English File, Intermediate Plus Teachers Book with Test and Assessment CD-ROM (Christina Latham-Koenig, Clive Oxenden etc.) (z-lib.org)

Christina Latham-Koenig
Clive Oxenden
w ith Jerry Lam bert
Beatriz M artin Garcia
ENGLISH FOIE
Intermediate Plus Teacher’s Book
Paul Seligson and Clive Oxenden are th e original co-authors of
English File 1 and English File 2
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errors or omissions a t the earliest possible opportunity.
Contents
4
Syllabus checklist
8
Introduction
©
What do Intermediate Plus students need?
Course components
©
Student’s Book Files 1-10
Lessons
Practical English
Revise and Check
The back of the Student’s Book
For students
iTutor with iChecker
Workbook
Oxford Online Skills Program
Pronunciation app
Student’s Site
For teachers
Teacher’s Book
iTools
Test and Assessment CD-ROM
Videos
Class audio CDs
Class DVD
Teacher’s Site
12
Lesson plans
137
Photocopiable activities
Contents
Grammar activity answers
Grammar activity masters
Communicative activity instructions
Communicative activity masters
Vocabulary activity instructions
Vocabulary activity masters
Song activity instructions
Song activity masters
3
Syllabus checklist
Grammar
Vocabulary
A
Why did th e y call you th a t?
p ro n o u n s
working o u t m e a n in g from c o n t e x t
B
True colours
a d je c ti v e s
a d je c tiv e s u f fix e s
■4
PRACTICAL ENGLISH E pisode 1 A b a d s t a r t
2
A
Pack and go!
present ten ses
holidays
B
Opening up or closing down?
p ossessives
s h o p s a n d s e r v ic e s
REVISE AND CHECK 1&2 H 4 In t h e s t r e e t ; S h o r t films A fa rm e rs ’ m a rk e t
A
The g eneration gap
p a s t simple, p a s t c o n tin u o u s,
or u se d to?
s t a g e s o f life
B
In th e picture
p re p o sitio n s
p h o to g r a p h y
■<
PRACTICAL ENGLISH E pisode 2 Alt k in d s o f p ro b le m s
h
■
■
H I
n
m
s
m
g g m
|
1
1
1
.................... m
A
T hat's rubbish!
f u t u r e form s: w ill / sh a ll a n d g o in g to
rubbish a n d recycling
B
Degrees and careers
f ir s t a n d s e c o n d conditionals
s t u d y a n d w ork
REVISE AND CHECK 3& 4 H 4 In t h e s t r e e t ; S h o rt films A N e w York s a n ita tio n w o rk e r
5
A
W h a t’s on?
p r e s e n t p e r f e c t sim ple
television
B
The c ou ntry in o th e r countries
p r e s e n t p e r f e c t c o n tin u o u s
t h e c o u n tr y
H 4 PRACTICAL ENGLISH E pisode 3 Time to te ll th e p o lice
4
Pronunciation
vow el s o u n d s
Speaking
Listening
Reading
Talking a b o u t n a m e s
W h a t ’s in a n a m e ?
Four p e o p le talk in g a b o u t th e ir
names
Is y our n a m e helping or
h u rtin g you?
How w a s it n a m e d ?
Brand n a m e s
Would y ou b u y th is p ro d u c t?
w ord s t r e s s
Colour analysis
Colour analysis
W h at colour is D ead S alm on?
Interview with an airport security
screener
W h a t d i f f e r e n t n a tio n a litie s
d o on holiday, a n d w h a t t h e
locals t h in k o f t h e m
Can a n y o n e s a v e t h e British high
street?
N o tO n T h e H ig h S tree t.c o m W here e v e r y t h i n g h a s a s t o r y
Radio n e w s r e p o r t a b o u t t h e
M osquito Tone
News stories
How s a f e a r e y our digital
p h o to s ?
D escribing a room
/s/ a n d /z/
W an t a c h e a p holiday? Try t h e s e
id e a s
Talking a b o u t holidays
's, linking
My local s h o p s
Talk a b o u t s o m e t h i n g y o u ’v e b o u g h t
- e d e ndings; s e n t e n c e
rh y th m
Telling n e w s s t o r i e s t o e a c h o t h e r
W h a t w e r e you like a s a c hild/
tee n a g er?
Taking p h o t o s
Interview w ith Brian Voce
Talking a b o u t a n i n te r e s t in g p h o t o
P e o p le talk in g a b o u t th e ir
c hildhood p h o t o s
III, /ai /, a n d /ei/
W hat a w a s te !
Liz S c a r f f - My t h r e e d a y s a s a
freegan
Got a n e w mobile? Think
tw i c e b e fo re y ou t h r o w t h e
old o n e away!
word s t r e s s
Work a n d s t u d y i n g q u e s t io n n a i r e
T h re e p e o p le talk in g a b o u t th e ir
in te rn sh ip s
T he b e s t S a t u r d a y job 1ev er
had...
/w/, /v/, a n d /b/
P e rs u a d in g o t h e r s t o a g r e e w ith you
Interview w ith t h e w r ite rs o f B o b ’s
All in o n e s ittin g
w ord s t r e s s
B urgers
vow e l so u n d s ; s e n t e n c e
stre ss
Living in t h e c o u n tr y / c it y
q u e s t io n n a i re
Two p e o p le talk in g a b o u t living in
t h e c o u n t r y a n d in t h e city
From t h e city t o t h e c o u n tr y
(and b a c k again)
A British I n stitu tio n - T he A rc hers
A British I n s titu tio n - The
A rc h ers
5
Grammar
Vocabulary
6
A
Do it you rself
obligation, n e c e s s it y , prohibition, a dvic e
DIY a n d repairs; p a ra p h r a s i n g
58
B
A t your service
can, could, a n d b e ab le t o
at a restaurant
62
REVISE AND CHECK 5& 6 B 4 In t h e s t r e e t ; S h o r t films The h is to ry o f fla t-p a c k fu rn itu r e
64
A
68 B
72
Giving it
away
Going o u t and stayin g in
p h r a s a l v e rb s
c a s h m a c h in es ; p h r a s a l v e rb s
v e rb p a t t e r n s
live e n t e r t a i n m e n t
PRACTICAL ENGLISH E pisode 4 Is it a clue?
74
A
Looking a ft e r you rself
have s o m e th in g d o n e
looking a f t e r y o u r s e lf
78
B
The re s t is h istory
t h e p a ssiv e ; i m p e r so n a l y o u
histo ry
82
REVISE AND CHECK 7&8 B 4 In t h e s t r e e t ; S h o r t films The Globe T h e a tre
84
A
Can’t remember, can’t fo rg e t
re p o rte d sp e e c h
w ord families
88
B
Wedding dramas
uses of th e p a s t perfect
w e d d in g s
92
Mi
94
A
Am erica and th e world
be, do, a n d have: auxiliary a n d main v e r b s
British a n d A m erican English
B
Exam tim e
revision o f v e rb fo rm s
exam s
PRACTICAL ENGLISH E pisode 5 Finding H e n ry
REVISE AND CHECK 9 & 1 0 B 4 In t h e s t r e e t ; S h o r t film s A w e d d in g p la n n e r
120
6
Comm unication
132
G ram m ar Bank
165
Irregular verbs
W riting
152
V ocabulary Bank
166
Sound Bank
Listening
Pronunciation
Speaking
Listening
Reading
c o n so n a n t clu sters
It looks s o e a s y a t first...
q u e s t io n n a i r e
T h re e p e o p le talk in g a b o u t t h e i r
e x p e r i e n c e w ith IKEA f u rn itu re
W h a t m usic w ould you play
t o an alien?
w ord pairs w ith a n d
Group d isc u ssio n a b o u t c u s t o m e r
se rv ic e
Michel Roux’s Service - from s c hool
d r o p o u t s t o t o p w a ite rs
T he 7 w o r s t c u s t o m e r
se rv ic e c rim e s
Michel Roux's Service - from
school d ro p o u ts to top
w a i te r s
linking
'W h at would y ou do?' q u e s t io n n a i re
N e w s s t o r i e s a b o u t c a s h m a c h in e s
W hen luck c o m e s t o to w n
h:l, t e l a n d h /\ w o rd s w ith
Talking a b o u t go in g t o a live e v e n t
A radio review o f t h e play Sleep no
World o f W a r c ra ft
t w o p r o n u n c ia tio n s
Going o u t or s t a y i n g in?
m o re
W elcom e t o t h e n e w gold
m ines
sen ten ce stress
Looking a f t e r y o u rs e lf
Interview w ith h a ird re sser, Dino
Karveli
S a u n a or o v e n ? S w e a t in g
n e x t t o c o o k in g e g g s
th e letters ar
Local h isto ry
A g u id e d t o u r o f W e s tm i n s t e r
A bbey
Bill Bryson: The L o st
T he S to ry Corps p ro je c t
T he w o m a n w h o r e m e m b e r s
everything
W.S. M augham : M abel
W.S. M augham : M abel
D escribing f a m o u s buildings
w ord s t r e s s
I’ve g o t a g o o d m e m o ry q u e s t io n n a i r e
C o n tin e n t
Telling a n e c d o t e s
sen ten ce stress
Talking a b o u t a w e d d in g
W eddings t h a t w e n t w rong
sen ten ce stre ss
F a c ts a b o u t t h e USA
T h re e A m e ric an s talk in g a b o u t
t h e i r c o u n t r y ’s c o n trib u tio n
W ho’s n e g a t i v e a b o u t
A m e ric an c u ltu re ?
6 T hings A m e ric an s Do T h a t
Drive Brits Crazy
6 T hings Brits Do T h a t Drive
A m e ric an s Crazy
w ord s t r e s s ; revision o f
sounds
Ask a n d a n s w e r q u e s t i o n s a b o u t
exam s
E x am s a n d t e s t e x p e r i e n c e s
Tips fo r doing well in a n oral e x a m
A n a tio n p r e p a r e s for t h e
d re ad e d gaokao
An e x a m t a s k
7
Introduction
Our experience as both teachers and learners showed us
that many language learners reach a point, often around the
completion of Intermediate level, where they know enough
English to be able to communicate confidently at a certain
level, but are aware that they still make a lot of mistakes, and
feel that their progress has ‘stalled’. These learners might still
struggle with the leap to Upper-intermediate. With English
File Intermediate Plus we’ve created an optional additional
level which allows students to consolidate their existing
skills from Intermediate, activate the grammar they have
previously studied but don’t use, and expand their range of
vocabulary. In this way students can improve their language
competence before continuing to Upper-intermediate level.
As well as the main A and B lessons, the Grammar,
Vocabulary, and Sound Banks, and the Communication
and W riting sections in the Student’s Book, there is a range
of material which can be used according to your students’
needs and the time available. Don’t forget:
• new Practical English video and exercises
(also available on the Class audio CD, Class DVD, and the
iTutor for home-study)
• the Revise and Check pages, with video
(also available on the Class audio CD, Class DVD, and the
iTutor for home-study)
• photocopiable Grammar, Vocabulary, Communicative,
and Song activities.
m m iTutor w ith iChecker, Workbook, Oxford
Online Skills Program, Pronunciation app, and the
Student’s website provide m ultimedia review, support,
and practice for students outside the classroom.
study
The Teacher’s Book also suggests different ways of exploiting
many of the Student’s Book activities depending on the level
o f your class. We very much hope you enjoy using English File
third edition.
www.oup.com/elt/teacher/englishfile
Grammar
Interm ediate Plus students need
• to consolidate and extend their knowledge o f the main
grammatical areas.
• extra oral practice to encourage them to use the grammar
they know with confidence.
• further practice in discriminating between different
tenses and forms.
• practice in using a range of tenses and forms accurately.
English File third edition Intermediate Plus provides fresh
and challenging new contexts to help students consolidate
and activate students’ existing grammar knowledge, as well
as presenting new structures, using real-life stories and
situations, humour, and suspense. The G ramm ar Banks
give students a single, easy-to-access gramm ar reference
section, with clear rules, example sentences w ith audio, and
common errors. There are two practice exercises for each
gram m ar point.
Vocabulary
Interm ediate Plus students need
• systematic expansion of topic-based lexical areas.
• more work on collocations, phrasal verbs, and word
building.
• practice in pronouncing new lexis correctly and
confidently.
Every lesson in English File has a clear lexical aim. Many
lessons are linked to the Vocabulary B anks which help
present and practise high-frequency, topic-based
vocabulary in class, give an audio model of each word, and
provide a clear reference so students can revise and test
themselves in their own time.
Pronunciation
What do intermediate Plus
students need?
Intermediate Plus students need to practise their existing
language skills in new and challenging contexts. They
need motivating material and challenging tasks which
will thoroughly revise the gram m ar and lexis they have
learnt at Intermediate level, so that they can use these
with confidence. To carry on expanding their vocabulary
they also need a steady input of high frequency words and
phrases and plenty of opportunities to speak and build oral
fluency and accuracy.
Grammar, Vocabulary, and Pronunciation
At any level, the basic tools students need to speak
English with confidence are Grammar, Vocabulary,
and Pronunciation (G, V, P). In English File third edition
Intermediate Plus all three elements are given equal
importance. Each lesson has clearly stated grammar,
vocabulary, and pronunciation aims. This keeps lessons
focused and gives students concrete learning objectives and
a sense o f progress.
8
Interm ediate Plus students need
• practice in pronouncing sounds and words clearly.
• regular practice of word and sentence stress.
• to continue to develop their instinct for rules and
patterns.
Clear, intelligible pronunciation (not perfection) should
be the goal o f students at this level. Students who studied
with earlier levels of English File will already be familiar
with its unique system o f sound pictures, which give
clear example words to help identify and produce sounds.
English File third edition Intermediate Plus integrates this
focus on individual sounds with a regular focus on word
and sentence stress where students are encouraged to copy
the rhythm o f English. Pronunciation is also integrated
into G ram m ar and Vocabulary activities, offering more
practice for students, and often preparing students for a
speaking activity.
Speaking
Writing
Interm ediate Plus students need
Interm ediate Plus students need
• regular w riting practice.
• clear models.
• an awareness o f register, structure, and fixed phrases.
• a focus on ‘micro’ writing skills.
• topics that will motivate them to speak.
• the key words and phrases necessary to discuss a topic
with confidence.
• practice in more extended speaking on familiar topics.
• to improve accuracy as well as further develop their fluency.
• to increase the range o f language they can produce.
We believe that a good topic or text is very important in
motivating students to speak in class. Every lesson in English
File Intermediate Plus has a speaking activity which enables
students to contribute their own knowledge or experience.
Confidence in speaking comes from knowing students are
using the language correctly and pronouncing it correctly.
So each speaking activity activates grammar, vocabulary,
and pronunciation, and the tasks are designed to help
students to feel a sense o f progress and to show that the
number of situations in which they can communicate
effectively is growing.
For students who have time to do further practice there are
extra speaking activities available on the Oxford Online
Skills Program.
People worldwide are writing in English more than ever
before both for business and personal communication.
English File Intermediate Plus provides guided writing tasks
in each File, which provide consolidation o f gram m ar and
lexis taught in the File.
For students who need more development and practice
there are extra listening activities available on the Oxford
Online Skills Program.
Practical English
Interm ediate Plus students need
• to consolidate and extend their knowledge o f functional
language.
• to know what to say in typical social situations.
• to know what to say in less routine situations.
• to get used to listening to faster, more colloquial speech.
For students who need more development and practice
there are extra listening activities available on the Oxford
Online Skills Program.
The five Practical English lessons introduce and practise
the language for more real-life situations, like, reporting
lost luggage, talking about house rules, or suggesting and
agreeing a plan of action. The story line is a crime mystery
that involves one of the main characters from the English
File Intermediate Practical English lessons, Jenny Zielinski,
who returns to the UK and gets caught up in a kidnapping.
The story follows on from English File Intermediate but is
self-standing, so it can be used equally with students who
did not use the previous level. The lessons also highlight
other key ‘Social English’ phrases such as I wishyou were
here, I can’t wait to get back, Thanks fo r letting me stay.
The Practical English lessons are on the English File
Interm ediate Plus D V D , iTutor, and iTools. Teachers
can also use the Practical English Student’s Book exercises
with the Class audio CD. Using the video will provide a
change of focus and give the lessons a clear visual context.
The video will make the lessons more enjoyable and will
also help students to roleplay the situations.
Reading
Revision
Interm ediate Plus students need
• engaging topics and stimulating texts.
• exposure to a wide variety of authentic test types.
• challenging tasks which help them read better.
Interm ediate Plus students need
Many students need to read in English for their work or
studies, and reading is also im portant in helping to build
vocabulary and to consolidate gramm ar - something which
is especially relevant for Sts at this ‘plateau’ level. The key
to encouraging students to read is to give them motivating
but accessible material and tasks they can do. In English
File Intermediate Plus reading texts have been adapted from
a variety of real sources (the British and American press,
magazines, news websites) and have been chosen for their
intrinsic interest.
Intermediate Plus students need to feel they are reinforcing
their knowledge and improving their skills. After every
two Files there is a two-page Revise and Check section.
The left-hand page revises the grammar, vocabulary, and
pronunciation of each File. The right-hand page provides a
series of skills-based challenges, including video interviews,
and helps students to measure their progress in terms of
competence. These pages are designed to be used flexibly
according to the needs of your students. There are also short
film s available on the Class DVD and the iTutor for students
to watch and enjoy. Students can also revise and consolidate
after each lesson using the iTutor, and doing the Workbook
exercises and accompanying Progress Tests on iChecker.
Listening
Interm ediate Plus students need
• interesting, integrated listening material.
• confidence-building, achievable tasks.
• practice in ‘getting the gist’ and listening for detail as well
as exposure to longer listenings.
• practice in dealing with authentic spoken language.
At Intermediate Plus level students need confidence-building
tasks which are progressively more challenging in terms
of speed, length, and language difficulty, but are always
achievable. Longer listenings are broken into separate parts
with different tasks, to avoid memory overload. Students are
exposed to a wide variety of British and American accents, as
well as some non-native speakers of English.
For students who need more development and practice
there are extra listening activities available on the Oxford
Online Skills Program.
• regular revision.
• motivating reference and practice material.
• a sense o f progress.
Student’s Book Files 1-10
The Student’s Book has ten Files. Each File is organized
like this:
A and B lessons
Revise and Check
Each File contains two two-page lessons which present and
practise Grammar, Vocabulary, and Pronunciation
with a balance o f reading and listening activities, and lots
o f opportunities for speaking. These lessons have clear
references to the Gram m ar Bank, Vocabulary Bank, and
Sound Bank at the back of the book.
Every two Files (starting from File 2) there is a two-page
section revising Grammar, Vocabulary, and
Pronunciation of each File and providing R eading,
L istening, and Speaking Canyou...? challenges to show
students what they can achieve. There are also two videos
in Revise and Check: (1) In the street interviews which give
students the opportunity to listen to and understand
authentic, spontaneous language which is suitable for this
level; and (2) short films that extend the Student’s Book
topics and which are filmed specially for English File.
Practical English
Every two Files (starting from File 1) there is a two-page
lesson which teaches high-frequency, everyday English (e.g.
language for asking for permission and making requests)
and social English (useful phrases like I’m sorry I can’t take
your call at the moment and It’s all such a mess). Integrated
into every Practical English lesson is a motivating drama
which can be found in the English File Intermediate Plus
Class DVD and on the iTutor.
The back o f the Student’s Book
The lessons contain references to these sections:
Communication, Writing, Listening, G ram m ar Bank,
Vocabulary Bank, and Sound Bank.
For students
iTutor with iChecker
Workbook
For s tu d e n ts to review a f t e r class or ca tc h up on a class th e y
have missed, or to check th e ir progress on iChecker.
For p ra c tic e a f t e r class
iTutor - a digital companion
to the Student’s Book
• The audio from the main Student’s
Book lessons, including recordings
of the reading texts.
• All the audio for the Vocabulary
Banks and the G ram m ar Bank examples.
• All the video for Practical English and Revise & Check.
• Links to the Student’s Site for more practice.
• Printable wordlists.
• Interactive Sounds Chart.
• All video and audio can be transferred to mobile
devices.
• iTutor does not contain the songs or the surprise
endings to stories or lessons.
iChecker - a digital
companion to the Workbook
• For self-testing new grammar,
vocabulary, etc.
• All audio from the Workbook
lessons
• A dictation exercise for every File
• A Progress Check test for every File.
• All the Grammar, Vocabulary, and
Pronunciation, and Practical English
• Extra reading
• A listening exercise for every lesson
• Pronunciation exercises with audio
• Useful Words and Phrases
• Audio for Pronunciation and Listening exercises
(on iChecker)
• Available with or without key.
Oxford Online
Skills Program
For s tu d e n ts t o d e v e lo p and
p ra c tis e t h e ir skills.
• Reading and Listening with
exercises for every File
• Writing and Speaking models
and tasks for every File.
Pronunciation app
For s tu d e n ts t o le a rn and p ra c tis e
t h e sounds o f English.
• Individual sounds
• Sounds in useful phrases
• Speak and record.
Student’s Site
w w w .o u p .c o m /e lt/e n g lis h file
• Extra practice o f Grammar, Vocabulary,
Pronunciation, and Practical English
• Learning resources
• Games and puzzles.
10
For teachers
Teacher’s Book
Detailed lesson plans for all the lessons, including:
• an optional ‘books closed’ lead-in for every lesson
• E x tr a id ea suggestions for optional extra activities
• E x tr a ch allen g e suggestions for ways o f exploiting the Student’s Book
material in a more challenging way if you have a stronger class
• E xtra support suggestions for ways of adapting activities or exercises to
make them work with weaker students.
Christina Latham-Koenig
Clive Oxenden
with Anna Lowy
Extra activities are colour-coded so you can see at a glance what is core material
and what is extra when you are planning and teaching your classes.
OXFORD
All lesson plans include keys and complete audio scripts.
Over sixty pages of photocopiable activities in the Teacher’s Book.
■s? &
s* U’
1
Q
H if a
rr m a m
s;
**
ne ?! A
!C :-
^ = 1
-S= —
= = 2= S -
Grammar
Communicative
Vocabulary
Songs
seepp. 138-159
seepp. 160-190
seepp. 191-205
seepp. 206-219
• An activity for every
Gram m ar Bank, which
can be used in class or for
self-study extra practice
• An Activation section
to help students use the
new language in class.
• Extra speaking practice
for every A and B lesson
• ‘No cut’ alternatives to
reduce preparation time.
• Extra practice of new
vocabulary, for every
Vocabulary Bank.
• A song for every File
• Provides the lyrics of the
recorded song with task
to do before, during, or
after listening.
>
iTools - bring your
classroom to life
• The complete Student’s
Book, Workbook,
and Teacher’s Book
(photocopiables) onscreen
• Interactive activities
for all Gram m ar and
Vocabulary Banks
• All class audio (including
songs) and video, with
interactive scripts
8 ‘Click and reveal’ answer
keys for all books
• Resources including
G ram m ar Bank
PowerPoints, and
Vocabulary flashcards.
Test and
Assessment
CD-ROM
• A Quick Test for every File
• A File test for every
File covering G, V, P,
Reading and Listening
• An Entry Test, two
Progress Tests, and an
End-of-course Test
• A and B versions of all
the m ain tests
• Audio for all the
Listening tests.
Class Audio CDs
• All the listening materials
for the Student’s Book.
DVD
Teacher’s Site
Practical English
• A unique teaching
video that goes with the
Practical English lessons
in the Student’s Book.
In the street
• Short interviews filmed
in London, New York,
and Oxford University
Press to accompany
the Revise and Check
section.
Short film
• Short documentary film
for students to watch for
pleasure after the Revise
and Check section.
w w w .o u p .c o m /e lt/te a c h e r/
e n g lis h file
• Extra digital ideas,
teaching resources,
and support.
11
G p ro n o u n s
V w orking o u t m e a n i n g from c o n t e x t
P vowel so unds
1A
Why did they call you that?
Lesson plan
1 SPEAKING & LISTENING
In this first lesson, the topic of names provides a context for
Sts to get to know each other, revise sounds, and practise
basic reading and listening skills. The vocabulary focus is
on working out meaning from context, and the grammar
focus is on pronouns.
a Books open. Focus on the words in pink and make sure
Sts understand them.
Sts begin by talking about their names. Next, they listen
to four speakers talking about their own names. This is
followed by a pronunciation focus on vowel sounds through
common British names and surnames. The pronunciation
focus can also be used to introduce the sound picture
system to Sts who have not previously used English File. Sts
then read an article about the way people’s names can have
an impact on their lives. This reading activity also includes
strategies for guessing new vocabulary from context. The
first part of the lesson ends with a questionnaire about
names, and the song Rio.
The second half o f the lesson is about brand names. Sts
listen to a radio programme and find out the origin of
some common brand names. This leads into a split reading
about the names of two popular technology products. The
grammar is then presented through extracts from the text.
The lesson ends with a speaking activity in which Sts read
descriptions of new inventions and together come up with
names for the products.
Put Sts in pairs (preferably face to face) and get them to
use the prompts to tell each other about their names.
G et feedback from different pairs, and use this as an
opportunity to learn Sts’ names.
Extra challenge
• Get Sts to ask each other follow-up questions, e.g.
Why do I did they call you that? How did you get that
nickname?
b
1 2 ) ) ) Tell Sts they are going to listen to four people
talking about their names. Focus on the instructions.
Now play the audio. Get Sts to compare with a partner,
and then check answers.
E xtra support
• Before playing the audio, go through the listening
script and decide if you need to pre-teach / check any
new lexis to help Sts when they listen.
1 Sean/
2 D eb o rah
3 Jam es/
4 Philippa /
1 2)))
There is an Entry Tesfon the Test and Assessment CD-ROM,
which you can give the Sts before the course.
(script in S tude nt's Book on p.122)
STUDY E E H
I
I = Interviewer, S = Sean, D = Deborah, J = James, P = Philippa
1
• W orkbook 1A
® iTutor
• w w w .o u p .c o m /e lt/e n g lis h file
S
I
S
I
S
Extra photocopiable activities
»
•
•
•
I
Gram m ar p ro n o u n s p.140
C om m unicative Talk for a m in u te p .168 (in s tru c tio n s p.160)
Song Rio p .210 ( in s tru c tio n s p.206)
w w w .o u p .c o m /e lt/te a c h e r/e n g lis h file
O ptional lead-in (b ook s closed)
• Write your full name on the board, e.g. j o h n p
s m i t h , and elicit that this is your fu ll name.
Then elicit that:
S
I
S
I
h ilip
- John is your first name;
S
1
- Philip is your m iddle name;
S
- Sm ith is your surnam e (or also fam ily nam e or
last name).
I
• If you don’t have a middle name, you could either invent
one or use a celebrity’s name.
Excuse me? I’m doing a survey. Can I ask you s om e
q u e stio n s a b o u t your name?
OK.
So, w h a t's your name?
Sean Gibson.
Is t h a t S-E-A-N or S-H-A-U-N?
S-E-A-N.
Why did your p a re n ts call you t h a t ?
I think I’m n am ed a f te r th e a c to r Sean Connery, who played
Ja m es Bond in t h e 60s. He w as very fam ous a t th e time
when I w as born.
Do you have a nickname?
Actually, a t school th ey u sed to call me ’Brains’. Um, it was
m e a n t to be a joke, I think, b e c a u se I w asn't a particularly
good s tu d e n t.
And are you happy with your name?
Mmm, like it. I was usually t h e only Sean a t school, which
I think w a s quite a good thing. But people find it quite
difficult to spell, especially as t h e r e are tw o possible
spellings, and m o s t foreign people find it really difficult to
pronounce.
Would you like to c hange it?
No, 1definitely wouldn’t change it.
2
So, w h a t ’s your name?
D Deborah.
I Is t h a t with an h a t th e end?
D Yes, D-E-B-O-R-A-H.
I
Why did your p a re n ts call you t h a t ?
D Ah, I’m actually nam ed a f te r th e hospital where I was born,
Deborah Hospital in New Jersey - near New York. My dad
th o u g h t of that.
I Do you have a nickname?
D No, but everyone calls me Debbie or Deb.
I Are you happy with your name?
D Not really.
1A
I Would you like to c hang e it?
D I don’t know. When I w as little, I r enam ed myself April and
t h e n Caroline, bu t now I don’t like th o s e na m e s either.
d Do this as an open-class activity and tell Sts how you
feel about your name. Alternatively, you could get Sts
to talk in pairs.
3
I
J
I
J
I
J
I
J
I
J
I
J
So, w hat's your name?
James.
Is t h a t sp e lt in th e usual way?
Yes, J-A-M-E-S.
Why did your p a re n ts call you t h a t ?
I’m n ot sure. I think t h e y j u s t liked t h e name. I’m not n am ed
a f te r anyone or anything like th a t.
Do you have a nickname?
Not exactly. At university som e of my friends called me
Jim for short, b u t I didn’t like it very much. I’ve always
introduced myself a s Jam es.
Are you happy with your name?
Yes. I've always liked it.
Would you like to c hang e it?
No. I c an ’t imagine being called som ething different. But
I don’t think it really m a t t e r s anyway - a n am e is ju s t a
name.
E xtra idea
• Ask Sts if they know what their name is in English,
and if they like it better than in their language.
2 PRONUNCIATION vowei sounds
Pronunciation notes
• Many Sts find it difficult to pronounce common
British names, often because o f vowel sounds
which don’t exist in their LI.
• This exercise will remind Sts who have used
English File before o f the sound picture system.
If your Sts are new to the series, you will need to
explain that the sound pictures show the phonetic
symbols, and give a clear example of a word with
the target sound to help them remember the
pronunciation o f the symbol.
4
I
P
I
P
I
P
So, w h a t ’s your name?
Philippa.
How do you spell it?
P-H-l-L-l-P-P-A.
Why did your p a re n ts call you t h a t ?
My p a re n ts are Scottish, but t h e y were living in England
when I w as born. They heard t h e n am e Philippa - it isn’t
a common n am e in S cotland and t h e y decided t h a t th ey
liked it.
I Do you have a nickname?
P Well, w hen I w as growing up everyone called m e Pippa for
short, which I didn’t like a t all!
I Are you happy with your name?
P I h a te d it when I w as growing up b e c a u s e it w as different.
And n ot one single person spells it right! But now I don’t
mind it, b e c a u se it is a bit different.
I Would you like to c hange it?
P No, I like it for me.
c
a
1
2
3
4
5
6
7
8
Tell Sts that they are going to listen to the four speakers
again and that this time they must write down in note
form the answers the speakers give.
Give Sts a few moments in pairs to find the odd one
out in each set o f four names. Remind Sts that this
kind o f exercise is easier if they say the words aloud to
themselves.
Get Sts to compare with a partner, and then check
answers.
1 Sean
1 He w a s n a m e d a f t e r t h e a c t o r S e a n C onnery, w ho
play e d J a m e s Bond in t h e 6 0s.
2 His n ic k n a m e w a s ‘Brains' a t school.
3 He likes his n a m e a n d d efinitely w o u ld n ’t c h a n g e it.
Check answers.
S e e w o r d s in bold in s c rip t 1.3
Deborah
1 3)))
1 She’s n a m e d a f t e r t h e h o s p ita l w h e r e s h e w a s born.
2 She’s called Debbie or Deb for s h o rt.
3 S h e isn’t really h a p p y w ith h e r n a m e . S h e trie d
c h a n g in g it w h e n s h e w a s little b u t d o e s n ’t like t h e
n a m e s s h e c h o s e either.
3
1
2
3
4
5
6
7
8
James
1 He th in k s his p a r e n t s j u s t liked t h e n a m e .
2 He w as called Jim for s h o r t a t university.
3 He's a lw a y s liked his n a m e . He w o u ld n ’t c h a n g e it.
4
fish /fij/ (short)
t r e e /trii/ (long)
c a t /kaet/ (short)
h o r s e /hois/ (long)
egg /eg /(sh o rt)
train /trein/ (long diphthong)
p h o n e /f a u n / ( lo n g diphth o n g )
bike /baik/ (sh o rt diph th o n g )
Now focus on the instructions and the first names. Play
the audio once, pausing after each group.
Play the audio, pausing after each speaker to give Sts
time to write.
2
13))) Focus on the eight sound pictures and elicit the
words and sounds. You many want to remind Sts that
two dots in the phonetic symbol show a long sound,
and two symbols together show a dipthong.
Philippa
1 Her p a r e n t s liked it b e c a u s e it w a s an u n c o m m o n
n am e.
2 She w as called Pippa for s h o r t w h e n s h e w a s young.
3 She h a t e d it w h e n g row ing up, b u t now it’s OK. She
w o u ld n ’t c h a n g e it.
Extra support
• If there’s time, you could get Sts to listen again with
the script on p .122, so they can see exactly what they
understood / didn’t understand. Translate / explain
any new words or phrases.
b
fish 111
t r e e liil
c a t /ae/
horse h-J
e g g /e/
train /ei/
phone hul
bike /ail
Chris, Bill, Olivia, Brian /'braian/
Peter, Steve, Emily /'emili/. Eve
Alex, Adrian /'eidrran/, Andrew, Ann
Sean, George, Paula, Charlotte /'Jailat/
Adele, Ben, Leo I'lhaul, Je ssica
Sam /saem/, Grace, Jam es, Kate
Tony, Joe, Robert /'rabat/, Sophie
Ryan, Liam /'liiam/, Michael, Simon
Focus on the instructions. Give Sts a few minutes
in pairs to decide which are men’s names, women’s
names, or both. Check answers. W hich are short for
another name?
1 Chris B (sh o rt for C h risto p h e r M or Christina / Christine /
C hristobel W), Bill M (short for William), Olivia W, Brian M
2 P e t e r M, S t e v e M (sh o rt for S t e p h e n / Steven), Emily W,
Eve W (also s h o r t for Eva / Evelyn)
3 Alex B (sh o rt for A le xande r M or A lexandra W), Adrian M,
A ndre w M, Ann W
4 S e a n M, G e orge M, Paula W, C h a rlo tte W
13
1A
5 Adele W, Ben M (sh o rt for B e n e d ic t / Benjamin), Leo M
(sh o rt for L eonard / Leonardo), J e s s ic a W
6 Sam B (sh o rt for S a m u e l M or S a m a n t h a W), G race W,
J a m e s M, K a te W (sh o rt for C a th e r in e / K a th erin e /
Kathryn)
7 Tony M (sh o rt for A n th o n y / Antony), J o e M (sh o rt for
Joseph), R o b e rt M, Sophie W
8 Ryan M, Liam M, Michael M, Simon M
Tell Sts to go to the Sound B ank on p.166. Explain
that here they can find all the sounds and their symbols
and also the typical spellings for these sounds as well as
some more irregular ones.
Go through the words and spelling for the sounds Sts
have focused on in this exercise.
Extra support
• Before Sts read the article, check it for words and
phrases which your Sts might not know and be ready
to help with these (but not the highlighted words).
Set a time limit for Sts to read the article once all the
way through.
Now give Sts a few minutes to insert the headings
above the correct paragraphs. There is one extra
heading.
Get Sts to compare their answers with a partner, and
then check answers. Focus on the footnote about Sue
Yoo and go through it with Sts.
1 C
Extra idea
2 E
3
B
4
A
Get Sts to suggest one more first name and one more
surname for each sound.
Tell Sts to read the article again and answer questions
1-5 with a partner. Set a time limit.
Focus on the instructions and the surnames. Give Sts a
few moments in pairs to decide how the surnames are
pronounced.
Check answers.
1 4))) Play the audio once for Sts to listen and check.
Check answers.
1 4 »)
A dam s /'ascbmz/
Evans /'evanz/
H arriso n /'hEerisn/
Joh nson /'d3Dnsn/
Jones Ifr p u n z l
M ason /'m eisn/
M u rra y /'m A ri/
T a ylor /'teito/
W alker /'w oiks/
W rig h t /ra it/
stu d y H m a
• Sts can practise th e s e sounds on th e iT u to r and on th e
E n g lish F ile In te rm e d ia te Plus w ebsite.
3 READING & VOCABULARY
working out meaning from co ntext
a Focus on the instructions. Ask the question to the
whole class and elicit opinions.
! Do not ask Sts if their own name is helping or hurting
them as they will do this later.
b Focus on the instructions and make sure Sts
understand all the lexis in the headings.
Extra idea
• At this point you might want to explain to Sts or
remind them that when they read a new text in
English, they should first:
- Read the text quickly to get the overall meaning
and find out how it’s organized;
- Read it again more slowly to understand it in detail.
• It can be difficult to know how long to give when you
set a time limit for reading as some Sts are slower
readers than others. It is im portant for Sts to realize
that slower readers are not worse readers; in fact,
they often retain what they have read better than
fast readers. We suggest that you talk about this with
your Sts and ask if they are fast or slow readers when
they read in their L I. Then set a time limit to suit the
mid-pace readers. Tell the fast readers if they have
finished already, to go back to the beginning, and
encourage very slow readers to try to speed up a little.
1 P e o p le c alled Elizabeth a r e s e e n a s t h e m o s t
s u c c e s s f u l , Sophie a s t h e m o s t a t t r a c t i v e , a n d Ann a s
le s s s u c c e s s f u l , l e s s lucky, a n d le s s a t t r a c t i v e .
2 N a m e s t h a t a r e c o n s i d e r e d a t t r a c t i v e (e.g. Sophie
a n d Ryan) or f i r s t n a m e s be ginning w ith t h e l e t t e r s A or
B (in t h e US).
3 Ellie s o u n d s like t h e b eginning o f e le ctric ia n , a n d p e o p le
a r e o f t e n a t t r a c t e d t o j o b s t h a t s o u n d like t h e i r n a m e s .
4 S o m e e m p lo y e rs p re f e r a p p li c a n t s w ith ‘n o rm a l’so u n d in g n a m e s , so a n u n u s u a l n a m e m ig h t b e a
d isadvantage.
5 You sh o u ld h a v e ‘p o sitiv e ’ initials, like J.O.Y. or F.U.N.
d Focus on the G uessing the m eaning o f n ew words
and phrases box and go through it with the class.
Use one of the highlighted words from the article as
an example, e.g. scale. We know it’s a noun because a
comes before it; the explanation that ‘grades are given
on a scale from A (excellent) to D (poor)’ helps us
understand the meaning (= different levels or numbers
to measure something). If necessary, go to step 3 and
guide Sts to find the best definition in the dictionary
for the word as used in the sentence.
Now focus on the other highlighted words and phrases
in the article. Get Sts to work out their meaning in
pairs or small groups. M onitor and help, encouraging
Sts to use the techniques you have just discussed.
s u rv e y /'s3:vei/
ra nk /rasrjk/
Overall /.aovar'oil/
b e y o n d /bi'jDnd/
s c a le /skeil/
likely /'laikli/
R e s e a r c h e r s /ri's3itjbz/
e v id e n c e /'evidans/
t h e a v e r a g e /'£evnd 3 /
Now get Sts to match the highlighted words with
definitions 1-9.
Ask Sts how they think each word is pronounced and
where the stress is on words with more than one syllable.
1 5))) Play the audio for Sts to listen and check. Get
Sts to underline the stressed syllable.
Check answers by writing the words on the board and
asking Sts which syllable should be underlined.
S e e underlining in s c rip t 1.5
14
I
1A
Her nam e is Rio and sh e d a n ce s o n t h e sand
J u s t like t h a t river twisting through a d u sty land
And w hen sh e shines she really show s you all s h e can
Oh Rio, Rio d a n ce a cro s s t h e Rio Grande
1 ’5)))
1
2
3
4
5
Researchers
evidence
survey
t h e average
scale
6
7
8
9
rank
likely
Overall
bevond
I’ve s e e n you on t h e b each and I’ve se e n you on TV
Two of a billion s t a r s - it m ea n s so m uch to me
Like a birthday or a p re tty view
But t h e n I’m sure t h a t you know it’s j u s t for you
Deal with any other new vocabulary and encourage Sts
to write down any useful new lexis from the text.
g
Her nam e is Rio and she d a n c e s on t h e sand
J u s t like t h a t river twisting through a d u sty land
And w hen s h e shines she really show s you all she can
Oh Rio, Rio d ance a cross th e Rio Grande
Get Sts to answer the questions in pairs or in small
groups. Tell them to give reasons to explain their
answers, encouraging them to link their responses to
the information in the article, where possible.
Hey now, look a t t h a t did sh e nearly run you down?
At t h e end of t h e drive t h e lawmen arrive
You m ake me feel alive, alive, alive
I’ll t a k e my c h an c e 'c ause luck is on my side or som ething
I know w h a t you’re thinking, I tell you som ething, I know w h a t
you’re thinking
Get feedback from individual pairs or ask the whole
class. You could also tell them about yourself.
E xtra idea
• You may want to ask Sts the following questions:
1 In your country what names do you think might
be perceived as...?
a successful b lucky c attractive
d less desirable
2 Are there any names in your language which
sound like jobs? Do you know anyone whose name
sounds like their job?
3 Do you know anyone whose initials spell a positive
or negative word?
Her na m e is Rio, s h e don’t need to u n d e rstan d
And I might find her if I’m looking like I can
Oh Rio, Rio hear t h e m s h o u t a cross t h e land
From m ountains in t h e north down to t h e Rio Grande
Do do do do, etc.
6 LISTENING & SPEAKING
a Focus on the photos o f the brands and the task.
Elicit answers from the class. Model and drill the
pronunciation o f the brands as necessary.
Extra idea
4 SPEAKING
• You could ask Sts if they have any ideas how the
companies got their names. D on’t tell them if they’re
right yet.
Focus on the photo. Ask Sts if they know the children’s
names (in order of age: Maddox, Pax, Zahara, Shiloh,
Knox, Vivienne) and what they think about the names
- strange? interesting? See if they know any unusual
names o f other celebrity children. Ask the class if it’s a
good idea to give children such unusual names and why
(not)?
Now focus on the W h a t’s in a name? questionnaire
and make sure Sts understand the questions. Elicit
examples of old-fashioned and unusual names and
write them on the board.
Put Sts in small groups and set a time limit. Get them
to decide on answers to the questionnaire, giving as
much detail as possible. M onitor and help.
W hen they have finished, get some feedback.
Extra support
• Get Sts to ask you one or two questions first.
5
15))) SONG
S a m s u n g /'sasmsAg/ m a k e s e le c tro n ic p r o d u c t s
Nike /'naiki:/ m a k e s t r a i n e r s a n d s p o r t s w e a r
Sony /'sauni:/ m a k e s e le c tro n ic p r o d u c t s
Google /'gu:gl/ m a k e s i n t e r n e t- r e la t e d s e r v i c e s a n d
p ro d u c ts
IKEA /ai'kia/ m a k e s r e a d y - t o - a s s e m b l e f u rn itu re
b
17))) Focus on the instructions. Tell Sts they are going
to listen to a radio programme about the five brands
they have just discussed. Play the audio once the whole
way through for Sts just to listen.
Now play the audio again for Sts to listen and answer
the questions.
Check answers.
1 Nike
2 IKEA
3 Sam sung
Rio S3
This song was originally made famous by the English
pop-rock band D uran D uran in 1982. For copyright
reasons this is a cover version. If you want to do this
song in class, use the photocopiable activity onp.210.
16)))
Rio
Moving on t h e floor now b a b e you’re a bird of paradise
Cherry ice cream smile I s u p p o s e it’s very nice
With a s t e p to your left and a flick to t h e right you c a tc h t h a t
mirror way o u t w e s t
You know you’re som e thing special and you look like you’re
the best
4
5
Google
Sony
1 7»)
(script in S tu d e n t's Book on p.122)
I = Interviewer, J = John
I
Good a fternoon. This is Uncommon Knowledge, th e
program m e t h a t looks a t everyday things from unusual
angles. Today w e’re talking to th e Creative Director of a
company t h a t na m e s c ompanies and products. Welcome,
John.
J Hello, Sarah.
I Now, tell us. How do companies c hoose their nam es? Are
t h e y usually nam ed a f te r t h e people who s t a r t them ?
J Well, s om etim es. Many com panies are n am ed a f te r their
founders, for example t h e Swedish furniture company
IKEA. The first tw o l e tte rs in IKEA - t h e T and t h e ‘K’ - are
t h e initials of Ingvar Kamprad, t h e c om pany’s founder.
15
1A
I
J
I
J
I
J
I
J
I
J
I
J
I
J
I
J
I
J
I
J
I
J
I
J
I
J
c
And w h a t a b o u t t h e last tw o letters, t h e ‘E’ and th e ‘A?
What do t h e y s ta n d for?
The ‘E’ is for Etmtaryd, which is t h e na m e of th e farm w here
Ingvar Kamprad grew up.
And th e A’?
The A' is for t h e n am e of a village n e ar his hometown,
called Agunnaryd. I’m not quite sure exactly why this
village w as im porta nt to him, b u t obviously it was.
I always a ssu m e d t h a t ikea was a Swedish word with som e
s o rt of special meaning.
Ah, I’m afraid not. But many o th e r com panies choose
na m e s which have specific meanings. For example,
Samsung, t h e big Korean electronics company.
What d o e s S a m sung m ean?
In Korean, S a m sung m ea ns ‘t h r e e s t a r s ’. The nam e was
chosen b ack in th e year 1938, and a t t h a t tim e t h r e e s t a r s
w a s t h e m o st impressive rating t h a t people could imagine
for hotels and things like th a t.
So if t h e y ’d s t a r te d t h e company to d ay t h e y would have
probably have called it ‘five s t a r s ’ - w h a te v e r t h a t is in
Korean.
Absolutely. In any c a s e t h e company w as very different
in its early days. For instance, in t h e beginning, in 1938,
S a m sung w a sn ’t an e lectronics company. It w as a c ompany
which sold fish, ve geta ble s, and fruit to China. It didn’t
s t a r t selling electronics until t h e 1970s.
Oh really? I didn't know th a t.
And a n o th e r brand name with a special m eaning is Nike,
t h e American company which is fa m ous for its trainers and
s p o rts clothes.
I think I know this one. Nike is th e Greek g o d d e s s of victory.
Is t h a t right?
Yes, t h a t ’s right. What’s interesting is t h a t ‘Nike’ w a sn ’t
th e c om pany’s original name. When it s t a r te d in 1964, its
original nam e w a s Blue Ribbon S ports. They c hange d their
nam e to Nike a few years later in 1971.
Very interesting.
Yes. And a n o th e r company with an interesting name
is Sony, t h e Ja p a n e s e electronics company. Sony is a
combination of ’s o n u s’, t h e Latin word for ‘so u n d ’, and
‘sonny’, an American slang term t h a t m e a n s ‘boy’.
'Sound' plus ‘boy’.
T h at’s right. They ch o se it b e c a u s e it h as an interesting
meaning and it’s e asy for people all over t h e world to
pronounce. Obviously t h a t ’s an im portant thing for a
business name.
One more question, this tim e a b o u t t h e American internet
company, Google. The nam e h as s om e thing to do with
numbers, I think.
T hat’s right. ‘Googol’ is a word for a very large number: a
one followed by 100 zeros.
Really? T hat’s quite hard to visualize!
The nam e show s t h a t t h e r e is a huge a m o u n t of
information online, and you can find it all by googling it.
Yes. It’s a really good nam e for a s e a rch engine.
Yes, indeed. Now, of course, t h e spelling is different.
‘Google’ t h e com pany is G-O-O-G-L-E, b u t t h e num ber is
spelled G-O-O-G-O-L. But t h a t ’s w here t h e n a m e c om es
from.
Fascinating. Thanks very much for speaking with us this
a fternoon.
You’re very welcome.
Focus on the instructions and make sure Sts
understand the questions. Now tell Sts to listen again
and write down answers to each question. You could
pause after each question is answered to give Sts time
to make notes. Play again if necessary.
Get Sts to compare with a partner, and then check
answers.
1 T hey s t a n d for t h e initials of Ingvar K am prad, IKEA’s
founder.
2 S a m s u n g originally sold fish, v e g e t a b l e s , a n d fruit t o
China.
3 Nike’s original n a m e w a s Blue Ribbon S p o rts .
4 T hey c h o s e Sony b e c a u s e it h a s a n i n te r e s t in g m e a n in g
(a c o m b in a tio n o f ‘s o n u s ’, t h e Latin w ord for ‘s o u n d ’, a n d
‘s o n n y ’, US s la n g for ‘b o y ’). Also, it’s e a s y for p e o p le all
o ve r t h e world t o p ro n o u n c e .
5
‘G oogle’ t h e c o m p a n y is sp e lle d G-O-O-G-L-E, b u t
t h e n u m b e r ( w here t h e n a m e c o m e s from) is spelled
G-O-O-G-O-L.
Get feedback on what Sts found surprising about the
brand names.
Extra support
• If there’s time, you could get Sts to listen again with
the script on p .122, so they can see exactly what they
understood / didn’t understand. Translate / explain
any new words or phrases.
d Focus on the photos. Elicit from the class the names of
the two products and write them on the board.
t h e iMac a n d t h e Kindle
Now ask if anyone knows how the two products got
their names, but don’t tell them if they’re right yet.
e Tell Sts to work in pairs, A and B. A reads H ow was
the Kindle named? in the main lesson on p. 6. B reads
C om m un ication H ow was the iM ac named? on
p .104.
f
Give Sts time to read their texts and to find the answers
to 1-4. Ask them to underline the answers in the text
or jot down brief notes.
g Ask the As to start by telling the Bs about the Kindle,
using the answers to questions 1 -4 to help them
remember im portant details.
h The Bs then tell the As about the iMac, using the
answers to questions 1-4 to help them remember
im portant details.
W hen the activity finishes, get some feedback. Ask Sts
if they thought the stories were interesting and whether
they learned anything new about the products. Finally,
ask how many Sts have, or have had, a Kindle or an
iMac.
Tell the Bs to go back to the main lesson 1A on p.6.
Focus on the three groups of questions. In pairs, Sts ask
and answer the questions, giving as much information
as possible.
M onitor and help with any vocabulary.
Get some feedback from various pairs.
E xtra support
• Demonstrate the activity by answering any o f the
questions you can yourself (e.g. Rolls-Royce cars
were named after the founders Charles Rolls and
Henry Royce).
7 GRAMMAR
pronouns
a Focus on the instructions and get Sts to do the task
individually or in pairs. Remind Sts to look back at the
texts in 6 if they aren’t sure what the pronoun refers to.
Check answers.
1
2
3
4
him = Cronan; h e = Bezos
t h e m = A m a zo n ’s c u s t o m e r s
it = a n e w n a m e
it = t h e nam e; him = J o b s
1A
b
Check answers, getting Sts to read the full sentences,
1 8))) Tell Sts to go to Gram m ar B ank 1 A o n p.132.
If your Sts have not used the English File series before,
explain that all the gramm ar rules and exercises are in
this part of the book.
a
1
2
3
4
5
Focus on the example sentences and play the audio for
Sts to listen to the sentence rhythm. You could also
get Sts to repeat the sentences to practise getting the
rhythm right. Then go through the rules with the class.
The examples on the audio and the rules are
gramm ar which is either completely new (as in this
case), or gramm ar which is complex in form or use
and needs thorough recycling.
At this level Sts will have met all o f the pronoun
forms but may not have revised them since
Elementary level. Nevertheless, mistakes in this
area tend to persist.
It is also an area where many common errors
persist, especially confusing the third person
pronouns he / she / they.
direct / indirect object pronouns and w ord order
• rule 1: Emphasize that we leave out the
preposition if the indirect object is a noun and
comes before the direct object, e.g. I gave him my
address N O T Fgcnre-trrhim my address.
! Remind Sts that pronouns are not usually
stressed in sentences except for emphasis.
! Highlight that the indirect object usually
answers the question ‘to whom?’, e.g. I gave it to
him. The direct object answers ‘what?’, e.g. I gave
m y ph o n e num ber to him. / 1 gave it to him.
Typical mistakes include:
- mixing up subject and object pronouns
(I told heihe-truth)
- making possessive adjectives and possessive
pronouns plural ([hers books / Those books are
mines.)
- problems with word order (We sent to them it. /
We boughtfo r her a-new laptop:)
- leaving out pronouns as subjects (Is John in class?
6
7
8
9
10
our, o u rs
my, y o u rs
us, he r
him, his
It’s, its
b
1
2
3
4
5
6
7
8
9
10
A dditional gram mar notes
• The Additional gramm ar notes in this Teacher’s
Book aim to add more information to the notes
and rules on the G ram m ar B ank pages in the
Intermediate Plus Student’s Book where necessary.
There is a direct link between the number of
each rule in the Teacher’s Book and the Student’s
Book. If there is no extra information about a rule
in the Teacher’s Book, this is either because we
assume that Sts at this level should already know
it or because all the information needed is on the
Student’s Book page.
The G ram m ar Bank rules section usually begins
with R ev ise the basics showing what Sts
should already know, in this case the forms o f all
pronouns and basic rules.
She, h e r
your, m ine
their, h e r s
her, m e
th em , th eirs
T hey s e n t it t o m e
1g a v e t h e m t o my girlfriend
S h e f o u n d t h e m for m e
My s i s t e r w r o t e t h e m t o m e
Will you lend it t o him
My s o n m a d e it for m e
t h e y c o u ld n ’t s h o w it t o u s
We didn’t buy it for ou r d a u g h t e r
1re a d it t o t h e children
A friend a t university sold t h e m t o m e
Tell Sts to go back to the main lesson 1 A.
Extra support
• If you think Sts need more practice, you may want
to give them the G ram m ar photocopiable activity
at this point or leave it for later as consolidation or
revision.
c
19))) Focus on the instructions and examples.
Explain (or show on the board) that first they will hear
a sentence, then they have to change it.
Play the first sentence in the audio and elicit from Sts
what they have just heard. Then elicit the new sentence
from the whole class.
Play the rest of the audio, pausing after each sentence
for Sts to listen and say the sentence.
*1 9)))
1 Give m e t h e book, (pause)
Give it to me.
2 Give her t h e shoes, (pause)
Give th e m to her.
3 We gave him t h e p resent, (pause)
We gave it to him.
4 Bring me th e p apers, (pause)
Bring t h e m to me.
5 I'll give th e m t h e information, (pause)
I'll give it to them .
6 Did you give h er your num ber? (pause)
Did you give it to her?
7 She didn't se n d me an email, (pause)
She didn't send it to me.
8 He c an ’t give us th e details, (pause)
He c an ’t give th e m to us.
Repeat the activity for extra practice, this time getting
individual Sts to respond.
Extra support
• As Sts listen, pause the audio at the beep if they need
more time.
d Focus on the task. Put Sts in pairs and tell them to take
it in turns talking about a couple they know, using
the suggested topics and anything else they think is
interesting. Focus on the example and rem ind Sts to
use he / his / him when talking about a man, and she /
her j hers when talking about a woman.
M onitor and help, encouraging Sts to use the
appropriate pronouns.
Focus on the exercises and get Sts to do them
individually or in pairs.
’■Get some feedback from the class.
17
1A
Extra support
• Demonstrate the activity by telling Sts a little about a
couple you know.
Extra challenge
• Get Sts to ask each other follow-up questions, e.g.
How did you meet them?
8 SPEAKING
a Focus on the pictures and the advertisements, and go
through them with Sts, eliciting / explaining any words
Sts don’t know. Make it clear that these are invented
products that could be in widespread use at some time
in the future.
Give Sts some time to think about the products, then
get them to talk to a partner about which products (if
any) they would like to buy. Tell them to give reasons
why I why not.
Extra support
• You could do this as an open-class question.
b Focus on the instructions. Put Sts in pairs or small
groups and tell them to imagine they work for an
advertising company and have to think up exciting
names for the three products. Encourage Sts to discuss
the topics in the list.
c
Focus on the task and on the M aking suggestions,
A ccepting, R ejecting box and go through it with the
class.
Set a time limit and get one person in each pair or
group to act as ‘secretary’, writing down all the possible
ideas for names. M onitor and help, encouraging Sts to
use expressions from the box.
d Now tell Sts to decide, in pairs or groups, on the best
names for each product.
e
Now get each pair or group to tell another pair or
group the names they have chosen, using the example
as a model. Ask them what they tliink o f the other Sts’
names.
Finally, elicit all the names onto the board and have a
class vote for the best name for each product.
18
G a d je c ti v e s
V a d je c ti v e s u f f i x e s
P w ord s t r e s s
IB
True colours
individually. They should do this task quickly. Then tell
them to compare with a partner.
Lesson plan
The m ain topic o f this lesson is colour. Sts start by taking
a colour personality test and reading the results, which
revises some adjectives o f personality covered in English
File Intermediate. They then focus on word building
with adjectives and suffixes, and this is followed by a
pronunication focus on word stress in adjectives. Next, Sts
listen and react to an interview with a woman who changed
the way she dressed after having a professional colour
analysis done.
Get feedback from a few pairs o f Sts.
E xtra idea
• Get Sts to vote with a show o f hands for the most and
least popular colours.
b Now tell Sts to go to C om m unication C olour and
person ality on p.104 and read the results of the test.
Focus on a. Tell Sts to read about the colours they
chose for first, second, seventh, and eighth place and
to underline the points they agree with. D o not ask
them about their results yet, as they will be discussing
these at the next stage. You might want to tell the class
that this activity is based on the famous Max Liischer
colour test.
The second half o f the lesson begins with the gramm ar
focus which is on adjectives, revising basic rules and
extending Sts’ knowledge o f comparative and superlative
adjectives, together with a focus on the use o f one / ones.
Next, Sts read and discuss an article about a well-known
British paint company which is famous for the unusual
names of its colours. This leads into a speaking activity
where Sts discuss their own colour preferences. This lesson
ends with Sts talking and then writing about their favourite
room at home.
Now do b. Focus on the Talking about findings and
results box and go through it with the class.
Get pairs to take turns to tell each other about their
results and say which ones they agree or disagree with
and why.
sT U D Y nm a
•
•
•
•
W orkbook I B
iTutor
iChecker on iTutor
w w w .o u p .c o m /e lt/e n g lis h file
Extra photocopiable activities
•
•
•
•
G ram m ar a d je c ti v e s p .141
Com m unicative Good, b e tt e r , b e s t p .1 6 9 ( i n s tru c tio n s p .160)
Vocabulary Adjective s u f f i x e s p .1 94 ( i n s tru c tio n s p.191 )
w w w .o u p .c o m /e lt/te a c h e r/e n g lis h file
O ptional lead-in (b ook s closed)
• Revise adjectives of personality by doing this quiz orally
with the whole class.
Ask: What do you call someone who... ?
- is caring and loving? (affectionate)
- isn’t confident about himself / herself? (insecure)
- refuses to change his / her opinion? (stubborn)
- tries hard to be better than others? (competitive)
- is given everything he / she asksfo r and often behaves
badly? (spoilt)
• Model and drill the pronunciation o f any adjectives your
Sts are having trouble with.
1 VOCABULARY adjective suffixes
a
Books open. Tell Sts to look at the title of the lesson True
colours and elicit its meaning as in I seeyour true colours
(= see someone’s real character for the first time).
Now focus on the instructions and the eight colours
on the page. Tell Sts to take the Colour personality test
M onitor and encourage Sts to use the expressions in
the box and to ask each other follow-up questions.
Tell Sts to go back to the main lesson IB.
c
Focus on the instructions. Tell Sts to work with a
partner to complete the adjectives with the correct
suffixes and to say what people with these qualities are
like.
Check answers.
m oody: h a p p y o n e m in u te a n d s a d t h e n e x t, a n d o f t e n
b ad -tem p ered
r e s t l e s s : u n a b le t o s t a y still or b e h a p p y w h e r e t h e y are,
b e c a u s e t h e y 'r e b o re d or n e e d a c h a n g e
selfish: c a r e only a b o u t t h e m s e l v e s a n d n o t a b o u t o t h e r
p e o p le
se n s itiv e : c a n b e easily h u r t or o f f e n d e d
soc iable : enjoy s p e n d i n g tim e w ith o t h e r p e o p le
d Tell S ts to go to Vocabulary B ank Adjective suffixes
onp.152.
Focus on 1 D escrib in g peop le and the W ord
endings for adjectives box. Go through the
explanation with the class.
You might want to highlight that -able / -ible usually
means ‘can (be)’, e.g. enjoyable = can be enjoyed, and
that -ish can mean ‘almost’ or ‘sort of’, e.g. greenish =
something like green; or it can mean ‘in the m anner of’,
e.g.foolish = like a fool.
Now tell Sts to do a individually or in pairs. Give them
time to write the adjectives in the chart, and then
compare with a partner.
19
IB
E x tra su pp o rt
1 13))) Now do b . Play the audio for Sts to check
answers. Then play it again pausing after each phrase
for Sts to repeat.
• Let Sts use their dictionaries to help them with this
section.
1 10))) Now do b. Play the audio for Sts to check
answers. Then play it again pausing after each word for
Sts to repeat.
1 13)))
4 describing colours
3
4
1 bright blue
2 light blue
dark blue
greyish blue
1 10)))
Elicit or point out that the suffix -ish after a colour
means that the word being described has a bit o f that
colour in it, e.g. greyish blue = blue with a bit o f grey
in it.
1 Describing people
sociable, responsible, reliable, sensible
lucky, bossy, moody
aggressive, sensitive, active, a ssertive, a ttra ctiv e, creative,
impulsive, possessive
ambitious, envious, glamorous, rebellious
beautiful, cheerful, helpful, powerful
childish, selfish, stylish
Now get Sts to do c in pairs. M onitor and help,
encouraging Sts to use adjectives that describe the
shades o f colour.
Extra idea
G et feedback from the class.
• If your Sts’ LI is a Latin-based language, some of
these adjectives may be quite similar. Get them
to highlight or circle the ones that are completely
different.
T esting y o u rself
For D escrib in g people and D escrib in g places and
things, Sts can cover the charts and say the adjectives
from the nouns and verbs. In D escrib in g colours
Sts can cover the words and look at 1- 4 and say the
colours.
Now focus on 2 D escrib in g places and things and
tell Sts to do a individually or in pairs. Give them time
to write the adjectives in the chart, and then compare
with a partner.
T esting a partner
Alternatively, Sts can take it in turns to test each other.
B closes the book and A asks B to say the adjectives
formed from certain nouns and verbs. After a few
minutes, Sts can swap roles.
In a monolingual class, Sts could also test each other by
saying the word in their LI for their partner to say in
English.
E xtra support
• Let Sts use their dictionaries to help them with this
section.
1 11))) Now do b. Play the audio for Sts to check
answers. Then play it again pausing after each word for
Sts to repeat.
Tell Sts to go back to the main lesson IB.
1 11)))
Extra support
• If you think Sts need more practice, you may want
to give them the Vocabulary photocopiable activity
at this point or leave it for later as consolidation or
revision.
2 Describing places and things
recognizable, incredible, affordable, comfortable, desirable,
profitable, suitable
easy, dirty, healthy, noisy, risky
addictive, expensive, impressive
dangerous, luxurious, spacious
colourful, stressful, s uccessful, useful
Tell Sts that although useful is more common, usable is
also possible and means ‘can be used’.
2 PRONUNCIATION
Pronunciation notes
Now focus on 3 -ful and -less and the -fill and -less
box. Go through the explanation o f the two suffixes
w ith the class.
Focus on the task in a. Once Sts have understood
the information, get them to do a individually or in
pairs. Point out that hopeful and hopeless are not exact
opposites as hopeless can mean ‘not good’, e.g. I ’m
hopeless at maths.
1 12))) Now do b. Play the audio for Sts to check
answers. Then play it again pausing after each word for
Sts to repeat.
• Word stress can be difficult for Sts and needs lots
of practice. The presence of prefixes and suffixes
can add to the difficulty for students from LI
backgrounds where suffixes take the m ain word
stress. The main thing for all Sts to learn is that
suffixes and prefixes are not stressed in English.
a Focus on the W ord stress on adjectives form ed
w ith suffixes box and go through it.
Then focus on the exercises and give Sts time to
underline the stressed syllable in the bold adjectives.
Do not check answers yet.
1 12)))
3 - fu l and -less
word stress
b
1 14)))
Play the audio once for Sts to check answers.
helpless, powerless, colourless, u se les s
Now focus on 4 D escrib in g colours. Explain that
we often use adjectives like the highlighted words to
describe colours.
Focus on a. Get pairs to match the four shades of blue
with the phrases.
20
1 14»)
1 glamorous
2 possessive
3 rebellious
4 com fortable
5 creative
6
7
8
9
10
luxurious
envious
impressive
unhealthy
suitable
IB
I
Now play the audio again, pausing after each word for
Sts to listen and repeat.
c
in my new colours, to s o rt of try it out. I've g o t a little book
with a s e t of s w a t c h e s in my colours t h a t I carry with me,
absolutely everywhere, so I can be sure I’m buying th e
right colours. Also, my tw o friends were b oth autum n
people, so we did a big huge c lothes swap. I gave t h e m all
of my a utum n colours and t h e y gave me all of their winter
colours.
I Did people notice a c hange in you?
W They definitely noticed. And t h e m o s t frequently used
word w as ‘glam orous’. 'Wendy, you look so glamorous!' And
a f te r a while I really felt more glamorous. I might ju st be
wearing a T-shirt and a pair of jeans, b u t in t h e right colour,
and it m akes a g r e a t difference. Now I feel more confident
as a person, in t h e workplace, and socially. I feel more
confident when I go shopping too - before I n ever knew
w h a t to buy and w as j u s t hopeless, really.
I Would you recom m end colour analysis to others?
W Absolutely. In fact, a b o u t four or five people in t h e office
sa w me and did t h e s a m e thing. My m o th e r’s done it too. I
told my husband to do it - t h e y do it for guys a s well - but
he h a sn ’t ag ree d yet. But he will!
Focus on the instructions. Monitor, making sure Sts
stress the bold adjectives correctly.
Get feedback from the class.
E x tr a s u p p o rt
• Get Sts to ask you the questions first. Encourage them
to ask the follow-up questions for more information.
E x tr a id ea
• Get Sts to reply to the questions with What about you?
sT U D Y nm a
• Sts can practise word stress on th e iT utor.
3 LISTENING & SPEAKING
a
b
Focus on the website. Ask Sts if they know what colour
analysis is, and if they know anyone who has done it. If
they do, ask what the result was.
1 1 5 ))) Before the listening, tell Sts to look at the two
photos o f Wendy. Ask Which one do you think was taken
after the colour analysis? Why? D on’t give them the
answer yet.
E x tr a s u p p o rt
• Before playing the audio, go through the listening
script and decide if you need to pre-teach / check any
new lexis to help Sts when they listen, e.g. swatches.
c
Focus on the Tip: True / false listen in g box and go
through it with the class.
Now focus on the instructions and give Sts time to read
sentences 1-10. Play the audio again.
Now focus on the instructions and questions. Play the
audio for Sts to listen and answer the questions with a
partner.
Tell Sts to mark the sentences T (true) or F (false),
then compare with a partner. Play the audio again if
necessary.
Check answers.
1 A
2 W endy w a s n ’t h a p p y w ith t h e w a y s h e looked. She
w o re black a lot a n d w a s b o re d w ith it b u t didn’t
know w h a t t o do. Her c o ll e a g u e (who had d o n e colour
analysis) a lw a y s looked s ty lis h a n d well d r e s s e d , so
W endy d e c id e d t o t r y it.
3 S h e f e lt g la m o ro u s.
What c h a n g e s did you make a f te r your colour analysis?
W The first thing I did w as g e t a couple of affordable T-shirts
Check answers.
I T
2 F
3 F
4 T
5
6
F
F
7 T
8 T
9 T
10 F
d Now tell Sts they are going to listen again and this time
they must correct the wrong inform ation in the false
sentences.
1 15)))
Play the audio again.
(script in S tu d e n t’s Book on p.122)
I = Interviewer, W = Wendy
I
E x tr a ch alleng e
• Sts may be able to correct the F sentences without
listening again.
Why did you decide to try colour analysis, Wendy?
W Well, I w a s sharing an office with a lady who alw ays looked
incredibly stylish and well d re sse d . And w hen I asked her
w h a t her s e c r e t was, s he told m e t h a t s h e ’d done colour
analysis. Another reason w as t h a t I w as really bored with
black. I felt like I wore black to o often, and I w a n ted to wear
new colours t h a t were more suitable for me. I didn't know
w h a t w as wrong with t h e way I d ressed, b u t I w a sn ’t happy
a b o u t it. So I b rought tw o friends along and we w e n t to s e e
a colour c onsultant.
I What w a s sh e like? It w as a woman?
W Yes, s h e w as a woman. J u s t wonderful, very friendly
and helpful. She p u t loads of s c a rv e s on me t h a t were
in different colours and s hades. T h e y ju st drape th e
s c a rv e s around t h e front of you* like w hen you go to th e
hairdresser’s, and s e e which o n e s look b e s t for your skin
tone. Once s h e ’d d one all t h e colours for me, t h e n s h e p ut
m e in t h e right make-up a s well.
I What colours did s he sa y were b e s t for you?
W Well, I learned t h a t I’m a ‘winter p e rso n ’. There are four
s o r t s of people: spring, summer, a utum n, and winter. The
winter colours are all very strong, for exam ple dark purple,
a dark blue, fuchsia, and a light purple colour called lobelia,
which is n am ed a f te r a flower. A nother colour winter
people should wear a lot is emerald green. And s h e said
I shouldn’t wear yellow or orange, or s h a d e s of colours
which have a lot of yellow in them , like lime green.
I Do you still w ear black?
W Yes. Winter people are t h e o n e s who c an w ear black. I still
do w ear it once or tw ice a week.
G et Sts to compare with a partner, and then check
answers.
2
3
5
6
10
e
S h e w e n t w ith t w o friends.
T he c olour c o n s u l t a n t d r a p e d s c a r v e s o n her; W endy
didn't a c tu a lly t r y on a n y c lo th e s.
W inter p e o p le s h ould w e a r s t r o n g c l o t h e s like dark
purple a n d d a rk blue.
S h e still w e a r s black o n c e or tw ic e a w eek.
Her m o t h e r h a s d o n e colour analysis; h e r h u s b a n d
h a s n ’t d o n e it y e t.
Focus on the questions, and go through them. Then set
a time limit for Sts to discuss them with a partner.
M onitor and help, encouraging Sts to use adjectives to
describe colours, e.g. dark purple, lime green, navy blue.
21
IB
Extra idea
• Instead o f getting Sts to do 4 in pairs, tell them to
close their books. You will read out a word, and they
must write down the first colour or colours they
associate with it. Sts then compare their list with a
partner and say why.
4
6
7
8
9
10 /
b
1
2
3
4
5
6
7
8
GRAM MAR adjectives
a Focus on the task and get Sts to do this in pairs or
individually.
Get Sts to compare with a partner if they worked
individually, and then check answers.
1
2
3
4
b
m ost
than
ones
in
5
6
7
8
luckier
m u c h sm a lle r
m o re difficult / h a r d e r
th e nicest
a s helpful
w orse
m u c h m o re exciting
a s g ood
Tell Sts to go back to the main lesson IB.
m ore
m u ch
as
th e
1 16))) 1 17))) 1 18))) Tell Sts to go to G ramm ar
B ank IB on p.133. Focus on the example sentences
and play the audio for Sts to listen to the sentence
rhythm. You could also get Sts to repeat the sentences
to practise getting the rhythm right. Then go through
the rules with the class.
a b e t t e r driver t h a n
t h e m ost c o m f o r t a b le o n e s
ve ry successful
easier t h a n t h e o t h e r o n e
E xtra support
• If you think Sts need more practice, you may want
to give them the G ram m ar photocopiable activity
at this point or leave it for later as consolidation or
revision.
c
Focus on the C om pare them! section and the example
answer.
Then get Sts to look at the E xtrem es! section and elicit
the superlative o f the adjectives in brackets. Tell Sts
not to write them in the questions. Finally, focus on the
example answer to 1.
Additional gram m ar notes
m ore rules for com paratives and superlatives
rule 2: Two-syllable adjectives
You may want to point out that:
1
2
3
4
5
• adjectives which end in -ing, -ful, and -less use
more / the most for comparatives and superlatives,
e.g. boring, careful,painless.
th e
th e
th e
the
the
h o tte st
m o s t positive
m o s t popular, t h e m o s t e x p e n s iv e
c lo sest, t h e f u r th e s t
c le v e re st
In pairs, Sts select two topics or questions to talk about.
Get them to discuss the topics and ask and answer the
questions, then swap roles.
• two-syllable adjectives with a negative prefix
which end in -y, e.g. unhappy, untidy can make
comparatives and superlatives with -er / -est or
more, e.g. unhappier or more unhappy.
M onitor and help, encouraging Sts to give reasons and
explain their choices as fully as possible.
a bit and m uch + com parative adjective
Get feedback from some of the pairs.
• Highlight that very is not used with comparatives
(very bigger).
• You could point out that we can also use a little
instead o f a bit with comparatives, and far or a lot
instead o f much.
Typical mistakes include:
- confusing comparative and superlative forms
(thefaster animal in the world).
- mixing up forms for irregular adjectives
(the gooder o f the two).
- using two comparative or superlative markers
instead o f one (more better, the most biggest).
Focus on the exercises and get Sts to do them
individually or in pairs.
Check answers, getting Sts to read the full sentences,
a
1
2
3
4
5
22
t h e w o rs t film
a s s p o r t y as
/
/
✓
5 READING
a Focus on the instructions and make sure Sts
understand the actual meaning of the words (not
just the colours), either by explaining in English,
translating into Sts’ LI, or getting Sts to check in their
dictionaries.
Possible answers
b e rry = d a rk red, iv o ry = yellowish w hite, m e lo n = light
o ra n g e , m in t = light g re e n , m o rn in g s k y = light g re y / blue,
m u sh ro o m = light b rown, wine = d a rk red
Ask the final question Would you use any similar
words...? to the whole class.
b Do this as an open-class question and elicit ideas,
encouraging Sts to use a colour + -ish, e.g. greenish
white.
Get feedback from a few pairs.
c
Now get Sts in pairs to guess which name goes with
which paint colour. Get feedback but do not check
answers yet.
IB
d Now set a time limit for Sts to read the article and to
check the answers.
1 C a b b a g e White
2 Dead Sa lm o n
3 M onkey Puzzle
4 Arsenic
E x tr a s u p p o rt
• Before Sts read the article, check it for words and
phrases which your Sts might not know and be ready
to help with these (but not the highlighted words).
e
f
Focus on the instructions. In pairs, Sts describe what
they can remember about how the colours got their
names. Alternatively, you could write the names o f the
colours on the board and tell Sts to close their books.
Focus on the highlighted phrases. Get Sts, in pairs,
to guess their meaning. Tell them to read the whole
sentence as the context will help them guess.
Check answers, either explaining in English,
translating into Sts’ L1, or getting Sts to check in their
dictionaries.
Deal with any other new vocabulary and encourage Sts
to write down any useful new lexis from the article.
Get Sts to compare with a partner and then check
answers.
[2]
[3]
[1]
[4]
T he colour o f t h e walls, door, e tc .
W h a t fu r n itu r e t h e r e is
W here t h e room is
Why s h e likes it
Focus on c and tell Sts to read the text again and to
complete the gaps with prepositions from the list.
They should use the picture o f the room to help them.
Remind Sts that some prepositions will be used more
than once.
Get Sts to compare with a partner and then check
answers.
2 in
3 inside
4 on
5 from
6 in
7 above
8 on
9 in
10 w ith
Focus on d and tell Sts they are going to write a
description o f their favourite room.
Go through the plan with the Sts. Encourage them to
make brief notes on what they will write about.
Now focus on the instructions in e.
E x tr a s u p p o rt
• Encourage Sts to use the techniques they learned in
File 1A for working out meaning from context.
g Do these as open-class questions.
You may like to get Sts to do the writing in class or
you could set it as homework. If you do it in class, set a
time limit for Sts to write their description, e.g. 15-20
minutes.
6 SPEAKING & WRITING
In f, Sts should check their work for mistakes before
giving it in.
a
Focus on the painting (Woman Embroidering by
Kersting) and task. Put Sts in pairs and tell them to take
a few moments to think about the items in the list.
Next, Sts take turns to describe their favourite room.
They can use the items in the list and anything else
about their room that comes to mind. Encourage Sts to
give as much information as possible and to ask their
partners follow-up questions.
E x tr a s u p p o rt
• Emphasize to Sts that the planning stage o f writing is
usually the m ost im portant stage because it provides
a structure for the essay they will be writing.
Get feedback from individual Sts.
E x tr a s u p p o rt
• Demonstrate the activity by describing your
favourite room and getting Sts to ask you a few
questions about it.
b This is the first time Sts go to the W ritin g B ank at the
back o f the Student’s Book. In this section, Sts will find
model texts with exercises and language notes, and a
writing task. We suggest that you go through the model
and do the exercises in class, but set the actual writing
(the last activity) for homework.
Tell Sts to go to W ritin g Describing a room on p.113.
Focus on a and get Sts to look at the picture o f Ana’s
room and describe w hat’s in it.
Give Sts time to read the description, My pink room,
and to answer the two questions. Tell them not to
worry about the gaps.
Get some feedback.
Now tell Sts to do b by numbering the topics according
to their order in the text.
23
Function
Language
r e p o r ti n g l o s t lu g g a g e ; g r e e t i n g s o m e o n e y ou h a v e n ’t s e e n for s o m e t im e
M y s u itc a s e h a s n ’t a rrive d ; I t ’s m e d iu m size, e tc .
Episode 1 A bad start
Lesson plan
1 ■< JENNY IS BACK IN LONDON
This is the first in a series o f five Practical English lessons
in which Sts learn and practise functional language.
a
The storyline is based on two characters, Jenny Zielinski,
an American journalist who works in the New York office
of a magazine called NewYork24seven, and her husband,
Rob Walker, a British journalist who works for the same
magazine. If your Sts did English File Intermediate, they
will already be familiar with the characters. If not, they will
not be at a disadvantage because the story is stand-alone.
In the audio-only version, a narrator has been added to tell
the story, so that Sts will be aware of all the action even if
they aren’t watching the DVD. The storyline in this series
of lessons is a mystery which Jenny has to solve. Sts will
enjoy the story much more if you build up the suspense and
encourage them to speculate about what has happened, or
is going to happen during and at the end o f each episode. If
any Sts have watched ahead on their iTutor, ask them not to
spoil the ending for those that haven’t.
In the first scene, Jenny has just arrived in London for
business, but she’s planning to visit her father-in-law,
Henry, for a few days first. She talks to fellow passenger
Andrew Page in the airport while a mysterious m an
watches them. At Baggage Reclaim, Jenny discovers her
suitcase is missing and in the second scene she reports it to
Lost Luggage. In the third scene, she and H enry then drive
to his house in the countryside and Jenny later calls Rob on
Skype, who is on assignment in Alaska. Neither Jenny nor
Henry realizes that the strange man, whose name is Grant,
is watching them from outside the house.
These lessons can be used with Class DVD, iTools, or Class
Audio (audio only).
Sts can find all the video content on the iTutor.
study n in a
• W orkbook A b a d s t a r t
• iTutor
• w w w .o u p .c o m /e lt/e n g lis h file
1 19))) Books open. Focus on the photos and elicit
that Jenny and Andrew, a m an who was on her flight,
are coming into the terminal at arrivals, and that Jenny
is carrying a lot of bags which she then drops. Focus
also on the photo o f the man on the phone. Explain
that he is called Grant, and is watching Andrew and
Jenny. They will find out more about him as the story
progresses.
Now focus on the instructions and the two questions.
Play the DVD or audio once the whole way through and
elicit the answers.
E xtra support
• Before playing the audio, go through the listening
script and decide if you need to pre-teach / check any
lexis to help Sts when they listen.
A ndre w h e lp s J e n n y w h e n s h e d ro p s h e r b a g s , a n d c arries
o n e o f t h e m for her.
Her s u i t c a s e h a s n ’t arrived.
1 19)))
(script in S t u d e n t ’s Book on p.123]
(The n arrator’s lines are on t h e audio b u t not on t h e video.)
N = Narrator, A = Andrew, J = Jenny, G = Grant
N Day one. 2.00 p.m. Jenny Zielinski has ju s t arrived in
London. Her husband, Rob, is s till in th e States, b u t Jenny's
going to visit his dad, Henry, before she s ta rts work.
She's carrying a lo t o f bags, and drops them. B u t a fellow
passenger helps her.
A Are you all right? I’ll carry t h a t for you.
J Oh yeah, t h a t ’d be great. Thank you.
N They don't know it, b u t a man is watching them. He makes
a phone call...
G We’ve j u s t arrived on th e flight from New York. He’s talking
to som eone. I’ll follow them .
N Jenny g e ts to th e queue fo r Passport Control. She's
ch a ttin g to Andrew, the man who helped her w ith her bags.
A ...And have you been to t h e UK before?
J A few times, actually. I work for a magazine in t h e S t a t e s New York 2 4 s e v e n . We have a siste r com pany in London.
A I see. And are you here on b usiness this time?
J Sort of. I’m here for a few m eetings, but I have a couple of
Test and Assessment CD-ROM
• Quick Test 1
• File 1 Test
• w w w .o u p .c o m /e lt/te a c h e r/e n g lis h file
O ptional lead-in (b ook s closed)
• If your Sts did English File Intermediate, elicit anything
they can remember about Jenny and Rob. Ask them
Who’s Jenny? Where does she work / live? W ho’s Rob?, etc.
• If your Sts didn’t do English File Intermediate, tell Sts
who Rob and Jenny are (see the Lesson plan) and explain
that they are now married and living in New York.
A
J
A
J
A
J
A
J
A
J
A
J
A
J
A
J
days off beforehand. I’m visiting my father-in-law in th e
countryside. How a b o u t you? How was your holiday
in New York?
It w a sn 't really a holiday. I w as doing som e re se arc h there.
That sounds interesting.
It was, but I didn’t have much tim e for sightseeing! Is your
husband coming too?
No, h e ’s working.
What d o e s he do?
He’s a journalist. He’s on a ssig n m en t in Alaska a t th e
m om ent.
In Alaska? Wow!
I know, right? I’ve never been, but he sa y s it’s incredible.
I can imagine. A bit different from t h e English countryside!
T h at’s true.
I’d b e t t e r go. Oh, before I forget, he re ’s your laptop.
Oh yeah! Thanks a lot... Sorry, I didn’t ask your name.
Andrew Page. And yours?
Jenny Zielinski. It was nice m eeting you.
You too.
And t h a n k s again for helping with my bags.
PEI
A No problem. Have a g r e a t tim e a t your father-in-law’s.
I will... if I ever g e t throug h here!
A Bye then.
J Yeah, bye. Take care.
1 20)))
J
A
A
J
A
J
A
N Andrew leaves... b u t th e man follows him. Jenny g e ts
through Passport Control b u t a fte r w aiting a t Baggage
Reclaim, she discovers th a t her luggage hasn't arrived. She
goes to Lost Luggage and waits in a n o th e r queue. While
she's waiting, she calls Henry, her father-in-law.
J Henry?... Hi, yeah, I’m here a t last. The flight w a s late taking
J
A
J
A
J
A
J
A
J
A
J
A
J
off... I'm so sorry you've had to wait for me... I know, I know.
And you won’t believe this - it looks like my su itc a se didn’t
g e t here... I’m n ot sure, it's turning o u t to be a nightmare! I
c a n ’t wait to j u s t g e t back to your house and - oh, hang on,
I have to go - it’s my turn. Bye.
b Now focus on sentences 1-6 and go through them
with Sts.
Play the DVD or audio again so Sts can listen a second
time. Tell Sts to mark the sentences T (true) or F (false),
and remind them to correct the ones that are false.
A
J
Get Sts to compare with a partner and then check
answers.
A
J
1
2
3
4
T
F (He w a s doing research.)
F (He’s w orking in Alaska.)
T (Sts will l a t e r d isc o v er t h a t in f a c t a lt h o u g h A ndrew
g iv e s J e n n y b a c k t h e l a p t o p c a s e , it is n o t he r lap to p ,
b u t for t h e m o m e n t t h e y sh o u ld belie ve t h a t it is hers.)
5 F (His s u r n a m e is Page.)
6 T
Now focus on the last two questions and get Sts to
speculate about why the man (Grant) was watching
them, and what he is going to do. Accept all ideas but
don’t tell them the answer yet.
Extra support
• If there’s time, you could get Sts to listen again with
the script onp.123, so they can see exactly what they
understood / didn’t understand. Translate / explain
any new words or phrases.
A
J
A
J
A
J
Give Sts time to read through the dialogue and to think
about what the missing words might be. Then play the
DVD or audio again and get Sts to complete the gaps.
Play it again if necessary.
Get Sts to compare with a partner and then check
answers.
120))) Focus on the photo and elicit who Jenny is
talking to (an airline employee).
S e e w o rd s in
Now tell Sts to focus on the four questions.
Play the DVD or audio once the whole way through
and then check answers. Sts may not know the
word toiletries, so write it on the board and elicit
that it means soap, shampoo, etc. Model and drill
pronunciation.
1 te n days
2 g re yish blue a n d h a rd plastic; m ed iu m size w ith w h e e ls ;
it h a s a sm all lock a n d a label w ith h e r n a m e a n d p h o n e
n u m b e r on it
3 c lo t h e s , toile trie s, a n d all h e r p e r s o n a l b e lo n g in g s
4 up t o 2 4 h o u rs
Can I help you?
Yeah, my su itc a se h a sn ’t arrived.
Which flight w ere you on?
Flight RT163 from JFK.
I’ll t a k e your details and th e n I can issue you with a
re fere nce number. Can I have your name, please?
My n a m e ’s Jenny Zielinski. T hat’s Z-l-E-L-l-N-S-K-l.
And you’re a visitor to t h e UK.
T h at’s right.
How long are you staying for?
Ten days.
OK. How many bags are you missing?
J u s t one - a suitcase.
Can you describe it for me?
Well, it’s kind of greyish blue... and hard plastic, I think...
And w h a t size is it?
Oh it’s medium size, like this. And it has wheels.
Anything else?
Yeah, t h e r e ’s a small lock and a label with my n am e and
phone n um ber on it.
And w h a t w as in t h e suitcase?
J u s t a b o u t everything! Clothes, toiletries, all my personal
belongings, really.
Can I have your address in t h e UK?
J u s t a minute. It’s The Grange, Marsh Lane, Long Crendon,
Oxfordshire.
And a contact number?
Yes, it’s 001 202 4 94 012.
And finally, can you sign this?
Of course. Do you have any idea w here it is? I mean, do you
think it’s still in New York?
It’s possible. We’re very sorry for t h e inconvenience. Here’s
your reference number. You can trac k t h e p rogre ss of your
luggage online, or ju st give us a call. But we should be able
to g e t it back to you within 24 hours.
T h at’d be great. Thank you.
b Now focus on the dialogue on p. 13. Elicit who says the
You H ear phrases (the airline employee) and the You
Say phrases (the passenger, here Jenny). These phrases
will be useful for Sts if they ever lose their luggage after
a flight.
2 ■< REPORTING LOST LUGGAGE
a
= Attendant, J = Jenny
bold in sc rip t
1.20
Now go through the dialogue and deal with any new
vocabulary. Elicit or explain thatjyowr details means
inform ation about you, and a contact number is a
telephone number on which you can be contacted.
c
1 21))) Now focus on the You Say phrases and tell Sts
they’re going to hear some o f them again. Not all the
phrases are given for Sts to repeat, as at this level they
should have no problem with, e.g. ten days. Get Sts to
repeat these phrases, and encourage them to copy the
rhythm and intonation.
Play the DVD or audio, pausing after the beep if
necessary for Sts to repeat the phrases. Remind Sts
that Jenny is American, so she says z as ‘zee’ instead of
‘zed’ when she spells her name.
25
PEI
1 21)))
A
A
J
A
J
A
J
= A ttendant, J = Jenny
Can I help you?
Yeah, my su itc a se h a sn ’t arrived, (pause)
OK. How many bags are you missing?
J u s t one - a suitcase, (pause)
Can you describe it for me?
Well, it’s kind of greyish blue... and hard plastic, I think.
(pause)
A And w h a t size is it?
J Oh, it's medium size, like this, (pause)
And it has wheels, (pause)
A Anything else?
J Yeah, t h e r e ’s a small lock and a label with my nam e and
phone num ber on it. (pause)
A And w h a t w a s in t h e suitcase?
J J u s t a b o u t everything! (pause)
Clothes, toiletries, alt my personal belongings, really.
(pause)
A And finally, can you sign this?
J Of course. Do you have any idea w here it is? (pause)
I mean, do you think it’s still in New York? (pause)
A You c an tra c k t h e p rogress of your luggage online, or ju s t
give us a call. But we should be able to g e t it back to you
within 24 hours.
J T h at’d be great. Thank you. (pause)
d Put Sts in pairs: one is the airline employee and the
other is the passenger. Get Sts to read the dialogue on
p .13 aloud, and then swap roles.
M onitor and help, encouraging Sts to pay attention to
rhythm and intonation.
e
Focus on the U sefu l lan guag e: d e sc rib in g luggage
box and go through it with the class.
Now focus on the instructions. Tell Sts they will both
be playing the part o f the passenger, so they should
think about the suitcase or bag that they usually take
when they’re travelling and make sure they have all
the language they need to describe it. Tell them also
to decide how long they are staying, and to invent an
address. You could elicit and write up the names o f a
few hotel chains.
f
N Day one. 9.00 p.m. A t Henry's house. Jenny calls Rob on
Skype.
R I c a n ’t believe I’m n o t t h e r e with you, Jenny.
J Neither can I. It’s weird, isn’t it?
R I really miss you.
J Me too. How’s Alaska?
R Not gre at. It's b een snowing all day! I h aven’t left th e hotel.
J Oh no! That's awful.
R W hat are you drinking? Is t h a t coffee?
J No, it’s tea.
R Tea?
J It’s good. Really!
R Where’s Dad now?
J Oh I think h e ’s g e ttin g m e som ething. I’m n o t sure what.
R So why are you using his c om puter?
J Oh, it's crazy. You know my laptop?
R Yeah?
J This sc re e n k e ep s popping up and asking m e for a
R
J
R
J
H
R
password. I’ve never se e n it before. I’m worried I have a
virus.
It’s n ot your day, is it? First your su itc a se and t h e n your
laptop!
No, but your d a d ’s being so nice. And he sa y s your cousin
Luke will be able to fix my c om pute r for me. Apparently
h e ’s kind o f a c om pute r geek.
Kind of? He’s a genius. If he c an ’t do it, nobody can.
Yeah, well, I’m going to go and s e e him tomorrow.
Here’s a pair of my pyjamas you can use, Jenny.
Oh wow! You'll look g r e a t in th o se , Jenny!
N Safe in the house Jenny and Henry have no idea th a t
th e man, whose name is Grant, is outside in th e d a rk watching. He makes an other phone call.
S Selina Lavelle.
G Selina? It’s Grant. She's in th e house, b u t sh e isn't alone. I
M onitor and help.
could c om e back tomorrow with...
S No. Stay there. All night if you have to.
G Yes, boss.
W hen Sts have finished, they should swap roles.
3 ■< AT HEMRY’S HOUSE
122))) Focus on the photos and ask Sts some
questions, e.g. Who do you think the man is? What is he
doing? What is Jenny doing in the second photo?
Now get Sts to focus on the instructions and question.
Play the DVD or audio once the whole way through,
and then check the answer.
E xtra support
• Before playing the audio, go through the listening
script and decide if you need to pre-teach / check any
lexis to help Sts when they listen.
Her lap to p isn’t working properly, possibly b e c a u s e o f a virus.
26
N = Narrator, J = Jenny, H = Henry, G = Grant, R = Rob,
S = Selina
N Day one. 4.00 p.m. Jenny finally m eets Henry and th e y walk
to th e car park where he’s le f t his car.
J ...So t h e n I had to go to Lost Luggage and report it missing.
H You poor thing! What a journey!
J Well, I’m here now.
H And it's lovely to s e e you.
J It’s g r e a t to s e e you too.
H No, no, let me t a k e that...
J It’s OK...
H You’ve had a hard journey. Allow me.
J Thanks, Henry.
N Jenny and Henry drive o f f to Henry's house in th e country,
near Oxford. B u t th e man from the airpo rt has been
follow ing them. He makes an o ther phone call.
G We’ve got a problem.
First, A is the passenger and B the airline employee.
Tell A to close his / her book. B starts with Can I help
you? Then Sts practise the dialogue with B reading
his I her role, and A role-playing the passenger.
You could get a few pairs to perform in front o f the
class.
a
1 22)))
(script in S tu d e n t’s Book on p.123)
b Focus on the instructions and give Sts time to read
questions 1-7.
Play the DVD or audio again, pausing if necessary to
give Sts time to answer the questions.
G et Sts to compare with a partner and then check
answers.
1 Her b a g s
2 No, h e isn’t b e c a u s e it's b e e n sn o w in g all d a y a n d he
h a s n ’t l e f t t h e hotel.
3 tea
4 H e n ry ’s
5 Rob’s cousin
6 Tomorrow, s o t h a t h e c a n fix h e r c o m p u te r.
7 A pair of his p y jam a s
You could point out that computer geek is a slang
expression for someone who’s very good with
computers.
Now focus on the last two questions and check the first
answer. Get Sts to speculate about the second.
Selina Lavelle is G r a n t’s b o ss .
E x tr a s u p p o rt
• If there’s time, you could get Sts to listen again with
the script on p.123, so they can see exactly what they
understood / didn’t understand. Translate / explain
any new words or phrases.
Focus on the S ocial English phrases. In pairs, get Sts
to think about what the missing words might be.
1 23))) Play the DVD or audio for Sts to listen and
complete the phrases.
Check answers.
1 23)))
Henry
Jenny
Henry
Henry
Jenny
Rob
Jenny
Rob
Rob
(And) it’s lovely to s e e you.
It’s great to s e e you too.
No, no, le t me t a k e th at.
You’ve had a hard journey. Allow me.
It’s weird, isn’t it?
I really miss you.
Oh no! T h at’s awful.
It's no t your day, is it?
Oh wow! You’ll look g r e a t in th o se , Jenny.
If you know your Sts’ LI, you could get them to
translate the phrases. If not, get Sts to have a look at the
phrases again in context in the script onp.123.
Now play the DVD or audio again, pausing after each
phrase for Sts to listen and repeat.
Finally, focus on the Can you...? questions and ask
Sts if they feel confident they can now do these things.
If they feel that they need more practice, tell them to
watch the episode again and practise the language on
their iTutor.
G present tenses
V holidays
P /s/ and /z/
2A
Pack and go!
Lesson plan
Holidays are the main topic for this lesson, which revises
and extends Sts’ understanding o f the present simple and
continuous. Packing for a holiday provides the context for
learning vocabulary for items people often take with them,
and there is a section on common holiday activities. The
vocabulary is recycled through a short text and a listening
about items frequently forgotten by British holidaymakers.
Next, the pronunciation focus revises the sounds /s/ and /z/
as used in the vocabulary just practised. The topic o f the
listening is airport security screeners. Sts first hear some
things that passengers are frequently told by screeners, and
they then listen to an interview with a US screener talking
about her job. Sts then read a website article about cheap
holidays, which is the basis for a speaking and writing
activity.
The second half o f the lesson starts with a gram m ar focus
on the present tenses. This is presented through holiday
tweets, which helps Sts recognize the differences between
the present simple and present continuous. After further
gramm ar practice, Sts read an article about activities
different nationalities do on holiday and the impressions
they make on their hosts - some good, some bad. Sts then
talk about their own feelings about holidays and holiday
experiences. This is followed by a Writing focus, where
Sts write holiday tweets. The lesson finishes with a song,
Destination: Any where.
Check answers. Point out that security rules might
be different in other countries, and rules sometimes
change, so the answers may vary.
Backpack
headphones
m obile p h o n e
phone charger
su n g lasses
cam era
bottle of w a ter 2
Now focus on the instructions and get Sts to m ark the
objects either 1 (you have to take them out of your bag
when you go through security) or 2 (not allowed).
Check answers.
b Tell Sts to go to Vocabulary B ank H olidays on p .153.
Focus on 1 T hin gs to pack and get Sts to do a
individually or in pairs. Some of these words may
already be familiar to them.
1 24))) Now do b. Play the audio for Sts to check
answers. Play it again pausing after each word or
phrase for Sts to repeat.
Highlight that a wash bag / sponge bag is a small bag for
holding toiletries such as soap, a toothbrush, etc. when
you are travelling.
1 24)'
STUDYtSCn
• Workbook 2A
• iTutor
• w w w .o u p .c o m /e lt/e n g lis h file
Extra photocopiable activities
Gram m ar p r e s e n t t e n s e s p.142
Com m unicative Ask m e a q u e s t io n p .170 ( in s tru c tio n s p.160)
Vocabulary Holidays p .195 (in s tru c tio n s p .191)
Song D e stin a tio n : A n y w h e re p . 2 U (instructions p .206)
w w w .o u p .c o m /e lt/te a c h e r/e n g lis h file
O ptional lead-in (b ook s closed)
• Write o n m y l a s t h o l i d a y i p a c k e d . .. on the board.
Tell Sts where you went, and get them to guess some of
the items you took with you on your most recent holiday,
e.g. toiletries, sunscreen, a towel, a camera, etc.
• Write their ideas on the board.
VOCABULARY
Suitcase
l a p to p 1
pyjam a s
tra in e rs
(guidejbook
hairdryer
w a s h b a g 1 (liquids a n d c r e a m s m u s t
b e t a k e n o u t a n d p u t in a p la s tic bag)
holidays
1 Things to pack
7
11
6
18
17
4
16
3
15
21
13
a daptor
brush
comb
flip flops
guidebook
hairdryer
insect repellent
make-up
m emory card
nail scissors
charger
5
19
9
1
14
8
12
20
10
2
pyjamas
raincoat
razor
su n scre en
swimming trunks
swimsuit
to o th b ru s h
to o th p a s t e
towel
wash bag
Get Sts to do c in pairs and then get some feedback.
Focus on 2 Verb phrases w ith go and get Sts to do a
individually or in pairs. Sts will have seen some of these
phrases before if they did English File Pre-intermediate.
Focus on b and get Sts to do the task individually.
1 25))) Now do c. Play the audio for Sts to check
answers to a and b. Then play it again pausing after
each phrase for Sts to repeat.
Books open. Focus on the instructions and the two
X-ray pictures. Elicit from the class the names o f one or
two items.
2 Verb phrases with go
a go + verb + ing
Put Sts in pairs or small groups. Tell them to try and
identify the 12 items in the backpack and suitcase and
answer the questions. M onitor and help.
5
8
2
1
4
i 25));
go
go
go
go
go
camping
hiking
sailing
sc u b a diving
sightseeing
2A
Now focus on the instructions. Tell Sts to read the
introduction to an article, then guess the three items
with a partner.
7 go snorkelling
3 go waterskiing
6 go windsurfing
b go on + noun
1
2
3
4
5
go
go
go
go
go
on
on
on
on
on
a
a
a
a
a
cruise round t h e M editerranean
tour of a city or a building
safari to s e e wildlife
b o a t trip on a lake
p a cka ge holiday with e verything included
Elicit or explain that a package holiday is a holiday that
is organized by a company at a fixed price and includes
the cost of travel, hotels, etc.
Now focus on d. Go over the example with the class
and elicit some answers from individual Sts. Then Sts
ask and answer questions about each verb phrase with
a partner. M onitor and help.
Get some feedback.
E x tr a s u p p o rt
• Get Sts to ask you a few questions first.
Focus on 3 M ore verb phrases. Get Sts to do a
individually or in pairs.
1 26))) Nov/ do b. Play the audio for Sts to check
answers. Then play it again pausing after each phrase
for Sts to repeat. Elicit that sunbathe, climb, pack /
unpack are regular verbs.
1 26)))
3 More verb phrases
1 sunbathe on t h e beach
2 get sunburnt
3 see th e sights
4 watch t h e s u n s e t
5 do voluntary work
6 climb a mountain
7 pack and unpack your bags
8 have a m a s sa g e
E x tr a id ea
• Ask a few Sts which o f these things they did on their
last holiday.
T esting y o u rself
For T hin gs to pack and Verb phrases w ith go, Sts
can cover the words / phrases and look at the pictures.
For M ore verb phrases, Sts can cover the verbs in 1-8
and try to remember the complete phrases.
T esting a partner
See T esting a partner p.20.
Tell Sts to go back to the m ain lesson 2 A.
E x tr a s u p p o rt
• If you think Sts need more practice, you may want to
give them the Vocabulary photocopiable activity at this
point or leave it for later as consolidation or revision.
c
Focus on the instructions and give Sts a moment to
think about their list. Tell them to work individually.
d Get Sts to compare their list w ith a partner’s. Get some
feedback from a few pairs.
e
Focus on the title of the article and ask Sts if they find it
surprising. Ask why / why not. Highlight that a Briton
is a person from Britain. Brit is an informal word for a
British person.
Get some feedback from the class, but don’t tell them if
they’re right yet.
f
127))) Focus on the instructions. Play the audio all the
way through.
Ask the class if anyone got the top three items correct.
E x tr a s u p p o rt
• Before playing the audio, go through the listening
script and decide if you need to pre-teach / check any
lexis to help Sts when they listen.
T he t o p t h r e e are:
1 c o m f o r t a b le s h o e s
2 phone chargers
3 sunscreen
1 27)))
(script in S tude nt's Book on p.123)
So, in reverse order, t h e list of things t h a t th e British m o st
often leave behind when t h e y go on holiday.
At num ber t e n we have - their p a ssp o rts. Yes, believe it or
not many Brits only realize w hen th e y g e t to t h e airport t h a t
t h e y ’ve left their p a s s p o r t s a t home.
At num ber nine, flip flops. An e asy solution t h e r e - t h e y can
buy som e new o n e s a t their holiday destination.
Number eight, their mobile phone. This is bad ne w s a s it’s not
e a s y t o replace when you're on holiday, b u t m aybe it’s a good
thing a s it m akes it easier to really disconnect, w ithout calls
or emails.
At number seven, toothbrushes, and in number six, to o th p a ste .
Another easy thing to buy though, a t any local chem ist’s.
At num ber five, s u n g la sse s. Yes, Brits have th em , b u t b e c a u se
we don’t u s e t h e m very often we fo rg e t to p ack them , and we
end up buying a n o th e r pair, which we will t h e n fo rg e t again
n e x t time.
Number four, a good book. But now adays if you’ve fo rg o tte n a
book b u t you have a Kindle or iPad, it’s e a s y to buy so m e more
w herever you are. Though t h e r e ’s always t h a t m o m e n t when
planes are taking off or landing w here you have to switch off
all electronic devices.
At num ber three, sunscreen. This is som ething we really
o u g h t to try to rem em ber to take, b e c a u se su n s c re e n is o ften
much more e xpensive in holiday resorts. And you really c an ’t
s u n b a t h e or do w a te r sp o rts w ithout putting so m e on.
At num ber two, phone chargers. So you re m e m bere d your
phone - b u t you forgot t h e charger. Well, it is possible to buy
c harge rs when you’re away, or you might even be able to buy
one online and g e t it delivered to w herever you’re staying.
Finally, t h e n um ber one thing people fo rg e t to bring is...
com fortable shoes! We s e e m to fo rg e t t h a t w hen you go
sightseeing or even shopping, no t to m ention going for walks,
com fortable s h o e s are a m ust. So n e x t tim e you pack, make
sure all t h e s e things are on your checklist!
g Do this as an open-class question.
2 PRONUNCIATION
Is/ and Izl
Pronunciation notes
• Students who have these sounds in their LI will
not find them hard to pronounce, but what is
confusing for most Sts is that the letter s can be
pronounced in different ways (usually /s/ or Izl). It
is w orth reminding Sts that the letter z in English
(and zz) is always pronounced Izl.
a Focus on the two sound pictures and elicit the words
and sounds. Then focus on the word scissors and ask Sts
which sounds the pink letters make.
2A
Extra support
• If Sts are having problems noticing the difference
between the two sounds, get them to place their
finger and thumb on their throats and then say
scissors slowly, feeling for the vibration in the Izl
sound.
b
IB
1 28)))
c
129))) Focus on the instructions and the vocabulary.
Play the audio once, pausing after each word for Sts to
write them in the correct column.
1 29)))
See words in S tu d e n t’s Book on p.14
d
130))) Play the audio for Sts to listen and check the
answers.
1 30)))
snake Isl flip flops, m assage, p assport, safari, sunset, swimsuit
zebra Izl bags, cruise, holidays, pyjamas, razor, towels
Get Sts to practise saying the words.
e Tell Sts to go to the S o u n d B a n k on p .167 and look at
the typical spellings o f the Isl and Izl sounds. Elicit that
s is never pronounced Izl when it is at the beginning o f a
word.
Tell Sts to go back to the main lesson 2A.
f
G et Sts to practise saying the phrases in pairs,
checking each other’s pronunciation o f Isl and Izl.
s o m e s u n g l a s s e s /sam 'sAngla:siz/
s u m m e r c l o t h e s /sAma 'klau6z/
b a g s a n d c a s e s /'baegz an 'keisiz/
s h o e s a n d s o c k s /'Ju:z an sDks/
s t r i p e d p y ja m a s /'straipt pa'd 3 a:maz /
s e e t h e s i g h t s /'si: 6a saits/
sT U P Y m a a
• Sts can practise th e s e sounds on th e iT u to r and on th e
E n g lish F ile In te rm e d ia te Plus w ebsite.
3 LISTENING
a
131))) Ask the class What do passengers have to do at an
airport security screening area? Elicit answers from Sts
and write them on the board, e.g. take off their coats,
empty their pockets o f coins, keys, etc.
Focus on pictures A -E and ask Sts w hat’s happening.
Now tell them to look at the pictures while they listen
to five airport security screeners talking to passengers.
Play the audio once the whole way through. You could
pause after each speaker. Get Sts to match the speakers
with the five pictures.
Check answers.
i
30
4 A
5C
1 31)))
The pink l e t t e r s in sc isso rs h a v e t h e following s o u n d s :
(in order) Is/, Izl, Izl (/'sizaz/)
Give them time to practise saying the word and
concentrate on the two sounds.
3D
1 Please ta k e your laptops o ut of their cases.
2 Place all liquids and gels in a clear plastic bag. Nothing over
100 millilitres is perm itted.
3 Sir? Can you t a k e off your jacket, p lease? All jackets, belts,
w a tche s, jewellery - anything with m eta l in it n e e d s to be
removed.
4 Step this way, sir. Raise your arms, please. OK, th a n k you
very much.
5 A Is this your bag, madam? Can I have a look inside it, please?
B Yes, sure.
A I’m sorry, b u t you can ’t ta k e this. It’s 200 millilitres.
1 28))) Play the audio once for Sts to listen and check
the answer.
scissors, scissors
2 E
b
1 3 2 ) ) ) Focus on the task. Before playing the audio, ask
the class Do you think being an airport security screener
is an easy or difficultjob? Why?
Play the audio once the whole way through so Sts can
get the gist.
Get Sts to discuss in pairs whether the screener feels
mainly positive or negative about her job. Check the
answers, eliciting any reasons Sts heard.
S h e 's mainly n e g a tiv e .
1 32)))
(script in S t u d e n t ’s Book on p.123 )
I = Interviewer, S = S c re ene r
I How long have you been an airport screener?
S Two years.
I W hat’s t h e m o st difficult p a rt of t h e job?
S Definitely t h e repetition. You say and do t h e s a m e things
again and again... and again. I mean, it’s so boring. It e a t s
away a t you. I also don’t like taking and throwing away
people’s things. But t h e r e are certain things you c an ’t bring
through security. I o ften have to ta k e away big b o ttle s of
su n s cre en and expensive perfume, hom e-m ade food, uh,
also, you know, razors and scissors and o th e r things and
throw th em in t h e trash, usually in front of t h e passenger.
They look so sad and confused. It m akes me fe el a little
sa d for th em , too.
1 What do you like a b o u t t h e job?
S The only thing t h a t keeps it interesting is t h e variety of
people you m eet. I enjoy talking with people and wondering
w here t h e y ’re travelling to and things like t h a t. It really
tells you som ething a b o u t society.
I What are your colleagues like?
S Um, som e are great, but som e are terrible. Like, if a
p a sse n g e r is moving too slowly, th e y can be really unkind.
Even if it’s an elderly traveller, or ju st a businessm an with
too many electronic ga dgets. The bad ones, um, th e y shout
a t people to push their bags through th e belt. I mean, th ey
don’t have to be rude a bout it. One of my colleagues refuses
to say ‘please’ and ‘th an k you’. Can you believe t h a t ? He tells
people to lift their arms, show their feet, remove their belt,
and things like th at, in a very unkind way.
I Why do you think som e s c re e n e rs are so unfriendly?
S Well, I think t h a t it really is, as I said before, b e c a u s e of th e
repetition. I mean, you try standing in t h e s a m e place and
repeating t h e s a m e instructions to people and w atch them
make t h e s a m e m istakes again and again. It’s emotionally
exhausting.
I What are s om e things t h a t annoy you a b o u t p a sse n g e rs ?
S I always find it surprising when people don’t know th ey
have to ta k e off their c o a t s or boots, or t a k e o ut their
laptops, or t h a t t h e y c an ’t t a k e b o ttle s of w a te r through.
Sure, no t everyone has t h e o pportunity to travel, bu t I
mean, have t h e s e people n ot picked up a newspaper,
or w a tch e d TV, or spoken with s o m e o n e else who has
flown in t h e l a s t t e n years?
I How do p a s s e n g e rs t r e a t you generally?
S Some are nice and courteous. Especially in t h e morning,
people s e e m e ither cheery and warm or, you know, simply
tired and indifferent. They’re rarely rude in t h e morning. By
t h e a fternoon, people becom e more s tr e s s e d , and th ey
2A
b e co m e less friendly and s o m e tim e s angry. They g e t so
u p s e t a t us personally. But, I mean, we d on't make th e
rules. Som eone else does.
c
b
Check answers, getting Sts to explain why one form is
right and the other form is wrong, or why both forms
are correct. (They can explain in their LI if necessary.)
Focus on the instructions and on the Tip: M ultiplechoice listen ing box and go through it with the class.
Highlight that using this advice will be helpful for them
whenever they have to do this kind o f exercise, e.g. in
exams.
1 I’m w e a rin g (It’s h a p p e n in g now.)
2 I look (lo o k like is a n o n -a c tio n verb, n o t norm ally u s e d in
t h e c o ntinuous)
3 / (Both t h e p r e s e n t sim ple a n d p r e s e n t c o n ti n u o u s c an
be u s e d t o t a l k a b o u t f u t u r e e v e n t s t h a t a r e p a r t o f a
tim e ta b le .)
4 I’m r e ad in g (It's h a p p e n in g now.)
5 I’m having (have is an a c tio n v e rb h ere, a n d is in t h e
c o n ti n u o u s t o s h o w t h e a c tio n is h a p p e n i n g now.)
Now give Sts time to read multiple choice questions.
Play the audio for Sts to choose the correct answers.
Play the audio again if necessary, pausing after the
section where the answer is given.
Check answers.
lb
2c
3a
4c
5b
6c
7a
E x tr a s u p p o rt
• If there’s time, you could get Sts to listen again with
the script on p .123, so they can see exactly what they
understood / didn’t understand. Translate / explain
any new words or phrases.
d Do these as open-class questions. Elicit any anecdotes,
and tell Sts about any experiences you may have had.
4 SPEAKINGS WRITING
a Focus on the web page and questions 1 and 2. Give
Sts time to read the ideas article, helping with any
vocabulary they may not know. Then give Sts time to
discuss the questions with a partner.
Get some feedback from the class, especially if Sts have
done any of these things.
b Elicit some additional money-saving ideas from the
entire class, e.g. stay at a youth hostel.
In pairs, Sts use these ideas and any others they may
think of for a cheap holiday and write them in three
paragraphs, giving as much inform ation as possible.
M onitor and help, encouraging Sts to give reasons why
these are good ideas for saving money.
W hen they have finished, make sure they check their
work for mistakes.
c
Get Sts to swap their tips with other pairs and
comment on them.
Get feedback from different pairs. For the question
Which tips are the most useful? you could get Sts to vote
for the best tip with a show of hands.
5 GRAMMAR present tenses
a Ask Sts if they use social media, e.g. Twitter or
Facebook, to keep friends and family up to date when
they are on holiday.
Make sure they understand the meaning of a tweet
(= a short message you send to your friends from a
computer, tablet, or sm artphone with the online social
networking service, Twitter).
Now focus on the instructions. Tell Sts to read
Caroline’s holiday tweets quickly, then choose the
correct form or tick both forms.
Get Sts to compare their answers to a in pairs and
discuss why they think each form is right.
c
1 33))) 1 34))) 1 35))) 1 36))) Tell Sts to go to
G ramm ar B ank 2A on p.134. Focus on the example
sentences and play the audio for Sts to listen to the
sentence rhythm. You could also get Sts to repeat the
sentences to practise getting the rhythm right. Then go
through the rules with the class.
Additional gram mar notes
• You may need to remind Sts, especially if their LI
does not have continuous tenses, to use the present
continuous to talk about actions in progress (It’s
raining N O T It mins).
action and non-action verbs
• Non-action verbs, not usually used with
continuous forms, may refer to mental states
(believe, know, realize), emotions (admire,
dislike, respect), the senses (feel, hear, smell), and
possession (owe, own, possess). Rather than simply
memorize lists of such verbs, Sts should try to
think about whether the verb is being used to
indicate action or non-action.
present continuous for future arrangem ents
• The use of the present continuous to talk about
personal arrangements in future (We’re leaving next
week) is very similar to going to, but implies that
something is an arrangement rather than a plan,
i.e. it has been organized, tickets booked, etc.
present sim ple for ‘tim etab le’ future
• Highlight that the present simple is not usually
used for the future, but when we refer to something
that could be part o f a timetable, e.g. a flight or a
class time, we often use the present simple, e.g. the
next class starts in ten minutes because these things
always happen at these times
Focus on the exercises and get Sts to do them
individually or in pairs. Encourage them to use
contracted forms rather than full forms.
Check answers, getting Sts to read the full sentences.
1
2
3
4
5
6
7
8
Do, p re f e r
’re thinking
Do, n e e d
’s flying
d o e s n ’t have, d o e s n ’t m a t t e r
are, doing, ’m looking for
's having, 'm s h o p p in g
a re, going, 're s t a y in g
31
arrangements use the present continuous if they have
action verbs (e.g. going).
b
1
2
3
4
5
6
7
8
9
10
11
12
/
We n e e d
w e 're going
w e 're sta y in g
takes
w e 're b re akin g
/
a re m e e t in g
t h e y ’re looking a f t e r
w e ’re travelling
w e ’re re n tin g
We ha v e
Elicit the questions from the class to check that they are
forming the questions correctly, and that they are using
the correct rhythm.
H olidays
Do you p re f e r s u m m e r holidays or w in te r holidays? Why?
Are you planning a holiday a t t h e m o m e n t ? Which p l a c e s
a re you thinking a b o u t ? W h at d o you w a n t t o do t h e r e ?
W eekends
W h a t d o you usually d o a t t h e w e e k e n d ?
W h a t a r e you doing t h is w e e k e n d ?
Tell Sts to go back to the main lesson 2A.
Today
W h a t t im e d o e s t h is c la s s finish? W here a r e you g oing a f t e r
cla ss today?
W h a t a r e you doing t h is e ven in g ? W here a re y ou having
dinner?
E x tr a s u p p o rt
• If you think Sts need more practice, you may want to
give them the Gram m ar photocopiable activity at this
point or leave it for later as consolidation or revision.
Now get Sts to ask and answer the questions in pairs.
M onitor and help, making sure Sts are using the
present simple and present continuous correctly.
d Put Sts in pairs, A and B, and tell them to go to
C o m m u n ic a tio n C aroline’s holiday plans, A on
p.105, B on p.106.
Go through the instructions with them, and focus
on the itineraries and the example questions and
answers. Tell Sts to ask similar questions about all
the incomplete entries and write the answers in the
gaps. Elicit that all the questions can be in the present
continuous, but the ones about her travel times
(Thursday and Monday) could also be in the present
simple as they refer to flight times.
Make sure Sts swap roles.
6 READSNG
a
Divide Sts into small groups and get them to ask and
answer the questions. Give them enough time to think
of reasons and examples for each one. M onitor and
help with vocabulary.
W hen Sts have finished, get them to compare books to
check their answers.
E x tr a s u p p o rt
• Elicit A and B’s questions before they start:
A
W hat time does she have / is she having her yoga class
(on Friday)? (At half past seven in the morning.)
W here is she going sightseeing on Friday afternoon?
(In Palma Old City.)
W hat time is she having dinner at Tristan on Saturday?
(At nine in the evening.)
W hat is she doing at six in the afternoon on Sunday?
(She’s having a massage at the hotel spa.)
W hat time does she leave Palma on Monday? (At half
past eight in the morning.)
B
W ho is she going waterskiing with on Friday morning?
(She’s going waterskiing with Emma.)
W hat is she doing at half past eight in the m orning on
Saturday? (She’s going on a guided tour o f Palma.)
W hat is she doing at eight in the m orning on Sunday?
(She’s going on a boat trip round Pollensa Bay.)
W hat time is she getting the bus to the airport on
Monday? (At half pastfive in the morning.)
W hat time does she arrive at London Gatwick? (At ten
to eleven in the morning.)
Tell Sts to go back to the main lesson 2 A .
e
Focus on the question prompts. Elicit that the ones that
are habitual, show a ‘timetable’ future, or have a non­
action meaning (e.g. prefer) use the present simple. The
ones that are in progress at the moment or show future
Focus on the questions. Highlight that your impression
of a person or group is anidea, a feeling, or an opinion
that you get about them.
Get feedback from various groups.
E x tra s u p p o rt
• Demonstrate the activity by answering the questions
yourself or by getting a strong student to answer in
front o f the class.
b
Focus on the task. In pairs or small groups, Sts answer
the questions with nationalities from the list based on
their own experience or from what they have heard or
read. Encourage Sts to give examples if possible.
Get some feedback to find out which nationalities the
majority of the class matched with the descriptions.
c
Now set a time limit for Sts to read the article and
find out if they guessed correctly. Make sure they
understand locals (= people who live in the particular
area you are talking about).
Check answers.
E x tr a s u p p o rt
• Before Sts read the article, check it for words and
phrases which your Sts might not know and be ready
to help with these (but not the highlighted words).
1
2
3
4
5
6
7
8
t h e G re eks
t h e G e rm a n s
t h e A m e ric an s
t h e British
t h e J a p a n e s e (followed by t h e British)
t h e J a p a n e s e , t h e British, t h e G e rm a n s
t h e French
t h e A m e ric a n s (followed by t h e British, t h e G erm ans,
and th e Japanese)
2A
9
10
Check answers.
t h e A m ericans, t h e Italians, a n d t h e Spanish
t h e Italians a n d t h e French
E x tr a id ea
• If your Sts’ own nationalities are mentioned in the
article, you could ask them to comment on whether
they think the description is accurate and explain
why or why not.
Caroline, Mark, Michael, Sheila a n d S a m a re o n holiday now.
Haylee a n d A ndre w a re going t o h a v e a holiday s oon.
Danielle h a s j u s t finished a holiday.
b
Check answers.
d Focus on the highlighted words and phrases. Get Sts,
in pairs, to re-read the article and guess their meaning
using the context to help them.
Caroline f e e l s g r e a t : th e m o s t am a zin g experience,
f a n t a s t ic p e o p le
Mark is enjoying relaxing: He u s e s h a rd day ironically; icon
o f a winking sm iley fa c e , w hich c a n m e a n 'I'm jo k in g ’
H a ylee is looking fo rw a rd t o h e r holiday: Ca n 't w a it
Michael is a n n o y e d b e c a u s e o f t h e noisy children on t h e
plane: Oh no!, th e lo n g e s t f lig h t o f m y life
Sheila s e e m s h a p p y b u t tire d a f t e r a long trip: b e a u tifu l,
re a d y fo r a sh o w e r
A ndre w is h e s i t a n t a n d w orried: s tre s s fu l, N o t sure I w a n t
Remind Sts to use the techniques they learned in the
G uessing the m eaning o f n ew w ords and phrases
box on p.5.
Check answers, either explaining in English,
translating into Sts’ LI, or getting Sts to check in their
dictionaries.
e
Focus on the instructions. Get Sts to read the tweets
again and answer the questions individually or in pairs.
to go
Deal with any other new vocabulary and encourage Sts
to write down any useful new lexis from the article.
Danielle f e e l s down: Send m e b a ck to th e beach; icon o f a
sad face
S a m is enjo ying t h e l a s t d a y o f his holiday: m a k in g th e m o s t
Put Sts in pairs and get them to discuss the questions.
Encourage them to ask and answer with as much detail
as possible.
o f la s t g lo rio u s m o rn in g in sun
c
Get some feedback from the class.
Then get Sts to rewrite the last four tweets (for Sheila,
Andrew, Danielle, and Sam) as complete sentences.
E x tr a s u p p o rt
• Do these as open-class questions.
Get Sts to compare with a partner and then check
answers.
7 SPEAKING
Sheila: I’ve j u s t g o t t o Uganda! It’s s o b e a u t i f u l here! After
13 h o u rs on a bus, I'm re a d y for a show er!
Andrew: I’m pa ck in g my b a g s. Holidays a re s o s t r e s s f u l ! I’m
n o t s u r e I w a n t t o go!
Danielle: I g o t b a ck a n h our ago. My / T he p l a n t s a r e d e a d
an d t h e r e ’s no milk in t h e fridge. S e n d m e b a c k t o t h e be ac h.
Sam: I’m m ak in g t h e m o s t o f my l a s t glorious m orning in
t h e s un. I’m going h o m e t h is a f t e r n o o n a n d (going) t o work
tom orrow .
a Focus on the instructions and the ideas, making sure
Sts understand all o f them.
Give Sts time to choose two and to make some notes
about what they are going to say.
b Focus on the A sking for m ore inform ation box and
go through it with the class.
Put Sts in pairs or small groups and give them time
to tell each other about the ideas they chose in a.
Encourage Sts to ask each other for more information
using expressions from the box. Remind them to use
Vocabulary B ank H olidays on p. 153 as well.
d Focus on the instructions. Now get Sts to imagine
they’re going to have a four-day holiday to any place
they’d like to go to.
Go through the list of times and tell Sts to imagine
themselves in the different situations and to write one
tweet for each situation. Give Sts time to think about
what they are going to say, and remind them to use the
U sefu l lan g u a g e and V o c ab u la ry B a n k H olidays
onp.153.
M onitor and help, correcting any repeated mistakes.
Get some feedback from the class.
E x tr a s u p p o rt
• Demonstrate the activity by choosing one of the
topics and telling Sts about your own experience or
opinions.
You may like to get Sts to do the writing in class or you
could set it as homework. If you do it in class, set a time
limit for Sts to write their tweets, e.g. 15-20 minutes,
and if there is time, get Sts to compare their tweets in
pairs or small groups.
• Extra idea Fast finishers could choose more ideas to
talk about.
E x tr a ch allen g e
e
• Get Sts to change partners. Tell them to retell their
anecdotes or opinions to their new partners, but to
try to speak more fluently and with fewer mistakes.
Tell Sts to go to W ritin g H oliday tweets on p. 114.
a Focus on the task. Tell Sts to read the tweets quickly
and to answer the questions.
Sts should check their work to make sure their tweets
are less than 140 characters (letters and spaces).
Tell Sts to go back to the main lesson 2 A.
9
8 WRITING
Focus on the U sefu l lang uage: w r itin g tw e e ts box
and go through it with the class.
1 37 »)
SONG
Destination: Anywhere
This song was originally made famous by The
Marvelettes in 1968. For copyright reasons this is a
cover version. If you want to do this song in class, use
the photocopiable activity on p.211.
33
2A
1.37)))
D e stin a tion : A nyw here
“Sir,” I told t h e man a t th e railroad s ta tio n
“I w a n t a tic ke t ju st for o n e ”
He said “Well, if you insist
But where you w anna go, Miss?”
Ooh
Destination: anywhere - e a s t or w e st, I d on’t care
You s ee, my baby don’t w a n t m e no more
And this old world ain’t g o t no back door
He looked a t me with a funny fa ce and said
"Are you sure you w anna go ju s t anyplace?”
I said, “If you ever loved s o m e o n e t h e way I loved t h a t man
Surely, Mr. Ticket Agent, you could u n d e rs ta n d ”
(Destination): anywhere; e a s t or w e st, I don’t care
You see, my baby don’t w a n t m e no more
And this old world ain’t g o t no back door
’Cause if it did, it would swing both ways
And I’d go right back to happy y e ste r d a y s
When I loved him tenderly and all he did w as leave
As I s ta r e d through t h e window of th e train
I t h o u g h t I heard my baby call my name
But it was j u s t th e c onductor saying
“Which s to p would you prefer?”
Ooh
(Destination): anywhere; e a s t or w e st, I don’t care
You s ee, my baby don’t w a n t m e no more
And this old world ain’t g o t no back door
(Destination): anywhere; (e ast or west), I don’t care
(Destination): anywhere; (e ast or west), I don’t care
(Repeat and Fade)
34
G possessives
V sh o p s and services
P 's; linking
2B
Opening up or closing down?
Lesson plan
The main topic in this lesson is shopping with a focus
on small shops and whether they are disappearing from
town centres. The lesson begins with a vocabulary focus
on shops and services. Next, Sts read a short article about
high-street shopping in the UK, listen to four speakers
talking about changes to their shopping areas in the past
few years. This leads to a questionnaire about shops in Sts’
own neighbourhoods, which they discuss.
In the second half, the gramm ar focus is on different
ways of expressing possession. Sts revise the use o f the
possessive’s, and learn to use other structures, e.g. afriend
o f mine, my own business, etc. A pronunciation focus follows
with practice o f ’s and linking o f words. Sts then read about
an unusual shopping website which specialises in hand­
made goods, and finally talk about different kinds of items
they have bought.
STUDY H 133
«
•
•
•
W orkbook 2B
iTutor
iChecker on iTutor
w w w .o u p .c o m /e lt/e n g lis h file
Extra photocopiable activities
•
e
•
•
G ram m ar p o s s e s s i v e s p.143
Com m unicative S p o t t h e d iffe re n c e p.171 (in stru ctio n s p.161)
Vocabulary S h o p s a n d s e r v i c e s p.1 96 ( i n s tr u c tio n s p. 191)
w w w .o u p .c o m /e lt/te a c h e r/e n g lis h file
O ptional lead-in (b ook s closed)
• Write on the board:
S U P E R M A R K E T - H Y P E R M A R K E T - D E P A R T M E N T STO RE
• Elicit from Sts exactly what the difference is between
the three (a supermarket mostly sells food and drink; a
hypermarket is a very large shop located outside a town
that combines a supermarket and other departments,
e.g. clothes, electrical appliances, etc.; a department store
is a very large building usually on several floors which
sells a wide range of goods). Elicit examples of these
stores that are near where they live.
• Then ask Sts which ones they like / dislike shopping at
and why.
1 VOCABULARY shops and services
a Books open. Focus on the photos and elicit from Sts
what they are.
Get some feedback from the class.
b Tell Sts to go to Vocabulary B ank Shops and services
on p. 154.
Focus on 1 Places and get Sts to do a individually or
in pairs. Point out or elicit that D1Ystands for ‘do it
yourself’ and this kind of shop sells tools and materials
for, e.g. making furniture.
1 38))) Now do b. Play the audio for Sts to check
answers. Then play it again pausing after each word or
phrase for Sts to repeat.
1 38)))
1 Places
10
9
18
5
7
16
11
3
12
4
baker’s
b u tc h e r’s
chain s to re
c h e m ist’s
de lic ate sse n
DIY sto re
dry cle a ner’s
e s t a t e a g e n t ’s
fishm onger’s
florist’s
13
19
15
2
20
14
8
17
1
6
gre e n g ro c e r’s
health food sto re
hyperm arket
jeweller’s
lau n d e re tte
m arket stall
n e w s a g e n t ’s
off-licence
s t a ti o n e r’s
travel a g e n t ’s
Go through the Shop nam es w i t h ’s box with
the class. Elicit that you can also use t h e ’s for some
services, e.g. the doctor’s, the dentist’s, the hairdresser’s,
etc.
Next, go through the O ther places to buy things
in the U K with the class and ask Sts if they have any
shops like these in their country.
You may also want to point out that:
- most other shops are simply the word + shop, e.g.
phone shop, pet shop, clothes shop, etc.
- you can buy both medicines and things like
cosmetics at a chemist’s in the UK. In the US there
are two kinds o f shops: pharmacies, which just sell
medicine, and drugstores which sell medicines and
other things. Nowadays you may see these words in
the UK as well.
Now focus on 2 Phrasal verbs related to shops and
shopping and get Sts to do a individually or in pairs.
Some of these phrasal verbs will already be familiar to
them. Encourage Sts to use the context o f the sentence
to help them with the meaning.
1 39))) Now do b. Play the audio for Sts to listen and
check.
1 39)))
2 Phrasal verbs related to shops and shopping
Now focus on the instructions. Put Sts in pairs or small
groups and get them to discuss where they usually buy
these items.
M onitor and help with vocabulary. If you didn’t
do the optional lead-in, check that Sts understand
hypermarket (see lead-in for explanation).
Id
A lot of local sh o p s and bu sin e sse s have closed down b e c a u s e
of t h e recession.
2 f
A Do you n e ed any help?
B No, thanks, Ij u s t w a n t to look round.
35
2B
3 c
Did you know t h e y ’re opening up a new Thai r e s t a u r a n t where
t h a t old French one u sed to be?
Make sure they understand the meaning o f recession
and w o r s t- h it.
4 b
A Is t h e r e so m e w h e re w here I can try on this s w ea ter?
B Yes, t h e changing rooms are over there.
Elicit answers from the class.
Many high s t r e e t s h a v e c h a n g e d b e c a u s e s o m e s h o p p e r s
a r e going t o h y p e r m a r k e t s a n d malls; s h o p s a r e a ls o
clo sing d o w n b e c a u s e o f t h e re c e ssio n .
S o m e t o w n s a re o ffe rin g f r e e parking, live m usic, t h e a t r e
p e r f o rm a n c e s ; s o m e a r e e n c o u ra g in g 'pop-up s h o p s ’ in
em p ty shop spaces.
5 e
Excuse me, can you help me? I'm looking for a b u tc h e r’s.
Som eone told me t h a t t h e re w as one near here.
6 a
A Do you have t h e s e in a medium?
B I’m sorry, w e ’re o u t of mediums a t t h e m om ent, b u t we
should be g e ttin g som e in soon
You may also want to highlight the difference between
go shopping (= go to look round several shops, e.g. in a
mall or shopping street) and go to the shops (= go to buy
something specific e.g. food).
T esting y o u rself
For Places, Sts can cover the words and look at the
pictures. For Phrasal verbs related to shops and
shopping, Sts can cover 1-6 and try to remember the
phrasal verbs from the definitions, or vice versa.
T esting a partner
See T esting a partner p.20.
Tell Sts to go back to the main lesson 2B.
E x tra s u p p o rt
• If you think Sts need more practice, you may want
to give them the Vocabulary photocopiable activity
at this point or leave it for later as consolidation or
revision.
c
Put Sts in pairs and get them to ask and answer the
questions. If you did the optional lead-in, tell Sts to
miss out number 1.
Check answers.
1 A DIY s to re is a s h o p t h a t se lls t h in g s t o im prove your
ho m e, e.g. paint, tools. T h e s e a re o f t e n large s t o r e s
similar t o h y p e r m a r k e t s .
A h y p e rm a rk e t is a ve ry large s h o p l o c a t e d o u t s i d e a
to w n , t h a t s e lls a wide r a n g e o f g o o d s.
2 A s ta tio n e r's is a s h o p t h a t se lls s t a t i o n e r y (= paper,
e n v e l o p e s , etc.).
A n e w s a g e n t’s is a s h o p t h a t s ells n e w s p a p e r s a n d
m a g a z in e s.
3 A d ry cle a n er's is a p la c e w h e r e you c a n h a v e c lo t h e s
c le a n e d , usually w ith c h em ica ls.
A la u n d e r e tte is a p la c e w h e r e y ou c a n w a s h a n d dry
c l o t h e s in c o in - o p e r a t e d w a s h in g m a c h in e s .
4 An e s ta te a g e n t's is a b u s i n e s s t h a t s e lls h o u s e s a n d
f l a t s for pe ople .
A tra v e l a g e n t ’s is a b u s i n e s s t h a t m a k e s t ra v e l
a r r a n g e m e n t s for p eople, e.g. by buying p la n e t i c k e t s
a n d booking h o t e l room s.
5 'th e sh o p ’s clo sin g ' = The s h o p s t o p s o p e r a t i n g for a
period o f tim e, e.g. until t h e n e x t day;
'th e sh o p ’s c lo s in g d o w n '= T he s h o p s t o p s doing
b u s i n e s s p e r m a n e n tly .
2 LISTENING & SPEAKING
a Focus on the task and the photos. Do the question as a
whole-class activity.
b Focus on the instructions and the article. Elicit that
‘high street’ = the m ain shopping street in a town. Give
Sts time to read the article and to answer the questions.
36
c
140))) Tell Sts they are going to listen to four people
talking about their local shopping street. Sts need to
listen for which speaker is most optimistic about small
shops in the area.
Play the audio once the whole way through for Sts to
listen.
Check the answer.
Extra support
• Before playing the audio, go through the listening
script and decide if you need to pre-teach, check any
lexis to help Sts when they listen.
Bea: S h e s a y s t h e s m all s h o p s in t h e c e n t r e o f Valencia a re
doing q u ite well.
1 40)))
(script in S t u d e n t ’s Book on p.123)
Harry
I live in Hereford, which is a small tow n in t h e UK very near
Wales, and our local shopping s tre e t, our high s t r e e t , it
has all t h e normal chains like McDonald’s and WHSmith th e
s t a ti o n e r ’s. There are also s om e smaller shops t h a t are
independently owned - th ere 's a b u tc h e r’s, a hardware store,
things like th a t. There u sed to be a d e p a r t m e n t sto re t h a t
was owned by a local family, but it closed down last year.
The local shops are already having problems, I’d say. And now
t h e y ’re going to develop a new shopping c e n tr e o utside town,
and t h a t ’ll kill th e high s tre e t. Also, more people are shopping
online now. It worries m e b e c a u se if t h e r e are no shops, th e n
t h e c e n tre of tow n will ju s t die and becom e really depressing,
maybe ju s t with pound s h o p s or e m p ty stores.
Kate
In Toronto, where I live in Canada, th e shopping s t r e e t near my
house h a s everything, from d e lic a te sse n s and p harm acies to
re s t a u r a n ts and clothing stores. There are also corner shops,
grocery store s, and chains like S tarbucks a s well.
The smaller, independently owned shops are definitely
struggling b e c a u s e more people are going to big indoor
shopping malls or superm arkets, especially in winter when
it's too cold to be walking around outdoors. Online shopping
is still not very common due to t h e long dista n c e s b e tw e e n
cities and to w n s in Canada. Postal delivery and overnight
delivery aren't really practical.
Ken
I'm from Kobe, a city in Japan, and near t h e train sta tio n we
have little shops like a baker’s, a cafe, a g re en g ro c er’s, and
lots of corner shops.
But people t h e r e shop a t d e p a r t m e n t s tore s, mainly. You
know, Ja p a n e s e d e p a r t m e n t s to re s have everything clothes, TVs, fruit and ve geta ble s, r e sta u ra n ts . I don’t often
go to small in dep e n d e n t shops, b e c a u s e I usually n eed to buy
a lot of different things. So it’s a lot more convenient to go to
a d e p a r t m e n t store. I know t h e small sh o p s are disappearing
and t h a t ’s a little sad, but b e tt e r things are replacing them .
They’re ju s t re sponding to t h e c u s to m e rs ’ n eeds. It’s w h a t th e
sh o p p e rs want.
Bea
I live in t h e c e n tr e of Valencia in Spain, and my n e a r e s t big
shopping s t r e e t is called Calle Colon. I a lm o st always go
shopping t h e r e a s it’s so close. It h as p re tty much all th e
sh o p s I like and a big d e p a r t m e n t s to re too called El Corte
Ingles - it’s a Spanish institution!
2B
I’d say th e small local shops are doing quite well. Of course
som e places close down, b ut th e n new ones open up - a
Ja pa nese chain called Muji, for example, t h a t sells s t u ff for your
house. There are quite a few shopping c e n tre s round Valencia
but I never go to them , as th ey te n d to be ou t of town, so you
need a car or bus to g e t there, and I think t h e sa m e is true for
lots of people round here, and also tourists like th e small shops.
Even though I do use th em , for me t h e r e are tw o problems
with small shops in Spain. One is t h a t t h e y o fte n close a t
lunchtime, which I find really impractical. The o th e r thing is
t h a t small shops don't offer t h e s a m e s o r t of service t h a t a
big s to re can. For example, it’s more difficult to have things
delivered, or to c hange som e thing and g e t your m oney back.
d Focus on the chart. Now play the audio again and get
Sts to complete it (they will probably need to copy
it onto a piece of paper). Pause the audio after each
person to give Sts time to write. Encourage them to
make notes rather than write full sentences.
1 X c hildren’s b o o k s
2 /
3 /
4 X your h u s b a n d 's n e w car
5 X my m o t h e r ’s b irthda y
6 /
7 X t h e beginning o f t h e film
8 X my o w n f l a t
b
1 41))) 1 42))) 1 43))) Tell Sts to go to G ram m ar
B ank 2B onp. 135. Focus on the example sentences
and play the audio for Sts to listen to the sentence
rhythm and the pronunciation o f th e ’s. You could also
get Sts to repeat the sentences to practise getting the
rhythm and the pronunciation of t h e ’s right. Then go
through the rules with the class.
A dditional gram mar notes
• M ost Sts will have met possessives at Elementary
level and not revised them since, although Sts often
continue making mistakes in this area. Here they
also learn new rules, and other expressions to show
possession.
Get Sts to compare with a partner, and play the audio
again if necessary.
Check answers.
Harry
1 Hereford, UK, a sm all t o w n n e a r W ales
2 c h a in s a n d s o m e s m a lle r s h o p s , e.g. a b u t c h e r ’s
3 Local s h o p s having prob lem s; p la n s for a n e w s h o p p in g
c e n t r e o u t s i d e t o w n - will kill t h e high s t r e e t ; m o re
p e o p le a re s h o p p in g online. He's w orried t h e to w n
c e n t r e will die.
Kate
1 Toronto, C a n ad a
2 lo ts o f s h o p s , e.g. d e l i c a t e s s e n s , p h a rm a c ie s , g ro c e ry
s t o r e s , a n d ch ain s
3 T h e y ’re s t r u g g lin g b e c a u s e p e o p le g o t o indoor
s h o p p in g m alls or s u p e r m a r k e t s , esp e cially in winter.
D o e s n ’t s a y if s h e t h in k s t h is is g o o d or bad.
Ken
1 Kobe, a c ity in J a p a n
2 sm all s h o p s a n d c o rn e r s h o p s n e a r train s t a t i o n
3 T h e y ’re d is a p p e a rin g b e c a u s e m o s t p e o p le s h o p a t
d e p a r t m e n t s t o r e s for c o n v e n ie n c e . B e t t e r t h in g s are
re pla cing th e m ; it’s w h a t s h o p p e r s w a n t.
p o s s e s s iv e ’s
• rule 4: Apart from using the possessive’s for
people’s houses, many shops and businesses
also use the possessive’s, e.g. the hairdresser’s, the
dentist’s, the chemist’s to mean the hairdresser’s salon,
etc. Flowever, nowadays people sometimes drop
t h e ’s, e.g. I’m going to the dentist.
o f to sh ow p ossession
• In many languages, possession is expressed with
of-phrases, and Sts tend to overuse of-phrases in
English. Many languages also use an of-phrase,
e.g. the door o f the car, the window o f the shop, where
English uses a compound noun, e.g. car door, shop
window, summer holiday.
• rule 2: highlight that we use a pronoun, e.g. mine,
in these phrases, not an adjective, e.g. my.
Bea
1 c e n t r e of Valencia, Spain
2 l o ts o f sm all s h o p s a n d a big d e p a r t m e n t s t o r e , s o m e
chains. (The sh o p p in g c e n t r e s a r e o u t o f town.)
3 T h e y ’re doing q u ite well. S o m e c lo s e d o w n b u t t h e n
n e w o n e s o p e n up. S h o p p in g c e n t r e s round Valencia
t o o f a r away. T ourists like sm a ll s h o p s . S h e likes sm all
s h o p s , b u t s a y s it's im p ra c tic al t h a t t h e y c lo s e a t
lunchtim e. T hey a ls o c a n 't o f fe r t h e s e r v i c e larger
s t o r e s c an, e.g. delivery a n d re fu n d s.
e
Focus on the M y local shops questionnaire and go
through the questions.
Put Sts in pairs and get them to interview each other.
Get some feedback from the class.
Extra support
• Answer the first two questions yourself to
demonstrate the activity.
3 GRAMMAR possessives
a Focus on the task and put Sts in pairs to do this. Make
sure Sts correct the wrong phrases.
ow n
• Remind Sts that own is also a verb = possess.
Focus on the exercises and get Sts to do them
individually or in pairs.
Check answers, getting Sts to read the full sentences,
a
1
2
3
4
5
6
7
8
9
10
T h ere a re lo ts o f e x p e n s iv e w o m e n ’s c l o t h e s s h o p s
ro u n d here.
We w e n t t o J a m e s a n d A m a n d a ’s p a r t y l a s t night.
T h a t ’s t h e t o w n 's only b a k e r ’s.
On S a t u r d a y s I o f t e n look round t h e s h o p s .
T h e r e ’s b e e n a f lo r is t’s o n t h a t c o r n e r for y e ars.
Two o f my frie n d s ’ w ives run sm all b u s i n e s s e s from
h om e.
S h e ’s going t o s p e n d a f e w n ig h ts a t h e r p a r e n t s ’.
T h ere a re t o o m an y e s t a t e a g e n t s in t h is
n e ig h b o u rh o o d .
C h a rle s’ / C harles's s i s t e r s b o t h live in f l a t s in t h e
centre.
T h e t o w n ’s only g r e e n g r o c e r 's c lo s e d do w n l a s t year.
Check answers.
37
2B
b
1
2
3
4
c o m m e r c i a [ o p p o r t u n i ti e s
h o u rsWaWdayJ
It’sWsafer...from
a ...b u tch e r'swor
.
V_y
point
in...much
o
r
W
V_■>n...clothes a n d
5 n o t to
6 la w a g a in s tja ...b e in g employedjn,..his_or
1 my friend's c a r
2 all his o w n
3 t h e t o p of t h e building
4 my ow n
5 t h e n a m e o f t h e b ook
6 my h u s b a n d ’s s is t e r
7 my w ife’s p a r e n t s '
8 friend o f m ine
9 t h e c e n t r e of London
10 t h e e n d o f t h e d ay
Put Sts in pairs. Suggest they read alternate sentences,
discussing each one as they go and saying whether
they agree or disagree. Go round and monitor for the
correct pronunciation o f ’5 :
Tell Sts to go back to the m ain lesson 2B.
1 M o th e r's /z/, F a t h e r ’s /z/ 2 c h e m i s t ’s /s/ 3 b u t c h e r ’s /z/
4 children's /z/ 5 friend's /z/ 6 b o s s ’s /iz/
E xtra support
• If you think Sts need more practice, you may want
to give them the G ram m ar photocopiable activity
at this point or leave it for later as consolidation or
revision.
4 PRONUNCIATION ’s; [inking
Pronunciation notes
s tu d y
5 READING
a
Focus on the instructions. Ask the question to the
whole class. D on’t tell them the answer yet.
b
Get Sts to read the About us page from the website.
Check that they understand unique (= the only one of its
kind).
• Sts practised the /s/ and /z/ sounds in individual
words in 2 A. Here, they get further practice with
these sounds in the possessive’s.
• As with the final s in plurals and third person, the
difference between the /s/ and /z/ sounds is small,
but Sts at this level should be able to hear the
difference and, most importantly, to know when
to mice the /z/ sound, e.g. my niece’s (=/iz/) but my
wife’s (=/s/) N OT my /waifiz/.
a
144))) Focus on T he pronunciation o f ’s box and
go through it with the class. Remind Sts o f the three
different pronunciations o f ’5 . Play the audio for Sts to
listen and repeat.
Elicit the answer from the class.
The f o u n d e r s called t h e w e b s i t e N o tO n T h e H ig h S tre e t.c o m
t o s h o w it w a s a p la c e w h e r e you c ould d isc o v er u nique
p r o d u c t s t h a t a r e usually sold in m a r k e t s a n d c r a f t fairs,
n o t in high s t r e e t s h o p s .
c Tell Sts to look at the photos o f the three sellers and
their products. Ask the class What do you think they are
selling? and get some feedback.
Now focus on the task and on A -G . Give Sts time to
read about the three sellers and complete the gaps with
the questions. Remind them there is one extra question
they do not need.
1 44)))
Get Sts to compare with a partner, and then check
answers.
See p h ra se s in S tu d e n t’s Book on p.20
b
1 45))) Put Sts in pairs or threes. Give them time to
decide if the ’5 in the phrases is /s/, /z/ or /iz/. Play the
audio once for Sts to listen and check the answer.
E x tr a s u p p o rt
• Before Sts read the article, check it for words and
phrases which your Sts might not know and be ready
to help with these (but not the highlighted words).
Highlight th a t’s after a name ending in s is always /iz/.
1 45)))
[2]
[1]
[2]
[1]
IB
[3]
[1]
[2]
[3]
Max’s motorbike
Mr Smith’s salary
my neig hbours’ n ew dog
George’s job
c
Give Sts a few minutes to practise saying the phrases.
d
146))) Focus on the seven sentences and play the
audio for Sts to listen and repeat. Ask Sts why the
words are linked. If they can’t remember, remind them
that words are linked when:
- a word ending in a consonant is followed by a word
beginning with a vowel, e.g. his own;
- a word ending in a consonant is followed by a word
beginning with the same consonant, e.g. some milk.
e
38
Maria’s m other
Philip’s phone
Tom’s train
my wife’s work
mm
s Sts can p r a c t is e ’s and linking on th e iT utor.
Finally, focus on the six sentences, and give Sts a
minute to practise saying them. Highlight that the
following phrases are also linked:
2 F
3 G
4 A
5 E
6 C
d Focus on the instructions and questions 1-6. Go
through them with Sts and make sure they understand
them. Elicit / explain the meaning of specifically and a
good cause.
Tell Sts to read about the sellers again and match their
initials with 1-6.
Get Sts to compare with a partner, and then check
answers.
1 AB
e
2 KW
3 EC
4 AB
5 EC
6 KW
Focus on the highlighted words and get Sts, in pairs,
to guess their meaning. Tell them to read the whole
sentence as the context will help them guess.
Check answers, either explaining in English,
translating into Sts’ LI, or getting Sts to check in their
dictionaries.
2B
Deal with any other new vocabulary and encourage Sts
to write down any useful new lexis from the article.
f
Do this as an open-class question.
E x tr a idea
• Ask Sts if they use any shopping websites or apps
which they can recommend, and write them on the
board. G et Sts who use the sites or apps to say why
they like using them.
6 SPEAKING
Focus on the instructions and go through the topics.
Give Sts time to decide which three topics they are
going to talk about.
Highlight that (something) you just had to have =
something you wanted very much, not necessarily
something you needed.
Put Sts in pairs and get them to discuss their topics.
Encourage Sts to give and ask for as much detail as
possible.
M onitor and help with any new vocabulary they
need, but don’t correct too much as the aim here is to
encourage fluency.
E x tr a ch allenge
• Get fast finishers to talk about more topics..
39
1«2
Revise and Check
There are two pages of revisi on and consolidation after
every two Files. The first page revises the grammar,
vocabulary, and pronunciation of the two Files. These
exercises can be done individually or in pairs, in class or
at home, depending on the needs of your Sts and the class
time available. The second page presents Sts with a series
o f skills-based challenges. First, there is a reading text,
which is o f a slightly higher level than those in the File, but
which revises gramm ar and vocabulary Sts have already
learnt. Then Sts can watch or listen to five unscripted street
interviews, where people are asked questions related to
the topics in the File. You can find these on the Class DVD,
iTools, and Class Audio (audio only). We suggest that you
use some or all o f these activities according to the needs of
your class.
In addition, there is a short documentary film available on
the Class DVD and iTools on a subject related to one of the
topics o f the Files. This is aimed at giving Sts enjoyable
extra listening practice and showing them how much
they are now able to understand. Sts can find all the video
content on the iTutor.
stu d y m
• iTutor
aa
Test and Assessment CD-ROM
CAM YOU UNDERSTAND THIS TEXT?
b l C
2 F
3 B
4 D
5A
CAM YOU UNDERSTAND THESE PEOPLE?
1C
2 B
3A
4A
5 B
1 47)))
1
I = Interviewer, D = Diarmuid
I
What's your name?
D My n a m e ’s Diarmuid.
I
Where does it com e from?
D Er, it’s an Irish name, and it c om e s from an old Irish myth.
1
Who c h o se your name?
D My m othe r c h o se my name. I w a s born in England and my
m o th e r’s Irish. I think sh e didn’t w a n t m e to fo rg e t my Irish
heritage, so s h e gave me a very Irish name.
2
I = Interviewer, E = Edisha
I
Can you tell me a b o u t your nam e - where d o e s it come
from?
E My n am e actually, I’m kinda n am ed from my dad, my d a d ’s
nam e is Edward, and so my n am e is Ed with a ‘isha’ on th e
end, so it’s Edisha.
I Do you know who c h o se your name?
E My mom c h o se my name b e c a u se sh e w a n te d to name me
a f te r my dad. And I actually have tw o middle names: Miera
and Maria, and t h o s e are b e c a u se my a u n ts w ere feuding
over w h a t my middle n am e should be so t h e n my mom ju s t
gave me b oth of them .
3
I = Interviewer, J = James
• Quick Test 2
® File 2 Test
I
W hat’s your favourite colour?
It’s hard to say w h a t my favourite colour is now b e c a u s e I
probably don’t really have one. But when I w a s a kid, erm, I
have a twin brother, and my mum used to m ake us birthday
c a k e s for our birthday, and his w as always blue and mine
was always green, and so I think green w as kind of my
favourite w hen I w as younger, b u t m aybe n ot now.
I W hat’s your favourite car colour?
J Er probably red - I m ean t h a t ’s a bit of a s te re o ty p e , but I
do like red cars.
I Why?
J They look good, th e y look like th e y could be f a s t and... I
don’t know, I've never really th o u g h t a b o u t it.
J
GRAMMAR
l
2
3
4
5
a
6
7
8
9
10
c
b
a
c
a
c
a
b
a
11
12
13
14
15
b
a
a
c
b
VOCABULARY
a
1
2
3
4
5
g la m o ro u s
moody
childish
s e n s ib le
c re a tiv e
6
7
8
9
10
s u ita b le
luxurious
stressfu l
risky
im p re ss iv e
b
1
2
3
4
i n s e c t r e p e lle n t
safari
package
sunburnt
5
6
7
8
c
1
2
3
4
b u t c h e r ’s
n e w s a g e n t ’s
b a k e r ’s
f lo ris t’s
5 c h e m i s t 's
6 e s t a t e a g e n t ’s
7 f i s h m o n g e r ’s
4
I = Interviewer, S = Sean
I
5
pack
m e m o ry c a rd
gu id ed
sw im su it
Have you ever had a d isastrous holiday?
I re m e m ber going to Scarborough, which is on th e
n o r t h e a s t c o a s t of England, when I w as a b o u t four or five,
and it w as a family holiday - 1w e n t with my pa rents, and
my g ra ndpare nts, and my a u n t and uncle. And t h e w e a th e r
w as appalling; it w as terrible, and erm it rained every day,
it w as freezing cold. And all I can re m e m ber is ju s t sitting
looking o u t of t h e window of t h e hotel, looking a t t h e sky
hoping it w as going to s t o p raining, which it never did, and
we ju st s a t t h e r e arguing, like families do.
5
I = Interviewer, E = Elayne
I
What s o r t of things do you buy online?
E I buy m o st of my shopping s t u f f online, like s h o e s or
PRONUNCIATION
clothes, b e c a u se I don’t like how crowded malls can get.
What else do you buy online?
E Shoes, clothes, erm if I p urchase tic k e ts for anywhere, erm
p r e tty much w h a tev e r you can buy online, I buy online.
I Is t h e r e anything you’d never buy online?
E There. ..I would probably n ot buy a car online, but otherw ise
I probably would buy m o s t things online.
I
a
1 b a k e r ’s
2 b u t c h e r 's
3 m e m o ry
4 p ossessive
5 delicious
b
1 impulsive
2 sig htseeing
3 p ro fita b le
4 a m b itio u s
5 n e w s a g e n t ’s
G p a s t sim ple, p a s t c o n tin u o u s , o r u s e d to?
V s t a g e s o f life
P - e d e n d in g s ; s e n t e n c e rh y th m
3A
The generation gap
Lesson plan
b
The topic of this lesson is generational differences and stages
o f life as reflected in the lesson title, The generation gap.
2 2)))
In the first half of the lesson the gram m ar focus is on three
past forms: past simple, past continuous, and used to, which
Sts revise and contrast through blog posts about childhood.
This leads into a pronunciation focus which revises the
three different pronunciations o f -ed endings. Sts then
go on to practise sentence rhythm with the past forms
presented in the gram m ar focus. The first half o f the lesson
ends with extended oral practice o f the three past forms.
In the second half, Sts learn vocabulary to describe
different stages of life. This is followed by a listening about
the Mosquito Tone, a controversial sound which is used to
keep teenagers away from certain areas. Sts then do a split
reading with three different news stories about situations
where special rules have been made for babies, children,
and teenagers. The lesson ends with Sts talking and then
writing about what they were like as children or teenagers.
1 a ‘girly’ girl
2 being na ughty
3 quarrelling
E x tr a s u p p o rt
• Demonstrate the activity before putting Sts in pairs by
talking about which child you identify with and why.
c
S a ra h h a s c h a n g e d t h e m o s t.
Laura h a s c h a n g e d t h e lea st.
E x tr a s u p p o rt
• To check understanding, ask some comprehension
questions, e.g. How has Nick changed? What kind o f
clothes did Laura use to like? Is Sarah still a shy person?
d
• Gram mar p a s t simple, p a s t c o n tin u o u s , or u se d to? p .144
• C om m unicative W hen y ou w e r e y o u n g e r p.172 ( in stru c tio n s
p.161)
• Song Young folks p.2 1 2 ( in s tr u c tio n s p .206)
• w w w .o u p .c o m /e lt/te a c h e r/e n g lis h file
1 I u s e d t o s p e n d (‘I w a s s p e n d i n g ’ isn't p o ss ib le b e c a u s e
his love of t o y c a r s w a s a long-te rm habit, n o t a n a c tio n
in p r o g r e s s a t a sp e c ific t im e in t h e p a st)
2 I w a s w e a rin g (1 u s e d t o w e a r' isn't p o ss ib le b e c a u s e th is
isn’t referring t o a n e x t e n d e d period of t im e in t h e p a s t)
3 I u s e d t o b e (1 w a s being' isn’t p o ss ib le b e c a u s e he r
s h y n e s s w a s t r u e for a sig n ific a n t period o f tim e, n o t
j u s t a m o m e n t in t h e p a st)
4 I s t a r t e d (‘I u s e d t o s t a r t ’ isn’t p o ss ib le b e c a u s e s h e
s t a r t e d univ ersity on o n e o c c a s io n only, n o t s e v e r a l
t i m e s in t h e p a st)
• Write w h a t w e r e y o u l i k e a s a c h i l d ? on the board.
Elicit adjectives from the class, e.g. quiet, outgoing,
naughty, adventurous, well behaved, etc.
• Write Sts’ideas on the board.
or used to?
a
Books open. Tell Sts to look at the title of the lesson
The generation gap and elicit its meaning (= differences
in attitude or behaviour between young and older
people that can cause a lack of understanding).
Now focus on the picture and elicit that it shows a
playground with different kinds o f children doing
different things.
Focus on the words and expressions in the list and tell
Sts to try to match them to the children in the picture
and to work out what they mean.
Go through the instructions and put Sts in pairs to do
the task.
Focus on the instructions. Give Sts a minute, in pairs,
to circle the correct form and discuss why one form is
right and the other wrong.
Check answers.
O p tio n a l lea d -in (b o o k s closed)
past simple, past continuous,
Focus on the blog post and the task. Tell Sts to read the
posts, ignoring alternatives 1-4 for the time being, and
to compare answers with a partner.
Check answers.
sTU D Y tm ia
1 GRAMMAR
4 a bookworm
5 a tomboy
6 a well-behaved child
Finally get Sts to discuss the questions in pairs or do
this as an open-class question.
• W orkbook 3A
• iTutor
• w w w .o u p .c o m /e lt/e n g lis h file
Extra photocopiable activities
2 2))) Play the audio for Sts to listen and check
answers. Model and drill the pronunciation.
e
2 3))) 2 4))) Tell Sts to go to Gramm ar B ank 3 A
on p .136. Focus on the example sentences and play
the audio for Sts to listen to the sentence rhythm. You
could also get Sts to repeat the sentences to practise
getting the rhythm right. Then go through the rules
with the class.
Refer Sts to the I r r e g u la r v erb s list on p.165 and
explain that this is their reference list. Get Sts to
go through the list quickly in pairs, checking that
they know what the verbs mean. Encourage them to
highlight verbs they didn’t know or whose past forms
they had forgotten. Test the class or get Sts to test each
other.
3A
A dditional gram m ar notes
• These three past forms have been presented in
earlier levels o f English File, but here they are
contrasted. Sts often confuse these forms or use
them incorrectly because they do not correspond
exactly to equivalent forms in their LI.
Typical mistakes include:
- using the past continuous to refer to
a past habit or repeated past action,
2 -ed is pronounced /d/ after verbs ending in
vowels or in voiced sounds, e.g. enjoyed, played,
tried, changed, showed, named, smiled, etc. This
group is the largest.
3 -ed is pronounced /id/ after verbs ending in
the sounds /1/ or /d/, e.g. started, wanted, ended,
decided, etc.
a
- using use to instead of the present simple +
usually to describe present habits, e.g.
I use to have a big breakfast before I go to work.
- misspellings in negatives and questions,
2 5))) Focus on the sound pictures and remind Sts of
the three different pronunciations of the -ed ending.
Play the audio once for Sts just to listen, then play
the audio again pausing after each pair o f sentences for
Sts to repeat.
2 5)))
S e e s e n t e n c e s in S tu d e n t’s Book on p.25
Focus on the exercises and get Sts to do them
individually or in pairs.
b
Check answers, getting Sts to read the full sentences.
a
1
2
3
4
5
6
7
8
9
10
w e r e having, p h o n e d
/
w a s still having, arrived
Did y our b r o t h e r t e a c h
u s e d t o love
/, was
used to spend
w a s using, h a p p e n e d
didn’t go
didn't u s e t o have, kn e w
1 /id/
/
did t h e y g e t
1f o u n d
/
Did you s e e
/
He n e v e r s t u d i e d / n e v e r u s e d t o s t u d y
/
i w a s listening to
We m o v ed
2 It/
3 Id/
4 /d/
5 /t/
6 /id/
2 6 )))
See s e n t e n c e s in S tu d e n t’s Book on p.25
c
Give Sts time to practise saying the sentences in b.
E xtra support
• Remind Sts that the most im portant rule is not to
pronounce the -ed as /id/ except after Id and Id/.
b
1
2
3
4
5
6
7
8
9
10
2 6))) Focus on the task. Give Sts time to read
the sentences and decide if the -ed in the verbs is
pronounced It/, /d/ or /id/. Play the audio for Sts to
listen. Get them to compare with a partner and then
check answers.
d
2 1 7 ))) Focus on the Past or present? box and go
through it with the class. Give examples o f when the
/t/ or /d/ pronunciation of the -ed ending can be hard to
hear, i.e. when the next word begins with a consonant
sound, e.g. We liked them. / We like them, or They played
badly. / They play badly.
Focus on the task and play the audio. Play it again if
necessary, and get Sts to compare the answers with
another pair. Check answers. Ask Sts to tell you which
words helped them to understand if the sentences were
past or present, e.g. last summer.
Tell Sts to go back to the main lesson 3A.
E xtra support
• If you think Sts need more practice, you may want to
give them the G ram m ar photocopiable activity at this
point or leave it for later as consolidation or revision.
1 Pa
2 Pr
3
Pa
4
Pa
5
Pr
6
Pr
2 7)))
2 PRONUNCIATION & SPEAKING
1
2
3
4
5
6
-ed endings; sentence rhythm
Pronunciation notes
• Sts at this level should be aware that the regular
past simple ending -ed can be pronounced in
three different ways, but they will probably still
be making mistakes and will benefit from being
reminded o f the rules:
e
1 -ed is pronounced It/ after verbs ending in these
unvoiced sounds: /p/, /k/, If I, /0/, Isl, ///, and /tj/, e.g.
used, hoped, liked, laughed, etc.
2 8))) Focus on the dialogue and give Sts time to read
it. Play the audio once for Sts to focus on the rhythm
and the -ed endings. Then put Sts in pairs and get them
to practise the conversation.
2 8 )))
See c onversation in S tu d e n t’s Book on p.25
f
42
1worked a s a waiter last summer.
We play role g a m e s on Saturday nights.
We lived in America for six months.
We w a tc h e d a lot of TV last night.
1usually cook a t weekends.
1look like my sister.
Put Sts in pairs and focus on the task in the Events in
your life section. Ask Sts to think what the missing
3A
E xtra idea
• Give Sts more practice in using phrases like in her
early / mid- / late thirties:
T
a man, 48
Sts in his late forties
T
a woman, 25
Sts in her mid-twenties
words are, but not to write them in, as they should be
able to produce them orally.
Check answers.
1 W here w e re you born?
W here did you live w h e n y ou w e re a child?
2 How old w e re you w h e n you s ta rte d prim ary s c h o o l?
Did you enjoy y our f i r s t day? W h a t did you do?
3 W hen w as t h e f irs t t im e y ou tra v e lle d a b r o a d ?
W here did you go?
4 W hen w as t h e l a s t tim e y ou cooked a m e a l for friends?
W h at did you make? Did yo u r frie n d s like it?
5 W hen w as t h e l a s t t im e you visited re la tiv e s?
Who did you visit? W h at did you do?
Now focus on the instructions and the example
speech bubble. Sts take it in turns to ask and answer
the questions, using their own information. Tell them
to answer with full sentences as much as possible.
M onitor to check they are pronouncing the past simple
-ed endings correctly and using the right sentence
rhythm.
c
Check answers.
E xtra support
• You could do this as an open-class activity.
d Focus on the task and the example.
Get Sts to do the task in pairs. M onitor and help them
with any new vocabulary they may need.
Get feedback from various pairs.
Next, focus on the instructions and example speech
bubble for the W h en I w as younger section. Go
through statements 1-6 and make sure Sts understand
what they have to do. You could discuss 1 with the
whole class before they continue in pairs.
Finally, focus on the instructions in the W h a t w as
happening? section. Give Sts a moment to think of
two more times and dates and add them to the list. If
Sts have difficulty thinking of a memorable time, you
could give them prompts, e.g. a major sporting event, a
national holiday, a disaster, etc.
Focus on the example speech bubble. Then in pairs,
Sts take turns to describe what they were doing at each
time, using the past continuous. M onitor and help,
encouraging Sts to get the sentence rhythm right.
Get some feedback from the class. Find out if any Sts
had the same answers.
E xtra support
• Demonstrate the activity by answering the questions
yourself in each part.
stu d y m m
• Sts can practise -ed endings and sentence rhythm on th e iTutor.
Focus on the task and go through the prompts. Elicit
one or two answers from the class for the first group,
then put Sts in pairs or small groups to continue.
E xtra support
• Demonstrate the activity by telling Sts about three
people you know.
4 LISTENING
a Focus on the instructions and do this as a whole-class
activity. Encourage Sts to explain their opinions and
give examples.
b
2 10))) Tell Sts they are going to listen to Part 1 o f a
local radio news report about teenagers.
Now focus on the questions. Play the audio and pause
just after the interviewer says, W hy don’t we play the
tone briefly now? Check answers to questions 1 and 2.
Then play the rest of the audio and find out which Sts
could hear it. Ask those who said they could if they are
under 25, and how it made them feel.
1 a l m o s t e v e r y o n e u n d e r 25
2 no, t h e y w e re n 't.
3 S ts ’ own answ ers
2 10)))
(script in S tu d e n t's Book on p. 124)
I = Interviewer, M = Mark
3 VOCABULARY stages o f life
a Focus on the instructions and the photos. Give Sts time
individually or in pairs to match the words with the
photos.
b
2 9))) Play the audio for Sts to check answers. Then
play it again pausing after each word or phrase for Sts
to repeat. Next, focus on the m iddle-aged box and go
through it with the class.
I
M
I
M
S e e s c rip t 2.9
2 9)))
1
2
3
4
5
in his late forties
a baby
a pensioner
a toddler
a child
6
7
8
9
a teenager
in her mid-thirties
in his early tw e n tie s
a p re -te en
I
M
I
M
I
Welcome back. Up next, a g e and t h e generation gap. We
know how hard it can be to tell so m e o n e ’s age, but in f a c t it
tu rn s o u t t h e r e may be a way t h a t ’s quite simple. It’s called
t h e ‘Mosquito Tone T est’, and Mark is here to tell us more.
Thanks, Sue. The Mosquito Tone is a sound - a very highpitched, very annoying sound, which is why it’s named
a f te r t h e insect. W hat’s interesting is t h a t apparently
a s we age, we slowly lose our ability to hear this sound.
According to scientists, a lm ost everyone under t h e a ge of
25 can hear t h e Mosquito Tone, b u t a lm o st no one over 25
can hear it!
Really! Is t h a t right?
Yes. And to t e s t this out, I actually played th e to n e for my
family la s t night. My wife and I heard absolutely nothing
a t all, b u t our t e e n a g e d a u g h te rs could hear it, and in f a c t
complained t h a t it was an irritating sound t h a t w as quite
painful to hear.
Oh no! Well, a t t h e risk of irritating som e of our younger
listeners’ ears, why don’t we play th e to n e briefly now?
OK, here goes. I’m playing t h e to n e in 3, 2 ,1 ...
Have you played th e t o n e yet?
Ij u s t did. Or, a t least, I think I did.
Well, I s u p p o s e t h a t j u s t confirms t h a t neither of us are
under 25!
43
3A
c
Extra support
• If there’s time, you could play the audio again while
Sts read the script on p .124, so they can see what they
understood / didn’t understand. Translate / explain
any new words or phrases.
2 11))) Sts now listen to Part 2 of the news story and
answer the questions with a partner.
Play the audio once the whole way through for Sts to
listen. Check answers.
T he s o u n d is be in g u s e d t o k e e p t e e n a g e r s a w a y from
c e r t a i n p la c e s , s u c h a s s h o p p in g c e n t r e s .
N ot e v e ry b o d y th in k s it’s a g o o d idea. S o m e p e o p le t h in k it
could b e harmful, a n d t h a t it d o e s n ’t s o lv e t h e problem ; it
j u s t d rives t e e n a g e g a n g s t o o t h e r p la c e s.
2 11)))
(script in S tude nt's Book on p.124)
I = Interviewer, M = Mark
I
M
I
M
I
M
I
M
I
M
I
M
I
M
d
Now Mark, a p a rt from t e s ti n g a p e rson’s age, w h a t is t h e
Mosquito Tone being used for?
This h as actually b ecom e an interesting controversy.
B ecause t h e sound is so annoying, and b e c a u s e only th e
young can hear it, t h e Mosquito Tone is being used to keep
t e e n a g e r s away from certain places.
What kinds of places?
Well, for example, from shopping c en tres . As you know
in s om e to w n s you g e t large groups of young people
hanging around shopping c e n t r e s and causing trouble.
And s om e s hop owners say t h a t t h e s e g a n g s can annoy
o th e r custom ers, or frighten th e m away, which is obviously
not good for business. So now t h e s e c e n t r e s can play t h e
Mosquito Tone over their audio system , and t h e groups of
t e e n a g e r s will fe el uncom fortable and leave t h e area. But
of c ourse t h e sound w on’t annoy t h e o th e r c u sto m e rs a t
all, a s th e y don’t hear it.
Have you spoken to any of t h e s e s hop owners?
Yes, I have, and t h e y said t h a t t h e Mosquito Tone has
worked very well for th em . And t h e y also said t h a t
although it’s tr u e t h a t t h e Mosquito Tone is certainly very
annoying, it d o e sn ’t hurt t h e te e n a g e rs.
It sounds like r a th e r a good idea to me. But you said this
w as a controversy. Who’s a g ain st it?
Well, th e re are s om e groups of people who are trying to
ban th e Mosquito Tone. They’ve pointed o u t a n um ber of
problems with it. Firstly, th e y worry t h a t t h e sound really is
harmful, bu t more to t h e point th e y say t h a t t h e Mosquito
Tone a f f e c ts all young people, som e of whom are well
behaved and j u s t w a n t to go shopping. And finally th e y say
t h a t th e Mosquito Tone d o e sn 't actually s t o p t h e problem
of t e e n a g e gangs, it ju s t drives t h e m from one place to
another.
Those do se e m like good points.
Yes, indeed. And t h e r e ’s also an interesting tw ist. Som e
t e e n a g e r s have discovered an a d v a n ta g e to t h e Mosquito
Tone.
Oh yes?
Well, t h e Mosquito Tone has also b e en re le ased a s a
ringtone for your mobile. So in se c o n d ary schools t h a t
don’t permit mobile phones, t e e n s can u se their p hone s in
class. They can receive calls and m e s s a g e s during lessons
and te a c h e r s don’t have any idea w h a t is happening.
B ecause th e t e a c h e r c an ’t hear it! T hat m u s t really annoy
them .
T h at’s right. And if t h e y c an ’t hear it, th e y c an ’t...
Focus on the task and 1-6. Play the audio for Part 2
again and get Sts to complete the information. Get
them to compare with a partner and play the audio
once more if necessary.
e
5 READING & SPEAKING
a Focus on the instructions and the three news
headlines. Put Sts into groups o f three, A, B, and C.
(If your class doesn’t divide into threes, you may need
to have one or two pairs. Get them to take the roles of
A and B, and then to read C ’s text together.) Tell Sts in
their groups to speculate on what the news stories will
be about.
Get feedback, but don’t tell Sts if they are right yet.
b Tell A to stay on the main lesson page starting with c,
and B and C to go to C om m unication News stories,
B on p.105, C on p.106. Each student will read one of
the news articles.
c
words and phrases from the context and to match them
with the definitions in the glossary. Remind them to
look at the phonetics as they will need to use these
words when retelling their article.
E xtra support
• Check that Sts have completed the glossaries correctly.
S tu d e n t A
1
2
3
4
44
c u rf e w
anti-soc ial b ehav io u r
banned
fine
S tu d e n t B
1
2
3
4
scooters
scream ing
b u g g ie s
g unshots
S tu d e n t C
1 scream ing
2 discrim inatory
3 deck
4 ban
e
Possible answers
a n n o y o t h e r c u s t o m e r s or f i g h te n t h e m away.
h a s w o rk e d v e ry well.
hurt th e tee n a g ers.
b a n t h e M osquito Tone.
a s a r i n g to n e for m obile p h o n e s .
re ce iv e c alls a n d m e s s a g e s in c la s s w i t h o u t t h e t e a c h e r
knowing.
Give Sts time to read their articles. Remind them to try
to guess new words from the context as they read. They
should all find the answers to questions 1-5 and either
underline them in the text or make notes. M onitor and
help, making sure they are able to find the answers to
the questions.
d Now tell Sts to work out the m eaning of the highlighted
Check answers.
1
2
3
4
5
6
Do the question as an open-class activity. Encourage
Sts to give reasons to justify what they say.
Ask Sts to tell the others in their group about the
article they read, using the answers to 1-5 to help them
remember im portant details. Encourage Sts to use the
words from their glossaries, explaining the meanings
to the other students if necessary.
Tell the Bs and Cs to go back to the main lesson 3A.
f
Focus on the instructions and point out the example
speech bubble. In their groups, Sts discuss the
questions.
Extra support
• You could do this as an open-class activity.
6 SPEAKING & WRITING
a Focus on the questionnaire and the two possible
‘routes’. Go through the topics, and then give Sts time
to choose three each and to plan what they’re going
to say. Put Sts in pairs and get them each to talk about
their three topics, giving as much inform ation as
possible. M onitor and help w ith vocabulary.
Get some feedback from different pairs.
Extra support
• Demonstrate the activity by talking about one or two
of the topics yourself before putting Sts in pairs.
Extra challenge
• You could get older sts to talk about their childhoods
as well as their teenage years.
b Focus on the instructions and get Sts to look at the blog
posts in 1 on p.24 again.
Tell Sts to write a paragraph with their own
information about what they used to be like as a child
or a teenager (depending on what they talked about in
a) and how they have or haven’t changed. Set a time
limit.
Sts should check their paragraphs for mistakes before
either giving them in or swapping them with another
student to read.
7
2 1 2 )))
SONG
Young folks
This song was originally made famous by the Swedish
indie pop band Peter Bjorn and John in 2006. If you
want to do this song in class, use the photocopiable
activity on p.212.
2,12)))
Young folks
If I told you things I did before, told you how I u sed to be
Would you go along with s o m e o n e like me
If you knew my story word for word, had all of my history
Would you go along with s o m e o n e like me
I did before and had my share, it didn’t lead nowhere
I would go along with s o m e o n e like you
It d o e sn ’t m a t t e r w h a t you did, who you w ere hanging with
We could stick around and s e e this night through
And we don’t care a b o u t t h e young folks
Talking ‘b out t h e young style
And we don’t care a b o u t t h e old folks
Talking 'bout t h e old s tyle too
And we don’t care a b o u t our own faults
Talking 'bout our own style
All w e care a b o u t is talking
Talking only me and you
Usually when things have gone this far, people te n d to
disappear
No one will surprise me u nless you do
I can tell t h e r e ’s som e thing going on, hours s e e m t o disappear
Everyone is leaving, I'm still with you
It d o e sn 't m a t t e r w h a t we do, where w e are going to
We can stick around and s e e this night through
And w e don’t care a b o u t t h e young folks
Talking ’b out t h e young style
And w e don't care a b o u t t h e old folks
Talking 'bout t h e old s tyle too
And w e don't care a bout our own fa ults
Talking 'bout our own style
All we c are a b o u t is talking
Talking only m e and you
And we don’t care a b o u t t h e young folks
Talking 'bout th e young style
And we don’t care a b o u t t h e old folks
Talking 'bout t h e old s tyle to o
And we don’t care a b o u t our own faults
Talking 'bout our own style
All we care a b o u t is talking
Talking only me and you
Talking only me and you
Talking only me and you
Talking only me and you
G prepositions
V photography
P word stress
y ;_________________
3B
In the picture
Lesson plan
c
The topic of this lesson is photography. It begins with
a vocabulary focus which includes useful phrases for
describing photos and language related to taking photos.
This leads into a pronunciation focus on word stress in
words from the root word photograph and other m ulti­
syllabic words. Next, Sts listen to an interview with a
professional photographer who talks about his job and
gives some tips on how to look your best in a portrait photo.
Sts then write their own tips on how to take good photos.
1 tak e
2 au to m a tic
stu d y
Extra photocopiable activities
background
right
5 behind
6 blurred
• You could get Sts to practise the conversation in
groups of threes.
2 13)))
A = Alice, M = Man, S = Simon
A Excuse me, could you possibly t a k e a photo o f us?
M Yes, sure. Which b u tto n do I p ress?
W This one here. It’s autom atic, ju s t p re ss it.
M Right. You w a n t th e tow er in th e background, I suppose.
A Yes, please.
S Can you t a k e it so it looks, you know, a s if w e ’re holding up
th e tower?
M All right, I’ll try. Can you move back a little. A little to th e
right... J u s t a minute. There’s s om e one behind you. OK, I
think t h a t ’s OK. Do you w a n t to have a look?
A Oh, t h a t is so great. But I moved. It’s a bit blurred. Could
you t a k e j u s t one more?
M Oh, all right...
maa
W orkbook 3B
iTutor
iChecker on iTutor
w w w .o u p .c o m /e lt/e n g lis h file
3
4
E x tr a id ea
The second half o f the lesson begins with a gramm ar focus
on prepositions of place and movement, and dependent
prepositions after verbs and adjectives. Sts then read
an article about storing digital photos safely, with some
surprising revelations about why digital photos may not
be as safe as we think they are. Finally, Sts listen to people
describing childhood photos, before talking about their
own favourite photos. Before you get to this final stage, ask
Sts to bring in a favourite childhood photo to the next class.
•
•
•
•
2 13))) Play the audio for Sts to check answers. You
may need to pause the audio to give Sts time to write
the missing words. Ask them how they think the man
who took the photo was feeling.
d
Tell Sts to go to Vocabulary B ank Photography on
p.155.
• G ram m ar p r e p o s itio n s p .145
• Com m unicative W h a t ’s t h e p re p o sitio n ? p .173 (in s tr u c tio n s
p.161)
• Vocabulary P h o t o g r a p h y p.1 9 7 ( i n s tru c tio n s p .191)
• w w w .o u p .c o m /e lt/te a c h e r/e n g lis h file
Focus on 1 D escrib in g a photo and go through the
on top o f vs. at the top o f box with the class. Make
sure Sts understand the difference in meaning. Then
tell Sts to do a individually or in pairs. Check that they
understand the difference between opposite and infront
of, and between foreground and background.
O p tio n a l lea d -in (b o o k s closed)
2 14))) Now do b. Play the audio for Sts to check
answers. Play it again pausing for Sts to repeat.
• D o a quick survey o f the kinds of photos Sts like
taking, e.g. o f people, landscapes, city views, buildings,
monuments, etc.
• Now ask Sts how they usually take photos: with a camera,
phone, tablet, or other equipment? W ith a show o f hands,
find out the most common way the class takes photos.
1 VOCABULARY photography
a
Books open. Focus on the title o f the lesson. Explain
that the phrase in the picture also means to have
inform ation about a particular situation as in the idiom
to be in the picture, or toputsb in the picture.
Focus on the photo and the questions. Elicit that the
photo was taken in front of the leaning tower o f Pisa in
Italy. Ask the class if they have been photographed in
front o f any famous monuments, and why they think
people like doing this.
b Focus on the instructions. Give Sts time to complete
the dialogue.
2
14)))
1 Describing a photo
Photo 1
1 In the background th ere 's a mountain, and s om e low cloud.
2 In the bottom right-hand corner t h e r e ’s a gra n d m o th e r
and t h r e e children.
3 The boy in an o range T-shirt is standing in front of his
grandmother.
4 In the centre of t h e photo t h e r e ’s a building with lots of
ste p s.
5 There’s a small building t h a t looks like a tem p le on top of a
small hill.
Photo 2
6 In the foreground t h e r e ’s a woman standing on a te rra c e
looking a t th e view.
7 The wom an is standing behind a low wall looking a t th e
view.
8 Opposite t h e wom an t h e r e ’s a building with a to w e r t h a t
looks like a church.
9 In the distance on t h e left you can ju s t s e e an old building
which looks like a ruin.
10 In the top right-hand corner t h e r e are tw o c y p res s tree s.
3B
Elicit I explain that in the background means behind the
main objects, people, etc. in the photo, whereas in the
distance means far away but still able to be seen.
Play the audio, pausing after each word to check the
answers. You could also ask Sts to tell you where each
word is stressed just before playing the audio.
Now focus on 2 T aking p hotos and get Sts to
match the sentence halves in a. Point out that the
subject o f a photo is the m ain person or thing you are
photographing, and the settings are the positions for the
controls on the camera.
Ask Sts to practise saying the words focusing on the
stress.
S e e s c rip t 3.16
2 16)))
2 15))) Now do b. Play the audio for Sts to check
answers.
1
2
3
4
5
6
S e e s c rip t 2.15
2 15)))
2 Taking photos
1 e You use flash w hen you w a n t to t a k e a photo
so m e w h e re dark, e.g. indoors or a t night.
2 a You zoom in w hen you are far away from som e thing and
you w a n t to t a k e a close-up of it.
3 f A photo can be out of focus if your cam e ra isn’t
a utom a tic and you h aven’t used t h e right se ttin g s.
4 d Many c a m e ra s have a portrait setting t o u se when you
w a n t to t a k e a photo of a person.
5 c A photo can be blurred if you m ove w hen you are
taking it.
6 b With good c a m e ra s you can u s e different lenses, e.g.
a wide-angle lens, w hen you c a n ’t s t e p far away from
your subject, b u t you w a n t to g e t all of it in t h e picture.
7 g You enlarge a photo w hen you w a n t to m ake it bigger.
Elicit or explain that you can set a camera to a landscape
position - one that’s wider than it is high - or just hold
the camera the other way round. You may also want
to point out that zoom can also be used as a noun to
describe the lens some photographers use for this
function.
T esting y o u rself
For D escrib in g a photo, Sts can cover 1-10 and try to
describe the photos from memory, using the words and
phrases in the list. For T aking photos, they can cover
the definitions a-g, look at 1-7 and try to remember
the meaning o f the words in bold.
T esting a partner
See T esting a partner p. 20.
Tell Sts to go back to the main lesson 3B.
E xtra support
• If you think Sts need more practice, you may want
to give them the Vocabulary photocopiable activity
at this point or leave it for later as consolidation or
revision.
photograph
photographer
photography
photographic
photogenic
photocopy
b Focus on the sentences and get Sts to underline the
stressed syllable in each o f the bold multi-syllable
words.
c
2 17))) Play the audio and check the answers by
writing the words on the board and underlining the
stressed syllable. Give Sts time to practise saying the
sentences.
<2 17)))
1
2
3
4
5
6
7
There's a t r e e in t h e background.
In th e foreground t h e r e ’s a girl.
You c an s e e a house in t h e distance.
There's a man behind her.
It’s a close-up of a watch.
It’s o u t of focus.
Is your cam e ra a utom atic?
stu d y m m
• Sts can practise word stress on th e iT utor.
d Tell Sts to go to C om m unication S p o t the
differences, A on p .107, B on p. 108.
Go through the instructions and the example with the
class carefully.
G et Sts to sit face to face and take turns to describe
their pictures without looking at their partner’s
picture. M onitor and help, correcting any mistakes
w ith the vocabulary they have just learned.
W hen they have found all ten differences, tell them to
compare pictures to see if they have correctly identified
the differences.
Check answers.
1 A T h e re ’s a h o t e l in t h e b a c k g ro u n d
B T h e re ’s a t o w e r in t h e b a c k g r o u n d
2 A T h ere 's a fla g on t o p o f t h e h o te l
B T h ere is no f la g on t h e t o w e r
2
PRONUNCIAT0ON word stress
Pronunciation notes
• Word stress can be difficult to perceive, especially
if an English word is similar to the equivalent word
in the Sts’ LI but is stressed differently. Remind Sts
to underline the stressed syllable when they write
down any new multi-syllable words.
a
2 16))) Focus on the words beginning with
photo. Check that Sts know what photogenic means
(= someone who looks good in photographs).
G et Sts to underline the stressed syllable in each word.
3 A T h ere 's a m a n playing g u ita r in t h e m iddle o f t h e
p ic tu re
B T he m a n is t a k i n g a p h o to
4
A T h e re ’s a m a n riding a bike
B T he m a n is w alking w ith t h e bike.
5 A T he w o m a n drinking a c o f f e e
B S h e ’s e a t i n g a p l a t e o f p a s t a
6 A T he w o m a n ’s b a g is on t h e t a b l e
B Her b a g is u n d e r t h e t a b l e
7 A T he w a i te r is w alking a w a y from t h e t a b l e
B T he w a ite r is w alking t o w a r d s t h e t a b l e
8 A T h e r e a r e birds drinking from t h e f o u n ta in
B T h ere a re no birds a t t h e f o u n ta in
47
3B
9
t h e m osque a t th e sa m e time a s t h e Prince. When I g o t to
t h e door, I w as asked to take my sh o e s off, and I realized
t h a t I had an e normous hole in one of my socks! I w a s so
em barrassed, all I could think a b o u t was this hole a s I tried
to g e t sh o ts of Prince Charles. And t h e n he left through a
different door, and I had to follow him, still in my socks.
I Do you have a favourite portrait of a celebrity?
B I have lots, but, for example, t h e r e ’s a p ortrait of Meryl
Stre ep by Annie Leibovitz w here s h e ’s wearing a fa ce
mask. It’s absolutely wonderful.
A T he d o g is s t a n d i n g on t h e s t e p s looking up a t t h e
fo u n ta in
B The d o g is w alking d o w n t h e s t e p s a w a y from t h e
fo u n ta in
10 A The m a n on t h e right is t a k i n g a p h o t o
B The m a n o n t h e right is playing t h e g u ita r
Tell Sts to go back to the m ain lesson 3B.
3 LISTENING & SPEAKING
a
Focus on the questions. Sts could discuss the questions
in pairs or you could do it as an open-class activity.
b
2 18))) Tell Sts they are going to listen to P a r t 1
o f an interview with Brian Voce, a professional
photographer. Focus on the photos on p.29. Ask Sts
what they think of them. Now focus on the instructions
and give Sts time to read questions 1-4.
Play the audio once the whole way through for Sts just
to listen. Now play the audio again, pausing after each
question is answered to give Sts time to write notes.
Get Sts to compare answers with a partner.
c
Go through sentences 1-8 and make sure Sts
understand them. Then get Sts in pairs to decide
whether they think they are true or false. Elicit ideas,
but don’t tell them whether their guesses are right or
wrong yet.
Extra support
• Before playing the audio, go through the listening
script and decide if you need to pre-teach / check any
lexis to help Sts when they listen.
d
Check answers.
• Before playing the audio, go through the listening
script and decide if you need to pre-teach / check any
lexis to help Sts when they listen.
F
F
5 T
6 F
7 F
8 T
2 19)))
I = Interviewer, B = Brian Voce
I
W hat are s om e tricks to taking a good portrait?
B Each situation is different and w h a t works for one person
may not work for another. The m o st im portant thing is
to g e t people to relax. Being photographed m akes m o st
people nervous and insecure, so, a ssum ing t h e y ’re not
professional models, generally it’s b e s t n ot to have other
people around, watching th e p hoto shoot. Once people
relax th e y can even enjoy t h e p roc ess b u t it d o e s t a k e a
long time, so a n o th e r im portant thing if you w a n t to have a
good photo ta k e n of you is n ot to be in a hurry. I o fte n n eed
b e tw e e n t h r e e and four hours.
I What else can t h e p erson who is being p h otographe d do to
improve t h e picture?
B To s t a r t with th e y should w ear com fortable clothes, and if
th e y can, if it’s a studio photo, bring som e d ifferent clothes
with th e m - things t h a t th e y feel good in.
I What a b o u t make-up?
B If people are u sed to wearing make-up th e n th e y should
use it, b e c a u se again it will make th em feel good. Actually
make-up is o ften a good thing - and in fact, even for men, a
little powder can make th em look b e tt e r under studio lights.
I What a b o u t how to pose?
B Well, s ta nding up s tra ig h t isn’t usually a good pose. You
can g e t much more interesting pictures of people, for
example, sitting on th e floor, leaning a g ain st th e back of
a chair, or sitting j u s t on th e edge of a chair. Interestingly,
so m e tim e s it’s a good thing for people to feel a bit
uncomfortable, b e c a u s e t h e more uncom fortable people
are t h e less t h e y think ab o u t their expression and th e
b e t t e r t h e pictures can be. It also helps if people look away
and only turn to t h e cam e ra a t t h e last m om ent.
I Brian, th a n k you very much, and I’ll try to rem em ber
th o s e tips.
2 18)))
(script in S tude nt's Book on p.124)
I = Interviewer, B = Brian Voce
What inspired you to becom e a photographer?
B My cousin, who w as t e n y ears older t h a n me, built a
48
3
4
(script in S t u d e n t ’s Book on p.124)
1 His c ousin h a d a d a rk ro o m w h e r e h e d e v e lo p e d
p h o to g r a p h s ; t h is f a s c i n a t e d Brian. T hen h e joined
a p h o t o g r a p h y club a t s c h o o l a n d l a t e r s t u d i e d
p h o t o g r a p h y a n d film -m aking a t university.
2 He m o s tly p h o t o g r a p h s c la ss ic a l m u sicia n s a n d th e ir
e n s e m b l e s a n d o r c h e s t r a s in t h e building w h e r e t h e y
a re perform ing.
3 Prince C harles. Brian w a s t h e only p r e s s p h o t o g r a p h e r
given perm issio n t o e n t e r a m o s q u e a t t h e s a m e t im e a s
t h e P rince a n d h a d t o t a k e his s h o e s off, b u t Brian h a d a
big hole in his soc k. T hen h e h a d t o follow t h e P rince o u t
t h r o u g h a d i f f e r e n t door, still in his s o c k s.
4 A p h o t o o f Meryl S t r e e p w e a rin g a f a c e m a s k by Annie
Leibovitz.
darkroom in his h ouse which 1u sed to visit. From t h e
m o m e n t I saw a developing photograph appearing like
magic on a piece of pa p er under t h e red light, I was
completely hooked. At th e s a m e tim e my school s t a r te d
a p hotography club, so Ijoined it. I soon knew it w as w h a t
I w a nted to do, and later I w e n t on to s tu d y p hotography
and film-making a t university.
I What s o r t of people do you usually photograph, and
where?
B I’ve mainly p h otographe d classical musicians and their
e n se m b le s and o rc hestra s. I usually photograph t h e m a t
work and th e y o fte n perform in w onderful buildings, which
are also g r e a t for photography, so I’ve had t h e c hance to
work in p a la c es and c hurches in Rome, Vienna, Salzburg,
Paris, and o th e r places.
I Have you had any o th e r fa m ous clients?
B Yes, several. I was o nce a sked to p hotograph Prince
Charles, for example.
I Oh, and how did t h a t go?
B In fact, it was a bit embarrassing. He w as visiting a mosque,
and though th e re were many other pre ss p hotographers
there, I w as t h e only one who was given permission to e n te r
2 19))) Play the audio once. Check answers, but don’t
ask Sts yet why the F sentences are false.
I F
2 T
E xtra support
I
Tell Sts they are going to hear Part 2 of the interview
where Brian gives some tips about posing for photos.
e
Now tell Sts they are going to listen again and this time
they must correct the wrong information in the false
sentences.
Play the audio again pausing if necessary to give Sts
time to write.
Get Sts to compare with a partner and then check
answers.
3B
Finally, focus on the photos onp.29 again and ask Sts
how they relate to what Brian said in the interview.
5 GRAMMAR
a
1 M ost p e o p le d o n ’t enjoy b e in g p h o t o g r a p h e d .
3 A p r o fe ssio n a l p h o t o g r a p h e r c a n t a k e a long t im e t o g e t
g o o d p h o to s .
4 W h at you w e a r is i m p o rt a n t.
6 It’s b e t t e r t o p o s e s ittin g d o w n t h a n s t a n d i n g up.
7 It’s i m p o r t a n t n o t t o b e in a c o m f o r t a b le position.
Extra support
• If there’s time, you could play the audio again while
Sts read the script on p.124, so they can see what they
understood or didn’t understand. Translate / explain
any new words or phrases.
f
prepositions
Focus on the photo behind the text and tell Sts or elicit
that it shows the Andes m ountains in South America
and that it was taken from a plane.
Now focus on the task and tell Sts to read the text
quickly. Then in pairs Sts complete the gaps with
prepositions from the list.
Check answers.
1 over
2 fro m
b
3 next to
4 at
5 of
6 in
7 at
8 of
Now tell Sts to answer the questions in pairs.
Check answers. For 3 and 4 make sure Sts say the
preposition + verb or the preposition + adjective, not
just the preposition alone.
Focus on the task. Put Sts in pairs and get them to
discuss the questions.
Get some feedback from various pairs.
1
2
3
4
4 WRITING
next to
over, from
in (a fte r arrived), a t (a fte r look), of ( a fte r re m in d (me))
a t ( a f te r good), of ( a fte r pro u d )
Tell Sts to go to W ritin g An article on p.115.
a Focus on the task and give Sts time to look at the three
photos. Tell them not to read the text yet.
Elicit some opinions from the class.
b Focus on the instructions and go through the headings,
making sure Sts understand them.
Give Sts time to read the article and to match the
headings with the paragraphs. Remind them there are
two extra headings they don’t need to use.
Get Sts to compare with a partner, and then check
answers.
c
2 20))) 2 21))) 2 22))) Tell Sts to go to G ra m m a r
B a n k 3B on p.137. Focus on the example sentences
and play the audio for Sts to listen to the sentence
rhythm. You could also get Sts to repeat the sentences
to practise getting the rhythm right. Then go through
the rules with the class.
Refer Sts to the list o f d e p e n d e n t p re p o s itio n s
on p.164 and explain that this is their reference list
of prepositions after verbs and of prepositions after
adjectives. Get Sts to go through the list quickly,
checking that they know what the expressions mean.
A d d itio n a l g ra m m a r n o te s
1 Don’t look a t me!
2 Don’t m a k e t h e m p o s e
3 Try d if f e r e n t a n g le s
Now get Sts to answer the questions in pairs, small
groups, or as a whole-class activity.
Get some feedback.
c
Focus on the U sefu l language: tips and
instru ction s box and go through it with the class.
Put Sts in pairs and tell them they are going to write
three tips for how to take good holiday photos. Focus
on the three points about planning the content and
encourage Sts to think about them before they write.
Remind them to use the U sefu l language and
Vocabulary B ank Photography on p.155.
! If your Sts are not very good at or interested in taking
photos, tell them to write the article on another topic
they know more about, e.g. How to really enjoy a holiday
in their town / city, How to dress well on a budget, etc.
d You may like to get Sts to do the writing in class or you
could set it as homework. If you do it in class, set a time
limit for Sts to write their article, e.g. 15-20 minutes.
e
Sts should check their work for mistakes before giving
it in.
Tell Sts to go back to the m ain lesson 3B.
• English prepositions are usually a problem area for
Sts because they frequently do not correspond to
prepositions in Sts’ LI.
p re p o s itio n s o f p lace a n d m o v e m e n t
• This should be revision, but will be needed for
many Sts, particularly in the case o f prepositions of
movement. This is because movement is expressed
by a single verb in many languages, not a verb of
movement plus a preposition.
d e p e n d e n t p re p o s itio n s a f te r v erb s a n d
adjectives
• These are often hard to remember. This is because
in many cases the prepositions have no central
meaning, which makes it all the more difficult
for Sts to remember which ones to use. Remind
Sts to record verbs and adjectives with dependent
prepositions when they meet them, e.g. depend on
or proud o f rather than just depend or proud.
Typical mistakes include:
— translating prepositions from LI that don’t
correspond in English, e.g. using infront o f
instead of opposite.
- leaving out a preposition, e.g.
- inserting an unnecessary preposition, e.g.
49
3B
Focus on the exercises and get Sts to do them
individually or in pairs.
c
Check answers, getting Sts to read the full sentences,
Focus on the instructions. Get Sts to read the article
again, and give them time, individually or in pairs, to
match the storage methods with the problems.
Check answers.
a
1
2
3
4
along
into
o n to
b etw een
5 round
6 on
7 o ff
8 under
9
10
11
12
across
n e x t to
in
tow ards
b
1
2
3
4
of, for
to, for
of
with
5
6
7
8
9
10
a b o u t, for
in, a t
on
about
about
for
l c
Check answers.
1
2
3
4
5
of
to
to
for
with
6
7
8
9
10
over
on
on
for
up (or down)
Deal with any other new vocabulary and encourage Sts
to write down any useful new lexis from the article.
6 READING
Focus on the question and go through the options.
Then get Sts to tell each other what they usually do
with their photos.
G et some feedback.
E x tr a s u p p o rt
• Do this as an open-class activity.
b Focus on the article and headings A-F, and make sure
Sts understand them. Elicit / explain the meanings of
come and go and obsolete.
Now tell Sts to read the article and match the headings
with paragraphs 1-5. Remind them that there is one
extra heading.
Get Sts to compare with a partner, and then check
answers.
E x tr a s u p p o rt
• Before Sts read the article, check it for words and
phrases which your Sts might not know and be ready
to help with these (but not the highlighted words).
50
3 E
4 A
e
Do this as an open-class activity and elicit opinions.
y
LISTENING & SPEAKING
a
2 23))) Focus on the photos and get Sts to speculate
about how old the children are, where they are, and
w hat’s happening.
E x tr a s u p p o rt
Get some feedback from various pairs.
2 F
6 d
G et Sts to compare with a partner. Then check answers.
M onitor and help, correcting any mistakes with
prepositions.
1 C
5 f
Play the audio once all the way through and get Sts to
number the photos 1-3. Remind them that there is one
extra photo.
Now, put Sts in pairs and ask them to choose four of
the topics. Tell them to begin, I’m going to tell you about
a photo I took that I ’m very proud o f .. . , and to give (and
ask for) as much inform ation as possible.
a
4 e
Check answers, either explaining in English,
translating into Sts’ LI, or getting Sts to check in their
dictionaries.
E x tr a s u p p o rt
d Focus on the instructions and 1-10. Get Sts to
complete the gaps individually.
3 b
Focus on the highlighted words and phrases. Get Sts,
in pairs, to guess their meaning. Tell them to read the
whole sentence as the context will help them guess.
Tell Sts to go back to the m ain lesson 3B.
• If you think Sts need more practice, you may want
to give them the G ram m ar photocopiable activity
at this point or leave it for later as consolidation or
revision.
2 a
5
D
• Before playing the audio, go through the listening
script and decide if you need to pre-teach / check any
lexis to help Sts when they listen.
1 C
2 A
3 D
2 23)))
(script in S tu d e n t’s Book on p.124)
1 I really love this photo, even th o u g h I look a bit stra n g e
in a d re ss t h a t w as obviously too big and a c o a t t h a t w as
to o small! But it’s t h e way t h a t my g ra n d fa th e r and I are
looking a t e ac h o th e r t h a t I love a b o u t it. We w ere a b o u t
to go for a walk, and are sta nding j u s t in front of t h e door
of his house, on t h e s te p s. It w a s a really cold day so
he’d lent me his fur hat. I don’t know who to o k t h e photo,
probably my grandmother, but it’s a lovely reminder of my
grandfather, who died a fe w years ago. I have it in a frame
on my desk, and both my m other and my g ra ndm othe r
have a fram ed copy of t h e s a m e photo - we all love it.
2 My favourite photo ever - not j u s t from my childhood but
in my whole life - is this one t h a t my dad to o k w hen we
w e n t camping. I’m standing in t h e m ountains and on a rock
in front of me is this animal called a m arm ot - it’s like a big
m ouse, and t h e y ’re quite common round here. The m arm ot
w a s s ta nding incredibly close to me and it a lm ost looks a s
if it’s smiling a t t h e camera! It w a sn ’t shy a t all. A s tra n g e
thing is, I alw ays rem em bered t h e day t h e photo was
taken, b u t I actually didn’t s e e t h e photo with my own eyes
until last year, when I t u rn e d 35. My p a re n ts found a load of
old p h otos and sc a n n e d th e m for m e so t h a t I’d have th e m
in digital form. I w a nted to enlarge this one and make it into
a poster, but t h e file w a sn’t big enough.
3 Er, t h e r e are loads of childhood photos to c h o o se from, but
one of my favourites is this one which was ta k e n by my
dad - he w a s always th e family p hotographe r - and I think
it was a day when we w e n t for a picnic with my b rothers
and cousins. In t h e picture, I am t h e little blonde one in th e
front. I think I w as a b o u t seven or eight, er, and t h e two
boys on t h e right are my brothers, and t h e r e s t are my
cousins.
It reminds m e of how close I am to my e x te n d e d family.
So, er, I look a t it when I miss h om e - and it c h e e rs m e up.
I u se d to have it stu c k on my fridge b u t now it’s p acked
away in a box s om ew here. But my mum uploaded it onto
Facebook so now I can look a t it any time.
b Focus on the task and give Sts a minute to read a-f. Play
the audio again for Sts to match the speakers with the
sentences. Play it again if necessary.
Check answers.
a
2
b l
c
3
d
2
e l
f
3
E x tr a s u p p o rt
• If there’s time, you could play the audio again while
Sts read the script onp.124, so they can see what they
understood / didn’t understand. Translate / explain
any new words or phrases.
c
Focus on the instructions and go through the questions
w ith the class. Ideally, Sts will have brought the photo
in, but if not they can describe it and possibly bring it to
the following class.
Put Sts in pairs and get Sts to describe a childhood
photo in as much detail as possible. Remind them that
they can use the questions as a guide, but they can add
or substitute other information.
Encourage Sts to ask their partners follow-up
questions.
M onitor and help, but don’t correct too much as the
aim here is to encourage fluency.
E x tr a s u p p o rt
• Before putting Sts in pairs, demonstrate the activity
by showing the class an interesting childhood photo
o f yourself and describing it.
d M ost Sts nowdays have photos on their phones. Get
Sts to show some to each other, explaining where they
were taken, who the people are, etc.
F u n c tio n
L an g u a g e
r e n ti n g a car; re c o rd in g a v oicem ail g r e e t i n g a n d leaving a m e s s a g e
A u to m a tic o r m an u a l? W ould i t be p o s s ib le to leave th e c a r a t th e airpo rt? , etc.
Episode 2 All kinds of problems
Lesson plan
In this second Practical English lesson, the functional focus
is language used to rent a car.
The mystery develops. In the first scene Henry is about to
take Jenny to see his nephew Luke when he realizes the two
front tyres o f his car have been punctured. Jenny decides to
take the bus to Luke’s house in Oxford, hoping that Luke
can solve the problem with the laptop and that she will be
able to hire a car. In the next scene, Jenny goes to the car
rental company. In the final scene she returns to H enry’s
house to find that her missing suitcase has been returned
w ith the padlock broken. Henry is not at home, and Jenny,
feeling the effects of jet lag, falls asleep. She wakes up four
hours later to the sound o f a TV news report saying that
Andrew Page, the m an she’d met at the airport, has been
attacked and is now in a critical condition. Meanwhile,
Henry is still not at home, and Jenny, starting to worry,
phones Rob.
He w a n t s t o t a k e her t o his nephew , Luke’s h o u s e in Oxford.
He c a n 't b e c a u s e t w o o f t h e t y r e s a r e f l a t / p u n c tu r e d .
S h e 's g oing t o t a k e t h e bus.
2 24)))
(script in S tude nt's Book on p.125)
N = Narrator, J = Jenny, H = Henry, L = Luke
N Day two. 9.00 a.m. Jenny has come to th e UK fo r w ork and
a b it o f holiday. She’s staying w ith her fa ther-in-law Henry
outside Oxford. She had some problem s on her fir s t day
- her suitcase didn’t arrive, and her laptop isn't working
fo r some reason. Henry says th a t Luke, Rob's cousin, who
lives in Oxford, will be able to fix her laptop. While th e y are
walking to Henry's car to drive to Luke’s house, Jenny’s
phone rings.
J Hello?... Yes, it is... Oh t h a t ’s g r e a t news. Thank you... Later
H
J
H
STUD’ M
J
H
® W orkbook All k inds of p ro b le m s
• iTutor
® w w w .o u p .c o m /e lt/e n g lis h file
J
H
Test and Assessment CD-ROM
« Quick Test 3
• File 3 Test
• w w w .o u p .c o m /e lt/te a c h e r/e n g lis h file
O ptional lead-in (b ook s closed)
• Before starting Episode 2, elicit everything Sts can
remember about Episode 1. Ask W ho’s Jenny? Why is
she visiting the UK? What problems is she having? W ho’s
Henry? Who is watching them?, etc.
• Alternatively, you could play the last scene o f Episode 1.
N Henry looks a t one o f th e fro n t wheels o f his car.
H T h at’s funny.
J What’s wrong?
H The t y r e ’s flat.
J Do you have a spare?
H Well, yes, b u t it shouldn’t be flat, it’s new and...
N
H
J
H
J
H
J
H
J
■ < HENRY’S CAR
H
J
H
Books open. Focus on the photos at the top
and bottom of the column, and elicit who Sts think the
people are and what they think is happening. D on’t tell
them if they are right yet.
2
24)))
Now focus on the instructions and the questions. Play
the DVD or audio once the whole way through and
elicit the answers. They should understand that there is
a problem with H enry’s car, even if they don’t know the
exact words. Write His tyres arefia t / are punctured on
the board, and model and drill the pronunciation.
E xtra support
• Before playing the audio, go through the listening
script and decide if you need to pre-teach / check any
lexis to help Sts when they listen.
today? Great. Now I won’t have to buy new clothes.... Yeah,
t h a t ’s t h e right address. Bye.
Good news?
Great news! They found my suitcase, and they're bringing it
over later today.
Excellent. Right, I’ll ta k e you to my n e p h e w ’s house so he
can fix your computer.
I’m looking forward to m eeting Luke.
You’ll like him. He’s a bright boy. Not t h a t I u n d e rs ta n d a
word he says.
I b e t he d o e sn ’t know much a b o u t Greek m ythology either!
You’re probably right.
J
H
J
H
J
H
J
H
J
H
He walks round and looks a t th e o th e r fro n t wheel.
Oh I don’t believe it!
What is it?
They’re both flat! They've b een punctured!
What? Som ebody did t h a t on purpose? In t h e English
countryside?
You g e t vandals e veryw here t h e s e days. Well, I'll ju s t
have to s ta y here and s e e if I can g e t t h e AA to bring out
a n o th e r spa re tyre. I’ll call you a taxi.
Isn’t t h e r e a bus I could catch?
Well, t h e r e ’s a bus s t o p on th e main road. You could g e t t h e
bus to Oxford from there, I s uppose.
How do I g e t to th e bus stop?
The q uickest way is th e f o o tp a th a t th e b ack of t h e house.
I think I’ll do t h a t then.
Are you sure you w a n t to g e t th e bus? How will you find
Luke’s house?
You gave me th e a ddress. I can look it up on my phone if I
g e t lost.
Ah, yes, of course. But this is really inconvenient for you.
You w ere going to borrow my car, w e ren’t you?
No, don’t worry, Henry. I’d actually decided to rent a car
anyway. I’ll need it for work and it’ll probably be c h e a p e r
to rent here th a n in London. I can g e t one while Luke is
working his magic.
Well, if you’re absolutely sure. J u s t go to th e b ack door and
you’ll s e e t h e path. Follow t h a t - it t a k e s you to t h e bus
stop.
OK. Oh, and I’d like t o cook dinner this evening to th a n k you
for having me.
You don’t n eed to do that!
I w a n t to.
Well, if you’re sure. What time?
How a b o u t seven o’clock?
Great! And I’ll keep my phone on in c a s e you need me.
PE2
J See you later, Henry.
H Bye!
N Jenny leaves to catch th e bus and Henry phones the
Autom obile Association. Suddenly a dark car draws up in
fro n t o f the house. The driver is a strange man he's never
seen before.
H Who's t h a t ?
N Day two. 11.00 a.m. Jenny finally arrives a t Luke’s house in
Oxford.
J Luke?
L You m u s t be Jenny. Hi.
J Nice to m e e t you.
L You too. Come in. Would you like s o m e coffee? I’ve ju s t
J
L
J
L
J
L
J
L
2 25)))
N = Narrator, Ne = Newsreader, A = Assistant, J = Jenny
N Inside a car rentals shop, th e assistant is watching the news
on TV on the counter. On the TV screen there is a photograph
o f Heathrow Airport, and th e headline A irp o rt Assault'.
Ne The man fo und unconscious a t H eathrow A irp o rt ye sterday
has been named as Andrew Page, a research scie n tist from
Oxford. Police believe he was attacked...
A Hello. Can I help you?
J Oh, hi. I’d like to rent a car, please.
A Have you hired from us before?
J No.
A OK, could I see your driving licence, please?
Great. So, w h a t kind of car are you looking for?
J Oh, nothing too big. It’s ju s t for me.
A OK, so a com pa c t. Three-door?
J Yeah, t h a t ’ll be fine.
A For how long?
J Nine days.
A Automatic or manual?
J An autom atic, please.
A Any additional drivers?
J No, ju s t me.
A Great. Well, we have several models I can s how you, b u t I’d
recom m end th e Vauxhall Corsa. It’s £65 per day and t h a t
m ade some...
I’d love to b ut I’m running a bit late. We had trouble with th e
car and t h e n t h e bus too k forever. And I really n eed to g e t
to a car rental place. I’m really sorry, b u t could Iju s t leave
t h e c o m p u te r with you?
Yeah, no problem.
T hat’s great. I feel awful j u s t leaving it here like this.
Honestly, don’t worry a b o u t it.
Are you sure?
Yeah, it’s cool. I love doing this kind o f thing. I’ll se n d you a
t e x t and let you know how I’m g e ttin g on.
T hat’s nice of you, Luke. Thanks. See you later.
See you later.
includes insurance.
J That so u n d s promising. Can I ta k e a look?
A Of course, but first I’d like to run through som e of th e
basics. The petrol t a n k is full when you s t a r t, s o if you
return it with a full tank, t h e r e ’s no e x tra charge.
J Great.
A But if you g e t any parking tic k e ts or speeding fines, you
b Point out the G lossary and the British and
A m erican English box and go through them with Sts.
Focus on the instructions and 1-8. Then play the DVD
or audio again so Sts can listen a second time, pausing
as needed.
J
Check that Sts understand the m eaning o f vandals and
vandalize.
A
Tell Sts to circle the correct answers.
J
A
J
A
Get them to compare with a partner and then check
answers.
1
2
3
4
h a s b e e n fo u n d
will like Luke
has tw o flat ty res
vandals
J
N
5 knows
6 to ren t a car
7 m a k e dinner for H enry
8 d o e s n ’t w a it
car, th e TV shows Andrew ’s photograph w ith th e headline
‘A irp o rt A ss a u lt’.
Now focus on the last two questions and get Sts to
discuss them with a partner or as a whole-class activity.
Finally, focus on the last two questions and get Sts to
discuss them with a partner or as a whole-class activity.
Extra support
• If there’s time, you could get Sts to listen again with
the script on p. 125, so they can see exactly what they
understood / didn’t understand. Translate / explain
any new words or phrases.
b Focus on the dialogue on p.33. Elicit who says the
You H ear phrases (the assistant at the rental company)
and who says the You Say phrases (the customer, here
Jenny). Highlight that these phrases will be useful for
Sts if they ever rent a car.
Give Sts time to read through the dialogue and to think
about what the missing words might be. Then play the
DVD or audio again and get Sts to complete the gaps.
Play it again if necessary.
§< RENTING A CAR
2 25))) Focus on the photo and elicit where Jenny is
(at a car rental company). Ask Sts what they think she
is doing (She’s showing the assistant her driving licence.)
Focus also on the TV screen, and elicit that the m an
whose face they can see is Andrew Page, the m an who
helped her at the airport.
Get Sts to compare with a partner and then check
answers.
S e e w o rd s in bold in s c rip t 2 .25
Now go through the dialogue and deal with any new
vocabulary. Elicit / explain the meaning of run through
some o f the basics (= discuss the main points quickly),
Fair enough (= a colloquial expression meaning That’s
OK), and assault (= a physical attack on someone). You
may also want to point out that take a look is more
common in US English; in British English have a look is
more common.
Now tell Sts to focus on questions 1-3.
Play the DVD or audio once the whole way through.
Get Sts to answer the questions with a partner, and
then check answers.
1 nine d a y s
2 a Vauxhall Corsa (Vauxhall is w h a t th is b ra n d o f c a r s is
called in t h e UK: in m an y o t h e r c o u n tr i e s it is c alled Opel)
3 a t t h e a irp o rt
have to pay for t h e m yourself.
Fair enough! Would it be possible to leave t h e c ar a t th e
airport?
No problem, but t h a t ’s a one-way rental so t h e r e ’s an
additional charge of £50.
OK.
And one l a s t thing - have you driven in the UK before?
Yes, I have. So driving on t h e le f t’s n ot a problem.
T h at’s good. OK, let’s go o u t and ta k e a look a t th e car. We
c an go through t h e paperwork afte rw ards.
Great.
As Jenny and th e a ssistant leave the o ffice to see the
c
2 26))) Now focus on the You Say phrases and tell Sts
they’re going to hear some of them again, and should
repeat them, copying the rhythm and intonation.
53
PE2
Play the DVD or audio, pausing after the beep for Sts to
repeat the phrases.
2 27)))
(script in S tude nt's Book on p.125)
N = Narrator, J = Jenny, H = Henry, L = Luke, Ne = Newsreader
N Day two. 5.00 p.m. Jenny drives back to H e n ry’s house.
She's b o u gh t food to cook fo r dinner. She leaves th e food
on th e table and looks fo r Henry.
J Henry? Henry? Henry?
N Henry doesn’t seem to be there, so she phones him.
2 26)))
A
A
J
A
J
A
J
A
J
A
J
A
J
A
= Assistant, J = Jenny
Hello. Can I help you?
Oh, hi. I'd like to rent a car, please.
Great. So, w h a t kind of car are you looking for?
Oh, nothing too big. It's j u s t for me.
OK, so a c om pact. Three-door?
Yeah, t h a t ’ll be fin e .)
Automatic or manual?
An autom atic, please.
Any additional drivers?
No, ju s t me.
It’s £65 p er day and t h a t includes insurance.
T hat sounds promising. Can I t a k e a look?
But if you g e t any parking tic k e ts or speeding fines you
have to pay for th e m yourself.
J Fair enough! Would it be possible to leave t h e car a t t h e
airport?
A And one last thing - have you driven in t h e UK before?
J Yes I have. So driving on t h e l e ft’s n ot a problem.
H This is Henry Walker. I’m afraid I c an ’t t a k e your call a t t h e
m om ent. Please leave your m e s s a g e a f te r t h e tone.
J Hi, Henry, it’s Jenny here. Iju st w a nted t o let you know
everything w e n t fine. I g o t my car and I’m b ack home.
Remem ber I’m making dinner. See you soon.
N She notices some books on th e flo o r and picks them up
and p u ts them away. She then phones Luke.
J Hi Luke, it’s Jenny.
L Hi, Jenny. W hat’s up?
J Ij u s t w a n ted to apologize for running off this morning.
L You really don’t n eed to! I should apologize, actually.
J
L
J
L
J
L
J
L
J
L
J
L
d Put Sts in pairs: one is the assistant and the other is the
customer. Get Sts to read the dialogue on p.33 aloud,
and then swap roles.
M onitor and help, encouraging Sts to pay attention to
rhythm and intonation.
e
Focus on the U sefu l language: describing cars box
and go through it with Sts. You may also want to elicit
the models of cars for the different categories.
J
L
J
L
J
L
J
L
Now focus on the instructions. Tell Sts that they will
both be role-playing renting a car, so give them time to
decide what kind of car they will want and for how long.
First A is the customer and B the assistant. Tell A to
close his / her book. B starts with Hello. Can I help you?
Then Sts practise the dialogue with B reading his / her
role, and A role-playing being a customer.
J
L
N Jenny sits down on the sofa and turns on the TV, b u t soon
she closes her eyes, and falls asleep. The TV is s till on.
Jenny suddenly wakes up. She’s been asleep fo r alm ost
fo u r hours.
J Oh no, dinner! Henry? Henry! T hat’s strange.
N Jenny phones him again.
H This is Henry Walker. I’m afraid I c an ’t ta k e your call a t th e
M onitor and help.
f
W hen Sts have finished, they should swap roles.
You could get a few pairs to perform in front of the class.
m om ent. Please leave your m e s s a g e a fte r th e tone.
3 ■< WHERE IS HEMRY?
a
N She then glances a t the TV.
Ne The victim of last night’s a s s a u lt a t H eathrow Airport
2 27))) Focus on the photos and ask Sts where they
think Jenny is and what is happening.
has b een nam ed a s Andrew Page. Mr Page is a research
scientist from Oxford. Police believe he was a tt a c k e d a s he
left t h e airport. He is now in hospital in a critical condition.
Police are appealing to anyone who may have s e e n Mr Page
to c o n t a c t th e m immediately. Mr Page had j u s t returned
from New York where he was conducting re se arc h on
renewable energy.
J Oh my gosh! Andrew!
Now focus on the instructions and the questions.
Play the DVD or audio once the whole way through,
and then check answers.
Extra support
• Before playing the audio, go through the listening
script and decide if you need to pre-teach / check any
lexis to help Sts when they listen.
a) J e n n y ’s l a p t o p is still w ith Luke, w h o n e e d s m o r e t im e t o
fix it.
b) Her s u i t c a s e h a s arrived a t H e n ry ’s h o u s e , b u t t h e lock
is broken.
S h e h e a r s o n t h e n e w s t h a t A ndre w P a ge , t h e m a n s h e m e t
a t t h e a irport, h a s b e e n a t t a c k e d a n d is n ow in h o sp ita l in a
critical condition.
It’s going to ta k e me longer th a n I t h o u g h t to unlock
your computer. It’s like t h e r e ’s an extra security code or
som ething.
T h at’s really weird.
Don’t worry, I’m sure I can crack it.
Iju s t have no idea how it g o t there. Hang on.
What is it?
My su itc a se h a s arrived!
Hey, t h a t ’s great!
Oh, look a t th a t. The lock’s broken.
Must have b een t h e b a g g ag e handlers!
Well, a t l e a st it’s back.
So, how’s Uncle Henry?
He isn’t here. I called him but he didn’t answer.
He probably w e n t for a walk. He o fte n d o e s t h a t . He thinks
a b o u t his research and stuff.
Well, I hope h e ’s back in tim e for dinner!
He will be. He's always on time.
Yeah, Rob told me Henry's very punctual.
Unlike Rob!
Exactly.
Is t h a t t h e j e t lag catching up with you?
Yeah, I’m p r e tty tired.
You should have a nap. Don't worry, I'll g e t this c om pute r
working a s soon a s I can.
Thanks, Luke, See you later.
Bye!
N Jenny picks up her phone and dials.
R Hi, Jenny.
J Rob, I n eed to talk to you.
b
Focus on the instructions and give Sts time to read
sentences 1-8. Elicit / explain the meaning of j e t lag
(= the feeling o f being tired and confused after a long
plane journey, especially when there’s a big difference
in time).
Play the DVD or audio again, pausing if necessary
to give Sts time to answer the questions. Tell them to
mark the sentences T (true) or F (false), and remind
them to correct the ones that are false.
Get Sts to compare with a partner and then check
answers.
54
1
2
3
4
5
6
7
8
F (Henry isn't a t home.)
T
F (She th in k s it’s really weird.)
F (Luke t h in k s H enry h a s pro b a b ly g o n e for a walk.)
F (He’s v e ry p unctual.)
T
F (Henry still isn’t home.)
F (She p h o n e s Rob b e c a u s e s h e n e e d s t o t a l k t o him.)
Now focus on the last three questions, and elicit ideas
from the class.
Extra support
• If there’s time, you could get Sts to listen again with
the script on p. 125, so they can see exactly what they
understood / didn’t understand. Translate / explain
any new words or phrases.
Focus on the S ocial English phrases. In pairs, get Sts
to think about what the missing words might be.
2 28))) Play the DVD or audio for Sts to listen and
complete the phrases.
Check answers.
S e e w o r d s in bold in s c r ip t 2.28
2 28)))
Henry
Henry
Luke
Jenny
Jenny
Jenny
Jenny
I’m afraid I c an't ta k e your call a t t h e m oment.
Please leave your m e s s a g e a f te r t h e tone.
Hi, Jenny. What's up?
Hang on. My s u itc a se h as arrived!
Well, a t least it's back.
I’m p retty tired.
Thanks, Luke. S ee you later.
If you know your Sts’ LI, you could get them to
translate the phrases. If not, get Sts to have a look at the
phrases again in context in the script on p.33.
Now play the DVD or audio again, pausing after each
phrase for Sts to listen and repeat.
Finally, focus on the Can you...? questions and ask
Sts if they feel confident they can now do these things.
If they feel that they need more practice, tell them to
watch the episode again and practise the language on
their iTutor.
^4A
■HWI
G
f u t u r e fo r m s : w ill / s h a ll a n d g o in g t o
V ru b b is h a n d r e c y c lin g
P /i/,/ai/, a n d /ei/
That’s rubbish!
b
Lesson plan
In this lesson, the topics are rubbish and recycling. Sts begin
by reading and listening to a journalist talking about an
experiment in which she tried living as a .fre e g a n - someone
who tries to live off food they find in rubbish bins, which
is still OK to eat but which people have thrown away. This
leads into a vocabulary focus on rubbish and recycling,
Encourage Sts to speculate about what the wom an is
doing and why, but don’t tell them if they’re right.
c
Check answers.
'F re e g a n s ' a r e p e o p le w ho look in rubbish bins for fo o d t o
e a t , n o t b e c a u s e t h e y a re poor or h o m e l e s s , b u t b e c a u s e
t h e y a re u p s e t a b o u t h ow m u ch g o o d f o o d is w a s t e d .
In the second half, Sts read an article about the benefits of
recycling phones and the consequences of just throwing
them away. Next, the grammar focus is on future forms:
w i l l j s h a ll and g o in g to. These forms are revised and
contrasted, and then the uses (e.g. predictions, offers, plans,
etc.) are extended. Finally, Sts talk about their own plans and
predictions in small groups.
You may want to point out that f r e e g a n rhymes with
ve g a n /'viigan/ and that a vegan is someone who doesn’t
eat any animal products. Not all fregans are vegans, but
fregans tend to eat a lot o f fruit and vegetables as this is
what people often throw away.
STUDY T O
E xtra support
• Workbook 4A
• iTutor
• w w w .o u p .c o m /e lt/e n g lis h file
• Ask more questions about the text, e.g. How much
good food is thrown away in Britain? (Four million
tons every year.) What does thejournalist decide to do
and fo r how long? (Live as a freegan for three days.)
Extra photocopiable activities
G ram mar f u t u r e fo rm s p .146
Com m unicative How g r e e n a r e you? p .174 (in s tru c tio n s p .162)
Vocabulary Rubbish a n d recycling p.1 9 8 ( i n s tru c tio n s p .192)
w w w .o u p .c o m /e lt/te a c h e r/e n g lis h file
O ptional lead-in (b ook s closed)
• Write the following dialogues on the board:
1 A
B
2 A
B
C
S
ould
u r e
It
R
YOU TAK E T H E R U B B I S H O U T , PLEASE?
, I ’l l
h in k
d o
it n o w
.
I ’v e P U T O N W E IG H T .
u b b i s h
.
You
3 A I THOUGHT
Focus on the title of the article and the task. Elicit ideas
as to what f r e e g a n means.
Now give Sts time to read the beginning of the article.
III, /ai/, and /ei/ are contrasted. The first half of the lesson ends
with Sts reading a questionnaire about waste and recycling,
and then discussing their responses in small groups.
•
•
•
•
Focus on the photo and the questions. Use the photos
to pre-teach b in and s e ll- b y - d a te . Elicit answers from
the whole class.
l o o k e x a c t l y t h e
s a m e
.
T H E F ILM WAS R U B B I S H .
B A C T U A L Y , I L IK E D IT.
• Ask Sts to decide what rubbish means in each dialogue.
Elicit the answer for 1 (= things that people throw away),
and elicit / explain that 2 and 3 are informal uses: 2 = 1
don’t agree, 3 = very bad.
Now tell Sts that the topic of this lesson is the first
meaning of rubbish.
1 LISTENING
a Books open. Do this either as an open-class activity or
in pairs, and elicit as much inform ation as possible.
Try to elicit vocabulary for food, e.g. different kinds of
fruit and vegetables, as this will help Sts later with the
listening.
d
2 2 9 ))) Tell Sts they are now going to listen to the
journalist talk about her experience as a freegan.
Focus on the instructions and give Sts time to read the
questions for Sunday and Monday. Play the audio once
all the way through. Elicit / explain that c h i l l i c o n c a m e
(in 3) is a hot, spicy Mexican dish made w ith meat,
beans and chillies, and that it is very popular in the UK.
Play the audio again for Sts to mark the first set of
questions T (true) or F (false).
G et Sts to compare with a partner. Play the audio
again, pausing if necessary after each answer is given.
Check answers, making sure (where relevant) Sts say
why an answer is true or false.
E xtra support
• Before playing the audio, go through the listening
script and decide if you need to pre-teach / check any
lexis to help Sts when they listen.
Sunday
2
F
3
F
4
Monday
7 F
8
I T
F
T
9
F
10 T
5 F
6 T
2 29)))
(script in S tu d e n t’s Book on p.125)
N = Narrator, L = Liz, A = Ash, R = Ross
N Sunday
L Dave and I m e e t Ash and Ross, tw o London f re e g a n s who
will train us how to find food in th e rubbish. Ash is 21, and
his friend Ross is 46. This is Ash.
4A
A First, yo u ne ed t h e r ig h t e q u ip m e n t. Take g lo v e s and
a to r c h . A lso, y o u ha ve to k n o w w h e re to go. S m all to
m e d iu m -s iz e sho p s are p ro b a b ly b e s t. T h e la rg e r sho ps
lo c k th e ir bins.
L We’re in th e ca r pa rk behind a s u p e rm a rk e t. It’s 5 p.m.
and dark, so pe ople do n’t n o tic e us. Ash and Ross w a lk
c o n fid e n tly to th e bins, l i f t th e lids, and s t a r t lookin g fo r food.
The f i r s t bin bag w e o p e n c o n ta in s fro z e n m e als, in c lu d in g
c h ic k e n c u rry and chilli con came. The m e a ls h a v e n ’t be en
o p e n e d and th e s e ll-b y d a te is to d a y . U n d e rn e a th are
te n tu b s o f ice c re am , w ith th e s a m e s e ll-b y d a te . A t th e
b o tto m is a c a r to n o f e g gs. T h e s e ll-b y d a te is n e x t w e e k .
Ross s a ys th is is n ’t s u rp rising.
R We g e t a lo t o f e g gs. S o m e tim e s , if on e breaks, th e y ju s t
th r o w a w a y all o f th e m . B u t, er, y o u kno w , j u s t be c a re fu l
w h e n c h o o s in g w h a t t o e a t. If t h e p a c k a g in g is op en
o r i t ’s p a s t th e s e ll-b y d a te , d o n ’t ta k e it. Oh, and w a s h
e v e ry th in g yo u fin d b e fo re yo u e a t it.
N Monday
L N ow it ’s tim e fo r Dave and m e to t r y fre e g a n is m on our
ow n. As w e begin, i t ’s fre e z in g cold. A fte r an h o u r and a
h a lf o f searching, w e s till ha ven’t fo u n d on e u n lo c k e d bin.
E ventually, w e go be hind a sm a lle r s u p e rm a rk e t and...
success! The bins are open. T h ere’s a p la s tic bag fu ll o f
v e g e ta b le s a t th e b o tto m . So, w h ile Dave holds th e lid open,
I reach in. A c o u p le o f pe o p le are w a tc h in g us, and I’m so
em barrassed . B u t th e b a g ’s fu ll o f p o ta to e s , apples, and
c a rro ts , and th e re ’s n o th in g w ro n g w ith th e m . We’ll m ake a
nice sou p w ith th e m . Now, w e j u s t need bread. We lo o k inside
a c o ffe e shop's bin and th e re is som e. B u t w e ’re r ig h t o u ts id e
th e s ta tio n and i t ’s rush hour. We’re to o e m b a rra s s e d to ta k e
it. So w e go to th e bins o u ts id e a ne a rb y su p e rm a rk e t, w h e re
w e fin d a p la s tic ba g o f sliced bread. The ba g is unbroke n
and th e se ll-b y d a te is to d a y . A t hom e, a f t e r w a s h in g th e
ve g e ta b le s , w e c oo k a d e liciou s soup, w h ic h w e have w ith
th e bread. D e s s e rt is baked apples. Delicious.
e
2,'30))) Now focus on the questions for Tuesday and
Wednesday and give Sts time to read them. Play the
audio once. Then get Sts to compare answers with a
partner, and play the audio again if necessary.
with t h e sup e rm ark e t rubbish. We find enough food to e a t
like kings: s a u sa g e s, cabbage, lemons, and som e onions.
Although th r e e days is a s h o rt tim e to live a s a freegan,
I’ve already learned t h a t a lot of food is throw n away for no
good reason. Perhaps I should continue with my freegan
lifestyle? After all, t h e food we found, a f te r a good wash,
w a s t h e s a m e as t h e food you buy in a shop. Except, of
course, it was free.
f
Do this an as an open-class activity. Encourage Sts to
give reasons to justify what they say, and tell them what
you think.
2 VOCABULARY rubbish and recycling
a Focus on the instructions and the three sentences
from the listening. Put Sts in pairs to see if they can
remember any o f the words.
b
2 3 1 ))) Play the audio for them to check their answers.
Model and drill pronunciation.
2 31)))
1 Ash and Ross walk confidently to t h e bins, lift t h e lids, and
s t a r t looking for food.
2 At t h e b o tto m is a carton of eggs.
3 If t h e packaging is open or it’s p a s t t h e sell-by date, don’t
t a k e it.
c
Tell Sts to go to Vocabulary B ank Rubbish and
recycling onp.156.
Focus on 1 Rubbish: nouns and phrasal verbs and
get Sts to do a individually or in pairs.
2 3 2 ))) Now do b. Play the audio for Sts to check
answers. Then play it again pausing after each word or
phrase for Sts to repeat.
Tuesday
1 S h e d idn’t f e e l ill.
2 a v o c a d o s a n d b re a d
3 v e g e t a b l e s a n d f ruit - p o t a t o e s , p e p p e r s , a m elon, a n d
s o m e s a la d
4 S h e d o e s n ’t u n d e r s t a n d it.
5 spicy p a s t a s o u p w ith v e g e t a b l e s , a n d a b a k e d a p p le
6 No, t h e y b o u g h t t h e p a s t a .
Wednesday
7 t h e y s m e lle d terrible.
8 S a u s a g e s , c a b b a g e , lem o n s, a n d s o m e onions
9 A lot o f f o o d is t h r o w n a w a y for n o g o o d re a s o n , a n d is
t h e s a m e a s w h a t you could buy in a shop.
2 32)))
1 Rubbish: nounsand phrasal verbs
Nouns
1
2
3
4
rubbish
w a s te
bin
bin bag
5 w a ste - p a p e r b a sk e t
6 d ustm an
7 landfill site
Focus on c. Sts complete the sentences individually or
in pairs.
2 33))) Now do d. Play the audio for Sts to check
answers. Play it again, pausing after each sentence for
Sts to repeat.
2 30)))
(script in S tu d e n t’s Book on p.125 )
N = Narrator, L = Liz
N Tuesday
L I don't feel ill - a good s t a r t - so we enjoy a freegan
b re a k f a s t of avocados, which are a p r e s e n t from Ash and
Ross, and w e have t h e r e s t of y e sterd a y 's bread. We decide
to visit t h e bins by t h e s u p e rm ark e t where we found th e
v e g e ta b le s y esterday. Again, w e find lots of v e g e ta b le s
and fruit - p o ta to e s, peppers, a melon, and s om e salad.
The salad is close to t h e sell-by date, b u t if it w ere in your
fridge, you’d e a t it. O ther sell-by d a te s are n ot for a n o th e r
week. I don’t u n d e rstan d why t h e y were thrown away.
After a lunch of y e sterd a y 's soup, we s e a rch a t bakeries
but find nothing. Luckily, we've found enough food this
morning for dinner and tomorrow 's b reakfast.
We’ve decided t h a t it’s OK t o u se a few shop-bought
ingredients such a s p a sta , so on t h e m enu tonight is a
spicy p a s t a soup with g reen p e p p ers and t h e c arro ts from
yesterday. For d e s s e r t we have a n o th e r baked apple.
N Wednesday
L Today, a f te r a b re a k fa s t of melon, we h ead o ff to check
o u t t h e bins in t h e m arket, which smell terrible com pared
2 33 )))
Phrasal verbs
1 If t h a t pen d o e s n ’t work, ju s t throw it away. I h a te having
p e n s around t h a t don’t work.
2 Please could you take out th e rubbish? I did it yesterday.
3 I’m moving h ouse in a few weeks, and I’ve decided to give
away a lot of books and c lothes to a charity shop.
4 In many countries t h e re are special containers for used
glass and cardboard. People t h e n come and take it away
to be recycled.
Highlight that all four phrasal verbs are separable, i.e.
they can have an object after the particle or between
the verb and the particle. Remind Sts that if the object
is a pronoun (e.g. it) then it must go between the verb
and the particle, e.g. Throw it away.
Now focus on 2 Packaging. Make sure Sts know the
meaning of packaging (= materials used to wrap or
protect goods that are sold in shops). Model and drill
57
4A
Extra support
its pronunciation /'peekid^rij/. Then get Sts to do a
individually or in pairs.
• If you think Sts need more practice, you may want
to give them the Vocabulary photocopiable activity
at this point or leave it for later as consolidation or
revision.
2 34))) Now do b . Play the audio for Sts to check
answers. Then play it again pausing after each word or
phrase for Sts to repeat.
2 34)))
2 Packaging
4 b o ttle
10 can
5 c a rd b o a rd box
12 c a r to n
1 ja r
7 lid
11 p a c k e t
3 PRONUNCIATION
2
6
9
13
3
8
14
p la s tic bag
p o ly s ty re n e tr a y
s e ll-b y d a te
tin
tu b
w ra p p e r
pot
• Students may confuse the vowel sounds III, /a il, and
le il. They often make sounds influenced by their
LI, e.g. pronouncing the letters ‘ay’ as /ai/.
• Remind Sts that:
- i + consonant + e is usually pronounced /ai/, e.g.
n ic e
-
between consonants is usually pronounced III,
e.g. s it
- a + consonant + e is usually pronounced le.il
when it is on a stressed syllable, e.g. p la c e
- a y is always pronounced le il, e.g. d a y
- age when unstressed is usually pronounced
h d ^ l e.g. v illa g e
Focus on c, making sure that Sts know the meanings of
the words in the list. Do this either with the whole class
or in pairs.
Finally, look at 3 T he prefix re-. G et Sts to do a
individually or in pairs.
/ai/, and /ei/
P r o n u n c ia tio n n o te s
Point out I elicit that polystyrene is a lightweight,
synthetic material which is often used in packaging.
yogurt - pot
b isc u its - p a c k e t
olives - jar
s o f t drinks - b o t tl e , c a n / c a r t o n
s a r d i n e s - tin
a w a s h in g m a c h in e - c a r d b o a r d box
ice c r e a m - tu b
milk - b o t t l e / c a r t o n
h i,
i
a
Focus on the three sound pictures and elicit the words
and sounds. Then focus on the pink letters in the words.
Give Sts a few minutes to write them in the correct
column. Get them to compare answers with a partner.
b
2 36))) Play the audio. Stop after each group and check
the answers. Then play all three groups, pausing for Sts
to repeat.
2 35))) Now do b. Play the audio for Sts to check
answers. Play the audio again, pausing after each
sentence for Sts to repeat. Elicit that the prefix re- =
again, so, e.g. reuse = use again.You may want to point
out that there is a secondary stress on re-.
2 36)))
fis h lil
bike /ail
tra in leil
bin, ga rb a g e , lid, p a c k a g in g
d ie t, life s ty le , reapply, re c y c le
aw ay, d a te , tra y , w a s te
2.35)))
Give Sts time to practise saying the words.
3 The prefix re-
1 There’s a b o ttle bank a t th e local s u p e rm ark e t where you
can recycle all your g la s s b o ttle s and jars.
2 Many s u p e rm ark e ts now charge e xtra for plastic bags.
They prefer c u s to m e rs to have shopping b a g s which th ey
can reuse.
3 If you’re not sure a b o u t t h e project, you should rethink th e
whole thing.
4 You can reheat your dinner in t h e microwave.
5 They’ll have to replay t h e m atch n e x t Saturday.
6 You should reapply sunscreen every hour if you have fair skin.
E xtra challenge
• You could elicit other words which start with the
prefix re-, e.g. rewrite, remarry, restart.
c
stu d y m m
® Sts can p ractise th e s e sounds on th e iT u to r and on th e
E n g lish File In te rm e d ia te Plus w ebsite.
4 SPEAKING
a
T esting y o u rself
For Rubbish: n oun s and phrasal verbs exercise
a, Sts can cover the definitions and try to remember
what the words / phrases mean; for exercise c they
can cover 1 -4 and try to remember the m eaning of
the phrasal verbs. For Packaging, Sts can cover the
words j phrases and look at the pictures, and for T he
prefix re-, they can cover 1-6 and try to remember the
meaning of the verbs.
58
Tell Sts to go to the S o u n d B a n k on p .166. Get them to
identify the typical and unusual spellings o f each sound
they encountered in a.
Focus on the What a waste! questionnaire and its title.
Elicit I explain the two meanings o f waste (= not a good
use o f sth; material that is thrown away). The first
m eaning can be used with a (e.g. a waste o f time) and
is the meaning here. Waste in the second meaning is
uncountable. Quickly go through the questions and
make sure Sts understand all the vocabulary, e.g. local
council.
Give Sts time to think about what they are going to say.
b
T esting a partner
Put Sts in groups of three or four and tell them to take
turns to ask each other the questions. Emphasize that
they should give and ask for as much information as
possible.
See T esting a partner p. 20.
M onitor and help Sts with any vocabulary they need.
Tell Sts to go back to the main lesson 4A .
Get some feedback.
4A
E x tr a s u p p o rt
6 GRAMMAR futu re forms: will / shall and
• If there’s time, you could get the class to ask you some
o f or all the questions.
going to
a
5 READING
a Put Sts in pairs and get them to ask and answer the
questions. Alternatively, do this as a whole-class exercise.
Get some feedback. You could also answer the
questions yourself.
b Focus on the title o f the article and the photo. Ask Sts
if they think the photo shows a serious problem. Make
sure they understand the expression think twice (=
think carefully before you do something because o f the
dangers or problems).
Help with vocabulary if necessary, e.g. gap year (= a
break taken by a student, typically between school and
university).
b
E x tr a id ea
• You could elicit ideas first for the missing words.
Give Sts time to read the article and find two reasons.
Check answers.
2*37)))
1 A Could you t a k e t h e rubbish o ut? It’s beginning to smell.
B I’ll do it a s soon a s this programm e finishes, I promise.
2 A Shall I take your p late now, madam?
B Yes, thanks. It was delicious, b u t I couldn’t finish it all.
3 A What are you going to do w hen you finish school?
I know you’ve m ade plans.
B I’m going to have a gap year, and work on a
c onservation project in Peru.
4 A I’m a bit worried a b o u t t h e picnic. I think it’s going to
rain this afternoon.
B Well, on t h e inte rne t it sa y s it’ll be sunny. I wouldn’t
worry if I w ere you.
5 A Don’t put b o ttle s in t h e rubbish. We n e ed to t a k e th em
to t h e b o ttle bank.
B OK, OK. I won’t do again.
E x tr a s u p p o rt
• Before Sts read the article, check it for words and
phrases which your Sts might not know and be ready
to help with these (but not the highlighted words).
Possible answers (only t w o a r e required)
M ost m obiles c a n b e repaired.
Mobiles c o n ta in m e t a l s a n d p l a s ti c s t h a t c a n b e re cy c le d
t o m a k e t h in g s like s a u c e p a n s a n d t r a f f i c c o n e s .
M o s t m obiles t h a t c a n b e r e u s e d a r e s e n t t o Asia a n d
Africa, w h e r e t h e y a r e b adly n e e d e d b e c a u s e t h e r e a r e n ’t
m a n y landlines.
P h o n e s c o n ta i n d a n g e r o u s c h e m ic a ls, w hich c a n c a u s e
se rio u s m ed ic al p ro b lem s.
In landfills, lea d from p h o n e s g e t s into t h e soil.
Check answers.
1 We u s e w ill / w o n 't t o m a k e p ro m is e s a n d for d e c isio n s
m a d e a t t h e t im e o f spe a king.
2 We u s e shall q u e s t i o n s w ith I a n d w e t o m a k e o f f e r s a n d
suggestions.
3 We u s e be g o in g to t o t a lk a b o u t plans. S p e a k e r B could
a ls o u s e t h e p r e s e n t c o n ti n u o u s h ere. We c a n u s e t h e
p r e s e n t c o n ti n u o u s w h e n t h e r e is a n a r r a n g e m e n t t o do
s o m e t h i n g t h a t h a s b e e n organized.
4 We u s e be g o in g to pa rtic ula rly w h e n w e c a n s e e w h a t ’s
going t o h a p p e n , a n d w ill t o m a k e p r e d ic tio n s a b o u t
w h a t w e t h in k or b elieve will h a p p e n .
5 We u s e w ill / w o n ’t t o m a k e p rom ises.
Now focus on the instructions and sentences A-F.
Make sure Sts understand all the lexis.
Give Sts a few minutes to insert the correct sentences
in each paragraph.
Get Sts to compare with a partner and then check
answers.
I F
2 E
3 A
4
B
5 D
6 C
E x tr a id ea
• Ask the class a few comprehension questions, e.g.
What happens to the chemicals in old phones when they
are put into landfills? What does the writer suggest as a
greener alternative to recycling your phone?
Now get Sts to practise the dialogues in pairs. M onitor
and help, encouraging Sts to pay attention to rhythm
and intonation.
Make sure Sts swap roles.
d Focus on the highlighted words and phrases. Get Sts,
in pairs, to work out their meaning from the context.
E x tr a id ea
• Get pairs o f Sts to perform the dialogues in front of
the class.
Check answers, either explaining in English, translating
into Sts’ LI, or getting Sts to check in their dictionaries.
Deal with any other new vocabulary and encourage Sts
to write down any useful new lexis from the article.
e
2 37))) Play the audio for Sts to listen and check. Pause
after each dialogue. Check answers, eliciting why each
form is correct.
Highlight that in dialogue 4 you could use either will or
going to in both A and B as they are both predictions.
Now focus on the instructions. Point out the G lossary
to Sts and go through it, highlighting that lead when it
is the metal and not the verb is pronounced /led/.
c
Focus on dialogues 1-5 and tell Sts to complete the
gaps with the correct form of will, shall, or be going to
and the verb. Tell them to use the contracted form of
will (’11) and of be after pronouns. Tell them also that in
one o f the dialogues there are two possible forms but
they will just hear one on the audio.
Do this as an open-class activity.
d
2 38))) 2 39))) Tell Sts to go to G ram m ar B ank 4 A
on p. 138. Focus on the example sentences and play the
audio for Sts to listen and repeat. You could also get Sts
to repeat the sentences to practise getting the rhythm
right. Then go through the rules with the class.
59
A dditional gram m ar notes
• Sts will have met these future forms several times
in earlier levels o f English File but here their uses
are combined and extended. The correct use of
future forms in English is always complicated for
Sts because it depends on the concept the speaker
wants to convey ( a plan, prediction, offer etc.) and
cannot be translated directly from Sts’ LI.
You may also want to highlight:
• We can also use won’t for ‘refuse’, e.g. The kids won’t
eat their vegetables.
• going to is often pronounced /gnno/ and even
w ritten as gonna, especially in songs.
Typical mistakes include:
- using the present simple instead o f will for offers
or promises, e.g. A I have to get to the airport by
8.00 a.m. B
- using will for plans, e.g.
is would imply
that you have just made the decision.)
Focus on the exercises and get Sts to do them
individually or in pairs. Encourage them to use
contracted forms rather than full forms.
Check answers, getting Sts to read the full sentences.
a
1 /, /
2 Shall I p u t, /
3 I’m going t o g e t, Shall I help
4 / , I’ll t e x t her
5 I’ll leave
b
1
2
3
4
5
6
7
8
’11t u r n on
’II p ay
'm g oing t o t a k e
Shall, buy, ’m going t o m a k e
’II give
shall, s e e
are, going t o d o , 'm g oing t o t a k e
w o n ’t do
Tell Sts to go back to the main lesson 4A.
E x tr a s u p p o rt
• If you think Sts need more practice, you may want
to give them the G ram m ar photocopiable activity
at this point or leave it for later as consolidation or
revision.
In this speaking activity, Sts practise using future
forms to talk about plans and predictions.
Focus on the R esp on din g to plans and predictions
box and go through it with the class. Model and
drill the phrases and encourage Sts to use friendly
intonation.
In pairs, Sts select two topics from each group to talk
about.
M onitor and help, encouraging Sts to use the
expressions in the box.
Get feedback from some of the pairs.
E x tr a s u p p o rt
• Demonstrate one or two o f the topics yourself with a
strong student.
—
'i
H
i
jW
4B
G f i r s t a n d s e c o n d c o n d itio n a ls
V s t u d y a n d w ork
P *J.J
w ord
j ' . fstt"r1e' s s
£* ; " ^ l / ^ H \ ^ l - v * ; v
Degrees and careers
Lesson plan
The main context for this lesson is study and work. In the
first half o f the lesson, Sts revise and extend vocabulary
related to higher education and work. This is followed by
a pronunciation focus on word stress and extended oral
practice. Sts then listen to three young people talking
about their experiences o f internships, i.e. working for a
company in order to get work experience for a very low (or
sometimes no) salary. Next, the gramm ar focus revises
and contrasts first and second conditionals, which are
presented in the context o f job interviews. The first half
of the lesson finishes with Sts talking about imagined
situations.
In the second half, the topic o f work is further developed
with a newspaper article about Saturday and holiday
jobs once held by some well-known British people. This
leads into a speaking activity in which Sts discuss their
own experiences o f part-time or holiday jobs, and their
education. Finally, Sts learn to write a profile for Linkedln,
a career website. The lesson ends with the song 5 o’clock
world.
Extra photocopiable activities
O ptional lead-in (b ook s closed)
• Ask Sts to think of a job they would like to have. Write
their ideas on the board.
if y o u w a n t t o
f in d a job a s
a _________ , y o u ’l l n e e d _________ .
• Elicit the things they will need in order to get the jobs,
e.g. a degree, experience, etc.
1 VOCABULARY study and work
a
Get Sts to compare with a partner and then check
answers. Point out that CV stands for Curriculum Vitae
which is a document showing your qualifications,
experience, and interests.
1
2
3
4
qu a lifica tio n s
degree
c overing
CV
5 vacancy
6 experience
7 references
c Tell Sts to go to Vocabulary B ank S tu d y and w ork
on p .157.
Focus on 1 H igher education and get Sts to do a
individually or in pairs.
2 4 0 ))) Now do b. Play the audio for Sts to check
answers. Play it again pausing to drill pronunciation.
7
8
9
10
11
12
fa c u l t ie s
halls o f r e s i d e n c e
tu to r
s e m in a r s
lectures
w e b in a r s
2 40)))
G ram mar f i r s t a n d s e c o n d c o n d itio n a ls p .147
Com m unicative Job in te rv ie w s p.175 ( in s tru c tio n s p .162)
Vocabulary S tu d y a n d w ork p .1 99 ( in s tru c tio n s p.192)
Song 5 o 'c lo ck w o rld p.2 1 3 ( i n s tru c tio n s p .207)
w w w .o u p .c o m /e lt/te a c h e r/e n g lis h file
• Now write on the board
b Focus on the words in the list. Tell Sts to read the
adverts again and to complete the gaps.
1 cam pus
2 unde rg rad u a te s
3 p o stg rad u ates
4 dissertatio n
5 th esis
6 professors
study m ira
® Workbook 4B
• iTutor
• iChecker on iTutor
• w w w .o u p .c o m /e lt/e n g lis h file
•
•
•
•
•
Extra idea
• Ask the class Which job would you rather have? Get
Sts to vote with a show of hands.
Books open. Focus on the instructions and give Sts
time to read the two job adverts. Tell them to ignore the
gaps for the time being but deal with any vocabulary
they may not know, e.g. species, handler, etc. Elicit /
explain that the successful applicant means the person
who will eventually get the job.
Put Sts in pairs and get them to discuss the question.
Get feedback.
S e e t e x t in S t u d e n t ’s Book on p.157
Elicit or explain that in British higher education, a tutor
is a university teacher who works with one student
or a small group o f Sts. Also point out that although
scholarship and grant are often used synonymously, a
grant tends to be awarded to Sts from lower income
backgrounds, whereas a scholarship is often awarded
on the basis o f academic achievement.
Go through the text with Sts, checking that they
understand all the phrases in bold. If necessary, use
Sts’ LI to clarify. Find out if any words are similar in
your Sts’ language(s). If so, do they mean the same?
Model and drill pronunciation as necessary.
Now get Sts to do c in pairs, and get some feedback.
W here there are differences you could ask them which
system they think they would prefer, and what the
advantages / disadvantages are.
Focus on 2 Applying for a job or course and get Sts
to do a individually or in pairs.
2 4 1 ))) Now do b. Play the audio for Sts to check
answers. Play it again, pausing after each word or
phrase for Sts to repeat.
61
4B
5
A s e m in a r is a c la s s w h e r e s t u d e n t s d i s c u s s or s t u d y
w ith a t e a c h e r , a n d a w e b in a r is a s e m in a r c o n d u c t e d
o ve r t h e in te rn e t.
6 A t u to ria l is a c la s s w h e r e a sm all g ro u p o f s t u d e n t s
d i s c u s s or s t u d y w ith a t e a c h e r , a n d a le c tu re is a talk
given t o a large g ro u p o f s t u d e n t s .
7 Q u a lifica tion s usually re fer t o e x a m s you h a v e p a s s e d /
c o u r s e s you h a v e c o m p le te d , (e.g. d e g r e e s or diplomas)
or work exp erien c e , a n d skills a r e abilities t o do
s o m e th i n g well, e.g. t o s p e a k a lan g u a g e , t o drive, e tc .
8 A covering le tte r is s e n t with a n o th e r d o c u m e n t,
explaining its c o n te n t s . A CV is a d o c u m e n t which
su m m ariz es your qualifications, experience, a n d i n te re sts.
2 41)))
2 Applying for a job or course
1 qualifications
2 experience
3 skills
4 a referee
5 look ou t for job vacancies or c ourse s
6 apply for a job
7 write a CV and a covering le tte r
8 attend an interview
9 g et a job offer or an offer for a place on a c ourse
10 work a s an intern or a trainee
Go through the text with Sts, making sure they
understand all the phrases in bold. Then focus on the
attend o r assist box and go through it with the class.
T esting y o u rself
For both sections tell Sts to look at the words in the lists
only and try to remember their meaning or what they
are associated with.
STUDYHIJia
• Sts can p ractise word stress on th e iTutor.
d Focus on the instructions and make sure Sts
understand all the points in the list, e.g. future career
prospects (= chances o f success in finding a job / career).
See T esting a partner p.20.
Put Sts in pairs and give them time to discuss each
point, both generally and personally. Encourage them
to give as much information as possible and to give
reasons to justify what they say.
Tell Sts to go back to the m ain lesson 4B.
M onitor and help with any vocabulary.
E xtra support
G et feedback from the class. Elicit other factors the
pairs have come up with and write them on the board.
T esting a partner
• If you think Sts need more practice, you may want
to give them the Vocabulary photocopiable activity
at this point or leave it for later as consolidation or
revision.
2 PRONUNCIATION & SPEAKING
word stress
E x tr a s u p p o r t
• Answer the first two points yourself to demonstrate
the activity.
3 LISTENING
a
a Focus on the words in the exercise. Ask Sts to underline
the stressed syllable in each word.
b
2 42))) Play the audio, pausing after each word for Sts
to check answers. Get Sts to practise saying the words
focusing on the stress.
E x tr a s u p p o rt
• If you have had any experience of working without
pay, tell the class about it.
E xtra idea
• Get Sts to tell you where each word is stressed just
before playing the audio.
2 42)))
a ltte n d
de le ree
di|sser|ta|tion
P|h|D
oostleraldulate
pro|fe|ssor
qua|li|fi|ca|tions
c
relfelree
rjj!|si|dence
scholtarlship
selmilnar
tu|to|ri|al
unlderleraldulate
va|can|cy
b Focus on the instructions. Elicit / explain the meaning
o f internship (= a period of time when a student or
new graduate gets practical experience in a job, often
without pay). Check Sts understand the vocabulary, e.g.
slave labour, PR (= public relations), minimum wage.
Give Sts time to read the text. Then ask the questions
to the whole class.
A dvantages
G r a d u a t e s g e t u s e fu l e x p e rie n c e , r e f e r e e s , a n d skills for
t h e i r CVs.
In pairs, Sts discuss the difference between the words
and phrases in 1-8.
Disadvantages
T hey o f t e n g e t no p a y a n d c a n f e e l e x p lo ite d by e m p lo y e rs.
Many h a v e t o g e t a n e v e n in g job t o p a y for th e ir r e n t, food,
a n d e x p e n s e s , a n d o t h e r s e n d up in d e b t.
Check answers.
1 An u n d e rg ra d u a te is a s t u d e n t s t u d y i n g for a f irst
d e g r e e . A p o s tg r a d u a te h a s c o m p l e t e d a f i r s t d e g r e e
a n d is s tu d y in g for a f u r t h e r d e g r e e .
2 A m a s te r ’s d e g re e usually t a k e s o n e y e a r a n d involves
writing a d is s e r t a t i o n . A PhD t a k e s lon g er a n d t h e
c a n d i d a t e m u s t w rite a t h e s is .
3 A c a m p u s in clu d e s t h e g r o u n d s a n d buildings of a
university or college, a n d a h a ll o f re s id e n c e is a building
w h e r e s o m e s t u d e n t s live.
4 A p ro fe s s o r is t h e h ig h e s t ra n k ed university t e a c h e r, a n d a
tu t o r is a t e a c h e r w ho t e a c h e s sm all g ro u p s o f s t u d e n t s .
62
Do this as an open-class activity. Ask Sts if they can
think o f any circumstances when working without pay
could benefit them, e.g. to gain experience, to make
contacts, or to help others.
c
2 43))) Focus on the photos o f the three interns
and the task. Highlight that these are real people
talking about their experiences. Play the audio once
pausing after each speaker and eliciting whether their
experiences were positive, negative, or both.
E x tr a s u p p o rt
• Before playing the audio, go through the listening
script and decide if you need to pre-teach / check any
lexis to help Sts when they listen
4B
Joe
a positive e x p e rie n c e : all t h r e e
t h e m o s t n e g a t i v e e x p e r i e n c e s : L auren
- kind o f c o m p a n y : in t h e m usic in d u s tr y
- g o o d side: having a job, liked o ffice e n v ir o n m e n t a n d
c o ll e a g u e s . B e s t e x p e r i e n c e w a s be in g w ith b o s s a n d
g e t t i n g first-h a n d e x p e r i e n c e o f how t o run a b u sin e ss;
could a d d inte rn sh ip t o CV
- b a d side: paid v e ry little, job n o t v e ry i n te r e s t in g - boring,
re p e t i ti v e t a s k s
2 43)))
(script in S tude nt's Book on p.126)
Rosie
In t h e fashion industry, it’s a lm o st impossible to g e t a job
unless you do an internship first. Companies g e t so many
applications for internships t h a t t h e y don't n e ed to pay
you. The m o s t I g o t w a s a b o u t £15 a day for lunch and
tran s p o rt.
It’s slave labour, but it t e a c h e s you a lot. I learned loads
a b o u t making and designing clothes. I so m e tim e s worked
beyond 11 p.m., and t h a t w a sn 't easy, b u t t h e n you look in
t h e n e w sp a p e rs and s e e a model w ho’s wearing a h a t t h a t
you helped to make. It's so exciting.
I’m in a lot of d e b t a fte r doing t h r e e m onths' unpaid work in
London. My p a re n ts w ere able to help m e a bit, bu t I had to
earn m oney by working in a bar a s well.
Overall, I think internships are brilliant. I’d definitely advise
s o m e o n e to do an internship - d e sp ite t h e hard work and
t h e debt, you learn so much t h a t it’s w orth it.
Lauren
- kind o f c o m p a n y : publicity (a PR a gency)
- g o o d side: le a rn e d a lot in l a s t internship, w hich h e lp e d
h e r w h e n applying for jo b s
- b a d side: long h o u rs for no p a y a t t h r e e p re v io u s
inte rnships; h a d t o w ork a t a p u b t o s u p p o r t h erself;
s o m e t i m e s h a d t o p a y e x p e n s e s he rse lf; all t h r e e
p ro m is e d jo b s b u t t h e y n e v e r h a p p e n e d
E xtra support
• If there’s time, you could play the audio again while
Sts read the script on p. 126, so they can see what they
understood or didn’t understand. Translate / explain
any new words or phrases.
Joe
I had an internship in t h e music industry for a few
m o n th s when I w a s in my early tw e n tie s. The positive
side w a s having a job. An internship is a position in an
organization like any o th e r job, so you feel t h a t you’ve
t a k e n a s t e p in t h e right direction. And I enjoyed working
in t h e music industry - 1liked t h e office e nvironm ent and
my colleagues.
The downside w a s t h a t I w as paid very little - t h e minimum
w age - and it all w e n t on food and travel. And t h e job itself
w a sn’t very interesting, to be h o n e st. There w ere boring
repetitive t a s k s like writing t h e com pany n e w sle tte r
or m anaging their social media channels.
But all in all it w a s positive. I think t h e b e s t experience
w a s s o m e tim es being in t h e s a m e room a s t h e b o ss
and listening to his p hone calls - t h a t w a s first-hand
experience of how to run a business. And of c ourse th e
internship w e n t str a ig h t onto my CV. Any experience is
b e t t e r th a n no e xperience from an e mployer’s perspective.
e
G et some feedback from the class.
E xtra support
• Ask the questions to the whole class.
4 GRAMMAR first and second conditionals
a
Lauren
I’ve done four internships in publicity. My last one was
tw o m onths a t a small PR agency. They paid for my travel
e x p e n s e s and lunch, and I learned a lot. T hat really helped
m e when I applied for jobs b e c a u s e I knew w h a t I was
talking about.
But in t h e o th e r t h r e e I worked te n-hour days, six days a
week, and I g o t no m oney a t all, so I also had to work in a
pub to s u p p o rt myself. Each tim e I w a s told, 'Do well and
there'll be a job a t th e end of it.’ But t h e n you realize t h e r e
is no job. It m akes you angry.
During one of th o s e internships, t h e m ana ge r w e n t on
holiday for a m onth and I had to m ana ge everything. In
a n o th e r one, I worked from home, using my own phone, and
w a sn’t paid a penny, not even to cover t h e phone bill. I only
m e t t h e bo ss once - it w a s all done by email. She promised
m e a job a f te r t h r e e m onths, b u t it never happened.
2 44))) Focus on the task and tell Sts they are going
to hear the last few moments of two job interviews.
Highlight that they will hear two different conditional
forms in the dialogues.
Play the audio once the whole way through, pausing
after each interview for Sts to complete the gaps. Play
the audio again as necessary.
Sts compare w ith a partner and then discuss the
question in pairs.
Check answers. Elicit the difference between the two
conditionals - the first refers to a real possibility, and
the second to a hypothetical situation.
T he f i r s t p e rs o n , Emma, h a s a real p ossibility o f g e t t i n g
t h e job.
2 44)))
d Focus on the chart. Sts may need to copy it into their
notebooks. Play the audio again, pausing after each
speaker while Sts make notes.
I = Interviewer, E = Emma, S = Stephanie
1
I
Well, Emma, your qualifications are excellent and you’ve
g o t a lot of g r e a t experience.
E Oh, th an k you. I’m glad to hear it.
1 If we o ffer you t h e job, w hen will you be able to s t a r t?
E How a b o u t tomorrow?
2
I OK, Stephanie. You have so m e of t h e qualifications w e’re
looking for, b u t no t enough experience.
S I u nderstand.
I If we offered you t h e job, you would need a lot of training.
I'm afraid we don’t have th e b u d g e t for t h a t a t th e
m oment.
S I see. Well, t h a n k s very much for considering me.
Get Sts to compare with a partner and play the audio
again if necessary.
Check answers, eliciting as much inform ation as
possible about the three internships.
Rosie
- kind o f c o m p a n y : in t h e f a sh io n i n d u s try
- g o o d side: le a rn e d a lot a b o u t m aking a n d d e sig n in g
c lo t h e s ; e xciting t o s e e m o d e l s w e a rin g c l o t h e s s h e ’d
h e lp e d m a k e
- b a d side: long h ours; a l m o s t n o pay; in a lot o f d e b t; had
t o w ork a t a ba r t o e a r n s o m e m o n e y
Put Sts in pairs or small groups and tell them to discuss
the questions.
b
2 45))) 2 46))) Tell S t s to go to G ra m m a r B a n k 4B
on p.139. Focus on the example sentences and play
the audio for Sts to listen to the sentence rhythm. You
could also get Sts to repeat the sentences to practise
63
4B
getting the rhythm right. Then go through the rules
with the class.
2
A dditional gram m ar notes
• First and second conditionals have been presented
in earlier levels o f English File. They are revised and
contrasted here.
first conditional
• Emphasize that the zf-clause uses a present tense
but has a future meaning.
• Remind Sts that the if-clause can come at the
beginning or end of the sentence. W hen the ifclause starts the sentence, a comma separates it
from the main clause.
d Focus on the instructions and put Sts into pairs or
small groups. Focus on the example and show how
the prom pt for 1 has been transformed into a second
conditional. Give Sts time to think about how to
transform the other four sentences, and what they
would do in each situation and why.
second conditional
W hen Sts are ready, get them to compare what they
would do with other Sts and give their reasons.
• It may be confusing to Sts to use past tenses in the
if-clause - emphasize that this is how we describe a
hypothetical or imaginary situation. The meaning
is usually present or future, not past.
Get feedback from different pairs or groups.
E xtra support
• Remind Sts that would is often contracted t o ’d.
• Remind Sts also that we can use unless instead
of if... not in both first and second conditionals, e.g.
I wouldn’t go to the gym unless I really liked it
(= if I didn’t really like it).
Typical mistakes include:
- using will in a first conditional if-clause,
• Get Sts to write out their sentences before they tell
them to each other.
5 READIES©
a Do this as an open-class activity and elicit opinions.
b Focus on the task and give Sts time to read the article
and decide who is most positive about the job they did.
- using would in a second conditional i f clause,
Get Sts to compare with a partner and then check the
answer.
Focus on the exercises and get Sts to do them
individually or in pairs.
C Tony Ross
E xtra support
Check answers, getting Sts to read the full sentences.
• Before Sts read the article, check it for words and
phrases which your Sts might not know and be ready
to help with these (but not the highlighted words).
a
1
2
3
4
5
wouldn't
ha v e
got
tell
find
6 You’d
7 w o u ld n 't
8 didn’t
9 c a n ’t
10 e a r n e d
b
1
2
3
4
5
d e c id e
w ouldn’t h a v e t o
will g e t m arried
’11 apply
keeps
6
7
8
9
10
bought
didn’t h a v e
can
d o n ’t w a n t
w as / w ere
Tell Sts to go back to the main lesson 4B.
c
ID
2 C
i
3 A
4 E
5 B
6 C
7 C
8 E
9 A, B
10 B
d Now tell Sts to work out the meaning of the highlighted
words and phrases from the context and then to match
them with the definitions.
Get Sts to compare with a partner and then check
answers.
• If you think Sts need more practice, you may want
to give them the G ram m ar photocopiable activity
at this point or leave it for later as consolidation or
revision.
2 47))) Play the audio one sentence at a time, giving Sts
time to write down each one. Play the audio again and
check answers. Either ask the whole class what they
think o f the advice, or put Sts into pairs to discuss it.
Focus on the instructions and tell Sts to read the article
again and answer the questions. Set a time limit.
G et Sts to compare with a partner and then check
answers.
E x tr a s u p p o rt
c
47)))
1 If you d on’t have any work experience, apply for an
internship.
2 If you don’t sp e a k English, you won’t be able to g e t a job
abroad.
3 If you're a sked to an interview, make sure you w ear a suit
or s m a r t clothes to m ake a good impression.
4 If you put som ething false on your CV, it'll always be found
o u t in t h e end.
5 If you u se a social netw ork site, you'll have more
opportunities of finding work.
1 a round
2 selling d o o r t o do o r
3 delivery s e rv ic e
4 shelf-stacker
5 th e checkout
6 minimum w a g e
Deal with any other new vocabulary and encourage Sts
to write down any useful new lexis from the article.
e
Do this as an open-class question. Ask Sts if they
would like to do any of the jobs described in the article.
Why (not)?
4B
Tell Sts they are going to write a profile for a website
like Linkedln. If they would like to do a real profile
or update one they already have, they can go to the
website and then print out their profile to give in.
6 SPEAKING
Focus on the instructions and the flow chart. Make
clear that all Sts should answer the first question about
part time / holiday jobs. If they answer ‘yes’, they
should continue with the three following questions,
and then follow whichever route is appropriate
(studying or working). If they answer ‘no’ to the first
question, they should go straight to whichever of the
second sections applies to them.
Focus on the task and go through points 1-2 with the
class, highlighting that a summary should be brief and
give a lot of information in just a few words. Sts should
use Kate’s profile as their model to help them. If Sts
have not had any work experience, tell them to invent
the details.
M onitor while Sts interview each other. C orrect any
pronunciation errors they make when they use the
vocabulary they have practised in the lesson and help
them with any new vocabulary they need. Make a note
of any common mistakes and have a correction spot at
the end o f the activity.
Get some feedback from a few individual Sts.
Remind Sts to use the U sefu l language and
Vocabulary B ank S tudy and w ork o n p.157.
You may like to get Sts to do the writing in class or you
could set it as homework. If you do it in class, set a time
limit for Sts to write their profile, e.g. 15-20 minutes.
Extra support
Sts should check their work for mistakes before giving
it in.
• Get Sts to interview you first.
Tell Sts to go back to the main lesson 4B.
WRITING
In this writing lesson, Sts practise writing a profile to
post on Linkedln or other career networking websites.
Tell Sts to go to W ritin g A Linkedln profile on p.l 16.
Ask Sts if they have ever used Linkedln or similar
websites. If they have, ask if they found the website(s)
helpful. W hy or why not?
Now go through the instructions with the class. Focus
on the beginning of the profile and put Sts in pairs to
discuss the questions.
Elicit some ideas, but do not tell Sts if they are right at
this stage.
Give Sts time to read the rest o f the profile and to check
their answers to the questions in a. Tell them not to
worry about the mistakes in the profile at this stage.
Get Sts to compare with a partner and then check
answers.
Shopping Spy Ltd. is a w e b s i t e t h a t h e lp s s h o p p e r s find
g r e a t s h o p s a n d s a l e s in London.
S h e is s t u d y i n g C o m m u n ic a tio n s a n d M arketing.
Now tell Sts to look at the spelling mistakes underlined
in Kate’s profile and to correct them.
Check answers.
c u rren tly
graduate
C o m m u n ic a tio n s
p ro f e ssio n
experience
colle g u e s c o ll e a g u e s
a s is t e d a s s i s t e d
b r o u h g t b ro u g h t
e
8
2 4 8 ))) SONG 5 o’clock world «f3
This song was originally made famous by the
American pop group The Vogues in 1965. For
copyright reasons this is a cover version. If you want to
do this song in class, use the photocopiable activity on
p.213.
2 48)))
5 o’clock w o rld
Up every morning j u s t to k eep a job
I g o t ta fight my way through t h e bustling mob
Sounds of t h e city pounding in my brain
While a n o th e r day go e s down t h e drain
But it's a five o'clock world when t h e whistle blows
No one owns a piece of my time
And th ere 's a five o’clock me inside my clothes
Thinking t h a t th e world looks fine, yeah
Holiday, yeah...
Trading my tim e for th e pay I g e t
Living on m oney t h a t I ain’t m ade yet
Gotta keep going, g o t ta make my way
But I live for t h e end of th e day
And it’s a five o’clock world when t h e whistle blows
No one owns a piece of my time
And t h e r e ’s a long-haired hippie girl who waits, I know
To e a s e my troubled mind, yeah
Holiday, yeah...
In th e s h e lte r of her arms e verything’s okay
She talk s and t h e world g o e s slipping away
And I know th e reason I can still go on
When every o ther reason is gone
In my five o’clock world s h e waits for me
Nothing else m a t t e r s a t all
’Cause every tim e my baby smiles a t me
I know t h a t it’s all worthwhile, yeah
Holiday, yeah
Holiday, yeah
Focus on the U sefu l language: w ritin g a C V,
covering letter, or L in k ed ln profile box and go
through it with the class. Highlight that when an
abbreviation appears at the end o f a sentence, only one
full stop is needed, e.g. She’s an intern at Shopping Spy
Ltd.
65
3&4 Revise and Check
For instructions on how to use these pages see p.40.
1A
STUDY [TO!!
GRAMMAR
6
7
8
9
10
b
a
c
c
b
11
12
13
14
15
a
c
b
b
c
VOCABULARY
b
c
d
1
2
3
4
5
teenager
in his / h e r early t w e n t i e s
t o d d le r
p e n s io n e r
in his / he r l a t e f iftie s
b
1 photographer
2 flash
3 upload
1
2
3
4
5
6
d u s t m a n / r e f u s e c o lle c to r
b o ttle bank
lid
bin b a g
w rapper
landfill site
1
2
3
4
covering
residence
qua lifica tions
apply
b o t t o m right-hand
5 file
6 background
4
66
How o ften do you g e t a new phone?
P Er, probably every tw o years.
I
Why do you c hange your phone?
P Uh, it's a, it’s a work c o n tra c t so, erm, I don’t, I don’t
actually buy it myself, I g e t it through work.
I
What did you stu d y a t university?
M At university I studied history as an u n d e rg ra d u a te - er
5 lectu res
6 v acancies
7 trial
8 minimum
4 re apply
5 front
1 photographer
2 photocopy
3 re cy c le
4 u n d e rg rad u a te
5 q u a lifica tio n s
is m o s t ly n e g ativ e,
F
6 F
T
7 T
T
8 T
F
9 F
T
10 F
I = Interviewer, D = David
I Are you good a t taking photos?
D Yep, I think so.
I What kind of ph o to s do you take?
D I like a rchitecture, erm, nature-architecture: interesting
conjunctions of, um, yeah, of people and places, perhaps. I
don’t t a k e a lot of portraiture.
I Do you have a camera, or do you u se your phone?
D I have a camera; um, a Canon.
4
I = Interviewer, M = Marc
1 a tte n d ed
2 behind
3 f a c u lty
It
1
2
3
4
5
Are t h e r e any places you think children shouldn’t be
allowed?
J Erm, well it’s difficult to say, b u t I think t h a t so m e tim e s in
re s t a u r a n ts it’s inappropriate to have children and it’s quite
frustra ting in t h e evening if you, you w a n t to have a quiet
dinner in a r e s t a u r a n t and, um, and th e re are children in
there.
2
I
CAM YOU UNDERSTAND THIS TBCT?
a
b
5B
3
I = Interviewer, P = Paul
PRONUNCIATION
a
4A
1
• Quick Test 4
• File 4 Test
a
3 B
I = Interviewer, J = Jo
Test and Assessment CD-ROM
c
a
b
c
a
2A
2 49)))
1
• iTutor
1
2
3
4
5
CAN YOU UNDERSTAND THESE PEOPLE?
actually British history - and I g o t my, uh, m a s te r ’s and my
d o c to ra te in British history, too, in California.
I Why did you choose history?
M I’ve always been fa sc ina ted by history. I toyed a t one time
with t h e idea of majoring in English, uh, basically American
literature, but gave t h a t up, and history was my first love
and my tru e love. I th o u g h t until I actually w e n t to English
on t h a t trip t h a t I would s tudy American history, b u t t h e n I
sw itched to British history and European history.
5
I = Interviewer, K = Kaley
I
Flave you ever had a p a rt tim e job?
K Yes, multiples. Um, I worked a s a waitress, I worked as a,
like, secretary, um, I worked in a d o c to r’s office, I work in a
re se arc h lab.
I Did you enjoy th e jobs?
K Some of them , som etim es. I enjoy t h e people more th an
t h e a ctu a l job.
G p r e s e n t p e r f e c t s im ple
V te le v is io n
P /w/, /v/, a n d /b/
5A
What’s on?
comedy’ (= a TV comedy series in which a group of
characters are involved in amusing situations, e.g.
Friends, The Office, The Big Bang Theory, etc.).
Lesson plan
The topic of this lesson is television. Sts begin with a
vocabulary focus on different kinds o f TV programmes
and common phrasal verbs used to talk about television.
This is followed by a pronunciation focus contrasting three
consonant sounds that Sts sometimes confuse or have
problems producing: /w/, /v/ and /b/. The theme o f television
continues and Sts listen to a radio program m e with two
US TV scriptwriters. Sts then revise and consolidate some
im portant uses of the present perfect simple and expand
their knowledge of different adverbs typically used with
this form.
Play the audio once the whole way through, pausing
after each excerpt. Get Sts to compare with a partner,
and then check answers.
a 5
2
Extra photocopiable activities
• Write on the board:
-
T H E LAST TV P R O G R A M M E YO U W A T C H E D
-
W hat kind o f program m e was it?
W hat channel was it on?
How long did you watch it for?
Did you enjoy it? Why (not)?
• Put Sts in pairs and give them a few minutes to answer
the questions.
• Get feedback from different Sts, and tell them about the
last programme you watched.
1 VOCABULARY television
a
Books open. Focus on the questions and the
instructions. Put Sts in pairs and ask them to give as
much information as possible.
Monitor and help with vocabulary. Encourage Sts to
give reasons for what they say.
Get some feedback.
b
3 2))) Focus on the task and the types o f TV
programme. Explain / elicit that a sitcom is a ‘situation
A
B
A
B
3 A
B
A
B
A
2
e 6
f l
c
Johnson! Have you been sleeping on t h e job again?
No, Ms Lewis. 1was just, er, resting my eyes.
But t h e r e ’s a pillow on your desk!
Uh-oh! 1did it again!
Yes... Yes... Where? OK, w e ’re on our way.
What is it?
They’ve found a body. Next to t h e canal.
Do th e y think it’s her?
They don’t know yet. Come on, let’s go.
4
Here, deep in t h e African forest, lives t h e green mamba, one
of th e world's m o s t venomous snakes. It sp e n d s much of its
tim e in th e tree s, and adults can grow to a length of over
tw o metres...
5
A Mark, welcom e to t h e programme.
B Thanks Jake, it's a pleasure to be here.
A Now I know you're over here promoting your l a t e s t film,
and in a m inute I’m going to ask you a b o u t it, but first...
6
Now Parker on t h e ball... to Lennon... now to Dempsey
making a run. Lennon finds Dempsey, h e ’s g o t room here...
Dempsey! Oh my word! T hat c h a n g e s everything!
STUDYf fiS a
O p tio n a l lea d -in (b o o k s closed)
d
3 2)))
• Workbook 5A
• iTutor
• w w w .o u p .c o m /e lt/e n g lis h file
G ram mar p r e s e n t p e r f e c t sim ple p.148
Com m unicative S o a p o p e r a p .1 7 7 (in s tru c tio n s p.162)
Vocabulary Television p .2 0 0 ( i n s tru c tio n s p.192)
w w w .o u p .c o m /e lt/te a c h e r/e n g lis h file
c 3
1 This is World Update. I'm Katy Lee. Here are tonight's
to p stories. The Prime Minister has j u s t anno u n ce d t h a t
spending on e ducation is to be increased...
In the second half of the lesson, Sts read an article about
‘binge-watching’, i.e. watching several episodes of TV
series one after another, som ething which people often
do nowadays because of boxed DVD sets and streaming
services like Netflix. This leads to Sts talking about series
that they themselves have become addicted to. The lesson
ends with a speaking activity in which Sts agree or disagree
with statements to do with TV and viewing habits.
•
•
•
•
b 4
Tell Sts to go to Vocabulary B ank Television on p. 158.
Focus on 1 T V and phrasal verbs and the picture o f a
TV. Get Sts to do a individually or in pairs.
Now focus on b and get Sts to complete the sentences
individually or in pairs.
3 3))) Now do c. Play the audio for Sts to check answers
to a and b. Then play it again, pausing for Sts to repeat.
3
3)))
1 TV and phrasal verbs
a
1
2
3
4
sp e a k e rs
sc re en
sta n d
re m o te (control)
b
1 Please turn
2 Please turn
3 Please turn
4 Please turn
5
6
on t h e TV.
o ff t h e TV.
up t h e TV.
down t h e TV.
The p rogram m e is on now.
Let’s switch over to a n o th e r channel.
Highlight that in b, phrasal verbs 1 -4 are separable, i.e.
you can also put the particle after the noun, e.g. Please
tu rn the TV on.
Now focus on 2 Types o f program m e and get Sts to
do a.
67
3 4))) Now do b. Play the audio for Sts to check
answers. Then play it again, pausing after each word or
phrase for Sts to repeat.
3 for lb/ the top and bottom lips are pressed together
in aline.
b
3 4)))
3 6))) Focus on the instructions and then play the
audio. After each pair, stop and give the Sts time to
practise saying the words.
2 Types of programme
6
12
4
1
15
9
2
5
c arto o n s
c h a t shows
commercials
cookery p rogram m es
current affairs program m es
docum entaries
drama series
live s p o rt
11
3
14
8
10
13
7
period d ram as
quiz show s
reality show s
sitcom s
so a p s
t h e news
w e a th e r f o r e c a s t
3 6)))
See words in S t u d e n t ’s Book on p.44
c
3 7))) Play the audio. Allow Sts time to compare their
answers with their partners, and play the audio again if
necessary.
Check answers.
EN
CO
Finally, do c. Put Sts in pairs and get them to answer the
questions. Then get some feedback from various pairs.
1
2
3
4
Testing y o u rself
For T V and phrasal verbs exercise a, Sts can cover
the words and phrases and look at the picture. For
exercise b, Sts can cover 1-6 and try to remember the
meaning o f the phrasal verbs in the list. For Types o f
program me, Sts can cover the words and phrases and
look at the pictures.
• Now repeat the previous step, but this time Sts swap
roles.
Tell Sts to go back to the m ain lesson 5 A.
• Throughout the activity, go round and monitor,
acting as the ‘judge’ when two students don’t agree
on what they said or heard.
d
Give Sts time to practise the sentences. Remind them
to focus on the correct pronunciation o f the sounds for
the pink letters in the words.
e
Go through the questions with the class. Give Sts two
or three minutes to think about their answers.
/w/, /v/, and /b/
Pronunciation n otes
• These three sounds can be problematic for learners
from a number o f different first languages. Some
confuse /w/ and /v/, whilst others have problems
distinguishing between /v/ and /b/. It is im portant
that all learners are able to perceive and produce
all three sounds clearly. The first exercise
reminds students of the three sounds using the
sound pictures and the IPA symbols. The next
three exercises focus on learners perceiving and
producing the difference between the sounds.
The final exercise allow Sts to use the sounds in a
communicative context.
a
3 5))) Focus on the three sound pictures and the pink
letters in the words. Play the audio and get Sts to repeat
the words.
3,5)))
See words in S tu d e n t’s Book on p.44
Extra support
• Ask Sts to watch your lips as you say we, TV, and be.
As you say each word, point to your lips, and then
ask the Sts to tell you how the lips were used to make
each sound. Elicit that:
1 for /w/ the lips make a ‘kissing’ shape.
2 for /v/ the top teeth are in contact with the bottom
lip.
68
wake
vine
fibre
very
• Put Sts into pairs. A says one o f the options from the
pairs o f words in b, and B has to indicate which word
he I she heard.
See T esting a partner p.20.
2 PRONUNCIATION & SPEAKING
5
6
7
8
Extra idea
T esting a partner
E xtra support
• If you think Sts need more practice, you may want to
give them the Vocabulary photocopiable activity at this
point or leave it for later as consolidation or revision.
why
ban
vet
boa t
Put Sts into pairs. They take turns to interview each
other and find out about their partner’s television habits.
Extra idea
• If there is time, the class could interview you.
STU D \
IECH
• Sts can p ractise th e s e sounds on th e iT u to r and on th e
E n g lish File In te rm e d ia te Plus w ebsite.
3 LISTENING
a Do this as an open-class question.
b
3 8))) Focus on the photos of the cartoon characters.
Tell Sts I elicit that they are from a US adult cartoon
series called Bob’s Burgers, and that they are going to
listen to P a r t 1 of a radio chat show where the guests
are two sisters who write scripts for the series.
Focus on the topics and go through them. Play the
audio once the whole way through for Sts to listen and
tick the topics that are discussed. Get Sts to compare
with a partner and then check answers.
E xtra support
• Before playing the audio, go through the listening
script and decide if you need to pre-teach / check any
lexis to help Sts when they listen.
T hey d i s c u s s e d t o p ic s 1, 2, 3, 5, 7, 8, 9.
5A
3 8)))
(script in S t u d e n t ’s Book on p.126)
I = Interviewer, W = Wendy, L = Lizzie
I = Interviewer, W = Wendy, L = Lizzie
I
I
Welcome back. My n e x t g u e s t s are tw o s iste r s who
write scripts for Bob's Burgers, an a nim ated series
which will be shown n e x t m onth on Sunday evenings.
Please welcom e Wendy and Lizzie Molyneux! Lizzie,
Wendy, th a n k s so much for joining us.
W / L Thanks, g r e a t to be here, it’s our pleasure.
I
Now, tell us a bit a b o u t Bob's Burgers.
W
Well, like The Simpsons, it’s m e a n t for adults and older
kids e ven th o u g h obviously it’s a cartoon.
L
It’s a com edy - it’s a b o u t a funny guy who owns a
hamburger r e sta u ra n t, and his weird kids and weird
wife. They all work in t h e r e s t a u r a n t and live in th e
a p a r t m e n t above, and t h e y have lots of problems
keeping t h e r e s t a u r a n t in business.
I
So, how did you g e t t h e job a s writers?
W
A fe w ye ars ago we w rote a script for a n o th e r anim ated
series t h a t t h e netw ork decided not to make. But
people read our script and t h e y liked it.
L
Yeah. So later we had an interview with th e p roducers
of Bob's Burgers. We loved th e show and t h e producers,
so we were sure we would never g e t t h e job.
W
But t h e n we did!
L
Happy ending!
I
W hat’s it like to be a TV writer. I mean, w h a t ’s your daily
routine?
L
Er, we s t a r t work a t a b o u t 10.00 in t h e morning. Most
w eekdays we are either working on a s to ry or coming
up with som e new jokes for scripts t h a t have already
b een written. Then in t h e a fte rn o o n it's more of th e
same.
I
How long d o e s it t a k e to actually write and c re a te an
episode?
W
Actually, it ta k e s a really long tim e - a b o u t six to eight
m onths from t h e idea to recording. First, you c om e up
with an idea for a story. Then, you work with a bunch of
o th e r writers to c r e a te an outline for t h e story.
L
There are a b o u t t e n full-time writers on t h e show.
W
Right. Then, you go write a full script. T hat script g e t s
read aloud by t h e a ctors, t h e n we record their voices in
a studio. Once we have t h e recording, t h e a r tis ts c re a te
an animatic, which is like a rough d r a ft of t h e c artoon, in
black and white.
L
And a fte r t h a t , t h e rough drawings are s e n t to a studio
in Korea w here t h e colour animation is created.
c
Get Sts to write the topics they ticked as headings on
a piece of paper. Then play the audio again, pausing as
necessary to give Sts time to write down more details
under each heading. Then get Sts to compare their
notes with a partner.
Check answers, eliciting as much as possible from the
class.
d
3 9)))
(script in S t u d e n t ’s Book on p.126)
3 9))) Tell Sts they are now going to listen to P a r t
2 o f the interview. Focus on the task and elicit
the pronunciation o f the names o f the people and
programmes.
Play the audio once the whole way through. Play it
again, pausing after each person or thing is mentioned
to give Sts time to make notes.
Get Sts to compare with a partner, and then check
answers.
1 Loren B ou c h ard is t h e m a n w ho c r e a t e d t h e show.
2 Loren B ou c h ard usually e a t s b a k e d p o t a t o e s .
3 Jon H am m (from t h e TV s e r i e s M ad Men) h a s b e e n a
g u e s t s t a r o n Bob's Burgers.
4 As children, t h e y u s e d t o m a k e f un o f t h e i r o t h e r s i s te rs .
5 T h e y ’re t w o d r a m a s e r i e s t h a t W endy loves w a tching.
6 It’s a n e x a m p l e o f t h e t y p e o f reality s h o w t h a t Lizzie
likes w a tch in g .
L
W
I
Who do you think is m o s t im portant to t h e show: th e
actors, t h e writers, or t h e director? Or so m e o n e else?
Well, on our show it is definitely t h e c re a to r of t h e show,
Loren Bouchard. He’s always a t t h e office. He m an a g e s
t h e writers, th e directors, t h e actors, and p re tty much
everything else.
Yeah. He barely even h as tim e to e at, but when he d oes
he p r e tty mucin only e a t s baked p o ta to e s.
Sounds like a s tra n g e guy. Do you have g u e s t s t a r s on
Bob’s Burgers?
W
I
L
I
W
L
Actually yes, w e ’ve had a lot of amazing g u e s t s t a r s on
our show, like Jon Hamm from Mad Men.
What’s it like being siste rs and co-writers? Did you write
things to g e t h e r when you w ere children?
We probably collaborated on making fun of our o th e r
sisters, b u t w e didn’t actually write t o g e t h e r until we
were adults.
Apart from Bob’s Burgers, w h a t TV program m es do you
like?
Actually I love watching dra m a s like Game O f Thrones
or Homeland. I don’t always w a n t to w atch o ther
comedies, b e c a u s e t h e n I'd be thinking a b o u t work. I wilt
w atch anything with zombies as well!
I also enjoy terrible reality show s like The Real
Housewives o f Beverly Hilts.
One la s t question. What are your fu tu re ambitions?
To write more TV!
I
Wendy, Lizzie, th an k you for coming on t h e programme.
W / L Thank you. Our pleasure.
I
W
E xtra support
• If there’s time, you could play the audio again while
Sts read the scripts onp.126, so they can see what
they understood / didn’t understand. Translate /
explain any new words or phrases.
e
Do this as an open-class question and elicit opinions
from Sts.
4 GRAMMAR present perfect simple
a Focus on the instructions and tell Sts to complete each
question with an adverb from the list.
Get Sts to compare with a partner and then check
answers.
2 for
3 a lr e a d y
4 s in c e
5 ju st
6 yet
b Tell Sts to ask and answer the questions in pairs. Get
some feedback from various pairs.
E xtra support
• Get Sts to ask you the questions first.
c
3 10))) Tell Sts to go to Gramm ar B ank 5 A on p.140.
Focus on the example sentences and play the audio for
Sts to listen to the sentence rhythm. You could also
get Sts to repeat the sentences to practise getting the
rhythm right. Then go through the rules with the class.
Refer Sts to the irregular past participles in the
Irregular verbs list onp.165.
A dditional gram mar notes
• At Intermediate Plus level, Sts will have seen the
present perfect simple several times, but, along
with future forms, it is an area where they make a
lot o f mistakes and need frequent practice mainly
because its use does not correspond exactly with
similar tenses in other languages. The most
problematic use for Sts of most nationalities is
with How long... ? and/or and since.
i■
5A
• Typical mistakes include:
- using the present perfect with specific time
expressions in the past, e.g. I ’ve had breakfast at
7.00 this morning:
- using the present simple instead o f the present
perfect to talk about something that started
in the past and continues in the present, e.g.
b
Focus on the title o f the article All in one sitting, and ask
Sts to guess what it means (= a continuous period of
being seated and doing one activity).
Now focus on the questions that Sts have to answer
when they read the article.
Give Sts time to read the article once all the way through.
E x tr a s u p p o rt
- using since instead of for with a period of time
that includes the present, e.g. I’ve been here sinct
• Before Sts read the article, check it for words and
phrases which your Sts might not know and be ready
to help with these (but not the highlighted words).
Check answer.
Focus on the exercises and get Sts to do them
individually or in pairs. Encourage them to use
contracted forms rather than full forms in b.
Check answers, getting Sts to read the full sentences
3
c
a
1
2
3
4
5
6
7
8
9
10
a n hour
I’ve a lre a d y h ad
I’ve n e v e r b e e n
w e w e re a t u niversity
a lre a d y
t h e y ’ve b e e n
h a v e you b e e n
all his life
we w ent
I’v e lived
b
1
2
3
4
5
6
7
8
did, g e t , ’ve only b e e n
Have, h e ard , 've j u s t t u r n e d on
’s had, did, h a p p e n
's j u s t g o n e
Have, e v e r b e a t e n , w on
Has, a lr e a d y s t a r t e d , w a s
have, had, b o u g h t
Did, s e e , m is se d
Tell Sts to go back to the main lesson 5 A.
Get Sts to compare with a partner and then check
answers.
l b
Highlight that Sts should use the present perfect simple
at the beginning, but if they later refer to a specific time
in the past, they need to use the past simple, e.g. I saw
thefilm fo r thefirst time about two years ago.
G et some feedback.
E x tr a s u p p o rt
• You could model the activity first by talking about one
o f the topics and then eliciting follow-up questions.
5 READING
a
70
Focus on the instructions. Get Sts to read the
Wikipedia entry, and elicit answers to the questions
from the whole class.
2 c
3 a
4 a
5 b
6 b
d Focus on the highlighted words and phrases. Get Sts,
in pairs, to work out their meaning from the context.
Check answers, either explaining in English,
translating into Sts’ LI, or getting Sts to check in their
dictionaries.
Deal with any other new vocabulary and encourage Sts
to write down any useful new lexis from the article.
e
Put Sts in pairs and get them to discuss the questions.
M onitor and help with vocabulary.
Get some feedback from various pairs, and tell them
about any series you have been or are addicted to.
• If you think Sts need more practice, you may want to
give them the Gram m ar photocopiable activity at this
point or leave it for later as consolidation or revision.
Give Sts a few minutes to think about their sentences.
They then discuss the topics with their partners and
ask each other follow-up questions.
Focus on the T ip: M u ltip le -ch o ice re a d in g box and
go through it with the class. Emphasize that this advice
will be helpful whenever they have to do this kind of
exercise, e.g. in exams.
Focus on the task and give Sts time to read the multiplechoice questions. Then set a time limit for them to read
the article again and choose the right answers.
E x tr a s u p p o rt
d Put Sts in pairs and focus on the topics. Tell Sts that
they should make true statements using the given
phrases, e.g. I ’vejust finished watching a series called. ..,
I ’ve seen (name o f film) more than three times, etc.
both
6 SPEAKING
a
Focus on the statements and go through them with Sts.
Give Sts time to decide if they agree or disagree with
each statement and to think about their reasons.
b
Put Sts in small groups o f three or four. Focus on the
instructions and highlight the example.
Appoint a secretary for each group, whose job is to
read out each statement and note down how many
people agree or disagree with it. For the statements
that don’t have a consensus opinion, Sts take turns to
explain their opinions while the others listen. Then the
secretary asks if anyone has changed their mind.
M onitor and help, encouraging Sts to justify their
opinions.
Get some feedback to see whether, generally speaking,
Sts agree or disagree with the statements and whether
any of them were persuaded to change their minds.
E x tr a idea
• If there’s time, you could have a brief open-class
discussion on each topic.
G p r e s e n t p e r f e c t c o n ti n u o u s
V t h e c o u n tr y
P vowel sounds; s e n te n c e s t r e s s
5B
The country in other countries
Extra support
Lesson plan
The country, nature, and farming are the main topics of
this lesson. In the first half of the lesson, Sts learn words
and phrases related to these themes. These are then
recycled and practised in a pronunciation focus on vowels
that can be pronounced in different ways. Next, Sts listen to
two people talking about the advantages and disadvantages
o f living in the country in Turkey and in the USA. This is
followed by a split reading about two British people who
moved to the country and had very different experiences.
In the second half, Sts revise the form and uses of the
present perfect continuous and then practise it orally with
the correct sentence stress in the pronunciation focus. Sts
then read about a British institution, The Archers, which
is the longest-running radio soap opera in the world and
takes place in a fictional English village in the countryside.
Sts then listen to an unscripted interview with one of the
actors. Next, Sts write an email in which they practise the
gram m ar from the lesson, and the lesson ends with a song,
Country boy.
stu d y
•
•
•
•
uma
Workbook 5B
iTutor
iChecker on iTutor
w w w .o u p .c o m /e lt/e n g lis h file
Extra photocopiable activities
• Gram mar p r e s e n t p e r f e c t c o n ti n u o u s p.149
• Com m unicative Why did you write...? p .178 ( in stru c tio n s
p. 163)
• Vocabulary T he c o u n t r y p.201 ( i n s tr u c tio n s p .192)
• Song C o u n try b o y p.214 ( i n s tr u c tio n s p.207)
• w w w .o u p .c o m /e lt/te a c h e r/e n g lis h file
• Do this as an open-class activity.
b Tell Sts to go to Vocabulary B ank The country on
p .159.
Focus on 1 N ature and give Sts time, individually or in
pairs, to match the words and pictures in a.
3 11))) Now do b. Play the audio for Sts to check
answers. Play it again pausing after each word for Sts to
repeat. Make sure they also practise the pronunciation
of the heading Nature /'neitjb/ as many Sts have
problems with this word.
3 11)))
1 N ature
14 bush
8 cliff
3 fe nce
10 field
4 g a te
6 gra ss
15 hedge
17 hill
1 leaf
5
mud
9
path
18 pond
2
rocks
7
sticks
12 s to n e s
16 stre a m
13 valley
11 wood
Point out that a wood is a smaller area than aforest.
Wood is also the material that comes from trees.
Focus on the the country and the countryside box and
go through it with the class.
Now focus on 2 O n a farm and get Sts to do a
individually or in pairs.
3 12))) Now do b. Play the audio for Sts to check
answers. Play the audio again, pausing after each word
for Sts to repeat. Highlight the silent h in lambs.
3 12)))
O ptional lead-in (b oo k s closed)
• Write on the board in two columns the headings:
T H E CITY
TH E COUNTRY
2
1
7
3
2
On a farm
barn
cockerel
cow
farm house
4 hens
6 lambs
5 sh e e p
• Get the class to brainstorm adjectives that describe each
one, e.g. noisy, peaceful, boring, expensive.
Now get Sts to do c individually or in pairs.
• Write their ideas in the appropriate columns on the board.
3 13))) Now do d. Play the audio for Sts to check
answers. Play the audio again, pausing for Sts to repeat.
1 VOCABULARY
the country
a Books open. Focus on the photos and the questions.
Get Sts to answer the questions in pairs, encouraging
them to give reasons for their answers.
Get some feedback from various pairs.
1 A Spain B England C S w itz erla n d
2 S t s ’ o w n opinions
3 possible answers
A (a f lo c k of) s h e e p , g r a s s , f a r m h o u s e , c hurch, t o w e r
B c o t t a g e , c hurch, g r a s s , g e e s e , t r e e s
C m o u n ta in s , valley, t r e e s , cow s, g r a s s , sn o w
1 g ro w
2 p lanted
3 ha rv este d
4 h a rv este d
5 pick
3 13)))
See t e x t in S tu d e n t's Book on p.159
Go through the text with Sts, checking that they
understand all the words in bold. If necessary, use Sts’
LI to clarify. Find out if any words are similar in your
Sts’ language(s). If so, do they mean the same?
71
5B
Get Sts to compare with a partner and then check
answers.
E xtra idea
• Depending on where your Sts live and what kind of
farming / countryside there is locally, you may want
to teach some more words and phrases to help them
to talk about their local situation.
E xtra support
• Before playing the audio, go through the listening
script and decide if you need to pre-teach / check any
lexis to help Sts when they listen.
T e stin g y o u rs e lf
For N a tu r e and O n a fa rm exercise a, Sts can cover
the words and look at the pictures. For O n a fa rm
exercise c, Sts can cover the text and try to remember
the meaning o f the verbs in the list.
Melisa
1 b e au tifu l, large lake, p in e -c o v e re d hills
2 play e d t e n n is , w e n t for walks, p laye d t h e piano
3 no w a t e r or electricity, only o n e shop, h a d t o w a it for
m inibus t o bring f r e s h b re a d a n d n e w s p a p e r s in t h e
m o rnings
T e stin g a p a r tn e r
Eric
See T e stin g a p a r tn e r p. 20.
1 g o r g e o u s - m o u n ta in s, w o o d s, a lake, lo ts o f p a t h s
2 hiking a n d c a n o e i n g in sum m er, skiing in w inter, dinner
p a r ti e s w ith f riends, book club m e e t i n g s
3 e v e r y t h i n g c o v e re d in m ud a f t e r s n o w m e lts , n e a r e s t
s u p e r m a r k e t is 20 miles a w a y
Tell Sts to go back to the m ain lesson 5B.
E xtra support
• If you think Sts need more practice, you may want
to give them the Vocabulary photocopiable activity
at this point or leave it for later as consolidation or
revision.
2
3 15)))
(Script in S t u d e n t ’s Book on p.126)
Melisa
I live in Istanbul now, in Turkey, but I u sed to live in t h e c ountry
in t h e province of Sakarya. It w as an amazing place to live
- j u s t so beautiful. There’s a large lake nearby and t h e hills
are covered with pine t r e e s - people go to picnic there . The
c o a s t is also n o t far away. When I lived t h e r e it w as a s if time
had sto o d still. There w as no w a ter or electricity - we had
our own well and g e n e ra to r - and t h e r e was only one shop.
We had to wait for a minibus from t h e n e a r e s t tow n to bring
fresh bread and t h e n e w sp a p e rs every morning! I worked in a
school in a nearby tow n - in f a c t t h e one t h a t s e n t t h e bread
and pa p ers - and in my free tim e I played tennis, w e n t for
walks, and played th e piano. I m ade my own e n te rta in m e n t.
In t h e end I had to move to Istanbul for work, b u t I really miss
t h e fresh food and fresh fish, t h e peace. I s o m e tim e s u se d to
think when I w as living th e re t h a t t h e r e w a sn 't e nough choice
of things to do, things to buy, but now I think I have to o much
choice.
PRONUNCIATION vowel sounds
P ro n u n c ia tio n n o te s
• In this focus, Sts distinguish between a num ber of
common vowel sounds which should be familiar to
them from previous levels o f English File. The main
problem Sts have is when a vowel or a combination
of letters can be pronounced in different ways.
a
Focus on the pairs of words. Give Sts two or three
minutes to decide if the vowel sounds are the same or
different in each pair o f words.
b
3 14))) Play the audio once for Sts to listen and check,
then give the answers. Elicit the sound picture for each
one. Then get Sts to practise saying the words.
Eric
A few ye ars ago my wife and I retired and we m oved to a
little tow n in t h e m ountains here in Colorado. It’s gorgeous.
We have a house on a hill, and we are surrounded by
m ountains, which we can s e e from our window, as well as th e
woods and a very p re tty lake. There are lots of p a th s and we
walk every morning with our dog, er, who loves chasing a fte r
sticks and things.
There’s so much to do. In t h e s um m er we go hiking and we
have a little c an o e we ta k e on th e lake, and of c ourse in th e
winter we go skiing. We have lots of friends here and we
o fte n have dinner parties or we have our book club m eetings.
T here’s a joke here t h a t we only have t h r e e se a so n s: summer,
winter, and 'mud season'. That's a f te r t h e snow h a s m elted
and everything, I m ean everything, is covered in mud. T h at’s
t h e only bad tim e to be here. And th e o th e r problem is t h a t we
don’t have a superm arket. The n e a r e s t o n e ’s a b o u t 20 miles
from here.
[sound w o rd s s h o w n in b ra c k e ts )
1 S (tree)
2 D: b u s h (bull), m u d (up)
3 S (car)
4 D: g row (phone), c ow (owl)
5 S (fish)
6 D: pond (clock), s t o n e (phone)
7 D: lam b (cat), f a rm (car)
8 S (tree)
3 14)))
See words in S t u d e n t ’s Book on p.48
E xtra support
study m a a
• Sts can p ractise th e s e sounds on th e iT u to r and on th e
E n g lish File In te rm e d ia te Plus website.
• If there’s time, you could play the audio again while
Sts read the script on p.126, so they can see what they
understood or didn’t understand. Translate / explain
any new words or phrases.
3 LISTENING & SPEAKING
a
72
3 15))) Focus on the instructions and the chart. Tell
Sts they are going to listen to two people, Melisa and
Eric, talking about living in the country. Play the audio
once the whole way through for Sts just to listen. Then
play it again for Sts to write down answers. You could
pause after each question is answered to give Sts time
to make notes.
b
Put Sts in pairs and get them to ask and answer
questions 1-3. For 4, tell Sts they should answer one
set o f questions if they live in a large town or city, or the
other set o f questions if they live in a village or small
town in the country.
M onitor and help with any vocabulary.
G et some feedback from the class.
5B
Extra support
• Do a quick revision o f the form of the second
conditional, which Sts revised in File 4B, and which
they will need to use in question 4. Write on the
board:
IF I M O V E D TO T H E C O U N T R Y , l ’p M ISS T H E
R E S T A U R A N T S A N D S H O P S , B U T I W O U L D N ’T M ISS
T H E N O IS E A N D T R A F F IC .
READING & SPEAKING
Focus on the instructions and the introduction to
the article. Give Sts time to read it and discuss the
questions.
1 I’m plan tin g (We u s e t h e p r e s e n t c o n ti n u o u s for a c t i o n s
t h a t a r e in p r o g r e s s now. The m a n is in t h e m iddle of
p la n tin g p o ta t o e s .)
2 I’ve b e e n w orking (We u s e t h e p r e s e n t p e r f e c t
c o n ti n u o u s for c o n ti n u o u s or r e p e a t e d a c t i o n s t h a t
s t a r t e d in t h e p a s t a n d h a v e e it h e r j u s t fin is h ed or a re
still in p r o g re s s . Here t h e m an h a s b e e n w orking in t h e
g a r d e n all d ay a n d h a s j u s t s to p p e d .)
3 16))) Tell Sts to go to G ra m m a r B a n k 5 B o n p . 141.
Focus on the example sentences and play the audio for
Sts to listen to the sentence rhythm. You could also
get Sts to repeat the sentences to practise getting the
rhythm right. Then go through the rules w ith the class.
A dditional gram mar notes
Get some feedback from the class.
• Sts should have have met the present perfect
continuous at Intermediate level. This form is
difficult for many Sts partly because a period of
time up to now (I’ve been learning Englishfo r three
years) is expressed with a present tense in many
Sts’ LI, and also because their LI may not have
continuous tenses. The present perfect continuous
form and uses are revised here, with an emphasis
on adverbs and expressions like all day, recently, etc.
Focus on the photos and tell Sts that they are two
people, Liz Jones and Rob Penn, who moved to the
country. Puts Sts in pairs, A and B. Tell the As to read
about Liz Jones and the Bs to read about Rob Penn.
Sts should find the answers to questions 1-5 for their
articles and make notes.
Extra support
• Before Sts read the articles, check them for words and
phrases which your Sts might not know and be ready
to help with these (but not the highlighted ones).
• It is im portant that Sts are really comfortable using
the present perfect continuous before getting them
to choose between the simple and continuous
forms. This is focused on in English File Upperintermediate.
Now tell Sts to focus on the highlighted words. Get Sts
to work out their meaning from the context and match
the highlighted words and phrases with the glossary
entries. Quickly elicit the words for each glossary.
S tu d e n t A
S tu d e n t B
1
2
3
4
1 p u t on
2 fit in
3 m ove back
g e t t i n g o u t of
m o v e d in
f i t t e d in
acres
• rule 1: remind Sts that we use the present perfect
simple, not the present perfect continuous, with
non-action verbs (e.g. be, know, love).
• Typical mistakes include:
- using the present tenses withfor, since, and how
long to talk about something that started in the
past and continues in the present, e.g.
d Now get Sts to cover their articles and tell their partner
about their article in their own words. Encourage them
to use the phrasal verbs from their glossary and their
answers to questions 1-5 to help them to remember the
im portant details.
Get some feedback from various pairs.
e
Put Sts in small groups. You could put pairs together to
make groups of four.
Focus on the instructions and get Sts to answer the
questions together.
M onitor and help with any vocabulary.
G et some feedback from the class.
Extra support
• Do this as a whole-class activity.
5 GRAMMAR present p erfe ct continuous
time. I low long is he sleeping?
- using the present perfect continuous with a
finished time expression, e.g.
Focus on the exercises and get Sts to do them
individually or in pairs. Encourage them to use
contracted forms rather than full forms.
C heck;
:rs, getting Sts to read the full sentences.
a
1
2
3
4
5
6
7
8
9
10
K
C
B
G
F
H
1
A
D
J
’v e b e e n sittin g
've b e e n try in g
’ve b e e n drinking
've b e e n looking for
've b e e n e a t i n g
's b e e n learning
’v e b e e n t a k in g
've b e e n picking
's b e e n snow ing
've b e e n doing
a Focus on the photos and what the people are saying.
Get Sts to circle the correct forms.
b Get Sts to compare answers and say why.
Check answers.
73
5B
b
1
2
3
4
5
6
7
8
9
10
I’ve b e e n living
S h e ’s travelling
1h a v e n 't b e e n s le ep in g
I'm sta y in g
h e 's driving
I’v e b e e n w aiting
it's b e e n raining
I’m trying
I’ve b e e n s e e in g
I've b e e n c ooking
d Focus on the task and give Sts time to think about what
they are going to say.
Get feedback from different pairs.
E xtra support
• You could demonstrate both c and d yourself, to
show Sts exactly what they have to do.
STUDY [ I l i a
• Sts can p ractise sentence stress on th e iT utor.
Tell Sts to go back to the m ain lesson SB.
E xtra support
• If you think Sts need more practice, you may want
to give them the G ram m ar photocopiable activity
at this point or leave it for later as consolidation or
revision.
7
READING & LISTiNUNG
a
Focus on the questions and do this as an open-class
activity, or you could put Sts in pairs.
b
3 18))) Focus on the instructions and the photos and
ask Sts if they recognize anyone - they may recognize
Camilla, Duchess of Cornwall. If they do, ask them
what they think she is doing.
6 PRONUNCIATION & SPEAKING
Focus on the questions and make sure Sts understand
aim. Then focus on the G lo ssa ry and go through it
with Sts.
sentence stress
Pronunciation notes
Play the audio once the whole way through for Sts to
read and listen. Point out that the introductory music is
the theme tune to The Archers.
8 The rhythm o f English, w ith its combination of
stressed and unstressed syllables, can become
especially difficult for learners when a verb tense
requires the presence o f auxiliary verbs, as is
the case with the present perfect continuous.
Some students may also have difficulty with the
contracted form o f have, and the weak form o f been
/bin/. If so, it is worth focusing specifically on these
points to help with the overall rhythm.
G et Sts to compare with a partner and then check
answers.
1 It’s a b o u t life in a fictional British village.
2 To provide inform ation a b o u t n e w farm in g m e t h o d s in
o rd e r t o i n c r e a s e p r o d u c tiv ity a f t e r t h e S e c o n d World
War.
3 Dan Archer, W alter Gabriel, a n d G e orge Fairbrother
• These exercises gives students the opportunity to
practise getting the sentence stress right, and gives
them an opportunity to speak using the present
perfect continuous.
3
a Focus on the task and give Sts time to complete the
sentences individually.
E xtra idea
b
• Ask a few more comprehension questions, e.g. What
kinds o f people listen to the programme? How long has
the show been running?
3 17))) Play the audio for Sts to check their answers.
Play the audio again pausing after each one and getting
Sts to repeat, copying the rhythm.
c
3 17)))
1 I’ve been working really hard this week.
2 I haven’t been sleeping well lately.
3 My neighbours have been making a lot of noise recently.
4 I’ve been thinking a b o u t g e ttin g a new p hone for a while.
5 I’ve been arguing with my family a lot recently.
6 I haven't been watching TV a t all lately.
7 I’ve been feeling very s t r e s s e d for t h e l a s t few weeks.
8 I’ve been doing a lot of exercise this month.
9 I’ve been going out a lot recently.
10 I’ve been spending a lot of tim e on Facebook this week.
c
Put Sts in pairs. Focus on the task and the example.
Tell Sts that if the sentence is not true for them, they
should make it negative (1 isn’t truefo r me. I haven’t been
working really hard this week because...)
Give them a few minutes to decide what is true or
not for them and to think of reasons. Get them to do
the task and go round monitoring the rhythm of the
present perfect continuous verbs.
Get feedback by asking a few Sts about some of the
sentences.
74
18)))
See th e article in t h e S tu d e n t’s Book on p.51
3 19))) Now tell Sts they are going to hear an interview
with one o f the actors from The Archers. Focus on the
instructions and go through them carefully with the
class.
Play the audio once the whole way through. Get Sts to
compare with a partner, and then check answers.
You might want to explain / elicit that Tasmania is an
island which is part o f Australia.
E xtra support
• Before playing the audio, go through the listening
script and decide if you need to pre-teach / check any
lexis to help Sts when they listen.
1 C
3
2 C
3
A
4
B
5
C
6 A
19)))
I = Interviewer, T = Tim
(Script in S t u d e n t ’s Book on p.126)
I How long have you b een on The Archers?
T Well, I c ele b ra ted 30 years on The Archers this June.
I Which c h a ra c te r do you play?
5B
T
I
T
I
T
I
T
I
T
I
T
I
T
I
T
I play a c h a ra c te r called David Archer, who is a farmer,
who’s t h e son of Phil Archer, who in turn w a s t h e son of
Dan Archer, who w a s t h e very first Mr Archer back in 1951,
when th e p rogram m e sta rte d .
What kind of person is David Archer?
Well, David is some... so m e might sa y h e ’s a bit thick,
'thick' meaning stupid. He’s not. He’s a simple soul. He’s
extrem ely honourable, h e ’s e xtrem ely hard-working, he’s
honest, he’s dependable. But h e ’s a farmer, and t h a t ’s t h e
m o s t im portant thing in his life, making t h e farm work and
keeping his family together.
How much did you know a b o u t life on a farm before you
joined t h e c a s t?
Well, unusually, I actually knew a bit b e c a u s e I’d worked
on farm s when I w as a child. And I w as in f a c t born on a
sh e e p sta tio n in Tasmania. And so w hen I w a s a boy I u sed
to go and work occasionally a t t h e local farm. And t h e n my
fa th e r in t h e 1970s gave up being an advertising executive
and w e n t off down to Devon to live o ff t h e land, and so he
s t a r t e d this te n -a c re organic smallholding in Devon. And
my wife and I w e n t down and helped him to g e t t h a t going,
so I’ve g o t quite a lot of practical experience on t h e farm.
Is t h a t an exception on The Archers?
Yes, yes, m o s t of t h e a c to r s don’t know one end o f a cow
from t h e other, to be honest.
Do you think t h a t country and city people r e a c t to The
Archers in a different way?
Yes, th e y do. City people look a t Ambridge, which is th e
village t h a t we live in, a s a kind of an English ideal of
t h e countryside. It’s an old-fashioned England where
everybody’s nice to e ac h other. There’s n ot m uch crime.
There a ren’t any yellow lines so t h a t you c an ’t park. And
t h a t ’s, I think, w h a t t h e y love a b o u t it. And from th e
country people, w h a t t h e y te n d to like is th e f a c t t h a t th e y
all say, ‘T h at’s exactly like t h e village t h a t I live in’. T here’s
t h e vicar, t h e r e ’s t h e doctor, t h e r e ’s t h e p erson who runs
t h e pub - and t h e r e ’s t h e b o ssy w om an who runs around
trying t o organize everybody, you know.
Would you actually like to live on a farm yourself - or do
you?
We’ve g o t a c o t t a g e in Norfolk, so w e ’re - I’m up in t h e
country every w eekend. And also I w a s brought up in th e
country. Until I w as 21, we lived ju s t north of London, in
Hertfordshire. So I’m a country boy a t h e a r t and, er, you
know...
Have you ever lived in a city?
Yeah, we do now. I mean, I’ve lived in London since - for 30
years. So I’m a c ountry boy w ho’s kind of e n d ed up in t h e
to w n b e c a u s e t h a t ’s w here t h e work is.
Thank you very much.
My g r e a t pleasure.
Extra support
• If there’s time, you could play the audio again while
Sts read the script o n p.126, so they can see what they
understood or didn’t understand. Translate / explain
any new words or phrases.
e
8 WRITING
Tell S ts to go to W riting A n inform al em ail on p. 117.
a Focus on the task and give Sts time to read Louisa’s
email and answer the two questions. Tell them not to
worry about the gaps in the email.
Check answers.
th e unusual w e a th e r
su rp rise d
b
Focus on the instructions and get Sts to read the email
again before completing the gaps with verbs from the
list in the present perfect continuous. Rem ind them
to use contractions, which are common in informal
emails.
Get Sts to compare with a partner and then check
answers.
1
2
3
4
c
’s b e e n sn o w in g
’s b e e n c learing
’v e b e e n w a t c h i n g
’s b e e n doing
5 ’v e b e e n re ad in g
6 Have, b e e n s t u d y i n g
7 have, b e e n doing
Focus on the instructions and tell Sts to think o f a
friend or family member they would like to send an
email to.
Now focus on the plan and go through it with Sts.
Encourage them to make brief notes on what they will
write about.
d Focus on the U sefu l language: inform al em ails box
and go through it with Sts.
d Focus on the task and quickly go through items 1-6.
Then get Sts to write the email, following the plan they
made in c. Remind them to use the U sefu l language
to help them. Sts could write an actual email to send to
a real person if they would like to.
Now play the audio again for Sts to make notes. Pause
as necessary to give Sts time to write.
Get Sts to compare with a partner, and play the audio
again if necessary.
You may like to get Sts to do the writing in class or you
could set it as homework. If you do it in class, set a time
limit for Sts to write their email, e.g. 15-20 minutes.
Check answers.
1 m o re t h a n 3 0 y e a r s
2 His c h a r a c t e r ’s g r a n d f a t h e r , Dan Archer, w a s t h e f irs t
Mr A rcher in 1951, w h e n t h e p r o g r a m m e s t a r t e d .
3 His f a t h e r g a v e up b e in g a n a d v e rt i s i n g e x e c u t iv e in t h e
1 9 7 0 s a n d w e n t t o Devon, w h e r e h e s t a r t e d a n o rganic
smallholding.
4 T he o t h e r a c t o r s d o n ’t k n o w m u c h a b o u t t h e c o u n try .
5 City p e o p le s e e t h e village a s t h e English ideal o f t h e
c o u n tr y s id e , a n d c o u n tr y p e o p le t hink it’s j u s t like t h e
village t h e y live in.
6 He lives in London now b e c a u s e t h a t ’s w h e re t h e w ork is,
b u t h e g o e s t o his c o t t a g e in Norfolk e v e ry w e e k e n d .
Do this as an open-class activity.
e
Remind Sts to check their work for mistakes before
giving it in.
E xtra idea
i
• Get Sts to write and send emails to each other.
Tell Sts to go back to the main lesson 5B.
9
3
20))) SONG Country boy
This song was originally made famous by American
rhythm and blues singer-songwriter and pianist Fats
Dom ino in 1960. For copyright reasons this is a cover
version. If you want to do this song in class, use the
photocopiable activity on p.214.
75
5B
3 20)))
C o u n try boy
Have you heard t h e story
Of t h e little country boy
He is always happy
And full of joy
Nothing in this world
T hat h e ’s thinking of
All he really c a re s for
Is th e one he loves
And t h e moon above
Stars above, Heaven above
T hat is all he’s thinking of
Now you heard my story
Darling, c an ’t you s e e
That little country boy
H appens to be me
(instrum ental section, then rep e a t o f th e song lyrics:)
Have you heard t h e story
Of th e little country boy
He is always happy
And full of joy
Nothing in this world
T hat he's thinking of
All he really c a re s for
Is t h e one he loves
And t h e moon above
S ta rs above, Heaven above
T hat is all he ’s thinking of
Now you h eard my story
Darling, c a n 't you s e e
T hat little country boy
Happens to be me
76
1
as
Fun ctio n
m aking a police rep o rt; describing s o m e o n e ’s a p p e a r a n c e a n d r outine
Lan gu age
H e’s average h e ig h t a n d build; He has g re y hair a n d glasses; He g o e s on a lo t o f lo n g w a lks b u t n ever
th is la te, etc .
Episode 3 Time to tell the police
Lesson plan
3 21)))
(script in S t u d e n t ’s Book on p.127 )
N = Narrator, R = Rob, J = Jenny
N Day two. Five p a s t nine in th e evening. Jenny’s a t Henry's
In this third Practical English lesson the functional focus
is on key expressions used in reporting a missing person to
the police.
house. She has ju s t heard on th e news t h a t Andrew Page th e man she m e t a t th e a irpo rt - was a tta c k e d soon a fte r
she le f t him. She im m ediately phones Rob, who is s till in
Alaska, to te ll him a b o u t it, and also to te ll him th a t Henry
s till hasn’t come home.
In the first scene Jenny phones Rob to tell him about the
worrying events —first, the news reports about the attack
on the m an she met at the airport, and then the fact that
Henry still hasn’t come back. Rob advises her to go and stay
at Luke’s flat and to go with him to the police to report both
incidents. In the next scene, Jenny and Luke go to the police
station to make the report. The suspense builds in the third
scene when Luke finally manages to get into Jenny’s laptop,
only to find that the username is not ‘Jenny’, but ‘A. Page’,
the name o f the m an Jenny met at the airport and who was
attacked shortly afterwards. Then Jenny receives a video
message from Henry, who has been kidnapped by people
who want the laptop. Jenny is also warned not to go to the
police again.
R
J
R
J
R
J
R
J
R
J
R
J
R
J
R
J
R
J
R
J
R
J
R
J
R
STUDY0EECI
• W orkbook Time t o tell t h e police
• iTutor
• w w w .o u p .c o m /e lt/e n g lis h file
Test and Assessment CD-ROM
•
•
•
•
Quick Test 5
File 5 Test
Progress Test Files 1 -5
w w w .o u p .c o m /e lt/te a c h e r/e n g lis h file
J
R
J
O ptional lead-in (b ook s closed)
• Before starting Episode 3, elicit what Sts can remember
about Episode 2. Ask W hat’s wrong with Henry’s car?
What other strange things have happened? Who is Andrew
Page and why is he in the news? Where is Henry at the end o f
the episode?, etc.
• Alternatively, you could play the last scene o f Episode 2.
1 ■< A W0R11ED PHONE CALL
a
3 21))) Books open. Focus on the photos and ask
Where is Jenny? W ho’s she talking to? How does she look?
Now focus on the instructions and the question. Play
the DVD or audio once the whole way through and
elicit the answer.
Extra support
• Before playing the audio, go through the listening
script and decide if you need to pre-teach / check any
lexis to help Sts when they listen.
Rob tells Je n n y s h e should g o to t h e police. He a ls o te lls her
t o g o a n d s t a y a t Luke’s f l a t a n d t o go t o t h e police with him.
b
He w as a tta c k e d ?
T h at’s right. The police found him a t t h e airport.
You're sure it’s t h e s a m e person?
Definitely. I s aw his picture. His n a m e ’s Andrew Page and
he ’s a scientist.
And you spoke to him?
He helped carry my bags! I mean, I could have b e en t h e last
person to s e e him before it happened.
I think you should go to th e police.
I know. And Rob, t h e r e ’s som e thing else.
What is it?
Well, I don’t w a n t to worry you, b u t your dad h a sn ’t come
home. We w ere s upposed to have dinner a t seven.
What tim e is it now?
It’s a little a f te r nine.
What? T hat is worrying. Dad’s usually really punctual.
Should I call t h e police?
I think you should. It’s really not like him,
OK, and Rob?
Yeah?
Oh, it’s nothing.
What is it?
I know this s e e m s odd, but th e h o u se feels s trange.
What do you mean?
I don’t know, b u t I don’t like being alo ne here.
Well, it’s late and you’re tired.
T h at’s true. But I don’t think I’ll be able to sle ep here.
Why don’t you ring Luke? You could s t a y with him, and you
could go to t h e police to g e t h e r and tell th e m a b o u t Dad.
OK, I think I’ll do th at.
I'll ring you later.
OK, Rob, I’ll be fine. Don’t worry. Bye.
Give Sts time to read questions 1-5.
Play the DVD or audio again, pausing as necessary to
give Sts time to answer the questions. You could play it
again if necessary.
Get Sts to compare with a partner and then check
answers.
1 Yes, s h e is b e c a u s e s h e s a w his p ic tu r e o n t h e n e w s a n d
he told h e r his n am e.
2 a t seven
3 It’s a little a f t e r nine. Rob is w orried b e c a u s e H enry is
usually really p u n c tu a l.
4 S h e s a y s it f e e l s s t r a n g e .
5 S h e d o e s n ’t th in k she'll b e a b le t o s l e e p in H e n ry ’s
house.
E xtra support
• If there’s time, you could get Sts to listen again with
the script o n p.l 27, so they can see exactly what they
understood / didn’t understand. Translate / explain
any new words or phrases.
Now focus on the last question and with a show of
hands find out how many Sts answer yes or no. Then
encourage them to give reasons why (not).
77
PE3
2 ■ < MAKING A POLICE REPORT
a
3 22))) Focus on the photos and ask Sts some
questions, e.g. Where are Jenny and Luke? Who do you
think the woman is? What is Luke showing her? Why?
b Focus on the dialogue onp.53. Elicit who says the You
H e a r phrases (the police officer) and who says the You
Say phrases (Jenny and Luke).
Give Sts time to read through the dialogue and to think
about what the missing words might be. Then play the
DVD or audio again and get Sts to complete the gaps.
Play it again if necessary.
Now tell Sts to focus on the questions.
Play the DVD or audio once the whole way through.
G et Sts to answer the questions with a partner. Replay
the DVD or audio if necessary, and then check answers.
T he police o ffic e r a s k s h ow long H e n ry ’s b e e n missing; for
his d e sc ription; t h e t im e w h e n J e n n y l a s t s a w him; w h a t
h e w a s w earing; w h a t his p la n s w e r e for t h e day; a b o u t his
n o rm al routine.
T hey d e s c r ib e H enry a s sixty-tw o, a v e r a g e h e ig h t a n d
build, g re y hair, g l a s s e s , brow n e y es ; l a s t s e e n w e a rin g a
b row n j a c k e t, d a rk g r e e n shirt, a n d je a n s .
Get Sts to compare with a partner and then check
answers.
S e e w o r d s in bold in s c rip t 3.22
Now go through the dialogue and deal with any new
vocabulary. Check that Sts know the meaning of turns
up (= arrives).
c
3 22)))
N = Narrator, La = Laing, L = Luke, J = Jenny
N Day two. 10.00 p.m. Jenny and Luke are a t O xford Police
Station, in the police in te rvie w room. Jenny has to ld the
inspector, DCI Laing, a b o u t her m ee tin g w ith Andrew Page.
Now she is going to te ll her a b o ut Henry.
La And t h a t was t h e last tim e you saw Mr Page?
J Yes. Is he going to be OK?
La We don’t know yet, I'm afraid. You also said t h a t your
father-in-law - Henry Walker - ha sn't returned hom e yet.
How long has he been missing?
J He was s u p p o s e d to be h om e t h r e e hours ago.
La OK. It’s a bit early to report him missing b u t I’ll take a
s t a te m e n t . So, your n a m e ’s Jenny Zielinski.
J T h a t’s right.
La And you’re staying a t The Grange, Marsh Lane, Long
Crendon.
J Yes.
La OK. Can you describe Mr Walker?
J He’s 6 2 , 1think.
L Yeah.
J He’s average height and build. He h as grey hair and
glasse s. I don’t know w h a t colour his e y es are.
L They’re brown. Here is a photo of him.
La When did you last s e e him?
J This morning. Around ten.
La Where were you?
J At his house in Long Crendon.
La And do you re m em ber w h a t he w a s wearing?
J Oh, ju s t a brown jacket, a dark green shirt, and jeans.
La Do you r e m em b er anything unusual a b o u t t h e last tim e
you saw him?
J Yes, actually. We were going to go to Oxford b u t Henry's
tw o front ty re s had b e en punctured.
La Really? So you left for Oxford and he s t a y e d to fix t h e car?
J Yes.
La Do you know w h a t his plans were for t h e r e s t of t h e day?
J No.
La Can you give me s om e idea of his normal routine?
J Not really...
L Well, h e ’s an academ ic. He t e a c h e s a t t h e university a few
days a w e e k but he often works from home. He g o e s on a
lot of long walks, but never this late.
La And Jenny, do you remember seeing anything unusual
when you g o t back to t h e h ouse this a fternoon?
J Well, t h e r e w as my suitcase. The airport had re turne d my
lost luggage and t h e lock was broken.
La Is t h e r e anything else?
J There w ere so m e books on t h e floor.
L Really? T h at’s weird. Henry’s normally really tidy.
La OK. Try not to worry, w e ’ll look into this. In t h e meantim e,
perhaps you should s ta y with Luke, and if you think of
anything else, or he tu rn s up, give m e a call.
3 23))) Now focus on the You Say phrases and tell
Sts they’re going to hear some of them again and
repeat them. Encourage them to copy the rhythm and
intonation.
Play the DVD or audio, pausing if necessary for Sts to
repeat the phrases.
3 23)))
La = Laing, J = Jenny
La You also said t h a t your father-in-law - Henry Walker -
h a sn ’t returned home yet. How long has he b e en missing?
J He w a s su p p o s ed to be hom e t h r e e hours ago.
La OK. Can you d escribe Mr. Walker?
J He’s 62 I think, (pause) He's average height and build. He
La
J
La
J
La
J
La
J
La
J
h a s grey hair and g lasses. I don’t know w h a t colour his
e y es are.
When did you last s e e him?
This morning. Around ten.
Where w ere you?
At his h o u se in Long Crendon.
And do you re m e m ber w h a t he w as wearing?
Oh, ju s t a brown jacket, a dark green shirt and jeans.
Do you re m e m ber anything unusual a b o u t t h e l a s t time
you saw him?
Yes, actually. We w ere going to go to Oxford...but Henry’s
tw o front ty r e s had b een punctured.
And Jenny, do you rem em ber seeing anything unusual
w hen you g o t back to th e house this afternoon?
Well, t h e r e w as my suitcase. The airport had returned my
lost luggage and t h e lock w as broken.
d Put Sts in groups o f three, A, B, and C. A is the police
officer, and B and C are reporting the missing person.
Get Sts to read the dialogue on p.53 aloud, and then
take it in turns to swap roles so that everyone has a
chance to be the police officer.
M onitor and help, encouraging Sts to pay attention to
rhythm and intonation.
e
Put Sts in pairs, A and B, and tell them to go to
C o m m u n ic a tio n R eporting a missing person, A on
p .107, B o n p.108.
Go through the instructions with Sts carefully. Give
them some time to read the situation and prepare what
they are going to ask / say. W hen they are ready, tell the
Bs that they are the police officers and that they should
start. Tell them to use the form to ask the As questions
about the missing person.
M onitor and help.
Sts then swap roles in c. Give them time again to
prepare.
I
PE3
W hen they have finished, get feedback. Ask Sts if they
thought the police officer was helpful.
b
Play the DVD or audio again, pausing if necessary to
give Sts time to circle the correct answers.
E x tr a s u p p o rt
• You could elicit (some of) the questions that the Bs
will need to ask and write these on the board. You
could also allow Sts to make notes next to their role
cards.
G et Sts to compare with a partner and then check
answers.
1
2
3
4
Tell Sts to go back to the main lesson on p. 53.
3 ■ < A THHEATEM0N6 MESSAGE
a
E x tr a s u p p o rt
• Before playing the audio, go through the listening
script and decide if you need to pre-teach / check any
lexis to help Sts when they listen.
safer
isn’t
a fo rm u la
a v ideo m e s s a g e
5
6
7
8
l a p to p
t o d a y 's
n o t t o go
give Rob a m e s s a g e
Elicit I explain that his old man is an informal way of
saying hisfather.
3 24))) Focus on the photos and ask Sts some
questions, e.g. What are Luke and Jenny looking at? What
is on Jenny’s phone?
Now focus on the questions. Play the DVD or audio
once the whole way through, and then check the
answers. Elicit or explain the meaning of username
(= the name you use in order to use a computer
or system), cracked (= solved), and encrypted
(= inform ation put into a special code, usually to
prevent others from looking at it).
Focus on the instructions and give Sts time to read
sentences 1-8.
Now focus on the final questions and get Sts to
speculate about the answers.
E x tr a s u p p o rt
• If there’s time, you could get Sts to listen again with
the script on p.127, so they can see exactly what they
understood / didn’t understand. Translate / explain
any new words or phrases.
c
Focus on the S o cial E n g lish p h ra se s. In pairs, get Sts
to think about what the missing words might be.
d
3 25))) Play the DVD or audio for Sts to listen and
complete the phrases.
Check answers.
T he g o o d n e w s is t h a t Luke h a s m a n a g e d t o g e t into t h e
laptop.
T he b a d n e w s is t h a t H enry h a s b e e n k i d n a p p e d by p e o p le
w ho w a n t t h e laptop.
3 25)))
Jenny
Jenny
Luke
Jenny
Henry
Henry
3 24)))
(script in S tude nt's Book on p.127)
N = Narrator, J = Jenny, L = Luke, H = Henry
N Day three. 8.00 a.m. They are a t Luke's house. Luke is
awake, and working on Jenny’s laptop. He’s still try in g to
g e t into i t Jenny, who was sleeping in th e spare room, has
ju s t g o t up.
J Good morning.
L Hi.
J Thanks for letting m e stay, Luke. I feel a lot sa fe r here.
Thanks for letting me stay.
What d o e s it mean?
1have no idea.
It’s a message from Henry!
As you c an see, I'm all right.
Listen carefully.
If you know your Sts’ LI, you could get them to
translate the phrases. If not, get Sts to have a look at the
phrases again in context in the script on p .127.
e
Now play the DVD or audio again, pausing after each
phrase for Sts to listen and repeat.
L What? Oh, no problem.
J I tried Henry again. Still no answer. I wonder if...
L Yes!
J What?
L Yes! I’ve done it! I’m in. I’ve c racked t h e security code on
your computer.
J T h at’s great, Luke, but Henry...
L Wait a minute, t h a t ’s not right. The u se rn a m e s a y s A.
J
L
J
L
J
L
J
H
Finally, focus on the C a n y o u ...? questions and ask
Sts if they feel confident they can now do these things.
If they feel that they need more practice, tell them to
watch the episode again and practise the language on
their iTutor.
Page... and all th e files are encrypted.
A. Page? Are you sure?
Let me j u s t s e e if I can open t h e files. What the...? Jenny,
t a k e a look a t this. It’s a formula or som ething.
What d o e s it mean?
I have no idea.
It’s a m e s s a g e from Henry!
What?! What does it say?
It’s a video. Hang on.
Hello, Jenny. As you can s ee, I’m all right. I c an ’t tell you
where I am. But listen carefully. T hese people w a n t som e
d o c u m e n ts on your computer. They w a n t you to leave it
a t th e house. To prove t h a t I’m OK, he re ’s a copy of this
morning's paper.
N On the video screen Henry looks very tense and worried. He
seems to be in a darkish room. He holds up a newspaper. On
the fro n t page, there's a large p ictu re o f Andrew Page and
the headline reads: O xford scie n tist a tta c k e d a t a irp o rt
H There’s one la s t thing t h a t th e y w a n t m e to tell you. Don’t
go to t h e police again. If you go to th e police, you know
w h a t ’ll happen. Now Jenny, please don’t worry. Tell Rob his
old man will be in his s tu d y again soon.
N Jenny and Luke look a t each o th e r in shock.
J We n eed to call Rob.
79
G obligation, necessity, prohibition, advice
V DIY and repairs; paraphrasing
P consonant clusters
6A
Do it yourself
Lesson plan
The topic of this lesson is DIY (do-it-yourself) and what
Sts themselves do around the house, e.g. assembling flatpack furniture or fixing things that are broken, as well
as unusual uses for everyday objects. The lesson begins
with a vocabulary focus on words and phrases used to talk
about DIY and repairs around the home. This is followed
by a pronunciation focus on consonant clusters. The
new vocabulary is consolidated through a listening and
speaking activity about IKEA, the well-known Swedish
store which sells self-assembly furniture, and some people’s
(bad) experiences o f trying to assemble furniture.
In the second half, Sts read an article from the internet
with tips for unusual ways to use common objects, e.g. for
repairs. This provides the lead-in to the gram m ar which
revises and consolidates modals and other expressions used
to express obligation, necessity, prohibition and advice.
Finally, Sts exchange tips for common problems, and write
a paragraph about one o f the tips.
STUD' H U B
• Workbook 6A
• iTutor
• w w w .o u p .c o m /e lt/e n g lis h file
Extra photocopiable activities
•
•
•
•
G ram m ar obligation, n e c e s s it y , prohibition, a d v ic e p.150
Com m unicative S t r a n g e b u t t r u e ? p.1 8 0 ( i n s tru c tio n s p.163)
Vocabulary DIY a n d re p airs p.2 0 2 ( i n s tru c tio n s p .192)
w w w .o u p .c o m /e lt/te a c h e r/e n g lis h file
O p tio n a l lea d -in (b o o k s closed)
• Write D IY on the board and ask the class what it stands
for (do-it-yourself). Then ask Sts what this expression is
used to refer to, and elicit that it is the activity of making,
repairing or decorating things in the home yourself,
instead o f paying somebody to do it for you.
1 VOCABULARY DIY and repairs; paraphrasing
a
Books open. Do this as an open-class activity. Focus
on the photos and the questions. Elicit that the shop is
a DIY store, and sells tools and materials for DIY. Find
out how many Sts go to DIY stores from time to time.
b
Focus on the instructions and the four objects
on the left. Model and drill their pronunciation. Tell Sts
that the m an wants to buy two o f these things.
3 26)))
Tell Sts to cover the dialogue in c. Alternatively you
could write the four objects on the board and get Sts to
close their books.
Play the audio once the whole way through. Check
answers.
He w a n t s t o buy s o m e nails a n d a (light) bulb.
80
3 26)
Excuse me.
Yes, can I help you?
Yes, thanks. I’m looking for some... Sorry, I don’t know th e
word. They’re t h e th in g s t h a t you p u t in t h e wall. I w a n t to
p u t som e p ictures on t h e wall.
You m ean nails?
Ah, yes, t h a t ’s it. And I n eed one more thing. My lamp
d o e s n ’t work. I need a new er...
A bulb?
Yes, th a n k you.
You’ll find th e m over there, behind th e gardening things.
Focus on the instructions and give Sts time to read the
dialogue. Tell them to complete each gap with one word
as they listen.
Play the audio again, pausing as necessary to give Sts
time to write.
Check answers.
1 looking
2 word
3 t h in g s
4 lamp
5 work
E x tr a ch allenge
• Get Sts to try to complete the missing words first and
then play the audio for them to listen and check their
answers.
• Then get Sts to practise the dialogue with a partner.
Tell Sts that it’s very common, even in your own
language, to forget the exact word for something, e.g. a
tool, and when this happens people explain what they
want using other words. They are now going to practise
doing this.
Put Sts in pairs, A and B, preferably face-to-face. Tell
them to go to C om m unication W h a t’s it called?,
A on p .109, B onp.110.
Go through the instructions with them carefully and
make sure Sts understand what they have to do. Point
out the Paraphrasing box and go through it with the
class.
Remind Sts that in the first part A is the customer and
B is the shop assistant. Tell the Bs to start by saying
Can I help you?
To demonstrate, you could role-play the first exchange
w ith a strong student in front o f the class.
The customers should write down the names below the
three items after hearing them from the shop assistant,
who should spell the words if necessary.
Sts then swap roles, and A is the shop assistant, B the
customer.
Get feedback from various pairs to see how well they
communicate what they wanted to buy. Model and drill
the pronunciation of all the objects that both A and B
were given.
6A
e
Extra idea
T esting a partner
• Get some Sts to role-play their exchange in front of
the class after they have done this in pairs.
See T esting a partner p.20.
Tell Sts to go to Vocabulary B ank D I Y and repairs
on p.160.
Focus on 1 In a shed: tools and other things for
repairs. Point out that a shed is a small building used
for storing tools, gardening equipment, bicycles, etc.
Give Sts time, individually or in pairs, to match the
words and pictures in a.
3 27))) Now do b. Play the audio for Sts to check
answers. Play it again, pausing after each word or
phrase for Sts to repeat.
3 27)))
1 In a shed: tools and other things for repairs
3
10
14
4
16
7
15
1
bricks
bucket
drill
ham m er
ladder
nails
padlock
paintbrush
12
8
5
13
2
9
11
6
pieces of wood
rope
screwdriver
screw s
string
tap
tiles
wire
Now focus on 2 In a drawer: u sefu l things around
the h ouse and get Sts to do a individually or in pairs.
3 28))) Now do b. Play the audio for Sts to check
answers. Play it again, pausing after each word or
phrase for Sts to repeat.
Tell Sts to go back to the main lesson 6A.
E xtra support
• If you think Sts need more practice, you may want
to give them the Vocabulary photocopiable activity
at this point or leave it for later as consolidation or
revision.
2 PRONUNCIATION consonant clusters
Pronunciation notes
• Consonant clusters are two or more consonant
sounds that come together in a word, either at the
beginning o f the word (script, spring, struggle),
in the middle (sunglasses, describe), or at the end
of the word (pounds). Clusters are com m on in
languages like Polish or Russian and will not be
difficult for learners of English from such language
backgrounds.
• In contrast, for learners whose first language
does not have so many clusters, including Arabic,
Spanish, Turkish, or Portuguese, this area of
pronunciation will be difficult. Faced with a
problematic cluster, learners usually apply one of
two strategies:
-
screw s o u n d s l i k e / i s k r u : / o r / s i k r u : / ,
paintbrush s o u n d s l i k e ‘/ ' p e in ta b r A j /.
3 28)))
2 In a drawer: useful things around the house
3
5
9
8
1
b a tte rie s
glue
handle
light bulb
m a tc h e s
7
6
2
4
needle and threa d
penknife
Sellotape™
torch
Now focus on 3 Verb phrases and get Sts to do a
individually or in pairs.
3 2 9 ))) Now do b. Play the audio for Sts to check
answers.
Play it again, pausing after each phrase for
Sts to repeat. Highlight the unusual sound-spelling of
sew /sau/.
3 29)))
3 Verb phrases
1
2
3
4
5
6
t h e y i n s e r t a s h o r t v o w e l ( u s u a l l y 111 o r h i ) , s o
that
c
g
f
e
b
a
c hange a light bulb or a ty re
drill a hole in th e wall or in a piece of wood
p u t up shelves or curtains
s e t up a new Wi-fi n etw ork or a hom e cinema s y s te m
se w a b u tto n on a shirt
stick som ething t o g e t h e r t h a t ’s broken with glue or
Sellotape™
7 d tie tw o things together, for example s h o e lac es or tw o
pieces of string
Finally, focus on the Synonym s box and go through it
with the class.
Testing y o u rself
For In a shed: tools and other things for repairs
and In a drawer: u sefu l things around the h ouse
Sts can cover the words and phrases and look at the
pictures. For Verb phrases, Sts can cover 1-7 and
complete the phrases a-g.
-
and
th e y d elete o n e o f th e c o n s o n a n t s o u n d s , so
screw s o u n d s l i k e crew, f o r e x a m p l e , a n d
paintbrush s o u n d s l i k e / ' p e i n b r A j / o r /'p e in r A j/.
that
• If learners can pronounce a cluster without adding
small vowels or deleting consonants sounds, this
is ideal. If they need to add a small vowel, this is
usually comprehensible. If they delete any of the
consonants, this is not generally comprehensible.
a Focus on the C onsonant clusters box and go through
it w ith the class. Use the examples in the box to
demonstrate the concept o f consonant clusters.
Point out that words like card or walk do not contain
clusters. Although both end in two consonant letters,
a cluster refers to two or more consonant sounds that
come together.
3 30))) Play the audio once for Sts to listen to the
words. Focus their attention on the clusters shown with
the pink letters in the SB. Play the audio again, pausing
after each word for Sts to repeat.
3 30)))
S e e words in S tu d e n t’s Book on p.54
b Now Sts practise saying sentences with words with
clusters. (NB Sometimes clusters are created when
a word ends in a consonant sound and the next word
begins in one or more consonant sounds.)
Finish by getting individual Sts to say the sentences.
81
6A
STUDYHHQ
2 About t h r e e years ago, my girlfriend and I w e n t t o IKEA
to buy a kitchen. The units were c h ea p and cheerful, but
t h e y also looked quite well designed, and w e w ere very
excited by how good it w as all going to look. The guy in
t h e s to re said t h e y w ere e asy to p u t up, t h a t it wouldn't
t a k e long, etc. etc. and I’m quite handy, quite practical,
so I thought no problem, though I adm it my girlfriend
w as a bit sceptical. Anyway when we g o t hom e I t h o u g h t
I'd a sse m b le one cupboard, ju s t to s e e how e a s y it was
going to be. It w a s a nightmare. The instructions were
incomprehensible - it took m e t h e whole a fte rn o o n j u s t to
do this o ne cupboard and w hen it w a s finished I realized I'd
put the door handle on the wrong way round. In t h e end,
we had to pay so m e o n e to com e and do it all for us.
3 I have lots of things from IKEA - it’s g r e a t for s t u d e n t s
b e c a u s e generally speaking it’s p r e tty cheap. Anyway, I
bo u g h t a tab le t h e r e with my boyfriend not long ago. We
s t a r te d putting t h e table to g e t h e r and a t one point we had
t h r e e legs screw ed in. Then we re ached for t h e s crew s to
a t t a c h t h e fourth leg - and realized t h e r e were no more
screw s. We had to t a k e off t h e o th e r t h r e e legs, t a k e one
screw off every one of th e m and re assem b le t h e table.
It’s wobbly, but a t least it has four legs! But it d o e s annoy
me when th e y don’t give you t h e right num ber of nails or
s c re w s or whatever, and it’s n ot t h e first tim e it’s h a ppene d
to me. Now I always check before I bring s t u f f home.
• Sts can practise consonant clusters on th e iT utor.
3 LISTENING & SPEAKING
a Focus on the photo o f an IKEA store and remind Sts
that they learned something about IKEA in File 1A.
Ask what they can remember. (The company is called
IKEA because T and ‘K’ are the initials o f Ingvar
Kamprad, the company’s founder, ‘E ’ is for Elmtaryd,
the farm where Ingvar Kamprad grew up, and ‘A’ is for
Agunnaryd, the name o f a village near his hometown.)
Then ask the questions to the whole class, or get Sts to
answer in pairs, and then get feedback.
b Tell Sts they are going to read the beginning o f an
article about IKEA. Tell them to look at the title, It
looks so easy atfirst... and speculate about what the
article will say (i.e. it probably won’t be so easy).
Give Sts time to read the text once all the way through.
They should find the answers to the two questions in b
and either underline them in the text or make notes.
Get Sts to compare with a partner and then check
answers.
d Give Sts a few minutes to go through questions
A -F and to compare with a partner to see what they
remember.
Then play the audio again for them to answer A-F. Play
the audio again if necessary.
1 One in t e n E u ro p e a n s n o w s l e e p s in an IKEA bed, a n d its
c a t a l o g u e is in m o re h o m e s t h a n a n y o t h e r publication.
2 t h e f r u s t r a t i n g o n e -w a y s y s t e m u s e d t o n a v ig a te
t h e s t o r e s ; t h e s t r a n g e n a m e s given t o t h e p r o d u c ts ;
g e t t i n g t h e f u rn itu re h o m e a n d t ry in g t o p u t it t o g e t h e r
c
Check answers with the class.
A 3
3 31))) Tell Sts they are going to listen to three people
describe their experiences with IKEA furniture. Focus
on the questions and quickly go through them. Check
that they understand the meaning o f assemble (= fit
together parts), and teach the synonym put something
together.
Now play the audio, pausing after each speaker to give
Sts time to write. Get Sts to compare with a partner
and then check answers.
C 2
D 1
E 2
F 3
E xtra support
• If there’s time, you could play the audio again while
Sts read the script on p.127, so they can see what they
understood / didn’t understand. Translate / explain
any new words or phrases.
e
E xtra support
• Before playing the audio, go through the listening
script and decide if you need to pre-teach / check any
lexis to help Sts when they listen.
3 32))) Focus on the instructions and give Sts time to
read the five extracts. Elicit who said each one (Speaker
1 said extracts 1 and 2, Speaker 2 said extracts 3 and 4, and
Speaker 3 said extract 5).
Then play the audio, pausing after each sentence for Sts
to complete the gaps.
G et Sts to compare their answers with a partner and
then play the audio again if necessary.
1 a w a rd r o b e
2 a k itc h e n
3 a table
T he s e c o n d s p e a k e r w a s t h e l e a s t s u c c e s s f u l .
Check answers, getting Sts to say how they think the
words are spelled and then writing them on the board.
1 sw e a rin g
2 take, pieces
3 handy
3 31)))
(script in S tu d e n t's Book on p.127)
1 I love IKEA. Especially t h e bookshelves. We have several.
And I’m usually p re tty good a t putting their s t u f f together.
But I have had a few problem s over t h e years. I rem em ber
I once had som e trouble with a w ardrobe. A fte r hours and
4 w ro n g w a y
5 wobbly
3 32)))
See w ords in bold in script 3.31
Now get Sts, in pairs, to guess what the words mean.
Tell them to read the whole sentence as the context will
help them guess.
hours, and a lot of swearing, I finally managed to put it
together. But I’d a sse m b le d it in my study, n e x t to t h e
bedroom, which is w here t h e w ardrobe w a s going, b e c a u s e
I had more s p a c e there. And w hen my husband and I
tried to move it into t h e bedroom we couldn’t g e t it to fit
through t h e door. So I had to take it to pieces, move all the
bits into the bedroom, and s t a r t all over again. I s u p p o s e it
w as my fa ult though, not IKEA's. And t h e w ardrobe looked
very nice and has las te d for ages.
B 1
Check answers, either explaining in English, translating
into Sts’ LI, or getting Sts to check in their dictionaries.
f
Focus on the instructions and go through the items in
the list. Make sure Sts understand the choices.
Then focus on the D escrib in g a p rocess box and go
through it with the class.
82
6A
Put Sts in pairs and tell them each to choose two things
from the list to discuss. If Sts haven’t done any of
these things themselves, tell them to talk about a time
somebody they knew did them, e.g. a family member.
M onitor and help, encouraging Sts to use the questions
in the box to guide them.
5 GRAMMAR obligation, necessity, prohibition,
advice
a Focus on the instructions and the extracts from the
article in 4. Get Sts to complete the chart. Point out
that some of the meanings go with more than one
phrase.
Get some feedback from the class.
Get Sts to compare with a partner, and then check
answers.
Extra support
• Model the activity first by talking about one o f the
topics yourself.
1
2
3
4
5
4 READING & SPEAKING
a Focus on the instructions and get Sts, in pairs, to try
to complete sentences 1-5. Elicit ideas, but do not tell
them whether their answers are right yet.
b
Give Sts time to read the article to check their answers
to a.
Check answers. W ith a show of hands find out how
many Sts guessed correctly in a.
E xtra support
• Before Sts read the article, check it for words and
phrases which your Sts might not know and be ready
to help with these (but not the highlighted words).
1 a po tato
2 a bow l
3 m a y o n n a is e
c
4 rice
5 a banana
Now tell Sts to focus on the highlighted words and
work out their meaning from the context, and then
match them with the definitions.
Get Sts to compare w ith a partner and then check
answers. You coud use mime to make sure Sts
understand, e.g. the difference between rub and wipe.
Model and drill pronunciation.
1
2
3
4
5
rub
wipe
plug it into
drop
sc ra tc h ed
6 polish
7 re m o v e
8 tw ist
9 amplify
b
you
you
you
you
you
h a v e to, you n e e d to, you m u s t,
d o n ’t h a v e to, you n e e d n ’t
m u s t n ’t
should
s h o u ld n ’t
3 33))) 3 34))) 3 35))) 3 36))) Tell Sts to go to
Gram m ar B ank 6A on p.142. Focus on the example
sentences and play the audio for Sts to listen and
repeat. You could also get Sts to repeat the sentences to
practise getting the rhythm right. Then go through the
rules with the class.
A dditional gram mar notes
• Sts will have seen most o f these modals and other
expressions in earlier levels o f English File and
should be fairly comfortable with their forms and
basic uses. Here the emphasis is on contrasting
their uses and expressing them in a range of tenses.
• You may want to remind Sts that should, ought to,
and must are modal verbs. They don’t add -5 in the
third person and don’t have any other forms (e.g.
past, infinitive). They can be used to talk about the
present and the future.
obligation and n ecessity
• A typical mistake is:
- saying to after must, e.g. I must to buy a new suit.
no obligation / no n ecessity
• Here Sts learn to use needn’t, which has some
grammatical characteristics of a modal. Needn’t
and don’t need to have the same meaning, but don’t
need to is a full verb.
prohibition
Deal with any other new vocabulary and encourage Sts
to write down any useful new lexis from the article.
! You may want to explain that M artha Stewart is an
American author and TV personality who gives advice
on home entertaining, cooking, gardening, etc.
d Now get Sts to read the article again. Then tell them to
cover the text and look at the sentences in a, and with
a partner try to remember how exactly to solve each
problem.
e
Do this as an open-class question and elicit opinions.
Don’t ask for any other tips or ideas as they will be
talking about this later.
• You could point out that mustn’t and can’t mean the
same thing (= something is not allowed), though
the prohibition is usually stronger w ith mustn’t.
! Highlight that the first t in mustn’t /'mAsnt/ is silent.
Model and drill the pronunciation.
• A typical mistake is confusing mustn’t (prohibition)
and don’t have to (not necessary / not obligatory),
advice
! Remind Sts that the I in should /Jud/ and shouldn’t
/'Judnt/ is silent.
Focus on the exercises and get Sts to do them
individually or in pairs.
Check answers, getting Sts to read the full sentences.
83
6A
a
1,
2
3
4
5
d o n ’t h a v e to
/
s h o u ld n ’t
/
/
b
i
2
3
4
5
m u s t n ’t
have / need
ought
d o n 't
n e e d n ’t
6 d o n ’t n e e d t o
7 m u s t n ’t
8 didn't h a v e t o
9 /
10 o u g h t n ’t to
6
7
8
9
had
m u s t / should
o u g h t n ’t
have / need
Tell Sts to go back to the m ain lesson 6A.
E xtra support
• If you think Sts need more practice, you may want
to give them the G ram m ar photocopiable activity
at this point or leave it for later as consolidation or
revision.
c Focus on the task and make sure Sts understand the
vocabulary in the problems and solutions.
Give Sts time to write the sentences. Highlight that
they can use each expression only once with each
problem. Point out the example and remind Sts to use
the infinitive without to after the expressions in bold.
Get Sts to compare with a partner and then check
answers.
1
b) You should p u t h alf a lem o n in a g l a s s o f w a t e r a n d c o o k
it on high.
c) You m u s t n 't c le a n it w ith s t r o n g d e t e r g e n t .
2
a) You s h o u ld n ’t p a in t t h e s c r a t c h w ith a p e r m a n e n t pen.
b) You n e e d n ’t p a y a p ro f e s s io n a l t o repair it.
c) You sh ould rub s o m e olive oil on it.
3
a) You d o n ’t h a v e t o only u s e d a rk c o lo u re d c u p s for t e a
a n d c o ff e e .
b) You m u s t n ’t w a s h t h e m w ith w a t e r a n d bleach.
c) You sh ould c le a n t h e m w ith a m ix tu r e o f s a l t a n d lem on
juice.
6 SPEAKING a WRITING
a
Focus on the instructions and go through the list of
problems. Make sure Sts understand them.
Now focus on the R esp on din g to other p eo p le’s
su ggestion s box and go through it with the class.
Put Sts in pairs and get them to discuss their ideas for
solving the problems. M onitor and help, encouraging
Sts to use expressions from the box.
G et some feedback from the class.
E xtra support
• Demonstrate the activity by choosing one o f the
problems and telling the class your own solution!
E xtra idea
• Ask Sts if they know any other practical solutions for
household problems.
b Focus on the task. Tell Sts to choose their best solution
to a problem from a and write a paragraph about it.
84
Tell Sts to start by describing the problem and then
offering a solution. Encourage them to use the
expressions they practised in the gramm ar focus.
Sts should check their paragraphs for mistakes and
then swap them with another student to read.
E xtra idea
• If there’s time, put Sts in small groups o f three or
four and get them to read each other’s work. Each
group votes for the best one. The winners from each
group read their paragraphs to the class, and the class
votes for a winner.
I
I
(
G can, could, a n d be a b le to
V a t a restau ran t
P w ord pairs w ith a nd
6B
At your service
Focus on the title of the article and ask Sts what they
think ‘crimes’ means here (badpolicies or bad behaviour
but not actual crimes). You could also tell Sts that Mary
Portas is a well-known shopping ‘guru’, who has been
working with UK authorities to try to improve customer
service in Britain, and to ‘revive’ the High Streets.
Lesson plan
In this lesson, Sts revise and extend the uses o f can, could
and be able to for ability, possibility, permission, and
deduction. The context is service in shops and restaurants.
Sts begin by reading an article about bad customer service
in shops in the UK. This leads into an extended speaking
activity about Sts’ own experiences as customers. This is
followed by the gramm ar focus and practice, and the first
half of the lesson ends with a song about shopping, Hit ’em
up Style (Oops!).
Now focus on the task and headings A -H , making sure
Sts understand all the lexis in the headings.
Give Sts time to read the article and complete the gaps
w ith the headings. Remind them that there is one extra
heading.
In the second half, the customer service theme shifts to
restaurants. There is a vocabulary focus on restaurant
language and common verb phrases. This is followed
by a pronunciation spot on food and restaurant-related
word pairs with and, such as oil and vinegar. Next, Sts
read and listen to find out about a reality TV series called
Service, where a well-known chef attempted to train a
group of unqualified young people to become top waiters.
The lesson ends with a writing focus where Sts write a
restaurant review.
s t u d 'i
•
•
•
•
G et Sts to compare with a partner and then check
answers.
E x tr a s u p p o rt
• Before Sts read the article, check it for words and
phrases which your Sts might not know and be ready
to help with these (but not the highlighted words).
2 G
W orkbook 6B
iTutor
iChecker on iTutor
w w w .o u p .c o m /e lt/e n g lis h file
A
B
C
D
d
« Song H it ’em up S tyle (Oops!) p.2 1 5 ( i n s tr u c tio n s p .207)
• w w w .o u p .c o m /e lt/te a c h e r/e n g lis h file
E
6 C
7
D
checkouts
till
c a s h ie r
rails
E hangers
F c o u n te r
G r e c e ip t
Focus on the instructions. Sts read the article again and
tick the opinions that the writer, M ary Portas, agrees
with.
Finally, deal with any other new vocabulary and
encourage Sts to write down any useful new lexis from
the article.
e
1 READING
Books open. Focus on the instructions. Then put Sts in
pairs and get them to discuss the questions.
E x tra s u p p o rt
• You could do this as an open-class activity.
5
S t s sh ould tick: 1, 2, 4, 7, 8,
• Now get them to compare with a partner and to say what
. they buy there and why they go to these shops rather
than alternatives.
Elicit some answers and write them on the board. Try
to get at least four or five.
H
Get Sts to compare with a partner and then check
answers.
O p tio n a l lea d -in (b o o k s closed)
• Put Sts in pairs, and tell them to write down the names
of the three shops that they go to m ost often.
a
4
G et Sts to compare with a partner and then check
answers, and model and drill pronunciation.
Extra photocopiable activities
• G et feedback from the class.
B
Focus on the photos and the highlighted words. Tell Sts
to work out what they mean from the context and then
m atch them with A -G in the photos.
m m
• G ram m ar can, could, a n d be able to p .151
• Com m unicative W h a t’s t h e problem ? p.1 82 ( in stru c tio n s
p. 164)
• Vocabulary At a r e s t a u r a n t p .2 0 3 ( i n s tru c tio n s p.193)
3
You could do this as an open-class activity or in pairs
or small groups. I f you do it in pairs or groups, get
feedback to find out which customer service ‘crimes’
the class agrees are also problems in their country and
which opinions they agree with.
2 SPEAKING
a
Focus on the instructions and the list of places. Give
Sts time to make some notes or think about their
opinions and experiences.
Focus on the topics in the list and go through them.
If necessary, model and drill the pronunciation of
convenient, queuing, and any other words you think
your Sts may have problems with.
85
6B
Now put Sts in groups of three or four. Tell them to talk
about each kind of place in turn, exchanging opinions
and experiences. Encourage them to ask each other
for more information and to give as much detail as
possible. M onitor and help with vocabulary.
The conditional form could is often used
as an alternative to would, e.g. in 2nd or
3rd conditional sentences, e.g. I f I had more
experience, I could get a good job. I f you hadn’t
tried to book so late, you could have got a table.
Get feedback from the class for each place.
Highlight that we often use can when
we’re talking about decisions and future
arrangements, e.g. I can meet you fo r coffee after
class. The doctor can seeyou next Monday. In
most other cases we use will be able to for the
future, e.g. when we talk about a skill or ability
that we don’t have now, but will have in future,
e.g. I ’ll be able to speak basic Spanish when the
course is over
Extra support
• Demonstrate the activity by choosing one o f the
places and telling Sts about your own experience.
Focus on the task and get Sts in their groups to
brainstorm ideas.
Elicit their ideas onto the board. You could get the class
to choose which three things they think would make
the most difference.
Extra challenge
• G et Sts to write a paragraph for the website o f a shop,
bank, etc. with suggestions as to how they think they
could improve customer service.
GRAMMAR can, could, and be able to
Typical mistakes include:
- saying to after can, e.;
- using can or could when be able to is the correct
Focus on the exercises and get Sts to do them
individually or in pairs.
Check answers, getting Sts to read the full sentences.
Focus on the task and get Sts to do this in pairs.
1
2
3
4
5
6
7
8
9
Check answers. Make sure Sts explain why the X
sentences are wrong, as well as give the right answer.
1 X you'll be able to g e t it (no w ill f u t u r e o f c a n ; s u b s t i t u t e
w ith be able to)
2 /
3 / I couldn’t find (can / c o u ld m a k e t h e n e g a t i v e by
ad d in g n o t / n 't )
4 X you could t r y (can / c o u ld a r e follow ed by t h e
infinitive w i t h o u t to)
5 X t o be able to sing (no infinitive o f can; s u b s t i t u t e with
be able to)
6 /
3 37))) 3 38))) Tell Sts to go to G ra m m a r B a n k 6B
onp.143. Focus on the example sentences and play
the audio for Sts to listen and repeat. You could also
get Sts to repeat the sentences to practise getting the
rhythm right. Then go through the rules with the class.
10
X He c a n s p e a k French
X you sh o u ld b e a ble t o p h o n e
/
X You c a n ’t b e
/
A s h e m ig h t b e able t o help
/
X Will I b e a b le t o u s e
X I w a s a b le t o / m a n a g e d t o g e t
/
b
1
2
3
4
5
6
7
8
9
10
b e in g a b le t o
could
c a n ’t
Could / Can
b e a b le t o
c o u ld n ’t
b e e n able t o
c a n ’t
w a s able t o
t o b e a b le t o
Additional gram mar notes
• Sts will have met these forms before, so this
gramm ar focus should be mainly revision and
consolidation although rule 5 will probably be
new. The emphasis here is on the use o f these forms
in various functions.
• You may want to rem ind Sts that can and could
don’t add -s in the third person and don’t have any
other forms (e.g. infinitive). They can be used to
talk about the present and the future.
ability, possibility, and p erm ission
• rule 1:
- Emphasize that can is the natural and most
common form to use when the meaning is know
how to, e.g. I can swim.
Tell Sts to go back to the main lesson 6B.
E xtra support
• If you think Sts need more practice, you may want
to give them the G ram m ar photocopiable activity
at this point or leave it for later as consolidation or
revision.
Focus on the statements. Tell Sts that they should
make sentences with their own ideas and opinions,
beginning with the phrases in the statements, e.g.
Everybody should be able to d o ....
Give Sts time to think about their sentences before they
write. Then get Sts to compare with a partner. Finally,
get some feedback from different pairs.
E xtra support
• Demonstrate the activity by completing one or two
statements yourself.
6B
4
3 39)))
SONG
H i t ’em up Style (Oops!) J?
This song was the 2001 debut single hit by American
rhythm & blues (R&B) singer Blu Cantrell. For
copyright reasons this is a cover version. I f you want
to do this song in class, use the photocopiable activity
onp.215.
3 39)))
H it ’e m up S ty le (Oops!)
While he w as scheming
I w a s beaming in t h e b e a m e r j u s t beaming
Can’t believe t h a t I c a u g h t my m an c hea ting
So I found a n o th e r way to m ake him pay for it all
So I w e n t to Neiman-Marcus on a shopping spree-ah
And on t h e way I g rabbed Soley and Mia
And a s t h e c ash box rang I
T hought everything away
Chorus
(Oops) There g o e s t h e d re am s we u se d to say
(Oops) There g o e s t h e tim e s we s p e n t away
(Oops) There g o e s t h e love we had
But you c h e a t e d on m e and t h a t ’s for t h a t now
(Oops) There g o e s t h e house we m ade a home
(Oops) There g o e s you'll never leave m e alone
(Oops) For all t h e lies you told this is w h a t you owe
Hey Ladies, when your man w anna g e t buck wild
Ju s t go b ack and hit 'em up style
Get your hands on his c ash and
Spend it to t h e last dime for all t h e hard tim e s
Oh, w hen you're cold and everything goes
From t h e crib, to th e ride and t h e c lothes
So you b e t t e r let him know t h a t
If you m e s s up
You g o t to hit 'em up
While he w as bragging
I w a s coming down t h e hill j u s t dragging
All of his pictures and his c lo th e s in t h e bagging
I sold everything else till t h e r e w as j u s t nothing left
And I paid all t h e bills a b o u t a m onth too late
It’s a sha m e w e have to play t h e s e g a m e s
The love we had ju s t fa d ed away, away
Chorus
Hey Ladies, when your man w anna g e t buck wild
J u s t go b ack and hit 'em up style
Get your hands on his c ash and
Spend it to t h e last dime for all t h e hard tim e s
Oh, w hen you’re cold and everything g o e s
From t h e crib, t o t h e ride and t h e c lothes
So you b e t t e r let him know t h a t
If he m e s s up
You go t to hit 'em up
All of th e d re am s you sold
Left me o u t in t h e cold
What h a ppene d to t h e days w hen we u se d to t r u s t e ac h o th e r
And all of t h e things I sold
Will t a k e you until you g e t old
To g e t 'em b ack w ithout me
Cause revenge is b e tt e r t h a n m oney you’ll s e e
Hey Ladies, w hen your man w anna g e t buck wild
J u s t go b ack and hit 'em up style
Get your hands on his c ash and ...
Oh, w hen you’re cold and everything g o e s
From th e crib, to th e ride and t h e c lothes
So you b e t t e r let him know t h a t
If you m e s s up
You g o t to hit 'em up
Hey Ladies, w hen your m an w anna g e t buck wild
Ju s t go b ack and hit 'em up style
Get your hands on his c a s h and ...
5 VOCABULARY
at a restaurant
a D o this as an open-class activity and elicit opinions.
You could also tell Sts about anywhere you know which
you think has very good or very bad service.
b Tell Sts to go to Vocabulary B ank A t a restaurant on
p .161.
Focus on 1 T hings on the table. Get Sts to do a
individually or in pairs.
3 40))) Now do b. Play the audio for Sts to check
answers. Play it again, pausing after each word or
phrase for Sts to repeat.
Highlight the difficult consonant cluster in corkscrew
which has four consonant sounds together, and give
extra practice o f this word.
3 40 )))
1 Things on the table
12 bowl
5 corkscre w
17 cup
10 fork
6 glass
16 jug
13 knife
15 mug
9 napkin
2 oil and vinegar
11
7
19
3
4
8
14
18
20
1
plate
sa lt and p epper
saucer
serving dish
spoon
tab le clo th
tea p o t
te a s p o o n
tray
wine glass
You may want to explain the difference between a cup
and a mug ( a cup is smaller and usually comes with a
saucer). You could also teach the word cutlery /'kAttari/
(= the collective noun for knives, forks and spoons).
Do c and elicit answers from the class, encouraging Sts
to use vocabulary from a.
Finally, focus on the Plate, dish, meal, and course box
and go through it with the class.
Now focus on 2 T hin gs peop le do in restaurants.
Get Sts to do a individually or in pairs.
3 41))) Now do b. Play the audio for Sts to check
answers. Play it again, pausing after phrase for Sts to
repeat.
3 41)))
2 Things people do in restaurants
waiters
6
4
2
1
3
5
lay t h e table
t a k e an order
recom m end a dish
carry a tray
se rve a table
pour t h e wine
customers
11 book a table
7 order food
8 try t h e wine
12 send s o m e th in g back
9 ask for t h e bill
10 leave a tip
T esting y o u rself
For both T hin gs on the table and T h in gs peop le do
in restaurants, Sts can cover the words and phrases
and look at the pictures.
T esting a partner
See T esting a partner p. 20.
Tell Sts to go back to the main lesson 6B.
87
6B
E x tr a s u p p o rt
• If you think Sts need more practice, you may want
to give them the Vocabulary photocopiable activity
at this point or leave it for later as consolidation or
revision.
6 PRONUNCIATION
Extra idea
• Based on Sts’ feedback, list the advantages and
disadvantages in separate columns on the board. Ask
the class which is the longest.
b
word pairs w ith and
Get Sts to compare with a partner and then check
answers.
P ro n u n c ia tio n n o te s
• At this stage, students will be well aware that what
is written and what is pronounced in English are
often not the same thing. These exercises focus
on the word and, which is typically pronounced
in its weak form, and can be heard as /an/ as in the
photograph in a.
Ask Sts if there are any similar programmes in their
region, and if they enjoyed them.
Extra support
• Before Sts read the text, check it for words and
phrases which your Sts might not know and be ready
to help with these.
• The exercises aim to get Sts to correctly recognize
the different weak form pronunciations o f and in
natural speech. If they can comfortably pronounce
/an/ where appropriate, this will help them to be
more fluent when speaking in English.
a
1 C o n t e s t a n t s a r e n ’t v o t e d o f f e a c h w e e k ; i n s t e a d t w o
w in n e r s a r e c h o s e n a t t h e e n d o f e ig h t w e e k s .
2 S ix-m onth s c h o l a r s h ip s w ith t h e A c a d e m y o f Food &
Wine
3 Michel Roux is a c h e f w h o o w n s s e v e r a l w ell-know n
r e s t a u r a n t s . He is a ls o c r e a t o r o f t h e TV s e r i e s S ervice
a n d a ju d g e on t h e BBC TV p r o g r a m m e Ma ste rch e f.
4 He sa y s , ‘If t h e fo o d a t o n e o f my r e s t a u r a n t s w a s OK,
b u t t h e s e rv ic e w a s brilliant, t h e c u s t o m e r s w ould still
c o m e back. B ut I'd n e v e r s e e t h e m a gain if t h e se r v ic e
w a s rubbish, e v e n t h o u g h t h e fo o d w a s brilliant.’
5 B efore t h e show, Danielle h a d n e v e r drunk wine, and
Ashley h ad n e v e r e a t e n in a r e s t a u r a n t with t a b l e service.
Focus Sts’ attention on the photo. Get them to suggest
what the ‘n ’ stands for and why it is written like that.
It s t a n d s for and.
It is w r i t te n like t h a t t o r e f l e c t t h e p ro n u n c ia tio n o f a n d
w h e n it is u n s t r e s s e d a n d follow ed by a w ord be ginning
w ith a c o n s o n a n t.
b
3 42))) Play the audio once for Sts to listen. Play it
again, pausing after each phrase for Sts to repeat.
3 42)))
S e e words in S tude nt's Book on p.60
E x tr a s u p p o rt
• If Sts are having problems with bn/, get them to write
out the phrases as a single word, but with no letter d
in and, e.g.fishanchips, oilanvinegar, etc. They can then
try to pronounce what they have written as one word.
c
Put Sts into pairs. Tell them to ask about the differences
between the pairs of things, using the full questions
(W hat’s the difference between a cup and a glass?). Tell
them to take turns asking and answering, and remind
them o f the weak pronunciation o f and. If there is time,
get some feedback from the class.
E x tr a s u p p o rt
• Model and drill phrases 1-10 with the weak form o f
and before Sts ask each other the questions.
STUDY fTTTH
• Sts can p ractise word pairs w ith a n d on th e iT utor.
7 READING & LISTENING
a
88
Do this as a whole-class activity. Elicit experiences, and
tell Sts about your own if you have any. Then elicit the
advantages and disadvantages
Focus on the task and the photos. Go through the
questions. Give Sts time to read the article once all the
way through and then answer the questions.
c
3 43))) Tell Sts they are going to listen to a radio show
in which a TV critic summarizes the series Service.
Give them time to read sentences 1-9.
Play the audio once the whole way through for Sts to
listen and mark the sentences T (true) or F (false).
G et Sts to compare with a partner and then check
answers.
E xtra support
• Before playing the audio, go through the listening
script and decide if you need to pre-teach / check any
lexis to help Sts when they listen.
I F
2 T
3
4
F
T
5 F
6 F
7
7
9
T
8 F
3 43)))
(script in S t u d e n t ’s Book on p.127)
P = Presenter, T = TV critic
P Welcome back to Breakfast, and now’s t h e tim e when we
talk a b o u t w h a t w as on TV la s t night with our TV critic,
Ryan. We’re going t o s t a r t with Service, Michel Roux’s
series, which had its final episode last night. Ryan, you
w a tc h e d t h e whole series, didn't you?
T Yes, I did. For th o s e of you t h a t h aven’t w a tc h e d it, Service
t ook eight young people with no real background in service
or r e s t a u r a n t work, and tried to c onvert th e m into g re a t
waiters, c apable of working in a to p r e s t a u r a n t in t h e UK,
or indeed a nyw here in th e world.
P Tell us a bit a b o u t w h a t t h e y w ere like a t t h e beginning.
T Well, in th e first episode, a f te r ju s t a fe w hours of training,
t h e group had to m anage t h e dinner service a t a pizza
re sta u ra n t, and a lm o st everything w e n t wrong. Custom ers
waited a g e s for their food, t h e n g o t th e wrong orders, and
t h e t e a m all f o u g h t with e ac h other. One of t h e trainees,
Nikkita, s t a r t e d to cry, and Ashley - well, w hen th e
pre ssu re g o t too much, he simply disappeared and left th e
o th e rs to it!
6B
Get Sts to compare with a partner and then check
answers.
P But by th e end, I’m assum ing t h e y ’d all improved
T
P
T
P
T
P
T
enormously?
Yes. In later episodes, t h e t ra in e e s gained massively
in confidence, mainly t h a n k s to Michel Roux’s
e n c o u ra g e m e n t and his positive a ttitu d e , and also his
g r e a t colleagues who helped to train them . They served
in all s o rts of different se ttin g s, including an e le g a n t Paris
r e s t a u r a n t - th e first trip to France for m o s t of t h e m - and
a five-star hotel. They learned to handle really demanding
situations, for example, by t h e end Brooke w as able to
cook crepes su ze tte - a t t h e tab le for her c u s to m e rs t h a t 's c re p e s flam be ed with o range juice and alcohol. That
w as a m o m e n t which really b o o ste d her confidence.
So tell us a b o u t la s t night's final episode.
Right. In t h e final episode, Chef Michel let t h e tra in e e s
handle t h e dinner service a t his own Michelin-starred
r e sta u ra n t, Le Gavroche. He a d m itte d t h a t he w a s quite
terrified, bu t in t h e end, in his own words, t h e y did superbly
well.
And t h e big question last night, o f course, was: who w ere
th e tw o winners?
The tw o winners w ere Danielle, t h e form er hairdresser,
who won a scholarship to b e co m e a wine waiter. And
Ashley, t h e young man who u sed to be in trouble with th e
law, who won t h e scholarship in service and waiting. But in
addition, Michel Roux w as so im pressed with th e t ra in e e s ’
progress t h a t he decided to award one e x tra scholarship,
and t h a t w e n t to t h e form er s a les p ers o n Jam es, t h e o ldest
of t h e group a t 24.
It’s an inspiring story, and we wish th e m all t h e b est.
And it m ade g r e a t television. Next, I’m going to talk a b o u t a
new sitcom t h a t was...
T hey a g r e e a b o u t t h e fo o d a n d t h e service.
T hey d i s a g r e e a b o u t t h e a t m o s p h e r e (especially t h e music)
an d t h e prices.
b Focus on the instructions and questions 1-6. Get Sts to
read the reviews again and then answer the questions
individually or in pairs.
If Sts worked alone, get them to compare with a
partner.
Check answers.
1
2
3
4
5
Zoe
Rafael
Rafael
Zoe
Zoe b e c a u s e s h e g o e s into m o re d e ta il a b o u t t h in g s
t h a t w ould a f f e c t o t h e r c u s t o m e r s
6 Rafael
c
Now tell Sts to read the reviews again and work out the
meaning o f the highlighted words and put them in the
correct gaps in the U sefu l language box. Tell them to
read the whole sentence as the context will help them.
d Now tell Sts they are going to listen again and this time
they must correct the wrong inform ation in the false
sentences.
Get Sts to compare with a partner. Check answers,
either explaining in English, translating into Sts’ LI, or
getting Sts to check in their dictionaries.
Play the audio again the whole way through.
Get Sts to compare with a partner. If necessary, play
the audio again, and then check answers.
Ryan w a t c h e d t h e w h o le s e ries .
The t e a m all f o u g h t w ith e a c h other.
Brooke w a s a b le t o c o o k cre p e s s u z e tte .
In t h e final e p is o d e t h e t r a i n e e s s e r v e d a t C h e f Michel’s
ow n r e s t a u r a n t , Le G avroche. T hey h a d s e r v e d in a Paris
r e s t a u r a n t in a n e arlier e p is o d e.
8 The w in n e rs o f t h e s c h o l a r s h ip s w e r e Danielle a n d
Ashley, b u t Michel Roux a ls o a w a rd e d an e x tr a
sc h o la rs h ip t o J a m e s .
2 cram ped
3 delicious
4 fresh
1
3
5
6
E x tr a id ea
• You could ask Sts if they think they would have
enjoyed the programme, and if any o f them would
like to be on a show like Service and why (not).
E x tr a s u p p o rt
• If there’s time, you could play the audio again while
Sts read the script on p .127, so they can see what they
understood / didn’t understand. Translate / explain
any new words or phrases.
e
8 WRITING
Tell Sts to go to W r itin g A restaurant review on p.118.
a
5 ta s ty
6 reasonable
7 pricey
Extra challenge
• Get Sts to add more words and expressions to the
chart, both positive and negative. Elicit their ideas
and write them on the board.
d Tell Sts they are going to write a review about a cafe,
bar, or restaurant. If they haven’t been to one recently,
tell them to invent the details.
Now focus on the plan and go through points 1-5 with
Sts. Encourage them to make brief notes on what they
will write about.
Sts write their review, following the plan they’ve
made. Remind them to use the U sefu l language and
V ocabulary B ank A t a restaurant on p. 161 to help
them.
e
You may like to get Sts to do the writing in class or you
could set it as homework. If you do it in class, set a time
limit for Sts to write their review, e.g. 15-20 minutes.
f
Sts should check their work for mistakes before giving
it in.
Focus on the questions and either discuss them with
the whole class or put Sts in pairs to discuss them.
Get some feedback from the class.
Focus on the Useful language: describing restaurants
box and go through it with Sts, making sure they
understand all the lexis, e.g. dreadful.
Extra idea
• You could get Sts to post their corrected reviews on a
website like TripAdvisor.
Focus on the task and give Sts time to read the two
restaurant reviews for Bistro Giacomo. Remind them
to try to guess new words from context as they read.
89
5&6 Revise and Check
For instructions on how to use these pages see p.40.
CAN YOU UNDERSTAND THESE PEOPLE?
sTUDvmaa
1B
2 B
1Test and Assessment CD-ROM
A Oh, I don’t w a tch very much TV. Um, m aybe tw o hours a
night, tw o hours on an evening.
1 Do you think you w atch too much TV?
1
A I probably do. Um, t h e r e ’s nothing very good on TV, um, so
GRAMMAR
6
7
8
9
10
c
c
b
a
a
11
12
13
14
15
c
b
b
a
c
VOCABULARY
a
1 barn
2 sitc o m
3 ro p e
4 tray
5 bowl
b
1 turn
2 soap
3 forecast
4 current
5 screen
1 leaves
2 stream
3 valley
4
5
d
1 lad d e r
2 b a tte rie s
3 th rea d
4
5
screw s
s e t up
e
1 book
2 leave
3 take
4
5
sew
ask
pick
lam b
a
1 tap
2 bush
3 cartoon
4 work
5 c ow
b
1 c o m m e rc ia l
2 harvest
3 s c re w d riv e r
4 b a tte ry
5 teasp o o n
CAN YOU UNDERSTAND THIS TEXT?
90
w e ’re very selective a b o u t w h a t we watch.
What kind of program m es do you w a tch m ost?
A Erm, w e like comedies, w e like action program m es, um, and
I like to w atch t h e n ew s - keep u p-to-date with t h e news.
1
2
I = Interviewer,
1
D = Diarmuid
I Would you like to live in t h e countryside?
D Er, well, I’m from t h e countryside, er so yes, I would like to
1
n
U
move back there.
Why?
Er, it’s very quiet, I think it’s a g r e a t place, er, for kids to
grow up b e ca use , it’s usually sa fe r and t h e r e ’s lots of
p laces for, kids to play, it’s more relaxing, it’s usually more
peaceful. The only problem is it can be difficult to g e t to.
3
I1= Interviewer, M = Mairi
1 Are you good a t DIY?
M Yes and no. Erm, I’ll always try my h a r d e s t but I don’t think
it always c om e s o ut p erfect.
What was t h e last thing you did?
M Erm I p u t up s om e furniture. I, er, p u t up a bed, and it h a sn ’t
fallen a p a r t so far, so I think t h a t ’s good.
1 Who normally fixes things in your house if th e y n eed
fixing?
M Erm, my dad usually fixes things.
1
PRONUNCIATION
b
5C
I = Interviewer, A = Andrew
1
1 How much TV do you watch?
• Quick Test 6
• File 6 Test
c
4A
3 44)'
• iTutor
l b
2 a
3 c
4 a
5 b
3C
1 Tipping is m o r e c o m m o n in t h e US.
2 If t h e se rv ic e h a s b e e n ve ry g ood.
3 No, in t h e m o s t c a s u a l o f r e s t a u r a n t s tipping is n o t
universal.
4 If you a r e v e ry u n h a p p y w ith t h e service.
5 N ot all r e s t a u r a n t s a d d a s e r v i c e c h a rg e . You d o n 't h a v e t o
pa y it if y o u ’re u n h a p p y w ith t h e service.
6 B e c a u s e t h e se rv ic e c h a r g e m a y a lr e a d y b e a d d e d , b u t t h e
c a rd m a c h in e m ay still a s k if you w a n t t o a d d a tip.
4
I=
1
1
c
1
C
Interviewer, C = Chris
Are you good a t DIY?
I am absolutely u seless.
What was t h e last thing you did?
Erm, probably p u t to g e t h e r an IKEA bed and t h e n find
t h a t I’d put everything in th e wrong place to s t a r t with, so
no, I’m n ot very good a t all. I did c hange s om e light bulbs
recently, b u t I don’t really consider t h a t to be DIY.
1 Who normally fixes things in your house if t h e y need
fixing?
c I would normally g e t som ebody in to do it.
I = Interviewer, C = Christopher
I
Is t h e r e anything t h a t shop a s s i s t a n ts do t h a t really
annoys you?
C Er, w hen th e y t e n d to talk and ignore you. Or k eep on
asking you w h e th e r you need any help or not. I prefer to
ju s t browse and when I w a n t a ssista n ce , I’ll go to g e t th e
a ssista n t.
V
M
7A
M
G phrasal verbs
V c a s h m a c h in e s ; p h r a s a l v e r b s
P linking
Giving it away
Lesson plan
The topic o f this lesson is money. The lesson starts with
a vocabulary and listening activity about cash machines,
where Sts learn some useful lexis for using cash machines
in English, and talk about any bad experiences they have
had with them. This is followed by the gram m ar focus
which is on phrasal verbs. The three types o f phrasal verbs
(separable, no object, and inseparable) are revised and
practised. This leads to the pronunciation focus, which
practises linking in phrasal verbs.
b
Focus on the quiz. Put Sts in pairs and set a time limit
for them to answer the questions.
E xtra idea
• You could put two pairs together and get them to
compare their answers.
c
In the second half, Sts read an article about a wealthy
Londoner who calls him self M r Lucky. He gives away
money to deserving people provided they promise to
do something good with it. The text provides Sts with
examples of new phrasal verbs, and they then go to the
Vocabulary Bank to learn more new ones, and revise the
phrasal verbs from Files 1-6. Finally, they consolidate what
they have learned in a speaking activity.
4 2))) Play the audio for Sts to Iisten and check.
Highlight that:
- w it h d r a w is a more formal word for ta k e o u t
- PIN is always pronounced /pin/ not P-I-N.
4 2)))
1
2
3
4
5
6
STUDY fTTTTl
• Workbook 7A
• iTutor
• w w w .o u p .c o m /e lt/e n g lis h file
7
8
9
Extra photocopiable activities
•
•
•
•
G ram mar p h r a s a l v e r b s p.152
Com m unicative Talking o f money... p .183 ( i n s tr u c tio n s p .164)
Vocabulary P h ra s a l v e r b s p.2 0 4 ( i n s tru c tio n s p .193)
w w w .o u p .c o m /e lt/te a c h e r/e n g lis h file
O ptional lead-in (b o o k s closed)
• Write on the board:
W H I C H OF T H E S E D O YOU D O M O ST O F T E N ?
-
GO T O T H E B A N K
-
USE O N LINE BAN KING
-
USE A CASH M A C H IN E
-
N O N E OF T H E S E
• G et Sts to answer in pairs, and say why. Get feedback
and tell them what you do and why.
1 VOCABULARY & LISTENING
cash machines
a Books open. Focus on the words and expressions. Get
Sts to answer the questions.
T hey r e fe r t o t h e s a m e thing.
Cash m a c h in e a n d cash p o in t a r e t h e m o s t c o m m o n in t h e
UK, a n d ATM a n d cash m a c h in e in t h e US.
10
d
If you w a n t to t a k e o u t money, you p re ss ‘w ithdraw c a s h ’.
If you w a n t to know how much m oney you have, you p re ss
'check your balance'.
If you w a n t a paper record of w h a t you did, you press
‘print receipt'.
If you w a n t to p ut m oney into your a ccount, you pre ss
'make a d e p o sit’.
If you make a m istake and n eed to s t a r t again, you pre ss
‘canc el’.
If you s e e ‘c urrent a c c o u n t or savings a c c o u n t? ’, you have
to decide which a c c o u n t you w a n t t o use.
If you s e e 'e n te r your PIN’, you have to key in your s e c r e t
number.
If you s e e 'remove your c a s h ’, you have to t a k e your
money o u t of t h e machine.
If you s e e ‘insert your card ’, you have to p u t your card in
t h e machine.
If you s e e ‘out of service’, you have to find a n o th e r
machine t h a t ’s working.
4 3))) Tell Sts they are going to listen to two different
news stories about cash machines.
Focus on the chart and the questions. You may want to
get Sts to copy the chart into their notebooks. Play the
audio once the whole way through for Sts to listen.
Play the audio for each story again, pausing as
necessary for Sts to write the answers.
Get Sts to compare with a partner and then check
answers.
Extra support
• Before playing the audio, go through the listening
script and decide if you need to pre-teach / check any
lexis to help Sts when they listen.
S to ry 1
1 A c a s h m a c h in e g a v e o u t f r e e m oney.
2 T he Bank o f S c o tla n d .
3 T he b a n k said it w a s unlikely t o t a k e a c tio n .
Story 2
1 C u s t o m e r s a t t w o ATMs g o t f a k e b a n k n o t e s .
2 A m a n w h o w o rk e d for a c o m p a n y t h a t r e p a irs t h e c a s h
m a c h in e s .
3 The m a n w a s a r r e s t e d .
Explain that in the UK a hole in the wall was originally
a cash machine installed in a hole in the wall outside a
bank, but it is now sometimes used to refer to any cash
machine; in the US hole in the wall is used to describe a
small restaurant or shop, not a cash machine. The word
cashpoint isn’t used in the US.
91
7A
f
4 3)))
(script in S t u d e n t ’s Book on p.127)
S tory 1
Welcome b ack to th e evening news. It’s q u a rte r p a s t seven,
which m e a n s it’s tim e for ‘odd n e w s’, our round-up of str a n g e
and unusual stories from around t h e world.
Starting close to home, ATM c u sto m e rs in Glasgow were
pleasantly surprised this afternoon when a cash machine
s t a rte d giving out free money. The Bank of Scotland ATM was
giving ou t double th e am ount re q u e s te d by c u sto m e rs - if
you asked for £20, you got £40. The news spread quickly over
social networks, and soon over a hundred people were queuing,
looking for free money. Eventually, police arrived and stood
guard over th e machine until th e bank w as able to switch it off
remotely. The bank said it was unlikely to ta k e action b e ca u se
of th e difficulty of tracing all t h e p a ym e nts made.
This is not t h e first tim e a cash machine has broken down in
this way. A similar malfunction took place in London a b o u t six
m onths ago, and s om e y ears ago c ash m achines in Coventry
gave away more t h a n £850,000 in error.
If you were one of t h e lucky o n e s who g o t an extra £20 note,
be warned: keeping t h e e xtra money is c onsidered a crime,
and t h e law e x p e c t s you to give it back. During th e incident in
Coventry, t h r e e family m em b e rs were s e n t to prison for a year
for collecting over £134,000 from th e faulty machines.
Our n e x t odd story ta k e s us to t h e o th e r side of t h e world,
where...
Story 2
And now th e news. If you’ve ta k e n m oney o u t recently a t an
ATM in New York City, you might w a n t to c heck your wallet for
fake notes. They should be e a s y to s p o t b e c a u s e they'll be
blank on one side and printed on ordinary paper.
Police have w arned c u sto m e rs and s h o p s to look o u t for th e
fa k es a f te r t h e y w ere found in tw o ATMs on Monday. They
w ere never su p p o s ed to fool any c u sto m e rs, police say. But
th e y were m e a n t to m ake t h e m achines think t h e y were full of
c ash when, in fact, th e y were missing a b o u t $110,000.
So who did this, and why? According to police, it w as a man
who worked for a com pany t h a t repairs th e c ash machines.
He filled th e machine with t h e fake n o te s and k e pt t h e real
m oney for himself. The man w e n t on holiday to t h e Dominican
Republic to enjoy th e s tolen cash, b u t he w as immediately
a rre s te d when he c a m e back t e n d ays later.
For our n e xt story, w e ’re going over to our re p o rte r in...
e
Focus on the questions. Play the audio again and get Sts
to complete the gaps with the numbers they hear.
Get Sts to compare with a partner and then play the
audio again if necessary.
Check answers.
1 £40
2 £ 8 5 0 ,0 0 0
3 ov e r £ 1 3 4 ,0 0 0
4 a b o u t $110,000
E xtra support
• If Sts are having trouble with large numbers, you
could do a quick revision by writing some large
numbers on the board and getting Sts to say them
aloud. Remind them to use and after a hundred, e.g.
eight hundred andfifty, and that thousand and million
are used in the singular, e.g.five thousand, ten million,
etc.
• If there’s time, you could play the audio again while
Sts read the script on p.127, so they can see what they
understood / didn’t understand. Translate / explain
any new words or phrases.
Extra idea
• You could ask Sts a few more questions about the
news stories, e.g. What does the law say about keeping
the money that was given away? (It’s a crime to keep it);
Why did the man put fa ke notes in the ATMs? (to make
the machines think they were full o f cash).
92
Put Sts in pairs and get them to discuss the questions,
giving as much information as possible.
M onitor and help with vocabulary if necessary. You
will probably need to pre-teach the expression It
swallowed my card as this is one o f the most common
problems that people have with cash machines. D on’t
overcorrect, but encourage Sts to communicate.
Get some feedback from the class.
Extra support
• Choose one o f the questions and answer it yourself,
giving as much information as possible.
2 GRAMMAR phrasal verbs
a Focus on the instructions. Get Sts, in pairs, to circle
the correct form or tick the sentence if both forms are
possible.
Check answers.
1
2
3
4
5
b
looking for f r e e m o n e y
s w it c h it o ff
/
look o u t for t h e f a k e s
c a m e b a c k t e n d a y s l a te r
4 4 )| 4 5 )| 4 6))) Tell Sts to go to G ramm ar B ank
7A on p. 144. Focus on the example sentences and play
the audio for Sts to listen to and repeat. You could also
get Sts to repeat the sentences to practise getting the
rhythm right. Then go through the rules with the class.
A dditional gram mar notes
• Phrasal verbs are always difficult for Sts mainly
because there are so many, and because even when
Sts think they know the meaning o f a phrasal verb
they then discover that it may have several more
meanings. However, the gramm ar of phrasal verbs
is not difficult, and Sts should have seen the rules
before.
• Type 1: Highlight that as in Type 3, the verb and
particle in these phrasal verbs are never separated,
e.g. by a time adverbial (NOT He came three days
later back).
• The phrasal verbs used in the exercises have
all been taught before and should be known. A
num ber of new phrasal verbs will be introduced in
the Vocabulary Bank later in the lesson.
Typical mistakes include:
- putting a pronoun object after a separable
dictionary?
- omitting a particle in a phrasal verb, e.g. We’re
Focus on the exercises and get Sts to do them
individually or in pairs.
Check answers, getting Sts to read the full sentences.
7A
a
1
2
3
4
5
s e n t it b a c k
/
/
s e t o f f a t 7.00
to o k it b a ck
b
i pick t h e m up
2 looking fo r w a rd t o it
3 c lo s e d it d ow n
4 fallen o u t w ith him
5 looking for t h e m
6
7
8
9
10
/
paid h e r b a c k
/
g r e w up in W ales
/
6
7
8
9
10
trie d t h e m on
t h r o w it a w a y
looked a f t e r him
a s k e d for it
t u r n it up
a response from the class. Then repeat the activity
eliciting responses from individual Sts.
4 9»)
1
2
3
4
5
6
7
8
E xtra support
• If Sts find it difficult to say the answers after hearing
the sentence on the audio, give them more time and
tell them to write the answer down. After they have
heard the last sentence in the audio, get them to
compare their answers with their partner. Finally,
play the audio again, and ask them to try to say the
correct response without looking at their written
answers.
Extra support
• If you think Sts need more practice, you may want
to give them the G ram m ar photocopiable activity
at this point or leave it for later as consolidation or
revision.
Tell Sts to go back to the main lesson 7A.
3 PRONUNCIATION linking
P ro n u n c ia tio n n o te s
• This exercise gives more practice of linking,
especially the linking between a word that finishes
in a consonant sound and is followed by a word
beginning with a vowel, which is very common
with phrasal verbs.
a
b
Put Sts in pairs. Focus on the instructions and get Sts
to match 1-6 with a-f.
stud\m a i
• Sts can p ractise linking on th e iTutor.
4 READING & SPEASCBN6
a
b
4 7»)
c
If Sts did the task individually, get them to compare
with a partner. Check answers.
4 8))) Elicit I explain that the preposition in a phrasal
verb is unstressed unless it comes at the end o f a
sentence or phrase, e.g. When did you set off?
E xtra support
• Before Sts read the article, check it for words and
phrases which your Sts might not know and be ready
to help with these (but not the highlighted words).
Play the audio and get Sts to repeat.
4 8)))
1 Mr Lucky (not his real nam e) is a L ondoner in his f o rtie s
w h o is a millionaire. He e a r n e d so m u c h m o n e y w orking
for an i n s u r a n c e c o m p a n y t h a t h e w a s a b le t o re tire
a g e d 37. He d e c id e d t o give m o n e y a w a y t o s t r a n g e r s .
2 W e a re lu cky is a p ro je c t t h a t invites p e o p le t o explain
w h a t g o o d d e e d s t h e y w ould do w ith a g ift o f £1,000.
3 Give a b o n u s t o a colle ag u e , in v e s t in m icrofinancing,
p r o m o t e c ultura l e v e n t s , buy l a t e C h ri s t m a s p r e s e n t s ,
f o o tb a ll training, f e e d children.
See words in S tu d e n t’s Book on p.65
Extra idea
• Ask Sts to look for linking in sentences 1- 6 in a.
d Put Sts in pairs. Focus on the instructions. Give Sts
time to do the task and to swap roles. M onitor the
linking in a - f as the Sts are doing the task.
e
4 9))) Focus on the task and the example. Play the
audio. Pause at the beep after each sentence, and elicit
Focus on the questions and make sure Sts understand
them. Highlight that Wearelucky is said as three
separate words: We / are / lucky. Draw Sts’ attention to
the G lossary.
Give Sts time to read the article and answer the
questions in their own words. They can do this
individually or in pairs.
c He k e ep s arguing with t h e referee. Send him off.
f He’s still asleep. Wake him up.
d I c an ’t finish this s te ak . Take it away.
b This chicken’s p a s t its sell-by d ate. Throw it away.
a The rubbish is beginning to smell. Take it out.
e It’s probably in Wikipedia. Look it up.
Highlight that with words ending in -w, the w is not
normally pronounced (new, throw, etc.) but if the word
is followed by a word beginning with a vowel, as in
throw away, the w is pronounced. You could write up
some more phrases on the board for Sts to practise
saying, e.g. new age, I saw it, and Can I borrow apen?,
etc.
Tell Sts to look at the photos and title o f the article, and
ask the class the question.
Elicit answers but do not tell them if they are right yet.
4 7))) Play the audio for Sts to listen and check.
1
2
3
4
5
6
It’ll look g r e a t on you. Try it on.
The music’s to o loud. Turn it down.
There’s a towel on th e floor. Pick it up.
No o n e ’s watching th e TV. Switch it off.
Your sh o e s are very muddy. Take th e m off.
Here’s t h e form. Fill it in.
1c an ’t hear t h e TV. Turn it up.
You owe me money. Pay me back.
c
Now focus on the instructions and A-F, making sure
Sts understand all the lexis. Elicit / explain that the Tube
is the London Underground.
Set a time limit for Sts to read the article again and
complete the gaps.
Get Sts to compare with a partner and then check
answers.
1C
2
A
3 F
4
B
5
D
6
E
93
7A
d Now tell Sts to focus on the highlighted words related
to money and to try work out their meaning from the
context with a partner.
Check answers, either explaining in English,
translating into Sts’ LI, or getting Sts to check in their
dictionaries.
Deal with any other new vocabulary and encourage Sts
to write down any useful new lexis from the article.
e Put Sts in pairs and get them to discuss the questions.
M onitor and help with vocabulary.
G et Sts to do a individually or in pairs.
E xtra idea
• The website we-are-lucky.com. has many more stories
about people who have received money through this
project, and what they have done with it. If you have
an interactive whiteboard you could access these in
class, or you could ask your Sts to find a story that
interests them, and to present it in class or w rite a
summary.
4 ID)) Now do b. Play the audio for Sts to check
answers. Play it again, pausing for Sts to repeat. Elicit
that all these verbs are Type 2 except for 2, 3 and 10,
which are Type 1.
Focus on the task and get Sts to complete the gaps with
a particle.
Get them to compare with a partner and then try to
work out the meanings from the context.
Check answers.
1 c o m e up with: t o find or p ro d u c e a n a n s w e r
2 giving a w a y : t o give s o m e t h i n g t o s o m e o n e w i t h o u t
a sk in g for p a y m e n t , e.g. a s a p r e s e n t
3 p a s s on: t o give s o m e t h i n g t o s o m e o n e e s p e cially a f t e r
being g iven it, or a f t e r h aving u s e d it y ourself, e.g. b a b y
clo th es
b Tell Sts to go to V o c a b u la ry B a n k Phrasal verbs on
p.162.
Focus on 1 N e w p h ra s a l v erb s and give Sts time,
individually or in pairs, to match the phrasal verbs and
definitions in a.
4 10))) Now do b. Play the audio for Sts to check
answers. Tell Sts that some of the phrasal verbs can
have more than one meaning, e.g. turn up = appear,
but Sts may remember other meanings, e.g. turn up the
volume.
4 10)))
1 New
1 h
2 i
3 b
4 a
5 j
6 f
7
8
9
10
11
12
94
Now focus on 2 Phrasal verbs w ith aw ay and back.
Go through the T h e m eaning o f the particle box
w ith the class.
Get some feedback from various pairs.
5 VOCABULARY phrasal verbs
a
Focus on the Phrasal verbs box about the three types
o f phrasal verbs and remind Sts of the difference. If
it’s Type 2, the object must go between the verb and
particle if it’s a pronoun, and can go in either position if
it’s a noun, e.g. give sth up. If it’s Type 3, the object goes
after the particle(s), e.g. look after sb / sth. Tell Sts that
a good dictionary will tell them if a phrasal verb that
takes an object is Type 2 or 3.
e
c
d
g
I
k
phra sa l verbs
give up m e a n s s t o p som e thing b e c a u s e you c an ’t do it
break down m e a n s s t o p working
keep on m ea ns continue
turn up m e a n s a p p ea r
come up with m ea n s think of
take out m ea ns go so m e w h e re with s o m e o n e you
have invited
take on m ea n s employ
make up m e a n s invent
give out m ea n s distribute
come round m ea ns c om e to s o m e o n e ’s home
carry out m ea ns do
pass on m ea ns give som e thing to s o m e o n e
4
11)))
2 Phrasal verbs with aw ay and back
away
1
2
3
4
5
If you don’t w a n t th o s e clothes, give th e m away. I’m sure
t h e charity shop would like them .
Don’t run away! I won’t hurt you.
The b o ss will be away until t h e end of n e x t week. He’s a t
a c onfere n ce in Mexico.
Please put your toys away. They’re all over t h e floor.
If you t a k e a p aracetam ol, it’ll take t h e pain away!
back
6
I can only lend you t h e m oney if you promise to pay me
back n e x t month.
7 That's my book. Give it back.
8 I'm sorry, b u t I’m c onfiscating your phone. You’ll get it
back a t t h e end of day.
9 He's out, I’m afraid. Could you call back in a b o u t half an
hour?
10 A Where are you going?
B J u s t to t h e shops. I'll be back in te n minutes.
Finally, focus on 3 R evision o f phrasal verbs and tell
Sts the phrasal verbs are from Files 1-6. Highlight that
they are divided into the three types described in the
box, and each phrasal verb has an example in brackets
o f the context it would be used in.
Put Sts in pairs and get them to go through the phrasal
verbs remembering their meaning. Check answers.
T esting y o u rself
For N e w phrasal verbs, Sts can cover a-1 and try to
remember the meaning of the phrasal verbs in 1-12, or
they can cover 1-12 and try to remember the phrasal
verbs from the meanings a-1. For Phrasal verbs
w ith away and back, Sts can cover the sentences and
try to remember the phrasal verbs from the list. For
R evision o f phrasal verbs, Sts can try to remember
the meanings o f the phrasal verbs.
T esting a partner
See T esting a partner p. 20.
Tell Sts to go back to the main lesson 7A.
Extra support
• If you think Sts need more practice, you may want
to give them the Vocabulary photocopiable activity
at this point or leave it for later as consolidation or
revision.
SPEAKING
Focus on the questions and make sure Sts understand
the lexis.
Put Sts in pairs to ask and answer the questions.
Monitor to check that Sts are using the phrasal verbs
correctly.
Get feedback from the class by eliciting answers to the
different questions from individual Sts.
E xtra support
• Demonstrate the activity by answering one or two o f
the questions yourself.
G v e rb p a t t e r n s
V live e n t e r t a i n m e n t
P hi/, fa:/, a n d h/; w o rd s w ith t w o p r o n u n c ia tio n s
7B
Going out and staying in
Lesson plan
2 a c o n c e r t (after)
3 a play (before)
1 a s p o r t i n g e v e n t (during)
The topic o f this lesson is entertainment, both going out
to see something, and staying at home. The first half
o f the lesson focuses on going out, specifically on live
entertainment. Sts begin with a vocabulary focus which
provides the lexis to talk about live entertainment. Next,
the pronunciation focus uses words from the lesson to
contrast the vowel sounds h'J, fa:/ and fal, and also looks at
two common words with the same spelling but different
pronunciations, live and row. Sts then discuss their own
experiences of going to live events. The first half of the
lesson finishes with a radio review of an unusual play called
Sleep no more, based loosely on Shakespeare’s Macbeth.
4 12)))
(script in S tude nt's Book on p.128)
1
Hi. Yeah, not bad...Yeah, it’s half tim e ...One-all. Yeah, t h e r e ’s
a really good crowd. The stadium ’s p a c k e d . ... No, no trouble.
The Liverpool fa ns are making a bit of a noise, b u t nothing
major... OK, I’ll call you when it’s over. With a bit of luck we’ll be
in t h e semi-final in an hour’s time.
2
A So, tell me all a b o u t it!
B It w as absolutely brilliant. We w ere in t h e s econd row, ju s t
near t h e s ta g e , and w hen he w as singing I s w ear a few
tim e s he looked right a t me!
A Did he sing Baby Baby?
B Of course! All t h e b e s t songs. It w as j u s t an amazing
perform ance.
A Were Sandy and A n n e tte there?
B Yeah, we m e t for a drink in t h e interval.
A Gosh, you’re so lucky you g o t tickets!
In the second half, Sts begin with the gram m ar focus,
which revises and extends their knowledge o f verb patterns
with gerunds and infinitives. Next, they talk about what
they like to do when staying in or entertaining friends at
home, and they do a role-play where they try to convince
their partner to spend the evening in a particular way. This
is followed by reading an article about people whose job
involves playing internet games. The lesson ends with a
song, We don’t need money to have a good time.
3
A OK, I’m looking for tic k e ts now... T here’s a m atinee a t 3 p.m.
and t h e n an evening p erform ance a t 8 p.m.
B Let’s go a t 8.00 if we can g e t se a ts .
A Well, t h e r e a re n ’t any in t h e stalls, b u t t h e r e a re tw o
upstairs in t h e circle, in t h e s econd row.
B OK. Go for it. It's a small t h e a t r e anyway, so w e should have
a good view w herever we sit.
A OK. Right, w e ’ve g o t them . We can pick t h e m up a t th e box
office.
STUDY B U B
®
•
•
•
Workbook 7B
iTutor
iChecker on iTutor
w w w .o u p .c o m /e lt/e n g lis h file
c
Extra photocopiable activities
• G ram m ar ve rb p a t t e r n s p .153
• Com m unicative W h a t I th in k a b o u t you p .184 ( in str u c tio n s
p. 164)
» Song We d o n ’t n e e d m o n e y t o h ave a g o o d tim e p.2 16
(in s tru c tio n s p .208)
• w w w .o u p .c o m /e lt/te a c h e r/e n g lis h file
4 13)))
See words in S t u d e n t ’s Book on p.68
d
O ptional lead-in (b ook s closed)
• Write on the board:
S a tu r d a y n ig h t w it h
fr ie n d s :
G O O U T O R STAY IN ?
• Elicit that stay in = stay at home.
• Elicit the advantages and disadvantages o f the two
options and write them on the board.
1 VOCABULARY live entertainm ent
a
Books open. Do this as an open-class question. Make
sure Sts understand the m eaning and pronunciation
o f a live event. You could list the advantages and
disadvantages on the board.
b
4 12))) Focus on the instructions. Play the audio once
the whole way through. Play it again, pausing after each
conversation for Sts to answer the questions.
Check answers.
4 13))) Tell Sts to look at the list o f words related to
live entertainment. Play the audio, pausing after each
word for Sts to repeat and eliciting the meaning where
necessary.
Put Sts in pairs and get them to put the words in the
right columns. Remind them that some words can go in
both columns.
Check answers.
Play, musical or concert: a ren a , a u d ie n c e , box o ffice,
c u rta in , f a n s, interval, m a tin e e , p e r f o rm a n c e , plot,
p ro g ra m m e , row, s c e n e , s t a g e , s t a ll s / circle, t h e a t r e ,
tic k e ts
S porting event: a re n a , box o ffice, crowd, e x t r a tim e, f a n s,
final w histle, half tim e, o p p o n e n t, p r o g r a m m e , row, sc o re ,
s p e c ta to r s , tic k e ts
7B
2 PRONUNCIATION hi/, hi/, and h/\ words with
tw o pronunciations
Pronunciation n otes
hi/, hi/, and h/
• Sts often have problems with the h / sound, and
pronounce it as if it were stressed (e.g. final as
/fai'nsel/). It is im portant that they realize that the
vowel sound o f a syllable often depends on where
the stress is, hence the importance of underlining
or marking syllable stress when they learn new
words.
3 SPEAKING
a
b Focus on the instructions. Put Sts in pairs and give
them time to tell each other about their live event, using
their answers to the prompts in a. Encourage Sts to ask
each other for more information and to give as much
detail as possible.
For the question Would you like to have gone to your
partner’s event? get Sts to answer yes or no and then
explain why (not). D on’t focus on the structure of the
question at this time, as the aim here is to encourage
fluency.
W ords w ith tw o pronunciations
• Other common examples are close /klaus/ and
/ktauz/, tear /tia(r)/ and /tea(r)/, wind /wind/ and
/waind/, content /'krmtent/ and /kan'tent/, etc.
a
4 14)))
b Put Sts in pairs. Focus on the letters in pink. Tell them
to say the words out loud w ith a partner and to decide
together which one has the hi sound.
c
M onitor and help with vocabulary and then get some
feedback.
E x tr a s u p p o rt
• Demonstrate the activity by talking about a live event
you’ve been to.
4 14))) Focus on the three sound pictures. Play the
audio once and get Sts to listen. Elicit that the ht sound
is always short and on an unstressed syllable.
See words in S t u d e n t ’s Book on p.68
4 LISTENING
a Focus on the text about the play Sleep No More and the
photos. Get Sts to read the text and elicit the answer to
the question.
In t h is play you d o n 't j u s t sit a n d w a t c h t h e play. You s t a n d
up a n d walk t h r o u g h it, a n d t h e a c t o r s i n t e r a c t w ith you.
4 15))) Play the audio and check answers.
You may want to tell Sts that this type o f theatre
is called promenade or immersive theatre and is
becoming increasingly popular.
1 a ren a ; t h e o t h e r t w o s o u n d s h a v e h'J
2 interval; t h e o t h e r t w o s o u n d s h a v e h'J
3 s p e c t a t o r ; t h e o t h e r t w o s o u n d s h a v e h'J
E x tr a s u p p o rt
• If Sts are unfamiliar with Shakespeare’s tragedy
Macbeth, you can give them this summary o f the play:
M acbeth is a Scottish general returning victorious
from war when he meets three witches who predict
he will one day be king. Following their prediction,
M acbeth (encouraged by his wife, Lady Macbeth)
murders Scottish King Duncan so that he can rise to
power. More murders follow, and Lady Macbeth kills
herself from guilt and madness. In the end Macbeth,
unable to sleep and consumed by his own madness, is
killed in battle by nobleman Macduff, and Duncan’s
son Malcolm takes back the crown.
4 15 »)
See words in S tude nt's Book on p.68
Play the audio again. Pause after each word and get
Sts to repeat. W ith the words containing the h / sound,
make sure that the Sts focus on the stressed syllables.
d
4 16))) Focus on the W ords w ith the sam e spelling
but different pronunciations box and go through it
with the class.
Play the audio and ask Sts to repeat the sentences.
Get Sts to explain what part o f speech each word is and
what it means.
1
2
3
4
a d je c tiv e = while it is h a p p e n in g , n o t r e c o rd e d
ve rb = h a v e y our h o m e in a p a rtic u la r p la c e
noun = line o f s e a t s , e.g. in a t h e a t r e or s t a d iu m
noun = a r g u m e n t
4 16)))
See s e n t e n c e s in S tude nt's Book on p.68
e
Give Sts time to practise saying the sentences.
study rw r a
9 Sts can p ractise the s e sounds and words on th e iT u to r and on
th e E n g lish File In te rm e d ia te Plus w ebsite.
Focus on the prompts and give Sts time to make some
notes or think about what they are going to say.
b
4 17))) Tell Sts they are going to listen to Jill, a New
York theatre critic, talking about the play Sleep no
more. Tell Sts that when they listen the first time, they
should just try to get a general understanding of what
Jill says and number the photos in the order that they
are mentioned.
Play the audio once the whole way through for Sts to
listen. Get Sts to compare with a partner and then
check answers.
E x tr a s u p p o rt
• Before playing the audio, go through the listening
script and decide if you need to pre-teach / check any
lexis to help Sts when they listen.
A 4
B 2
C 3
D 1
97
7B
1
2
3
4
4 17)))
(script in S tude nt's Book on p.128)
P = Presenter, C = Critic
P Next on A rts Week is Jill who has b e en to s e e a really
exciting new t h e a t r e production, Sleep No More, t h a t 's on
C
C
J
C
J
C
J
C
J
C
J
C
J
C
c
in New York.
Thanks, Peter. By now you’ve probably heard t h a t Sleep No
More is o ne of t h e h o t t e s t tic k e ts in t h e a t r e here, and th e
p e rform a nce s w ere sold out m o n th s ago. Well, I w as lucky
enough to g e t a tic ke t for last night's perform ance. It was
a thrilling, c reepy murder m ystery - so m e tim e s scary, but
also a lot of fun.
I’ve heard t h a t it’s n o t like any o th e r play anyone’s ever
been to.
That's right. It ta k e s place in an e m p ty six-floor building
which h as b een transform ed, j u s t for this play, into th e
McKittrick Hotel. And in Steep No More, t h e m em bers of
t h e audience don’t have normal s e a ts . Instead, you walk
freely through t h e 'hotel', going into all t h e different
rooms. While you are walking and watching, you s e e
different p a rts o f t h e play.
How m any room s are t h e r e in t h e ‘h o te l?
More t h a n 100, and e ac h o ne is completely different. For
example, my favourite room w a s a dark, m ysterious s w e e t
shop full of candy jars. You could to uch anything in t h e
rooms, so you could o pen a jar and e a t som e thing if you
w a n ted to.
The s w e e t shop w as fun, b u t in f a c t m o s t of t h e room s
w ere p re tty spooky. For example, th e r e w as also a dark
old-fashioned pharmacy. It w as full of plants and herbs and
collections of s tr a n g e little things. A nother room I liked
was an e m pty hospital. There w ere a b o u t 50 draw ers in
this room, and every single one of t h e m c ontained a b o u t a
hundred s a m p le s of people’s hair.
Spooky. So, w h a t was happening while you w ere wandering
through t h e s e rooms? Are t h e r e a c to r s th ere ?
T h at’s right. The m em be rs of t h e a udience all have to
w ear white m asks, so t h a t you know who’s t h e audience
and who are th e a ctors, and t h e a c to rs are all wearing
1930s-style c o stu m e s. An a cto r might in te ra ct with you. It
h a ppene d to me t h r e e tim es, and it w as very exciting!
How long d o e s it ta k e to s e e t h e p erform ance?
Well, you have a few hours. The b e s t thing is to spend
t h e first hour or so exploring t h e rooms. After th a t, try to
follow s om e of th e c h ara cte rs. You may think you’re ju s t
wandering around freely, b u t in f a c t th e directors make
sure t h a t you end up exactly where th e y w a n t you to be.
And somehow, I don’t u n d e rsta n d how, we - t h e audience
- all e nded up in t h e s a m e room for t h e final scene, and
t h a t ’s when you realize how many people have b een
walking around the, t h e hotel.
But w h a t exactly is t h e play ab o u t?
Er, t h a t's a difficult question to answer. It's a murder
mystery, I know t h a t much. And it’s a very artistic and
interesting experience to walk through all t h e rooms. To be
honest, even by th e end I w a sn’t t h a t certain a b o u t t h e plot.
So n ot a typical t h e a t r e perform ance.
No, but it w as a very enjoyable evening.
Thanks very much, Jill. So, now you know, if you are
planning a trip to New York, try and g e t tickets. Next, w e ’ll
learn more a b o u t an unusual new a r t gallery...
Focus on the instructions and give Sts time to read
sentences 1-10.
Play the audio again for Sts to listen and mark the
sentences T (true) or F (false). Get Sts to compare with
a partner and then play the audio again if necessary.
Check answers. Ask Sts to explain why the false
sentences are wrong.
5
6
7
8
9
10
T
T
F (It t a k e s p la c e in an e m p t y six-floor building.)
T
T
T
F (All t h e m e m b e r s o f t h e a u d ie n c e w e a r identica l
w h ite m asks.)
F (Jill fo u n d it ve ry e xciting t o i n t e r a c t w ith t h e a ctors.)
T
F (She w a s n ’t t h a t c e r t a i n a b o u t t h e plot.)
E xtra support
• If there’s time, you could play the audio again while
Sts read the script on p.128, so they can see what they
understood / didn’t understand. Translate / explain
any new words or phrases.
d D o these as open-class questions.
5 GRAMMAR verb patterns
a
Focus on the instructions and get Sts to complete
the sentences w ith the correct form o f the verbs in
brackets.
Get Sts to compare with a partner and then check
answers.
1
2
3
4
5
t o go, s a y
w atching
sta y , t o s p e n d , s t u d y in g
going, being
going, s t a y in g (to stay would a ls o b e a c c e p t a b l e h e re
a s it r e f e r s t o a specific e v e n t , h o w e v e r it is n o t w o r t h
bringing up u n l e s s S t s m e n tio n it)
b Put Sts in pairs and get them to discuss whether the
sentences in a are true for them. Tell them to give as
much information as possible.
Get some feedback.
c
4 18))) 4 19))) 4 20))) Tell Sts to go to G ra m m a r
B a n k 7B on p. 145. Focus on the example sentences
and play the audio for Sts to listen to the sentence
rhythm. You could also get Sts to repeat the sentences
to practise getting the rhythm right. Then go through
the rules with the class.
Refer Sts to the list of V erb p a tte r n s p .164. Get Sts
to go through the list quickly in pairs, checking that
they know what the verbs and other phrases mean.
Encourage them to get a feel for which verb forms go
with each pattern rather than attempting to memorize
the list all at once.
A d d itio n a l g ra m m a r n o te s
• Verb patterns with gerunds and infinitives (both
with or without to) will already be familiar to Sts.
However, because there are no real rules to know
whether a verb is followed by a gerund or infinitive,
it is a gram m ar area where Sts always need a lot of
practice.
• You may want to remind Sts that certain verbs,
e.g. start, begin, and continue can be followed either
by an infinitive (with to) or a gerund, with no
difference in meaning.
7B
Go through the instructions and make sure Sts
understand what they have to do. Focus on the M a k in g
su g g estio n s box and go through it with the class.
• Remind Sts that the verbs like, love, hate, and prefer
are usually followed by a gerund, although the
infinitive (with to) is also possible. After would like,
would love, would hate, and would prefer, we always
use the infinitive (with to), e.g. I would love to go to
Australia.
• Some verbs, e.g. stop, remember, and forget, may
be followed either by an infinitive (with to) or a
gerund, but with a difference in meaning. This
point will be dealt with at Upper-intermediate.
Focus on the exercises and get Sts to do them
individually or in pairs.
To demonstrate, you could role-play the situation with
a strong student in front of the class.
Get feedback from various pairs and get a show of
hands to see how many pairs agree to go out or stay in.
Tell Sts to go back to the main lesson 7B.
d Focus on the question. Tell Sts what you did last time
you spent an evening in with friends. Then get Sts to
do the same with a partner. Encourage them to give as
much detail as possible.
Check answers, getting Sts to read the full sentences.
Get some feedback.
a
1
2
3
4
5
t o pick up
Going, w a tc h in g
n o t b e in g able
t o buy, t o g e t
to g e t
6 going
7 n o t t o s it
8 c h o o sin g
9 t o live
10 t o imagine, n o t h aving
b
1
2
3
4
5
6
7
8
9
10
t o help her
he r le a v e s c h o o l early
m e t o g o t o t h e c in e m a w ith t h e m
m e to go to th e d e n tist
him m o v e his c a r
t o h e lp us
p ra c tisin g t h e piano
u s t o h a v e d inner w ith t h e m
going t o c o n c e r t s
raining th is a f t e r n o o n
7 READING
a
Do this as a whole-class activity. You could write the
names o f games up on the board, and ask Sts what they
think o f them.
b
Focus on the task and ask the class if anyone can
describe the game World ofWarcraft for the class.
Now tell Sts to read the summary. Focus on the
highlighted words and phrases. Get Sts, in pairs, to try
to work out their meaning. Tell them to read the whole
sentence as the context will help them.
Check answers, either explaining in English,
translating into Sts’ LI, or getting Sts to check in their
dictionaries.
Tell Sts to go back to the main lesson 7B.
c
Extra support
• If you think Sts need more practice, you may want
to give them the G ram m ar photocopiable activity
at this point or leave it for later as consolidation or
revision.
Now focus on the instructions and give Sts time to read
the article and tick the topics that are mentioned.
Get Sts to compare with a partner and then check
answers.
d Focus on the instructions and go through 1-9 with the
class. Stress that Sts must complete the sentences with
verb phrases, not with nouns. Set a time limit for Sts to
complete the sentences. You may w ant to get them to
write their sentences on a piece o f paper.
E x tr a s u p p o rt
• Before Sts read the article, check it for words and
phrases which your Sts might not know and be ready
to help with these.
E xtra challenge
• Get Sts to complete the sentences orally.
e
Sts read their sentences to their partners.
Get feedback from some pairs to find out how many
were the same.
S t s sh ould tick: 1, 2, 3, 6
d Focus on the task and give Sts time to read the
multiple-choice questions. Then set a time limit for
them to read the article again and choose the right
answers. You may want to remind Sts o f the tips for
doing a multiple choice reading on p .15.
Get Sts to compare with a partner and then check
answers.
6 SPEAK5MG
a Focus on the task and get Sts to mark the activities
they like or don’t like doing when friends come round.
Highlight that they should add one o f their own.
b
In pairs, Sts compare their lists. M onitor and help
while Sts are talking, encouraging them to give reasons
to justify what they say.
Focus on the title of the article and elicit or explain
what a gold mine is.
lb
e
2c
3b
4a
Do these as open-class questions and elicit opinions.
E x tr a s u p p o r t
• Get Sts to highlight or underline the part o f the text
that gave them the answers.
Get some feedback from the class.
c
Put Sts in pairs, A and B, preferably face-to-face.
Tell them to go to C o m m u n ic a tio n Going out or
staying in?, A on p. 107, B on p. 108.
99
7B
8
4
2D))
SONG
We don’t need money to have a
good time J3
This song was originally made famous by the British
rock band The Subways in 2011. For copyright reasons
this is a cover version. If you want to do this song in
class, use the photocopiable activity on p.216.
4 21)))
We d o n 't need m oney to have a g o o d tim e
Not gonna be t h e o nes to s t a y inside alone
Not gonna be t h e o n e s to sit t h e r e by t h e phone
We’ve got a reputation, w e ’ll sh a k e it off so m e d ay
Not gonna be t h e o n e s to turn and walk away
No reservations
No h esitations
No bad reactions
J u s t celebrations
We don’t need m oney to have a good time
C’mon c ’mon c'mon c'mon
Forget our worries and do w h a t we like
C’mon c ’mon c ’mon c ’mon
Not gonna b e t h e o n e s j u s t talking to ourselves
Not gonna be t h e o n e s j u s t sitting on t h e shelf
We g o t no educatio n b ut w e find a way
Not gonna be th e o n e s to turn and walk to d ay
No reservations
No h e sitations
No bad reactions
J u s t celebrations
We don’t n e ed m oney t o have a good time
C’mon c'mon c ’mon c’mon
Forget our worries and do w h a t we like
C’mon c’mon c ’mon c’mon
Not gonna be th e fools who d on't know who t h e y are
Not gonna be t h e fools who ju s t say blah blah blah
We g ot a reputation, I ain’t gonna play
Or will you be th e o n e s to turn and walk away?
No reservations
No h esitations
No bad reactions
J u s t celebrations
We don’t n e ed m oney to have a good time
C’mon c'mon c'mon c ’mon
Forget our worries and do w h a t we like
C’mon c ’mon c’mon c ’mon
We don’t need m oney to have a good tim e
C’mon c ’mon c ’mon c’mon
Forget our worries and do w h a t we like
C’mon c’mon c ’mon c’mon
100
Function
Language
a s k in g a b o u t a n d e xpla ining h o u s e rules, s u g g e s t i n g a n d a g r e e in g on a plan o f a c t i o n
Do y o u m in d i f I...?; You c a n ’t...; You m u s t n ’t..., e tc .
Episode 4 Is it a clue?
Lesson plan
4 22)))
(script in S t u d e n t ’s Book on p.128)
N = Narrator, J = Jenny, R = Rob, L = Luke
N Day three. 8.15 a.m. Jenny and Luke have ju s t discovered
th a t Henry has been kidnapped. They Skype Rob
im mediately.
J Rob, are you OK?
R Yes... no... I don’t know.
J What are you going to do?
R I n e ed to g e t to England as s oon a s possible. I wish I was
In this fourth Practical English lesson, the functional focus
is on explaining house rules when people share a flat or
house.
In the first scene, Jenny and Luke tell Rob the bad news
about his father’s kidnapping. After hearing H enry’s video
message, Rob tells them not to go to the police. Meanwhile
Luke invites Jenny to stay on at his house as it isn’t safe for
her to be at H enry’s. In the next scene, Luke explains the
house rules as agreed by Luke and his flatmate Simon, and
Jenny agrees to them. In the final scene, Luke and Jenny
are discussing a plan o f action when Rob rings on Jenny’s
phone. Rob thinks the clue ‘old m an’ may be connected to
something in H enry’s study and urges them to return to
H enry’s house to search. Jenny and Luke form a plan to go
back to the house after dark.
J
R
L
R
J
R
t h e r e with you now.
Me too. I j u s t don’t know w h a t to do. Should w e go b ack to
t h e police?
I don’t think so. You heard w h a t t h e y said. They're
obviously watching you and I d on't w a n t th e m to h urt Dad!
And we c an ’t ju s t give th e m t h e laptop. We know w h a t
they're capable of.
You’re right. You know, t h e r e ’s som e thing bothering me
a b o u t Dad’s m essa g e. It’s t h e words he used.
What do you mean?
I’m n ot sure. Can you play t h e end of t h e m e s s a g e again for
me?
H Now, Jenny, please don’t worry. Tell Rob his old man will be
s t u d y nrmTi
• Workbook Is it a clue?
• iTutor
• w w w .o u p .c o m /e lt/e n g lis h file
R
L
R
L
R
Test and Assessment CD-ROM
J
R
J
R
J
• Quick Test 7
• File 7 Test
• w w w .o u p .c o m /e lt/te a c h e r/e n g lis h file
O p tio n a l lead -in (b o o k s closed)
• Before starting Episode 4, elicit what Sts can remember
about Episode 3. Ask What did Jenny and Luke tell the
police inspector? What did Luke find on Jenny’s computer?
W hat’s happened to Henry? etc.
L
J
L
J
R
J
R
J
L
J
L
J
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J
L
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L
• Alternatively, you could play the last scene of Episode 3.
1 ■ < ROB GETS INVOLVED
a
4 22))) Books open. Focus on the photo and ask Sts
what they think is happening.
Now focus on the instructions and the question. Elicit
or teach clue (= a piece o f evidence or some inform ation
that helps solve a mystery). Play the DVD or audio once
the whole way through and elicit the answer.
E x tr a s u p p o rt
• Before playing the audio, go through the listening
script and decide if you need to pre-teach / check any
lexis to help Sts when they listen.
T he t w o c lu e s a r e H e n ry ’s s e n t e n c e ‘his old m a n will b e
in his s t u d y a gain s o o n ’, a n d t h e s o u n d o f a c h u r c h bell
ringing.
b
in his s tu d y again soon.
T h at sounds strange.
What so u n d s s tra nge?
'His old m an’.
Why is t h a t stra n g e ? He is your dad!
But he’d n ever call himself my 'old m an’. It’s j u s t not like
him.
So w h a t are you saying? T hat he said it deliberately?
I think it could be a clue.
But ‘old man’? What on e a rth can t h a t m ean?
I don’t know. But I’m sure it m ea n s something.
You know, t h e r e was som ething else. I could hear
som e thing in t h e background.
Like a g e n e r a to r or som ething?
No, n o t j u s t t h a t. At t h e beginning of t h e video. It sounded
like a church bell ringing.
T hat could be anywhere.
You’re right.
Anyway, I n eed to try and g e t a flight to London.
OK. Good luck. We’ll call you later.
Bye, guys.
Bye.
Well, you definitely c an ’t go b ack to Henry's h o u se now.
You're right. I'll need to find a room in a hotel or a B&B.
Don't be silly. You can s t a y here a s long as you like.
Won’t Simon mind?
Simon? No, h e ’ll understand. And w e’ve g o t t h e s pa re room.
Are you sure?
Of course, I'm sure.
Thanks, Luke. T hat’s very nice of you.
No worries. I’ll tell you a b o u t t h e house.
Now focus on sentences 1-7 and go through them with
the class.
Play the DVD or audio again so Sts can listen a second
time, and tell Sts to mark the sentences T (true) or F
(false). Remind them to correct the ones that are false.
Get Sts to compare with a partner and then check
answers.
101
P E4
L Sorry, we don’t have one, but you can h ang it o u t on t h e
1 F (Rob d o e s n ’t th in k t h e y s h o u ld a s k t h e police for help
b e c a u s e t h e k id n a p p e rs a re w a t c h i n g t h e m a n d h e
d o e s n ’t w a n t t h e m t o h u r t Henry.)
2 T
3 F (Rob n o t ic e d s o m e t h i n g s t r a n g e a b o u t w h a t his f a t h e r
said.)
4 F (The p h r a s e t h a t really s u r p r i s e s Rob is his o ld man.)
5 T
6 F (He h a s n ’t b o o k e d a flight b u t h e ’s g oing t o try.)
7 F (She’s g oing t o c o n ti n u e t o s t a y a t Luke’s.)
Now focus on the last two questions and get Sts to
speculate about the answers.
E xtra support
• If there’s time, you could get Sts to listen again with
the script on p .128, so they can see exactly what they
understood / didn’t understand. Translate / explain
any new words or phrases.
w ashing line.
J Great. Is t h e r e anything else I should know?
L No, I don’t think so - oh! You should probably move your
car.
J I g u e s s Simon d o e sn ’t like c ars either.
L Well no, b u t it’s n ot th a t. We know t h e kidnappers have
been w atching us, right? They might s e e it and recognize
us.
J You’re right. I’ll move it right away.
L Look, I’ll com e with you and we can g e t a coffee. There’s a
nice cafe around t h e corner.
J Thanks, Luke.
b Focus on the dialogue and give Sts time to read it and
to think about what the missing words might be. Then
play the DVD or audio again and get Sts to complete
the gaps. Play it again, if necessary pausing after the
gapped words.
Get Sts to compare with a partner and then check
answers.
2 ■ < TALKING ABOUT HOUSE RULES
a
S e e w o r d s in bold in s c r ip t 4.23
4 23))) Focus on the photo and the task.
Play the DVD or audio once the whole way through.
Get Sts to complete the rules.
Now go through the dialogue and deal with any new
vocabulary.
c
G et Sts to compare with a partner and then check
answers. Elicit / explain the m eaning o f eco-friendly
(not harm ful to the environment) and dryer (a machine
for drying clothes).
1 This is a no-smoking h o u s e .
2 Don’t c o o k m e a t or le a v e m e a t p r o d u c t s in t h e fridge.
3 If you n e e d t o u s e t h e in te r n e t, t h e password for t h e
Wi-fi is lu ke a nd sim o n ru le .
4 If you u s e t h e w a sh in g m ac h in e, p l e a s e u s e t h e
eco-friendly d e t e r g e n t s in t h e c u p b o a rd .
5 P le a s e help u s s a v e e n e r g y - d o n ’t u s e a h ot w a t e r
p ro g ra m m e .
6 T h ere isn't a dryer. H ang y our c l o t h e s o n t h e washing
line in s te a d .
4 23)))
N = Narrator, L = Luke, J = Jenny
N Luke and Jenny are in th e kitchen.
L It’s a g r e a t location, and t h e rent is cheap, b u t Simon can
J
L
J
L
J
L
J
L
J
L
J
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L
J
be a bit difficult.
Oh, right.
He’s g o t a fe w rules. After all, it is his house.
T h at’s fine.
To s t a r t with, it’s a no-smoking house.
Great.
And h e ’s a s trict vegetarian so you can’t cook m e a t or
leave m e a t p roduc ts in t h e fridge.
Uh-huh.
He ju st feels really strongly a b o u t not eating meat.
T h at’s n o t a problem.
What a b o u t you? Is t h e r e anything you n eed?
There is one thing - could I connect my phone to your Wi-fi?
Sure. The password is lukeandsim onrule, all lower case, all
one word.
Got it.
Anything else?
Yeah. I have som e c lo th e s I n e ed to wash. Is it OK if I use
your washing machine?
Of course you can. But Simon p re fers us to u se th e ecofriendly d e te rg e n ts . T here’s s om e in t h e cupboard.
Cool.
Oh, and you mustn’t u se a h o t w a te r programme. He’s very
keen on saving energy,
OK, and do you mind if I u se your dryer too?
4 24))) Tell Sts to focus on the highlighted phrases in
the dialogue. They should listen and repeat the phrases,
copying the rhythm and intonation.
Play the DVD or audio, pausing after the beep for Sts
to repeat.
4 24)))
See highlighted p h r a se s in S tu d e n t’s Book on p.73
d Put Sts in pairs and tell them to practise the dialogue
inb.
M onitor and help, encouraging Sts to pay attention to
rhythm and intonation.
Make sure Sts swap roles.
e
Put Sts in pairs, A and B, and tell them to go to
C o m m u n ic a tio n R enting a room, A on p . 109, B on
p .1 1 0 .
Go through instructions a - c with the class and
make sure they understand the situation. Give enough
time for the As to decide what other rule they might
have and the Bs to decide what else they want to
ask about. W hen they are ready, tell the As to start.
M onitor and help.
W hen they have finished, focus on instructions d - f and
give Sts time to prepare before they do the role-play.
Get feedback after the role-play. Find out how many
Sts managed to rent a room.
E xtra idea
• Ask Sts if they have ever rented a room or lived in a
hall of residence (e.g. at university). If so, what rules
did they have to follow?
Tell Sts to go back to the main lesson o np.73.
PE4
Play the DVD or audio again, pausing if necessary to
give Sts time to answer the questions.
3 ■< TAKING A RISK
a
4 25))) Focus on the photo and ask Sts some questions,
e.g. Where are Jenny and Luke? How do they look?
Get Sts to compare with a partner and then check
answers.
Now focus on the instructions. Play the DVD or
audio once the whole way through, and then check the
answers.
Point out that when Rob says that old man business he
means the topic or situation. People often use the word
business in this way. Elicit or explain the meaning of
sneak in (= go in secretly, to avoid being seen).
Extra support
• Before playing the audio, go through the listening
script and decide if you need to pre-teach / check any
lexis to help Sts when they listen.
1 Luke is m o r e o ptim istic a t t h e beginning.
2 No, h e h a s n 't . T h ere a re no f lig h ts t o London b e c a u s e o f
t h e snow.
3 He t h in k s t h e y m ig h t r e fe r t o t h e n a m e o f a b o o k or
pa in tin g or s o m e t h i n g e ls e in H e n ry ’s study.
4 He t h in k s t h e y n e e d t o go b a c k t o H e n ry ’s h o u se .
5 T hey're g oing t o g e t in t h e b a c k way.
6 He u s e d t o play t h e r e w h e n h e w a s a child.
T hey're going t o g o b a c k t o H e n ry ’s h o u s e t o t r y t o find
s o m e t h i n g in t h e s t u d y t h a t Rob t h in k s m ig h t explain t h e
'old m an' clue.
4 25)))
Now focus on the last question and get Sts to speculate
about what will happen at the house.
(script in S t u d e n t ’s Book on p.128)
N
N
J
L
J
L
J
L
J
L
J
R
J
R
J
R
J
R
J
R
J
R
= Narrator, J = Jenny, L = Luke, R = Rob
Day three. 11.00 a.m. Jenny and Luke are in a cafe.
Oh, I hope w e ’re doing t h e right thing.
What do you mean?
Maybe we should ju s t go to t h e police.
We c an ’t. You heard w h a t t h e k idnappers said.
I know, I know... b ut it’s all such a m ess. W hat will we do if
we c an ’t find him?
We will!
I hope so. Ij u s t don’t know.
Is t h a t Rob?
Yes. Rob, hi!
Hi, Jenny.
Any news?
It's snowing really heavily and t h e r e a ren ’t any flights to
London. I don’t know w hen I’m going to g e t back.
Oh, Rob, t h a t 's terrible!
I know, bu t I’ll keep trying.
Is t h e r e anything we can do?
Yes, actually. I’ve been thinking a b o u t Dad’s m essa g e. T hat
‘old m an’ business.
What a b o u t it?
He m u s t be telling us where he is. It’s t h e only explanation.
But w h a t can we do ab o u t it? We don’t know w h a t it
means.
Well, Dad also m entioned s om e thing a b o u t his study, didn’t
Extra support
• If there’s time, you could get Sts to listen again with
the script on p.128, so they can see exactly what they
understood / didn’t understand. Translate / explain
any new words or phrases.
c
Focus on the Social English phrases. In pairs, get Sts
to think about what the missing words might be.
d
4 26))) Play the DVD or audio for Sts to listen and
complete the phrases.
Check answers.
4 26)))
Jenny
Jenny
Jenny
Rob
Rob
Jenny
It’s all such a m ess.
1hope so. 1j u s t don’t know.
Any news?
1know, b u t I'll keep trying.
I've b een thinking a b o u t Dad’s m e s sa g e . T hat ‘old m an’
business.
Did you get t h a t ?
he?
J Yeah, but...
R I’m sure I re m e m ber som e thing a b o u t an old man - it’s th e
J
R
J
R
J
R
J
R
J
L
J
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b
nam e of a book or a painting or so m e th in g - and I think it’s
in t h e study.
Henry’s study?
Yeah. Listen Jenny, I think you’ll have to go b ack there.
Back to Henry’s house? But we know t h e y ’re watching.
I know, and I’m really sorry, b u t it's our only chance.
You’re right. Luke and I will figure so m e th in g out.
Thanks, Jenny. I wish I w as t h e r e to help.
Don’t worry, we'll be OK. Talk to you soon.
Bye Jenny. And be really careful!
Did you g e t t h a t ?
Yes, b u t we c a n ’t go to t h e h o u se now. If t h e y ’re there,
th e y ’ll s e e us immediately.
We’ll have to go when it’s dark.
But t h e y still might s e e us.
We can sn e a k in t h e b ack way. T here’s a footp ath .
Good idea. I know t h a t way really well. I used to play around
th e r e when I w a s a kid.
We’ll need flashlights though.
I’ve g o t some.
OK. We’ll have to be careful, b u t we j u s t might be able to do
this!
If you know your Sts’ LI, you could get them to
translate the phrases. If not, get Sts to have a look at the
phrases again in context in the script on p.128.
e
Now play the DVD or audio again, pausing after each
phrase for Sts to listen and repeat.
Finally, focus on the Can y o u ...? questions and ask
Sts if they feel confident they can now do these things.
If they feel that they need more practice, tell them to
watch the episode again and practise the language on
their iTutor.
Focus on the instructions and give Sts time to
read questions 1-6. Go through the B ritish and
Am erican English box with the class.
103
G have s o m e th in g d one
V looking a f t e r y o u r s e l f
P sen ten ce s tre ss
8A
Looking after yourself
b Tell Sts to go to Vocabulary B ank L o o kin g after
y o u r s e lf on p.163.
Lesson plan
The main topic of this lesson is looking after yourself both
in terms o f physical fitness and appearance. The lesson
begins with a vocabulary focus on words and phrases
related to fitness and beauty treatments, and Sts talk about
the best ways o f looking after yourself both physically
and mentally. Sts then do a split reading where they read
articles about two new and very different kind o f spa
treatments. They then imagine that they have had one of
the treatments and tell their partner about it.
In the second half o f the lesson, the structure, have
something done, is presented and later practised in a
pronunciation focus on sentence stress. The theme of
looking after yourself continues w ith the topic of hair.
Sts return to the Vocabulary Bank and learn specific
vocabulary related to hairdressing and hairstyles. Finally
Sts listen to an interview with a London hairdresser, and
talk about their own experience o f haircuts.
STUDYi n n s
• Workbook 8A
• iTutor
• w w w .o u p .c o m /e lt/e n g lis h file
Extra photocopiable activities
• Gram mar have s o m e th in g d o n e p .154
• Com m unicative S p o t t h e d iff e r e n c e p.185 (in s tru c tio n s
p. 165)
• Vocabulary Looking a f t e r y o u r s e l f p.2 0 5 ( i n s t r u c t i o n s p.193)
• w w w .o u p .c o m /e lt/te a c h e r/e n g lis h file
O p tio n a l lea d -in (b o o k s closed)
• Write on the board:
H A I R I S K IN I A P P E A R A N C E
F ITN E SS I HEALTH
M I N D I B R A IN
• Put Sts in pairs or small groups, and tell them to answer
the following questions:
In which o f these three areas do you look after yourself the
most?
I f you had to rank the three in order o f importance, what
would your order be?
• Get feedback.
• Alternatively, you could do this as a whole-class activity.
Focus on 1 K eeping fit and give Sts time, individually
or in pairs, to match the words and pictures in a.
4 27))) Now do b. Play the audio for Sts to check
answers. Then play it again pausing after each word or
phrase for Sts to repeat.
4 27)})
1 Keeping f it
Equipment
Exercises
5
12
3
7
6
1
4
9
8
11
2
10
an exercise bike
a running machine
weights
a rowing machine
a c ross-trainer
a yoga m a t
do sit-ups
do p ress-ups
s t r e tc h
do aerobics
do spinning
do Pilates
If Sts aren’t sure about the difference between yogfl and
Pilates, elicit / explain that yoga is a set of physical and
mental exercises intended to give control over the body
and mind; Pilates is a system of exercises sometimes
using special equipment, designed to improve physical
strength, flexibility, and posture.
Now do c. Focus on the items in the list and make sure
Sts understand all the lexis. Put Sts in pairs and give
them time to do the task. Point out that some items can
go in more than one category.
Check answers.
Possible answers
If you w a n t t o lose w eight: u s e an e x e rc is e bike / rowing
m a c h in e / c ro ss-tra in e r, do a ero b ics , do spinning, e tc .
If you w a n t t o t o n e y our m u sc le s: do / lift w e ig h ts , do situps, do p r e s s - u p s , etc .
If you w a n t t o do c ardio e x erc is es : g o on a running m achine,
do a ero b ics , do spinning, etc .
If you h a v e a b a d back: s t r e t c h , do P ila te s or y o g a
If you w a n t t o im prove your flexibility: s t r e t c h , do P ila te s or
yo g a
Focus on 2 B eauty treatm ents and give Sts time,
individually or in pairs, to match the words and
pictures in a.
4 28))) Now do b. Play the audio for Sts to check
answers. Then play it again pausing after each word or
phrase for Sts to repeat.
4 28)))
2 Beauty treatm ents
1 VOCABULARY
a
looking a fte r yourself
3 m a s sa g e
6 waxing
2 fake ta n
Books open. Focus on the website and photos.
Get Sts to read the description o f the centre and make
sure they understand all the lexis. Point out the photo
o f the hammam and explain that it is a type o f Turkish
bath or steam bath.
Now ask the questions to the whole class, or put Sts in
pairs to discuss the questions. G et some feedback.
104
4 manicure
5 pedicure
1 facial
Finally, do c as an open-class activity, encouraging Sts
to give as much information as possible.
BA
e
Testing y o u rself
For K eeping fit and B eauty treatm ents, Sts can
cover the words / phrases and look at the pictures.
Encourage Sts to use the answers from c and the words
and phrases from their glossaries when describing
their treatments. While they listen to each other, Sts
should ask their partners the meani ng o f any new
words. M onitor and help where necessary.
Testing a partner
See T esting a partner p.20.
Tell Sts to go back to the main lesson 8 A.
2
Focus on the instructions. The As tell their partners
about their articles in their own words, imagining that
they have experienced the treatment themselves.
Tell them they will be doing the section A t the
hairdresser’s or barber’s in the second half of the
lesson.
f
The Bs now tell their partners about their articles in
their own words, pretending they have experienced
the treatment themselves. Tell the Bs to go back to the
m ain lesson 8 A.
SPEAKING
g
Get Sts to discuss 1-5 in their pairs. Get feedback from
the whole class.
a Focus on the instructions and the topics. Point out the
G iving op in ion s box and go through it with the class.
Put Sts in pairs and get them to discuss the topics.
M onitor and help, encouraging Sts to use the language
from the box.
E xtra idea
• Get a show o f hands to find out which treatm ent hot or cold - the majority of Sts think they would
prefer.
Get some feedback from the class.
b Focus on the task. Sts discuss in their pairs or in small
groups. Then the group decides on the three best ideas.
c
Get the pairs or groups to report their ideas to the
entire class. Flave a class vote for the three best ideas
from the entire class.
E xtra challenge
• You could get Sts to w rite a paragraph explaining
their ideas for health campaigns and the reasons why
they think each one would be successful.
3
READING & SPEAKING
a Focus on the photos and elicit from Sts what they can
see. Discuss the question as a whole-class activity but
don’t give them any answers as they will be reading
about the treatments.
b Put Sts in pairs, A and B. A stays on p.75 and B goes to
C om m un ication H o t or cold? on p.110.
c
Give Sts time to read their texts and find the answers to
1-8. Ask them to underline the answers in the text or
make brief notes.
d Tell Sts to focus on the highlighted words and work
out their meaning from the context, and then match
them with the glossary entries. Tell them to check the
pronunciation as they may want to use the words when
they tell their partner about the treatment.
E xtra support
• Check that Sts have completed the glossaries
correctly by checking answers. Model and drill
pronunciation as necessary.
S tu d e n t A
h a n d k e rc h ie f
w rapped
sc a lp
blanket
dripping
a c h e s a n d pains
GRAMMAR have s o m ethin g done
Focus on the photos and the questions. You could do
this in pairs or as a whole-class activity.
Check answers.
IB
2 A
3D
4 C
E xtra support
• Elicit the difference between the photos, i.e. in
photos A and D the person is doing something
him I herself; in photos B and C someone else is
performing the task or service/or the person.
4 29))) Tell Sts to go to G ra m m a r B a n k 8 A onp. 146.
Focus on the example sentences and play the audio for
Sts to listen to the sentence rhythm. You could also
get Sts to repeat the sentences to practise getting the
rhythm right. Then go through the rules with the class.
A dditional gram mar notes
• Have something done will be a new gram m ar point
for many Sts. This structure is a type o f passive.
• Highlight that we normally use this form without
by (i.e. by somebody), although we occasionally say
who ‘the doer’ is. Encourage Sts not to overuse by.
• Tell Sts that we can also say get something done, e.g.
I’m getting my car repaired tomorrow. The meaning
is the same as have something done.
Focus on the exercises and get Sts to do them
individually or in pairs.
Check answers, getting Sts to read the full sentences.
S tu d e n t B
1
2
3
4
5
cham ber
p u t u p w ith
relief
sting
b e a r a b le
105
8A
6 VOCABULARY at the hairdresser’s
a
1
2
3
4
5
6
7
8
9
10
Have you e v e r h a d y o u r e y e s t e s t e d ?
We d o n ’t n e e d t o h a v e t h e ro o f repaired.
I w ould n e v e r h a v e my t e e t h w h ite n e d .
S h e a d v is e d m e n o t t o h a v e my hair d yed.
It’s t o o e x p e n s iv e t o h a v e t h e c a r p e t s re p la ce d .
He’s going t o h a v e his p a s s p o r t p h o t o t a k e n
professionally.
My children h a d t h e i r f a c e s p a in t e d a t t h e fe stiv a l.
We n e e d t o h a v e t h e oil c h e c k e d .
I h a d my c a r c l e a n e d while I w a s d o in g t h e shopping.
I w a n t t o h a v e my le g s w a x e d b e f o r e g oing on holiday,
a Focus on the photos and the questions. Discuss the
questions in pairs or with the whole class.
You may want to teach dreadlocks for photo 2.
b Tell Sts to go back to Vocabulary B ank Looking
after yo u rselfon p .163.
Focus on 3 At the hairdresser’s or barber’s and give
Sts time, individually or in pairs, to match the words
and pictures in a.
b
1
2
3
4
5
6
7
8
Point out that a barber’s is only for men, whereas a
hairdresser’s mainly caters for women but may also
cater for men.
She n e e d s t o h a v e h e r c a r s e rv ice d .
He's having his f r o n t d o o r r e p la c e d .
He's having a n e w b a t t e r y p u t in.
T hey s h ould h a v e t h e i r w in d o w s c le a n e d .
She o u g h t to have her ey es checked.
He d o e s n 't w a n t t o h a v e his p h o t o t a k e n .
S h e ’s having h e r p o r t r a i t p a in te d .
He w a n t s t o h a v e his s u it d ry -c le a n e d .
4 31))) Now do b. Play the audio for Sts to check
answers. Play it again pausing after each word or
phrase for Sts to repeat.
4 31)))
Tell Sts to go back to the main lesson 8 A.
3 At the hairdresser’s or barber’s
8
10
2
6
4
14
12
5
E xtra support
• If you think Sts need more practice, you may want
to give them the G ram m ar photocopiable activity
at this point or leave it for later as consolidation or
revision.
5
P R O N U N C IA T IO N sentence stress
a
See T esting a partner p. 20.
Tell Sts to go back to the main lesson 8 A.
c
Put Sts in pairs and get them to ask and answer the
questions. M onitor and help, encouraging Sts to give as
much inform ation as possible.
G et some feedback from various pairs.
E xtra support
See s e n t e n c e s in S tu d e n t's Book on p.76
Put Sts in pairs. Get them to ask and answer the
questions. Encourage them to give as much detail as
possible and to ask follow-up questions. M onitor the
sentence stress and the correct use o f the structure.
your hair dyed
your hair p u t up
your hair s tra ig h te n ed
a blow dry
a shave
a trim
highlights
T esting a partner
4 30))) Focus on the sentences. Play the audio, pausing
for Sts to repeat, copying the rhythm.
Focus on the two groups o f questions. Tell Sts that
the first group is in the present simple and the second
group in the present perfect, although when they
describe an experience for the second group they will
be using the past simple. Make sure Sts understand all
the prompts.
have
have
have
have
have
have
have
Sts can cover the words / phrases and look at the
pictures.
4 30)))
b
1
7
13
15
11
3
9
T esting y o u rself
Pronunciation notes
• Remind Sts or elicit that the words which are
stressed more strongly in sentences are those that
carry key information like nouns, verbs, adjectives
and adverbs. In this structure, have is a m ain verb,
not an auxiliary, so it is stressed, e.g. I’m having my
hair cut tom orrow .
b unc hes
a buzz cut
a fringe
a parting
a ponytail
plaits
have your hair curled
have your hair c u t
• If you think Sts need more practice, you may want
to give them the Vocabulary photocopiable activity,
which revises both these words and the ones related
to fitness and beauty, at this point.
7 LISTENING AMD SPEAKING
a Focus on the photo and get Sts to read the information
about Dino Karveli, a hairdresser who has a salon in
London.
Tell Sts to imagine that he is going to come to the class
to be interviewed. Put Sts in pairs and get them to think
of two interview questions that they would like to ask
him.
E xtra support
• Get Sts to ask you one question from each group to
demonstrate the activity.
Elicit their questions onto the board.
STUDY H U H
• Sts can p ractise sentence stress on th e iT utor.
b
4 3 2 ))) Now tell Sts they are going to hear an interview
w ith Dino Karveli.
Play the audio once the whole way through. Then ask
Sts which o f the questions on the board he answered.
106
8A
Extra support
• Before playing the audio, go through the listening
script and decide if you need to pre-teach / check any
lexis to help Sts when they listen.
E x tr a ch alleng e
• If he answered some of the Sts’ questions, you could
also ask them what they understood in his answers.
4 32)))
(script in S tude nt's Book on p.129 )
I = Interviewer, D = Dino
I Dino, w h a t m ade you ch o o se hairdressing?
D Er, I always liked it from w hen I w as child. I re m e m b er being
ta k e n to t h e b arber’s by my dad w hen I w a s a child in
Greece, and I really loved t h e a tm o s p h e re there.
I He w a sn ’t a barber himself though?
D No, b u t my a u n t w a s a hairdresser.
I What s o rt of training did you do?
D When I c am e to London I w e n t to t h e Vidal S a ssoon
Academy. It w as a tw o-year c ourse - absolutely fantastic,
very intense. I loved it!
I What so rt of things do you love or ha te doing in hairdressing?
D I love everything. There really isn’t anything I don’t like.
And I do everything, cut, colour, highlights, straightening.
Nowadays som e h airdressers specialize in m aybe ju s t
colour, or j u s t styling, b u t I think it’s im p o rta n t to do
everything.
I So do you think t h a t ’s an important quality for a hairdresser?
D Very important. I don't believe in specializing in ju st one area.
I Any o th e r im portant qualities?
D I think you need to be sociable, to be able to talk to people,
calm th e m down if t h e y ’re s t r e s s e d , listen t o t h e m if t h e y
w a n t to talk.
I Do you enjoy t h a t ?
D Yes, I do. The sociable side of hairdressing w a s one of t h e
things t h a t a t t r a c t e d m e to it. Even wom en who w a n t to
tell m e all their problem s - 1don’t mind it a t all, it d o e sn ’t
d istra c t me.
I Are wom en clients very different from men?
D Yes, definitely. They are normally t h e o n e s who w a n t to
talk, and t h e y are m uch m ore worried - s t r e s s e d - a b o u t
their hair. Men are more quiet and relaxed, a nd t h e y ’re not
normally very fussy a b o u t their hair.
I What do you do if a client d o e sn 't like t h e results?
D I try to c o rrec t it immediately. That's e asy if it’s t h e colour,
less e asy if it’s a cut.
I Have you ever had a really bad e xperience where you
couldn’t co rrec t it?
D Only once, w hen I w as still a t college. I c u t a w om an’s hair
sh o rte r t h a n s h e w a s e xpecting it - not much, only a b o u t
one c e n tim e tre shorter, b u t sh e b u rst into t e a r s - and I
couldn’t co rrec t th a t.
I I o fte n feel t h a t h airdressers always w a n t to c u t off more
hair t h a n their clients w a n t - is t h a t true?
D I think m aybe it is. Many h airdressers w a n t t o m ake t h e
hair healthier, and c u t off all t h e p a r ts t h a t are, you know,
dam aged. Or so m e tim e s th e y have a s ty le in mind and
th e y ju s t w a n t to do it. But obviously, normally I try to do
w h a t t h e c u sto m e r w ants. You have to be flexible. T h at’s
a n o th e r im portant quality in a hairdresser.
I So, if you completely disagreed with w h a t a client w anted,
would you stili do it?
D Well, if a client w a n te d a t r e a t m e n t t h a t I t h o u g h t was
going to da m a g e her hair, for example, if sh e w a n ted
to have her hair bleached w hen it w as a lready in bad
condition. Then I would s a y no. But if it w a s a question
of sty le - for example, a wom an who w a n te d to have her
head shaved completely - I would try to convince her t h a t
it w a sn ’t a good idea, b u t if sh e insisted, I would do it. It's
her choice a fte r all.
I Do you have any tips for having good hair?
D Yes - u se good products, o n e s which are right for your
ty p e of hair. I notice t h a t a lot of people t a k e a lot of
trouble choosing th e right fa c e cream - you know for dry
skin, or problem skin. For day, for night, and so on. But
with sham poo t h e y j u s t buy t h e first one t h e y s e e in t h e
superm arket.
c
Focus on the task, and remind Sts o f the tip they read
for doing this kind of exercise. Play the audio again for
Sts to listen and mark the sentences T (true) or F (false)
Get Sts to compare with a partner and then play the
audio again if necessary.
Check answers, getting Sts to explain why the F
answers are false.
1 F (He w a s n ’t a barber, b u t Dino d o e s n ’t s a y w h a t his
f a t h e r ’s job w a s. His a u n t w a s a hairdresser.)
2 F (When h e c a m e t o t h e UK h e did a t w o - y e a r c o u r s e a t
t h e Vidal S a s s o o n Academy.)
3 T
4 T
5 F (He t h in k s m e n a re m o re q u i e t a n d relaxed, a n d t h e y ’re
n o t norm ally v e ry f u s s y a b o u t t h e i r hair.)
6 T
7 T
8 F (He w ould s a y no if h e t h o u g h t a t r e a t m e n t w a s going
t o d a m a g e a c lie n t’s hair.)
9 F (he t h in k s t o h a v e a g o o d hair you n e e d t o c h o o s e
g o o d p r o d u c t s w hich a re right for your t y p e o f hair.)
d Focus on the questions. Then give Sts a few minutes to
discuss them in pairs.
Get feedback from the class.
107
G t h e p a ssiv e ; im p e r s o n a l y o u
V h isto ry
P th e le tte rs ar
8B
The rest is history
Lesson plan
1 VOCABULARY history
Historic places and events are the m ain topics of this
lesson, which revises and extends Sts’ knowledge of
the passive. The lesson begins with a quiz about world
history, followed by a pronunciation focus on the different
pronunciations of the letters ar. Sts then read an extract
from The Lost Continent by Bill Bryson in which the author
describes his visit to Gettysburg, the site o f a historic battle
during the American Civil War. After the reading, Sts talk
about their own visits to historical sites.
a Books open. Focus on the quiz. Get Sts, in pairs, to first
read the questions and try to work out the meaning of
the highlighted words from the context.
Check answers, either explaining in English, translating
into Sts’ LI, or getting Sts to check in their dictionaries.
Now set a time limit for Sts to answer the questions in
pairs.
b
In the second half of the lesson, Sts listen to a guided
tour o f W estminster Abbey in London. This provides
the context for revision and extension o f the passive and
impersonal you. The gramm ar is practised orally through
a role-play where Sts ask each other about the history of
their town. Sts then practise speaking and writing about a
famous building, and the lesson ends with the song Believe
in humanity.
Now play the audio for Sts to listen and check,
lc
G ram mar t h e p a s s i v e p.155
Com m unicative 2 0 t h c e n t u r y quiz p .1 8 6 ( i n s tru c tio n s p .165)
Song Believe in h u m a n ity p .217 ( i n s t r u c t i o n s p.208)
w w w .o u p .c o m /e lt/te a c h e r/e n g lis h file
O ptional lead-in (b ook s closed)
4c
5c
6 a
7c
E xtra challenge
• Get Sts to write some more quiz questions o f their
own.
c
Focus on the task and the three stills. Get Sts in pairs to
try and match the photos with the historical events in a .
Check answers.
Lincoln - t h e b a t t l e o f G e t ty s b u r g during t h e A m erican
Civil War
3 0 0 - t h e b a t t l e a t T h e rm o p y la e
D o c to r Z hivago - t h e Russian Revolution
• Now ask Sts to think of:
- a historic event that has happened in their lifetime;
E xtra idea
- a building of historical im portance in their town / city.
• Ask how many Sts have seen the films and what they
thought o f them.
• Elicit Sts’ ideas. Encourage them to explain why the
event was im portant and to give a bit o f information
about the building.
I
3 b
4 33 )))
Extra photocopiable activities
• Write the word h i s t o r y on the board. Elicit what the
difference is between history and story. Then ask Sts
what two adjectives you can make from the word history,
and elicit historic and historical. Elicit / explain the
difference in meaning:
- historic is used to describe sth that is so im portant
that it is likely to be remembered, e.g. a historic event,
a historic victory, a historic occasion.
- historical describes something connected with the
past or with history, e.g. a historical novel, historical
research.
2 b
1 Mustafa Kemal Ataturk was t h e leader of th e Turkish national
movement, and becam e th e first president of Turkey in 1923.
2 The 9/11 a t t a c k s on t h e Twin Towers in New York and on
t h e P e ntagon in Washington took place in 2001, sta r tin g a t
8.46 in t h e morning.
3 Ireland is n ot a monarchy, although it had kings until th e
tw e lfth century.
4 Germany h as n ever had a civil war. The English Civil War
took place b e tw e e n 1642 and 1651, and th e Spanish Civil
War b e tw e e n 1936 and 1939.
5 The Russian Revolution is t h e expression u se d to refer to
a series of revolutions which took place in Russia in 1917,
and which led to t h e end of t h e rule of t h e Tsars.
6 In t h e b a ttle of Thermopylae t h e S p a rtan army f o u g h t with
300 men. The Persian army had over 100,000 men, bu t th e
S partans, aided by a small Greek force, held t h e m off for
seven days before finally being defea te d .
7 The b a tt l e of G ettysburg was th e m o st fam ous b a ttle
b e tw e e n t h e Union and C onfederate armies during th e
American Civil War. The b a ttle led to th e end of t h e war,
and t h e abolition of slavery.
study m a a
• Workbook 8B
® iTutor
® iChecker on iTutor
• w w w .o u p .c o m /e lt/e n g lis h file
•
•
•
•
4 3 3 ))) Put two pairs of Sts together and get them to
compare their answers.
d
Do this as an open-class activity. Write the titles of the
films or TV series that Sts name on the board. Find
out how many Sts have seen them. Ask Sts what they
thought of the films or TV series and what they learned
from watching them.
8B
2 PRONUNCIATION the letters
1 + (I w a n te d t o g o b a c k t o th e m a g ic p la c e s o f m y y o u th )
2 - (There w as lit t le to g iv e y o u a n y se n se o f t h e b a t t le
ar
itself.)
+ (One in te re s tin g th in g w as a case d e v o te d to th e
G e tty s b u rg Address...)
- (The tr u th , as so o fte n in th is life, w as disa p po in tin g .)
- [You h a d t o ta k e th e ir w o rd fo r it t h a t a g r e a t b a ttle
was f o u g h t there.)
- ( It’s a p it y t h a t so m u c h o f th e to w n o f G e tty s b u r g has
b e e n s p o ile d w ith t o u r is t t a t a n d t h a t i t is so visible
fro m th e b a ttle fie ld .)
+ (/ was in heaven.)
Pronunciation notes
3
• This exercise focuses on the letters ar. In a stressed
syllable it is usually pronounced /a:(r)/, but after
w or qu it is usually pronounced h'J and Sts often
mispronounce these words. In unstressed syllables,
ar is usually pronounced hi.
a Focus on the three sound pictures, and remind Sts that
h i in computer is always in an unstressed syllable. Tell
them to focus on the pronunciation o f the ar, and to
write the three words in the correct rows.
b
4
5
6
7
c
4 34))) Play the audio and check the answers.
Get Sts to compare with a partner.
4 34)))
car/a:/
army
horse h-.l
war
c om pute r h i monarchy
c
Put Sts in pairs. Focus on the list of words w ith ar and
give Sts time to put the words in the correct rows.
d
4 35))) Play the audio to check answers, and elicit that
the letters ar are usually pronounced h'J after w and
after qu.
d
4 36)))
e
a Ask Sts what they know about the American Civil War.
Elicit or explain that President Abraham Lincoln was
President of the United States during the entire war
(1861-1865).
Now focus on the instructions and the book extract.
Get Sts to read the extract and answer questions 1-3.
Check answers and highlight that an address, in this
context, is a speech..
1 He w a n t e d t o g o b a c k t o t h e m agic p l a c e s of his y o u th .
2 He v isited t h e m u s e u m t h a t c o n t a i n e d ite m s f o u n d on
t h e b a tt l e f i e ld a n d h a d a display a b o u t t h e G e t t y s b u r g
A d d re ss . He a ls o s a w t h e b a tt l e f i e ld w h e r e t h e B a tt l e o f
G e t t y s b u r g w a s f o u g h t.
3 He f e lt s a d a n d f o u n d it difficult t o f e e l a n y e x c i t e m e n t.
b
Focus on the instructions and the task. Get Sts to read
the extract again and mark the phrases positive (+) or
negative (-), depending on the w riter’s attitude. Remind
them to underline the phrases that show how he felt.
Focus on the instructions. Put Sts in pairs to choose a
topic to tell their partner about.
W hen Sts have finished, get some feedback.
E xtra idea
• Tell Sts about one or two o f the places yourself to
demonstrate the activity.
Play the audio again. Pause after each word or group
of words and get Sts to repeat. For the words with h i
make sure that Sts stress the right syllables.
3 READING AMD SPEAKING
4 bullets
5 soldiers
6 rifle
Give Sts time to plan what they’re going to talk about
and help them with vocabulary if necessary.
car la-J army, dark, farmer, avatar, s ta rt, bargain
horse h-J war, warm, warning, reward, quarter, wardrobe, towards
com puter h i monarchy, afterwards, standard
• Sts can practise th e s e sounds on th e iT u to r and on th e
E n g lish File In te rm e d ia te Plus w ebsite.
4 36))) Play the audio for Sts to listen and check. Then
play it again for Sts to repeat the words.
1 battlefield
2 blowing up
3 c annons
4 35)))
STUDY POSH
Now tell Sts to focus on the highlighted words and
work out their meaning from the context, and then
match them with the definitions.
4 LISTENING
a Focus on the photos and ask the questions to the class.
Ask if anyone has been to the Abbey or watched TV
coverage o f any ceremonies held there.
b
4 37))) Focus on the instructions and tell Sts they
are going to hear a tour guide taking people around
W estminster Abbey and talking about each section.
Tell them to try and imagine they are on the tour.
Focus on the plan of the Abbey and get Sts to be clear
about where the tour starts from and what the different
sections A -F are. Then focus on sentences 1-6 and
give Sts time to read them.
Now play the audio once, pausing after each section.
You could pause after each section for Sts to match the
places with the information.
Check answers.
Extra support
• Before playing the audio, go through the listening
script and decide if you need to pre-teach / check any
lexis to help Sts when they listen.
I F
2
E
3 A
4
B
5D
6 C
Get Sts to compare with a partner and then check
answers.
109
8B
4
T h ere a r e p l a q u e s for b o t h S h a k e s p e a r e a n d J a n e
A u s te n in P o e t s ’ Corner, t h o u g h n e it h e r is buried in t h e
Abbey.
5 The W e s tm i n s t e r A bbey choir s ings in t h e Quire during
c h u rc h s e rv ic e s.
6 S c h o o lb o y s in t h e 1 8 t h c e n t u r y c a r v e d g ra ffiti on t h e
chair.
4 37)))
(script in S tu d e n t’s Book on p.129 )
Verger
Good a fternoon, everyone, and w elcom e to W estm inster
Abbey, which as you know is one of t h e m o s t im portant and
historic churches in Britain. Over 1,000 y e ars of British history
are contained within t h e s e walls and, indeed, under t h e floors.
We are now st anding in front of t h e High Altar. Many of
you will recognize this a s t h e place where Prince William
and Kate Middleton s tood a t their wedding in 2011, and of
c ourse many o th e r royal weddings have ta k e n place here.
It’s also where Princess Diana’s coffin w as p laced during her
funeral, a lthough a s you probably know she is n o t buried in
W estm inster Abbey. You may notice t h a t although t h e p art
of t h e building where we are is obviously very old, t h e altar is
relatively modern. In f a c t it w as d e signed in t h e 19th century.
Now, if I can direct your attention...
Right. Let’s continue, shall we? The area w here we are now
is called th e Shrine of St. Edward t h e Confessor, who was
king from t h e year 1042 to 1066, and w as t h e first king to
be buried in t h e Abbey. You can s e e his t om b here. These
to m b s h ere are of an early king, Edward th e first, and his wife
Eleanor, who was t h e d a u g h te r of t h e Spanish king, Ferdinand
of Castile. There’s an interesting story here, t h a t when Queen
Eleanor died in 1290, t h e King and Queen w ere in Lincoln,
a b o u t 145 miles from London. Edward followed her body to
W estm inster Abbey, and a t e ac h place w here t h e y s to p p e d
overnight on th e way, he e r e c te d a memorial cross. They
cam e to be called th e Eleanor crosses, and t h r e e of th e m still
exist today. In fact...
Let’s move on to s e e som e o th e r royal tom bs. We are now in
t h e beautiful Lady Chapel, or chapel of Henry VII a s it’s also
called. Many o th e r kings and q u e e n s are buried here including
Queen Elizabeth t h e first, and h er half-sister Queen Mary, th e
d a u g h te r of Catherine of Aragon.
We are now standing in an a rea called P o e t s ’ Corner, which is
probably one of t h e m o st fam ous s p o t s in W estm inster Abbey.
The first writer who w a s buried here w a s Geoffrey Chaucer
in t h e year 1400. Charles Dickens w as also buried here. And
although Sha ke spe are is n ot buried here, t h e r e is a plaque for
him. Jane Austen has a plaque a s well, although, again, sh e is
not actually buried here in t h e Abbey.
We are now in an a rea called t h e Quire. T hese s e a t s are where
t h e W estm inster Abbey choir sings during church services.
As you can see, t h e re is a tall and very lovely sc re en here,
and on t h e o th e r side of t h e s c re e n is a m o n u m e n t to Sir
Isaac Newton, t h e scientist. A num ber of prom inent British
sc ien tists are buried in this area, including Charles Darwin, and
also fa m ous English c om posers. Moving on in this direction we
can s e e how...
The simple w ooden chair t h a t you s e e here is t h e Coronation
Chair. It may look simple, but for hundreds of years, nearly
every English monarch h as been c rowned here, including our
p r e s e n t queen, Elizabeth II.
There’s also a funny story a b o u t this chair. In t h e 18th
century, t h e r e w a s a school for boys in W estm inster Abbey.
And if you look a t t h e back of t h e Coronation Chair, you can
s e e graffiti - 1m ean p laces w here schoolboys have carved
their n a m e s and w ritten m e s s a g e s on t h e chair. Look here one boy has written, ‘I s le p t t h e night in th e Coronation Chair’.
c
Focus oil the instructions and the task. Play the audio
again, pausing after each area for Sts to make notes.
Get Sts to compare with a partner and then play the
audio again if necessary.
Check answers.
1 P rin c e s s Diana’s coffin w a s p l a c e d in f r o n t o f t h e
High A ltar during h e r fune ral, b u t s h e is n o t buried in
W e s tm i n s t e r Abbey.
2 W hen King E dward I's wife, Eleanor o f C astile, died in
1290, King E dward follow ed h e r b o d y t o W e s tm i n s t e r
Abbey, a n d a t e a c h p la c e w h e r e t h e y s t o p p e d o v e rn ig h t
on t h e way, h e e r e c t e d a m em orial c ro ss. T hey a re
called t h e Eleanor c r o s s e s , a n d t h r e e o f t h e m a r e still
sta n d in g .
3 Q u e e n Mary, d a u g h t e r o f C a th e rin e o f A ra gon a n d halfs i s t e r o f Q u e e n E lizabeth I, is buried in t h e Lady C hapel.
Extra support
• If there’s time, you could play the audio again while
Sts read the script on p. 129, so they can see what they
understood / didn’t understand. Translate / explain
any new words or phrases.
5 GRAMMAR the passive; impersonal you
a Focus on the instructions and the inform ation about
W estminster Abbey. Explain / elicit that a replica is a
copy.
Tell Sts to complete each gap with the correct form of
the passive (be + the past participle o f the verbs).
Get them to compare with a partner and then answer
the question about you in the last sentence of the text.
Check answers.
1
2
3
4
5
6
7
w as begun
h a v e b e e n c ro w n e d
be heard
a r e o f f e re d
to be booked
is b e in g c arried o u t
will b e finished
You is u s e d h e r e t o m e a n p e o p le in general.
b
4 38))) 4 39))) Tell Sts to go to G ra m m a r B a n k 8B
on p .147. Focus on the example sentences and play the
audio for Sts to listen to the sentence rhythm. You
could also get Sts to repeat the sentences to practise
getting the rhythm right. Then go through the rules
with the class.
A dditional gram mar notes
the passive
• If Sts used English File Intermediate, they will have
met the different forms and tenses of the passive.
Although Sts should not have problems forming
the basic tenses, e.g. past and present, they may still
have problems with, e.g. future and present perfect
forms, and most importantly may not be using the
passive when they should. It is worth reminding
Sts that we often use the passive in English (usually
without by + person) where other languages use
an impersonal form, e.g. Olives are grown in most
regions o f Spain. M y wallet has been stolen!
• Try to discourage Sts from using by (somebody)
in every passive sentence. Identifying who did the
action is often unnecessary.
Typical mistakes include:
- using the active instead of the passive, e.g.
- problems o f form, e.g. leaving out the verb be or
not using the participle correctly.
- overusing by (somebody) in passive sentences.
8B
impersonaly'ou
• You may want to point out that you is often used
for generalizations about people and with rules and
laws. It is more common in spoken English than in
formal writing.
Focus on the exercises and get Sts to do them
individually or in pairs.
Check answers, getting Sts to read the full sentences,
a
1
2
3
4
5
w e r e c lo s e d
h a v e b e e n w r i t te n
is b e in g built
b e allowed
was fought
6
7
8
9
10
is visited
being s h o w n
w a s be in g film ed
’v e b e e n w o k e n up
t o be given
b
1 h a d t o b e c lo s e d for r e n o v a t i o n s
2 c a n b e f o u n d on t h e i n te r n e t
3 w a s g iven by Lincoln in 1863
4 m u s t w e a r a s e a t b e lt a t all t im e s
5 going t o b e o f f e re d t h e job
6 b e e n b e a t e n a t c h e s s by y our s i s t e r
7 h a v e t o s w itc h o f f p h o n e s during t a k e - o f f a n d landing
8 is going t o b e o p e n e d n e x t y e a r
9 should b e paid for by t h e g o v e r n m e n t
10 is v isited by t h o u s a n d s o f p e o p le e v e r y d ay
Extra support
• If you think Sts need more practice, you may want
to give them the G ram m ar photocopiable activity
at this point or leave it for later as consolidation or
revision.
c
Put Sts in pairs, A and B, and tell them to go to
C o m m u n ic a tio n Local history, A onp.lll, B on
p.m.
Go through the instructions and make sure Sts
understand what they have to do. You could
demonstrate by writing on the board the name o f a
famous person who’s buried in or near your town.
Then get Sts to ask you questions as if they were
tourists, e.g. W ho’s _______? Why is he / shefamous?
Answer their questions in detail.
Get students to take turns to role-play the questions
and answers. Encourage them to ask questions (even
if they know the answers), and to answer in as much
detail as possible.
Extra idea
• You could encourage Sts to be a really difficult tourist
who keeps asking questions.
Tell Sts to go back to the main lesson 8B.
6 SPEAKING & WRITING
a
Focus on the instructions and the photo, and tell Sts
that the Shard is a famous new building in Central
London. Go through the questions with the class and
check that Sts understand what an anecdote is (= an
informal true story that’s interesting or amusing).
Give Sts time to think about their topic and plan what
they are going to say. G et them to make some notes and
help them with any new vocabulary they need. Remind
them that the building can be a modern one (like The
Shard in the photo).
M onitor and help as Sts describe their famous
buildings in pairs.
Get some feedback.
Extra support
• Tell Sts about a building you know well to
demonstrate the activity.
b Tell Sts to go to W riting Describing a building on
p .119.
Focus on a and give Sts time to read the description of
Flagia Sofia and to match the highlighted words in the
text with the numbers in the photos.
Get Sts to compare with a partner and then check
answers.
1 m in a r e ts
2 dome
3 colu m n
4 m o s a ic s
Now focus on b. Get Sts to read the questions and
match them with paragraphs 1-5.
Get Sts to compare with a partner and then check
answers.
a 5
b 3
c 4
d l
e 2
Look at c. Give Sts time to correct the five mistakes
which are underlined in the text.
Get Sts to compare with a partner and then check
answers.
paragraph
paragraph
paragraph
paragraph
paragraph
1:
2:
3:
4:
5:
I t ’s s i t u a t e d
on t h e s p o t w here
its large d o m e
th e re are b e a u tifu l m o s a ic s
If you’re ov er 18
Next, go through the instructions for d.
Get Sts to use the questions in b (in the correct order)
to help them plan their description. Encourage them to
make brief notes as they answer the questions.
Now focus on the instructions in e and go through the
U seful language: describing a fam ous building
box with the class.
Tell Sts they are going to write a description of a
famous building in their town for a tourism website.
Alternatively, they can write about a famous building
somewhere else in their country.
Sts write their description o f a building following the
plan they’ve made. Remind them to use the U seful
language to help them.
You may like to get Sts to do the writing in class or
you could set it as homework. If you do it in class, set a
time limit for Sts to write their description, e.g. 15-20
minutes.
In f, Sts should check their work for mistakes before
giving it in.
Extra idea
• Get Sts to attach a photo o f the building to their
description.
Ill
8B
7
4 40)))
SONG Believe in humanity J3
This song was originally made famous by Carole King
in 1973. For copyright reasons this is a cover version. If
you want to do this song in class, use the photocopiable
activity on p.217.
4 40)))
Believe in h u m a n ity
If you read t h e p a p ers you may s e e
History in t h e making
You'll read w h a t th e y say life is all a b o u t
They say it’s t h e r e for th e taking
Yeah, but you should really c heck it out
If you w a n t to know w h a t ’s shaking
But don’t tell me a b o u t t h e things you’ve heard
Maybe I’m wrong, b ut I w a n t to believe in humanity
I know it’s often t ru e - sa d to say
We have b een unkind to one a n o th e r
Tell m e how many tim es h as t h e golden rule
Been applied by man to his brother
I believe if I really looked a t w h a t ’s going on
I would lose faith I never could recover
So don’t tell me a b o u t t h e things you’ve heard
Maybe I’m wrong, b ut I w a n t to believe in humanity
Maybe I'm living
With my h ead in t h e sand
Ij u s t w a n t to s e e people giving
I w a n t to believe in my fellow man
Yes, I w a n t to believe
112
7&8 Revise and Check
For instructions on how to use these pages see p.40.
CAN YOU UNDERSTAND THESE PEOPLE?
1c
2 B
3A
4 B
5C
STUDYHEia
• iTutor
Test and Assessment CD-ROM
Quick Test 8
File 8 Test
GRAMMAR
a l b
2 c
3 a
b
4
5
6
c
a
b
1 my p h o t o t a k e n
2 he r hair c u t
3 my f l a t p a in te d
7 c
8 b
9 b
4 w a s built
5 sh o u ld b e paid
6 b e in g told
VOCABULARY
a
1
2
3
4
5
b
1 box o ffice
2 interval
3 plot
c
1
2
3
4
5
broken
cam e
paid
come
keep
dyed
m an ic u re
w e ig h t
m assage
stretc h
6 up
7 back
8 do w n
9 away
10 up
4
5
m atinee
opponent
m o n a rc h y
a tta ck
8 cannon
9 war
10 soldiers
6
7
PRONUNCIATION
a
b
1 qu arter
2 a rm y
3 a u d ie n c e
4 fa k e
5 th eatre
1 deposit
2 m anic ure
3 p e r f o rm a n c e
4
5
sp e c ta to rs
a e ro b i c s
CAN YOU UNDERSTAND THIS TEXT?
a
E vent c in e m a is a live p e r f o r m a n c e (e.g. o p e ra , ballet, sp o rt)
t h a t is b r o a d c a s t t o a cin e m a. It is p o p u la r b e c a u s e p e o p le c a n
s e e a live p e r f o r m a n c e fro m f a r away, a t a m u c h lower c o s t.
F
4 41)
1
1= Interviewer,
M = Mairi
How o fte n do you go to t h e h airdresser’s?
Not very often. I think as a girl I should probably go a bit
more, b u t erm, it’s been a few m onths.
What do you have done?
Erm, Ij u s t g e t my hair trimmed now. I u sed t o g e t more
done, I u sed to have layers put in it, but, erm, now I d on’t.
Have you ever had a haircut t h a t you really didn’t like?
M Yes. Erm, t h e hairdresser c u t my hair to o short, erm, and I
w as j u s t looking in t h e mirror watching it g e t sh o rte r and
shorter, and ju s t my smile completely d isappeared and I
w as so unhappy.
Interviewer, L = Lindsay
Do you still go to a bank or do you do all your banking
online?
I still go to a bank, I like th e personal c o n ta c t t h a t you can
have with people, and so I a pprec ia te that.
Have you ever had a problem with online banking?
Yes, definitely. I so m e tim es - you fo rg e t your p a ssw o rd s or
your log in information, t h e n t h a t ’s definitely a problem, so
t h a t ’s why I s o m e tim es like ju st to go into t h e bank.
1= Interviewer,
D = Dexter
Do you play video g a m e s or online gam es?
Er yes, I u sed to play a lot of video g a m e s w he n I w as a child
though, so more so as a child.
Why do you like them ?
Erm, I, I like t h e kind of a dventure of like t h e stories,
especially of th e older gam es. Erm, a s a kid, you ju s t like,
you know, all t h e graphics, and you know, t h e chara cte rs,
similar to like when I’m reading books and stuff. And I
think it’s quite, you know, it’s quite interactive, especially,
you know, you keep your hands moving with t h e rem ote
control. And yeah. Iju s t think it’s, erm, it’s generally quite
fun.
Interviewer, C = Charlie
W hat’s t h e m o s t interesting historical site you’ve ever
visited?
The m o s t interesting historical site w a s probably Pompeii. I
walked up Mt Vesuvius and kind of sa w t h e kind of volcano
- it w as d orm ant now. But also walking round th e ancient
ruins of Pompeii w as really interesting b e c a u s e you s e e
things in their society t h a t are similar to ours like graffiti
and kind of signs saying 'Beware of t h e dog’. And it’s ju s t
really interesting to s e e like an ancie nt civilisation t h a t ’s
frozen in tim e like th at.
Why did you go there?
It w as on a school trip when I w as young - probably a b o u t
like 15 y e a rs old.
Would you recom m end it to o th e r people?
I think I would. It w as really interesting. It’s also really nice
w e a th e r down t h e r e a s well, but it’s ju s t interesting ju st
walking round and j u s t seeing t h e different e le m e n ts to
Roman society. And I w as studying Latin a t t h e time, so it
kind of f itte d in quite nicely.
113
G re p o rte d spe ech
V w o r d fa m ilie s
P w o rd s tre s s
9A
Can’t remember, can’t forget
W ith a show of hands, find out how many Sts ticked
each sentence.
Lesson plan
This lesson is about memory and provides two different
angles on the topic, not being able to remember, and
not being able to forget. It also revises and extends Sts’
knowledge of reported speech.
The lesson begins with Sts doing a survey about how
good their memory is and then discussing the results.
Next, they listen to a programme about a wom an and her
boyfriend who have spoken to an oral history project called
StoryCorps about her memory loss and how she copes
with it. The gramm ar section which follows uses extracts
from the listening to present a revision o f reported speech
(reported statements, questions, and imperatives).
In the second half of the lesson, the focus shifts from memory
loss to being unable to forget. Sts read and discuss an article
about a woman who can’t forget anything. This leads into a
vocabulary and pronunciation focus on word families related
to the words remember andforget. Sts then put this language
into practice in a speaking activity where they tell stories and
anecdotes. The lesson finishes with a song, Memories.
STUDY H U H
• Workbook 9A
• iTutor
• w w w .o u p .c o m /e lt/e n g lis h file
b
Do this as an open-class activity and elicit what kind of
things Sts would like to be able to remember better and
Sts’ own tricks for remembering things.
2 LISTENING
a
Focus on the instructions. Tell Sts to read about
StoryCorps to find out what it aims to do. Make sure
Sts understand stroke (= a sudden, serious illness when
the brain stops working properly).
Elicit answers to the questions from the whole class.
S to r y C o r p s ’s a im is t o g iv e p e o p le a c h a n c e t o r e c o r d t h e i r
s t o r ie s in o r d e r t o s h a re a n d p r e s e r v e th e m .
P e rh a p s G w e n e v ie re M a n n d e c id e d t o r e c o rd h e r s t o r y
in c a s e s h e f o r g e t s i t s o m e t i m e in t h e f u t u r e , d u e t o h e r
m e m o r y lo s s.
b
5 2))) Tell Sts they are going to listen to a news report
about Gweneviere. Focus on the items in the list and
tell Sts, as they listen, to tick the ones Gweneviere says
she has had trouble remembering.
Play the audio once the whole way through.
Get Sts to compare with a partner and check answers.
Extra photocopiable activities
Extra support
•
•
•
•
• Before playing the audio, go through the listening
script and decide if you need to pre-teach / check any
lexis to help Sts when they listen.
Gram m ar r e p o r t e d s p e e c h p . 1 5 6
Com m unicative Find t h e p a ir p .1 8 7 ( i n s t r u c t i o n s p .1 6 6 )
Song M e m o r ie s p .2 1 8 ( i n s t r u c t i o n s p .2 0 8 )
w w w .o u p .c o m /e lt/te a c h e r/e n g lis h file
Extra idea
O ptional lead-in (b ook s closed)
• Write the words r e m e m
columns on the board.
b e r
and f o
r g e t
in two
• Ask Sts what kinds o f things they would like to
remember and what they would like to forget, e.g.
remember English vocabulary, childhood memories; forget
a bad movie, arguments withfam ily members.
• Write their ideas in each column.
1 SPEAKING
a
S ts s h o u ld t i c k : 1, 4, 5, 8, 9
5 2)))
(s c rip t in S tu d e n t’s B o o k on p.129)
P = Presenter, B = Brian
P A n d n o w Brian is he re t o t e l l us a b o u t a fa s c in a tin g p r o je c t
B
Books open.
Focus on the questionnaire and the task. Give Sts time
to read the sentences and tick the ones that are true
for them. Highlight that in 4, they can use a different
social network from Facebook or use another way of
remembering, e.g. a calendar.
Focus on the G iv in g ex a m p le s box and go through it
with the class.
Get Sts to compare with a partner and encourage them
to give examples.
114
• If Sts are interested in hearing some stories, refer
them to the StoryCorps website or The Listening
Project website (the UK version).
P
B
P
B
t h a t ’s re c o rd in g th e life s to r ie s o f p e o p le th r o u g h o u t th e
U n ite d S ta te s .
T h a t's rig h t, Liz. It's c a lle d t h e S to ry C o rp s p ro je c t, and
t h e y ’v e a lre a d y re c o rd e d t h e s to r ie s o f o v e r 4 5 ,0 0 0
p e ople. T h e se are e v e ry d a y o rd in a ry p e o p le - frie n d s , o ld e r
re la tiv e s w i t h m e m o ry loss, a lso v e te ra n s a n d im m ig ra n ts
w ith p o w e r fu l s to r ie s t o te ll. E veryo ne w h o p a r tic ip a te s
re c e iv e s a fr e e CD w ith th e ir s t o r y on it, and m a n y s to rie s
are a ls o on lin e f o r e v e ry o n e t o enjoy.
W ow! Can yo u t e l l us a b o u t s o m e o f t h e p e o p le w h o have
re c o rd e d th e ir sto rie s?
Th e re are so m a ny g r e a t ones. As I said, s o m e o f t h e
p e o p le w h o have re c o rd e d th e ir s to r ie s are p e o p le w ith
m e m o ry p ro b le m s.
OK.
For in s ta n c e , th e r e w a s a v e ry in te r e s tin g s t o r y fr o m a
w o m a n n a m e d G w e n e vie re Mann, a y o u n g w o m a n w h o has
no s h o rt-te rm m e m o ry .
9A
b
w ord changes in reported speech
• W hen direct speech is reported at a different time
or place from when or where it was originally
spoken, word changes usually happen. However,
if the time is very recent or the place is the same,
these words may not need to change, e.g.
‘I’ll meet you this evening.’ (reported a few minutes
later): He said he’d meet us this evening.
‘I ’ll meet you this evening.’ (reported a few days
later): He said he’d meet us that evening.
reported questions
• rule 1: Point out that the auxiliaries do, does, and
did are not used in reported questions.
1
S h e a s k e d h im h o w m a n y c h ild r e n h e had.
2
T h e y a ske d th e w o m a n to ta k e a p h o to o f th e m . / T h ey
a s k e d t h e w o m a n i f / w h e t h e r s h e c o u ld t a k e a p h o t o
o f th e m .
3
4
5
S h e t o l d u s t o m a k e s u r e w e b o u g h t e n o u g h fo o d .
7
S h e a s k e d m e t o h e lp h e r w i t h t h e c o o k in g . / S he
a s k e d m e i f / w h e t h e r I c o u ld h e lp h e r w i t h t h e
c o o k in g .
8
H e a s k e d t h e m h o w lo n g t h e y ’d / h a d b e e n w a itin g .
9
H e a s k e d h e r t o c o n f ir m h e r d a t e o f b ir t h . / H e a s k e d
h e r i f / w h e t h e r s h e c o u ld c o n f ir m h e r d a t e o f b ir t h .
reported im peratives and requests
- using a that-clause, not an infinitive, to report
Focus on the exercises and get Sts to do them
individually or in pairs.
Check answers, getting Sts to read the full sentences,
E xtra support
• If you think Sts need more practice, you may want
to give them the Gram m ar photocopiable activity
at this point or leave it for later as consolidation or
revision.
e
Put Sts in pairs, A and B, and focus on the instructions.
Sts should each write down their three questions. They
should not work together on this. Encourage them to
write questions to which they don’t know the answers
(e.g. not W hat’syour name?).
First the As ask the Bs the three questions but they
m ustn’t write down the answers.
Make sure Sts swap roles.
f
Get Sts to change partners. Put all the As with
different Bs.
Now focus on the instructions. Tell Sts to report to
their new partner the questions they asked their first
partner and the answers. Although they may need to
look at the questions in order to transform them into
reported speech, they should be able to transform the
answers in their head.
Make sure Sts swap roles.
a
1
2
3
4
5
6
7
8
9
10
I
T h e y t o l d us n o t t o f o r g e t t o b r in g o u r la p t o p s .
Tell Sts to go back to the main lesson 9A.
• Sts were introduced to reported imperatives and
requests using the verbs tell and ask in English File
Intermediate, but they were not contrasted with
other forms o f reported speech. Other reporting
verbs used with the infinitive, e.g. advise, convince,
persuade, etc. are introduced in English File Upperintermediate.
- not changing word order in reported questions,
H e t o l d m e t o f i l l in t h e a p p lic a tio n fo r m .
H e a s k e d h e r i f / w h e t h e r s h e ’d / h a d a r r iv e d o n tim e .
6
10
Typical mistakes include:
- confusing say and tell, e.g. He said me that he was
going home.
- not changing the tense when the time has
changed, e.g. ‘I ’ve been waitingfo r an hour.’
(reported the next day): She said she has been
waitingfo r an hour.
- using the auxiliaries do, does, or did in reported
T h e y a s k e d u s i f / w h e t h e r w e 'd / w o u ld b e a b le t o v is it
th e m .
S h e said (that) s h e c o u ld n ’t r e m e m b e r w hich e x it it
w as.
He said (that) h e c o u ld n ’t find his mobile.
T hey said (that) t h e y p ro b a b ly w o u ld n ’t g e t t h e
m essage.
S h e s aid (that) s h e ’d fin is h ed h e r e x a m s .
T hey to ld u s (that) t h e film w ould b e on t h e n e x t day.
He told m e (that) h e c o u ld n ’t s t a y t h e r e v e ry long.
S h e said (that) s h e h a d t o lea v e a t 6.30.
T hey t o ld m e (that) t h e y ’d n e v e r f o r g o t t e n th e ir visit.
He said (that) h e ’d s e e n a m a n hiding in t h e b u s h e s .
S h e told m e (that) s h e d idn’t really w a n t t o s e e him.
Remind Sts that when they are reporting their
questions and answers, they may need to change
the tense, as well as other words. M onitor and help,
correcting any mistakes in reported speech.
G et some feedback. W ith a show o f hands, find out
how many Sts remembered all three questions and
answers.
E xtra support
• You could demonstrate the activity with a student
in front o f the class. First ask the student a question,
and then report the question and answer to the class
(from memory).
9A
P Oh? So s h e c an ’t re m e m b er things t h a t have ju s t
B
P
B
P
B
P
B
P
B
P
B
P
B
P
B
c
ha ppene d?
Yes, t h a t ’s right. She w as t h e r e with her boyfriend, Yasir
Salem, and th e y talk a b o u t t h e things sh e d o e s to help
with her problem. For example, s h e always has a notecard
in her p o c k et with t h e d a te on it. And e ven things like
meals. She h as to write down every meal she's had. Before
sh e s t a r te d doing t h a t , s h e would so m e tim e s have lunch
t h r e e tim e s in a day b e c a u s e s he didn’t re m e m ber s h e ’d
e a t e n already.
Has she always had this condition?
No. She w e n t to hospital for an operation and s he had a
stroke, and t h a t 's when her problem s t a r te d . The doc to rs
told her t h a t her condition would improve in a couple of
years. But unfortunately, it didn’t.
That so u n d s so sad.
Well, yes. And Gweneviere did s a y t h a t sh e w as afraid she
would wake up one day a t a g e 80 and not re m e m ber t h e
last 40 years of her life. But sh e and Yasir actually have
a very positive a tt i tu d e to it overall. She's able to laugh
a t her situation, and sh e tells a lot of funny stories. For
example, sh e lives in New York, b u t a f te r her stroke she
always used to say t h a t s h e lived in San Francisco. Yasir
would have t o co rrec t her every time. And s h e o fte n u sed
to ask him if one of her colleagues w a s her mother.
But s h e w a sn’t.
No, in f a c t t h e y look com pletely different. Gweneviere's
mum is dark-haired, bu t her colleague w as blonde.
Does she m ention any positive a s p e c t s of her m emory
loss?
Yes, for example s h e ran t h e New York City m ara thon with
Yasir. And her m em ory loss actually helped her. She told
Yasir n o t to let her look a t any of t h e d istan c e signs along
t h e way.
So she didn’t know how far s h e ’d run?
Right. And when s h e asked Yasir how long t h e y ’d b een
running, he always told her it had b e en only b e en 10 or 15
minutes, so s h e never felt tired or discouraged.
And did s h e finish?
Yes, absolutely. She said t h a t finishing t h e m ara th o n m ade
her realize t h a t although s h e had lost som e things, sh e
had gained o thers. It’s a really inspiring story, like so many
others. I really recom m end you listen to s om e of them .
I will. Thank you very m uch for telling us a b o u t t h e project.
No problem.
Tell Sts to read questions 1-9 and then listen to the
audio again.
Play the audio the whole way through. Play it again if
necessary pausing after the answer to each question is
given.
Get Sts to compare with a partner and then check
answers.
1 Ordinary p e o p le , p e o p le w ith m e m o r y loss, v e t e r a n s ,
im m igrants, e tc .
2 S h e a lw ay s h a s a c a rd in h e r p o c k e t w ith t h e d a t e on it.
3 S h e m ight e a t t h e s a m e m e a l (e.g. lunch) m o re t h a n once.
4 A fte r s h e h a d a s t r o k e a f t e r a n o p e r a tio n .
5 S h e is afraid s h e will w a k e up a t 8 0 a n d n o t r e m e m b e r
t h e l a s t 4 0 y e a r s of h e r life.
6 Yes, t h e y do.
7 S a n Francisco.
8 A c olle ag u e . The c o l e a g u e w a s b lo n d e b u t G w ene viere 's
m o t h e r is dark.
9 Look a t a n y o f t h e d i s t a n c e s ig n s a lo n g t h e way.
E x tr a s u p p o rt
• If there’s time, you could play the audio again while
Sts read the script on p. 129, so they can see what they
understood / didn’t understand. Translate / explain
any new words or phrases.
d Do this as a whole-class activity.
Extra support
• If you know o f someone with a compelling story that
might be a candidate for StoryCorps, tell the class
something about the person.
3 GRAMMAR
reported speech
a Focus on the instructions. In pairs, Sts say what they
think the missing words are. Tell them not to write
anything in the gaps yet.
b
5 3))) Play the audio for Sts to listen and complete
the gaps. Pause after each sentence to give Sts time to
write. Play it again as necessary.
Get Sts to compare with their partners to see if their
original answers were correct.
5,3 »)
1 The d oc tors told her t h a t her condition would improve in a
couple of years.
2 She lives in New York, but a fte r her stroke s he always used
to say t h a t sh e lived in San Francisco.
3 And s h e o fte n u sed to ask him if one of her colleagues was
her mother.
4 She told Yasir not to let her look a t any of t h e d istan c e
signs along t h e way.
c
Focus on the instructions. Highlight that with direct
speech, you are using the exact words that someone has
said.
Get Sts to complete the gaps and compare with a
partner.
Check answers.
1 your, will im prove
2 I live
d
3 Is, my
4 Don’t l e t m e
5 4))) 5 5))) 5 6))) Tell Sts to go to G ra m m a r B a n k
9A on p .148. Focus on the example sentences and play
the audio for Sts to listen to the sentence rhythm. You
could also get Sts to repeat the sentences to practise
getting the rhythm right. Then go through the rules
w ith the class.
A dditional grammar notes
• In this lesson the basics of reported speech are
revised, including reported imperatives. By
now Sts should have no problems with reported
statements, but will need more practice with
reported questions, and especially with reported
imperatives and requests.
• Remind Sts that tell is followed by a person or
object pronoun, but say is not, e.g.
She told me her name was Anna. N OT She told her
Remind Sts also of the past simple pronounciation
said /sed/ and told /tsuld/.
• Point out that the past perfect in direct speech does
not change in reported speech.
115
9A
Deal with any other new vocabulary and encourage Sts
to write down any useful new lexis from the text.
4 READINGS SPEAKING
a Focus on the instructions and give Sts a moment to
think about where they were and what they did on the
days listed.
f
Get some feedback. W ith a show o f hands, find out
which condition Sts would rather have. Then ask
individuals why they made that choice.
Now put Sts in pairs and get them to talk about what
they can remember, giving as much detail as possible.
Get some feedback from the class.
Extra support
• Tell Sts as much as you can remember about one of
these days to demonstrate the activity.
5 VOCABULARY & PRONUNCIATION!
word families and word stress
Give Sts time to read the article once the whole way
through.
5 7))) Focus on the instructions. Play the audio and
give Sts time to underline the stressed syllable. Now
play the audio again, pausing after each word for Sts
to check their answers and repeat the words from each
family.
Elicit answers to the questions from the class.
Elicit the answers to the two questions,
b Focus on the article and the task, and go through the
G lo s s a ry with the class.
a
Extra support
• Before Sts read the article, check it for words and
phrases which your Sts might not know and be ready
to help w ith these (but not the highlighted verbs).
a
Focus on the instructions and make sure Sts
understand the task.
d Put Sts in pairs. Get them to cover the article and
compare what they remember with their partners.
Check answers.
1
2
3
4
5
6
7
8
9
10
e
The w riter w a s born on 2 4 J a n u a r y 1968.
T he w riter w a s 18, a n d Jill Price r e m e m b e r s s h e w a s
w orking in a n ice c r e a m shop.
The w riter m e t Jill Price for d inner a t a r e s t a u r a n t in
Beverly Hills.
Jill r e m e m b e r s t h a t on t h e d a t e s h e m e t t h e writer,
it would h a v e b e e n Prince A ndrew a n d Fergie’s 2 2 n d
w e d d in g a n niversary.
Jill w a s born in N ew Jersey.
S h e m o v e d t o California w h e n s h e w a s eig h t, w hich is
w h e n s h e t h in k s h e r brain ‘s n a p p e d ’.
Her m e m o r y h a s b e e n n e a r p e r f e c t s in c e 1980.
Crying h e lp s h e r c o p e w ith t h e u n h a p p i n e s s t h a t h e r
m e m o ry c a n c a u s e .
D o c to rs h a v e b e e n s t u d y i n g Jill s in c e 2000.
Michael is h e r brother, w h o is h a p p y n o t t o h a v e Jill’s
m em ory.
b
rem em ber
5 7)))
forleetlful
unlforleetltalble
b Focus on the two word families in a, remember and
forget.
Give Sts time to match the words with the correct
definitions. Sts could work in pairs or individually and
then compare answers when they finish.
Get Sts to scan the article. This means they should read
it quickly, looking for certain information.
As Sts read they should find out why items 1-10 are
mentioned. Tell them not to write down their answers,
although they could underline the inform ation in the
article.
forget
melmolrv
melmolralble
melmolrize
m elmolrilal
m elmoirs
Jill r e m e m b e r s e v e r y d a y o f h e r life a n d n e v e r f o r g e t s
a nything.
It’s a p roblem b e c a u s e s h e c a n ’t f o r g e t painful a n d
u n p l e a s a n t m em o ries.
c
Focus on the questions. You could do this in pairs or as
a whole-class activity.
STUDY HM3
« Sts can p ractise word stress on th e iT utor.
6 SPEAKING
a Focus on the instructions and the topics which Sts have
to talk about, making sure they understand them all.
Give Sts time to make some notes or think about what
they are going to say for the two topics they choose.
Extra support
• Demonstrate the activity by talking about one o f the
topics yourself.
b Focus on the Starting an anecdote or story box and
go through it with the class.
Put Sts in small groups of three or four. Tell them to
discuss their topics in their groups.
M onitor and help, encouraging Sts to begin with
expressions from the box.
Get some feedback from various groups.
Tell Sts to look at the highlighted verbs and with
a partner to try to work what they mean from the
context.
c
Get individual Sts to tell the rest of the class about a
story or anecdote they’ve just heard from a classmate.
Remind Sts to speak from memory and not to use
notes.
Check answers, either explaining in English,
translating into Sts’ LI, or getting Sts to check in their
dictionaries.
If there isn’t enough time for everyone to speak, you
could form new groups or put Sts in new pairs, where
they can exchange stories.
117
9A
7
5 8») SONG Memories
This song was originally recorded by the band Panic! at
the disco in 2011. For copyright reasons this is a cover
version. If you want to do this song in class, use the
photocopiable activity o n p.218.
5 8)))
M emories
He w as th e congregation's v a grant
With an unrequited love
When your passion’s exaltation
Then finding refuge is n ot enough
She w as t h e y o u n g e st of t h e family
And t h e last to be let go
When th e y decided th e y would try and m ake it on their own
Oh memories, w here’d you go?
You w ere all I've ever known!
How I miss y e sterd a y
And how I let it fa d e away
Where’d you go?
(oh oh oh oh oh oh oh oh oh oh oh oh)
When July b e c a m e Decem ber
Their affection fo ught th e cold
But th e y couldn’t quite rem em ber
What inspired th e m to go
And it w a s beautifully depressing
Like a s t r e e t c a r nam ed Desire
They w ere fighting for their love
T hat had s t a r t e d growing tired
Oh memories, w he re ’d you go?
You w ere all I’ve ever known!
How I miss y e sterd a y
And how I let it fa de away
Don’t fade away!
When th e m oney lost m om entum
And t h e bills w ere piling high
Then t h e smile had finally faded
From th e apple of their eye
They w ere young and indep e n d e n t
And th e y t h o u g h t th e y had it planned
Should have known right from t h e s t a r t
You c a n ’t predict t h e end
Oh memories, w h e re ’d you go?
You w ere all I’ve ever known!
How I miss y e sterd a y
And how I let it fa de away
Oh memories, w he re ’d you go?
You w ere all I’ve ever known!
How I miss ye sterd a y
And how I let it fa d e away
Don’t fa de away!
118
SI
9B
G uses of th e p ast perfect
V w eddings
P senten ce stre ss
Wedding dramas
E xtra idea
Lesson plan
The topic of this lesson is weddings. The lesson begins with
Mabel, a short story by a famous British writer, William
Somerset Maugham, about a wedding that was postponed
for years and nearly didn’t take place. The story is presented
in four parts, two of which are for reading and listening,
and two o f which are for listening only. This is followed by
the gramm ar focus which looks at three common uses of
the past perfect: a narrative tense, in reported speech, and
in third conditional sentences. These structures are further
practised in a pronunciation focus on sentence stress.
• You might want to tell Sts a bit more about
M augham’s life. He was a famous English writer in
the 20th century. He travelled throughout Europe,
Africa, and Asia, as well as British colonies, and pre­
revolutionary China. He used the people he m et as
characters in his novels and short stories, particularly
colonial officials and British expatriates. Among
his most famous novels are O f Human Bondage, The
Moon and Sixpence, and The Razor’s Edge.
b
The second half o f the lesson begins with a vocabulary
focus on lexis related to weddings, including a text about
a wedding that was nearly ruined by a mix-up. The theme
continues in a listening activity with news stories about
three wedding disasters. Sts then talk about the last
wedding they attended and finally write a story describing
a significant event.
5 9))) Tell Sts they are going to read and listen
to Mabel, a short story written by Maugham and
originally published in 1930, many years after the
events in the story had taken place. Point out that
most o f the places mentioned in the story were
British colonies at that time, ruled by British colonial
governments.
Focus on P a r t 1 and the G lo ssa ry and go through it
with the class.
study Hum
® W orkbook 9B
• iTutor
• iChecker on iTutor
• w w w .o u p .c o m /e lt/e n g lis h file
Give Sts time to read questions 1-5. Elicit or explain
the meaning of dilemma (= a situation which causes
problems, often one in which you have to make a very
difficult choice).
Extra photocopiable activities
Now play the audio and tell Sts to listen and read. In
pairs, Sts answer the questions.
• G ram mar u s e s o f t h e p a s t p e r f e c t p.157
• Com m unicative W h a t h a d h a p p e n e d ? p.1 88 (in stru c tio n s
Check answers.
p. 165)
1 G e o rg e w a s a British colonial g o v e r n m e n t official, a n d
Mabel w a s his f ia n c e e , w h o w a s living in England.
2 Various difficulties c a m e up: M abel’s f a t h e r died, t h e
w a r c a m e , a n d t h e n G e o rg e w a s s e n t to a d is tric t which
w a s u n s u i t a b l e for a w h ite w om an.
3 He s u d d e n l y b e c a m e afraid o f m arrying M abel b e c a u s e
h e h a d n ’t s e e n h e r for s e v e n y e a r s a n d c o u ld n ’t
r e m e m b e r w h a t s h e w a s like.
4 G eorge didn’t w a n t t o m arry Mabel b u t didn’t w a n t t o tell
he r this, either.
5 He d e c id e d t o t a k e a b o a t t o Singapore.
• w w w .o u p .c o m /e lt/te a c h e r/e n g lis h file
O ptional lead-in (b ook s closed)
• Write the words w e d d i n g d i s a s t e r s on the board.
Then put Sts in pairs and give them a few minutes
to brainstorm three ideas why a wedding might be a
disaster.
• Elicit ideas.
• Now tell Sts they are going to read a short story about a
wedding that almost didn’t happen.
5 9)))
See t e x t in S tu d e n t's Book on
1 READING & LISTENING
a
Books open. Tell Sts to read the inform ation about
William Somerset Maugham /moan/. Make sure they
understand the m eaning of colonies (= countries or
areas under the political control o f another country
and occupied by settlers from that country).
Ask the questions as a whole-class activity. Encourage
Sts to give reasons to justify their opinions.
p.88
Now focus on the last two questions in b o ld and ask
them to the class. You could also get Sts to discuss them
in pairs and get feedback.
c
5 10))) Tell Sts they are going to listen to P a r 1 2 o f the
story.
Focus on the instructions and the map. Point out that
some of the cities and countries now have different
names (e.g. Burma / Myanmar, Saigon / Ho Chi Minh
City, etc.). Give Sts time to look at the map carefully.
Play the audio once the whole way through for Sts to
listen and mark George’s route on the map.
Get Sts to compare with a partner and then check
answers, eliciting the names of the places on his route.
119
E x tra support
f
• Before playing the audio, go through the text and
decide if you need to pre-teach / check any lexis to
help Sts when they listen.
5 11))) Play the audio for Sts to listen and check,
pausing as necessary.
2 A fte r t h a t
3 n ow
4 only
R angoon -> S in g a p o re -* B angkok -* Saigon -> Hong Kong
-* Manila -> S h a n g h a i -* Y okoham a -* S h a n g h a i
5 never
6 lazily
7 One m orning
5 11)))
5 10)))
Part 3
No, no, s h e w a sn’t going to c a tc h him so easily. He had
already m ad e his plans. He could c a tc h t h e last ship along th e
Yangtze river to Chungking. After th a t, no one could g e t t h e r e
until t h e following spring. He arrived a t Chungking, b u t he was
d e s p e r a t e now. He w a s n ot going to t a k e any risks. There was
a place called Cheng-tu, t h e capital of Szechuan, and it was
400 miles away. It could only be reached by road, and t h e area
w a s full of thieves. A man would be s a fe there.
George s e t out. He sighed with relief when he sa w t h e walls
of t h e lonely Chinese city. He could r e s t a t last. Mabel would
never find him there. The British consul w a s a friend of his and
he s ta y e d with him in his luxurious house. The w e e k s p a sse d
lazily one a f te r t h e other.
One morning George and t h e consul w ere in t h e courtyard
w hen t h e r e w as a loud knock a t th e door.
Part 2
When George arrived a t Singapore he found a telegram
waiting for him.
Quite u nde rstand. Don’t worry. Love Mabel.
‘My God, I believe s h e ’s following me,’ he said. He c hecked th e
p a s s e n g e r list of t h e n e xt ship on its way t o Singapore, and
sure enough her nam e w as on it.
There w as not a m o m e n t to lose. He jum ped on t h e first train
to Bangkok. But he w as uneasy; s h e would have no difficulty
in finding ou t t h a t he had gone to Bangkok. Fortunately t h e r e
w a s a French b o a t sailing t h e n e x t day for Saigon. He to o k it.
At Saigon he would be safe. It would never occur to her t h a t
he had gone there.
It was five d ays’journey from Bangkok to Saigon and t h e b oa t
was dirty, crowded and uncomfortable. He w a s glad to arrive
and w e n t s tra ig h t to t h e hotel. A tele gram w as immediately
handed to him. It contained only tw o words:
Love Mabel.
He s t a r te d to tremble.
‘When is t h e n e xt b o a t for Hong Kong?' he asked. He sailed
to Hong Kong b ut was afraid to s ta y th ere . Then he w e n t to
Manila, and from t h e r e he w e n t on to Shanghai. Shanghai
m ad e him feel nervous; every tim e he w e n t o u t of t h e hotel
he e x p e c te d to run s tra ig h t into Mabel’s arms. No, Shanghai
would never do. The only thing w as to go to Yokohama. At th e
Grand Hotel in Yokohama a tele gram aw aited him.
So sorry I m issed you a t Manila. Love Mabel.
Where was s he now? He w e n t back to Shanghai. This tim e he
w e n t stra ight to th e club and asked if he had received any
telegram s. One w as h a nded to him.
Arriving soon. Love Mabel.
Now ask Sts what they think He sighed with relief means.
You could demonstrate what a sigh /sai/ sounds like
(taking in a deep breath and letting it out) and point out
that people make this sound for different reasons.
Possible answer
He t h o u g h t M abel c o u ld n ’t possibly find him t h e r e a n d w a s
h a p p y t o b e f r e e o f h e r a t last.
g
Now tell Sts they are going to listen to Part 4, which
is the end o f the story. Play the audio once all the way
through for Sts to listen. Play it again if necessary.
Focus on the instructions and Mabel’s four telegrams.
Now play the audio for Part 2 again, pausing as
necessary. Give Sts time to complete the gaps.
5 12)))
Part 4
One morning George and t h e consul were in th e c ourtyard
when t h e r e w as a loud knock a t th e door. The doorm an
o p e n ed it. Mabel walked in. She w as n e a t and cool and fresh.
There w as nothing in her a p p ea ran c e to s u g g e s t t h a t she
had ju s t com e in a f te r tw o w e e ks on th e road. George was
terrified. He w as a s pale as d eath. She w e n t up to him.
'Hello, George, I w as so afraid t h a t I’d missed you again.’
‘Hello, Mabel,’ he said.
He did no t know w h a t to say. He looked this way and that: she
s to o d b e tw e e n him and th e doorway. She looked a t him with a
smile in her blue eyes.
‘You haven’t changed a t all,’ sh e said. ‘I w as afraid you’d g o t f a t
and bald. I've b een so nervous. It would have b e en terrible if I
hadn’t b een able to marry you a f te r all.’
She turned to George’s host.
‘Are you t h e consul?’ sh e asked.
‘I am.’
‘Good. I’m ready to marry him as s oon a s I’ve had a b a th .’
And s h e did.
Get Sts to compare their answers with a partner and
then play the audio again, pausing if necessary for them
to check.
Play the audio again if necessary.
Check answers.
1
2
3
4
5 12») Ask Sts to guess how the story will end. Elicit
some ideas, but do not tell Sts if they are right.
u n d e r s t a n d , Don’t w orry
Love Mabel
sorry, m is se d , Manila
Arriving s o o n
Now focus on the question and get the class to
speculate on what George will do next. You could do
this in pairs and get feedback.
Get some feedback.
Now ask Sts to explain, in their own words, what
happened in the end (Mabelfound George and they got
married). W ith a show o f hands, find out how many Sts
were surprised. Ask individuals why or why not.
Focus on the instructions. Get Sts to read Part 3 and
continue marking George’s journey on the map. Elicit
or explain that a consul /'kDnsl/ is a government official
who is the representative of his or her country in a
foreign city.
E x tr a s u p p o rt
• You could write any new and useful words and phrases
from the text and audio on the board for Sts to copy.
Get Sts to compare with a partner and then check
answers, eliciting the names o f the places on his route.
S h a n g h a i -* C hungking -* C h e n g -tu
Next, get Sts to complete the gaps with words and
phrases from the list, and then compare with a partner.
h
Focus on questions 1-3, making sure Sts understand
them. Then put Sts in pairs and get them to ask and
answer the questions, giving as much inform ation as
possible.
9B
Get some feedback.
7
8
9
10
You might want to tell Sts that George and Mabel were
real people. The w riter m et George in Burma and a
friend o f George’s told Maugham about George and
Mabel’s ‘romance’. The story does have a happy ending.
W hen Maugham met George, he and Mabel had been
happily m arried for eight years - in fact, George was
totally dependent on Mabel and was very unhappy that
she had had to go back to England for a visit.
b
1
2
3
4
5
6
7
8
9
10
2 GRAMMAR uses of the past perfect
a Focus on the instructions and get Sts in pairs to
match uses o f the past perfect in the story with the
descriptions.
2
b
3
E x tr a s u p p o rt
• If you think Sts need more practice, you may want
to give them the G ram m ar photocopiable activity
at this point or leave it for later as consolidation or
revision.
c l
You may w ant to poin t out th at 3 is a th ird
conditional.
b
w o u ld n ’t h a v e fallen, h a d n 't m a d e
'd / h a d b e e n invited, ’d / w ould h a v e g o n e
'd / w ould h a v e f o r g o t te n , h a d n ’t r e m in d e d
'd / h a d left, w ou ld n ’t h a v e m is s e d
h a d n ’t paid, w o u ld n ’t h a v e lo s t
w ould h a v e had, h a d n ’t f i t t e d
w ould h a v e b e e n a b le to, h a d n ’t d runk
w ould h a v e lost, h a d n 't fo u n d
'd / h a d know n, ’d / would h a v e o f f e re d
h a d n 't s h o u t e d , w ou ld n ’t h a v e b e e n a r r e s t e d
Tell Sts to go back to the main lesson 9B.
Check answers,
a
'd / h a d only b e e n , m e t
a s k e d , 'd / h a d visited
told, 'd / h a d j u s t g o t
h a d n ’t t a k e n off, w a s n ’t allowed
5 13))) 5 14))) 5 15))) Tell Sts to go to Grammar
Bank 9B on p.149. Focus on the example sentences
and play the audio for Sts to listen to the sentence
rhythm. You could also get Sts to repeat the sentences
to practise getting the rhythm right. Then go through
the rules with the class.
3 PRONUNCIATION sentence stress
a
Put Sts in pairs. Play the audio and give them time to
write the stressed words in the large pink rectangles.
A dditional grammar notes
• The main uses o f the past perfect are brought
together. The most difficult structure for most
Sts will be the third conditional, which is why one
whole practice exercise is devoted to it.
S e e w o rd s in bold in sc rip t 5.16
5 16)))
past perfect in narratives
• A typical mistake is using the present perfect or
past simple to talk about an earlier time, e.g.
past perfect in third conditionals
Typical mistakes include:
- using would have instead o f the past perfect
in the (/"-clause of the third conditional, e.g.
1 When I read your email I understood why you’d left.
2 If I'd known t h e w eather w as going to be so bad, I wouldn’t
have come.
3 As soon a s we g o t to th e airport, we remembered t h a t we
hadn't locked t h e windows.
4 He said t h a t he hadn’t seen her for ages.
5 I would have bought th e dress if it hadn’t b e en so
expensive.
b Focus on the instructions and get Sts to write down the
unstressed words.
S e e w o rd s w hich a r e n o t in bold in s c rip t 5.16
c
- using the past perfect instead o f would have in
the main clause o f the third conditional, e.g.
5 16))) Remind Sts that in English sentences only
some words are stressed. Elicit the type o f words
which are usually stressed (nouns, verbs, adjectives, and
adverbs).
Play the audio again and get Sts to repeat the sentences.
M onitor that they are using natural sentence stress.
STUDY H U H
® Sts can p ractise sentence stress on th e iT uto r.
Focus on the exercises and get Sts to do them
individually or in pairs.
Check answers, getting Sts to read the full sentences,
a
4 VOCABULARY weddings
a Focus on the wedding photo and the list o f words and
phrases. Give Sts time, individually or in pairs, to
match the words with the people in the photo.
Check answers.
1
2
3
4
5
6
enjoyed, ’d / h a d s e e n
said, ’d / h a d w o rk e d
h a d n ’t g o t up, le ft
sp e n t, had disap p eared
ran, h a d a lre a d y b e e n t a k e n
c o u ld n ’t, h a d n ’t b o o k e d
1 t h e bride
2 a pageboy
3 t h e (bride)groom
4 a bridesm aid
5 t h e b e s t m an
121
9B
E x t r a id ea
• Ask Sts what people usually say in a wedding
ceremony in their country.
E x tr a s u p p o rt
• Let Sts use their dictionaries to help them with this
activity.
b
Get Sts to read the blog post. Ask the question to the
whole class.
b
The bride n e arly didn’t h a v e h e r w e d d in g d r e s s in tim e for
t h e w edding.
c
Focus on the text and tell Sts to read it once the whole
way through. Ask Sts a few comprehension questions,
e.g. Whose wedding was it? Where did it take place? What
was the man taking to the wedding? What happened to his
suitcase? Did he have a good time at the reception? etc.
Then get Sts to complete the gaps with the words and
phrases in the box.
Tell Sts to compare with a partner.
d
5 17))) Play the audio for Sts to listen and check.
1 w e d d in g d r e s s
2 bride
3 cerem ony
4 r e c e p ti o n
5 g uests
6 speech
Focus on the instructions and the three news
headlines. Check that Sts understand the vocabulary,
e.g. ruin, setfire to, and better late than never.
G et Sts to speculate, in pairs or small groups, about
what went wrong in each wedding.
Elicit a few ideas, but do not tell Sts if they are right yet.
c
5 18))) Tell Sts they are now going to hear the three
news stories.
Play the audio once, pausing between stories, for Sts
just to listen.
After each story ask if any Sts guessed correctly.
E x tr a s u p p o rt
• Before playing the audio, go through the listening
script and decide if you need to pre-teach / check any
lexis to help Sts when they listen.
5 18)))
5 17)))
Last w eekend w a s my wife’s sis te r’s wedding in a little tow n
in so u th e rn Egypt, and I nearly ruined it. I flew in from t h e UK
tw o days before, and my one job w as t o bring t h e wedding
dress, which t h e bride had had specially m ad e by a wellknown d esigner in London.
Well, my flight to Cairo w as delayed so when I landed, I w as in a
hurry. I quickly picked up my suitcase and c au g h t th e overnight
train heading south. As soon a s I g o t t h e re I w e n t to my hotel,
opened my suitcase, and to my horror realized t h a t it w a sn’t
mine. My suitcase - with t h e dre ss inside - w as presumably still
a t th e airport in Cairo, or even worse, in th e h ands of a stranger.
The ceremony w as a t 11 o'clock th e following morning!
I immediately w e n t to t h e s ta tio n and t ook th e first train back
to Cairo and amazingly found t h e s u itc a se still a t t h e airport.
After a n o th e r overnight train, I w a s b ack j u s t in tim e for t h e
wedding. I h adn’t sle p t much a t all, b u t I had t h e dress. The
bride looked g r e a t and t h e reception, which w as a t a hotel,
w a s beautifully organized. All t h e guests had a g r e a t time, b ut
I w a s so e x h a u s te d t h a t by t h e tim e t h e b e s t man w a s giving
his speech I had already fallen a slee p a t t h e table.
e
Focus on the questions and make sure Sts understand
them.
Put Sts in pairs and get them to ask and answer the
questions, giving as much inform ation as possible.
M onitor and help with vocabulary.
Get some feedback.
E x tr a id ea
• To create a more realistic exchange o f information
in a monolingual class, you could take the role o f a
foreigner and ask these questions to the class.
5 LISTENING
a
Focus on the question and get a show of hands for each
possible answer.
Give the correct answer.
1 ‘I do.’
122
(script in S t u d e n t ’s Book on p.130)
1
Our n e x t story c o m e s from Austria, w he re t h e p e rf e c t
wedding w a s ruined by a joke. The bride, 27-year-old Tina
Albrecht, and her fiance Dietmar Koch, w a n ted t o g e t married
a t a beautiful c a s tle in Steyr, a small tow n in Austria.
There w a s j u s t one problem. When t h e registrar asked Tina,
'Do you ta k e this man to be your h u sb a n d ? ’ sh e replied, 'No, I
don’t.’ Tina w as j u s t joking, be c a u se s h e w a n te d to bring a bit
o f humour into t h e ceremony, and of c ourse s h e immediately
c o rrec te d herself and said, ‘No, sorry, I do.’
But by t h e n it w a s too late. Unfortunately for Tina and
Dietmar, t h e law in Austria says t h a t if either t h e bride or th e
groom s a y s ‘I don’t ’, t h e wedding m u st be sto p p e d , and it c an ’t
be held again for a t l e a st t e n weeks.
As a result, t h e entire wedding w a s cancelled, and all th e
g u e s t s w ere s e n t home. Ms Albrecht said: ‘Now we have to
w ait until March before w e can try again.’ She added: ‘Looking
back on my joke, I s u p p o s e it w as probably not so funny.’
2
Finally, h e re ’s an unusual story a b o u t a wedding disa ster
in Tokyo. It s e e m s t h a t th e groom, 39-year-old Tatsuhiko
Kawata, g o t a very bad c a s e of wedding ne rv es th e night
before his wedding.
According to t h e police, Mr Kawata decided he w a s n ’t ready
to g e t married. So, w h a t did he do? At 2.30 in t h e morning
he w e n t to th e h otel where t h e ceremony w as going to ta k e
place, and s e t fire to it!
Kawata w a s a rre ste d a f te r hotel s t a f f told t h e police t h a t
he had phoned t h a t a fte rnoon saying he w as thinking of
cancelling t h e wedding. He told a Ja p a n e s e newspaper,
‘I t h o u g h t if I s t a r te d a fire, I wouldn’t have to go through with
t h e wedding.’
3
Up next, we go to a small town near Chicago, w here an ordinary
wedding has e nded very strangely - in fact, it e nded before it
ever began.
The problems s t a r t e d b e c a u s e t h e groom, Timothy
Thompson, w as late for his wedding. He w as also very excited.
As a result, when he g o t in his car, a Je e p Grand Cherokee, to
drive to t h e church, he e nded up driving a t 100 miles per hour.
According to t h e police, not only w a s he driving way over th e
sp e e d limit, bu t he w as also driving dangerously, changing
lanes, and a t one point alm ost crashed.
When t h e police finally c a u g h t up with him in t h e parking lot
of t h e church, Timothy explained t h a t he w a s only speeding
so t h a t he could g e t t o t h e church b efore t h e ceremony
began, b ut t h e police w ere n ot in a romantic mood, it seem s.
They a r re s te d him and took him to jail, and t h e wedding
w as cancelled.
9B
d Focus on the chart and the questions which Sts will
have to answer.
Play the audio again, pausing after each news story and
making sure Sts are completing the chart.
Get Sts to compare with a partner and then play the
audio again if necessary.
Check answers.
1
-
Steyr, a sm all to w n in A ustria
t h e bride a n d g room
T he b ride said ‘No, I d o n ’t ’ i n s t e a d of 'I d o ’ for a joke.
No, b u t it will b e held in March.
2
- Tokyo (Japan)
- t h e g ro o m
- T he g ro o m g o t a v e ry b a d c a s e o f w e d d in g n e r v e s a n d
s e t fire t o t h e h o t e l w h e r e t h e c e r e m o n y w a s g oing to
t a k e place. He w a s a r r e s t e d .
- No.
3
- Chicago (USA)
- t h e g ro o m
- The g ro o m w a s s p e e d i n g a n d driving d a n g e ro u s ly
b e c a u s e h e w a s l a t e for his w edding. He w a s a r r e s t e d .
- No, it w a s can c elled .
E x tr a s u p p o rt
• If there’s time, you could play the audio again while
Sts read the script on p.130, so they can see what they
understood / didn’t understand. Translate / explain
any new words or phrases.
e
Do this as an open-class activity. If you have heard of
any wedding disasters, you could tell the class about
them.
You may want to skip this stage if you did the leadin and there was a lot of discussion about wedding
disasters.
0
SPEASCING & W R fflM G
a
Focus on the instructions and the topics in the list.
Give Sts time to think about what wedding they are
going to talk about and what they are going to say.
Obviously the more recent the better as they will
remember the details more clearly (unless they want to
talk about their own wedding obviously).
Put Sts in pairs and get them to take turns to describe
the weddings.
Get Sts to compare with a partner and then check
answers.
T h e r e w e r e t w o problem s: t h e w o m a n w h o w a s s u p p o s e d
t o play t h e violin a t t h e w e d d in g c e r e m o n y g o t l o s t a n d
n e v e r arrived, a n d t h e brid esm a id w h o t h e n a g r e e d t o play
t h e p iano didn't k now a n y w e d d in g music.
E very th in g w o rk e d o u t b e c a u s e M a tt's b r o t h e r d o w n l o a d e d
t h e s c o r e for s o m e w e d d in g m usic on his iPad a n d t h e piano
playe r (th e bride’s niece) p laye d it v e ry well.
Now focus on b and get Sts to read the story again and
complete the gaps with words from the list. Point out
that some words can go in more than one place.
Get Sts to compare with a partner and then check
answers.
1 unfo rtu n ately
2 F o rtu n a te ly / Luckily
3 Luckily / F o rtu n a te ly
4
5
in t h e e n d
In f a c t
Look at c and tell Sts to correct the ten mistakes
underlined in M att’s story.
Get Sts to compare with a partner and then check
answers.
w e h a v e ( a b o u t 20) - w e h a d (gramm ar)
g e s t s g u e s t s (vocabulary)
wasrrfc w a s n ’t ( p u n c tu a tio n )
w e r e h ired h a d hired (gramm ar)
s h e l o s t s h e g o t lo s t (gramm ar)
s t r e s s e d s t r e s s f u l (vocabulary)
(... p laye d t h e m usic very)-good well (vocabulary)
c o r s e c o u r s e (spelling)
h e r e h e a r (spelling)
E xtra idea
• Get Sts to cover M att’s story and retell it in their own
words.
Focus on d and the titles in the exam question. Give
Sts time to choose a title and to write down some ideas
about the topic.
In pairs, Sts who have chosen the same title can
compare their ideas.
G et some feedback from various pairs on each o f the
three topics.
Now, focus on e and go through the questions w ith the
class. Encourage Sts to make brief notes on what they
will write about, using the questions to help them plan
their story.
E x tr a s u p p o rt
Focus on f and the U seful language: tellin g a story
w ith sentence adverbs box. Go through it with the
class.
• Demonstrate the activity by describing the last
wedding you went to. Encourage Sts to ask you
questions about it.
G et Sts to write their story, following the plan and
notes they made in e and f. Remind them to use the
U sefu l language to help them.
Get feedback from various pairs.
b Tell Sts to go to W r itin g A sto ry on p.l 20.
Focus on a and give Sts time to read M att’s story about
his wedding. Tell them not to worry about the gaps or
mistakes in the story.
Elicit or explain that a score (in this context) means a
written piece o f music.
If you do the writing in class, set a time limit for Sts to
write their story, e.g. 15-20 minutes.
In g, Sts should check their work for mistakes before
giving it in.
Extra challenge
• Fast finishers or Sts who want additional writing
practice can choose a second title to write about.
123
F u n c tio n
Language
a s k in g for a n d giving d i r e c t io n s in a building; c h e c k in g u n d e r s t a n d i n g
Go th ro u g h t h e d o o r a n d tu r n rig h t.; Which w a y now ?; Go d o w n th e sta irs, e tc .
Episode 5 Finding Henry
Lesson plan
In this final Practical English episode, the functional focus
is on asking for and giving directions inside a building.
This revises and extends Sts’ previous knowledge of
understanding directions, and here the focus is more on
giving rather than asking for them.
In the first scene, Jenny and Luke return to H enry’s house
during the night and search his study for clues about ‘the
old m an’. They find a paperweight that has ‘Proteus - the
old man of the sea’ w ritten on it and realize that this must
be the key to the mystery. Luke does an internet search
and discovers a biochemical company called Proteus in
Oxford right by St Bartholomew’s church, which is famous
for its bells (another clue). They immediately contact the
police and Luke directs the police in a search o f the Proteus
building. In the final scene, Henry is reunited w ith his
family and they all celebrate his return.
The o ld m an r e f e r s t o P ro te u s, a G reek g o d w h o is called
‘t h e old m a n of t h e sea'.
T hey th in k H enry is be in g held a t a bio ch e m ic a l c o m p a n y
c alled P r o t e u s in Oxford.
5 19)))
(script in S tu d e n t's Book on p.130 )
N = Narrator, J = Jenny, L = Luke, R = Rob, La = Laing, T = Tom
N Day four. 4.00 a.m. Jenny and Luke have gone back to
Henry's house and are in his study. They are lo oking fo r a
clue ab o ut an 'old man'... b u t tim e is running out.
J Keats, The Iliad, p oem s by Byron, The Complete Works o f
Shakespeare... nothing a b o u t an old man!
L Not even a picture on t h e front cover.
J What a b o u t th o s e paintings? Anything there?
L I’ve already chec ked them . Nothing. Should w e look
J
R
J
STUDY 0BI3
• Workbook Finding H enry
• iTutor
• w w w .o u p .c o m /e lt/e n g lis h file
Test and Assessment CD-ROM
• Quick Test 9
• File 9 Test
• w w w .o u p .c o m /e lt/te a c h e r/e n g lis h file
O ptional lead-in (b ook s closed)
• Before starting Episode 5, elicit what Sts can remember
about Episode 4. Ask What two clues have Jenny and Luke
got about Henry’s kidnapping?, Did they go back to the
police?, W hat’s their plan o f action? etc.
• Alternatively, you could play the last scene o f Episode 4.
1 ■ < WHAT THE CLUE MEANS
a
5 19))) Books open. Focus on the photos and ask
Where are Jenny and Luke? What are they doing?
Point out the object in the smaller photo and elicit /
teach paperweight.
Now focus on the instructions and the questions. Play
the DVD or audio once the whole way through and
elicit the answers.
Extra support
• Before playing the audio, go through the listening
script and decide if you need to pre-teach / check any
lexis to help Sts when they listen.
124
R
J
R
J
R
L
R
L
R
L
R
L
R
J
L
R
L
J
R
L
J
L
J
N
t h rough e ach book?
T h at could ta k e forever and we don’t have time. This is
hopeless. It's OK, it’s Rob. Rob.
Jenny. Any luck?
No. We've been h ere for hours and w e ’ve looked
everywhere. We h aven’t found a single thing a b o u t an old
man. Look Rob, m aybe t h e ‘old m an’ thing w a sn ’t a s e c r e t
m e s s a g e a t all.
But it sounde d so odd. And why would he m ention his
study?
Well, h e ’s under a lot of pressure. He probably just...
Wait!
What?
Is t h e r e anything on to p of t h e bookcase?
J u s t a load of old books. We’ve already b een through them .
Isn’t t h e r e anything else?
Wait a second. Yeah, t h e r e are tw o small paperw eights.
Do t h e y have anything written on them ?
This one sa y s ‘Apollo, god of music and p o e try ’.
What a b o u t t h e o th e r one?
It sa y s 'Proteus... t h e old man of th e sea'!
T hat m u s t be w h a t Dad meant!
What do e s it m ean? Who’s Proteus?
You know, t h a t nam e so u n d s familiar.
I think h e ’s a Greek god. Dad’s g o t loads of s t u f f like th a t.
No, no, not t h a t. I’m sure I’ve se e n it som ew here. I'll google
it.
Does it m ean anything to you, Rob?
No. I c an ’t re m e m ber hearing it before. Maybe it's
so m e o n e's n am e or...
Got it! P roteus is a biochemical company. It’s b a se d in
Oxford and... oh, I don’t believe it!
W hat is it, Luke?
It’s right by St Bartholom ew’s church. You know, t h e one
with t h e fam ous bells!
The bells we heard in t h e recording! T hat m u s t be where
Henry is! Rob, we've g o t to go call th e police.
Day four. 4:15 a.m. Inspector Laing is on night d u ty a t the
police station. She's making a cup o f tea when she receives
a phone call.
La Laing speaking... Yes?... Oh, Jenny Zielinski... OK, slow
down... Where? Proteus?... Yes, I know it... No, Jenny, you
c a n 't go down there... It’s too dangerous... and it's illegal...
I know but... OK, OK, b u t not on your own... w e ’ll m e e t you
t h e r e in t e n minutes.
N Day four. 5.00 a.m. Jenny and Luke m ee t Inspector Laing
outside th e Proteus building. They are in her car, she's in
c o n ta c t w ith tw o policemen by radio. They are going to the
Proteus building. Luke is looking a t the plans o f th e building
on his laptop. Jenny tells her a b o ut H enry’s message.
PE5
It was night tim e and we could hear a g e n e ra to r in th e
background.
La Right, so w e ’re looking for a room with a generator. How
are you doing, Luke?
L I’m j u s t downloading t h e plans for t h e P roteus building
now. T h at’s it. Done. OK, th ere 's only one room with a
generator. It’s in t h e b a se m e n t.
La Excellent.
J
5 20)))
N = Narrator, L = Luke, T = Tom, La = Laing
N Day four. 5.10 a m. The policemen go into th e Proteus
building. Luke d irects them from a police car outside. He's
looking a t the plans o f the building on his screen.
L OK, go to t h e end of t h e corridor, go through t h e door and
turn right.
T We’re in a large open area.
L T h a t’s right. Now, go straight ahead. You should s e e som e
sta irs on your right. Go past t h e stairs and a coffee bar.
Turn right. Carry on and you should s e e a s e t of double
N The inspector radioes the tw o police o ffic e rs who are ju s t
outside th e Proteus building.
La Tom, w here are you?
T We’re approaching t h e side e n trance. There's nobody
doors.
around.
La OK, Tom. I'm going to hand you over to Luke. He’s going
T Should we go through?
L Yes. Now, you should s e e s om e sta irs on your left.
T Yeah, I s e e them .
L Right. Go down t h e stairs, continue s tr a ig h t on and walk
t o guide you to a room in t h e b a se m e n t. T h at’s w he re we
think Henry's being held.
T Got it.
La Be careful.
T Don’t worry. Come on.
b
down t h e ramp.
T We’re a t t h e end of t h e ramp. Which way now?
L Turn right and carry on stra ight along th e corridor. Go p a s t
Now focus on 1-8. Play the DVD or audio again so
Sts can listen a second time. Tell Sts to complete the
sentences with Jenny, Luke, or Rob.
T
L
T
L
T
Get Sts to compare with a partner and then check
answers.
1
2
3
4
Luke
Jenny
Rob
Luke
L
T
L
T
5 Luke
6 Je n n y
7 Luke
8 Luke
L
T
L
T
Extra support
• If there’s time, you could get Sts to listen again with
the script on p.130, so they can see exactly what they
understood / didn’t understand. Translate / explain
any new words or phrases.
L
T
La
T
Now focus on the last question and get Sts to speculate
what (or who) they will find in the building.
b
■< GIVING DIRECTIONS IN A BUILDING
5 20))) Focus on the photos and ask Sts what they
think is happening, and who the people are (the two
men in the second photo are policemen).
a m aintenance room and tw o fu se boxes, and try t h e n e xt
door on your right.
The door’s locked. Is t h e r e another way?
Hold on. OK. Turn round and go back down t h e corridor.
Should w e go b ack up th e ramp?
No. Go s tra ight to t h e end of th e corridor and turn left.
We’re here. There are tw o doors. Which one should we
take?
Try th e one on your left.
It's open!
What can you s ee?
There are t h r e e big s a fe s and c a g e s full of do c u m e n ts. Are
you sure this is t h e right way?
Yes, you’re in t h e sto r e room. Can you hear a g e nera tor?
Yes! It's coming from t h e end of th e corridor.
Head towards it. But w atch o u t for guards!
There’s a door here and a narrow corridor t o th e right. What
should we do?
I don’t know!
Wait. I can hear voices. There are people in there.
That m u s t be t h e room.
OK. We’re going in.
Give Sts time to read through the dialogue and to think
about what the missing words might be. Then play the
DVD or audio again and get Sts to complete the gaps.
Get Sts to compare with a partner and then check
answers.
S e e w o r d s in bold in s c rip t 5.20
Now tell Sts to focus on the plan of the building. Elicit
the meaning o f basement (= the level below the ground
floor o f a building). Make sure Sts can see where the
police are (Start), and where they have to continue the
route from. Check that Sts understand corridor, ramp,
and double doors.
Play the DVD or audio once, pausing after each set of
directions for Sts to mark the route. Get Sts to mark
the police officer’s route as he follows the directions.
G et Sts to compare with a partner. Replay the audio for
Sts to check.
T hey e n d up in C
Basement
rv/11
------------1
\J \J
■\ e rmm
17
s u
H
0
e
Continue
Deal with any new vocabulary in the dialogue.
c
5 21))) Tell Sts to focus on the highlighted phrases in
the dialogue. They should listen and repeat the phrases,
copying the rhythm and intonation.
Play the DVD or audio, pausing for Sts to listen and
repeat.
5 21)))
See highlighted p hra se s in S tu d e n t’s Book on p.93
Repeat the activity, eliciting responses from individual
Sts.
Focus on the instructions. Put Sts in pairs, A and B,
and tell them to practise giving directions in a building.
A chooses a place on the plan and marks it with a
cross. He / she then gives directions to B to get there.
B marks the route on the plan, checking that he / she
understands A’s directions. Make sure they both start
where the arrow is, and suggest that they choose a
room in the basement, which means the first part of the
directions will be as in the dialogue. Finally, A should
check that B has reached the right place.
M onitor and help Sts to give directions.
125
PE5
e
R Well it’s j u s t s to p p e d snowing. I could g e t a flight now and
Now Sts swap roles.
m aybe we could s ta y t h e re for longer. What do you think,
Jenny?
J Oh, I don’t know. The English countryside is a little to o wild
for me. I c a n 't wait to g e t back to th e p e a c e and quiet of
New York!
W hen they have finished, get feedback. How many
were able to find the way?
Extra idea
• Get Sts to give each other directions to a destination
somewhere in the building you are currently in (if
appropriate). In pairs, A writes down a place, e.g. the
coffee machines or the student lounge, but doesn’t
show it to B right away. Then A gives directions and
B tries to work out the destination. W hen B guesses
the place, A shows B the paper. Then they swap roles.
b Focus on sentences 1-7. Go through them with Sts and
make sure they understand them.
Now play the DVD or audio again the whole way
through, and get Sts to mark the sentences T (true) or F
(false). Remind them to correct the false ones.
G et Sts to compare with a partner and then check
answers.
3 ■< A HAPPY 1MD1NG?
a
Point out that Jenny is being ironic when she says
‘the peace and quiet o f New York’, a place th at’s often
associated with excitement and plenty of noise.
5 22))) Focus on the photos and the instructions.
Elicit who each character is and ask Sts what they think
happened to them.
1 T
2 F (They
3 T
Play the DVD or audio once the whole way through.
Note that the DVD shows the arrest o f Selina Lavelle this scene is not included in the audio.
4
T
5 F (They c e l e b r a t e
Find out how many Sts guessed correctly.
6
Extra support
7
• Before playing the audio, go through the listening
script and decide if you need to pre-teach / check any
lexis to help Sts when they listen.
5 22)))
J
H
R
H
R
H
L
H
t h e Proteus building in Oxford early this morning. They have
been named locally as Selina Lavelle and Grant McFadden.
Mr McFadden h as been charged with a ssa u lt following th e
brutal a tt a c k on research scientist Andrew Page, who is
still recovering in hospital. Ms Lavelle has b een charged
with false imprisonment, extortion, blackmail and industrial
espionage. Police believe sh e organized t h e kidnapping
of university lecturer Henry Walker. Mr Walker, who was
rescued in t h e raid, told reporters he'd b een through a
terrible ordeal but hadn’t been badly hurt. He wished
Andrew Page a s peedy recovery and said he would visit him
in hospital. Mr Walker thanked th e police for their hard work.
He said t h a t he was too tired to talk to reporters in detail
and was ju st looking forward to returning home.
Well, Henry, you’re kind of a star.
I never e x p e c te d to b e com e a celebrity, not a t my age.
Well, n e x t time you’re kidnapped, Dad, try to s e t us an
easier clue.
I m u s t admit, I w as beginning to lose hope. It took you a
long tim e to work it out.
You c an ’t blame us! Proteus - t h e ‘old man' of t h e se a ? How
were we su p p o s e d to know th a t ?
You n e ed to brush up on your classics.
Oh come on, Henry, I think we did really well!
I’m joking, I’m joking. You w ere great. And I really have to
th a n k you. Goodness knows w h a t would have h a p p en e d if
you ha dn't found m e in time.
We’re j u s t glad we did.
J
N Henry p u ts a b o ttle o f champagne on th e table.
H Now, I had b een saving this for a special occasion and, I
L
R
J
H
think this is it. Could you fe tc h t h e g las se s, Luke?
No worries.
It’s g r e a t to have you back, Dad.
It sure is.
Iju s t wish you w ere here, Rob.
w ith c h a m p a g n e a t H e n ry ’s h o u se ,
a n d Rob, w h o is still in Alaska, joins t h e m via Skype.)
T
F (She c a n ’t w a it t o g e t b a c k t o New York.)
Extra support
• If there’s time, you could get Sts to listen again with
the script on p .130, so they can see exactly what they
understood / didn’t understand. Translate / explain
any new words or phrases.
(script in S t u d e n t ’s Book on p.130)
N = Narrator, Ne = Newsreader, J = Jenny, H = Henry, R = Rob
N Day four. 5.00 p.m. Henry is finally back a t home w ith Jenny
and Luke. They're ta lkin g to a relieved Rob on Skype and
listening to a radio news re p o rt a b o u t the kidnapping.
Ne Police have arreste d a man and a woman following a raid on
h a v e b e e n a rre ste d .)
c
Focus on the S ocial E n g lish p h ra ses. In pairs, get Sts
to think about what the missing words might be.
d
5 23))) Play the DVD or audio for Sts to listen and
complete the phrases.
Check answers.
S e e w o rd s in bold in s c r ip t
5.23
5 23)))
Henry
Henry
Henry
Rob
Henry
Jenny
1m u s t admit, 1w as beginning to lose hope.
Goodness knows w h a t would have h a p p en e d if you
hadn’t found me in time.
Could you fetch t h e glasses, Luke?
It’s great to have you back, Dad.
1ju s t wish you w ere here, Rob.
1c an ’t w ait to g e t back to t h e p e a c e and quiet of New
York!
If you know your Sts’ LI, you could get them to
translate the phrases. If not, get Sts to have a look at the
phrases again in context in the script on p.130.
e
Now play the DVD or audio again, pausing after each
phrase for Sts to listen and repeat.
Finally, focus on the C a n y o u ...? questions and ask
Sts if they feel confident they can now do these things.
If they feel that they need more practice, tell them to
watch the episode again and practise the language on
their iTutor.
G be, do, a n d have: auxiliary a n d main v e r b s
V British a n d A m e ric an English
P sen ten ce stre ss
10A America and the world
Check answers.
Lesson plan
I F
3 F
5 F
7 F
9 F
2 T
4 F
6 T
8 T
10 T
For c o r r e c ti o n s t o t h e f a ls e s t a t e m e n t s , s e e w o r d s in bold
in s c rip t 5.24.
Aspects o f the USA and its relationship to other countries
provide the context for Sts to revise be, have, and do as
auxiliaries and main verbs. The lesson begins with a quiz
on facts about the USA which leads into the grammar
focus. Next, a pronunciation activity focuses on when be,
have and do are stressed in a sentence and this is practised
with more quiz questions. Sts then discuss their views on
American culture and read a short online article about the
results of a survey on opinions about the USA. The first
half ends with Sts listening to three Americans talking
about what they like and dislike about America’s influence
in the world, and Sts then talk about ways in which their
own country has an influence.
5 24)))
1
2
3
4
The second half of the lesson begins with a vocabulary
focus on British and American English words and phrases.
This is followed by a humorous text where a British woman
writes about things the Americans do that irritate the
British, and an American woman writes about things the
British do that annoy Americans. The lesson ends with a
song, Living in America.
5
6
7
8
stu d y H m a
• Workbook 10A
a iTutor
• w w w .o u p .c o m /e lt/e n g lis h file
9
10
Extra photocopiable activities
• Gram mar be, have, a n d do: auxiliary a n d main v e r b s p .158
• Com m unicative W h a t ’s t h e q u e s t io n ? p.1 89 ( in s tru c tio n s
p.166)
• Song Livin g in A m e rica p.2 1 9 ( i n s tr u c tio n s p.209)
<> w w w .o u p .c o m /e lt/te a c h e r/e n g lis h file
c
O p tio n a l lea d -in (b o o k s closed)
• Write t h e U S A on the board and ask Sts to write on a
piece of paper the first three things that come to mind
when they hear the phrase, e.g. Hollywood, hamburgers,
the name of the current president, etc.
2 a r e n ’t, a r e
3 d o n ’t
7 has
1 GRAMMAR be, do, and have: auxiliary and
main verbs
Get some feedback, eliciting reasons from Sts, but
don’t tell them if they are right or wrong.
b
5 24))) Play the audio for Sts to listen and check, and
tell them to correct the false statements. Get Sts to
compare with a partner and play the audio again if
necessary.
8 didn’t
9 was
10 is, had, b e e n
Extra support
• You could do one or two sentences w ith the class to
make sure Sts are clear about the difference between
a m ain verb and an auxiliary verb.
Books open. Focus on the instructions and the quiz,
and give Sts time to read statements 1-10.
Now put Sts in pairs and get them to decide whether
each statement is true or false.
Focus on the instructions. Elicit that be, do, and have
are sometimes main verbs and sometimes auxiliary
verbs. Remind Sts that an auxiliary is a verb used to
form a tense or questions and negatives. Unlike main
verbs, auxiliaries don’t have a separate meaning.
Get Sts, in pairs, to circle the auxiliaries. Check
answers.
• Write their ideas on the board.
a
False. The US is number seven on the list. Singapore has
t h e highest p e rc e n ta g e of millionaires, Switzerland has
t h e s e c o n d highest, and Q atar is third.
True. A bout 200 common words are s p e lt differently in
British and American English.
False. Although it is tru e t h a t many Americans don't own
p a ssp o rts, the figure is only 60% according to a recent
survey, and only a b o u t 5% of Americans travel abroad per
year.
False. American men do only 33% of the housework,
according to a r e c e n t survey. The s a m e survey found t h a t
American wom en cook b e tw e e n 80 and 90 per c e n t of th e
family’s meals.
False. The world’s first skyscraper was in Chicago. It was
finished in 1885, had te n floors, and w as 42 m e t r e s high.
True. A bout 50% of adult Americans are now single. 30%
of US households have only one resident.
False. There has never been an official language of the
United States. However, immigrants who w a n t to be co m e
citizens m u s t p a ss an exam in English.
True. However, a f te r joining th e US in 1845, Texas left
again in 1851 during th e Civil War. It t h e n joined t h e US
when t h e war had ended, in 1865.
False. The US economy is still the world’s largest.
However, s o m e e conom ists think t h a t China’s will be
larger by th e year 2030.
True. The n am e soccer was first u se d i n t h e l 8 6 0 s i n
British schools, but when th e s p o rt spre a d o ut of schools
to t h e public a s a whole, t h e nam e fo o tb a ll took over.
For an American, footba ll m ea ns American football, a
completely different sport.
d
5,26))) 5 27))) 5 28))) Tell Sts to go to G ram m ar
B a n k 1 0 A on p. 150. Focus on the example sentences
and play the audio for Sts to listen to the sentence
rhythm. You could also get Sts to repeat the sentences
to practise getting the rhythm right. Then go through
the rules with the class.
A dditional gram mar notes
• Many Sts have problems first of all in using the
127
10A
the correct auxiliary verb, and secondly in
distinguishing between when be, do and have are
main verbs. This difference is im portant as it can
affect both the form (e.g. haven’t and hadn’t are
the negatives o f have as an auxiliary verb, don’t
have and didn’t have the negatives o f have as a
main verb), and the pronunciation (main verbs are
usually stressed, auxiliaries usually unstressed).
Identifying and using the correct auxiliary is also
vital as auxiliaries are used in so many structures,
e.g. short answers, So do I, question tags, etc. Have
and be as main verbs are also often confused by Sts
who express certain concepts in their LI with have
where English uses be, e.g. age, feelings like hunger,
cold, etc.
Focus on the exercises and get Sts to do them
individually or in pairs. Encourage them to use
contracted forms rather than full forms.
b
Check the answer.
W hen are, have, a n d does a re u n s t r e s s e d , t h e v ow e l s o u n d
is h i:
a re = h !
h a ve = h v l
d o e s = Idazl
Extra challenge
• You may also want to elicit what the vowel sound is
when these verbs are stressed: a r e = /a:/, h a v e = /haev/,
d o = /du :/ and d o e s = M a z / .
c
3
4
5
6
7
8
9
10
W h at h a v e you b e e n doing?
S h e h a s n ’t b e e n t o Africa b e c a u s e s h e d o e s n ’t like
heat.
Why h a v e n ’t you h a d lunch y e t?
S h e isn't going t o h a v e h e r hair d o n e t oday.
We didn’t h a v e e n o u g h t im e t o do t h e shopping.
W hat did you do a t t h e w e e k e n d ?
N othing is b e in g d o n e t o solve t h e problem .
He d o e s n ’t h a v e t o b e in B o s to n until tom orrow .
I h a v e t o h a v e my p a s s p o r t r e n e w e d soon.
She w a s doing h e r h o m e w o r k w h e n h e r friend p h o n e d .
b
1 Have, d o e s n ’t
2 Did, h a d n 't
3 Does, ’re, do
4 didn't, w e r e
5 don't, 've
6 ’ve b e e n , ’m
7 ’s (is), ’s (has)
8 're, d o n 't
be
1 is usually unstressed in positive s e n t e n c e s or in
q u e s t io n s .
2 is stressed in n e g a t i v e s e n t e n c e s .
d o and h ave
3 a re stressed w h e n t h e y a r e m ain v erbs.
4 a re usually unstressed w h e n t h e y a r e po sitiv e auxiliary
v e rb s.
5 a r e stressed w h e n t h e y a r e n e g a t i v e auxiliary v e r b s in
q u e s t io n s .
stu d y m m
• Sts can p ractise sentence stress on th e iT utor.
d Put Sts in pairs, A and B, and tell them to go to
C o m m u n ic a tio n M ore fa c ts about the USA? A on
p. Il l, B onp.112.
Go through the instructions and make sure Sts
understand what they have to do. You could
demonstrate the activity by doing statement 1 for A
and statement 6 for B with the whole class.
Tell Sts to go back to the m ain lesson 10A.
E x tr a s u p p o rt
• If you think Sts need more practice, you may want
to give them the G ram m ar photocopiable activity
at this point or leave it for later as consolidation or
revision.
Sts take it in turns to read their statements to their
partner. Remind them to give their partner the
explanation of why a sentence is false.
M onitor and make sure they are using the right rhythm
and the correct sentence stress.
2 PRONUNCIATION sentence stress
G et feedback to find out who got the most right
answers in each pair.
P ro n u n c ia tio n n o te s
• This focus looks at the way the verbs be, do and
have are stressed or unstressed in sentences
depending on whether they are main verbs or
auxiliary verbs, and positive or negative. After Sts
have listened to and practised the examples, they
then work out the rules. One o f the effects of the
stress is that the vowel sound changes. Sts also
practise saying these verbs with the h i sound when
they are unstressed.
Extra support
• Tell Sts to look carefully at the sentences they are
going to read, and underline the stressed words to
help them get the rhythm right.
Tell Sts to go back to the main lesson 10A.
3 SPEAKING & READING
a
a
I
5 28))) Focus on the sentences and play the audio,
pausing after each one. Get Sts to repeat, copying the
rhythm.
Now put Sts in pairs. Give them time to read the rules,
checking each time with 1-9 in a.
Check answers.
Check answers, getting Sts to read the full sentences.
1
2
Play the audio again, this time getting Sts to focus on
the vowel sounds. Elicit that the unstressed examples
of be, have and do are the ones in small and not bold
print, i.e. in 1, 3, 5 and 8.
Focus on the photos and the list, and elicit what
the photos are examples of, e.g. Taylor Swift is an
American singer, GAP is a well-known US chain store,
Mad Men is a well-known US TV series, Starbucks is
an American chain of coffee shops, a baseball cap is a
popular item o f clothing.
10A
you really believe in your dream. I think t h a t ’s g re at. I think t h e
downside of America is all th e chains, t h e s o r t of global chains
t h a t are s e t up in all countries now, and so t h e r e ’s, t h e r e are
sh o p s t h a t are t h e s a m e everywhere. And I think t h a t ’s really
a bad thing.
Now focus on the questions. Put Sts in pairs and get
them to discuss the items in the list.
Get some feedback from the class.
Extra support
• You could do this as a whole-class activity.
b
Now play the audio again for them to complete the
chart.
b Focus on the article and the questions. Give Sts time to
read the article once the whole way through.
Check answers.
Elicit answers to the questions from the class.
1 Andy
B est: Hollywood films
W orst: e a t i n g t o o m u c h food
E u r o p e a n s in t h e s u r v e y liked A m erican film s a n d television
m o s t a n d A m erican fo o d l e a s t .
A m e ric an s in t h e s u rv e y w e r e m o re n e g a t i v e t h a n
E u ro p e a n s w ere. T hey n a m e d A m e ric an film s a n d television
a s t h e w o r s t co n trib u tio n .
Extra idea
• You could get Sts to speculate on the answers to the
questions before reading the article, and then check
to see if their guesses were right.
c
• Ask Sts to what extent the results o f the survey
surprised them. You could also ask them if they
know any American people, and whether they think
they are positive or negative about their country’s
influence.
4 LISTENING & SPEAKING
a
5 29))) Tell Sts they are going to listen to three
Americans talking about their own attitudes about
their country’s influence.
Get Sts to compare with a partner.
2
Je n n y
B est: t h e c a n - d o spirit
W orst: g lobal ch ain s
3
Molly
Best: positivity a n d e n e r g y
W orst: n o t b e in g h e a lth y
Do this as a whole-class activity. Elicit opinions.
E x tr a s u p p o rt
• If there’s time, you could play the audio again while
Sts read the script on p.130, so they can see what they
understood / didn’t understand. Translate / explain
any new words or phrases.
d Focus on the instructions. Put Sts in pairs and tell
them to go through the list in 3 a before discussing the
questions in relation to their own country.
M onitor and help, encouraging Sts to give reasons to
justify what they say.
Focus on the chart. Play the audio once the whole way
through, pausing after each speaker to give Sts time to
write.
E x tr a s u p p o rt
Remind Sts to use note form.
• Do this as a whole-class activity.
Extra support
• Before playing the audio, go through the listening
script and decide if you need to pre-teach / check any
lexis to help Sts when they listen.
G et some feedback from various pairs.
5 VOCABULARY British and American English
a
5 ,29)))
(script in S t u d e n t ’s Book on p.131)
1 Andy
1think one of t h e b e s t contributions America has m ade
has b een t h e Hollywood film industry, especially pre-turn
of this c urrent century, so w e’re looking a t films from th e
Marx b rothers and Harold Lloyd, to films like Gone w ith the
Wind, t h e n films from s om e body like Martin S c orc ese or
Woody Allen. I think t h e s e Hollywood movies have b rought
American culture and m ade it a higher culture in m any ways
and m ade it very exciting. I definitely think t h a t th e American
ability to consum e food in s uch v a s t quantities, such big
sizes and m ega-sizes it’s b e en talked a b o u t in so many ways,
‘supersizing’ food, I think t h a t 's a bad contribution t h a t
America h a s m ade to t h e general things in t h e world.
E x tr a s u p p o rt
• You could do one or two words with the class.
b
5 30))) Play the audio for Sts to listen and check. Point
out that one speaker is British, the other American.
5 30)))
1
2
3
4
5
6
7
8
9
10
2 Molly
I think one of America’s b e s t contributions worldwide would
be our e f f e c t on people’s positivity and energy. We really are
a new country and I think t h a t 's helped us to have t h a t kind of
onwards, upwards, bigger, b e tt e r kind of attitude. And I think
t h a t a ff e c ts everyone and people look to America for that.
But on t h e other hand, th e y look to us for other things, like not
being very healthy, being kind of fat, in general, and not really
having so much positivity when it c om es to our bodies.
3 Jenny
I think t h e b e s t thing a b o u t America is t h e can-do spirit, t h a t
you can do anything you w a n t if you work hard e nough and
Focus on the instructions. Put Sts in pairs or small
groups and tell them to see how many British English
words they know with the same meanings. Tell Sts not
to worry if they don’t know the answers at this stage.
biscuit
mobile phone
toilet
film
cinema
se c o n d ary school
holiday
rubbish
car park
chips
cookie
c ellphone
restroom
movie
movie t h e a t e r
high school
vacation
garbage
parking lot
fries
Play the audio again, pausing after each word or phrase
for Sts to listen and repeat. They will probably enjoy
copying the two different accents.
c
Now get Sts to match some more American English
words with the British English equivalents.
129
10A
d
5 3 1 ))) Play the audio for Sts to listen and check.
Highlight that whereas sweets is normally used in the
plural in British English, candy is used in the singular
in American English.
d
5 32)))
5 32)))
te x t 1
lift
sw eets
flat
petrol
queue
trainers
underground
p a v em e n t
bill
tap
e levator
candy
ap artm ent
ga s
s t a n d in line
sn e a k ers
subway
sidewalk
check
fa u c e t
e
You could do this in pairs or as a whole-class activity.
If Sts can’t think of any words or phrases, you could
give them some ideas, e.g. W hat’s ‘truck’ in British
English? (= lorry).
Elicit some answers and write them on the board. Try
to get at least four or five.
Possible answers
Am erican
British
zip c o d e
d ru g sto re / pharm acy
store
clo set
purse
postcode
c h e m i s t ’s
shop
cupboard
(h a n d )b a g
Elicit the answers from the class. Ask Sts why they
answered as they did.
Ruth Margolis (writer o f t h e f i r s t article) is British ( b e c a u s e
s h e ’s talk in g a b o u t w h a t a n n o y s h e r a b o u t Americans).
Maria Roth (writer o f t h e s e c o n d article) is A m erican, a s s h e
is talk in g a b o u t w h a t a n n o y s h e r a b o u t t h e Brits.
Focus on the task and headings A—I. Give Sts time
to read the articles and complete the gaps with the
headings. Remind them that there is one extra heading.
Highlight that in point 6 o f the second text, share in the
second article means ‘communicate / share emotions,
thoughts, and feelings’. This is a common use o f share
in American English.
Get Sts to compare with a partner and then check
answers.
6 Things Am ericans Do T h a t Drive Brits Crazy
1
5
F
6 C
6 Things Brits Do T h a t Drive Am ericans Crazy
1 A
c
3
H
4
D
5
B
Focus on the instructions and tell Sts to read the
two articles again and find words or phrases for the
definitions.
Get Sts to compare with a partner.
7
5
33))) S0SM6
Living in Am erica
<P
This song was co-written by American singer songwriter D an H artm an and released as a single in
1985. For copyright reasons this is a cover version. If
you want to do this song in class, use the photocopiable
activity onp.219.
Get up! Ow!
Get up! Knock you out, yeah
a Focus on the instructions and get Sts to read the title
and first paragraph o f each article. Elicit that Brits is an
informal way of referring to British people.
3
Get some feedback.
5,33)))
6 READING
2 G
You could do this in pairs, small groups, or as a wholeclass activity. Get Sts to discuss the questions.
Living in Am erica
Finally, you could ask Sts whether they think people
from their country would be more likely to recognize
the American or the British word, and why.
b
6 nod
7 fortnight
8 weird
9 inaccura te
10 would rather
Model and drill pronunciation where necessary. You
could use the audio to do this. Deal with any other new
vocabulary and encourage Sts to write down any useful
new lexis from the texts.
Then play the audio again, pausing after each word or
phrase for Sts to listen and repeat.
e
text 2
1 compliment
2 a w e so m e
3 turkey
4 get
5 creepy
5 31)))
1 g
2 h
3 a
4 f
5 b
6 j
7 e
8 i
9 d
10 c
Play the audio for Sts to listen and check.
Super highways, c o a s t to c o a s t
Easy takin’ anywhere
On th e tra n s c o n tin e n ta l overload
J u s t slide behind th e wheel, how d o e s it feel?
When t h e r e ’s no d estination t h a t ’s to o far
And s o m e w h e re on t h e way you might find o u t who you are
(Living in America) Eye to eye, sta tio n to s tation
(Living in America) Hand in hand, a cross t h e nation
(Living in America) Got to have a celebration
Rock my soul!
Sm okestack, f a tb a ck
Many miles of railroad track
All-night radio
Keeps on running through your rock’n’roll soul
All-night diners k eep you awake
On a black coffee
And a hard roll
(You might have to walk a fine line
You might t a k e a hard line)
But everybody’s working overtime
(Living in America) Eye to eye, sta tio n to station
(Living in America) Hand in hand, a cross t h e nation
(Living in America) Yeah, g o t to have a celebration
I live in America, I live in America
Wait a m inute
You may not be looking for th e promised land
But you might find it anyway
Under one of th o s e old familiar na m e s
Like New Orleans, Detroit City, Dallas, Pittsburgh P. A.
New York City, Kansas City, Atlanta, Chicago, and L. A
(Living in America)
(Living in America)
(Living in America)
I live in America, stayin alive, w e’ll make th e prime
I live in America, hey, I know w h a t it m ea ns
etc.
G revision o f v e rb f o rm s
V exam s
P revision o f s o u n d s
10B Exam time
Check answers.
Lesson plan
The topic o f this final lesson is exams, and one o f its aims
is to help prepare Sts for their end-of-course English
exam. The lesson begins with a vocabulary focus on words
and phrases connected with exams. This is followed by
pronunciation, where Sts revise several o f the sounds
that they have practised previously. Sts then listen to four
people talking about exams and tests, and get further
practice of multiple-choice questions. Finally, Sts talk
about their own experience o f exams.
In the second half of the lesson, students read about and
discuss the g a o k a o , an extremely demanding university
entrance exam in China. This is followed by a grammar
focus in which Sts revise all the verb forms they have
learned up until now. This gram m ar focus only has practice
exercises, not rules, as these have already been covered.
Next, they listen to an examiner giving advice about how
to approach oral exams, followed by an actual oral exam
which Sts do in pairs. The lesson ends with a writing exam
task.
s
•
•
•
•
1 tak e
2 m a rk s
3 papers
Focus on the Verbs + exam box and go through it with
the class.
c
5 34))) Tell Sts to read the words. Get them to discuss
the syllables they think are stressed with their partner.
Play the audio for Sts to listen and underline, pausing
after each word. Check answers.
5 34)))
c a n ldildate
elxam
elxalmilner
in|yi|gi|la|tor
muUtilple-choice
o|ral
d
tu d y m m
Workbook 10B
iTutor
iChecker on iTutor
w w w .o u p .c o m /e lt/e n g lis h file
Put Sts in pairs and get them to discuss whether
sentences 1-6 in b are true for them. Tell them to give
as much information as possible.
M onitor and help, checking that Sts are using correct
word stress.
G et some feedback.
Extra photocopiable activities
2
• G ram mar revision o f v e rb f o rm s p.159
• Com m unicative S p e a k in g e x a m p.190 ( i n s tr u c tio n s p.167)
• w w w .o u p .c o m /e lt/te a c h e r/e n g lis h file
PRONUNCIATION revision of sounds
P ronunciation notes
• This final exercise brings together some of the
common consonant and vowel sounds that have
come up at this level and that frequently cause
difficulties for learners from many different LI
backgrounds.
O ptional lead-in (b ook s closed)
• Write on the board:
W
h e n is y o u r
W
h a t d o e s it c o n s is t o f ?
A
E n g l ish
exam
?
r e yo u g o in g to h ave a n o r a l
? In
pa ir s, or
ALONE?
H ow
A R E YO U P R E P A R IN G F O R T H E E X A M ?
H O W D O YO U FEEL A B O U T IT?
a Focus Sts’ attention on the groups of words. Check that
they understand all of the words, then tell Sts to focus
on the sound picture and the pink letters in the words.
Explain that in each group of three words, the pink
letters in one word are pronounced differently.
• Get Sts to answer in pairs. Get feedback, and write all
the relevant information on the board.
1 VOCABULARY exams
a
Get Sts to compare with a partner and then check
answers. Model and drill the pronunciation of
c a n d id a te , in v i g i l a t o r and e x a m in e r .
b
2
A
3
B
4
E
Give Sts time to do the exercise, encouraging them
to say the words aloud, and then let them check their
answers with a partner.
b
Books open. Focus on the instructions and the photos
and get Sts to match the items in the list with the right
people in the photos.
1C
4 m ultiple-choice
5 c ram
6 fail
5
D
Tell Sts to complete 1-6 with a word or phrase from
the box. Get them to compare with a partner.
5 35))) Play the audio once for Sts to listen and check.
Play it again, pausing after each group to check the
answers.
1
2
3
4
5
6
7
8
9
re v is e s (-es = /iz/, t h e o t h e r t w o a re Izl)
c h e a t e d (-ed = /id/, t h e o t h e r t w o a r e /d/)
c ra m (a = /$/, t h e o t h e r t w o are/a;/)
w ork (or = h:!, t h e o t h e r t w o a r e h :l)
diplom a (o = /au/, t h e o t h e r t w o a re I d/)
s c i e n c e (/ = /ai/, t h e o t h e r t w o a re /ii/)
s c h o o l (oo = /u:/, t h e o t h e r t w o a r e lul)
idea (i=/ai/, t h e o t h e r t w o a re/i/)
b e f o r e (e = hi, t h e o t h e r t w o a r e Id )
131
10B
5 35)))
See words in S tu d e n t’s Book on p.99
2
Sophie
I
W hat’s t h e h a r d e s t exam you’ve ever taken?
I g u e s s t h e h a rd e s t exam w as probably my driving t e s t t h e p ractical part. Iju s t didn’t know w h a t to e x p ec t. In f a c t
I failed t h r e e tim e s before I finally pa sse d.
Have you ever done an exam where everything w e n t wrong?
Yes, in t h e beginning of my first driving t e s t , I refused
t o s t o p where t h e examiner asked me to stop. Iju s t
didn’t think it looked sa fe and I th o u g h t it w as a trick - 1
mean, I t h o u g h t t h a t he w as asking me to do som ething
dangerous, to t e s t me. Anyway it w a sn ’t a trick and he
w a sn ’t happy a t all.
How did you usually prepare for a big exam?
Um, I did a lot of revising. For som e e xam s a t school and
university, I also re m e m ber eating a lot of fish as I w as told
it helped. It’s su p p o s ed to be good for your brain.
Did e xam s u se to s t r e s s you out?
Yes. I h a te d e xam s and u sed to g e t very nervous and
s t r e s s e d beforehand. But once t h e exam had s t a r te d I
usually relaxed.
S
sTUDYnma
I
• Sts can p ractise th e s e sounds on t h e iT u to r and on th e
E n g lish File In te rm e d ia te Plus w ebsite.
S
3 LISTENING & SPEAKING
a Focus on the instructions and the photo o f someone
doing a driving test. Put Sts in pairs and get them to
take it in turns to talk about the last time they took an
exam or test.
Get some feedback from the class.
b Ask the class what they know about exams that Sts take
at school in the UK.
Now tell Sts to read the text about UK exams. Deal
with any new vocabulary and ask a few questions to
check comprehension, e.g. What exam do some students
take when they’re 11 years old? A t what age do students
normally take GCSEs? What were O Levels? Which
exams are importantfo r admission to university?
Then find out from the class what exams Sts do at
school in their own region.
c
I
S
I
S
3
Kate
I
W hat’s t h e h a r d e s t exam you've ever taken?
Definitely my eleven-plus exam. It w as t h e first exam I’d
ever done in my life. I w as shocked! I still re m e m ber one of
t h e questions, it was: ‘Who w as t h e fa th e r of th e son of
William S h a k e sp e are ? ’ I couldn’t work o u t t h e answer.
Have you ever done an exam w here everything w e n t
wrong?
No, I revise too much to let anything like t h a t h appen to
me.
How did you usually prepare for a big exam?
Well, d espite being a t e a c h e r now and telling my s t u d e n t s
no t to s tu d y t h e night before t h e exam, to have an early
night... I didn’t use t o do t h a t myself. I u sed to cram right up
until t h e last minute. And even if I did have an early night I
sle p t really badly.
Did e xam s u se to s t r e s s you out?
Oh yes, b e c a u s e you can have a bad day and simply no t be
able to show your real ability in a subject. I alw ays worried
t h a t t h a t would h appen to me.
K
I
K
I
K
5 36))) Tell Sts they are going to listen to four people
talking about exams or tests they have taken. Focus on
the task.
I
Play the audio once the whole way through for Sts just
to listen. Play it again if necessary. Get Sts to make
notes to answer the two questions while they listen.
4
Paul
I
W hat’s t h e h a r d e s t exam you’ve ever taken?
Probably t h e exam a t t h e end of t h e first year of my
geography course a t university. Not b e c a u s e t h e q uestions
were very difficult but b e c a u se I’d d one so little work for it.
Have you ever done an exam w here everything w e n t
wrong?
Oh yes. I t h o u g h t I’d d one quite well in my GCSE Chemistry
exam but I failed it. So som ething m u s t have gone very
wrong.
How did you usually prepare for a big exam?
I u sed to read n o te s over and over again, right up till th e
last possible minute. Yeah, I relied heavily on short-term
memory, I think.
Did e xam s u se to s t r e s s you out?
Not really, tho u g h th e y probably would now. When I was
a t school and university it was ju s t p a rt of life - so not
particularly stressful.
K
P
Get them to compare with a partner and then check
answers.
Extra support
• Before playing the audio, go through the listening
script and decide if you need to pre-teach / check any
lexis to help Sts when they listen.
Mark, Sophie a n d Paul failed a n e x a m or t e s t .
Sophie a n d K a te u s e d t o find e x a m s s t r e s s f u l .
I
P
I
P
I
P
5 36)))
(script in S tu d e n t’s Book on p.131)
I = Interviewer, M = Mark, S = Sophie, K = Kate, J = James
1 Mark
I
W hat’s t h e h a rd e s t exam you’ve ever taken?
M My A Level Physics exam - 1didn’t u n d e rsta n d a t le a st half
t h e q uestions.
Have you ever done an exam w he re e verything w e n t
wrong?
M I’m afraid so. For a history 0 Level t h e r e w ere five
q u e stio n s - all s h o rt e ssa y s. I’d p repared five q ue stions
from previous exam papers, b u t nothing else. So I w as
gambling t h a t a t l e a st t h r e e of t h e q u e stio n s would com e
up. But none of th e m did, so obviously I didn't p a ss it.
I How did you usually prepare for a big exam?
M I re m em ber it generally involved a lot of c offee and late
nights!
I Did you find e xam s s tre ssfu l?
M I never g o t t h a t s t r e s s e d a b o u t t h e m until it w as too
late - t h a t may have had a n e gative e f f e c t on t h e results,
com e to think of it. I w a s never t h e world’s b e s t a t exams. I
usually p a sse d , bu t th e r e su lts w ere never brilliant.
d Elicit from Sts what they think the best technique is for
multiple-choice listening activities. Then focus on the
Tip: M ultiple-choice listen ing box and go through it
with the class.
I
Give Sts time to read the four multiple-choice
questions.
Play the audio again and tell Sts to choose the correct
answers. Play it again if necessary.
Check answers.
l b
2 a
3 b
4 c
Extra support
• If there’s time, you could play the audio again while
Sts read the script on p.130, so they can see what they
understood / didn’t understand. Translate / explain
any new words or phrases.
1 0 B
e
Put Sts in pairs and get them to ask and answer the
questions, giving as much inform ation as possible.
3 p r e s e n t sim ple (/ make...)
13 p r e s e n t c o n ti n u o u s (I'm making...)
6 p r e s e n t sim ple p a s s i v e (It is made...)
7 p a s t sim ple (I made...)
5 p a s t c o n ti n u o u s (/ w a s making...)
11 p a s t sim ple p a s s iv e (It was made...)
1 f u t u r e s im ple (I will make...)
2 f u t u r e w ith g o in g to (I’m g o in g to make...)
8 f u t u r e sim ple p a s s iv e (It will be made...)
9 p r e s e n t p e r f e c t sim ple (I’ve made...)
12 p r e s e n t p e r f e c t c o n ti n u o u s (I’ve b een making...)
10 p r e s e n t p e r f e c t p a s s iv e (It’s b een made...)
4 p a s t p e r f e c t sim ple (I h ad made...)
M onitor and help with vocabulary.
Get some feedback from various pairs.
Extra support
• Get Sts to ask you the questions first.
4 READING
a
Ask the questions to the whole class and elicit some
opinions. If any Sts have taken university entrance
exams, ask them to describe what they were like.
b Tell Sts to go to Grammar B ank 10B on p. 151.
This Gram m ar Bank does not include a new
presentation or an audio. Instead, Sts practise all the
verb forms from this level of English File as revision.
b Focus on the title of the article and photo and ask Sts to
say what they think is happening.
Now focus on the question, and tell Sts to read the
article.
Focus on the exercises and get Sts to do them
individually or in pairs. Encourage them to use
contracted forms rather than full forms.
Elicit opinions from the class.
Check answers, getting Sts to read the full sentences.
Extra support
• Before Sts read the article, check it for words and
phrases which your Sts might not know and be ready
to help with these.
c
a
1
2
3
4
5
6
7
8
9
10
Elicit how best to deal with True / False questions on
reading texts. Then focus on the T ip: T ru e / false
re a d in g box and go through it with the class. Highlight
that using this advice will be helpful for them when
they take exams.
Now tell Sts to read the article again and mark
sentences 1-10 T (true) or F (false).
2
3
4
5
6
7
8
9
10
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
F (Driving is only p ro h ib ite d on r o a d s n e a r s c h o o l s
w h e r e s t u d e n t s a r e t a k i n g t h e gaokao.)
T
T
F ( S t u d e n ts p re p a rin g for t h e e x a m h a v e n o t im e for a
social life.)
T
F (Some c a n d i d a t e s w h o c h e a t u s e h ig h -te c h d e v ic e s
which a r e similar t o t h o s e u s e d in J a m e s Bond films.)
F (Tutors g e t n o t im e off. It’s t h e s t u d e n t s w h o ha v e
o n e d a y a m o n t h w h e n t h e y d o n ’t h a v e t o work.
T e a c h e rs s o e n d t h a t d a y m arking p r a c t i c e exam s.)
T
T
F (The n u m b e r o f c a n d i d a t e s t a k i n g t h e gaokao h a s
fallen d ra m a tic ally in r e c e n t years.)
a
Focus on the instructions. Tell Sts to look at the
highlighted verbs in the text in 4 and match them with
the verb forms in the list.
Get Sts to compare with a partner and then check
answers.
’v e n e v e r b e e n a b le t o
’11 love
spoke
said
’d invited
’d a lre a d y m a d e
Are, go in g t o c e l e b r a t e
’m thinking
Do, w a n t
’11 s e e
’s know n
d o n ’t n e e d
had
've b e e n able t o swim
a re y ou going
s u g g e s t s including
w a s o p e n e d by t h e Q ue e n
u s e d t o h a v e m u c h longer hair
d o n ’t h a v e to
’s b e e n learning
had been stolen
allow ed m e t o leave
said s h e c ould
’d u s e d
o u g h t to be
Tell Sts to go back to the main lesson 10B.
Extra support
• If you think Sts need more practice, you may want
to give them the Gram m ar photocopiable activity
at this point or leave it for later as consolidation or
revision.
d Do this as a whole-class activity. Encourage Sts to give
reasons to justify their opinions.
5 GRAMMAR revision of verb forms
11
12
13
14
15
16
17
18
19
20
b
Get Sts to compare with a partner and then check
answers. Get Sts to say why the F sentences are false.
1
’v e b e e n working
didn’t c o m e
c o u ld n ’t
w as studying
sta rts
’v e finished
are, planning
'm flying
’ve w a n t e d
m o v ed
6 LISTENING & SPEAKING
a
Focus on the Tip: Filling in m issing inform ation
box and go through it with the class.
Next, tell Sts they are going to hear an examiner giving
tips about taking oral exams. Put Sts in pairs. Get them
to read the tips and try to guess the missing words
before they listen, but not to write them in the gaps.
Elicit some guesses, but do not tell Sts if they right.
133
10B
b
5 37))) Play the audio for Sts to listen and see if
their ideas were right. Then play it again, pausing as
necessary so that Sts can complete the gaps.
7 WRITING
Tell Sts to go to W r itin g A n exam task on p. 121.
a
Check answers. Ask Sts which tips they think are the
m ost important.
E xtra support
• Before playing the audio, go through the listening
script and decide if you need to pre-teach / check
any lexis to help Sts when they listen (but not the
answers).
1 half a n hour
2 eye, smile
3 in te re sted
Elicit the answer from the class.
The w riter d i s a g r e e s w ith t h e s t a t e m e n t .
4 s p e a k , opinion
5 n othing, P a r a p h r a s e
6 prepared / reh earsed
E x tr a ch allen g e
• Before Sts read the essay, write a g r e e and d i s a g r e e
on the board. Put Sts in pairs or small groups and
tell them to think of three reasons to agree with
the statement and three reasons to disagree. Their
reasons should be brief. Then get them to read the
essay to see if their ideas are there.
5 37)))
[script in S tude nt's Book on p.131)
The first tip may se e m obvious, b u t it's vital. Get to t h e place
w here th e oral exam is going to be held in plenty of time. You
need to relax before t h e exam, and if you’re late you'll be
s tr e s s e d , and t h a t will make it much more difficult. Try to g e t
t h e re a t l e a st half an hour before your time.
Then, w hen you go into th e exam, m ake eye c o n t a c t with t h e
examiner (or examiners) and smile. Examiners are human,
too. Treat t h e m in a polite b u t friendly way. Body language is
im portant too. Sit up straight, and if you are doing t h e exam
with a n o th e r candidate, try to look in te re ste d in w h a t he or
sh e is saying.
Another im portant tip if you are doing t h e interview in pairs and many of th e oral e xam s n ow adays are in pairs - is to make
sure you give your p a rtn e r t h e opportunity to sp e a k too. Ask
for your pa rtne r's opinion a f te r you’ve given your own, and
try to inte gra te him or her into t h e c onversation a s much as
possible.
Finally, tw o tips for when it’s your turn to speak. Firstly, if
you c a n ’t think of t h e word for w h a t you w a n t to say, don’t
freeze and say nothing. Paraphrase, u se o th e r words to
c om m unicate w h a t you w a n t to say. Say ‘I’m sorry, I c an ’t
re m em ber t h e word, b ut it’s...’ Don't fo rg e t t h a t this h a ppens
to people all th e time, even if t h e y ’re speaking their own
language.
And my last tip is, don’t u se prepared s p e e c h e s, re hea rse d
s p e e c h e s. Examiners can s p o t t h e m s tr a ig h t away, and
th e y give a very bad impression. It’s fine to prepare, and
to memorize words and ph ra se s t h a t you might need, for
example, to describe w h a t you do. But don't try to memorize
whole sp e e c h e s.
Try to rem em ber t h e tips, and good luck! I’m sure you’ll do well!
b Tell Sts to read the essay again and write each
paragraph number next to the correct description.
G et Sts to compare with a partner and then check
answers.
In p a r a g r a p h 2
r e a s o n s for it
In p a r a g r a p h 4
In p a r a g r a p h 1
In p a r a g r a p h 3
c
134
4 i n s t e a d of
5 but
6 a lt h o u g h
d Focus on the U sefu l language: essays fo r ex a m s box
and go through it with the class.
Now tell Sts they are going to write an essay for an
exam using the topic It is not a good idea to cram the
evening before an exam.
Tell Sts first to decide whether they agree or disagree
w ith the statement and then plan their essay. They
should write four paragraphs as in the model.
Tell Sts to go to C o m m u n ic a tio n A n exam task on
Get some feedback. You might want to tell the class
that this activity is based on a real oral test.
Focus on the instructions and the connecting words or
phrases in the list.
1 because
2 when
3 so
p.m.
In pairs, Sts discuss the situation for two or three
minutes, using ideas from the picture. Make sure they
stay w ithin the time limit.
t h e w riter g iv e s a s u m m a r y of t h e e s s a y
t h e w riter g iv e s a n i n tro d u c tio n t o t h e to p ic
t h e w riter gives a c o n t r a s t i n g opinion
Get Sts to compare with a partner and then check
answers.
• If there’s time, you could play the audio again while
Sts read the script o np.131, so they can see what they
understood / didn’t understand. Translate / explain
any new words or phrases.
Go through the instructions with the class and elicit
some o f the tips for taking oral exams that Sts heard
in 6b.
t h e w riter g iv e s his / he r opinion a n d t h r e e
Give Sts time to read the essay again and complete the
gaps.
Extra support
c
Focus on the instructions and give Sts time to read the
essay topic and the student essay. Elicit or explain that
continuous assessment is a system of giving a student
a final grade based on the work the student has done
during the course rather than testing what they know
in one exam.
e
It would be a good idea to get Sts to do the writing
in class as practice for writing an essay in exam
conditions, but if time is short you could set it as
homework. If you do it in class, set a time limit for Sts
to write their essay which reflects the time they would
have in their exam.
f
Remind Sts to check their work for mistakes before
giving it in.
9&10 Revise and Check
For instructions on how to use these pages see p . 4 0 .
CAN YOU UNDERSTAND THESE PEOPLE?
1C
2 B
3 B
4A
5A
STUDY H U H
5 38 )))
® iTutor
1
Test and Assessment CD-ROM
1 Is t h e r e anything you specifically have a problem
remembering?
Y Erm, usually n a m e s and p eople’s faces, I t e n d to, I te n d to
forget. Um, I, I m e e t a lot of people in our neighbourhood
from walking my dog and I c an't re m em ber t h e m u nless
th e y have their dog with th em
2
GRAMMAR
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
4
5
a
c
I = Interviewer, R = Robin
I
h a d n ’t s t u d i e d
’d / h a v e s p e n t
’d / w ould h a v e b e e n a b le t o
didn't do
Have, visited
w e n t; Had, b e e n
’s b e e n w orking
h a d f inished
will b e o p e n e d
had, c lo s e d
h a v e b e e n sold
are, e a t i n g
w a s show ing
’s, b e e n
w as m ade
I
I w as only e ngage d for t h re e weeks, so I - it was, it was
very simple b ut very classy.
I Where did it t a k e place?
R It w as - 1g o t married in, ah, my childhood church. And it,
it ju s t c a m e together, it w as j u s t very warm, you know, all
t h e people t h a t I love: my family, his family, you know, were
there. It w as ju s t a really happy time.
3
I = Interviewer, S = Sean
I
1 m e m o ry
2 m em o rize
3 m e m o irs
4
5
m e m o r a b le
m em orial
b
1 bride
2 speech
3 b e s t m an
4
5
r e c e p ti o n
s t a g p a r t y / night
c
1
2
3
4
5
6 Br v a c a t io n
7 Am flat
8 Br e le v a to r
9 Br sidew alk
10 A m p e tr o l
1 failed
2 m ultiple
3 m a rk s
What kind of wedding did you have?
R I had a very classy, small wedding; a b o u t a hundred people.
a
A m c inem a
Br cookie
A m tr a i n e r s
A m rubbish
Br r e s t r o o m
Are you married?
R I am married.
VOCABULARY
d
Do you have a good memory?
Y Erm, I think I do, b ut my husband would disagree.
• Quick Test 10
• File 10 Test
1 b
2 a
3 a
I = Interviewer, Y = Yasuko
1
4 test
5 cheated
PRONUNCIATION
What's t h e b e s t influence t h a t t h e USA h a s had on th e
world?
S I would say music: erm, blues, and jazz, and rock-n-roll, all
cam e o u t of t h e US. Erm, and th e y a re uniquely American,
even th o u g h th e y have s ourc e s in o th e r places, I think
t h e combination is American, and t h a t 's s om e thing that's,
t h a t ’s very im portant to me.
I And t h e w o rs t influence?
S I think t h e w o rs t thing is t h e obsession with money. I think
an idea s e e m e d to come o ut of th e US in the, certainly in
t h e 1970s, 1980s, t h a t money w a s t h e m o s t im portant
thing and nothing else m attere d , and I think t h a t ’s had a
negative e f f e c t on m o st of th e r e s t of t h e world.
4
I = Interviewer, M = Mairi
I Are t h e r e any American f a s t food places near where you
live?
M Yes, erm, th e re are a t l e a st t h r e e t h a t I can think of t h a t
are very close to my house.
I Do you ever go there?
M No, never.
I Why not?
M Erm, b e c a u s e I don’t like th e food, and I would ra th e r go
so m e w h e re t h a t has a b e tt e r a tm o s p h e r e and food t h a t I
like.
5
a
1 exam
2 pageboy
3 pass
4 failed
5 lifts
I = Interviewer, P = Pranjal
I How do you feel a b o u t taking exams?
P I don't like taking exam s b u t I usually p u t up with it. Erm,
b
1 m em o rize
2 u n fo rg e tta b le
3 cerem ony
4
5
usually if I s tu d y hard for th e m th e n I’m p r e tt y confident
I’m, I’m not really usually s t r e s s e d o u t for exams, but I
mean, who likes taking exam s? So...
I Have you ever had an exam disaster?
P Erm, I h aven’t really had a d isa ste r where I, like, completely
bom bed t h e exam, c a u s e usually I’m p r e tty well-prepared,
but I have had a couple of e xam s where I t h o u g h t I did
really well b u t tu rn s o u t I didn't do a s well a s I thought.
brid eg ro o m
c a n d i d a te
CAN YOU UNDERSTAND THIS TEXT?
b i b
2 a
3 c
4 a
5
6
7
8
b
c
a
b
135
Photocopiable activities
Contents
138 Grammar activity answers
140 Grammar activities
160 Communicative activity instructions
168 Communicative activities
191 Vocabulary activity instructions
194 Vocabulary activities
Photocopiable material
• There is a Gramm ar activity for each m ain
(A and B) lesson of the Student’s Book.
• There is a C om m unicative activity for each main
(A and B) lesson o f the Student’s Book.
• There is a Vocabulary activity for each section of the
Vocabulary Bank in the Student’s Book.
• There is a S ong activity for every File o f the Student’s
Book, in either lesson A or B. The recording o f the song
can be found in the relevant lesson o f the Class CD.
206 Song activity instructions
210 Song activities
Using extra activities in
mixed ability classes
Some teachers have classes with a very wide range of
levels, where some students finish Student’s Book activities
much more quickly than others. You could give these fastfinishers a photocopiable activity (Grammar, Vocabulary,
or Communicative) while you help the slower students.
Alternatively some teachers might want to give faster
students extra oral practice with a communicative activity
while slower students consolidate their knowledge with an
extra gramm ar activity.
Dips for using Grammar activities
The G ram m ar activities are designed to give students
extra practice in the main gramm ar point from each lesson.
How you use these activities depends on the needs o f your
students and the time you have available. They can be used
in the lesson if you think all of your class would benefit
from the extra practice or you could set them as homework
for some or all o f your students.
0 All o f the activities start with a writing stage. If you use
the activities in class, get students to work individually
or in pairs. Allow students to compare before checking
the answers.
9 The activities have an Activation section that gets
students, for example, to test their memories and write
sentences. If you are using the activities in class, students
can work in pairs and test their partner. If you set them for
homework, encourage students to use this stage to test
themselves.
• If students are having trouble with any o f the activities,
make sure they refer to the relevant G ram m ar Bank in
the Student’s Book.
• Make sure that students keep their copies of the
activities and that they review any difficult areas
regularly. Encourage them to go back to activities
and cover and test themselves. This will help with
their revision.
137
Grammar activity answers
1A pronouns
4A future forms
a
1 ours 2 her, She 3 their, his 4 your, mine
5
Her, you 6 her, his 7 yours, My 8 them, him
b
2 it to me 3 them for me 4 it to me
me I us 6 them for him 7 it for her
2 Shall I tu rn on 3 it’s going to rain 4 I’m going
5 It’ll probably rain. 6 I’ll change 7 it’s coming
8 / 9 Are you going to move 10 shall we go
111 won’t be 1 2 /
a
b
5 them to
8 it for me
IB adjectives
4B first and second conditionals
2 more addictive, the m ost addictive
3 worse, the worst 4 luckier, the luckiest
5 cleverer, the cleverest
6 more expensive, the most expensive
7 more tired, the most tired 8 further, the furthest
9 tidier, the tidiest 10 narrower, the narrowest
3 won’t, works 4 had, wouldn’t need 5 ’d get, had
6 comes out, ’11 go 7 were, ’d try 8 won’t get, have
9 spoke, would be able to / could 10 wasn’t / weren’t,
wouldn’t take
2 more tired 3 the narrowest 4 more addictive
5 the furthest 6 more expensive 7 tidier
8 the cleverest 9 lighter 10 the worst
1 Have you met everyone in the office?, Well, I haven’t
seen the director yet!
2 Have you had breakfast?, W hat time did you get up?
3 How long have you known Alex?, W here did you
meet?
4 I’ve already had three cups this morning., Have you
ever thought about cutting down?
5 W hen did you start learning the piano?, Have you
played in any concerts?
6 Have you ever been to the States?, We’ve just come
back from Florida.
7 Did you enjoy the concert on Saturday?, We didn’t go
because our daughter was ill., Yes, she’s been much
better since the weekend.
8 Have you ever lived abroad?, Yes, I taught in Italy for
a few years., How long have you been a teacher?
2 A present tenses
3 / 41 really want 5 /
6 does the guidebook say
7 it depends on 8 / 9 /
10 We’re swapping
11 Are you coming 121 don’t see 1 3 /
14 £500 seems 1 5 / 16 We’re going
17 They prefer 18 we need 19 She’s having 2 0 /
2B possessives
a
b
2 my parents’ 3 the name o f the village
4 the children’s 5 the butcher’s
6 our own 7 the corner of the street
8 of mine 9 chemist’s 10 the centre of London
11 of yours 12 my brother’s 13 their own
14
my 15 his own 16 the south o f France
1 the centre of London 2 chemist’s, the corner of the
street 3 the children’s, their own 4 my parents’, the
name of the village 5 my, our own 6 the butcher’s,
the front of the queue 7 the south of France, of
mine 8 o f yours, my brother’s
3A past simple, past continuous, or u se d to?
2 used to live (Note: ‘lived’ is possible, but is more
likely with a time expression, e.g. ‘I lived there when I
was in my twenties.’) 3 didn’t read 4 was having
5 was making, cut 6 used to go, bought
7 got up, was having 8 stayed 9 used to have / had
10 wasn’t driving 11 spent 12 did she stop
13 used to play, broke 14 shared 15 was listening
3B prepositions
2 in, at 3 about, for 4 under, past 5 -, for
6 from, about 7 out of, towards 8 with, for
9 over, round 10 to, on 11 of, for 12 on, under
13 to,about M o n , at 15 about,-
138
5A present perfect simple
5B present perfect continuous
1 ’ve been standing 2 are you staying, ’m leaving
3 ’ve been helping 4 ’s been snowing 5 ’m doing
6 have you been sunbathing 7 ’s been playing
8 ’ve been doing, ’m watching
6A obligation, necessity, prohibition, advice
2 have / need 3 m ustn’t 4 shouldn’t 5 have / need
6 should 7 oughtn’t 8 m ustn’t 9 should
10 needn’t 11 have 12 must
6B can, could, and be able to
2 can 3 couldn’t 4 can’t 5 couldn’t /
weren’t able to 6 Can / Could 7 be able to
8 be able to 9 being able to 10 can’t 11 be able to
1 2 ’d be able to / could 13 couldn’t 14 was able to
15 been able to
7A phrasal verbs
a
b
2 look after the children 3 look for my glasses
4 take away my old cooker / take my old cooker away
5 took out her husband / took her husband out
6 put up the new curtains / put the new curtains up
7 turn up the volume / tu rn the volume up
8 throw away this lettuce / throw this lettuce away
9 get on with his sister 10 switch off your mobile /
switch your mobile off
2 look after them 3 look for them 4 take it away
5 took him out 6 put them up 7 tu rn it up
8 throw it away 9 get on with her 10 switch it off
7B verb patterns
2 to stay 3 to find 4 paying 5 to turn off
6 ringing 7 not to take 8 not having 9 check in
10 to change 11 to listen 12 to go 13 eating
14 having 15 saying 16 not to charge
17 not to expect 18 to do 19 get 2 0 to go out
21 to give up 2 2 studying
IDA be, have, and do: auxiliary and
main verbs
2 had 3 ’s 4 doing 5 having 6 ’ve 7 Is
8 do 9 be 1 0 ’s 11 ’ve 12 was 13 have
14 are 15 doesn’t 16 having 17 did
18 didn’t 19 be 2 0 Are 21 have 2 2 doesn’t
2 3 doing 2 4 have 25 don’t
10B revision of verb forms
2 Do you often forget 3 go 4 ’s having
5 Were you driving 6 didn’t watch
7 didn’t use to like 8 loved / used to love
9 ’11stop 1 0 ’m leaving 11 are you going to do
12 Shall I help 13 ’11 give 14 didn’t spend
15 wouldn’t go 16 wins 17 Have you ever tried
18 went 19 Did your brother answer
2 0 ’ve been 21 ’ve been waiting
2 2 have you been doing 2 3 ’m reading 2 4 ’s based
2 5 is being decorated 2 6 ’s been reopened
2 7 had been killed 2 8 ’d had 2 9 knew / had known
3 0 ’d brought
8A have s o m e th in g done
2
3
4
5
6
7
8
9
10
H e’s having his car serviced.
They’re having their photograph taken.
She’s drying her hair.
H e’s painting the front door.
She’s putting up some shelves.
H e’s having his glasses repaired.
She’s having the tyres replaced.
They’re washing their clothes.
She’s having her fringe cut.
8B the passive
2 was originally called 3 opened 4 was designed
5 worked 6 was held 7 was visited
8 was redeveloped 9 was renamed
10 has been used 11 are being planned
12 will (probably) be taken down 13 has been
14 is used 15 contains 16 were transported
17 were rebuilt 18 be downloaded 19 costs
2 0 need
9A reported speech
a
2 was a beautiful m orning 3 me to wake up and
come outside 4 (that) I couldn’t just lie there on my
chair all day 5 (that) I should be catching birds
6 how I could be so lazy 7 were supposed to be fun
8 if I whether he could have a dog
b
2 (that) he’d have to take it for walks 3 (him) where
it was going to sleep 4 (that) they’d have to take it on
holiday with them the following m onth 5 if / whether
he thought the cat would like it 6 to let them think
about it
9B uses of the past perfect
2 hadn’t left 3 had 4 had just closed 5 dropped
6 hadn’t taken 7 didn’t say 8 ’d already had
9 ’d bought 10 saw 11 had you known
12 hadn’t eaten 13 hadn’t turned up 14 met
1 5 ’d lost
139
1A GRAMMAR pronouns
Com plete the dialogues w ith the correct subject pronoun, object pronoun, possessive pronoun,
or possessive adjective, e.g. I j me I m y j mine. W rite the answ ers in the colum n on the right.
1 A Hey! Those are L'__ Icoffees!
I.
B I’m sorry, we thought they were!
2 A Sara got a new smartphone for I
birthday.
B Wow! m m always gets fantastic presents.
3 A What are I" "71names?
B He’s Ryan, and I think ■
j wife’s name is Jessica.
4 A Tom! Are these I ■ keys?
B No, I’ve got M i j here.
5 A I H name’s Joanna W. Evans.
B Do I _B know what the W stands for?
6 A Where’s Sylvia? I think these are [IT j glasses.
B No, they’re not Sylvia’s. Ask Ben, they might be ■ .
7 A Is this car M P l. sir?
B Of course not! i I ■ car is a Ferrari.
8 A What about Mark and Sue? Have you invited I
j to the party?
B She’s coming, but I haven’t asked
].
our
Up Com plete the dialogues w ith object pronouns an d /o r or to.
W rite the answers in the colum n on the right.
1 A
B
2A
B
3A
B
4 A
B
5 A
B
6 A
B
7A
B
8 A
B
Q
What beautiful flowers!
Yes, my boyfriend sent ■ ■ 1;
j [T~ "1.
Did John give you his old bicycle?
No, he sold I
1 ~1■ ■ I for £20.
Where did you buy those headphones?
My friend got
in New York.
Is that your tennis racquet?
No, it’s my brother’s. He lent
M l
Have you seen our new offices?
Yes, the Sales Director showed L ■ ■ I I ■yesterday.
I didn’t think George could afford designer sunglasses.
He can’t. His parents bought I
If
I■ I .
I love your daughter’s sweater.
Her grandmother made I
I T ~ |[ 1.
Where did you buy that hat?
My wife found I
I M M online.
them
to
me
Cover the colum ns on the right. Practise the dialogues w ith a partner.
English File 3rd edition Teacher’s Book Intermediate Plus Photocopiable © Oxford University Press 2014
l i
Q
GRAMMAR adjectives
W rite the com parative and superlative form s o f the adjectives.
s u p e rla tiv e
c o m p a ra tiv e
1
2
3
4
light
addictive
bad
lucky
the lightest
lighter
5 clever
6
7
8
9
10
Q
expensive
tired
far
tidy
narrow
Use a com parative or superlative adjective from
1
My brother is
2
3
to complete the sentences.
person I know.
She’s ____________ than anyone else.
It’s ____________ street in the city.
4
5
the luckiest
a
Coffee is m uch____________ than people think,
It’s ____________they’ve ever driven in one day.
6
German cars are often much
than Japanese ones.
7
Her desk is much
8
9
She’s
girl in her class.
The silver laptop is a b it.
10
0
than mine.
It’s.
than the black one.
_________pizza she’s ever had.
Cover the sentences in b. Look at the pictures and rem em ber the sentences.
English File 3rd edition T each er’s Book In term e d ia te Plus P h o to co p iab le © Oxford University P re ss 2 0 1 4
2A G R A M M A R p r e s e n t t e n s e s
Q
R ight ( / ) or w rong (X)? C orrect the m istakes in the b o ld phrases.
1
T h e ir
flight arrives at Terminal 4 at 16.45.
; where to go on holiday.
________ / _____
____I d o n ’t k n o w
They usually go hiking in Scotland
in the summer.
4
I’m really wanting to try waterskiing.
5
Hurry up! We only have 30 minutes to get to the airport!
6
What is the guidebook saying about this museum?
7 We’d love to go surfing, but it ’s depending on the weather.
8
The airport bus leaves at 6.00 tomorrow morning.
9 What do you think we should do this evening?
10 We swap houses with an Australian family this winter.
11
Do you come for a swim or not?
12
I’m sorry, I’m not seeing what you mean.
____________
13
You’re very quiet - what are you thinking about?
____________
14
£ 5 00 is seeming very expensive for a flight to Madrid.
____________
15
What time does your train leave tomorrow?
____________
16
We go camping in the Pyrenees next summer.
____________
17
They’re preferring sunbathing to climbing mountains.
____________
r if
18
I don’t think w e’re needing
to take a hairdryer.
Q
____________
19
She has a massage at the moment - can you call back later?
____________
20
Do you remember the name of the hotel?
____________
Cover the colum n on the right and look at the sentences. R ead the correct sentences aloud.
English File 3rd edition Teacher’s Book Intermediate Plus Photocopiable © Oxford University Press 2014
2B GRAMMAR possessives
^
Circle the correct form.
1 She’s at(ithe front of the queu§)/ the queue’s front.
2
I drove to my parent’s / my parents’ house. They live just outside Southampton.
3
What’s the name of the village / the village’s name where you were born?
4
What are the childrens’ / the children’s names?
5
I never buy meat at the butcher’s / the butchers’. I get it at the supermarket.
6
We ail had our own / ours own bedrooms when we were chiidren.
7
I’ll wait on the street’s corner / the corner of the street.
8
Do you want to borrow this book of mine / of me?
9
That chemists / chemist’s is open 24 hours a day.
10
I live in the centre of London / London’s centre.
11
12
Are they friends of you / of yours?
.
,
I K
I don’t get on with my brother’s / my brothers’ wife.
13
My cousins have their own / their owns computers.
Iff
J
Where’s my / mine phone gone?
15 He does all her own / his own cooking.
Q
flJ jC
jf
1/11/1
JU
They go to France’s south / the south of France every year.
Com plete the dialogues w ith the phrases you circled in a.
W rite the correct phrases in the colum n on the right.
1 A Why doesn’t he buy ■ ■ flat?
_____ his own _____
B He wants to live in H i but he can’t afford it.
2 A I’ve got a headache. Is there a ■ ■
near here?
B Yes, there’s one on B B 3 A I spend half my life doing ■ ■
_______________
_______________
_______________
homework.
_______________
B You should tell them to do ^ H l
--------------------------
4 A I went to m i for lunch yesterday.
_______________
B What’s H i where they live?
5 A I really don’t like
_______________
job.
_______________
B Neither do I. Maybe we should start gg g i! business.
_______________
6 A Have you finished shopping or are you still at ■ ■ ?
________________
B I’m still waiting, but I’m nearly at
7 A Who are you going to
with next summer?
_______________ •
_______________
B With some friends |^ H .
8 A Has that car ■ ■ broken down again?
B Yes, I’m borrowing
Q
I i
l
14
16
H
Ullllfo
__________ T------_______________
this week. He doesn’t need it. ________________
Cover the colum n on the right. Practise the dialogues in b w ith a partner.
English File 3rd edition T ea ch e r’s Book I n te rm e d ia te Plus P h o toc opia ble © Oxford University P re ss 2 0 1 4
3A GRAMMAR past simple, past continuous, or used to?
Q
Complete the dialogues w ith the past simple, past continuous, or used to form o f the verb in brackets.
1
What do you do now that you’ve retired?
I do a lot of gardening. I didn’t use to like it,
but now I love it! (not like)
2
We’ve just been to Granada on holiday.
Really? I .
.there!
(live)
3
You didn’t answer my te xt yesterday.
. it till nearly midnight.
Sorry, I __
(not read)
4
Where were you at 9.00 last night?
. dinner with some friends.
I.
(have)
5
What happened to your finger?
. lunch and I .
L
myself, (make, cut)
6
7
Do you go to the cinema much?
Not any more. W e_
________a lot, but
then w e _________
. a home cinema, (go, buy)
at 8.00. At 8.30
Why weren’t you here at 8.30?
. breakfast! (get up, have)
8
How long did you spend in Ireland?
We___
__there for a week.
(stay)
9
10
Robert’s really changed since he was
Yes, h e .
a student.
(have)
Why did the police stop you?
I don’t know, I .
. much longer hair then.
_____ very fast.
(not drive)
11
When did you last go to London?
I_________
-the weekend there last month.
(spend)
12
13
She used to play the piano when she
Why__
was young.
(stop)
Your dad doesn’t do much exercise,
No, he _
_____ football, but he
his leg two years ago. (play, break)
does he?
14
. she_
Were you good friends at university?
Yes, w e ________ ______ the same fla t for
two years, (share)
15
Didn’t you hear what I said?
No, sorry, I______
_to the radio.
(listen)
ffii Cover the responses. R ead the first p art o f the dialogues and rem em ber the responses.
English File 3rd edition Teacher’s Book Intermediate Plus Photocopiable © Oxford University Press 2014
3B GRAMMAR prepositions
Q
Choose the correct preposition. W rite the answers in the colum n on the right.
He ran [
!the road a n d !
I the park,
(opposite j across, into / onto)
1
2 I’m very interested L I painting, but I’m not very good ■
(in I on, for / at)
across
3it.
3 D on’t worry E S S the bill - I’ll pay EF J everything.
(about / for, to / for)
The train went |
the bridge and I
I
the church, (under / through, past / along)
5 The receptionist asked F
(to / for / about)
Hme if I was waiting I
Ia taxi.
6 My sons are very different S 1each other, but they never
argue [
!anything, (from / of, about / with)
S’& rerfz/stA K K e r
7
She came %■ ■ 1the bank and walked 1
I
the supermarket, (out / out of, along / towards)
You shouldn’t be angry !■
Ihim. H e’s not responsible
I
Iwhat happened, (for / with, for / to)
The cycle path goes I 71 the river and
the car park, (over / up, round / through)
10 She’s married I
!a Frenchman and they’re both
keen H H cooking, (to / with, on / for)
11 I’m tired IKfcJ applying I
(with j of, for I to)
12
3 jobs —I never get an interview,
They sat [ ___Ia bench [
(in I on, under / down)
ia tree.
13 He was very rude I I me - 1 don’t know what
he was so angry I I I . (with / to, about / from)
14
I’m still
nearly IE
!the bus, but we’re
] the bus stop, (on / into, in / at)
15 The professor talked I I his research, and then we
discussed I
!our own work, (about / around, - / about)
Cover the colum n on the right and look at the sentences.
Read the sentences aloud w ith the correct prepositions.
English File 3rd edition Teacher’s Book Intermediate Plus Photocopiable © Oxford University Press 2014
into
4A G R A M M A R future forms
Q
Circle the correct form. Tick ( / ) if b o th are possible.
1 A Mum! I’ve dropped my ice cream!
B It’s OK, don’t worry -(rU g e t)/ I’m getting you
a new one!
2 A I’m freezing!
B Shall I turn on / Will I turn on the heating?
3 A Those clouds are coming this way.
B Yes, it looks as if it rains / it’s going to rain.
4 A Do you have any plans for this evening?
B Yes, I’m going / I’ll go to the cinema with Mike.
5 A We’re going for a walk in the country tomorrow.
B It’ll probably rain. / It’s probably raining.
6 A Excuse me. I ordered still water and this is sparkling.
B I’m sorry, sir. I’ll change / I’m going to change it for you
7 A Have you phoned for a taxi?
B Yes, it comes / it’s coming in five minutes.
8 A Who do you think will win / is going to win
tomorrow’s game?
B Italy, of course!
9 A I think this house is getting too small.
B Do you move / Are you going to move
somewhere bigger?
10 A How about going abroad for our holiday this year?
B That sounds good! Where shall we go / do we go?
11 A The play starts at 7.30 so we need to be at the
theatre by 7.15.
B OK, 1won’t be / I’m not being late this time!
12 A Can I pick some strawberries?
B Not yet. They won’t be / are not going to be ripe
until next month.
W ith a partner, w rite two mini-dialogues, one w ith will and one w ith going to.
English File 3rd edition Teacher’s Book Intermediate Plus Photocopiable © Oxford University Press 2014
4B G R A M M A R first and second conditionals
^
Complete the second sentence to m ean the same as the first.
1
I think the trial period will go well, and then they’ll offer me a permanent job.
They
2
I can’t help you - 1don’t have time.
If |
3
me a permanent job if the trial period___ goes___well.
’U o ffe r
had
time, I
’d help__you.
He needs to work harder - then he’ll
pass his exams.
H e _________ pass his exams
unless h e _________ harder.
4
I need a part-time job because
I don’t have any money.
If I _________ more money,
I _________ a part-time job.
5
He doesn’t have many skills, so he won’t get promoted.
H e _________ promoted if h e __________ more skills.
The sun might come out later, and we’ll go to the pool.
If the sun_________ later, w e __________ to the pool.
I think you should try to get a new job.
If I _________ you, I __________ to get
a new job.
8 You’ll need to have a good CV to get
an interview.
You_________ an interview unless
you_________ a good CV.
She can’t work in France because she
doesn’t speak French.
If she_________ French,
she_________ in France.
10
My computer’s so slow. The film is taking ages to download.
If my computer_________ so slow, the film __________ ages to download.
LUESES®
0
Com plete the sentences so that they are true for you. C om pare w ith a partner.
If the weather’s good this weekend...
If my English improves a lo t...
I’ll be really happy if...
If I got a job in the U K ...
I’d never forgive myself if...
If I had a year off...
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5A GRAMMAR present perfect simple
Q
M ake sentences / questions w ith the present perfect simple or past simple.
5
1
A
A
When / you / start learning the piano?
B
Three years ago.
A
you / play in any concerts?
B
No, I’m not good enough yet.
A
you / ever / be to the States?
B
Yes, three times. What about you?
A
W e /ju s t / come back from Florida.
A
you / enjoy the concert on Saturday?
B
we / not go / because our daughter /
be ill.
A
Oh no! Is she OK now?
B
Yes, she / be much better since the
weekend.
A
you / ever / live abroad?
B
Yes, I / teach in Italy for a few years.
Now I teach in London.
A
How long / be a teacher?
B
Since 2009.
When / you / start working here?
When did you start working here?
2
3
B
Only a few weeks ago.
A
you / meet everyone in the office?
B
Well, I / not see the director yet!
A
you / have breakfast?
B
Not yet.
A
What time / you / get up?
6
B
Only ten minutes ago.
A
How long / you / know Alex?
7
B
For about ten years.
A
Where / you / meet?
B
At university.
8
4
A
Do you want a coffee?
B
No, thanks. I / already / have three
cups this morning.
A
you / ever / think / about cutting down?
@) W ith a partner, w rite two m ini-dialogues using the present perfect simple and the past simple.
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5B G R A M M A R present perfect continuous
Q
Com plete the dialogues w ith the present continuous or present perfect continuous
o f the verb in brackets.
1 A Sorry I’m late!
you
Have
been waiting
long? (wait)
B Yes, I ____________ here for nearly 20 minutes! (stand)
you
2 A And how long.
B Two nights. I _
madam? (stay)
on Friday, (leave)
3 A Why are you so dirty?
B W e____________ Dad in the garden, (help)
4 A It looks beautiful outside.
B Yes, i t ____________ since we got up this morning, (snow)
5 A You look well!
B Yes, I ____________ a lot of exercise at the moment, (do)
6 A How long.
you
_? (sunbathe)
B Not long.
7 A Is Mike still in his room?
B Yes, h e ____________ computer games all afternoon, (play)
8 A Is that the TV I can hear?
B Yes, Mum. I .
and now I _
0
_ my homework all afternoon,
the news, (do, watch)
Cover the dialogues and look at the pictures. In pairs, try to rem em ber the dialogues.
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149
6A G R A M M A R obligation, necessity, prohibition, advice
O
Complete the second sentence w ith o n e w ord to m ean the same as the first.
C ontractions (e.g. can’t) count as one word.
1 She should sell her house. It’s much too big for her.
She ought to sell her house.
2 Is it necessary to use a ladder? Can’t you just stand on a chair?
Do you________to use a ladder?
3 I must remember to buy new light bulbs. I like to have some spares.
I ________forget to buy new light bulbs.
4 You ought to be more careful. You’ve made ten spelling mistakes.
You________be so careless.
5 You can’t mend it without a screwdriver. I’ll go and get one.
You________to use a screwdriver to mend it.
6 It would be a good idea to buy rechargeable batteries. They’re more eco-friendly.
You________buy rechargeable batteries.
7 You should eat less fast food. It’s not good for you.
You________to eat so much fast food.
8 It’s really important not to wash this jumper in the washing machine.
You________wash this jumper in the washing machine.
9 W hat time do you think I ought to arrive?
W hat time do you think I ________arrive?
10 It’s not necessary to use glue. Just use a piece of Sellotape™.
You________use glue.
11 I needn’t go yet. It’s still quite early.
I don’t ________to go yet.
12 You can’t visit India without a visa. You’ll have to apply for one.
You________have a visa to visit India.
(QH Com plete the sentences so they are true for you. Com pare w ith a partner.
I have to ...
I mustn’t . ..
I ought to ...
I needn’t . ..
I don’t have to...
I shouldn’t...
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6
^
B G R A M M A R can, could, and be able to
Com plete the sentences w ith the correct form o f can or be able to.
Som etim es tw o answ ers are possible.
1 will I
be able to
change this for a larger size if it’s too small?
2
She____________ never find clothes that she likes.
3
I ____________ do my homework last night. It was too difficult.
4
H e ____________speak very good French - nobody seems to understand a word
he’s saying!
5
6
Q
They____________ come to the conference because there weren’t any flights.
you tell me where the nearest supermarket is?
7
He used t o ____________ play tennis quite well, but he’s hopeless now.
8
She needs t o ____________ swim if she wants to go sailing.
9
I love____________buy everything I need in the local shops.
10
You____________ be tired - it’s only 9.00!
11
I might____________ leave work early on Friday.
12
If I got a pay rise, I ____________ afford a new laptop.
13
I spent hours looking for my wallet but I ____________ find it.
14
The shoe shop didn’t have her size, but she____________ find a pair online.
15
She’s ____________ ride a horse since she was six years old.
Com plete the sentences so they are true for you. C om pare w ith a partner.
I can... really well.
W hen I was a child I could...
The last time I went clothes shopping I couldn’t . ..
I’d really like to be able to ...
In the next five years I might be able to ...
I hope I’ll be able to ...
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7 A GRAMMAR phrasal verbs
A
C o m p le te th e s e n te n c e s w i t h th e c o r re c t f o r m o f a p h r a s a l v erb a n d a n o u n p h ra s e .
switch o ff get on with takeaway look for
give out put up turn up take out
look after throw away
1 The teacher
this lettuce certificates my glasses your mobile
his sister my old cooker her husband
the children the new curtains the volume
gave out certificates
at the end
of the course.
. every Saturday.
2 Her parents.
3 Can you help me t o .
4 The dustmen refused t o .
. for dinner to
celebrate her promotion.
6 W e__________________
. at the weekend.
a
TT’ESr''"
. a bit?
7 Can you.
Ml v
mJ
8 I think we should.
9 He doesn’t _____
f=J%
.very well.
10 I’m not starting till you.
0
Replace the nouns in a w ith pronouns. Change the w ord order if necessary.
1
Q
gave_____ them_____ out
6 ___________________
2
7 __________________________
3
8 _________________________________
4
9 ___________________________________
5
1 0 __________________________________
W rite sentences w ith the phrasal verbs that are true for you. C om pare w ith a partner.
get on with (somebody)
take (somebody) out
look after (somebody / something)
switch (something) off
throw (something) away
give (something) back
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7B GRAMMAR verb patterns
Q
C o m p le te th e s e n te n c e s w i t h th e c o r r e c t f o r m o f th e verbs.
stay
sleep
pay
find
Last summer I went to Venice. The train arrived after midnight,
so I decided 1___ to sleep
in the station. But a policeman said
I wasn’t allowed 2____________ there overnight, and told me
3____________a hotel. I ended up 4____________ 120 euros
for an expensive room.
not take
turn o ff
not have
ring
I went to a concert last week, and I forgot5____________ my
mobile. It rang during the concert, and it went on 6____________
for about 15 seconds - I couldn’t find it in my bag. It was very
embarrassing. My husband made me promise 7____________
my phone to concerts anymore, but it’s really hard because I hate
8____________it with me!
listen
check in go
change
My brother was going skiing last month, but at the airport they
wouldn’t let him9____________ his skis because it was a low-cost
flight. He spent an hour trying to persuade them 10____________
their minds, and at first they refused 11____________ , but in the
end they allowed him 12____________ on a later flight with his skis.
not charge
eat
not expect
have
say
The other day I went to a restaurant where I normally really enjoy
13____________ I was looking forward to 14____________ a steak,
but it was completely overcooked. The waitress kept on
15____________ it was OK, but at last she agreed 16____________
me for it. I told her17____________ a tip!
give up
study
do
go out
get
When I left university I got a job, but my best friend wanted
18____________ another degree. I said she might19__________
tired of being a student, but she didn’t listen to me. She didn’t
have much money so she couldn’t afford 20____________ very
much. After three months, she decided 21____________
22____________and look for a job!
Q
Cover the paragraphs and look at the pictures. Practise telling the stories in pairs.
English File 3rd edition T ea ch e r’s Book I n te rm e d ia te Plus P h otoc opia ble © Oxford University P re ss 2 0 1 4
8A G R A M M A R have something done
Q
Look at the pictures. Are the people doing something or having something done? W rite sentences.
clean / the windows
She
service / his car
He
’s cleaning the windows
take / their photograph They.
8
10
0
dry / her hair
She
paint / the front door
He
put up / some shelves
She
repair / his glasses
He
replace / the tyres
She
wash / their clothes
They
cut / her fringe
She
Cover the sentences. Look at the pictures and rem em ber the sentences.
English File 3rd edition Teacher’s Book Intermediate Plus Photocopiable © Oxford University Press 2014
i i G R A M M A R the passive
Q
Com plete the paragraphs w ith the correct form o f the verbs in brackets, active or passive.
The 02 Arena 1 was built (build) in 1999. I t 2_________ originally__________ (call)
the Millennium Dome, and i t 3_________ (open) its doors for the first time on
31st December 1999. It 4_________ (design) by Richard Rogers, who also5________
(work) on the Pompidou Centre in Paris. In 2000 a special exhibition, the Millennium
Experience,6_________ (hold) in the Dome, and i t 7__________ (visit) by 6.5 million
people. In 2005 the Dome8_________ (redevelop) as an entertainment venue, with
restaurants, clubs, and bars, and the building9_________ (rename). Since then it
10_________ (use) for concerts and sporting events, including basketball and
gymnastics at the 2012 London Olympics. New events 11_________ (plan) all the
time. The structure should last about 25 years, so i t 12_________ probably_______
(take down) in around 2025.
The Cloisters 13_________ (be) part of
the Metropolitan Museum of Art in New
York since the 1930s. I t 14_________
(use) to exhibit art and architecture from
mediaeval Europe, and the collection
15
(contain) about 2,000 works
of art. Between 1934 and 1938 parts
of five churches in Spain and France
16
(transport) across the
Atlantic. Then these 17_________ (rebuild)
brick by brick. The website www.met
museum.org/visit/visit-the-cloisters
has information and maps which can
18
(download). Entrance
19
(cost) a recommended $25
for adults. For group visits of more than ten
people you 20_________ (need) to make
an advance reservation.
Q
Cover the texts. In pairs, w hat can you rem em ber about each tourist attraction?
English File 3rd edition T e a c h e r’s Book In te rm e d ia te Plus P h o to c o p ia b le © Oxford University P re ss 2 0 1 4
9 A G R A M M A R reported speech
Q
Read the cartoon. C om plete the paragraph below.
It’s a beautiful
morning.
|
Wake up and
come outside!
You can’t just lie here
on your chair all day.
Mum! Dad! Can
I have a dog?
How can you
be so lazy?
Pets are supposed
to be fun.
Tim asked m e 1 what I was doing
.
He said i t 2_______________________
and to ld 3________________________
He said 4___
He told me 5_
and asked6_
Then he said that pets 7_
and asked his parents 8_
Q
Q
W rite the things T im ’s parents said in reported speech.
1 ‘Do you really want a dog?’
They asked him
2 ‘You’ll have to take it for walks.’
They said_
3 ‘W here’s it going to sleep?’
They asked
4 W e ’ll have to take it on holiday
with us next month.’
T heysaid_
5 ‘Do you think the cat will like it?’
They asked him _
6 ‘Let us think about it.
They told h im .
i f he really wanted a dog
.
T h in k o f a short conversation you’ve had w ith a friend or a m em ber o f your family.
W rite it in reported speech. C om pare w ith a partner.
English File 3rd edition Teacher’s Book Intermediate Plus Photocopiable © Oxford University Press 2014
SB GRAMMAR uses of th e past perfect
Q
Com plete the sentences w ith the past simple or past perfect form o f the verb in brackets.
W rite the answers in the colum n on the right.
1 She told me her parents
married for 40 years, (be)
2 I thought we were going to miss the train, but luckily if M B!
(not leave)
3
If 11
i some money, I’d lend you some, (have)
4
Nobody answered the phone because the office ■ ■
for the day.
(just close)
5
I■ ■
my phone yesterday, but I think it’s OK. (drop)
6
We would have been late for the wedding if we ■ ■
7
Where is he? He ■ ■
8
He said he 1
9
If we ■ ■
a taxi, (not take)
he’d be late, (not say)
breakfast, (already have)
our tickets sooner, they would have been cheaper, (buy)
10
We,1
our friends every weekend when we lived in Glasgow, (see)
11
How long
12
She said she IS M meat for over three years, (not eat)
13
I would have gone home if you E S I. (not turn up)
14
I’d only get married if I H
15
She told me she BSSSI her phone twice before, (lose)
you ■ ■
him when he proposed to you? (know)
someone I really liked, (meet)
Cover the colum n on the right and look at the sentences.
Read the sentences aloud w ith the correct verb form.
English File 3rd edition Teacher’s Book Intermediate Plus Photocopiable © Oxford University Press 2014
had been
10A G R A M M A R be, have, and do: auxiliary and main verbs
^
Complete the dialogue w ith the correct form o f be, have, or do. Use contractions where possible.
Nadia is an American student studying in the UK. She’s talking to her boyfriend, Steve,
who’s in the US.
Q
Nadia
Hey Steve!
Steve
Hi Nadia! I called this morning but you 1__weren’t__there.
Nadia
No, 12_________ to go to an early lecture.
Steve
So, how3_________ life?
Nadia
Great! I’m 4_________ a lot of research at the moment, but I’m 5__________ a good
time too. 16_________ made lots of friends here.
Steve
That’s good.7_________ your Master’s going OK?
Nadia
Well, I’ve decided to 8_________ a PhD instead of a Master’s, so I’ll9__________ here
for three years.
Steve
Three years? That10_________ a long time.
Nadia
True. But 111_________ found a great place to live. It’s a beautiful old cottage - it
12_________ built in the 16th century! We want t o 13__________ it redecorated before
we move in.
Steve
We? Who 14_________ you sharing it with?
Nadia
With Sara and Pete, two friends of mine. Sara 15_________ know Pete, but I’m sure
they’ll get on. We’re 16_________ a housewarming party next month!
Steve
A party? Great.
Nadia
Yes, and 17_________ I tell you that Pete wants to take me to Paris next weekend?
Steve
No, you 18__________ Shouldn’t you 19__________ studying?20__________ you sure
you21_________ enough time to go off travelling?
Nadia
Oh yes - i t 22_________ take long to get there on the train.
Steve
It sounds as if you’re 23_________ lots of fun things. So, tell me more about Pete...
Nadia
Wow, look at the time. 124_________ to go now! Talk to you soon, and 25__________
worry about me! Bye!
Practise the dialogue with a partner.
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iOB GRAMMAR revision of verb forms
Com plete the sentences w ith the correct form o f the verbs in brackets.
present simple / present continuous (2A)
present perfect simple / past simple (5A)
1 We ’re thinking abni it hi ly in g a n p w rar
(think)
17
2 .
(forget)
18 She
last year, (go)
3
you often
1
(go)
your keys?
fo r a run e v e ry eve n in p
4 He can’t come to the phone - he
a shower, (have)
you
when 1phoned you?
(drive)
6 We
(not watch)
windsurfing?
19
to Turkey three times
your brother
yesterday? (answer)
your email
20 1
here all day and 1want
to go home, (be)
past simple / past continuous / used to (3A)
5
ynn
(ever try)
present perfect continuous / present
continuous (5B)
21 We
any TV last night.
7 She
swimming hut now she
goes every day. (not like)
22 Hi John! What
23 1
moment, (read)
for you since 7.001 (wait)
you
lately? (do)
a really good book at the
8 He
playing basketball when
he lived in the States, (love)
will / shall / going to / present continuous (4A)
9 Look, we’re nearly out of petrol.
1
at the next petrol station,
(stop)
10 1
(leave)
at 7.30 tomorrow morning,
11 What
you
you finish university? (do)
12
1
out? (help)
when
you take the rubbish
passives (8B)
24 It’s a very interesting film - it
on a true story, (base)
25 Our house
(decorate)
at the moment,
26 We can drive over the bridge now if
. freopen)
27 When the battle ended, 200 soldiers
. (kill)
first and second conditionals (4B)
past perfect / past simple (9B)
13 1
him the message if 1see
him after work, (give)
28 1didn't eat anything because 1
lunch already, (have)
14 If you
so much nn clothes,
you wouldn’t have to borrow from your
parents, (not spend)
29 The police officer asked her whether she
the suspect, (know)
15 They
abroad if there were
enough jobs at home, (not go)
30 If we
our camera, we’d have
taken lots of photos, (bring)
16 If she
the next pame,
she’ll be Wimbledon champion, (win)
2 4 - 3 0 Excellent. You can use different verb forms very well.
1 6 -2 3 Quite good, but check the Grammar Banks for any forms that you got wrong.
0 - 1 5 This is still a bit difficult for you. Read the rules in the Grammar Banks.
Then ask your teacher for another photocopy and do the exercise again at home.
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159
M
Communicative activity instructions
IB Good, better, best
A pairwork questionnaire
Tips for using Communicative
activities
•
We have suggested the ideal number of copies for each
activity. However, you can often manage with fewer,
e.g. one copy per pair instead o f one per student.
•
W hen Sts are working in pairs, if possible get them to
sit face to face. This will encourage them to really talk
to each other and also means they can’t see each other’s
sheet.
•
If your class doesn’t divide neatly into pairs or groups,
get two Sts to share one role, or get one student to
monitor, help, and correct.
E x tr a id ea
• If some Sts finish early, they can swap roles and do
the activity again, or you could get them to write
some o f the sentences from the activity.
Sts revise comparatives and superlatives by completing
a questionnaire and then asking and answering the
questions. Copy one sheet per pair and cut into A
and B.
Language
c o m p arativ es and su p erlatives
When y o u fe e l stre ss e d , w h a t do y o u do to fe e l calm er?
The m o s t a n n o y in g w e b s ite I’ve e ve r u se d is Ryanair.
• Put Sts in pairs and give out the sheets.
• Focus on a. Tell Sts to complete each question with a
comparative or superlative of the adjective / adverb in
brackets.
• Check answers. You could copy the key onto the board,
so that Sts don’t hear each other’s questions yet.
A 1 m o re e njoya ble 2 w o r s t 3 m o s t d elicious 4 busier
5 o l d e s t 6 b o s s ie r 7 b e s t 8 l a z ie s t 9 y o u n g e r
10 c a l m e r 11 f u r t h e s t
12 f i t t e r
B 1 m o s t b e a u t i f u l 2 b e t t e r 3 riskier 4 c lo s e r
5 u n h e a l t h i e s t 6 l a t e s t 7 m o r e a c tiv e
8 m o s t a n n o y in g 9 g r e a t e s t 10 m o s t u s e f u l
11 s a f e s t 12 h e a lth ie r
1A Talk for a minute
A group board game
Sts move around the board and revise pronouns. Copy
one sheet per group of four Sts. You also need one dice
per group and one counter per student.
Language
•
pronouns and possessive adjectives ( / / m y I mine,
he / his / him , etc.)
My fa v o u rite TV series is 'Glee'. I u su a lly w a tc h i t w ith
m y sister.
One o f m y b e s t frie n d s is Linda. I m e t h e r a t school.
•
2A Ask me a question
Put Sts in groups o f three or four and give each group a
copy of the board game and a dice.
A pairwork speaking activity
Tip
Sts revise present simple and present continuous.
Copy one sheet per student.
• If you don’t have a dice, give each group a coin. Sts
toss the coin for their go and move 1 for heads and 3
for tails.
•
•
•
Explain the rules of the game. Focus on ‘START’. Sts
throw a dice and move the corresponding number of
circles on the board. W hen they land on a circle, they
must talk for one minute about the topic. They must try
and use correct pronouns wherever possible. Refer to
the example on the game board (The best cook I know
is m y m um ...) to show how Sts should use the right
pronouns as they speak. If the other students hear
the speaker use a pronoun wrongly they should try to
correct it.
Sts play the game in their groups. M onitor and correct
any mistakes with pronouns. The game ends when
someone reaches ‘FIN ISH ’.
Get feedback on some o f the more interesting answers.
Focus on b. Get Sts sitting face to face if possible to ask
and answer the questions. They can either ask alternate
questions, or A can interview B and they then swap
roles. If there’s time, they could return the questions,
asking What about you?
Language
p r e s e n t s im ple for h a b its / s t a t e s / t i m e t a b l e s
p r e s e n t c o n ti n u o u s for p r e s e n t / f u t u r e
H o w o f t e n do y o u g o t o th e d e n t i s t ’s?
Why e x a c tly a re y o u le a rn in g English?
• Put Sts into pairs and give out the sheets.
• Focus on a. Tell Sts they have ten minutes to complete
the questions individually, using either the present
simple or the present continuous form of the verb in
brackets.
•
Check answers.
2 d o / t h in k 3 a re / learning 4 a re / doing
5 D oes / s p e a k 6 d o / n e e d 7 Are / thinking
8 d o e s / finish 9 Is / looking 10 Are / going
11 Do / p re fe r 12 d o e s / look 13 a r e / re ad in g
14 a r e / d o i n g 15 do / b e lo n g 16 d o e s / g e t
17 Do / know, is g e t t i n g 18 Are / sa ving
19 d o e s / s t a r t / finish 20 a re / s e e in g 21 do / u s e
22 is c ooking
® Focus on b. Tell Sts to choose six questions each from
the sheet that they would like to ask their partner.
•
8
A The w o m a n a t t h e m a r k e t s ta ll is giving a p p l e s t o
t h e g r e e n g r o c e r t o b e w eighed.
B The w o m a n a t t h e m a r k e t s ta ll is c h o o s i n g a b u n c h
of bananas.
9 A T he o t h e r m a r k e t sta ll h a s no c u s t o m e r s .
B T he o t h e r m a r k e t sta ll h a s o n e c u s t o m e r .
10 A T he n u m b e r on t h e b u s s t o p is 47.
B The n u m b e r o n t h e b u s s t o p is 43.
Sts sit face to face and take turns to ask each other their
questions. If they don’t understand a question, they
should ask their partner to repeat it slowly. Encourage
Sts to give and ask for as much inform ation as possible.
The student who answers should try and reply with
What about you? M onitor and help where necessary.
E x tr a id ea
3A When you were younger
A pairwork speaking activity
• Fast finishers could ask more questions from the
sheet.
• W hen Sts have finished the questions, get feedback
from the class about some of their answers.
Sts complete some prompts and then use the
inform ation to talk about their past using past simple /
continuous / used to. Copy one sheet per student.
2B Spot the difference
Language
A pairwork information gap activity
p a s t sim ple, p a s t c o n tin u o u s , u se d to
The f ir s t da y I w e n t to p rim a ry school, I cried.
One day, m y frie n d a n d I w e re c o p y in g in a m a th s e xam a n d
th e te a c h e r s a w us.
I u se d t o love e a tin g crisps.
Sts describe their pictures to each other and find ten
differences between them.
Copy one sheet per pair and cut into A and B.
Language
p o s s e s s i v e s / p r e s e n t c o n ti n u o u s
The m an is w a lk in g in to th e tra v e l a g e n t ’s.
The fo u r t h sh o p is c lo sin g down.
•
Put Sts in pairs, ideally face to face, and give out the
sheets. Make sure Sts can’t see each other’s sheets. Ask
them to fold the picture in half top to bottom along the
fold line, and open it out again so that the fold line is
visible.
• Explain that they both have the same picture, but it has
been changed so that there are ten differences. They
have to find the differences.
• Student A begins by describing the right hand side of
the picture, and B listens to find differences. Then B
describes the left hand side o f the picture. They should
ask their partner questions if necessary.
• W hen they have found the differences they can show
each other the pictures to check.
•
9 Put Sts in pairs, A and B, and give out the sheets. Sit Sts
so that they can’t see each other’s sheets.
• Focus on a. Go through the phrases in the circles and
make sure Sts know what they have to do. Demonstrate
by giving some personal examples, e.g. some food you
used to love eating - crisps, some clothes you used to
hate wearing - red shoes.
•
• Now focus on b and on the example. Tell Sts to use
what they have written in the circles and take turns to
tell their partner about their past. Again, demonstrate
the activity yourself and give more information.
• Remind Sts to use used to to express habits, and the
past simple / continuous to talk about events.
•
Sts work in pairs to talk about their past. Remind them
to always ask for more information.
•
W hen Sts have finished, get some feedback from the
class.
Check the differences with the class, correcting any
mistakes w ith vocabulary, present continuous, and
possessives.
1 A The n a m e o f t h e s t r e e t is M itcham High S t r e e t .
B The n a m e o f t h e s t r e e t is Hitchin High S t r e e t .
2 A The w o m a n a t t h e b u s s t o p is on t h e right,
fa cing left.
B T he w o m a n a t t h e b u s s t o p is on t h e left,
fa cin g right.
3 A The f i r s t s h o p is a t r a v e l a g e n t ’s.
B The f i r s t s h o p is a n e s t a t e a g e n t ’s.
4 A The m a n is w a lk in g into t h e tr a v e l a g e n t ’s.
B The m a n is w a lk in g o u t o f t h e e s t a t e a g e n t ’s.
5 A The sign in t h e p o u n d s h o p w indow s a y s 'Our p rice s
a re c h e a p e r t h a n a n y o n e e l s e ’s ’.
B The sign in t h e p o u n d s h o p w indow s a y s ‘You’ll n e v e r
find p rice s c h e a p e r t h a n o u r s ’.
6 A T he w o m a n is re a d in g t h e n o t ic e in t h e b a k e r ’s
window.
B The w o m a n is w alking p a s t t h e b a k e r ’s w indow a n d
s h e ’s ignoring t h e n otice.
7 A The f o u r t h s h o p is c losing down.
B The f o u r t h s h o p is o p e n in g up.
Give Sts time to work individually and think of
something for at least three circles. Monitor and help.
3B W hat’s the preposition?
A pairwork fluency activity
Sts revise prepositions by asking and answering
questions. Copy one sheet per student.
Language
d e p e n d e n t p r e p o s itio n s (a fra id of, d e p e n d on, etc.),
p r e p o s t i o n s o f p l a c e a n d m o v e m e n t (in, over, etc.)
•
Put Sts into pairs. Focus on a. Sts look at the circles
and the questions. Tell them that the preposition is
missing from each question. The missing preposition
is the same one for all the questions in that circle. Sts
write the missing preposition in the space provided in
each circle. Make sure that Sts are not completing each
individual sentence with the preposition.
® Sts compare before checking answers as a class.
Circle 2: on Circle 3: a t Circle 4: t o Circle 5: in
Circle 6: a b o u t Circle 7: w ith Circle 8: for
161
• Focus on b. Tell Sts that one student should choose
a circle and ask his / her partner all the questions in
it. Remind them to ask for more information. The
student answering the questions could ask What about
you? Then they swap, and the other student chooses a
different circle and repeats the process. (Alternatively,
this part o f the activity could be done in small groups,
allowing Sts to ask more follow-up questions.)
• M onitor and correct any mistakes w ith prepositions.
Get feedback on some of the more interesting answers.
4A How green are you?
A quiz and free-speaking activity
Sts read some questions related to green issues and
choose an answer. Copy one sheet per student and cut
into two pieces: the quiz and the scores.
Language
rubbish, recycling, t h e e n v ir o n m e n t
I u su a lly s w itc h o f f e le c tric a l a p p lia nc e s w h e n I’m n o t
usin g th e m .
I n e ve r re cycle g la s s o r p la stic.
• Tell Sts that they are going to answer some questions
and that at the end of the activity, they’ll find out how
‘green’ they are.
•
Put Sts in pairs, A and B, ideally facing each other, and
give out the quiz sheets (but not the answers). Give Sts
time to read the questions. Pre-teach any vocabulary
you think Sts will have problems with, e.g. issues,
exploit, etc.
• Now tell Sts to circle their answers.
• W hen Sts have finished, get them to compare their
answers and explain them, giving reasons or examples.
You could demonstrate yourself by answering the first
three questions.
• W hen Sts have finished, give out the scores sheet. Sts
work out their scores.
•
Get some quick feedback from pairs to find out ‘who’s
the greenest’.
4B Job interviews
Two roleplays
Sts revise the topic o f the lesson by taking the parts of
interviewer / interviewee in two different roleplays.
Copy one pair o f sheets (A and B) per pair.
Language
s t u d y a n d w ork
H o w m a n y la n g ua g e s do y o u speak?
Do I have to w o rk a t th e w e e ke n d ?
162
•
Put Sts in pairs, ideally facing each other, and give out
the sheets. Make sure Sts can’t see each other’s sheets.
If you have odd numbers, make one pair a three and
have two As (or take part in the roleplay yourself).
•
Give Sts time to read the instructions for Roleplay 1.
Sts should think about their role and what they
are going to say. Encourage the interviewers and
interviewees to be as imaginative and inventive as
possible in their questions and answers.
Extra support
• Give Sts time to make a few notes about what they
want to say.
• W hen Sts are ready, tell the Bs to begin the
conversation. Give Sts time to act out the roleplay.
M onitor and note down anything you might want to
draw their attention to afterwards.
® Repeat the process for Roleplay 2. Tell the As to begin
the conversation. Remind the Bs that Sam can be a
m an’s name (Samuel) or a woman’s name (Samantha).
•
Get feedback from some pairs on what the outcome of
the interviewer / interviewee conversation was.
5A Soap opera
A group writing activity
Sts work in groups to write the plot for an episode o f a
soap opera. Copy one sheet per student.
Language
d r a m a t ic p r e s e n t for d e sc rib in g a plot, s u g g e s t i n g /
a g r e e i n g / d is a g r e e in g
Why d o n 't we...?
I ag re e / d o n ’t agree.
T h a t’s a g o o d idea!
Put Sts in small groups o f three or four and give out
one sheet to each student.
Explain that Sts are going to write the plot for a pilot
episode o f a soap opera. Focus on the characters. Give
them a few minutes to look at the pictures and read the
information.
Focus on a. Explain to Sts that they are going to
check they understand the relationships between the
characters. Sts work individually and draw a family
tree.
Lizzie Blake -
Charlie Blake
Lizzie's h u sb an d
J a c k s o n ------ -Gloria-Mae
Elvis
Alexis
Gloria-Mae’s
b o y frie n d
Lizzie and
Charlie’s
1 0 -year-old
Charlie's
2 1 -ye a r-o ld
s te p -d a u g h te r
Lizzie and
Charlie’s
1 8 -year-old
d a u g h te r
Talia
A le xis’s
2-ye a r-o ld
d a u g h te r
• W hen Sts have finished, they can compare their tree
with the other members of their group. Check answers
by drawing the family tree on the board to ensure that
Sts have the right model.
9 Focus on b. Make sure that Sts understand the word
‘pilot’. Explain that Sts have to develop a plot outline
for a one-hour pilot episode. Their ideas should be
general - they don’t have to write any dialogue or give
too much detailed information. Remind Sts to use the
present tense to describe the plot.
• Sts work in groups and discuss their ideas. M onitor
and help.
31
• Focus on c. Get each group to appoint a secretary to
make notes o f the plot outline.
• Focus on d. Each group presents their proposed pilot
episode to the class. Get feedback on some o f the more
interesting plots and decide as a class which is the best
plot.
Extra idea
• If you see that your Sts are enjoying the task, you
could let them continue developing more plots for
some more episodes.
5B Why did you write...?
A pairwork activity
Sts write inform ation about themselves. They then
swap with a partner and ask each other to explain the
information. Copy and cut up one pair o f sheets
(A and B) per pair.
Language
p r e s e n t p e r f e c t c o n ti n u o u s
Why d id y o u w r ite ‘t ir e d ’ in tria n g le 2?
Because i t ’s h o w I’ve b een fe e lin g th is week.
• Put Sts in pairs and give each student the instructions
(A or B) and a ‘shapes’ chart.
•
Give Sts five minutes to write answers in the
appropriate places in the chart. W hen they have
finished, take back the instructions sheet or tell them to
turn it over.
• Now get Sts to swap ‘shapes’ charts. Demonstrate the
activity by taking a chart from a student and asking
him I her Why didyou write... ? Ask follow-up questions
to continue the conversation.
•
Sts now do the activity in pairs. Make it clear to them
that they had different instructions, and stress that they
can ask about the inform ation in any order. M onitor
and help where necessary. Stop the activity when most
Sts have asked about all their partner’s information.
Extra idea
• W hile Sts are doing the activity, m onitor and make
notes on any mistakes they are making with the
use of the present perfect continuous. Use these as
a whole-class error correction activity by writing
some of the mistakes on the board and asking Sts to
correct them in pairs.
6A Strange but true?
A pairwork speaking activity
Sts read about some tips related to the home, beauty,
and health and decide whether the advice is true or not.
Copy one sheet per student.
Language
v e r b s o f obligation, n e c e s s it y , prohibition, a d v ic e
e x c h a n g i n g opinions
You h ave t o use a p la s tic bag.
You m u s t n ’t p u ll o u t g re y hairs.
W hat do y o u th in k ? Do y o u agree? Why n o t?
Put Sts in pairs and give out the sheets. Focus on a. Tell
Sts to work individually, read the tips, and decide which
tips they think are true and which are false.
Focus on b. Set a time limit, e.g. ten minutes, for pairs
to discuss each tip one by one and decide if it is true or
false. Encourage Sts to give reasons for their answers
where possible.
E x tr a s u p p o rt
• You may like to write on the board some examples of
language for responding to suggestions, e.g. Yes, that
really works. / 1 suppose that might work. / 1 wouldn’t
want to try that.
Check answers and see if any pair correctly identified
all the true tips.
In t h e h o u s e
I T 2 F: U se sugar, n o t s alt. 3 T 4 T: Make s u r e t h a t
p a r t o f t h e b r e a d is o u t s i d e your m o u t h while y o u ’re
c h e w in g - it s o a k s up t h e onion f u m e s . 5 T
B eauty
1 T: T o o t h p a s t e c o n ta i n s m en th o l, a n ti b a c t e r i a l a g e n t s ,
a n d d e t e r g e n t s . 2 T: P e o p le a r e o f t e n n e r v o u s b e f o r e an
o p e ra tio n , w hich m e a n s t h e y p e rsp ire e xcessively.
For s o m e p e o p le , t h is p e rsp ira tio n d isc o lo u rs d y e d hair.
3 F: Only o n e hair will g row back. 4 F: S p o t s a r e n 't c a u s e d
by d iet, b u t by h o rm o n e s . 5 F
H e a lth a n d f i t n e s s
1 F: It’s t r u e if y o u ’d p re f e r a boy. 2 T 3 T: T he blood your
b o d y n e e d s t o d i g e s t fo o d h a s no e f f e c t on t h e m u s c le s
you n e e d t o swim. 4 T 5 F: Colds a r e c a u s e d by a virus.
Ask Sts if they have already tried any of these tips and
which ones they’re going to try in the future. Do Sts
have any similar tips to share with the class?
163
•
6B W hat’s the problem?
Two roleplays
Sts revise the topic of the lesson by taking the parts of
waiter / customer and shop assistant / customer. Copy
one pair o f sheets (A and B) per pair.
Language
a t a r e s t a u r a n t , in a s h o p
Do y o u have a boo king ?
I'd like a refu n d , please.
Put Sts in pairs, ideally facing each other, and give out
the sheets. Make sure Sts can’t see each other’s sheets.
If you have odd numbers, make one pair a three and
have two As (or take part in the roleplay yourself).
Sts sit face to face and take turns to ask each other their
questions. If they don’t understand a question, they
should ask their partner to repeat it slowly. Encourage
Sts to react to what their partner says and to ask for
more inform ation when they can. M onitor and correct
any mistakes with particles.
E x tr a id ea
• Fast finishers could ask more questions from the
sheet.
• W hen Sts have finished the questions, get feedback
from the class on some of the more interesting
answers.
7 B What I think about you
A pairwork activity
Give Sts time to read the instructions for Roleplay 1.
Sts should think about their role and what they are
going to say. Encourage the waiters and customers to
be as imaginative and inventive as possible in their
questions and answers.
Sts complete sentences using a gerund or an infinitive
and then guess real information about their partner.
Copy one sheet per pair and cut into A and B.
E x tr a s u p p o rt
Language
• Give Sts time to make a few notes about what they
want to say.
W hen Sts are ready, tell the As to begin the
conversation. Give Sts time to act out the roleplay.
M onitor and note down anything you might want to
draw their attention to afterwards.
g e r u n d (verb + - ing ) or infinitive w ith to
Repeat the process for Roleplay 2. Tell the Bs to begin
the conversation.
Get feedback from some pairs on what the outcomes of
the conversations were and if the customers think they
got good service.
I th in k t h a t w h a t y o u m o s t e n jo y a b o u t s tu d y in g English is
th e gram m ar.
I th in k t h a t i f y o u w a n te d to b u y a p e t y o u ’d g e t a cat.
Yes, t h a t ’s rig h t! / No, t h a t ’s w ro ng !
•
Demonstrate the activity by writing on the board:
I think that afood you love_______ (eat) is...
• First get Sts to complete the sentence using the correct
form o f the verb (love + gerund = eating). Then tell them
to think about you and finish the sentence by guessing
the food you love. Elicit answers. Tell the class if any of
them guessed right.
•
7A Talking of money...
A pairwork speaking activity
Sts complete questions with particles (prepositions or
adverbs) and then ask each other the questions. Copy
one sheet per student.
Put Sts in pairs, A and B, and give out the sheets. Make
sure they can’t see each other’s sheets.
• Focus on a. Tell Sts to put the verbs in brackets in the
correct form. Check answers to the verb forms, first As
and thenB s.
A 1 doing 2 t o buy 3 t o d o 4 s tu d y i n g 5 t o b e
6 t o learn 7 t o t a k e 8 r e ad in g 9 e a t i n g
10
w orking / s tu d y in g
B 1 w a t c h i n g 2 t o buy 3 t o g o 4 doing 5 having
6 t o buy 7 t o m a k e 8 going 9 t o m e e t 10 living
Language
p h r a s a l v e rb s
I u s e d to lo o k a f t e r m y n e ig h b o u r’s children.
1 w o u ld n 't g ive a w a y a n y m o n e y because...
•
Put Sts in pairs and give out the sheets. Tell Sts they
have ten minutes to complete the questions individually
with the correct particle (a preposition or an adverb).
Explain that Sts should write the particle in the column
on the right (not in the sentences).
Check answers.
2 o u t 3 a w a y 4 b a c k 5 a w a y 6 o u t 7 for
9 a f t e r 10 do w n 11 for 12 b a c k 13 d o w n
15 a w a y 16 b a c k 17 up 18 b a c k
• W hen Sts have finished, focus on c. They take turns
to read their completed sentences to their partner,
who tells them if they have guessed correctly or not.
Encourage Sts to give an explanation if the guess is
wrong.
•
8 up
14 on
Tell Sts to fold their sheet down the ‘Fold’ line, so that
they can’t see the particles in the right hand column.
Explain that they have to remember the correct
particles. Sts choose six questions each from the sheet
that they would like to ask their partner.
Focus on b. Tell Sts to finish each sentence by guessing
what their partner will say.
Get feedback from several pairs and find out who in the
pair had more correct guesses.
8B 20th century quiz
A pairwork quiz
8A Spot the difference
A pairwork information gap activity
Sts revise active / passive verb forms by completing
questions in a quiz. Copy one sheet per student.
Sts describe their pictures to each other and find 12
differences between them.
Copy one sheet per pair and cut into A and B.
Language
p a s s i v e a n d a c t i v e in q u e s t io n f o r m s
Language
k e e p in g fit, b e a u t y t r e a t m e n t s , a t t h e h a i r d r e s s e r ’s /
b a r b e r ’s
p r e s e n t c o n tin u o u s , have s o m e th in g done
A m an is lif t in g w e ig h ts.
In m y p ic tu re , th e w o m a n is h a v in g h e r h a ir dyed.
1 Put Sts in pairs, ideally face to face, and give out the
sheets. Make sure Sts can’t see each other’s sheets.
■ Explain that they both have the same picture o f two
places, but it has been changed so that there are 12
differences. They have to find the differences.
1 Student A begins by describing the gym picture, and
B listens to find differences. Then B describes the
beauty salon. They should ask their partner questions
if necessary. Stress that Sts need to say what the people
are doing / having done, and describe the people.
1 W hen they have found the differences they can show
each other the pictures to check.
Check the differences w ith the class, correcting any
mistakes with vocabulary, present continuous, and
have something done.
The g ym
1 A The w o m a n ’s hair is in plaits.
B The w o m a n ’s hair is in a ponytail.
2 A The w o m a n is on a c ro ss-train e r.
B The w o m a n is on a trea dm ill.
3 A T he m a n lifting w e i g h t s is w e a k .
B T he m a n lifting w e i g h t s is s tro n g .
4 A T he w e i g h ts t h e m a n is lifting a re 2kg.
B The w e i g h ts t h e m a n is lifting a r e 10kg.
5 A The w o m a n d oing P ila te s is on a y o g a m a t.
B The w o m a n is d oin g P ila te s b u t t h e r e ’s no y o g a m a t.
6 A The w o m a n on t h e right is s t r e t c h i n g by pulling h e r
right a rm t o w a r d s t h e l e f t o v e r h e r h e ad.
B The w o m a n on t h e right is s t r e t c h i n g by to u c h i n g
he r t o e s .
T he b e a u t y s a lo n
7 A The w o m a n is having a m anicure.
B The w o m a n is having a pe dic ure.
8 A The w o m a n is having h e r hair curled.
B The w o m a n is having h e r hair s t r a i g h t e n e d .
9 A The b e a u tic ia n h a s long s t r a i g h t hair w ith a fringe.
B The b e a u tic ia n h a s long s t r a i g h t hair w i t h o u t a fringe.
10 A The m a n is having his l e g s w a x e d .
B The m a n is having a m a s s a g e .
11 A T he m a n looks u n h a p p y a n d in pain.
B T he m a n looks h a p p y a n d re la x ed .
12 A The w o m a n on t h e r ight is having h e r hair c u t.
B The w o m a n on t h e r ight is ha v in g h e r hair dyed.
Why d id th e B ritish royal fa m ily ch a n ge its n a m e in 1917?
W hat na m e is th e US p re s id e n t's p la n e k n o w n by?
• Put Sts in pairs. Give out the sheets. Focus on a. Tell
Sts to complete the questions using the verb in brackets
in the correct form (present or past simple, active or
passive). Tell them not to try and answer or discuss the
answers at this stage.
• Check answers and correct question formation.
1 w e r e / killed 2 o r d e r e d 3 w a s given 4 is / given
5 w a s a s s a s s i n a t e d 6 w e r e / u s e d 7 did / c h a n g e
8 is / know n 9 w r o t e 10 w a s b a n n e d 11 w e r e / a llow ed
12 s t a r t e d 13 w a s a t t a c k e d 14 w a s / m a d e
15 is t h o u g h t 16 w a s / m u r d e r e d 17 a p p e a r e d
18 w a s / built 19 s e n t 20 w e r e / in stalled
Now focus on b. Set a time limit, e.g. ten minutes, for
Sts to choose and discuss the right answers with their
partner.
• M onitor and help with vocabulary where necessary
but don’t tell Sts the answers. If they don’t know, they
should guess.
• Get feedback, and tell Sts the right answers. Check
scores to see which pair is the winner.
•
lc
2a 3b 4c 5c
12 a 13 b 14 a 15 c
6 b 7 a 8 b 9 b 10 c 1 1 a
16 a 17 c 18 c 19 c 2 0 a
165
9B What had happened?
9A Find th e pair
A group card game
A group writing activity
Sts revise the past perfect by writing group stories.
Copy and cut up one sheet per group.
Sts revise reported speech by playing a card game in
small groups. Copy and cut up one sheet per group.
Language
Language
direct speech / reported speech
'Do y o u like y o u r p re s e n t? '
She a sk e d m e i f I lik e d m y p r e s e n t
Past p e rfe c t
/ d id n ’t re co g n ize Jo n a th a n b e c a use he h a d g ro w n a beard.
When Sheila o p e n e d th e door, she im m e d ia te ly saw t h a t
so m e o n e h a d c le a n e d h e r house.
Put Sts into groups of four and give each group a set of
cards divided into the 12 large and 12 small rectangles.
This activity can also be played in pairs.
Show Sts how to play the game. Point out that there
are two types o f card (two different shapes). Shuffle
the cards and arrange them face down on your table in
the two groups, the sentences in direct speech (small
rectangles) on the right and the sentences in reported
speech (large rectangles) on the left. Ask a student to
turn over a direct speech card. Ask him / her to read out
what it says (e.g. ‘Do you like your present?’). Then ask
the student to say the sentence in reported speech using
the b o ld cue provided on the card (e.g. She asked m e
i f I liked my present.). Now ask the student to try to find
this sentence in the reported speech group by turning
over one card. If he / she finds the corresponding
sentence, he / she keeps the card and has another turn.
If not, he I she must put the card back in the place where
it was, and another student has a turn.
H ig h lig h t th a t:
- Sts have to say what they think the ‘reported speech’
card will say before they try to find it.
•
Put Sts into groups of four. Give each group a set of
cards, face down.
• Explain that Sts are going to write some short stories.
Tell each student to take a card. Set a time limit, e.g.
one minute, for Sts to complete the first sentence on
their card. W hen the time is up, say ‘Stop’, and tell Sts
to pass their card to the student on their left. Now tell
Sts to read the first sentence of their story and add
a second sentence. Monitor and check Sts are using
tenses correctly.
• Repeat for the third sentence. W hen the time is up and
Sts have passed on their story, tell Sts that now they
have to finish the story with their fourth sentence.
•
•
• Finally get each group to read out their best stories to
the class. You could have a class vote on the best stories.
10A W hat’s the question?
A pairwork speaking activity
- Sts must always put the cards back in the same place,
unless they get a pair, in which case they keep both
cards.
Sts complete questions with forms of do / have / be as
auxiliary and main verbs, and then ask each other the
questions. Copy one sheet per student.
- Sts must watch what cards other Sts tu rn over and
try to remember where the cards are.
Language
M onitor and ensure that Sts are doing the exercise
correctly throughout. Stop after a student has won, or
after, e.g. ten minutes.
Get feedback from each group (or pair) to find out who
has won / got the most pairs.
form s o f d o / have / be
Do y o u have th e sa m e p a s s w o rd fo r e v e ry th in g ?
W hat was th e la s t th in g y o u b o u g h t online?
•
Put Sts in pairs and give out the sheets. Tell Sts they
have ten minutes to complete the questions individually
w ith the correct form o f do, have, or be. Remind them
that sometimes two parts are necessary. Explain that
Sts should write the verbs in the column on the right
(not in the sentences).
•
Check answers.
N on -cu t alternative
• Copy one sheet per pair and cut into two sections
down the centre line to make one direct speech sheet
and one reported speech sheet. Put Sts in pairs and
give out the direct speech sheets. Sts take turns to
read the direct speech and to try to say / write the
reported speech using the cues in bo ld. W hen Sts
have finished, give out the reported speech sheet and
check answers. G et feedback from each pair to find
out who got most right answers.
G et Sts to read out their stories in their groups and
decide which one they like best.
If time, get Sts to repeat with the remaining four cards.
2 w e re
3 have, b e e n
6 Do, h a v e , d o
10 do , d o
llls .b e
14 a re , d o in g
18 d id , h a v e
4 A re , d o
7 H ave
8 d id , d o
12 w a s
15 have, be e n
1 9 ’s, h a s
5 H a ve , b e e n
9 w e re , d o in g
1 3 H ave, b e e n , w e r e
16 are, d o n e
17 d id , w e r e
20 w as, had
• Tell Sts to fold their sheet down the ‘Fold’ line, so that
they can’t see the verb forms in the right hand column.
Explain that they have to remember the correct verb
forms. Sts choose six questions each from the sheet
that they would like to ask their partner.
•
Sts sit face to face and take turns to ask each other their
questions. If they don’t understand a question, they
should ask their partner to repeat it slowly. Encourage
Sts to react to what their partner says and to ask for
more inform ation when they can. M onitor and correct
any mistakes with verb forms.
E xtra idea
• Fast finishers could ask more questions from the
sheet.
• W hen Sts have finished the questions, get feedback
from the class on some o f the more interesting
answers.
10B Speaking exam
A pairwork photo description and discussion
Sts roleplay examiner and examinee and ask each
other questions. Copy one sheet per pair and cut into
A and B.
Language
Answering personal inform ation, describing photos,
a discussion
M y s u rn a m e 's Gonzalez.
In m y p h o to th e re 's a...
I like e a tin g p a sta . H o w a b o u t yo u ?
•
Put Sts in pairs, face to face if possible, and give out
the sheets. You could explain that the activity they are
going to do is similar to the PET exam.
• Focus on 1. A asks B the five questions. Remind B to
give as much inform ation as he / she can. Set a time
limit, e.g. three minutes. Then Sts swap.
•
Focus on 2 . B asks A to describe his / her photo.
B listens. Set a time limit, e.g. two minutes. Then
Sts swap.
•
Focus on 3. Both Sts interact by discussing the topics.
Set a time limit, e.g. five minutes. Remind them to ask
questions.
E xtra idea
• M onitor for any gram m ar or vocabulary mistakes
during the activity. Use the mistakes at the end o f the
lesson to do a whole-class error correction activity.
1A COMMUNICATIVE Talk for a minute
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I B COM M UNICATIVE Good, better, best
Student A
Q
Com plete the questions w ith a comparative or superlative o f the adjective in brackets.
1 Do you think that a family holiday is ________________
than one with your friends? (enjoyable)
2 W ho’s th e ________________ -looking celebrity in your
country? (bad)
3 W hat’s th e _____________
. meal you’ve had recently? (delicious)
4 Are you________________ during the week or at weekends? (busy)
5 W ho’s th e ________________ person you know? (old)
6 In general, do you think women are________________ than men? (bossy)
7 W hat’s th e ________________ holiday you’ve ever had? (good)
8 W ho’s th e ________________ person in your family? (lazy)
9 How often do you see the friends you had when you w ere_____________
10 W hen you feel stressed, what do you do to feel_________
.? (young)
___ ? (calm)
11 W hat’s th e ________________ you’ve ever travelled? (far)
12 If you want to g et.
Q
than you are now, what should you do? (fit)
Ask B your questions. Ask for m ore inform ation.
Student B
Q
Com plete the questions w ith a com parative or superlative o f the adjective in brackets.
1 W hat’s th e .
. country you’ve ever visited? (beautiful)
________ for you - restaurant food or
2 W hat do you think is ____________
home-cooked food? (good)
3 Do you think buying something online is .
it from a shop? (risky)
than buying
4 W ho are you________________ to, your mother or your father? (close)
5 W hat’s th e ________________thing about your lifestyle? (unhealthy)
6 How important is it to you to have th e ________________ gadgets? (late)
7 Are you________________ in the mornings or in the evenings? (active)
8 W hat’s th e _________
. website you’ve ever used? (annoying)
9 W ho’s your country’s
_________ sports person? (great)
10 Apart from English, what would be th e ________________ language for you to learn? (useful)
0
11 W hat do you think is th e ___
_________form of transport? (safe)
12 Do you think vegetarians a re .
____________ than people who eat meat? (healthy)
Ask A your questions. Ask for m ore inform ation.
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2A COMMUNICATIVE Ask me a question
Q
Complete the questions w ith the present simple or continuous o f the verb in brackets.
Q
C hoose six questions to ask your partner.
to
do
you
1 How often.
go­
the hairdresser's? And to the dentist’s? (go)
2 Are you happy with your lifestyle or______
you________ it could be healthier? (think)
3 Why exactly
.you.
4 What____
5
you
English? (learn)
______ after today’s class? (do)
anybody in your family_________ a foreign language really well? (speak)
6 What important things________ you_________ to do before the weekend? (need)
7
you______
______of doing any official English exams in the near future? (think)
8 When.
____ this course_________ ? (finish)
9
. anyone you know________ for a job at the moment? (look)
you________ away this weekend? (go)
10
11
. you usually________ seeing films which are dubbed or subtitled? (prefer)
12 What
____ your best friend_________ like? (look)
13 What book.
*
at the moment? (read)
you
>
14 What.
__you_________ this Saturday night? (do)
15 What clubs, organizations, or charities.
you________ to? (belong)
16
17
How often
your family.
anybody who
you
. together? (get)
married soon?
(know, get)
18
. you.
19 What time.
____ to buy anything at the moment? (save)
.this class________ and_________ ? (start, finish)
20 When
you next
. your
best friend? (see)
21
What kind of things
you
your phone for? (use)
22 Who
170
_____________ tonight in your house? (cook)
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2B COMMUNICATIVE Spot the difference
Student A
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3A COM M UNICATIVE When you were younger
Q
Tick three circles in each group that you can talk about. W rite som ething in each circle.
Q
Com pare the circles you’ve ticked w ith a partner. Take tu rn s to tell each other about them.
Past habits
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3B COM M UNICATIVE W hat’s th e preposition?
Q
Look at the questions. W rite the missing preposition for each circle.
Q
Take tu rn s to choose a group o f questions to ask a partner.
°f
Who can you rely HZ I when you have a
problem? Can they rely i 11 you too?
If you had to speak in front [__ j a large
audience, how would you feel?
What do you always have
at home?
® Do you know anyone who has a phobia,
or is really afraid t 1something?
I your desk
Would you prefer to live in a fla t! H the
top floor or I_j the ground floor?
® When was the last time you felt proud
[__ I something you had done?
Which gadgets do you completely
depend1 ! in your everyday life?
« What food and drink remind you I __|
your childhood?
What sport or activity would you like to be really good I__ I?
Why do you think some people are bad I I learning languages?
If someone arrives L_J a concert / film late, should they be let in?
Do you like telling jokes? Do people laugh I
] the jokes you tell?
What sports clubs or organizations do / did
you belong [”T7I?
What kinds of things do you object L _J
people doing a) on a plane, b) at the cinema?
What period of history are you most
interested!
|?
What two things are you most looking
forward!
i this year?
When you arrive L _ I a new city / country,
what's the first thing you usually try to find out?
What advantages or disadvantages are
there to being married [ __I someone from
another country?
Do you often waste time looking for things
I j y o u r bag?
©
Have you (or has anyone you know) ever
succeeded L J passing a difficult exam?
What are some of the typical things couples argue H i?
What would you warn visitors I
I before they visit your city / country?
When was the last time you felt angry j
I something a friend did to you?
When you were younger, did you get excited
Do you feel pleased i J your progress in
English this term?
Can people still be friends if they don’t
agree C J] each other about, e.g. politics?
Is there anyone in your family that you are
a bit fed up! J at the moment?
Have you ever been given a present that
you were really disappointed I 1?
©
I your birthday? How did you use to celebrate it?
How do you feel about waiting L I people
when they’re late?
Should a man pay j__ I a woman on a first date?
Are you (or is anyone you know) applying 1 l a
job / course at the moment?
Who’s responsible I
your house?
! doing the housework in
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173
I
4A COMMUNICATIVE How green are you?
1 When you vote, how important to you are the
parties’ policies on the environment?
a Not important. It’s something I never think
about.
b A bit. But I think that there are more important
issues.
c Very important. The environment affects
everybody.
2 Do you try and encourage your friends and
family to be ‘greener’?
a No, I have more important things to worry
about!
b Sometimes I remind them to recycle bottles
or use less water,
c All the time! It’s our responsibility to protect
our planet.
3 Where do you buy your clothes?
a The shops which are the cheapest, e.g.
Primark.
b It depends. I try not to buy from companies
that exploit their workers,
c I buy most of my clothes in second-hand
shops.
4 How many of your light bulbs at home are
energy-saving?
a None / Very few of them,
b About half of them,
c Most / All of them.
5 How many cars does your family have?
a Two or more,
b One.
c We don’t have a car. We walk, cycle, or use
public transport.
6 If you or your family have a car, what car is it?
a A 4x4 / a Hummer / a sports car.
b A fuel-efficient car which uses unleaded
petrol.
c A hybrid or electric car.
7 What cleaning products does
your family use?
a Whatever is cheapest in
the supermarket or the
ones I think work best,
b Eco-friendly products which
protect the environment,
c I make my own, e.g. with
lemon, soda, and vinegar.
SCORES
Mostly a’s You are a little selfish when
it comes to the environment! Your
actions have a negative impact on the
world, so why not try and change a few
things about your lifestyle? The planet
will be a much better place if you do!
8
How do you feel about organic food?
a I’m not sure what it actually is.
b It’s difficult to buy it, but I get it when I can.
c It’s the only food I buy, even though it’s
expensive.
9
What did you have for lunch yesterday?
a Fast food or a takeaway, e.g. a pizza,
hamburger, or sandwich,
b A pre-packaged / ready-cooked meal,
c A meal I cooked myself with natural
ingredients.
10 What’s your attitude to packaging?
a I want it to look good and protect the product,
b I think some packaging is necessary,
c I try to avoid buying things with a lot of
packaging.
11 Do you try to save water?
a Never. It’s not something I worry about,
b I sometimes remember to turn o ff the water
while I brush my teeth,
c I’m very careful about water. I only have
showers and I never leave the tap running.
12 What do you do with books, clothes, and other
things you don’t need any longer?
a I throw them away,
b I sell them on eBay or to friends,
c I give them to charities.
13 How much of your rubbish do you recycle?
a I can’t be bothered to
recycle. I throw everything
:
.y . - I
into the same bin.
/ 'i )$ ([/
b I separate my rubbish
,:;T,
and take the glass to
the bottle bank,
c I’m very good at recycling
glass, paper, and plastic.
IE
14 What’s your attitude to travelling by plane?
a I love flying. It’s my favourite form o f transport,
b I fly when necessary but I choose other forms
of transport wherever possible,
c I hardly ever fly because I know it’s bad for
the environment.
15 When you go to the supermarket, how often
do you take a shopping bag with you?
a I never remember,
b I sometimes remember,
c I always remember.
Mostly b’s You’re worried
about the environment
and the planet, so you try
and do things to improve
it. However, you could
make more of an effort.
Mostly c’s Congratulations. If only more
people thought like you! Everything you
do in life is directed at making the planet
a better place to live. But don’t be too
forceful with your ideas. Think about how
you can realistically and gently persuade
others to be ‘greener’.
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4B COMMUNICATIVE Job interviews
Student A
R oleplay 1 You’re unemployed. B is going to interview you.
You finished college last year and you’ve been looking for
a job since you left. You’re desperate! Today you have an
interview at a hotel in London to work as a receptionist It’s
the ideal job for you, as you studied Tourism. You don’t have
any experience, but you have lots of enthusiasm and energy
(remember to show this at the interview). You want this job!
Answer B’s questions about:
- your studies.
- your qualifications.
- languages you speak.
Ask B what exactly you have to do in the job, and about the hours. You don’t mind
working different shifts, but you don’t really want to work at weekends as tha t’s the
only time when your partner is o ff and you can be together.
Answer B’s questions about why you want the job and say why you think you’d be a
good receptionist.
Ask B when you will know if / when you have got the job.
Begin the roleplay. B will start the conversation.
R oleplay 2 You’re a w ell-known m usician and you’re looking for a PA (Personal Assistant).
B is the candidate you’re going to interview.
You’re doing the interviews yourself because
What you are looking for in a PA
you like to be in control! You’re a very busy
Ideally you want someone to:
• organize your meetings, tours, and
interviews with the media
• answer your fan mail
person. You’ve interviewed nine people and
none of them are suitable. You’re waiting for
the last person to come (Sam Barker) for an
interview and he / she is already 20 minutes
late. Just as you’re getting ready to leave,
there’s a knock on the door. It’s B (Sam Barker).
You want someone who:
• is sociable and extrovert
• can work irregular hours and travel abroad
with you for four months of the year
Greet B and listen to the excuse.
Ask B what he / she had to do in his / her last job. Do the answers match what you’re
looking for?
Ask B about his / her family. You need to see if B has the flexibility to travel (but don’t
tell him / her about it yet).
Answer B’s questions about what the job involves.
If you like B, decide if it would be possible to offer him / her the job. You are desperate
for a new PA and you didn’t like any o f the other candidates.
Begin the roleplay. You start the conversation: Are yo u Sam Barker? You are very late.
English File 3rd edition T e a c h e r’s Book In te rm e d ia te Plus P h o to c o p ia b le © Oxford University P re ss 2 0 1 4
4B COMMUNICATIVE Job interviews
Student B
R o le p la y 1 You’re the m anager o f a hotel in London.
You’re going to interview A for the job o f receptionist.
j---------------------------The ideal candidate doesn’t need to have any
experience because he / she will get training.
However, he / she should have finished secondary
school / college successfully, want to learn new
things, and above all, be hard-working.
J o b d e s c r ip tio n
Main duties
• answering the phone and taking
reservations by email / phone
• preparing bills
• helping customers with problems
Hours
® Ask A about:
-
her / his studies and qualifications.
-
the languages he / she speaks (How many?
How well? Has he / she passed any
Receptionists have to work:
• different shifts (mornings /
afternoons / evenings / nights)
• one weekend a month
language exams?)
•
Answer all A’s questions using information in the job description.
•
Ask A why he / she wants the job.
•
If you like A and think he / she will make a good receptionist, then offer her / him a
temporary contract with the possibility o f a permanent contract after three months.
Begin the roleplay. You start the conversation: Good morning. Please come in and take a seat.
R o le p la y 2 You are Sam Barker. You have an interview today for your dream job PA (Personal Assistant) to an internationally w ell-known musician (A).
You’re a bit nervous because people say A is very difficult to work for. You love all kinds
of music (especially A’s). On the day of the interview, someone knocks you over and
steals your mobile phone. You arrive 20 minutes late.
•
Immediately apologize for being late.
•
Answer A’s questions about your previous job (you had a temporary six-month
contract as PA to a fashion designer. You organized your boss’s business trips and all
of his / her meetings, answered letters and
emails, and occasionally went with him / her
to social events).
•
Answer A’s questions about your family.
•
Ask A what the job involves. You hope it
doesn’t involve too much travelling, because
you hate flying - in fact, it’s almost a phobia.
However, you really want the job.
•
If A offers you the job, decide if you think
you’d be able to accept it.
Begin the roleplay. A will start the conversation.
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5A COM M UNICATIVE Soap opera
The characters
Lizzie Blake is the 44year-old ‘head’ of the
family. She has several
properties she rents
out and so she doesn’t
have to work. She will
protect her family at all
costs.
Charlie Blake is Lizzie’s
45-year-old husband. He’s
being investigated for fraud
at the moment. He’s only
interested in himself and
making 'fast’ money. He
has never worked and was
married before.
Alexis is Charlie’s 21-year-old daughter
from a previous marriage. She had a
baby at the age of 19 and has always
refused to say who her daughter’s
father is. She has always had a bad
relationship with Lizzie. She and Talia
live with Lizzie and Charlie. She works
as a PA to a fashion designer.
Gloria-Mae is Lizzie and
Charlie’s 18-year-old
daughter. She doesn’t get on
with Alexis. She’s studying
computing at college and
is very attractive. She’s
engaged to Jackson and is
desperate to get married
and leave home as soon as
possible.
Talia is Alexis’s
two-year-old
daughter.
Jackson is Gloria-Mae’s
boyfriend. He lives with
her and the rest of her
family. He’s unemployed,
so he volunteered to look
after Talia while Alexis
is at work. He’s engaged
to Gloria-Mae but he’s
not in love with her. He’s
attracted to Alexis!
Elvis is Lizzie and Charlie’s
10-year-old son. He’s jealous
of Talia because he thinks she
gets all the attention. He hates
Jackson and would like him to
leave the house forever.
Q
Read the inform ation about the characters. D raw a family tree showing the relationship
betw een the people.
Q
A n independent television com pany is planning to make a one-hour pilot for a soap opera.
If it’s successful, a series will be made. The TV com pany w ants you to w rite a plot outline
for the pilot, based on the descriptions o f the people you’ve just read about.
The soap opera w ill begin on Lizzie’s 4 5 th birthday. She has organized a big family dinner
and she w ants everyone to be there. Discuss:
• the relationship betw een the people.
• incidents th at m ight happen before, during, and after the dinner.
Q
W rite notes explaining w hat happens in the pilot episode.
Q
Now read out your plan for the episode to the class, and listen to other groups’ plans.
W hich pilot do you th in k is the best?
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5B COMMUNICATIVE Why did you write...?
Student A
0
Read your instructions and w rite your answers in the correct place in the chart.
Q
Swap charts w ith B. Explain your answers.
Q
Ask B to explain the inform ation in his / her chart. Ask for m ore inform ation.
Why did you w rite ‘Coke’ in circle I ? ' }
}
, .
, ,
( Because its a drink I ve been trying to cut down on.
How long have you been trying to cut down?
Instructions
In circle 1, w rite the nam e o f a sport / activity you’ve been doing a lot recently.
In triangle 2, w rite an adjective which describes how you’ve been feeling this week.
In square 3, w rite som ething which you’ve been looking forw ard to for a long time.
In circle 4, w rite how long you’ve been living in your present house / flat.
In triangle 5, w rite the nam e o f a TV series you’ve been watching since it started.
In square 6, w rite the nam e o f a social netw ork you’ve been using for a long time, e.g. Facebook.
In circle 7, w rite the nam e o f a friend you’ve been seeing a lot o f recently.
In triangle 8, w rite the time you’ve been going to bed this week.
In square 9, w rite som ething you’ve been doing to improve your English this term.
In circle 10, w rite the nam e o f a book you’ve been reading bu t haven’t finished yet.
Student A
Chart
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5B COMMUNICATIVE Why did you write...?
Student B
Read your instructions and w rite your answ ers in the correct place in the chart.
Q
Swap charts w ith A. Ask A to explain the inform ation in his / her chart.
Ask for m ore inform ation.
Why did you write 'tennis' in circle 1 ?") ^
( Because it’s a sport I’ve been doing a lot recently.
How long have you been playing
Q
Explain your answers.
Instructions
In circle 1, w rite the nam e o f a food / drink you’ve been trying to cut down on.
In triangle 2, w rite the nam e o f someone w ho ’s been helping you a lot this year.
In square 3, w rite an activity you’ve been learning to do but which you don’t really enjoy.
In circle 4, w rite the nam e o f a gadget that you’ve been using a lot.
In triangle 5, w rite som ething th at’s been w orrying you recently.
In square 6, w rite the num ber o f years you’ve been studying English.
In circle 7, w rite the nam e o f som ething you’ve been saving to buy.
In triangle 8, w rite the nam e o f a sport you’ve been interested in since you were young.
In square 9, w rite a holiday you’ve been hoping / planning to go on for a long time.
In circle 10, w rite the nam e o f a restaurant or bar you’ve been going to for a long time.
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I
6A COMMUNICATIVE Strange but true?
Q
Read the tips and decide w hich ones you think are true.
Q
C om pare your answers w ith a p artn er and discuss why you think the tips are true or false.
In the house
If you need to disinfect
sponges and cloths in a
hurry, wash them in hot
water and then put them
in the microwave for one
minute. They’ll be 100% germ-free.
Artificial flowers made of material can get very
dirty. No problem! All you have to do is put
them in a large plastic bag, add one spoon of
salt, and then shake the bag for a few minutes.
Do you have a dirty computer screen? Then this
is what you should do. Mix 10ml of lemon juice
with 100ml of mineral water. Wipe the screen
gently with this mixture. You must remember to
disconnect your computer first, of course!
Oh no! There’s a spot on
your nose the day before
a big event. You don’t need
to worry though, because
there’s an easy solution. Just put some
toothpaste onto the spot and leave it overnight.
The next morning, the spot will be less visible.
Did you know that you shouldn’t dye your
hair just before you go to hospital for an
operation? If you do, your hair might turn
a strange colour.
When you see a grey hair on your head, you
mustn’t ever pull it out. If you do, two more
grey hairs will grow in its place.
4 You needn’t ever worry
about chopping onions
again. It’s well-known
th at wearing swimming
goggles while you’re
cutting onions will stop
the tears. But if you don’t
have any goggles, you should simply eat some
bread while you’re cutting.
5 Have you been cooking with garlic or cleaning
with bleach? If you want your hands to smell
fresh again, all you need is a stainless steel
spoon. You wash your hands with water as
usual, but you’ve got to hold the spoon in both
hands. Then your hands won’t smell anymore!
Are you suffering from spots or acne, even
though you are no longer a teenager? If so, the
problem might be your favorite treat. Doctors
often say that people mustn’t eat chocolate if
they w ant to have a good complexion.
Are you going on a beach holiday soon? Do you
want to save some money by making yourself a
cheap, safe suntan lotion? All you have to do
is mix 100ml of your favourite body lotion
with four tablespoons of lemon juice or
white wine vinegar and two teaspoons of
iodine. Reapply every two hours.
TON
Health and fitness
Everyone knows th at bananas contain
potassium . But did you know th a t if
you’re trying to get pregnant and you
w ant a baby girl, you ought to_
eat a banana for breakfast
every day? Eating a banana
will increase your chances of a girl by 11%!
Those of you who do sports know th a t you
oughtn’t to stretch before doing exercise. You
should only do it afterwards.
How m any tim es did you ask your parents,
‘Can I go swim m ing now?’ after having lunch
on the beach? You probably had to wait
an h our until your food had ‘gone down’.
However, research shows
th a t you don’t have to
wait. It’s not dangerous
to go into the w ater after
a meal.
People who w ant their
brains to work well and
grow healthily should eat fish at least twice a
week. Fish contains Omega 3 and 6, which are
both essential for our brains to work well.
Something you shouldn’t do is go outside
w ith wet hair. If you do, then you’ll catch a
cold. So be careful w hen you w ash your hair in
December, especially if you are in a hurry!
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6B COMMUNICATIVE What’s the problem?
Student A
R o le p la y 1 You’re a w aiter / w aitress in a restaurant. B is a customer.
It’s Saturday night and you think that you're going to be very busy. This
is good because the restaurant hasn’t been very full recently. If the
restaurant closes, you’ll lose your job and so you always do everything
you can to keep your customers happy and make good tips. You smile
a lot, listen, and remember tha t the customer is always right! It’s 8.20
in the evening and B walks into the restaurant with his / her partner.
• Greet B. Ask his / her name, if he / she has a reservation, and at
what time. Apologize and explain why B can’t have the table he /
she wants (B’s 20 minutes late, the restaurant’s busy, it’s Saturday
night. You gave the table to another couple.).
® The only table tha t you have left is one at the back of the
restaurant in a corner next to the kitchen. Offer it to B. Convince B
to take it (it’s intimate, dark, quiet, perfect for a romantic evening).
• A short time later B calls you back to the table. He / She has several problems. Try to deal with
them politely. You don’t want B to leave. However, bear in mind the following:
- There are no other free tables, though there should be one in 30 minutes.
- Most customers really like the music.
- The kitchen is very busy because one of the cooks is ill, and B arrived at the same time as a lot
of other customers.
Begin the roleplay. You start the conversation: Hi. Can I help you?
R o le p la y 2 You’re a customer. B is a shop assistant.
<2 ^-
You recently bought a pair of jeans from a shop you go to regularly. When
you tried the jeans on in the shop, you loved them! But when you wore
them out to an Italian restaurant last night, you didn’t like how they looked.
You’ve also seen tha t there’s something red on one of the legs. You’re 90%
sure you didn’t spill anything on the jeans, so the mark must have been
there when you bought them. You decide to take them back to the shop.
You don’t want another pair, you want your money back, as the jeans don’t
suit you. Unfortunately you threw away the receipt. You go into the shop.
B is the only shop assistant and not the person who served you before.
• Explain you’re a regular customer, how long you’ve been coming to the
shop, and tha t you have a problem with a pair of jeans you bought here.
• Tell B when you bought the jeans exactly (date, time, physical
description of the shop assistant who served you). Don’t mention the
mark yet.
• When B asks you what’s wrong with the jeans, explain about the mark
on them, and tha t you want a refund.
• If B asks you if you have worn the jeans, tell the truth.
• Tell B you’ll never come to the shop again if you don’t get your money
back.
Begin the roleplay. B will start the conversation.
English File 3rd edition Teacher’s Book Intermediate Plus Photocopiable © Oxford University Press 2014
6B COMMUNICATIVE What’s the problem?
Student B
R oleplay 1 You’re a custom er in a restaurant. A is a w aiter / waitress.
You're excited because you’re on a first dinner date and you’ve organized the perfect evening,
so nothing could go wrong... or could it? You arrive at the restaurant at 8.20.
• Ask for your table. Your booking was for 8 p.m.
and you know tha t you’re only 20 minutes late.
• You are unhappy because:
- the table you’ve got is next to the kitchen
which means it’s noisy and hot.
- the music is too loud; you’re getting a
headache and you can’t hear your date speak.
- your food hasn’t arrived although you’re sure
you ordered it 20 mins ago.
• Call A and ask him / her to deal with your
problems. You don’t really want to leave, because
it’s Saturday night and you probably wouldn’t find
anywhere else, but you want a good explanation
and compensation of some kind.
Begin the roleplay. A w ill start the conversation.
R oleplay 2 You’re a tem porary shop assistant in a clothes shop and A is a customer.
The shop hasn’t been selling many clothes recently. Is it
because of the financial crisis? Your main objective is to
keep all your customers happy. If you have customers, the
shop stays open and you have a job! Today, you’ve been
working for eight hours and your feet are killing you! The
shop closes in ten minutes and you just want to get home
and relax. A customer (A), has just walked through the door
and is coming towards you.
• Ask A when he / she bought the jeans. Try to get him /
her to be quick and not give you irrelevant information.
Smile a lot.
® Ask A what the problem is and see what solution he /
she would like. Does A have the receipt?
• You examine the mark and it looks like tomato sauce!
You think A has worn the jeans! Ask politely if he / she
has worn them and when.
• You can’t give A his / her money back without a receipt,
or if the customer caused the problem with the jeans.
The most you can do is exchange them.
• Try to find a solution. You don’t want to lose a customer!
Begin the roleplay. You start the conversation: Hello, can I help you?
English File 3rd edition Teacher’s Book Intermediate Plus Photocopiable © Oxford University Press 2014
7A COMMUNICATIVE Talking of money..
Particle
1
Have you ever come ■ ! with any ideas for making extra money?
2
When you take someone H I for dinner, do you usually book
a restaurant in advance?
________
Have you ever put money or valuables (7
then forgotten where you’d put them?
________
3
4
in a safe place and
If you were given too much change in a shop or restaurant, would
you give it WB: or keep it?
5
If you won a lot of money, would you give any I
6
Do you prefer taking money I H of a cash machine in the street or
inside the bank? Why?
7
8
up
] to charity?
If you asked
the bill in a bar or restaurant and found you didn’t
have enough money, what would you do?
________
!
________
________
:
________
When someone asks you how much something you have cost,
do you make H a cheaper price? Why?
________
Have you ever earned money looking L lli someone’s pet or children?
________
10
What kind of businesses are closing i
________
11
When you go shopping do you look ■ ] for the special offers in
shops and supermarkets?
________
12
Have you ever lost a purse or wallet? Did you get it EM?
________
13
If one of your gadgets breaks
someone to do it for you?
9
! in the area where you live?
do you fix it yourself or pay
I
________
j
________
14
Would you keep H 3 working if you won the lottery?
15
Have you ever seen anyone stealing something and then
running H ? What happened?
________
If you have a missed call on your mobile, do you usually call
the number
as soon as possible?
________
Have you ever thought that someone had stolen some money
from you, but later the money turned ^ H ?
________
What do you do if you lend money to someone and they
don’t pay you ■ § ?
________
16
17
18
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7 B COM M UNICATIVE W hat I think about you
Student A
------
0 /
0 ) Put the verbs in brackets in the correct form.
Q
Finish the sentences about Student B.
Q
Take tu rn s to read your sentences to B.
Were you right? Listen to B ’s sentences about you.
Tell him / her if they are right or w rong, and why.
I think that.
. (do) on your own is
1
an a ctivity you p re fe r.
2
___________ (buy) is
a gadget you’d like but can’t a ffo rd ____
3
something your parents didn’t allow you
you were little was I
i
4
w hat you m ost enjoy a b o u t___________
. (study) English is
5
when you were younger you w a n te d ___
_______ (be) a
6
a language you m ight decide__________
7
something you often forget
leave home in the mornings is I
. (do) when
(learn) one day is
(take) w ith you when you
"
8
_____________ (read) is ■
a book you’ve read which you’d recom m end___
9
a type o f food you avoid_____________ (eat) is
10
when you finish
. (work / study) you always I
Student B
0
Put the verbs in brackets in the correct form.
Q
Finish the sentences about Student A.
^
Take tu rns to read your sentences to A.
Were you right? Listen to A’s sentences about y<
Tell him / her if they are right or w rong, and wb
I think that...
184
1
the types n f programme you hate
2
something you need
3
somewhere you’re planning
4
the thing you feel like
5
w hat you keep
6
if you wanted
7
the person who helps you
when you have a problem is [
8
a place you avoid
9
a famous person you’d like
(meet) is 1
10
a country you can imagine
(live) in is i iM lf j 1
(watch) on TV are f
(buy) for yourself is I
1
1
(go) this weekend is I
1
(do) the m ost when you’re on holiday is
(have) problems w ith in English is l T
(buy) a pet, you’d get a 1
|
1
(make) a decision
(going) when you can is ■
I
1
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I ________________________________________________________________________________________
8A COM M UNICATIVE Spot th e difference
Student A
Student B
English File 3rd edition Teacher’s Book Intermediate Plus Photocopiable © Oxford University Press 2014
8B COMMUNICATIVE 20th century quiz
Q
Com plete the questions w ith the verb in the present or past simple active or passive.
Q
Choose the right answer w ith a partner.
____ Tsar Nicholas II and his
In which city.
. (kill)?
family _
a Rostov b Olyokminsk c Yekaterinburg
Who___ __ (order) the invasion of Kuwait in 1990?
a Saddam Hussein b Osama Bin Laden c Anwar Sadat
3
4
In 1922, a 14-year-old boy_____________ (give) the first
human experimental dose of what? (give)
a penicillin b insulin c paracetamol
In the US military, why________a soldier_________ (give) a Purple Heart?
a because he / she has been very brave in a battle b because he / she has been in the army
for 20 years c because he / she has been wounded or killed in action
Which Third World leader_____________ (assassinate) by members of her bodyguard in 1984?
a Violeta Chamorro (Nicaragua) b Benazir Bhutto (Pakistan) c Indira Gandhi (India)
W hen________bar codes first________ (use)?
a the 60’s b the 70’s c the 80’s
7
Why.
. the British royal family.
. (change) its name
from ‘Saxe-Coburg and Gotha’ to ‘Windsor’ in 1917?
a because it sounded too German b because it was too long
c because it was too difficult to pronounce
What nam e________the US president’s plane________ (know) by?
a Manne One b Air Force One c Sky Blue One
W ho_______
___ (write) his thoughts in a ‘Little Red Book’?
a Lenin b MaoTse-tung c Gandhi
10
W h at_ _________ (ban) in the USA in January 1920?
a cigarettes b poker c alcohol
11
W hat________UK wives finally________ (allow) to do in 1923?
a get a divorce from their husband b have their own bank accounts
c travel without their husband’s permission
12
How old was Bill Gates when h e ________(start) Microsoft?
a 20 b 30 c 40
13
What place_____________ (attack) on 7th December 1941?
a Guernica b Pearl Harbor c Hiroshima
14
When_ ______the first Hollywood film.
a 1911 b 1921 c 1931
15
Who _ __________ (think) to have invented champagne?
a Monsieur Moet b Senor Freixenet c Dom Perignon
16
Why________Clara Petacci________ (murder) in 1945?
a for being Mussolini’s partner b for being Hitler’s sister
c for being Stalin’s mother
17
What first________(appear) in the 1960s?
a CDs b DVDs c cassette tapes
18
Who was the American president when the Berlin wall____
a Bill Clinton b Richard Nixon c John F Kennedy
19
W ho________(send) three mice, Mia, Benji, and Laska, into space in 1958?
a China b Russia c the USA
20
When
a 1868
_____the first electric traffic lights.
c 1928
(make) ?
first
. (build) in 1961?
. (install)?
b 1908
English Fite 3rd edition Teacher’s Book Intermediate Plus Photocopiable © Oxford University Press 2014
9A COMMUNICATIVE Find the pair
‘Do you like your present?’
She asked me...
She asked me if 1liked my present.
‘Don’t start!’
The teacher told them...
The teacher told them not to start.
‘Please help me!’
He asked me...
He asked me to help him.
‘What time are we meeting?’
1asked her...
1asked her w h at tim e we were meeting.
‘We’re leaving tomorrow.’
They said...
They said they were leaving the next day.
‘1won’t do it again.’
He told me...
He told me he wouldn’t do it again.
‘1can’t remember your
number.’
She said...
She said she couldn’t remember my number.
‘1bought them in the sales.’
She told me...
She told me she’d bought them in the sales.
‘Who invited you
to the party?’
He asked me...
He asked me who had invited me to the party.
‘What were you doing?’
She asked me...
She asked me w h at I’d been doing.
‘We haven’t spoken since
last Christmas.’
They said...
‘You must switch it on first!’
He told me...
They said they hadn’t spoken since the
Christmas before.
He told me 1had to switch it on first.
English File 3rd edition Teacher’s Book Intermediate Plus Photocopiable © Oxford University Press 2014
9B COMMUNICATIVE What had happened?
Story 5
Story 1
1 Jenny was absolutely furious with her sister
1 1wouldn’t have taken a taxi if it hadn’t...
bprause ^h*3 had...
2
3
3
4
4
Story 6
Story 2
1 The moment after 1bought the painting 1knew
1 When 1picked up the phone, a man’s voice told
me th a t he had...
1had...
2
2
3
3
4
4
Story 7
Story 3
1 1didn’t recognize Jonathan when 1saw him
1 When Sheila opened the door, she immediately
saw that someone had...
because he had...
2
2
3
3
4
4
Story 8
Story 4
1 We would never have found the house if we
1 He would never have married her if he had...
hadn’t...
2
2
3
3
4
4
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10A COMMUNICATIVE What’s the question?
Verb
1 What
some of the things that make you angry?
2
Where I
I you at midnight on New Year’s Eve last year?
3
How many times i
country?
4
I :you going to stay in this evening, or ■ ■ something
special?
5
you ! ■ invited to go anywhere this weekend?
are
you H i to an English-speaking
6 ■ ■ you WM the same password for everything?
How ■ ■ you remember it / them?
7 ■ ■ you ever used the internet to get in touch with
a long-lost friend?
What [ i you!
to celebrate
your last birthday?
9
10
What
you WM this time yesterday?
What
you usually H I when you feel sad to make
yourself feel better?
j it possible to just I I friends
with someone of the opposite sex?
12
What H i the last thing you bought online?
13
■ I you ever H i in a difficult situation when
you
travelling?
14
What H
15
How long ■ ■ you !
16
What ■ ! some of the things you’ve;
17
What subjects
you like studying at school
when you
younger?
18
you WM tomorrow afternoon?
I coming to this school?
today?
When UM you last ■ ■
your hair cut?
19
What
the most impressive thing
your city / country I I built?
20
When
the last time you got really angry?
What ■ ! happened to make you feel like that?
English File 3rd edition Teacher’s Book Intermediate Plus Photocopiable © Oxford University Press 2014
10B COMMUNICATIVE Speaking exam
Student B
Student A
1
Ask B your questions.
1 W h a t’s your full name?
2 H ow do you spell your surname?
(0 1 A nsw er the questions A asks you.
Give as m uch inform ation as you can.
Q
3 W here do you live?
1 W h a t’s your full name?
4 C an you tell me about the things you
enjoy doing in your free time?
2 How do you spell your surname?
3 W h at do you do?
5 W hy are you learning English?
Q
Ask A your questions.
4 C an you tell me about a typical day in
your life?
A nsw er the questions B asks you.
Give as m uch inform ation as you can.
5 H ow do you think you’ll use English in
the future?
2
Q
D escribe your photo to B.
©
Listen to A describing his / her photo.
O
D escribe your photo to A.
W h at do the two photos have in com m on?
H ow are they different?
3
N ow talk to each other about:
H I Listen to B describing his / her photo.
W h at do the two photos have in com m on?
How are they different?
3
Now talk to each other about:
• the food you like eating.
9 the food you like eating.
• the food you don’t like eating.
9 the food you don’t like eating.
8 your favourite meal o f the day.
9 your favourite meal o f the day.
• one o f your favourite restaurants.
9 one o f your favourite restaurants.
English File 3rd edition Teacher’s Book Intermediate Plus Photocopiable © Oxford University Press 2014
Vocabulary activity instructions
N o n -cu t alternative
• Put Sts in pairs. Copy one sheet per pair and cut it
down the middle. Sts take turns to describe words /
phrases to their partners until they guess the correct
answer.
IB Adjective s u ffix e s
A pairwork activity
Sts read definitions and write the adjectives. Then
they complete sentences with the correct form of an
adjective. Copy one sheet per student.
2B Shops and services
Language
a d je c ti v e s de sc rib in g pe ople , p la c e s, a n d th in g s , -fu l a n d
-less, de sc rib in g colours
• Put Sts in pairs and give out the sheets. Tell Sts that
they have to read the definitions in section a and write
as many adjectives as they can. After that, they have to
complete the sentences in section b w ith the correct
adjective form o f the words in bold. Remind Sts to
write their answers in the column on the right.
a
b
•
A
Sts read a series of clues and write the words. Copy one
sheet per student.
Language
p la c e s , p h r a s a l v e r b s r e la t e d t o s h o p s a n d s h o p p in g
•
2 c r e a ti v e 3 reliable 4 a s s e r t i v e 5 en v io u s
6 a c t i v e 7 h e lpful 8 p o w e rfu l 9 impulsive
10 g l a m o r o u s 11 p o s s e s s i v e 12 s e n s i t iv e
2 luxurious 3 noisy 4 p ro f ita b le 5 c a r e l e s s 6 risky
7 s p a c io u s 8 h o p e fu l 9 s u c c e s s f u l 10 su ita b le
11 u s e fu l 12 re co g n iza b le
• Give Sts a few minutes to revise the vocabulary in
Vocabulary Bank Shops and services before they start.
b u t c h e r ’s chain dry c l e a n e r ’s e s t a t e a g e n t 's f lo ris t’s
g r e e n g r o c e r ’s h y p e r m a r k e t in s t o c k j e w e lle r’s
l a u n d e r e t t e m a r k e t s ta ll n e w s a g e n t ’s o ff-licence
p o u n d s h o p q u e u e round s t a t i o n e r 's t r a v e l a g e n t 's
up v ita m in s (hard)w are
2A Holidays
A card game
Sts define words / phrases for other Sts to guess. Copy
and cut up one set o f cards per pair or small group.
3B PSiotography
A
Language
t h in g s t o pack, v e rb p h r a s e s
Put Sts in pairs or small groups. Give each pair or
group a set o f cards face down or in an envelope.
•
Demonstrate the activity. Choose another word (not
one of the ones on the cards) from Vocabulary Bank
Holidays. Describe it to the class, e.g. It’s a noun. It’s
a liquid or cream which you put onyour body when it’s
very hot. until a student guesses the word (sunscreen).
Highlight that Sts are not allowed to use the word on
the card in their definition.
•
Sts play the game, taking turns to take a card and
describe the word / phrase. Sts who are describing
m ustn’t let their partners see w hat’s on the card. Tell
Sts to wait until their partner has finished his / her
description before trying to guess the word.
E xtra idea
• Sts could play this in groups as a competitive game.
Sts who correctly guess the word first keep the card.
The student w ith the m ost cards at the end o f the
game wins.
Put Sts in pairs and give out the sheets. Set a time
limit. Tell Sts that they have to write as many words
as they can within the time limit. Each word begins
with a different letter o f the alphabet. The first pair to
complete all the words correctly wins.
E xtra support
Focus on c. Give Sts time to revise and then test
themselves.
•
pairwork vocabulary race
pairwork photo description
Sts describe pictures to each other and ask questions.
Copy one sheet per pair and cut into A and B.
Language
d e sc rib in g a p h o to
•
•
•
Put Sts in pairs, face to face if possible, and give out the
sheets.
Focus on a. A asks B to describe his / her photo.
A listens. Set a time limit if you wish. Then Sts swap.
A describes his / her photo while B listens.
Focus on c. Both Sts interact by discussing the
questions. Set a time limit, e.g. five minutes.
Remind them to ask questions and find out as much
inform ation as possible.
E xtra idea
• M onitor for any mistakes during the activity. Use the
mistakes at the end o f the lesson to do a whole-class
error correction activity.
4A Rubbish and recycling
a
2 s c r e e n 3 s p e a k e r s 4 s t a n d 5 s w itc h o ve r
6 t u r n (it) do w n 7 tu r n (it) up 8 t u r n (it) o ff
9
t u r n (it) on 10 b e on
b 2 c o m m e rc ia l 3 c h a t s h o w 4 c o o k e ry p r o g r a m m e
5 d o c u m e n t a r y 6 c u r r e n t a ffa irs 7 quiz s h o w
8 reality s h o w 9 w e a t h e r f o r e c a s t 10 s o a p
11 live s p o r t 12 period dra m a
A gap-fill activity
Sts identify tlie missing words and complete sentences.
Copy one sheet per student.
Language
rubbish n o u n s a n d p h r a s a l v e rb s, p a c k a g in g , t h e prefix re-
5B The country
• Put Sts in pairs and give out the sheets. Set a time limit.
Tell the Sts that they have to complete as many words
as they can w ithin the time limit. The first pair to
complete all the sentences correctly wins.
2 lid 3 c a n 4 p a c k e t 5 p la s tic b a g s 6 c a r t o n
7 tin 8 sell-by d a t e 9 bin 10 d u s t m e n
11 w a s t e - p a p e r b a s k e t 12 t u b 13 w r a p p e r
14 give a w a y 15 c a r d b o a r d b o x e s 16 t a k e o u t
17 t h r o w a w a y 18 re apply 19 re th in k 20 re u s e
A pairwork vocabulary race
Sts read a series of definitions and write the words.
Copy one sheet per student.
Language
n a tu re , on a farm
•
4B Study and work
An information gap activity
Put Sts in pairs and give out the sheets. Set a time limit.
Tell Sts that they have to write as many words as they
can w ithin the time limit. The first pair to write all the
words correctly wins.
2 g r a s s 3 s t i c k 4 g a t e 5 lam b 6 c o c k e r e l 7 pick
8 hill 9 l e a v e s 10 p o n d 11 rock 12 s t r e a m 13 valley
14 b a rn 15 h e n 16 c ro p s 17 ripe 18 w o o d
19 c o u n tr y s id e 20 h e d g e
Sts define words to help their partner complete a
crossword. Copy one sheet per pair and cut into A and B.
Language
higher e d u c a tio n , applying for a job or c o u r s e
6A D1Y and repairs
A card game
• Put Sts in pairs, ideally face to face, and give out the
crosswords. Make sure that Sts can’t see each other’s
sheets. Explain that A and B have the same crossword
but with different words missing. They have to
describe / define words to each other to complete their
crosswords.
8 Give Sts a minute to read their instructions. If Sts
don’t know what a word means, they can look it up in
Vocabulary Bank Study and work. Remind them that
they can’t use any part o f the word in their definition.
•
Sts take turns to ask each other for their missing words
(e.g. W hat’s 1 across?). Their partner must define /
describe the word until the other student is able to
write it in his / her crossword. Sts should help each
other using clues if necessary.
•
W hen Sts have finished, they should compare their
crosswords to make sure they have the same words and
have spelt them correctly.
5A Television
A pairwork vocabulary race
Sts read a series o f clues and write the words. Copy one
sheet per student.
Language
TV p h r a s a l v e rb s, t y p e s o f p r o g r a m m e
• Put Sts in pairs and give out the sheets. Set a time limit.
Tell Sts that they have to complete sections a and b, and
write as many words as they can w ithin the time limit.
The first pair to write all the words correctly wins.
192
Sts define words / phrases for other Sts to guess.
Copy and cut up one set o f cards per pair or group.
Language
t h in g s in a s h e d , t h in g s in a drawer, v e rb p h r a s e s
• Put Sts in pairs or small groups. Give each pair or
group a set o f cards face down or in an envelope.
•
Demonstrate the activity. Choose another word
(not one of the ones on the cards) from Vocabulary
Bank DIYand repairs. Describe it to the class, e.g. I t’s
a noun. It’s the thing you use to stick something that’s
broken together, until a student guesses the word (glue).
Highlight that Sts are not allowed to use the word on
the card in their definition.
® Sts play the game, taking turns to take a card and
describe the word or phrase. Sts who are describing
m ustn’t let their partners see what’s on the card. Tell
Sts to wait until their partner has finished his / her
description before trying to guess the word.
E xtra idea
• Sts could play this in groups as a competitive game.
Sts who correctly guess the word first keep the card.
The student with the m ost cards at the end of the
game wins.
N o n -cu t alternative
• Put Sts in pairs. Copy one sheet per pair,and cut
it down the middle. Sts take turns to describe the
words I phrases to their partners until they guess the
correct answer.
1
SB A t a restaurant
8 A looScing a fte r yourself
An error correction activity
A team game
Sts correct vocabulary mistakes. Copy one sheet per
student.
Language
Language
t h in g s on t h e ta b le , t h in g s p e o p le do in r e s t a u r a n t s
k e e p in g fit, b e a u t y t r e a t m e n t s , a t t h e h a i r d r e s s e r ’s /
b a r b e r ’s
® Put Sts in pairs. Give out the sheets, and focus on the
instructions. Focus on statement 1 and elicit that it is
correct. Then focus on statement 2 and elicit that it is
wrong, as the b o ld word should be s p o o n .
•
Sts explain the difference between two words / phrases,
Copy and cut up one set o f cards.
Sts continue in pairs. Check answers.
Extra support
• Give Sts a few minutes to revise the restaurant
vocabulary in Vocabulary Bank A t a restaurant before
they start.
3 g l a s s 4 c o r r e c t 5 knife 6 c o r r e c t 7 c o r r e c t
8 c o r r e c t 9 c o u r s e s 10 m e a l 11 c le a r 12 c o r r e c t
13 c u p s / m u g s 14 t r a y 15 c o r r e c t 16 s e n d it b a ck
17 c o r r e c t 18 lea v e a tip 19 c o r r e c t 20 a s k for t h e bill
21 c o r r e c t 22 lay t h e t a b l e
7A Phrasal ve rb s
A gap-fill revision race
Sts read the sentences and complete the phrasal verbs.
Copy one sheet per student.
® Divide the class into two teams (or more if you have a
lot of students) and explain the activity. You give a card
to each team and they have a minute to decide what
the difference is between the two words or phrases.
Write the two words / phrases up on the board. A
spokesperson from the team tries to explain the
difference to the rest o f the class. If the explanation
is correct, they get a point. If it isn’t correct, the other
team can try to win an extra point by explaining it
correctly before having their own turn. Then give each
team another card.
•
Write up the team s’ points on the board and add them
up to see which team wins.
N o n -cu t alternative
• Put Sts in pairs. Copy one sheet per pair and cut it
horizontally so that each student has eight pairs each.
Set a time limit, e.g. ten minutes, and Sts take turns
to ask each other W hat’s the difference between.. . ?.
Sts decide if the explanation is correct. Finally, check
answers with the whole class.
Language
revision a n d e x te n s i o n of p h r a s a l v e rb s, p h r a s a l v e r b s w ith
a w a y and back
9 Give out the sheets. Set a time limit, e.g. five minutes.
Focus on a. Tell Sts that they have to read the sentences
and write as many o f the particles (prepositions or
adverbs) as they can within the time limit. The first
student to write all the particles correctly wins.
Remind Sts to write their answers in the column on the
right.
2 do w n
9 up 10
16 a w a y
22 b a c k
3 o u t 4 o u t 5 a w a y 6 o u t 7 on 8 up w ith
round 11 up 12 a w a y 13 o n 14 b a c k 15 o u t
17 on 18 a w a y 19 up 20 a w a y 21 up
23 b a c k 2 4 a f t e r 2 5 b a c k
9 Focus on b. Give Sts time to revise and then test
themselves.
193
I
I B VOCABULARY Adjective suffixes
Definitions
Q
Read the definitions and choose a suitable w ord from the list.
W rite adjectives in the colum n on the right.
act assert attract cheer create envy glamour
mood possess power rely self sense style
Q
impulse
1
He’s happy one minute and bad-tempered the next, often for no reason.
2
She’s really good a t painting and w riting poetry.
3
He can be trusted to do something well.
4
She can express her opinions clearly and confidently.
5
He wants something th a t somebody else has.
6
He’s always busy doing things, especially physical activities.
7
She likes to o ffe r solutions if you have a problem.
8
He has lots o f control and influence over people and events.
9
She does things suddenly, w ith o u t thinking about w hat m ight happen.
10
She’s beautiful, exciting, and different from ordinary people.
11
He doesn’t like lending or sharing things w ith others.
12
She cries easily if you criticize her.
___ moody
Com plete the sentences w ith the correct form o f the words in b o ld .
W rite your answ ers in the colum n on the right.
1
Q
help
Zaha Hadid’s buildings are really 1
- the y’ve won lots o f awards, impress
2
My idea o f a perfect holiday is to stay at a 1 ■ 5-star hotel, luxury
3
Marie’s class is very
4
Selling clothes from our own website is very M i - profit
5
Ruth’s very [
6
Is travelling w ith a low-cost airline
7
The fla t is quite H i and has lots o f natural light, space
8
The government is L
9
Jake le ft school with no qualifications but now he’s a [
success
impressive
I can hear them from the next floor! noise
I - she never checks w hat she’s w ritten, care
or is it as safe as any other? risk
I th a t the financial crisis w ill end soon, hope
I businessman.
10
A ‘PG13’ film is not HLJ for people under the age of 13. suit
11
This translation app is really ■
12
A t the school reunion my geography teacher was in s ta n tly !__ |. He still had
the same beard! recognize
for looking up words in English, use
Cover the colum n on the right. R ead the sentences aloud w ith the correct form o f the words
in b o ld .
English File 3rd edition Teacher’s Book Intermediate Plus Photocopiable © Oxford University Press 2014
2A VOCABULARY Holidays
(to) sunbathe
flip flops
(to) go
scuba diving
a hairdryer
(to) pack
your bags
a phone charger
(to) climb a hill
a tow el
a guidebook
insect repellent
(to) see a show
swimming trunks
(to) watch
th e sunset
a wash bag
(to) go w aterskiing
are adaptor
(to) g e t b itten
by insects
a razor
(to) go sailing
nail scissors
make-up
a raincoat
(to) get sunburnt
a toothbrush
I
|
English File 3rd edition Teacher’s Book Intermediate Plus Photocopiable © Oxford University Press 2014
2B VOCABULARY Shops and services
Som etim es you have
to w ait in one w hen
you w ant to pay for
som ething.
A nother way of
saying ‘have a look’
in a shop is
‘lo o k ________ ’.
Students m ight
buy p ens and exercise
books from this shop.
©
A nother way of
saying ‘start a new
b u sin ess’ is
‘o p e n .
196
You can buy
m ulti-________
from a h ealth food
store.
A nother nam e for
a DIY store is a
hard_________store.
English File 3rd edition T ea ch e r’s Book I n te rm e d ia te Plus P h otoc opia ble © Oxford University P r e s s 2 0 1 4
3 B VOCABULARY Photography
Student A
Listen to B describing his / her
photo.
Q
D escribe your photo to B.
Say w hat you can see in the
foreground, background, and
in the distance, and where the
people are.
Q
N ow answer the questions
together.
1 W h a t do you th in k are the
advantages an d disadvantages
o f being:
a a p ap a raz zo / a?
b a w a r p h o to g rap h e r?
c a w ildlife p h o to g rap h e r?
d a p o rtra it p h o to g rap h e r?
2 If you w ere a professional
p h o to g rap h er, w h a t k ind o f
p h o to s w ould you like to take?
W hy?
Student B
0
D escribe your photo to A.
Say w hat you can see in the
foreground, background, and
in the distance, and w here the
people are.
Listen to A describing his / her
photo.
Q
N ow answer the questions
together.
1 W h a t do you th in k are the
advantages and disadvantages
o fb e in g :
a a p ap a raz zo / a?
b a w a r p h o to g rap h e r?
c a w ildlife p h o to g rap h e r?
d a p o rtra it p h o to g rap h e r?
2 If you w ere a professional
p h o to g rap h er, w h a t kind o f
p h o to s w ould you like to take?
W hy?
English File 3rd edition Teacher’s Book Intermediate Plus Photocopiable © Oxford University Press 2014
197
4A VOCABULARY Rubbish and recycling
What’s the word?
1 There’s a j a r of mayonnaise in the fridge if you want some.
2
I can’t get the I _ _ off the honey. It’s stuck.
3
Do you want a c _ _ of Coke or do you prefer Fanta?
4
Shall we get a p ______ of my favourite biscuits?
5
Most supermarkets don’t give away p _______ b ____any more - they charge for them.
6
Please don’t drink milk out of the c ______ . Use a glass!
7
Paolo cut himself really badly when he was opening a t _ _ of tuna.
8
Is this yoghurt safe to eat? The s ___ -b _ d ___ says 16th July!
9 We have a special b __in the kitchen where we put all our polystyrene trays and plastic.
10
What day of the week do the d _______ come to take away your rubbish?
11
The w _____-p _____b _______in my office is always full. I never remember to empty it!
12
A Is there any ice cream left? B There’s a whole new t _ _ i n the freezer.
13
Don’t drop that sweet w _______ on the floor, Kirstie. I’ve just finished tidying!
14
I usually g ___ a ____my old clothes to Oxfam - it’s a charity that works in developing
countries.
15
Have you got any c __________ b _____ ? We’re moving house next week and
we need them to pack things in.
16
You look exhausted. I’ll t ___ o _ _ the rubbish tonight. You stay there and relax.
17
If you want to change your mobile phone, don’t t _____it a ____- give it to someone.
18
This new lipstick lasts for eight hours. You don’t have to re ______ it.
19
If it rains tomorrow, we’ll have to re ______ our idea of going to the beach.
20
Some people say you shouldn’t re ___ plastic water bottles because they contain
dangerous chemicals.
English File 3rd edition Teacher’s Book Intermediate Plus Photocopiable © Oxford University Press 2014
4B VOCABULARY Study and work
Student A
^
Look at your crossword and make sure you know the m eaning o f all the words you have.
Q
N ow ask B to define a w ord for you. Ask, for example, W hat’s 4 down?
Listen to B ’s definition and w rite the w ord in your grid.
^
Now B w ill ask you to define a word.
M 2? V S
R
0
6
F
5f
8| N T E R N
A
S
C
w
s
L V E R 1 0 P
R
T
16
Y
■c
'W
0
T R
£
15
V
E
R
IS
V
A
21
C
A
M
1
N
T
1
A
A
19
3
4
7
9s
11
¥*
1
13
I4a
-p V L Y
L
S
F 0 R
‘P
E
6
R
20
E
E
22
C
Y
T T
E N P
24
P
1
s
S E R T A T
1 0 N
Student B
Q
Look at your crossw ord and make sure you know the m eaning o f all the words you have.
^
N ow A will ask you to define a word.
^
N ow ask A to define a w ord for you. Ask, for example, W hat’s 1 across?
Listen to A s definition and w rite the w ord in your grid.
i
2
3a 4s
5
8
10
N
P
A
0
rr
i
F
rr
E
14a
F
R
15
T
W
T
0
21
6
R
18
rR E c 0
19a
M
M E N P
p
u
A
T
23
1 S T
c
H
E
12
S
7a
V
6v
E
1
9
E
R
V
C
1
S
V R E N T 1 C E S H 1 ?
W
H
1
A
R
1
V
P
~t \
N
E
1
0 V E R 1 N 6
A
R
N
24
S
ii
R
E
R
17
E
E
L E T T
English File 3rd edition Teacher’s Book Intermediate Plus Photocopiable © Oxford University Press 2014
E R
5A VOCABULARY Television
Vocabulary race
Q
Read the definitions and w rite the words.
R E M O T E-
1
If you’re s ittin g on th e sofa and w a n t to change
channels, you use this.
2
It’s th e p a rt o f a TV where you can see th e picture.
3
There are usually tw o and th e sound comes o u t o f them .
4
You can p u t your TV on th e wall, or on a table, or on one
o f these.
5
It’s another way o f saying ‘change channels’.
6
You do this to th e volum e on th e TV if it’s to o loud.
7
When you can’t hear th e TV you do th is to th e volume.
8
Before going to bed m o st people do this to a TV.
T
9
You can’t w a tch anything unless you do th is firs t.
T
10
T
I T
The verb we use to say when som ething is being shown
on TV.
(@ Read the speech bubbles. W rite the type o f program m e.
‘Hey Marge, w h at tim e does Bart get
home tonight?’
C A R T O O N
2
‘Buy two, get one free.’
3
‘With me in the studio is Sir Paul McCartney,
who’ll be talking about his new album.’
‘For this recipe you’ll need 250g flour,
tw o eggs and some sugar.’
5
‘Elephants live in groups and are very
sociable animals.’
6
‘In ton ig h t’s show we’re investigating
education in UK schools.’
‘And now, for €5 0 0 , w h at’s the capital
o f Australia?’
8
‘What a surprise! Kylie’s nominated Barry
to leave the Big Brother house.’
9
‘Tomorrow it’ll be sunny and dry.’
10
‘But if Leo’s my brother, how can he also
be my uncle?’
11
‘It’s Federer to serve for the match.’
12
)
‘My Lady, the carriage is a t the door and
His Majesty awaits us a t noon.’
English File 3rd edition Teacher’s Book Intermediate Plus Photocopiable © Oxford University Press 2014
5B VOCABULARY The country
W hat are f lie missing consonants?
1 A word for soft, wet earth.
2
A green plant in fields that sheep and cows eat.
3
If you throw this for a dog, it’ll run after it and
MUP
bring it back!
4 It’s similar to a door but outside in the garden.
A
5
The word for a baby sheep.
A
6
This male farm bird wakes you up very early in
the morning.
7
E
E
0
What farmers do when fruit or vegetables
T H E M
are ready to eat.
8
E
Walking up one can sometimes be difficult.
Walking down is easy!
9
They grow on trees and are green in spring and
brown in autumn.
10
It’s like a lake, but smaller. Ducks love swimming
E A
E
0
in it.
11
It’s similar to a stone, but bigger.
12
A small, narrow river.
13
The name for an area of land between two
mountains.
14
A place where farmers store grain, etc.
15
A common female bird that lays eggs.
16
Plants that are grown in large quantities,
0
E A
A
E
A
0
especially as food.
17
An adjective to describe a fruit th a t’s ready to eat.
18
An area of trees which is smaller than a forest.
0 0
19
The opposite of the ‘city’.
0
20
You can grow this to stop people looking into
u
your garden.
English File 3rd edition Teacher’s Book Intermediate Plus Photocopiable © Oxford University Press 2014
201
i
6A VOCABULARY DIY and repairs
f
(to) p u t up
curtains
a bucket
r ~— ■
......
■ ■n
(to) stick
a screwdriver
s o m e t h i n g
--------- \
(to) chanqe
a tyre
f
\
a penknife
r - " " 8" - ----------- \
a handle
together
y 5
f mm"
Sellotape,TM
bricks
(to) tie shoelaces
>
a hamm er
a padlock
batteries
(to) drill a hole
a light bulb
(to) set up
a home cinema
(to) fix a broken
w in d ow
a ladder
a paintbrush
a needle
English File 3rd edition Teacher’s Book Intermediate Plus Photocopiable © Oxford University Press 2014
SB VOCABULARY At a restaurant
Right m wrong?
Look at the word / phrase in b o ld . R ight ( / ) or w rong (X)?
If you th ink it’s w rong, w rite the correct w ord / phrase in the colum n on the right.
1
We use paper napkins a t home. It saves on th e washing!
0 _____
2
You usually eat soup w ith a teaspoon.
0
3
Would you like a cup o f champagne before dinner?
□ ___
4
Screw-top wine b ottle s don’t have to be opened w ith a corkscrew.
□
________
5
This fork doesn’t cu t very well. Could you change it, please?
□
________
That new waitress is nervous. There’s more coffee in th e saucer
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
6
than in the cup.
7
Would you like me to bring you some oil and vinegar fo r your salad?
8
Mary actually serves tea from a teapot! M ost people use tea bags.
9
We had three plates every night on our holiday - a starter, a main
course, and a dessert.
10
W hat’s your favourite dish o f the day? Mine’s breakfast.
11
Excuse me, could you clean the table? These glasses are from the
previous customers.
12
Can you g e t one more soup bowl from the cupboard, please?
13
My husband has cereal and tw o jugs o f coffee fo r breakfast.
14
Shall I carry th a t serving dish o f drinks for you? It looks a bit heavy.
15
I really hate it when people serve h ot food on cold plates, don’t you?
16
This fish ta ste s horrible! I’m going to take it back.
17
You know more about wine than I do. Would you like to try it?
18
In New York, if you don’t put a tip in restaurants, the waiters
g et angry.
19
For my 5 0 th birthday, I’ve booked a table in my favourite restaurant.
20
Look a t the time! It’s really late. Shall we ask the bill?
21
I’m starving. Are we all ready to order our food?
22
Dinner’s nearly ready. Can you put the table?
English File 3rd edition Teacher's Book Intermediate Plus Photocopiable © Oxford University Press 2014
_
spoon
203
I
7A VOCABULARY Phrasal verbs
What’s the particle?
# | Read the sentences. W rite the m issing particle(s) in the colum n on the right.
1
| tried to put up the IKEA shelves but in the end I gave I
|. It was too difficult!
! when we were driving to the airport.
___ 2_
2
We missed our flight because our car broke j
3
Before we book the hotel, why don’t we check I
4
My husband’s taking me I
5
Your room’s a mess! You’re not going out until you’ve put all your things1
______
6
As soon as the teacher’s given [__ j the photocopies, you can start the activity.
______
7
My ex keeps I
______
8
The teacher asked us to come I
! the reviews?
______
to dinner tonight. It’s our first anniversary!
I trying to contact me on Facebook. It’s really annoying me!
I I I some ideas in g
9 My brother always used to make things
r o
u
______
p
______
s . _________________
j. We never knew when he
was telling the truth.
10
My parents live very close. They come I
] at least twice a week to see us.
11
Have you been to tha t new cafe they opened
12
If you don’t switch the sound o ff on your phone, I’m going to take it
13
My sister passed)
14
When are we getting our tests
15
Jill needs to get planning permission before she can carry I
i last week?
all Lucy’s baby clothes to me when I had Sara.
i_._J?
I want to know how I did.
1the repairs to
her house.
16
The school library’s giving1
I some old books next week.
17
The website will tell you what films are
18
We’re sad because our dog ran i J last week. Do you think he’ll ever come back?
19
Chloe asked me to help her set
20
How long are you going to be § _ 1 for? Was it one or two weeks?
21
Jaz said he’d be here at 9.00. It’s 11.00 now and he still hasn’t turned I 9 !
22
When do you think you’ll be able to pay me
23
Give M
24
What do you think of parents who name their children
25
Monica said she’d ca ll!;
] at the cinema this week.
her new PC. She has no idea what to do!
■ the money I lent you?
my shoes right now! Don’t borrow my things without asking me first.
. 1 celebrities?
! yesterday but she never did. I hope she’s OK.
! § | Cover the particle colum n on the right. R ead the sentences aloud w ith the correct particles.
English File 3rd edition Teacher’s Book Intermediate Plus Photocopiable © Oxford University Press 2014
8A VOCABULARY Looking after yourself
a facial
a massage
, .
a cross-trainer
a rowing
m achinS
yoga
Pilates
A .ni
a treadmill
an exercise
bike
V r.
•, .
lift weights
&
do cardio
exercises
do sit-ups
do press-ups
stretch your
muscles
tone your
muscles
do aerobics
do spinning
a manicure
a pedicure
a ponytail
pigtails / plaits
a fringe
a parting
have your
hair curled
have your hair
straightened
have your
hair dyed
have
highlights
have your
hair cut
have
a trim
have a
shave
have a
buzz cut
have a
blow dry
have your
hair put up
English File 3rd edition Teacher’s Book Intermediate Plus Photocopiable © Oxford University Press 2014
Song activity instructions
1A Rio
Listening for specific words 1 6)))
•
•
Copy one sheet per student.
Give each student a sheet and focus on a. Highlight
that the clues in brackets will help Sts to decide what
the missing words are when they listen.
• Ask Sts to do this activity on their own. Give them a
minute or so to read through the lyrics once before
they listen and tell them not to worry about the
meaning of the song at this stage.
• Play the song once for Sts to try and write the missing
words. Get Sts to compare their answers with a
partner and then play the song again for Sts to listen
and check their answers. Play specific lines again as
necessary. Then write the correct words on the board.
2 w e s t 3 s a n d 4 a c r o s s 5 b e a c h 6 s t a r s 7 b irth d a y
8 arrive 9 on my s ide 10 s h o u t 11 m o u n ta i n s
•
Now get Sts, in pairs, to read the lyrics w ith the
glossary and to do task b. Check answers. Help with
any other vocabulary problems which arise.
1 A w o m a n t h e singer is a t t r a c t e d to.
2 Probably v e ry a t t r a c t i v e (e.g. ‘bird of p a r a d i s e ’, ‘c h e r ry ice
c r e a m sm ile’, 'w h e n s h e s h i n e s ’.
3 Yes, s h e is (‘You k n o w y o u ’re s o m e t h i n g s p e c ia l’).
4 He w ould like t o g e t t o know h e r b u t s h e ’s o u t o f his
le a g u e (‘I’v e s e e n you on t h e b e a c h a n d I’v e s e e n y ou on
TV’).
5 S h e d o e s n ’t kn o w t h a t h e e x is ts .
•
Ask Sts to read the S o n g facts.
•
Finally, you may want to play the song again for the
class to sing along.
® Focus on a and explain the activity. Sts have to listen to
the song, look at the pictures, and number them in the
right order, 1-5. Play the song for Sts to listen. Check
answers.
lc
•
2b
3e
4a
5d
Now focus on b. Sts have to listen to the song and
circle the b o ld word they hear for each line. Play the
song again. Let Sts compare with a partner before
checking answers.
2 o n e 3 s aid 4 Miss 5 c a r e 6 w a n t 7 old
8 fu n n y 9 a n y p la c e 10 s o m e o n e 11 could 12 b o t h
13 y e s t e r d a y s 14 lea ve 15 s t a r e d 16 call 17 j u s t
18 would
•
Give Sts a few minutes to read through the lyrics with
the glossary.
• If you think Sts would like to hear the song again, play
it to them one more time. If your class likes singing,
they can sing along.
• Finally, get Sts to read the S o n g facts.
3A Young folks
Listening for specific words
•
2
12
)))
Copy one sheet per student.
•
Give each student a sheet and focus on a. Give Sts a
few minutes in pairs to read the lyrics and work out the
missing words. Elicit ideas but don’t tell Sts they are
right or wrong at this stage.
® Play the song once for Sts to complete the missing
words. Replay sections as necessary. Check answers.
2 s o m e o n e 3 h isto ry 4 s o m e o n e 5 b e fo r e 6 m a t t e r
7 night 8 Usually 9 u n l e s s 10 d i s a p p e a r 11 Everyone
2A Destination: Anywhere
Listening for order and to choose the correct
words l 37)))
•
Copy one sheet per student.
•
Give each student a sheet. Give Sts a few minutes in
pairs to look at the pictures and say what they can see
in each one. Check answers. (Note: conductor is in the
glossary.)
P ic tu re a - a w o m a n is s i ttin g on a train a n d is looking o u t
of t h e window
P ic tu re b - a m a n a t t h e t i c k e t o ffice in a tr a in s t a t i o n is
looking a t a w o m a n c u s t o m e r w ith a su rp r is e d e x p r e s s i o n
P ic tu re c - a w o m a n is a sk in g for a t i c k e t a t a train s t a t i o n
t i c k e t office
P ic tu re d - a train c o n d u c t o r o n a train is s h o u t i n g a t a
woman passen g er
P ic tu re e - a w o m a n is thinking a b o u t s o m e o n e a n d
looking v e ry h a p p y
206
• Now focus on c. Get Sts to do this in pairs. Check
answers.
1
2
3
4
t h e r e ’s s o m e th i n g going on
ten d to
s t i c k a ro u n d
h a n g in g with
5 didn't lead n o w h e r e
6 w ord for w ord
7 g o a lo n g with
•
Ask Sts to read the S ong facts.
•
Finally, you may want to play the song again for the
class to sing along.
4B 5 o’clock world
Listening for rhyming words
5B Country boy
2
48)))
• Copy one sheet per student.
• Check that Sts remember the vowel sounds using the
Sound Bank in the Student’s Book, or the English File
pronunciation wall chart if you have it. Elicit example
words for each sound.
• Give each student a sheet and put Sts in pairs. Focus
on a. Explain that they should put the words into the
correct column according to the vowel sound in bold.
Elicit answers onto the board.
\
gone, job,
mob, on
y
\
iS>'0jW
away, brain,
day, drain,
OK, way
Correcting words 3
20)))
• Copy one sheet per student.
• Give each student a sheet and focus on a. Highlight
that there is one wrong word in each line.
• Give Sts a few minutes to read the lyrics once before
they listen, and tell them not to worry about the
meaning of the song at this stage.
• Play the song once for Sts to try and underline the
wrong word in each line. Make sure that Sts don’t
write anything in the column on the right this time.
(Note that in the recording the lyrics are sung twice.)
• Check answers. Write the wrong words Sts should
have underlined on the board.
2 sim ple 3 norm ally 4 fu n 5 S o m e th i n g 6 a b o u t
7 W h a t 8 w o m a n 9 sk y 10 a ro u n d 11 This 12 know
13 D e a r e s t 14 sim ple 15 Has
• Focus on b. Play the song again and tell Sts to listen
and write the correct words in the column on the right.
Check answers.
2 little 3 a lw ay s 4 j o y 5 N othing 6 o f 7 All 8 o n e
9 m o o n 10 a b o v e 11 T h a t 12 h e a rd 13 Darling
14 little 15 H a p p e n s
> Ask Sts to read the S o n g facts.
• Finally, you may want to play the song again for the
class to sing along.
6B Hit ’em up Style (Oops!)
Listening for the past simple
Now focus on b. Tell Sts that they are going to listen to
the song and that they have to complete the gaps using
the words from a. Explain that, as with the majority
o f pop songs in English, the words at the end o f each
line rhyme with another (for example, the previous or
following line, or alternate lines).
Play the song once for Sts to complete the missing
words. Repeat if necessary. Check answers, going
through the song line by line.
2 m o b 3 brain 4 drain 5 blow s 6 t im e 7 c l o t h e s
8 fine 9 g e t 10 y e t 11 w a y 12 d a y 13 blow s
14 t im e 15 kn o w 16 mind 17 OK 18 a w a y 19 on
20 g o n e
Now focus on c. Give Sts, in pairs, a few minutes to
read through the lyrics w ith the glossary and answer
the two questions. Check answers.
1 His '9 t o 5 ’job.
2 His girlfriend a n d t h e t i m e s w h e n h e ’s n o t working.
Finally, if you think that Sts would like to hear the
song again, play it to them one more time. If your class
likes singing, they can sing along.
3 39)))
• Copy one sheet per student.
• Write the following verbs on the board in four groups:
Group 1: find go think ring catch
Group 2: make spend cheat tell have
Group 3: sell fade pay
Group 4: leave happen
(The groups correspond to sections of the song.)
5 Check Sts understand the meaning of each verb and
elicit the past tense forms.
Group 1: find - found, go - w e n t, t h in k - t h o u g h t ,
ring - rang, c a t c h - c a u g h t
Group 2: m a k e - m a d e , s p e n d - s p e n t , c h e a t - c h e a t e d ,
tell-to ld , h a v e -h a d
Group 3: sell - sold, f a d e - f a d e d , p a y - paid
Group 4: le a v e - left, h a p p e n - h a p p e n e d
• Give each student a sheet and focus on a. Explain that
the song contains a lot o f US slang. Give Sts a few
moments to read the lyrics and think which verbs fit
the gaps. D on’t check answers at this stage.
• Play the song once for Sts to complete the missing
verbs in the past simple. Repeat if necessary. Check
answers.
2 found 3 w e n t 4 rang 5 th o u g h t 6 s p e n t
8 c h e a t e d 9 m a d e 10 told 11 sold 12 paid
14 sold 15 L eft 16 h a p p e n e d 17 sold
7 had
13 f a d e d
207
Focus on b. Tell Sts to read the lyrics again with the
glossary. Elicit the answer.
• Now focus on c. Play the song again while Sts read the
lyrics and try to match the highlighted phrases with
their meanings 1-7. Check answers.
The c o r r e c t s u m m a r y is 2.
1
2
3
4
5
6
7
Ask Sts to read the S o n g facts.
Finally, you may want to play the song again for the
class to sing along.
7B We don’t need money to have
a good time
Listening fo r extra words and sentence
rhythm 4 21)))
Copy one sheet per student.
Give each student a sheet and focus on a. Explain that
Sts have to listen and identify the extra word. Give Sts
a few minutes to read the lyrics. Then play the song
once or twice as necessary. Check answers.
2 w aiting 3 g o o d 4 round 5 m u c h 6 all 7 only
8 t o p 9 c a n 10 b a c k 11 s tu p id 12 loudly 13 g o o d
14 first
Now focus on b. Play the song again and get Sts to do
the activity in pairs. The answers are in the same order
as they appear in the song. Check answers.
1
2
3
4
5
6
7
g o n n a (line 1, etc.)
by (line 2)
s h a k e o f f (line 3)
r e s e r v a t i o n s (chorus)
C’m o n (chorus)
We g o t no (line 9)
fo o ts (line 11)
G et Sts to read the S o n g facts. Focus on c and elicit
opinions.
You may want to play the song again for the class to
sing along.
8B Believe in humanity
Listening for prepositions 4 40)))
Copy one sheet per student.
3 about
4 in
5 to
6 by
• Ask Sts to read the S o n g facts.
® Finally, you may want to play the song again for the
class to sing along.
9A Memories
Listening to choose the correct words 5 8)))
•
•
Copy one sheet per student.
Give each student a sheet. Go through the options
in italics in the column on the right and check the
meaning and pronunciation of each one.
•
Focus on a. Play the song once and get Sts to circle the
word or phrase they hear for each line.
• Focus on b. Play the song again for Sts to check their
answers. Then check answers with the whole class,
going through the song line by line. Then get Sts to
w rite the correct word / phrase in the gaps.
2 a n 3 p a s s i o n ’s 4 y o u n g e s t 5 l a s t 6 m a k e
7 w h e r e 8 kn o w n 9 how 10 W here 11 D e c e m b e r
12 f o u g h t 13 q u ite 14 inspired 15 d e p r e s s i n g
16 n a m e d 17 love 18 g row ing 19 lo s t 20 bills
21 sm ile 22 a p p le 23 i n d e p e n d e n t 2 4 t h o u g h t
25 know n 26 t h e e n d
•
Give Sts a few minutes to read the lyrics again w ith the
glossary. Ask them what they think the song is about.
Give them the following choices:
1 a couple who used to be happy but are miserable
now
2 a couple who are happier now than they used to be
3 a couple who have met recently and are very much
in love
T he c o r r e c t a n s w e r is 1.
Give each student a sheet and focus on a. Give Sts a
few minutes in pairs to read the lyrics and guess the
missing prepositions. Rem ind Sts not to write in any
o f their guesses just yet. D on’t check answers at this
stage.
Play the song once and get Sts to complete the gaps.
Get Sts to compare their answers w ith a partner and
then play the song again for them to check. Check
answers.
2 for
in t h e m aking
sad to say
w h a t ’s going on
m y fellow m an
c h e c k it o u t
my h e a d in t h e s a n d
t h e g o ld e n rule
7 at
8 With
9 in
9 If you think Sts would like to hear the song again, play
it to them one more time. If your class likes singing,
they can sing along.
9 Finally, get Sts to read the S o n g facts.
10A Living in America
Listening fo r specific words 5 33)))
•
Copy one sheet per student.
•
Give each student a sheet and focus on a. Highlight
that the clues in brackets will help Sts to decide what
the missing words are when they listen.
•
Give Sts a minute or so to read through the lyrics once
before they listen. Tell them not to worry about the
meaning o f the song at this stage.
• Play the song once for Sts to try and write the missing
words. Get Sts to compare their answers w ith a
partner and then play the song again for Sts to fill all
the gaps. Play specific lines again as necessary. Then
check answers.
2 w h e e l 3 f a r 4 n a tio n 5 c e l e b r a t io n 6 railroad
7 radio 8 d in ers 9 black c o f f e e 10 h a rd 11 o v e rtim e
12 U nder
• Now get Sts, in pairs, to read the lyrics with the
glossary and to do task b. Check answers. Help with
any other vocabulary problems which arise.
1
2
3
4
5
overload
transcontinental
soul
sm o k estack
roll
• Ask Sts to read the S o n g facts.
•
Finally, you may want to play the song again for the
class to sing along.
1A SONG Rio
Rio
Moving on the floor now babe, you’re a bird of paradise
i Cherry _ ice cream smile, I suppose it’s very nice (a fruit)
With a step to your left and a flick to the right you catch that
mirror way o u t2__________ (a point o f the compass)
You know you’re something special and you look like you’re
the best
CHORUS
Her name is Rio and she dances on th e 3__________
(sth you find at the beach)
Just like that river twisting through a dusty land
And when she shines she really shows you all she can
Oh Rio, Rio, dance4__________ the Rio Grande
^
Listen to the song and w rite the
m issing words 1-11. Use the
clues in brackets to help you.
^
Read the lyrics w ith the glossary
and answer the questions.
1 W h o is R io?
2 W h a t do you th in k she looks like?
3 Is she a w o m an w h o is confident
ab o u t her looks? If so / not,
w here does it say this in th e song?
4 H o w do you thin k th e singer feels
ab o u t her?
5 H o w do you th in k she feels ab o u t
th e singer?
(a preposition o f movement)
I’ve seen you on th e 5__________ and I’ve seen you on TV
(a place where you can sunbathe)
Two of a billion6__________ - it means so much to me
(things that you can see in the sky)
Like a 7__________ or a pretty view (an important day)
But then I’m sure that you know it’s just for you
CHORUS
Hey now, look at that, did she nearly run you down?
At the end of the drive the lawmen8__________
(to get there)
You make me feel alive, alive, alive
I’ll take my chance ’cause luck is9______________________
__________ or something (agrees with me)
I know what you’re thinking, I tell you something, I know what
you’re thinking
GLOSSARY
flick = a quick or sudden smile or look at sb
twisting = bending and changing direction
often
dusty = full of dust (dry dirt)
run sb down = hit sb in a vehicle and knock
them to the ground
lawman = a (US) officer responsible for
keeping law and order
’cause = because
she don’t need to = she doesn’t need to
SONG FACTS
(big hills)
Rio w a s t h e single from Duran Duran’s a lbum of
t h e s a m e n am e. It w a s re le a s e d worldwide on
1st N ovem ber 1 9 8 2 and r e a c h e d n u m b e r 9 in t h e
UK s ingles c h a r t s in Decem ber. Since t h e n , g ro u p s
like Goldfinger and Nirvana have m a d e c over
ve rsions of th is s o n g a nd it’s a p p e a r e d in music
video g a m e s s u c h a s Band Hero and Dance Dance
Revolution. M a n c h e s te r United football f a n s sing
‘His n a m e is Rio, Rio, Rio Ferdinand’ (like t h e first
line of t h e chorus) w h e n e v e r t h e footballer is
Do do do do, etc.
playing in a m atch!
Her name is Rio, she don’t need to understand
And I might find her if I’m looking like I can
Oh Rio, Rio, hear them 10__________ across the land
(to speak loudly)
From11__________ in the north down to the Rio Grande
English File 3rd edition T ea ch e r’s Book In te rm e d ia te Plus P hotocopiable © Oxford University P r e s s 2 0 1 4
2A SONG Destination: Anywhere
Destination: Anywhere
1 Said to the man at the(railroa3)/ railway station
‘I want a ticket just for me / one’
3 He said / replied, ‘Well, if you insist
4 But where you wanna go, Mrs / Miss?’
2
CHORUS
5 ‘Destination: anywhere - east or west, I don’t mind / care
6 You see, my baby don’t want / love me no more
7 And this sad / old world ain’t got no back door’
8 He looked at me with a serious / funny face and said
9 ‘Are you sure you wanna go just anyplace / anywhere?’
10 I said, ‘If you ever loved somebody / someone the way I loved
that man
11 Surely, Mr Ticket Agent, you could / would understand?’
CHORUS
’Cause if it did, it would swing two / both ways
13 And I’d go right back to happy yesterdays / years
14 When I loved him tenderly and all he did was go / leave
12
15
16
17
18
As I looked / stared through the window of the train
I thought I heard my baby call / shout my name
But it was only / just the conductor saying
‘Which stop do / would you prefer?’
^
Listen to the song and num ber
the pictures in the correct
order.
Listen again and circle the
correct word.
GLOSSARY
wanna = want to
tenderly = in a kind and gentle way
conductor = a person who is in charge
of a train and checks tickets
SONG FACTS
The M a rv e le tte s m e t while t h e y w e re a t
sc hool a n d d e cid e d t o form a n all-girl group
in 1960. They s t a y e d t o g e t h e r until 1 9 7 0
a n d h a d a hit with D estin a tion : A n yw h e re in
1 9 6 8 w h e n it r e a c h e d n u m b e r 6 3 in t h e US
pop c h a rts. However, t h e s o n g w a s ne v er a
hit in t h e UK. All t h e surviving m e m b e r s of
t h e g roup w ere recently interview ed for an
e p is o d e of th eir lives on t h e TV p ro g ra m m e
U nsung. They w e re inducte d into t h e Official
R&B Music Hall of Fame in 2013.
CHORUS
English File 3rd edition Teacher’s Book Intermediate Plus Photocopiable © Oxford University Press 2014
3A SONG Young folks
Young folks
If I told you things I did before, told you how
I ___ ed___to be
Would you go along with 2so__________
like me?
If you knew my story word for word, had all
of my 3hi__________
Would you go along with 4so__________
like me?
I did 5be_
_and had my share,
it didn’t lead nowhere
I would go along with someone like you
It doesn’t 6ma__________ what you did,
who you were hanging with
We could stick around and see this
'nL
______ through
8Us__________ when things have gone this far,
people tend to disappear
No one will surprise me 9un__________ you do
I can tell there's something going on, hours seem
to 10di__________
nEv__________ is leaving, I’m still with you
It doesn’t matter what we do, where we are going to
We can stick around and see this night through
CHORUS (x 2)
Talking only me and you
Talking only me and you
CHORUS
And we don’t care about the young folks
Talking ’bout the young style
And we don’t care about the old folks
Talking ’bout the old style too
And we don’t care about our own faults
Talking ’bout our own style
All we care about is talking
Talking only me and you
^
Read the song lyrics and th in k about w hat the missing
words could be. D o n ’t w rite them in yet.
Listen to the song and complete the gaps.
Read the lyrics w ith the glossary. M atch the highlighted
phrases w ith definitions 1-7.
____________________ _there’s sth happening
____________________ _happen often or usually
____________________ _stay, wait for sth to happen
____________________ _spending a lot o f time with sb
____________________ _had no successful result
____________________ _exactly, in detail
____________________ _agree with sb / sth
GLOSSARY
my share = my part
care about = feel that sth is important
and worth worrying about
folks = people in general
SONG FACTS
Young Folks w as t h e first single from
P e t e r Bjorn and J o h n ’s third album, Writer's
Block. It w a s originally r e le a s e d in 2 0 0 6
an d it r e a c h e d n u m b e r 3 3 in t h e UK c h a rts.
However, in 2 0 0 7 it w a s re-re lea se d and
this tim e it g o t to n u m b e r 13. T he s o n g h a s
a p p e a r e d in several TV series, like Gossip
Girls and How I Met Your Mother, a s well a s
featu rin g in t h e SingStar g a m e s e ries and
Xbox 360. Rolling S t o n e m aga z ine listed it
a s 'one of t h e 15 b e s t whistling s o n g s of
all tim e ’!
English File 3rd edition Teacher’s Book Intermediate Plus Photocopiable © Oxford University Press 2014
4B SONG 5 o’clock world
Q
W rite the words from the list in the correct colum n according to the vowel sound.
away blows x2 brain
clothes day drain fine
get gone job know
mind mob OK on
time x2 way yet
T fy
gone
Listen to the song and complete the gaps w ith words from a.
5 o’clock world
Up every morning just to keep a 1____ job
I gotta fight my way through the bustling 2_
Sounds of the city pounding in my3______
While another day goes down th e 4______
But it’s a 5 o’clock world when the whistle 5_
No one owns a piece of my6____________
And there’s a 5 o’clock me inside my 7_
Thinking that the world looks8______
Holiday, yeah...
Trading my time for the pay 19______
Living on money that I ain’t made 10_
Gotta keep going, gotta make my n_
But I live for the end of th e 12_____
And it’s a 5 o’clock world when the whistle 13_
No one owns a piece of m y14____________
And there’s a long-haired hippie girl who waits,
I 15
To ease my troubled 16_____________ , yeah
Holiday, yeah...
In the shelter of her arms everything’s 17
She talks and the world goes slipping18
And I know the reason I can still go 19
When every other reason is 20____
A nsw er the questions w ith a
partner.
1 W hat do you think the singer
means by his ‘5 o’clock world’?
2 W hat compensates for it?
GLOSSARY
bustling = full of people moving in a busy
way
mob = a large crowd of people, esp. one that
may cause trouble
go down the drain = be wasted
trading = exchanging sth for sth else
ain’t made = haven’t made
gotta = have got to
ease my troubled mind = make me less
worried
worthwhile = of value or importance
SONG FACTS
Bowling for Soup is an American pop-punk band
which form ed in Texas in 1994. 5 o ’c lo c k w o rld is
a t r a c k from t h e g ro u p ’s 2 0 0 5 album, B o w lin g fo r
Soup g o e s to th e Movies. It’s a cover o f a n original
1 9 6 5 s o n g reco rd e d by The V ogues. T he s o n g is
a b o u t a city worker w ho d o e s n ’t enjoy his job.
In my 5 o’clock world she waits for me
Nothing else matters at all
’Cause every time my baby smiles at me
I know that it’s all worthwhile, yeah
Holiday, yeah
Holiday, yeah
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213
4
5B SONG Country boy
Listen to the song carefully.
Underline one w rong w ord in
each line.
Q i Listen again and w rite the correct
words in the colum n on the right.
Country boy
Have you read the story
2 Of the simple country boy
3
He is normally happy
4 And full of fun
i
5
6
7
8
9
10
11
12
13
14
15
Something in this world
That he’s thinking about
What he really cares for
Is the woman he loves
And the sky above
Stars around, Heaven above
This is all he’s thinking of
heard
SONG FACTS
Antoine ‘Fa ts’ Domino w a s born in New Orleans
in 1928. His f a th e r w a s a well-known violinist.
A lthough his first l an g u a g e w a s Creole, n o t
English, he b e c a m e f a m o u s a s an R&B / rock and
roll pianist a n d singer-songwriter. C o u n try bo y w a s
o n e of his b ig g e s t h its a n d r e a c h e d n u m b er 25
in t h e US Hot 100 in 1960. In A u g u s t 200 5 , w h e n
Hurricane Katrina hit New Orleans, Fats Domino
d e cide d t o s t a y a t h o m e with his family. After t h e
hurricane he a n d his family w ere re sc u ed , b u t th e
h o u s e had b e e n d e s tro y e d by t h e hurricane. He
lo st everything.
Now you know my story
Dearest, can’t you see
That simple country boy
Has to be me
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6B SONG Hit ’em up Style (Oops!)
Hit ’e m up Style (OopsS)
While he was scheming
I was beaming in the beamer just beaming
Can’t believe that 11___ caught____ my man cheating
So I2
12_____________ another way to make him pay for it all
S ol3
_to Neiman-Marcus on a shopping spree-ah
And on the way I grabbed Soley and Mia
And as the cash box4_____________
15_____________ everything away
CHORUS
There goes the dreams we used to say
There goes the times w e6_____________ away
There goes the love w e7_____________
But you 8_____________ on me and that's for THAT now
There goes the house we9_____________ a home
There goes you’ll never leave me alone
.this is what you owe
For all the lies you 10_
Hey ladies,
When your man wanna get buck wild
Just go back and hit 'em up style
Get your hands on his cash and
Spend it to the last dime for all the hard times
Oh, when you’re cold and everything goes
From the crib, to the ride, and the clothes
So you better let him know that
If you mess up you got to hit ’em up
Q
Listen to the song and complete
the gaps w ith the correct verbs
in the past simple. Use some
verbs m ore th an once.
catch cheat fade find go
happen have leave make pay
ring sell spend tell think
Q
Read the lyrics w ith the
glossary. Choose the best
summary.
1 The singer isn’t happy in the
relationship because she’s in
love with someone else. She
buys lots of things because
she’s sad.
2 The singer’s partner has been
unfaithful, so she spends all his
money to get her revenge and
make herself feel better.
3 The singer and her partner
aren’t happy and have decided
to separate. The song tells us
about all the things they have to
do together before they can do
this.
GLOSSARY
While he was bragging
I was coming down the hilljust dragging
All of his pictures and his clothes in the bagging
111_____________ everything else till there was
just nothing left
. all the bills about a month too late
And 112_________
It’s a shame we have to play these games
The love we had ju s t13_____________
away, away
CHORUS
All of the dreams you 14_____________
15_____________ me out in the cold
What1
- to the days
when we used to trust each other
And all of the things 117___________
Will take you until you get old
To get ’em back without me
’Cause revenge is better than money
you’ll see
CHORUS
Hey ladies...
beaming = having a big happy smile on
your face
beamer = (slang) a BMW or any nice car
Neiman-Marcus = an expensive US
department store
get buck wild = (slang) go crazy, out of
control
hit ’em up style = (slang) ask sb for
money in lots of different ways
dime = a US coin, worth 10 cents
crib = (slang) home
ride = (slang) vehicle
’Cause = because
SONG FACTS
H it ’em up S ty le (Oops!) is t h e d e b u t single by
Am erican R&B singer Blu Cantrell. It h a s b e e n
he r only single t o e n te r t h e US Top 40, w h e r e it
re a c h e d n u m b e r 2 in July 200 1 . Blu Cantrell said
t h a t s h e did n o t really like t h e s ong, b u t decided
t o include it on he r album So Blu b e c a u s e of
so m e very angry feelings s h e w a s experiencing
a t t h e time.
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7B SONG We don’t need money to have a good tim e
Q
Listen to the song carefully. Cross out one extra w ord in lines 1-14.
We don’t need money to
have a good time
1 Not gonna be the ones to stay inside ati alone
2 Not gonna be the ones to sit there waiting by the phone
3 We’ve got a good reputation, we’ll shake it off someday
4 Not gonna be the ones to turn round and walk away
CHORUS
No reservations
No hesitations
No bad reactions
Just celebrations
5 We don’t need much money to have a good time
C’mon, c’mon, c'mon, c’mon
6 Forget all our worries and do what we like
C’mon, c’mon, c’mon, c’mon
7 Not gonna be the only ones just talking to ourselves
8 Not gonna be the ones just sitting on the top shelf
9 We got no education but we can find a way
10 Not gonna be the ones to turn and walk back today
Q
Listen again and read the lyrics.
Com plete the glossary.
GLOSSARY
= a contracted form
of going to
= near / next to {prep 1
= get rid of sth
= feelings of doubt about
a plan or idea
= a contracted form
of come on
= we don’t have any
= people who behave in
a stupid way
1
2
3
4
.S
6
7
D o you agree w ith the song title?
W hy (not)?
CHORUS
n Not gonna be the stupid fools who don’t know who
they are
12 Not gonna be the fools who just loudly say blah blah
blah
13 We got a good reputation, I ain’t gonna play
14 Or will you be the first ones to turn and walk away?
CHORUS
SONG FACTS
The S ubw ays a re an English rock band. The idea for t h e
s o n g c a m e w h e n t h e lead singer h a d lo st his job and
w a s s p e n d in g tim e with s o m e o f his friends w ho w ere
also unem ployed. None o f t h e m had any money, b u t
on e o f t h e m said, 'We d o n ’t n e e d m o n ey to h a v e a good
tim e ’. Billy [the lead singer) f e lt inspired, ran hom e, and
im m ediately w ro te t h e lyrics t o t h e s o n g b e fore he
w ro te t h e music. They r e le a s e d t h e s o n g in S e p t e m b e r
2011.
English File 3rd edition Teacher’s Book Intermediate Plus Photocopiable © Oxford University Press 2014
8B SONG Believe in humanity
If you read the papers you may see
History in the making
You’ll read what they say life is a ll1_about_
They say it’s there2________the taking
Yeah, but you should really check it out
If you want to know what’s shaking
CHORUS
But don’t tell me3________ the things you’ve
heard
Maybe I’m wrong, but I want to believe
4
humanity
Q
I know it’s often true - sad to say
We have been unkind5________ one another
Tell me how many times has the golden rule
Been applied6________man to his brother
I believe if I really looked 7________what’s going on
I would lose faith I never could recover
CHORUS
Maybe I’m living
8________ my head in the sand
Ijust want to see people giving
I want to believe9________my fellow man
Yes, I want to believe
Read the song lyrics. Predict the missing prepositions.
about x 2 at by for in x 2 to
with
Q
Listen to the song and complete the gaps w ith prepositions
from a.
Q
Read the lyrics again. M atch the highlighted phrases w ith
definitions 1-7.
1 in the process of being created or formed
2 unfortunately
3 what’s happening
4 other people
5 examine sthg to find out whether it’s true or acceptable
6 not admitting that a problem exists or refusing to deal with it
7 an important principle that should be followed
SONG FACTS
Carole King is a n A merican singers o n g w rite r w ho h a d o n e o f he r m any
hits with Believe in h u m a n ity in 1973.
The s o n g w a s ta k e n from he r album
F a n ta s y - t h e album re a c h e d n u m b e r 6
on t h e Billboard Album ch art. In 2000,
she w as named th e m o st successful
fe m a le s o n g w rite r 1 9 5 5 - 1 9 9 9 b e c a u s e
s h e had w ritte n or c o-w ritten 1 1 8 pop
hits on t h e Billboard Hot 100. As well a s
singing a n d writing so n g s , s h e h a s won
four Grammy Awards, had various acting
roles, a n d is politically a ctive in t h e US
D em ocratic Party.
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217
9A SONG Memories
A
Listen to the song and circle the correct w ord / phrase.
Memories
1
U p. w a s
t h e c o n g r e g a t i o n ’s v a g r a n t
2 w ith _____________ unrequited love
3
W h e n y o u r __________________ e x a l t a t i o n
(He waj y She was
some / an
fashion’s / passion’s
Then finding refuge is not enough
4
S h e w a s t h e __________________ o f t h e f a m ily
And the _____________ to be let go
6 When they decided they would try and
it on their own
5
CHORUS
7 Oh memories,______
_’d you go?
8 You were all I’ve ever _
How I miss yesterday
. I let it fade away
9 And_____
_’d you go? (Don’t fade away)
10 ______________
n When July became_
12 Their affection___
13 But they couldn’t .
14 What_________
. them to
is And it was beautifully.
16 Like a streetcar_____
17 They were fighting for their.
18 That had started________
youngest / oldest
first / last
make / take
why / where
known / owned
now / how
Why / Where
September / December
. the cold
__remember
go
brought / fought
really / quite
invited / inspired
distressing / depressing
. Desire
named / called
. tired
going / growing
life / love
CHORUS
When the money
And th e _______
21 Then th e _________
22 From th e _________
23 They were young and.
24 And they_________
25 Should have_______
26 You can’t predict.
19
20
. momentum
. were piling high
_ had finally faded
_ of their eye
lost / got
bills / pills
smile / light
apple / angle
indecisive / independent
they had it planned
__ right from the start
thought / wrote
none / known
the end / the rest
CHORUS
Q
Listen again and check. Com plete the gaps w ith
the correct words / phrases.
GLOSSARY
congregation = a group of people who go to a church regularly
vagrant = a person who has no home or job
exaltation = a feeling of great joy
refuge = shelter or protection
fade away = disappear gradually
momentum = movement
SONG FACTS
Panic! a t th e disco is an American rock b a n d from Las
Vegas w ho m e t and s t a r t e d playing t o g e t h e r w h e n
t h e y w e re still a t school. In fa ct, t h e m e m b e r s did n o t
c o n tin u e their e d u c a tio n and d e cide d t o c o n c e n t r a t e
on their music. M em ories is a t r a c k on t h e g ro u p ’s
third studio album, re le a s e d in 2 011, w hich h a s sold
1 9 2 ,0 0 0 copies t o d a te . T he lyrics o f t h e s o n g s on
this album a re all a b o u t m anipulation a n d c onfusion
in relationships.
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10A SONG Living in America
Living in America
Q
Listen to the song and w rite the
m issing words 1-12. Use the
clues in brackets to help you.
Super1__ highways___ , coast to coast (name for motorways)
Easy takin’ anywhere
On the transcontinental overload
Just slide behind th e 2_____________ , how does it feel?
Read the lyrics again. Complete
the glossary w ith the highlighted
words I phrases.
(part o f a car)
When there’s no destination that’s to o 3_____________
(the opposite o f ‘near’)
GLOSSARY
1
And somewhere on the way you might find out who you are
CHORUS
(Living in America)
Eye to eye, station to station
(Living in America)
Hand in hand, across th e 4_____________
2
3
4
(another word for country)
(Living in America)
Got to have a 5_____________ fa special occasion)
-S
= (NAmE) too much
of sth
= crossing a continent
= the spiritual part of
a person, believed
to exist after death
= (NAmE) a tall
chimney on a
factory
= a small loaf of bread
for one person
Rock my soul!
Smokestack, fatback
Many miles o f5_____________ track (name for railway)
All-night7_____________ (a form o f media)
Keeps on running through your rock ’n roll soul
All-night8_____________ keep you awake
(name for restaurants)
On a 9___________________________ (a kind o f drink)
And a 10_____________ roll (sth which is difficult to break)
SONG FACTS
Daniel Earl H a rtm a n w a s an A m erican musician,
singer-songwriter, and p roducer w ho w orked with
m any f a m o u s a r ti s t s like Tina Turner a n d Jo e
Cocker. In 1984, h e p ro d u c ed a n d c o -w ro te t h e
s o n g Living in Am erica which b e c a m e a n u m b e r 4
hit for J a m e s Brown in t h e Billboard H ot 1 0 0 c h a r t
a n d a t o p 5 hit in t h e UK singles c hart. The s o n g
la te r a p p e a r e d in t h e 1 9 8 5 Rocky IV s o u n d tra c k .
Dan H a rtm a n died a g e d 43 in March 1994.
(You might have to walk a fine line
you might take a hard line)
But everybody’s working11_____________ (extra hours)
CHORUS
I live in America, I live in America
Wait a minute
You may not be looking for the promised land
But you might find it anyway
12_____________ one of those old familiar names
(a preposition)
Like New Orleans, Detroit City, Dallas, Pittsburgh PA
New York City, Kansas City, Atlanta, Chicago, and LA
(Living in America)
I live in America
Staying alive, we’ll make the prime
I live in America, hey, I know what it/rfgartel
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