Forever learning 1
UNIT AIMS Exam preparation in Unit 1: • understand how to scan an article • listen for agreement and disagreement in conversations • agree and disagreee in a discussion • understand how to use suffixes in a transformation exercise • express and justify opinions in an essay
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 Multiple matching
Scanning Multiple matching
Workbook, pp 4–5 Unit 1, Reading Workbook, p 6 Unit 1, Grammar 1 Workbook, pp 6–7 Unit 1, Vocabulary
Grammar 1
Present / past simple, used to, would, be / get used to
Vocabulary
Words connected with studying and learning Phrasal verbs Word patterns: words + prepositions
Listening Multiple choice
Listening for agreement and disagreement Workbook, p 8 Unit 1, Listening Present perfect simple, past perfect simple Workbook, p 7 Unit 1, Grammar 2 Present perfect simple, past perfect simple Workbook, p 9 Unit 1, Speaking
Grammar 2
Speaking Collaborative task
Use of English Key word transformation
Word formation with suffixes
Workbook, p 9 Unit 1, Use of English
Writing An essay
Expressing and justifying opinions
Workbook, p 10 Unit 1, Writing
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 1, Grammar and Vocabulary
Unit Test 1 (Standard and Higher)
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• Remind students that often exact word matches are a trap – if a key word in the text is exactly the same as the word in the question, students should be careful. It’s almost certainly not the answer. They should also be careful of partial matches and find a sentence in the text that matches all the key words. • Highlight that in this type of exam task, the questions and texts are not necessarily in the same order. Exam Exam task 5 1.01 pXX Students complete the exercise. Elicit answers. Answers 1 A 2 D 3 C 4 B 5 C 6 A 7 C 8 D 9 B 10 A EXTRA SUPPORT Elicit the synonyms and paraphrases that helped the students complete the exercise. Suggested answers 1 training schedule - daily workout 2 wasn’t confident - a little unsure 3 made them believe in themselves - encourage him to be self-confident 4 praised by their university - University of the Arts...said Ella’s work was the best they’d seen that year 5 decide to continue studying after university - After achieving a degree...he was motivated to work towards a PhD. 6 never expected popularity on social media - his lack of reading limited his career options 7 teach in a way their students can understand - using song lyrics to make the message clearer 8 dreamt of becoming an educator - I wanted to become a teacher 9 has her family to thank for moving school - Ella McEwan’s parents decided she should change schools 10 problems behaving appropriately - learning and behaviour difficulties 6 Students complete the exercise. Answers 1 c 2 f 3 g 4 a 5 d 6 b 7 e ESDC Focus on the Sustainable Development Goal. Pairwork. Each pair answers the questions. Then elicit opinions in open class. Homework Workbook Unit 1: Reading, pages 4-5
READING Multiple matching | An article Student’s Book, pages 10–11 Lesson aims • Focus on multiple matching • Practise a multiple matching exam task LEAD-IN
Elicit the meaning of the unit title Forever learning ( Learning is an activity that we do throughout our lives, not just when we are children .) Ask students what they think the lesson will be about ( education and learning ). 1 In pairs or as a group, students discuss the questions. Elicit answers from around the class. Answers Students’ own answers Video 2 Pause the video at the beginning. Students predict what the video will be about. Students read the exercise and check their predictions about the video. Students read the text again and predict the words for each gap. Students watch the video and check their answers. Answers 1 windmill 2 2000 3 food 4 learning 5 water 6 famine 7 book 8 comfortable 9 film 3 Students complete the exercise. Ask them to compare their answers in pairs. Elicit answers. Answers A 3 B 4 C 1 D 2 4 Students complete the exercise. Answers 1 eight million 2 2021 3 University of Arts London, Chelsea College of Arts 4 Gavin Horgan 5 11 6 Cambridge University
OPTIMISE your exam Multiple matching Students read the tips.
• Scanning is a strategy for speed reading in order to find specific information in the text. Students practised this technique in Exercise 4. Elicit situations where students need to find a particular piece of information quickly within a large amount of text (e.g. when they look up words in a dictionary, scroll an online text for a sports score, look for information in a textbook, etc.).
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Remind students that the contracted form of would is ‘d and that would is also used in the second conditional. Point out that be / get used to, used to and would are often tested in Use of English exams. Remind students that they can find more information in the Grammar reference, Unit 1, page 139. 2 Students complete the exercise. Check their answers in open class. Answers 1 are 2 got 3 didn’t / wouldn’t 4 were 5 used 6 had 7 was 8 would 9 was 10 weren’t OPTIONAL EXTENSION Write these prompts on the board: 1 something you used to like doing but don’t like so much now 2 something you used to do often but don’t do so frequently now 3 something you are used to doing, even if it’s not a lot of fun 4 something you still haven’t got completely used to doing yet Students write sentences about each one. In pairs, students compare their sentences. Elicit some examples in open class. 3 Pairwork. Students tell each other their sentences. Then elicit sentences in open class. Answers Students’ own answers RESEARCH Set the exercise as homework. Ask the students to also find a picture of the person. Organise the students into groups of 4 and ask them to present their person to their group. FAST FINISHERS Fast finishers write one or two sentences about things that they used to do when they were younger. Homework Workbook Unit 1: Grammar 1, page 6. If your students can access the On-the-Go Practice, assign Unit 1 Grammar 1 practice to them online. VOCABULARY Working with words Student’s Book, page 13 Lesson aims • Understand the correct usages of: – words connected with studying and learning – phrasal verbs – words + prepositions
GRAMMAR 1 Tenses (1): present / past simple, used to, would, be / get used to Student’s Book, page 12
Grammar video
Watch the grammar video.
Lesson aims • Understand the correct usage of the present and past simple, used to, would and be / get used to • Practise using the present and past simple, used to, would and be / get used to Grammar in context Students complete the task. Refer them to the Remember box if they need help. Check answers in open class. Remind students that they can find more information in the Grammar reference, Unit 1, page 139. Answers 1 present simple: for habits, things that are true, facts, and present situations. 2 past simple: for events and actions in the past at a specific time. 1 Students complete the exercise. Check their answers. Answers 1 is, learn 2 went, enjoyed 3 don’t usually stand 4 didn’t you come, Were you 5 says 6 starts, don’t like, we’re / we are Ask students to find one example for each of the four uses of used to and would in the text. used to + verb: doctors used to go from patient to patient. would + verb: doctors would go straight from treating very sick patients to delivering babies. used to + -ing: scientists are used to questioning how things are done. get used to + -ing: We have all got used to washing our hands. LANGUAGE NOTE Highlight that neither used to nor would can be used to refer to single actions in the past. For example, it would not be possible to use either form in this sentence: I moved to Barcelona in 2023. When students describe habitual actions and temporary or repeated events in the past, it’s a good idea to vary their choice between used to, would and the past simple to make their descriptions more interesting. An important difference between used to and would is that would is not used with stative verbs such as love, be, understand and feel . The use of would is more restricted than that of used to . Advise students that if they aren’t sure which one to use, it’s best to choose used to.
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LEAD-IN Divide the students into two teams. Call out letters randomly (don’t use the letter X ) and ask teams to think of a word they’ve learnt so far which begins with that letter. Students put up their hand if they know a word. Choose the first student who puts their hand up and ask them to say the word. If it is correct, their team gets a point. Play for a set time. At the end, the team with the most points wins. Words connected with studying and learning 1 1.02 pXX Students complete the exercise. Play the audio for them to listen and check their answers. Elicit explanations for each word and check their pronunciation. Answers/Audioscript 1 We’ve got a test tomorrow, so I’m going to revise tonight. 2 Jason’s going to take his first guitar exam next month even though we’re not sure he’ll pass. 3 this person teaches at a university: lecturer 4 this person trains a sports player or team: coach 5 this person teaches you how to do something, such as drive a car: instructor 6 this allows you to do something, such as drive a car: licence 7 this is a piece of paper showing you’ve achieved something: certificate 8 this is a course of study that you take at university: degree 9 this person has successfully completed a course at university: graduate 10 this person is studying at university: undergraduate FAST FINISHERS Students write definitions for the words they didn’t use in Exercise 1. They can read out their definitions to test the rest of the class when everyone has finished. Answers qualification: something such as a degree or a diploma that you get when you successfully finish a course of study pupil: someone, especially a child, who goes to school or who has lessons in a particular subject Refer students to the Vocabulary reference, page 152, for more information on topic vocabulary. Phrasal verbs 2 1.03 pXX Students complete the exercise. Play the audio for them to listen and check their answers. Highlight that to creep up on somebody means to approach someone quietly and slowly, so that the person is suddenly surprised. Answers/Audioscript 1 If you don’t know a word in your language, do you look it up in the dictionary? discover / find 2 Do you want to set up a business when you leave school? create 3 What would you do if I crept up behind you? approach 4 Who do you have to regularly tell to hurry up? increase 5 What’s the best excuse you’ve ever thought up for not doing something? create
6 Would it be hard to catch up with lessons if you were off school for a week? finish / complete 7 Do you ever need to speak up because it’s hard for someone to hear you? increase 8 What do you think you’ll end up doing this weekend? finish / complete 9 Do you get annoyed if someone uses up the milk / bread / oil? finish / complete 10 What interesting information have you had to dig up for a school project? discover / find Refer students to the Vocabulary reference, page 152, for more information on phrasal verbs. EXTRA SUPPORT Individually, students write personalised sentences with the phrasal verbs from Exercise 2. In pairs, they then read out their sentences without saying the phrasal verb (they could substitute this for a ‘beep’ sound) for their partner to guess. 3 In pairs, students complete the task. Answers Students’ own answers 1.04 pXX Students complete the exercise. Play the audio for them to listen and check their answers. Answers/Audioscript 1 My brother’s just qualified as a nurse and we’re all really proud. 2 There’s nothing wrong with deciding you don’t want to go to university. 3 I’m going to quit the swimming team for a while as I have to concentrate on my studies. 4 Warren’s decided against becoming a pilot and now wants to be a surgeon. 5 How interested are you in watching a documentary about archeology? 6 We need to find someone who’s experienced in teaching young children. 7 If you don’t pay attention to anything I say, you’re not going to learn anything! 8 All his explanation succeeded in doing was to confuse me further! 9 The new education laws were criticised for not addressing the problem of class sizes in secondary schools. 10 I’m so bored of / with doing homework – I can’t wait to meet my friends afterwards. OPTIONAL EXTENSION Ask students if they find remembering word patterns like the ones in Exercise 4 easy or difficult. In pairs or small groups, students brainstorm ways of remembering them. Elicit answers from different students around the class. Suggested answers Learn them by topic, personalise them, recycle and reuse them, draw pictures, test yourself, etc. Words + prepositions 4 Refer students to the Vocabulary reference, pages 152–153, for more information on word patterns.
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OPTIMISE your exam Multiple choice (extracts) Students read the tips.
Homework Workbook Unit 1: Vocabulary, pages 6–7.
If your students can access the On-the-Go Practice, assign Unit 1 Vocabulary practice to them online. LISTENING Multiple choice | Extracts Student’s Book, page 14 Lesson aims • Focus on multiple choice (extracts) • Practise a multiple-choice (extracts) exam task LEAD-IN Play Back to the board . Divide the class into two teams. Ask a volunteer from Team A to sit with his / her back to the board, facing their team. Write words, phrases or sentences from the unit on the board one by one. Team A defines the word, phrase or sentence for the volunteer student to guess in one minute. After one minute, it is the other team’s turn to define a word, and so on. The team that describes the most words in one minute wins the round. 1 In pairs or groups, students ask and answer the questions. Elicit answers from di erent students around the class. Answers Students’ own answers 2 Students complete the exercise. Check their answers. Answers 1 F 2 F 3 T 4 F 5 T 3 Students complete the exercise and then compare in pairs before you check in open class. Answers 1 Zach agrees with Anna. 2 Zach disagrees with Anna. 4 Zach partly agrees with Anna. EXTRA SUPPORT Ask students to look at Exercise 4 and decide which questions ask about agreement and disagreement. This will help them work out what type of dialogue they are going to listen to.
• If students know the key phrases we use to agree and disagree, they will be able to rapidly tune in when the speaker is discussing other people’s ideas and decide if he / she agrees or disagrees with them. This skill is useful in listening exams, and raising students’ awareness of how we indicate our opinion will also help them improve their performance in oral exams. • Students are often tested on their ability to identify a speaker’s opinion in listening exams. Intonation helps us emphasise significant points beyond words and syntax. In this lesson students work on how we can identify attitude by listening for changes in intonation, pace, volume and pitch, as well as listening carefully for words and phrases that identify opinions to back up the attitude they have identified. 1.05 pXX Students listen and complete the exercise. Play the audio again, eliciting the clues that helped students answer. Answers 1 C (You can’t fault the instructor though. … No, not at all. She was great. Really kind, helpful and knowledgeable.) 2 C (I reckon you’ll like their winter weekend drama course – it’s just your thing. I think they even put on a show at the end.) 3 B (One thing’s for sure – it’s always been a lot easier in the past. … no doubt about that. This time last year they all came out with big smiles on their faces.) 4 B (… the children will be performing for free every Sunday evening for the next month in the town hall. It would be great if some of your listeners could come along and support.) 5 A (I wouldn’t exactly say dad taught me, but he really did encourage me to try to work it out for myself, and I’ll never forget that.) 6 C (I’m really not convinced we’ll get it all done in two evenings though. It’s the whole year’s notes. It’s pages and pages! … No need to worry. I’ve got a plan.) 7 B (Well, we’ve now counted all the money we brought in, and you should all be very proud of yourselves as it’s a fantastic £3,000 – far more than last year. So very, very well done everyone.) 8 A (I guess we need to have the exact costs before we ask them, … Yeah – let’s get that tomorrow.) DIFFERENTIATED LEARNING Before playing the audio a second time, ask students to exclude one of the options in each situation. Discuss students’ reasons in open class before you play the track again. Don’t give away the answers at this point. When you check the answers in Exercise 4, ask students to say which option they excluded on the first listening and if they were right. Exam Exam task 4
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5 Pairwork. Students read their sentences to each other and guess which are true or false. Ask them to give reasons for their answers. Answers Students’ own answers OPTIONAL EXTENSION Students choose a skill (e.g. juggling, mending a puncture on a bike, making an omelette, etc.) and write a simple set of instructions for a beginner on how to do it. Alternatively, students make a short film showing and describing what to do. Homework Workbook Unit 1: Listening, page 8 GRAMMAR 2 Tenses (2): present perfect simple, past perfect simple Student’s Book, page 15 Lesson aims • Understand the correct usage of the present perfect simple and past perfect simple • Practise using the present perfect simple and the past perfect simple 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, take, teach, be, make, sleep, become, have, get, give, 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, they get a second chance. If he / she still gets it wrong, elicit the correct form and write it on the board. It is now Team B’s turn to ‘serve’ and Team A’s turn to respond to the service and give the past simple form of the same infinitive. Team A only has one chance. The first team to get five points is the winner. Grammar in context Students complete the task. Refer them to the Remember box if they need help. Check answers in open class. Remind students that they can find more information in the Grammar reference, Unit 1, page 140. Answers 1 Because it’s a situation that started in the past and continues up to the present. We can’t use the past perfect because the situation still exists now. 2 They use the past perfect to show the action happened before a time in the past. We can’t use the present perfect because the reference point for the action is the past, not the present.
LANGUAGE NOTE Present perfect simple, past simple and past perfect simple Both the present perfect simple and the past perfect simple talk about something that happened before a point in time (the reference point). In the present perfect simple, our reference point is the present. In the past perfect, our reference point is in the past. Highlight the contracted form of had ( ‘d ). It is difficult for students to hear short forms, so they must listen carefully for ‘d / hadn’t and pay attention to the context to be sure of the tense being used. 1 Students complete the exercise. Students compare in pairs before you check in open class. Answers 1 had been 2 have 3 has been 4 hadn’t been, realised 5 wanted, didn’t have 6 have looked, didn’t understand EXTRA SUPPORT Ask students to make negative and interrogative sentences in the present perfect simple, past simple or past perfect simple using some of the verbs in Exercise 1. 2 Students complete the exercise. Have students check in pairs before you check their answers in open class. Answers 1 ever 2 since 3 before 4 yet / already, just 5 yet 6 so 3 Students complete the exercise. Check answers in open class. Answers 1 have 2 studied / took 3 had 4 didn’t 5 made 6 hadn’t 7 already 8 has DIFFERENTIATED LEARNING Give less confident students the answers in a jumbled order to help them complete the exercise ( already, didn’t, made, had, hadn’t, has, have, studied / took ) . 4 Students read the questions and identify the adverbs / time references. Then they complete the exercise. Check answers in open class. Answers 1 Is this the first time you’ve studied this grammar? / Was this the first time you had studied this grammar? 2 Had you learnt to speak English before you were 11? 3 Have you got a job for the summer holidays yet? 4 Had you managed to ride a bike by the age of five? 5 Have you ever thought of becoming a scientist? 5 Pairwork. Students ask and answer the questions with short answers. Answers Students’ own answers
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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 Expressions that you hear on the video: I’m sorry, but I don’t agree because … [Richard 01:08], Me neither! [Richard 02:13], So do I . [Bella 02:33], But don’t you think that …? [Charlie 2:51], You’ve got a point, but … [Charlie 03:29], I agree because … [Meg 03:37] 3 In pairs or groups, students ask and answer the questions. Elicit answers from di erent students around the class. Answers Students’ own answers 4 Individually, students make notes before they complete the task in pairs or as a group. Elicit advantages from di erent students around the class. Answers Students’ own answers DIFFERENTIATED LEARNING In a less confident class, brainstorm some advantages for each option in open class and write them on the board. Feed in some interesting expressions and ideas for more advanced students to use, e.g. team-building, make learning fun, improve self-confidence, understand other perspectives, provide cultural experiences you might not otherwise have, adventure, leadership, trust, respect, self- confidence, self-esteem, skills to deal with risks, etc. CULTURAL NOTE School trips provide a great opportunity for students to face a range of challenges that can contribute significantly to their personal development. School trips can also make a major contribution to the acquisition of knowledge; students can study the natural and man- made world, the present and past, science and arts, language and music, and new sports. 5 Students complete the exercise. Check answers in open class. Answers 1 don’t 2 do I 3 don’t 4 got 5 suppose 6 do OPTIMISE your exam • Remind students that in many official oral exams, examiners give candidates marks for interactive communication, e.g. the ability to use strategies, such as agreeing and disagreeing, to keep the conversation going. • Emphasise that it is important for students to take turns in a speaking exam. They will lose marks if they dominate or interrupt their partner. A good response will show that the speaker has listened to and respects the arguments offered by their partner(s). Remind students to attack the argument, not the person, and not to take personally the fact that someone is arguing against them. Collaborative task Students read the tips.
OPTIONAL EXTENSION Students write two true sentences and one false sentence about themselves using the tenses in this lesson. In pairs or small groups, students read out their sentences for their partner to guess which sentences are true or false. Learn In pairs or small groups, students discuss the questions. Elicit answers in open class.
Homework Workbook Unit 1: Grammar 2, page 7
If your students can access the On-the-Go Practice, assign Unit 1 Grammar 2 practice to them online. SPEAKING Collaborative task Student’s Book, pages 16 Lesson aims
• Focus on agreeing and disagreeing • Practise doing a collaborative task
The Speaking video in this unit focuses on school trips. People talk about school trips and what they can learn from them. Students answer some comprehension questions and then listen out for phrases to express agreement and disagreement. LEAD-IN Write school trips on the board. Elicit different school trip destinations that students at the school have been to. Ask students to say why they think these destinations were chosen. 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. Answers 1 Bella and Richard mention the zoo, theme parks, museums and foreign countries. Meg and Charlie mention art galleries and France. 2 Bella prefers fun trips with some educational aspect. Richard prefers fun trips where he doesn’t have to learn anything. Meg prefers trips where you can learn things which help you in your exams. Charlie prefers activity trips where you can be challenged. 3 Bella and Richard say that you can learn about different types of animals, team-building and different languages. Meg and Charlie say that you can learn languages, learn about different cultures and try different foods. You can also gain independence and learn about teamwork.
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LEAD-IN Play Noughts and crosses . Draw a large 3 by 3 grid on the board. Number the boxes 1 to 9 and write time expressions (e.g. already, yet, before, since, ever, never, just, still, so far ) in the boxes. Divide the class into two teams, X and O. Flip a coin to see which team goes first. In order for the team to receive the X or the O for the box they have chosen, they must make a correct sentence using the time expressions. Alternate between the teams until one team has a line of three Xs or Os, or it is a draw. 1 Students complete the exercise. For question 2, write a table on the board with a su x at the head of each column. Elicit answers from the students and complete the table. Ask students to copy it. Answers 1 nouns: -ship, -sion; verbs: -ing (verb form); adverbs: -ly; adjectives: -ful, -ing, -less 2 Suggested answers: beautiful, awful, peaceful; working, seeing, doing; careless, hopeless; slowly, carefully, quickly; friendship, relationship; television, decision LANGUAGE NOTE Elicit common suffixes in English, e.g. -al, -ance, -ent, -ful, -ing, -ion, -ise, -ity, -ive, -less, -ly, -ment, -ness, -ous, -ship . Point out that students can guess the correct word by adding various prefixes and suffixes until they get something that sounds right and obeys the rules of word formation. Highlight that the suffix often causes a spelling change to the original word. OPTIMISE your exam Word formation Students read the tips. • Suffixes are often tested in key word transformation tasks such as Exercise 2 in this lesson. Remind students that there are usually three or four conversions from verb to noun and at least one negative in this type of task. • Remind students to read through the whole text again with their answers completed to make sure it makes sense and sounds correct. By reading the whole text they will see if it is grammatically correct and makes sense in the context.
Exam Exam task 6 In pairs, students complete the exercise. Set a two- minute time limit. Remind students to use phrases for making suggestions from the Phrase expert box. Walk round, monitoring students for good use of language and errors to go over at the end of the activity. Write any errors on the board and go through them with students, eliciting corrections where possible. EXTRA SUPPORT Model this activity first with a pair of confident students in open class. Introduce key expressions such as What do you think? What about you? I like your idea of … because … What you said about … is really interesting. 7 In pairs, students complete the task. Set a one-minute time limit. Elicit the decisions students reached from di erent pairs around the class. EXTRA SUPPORT Elicit the key steps and useful phrases students can use when they have to reach a decision. Define the issues – Well, we have to talk about … so … Generate options – What about …? How about …? Expand your ideas – Yes, because … Look for the common ground – Do we agree that …? Disagree on one thing – I don’t agree with you there. Reach a decision – So, in the end, let’s say … OPTIONAL EXTENSION In class or for homework, students write about a school trip they have been on and say what they enjoyed. Encourage them to say what they think they learnt on the trip. Alternatively, students could plan a trip they would like to go on. Homework Workbook Unit 1: Speaking, page 9 USE OF ENGLISH Word formation | Key word transformation Student’s Book, page 17 Lesson aims • Focus on word formation and practise a word-formation exam task • Focus on key word transformation and practise a key word-transformation task
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EXTRA SUPPORT Check the answers to Exercise 4. Divide the class into A and B pairs, mixing up higher and lower level students. Tell Student A to read out the first sentences in 1–6 and say the word given. Student B tries to formulate the second sentence, without looking at their notes. If the answer is correct, Student B continues. If they make a mistake, Student A has a turn. However, Student B now reads out the second sentence in 1–6. Student A must start again from question 1, but this time they can use their memory as well as logic. When Student A makes a mistake, Student B can try again, also starting from 1. The aim of the game is for both students to go through every sentence transformation in one go without making any mistakes. Me Elicit techniques from the class. Ask if they have different techniques for different types of information.
Exam Exam task 2 Students complete the exercise. Have students compare in pairs before you elicit answers in open class. Ask students to say how the su xes change the words: adjective to adverb: extreme - extremely, previous - previously adjective to noun: able - ability noun to adverb: success - successfully noun to verb: memory - memorise
verb to adjective: compete - competitive verb to noun: relate - relationship, perform - performance Answers
1 extremely 2 competitive 3 Previously 4 memorised 5 successfully 6 relationship 7 performance 8 ability
Homework Workbook Unit 1: Use of English, page 9 WRITING An essay Student’s Book, pages 18–19 Lesson aims • Focus on language in an essay • Plan and write an opinion essay LEAD-IN Write these phrases on the board:
Refer students to the Vocabulary reference, page 152, for more information on word formation. 3 Students complete the exercise. Check answers in open class. Answers 1 number 1 (negative form) 2 number 5 (because the first sentence has the idea of ‘ become ’, it’s get used to not be used to ) OPTIMISE your exam Key word transformation Students read the tips. • Remind students that each key word transformation question is marked in two halves (one point each half) and they can get a point in the exam for getting a single word correct. Encourage them to always try every question. • Students will practise the type of task in this lesson many more times during the course. Exam Exam task 4 Students complete the exercise. Check their answers. Answers 1 didn’t use to 2 ended up getting 3 hasn’t taken exams in 4 has been set up 5 get used to speaking 6 succeeded in remembering
Money management / Shopping for food / Serving meals / Cleaning the house / Operating household appliances / Washing clothes / Painting and household repairs / Car maintenance / Gardening . In pairs, students discuss how well prepared they are for these real-life tasks. Ask them to rate themselves from 1 to 10 in each area. Elicit the areas they feel they are best / worst prepared for from students around the class. 1 In pairs or as a group, students answer the questions. Elicit answers in open class. Suggested answers 1 In the photo on the left, a young woman is showing an elderly woman, perhaps her grandmother, how to use a smartphone. In the photo on the right, a young man is showing a man, perhaps his father, how to cook a dish. 2 Students’ own answers
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2 Students complete the exercise. Elicit answers from di erent students around the class. Accept all sensible suggestions. Suggested answers do not make successful teachers are not old enough to teach people things are too young and inexperienced to teach others 3 Students complete the exercise. Check answers in open class. Answers Students should tick: 2 I would argue that 3 … it seems to me that 4 In my view, 7 I disagree with 8 In my experience, 4 In pairs or groups, students complete the exercise. Walk round, monitoring students and helping them if necessary. Elicit answers in open class and accept all sensible suggestions. Suggested answers Main point Reason and / or example given to justify it teenagers are good at teaching The writer says some people think teenagers are too young and inexperienced, but he / she argues that teenagers can teach many different things.
For more information on writing an essay, refer students to the Writing reference, page 164. Exam Exam task 5 Students complete the exercise. Elicit answers from di erent students around the class. EXTRA SUPPORT First discuss the questions after the task in Exercise 5 in open class. Elicit explanations and ask students to justify their answers. Encourage them to use some of the phrases in Exercise 3. Write some key words and expressions on the board that less confident students can refer back to when they write their essay. 6 Plan Students complete the paragraph plan based on their discussion in Exercise 5. You may want to look at students’ plans, if possible, to check them and give advice and suggestions for improvement before students take the next step. 7 Write Students write their essay in an appropriate style in 140–190 words. Depending on time, it may be a good idea to set this and the subsequent checklist exercise for homework. 8 Check Students complete the checklist before they hand in their essay. OPTIONAL EXTENSION Students swap essays and give marks from 1 (low) to 5 (high) for four different areas typically used for marking writing exams. 1 Content / task achievement – meaning properly answering the question. 2 Communicative achievement – successfully communicating ideas at the right level of formality. 3 Organisation – overall organisation and linking together of sentences and paragraphs. 4 Language – level and accuracy of grammar and vocabulary. Homework Workbook Unit 1: Writing, page 10, Review, page 11 Learning to Learn Go through the points with the class. Ask students if any of them keep a journal or meditate. Ask if they know of any other techniques for developing self-awareness.
The writer’s own parents often ask him / her for help and advice about smartphones, computers, tablets and
how to use modern technology
apps / teenagers understand new gadgets almost instantly – and can teach others how to use them. green issues The writer’s friends understand green
issues more than their parents, and are often good at persuading them to change their ways, for instance with recycling. The writer’s sister loves fashion and often helps their dad choose stylish clothes.
particular interests or skills
OPTIMISE your exam An essay Students read the tips. • Tell students that they’re going to look at a typical writing exam task and practise agreeing or disagreeing with a statement. Point out to students that they should assume that whoever reads their essay has no idea about the topic. They should talk about possible opinions on the subject and give examples before they give a more personal opinion. • Effective organisation and cohesion are important features of a successful essay and will help students score higher marks. In Exercise 3, students worked on a wide variety of linking words and phrases for giving examples. This will help them show clear and logical relationships between their arguments and examples in their writing.
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