Sách làm thế nào để nói tiếng anh tốt (let's talk second edition )

For more information about how to use the Self-study section, see page 85 in this manual depending on variables such + how much preparation students may need ‘how challenging student

Leo Jones

Cambridge, New York, Melbourne, Madrid, Cape Tow

Singapore, Sio Paulo, Deli Cambridge University Press 82 Avenue of the Americas, New Vork, NY 4013-2473, USA,

"—

Information on tis ik: wiyw.cambridge.org/9THOS2I692854

{© Cambridge University Press 2002, 2008

This publication iin copyright Subject to statutory exception

and to the provisions of eelevant collective Hicensing agreements,

fo reproduction of any part may take place without the writen

permission of Cambridge University Press

First published 2002

Second Edition 2008

Princed in Hong Kong, China, by Golden Cup Printing Company, Limited

A claig reo fortis publication i alle fom he British Library

ISMN 978-0521-69204-7 students book ad selEstudy audio CD

ISN 978-0-521-69285-4 teachers manus and audio CD ISBN 978-0-521-69206-1 CDs audio

Jes normally necesary for written permission for copying to be obtained in advance from a publisher The worksheets, cole play card, texts al tapescripts a the bck ofthis hook ate designed to be copied and elistributed in clas, The normal requirement are

‘waived here and tis not necessary to write to Gambridge University Press for perm

for an individual teacher to make copies for we within his or her own classeoom aly those pages which carry the wording "© Cambridge

resity Press’ may be copie Cambridge University Pres has no responsibilty fr

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Websites is

At directin book design, and photo research: Adventure House, NYC

Layout services: TSI Graphics Adin prediction: Fall House, NYC

Unit1 Getting to know you

Unit2 Making a good impression

Unit 3 Food and cooking

Unit5 Working for a living

Unit 6 Leisure time

Unit 7 Sports and games

Unit 8 ‘Transportation and travel

Unit 9 Vacation tim

Unit 10 Inventions and

Unit 11 The environment

Unit 12 News and current events

Unit 13 City

Unit 14 Enteri

Unit 15 The past

Unit 16 Comedy and humor

“Test score sheet 303 Speaking section evaluation guide 204

‘Test 1, Units 1-8 Multiple-choice section Version A

Answer key Multiple-choice section answer sheet

“Test 2, Units 9-16

Muhtiple-choice section Version A

Speaking section Speaker A Speaking section Speaker B

aking section sample answers Audio scripts

Multiple-choice section answer sheet

Quizzes and tests track listing 2H

Introduction

About the Course

Lat’s Talk, Second Edition, is a fally revised edition of the successful speaking and listening course for adult and young adult students Like the first edition, this three-level course

in North American English is designed to develop oral communication skills and

increase fluency It can be used as the main text for speaking courses such as oral

communication, or as a component in listening or integrated-skills classes It can also

be used as the basis for an intensive refresher course for students who need to develop their uency in English

stimulate students to share their ideas, opinions, and experiences The topics are

practical and interesting ~ the kinds of topics that students want to talk about in

any language ~ and the activities are realistic, motivating, and challenging

‘Teacher's Manual has been greatly expanded and includes teaching tips, photocopiable ties, model conversations, and an assessment program of quizzes and tests An audio GD in cách Teacher's Manual includes record

and tests

Course components

Student's Book

‘The Student’s Book consists of 16 units, each containing two thematically related

lessons The units cover a wide range of high-interest topics Since the emphasis of the course is on generating discussion and promoting fluency, itis not absolutely necessary

to teach the units in strict chronological order or to complete eve

‘This Nexibility allows you to adapt the material to the needs and interests of your

students For example, if your program has a strong emphasis on listening, you may

‘wish to spend more time on the listening exercises and do fewer speaking activities

y activity in the book

‘Two-page Expansions appear afier every four ui

students with another vehicle for interactive comn These board games provide

icative practice while allowing

them to review structures and vocabula

from previous units, (For more information

about how to use th Expansions, sec page 84 in this manual

Most units contain a Communication task A collection of Communication tasks

found in a section immediately following the 16 units, offer students additional

communicative practice related to the lesson topics, The tasks simulate real-life

conversations, where there is an “information gap” between speakers

Each unit also has two pages of Self-study material provided in an expanded Self study section following the Communication tasks ‘The first page of each Self-study

now includes grammar paradigms with exercises, followed by a second page that has a listening and @ vocabulary activity Recordings of the grammar paradigms and listening texts appear on the Self'study audio CD included in the Student’s Book (For more

Teacher's Manual

For each unit in the Student’s Book, the ‘Teacher's Manual contains:

+ vocabulary glossaries listing important words that students will encounter in

+ suggested writing topics

audio scripts of the recorded material (see pages 86-119

additional photocopiable speaking activities (sec Tadhing points, pages 14-174)

In addition, there are to tests to be used in the middle and at the end of each level (see

pages 206-217 and pages 224-2

vi

‘The majority of the activities in Let Talk, Second Battin, are most effective when learners work together in pairs or small groups of three to five students The class, the more these stuck

ger the centered activities make sense because they:

Making the most of the Let's Talk activities

The Student’s Books and ‘Teacher's Manuals have been designed to ensure that both students and teachers enjoy and benefit from their experience with Lt’s Talk Here ave some insights about particular aspeets of the course that may be helpful

Listening activities

Many new listening tasks have been added to Lets Tall, Second Eaton These tasks give students practice in listening to authentic English conversations and encourage them to develop skills that make them better listeners, Listen tasks in every unit are designed to help students understand the main points of the listening activities, which include conversations, interviews, and excerpts liom radio or TV shows New Listen again tasks allow students to listen to the same activity a second time for a different

purpose, such as to identi ormation Students

specific information or to get new in

are discouraged from trying to listen to every single word and worrying about what

they don’t understand,

Complete audio scripts are on pages 86-119 of this manual These scripts do not appear in the Student’s Book because they might discourage students fiom concentrating on listening if they fall back on reading the words in their books From

time to time, however, you may want to photocopy an au

io script for your students if

a recording proves particularly difficult for them to understand

Communication tasks There isa Communication task in nearly ever

unit The purpose of these tasks is

to simulate real-life conversations When we talk to another person in typical everyday situations, we don’t usually know exactly what information the ether person has or

in the rcalistic situations presented By sharing informati gaps will be bridged ~ and mi

‘The Communication tasks tion, create information gaps

that &

tion in the back of the Student’s Book For every task, each student

on and can’t see his or her partner's information

pariners know and tell their part ers what they

re to exchange information iv this way

ningful communication will take place

‘There are brief instructions in the teaching notes for how to do each Communication task To get the most benefit from these tasks, allow students plenty of time to complete

Introduction

them, Moreover, before they begin, tell students how much time they should spend on them, These tasks should be seen as an important and integral part of the units ~ and not “optional extras.”

puzzle (crossword, word search, or scrambled word), Using key language that students have encountered in the units, these activities are intended to encourage independent

id can be assigned as homework During the next lesson, you may want to ask students to discuss any difficulties they experienced with this material The answers to these exercises are included in the Stndent

work and correct it as necessary Recordings of the grammar paradigms and listening texts appear on the Self-study audio CD included in the Student's Book For more

information about how to use the Self-study section, see page 85 in this manual

depending on variables such

+ how much preparation students may need

‘how challenging students find the activities

show much interest is generated by the activities

ny of the activities you choose to teach show many questions students ask

how much follow-up work you may need to do

What is the purpose of the Getting started u

the course,

Why is it necessary to give students a time limit for completing

a task?

Iis important that students know how long their pair or group work is supposed to

take, This allows them to pace themselves better and deal with questions in more depth.

ideas and opinions in a more relaxed way

Accordingly, the Teaching notes in this manual inchade suggested time limits for all activities These are meant to serve ay general guidelines, however, With a talkative class, for example, you may discover that she suggested three-minute limit will shortchange your students, who will need at least four minutes; on the other hand, a less talkative class may need only two minutes, Your own judgme

cand knowledge of your students will help you determine when to shorten or lengthen the time for an activity

What is the teacher's role during pair or group work?

While students are working in pairs or groups, move around the class and listen to each pair or group for a few moments, When helpful, you may wish to join in occasionally

gen while walking around ~ but don’t spend time correcting students’

and offer encow mistakes you he

e trying to express themselves

The teacher has three main responsibilities in doing pair or group work:

* getting things started (making sure every student knows what to do and has the

necessary vocabulary «0 do it~ and explaining how long the activity should take:

+ monitoring the pairs or groups as they work and deciding when to stop the activity

* leading a short follow-up discussion afier cach activity (answering questions, pointing out significant mistakes, and giving additional practice:

IF your class does not have an even number of students, you will need to place some students in groups of three with tvo members of the group doing the same task Rearrange pairs and groups frequently so that students are exposed to different conversation styles and ideas For some activities, you may want to place more outgoing earners together so they don’t intimidate others In other situations, you may want

to pair the shy or less proficient students with more outgoing or protic they can he exposed to more language i

wnt parmers so

What if an activity doesn’t seem to be working?

Some of the more open-ended activities in Let’ Talk, Second Edition, are quite challenging, Students may not possess all the language they need to participate easily and fluently There are several ways of preparing for this situation, not all of which will

he necessary at the same time:

* Quickly go through a few vocabulary items students can use in the activity + Model or demonstrate the task so students understand what has to be done + Make sure stuctents read the instructions or information carefully, and ask

questions before they begin the activity (and as necessary during the activity

Introduction

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may need your guidance at first, but as their skill develops, they will be able to do this on their own, Explain that guessing the meaning of a word from its context involves:

*looking in the text or at the other words in the vocabulary box for clues

+ thinking about what they know about similar words

+ using their knowledge of the world

If students figure owt meanings for themselves, they're more likely to remember the new words than if you define the words for them in English or translate them,

Students may ask about other words that are not listed in the glossary for a particular activity I's a good idea to preview the activities and the audio scripts of the recorded

ions about any potentially diffi

How can the teacher help students build their vocabulary?

Recommend that students circle or underline new and / or important words and

expressions in their Student's Book Highlighting is particularly effective because it

makes the language students want to remember “jump off” the page, reminding them,

of the key vocabulary items and showing the words in contexts Moreover, going over previous lessons will help stuclents review vocabulary easily and eflectively

Students should be encouraged to record new vocabulary in other way

that they keep a vocabulary notebook, org:

a dictionary) oF by topic or subject matter

well Suggest nized in one of two ways: alphabetically (like

time to prepare for this activity; ial writing should be assigned as

homework When the assignment is due, have stud

reading and commenting on one another’s work Then collect the assignments and add your comments before handing them back ‘See the suggestions in HWhat should the teacher

do when students make mistakes? for ways to give corrections and eon

questions students may have

xii

Level 2 Scope and sequence

Working together jesse -) Getting started \caces 9-9)

Units / Lessons Speaking

Talking about favorite Unit 1 (pages «7 placed sn color:

Getting to know you describing personalities;

1A What are you tike? discussing and using

4188 Breaking the ice icebreakers

Talking about frst

Unit 2 cxoy 0-11) eee ee

Making a good impression meaag now poople and

2A Heeting new people ‘phone conversations;

2B On the phone ‘giving and taking messages

Discussing foods and Postal eth Cooking techniques:

Food and cooking taking about restaurant

3A That sounds delicous! meals; ole-playing

‘3B Going out to eat, restaurant conversations

Talking about weather and seasons; describing

Unit 4 (cages 10-19)

Weather 4A What's the weother like? extreme weather crpsnoncss:giong

4B Extreme weather advice about extreme weather

Units 1-4 Expansion (gages 20-2)

Talking about job likes

Unit S (poges 22-25) and dislikes; describing

Working for a living jb experiences;

Tals the oriole discussing unusual jobs; talking about what's

Se important in a job

Deseribing hobbies and

Unit 6 (cages 20-20) interests; discussing

Leisure time chores; talking about

GA Hobbies and interests typical activities; making

GB If Thad more time, weekend plans

Talking about participation

Unit 7 (pooes 20-29) in sports; conducting

Sports and games interviews about sports;

7A Playing and watching sports <iscussing and playing

7B How about a game? games

Discussing traffic and Unit 8 oxpn 4-07 Transportation and travel ‘aixng about sitorort transportation problems;

2A Getting around town ways to travel planning a

‘8B Going places tip

Units 5-8 Expansion (pages 20-30)

Listening

A conversation about color and personality:

Conversations of people

‘meeting forthe fist time

An article about frst impressions; answering:

machine messages

Recipe instructions;

‘conversations in a restaurant

‘A weather forecast; ‘advice on what to doin

Interviews about sports people play and watch;

instructions on how to play games

Interviews about traffic and transportation problems and solutions:

descriptions of memorable trips

Vocabulary

Adjectives to deseribe places; colors;

‘expressions to keep a

‘conversation going Ways to greet people; phone behavior

‘expressions for using the phone

Types of food; cooking techniques; food measurements;

Intemational foods; foods Types of weather;

adjectives to describe moods; times of day: extreme weather

Jobs; workplaces: ob features

Adjectives to deseribe hobbies; leisure activitios;

‘everyday activities and chores

Sports and games; game categories

Ways to travel; traffic and transportation problems; trafic signs

Units / Lessons Speaking

Talking about past sient © ‘ono 50-18) vacations; describing

Vacation time ean

9A A great vcaton eon

ea wae atractone

Unit 10 ge sss Mi ca

Inventions and gadgets product features;

10A I want one of those! ‘explaining a new invention

10B Great ideas?

Unit 11 (aoe 9-80 Ba

The environment 11 Animals and nature ‘environmental probiems, ‘and solutions

1B Protecting our environment

Unit 12 (gage 52-55) Eee ee ers:

News and current events teling a stoy: dscussing T2A Good news! ‘a current-events survey

1288 Did you hear about

Units 9-12 Expansion (cages 50-57)

Comparing city and

Unit 13 (orges 88-21) country if; talking about

Gity life $34 The best ploce to live safety habits and tps; toling stories about dumb

738 Better sofe thon sony! oF rive eiminals

Describing how someone

Unit 15 (pages 06-00) Modem wie

The past SA Remembering about childhood memories; discussing

15B Historical places Net places and

98: n Discussing funny pictures

Unit f6 (pages 70-72) and storie; talking about

Comedy and humor 146A What's so funny? sennos ee aos telling jokes:

168 Tot’ hlrius!

Units 13-16 Expansion (exge:74-75)

Communication tasks (pages 76-92) Answers (page 93)

‘A tour ofa z09} a tour of a nature preserve

TV news reports; a conversation about funny

‘news stories

Conversations about Cities people used to live Jn; news stories of

‘unlucky and dumb criminals

‘Styles of music;

‘descriptions of DVDs; an art museum tour

‘A conversation about

‘memories; tours of Popular tourist sites

Funny stories: true funny stories

Self-study grammar, listening, vocabulary, and answer key (pages 94-129)

City and county features;

types of crimes; ways to stay safe

‘Types of music; types of art; words associated with art

Past actions and events;

countries; tourist attractions; periods of time in the past Words to describe humor; types of humor

xiii

Before you begin

Spend a few minutes explaining the aims of the course Tell students they will do some tasks on their own, and they will also work in pairs and small groups The aim

is for all students to speak English all the time, Assure them that they don't need

to know a lot of English to do this The more they speak in English, the faster their English will improve, and the more comfortable they will feel using English

Getting started Model conversations - page 121

Civ - Read the instructions aloud, and point out the

model language in the speech balloon Make sure Objectives To talk about ways of participating in all students know how to do the task You may

English conversations; to speak English in pairs want to provide a model for the class by asking

‘one pair of students to compare their answers

to the first item in the chart while the rest of the

class watches and listens Remind students that the

aim of the task is for them to speak English with a partner Give students three minutes to complete

native speaker someone who speaks the š -

lengueache onthe lusrrsiiay s(cety 3 Go around the class as students work, encouraging

partner one of two people who do somethin them to speak English and offering help as together plan to think about and decide how you will do 4, When students have finished, ask for volunteers to needed something share their opinions with the class

it

1 RErd ti biditidiöti ä 'HE/ðigHE Objective To learn useful classroom language

options aloud to the class, Explain any unknown and when to use it

vocabulary

2 Have students work alone to mark their answers

in the chart Give them about two minutes to complete the task

3 Go around the class as students work, making sure that all students understand the task and helping

as needed, Allow students more time to finish if necessary

1, Tell students they are going to learn some useful expressions that they can use to help them speak English in c

1 Have students form pairs If there is an odd number of students, form one group of three

2 Getting started

2 Read the instruc

the box aloud, and have students listen and repeat

them Explain any unfamiliar vocabulary as

necessary, Then do the same with the numbered

ns; then read the sentences in

situations

3 Point out to students that the first example has

been done for them, To provide an additional

model, you may want to do situation number

2 together with the class (Answer: g Lets work

together)

4 Give students about two minutes to match the

sentences to the situations

Go around the class as students work, helping as

needed

6 Afier two minutes, check that all students have

finished or nearly finished Allow students more

time to finish if necessary Tell students they will

check their answers in part B

B Pair work

1, Have students form pairs

2 Read the instructions aloud, and model the task

with a volunteer Encourage students not to show

each other their answers but, rather, to talk about

them in English Give them about two minutes to

complete the task

3 Go around the class as students work, encouraging

them to speak in English, Discourage students

from saying just the letters and the numbers,

for their answers You may want to write the

following example on the board for students’

reference:

A: For number 2, I wrote “Let's work together” What did

you write?

B: Lrerote “Let's work together,” too,

4, Reassemble the class Go over the correct answers

with the class Answer any questions that may arise

1d 2g 81 4c 5b 6e Th Ba

Objectives To work in groups to complete

a cooperative task; to listen to and practice a

saying to one another, and elicit a few guesses

2, Have students form groups of three

3, Read the instructions aloud Explain that students

are going to work together to complete the

conversation Make sure students understand

that they should use the sentences from the box

in Activity 2 to complete their answers Remind

students that although they are writing in their

‘own books, they should work together to decide how to fill in the blanks Give students about three minutes to complete the task

4 Tell students they will check their answers when they do part B

B Listen ÔÀ (CD 1, Track 2)

1 Hawe students stay in their groups from part A

2 Read the instructions aloud Then play the audio

program, pausing a few times for students to

check and correct their answers

3 To check answers, ask for volunteers to write the correct answers on the board

Su Jin: Let's work together

Misha: Just a moment, please I'm not quite ready

Raul: Let's compare answers

Su Jin: What should we do now?

Su Jin: Let's take tums asking the questions

Misha: Who wants to go first?

Misha: Whose turn is it?

Raul: Why do you think 2

4 Have students choose roles and practice the conversation three times, switching roles each time, Give them about three minutes for this

5 Go around the room as students work, listening in and offering help and encouragement

Getting started 3

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D0 1)

Well, it was good to meet you

See you again soon, | hope!

Nice talking to you Bye

Good-bye | enjoyed meeting you

appearance the way a person looks or seems

body language the gestures or movements by

which you show people your feelings without

psychologist someone who studies the mind and

treats mental problems

tone of voice the way your voice sounds that

shows how you are feeling or what you mean

trying to

A Pair work

1 Give students time to read through the article

on their own Explain any unfamiliar words

and expressions, saying them aloud and having

students repeat them, Make sure students

understand that a number should precede the %

symbol Blicit that the symbol is read as percent

2 Have students form pairs Give them about five

minutes to read the article and try to guess the

missing words and numbers You may want to

have students write their guesses lightly in pencil

in their Student's Books or on a separate piece of

paper

3 Go around the class as students work, offering

help and encouraging students to work

B Listen ÔÀ (CD 1, Track 6)

1, Have students stay in their pairs while they listen,

so they can compare answers at the end,

12 unit 2

2 Play the audio program, pausing between paragraphs

3 Have students compare answers in pairs If there

is disagreement, play the audio program again before you confirm the correct answers

sound speak 7 took

55 friendly 10 friendly smile bored mind

€ Pair work

1 Have students change partners

2, Read the instructions and the discussion questions aloud Give students about three minutes for their

discus

3 When students have finished, ask for a few

volunteers to share their responses to the discussion questions

Ask the class to suggest other €

nples of

behavior and body language that may influence

the impression that a person makes on others

up with, (Be prepared to discuss any new vocabulary items.) facial expressions: smiling, blinking, winking, frowning, staring

posture: crossing leys, folding a

up, putting hands in pockets noises sighing, yawning, tapping fingers, giggling, humming, whistling

physical appearance: long, very short, or no hair; beards; mustaches; tattoos; piercings clothing: uniforms, blue jeans, suits and ties,

hirts, shorts, short skirts

job interview a formal meeting where someone

is asked questions to find out if he or she is

Qualified for a job

Kind of a litle

rude not polite

text message words that are typed or entered

on a keypad and sent electronically from one cell

phone to another

AP

1, Have students form pairs

2 Read the instructions aloud, and ask for

volunteers to read the six behaviors aloud

Answer any questions students may have about

vocabulary Give students about three minutes to

discuss their opinions

When students have finished, continue the

discussion as a whole-class activity See if the class

come to a consensus on appropriate versus

wine they are meeting their partner for the first time

2 Read the instructions aloud Explain the situations they are going to role-play:

cata concert (before the music begins or during intermission)

«ata party (they both know only the host ata job interview (in the waiting room

an the first day of class (before the teacher arrives or afer the first lesson)

4 Call on two students to read the model language

in the speech balloons aloud Answer any questions that may arise Give students about two minutes to co \courage them to try to create a short conversation for each of the four situation

fier two minutes, have students change partners and do the role plays again, Go around the class

as students work, encouraging students and helping as needed

5 Reassemble the class, and give students feedback

on their conversations,

to

y1

Objectives To talk about telephone behavior; to

practice making phone calls

Ti

bother to make someone fee! annoyed or upset

call back to telephone someone who tried to

telephone you earlier

call-waiting a telephone service that lets

someone know that another call is coming in and

allows switching between calls

‘on hold waiting on the telephone before speaking

to someone

A Pair work

1, Have students form pai

2 Read the instructions aloud, and give students

about two minutes to complete the task

3 Go around the class as students work, offering help and encouragement as needed,

€ Join another pair

1 Have pairs combine to form groups of four,

2, Read the instructions and the questions aloud, Give students about four minutes for their discussions

3 When students have finished, ask the discussion questions fo the whole class and elicit responses from several volunteers

Making a good impression 13

D Pair work

1, Have students form pai

2 Read the instructions and the questions aloud

Have one pair of students demonstrate sitting

back-to-back Explain that students are sitting this,

way so that their conversation will be more like

an actual phone call; they will not see each other's

faces Call on one pair of students to read the

model conversation aloud

8 Give students about three minutes to make their

calls, Go around the class as students work,

offering help as necessary

4 When students have finished, ask for several pairs

to perform their role plays for the class

Objectives To understand answering-machine

messages; to practice taking phone messages

1, Have students sit in pairs while they listen, so they

can compare answers at the end,

2 Read the instructions aloud, and elicit the

information students should listen for (just the

name of the person who the message is for, and

the name and phone number of the caller)

Students will complete the messages when they do

part B

3 Play the audio program, pausing between the calls

4 Have students compare answers in pairs If there

is disagreement, play the audio program again

before you confirm the correct answers Write

(or ask for volunteers to write) th

For: Bob Smith

From: Tony Green

Phone number:

555-1894

For: Jane Jones From: Rosie Harris Phone number:

Calming students’ listening fears

‘Some students may feel nervous about listening

to spoken English Speakers who speak at a natural pace and who don't pause very often can

be hard to understand, especially in a classroom environment where students don't see the

speakers Urge students not to panic when they

do a listening exercise, and reassure them that they will hear the audio program more than once

Encourage them to try to understand as much as possible the first time, and point out that they will Understand more and more each time they listen,

B Listen again ÔÀ (CD 1, Track 8)

1, Explain the task: This time, students should listen for and write the main body of each

Encourage students to u message and not to write every word they hear Play the audio program, pausing between the calls

3 Have students compare answers in pairs, If there

is disagreement, play the messages again before you discuss possible answers

Message

Meet her for lunch Friday ~ 12:30 at Grand Hotel Please confirm by calling this evening

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2 Would you like something to drink?

3 | wonder what those people are having

4, Could you tell us what this is, please?

5 How is everything?

6 Excuse me think there's a mistake on the check

When students have fi

Pair work

Read the instructions aloud To help students get

started, have the class brainstorm ideas for what

the waiter may be saying in picture 1

Have students form pairs, and give them about

three minutes to guess what the people in the

pictures might be saying Encourage students to

write their guesses in light pencil or on a separate

piece of paper Go around the class as students

work, helping with vocabulary as needed

When students have finished, ask for volunteers to

share their guesses with the class

ell students they will check their guesses when

they do part B

Listen ÔỀ (CD 1, Track 11)

Have students sit in pairs as they listen, so that

they can compare answers at the end,

‘Tell students they are going to hear the

conversations that match the pictures in part A

As students listen, they should fill in the speech

balloons

Play the audio program, pausing after each

conversation to allow students time to complete

their answers

Have students compare answers in pairs If there

is disagreement, play the conversations again

before you confirm the correct answers

1 Good evening Do you have a reservation?

Group work

Have students form groups of four

Read the instructions and the questions aloud

Give students about three minutes for their

Encourage them to mention the ingredients in the

dish and how the dish was prepared

2 Read the instructions aloud, and make sure everyone understands the task

3 Give students about ten minutes to create their menus Although each group needs to make only one menu, you may want all the members to write the menu on their own paper

4 Go around the class as students work, making sure all the group members are participating,

B Group work

1 Have students stay in their groups from part A Read the instructions aloud; then read the model language aloud with a student Tell students they should use the menus they made in part A Remind groups that the customers should ask questions to find out more about the items on the menu Students should change roles after two minutes ~ giving them a total of six minutes for the activity

3 Go around the class as students work, listening for any challenges they may have

4, When students have finished, ask for groups to present their role plays to the class

1 Have students write about foods or meals that are special for them, They may write about:

* A holiday meal they like and why + A memorable dining experience and what made it special

+ Their idea of the perfect meal

2 Have students write a paragraph describing a traditional dish from their country

Talking point 3 What’s cooking?

See page 161 for more speaking practice Unit 3 Self-study Student’ Book pages 98-99

Unit 3 Quiz Teacher's Manual page 178

ather

Overview Unit 4 focuses on climate and weather In Lesson 44, students

talk about weather conditions, the seasons, and how the weather affects them

personally In Lesson 4B, they discuss extreme weather conditions, including

typhoons, blizzards, heat waves, and thunderstorms

Before you begin

1 If you assigned the Self-study activities from Unit 3, answer any questions

students may have about them

2 If you assigned writing, ask students to read one another's work in small groups

before handing in their assignments

Unit 4 Model conversations — pages 128-129

4EA What's the weather like?

CMIim a I=

Objective To talk about different weather conditions t's very foggy in San Francisco

In Taipei, it looks stormy and windy

In Geneva, i's snowy and icy

In Rio de Janeiro, it's warm and sunny

chilly The temperature is cold enough to make

you feel uncomfortable rn

foggy There is a mass of clouds close to the Creal rebate

surface of the earth,

Txemld TT a0 ÌB W0 SNS Having students repeat words and phrases

icy extremély cold! covered in kee in chorus is a good way to build students’

confidence in speaking English When students repeat the language with the whole class,

A Pair work everyone has a chance to speak without worrying

about making mistakes or sounding unnatural

‘Students need time to practice saying new expressions before they can say them fluently and

1 Have students form pairs, Ask them to look at

the pictures, Read the names of the cities aloud,

and have students repeat Elicit the country where confidently Have students do choral repetition of

each city is located (San Francisco, the US the expressions from the speech balloons as well

‘Taipei, Taiwan; Geneva, Swiverland; Rio de a any new vocabulary in the unit

lons aloud; then read the words

in the box aloud, and have students repeat them,

3, Give students about three jure snd iseeibe the weather ii cack place minutes to look at the Note: Some parts of the world do not have four distinct seasons, or the seasons may have different

4, When students have finished, ask for a few names — ntiny and dry, for example

volunteers to describe the weather in the pictures, 1 Have students stay in their pairs from part A

2 Read the instructions and the questions aloud

Answer any questions students have about vocabulary Give students about four minutes for their discussions

22

3 When students have finished, ask the first question

and clicit responses from volunteers

Objectives To talk about how weather can affect

people's moods; to discuss activities enjoyed in

certain weather conditions

irritable easily annoyed or made angry

‘mood the way you feel at a particular time

A Pair work

1 Read the instructions aloud Explain affect your

‘mood (change your feelings or emotions) Say the

words in the box aloud, and have students repeat,

2 Have students form pairs, Point out the model

language in the speech balloon, and give students

about two minutes for their discussions

3 Conclude with a whole-class discussion: Ask

students to brainstorm other ways the weather

affects the way they feel,

B Pair work

Note: If stuclents live somewhere that is mostly

warm and sunny (or mostly cool and rainy), have

them choose a place that has different weather

conditions and imagine they are going to spend next

weekend there

1, Have students change partners

2 Read the instructions aloud, and ask for two

volunteers to read the model exchan

3 Give students about three minutes to write their

plans for each of the weather

around the class as students work, offer

€ Join another pair

1, Have pairs combine to form groups of four

2 Read the instructions aloud, and give students

about three minutes to complete the task Tell

students that they should decide on two activities

they want to do together for each type of weather

3 When students have finished, ask for a volunteer

from each group to tell the class which activities

Note: In the weather forecasts students will hear,

temperatures are given in Celsius degrees You

may want to explain that the U.S, uses a different

temperature scale than the rest of the world: the

‘ahrenheit scale,

1, Have students sit in pairs as they listen, so that they can compare answers at the end,

2 Read the instructions aloud Have students look

at the chart Point out that they will need to fill

in the type of weather as well as the temperature predicted for the time periods in the chart

3 Play the audio program, stopping afier the Saturday forecast If students need more time to write the the Saturday forecast again, having students write only the type of weather Then play the forecast again, and have students listen for the temperatures

Have students compare answers in pairs If there

is disagreement, play the audio program again

5 Play the Sunday forecast once or twice, and have students compare answers in pairs

6 If necessary, play the Sunday forecast again before you confirm the correct a

Sunday morning: dry, cold 10 afternoon: warm, sunny 19 evening: windy 23

overnight: stormy, hot, humid 30

B Pair work

1, Have students form pairs

2, Read the instructions and the questions aloud Give students about four minutes for their discussions

3 Go around the class as students work, listening in and helpi

+, When students have finished, | ` discussion about students’ favorite types of weather, Have them exp!

with vocabulary as needed

da

their preferences

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Extension activity

Have students work in groups to list dos and don'ts

for other extreme weather conditions such as

typhoons, blizzards, and heat waves

Objective To talk more about personal

experiences with extreme weather

Group work

1 Have students form groups of three or four,

Read the instructions aloud, and ask for

volunteers to read the questions aloud Give

students about five minutes for their discussions

3 Go around the class as students work, offering

help and encouragement

4, Ask volunteers to share their experiences

‘see as they follow a storm across their city

Talking point 4 Visit Vancouver!

See page 162 for more speaking practice

Unit 4 Self-study Siudent’s Book pages 100-101 Unit 4 Quiz Teacer’s Manual page 179

Units 1-4 Expansion See page 84 for notes on how to use Expansions,

Weather 25

9 Working for a living

Overview Unit 5 focuses on jobs and work In Lesson 5A, students talk about

different jobs and workplaces, and the kinds of work that many people do In Lesson 5B, they learn about some unusual jobs and discuss aspects of jobs that are important to them

Before you begin

1 Ifyou assigned the Self-study activities from Unit 4, answer any questions

students may have about them

2 If you assigned writing, ask students to read one another's work in small groups

| before handing in their assignments

Unit 5 Model conversations - pages 130-131

accountant someone whose job is to take care of financial accounts (money)

chef a professional cook construction worker someone whose job is to build buildings

lifeguard someone whose job is to help

‘swimmers at the beach or a pool movie set a place where a movie is filmed studio a room where an artist works

1, Have students form pairs

9, Read the instructions aloud; then read the questions below the pietures aloud

3 Give students about three minutes to discuss the questions,

listening in and helping as necessa +, When students have finished, ask for a few volt

dislike about the jobs

Go around the class as students work,

artist: would like creating beautiful paintings,

wouldn't like working in high places like correcting homework and tests

wouldn't lke flying in bad weather

achet

a flight attendant on an airplane in a restaurant

a lifeguard at the beach

€ Join another pair

1 Have pairs combine to form groups of four,

2, Read the instructions aloud, and call on a few

students to read the discussion questions aloud

Give students about four minutes for their

discussions

3 When students have finished, ask for volunteers to

suggest more jobs for each workplace:

Eines

in @ hospital a doctor, a surgeon

ina restaurant a waiter, a dishwasher

ina school a principal, a janitor

on a movie set a director, a producer

ina store ‘a manager, a cashier

ina studio a photographer, a model

in a university a lecturer, a registrar

in an office a secretary, a receptionist

at the beach an ice-cream vendor, a

discuss these questions

* What are some jobs that are mostly done by

younger people? by older people? Why do you

think this is?

+ What are some jobs that are mostly done by

men? Why do you think this is?

+ What are some jobs that are mostly done by

women? Why do you think this is?

Objective To understand job descriptions

spotless completely clean wipe to clean something by rubbing it with a cloth

A Pair work

1 Read the instructions aloud, and give students time to look at the pictures on their own, Elicit what kind of job each person has and where they work (Sally: a secretary / receptionist in an office Brad: a juice bar attendant in a café / snack bar)

2 Have students form pairs Ask two students to read the model language in the speech balloons

Have the rest of the class suggest ways to complete the second sentence in the second exchange Give students about four minutes to discuss the pictures

3 When students have finished, ask for a few volunteers to say what Sally and Brad are doing in the pictures

Possible answers

From left to right:

Sally: using a computer / typing a letter; answering

the phone / taking a message; sending a fax; making coffee; meeting visitors / shaking hands with visitors

Brad: making juice; washing dishes; washing

vegetables / washing carrots; using 4 calculator; cleaning / wiping off the counter

B Listen {% (CD 1, Track 15)

1 Have students sit in pairs as they

they can compare answers at the Read the instruc

3 Play the audio program once or twice, pausing between the conversatio

4 Have students compare answers in pairs If there

is disagreement, play both conversations again before you confirm the correct answers

listen, so that

nd

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