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Around the world
UNIT AIMS Exam preparation in Unit 2: • understand how to skim an article • listen for attitude and opinion in dialogues • make suggestions in a discussion • understand how to use particles to create phrasal verbs in an open-cloze exercise • choose positive and negative points in a review
CLASSROOM PRESENTATION KIT VIDEOS:
AUDIO: • Student’s Book • Workbook
• Grammar • Speaking • Speaking test
UNIT OVERVIEW Student’s Book / Digital Student’s Book
Workbook
LESSON / EXAM TASK EXAM SKILLS / LANGUAGE FOCUS
CONSOLIDATION
Reading 4-option multiple choice
Skimming An article
Workbook, pp 12–13 Unit 2, Reading Workbook, p 14 Unit 2, Grammar 1 Workbook, pp 14–15 Unit 2, Vocabulary
Grammar 1
Present perfect simple and continuous
Vocabulary
Words connected with holidays Word formation: adjectives with un - / im - / il - / ir - / dis - Word patterns
Listening 3-option multiple choice | Dialogues
Listening for attitude and opinion
Workbook, p 16 Unit 2, Listening
Grammar 2
Countable and uncountable nouns
Workbook, p 15 Unit 2, Grammar 2 Workbook, pp 16–17 Unit 2, Speaking Workbook, p 17 Unit 2, Language in Use
Making suggestions
Speaking Discussion | Pictures
Language in Use Open cloze
Particles in phrasal verbs
Writing A review
Choosing positive and negative points
Workbook, p 18 Unit 2, Writing
Workbook, p 19 Review and Learning to Learn
Additional material ON-THE-GO PRACTICE TEACHER’S RESOURCE CENTRE
ASSESSMENT
Worksheets: Grammar (Standard and Higher), Vocabulary (Standard and Higher), Speaking video, Grammar communication
Unit 2, Grammar and Vocabulary
Unit Test 2 (Standard and Higher)
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READING 4-option multiple choice | An article Student’s Book, pages 20–21 Lesson aims • Understand how to skim an article • Practise a 4-option multiple-choice exam task LEAD-IN Students read the unit title and say what they can see in the photographs ( tourists taking photos in the mountains / a tourist exploring a busy city ). Then ask them what they think the lesson will be about ( travel ) and ask one or two students in open class to say where they have travelled to recently. Digital Game Encourage students to play the digital game for extra practice. 1 In pairs or as a group, students discuss the questions. Elicit answers from around the class. Answers Students’ own answers EXAM SKILL Skimming Students read the tips. • Remind students that in reading exams, they will need to use different types of reading techniques. Explain that skimming is a technique we use when we read a magazine article to check whether it is something we want to read. When we skim a text, we do not read every word, so we read faster. • Point out key skimming techniques: reading the title, introduction and each paragraph very quickly to get an overall understanding. Remind students to look at any illustrations or photos for clues about the text. • Students will practise this technique in Exercise 2. 2 Give students two minutes to skim the text and answer the questions. Elicit answers.
• Point out that the questions always follow the order of the text. • Remind students that they should try not to leave any questions unanswered.
Exam Exam task 3
2.01 pXX Students complete the exercise. Elicit answers in open class. Answers 1 A 2 D 3 C 4 B 4 Students complete the exercise. Elicit answers. Answers 1 rubbish 2 influence 3 effect 4 wildlife 5 previously 6 affects ESDC Focus on the Sustainable Development Goal. Pairwork. Half the pairs discuss how tourism affects communities, and half discuss how it affects the environment. Then elicit ideas in open class. Think Students discuss the questions in pairs. Then elicit opinions in open class. OPTIONAL EXTENSION Students find vocabulary items in the text for each of these categories: travel, social media and the environment. Students then test each other in pairs. One student gives a definition of a word on their list and the other guesses. Elicit their answers in open class. Suggested answers Travel: destination, holiday, tourist, travel agent, visit, beach, crowds, tourism, visitors, countries, cultures, remote, eco-tourism. Social media: video, reel, post (verb + noun), influence, online, connect, influencers, go viral. Environment: rubbish, wildlife, sustainability, eco-tourism. Homework Workbook Unit 2: Reading, pages 12–13
Answers 1 T 2 F 3 T OPTIMISE your exam Students read the tips.
• Remind students that sometimes a text may overtly state the writer’s purpose, but often they will have to choose an option (A, B, C or D) based on their informed impression. Question 4 in Exercise 3 will allow them to practise this technique. In Cambridge Preliminary exams, at least two of the questions will test the writer’s attitude, opinions and feelings.
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2 Pairwork. Students complete the exercise individually, then ask and answer the questions in pairs. Check answers in open class and elicit a few examples of students’ personal responses. Note that although already and just are grammatically interchangeable in questions 3 and 4, the key gives the most likely order. Answers 1 ever 2 since 3 already 4 just 5 for 6 yet LANGUAGE NOTE We can use the present perfect + for to show how long a situation has been going on, and the present perfect + since to show when a situation started. Since can only be used with perfect tenses. For can also be used with the past simple. Just is usually used with the present perfect and it means ‘very recently’. It comes between the auxiliary verb ( have ) and the past participle. Yet is used to talk about something which is expected to happen. It means ‘up until the present time or implied time’. It is used in questions and negatives, and usually comes at the end of the sentence. Already is used to say that something has happened early – or earlier than it might have happened. It usually comes in the middle of a sentence. Highlight that we often use been to , instead of gone to when we refer to completed visits, e.g. Sue’s just gone to the supermarket. She’ll be back in about 10 minutes. (Sue hasn’t returned from the supermarket yet.) / Sue’s just been to the supermarket. She bought some bread. (Sue has returned from the supermarket.) OPTIONAL EXTENSION Students write two true sentences and one false sentence about themselves using the adverbs in Exercise 2. In pairs or small groups, they read out their sentences for their partner to guess which sentences are true or false. EXTRA SUPPORT Dictate or read these sentences aloud to the class: 1 She’s ____ to visit Jack. She’ll be back home tomorrow. (gone) 2 Have you ever ____ to Paris? (been) 3 You’re late. Where have you ____ ? (been) 4 My brother’s ____ to Thailand. He’s staying there for three weeks. (gone) Say ‘beep’ for the gap and ask students to write been or gone in their notebooks. Have them compare in pairs before you check answers in open class. 3 Students complete the exercise. Have them compare in pairs before you check answers in open class. Suggested answers 1 has had her bike for four years 2 you (ever) been to Rome before 3 haven’t stayed in Paris (before) 4 have / ’ve been waiting for the train since 1 o’clock
GRAMMAR 1 Present perfect simple and continuous Student’s Book, page 22 Lesson aims • Understand the correct usage of the present perfect simple and continuous • Practise using the past simple, present perfect simple and present perfect continuous LEAD-IN Play Grammar tennis . Write on the board the infinitive form of some verbs students have seen in the unit so far, e.g. do, have, take, make, read, start, finish, fly, invent, sit, build, carry, think, choose , etc. Divide the class into two teams: A and B. Ask a volunteer from team A to ‘serve’ one of the infinitives on the board to a student on team B. This student must say the past participle form to win a point. If he/she gets it wrong, he/she gets a second chance (like the second service in tennis). If he/she still gets it wrong, elicit the correct form and write it on the board. It is now team A’s turn to respond to the return and give the past simple form of the same infinitive. Team A only has one chance. Then team B serves an infinitive. The first team to get five points is the winner. Grammar in context Students complete the task. Refer them to the information in the Remember box if they aren’t sure. Check answers in open class and ask students to explain their choice. Remind students that they can find more information in the Grammar reference, Unit 2, pages 138–139. Answers 1 Have, ever 2 been posting 3 realised LANGUAGE NOTE In both the present perfect simple and continuous, our reference point is the present. Remind students that there is often very little difference between the present perfect simple and the present perfect continuous, e.g. I ’ve lived here for five years and I ’ve been living here for five years. Both tenses show a connection to the present. However, we use the present perfect continuous when we want to emphasise the process and duration of an action and say how long something has been happening up to now. If the action is very short, we cannot use the continuous form. Highlight that when a verb describes a state and not an action, we don’t use the continuous tenses. 1 Students complete the exercise. Check answers in open class. Answers 1 heard 2 found 3 been writing 4 stayed
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DIFFERENTIATED LEARNING When checking the answers to Exercise 3, divide the class into A and B pairs, mixing up different ability levels. Tell Student A to read out the given sentences and the word in brackets. Student B tries to formulate the second sentence without looking at their notes. If the answer is correct, Student B continues with the next sentence. If he/she makes a mistake, Student A has a turn, starting again from sentence 1. The aim of the game is for both students to go through all the sentence transformations in one go without making any mistakes. 4 Students complete the exercise. Have them compare in pairs before you check answers in open class. Answers 1 Have you ever been 2 you’ve probably travelled / you probably travelled 3 you haven’t been 4 you’ve probably heard 5 opened 6 have been travelling / have travelled 7 has changed 8 have opened 9 have closed 10 have got on / have been getting on 11 has actually counted 12 have calculated FAST FINISHERS Write these numbers and dates on the board and ask students to say what they refer to in the text: 1863, 160, 1884, 24, 4 million, half a million. Answers 1863: The year the Tube opened 160: The approximate age of the Tube 1884: The year that the Tower of London station closed 24: The number of hours in which passenger numbers are quoted 4 million: The number of passengers on the tube in a 24- hour period half a million: The number of mice estimated to live in the Underground Homework Workbook Unit 2: Grammar 1, page 14 If your students can access the On-the-Go Practice, assign Unit 2 Grammar practice to them online. VOCABULARY Working with words Student’s Book, page 23 Lesson aims
LEAD-IN Students describe what they can see in the photo at the bottom of the page. Write these questions on the board and ask students to discuss in pairs: Have you ever been abroad? Where did you go? What do you like or dislike about places that are near the sea? Elicit interesting and unusual answers from around the class. Words connected with holidays 1 2.02 pXX Students complete the exercise. Play the audio for them to listen and check their answers. Answers 1 camping 2 trip 3 package 4 cruise 5 tour 6 business FAST FINISHERS Write these definitions on the board: 1 an act of travelling from one place to another, especially a long distance (journey) 2 the area or place that can be seen (view) 3 a long journey, especially by boat or into space (voyage) 4 a collection of tents or caravans (camp) Students find words in Exercise 1 that match the definitions. When everyone has finished Exercise 1, ask the fast finishers to test the other students in the class. 2 2.03 p00 Students complete the exercise. Play the audio for them to listen and check their answers. Elicit one more item for each category from the class, e.g. travel agent, hotel, sun cream . Answers People: backpacker, guest, sightseer, tour guide, tourist Places to stay: campsite, hostel, resort Things to take on holiday: currency, guidebook, luggage, passport Refer students to the Vocabulary reference, page 151, for more information on topic vocabulary. Adjectives with un- / im- / il- / ir- / dis- 3 2.04 p00 Students complete the exercise. Play the audio for them to listen and check their answers. Answers 1 untidy 2 uncomfortable 3 unfair 4 irresponsible 5 unhelpful 6 impatient 7 illegal 8 unhappy 9 uncertain 10 dishonest 11 unpopular 12 unable 13 impossible 14 disabled
Understand the correct usage of: • words connected with holidays • adjectives with un- / im- / il- / ir - / dis- • word patterns with gerunds and infinitives
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Around the World 2
LANGUAGE NOTE A prefix is placed at the beginning of a word to change its meaning. In this exercise, students are presented with a variety of prefixes that mean ‘not’ or ‘the opposite of’. The most common prefixes are un- and dis-. Highlight that the prefixes il-, ir- and im- are used depending on the first letter of the base word. This sometimes results in a double letter: il- before words starting with l , e.g. legible / illegible ir- before words starting with r , e.g. relevant / irrelevant im- before words starting with m but also in front of words starting with p , e.g. mature / immature, polite / impolite 4 Students complete the exercise. Check answers in open class. Answers 1 uncomfortable 2 impatient 3 impossible 4 uncertain 5 unhappy 6 illegal Refer students to the Vocabulary reference, page 152, for more information on word formation. Word patterns 5 2.05 p00 Pairwork. Students complete the exercise. Encourage them to look at the words in italics to help them work out the correct answers. Play the audio for them to listen and check their answers. Students then work in pairs to ask and answer the questions. Elicit a few examples of students’ personal responses in open class. Answers/Audioscript 1 to do 2 lying 3 in going 4 having 5 having 6 from going 7 for 8 visit Refer students to the Vocabulary reference, page 152, for more information on word patterns. Homework Workbook Unit 2: Vocabulary, pages 14–15 LISTENING 3-option multiple choice | Dialogues Student’s Book, page 24 Lesson aims • Listen for attitude and opinion • Practise a 3-option multiple-choice (dialogues) exam task LEAD-IN Write these groups of words on the board and ask students, in pairs, to decide on the odd word out in each list: pool, sea, lake, sailing suitcase, tent, backpack, luggage tour, guide, trip, journey risky, spicy, noisy, funny Check answers in open class and ask students to give reasons for their answers.
Suggested answers sailing – It’s something you can do on water; the others are words for the water itself. tent – The others are all what you put your things in when you are travelling. guide – It’s the only person; the others are all types of travelling. spicy – It’s the only one that describes food. 1 Focus students’ attention on the photo and ask them to describe what is happening. ( A group of friends are walking in the countryside. It’s raining, but they look happy. ) Ask students if they have ever had this experience. In pairs or as a group, students complete the exercise. Elicit answers from different students around the class. Suggested answers 1 delays, cancellations, accommodation not as expected, bad weather, illness, lose tickets/passport, etc., accidents, etc. 2 Students’ own answers EXAM SKILL Listening for attitude and opinion Students read the tips. • Elicit what attitude means ( someone’s opinions or feelings about something, especially as shown by their behaviour ) and brainstorm related words, e.g. negative, positive, aggressive . • Attitude questions often deal with information that’s given not just by what the speaker says, but also by how they say it. In Listening exam tasks, students should listen out for the speaker’s intonation as well as word choice to give them clues about the speaker’s feelings and relationship toward the subject he/she is discussing. • Remind students that listening for intonation means listening for tone, pitch, volume and speed, as well as the words. The sound of a speaker’s voice can tell them a lot about the speaker’s attitude. – higher pitch and rising intonation: surprise – falling intonation and a depressed tone: disappointment – falling intonation, irritated tone, loud voice: annoyed / angry – fast with an enthusiastic tone; pitch goes up at the end of the sentence: impatient for something good to start. OPTIONAL EXTENSION Write the board: It’s not what you say, it’s how you say it! Ask students if they agree. Elicit how we can change or affect the meaning of a sentence by the way we say things. Now write bananas on the board and elicit different attitudes that affect our tone, e.g. enthusiastic, amazed, bored, angry, surprised, frustrated, relaxed. Students say bananas in pairs and try to guess each other’s attitude.
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2 Students complete the exercise. Do the first one together, if appropriate. Elicit answers from different students around the class and accept all sensible suggestions. Answers 1 liked 2 didn’t like 3 enjoyed 4 a lot
5 A I had lots of luggage. I had two suitcases and a backpack, so there was no room in the tent (Distractors = option B – the girl says I couldn’t find anything , but she is referring to her clothes; option C – the girl says words related to money ( waste of money, expensive, plenty of money), but she doesn’t say that she lost her money) 6 C the lake isn’t far from here, so it won’t take us long to get there. (Distractors = option A – the boy explains how they are going to do something different from his typical family holiday where they usually go and have been going there for about four years ; option B – the girl says the word risky as a distractor) Me In pairs, students discuss the questions. Elicit answers in open class. Homework Workbook Unit 2: Listening, page 16 GRAMMAR 2 Countable and uncountable nouns Student’s Book, page 25 Lesson aims • Understand the correct usage of countable and uncountable nouns • Practise using the correct verbs and quantifiers with countable and uncountable nouns LEAD-IN Ask students, in groups, to write the unit theme Travel and transport in the centre of a blank page. Encourage them to make a ‘vocabulary network’ with related ideas branching out in all directions categorised into sub-themes, e.g. types of transport, adjectives related to holidays, words connected to holidays , etc, then divided into further sub-themes, e.g. places to stay, things to take, things to do on holiday, people , etc. Students can look back over the unit for ideas and add drawings and lots of colour. Set a five-minute time limit and walk round, helping students if necessary. In a less-confident class, ask students for their ideas and make a collective mind map on the board. Grammar in context
OPTIMISE your exam 3-option multiple choice | Dialogues Students read the tips.
• In this 3-option multiple-choice exam task, students are asked to listen for gist and identify attitudes and opinions. Highlight that the six extracts are unrelated. In each extract, students will hear a male and a female speaker. This helps them clearly distinguish who says what in each dialogue. • Encourage students to read the context sentences for helpful clues (the relationship between the speakers, what they are talking about, their reason for talking to each other, etc.). It is important for students to have a very clear idea of which people the answers refer to and listen carefully for their attitude or opinion. It may be different from the other speaker’s. • Highlight that sometimes the speaker uses exactly the same words as appear in the question. Point out that these words can be used as distractors. 2.06 p00 Play the audio for students to listen and complete the exercise. Don’t check answers yet, as they will listen again in Exercise 4. 4 2.06 p00 Play the audio again. Check answers, eliciting distractors. Answers 1 A There wasn’t much the guide didn’t know, was there? (Distractors = option B – the girl says she was surprised there weren’t many people and she doesn’t say that she met many young people; option C – she says she didn’t make many new friends and mentions she likes meeting people and making friends , but she doesn’t say people at the resort were very friendly) Exam Exam task 3 2 C It was the cost that really surprised me! I’d expect a five-star place for that much. (Distractors = option A – the man says that bigger hotels have more facilities and he doesn’t say he thought the hotel was too big; option B – the woman, not the man, says that everything was so far apart ) 3 A I’m really looking forward to that. / … we can watch it together. (Distractors = option B – the boy, not the girl, says Mexico, not India, is a place that he’d love to visit ); option C – the girl says it was good to find out some information – but she doesn’t say she wants to find out more 4 B I hope this trip teaches us a bit more about that. (Distractors = option A – the girl, not the boy, says it will be good to get out of the classroom ; option C – the girl, not the boy, says they will have a lot of fun on the bus )
Grammar video
Watch the grammar video.
Students complete the Grammar in context task. Check their answers and ask them to read more about countable and uncountable nouns in the Remember box. Remind students that they can find more information in the Grammar reference, Unit 2, page 139. Answers 1 C 2 U 3 C 4 U 5 U 6 U
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Around the World 2
1 Students spend a minute or two reading the questions. Play the Speaking video for students to complete the exercise. Play the video again, if necessary, before checking their answers. Suggested answers 1 going to the beach (every day), swimming in the sea, eating out 2 The older kids want to go to the shopping centre. 3 They think she should go to the waterpark. 4 They decide to go to the beach. 2 Play the Speaking video again, so students can underline the phrases in the Phrase expert box. Pause the video from time to time if necessary. Check answers in open class. Answers Maybe we/they could …, … might be a good idea, How about …? What do you think about …? Speaking video worksheet Students complete the Speaking video worksheet in the Teacher’s Resource Centre for more detailed comprehension exercises and more practice of the key phrases. Answers The videoscript and answer key for the Speaking video exercises and Worksheet can be found in the Teacher’s Resource Centre. 3 In pairs or groups, students ask and answer the questions. Elicit answers from different students around the class. Suggested answers 1 The boy on the left is skateboarding. The girls on the right are playing football. 2 skateboarding: a skateboard, helmet, knee pads, trainers football: a football, a goal/net, football kit, e.g. football boots, shorts and a shirt • Students are assessed on their discussion skills and how well they can make and respond to suggestions, talk about alternatives and make recommendations. • Highlight that we use words like perhaps , maybe , possibly , modal verbs and conditional forms when we make suggestions, to sound more polite and modest. By making an idea or message easier for the listener to receive, we improve communication. 4 2.07 p00 Play the audio for students to listen and complete the exercise. Check answers in open class. Answers 1 knee pads, gloves, tool box, football scarf 2 skateboard, cycling helmet, ticket to a football match EXAM SKILL Making suggestions Students read the tips.
LANGUAGE NOTE Highlight that some uncountable nouns are plural words. They have no singular form with the same meaning and cannot be used with numbers, e.g. My clothes are old (other examples are police, customs, thanks, trousers, jeans, pyjamas, pants, scissors, spectacles, glasses , etc.). 1 Students complete the exercise. Have them compare in pairs before you check answers in open class. Answers 1 was 2 was 3 were 4 were 5 was 6 was 2 Pairwork. Students complete the exercise individually. Have them compare in pairs before you check answers in open class. Students then work in pairs to ask and answer. Answers 1 many 2 much 3 Few 4 less 5 lots 6 fewer 3 Students skim-read the text and say what is strange about the four hotels in the text. ( One is made of salt, one is an art gallery, one is plane and one is underwater .) Students complete the exercise. Check answers in open class. Answers 1 0 2 s 3 0 4 0 5 s 6 0 7 0 8 s 9 0 10 0 Homework Workbook Unit 2: Grammar 2, page 15
SPEAKING Discussion | Pictures Student’s Book, page 26 Lesson aim • Making suggestions
The Speaking video in this unit focuses on making suggestions. Students answer some comprehension questions then listen out for different ways to make suggestions. They also learn key expressions for what to say if they don’t understand something in a Speaking exam. LEAD-IN Write Holidays on the board and elicit different types of holiday (e.g. wildlife, beach, walking, cultural, family ). Students discuss which holiday they prefer in pairs or small groups. Elicit answers from students around the class and discuss the advantages and disadvantages of each type of holiday.
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5 2.07 p00 Play the audio again for students to listen and complete the exercise. Check answers in open class. Answers I think they should ..., What do you think about …? They could …, … so it may be a good suggestion. … might be a good idea. (So) perhaps …, Well, how about … 6 In pairs, students complete the task. Elicit answers from students around the class. Answers a (football) team scarf – You wear it to keep warm and to show which team you support. a skateboard – You stand on it while skateboarding. (a pair of) knee pads – They protect your knees if you fall and hit them. (a pair of) (cycling) gloves – They help you grip onto the handlebars. (a pair of) (football) tickets – They let you into a venue to watch a special event or sport. a (cycling) helmet – It protects your head if you fall and hit it. a tool kit – You use the things in it to repair a bike, wheel, etc. OPTIMISE your exam • Students should have a plan for what they can say if they don’t know all the words they need. Elicit strategies students can use, e.g. give examples, describe its purpose or function ( It’s used to + infinitive / It’s used for + - ing ), give a description using relative clauses ( It’s a person who … It’s a thing that ), say a synonym or an antonym or use phrases to approximate ( It’s a kind of ... / It’s a sort of ... ). • At the start of this stage of a Speaking exam, students can ask the examiner to repeat a question or an instruction. Then students interact with each other and the examiner listens to their discussion, but does not participate in it. Discussion | Pictures Students read the tips. Exam Exam task 7 In pairs, students complete the task. Elicit answers from students around the class. Walk round, monitoring students and noting down errors and good use of language. OPTIONAL EXTENSION Students give themselves a mark from 1 to 5 on their performance in the activity in Exercise 7. Give feedback; highlight good language students used and go over errors in open class. Then students swap partners and do this activity again. This time they should focus on scoring a higher mark. Homework Workbook Unit 2: Speaking, pages 16–17
LANGUAGE IN USE Open cloze Student’s Book, page 27 Lesson aims
• Focus on particles in phrasal verbs • Practise an open-cloze exam task LEAD-IN
Put students in small teams for an A–Z race . They have to think of a means of transport for each letter of the alphabet, except for x . Set a five-minute time limit and ask students to stop when the time is up and count their words. The team with the most correct words wins the game. Suggested answers aeroplane, boat, caravan, donkey, express train, ferry, gondola, helicopter, icebreaker, jet, kayak, limousine, motorbike, narrow boat, ocean liner, powerboat, quad bike, racing car, submarine, taxi, unicycle, van, wagon, yacht, zeppelin 1 In pairs or as a group, students complete the exercise. Elicit answers from different students around the class. Answers Students’ own answers EXAM SKILL Particles in phrasal verbs Explain that the particle adds extra meaning to the verb in phrasal verbs. Sometimes understanding the meaning of the particle can help you to work out the meaning of the phrasal verb. Students read the information. 2 Students complete the exercise. Have them compare in pairs before you check answers in open class. Answers 1 up 2 up 3 up 4 off 5 off 6 in 7 down 8 off LANGUAGE NOTE In this exercise, students see two types of phrasal verb: • Intransitive (with no object), e.g. What time does the plane take off ? Let’s set off . They turned up early. When do we check in ? The car broke down. Speed up! • Transitive verbs whose object is either after the verb or after the particle, e.g. I’ll pick the car up at six. / I’ll pick up the car at six. If the object is a pronoun, the object must come between the verb and the particle, e.g. I’ll pick him up / drop him off at six. (NOT I’ll pick up him at six.). Refer students to the Vocabulary reference, page 151, for more information on phrasal verbs.
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3 Students complete the exercise. Elicit answers in open class. Suggested answers 1 self-driving cars 2 They are safer than human-driven cars and less likely to break down. OPTIMISE your exam Open cloze Students read the tips. • In an exam, students should always read the text for general understanding first. They did this in Exercise 3 . Remind them that when they have finished the task, they should read the text again and make sure it makes sense with all their answers in place. • Point out that they can expect to be tested on many different things in gapped texts, but most of the gaps are usually grammatical words, not topic vocabulary, except phrasal verbs. Phrasal verbs are frequently tested in cloze exam tasks. Students need to look out for missing verbs or prepositions/ particles. Exam Exam task 4 Students complete the exercise. Check answers in open class. Answers 1 have 2 out 3 up 4 up 5 down 6 off Homework Workbook Unit 2: Language in Use, page 17 WRITING A review Student’s Book, pages 28–29 Lesson aims • Focus on choosing positive and negative points • Plan and write a review LEAD-IN Tell students you are going to tell them about three unusual tourist attractions. Two of them are real and one is not real – students must decide which one is fake. Read the following, writing the name of each attraction on the board: The Chocolate Waterfall Garden, Switzerland: A park that has the world’s largest chocolate fountain. The Crooked Forest, Poland: A forest where the trees grow in the shape of the letter J. The Ice Music Festival, Norway: A music festival where all the instruments are made entirely of ice.
Students discuss in pairs and decide which they think is not real. Ask for a show of hands to see who thinks each attraction is fake, and elicit reasons from a few students. Then reveal the answer. Answer The Chocolate Waterfall Garden is made up, but the other two are real. 1 Pairwork. Focus students’ attention on the photo and ask them to complete the exercise. Elicit answers in open class. Suggested answers 1 People would visit the place to experience the sensation of being in a place made of ice, enjoy nature and art, try local food. 2 Students’ own answers 2 Pairwork. Students read the review and complete the exercise in pairs or as a group. Check answers in open class. Answers 1 Athens Clue, in Athens (Greece) 2 find and solve clues (to escape from a room) 3 €14 per player 4 positive 5 great for people who love solving puzzles, great fun, worth the cost, great for people who like challenges 6 expensive, some clues too hard, not suitable for people who don’t speak English well, not suitable for fewer than two people, too difficult for younger children EXAM SKILL Choosing positive and negative points Students read the tips. • People reading a review want to know about the writer’s personal experience, so they can determine if they’d like to visit that place, see the film, etc. • Positive and negative aspects may include objective statements ( It was quite difficult to find, but … ) and subjective views based on personal opinion and points of view ( … it’s the best experience for teenagers in Athens! ). Point out that it is not enough to tell the reader that the place is amazing, boring, exciting, etc. They need to show why they think that way by giving examples and offering reasons. For more information on writing reviews, refer students to the Writing reference, page 160. 3 In pairs or as a group, students complete the exercise. Ask them to give reasons for their opinions. Suggested answers 1 No – it’s only suitable for groups of two or more. 2 Yes – it’s perfect for teenagers and people who like challenges. 3 No – they’re too young. 4 No – it will cost more than that. 5 No – it’s only suitable for people who speak English well.
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OPTIMISE your exam A review Students read the tips. • All good reviews follow a similar structure: an overview, positive and negative aspects, and a verdict or recommendation. Point out that, in real life, readers often look at the last paragraph of a review first to see what the general verdict is. Remind students to make sure their review gives a clear verdict. • In a review, students will need to entertain their target audience as well as inform them about a place, a restaurant or a film. Highlight the personal and youth-friendly style of the review in Exercise 2. The review catches the reader’s attention by opening with rhetorical questions, e.g. Are you on holiday in Athens? Are you keen on solving puzzles? , and addresses the reader as you . The writer uses a broad range of vocabulary, e.g. keen on, mysterious and race against time . Exam Exam task 4 Students complete the exercise. Check answers in open class. Answers Students’ own answers 5 Plan Students complete the paragraph plan using their notes from Exercise 4. If possible, check students’ plans before writing to give suggestions for improvement. 6 Write Students write their review in about 100 words, in an appropriate style. Depending on time, this and the subsequent checklist exercise could be set for homework. 7 Check Students complete the checklist before they hand in their review. For more information on reviews, refer students to the Writing reference, page 160.
Homework Workbook Unit 2: Writing, page 18, and Review, page 19
Learning to Learn Students choose one or more goals to work towards and write them down, using the SMART tool to develop them in detail. Pairwork. Students share their goals with a partner. Partners could offer feedback for improving the goals to better align with the SMART tool metrics. REVIEW UNITS 1–2 OPTIMISE your well-being Read the information together with your students. Students select answers which are true for them. 2.08 pXX Students sit comfortably and relax while they listen to the audio. In pairs, students discuss the question. Elicit answers in open class. Revise: Grammar and Vocabulary Answers 1 1 was looking, found 2 didn’t go, was visiting 3 were you talking, came 2 1 used 2 play 3 0 4 0 5 use 3 1 has made 2 have/’ve never been 3 has been trying
4 Have you seen 5 have /’ve been waiting 4 1 so 2 enough 3 such 4 too 5 enough 5 1 many 2 much 3 few 4 amount 5 little 6 1 in 2 off 3 up 4 down 5 out 6 up
7 1 hedge 2 balcony 3 attic 4 holiday 5 tour 6 campsite 8 1 illegal 2 dishonest 3 uncomfortable 4 untidy 5 impatient 6 unfair 9 1 seeing 2 trying 3 prepare 4 playing 5 going 6 taking
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