Материал: Unit 9

Answers

1Shyness becomes a problem when it stops you doing what you want to do.

2Because of technology / the Internet, we speak to other people much less now.

3They worry a lot and they expect things to go wrong.

4She asks them to talk about their feelings and make a list of all their fears; then she asks if things will really happen and they say ‘yes’; she works with them and in the end they say ‘no’; they go out and speak to people and see what happens – normally nothing bad.

e In pairs, students discuss what they think of Dr Lamb’s advice. Take feedback as a class and elicit tips from the group for what people can do if they feel nervous or shy.

2 READING

aElicit from the class the different kinds of celebrities there are – e.g. film stars, singers, sports celebrities, politicians and people in power, reality TV celebrities etc. – and also elicit and write on the board examples from each group. Ask for a show of hands for people who are interested in celebrities’ lives and those who are not. Nominate students from each group to explain the reasons for their answer.

bAsk students to look at the pictures of the celebrities in the article. Ask: Do you know the celebrities? What are they famous for? Then read through the list of problems with the class and check students understand bullying

(C1) – hurting or making fun of people who are weaker/ less powerful than you. In pairs, students try to match the celebrities with the problems.

  CULTURE NOTES

Lady Gaga is from Manhattan in the USA. She is one of the best-selling musicians of all time. Her debut album The Fame has sold 15 million copies worldwide.

Michael Phelps has won more Olympic medals than any other Olympic athlete. The American swimmer won eight gold medals in the Beijing Olympics. After the 2012 Olympics in London, he had won 22 Olympic medals.

Salma Hayek was born in Mexico, but now lives in the USA. She has starred in over 40 films and also produces both film and TV shows. She was nominated for an OscarTM for her role as artist Frida Kahlo in the film Frida.

Johnny Depp is probably most famous for his role as Captain Jack Sparrow in the Pirates of the Caribbean films. He has been nominated for an OscarTM for this role as well as for his roles in Finding Neverland and Sweeney Todd: The Demon Barber of Fleet Street.

Sir Peter Jackson is a film director and producer from New Zealand. He directed the very successful The Lord of the Rings film trilogy as well as The Hobbit.

Benecio del Toro is from Puerto Rico. He won an OscarTM for his role in Traffic (2000). Other film credits include The Usual Suspects, Fear and Loathing in Las Vegas, Sin City and he played Che Guevara in Che (2008).

cAsk students to read the article to check their ideas from 2b. You may wish to help them with the words in the Vocabulary support box at this point. Check answers as a class.

  VOCABULARY SUPPORT

budget (B2) – the money you have to do something

bullying (C1) – when children hurt or are unkind to weaker or less popular children

champion (B1) – a winner who beats everyone else dyslexia – problem with reading words and writing give up (B1) – to stop doing something

remade – made a new version of a film

Answers

family disagreements – Benicio Del Toro language problems – Salma Hayek shyness – Lady Gaga, Johnny Depp

not finishing school – Peter Jackson bullying – Michael Phelps

  LANGUAGE NOTES

•The word celebrity is often abbreviated to celeb.

•Michael Phelps says: I kind of laugh ... We use kind of to mean, a little bit, or almost, e.g. I laugh a little bit / I almost laugh about it.

dAsk students to cover the article. Read out the sentences for students to try to remember and write down who the sentences refer to. Then they read the text again to check. Finally, check answers as a class.

e Students answer the questions in pairs. Check answers as a class.

Answers

1people she doesn’t know

2no (because people who read fast forget it)

3It made him stronger.

4no (he’s done everything he can to avoid it)

5so he could get a job and save money for film equipment

6be(come) a lawyer

f Discuss the questions as a class. Take a vote on which celebrity the group think had the most difficult time and which celebrity (if any) they admire the most.

  EXTRA ACTIVITY

Ask students in small groups to discuss the question: Do you think celebrities have an easy life? Put some ideas on the board to help them, e.g. money, friends, photographers,

travelling. Monitor and support students with any vocabulary they may need. Encourage students to justify their opinions as far as possible.

3 GRAMMAR Verb patterns

aAsk: Who decided to leave university to study acting?

(Benicio Del Toro). Write Who loved using the family video camera? (Peter Jackson) Elicit the different verb patterns after each main verb: verb +-ing and to infinitive. Then students look at the sentences and answer the question.

Answer

1  to + infinitive  2  verb + -ing

LOA TIP ELICITING

Verb patterns are complex in English and students need to learn that different verbs take different patterns. Establish the need to learn these patterns in this way: Ask students:

Which celebrity did you enjoy reading about most? Which celebrity – NOT in the article – would you like to know more about? Put some of their answers on the board in full form, e.g. I enjoyed reading about Johnny Depp. I would like to know more about Robert Pattinson. Underline reading and to know and ask what these forms are: to + infinitive and verb +

-ing.

bRemind students that it is important to know which form follows a main verb. Tell them that we need to learn this when we learn the main verb. Advise them to record new words in sentences so they remember this, e.g. give up – I gave up running because I had an injury.

Students complete the table with verbs from the texts. Check answers as a class. In feedback, ask for more example sentences from students for each verb, to practise using the correct form.

Answers

Verbs followed by to + infinitive: decide, learn, want

Verbs followed by verb + -ing: love, enjoy, think about, start

  CAREFUL!

Students may omit to before the infinitive, e.g. We want see the new movie. (Correct form = We want to see the new movie.)

c 3.10 Students read the information in Grammar

Focus 9B on SB p.158. Play the recording where indicated and ask students to listen and repeat. Students then complete the exercises Grammar Focus 9B on SB p.159. Check answers as a class. Tell students to go back to SB p.91.

4 VOCABULARY 

Verbs followed by to + infinitive / verb + -ing

aAsk students to find four more verbs in the text followed by either form and add them to the table. Check answers together. Point out the use of a verb with a different pattern: help + object + to + infinitive (Phelps).

Answers

verb + to + infinitive: refuse (Hayek), manage (Jackson) verb + -ing: avoid (Gaga), regret (Del Toro)

b In pairs, students discuss the meanings of the verbs in 4a before you check answers as a class. Elicit any other verbs the class knows which follow the patterns, e.g. + -ing – verbs of liking and disliking: like, love,

enjoy, fancy, dislike, detest, hate, can’t stand; phrases with mind: would mind, don’t mind; verbs of saying and thinking: admit, consider, deny, imagine, intend, remember, suggest; verbs of stopping and starting: start, begin, stop, finish; other common verbs: avoid, miss, practise.

+ to + infinitive – afford, agree, allow, ask, choose, decide, encourage, expect, forget, hope, learn, manage, mean, need, offer prepare, pretend, promise, refuse, teach, want, would like.

Tell students that they need to learn what verb pattern the verb takes when they learn the verb; there aren’t any short cuts. However, as their English improves they will start using the most common patterns automatically.

Answers

refuse: say no

manage: do but with difficulty avoid: stay away from

regret: feel sad about something that happened in the past

Answers (Vocabulary Focus 9B SB p.139)

a2, 10, 3, 4, 6, 1, 7, 5, 8, 11, 9, 12

bto + infinitive: refuse, arrange, forget, seem, agree, manage

+ verb + -ing: recommend, imagine, miss, dislike, regret, avoid

5 SPEAKING

aPut students into pairs. Tell them that they are going to take turns to make and guess phrases using the verb patterns. Look at the example in the book and give another example of your own for students to guess, e.g. clean fridge. Elicit guesses, e.g. Are you avoiding cleaning your fridge? No. My fridge is beautifully clean. I’m very proud of it. Did you manage to clean your fridge recently?

Yes, that’s right. It was really dirty, but I had been so busy at work I hadn’t had time to clean it! Students choose five topics each and then prepare their sentences. They put their key words in the boxes.

bIn pairs, students guess their partner’s sentences from the key words. Monitor and help with question forms. Take feedback and ask students to tell their partner’s most interesting or surprising sentence to the class.

  FAST FINISHERS

Fast finishers can write sentences and key words for two more topics.

ADDITIONAL MATERIAL

Workbook 9B

Photocopiable activities: Grammar p.221, Vocabulary p.245

UNIT 9  Achievements  129

c 3.12 Read through the detailed questions with the class and check students understand the meaning of colleague – a person you work with. Play Part 1 of the video or play the audio recording again for students to answer the questions. Check answers as a class.

Answers

1Mark’s in a meeting.

2Annie asks him to tell Mark that she called.

3He offers to ask Mark to call Annie back.

4Annie’s name; if Mark has Annie’s number

Answers

EXTRA ACTIVITY

Books closed. Write sentences from 2a on the board, but leave out key words, e.g. Is it … speak to Mark Riley? (possible to).

d Put students into groups of three and ask them to have a similar conversation to the one they’ve just

heard. If you used the Optional lead-in, refer back to the ideas students gave then. If not, elicit some reasons for phoning someone at work. As the receptionist only has one thing to say, ask this student to listen to the rest of the conversation and give feedback. Students can then swap roles and do the role play again. Monitor the role plays and point out errors for students to self-correct. After the activity, ask students to tell the class examples from the conversations and if appropriate, choose a group to act out their conversation for the class.

3 LISTENING

a 3.14 Tell students that they are going to hear some more conversations. Play Part 2 of the video or play the audio recording for students to say when Mark and

Annie arrange to meet. Then ask how many diff erent conversations they heard (Three: Annie and Rachel,

Mark and Annie, Rachel and Mark). Check answers together.

  VOCABULARY SUPPORT

How are you doing?/How are things? – How are you? leave/get/give/take – all collocate with a message

  CAREFUL!

Students sometimes confuse quite and quiet. In the dialogue, you can point out quite quiet and the pronunciation and spelling.

b 3.14 Read through the questions with the class. Play Part 2 of the video or play the audio recording again. Students answer the questions. If necessary, pause after the information is given so that they can note answers. Check answers as a class.

Answers

1Annie’s feeling better and she’s sure she’ll find something.

2She’s called Mark. She’s spoken to her boss.

3so they can have a chat (because they’re [the company is] always looking for new people in Mark’s office)

4Rachel wants to ask Mark to buy a few things on his way home.

b 3.16 Ask students to find and correct the mistakes in pairs. Point out that there aren’t mistakes in every line, but there is a case where there are two mistakes in one line. Play the recording for them to check their answers.

Answers

A  Oh hi, is that Bernice? A  Is now a good time?

B  Well, I’m a bit busy. Can I call you back?

B  Yeah, fine. But I’ve got to go. Speak to you soon.

c Students practise the conversation in pairs using their own names.

5 CONVERSATION SKILLS 

Dealing with problems on the phone

a 3.17 Elicit from the class what kind of problems you can have when you’re talking on the phone – for

example, technical problems – you can’t hear the person you’re speaking to, it’s too noisy; language problems – you can’t understand the person you are speaking to, etc. Build up a list on the board. See if students are able to complete the exchanges from memory and play the recording for them to check their answers. If necessary, play the recording again and pause so that students can complete the sentences. Check as a class.

Answers

1I didn’t catch that

2was that

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

Answers

1  to say that you didn’t hear what someone said

2  to check that you heard what someone said correctly

6 PRONUNCIATION 

Main stress: contrastive

a 3.18 Students listen to the exchange and answer the question. To consolidate the idea of corrective stress ask a student: What time did you get up this morning?

Then make an obvious mistake: Was that five thirty? The student may make the correct emphasis in his/her reply:

No, six thirty. Then ask the class: Did he/she say four thirty? This should elicit the correct emphasis.

Answer two

bAnswer the question as a class. Tell students that when you are correcting something, you can repeat the false information with the stress on the mistake, before giving the correct version with the stress on the correct word –

No, not three thirty, two thirty.

Answer

2

LOA TIP ELICITING

•Tell students that they have to correct things you say. Say: I’m going home at four thirty.

Students repeat: I’m going home at four thirty. Say: Did you say five thirty?

Students reply: No, we said four thirty.

•Repeat the drill with these sentences:

My favourite subject is Maths. (English) I have a black car. (red)

I live in Jackson Road. (Clarkson Road) My son is 15. (14)

cStudents do the task in pairs, but they don’t look at each other’s ideas. They complete the sentences about their partner, guessing any information they don’t know.

dTo model the activity, ask for two volunteers to read the example with the correct contrastive stress (on

Valencia). Students then ask their partners the questions for them to say Yes, … or No, … and correct their partner’s error. Monitor the activity and encourage selfcorrection if students get the contrastive stress wrong.

7 SPEAKING

aTell students that they are going to practise the phrases they have learned in this lesson by role playing some more phone conversations. Read through the situations with them. Then ask them to choose one of the situations and have the telephone conversation.

bStudents swap roles and choose another situation. Monitor and correct students’ pronunciation as appropriate. Listen for correct usage of target language from this lesson and note any errors to deal with later, but do not interrupt fluency.

  FAST FINISHERS

Fast finishers can choose another situation to role play.

ADDITIONAL MATERIAL

Workbook 9C

Photocopiable activities: Pronunciation p.282

Unit Progress Test Personalised online practice