Материал: Unit 12

  VOCABULARY SUPPORT

cowboy – a man who rides a horse to look after cows, typically in western USA

delicious (B1) – good to eat or drink

fence (B2) – made of wood, it separates gardens and fields get attention from (B1) – make people notice you

guilty (B1) – feel you’ve done something wrong kettle (B1) – people boil water in these

leaves (B1) – these drop from a tree every year mean (B2) – unkind

play a joke on (B2) – do sth to sb that makes other people laugh

pour (B1) – to transfer liquid from one thing into another

  LANGUAGE NOTES

Some nouns have irregular plurals, e.g. leaf (from a tree) = leaves; shelf (from a book case) = shelves.

4  F She guessed the stories by looking at the covers.

e Put students into small groups to discuss the two questions. Monitor and help with vocabulary as

necessary. Take feedback as a class. Encourage students to share the most interesting stories they heard in their groups.

2 GRAMMAR  Reported speech

aBooks closed. Ask students: Can you remember what Claire told her sister about the cow? Note down the answers they give you verbatim. Don’t correct any mistakes with information or direct or reported speech. Do punctuate direct speech if students say: Claire/She said “Those are/were horses.” However, do not punctuate if they say: She said / told her the cows are/were horses.

Repeat the process with two more questions. Can you remember what Tanya told the guests ‘The Lord of the Rings’ was about? (She told them it was about a happy king with lots of rings.) Can you remember what Jeremy told his brother he was going to make? (He said he was going to make grass soup.) Open books and check information. Write the sentences you noted on the board and ask students to correct any grammar mistakes using the 2d Grammar Focus for reference. Students then do task 2a and match the examples of reported speech with the direct speech. They can do this in pairs. Check answers as a class.

Answers

1  d  2  e  3  a  4  c  5  g  6  b  7  f

bGive students one minute to read through the rules and complete them. Check answers as a class.

Answers

present simple past simple

present continuous past continuous present perfect past perfect

past simple past perfect

am/is/are going to was/were going to can could

  LANGUAGE NOTES

We can use that to introduce reported speech, but it is not essential and can be left out, e.g. He said that he wanted to go to the cinema. / He said he wanted to go to the cinema.

cAsk students to complete the two sentences. Check answers and elicit the reason: we need an object with tell but say can’t be followed by an object.

Answers (Grammar Focus 12B SB p.165)

a 1 could 2 wasn’t going 3 would; got 4 we’d seen 5 she’d go 6 told them; liked 7 could come 8 had been

b 1 she; me 2 his 3 we; we; our 4 she; her 5 they; their 6 they; me; I

  CAREFUL!

Students often confuse the use of say and tell, e.g. The man told that the film was boring (Correct form = The man said that the film was boring.) Tell is usually followed by a personal object, unlike say. However, we can use say with a personal object if we add to, e.g. The nurses said me that I was in hospital (Correct form = The nurses told me / said to me that I was in hospital.)

Answers

1that /ðæt/ = strong form; refers to the previous sentence and needs emphasis / can’t be in weak form

2that /ðət/ = weak form; as used in reported speech

Answers

1I told her (that) she couldn’t read my diary.

2She said (that) she was going to tell Dad.

3I told him (that) I wasn’t talking to him.

4She said (that) she didn’t want to play with me.

5He told me (that) it wasn’t fair.

6I said (that) he had broken my toy.

gModel the sentences in 2f, or play the recording again, pausing after each reported sentence, for students to repeat.

hRead through the examples in bubbles with the class. Elicit similar examples of what students remember from when they were younger and write them on the board.

iGive students a minute or so to find examples of the things people told them and to make some brief notes.

jIn pairs, students use their notes to talk about the things they remembered. Monitor and check they are using reported speech correctly. Point out errors for students to self-correct. Take feedback as a class and elicit examples from students of what people said to their partner in order to encourage use of third-person pronouns – e.g. Pablo’s teacher told him ...

3 VOCABULARY  Personality adjectives

aWrite the name of a member of your family on the board and tell students one thing about him/her, e.g.

Jack is my brother. He’s very calm. He never gets worried about things. Ask students to tell their partners about four members of their family. If you used the Optional lead-in, remind students that this time it has to be the truth! Ask for examples during feedback, and write any personality adjectives that students mention on the board.

b 3.58 Students complete the exercises in Vocabulary Focus 12B on SB p.141. Check the answers to Exercises a and b. Use the pictures to help understanding. Play the recording where indicated for

students to underline the stressed syllables in Exercise c. Ask them to do d and then check answers for Exercises c and d at the same time. Monitor the conversations in Exercise e. Tell students to go back to SB p.121.

Answers (Vocabulary Focus 12B SB p.141)

canxious, careless, confident, creative, easy going, fair, fun, funny, generous, honest, patient, reliable, selfish, sensible, shy, sociable, strict

dSuggested answers: careless, selfish

  EXTRA ACTIVITY

To practise the adjectives in pairs, students take turns to describe people that they both know using the adjectives and a detail. Their partner has to guess who it is.

4 READING AND SPEAKING

aRead through the questions and examples in bubbles with the class. Students discuss their families in pairs. Monitor and help as necessary. Encourage students to use the personality adjectives from the preceding exercise. Take feedback as a class. Ask students to tell the class the most interesting thing that they learned about their partner’s family.

bStudents cover the words and phrases in the

box. Ask students to work in pairs and read through the information about brothers and sisters. Can they guess the information that is missing? Check ideas in feedback. Then ask them to look at the word box and

confirm or change their answers. Don’t check their ideas at this point.

c Students turn to SB p.131 and check their answers with the complete text. In pairs they discuss whether they agree with the statements, giving examples from their own experience. For task c, ask students to discuss their opinions with the class and take a vote to see how many students agree with each fact.

ADDITIONAL MATERIAL

Workbook 12B

Photocopiable activities: Grammar p.227, Vocabulary p.251,

Pronunciation p.288

12CEverydayEnglish

I’m pretty sure it’s Japanese

At the end of this lesson, students will be able to:

• use phrases to agree and disagree

• use contrastive stress

• understand conversations where thespeakers disagree

OPTIONAL LEAD-IN

Books closed. Ask students in pairs to write down the names of as many makes of cars as they can in three minutes, e.g. Ford, Renault, Kia. Find out which pair has the most. Ask

if students know the logos for the cars, too. If so, they can draw one or two of the logos on the board. Do other students recognise which logo they are drawing?

1 LISTENING

aIn pairs, students discuss the questions. When you feed back as a class, ask for examples of what students say they talk and argue about and build up a list of topics on the board. What are the most common subjects of conversation and of arguments? Ask students if they notice any diff erences between women and men.

bAsk students if they recognise the logos. They are all logos from large car companies. Try not to get into a discussion of what country the companies are from at this stage.

VOCABULARY SUPPORT

reliable (B1) – able to be trusted or believed

second biggest – not the biggest, but the next biggest

What a pain! (B2) – You can say this when sb or sth annoys you

d 3.59 Tell students that this time they need to listen for who agrees with each statement. Read through the statements. You may wish to help students with the words in the Vocabulary support box. Then play Part 1 of the video or play the audio recording again for students to decide on their answers.

Answers

1 B 2 B 3 B 4 M

c 3.59 Students look at the pictures. Ask them what is happening and elicit that Leo and Mark arranged to go to the gym together. Read through the questions with the class. Play Part 1 of the video or play the audio recording for students to answer the questions. Tell them not to worry about who is correct at this stage. You may need to play the recording twice. Check answers as a class.

Answers

It’s making a strange noise. It’s a Nissan. Because they don’t agree whether Nissan is Japanese or not.

e 3.60 Play Part 2 of the video or play the audio recording for students to say how Mark ends the argument. Check the answer. Ask the class if they know who is right. (Nissan is a Japanese company.) If you wish, give students information from the Culture notes below.

Answers

He says he can check on his phone.

CULTURE NOTES

The largest car manufacturers in Japan are Toyota, Nissan, Honda, Suzuki, Mazda, Daihatsu, Subaru and Mitsubishi. Toyota is the largest car manufacturer in Japan and in the world. The most well-known automobile manufacturers in South Korea are Hyundai, Kia and Daewoo.

EXTRA ACTIVITY

Read out the following phrases from the dialogue. Students listen and tell you which were said by Leo (L) and which were said by Mark (M): I’ve got to take my car to the garage. (L); What kind of car have you got? (M); I’m afraid Nissan is actually Korean. (M); I’m pretty sure it’s Japanese. (L); Oh, never mind. It’s not important. (L); Do they make cars in China? I think they do. (M); I know – I can check on my phone! (M)

2 USEFUL LANGUAGE  Agreeing and

disagreeing

a 3.59 Ask students if they can remember what language Leo and Mark use to agree or disagree with each other. Put ideas on the board. Students may only remember one or two phrases at this stage. Then direct students’ attention to the list of phrases for agreeing and disagreeing. Did they mention any of the phrases on the list? Play Part 1 of the video or the audio recording again for students to tick the phrases they hear. Check answers as a class. Ask if students can remember the context for these phrases – i.e. what was said before and after.

Answers

That’s true.

I’m afraid …

Exactly.

I don’t think so.

I’m sorry, but …

You’re absolutely right.

Definitely.

That’s right.Oh, please.

I’m not sure about that.

bIn pairs, students match the phrases with the functions. Check answers as a class.

Answers

1Agree:  That’s true, Exactly, You’re absolutely right, Definitely, That’s right

2Disagree:  I’m afraid …, I don’t think so, I’m sorry, but …, Oh,

please, I’m not sure about that

3Strongly agree:  Exactly, You’re absolutely right , Definitely

4Strongly disagree:  Oh, please

c 3.61 Play the recording for students to listen and repeat the phrases. Pause after each phrase for students to repeat. Focus on the stressed words and syllables and on the intonation for strong dis/agreement.

d 3.62 Individually, students complete the conversations with phrases from 2a. Play the recording for them to check answers. Divide students into pairs. They take it in turns to be Student A and Student B and read out the conversations. Monitor and check use of stress and intonation.

Answers

1  sure about  2  That’s  3  absolutely  4  please  5  sorry

eStudents complete the sentences with their own ideas. Monitor and help with examples if necessary.

fIn pairs, students agree or disagree with each other’s statements. Monitor but don’t interrupt fluency.

Point out errors for students to self-correct. Take feedback as a class and ask for examples of things students agreed with their partners about and things where they disagreed strongly.

3 PRONUNCIATION Main stress:

contrastive

a 3.63 Play the recording for students to see how the underlined words in the exchange have extra stress.

bComplete the rule as a class. Remind students that English is a stress-timed language and that stressing particular words in a sentence is one of the ways of conveying meaning.

Answer extra

LOA TIP DRILLING

Elicit the names of some famous celebrities and their nationalities, e.g. Rafael Nadal – Spanish, Brad Pitt – American, Nicole Kidman – Australian. Then drill the sentences so that students use contrastive stress. Do this initially as a group and then ask individual students.

Say: Brad Pitt is English.

Students say: No, Brad Pitt is American.

c Give the students a minute to look at the statements and underline the words that they will need to stress when they make dialogues. Model the example with a student. Emphasise that in the first statement, the adjective bad isn’t stressed. Good and bad are stressed

in the following exchange in order to make a particular point.

Students practise the exchanges in pairs. Monitor and focus on good use of stress.

dIn pairs, students discuss whether they really agree or disagree with the statements. Ask for comments in feedback.

4 SPEAKING

aRead through the statements with the class and check they understand the meaning of celebrity magazines (magazines with a lot of information about the lives of famous people, such as film stars and singers) – give (or elicit) some examples, e.g. OK, Hello. Give students two or three minutes to note down their opinions about the statements and also to think of two or three reasons to support their opinion in each case.

bStudents discuss the statements in pairs and give their opinions in pairs. Encourage them to expand their ideas by giving reasons and examples. Take feedback and ask students to tell the class what they agreed and disagreed about. Find out the majority opinions in the class.

ADDITIONAL MATERIAL

Workbook 12C

Unit Progress Test

Personalised online practice

12DSkills for Writing

About an hour later, the rain stopped

At the end of this lesson, students will be able to:

• understand a person telling a story

• read and understand a story

•use linkers to show sequencing in past time

• write a story

dRead the opinions with the class – you could nominate a diff erent student to read each one aloud.

Ask for a show of hands for who agrees with each one and fi nd out the majority opinion for the class.

e 3.64 Ask students to cover exercise 1c and practise retelling the story in pairs. Ask them to cover exercise 1c. If appropriate, put some words to prompt them on the board, e.g. child – old house – country – summer

house – playing with sister – old lady – hat – book – sister – mother – neighbours – died. Play the recording again for them to check whether they included all the details.

FAST FINISHERS

Ask fast finishers to do the activity again, but this time they must add some more details of their own. Monitor and prompt or give help. In feedback, ask the class for examples of interesting details.

2 READING

aStudents cover the story text and look at the picture. Elicit their ideas about the answers to the questions and write them on the board, but don’t say if they are right or not.

bGive students a few minutes to read the story to see how similar their ideas were. Elicit answers to the questions to check their general understanding. The two people

in the story are on holiday and they get lost going for a walk. They don’t know the man but they take shelter in his house from the rain.

cStudents read the text again to answer the questions. You may wish to help them with the words in the Vocabulary support box at this point. Check answers as a class.

Answers

1They had been careless; Mary said she knew the way.

2They heard a dog barking.

3because they were lost and wet

4ever since he was a chid

5The man gave them directions to the village.

6Plants were growing across it.

7There was no old man (or cottage).

VOCABULARY SUPPORT

cottage (B1) – a small country house

feel sorry for yourself (B1) – to pity (have sympathy for) yourself

the following day (B1) – the next day

know the way – to know the correct direction

d Students discuss the questions in small groups.