2 ,3 and 4 decide if the sentence is correct j appropriate. If it is, S I stays on that square.
Sts move around the board. The teacher is the referee in the case o f any disagreement! Put Sts in pairs and get them to discuss each sentence. Get some ideas from the class and elicit that what they have in common is that they are all promises that are often broken. He w as also now 42 and also single. S I couldn't believe it w h e n she phoned. I've ju s t m oved house, bu t luckily 1 kept m y old phone number, N Steve and Carm en arranged to m eet in Paris a few days later.
We ran across th e airport and into each other's arms. W ithin 30 seconds of seeing each othe r again w e w ere kissing. We fell in love all over again. Give Sts a couple o f minutes to read the dialogues and complete them with a phrase from the list. Lesson planThe c Focus on the dialogue, and give Sts a few minutes to read it. Play the audio again for Sts to complete the gaps.
You may need to pause the audio to give Sts time to write the missing words. Go through the U sefu l language box with the class.
Give them time to plan what happened in their dream. B listens and numbers the subjects in the box in the order A speaks about them. B then interprets A's dream in the order in which the things were mentioned using the notes in the box. Then they swap roles. Monitor and help while Sts do the activity.
Don't interrupt and correct unless communication breaks down altogether , but make notes o f any common errors and go through these on the board afterwards. Tell Sts to go back to the main lesson 6 C. Put Sts in pairs and get them to choose two questions from each group to ask their partner.
Give Sts time to interview each other, making sure they ask for more information. Monitor and help while Sts are talking. Play the audio for Sts just to listen to the picture sounds and words.
Then focus on questions , and get Sts to complete the gaps with a preposition. Get them to compare with a partner, and then check answers. Remind Sts to give extra details. Remind Sts that this exercise is easier if they say the words aloud to themselves. Before Sts start, make sure they know the meaning o f the words. P w eak form of to, linking 7A How to Tell Sts not ro look at the article and to complete the gaps in 1 Check answers,1 n e e d 2 w a n t 3 O ffe r 4 t r y G et Sts to compare with a partner, and then check answers, 1 He prom ised to help me.
In pairs, Sts practise saying rhe senrences. Play the audio for Sts to check their answers. B He pretended to be ill, b ut he w asn't really, 9 He's prom ised to pay me back w he n he g ets a job. They must try to remember and say the full sentence. Who are you talking to? It will also help them to speak in a more natural way. First, they must choose one o f the two titles and then they must write at least four tips. When they have finished, make sure they check their work tor mistakes.
Then they could swap articles with another pair. You may want to pre-teach some vocabulary, e. However, an infinitive can often be used without any real difference in meaning. Gerund or infinitive? Before doing it you could get Sts to quickly look again at the rules for both see Gram m ar Banks 5 A and 5B p.
Remind Sts that like is usually followed by the gerund, e. I like travelling, but would like is followed by the infinitive, e. I would like to travel around the world.
Focus on the exercises for 7 B on p. By this time Sts will instinctively pronounce most o f these words correctly. Give Sts two minutes to put the words in the right column. Give more practice if these sounds are a problem for your Sts.
Then give Sts some time, in pairs, to work out the rules and elicit them. This difference between the verb and adjective sometimes conluses Sts.
In pairs, get Sts to ask and answer the questions. Make sure they understand the words karaoke and choir. Focus on the task and make sure Sts understand statements In pairs, Sts tell each other if they think the statements are true or false.
Get some feedback from the class, but do not yet tell them if they are right or not. Explain that they will hear them talking about the things in Sts listen and check their answers to b. Check answers anil ask if any pairs had predicted correctly. Finish by asking Sts if they would like to learn to sing better and which tips from the audio they could use.
Lesson planThe title and main context o f this lesson were inspired by an article in the British press where an experiment was done to see how well someone could learn a foreign language in just a month.
When the month was up, the person travelled to the country itself and carried out a series o f tasks to see how much he or she had learnt.
They should then choose the most important rule. Get some feedback from various groups. Sometimes it can be difficult for Sts to hear the difference between the positive and negative form.
Focus on the instructions and go through questions 1 -6 making sure Sts understand them. Give Sts a few minutes to read the article once. Then get them to cover the article and answer the questions. Go through the a bit information box with the class. Compare S h e' s very well and Site' s really well. In pairs or small groups, Sts discuss how well they would do in the tests.
Quickly run through the questions before Sts start. Put Sts in pairs and get them to ask and answer the questions. Either A can ask B all the questions and then they swap roles or they can take turns to ask and answer. Encourage them to use What about you? Get some feedback from the class about their experiences.
Episode 4 At the pharmacy Lesson planIn this lesson Sts get practice with describing symptoms and buying medicine. However, Rob isn't feeling too well, and in the afternoon he goes to a pharmacy. Later, in the eveni ng, he has dinner at jenny's apartment. Now focus on rhe question W hat's the matter? Tell Sts to match the phrases and pictures. Get them to compare with a partner.
Model and drill the sentences. Give further practice ofwords your Sts find difficult to pronounce. Tell Sts to cover the phrases and practise saying them with a partner. Now focus on the instructions and sentences You might want to tell Sts that ibuprofen is like aspirin, it reduces pain. Elicit who says the You H ear phrases the pharmacist and who says the You Say phrases the customer, here Rob. These phrases will be useful for Sts if they need to go to a pharmacy j chemist. Give S ts a minute to read through the dialogue and think what the missing words might be, Then play the audio again, and get Sts to complete the gaps.
You might also want to highlight the phrase to be allergic to sth. Ask a few Sts A reyou allergic to anything? Encourage them to copy the rhythm and intonation. I f not, get Sts to have a look at the phrases again in context in the script on p. Finally, focus on the C an y o u? I T i i f Lesson planIn this lesson Sts learn to use should j shouldn't for giving advice. The lesson begins with Sts reading three emails which were sent to a newspaper 'problem page' by men seeking advice.
Then there is a listening and speaking activity where Sts hear a radio phone-in programme and discuss the advice that is given to two callers. Vocabulary focusses on different meanings o f get, which are recycled in a questionnaire.
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