G present simple
IB
V de s c rib in g p e o ple : a p p e a ra n c e and p e rs o n a lity
P f i n a l -s / -e s
Charlo tte’s choice
Lesson plan
I-i9)))
In rhis lesson the present simple (all forms) isrevised in
detail through aBritish magazine article W/ io k n o w s yo u
b e tte r? A family member and afriend both try to choose
a suitable partner for Charlotte, a singlewoman, The
lesson begins with vocabulary. Basic language for physical
description is revised and in the Vocabulary Bank new
languageis presented, and adjectives of personality are
introduced. Sts then read thearticle about Charlotte,
and focus on the grammar of thepresent simple. They
then listen to Charlotte describing her two dates. This is
followed by apronunciation focus on the 3rd person -s
ending, and the lesson endswith Sts describing amember
of their family in detail, and writing a short description.
STUDY u n is
• W o rk b o o k I B
• i Tu to r
• w w w .o u p .c o m / e lt/ e n g li s h f i le
G ra m m a r P re s e n t s imple p .163
C o m m u n i c a ti ve A s k me a q u e s tio n p .2 10 (in s tru c tio n s p .1 9 8 )
V o c a b u la ry De s c ribin g pe o ple p .2 4 8 (in s tru c tio n s o n p .2 4 5 )
S o n g U g ly p .2 6 8 (in s tru c tio n s p .2 6 3 )
w w w .o u p .c o m / e lt/ te a c h e r/ e n g li s h f il e
Optional lead-in (books closed)
Write on the board:
m o th e r
O T H ER R EL A T IV ES
gra n d m o th e r
H U SB A N D j W I F E ’S FA M I LV
m o t h e r -i n -l a w
• Put Sts in pairs. Givethem a minute to add morewords
to each category. Get feedback and write the words on
the board.
• Remind Sts of the pronunciation of difficult words like
d a u gh te r.
a
d e s c rib in g pe o ple
19))) Books open. Focus on the instructions and the
three pictures. Tell Sts they aregoing to listen to Luke,
who is describing his girlfriend. Play the audio for Sts
to listen and choose the best picture.
Check answers, eliciting the words and phrases which
helped Sts to identify the girl, e.g. s h o r t d a r k h a i r. Elicit /
teach the meaning of c u r ly.
P icture 1
Get Sts to comparewith apartner, and then check
answers.
Th e tw o q u e s tio n s are: W h a t do e s s h e loo k (ike? W h a t's s he
like?
Luk e a n s w e rs ‘S h e ’s re a lly nice.'
c Tell Sts to go to V ocabulary Bank D escribing people
on p.150. Focus on 1 A ppearance and get Sts to do a
individually or in pairs.
1 10))) Now do b. Play the audio for Sts to check
answers. Make sure Sts understand the individual
words in the descriptions, and give further practice
of any words your Sts find difficult to pronounce,
e.g. beard, height, etc.
ftylOfl)
D I R E C T FA M I L Y
1 VOCABULAR Y
b Play the audio again. This time Sts must listen for the
two questions asked by the friend and Luke’sresponse
to thesecond question.
Now go through the W hat does she look like? W hat is
she likeFbox with the class.
Extra photocopiable a ctivitie s
•
•
•
•
•
F = f riend, L = Luke
F Tell me a bo ut Molly. W hat does she look like?
L She's quite tall and she has s ho rt dark hair. It’s ve ry curly.
And she has brown eyes and a beautif ul smile.
F And w h a t’s she like?
L She's really nice - ve ry friendly and extro ve rt. She's got
lo ts o f f riends . I’m s ure you're going to like her.
Appe a ra nce
2 She has curly red hair,
3 She has long s traight hair.
1 She has big blue eyes.
6 She has dark w a vy hair.
5 He has a beard and a mous tache.
4 He’s bald.
7 He's ve ry tall and thin.
9 He ’s quite s ho rt and a bit o verweight.
8 He ’s medium height and quite slim.
.
Now go through the information box with the class
about thin or slim?fat or overw eight? and U sing two
adjectives together.
You might also want to elicit from Sts different typical
colours for hair, i.e.fai r / blond(e), red, grey, light / dark
brown, black, white.
Focus on 2 Personality and get Sts to do a individually
or in pairs.
Check the answers to a before moving on to b.
2
3
ta lk a tive
ge n e ro u s
A
5
k ind
la zy
6 funny
7
c le ve r
8 shy
Now Sts do b by putting the adjectives from the list
into the Opposite column in a.
IB
1 11))) Now doc. Play theaudio for Sts to check
answers. Play again pausing for Sts to repeat the
words. Give further practice of anywords your Sts find
difficult to pronounce.
€ /
l u
d Put Sts in pairs. Get them to cover the text and answer
the four questions.
Check answers, eliciting as much information as
possible.
1 S h e likes go in g to t h e cine ma and rea ding,
))
P ers onality
1 f riendly, unf riendly
2 talk ative, quiet
3 generous , mean
4 kind, unkind
5
6
7
B
2
3
lazy, hard-wo rk ing
f unny, serious
clever, stupid
shy, e xtro ve rt
You might want to teach Sts silly asasofter version of
stupid.
4
Focus on then ice,fu n n y orfu n ? box and go through it
with the class.
Finally, for d, put Sts in pairs and get them to ask and
answer questions about amember of their family and a
good friend. Get some feedback from the class.
Tell Sts to go back to the main lesson I B.
E xtra support
• If you think Sts need morepractice, you may want to
givethem theVocabulary photocopiable activity at
this point.
2 READING
a Do thisas an open-class questionand elicit Sts’ opinions.
Tell themwhat you think too.
Extra idea
* Get Sts to close their books and write the four
questions on the board.
3 GRAMMAR
Check answers. Remind Sts of the Jsin 3A liceis
C harlotte’s mother.
1 Single pe o ple a s k th e ir m o th e r and b e s t f rie n d to f ind
t h e m a p a rtn e r.
2 C h a rlo tte is a s ingle, 2 5 -ye a r-o ld w e b de s igne r, w h o is
lo o k ing f o r a pa rtn e r.
3 A lice is C h a rlo tte 's m o th e r and K a tie is C h a rlo tte 's b e s t
f rie nd.
4 A lice a nd K a tie h a ve to c h o o s e a ma n f o r C h a rlo tte .
Th e n C h a rlo tte go e s on a d a te w ith e a c h man.
c Focus on the rest of the article (what Charlotte says).
Remind Srs of the importanceof guessing words from
context when they are reading.
Tell Sts to read what she says, and as they read try
to guess the meaning of the highlighted words and
phrases- Set a time limit.
Then get Sts to compare their guesseswith apartner.
Check answers, by miming or translating into Sts’LI
if you prefer. Alternatively, Sts could check in their
dictionaries.
Deal with any other new vocabulary.
p re s e n t s imple
a Focus on the instructions. Give Sts afew minutes to
complete the gaps.
Check answers.
1 d o e s n ’t
2 go e s
3
4
does
do
5
d o n ’t
b Put Sts in pairs and tell them to answer the three
questions.
Check answers.
b Focus on the magazine article and the photo. Ask Sts
W hat does C harlotte look like?, etc. to revisephysical
descriptions.
Give Sts aminute to read the introduction and first
paragraph and answer questions 1-4 in pairs.
S h e ’s f rie ndly, s o ciable, and has a go o d s e n s e o f humo ur.
S h e (ikes in te re s tin g me n w h o c a n ma k e h e r la ugh. She
likes me n w h o a re ta lle r th a n h e r a n d h a ve a nice smile.
She likes me n w h o are into lite ra tu re , a rt, a nd cla s s ical
mus ic.
S h e d o e s n ’t like m e n w i th be a rds .
S h e d o e s n 't k n o w w h o is go in g to c h o o s e b e tte r. K atie
m igh t c h o o s e a man w h o is ph ys ic a lly righ t f o r her, b u t
C h a rlo tte 's m o th e r has k n o w n h e r f o r longer.
1
Y o u a dd th e le tte r s.
2 w a tc h e s / s tu d ie s / go e s / has
3 a Do, d o n 't
c
b Do e s , do e s n ’t
1 12 )))
1 3 ))) Tell Sts to goto Grammar Bank I B on
p. 126. Focus on theexamplesentencesand play theaudio
for Sts tolisten and repeat. Encouragethemto copy the
rhythm. Then go through theruleswith the class.
A dditional grammar notes
Present simple
• Remind Sts:
- of the difference in pronunciation between
do / du:/,don’t / dsunt/ , and does /d;vz/.
- of the pronunciation ofgoes/ youz/ and has / haez/ .
- that the contracted forms don ’t and doesn’t are
always used in conversation.
A dverbs and expressions of frequency
• You may want to point out that usually j normally
and sometimes can also beused at the beginning of
apresent simple sentence, e.g. Sometimes I get up
late on Saturday.
• Other common every expressions of frequency are
every week, every month, every year.
• In expressions like once a month, twice a day, etc.
remind Sts that once and twice are irregular (N OT
one time, twotintes). ‘times' is used with all other
numbers, .e.g. ten times, thirty times (a year).
G p re s e n t co n tin uo u s
V c lo th e s : b o o ts , s k irt, e tc., pre p o s itio n s o f pla ce : under, n e x t to, e tc.
P
I Q
hi and IsiJ
Mr and Mrs Clark and P ercy
Lesson plan
In this lesson Sts learn vocabulary for clothes and revise
prepositions of placeand the present continuous in the
context of afamous painting by David Hockney, which
has an interesting story behind it. The lesson begins
with clothes vocabulary, and apronunciation focus on
two common vowel sounds/a/ and /31/.Focussing on the
painting then leads them to the Grammar Bank, where
they look at using the present continuous for things that
arehappening now, around now, and for describing
what is happening in apicture. The present continuous
is also contrasted with the present simple for habitual or
permanent actions. Sts then have alistening activity where
they hear about the story behind thepainting. They then
revise prepositions of place, and all the languageof the
lesson is pulled together in a final speaking activity, where
Sts describe paintings to each other.
s t u d y n iaa
a W o rk b o o k 1C
• i Tu t o r
• iC h e c k e r
• w w w .o u p .c o m / e lt/ e n g li s h f i le
* Write theword c l o t h e s on the board (or play H angman
with it). Then ask Sts how to pronounce it (/ k l a u Q z / ) and
if it is singular or plural (plural). Explain that there is no
singular form, and that if they want to talk about an item
of clothing, they should refer to it by name, e.g. a sweater.
Now draw aline before C l o t h e s on the board, e.g.
_________ c l o t h e s , and ask Sts what verbs they can use
with clothes. They should be able to producewear, buy,
try on, and possibly put on and take off.
1 VOCABULAR Y clothes
a Books open. Focus on the pictures of the models and
ask Sts to match theitems of clothing and thewords.
Check answers.
s k irt
tro u s e rs
J e w e lle ry
30 bracelet
29 earrings
32 necklace
31 ring
5
E xtra challenge
• You could also teach a p a i r
with plural clothes w'ords.
of
which is often used
Focus on c. Give Sts aminute to cover the words and
test th em sel v es o r each o th er.
Optional lead-in (books closed)
3
4
F o o twe a r
I B boots
19 f lip-f lo ps
16 sandals
17 shoes
15 trainers
A cces s o ries
21 belt
25 cap
27 hat
26 leggings
23 glo ves
24 s ca rf
28 socks
22 tie
20 tights
s hoes.
G ra m m a r P re s e n t s imple o r p re s e n t c o n tin uo us ? p .1 6 4
C o m m u n i c a tive A t an a rt ga lle ry p.211 (in s tru c tio n s p .198)
V o c a b u l a ry Th in g s to w e a r p .2 4 9 (in s tru c tio n s p.2 4 5 )
w w w .o u p .c o m / e lt/ te a c h e r/ e n g li s h f il e
1 to p
2 s h irt
1 19 )))
Th ings yo u wear
Clo thes
12 cardigan
3 coat
2 dress
9 jacket
5 jeans
B shirt
1 s horts
6 skirt
7 suit
14 sweater
4 top
10 tra ck s uit
11 tro us ers
13 T-s h irt
Highlight that plural clothes cannot beused with a , e.g.
N OT atrousers. I f Sts want to use an indefinite article,
they should use s o m e , e.g. I b o u g h t s o me tro us e rs / s o me
E xtra photocopiable a ctivitie s
•
•
•
•
1 1 9 ))) Now do b . Play the audio for Sts to check
answers. Play it again, pausing after each word for Sts
to repeat. Give further practice of words your Sts find
difficult to pronounce.
b o o ts
6 s ho e s
b Tell Sts to go to V ocabulary Bank T hin gsy ou w ear
onp.ISi. Focus on the four sections (clothes, footwear,
accessories, and jewellery) and make sureSts know
what they mean and how to pronounce them.
Now get Sts to do a individually or in pairs.
Finally, go through the w ear, car r y , or dress? box with
the class.
Tell Sts to go back to the main lesson 1C.
E xtra support
* I f you think Sts need more practice, you may want to
givethem the Vocabulary photocopiable activity at
this point.
2 P R ONUNCIATION h i and 3;/
Pronunciation notes
• /a/ is the most common sound in English. It is a
short sound, and always occurs in an unstressed
syllable, e.g. doctor / 'dokta/ , address/ a'dres/ .
• You may want to point out to Sts that unstressed
-e r or -o r at the end of aword are always
pronounced h i , e.g. te a c he r, be tte r, etc. and that -t i o n
is always pronounced /Jan/.
• /31/ is a si m i l ar so u n d , b u t it i s al o n g so u n d an d is
al w ay s a stressed sy l l ab l e, e.g. n u rse /n 3i s/, w o rk er
/'W 3:k a/.
G p a s t s imple : re gu la r a nd irre gu la r ve rb s
V ho lidays
P re gu la r ve rb s : -e d e n d in gs
, wro ng person
Lesson plan
The past simple (regular and irregular verbs) is revised in
detail in this lesson through thecontext of holidays, and
an article about holidayswhere things gowrong because
of not being with the right people. Sts begin by learning
new holiday vocabulary, which is recycled through a short
questionnaire. They then do asplit reading, and tell each
other about the holiday in their article. This is followed by
alistening which gives theother side ofthe two stories.
Sts then thoroughly revisethe past simple of both regidar
and irregular verbs. Thereis a pronunciation focus
which revises -ed endings in regular verbs, and finally Sts
interview each other about their last holiday,
s tu d yEES
o W o rk b o o k 2 A
• i Tu to r
• w w w .o u p .c o m / e lt/ e n g li s h f i le
E x tra photocopiable a ctivitie s
•
•
•
•
G ra m m a r P a s t s imple : re gu la r a nd irre gula r p .1 6 5
C o m m u n i c a tive Bingo p .2 1 2 (in s tru c tio n s p.199)
V o c a b u la ry Ho lida ys p .2 5 0 (in s tru c tio n s p .2 4 5 }
w w w .o u p .c o m / e lt/ te a c h e r/ e n g li s h f il e
O ptional lead-in (books closed)
• Write m y l a s t h o l i d a y on the board and tell Sts
they have two minutes to find out from you as much as
possible about your last holiday. Elicit questions in the
past simple, e.g. W here didyou go?, etc.
1 VOCABULAR Y
ho lid a ys
a Books open. Focus on the instructions and the
examples. Highlight that the verbs are in the -iug form
because they are things you like doing.
Give Sts aminute to writefive things, then get them to
compare their list with apartner.
Elicit some of theverb phrases Sts have used and write
them on the board, e.g. swimming,going to restaurants,
seeing new places, etc.
Extra idea
• Tell Sts to decide which activity on the board is their
favourite and take avote with ashow of hands.
b Tell Sts to go to V ocabulary Bank H ol i day s on p.152.
Focus on 1 Phrases w ith go and get Sts to do a
individually or in pairs. Some of these phrases should
already be familiar to them.
1.31))) Now dob. Playtheaudiofor Sts to check answers.
Play it again, pausing after each phrase for Sts to
repeat. Givefurther practice of words and phrases your
Sts find difficult to pronounce.
28
Highlight the differencebetween go out (at night) =
leaveyour house, e.g. go to arestaurant, aclub, etc. and
go away (for the weekend) =leaveyour town, e.g. go to
the country, to another town, etc.
1 31 )))
P hrases w ith go
10 go abroad
■
1 go away f o r the weekend
6 go by bus / go by car / go by plane / go by train
2 go camping
4 go for a walk
3 go on holiday
8 go o ut a t night
5 go s ights eeing
7 go skiing / go walk ing / go cycling
9 go swimming / go sailing / go s urfing
Focus on c and get Sts to cover the phrases and look at
the pictures. They can test themselves or their partner.
Focus on 2 O ther holiday activities and get Sts to do
aindividually or in pairs.
1 32)}) Now do b. Play the audio for Sts to check
answers. Give further practice of any phrases your Sts
find difficult to pronounce.
1 32)))
Othe r holiday a ctivitie s
s ta y in a hotel / s ta y at a camps ite / s ta y with f riends
tak e photos
bu y souvenirs
s unba the on the beach
have a good time
spend mo ney / spend time
re n t an apa rtme nt
hire a bicycle / hire skis
book f lights / book hotels online
Focus on the r en t or hire? box and go through it with
the class.
Now focus on c. Get Sts to test themselves by covering
the verbs and remembering the phrases.
Focus on 3 A djectives. Elicit the meaning of the
W hat was the.. .like? questions. Then giveSts aminute
to match the questions and answers.
1,33))) Now do b. Play the audio for Sts to check
answers. Givefurther practice of any words or phrases
your Sts find difficult to pronounce.
1 :33 )))
Adje ctive s
1 W hat was the weather like?
It was warm. It was sunny.
It was ve ry windy. It was f oggy. It w a s cloudy.
2 W hat was the hotel like?
it was comf ortable. It was luxurious.
It was basic. It was dirty. It was unco mf ortable.
3 What was the to w n like?
It was beautif ul. It w a s lovely.
It was noisy. It was crowded
4 What were the people like?
Th e y were friendly. Th e y were helpf ul.
Th e y were unfriendly. Th e y were unhelpful,
5
W ha t was the f ood like?
It was delicious.
It was nothing s pe cia l It was disgusting.
3 LISTENING
a
Finally, go through the General positive and
negative adjectives box with the class.
E xtra support
• If you think Sts need more practice, you may want to
givethem the Vocabulary photocopiable activity at
this point.
Tell Sts that they will hear Miafirst and they should
justlisten to find out if she agrees with Joe about the
holiday. Play the audio once the wholeway through and
check the answer.
c In pairs, Sts interview each other using the holiday
questionnaire. Remindthem to always ask for extra
information.
Extra support
* Read through the scripts and decideifyou need to
pre-teach any new lexis before Sts listen.
Get some feedback from various pairs.
E xtra support
• You could get Sts to interview you hist. Make sure
they ask you W hv? and then give asmuch information
asyou can.
Y es , Mia a gre e s w ith J o e a b o u t th e holiday.
% 34d)
(s cript in S tu de n t’s Book on p .l l S )
Mia
It was a really terrible holiday. It was my f ault, I mean I wa nted
to go to Thailand, but I k new bef ore I w e n t th a t I didn’t really
wa nt to have a s erio us relationship with J oe. And th e holiday
ju s t s howed ho w dif f erent w e are. He irritated me all th e time.
He w a nte d to s ta y in s o me realty cheap hos tels , becaus e he
th o u gh t th e hotels were too expensive. I didn't w a n t f ive -s ta r
luxury, but when I go on holiday I w a n t to be comf o rtable. The
places where J oe wa nted to s ta y were ve ry basic and had
very small rooms. There's nothing wo rs e than being in a very
s mall room with someone when yo u're no t ge ttin g on very
well. An o the r th in g I didn’t like wa s th a t J oe g o t ve ry jealous .
When you're travelling, pa rt o f th e f un is talk ing to o ther
travellers , but he hated it if I talk ed to o ther people, especially
o the r men.
And then he kept tak ing photos! Hundreds of them. Every
time we s aw a mo nume nt he said, ‘Go and s tand o ve r there,
so I can tak e a photo.' I hate being in photos . I ju s t wa nted
to enjoy th e s ights . Th e holiday w a s all a big mis take. Never
go on holiday w ith a bo yf riend if you're not sure a bo ut th e
relationship. It's s ure to be a disaster!
2 READING & SPEAKING
a Focus on the title of the lesson and the photos, and ask
Sts what they think the title means (that somebody
went to a nice place, but didn’t enjoy it because of the
person they were with). You could point out to Sts that
the stories are based on real people, although their
nameshavebeen changed.
Put Sts in pairs, A and B. Focus on the text. Tell all the
As to read about Joeand theBs about Laura. Remind
them to try to guess new words from context as they
read. They should allhnd the answers to questions 1-5
and either underline them in the text or make notes. Set
atime limit for Sts to read their part.
b Now focus on the questions, Play the audio again and
get Sts to answer the questions.
Get Sts to compare with apartner, and then check
answers.
c Now get Sts to read the text they didn’t read earlier.
In pairs, they should try to guess themeaning of the
highlighted words and phrases.
1 S he d id n 't w a n t to h a ve a s e rio us re la tio ns h ip w i th J o e .
2 S h e d idn 't like th e m . S he p re f e rs m o re c o m f o rta b le
h o te ls ,
3 Mia liked ta lk in g to o th e r tra ve lle rs , b u t J o e w a s ve ry
je a lo us .
4 J o e to o k h u n d re d s o f ph o to s , S h e didn't like th is as s he
h a te s b e in g in pho to s .
5 Only go on h o lida y w i th a bo yf rie n d if yo u a re s ure a b o u t
th e re la tio ns hip.
Check answers, either explaining in English,
translating into Sts’L I, or getting Sts to check in their
dictionaries.
Deal with any other new vocabulary. Model and drill
the pronunciation of any tricky words.
Do the question as an open-class activity.
d In pairs or small groups, get Sts to discuss the question.
Tell the class if you have ever had aholiday you didn’t
enjoy.
Finally, get some feedback and find out if any Sts have
ever been on holiday 'in the right place, but with the
wrong person’.
1/ 34))) Now teU Sts they are going to listen to Mia and
Li.udatalking about the same holidays. Ask W ho is M ia?
to elicit J oe’s ex-girlfriend,and W Jw is L inda? to elicit
L au r a’sfr ien d.
! I f you are not doing this listening in the sameclass as
the reading, get Sts to read the text again quickly and
elicit what theproblems were.
Tell Sts to go back to the main lesson 2A .
b Tell Sts to stop reading and if passible, sit face-to-face
with their partner. They then tell each other about the
text they read, using the answers to questions I -5 to
help them remember the important details.
2A
c
1,#35))) N owrepeatthe processfor Lindabyplaying
the audio.
Elicit her opinion of the holiday.
Linda d o e s n ’t a g re e t h a t th e h o lida y w a s a dis as ter. S he
lo ve d it.
2B
Focus on the exercises for 2B on p-129. Sts do the
exercises individually or in pairs.
c Tell Sts to go to V ocabulary Bank Prepositions on
p.153 and do part 1 at I in I on.
Focus on a and get Sts to complete theleft-hand column
of the chart.
Check answers, getting Sts to read thefull sentences.
a
1 w a s w o rk in g
2 w a s living
3
4
b
5
7
1 >4 2 ))) Now do b. Play the audio for Sts to check
answers.
called, w a s ta lk in g
6 w e re s tu d yin g, m e t
7 W e re ... living, had
! Years from 2000 to 2010 areusually two thousand
and on e,etc. From 2011onwards wenormally say
twenty eleven, twenty twelve, etc,
w a s n ’t lis te ning
8 w e re n 't w a tc h i n g
w e re n ’t w a itin g
W as ...w e a ri n g
1 brok e, w a s pla ying
2 W e r e ... driving, s to p p e d
3
4
w a s shining
6 w e r e ... do ing
5
w a s s n o w in g, le f t
d id n 't s ee, w a s w o rk ing
1,42)))
Tell Sts to go back to the main lesson 2B.
at / in/ on
1 in
in France, in P aris
in th e kitchen
in a shop, in a mus eum
in a park, in a garden, in a car
Extra support
• I f you think Sts need morepractice, you maywant
to give them the Grammar photocopiable activity at
this point.
in February, in J une
in winter
in 2011
in the morning, in the af ternoon, in th e evening
c SI/ 4D)) Focus on the instructions and theexample.
Make sureSts understand they are only going to hear
sound effects and that they must write a sentenceusing
the past continuous and the past simple. Put Sts in
pairs. Play the audio, pausing after each sound effect to
giveSts time to discuss what they think was happening
and to writeasentence.
2 on
on a bike, on a bus, on a train, on a plane, on a ship
on th e floor, on a table, on a shelf , on th e balcony, on th e roof,
on the wall
on the f irs t of March
on Tues day, on New Year's Day, on Valentine's Day
Check answers and write the sentences on theboard.
3 at
a t school, a t home, at work , a t univers ity
a t t h e airport, a t t h e s tatio n, at a bus s top
at a party, a t the door
P o s s ible a n s w e rs
1 Th e y w e re pla yin g te n n is w h e n it s ta rte d to rain.
2 S h e w a s d rivin g w h e n s o m e b o d y c a lle d her.
3 Th e y w e re h a vin g a p a rty w h e n th e po lice ca me .
4 H e w a s h a vin g a s h o w e r w h e n s o m e b o d y k n o c k e d on
t h e door.
5 Th e y w e re s le e pin g w h e n th e ba b y s ta rte d cryin g.
6 S h e w a s w a lk in g h e r d o g w h e n s he m e t a f rie nd.
at 6 o'clock, a t ha lf pas t tw o , at 7.45
at Chris tmas , a t Eas ter
a t night
a t t h e weekend
! With shops and buildings, e.g. the supermarket,
the cinema, you can use at or in whenyou answer the
question W here were you? With air por t and station we
normally useat.
Sound e f f e cts to illus trate th e f ollowing:
1 Th e y were playing tennis when it s ta rte d to rain.
2 She was driving when s o mebo dy called her.
3 Th e y were having a party when the police came.
4 He w a s having a s ho we r when s o mebo dy knocked a tth e
door.
5 Th e y were sle eping when th e baby s ta rte d crying.
6 She was walk ing her dog when she me t a f riend.
3
Focus on c. Put Sts in pairs, A and B. A (book open)
tests B (book closed) for two minutes. Then they swap
roles. Allow at least fiveminutes for Sts to test each
other. Then get Sts to closetheir books and test them
rouud the class, saying aword, e.g. home, for Sts to say
the preposition at.
Tell Sts to go back to the main lesson 2B.
V O C A B U L A R Y at, in, on
E xtra support
a Focus on theinstructions and give Sts time to answer
the questions.
b Get Sts to compare their answers to a with apartner,
and then check in the text.
Finally, check together.
1 on
2
at
3
in
4
in
Now focus on the questions in b and giveSts time to
answer them.
Check answers. Point out that we don't usean article
w ith at home, at work, at school.
,
1 in
2
at
3
3
at
• If you think Sts need morepractice, you may want to
givethem theVocabulary photocopiable activity at
this point.
d
Put Sts in pairs, A and B, and tell them to go to
C ommunication at, in, on, A onp.100, B on p.106.
Go through the instructions with them carefully.
Sit A and B face-to-face. A asks his j her questions to
B, who replies using apreposition and then asks W hat
aboutyou ?
B then asks A his j her questions.
When they have finished, get some feedback from the
class.
Tetl Sts to go back to the main lesson 2B.
33
3B
d Focus on the instructions and theexample. Tell Sts
they need to find another student who is free the same
evening as them and do an activity together. When
they agree, they both write it in their diaries. They then
continue talking to other Sts to try to fill all their free
evenings.
Demonstrate the activity by asking individual Sts A r e
you fr ee on W ednesday night? Elicit either Sorry, I ’m . .. or
Y es, I am. If they are free, invite them to do something.
E xtra support
* I f you think Sts need more practice, you may want to
givethem the Vocabulary photocopiable activity at
this point.
c Get Sts to complete thequestions with apreposition,
and check answers.
1 for
When rhey have fi nished, get some feedback from the
class.
4 VOCABULAR Y
ve rb s
+ p re p o s itio n s
5
2
in
3 to
b Tell Sts to go to V ocabulary Bank P repositions on
p. 153 and do part 2 V erbs +prepositions.
Then focus on the expressions in rhe list and giveSts a
few minutes in pairs to complete the gaps.
Check answers. Make sureSts understand the meaning
of the expressions.
1 De a r Go ra n
2 L o o k in g f o rw a rd to h e a ring f ro m yo u
3 B e s t w is he s
4 PS
b Now get Sts to read theemail again and answer
questions 1-7.
Get Sts to compare with apartner, and then check
answers.
1
2
3
4
5
In th e s umme r.
B y plane.
Th e B a rne s f amily.
No.
a
6 b
7 S o he c a n re c o gn ize th e m a t th e a irpo rt.
1:68))) Now do b. Play the audio for Sts to check
answers.
'1.-68)))
Focus on c and get Sts to cover the Prepositions
column and test themselves or each other.
Finally, go through the ar r i v e in or ar r i v e at? box with
the class.
Tell Sts to go back to the main lesson 3B.
46
W R I TI N G an informal email
a Focus on the instructions. Get Sts to read the email
and help them with any vocabulary, e.g. your own room,
to share a room, attaching, etc.
Focus on a and get Sts to complete the Prepositions
column, individually or in pairs.
Ve rbs + prepos itio ns
1 I arrived in P aris on Friday n i g h t
2 I was ve ry tired when I arrived a t the hotel.
3 I hate waiting f o r people who are tate.
4 A What are you go in gto do a t th e week end?
B I do n’t know. It depends on the weather.
5 I'm sorry, b u t I really do n’t agree w ith you.
S I asked f o r a chicken s andwich, but this is tuna!
7 Let's invite Debbie and Tim to th e party.
8 Who’s go in gto pay f o r th e meal?
9 I need to speak to M artin abo ut th e meeting.
10 I don’t s pend much mo ne y on food.
I I Are you going to write to him soon?
12 Don't w o rry a bo ut th e exam. It isn't ve ry hard.
13 She fell in love w ith a man she m e t on the internet.
14 You're no t listening! What are you thinking abo ut?
15 A W hat do you think o f Shakira?
B I really like her. I think she's great.
5 in, w ith
Tell Sts to go to W riting A n informal email on p. 113.
In pairs, get Sts to complete the sentences and then
check answers.
on
4 on, on
Finally, get some feedback from the class.
a Focus on the three extracts from Lily and Ben’s
conversations and elicit that in each sentence there is
apreposition missing. Highlight the fact that certain
verbs are often followed by a particular preposition,
e.g. It depends on the weather.
I
3 to , a b o u t
Now put Sts in pairs and get them to ask and answer
thequestions.
Tell Sts to stand up and talk to other Sts.
E xtra support
* Write on theboard ways of making suggestions /
inviting to remind Sts, e.g. W ouldyou like to...? ,
L et’s..., W hy don ’t w e...?
2 for
c
Now focus on the instructions and tell Sts they are
going to write an email to Mrs Barnes. Go through
thelayout of the email with theclass, pointing out the
three different paragraphs.
Set thewriting in class or for homework.
d
Makesure Sts check their emai Isfor mistakes before
handing them in.
Ml
4A
G p resen t p erf ect + y et, just ,
V housew ork , m ate or do?
P /j/ and M 3/
already
P arents and teenagers
Lesson plan
This lesson presents the present perfect to talk about the
recent past, and Sts also learn to use itvf\ thyet,just, and
already. Sts who completed E nglish F ile E lementary will
have already seen the present perfect (though notyet,just,
and already), but for other Sts this will be completely new.
Thecontext is problemsbetween teenagers and parents,
from both points of view. Sts begin with an article to
read, wherethey have to decidewhether the problems
referred to are teenagers talking about their parents, or
vice versa. There is then avocabulary focus on common
verb phrases for housework, and collocarions with make
and do. The grammar is then presented through four short
dialogues. This is followed by apronunciation focus on two
consonant sounds /j/ and / dj/,and the lesson ends with a
listeningabout teenagers who look after their parents.
sTUDYrn ra
• W o rk b o o k 4A
• i Tu to r
• w w w .o u p .c o m / e lt/ e n g li s h f i le
E xtra photocopiable a ctivities
•
•
•
»
G ra m m a r P re s e n t p e rf e c t + ye t, ju s t, a lre a d y p .171
C o m m u n i c a tive Find th e re s po n s e p.218 (in s tru c tio n s p.200)
V o c a b u la ry Ho us ewo rk , mak e and do p.253 (ins tructio ns p.246)
w w w .o u p .c o m / e lt/ te a c h e r/ e n g li s h f il e
O ptional lead-in (book s closed)
• Write M Y FA M ILY’S A N N OYIN G H A BITS on the
board and establish the meaning of annoying habits.
Give examples to help, e.g. M v sister spends hours in the
bathroom in the morning. M yfather changes T V channels
all the time.
* Elicit some annoying habits that your Sts’ families have
and write them on the board.
1
R EA DIN G
a Books open. Focus on the definition of teenager. Elicit
its pronunciation, and then model and drill. Elicit a
similar word in Sts’ LI if there is one. Find out how
many teenagers therearein your class and if you have
adults, how many of them haveteenagechildren.
b Focus on the title of the article and, if you didn't do
the O ptional lead-in, elicit / explain the meaning
of annoying habits (=things people do regularly that
others don’t 1ike). Then focus on the task and make
sure Sts are clear that they have to write P if they think
the sentence isaparent complaining about ateenager,
andT if it isateenager complaining about his / her
parents. Set atime limit for themto read the articleand
do the task.
54
c Get Sts to compare their guesses with a partner, and
see if they agreewith each other.
Check answers. Although this is who was speaking in
the original article, Sts (especially teenagers) may argue
that some of them could refer to either, e.g. 1 and 3.
I T
2 P
3
4
T
P
5
6
P
T
7
8
T
P
d Now focus on thehighlighted verbs and verb phrases
and get Sts in pairs to try to guess their meaning from
the context.
Check answers, either explaining in English, translating
into Sts’ L I , or getting Sts to check in their dictionaries.
Deal with any other new vocabulary.
e Do thi sas an open-class activity and elicit opinions
and ideas about what annoys your Sts, and tell the class
whatyou think.
2 VOCABULAR Y
h o u s e w o rk , make or do?
a Tell Sts to look back at thehighlighted verb phrases i 11
the article and to find three connected with housework.
Check answers.
1 to ti d y
2
pick up dirty c lo th e s
3
do th e w a s h in g-u p
b Tell Sts to go to V ocabulary Bank H ou sew or k, m ake
or do? on p. 154. Focus on 1H ousew ork and get Sts to
match the verb phrases and pictures in a.
2 13))} Now do b. Play the audio for Sts to check
answers. Play it again, pausing after each phrase for Sts
to repeat. Give further practice of words and phrases
your Sts find difficult to pronounce.
You may want to point out that wash and wash up are
used asnormal verbs, (e.g. Fm going to wash my hair,
etc.). but that when we refer to the housework activity
ofwashing clothes or washingup plates, etc. it is more
common to use rhephrases do the washing and do the
washing-up.
2.13)))
Ho us e wo rk
7 ctean th e f loor
6 do th e ironing
3 do the shopping
2 do the was hing
8 do the was hing-up
1 lay the table
12 make lunch
4 make th e beds
10 pick up dirty clothes
5 put away yo ur clothes
11 take o u t the rubbish
9 tidy yo ur room
Finally’,do c and get Sts to cover the phrases and look at
the pictures. They can test themselves or apartner.
4A
Now focus on 2 M ake or do? and get Sts to do a.
3
2 14))) Now do b. Play the audio for Sts to check
answers. Then play it again, pausing after each phrase
for Sts to repeat. Givefurther practice ofany words
your Sts find difficult to pronounce.
4
2 14)))
Mafce or do?
1 do a course
2 make a mis take
3 do an exam / do an exercise / do ho mewo rk
4 make a noise
5 make a phone call
6 do hous ework
7 make f riends
0 make lunch / make dinner
9 do s po rt / do exercise
10 make plans
Suggest that when Sts aren’t surewhether to use make
or do, to bear in mind that make often has the meaning
o f‘creating’ something which wasn’t there before, e.g.
make dinner, make a noise, make a cake, etc. whereas
do has the meaning of fulfilling atask which already
exists, e.g. do an exercise, do housework, do a course, etc.
This rule of thumb is generally true, although thereare
a few exceptions, e.g. make the bed.
Finally, do c and get Sts to cover the phrases and look at
the pictures. They can test themselves or apartner.
Have you finis hed yet?
Nearly.
1need th e bathro om now.
But 1haven’t dried my hair yet.
Well, hurry up then.
Can you ge t a plate for th a t sandwich? I’ve jus t cleaned
the floor,
B OK . Oops - too late. Sorry!
b Focus on the dialogues and the list of verbs. Explain
that these are past participles. Give Sts time to
completethe four dialogues.
Then play the audio again for Sts to listen and check.
Check answers and elicit the infinitive of each verb.
1 lo o k ed (lo o k )
2 do n e (do)
3
4
f inis he d (f inis h), drie d (dry)
cle a n e d (ctean)
c Focus on the instructions. Give Sts time to look at the
questions.
Check answers. Elicit / explain that the verbs arein the
present perfect.
b
d Give Sts time to underlinejw5t,_yet, and already in
dialogues 2 -4 .
Check answers.
I fyou know your Sts’L I, you could elicit the translation
ofjust, yet, and already.
Focus on d and makesureSts understand the questions.
Then in pairs, get Sts to discuss them.
Tell Sts to go back to the main lesson 4A .
j u s t (in this c o n te x t; - a ve ry s h o rt tim e a go
yet = u n til n o w
a lre a d y - earlier th a n e x p e c te d
E xtra support
! Just has other meanings in other contexts, e.g. only.
Get somefeedback from the class.
• If you think Sts need more practice, you maywant to
givethem the Vocabulary photocopiable activity at
this point.
3 GRAMMAR present perfect + yet, just, already
a
A
B
A
B
A
A
2 15))) Get Sts to cover thedialogues in b and focus
on the pictures. Remind Sts of the meaning of argue
and model and drill pronunciation. Ask them to discuss
what they think the people are arguing about.
Elicit some ideas, but do not tell Sts if they are right.
Now play the audio once for Sts to check their guesses.
Check answers.
1 Th e d a u g h te r bo rro w e d h e r m o th e r’s jumpe r.
2 Th e f a th e r th in k s th e sort h a s n't d o n e his h o m e w o rk .
3 Th e f a th e r th in k s his d a u gh te r is s pe n din g to o lo n g in
th e b a th ro o m .
4 Th e b o y is m a k ing a m e s s w i th his s a n dw ic h.
2 15)1)
1
2
A Have you seen my yellow ju m p e r? ! can’t find it.
B No, 1haven’t. Have you looked in your wardrobe?
A Of course, 1have. What's th a t under your bed?
B Oh, yes. 1remember now. I borrowed it.
A Why aren't you doing your homework ?
B I’ve already done it.
A Really? When?
B 1did it on th e bus this evening-
e
2,16))):2 17))) Tell Sts to go to G ram m ar Bank 4A
onp .132. Focus on the example sentences and play the
audio for Sts to listen and repeat. Encourage them to
copy the rhythm. Then go through therules with the
class.
If your Sts arenew to the present perfect, whenyou go to
theI rregular verbs list onp. 164, get themto underline
or highlight theverbswherethepast participleis
different from the past simple, e.g. be, become, etc.
A dditional gram m ar notes
• For some Sts the present perfect may be new.
They may have something similar in their L I or
they may not, and theuse is likely to be different.
It takes timefor Sts to learn and use the present
perfect correctly, but this use (for things that have
happened recently with no time mentioned) is
probably the simplest to understand, and Sts will
probably already beused to you asking them, e.g.
H aveyou finished?, etc.
• Y et j already may not have an exact equivalent in
Sts’L I, and the meaning is not that easy to explain,
as they are words which simply add emphasis.
There is not much difference between I haven’t
finished and I haven’tfinishedyet, but addingyet
implies that you are going to finish.
E 3 |l
4B
b
Tell Sts to go to V ocabulary Bank Shopping on p.155
and do 1 I n a shop or store. Elicit / explain that
stor e is A merican English for shop, but now in the U K
people use both shop and store.
Focus on a and get Sts to match thewords and pictures.
.2;.’28))) N ow dob. Play the audio for Sts to check
answers. Play it again, pausing after each phrase for Sts
to repeat. Point out to Sts that thep in receipt is silent.
Give further practice of words and phrases your Sts
find difficult to pronounce.
%28)))
2
8
1
7
6
2,30))) Get Sts to comparewith apartner.
N ow play the audio for them to listen and check.
<| *30)))
k e y/ k /
s nak e
Isl
a c c o u n t, a u c tio n , click , c lo th e s , c re d i t ca rd ,
c u s to m e r
cine ma , city, p ro c e e d , re c e ip t, s h o p p in g c e n tre
Play the audio again, pausing after each word for Sts to
repeat.
Then focus on the question and check the answer.
c is usuallytsf b e f o re
In a shop or s to re
5
3
4
b
e
and i, e.g. city, centre, etc.
Focus on the first question and elicit the
c h a n gi n g ro o m s
check out
c u s to m e r
re c e ip t
s h o p a s s i s ta n t
ta k e s o m e th in g b a c k
tro l l e y / b a s k e t
t r y s o m e th in g on
Th e l e t t e r s
ch a r e -u s u a l l y
p r o n o u n c e d Af/ .
N ow play the audio for Sts to listen to the words and
circle the two that are pronounced differently.
Focus on c and get Sts to cover the words and look at
the pictures. They can test themselves or each other.
Check answers.
Finally, go through theJ i t or suit? box with the class.
M odel and drill the pronunciation ol suit /su:t/.
I n c h e m i s t ’s t h e l e t t e r s c h a re p r o n o u n c e d / k/ a n d in
N ow do 2 O nline ,focus on a and get Sts to complete
the gaps.
2 29 ))) N ow do b . Play the audio for Sts to check their
answers. Give lurther practice of any words your Sts
find difficult to pronounce.
2
3
4
account
i te m
s ize
5
6
/
bask et
checkout
d e l i ve r y
8
p a ym e n t
9
a u c tio n
chemist's a n d chic a re
p ro n o u n c e d d if f e re n tly.
t h e y a re p r o n o u n c e d ///.
chic
2 31)))
c h a n g i n g ro o m s , ch e a p, c h e c k o u t, c h e m i s t’s, chic, c h o o s e
E xtra challenge
• Elicit some more words where ch is pronounced /k/
or/ J7. They should know, e.g. architect, mechanic,
C hristmas (ch =/kl), and machin e, ch ef (ch =/J/).
Get Sts to practise saying all the words in a and c.
Get some feedback.
Sho pping online
W h e n yo u a re s h o p p in g o nline , f i rs t yo u go to th e w e b s i te .
Th e f i rs t ti m e yo u us e a s ite yo u us ua lly h a ve to c re a te an
a c c o u n t, w h e re yo u gi ve yo u r p e rs o n a l d e ta ils . Y o u th e n
c h o o s e w h a t yo u w a n t to buy, and click o n e a c h ite m , if
yo u a re b u yi n g c lo th e s , ma k e s u re yo u g e t th e righ t size!
E ve ryt h i n g yo u b u y g o e s into yo u r s h o p p in g ba g or b a s k e t,
us ua lly a t th e to p righ t o f th e pa ge . W he n yo u are re a d y to pay
yo u c lic k o n 'p ro c e e d to c h e c k o u t'. Y o u th e n h a ve to give yo u r
d e li ve ry a d d re s s w h e re yo u w a n t t h e m to s e nd yo u r th i n gs ,
a n d give yo u r p a ym e n t de ta ils , f o r e x a m p le yo u r yo u r c re d i t
c a rd n u m b e r a n d e x p iry da te . M a n y p e o p le t o d a y a ls o b u y and
s e ll th i n gs o nline a t a u c tio n s ite s like eBay.
Tell Sts to go back to the main lesson 4B.
E xtra support
* If you think Sts need more practice, you may want to
give them the Vocabulary photocopiable activity at
this point.
5 P RONUNCIATION c and ch
a
Write on the board c u t and c e n t and elicit their
pronunciations. H ighlight that c can be pronounced /k/
or /s/.
Focus on the two sound pictures and elicit thewords
and sounds: key /k/ and sn ake /s/. Give Sts a few minutes
to put the words in the right rows. Encourage them to
say the words aloud as they do this.
6 SP EAKING
Focus on the instructions. Do question 1with the
whole class and elicit the missing past participles
(bou ght and sold). Sts should complete questions 2—8
with the missing participles.
Check answers.
2
3
bo ught
had
4
5
tr i e d
ta k e n
6
7
bo ught
got
8
lo s t
Focus on the follow-up question(s) after each present
perfect question in a and point out that they are in the
past simple.
Get Sts to interview you with the first three or four
questions.
Finally, get Sts to stand up and move round the class.
W hen somebody answers Y es, I have to the present
perfect question, Sts should ask the follow-up
questions.
Get some feedback from the class.
5B
N e x t , it w a s th e s h o p p i n g te s t . I w e n t to a to u ri s t s h o p in
Ox f o rd S tr e e t a nd I b o u g h t a k e y ring and a red bus . Th e red
bu s w a s ve ry e x pe ns ive . Th e to ta l p ric e w a s £ 4 0 .1g a ve th e
m a n £10 0. H e g a ve m e £60 ba c k .
Finally, it w a s time f o r th e a c c i d e n t te s t . Fo r th is t e s t I w e n t
d o w n into t h e Tu b e , th e L o n d o n U n d e rg ro u n d . A s I w e n t d o w n
t h e s ta irs I f e ll o ve r a nd s a t o n th e f lo o r. A ma n im m e d ia te ly
s to p p e d a n d lo o k e d d o w n a t m e . I t h o u g h t h e w a s go in g to
he lp me, b u t h e didn 't - he j u s t s a id, 'W h y d o n 't yo u lo o k w h e re
yo u a re go i n g ? ’.
Before playing the audio again, give Sts some time to
read questions 1-10,
Play the audio once the whole way through. Then play it
again, pausing after each section for Sts to makenotes.
Check answers.
1
A man.
2
‘N o , n o , n o t i m e f o r t h a t .'
3
4
5
A b u s i n e s s m a n . H e t o o k o n e p h o t o (b u t n o m o re ).
In O x f o r d S t r e e t
8
9
10
• Check Sts’ answers to a before they matcli the
opposites.
1
2
n o is y
p o llu te d
3
4
c ro w d e d
m o d e rn
5
6
b o ri n g
d a n ge ro u s
Now do b and get Sts to match the adjectives in thelist
with their opposites in a.
2 47))) Then do c. Play the audio for Sts to check
answers to a and b. Play it again, pausing after each
phrase for Sts to repeat. Give further practice of words
and phrases your Sts find difficult to pronounce.
You may want to elicit j explain the difference between
crow ded andfa l l (crowded =full of people), an d pollu ted
and dirty (polluted =dirty because of contamination).
W h a t’s it like?
Yes.
In t h e Tu b e (t h e L o n d o n U n d e r g r o u n d ].
No.
‘W h y d o n 't y o u l o o k w h e r e y o u ’re g o i n g ? ’
Elicit now how Loudon compared to the other three
cities and elicit: that it was the most unfriendly.
E xtra support
* It there’s time, you could get Sts to listen again with
the script on p. 121, so they can see exactly what they
understood / didn't understand. Translate / explain
any new words or phrases.
In pairs or small groups, Sts discuss what they think
would happen if they did the threetests in their nearest
big city.
Get some feedback from pairs / groups.
5 VOCABULAR Y
E xtra support
2 47)))
£40.
6 £ 100.
7
N ow do 2 W h at’s it like? and focus on a, whereSts
match the adjectives and sentences.
d e s cribing a t o w n or c ity
a Focus on the task and giveSts time, in pairs, to answer
the questions.
Get some feedback from a few pairs.
b Tell Sts to go to V ocabulary Bank D escribing a town
or city on p . 156.
Focus on 1 W h ere is it? H ow big is it?
In a tell Sts they are going to read about a town called
Reading / redir)/ and get them, to circle the correct
words or phrases.
2 46))) N ow do b. Play rheaudio for Sts to check their
answers.
2,46)))
Where is it? H o w big is it?
R e a d in g is a t o w n in t h e s o uth o f E n gla n d , o n th e R iver
Tha me s . It is a b o u t 40 miles w e s t o f L o n do n . It is a large to w n
and it ha s a p o p u la tio n o f a b o u t 2 5 0 ,0 0 0 . It is f a m o u s f o r its
mus ic f e s ti va l, w h i c h is o n e o f t h e b i g g e s t in t h e UK .
5
3
6
4
1
2
bo rin g
c ro w d e d
da n ge ro u s
m o d e rn
no is y
p o llu te d
e x c iting
e m p ty
s af e
old
q uie t
clea n
i n te re s tin g
Finally, do d and get Sts to cover the words and look at
sentences 1—6. They can test themselves or each other.
N ow do 3 W hat is there to see? and tell Sts to look
at the two photos and ask them what they can see. The
photo on the left is the Guggenheim M useum in Bilbao
and the photo on the right isthe Castle de Sao Jorge in
Lisbon.
Tell Sts to do a individually or in pairs.
2 48))) Then do b. Play the audio for Sts to check
answers. Play it again, pausing after each word or
phrase for Sts to repeat. Give further practice of words
and phrases your Sts find difficult to pronounce
2 48)))
W h a t is th e re to see?
R e ligio us build in gs : c a th e d ra l, c h u rc h , m o s q u e , te m p le
P la ce s w h e re yo u c a n b u y th i n gs : d e p a r t m e n t s to re , m a rk e t,
s h o p p i n g c e n tre
H is to ric build in gs a n d m o n u m e n ts : c a s tle , m u s e u m , pa la ce ,
s ta tu e , t o w n hall
E xtra challenge
* Eiicit more words for each column, e.g. synagogue,
mall, (clock) tower, etc.
Finally, do c in pairs or small groups. Then get some
feedback from individual Sts.
Tell Sts to go back to the main lesson SB.
E xtra support
• I f you think Sts need more practice, you may want to
give them the Vocabulary photocopiable activity at
this point.
\\
6A
G
will/
w o n 't (p r e d i c t i o n s )
V o p p o s ite ve rb s :
P
'11, won't
pass - fail, e t c .
Are you a pessimist?
Lesson plan
b Tel l Sts to go to V ocabulary Bank O p p osi t e v er bs on
In this lesson Sts are introduced to the future forms will
and w on ’t for the first time. They learn a specific use of
these forms, which is to make predictions about thefuture,
here particularly in response to what somebody says to you.
The context of the lesson is pessimists and optimists.
The lesson begins with avocabulary focus on common
opposite verbs, e.g. pass- f a i l bu y - sel l . The grammar is
then presented through alight-hearted pessimist’s phrase
book, i.e. the typical predictions a pessimist might make,
e.g. Y ou w on’t like it, T hey' ll be late, etc. It is practised orally
by making optimistic predictions. In Pronunciation Sts
practise the contracted forms of w ill j w on’t. They then
read an article about Hugh Laurie, a British actor who
both plays the role of avery pessimistic person in the series
H ou seM .D . and is a pessimist himself. Finally, Sts listen to
aradio programme about positive thinking and answer a
questionnaire to find out how positivethey are.
STUDY H H Q
• W o rk b o o k 6 A
• i Tu to r
• w w w .o u p .c o m / e lt/ e n g li s h f i le
E x tra pho to co pia ble a c tivitie s
G ra m m a r will / w o n 't (p r e d i c t i o n s ) p.177
V o c a b u la ry O p p o s i t e v e r b s p.256 (i n s t r u c t i o n s p.246)
C o m m u n i c a tive Th e o p t i m i s t ’s p h r a s e b o o k p.224
(i n s t r u c t i o n s
p.202)
w w w .o u p .c o m / e lt/ te a c h e r/ e n g li s h f il e
O ptional lead-in (books closed)
• Draw a big glass on the board which is exactly halt full
o f water. Underneath write t h e g l a s s i s h a l f _______.
Tell Sts to complete the sentence with oneword, but they
mustn’t tell anybody which word they have written.
• N ow elicit from the class how to finish the sentence
(ful l j empty).
Ask Sts who have written empty to put up their hands.
Tell them that they are pessimists (explain / translate if
necessary).
Now ask who w r otefu ll and tell these Sts that they are
optimists.
VOCABULAR Y
o p p o s i t e ve r b s
Books open. Focus on the list of verbs and giveSts a
minute to write the opposite verbs.
Check answers.
w i n - lo s e
b u y - s e ll
r e m e m b e r -f o r g e t
tu rn o n - tu rn o f f
s t a r t -e n d / f in is h
p. 157.
Focus on a and get Sts to match the verbs and pictures.
Check answers, but don’t drill pronunciation yet.
10
6
a rri ve
b re a k
buy
f ind
f o rge t
14
le nd
mis s
8 pass
1 pus h
12
send
5 s ta rt
11 t e a c h
9
13
tu rn o n
w in
Then get Sts to do b by writing the verbs in the
O pposite column in a.
3 2)}) Now do c. Play the audio for Sts to check
answers to b and to drill the pronunciation of the verbs
in a and b. Play it again, pausing after each pair of
oppositeverbs for Sts to repeat. Give further practice
of verbs your Sts find difficult to pronounce.
3.2))
O p p o s i te ve rb s
10 a rrive
le a ve
6 bre a k
m e n d / repair
4 buy
s ell
3 f ind
lo s e
re m e m b e r
7 f o rge t
2 lend
bo rro w
14 mis s
c a tc h
8 pas s
fail
1 pus h
pull
12 s e nd
g e t / re c e ive
5 s ta rt
s to p / f inis h
le arn
11 te a c h
9 tu rn an
tu rn o f f
13 w in
lo s e
Highlight the difference between lend and borrow , i.e.
/ lend m oney to y o u Iy o u borrow money fro m me.
Focus on d. Get Sts to cover the verbs and look at the
pictures. In pairs, they try to remember the verbs and
their opposites.
Tell Sts to go back to the main lesson 6A .
E xtra support
• I f you think Sts need more practice, you may want to
givethem rheVocabulary photocopiable activity at
this point.
2 GRAMMAR will/ won’t (p r e d i c t i o n s )
a Focus on the cartoon and the questions. Elicit an
answer to the first two questions (the fish with its head
in the water is the optimist because it sees the glass as
half full, whereas the other fish sees theglass as half
empty). I f you didn't do the O ptional lead-in, get Sts
to say whether they are an optimist or apessimist.
7A
b Tell Sts to go to V ocabulary Bank Verbforms on p.158.
Focus on part 1 V erbs +infinitive.
Focus on a and get Sts to complete the to + verb
coiumn with the verbs from the list.
3 25))) N ow do b. Play the audio for Sts to check their
answers. Give further practice of any words your Sts
find difficult to pronounce.
3 2 5 )))
W e ’ve d e c id e d to go to F ra n c e f o r o u r ho liday.
D o n 't f o rg e t to tu rn o f f all th e lights .
W e h o p e to see yo u a gain s o o n .
I'm le a rn in g to drive. M y te s t's n e x t m o n th .
1n e e d to g o t o th e s u p e rm a rk e t. We d o n ’t h a ve a n y milk .
He o f f e re d t o help m e w i t h m y CV.
Th e y 'r e pla nning to g e t married s o o n.
He p re te n d e d to be ill, b u t he w a s n ’t really,
He's p ro m is e d to pay me b a c k w h e n he g e ts a jo b.
R e m e m b e r to bring yo u r dic tio n a rie s to c la s s to m o rro w .
I t w a s ve ry c lo u d y a nd it s t a r t e d to rain.
I'm tr yi n g to f ind a j o b , b u t it's ve ry hard.
i w a n t to c a tc h t h e s ix o 'clo c k tra in .
I'd tike to bu y a n e w c a r n e x t m o n th .
Now do c and tell Sts, in pairs, to cover the to +verb
column. They must try to remember and say the full
sentence.
Tell Sts to go back to the main lesson 7A .
E xtra support
• I f you think Sts need more practice, you may want to
give them the Vocabulary photocopiable activity at
this point.
4 P RONUNCIATION & SP EAKING
w e a k f o rm o f
to, l i nk i ng
Pronunciation notes
• The word to is usually unstressed in asentence
(unless it comes at the end of a question, e.g. W ho
ar ey ou talkin g to?) and is pronounced as a weak
form/ ta/ , e.g. I never speak to / ta/ J an e.
• It’s important for Sts to be aware of the way two
consonant sounds are linked (see information
box in the Student's Book) as this will help them
to understand spoken languagewhen this linking
occurs. It will also help them to speak in a more
natural way.
c This speaking activity reinforces the pronunciation
practised in b. Quickly go through the questions and
make sure Sts understand them.
Put Sts in pairs, A and B. A asks the first six questions
to B, who answers giving as much information as
possible. Then B asks the next six questions to A .
Get feedback from the class.
E xtra support
• Get Sts to choose questions to ask you first.
Encourage them ro ask follow-up questions for more
information. You could write a few question words,
e.g. W hy? W hen?, etc. on theboard to remind them,
d Put Sts in pairs, A and B. Tell Sts to go to
C ommunication H ow to..., A on p. 103, B on p. 107.
Go through the instructions with them carefully, and
make sure Sts know what they have to do.
A and B read their H ow to... texts. Give them time
to try to memorize the information and deal with any
vocabulary problems. They both close their books.
A then tells B the five tips. Encourage B to note down
the main point of each tip. Then A and B decide which
they think is the most important tip.
down the main points) and they again decide which is
the most important one.
When they have finished, get feedback from somepairs
about which tip they thought was the most important.
Tell Sts to go back to the main lesson 7A .
5 WRITING
In pairs, Sts now w rite their H ow to... article. First,
they must choose one of the two titles and then they
must write at least four tips.
3 26>
)) Tell Sts to listen to the two sentences and
especially to how the word to is pronounced.
When they have finished, make sure they check their
work tor mistakes.
Play the audio once for Sts just to listen and elicit that
to isn’t stressed and is pronounced /ta/.
Then they could swap articles with another pair.
'3/ 26)))
S e e s e n te n c e s in S tu d e n t 's B o o k o n
b
H e p ro m is e d to h e lp me.
D o n 't f o r g e t to tu rn o f f th e ligh ts .
It's d i f f i c u lt to s ay.
I d o n ’t k n o w w h a t to do.
Do yo u w a n t t o c o m e w ith me?
It's i m p o r t a n t n o t to be late.
B now tells A the five tips in his / her text (and A notes
W eak form of to
a
3-27)))
1
2
3
4
5
6
In pairs, Sts practise saying rhe senrences.
Verbs + inf initive
1
2
3
4
5
6
7
B
9
10
11
12
13
14
Get Sts to compare with a partner, and then check
answers,
p.53
3 27))) Focus on the L inking w ords with the same
consonant sound box and go through it with Sts.
N ow tell them they are going to hear six sentences and
they must write them down. Play the audio, pausing
after each sentence to give Sts time to write. Play again
if necessary.
91
7B
Remind Sts that I don ’t mind (doin g something) =
although I don’t enjoy it, it isn’t a problem for me.
Point out the asterisk by start and tell Sts that it can be
used with agerund or infinitivewith no difference in
meaning, e.g. I t started raining or It started to rain.
! Remind Sts that like is usually followed by the
gerund, e.g. I li ke travelling, but w ould like is
followed by the infinitive, e.g. I w ould li ke to travel
arou n d the world.
Focus on the exercises for 7B on p.23,9. Sts do the
exercises individually or in pairs.
Now do c and tell Sts, in pairs, to cover rhe gerund
column. They must try and remember thefull sentences.
Check answers, getting Sts to read the full sentences.
Tell Sts to go back to the main lesson 7B.
a
b
E xtra support
1
s w im m in g
5
te x tin g
3
4
re m e m b e rin g
Te a c h i n g
7
Tr a v e l l i n g
1
Do in g
5
t o d ri ve
3
t o p a rk
7
8
co o k ing, d o in g
2
2
4
p ra c tis in g
n o t t o h a ve
re a ding
6
8
6
be in g
• I f you think Sts need more practice, you may want to
give them theVocabulary photocopiable activity at
this point.
s tu d yin g
ra in in g
b H ere Sts get some oral practice of the new vocabulary.
Focus on the task. H ighlight that Sts only have to
choose five things they want to talk about from the ten
possibilities. Give them aminute to choose their five
things.
g e ttirig up
Tell Sts to go b a c k to the main lesson 7B.
E xtra support
! H ighlight that dream o f is used for daydreaming, i.e.
something we would love to do; dream abou t is used for
dreaming while actually asleep, e.g. I dreamt abou t y ou
last night.
• I f you think Sts need more practice, you may want
to give them the Grammar photocopiable activity at
this point.
f
Tell Sts they are going to write aparagraph similar to
the ones in lb. Write h a p p i n e s s i s . .. on the board
and tell Sts they should write between 10 and 25 words
about their idea of happiness.
g W hen Sts have finished writing, put them in small
groups of four. Tell Sts to exchange their pieces of
writing in their groups and read the paragraphs written
by their groupmates. When they have finished reading
all of them, they should give their opinion.
Get some feedback from various groups.
2 VOCABULAR Y & SP EAKING
ve r b s +
ge rund
a H ere Sts learn some other common verbs which
take the gerund form. Tell Sts to go to V ocabulary
Bank V er bfo r m s on p.158 and look at part 2 V erbs +
gerund (verb +-in g).
Focus on a and get Sts to complete the gerund column
with the verbs from the list.
3 j 2 9 ))) N ow do b. Play the audio for Sts to check
answers. Givefurther practice of any words your Sts
find difficult to pronounce.
% 2 9 >))
V e rb s + gerund
1 1enjo y reading in be d.
2 H a ve yo u f inis he d tid yin g yo u r ro o m?
3 1w a n t to go o n w o rk ing u n til rm 60.
4 1h a te being la te w h e n I’m m e e ti n g s o m e o n e ,
5 1like h aving b re a k f a s t in a caf e.
6 1lo ve wa k ing up o n a s u n n y m o rning.
7 1d o n 't mind do ing th e iro ning. It's q u ite rela xing.
8 S he s p e n d s h o u rs ta lk in g o n th e ph o ne .
9 It s ta rte d raining a t 5.3 0 in th e m o rning.
10 P le a s e s to p ma k ing s uc h a no is e. 1c a n ’t think ,
11 1d o n 't f e e l like co o k ing to d a y. L e t’s go o u t f o r lunch.
E xtra support
• Sts could write down their answers to help prepare
them for the speaking.
c
Demonstrate the activity by choosing afew things
from the list and talking about them yourself.
Encourage the class to ask you for more information,
e.g. W hy (not)?
(n pairs, A tells B his / her five things and B asks for
more information.
When you think the A s have finished, get them to swap
roles.
M onitor and help while Sts aretalking. Correct Sts if
they use an infinitive instead of an -ing form.
Get some feedback from the class.
E xtra idea
• Get fast finishers to choose more topics to talk about.
3 P RONUNCIATION
th e te tte r
i
Pronunciation notes
• There are several clear spelling / pronunciation
rules for words with the letter i, but there are a few
common exceptions like live (v), which trip Sts
up sometimes. By this time Sts will instinctively
pronounce most of thesewords correctly.
a Focus on the activity and elicit the two sounds and
words.
Give Sts two minutes to put the words in the right
column.
Get Sts to compare with a partner.
93
8A
5 VOCABULAR Y
a
6
ge t
Focus on the instructions, the three sentences, and
the verbs in the list. Get Sts to match them ancl then
compare with a partner.
a Focus on the instructions and problems. Tell Sts to
read both problems and to choose one to respond to
with some advice.
Go through the L anguage for giving advice box
with the class and then tell them:
Check answers.
lb
2 a
3 c
- to use eithery ou shou ld / shou ldn 't to give advice and
explain why.
b Tetl Sts to go to V ocabulary Bank get on p. 159. Focus
on theg et box and go through it with the class.
- to use the messages from 1 as a model.
Get Sts to do a individually or in pairs. M any of these
words I phrases may already be familiar to them.
- not to put the number ot the problem. They should
end with their names.
3 55 >
)) Now do b. Play the audio for Sts to check
answers. Play it again, pausing after each phrase for Sts
to repeat. Give further practice of words and phrases
your Sts find difficult to pronounce.
- to write their note on aseparate piece of paper (not
in their notebooks).
Sts should write about 50 words. M onitor and help
with spelling, etc.
*3)55)))
E xtra idea
get
5 g e t a n gry
3 g e t divo rc e d
6 g e t f it
4 get lost
2
1
7
9
8
11
12
10
15
get
get
get
get
ge t
get
get
get.
ge t
ma rrie d
n e rvo u s
b e tte r
c o lde r
w o rs e
a jo b
a news paper
a ti c k e t
on a b u s / .ge t o f f a bus
* Fast finishers could write another response for the
other problem,
b Now' put Sts into groups of four (or takein the notes
and redistribute them). Each student then reads his /
her note to the group and they decidewhich problem it
is answering, and i f they think it’s good adviceor not.
They should take notes, so they can give feedback later.
Get feedback by going through the two problems and
asking Sts what advicewas given, and which advice
they think is best.
13 get onwell with
14 g e t up
16 g e t h o me
I B g e t to s c h o o l
17 get to work
19
21
20
g e t an ema il
g e t a p re s e n t
g e t a t e x t m e s s a ge
Finally, do c and get Sts to cover the words and look at
the pictures. They can test themselves or apartner.
Tell Sts to go back to the main lesson 8A .
E xtra support
• Ifyou think Sts need more practice, you may want to
give them the Vocabulary photocopiable activity at
this point.
c Focus on the questionnaire and go through the
questions. Get Sts to ask you one or two of the
questions. Sts then ask and answer in pairs.
M onitor and help, making sure they areusing get
correctly.
Get feedback from a few pairs.
WRITING
Tell Sts to go back to the main lesson 8A .
7
3
56))) SONG
W hy D o I F eel S o S ad ? J l
This song was originally made famous by A merican
singer A licia Keys in 2001. For copyright reasons this
is a cover version. I f you want to do this song in class,
use rhe photocopiable activity on p.275.
3.56)))
Why Do I Feel So Sad?
Frie nds w e 've b e e n f o r s o lo ng, n o w tr u e c o lo u rs are s h o w i n g
M a k e s me w a n n a cry, oh ye s it do e s , ’Ca u s e I ha d to s a y
go o d b ye
Chorus
B y n o w I s h o u ld k no w , t h a t in tim e th in gs m u s t c h a nge , s o it
s h o u ld n 't
B e s o ba d, s o w h y d o I f e e l s o s ad?
H o w c a n I a d ju s t, to t h e w a y t h a t th i n gs a re go in g, it's
K illing me s lo w ly, Oh Ij u s t w a n t it to b e h o w i t u s e d to be
'C a u s e I w is h t h a t I c o u ld s ta y, b u t in tim e th i n gs m u s t c h a n ge
S o it s h o u ld n ’t be so ba d, s o w h y do I f e e l so s a d
Y o u c a n n o t hide th e w a y yo u f e e l ins ide I rea lize
Y o ur a c tio n s s p e a k m u c h lo u d e r th a n w o rd s , s o te ll me w hy,
oh
Ch o ru s
B y no w, b y n o w I s h o u ld k n o w , t h a t in ti m e th i n g s m u s t g r o w
A n d I ha d to le a ve yo u be hind , s o w h y
Do I f e e l s o s a d, if it c o u ld n ’t be t h a t ba d
Te ll me w h y
Chorus
m a :
@B
Play the audio again pausing for Sts to repeat the
sentences and copy the rhythm.
b 1 tell, won'ttell
2
3
A
d o n ’t w ri te , w o n ’t r e m e m b e r
W i l l c a l f , get
Then repeat the activity eliciting responses from
individual Sts.
Is h e lp , a s k
5
6
11 p h e n e , h e a r
I t mis s , m o ve
7
8
9
l i s t e n ,'11 u n d e r s t a n d
w o n ’t b e , a re
’U d ri ve , g i ve
4 VOCABULAR Y a SP EAKING
Tell Sts to go back to the main lesson 8B.
E xtra support
• I f you think Sts need more practice, you may want
to give them the Grammar photocopiable activity at
this point.
d Focus on the prompts for Sts to makenew ‘M urphy’s
Laws’, H ighlight that there is not one right answer.
Remind Sts of the original Law: i f something can go
wrong, it will go wrong.
While Sts complete their laws in pairs, monitor and
help with vocabulary and spelling.
e Put Sts in small groups or get them to stand up and
mill, and get them to read their ‘laws’ to each other.
Get feedback and write the ‘laws’ on the board. A ccept
all logical endings.
P o s s ib le e n d in g s
1 t h e y w o n ’t h a ve y o u r s ize ,
2
t h e b u s w ill c o m e .
4
y o u w i l l n e e d to m a k e a n u r g e n t c a l l / a t o t o f p e o p l e
w i l l c a l l yo u .
5
y o u w i l l f i n d t h e 'l o s t 'g l o v e .
3
y o u w i l l b e m o r e c o n f u s e d a f t e r t h e c a l l t h a n b e f o re , /
y o u w i l l w a i t f o r h o u r s l i s te n i n g t o m u s i c .
3 P RONUNCIATION
a
l i nk i ng
4-3>
)) H ere Sts practise deciphering connected speech.
Focus on the Sound linking box and go through it
with the class.
Tell Sts to look at the five sentences and to pay
particular attention to how somewords are linked. Play
the audio once for Sts just to listen.
'4,3:))
S e e s e n te n c e s in S tu d e n t's B o o k on
p.63
Then play the audio again, pausing after each sentence
for Sts to repeat and copy the rhythm.
b
4 4))) Tell Sts they are going to hear five sentences said
at normal speed. The first time tell them just to listen,
not to write. Then play the audio again, pausing after
each sentence to give Sts time to write.
Check answers, eliciting the sentences onto the board.
:4/ 4)))
1
2
3
4
5
If yo u d o n ’t e a t s o m e th in g s o o n , yo u'll be h u n g ry later.
I’m s u re s he 'll c o m e if yo u a s k her.
Y o u ’ll e a rn m o re m o n e y if yo u w o rk a t w e e k e n d s .
If th e f i lm ’s in F re nc h , w e w o n ’t u n d e rs ta n d a w o rd .
If I c o o k lun c h , w ill yo u c o o k dinne r?
c o n f u s i n g ve r b s
a Focus on the question and elicit answers from the class.
know - h a ve m e t a n d s e e n s b b e f o re
meet - g e t t o k n o w s b f o r t h e f i r s t t i m e
wear= h a ve or; y o u r b o d y, e .g. c l o t h e s , g l a s s e s
carry = h a ve s t h in yo u r h a n d . e .g . a b a g , a n u m b re l l a
b Tel] Sts to go to V ocabulary Bank C on fu si n g v er bs
on p .160 and get Sts to do a individually or in pairs.
M any of these words / phrases may already be familiar
to them.
4 5>
)) Now do b. Play the audio for Sts to check
answers. Give further practice of any words your Sts
find difficult to pronounce.
%5?)J
C o n f u s i n g ve rb s
2 w e a r j e w e lle ry, c a rry a ba g
8 w in a me d a l, e a rn a s a la ry
5 k n o w s o m e b o d y w e ll, m e e t s o m e b o d y f o r t h e f i rs t time
1 ho pe t h a t s o m e th in g go o d w ill h a p p e n , w a it f o r a bus
3 w a tc h TV , lo o k a t a p h o to
11 look h a ppy, lo o k like yo u r m o th e r
4 mis s th e bus , lo s e a m a tc h
9 bring yo u r d i c tio n a ry, ta k e a n umb re lla
6 lo o k f o r yo u r gla s s e s , f ind yo u r gla s s e s
10 s a y s o rry, te ll a jo k e
7 iend m o n e y to s o m e b o d y, b o rro w m o n e y f ro m s o m e b o d y
- win j ear n :
you win a sports match, something in a competition,
lottery, etc.
you earn money when you work
- hope I w ait:
hope --what you want to happen, e.g. I hope that it’s
sunny tomorrow.
wait 3 sit I stand and do nothing until something
happens, e.g. wait for the doctor
- w atch j l ook at:
you watch something where there is movement, e.g.
we watched a cricket match in the park, we watched
the children playing.
you look at something static, e.g. aphoto, somebody’s
passport
- l ook j l ook like:
we use l ook +adjective, e.g. you look tired.
we use l ook li ke +a noun, e.g. you look like Brad Pitt.
- miss j lose:
you miss a class, a bus aplane (e.g. if you are late j ill)
you lose a sports match or lose an object, e.g. your keys
- bring j take:
this depends on where the speaker is. The teacher
(at school) says: Don’t forget to bring your book to
class tomorrow. The student (at home) says: I must
remember to take my book today.
8B
—l ookfo r Ifi n d:
lo o kfo r is the action of trying to locate something you
have lost or need, e.g. I ’m looking for anew job.
fin d is used when you have located it, e.g. I have found
a new job.
—say I tell:
say is used like this:
Jack said, ‘hello.’
Jack said hello to me yesterday.
Susan cold a lie,
Susan told me alie.
— lend
I borrow:
I lent my brother some money.
My brother borrowed some money from me.
! Some of these verbs are often confused because in
your Sts’ L I, oneverb may beused for both meanings.
For this reason it’s better for Sts to learn these verbs in
aphrase, e.g. know someone well, meet someonef o r the
first time, etc. rather than just learning a translation of
the verb in isolation.
Go through the h op e and ex p ect and l o o k and l ook
l i k e box with the class.
Finally, get Sts to do c in pairs. A says a verb and B a
continuation, and then they swap roles.
Tell Sts to go back to the main lesson 8B.
E xtra support
• I f you think Sts need more practice, you may want to
give them the Vocabulary photocopiable activity at
this point.
c
Get Sts to read questions 1-6 and to circle theright
verb in each one.
Get Sts to compare with a partner, and then check
answers.
1
2
3
4
5
6
lo o k like
m is s e d
ta k e
e a rn
meet
te ll
Now put Sts in pairs and get them to ask and answer
the questions.
Get some feedback from the class.
5 LISTENING
a In pairs, get Sts to think of three things that could go
wrong when 011 holiday. Elicit some ideas from various
pairs, e.g. thehotel could be awful, the weather could
be bad, you could lose your credit cards, etc. M ake sure
that you include the weather, even i f Sts haven’t come
up with it.
b N ow focus on words 1-7 and definitions A -G . Tell Sts
to match the words to their definitions.
Check answers. M odel and drill any words which are
difficult for your Sts.
2 6
105
3 D
4 B
5 A
6 F
7 C
c
4 6))) Focus on thephoto and heading.
Now tell Sts to listen to a travel programme about the
Swed ish couple’s trip. Sts must draw the routeon the
map.
Play the audio once the whole way through. Play the
audio again if necessary and then check answers.
E xtra support
* Read through rhe script and decide i f you need to
pre-teach any new lexis before Sts listen.
S to c k h o lm
(I n d o n e s i a )
-
>M u n i c h (s o u t h G e r m a n y )
>Th a i l a n d
* Bali
• P e r t h (w e s t e r n A u s t r a l i a ) -> C a i rn s -> B ri s b a n e
A u c k l a n d (N e w Z e a l a n d )-* To k y o (J a p a n )
S to c k h o lm
>C h i n a -»
4 6)))
(s c rip t in S t u d e n t ’s B o o k o n p.123)
A n d to f inis h o ur p ro g ra m m e to d a y - t h e inc re dible s to ry o f a
S w e d is h c o u p le w h o w e n t on h o lida y a nd s u rvi ve d no f e w e r
th a n s e ve n n a tu ra l dis a s te rs !
S te f a n a n d Erik a S va n s t ro m s ta rte d th e i r f o u r-m o n th
tri p la s t De c e m b e r. Th e y w e re tra ve ll in g w ith th e i r yo u n g
b a b y d a u g h t e r Firs t, th e y f le w f ro m S to c k h o lm to M un ic h .
B u t w h e n th e y a rri ve d in M unich t h e y c o u ld n 't g e t th e i r
c o n n e c ti n g f li g h t to Th a i la n d b e c a u s e th e re w a s a te rrib le
b lizza rd in S o u t h G e rm a n y - th e w o rs t s n o w s to rm f o r 100
years ! Th e y ha d to w a it a t th e a irp o rt f o r 2A h o urs . M rs
S va n s tro m s aid, ‘We j u s t t h o u g h t th in gs w ill g e t b e tte r.’
W he n t h e y f in a lly g o t to Th a i la n d , t h e y h a d a re la x i n g f e w
w e e k s . B u t t h a t w a s th e la s t ti m e th e y c o u ld re a lly relax.
F ro m Th a i la n d t h e y f l e w to t h e is la nd o f Bali in Indo ne s ia , a
p o p u la r ho lida y d e s tin a ti o n . W he n t h e y a rri ve d in Bali th e y
w e re e x p e c ti n g b lu e s kies and s un, b u t w h a t th e y g o t w e re
te rrib le m o n s o o n rains - th e w o r s t m o n s o o n s f o r m a n y ye a rs .
M rs S va n s tro m s a id, ‘N o w w e w e re th in k in g, w h a t w ill h a pp e n
n e x t? ' Th e y d e c id e d n o t to s ta y in Bali, b u t to go to A u s tra lia .
Th e y f l e w to P e rth in W e s te rn A u s tra lia , b u t h o u rs a f t e r t h e y
a rrive d P e rth s u f f e re d te rrib le f o re s t f ire s , and t h e s tre e t s
w e re f ull o f s m o k e . Th e y tra ve ll e d n o rth to Ca irns , a n d a rrive d
j u s t in tim e f o r C yc l o n e Y a s i - o ne o f th e w o rs t c yclo ne s , e ve r
to h it t h e c ity. Th e y had t o le a ve the ir h o te l and s p e n d 24
ho u rs in a s h o p p in g c e n tre w ith 2 ,5 0 0 o th e r pe o ple .
Co u ld th i n gs g e t a n y w o rs e ? Y e s , th e y c o uld. Th e S va n s tro m
f a mily l e f t Ca irn s a n d tra ve ll e d s o u th to B ris b a n e to vis it
f rie n d s , b u t th e c i ty w a s s u f f e rin g f ro m t h e w o rs t f lo o ds
in its h is to ry. 5 o t h e y le f t B ris ba n e a nd b o o k e d to f ly to
C h ri s tc h u rc h in N e w Ze a la n d. B u t j u s t b e f o re th e i r p la n e le f t
B ris ba n e s o me f rie n d s p h o n e d th e m to s a y t h a t C h ri s tc h u rc h
had b e e n hit b y an e a rth q u a k e a n d a la rge p a r t o f t h e c i ty
w a s d e s tro ye d . Th e i r pla ne la nde d in a n o th e r c ity, A uc k la n d .
Th e y tra ve ll e d a ro u n d N e w Ze a la n d f o r a w hile , a n d th e n th e y
f l e w to J a p a n. O n M a rc h t h e 1 1th t h e y w e re h a vin g lu n c h in
a re s ta u ra n t in To k yo w h e n s u d d e n l y e ve r yt h i n g be ga n to
s hak e. It w a s an e a rth q u a k e - 9 o n th e R ic h te r s c a le and o ne
o f t h e w o rs t t h a t e ve r h it J a pa n. A n d a f t e r t h e e a rth q u a k e
c a m e a d e va s ta ti n g ts u n a m i. F o rtu n a te l y, M r a nd M rs
S va n s tro m a n d th e i r c h ild w e re no t h u rt. Th e y tra ve ll e d f ro m
J a p a n to China f o r th e la s t p a rt o f th e i r ho liday. L uck ily, t h e y
did n 't h a ve a n y m o re n a tu ra l dis a s te rs , a n d t h e y a rri ve d s a f e ly
ho m e in S to c k h o lm o n th e 2 9 t h o f M a rc h .
M r S va n s tro m s aid, 'We h a ve le a rn t t h a t in lif e yo u s h o uld
al w a y s e x p e c t t h e w o rs t b u t ho pe f o r t h e b e s t, A ls o yo u n e e d
to be p re p a re d f o r a n yth i n g .’
Now play the audio again and get Sts to write down
which disaster happened in each place.
Check answers.
M u n i c h (s o u t h G e r m a n y ): a b l i z za rd
Bali (I n d o n e s i a ): m o n s o o n
P e r t h (w e s t e r n A u s t r a l i a ): f o r e s t f i re s
C a i rn s : c y c l o n e
B ri s b a n e : f l o o d s
To k y o (J a p a n ): e a r t h q u a k e a n d t s u n a m i
9A
•Hig hlig ht that we ofte n use the expres s ion If I were
you, I'd. .. to give advice.
b
Focus on the exercises for 9A on p.143. Sts do the m
individually or in pairs .
Che ck ans wers .
Che ck ans we rs , ge tting Sts to read the full sentences.
1 E
a
2D
3 C
4 F
5 G
'4yl8)))
6B
(S ound e ffe c ts ]
1 chicken
2 horse
3 monkey
4 snake
5 elephant
b 1 w o uld buy, had
2 trie d , w o uld like
3 w o uld learn, w o rke d
4 re nte d, could
5 w o uld see, lived
6 w o u ld n 't go, w ere
7 w o uld ta ke , didn 't have
8 w o u ld n 't cycle, had
9 W o u ld ... leave, g o t
10 w o u ld n 't be, had to
* if you think Sts need more practice , you may want
to give the m the Grammar photocopiable activity at
this point.
Tell Sts to comple te the five sentences, so the y are true
for themselves.
Ge t Sts to compare the ir sentences with a partne r, and
the n get s ome feedback from the class. Make sure they
are not pronouncing the s ilent I in would j wouldn ’t.
4 P R ONUNC IATION
Tell Sts to look at the animal words in the lis t and to
unde rline the stress.
b
19)))
camel
crocodile
dolphin
elephant
and get Sts to do a individually or in pairs .
20
14
27
8
29
1
21
IB
10
23
bee
b u tte rfly
fly
m o s quito
s pider
bull
chicken
cow
go a t
hors e
25
7
2
19
28
12
13
15
P 'g
sheep
bat
bear
bird
ca m e l
cro co dile
dolphin
A e le p ha n t
3 g ira ffe
4*19))) Play the audio for Sts to lis te n and check.
Che ck answers.
animals
4/171)) Now do b. Play the audio for Sts to check
ans wers . Play it again, paus ing afte r e ach one for Sts
to repeat. Give furthe r practice of words your Sts find
difficult to pronounce .
22
30
9
18
24
6
26
17
11
5
je llyfis h
kangaroo
lion
monkey
mous e
ra b bit
s hark
snake
tig e r
w ha le
w ord s tre s s
a Focus on the S tre s s in words that are s imilar in
othe r lang uag e s box and go through it with the class.
a Tell Sts to go to VocabularyBank Animals on p. 161
A nimals
dolphin
lion
bull
sheep
mosquito
•You could make this a te am game whe re you divide
the class into two or more teams and play the audio
twice for the m to decide which animals the y are
and write the m down. The team with the mos t right
ans wers wins .
E xtra s upport
3 VO C ABULAR Y
6
7
8
9
10
Extraidea
Tell Sts to go back to the main les s on 9A.
c
4;18))) This lis te ning cons is ts only o f s ound effects
and its aim is to recycle the animal vocabulary in a fun
and amus ing way. Play the audio paus ing afte r each
s ound for Sts to say or write the name of rhe animal.
gira ffe
kangaroo
lion
mosquito
[ fyou are te aching a monoling ual class, ask the m if the
stress is in the s ame place in the ir L 1.
c
Quickly go through que s tions 1—S making sure Sts
unde rs tand the m.
P ut Sts in pairs and get the m to ask and ans we r the
que s tions .
Ge t s ome fee dback from the class by as king individual
Sts for s ome of the ir answers.
5 S P E AKING
Go through rhe que s tions and make sure Sts
unde rs tand the m all.
As k Sts why the words are in thre e groups and elicit /
e xplain that the first group are all ins e cts or arachnids ,
the s econd group are farm animals , and the third group
are wild animals . Mode l and drill the pronunciation of
insects /'ins e kts / and wtW/waild/.
The n focus on the T alking about imag inary
s ituations box and go through it with the class. Ge t
s ome Sts to choose a que s tion to ask you. Ans we r,
giving as muc h de tail as you think Sts will unde rs tand
and trying to use s ome of the phras es in the box.
Finally, do c and get Sts to cover the words and look at
the picture s . The y can test thems elves or a partne r.
Put Sts into groups of three, and tell the m to take turns
to choos e a que s tion the y want to ask the ir partners .
They s hould als o ans we r that que s tion themselves.
Encourage Sts to ask for more information (Why?, etc.).
Tell Sts to go back to the main les s on 9A.
E x tr a s uppor t
•Ify ou think Sts need more practice , you may want to
give the m the Vocabulary photocopiable activity at
this point.
Monitor and he lp Sts, corre cting any mis us e of tenses
in the s e cond conditional.
Ge t s ome fe e dback from the class, as king if anyone
found the ir partne rs ' ans we rs s urpris ing j amus ing, etc.
Q
S
11A
Play the audio once the whole way throug h. The n play
it again if necessary, paus ing after e ach comme ntary to
e licit the s port.
1 g o lf
2 fo o tb a ll
3 a th le tic s
•If you think Sts need more practice , you may want to
give the m the Vocabulary photocopiable activity at
this point.
4 te n nis
4/5 6 )))
1 Oh, tha t's a really long one! Oh, dear! boy! The ball has gone
into the lake. And th a t might be th e end o f his hopes o f
winning the US O pen this year.
2 It's a penalty! Yes, the referee has given a penalty in the
la s t minute o f the game! T his is E ngland’s big chance.
The goalkeeper is w aiting on his line. Here we go! Oh
no, he’s missed it! T he ball has gone over the bar! I don't
believe it. E ngland have missed a penalty in the tast
minute.
3 And there's the bell fo r the la s t lap! Now the y have to
run round th e tra ck one more tim e in this 10,000 metres
final, and the A frican runners are in firs t, second and third
positions, but the Brazilian is coming up fa s t in th e outside
lane. This is going to be a fa n ta s tic finish]
4 A nd it's match point fo r the second time. A very hard serve,
but it goes into th e net... S econd serve. The serve is good,
and th a t's a very hard return, b u t the ball has gone out!
And so we have a new W imbledon ladies’ champion.
c
E x tr a s uppor t
Tell Sts they are going to lis te n to the comme ntarie s
again and to comple te sentences 1-4 with one word.
You mig ht want to tell Sts that there is one s entence for
e ach of the four s ports .
3 G R AMM AR expressing movement
a
Focus on the activity and check that Sts unde rs tand the
verbs in the list. The n get Sts to comple te the sentences.
Che ck answers.
1 th ro w
3 round
Che ck answers.
P ossible answers
ran, drove, cycle d, jo gg e d
c
4 58))) Tell Sts to go to Gr a m m a r B a nk 11A onp.146.
Focus on the e xample sentences and play the audio for
Sts to lis te n and repeat. Encourage the m to copy the
rhy thm. The n go through the rules with the class.
A d d itio n a l g r a m m a r note s
•In Englis h, move me nt is expressed by adding a
pre pos ition or adverb of move me nt to a verb, e.g.
walk up the steps, climb ove r the wall. In your Sts ’ L I
this may be expressed in a diffe re nt way, e.g. by just
us ing a s ingle verb.
4 out
Focus on the exercises for 11A on p.147. Sts do the
exercises individually or in pairs .
Now tell Sts to look at drawings a—d and to match each
one with a sentence.
Che ck answers, ge tting Sts to re ad the full sentences.
Che ck answers.
a
i b
^
under the bridge
along th e s tre e t
round the lake
through the tunnel
into the shop
across the road
3
12
7
9
1
5
T e llS ts tog obac ktothe main les s on 11A .
ES3
7 round
8 acros s
3 down
4 in to
5 out
6 out of
7 up
a With a class which is very keen on s port, you could
get Sts to practis e more s ports rules . Put Sts in
groups of four: A, B, C, D. A thinks ofa s port he /
she knows we ll. The othe rs have to guess it by as king
a maximum of ten yes j no que s tions , e.g. Is it a team
s port? Doy ouplay it inside? Do you have to throw the
ball?, etc. Whe n they have guessed, B thinks of a
s port, etc.
E x tr a s uppor t
•If you think Sts need more practice , you may want
to give the m the Grammar photocopiable activity at
this point.
Focus on the in(to ) a nd out (of) box and go through it
with the class.
Finally, focus on the away, off, a nd back box and go
through it with the class.
5 to w a rd s
6 over, in to
E x tr a c halle ng e
over the bridge
up the steps
pa s t the church
towards the lake
down the steps
o ut o f the shop
Focus on c. Ge t Sts to cover the words in a and look at
the picture s . From me mory the y take turns to tell the ir
partne r whe re the dog went.
3 a long
4 over
Tell Sts to go back to the main les s on 11A .
4 57))) Now do b. Play the audio for Sts to check
ans wers . Play it again, paus ing afte r each phras e for Sts
to repeat. Give furthe r practice of words and phras es
your Sts find difficult to pronounce .
6
11
10
8
4
2
1 to , in to
2 pa s t
b 1 o ve r
2 in
d Tell Sts to go to V oc a bula r y B a nk Expre s s ing
move me nt on p.162 and get the m to do a individually
or in pairs .
4 57'))
Expressing movement
4 run
comple te the gap in the sentence. Point out to Sts that
the verbs mus t be in the pas t s imple.
Che ck answers. For numbe r 3 Sts may say around. Tell
the m that the comme ntator s aid round, but that around
is a s ynonym and would als o be corre ct in this context.
2 over
3 h it
b In. pairs , Sts try to think of thre e pos s ible verbs to
Play the audio again, paus ing afte r each s port for Sts to
write the mis s ing word.
1 in to
2 kic k
d
Focus on the ins tructions and the example. Before Sts
start, you could pre-teach some words the y mig ht need,
e.g.jump, bar, basket, goal, litre, etc.
Put Sts in pairs and get the m to say what the y can see in
the picture s , us ing the right verb and pre pos ition.
Ge t s ome fee dback from the class.
]LI
■H j
G w o rd o rd e r o f phra s a l verbs
V phra s a l verbs : look up, look after, find out, e tc.
P [inking
3you a morning person?
Lesson plan
Focus on the title of the article and e xplain that an early
bird is a pe rs on who gets up, arrives, etc. very early. You
could als o write the idiom on the board ‘die early bird
catches the worm’. Elicit j e xplain that it me ans it is a
good thing to get up early, and ask Sts if the y have an
e quivale nt idiom in the ir language .
This les son provide s a ge ntle introduc tion to phras al verbs
and how the y work. Phras al verbs are an important feature
of Englis h, and are very fre que ntly used by native speakers.
At this level Sts only ne e d to know the mos t common ones
like w ake up, tu rn on / o ff, lo o kfo r, etc.
The conte xt is waking up in the morning and whe the r
we are ‘a morning pe rs on5or not. The lesson be gins with
S pe aking and Re ading whe re Sts talk about waking up in
the morning and how the y feel. The n the y re ad an inte rvie w
with a B B C journalis t, who works on an early morning
mus ic programme , in which she talks about he r early
morning routine . In Vocabulary the tocus is on common
phras al verbs and in Grammar the word order of phras al
verbs is analys ed. In Pronunciation Sts have more practice
of linking and the les s on finis he s with s pe aking where
phras al verbs are recycled and practis e d in a que s tionnaire .
Focus on the ins tructions , the introduction, and
es tablis h who Sara Mohr-Pie ts ch is. Ge t Sts to read the
inte rvie w and match the que s tions and ans wers . The
first one has be e n done for the m.
Ge t Sts to compare with, a partne r, and the n check
ans wers .
2. C
E xtra photocopiable activities
2 VO C ABU LAR Y
a
b
phras al verbs
Focus on the ins tructions and give Sts a few minute s
to work out what the hig hlighte d phras e s me an in the
thre e sentences.
Focus on the P hr a s a l ve rbs box and go through it with
the class.
! Te chnically a phras al verb is a verb + particle . The
particle can be a pre pos ition or an adverb. However, at
this leve l it is probably easier to call the m ‘pre pos itions ’,
which many of the m are, rathe r than confus ing Sts
with a ne w te rm.
Now put Sts in pairs and get the m to inte rvie w the ir
partne r.
Ge t s ome fe e dback from the class. You could als o tell
the class about yourself.
9J
You could re mind Sts of the me aning of tu rn o ffb y for
example turning off the light. Ehcit /teach that here^icfes
me up = comes to her hous e to take her to work. Re mind
Sts of the other me aning of p ic ku p , e.g. p ic k u p the paper.
Elicit I teach the me aning of give it up = stop doing.
* The n teil Sts to continue in pairs . A says a digital time
and B has to say it the othe r way. The n B says a digital
time , etc. S top the activity whe n you think Sts have had
e nough practice.
S P E AKING & R E ADING
8F
Ge t s ome feedback from the class.
w w w .o up.c o m /e lt/te a c he r/e nglis hfile
Books ope n. Re ad the que s tions with the class, making
sure Sts re me mbe r the me aning of all the verbs, e.g. the
diffe re nce be twe e n wake up (= s top s leeping) and get up
(= leave your bed).
7 H
In pairs , Sts discuss the two que s tions . You could
de mons trate the activity by ans we ring the two
que s tions yours e lf.
G ram m ar W ord o rder o f phras a l verbs p.193
C o m m unic a tive P hrasal verb dialo gues p.240
(in s tru c tio n s p.206)
V ocabulary P hras al verbs p.262 (in s tru c tio n s p.247)
a
6E
«Put Sts in pairs , A and B. B (book ope n) reads
que s tions A-E to A (book clos ed) who ans wers
the m, whils t B checks if A is right. The y the n s wap
roles and B ans wers que s tions F L
• iT u to r
• w w w .o u p .c o m /e lt/e n g lis h file
1
5 A
E x tr a ide a
• W orkbook 11B
•Draw a clock on the board and quickly revise te lling the
time . The n say a few digital time s to Sts (e.g. 8.15, 11.40,
etc.) and e licit the othe r way of s aying the m (a quarter
pas t e ight, twe nty to twelve).
4 B
Tell Sts to cover Sara’s ans wers and to look at que s tions
A-T, The y s hould now tell the ir partne r what the y can
re me mbe r about he r ans wers .
STUDY H U B
Op t io n a l le ad-in (books c los e d)
3D
Now e licit ans wers for que s tions 1—3.
1 lo ok fo r
c
2 try on
3 g e t on w ith
Tell Sts to go to V oc abula r y B a n k P hras al verbs on
p. 163 and get the m to do a individually or in pairs .
5 2 ))) Now do b and play the audio for Sts to lis te n and
che ck the ir ans wers . Give furthe r practice of any words
your Sts find difficult to pronounce .
140
11B
5.12»)
A d d itio na l g r a m m a r note s
P hrasal verbs
9
4
1
10
5
7
2
12
8
11
3
6
* Sts will probably ask How do we know if a phras al
verb which takes an object is type 2 or type 3? There is
no easy rule . Tell the m:
The match w ill be over a t about 5.30.
1need to give up smoking.
Don't thro w away th a t le tte r!
Turn down the music! It's very loud.
Turn up th e TV! 1can’t hear.
He iooked up the words in a dictionary.
C ould you fill in this form?
1w a nt to find o ut about hotels in Madrid.
It’s bedtime - go and put on your pyjamas.
C ould you ta ke o ff your boots, please?
My sis ter's looking a fte r J immy for me today.
I'm ready looking forward to the holidays.
1 To always put new phras al verbs into an e xample
sentence, and if the y are type 2, to write the
obje ct in the middle , e.g. turn {the radio) down.
2 In a dictionary, a type 2 phras al verb will always
be give n with sth j sb be twe e n the verb and the
particle, e.g. turn sth down.
Now focus on the exercises for 1 IB on p. 147. Sts do
the m individually or in pairs .
Focus on the box e xplaining the thre e types of phras al
verbs and go through it with the class, making sure Sts
unde rs tand the diffe re nce betwee n the m.
Che ck ans wers , ge tting Sts to re ad the full sentences.
Now focus on c. Give Sts a few minute s to test
thems elves or each other. Encourage the m to say the
whole s entence, as le arning phras al verbs in conte xt
make s it easier to re me mbe r the ir me aning.
a
Now tell Sts to focus on d. Elicit the me aning of these
phras al verbs from Sts.
b 1
2
3
4
Tell Sts to go back to the main les son 11B.
E x tr a ide a
•Put Sts in pairs and get the m to think o f two things
for each phras al verb.
G R AMMAR
4 P R ONUNC IATION
a
word o rder o f phras al verbs
He re Sts focus on the grammar of phras al verbs. Focus
on the picture and ins tructions .
linking
5/4))) Here Sts practis e de ciphe ring conne cte d s peech
and all the e xamples involve phras al verbs. Write on the
board as an e xample G E T u p and re mind Sts that whe n
a word e nds with a cons onant s ound and the next word
be gins with a vowe l s ound, they are linke d toge the r
and s ound like one word, e s pecially whe n pe ople s pe ak
quickly. Draw a Unking mark on the s entence betwee n
the final t in get and the u in up.
The n play the audio again, paus ing afte r each sentence
to give Sts time to write .
the alarm clock in th e firs t tw o s e nte nce s , it in th e th ird
Che ck ans wers , e liciting the sentences onto the board,
Focus on the ins tructions and check Sts know the
diffe re nce be twe e n a noun and a pronoun. Ge t Sts to
read and complete the rules .
' 5>'4)))
1 T here's a w e t to w e l on the floor. P lease pick it up.
2 I can't c o ncentra te w ith th a t music on. P lease turn it off.
3 if you do n't know w hat th e word means., look it up
4 Why have you taken your coa t o ff? P ut it on!
5 This book was very expensive. P lease look a fte r it.
6 Why are you wearing your coa t in here? Take it o ff I
Che ck answers.
2 pronoun
5 3))) Tell Sts to go to Gr a m m a r B a nk H B o n p.146.
Focus on the e xample sentences and play the audio
for S ts to lis te n and repeat. Encourage the m to copy
the rhythm. The n go through the rule s with the class,
and re mind Sts that the green phras al verbs in the
V oc abulary B a n k are type 1, the re d are type 2, and
the blue are type 3.
5 it back
6 on
7 do w n
Play the audio once for Sts to he ar the six sentences.
Tell the m jus t to lis ten, not to write .
Ge t Sts to compare which words the y have unde rline d
and check ans wers .
1 noun
try th e m on
/
g e t on w ith her
ta ke it back
g e t up in th e morning
* If you think Sts nee d more practice, you may want
to give the m the Grammar photocopiable activity at
this point.
U P , L OO K. F OR W A R D T O.
•If you think Sts need more practice , you may want to
give the m the Vocabulary photocopiable activity at
this point.
/
th e m up
ito n
up
th e m in
6
7
8
9
10
E xtra s upport
D OW N , L OOK A F T E R, T H R O W AWAY, WA NT T O GI V E
E xtra s upport
lo o k a fte r my s is te r
go o u t th is evening
/
lo o king fo r a ne w jo b
Tell Sts to go back to the main le s s on 11B.
■Write the following phras al verbs that Sts alre ady
know on the board: p u t o n / t a k e o f f , t u r n
•Ge t s ome fee dback from the class.
1
2
3
4
5
b
Play the audio again, paus ing for Sts to re pe at the
s entences and copy the rhy thm.
Put Sts in pairs and get the m to practis e s aving the
sentences.