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$t"*h ..tt c English sult Intermediate Teacher's Book

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  • $t"*h..ttc

    English sultIntermediate Teacher's Book

  • English sultAnnie McDonald & Mark Hancock

    wi*r Rachel Godfrey

  • Contents

    IntroductionStudent's Book contents

    Teacher's notesUnit IUnit 2Unit 3Unit 4Unit 5Unit 6Unit 7Unit IUnit 9Unit 10Unit UUnit U

    SB PairworkSB Grammar BankSB Iregular verbsSB PronunciationSB Audio scripts

    Grammar Bank key

    Unit testsTests key

    >> p.iii>> P.2

    >> p.6>> pr6>> P-26>> p36>> P46>> P55>> p.66>>P76>> P.86>> P.96>> p.ro6>> p.u6

    >> p.rz6)> pr35>> p.48>> P.149>> P.150

    >> p.r6o

    >> p.r6z>> p.r86

  • How to talk about the people in your life

    OrientationContext-r this lesson, students practise talking about therr family. f rrer.: ;= nd neiohhnr rvc

    -

    re DVD box illustration, Wanda's World, shows various pec:-e -:.

    -,'ulanda's Iife.'.:. The people in my life, the phonetic transcriptions sh:-,..'

    -:.=: lonunciat ion of words which is not always ob' i ic;. : : : :- . : :=.:el l ing.

    -anguage

    -anguage note'

    . lesson rncludes vocabulary for family members. Students' ' ip n i t i r rc l :norr :op merk< opnder drci inr t rnn t / l i l re (n:nrch\

    ' ' I feel thar Enpl is l^ isn ' t as r tch as Lherr own Iarptrape On rhr- 'o"- '

    'hand i t mipl ' sccrr s l ranpe that one Enpl tsh word descnbes-

    : :a1 dif ferent relat ions. In I tal ian, for example, nipote is nephcwgrandson and granddaughrer

    lrd product:

    ->ut it all together, students ask and answer questions about:. :ple in their l i fe. Their conversation is based on mind maps

    ::.- lar to the one in exercise q.

    ?reparation-.::: some mono or bilingual dictionaries to class to show

    ::rnind students how transcriptions can help them with: --:.unciation for exercise z. Look at the mind map in exercise 5-

    ',-:u can monitor and help students understand how it works.

    ',rrtarmer

    :,:: the following words at random on the board: what, how,':.- n1any, where, why, name, Iive, Jrom, old, brothers. Students use-. '.'.'crds to make questions for you to answer. Put students into: ,: :l ask and answer similar questions and to make a note of-

    =.: :artner's answers. WrlIe His / Her name is ... on the board and'

    -:: s:udents to introduce their partner using their notes. Ask- : .: :'.vo follow-up questions, using the people and reiationships

    -,: ^-ary above (see Recycled language). Encourage students to: r __:iv-up questions.: ,:.'.i' to talk about the people in your lfe on the board.

    Focus grammar subjectandobjectquest icr^s a ' . := ' - . . ' . : . : . , ' , . : : . . .Wanda?,WhodoesWanaa : ."- : , ' , " : . : : : - i , ' , t . t t ' : , " :did Warren visit?

    Previewlanguage

    address forms: Mr , i i

    Focus words people and reiat :- ;- :>. :c:"a,ntonce, cousin, col league.(brother) in icv,, ex- ccyfriend), ntece, nephew,step-(father),wtaow. wt00wer

    Recognitionvocabulary

    words: bolcony, baggage, complicoted, remarried,secretly,secretary, trumpetDhrases: related to .... What a mess!

    Recycledianguage

    words: ount, boss, boyfriend, complarn, divorced, Jlotmate,friend, married, netghbour, porents, teenoge, unclegrammat: present simple, personol pronouns, possessive 's

    fl Vocabulary the people in my lifeSet a short time iimit for students, in pairs, to add familyrvords to the list. Elicit suggestions around the ciass.lrect students to The people in my IiJe on >> p.6. Do one or two:,r:::.:.es as a class before students continue individually. Elicita:.:-...'::: a.::::.C the class and check vocabulary as necessary.i:::.: :

    -.

    --:.: ::.::-ettc :ranscriptions and model and drill: : : : .- : . :-a:-: :

    - : : . : : :"a: i ' . ShOw hOw the wOrdS in braCketSa:a :: : . : : : : . ' . ' : = :

    --: : : ' :a:: . : : : : -> p.5. ?c:nt

    out that photo h, in the mrdd-e :-< ,\-a:.:a i::: ::.: -..!::-j:::cns

    and check students understanci :l^.e a:--;-:-.- i:',' :--.: -::--::

    of one or two pictures and elicit guesses =:. -r .:... ::::::. ;

    relationship to Wanda. Students coni:r.'je ::. :a-:s .'.'.::.-::: ::rcorrect pronunciation of people words anc

    -.::: ::-.;:s-.:::. -].skfor suggestions, but do not give answers at:it:s i:.::Read the instructions and direct students to Wanaa: ,i:'.: ::.>> p.6. Do the example as a class to demonstrate the a-:-;:.'Encourage students to look quickly through the texr tc ir.:Fatima and any information about her which will help t-;,e::.identify her (she's Wanda's flatmate and she looks Lebanese,.Monitor and help as necessary as they continue the activityAsk for volunteers to name each of the people in the photosand to explain why. Check new vocabulary.b Mrs Mirren c Stan d Tom e Ray f Grace g Sandrah Wanda i Tina j Costas k Danny I Harry m Roxetten Tracey o Warren

    Direct students to the mind map. Point to me in the centre andask Who? (Wanda.) Say Harry and elicit Harry is Wanda's father.Repeat with Roxetfe and point out the wordfamily. Explain thatthe words.,Ttamily,friends, work, acquaintances have the namesof people in that category around them. Point out that thecategory words in the mind map are the same as the subtitlesinWanda's World.If necessary, do one or two more examples with the class,before students continue in pairs. As you go over the answers,see what students remember about the different peopie.Tina: mother Costas: step-father Sandra: sisterRay: brother-in{aw Grace: niece Tom and Tracey: colleagues

    Extra helpStudents take turns to point to a person in Wanda's World. Theirpartner says the reiationship between the person and Wanda,Monitor and give pronunciation practice as necessary.lxtra activityIntroduce strategles for remembering vocabulary. Give studentstwo minutes to study the words in The people in my life.Books closed. Students write the words they can remember.Ask students how they studied the words, e.g. by drawing amind map, grouping words in topics. Encourage students toexperiment with a different strategy for the lesson vocabularyfor homework.

    T6

  • ! tisten for specifi.c informationln this section, students listen to short recorded voice-mailmessages and focus on key words.6 1A.l Ask students why listening to phone messages is diffcult.

    (Because there are no visual clues./ Elicit the type of informationpeople usually include in a voice-mail message (name of personspeaking, the time, the main points of the message, when theperson will phone again). Ask How do you listen to a voice-mailmessage? To every word or to key words? (Key words.) Read theinstructions and play the audio. Students compare answers inpairs. PIay the audio a second time if necessary, pausing aftereach message to eiicit the answer.

    l Mrs Mirren (Margaret) 2 Mr Robbins (Tom) 3 Warren4 Sandra 5 Fatima's mum 6 Wanda's dad (Harry) 7 Fatima8 Wanda's mum (Tina)

    Extra helpSay the fol lowing sentences for students to say true or false.1 Mrs Mirren was angry because Wanda's visitor was noisy. (T)2 Mr Robbrns wants Wanda to arrive later tomorrow. (F)3 Warren met the woman in the next flat for coffee. (F)4 Sandra and Ray are invitrng Wanda to a concert. (F)5 Fatima's mum called Fatima but she didn't answer. (T)6 Wanda's dad wants Wanda to meet Roxette at the airport. (T)7 F:f ime he> p.6, r.n',imbling the sub.;ect or theoLrieet Pertners ask about tnformatior, t i ' ,at wasn't clear.

    BC Put it aII together13 Go through the instruction and direct students to The people in

    my life on >> p.6 for ideas. Monitor and help students as theydraw their own mind maps.

    14 Students ask and answer about each other's family in pairs.Ask students to note who the people are.

    15 Read the instructions and go through the examples. Remindstudents to use both subject and object questions as in exercise ro.

    Student performanceStudents should be able to ask and answer about factual personalinformation.You can use this checklist to monitor and eive feedback or to assessstudents' performance.

    I can talk about the people in my life.Direct students to the self-assessment bar. Ask them to flnd moreexamples in their book (at the end of each lesson). Explain thatmarking the bar after each lesson will help them see how they aremaking progress and to decide ifthey need extra practice.Copy the bar onto the board, and guide students towards a generalidea of what the different positions mean here, e.g. students tickvery easily lf they asked three questions about each person withoutIooking at their notes; on my own if they looked at their notesoccasionaily; with some help if they looked at their notes before askingevery question; with a lot of help if they read the example questionsin exercise 15, Monitor and help students mark their position.Encourage them to think about what they can rather than can't do.Early finishersStudents tick vocabulary in The people in my 1fe they plan to studyfor homework.

    Additional materialwww.oup.com/elt/result for extra practice activitieswww.oup.com /ell/teacher/result for extra teacher resofi rces

    c

    10

    Do students use three or more familv words? exercise 5

    Do students pronounce family words clearly enough to beunderstood? exercise 5

    T7 1A

  • How to talk about greeting customs

    Crientationl:ntext- :ris lesson, students talk about different ways of greeting and. : : :essing other people.-.-: photos decorating the quiz show various ways of greeting-.- : quiz questions, in How do you meet and greet? invite readers ::'-

    -:.k about greeting customs in their own country.

    - '=:t tngs gives phrases to describe dif ferent ways of gree:-: . i

    l . l l ture note- ' - : rp m2n\/ d i f fercni mppf ino ;nd ore- ' .

    - . . : - l ing'body language' , e.g. touching,r ' . ,1 : ' , : - - r : . r : . , - . : r : :- - : in he:were of nnssrble di f ferences. i t - . t : ' : r : . : i - : ' t , , : . t ': :3 I I f leCCSS?If .

    gguage

    l"nguage notes. ' - :cnunciat ion of Ms can be nrrz or i r i . / rn Br i ta in. In the

    .

    -

    - t ls a lways nrrz.' : rntransit ive verbs in English are ref lexive in other languages.

    - . .- Spanish relax is relajarse (se = ref lexrve morpheme); in I tal ian,.eep is addormentarsi (st = ref lexive morpheme). Students

    - : : . rnes t ransfer th is to Enpl ish.

    ::.C product-

    .r:it it all together, students find out about greeting customs in:::: countries using their notes. In Pairwork on >> p.rz6 and p.r33

    -.-:',' :rave information about customs in two countries.

    ?reparation:..: ihe Teaching tip for exercise 4. Look atPairwork 18 to heip-

    -

    ients with exercise r3

    'ivarmer-:r: s::rdents about places they have visited and how people greet::::. :ther. Encourage students to tell stories about meeting people--:::. a different culture for the first time, and how they felt and..=::el. Direct students to the photos on >> p.8. In small groups,,:rients guess the nationality or regional origin of the people' ='i,opean b French c Tfkish d Pakistani / Afghani

    . =..',:can-American f lapanese g lapanese).',':.:e

    .!bw to talk about greettng customs on the board.

    fl Vocabulary ways of greetingI Direc-i students to the phrases in Greetings and photos a-g.

    Matci^. :r.e cr tr,vo together as a class. Students continueind:v:;:a---,' ar';i compare in pairs. Nominate students to givearsir-e:s a:.: :.e.p rv:th vocabulary and pronunciation.

    . : : . each other

    Extra helpl_e n: . t ) r ' r ^ '^l l root inn< J\r1nnr '_ ' :* _ ' - : " -students to l ink r , 'c : :s: : : : : : . : , . ' ' . . ,

    -

    natural rhythm. Studenls : : :- :- : - . : . - .

    Go through the instructions and exar.-.:-es i--::: :: -,'.-::::examples of people on the board, e.g. rte;i.Lct,:

    -:t*...,members, colleagues at work. Put students i:-.:: :a::s :: ::..:-:.iethe activity and monitor and join in with cc:-.ie:ia::::.:

    --sivolunteers to tell the class and review vocabu.aa; =: :.:::ssa:-,'

    :ocus grammar reflexive pronouns: myself, yourselJ, him I herself, ourselves,you rselve s, th e m se I ve s : e a c h oth e r

    >reviewSrammar

    present simple and present continuous

    :ocus words ways of greeting: bow, hug, introduce, kiss, shake hands,wove

    :ocus phrases greetings: Pleased to meet you., Hi. I'm ..., Hello.lecognition.ocabulary

    body language, get someone's lttention, greet, meet, rude

    lecycledanguage

    words: acquaintance, cheek, colleague,frst name, hand,head,lips, modom, Miss, Mr, Mrs, Ms, neighbour, nephew,nickname, niece, shoulder, sir, surnamegrammar: subject, possessive, and object pronouns

    >lonunciation Miss rnrs Ms ntz Mfs r t t r : tz Mr rr t i ' I . ' i t )Miss : or Ms z 18.2

    ! ReadandrespondIn this section, students read for gist and detail to do aquestionnaire.3 Read the instructions and check students understand meet and

    greet. Ask students to read titles a-g and check vocabulary asnecessary. Do the first item as a class. Ask students questionsabout how they read, e.g. Did you need to understand everyword? (No) Did you read slowly? (No) Which words and phraseshelped you? (hands, shoulder, hug, etc.) Tell students to ignoreany new vocabulary for the moment.Monitor and help as necessary as students continueindividually. Go over answers as a class, eliciting or pointingout key words.2 e (same/opposite sex) 3 c (address, Sir, Madam)4 a (cafd, friends, say hi) 5 d (colleague, work) 6 g (teacher)7 b (attention, Excuse me!)

    4 Go through the instructions and explain that students answerabout what people do in their country. Monitor and explain anynew vocabulary as students continue individually.Put students into small groups to compare similarities anddifferences. Monitor and listen for interesting answers,especially for differences between students with the samecultural background. Encourage students to justify answers.Go through each question as a class and ask for volunteers t:share information or any interesting facts. Do not overcorrecfor accuracy, but help students get their ideas across.Teaching tipAfter you have flnished exercises 3 and 4, as( :. . . - .they read in their own language. Ask Whe,: i- : : ' - : ' :ageneral ideaof whatatext isabout? /T: , ' - " : . :and When do you read carefully? (T: '' : : ' ''Advisestudentstousethesatt ' . ! . , : : . , i : : . : -=:language to help them beccn-- ::- ' . ' :

    T8

  • le-- : : : :=:. :r : : .e-,", ' , - :-- - :s:: : . : : 1 i-a -: : . : 3:: : :s:. s: ; ieL:. G:eg.

    a:-s-., ,- : :- : . i :a.3 :- l- : ; : :s:: :a.s. G: l i lough each ques::.ot-. l : .: : __ i_: : ; t ( -__r- ^ j " '__+ :^

    - . . ) - -

    \vrraL rrs rLtrSrLL >d). - - . - - - - -c-

    s:'.::::.:s :: ex:larn rvhy, based on thelr own experiences tn3::::-:. rr.ee:Lng British people in different places or watchingi-:r,s. Jo not comment on answers at this stage.': ' Read the instructions. Tell students that there is more thanone answer to some of the questions and play the audio. PIayit a second time, pausing to give students time to make a noteof the answers before they compare in pairs. Go over answersas a class, encouraging students to comment on anything theyfound surprising.1 a, b, d, e, f, g 2 a kisses a woman on the cheek, shakes aman's hand; b, c, d say hello, or good morning; e hugs father,kisses mother; f hugs or touches head 3 c 4 a 5 b, c(but only to a child), e 6 c 7 a (alI the others are rude)

    Copy the titles onto the board. Review meaning by askingmale or female, married or single for each one. Go through theexample with the class and put students in pairs to continue.Check answers, driliing pronunciation of each word as necessary.

    rr rz = Ms 1r) r \ r . / = Mrs nr r \ t , r ( r ' ) = Mr1B.2 Go through the instructions with the class. Play andpause the audio for students to follow the example. Continuewith the audio, pausing after each sentence. Nominateseveral students to give each answer and monitor for correctpronunciation. Give extra pronunciation practice as necessary.lMrs 2Mr 3Miss 4Ms 5Mr 6Ms TMrs 8Miss

    Extra helpTo help students distinguish between Miss and Ms, point outthe

    ' and.2' ' difference and do a mrnrrnal pair dri l l . Students

    test each other.Tn nprn s-rrdcnts d . ' ; "pr t ish between Mrs and Mr. ooint out

    'b*-" """

    the dif ference between the f inal syl lable and do a minimai pairdri l l . Students test each other.Extra activityWrite the fol lowing scenarios on the board: best fr iendsmeet inB al ter s ix months: col leagues arr iv ing at work: a shopassistant and customer; new neighbours; teacher and studentreel inp nr i lc idc schnnl teenape rr iends meet inp at the c inema.

    "*b_ " '_"*" " -_""b '

    Students compare what they would say in these situations.

    G Grammar reflexive pronounsrb9 Direct students to photos a-c and do the activity as a class.

    a hugging each other b hugging herselfc hugging someone else

    lO Direct students to the grammar box. Go through the columnheadings and identify the different types of pronouns in theexample sentences. Complete the box as a class.subject: I, he possessive: your, ourobject: him, her reflexive: herself

    Direct students to read the rules and the exampies. Checkvocabulary as necessary. Monitor and help as students matchthe sentences and the rules. Go over answers as a class.Rules: 1 c (The subject of is and look after is the same).2 a (People usually or often get painters to paint their houses.Here the speaker wants to emphasize that they, not somebodyelse, painted the house)3b

    Se: a short tirr,e Iimit of about three minutes for students toi:'.d anC ,rnderiine exam.ples in How do you meet and qreet?i:.ed< ans',ve:s as a ciass

    j. vourself, themselves

    Go through :he r:s:r'.ic-!ior'.s and ask students to read sentencesr-7. Check vocabu,an' )c ti^.e exarnple as a class, pointing outthat each other car- be usec :3r tlvo people or many. Monitorand make a note of any drffcu.ities as students continueindividually. Ask for volunleers tc give answers and elicit orexpiain why the reflexive pronou:. rs used. referring to therules in exercise 10 as appropriate.

    2 myself 3 yourself 4 each oth.er i :a::. :ther 6 himself7 myself

    Extra helpCrre rcqnonqp drr i l S rv a counle of re ' - - . . . i t ' ts to

    - ' "

    *r '_

    continue with the appropriate ref lexive pr ' . T i .C.n't goto the hairdresser's. I cut i t . . . SS.. myself T l : . . i ' ' : : i , :c thegarage. I couldn't repair i t . . . SS myself T LVi.; . ;-- .

    - ; . . t i ' t is pte.We made it ... SS ourselves. etc.

    BC Put it all together13 Go through the instructions and put students into A/B

    pairs. As turn to >> p.r26 and Bs to >> p.133. Check studentsunderstand the activity. Monitor and help them f,nd theanswers to the three questions, checking students are makingshort notes to answer the questions for both countries.

    14 Read the instructions before students do the activity. At theend, ask around the class about any new information studentshave learnt about greeting customs in the four countries. Askfurther general questions, e.g. Do they say this to everyone? Dothey do this with men and women?

    Student performanceStudents should be able to exchange factual information.You can use this checklist to monitor and give feedback or to assessstudents' oerformance.

    I can talk about greeting customs.Students tick on my own if they have answered the questionsusing their notes. They tick with some help if they have read acouple of sentences from Pairwork, Two countries.Early finishersStudents repeat tf . '---.,, i ty without using their notes.

    Additional materialwww.oup.com/elt/result for extra practice activitieswww.oup.com /elt/teacher/result for extra teacher resources

    Content Do students answer the 0uestions? exercise 4Grammar Do students use subject and object pronouns accurately?

    exercise 10Vocabulary Do students use a variety of greetings phrases? exercise 4

    T9 TB

  • How to explain who people are

    OrientationContext-r this lesson, students will practise using the present simple and:cntinuous to talk about what is happening in a picture-,as Meninas (The Maids of Honour), is a painting by Diea:' . 'el6zquez and was painted in 1656. At f i rst sight. r :

    - : :r ; := . : : : .;ainter is paint ing the viewer. However. in th.e :r. : : : : : : : : : . : - : : :: f the painter, we see the King and Queen l : . : ; s;E:: : : : : : . : : : : : - , 'i re standing where the viewer is and Vela:c_ue: .s pa::. : : : . : : : . :r--.?osition illustrates the meaninq of absolute and reiative:repositional phrases.

    Culture note- , rn lc send d {crc l q ler^r- +^ ^-^L ^+L^- r . ' * i - - conversat ions.. . r ,6r tar) LU cdl lL ut t tcr uul r l r6

    'ex.rmnle thov rndicatc 'hev are l is tcnrnp thev understand a' rerker lher i \A/)nl fn rpcnnnd fn: nrrcqi inn nr:rc ctrrnr iced hrr!v u YULJ!rvrr ,

    , :mething. Students often ' import ' words and phrases from their: r r t lanpuase when thev have conversat ions rn Enslrsh. Thev can. , " . ' *"b"*b ' . '

    - "b"-" _"-J __^'

    :und more f luent and ppir t ime tn th ink r ' l^err 159 COnVefSat iOn6-" ' " ' " '' arkers in Engl ish (see Discourse below).

    Language

    Language note-. place in which art is drsplayed is cal ied a gal lery in English,- :Lt might be cal led a museum in other languages. In Engl ish,. t , ) r t

  • c7

    Direct students to las Meninas and go through the example asa class. Do a couple more examples if necessary, before studentscontinue in pairs. Monitor and give positive feedback forcorrect sentences and fluent use ofPosifion phrases.

    Extra helpStudents draw a plan of their classroom, and put themselves tnthe middle. They place other students in ciifferent positions. Inpairs, students descr ibe whele peopl . a i E ;c: .c. i . l : .e: : part netmakes a new seating plan. At the er, i : : : i : a:: ; ' . ' : l i ' st identscompare plans.Extra plusPut students rnto s:r.a, i :r , : i ; r--> ai.a ; : .1: i i , . ,r : . ' ' r t .rr . a' , ' . r lpictures (see Pr-g,rnrr i i .rr , The] ' ' ! r l i re t l- ,ree sr:tefL.es tcdecrr ihe lhp n-srr : - : r . - i r ' r - neonle Prr t t \4/n orn:rn( lnoeth- 'to swap pictures and wrrte three sentences about their newnir t r r rc ( i rnrrn< rnm.rrF p.lo to answer the question (IosE Nieto). Ask students toexplain why, and elicit some examples of sentences in thepresent simple and continuous from the text. Write them intwo columns on the board. Check that students understandthe difference between the verbs see, watch, notice, and look.Monitor and review the form of both tenses if necessary.Direct students to the grammar box and rules. Read statementsa-e and check understanding. Do one or two examples as aclass before students continue individually. Monitor and helpas necessary. Check answers as a class.

    1e 2b 3b 4c 5c 6d 7d 8a 9a

    Read the instructions. Tell students to look at the picture anddo the first item together as a class. Put students into pairsto continue and monitor and help as necessary. Nominatestudents to give answers. Ask the class to say which rule eachanswer illustrates.

    1 's touching (ald) 2 's holding/think (d/a)3 's painting/paints (d/b) 4 spend/'re helping (b/d)5 are talking/work (d/c) 6 like/'m writing (a/e)

    Extra helpBooks closed- Say some true or false sentences about people inthe plcture. Students repeat the sentence as a class only if rt isfactually correct. Students continue the activity in pairs.

    Go through the instructions. Ask for volunteers to give oneexample for rules a-e before students continue individually.Monitor and heip as necessary.Put students into pairs to tell their partner. Make a note of anylanguage problems to go over at the end ofthe section. Ask forvolunteers to tell the ciass about their partner.Put students into different pairs. Explain the activity and directstudents to the example. Remind students to pronounce thethird person s and to use to be for the present continuous. Askfor volunteers to teli the class about their partner.

    Extra plusStudents work in small groups. They take turns to saytrue/false sentences about themselves r-rsing the present simpleand continuous. The others guess which sentences are true.

    ! tistenfor detailIn this section, students listen for specific information and toconversation markers in context.12 tC.l Explain that students will hear two people in the Prado

    Museum, Madrid, talking aboutLas Menfnas. Read the instructionsand give or elicit general ideas about what people looking at thepicture might talk about. Play the audio for students to identifythe two parts ofthe painting they talk about. Ask students toIocate the parts ofthe picture as you check answers.

    the King and Queen; the painter's red cross13 Students read questlons r-5 before listening again. Remind

    students to listen very carefully for detail. Play the audio. Askstudents to compare answers in pairs and give them the optionof listenlng again before going over the answers.

    1 rn the room (standing where the speakers are) 2 thenr incess and rhe other ncnnle in the nietr : re 3 on thepainter 's jacket 4 the krng 5 the king (some people say)

    14 Read the instructions and information with the class. Checkvocabulary. Direct students to audio script 1C.1 on >> p.r5o anddo the first item together. Explain that students should f,ndthe word and then look at what people say afterwards to heipthem flnd the answers. Put students into pairs to compareanswers before going through the activity as a class.

    2c 3a

    Extra helpDivlde the class in half to read the conversatj6n elnrrd Therrthen crrren rnlo> p.rz5 and >> p.r33. Go through the instructions and telistudents they have the same photos, but different people arenamed. Nominate or ask for volunteers to read the exampledialogue to demonstrate the activity. At the end of the activityask students to show each other their photos.

    Student performanceStudents should be able to give short descriptions of people andactions.You can use this checklist to monitor and give feedback or to assessstudents' performance.

    I can explain who people are.Students tick on my own if they have given enough informationfor their partner to identify most ofthe people in the photo. Theytick with some help if their partner has had to ask another questionabout one or two ofthe people.

    Early finishersIn pairs, students look again at Las Meninas on >> p.ro. Theyimagine they are in an art galiery and have a conversation about it.

    10

    1l

    Additional materialwww.oup.com /elt/result for extra practice activitieswww.oup.com /elt/teacher/result for extra teacher resources

    Interaction Do students use conversation markers? exercise l4Grammar Do students use the present simple and continuous

    appropriately? exercise llVocabulary Do students use different expressions for position? exercise 6

    T11 lC

  • How to correct a misunderstanding

    Orientationlontext.:. this lesson, students will practise using phrases to resolve. -:sunderstandings.:. :he cartoon strip, Medical Examination, a doctor is taking the

    :::sonal detai ls of an army recruit . A misunderstanding arises''.'ren the recruit interprets weight as wait..:. Fuzzle time there are four different situations in whlch::rnmunication breaks down. There are some useful phrases for::aling with such situations tn Misunderstandings.Culture note

    l, ;understandings can occur when similar words exist in

    - : rent languages, especial ly when a word in one language

    .. r f ,a lsc f r rerd { , r > p. tz5 and based on exercise ro.i.:dents practise the role play in small groups.

    Preparation,:.:nk of examples of cognates and false friends in English.:.1 the language(s) of your students for exercise 3. Check' ,'-.sunderstandings in Pairwork >> p.tz6 so you can help students'.'.:h exercise r4. Take a few monolingual dictionaries to class.

    Warmer^';-.'.te misunderstanding on the board and elicit or explain the:-:aning. Ask students if they have ever had a cross-cultural:-

    -sunderstanding which happened because of language:.ierences (either in their own country or in a country where a:.ierent language is spoken). Ask volunteers to tell their stories.: : help them get their ideas across. Ask What's the best thing you-,-. do in these situations? Put students into small groups to discuss-..< a spokesperson from each group to tell the class and take a'::e on the best suggestions.';:'-te How to correct a misunderstandinq on the board.

    fl Vocabulary cognates and falseRead the instructions and deflnitions r-3 with the class.Go through examples a-c and askWhich defnition? Elicltother examples from your students'first language, or otherlanguages they know.

    tD tc 3a

    Read the instructions and check students understand theactivity. Distribute monolinguai dictionaries if you have them.Do one or two examples as a class, asking volunteers to say7,2, or 3. Monitor and comment on students' answers as theycontinue the activity individually. Ask for volunteers to tell theclass about the similarities and differences between words intheir language and Engiish.Students' answers wil l depend on :he:: i-:s:

    -a:.s;aaebackground. Some examples for Spanrsh. s:ea-

  • 2 The man's colleague wanted to know if Anita had/u but,because/u sounds the same as JIew, (the past tense of toly)the man thought his colleague was asking about how Anitahad travelled.

    3 The mother thought the child was asking the question Why2rather than telling her that the letter Y is the flrst letter ofthe word.

    4 Maria Teresa used the word pair meaning 'two ofsomethlng'but the greengrocer thought she had changedher mind and wanted some pedrs.

    ? Pronunciation the alphabetrb7 Go through the instructions and the example to check students

    understand the activity. Ask students to read words r-r3 andcheck vocabulary. Monitor and help with pronunciation asnecessary, while students continue individually. Nominatestudents to give the answers. Monitor for correct pronunciation,

    2A 3Q 41 5F 6L 7M 8N 9S 10X 11O12R 132

    Extra helpStudents choose the names of three people from the unit andspell them for a partner. The partner writes the names andsays what they can remember about the people.Go through the instructions and point out that, for thisexercise, students work with the full alphabet. Do one or twoexamples to check students understand the activity before theycontinue in pairs. Ask for answers around the class and giveextra pronunciation practice as necessary.

    1c,d,e,g,p, t ,v 2j ,k 3u,w 4y 5h1D.l Read the instructions and check students understand themeaning and pronunciation of the words. Drill pronunciationas necessary. Read the example and play the audio for studentsto follow. Continue with the audio, pausing after each itemfor students to respond as a class. Monitor for accuratepronunciation ofthe letters ofthe alphabet.Repeat the activity if necessary and nominate individualstudents to spell the words.

    2 peace 3 guessed 4 through 5 rode 6 meat7 new 8 bored

    Extra helpStudents use audlo script lD.1 on >> p.15o and repeat theactivitv in oalrs.

    ! tisten and follow a conve$ationIn this section, students listen for detail to follow the order of aconversation in which a misunderstanding occurs.

    Tell students that the conversation is what Maria Teresa andthe greengrocer actually saidinBuying Fruit on >> p.rz. Tellstudents to look at the things both A and B say. AskIMomisunderstands? (8.) Who explains the misunderstanding? (A.)Direct students to the example to show where the conversationstarts. Students sequence the conversation individually andcompare in pairs. Do not give answers at this stage.1D.2 Remind students that they will Iisten for key words tocheck their answers. PIay the audio. Direct students to audioscript 1D.2 on >> p.r5o to check their answers.

    t2

    13

    lD.3 Direct students Io Misunderstandings on >> p.rz again.Go through each one in turn. Point out how both speakers inaudio script 1D.2 apologize for their misunderstanding, repeatwhat they thought the speaker had said, and spell words tohelp clarify. Play the audio, pausing for students to repeat aftereach one. Monitor and encourage students to mimic intonationto sound sincere. Give positive feedback.In pairs, students practise reading the dialogue. Encouragestudents to smile as they speak as it will help them soundfriendlier. Monitor and encourage them to look less and less attheir book so they become more confldent and independent.Remember to praise students when they produce accuratesentences. Check students swap roles. Nominate or ask for twovolunteers to read the conversation to the class. Ask the class ifthey sounded friendly.

    Extra activityIn parrs, students wrrte one or two conversatrons for twoof the mrsunder standrngs \n Puzzle t ime. They continue theconversatron so t lre mrsunderstanding ls resolved. Pairsrehearse their conversations and choose one to act out foranother pair.

    ffiCD Put it all together14 Put students into pairs and direct each pair to

    Misunderstandings on >> p.tz6. Go through the instructionsand point out that pairs should choose two ofthe situations.Encourage students to use Misunderstandings on >> p.12 and thedialogue in exercise ro and to spell words if necessary to help.Monitor and help as necessary. Check students swap roles asthey practise saying the conversations.

    15 Put students into groups of four to do the role play. Ask forvolunteers to tell the class about their misunderstandinss atthe end ofthe activitv.

    Student performanceStudents should be able to give short explanations orreformulations.You can use this checklist to monitor and give feedback or to assessstudents' performance.

    I can correct a misunderstanding.Students lick on my own if they have role played one of theconversations without looking at their notes. They lick with somehelp if they have looked at their notes occasionally when roleplaying both conversations.Early finishersPairs write a conversatron for another mlsunderstandins inexercise t5 and repeat the activity.

    Additional materialwww.oup.com/elt/result for extra practice activi t ieswww.oup.com /elt/teacher/result for extra teacher resources

    lo

    1t

    lnteraction Do students repeat back what their partner says to confirmunderstanding? exercise l3Do students apologize before asking for repetition orclarifi cation? exercise 13

    PronunciationDo students pronounce the letters ofthe alphabet clearly?exercise 9

    T13 lD

  • wot d, attachm ent, boss, fl ltmote, g rc n dfather,photog ra phy, pe rson a lity, secreta ry, si n gle, yogaphrases: Best wishes, Dear Mr ...,\'m looking forword to ...Stammar pronouns; present simple ond present continuousw or ds ca ptu re, contri bute, possi o nphrases: discussio n group, list members, general background

    OrientationContext ald Language-:r this lesson, students write a self-introduction to list members onan email discussion group. This is usually written in a formal style.

    End product-:i Put it all together, students write a seif-introduction email ofarout 8o-9o words based on examples in the lesson. They peer::view and edit their writing, before producing a second draft.

    Warmer--sk students what types of things people write and why. Write-:eas on the board and add a self-introduction email if necessary.:licit ideas on the differences between the types oftexts and their:

    "lrposes. Do not overcorrect for accuracy at this stage.,',irite How to write a self-introduction on the board.

    I Get ideas to write about-:: this section, students think about the audience and purpose of a::xt. They analyse the organization of an email introduction.1 Direct students to the photo and ask what they can see. Ask

    them to read sentences r-3 and check vocabulary. Studentscontinue the activity. Check answers.1 people she doesn't know 2 learn new things3 attaching a photo with the email

    Teaching tipWhen you check vocabulary, encourage students to guess theneaning of the word flrst and elicit ideas. Ask them how they3uessed, for example, by thinking about the topic of the textrnd sentence, the position ofthe word in the sentence, etc.Extra activityAsk some true/false guestions to check students understandthe text e.g. Wanda works at Safeguard Home Insurance. (T)'.^/anda's working in lapan. (F)

    2 Ask students to read items r-6 and check vocabulary. Read theinstructions and go through the activity with the whole class.Ask about Wanda's email at the end of the activity, e.g. Does itcontain the inJormation you would expect to fnd? (Yes)2 my name and how ... 3 my general background ...4 my interest in ... 5 my hopes for ... 6 goodbye

    3 Go through the instructions and check students understandthe activity. Draw a table on the board, with rows numberedr-6 to represent the points in exercise z. Ask students to readthe items, and point out that they are written in note form, e.g.initials for names of people. Choose one or two items from thewords and phrases and write them in the appropriate rows onthe board. Ask students to copy the table and put them intotairs to complete the activity. Monitor and help as necessary.2 Wanda J, invited by Tony G 3 24, Notting Hill, secretary,Japan, yoga 4 photos of people, capture personality, sendingphoto 5 want learn more, contribute 6 Best wishes

    Read through the instructions. Ask students to draw anothertable with rows numbered r-6. Encourage them to writetheir ideas as they come to mind. Monitor and help, checkingstudents are writing in note-form and give positive feedbackwhere appropriate.Put students into small groups to take turns to explain whatthey will write about. Encourage them to use the language ofsuggestions and responses, e.g. Why don't you ...?, That's a goodideal Check students amend their notes as they go along.

    In this section, students proofread a firsi dtan of an email.5 Direct students to email B and ask tnerr. :c read it quickly. Ask

    Was it easy to follow? Does it say what yo:i excected to read? Is itformal or informal? Is it accurate? Poini :'u: :l'.a: ar. emall to joina discussion group would be quite fcr:r'.a-Go through the instructions and do cne :: :',,,': :xan",ples.Remind students to look at organizatior. a:l:::s :::rr.s.grammar, and vocabulary. Students cot'!:i:- i:

    -

    :. :-',-: ;; a-ly.7 Students compare answers in pairs or sr,a-- :::::rs

    -,:is< forvolunteers to explain the changes they u-::-: ::.i

  • WarmerRemember whoRead out or write sentences r-ro below on the board from Unit r.In small groups, students write down who said or wrote them.Students look through the unit to check their answers at the end.1 lm 24 and single. 2 I called at your flat today but you were out.3 Could you work a bit later tomorrow evening? 4 In Britain, shakinghands is quite common. 5 Who are those two people?6 Which ones do you want? 7 Why don't you come round fordinner tomorrow night? I I never introduce myselJ with Mr and mysurname. 9 That's the king and queen. l,a I thought you asked meto wait.

    l Wanda 2 Warren 3 Mr Robbins 4 Greg (Brown)5 Barbara 6 the greengrocer 7 Tina 8 Greg Brown9 the museum guide 10 the recruit

    I GrammarI Subject questions an> p:7 if necessary.Set-up: Direct students to the example. Ask l,4/haf's the tense of thefrst sentence in? (Present simple.) And the second? (Present simple.)

    2 Who loves Wanda?3 Who left a message for Fatima?4 Who did Roxette kiss on the cheeks?5 Who does Tracy think is nlce?6 Who wants to see Wanda tomorrow?7 Who called Wanda (to invite her to dinner)?8 Who did Warren visit yesterday?9 Who saw Warren outside Wanda's flat?

    10 Who does Mrs Mirren live with?

    Follow-up: Put students into pairs to ask questions about thepeople in their answers to the Warmer. Give them time to writequestions and monitor and check for accuracy.

    2 Ref,exiv: pror'-cuns 18 ere:cise 12Warm-up: Say one or two reflexive pronouns from the grammarbox on >> p.9 and elicit others around the class.Set-up: Go through the instructions and example as a class.2 themselves 3 yourself 4 each other 5 himself6 each other 7 ourselves

    Follow-up: Students write three similar sentences and swap with apartner.

    3 Present simple and continuous 1C exerci;e 9Warm-up: Direct students to the painting and elicit f,ve words theythink might appear in the text. Write them on the board and askstudents to read the text to see if they were right.Set-up: Check vocabulary in the text as necessary.2 like 3 shows 4 's wearing 5 's playing 6 seems 7 feel8 know 9 see 10 'm learning il has

    Follow-up: Students use the photos in Pairwork on >> p.rz6 and>> p.r33. In pairs, they describe a person for a partner to guess whoit is.

    ! Vocabulary4 The people in rny life 1A exercrses 2, 3Warm-up: Draw three columns on the board: male, Jemale, or either.Add one example for each. Books closed. Set a time limit of about9o seconds for students, in pairs, to suggest words for each column.Write them on the board. Check understanding.Set-up: Read the instruction. Do the exampie as a class to checkstudents understand.2 widow 3 aunt 4 colleague 5 brother-in-law 6 cousin7 neighbour 8 acquaintance

    Follow-up: Students write the names of six people in their lives.They work with a partner and ask each other about the people.Monitor and give extra pronunciation practice if necessary.

    5 Ways cf greetirig 18 exercise 1Warm-up: Books closed. Write the title for the exercise on the boardand elicit different ways of greeting.Set-up: Check students remember the words in the word pool. Dothe example as a class.2 shake 3 hug 4 kiss, cheeks 5 put, shouider 6 wave

    Follow-up: Put students into groups of four. Ask each pair to mimeways of greeting, for the others to guess the phrases.

    5 Position ,C exercise 4Warm-up: Write the name of a student on the board and ask l4lhereis he/she? Elicit answers around the class. Monitor for accuracyand correct if necessary.Set-up: Go through the instructions with the class.2 in front of 3 to the right of 4 at the back of5 at the front of 6 in the middle of

    Follow-up: In pairs, students copy the diagram from Posifion on>> p.ro and write nine numbers in different places. They exchangediagrams with another pair who write phrases describing theposition of the number. Pairs check each other's answers.

    7 ldisunderstanCings lD exe:cise ,0Warm-up: Write these words on the board: understand, I, don't,meant, thought, you, sorry, said, see, pardon, misunderstood, oh.Students make Misunderstandings phrases and check on >> p. 12.Set-up: Ask students to read the sentences quickly and to explainthe misunderstanding. (A wants a pot of tea, B thought A wanted apot oJ cheese.)3 A Pardon? ... 4 B We don't sell6 B Ah, I misunderstood ...

    5AOh,Isee

    Foilow-up: Students write a jumbled conversation for a situationin Misunderstandings on >> p.rz6. They swap exercises and thencorrect each other's answers at the end.Early finishersStuCents revre',. ' lLe unit anC chcose ten rvords ihel' want torernernber fcr tr..e rex: : iass. They dra.v,'three :oiumns and w:iteihe rvc:ds ln rhe irsi columrL. They write a translaticn :n th.esecond anC ar. exa.rr,.ple senteir:e in th.e thild,

    T15 nl

  • How to talk about your background

    f,rientationl : r text.- ::.rs lesson, students will practise talking about themselves,

    ' - =-: ethnic background and places they are from,

    :.::le and places describes the person in photo 3 and gives a iist of- ::s of information about people.-

    . :aptioned photos show indigenous people from different parts: ::.e world.

    rrguage

    '-: product-

    .;l if all together, students work in small groups and use their'

    -::; to grve a short factuai presentation about themselves and'=.: rackground. Their presentation is based on audio script 2A.3- )> P.151.

    ?:eparation-

    -

    -: :: cf three famous people your students will know if you plan. :: :he Warmer. Use the categories rn People and places on >> p.r6

    -

    - : :--ake a note of their details. Take dictionaries to class.

    il'armer'

    , - . . :dents into small groups. Read your descript ions of famous.:

    - r.: f,rrd ask students to guess who they are. Tell students

    '. : .a:h group can askyou questions or to repeat parts ofthe

    - -::::.atron. See if students can tell you anything more about the:': , :. cr place they are from.- -.

    --ow to talk about your background on the board.

    fl Vocabulary people and placesGo through the instructions and ask students for one examplefor the first two columns to check they understand the titles.Students continue in pairs. Monitor and help as necessary,checking students are using capital letters.religious groups: Christian, Musiim, Jewishregions/parts of continents: Central America, the Middle East,the South Pacific, East Africacountries: Guatemala, Tanzania

    Set a time limit of about three minutes for students to addmore examples to each column. Encourage students to use theirdictionaries to check any spelling they are unsure of.Ask around the class for suggestions.Direct studentslo People and places on >> p.r6 and tell themto read the text to answer the question (photo E). Ask studentsto compiete the information in the box. Monitor and help.e: lcc:raEr:.q s' :uder.ts t : use :he :al l :cis u:.de: t l^.e phclo.

    3; :- . ;e: aa.s' , , ,-e:s : ,s a :^:ss :a.: : .

  • Teaching tipDrawing students' attention to using the same strategies th:ithey would use in their Lt helps build confldence and increasemotivatron. ]t will also help students to become more self-reliant eventually.

    2A.2 Tell students they will listen for key words in nine shortdescriptions. Go through the instructions and play the audio.Pause after each description and elicit the photo number. Askstudents to put a tick by their guesses in exercise 4, but do notcomment on this at the moment.

    a3 b4 c10 d5 e6 f7 g8 h1 i9

    PIay the audio again for students to find one piece of extrainformation for each photo. Direct students to audio scdpt 2A.2on >> p.151 to check their answers and the notes they made inexercise 4.Extra helpAsk students to underline two new words in each descriptionin the audio script. In pairs, they look at photos r-ro to see ifthey can guess the meaning before checking in a dictionary.

    ? Grammar fhe before geographical namesL8 Direct students to the headings of the two columns in the

    grammar box. Check vocabulary. In pairs, students write thenames of the places in the box. Ask for volunteers to giveanswers and point out the exceptions below the box.

    use the before: mountain ranges - the Alps; rivers - the Nile;oceans and seas - the Atlantic; island groups - the Canaryislands; deserts - the Arabian Desert; some countries -the United States; some regions - the Far Eastdon't use the before: single mountains - Mount Everest;countries - India; continents - Asia; single islands -North Island; cities - London; lakes - Lake Victoria

    9 Go through the instructions. Use the example to demonstratethat students should use 'environment'words like lcke ormountain and the information in the grammar box to helpthem work out the answer. Monitor and heip as studentscontinue individually. Nominate students to give answers.2 The/the 3 -/- 4-/- 5 -/ the 6 -/ the 7 -/ the

    Extra helpBooks closed. Choose flve geographical names from exercise8 and make anagrams- Put students into pairs and set a timelimit for them to write the names on a piece of paper. Pairsswap pieces of paper and correct each other's answers.Extra plusGive students time to study the vocabulary in exercise 8. Inpairs, students take turns to test a partner. Student A says acategory. Student B says a place.

    p Spelling and pronunciation c anrd g1O Read the title of the section. Ask students if spelling in English

    always represents pronunciation. (No./ Tell students that thepronunciation of the two letters changes, depending on whichletters it comes before. Go through the information in the boxand point out the exceptions. Do the activity as a class.

    the letter c before e, i, y: city, placebefore any other letter: country, Africathe letter g usually, gender, rel igionbefore any other letter: background, group

    n7 2A

    1l Read the instructions. Ask students to read the text and checkany vocabulary. Point out the use of the present simple tensefor states and repeated habits. Put students into pairs to decidehow the letters in green are pronounced. Monitor and help asnecessary.

    12 2A.3 PIay the audio, pausing as necessary for students to checktheir answers.

    Extra activityStudents take turns reading the text and checking eachother s pronunciation. Monitor and give positive feedback forrntel l igrble pronunciat ion.

    13 Go through the instructions. Books closed. Put students intopairs to take turns to make statements about Gerry. Elicitsuggestions around the class and monitor pronunciation andaccurate use of the present simple tense. Give extra practice asnecessary.

    Extra plusAsk students to finci the words and and because in the text.In pairs, students see hcw many sentences they can makeabout Gerry using the conjunctions.

    8CD Put it all together14 Read the instructions and check students understand the

    categories. If your students come from the same piace,encourage them to add more personal details. For example,for interests, students could add places they have visited andpeople they have met. Monitor and help as necessary, directingstudents to the text in exerclse rr for ideas. Give students timeto rehearse, mumbling presentations to themselves beforedoing exercise r5.

    15 Put students into small groups. Tell them to make a note ofsimilarities between themselves and others as they listen tothe presentations. At the end of the activity, ask for volunteersto report any similarities to the class.

    Student performanceStudents should be able to give a short, factual presentation.You can use this checklist to monitor and sive feedback or to assessstudents' performance.

    Content Do students talk about most ofthe topics in People andDlaces? exercise 4

    Grammar Do students use the present simple tense appropriately?exercise 13

    Pronunciation Do students mostlv Dronounce c and a clearlv? exercise 13

    I can talk about my background.Students tick on my own ifthey have given their presentationusing their notes. They tick with some help if they have looked atthe text in exercise u occasionallv for ideas.

    Early finishersStudents choose i''r'irepeat exercrse r5

    :ategories from exercise r4 and

    Additional materialwww.oup.com/elt/result ' : ' . . . t 'a gractice activi t ieswww.oup.com /elt/teacher/result for extra teacher resources

  • How to talk about tourism

    l:ientation- -:.:ext- -:

    - ' lesson, students practise talking about aspects of tourism in'

    - ' - . t tntr \ r nY rFoinn

    - '

    -

    : . :adl ine in the art icle on >> p.r8 describes what Chinese. ' .=:s tend to buy in Br i ta in (shoes), what they expect the..: : .er to be l ike (foggy, based on Britain at the t ime of Charles

    , . , :rs) and mentions'the big stupid clock' (which comes from'.

    - : inese for Big Ben, Da Ben Zhong).-

    -: rccompanying photos show Chinese tourists and tourist sights-. ' . ' :end to visi t .

    - . : : try explains some key vocabulary.

    lJture note-- : : types are often based on perceived rather than real: - : ' . ' iours of groups of people. These ideas tend to be applied

    . ' : ronal i t ies or groups as a whole, whether they are t rue or' - Lesearch has shown there is often no correlat ion between:'- : ,Vd cultural characterist ics and indivtdual identtt ies.:: .guage

    ."arguage note-. . ' : rbsof f requencycanbepl . r teJ i r - . : - , . : : . . . . --

    . . sentence, depending on the t ' " : : ' i : ' : : . . : . , - l - : : - : - . '

    - - - - . r . : -

    -

    - : 'posi t ion, before the verb : : : ' i - r r i , t : l -= ' . '=: : - ' . r : . : . : - - - t . , . . . . :-

    - . .red later in the cour-se

    i:.C product?Lt i t al l together, students descnbe typrcal or famous things

    , -

    : ' l t their country or a region of therr country. They rehearse the,::>entation before giving i t from memory. The presentation is:. , :C on audio script 2B.2.

    ?reparation-.-

    -:.k about classroom organization for exercise r5.

    Warmer:

    -: students into teams and ask for the name of the following:,':es in London. t The home of the royal family? (Buckingham- : ;:e) z An old palace and prison where the Crown Jewels are,.::' (The Tower of London) j Where Charles and Di were married?,: .-tul's Cathedral) 4INhere the government sits? (the Houses of- ,':ament) 5 A famous clock? (Big Ben) 6 Where people party on'.

    ...

    'iear's Eve? (Trafalgar Square) 7 A ferris wheel with a view of- .' tcn? (The London Eye) 8 Where you can see models of famous

    .. : : .e? (Madame Tussauds), -.

    --.e How to talk about tourism on the board.

    fl Read a newspaper articleIn this section, students scan a newspaper article before readingfor detail and interpreting information.I Go through the instructions and check vocabulary. Monitor

    and help as students continue the activity individually. Putstudents into pairs to compare ideas. Elicit suggestions aroundthe class and write suggestions on the board. Students canrefer to these if they need help for exercise t7.

    2 In pairs, students make a similar list for Britain. Put pairsof students together to compare lists and ask volunteers togive suggestions. Encourage students to add comments andexchange opinions as you talk about each topic.

    3 Direct students Io Chinese tourists... on >> p.r8. Ask them tolook at the picture and headline and guess what the article isabout. Elicit ideas, but do not comment at this stage. Read theinstructions and ask students how they are going to read.(Look quickly to fnd examples of the words in exercise r.) Seta time limit of about three minutes to encourage studentsto scan the text, ignoring new vocabulary at this point. Askvolunteers for examples.books: Oliver TWist clothes: raincoats, shoesfamous people: Winston Churchill, Karl Marxfood: Chinese food geography: the south east, abroadplaces that tourists visit: Buckingham Palace, the Houses ofParliament, Big Bensouvenirs: not mentroned weather: fog

    4 Go through the instructions and ask rvho they rc' ttem I refersto (Chinese tourists) Point out the glcssa:v at the end of thearticle. Do the exar.p-e ',.,-::r-. :1^.: :.ass lc cemonstrate theactr.,'1tv. .Ask s::ie:,is:o :eac l:err.s z-6 and check vocabulary asrecessa:r,'.

    -\"'r3n::cr ano i",elp as students continue individually,naki:'g a ncie of any problems with word order. Do not correctr..istakes at this point as this is the focus of the next section.Go over answers as a class and check any new vocabulary.2 usually 3 always 4 quite often 5 always 6 rarely

    Teaching tipReview the different reading strategies students have used.Point out that before we read newspaper articles, we normallyuse pictures and skim and scan to get the general idea ofcontent, before reading in detail. Reflect on how these stageshave heiped students gain an understanding of the newspaperarticle and comment on their success.

    5 Read questions 1-5 as a class and check vocabulary. Askstudents to read the text again and answer the questions.Monitor and help as necessary. Nominate students to giveanswers and use the line numbers to help the class locaterelevant information. Do not overcorrect for accuracy, but helpstudents get their ideas across.1 Shoes sizes are often different in different countries.2 Visa rules have changed; the Chinese economy is strong;

    there are more direct flights.3 They think England is the still the same as it was when

    Charles Dickens was writing.4 The text mentions 'less well-known sights'.5 They l ike to buy famous makes, e.g. Burberry raincoats in

    +ho nnrrn+rrr nf nr i r- , - . 'g ln.

    'r(us Srammaradverbs offrequency::

  • Extra activityPut students into groups to talk about stereotyping. Ask Do youthink that all Chinese tourists buy exactly the same things? Whatdo people from your country do when they go on holiday?Do they all go to the same place? Do they all do the samethings? (See Culture nofe.) Ask students to dectde if the articlestereotypes Chinese tourists. (Not really, it uses words andphrases like: some of them, hardly ever, sometimes, often,usually, quite often, rarely.)

    5 Put students into pairs to answer the question. Ifthey havebeen to Britain or are studying in Britain, they can talk aboutwhat they have done or did. Monitor and help as necessary asstudents discuss the topic. Ask for volunteers to tell the class,and encourage students to comment on each other's ideas.

    ! Grammar adverbs of frequencyGo through the instructions and direct students to the Iastcolumn in the box. Ask them to read the phrases. Checkunderstanding and elicit or explain that the final words ineach line rhyme and that the completed text is a poem abouttourists in Britain in generai (not the Chinese tourists in thearticle). Students do the activity individually before comparingin pairs. Do not go over answers at this point as they will listento check in exercise 8.2B.1 Play the audio for students to listen and check answers.

    usually often sometimes never

    PIay the audio a second time for students to mumble alongwith the recording. Tap out the rhythm if necessary toencourage students to keep time.

    Extra helpStudents read alternate lines, in pairs or smaI1 groups.Go through the instructions and do the activity as a class.

    1 before 2 after 3 after

    Read the instructions and sentences r-6 as a class and checkvocabulary. Monitor and help as necessary before studentscompare their ideas in pairs. Go through each item as a class,asking for volunteers to explain their sentences.

    Extra plusStudents write a short verse about visitors to their countryuslng exercrse 7 as a model.

    F Listen for detailtL-n this section, students listen intensively to short descriptions of:c'.rr countries.12 28.2 Go through the instructions and ask students to read and

    -:sten to the flrst clue. Play the audio and pause at the end of:::e f.rst clue. Ask students which words give them clues about

    -.: :ountry (mountains, famous, Eiger, Matterhorn).

    1-: :i-,:ough the example conversation as a class, pointing: :: --l'.e .;se of I think, maybe, and I don't think as phrases to-:::: j:. cpinion. Continue with the audio, pausing after--': : :r: :-,,"-: clues for the first country. Give students time:: :-.r::-r:,::

    -:eas and elicit suggestions after each one. Piay--:: :-:-:

    -.: ::r.tinue with the activity. Elicit and confirm

    L-j4-:--: :: --:: ::.: :f each set of three clues.

    t3

    Teaching tipAt the end of the activity, point out that sometimes the maintopic is not clear at the beginning of spoken or recorded texts.Explain that it's a good idea to ihink about the general ideaflrst, and to continue listening to confirm an idea.

    Direct students to the topic words in exercise r. Tell studentsto listen again and write the topic words for each country. Goover answers as a class or direct students to audio script 28.2on >> p.15r to check answers in pairs.

    1 geography, food, souvenirs 2 food, places tourists visit,famous people 3 geography, famous people, places touristsvisit 4 food, places tourists visit, famous people

    Read the instructions and example to demonstrate the activity.Monitor and help as students continue in pairs, checking theyare using note-making strategies from Unit r.

    15 Put students into groups of four and remind them to usefrequency adverbs when they describe their countries.Encourage students to repeat words and phrases to check theyhave understood correctly. Monitor and make a note of anyproblems with uses of frequency adverbs to go over as a classat the end. Grve praise when students give interesting clues.

    Extra activityStudents repeat : : . t act ivi ty with a dif ferent pair.

    BC Put it all together16 Go through the instructions. If you have a monolingual class,

    ask students to choose a region of their country. Tell students tothink of three or more clues and monitor and help as necessary,checking students are writing notes rather than full sentences.

    17 Put students intc pairs to do the activity. Tell the studentswho are listening to make a note of the topics in exercise r astheir partner gives information. Students tell each other whichtopics they ta.xed about at the end and see if they were correct.

    Student performaaceStudents shcuri be arie tc elve a short factual presentation frommemory.You can use thrs checklist to monitor and give feedback or to assessstudents performance.

    I can talk about tourism.Students tick on my own if they have given two or more clueswithout using their notes. They tick with some help if they havelooked at the board once or twice for ideas.

    Early finishersIn parrs, students repeat exercise r7 without their notes. Partnersmake a note of how many frequency adverbs they used.As a follow-up project, students could do some Internet researchto find out more about another place.

    Additional materialwww.oup.com/elt/result for extra practice activitieswwwoup.com /elt/teacher/result for extra teacher resources

    t4

    10

    l l

    Content Do students talk about three or more different topics?exercise 15

    Interaction Do students ask for repetition or clarification if necessary?exercise l5

    Grammar Do students mostly use adverbs offrequency in the correctposition? exercise 1l

    -19 !l

  • How to describe objects

    SrientationI ::.text- ---:s lesson, students will practise describing objects they don't.-

    --,'.'the words for.- -: rruseum catalogue describes flve artefacts from different, -:.lries. The names of the atticles have been removed.

    : -::cs a-l show different obiects from around the world.

    ..anguage note' : : grammar words (art lcles, conjunctions, and preposit ions) l ike

    :. and, or, to, of are usually unstressed. This lesson focuses on- ;nstressed forms of for, of, from, an-d as when thev :c:-:r . i : : ' . .: : f a sentence.

    i.i product- : ' . t t i t aII together, students ,,vork :r. 8r3u9s. - ls- l- . l : : . . : i : : : s : : .: :

    ' lork on >> p.r27 to ask questions and icientt iy ar, c-:.e:: . i : le,;' . ' . ' : rehearsed a similar conversation in exercise rs.

    ?reparation; ..: the Teaching tip afler exercise 5. Familiarize yourself with the-

    ,:mation inPairwork, Object A >> p.rz6 and Object B on >> p.r33" ,: =xercise r4. Take dictionaries to class.

    ,Varmer-

    -

    - : se an item from photos a-l on >> p.2o. Tell students that you

    . .: :ne of these objects when you were moving house recently: -

    - :rey have to guess which one it was. Put them into two or

    -::: teams to prepare five yes/no questions to ask you about the: =:: Give students these categories to think about before they

    -.- material, shape and size, parts ofthe object. Tell them they can- , iuess after they have asked all their questions. Teams take-r:: to ask questions and guess the object.: -.= llow to describe obiects on the board.

    I Read for detailIn this section, students read short descriptions for gist and detail.1 Read through the instructions and examples and check

    vocabulary as necessary. Put students into pairs and set a two-or three-minute time limit for them to continue. Draw threecolumns on the board and elicit suggestions. Write the wordson the board and check any new vocabulary as necessary.Suggested answersmaterial: cloth, plastic, glass, cardboard, chinashape and size: square thin, roundparts of an object: leg, top, bottom

    Go through the instructions with the class and direct studentsto photos a-l on >> p.zo. Elicit or give the following phrases lt'smade of ..., It's got ..., It's used for ... and write them on the board.Do one or two examples together to demonstrate the activity.Go through each item in turn, eliciting suggestions and helpingstudents to get their ideas across. Do not expect studentsto name the objects in the same way they are given in theanswer key. Help students get the general idea across.a fishing net b drinking gourd with straw c boxing gloved antique potato masher e leather wine drinking pouchf wooden African three{egged stool g glass fishing floatsh ceramic vase i glass perfume bott lesI wooden Afr ican headrest k wooden Afr ican d: lr .I baseball glove

    Read the instruct ions and t i t les r,vi th the class ir . :cu:asestudents to use words or Dar:s c: ',.,-:r:s :i^.er-

    -> p.2o. Nominate students to give answers. Refer to theinformation in the texts to help students understand anymistakes.l j 21 3d 4g sb

    To demonstrate the activity, write the word tubes on the boardask students to find it in text z on >> p. zo. Ask students toread the first two sentences carefully to underline clues whichwould give them an idea of the meaning of the word. (Clues:kind of glove, Ieather, Jour fngers and thumb) Ask students torepeat the activity with a different word before checking themeaning in a dictionary.Teaching tipPut students into pairs or small groups to tell a partner aboutthe word they chose, how they guessed the meaning and rfthey were (more or less) correct. Students may be aware ofsome strategies for guessing the meaning of words By gi'.'. r;students the opportunity to exchange ideas, they might ler::other ways of guessing that are suitable for words in cirfe:::.:contexts, e.g. using parts of words, looking at Ianguage er::.t:side of an unknown word for clues or to see if the ',..'crc ;s :;::of a phrase.

    rguageaxus words material: leather, rope

    shape and size: curved,Jlat, long, narrow, round, wideparts of an object: handle, side, top (part)

    :xus phrases statements: a kind of, covered with,lt's ... used as,looks like,made of, used forquestions: What does it look like?, What's it used for?,Where's itfroml, etc.

    iecognition'.(abulary

    words: animol skin, baseball glove, dish, dried gourd, drum,fshing Jloats, hollow, matd cup and straw, metal plates,potato mosher, silver, surface, tube, wooden headrestphrases: instead of

    iecycledanguage

    words: cordboard, china, cloth, container, glass, metal, plastic.square, thin, woodphrases: it's made of ..., it's got ..., it's used for ...Srammar: wh- question forms

    'onunclauon stress of preposit ions: What's i t used for? h: l t 's used forcutting fruit. /fal 2C.1

    T20

  • ! Vocabulary phrases for describing objects 1213Go through the instructions and the example as a class. Ask

    students to read sentences z-6 and check vocabulary. Tellstudents that they might flnd more than one possible answer(especially if they use their imaginations!). Monitor and helpas necessary as students continue individually. Nominatestudents to give answersSuggested answers2b,e 3e,h, i 4k 5c,1 5f :

    Tell students they will find the phrases in green in more thanone text. Monitor and help as necessary, showing students thatsometimes they will have ic lo:k across a couple of words toflnd the phrase, e.g. in text : use rhis glove for).1 made of: :3x:

    -

    -

    : '

    3 used as, : : : i : -

    i =5 k ino : : : . i . : : : :

    Read throug:. : : . : : : .s::- i : : : : : .s a:. : : : .e :xa::-: .e as a c-ass t:demonstla'ie ::-e a:::-,-::'.' i:.::.< s:::::-:: i:.;ers:aa.1 :i.e ',r'crdnr l inrr . a ' ' . - '_ '_ i : -__ __ _:r _r icr t r f r rr . . . - , , . - - - - - . - , : : . : : : - i a-_:_- _i : : : : : : .ev _-. . . -*- . . . . - rthe o':'ec: ;Ask s:; : :r . :s :3 :eaa ::en^s 2-4 and check vocabulary beforether' : : : . : : : . ' - i :

    -r . pairs. i \ lonitor and heip as necessary. Askf:r '.'oj::.:eers tc explain the difference between the pairs ofserite.,ces. Point out or eiicit that the phrases used as, Iooks like,m.ade cj, and used for are very useful when you can't think ofor don t know the exact words or name of something.

    I b lr rsnt a glove, but i t looks similar. 3 a Onlythe outside isrnade of leather. 3 b The whole object is made of leather.4 a It isn't a water carrier but it can contain water.

    2C.1 Draw two columns on the board. Write the title and copythe first example from each column. Read the instructions.Play the audio and underline the stressed prepositions in eachcolumn as students listen.Play the audio a second time, pausing after each sentence forstudents to repeat. Monitor and nominate individuai studentsto say sentences, giving extra practice as necessary.

    Extra helpChoose some items in the ciassroom and ask students to askyou questions using the questions in the flrst coiumn in thebox in exercise 9. Students repeat the activity in pairs.

    lO Put students into pairs and nominate one pair to read theexample. Direct students to the photos on >> p.2o and thephrases in exercise 9. Remind them to pronounce the prepositionappropriately. Give positive feedback on pronunciation.Extra activityIn pairs, students take turns to say flve sentences about theitems on >> p.2o. Their partner guesses the item. They look atthe sentences in exercise 6 to help with ideas.

    C Listen to a description of an objectrbIn this section, students predict words they expect to hear in aconversation before listening to check predictions and notingdetail.11 Read the instructions and direct students to photo b on >> p.zo.

    In pairs, students write six words they expect to hear.Extra help!--,.: s.:ggestlons around the class. Write them on the board::: r.r: ::.e class to vote on the best Six words.

    - : ' 2C

    2C.2 Go through the instructions and play the audio. Play theaudio a second time if necessary.Ask students to read questions r-5 and check vocabulary. Askstudents to answer the questions from memory and compareanswers in pairs. Play the audio again if necessary.Nominate students to give answers. At the end, ask In whichother country do people use these cups? (Brazil.) Do you think the;,have the same problems? lMhy? Why not?1 the south of Brazil 2 mixing sugar3 you get the (tea) leaves in your mouth4 it will fal1 over (so you don't put it down)5 put more hot water in the cup.

    14 Go through the instructions and direct As to Object A on>> p.126 and Bs to Object B on >> p.r33. Monitor and helpstudents make notes to answer the questions as necessary.

    15 Go through the instructions and put students in pairs to taketurns and do the activity. Remind them they can repeat whatth.ey think their partner said to check they have understoodcorrect^y. Ask students to point out the object at the end ofeach turn.Extra plusStuderrrs wn:e f pa: . : : l : i ' . ; : : r : lar to Object A on >> p.126 andObject B on >> p.133 to iescr.L,e or.e of the objects on >> p.2o.Therr reed thc de> LU BUtr)J (rLL VUJLL(.

    BC Put it all together15 Direct students to Guess the Objects on >> p.122. Go through the

    instructions and put students into small groups. Give them ashort period of time to choose three or four objects and thinkabout the answers to the questions in exercise 14. Studentscontinue, guessing the object from the labelled photos.

    Student performanceStudents should be able to give short factual descriptions.You can use this checklist to monitor and give feedback or to assessstudents' performance.

    I can describe objects.Students tick on my own if they have answered questions todescribe their object using their notes. They tick with some helpif they have iooked at the phrases in the box in exercise 9 a fewtimes for help.Early finishersStudents think of objects which are typical of a place they know(either their country or a region of their country, or anothercountry they know). They make notes and describe and explainwhat they are used for. Others in the group decide which objectsare the strangest, most useful, or most interesting.

    Additional materialwww.oup.com/elt/result for extra practice activitieswww.oup.com /elt/teacher /result for extra teacher resources

    Do students answer their partner's questions appropriately?exercise 14Do students mostly answer questions without a lot ofhesitation? exercise 10Do students use different size and shape words to answerquestions? exercise 2

  • to tell an anecdote

    **F?- AYl

    -

    . -

    - : : : : ; ' . ' . ' r l l practise tel l ing anecdotes using the:- : : : ! : : : r . t inuous.-: : . ---:s:rate the main events in the story Culture:=: j :r .3n Kerrigan, describes cultural mistakes he

    .:: .^r: : . : ' ,vi th his fr iends in Japan.: . : .: l:me expressions are grouped according to three-=:=:::r^.g to periods of t ime, reiat ing two events or

    ' ' - :

    -

    : tn t ime and scnrrencinq errents- - . . . . :

    fl Read an anecdoteIn this section, students skim the first part of a text for specificinformation. They predict the content ofthe second part, beforereading to confirm.

    Go through the instructions and the example. Put studentsinto pairs and monitor and join in with the conversations.Nominate individuals to tell the class about their experiencesand help students get their ideas across.Read the instructions. Ask students how they are going to readthe text to find the answers. Quickly or slowly? (Quickly and thenslowly when they find words connected with the idea.) Go overanswers as a class and help students with any new vocabulary.bad thing: had a cold good thing: learnt to use chopsticksquickly

    Direct students to the photos and tell them to cover part z ofthe story. Ask them what they can see in each photo and writeuseful vocabulary on the board, e.g. chopsticks, bowl.In pairs, students guess how they think the story will continue.Monitor and encourage them to justify their ideas as theydiscuss in pairs. Ask volunteers to explain how they think thestory will continue and why. Take a vote on the best idea.Direct students to part z of. Culture Shock on >> p.z2.Read thequestions and check students understand. Give students a fewminutes to talk about the first question before nominating afew students to share their answers with the class.Direct students to the photos one at a time and elicit the events.a drinking tea b something funny c a person blowingtheir nose d leaving chopsticks in bowl of rice e a finger-rinsing bowl

    Read questions r-z and check vocabulary. Monitor and help asnecessary as students discuss the questions in pairs.Ask for volunteers to give their opinions. Monitor for the useof the past simple and past continuous and make a note ofany problems. Do not correct for accuracy at this point as thegrammar is studied in the next section.

    Grammar past simple and pastcontinuous

    Direct students to the first box and write the sente:.::-. :: -.::board. Underline the verbs and ask students to ice:.: '-,' :: =past simple and past continuous. Label both ter.s='Ask questions to focus on the different mea:',:tenses, e.g. Which verb tense tells us about t'..e :beginning ofthe story? (Past continuous ) !-:::: :: =, :dots indicate the context of the story r',rir: ',';at the beginning) and the arrows i:::::.:: :::story (which are told in the pasl s.:::.= :.:. 'of events inthe story and mcr. : : : : : : : : : : : : : : - j : : - - -simple, e.g. he blew his nose i : : ; .= : : : : - : , i -- --- - ' :

    l

    :

    ;"- f- : Ee notes'

    -::su/f Pre-intermediate, students were introduced to the:-: and past continuous when a shorter act ion interrupts-:. : . Here, the past continuous is also used to set the scene: :f a story.:: some languages use durlng to express how long= took, rather than when it happened, e.g. they might say:) France during two weeks.

    : ,- : tll together, students te1l a partner an anecCote using their-

    , . :: -ldents use conversation markers in audio script 2D.1. both

    :.. , : :rs and l isteners.

    i:eparation: . :ve countr ies your students know about i f you plan to

    ' ' - : ,Varmer (see below). Take recorders to class i f you want to-

    . . : :.:,e final activity. Take dictionaries to class.

    /r aJmel- := :he names of flve countries on the board, e.g. Alaska, France,

    - ::-: Barbados and Australia. Pair the countries at random and

    .::lents for similarities and differences between them.- '

    . : ; lents to imagine a person from one country went on' ::',' to one of the other places. See if they can think of any- : : : ; :1ng stories the tourists might have to tel l when they get' : , i ' a.Cme.

    -

    .--: -iow to tell an anecdote on the board.

    : ;st s imple and past cont inuous: me phrases: a bit later, a couple ofyears ago, after somec,actice, before it got cold, during the frst week,for anoment/while, in the evening, when I returned,,'tords: chopsticks, culture shock, tissuephrases: blow my/your nose, bowl of rice,feeling pleasedwith myself, in public, my nose was running, Japanese-stylewords: shoulders, beardSrammar: past continuous to describe a longer action inprogress, regular and uregulor past particrples (asked, invited,started, went, knew, etc.)time sequencers: first time, then, next time, in the end,

    conversation markers: well, oh, uh huh, anyway, you know,mmm

    T22

  • - - : r - : : - i n l t r r l in inothtr

    . , . . . .o. ' . .

    :s .n the board.---::: ::-:::.:= :: i :- '-:: Culture Shock on >> p.zz and ask:j::- :: -:: . a:-: ;:.:er.ine examples of the past simple and:::: ::::-:.-::: i^:crt answers as a class and monitor for,

    - - -r =,-.' --r:-, :i-,'.' regular and irregular past participles and.:::: :; :.:.:ssarv Ask students to continue with Part z of the:: ,.:

    -:.:--.--l-:a--v. students compare answers in pairs.l: :::::::r-. ::.e tnstructions and do items t-3 in the first:::::..:: :. ier,onstrate the activity. Ask students to read::-= ::):: a:.1 :heck vocabulary as necessary. Remind students::.': :.:t- :an find and check the past tense and participles of:=::-:: a:.i irregular verbs in their dictionaries. Put students-::: :a-:s to continue and monitor and help as necessary. To::.::l< arsrvers, read the text aloud and pause at the verb part:::

    ' ::cents to call out the answers as a class.. . . , i

    ' : : : ing 2 was reading 3 got 4 was wearing 5 stood: ,:.: 7 noticed 8 had 9 saw 10 said 11 had i2 sot' I . - -< onino 14 rzme 1S rnrac rrrnnino

    Extra help',',-:i:e 1 was coming to class when ... on the board. Ask each

    -: -ldent to make a sentence about something that happened to::.ern one day.

    C Vocabulary time expressionsDirect students to Time expressions on >> p.22 to flnd andunderline the expressions in Culture Shock. lf necessary, writethe title of each group of expressions and copy the diagramson the board. Check students understand the meaning ofthephrases using sentences in the text, e.g. a couple of years agolinks now (when the writer wrote the text) to an unspecifiedtime in the past.Extra helpSubstitution drill. Say the following time phrases for studentsIo say during or for: fve years, the summer, December, the night,six weeks, three hours, a moment.

    Go through the instructions and check students understandthe activity. Ask students to read the sentences and checkany vocabulary. Read the first few sentences to the class andeiicit suitable time phrases (there is more than one possibility).Students compiete the activity in pairs. Monitor and help asnecessary. Tell students to take turns reading their story.Extra activityStudents can read their stories in sma]l groups and vote on themost interesting.Extra plusIn groups, students tell stories from memory. Listeners countrhe number of t ime expressions.

    Elicit or point out that the extra facts help the listener becausethey make it easier to understand and more inlsrectinoExtra activityStudents use the notes in exercise ro and take turns to reteilthe story adding the extra detail.Read the instructions and the words before the box. Ask Whatdo they mean? and elicit or explain that these are words andphrases peopie use in conversation. Ask students to guess whcsaid them and compare in pairs.Direct students to audio script 2D.1 on >> p.151 to check theiranswers.

    story teller: well, anyway (three times), you know (twice)Iistener: oh (Oh yeah? - twice, Oh no - once), uh huh, mmm

    Do the activity as a class. Read the instructions and optionsa-c. Ask students to say which option is best. Elicit or explainwhy the other options are wrong.b I n', ir.reres:ed

    Extra activityRead the siory telier rcle and ask the class to read the l istenerrole. Students corr . r . - :

    - : . :a: :s.

    BCD Put it all together15 Go through the instructions and explain to students that

    their stories can be about everyday events, e.g. problems withan umbrella on a rainy day or bumping into somebody theyhaven't seen for a long time. Incourage students to check thattheir notes have answered the questions and remind them touse phrases fromTime expressions on >> p.22. Give studentstime to rehearse telling their stories from their notes.

    16 Put students into pairs to tell their anecdote and to show theyare interested listeners. Check students swap roles.Teaching tipYou could record your students telling their stories and use therecordlngs to discuss aspects of students' spoken production.

    Student performanceStudents should be able to tell a short narrative.You can use this checklist to monitor and give feedback or to assessstudents' performance.

    I can tell an anecdote.Students tick on my own if they have told the story using theirnotes. They tick with some help if they have looked aI Timeexpressions once or twrce.Early finishersStudents tel, their stories from memory.

    Additional materialwww.oup.com/elt/result for extra practice activi t ieswww.oup.com /elt/teacher/result for extra teacher resources

    i--r:e-p

    t2

    13

    14

    10

    f,) tisten to an anecdote.:r. this section, students listen to a short narrative for specific:r.formation and to identify conversation markers used by both thespeaker and listener.U 2D.1 Go through the instructions. Read the example and check

    -;ients understand the activity. Ask students to read the story

    :ia-:. :n exercise ro and to make notes as they listen. Play the: r-r: S::rdents compare in pairs and listen a second time if":s=s-:--; )irect students to audio script 2D.1 on >> p.r5r to:f l I _ir,_::S.

    Do students include extra details? exercise 1l

    Do students show they are interested l isteners? exercise 14

  • rlr-p-rtation11rdrmr: a-:; LangUage.rx :-* 3i:.::. s:udents write a story to describe an intercultural1r:ti ':b(: ::--:.:r personai or about someone else.

    llimr 3;g-;91'r i.- : ,.. tcAether, students write a narrative of about 90 wordsur -:- -----:. raragraphs. They foilow the organization in exercise 6.-------; :eview each other's writing for organization and detail.

    ffiarmer,r ^"::

    -':z,cultural experience and Britain and Brazil. Put students-- :

    ':-:': groups to discuss what people from both countries*

    u -: :-:.i strange or different if they went to the other country.---' =

    '::kesperson from each group to tell the class their ideas., -': l-l:.t to write a description of an intercultural experience on the

    -1.- ! - :

    f, Vocabulary review. l:a'.r' three columns on the board: people, places, things. Eliclt

    -.

    example for each. Set a short time limit for students to copy-:: tabie and classify the words. Check answers.:eople: Christ ian, col leagues, ethnic background, Muslim,.=:.Cer places: East Africa, region, The Middle East, tour.

    -:de, tourist attraction things: container, fork, glove,: ::.dle, leather. weather

    I i::dents add three more words to each column. Monitor and--:ect students to earlier lessons for ideas. Ask each student to::-3ose a word and to say which column it belongs in.

    E Read and understand a nauativev

    : :--,:s section, students read a narrative for gist and detail.! i.ead the instructions, stressing that students should choose

    :ie best title. Set a short time limit of about three minutes.lake a vote on each title and nominate a student to explain:heir answer. Help students get their ideas across.

    - A Different Way of Doing Things. Option 1 doesn't cover the

    =vent itself, and option 3 only refers to part of the story.

    { 3o through the instructions and example. Ask students to:ead sentences r-7 and check vocabulary. Monitor and help asstudents continue individually. Check answers, asking students:c explain why a statement is false.

    2 False. (The story is about her flrst visit abroad.) 3 Doesn't say.-i True. 5 Doesn't say. 6 False. (He pointed to the table in the;orner of the room.) 7 True.

    C Organize your writing: paragraphs--

    :his section, students analyse paragraph structure in a narrative_- 3xerclse ?.

    Go through the exercise with the class, referring back toMonica's story in exercise 3 to check students understand.

    l three (Draw students' attention to what a paragraph looks like.)2 more than one 3 the context (Ask students for examples ofinformation that Monica mentions: the t ime and piace.)4 the main event (Ask for a volunteer to tell th.." story.)5 the result of the main event (Ask for a voluntee: t: say whatthe result was: Monica learned what to do in th.e future.

    Direct students to the three sections and check vocabulary. Askstudents to read the story again and identify the informationMonica included.

    Para 1: the place, what I knew about the place before I r,,,-er.:Para 2: what I didlsaid, what other people didlsaidPara 3: what happened ln the end, what I iearned

    f,) Get ideas to write aboutPut students into small groups to exchange stories. Direct themto the topics in exercise r, and suggest they look again at theobjects in lesson zC to help with ideas. Once students havechosen the best story they use their ideas to make notes nextto the headings in exercise 6. They can write their ideas as amind map.Pair students so they are working with a student from anothergroup. They tell their stories and, as they listen, make a note ofany details they want to know more about. Students answertheir partner's questions and make notes to include moreinformation about a topic.

    BCD Put it all together9 Students write their story of about 9o ..v:r:s i.::--::.r ir.rri io

    use the past simple, past contini. is a:. : :-- . . ex::ess:3is.lO Ask students to revreiv tl-.e:: ','.':-:-:.a ::: :::a:- ar.: :rganization.

    Sussest thev n: ;k: ; : . : := : : : : . ' , ' : : . : : . ; : i a: : -a. : : i .e:ext .-_oo_-". '_, . ' . . "_ - .

    11 Studer,. ts s' ,1, 'a: s:: :- :s : : . : : : .- : . t : , i : : : a:. ' , 'enra ietai l they',y:a.: : : : j .13:.:s:: : : . : : .-< e::: : : i . : : f- : : : : .ey have given feedback.

    Student performance5ir-icenis sr.cu-ci'le ab.e :o prcduce a short, logically paragraphed

    You can use this checkiist to monitor and eive feedback or to assessstudents' performance.

    I can write a description of an intercultural experience.Students tick on my own if their partner has answere: ).: -.. -.:.questions in exercise tt. They tick with some help t! ::.e': :.::: ::change the organization or add more informaticr.Eady finishersStudents wr i te a second draf t of t