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10A The collectorsStudent’s Book p78–p79

Speaking and Reading1 Point out the eBay logo on SB p79. Students work in

pairs and discuss the questions. Ask students to share any interesting answers and experiences of things they’ve bought and sold on websites like eBay with the class.

2 a Check students know who John Lennon is (a former member of The Beatles). Also check students understand valuable. Students read the article (not the labels about the items of memorabilia in the photos) and answer questions 1–4. Check answers with the class.

1 Things that were owned or signed by famous musicians, film stars and sportsmen and women.2 The Beatles’. 3 £140,000 4 No, they don’t.

b Students read the labels on the memorabilia and do the exercise on their own. Don’t check answers with the class yet.

● If you have a low-level class, review how to say the numbers in the box before students do 2b.

extra idea

c Students work in pairs and compare their answers.

d CD3 13 Play the recording. Students listen and check their answers. Check answers with the class. Ask the class which piece of information they found the most interesting or surprising, and which item of memorabilia they would most like to own.

1 £250,000 2 £650,000 3 £631,871 4 £2,600,0005 £154,492 6 £15,000

3 a Ask students to cover the article and items of memorabilia. Students work in new pairs and try to answer questions 1–5.

b Students read the article and the labels again and check their answers.

1 George Michael. 2 £810,000. 3 2009. 4 Sean Connery. 5 JK Rowling.

HELP WITH GRAMMAR Present Simple passive; Past Simple passive

4 a Focus students on the active and passive sentences in the Student’s Book or write them on the board. Elicit the answers to questions 1–4 from the class.

If you wrote the sentences on the board, you can also show students visually that the object of the active sentence becomes the subject of the passive sentence, as in GraMMar 10.1 SB p148.

Use the answer to question 3 to point out that we usually put the main topic at the beginning of the sentence.

● a 1 this glove 2 this glove 3 In the active sentence the focus is on Michael Jackson. In the passive sentence the focus is on the glove. 4 We use by in the passive sentence.

b–e Students do the exercises on their own or in pairs, then check in GraMMar 10.1 SB p148. Check answers with the class.

● b We often use the passive when we don’t know who did the action.

● c To make the Present Simple passive we use: subject + am, is or are + past participle.

● To make the Past Simple passive we use: subject + was or were + past participle.

● If you have a strong class, point out that we make all passive verb forms with: subject + be + past participle.

● We change the form of be to make the appropriate verb form: It’s been sold. (Present Perfect passive), It will be sold. (future passive), etc.

● d We make questions in the passive with: (questionword +) be + subject + past participle + … .

● Write these dates from the article on the board: 1 2000, 2 1983, 3 2009, 4 1964, 5 1933. Students use the passive to say what happened in each year.

1 John Lennon’s piano was sold.2 The glove was worn by Michael Jackson.3 Michael Jackson’s glove was sold in New York.4 The Aston Martin was driven by Sean Connery.5 The poster was designed for the film King Kong.

extra idea

QuICK REVIEW This activity reviews invitations and making arrangements. Students work on their own and decide on a date and time for their party next week. Students move around the room asking as many students as possible to their party. If one student accepts another student’s invitation, they should discuss the time and place of the party. If students can’t come to a party, they should refuse the invitation and say what they are doing at that time. If necessary, review the language from lesson 9D before they begin. At the end of the activity, ask who has the most guests.

Vocabulary verbs often used in the passiveGrammar Present Simple passive;

Past Simple passive

106

5 CD3 14 pronunciation Play the recording (SB p163). Students listen and repeat the sentences. Encourage students to copy the stress correctly.

You can also ask students to turn to Audio Script CD3 14 on SB p163. They can then follow the stress

as they listen and practise.

6 a Do an example with the class first. Students do the exercise on their own, then decide if the verbs are in the Present Simple passive or Past Simple passive.

b Students check answers in pairs. Check answers with the class.

Present Simple passive: are bought and sold; is collectedPast Simple passive: were owned or signed; was sold; was bought; were bought; was worn; was sold; was sold; was driven; was sold; was designed; was sold; were signed; was sold

7 a Check students understand list (include on a list of items for sale) and submarine, and that they remember chewing gum. Check students know who Britney Spears is (a famous pop singer).

Point out that students have to choose whether the verb is in the active or passive form and whether it is in the present or the past. Students work on their own and fill in the gaps.

b Students check answers in pairs. Check answers with the class. Students then discuss what they think is the most surprising information about eBay. Ask students to share their ideas with the class.

2 was called 3 changed 4 wasn’t visited 5 is used 6 spend 7 are listed 8 make 9 buy 10 sell 11 paid 12 was chewed 13 bought 14 tried

Vocabulary and Speaking Verbs often used in the passive

8 a Students work on their own and tick the verbs they know, then check in Vocabulary 10.1 SB p147.

Point out the difference between manufacture (= make something, usually in large numbers, in a factory) and make (= produce or create something, often by hand).

Model and drill the verbs. Pay particular attention to the pronunciation of manufacture /mnjυfktSə/.

Note that only the main stress in words/phrases is shown in vocabulary sections and the Language Summaries.

b Students work in pairs and think of two nouns that can be used with each verb.

Check answers with the class and write correct collocations on the board.

Suggested answers: write books, plays; manufacture TVs, furniture; publish newspapers, books; invent machines, games; paint pictures, walls; grow rice, cotton; direct films, plays; build houses, factories; make phones, shoes

● Students write the past participles of the verbs in the box in 8a, then check answers in pairs. Check answers with the class and remind students they can check irregular verbs in the Irregular Verb List on SB p167. Point out that the -ed ending in invented, painted and directed is pronounced as an extra /Id/ sound, as the verbs end in a /t/ sound.

written, manufactured, published, invented, painted, grown, directed, built, made

extra idea

9 a Do an example with the class on the board to show that students should fill in the first gap with the correct form of one of the verbs in 8a and the second gap with their own ideas, for example, My favourite book was written by Margaret Atwood.

Students do the exercise on their own. While they are working, monitor and check their sentences for accuracy.

b Students compare sentences in pairs and find out if any are the same. Ask students to share interesting sentences with the class.

Get ready … Get it right!Put students into two groups, group A and group B. Students in group A turn to SB p103 and students in group B turn to SB p109. Check students are all looking at the correct exercise.

a Put students into pairs with someone from the same group. Focus students on the examples. Students work with their partner and write questions in the Present Simple passive or Past Simple passive from the prompts. While students are working, check their questions for accuracy and help with any problems.

Group A:2 Where is cotton grown? 3 When was the Taj Mahal built? 4 Who was the film Titanic directed by? 5 Where are Volvo cars manufactured? 6 When was the first Harry Potter book published?Group B:2 When was Hamlet written? 3 Where was the first passenger jet plane built? 4 Who was television invented by? 5 Where are Hyundai cars manufactured? 6 Who were the Star Wars films directed by?

b Put a pair from group A with a pair from group B. Students are not allowed to look at each other’s questions.Students take turns to ask and answer the questions they wrote in a. Make sure that students say all three possible answers when they ask their questions. Also highlight that the correct answer is in bold.

10

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10B

Speaking and Listening1 Students work in groups and discuss the questions

about shopping. If possible, have a mix of men and women in each group. Ask students to share their ideas with the class.

2 a Focus students on the photos and ask when they think the old photo was taken (in the 1940s or 1950s). Tell students they are going to listen to an interview with Michael Brett about his radio programme called Shopping Now and Then.

Check students understand skincare products (moisturiser, special cleansing liquid, bath oils, etc.) and establish that Selfridges is a famous department store in Oxford Street in London. Give students time to read topics a–e.

Tell students to tick the questions that the other pair gets right. If students don’t know the answer, encourage them to have a guess. While they are working, monitor and correct any mistakes that you hear.

c Students work out which pair got the most correct answers. Finally, ask students to tell the class which pair in each group got the most correct answers.

● Students work in pairs and write their own general knowledge questions in the passive, using the verbs in 8a. Students then work with another pair and take turns to ask and answer the questions. You could set this as a homework task and students can ask their questions in the next lesson.

extra idea

CD3 15 Play the recording (SB p163–p164). Students listen and do the exercise. Check answers with the class.

1b 2d 3c 4a 5e

b Give students time to read sentences 1–5. If students ask about used to at this stage, tell them you will look at this in more detail after the listening.

Play the recording again. Students listen and fi ll in the gaps in the sentences. Students check answers in pairs. Check answers with the class.

1 1909 2 men 3 food 4 clothes 5 50

c Check students understand shopping trends by referring back to the shopping trends discussed in the listening. Students work in pairs or groups and discuss how shopping trends have changed in their countries and what they think will happen in the future.

HELP WITH GRAMMAR used to

3 a–e Students do the exercises on their own or in pairs, then check in GraMMar 10.2 SB p148. Check answers with the class.

Students write two paragraphs about the best and the worst thing they have ever bought. Ask them to say where they bought each item (for example on a website like eBay) and to describe them. Tell students to say if they bought the items for themselves or as a present for somebody else.

WritinG

PhPh Class Activity 10A Auction house p183 (Instructions p143)

Extra Practice 10A SB p124Self-study DVD-ROM Lesson 10AWorkbook Lesson 10A p50

Further practice

QuICK REVIEW This activity reviews the Past Simple passive. Give students time to think of their examples on their own and to make their lists. Students work in pairs to tell each other about the buildings, paintings and books they have chosen. Encourage students to ask questions about the things they are interested in and tell each other if they have visited the famous buildings, seen the paintings or read the books. Ask students to tell the class about some of the things they chose.

Shopping trendsStudent’s Book p80–p81

Vocabulary words with some-, any-, no- and every- (somebody, anything, etc.)

Grammar used to

108

● a We use used to to talk about past habits and repeated actions.

● We can use used to with state verbs (be, like, have, want, etc.).

● After used to we use the infinitive (used to be, etc.).

● Point out that we make positive sentences with: subject + used to + infinitive.

● Also highlight that we can only use used to to talk about the past. When we want to talk about habits and repeated actions in the present, we use usually + Present Simple: I usually get up early.

● Elicit common state verbs from the class and write them on the board. Alternatively, direct students to the list of common state verbs in GraMMar 3.3 SB p132.

● b Because it was an action that only happened once.

● Use this example to highlight that we can only use used to for something that happened a number of times in the past, not just once.

● c We make the negative of used to with subject + didn’t use to + infinitive.

● Point out that we can also make negative sentences with never: Most married men never used to do the food shopping.

● d 1 Did women use to do all the shopping? Yes, they did. No, they didn’t. 2 What did single men use to do?

● Use the examples to highlight that we make questions with used to with question word + did + subject + use to + infinitive + … .

● Highlight the spelling of use to in negatives and questions: Did you use to know him? not Did you used to know him?.

● Point out that we can also use the Past Simple to talk about past habits, routines and states: I lived in Rome when I was young.

● CD3 15 Students answer the questions in 3d. Play the recording again for students to listen and check.

1 Yes, they often did. 2 Their mothers did their clothes shopping or some shops used to have a ‘shopping girlfriend’ service.

● Ask further questions with used to about the interview, for example: 1 What did Selfridges use to have? 2 What didn’t most married men use to do in the 1970s? 3 What did the shopping girlfriends use to do? 4 What didn’t you use to see 50 years ago? Play the recording again for students to listen and check.

1 A special room for men to use when their wives were shopping. 2 The food shopping.3 They used to help men choose clothes. 4 Skincare products for men.

extra ideaS

HELP WITH LISTENING used to

This Help with Listening section introduces students to the way we say used to in sentences and questions.

4 a CD3 16 Focus students on the examples, then play the recording. Students listen and notice the pronunciation of used to and use to. Ask students if the different forms are pronounced the same or differently (the same). Point out that to in used to is usually pronounced as the weak form /tə/.

b CD3 17 Point out that students will hear each sentence twice. Play the recording (SB p164). Students listen and write the sentences. Check answers with the class.

Alternatively, students look at Audio Script CD3 17, SB p164 and check their answers.

1 They used to sell postcards. 2 We didn’t use to buy things online. 3 I used to go to the supermarket every week. 4 I never used to do the food shopping.5 She didn’t use to spend a lot of money on clothes.

● Students look at Audio Script CD3 15, SB p163–p164. Play the recording of the radio interview again. Students read, listen and notice how we say the different forms of used to.

extra idea

5 a Tell students they are going to read about shopping in the UK in the 1930s.

Use the example to show students that they have to fi ll in the gaps with the correct form of used to and a verb from the box. Students do the exercise on their own.

b Students compare answers in pairs. Check answers with the class. Check the spelling of used to in each answer.

2 didn’t use to sell 3 used to drink 4 didn’t use to give 5 didn’t use to be 6 used to buy 7 didn’t use to have 8 used to take

6 Focus students on the example and highlight that used to is always stressed.

CD3 18 pronunciation Play the recording. Students listen and repeat the sentences. Check that students copy the stress correctly.

7 a Ask students to think about where they were living ten years ago and what their (or their family’s) shopping habits were at that time.

Students then do the exercise on their own. While students are working, check their sentences for accuracy and help with any new vocabulary.

109

● If you have a strong class, encourage students to continue the sentences to describe their shopping habits now, for example, I used to go shopping at lunchtime, but now/these days I go shopping after work.

● If you have a low-level class, write the following prompts on the board to give students ideas for their sentences in 7a: who used to do the shopping, things you always/never used to buy, how often/when you used to go shopping, your favourite shops, how you used to pay for things, types of food you used to buy.

extra ideaS

b Students compare sentences in groups and fi nd out if any are the same. Ask students to share interesting sentences with the class.

HELP WITH VOCABuLARY Words with some-, any-, no- and every- (somebody, anything, etc.)

8 a–d Students do the exercises on their own or in pairs, then check in Vocabulary 10.2 SB p147. Check answers with the class.

● a people: somebody, nobody; places: everywhere; things: anything

● b people: anybody, everybody; places: somewhere, anywhere, nowhere; things: something, nothing, everything

● Check that students understand that words beginning with some- and any- mean one person/place/thing; words beginning with every- mean all the people/places/things; words beginning with no- mean not one person/place/thing.

● Focus students on the TIP. Point out that we also say someone, anyone, no one and everyone for people. Highlight that no one is two words.

● c We usually use somebody, someone, somewhere and something in positive sentences. We usually use anybody, anyone, anywhere and anything in negative sentences and questions.

● Establish that nobody, no one, nowhere and nothing are negative words but we use them with a positive verb: Nobody likes it. not Nobody doesn’t like it.

● Point out that everybody, everyone, everywhere and everything have a plural meaning, but we use these words with a singular verb: Everybody is watching TV. not Everybody are watching TV.

9 a Students do the exercise on their own or in pairs. Check answers with the class.

1 Nobody 2 everywhere 3 Everything 4 anything5 anywhere 6 Everyone

b Students work on their own and tick the sentences that were true about their country 50 years ago.

c Students work in pairs and compare sentences. If possible, ask students to compare their answers with someone from a different country.

Ask students to share interesting answers with the class.

Get ready … Get it right!Check students understand poster and get into trouble.Ask students to think back to when they were ten years old. Students work on their own and tick the examples that were true for them at that age. Point out that if there are two options, for example playing video games and reading, students can choose one or both options. Students then think of three more things they used to do when they were ten. While students are working, monitor and help with any new vocabulary.

Students work in groups and talk about their ideas from 10. Encourage students to ask follow-up questions if possible. While they are working, monitor and correct any mistakes you hear.Finally, ask each student to tell the class one or two interesting or unusual things they used to do when they were ten.

● Students make a list of six things they used to do when they were ten. They can use the prompts in 10 or their own ideas. Students then move around the room and ask questions with Did you use to … ? to find students who used to do the same things as them.

extra idea

● Students write about how their countries have changed in the last 50 years. Students can write about topics such as shopping, food, clothes, education, music, family life, etc.

● Alternatively, students choose one of the students from their group in 11. Students write a short profile about what he/she used to do and what he/she does now. Tell students to check what they have written with the student they wrote about.

WritinG

PhPh Class Activity 10B www.irememberyou.com p185 (Instructions p144)

Extra Practice 10B SB p124Self-study DVD-ROM Lesson 10BWorkbook Lesson 10B p51

Further practice

10

11

110

Speaking and Reading1 Tell students they are going to talk about fashion.

Check students understand designer label. Note that we usually use this phrase to refer to expensive clothes or other products from a fashion house named after a particular designer (Gucci, Versace, Yves St Laurent, Calvin Klein, Dolce and Gabbana, Givenchy, Paul Smith, etc.), not clothes made by multinational companies like Nike, Adidas, etc.

Students work in groups and discuss the questions. Ask students to share interesting answers with the class.

2 Check students understand sack someone, tax, hire, shoot and gunman, and that they remember get on with and murder.

Focus students on the family tree and elicit the name of the family (Gucci). Students read the article and fi ll in gaps a–f in the family tree. Students check answers in pairs. Check answers with the class.

a 1953 b 1990 c Vasco d Paolo e Reggiani f 1995

3 Students read the article again and do the exercise. Students check answers in pairs. Check answers with the class.

1F Guccio Gucci designed leather bags and suitcases. 2F Rodolfo didn’t get on with Paolo. 3 ✓ 4 ✓ 5F Maurizio wasn’t a very good businessman. 6F Patrizia hired a gunman to shoot Maurizio.

● Write these years on the board: 1 1881 2 1921 3 1991 4 1994 5 1995. Students work in pairs and try to remember what happened in each year. Students read the article again to check their answers.

1 Guccio Gucci was born. 2 Guccio Gucci started his business. 3 The Gucci company lost $60 million. 4 Maurizio Gucci and Patrizia Reggiani got divorced. 5 A gunman shot and killed Maurizio Gucci./Maurizio Gucci was killed.

extra idea

HELP WITH VOCABuLARYArticles: a, an, the, no article

4 a–b Students do the exercise on their own or in pairs, then check in Vocabulary 10.3 SB p147. Check answers with the class.

● b6 a small shop c7 The shop d3 the worlde2 the most famous f1 clothes g4 Italy

● If necessary, go through the rules one by one with the class, checking students understand them.

● Point out that we also use the with countries that are a collection of states: the UK, the USA, the Czech Republic, etc.

● Also highlight that there are many fixed phrases with the that students have already met, for example go to the cinema/shops, in the morning/afternoon/evening, at the weekend, the news, the weather, etc. Encourage students to record and learn these phrases as one ‘chunk’ when they meet them.

● Students from some countries often use the when they use like, love, hate, etc., to talk about things in general: I love the chocolate. If your students are having problems with this, ask them to compare I like children. (in general, all children) with I like the children. (particular children, for example, the children that live next door).

5 Students do the exercise on their own or in pairs. Check answers with the class.

a10 a very good businessman b12 a gunmanc13 the gunman d8 the head e11 the worstf14 products g9 America

Reading, Listening and Speaking6 a Ask students what they know about the fashion

designer Gianni Versace. Check students understand win an award and sign

copies of a book, and that they remember raise money for charity. Students do the exercise on their own, then check in pairs. Check answers with the class.

2 a 3 – 4 – 5 a 6 the 7 – 8 a 9 a 10 – 11 the12 the 13 the 14 – 15 the

b CD3 19 Play the recording. Students read and listen to check their answers, then fi nd the extra information. Check answers with the class.

1 … in 1984. In September 1988 he opened the first Versace shop in Madrid, Spain.

2 … was killed. But nine days later, a man was found dead on Miami beach. The police believe he was Versace’s murderer.

QuICK REVIEW This activity reviews used to. Students work in pairs and fi nd fi ve things they both used to do fi ve or ten years ago but don’t do now. If necessary, write these prompts on the board before they begin: I used to … So did I./Oh, I didn’t. Did you use to … ? Yes, I did./No, I didn’t. Ask each pair to tell the class one or two things they both used to do fi ve or ten years ago.

Vocabulary articles: a, an, the, no article

Skills Reading: an article; Reading and Listening: a profile

Fashion victimsStudent’s Book p82–p83

10CVocabularyand SkillS

111

7 a Check students understand in a sale and fashion victim (someone who wears fashionable clothes even if sometimes the clothes make them look silly). Tell students they are going to fi nd out if they are fashion victims.

Students work on their own and do the questionnaire.

b Put students into pairs. Students take turns to ask and answer questions 1–6 in the questionnaire and fi nd out how many of their answers are the same.

c Students check their answers to the questionnaire on SB p114 to fi nd out if they are fashion victims.

d Students discuss their results of the questionnaire and tell each other if they agree with them. Encourage students to give reasons for their opinions.

Finally, ask students to tell the class their scores and how they feel about the description of them on SB p114.

1 Check students understand attitudes (opinions or feelings). Students work in groups and discuss the questions. If possible, have a mix of men and women in each group. Ask students to share interesting answers with the class.

2 Students work in pairs and say which words/phrases they know, then check new words/phrases in Vocabulary 10.4 SB p147.

Point out that we try something on to see if it’s the right size or looks good on us.

Highlight that it doesn’t fi t can mean that it is too big or too small and that it suits you means it looks good on you.

Tell students that in the UK a fi tting room is sometimes called a changing room.

Check students remember that if something is in the sale, it’s cheaper than usual.

Model and drill the words/phrases. Pay particular attention to the pronunciation of medium /midiəm/, large /lAd/, receipt /rIsit/ and suits /suts/.

Point out the different syllable stress between the noun refund /rifnd/ and the verb refund /rIfnd/.

REAL WORLD What sales assistants say

3 a Give students time to read the sentences. Make it clear that these are all things that sales assistants say, not complete conversations.

Students work on their own or in pairs and try to choose the correct words.

b CD3 20 Play the recording. Students listen and check their answers. Check answers with the class.

a Wouldb fitting roomc sized salee try it onf bring it backg refundsh payi receiptj receipt

4 Focus students on the photos and elicit who is with Jackie (Damon, the man she met on a date in lesson 2D).

VIDEO 10 CD3 21 Play the video or audio recording (SB p164). Students watch or listen and answer the questions. Students check answers in pairs. Check answers with the class.

1 They are going to Damon’s sister’s wedding.2 Jackie buys a dress. Damon buys a shirt.3 Jackie spends £160. Damon spends £17.50.4 Jackie enjoys shopping but Damon hates it.

Students write an email to a magazine saying what they like and don’t like about today’s fashion in their country.Alternatively, for homework students write about how what they wear now is different from ten years ago. Collect in their papers at the next class and read them out. Students guess who wrote each one.

WritinG

PhPh Class Activity 10C Articles snakes and ladders p187 (Instructions p144)

PhPh Extra Reading 10 Let’s go shopping! p224 (Instructions p213)

Extra Practice 10C SB p124Self-study DVD-ROM Lesson 10CWorkbook Lesson 10C p53

Further practice

QuICK REVIEW This activity reviews clothes vocabulary. Students work in pairs and make a list of all the clothes they know. Set a time limit of two minutes. Students then discuss which students in the class are wearing the things on their list. Find out which pair has the most words and write them on the board. Ask if other pairs have any different words and add them to the list.

Real World what sales assistants say; what customers say

Vocabulary clothes shopping

It suits youStudent’s Book p84–p85

10D rEAL

wORLD

112

9 Put students into pairs, student A and student B. Student As turn to SB p104 and student Bs turn to SB p110. Check they are all looking at the correct exercise.

a Check students understand trainers and brand. Give students time to read the information about their roles and to decide what they want to say. Students can make notes, but should not write the complete conversation. While they are preparing, move around the room and help weaker students with any problems.

b Students work with their partners and role-play the conversations. Student As should start conversation 1 and student Bs should start conversation 2. Tell sales assistants to start the conversation with Would you like any help? as shown in the speech bubbles.

While they are working, monitor and correct any mistakes you hear. Also encourage students to use polite intonation throughout the conversations.

Finally, you can ask a few pairs of students to role-play the conversations for the class.

PhPh Vocabulary Plus 10 Clothes p206 (Instructions p196)

Extra Practice 10D SB p124Self-study DVD-ROM Lesson 10DWorkbook Lesson 10D p54Workbook Reading and Writing Portfolio 10 p82Progress Test 10 p251

Further practice

HELP WITH PRONuNCIATION The letter c

1 a Focus students on the phonemes /k/ and /s/ and the words.

CD3 23 Play the recording. Students listen to the sounds and the words and notice two ways we say the letter c.

Play the recording again. Students listen again and repeat the sounds and the words. If students are having problems producing the sounds, help them with the mouth position for each sound.

back of tongue touchestop of mouth (stop air)

1

move back of tongueaway from top ofmouth (release air)

2

/k/

Point out that when we make the /k/ sound, we stop the air with the back of the tongue against the top of the mouth. We then move the tongue to release the air. If we hold a piece of paper in front of the mouth when we release the air, the paper moves.

5 VIDEO 10 CD3 21 Play the video or audio recording again. Students watch or listen again and choose the correct words/phrases. Check answers with the class.

1 white 2 smaller 3 wants 4 can 5 28 6 is 7 medium 8 doesn’t want 9 can’t 10 home

REAL WORLD What customers say

6 a–b Establish that these are all typical things that customers say when they are shopping.

Students do the exercise on their own, then check inreal World 10.2 SB p148. Check answers with the class.

●  2 Excuse 3 try 4 size 5 back; refund 6 take7 medium 8 cash

●  Highlight that we can say pay by cash, pay with cash or pay cash. We can say pay by cheque/credit card/debit card, but not pay with cheque/credit card/debit card.

●  Point out that we say I’m just looking. when we don’t want the sales assistant to help us.

7 CD3 22 pronunciation Play the recording. Students listen and repeat the sentences in 6a. Encourage students to copy the stress and polite intonation correctly.

8 a Students work in pairs and write a conversation in the shop from the prompts. While students are working, check their sentences and help with any problems.

Possible answers:c Have you got this shirt in a large, please?sa I’ll have a look for you. Yes, here’s a large.c Can I try it on, please?sa Sure. The fitting room’s over there.sa Is it any good?c Yes, I’ll take it.sa That’s £20.50, please. How would you like to

pay?c By credit card, please.sa Your pin number, please. Would you like your

receipt in the bag?c Yes, please. Thanks very much. Bye.sa Goodbye.

b Students practise the conversation in pairs until they can remember it without looking at their notebooks. While they are working, monitor and help students with polite intonation.

c Students work with another pair and take turns to role-play their conversation.

● Ask a few pairs to role-play the conversation for the class. Alternatively, if you have a strong class, you can ask a customer from one pair to role-play the conversation with a sales assistant from another pair.

extra idea

113

tongue near tooth ridge

(push airthroughgap)

/s/

Point out that when we make the /s/ sound, the lips are relaxed, the tongue is near the back of the teeth, and there is some contact between the tongue and the teeth at the sides of the mouth. Also highlight that /s/ is an unvoiced sound (there is no vibration in the throat).

b Focus students on the words in 1a and the general rules. Students do the exercise on their own, then check in pairs. Check answers with the class.

Point out these rules are generally true, but not always. Students should always check pronunciation in a good dictionary.

c = /s/ before e, i and y.c = /k/ before a, o, u and most consonants.

2 a Focus students on the conversation and point out each letter c in bold. Students do the exercise in pairs. Encourage students to say the conversation out loud to decide on the correct pronunciation for each letter c in bold.

b CD3 24 Play the recording. Students listen and check. Check answers with the class.

Play the recording again. Students listen and repeat the conversation. Check they pronounce each letter c correctly.

c Put students in pairs to practise the conversation. While they are working, move around the room and check students are using the correct pronunciation. When they have fi nished, tell students to change roles and practise the conversation again.

Finally, ask students to say one line from the conversation. Check they pronounce each letter c correctly and praise good pronunciation.

continue2learn

Focus students on the continue2learn section on SB p85.

See p34 for ideas on how to exploit this section.

10C6 2 The 3 – 4 the 5 a 6 a 7 a 8 – 9 – 10 the

10D7 2 try this on 3 fitting room 4 doesn’t fit 5 size

6 medium 7 in the sale 8 take it 9 cash10 receipt 11 bring it back 12 refunds

progress portfolio 10

●  See p35 for ideas on how to exploit this section.

Extra practice 10 See p35 for ideas on how to exploit this section.

10A1 2 This magazine is published every three months.

3 The meetings are organised by my boss. 4 Are the employees paid on Friday? 5 A sales report is written every month. 6 Is tea grown in the UK?7 Porsche cars are manufactured in Germany.

2 2 This book was written by my mum. 3 We weren’t invited to the party. 4 The letters were posted last Monday. 5 I wasn’t told about the accident. 6 Were you asked to apply for the job?7 When was the Eiffel Tower built? 8 The 2010 football World Cup was won by Spain.

10B3 3 ✓ I didn’t use to have much money. 4 ✓ I didn’t

use to go out very often. 5 ✓ I used to get quite depressed. 6 ✗ 7 ✗

4 3 I used to visit my grandparents on Sundays.4 I didn’t use to have long hair when I was younger. 5 I went to the park yesterday. 6 I used to speak English at home when I was a child.7 I didn’t do my homework last night. 8 I didn’t use to like vegetables, but I do now.

5 2 someone 3 anywhere 4 everywhere 5 No one6 anything 7 somewhere 8 Everybody 9 something 10 anybody