perfect continuous Collocations with do, go and play ii 2B What are you Group work | 15 - 20 To discuss interests Expressions to talk about interests; ~ Unit 3 3A The perfect - Pair work
Have each pair join another pair to make a small group They then take turns explaining theirHave students imagine that they son lly went on one of these holidays Get them in new pairs to talk about how it went They can start off like this:
A: Hello, | haven’t seen you for a while Where have you been?
B: Actually, I’ve just come back from holiday
A: Where did you go? Anywhere nice?
* Where would you go? before you get married
A holiday with two of your best friends
* Where would you stay? ° What would you do?
A holiday for two friends that like adventure
* Where would you go? e Where would you stay?
* Why not go to or somewhere like that?
Itd be really nice and cosyÍfunirelaxing
I think is a great place for/to
Have you been there before? a mm
To revise collocations and fixed expressions from
* Adjective collocations: annoying habit, absolutely terrified, etc
* Expressions to turn down invitations: | can’t be bothered, | don’t really feel like it, etc
Photocopy and cut out one complete set of cards on page 21 for each group of three or four students
| Divide the class into groups of three or four students Give each group a complete set of cards
They should spread the cards face down on the table or floor Explain that they are going to play a game practising some expressions from 4 Feelings Tell students that the expressions on the cards are responses to questions and demonstrate with one example: :
Question: Do you fancy going to the movies? _ Response: | don’t really (grey card) feel like it! (white card)
2 Explain the rules of the game:
* Grey cards are the beginnings of statements and white cards are the endings of statements One student begins by turning over two cards If they have a grey card and a white card, they should see if the cards form a statement/response If they do, the student should come up with a possible question that could prompt the response If the question: is acceptable to the group, the student keeps the two cards
* If the two cards do not fit together or the question is unacceptable, the student turns the cards over again The turn then passes to the next player, and so on Students must remember where they have put each card so that they can pick matching cards when their turn comes again ° The winner is the person with the most cards
Groups can test each other One person takes all the grey cards and says each one in turn Other members of the group should try to complete the expression from memory
PN ENERO SSIS SE Det HN a Se TK in the mood 0 be honest.
oud Shes in a really bad moodtoday wl abit stressful day
Seeing someone | © Copyright Heinle, a part of the Thomson Corporation
To practise using collocations to express opinions and feelings
Language Different adjective forms: disappointing/disappointed, etc
Make enough copies of the activity sheet on page 23 so that half the class has the Student A version and the other half has the Student B version
| Divide the class into pairs Give one person in each pair the Student A version and the other person in each pair the Student B version Get them to individually complete the sentence starters in ways that are true for themselves
2 Student A should explain his/her answers to Student B, and Student B should do the same Encourage them to keep the conversation going by asking questions like Why’s that? How come? Tell me more about it, etc \ 4
Have students test each other They exchange activity sheets and read their partner’s completed sentences, but say blank instead of the adjective Their partner says the complete sentence, including the adjective b | One thing | was terribly disappointed to learn was that
` 2 ltound NA cốc 8c a bit đisappointing, actually es 3 limtremendously excitediabouteir 2 hoon tee ind TU nen oot Wem tee fore acc ceric eee ee can be very exciting a 5 ẽ know it sounds silly, bụt ẽm scared to death of
2 ON cp ers, a eee ees can be a bit scary at first, but you get used to it eventually
- a Weet a bitistressedtoutawhen een’ 2) ose ie eee ee
~ Sa cố ca nan nh ca ca acc can be really stressful at times
^ Lũnd sa ( 0 SN 6 0266/22 3 VY really confusing sometimes a 0.” | got.really confused when 6 ẽ ốc ee ệ Student B ie | I start to get a bit frustrated when 9.005.) ee ez 2 Itind it very frustrating when: 2.5 4 ieee ee ec ie
> 3 I’m absolutely terrified that one day I’ll wake up and find that
= +5 oe is one of the most terrifying films I’ve ever seen
= Gees 1015.10125722 11v 100 Na eiriiw of 00 cớ here slightly depressing a Feo BethonestsifilawaSia) Gaede 525 eee I'd be bored to death a OR Cn a eee a sả na sounds a bit boring to me a 9 Iwas pleasantly surprised when Ì for the first time a [ỉ2 les ‘surprising howsmany peopleeys f22 = se tho © Copyright Heinle, a part of the Thomson Corporation 23
To practise reacting to things people say they have to do/don’t have to do
* | have to ,1 don’t have to , That must be , You must get
* Collocations with go, get, do, deal, work and take
Make enough copies of the activity sheet on page 25 so that each student gets a prompt card ; ie Procedure
| Write the following on the board:
Ask the class for a couple of ways that a secretary might complete the first line ( take a lot of notes, take tons of messages) Then, elicit a couple of ways to complete the reaction in the second line ( be really tiring, be quite interesting) Finally, elicit some appropriate completions for the last line ( but it’s not too bad, it is)
2 Give each student a prompt card Explain that each card contains a job They should think of an appropriate ending for have to/don’t have to based on that job Tell them not to write on the card
3 Students find a partner in the class Based on their cards, they should have two three-part conversations like the one on the board Student A explains what they have to/don’t have to do and Student B reacts with a must expression (You must get , That must be ) Demonstrate the activity with a student before the class starts doing it
4 When students have finished, they exchange cards, find new partners and have other conversations based on the new cards
5 Let the activity go on for as long as you think appropriate
Ask the class if they can’recall some of the collocations of the verbs:do, deal, get, go, take, and work that people used in the activity Write them on the board for students to record in their notebooks do: ) J DP) A) a) ) ee ee) Meonctaxcdh 2 công) J J sả ấn s42 1-0)
25 thee ae Qua ao ate de v0) Wie es ne sc * Semel EAL REGEN ORT praetor Oca TnGe snare cr: wae aren eae ị | oS ! i : Ị + ' : ‘ o | aos ie : Ê2 — 2 đ ` ị @ S8 Qo = 2 3 ị = 5 5 8 ị 0 8% ị sc sc a 1 eee Ree | oe oS oe —*+ 8 Ea 1 n1 nh cac ớzxẽx=aẽaAẽcn gan 5 Ị ' ' ' s “ ị ị a : E ị ị :ổ :8 8 â ane i = e i Ê ° 5 pe | 99 eee ee Đ đ ị = â ằ oS Qg5s ” ` ị 8> i 5 ot f ox Ặ â Ê q ị aS Ors 5 Ỗ ị sc MXH CC ị ae es Qg- = os oo ; * t Š na TẠO SA cố ốc ae ee es Ae 2 ) Đ y | â | :8 | :8 ! : > : I Oo : i Sn 2 i Qu z= S Ị BE : Ị qœ = Ị in c ' = 2 3 2 1 og 8 @ 9g ị Go | Đo & a5 Đề ss = =o cm ' '=ẹ =% ers ae mo = co @ se 8 — ị ử— ị moe SO - 7 - | ơ na
„ TS non ng ng H9 ơn dee eee ew ee ee we ee eee ee eee a av ka spc aS a đÌ
CIC HE UC NC Ic RC IC IC CEC UC OCC BCC IC IC NC CCC IC IC 1 Ce iic WC CC 10 CC TE IC Ie NC Ce CL IC IC ie ic
EL] That's the right job_
Activity Pair to group work
* Expressions to describe jobs: The money is good, The hours are terrible, You have to , etc
* Expressions for giving opinions: | think youre right, Do you really think so?
Make one copy of the activity sheet on page 27 for each student
| Give each student a copy of the activity sheet
Explain that individually they have to think of jobs for as many of the categories as they can Explain any of the language if necessary Give them a time limit of about five minutes for this stage They should write their answers in column A
2 Divide the class into pairs Their goal is to find an answer they agree on for each of the categories
They should write their answers in column B Write some expressions on the board to help in their discussion:
Do you really think so?
3 After sufficient time, get the class into bigger groups of four to six students Have each pair explain their answers :
Have students complete the following with some of the jobs they chose:
Id quite like to be a because you get to
I'd quite like to be a because you don’t have to
I'd quite like to be a because you can when you like
I could never be a because you have to
| could never be a because I'd never get used to d) DD Dd DD id ee DDD De DIU) Did aD ) De a ae a a ee ee ee Jade JJ 3 ) ) J
JOBSPeople should be paid more for doing this job
People earn too much for this job
The hours are great but the pay is terrible for this job
The hours are terrible but the pay is good for this job
This job sounds really boring
This job is better done by a man
This job is better done by a woman
This job comes with a great uniform
This job comes with a terrible uniform
12 This job is suitable for a teenager trying to earn some money
13 This job gets really frustrating
- This job is very rewarding
- Fd like my son or daughter’s partner to have this job
This profession is highly desirable at the moment
: This job really suits someone who likes people
- This job really suits someone who doesn’t like people
- You could do this job at home instead of in an office © Copyright Heinle, a part of the Thomson Corporation 27 chà Procedure
| Write the phrase time is money on the board and
Time elicit expressions with time and money Tell students that they are going to play a game practising some of ơ
2 Divide the class into groups of three or four Explain
To practise using time and money expressions the rules of the game: \
* The cards are shuffled and five cards are dealt to
Language : : each person in the group The rest of the cards n
Expressions with time and money: It’s a bit of a waste of are left in a pile in the middle, face down money, | spent a lot of time on it, etc * There are grey cards and white cards Each grey card is the beginning of an expression and each
Preparation 5 white card is the end of an expression Students must collect sets of three cards: one with the beginning of an expression, one with the matching completion using an expression with time and one ơ with the matching completion using an expression with money:
It’s a bit of a waste (grey card) of time (white card) ơ of money (white card)
* Player A starts by choosing another player (Player B) and asking him/her either Have you got any + money? or Have you got any.time? If Player B has a white card with money or time, they give one of their white cards to Player A If they don’t have a money or time card, they do nothing * If Player A can now form a set of three from the cards in their hand, they lay them down face up for the rest of the players in the group to see If " Ầ everyone agrees that it is a set, the player must give a context where the expressions might be used The player has now won the set and puts the three cards to one side However, if the three ` cards do not form a set, or if the contexts are not acceptable to the rest of the players, the three cards are returned to the bottom of the ơ pile
* Player A finishes his/her turn by taking one card from the pile in the middle The turn then passes ơ to the next player Ệ 3Š
* The winner is the person with the most sets of cards at the end
Photocopy and cut out one complete set of cards on page 29 for each group of three or four students
Groups can test each other One person can take all the grey cards and read them out one by one The other players try to complete the expressions with time or Họ money from memory
TH ni rmrarTrzxezerarmmxee~=rmnax=zm===r time to spare
| time to get it done |
— Fades out ae eo i © Copyright Heinle, a part of the Thomsen Corpora of time :
= money oni | an oa time by doing it this way
Objective To revise expressions with thing from 6 Shopping
Expressions with thing: What things do you really like shopping for? What things do you like to do on holiday? etc
Make enough copies of the activity sheet on page 31 and cut out the questionnaires so that half the class has the Student A questionnaire and half the class has the Student B questionnaire
| Divide the class into pairs Give one person the Student A questionnaire and the other person the Student B questionnaire
2 Explain that students should take turns asking each other the questions on their questionnaires
Encourage them to keep the conversation going and to find out as much as they can about the question topic
Get pairs to come up with four questions using thing to ask you Give them a few minutes.to prepare before they ask you their questions as a class
'_ —r-.zx+-z-zy.-rz-zrzxzsrzzr.r=x.xs-sx-s-i xsa-ssa Haa-a-BSaSEKSXTS
Questionnaire ma sk your partner the questions below
-_ What5 the strangest thing you've ever bought for someone?
What's the strangest thing you've ever received as a gift?
What things do you really like shopping for?
What’s the best thing about going shopping with someone?
What's the nicest thing anyone has ever done for you?
What's the nicest thing anyone has ever said to you?
What’s something you don’t like about yourself?
What are some things that would really ruin a holiday?
What are some things that you would never get rid of? ° What the best thing about living in your town/city? CG
( Ask your partner the questions below
| What’s the most expensive thing you’ve ever bought?
What things do you really hate shopping for?
What's the worst thing about shopping with someone?
What's the nicest thing anyone has ever bought you?
What’s the meanest thing you’ve ever done?
What’s something you really like about yourself?
What things do you like to do when you're on holiday?
What's the best thing to do if your credit card is stolen?
What's something you really like about your best friend?
What's the worst thing about living in your town/city? i
Sec SEN C va 0 TH nh En TH
= ey ee © Copyright Heinle, a part of the Thomson Corporation 31
Objective To practise softening complaints
* Expressions for making complaints: Excuse me, but
* Adjective and adverb collocations: absolutely filthy, rather dirty, etc
Photocopy and cut out one complete set of cards on page 33 for each pair of students Give Student A the grey cards and Student B the white cards
1 Write the following on the board:
Excuse me, but is extremely rude!
Ask the class to suggest noun phrases that could complete the sentence For example:
Excuse me, but the receptionist is extremely rude!
2 Elicit and write on the board how the complaint can be softened by using not very + positive adjective (not very polite) or rather + negative adjective (rather impolite):
Excuse me, but the receptionist is not very polite!
Excuse me, but the receptionist is rather impolite!
Pre-teach some of the adjectives/adverbs in the activity greys cards (strong adjectives) face down in a pile
“and Student B a set of 16 white cards (positive and negative adjectives) Student B should choose 9 cards and place them face up in a 3 x 3 square
4 Student A takes the first card from the pile and makes a strong complaint using the adjective on the grey card If student B has an adjective in their square that can be used to soften the complaint, they say the softened complaint and turn the card over repeated When Student B has three cards turned over in a row (vertically, horizontally or diagonally), the students change roles Student B makes the complaint with the strong adjectives and Student A softens it Have them play several games like this
Have pairs role-play extended complaint dialogues between a customer and a service person, based on their adjective cards Provide an extended model dialogue on the board
Divide the class into pairs Give Student A a set of 16
Student A then takes another card and the process is absolutely edn - _ TƯ : : | terrifying
INMBBW, - ignorant aDivide the class into pairs They should alternately ask each other their questionsFollow-up Ask each student to choose their favourite question
Get them to go around the class asking their question to as many people as they can
1 3 What'sithet cares i you’ve ever got?
Dai latesithe see eo you’ve ever done? ý What's theses 328 Se Sộc you’ve ever bought?
What’s the13, What’s the worstWhat’s the best‘© Copyright Heinle, a part of the Thomson Corporation
Objective To practise expressing regret
Expressions with should have: 1 suppose | should have ,
Photocopy the activity sheets on pages 54-55 Cut out two complete sets of cards (expression cards and situation cards) for each group of three or four students
Write the following on the board:
It’s pouring again | really should have
Ask students to complete the sentence with taken, got or had Explain that they are going to play a game practising expressions with should have to express regret
Divide the class into groups of three or four’ students Give each group one complete set of white situation cards and a complete set of grey should have cards, both face down
Explain the rules of the game:
9 One person starts by dealing one should have card (grey) to each player
The dealer then turns over a situation card : (white) The other players look at their should have cards, and each one has to suggest a follow-up comment using the expression on their card:
I’m exhausted! (situation card) Maybe’! should've asked you to help me (should have card)
| knew | shouldn’t have done everything today
(should have card) g The dealer listens to each one and then decides which person has given the best comment It’s up to the dealer to decide the criteria, for example, the funniest or most logical The players are allowed to argue about why their comment is the best: ° Whoever wins puts both the situation card and the should have card to one side The other - players return their should have cards to the bottom of the pile
G The role of dealer then passes to the person to the left and the group plays another round ° The game continues until all the situation cards have been used The winner is the person with the most pairs of cards
One person reads the situation cards aloud and the others listen and add their own follow-up comments
I've got this horrible headache I feel really sick b ie Semen! | ee :
: The play is a sell-out This tastes disgusting '
: And then she started crying I missed my flight
| And then he turned around — | And then he just burst out " ị and walked off ị laughing :|
: | Look at the queue Ill have to 4
' Is that all there is? 2 : wait for ages ' a dể
I'm starving I think we're lost ^
And then she says to me, ị And then he says to me, 'In that | a In that case, you're fired! - case, 90 by yourself! ơ aaa J The food was terrible, ; vs ơ ee ii and the weather appalling ;
Oh no! Look at the traffic My hack’s killing me ơ
: 54 © Copyright Heinle, a part of the Thomson Corporation P
1 knew 1 shouldn’ hen done a ae ot © Copyright Heinle, a part of the Thomson Corporation 55
Objective To talk about and describe different foods
Language Expressions describing food: spicy, fattening, delicious, etc
Make one copy of the activity sheet on page 57 for each student
| Give each student a copy of the activity sheet Read through the categories together as a class and explain vocabulary when necessary
2 Tell the students to write an example of a food or dish for as many categories as they can Give them a few minutes to do this
3 Get the students together in groups of three or four students They should explain their answers to each other Encourage them to ask for more information to keep the conversation going Write some expressions on the board for them to use:
Have you ever tried it?
Get students in pairs to design a ‘menu from hell’, which would consist of dishes they really hate They can then talk about their menu to another pair
It’s really a bit too spicy for my liking2 It smells really good but tastes awful
=e 3 It smells disgusting but tastes delicious
4 It smells disgusting and tastes disgusting
5 It’s really delicious, but isn’t very good for your health
F 6 Visitors to my country usually turn their noses up at this food
: 7 My parents made me eat this when I was a kid
8 I loved this when I was a kid, but wouldn’t eat it now
9 This is a bit of an acquired taste
10 It takes ages to make, but is well worth the wait
^ I1 I£s good in the winter when i£s cold out
12 It’s good in the summer when it’s hot out
13 Pd eat this for my first meal after returning from a year abroad
14 P’d have this for a midnight snack
I5 Ứd eat this if | had a cold
16 Ứd like to eat this on a picnic
17 The first thing I ever cooked
18 This is my favourite dish ever © Copyright Heinle, a part of the Thomson Corporation š 57
TSA | Get the students to stand up and find a partner They should read out the sentence on their card but theyexchange cards and find a new partner The process is then repeated with the new prompt card
3 Take part in this activity yourself This will allow you to feed in some of the remaining cards Keep the activity going for as long as you feel is appropriate
Have students make up their own ‘autocorrected’ sentences with collocations from a previous unit Use these new prompts to repeat the activity, either immediately or later ee ae
-é ' oC i t H @ i E 2U 1 en : i ieee ei, | S78 eee BS „= ¡ 9 o i = of fo (oS Pte Tbe ot sc Nem ss Soe oe pS EO eee de | ge Rp e ® 6 | lu Em 0 | ee fel ' ness l s2 oe sẽ ị OE gees | ma - eee | oe = : : | eo ị a ư ' ay Ss 1 te ˆ Ị c Geshe! ! x i vo i | See | eee ies |! Bea co Gee le ee es ‘poe | Oe Be | ee S uo g oO Pose ESL | a a Lo Se eee eee Be Se pe luc ae : ve | 1 oS Cao a œ t E= oO Pr iB PN: 4 ee &@ ¡J8 lo Pm | e8 i eS ug 5 ! mwo 0Ú 1 tg — = i ia) : g m PS eee SG ft eae SD | =: © l6 eae mot) es SS) pS So om B86 | Se Bap ae wee) Be cho” a & 1) Se i OS) | Swe el CS os Sct oe |) TC g9 i, See Sw & 1 © œ `7 i it ae ec ' @ Ne if 2 Gas 1) ee eS el eae Cee a : i ees 1 eee Be Be ae ae | Ị c— ' In ace ị ị aaa eS | i ud = ee a ee i Bape | et ee Ô POR eee ae | E1 BH + "` a ' = ' ee 4 bw Be | ! © : Se eee mẽ 3 i BO Sn lun | Se eo ee { © sme BP VY ! t ©) Ị || ị ị he ị i = ! © Copyright Heinlé, a part of the Thomson Corporation 2)
I just want to bake it a bit seneinecal d The heat was easy this stinky Gites unwearable morning (sticky) ì (unbearable) - (take)
The weather We're going L hope it'll was actually on a picnic this frighten up afternoon, but knowing my duck it’Il probably rain
(luck) quite wild for that time of | year
(mild) later today I’m tired of being indoors
HE b1 S0 cứ 2c 0000 7n ca atam eam
bought it.on There isn’t a a T-shirt if I wereQ6 /920k | clown in the sky ! you It’s boring marker
Gate (cloud) out me, ị (boiling)
: ' | You know, ve ri ị Maybe | Tm probably lick, the sun | It depends r i just going to stay : should come out } Lửt ¡ onhowlfeed ron ¡ inand have an
(luck) (early) fe © Copyright Heinle, a part of the Thomson Corporation moon) MTT ae || J Ag Ro a
Objective To practise talking about plans and making decisions
* Expressions for talking about plans and making decisions: | might , I’m going to , It’s up to you , etc
* Sightseeing vocabulary: wander round the shops, take it easy, etc
Preparation Photocopy and cut out one complete set of cards on Pages 62-63 for each group of three or four students
| Divide the class into groups of three or four students Give each group a complete set of grey holiday cards and white character cards, both face down
2 Tell the groups that they are a group of friends on holiday together They are having breakfast and they are talking about their plans for the day
3 Explain the activity Students shuffle the holiday cards and the character cards Each person takes a character card They read about what character they have and look at some of the suggested phrases in italics The first holiday card is then turned over The group has one minute to think about what their character would do and say if they were on holiday in that place They then role-play the conversation
A: So, what are you planning to do today?
B: I haven’t really thought about it I'll probably take it easy this morning
4 Explain that when they have finished, the students in each group should guess what each other's characters are The character cards are then returned to the pack and shuffled Then they role- play the next holiday with each person taking a new character card They continue like this until all the holiday cards have been used
Follow-up Each person is given a holiday card Then they tell the other members of the group how the holiday was, what the weather was like, what they did, etc
You're really indecisive You don't know what to do You want to just 90 with someone else You're really cheap You don’t want t0 spend a lot of money and do what they do ị It sounds a bit expensive
It’s up to you : How much does it cost (to get in}?
Well, where do YOU want to go? ị
You just want to have fun You want to get everyone to 90 together and do the same You just want to be alone things | think I'll just stay here
Come on! It'll be fun © Copyright Heinle, a part of the Thomson Corporation ne
You're a bit of a pessimist You think the weather will be had, the queues will he long, etc
/ don’t know A friend of mine went and said it was
! don’t know They said it’s going to
You love shopping You'll do what the others want as long as you can look at things to buy -
And then maybe we can do a bit of shopping
I've heard there are some great shops there
You're really lazy You don't want to walk too much
Can we get a bus/train/cab there?
You're really strange You want to do weird things that no one else wants to do
Well, | don’t know about you, but 1
You are really well organized You spent last night reading about all the things to do
You already have a detailed plan for today
First, I'm/we're going to
| think we should go/do first
You want to see a little bit of everything
And then maybe we can
And then if we have time we can
I'll probably just © Copyright Heinle, a part of the Thomson Corporation ae
Group work : ế é 1 Divide the class into groups of three or four
Time students Give each group a complete set of cards
They should spread the cards face down on the table E or floor Explain that they are going to play a game practising expressions with sorry
Objective To practise using expressions with sorry - 2 Explain the rules of the game:
: * The grey cards are statement/question cards and
Language the white cards are response cards Students A
Expressions with sorry: I’m sorry to hear that Sorry, what must collect matching pairs of grey and white did you say your name was? cards that make a statement/question + response:
Preparation : B: I’m really sorry Better luck next time (response)
* One person begins by turning over two cards If one is a statement/question and the other a response, they should see if they make a logical pair If so, they keep the two cards If not, they 4 turn the cards over again Students must remember where they have put each card so that - they can pick matching cards when their turn 3 comes again The turn then passes to the next player, and so on
* If it is not obvious that two cards form a ơ matching pair, the player can try to justify the
connection lf their explanation is convincing enough, the other members of the group can vote to allow the player to keep the cards +
* The winner is the person with the most cards
Photocopy and cut out one complete set of cards on pages 65-66 for each group of three or four students
Groups can test each other One person takes-all the ơ grey statement/question cards and says each one in turn
Other members of the group should try to answer each one with an appropriate response
Ringis FE : be: ee you there
- Good morning Ear “Where have you been? — |
_ MeNnpMm Paice, = ‘Twas starting t WOrTy ị ee 5nố.a ốc nẽ ga ga ã =“ S
‘Did nu hear that Gordon and :
lan 4 are leaving? ý _W ig die| _ to keep you waiting, Do “a 2E
‘Listen, I'm really sorry ahout | Sony What did you | say ) that happened last Ma nộ eS name ee
66 ee ee Re Ne ee ee a ee
Oh no I'm sorry | I'm really sorry
| to hear that I'm sure she'll | to hear that 1 had no idea turn up eventually | you weren't getting along
DU CC 267cc ca ee a ee eee eee ee ree ean een sa c n
Sorry I must've dialled ị Sorry, but the traffic the wrong number : was terrible
Yes, I'll be sorry to see : Oh, dear I'm so sorry I didn't : them go | know You must miss him -
That's OK I haven't been : I'm sorry but I've got to go ! here long | Maybe another time -:
I'm sorry She's not here ị I'm really sorry right now ¡ _ It won't happen again
TTSS~~~~T~T~T~T—~~~~T~TT~TTT—~T~T—T~T~TT~TTT—~TTT~TDTTTT—T~T—~—TT—T——TT~——~T~—T~-ETTTT~—T~—~=zre===rmr=rmrrrrrrreeerme=rmrrrerrerrrrrrmrrerreen,
CC CC Np en gC Py Spal Cee mre ea ARO cc ai vn Cang eee
| Forget about it I'm as much : : foblameasyouare | © Copyright Heinle, a part of the Thomson Corporation
Luke ee Acre jinn aaa ji } ) aching not
| Tell students to imagine that they are going to attend
Time a.lecture by four experts: a doctor, a sociologist, an
20C 30 tinures educationalist and a political scientist Each will be a talking about what they think the future holds for
Objective : their area of expertise Elicit an example for each area For example:
Do you think they'll ever find-a cure for cancer?
Do you think fewer people will get married?
Language Do you think we'll get smarter and smarter or more and ° Asking opinions: Do you think we'll ever ? more stupid?
Bs + Short answers: Hopefully , | doubt it, etc oe think there'll eventually be peace in the Middle
P reparation tỉ 2 Give each student a copy of the activity sheet
Explain that they should complete the question starters in each of the four sections Elicit vocabulary related to the four experts and provide extra vocabulary support for the four areas of expertise
Go round the class and help when necessary
Make one copy of the activity sheet on page 68 for each student
= 3 Divide the class into groups of three or four students Each member of the group should choose to role-play one of the experts Then the other ơ members ask their questions to the expert
Encourage the experts to give short answers like hopefully, | doubt it, It’s bound to, etc.,and also to go on to explain why they think so
4 The group should also ask the questions the person playing the expert wrote down for him-/herself
= When they have finished, the next person takes the role of a different expert and the process is repeated
The group chooses another area, for example, sports, language, the economy, the environment, etc Then they discuss what they think the future holds in that area
=2 yeu mink tieyllSveis sẽ 2 + Do you think we ẽè eventudlly ô sccssseceeseerreerrreerrrcee 2
Do you think we'll ever needWhat do you think will happen if we; + What do you think sessssscsseeeeese Will be Vike in time?
! What do you think they WEA QqbOUE 9 :
What do you think will happen if ' © Copyright Heinle, a part of the Thomson Corporation
~ To practise the first conditional
Language Pil give you a hand if you want, If | see him, I'll tell him, etc
Make enough copies of the activity sheet on page 70 so that half the class has the Student A version and half the class the Student B version Cut out the cards
Ih, 2 g, 3 f, 4.a, 5 b, 6 ¢, 7.d,8.¢ i.need, j.like, k.well, l.time, m.feel, n.wash, o.not, p.have
= Student B a.want, b.find, c.go, d.can, e.hear, f.time, g.know, h.hand 9:0 10.mm,14.0,12-p, 13.n, 14aj 1S silos
| Divide the class into pairs Give one person the Student A card and the other person the Student B card.
Explain that on each card there is a set of questions/statements and a set of responses Tell3 Explain that Student B has the matching responses to Student A’s questions and vice versa Get Student A to read the first question Student B listens, and then chooses and says the appropriate response from a-h
Student A then does the same for question 2, and so on For questions 9-16, Student B reads the question, and Student A responds by choosing a response from i-p
4 When students have finished, they can exchange papers and do it again
Have students spend a minute memorising a section of questions and responses They then turn the paper over and try to recall the exact question-response pair
Ce Listen to your partner and choose an appropriate response from a-h below
You don’t have to if you don’t
Nea Gan fk el them
OK, I'll come if Ic
IMáybBe, lf thene5.t si c If | see him, Pll let him k
/USiE you am ees cm: Now listen to your partner and choose an appropriate response from i-p below
` anything i Bye Pl call if In j Pll give you a lift if you I
Kế HaIlsoesw Miner cans , we should be there by 6
I If | finish this in t like it m Right (Wire ce , if you dry on Wellsifiyouire mene, ee) 35 5 | will p Well, if you don’t, then I'll h to do it : © Copyright Heinle, a part of the Thomson Corporation
(Cm TC TT NGON NET HDD TIERIRHHWGSEE-
Objective To revise sport vocabulary
+ Sport vocabulary: popular sport, too commercial, etc
* Expressions for agreeing/disagreeing: | know!
1 mean , 1 don’t know | quite like , etc
Preparation Make one copy of the activity sheet on page 72 for each student :
Procedure| Introduce this activity by talking a little about the Olympic games Ask which sporting events students like to watch, and which they don’t.Ask if there are any sports they think should be included in the Olympic games that aren’t
2 Tell the class to imagine that they are members of a committee that will decide on which sports should be part of the Olympic games Give each student the activity sheet and go through the different sports, giving further explanations where necessary
3 Explain that out of the twenty sports listed they should choose the fifteen they think should be in the Olympic games
4, Get students to pair up They must now narrow their selection down to twelve sports Go over the useful expressions in the box before they start their discussion Remind them of other expressions they can use, such as | know! and | don’t know Give them about ten minutes for this stage
5 Get the pairs to form bigger groups of six or seven students You may need to split a pair, but if possible keep them together Their goal now is to agree ona final selection of eight sports
6 Finish up by getting a spokesperson from each group to tell the whole class their final selection
Follow-up Ask the class to decide which of the events are currently Olympic sports, which have at one time been, and which have never been
Current: baseball, basketball, boxing, football, softball, show jumping, weightlifting, synchronised swimming, taekwondo
Former: golf, cricket, tug-of-war Never: skateboarding, darts, water-skiing, chess, surfing, climbing, snooker, poker
Sport: baseball show jumping i basketball skateboarding ; boxing snooker 4 chess softball el 2 climbing surfing ` cricket synchronised swimming : a darts taekwondo ‘ football tug-of-war a golf — Water-skiing - | poker weightlifting ,
I think people would like watching it :
isn’t a real sport at all
Not many countries play/do it
72 â Copyright Heinle, a part of the Thomson Corporation ơ lý II 006906 6/110 S590 ee
46A COETell students to label a separate piece of paper withletters a-r Next to the letters, they should write a short answer for each of the sentences on their activity sheet For example: E
I don’t do it as much as | used to — playing the piano We used to get on really well with each other — my grandad
As they write, students should jumble the order of their answers so that it is different from the order on the activity sheet
3 Divide the class into pairs and have them exchange answer papers They then ask each other to explain the answers Encourage them to find out as much as they can by asking follow-up questions:
A: Tell me about playing the piano
B: | used to play the piano, but now | don’t
A: Why did you give it up?
Follow-up Prepare your own answers to the prompt sentences
Write them on the board and invite pairs to match them with the prompt sentences on the activity sheet
Then they can ask you questions to confirm if their guesses were right
1 | never used to, but I do it all the time now 2 | used to do it all the time, but I’ve grown out of it
3 | used to be really into it 4 lused to hate doing it, and to be honest, | still do!
5 | never used to like it, but | do now
6 | don’t do it as much as | used to
7 | used to eat it/them all the time, but | can’t stand it/them now
8 | used to go there all the time.
We always used to play itafter school 10 My parents used to always tell me that
11 | used to have to do it every day 12 | used to have one
13 |-used to watch it every week
14 | used to be really scared of them psp RS i
15 | used to really want one when I was younger 16 We used to get on really well with each other
17 | used to be like that, but not anymore
18 | remember it never - used to be like that © Copyright Heinle, a part of the Thomson Corporation
Objective To respond to over-generalisations
Language Expressions for disagreeing: You can’t believe that, That's just not true, etc
Preparation Make enough copies of the activity sheet on page 84 so that each student gets a prompt card
| Write the following over-generalisation on the board:
British food is bland and boring
Elicit expressions to react to over-generalisations like this one and write them on the board:
That’s such an over-generalisation, You can’t believe that!
How can you say that?
Do you honestly believe that? ©
2 Write the following patterns on the board:
Just because it doesn’t mean that all
How about ? They/he/she/it isn’t!
Maybe in the past, but now
Use these patterns to create some follow-up comments to the statement about British food For example: Maybe in the past, but now there’s some great food here
3 Tell the class that they are going to practise reacting to over-generalisations
4 Give out the cards and ask students to stand up
Each student should then find a partner and say the over-generalisation on the card Their partner then reacts with any of the expressions on the board
Encourage them to follow up by explaining why it’s an over-generalisation When both people have responded to each other’s prompt cards, they exchange cards and find a new partner The process is then repeated with the new card
5 Continue the activity for as long as you feel is appropriate
Follow-up Give each student a few slips of paper Tell them to write some over-generalisations of their own Collect them all and repeat the activity with these opinions Take part yourself so that you can feed in any extra slips
There's = if you ask | nothing to do {| me, doctors | in this town | are paid far | Its dead! |= too much -
: the phone | x toe i age ' ' ee Lanne nent ne de en ne a nn ul 1
1 ' "Alyougetis People with red Left-handed — rubbish on the hair have really | people are more
_television now had tempers, | artistic
Dance music is ' : | oy , ¡ ' Basically, ¡ Men arent 7
‘really boring ee ơ ị | all politicians | verygood ơ
| {tall sounds | are corrupt : at shopping, ˆ
| Why is it that : Young x
| British people == people today Men can’t 4
| else in the world | SE SSPE 1 ^
84 © Copyright Heinle, a part of the Thomson Corporation
To revise vocabulary from 18 Nationalities, festivals and languages
Expressions to describe festivals: It’s held on/in , It commemorates , There’s a big parade, etc
Make enough copies of the activity sheets on pages 86-87 so that each person gets one festival card
These are the ten real festivals and the.countries in which they take place The rest of the festivals in the activity sheet are made up
| The wife carrying festival (Finland) The Burning Man festival (U.S.A) The tomato festival (Spain) The cat throwing festival (Belgium) The cheese rolling festival (England) The festival of women’ (Greece) The rubber duck race (Singapore) The beer can regatta (Australia) The naked man festival (Japan) The turning of the bones festival (Madagascar)
Explain that you are going to do an activity describing festivals from around the world Elicit questions that could be asked about a festival and write them on the board:
What does it commemorate? - What do people do?
Give each student a festival prompt card Ask them to read it several times and be able to remember the details
- Tell the class that their goal is to find out about as many of these festivals as they can from their classmates Explain that some of the festivals are'real, while others are made-up.As they are talking, they should think about whether they believe the festival is real or not
Get the class to go round and ask each other about the festivals on their cards using some of the * questions on the board Encourage students to answer from memory rather than just reading the card Give the students a time limit to find out about as many festivals as they can
Divide the class into groups of four or five Write the names of the festivals on the board As a group, they discuss which festivals they think are real Write some useful expressions on the board for this part of the activity: P
I’ve definitely héard of that one
| think | read about that one soniewhere
That’s probably not real It just sounds silly!
This stage also provides a chance for students to find out about any of the festivals they missed in stage three
Finish up by telling the class which ones are real festivals
Write the following list of countries on the board:
England, Belgium, Spain, Singapore, Greece, Finland, Australia, Madagascar, U.S.A., Japan Get students in pairs and ask them to match each of the ten real festivals to the country where they think it’s held
+ Men compete in a race carrying their own or another person's wife It’s held in July It
‘ commemorates a time when it was quite common for men to raid nearby villages and carry off women The winner gets the weight of his ‘wife’ in beer!
This festival is held in June People bake thousands of small cakes and then at midnight there is a huge parade to a nearby forest Alt the cakes are then hung from the trees In the morning, the children dress up as birds and there is another parade to the forest The _ children then try to cotlect as many cakes as they can This festival commemorates a time when people did this to stop the birds from eating their crops
At this festival people throw cats off a church tower It apparently commemorates the time : when the city had too many cats The cats they throw aren't real by the way, although they used to be! There is also a parade The festival is held in May
This huge festival is held in the middle of the desert in the summer! It lasts a week and it's attended by thousands of people It's a kind of art festival where people create works of art and put on performances, all based on the festival's theme for the year At the end, all the artwork and a huge wooden man are burnt
This festival is basically a huge food fight with tomatoes It's held in August, and thousands of people take part It only last’s an hour Its origins are unclear, though a lot of people think _ it has something to do with politics
: This festival involves chasing cheese A big round piece of cheese is rolled down a really steep hill People then run down the hill after it
The person who catches the cheese is the winner and gets to keep the cheese It’s actually quite dangerous and every year several people get injured Apparently, it
‘ celebrates the coming of summer and is held in May eee cac lee ie rere x
For one day in January, men and women swap roles The men stay at home and do the housework, while the women go off and spend the day in cafes and bars
This festival is very old For one day, people's animals are treated like royalty Cats, dogs, goats, pigs, and cows are dressed up in costumes and take part in a huge parade Then, there is a huge feast where the animals are given specially prepared food In the evening, the animals get to steep in special rooms in the houses while their owners continue the party i outside Apparently, this festival is a ị celebration of the coming of spring It is held in i
The rubber duck race The heer can regatta
This is quite a new festival It's held in ị In this festival, people build boats out of beer
November and involves a race along a river : cans and then race them This festival lasts a
Tens of thousands of rubber ducks take ! week and there are other competitions, too part The prize money for first place is quite ị This festival is held in July or Ausust big i
In this festival, the bodies of dead family members are dug up and carried back in a parade to the family home This is followed by a big celebration with food, music and dancing, The body is then carried back and reburied with gifts This festival is held between June and September
Jl / Acces ) Airc ) dhisd đt coi di ae ae 0c ee) ae )Not really I’ve got a coldA: Oh no I’m sorry to hear that
B: Yeah, | might just have to do that, thanks You don’t look so happy yourself What’s wrong?
Then write the following advice sentence starters on the board:
Maybe you should (just) take/have/get/try/go and
Why don’t you (just) take/have/get/try/go and
If | were you, I'd (just) take/have/get/try/go and
Have you taken/tried/gone ?
- 2 Ask the class to suggest ways to make a conversation using the patterns on the board For example, make a conversation about a person who has a cold:
B: Not really I’ve got a cold
A: Oh no I’m sorry to hear that Maybe you should take a day off.
Yeah, | might just do that, thanks3 Give each student a prompt card Explain that it contains the beginning of a medical problem They should think of how they can complete their card
4 Tell the class to find a partner Using the conversation on the board as a model, Student A explains his/her problem based on the sentence starter on his/her card, and then Student B gives some appropriate advice using any of the advice sentence starters on the board Next, Student B explains his/her problem and Student A gives advice
Then, they exchange cards, find a new partner and repeat the process Demonstrate the activity with an example
5 Let the activity go on for as long as is appropriate
Write the verbs from the advice sentence starters on the board (take, have, get, try, go and ) Elicit examples of the expressions that were used for each verb (take the day off, take some aspirin, take it easy, etc.) The students can then copy those that they want to remember in their notebooks
| I've got : I've got | act ơ eee ị hiện lai ng ni nh ng : Silos eee :
: I've cut my | I've cut My | I've sprained my : ị I've done something : I've done something : : 3
: eine tomy : i feel a hit : feel ahit think ¥m getting | 1 think 1m getting
| / I've got this terrible : ‘lve got areally -
: Im just | painin my | sore |
Objective To discuss health-related problems
Expressions to describe health: I’m going to cut down , is bad for my health, is good for-you, etc
Make one copy of the activity sheet on page 95 for each student ;
| Give each student a capy of the activity sheet Tell them that they should choose and complete any eight of the prompt sentences in a way that is true for themselves Go around and help when necessary
2 Get the class in groups of four or five Now ask them to use their answers as the basis for a discussion Write the following on the board:
Why do you think that?
Really? I’ve never heard that before!
One person explains his/her answers and the other group members respond using the prompts on the board or other follow-up questions, suggestions, etc
A: | know it’s bad for my health, but | really enjoy eating sweets!
B: How often do you eat them? : A: | must have something sweet four or five times a day
B: Maybe you could try to reduce that to twice a day
Have students work in their groups to come up with the five most important things people should do for a healthy lifestyle Have the groups share their ideas with the class ©)
286660 ¢€ Dic cid sal besedilo Bd cel Mesh cca Dacca cil redhead cad A ) lb #8 63v f6 6 6 nh ou sad a If | had more time, I'd definitely try to b | know it’s bad for my health, but | really enjoy
< c I’m going to try to cut down 5 d | know | should try to