Материал: Unit 6

UNIT

Problems

UNITCONTENTS

G  GRAMMAR

Imperative; should/shouldn’t

Imperatives

Uses of to + infinitive

Linking: ordering ideas and giving examples

V  VOCABULARY

Verbs with dependent prepositions: deal with sth, look at sth, concentrate on sth, listen to sth, think about sth, borrow sth from sb, spend sth on sb, pay for sth, wait for sth, ask (sb) for sth, talk to sb, think of (ideas), arrive at sth

-ed / -ing adjectives: amazed, amazing, annoyed, annoying, confused, confusing, disappointed, disappointing, embarrassed, embarrassing, frightened, frightening, relaxed, relaxing, shocked, shocking, surprised, surprising, tired, tiring, exciting, excited, interesting, interested

Wordpower: verb + to: bring, describe, explain, lend, pay, read, sell, write

P  PRONUNCIATION

Sound and spelling /uː/ /ʊ/

-ed endings

Word stress

Main stress

C  COMMUNICATIONSKILLS

Describing extreme experiences

Asking for and giving advice

Showing sympathy

Writing a message giving advice

CULTURE NOTES

The picture is of a bungee jumper falling from a 40-metre-high bridge in Greece. Bungee jumping is when a person jumps from a very high point, like a bridge, crane or helicopter, attached by a strong elastic cord or bungee. The person falls through the air and then gets pulled back by the elastic. It is an exciting sport and is often used to help people overcome a fear of heights. Bungee jumping is considered an extreme experience. Bungee jumping is not as dangerous as it sounds: the risk of death is about 1 in 500,000 – said to be about the same risk as driving 100 miles by car. However, it can cause

a number of injuries. Some examples of more dangerous extreme sports are skydiving, base jumping (similar to skydiving, but from a ‘base’ such as a bridge or building), volcano surfing and highlining (walking on a high rope).

bAsk how the man is feeling. In pairs, students write down words and phrases to explain how they think the man is feeling. Monitor and support students with any vocabulary they may need. Check ideas in feedback.

cGive students a few minutes to discuss the questions in pairs. Monitor and help with vocabulary as necessary. Ask students to share their ideas with the class and extend to a wider discussion if students are interested. Tell them that some therapists or doctors help people with excessive fears (phobias) by exposing them to what they’re afraid of.

Answers

common fears: spiders, snakes, heights, crowds, open spaces, closed spaces, dogs, storms, injections, flying, dirt, bacteria

GETTING STARTED

OPTIONAL LEAD-IN

Books closed. Write the names of three extreme sports on the board, e.g. mountain biking, skateboarding, paintball. Ask any students who have tried these sports to describe them. Ask students if they would like to try these sports or if there are any other extreme sports they would like to try.

a Ask students to say what they can see in the picture and what they think the man is doing. Elict or teach the term bungee jumping. Ask students what they know about it. Would they like to try it? Why/ why not? If you wish, give students information from the Culture notes below.

Answers bungee jumping

EXTRA ACTIVITY

Books closed. Tell students briefly about something that you are afraid of, e.g. spiders, snakes, the dark. Tell students why you are afraid of this thing and what happens when you are exposed to it in some way. Now ask students to stand up. They should mingle with other students and find someone who is afraid of the same thing(s) as them. Take class feedback and find out what the most common fear was. Ask for ideas on how they might deal with this fear.

6AYou shouldhaveabreak

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

• read and understand a text giving advice for problems

• use the imperative and should / shouldn’t accurately

• pronounce long and short vowels /uː/ and /ʊ/ correctly

•use verbs with dependent prepositions

•give advice for small problems

OPTIONAL LEAD-IN

Books closed. Tell students about a problem you have had in the last 24 hours, e.g. This morning, when I wanted to leave for work, I couldn’t find my house keys, the ticket machine at the station was broken, I ran out of milk at breakfast, I forgot

homework, I got caught in tra ic. In pairs, students write down the number of minor problems they have had in the last 24 hours. Compare lists during feedback and find out who has dealt with the most problems. Ask what some of the problems were and write them on the board. Ask whether students solved the problems or not. If not, can other students give them advice? Don’t worry if students make mistakes with should or expressions for giving advice at this stage.

1 READING

a Students look at the pictures and captions that go with the article and describe the problems they show. Check they understand the captions and elicit that addicted means unable to stop doing something and usually something that’s bad for you. Ask them why they think the people have these problems and what the consequences might be. In pairs, students talk about people they know who have any of these problems and ways to solve them. Monitor and help as necessary.

Ask students to share their ideas with the class. Put their ideas about solving the problems on the board so that they can compare with the article later.

CULTURE NOTES

Addiction to your mobile phone has been given a name: nomophobia – the fear of being without your mobile phone. The word comes from no + mobile + phobia (fear). Surveys have shown that more than 50 per cent of people with mobile phones become anxious at the thought of being without their phone, losing it, running out of battery or losing signal.

bRead the title of the article and ask: Do you think the article will be about the problems, the people who have them, or advice for solving them? Why? (The article is about solving problems because of the phrase deal with.) Read through the introduction with the class. Tell students to read the pieces of advice 1–4 in the article and match them with four of the problems. They should then add the four captions as headings to the text. Check answers as a class.

Answers

cEncourage students to fi nd and underline the listed words in the text as this will help them to answer the question. They complete the exercise individually then compare their ideas with a partner. Check as a class. You may wish to help students with words in the Vocabulary support box.

Answers

1music: listen to music while you clean; 15 minutes: clean for 15 minutes only every day

2rules: give yourself rules for using your phone; a pile: put your phones together in a pile, out of the way

3breaks: don’t work for long periods without a break; rewards: give yourself rewards when you’re working

4screens: don’t use bright screens before you go to sleep; milk: drink warm milk before going to bed to help you sleep

VOCABULARY SUPPORT

device (B2) – small (electronic) machine or gadget

enjoy someone’s company (B2) – to like being with someone

herbal (B1) – relating to or made from a herb – a plant used in cooking

pile (B1) – a group of things together, one on top of the other

reward (B1) – something you get when you achieve something

dWrite the four problems the article talks about up on the board. In pairs, students cover the article and give each other advice about each one, using their notes to help them. Ask some of the pairs to give you some examples.

eIn pairs, students decide if they think each piece of advice is good or not, and why / why not. Can students think of more advice for people with these problems?

Take feedback as a class.

FAST FINISHERS

Fast finishers can discuss or write the advice they would give to people with the other problems shown in the pictures. Ask for their ideas during feedback. Put them on the board to refer to later in the lesson.

2 GRAMMAR Imperative; should

aBooks closed. Give each student in the class a verb: listen, try, use or work. Read out the sentences from 2a. Students stand up when they hear the sentence their verb comes from. Students then complete the sentences in 2a with the correct verbs and check their answers in the article. Check answers as a class. Elicit other pieces of advice from the article using should/shouldn’t and the imperative.

Answers

1 listen 2 try 3 work 4 use

b Match the sentences with the rules as a class.

Answers

1 infinitive

4 don’t + infinitive

2subject + should + infinitive

3subject + shouldn’t + infinitive

LOA TIP ELICITING

Give students some prompts from the article to elicit more sentences with imperatives and should/shouldn’t: 15 minutes (Don’t clean for more than 15 minutes. You shouldn’t clean for more than 15 minutes.); a pile (Put your phones in a pile. You should put your phones in a pile.); rewards (Have a biscuit. You should have a biscuit.); night (Don’t use your computer at night. You shouldn’t use your computer at night.)

  LANGUAGE NOTES

Make sure that students do not try to use the infinitive + to after should/shouldn’t. Also point out the difference between must and should: must is to say that something is necessary, should is for when we think something is a good idea.

d 2.23 Pronunciation Model and contrast the long and the short vowels sounds /uː/ and /ʊ/. Say /uː/, /uː/, /uː/,

/uː/, /uː/; then /ʊ/, /ʊ/, /ʊ/, /ʊ/, /ʊ/, /ʊ/. Depending on the students’ first language, either one sound or the other may be more difficult for them to hear/reproduce in isolation. Then play the recording and elict from

the class which vowel is long and which is short in the sentence.

Answers

shouldn’t: short use: long

e 2.24 In pairs, students look through the sentences and practise reading them aloud to see how they think the vowel sounds are pronounced. Play the recording again. and check the answers as a class.

Answers

1short, long, long

2short, long, long

3short

4long, long

5short

f Model the sentences again for students to repeat.

  EXTRA ACTIVITY

Ask students to work in pairs to read the article again and find more examples of words with these vowel sounds. Students share their suggestions with the class.

3 VOCABULARY 

Verbs with dependent prepositions

aAsk: Who spent some money this morning? What did you spend it on? Write the sentence on the board: (student’s name) spent some money ... a drink this morning. Elicit the preposition on to complete the sentence. Tell students that the verb spend must always be followed by on when it is used with this meaning (to spend money in

a particular way to buy certain things). Tell students on is called a dependent preposition. Remind students that when they learn a new verb, they should always record and learn it with its preposition if appropriate. Ask if students can remember any more verbs that are always followed by a preposition and put their (correct) examples on the board.

Students complete the sentences with the prepositions individually. Check answers as a class.

Answers

1  with  2  to  3  at  4  on  5  about  6  about

bIn pairs, students ask and answer the questions in 3a. Ask students to report their partner’s answers to the class.

cTell students that they are going to read more sentences that give advice about problems and also use verbs with dependent prepositions. They should match the sentence halves. Students do the task individually.

  CAREFUL!

Students sometimes use to after arrive; at is used after arrive or in for very large places, e.g. I arrived to the station. (Correct form = I arrived at the station at 9.00.) What time do we arrive to Paris? (Correct form = What time do we arrive in Paris?)

Answers

1  d  2  c  3  b  4  a  5  f  6  h  7  e  8  g

d 2.25 Play the recording for students to check their answers. Ask them which two problems in 1 the advice is for.

Answers

1–4  I don’t have enough money.  5–8  I feel tired all the time.

  EXTRA ACTIVITY

In pairs, students think of advice to give the people with the other problems shown in the pictures, using should/shouldn’t and some of the verbs with dependent prepositions from 3a and 3c, e.g. You shouldn’t spend time on things that aren’t necessary. Think about which of your jobs are most important and prioritise them. You should ask friends for their help when you need it. Monitor and help where necessary. Ask students to share some of their ideas with the class.

eStudents do the task in pairs. Alternatively, one student in the pair reads the first part of the sentence to his/ her partner to elicit the second part. They then swap roles. With books closed, elicit the complete sentences from the class by just giving the verb, e.g. borrow. (Don’t borrow money from friends because it creates problems.) Ask students if they agree with the advice given. Why / Why not?

  EXTRA ACTIVITY

In pairs, students write new sentences using each verb and preposition from 3c. They take out the verb and preposition to create a gap-fill task to swap with another pair. Students tell the class some of their sentences.

4 SPEAKING

a Ask students if they are usually late for things or punctual / on time. Ask for some examples of times when they have been either very early or very late, and the consequences. Divide the class into pairs and assign A and B roles. Student A reads the text on SB p.130 and Student B reads the text on SB p.132. Tell them that they are going to read some different advice for people who are always late. The pairs read the text and then ask and answer questions. As you monitor, don’t

interrupt fluency but note any mistakes with the content of this lesson to deal with during class feedback.

Ask which piece of advice is the most useful, and why. Do all the pairs agree?

bIn pairs, students write advice for one of the problems in the list. Circulate and help where necessary.

cPut students in small groups to present their problems and discuss the advice. Take group feedback to see whose advice they found the most useful.

  EXTRA ACTIVITY

If you used the optional lead-in at the beginning of the lesson, return to the problems on the board. What advice would students give for these problems now?

  EXTRA ACTIVITY

Ask the class to imagine there is a new student in the class and he/she doesn’t understand much vocabulary. What advice could they give to him/her? Elicit suggestions with should/ shouldn’t or the imperative, and put them on the board, e.g.

You should ask the teacher. Read lots of things in English. You shouldn’t write definitions – you should write sentences with new words. Don’t use the same words all the time.

ADDITIONAL MATERIAL

Workbook 6A

Photocopiable activities: Grammar p.214, Vocabulary p.238,

Pronunciation p.275

aIn pairs, students look at the pictures on the page and say how the people might be feeling. Take feedback from the class and add new adjectives if necessary to the list on the board.

bStudents read the sentences and answer the questions.

Answers

a relaxed b relaxing

c Students complete the exercises in Vocabulary Focus 6B on SB p.137. Play the recording where indicated for students to check their answers to Exercise a and b and the answers to d and e as a class to ensure that students are making the correct choices about when to use -ed and when to use -ing endings. Tell students to go back to SB p.60.

Answers (Vocabulary Focus 6B SB p.137)

CAREFUL!

Make sure students use interested / excited to describe their feelings and not interesting / exciting, e.g. I am interesting in this article. (Correct form = I am interested in this article.) He’s exciting because it’s his birthday. (Correct form = He’s excited because it’s his birthday.)

EXTRA ACTIVITY

If you used the Optional lead-in at the start of the lesson, look again at the list you have on the board and see how many of the adjectives can be changed using an -ing ending.

2 READING AND LISTENING

a Ask students to look at the picture at the top of the page and describe what they can see. Don’t worry about any unknown vocabulary at this point – just see how they can manage with the words they already know. Focus on the activity and elicit that the person is scuba diving. Discuss the questions as a class. Ask for examples of the dangers people can face when doing this activity.

Answers

CULTURE NOTES

Scuba diving is a popular water sport. SCUBA stands for Self-contained Underwater Breathing Apparatus: the diver swims with all the equipment he or she needs, including a tank of compressed air, mask, diving suit and flippers. In 2014 Egyptian diver Ahmed Gabr dived to a depth of 332.25 metres and set a new world record, but recreational dives are usually between 30 and 40 metres.

The bends is a health problem caused when divers come up to the surface too quickly. Because of the change in pressure, they get bubbles of nitrogen in the blood, which causes severe pain.

There are over 400 known species of shark in the world, but only a few species are considered dangerous to humans. Sharks have an extremely good sense of smell and can detect their prey from miles away. Worldwide, shark populations are going down quickly, due to hunting and fishing.

cRead the title of the article with students and ask them to guess what the article might be about. Students read the article quickly to fi nd which sentence is true and give you their answer in class feedback.

Answer

2

dIn pairs, students read the text again more carefully to answer the more detailed questions. Check answers as a class.

Answers

1to go scuba diving

2because she didn’t have any experience of diving below 30 m

3She was scared because it was very deep.

4because she didn’t want to get ‘the bends’

EXTRA ACTIVITY

Ask the class to spend another minute reading the article because you are going to give them a short memory test on some words from it. Ask students to cover the article. Read the article to the class but each time you get to an adjective, change it. Students must stop you by saying the correct adjective, e.g. I started scuba diving because I was bored with sharks. (interested in) I learnt how to dive in England, but English waters were confusing. (disappointing)