B: Uh huh. He shouts a lot, but he listens, as well. Then there’s Edward. He’s wearing a suit. He’s standing up talking to Anna. Edward’s the Sales Director. He’s charming. He always has a nice word to say to everyone. Anna’s standing next to him. She’s drinking coffee. She’s wearing a jacket and she has a scarf around her neck. A: And Anna is the…? B: Anna’s the Accountant Money, money, money. Very bright, very quick. A Oh, OK. And who’s that talking on her phone? B: In the blue skirt? That’s Jenny, the Human Resources Manager, HR Manager. She deals with all the personnel. She’s a sweetheart. Everyone loves her. Then there’s Matthew. He’s the IT Manager. He’s only working here for a few months. He’s from our New York office. I don’t really know him very well. A: He’s the guy working on his laptop? B: That’s him. Wearing a shirt, no tie. He knows everything about technology. And finally that’s Christina talking to Simon. She’s his PA. She… A: Sorry. What was that? B: She’s Simon’s PA, Personal Assistant. She organizes his schedule, but she helps all of us, really. We couldn’t cope without her. She runs the whole place, actually. She’s the one in a black suit and fabulous earrings. Very sharp. A: Right. I think I got that… 2. Focus attention on the example answers saying what Simon is doing and what he is wearing. Elicit examples for Edward (see Answers below). Students work in pairs to continue discussing what the people are doing and wearing. Check the answers with the class. Answers Edward s standing up talking to Anna. He’s wearing a suit Anna’s standing next to Edward. She’s drinking coffee. She’s wearing a jacket, and she has a scarf around her neck. Jenny’s talking on her phone. She’s wearing a white blouse and blue skirt. Matthew’s working on his laptop. He’s wearing a shirt, but no tie. Christina’s talking to Simon. She’s wearing a black suit and fabulous earrings.
The vocabulary items listed below may be new. Students will be able to guess some of them from context, but with weaker classes, be prepared to check them. If necessary, have students check them for homework before the class. The items marked * are old-fashioned or literary, and so will be for recognition rather than active use. * warring (in a war/conflict), feud /fyud/, swear (promise), to unitey *to be wed (get married), to take revenge, to banishy tomb /tum/y poison, *weep (wept, wept), dagger, to staby overwhelmed with grief Students will need to be able to refer to the characters in the play, so check the pronunciation of the names: The Montagues: Lord Montague /’mɒntәgyu:/, Romeo /’roʊioʊ/, Mercutio /mәr’kuʃɪoʊ/, Benvolio /bԑn’voʊlioʊ/ The Capulets: Lord Capulet /’kӕpyәlәt/, Juliet /’ʤuliԑt/, Tybalt/’tɪbɒlt/, Paris/’pӕrɪs/ Other: Friar Laurence /’fraɪәr ‘lᴐrens/ 1. Ask the question, and elicit a range of ideas from the class and the names of any plays students have heard of. Ask students if they have seen/read any Shakespeare plays, possibly in their own language. 2. Focus attention on the character lists, and check the pronunciation of the names (see About the text above). Elicit what students know about the story, and write their ideas on the board. Ask the Student Book questions about marriage and establish the answers. Answers At the time of the story of Romeo and Juliet, marriages were often a way of bringing two families together to increase their wealth, power, and status. Marrying for love was not common, especially among wealthy families. A young person’s parents, usually the father, decided who he/she would marry. 3. If students didn’t prepare the vocabulary in the text for homework, pre-teach/check new items before students read (see notes in About the text above). Tell students they are going to read the first half of the story. Advise them not to worry about understanding everything in the speech bubbles, as the main paragraphs tell the Story. Students read frames 1-5 and answer the questions in pairs. Check the answers with the class. Answers
SUGGESTION If students have problems with the intonation of the model question in Exercise 3, try building up the intonation from the end. Drill the questions in sections like this: …to get warmer? …will continue to get warmer? Do you think the earth will continue to get warmer? Elicit the question and sample answers for Number 2. With weaker classes, drill all the questions students need to use, and elicit a range of answers from the class. Check the questions formation with the class. (See answers in bold in Put the students in groups of three or four to discuss the questions. Monitor and check for accurate use of will and the modals. Also check the students’ pronunciation, and drill the questions and answers again as necessary. Tell the students they are going to listen to some people discussing the same questions. Pre-teach/check nuclear energy, wind farm, shoreline, to recycle trash. Play the recording through once, and elicit students’ reactions to the opinions expressed. Play it again, and establish where the students agree or disagree with the opinions in the recording. Answers and audio script (CD2 – 3) What do you think will happen? 1. A: Do you think the earth will continue to get wanner? B: Yes, I do. The more I read about it, the more I think it will. A few years ago I wasn’t so sure. 2. A: Do you think all the ice will melt at the Foies? B: Well, I don’t think all the ice will melt, but a lot has melted already. Do you know a new island near Greenland has just appeared? They thought it was part of the mainland, but it was just an ice bridge and it melted. It’s called Warming Island. A good name, don’t you think? 3. A: Do think Polar bears will become extinct?
1. when he was 14 2. while he was studying at the Fashion Institute 3. in 1972 4. four years after he got married 5. for ten years 6. until he was 44 7. since the 1970s 8. Between 1982 and 1986 Role play If you are short on time, you can have students prepare their interview questions for homework and do the role play in a later lesson. Give students time to draft their questions in pairs. Monitor and help as necessary. If possible, set up the interviews to look as authentic as possible. Position chairs opposite each other, and give the students props such as a microphone, the interviewer s set of questions and notes, and glasses of water. Students who enjoy role play can even try adopting American accents! With smaller classes, a pair of students can do the role play for the rest of the class as if they are a studio audience. With larger classes, students will need to do the role play at the same time. Whichever format you choose, make notes on any common errors to highlight in a later lesson. The focus here is fluency and fun. Therefore students shouldn’t be interrupted. See TB p. 57 for notes on recording students on video. SUGGESTION If students enjoy the role play, you could ask pairs to research another living celebrity/public figure, and repeat the activity. Make sure students who played the interviewer take the role of the celebrity this time. WRITING (SB p. 105) Describing a person — Facts and opinions This unit continues the work on descriptions that students started in Unit 6, with a focus on describing a person. The stages that lead up to the writing task include reading a model text for gist, distinguishing facts from personal opinions, finding words for
different aspects of descriptions, and looking at words that modify the meaning of adjectives. 1. Give some example sentences about someone in your own family. Students then write their sentences. Encourage them to include some of the adjectives they covered in Unit 6. Students read their sentences to the rest of the class, or in groups if you have a big class. 2. Answer the questions about your sentences. Then have students do the same about theirs. 3. Focus attention on the photo of Joe and elicit initial impressions of him. Have students read the text through quickly and answer the question. Answer The writer admires everything about Uncle Joe. 4. Read the task instructions with the class. Ask students to read the first paragraph again and mark the text accordingly. Check that they have coded the text correctly (see Answers below) before they continue the task in pairs. Encourage them to use the context to help them with new vocabulary or to use a dictionary if appropriate. Monitor and help as necessary. Check the answers. Answers My Crazy Unde Joe Of all my relatives, I like my Uncle Joe the best. He’s my mother’s much younger brother. He was only nine when I was born, so he’s been more like a big brother to me than an uncle. He is in his mid-20s now and he is always so fun to be with. He studied at a drama school in California, and then he moved to New York a year ago to try his luck in the theater. He shares an apartment with three other aspiring actors, and he works as a waiter and a part-time DJ. He’s passionate about his music, it’s called House Music, and it’s a kind of electronic dance music. When he “deejays,” he goes completely wild, waving his arms and yelling at the crowds. His enthusiasm is infectious. He’s absolutely great! I’m proud that he’s my uncle. Also, I think he is really good-looking. He’s pretty tall with dark hair, and twinkly, dark brown eyes. He’s had a lot of girlfriends, but I don’t think there is anyone particularly special at the moment. He has a great relationship with his roommates, they are always laughing and
A: Well, you can pay for excess baggage. The rate is $10 per pound. B: So, that’s—urn… A: That’s $100. B: Goodness. That’s a fortune, but I’ll just have to pay it. A: OK. And just the one piece of hand luggage? B: Yes, just this bag. A: That’s fine. Here’s your boarding pass. You’re boarding from Gate 6 at 9:20. The gate will open 45 minutes before the flight. Have a good trip. B: Thank you. Focus attention on the example numbers. Play the recording again. Students note down the numbers and what they refer to. With weaker students, you could pause the recording at the end of the lines that contain the numbers, or write the numbers on the board before students listen again. Check the answers with the class. Refer students to the audio script on SB p. 123. Students practice the conversation in pairs. Monitor and check for accurate reading of the numbers. If students have problems, drill the lines and have them repeat. Answers and audio script one — bag 60 pounds — the weight of the bag 50 (pounds) — the number of pounds you are allowed $10 — the rate per pound for excess baggage 10 — the number of pounds over the limit $100 — the fee for excess baggage one — piece of hand luggage 6 — gate number 9:20 — the departure time 45 — number of minutes before the flight that the gate will open (CD2 – 45) See audio script above.
a barman and a customer; they are talking about paying; questions: Can I have a cappuccino and two bottles of water, please? [How much did I give you? Oh, did you?) (CD3 – 9) 1. A: Here’s your check. B: Thank you. Is the tip included? A: No, it isn’t.! hope you enjoyed your meal. B: It was very nice, thank you. A: Can you sign here? And here’s your card and your receipt. B: Thanks. That’s for you. A: That’s very kind of you. I hope to see you again soon. B: Bye! 2. A: How much is a standard room? B: $120 per night. A: Does that include everything? B: That includes the room for two people, but It doesn’t include breakfast. A: Is that extra? B: Yes, I’m afraid it Is. But the $120 does include tax. 3. A: I’ll pay for the tickets with my MasterCard. B: Can you give me your number? A: 5484 6922 3171 2435. B: What’s the expiration date? A: 09/12. B: And the three digit security number on the back? A: 721. 4.
2. two of which 3. is home to 4. However 5. Although 6. distinctive 7. whereas 8. With 7. Assign the planning and research for the writing for homework. Ask students if they need any help with their notes, and then have them write their description. If appropriate, ask students to exchange their first drafts and make suggestions as to how to improve them. Students final drafts can be displayed on the classroom walls. VOCABULARY AND SPEAKING (SB p. 80) Compound nouns Students will be familiar with compound nouns from their earlier learning. Additionally, they have already focused on compound adjectives in Unit 6. They will need to have access to a dictionary to do Exercise 6 in this section. 1. Read the notes with the class and focus on the examples. Point out that compound nouns can be spelled as one word, two words, or with a hyphen, for example, air-conditioning. Have students say the words out loud, and establish where the stress falls. Answer The stress is usually on the first syllable: shopping mall tax rates skyscraper real estate 2. Focus attention on the dictionary extracts. Elicit which base word is used (head). Briefly review the different types of information given in the extracts (pronunciation, word type, definition, example(s), to other words, help with usage). Refer students to the phonetics for each word, and elicit the pronunciation.
2. 3. x 4. x 5. 2 1. Shaksper. 2. None. 3. The Earl of Oxford. 4. He was an aristocrat. He went to college, traveled a lot, and was known to be a writer. There is a lot in the plays that is similar to events in his life. 5. None. 3 1. might not have 2. couldn’t have written 3. could just have been 4. must know 5. couldn’t he have found out 6. must have written UNIT 12 1 2. “He has a collar with my address.” 3. “I bought him from a breeder in 2005.” 4. “Felix is more of a member of the family than a pet.” 5. “Felix has been disappearing for days on end.” 6. “When he comes home, he’s not eating his food.” 7. “Paul Flashman is feeding Felix.” 8. “He has always wanted a cat of his own.” 9. “I miss my cat terribly.” 10. “I’ll do anything to get him back.”