Lesson A Speed-friending Grammar extra Questions (Gee Seudent’s Book p. 144.) Lesson A does not inelude a grammar chart, tnstesd, Ss fore wfecred to Grammar Extta, which provides review and practice of basic question forms and meanings. Vocabulary Personality traits (Gee Student's Book p. 11.) «This lesson presents 4 nurmber of useful expressions for describing people's personality traits, Lesson B Networking Grammar Tatking about habits (Gee Student's Book p. 13) ‘Simple present, present continuous, the verb fens and the nodal verb will can be used to tal about current habits. Use + Simple present Ss have learned to use the simple present for things that are true “all the time” and to describe regular activities ~ in this lesson, habits. ‘Mostly, Leall on my eet _My friends don’t use IM. + The verb tend (ro) tend to waik everywhere. = J usually walk everywhere. (Myson tends to text. + Present continuous for longer activities “The present continuous can be used in subordinate clauses fora longer activity” that happens atthe same time as another activity. ‘When Pm traveling, { norrsally use my laptop. « Present continuous with always and constantly “The present continuous with always or corstantly can be used for habits that are noticeable or more frequent thant usual. ‘My kids are constantly texting. «+ Frequency expressions to talk about habits mostly, occasionally, normaly, (five or six) simes a day, ‘always, constantly, all the time 1 Social networks Language notes Vocabulary notebook The right choice! {See Student's Book p. 19) ‘The Learaing Tip tells Ss that when they learn new. informal expression, they should find ou its more format ‘equivalent There is» mix of informal expressions and more neutral ‘eapreseions that can be used in speaking or writing. The Vocabulary notebook picks up formality issues. ‘She's abit ofa pain. = She car be annoying. Grammar extra Frequency expressions; Stote varbs (Gee Student's Book p. 145.) ‘Grammar Extra provides more jnformation and practice swith frequency expressions and their placement. It also, Teviews and practices state verbs (eg, believe, kiow) in ‘present rense. (2) Corpus information Talking about habits People often use wil lin statements to talk about Fabus, Questions and the negative forms will not / wont tre rarely used in this mesning. ‘When fend is used in negative statements not has so posible positions: Tend not to text 1 don’t tend to text Speaking naturally Questions with answers (Gee Sendemt’s Book p. 138.) «This ection gives Ss practice in using rising intonation shen they suggest one ot more short answers to their own information questions. | When do you update your profile? At right? On weekends?Lesson C And why’s that? Conversation strategy Finding out or checking information (Ge Student's Book p. 14) «+n this lesson, Se use questions or statement questions (Geelarative questioas) to find out and check information. People often ask questions using question word order te find ont new information that they need to fally understand asituation (eg, And why's tha) + Statement questions are questions that use the word order of statements. Statement questions are usualy, but not ‘hays, follow-up questions. People often add a checking Expression such #8 right? or Kuh? to the end of a statement question But you email he, right? Lesson D Online footprints Reading tip Use an example to illustrate an argument (See Student's Book p. 16) "The Reading Tip shows how writers often begin an article with an example to illustrate an argument. An example captures the reader’ interest. In addition, the reader's reaction to the example will help him or her start thinking ‘about which side to support, These things encourage the reader to feel engaged with the article. Writing Meking judgments (Gee Student's Book p. 18) ‘This lesson presents planning an argument and expressions for contrasting ideas in writing. Contrasting expressions such as ov the other hand, however, and while are practiced. «+ Planning an argument ‘The lesson shows brainstorming reasons for and against fan argument. It also outlines a lour-stage argument: Stage I: Introductions Stage 2: Reasons “for”; Stage 3: Reasons “against”, Stage 4: Conclusion. ‘The stages are combined within one paragraph, but they could equally well make upa four-paragraph essoy. + Contrast ideas in writing ‘The expressions on the one hand fom the other hand, awhile, and whereas contrast ideas that are ot contradictory. (This use of while does not refer to time.) Clauses with ‘hile and whereas can come first or second in a sentence. ‘The use of owever taught here is (o show a contrast with an idea in a previous sentence Strategy plus Linking with And, But, and So (See Student's Book p. 15.) Follow-up questions often begin with And, Bub oF Soin Order to lik them what the previous speaker ssid. This helps the conversation flow more smoothly Corpus information ‘Contrast words in writing and conversation ‘The graph below shows the relative frequeney of the expressions however, whereas, on the one hand, an on the other havid in writing and in informal conversation, ‘They are generally more frequent in writing, although in diffetent ratios. However is over 20 times more frequent in writing than in conversation; on the other hand, which, {sa fairly common conversational expression, or chunk, is only twice as frequent in writing. 12000 ‘Clauses that begin with whereas or wile are subordinate, ‘oe dependent clauses, They need to be accompanied by amain (or independent) clause to make a grammatically correct sentence, The whereas clause can come at the ‘stort of the sentence, but a main clause that states the ‘conirasting ides must follow in the same sentence, However is used to contrast an idea in one sentence with an idea in the previous sentence. Languege notes * Unit 1Social networks Introdues the theme of the unit Tell Ss that in Unit 1 they'll talk about social aetworks and ways to network, Check that $3 knew that a network is (a gcoup of people who know each ather]. Say, “There are business networks and social networks. What kinds of social networks do people have?” Have Ss call out their ideas (eg. school friends, co-workers, olin friends). Have individual $s each read a lesson vim alone, Ss listen and read along, Lesson A Speed-friending @ Getting to know each other + Set the scone Say, “imagine that yon have just moved toa new city and you want to meet people who could. become new friends. What are some ways to do that?” Get ideas from the clas (eg, take a class, join a gym or 4 sports team, invite a classmate or co-worker Jor coffee). A Mi contac «+ Preview the task Books closed. Ask, “What is speed: dating?" [An event where single people meet cezch other; they speak with each other for few ‘minutes ard then move on to speak to someone cee. IF they meet anyone they lke, they can contact them lazer fora date] Weite om tne board: Speed -fiending *+ Ask, “What do you think speed-‘iending ist” Call on several Ss to give their ideas. + Do the task Books open. Read the ttle ofthe ‘magazine ortile aloud, Read the instructions aloud. Say, "Read the article for the answers” + Play the recording Have Ss real an listen. Check answers with the cas. Ask, "Why do people got speed: finding events?” (They ae looking foc a quick way to make new fiends and network) Ask, What happens st thiskind of event" You havejust a few minutes tase and answer questions with each person. You decide which people you want to contact after the event] + Play the recording again Say,“Undertine any ‘vocabulary that you don’t understand.” ‘Ask Ss to callout their underlined words, and write them on the board. Hove Ss give definitions or cxplanations of words they know, Help with aay remaining vocabulary as needed. About you B Pair work + Preview the task Read the instructions aloud, + Do the task Pais interview cach other. Go around the clas, and help as needed, + Follow-up Ask several Ss to report something Interesting they learned from thee partnes. © = Preview the task $3),“You are writing questions for a speed-friending event” Point out the example question and read italoud. Ask, “What other kinds of information ‘would you ike to get?” Call on several $s for topic ideas, ‘and write them on the bosrd (job career plans, aan, background, achievements interests: books, movies, music shopping, sports, video games) + Ifneeded, share some example questions with the class (eg. Where did you grow up? What do you do for 4 living? / What line of work are you in? How do you Tike to spend your weckends? What do you usually do in the cvening? What are your hobbies? + Say, “Now write six questions.” Go around the class, and help as needed, IFSs are having difficulty with basic question formation, the Grammar Extra for this ont will help. This can beset as homework for students. However ifthe class generally has problems ‘vith this, you might want to teach the page before proceeding to Exercise D D Class activity ‘+ Preview and do the task Say, “Now were going to hhave our own speed-friending cvent. Half of you will stay seaied and answer questions. The other half will ‘move arourd the room to ask theit questions, The movers have wo minutes (0 ask their questions. Try to tall to classmates you don't know well” * Divide the clas into “sitters” and “movers.” Explain {hat you will call "Move!” when each two-minute period is up. Fach “mover” wil then go to-a dierent “sitter” and ask the questions again. + Reverse ihe roles and repeat the activity. (Note: Depending on the size ofthe class and the amount of time you can allot to the activity, you may have to arrange several different groups of movers and sitter) + Follow-up Have several Ss report some ofthe interest- ing or surprising facts they leaned about aelassmste. Extra activity ~ groups / class In groups Ss discuss which oftheir questions were most successful for learning about a classmate ina short time. Groups decide on their three most useful / revealing questions and report to the class. ‘The class decides on six questions lor a speed friending event Extra activity - groups ‘Write on the board 4. Do you think speed-friending isa useful idest 2. Do you think speed-friending would work for you? 3, What do you tke /not ike about speed friending? (Group members answer the questions end discuss the concept of speed-iiending, Have groups report to the class Unit 1: Social networks T-10 il@ Vocabulary in context A ti conmas + Proview the task Read the instructions alocd. + Play the recording Ss listen and read along, Ask $s 0 call out any vocabulary they don't understand. Hive other Ss try to provide definitions. Help with definitions as needed. + Do tho task Say, “Which ofthese people do you think Tanya wil get in touch wich again? Who won't she contact? Why? Have Ss discuss with a partner. + Follow-up Have several pairs report to the cass Possible answers | think Tanya might get in touch with Victor. He seemed to like Tanya and was interested in her answers, She ‘ight contect Lauren, Tanya thought she was fun. Or she may went to get in toueh with Emma. They scemad 10 got along really wall, and they laughed a lot, So they probably had a lot in common. ! don’t think Tanya will contact Grog because she said he was kind of narrow: ‘minded. And she thought Kayla was kind of aggressive, ‘80 she probably won't get in touch with her again. ''m not sure about Rickio. She said he was sweet and ‘thoughtful, so she might want to gat to know him better Extra activity ~ pairs Ss decide which ofthe people Tanya met they would contact agin, Partners el each other whom they would contact and why. Word sort B+ Preview the task Read the instructions aloud. Aska Sto read the example aloud. Have Ss complete the task and then compare their charts in pales. Check answers ‘with the class: Ask several Ss to read the traits im their columnsaloud, © Viewpoint Group work + Preview the task Reid the inmictons lod. Ask individual to ech read neo te cussion suction aloud, ‘+ Present in Conversation Reed the information aloud. Rend the example seen aout nd point out Sha Waly... wae ed to star the enone Say "The speaker is anawering the st question, Wt do you think the speaker needed time to think about?” (e.g, which friend to talk about; which personality trait to talk shout an example of the ai T-11_— Unit: Social networks Answers Answers will vary + Follow-up Say, “What other personality traits do you think you might notice at a speed-friending event” Have Ss call out their ideas and write them on the board (e.g, furiny, impatient, nervous, stressed foul} ‘rude, shy) Tel $s to add them to their charts. Ask a few Ss to say which column they added them to. homework. (See the teaching notes on p. T-15) About you © Pair work + Preview and do the task Read the instructions aloud, Ask two $s to read the example conversation aloud, Have Ss complete the task. Extra activity ~ pairs Ss imagine they have just come from s speed-friending ‘event where they met three people. Write an the board: Henry, Janet, Danny Pairs write these names and three personality traits for ‘ach name on a piece of paper. hey exchange their lst of ‘ames and traits with another pair Pairs decide which of the these people from the event they would or wouldn't contac ithe future. Pairs share their decisions with the other pair. + Say, “When you show you need time to think, other speakers will wait for you to speak so you won't lose ‘your turn in the conversation *+ Do the task Have groups discuss the questions. [Remind Ss to use Well... to show they neeé time to think, Walic around the class, giving help as necessary. *+ Follow-up Have groups report some of the interesting answers they received. VOOM Aa « aoe MnneenerenerenenenonnoenaLesson B Networking @ Grammar in context + Set the scene Say, “How do you contact or stay in touch with people every day? Call on several $5 for ideas (eg, cell phone, text messages, instant messaging). A Class survey + Proview the task Aska Sto read aloud the section How co you keep i touch? Read the methods ‘mentioned in the chart and write them on the board. ‘Ask $s o write a guess about what percentage ofthe ‘students in the class uses each onc every day + Dothe task Ask about cell phones. Say, “How many af you talk on a cell phone every day? Raise your hand if ‘you do.” Coust the hands aad write the number on the Ihoard beside cell phone *+ Assign two $s ro complete the chart with the class. Oneasks about each remaining method inthe chart ‘The ather countshands and writes the taal foreach ‘ettod on the board. + Have the class figure oul the approximate percentages for each method. Write them besie the totals on the board. $s complete their chars. Extra activity - pairs Pairs coonpare the class percentages with the percentages presented in their book. Write on the board: How similar are the totals for eack method? Where is the biggest difference? Where is the smallest difference? ' Ss disenss the questions and think of reasons for the differences and similarities Extra activity - groups ‘Write on the board: ’ 1, How many of your guesses were close? 2, Did any ofthe results surprise you? Why or why not? 3. Do you use any method() of communtcation not ’ Usted in the chart? What are they? 4, Which method do you use most often? Groups discuss the results and report to the class. ' B i conteaa + Preview the task Bocks closed. Write on the board: Jeff Gordon Davi rth Victoria Gares Sarah Wang + Say, "These people are talking about how they like to ' commanicete. What methods of communication do ‘they use? Welte the methods for each person.” Point ) ft o students that most people refer to thet social network site by name, eg, Facebook. «+ Play the recording Ss listen and write. Replay the recording if necessary. Check answers with the clas. UJeff: social networking sites; Victoria: email Victoria's kids: texting, occasional email; David: phone and Internet call: Sarah: instant messaging (1M) and cell phone! + Play the recording again Books open. Sslisten and read slong, Ask Ss to call out any vocabulary they didn't now Write the words on the board. Have Ss give definitions or explanations of words they know, Help with any remsining vocabulary as needed. About you © Pair work «+ Preview the task Read the instructions aloud. Aska S {o read the example aloud, Call on afew Ss to say how they would complete the example sentence (eg, text amy fiends, call om ray cell. + Do the task Pairs complete the task, + Follow-up Have several pars report to the class about the methods their partners use (c., [Name) is like Victoria's kids, He / She is constantly texting, but not during class, ofcourse). Unit 1: Social networks TZO@ Grammar Figuee It out A. EEL ww cambuidgs or/viewpoint aula + Praview the tusk Ask, “What are habits?” {things you do frequently or all the time] Write on the board, ‘undediined as shown: With friends he usually texts Say, "Look at the interviews again. Find a sentence with ‘similar meaning” {... with friends he tends to text] ‘Write the answer on the board. Underline tends to text + Ask. “How are they different?” [usually texts was ‘changed to rends 0 text] + Say, “Now find sentences in the interviews that are similar to sentences 2, 3, and 4, Rewrite the sentences, changing the words in bold.” + Do the task Have Ss complete the task. Check answers with the class: Have individual Ss each read an answer sloud Answers 1 2 3 With friends he tends to text Every one in a while, Il instant message. My kids are constantly texting 1 Hnermelly use my laptop, ‘= Focus on the use Say, “Look at the sentences in the activity. What verb form was used in all four sentences? Why?” Ithe simple present; because that form is used to talk aboot “ll the time”] + Write the new sentences on the hoard, underlined as shown in the Answers box above, Go through the sentences and elicit answers to the following: 1. What modal verb was added to sentence 2? [will) 2. In sentence 3, what did text all the time change to? [ate constantly texting) 3. In sentence 4, what verb form did travel change to? [am traveling] ‘+ Present the grammar chart Books open. Read the {information ia the chatt aloud. Ss listen and read along. (Note: If desired, play the downloaded recording. Ss listen and repeat the examples) + Understand the grammar Say, “The chart shows different ways to talk about habits.” Have $s look. at the first section of the chart. Ask, “What time expressions show that the sentences are about habitual actions?” [mostly all the time, occasionally] Point tout that rer is followed by 19. Aak, “How do you know that ill doesn’ have future meaning in the last sentence?” [the frequency expression accasionally) ‘+ Ask 8sto look at the second section of the chart. Ask, “What is the meaning of when in this sentence?” [whenever /at any time / if] Ask, “What word means, ‘usually? (ormally] Say, "In this example, witen and © Speaking naturally TA3 ‘+ Tell Ss to turn to Speaking Naturally on p. 138. (See the teaching notes on p. 7-138) Unit 1: Social networks normally tell us i’ a habit. You could use simple present in both clauses, but present continuous emphasizes the longer background activity.” ‘Ask Ss to look at che thied section, Remind Ss that present ‘continuous is often used for activities in progress at the {me of spealung, or in the present tirne “around now: “However, using frequency expressions like constantly ‘or always with this form suggests a habit that is more noticeable or frequent. (IFSs need extra help with frequency expressions, go to Grammar Extra, p. 145) Present In Conversation Ask aS to cead the information aloud. Write on the board: my friend, but When f'm away, I normally sceasionally Pt Ask several $s to complete the sentence with true Information (eg, text, email, Preview and do the task Sy, "Complete the conversations witha correct form ofthe verbs given.” Have Ss complete the task. Check answers with the class. Have individual pairs each read a conversation aloud. Answers 2B Lend to cal, A Lon’ call ra: emailing. 2. B lil spend: [tencto user check out A Wl ger: don't reply. 3.8 im, texting ‘A don‘ text; tand to talk eallay‘s watching. Have Se practice the conversations in pairs, taking turns playing each role. About you © Pair work Preview and do the task Say, “Write your own answers to the questions, using the grammar chart to help you.” Have Ss complete the task. Go around the class, giving help as needed, Say, “Now take turns asking and snswering the ‘questions with a partner” D Group work Praview and da the task Read the instructions aloud. Call on a few $s to say how they would complete the example sentence (¢4., my friends text me all the time), Have Ss prepare their presentations. Go around, the class, giving help as needed. When Ss have finished preparing their presentations, say, "Now listen to your classmates’ presentations and ask questions." Elicit examples of questions and write them fon the board (.g, How many text mescages do you think ‘pou send every day? Does everyone inthe family havea cell ‘phone? Does anyone in your farily sill use a landline). Have groups complete the task. Group members report any interesting information from the presentations Maree pooeoooonnng feLesson C And why’s that? @ Conversation strategy ‘Why ask questions to find out or check information? People often ask questions to find out new information that they need in onder to fully understand a situsiion (eg, And why's that?) They also use statement questions — {questions that have the word order of statements, or direct word order ~ as a way to check that they have understood something that was said or done (eg. But you emailed her. right? + Set the scene Write on the board: How many friends do you have on your social networking site? Do you agree to every request from people who want be your friend? Why or wity not? ‘Bo you stay ins contact with al of them? How often do you edit your list and “unfriend” people? Have o short class discussion to answer these questions. A. = Proview and do the task Write on te board: How would you fet if someone “unjriended” ‘you? (eg, angry, hurt, insulted, upset, relieved, “worldn' care, depends who did i) Would you take t personally? Would you be offended? + Callen several Ss to answer each question (eI wouldn't realy minds J don't go on social networking siles much anymore, so 1 wouldn't take it personally if someone took me off their list Well it depends. Ifa close friend “unfriended” me, Pd probabiy fel upset: t would be hant rot to take it personally), + After exch question, have Ss raise their hands to show how they would feel, Record the numbers on the board. How does the class feel about being "unfriended”? B #9 cor.treck7 + Preview the task Books closed. Read the instructions aloud. Tell Ss to write the answers. + Play the recording Ss listen and write the answers. Fave Ss compare their answers in pairs + Play the recording again Books open. $s listen, read along, and check theit answers. Check answers with the clas. [Stan thinks it’s no big deal Alexa thinks you should let people know] © + Present Notice Say, "Notice how Alexa asks questions tofind out new information, for example, And why’s thai? ind two more exarmplesin the conversation.” [How did she ind our? So why did you “unfriend” her] + Read alond the information about statement questions from the Notice box. Explain that a statement {question isa question in the form ofa statement. Say, “One example is But you emailed her, right?” Point out the word order in the example. Say, “Find two more ‘examples in the conversation.” [1 mean, you Iet her iknow? So yon just delete people you're not in touch with! D 49 corres ‘+ Preview the task Read the instructions aloud, Point ‘out the example answer. Advise Ss to read through the conversation and the questions before they begin. + Do the task Have Ss complete the task and ther check. their answers in pais. + Play the recording Sslisten and check thelr answers. Answers ‘Alexa 50, has anyone ever “unfriended" you? Stan ¥e taken me off their fiends Ist? | don’t think so. ‘Alexa But you'd be fine with it if they did? It woulde't bother you? ‘Stan No, Iyouldn't mind at all So you think i's bad, thane ‘Atexa_ it net bod, I's ust that Tammay dida’t do anything wrong. Stan Sowhen is it OK, do you think? Alexa Wel 'T they post obnoxious eamments, for exemple ‘Stan Hmm. And i's OK when you stop dating? Alexa Well, yesh. That's probably a good reason, too ‘Sten light. Bur what should! do about Tammy? Alexa \don'tknow. Just make sure you never “unfriend!" mel OK? ‘+ Practica ll Ss to practice the conversations in pairs taking turns playing each role. Extra activity - groups ‘Write these questions on the board: 1. Should you tell people you are going to “unfriend™ them? 2, What are some reasons to “unfriend” people? 4, Ifsoreone “unfriended” you, would you want to know the reason? Group members discuss the questions and share their opinions of “unitiending.” Have groups report their opinions to the class. Unit 1: Social networks T14e Strategy plus For information on the nse ofthe Strategy Plus see Language notes at the beginning ofthe unit. PW conmas “+ Practice ‘Tell $s to practice the conversations in paits, taking tuens playing each role, out you «= Play the recording Books open. Sslisten and read along; B pair work A Weor,nack © «+ Proview and do the task Say, “Read the conversations. Underline the best question to continue each conversation.” Have Ss complete the task and then compare their answers in pairs «s Play the recording Sslisten, read along, and review theie answers. Check answers with the class, Answers 1, So how do you keep in touch with people? 2. Yeah. But why do they do it? 3, But you'd say something if twas & good friond? 8 Listening and strategies A Pleo mect + Proview the task Read the instractions aloud. "Tell Seto read the sentences before listening. Check that they understand them. Ask, “What does rey ‘wail mean? [a public space in the speaker's personal ‘social network profile] “What does two-faced meant” [hypocritical or insincere, saying one thing to you ‘and something ese to other people} + Play the recording Audio script. 7286 Ss isten and umber the issues. «+ Play the recording again Ss listen again and review their answers. Have Ss compare their answers in pairs Check answvers with the class. Answers 1, We can't agree on things. 2. ly friend posts ennoying stuf on my wall 43, My friend is two-faced. 44. Wo've lost touch. B thor tae 2 «+ Proview the task Read the instructions aloud. Have Ss ead the questions before they listen. Check that they ‘understand the meaning of each one. «+ Play the recording Audio sent p. 7-206 Sslisten and ‘Gale the best question. Have Ss compare their answers {in pairs. (Answers will be checked in Exercise C) © conte «+ Preview the task Say, "Now listen to the complete Conversations and review your answers to Exercise B ‘ao to the solutions the speakers have for their friendship problems” «+ Play the recording Ausioseript 7266 Ss listen and review thelr answers. Check answers with the clas. T-15 Unit 1: Social networks + Preview and do the task Red the instructions aloud. Remind Sé to use questions and statement {questions and to begin them with And, But, or So ihere appropriate. Call on a few Ss to suggest wrys 10 Continue the first conversation (eg, 1 text alot, But do ‘you use a social networking sie?) Have Ss complete the task, Go around the class, and help as needed. + Follow-up Have several pairs present one of their ‘conversations to the clas Answers 1.52.0; 8.854. b. + Play the recording again Say “Listen again. Write ‘the important words ofthe solution you hear for each problem,” $s listen and write, “+ Have Ss discuss their answers in pairs and write « sentence for each solution. Check answers with the class: Have individual Ss each read a solution. Possible Answers 1. Ha thinks he and his gitfriend should just stop taking ‘sbout tut! that’s important. 2, He thinks he should text hs uploading silly photos. 3, She thinks she should probably ignore har frien. 4. She thinks che should call her fond and say she misses har lend and ask her to stop ‘About you D Pair work + Proview the teak Read the instructions aloud, Point tut the example reason for ending riendship. Sey, "You want to end «friendship because you don't agree cn jeportantisues, What's the best way to do it?” Elicit ideas, Ask, "What are some other possible reasons forendingafricadship?” (eg the person posted private Information about you, you ve lst tou. 4 Do the task Have pais write six ceasons for ending a fHiendship—and fr each reason the best way 10 end it «+ Have several pairs report one of their reasons and the “way they would end the Friendship. ody —seeee eee ee BOAMOMMAODMO OOD OLY DOL? Meshes 4 Ont et eh aa a al ta a aaLesson D Online footprints @ Reading * Setthe scene Books closed. Say, "Do you or your friends sea social networking site?” Have Ss raise their hands they do. Ask, "Do you ever worry about the things you poston your wall? Raise your hand iFyou de.” A Prepare + Preview the task Books open. Ask, “What isan onli fooiprin®” Have Ss callout their guesses (eg. an impression people get of you from online content. Asky “What i digital dirs?” Have Ss eal out their guesses (eg, online material that doesn’t have good content). + Resd the instructions aloud. Review the meaning of sin: Say, “Read quickly to find a particular piece of information ~ inthis case, the meanings of online footprint and digital dirt, Don't read each word and don't stop to check your dictionary.” + Do the task Have Ss scan the article and find the explanations. Tell $s to underline the explanations ‘when they find them. Check answers with the class. lonline footprint: an image ofa person based on. ‘online content (para, 2); digital diet inappropriate online content (pare. Ij Elicit examples of Inappropriate online content {e4., gossip, obnoxious ‘emarks about someone, photos of you oF people you now drieking, etc). BBL srmcambsitge.orgviewpolnt/audion Read for main ideas + Proview the reading Read the ttle ofthe aricle aloud. Have $slook at the pictures above the article Soy, "Look atthe man. How may thnk th picture is "appropriate to post online? Raise your hand” Count hands Say, "How many think it’s inappropriate?” Count hands. Ask afew Ss to give reasons for their choices (3, Appropriate: Friends wl think it anny: Inappropriate: Parents an employer, ora teacher might sei + Say. "Look at the woman. How many think the Picture is appropriate to post online? Raise your hand." Count hands. Sey, “How many think its imappropriate?” Count hands, Aak afew Sto give reasons for their choices (e.g, Appropriate: She's just having a good time: Inappropriate: She docsn’ look like a responsible person). + Do the reading Say, “Read the article for the main ideas. ‘Dont stop to chock vocabulary” Ss read the article. Say, "Read the article agin. What exarnples of digital dirt can you find? Write sort answers." Have Ss complete the task. Check answers with the class, lineppropriate photos (underage drinking) (pars. 1 ‘off-color (rude, offensive, nasty) jokes (Step 1), rude comments (Step 1): badmouthing (criticizing, seying bbad things about) employers, teachers, etc. (Step 2); an "unprofessional email address (Step ); memberships in inappropriate online groups (Step 5) + Present Reading tip Read the information aloud. Say, "Look atthe first parageaph. What example does the writer give?” [Ms 8. couldn’: get her diploma because of pictures she posted on her social networking, site] Ask, “How does it illustrate the writers argument?” Lit shows what can Lappen wien people have “digital dirt” online) © Check your understanding “+ Proview the task Read the instructions aloud. ‘Say, “Read exch sentence and think about its main, idea. Scan the article fora similar idea. When you find it, read the section carefully. Thea write T or F Remember to correct the sentences that ate false.” * Do the task Have Ss complete the task and chen, compare answers in pairs. Check answers with the class. F Eighty-three percent of job recruiters check ‘candidates out onling; half of these reject candidates based on digital dirt 5, F Tho article cocammends blacking comments from people who post rude things on your wal. 6, F The article suggests that you shouldn't join groups oF campaigns that sound unpre About you D React Pair work *+ Preview the task Ask, “What do you think of Ms. $s scory?” Remind Ss that this sa good opportunity to use Wel... fthey need time to think, Write on the board: Well... think it’ Flic ideas From the clas to complete the sentence (e4. surprising, not surprising, unfair, common practice, typical). + Read the remaining questions aloud, Say, "Discuss these theee questions with your partner. Remember to use questions and statement questions to find out or ‘check information or opinions.” + Do the task Have St discuss the questions ia paits. Go areund the clas, giving help as needed. + Follow-up Have a few pairs present ther answers to the class Extra activity ~ groups ‘Write these questions on the boards Do you think that what happened to Bs. S. wus fir? Way or why not? What kids of tings should be considered “dial dir"? What kinds of things shoulda’ be? Groups discuss the questions and give their ideas. Groups report their ideas to the class Unit: Sociel networks T-16@ Focus on vocabulary A. = Preview the task Say, “The verbs in bold in these sentences are formel vers used in the article.” Head About you B Pair work the instructions aloud. Say, "Scan the article and find the verb obtain. Carefully read the sentence where ‘you found it, Now read thelist of possible meanings. ‘When you think you've found the meaning, read the sentence in the article again. Does the meaning you chose make sense in the context of the sentence? IF it does, write the leter. IF not, try another meaning, ‘Ask, "Which le:ter will you write for sentence 17° [g] + Do the task Have Ss complete the task and then ‘compare their answers in pairs. Check answers with the class, Answers Laide d haa. br 66 7d. @ Listening and speaking ‘+ Proview the task Read the instructions and the ‘example question alond, Tell Ss to write their questions, + Do the task Have Ss complete the task, Go around the cass, and help as needed. + Follow-up Call on a few pairs to read aloud their questions for each verb. Extra activity ~ pairs ‘Each pair joins another pair and takes turns asking and. answering the questions they wrote for Exercise B. A Pair work Culture note: During a debate, owo teams (for and against) present oral ‘arguments shout, for example, an isue aca belie: For an online debate, an individual goes to a debate website nd ‘an either present atopic or respond to one. In addition, People can upload videos of themselves to the debate ate + Proview the task Write Yes and Noon the board as columa headings. Read the online topicaloud. Ask, How many reasons can you think of to support a yer ansvier? What about ao answer?” Elicit ideas from the elass and write them under the appropriate heading (ege Yes Employers nee f se what people are realy Tike. i's pubic information. It helps employers decide if someon isa good fit for their company. No: Its personal information, People shouldbe allowed to havea private tft docen’ realy show what a person would be like at work, Ibcould give an employer the wrong impression). + Do the task Say, "Make ais of yes answers and a list cof no anssiers We'll look at your Teasons in the next exercise” B Micon wack 4 + Proview the task Read the instructions aloud. += Play the recording Audio sept» 1-268 Sey. land vite yee oF no under the correct picture” Check. the answers with the cass, [Rosa: Yes; Daniel: No} + Play the recording again Say, “Read over your lists of reasons, Listen and check (/) any reasons in your lists that Rosa and Daniel mention.” ‘ Selisten and check (7). Have several Ss report tothe ‘lass which of their reasons were used. Unit 1: Social networks © cos racks + Preview the task Read the instructions aloud. Say, “Read each sentence for the main idea. Notice the key ‘words near the empty lines. Try to predict the missing swords. You can test yourself by writing your guess beside the sentences before we listen.” Give Ss time to read over the sentences. + Play the recording Audio seriptp. Fane Ss listen, and weite «+ Play the recording again Ss listen, ead along, and review their answers. Check answers with the class: Have individual Ss each a read 2 complete sentence aloud. Answers 1. a. true personality 3.0, vory expensive b. private information b.have fun 2 aanimterview 4a, work well .atwork with friends ‘About you D Class debate + Preview and do the task Say, “Find a partner who has the same response as you to the debate question ‘Write as many reasons as you cap think of to support your pesition.” + Pairs take turns presenting their arguments. The class votes yes or no on the topic. MNONON OOO OOH ONOOHODAONONO DODD AHNODODNDODODAD, 4 ing Making judgments In this lesson + Aska § to read the lesson aims (In this lesson, you...)aloud, Ask, “Whatis an argument®” [giving ‘your opinion and your reason for it} Tell Ss to scan P. 18 to find the three aims. Call on individual Ss to tell the class. [plan an argument: Fxercises A and Ci ‘contrast ideas: Exercise C: avoid errors with whereas: Exercise D (Common errors) + Preview the writing Say, “After working with the lesson aims, you'll use them to write « script for an ‘online debate.” Point out the task and cead italoud, A Brainstorm + Preview and do the task Read the instructions loud. Flicit a few “yes" answers from the class (eg, ‘They can see what the applicant's privat / octal ife is ke. They can find out fhe appicants'aittudes toward topics) Elicit afew “no” answers from the class (eg. person's work life can be very different from thei soctal ie, People have aright to privacy), + Have Ss complete the task B Look at a model * Proview and do the task Tell Ss to read the model debate script, * Say, “When you contrast ideas, you show how they are different” Ask, “In spoken English, what common \word is used to contrast ideas? [but] Point out However and On the one hand. Say, “These expressions are used to contrast ideas, Read the script again and find three more expressions.” ‘+ Have Ss complete the task. Check answers with the class. [On the other hand; whereas: while] © L& wonvcamnriags.ora/viewpoint/audio Focus on language + Present the grammar for writing chart Read the information in the chart aloud, or play the recording, + Undorstand the grammar for writing Havea S zead the frst two sentences aloud. Say, “These ideas are in contrast to eac’ other. They ate opposite views of how ‘online profiles should be used.” ‘+ Ask aS to read the next (wo sentences. Point out thet hhowever begins a sentence and is followed by a comma. Say, “However signals that a contrasting idea, or ‘opposing view, is coming, The sentence with however always follows the idea it contrasts” + Say,“Look atthe sentence that uses wiile/ whereas / ‘but to contrast ideas. As, “How is t different from the ‘contrast that uses however?” [it's single sentence with two clauses separated by a comma, Say, "The clause that begins with while, wherecs, or bu can come first ‘or second. A comma must always come between the ‘wo clauses” + Present Writing vs. Conversation Have Ss look. atthe information in the box. Aske S to explain tt [However and whereas are used more often in writing Dw than In conversation. However is mote frequent in conversation than whereas] (For more information, see Language Notes at the beginning of this unit) + Preview and do the task Say, “Review the ideas you wrote in Exercise A. Use them to complete the four sentences." Point out while in #4. Ask, “How many clauses do you need to complete the sentence?” [two] lave Ss complete the task and then compare their answers in pairs. Check answers with the class: Have individual Ss each read an answer and check * Proview the task Say, “Now write your own script for the debate. Look at numbers 1 to 4 in Activity C. What does cach number represent?” [an argument] * Say, When you plan your arguments for the debate, vile your yes reasons and your no reasons. Use these to help write your introduction. Then, explain eacia cet ‘of reasons. Write a concluding statement. Re sure to use ‘expressions that contrast ideas’ + Present Common Errors Read the information aloud + Do the task Have Ss complete the task. Extra activity Ss leave their paragraph on their desk for classmates to read, Ss go around the class reading five other Ss’ ‘paragraphs. Ss count the contrasting expressions, Which ‘was used most often? Which was used least often? Unit 1: Social networksVocabulary notebook The right choice! If done for homework Briefly present the Learning Tip and the task directions, ‘Make sure $s understand what they need to do. If done in class + Present Learning Tip Read the information aloud. Say, In formal writing, such as school essays or business letters, use formal English, When writing informally to friends o- family, informal English is fine, Always consider who will be reading what you vymite before you write it” «Say, “Lock atthe example. What are more formal ways to say My neighbor is weird?” [My neighbor is odd / strange / eccentric] Ask, “How about, My sister is touchy?” [My sistor is sensitive / easily upset] + Present Dictionary Tip Read the information aloud. Read the full form ofeach type of inform English slovd. Explain that slang means very informal, colloquial means that itis spoken more than it s seritten, and taboo means that it shouldn't be said or written A. + Preview and do the taak Read the instructions aloud. Point out that the first answer has been done for them, Have Ss complete the task. Check answers ‘with the cles, Answers Leh e abs B+ Preview and do the task Read the instructions aloud. Tell Ssthat they can invent a name oF use description, such as Friend A, grandmother, cousin, ete, Have Se complete the task. + Have a few Ss give the class their formal and informal descriptions. © Word builder + Praview the Word Builder task Say. “This Word Builder task presents some new formal and informal ‘ways o talk about people It wil give you practice choosing the right words for formal and informal wating” + Tell sto find the meanings ofthe verbs in the boxes and then to match the forznl and informal vecbs. + Do the task Have Ss complete the task, Check answers wit the class. Answers bbadmouth ~ eritictze ‘bug - ancy chill our (with) ~relex (wath get akick out of (doing) — enjoy |dsing) hang out (with) ~ socialize (with «+ Say, "Now use each vecb to say and write something ‘re about people you know” Have aS read the examples aloud, Ask, "What other change was made Unit 1: Social networks tormake the sentence more formal" (One guy was changed to One of my clasemates] + Have Ss complete the task. Have several Ss read one of their pars of sentences aloud. Extra activity ~ pairs ‘Student A writes the informal expressions from the page ‘on seperate slips of paper. Student B writes the more formal expressions. Pairs put their slips face-down on the table in two piles $s take turns turning overaslip from teach pile, When they find « match, they keep both slips. ‘The S with the mos sips wins. On your own + Prosent On Your Own Read the instcuctions aloud. ‘AskSs to use a small notebook to write down new words, Tell them to use alphabetical order it will be casir to find the words later Say, “Writ three nev informal words. Then find out what they ae in formal English and write those down.” + Follow-up At the start of the next class, have Ss report their new sets of words to the class Classmates add them to their notebooks. PMOKBONEGCHAAOCHOOLAHONOOCLHECEHROOCOHOONECOODOOOO OOOO A‘2 The media Lesson A Celebrity culture Language notes Grammar Adding information (Gee Studeat’s Book p21) ‘The lesson reviews subject and object relative clauses and looks a their use as defining or non- defining clauses. (See also Grammar Extra on p. 146 for more information about selatve clauses) Form + Relative clauses Many relative clauses start with a relative pronoun, but not al lative clauses needa relative pronoun. (See Object relative clauses, below) The relative pronouns that and ‘oho ate used to refer to people. The relative pronouns that and which are used to refer to things. + Subject relative clauses In subject celative clause, the relative pronoun isthe subject of the verb in the clause, ‘There are TY shows that / which pay for plastic surgery + Object relative danses In object relative clauses, the selative pronaum isthe object ofthe verb in the clause In these clauses, the relative pronoun is often left out ‘The elebrty gosip (that / whieh) you read often isn't rue. “+ Whick clanses that refer to a previous clause ‘A which clause can be a subject or an object relative clause. Which takes a singular verb when its the subject Use * Defining clause A defining relative clause (sometimes celled a restrictive relative clause) is used to identify the person or thing, that is being talked about. It defines, identifies, or gives ‘essential information about the now. There are shows that / which pay for plastic surgery. We love to read about the people (wito / that) celebrities date. + Non-defining clause ‘A non-defining relative clause (sometimes called a non- restrictive relative clause) is not used to identify the person or thing that is being talked about. It gives extra information about the noun. A non-defining clause cannot begin with that. [tis set off by commas. Reality shows, which make ordinary people famous, get ‘millions of viewers every week. Some like reading about celebrities’ kids, who are ‘usually kept away from the public. = Which ‘A which clause is used to add information about or ‘comment on a previous clause. Its separated from the clause itis commenting on by a comma. Obsession witk celebrity is normal, which is reassuring. Some reality shows make peopte do dangerous things, which think is silly (2) Corpus information Who, that, and which In subject relative clauses, who is more common than that to ref to people, and that is more common than ‘ohigh for things. In object relative clases, whichis not very frequent That is more common than which in defining relative clauses. Non-defining and which clauses often give opinions as, ‘well as information, Common errors Do not use which for peopl, or what in relative clauses, Grammar extra (See Student's Book p. 146.) Se review clatve clauses, relative pronouns, andthe choice of singular or plural ver ina relative clause. (D) corpus information Tmean mea is one of the top fifteen conversational expressions. ICs the third most frequent two-word expression (after you know and I think) Speaking naturally Which clauses (Gee Student's Book p. 138.) "This section gives Ss practice in using which clauses in spoken English. Which clauses are usvally separated from the main clause by short pause. In addition, they often have a falling intonation, ARAanceegoaagannRVanNnnNnANHnaNnAnAanNnganagnnnganKgaagerere bh3 } , Lesson B The impact of TV Vocabulary in context Describing resoerch {See Student's Book p. 22.) ‘This lesson presents a number of useful noun and preposition combinations. Sometimes, more than one preposition can be used, but with a difference in meaning. (ea. impact of impact on. Vocabulary notebook Whar an effect! (Gee Student's Book p. 29) ‘The Learning Tip suggests that Ss find out what prepositions (if any) are used with a noun, Ssare encouraged to write 1 sample sentence to illustrate each possible noun + preposition combination. Grammar Linking ideas (See Student's Book p. 23) ‘That clauses enable you to link ideas. For example, that can bbe used to connect these sentences: Is clear. TV is central to our lives, That clauses are usually objects or complements, but in academic writing can be subjects. (That TV is central 40 our lives is clear) However, this use as subjects is not taughtin this lesson, (See Grammar Extra on p. 147 for more ‘information about thar and what clauses) Lesson C You know what gets me? Form ‘That clauses are used after these seructares: + noun + be The big problem is that Kids don’ got enough exercise. + be + adjective Hs possble that TV has « negative effect on reading skills. + What's + adjective + be What's disturbing s that children see so much violence. + reporting verbs, eg. foow ink, say show Experts think that there's a link between TV and poor test scores Use ‘The structures listed above can introduce ideas such as opinions facts, problems, etc. within the following that clause. The choice ofthe noun. adjective, or verb used with the structure can tll the listener how the speaker feels about the problers or fact team also tll che listener if another person's belief or opinion is being reported. Grammar extra {See Students Book p. 147) Ss eview and practice that elauses and what clauses Conversation strategy Adding comments (See Student's Book p. 24) ‘A which clause can be used to comment on one’s own Statement or someone else's In addition to keeping the conversation going and showing interes, these wick clauses often add information or give an opinion on what was said. + Commenting on one’s own statement Tdor't usually wateh video clips, which is unusual, 7 guess. subscribe toa few websites, which isa great way to find new bande + Commenting on encther's statement A People do really dangerous things and video t B Which is stupid, I know Lesson D A bad influence Strategy plus You know what...? (Gee Student's Book p.25,) In conversations, You know what... 7s very useful for introducing a comment for two reasons. First, it gets the listener's attention, It suggests thatthe listener is going to ‘hear new or surprising information. Second, it gives the listener an idea about how the speaker considers or feels bout the information + You know what... + be + adjective You know whats amazing / interesting /tervible? *# You know what... as subject You know what gets me / bugs me surprises me? + You know what... + clause You know what! don’ lke /tove / heard? Reading (Gee Student’s Book p. 26.) ‘The Reading Tip explains that when building en argent, writers often ask a question and then answer i. The question can appear in the introduction or inthe body of the argument. Writing A one-psragraph (Gee Student's Book p. 28,) ‘This lesson includes writing a one-paragraph opinion essay. It includes topic sentences, a technique for listing ideas, and say 5t points out a common error with the listing words First and Lastly, + Topic sentences ‘Ss are given a mode fr topic sentences and learn that a topic sentence contains the main idea of a paregraph. + Listing ideas First Second, Third, and Finally / Lastly ate presented. + Common error with isting words ‘The difference between First and As firs, and between. Lastly and At lasts pointed out. Language notes * Unit 2The media Introduce the theme of the unit ‘Tell Ss that inthis unit they'll be exploring the impacts of medi. Elicit forms of media they encounter every day (eg, felevision, Internet, newspapers). Read the unit aims aloud. Cutture note ‘The three celebrities pictured are Lady Gaga (an American pop singer, famous for her distinctive costumes and catchy pop tunes), ay (on American rapper and record produce), {nd Shakira (a Colombian pop star who sings in English and Spanish). Lesson A Celebrity culture 0 Grammar in context ‘+ Sot the scene Say, “Write the names of three famous living people” Call on several Ss to say the names they ‘About you © Pair work wrote. Tell 8 te raise their hands ifthey have heard of the person. If several Ss rase their hands, write the ‘name on the board, [A « Preview and do the task Books open. Say, “Most of you recognized the names on the board. These people are all celebrities” 4+ Ask, “Who are the most popular celebrities in * Ss call out names. Ask, “Why are they B 49 contmars + Preview the task Books closed. Read the ile ofthe podcast aloud. Check that Ss understand the meanings OL obsession (someone of something a person thinks about all the time) and obsessed with (unable ra stop thinking or looking for information about someone ox something) + Write nag, invent problems, and imitate people on the board Ebct or ezplain the meanings (mage: photo or picture invent problems: make up stories; fate ‘people: do the satne things as they do). + Say, "Listen tothe podcast about celebrity culture. Why isil normal for people tobe interested in celebrities? Write an answer” + Play the recording Ss listen and weit. Replay the recording if necessary. Check the answer with the class, [Psychologists say t's natural to talk about or imitate the people who are the most success + Play the recording again Books open. Ss isten and read along, $1), “As you read and sen, underline any vocabulary that you don’ understand.” Asks to call out their underlined words, ang write them on the board, Have Ss give definitions or explanations of words they knove. Help wit remaining vocabulary = Preview the task Say, “Answer the questions using. the information in the podcast. Then compare your answers with your partner” + Do the task Have Ss complete the task. Check answers ‘with the class: Have individual Ss each read an answer. Answers 1. Celebrity magazin: 2. Beceuse the media often Invent stories about celebrities and thelr problems. 2. Get plastic surgery. 4. Their images are everywhere. «Tel pairs to give their own view and additional ‘nfotmation om each answer. Get Ideas from the clas. + Follow-up Call on several pairs to share their views. Extra activity - groups “White these questions om the board: 1, When the media invent stories about celebrities, should the celebrities take legal action? 2, Skould plastic surgeans agree fo help someone Took like a celebrity? 43, How mich privacy should celebrities receive? Group members discuss the questions and share their opinions. Have a few groups report ther ideas to the class. Unit2: The medis T-20 I8 Grammar rout A 18] worncamtridge.orp/viewpoint/audio + Proview and do the task Read the instructions aloud, ave Ss complete the task and then compare their answer in pairs. Check the answer with the class Sentence 1 + Focus on the form and use Underline the relative clauses on the board as shows: 1 We lve to read about celebrities’ problems, whick the media will often invent. 2. There are even shows that pay for plastic surgery. + Say, "The underlined sections ofthese sentences are relative clauses” Ask, “What isa relative clanse used for?” Ite give more information abost a person ora thing) Point out sentence 1, Say, "In sentence 1, the relative 5 § y past event and now. Say, "Both events happened inthe been able: /{had been looking past, but in diffrent time periods, Students were told bout the test ina time period before the day of the « Say, “Close your books. Take turns retelling the story 0 {eat They took the test in a later time period, Use the partner” past perfect to talk about the event that took place in the earlier time period.” @ Listening and speaking ‘A. » Preview and do the task Ask, “What do these B 40 conveckza sayings mean?” Write the meanings on the board, 1 Play the recording Audio seri. 1-267 Ss listen and ‘number the sayin Possible answers ne a. Don't make judigmants based on 801 CAO es say (Take time to appreciate what's around you: « Preview and do the task Play the recording again. Reality ean be more remarkable then storios or things S¢listen and check their answers. we make up: ‘a tife pansee very culoky. We shouldn't waste tion things Answers that don't matter acta «Say, “Check (/) the ones you agree with.” For each saying, ask Ss to raise their hand if they checked it, About you D Group work » praviow and do the task Rea the instructions and Freee loud lave Ss compete the ask @ Speaking naturally ‘Tell $50 turn to Speaking Naturally on p. 139. (Gee the teaching notes on p. 7-139) i F-33 Unit: Storisvow © 2 a Lesson C Anyway, back to my story... 0 Conversation strategy Why use expressions to interrupt and come back to your story? Sometimes wien people tell story, they inceerupt the ‘main flow of their narrative to reflect or comment on the events they'te describing, or toadd other details oz ‘explanation. Using expressions to interrupt (eg, Looking back...) and to come back to the story (But / So ‘anyway, signals to the listener that a minor digression is beginning or ending. (For more information, see Language Notes atthe beginning of ‘+ Set the scene Books closed, Ask, “What do you ‘temember about haying your school pictures taken? ‘Did you wear something special on that day?” Have several Ss answer, + Proview and do the task Books open. Say, “Lack at these expressions from the conversation." Aska Sto read them sloud. Ask, "What do they mean? [picture day at school: the day a profesional photographer comesta the school and takes students’ photos both individually and asa class it wasa big dea: it was something important; scrufy-looking: ioppy (eg. With uncomibed hair, or with clothes that are old or ‘untidy; my air was sticking up is! her hair wasn't combed propesly or wasn't neat] + -Ask, ‘What do you think the conversation is about?” HiaveSs callout their ideas ©) cor nace20 + Preview the task Books closed. Reed the instroctions aloud. Add, “Write a short answer to the question.” ‘+ Play the recording Ss listen and write, Replay the recording if necessary. Have $s compare their answer in pairs. * Play the recording again. Books open. Sslisten, read along, and review their answers. Check the answer with the cass. (Brad's mom showed the photos to everyone and sent them to family members) Present Notice Read the information aloud, ‘+ Says "Read the conversetion again. Which ofthese ‘expressions does Brad use? Highlight or underline them.” Aak Sst call them ov, [to interrupt his story: ooking back, ..; When I think about i,t came back to his story: But anyway, Back to my sory. ...:S0 anyway. where was 7] actice Tell Sto practice the conversation in pairs, taking tars playing each role, ©9 cos.Tack sa + Preview the task Say, “Listen to moze of thelr ‘conversation and write the missing expressions." Tell Ss to read the conversation and notice whether the blank vill be interrupting or coming back to the story. * Play the recording Sslisten and write. Play the recording again, Ss listen, read along, and review their answers. Check answers with the class: Have a pair of Ss read the conversation, Answers Looking back; But anyway: whom ITook back: anyway + Practica Say, "Practice the conversation with a partner, taking turns playing each role. Then practice ‘again, using different expressions.” Extra activity — pairs Write on the board: School picture (lass or tear) Family picture Pairs write a conversation similar to Brad and Arnold’s about a picture day. One partner can supply real details of pairs cam invent a situation. Fach pair reads their conversation to another pair. Have several pais read thelt| ‘conversation to the class. Unit 3: Storias 7-34 ]@ Strategy plus Why use no wonder? In conversation, people often comment on their own and other speakers’ experiences, To show that something, isnot surprising, people sometimes use expressions with no wonder. It ean be a response to something that was said, or itcan introduce a comment, It means the same as "It’s not surprising that...” @ conmeras ‘+ Present Strategy Plus ‘Tell Ss to look at Brad and Arnold's conversation again and find examples of no wonder, (Arnold: No wonder. Brad: I's no wonder Thated it} * Play tho rocording Ss listen and read along Ask, “Who uses no wonder to respond to a comment?” [Arnold) Ask, "What didn't surprise Arnold?” [that Brad hated the big deal about school pictures] Ask, "What comment does Brad introduce with [t's 10 wonder...?° [hated it] + Prosent in conversation Read the information, aloud. Ask, “How much more common is no wonder in ‘conversation tan irs no wonder?” ffve times more] 8 Strategies A. « Proview the task Say, “Complete each aneedote with expressions from the box. Before you begin to answer, read each anecdote and all the choices.” * Do the task Have Ss complete the task. Check answers with the class Answers 1. anyway; when Hook beck: But anyway: it’s no wonder 2. looking back; When I think ebout ft; But anyway, back to my story; No wonder + Say, “Now take turns telling the stories. When your partner finishes the story, make a comment wi ‘About you B Group work + Proview the task Read the instructions and the first point in the story aloud, Ask a Sto read the comment. Ask which expressions would be used to introduce the ‘comment. [Looking back: When I look back; When I think about id] + Say, "t's a good idea to write the main points of your story first, Then decide which ones you want to comment on and write the comments. When you finish, take turns telling your story to your group. [-35 Unita: Stories A. + Preview and do the task Say, “Match the sentences und the responses. Write the letters a toe” Heve Se ‘complete tite task. Check answers with the cass. Answers 1.852.653. ard bi Sd, jactice Tell Ss to practice the conversation in pairs, taking turns playing each role About you B Pair work + Preview and do the task Read the instructions aloud. Ask a S to read the example sentences. Have Ss ‘complete the task + Do the task Ss prepare their stories and comments When Ss are ready to tell thelr stories to the group, remind them to use expressions to interrupt and come back to their stories. Remind group members to make comments with (Jt) mo wonder (hat) + Follow-up Have afew Ss tell their story to the cass Extra activity — pairs Se work with a new pariner and retell theie story. Partners respond with "H's no wonder” comments PMARDAKANNDADODDOKOANnAe HEED PNNRANHRANAH AOR EO HR RA:Lesson D Good Fiction 0 Reading } ‘+ Set the scene Ack, "Who likes to read fr enjoyment? Raise your hand” Ask, “What kinds of reading do you enjoy?” Flicit responses from several Ss (eg magazines, ition, biographies) Ask, “What kind of iction do you ‘prefer? Sscall out their preferences eg. mysteries, sci-fi horror romance). A Propare + Proview and do the task Ask, “What good fiction have you read recently? Who are your favorite authors?” Have Ss call out their answers. BLL erevecembridgeorg/siewpointaudio Read for the main ideas Culture note ‘Magazines and newspapers often have short story Contests. Sometimes anyone can enter; sometimes they are restricted to high school or college students. Framples of prizes for the winner may be cash, seat in 4 writer's workshop, recognition by being published, ora combination of these + Praview and do the reading Sey, “Read the winning entzy ina short story contest. Dont stop to check the meaning of nev vocabulary. Read forthe main idea. ‘Wat is ane’ problem? Write your answer” + Seread and write their answer. Have Ss compare their answers in pairs. Pairs write thes final answer If desired, play the downloadable recording. + Check answers with the clas: Have several pairs read their final answer Possible answers _Janet’s problem is that she feets she has become invisible in society. She realy believes it’s polite to say hallo to people and smile, but she finds that people don't smile back or acknowledge her. She dosn't do anything about it for a long time, but eventually, after she has been stuck at hhome for a fow dy, she's had enough and when the noxt ‘person ignores her, she kind of snaps and forces him to acknowledge her. + Present Reading Tip Read the information aloud Sej.-Find another sentence that is ungranimatical Lock in poragrapi 2.” [What you did as part ofa ‘community, a part of society] Say, “Find more in these paragraphs” Write on the board: ‘paragraph 4 paragraph 6 + Check the answers with the cass: Haye individual students ench read a sentence aloud. (Paragraph 4 As if she weren't even there, usta if they coulda see her at all Paragraph 6: Could see atleast her tuck wen she pulled up tothe windows) + Ask, “What kind of interest and drama do the short, incomplete sentences crentet Say. “These incomplete sentences are useful for creating teasion and sospense” + Cheok for vozabulary problems Have Ss read the short story again. Say, "Undecline any vocabulary that is new for you.” Ask Ss to all out their words, and write them on the board. Fave classmates give definitions or explanations of words they know. Supply definitions for any remaining vocabulary. Extra activity ~ groups Write on the board: Why do you think the people didn't respond to Janet's greetings? ‘Do you think janet will just give up smiling and saying hello to peoplet Do you ever say hello to passersby? Do they respond? ‘Groups discuss the questions, When Ss finish, they report some of thir ideas to the clas, Unit 3: Stories 1-36© Poir work Undorstand and reset «+ Proview and do the tack Read the questions aloud. Rak “What kind of woman is Janet?” Elet ideas from the class (eg friendly, has a positive aritude) @ Focus on vocabulary A. « Proview the task Read aloud the instructions and the first verb, say, Tell $s to lookcat the short story and find the sentence with say [para. 1, sentence 2), Have agreed it aloud, Say, “Ure the context ~ the sentence dnd Hr necessary the paragcaph ~ to help you guess the meaning, Then look at the lis.” + Have Ss choose a definition from the list. Ask aS for theanswee, Ask, “Hoy did you guess the meaning?” fe, Nobody is having a conversation, sit doesn't meant Ti examples of people came right after “say” s0 it means “for example.") 1s Do the task Have Ss choose the best meaning for the Femaining words. Tell Seto compare their answers in. pairs. Check answers with the class. ‘A. « Preview the task Read the instructions aloud. Have ee read the fist statement aloud, Ask, “What would. tbe an example of people who aze extremely friendiy2” Plicit examples (¢ g. people who always smite and say hello) «Do the task Have $s choose a statement. ASK individual Ss te reed statement aloud, and then ask the class how many chose it. Ask a few students for examples. B @conmase «+ Proview the task Read the instructions aloud. «+ Play the recording Audio scipt p. 7-268 3listen and rember the statemnents in Exercise A. Replay the Tecording ifnecessary. Check answers with the class. Answers Le2dBe. © Ceou tens? « Proview the task Read the instructions aloud. Say, SYyeite just a few words about where and what, Don't write complete sentences until after you compare Your notes with 3 partner” = Play the recording Audio seripr p. 7-208 Ss listen and make notes, «+ Play the recording again Se listen again and review their notes. «Have pairs compare their notes and write complete sentences. Check answers with the class. F-37 Unit 3: Storie 1s Have Ss discuss the questions. Call on a few pairs [0 share their answers, Ask Ssif they agree or disagree Answers 4.652. 03.4. G84 6d) 2B B Pair work + Preview and do the task Read the instructions loud, Say, Take turns retelling the story” Have Ss ‘ormplete the task. Walk around the class, giving help fas necessary. Possible answers 1. Leon wos waiting for his bus. He spoke te semeone and yey ignorad him. 2, Carol was going into a department store. The guy 9 front of her didn't hold the door, but he turned and apologized, 5, Jock wag at the coffee shop. He asked the sorver how fa woe, The server appreciated it and gave him a fre8 coffee. About you D Group work «= Preview the task Read the instructions aloud. Have & S read the example sentences aloud. «+ Present In conversation Read the information. Ask, EWWhet word was used in the short story instead of for example or lke?” Isay) = Do the teak Have groups create a set of rules to male the city friendlies. + Follow-up Have groups present their rules to the cass. ‘The class decides on the best rules. mnonnnangnnnant ooort Cee A ALE, en i al Nad Nak Be ha Nal oe eee eeeWriting What do you expect? In this lesson * Read the lesson aims aloud. Ask, “What does brainstorming mean?” {coming up with ideas without ‘worrying about where to put them or exactly which swords to use) *+ Ask, ‘Alter you've brainstormed ideas, what's an ‘important next step?” [Put your ideas in order or into plan} Ask, “Why is this important?” [It helps you decide wit you're going to say in « logical order before you start writing! + Proview the writing Say, "Tn this lesson we are going to look at a narrative article. A narrative tells a story.” Point out the tase and read it aloud, Explain that they ‘rite a narrative article on this topic to practice the ‘three aims presented inthis lesson. A Look at amodel *+ Preview the task Read the instructions aloud. Say, “tach paregraph makes sense, but they're not in the right order” Have individual Ss cach read a paragraph aloud. Ask about and help with any vocabulary problems. * Do the task Have Ss complete the task. Check answers with the class. Write the verb forms used for each paragraph on the board. Answors 1: Introduction: | ike to think, : verb forms: simple present, wil for habits 2, Background events: I remember ane day, | was running verb forms: past continuous, slmole past, peat perfect continuous 3. Main evante: | ran aeross the alatferm, ...; vero forms: simple past, past perfect 4. Main ovants:|tooked around for help, ...: verb forms: simple past, past perfect 5, Conclusion: Since then, ...; vers forms: present Perfect, simple pracant, wilfor the future B LBD wnreicambsidge.org/viewpoint/aucto Focus on language ‘+ Prosent and understand the grammar for writing chart Read Ue information aloud, or play the downloadable recording. Say, “These are general Guidelines. You may need to use other verb forms.” Say, "Look at the verb forms in the chart, Compare them with the answers for the model in Exercise 6. Are there any differences?" (Introduction: also will for habits; Background: also simple past; Main events: also past perfect; Conclusion: also simple present and will for the future] Say, "Remembe: to think about the order of events and whether the events were ‘ongoing when you choose the form ofthe verb.” + Preview and do the task Say, “Complete the article ‘below with appropriate forms ofthe verbs given, Sometimes more than one option may be possible.” Have Ss complete the task. Check answers with the lass: Alea Sto read the completed paragraph aloud. ‘Then ask if anyone chase any other options for any of the verbs. Answers Ws: is; was going; was carrying: was delivering: was walking / nd been walking; pushed: opened: didn't hold; slammed: fll vo ‘have always made © Brainstorm and plan + Proview and do the task Read the writing topic in the Task bor aloud again. Say, “Think of ideas for your article, For now, write the ideas in short phrases.” Give Ss time to write their ideas. Say, "Now choose the ideas you want to use and write them beside the hecdings.” Have Ss complete the task + Present Common Errors Books closed, Write on the Doard: Td just threw my bag onto a train ‘Ask, "What's wrong with this sentence?” [Threw is the ‘wrong verb form; it should be throw) ‘+ Read the information aloud. D Write and check + Preview and do the task Read the instructions aloud. Remind $s to use the grammar for writing chart to help them choose the best form of the verb. Ssvwrite their article. Walk around the class, giving help as needed, Extra activity Ssleave their articles on their desks for classmates to read, Ss go arouind the class and read articles to find an experience similar to one they've had. Ss form groups and tell about the similar experience. Several Ss report to the class the lesson and the article they learned i from, Unit3:Steries — T-3BVocabulary notebook Catch up! If done for homework Briefly present the Learning Tip and the task directions. Make sure Ss understand what they need to do. If done in class + Present Learning Tip Read the information aloud. Have aS read the example alond, Ask, “What was added tothe definition to make the meaning ofthe expression even clearer? [an example] Proview and do the task Read the instructions aloud. Point out that the first definition has been completed for them. Have Ss complete the task and. compare their answers with a partner. Check answers ‘with the class: Have individual §s each read completed definition aloud, Answers 1 raise your hand 2, fall behind on your work 3. leave a question blank 4. count toware your final grade 5 5 affect your grado catch up on your work B+ Preview the task Réad the instructions aloud. Say, “The first expression is miss aclare What's a possible definition?” His answers (eg not go fo ass, not attend «clas '* Do the task Have Ss write definitions. Check answers with the cass: Hav individual Ss each read «completed definition aloud Possible answers 1. Ifyou mis a class, you fall 10 attond it, 2 It you complete a question, you do everything that the ‘question requires. 3. you tur in 2tast, you give it to your teacher. 4. If you firish a test, you complete it © Word builder + Proview and do the word builder task Read the instructions aloud. Say, “First try to guess the general seaming. Thea use a dictionary to check your guess.” Have Ss complete the task and compare their answers. with a partner. Check answers with the class. Possible answers 1. tfyou attand a class, you ga to the class eeguleriy class, you stap going to the class. 2. 3 . 4, you hand in-an assignment. you give your teacher @ completed task or exerciss 5 at a class! Grade, you have to redo the class T-39 — Unit3: Stories + Prasent We Catch Up On.... Books closed. Ask, “What are some things people might need to catch up ont” Blicit answers (eg, koncework, housework, gossip, the nev, Books open. Read the information aloud. + Practice Have Ss workin pers ané take turns using the catch up on expressions in sentences. On your own + Present On Your Own Resd the instructions and the example aloud, Ask, “How does this person plan todo to sraprove his or her work?” [not fll hind on homework} + Follow-up At the start ofthe mext class several Ss read their lists aloud. NOD N TODO DO DN DOOR E ND ne ee POO t een © leCheckpoint 1 Units 1-3 + Before you begin the Checkpoint, write the following on the board: _Brammar: 20%, 40%, 60%, 80%, 100% vocabulary: 20%, 40%, 60%, 60%, 100% conversation strategies: 20%, 40%, 60%, 80%, 10086 + Say, “How well do you think you know these areas in Units 1-3? Write down each subject area. Then write the percentage that you think you know.” Tell $s that they will look at the figures again after completing the Checkpoint tasks to see ifthey would ‘still choose the same percentages, @ Wtime CD This tsk recycie the present tense, ted, and wil to talk about habits, It also reeycies the conversation strategy of adding comments with which claoses, ‘A. « Proview and do the task S2y, “Complete the sentences witha correct form ofthe verbs given." Read the ‘example aloud, Have Ss completz the task and then compare answers in pairs. Check answers with the las. Answers 1. Lymm tend to woteh: we'l/ we © What are they like? * Practice Tell Ss to practice the conversation in pals, About you B Pairwork ‘+ Proview and do the task ead the instructions aloud. Aska pair of 8s to read the example ‘conversation aloud. Have pairs take turns asking the ‘questions in Exercise A and making comments with which clauses. Olfer help as needed. Follow-up Have some pairs present their conversations tothe class (CD This task recycles adding informatéon with defining and non-definng relative clauses. Ialso recycles the conversation strategies of esking for information and wsing checking questions starting with And, But, and Soo link the conversation back to what the previous speaker sid. AL + Preview the task Read the instructions and the ‘example aloud. Say, "Use who, that, or which. For some sentences, there may be more than one choice.” + Do the task Ss complete the sentences and then ‘compare answers in pairs. Check answers with the class: Have individual Ss each read a completed sentence aloud, Answers 1. which; 2 who: 3. who ‘hat; who; 4 (th who iNote: who would be nonstandard horel: 8. which: who / that About you B Pairwork + Preview and do the task Write on the board So, ‘And, and But. Ask, ‘Why do people use these words to begin a question? [to link back to what the previous speaker said; to make the conversation flow] Say, "Take tums deseribing people you know. Ask your partner ‘checking or information questions with So, And, or Bur Have two Ss read the example aloud. ‘+ Tell $s to have short conversations deseribing their friends and family. Remind them to use checking or information questions. ‘+ Follow-up Have Ss tll the class about the mast interesting person their partner described. Extra activity - pairs Ss each write four sentences similar to the ones in Exercise 2. Ss then work with a new partner to share their sentences. Encourage Ss to ask checking or information ‘questions with So, And, and But. Checkpoint 1: Units 1-3 T-408 It has an influence on you ED THis task recyles prepostionsafter nouns + Previow the task ead the instructions and the example loud, Ask, "What are some prepositions that ‘We use after nounst How many noun « preposition combinations an you thirk of” Ss all ot the ies, * Do the task Have Ss workin prs to complete the task "ive individual $s rade completed phrase aloud aud then give sentence using the phase @ Atschool CD his task recycles vocabulary related to school. also recycles the present perfect, the present perfect continuous, and the simple past. ft you * Proview and do the task ead the instructions ‘and the frst item aloud. Aska Sto read the example sentence below item 5. Have Ss complete the sentences. ‘Then tell them to work with a partuer to take turns exchanging true sentences with the expressions. © Problem solved! (>This task reyes talking abou the past using the past perfect the past perfect comtinuous and the simple post Jeale cecples that clauses and the conversion strategies ofnterrupting and coming back oa or. responding 02 comment on an experience that im suprising, od Introducing « comment on what youre going to say A. + Preview and do the task Read the instructions and the example aloud. Have Ss complete the story Tell $810 use the correct past form of te verbs, Point ent that for some blanks, there may be more than one cortect choice ‘+ Eave Ss compare ansiversin pairs before checking them with the cass. Call on individual Ss to read a completed sentence from the activity. + Follow-up Have a few Ss share examples of similar experiences. Ask, ‘Do any of the parts of the story remind you of yourself or of someone you know?” Elicit ideas from Ss (¢g The story sor! of reminds me of myself Tm always leaving things tll the last minute, But it doesnt usually work out jor mel). Answers Wanted: hedn't finished: needed: decided I... iced: \as: played: learned; esked; chose; didn’t start: 'd been working f'd worked: Ii left; hd; "4 forgotten; wrote: ioved B - Preview and dothe task Read the instructions and the expressions aloud, Tell $s there is moze than one possible answer for most of the sencences, Have Ss read the story again and write the numbers in the boxes. T-41 Checkpoint 1: Units 1-3 Answers 1. advertisement for 2, cause of! for 3 effect on / ef 4, impact on 5. increase / ise in/ of 5 link between 7 problom with for B. reason for 2. relationship between 10. research on /in into + Check answers with the class: Call on individual Ss to read the completed sentences aloud, * Follow-up Have a fev Ss share ane interesting thing they learned about their partners. Answers 1. missed 38; 2. struggling with, count toward, catch 4p on; 3, have not/haver't raised my hand: 4. affecting my ‘fades; 5. struggling with, loft a lt of questions blenk- turned in my test paper + Chock answers with the class, Ask individual $s to tead 8 sentence aloud. Where more than one answer is Possible, elicit alternates, ‘+ Have Ss read the story again and underline the main ‘events then take turns telling the story to a partner. Answers 1. When | think 13. Looking back: 4. Anyway, getting back to my story, /§. I's ne wonder thet | ‘About you © Pair work ‘+ Proview and do the task Read the instructions and the expressions aloud, ‘+ Have Ss work in pairs to exchange ideas and opinions using the expressions in the box. + Follow-up Have few Ss share their ideas with the class. *+ Return to the percentages that students wrote dovn at the beginning of the Checkpoint. Have them see if their percentages have changed, Extra activity ~ individuals / groups ‘Ss write a paragraph about themselves, using some of the ‘expressions in Exercises 4 and 5. $s then form groups and take turns reading their paragraphs aloud.Language notes "A Working lives Lesson A Stand out from the crowd! Vocabulary in context Verb + noun collocations (See Student's Book p. 42.) ‘The lesson presents a number of verb-nown collocations that are usefil for discussing job applications and work ‘experience. Some examples are: submit a (ob) application, achievea goal, and meet a deadline. Vocabulary notebook Moet that deadtine! (Gee Student's Book p. 51) ‘The Learning Tip tells $s that when they Jearn a new word, they should write down its collocations (i.e, the verbs and adjectives that go with a noun). Grammar Types of nouns (See Student's Book p. 43) ‘In this lesson, $s review the gramnar of countable and ‘encouatable nouns and learn some new abstract uncount able nouns. Countable nouns + These nouns can be counted: ane rsomé, two (ob) offers. + Counteble nouns can have singular and plural forms. They can be used with aor with numbers 4/ an / one résu (Singular 10 / few! some interviews (plural) + Plural countable nouns take a plural ver Candidates face stiff competition, Uncountable nouns + Uncountable nouns are only singular They don'thave a plural foc. They cat be sed eth a/ aot with numbers work (aot a work or works) Lesson B Perks and benefits Grammar Generalizing and specitying (See Student's Bock p. 44) ‘The lesson teaches the use ofthe indefinite (a / ar) and. definite (the) articles, or no ertcle, for making general and specific references to nouns, Generalizing + Use a/an with a singular couatable noun to make a generalization. Use a/ am ifthe noun doesn’t tefer to a Specific person or thing, Twant to work for a company that has a salon, * Uncountable nouns take a singular verb. Research shows what employers took for Corpus information Common errors with uncountable nouns ‘A.common error isto make these uscountable nouns plural or use them with @/ an or plural verbs: informa fion, equipment, advice, esearch knowledce, softwere, work, homework, training, help. evidence, permission Grammar extra Making uncountable nouns countable and More ebout uncountable nouns (Gee Student's Book p. 150) Grammar Extra presents and practices ways to make nouns countable. Tt also presents uncountable nouns that look plural (news) and nouns that are both countable and uncountable, Speaking naturally word stress (See Students Book p. 43) Jn this lesson, Ss review their knowledge of word stress. Ss identify and practice word stress - the concept ofa stressed syllable within a word, Stressed syllables are usually said louder and longer with a clear vowel sound; unstressed syllables generally have educed vowels, often a schwa (3. *+ Generalizations ace often made with plural countable Rouns or uncountable nous without the. Classes after work are a great idea. ike to listen to musie ar work Specifying ‘+ Use the with singular countable nouns when the idea — the noun ~ is known to the listener or when the context takes clear who or what is being referred to Td tke to take the kids to the office. the kids = my kids the office = my officewvewowuwvuuy + Theis also used when the thing being referred to is specified somehow ~ often with a relative clause. ‘The classes that I take are very expensive ‘My collengues don’ ke the music (that listen to, Grammar extra More shout the definite article (Gee Student's Book p 151.) ‘These activites practice the use of the definite article, Lesson C Obviously, ... Conversation strategy Showing your attitude (Gee Student’s Book p. 46.) {In conversation, speakers often signal their attitude by using. by adverbs, + This lesson presents -ly adverbs that people use to show their attitude ‘CD he lesson reviews asking questions to find out or check information, which was presented in Unit {, Lesson C. CD corpus information Attitude expressions In conversation, interestingly, strangely, and odily are often used with enough, Importantly is usually used in the expressions Mare importantly... oc Most importantly Lesson D Ace that interview! Reading (See Student's Book p. 48) ‘The Reading Tp explains that writers use This to focus on something important. This refers beck to information that tnas just been given in the text. Writing My responsibitties included... (See Student's Book p. 50) {mn this lesson, Ss write a personal statement to support an application. The lesson shows how paragraphs can be used. {for different topics, and how to use nouns to make writing ‘sound more formal. It also points out a common error students mae when using countable newns. *+ Paragraphs for different topics ‘Students are given a model for the personal statement which presents models forthe following paragraph topics: Introduction Studies Work experience Leisure time Summary (J Corpus information Common errors with definite articles twas late, 50 1 weat to bed. (NOT: soFFwent tothe bed) She couldnt go to work Sesaue se was sick (NOTE She Strategy plus Asa matter of fact (See Student's Book p. 47) + Asa matter of fact and In fact can be used to introduce new information that you want :o emphasize. A Any job offers yet? B Asa matier of act, Ljust had an offer * They are often used ro introduce a correction to someone's ‘mistaken assumption or expectation about a situation. A Idon't know if they need teachers, really B There's « real shortage of science teachers ~ 0, in fact, teaching might be a good idea. + Nouns in formal writing 1h formal writing, ideas are often expressed in nouns tather than verbs. Research on examination grading has shown that the ability to use noun phrases in examination essays can help Ss achieve higher grades. Twas responsible for writing reports, = My responsibilities tncluded writing reports, CY corpus information Common errors with uncountable nouns Ssare reminded to check their use of uacountable nouns to ensure they have not used indefinite articles or added plurals, Language notes * Unit 4VOVUEVUYV VV UVUUVUUVUUUU YUU UUUY Ee UU UUY Working lives Introduce the theme of the unit Tell Ss that in this unit they'll talk about work and how to find a job. Elicit from $s what ‘they think is necessary to get ajob (eg, send a résumé, go to an interview). Say, "You'll also talk sbout what you want from an ‘employer. What's important to you?” $s call out their ideas (eg, salary, vacation). Read the wnit aims aloud. Lesson A Stand out from the crowd! @ Vocabulary in context + Set the scene Say, ‘When a good job becomes salable, alot of people send a résumé and apply for it. Employers look atthe résumés and call ust afew people for interviews. I your résumé helps you stand ‘ut from the crowd, you'll probably get called for an interview. What does stand out fram the erawd mean?” [people notice you because there is something different about you] A 49 coztack2 + Preview and do the task Sooks closed. Say, “What do yo think employers loo for in job applicants? Make sis” Have Se complete the task, Ask Seto callout their ideas. Write them on the boat fe eacation, experience, a good résumé, «good interview). + Books open. Say, “Now read the article. Which of your ideas are mentioned?” Have Ss read and check for thie ideas. Ask several Ss to say which of their ideas were mentioned, + Hove Ss look ar the list nthe board, Ask, “Hove many of the class's ideas are mentioned?” Check (7) the ideas ther Sscall ont + Vocabulary help. Write the following definstions on the board: 1. person or peopl that yu are trying tobe better th (on te neroduchon) 2. reasons for believing that something iste or not true (in the introduction and im point 2) 4. perso’ ability to achieve suces (in point 1) 4 worked with someone for «special purpose (n point 2) Say, “These are definitions for words in the article. Find the words” Have Se work in piste find the words. Check anawers with the elas (1. competition; 2. evidence; 3, potential 4 collaborated] + Have Se call ot any other vocabulary problems and write them on the bard. Fave classmates give definitions oF explanations of words they know. Help vith any remaining vocabulary Word sort + Preview the task Ask, “Which nouns in the article 0 With the verbs in the chast? Point ou thatthe first Anawer has been filled in, Ask, “Where inthe article ‘an you fing this answer?” 2 Evidence you can work ‘well with others Say, "Find the noans and weit them inthe chart" [ Tell§sto carn to Vocabulary Notebook * Do the task Have Ss complete the chart. Check answers with the class. Answers achieve a goa) acquire knowlodge or cits {ace competition in school or at work follow someone's adviee have some (job) waining make progress with a project moet a deadtine ‘s0ve ot make money show imerest in aod submit jo8 application ‘About you * Say, “Now ask a partner which things he or she has ‘done in the last twelve months.” Ask a pair of Ss to read. the example conversation aloud. + Follow-up Have several Ss el the class something their partner has done in the last twelve months. oon p.5I1 of the Students Book, Have Ss a do the tasks in class oF assign them for homework. (See the teaching notes on p. T-51) Extra activity - groups Groups make up a card for each noun in Fxercise 13. The ‘ards are placed face down, One card is turned up. Sseall cont the correct verb as quickly as possible. (There may be sore than one correct verb) Groups continue inthis way ‘until all tae cards are face up. Unit 4: Working lives ‘T-42@ Grammar Fig ut AL LED ssomtridge org/viowpolovausto + Proview the task Say, "Find these three nouns in the article and underline ther.” Write on the board: candidate application research + Do the task Have a read the theee questions in ‘Exercise A. Say, “Answer the questions about the nouns as they appear in the article.” Have Ss complete the task. Check answers with the clas. Answers candidates frst line) not used with 2 /en: plural ‘pplication (third ine: used with a / research fourth ine: used without @ * Focus on the form and use Ask, “How do you know candidates is plural?” [[tends with sand the verb is pharal] Ask, "How do you know application is singularz” [ts used with an. Each applicant submits only one application, Ask, "How do you kaow research is singular? [Ithasa singular verb} *+ Present the grammar chart Ask individual Ss to cach read a section of the chart aloud, The class listens and reads slong. If desired, play the downloadable recording. + Understand the grammar Say, “This char: looks at countable and uncountable nouns, Review the chart and the exaniples. Then close your book and complete these sentences with the correct kind of noun” Write on the board: 4. Uiea/ an with. 2. Usea singular verb with... 3. Use plural verb with © Viewpoint Group work + Proview the task Read the insractions aloud, Havea S read the thee discussion questions aloud. Make sure the Ssunderstand the questions. + Present a Conversation Res the information aloud Say, Aetualy sone ofthe top 200 words in conversation You can weit give new information You can seit to give surprising nermation, You can 8 Speaking naturally + Tells to tar to Speaking Naturally on p, 139, (Sce the teaching notes on p. 7.139) T-43 Unit 4: Working tives *+ Books open. Have Ss complete the sentences, Check answers withthe clas. [1 singular countable nouns, 2, uncountable nouns or singular countable nouns; 3.plaral countable nouns + Present Common Errors Read the information aloud. (For extra help with uncountable nouns, go to Grammar Extra p.150) ‘About you B+ Proview and do the task Say, “Complete the «questions withthe correct form of the nouns given. Sometimes tere is more than one answer. Remember to include @ or an when necessary” Ask a Sto read the first question in nurnber 1 Ask, "Why is job correc?” (ob isa singular countable un} + Have Ss complete the task, Check answers withthe class 3. permission, 4. a company / compan (aoplications ‘+ Have Ss take turns asking and answering the questions with a partner. C+ Preview and do the task Read the instructions aloud Have Ss compiete the task Check answers with the class: Aska Sto read the comple:ed paragraph alond, is/was, good Training, knowledge also use t to correct things other people say” Have a ‘read the example sentence aloud. Ask, “How Is the speaker using actual” [To give new information| + Do the task Have Ss discuss the questions, draw up five-point plans, and then read each others’ plens. Walle around the class, giving help a8 necessary. * Follow-up Call on a few Seto talk zbout some of the differences they found in the plans, Extra activity - pairs Sslook at Exercise 2B again, They write new questions using the nouns in parentheses. $s take turns asking and’ answering the questions. Remind to Ss to use actualy ‘where possible. CAO Ne ea a) {dd ef bef be Saf Dal bal Bak al ak Dat bat a FOO ODD ee berees’ Lesson B Perks and benefits @ Grammar in context + Sot the seane Say, “OF course, people who work for an employer usually get a wage or salary. What are some other things that a company might offer their employees?” Elicit ideas from Ss (eg. eel phone or mart phone, laptop, cafeteria) and write them on the board. Say, These“extras' from a company are ususlly referred to as perks and benefits” AL + Proview and do the task Books open. Ask, “What are some common pers and benefits that people have at ‘work? What perk does each picture show?” massage, free public transportation, barber / hair salon, cafeteria) + Say, “You suggested «few perks and benefits st the beginning ofthe lesson, After seeing these pictures, ‘chat others can you think of? Share ideas with a partner.” Have $s call out their ideas (e.g. day care, company car, retirement plan). Add thera to the list onthe boazd. If Ss have trouble thinking of perks and benefits, some common ones include: a smart phane for ‘work, extra vacation time, training and profesional evelopment, discounts on entertainment and events, low-cost or free food in cafeterias, casual dress code, option to telecommute, flexible schedules, health cub ‘memberships day care tuition reimbursement, job sharing. B 49 coznaces + Preview the task Read the instructions aloud, ‘+ Check that Ss understand the perks and benefits in the survey, ‘Ask, “Which of these perks and benefits do you think are cammon? Which had you never heard of?” Ask two $5 to find out from the class Si tends each perk ‘benefit aloud and asks, “Is it common?” $s raise their hand ifthey think its. $2 counts the hands and records the number. $1 asks, “Had you heard of iv Raise your hand if not” S2 counts the hands and records the number. + Ask $2 to report 1) the three most commen perks for benefits, and 2) the perks or benefits most people Thadn't heard of (For large asses, have Ss form groups and assign two $s per group) ‘About you © Pair work + Preview and do the task Say, “Add three mere perks or benefits that you would ike to have’ Ask afew 86 to read their additions tothe lis. *+ Say, "Nov rte all the pers from one to five.” + Have Ss nish rating che perks and benefits Tell Ss 0 ‘compare thei ratings witha partnec. Ask to Ss to read the example conversation aloud, Have Ss complete the task, + Follow-up Ask, “Did you disagree strongly on any of the perks or benefits? Which ones? Why?” Call on Ss to report to the class. Extra activity — groups Groups agree on alist of four perks or benefits that they ‘would like to have from their employer. Ss can choose from any peric or benefit that has been mentioned or use ideas of their ovr. Groups report their final list tothe lass Unit 4: Working lives@ Grammar Figure itout A LAD veorncambridge.org/viewpoint/an *+ Proview and do the task Say, “Which sentences below contain ervors? Use the survey'to help you correct them.” Have Ss complete the task. Check answers with the class + Focus on the use Say, “Look at sentence 1. What Kind ofnoun is classest” [plural countable] Ask, “Is it ‘making 2 general statement about exercise classes or is about specific classes?” [general] “Isit correct with or seithout the?” [without] ‘Ask about sentence 2. "What kind of noun is insurance?” [uncountable] Ask, “Is it making a general statement about dental insurance?” yes sit correct without dhe?” [yes) + Ask, “In sentence 3, what kind of noun is ofce?” [singaler countable) Say, “IP's singular ané countable so itaeeds an article. If you say an office here, winat does itemean?” [anyones office] “If you say the office here, ‘what does it mean?” {my office, a specific office) ‘Ask, “In sentence 4, what kind of noun is doctor?” {singular countable Ask, "Do we know which specific doctor?” [No] "So we use an indefinite article” + Present the grammar chart Give Ss afew moments to read the chart. I desied, read it aloud, or play the ‘downloadable recording while $s read along + Understand the grammar Say, “This chart talks bout articles in terms of generslizing or specifying. Lookat the top left section ofthe chart, Why isthe indefinite article used in the example sentence?” 8 Listening and speaking [Company and salon are singular countable nouns but they're not specific + Say, "Look atthe bottom left section, Why is’ there an artile in front of classes or musi?” [Both sentences are generalizations. Classes is plural and countable, and rmusicis uncountable] + Say, "Look at the top right section of the chart. Why is. the definite article used in the example sentence” [t's clear that the speaker means his or her kids and his or her office, not anyone's kids or any office] + Say, “Read the example sentences in the bottom right section, Classes and music have the definite article here. Compare this to the section on the bottom let. What’ the difference? (In the sentences on the right, the speaker is specific bout the classes and the musi; he or she says which ones he or she means) (For more information, see Language Notes atthe beginning ofthis unit. For extea help with relative clauses, go to Grammar Extra p. 6) B+ Preview and do the task Read the instructions aloud. Have Ss complete the task. Check answers with the class: Ask individual pais to each read a completed conversation aloud. Answers © Pair work + Preview and do the task Read the instructions aloud. Have Ss complete the task. A 0 coztecs = Preview the task Read the instructions aloud. Ask. Se to read the lst of perks and benefits. Check that Ss ‘understand them. + Play the recording Audio serit p. 268 Sslisten and. number the pecks ar berefits, + Play the recording again Say, “This ime, complete the specific examples af each perk” + Play the recording again Ss isten again and check ther answers, Check answers with the las, Answers 4: pad time off - You can get paid leave to work on ‘outdoor projects of volunteer in @ sehaol S:tultion fees ~ You can get master’s degree or extra training T-45 Unit 4: Working lives 2 flexible work time ~ You can leave work varly or tske a ay off. 3:8 pleasant atmosphere - You work with positive people and get useful feedback a health club ~ You got free exercise classes, and there's agym. ‘About you B Pair work + Pravlew the taak Read the instructions aloud. Tell Ss they can include any ofthe petks or benefits they learned about inthis lesson, Have a pair of $s ead the example conversation aloud + Do the task Pairs decide on their top five Meas, then ‘present them to another paz, + Follow-up Several pits present their list tothe class (are to i a Ds a aD lhe a i af a i i ao aewe wwuowwows Lesson C Obviously,... Qe Conversation strategy Why show attitude in a conversation? In conversation, speakers often signal ther attitude toward what they say as part oftheir message. For ‘example, they can show if they think the information they give is unfortunate, serious, or abvious. This can help the listener understand the speaker's views and respond ‘appropriately. + Sot the soene Books closed. Sey, "When you think about the job you would like to have, you should think about things besides the perks and benefits. For ‘example, maybe you'd be happier working for a small ‘company than a big company. What other things can you think of?” Ss callout their ideas (eg. working with people, use of technology, working mdaors or cultoors ‘he level of responsibility the chance tobe creative. A » Preview the task Books open. Read the instructions aloud, + Have § read the cree statements aloud. Check that Ss understand these expressions: Ome factor to consider {one thing / sue you should think aboutk Being stuck {being trapped or caught; unable to get out}; not “me” [not my thing; not wiat like]; shortage [nct enough of] + Aska Sto read sentence }sloud. Have $s call ont ideas for replacing the salary (eg, the benefits, the chances for promotion, the location). + Do the task Have Ss complete the task. Check answers with the class $5 cal ou their idcas for replacing the words in bold (eg, 2: managing other people traveling all day, having to work on my on, working at nighi: engineers, doctors, teachers) B 49 connec? * Preview the task Books closed. Say, “Now listen to Jake and Tor's conversation. What is Tor’ job situation cight now? Write the answer.” Play the recording $s listen and write. Replay the recording if necessary. + Play the recording again Books open. Ss listen, read along, aud review thelr answer. Chel the answer With the class. She just had a jb offer from a biotech company, but she's having second thoughts about it] + Have Ss read the conversation again. Check for vocabulary questions. + Follow-up Write on the board: Why is Tori having second thoughts? Do you think working for a biotech company would Be a good job? Why? What would she tke todo? What else would be 1 good job for Tork ‘Have Se discuss the questions in groups. Have one cr 1wo Ss suminacize the discussion for the res of the class. C + Present Notice Read the information and the ‘examples aloud, Have Ss repeat the adverbs, Tell sto find examples in the conversation. (Tori: mean, money isa factor, obviously: Toré But seriously, i's not that important; Jae: Well Interestingly eneugh, just ead anarticle * Practice Tell Ss to practice the conversation in pairs, taking tums playing each role + Present fa Conversation Ask ato read the information aloud. ‘About you D+ Preview the task Say, "Add yadverbsto the sentences wsing the ideas given. Add enongh where appropriate.” + Do tho task Have Ss compete the task. Check answers withthe cass Have individual Ss each read an answer aloud. Answers 1. Fortunately, | made ry own career choices. My parents never foresd me into a career didn't wan, Lu never had second thoughie, ether 2. One of my friends is stuck in ajob he really hates, But strangely enough, he's aot making y effort to leave 1. I've never really been tempted by money, ly 8 good salary Is nies to have. But | ‘more importantiy, you want a job that’s really “you.” 4. Ietokes years to tain to bo 2 doctor, nat surprisingly. mean, doctors make & lot of money, but seriously, don’t want to be in school that ang 5, Interestingly enough, one of my friends has just had 8 job offer, Unfortunately, they didn't offer him any. benefits + Say, “Now discuss the sentences with a partner ‘Which are true in your situation?” Have Ss discuss the sentences, Walk around the class, giving help as necessary, Extra activity — pairs Pairs write a conversation similar to Jake and Tori's. The ‘conversation needs to include at east four ty adverbs, with {wo of them coming from the Jn conversation box. Pairs present their conversation ta another pat. A few pairs present their conversation to the class. {\ Unit: Working lives T-46 |@ Strategy plus Why use 2s a matter of fact and in fact? Jn conversations and discussions, speakers use as a matter of fact and in fact to present new information that they ‘consider important or want to emphasize. They often use these expressions to give an opinign or information that is different from what other people assume or expect. (For ‘more information, see Language Notes atthe beginning. of this wnt) + Present Strategy Plus Have Ss cover the information box at the top of the page. Write on the baacd: Asa matter of fact In fact * Tell $s to look back at the conversation on p. 46 and find an example of each expression. [Tori: As a matter ‘of fact, [just had an offer from a biotech company .. Jake: .. so, in fact, teaching might be a good chotce for yyou,] Have Ss uncover the information box ‘+ Ask, Why do you think people use these expressions? Have Ss ca out their ideas. Wc02-taces * Play the recording Ss listen and read along, Tell Ss to read Jake and Tori’s conversation again to see the expressions in context. © Strategies A. Wenz Tack 0 * Preview the task Books closed. Write on the board wonder why people change careers... Blicit ideas fram, Ss (eg. they want more money, they hate their job, they on’ get along with thelr boss / co-workers). *+ Say, “Circle the best expressions to complete the conversation. Ita good idea to read the conversation before you begin. When you finish, compare your answers with a partner.” *+ Do the task Ss circle the best expressions and ‘compare answers. + Play the recording Ss listen and review their answers. (Check answers with the lass, Answers Branka I wonder why people change careers Josh Well, obviously, ¢ higher salary is one reason, Pam Yeah. Luckily, | have a pretty good salary, 20 Josh What if yur job isn’t that happened to a frond of mine, and he quit his job. Fortunately. it worked out for hirn Fam And not surprisingly, puople just get bored, Branka That's true, ;ou don’t want to be stuck in _2 job that ging, Josh And in fact, i's 8 geod way to got other experience, T-47 — Unit4: Working tives | A Mco2Tc9 + Proview and do the task Read the instructions aloud. Have Ss complete the task and compare theit answers with a partner. + Play the recording Ss listen and check their answers, Answers teandt 2.bande Saanda ‘About you B Pair work ‘+ Preview the task Read the instructions eloud. Give ‘S.a few minutes to prepare their answers. Tell Ss to include fa fact and as a matter of fact. + Do the task Ss discuss the questions. Walk around the class listening for the use of As.a matter of fact. Fam Interestingly onough, | read an article that said there" be no more “jobs for Wf. Josh | saw that, too, as a matter of fact, We'll all bo changing jobs and more importantly. going back to school! + Practice Hiave Ss practice the conversation in groups of three, ‘About you B Pair work *+ Preview and do the task Read the instructions aloud. Aska § to read the example aloud. Say, "Discuss your reasons before you make your list.” Have pairs complete the task * Follow-up Have several pairs present one of their lists tothe class. Ask Ss to explain why they chose the reasons that they did, Extra activity — pairs Pairs choose one of the questions from Exercise A and ‘write a longer conversation for the answer, Ss should try to include. variety of I) adverbs as well as in fact and ‘a5 a matter of fact. Pairs present theit conversation to another pair. The “listening” pair writes the -1y adjectives, they hear ODORLesson D Ace that interview! @ Reading * Sot the scene Books closed. Read the ttle of the lesson aloud. Ask, "What does to ace something mean?™ [to do something extremely welll Ask, “What are some things youcan do 0 ace an interview?” Have Sellout their ‘ideas (eg ook nice, answer questions promptly, be postive, research te job / company before you go). A Prepare *+ Preview the task Books open, Read the instructions aloud. Ask a Sto read the six questions aloud. Make sure the Ss understand the questions in the activity Do the task Tell $s to circle the questions they think are good questions. Check answers with the class, [good questions: a, 6 c, and e. Questions d and fare probably not good questions for an interview.) ‘Ask, “Why are a, b,c, and e good questions?” Elicit ‘ideas from the class (e.g They show you're interested in the company and not just geting « job. They show ‘you're interested in learning more.) Ask, “Why are d and f probably not good questions?” Get ideas from the class (eg, They sound as if you're more interested fn yourself rather than helping ihe company) BL] wwwcambride.orgviowpoin/aucio. Read for main ide: Preview the reading Read the instructions aloud. Say, “Read the article twice. The first time, just read for the main idea. Dont siop to check vocabulary. The second time, write the questions from Exercise A in the appropriate places in the article. If desired, play the downloadable recording forthe first reading. Ss listen and read along, Do the task Ss read and write the questions. Tell Se to compare thei answers with s partner Say have any differenges, discuss them with your ‘Use the infocmatfon in the paragraph to explain your choice” Check answers with the class. Answers 8 ' 2 ‘What projects are you eurtantly working on? How does the position fit into the company's structure? \What opportunities are there to get raining? Howris performance reviewed? Hoey much vaestion wil | get? Can | wark ror home? Present Reading Tip Read the information aloud. ‘Aska S to find and read the sentence fom paragraph, 5. [This shows your desire to acquire skills and knowledge that will benefit the company.) Ask $5, "What does this refer to?" [asking about opportunities to get training] ‘Aska Sto find and read the sentence from paragraph 8. Ur youask this, employers will worry that you're not fully committed to tie job] Ask the class, "What does this refer to?" [asking about vacation time) Extra activity - class Ss ead the article again and underine any vocabulary they do not know. $s call out thei underlined words. , ‘White the words on the board, Ss have dictionary rac. Gill out one ofthe new words on the board, Ss look for ‘the word and raise thelr hand when they find it. The first Sto raise his or her hand reads the definition aloud to the rest ofthe class, © Paraphrase + Proview the task Remind $s that “paraphrase” means “say the same thing in a different way” Read the instructions and sentence 1 aloud, Ask Ss to look in the article and find the sentence that was paraphrased, (But have you prepared for the most difficult interview question ofall: “Do you have any questions for us?” (para. + Do the task Ss read and underline the paraphrased sentences, Check the answers with the class. Answers 1. But have you prepared for the most dificult interview ‘question of al: "Do you have any quastions far us?” (para. 1) 2. "A candidate can atfors to trip up on this question,” save Erica Lee, career advicor in Los Angales. (para. 2) 8, "Managers spend most oftheir time woerying,” says Lee. “Cleary, an employae who takes thet stress away is like gold ta them.” (para. 3) 4, This shows your desire tc acquire skills and knowledge that will Benefit the company. (para. 5) 5. This question demonstrates that you eppreciate the importance of being accountable, meating deadlin and targets. It also shows that you understand che valu of constructive criticism and guleanee. (para. €) 6. Ifyou ask this, employers will worry that you'ra not fly ‘committed to the eb. (pera. 8) ‘About you D React * Preview and do the task Read the instructions loud. Say, “If you've never had a job interview, which {guestions do you think you would have asked?” Have Ss discuss the questions in small gcoups, + Follow-up Ask groups to report their answers to the class, Unit 4: Working lives T-48Qe Focus on vocabulary ‘About you ‘+ Proview the task Say, “Complete the sentences with the noun form ofthe words given. Use the article to help you.” Ask a Sto read the fics sentence aloud Say, “To find the noun form of solve, sean the article and find a similar word, Read the sentence. Does the ‘meaning seem similar?” Elicit the answer [solution] ‘Ask, “Where sit in the article?” [para, 3] + Do the task Have Ss complete the sentences, Check. ansivers with the clas: Have individual $5 each read a completed sentence 8 Listening and speaking Answers 1. solution (para. 3); 2. Importance pars. 6);3. value (pars. 6% 4 criticism (para. 6h; 8. cuidence ( 6, assessment (para. 9}; 7. need |para. 3 + Hiavea S read aloue the example sentence. Have pairs take turns using the words and giving examples A Pair work + Proview and do the task Say, "Read the adviee about how to answer interview questions.” Read che five pieces of advice (a-e) aloud. Check that Ss understand them. Help with vocabulary as needed. + Ask, “Why are these good rules to follow?” Elicit ideas (eget: perhaps less traning wil be needed: 2: you're prepared fo answer questions /you can think quickly, 3 ‘show your atntude is postive: 4 show you have 2 serious intoest in the jobs 5: being prepared shows interest and wilingness to succeed, + Ask, “What other rules can you think of? Use ideas fiom the lesson to think of other rules.” Have Ss complete the task. Have Ss share some oftheir rules (ee. be positive, answer questions ins way that makes ‘yet look good, be honest and dan’ lie about your ‘experience, speak clearly and not t00 fst. B49 co2,nae + Preview the task Read the instructions aloud + Play the recording Audio sent p. F269 Ss listen and ‘match the person with the broken rule. Replay the recording sfnecessary. Cheek answers with the class. If students have different answers, have them explain their choices. Answers ee a 4 8:8. T-49 Unit 4: Working lives © coz nace 2 About you + Preview the task Say, “Think of job you might ‘want to interview for. Listen to the interview questions again, and prepare your own answers, The example isa possible answer for question 1.” Aska S toread it aloud. + Play the recording Audie sept p.1.269 Sslisten and ‘write their answers, Pause the recording between questions to give Ss time to answer. + Say, (Now compare answers with a partner. Do you think your partner followed the rules in Exercise A?” + Follow-up Have a few Ss report answers that didn't follow the rules to the class. le VDL DE LED ODA ODM OL ELA eh DL el Dah Wo Yad Ya Dah al Da De Da Dan Ne eh De a a aWriting My responsibilities included... In this lesson + Aska Sto read the lesson aims (In this lesson, you ...) aloud. Ask s to scan the page to find where each aim js taught. [use peragraphs for different topics: Exercise ‘A; use nouns in formnal writing: Exercise B; avoid errors ‘with uncountable nouns: Com:noa ertors) + Preview the writing Say, "this lesson looks at writing 4 personal statement.” Point out the writing topic and. read it aloud. Explain that they will write a personal statement as part of an application for college, graduate school, or a job. Say “As part of writing a personal starement you will learn to use paragraphs for different (pics, use nouns to make your writing sound more formal, and avoid errors with uncountable nouns.” A. Look at a model “+ Praview and do the task Read the instructions aloud. Say, "Looking for key words in the paragraphs will help you decide.” Have Ss complete the task. Answers 1.2.6: 3.@: 45d, BLE wrucambrdss.orn/viewsohnvausio. Focus on language + Preview and do the task Say, "flow does the writer express the ideas below? Underline the sentences inthe petsonal statement in Exercise A.” While Ss complete the task, write on the board: 4, Twas interested im business 2. Las responsible for writing reports 3. J decided 10 do this internship. * Check enswers with the class: Ask individual Ss to each read a sentence from the board and its correct answer [My interest in business began in high school (pee. 1) 2. My responsibilities included organizing the meetings and writing reports, (para, 1);3. The decision to do this internship was based on my wish to pursue a cazeer in the hospitality industry. (para. 3)) + Uncertine wis interested and was responsible. Ask, “What kinds of words are they? [past forin of e+ adjective Underline decided and ask, What kind of word is it” [a verb] Ask, “What words replace these underined words in the mode?” interest, responsibilities, decision] "What kinds of words are they?" (nouns) + Present the grammar for writing chart Read the information inthe chart aloud. Se listen and read slong, If desired, play the downlosdable recording + Understand the grammar for writing Have Ss compare the seis of sentences. Point out the verbs that are used after the nouns inthe second set [bepans included; was based onl, Say,"When you write a personal statement, you have to write about things you did Instead of starting every sentence with Ia verb, ‘you cen use nouns, Using nouns makes your writing sound more formal and academic. This can also Impress examiners who grade yout papers and hep you get higher grades” Wirite the following on the board This experience has tought me that i's important 10 be patient and understand peopl + AsleSs what nouns ate used o express the undedined ideas in the model in Exercise A [the importance of patience and understanding) For more information, see Language Notes at she Beginning ofthe wit) + Preview the task Read the instructions sloud and ask $3 how they would complete the first sentence. “How would you complete it?” [... advertising student ‘events and raising money.) + Do the task Say, “After you rewrite the sentences, check to see that you changed, added, or took out everything you need fo. Then compare your answers with a partner” Diseuss any differences, Answers 2 a. 4, My responsibilities included advertising student evante an raising money. My interest inthe media has grown over the last three years. My work in a software company helped me improve my time-management skill My The desision to go into nur my 2 wish to purcuo 2 car Brainstorm + Preview the task Read the instructions aloud. Say, “Depending on the application you choose, you may not need to include every topic in Exercise A.” + Do the task Remind Ss that when they brainstorm, they write all their ideas. They ean choose the ones they want to keep when they organize their statement. Write and check ‘+ Preview the task Read the instructions aloud. + Present Common Errors Books closed, Say, "Here are some common errors with uncountable nouns.” Write ‘on the board: This gave me an invaluable experience My work experiences clude an internship at a hotel J would tke a work in hotel management, Say, “Work with a partner. Correct the ervors” ‘+ Check answers with the class. Write in the corrections on the buerd. (This gave me an some invaluable experience. My work experiences includes an internship ata hotel. [ would like a jeb/ position in hotel management] + Books open, Reed the information aloud. Sey, “You can review the lis of uncountable nonns in the Common Errors box on page 43 if you need help” + Do the task Have Sscomplete the task, Unit4: Working lives T-5O |Vocabulary notebook Meet that deadline! If done for homework Lriefly present the Lesrning Tip and the tak directions Explain collocations to Ss. Say, "Collocations are words that are typically and most often used together, for example, verbs with nouns, Here are some examples” ‘rte on the board, underlined as shown: ‘miss a deadline (not lose o fai a deadline) ‘have a tight deadline (not tense deadline) Make sure Ss understand what they need to do. If done in class ‘= Present Learning Tip Read the information aloud Soy, “Look at the noun deadtine in the example. ‘What verbs are commonly used with it” (have, meet, ‘miss, set] Ask, "What adjective is used? [tight] Say, *Collocations are words that are most often used together.” A. = Proview and do the task Read the instructions aloud. ‘ay, "Use each verb once.” Point out thatthe first one has been done as an example. Have Ss complete the task, Check answers with the class Answers 1. face competition 2. make or save money 13, make progress 4. show interest 8. submit an application 7. achive a goal 8. follow advice B + Preview and do the task Read the instructions aloud. Point out thatthe first one has been done as an example. Have Ss complete the task, Checle ‘he answer() foreach: noun with the class. Have $s call out any other adjectives they added, Answers stiff competition fierce 2. a draam job (groat ideal /Intarusting! impressive résumé (good f excellent) relevant skills {usefu) invsluable feedback (usefull relevant training © Word builder ‘+ Praview and do the task Read che instructions aloud. Point out that the irst one has been done as ‘an example. Have Ss complete the task. Check the answers with the cess, Have Ss call out the words they added. T-51 Unit 4: Working lives Answers take, ignore, sock advice b fil out, complete an application ©. set, achieve, reach a goal b. positive, negative feedback advice «, formal, vocational al 4. social, technical skils 2. 900d, practical, helpful advice / foeabeck ! taining ‘+ Present Dictionary Tip Read the information aloud Extra activity ~ pairs Each pair is assigned a leter ofthe alphabet (exclude 4,4, and ») Each pair finds ve countable and five UUncountable nouns. The frst pair to find the nouns wins. On your own ‘= Present On Your Own Read the instructions and the example aloud. + Follow-up At the start of the next class, several Ss present their posters to the class.ll Language notes “"§ Challenges Lesson A Giving away your things Grammar Imagining situations (See Student's Book p. 53) In this lesson, Ss use if clauses to talk about hypothetical events in the present and past Form + Present conditional statements If subject + past form, subject + modal + vecb ne looked ung, 1 give hie some money. + Preseat conditional questions If subject + past form, modal + subject + verb Ifyou saw a homeless person on the stret, what would ‘jou do? + Past conditional statements f+ subject + past perfect form, subject + modal + ave + past participle [fake hadeit mentioned it, Tight not have thought of + Past conditional questions If + subject + past perfect form, modal + subject + have + past participle If you'd been i he car with Hannah, what would you Ihave done? + Mixed preseat and past [A present ifclause ean contain a condition that affects a result in the past. Jf subject + past form, subject + modal + have + past participle Lesson B A better future? if they stl lived in their big house, woutd they Krave raised any money? Ihe didee't have a good job, he wouldn't have given that much money. A past ifclause can contain a condition that affects a result in the present. ‘f+ subject + past perfect form, subject + modal + verb Sf they had stayed there, they might not be s0 clase now. Use ‘+ Present conditional statements with i clauses describe imaginary or hypothevieal situations. They describe how things might be different under different conditions. ‘+ Past conditional statements with if clauses talk about how things might have been different under different ‘dircumstances. Grammar extra Continuous forms to talk about conditions; aven if and unless to talk about conditions (Gee Student's Book p. 152) ‘These activities review and prectice conditional sentences, (2) corpus information ‘Common erors Don't use unfes when the event in the if clause actually happened I they hadn't sold their house, they wouldr' be as close now. (NOT: Unless they mt sot—) context Problems Vocabulary and solutions (See Student’s Book p. 54) "The interviews inchide vocabulary related to world issues such as hunger, poverty, unemployment, and the environment, ‘which are presented in different forms (aoun, verb, adjective). Vocabulary notebook Weaithy = rich (Gee Student's Book p. 61) ‘The Learning Tip tells Ss that when they lear a new word, they should fiad a synonym for it and write a phrase that explains the word, Vocabslary to talk about world isues and challenges is reviewed and practiced Grammar Taiking about wishes, hopes, and regrets (Gee Student’s Book p. 55) “This lesson teaches ways of expressing wishes chout the past, present, and future. Ialso teaches $s to use hope to talk about what they want to be true in the past, present, and future. Finally, $s learn to express regret with wish and the past perfect Use ‘Structures with wish describe how the spealer would lke a situation or event to be different from how it was, is, or will be. + Wisk + past form Wish and a past form is used to imagine a different situation or event in the present. Aye wishes we could eradicate poverty. (The truth is that we can't eradicate poverty) Wish + past perfect Wish and the past perfect is used to imagine a different sitvation or event in the past Luts wishes everywhere hadn't gotten so polluted. (The truth is that everywhere did get polluted.)wwwuvvew wewwouvwe + Wish would + verb Wish + would + verb is used for situations or events that the speaker cannot contol or thatthe speaker waits someone else do something about in che present oFature Pin wishes someone would colve the hunger probit. (The trutiis that Pin can't control the hunger problem and wants someone else 10 do it) + Hope ‘Hope is used to talk about things the spezker wants to be true in the past, present, or future. ‘Tom hopes they (will) create more jobs. (es possible that they will create moze jobs. Tom wants this to be true) Grammar extra Use of wish with would: Strong wishes with If only (Gee Seadent’s Book p. 153.) ‘These activities review the use of wish with would and show how to express strong wishes with Jf only, Lesson C What if...? ()) Corpus information Vorbs in ifelauses People say IF] as... more than IfT were... although ere’ considered more correct to describe imaginary situations. Verbs in if clauses caa be either affirmative or negative, but tend to be mosily affirmative. Common errors Don't confuse wish and hope. hope this information wil be helpful to you (wor: Dont confuse ifanty and only if 1 would miss work only if? were sick. OR would aonky miss work if were sick, (NOT: Favours monk fay were sick) Verbs after wish In conversation, wish was is three times more frequent than [wish I were. However, were is considered mare correct, especially in writing. Verbs alter wis canbe ether alfizmstive oF negative, but they tend to be aficmatve. People sometimes say J wish would have done. instead of wish Thad done. ba thsi considered incorrect and should not be used in writing or examinations. However, wish Leoul have done tis perfelly cartes. Conversation strategy Imagining possible ‘scenarios {See Student’ Book p. 56) + To make a point, speakers oflen put forward hypothetical sitmations for consideration. For example, Suppose everybody gave io charity instead of buying usles gs asks the listener to imagine a world where people did this, Speakers also use What fand iragine to do this. n addition, What ifand ‘Suppose can be used to make suggestions in conversations ‘wheres problem is being solved Because What if, Imagine, and Suppose are wsed to imagine possible scenarios and ideas, they ean be followed bya past form of the verb. They can also be followed by present verb forms, especially in suggestions (eg, A: What sf we don't buy each other gifts this year? B; OK, lets not) Lesson D Mercy Ships (}} Corpus information What if... 2 What if... ?s the most common of these expressions. It is mostly used in follow-up questions. It doesn't usually start a conversation. Strategy plus ‘suppose (See Student's Book p. 57) + Lsuppose i a useful hedging or softening expression. Speakers can use suppose when they are not absolutely sure or want to give the impression that they are not sue + People use / suppose aba response to show the other person Is right or has a good point. Using J suppose asa response ould indicate doubt, slight disegreemen, or resignation. Writing Volunteering (See Student's Book p. 60) This lesson teaches Ss to write a polite inquiry regarding volunteer work. The grammar for writing presents dummy it asa subject or object after verbs like appraciate and jind. It also points out a common error with missing subjects. ‘+ Writing a polite inquiry Ss are given a model of an email requesting more {information about volunteer work. It also includes briefly describing a problem and offering 8 solution, + Dummy it ‘The dummy, or empty, it does not refer to a specific thing, but to a general situation. The dummy t can be used in non-imperative clauses that need 2 subject. His also required as an object after certain verbs like appreciate, prefer, find + adjective. ‘Avoid using a form of be to start a statement. Te would be useful to talk to someone. (NOT: Held bereft —) Language notes * Unit §weve wewwuowwuvwww Challenges Introduce the theme of the unit Tell Ss that this unit looks at some ofthe challenges facing the world today Ask, “What are some ofthese problems? Look atthe picture for idea.” Flict answers (eg, unger, unemployment, being homeles, the economy ‘war. Point out the box the volunter is holding, Say," When a person or group has a drive, theyee trying to collect as much a8 they can of something. In cold-weather places, «group might have a coat drive, They try to collect as many coats as they can 10 distribute to the poor and the homeless.” Read the unit aims aloud. Lesson A Giving away your things @ Grammar in context * Set the scene Say, “The art atthe top of the page includes homelessness as a problem. Why do you think some people end up homeless?” Elicit ideas (eg, can't find work, ost a job, have drug or alcohol problems, hhave a mental ilness. Ask, “What can people do to hhelp the homeless?” Ss call out their ideas (give them ‘money, buy them food, urge the government to build affordable housing or shelters). Culture note Social service agencies try to help the homeless by ‘providing food and shelter. Shelters are places that provide beds for the night, Unfortunately, during very cold weather, there are usually more homeless people than there aze beds for them. Other services can inchude free hot meals, clothing, and medical care A + Preview and do the task Ask, “Are there alot of homeless people in your area?” Have Ss eall out their answers. (Uf the classi held ina small town or area that doesn't have a homeless problem, ask Ss to think about a large city they know or have visited) Ask, “How do people generally react toward the homeless?” AakSs for their ideas eg. they ignore them, they ive them money, they feel sorry for them, they feel threatened by them), B 9 coz.Tackr9 * Preview the task Read the instructions aloud, * Do the task Tell §s1o read the article for the main, ideas, (If desired, play the recording while 8s reed along) Say, ‘Don’ stop to check the meaning of new ‘vocabulary. Then read the article again and write your answer to the question.” ‘+ Have Ss complete the task, Check: the answer with the class, Possible answer Hannah’ family sold thoie home and gave half the money to a cherity in Africa. They did this after Hannah saw a homeless man next to an expansive car at 2 stoplight. It upset her that some people have alot of money and athers have sa ltt, nd she wanted to make @ difference. ‘+ Hove Ss call out any vocabulary they don't know, ‘Write it on the board, Have classmates giv definitions ‘or explanations of words they know. Help with any semaining vocabulary. © Pair work + Preview the task Write oa the board: When did i all art? Where were Hannah and her jather going? What did they seo? How did it affect Hannah? What was her mother’s reaction? What kind of charity did they help ‘What other benefits did the family get out ofthis? ++ Have Ss work with a partner to find answers to the ‘questions, + Dothe task Read the instructions aloud. $s lose their books and retell the sory. ‘+ Follow-up Ask 2 Sto read the last sentence ofthe story: aloud. Ask, “How can I visit the website or get more {information onfine?” Elicit ideas from the class (eg. Type “Salwen family" and / or “Posser of Hilf” into your favorite search engine. Chocse the site(s) you want to visit) Extra activity - groups Ss decide what things, ifany they wold be willing to sell 0 raise moncy for causes they care aboat. (Ss have to own the item) Groups make ais of thing they would sll. Groups present ther isso the das. Extra activity - groups Groups imagine they are responsible for spending the sillion dollars rom the Salwens' home to 1}improve «conditions for the homeless in theic town, and 2) help them find a new direction in lif, ‘Writeon the board as suggestions: housing, fod, job training, child care, education ‘Groups use these or thelr own ideas and decide how to spend the money. Groups report their ideas tothe class, Unit §: Challenges T-52@ Grammar Figure it A enru.cambridge orp /vewpoin/ausio * Preview tho task Say, “The ericle has examples of imagined situations and events ~ things that are iferent irom wists true now or whet actualy happened. We will look a the grammar used fer this” * Say "Circle the correct verb forms to complete the Sentences below. Use the article to help yor.” + Do the task Have Ss complete the task Answers saws have become; 2. hadn't seen * Focus on the form Ask, “Are any of these sentences about real situations?" [no] * Say “Notice that each sentence has two parts or clauses: 2 main clause and an if clause” Have 2 8 ead out each clause. Ask, “Does the if clause describe an imaginary or real situation or event?" Uimoginary), Say, “These sentences are called conditional sentences. The if clause is a condition ~ ‘or an imagined idea ~ and the main clause is the ‘esult, oF effect. Look at each sentence. Is it about the Dresent or the past?" [J. the presen 2 the past, 3: the past and the present] Fresant the grammar chart Read the information Sand on if dered, play the downloadable recoding ASK Ss to look atthe chart and to cover the left hand side.Go through the first two sections. Ask "What EtP forms are used in the main clause and ifcleuse for sentences about the present?” [main clause = modal + verbs ifclause = past form] “How about for fentences about the pasi?” [main clause ~ modal have + past partici: clause = past perfect for} @ Listening ana speaking A 4 corte ia + Proview the tab Read the fs part ofthe + Play the recording Auto siptp 1269 Sei ote the nambers ofthe sant Answers 1 wanted to help, 1. sige he Sar less; 2: donate my time: 2: watch my spending on groceries. * Play the ravording again Say, “Listen again and complete the sentences for each person.” $ listen ane complete the sentences. Pay the recording again 5085 can review their work. Check answers with ihe class, T-53 Unit 5: Challenges Siti Ss 0 look at the bottom section ofthe chart Ack Sewthich clauses are about the present and which are ahout the past (question: clause bout the present ‘malin clause about the past: answer: jf clause sbour the Past, main clause about the present} * Say, "Notice thatthe verbs inthe ifclauses and the ‘alo clauses can be affirmative or negetive * Ask, “When do you use commas in conditional sentences?” [When the ifclause comes first (For more information, soe Language Notes t the beginning ofthe unit For extra help with

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