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TEACHER'S GUIDETEACHER'S GUIDE

4NEW Interlink

SerieS4NEW Interlink

Valéria Siniscalchi

Edited by Maria Eugênia Sanson and Rosa Coelho

TEACHER’S GUIDE

NEW Interlink4

Table of Contents 4

1 Introduction 7

Course aims 7

Course structure 7

Syllabus 7

Course components 8

Approach 10

Methodology 11

New Interlink special features 12 Student’s Book 12 Activity Book 14

Using New Interlink 15

2 Lesson Plans 17

Key to symbols 17

Lesson plans (A1 – D6) 18

3 Resources Pack 67

List of photocopiable resources 67

Resources (A1 – D6) 68

Resources (Game) 86

Resources (Revision Section) 87

Contents

Table of ContentsLANGUAGE IN ACTION GRAMMAR VOCABULARY PRONUNCIATION RECYCLING

A1Long time no see!page 4

Don’t we know each other?I don’t think so.

Revision of questionsWord order in questions

GreetingsWords related to work

Stressed words in wh- questions

wh- wordsQuestions

A2Prizes and rewardspage 6

Ang Lee’s won many awards.Past ParticiplesPresent Perfect (affi rmative, negative)

Types of fi lmsWords related to fi lms

Frequency expressionsPast Simple

A3Changes come in threespage 8

Have you lost weight recently?Present Perfect (interrogative and short answers)

Changes in people’s lifestyle

Connected speech: has he / has she / have you / have they

How about…?Why don’t we…?

A4Something right, nothing wrongpage 10

Let’s have something to drink.I don’t have anywhere to go.Don’t worry. Nobody saw us.

some / any / no + body / thing / where Personality adjectives Word stress

Past SimplePresent PerfectWould

A5Have you ever…?page 12

Have you ever seen an anaconda?When did you see the fi rst one?

Present Perfect X Past SimplePast ParticiplesEver

AnimalsGames

Past SimplePresent PerfectQuestions Relative Pronouns

A6Time to set offpage 14

We came across an elephant.Our SUV broke down.

Multiword verbsAnimalsAdjectivesFeedback expressions

Past SimplePast ContinuousPresent Perfect

Situations Telling stories; giving feedback as a listener. Writing An online community entry about people’s unforgettable experience.

B1The right thing to buypage 16

You could get him a watch.Could Verbs with two objects

ShopsExpressions used to make, accept and refuse suggestions

Frequency expressionsClothesToo + adjective

B2The right size and type page 18

How fast can a Ferrari go?320 kph.

How + adjective Measure adjectives

NumbersAdjectivesVerb beCan

B3You must do the right thing.page 20

You mustn’t drink and drive.You have to stop at a yellow light.You don’t have to wear a seatbelt in the back seat.

Modal verbs: have to /don’t have to / must / mustn’t / can’t

Rules of the road must: /məs(t)/mustn’t: /ˈmʌsən(t)/

Adverbs of Frequency

B4Take my advice. page 22

I feel sick and I have a terrible headache.You should take some medicine.

Giving advice: should / shouldn’t

Parts of the bodyillnesses

Past SimplePresent PerfectVerb have

B5Good for you?page 24

I work a lot.So do I. / Neither do I.

Short responses: So / Neither... I

Words related to healthy habits Sentence stress

Present SimplePast SimplePresent PerfectModal AuxiliaresGiving adviceBe, Can, Have

B6What’s wrong?page 26

How come?Could you say that again, please?

Words related to social rulesExpressions used to ask for clarifi cation and give feedback

Modal AuxiliaresHow + adjective questionsGiving advice

Situations Giving feedback; asking for clarifi cation. Writing A letter to an online community about a problem; recepting suggestions and giving advice.

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LANGUAGE IN ACTION GRAMMAR VOCABULARY PRONUNCIATION RECYCLING

C1What shall we do?page 28

I think we could donate the money to...I couldn’t agree more!I’m not so sure!

Structures used for suggesting, agreeing and disagreeing

CognatesWords related to charity

Word stress in cognates

Could Should

C2We'll help you!page 30

I will go and get the tickets.I promise I won’t forget.Shall I take a photo for you?

Will for promises and offers Verb collocations

ShallCanNegotiatingGoing to futurePresent Continuous for future arrangements

C3I'm meeting them in Rio this Thursday.page 32

We’re going to produce a special CD.What are you doing the day after tomorrow?

Going to for future plansPresent Continuous for arrangements

Types of musicFuture Time expressions

International words

Present ContinuousDatesSuggestions

C4There’ll be snow in Seattle.page 34

It won’t be warm in Chicago.Will there be snow tomorrow?

Will for future predictions

Natural disastersWeather conditions World problems There + be

Agreeing / Disagreeing

C5I’ve already done that.page 36

Have you made all the changes yet?No, I haven’t. Not yet.

Present Perfect with already / yet

Words and verbs related to ‘going green’Housework chores

Indefi nite pronounsAdverbs of FrequencyPast SimpleGoing to future

C6When you come to visitpage 38

We’re leaving on Thursday at 2 p.m.We’re going to work with Pedro and his team.I’ll tell you all about it when I get back.There’ll be some rain.

Expressions related to plans, promises, arrangements and predictions

Future FormsNegotiatingSuggestionsPresent Perfect with already / yetWeather ClothesPlaces

Situations Negotiating. Writing An email to foreign friends coming to your home town.

D1How’s it done?page 40

The screenplay is written.Sound effects aren’t always added.

The Present Passive Words related to the fi lm industry

Verb be in the Simple PresentFilm vocabularyPast ParticiplesSequence linkers

D2How long have you been a cameraman?page 42

I’ve been a cameraman for about twelve years now.He’s lived in Porto Alegre since 2006.

Present Perfect + for / since

Jobs related to the fi lm industry

Connected speech:How long… have you / they?has he / she?

JobsPresent SimplePast Simple

D3How much was spent on the special effects?page 44

Some visual effects were created by computer.The fi lm wasn’t made only for children.

The Past PassiveWords related to the fi lm industryTypes of fi lms

/iː/ and /ɪ/

Types of fi lms Make me feel + adjectiveLikes & dislikesThe Present PassiveVerb be in the past

D4If I fell in love with my boss…page 46

What would you do if you won a million pounds?If they really loved each other, they wouldn’t argue all the time.

Second Conditional Verb collocations for relationships First Conditional

Past Simple

D5This is how it went. page 48

First of all, I was really annoyed because he arrived forty minutes later.

Time expressions Expressions and verbs used to tell a story

Past SimplePast ContinuousSecond Conditional

D6I really recommend it. page 50

It’s a must-see and I really recommend it!The leading role is played by Tom Hanks.It was directed by Steven Spielberg.

Words related to the fi lm industryVerb collocations

Film VocabularyPresent SimplePast SimplePresent PassivePast PassivePresent PerfectSecond ConditionalHow long...? Time Expressions

Situations Explaining how things went. Writing A blog entry about a fi lm.

Learn to Learnpage 53

Revision Section A page 54

Revision Section B page 58

Revision Section C page 62

Revision Section D page 66

Chat Pagespage 70

Vocabulary Packpage 76

Activity Bookpage 81

Stop & Check A page 88

Stop & Check B page 98

Stop & Check C page 108

Stop & Check D page 116

Audioscriptspage 119

Language BankTake-awayExpressionspage 125

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f Course aimsNew Interlink is a six-level course specially designed for adults and young adults whose first language is Portuguese.

The results of a special market research carried out by Cultura Inglesa indicated that Brazilian adult learners usually look for a course that will provide them with linguistic skills in English to express themselves orally, to understand what they hear, and to be able to operate comfortably in business and social situations. They value a good range of vocabulary and aim at a level of comfortable intelligibility. They also expect the process of learning English to take place “quickly”. New Interlink attempts to meet these expectations by making use of principles and techniques that speed up the learning process, focus on essential language for immediate communication, help learners to overcome their psychological barriers and develop a sense of achievement.

f Course structureEach level of New Interlink consists of 24 complete lessons grouped into 4 sections. Each of the six levels of New Interlink is a single volume which integrates Student’s and Activity Book. Each volume provides 40 hours of core work, with additional materials in the Teacher’s Guide which can extend the course to approximately 60 hours.

New Interlink takes students from beginner level (zero or false beginners) up to intermediate level (Common European Framework Level B1, leading into B2).

f SyllabusThe expectations of Brazilian adult learners towards the linguistic content and skills of an ideal course, or what they call “a comfortable level of English”, can be interpreted as a level of linguistic competence equivalent to the Common European Framework Levels B1-B2. The syllabus design in New Interlink was then based on the Association of Language Testers in Europe (ALTE) Level 2 and Cambridge ESOL PET examination syllabus and specifications. However, some adaptation was necessary to meet the needs of the Brazilian market. Some elements were prioritised and others de-prioritised so as to respond more accurately to the Brazilian adult learners’ profile in terms of their perceived needs, specific linguistic difficulties and strengths, general knowledge and cultural background.

LexisFrom the Cambridge ESOL lexical syllabus, some topic areas were reduced or expanded in New Interlink so as to match the needs and interests of Brazilian learners better. Areas such as ‘animals’ include slightly fewer items, whereas others such as ‘technology’ and ‘telecommunications’ have been added to. Also, the fact that Brazilian Portuguese and English share a lot of true cognates allowed the list of lexical items to include words that are usually considered advanced for a Common European Framework Level B, but which would present no difficulty for the Brazilian learner. A positive consequence of the inclusion of such words is the unique opportunity it gives the learners to build up their lexical repertoire more quickly, which is very much in tune with their expectations.

1 Introduction

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f

GrammarAlthough no grammar areas present in the Cambridge ESOL syllabus were discarded, more emphasis was put on some rather than on others, based on how difficult they might be for the target learner to master. This difficulty depends on the degree of similarity or difference between English and Brazilian Portuguese as to the form, concept and use of each particular item. For example, Brazilian Portuguese has verb tenses which are basically the same as the present and past continuous in English, sharing with them both form and concept in most contexts. So these two English verb tenses could be dealt with more lightly and faster than is usually done in international coursebooks, as Brazilian learners can grasp their concept and form much more easily than, for instance, speakers of German or French. On the other hand, it is usually quite hard for Brazilian learners to use ‘there to be’ correctly, because Brazilian Portuguese expresses this concept in a totally different way from English. Therefore a differentiated approach was used when presenting and practising it, so as to provide the learner with activities that were appropriate to the specific sort of difficulty they usually face.

PhonologyThe list of phonological aspects to be dealt with in New Interlink contains only those segmental and suprasegmental elements that are especially difficult for the Brazilian learner to master, and that might affect their comfortable intelligibility. For example, Brazilian learners tend to confuse the phonemes /r/ and /h/ in initial positions, so special emphasis is given to the contrast between them. By the same token, there is no focus at all on the production or contrast between the phonemes /b/ and /v/, as they do not represent a problem for Brazilian Portuguese speakers.

TopicsThe common cultural background shared by the prospective users of New Interlink – learners and teachers – allowed the team of authors to select topics which are seen as relevant for Brazilian adult and young adult learners and provide an ideal basis for presentation of language and skills development. Work and study, family, entertainment, travelling are some of the topics most Brazilians would want to talk about in English.

f Course components

Student’s BookThe Student’s Book consists of 24 lessons divided into 4 sections (A, B, C and D). Lessons are presented on a double-page spread covering different topics and presenting a range of structures, vocabulary and pronunciation points that meet the specific needs and characteristics of Brazilian learners. At the end of the book, students can find the following special sections and materials:f an interactive word bank (Vocabulary Pack)f information-gap activities (Chat Pages)f a Revision Section containing a set of activities for each section of the book to be done in class at teacher’s discretionf an Activity Book fully integrated with the Student’s Book f separate answer keys for the exercises in the Revision Sections and Activity Bookf separate Language Reference Cards, to be used at any time in class or at home for language support

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f a CD for student’s use, with essential recorded audio texts and a ROM feature with interactive activitiesf audioscripts of listening texts and a list of CD tracks

Activity BookThe Activity Book is fully integrated in the Student’s Book – not a separate book. It provides an opportunity for learners to consolidate and expand the language presented in the 24 lessons. There is one set of Activity Book exercises for each lesson. Most of these are practice exercises designed for homework use, but some may also be done in class, as further consolidation practice (see Link Exercise below).

The Activity Book also includes a list of core words and expressions in each lesson, as well as preparation for writing activities and self-evaluation exercises (see Writing Helpdesk and Stop & Check below).

New Interlink 1, 2, 3 and 4 Activity Books also offer study tips to help learners develop learning and studying strategies.

New Interlink 5 and 6 Activity Books also include exam practice tips and exercises for the Cambridge ESOL Preliminary English Test (PET).

Teacher’s Classroom CDs and Student’s CD-ROMNew Interlink provide different audio CDs for the teacher and for the students. The two Teacher’s Classroom CDs include all the recorded listening material available for the book.

The Student’s CD-ROM includes the main recordings that can be used by learners at home, in a car or on a personal stereo or computer for extra listening practice for both the Student’s Book and the Activity Book. The audioscripts at the end of the book offer extra support for this self-study. The Student’s CD-ROM also features interactive activities.

Teacher’s GuideThe Teacher’s Guide provides detailed plans for all the lessons in the Student’s Book, tips and ideas on classroom management, language features, cultural notes as well as suggestions and materials for extra activities. It also includes full answer keys and a Resources Pack with printed photocopiable materials to be used in the classroom. The pack comprises pdf slides / OHTs, information-gap cards, role-play cards and other materials.

Multimedia CD-ROMA special component of the material, the Multimedia CD-ROMs are an optional resource for teachers which can be used for language presentation and practice in the classroom. It presents a number of short computer-based materials that integrate recorded texts (words, expressions, sentences or dialogues) and images (drawings or photographs) – often animated and interactive. These activities provide the teacher with a tool to motivate the learners and focus their attention, organise their learning and enhance their speaking opportunities in the lesson. This technological device, when put to sound pedagogic use, creates ‘memorable moments’ in the classroom. It also meets the needs of a great number of learners who use computers in their offices and homes on a regular basis, and would expect this type of technology to have a role in the learning process.

The Multimedia CD-ROM also includes special materials designed for the interactive white board.

Because not all schools using New Interlink have access to classroom computers, non-multimedia alternatives are suggested in the Teacher’s Guide. Integrated pdf slides / OHTs, handouts, flashcards and recordings on CD – among other possibilities – can replace the material designed for the computer in classrooms which do not have the technology.

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f ApproachThe main pedagogical principles of New Interlink have their roots in the Communicative Approach to Language Teaching and in the Lexical Approach. The methodology includes various techniques taken from a range of teaching methods in a principled way.

Here are some of the main principles of New Interlink:

Language is a means of communication. The majority of activities proposed in the material aim at promoting interaction with tasks that involve negotiation and sharing of information among learners. The language provided in New Interlink for communication was based on Lewis’ concept of ‘probable rather than possible English’ (Implementing the Lexical Approach, LTP, 1997:15). This means that the English presented in New Interlink was chosen not only for its correctness, but mainly for its frequency and appropriateness in real use. Some ‘EFLese’, however, could not be totally avoided as the language of communication in class at very early stages.

Learning does not take place in a linear way. A systematic process of recycling underlies New Interlink with a view to guaranteeing the constant recurrence of certain language items and features. A whirlpool approach was established for the materials helping learners to internalise the target language at a dynamic and lively pace. Instead of massive repetition of language items in one go, which may increase the learners’ level of anxiety and damage their self-confidence, New Interlink promotes distributed recycling of vocabulary and grammatical structures.

The four skills need to be developed. The development of oral and listening skills was prioritised in New Interlink as a direct response to Brazilian learners’ wants and expectations. However, reading and writing skills are needs which can be clearly related to the learners’ professional requirements. The four skills are dealt with within the material in different proportions (Refer to Syllabus Rationale section above) but they are all present and are developed in an integrated manner.

Learning is a cognitive process. Learning becomes more effective when learners get intellectually involved in tasks which stimulate both right and left hemispheres of the brain. The activities and tasks proposed in New Interlink make use of learners’ previous experience and encourage them to speculate on the language, to solve problems and to be creative.

Students should take an active part in learning.Besides presenting tasks that keep learners busy and cognitively involved, New Interlink attempts to develop students’ autonomy by providing study tips for learner training and a number of tools for self-study such as the Activity Book, the CD-ROM and the New Interlink Routes.

The sound use of L1 is a powerful teaching/learning tool. As speakers of Brazilian Portuguese, the team of authors of New Interlink are aware of the language system features of the learners’ L1 which gives them the opportunity to make L1 an ally to enhance learning. Therefore activities involving L1 and L2 comparison are to be found in New Interlink. Although students and teachers are encouraged to use English as much as possible, the use of L1 as a means of instruction occurs especially at earlier stages with a view to offering learners affective support and enhancing their self-confidence.

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Vocabulary is the major tool to carry meaning. Since the authors of New Interlink were in the privileged situation of creating materials to be used with groups of monolingual students, i.e. Brazilian Portuguese speakers, the materials expose learners to a significant quantity of vocabulary which makes good use of true and false cognates and favours the noticing and use of language in meaningful chunks most of the time. This provides learners with “language to go” from the very beginning, which meets their immediate need to communicate. However, the significant amount of vocabulary students are exposed to in New Interlink does not mean that all language should be productive. New Interlink “pre-cycles” a lot of vocabulary using lexis to provide more natural contexts but not necessarily as language to be focused on or practised at that stage. This pre-cycled vocabulary will appear later in the series as productive language.

Learners need to have motivation and develop a sense of achievement from the very beginning. In order to nurture strong and consistent motivation and a positive feeling towards the process of learning, learners need to be exposed to challenging but comprehensible input in a comfortable and relaxed atmosphere in which they feel at ease, confident and ready to learn. New Interlink tries to build an anxiety-free environment and presents activities that are useful to the learners, relevant to their needs and within their capability, which should ensure motivation and foster a sense of achievement. New Interlink also provides consistent but not exaggerated practice which allows adequate manipulation and rehearsal of the language before it is used more freely.

f Methodology

PresentationIn the New Interlink series, language is presented in context: in dialogues, in reading texts, in combinations of reading and listening texts or by means of illustrations, charts or Multimedia images. Contexts are as similar as possible to real life situations, showing to students the authentic purposes for the language they are learning. Presentations also attempt to make use of students’ knowledge of the world and previous knowledge of the foreign language. In the case of adult learners, this usually means they can contribute a lot to language presentation, which helps them develop their self-confidence. Comparisons to Portuguese also aid the presentation of vocabulary and grammar, and pronunciation is viewed as an integral part of any language presentation.

PracticeA lot of practice is provided in the New Interlink lessons. After being presented in context, language is practised in activities ranging from totally controlled to totally free modes. Students are given plenty of opportunity, individually, in pairs and in groups, to drill language, to manipulate linguistic forms, to role-play real life situations and to express their own ideas. Audio recordings, multimedia materials, charts, diagrams, gapped dialogues, matching and completing exercises, memory games, card games are some of the means used to provide students with a wide variety of practice activities in class. Oral and interactive activities are prioritised in class since classtime is precious and should be optimised for communication. The Activity Book offers extra opportunities for the recycling and consolidation of language, which can be done on a self-access basis. Revision Sections also present practice activities to be used in class or at home.

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PersonalisationAn important feature in the New Interlink lesson is personalisation, in which students have the chance to use the language to refer to their own experiences, to express their own opinions, to speak and write about themselves and to ask and answer real questions. This is naturally highly motivating for the learning process, as it provides substantial evidence of student’s competence. Personalisation can take place at any stage in a lesson.

ListeningThroughout the book learners are exposed to a range of listening text types and accents. They are given practice in listening for gist, listening for specific information, predicting and inferring. Listening texts are used to contextualise language, to aid language presentation, to help reading comprehension by indicating effective chunking, to provide practice, to check answers and to consolidate language.

ReadingStudents are also presented with a variety of reading texts which contextualise and recycle language. Different tasks develop learners’ ability to understand general meaning, to identify specific information, to infer intended meaning and/or to guess the meaning of new words from context.

WritingAlthough New Interlink prioritises speaking as a productive skill, writing is present in all books of the series, gradually ranging from simpler tasks in the first book to more complex texts in the others. Each lesson Section ends with a main writing task that is totally integrated with the topic and language of the Section. Preparation for writing activities are provided both in the Student’s Book and in the Activity Book (see Writing Helpdesk below).

RecyclingThe New Interlink methodology offers numerous opportunities for recycling of language throughout the book, aiming at making this process of recycling more evident to students.

f New Interlink special features

f Student’s Book

OrganizerLessons in New Interlink include an Organizer, where the new target language items are signposted and systematized for the learner. The Organizer presents summarised explanations with minimal use of metalanguage and include tasks to aid students in their discovery of patterns in the language by helping them come to conclusions. The Organizer also serves as a reference for practice activities in the lessons.

Interlink BoxInterlink boxes focus on areas of English which are frequent sources of confusion, misunderstanding and error for an average Brazilian learner. They highlight common problems

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Brazilians may face with particular language items being dealt with in the lesson, and function as a reminder of which areas learners must pay special attention to.

Pronunciation BoxIn New Interlink, pronunciation is considered essential to the understanding and production of language. Word stress, sentence stress, the linking of consonants and vowels, strong and weak forms in connected speech are highlighted from the very beginning in an attempt to sensitise students to important features of the language. Colour codes such as pink for stressed syllables in new words or yellow for connected speech are used systematically in the book as an integral part of language presentation and practice, also giving students the opportunity to learn and practise by themselves. The Student’s CD-ROM that accompanies the book facilitates this task.

Tip BoxNew Interlink lessons include several tips about relevant and interesting aspects of the English language which may facilitate the learning process. Tips may refer to spelling, British and American varieties, special plurals, special pronunciation features, to name but a few.

Recycling BoxThis features in New Interlink 2 to 6. It is designed to help the teacher elicit / revise previously taught language, either as part of the grammar focus of the lesson or as preparation for a communicative activity.

WeblinkThe Internet is an excellent source for authentic texts, where students can develop reading skills, expand vocabulary and develop learner autonomy. In New Interlink some lessons recommend sites related to the topic of the lesson. Teachers should encourage the students to visit these websites and there are some suggested tasks given in the Teacher’s Guide.

Revision SectionFor each lesson Section in the Student’s Book there is a set of revision activities to be found at the end of the book. The Revision activities can be used at the teacher’s discretion in revision lessons or as part of regular lessons, according to the needs of the learners. They include listening activities, vocabulary and grammar exercises and speaking practice activities, often using extra resources available in the Resources Pack. Revision Sections are mainly class material, though a few exercises can be done at home.

English in ClassClassroom language is an important part of the linguistic content of a course as students are able to see the immediate relevance of what they are learning and can use it authentically in class, thus increasing their motivation. New Interlink 1 has special sections that focus on the teaching of classroom language. Once presented, language should be constantly revised and its use frequently encouraged by the teacher.

English at WorkAnother feature of New Interlink which meets the needs of adult learners are extra activities that focus on special needs of their professional life. The English at Work activities focus on language required for the workplace and for talking about the work environment.

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f Activity Book

Link ExerciseThis is an Activity Book exercise designed in such a way that it can be integrated in the Student’s book as part of the lesson, if the teacher feels the need for extra consolidation of the main item being taught. If it isn’t used in the lesson, it can be assigned as homework with the other Activity Book exercises. The Link Exercise is clearly signposted both in the Student’s Book and in the Teacher’s Guide by the icon .

Stop & CheckThere is one Stop & Check in each Activity Book Section (A6, B6, C6 and D6). It is a set of test-like exercises to help learners self-evaluate and revise.

Writing HelpdeskThis is a set of activities in the Activity Book (A6, B6, C6 and D6) that helps the learners organize ideas for the writing task suggested in the Student’s Book. It also helps them put together the language items necessary to build up sentences and paragraphs more easily. The Writing Helpdesk can be used at home by the learner on his or her own, or in class with coaching by the teacher.

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Section C

Revison Section B Activities and exercises for revision lessons 7 Get cards... 15 Student A g Chat Page...

Student B g Chat Page...

B2New language

7 Student A g Chat Page...Student B g Chat Page...

B3New language 7 Look at the picture...

Section A

B1New language

Page 92 #2

[LINK EXERCISE]

B4New language

1 g Vocabulary Pack 5...

B5New language

8 Student A g Chat Page...Student B g Chat Page...

B6Recycling and expandingWriting Helpdesk BStop & Check B

Activity Book B1

SB page 92

f Using New InterlinkA Student’s Book Section and its companion components. Examples taken from lessons in Section B.

Chat Page Student ASB page 53

Chat Page Student BSB page 54



Vocabulary Pack 5Your family h B4SB page 61

Resources PackTG page 94

Resources PackTG page 74



Activity Book B6Writing HelpdeskSB page 100

Activity Book B6Stop & CheckSB pages 101-102

Language Reference Cards B

Summary of language taught in Section with discovery exercises

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Key to symbols

st / sts student / students

T teacher

B board

OHT overhead transparency

esp especially

#2 activity 2

teacher-student

individual work

pair work

group work or mingle

WEBLINK site(s) related to lesson topic

Link Exercise

estimated time: 20 minutes

Resources Pack New Interlink 4 – Lesson A3 activity 1

Audio CD 1 Track 23

Multimedia CD-ROM Lesson D6 activity 7

e-Board e-Board activity available

CD1 Track 23

RP4 A3.1

TS

20 MIN

IND

PW

MGL GW or

MM D6.7

2 Lesson Plans

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spEAkING & READING 15MIN

First class ice-breaker

TS Books closed. Write prompts on the B for sts to fi nd outinformation about different people in class. Select 5 or 6 prompts appropriate to your group. Elicit the questions before starting.

MGL Sts stand and ask each other the questions. Monitor and take notes. After 5 minutes, ask sts to tell the class one interesting thing they learned about each other. Make comments on your notes, if necessary.suggestions of prompts: studied at the Cultura last year / has been to England / is working at the moment / has children / has never been abroad / is married / has failed a test / has met somebody famous / would like to go to the moon / has seen (name of recent fi lm) / comes to the Cultura by car

1 TS Books open. Tell sts to cover the conversations in #1. Ask What differences are there between the pictures? Teach shake hands.

PW Refer sts to the photos and instructions. Give pairs a few minutes to discuss but tell them they should not try to put sentences in order now. Elicit possible answers from class. KEY: photo 1: Julia, a hotel receptionist, and Jeff, who are friends.

photo 2: Jeff and Laura, a journalist, who have just met.

2 CD1 Track 2

IND Refer sts to the jumbled dialogues and the fi rst lines. Get sts to read and order the dialogues. Play CD track for sts to check answers. Classcheck.KEY: Conversation1: 6 – 5 – 3 – 2 – 1 – 4

Conversation2: 3 – 2 – 1 – 5 – 6 – 4

voCAbuLARY 15MIN

3 IND Focus on the sentences in yellow in the conversations in #1. Explain the exercise using example in number 1. Sts match the other expressions with the explanations. Classcheck and drill the expressions by getting the whole class to repeat each phrase after you (Choral repetition).KEY: 2 Long time no see!

3 What are you doing at the moment?4 Nice to meet you.5 Don’t we know each other?

4 PW Tell sts they will now use the expressions in #3 tostart short conversations with three different people in class. Highlight they have to use three different expressions. Sts talk to the classmate on their right. Encourage them to go on with their conversations for one minute. Sts change pairs, talking to the one on their left. Monitor and be available for help. At the end sts share the topics of their conversations with the class.

READING & LIsTENING 10MIN

5 CD1 Track 3

1 TS Before playing the CD track, ask sts to read the article and guess which facts may be true or false. Check sts’ guesses without confi rming anything. Play CD track for sts to listen to the interview and write T or F next to the lines. Classcheck. KEY: 2 F 3 F 4 T 5 F 6 F 7 T 8 F

2 Play track again for sts to correct the false sentences. Classcheck. Ask Have you ever worked in a hotel? Would you like to have this job? Why (not)?KEY: 2 Two years ago

3 Because he meets people from all over the world.5 No more than half an hour.6 twice a week 8 to be a fi lm director

TIP:Get sts to practise the dialogues in #1 in pairs after #3. Ideally, this type of controlled practice should be done after you have gone through the new vocabulary so that sts understand what they are saying, instead of merely “parroting” language.

2

INDsts to read and order the dialogues. Play CD track for sts to check answers. Classcheck.KEY:

3in #the other expressions with the explanations. Classcheck and drill the expressions by getting the whole class to repeat each phrase after you (Choral repetition).KEY:

Aim(s) of the lesson:f Talking about oneself

VOCABULARY

EXpREssIoNs: Don’t we know each other?, I don’t think so, Long time no see!, Nice to meet you, What are you doing at the moment?, What’s the best / worst thing about your job?

GRAMMAR

Revision of questions Word order in questions

PRONUNCIATION

Stressed words in wh-questions

SKILLS

Listening to dialoguesSpeaking: asking and answering classmates questions Reading a magazine article

RECYCLING

wh- wordsQuestions

A1 Long time no see!

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GRAMMAR RECYCLING 10MIN

6 BookTrack CD1Track 4

IND Focus on Laura’s notebook and her questions, 1 to 13. Get sts to complete the questions with the appropriate auxiliary verb or form of the verb be, looking at the Organizer. Monitor for accuracy, helping if necessary.

TS Highlight the form of questions by eliciting the appropriate use of do, does, did and will in the Organizer. Focus on the Interlink box and highlight the typical error caused by Portuguese transfer.Play CD track for sentence 1 and help sts notice the stressed words (Where/live). Play CD track for the other sentences. Classcheck after each sentence, asking sts to mark the stress on each question. Have sts repeat the questions aloud to feel the stress more clearly. Play track again for sts to listen and repeat.KEY: 2 do 3 do 4 did

5 ’s 6 do 7 does 8 do 9 are 10 ’s 11 ’s 12 do 13 will

MulTiMediaTrack MMA1.6

PW Allow sts some time to look at the questions and come up with the right aux verb. Drag and drop the aux verbs to check. Wrong verbs will bounce back. Refer them to #6 in the SB and give them 1’ to do it individually.

PW Ask sts to underline the words they think are stressed in each sentence. Refer them to MMClass and click on sound icon to highlight words and play sound. Sts listen, check and repeat. Call attention to the fact that auxiliary verbs are not normally stressed.

spEAkING 15MIN

7 PW Refer sts to Laura’s questions 10 and 11. Get sts to guess Jeff’s answers. Classcheck by writing possible answers on the B so that sts notice the use of noun phrases or verbs in the –ing form to complete the sentence The worst / best thing about my job is….KEY: suggestions:

10 Working at night, the night shift 11 Meeting people from all over the world, speaking their languages.

Get sts to do Activity Book page 81 #2.

8 TS Refer sts to the ideas in the box and elicit a few examples. Get sts to talk about their job / school. Monitor closely and help, in case sts need some extra vocabulary. Elicit a few examples at the end.

9MGL Have sts ask Laura’s questions to two other sts in class, taking notes, if necessary. Tell sts they should discover two things that they have in common and two that are different. Monitor and take notes for delayed correction. Get sts to give feedback to the class as in the example. Write some of your notes on the B and elicit correction.

EXTRA

f FoLLow up

Get sts to write down the two things they found sts have in common and the two that are different in #9. Ask them to add two more sentences comparing themselves to a brother / sister / friend / boyfriend / colleague etc.

HoMEwoRk Activity Book A1, page 81.

TIP:This is a quick personalization exercise, for sts to have some fluency practice. They are not expected to be totally accurate here, but use the opportunity to evaluate individual st’s specific needs as you monitor.

19

Aim(s) of the lesson:f Talking about past experiences

VOCABULARY

NouNs: award, prize, screenplay; degrees: B.A., M.A.; types of fi lms: action, comedies, fantasy, horror, mystery, romantic, science fi ction, thrillers

GRAMMAR

Past ParticiplesPresent Perfect (affi rmative, negative)

SKILLS

Speaking: talking about past experiences with fi lms, books and placesListening to a dialogue Reading a biography

RECYCLING

Frequency expressions Past Simple

voCAbuLARY & spEAkING 10MIN

1 TS Books closed. Write the words cinema and reading on the B. Ask Do you like going to the cinema? Do you like reading? Which one do you prefer? Elicit sts’ reactions.Books open. Drill the 8 types of fi lms and stories, starting with a choral repetition and continuing with three individual ones. Ask sts to tick their two top choices. Elicit sts’ answers.

GW Have sts compare their choices and talk about their taste in fi lms using the prompts. At the end ask groups about the most popular types.

READING & LIsTENING 10MIN

2 CD1 Track 5

PW Tell sts to cover the text and look at the fi ve photos A to E.Tell sts to answer questions 1 to 3. Don’t confi rm sts’ answers now.

IND Ask sts to uncover the biography of Ang Lee. Play the CD track for sts to listen, read and check their answers. Classcheck. Ask Have you seen his fi lms? What are they like?

TS After sts read and listen to the text, clarify any vocabulary doubts they may have, especially B.A. (Bachelor of Arts), a regular university degree, and M.A. (Master of Arts), a master’s degree.KEY: 1 From Taiwan. 2 He’s a screenplay writer and fi lm director.

3 B, C, D, E are fi lms directed by Ang Lee (A).

3 IND Get sts to re-read the text more carefully and answer questions 1 to 6. Use the example to show they can write short answers for the year or a question mark if the answer isn’t in the text. Classcheck.KEY: 2 In 1983. 3 In 1990. 4 ? 5 In 1992. 6 ?

GRAMMAR 15MIN

4 IND Refer sts to the verbs in yellow in the text. Sts complete the sentences. Don’t check them now.

5 CD1 Track 6

TS Play the CD track for sts to check their answers for #4. Classcheck. Play the CD track again for sts to repeat the sentences. KEY: 1 wrote 2 has written 3 directed

4 has directed 5 won 6 has won

6 BookTrack TS Tell sts to look at sentences in #4 again, at the examples in the Organizer. Ask: Do we know when Ang Lee wrote the other screenplays? (No.) / Does it matter to the author? (No.) /Do we know when he won his other prizes? (No.) /Does it matter to the author? (No.) / What tense does the author use when it does matter when things happened? (Past Simple.)

TS Ask sts to circle the correct options in the Organizer. Classcheck.Emphasise the fact that the Present Perfect doesn’t have a specifi c time reference because it does not matter ‘when’. Refer back to the Organizer and ask sts how the Present Perfect is formed (aff. & neg.).


TS Carry out this activity as a substitution and transformation drill. Tell sts that they will see a prompt and use it to create a sentence in the Present Perfect and then transform the sentence according to the cues they see. Click to show fi rst prompt (He / direct / many fi lms). Click again to see fi rst cue (n). Elicit affi rmative sentence, i.e. He’s directed many fi lms. Click to check. Repeat. Keep a brisk pace. There are fi ve cues for each of the four prompts.

Read the Tip box to sts and elicit a few more examples of regular and irregular verbs they have seen in this lesson (#3 and 4), with their Past tense and Past Participle forms. Then, show sts the Language Bank on page 125. Drill a few verbs and participles from the Bank, esp. write, win, see, make.

If time allows, ask sts to write a sentence about the prizes they have received in their lives without mentioning the time. Give two examples yourself. Then ask sts to write the same sentences again this time adding the time when, and so using the past tense.KEY: 1 past 2 more

LEARNINGTIP: Tell sts the only way to learn the past participle of irregular verbs is by memorizing. Make it clear to them that it is their responsibility to use the Language Bank (page 125) and learn them as fast as they can.

A2 Prizes and rewards

20

PW Get pairs to compare their answers and correct the false ones. Play CD track again for pairs to confirm their answers. Classcheck.KEY: a F (not all films) b T c F (He has, in Berlin.)

d F (He has, 3 or 4 times.) eT f T g F (He has, in the US and Canada.)

spEAkING 15MIN

8 TS Refer sts to the exchange and make them repeat the example lines after you. Make it a true exchange by reading line A yourself and inviting sts to respond with true information. Give another example with sentence b (I’ve read the novel…), if necessary.

GW Sts discuss their experiences in groups. Monitor closely for accuracy. At the end, elicit a few personal examples about sentences a to g (eg. I have / haven’t seen all Ang Lee’s films. I have / haven’t read the novel…)

9 TS Refer sts to the pictures of the book, film and place. Show them the model exchange and ask them to guess if YOU have read/seen/been to these. (Sts are A and you are B). Respond with true answers. Tell sts to write any names of books, films and places – some they have read/seen/been to, some they haven’t.

PW They show their lists to a partner, who has to guess if they have or haven’t read/seen/been to. Then, pairs exchange roles. Elicit a few books, films and places sts have read/seen/been to at the end.

Weblink Encourage sts to visit the website and find THREE new pieces of information about Ang Lee. Elicit their answers at the beginning of the following class.

EXTRA

f FoLLow up

TS Refer sts to the audioscript of the conversation between Rachel and Pedro. Play the CD track again and tell sts to focus on the different ways people say “I’m sorry” at the beginning and at the end of the dialogue. Discuss the reasons why the utterances have different stress and intonation.

HoMEwoRk Activity Book A2, pages 82 & 83.

TS Refer sts to the box of Contractions. Tell sts the affirmative forms of have are weak forms, so they shouldn’t be stressed. That’s why they are contracted. The negative forms haven’t and hasn’t are stressed.

oPTioNaldrill

T: write a lot of screenplays (affirmative) – I’ve written a lot of screenplays.Sts: I’ve written a lot of screenplays.T: TheySts: They’ve written a lot of screenplays. prompts: direct a lot of films – he – write many books – we

T: win many awards (negative) – We haven’t won many awards.Sts: We haven’t won many awards. T: heSts: He hasn’t won many awards.prompts: live abroad – they – work in the cinema – she

GRAMMAR pRACTICE & LIsTENING 15MIN

7 TS Focus on the picture, asking sts Who are these people? Where are they? What are they doing? What’s happening?.

1 TS Refer sts to the past participles in the boxes and ask What are their infinitives? Refer them again to the Language Bank on page 125 to help them find the infinitives and also see that, with regular verbs, the past participle looks and sounds the same as the past tense form. Quickly drill the pronunciation of each past participle in the boxes before asking them to do the activity.

IND Sts complete sentences a to g. Classcheck by asking individual sts to read their answers. Ask Which sentences do you think are true or false?KEY: b read c met d travelled e been f won g lived

2 CD1Track7

TS Tell sts they will listen to Rachel and Pedro’s conversation and write T or F. If sentences are false, they should write the correct information. Play CD track for sts to do the exercise. Stop the CD at regular intervals, if necessary.


TIP:Take the chance to highlight the use of contractions and drill a few sentences if you feel sts haven’t grasped the correct stress.

21

Aim(s) of the lesson:f Talking about achievements and recent actions

VOCABULARY

NouNs: ballroom dancer, body art, decoration, dental treatments, encouragement, health, makeover, makeup, neighbours, overweightADJECTIvEs: glamorous, naughty, uncontrollable vERb CoLLoCATIoNs: change (your hairstyle), get a new (piercing, tattoo), have (cosmetic, eye) surgery, (lose, put on) weight, redecorate, start a diet

GRAMMAR

Present Perfect (interrogative and short answers)

PRONUNCIATION

Connected speech

SKILLS

Speaking: talking about achievements and recent actionsReading a TV guide

RECYCLING

How about Why don’t we...?

READING & spEAkING 20MIN

1 1 TS Books closed. Ask sts Do you watch reality shows?Which are your favourite ones? What are they about?

PW Books open. Refer sts to the TV guide and to the questions. Tell them they should not read the details of the text but just read it quickly to fi nd what it is about. Sts do the exercise. Classcheck. KEY: Miami Ink Supernanny Dancing with the Stars

You are what you eat Trading Spaces Ten Years Younger

2 PW Tell sts that they could do the exercise because somekey words helped them even if they did not understand everything. Ask pairs to circle ONE word that helped them.

3 PW Ask pairs to compare their words with another 2 or 3 pairs. Hopefully, sts will fi nd out that they circled different words. Classcheck, eliciting different key words related to the same topic.

TIP:Tell sts that reading a text quickly to fi nd the general topic (skimming) is a frequent reading practice. Looking for key words is an essential strategy for understanding.

2 TS Tell sts they will have to agree on programmes to watch tonight. Elicit / recycle ways of making suggestions and agreeing /disagreeing.

GW Groups discuss their choices. Monitor closely for fl uency, encouraging sts to suggest, agree and disagree. At the end, groups report their decisions, justifying their choices. Ask Do you watch these reality TV programmes? Would you like to take part in any of these programmes? Which one? Why? Why do you think these reality shows are so popular now?

GRAMMAR 15MIN

3 1 IND Refer sts to the pictures of the participants andask sts to identify the shows they were in in the TV guide in #1. Sts write A to D in the boxes in the TV guide. Classcheck. KEY: A Trading Spaces B Dancing with the Stars

C You are what you eat D Ten Years Younger

2 CD1Track8 e-Board

TS Refer sts to the four sentences in #3 and ask Which verb tense was used in the four sentences? Refer sts to the PRESENT EVIDENCE column in the Organizer. Sts complete the RECENT ACTION column with the participants’ sentences in #3. T models the completion of fi rst sentence with sts. Sts fi ll in the others. Play CD track for sts to check their answers.Have sts choose the correct option (can). Classcheck. Explain that the Present Perfect is also used to talk about achievements and recent actions. Refer sts to 1st recent action. Ask How do you know these actions happened recently? (Because you can see the results in the present.) What are these results? KEY: can

1 I’ve learnt how to dance really well!2 The Joneses have redecorated our bedroom.3 She’s changed her appearance completely.4 He’s lost a lot of weight.

A3 Changes come in threes

22

4 BookTrack TS Refer sts to the 4 questions to be asked the 4 people in #3. Sts match questions and participants by writing A to D in the parentheses. Classcheck. Ask What do you imagine they answered?

PW Refer sts to the second part of the Organizer with questions and short answers. Ask How’s the interrogative formed in the Present Perfect? Show inversion of have / has and subject on the B. Ask What about the short answers? Sts write down the answers they think the participants gave. Classcheck by inviting different sts to read the questions and the answers. Take this opportunity to show the correct pronunciation of connected have / has + pronouns in questions, as indicated by the phonetic scripts.

pRoNuNCIATIoN 5 MIN

MulTiMediaTrack MMA3.4-5

TS To replace #4-5. Tell sts they are going to ask questions to the people in #3. Click on Action to see picture. Invite a st to click on the appropriate question. Do the same with the three following images. Tell sts to look at the four questions. Refer sts to the second part of the Organizer with questions and short answers. Ask How’s the interrogative formed in the Present Perfect? Show inversion of have / has and subject on the B. Ask What about the short answers? Elicit pronunciation. Tell sts there are letters that are not pronounced within the sentence (elision). Invite a st to click on letters which are elided. Letters will fade; auxiliary verbs and subjects will be highlighted; the phonetic transcription will appear. Click on the sound icon and ask for repetition.


TS Play CD track for sts to listen and repeat the sentences from #4.

oPTioNaldrill

T: stop eating sweets – Has he stopped eating sweets?Sts: Has he stopped eating sweets?T: lose weight recentlySts: Has he lost weight recently? prompts: they – start a diet – she – learn anything new today – you

NOTE: Encourage sts to give short answers, e.g., put your thumbs up or down for affirmative or negative answer (at your discretion).


spEAkING 15MIN

6 TS Get sts into groups of three and refer each member to a different Chat Page. Tell sts to check which information they have and what they need to find out. Ask sts to keep their information secret. Before they start talking, focus on the Tip box so that sts can find the past participles of the verbs they will need to chat. Elicit a few examples of questions to make sure sts ask correct Present Perfect questions.

GW St A starts by asking B and C about Rachel and Marco. He / She ticks the appropriate box. St B does the same, asking A and C. St C asks A and B. Sts alternate asking and answering questions until they find all the information they need. Monitor for accuracy and take notes of sts’ mistakes. At the end, classcheck by eliciting all sentences about Rachel and Marco and deal with sts’ mistakes, if necessary (debriefing).

7 TS Tell sts they will now ask and answer questions about their own lives. Get a few volunteers to model the exchange using the ideas from the Chat Pages, but encourage different questions too. Also encourage them to respond by adding comments (eg. A: Have you bought a new car recently? B: Yes, I have. A: Oh, really? What’s it? …

PW Get sts to talk in pairs, alternating roles. Monitor unobtrusively, so as to check learning. At the end, get a few sts to report changes in their partners’ life.

EXTRA

f FoLLow up

Get sts to make guesses about changes in your life. See who can get an affirmative answer from you.


23

LIsTENING 5MIN


TS Focus on pictures A to C. Ask Who can you see in these pictures? Where are they? What are they doing? What’s happening? Tell sts they will listen to 3 short dialogues between Marco and Rachel. Play CD track for sts to number the scenes in the correct order. Don’t play CD track for a second time as it will be played again in #2. KEY: 2 – 3 – 1

MulTiMediaTrackMMA4.1

TS Ask sts to do SB A4.1. Play video to check answers.

voCAbuLARY 15MIN

2 1 CD1 Track 10

TS Focus on the words in the box. Ask What kind of words are these? (Adjectives) What do they express? (feelings, emotions). Elicit / teach the meaning and pronunciation of the adjectives.

IND Sts complete the sentences. Play CD track again for sts to check their choices. Don’t classcheck their answers.

2 PW Invite 2 pairs of sts to model the exchange before stsdiscuss their choices in pairs. Encourage sts to justify their choices. Monitor closely for fl uency, offering help if necessary. Elicit a few ideas at the end. SUGGESTEDKEY: scene 1: angry – angry / jealous / upset

scene 2: sad / angry / upset – sorry scene 3: happy

3 PW Same pairs discuss the question. Explain the meaning of making up before sts attempt to do the task. Classcheck. Ask Have you ever been in a similar situation? How did you make up? Are you jealous? KEY: They stay at home, have something to drink and listen to

some music.

GRAMMAR & pRoNuNCIATIoN 15MIN

3 IND Tell sts they will try to remember the scenes the sentences were taken from. Paircheck, then classcheck. If sts ask questions about some / any / no combinations, give quick explanations / synonyms. KEY: a 1 b 3 c 3 d 1 e 2 f 3 g 1 h 2 i 3

4 CD1 Track 11

1 TS Refer sts to the dot on somebody in sentence a of #3. Elicit the pronunciation of the word and of the sentence.

IND Sts mark the stress of the other words in yellow with a dot. Paircheck.

2 TS Play CD track for sts to listen and check the stress marks. Stop the CD and classcheck after each sentence. Play the CD track again for sts to repeat. KEY: b sOmething c sOmewhere d NObody e nOthing

f NOwhere g Anybody h Anything i Anywhere

5 TS Focus on the headings in the Organizer.

IND Have sts complete the gaps using a different yellow word, preceded or not by a “negative contraction”. Classcheck. Remind sts that no = not any, so all these compounds follow the same idea, i.e., nothing = not anything, etc.Ask sts to sum up the information in the Organizer: Which pronouns do you use to talk about people? (aff., int. and neg.). Same question with things and places.

TS Focus on the Tip box and explain the alternative combinations with one for people. Refer sts to the PEOPLE column in the Organizer and elicit the same sentences with someone, anyone, no one. KEY: l something – somewhere

m n’t anybody – n’t anything – nothing – nowhere k anybody – anywhere

3meaning of Classcheck. Ask did you make up? Are you jealous? KEY:

GRAMMAR & pRoNuNCIATIoN

3sentences were taken from. Paircheck, then classcheck. If sts ask questions about explanations / synonyms. KEY:

4

Aim(s) of the lesson:f Talking about the past

VOCABULARY

ADJECTIvEs: angry, bored, exhausted, jealous, sorry, upsetvERb: make up

GRAMMAR

some / any / no +body / thing / where

PRONUNCIATION

Word stress

SKILLS

Speaking: talking about past actionsListening to dialoguesReading song lines

RECYCLING

Past Simple Present Perfect Would

A4 Something right, nothing wrong

24

8 TS Tell sts they’re going to make guesses about each other’s recent past. Take sts across the chart, showing they can make either a positive or a negative statement, using any of the 7 verbs, then an appropriate some / any / no combination, adjective and time phrase from the chart.

TS Write the wrong sentence I don’t know nothing on the B and ask the class to correct it. Check sts’ answers by using the Interlink Box.Set up the activity by eliciting statements and replying about yourself.

PW Have sts do the same. Encourage sts to ask follow-up questions. Monitor and interfere if necessary. At the end, ask What did you learn about each other?

9 PW Pairs discuss and agree on how to complete the sentences. Make sure all sts write down the ideas. Monitor closely for accuracy.

GW Sts get together with a new pair to compare their ideas. If time allows, do it again with a different pair. Elicit a few ideas at the end.

EXTRA

f FoLLow up

Have sts find other songs in English which include some, any, no and compounds. Sts should sing the relevant part of the song to the class in the next lesson.


TIP:This is a quick fluency exercise, to give sts a chance to react to the situation, and to prepare them to the next task. They are not expected to be totally accurate here, but use the opportunity to evaluate individual sts’ specific needs as you monitor.

TIP:This activity provides good practice of the structures. The more different ideas sts are exposed to, the more consolidated the structures get.

oPTioNaldrill

T: love anybody (interrogative) – Does she love anybody?Sts: Does she love anybody?T: somebody (affirmative)Sts: She loves somebody. T: nobody (negative)Sts: She loves nobody. T: anybody (negative)Sts: She doesn’t love anybody.

T: have anything to say – Do they have anything to say?Sts: Do they have anything to say?T: something (affirmative)Sts: They have something to say. T: nothing (negative)Sts: They have nothing to say. T: anything (negative)Sts: They don’t have anything to say.

T: will meet anywhere – Will we meet anywhere?Sts: Will we meet anywhere?T: somewhere (affirmative)Sts: We’ll meet somewhere. T: nowhere (negative)Sts: We’ll meet nowhere. T: anywhere (negative)Sts: We won’t meet anywhere.

spEAkING GAME 10MIN

6 RP4 A4.6 e-Board

f GAME: musical knowledge

TS Divide the class into two groups. Tell sts they’re going to test their musical knowledge.

GW Show the first part of the pdf slide / OHT for 3 minutes. Have sts complete the lines of the songs. Classcheck by showing the second part of the pdf slide / OHT with the answers. The winner is the group with most correct answers.

spEAkING 20MIN

7 TS Refer sts back to the pictures in #1 and ask What do youthink of Marco’s attitude? Read the instructions to class.

IND-PW Sts tick their choices individually, then compare them in pairs. Monitor for fluency and help only on request. Elicit a few responses at the end.


TIP:If you have one or more of these songs, bring them to class and play the relevant parts when checking answers.

25

Aim(s) of the lesson:f Talking about life experiences

VOCABULARY

NouNs: animals: anaconda, ostrich, snails, snake; games: chess, poker; biologist, bone, mountain, reptiles, wall vERbs: break, climb, fall (down the stairs, in love, out of a tree), save

GRAMMAR

Present Perfect vs. Past SimplePast ParticiplesEver

SKILLS

Speaking: talking about life experiencesListening to an interviewReading a short article with biographical information

RECYCLING

Past SimplePresent Perfect Questions Relative Pronouns

A5 Have you ever…?

READING 10MIN

1 TS Books closed. Write rainforest on the B. Elicit vocabulary and any information sts know about it.Books open. Ask sts to cover the text and refer them to the photo of Jerry. Ask sts to quickly imagine what he does.

PW Tell sts to uncover the text. Ask sts to read the questions and fi nd the answers. Classcheck.

TS If time allows, encourage sts to fi nd two false cognates in the text: conservation = “preservação” and village = “aldeia, lugarejo”. KEY: 1 Georgetown, Guyana

2 A biologist3 In the Brazilian Amazon4 Helping to save the lives of animals

RECYCLING & spEAkING 10MIN

2 CD1 Track 13

PW Refer sts to the fi rst part of the interview between Laura and Jerry and focus on the Recycle box. Elicit the function of relative pronouns (to link information to a noun). Get sts to read and complete the text with the right relative pronoun. Play CD track for sts to confi rm their answers. Classcheck. KEY: 1 who 2 which 3 where

3 PW Have sts read the questions. Elicit / drill the pronunciation of danger / adventure / peace / quiet before they start talking. Monitor closely and help, if necessary. Elicit a few answers at the end.

LIsTENING 10MIN

4 CD1 Track 14

PW Refer sts to the 5 questions. Ask sts to identify the verb tenses in the questions and answers. Also, ask them to fi nd the past participles and say what the infi nitive of the verbs are. Play CD track for sts to listen and number the sentences in order, 1 to 5. Play CD track again for sts to check their answers. Classcheck.KEY: questions: 2 – 3 – 4 – 1 – 5 answers: 3 – 4 – 1 – 5 – 2

TS Focus on the Interlink Box. Ask What’s ever in Portuguese? It’s safer and less confusing – therefore more profi table for teaching / learning – to translate ever as “alguma vez” rather than “já”. Ask What form of the verb do we use after Have you ever… in English? And in Portuguese?

GRAMMAR 20MIN

5 TS Focus on Organizer. Look at the questions. Do they havethe same verb tense?

IND Focus on the sentences. Have sts complete them with 1 or 2. Classcheck. Highlight that we aren’t concerned about the time with the Present Perfect – that’s why it’s not stated. KEY: 2, 1

TS After checking the Organizer and dealing with concept, get sts to repeat the Have you ever questions in #4.

oPTioNaldrill

T: seen an anaconda – Have you ever seen an anaconda?Sts: Have you ever seen an anaconda?T: a crocodileSts: Have you ever seen a crocodile? T: an accidentSts: Have you ever seen an accident?T: haveSts: Have you ever had an accident?prompts: insomnia – a broken heart – rabbit meat – eat – snake

6 PW Write kangaroo, rabbit, accident on B. Ask Sts to work in pairs, asking and answering questions using the words. They should only give short answers. Elicit short answers (Yes, I have. / No, I haven’t.). Have a quick report session asking Who has ever seen a kangaroo? (St: I have). Who has…?

7 CD1 Track 15

PW Have sts complete the rest of the interview using the correct forms of save and start. Play CD track for sts to check. Classcheck by asking two sts to act out the dialogue.KEY: 1 Have – saved 2 ’ve saved 3 did – start 4 started


26

8 BookTrack TS Refer sts to the five verbs in the box. Ask What’s the past tense of these verbs? What’s the past participle? Make sure sts understand the meaning of the verbs. Encourage sts to go to the Language Bank on page 125 if they need help with the verbs.

IND Get sts to complete the questions with the past participle paying attention to the nouns that follow the verbs. Check answers.

spEAkING 15MIN

MulTiMediaTrack MMA5.8-9

TS To replace #8-9. Click on action to show pictures. Elicit corresponding words. Click on images to play sound. Ask for repetition. Elicit appropriate verb to complete the questions. Click on action to check. Repeat procedures for the other images.

TS Draw sts’ attention to the prompts and elicit questions. Click on the speech bubble to check. Draw attention to the coloured verbs and elicit /provide reason for using Present Perfect or Past Simple in each sentence. Repeat procedures for the second dialogue.

PW Sts use model to talk in pairs. Remind them to pay attention to verb tense and encourage them to ask follow-up questions.

10 PW Tell sts to swap partners and ask their new partner about their old one. Set this up by asking a st the first questions. At the end, ask each pair to tell you the most interesting exchange they had.

ENGLIsH AT woRk: A Job INTERvIEw

RP4A5.E@W

1 IND Refer sts to #1 and elicit their answers to the question. Ask them to read instructions. Check their understanding of the task. Ask them to compare answers with classmates before checking with the whole group. KEY: DO: 1 Shake 2 look 3 Emphasize

DON’T: 4 smoke 5 dress 6 answer

Ask sts to compare and talk about their suggestions of do’s and don’t’s. Ask a few sts to talk about their suggestions.

2 CD1 Track 16

IND Ask sts to read the statements and items in #1. Clarify any doubts. Play CD track for sts to tick the correct answers. Ask sts to compare their answers before playing CD track again.KEY: 1 a sales manager

b Andersen & Sons c he wants better career opportunities d Computer supplies

TS Briefly discuss question #2 with sts. Help them justify their answers by asking questions such as Did Paul maintain a good posture? Was he enthusiastic? Did he answer just “yes” or “no”?, etc.

3 CD1 Track 17

PW Ask sts to fill in the questions. Take the opportunity to revise the Present Perfect, Past Simple and Present Simple. Play CD track for sts to check and repeat the questions – whole group and individually.

4 PW Set up the activity by modelling “an interview” with a st: ask the first question and have the st answer it. Then ask an open pair to do the same. Get sts to do the interview in pairs, and monitor closely to help with vocabulary they might need to complete the task.

5 GW Groups have a conversation using the questions. Monitor as they talk, and help only on request. Round off by asking some groups to share their experiences with the class.

EXTRA

f FoLLow up1

IND Get sts to write down three more questions with the verbs in #8 and different nouns. Monitor for accuracy, correcting on the spot.

MGL Have sts do a class survey. Sts ask everybody in the room their 3 questions and briefly note down their answers. Monitor unobtrusively. Get sts to report their findings to the class, saying Two sts have eaten frogs. Nobody has played rugby.f FoLLow up 2

RP4A5.EXTRA

GW Show pdf slide / OHT. Get sts to decide which verbs go in each gap. Classcheck, eliciting the correct pronunciation of the questions and drilling them if necessary. KEY: 1 been 2 met 3 taken 4 ridden 5 cried 6 written

PW Get sts in pairs. Model the exchange with two sts. Highlight the use of the Present Perfect in the first question and the Past Simple in the second. Have sts work in pairs. Elicit a few examples of exchanges at the end.


9 BookTrack TS Refer sts to the flowchart. Get sts to ask you two questions. Insist sts ask you at least two follow-up questions.

PW Have sts ask and answer, recording their partner’s answers and looking for coincidences. Monitor and help as necessary. At the end, elicit the coincidences.

27

Aim(s) of the lesson:f Telling stories, giving feedback as a listener

VOCABULARY

NouNs: animals: ant, bat, bee,bull, cockroach, dolphin, elephant, frog, giraffe, goose, lion, lizard, monkey, pig, rat, shark, snake, spider, wasp, zebra; jungle, safariADJECTIvEs: amused, brave, exotic, terrifi ed vERbs: be near, meet (face to face), pose, touch FEEDbACk EXpREssIoNs: And then?, Go on., How scary!, Incredible!, No kidding!, Oh my God!, Tell me about it!, That’s crazy!

GRAMMAR

Multiword verbs

SKILLS

Speaking: talking about unforgettable experiencesListening to a storyWriting an entry for an online community

RECYCLING

Past Simple Past Continuous Present Perfect

voCAbuLARY 10MIN

1 BookTrack1 TS Ask sts What

do you remember about Jerry Randal? What animals do you remember from Lesson A5? Get sts to go to Vocabulary Pack 1 (page 76) and refer them to the list of animals. Quickly read some to sts and elicit the picture.

PW Have sts match the pictures and the words. ClasscheckKEY: A 17 B 12 C 13 D 15

E 2 F 11 G 5 H 4 I 19 J 7 K 16 L 9 M 18 N 6 O 14 P 20Q 1 R 8 S 3 T 10


TS Refer sts to Vocabulary Pack 1 (page 76). Click on circles to see a blown-up image of an animal. Invite sts to drag and drop words into correct spaces. If the answer is right, the picture of the animal will appear. Otherwise, the word will go back to its original space.

Drill for pronunciation, getting whole class to repeat all the words after you. Get some individual sts to pronounce a few words too. Focus on the Tip box and show the difference between British and American pronunciations.

2 PW Get sts to test each other’s memory. St A coversthe words. St B points at 5 (or 10) pictures for st A to say the name of the animal. Then, sts swap roles. Monitor closely for pronunciation. At the end sts report who remembered most animals.

spEAkING 10MIN

2 TS Read the instructions and focus on the words and phrases in the box. Ask What verb form are you going to use in these questions? (Present Perfect for past / life experiences.) Elicit all the questions with the same animal (eg. snake): Have you ever been near a snake? Have you ever had problems with a snake? etc. Conduct a choral and individual drill with the questions.

PW Get a st to model the exchange with you being B. Remind sts that they should use the Past Simple to give details after the second question. Get another pair to model a second time. Sts work in pairs, alternating roles. Monitor closely, interfering if necessary. Elicit a few interesting stories at the end.

3 TS In order to get sts into the right mood, and set the context, show them the Youtube video http://www.youtube.com/watch?v=qySpQ_wty0w. Encourage them to use some of the given words (safari, SUV, danger, lost, upset, for example) when making comments about the fi lm.

TS Focus on the words in the boxes, eliciting their pronunciation and explaining meaning when necessary.

GW Get sts to describe the pictures fi rst. Then, ask them to tell a story including all the pictures. Tell them there’s no right or wrong answer, so they should use their imagination. Monitor closely for fl uency helping with vocabulary. Groups report their stories at the end.

LIsTENING 10MIN

4 CD1 Track 18

1 TS Tell sts they will listen to two friends, Sonia and Brad. Sonia is telling him about a safari she and Harry have been to.

IND Play CD track for sts to tick the two pictures in #3 which are NOT part of Sonia’s story. Classcheck.KEY: C, E

2 IND Ask sts to try to remember the answers for questions a and b. Play CD track again for sts to check. Classcheck. If time allows, use the audioscript on page 120 for listening and reading.KEY: a They wanted adventure. b Terrifi ed

3 GW Get sts into the same groups in #3. Give them some time to discuss questions a and b. Get sts to report their opinion. Ask What do you think of the story? Has anything similar ever happened to you?

GRAMMAR 20MIN

5 TS Focus on Sonia’s and Brad’s sentences. Elicit the difference between the verb forms. If sts can’t explain the difference, help them by asking some concept questions: Do you know when Sonia saw the animals? (When she went to Africa.) Does Brad mention when he saw the animals? (No.)

A6 Time to set off

28

6 CD1 Track 19

TS Refer sts to Sonia’s sentences. Before playing the CD track, give sts some time to do the exercise as they may already know some of the multiword verbs. Play CD track for sts to listen and circle / check. Classcheck.KEY: 2 up 3 off 4 across 5 away 6 after 7 down 8 at

7 TS Tell sts to read the Organizer quietly. Ask What’s a multiword verb? Give me three examples. Why isn’t it easy to understand the meaning sometimes? Focus on the table with formal equivalents. Tell sts these are more formal and that multiword verbs are generally used much more in speaking than in writing.

PW Sts complete the table with the multiword verbs in #6, following the examples. Draw sts’ attention to the use of the infinitive form. Classcheck.KEY: break down / come across / go away / set off / wake up

8 e-BoardIND Encourage sts to look at the Organizer and complete the sentences with a particle. Classcheck.

TS Tell sts they will now use these multiword verbs in true sentences about them. Tell them they can use the Past Simple or the Present Perfect. Refer sts to the Tip box and get sts to repeat the examples with just after you.

PW Before sts work in pairs, read the example exchange with them and elicit a few more true examples from the class. Monitor closely for accuracy, helping when necessary. Get sts to report some of their sentences.KEY: 2 after 3 back 4 across

spEAkING 10MIN

9 TS Read the instructions to class. First ask sts to look at the questions and think about the answers. Then elicit the questions they will ask, paying attention to the change from indirect to direct interrogative forms (Where did it happen? When did it happen? How did you feel? Would you do it again? Why (not)?)

TS Also refer sts to the speech bubbles and briefly talk about this type of expressions, used by listeners to show interest in someone’s story. If time allows, refer them to the audioscript on page 120 and ask them to underline or highlight the expressions used by Brad in the recorded conversation. Have sts repeat all the expressions after you with the correct intonation.

GW Model the conversation by being B and having the class ask you questions and use the expressions. Sts talk in groups.

wRITING 5MIN

10 IND Get sts to write an entry for The Elephant’s Log forumusing their ideas from #9. Encourage sts to link sentences and insert comments to sound more natural than just writing a list of answers to the questions.

Weblink Encourage sts to visit the websites and join the forums, if they are interested. Elicit their impressions and possible contributions to the forums at the beginning of the following class.

TAkE-AwAY EXpREssIoNsEncourage sts to look at the Take-away Expressions on page 125 and elicit in which context they first appeared in the book (dialogues). If necessary, go back to the dialogues. Elicit meaning and work on pronunciation. Tell sts they are responsible for studying and using the expressions. These expressions are not core language.

EXTRA

f FoLLow up: GAME

Divide the class into two teams. Tell sts you will read sentences with the wrong multiword verb. The first group to raise hands to correct the sentence and get the right multiword verb scores a point. Refer sts to the Organizer to choose the multiword verbs. Try to read sentences with the right stress to make the game more challenging. 1 I came off (back) from China last week. 2 I woke away (up) late this morning. 3What time will we have to set on (off) for the station tomorrow? 4 I played (came) across my old boyfriend when I arrived at the theatre. 5 Please, break (go) away! I need to be alone. 6 Her father is getting old now. She needs to take (look) after him. 7Sorry, I’m late. My car broke up (down) 2 km from here.

HoMEwoRk Stop & Check A, pages 88 & 89.

REvIsIoN sECTIoN A (pAGEs 54-57)

f INsTRuCTIoNs FoR ACTIvITIEs:

4 RP4 REv A.4 f GAME: ExpEriEncEs

Sts work in groups. Cut out the cards and give each group a set. Ask them to shuffle the cards, then try to make up plausible sentences. The winner is the group who’s able to make most correct sentences in 5 minutes.

17 RP4 REv A.17 f GAME: noughts & crossEs

Play Noughts & Crosses with sts. Each group chooses anumber and makes a sentence with the multiword verb. If the sentence is correct, they can “own” the square. If not, the square remains free and the other group can try and take it.

TIP:Refer sts to the Writing Helpdesk A on page 87. Get sts to do the exercises before they start writing. If pressed for time, have sts write their emails for homework.

29

B1 The right thing to buy

vocaBulary&speaking 15min

1 BOOk TrAck TS Books closed. Ask sts How often do you go shopping? Are you a big spender? Where do you like going shopping?

1 Get sts to go to Vocabulary Pack 2 (page 77) and refer them to the list of shops.

PW Instruct sts to match the photos and the shops. Do A and B as an example. Check by saying the letter and eliciting the name of the shop. Drill for pronunciation, getting the whole class to repeat each word after you. Get some individual sts to pronounce a few words too. KEY: A 9 B 1 c 3 D 8

E 14 F 10 G 15 H 4 I 11 J 13 K 6 l 2 m 16 N 5 o 12 p 7

MuLTIMeDIA TrAck MMB1.1

TS Click on Action, the fi rst set of words will appear. Drill pronunciation. Click on the words to match them to the pictures. Repeat procedure for the next sets.

TS Click on Action, to show speech bubbles and an image. Tell sts to look at the image and teach / elicit sausage. Click on Action to show a question. Elicit the answer. Click on Action to check the answer.

PW Click on Action again and have sts ask and answer questions for the next items.

2 TS Get two sts to read the model exchange to class. Correct and drill pronunciation as necessary.

PW Get two more examples of exchanges before sts start working in pairs. Sts alternate questions and answers. Monitor and help sts with vocabulary, if necessary. Elicit a few exchanges at the end.

2 TS Get class to ask you questions 1 to 3 and answer them. Ask class the 3 questions about a different kind of shop. Refer sts to the REC box and drill frequency phrases. Explain meaning again if necessary.

GW Get sts to talk about their shopping habits in groups. Circulate and make notes of sts’ mistakes. Elicit a few examples at the end. Ask What three shops did you choose? What do you usually buy there? Draw sts’ attention to the mistakes on the B. Ask sts if they can correct them.

listening 15min

3 CD1track20

TS Tell sts that Laura and Sonia are shopping together. Give sts some time to read questions 1 to 3. Ask Any guesses?

IND Play CD track for sts to listen and tick the answers. Play it again if necessary. Classcheck.KEY: 1 A department store

2 She’s going to a birthday party.3 A dress.

4 CD1track21

TS Revise vocabulary for clothes by asking What are you wearing? What do you like wearing when you go to a party? Refer sts to the three items of clothes mentioned in #3.3. Say Do you remember Sonia’s comments about them?

IND Get sts to write the items from #3.3 according to Sonia’s comments. Play CD track for sts to listen and check. Classcheck. Play track again for sts to listen and repeat. KEY: 2 the T-shirt 3 the mini-skirt 4 the dress 5 the dress

speaking 10min

5 TS Refer sts to pictures A to D and tell them they will make comments about people’s clothes at the party. Ask individual sts to read the expressions aloud. Model pronunciation. Ask What word do we use to indicate “excess”?(Too.) Refer to the REC box.

PW Sts talk about the pictures. Move round the class, providing help if necessary and correcting on the spot. Get sts to report their opinions at the end.

Correct and drill pronunciation as necessary.

PWworking in pairs. Sts alternate questions and answers. Monitor and help sts with vocabulary, if necessary. Elicit a few exchanges at the end.

2Ask class the sts to the REC box and drill frequency phrases. Explain meaning again if necessary.

GWCirculate and make notes of sts’ mistakes. Elicit a few examples at the end. Ask usually buy there? Ask sts if they can correct them.

3

TSsts some time to read questions

INDagain if necessary. Classcheck.KEY:

Aim(s) of the lesson:f Making suggestions

VocABulArY

nouns: shops: baker’s, boutique, butcher’s, deli(catessen), department store, DIY (do-it-yourself) shop, electronics shop, greengrocer’s, grocer’s, newsagent, pharmacy / chemist (drugstore), shoe shop (shoe store), shopping centre (mall), sports shop, stationer’s; fl ashdrive, heart rate monitor, marker, mechanical pencil, sausages, screwdriver, wall plugseXpressions: It isn’t you (at all)!, It doesn’t suit you (at all)!, It’s totally you!, You look great in it!, That’s perfect for him!, I (don’t) think he’d like that., That’s just what / It isn’t quite what he needs.

GrAmmAr

Could Verbs with two objects

SKIllS

Listening to a conversationSpeaking: talking about clothes; making, accepting and refusing suggestions

rEcYclING

Frequency expressions; Clothes; Too + adjective

30

listening 10min

6 CD1track22

1 TS Ask sts Do you remember what Sonia and Laura weregoing to do after Laura decided to buy the dress? (buy Harry’s present.) Ask sts to read sentences a to e silently. Play CD track for sts to write T or F. Classcheck and ask sts to correct the false statements.KEY: a F (sports shop) b T c F (a watch) d T e F (one, a book)

2 TS Ask Who is buying the present? (Sonia.) What’s Laura doing? How’s she trying to help? (making suggestions) Look at sentences a to c. What do they have in common? (make suggestions) Are they all correct? (Yes.) But which form is used by Laura? Play the CD track again for sts to listen and tick. KEY: b You could get him a watch.

grammar 5min

7 CD1track23

TS Remind sts that there are different ways of making suggestions. Refer sts to sentences with could in #6.2 and in the Organizer. Sts complete the rule. Classcheck. Ask: What verb form do you use after ‘could’? (infinitive.) Refer sts to Tip box. Explain that some verbs in English have two objects. When you give someone something, you give something to someone. Read the first example aloud for sts to indicate the stressed words. (Give / kiss). Do the same with the other sentences with pronouns as objects. Help sts see that the pronouns are not stressed. Drill the sentences in the box. Play CD track for sts to listen and repeat the examples. Focus on the weak forms of could /kəd/ and the pronoun him /ɪm/.

OPTIONAL DrILL

T: sendhimanemail – We could send him an email.Sts: We could send him an email. T: acard Sts: We could send him a card. T: someflowers Sts: We could send him some flowers. T: give Sts: We couldgive him some flowers. T: her Sts: We could give her some flowers.prompts:aboxofchocolates–buy–them–abook–get–amobile–him

TIP:You could also use different prompts (e.g. ‘a bike’ for a st who likes cycling) to add an element of personalisation.


speaking 20min

8 RP4B1.8

f game:Any suggestions?

TS Read the instructions with the sts and refer them to the example about the Seven Dwarfs. Ask them to react to the suggestion using some of the expressions from either #4 or the ones in the speech bubbles near #8/9.Tell sts they will play a game, making suggestions of presents to different “celebrities” – real or fictional. Hand out a set of cards for each group of 4 sts. Ask them to keep them face down on the desk. St A draws a card and shows it to the group. He/She asks the others for a suggestion, then decides which suggestion is best and gives the card to the person who made it. Then it’s st B’s turn to draw a card. The game ends when the cards end, or when you stop it after 5 to 7 minutes. The winner is the st who has most cards at the end.

9 TS Read the instructions with sts and model the exchange with class – you’re A and class is B. Make sure you refuse a few suggestions using the expressions in the speech bubbles. Drill the expressions, if necessary.

PW Get sts to talk. Monitor their work, giving help if necessary and correcting on the spot. Ask pairs to report their decisions to the rest of the class.

eXtraGet sts to read the audioscript for #6 and underline the expressions used to make suggestions, agree and disagree. This can be done before they get the list of expressions in #8 and 9.

f Followup

Ask sts to imagine they are planning a party for the sts celebrating a birthday this month. Get sts into groups to discuss what they are going to bring / do. Give some examples. Say: We could buy a cake. What else? Monitor and note down any points of accuracy that warrant attention. Ask groups to report their ideas to the class. Give feedback on sts’ performance.

HomeworkActivity Book B1, page 90.

31

Aim(s) of the lesson:f Talking about measurements

VocABulArY

nouns: centimetre, kilometre, kilometre per hour (an hour), metre, square metre; distance, passengers, size, speed, weightmeasureadJectives(opposites): small ≠ big/large, deep/shallow, far/near, fast/slow, heavy/light, high/low, short ≠ tall/long, old/young, wide/narrow

GrAmmAr

How + adjective

SKIllS

Reading an articleListening to a conversation and to a quizSpeaking: asking and answering about measures

rEcYclING

numbers Adjectives Verb be Can

B2 The right size and type

listening&reading 20min

1 CD1track24

TS Books closed. Ask sts What do you remember about Harry from lesson B1? (He was having a birthday party.) Books open. Tell sts Marco is at Harry’s party and they should try to guess what they are talking about. Give sts some time to read and guess if the answers are true or false. Play CD track for sts to write T or F. Classcheck, eliciting corrections for the false answers. Ask Were your guesses right? What was Harry’s suggestion? (a magazine article.) What do you think the article is about? KEY: 1 F (Harry has) 2 F (His second test) 3 T 4 T

2 1 TS Refer sts to the title of the article. Ask If you hadto choose a car, what would you consider? Help sts with vocabulary, writing new words on B. Focus on headings A to E and explain vocabulary, if necessary.

PW Sts skim the article, writing A to E in the gaps. Classcheck.KEY: 1 C 2 D 3 A 4 E 5 B

2 PW Sts scan the text looking for vocabulary items thatmatch the defi nitions. Classcheck. KEY: A pick up B stuff c errands D object of desire E budget

3 PW Give sts some minutes to discuss the two questions.Have them report their opinions about the article to class.

TIP:This may be a diffi cult task for sts. To help them, before they look for the words, read each defi nition with the class and have them guess in which paragraph they think they will fi nd the answer.

3 CD1track25

TS Refer sts to the expressions in yellow in the article and get sts to match them with topics 1 to 5. Sts should circle the complete question for each topic. Play CD track for sts to check. Stop after each question to classcheck. Play CD track again for sts to repeat. KEY: 1 How big is your family?

2 How large is the stuff I’ll have to carry?3 How heavy is it?4 How far do you need to travel?5 How fast does your car really have to be?

grammar 10min

4 BOOk TrAck TS Focus on the fi rst expression in yellow from the article miming it and asking questions to make meaning clearer with questions: How big is your family? Very big, not very big, small? (opening and closing arms to show size and make it clear there is a range of possible answers). Do the same for the other questions to check sts’ understanding and help memorization.

IND Have sts complete the Organizer with three of the expressions. Before checking their answers, ask sts to match the questions in the Organizer and the answers in #4. Refer sts to the Tip box for help. Conduct a quick repetition drill with the measures in the Tip box. Classcheck #4 and the Organizer at the same time. Draw sts’ attention to the fact that How is followed by an adjective.


TS Click on Action and how + appears. Click on action again to show the word adjective. Ask Sts what we use it for. Click on action to reveal asking about measures. Click on action to do the Organizer on the screen.

PW Click on action to reveal the fi ve-question quiz. Have sts discuss them. Click on action to check answers.

KEY: 1 C 2 D 3 E 4 A 5 BB How big / large c How far D How fast

TIP:Looking at the answers may help sts with the adjectivesto be used in the How phrases.

32

OPTIONAL DrILL

T: old – How old is it?Sts: How old is it? T: big Sts: How big is it?prompts:fast–comfortable–heavy–safe

vocaBulary 15min

5 1 TS Before sts look at Vocabulary Pack 3 (page 78),say the first adjectives of the pairs for sts to say the opposite: T: big Sts: small, T: far Sts: near, etc. Sts should know many of these adjectives.

IND Get sts to go to page 78 and match the pairs of opposites and the pictures. Classcheck, explaining new vocabulary, if necessary. Drill for pronunciation, getting the whole class to repeat each pair of opposites after you. KEY: A 9 B 3 c 8 D 2 E 1 F 5 G 6 H 10 I 7 J 4

2 PW Get sts to test each other’s memory. St A coversthe words. St B points at 5 (or 10) pairs of pictures for st A to say the adjectives. Then, sts swap roles. Monitor sts’ work and give help if necessary. At the end sts report who remembered most adjectives.

listening 10min

6 1 TS Focus on the picture of Harry’s party and have sts describe it. Who can you see? What are they doing?

GW Refer sts to the quiz card and have sts complete the questions with adjectives from Vocabulary Pack 3. Classcheck. KEY: 1 fast 2 high 3 wide 4 deep 5 far

2 CD1track26

GW Tell sts that, for each question, they will listen to two options A and B. Play CD track and stop after each question for groups to discuss and agree on an answer. Don’t check their answers now.


TIP:iftimeallows, get sts to describe each picture by using the adjectives in combination with nouns: T: What can you see in A? Sts: An old dog and a young dog.

speaking 15min

7 TS Get sts into pairs and refer each member to a different Chat Page. Tell sts to check which information they have and what they need to find out. Ask sts to keep their information secret.

PW St A starts by asking B his / her questions. He / She ticks the appropriate box. St B does the same, asking A. Sts alternate asking and answering questions until they find all the information they need. Move round the class, providing help if necessary and correcting on the spot. At the end, sts report how many correct answers groups got in the quiz in #6. KEY: 1 A 2 B 3 B 4 A 5 B

8 TS Focus on the Interlink box. Show sts the two errorscaused by translation and drill the correct questions. Show them the exception with heavy and elicit the possible explanation for that: it is impolite to say a person is heavy.

IND Read the instructions and the example to sts. Elicit a few other examples for the other topics. Sts write one question for each topic using any adjectives from the lesson and from the Vocabulary Pack 3. Move around helping sts if necessary.

PW Sts work in pairs alternating questions and answers. Circulate and take notes of sts’ mistakes.

eXtra

f Followup

MGL Get sts to add one question to #8 about a different topic and interview 3 classmates. Move around, taking notes of sts’ mistakes. Sts report their findings at the end. Write the mistakes observed in Speaking 8 and the Follow up on B. Ask sts if they can correct them.

HomeworkActivity Book B2, pages 91 & 92.

33

B3 You must do the right thing.

reading&speaking 15min

1 TS Books closed. Ask Can you drive? When did you learn it?Have you got a car? What’s your fantasy car? Books open. Refer sts to the pictures but ask sts to cover sentences 1 to 8. Ask What can you see in the pictures?

PW Refer sts to the 8 sentences. Ask sts to match them to the pictures. Classcheck. Explain new vocabulary if necessary.KEY: 1 D 2 C 3 B 4 A 5 F 6 G 7 E 8 H

2 TS Ask sts Do you know anybody who drives like this?Do you ever do these things? How good are Brazilian drivers? Focus on rule number 1 from #1. Revise adverbs of frequency and elicit individual sentences: I never / always / sometimes / usually drink and drive. Write adverbs on the B if necessary.

GW Sts talk about the way they behave as drivers and pedestrians. Get sts to report their sentences to class.

TIP:If some of the sts in the class can’t or don’t drive, tell them to talk about the driving habits of someone they know.

listening 15min

3 BOOk TrAck CD1track27

1 TS Ask sts Have you got a driving license? In Brazil, how old do you have to be? What do you need to do? (take driving lessons and a driving test). Focus on the picture of Marco’s driving instructor. Ask Who is she?

IND Focus on question 1. Play CD track for sts to tick the rules in #1 Marco does not follow. Classcheck. Play CD track again if necessary.KEY: A E H

2 TS Focus on question 2 and have sts give their opinions as a class.


TS Read the rubrics and have sts focus on # 3.1. Show video and check answers for 3.1.

PW Have sts discuss question 3.2.

4 CD1track28

PW Refer sts to the lines said by Marco’s instructor and get sts to complete each instruction. Move round the class, monitoring and helping sts, as necessary. Play CD track for sts to listen and check. Stop after each line and classcheck.KEY: 1 indicate 2 fast 3 pay 4 yellow 5 anything 6 park

grammar 10min

5 TS Refer sts to the three meanings, paraphrasing them and anticipating information in the Organizer: It’s not necessary to do it. You have no obligation. You can’t do it. You are prohibited. Do it! It’s the rule. It’s your obligation.

IND Have sts go back to the instructor’s sentences in #4 and match them with the meanings, writing the numbers in the boxes. Classcheck.KEY: A 5 B 2, 6 c 1, 3, 4

IND Refer sts to the Organizer and have sts complete it with the expressions in yellow from #4. Classcheck. Ask What verb forms do we use after modal verbs? (infi nitive without ‘to’). Refer to the Tip box and highlight the difference between mustn’t and don’t have to. Elicit some examples to check sts’ understanding.KEY: must – don’t have to – mustn’t

3

4

Aim(s) of the lesson:f Talking about prohibition / obligation

VocABulArY

nouns: back seat, breathalizers, driving test, ‘green man’, law, pavement, pedestrian, petrol, road tax, seatbelt, speed limit, traffi c, zebra crossing; traffi c light: green light, red light, yellow lightverBs: cross, drive, go through, indicate, overtake, park, pass, pay attention, put over (the limit), respect, slow down, speed, turn

GrAmmAr

modalverBs: have to / don’t have to / must / mustn’t / can’t

proNuNcIAtIoN

must / mustn’t

SKIllS

Speaking: giving travel tips; talking about rules of the roadListening to a driving lessonReading an article

rEcYclING

Adverbs of Frequency

34

pronunciation 10min

6 CD1track29

1 TS Focus on the phonemic scripts. Check if sts can read and guess the pronunciation. Play CD track for sts to listen, check and repeat.

2 TS Get sts to work out the sentences in #1 using must / mustn’t. Classcheck. Make sure sts are pronouncing the modals correctly.

OPTIONAL DrILL

T: speakenglishinclass – You must speak English in class.Sts: You must speak English in class. T: dothehomework Sts: You must do the homework.

T: eatinclass – You mustn’t eat in class. Sts: You mustn’t eat in class. T: talkonthemobile Sts: You mustn’t talk on the mobile.

T: wearauniform – You don’t have to wear a uniform. Sts: You don’t have to wear a uniform. T: bringadictionary Sts: You don’t have to bring a dictionary.prompts: bringyourbook–listentoyourmp3player–takeatesteveryweek

nOTE: Use the prompts with must,mustn’t,don’t have to.

speaking&reading 15min

7 RP4B3.7 e-Board

GW Get sts into groups. Focus on the example card and the example exchange, eliciting sts’ ideas. Sts get one card at a time and discuss which are rules and which aren’t, using the expressions from the Organizer. Move round the class, providing help if necessary and correcting on the spot. Discuss some of the rules with the whole class.


8 1 TS Focus on the text layout, photo and title. Ask Where is this text taken from? What is it about? Sts read questions a to c before they read the article. Check they understand the questions.

IND Have sts read the article. Answer a to c. Classcheck, asking for evidence from the article to justify their choices. KEY: a F (An older law…)

b F (The subject is controversial) c T (The federal highway police…)

2 GW Groups discuss questions a to c. Circulate, monitoringand helping, as necessary. Sts report back their ideas to class at the end. Draw sts’ attention to any mistakes.

eXtra1

RP4B3.eXtra

f trAvel tips

GW Hand out cards to sts. Tell them to read them and think of different things they could say to their partners.

PW Get sts to roleplay the dialogue. Monitor and encourage sts to use modals. Ask one or two pairs to present their dialogues to the rest of the class.

eXtra2

f rulesoFarealitysHow

GW Each group chooses a TV reality show and writes the rules for the show using the auxiliaries: must, musn’t, have to, don’t have to, can’t, can. Write the auxiliaries on B for reference. Elicit examples before they start. Alternatively, groups create their own reality shows, inventing a name, writing the rules and producing a poster for a class exhibition.


TIP:Don’t explain vocabulary unless it is essential. Take the chance to show sts that they can understand the central idea of an article even if they don’t know all the words.

35

Aim(s) of the lesson:f Giving advice

VocABulArY

nouns: parts of the body: ankle, arm, backside/bottom, ear, elbow, fi ngers, hand, head, heart, hips, knee, leg, mouth, nose, shoulder, stomach/belly, teeth, throat, toes, tongue; illnesses: a cold, a backache, an earache, a hangover, a headache, a sore throat, a stomachache, a temperature, toothache; adviceadJectives: desperate, soreverB: hurteXpressions: go on a diet, have a pain, I feel sick, I won’t be long, lose weight, My… hurt(s), see a doctor, take some medicine (aspirin), What’s the matter (with you)?

GrAmmAr

should / shouldn’t

SKIllS

Speaking: giving adviceListening to a dialogueReading: a problem page

rEcYclING

Past Simple; Present Perfect; Verb have

B4 Take my advice.

vocaBulary&speaking 20min

1 1 TS Before sts look at Vocabulary Pack 4 (page 78),elicit some parts of the body sts might know.

IND Get sts to go to page 78 and label the parts of the body, writing 1 to 20. Classcheck, explaining new vocabulary, if necessary. Drill pronunciation, getting the whole class to repeat the words after you. KEY: 8 – 4 – 15 – 10 – 3 – 12 – 1 – 14 – 13 – 6 – 7 – 2 – 5 – 16 – 11 – 19;

17 – 18 – 20 – 9

TIP:If sts ask about the use of the word ass to refer to bottom/backside, tell them it is very commonly used, but make them aware of the fact that some people may fi nd it offensive and it shouldn’t be used in all contexts. Tell them it is safer to avoid it altogether!

2 CD1track31

TS Refer sts to pictures A to F. Ask What’s the matter? Tell sts to read sentences 1 to 6. Elicit / teach the meaning of hurt, sick, hangover and pain and pronunciation of headache and temperature.

IND Have sts match the sentences to the appropriate picture. Play CD track for sts to listen and check. Play CD track again for sts to listen and repeat. iftimeallows, tell sts to cover the sentences and test each other using the pictures, asking What’s the matter with him / her? KEY: A 3 B 1 c 5 D 2 E 4 F 6

3 TS Refer sts to the Tip box and explain the alternative ways of referring to health problems with I have: I have a pain in…, I have a stomachache / an earache, etc. Quickly drill the sentences. Focus on the instructions and examples A to C. Tell sts they should pay attention to the time expression (yesterday, last week, always, etc) to choose the right verb tense. Elicit a few examples about the problems in #2 or similar ones.

GW Have sts talk about health problems. Circulate, helping sts, if necessary. Elicit a few more examples at the end.

listening 10min

4 CD1track32

TS Tell sts to cover the dialogue. Ask What’s the matter with Harry? Don’t confi rm their guesses.

IND Have sts complete Rachel and Harry’s conversation, writing 1 to 5 in the parentheses. Play CD track for sts to listen and check their answers. Ask What’s the matter with Harry?KEY: 3 – 1 – 5 – 4 – 2

grammarpresentation&practice 15min

5 TS Refer sts to questions 1 to 3. Ask them to read the dialogue in #4 again and answer the questions. Classcheck, explaining words and phrases, if necessary. number 2 is particularly useful to introduce the concept of advice, which is not a rule, not an obligation, it’s the speaker’s opinion about what he thinks is right for the listener to do.KEY: 1 How are you? 2 Advice 3 I’ll come quickly.

6 CD1track33

TS Focus on the Organizer and have sts read the examples and complete the rule. Classcheck. KEY: advice

Ask: How do we give positive advice? How do we give negative advice? How do we ask for advice with should? What form of the verb do we use after should / shouldn’t? (infi nitive without to). Draw sts’ attention to weak form of should /ʃəd/. Play CD track for sts to listen and repeat the examples. Say Let’s recap. To give advice we use should and shouldn’t + infi nitive.

BOOk TrAck2 PW Get sts to test

each other’s memory. St A covers the words. St B points at 5 (or 10) parts of the body for st A to say the names: What’s this/are these in English? It’s a / They’re… Then, sts swap roles. Monitor pair work, giving help if necessary. At the end sts report who remembered most parts.

MuLTIMeDIA TrAck MMB4.1.2

GW Split the class into two groups. Click on Action to reveal the fi rst body part for group A. Ask them how to say that part in English. Click on the tick if they give a correct answer and on the X if their answer is wrong. The winner is the group that completes their person fi rst.

36

OPTIONAL DrILL

T: awarmbath – You should have a warm bath.Sts: You should have a warm bath. T: drinkalotofwater Sts: You should drink a lot of water.prompts:havearest–doexercise–sleepwell–drinklesscoffee

T: alotofcoffee – You shouldn’t drink a lot of coffee. Sts: You shouldn’t drink a lot of coffee. T: eattoomuch Sts: You shouldn’t eat too much.prompts:drinkalcohol–smoke–stayuplate–eattoomuchsugar

7 RP4B4.7 e-Board

PW Tell sts you’re going to show them some pictures of people with problems. Show pdf slide / OHT and draw sts’ attention to the first picture, which will serve as a model before they start pair work. Elicit a description of the problem and then the advice they could give. Get sts to work in pairs. Tell them to work out what the problem is in each picture and give advice. Move round the class, helping sts with vocabulary and correcting on the spot.

speaking 10min

8 GW Tell sts they are going to play a game in groups.Explain that groups will first confer to decide on a problem and challenge one of the sts in their group (st A) to guess what the problem is. Model the activity by asking a volunteer to come to the front and sit with his / her back to the B. Write the st’s problem on the B (so he / she can’t see it). The rest of the class can offer four pieces of advice. Tell them that none of the advice can contain any of the key words in the st’s problem. Then, organise sts into groups and nominate As. Tell As to move away from the group for a while, so that they can decide on the problem. When they come back, they must ask for the group’s advice, listen to their ideas and try to guess what the problem is. SuGGEStEDproBlEmS: 1 You can’t remember new words you learn. 2 You have an important exam next week. 3 You’ve lost your dog. 4 You have an important exam tomorrow but haven’t had time to study. 5 You’re going to travel abroad with your family. 6 You have a headache and a sore throat. 7 You’re secretly in love with someone in your English class. 8 You want to buy a flat in a safe area.


TIP:As sts play, don’t interrupt to correct. Collect mistakes and write a few on the B at the end of the game for the class to correct.

TS Focus on the Interlink box and highlight the difference between English and Portuguese. Quickly mime a few health problems for sts to make up sentences: You have a pain in your… .


9 TS Refer sts to the photo. Ask Who’s Becca? What sort of magazine page is this? Read the instructions and elicit the pronunciation of desperate.

IND Give sts a minute to read the letter. Ask Do you read pages like this? Have you ever written to one? Ask sts to read the letter again and underline the problems ‘Desperate’ mentions.

PW Encourage sts to think of advice to give her for each of the underlined problems. Monitor for accuracy and help with vocabulary. Classcheck by asking pairs to tell the class one piece of advice that they think will help her.

Weblink Refer sts to the weblink and elicit any doubts they might have about health. Encourage them to go and find answers on the website suggested.

eXtra

f Followup

Think of a problem you have. In pairs, ask for and give advice.a Ask your partner what the matter is with him / her. B Answer. a Give him / her some advice. B Say you’ll do it and thank him / her.

HomeworkActivity Book B4, pages 94 & 95.

37

Aim(s) of the lesson:f Talking about similarities and differences

VocABulArY

nouns: words related to healthy habits: gym, personal trainer, routine; advantages, different, same adJectives: fi t, overweight, sexyverB:exerciseeXpressions: It is no secret, no matter

GrAmmAr

Short responses: So / Neither… I

proNuNcIAtIoN

Sentence stress

SKIllS

Listening to an interview and a conversationSpeaking: talking about similarities and differences Reading an ad and a conversation

rEcYclING

Present SimplePast SimplePresent PerfectModal AuxiliariesGiving AdviceBe, Can, Have

B5 Good for you?


1 TS Books open. Refer sts to the picture and ask them What kind of website is this? (online radio website) What’s the name of the radio station? (Health Watchers) What do you think they present? (books, interviews, news, etc about health). Focus on the book cover. Ask What’s the book about? On which muscles of the body do people usually feel pain?

GW Get sts to discuss questions 1 to 3 in groups. Move round the class, making notes of common errors and helping sts, if necessary. Sts report some of their ideas to class.

2 IND Refer sts to the introduction to the radio news. Ask What kind of radio programme is it? (an interview) Who is being interviewed? (a fi tness specialist) Get sts to read the introduction, circle parts of the text (either words or phrases) which have the same meaning as phrases 1 to 3 and number them in the text. Classcheck. KEY: 1 It is no secret 2 no matter 3 advantages

listening&speaking 10min

3 CD1track34

IND Tell sts they will now listen to Dr Brian newton’s interview. Ask sts to read sentences 1 to 5 before you play the CD track. Play it twice, if necessary. Classcheck. Ask Do you agree with Dr Newton? Let’s see how important exercising is for you as a lead-in to #4.KEY: 1 can 2 should 3 will 4 musn’t 5 shouldn’t

TIP:You may take the opportunity to revise the concepts expressed by the modal auxiliaries. E.g. What’s the idea expressed by ‘can’ in number 1? Possibility. Number 2: advice

4 PW Read questions 1 to 4 to class, explaining the ‘exercisedependent’ scale. Have sts discuss their exercise routines. Monitor for fl uency and help only on request. Get sts to report some of their answers to class. Ask Do you think you should change anything about your exercising habits? What should /shouldn’t you do?

grammar 10min

5 CD1track35

TS Focus on the picture and ask Where are Laura and Mary? (at the gym) What have they just done? (They have just exercised.) How do you think they are feeling?

IND Get sts to read questions 1 to 3. Play CD track for sts to listen, read and answer. Classcheck. KEY: 1 They love coming to the gym. / They don’t want to get fat.

2 Exercise fi ve hours every day / have an exercise bike at home / it’s my favourite activity / not have anything else to do today. 3 Laura

6 TS Focus on the table and the examples in the Organizer.Ask sts to complete it with THE SAME or DIFFEREnT, as explained in #5. Highlight the positive and negative ideas when expressing similarity and difference. Also highlight the subject / auxiliary inversion (do I, am I, etc.) in the short answers. Focus on the Tip box and show the alternative ways of showing similarity with positive and negative statements. KEY:The same / different

pronunciation 10min

7 CD1track36

TS Focus on the example. Help sts guess where the stress might be on the other three examples. Play CD track for sts to listen, check and repeat correctly. Highlight that: 1. when we use So / neither the stress is on the pronoun; 2. when the answer is different, we stress both the pronoun and the auxiliary.

TS Say Let’s recap. To agree, we use So do i, So am i, So did i, etc.. To show agreement with negative statements, we use neither… . To disagree, we use i am, i’m not, i don’t, i do, etc… .

38

OPTIONAL DrILL

T: ilikeicecream. (agree) – So do I.Sts: So do I. T: icanplayvolleyballwell. Sts: So can I. T: ican’tsingwell.– neither can I.Sts: neither can I. T: idon’thaveacar. Sts: neither do I.promptsi’mhungry.–ididn’tplayfootballyesterday.–ican’tspeakchinese.–i’vejusthadlunch.

T: idon’tliveinahouse. (disagree) – I do.Sts: I do. T: i’veneverbeentogreece.Sts: I have. T: i’vebeentospain. – I haven’t. Sts: I haven’t. T: ihaveabike. Sts: I don’t.promptsi’mnottired.–iwenttothecinemayesterday.–ilovewine.–ididn’tstudyforthetest.


8 TS Ask sts to cover the texts and focus on Madonna’s and Jack Black’s photos. Elicit differences and similarities: What do they have in common? What are their differences? Have sts uncover and read the texts. Ask What information surprised you?

PW Tell sts to imagine that one is Madonna and the other is Jack Black. They should read each sentence aloud and respond accordingly. Circulate and make notes of sts’ mistakes. Classcheck by reading each sentence aloud yourself and getting sts A to respond as Madonna and sts B as Jack Black. Deal with mistakes on the spot.

speaking 15min

9 BOOk TrAck IND Get sts to complete the sentences about themselves.

MGL Have sts mill about the classroom talking to other sts. Tell them they have to find their ‘other half’, ie. the person most similar to them. They should try to find more than one similarity with the same person. Move round the class, providing help if necessary and correcting on the spot. Check who each person’s other half is.


TS Read the model to sts and elicit the answers to the next two examples.

GW Divide the group in trios. Assign sts A, B and C roles and have them comment and respond to the prompts on the screen, accordingly.


englisHatwork:Firstdayatwork

RP4B5.E@W

1 TS Ask How important is your first day at work? Why? What tips can you give to help people on their first day at work? Elicit a few answers from whole group. Write their suggestions on B. Give out handouts and ask sts to read instructions for #1. Check understanding by asking sts what they have to do. After checking answers, ask sts to compare the tips they had discussed to the ones they have read in the guide. Ask Are they different or the same? What is different?

2 IND Ask sts to read the statements and decide what they express. When checking, take the opportunity to revise the modals.

3 PW Get pairs to discuss the statements in #2. At the end, elicit some opinions from volunteers.

4 PW Tell sts to imagine one of them is a newcomerat their friend’s job. Ask them to have a conversation in which they have to talk about the rules of this new job. Model the beginning of the activity with one or two sts. Refer to the initial dialogue and the prompts for further help.

eXtra

RP4B5.ExTRa

f game:Same or Different

Sts play the game as a whole class. Start by choosing one st and giving him / her a card. The st, in turn, chooses another classmate and reads his sentence aloud. The st chosen should agree or disagree using an appropriate expression from the Organizer. If the answer is correct the st remains in the game and becomes the next one to draw a card and choose a classmate. If the answer is wrong the st is eliminated. The winner is the last st to remain in the game.

mmB5.eXtraSplit the class in two, A & B. Click on Action to reveal the pieces of the puzzle for both groups. Start with GROUP A. Sts choose a piece. Click on it to reveal the question. Click on Action to check answer. If correct, click on the tick and the piece will move to its right place on the B; if wrong, click on the “X”, the piece will move to its place on the B too, but its portion of the image will disappear. The winner is the group with more visible pieces of the puzzle on the B. At the end, elicit what the images illustrate (Look after a baby / have temperature).


39

Aim(s) of the lesson:f Talking about abilities; asking for clarifi cation & giving feedback

VocABulArY

nouns: fork, glass, knife, napkin, plate, spoon; garden party, manners, protocol, soupverBs: to be towed away, to make a social gaffeeXpressions: used to ask for clarifi cation and give feedback

SKIllS

Reading a book extract and an internet bannerListening to a conversationSpeaking: giving advice, asking for clarifi cation and giving feedbackWriting a letter

rEcYclING

Modal auxiliariesHow + adjective questionsGiving advice

B6 What’s wrong?

recycling 10min

1 BOOk TrAck TS Ask sts Do you use the same language with your friends as you use with your parents? How different is it? In which situations are you more careful with your language? When are you more careful with your behaviour/manners? Refer sts to the sentences in the speech bubbles and elicit their pronunciation from individual sts. Focus on the model exchange to elicit a few examples with sentence number 1.

GW Have sts talk in groups. Go round and monitor, giving help if necessary. Round off the activity by asking sts to say which of the sentences would be socially inappropriate to use if they were visiting their boyfriend / girlfriend’s parents for the fi rst time.


TS Refer sts to SB, lesson B6, #1. Click on Action to show them the fi rst picture. Elicit which of the questions from the book the box offi ce attendant might be asking. Click on Action to show answer. Repeat the procedure for the next pairs of images and questions.

TS Click on action to reveal speech bubbles with all the questions/sentences. Choose one sentence and elicit who would say it and where.

PW Have sts do the same for the others.


2 1 TS Tell sts the extract they are going to read comes from a book that has to do with social appropriateness. Ask them to fi nd the book title on the page (Manners – Good Everywhere). Elicit / Teach the meaning of manners.

PW Ask sts to read the text circling the correct auxiliary verb. Move around the class so as to be available to help with vocabulary. Don’t check their answers now.

2 PW Tell sts they will have one more chance to change their answers. Explain instructions for question 2. Elicit the auxiliaries we use for advice / suggestions (should, could) and for strict rules (must / musn’t / have to). Sts write the numbers in the boxes, checking the meaning of the sentences again. Classcheck exercises 1 and 2. KEY: 1 1 should 2 could 3 should 4 must 5 must 6 must

7 should 8 musn’t 9 don’t have to 10 could2 goodadviceorsuggestions: 1 – 2 – 3 – 7 – 9 – 10 strictrules: 4 – 5 – 6 – 8

3 1 TS Ask How early did you learn table manners? Do you think Brazilian social rules are different or similar to British rules?

IND Read the instructions and have sts decide if the rules in the extract in #2 are the same or different in Brazil.

2 GW Get two sts to read the lines A and B aloud. Drillsentence stress, if necessary. Have groups choose four rules and compare their opinions. Sts report back some of their ideas to class.

listening&speaking 15min

4 CD1track38

1 TS Refer sts to the picture and elicit a quick description. Use the pictures to pre-teach protocol (rules of acceptable behaviour at offi cial ceremonies and occasions) and tow. Give sts some time to read the questions for conversations A and B. Ask Who’s phoning Rachel? (Laura and Marco.) Play CD track for sts to listen and tick the best answers. Classcheck.KEY: A has accepted an invitation to a garden party at the palace.

B parked in the wrong place.

2 TS Without playing the CD track again, elicit Rachel’s suggestions or advice. KEY: Laura should go to the royal website to fi nd information on

protocol. Marco must call the police, then go and pay a fee to get the car back.

3 GW Get sts to discuss the two questions in #3. If stsdon’t have a car, ask them to talk about someone they know. Sts report back some of their ideas to class at the end.

40

grammar 5min

5 CD1track39

TS Focus on the expressions in the Organizer and get sts to tick the ones they remember from the dialogues. Play CD track for sts to listen and check. Classcheck. Drill the expressions in the Organizer, especially for intonation. Check if sts understand how expressions are used. Give examples if necessary. Start with a repetition drill, then say sentences for individuals to react to with an expression of their choice. Here are some suggestions: My boyfriend / girlfriend has broken up with me. / I found a cockroach on my pizza. / I need a new car – my family is getting bigger. / I’m going to find a new job. / I’ve lost my wallet. / I’m going to Hollywood. / I’ve got a new boyfriend / girlfriend. / I won the first prize in a competition. / I’ve just been robbed. / I’ve just seen (a famous actor / actress) in the street!KEY: Are you saying that… / How exciting! / Oh my! / I’m not sure

I understand. / How come? / What have you done!

speaking 5min

6 RP4B6.6

GW One st in the group gets a card, while the others ask for clarification, give feedback and advice. Then another st gets another card and does the same. Monitor and note down any points you want to focus on. The activity goes on until all sts have explained a problem and got advice. At the end, get groups to report the best pieces of advice given. Remember to provide positive as well as negative feedback at the end.

reading&writing 10min

7 GW Refer sts to the internet banner. Get sts to read it and discuss questions 1 and 2. Sts report some of their ideas to class.

8 TS Refer sts to the banner in #7 again and explain what they will have to do.

IND Get sts to write a letter using one of the ideas from #8 or a different one. Monitor and help, if necessary.

TIP:Refer sts to the Writing Helpdesk B on page 97. Get sts to do the exercises before they start writing. If pressed for time, have sts write their letters for homework.

Weblink Encourage sts to visit the websites and answer the questions. Elicit their answers at the beginning of the following class.

take-awayeXpressionsAsk sts to look at the Take-away Expressions on page 125 and elicit in which context they first appeared in the book (dialogues). If necessary, go back to the dialogues. Elicit meaning and work on pronunciation. Tell sts they are responsible for studying and using the expressions. These expressions are not core language.

eXtra

f Followup

Get sts to write down the social rules when we are invited for dinner at people’s homes in Brazil.

HomeworkStop & Check B, pages 98 & 99.

revisionsectionB(pages58-61)

41

C1 What shall we do?

Aim(s) of the lesson:f negotiating

VOCABuLARY

nouns: campaign, cause, celebrity, charity, crisis, event, host, idol, justice, nation, poverty, recessionadJectives: annual, economic, high-profi le, underprivilegedverbs: contribute, donate, eliminate, give back, minimize, raise, support, take placeeXpressions oF negotiating: Absolutely., I couldn’t agree more!, I’m not so sure., What a great idea!, What shall we do?

PRONuNCIAtION

Word stress in cognates

SKILLS

Reading a magazine article and a noteListening to a conversationSpeaking: asking for and giving suggestions, agreeing and disagreeing with suggestions

RECYCLINg

Could Should

reading & speaking 10min

1 PW Books open. Refer sts to the text, title and photos. Get pairs to discuss questions 1 to 3. Ask sts to report some of their ideas to the class. Don’t classcheck yet.

2 IND Sts read the text to check their predictions to #1. Classcheck. Ask Did you watch this event? Do you watch American Idol? Can you remember other charity events like Idol Gives Back? Do you like Bono? KEY: 1 a magazine

2 return something to the person who gave something to you3 personal answers

vocabulary & pronunciation 15min

3 IND Refer sts to words 1 to 5. Have sts guess their meanings from context and match them with their defi nitions. Classcheck. Ask Are any of these words similar to Portuguese words? (perhaps charity) KEY: 4 – 1 – 5 – 2 – 3

4 BOOK TrACK1 TS Read the

rubrics to sts and have them fi nd fi ve cognates. Classcheck, correcting any mispronounced words.

CD2track 2

2 TS Tell ststhat many times the pronunciation of cognates is similar to Portuguese too, so it’s easy to guess. Elicit the pronunciation of annual and show the blob over the vowel of the stressed syllable. In pairs sts mark the stress of the other words. Play CD track for sts to listen and check their guesses. Classcheck, writing the words on the B with the blobs, if necessary. Play CD track again for sts to listen and repeat. KEY: celebrity contribute

crisis economic eliminate event idol justice nation organized recession

MULTIMEDIA TrACK MMc1.4

The objective of the game is to sponsor as many children as possible.

GW Divide class into two groups. One player from Team A clicks on a child to see the word and clicks on the stressed syllable. If the syllable is correct, Team A sponsors that child. If syllable is incorrect, the child remains with no sponsor. Teams take turns. The game ends when all children have been sponsored and the winner is the team that sponsors more children.


5 TS Before directing sts’ attention to the note about Rock in Rio, round up the reading activity about Idol Gives Back with the Youtube video http://www.youtube.com/watch?v=J1-CDOTOGk8. Then ask them if they know of any Brazilian event that raised money for charity. Show them the note and discuss it briefl y before asking them to work in groups. Sts report back some of their ideas to class at the end.

TIP:Alternatively, discuss the questions with the whole class.

42

vocabulary & listening 15min

6 CD2 track 3

1 TS Focus on the picture and have sts describe it. What do you think they are talking about? Do you know why they want to call the festival Worldstock? (a reference to the first big rock festival Woodstock in 1969). Read the rubrics to class. Give sts some time to read sentences a to e before you play CD track for sts to listen and write T or F. Play track again if necessary. Classcheck.KEY: aF b T c F d F e T

2 TS Refer sts to Monica’s words and make sure theyunderstand what she says. Read the rubrics and have a class discussion about the questions.

7 CD2 track 4

TS Ask sts To make decisions about the rock festival, what do Brian, David and Monica do? Teach negotiate = suggest, agree, disagree. Refer sts to the Organizer and to the words in the box in #7. Sts complete the sentences in the Organizer. Play CD track for sts to listen and check. Play CD track again for sts to listen and repeat. Make sure all sts repeat the sentences chorally at least twice, giving each sentence the correct intonation. Get individual sts to repeat again if necessary.KEY: 2 Let’s 3 don’t 4 could 5 What 6 sure 7 Maybe

Have a quick practice by making some appropriate suggestions for that moment in your class, eg Let’s stop for coffee now. / Why don’t we do a composition now? / We could turn off / on the air conditioner. / etc. Ask different sts to react to them, using the expressions in the Organizer.

OPTIONAL DrILL

T: let’s – Let’s go to the cinema.Sts: Let’s go to the cinema. T: why Sts: Why don’t we go to the cinema? T: i think Sts: I think we could go to the cinema. T: watch tv Sts: I think we could watch TV.prompts: why – let’s – have a drink – i think – go for a swim


speaking 15min

8 TS Read the instructions to class, and use the example to demonstrate what they have to do.

GW In groups of 3 or 4 sts roleplay the activity. Monitor closely, offering help. Groups select a secretary to take notes and report back their decisions to the rest of the class at the end.

9 GW Groups report their ideas. Have a class vote for the best plan – the most likely to be successful.

Weblink Encourage sts to visit the website, choose one or two celebrities and note down the reasons why they decided to “give back”. Elicit their answers at the beginning of the following class.

eXtra

f Follow up

Sts write a paragraph entitled Our Worldstock describing the decision they made in #8.

Homework Activity Book C1, page 100.

TIP:Set preparation for this activity as homework. Sts will collect ideas, then do it next class.

43

C2 We’ll help you!


1 TS Books closed. Talk about your Twitter habits. Ask sts Have you joined Twitter? Are you a Twitter follower? How often do you post per day? Who do you usually follow?

PW Books open. Focus on the stream of posts on a microblog and questions 1 to 3. Ask sts to discuss them. Elicit sts’ ideas as a class. KEY: 1 from the bottom up 2 Worldstock 3 Laura

2 PW Focus on the sentences in yellow in the posts in #1. Sts tick, underline and circle ideas according to questions 1 to 3. Classcheck. Ask sts What verbs do we use to make promises and offers? (’ll and won’t)KEY: 1 Ellen’s interviewing Mika and Jamie Cullum this week too.

2 Mika, Jamie and The Kooks are going to perform at the Worldstock charity event. Sonia and I are going to drive to the concert.3 I’ll go and get the tickets we won’t leave you behind! I’ll fi nd out and let you know!

TIP:Question #1 is there to make sts aware that posts like the ones on Twitter must be read from the bottom up. Help them reach this conclusion by focusing their attention on the information about when each “twit” was posted (2 hours ago / 1 minute ago).

grammar & listening 15min

3

TS Refer sts to the Organizer and have them complete with ’ll or won’t, paying attention to whether they are promising /offering TO DO something or nOT TO DO something. Classcheck, by eliciting complete sentences from individual sts. KEY: A ’ll or won’t B ’ll C ’ll d won’t E won’t F won’t

TS Refer to the Tip box and explain the alternative way of making offers with Shall I…? Highlight the use of the interrogative form for this purpose. Elicit other uses of shall sts have seen: suggestions in C1 (Shall we…? What shall we do?)

TS Focus on the Interlink box and highlight the difference between English and Portuguese. In Portuguese both forms (Eu vou pegar e Eu pego) are used, but only I’ll is used in English.

4 BOOK TrACK CD2track 6

IND Read the fi rst line of the rubrics and get sts to match the offers and promises in the Organizer with the dialogues writing A to F in the brackets. Play CD track for sts to listen and check. Stop after each dialogue to confi rm the answer. KEY: B – C – A – E – F – D

TS Read the remaining lines of the instructions, focus on each dialogue and discuss the questions as a whole class.


TS Tell sts they’re going to watch some short fi lms in which people are having conversations and are suddenly interrupted. Explain that they’ll have to watch the fi lm and infer which sentence the people who were interrupted said. Click on sentences to check.

5 CD2 track 7

TS Refer sts to the dialogues in #4 again. Highlight they will practise only the answers now. Play CD track for sts to listen and repeat. Make sure sts use contracted forms and draw their attention to the pronunciation of ’ll (dark l). However, there is no need to insist on perfect pronunciation here.

PW Sts practise reading the dialogues in pairs. They swap roles and practise again.

TIP:if time allows, before moving on to this exercise, get sts to go back to the dialogue on page 22 (lesson B4) and fi nd two examples of an offer or promise: Rachel says I’ll come and pick you up. I won’t be long.

Aim(s) of the lesson:f Making promises and offers

VOCABuLARY

nouns: post, streamverbs: offer, promiseverb collocations: check the weather forecast, give (somebody) a ride, go and get (something), leave (the lights) on, leave (somebody) behind, pick (somebody) upeXpressions: Don’t worry., I promise., Shall I…? (to make an offer), Wonderful!

gRAMMAR

will

SKILLS

Reading postsListening to dialoguesSpeaking: making offers and promises

RECYCLINg

ShallCannegotiatingGoing to futurePresent Continuous for future arrangements

44

OPTIONAL DrILL

T: send you a postcard (affirmative) – I’ll send you a postcard.Sts: I’ll send you a postcard. T: write you an email Sts: I’ll write you an email. T: forget to phone you (negative) – I won’t forget to phone you. Sts: I won’t forget to phone you. T: be long Sts: I won’t be long.prompts buy you a souvenir – forget to take photos – follow you on twitter – spend too much

nOTE: Alternate affirmative and negative.

speaking 25min

6 RP4 c2.6

TS Point to the first picture on the pdf slide / OHT and ask sts to suggest what to say to each person, using the input from the picture and the verb prompt. E.g. I’ll give you a ride. / I won’t tell anyone. Then, have them repeat each offer / promise chorally. Point to the pictures again in a different order to elicit offers /promises from individual sts. Bear in mind each st’s needs as you choose the prompts.

7 e-Board TS Read the rubrics to class, focus on the replies and quickly drill them. Do number one with sts as a model.

PW Get sts to respond to the people in the three other situations choosing a reply and a verb from the box. Monitor sts’ work, providing help and correcting on the spot. Sts report their ideas to class at the end. Allow different possibilities in each case.SuggEStEdKEY: 1 Don’t worry. I’ll pick it / them up for you.2 I’m sorry. I won’t be late again.3 Congratulations! / Wonderful! Of course we’ll be there.4 Don’t worry. I’ll leave a light on.

TS Focus on the Recycle box. Remind sts of the use of I’ll or we’ll for decisions about the future made at the moment of speaking.

TIP:if time allows, get sts to practise the dialogues without looking at the Organizer, trying to remember the offers and promises.


8 GW Read the instructions and the model exchange with class. Groups decide who will be responsible for what. Groups should take notes as they will report their decisions to class at the end. Circulate and make notes of sts’ mistakes. Get sts to report their ideas. Draw sts’ attention to any mistakes.

eXtra

f Follow up

Invent some problems for sts to offer to help you: There’s someone at the door. It’s cold in here. The phone’s ringing. I’m carrying lots of books and can’t open the door. My car doesn’t work.I’ve hurt my hand.I’m thirsty / hungry. I can’t understand this exercise.Sts may also think of a problem themselves.

Homework Activity Book C2, page 101.

45

C3 I’m meeting them in Rio this Thursday.

pronunciation & speaking 15min

1 TS Books closed. Ask sts Have you ever travelled to an English speaking country? Did you speak English there? Did you have any problems with the pronunciation of any words? Books open. Refer sts to the list of types of music. Read the rubrics to sts. Have sts try to pronounce the words.

BOOK TrACK CD2track 8

1 IND Play CD track for sts to circle the words that are not pronounced like in Portuguese. Classcheck.

2 TS Explain to sts that they’ll hear the same word pronounced twice – once by a Brit and once by an American. Play CD track again for sts to listen and choose the pronunciation they want to repeat. Make sure they choose only one to repeat after they’ve listened to both.3 GW Sts discuss their

recommendations. Then they feed back their opinions to class.


Memory game. The objective of the game is to fi nd matching pairs.

GW Divide class into two teams. Invite Team A to click on two MP3 screens to turn them over. If they match, click on Team A’s player to score the point. Teams take turns. Whenever a word is turned over for the fi rst time, click on the sound icon and ask sts to repeat it.

GW In groups, sts discuss what type of music is best for each of the four situations.

TS Elicit other words that are not pronounced the same way in Portuguese and English (e.g. CD-ROM, call centre, notebook, laptop, email, club, etc.)

listening & reading 15min

2 CD2 track 9

1 TS Read the rubrics to class and focus on question 1. Play CD track for sts to listen and tick the four types of music not mentioned in the radio news. Classcheck.

2&3 TS Focus on questions 2 and 3. Play CD track again for ststo listen and tick the correct answers. Classcheck. Ask What else do you remember from the radio news? Where is the money going to? to introduce nGO.KEY: 1 country, rap, reggae, samba

2 forest preservation3 Canada

3 TS Explain who Pedro is. Ask Do you know any NGOs? Have you ever donated money to one? Focus on the text and ask What type of text is this? Where do you fi nd interviews like this? (e.g. Veja magazine)

PW Sts read the questions before they read the interview and answer questions 1 to 3.

KEY: 1 They’re going to start a big campaign and produce a special CD.2 He’s meeting composers in Rio and fl ying to Bahia in 4 days. 3 suggested synonyms: money, to make someone want to do something, force, regulations, ready / free, conscious, make someone agree to do something, immediately after.

grammar 5min

4 1&2 IND Get sts to underline the four sentences withgoing to and two with the Present Continuous in the text. Explain that some of these sentences refer to future plans (question 1) and others to future arrangements (question 2). Sts go back to the sentences they underlined and write 1 or 2.

TIP:The main point here is to make sure sts understand that the Brazilianized way of pronouncing these names will not do if they want to be understood internationally. Give them an option of a British or American way to pronounce the words, but don’t let them maintain a Brazilian pronunciation when they’re talking in English!

TIP:For question 3, consider that at this level sts are not yet able to provide all the defi nitions in English, so allow them to use Portuguese.

TSin Portuguese and English (e.g. CD-ROM, call centre, notebook, laptop, email, club, etc.)

listening & reading

2

1Play CD track for sts to listen and tick the four types of music not mentioned in the radio news. Classcheck.

2&3to listen and tick the correct answers. Classcheck. Ask do you remember from the radio news? Where is the money going to? KEY:

TIP:that the Brazilianized way of pronouncing these names will not do if they want to be understood internationally. Give them an option of a British or American way to pronounce the words, but don’t let them maintain a Brazilian pronunciation when they’re talking in English!

Aim(s) of the lesson:f Talking about future arrangements and plans

VOCABuLARY

nouns: types of music: blues, country, heavy metal, jazz, pop, rap, reggae, rock ’n’ roll, samba; art, charity, entertainment, environment, funds, investment, laws, nGO, property, social responsibility, travel adJectives: available, aware verbs: convince, encourage, put (pressure on)Future time eXpressions: a week [from] tomorrow, in (four) days, in (three) weeks, next (Monday), the day after tomorrow, this (Friday), tomorrow, tomorrow afternoon, tonight / this evening, two weeks [from] next (Sunday)

gRAMMAR

Going to for future plansPresent Continuous for arrangements

PRONuNCIAtION

International words

SKILLS

Reading an interviewListening to the radio newsSpeaking: making plans and arrangements about the future

RECYCLINg

Present ContinuousDatesSuggestions

46

3 CD2track10

TS Play CD track for sts to listen and check the sentences they underlined and their meanings. Make sure they get the right answers before playing the track again for them to repeat. Draw sts’ attention to contractions and weak form of to /tə/.

4 IND Refer to the Organizer and have sts complete thegaps. Classcheck. Ask What’s the difference between plans and arrangements? (arrangements are more certain to happen because preparations have been made, and other people are involved.) Refer to the example with the Present Continuous in the Organizer and elicit what preparations have been made and what other people are involved. (tickets or a DVD – the children).KEY: plans / arrangements

OPTIONAL DrILL

T: watch tv tonight (plan) – I’m going to watch TV tonight.Sts: I’m going to watch TV tonight. T: he Sts: He’s going to watch TV tonight.prompts travel abroad next holidays – play cards on saturday – we

T: watch a film after class (arrangement) – We’re watching a film after class.Sts: We’re watching a film after class. T: she Sts: She’s watching a film after class.promptssee a friend at 6 – have a test tomorrow – they

vocabulary 10min

5 e-Board

1 TS Get sts to go to Vocabulary Pack 5 (page 79) and show them TODAY (1st May) on the calendar. Also show them examples a to d to explain how to match the expressions with the dates on the calendar. Classcheck by following the model exchange in #2. KEY: a 1st May b 2nd May c 2nd May d 3rd May e 5th May

f 22nd May g 4th May h 7th May i 9th May j 20th May

2 TS Quickly drill a few questions before sts work in pairs: e.g. T: tonight Sts: What’s the date tonight? T: this Friday Sts: What’s the date this Friday?

PW Sts choose 4 questions each to ask their partners. Questions should not be in order. Sts A and B alternate asking and answering questions. Monitor closely for accuracy, correcting on the spot and helping sts as necessary.


speaking 20min

6 TS Get sts into pairs and refer each member to a different Chat Page. Tell sts to check which information they have and what they need to find out. Ask sts to keep their information secret.

PW St A starts by asking B his / her questions about Pedro’s diary and writing 1 to 3. St B does the same, asking A. Monitor sts’ work, providing help if necessary and correcting on the spot.

7 1 TS Read the rubrics and focus on the photos. Elicit a few ideas about ways of spending the money.

GW In groups (for example st A, st B, st C) sts make plans agreeing on the five priorities for their money.

2 GW Form new groups of only A’s, B’s, and C’s for ststo report their plans and find coincidences.

8 TS Focus on the model exchange and elicit a few possible questions about the near future (e.g. tonight, tomorrow morning, this weekend, etc).

PW Get sts to ask and answer about themselves. Circulate and make notes of sts’ mistakes. Elicit a few plans / arrangements and comment on the content of sts’ contributions. Then, draw their attention to any mistakes.

eXtra

f Follow up

Get sts to write a paragraph describing their priorities for spending the money in #7 (exercise 2).

Homework Activity Book C3, pages 102 & 103.

TIP:You can also use playing cards to help you arrange the groups more smoothly. Give out Jacks, Queens, Kings and Aces to form the first groups by gathering one of each per group (a J, a Q, a K and an A). For the second part, tell all J’s, Q’s, K’s and A’s to get together. Another alternative is the use of colour cards (4 different colours).

47

Aim(s) of the lesson:f Making predictions

VOCABuLARY

nouns: natural disasters: an avalanche, a drought, an epidemic, a forest fi re, a hurricane, famine, fl ood; world problems: deforestation, global warming, pollution, population growth adJectives: cold, dry, foggy, hot, rain, snow, sunny, warm, windy

gRAMMAR

Will

SKILLS

Reading newspaper extractsListening to the weather forecastSpeaking: making predictions

RECYCLINg

There + beAgreeing / Disagreeing

C4 There’ll be snow in Seattle.

vocabulary, reading & speaking 15min

1 BOOK TrACK1 TS Books open.

Focus on the seven photos. Ask Which ones are / could be in Brazil? Where do you think the others were taken? Have sts guess the pronunciation of the disaster words and drill them. Ask Which natural disaster are you most afraid of?

IND Focus on sentences 1 to 7. Sts match them to the seven photos. Classcheck, by reading the sentences aloud and having sts say the natural disaster.KEY: A 2 B 5 C 1 d 7

E 4 F 3 g 6


TS Explain to sts that they will see headlines and will have to read somewhat fast. Tell them to focus on most important words and that the main objective is to identify matching headlines and pictures. Invite sts to click on headline which corresponds to the image on the screen. Images will change automatically when they get the right answer. Click on Action to move on to the next screen.

PW Sts match words and pictures. Drag and drop words to check.

2 GW Sts discuss questions a, b, c. Monitor closely,helping with vocabulary. Elicit a few ideas at the end.

TS Focus on the Recycle box and revise There + be for descriptions. Elicit examples about the class (There are 15 sts, There’s a computer, etc), about their neighbourhood (There’s a hospital, There are two cinemas, etc) and show that variations in time (present, past) occur in the verb Be.

listening 15min

2 CD2 track 12

1 TS Focus on the picture. Ask Who’s the woman? What’s she doing? Do you watch the weather forecast on the news? Which channel? Are they normally right? Do you listen to it on the radio / read it in the newspaper? Which country do you think she’s from? Why? Which of the places on the map have you been to / would you like to visit most? Focus on the instructions. Write April 1st 2027 on the B to ensure sts know that this is the date for the weather forecast they’re going to listen to. Ask sts to guess (via a show of hands) whether it’ll be good or bad. Play CD track for sts to listen and check their guesses.

2 TS Refer sts to the map and to the list of weather conditions. Revise foggy. Play CD track again for sts to write A to G. Don’t check answers immediately after sts do the matching. Tell sts to move straight on to #3, so you can check both at the same time.KEY: B – G – A – E – D – C – F

3 CD2 track 13

IND Sts complete the sentences from the weather forecast using the information and the map in #2.2. Play CD track for sts to listen and check their answers. Classcheck both #2.2 and #3. KEY: 1 hurricanes 2 new Orleans 3 Dallas 4 Los Angeles

5 snow 6 windy 7 new York

grammar 10min

4 TS Refer to the Organizer and have sts complete the sentences. Highlight that they should pay attention to whether the sentences are affi rmative, negative or interrogative. Classcheck. Ask Can we be sure about these future situations? (no). Explain that a prediction is just a statement about what you think is going to happen. Ask What verb tense do we use to make predictions?(Future with ‘will’).KEY: ’ll – won’t – won’t – Will – Will

TS Focus on the Tip box and drill the intonation of the short answers. Highlight that we don’t use a contraction for the affi rmative because will cannot be unstressed in short answers.

48

OPTIONAL DrILL

T: sunshine (affirmative) – There’ll be sunshine tomorrow.Sts: There’ll be sunshine tomorrow. T: snow Sts: There’ll be snow tomorrow. T: rain (negative) – There won’t be any rain. Sts: There won’t be any rain. T: floods Sts: There won’t be any floods.prompts hurricanes – droughts – an epidemic

nOTE: Alternate affirmative and negative.

T: rain (interrogative) – Will there be any rain?Sts: Will there be any rain? T: snow Sts: Will there be any snow?prompts sunshine – an epidemic – floods

speaking 25min

5 PW Ask What do you know about global warming? to seewhat sts know / can express in English. Focus on sentences 1 to 6. Do the first one with the whole class. Ask What are the options? to elicit There’ll be more natural disasters. / There won’t be more natural disasters. What do you think? Ask sts to discuss the other topics in pairs. Monitor to check that they are forming correct sentences. Deal with correction on the spot.

6 TS Read the rubrics to sts and elicit examples about Asia. What will happen in Asia? There’ll be avalanches in the Himalayas. There’ll be droughts in China and India. There’ll be floods in Japan.

PW Pairs discuss predictions about the other continents. Monitor sts’ work, helping with the pronunciation of the geographical names. Sts feed back their ideas to the whole class at the end. KEY: There’ll be droughts, famine and epidemics in Africa /

forest fires in west Europe / droughts in east Europe / floods on the Atlantic coast / droughts and fires in Australia and new Zealand / floods in the nE and SE of Brazil / famine in central Latin America / droughts in north Latin America / hurricanes in the Caribbean / droughts and fires in the west of the US / floods in south Canada / epidemics in the nY area.


7 TS Read the rubrics to class and get 4 volunteers to read the example exchange. Focus on the Interlink box and highlight the difference between English and Portuguese. Explain that in English it is usually the first verb (i.e., think) that is made negative, not the second.

GW Get groups to make predictions about the other topics, agreeing and disagreeing. Monitor and make notes of sts’ errors. Also note down instances of good language for class feedback at the end. Have groups report their predictions to class. Discuss the general attitude of the class about the future: optimistic or pessimistic? Provide feedback.

eXtra

f Follow up 1

Get sts to write down sentences for #5, #6 and / or #7.

f Follow up 2: Predictions for 2010 (2011? 2012?)

TS Set the context by asking sts What do you see in the news every year before New Years Eve? (Elicit the idea of predictions for the next year). What kind of predictions are made? (try to elicit the topics below). Tell sts they will now play the role of fortune tellers and make predictions for the new year.

GW Write on the B (prepare a handout) with the following structures. Groups write their predictions. Monitor and help with vocabulary. Groups report their predictions at the end.WorldPredictionsfor20…1 There will be an assassination attempt on...2 There will be serious political / religious tensions in... 3 ...will be forced out of office and an early election will be called. 4 There will be a major terrorist attack in...5 There will be a serious pollution problem in...6 There will be natural disasters in... (name them).7 ...will become pregnant. And... will announce she’s pregnant too. 8 There will be a knife attack on... (top celebrity).9 ...and …will get divorced.

Homework Activity Book C4, pages 104 & 105.

49

Aim(s) of the lesson:f Talking about past experiences

VOCABuLARY

nouns: fl uorescent bulb, garbage, (incandescent) light bulb, low fl ow taps, rainwater collector, recycling bins, solar panel; housework chores: do the washing up, hoover the fl oor, make the bed, put the clothes away, put the rubbish out, tidy up the desk, water the plants, clean the windowsverbs: build, change, install, plant, recycle, replace, turn off eXpression: ‘go green’

gRAMMAR

Present Perfect with already and yet

SKILLS

Reading a to-do listListening to a conversationSpeaking: talking about plans and tasks done and not done

RECYCLINg

Indefi nite pronounsAdverbs of FrequencyPast SimpleGoing to future

C5 I’ve already done that.

vocabulary & reading 15min

1 TS Books closed. Write environment on the B and ask How concerned about the environment are you? What do you do to protect the environment? to elicit some ideas and vocabulary.

IND Books open. Read the instructions and have sts circle their options.

PW Sts compare their answers and report their coincidences to class. Discuss the general attitude of the class about the environment.

2 TS Read the instructions and elicit the meaning of “go green”. Focus on the pictures and drill the words.

IND Sts complete the sentences with the words. Classcheck. Explain verbs that may be new to sts and drill pronunciation of the new words and phrases. KEY: trees – a solar panel – fl uorescent bulbs – collector –

low fl ow taps – bins

listening 10min

3 CD2 track 15

1 IND Play CD track for sts to listen and tick the plans Laura and Harry mention in their conversation in #3.KEY: build a rainwater collector – install low fl ow taps

2 TS Focus on the question explaining the idea that one of the plans is now a reality, ie. it has already been done, while the other hasn’t been done yet. Play CD track again for sts to put a star next to the plan that is now a reality. KEY: build a rainwater collector

4 CD2 track 16

TS Focus on Laura’s and Harry’s sentences. Play CD track for sts to listen and complete. Classcheck. Play it again for sts to listen and repeat.KEY: Have – ’ve – haven’t

grammar presentation & practice 10min

5 TS Focus on the Organizer and have sts quickly read it.

IND Get sts to look at the sentences in #5 and complete with the words in yellow from the Organizer. Classcheck. Ask What’s the rule? (We use yet to ask if something has happened or to say that it hasn’t, already to say that something happened earlier than we imagined.) Draw sts’ attention to the position of already and yet (already before the main verb and yet at the end of the clause). Drill the correct pronunciation of already and yet, chorally and then individually.KEY: already – (not+) yet – yet

OPTIONAL DrILL

T: have breakfast (affi rmative) – I’ve already had breakfast.Sts: I’ve already had breakfast.T: do the homeworkSts: I’ve already done the homework.

T: take a shower (negative) – I haven’t taken a shower yet.Sts: I haven’t taken a shower yet.T: wash the dishesSts: I haven’t washed the dishes yet.prompts:make the bed – have a shower – tidy the living room – get dressed

nOTE: Alternate affi rmative and negative.

T: read the newspaper (interrogative) – Have you read the newspaper yet?Sts: Have you read the newspaper yet?T: check your mailSts: Have you checked your mail yet?prompts:phone the offi ce – buy the milk – wash the car

6 BOOK TrACK RP4c5.6

TS Before asking sts to say what Harry has already done / hasn’t done yet, show all photo prompts on the pdf slide / OHT and elicit the past participle forms of each verb. Then point to each picture separately and elicit the sentence about Harry.


TS Explain to sts that they will look at pictures and say what Harry has already done or hasn’t done yet. Click on Action to show images and prompts. Elicit sentences. Click again to check.


50

Give everyone a chance to repeat each sentence chorally and individually if necessary.KEY: He has already planted the trees. / He hasn’t installed

the solar panel yet. / He hasn’t installed the fluorescent lights yet. / He has already bought the recycling bins.

reading & SPeaKing 15min

7 1 IND Read the rubrics and refer sts to Harry’sto-do list and to the picture. Sts do the matching exercise writing 1 to 8 in the brackets on the picture. Highlight the fact that Harry hasn’t done anything yet. Classcheck the letters and numbers. Elicit the list of housework tasks Harry hasn’t done yet for oral practice: He hasn’t done the washing up yet. He hasn’t hoovered the floor yet. etc. Conduct a chorus and individual drill. KEY: A 4 B 7 C 6 D 3 E 8 F 1 G 5 H 2

2 TS Get sts into pairs and refer each member to a different Chat Page. Tell sts to check which information they have about what Sonia has / hasn’t done, and what they need to find out. Ask sts to keep their information secret.

PW St A starts by telling B what Sonia has already done and hasn’t done yet. B ticks the tasks Sonia has done. Then St B does the same, telling A.

TS Tell sts that there are two tasks that neither of them know. Move around the class for the pairs to have a chance to ask you about these two, which only you know the answer to Sonia has already put the clothes away. She hasn’t hoovered the floor yet. Your exchange with the sts should be:Sts: Has Sonia put the clothes away yet?T: Yes, she has.Sts: Has she hoovered the floor yet?T: No, she hasn’t.

8 IND Have sts write their individual to-do lists with FIVE tasks, including things they have already done and things they haven’t yet. Tasks don’t have to be complete sentences: refer sts to Harry’s list in #7. Monitor their writing, helping with vocabulary.

GW Get one example of task from one of the sts and write it on the B. Focus on the model exchange in the speech bubbles and elicit an example with the task on the B. Model a few questions and short answers before sts start working in groups. Highlight that they have to ask for more details about the tasks, using past and future forms. Monitor sts’ work, making notes of their mistakes. Give feedback on any points of accuracy or fluency that you would like to focus on.

eXTra

f Follow uP

Get sts to think of things they do almost everyday, e.g. brush teeth, make their bed, do the homework, have dinner, etc. Ask them to write TWO sentences about what they have already done today and TWO about what they haven’t done yet.

f game: Guess what I’ve already done

IND Write on the B the following list and get sts to write TWO plans for each, one they have already done and one they haven’t yet, varying the order: places to visit / movies to see / books to read / restaurants to go to / things to buy

PW Sts show their list to a partner for him/her to guess what has already been done. Show an example before they start working in pairs. The aim of the game is to guess what partners have already done. The winner is the one who gets most Yes, I have answers.A Have you been to… yet? Have you seen… yet? Have you read… yet? Have you bought… yet?B Yes, I have. / No, I haven’t.

engliSH aT worK: ViSionS oF THe FuTure

RP4C5.E@W-a

1 PW Refer sts to the questions and have them exchange ideas in pairs. Ask for volunteer sts to share their experiences with the whole group.

2 TS Tell sts to read the title and initial paragraph and elicit suggestions from them. Confirm sts’ correct answers. Explain the meaning of Andrew’s job: a business forecaster (a person that makes predictions about the future of a company/institution).

3 PW Ask sts to read the whole article and work out the correct headings for the text. Ask a few pairs to give their answers. Ask sts to justify their answers.

RP4C5.E@W-b

4 PW Ask sts to get in pairs and explain they’ll have to ask and answer questions about Andrew’s predictions in order to find the correct answers to complete the internet article. Refer sts to the model dialogue and check they understand the instructions. Hand out A/B cards. Have an open pair perform the first question / answer exchange and have the class repeat after them. As sts work in pairs, monitor their performance and help as necessary. At the end, ask one or two pairs to ask each other a few questions to the whole class. Invite volunteers to give answers.

HomeworK Activity Book C5, page 106.

51

C6 When you come to visit

Aim(s) of the lesson:f Talking about future plans, arrangements, predictions

VOCABuLARY

nouns: binoculars, camp site, city centre, plant, sights, (telephone) bill verb: camp, fl y, leave, pack (a suitcase), pay, stay eXpressions used at tHe beginning and at tHe end oF an email: All the best, Can’t wait to see / hear from you., Cheers, Dear…, have loads of fun, How are you doing?, Look forward to seeing / hearing from you., nice to hear from you., Take care, Talk to you later, What’s up?, Write back soon.

SKILLS

Reading an emailListening to a conversationSpeaking: talking about plans and arrangementsWriting an email

RECYCLINg

Future formsnegotiatingSuggestionsPresent Perfect with already and yetWeatherClothesPlaces

listening & speaking 15min

1 GW Refer sts to questions 1 and 2 and give them a few minutes to discuss. Monitor, focusing specifi cally on the use of future forms. Elicit their answers at the end, responding to the content of what sts are saying. Provide feedback on errors related to the form and / or use of future tenses.

2

3

BOOK TrACK CD2track 17

1 IND Focus on the pictures and elicit description of the places and types of holidays. Ask Where would you choose to go? Refer sts to rubrics and #1. Play CD track for sts to listen and tick. Classcheck. KEY: A D F H

2 TS Get the whole class and a few individual sts to agree or disagree with Laura.

recycling 10min

MULTIMEDIA TrACK MMc6.2f5

TS Books closed. Tell sts that they’re going to listen to Rachel telling Laura about her next holiday and that they must identify the pictures that represent what Rachel says. After listening, click on pictures to check. Click on Action to show question for discussion. Elicit some sts’ opinions.

PW In pairs, sts choose the correct verb to complete the sentence. Click on verbs to check. Click on Action to hear sentences. Ask for repetition.

TS Click on Action to see four words at the bottom of the page. Elicit from sts which sentence is a plan, an arrangement, a promise and a prediction. Click on words to check.

PW Sts use images and prompts to talk about Rachel and Marco’s plans, arrangements and predictions. 4

5

CD2track 18

IND Get sts to read and circle the correct future forms. Play CD track for sts to listen and check. Don’t ask for justifi cations now. Move straight to #4.KEY: 1 leaving

2 ’re going to 3 it’ll 4 ’ll tell

IND Have sts identify the functions of the sentences in #3 by matching them with a to d. Classcheck. Revise the forms used for each future idea: Present Continuous for arrangements, going to for plans and will for predictions, offers and promises.KEY: a 2 b 4 c 1 d 3

PW Get sts to work from memory and try to remember the exact description of Rachel and Marco’s plans, arrangements and predictions. Classcheck.

52

KEY: We’re flying to Brazil/RJ. We’re not going to stay in a hotel. We’re going camping in the middle of a forest. We’re going to plant new trees (in deforested areas in the mountains of RJ). There’ll be some rain (as we’re going in winter).

recycling 10min

6 e-BoardPW Refer sts to Rachel’s and Marco’s to-do lists. Elicit two examples, one with already and another with yet. Also elicit the past participle forms of the verbs before sts start working in pairs. Sts talk about Rachel and Marco. Monitor to check that they are forming accurate sentences. Elicit all sentences at the end, drilling if necessary.KEY: Marco has already bought some socks and bought a new

umbrella. He hasn’t packed the big suitcase or paid the telephone bill yet. Rachel has already packed the small suitcase and put the rubbish out. She hasn’t bought a pair of binoculars or left a set of keys with Harry yet.

reading 10min

7 1 TS Ask sts What do you remember about Pedro,Rachel and Marco’s Brazilian friend from the listening in #2? (He does volunteer work for a forest preservation nGO). Focus on Pedro’s email. Get sts to read it and circle the best options. Classcheck.KEY: 1 you’re arriving 2 I’ll be 3 we’ll have

4 I could 5 You should visit 6 Why don’t 7 there’ll probably be 8 I’ll lend

2 IND Have sts read the email again and write T or F in the parentheses. Classcheck, asking for justification and correction of the false sentences. KEY: a T b F (to visit only) c F (a few Kms away) d T e T

speaking 10min

8 TS Read the instructions to class and drill the model exchange with the correct intonation. Decide on how many people are coming and how long they are going to stay.

GW Sts negotiate ideas and note them down. Go round and monitor, focussing on their fluency in presenting suggestions. Groups report their ideas to class. Write the following phrases on the B for reference: We’re going to … It’ll probably be… There’ll probably be… They should bring… . Give feedback on any important aspects of fluency or accuracy, but don’t forget to include some positive feedback on their performance as well.

writing 10min

9 IND Get sts to write an email to their foreign friends using the ideas discussed in #8. Monitor and help, if necessary.

Weblink Encourage sts to visit the website and answer the question. Elicit their answers at the beginning of the following class.

take-away eXpressionsEncourage sts to look at the Take-away Expressions on page 125 and elicit in which context they first appeared in the book (dialogues). If necessary, go back to the dialogues. Elicit meaning and work on pronunciation. Tell sts they are responsible for studying and using the expressions. These expressions are not core language.

eXtra

f Follow up

Before sts write the email in #9, have them go back to Pedro’s email in #7 and underline expressions they might use in their own emails, e.g. How are you doing? So, you’re arriving…

Homework Stop & Check C, pages 108 & 109.

revision section c (pages 62-65)

TIP:Refer sts to the Writing Helpdesk C on page 107. Get sts to do the exercises before they start writing. If pressed for time, have sts write their emails for homework.

53

D1 How’s it done?

Aim(s) of the lesson:f Talking about processes

VOCABuLARY

NOuNS: words related to the fi lm industry: cable, cast, character, credits, digital camcorder, home movie, locations, microphone, moviemaker, nominee, scene, screenplay, set, sound effects, storyboard, title, tripod vERBS: add, burn, cut out, dub, edit, put into, read out, select, set, shoot, upload

gRAMMAR

The Present Passive

SKILLS

Reading a webpage articleSpeaking: describing processes

RECYCLINg

Verb be in the Simple Present Film vocabularyPast ParticiplesSequence linkers

vOcABuLARy & SPEAKING 15mIN

1 TS Books closed. Ask sts How often do you watch a fi lm?Do you prefer watching a fi lm at home or going to the cinema? What’s your favourite kind of fi lm? What’s your favourite fi lm?

GW Books open. Get groups to discuss questions 1 to 3 but don’t allow it to last very long. Elicit a few ideas at the end, taking the opportunity to teach vocabulary from #3 if asked.

2 e-BoardIND Get sts to go to Vocabulary Pack 6 (page 79) and referthem to the list of words related to fi lms. Have sts match the words and the defi nitions. Classcheck by reading the defi nition and eliciting the word.

PW Get sts into pairs and ask them to try to pronounce the new words.

TS Drill the pronunciation, getting the whole class to repeat each word after you. KEY: 3 – 9 – 4 – 8 – 1 – 5 – 7 – 2 – 6

READING & LISTENING 15mIN

3 TS Focus on the webpage and ask What kind of text is this? (a webpage) What’s it about? Who is the man in the picture? What does he do? (a fi lmmaker) Refer sts to the 3 titles.

IND Have sts skim the webpage article and choose the best title. Classcheck and ask How easy is it? Would you like to try?KEY: b

4 BOOk TrAck CD2Track 19

PW Read the instructions to sts. Sts read the article again and number the steps of the process 1 to 8. Play CD track for sts to listen and check their answers. Explain key vocabulary that sts may ask about. Ask Who’s doing all this? Who makes the storyboard, chooses the cast and location, burns the movie, etc? to introduce the idea that the passive is used when it is not important to mention the performer of the action. KEY: a 2 b 3 c 8 d 5

e 4 f 6 g 1 h 7

MuLTIMeDIA TrAck mmD1.4

TS Read the rubrics. Have sts read the text and number the steps. Then, they watch the video and check answers.

GRAmmAR 10mIN

5 IND Get sts to look at the sentences in #4 and complete the Organizer table and rule. Classcheck. Ask How do you form the negative? (by making the verb ‘be’ negative) And the interrogative? (by placing the verb ‘be’ before the subject) Also remind them of the list of past participles in the Language Bank (page 125). Quickly drill a few verbs and their past participles from the Bank.KEY: is – are – be

54

OPTIONAL DrILL

T: Somebody cleans this room every day – This room is cleaned every day.Sts: This room is cleaned every day. T: Someone closes the doors at 8. Sts: The doors are closed at 8. T: They don’t sell books here – Books aren’t sold here. Sts: Books aren’t sold here. T: They don’t lock the gates in the evening. Sts: The gates aren’t locked in the evening.prompts They serve coffee in the waiting room. – They don’t use the library at weekends. – Someone checks the equipment every day. – They don’t serve sandwiches at the bar.

T: Does somebody clean the toilets twice a day? – Are the toilets cleaned twice a day?Sts: Are the toilets cleaned twice a day? T: Do they give free meals to all students? Sts: Are free meals given to all students?prompts Do they serve tea at the bar? – Does someone use this room on Sunday? – Do they sell tickets at the door?

6 CD2 Track 20

TS Refer sts to the verbs in the box and elicit their past participle forms.

IND Sts write the past participle forms next to the words 1 to 6. Classcheck.

TS Elicit sentences 1 to 6 with the present passive from class. Highlight the choice between singular and plural verb be. Elicit the same sentences, this time from individual sts.KEY: 1 is created 2 are chosen 3 are added

4 are cut out 5 is burnt 6 is uploaded

SPEAKING 15mIN

7 TS Focus on the picture and ask Do you watch the Oscar ceremony? What categories do you remember?(Best director, Best actor, etc) What sentences are typical of the ceremony? (And the nominees are… And the winner is… And the Oscar goes to…) Do you know how the Academy chooses the winners? Read the instructions and the model exchange with sts. Quickly drill the linkers they are going to use.


TIP:Asking for choral answer, then individual answer is a way of drilling the passive structure. Use exercises with single words or short phrases as opportunities to have controlled practice of the new language.

PW Get sts to say the sentences together using the linkers. Go round and monitor, checking that they are forming accurate sentences. Classcheck by getting individual sts to say the sentences. Elicit possible ways of joining sentences using AND. KEY: 1 First the nominees are selected for each category. 2 Next,

one nominee in each category is chosen by the Academy members. 3/4 Then, the votes are sent to the Academy and counted by an accountancy firm. 5 After that, the names of the winners are put into sealed envelopes. 6 (And) Finally the names (they) are read out during the Oscar ceremony.

8 RP4 D1.8

f GAmE: Movie race

TS Read the example about James Bond and focus on the Tip box. Go back to #4 and ask Why wasn’t a by-phrase used in these sentences? (Because it’s not important/relevant to mention who did the action).

GW Cut out the cards and give out a set of cards per group. The groups have 7 minutes to form 6 correct sentences using the 4 verbs and the other 12 names. Stop them at the end of the 7 minutes. The group with most correct sentences is the winner.KEY: Wolverine is played by Hugh Jackman.

Iron Man is played by Robert Downey Jr. Star Wars is set in a galaxy far, far away. Sex and the City and Spider-Man are set in New York City. Donkey (in Shrek) and Mushu (in Mulan) are voiced by Eddy Murphy. The Oscar is given by The Academy.

Weblink Encourage sts to visit the websites and answer the questions. Elicit their answers at the beginning of the following class. Also ask What would be the theme / subject of your movie?

LEARN TO LEARN

Refer sts to page 53 and encourage them to reflect on and develop their strategies about recording vocabulary.

EXTRA

f FOLLOw uP

GW Ask each group to choose a product and find out how it is made. They should report their findings in the following class, using visual aids or just speaking about the product. Examples: jeans, Coke, CDs, books, etc.

HOmEwORK

Activity Book D1, page 110.

55

D2 How long have you been a cameraman?

vOcABuLARy & SPEAKING 10mIN

1 BOOk TrAck GW Books closed. Tell sts they will have a competition to see which group can write most words related to a topic in one minute. When groups are ready, say movie.

IND Get sts to go to Vocabulary Pack 7 (page 79) and refer them to the list of jobs. Have sts match the words and the defi nitions. Classcheck by reading the defi nition and eliciting the word. Elicit / drill pronunciation, getting whole class to repeat each word after you.

TS Elicit answers to the follow-up questions from class.KEY: 5 – 10 – 11 – 12 –

8 – 3 – 7 – 4


GW Click on Action to reveal the fi rst defi nition. Allow 30” for the group to choose a word from the list. Click on the chosen word. If it’s correct, it disappears. Click on the corresponding bookcase to keep score. Click on Action again to move to the next defi nition. Repeat procedure for the 12 words.

PW Click on Action, and have sts discuss the question.

2 TS Tell sts they will play a game called cinemaster. Read the instructions to sts and highlight the fact that the group will score 2 points for each name no other group has thought of, 1 point for a name another group has also thought of and 0 points for any name they can’t come up with. Give sts 3 minutes to discuss and write the names of the famous professionals. Classcheck by eliciting the names and writing the score on the B.

READING & LISTENING 10mIN

3 TS Refer sts to the headings and clarify their meaning as necessary, especially former.

IND Have sts read the website text and complete the information about Colin Watson. Classcheck and ask Would you like to be a photographer and cameraman? Are you a good photographer? Do you think Colin is happy now? KEY: British – photographer and cameraman – The job was

too dangerous. – Porto Alegre, Brazil

4 CD2 Track 21

TS Get sts to read the sentences and make oral guesses. If they think the sentences are false, elicit an alternative idea: Why then do you think he came to Brazil? Where do you think he lived? etc. Play CD track for sts to listen and write T or F. Classcheck and ask Do you remember when Colin came to Brazil? (6 years ago) Yes, he has been in Brazil for 6 years.KEY: 1 F (because of Brazilian music)

2 T 3 T 4 F (a boy and a girl)

Write the two questions on B as a lead-in to the Organizer. When did Colin come to Brazil? 6 years ago How long has Colin been in Brazil? for 6 years

GRAmmAR 10mIN

5 CD2 Track 22

TS Focus on the fi rst column of the Organizer. Have sts read it and complete questions 1 to 4 in #5. Play CD track for sts to listen and check. Ask sts to underline the expressions of time in the four answers for sts to notice for, since and ago. KEY: 1 how long have you worked as a cameraman?

2 how long have you lived in Porto Alegre?3 How long have you worked freelance?4 How long have you been married?

6 e-Board

1 IND Focus on the timeline to the right of the Organizer. They read the two sentences, look at the line and write the missing numbers. Classcheck. KEY: 12 – 2006

2 IND Focus on the three rules at the bottom of the Organizer. Sts study the choices, look at the examples in the Organizer and circle the correct answers. Classcheck. Refer to the timeline and quickly explain that the situations started in the past and continue in the present. Ask How long have you been at the Cultura? How long have you been in this class? and encourage sts to answer with since and for.KEY: Present Perfect – for – since

READING & LISTENING

3as necessary, especially

INDinformation about Colin Watson. Classcheck and ask you like to be a photographer and cameraman? Are you a good photographer? Do you think Colin is happy now? KEY:

4

TSthey think the sentences are false, elicit an alternative idea: then do you think he came to Brazil? Where do you think he lived? etc. ask Yes, he has been in Brazil for 6 years.KEY:

Aim(s) of the lesson:f Talking about duration

VOCABuLARY

NOuNS: jobs related to the fi lm industry: actor/actress, cameraman, cartoonist, costume designer, choreographer, director, fi lm editor, make-up artist, photographer, producer, screenwriter, stuntman/stuntwoman EXPRESSION: work freelance

gRAMMAR

Questions with How long + Present Perfect Present Perfect + for / since

PRONuNCIAtION

Connected speech

SKILLS

Reading the introduction to an interviewListening to an interviewSpeaking: talking about how long a present situation has been true

RECYCLINg

JobsPresent SimplePast Simple

56

TS Focus on the Interlink box and highlight the difference between English and Portuguese. In Portuguese we use our “Presente Simples” to talk about how long things have been going on: Eu moro aqui há 3 anos. Make sts notice that in English we use the Present Perfect to do this. Use the wrong example to show this very common error.

OPTIONAL DrILL

T: work here / 4 years – I’ve worked here for 4 years.Sts: I’ve worked here for 4 years. T: for 3 months Sts: I’ve worked here for 3 months. T: live Sts: I’ve lived here for 3 months. T: since 2005 – I’ve lived here since 2005. Sts: I’ve lived here since 2005. T: since last year Sts: I’ve lived here since last year. T: study Sts: I’ve studied here since last year.prompts: for a long time – had this car – drive – since last February – for one dayNOTE: Alternate persons.

PRONuNcIATION 10mIN

7 1 CD2 Track 23

TS Refer sts to the four lines. Play CD track for sts to listen and repeat. Ask What do you notice about the words long, have / has and the pronouns? (They are connected when pronounced.) Play track again for sts to listen and repeat once more. Ask a few individual sts to pronounce the phrases.

2 CD2Track24

IND Read the instructions with sts and have them complete first the questions, then the answers. Play CD track for them to listen and check. Play CD track again stopping after each line for sts to repeat.

PW Sts read the dialogues, then swap roles and read again. Monitor closely for pronunciation and sentence stress.

SPEAKING 20mIN

8 TS Get sts into pairs and refer them to a different Chat Page. Tell sts to check which information they have and what they need to find out. Ask sts to keep their information secret.

PW St A starts by asking B the first question. After B’s answer with since, A completes the sentence with for + number of years. St B does the same, asking A. Sts alternate questions and answers until they find all the information. Go round and monitor, making notes of important errors for class feedback.


9 TS Focus on the chart. Get each st to choose one question they really want to ask you. Make sure they use all three participles before pairwork.

PW Sts ask and answer following your example. Monitor sts’ work, providing help and correcting mistakes if necessary. At the end, tell them to report any interesting information about their partners.

10 TS Get sts to read the prompts for the questions andthink about the answers. Get volunteers to model the questions and answers. Highlight that some questions refer to the present (Present Simple) and others ask about how long the situation has been true (Present Perfect).

PW Ask sts to work with different partners. St A asks all the questions, then B does the same. Invite some more volunteers to ask and answer in front of the class.

EXTRA

mm D2.EXTRASplit the class into three groups. Explain that each group will represent a charity organization. Click on Player to spin the wheel. Group answer question. Click on Action to check. If group answer correctly, click on n to grant them the money. If group answer incorrectly, click on o – group does not win or lose money. The winner is the group who raises most money.

ENGLISH AT wORK: SO THIS IS HOw IT’S DONE!

RP4D2.E@W

1 PW Have sts discuss the questions in pairs. Ask volunteer sts to share their experiences with whole group.

2 CD2Track25

IND Refer sts to the questions. Play CD track and get them to answer the questions. Ask sts to compare their answers in pairs before playing the CD track again. Elicit answers from sts.KEY: 1 False. Her company manufactures natural beauty products.

2 True. 3 False. The plants and fruits used in their products come from Brazil. 4 True. 5 False. The products are sold everywhere in Brazil, and in different parts of the world, such as Italy, France, Argentina and the USA.

3 CD2Track26

PW Conduct a brief repetition drill of the expressions. Have sts do the matching. Check exercise by eliciting sts’ answers.KEY: 4 – 3 – 5 – 1 – 6 – 2

4 PW Ask sts to imagine they work at a chocolate factoryand have to explain the process of making chocolate to a group of visitors using the prompts.

HOmEwORK Activity Book D2, page 111.

57

D3 How much was spent on the special effects?

READING & vOcABuLARy 10mIN

1 CD2 Track 27

TS Books closed. Write on the B: How long have you…? Have a chain drill with all sts in class. Start by asking a question using the structure to St A, who answers and then asks a question to St B. St B follows the pattern with St C, etc. Correct on the spot.

TS Focus on the list of fi lm types. Elicit the stress and drill for pronunciation. Explain new vocabulary. Focus on reviews A to C. Play the CD track for sts to listen and match with the fi lm types, writing 1 to 8. Classcheck. Ask What fi lms are they talking about? KEY: A 3 B 5 c 2 (Star Wars Spider-Man Robots)

2 IND Focus on the defi nitions next to the parentheses. Sts read and match them to the yellow words / phrases in the texts in #1, writing 1 to 4 in the parentheses. Sts guess from context. Classcheck. Ask Which ones are nearly the same in Portuguese? Any other words in the texts similar to Portuguese? KEY: 4 – 3 – 1 – 2

TS Focus on the Recycle box and elicit the example of the present passive in review B from class. Ask Who does the action? (the hero).KEY: is saved

TIP:It’s always a good idea to encourage sts to use the context and true cognates to help the understanding of a text. These are important reading strategies.

PRONuNcIATION 10mIN

3 1 CD2 Track 28

TS Refer sts to the words beat and bit in green in the reviews in #1. Get sts to pronounce them and tell the difference in their pronunciation (the vowel sound is longer in beat). Play CD track for sts to listen and repeat. Play it more than once for sts to notice the difference and practise.

2 CD2Track29

IND Have sts try to pronounce the words individually and write them in the correct column in the box. Sts paircheck. Play CD track for sts to check their answers. Play CD track again for sts to listen and repeat. KEY: beat: feel – hero – leave – scene

bit: fi lm – live – Pitt – villain

SPEAKING 10mIN

4 TS Refer sts to the list of fi lm types in #1 and ask them to tick two that they like and write a cross next to two that they don’t like. Refer to the Recycle box and elicit examples of adjectives that can be used after make me feel in relation to fi lms.

OPTIONAL DrILLT: nervous – They make me feel nervous.Sts: They make me feel nervous.T: excitedSts: They make me feel excited.prompts: sad – relaxed – scared

GRAmmAR 15mIN

5 TS Refer sts to the texts in #1 again and have them complete the sentences in the Organizer. Classcheck. Ask Who spent a lot of money on special effects? Who created the visual effects? Why weren’t these agents mentioned? Why was the passive voice used? (because it’s more important to mention the action than the person who did it). Ask What word do we use if we want to mention who does the action? (by). Also ask What’s the difference between the present and the past passive? (verb be in the present and past).KEY: spent – were – wasn’t

OPTIONAL DrILL

T: Steven Spielberg directed ET. – ET was directed by Steven Spielberg.Sts: ET was directed by Steven Spielberg.T: They nominated ET for seven Oscars.Sts: ET was nominated for seven Oscars.prompts: They spent a lot of money on ET. – They shot ET in california. – Three people played ET.


PRONuNcIATION

3

TSin #pronunciation (the vowel sound is longer in for sts to listen and repeat. Play it more than once for sts to notice the difference and practise.

2

INDthem in the correct column in the box. Sts paircheck. Play CD track for sts to check their answers. Play CD track again for sts to listen and repeat. KEY:

SPEAKING

4tick two that they like and write a cross next to two that they

Aim(s) of the lesson:f Talking about past events

VOCABuLARY

NOuNS: words related to the fi lm industry: animation, hero, humour, lady, plot, scene, sequel, superhero, villain, visual effects; types of fi lms: an action fi lm, an animated fi lm, a comedy, an epic, a horror fi lm, a science fi ction fi lm, a suspense, a romance, a thriller, a western ADJEcTIvE: courageousvERBS: base on, nominate, release

gRAMMAR

The Past Passive

PRONuNCIAtION

/Iː/ and /ɪ/

SKILLS

Reading movie reviewsSpeaking: talking about fi lmsPreparing a fi lm quiz

RECYCLINg

Types of fi lmsMake me feel + adjective Likes & dislikesThe Present PassiveVerb be in the past

58

8 1 TS Tell sts they are going to prepare a film quiz in groups to the whole class. Focus on the example. Highlight their questions must include the past passive.

GW Sts write three multiple choice questions. Monitor sts’ work, offering help and correcting the questions if necessary. Collect all the questions.

2 TS Explain the class quiz. Tell sts you are going to bethe Quizmaster: you are going to read the questions and options for sts to write down their answers. At the end, go through the answers and find out who answered the most questions correctly.

EXTRA

RP4D3.EXTRA

f GAmE: orKUT

TS Divide the class into two groups and write the following verbs on the B: be – operate – design – create – visit – block – host – manage. Groups alternate drawing cards and making up sentences about ORKUT combining the verbs on the B and the information on the cards. Groups score points for correct sentences. SuggEStEdKEY: 1 Orkut is a a free-access social networking service. 2 It is operated by Google. 3 It was designed / created to help users meet new friends. 4 It was created by Orkut Büyükkökten. 5 It is visited by most people in India and Brazil. 6 It was hosted originally in California. 7 It is managed now in Belo Horizonte by Google Brazil. 8 It was blocked by the government in Iran.


TIP:Make the quiz more dramatic, encouraging applause, keeping score on the B, delaying giving answers to questions, talking to the audience about the ‘contestants’, etc. Declare the winner at the end with a prize.

6 BOOk TrAck1 TS Refer sts to the

three columns of the table. Explain that each film should be linked to a verb and to a complement. Some have already been indicated. Have sts draw the missing links – the lines that are not there. Classcheck.

2 TS Elicit thepassive constructions. Then drill the complete sentences:T: Journey to the Centre of the Earth. It was based on a novel by Jules Verne.Sts: It was based on a novel by Jules Verne.T: The theme song of the Lion King.Sts: It was written by Elton John.etc.

PW Sts work in pairs following the model in the book. Check by eliciting sentences from individual sts.


TS Tell sts they have to form sentences using the words from the sets at the bottom of the screen. Drag the words from the first group (verbs) and drop them next to one of the subjects. If the verb is not correct it bounces back. Once the words from the first group have been used, do the same with the words from the second group.

PW Click on Action. Have sts discuss the correct verb forms. Click on the verbs to reveal answers.

PW Click on Action. Sts create sentences using the words on the screen.

SPEAKING 15mIN

7 1 GW Refer sts to the picture of Matrix and get groupsto discuss the questions in #1. Elicit a few answers.

2 PW Have pairs try to complete as many sentences as they can in the Fact File.

3 TS Still with the same pairs, refer each member to a different Chat Page. Tell sts to read the text and check which information in the Fact File they have and which they don’t have. Ask sts to keep their information secret. Elicit a few examples of the types of questions they will ask. (When was it filmed?, Where was it shot?)

PW St A starts by asking B about the information he / she doesn’t have from the Fact File. St B provides the information, then asks A a question. Sts alternate asking and answering questions until they have checked all the information in the Fact File. Monitor sts’ work, making notes of sts’ mistakes. Draw sts’ attention to recurring mistakes.

59

Aim(s) of the lesson:f Talking about relationships

VOCABuLARY

NOuNS: bachelor, (dream) date, happiness, honeymoon, Mr Right, Ms Right, partner, single, soul mateADJEcTIvES: fabulous, loyal, perfect vERBS: accept, argue, resist vERB cOLLOcATIONS: ask somebody out, break somebody’s heart, fancy somebody, fi nd somebody attractive, get back together, invite somebody on a date, separate, split up with somebody, start a relationship

gRAMMAR

Second Conditional

SKILLS

Reading a TV guideListening to a TV programmeSpeaking: talking about relationships

RECYCLINg

First ConditionalPast Simple

D4 If I fell in love with my boss…

SPEAKING & READING 10mIN

1 TS Books closed. To revise the 1st conditional, play an ‘If chain’: sts take turns to add a sentence to a story. Provide a model fi rst (e.g. If it rains tonight, I’ll stay at home.) Ask St A to continue (If I stay at home, I’ll watch TV.). Highlight contractions. Ask St B to continue the chain (If I watch TV, ...).

TS Focus on the picture and ask Who’s this actor? (Will Smith). What type of fi lm is Hitch? (a romantic comedy). What’s the fi lm about? Sts try to summarize the story before you read the instructions.

GW Read questions 1 to 4 aloud to make sure sts understand them. Groups discuss questions. Go round and monitor, helping sts with vocabulary if necessary. Briefl y discuss the questions with the whole class at the end.

2 IND Focus on the text from a TV guide. Sts read and writeT or F in questions 1 to 3. Classcheck, eliciting the correct version of the false ones. Ask What’s the prize for the winner? What’s the aim / objective of this type of TV programme? Do you like / watch programmes like this? What’s it called in Portuguese? (Fica Comigo) Would you like to be on the programme? What happens in these programmes? Also elicit the meaning of soul mate (perfect romantic partner). KEY: 1 F (new season of an existing show) 2 T 3 T

LISTENING 15mIN

3 CD2 Track 30

1 TS Focus on the picture of the TV programme and get sts to describe it: What’s happening? Who are the people? Can you describe the people? Elicit the meaning of bachelor. Then focus on pictures a to f.

IND Play CD track for sts to listen and match pictures a to f to the three bachelors, writing 1, 2 or 3. All pictures have to be numbered. Play CD track again if necessary. Classcheck by asking sts to name the pictures and say the numbers. KEY: A 2 B 3 c 2 D 1 E 3 F 1

2 PW Sts decide which bachelor they think Laura will choose, justifying their choice. Form new pairs for sts to compare their choices. Sts report their ideas to class.

4 CD2 Track 31

IND Tell sts they will try to remember some sentences from the programme. Sts match the sentence halves. Play CD track for sts to listen and check. Classcheck. Ask Who said these sentences? Are they talking about real situations? (No.) KEY: 2 – 4 – 1 – 3

1 Laura 2 Bachelor 1 3 Laura 4 Bachelor 3

GRAmmAR 10mIN

5 1 TS Focus on sentences in #4 again. Ask What tense is used in the if-clauses? (Past Simple) What does the contraction ’d stand for? (would).

IND Get sts to look at the sentences in #4 and complete the Organizer with the fi ve verbs given. Classcheck.KEY: travel – asked – argue – go – fell

2 IND Sts read the rule and write T or F. Highlight the positive and negative contracted forms, that would is the same for all persons and the use of the comma after the If clause. Also show that the order of the clauses can be inverted, with no comma: He’d buy a big house if he won a million pounds.

TIP:Ask concept questions to clarify the meaning, eg. for the fi rst one, Did he win a million pounds? Does he expect to win? What’s his dream? Is he talking about something probable or improbable? (improbable). Do the same for the others so sts understand the concept of imaginary, improbable, unusual situations. Ask sts to translate the sentences to see how similar the concept is in Portuguese, but how different the forms are.

60


IND Sts complete the sentences following the examples in the Organizer. Play CD track for sts to listen and check. Play track again for sts to listen and repeat. Make sure sts pronounce the contracted forms. KEY: 1 had – ’d give

2 ’d meet – went out 3 knew – ’d give


TS Click on Action, the first sentence and image appears. Elicit answer.

PW Have sts discuss the next 3 ones. Click on Action to check answers.

PW Click on Action again and have sts complete the sentences talking about themselves.

TS Focus on the Recycle box. Ask What’s the difference between the first and second conditionals?

IND Sts match the sentences and explanations. Classcheck.KEY: b / a

TS Say Let’s recap. Which type of conditional do we use when we are talking about imaginary situations? (second conditional). How do we form it? (If + past, would)

OPTIONAL DrILLT: have a lot of money – buy a car – If I had a lot of money, I’d buy a car.Sts: If I had a lot of money, I’d buy a car. T: go out more Sts: If I had a lot of money, I’d go out more.prompts: meet more people – be happier – smile more

T: have more friends – If I had more friends, I’d smile more.Sts: If I had more friends, I’d smile more. T: be happier Sts: If I was happier, I’d smile more.prompts: live in a big house – eat more sweets – see you often

READING 5mIN

7 1 TS Cover the text and focus on the title. What sort of story is it? How do you know? Sts read the rubrics. What sort of magazine is Crystal? Do you read them, eg. at the dentist’s? Have you ever written to one like this? Focus on the theme of the story. Ask Do you think the story has a happy ending?

IND Uncover the text. Sts read and order paragraphs 1 to 4. Classcheck. Ask What do you think of the story? Do you think their relationship will last? Do you know other people with similar relationships? What happened to them?KEY: 2 – 4 – 1 – 3


2 IND Tell sts they will now practise expressions related to relationships. Sts do the matching exercise, writing a to e next to the expressions in yellow. Classcheck. Get sts to choose one expression and make up a sentence about their own life.

KEY: a 3 b 2 c 5 d 4 e 1

wRITING & SPEAKING 10mIN

8 IND Tell sts to imagine situations 1 to 5. Elicit the verbforms they are going to use before they start writing. Refer sts to the Organizer for help. Sts complete sentences. Monitor sts’ work, providing help with vocabulary and correcting on the spot if necessary. Classcheck by eliciting a good number of individual answers.

9 TS Tell sts they will play a game similar to the programme Soul Mates but, instead of choosing their perfect partner, they will choose their perfect friend.

PW Get sts to write three questions to test their true friends. Monitor closely, helping with vocabulary if necessary.

MGL Sts choose three classmates and ask their three questions to each, paying close attention to the responses. At the end, they decide who is the truest friend and report that to class, justifying their choice.

EXTRA

f FOLLOw uP

Write the structure If I were…, I’d…on the B and have sts complete it individually, thinking of famous, important people in the world. Exemplify with President Obama and Giselle Bündchen. Have all sts read their sentences to class at the end.


TIP:Respond to sts’ sentences by showing real interest in their ideas, e.g. Really? When was that? How did you feel?

TIP:Write the construction I think X is my Perfect Friend because he / she would … if … on the B for help.

61

Aim(s) of the lesson:f Talking about an unpleasant experience

VOCABuLARY

ADJEcTIvES: annoyed, disastrousvERBS: apologize, break down, calm down, can’t stand, fi re somebody, go offEXPRESSION: to make matters worse

gRAMMAR

TImE EXPRESSIONS: a few minutes later, after a while, after … minutes, as soon as, but, fi rst of all, fi nally, so, when, while, then

SKILLS

Reading an emailSpeaking: talking about an unpleasant experience

RECYCLINg

Past SimplePast ContinuousSecond Conditional

D5 This is how it went

SPEAKING 10mIN

1 TS Books closed. Ask sts Have you ever dated someone for a long time? For how long? Are you still together? When was the last time you were asked out or you asked someone out? Was it a good experience?

GW Books open. Sts discuss questions 1 and 2 in #1. Go round, providing help if necessary. Sts report some of their experiences to class.

2 TS Refer sts to the illustration. Ask What do you remember about Laura from lesson D4? Which bachelor did she choose? From the picture, do you think she had a good or bad fi rst date? Read the rubrics to sts.

PW Sts try to guess what happened to Laura on her fi rst date and report their ideas to class.

TIP:If your sts are too young or have nothing to say, ask them to remember a fi lm where a good or bad fi rst date happened.

READING & SPEAKING 15mIN


1 TS Refer sts to the email and ask Who is it from? Who is it to? What is it about?

IND Sts complete the story with the verbs in the box. Play CD track for sts to listen and check. Ask How similar were your ideas to the real story? KEY: 1 decided

2 wasn’t 3 said 4 were driving5 started 6 sat 7 was talking 8 looked back

2 IND Tell sts they willnow revise and learn some new vocabulary. Sts copy the expressions in yellow from the email next to their defi nitions in a to f. Classcheck. Ask What’s the verb tense of most verbs in this email? (Past Simple or Past Continuous). Why are they used? (To tell a story/narrative)KEY: b annoyed

c to make matters c worsed apologizede broke down f stand it


PW Tell sts to match images and sentences to make a story. Click on the images to check. Click on Action to make the highlighted expressions disappear.

PW Sts try to remember the highlighted expressions. Click on Action to reveal the answers.Click on Action to reveal the next set of sentences and animations. Repeat procedures.

4 GW Read the rubrics. Sts discuss their attitudes if they were in Laura’s situation. Elicit a few ideas at the end.

TIP:Sts may vote for the most creative idea.

62

GRAmmAR 10mIN

5 CD2 Track 34

TS Refer to the email in #3 again and have sts circle the words and expressions Laura uses to link sentences. Read the first paragraph aloud and elicit the linkers (after a while / but).

IND Sts continue to read and circle the linkers.

TS Focus on the Organizer and have sts complete it with the words / expressions circled. Play CD track for sts to listen and check. Play track again for sts to listen and repeat. Explain the importance of these expressions to give unity to a text and make it clearer to the listener / reader. Refer to the sentences in the email where they occur and explain meaning if necessary, eg. after a while I decided ... = after some time, …etc). KEY: few minutes – after – soon – all – then

6 IND Read the instructions and model to sts. Explain that they may change the order of the items to make their sentences. Suggest they look back at the sentences in the email if they have doubt about the structure of the sentences. Sts put the sentences together. Monitor and offer help, if necessary. Classcheck.

KEY: 2 The electricity went off when I was studying. 3 It was cold, so I closed the window. 4 I was reading the newspaper while my friends were playing cards. 5 I was watching a film on TV, but after a while I fell asleep. 6 They fell in love as soon as they met.

SPEAKING 20mIN

7 1 PW Tell sts they will now understand what happened to Fred on his date with Laura. Have sts read all the sentences before they write the linking expressions in the correct places.


TIP:If sts are having difficulty with pronunciation, conduct a backchaining drill. Start with the last word, then gradually build up the sentence by going back to the beginning. Make sure sentence stress and intonation are kept constant.Example:T: … I arrived home.Sts: … I arrived home.T: … as soon as I arrived home.Sts: … as soon as I arrived home.T: The phone rang as soon as I arrived home. Sts: The phone rang as soon as I arrived home.

TIP:This activity can be done orally or sts may write the whole story, if you think you have enough time and sts will profit more.

2 PW Sts form new pairs and read their paragraphs, comparing each group of sentences.

3 GW Give sts some minutes to discuss their attitude if they were Fred and report their ideas to class. SuggEStEdKEY: Fred wanted his first date with Laura to be perfect but it was one of those days. First of all, his alarm clock didn’t ring, so he woke up late. Then, his car broke down on the way to work, so he asked his friend Thomas to lend him his old car. When he was going to work, he was stuck in a traffic jam for 30 minutes. When he got to work, he was too late for an important meeting, so his boss was furious and called another meeting at 7 p.m. But at 7:40 p.m. Fred told him he had an important appointment and left to meet Laura. As soon as they sat at the table, his boss called him and fired him. Finally, Laura left while he was talking to his boss. What a day!

8 GW Orally, sts make up a story about an unpleasant experience, mixing real facts with imaginary ones. They may take notes. Monitor for accuracy, helping with vocabulary and making sure they use the linking expressions from the Organizer. Groups volunteer to tell their stories to class.

EXTRA

f FOLLOw uP 1

Read the email from #3 aloud, at normal speed, but making clear mistakes about some words and phrases. Sts should shout Stop! and correct the mistakes.Eg. Well, to tell you the truth, I didn’t really see any of the three guys, but after 10 years I decided to choose the one that seemed to be the least strange of the three – Fred. What a day! He said he was romantic, but our date was really romantic! This is how it went. First of all, I was really happy because he arrived forty minutes late! He kissed me, of course…

f FOLLOw uP 2: A LOvE STORy

GW Each st thinks of a love story they’ve seen at the cinema or on TV. They tell the story without mentioning the title of the film or the names of the characters. The other members of the group have to guess the title of the film. Write some phrases on the B to help:This story took place / happened in…One day… was…when he / she…While they were…After…Finally…


63

D6 I really recommend it.

Aim(s) of the lesson:f General Revision

VOCABuLARY

NOuNS: words related to the fi lm industry: leading role, plotvERB cOLLOcATIONS: be based on…, be directed by…, be released in…EXPRESSIONS: As a consequence, It’s a must see!, I (really) recommend it., worst of all

SKILLS

Reading a fi lm quiz and a fi lm reviewListening to an online interviewSpeaking: interviewing an arts professional, talking about changes in your life and in the world, talking about a fi lm seen recentlyWriting a blog entry about a fi lm

RECYCLINg

Film VocabularyPresent SimplePast SimplePresent PassivePast PassivePresent PerfectSecond ConditionalHow long...? Time Expressions

READING & SPEAKING 10mIN

1 TS Focus on the text. Ask What type of text is it? Where do you fi nd it? Do you usually answer these quizzes?

IND Refer sts to the gaps in the questions and have sts complete them. Tell sts not to worry about answering the quiz now. Classcheck. KEY: 2 was played 3 were shot

4 was / were nominated 5 was given

IND Now, ask sts to tick their answers. Don’t classcheck.

PW Focus on the model exchange, revising ways of agreeing and disagreeing. Sts compare their answers following the model. Monitor for accuracy. Classcheck and ask about their scores. KEY: 1 Four

2 Tom Hanks3 The Chronicles of Narnia: the Lion, The Witch and 3 the Wardrobe4 Central Station5 Brokeback Mountain

LISTENING & SPEAKING 20mIN


1 TS Focus on the picture. What are Laura and Pedro doing? Do you usually use online voice call systems? Which one? Who do you talk to? Get sts to read the rubrics and sentences a to f, getting ready for the listening.

IND Play CD track for sts to listen and circle the correct options. Classcheck.KEY: a less than a year

b fi ve c thirteen d acting e Ang Lee f happy

2 IND Have sts read the questions and get ready to listen again. Play CD track again for sts to listen and number the questions. Classcheck.KEY: a 5 b 4 c 2 d 7

e 3 f 6 g 1


TS Books closed. Click on Play to listen to the interview.

GW Split the group in two. Click on Action to reveal fi rst sentence. The group chooses an option. Click on Action to check answer. Click on the arrows to score points. Repeat procedure for next 5 sentences.

PW Click on Action to reveal fi rst two incomplete sentences. Tell sts to talk in pairs. More prompts will automatically appear.

3 TS Get sts into pairs and refer each member to a different Chat Page. Tell sts to check which information they have and what they need to fi nd out. Ask sts to keep their information secret.

PW St A starts interviewing B about his / her career. Then st B does the same, interviewing A. Monitor sts’ work, providing help and correcting on the spot if necessary.

4 GW Get sts to ask and answer about their lives and the world. Go round and monitor, noting down aspects of fl uency or accuracy that warrant attention. Sts report their ideas to class. With sts’ help, try to fi nd coincidences in their main concerns about themselves and the world. Draw sts’ attention to any points you want to focus on, but make sure you also provide positive feedback. You may want to comment on any improvements you have noticed in their performance.

64

SPEAKING & READING 15mIN

5 GW Focus on the film poster and the questions. Get sts to discuss questions 1 to 3. Monitor sts’ work, providing help with vocabulary where necessary. Have sts report their ideas to class.

6 1 TS Refer sts to the film review of The Terminal and explain that sentences a to d have been removed from it. Have sts read and place the sentences into the correct place in the text, writing a to d in the spaces. Classcheck, asking sts to justify their answers: eg. c is the first because it introduces the film title and type.

KEY: c – d – a – b

2 IND Get sts to read the review again, this time circlingthe correct forms of the verbs. Don’t classcheck.

3 CD2Track37

TS Play CD track for sts to listen and check their answers to question 2. Classcheck. KEY: was directed – plays – tells – are cancelled – was built –

was shot – is based

SPEAKING & wRITING 15mIN

7 TS Read the rubrics to class. Have all sts say which film they would like to talk about. Group sts according to their preferences for films.

GW Sts talk and take notes of information about the film, following the ideas in #7. Monitor unobtrusively and help with vocabulary if necessary. Have sts report some of their ideas to class at the end and encourage agreement / disagreement with the opinions.

8 IND Get sts to write a blog entry about the film they discussed in #7 or a different one. Monitor and help, if necessary.

Weblink Encourage sts to visit the website and answer the questions. Elicit their answers at the beginning of the following class.

TIP:Help sts notice the structure of the paragraphs: 1 general information about the film: type, title, director, cast 2 plot 3 interesting facts about the film 4 the author’s opinion

TIP:Refer sts to the Writing Helpdesk D on page 115. Get sts to do the exercises before they start writing. If pressed for time, have sts write their blog entries for homework.

TAKE-AwAy EXPRESSIONSEncourage sts to look at the Take–away Expressions on page 125 and elicit in which context they first appeared in the book (dialogues). If necessary, go back to the dialogues. Elicit meaning and work on pronunciation. Tell sts they are responsible for studying and using the expressions. These expressions are not core language.

EXTRA

f FOLLOw uP

GW Groups agree on a sports or arts professional (actor, director, dancer, singer, soccer player, etc) they would like to interview and write down the questions they would ask.

mm D6.EXTRA

Briefly explain to sts that they will be playing a game called Cluster ballooning (Wikipedia: an uncommon form of ballooning in which a single balloonist is attached by a harness to a cluster of relatively small helium-inflated rubber balloons). The game starts with GROUP A. Click on the balloon the group chooses and a question pops up. Click on Action to show answer. Click on n or o. If the answer is right, they get a balloon. Repeat procedure for GROUP B.

HOmEwORK Stop & Check D, pages 116, 117 & 118.

REvISION SEcTION D (PAGES 66–69)

f INSTRucTIONS FOR AcTIvITIES:

7 RP4 REv D.7

f GAmE: General KnowledGe

GW Give out one set of cards (previously shuffled) to each group. Tell them they have 5 minutes to match the pairs of cards that go together, as in the example in the book. Stop the groups after 5 minutes and have them say the finished sentences.

65

interlink game: past, present, future

RP4Game

GW For each group of 4 sts you will need a dice, 4 counters and a set of cards.Tell sts to use one of the books in the groups as the board. Give out the cards and tell sts to form 4 piles, according to the card type, i.e., ‘past’, ‘present’, ‘future’ and ‘vocabulary’. All players start with their counter on the same segment of the circle – marked STArT here.Players take turns rolling the dice, and then move their counter clockwise around the circle according to the number on the dice. Players pick up a card from a pile, according to the segment they land on. For ‘past’, ‘present’ or ‘future’ they must answer the question and talk about it for at least 30 seconds. If it’s ‘vocabulary’, they must give the correct answer. If the group considers that the answer is satisfactory, the player keeps the card. If he or she can’t think of anything to say or only gives a very short answer, the card goes back to the bottom of the pile.Keep the game going for about 10 minutes, then stop the sts. The winner is the st with most cards.

TIP:After cutting out the cards for this game, we recommend that you mark on the back: PAST, PreSeNT, FUTUre or VOCAB, or use colour code to make it easier to sort them out into their different piles.

Game

66

67

List of photocopiable resources

*note:If the IWB (or another type of data show projection) is not available, use this to make an OHT.

3 Resources Pack

Resource Page Type Number of photocopies* Reusable

RP4 A4.6 68 pdf slide / OHT* 1 sheet n

RP4 A5.EXTRA 69 pdf slide / OHT* 1 sheet n

RP4 A5.E@W 70 Handout 1 sheet per st

RP4 B1.8 71 Cards 1 sheet per 4 sts n

RP4 B2.EXTRA 72 pdf slide / OHT* 1 sheet n


RP4 B3.EXTRA 74 Cards 1 sheet per 5 sts n

RP4 B4.7 75 pdf slide / OHT* 1 sheet n

RP4 B5.EXTRA 76 Cards 1 sheet per 8 sts n

RP4 B5.E@W 77 Handout 1 sheet per st


RP4 C2.6 79 pdf slide / OHT* 1 sheet n

RP4 C5.6 80 pdf slide / OHT* 1 sheet n

RP4 C5.E@W-a 81 Handout 1 sheet per st

RP4 C5.E@W-b 82 Cards 1 sheet per 2 sts n

RP4 D1.8 83 Cards 1 sheet per 8 sts n

RP4 D2.E@W 84 Handout 1 sheet per st

RP4 D3.EXTRA 85 Cards 1 sheet per 8 sts n

RP4 GAME 86 Cards 1 sheet per 4 sts n

RP4 Rev A.4 87 Cards 1 sheet per 8 sts n

RP4 Rev A.10 88 pdf slide / OHT* 1 sheet n

RP4 Rev A.17 89 pdf slide / OHT* 1 sheet n

RP4 Rev C.12 90 Cards 1 sheet per 8 sts n

RP4 Rev D.6 91 Cards 1 sheet per 6 sts n

RP4 Rev D.7 92 Cards 1 sheet per 4 sts n

68 New Interlink 4 | © Learning Factory: Photocopiable

A4 Activity 6: Musical Knowledge pdf slide / OHT

1. “Help, I need , help! Not just , help...” The Beatles

2. “I don’t want to be but here” Hilary Duff

3. “ does it better.” Carly Simon (in the fi lm 007 – The spy who loved me)

4. “I need to love.” Freddie Mercury – Queen

5. “ over the rainbow…” Judy Garland (in the fi lm The Wizard of Oz)

6. “You’re here, there’s I fear...” Celine Dion (in the fi lm Titanic)

7. “ in the way she moves...” The Beatles

8. “We’re on a road to ... Taking that ride to ” Talking Heads

9. “You don’t mean to me” Simple Plan

10. “You promised yourself but to else...” Britney Spears

Answer key:1. “Help, I need somebody, help! Not just anybody, help…” – The Beatles / Song: Help2. “I don’t want to be anywhere but here” – Hilary Duff / Song: Anywhere but here3. “Nobody does it better.” – Carly Simon (in the fi lm 007 – The spy who loved me) / Song: Nobody does it better4. “I need somebody to love.” – Freddie Mercury – Queen / Song: Somebody to love5. “Somewhere over the rainbow…” – Judy Garland (in the fi lm The Wizard of Oz) / Song: Somewhere over the rainbow6. “You’re here, there’s nothing I fear…” – Celine Dion (in the fi lm Titanic) / Song: My heart will go on7. “Something in the way she moves…” – The Beatles / Song: Something8. “We’re on a road to nowhere… Taking that ride to nowhere” – Talking Heads / Song: Road to Nowhere9. “You don’t mean anything to me” – Simple Plan / Song: You don’t mean anything to me10. “You promised yourself but to somebody else…” – Britney Spears / Song: From the bottom of my broken heart

69New Interlink 4 | © Learning Factory: Photocopiable

pdf slide / OHT Extra A5All the verbs are in the wrong place. In groups, put them in the correct place.Then in pairs, ask and answer the questions.If the answer is yes, ask another question using when / where / how / who, etc. and did.

A Have you ever met anybody famous?B Yes, I have.A Who did you meet?B I met…

1. Have you ever RIDDEN abroad?

2. Have you ever CRIED anybody famous?

3. Have you ever WRITTEN the wrong bus?

4. Have you ever BEEN a motorbike?

5. Have you ever TAKEN in public?

6. Have you ever MET an email in English?

70 New Interlink 4 | © Learning Factory: Photocopiable – Not reusable

A5 E@W: A Job Interview Handout

1 What are the Do’s and Don’t’s of a job interview?Read the guide and complete the gaps with the verbs in the box.

answer dress emphasize

look shake smoke

2 Paul Smith is a manager and he is looking for a positionat a new company.

1. Listen to his job interview and tick the correct option.

a. Paul is looking for a job as a… q human resources manager q marketing manager q sales manager

b. What company does Paul work for now? q Andersen & Sons. q Andersen Premier. q Premier Supplies.

c. Paul wants to get a new job because… q he wants a better salary. q he doesn’t like travelling on business. q he wants better career opportunities.

d. What products does Premier work with? q Computer supplies. q Electrical supplies. q Medical supplies.

2. Considering the Do’s and Don’t’s list in #1, how successful do you think Paul’s interview was?

3 These are some of the questions the interviewer askedPaul. Complete the gaps with the correct form of the given verbs. Listen, check and repeat the questions.

1. What company you (work) for?

2. How long you (work) for them?

3. you ever (travel) on business?

4. Why you (want) to leave your present job?

5. you ever (have) to deal with any diffi cult situations?

4 In pairs, imagine you are at a job interview.

Student A g You are the interviewer. Ask Student B some of the questions from #3 and / or any other questions you consider relevant.Student B g You are applying for a job. Answer Student A’s questions.

5 Talk in groups.

1. Have you ever been in a job interview? 2. When was it? What position were you applying for? 3. Did you get the job? Why (not)?

YOUR CAREER

Do• (1) hands fi rmly.• Listen carefully.• Arrive early.• Ask for clarifi cation if you don’t understand the question.• Maintain a good posture and (2) enthusiastic.• (3) your good points.

Don’t• Don’t chew gum or (4) during the interview.• Don’t answer just “yes” or “no”. Give details and examples.• Don’t (5) casual.• Don’t make negative comments about former colleagues or employers.• Don’t (6) your cell phone during the interview.

JOB INTERVIEWS:

Do’s and Don’t’s

JOB INTERVIEW ©ISTOCKPHOTO.COM / DRA_SCHWARTZ


Cards Activity 8: Any Suggestions? B1

SADDAM HUSSEIN

KEANU REEVES

SHAKIRA

MR AND MRS INCREDIBLE

THE WITCH

SPIDER-MAN

BARACK OBAMA

QUEEN ELIZABETH II

JULIANA PAES

RODRIGO SANTORO BATMAN

CINDERELLA

OSAMA BIN LADEN

CHARLIE’S ANGELS

GEORGE BUSH

PENELOPE CRUZ

HARRY POTTER

THE SEVEN DWARFS

IRON MAN

CLEOPATRA

SNOW WHITE


B2 Extra pdf slide / OHT

How important is a car to you? In pairs, answer and discuss these questions. Any coincidences?


Cards Activity 7: Rules B3

wear a seatbelt in the back seat

wear shoes to drive

stop at crossroads slow down near a school bus

know all the traffi c signs have automatic locking car keys

wear a shirt to drive (men)

overtake on the right

slow down before turning keep extra distance from motorcycles


B3 Extra: Travel Tips Cards

1. Your partner is going on a fl y-drive holiday to Australia. As a friend you are helping him / her with the preparations.

Help with decisions about things such as:• what to take / not to take• the journey• accommodation• where to go• things to check before leaving

2. You are going on a tour around Brazil. You’re going by jeep. Talk to your partner to get some tips before you go.

1. Your partner is going to go on a tour around Brazil. He / She’s going by jeep. As a friend you are helping him / her with preparations.


2. You’re going on a fl y-drive holiday to Australia. Talk to your partner to get some tips before you go.

STUDENT A STUDENT B

1. Your partner is going to go on a tour around Brazil. He / She’s going by jeep. As a friend you are helping him / her with preparations.


2. You’re going on a fl y-drive holiday to Australia. Talk to your partner to get some tips before you go.

STUDENT A STUDENT B

SPORTSCAR ©STOCK.XCHNG / KONRAD MOSTERTJEEP ON THE UYUNI SALAR IN BOLIVIA ©ISTOCKPHOTO.COM / STUDIO M1

1. Your partner is going on a fl y-drive holiday to Australia. As a friend you are helping him / her with the preparations.


2. You are going on a tour around Brazil. You’re going by jeep. Talk to your partner to get some tips before you go.

pdf slide / OHT


Activity 7 B4


B5 Extra: Same or Different Cards

I’m a good swimmer.

I can play volleyball

very well.

I’ve been to …… stadium.

I played football yesterday.

I play tennis every Saturday.

I’m addicted to exercise.

I can play football very well.

I’ve just been to the gym.

I watched football on TV last week.

I watch sport on TV

every Sunday.

I’m not fi t.

I can’t run fast.

I’ve never won any medals.

I didn’t play basketball yesterday.

I don’t do enough exercise.

I’m not a sporty person.

I can’t jump high.

I’ve never played golf.

I didn’t go to the Olympic Games

in 2008.

I don’t watch sport on TV.

I’m a good swimmer.

I can play volleyball

very well.

I’ve been to …… stadium.

I played football yesterday.

I play tennis every Saturday.

I’m addicted to exercise.

I can play football very well.

I’ve just been to the gym.

I watched football on TV last week.

I watch sport on TV

every Sunday.

I’m not fi t.

I can’t run fast.

I’ve never won any medals.

I didn’t play basketball yesterday.

I don’t do enough exercise.

I’m not a sporty person.

I can’t jump high.

I’ve never played golf.

I didn’t go to the Olympic Games

in 2008.

I don’t watch sport on TV.

77New Interlink 4 | © Learning Factory: Photocopiable – Not reusable

E@W: First day at work: a guide B5Handout

1 Read the webpage and match the heading to the paragraphs. Write a to c.

a. Learn about your new job b. Rumours or personal talks c. Etiquette and dress code

2 Which of these sentences from the text express…- an obligation (O)?- a prohibition (P)?- a piece of advice (A)?

1. [ ] “For example, you should be polite and friendly to everyone you meet.”

2. [ ] “You must show up on time, but you shouldn’t arrive too early or your workmates can have the wrong impression of you.”

3. [ ] “You mustn’t assume your experience from previous jobs will always be useful in the new job.”

4. [ ] “You must avoid saying things like: “That’s not how we did it in the other company.”

5. [ ] “You should take the opportunity to observe how the system of the company works.”

6. [ ] “But of course you don’t have to isolate yourself and refuse all your workmates’ invitations for lunch, for example.”

3 In pairs, discuss the sentences in #2. Which ones do you agree or disagree with? Why?

A I agree with sentence no.1. I think you should...B I think so too. / I don’t agree. I think you must...

4 Work in pairs.

Student A g Imagine you are a newcomer at Student B’s company.

Student B g Tell Student A about the rules and codes at your workplace. Mention: f dress code f working hours f lunch time hours f using the phone and internet f for personal reasons f dating workmates f (any other particular rule or code)

A In our company employees can / must / mustn’t / don’t have to / should (n’t)...B Can I…? / Should I…? / Do I have to…?

It may seem too obvious, but it’s important to remember some rules at the workplace. For example, you should be polite and friendly to everyone you meet, from the doorman to your colleagues or your new boss.Also, you must show up on time, but you shouldn’t arrive too early or your new workmates can have the wrong impression of you. You must also wear appropriate clothes according to the rules set by the company.

STEP 1

STEP 2 Although in most cases it’s fi ne to bring your experience from your previous jobs, you mustn’t think it will always be useful for this new context; so you must avoid saying things like: “We did it differently in the other company”. You should take the opportunity to observe how the system of the company works.

STEP 3 Gossip is everywhere. You can read it on the internet, you can hear it from your friends and family over lunch time but one place you must avoid gossip is the offi ce because it can be dangerous to everybody because it can destroy a healthy offi ce environment. But of course you don’t have to isolate yourself and refuse all your workmates’ invitations for lunch, for example!

Your fi rst week at work: SUCCESS IN THREE STEPS

So, you’ve fi nally made it to your new workplace! Your fi rst week can be really stressful if you don’t know what to expect. Do you want to get off on the right foot? So, take a look at these three steps and be ready to shine!

Your fi rst week at work: SUCCESS IN THREE STEPS

So, you’ve fi nally made it to your new workplace! Your fi rst week can be really stressful if you don’t


B6 Activity 6: What should I do? Cards

A You’re very upset because your boss has just fired you. You know how hard it is to find a job these days.

B You’re unhappy because your boyfriend / girlfriend has broken up with you.

C You’re sad because you’ve had an argument with your best friend. You aren’t speaking to each other.








pdf slide / OHT Activity 6 C2

RIDE ©ISTOCKPHOTO.COM / HILLY COLLECTIVE CAUGHT WITH COOKIE ©ISTOCKPHOTO.COM / MARK HAYES PHOTOGRAPHYSUPER HOT WINGS ©ISTOCKPHOTO.COM / LISA FX PHOTOGRAPHIC DESIGNS AFTER PARTY ©ISTOCKPHOTO.COM / GEORGY MARKOV


C5 Activity 6 pdf slide / OHT

BABY TREE ©ISTOCKPHOTO.COM / SILOM PRESS BEAUTIFUL NEW HOME © ISTOCKPHOTO.COM / JAMES BREYGLOWING YELLOW INCANDESCENT LIGHT BULB ISOLATED ON WHITE WITH PATH ©ISTOCKPHOTO.COM / ELEMENTAL IMAGING RECYCLING BINS ©ISTOCKPHOTO.COM / SIRIN BUSE

81New Interlink 4 | © Learning Factory: Photocopiable – Not reusable

E@W: Visions of the future - a C5Handout

1 In pairs, discuss these questions.

1. What will your job be in fi ve years? 2. Will you be working at the same place? Why (not)?

2 Read the fi rst paragraph of the internet article. What do you think Andrew will talk about?

3 Read the complete article. Write the correct heading to each paragraph.There’s ONE extra heading.

4 Get a card from your teacher. In pairs, ask and answerquestions about Andrew’s predictions and circle the correct answers in your text.

A Will there be more or less job openings for skilled workers?B There’ll be more job openings.

5 Talk in groups. Which predictions…f are already a reality?f haven’t happened yet?f do you agree or disagree with? Why?

A Which one you think is already a reality?B In my opinion, the second one. Studying has always been important.A I disagree, because…

THE FUTURE OF BUSINESS

What does the future hold for the job market in the future?Business forecaster Andrew McDonald makes his predictions.

• There will be more / less job openings for skilled workers.• Life-long learning will be more / less important to keep one’s job.• People will change jobs at least fi ve / ten times in their life.

• People will work shorter / longer hours and because of the development of new technologies, people will stay connected with their offi ces during their holidays.• There will / won’t be many working opportunities for people aged 65 and over.

• The future of the workplace will be anywhere, any time. There’ll be more employees telecommuting and they will / won’t need to have face-to-face meetings – it will be easier and cheaper to meet through video conferencing and emails, for instance.• There will be even more / less environmentally-friendly offi ces.

• Companies which can predict and understand important future trends will / won’t be more competitive.• There will be more / fewer people starting their own businesses.


C5 E@W: Visions of the future - b Cards

1 Ask Student B about “The workplace” and “New businesses”.

2 Answer Student B’s questions about “Jobs” and “Working force”.

1 Answer Student A’s questions about “The workplace” and “New businesses”.

2 Ask Student A about “Jobs” and “Working force”.

STUDENT A STUDENT B


What does the future hold for the job market in the future? Business forecaster Andrew McDonald makes his predictions.

Jobs• There will be more job openings for skilled workers.• Life-long learning will be more important to keep one’s job.• People will change jobs at least five times in their life.

Working force• People will work longer hours and because of the development of new technologies, people will stay connected with their offices during their holidays.• There will be many working opportunities for people aged 65 and over.

The workplace• The future of the workplace will be anywhere, any time. There’ll be more employees telecommuting and they will / won’t need to have face-to-face meetings – it will be easier and cheaper to meet through video conferencing and emails, for instance.• There will be even more / less environmentally-friendly offices.

New businesses• Companies which can predict and understand important future trends will / won’t be more competitive.• There will be more / fewer people starting their own businesses.


What does the future hold for the job market in the future? Business forecaster Andrew McDonald makes his predictions.

Jobs• There will be more job openings for skilled workers.• Life-long learning will be more / less important to keep one’s job.• People will change jobs at least five / ten times in their life.

Working force• People will work shorter / longer hours and because of the development of new technologies, people will stay connected with their offices during their holidays.• There will / won’t be many working opportunities for people aged 65 and over.

The workplace• The future of the workplace will be anywhere, any time. There’ll be more employees telecommuting, and they won’t need to have face-to-face meetings – it will be easier and cheaper to meet through video conferencing and emails, for instance.• There will be even more environmentally-friendly offices.

New businesses• Companies which can predict and understand important future trends will be more competitive.• There will be more people starting their own businesses.


Activity 8: Movie Race D1Cards

Wolverine

Iron Man

Star Wars

Sex and the City and Spider-Man

Donkey (in Shrek)

and Mushu (in Mulan)

The Oscar

Hugh Jackman Robert Downey Jr

a galaxy far, far away New York City Eddie Murphy The Academy

play set voice give

Wolverine

Iron Man

Star Wars

Sex and the City and Spider-Man

Donkey (in Shrek)

and Mushu (in Mulan)

The Oscar

Hugh Jackman Robert Downey Jr

a galaxy far, far away New York City Eddie Murphy The Academy

play set voice give

84 New Interlink 4 | © Learning Factory: Photocopiable – Not reusable

D2 E@W: So this is how it’s done! Handout

1 In groups, talk about oral presentations at work.

1. Have you ever given an oral presentation? 2. When was the last time you did it? 3. What was it about? 4. Was it in Portuguese, English or another language? 5. How good was it? Were you successful? Why (not)?

2 Luisa Miranda is a production manager. She’s giving an oral presentation about her company to a group of foreign visitors. Listen to part of her presentation and write T (true) or F (false).

1. [ ] Her company manufactures natural health care products. 2. [ ] The company worries about the environment. 3. [ ] The plants and fruits used in their products come from different parts of the world. 4. [ ] The customers’ opinion is taken into consideration before and after the products are made. 5. [ ] The products are sold only in Brazil.

3 These are some expressions used by Luisa in her presentation. Match them withtheir functions. Write 1 to 6. Listen, check and repeat the expressions.

Function

1. introducing yourself

2. stating the objective of your presentation

3. informing your audience the moment for questions

4. ordering ideas and information

5. fi nishing the presentation

6. inviting your audience to ask questions

Expression

[ ] First (of all),… / Then,… / Next,… / After that… / Finally…

[ ] At the end of this presentation, I’ll be happy to answer all your questions.

[ ] In conclusion,…

[ ] I’m [name] and I’m currently the [position] of [company].

[ ] Now, would you like to ask any questions?

[ ] My objective is to talk about…

4 In pairs, imagine you work at a chocolate factory. Describe the process of making chocolate usingthe present passive and the linkers in the box to make the sentences. Also, use pronouns (it, they, which, where, etc.) to avoid repeating the same words.

fi rst next then after that fi nally

1. Chocolate / make / from cocoa beans / . Chocolate is made from cocoa beans. 2. Cocoa beans / collect / from cocoa trees / . 3. The beans / put / in large piles to dry / . 4. The beans / take / to the chocolate factory / . 5. In the chocolate factory the beans / clean and / store / . 6. The beans / cook / at high temperatures / . 7. Other ingredients / mix / . 8. The chocolate / pour / into moulds / . 9. The chocolate / pack / and / sell / to consumers all over the world / .

5 In groups, prepare your script for an oral presentation about the process of making chocolate.use expressions from #3 and the information from #4. Give the presentation to the class.

CHOCOLATE SLAB ©STOCK.XCHNG / ADAM CIESIELSKIHEARTSHAPED TRUFFLES ©STOCK.XCHNG / KONSTANTINOS DAFALIAS


Cards Extra: Orkut D3

A free-access social networking

service


service


service


service

By most people in India and Brazil




By Google

By Google

By Google

By Google

Originally in California




To help users meet new friends




Now in Belo Horizonte by Google Brazil




By Orkut Büyükkökten




By the government

in Iran

By the government

in Iran

By the government

in Iran

By the government

in Iran


Past

car

ds

Talk about the most beautiful place you’ve ever been to.

Talk about the most horrible thing you’ve ever eaten.

What’s the best book you’ve ever read? What did you like about it?

Talk about THREE things you’ve done today. Talk about a recent change in your life. What’s the worst thing you’ve ever had

to do at work / school?

Talk about what you did during last Christmas.

What can you remember about your first date?

Talk about something special you did when you were younger.

Pres

ent

card

s

How long have you known your boyfriend / girlfriend / wife / husband / partner /

best friend?

What makes you feel really happy?

How long have you had your car / computer / mobile?

Talk about a film that you enjoy watching.

Talk about your ideal partner. Talk about some of the rules in your house.

Talk about a person you like a lot.

Talk about something or someone you miss.

What do you do to help protect the environment?

If you could live in another country, which country would

you choose? Why?

If you went to live in abroad what would you miss most

about Brazil?

If you were a piece of technology, what

would you be? Why?

Futu

re c

ards

What are you going to do after this lesson?

What do you dream of doing one day?

Where are you going for your next holidays?

Do you think Brazil will ever be a First World country? Why?

Who do you think will win the next World Cup?

What are you doing next weekend?

What do you think the weather will be like

tomorrow?

Where do you think you’ll be ten years from now?

What do you think the climate will be like

in the year 2020?

Do you think your city / town will be a better or worse place

in 20 years? Why?

What are you going to do to prepare for your English test?

What are you going to do next Carnival?

Voca

bula

ry c

ards

When driving, why do you have to indicate?

What does a screenwriter do?

What’s the opposite of heavy?

Do you associate drought with too much or not enough rain?

Choosethecorrectoption.In Brazil you must overtake

on the right / left.

Complete.Don’t buy those trousers.

They don’t you at all!What is a flood?

Trueorfalse?If somebody has

a temperature, they must have a cold drink.

Complete.The wristwatch was by Santos Dumont.

Give an example of something you can buy at

a greengrocer’s.

What’s the opposite of shallow?

Complete.I didn’t finish the report because my computer

broke .

Complete.I have to look

my brother tonight, so I can’t go out.

What should you do if you have a hangover?

Choosethecorrectoption.If you leave me now,

you’ll break / hurt my heart.

Choosethecorrectoption.She was so sad that she put her

head on my shoulder / elbow and began to cry.

CardsGame The Interlink Game


MY SISTER HAS BOUGHTA GREAT BOOK

ABOUT OLD FILMS.

WE BOUGHTA NEW COMPUTER

LAST WEEK.

SOME FRIENDS

OF MINEHAVE WON

A LOT OF MONEY

IN A LOTTERY.

NICOLE KIDMAN WON AN OSCAR IN 2002.

HAVE YOU SEENTHE FILM

THE DARK KNIGHT?

WHEN DID YOU LAST SEE A GOOD FILM?

RODRIGO HAS BEENTO BRITAIN

THREE TIMES.

MY PARENTS WENTTO BRITAIN

WHEN THEY WERE 20.

MY SISTER HAS BOUGHTA GREAT BOOK

ABOUT OLD FILMS.

WE BOUGHTA NEW COMPUTER

LAST WEEK.

SOME FRIENDS

OF MINEHAVE WON

A LOT OF MONEY

IN A LOTTERY.

NICOLE KIDMAN WON AN OSCAR IN 2002.

HAVE YOU SEENTHE FILM

THE DARK KNIGHT?

WHEN DID YOU LAST SEE A GOOD FILM?

RODRIGO HAS BEENTO BRITAIN

THREE TIMES.

MY PARENTS WENTTO BRITAIN

WHEN THEY WERE 20.

AActivity 4: Experiences ACards rev


A Activity 10rev

I

You

We

They

Harry and Sonia

…

`veasked

bought

brought

given

lent

offered

sent

told

...

her

him

Marco

me

Rachel

them

us

you

...

a bunch of flowers.

a camera.

a nice present.

a text message. I don’t know who!

an email.

free tickets to the show.

nothing.

something.

...

He

She

Laura

Pedro

Somebody

Nobody

...

`s

pdf slide / OHT


AActivity 17: Noughts & Crosses Arevpdf slide / OHT

1go away

2look after

3wake up

4set off

5come back

6break down

7look at

8come across

9pick up


CardsC Activity 12: Guess the Word!rev

FAMINE FAMINE

DROUGHT DROUGHT

HURRICANE HURRICANE

FLOODS FLOODS

AVALANCHE AVALANCHE

FOREST FIRE FOREST FIRE

DEFORESTATION DEFORESTATION

EPIDEMICS EPIDEMICS

GLOBAL WARMING GLOBAL WARMING

POLLUTION POLLUTION


Cards AActivity 6 Drev

You’re Greek. You’re 36. You live in Athens but you were born in Delphi. You moved to Athens 5 years ago.You’re a tourist guide and you got your first job in 1995. You now work for Olympia Tours. You started working there 2 years ago. You speak Greek, English and French.

YOU ARE Georgia Angelopoulo

You’re Swiss. You’re 25. You live in Geneva but you were born in Gruyère. You moved to Geneva a year ago. You’re an accountant and you got your first job in 2005. You now work for Éclipse, an accountancy firm. You started working there about 8 months ago. You’re planning to take an MBA in Finance.

YOU ARE Carl Bruneau

Stud

ent A

Stud

ent B





Stud

ent A

Stud

ent B





Stud

ent A

Stud

ent B


CardsD Activity 7: General Knowledgerev

Brasília(design) by Lúcio Costa

Hamlet and Othello (write) by Shakespeare

The 2006 World Cup(win) by Italy

Spider-Man(create) by Stan Lee in 1962

Sunflower and Starry Night(paint)

by Van Gogh / vænˈɡəʊ /

The first telephone call(make)

by Alexander Graham Bell

The Lord of the Rings (write) by J. R. R. Tolkien

The Matrix (film) in 1999

The Mona Lisa(paint) in the 16th century

The wristwatch(invent) by Santos Dumont

LEARNING FACTORYRua São Clemente, 258 – 4º andarBotafogo, Rio de Janeiro, RJ. [email protected]

Interlink is a trademark of Learning Factory Ltda.Copyright by Learning Factory, 2002.New Interlink 4

ISBN 978-85-89456-63-0

“All rights reserved: no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publisher.”Printed in Brazil by Imprinta, December 2009

PubLIshING MANAGERAdriana Souza

sERIEs EdITORRicardo Sili

AssIsTANT EdITORsMárcia Nogueira, Paula Boyce (Activity Book)

TEAChER’s GuIdE EdITORsMaria Eugênia Sanson and Rosa Coelho

AuThORsstudent’s book: Carla Chaves, Paula Boyce, Ricardo Sili, Peter Lewis-Jones, Angela Dias (collaborator) Activity book: Peter Lewis-Jones, Daniela Bertolucci, Flávia Miguel (collaborator)Multimedia Activities: Bruno Lages, Daniela Bertolucci, Lúcia DuarteTeacher’s Guide: Valéria Siniscalchi

PROduCTION EdITORTatiana Boynard

dEsIGNeg.designArt direction: Evelyn Grumach, Ricardo HippertLayout: Ricardo Hippert, Rita Ariani

ILLusTRATIONRicardo Cunha Lima, Bruno Alves (collaborator), Pato Vargas (collaborator)

MuLTIMEdIA suPERVIsIONBruno Lages

MuLTIMEdIA dEsIGNLabareda Design

RECORdING suPERVIsION Ana Thornycroft

sTudIO (bOOK AudIO TRACK)Núcleo de Criação Produções em Áudio

sTudIO (MuLTIMEdIA AudIO TRACK)Ana ThornycroftCharles Lacerda

PROOF-REAdINGTatiana Boynard

PICTuRE REsEARChAlessandra Libonatti

EdITORIAL AssIsTANCEMariana Lourenço, Tatiana Boynard

FIRsT EdITION EdITORsPaula Boyce, Virginia Garcia

PhOTOGRAPhs (ROYALTY-FREE ANd/OR RIGhTs-MANAGEd)Keystone; Afitec; Levendula; Getty Images; Photodisc; iStockphoto.com; Stock.xchng; Folha Imagem p.70: Job interview (iStockphoto) / p.71: The Incredibles (Folha Imagem © REUTERS/Pixar/Disney/Handout); Charlie’s Angels (Folha Imagem © Ho New / Reuters); Iron Man; Spider-Man (Folha Imagem © Alamy/Other Images) / p.74: Jeep on the uyuni salar in Bolivia (iStockphoto); Sportscar (Stock.xchng) / p.79: Ride; Caught with cookie; Super hot wings; After party (iStockphoto) / p.80: Baby tree; Beautiful new home; Glowing yellow incandescent light bulb isolated on white with path; Recycling bins (iStockphoto) / p.84: Chocolate slab; Heartshaped truffles (Stock.xchng)

Teacher’s audio CD tracks

CD 1

TRACK | CONTENT TRACK | CONTENT1 Introduction 21 B1 - 42 A1 - 2 22 B1 - 6 3 A1 - 5 23 B1 - 7 4 A1 - 6 24 B2 - 1 5 A2 - 2 25 B2 - 36 A2 - 5 26 B2 - 6-27 A2 - 7-2 27 B3 - 38 A3 - 3-2 28 B3 - 49 A3 - 5 29 B3 - 610 A4 - 1 30 B3 - AB-411 A4 - 4 31 B4 - 212 A4 - AB-3 32 B4 - 413 A5 - 2 33 B4 - 614 A5 - 4 34 B5 - 315 A5 - 7 35 B5 - 516 A5 - English at Work - 2 36 B5 - 717 A5 - English at Work - 3 37 B5 - AB-418 A6 - 4 38 B6 - 419 A6 - 6 39 B6 - 520 B1 - 3

CD 2

TRACK | CONTENT TRACK | CONTENT1 Introduction 24 D2 - 7-22 C1 - 4 25 D2 - English at Work - 23 C1 - 6-1 26 D2 - English at Work - 34 C1 - 7 27 D3 - 15 C1 - AB-2 28 D3 - 3-16 C2 - 4 29 D3 - 3-27 C2 - 5 30 D4 - 38 C3 - 1 31 D4 - 49 C3 - 2 32 D4 - 610 C3 - 4-3 33 D5 - 3-111 C3 - AB-2 34 D5 - 512 C4 - 2 35 D5 - AB-313 C4 - 3 36 D6 - 214 C4 - AB-4 37 D6 - 6-315 C5 - 3 38 Revision Section A - 116 C5 - 4 39 Revision Section A - 817 C6 - 2 40 Revision Section B - 1018 C6 - 3 41 Revision Section C - 119 D1 - 4 42 Revision Section D - 120 D1 - 6 43 Revision Section D - 821 D2 - 4 44 Revision Section D - 1022 D2 - 5 45 Revision Section D - 1723 D2 - 7-1

TEACHER'S GUIDETEACHER'S GUIDE

4NEW Interlink

New Interlink is a six-level course specially designed for adults and young adults whose first language is Portuguese.

Each of the six levels of New Interlink is a single volume which integrates Student’s and Activity Book, consisting of 24 complete lessons grouped into 4 sections. This provides 40 hours of core work. By using the additional materials in the Teacher’s Guide the course can be extended to approximately 60 hours.

New Interlink takes students from beginner level (zero or false beginners) up to intermediate level (Common European Framework Level B1, leading into B2).

4NEW Interlink

Student’s Booki Lessons conveniently presented on a double-page spread.i A wide range of topics allowing students to express their ideas

and experiences.i A grammar, pronunciation and lexical syllabus responding to

specific needs and characteristics of Brazilian learners. i Interlink boxes focusing on areas of English which are frequent

sources of confusion, misunderstanding and error for an average Brazilian learner, aiming at facilitating comprehension and developing learners’ confidence.

i Organizer boxes signposting and systematizing the target language items of the lesson.

i Tips to draw the learners’ attention to special aspects of the language.

i Interactive tasks with strong emphasis on the development of vocabulary and speaking skills.

i In-built revision and recycling. i Language Reference Cards for classroom and self-access use. i Alternative activities preparing learners for

today’s workplace.i Answer keys and audioscripts. Activity Book

i Fully integrated in Student’s Book. i Lesson-by-lesson support containing a list of useful words

and expressions, vocabulary and grammar practice activities.i Special support for writing skills development.i Learner-friendly training tips and activities.

Student’s CD-ROMInteractive activities for use on a computer. It also includes the main course recordings to be used by learners at home, in a car or on a personal stereo or computer for extra self-study listening practice.

Teacher’s Guidei Lesson-by-lesson plans. i Useful tips and ideas. i Extra photocopiable activities. i Resources pack.

Multimedia CD-ROMOptional multimedia teacher resources with memorable activities integrating visual and audio stimuli.

Documents

New Interlink 4 TG Todo Internetx_0