Language to go int teachers resource book 1

Contents Contentsmap of Students'Book 4-5 Introduction 6-7 A few ideasfor classroomprocedures 8-9 The Languageto go authors i 10 Languageto go and EFLexams 11 Phonemicsymbols 12 Teachingnotes Photocopiable activities 13-53 " 55-135 Photocopiable tests 136-143 Testsanswer key 144-145 Photocopiable writingbank 146-152 Contents mapof Students' Book to go: bularyand and liste : Present tdlking: L a n g u a g et o g o : Vocabularyand Reading: 100 days a-t Grammar: Second Get talking: How wilh yet, already;'.:, your life L r s t e n r n g :A t e l e p h o n ec o n v e f s a t t o n V o c a b u l a r y : P h r a s a vl e r b s a b o u t t e l e p h o n i n g G e t t a l k i n g : r o l e p l a y :O n t h e p h o n e Vocabulary 2: Phrasal ve'bsaboutillness Gettalking:roleplay: A visitto the doctor ';1;t:tat:?aitaltit L a n g u a g e t o g o : C o m p a r i n ga l t i t u d e s V o c a b u l a r ya n d s p e a k i n g : E x p r e s s i o n sw i t h t i m e Reading: Long-distancecomm uter G r a m m a r : w a y s t o e x p r e s sc o n t r a s t i n gi d e a s G e t t a l k i n g a n d w r i t i n g : A t t i t u d e st o w o r k a n d t i m e Speaking and vocabulary: Happiness L i s t e n i n g : S u r v e ya b o u t h a p p i n e s s F u n c t i o n : P o l i t eq u e s t i o n s G e t t a l k i n g : P e r s o n a li s s u e s lntroduction About Languageto go Manyadultstudentsof Englishhavea limitedamount of time for theirstudies.Theymay requireEnglishfor both professional and socialreasons,and are also awarethat they'relikelyto use it in a numberof international situations Thev needto ensurethat the time they spendon theirEnglishlearningis highly focusedand goaloriented.Theyneedto be ableto achievecertaintasksand to leavea language class, sometimesaftera busyand tiringday of workingor studying,with a bite-sizedchunkof Languageto go and a senseof 'Yes,I can that - anvwherein the w o r l d ,i n E n g l i s h ! ' Languageto gois a shortcoursefor this kindof adult student.Our underlying principleis that students startthe classwith an objectivedefinedin terms of a realisticoutcome,and finishwith the language they needto achieveit So here'sa quickoverviewof what the coursecontatns: r Fourlevels:Elementary, Pre-lntermediate, Intermediate and Upoerlntermediate Eachlevel has40 teachinglessons,and eachlessonnas been carefullv writtenso that it takesaround60 minutesin the classroom, o A Practicesection,a Grammarreferenceand the recording scriptsat the backof the Students'Book r A detachable Phrasebook in the Students'Book o A classcassetteor CD with the listeningmaterial ThisTeacher'sResourceBook,containinga guideto everylesson(including step-by-step answerkeys),photocopiable activities, photocopiable testsanda writingbank The Languagefo go website (www.language-togo.com) Language to go - a closerlook Students' Book Content Eachteachinglessonis designedto last60 minutes and is containedon two facingpages,which reinforces visuallythe relationship betweenthe Students'Booklessonand the classroomlesson It focuseson a finalactivity,by presenting and practising the languagerequiredand then inviting studentsto performthe activityat the end of the lesson.The lessonbeginswith a presentation of the vocabularyneededfor the final activity,then continueswith readingor listeningmaterialwhich presentsthe targetstructure(s) in a meaningful context.This is followedby some inductivegrammar work, focusingon the meaningand the form of the structure,and by some practiceexercises Students shouldnow be equippedto the finalactivityin the Get talkingsectionat the end of the lesson,which is sometimesaccompaniedby a Get writingsection fhe Languageto go is exemplifiedin an easily memoriseddialoguein the bottomcornerof each pageand actsas the focusand goalof right-hand the lesson Motivation is at the coreof successful learningrn general,and language learningin particular; we have thereforetakengreatcareto choosetopicsand texts whichwill stimulatethe studentintellectually as well as linguistically Muchof the materialhasbeen chosenso that it reflectsthe international communitv of Englishusers,as nativeor non-native speaKers We havetriedto use as manvinternational conrexrs as possible,sincewe're awarethat our studentswill use theirnewlyacquiredlinguistic competencenot just in theirown countryor in an English-speaking one,but all aroundthe worro C y c l i c a sl y l l a b u s The coursedesignof Pre-lntermediate, Intermediate andUpperIntermediate is basedon a cyclicalsyllabus, in whichdifferentaspectsof language, suchas tenses,modals,vocabulary or functions, are presented severaltimes in the samelevel.The advantage of this approach is that the structures can be naturallyrevised,recycledand consolidated on a regularandfrequentbasis.lt alsoallowsschoorsano insiituteswith a systemof continuous enrolmentto ensurethat studentswho arrivelaterin the course are not disadvantaged by missingout on lessons whichhavealreadydealtwith key structures At Elementary level,we havenot useda cyclical syllabus, as it does not meet the needsof Elementary students,for whom a specificsequence of acquiringlanguageis more useful.lt is alsotrue that this levellendsitselflesswell to courseswith continuousenrolment The principal syllabusesin the courseare Grammar and Vocabulary The approachto grammaris largely one of guideddiscoveryin which the studentsare presentedwith examplesof the target structureand then invitedto work out the rulesrelatinqto form and meaning.Much of the vocabulary is presentedin chunksas well as individual words,to reflectthe way we use Englishin reallife Sk i l l s The skillsof reading,listening, writingand speaking are all practised Speakingis at the coreof the philosophyof Languageto go, and is the skill most often practised,both in the Get talkingsectionsand in the pairand groupwork activities The reaciing and listeningmaterialincludesexamplesof Englishwhich may be beyondthe immediatelevelof students,but is treatedin a way which preparesthem for dealing with it in a real-life context.Writingis deliberately not practisedextensively, sincewe feel that it is a skill which can be more usefullydevelopedoutsidethe classroom, allowingthe interactive opportunities of the classroomto be exoloitedto their maximumon a shortcourse.However,severallessonsalsoinclude a Get writingactivity,and furtherguidanceis given in the Writingbankin this book a phonemicchart; step-by-step Teaching notesfor eachlessonincluding answer Keys; photocopiable activities; o photocopiable Testswith answer key; photocopiable Writingbank a a Photocopi abl e activities Teachers who havemorethan60 minutes'classtime available may wish to providefurtherskillspractice, so we haveprovidedsome extramaterial.Thereare 40 extraactivities,eachone corresponding to a Students' Booklesson,whichare designedto be photocopied and distributedto the students.Eachactivitywill providea furthertwentyto 30 minutes'practiceof the language taughtin the lesson.The teachingnotesoppositeeach photocopiable activityare for your reference,providinga guideto how the activityshouldbe organised and answerkeyswhere relevant Photocopiable tesfs and answer keys Theseare to be u-sedto checkon the students' Pronunciationis dealtwith whereverit is appropriate progressat regularintervalsduringthe course to the grammaror the vocabulary Therearefour for eachlevel,and they focuson the syllabusstrands, focusingon stressin words,stressin sentencesand vocabulary and grammarcoveredin everyten lessons tntonation patternsratherthan individual phonemes So the idealtime to thesetestswill be wnen vou h a v ef i n i s h e dL e s s o n s1 ,2 , a n d4 A d d i t i o n a lm a t e r i a l The Practicesection providesfurther exercisesto Photocopiable writing bank consolidate the language Thiscan be usedat any pointin the coursewhen you taughtin the main lesson Forteacherswho haveclasseslastinglongerthan 60 think it appropriate for students'needs,or to help minutes;it can be used in class,eitherafterthe guidethem with a particularGet writingactivity Practiceexercisesor at the end of the main lesson The Language to go website The exercisesin the Practicesectioncan also be set By clickingonto www.language-to-go.com, you will find for homeworkand have been written so that materialof interestto both studentsand teachers, studentscan work on them alone practiceexercises including furtherinteractive for each The Grammar referenceis designedto be a more lesson descriptive explanation of the grammarpoints gois an excitingand innovative Language-to courseof coveredin the mainteachinolesson internatiohal English.lt combinesthe basic Phrasebook requirements of a tightlyfocusedand minimalistshort Thisis a reformulation of someof the language taught coursewith the wealthof materialsappropriate to the n the course,as well as a reminderof otherrelevant learning'potential of adultsin the 21st century ,,vordsand expressions which are appropriate to the It containstopicsand texts designedto motivateadult evel,and presentedin a familiarphrasebook style studentswith socialand professional reasonsfor ,Atraditionalphrasebook, with its list of usefulwords learningEnglish.lt has beenwrittenwith a mixtureof and expressions, passionand pedagogical is at the coreof the conceptof enthusiasm, rigourby a team Languageto go; in otherwords, languagewhich is of talentedauthors,and producedby editors,designers, organised and can be readilyaccessedwhen required researchers and manyotherswith much loveand care ln real-life situations So, now it's over to you wilh Languageto go We hope you and your studentsenjoyit Teacher's Resource Book Thisbookcontains: SimonGreenall a lesson-by-lesson contentsmap; SeriesEditor a this introduction, with an overviewof the course; a sometips on how to makethe most of the material; a a personal statementfrom the authors; a how Languageto go linkswith external examinations; A few ideasfor classroom procedures Personalisation Most adultstudentsof Englisharewillingto trust theirteachersbecausethey believeeverything they is in theirbest interests.But now and then.they must askthemselves,'Why am I doingthis?How is this relevantto me?' When this happens,both studentand teacherare facedwith a ootential challenge to their motivation Personalisation allowsstudentsto relatematerialto their own world lt is thereforea key factor in maintaining their motivation, especial ly during challenging activitieslike roleplays The teacherhas to makesurethe studentunderstands how an activityrelatesto their language-learning needs Everyactivityin Languageto go is designedto allow maximumpersonalisation for students.The lessons are all constructedarounda final activity,and these activities will usuallyprovidean opportunity for them to adaptthe languagebeingusedto theirown circumstances For example,duringthe presentation of a new topic,there is usuallyan appealto the studentto thinkabouthow muchthey might know aboutit On otheroccasions, theremav be an invitation to use the targetvocabulary or grammarin sentenceswhich are relevantto the student lf you feel that personalisation mightbe lackingat any stage,for example,after a vocabularyexercise, you couldsuggestthat studentschoosefour or five words which they thinkmight be usefulto them, or which look likewords in their language or which soundnice,or which they can placein categories of their own choice.After a grammaractivity, encouragestudentsto write a coupleof sentences aboutthemselvesusingthe target structure You don't need to correctthese extraactivities, althoughyou may want to ask them to sharetheir answerswith the rest of the class.In this way, personalisation can havetwo purposes: to consolidate the learningprocessand to make what they'redoingrelevantto themselves, Vocabulary The words and expressions which form the focusof the Vocabulary sectionsare thosewhich we thinkare importantat this level.Most lessonsonlycontain betweeneightand ten itemsfor productivelearning (thatis, words which the studentshouldbe ableto use in spokenor written work, and not words which they are ableto recognise) Many of the vocabulary itemsare groupedin topics; othersare groupedaccording to some of the rules behindword formationor collocation in Enqlish Encouragestudentsto keep a vocabularylist containing all the itemswhrchthey havelearnt Tryto ensurethat the list categorisesthe words in differentways, in orderto consolidate the learning process When studentsask for helpin understanding words, try not to explaintoo manyimmediately, but ask them to helpeachother,or to use dictionaries if they'reavailable in the classroom.Rememberalso that explaining new words may buildtheir vocabulary, but it may not developtheirabilityto work out the meaningof words in readingand listeningactivities Speaking, Thereare manyopportunities for speakingpracticein Languageto go Firstly,there are many pair and groupwork activitiesbasedon a reading,listening, grammaror vocabulary task.Secondly, thereare some lessonswhich focuson functionallanguage where thereis a clearmodelof the language to be used.Thirdlv,most of the finalactivitiesin the lesson (Get talkinglare opportunitiesto practisespeaking Rememberto aim for a balancebetweenaccuracy and fluency;not everyactivityneedsyour closeand carefulcorrectionof errors Listening The listeningmaterialcontainsexamplesof everyday,naturalspokenEnglish.Studentsmay be worried by the speed of delivery,thinkingthat it's too fasb,so reassurethem that this is alsoquitenormal in r6allife,and that the classroomis the best olace to be exposedto this type of naturallanguage.They don't need to speakas fast themselves,but they ndbdpracticein understanding authenticspoken English guidelines The following shouldhelpthem: Encourage studentsto focuson the main ideasof the listeningpassageand not get distractedby words they don't understand The mainactivity will usuallyhelpthem to this o Help them to interpretcluesfrom the context (situation, tone of voiceetc.).Thiswill usually enablethem to understand a greatdealmore than the words will convev Playthe recordinga coupleof times (morethan this will startto compromisetheir motivation), even if the instructions only suggestonce Try not to playthe recordingand stop after every phrase,as this will not givethem the important practicein listeningto the discourseof spoken English I I ; I Writing Writingis usuallysuggestedin the Gef writing sectionsas a way of showingthat studentshave masteredthe language which hasbeenfocusedon in the lesson.Thevareall meantto be classroom versionsof situations they may encounteroutsidethe classroom- letters,e-mails,exam-styleessaysetc The Writingbankin this Teacher'sResourceBook providesphotocopiable modelsof thesewriting genreswith accompanying suggestions on how to exploitthem in class Encouragestudentsto practisea form of process writing:ask them to write down as much as they can withoutworryingtoo much aboutbeingaccurate Thenask them to rereadwhat theVhavewritten,or maybeeven show it to a partner.Encouragethem to be criticaland to revisetheirwork if necessarv Then askthem to write a finalversionwhich incorporates extraideasand all theircorrections Rememberthat writingcan be an exercisein fluencyas well as accuracv focuseson fluencyuntilafterit's over;on the other hand,it may be best to correctstudentsin an activity which focuseson accuracyas they it Lookat eachactivityin turn,decidewhat its aim is ano choosethe best strategy Rememberthat less-confident studentswill need more encouragement than others,and your correctionmay compromisetheirmotivation Youmay alsodecideyou onlywant to indicatethe studenthas made an error ratherthan correctit yourself.Thinkcarefullyaboutyour attitudeto error correction, and shareyour opinionswith the whole Jigsaw reading Some activitiesinvolvea techniqueknown as jigsaw reading.This involvesstudentsworking in pairs The first instruction will be to work separately on a readingpassage with separatebut complementary tasksto perform.This usuallyinvolvesthernturning to a specifiedtext or activity in the lnformationfor pair and group work section at the back of the Reading Students'Book.The secondinstruction will be to Much of the readingmaterialinvolveswords which work togetherand to sharethe information they have studentsmay not havecome across,just likein real gatheredfrom the separatetasks life.Many of the accompanying activitiesare Thistechniqueis at the very heartof communicative designedbothto supporttheirgeneralunderstanding language gap teaching,as it involvesan information (StudentA knowssomethingthat StudentB doesn't, of the passageas they readit, and to checktheir comprehension afterwards and viceversa)and a meaningfulexchangeof Try not to answerquestionsabout difficultwords, informationduringthe secondstageof the activity, but instead,encourage studentsto work out the where the studentstell eachotherwhat they have meaningfor themselves learnt Makesurethat studentsreadthe passageonce, As longas the studentsunderstand the instructions, perhapsat the end of the lesson,just to enjoyit, to it's best for the teachersimplyto signalthe start of respondwith naturalinterestto it and withouthaving the two stagesof the activity,and listenas the to answerdifficultouestionsl pairs/groups performit You can finishthe activity sequencewith groupfeedbackto checkthe answers Roleplays are correct The roleplays are presentedas a furtheropportunity " for studentsto practisespeaking.Somestudents Pronunciation enjoyroleplays, especially in a foreignlanguage Pronunciation work in Languagefo go focusesmore Othersfind they makeenormousdemandson their on word End sentencestressand intonationpatterns phonemes.Thereare several imagination Forthis reason,we havetriedto provide than on individual suitablesupportinto the roleplays, so that less techniquesyou can use: Drillingcan be individualor choralrepetitionof a imaginative or creativestudentsdon'tfeel under pressureto come up with all the ideasthemselves word or a sentence.Choralreoetitionwith the Go roundthe pairsor groupsas they are doingthe whole classis a way of buildingup students' roleplays, listeningbut not interrupting, unlessthey confidencein pronouncing strangewords or new want helpin what they needto sentences Backchaimng Tryto avoidcorrectingstudentsas they are doing involvesthe repetitionof different partsof a sentence,often startingat the end, and theirroleplays, but makea note of majormistakes, if you wish, and discussthem with the whole class gradually addingpartsuntilyou havereconstituted at the end of the lesson, the whole sentence Word linkingfocuseson the fact that when you Error correction say words in connectedspeech,the individual It'sa good ideato thinkaboutwhat and when you phonemeswhich makeup the word may change correctbeforethe lessonbegins.Make this decision Saythe words separately, then say them in partof your lessonplan connectedspeechand emphasisethe way in It's best to avoidcorrectionduringan activitywhich which thev sounddifferent The Languageto go authors A r a m i n t aC r a c ea n d R o b i nW i l e m a n Araminta(Minty)and Robinlivein NorthLondonwith theirtwo young daughters, Petraand Lola.Robin'sgrown-upchildren(Matildaand tripletsJoe, Tim and Georgia) live nearby Mintyworks full time from home as a freelancewriterof English-teaching materials She hastaughtin Brazil,Egypt,Portugaland Spain.She alsoworked for manyyearsas a teachertrainerat lnternational House,London.Robinis basedat International House,London,as a teachertrainerHis professional experience hastakenhim to Argentina,Brazil,Ecuador, Georgia,lndonesia, ltaly, Poland,Russia,Ukraine, Vietnamand manyothercountrieslHe frequently travelsabroadas an assessorof schoolsand trarningcourses Araminta Crace R o b i nW i l e m a n We believe that Language to go is fast: our aim is that studentsget useablelanguage fast.The clearcontextsand realisticpracticemeanthat languagecan be learntquickly.At the end of each lesson,we hopestudentswill feel confidentaboutusingthe language they have learntboth insrdeand outsidethe classroom stimulating:We believethat both teachersand studentswill be genuinely interestedin the material.The book is dividedinto40 separatelessons.each with a differentand (hopefully) engagingtopic.Acrossthe four levels,this meansthereare 160 differentangles.Thereis a rangeof real-life scenarios which are original,up-to-date and international user-friendly: we havestructuredeachlessonvery carefullyto aid both new and more experienced teachers.Thereshouldbe littleneedto 'cut and paste'eachstageflows logically to the next.Lessonswhich can almostteach themselvesshouldsavevaluableplanningtime and giveboth teachersand studentsconfidencein the classroom flexible:The ideaof the courseis that it is bothcompactand expandable compactbecauseeachlessonis teachablein one hour.Expandable becauseof the Practicesection,the Photocopiable activities, the extraideasin the Teaching Notes,as well as the website.This 'shrink-stretch' featuremeansthe bookis suitablefor a wide varietyof coursetypesandwill caterfor a wide rangeof studentneeds balanced:Withineachlesson,there is vocabulary, grammar,receptiveand productive skills.Thereare controlledand freerpracticeactivitiesand lots of opportunities for studentsto speak international:We thinkthe lessonshavea broadappealto studentsfrom manv backgrounds and with variedinterests Thevprovidethe basisfor communicating confidentlyin manysituationsinternationallv we very much enjoyedhavingthe opportunity to write this bookas partof the seriesand we reallyappreciate the careand hardwork of all those involvedin the process.We hopeyou enjoyusingit 10 to go and EFLexams Thetablebelowshows generalequivalences between the four levelsof Languageto go andtwo well-known international examination boards,UCLES(University of Cambridge LocalExaminations Syndicate) andTrinity College, in termsof the language taughtandthe topics coveredin the four books Forfurtherinformation, contact: UCLES English a s a F o r e i g nL a n g u a g e "l HillsRoad Cambridge C B 12 E U While Languageto go is not an examination preparation UnitedKingdom fet +44 (0) 1223553355 course,a studentwho has,for example,completed the Fax:+44 (0) 1223 460278 Elementary levelwouldhavesufficientlanguage to E-mail : eflhelpdesk@ucles.org.uk attemptUCLESKET,and starta preparation coursefor www.uctes.org.uK UCLESPET.Examination trainingis required for all EFL TrinityCollege examinations, andwe wouldstronglyadvisestudents 89 AlbertEmbankment to followan examination preparation course.But you will findthat someof the exercises in the Students' Booklessons, the Practice sectionandthe photocopiable Testsaresimilarin formatto thosefound rn EFLpublicexaminations Notethat higher-level exams,suchas UCLESCPEand ESOLGrades11-12,are not coveredin thistable LOnOOn S E 17 T P UnitedKingdom Tel:+44 (0)2078206100 Fax: +44 (01207820 6161 E-mail:info@trinitycollege.co.uk www.trinitycollege.co uk 11 I loveE d i n b u r g h DAY Dinnerwith Scotiishfriends HIGA+LANDS : Fri ; =n*O,n* l tvtm COACHTOUR: LOCH NESS AND THE HIGHIA,NDS 8.10 a.m Deparl - drive north past Stirling Castle 12 p.m lunch nearBen Nevis,Britain's highestmountain p.m a cruiseof Loch Ness 3.30 p.m Drive to Urquhart Castle- look for the monster! 4.30p.m north-eastto Inverrress capital of the Highlands- I hour shopping 5.45p.m to Edinburgh 8.45p.m back COACHTOUR: AWHISKY DISTILLERY AND A SCOTTISHPARTY I p.m Leave - drive north to St Andrews p.m the famousuniversity and golf course 4.30p.m a whislcydistillery- differentwhiskies 5.30p.m to Edinburgh 7.30p.m a coachtour of the city at night 8.30p.m Scottishparty- Scottish dancing,eat haggis 1 0p m to hotel COACHTOUR: STIRLING CASTLE, LOCH LOMOND AND BRAVEHEARTCOUNTRY 10.45a.m Depart- drive north to Stirling viewsof the placewherethe Scottishbeat the English In 1374 11.45a.m the storyof WilliamWallace, 'Braveheart' 12.30p.m to Loch Lomond- lunch p.m After lunch- a boattrip on Britain's largestareaof water 3.30p.m home- on the way,pass through Glasgowcity centre 7.30p.m in Edinburgh @ Pearson Education 2002 81 Vocabulary Weddings Uses of gei Vocabulary about relationships Language to go Talking Loveon the net Aim Proced ure To give studentspracticein the differentuses of gef in the contextof writing a letterabout a friend'snew relationship Ask studentsto tell you differentways that peoplemeet husbands boyfriends / girlfriends/ /wives.Writetheirideason the board Tellstudentsthat they are goingto write a letterto a friendabout anotherfriend,Elaine,and her new relationship Firstthey will build up Elaine'sstoryorallywith a partner,usingcartoonpicturesand key vocabulary, and then they will use the information to write the letter Put studentsinto pairsand givethem eacha copyof the worksheet Theyshouldonly lookat the cartoonstory,not the bottomsection Tellthem to lookat the speechbubblesin the first pictureand tell you w h a t E l a i n ei s s a y i n gT h i ss h o u l de l i c i t : Hi Sheila, it's Elaine l'm in Australiaand l've split up with Bob! Why? Well, it's a long story Makesure studentsunderstand that the eventsin eachoictureare all in the oast Allow studentssevento ten minutesto buildup the rest of the cartoonstoryorally.Theyshouldn'twrite anything When they havefinished,askthem to lookat the bottomsection Theywill see a list of sentenceslabelleda)-e) and the bodyof a lettel with the numbers1-5 in differentpartsof the letter They haveto decidewhere the sentencesgo in the letter.Givethem threeto five minutesto this Classfeedback B Telleachpairto take a pieceof paperand write the letterusingthe information in the cartoonstoryand sentencesa)-e) Asan example, ask studentshow thdy would completethe sentencebeginning She'sin the secondparagraph This shouldelicit:She'sin Australia (or She's gone to Australialand she's split up with Bob Form groupsof forj? Eachpair readsthe other pair'sletter Materials One worksheetper student Time 30minutes Prepa ration Copythe worksheet Loveonthenet HiSheila, it's Elaine Why?Well,it'sa longstory | started looking for friends W e v e r y w e l l Aftertwoweeks h ea s k em d e Shane? He divorced never threeyearsago wanted married to Bob, b u t t o S h a n e | agreed anda weeklater| Look, I'vegotto go Keep intouch! a)I Letmetell youlhe story d)I tncredible, isnf if? Well, Anyway, whataboufyou? b)I Takecare, 3heila 4F e b Whafshappening in your t'd life? lovefo hearfoom you' c)I DearJane, e)I 3o whafsnew?Well t hopeyou'rewell you'llneverguesswhafs 3orrylhaventwriffen happened to Elaine soon€r, butI'vebeenso 3he's busywifheveryfhing fflfdiffiilrtlfil| @ pearson Education 2002 83 use,spend, save+ noun Vocabulary Waste, forgiving advice verbs GrammarModal advlce to go Giving Language Lessstress,please Aim Procedure To give studentspracticeat using should, ought to and could to give advice Write the followingdefinitionon the board: Continuous feelings of worry about your work or personal life that prevent you from relaxing Tellstudentsthis is a dictionarydefinitionof a word Theywrite down This what they thinkthe word might be Thenaskfor suggestions give answer students the lf necessary shouldelicitstress Draw three columnson the boardand write the followingthree words at the top of the columns:Symptoms,Causes,Solutions Put studentsinto groupsof three and ask them to write down any examplesof 1) the symptomsof stress,2) the causesof stress, 3) solutionsto stress.Givethem aboutthreeminutesand then write ideasin the columnson the board Tellstudentsthat each member of their groupwill receivedifferent abouta realperson'sdailyroutine.They shouldreadthe information and be readyto tell their partnersaboutthe person,so it information is importantthat they checkany vocabularythat isn't clear.They shouldalsoreadthe questionat the bottomof the sheet Giveeach groupa copy of SheetsA B and C The studentstake one sheet each.Givethem two or three minutesto readtheir information and checkthe vocabularv Tellstudentsthat they are stressconsultants.The informationon the sheetscame from three peoplewho haveaskedfor adviceabout how to reducestressIn their lives.The first studenttells his/her partnersaboutthe personon the sheet,then they all decidewhat adviceto givethe pQrsonto reducestressin his/her life.Theyshould this for all threepeople.One studentshouldact as secretaryand write down the advicefor each person.Tellstudentsthev haveabout ten mrnutes Handout Sheet D, which sayswhat a realstressconsultant suggested.Studentscomparetheir advicewith the advicegiven by the stressconsultant Vlaterials One copyof SheetsA, B C and D per groupof three students Time 25-30 minutes Prepa ration Copyand cut up one worksheet per group 84 please Lessstress, i iI I NAME Anne Demontoux,30 - singlemother- worksin o museum- /iyeswith 1}-geor-old son,Bruno,in o flot in Poris 6.30o.m Getup,prepore two pockedlunches,puton thewoshing.GetBrunoreodgfor schoo[ 7.30o.m TokeBrunoto schoo[bg bus.No cor! 8.15q.m TokeMetroto work 9.00o.m Hovesondwich for breokfost 5.00p.m Pickup Brunofrommg mother's 6.30p.m Cookdinner.HelpBrunowithhis homework 9.00p.m Reodto Bruno.Hoveo cupof coffee.Cteonftot.No timeto phonefriends 11.00p.m Goto bedexhousted lcon'tsleep probtems: Sometimes Thinkobout moneu,heotth Gon gou give me some odvice on how to reducethe stress in mg life? NAME Morcio Bicudo, 18 - studging for universitg entronce exom - lives of home with her porents in Rio 7.00o.m Woke up 7.30q.m Shower ond quick breokfost 8.00o.m Leove home Trofficjom! 9.00q.m Stort work p.m Hove lunch.Check mg homework 12.00-1.00 6.00p.m Leove work 7.30p.m Lessonsstort (preporotioncourse for universitgentronceexom) 1 0p m Leove schoot 12.00o.m Get home / 0o0 m Go to bed, or studg untiltwo or three I spend mg whole life studging or working Con gou give me some qdvice on how to reduce the stress in mg life? NAME Albefto Rossr, 43 - monoger for computer compong - morried with three doughters 13, 14, 16 - llves obout one ond o holf hours from Rome o m Get up, get reodg for work No time for breokfost 7.00q.m Drive to office in Rome 8.30o.m Arrive in Rome Hove o coffee before going to the office 9.00o.m Stort work Hove to totk to differentcustomers.Usuotlgno time for lunch Eot sondwich in mg office Drink six cups of coffee 5.30/6.00p.m Leove work 6.30p.m Drivehome 8.00p.m Arrive home Sometimesloter - it dependson the troffic 8.30/9.00p.m Hove dinner.Wotch TV 1 0p m Go to bed Con gou give me some qdvice on how to reduce the stress in mg life? ADVICEFROMSTRESSCOUNSELLOR Mqrciq Bicudo: You reo[lghove o busg dogl First of ArnneDemontoux: o[[, gou shoutdtrg to reducethe You reotlgought to hove somethingto omount of hours gou work lf gou ore eot before9.00 o.m This would ol.so gou con't toke in verg much tired, give gou more time to totk to Uourson informotion.ls it not possibleto work Perhopsgou could find onotherporent port-time,for exompteontg untit with o cor who could give Bruno o lift lunch? You otso ought to go to bed os to school,insteodof toking him to soon qs gou get home from schoot.lf school bg bus Or could gour mother gou don't get enough steep,gou wi[[ this for gou? You should otso trg to feel more stressed And reword find some time to totk to gour friends goursetffor otl gour hord work Once o obout gour probtems.Good tuck! week gou should somethingthot gou reo[lgenjog Good tuck! @ Pearson Education 20a2 Atberto Rossi: You shoutdtrg to eot something beforegou leove for work lt isn't heotthgto stort gour dog with nothing to eot You shoutdolso drink less coffee ond if possibtedo more exercise.Your biggestproblemis the time gou spend trovetting.You reollg ought to think obout moving neorerto Rome or findingo job closerto home You coutd otso trg osking gour boss obout workingfrom home one or two dogs o week Good [uck! E5 V o c a b u l a rThe y fivesenses relative clauses G r a m m aDefining r people, things, timeandplace L a n g u a gt oeg o Defining D e f i n ei t l Aim Proced ure To give studentspracticeat using definingrelativeclausesby definingpeople,places,thingsand times relatedto the five senses Introducethe lessonby askingstudentsto tell you the five senses (taste,touch,hearing.sight,smell) Put studentsinto pairs.Tellthem that you are goingto readout two They listenand write down two or three dictionary definitions examplesfor eachdefinition Animals that people touch with their hands Things that taste delicious Put two columnson the board,with the headingsDefinitionsand Examples.Beforeaskingfor answers,elicitthe definitionsthat you readaloudand write them underDefinitions.Then write three answersnext to each definition,in LheExamplescolumn Tellstudentsthat they are goingto playa game in teams Eachteam hasto thinkof definitions connectedto the five senses from a list of exampleanswers.To demonstrate,removeboth from the boardand then readout the examoles The definitions studentsgiveyou the definitions Put studentsinto pairs.Givehalfof the pairsSheetA and the other h a l fS h e e tB Explainthat for numbers1-5, the studentslookat the examplesand for 6-10, they readthe definitions write definitions; and write pronouns Remind them examples of the relative usedwith places, people They haveten minutes.Theycan use a times,thingsand or askyou for help dictionary After ten minutes,form groupsof four, made up of TeamA (a pair that hasworked on ShpetA) and Team B (a pairthat has worked on S h e e tB ) B They now playthe game.TeamA shouldstart.Foreachitem (1-10), they say the sense,![e exampleanswersand the first word of the definitron TeamB haveto try and producedefinitions for eachone Set a time Iimitof five minutes.TeamA then add uo TeamB's score (Twopointsfor eachcorrectdefinition.) The teamsthen reverserores The team with the most pointsis the winner Materials One copyof SheetA or Sheet p e r s t u d e n tE ; nglish-English (optiona dictionaries l) Time 30 minutes Prepa ration Copyand cut up one worksheet per two students I ,L .@ sisht Things Examples:sculptures,paintings,dinosaurs @ sisht Places Examples:the zoo, the jungle, a circus ,h\ trv/ hearing { Places Examples:a record shop, a disco,a concert hall )1" T.; r€d\ smell Things Examples:the smell of your favouritefood, the smell of fresh bread, walking past a restaurant W touch Things Examples:a fork, a knife, a spoon hearing People Examples:a singer,a teacher,a radio presenter '& ,."rr Things Examples:dirty socks,bad food, cigarettes touch W Things Examples:a pencil, a telephonereceiver,sc/ssors taste @ taste Pannla Things Examples: soup,a salad,a prawncocktait Examples:a chef, a wine taster,a restaurantcritic @ @ sisht Placeswhere you go to watch somethingor someone Examples:a theatre, p n.u,.,nn Thingsthat you can hearon the radio Examples:an interview, ,6 ,."rr Peoplethatyou oftenseeon TV or in films Examples:an actor, fl n"",.,nn llmes when you listento music Examples: rn the car, l,' (fut smell Thingsthat peoplewear to smellnice Examples:aftershave Thingsthat smellnice Examples:a flower, 'W W touch Peoplewho work with theirhands Examples:a potter, sight touch Thingsthat you with your hand Examples:wrife, J* ':'-t* ./^ \w;Z taste d|, @ taste 0Placeswhere you can buy somethingto eat Examples:a supermarket, 10 Imes when peopleusuallyhavesomethingto eat Examples:breakfast, @ Pearson Education 2002 87 wordbuilding V o c a b u l a rLifestyle: y just perfect simplewilhyet,already, G r a m m a Present r recent changes L a n g u a gt oeg o Describing Fame Aim Procedure To give studentspracticeat using the presentperfectwith iusf, alreadyand yet in the context of how successand fame describing has changedtheir lives Ask studentsfor namesof famousand successfulpeople.Then put them into groupsof threeor four and ask them to write down the and disadvantages of beingfamousand successful advantages Allow threeto five minutes Write their ideasin two columnson the boardand ask them to of vote on which they think is the greatestadvantage/disadvantage beingfamous Tellstudentsthat they are goingto playthe roleof someonewho has recentlybecomefamous.Theyare goingto take part in a radio interview.The four rolesare a writer,a pop star,a footballerand a TV celebritv Tellstudentsthat at the top of their rolecardthey will have information aboutwhat they Firstthey shouldreadthe Then,usingthe information and choosea namefor themselves vocabularyat the bottom of the rolecard,they shouldwrite some notesabout: o what they'vejust done e what they'vealreadydone what they haven'tdone yet Theyshouldthinkof reasonsfor what they'vedone.Theycan also add theirown ideas Allow them threeto five minutesto Giveeachstudenta rolecard write notes Elicittypicalquestionsthat a famouspersonmightget askedin a radiointerview,including:Has famelsuccesschangedyour life? How has famelsuccesschangedyour life?The radiointerviewer shouldtry to ask follow-upquestionsafterthe famouspersonsays something.As an example,write the followingstatementon the board:l've just moved out of New York.Elicitpossiblefollow-up questions,for example Wherehave you moved to? Why? You can choosefrom two alternativeproceduresfor roleplaying the interviews Either:Put studentsinto groupsof four (A B, C and D) StudentA interviews Theytaketurnsto be the radiointerviewer: Student B interviews B, then Student C, etc Student Or: Put studentsinto pairs.Theytake turnsto intervieweachother Thenthey changepartnersand repeatthe process Theychangepartnersa secondtime and repeatthe processagain B At the end,ask studentsto tell you which of the four peoplethey and think hasthe best lifestyle,takinginto accountthe advantages of beingfamous disadvantages Materials One rolecard(A, B, C or D) per student Time 25-30 minutes Prepa ration Copyand cut up one worksheet nor fnr rr etr rdonfq You'rea best-selling writer.A year ago you were a teacherand a part-timewriter.Then recentlv one of your bookswas madeinto a film You'rea professional footballer.A year ago you were onlyan amateur.Now you'rethe youngest playerever to playfor your country.You're seventeenyearsold What'syour name? What'syour name? JUST JUST ALREADY ALREADY NOT YET NOT YET Youwon a competitionto be a memberof a pop group.Two monthsagoyou were workingin a restaurant.Now you're a pop star.You're eighteenyearsold Threemonthsago you were a shopassistant Then you took part in a TV documentarvthat was very popular.Now you're a TV celebrity What'syour name? Whal'syourname? JUST JU-ST ALREADY ALREADY NOTYET NOT YET I I I I I i I II I I I I t I II I I I I I I I I i @ Pearson Education 2002 89 go verbs: furn,switch, VocabularyPhrasal andpolite requests FunctionInformal to requests andresponding to go Making Language N o ta t a l l Aim Proced ure To give studentspracticeat to makingand responding informaland politerequests Ask studentsto write down examplesof situationsin which it is really importantto be politewhen askingfor something.The situationscould involvefriends,familyor strangers.Allow two to three minutesfor this Dividestudentsinto groupsof four and askthem to comparetheir ideas.lf they can rememberany realexamplesof how beingpolite helpedthem to get something,they shoulddescribethem After aboutfive minutes,ask a few studentsto reportback Tellstudents(intheirgroupsof four)that they are goingto playa gamewhich tests theirabilityto use informaland politerequest Eachgroupof four studentsis going forms in a varietyof situations to receivesixteenpicturecards.Eachpicturecardis one halfof a arethereforeeightsituationsin all.Eachpicturecard situation;there person or peoplewith some key languagein a speechbubble a shows Giveeach studentin the groupa differentset of cards.Students shouldn'tshow theircardsto eachother.StudentA choosesone of his/her cardsand describesthe situation(butnot what the personis saying)tothe rest of the group.The studentwho thinkshe/she has the otherhalfof the picturedescribeshis/hercard.Bothstudentsput theircardsdown to check.Then,if the cardsmatch,they act out the situationusingthe languagein the speechbubblesto helpthem lastaboutthirtysecondsif Theyshouldtry to makethe conversation possible- the picturesarejust a startingpoint.After the StudentB then choosesone of his/her cardsand conversation, describesthe situationto the rest of the group.The game proceeds as aboveuntilall the*cardshavebeen usedup Ask each groupto choosetheir best conversationand act it out for requestforms the whole class.Checkthat they use appropriate Materials Oneset of cardsperstudent (A,B, C or D) Time 25-30 minutes ration Prepa copy and cut up one worksheet per four students N o ta t a l l A n d t h e r ea r e insectsin the m a t t r e s sa n d I can'tfind my car keys f i n dt h e m ? waitingtill this afternoon?I promtse, m y f l i g h tl e a v e s ? Yousee, I have to D a r l i n g., I w a t c h the footballtonight? It'sthe final I I I I I I I I I I I I I I I I This is a nonsmokingflight, m a d a mW o u l d ? : _ l t l r @ Pearson Education 2002 describing loneliness VocabularyAdjectives andfear conditional GrammarSecond about Language to go Talking hypothetical situations Explorer Aim Proced ure To give studentspracticeat using the secondconditional for hypotheticalsituations Wrile Exploreron the board.Tellstudentsthat it is the name of a TV show Explainthat a group of peopleare sent to a remote place.They haveto differenttasks Everythree daysa memberof the group is voted off the show by the others.The winner is the last personleft Ask studentsto listthe advantages and disadvantages of beingon a TV show of this type Tellstudentsthey are goingto be given part of the applicationform for the TV show which will be filmedin the wilds of the USA,in placeslike Alaskaand the ArizonaDesert.To apply,they haveto completeten sentencesconnectedto survivingalonein different situations Handout the worksheet.Tellstudentsto readthe ten incomolete sentencesand to underlineany vocabulary they don't know.Allow two to three minutes Checkany words that studentsdon't know Then give them five to seven minutesto completethe sentences Now put studentsinto pairsto talk aboutsituations1-3 Theytake turns to ask each other what they would and why They have threeto five minutes B Theyfind new partnersand talk aboutsituations 4-6 Thenthey changepartnersagainand talk aboutsituations 7-10 Classfeedback.Elicitfrom studentssome of the best completed sentencesfor eachsituation Materials One worksheetper student Time 30 minutes Preparation Copythe worksheet Extension Readingand speaking: Tellstudentsthat it is now time to choosethe best candidates.Write the followingon the board: We're looking for people who: are not afraid of wild animals or insects o like adventure o are independent but can work in a team would be able to kill an animal for food if theV had to wouldn't panic in difficult situations can live without luxury items Form groupsof three or four students.Tellthem they will be given forms of anothergroup.Usingthe selectioncriteria the application on the board,studentsshouldlook at eachform and selectthe best candidate Collecteachgroup'sforms and givethem to anothergroup They havefive to seven minutesto selecttheir candidate Ask eachgroupto announcetheirwinner,givingtheirreasons Explorer @ Pearson Education 2002 ,,"t',,: 93 andcooklng VocabularyFood with-rnglinfinitives GrammarVerbconstructions about foodandcooking to go Talking Language Youarewhatyou eat Aim ure Proced To give studentspracticeat using with -rngforms verb constructions in the contextof and infinitives discussingcontroversial statementsaboutfood Put studentsinto pairsto list any food-relatedstoriesthey have read aboutin the newspapersor heardon the TV or radio,e.g.about genetically modifiedfood, mad cow disease.Givethem threeto five minutes Ask a few studentsto reportbackto the rest of the class.Write the topicson the board differentfood-related groups of threeor four.Tellthem they will be given Put studentsinto topic ten cards.Eachcardhasa statementabouta food-related Theywill use thesestatementsas a basisfor shortdiscussions for askingfor and givingopinions.Write it on the Elicitsome language board.For example: What you thinkabout ? I thinkI don't think that ln my opinion, I agreeI disagree Giveeachgroupa set of the ten cards.Tellthem to readall the they not know statementsand underlineany vocabulary modified NB GM standsfor genetically Checkthe meaningof any new words with the class Eachgroupchoosesfour or five statementsto discuss.Studentstake aboutit Thev turnsto introducea statementand to leada discussion minutes lf any groups for each statement about three shoulddiscuss finishmuch earlierthan the rest.ask them to discusssome of the othertooics B At the end,ask eachgroupwhich statementsthey discussedand with them whetherthey agreefo/disagreed Materials One set of cardsper group of threeor four students Time 25-30 minutes Prepa ration Copyand cut up one worksheet per group Extension Writing:Askstudentsto choosetwo statementsfrom the cards,one that they agreewith and one that they disagreewith Theyshouldwrite theiropinionson eachstatementand givetheir reasons Youarewhatyoueat 'Schools d o n ' ts p e n d e n o u g ht i m et e a c h i n g c h i l d r etno c o o k ' 'Nowadays peoplespend too muchtimeworking andwatchingTV and n o t e n o u g ht i m e eatingtogether.' 'We havemanaged to producea generation of overweight children because theyeatjunk foodanddo no exercise.' 'l've decidedto buyonly organicmeat.There's no otherway to be sure that it'sfree of d a n g e r o udsi s e a s e s ' 'lt's expensive to eat healthily Poorpeople can'taffordto buy healthyfood.' i O Pearson Education 2002 'A vegetarian dietis for rabbits We arehumans, so it'sstupidto giveup e a t i n gm e a t ' 'We spendyearstesting drugsbeforegivingthemto patients So why didn'twe test GM foodsbeforegiving themto peopleto eatT' 'lf you avoideating everything that'sbad for you,you'llstarve to death.' 'Don't w a s t et i m eg o i n g 'on a diet.You'llput on weightagainas soon as you stop.' lf the world'spopulation keepson growingat the samerate,we soonwon't be ableto produceenough foodfor everyone to eat.' 95 ... Students 'Book 4-5 Introduction 6-7 A few ideasfor classroomprocedures 8-9 The Languageto go authors i 10 Languageto go and EFLexams 11 Phonemicsymbols 12 Teachingnotes Photocopiable activities 13 -53... Photocopiable activities 13 -53 " 55 -13 5 Photocopiable tests 13 6 -14 3 Testsanswer key 14 4 -14 5 Photocopiable writingbank 14 6 -15 2 Contents mapof Students' Book to go: bularyand and liste : Present... step-by-step answerkeys),photocopiable activities, photocopiable testsanda writingbank The Languagefo go website (www .language- togo.com) Language to go - a closerlook Students' Book Content Eachteachinglessonis