Материал: Unit 6

eAsk the class to predict what happens next and put some of their ideas on the board.

f 2.28 Play the recording for students to hear the end of the story and then check against the ideas on the board to see if any were correct. If necessary, play Caroline’s answer to the interviewer’s first question and check. (The sharks made her feel relaxed.) Then play the rest to see what happened in the end. (She never goes diving now.)

Audioscript

INTERVIEWER  So what did you do?

CAROLINE  Well, I was really confused. I thought I was going to die. I didn’t really know what to do – I just wanted to get out of the water. But then I saw a shark; then another, and another. And suddenly I stopped feeling frightened. I forgot about dying, and watched those amazing fish moving through the water. Seeing those sharks probably saved my life, because they made me feel relaxed. I started breathing better and – very slowly – I made my way to the top.

I And how did you feel when you got back to the surface?

CWell, once we were back on the fishing boat, I felt a lot of different things. I was happy to be alive, but I was also embarrassed because I used most of my air. And I was shocked and angry with my instructor for taking me down to 40 metres and then disappearing.

I And how has the whole experience changed you?

CAfter that experience, every time I tried to dive, I got really worried. In the end, I stopped scuba diving. I still love sharks, but I’ll never go that deep again to see them.

g 2.28 Play the recording again for students to answer the questions. Pause in the appropriate places for students to note down their answers or tell you directly.

Answers

1She stopped feeling frightened.

2happy, embarrassed, shocked and angry

3She got worried every time she dived, and stopped diving.

h Discuss the questions as a class. Encourage students to justify their answers as far as possible.

3 GRAMMAR Uses of to + infinitive

aBooks closed. Ask students to stand up. Read out the sentence with gaps where shown, using expressive gestures/mime to help with the meaning of missing words: I ______ at my diving watch to see how deep we were.

Students should shout out the missing words. Allow a student who guesses correctly to sit down, then read the next sentence and repeat procedure. I just ______ to get out of the water. / I didn’t really _____what to do. I am

_______ to be alive. When four students have been allowed to sit down, let everyone sit down and open books. Ask students to complete the sentences from the text and recording.

b 2.29 Play the recording to check answers.

Answers

1  to do  2  to get  3  to be  4  to see

c Match the sentences with the rules as a class.

Answers

4 to give a reason

2after certain verbs

3after adjectives

1 after question words

of the infinitive is stressed and then play the sentences for them to check. When you have established that it is the verb which is stressed, point out the pronunciation of unstressed to (tə). Give students the opportunity to practise this by modelling the sentences for them to repeat after you.

Answers the verb

eStudents look back at the article on page 60 and underline other examples for the uses of the infinitive + to.

Answers

To give a reason: my instructor suggested a trip to the Shaab Shagra reef to swim with the sharks there.

After certain verbs: I decided to try the Red Sea in Egypt. I just wanted to go back up to the surface fast.

After adjectives: I was shocked to see we were at 40 metres! After question words: I learnt how to dive in England.

f Students read the information in Grammar Focus 6B on SB p.152. Play the recording where indicated and ask students to listen and repeat. Students then complete the exercises in Grammar Focus 6B on SB p.153. Check answers as a class. Tell students to go back to SB p.61.

  CAREFUL!

Students often confuse to + infinitive or -ing, e.g. I just wanted getting out of the water. (Correct form = I just wanted to get out of the water.)

gPut the class into pairs. Give students some time to read through the pairs of topics and to choose one from each to talk about. They should think about what they are going to say and try to use the infinitive + to in these talks. They can make brief notes if they want to.

hStudents talk about their different topics in

pairs. During the activity, students should try to talk continuously for a short time about the topic. If they are hesitant, their partner can help by asking more specific questions. Monitor and point out errors for students to self-correct. When they have finished, ask students to tell the class examples from their discussions/talks and vote on the most interesting experience.

  FAST FINISHERS

Fast finishers can go back and talk about the topics they did not choose previously.

4 LISTENING

aTell students that they are going to hear about another experience. Ask them to look at the picture and tell you what they can see. Read through the words in the box and elicit or explain the meanings (see Vocabulary support below). Ask students to say what they think happened and put their ideas on the board.

b 2.31 Play the recording for students to see if their predictions were similar to what happened or not.

and there was nothing I could do. The others couldn’t see me. The plane was just pulling me along in the sky and nobody knew I was there.

  VOCABULARY SUPPORT

free (B2) – to get someone away from something get stuck (B2) – to be unable to move

hang (C2) – to hold or be held onto something with your body in the air

parachute (B2) – if you wear this when you jump from a plane, it stops you from falling too quickly.

c 2.31 Read through the interviewer’s questions with the class. Play the recording again for students to make notes on Aaron’s answers to the interviewer’s questions. Pause after each answer is given in the recording to give students time to make notes. Don’t check notes/answers fully at this point, but make sure students have been able to note something for each question. If necessary, play the recording again.

Suggested notes/answers

1parachute jumping – was pulled along under plane

2not experienced – went first

3wind pushed me to side – stuck against plane – hanging from parachute

4frightened – could die

5pilot slowed – others (Monica, Ben) freed me

6no

d Students use their notes and take turns to retell Aaron’s story in pairs. Before the start, elicit ideas for an appropriate sentence or sentences to start the story

– e.g. This happened when I was …, One day, I was ...

and write them on the board. You could also give some phrases for linking ideas together and moving on, e.g. after that, then, suddenly, etc. Tell partners to help each other if necessary.

5 SPEAKING

aRead through the question and the prompts with the class. Be prepared to give an example of your own if students can’t think of anything. Tell them your experience (or a friend’s) and encourage them to tell the class about something similar. Put students in pairs to think of ideas.

bRead through the questions with students and tell them that they can use their answers to help them describe the experience. Students prepare notes individually about one experience they talked about.

LOA TIP MONITORING

•When monitoring this activity, your role is to act as a resource: showing that you are available for students to ask questions, and also to prompt and encourage students who are finding it difficult to come up with ideas.

•Make sure that you monitor the stronger students too in order to help them extend their ideas and answers.

c In new pairs, students use their notes to help them tell their partners about the experience. Monitor and encourage where necessary. Note down mistakes to deal with later. Also listen for interesting stories. During class feedback, ask some students to retell their stories for the class. Vote on the most interesting story.

  EXTRA ACTIVITY

Put students into small groups. Give each person in the group a sheet of paper. At the top of the sheet, they should write: A frightening experience. Students should write the first sentence of a new story about a frightening experience. Then they pass the paper on to the student on their right. That student then writes the second sentence of the story and passes the paper on. Students read the different stories aloud to their groups. They choose one to read to the class.

ADDITIONAL MATERIAL

Workbook 6B

Photocopiable activities: Grammar p.215, Vocabulary p.239

OPTIONAL LEAD-IN

Books closed. Elicit or input need / give advice. In pairs, students brainstorm people or places you can go to if you need advice, e.g. parent, friend, partner, colleague,

professional advisor, the Internet, advice phone line, advice service (often a charity). If students are happy to discuss the topic further, they can discuss the following questions in pairs: If you have a problem, do you prefer to deal with it yourself or do you ask for advice? Open books.

1 LISTENING

aPut the words money, work, relationships, car, clothes, health on the board and ask students to tell their partner who they talk to when they have problems with these things. Take feedback as a class, e.g. If I have a problem with a girlfriend/boyfriend, I talk to my best friend about it. If I have a problem at work, I might talk to my colleague.

bAsk students what they remember about Annie and Rachel from the video in 5C. (Annie was upset, Rachel decided to visit her.). Then ask them to look at the picture and say what they can see. Read the instructions and the question and ask for students’ guesses about what the bad news might be. Put their ideas on the board.

c 2.32 Play Part 1 of the video or play the audio recording for students to check their ideas.

Answers

Annie is going to lose her job.

2 CONVERSATION SKILLS 

Showing sympathy

a 2.32 Ask students what Rachel said when Annie told her the bad news. Put any phrases they can remember on the board. Then read through the phrases and see if any of these are on the board. Do students want to

change add to the list? Play the recording again to check which phrases Rachel used. Tell students that when we use phrases like this, we are showing sympathy. Give or elicit the verb: sympathise (to understand and care about someone’s problems) and adjective: sympathetic (showing that you understand and care about someone’s problems). Ask when students last sympathised with someone.

If appropriate, ask why.

Answers

1, 2, 4

bDiscuss the question as a class. Ask: Are ‘terrible’ and ‘awful’ words that you use in very bad situations or not very serious situations? Elicit that they are words used in very bad situations and therefore the other expressions are probably used for less serious problems.

Answers

a less serious situation

LOA TIP CONCEPT CHECKING

Give examples of some situations and check which phrase in each pair could be used with them, e.g. My friend has got a bad cold. That’s terrible. (no) / That’s a shame. (yes)

Someone stole my friend’s car: How awful. (yes) / What a pity.

(no)

My friend missed a good programme on TV: I’m sorry to hear that. (no) / What a pity. (yes)

c 2.33 Play the recording for students to listen and repeat the phrases.

dIn pairs, students take turns to give bad news and respond with an appropriate phrase. Ask for examples in class feedback. (The second and fi fth situations are probably the most serious.)

3 LISTENING

a 2.34 Ask students in pairs to think about what advice they would give to Annie about the situation. Put their ideas on the board. Play Part 2 of the video or play the audio recording for them to see what advice Rachel gives about the diff erent points. Check answers as a class.

Answers

1Speak to her because maybe there’ll be other jobs there.

2Speak to them and ask them what they’re doing.

3Mark works in marketing; Annie and Rachel will speak to him about jobs.

4It could be a good thing ‒ the chance to do something new.

bAsk if students can remember how Annie responded to Rachel’s advice. Look at the phrases in the exercise and ask which show that Annie doesn’t agree. Model the phrases for students to repeat.

Answers

1, 3

repeat.

dStudents complete the dialogue individually. Check answers as a class. In pairs, students practise reading the dialogue. Monitor and draw students’ attention to any sentence stress problems. Nominate a pair to read the dialogue for the class.

Answers

6 LISTENING

a 2.38 Tell the class that Annie is worried about Leo and elicit what she might be worried about. Play Part 3 of the video or play the audio recording for students to check their ideas and answer the questions. Check answers as a class.

Answers

1Annie thinks Leo might not be interested in her any more.

2He’s probably busy.

b Discuss the questions as a class. You can extend this by asking a further question: Do you think friends should always tell each other the truth? Why / Why not?

  EXTRA ACTIVITY

Ask students what phrases the speakers said after these words: No, it’s stupid. [Come on – you can tell me.]

You’re right, you’re right. [Everything will be fine.]

Thanks, Rachel … for your help. [That’s OK! That’s what friends are for!]

7 SPEAKING

aDivide students into pairs and assign A and B roles. Students choose a problem from the cards, look at the questions and make some notes on what they want to say. Circulate and help with vocabulary as necessary.

bStudent As tell their partners about their problems and Student Bs give advice. Monitor and correct students’ pronunciation as appropriate and listen for correct use of the target language from this lesson. Check that students show sympathy when giving advice. Note any interesting points and discuss them with the class at this stage.

c Students swap roles and repeat the activity.

  FAST FINISHERS

Fast finishers can describe the other two problems and ask for and give advice.

d Take feedback and ask for examples of advice students gave for the different problems. Check whether they thought their partner’s advice was useful, and why / why not? Also ask if their partners showed sympathy and what phrases they used to do this.

  EXTRA ACTIVITY

Divide the class into small groups. Students think of a problem they have had recently and write it down on a piece of paper with their name. (The problems can be imaginary.) Take the problems and give them to students in the other groups. They then write advice for the problems on the same paper. Return the problems and advice to the original students. Take feedback and ask students to read out the best advice to the class.

ADDITIONAL MATERIAL

Workbook 6C

Photocopiable activities: Pronunciation p.276

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