Материал: Unit 9

UNITCONTENTS

G  GRAMMAR

First conditional

Verb patterns

V  VOCABULARY

Degree subjects: art, drama, education, engineering, law, medicine, business management, psychology

Education collocations: do a degree in (a subject), get a place at university, hand (work / an essay) in, revise (for an exam), write an essay, get into university, take notes, get good/bad marks

Verbs followed by to + infinitive / verb + -ing: agree, arrange, avoid, dislike, imagine, manage, miss, recommend, refuse, regret, seem, forget

Wordpower: multi-word verbs with put: put back, put down, put off, put on, put (someone) through, put up

P  PRONUNCIATION

Word groups

Main stress: contrastive

C  COMMUNICATIONSKILLS

Talking about future possibilities

Describing actions and feelings

Making and receiving telephone calls Writing a personal profile

GETTING STARTED

OPTIONAL LEAD-IN

Books closed. Ask students: What have you read today? Give some examples of things you have read, e.g. bus timetable, email, Facebook update, staff notice board. Put students in pairs to think of different things that we read every day. After two minutes, ask the class to tell you their ideas and build up a list on the board. Ask students if they are surprised by how much they read every day. Tell them to think about the list of ideas on the board, e.g. You would need to ask other people what time the buses came. Elicit ideas for each text type on the board.

aIn pairs, students look at the picture and talk about the questions. Take feedback as a class and write students’ ideas on the board. Elicit which country students think the picture was taken in.

b 3.2 Play the recording for students to check their ideas from Exercise a. Then discuss the questions as a

class. Elicit from students what kind of difficulties they think Kimani might have beginning school so late in life and also what he might have particularly enjoyed. If you wish, give students information from the Culture notes below.

Answers

1Kimani is 84. The children are eight years old.

2He is studying because he didn’t go to school when he was young.

Audioscript

Kimani Maruge became the world’s oldest primary student in 2006. He was 84 when he first went to school with his eight-year-old classmates at a primary school near Nairobi, in Kenya. Mr Maruge never had

the chance to go to school when he was younger, but he believed education was important and wanted it for himself; it didn’t matter to him how old he was. He was thankful for the opportunity to go to school and he hardly ever missed a day. He wanted to improve his maths and reading ability. Sadly, Mr Maruge died in 2009. A film was made about his life in 2011, called The First Grader.

CULTURE NOTES

Kimani Maruge was the subject of an interesting film in 2011, The First Grader. (In the USA the first class children go into

at school is called first grade.) Kimani was born in Kenya in about 1920. He never got the chance to go to school and grew up unable to read or write. In 2003, Kenya introduced free education for all primary school children. Kimani decided to go to school and finally learn the basic skills. When he was asked why he decided to go to school at such an age, Kimani said that he wanted to be able to read so that he could do business and read letters from family and friends. In 2005, he was invited to New York to address the UN on the importance of education in Africa.

c In pairs, students predict three things they will

fi nd out about Kimani in the fi lm (for example, Kimani’s childhood and early life, why he couldn’t go to school, how he managed in his adult life, why he thinks learning to read and write is important, the progress he made in his studies). Check ideas as a class and see if all students thought the same.

EXTRA ACTIVITY

Put students into pairs. Ask them to imagine that one is Kimani and the other is his wife. They should write the conversation when Kimani tells his wife that he is going to go to school. When they have finished, ask one or two pairs to act out their conversations. The class votes on the best one.

CULTURE NOTES

Statistics for the percentage of young people in further education in the UK vary, but in 2013 it was reported that around 40% of school leavers had entered some form of higher education by the age of 19. Popular degree subjects in the UK are Business Studies, Law, IT, Social Studies, Art and Design, any form of Medical studies, and Biosciences.

b 3.3 Ask students to cover their books. Ask: What other subjects can people study at university today? Elicit any more ideas that students can think of for subjects that can be studied at university and add them to the list on the board. Then let the class read the list of subjects and match them with the pictures. Play the recording to check answers. Pay special attention to the pronunciation and stress pattern on engineering, psychology, medicine and management.

LANGUAGE NOTES

The p at the beginning of psychology is silent. Students may try to pronounce it.

CAREFUL!

Check for the correct spelling of business, e.g. I’m going to study bussiness or bussines. (Correct form = business.). Also look out for the spelling of management e.g. He wants to work in managment. (Correct form = management.).

EXTRA ACTIVITY

In pairs, students choose one of the subjects from 1b and say something that a student of that subject might need to do. Their partner guesses the subject, e.g. check your temperature (medicine), learn lines (drama).

c Students discuss the questions in pairs. Take feedback as a class. Elicit any other degree subjects which are popular in students’ home countries – e.g. degrees related to computer science. Ask students:

Which subjects do you think are the most popular? Why?

VOCABULARY SUPPORT

bakery (B2) – place where bread is made or sold ceramics – plates, dishes, vases

citrus – fruits like oranges, lemons

bAsk students to read the article to check their ideas. While reading, they should underline the words which say what students study. You could clarify by saying the students should underline words that tell you what exactly the students learn about or do on the course.

Answers

Football Studies: business, society, the media, sports injuries, coaching

Citrus Studies: grow, chemistry, biology

Toy Design: design toys, child psychology, 3D design, mechanical engineering

Bakery Science: chemistry, manage production

Popular Music: science of sound, production, engineering Ceramics: produce ceramics

c In pairs, students discuss the meaning of any new words. In feedback, check the meanings and see if

the rest of the class can explain any words the other students don’t know.

VOCABULARY SUPPORT

ceramics – the art of making objects by shaping pieces of clay and baking them

coach (B2) – to teach someone so that they improve at sport, skill or school subject

design (B1) – the art of making plans or drawings for something which show how it will be made

exhibition (B1) – when objects such as paintings are shown to the public

injury (B2) – when you hurt a part of your body in an accident lecture (B1) – a talk by an expert

lime – a small green citrus fruit, which is not sweet

mechanical engineering (B2) – the study of the design and production of machines

psychology (B2) – the study of the mind and how people behave

society (B1) – large group of people who live in the same country or area and have the same laws, traditions, etc.

d Read through the questions with the class. If possible, put different nationalities together in pairs for them to discuss the questions. Monitor and help with vocabulary as necessary. Ask for ideas during full group feedback.

3 VOCABULARY Education collocations

aPut students in pairs and ask them to note down things that good students do and things that bad students do in class or while learning. Give an example: arrive on time / be late for class. Ask for ideas during feedback and put them on the board in two lists. Point out which list is longer! Read through the words and phrases in the box

with the class and check them against the lists. If they are not included, ask students which list they should go in.

Answers

G: pass your exams, take notes, revise

B: fail your exams, get low grades, hand an essay in late

DWell, my exams start next week, so I’m revising a lot at the moment. I really want to do an economics degree but it won’t be easy to get a place – there are a lot of people who want one. But I’m sure I’ll get the grades I need if I work hard.

EThe exam’s in a couple of hours. I’m not really ready, because I went to a few parties this week and I haven’t had time to revise. If the questions aren’t too hard, I might be OK. But this lecturer normally gives us difficult exam papers, so I think I’m in trouble!

  VOCABULARY SUPPORT

deadline (B2) – the latest time to do something by

fail the year – fail a whole year of studying and need to repeat it’s all over – it’s completely finished

paid off (B2) – produced good results

be in trouble (B2) – be in a difficult, unpleasant or dangerous situation

  LANGUAGE NOTES

A grade (B2) or a mark (B1) means a number or letter that is written on a piece of work, saying how good the work is. Grade is the term commonly used in the US; in the UK, mark is more common.

b 3.4 Students complete the exercises in Vocabulary

Focus 9A on SB p.139. Play the recording where indicated for students to check their answers to Exercise b. Check answers to Exercises a and d as a class. Tell students to go back to SB p.88.

Answers (Vocabulary Focus 9A SB p.139)

Audioscript

AI’m writing an essay at the moment. But I’m a bit worried, because I only started today and I have to hand it in on Friday. I really need to speak to my lecturer. I might fail the year if she doesn’t give me more time.

BI can’t believe it’s all over – the last exam was yesterday. Now I just have to wait for the results. I studied hard, so I’m quite confident. If I pass, I’m going to have a big party! If I don’t, well … I’m not going to think about that …

CSo I’ve got my results and … I’m really happy with my marks. All those hours in the library paid off! The problem now is that I have to choose which course to do at which university. I’ve got three places to choose from and they’re all really good, but they’re slightly different. I have to be quick – if I don’t decide soon, I’ll miss the deadline.

  LANGUAGE NOTES

When we use deadline, the verbs that collocate with this are meet a deadline (to do the work by the time) and miss a deadline – not to do the work by the time).

b 3.5 Encourage the class to underline the key words in the list of factors they have to match with the speakers (e.g. finished,worried, decision). Explain that if they can identify these key words as they listen, this will help them with the matching. You may also wish to help students with the words and expressions in the Vocabulary support box. Play the recording again for students to answer the questions, pausing after each speaker if appropriate. Check answers as a class at the end of the recording.

Answers

1  B  2  E  3  C  4  A  5  D

c Students discuss the question in pairs. and feed back as a class. Which of the speakers 1–5 do students identify with the most?

5 GRAMMAR First conditional

a 3.6 Books closed. Ask individual students: What will you do / are you going to do if you pass your exam(s)?

Don’t correct students if they make a mistake with the first conditional form at this stage, but note down their errors. Ask students: Can you remember what Speaker B said he was going to if he passed his exams. Students open books to check. Play the recording for students to complete the sentences. Check answers as a class. Give the students the opportunity to correct their sentences after they have completed 5c Grammar Focus, by writing the sentences on the board.

Answers

1  pass  2  don’t decide  3  doesn’t give  4  aren’t  5  work

LOA TIP CONCEPT CHECKING

Write sentence 1 from 5a on the board: If I pass my exam, I’m going to have a big party! Ask concept questions to reinforce the idea that the first conditional refers to something that may happen in the future. Ask: Has the speaker taken the exam? (no) Is he going to pass? (we don’t know) Is it possible?

(yes)

bAsk students to answer the questions and complete the rules.

Focus 9A on SB p.158. Play the recording where indicated and ask students to listen and repeat. Students then complete the exercises in Grammar Focus 9A on SB p.159. Check answers as a class, making sure students are using the present simple for the if-clause. Tell students to go back to SB p.89.

Answers (Grammar Focus 9A SB p.159)

  LANGUAGE NOTES

•The two clauses of a conditional sentence can come in either order. The if-clause can come first or second. However, if it comes first, we use a comma after it.

•Remember that the result clause can also use might to give less certainty.

d 3.8 Pronunciation Choose a sentence from 5a or

Grammar Focus 9A and say it to students, e.g. If I pass,

I’m going to have a big party. Then say the sentence without a pause. Ask the class what was different between the way you said the sentence the first time and the second time. Then ask students to look at the sentences. Play the recording for students to listen to examples of where to pause between the two parts of a conditional sentence. The sign // means there is a pause.

e 3.8 Play the recording again and pause after each sentence for students to repeat.

fGive students two or three minutes to change the second half of the sentences so that they are true for them. Then they compare their sentences with their partners. Ask students to share some examples with the class.

gTell students about a plan: I’m going to meet my friend in the park. Write And if it rains? on the board. Tell them: If it rains, we’re going to meet in the café. Elicit another possibility, e.g. And if the café is full? If the café is full, we’ll go to the café in the shopping centre. Read through the examples in bubbles with the class and ask them to work in pairs to make as many exchanges for each sentence in 5d as they can. Ask one or two pairs to act out their best/longest exchanges.

  FAST FINISHERS

Fast finishers can write two new sentences like the ones in 5d and 5f and think of further exchanges. Check these during feedback.

6 SPEAKING

aTell students that they are going to talk to each other about their own long-term future. Read through the topics and ask students to note down their plans regarding these topics individually. Monitor and give encouragement and ideas where necessary.

bPut students into small groups. Read through the examples with the class. Students should tell their group about their plans. Other students should ask first conditional about these plans. Monitor but don’t interrupt fluency unless students make mistakes with first conditional structures. Point out the errors for

students to self correct. When the groups have finished, ask them to share examples of different plans and their questions with the class. Point out any language problems at this point, remembering to praise good use of language as well.

ADDITIONAL MATERIAL

Workbook 9A

Photocopiable activities: Grammar p.220, Vocabulary p.244,

Pronunciation p.283

9BI managedtostop feelingshy

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

• use verbs followed by to + infi nitive / verb +

-ing correctly

• read and understanda textaboutdifficulties in

celebrities’ lives

• understand someone talking about shyness

OPTIONAL LEAD-IN

Books closed. Think of a celebrity students will all know. Write down five facts about the celebrity’s life. Make sure some of the facts focus on the personal life of the celebrity. Write the facts on the board, one sentence at a time, and see how quickly the class can guess the name of the person. Ask students to do the same in pairs. Ask one or two students to play the game with the whole class.

1 SPEAKING AND LISTENING

aAsk students to look at the pictures. Ask: Where are the people? What are they doing? How do you think they are feeling? Elicit adjectives, e.g. shy, worried, nervous, anxious, happy, confi dent. Then ask: Why are they feeling like this?

Ask the class if they fi nd the situations in the pictures easy or not, and why / why not. Elicit examples of when students have been in these situations recently. Find out how many people in the class feel shy in these situations.

bIn pairs, students discuss their reactions to the statements before you take feedback as a class. Encourage students to justify their opinions as far as possible.

c 3.9 Tell the class that they are going to listen to an interview about shyness. Tell them not to worry if they don’t understand everything they hear, but encourage them to focus on listening for the specifi c information they need to a check their answers for 1b. You may need to play the recording twice and/or pause it after the information is given.

Answers

1 T 2 F 3 F 4 T

Audioscript

PRESENTER So, let’s have a look at another story in the news today. A study reported in the newspapers this week has found that 50% of people in the USA say they are shy. And also that this is an increase, and shyness is becoming more common. Well, here to talk about this is Dr Lamb, from the University of South London. Dr Lamb, good morning.

DR LAMB Good morning. Thanks for inviting me here.

PLet’s talk first about shyness in general. Obviously we all feel shy sometimes. When does it become a problem?

LWell, it becomes a problem when it stops you doing what you want to do. Shy people normally want to communicate with other people. They don’t want to be on their own. But they find it difficult when they need to talk to other people. Or when people talk to them.

POK, and is it true that people are becoming shyer? Is shyness becoming more common in the world?

LThat’s a difficult question to answer. But some people say that modern technology is making us shyer.

PYes, in fact the study mentions technology. What is the relationship between technology and shyness?

LYes, well, the idea is basically that we speak to other people much less now … because of technology. The Internet has changed things a lot. We maybe use email or Facebook more than we talk on the phone or meet our friends. We check our bank account online. We don’t go to the bank much anymore and speak to someone. We book our holidays online, not at a travel agent’s. So there are all of these things. We just speak to other people less than in the past. So when we do speak to someone, it’s more difficult for us.

PSo tell us – what makes shy people feel the way they do? What’s going on in a shy person’s head?

LWell, first it’s important to say – everyone is different so there’s no single answer. But in general, shy people worry a lot and they expect things to go wrong. Let’s imagine a shy person wants to go to a party. He or she will probably make lots of predictions about the party, normally bad ones. So they’ll say, ‘If I go to the party, I won’t know anyone and it will be difficult. I won’t enjoy it.’ And so on. Or often they imagine terrible situations – ‘Everyone will laugh when I speak’, ‘Everyone will hate me’, that kind of thing.

PThese are, I think, the kinds of feelings we all get sometimes. But you’re saying that very shy people get more of them.

L Yes, yes – absolutely.

P And what can you do to help shy people?

LWell, when I work with shy people, I ask them to talk about these feelings. I tell them to make a list of all the things they worry about. Then I can ask, ‘Well, do you think these things will really happen?’ At the beginning they say, ‘yes’. But I work with them and I hope in the end they’ll realise the things probably won’t happen. That’s important. And after this training, I ask the shy person to go out and speak to people, to see what happens. And normally nothing bad happens. Then they can compare this real experience they’ve had to the list of fears they wrote on Day 1. There’s normally a big difference and this really helps them to deal with their shyness.

P OK, Dr Lamb, we have to finish there. Thanks for coming to speak to us. L Thank you.

VOCABULARY SUPPORT

basically (B2) – simply

becoming more common (B1) – happening more often on their own (B1) – alone

report (B1) – to say/tell the results of something study (B2) – a survey / some research

LANGUAGE NOTES

The verbs increase and study both have a countable noun which is the same form, e.g.

There is an increase in the number of students at this school. There has been a study about people’s social habits.