Straightforward Second Edition Pre-intermediate Teacher's

13 Pages·2011·0.7 MB·English

8a The futurological conference
What the lesson is about •Thefollowingmaybeusefulwordsfordiscussingsci-fi
films:
Theme  Studying the future  ET(extraterrestrial)–acreaturefromsomewherethat
Speaking  Pairwork discussion: talking about  isn’tEarth.
science fiction films  UFO(UnidentifiedFlyingObject)–somethinginthesky
  Monologue: giving a thirty-second talk thatwecannotidentify,ieitmaybeaflyingsaucerorit
Reading  4th International Futurological  maybeaweatherballoonoracloud.
Conference. A conference programme:   AI(artificialintelligence)–athinkingmachine.
giving details about a conference on   Robot–anintelligentmachine,eganartificialcreature
the future  withAI.
Grammar  Predictions 1 (may, might & will)  mutant–acreaturethathaschangedinsomewaysand
Pronunciation  Contractions 2: ’ll (dark /l/) isdifferentfromallothersofitsspecies.
space station–asatelliteinspacewherespaceships
candock.
If you want a lead-in …
•ThetitleofthislessonThe futurological conferenceis
alsothetitleofasciencefictionbookbyStanislawLem,
Teach a key word: futurology
afamousPolishwriter.
•Writethewordastrologyontheboard.Askstudentswhat
itmeans.(Theyshouldrememberfromthelastlesson.) Reading
Pointoutthatitismadeupofastrandology.Elicitor
explainthat-ology means‘studyof’,soastrologymeans Thisprogrammegivesdetailsonthemaintalksatthe
‘studyofthestars’ (astraisGreekforstar).Nowwriteup 4thInternationalFuturologicalConference.Theyareon
futurology andelicitwhatitmeans(studyofthefuture). renewableenergy;increasinglifespananditseffecton
society;internetuse;prisonsinthefuture;automatic
Discussion starters translation;timetravel;laserweaponsandtheirimpacton
theworld.
  Methodology Builder 15: Using Discussion starters, 
page 63 1
•Have you ever seen Star Trek™?(popularUSsciencefiction •Askstudentstolookatthetext,butnottoreaditindetail.
TVseriesandfilms)or,nameaTVprogrammeorfilmthat Elicitwhatitis(a conference programme)andwhatthe
ispopularlocally.Will life in the future be like that? subjectoftheconferenceis(futurology).Ifyouhaven’t
•What other things will happen in the future? alreadytaughtit,askstudentstothinkwhatfuturology
 Will people travel in space? Will people travel in time? mightmean(Answer:the study of the future).
Will there be lots of robots? Will the world be better – or •Pointoutthatitems1–7aredifferenttalksatthe
worse? conferenceandthatthetitlesforthetalksaremissing.
•Is it possible to predict the future? •Studentsreadthetitles(a–j)andfindthethreetitlesthey
Will there be more wars or fewer? Why? Will there be more thinkwouldnotapplytothisconference.
crime or less?
The three titles that don’t apply:b,e,j
Speaking
2
1 •Studentsreadtheconferenceprogrammeandmatchthe
•Pairwork.Studentsdiscussthethreequestions. titlestothetalks.
•Thefilmsintheboxareallwell-knownsciencefiction
films.Youmayprefertousethefirstquestionwiththe 1h2c3d4f5i6a7g
wholeclassandclearlyestablishthetermscience fiction Answer j is incorrect because the talk is not about
anditspronunciation. the invention of the laser but about its future use on
•Youcouldpointouttostudentsthattheycanusethe satellites, perhaps in wars.
presentsimpletensetonarratethestoryofthefilm(as
practisedinlesson4C). 3
•Studentscompletethesentenceswiththemissingwords
Language & cultural notes: science fiction
fromthebox.
•Sciencefictionisagenreconcernedwithimagined
futurelives,eventsandtechnology.Itoftenincludes 1 source 3 cures 5 technology
journeysinspaceortime,meetingswithalienlife, 2 energy 4 theory 6 Satellites
alternativerealitiesandscientificadvances.
 NBIt’s/saɪəns ˈfɪkʃən/not/fɪktɪɒn/!Thetermcanbe
4
shortenedtosci-fi – pronounced/saɪ faɪ/.(Don’tsay
/sɪ fɪ/!) •Studentsstudytheprogrammeandselecttwoorthree
talkstheywouldliketogoto.
•Someotherfamoussciencefictionfilmsinclude:
2001 A Space Odyssey;Star Trek™; The Fifth Element; •Theycanworkinpairsandtelltheirpartnerabouttheir
choice,givingreasons.
X-Men;Minority Report;Blade Runner;Close Encounters
of the Third Kind;AI;Solaris;Mars Attacks;ET;Stargate;
Children of Men;WALL-E; Inception
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The futurological conference   8a
Grammar: predictions 1 (may, might  Pronunciation: contractions 2
& will)
1 2.6
Grammar box •Studentslistentotherecordingandrepeatthewords.
Allthewordsincludethe/l/soundasusedinthe
 Language reference, Student’s Book page 84 contractionofthewordwill.
 Methodology Builder 22: Using Grammar boxes, page 106
2.6
1
•Studentsfindandcorrectthegrammaticalmistakes I’ll
inthesentences. it’ll
•Theycancompareanswersinpairs. there’ll
we’ll
1 …ourteacherwillsgive… what’ll
you’ll
2 Imaybego…
3 Imaynottogetmarried.
4 …mightwins… Language notes: contractions
5 I’llalwaysremembering… •Ineverydaylanguageuse(inmostvarietiesofEnglish),
6 Ithinkthatitwillrains… veryfewpeoplefullypronounceeverywordoneby
7 I’llneverlivinglive… one.Tospeakfluently,it’snormalandnaturaltouse
8 Iwon’ttobecomerich… contractions.It’snotbadEnglishor‘lazy’English.It’s
justrealEnglish,andsorecognizingandusingsuch
Language notes: predictions 1 (may, might & contractionsisimportantforlanguagelearners.Learners
will) canveryoftensoundunnaturaliftheyde-contractwords
toooften.
•Will, may andmightareallmodalauxiliaryverbsand
•Aswellas’lltheothercontractionsinthispartofthe
followtheusualauxiliaryrules,including:
lessonare:
1Nothirdperson -s.
 Aren’t:thiscannotbesuccessfullydecontractedin
2Theyarefollowedbyverbinfinitivewithoutto.
normalspokenquestions.✗Are not you readysimply
3Questionsaremadebyinversion.
isn’tsaidincontemporaryEnglishandeven✗Are
4Negativesaremadewithnot –andwithoutdo.
you not readyisveryunusual.However,inanegative
•Thedistinctionmentionedinthenotes(about will for
sentenceitispossibletosay‘Wearenothappy’.
certaintyandmay/mightwhenwearelesssure)isa
 It’s:students(aswellasmany–ormost–native
usefulguideline.Itisalsopossibletomodifytheseby
speakers)regularlyconfusethespellingofit’s&
addingotherphrases.Forexample:
its:theruleofthumbiseasyenough,butseems
 I think man will discover time travel islesscertainthan
tobetrickytorecallandgetrightinuse:it’s isthe
Man will discover time travel.Exercise1includesa
contractionofit is.
numberof I think … sentences.
 Its isnotacontraction–butisthepossessiveform
•Mightsoundsslightlylesscertainthanmay.
ofit.Thisisprobablyparticularlyconfusingasother
 I may invite Jane. I might invite Pete.
possessivesdohaveanapostrophe–compareJane’s
 InthesetwosentencesJaneismorelikelytogotothe
food, the dog’s food, its food.
partythanPete!
•Studentssometimesgetconfusedbecauseit’scanbea
•Forstrongerstudents,itmaybeworthmentioningthat
contractionofboth it is and it has.
wecanmakeoursentencessoundmoreuncertainby
•Let’s.ThisisthecontractionoftheimperativeLet usand
stressingandlengtheningthemodalverb.Wecouldhelp
isvirtuallyneversaidinitsdecontractedform(unless
studentstolearnthisbycapitalizingthewrittenword,
youareapriestwhoneedstosayLet us pray …).
egShe MAY come to the partyorevenbydeliberately
misspellingit,egShe maaaaaaay come to the party.
Language notes: dark /l/
2 •Pronunciationexercise1looksatonecommon
•Studentsrewriteeachoftheeightsentencessothatthey contractionandraisesaspecificpronunciationproblem.
aretrueforthem. •Althoughthereisonlyasinglephonemeshownin
dictionarytranscripts,the/l/soundinfacthastwo
Weaker classes
distinctlydifferentvarieties.Inwordssuchaslove, close,
•Youmaywanttogooverpossiblechangeswithstudents live,etc, thesoundisknownasclear /l/.Butthereisalso
beforetheystart.Changesmaybe: anotherpronunciationknownasdark /l/.
Don’tuseI think.  Thenameisquiteappropriateasthesounddoesseem
ChangeI thinktoI don’t think. tohaveadeeper,darkercharactertoit!Itcanalsohave
Makeapositivesentencenegative. syllabicvalue–insomepronunciationsthedark/l/
Makeanegativesentencepositive. soundmaymakeasyllableofitsown.Studentsoften
Changesomewords,egcountryname,competitionname, cannotgetthesoundcorrectlybecausetheytrytoohard
kindofweather,etc. tomergeitintotheprecedingsyllable,whichwilltendto
leadtoalightsoundratherthanadarkone.
3
•Ifyourstudentshaveproblemsformingthedark/l/,you
•Pairwork.Studentsdiscusseachofthefourtopicsinthe
mightfindithelpfultoaskthemtosayitasaseparate
box.Makesurethattheydiscusstheimmediatefuture
syllablewitha/ʊ/soundinfrontofit.Forexample:
(iethenextyear)andtheimmediateshort-term(tenyears’
 TopronounceI’ll, tellstudentstosayI – ull,ie/aɪ – ʊl/.
time).
 Topronounceit’ll, tellstudentstosay/ɪt – ʊl/.
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8a The futurological conference
4
•Ifstudentsgetthewrong/l/sound,itwon’tmattertoo •Pairwork.Studentspractisetheexchangesfromexercise2.
muchasthewordwillstillberecognizable.
•Mostexpressionsinthisexercisearefixedchunks,
•It’smoreimportantforstudentstogetusedtousingand
ietheyareregularlyusedascompletephrases.
hearingcontractionsthantoworrytoomuchaboutany
/l/problems. Extra activity: practising chunks with different
intonation
2 & 3 2.7
•Thisisaparticularlyinterestingtaskwhichworksonan •WriteoneoftheresponsesfromPronunciationexercise
areaofEnglish–discoursecoherence–thatcoursebooks 2ontheboard(egI’ll be OK.).Tellstudentsthatthey
don’toftenlookat.Mostoftheexpressionsinexercise2 mustsaytheseexactwords,butmustshowdifferent
arefixedchunks,ietheyareregularlyusedascomplete emotionsbychangingtheintonation.Calloutvarious
phrases(andshouldbelearntassuch). feelingsandgetstudents(chorallyorindividually)to
•Studentsmatchspokensentences(A)withthelikely repeatthesentenceaccordingtotheinstruction.Feelings
responses(B). caninclude:You feel very sad;You are angry;You don’t
•Studentsthenlistenandcheckanswerstoexercise2. really believe what you are saying;You’re very happy,etc.
Continuebyputtinganewchunkontheboardandtrying
1b2a3e4d5c againwiththisone.
Speaking
2.7
1 2.8–2.10
1 Aren’tyoureadyyet?Hurryup!/Iwon’tbelong.
2 Becareful–it’sverydangerous./I’llbeOK. •Askstudentstolookatthelistoftopicsa–j.Theylisten
3 Iwonderwheretheyare./They’llbeheresoon. anddecidewhichofthespeakers1–3isspeakingabout
4 Let’shaveadrinkbeforethefilmstarts./We’llbelate. whichtopic.
5 What’sthis?I’venevereatenthatbefore./You’lllikeit.
1i2e3f
Language notes: discourse coherence
•Howcanstudentsworkoutwhicharethecorrect 2.8–2.10
answerstothequestionsinPronunciationexercise2?
1 Right,er,well,there’llbemoreandmoresupermarkets
 Althoughthesentencesincludepossiblegrammaror
…Er,youseemoreandmoreofthesamekindsofshops
vocabularydifficultiesforstudents,themainproblem
everywhere,youknow.Everywhereyougoyouseethe
isnotessentiallyagrammaticaloravocabularyone,
samethings,thesamechains–somoresupermarkets
butoneofdiscourse–atermthatistypicallysomewhat
ontheoutsideofthetown.Er,thetowncentreswillget
unfamiliartostudents(andteachers).Discourserefers quieterandquieter,no–there’ll,there’llbeless,um,
tothewaysthatweunderstandthemeaningoflanguage lessshopsinthetowncentresandthere’llbemorebars
whenitisusedincommunication.Whereasalotof andcafésandthingslikethat,um,sopeoplewill…er,
languagestudystaysfocussedatthelevelofsingle usetheircars,Iguess,more.Isthatthirtysecondsyet?
sentences,astudyofdiscoursefeatureslooksbeyond 2 Everybodysaysthat,er,youknow,everybodywillneed
thesentenceandconsidershowawholedialogueortext Englishinthefuture,butI…Idon’tthinkthisistrue
because,um,youknow,youneed,um,Englishfor
mighthangtogether.
computersandtheinternetandthat,butwith…with,
 Forexample,considerwhathelpsalearnertoconnect
um…There’smoreandmoreChinesepeopleinthe
thesentence Let’s have a drink before the film startswith
world,so,youknow,we’ll,maybe,we’llspeakChinese,
theresponseWe’ll be late.Thereisagrammaticallink
we’llallneedtospeakChinesebecause,um,‘cos…‘cos
between’s (us)andWe,butbeyondthat,it’shardtofind wewill,and,er,um…
anyothergrammaticalthreadorvocabularysimilarity. 3 Ifyouthinkaboutmedicinenowandyouthinkabout
Theonlywaytoworkoutthatthisistheresponseisby medicine,sayonehundredyearsago,thedifferences,
imaginingapossiblecontextforthedialogue,andto um,are…areincrediblebecausewecan…wecando
thinkofadetailedpossiblereasonwhysomebodymight somanythingsnowthatwecouldn’tdothen,like,you
giveareplylikethis,andwhyitmightmakesenseand know,we’vegotacureforpolio,we’vegotacurefor
lotsofdiseases,and…andtransplantsandthings,soI
seemcoherentinthiscontext.Wehavetoworkoutthat
guessinthefuturewe’ll,youknow,carryonandwe’ll
We’ll be latemightbegivenasaresponsebysomeone
findcuresformoreandmorethingsandwe’ll,um…
suggestingthatthereisnotsufficienttimetohavea
Thatmustbethirtyseconds.
drinkbecausethefilmwillstartbeforetheycanfinish
theirdrink.
2
•Thus,studentswhohaveproblemswithexercise2won’t
•Askstudentstoselectoneofthetopicsinexercise1and
necessarilybehelpedbyafocusonthelanguageused
prepareathirty-secondtalkonthetopic.
inthesentences.Infact,thiscouldevenbeconfusing–
•Toreducenervesandstressitmightbeagoodideatoget
as,forexample,Aren’t you ready yet? Hurry up! might
studentstogivetheirtalkstosmallgroups(offourtosix
seemtolinklinguisticallytoWe’ll be late,whereasit’s
students)ratherthaninfrontofthewholeclass.
onlywhenyouthinkthroughthepossiblecontextsand
dialoguesthatitisapparentthatitdoesn’twork,and
theresponseI won’t be longmakesalogicalreplyinthe
likelycontext.
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The futurological conference   8a
Stronger classes
•Withstrongerstudentsyoumightwanttotryamore
demandinggamebyadaptingthelong-runningandvery
popularBBCprogrammeJust A Minute.
  Methodology Builder 21
Just a Minute
• This popular game helps students become more
confident at speaking. It is similar to Speaking exercise
2. The basic task is the same but:
1 Speakers must try to talk for one minute.
2 Speakers should not hesitate (ie have long pauses,
ers or other hesitations).
3 Speakers must not repeat any words (except for
those in the topic title they were given).
4 Speakers must not deviate too far from the topic set.
• Organize small groups (of at least four people).
Students appoint a speaker and a timer/judge – who
will need to be able to time (eg using a digital watch).
• The judge sets the topic and asks the speaker to start.
The speaker begins talking and the judge starts the
60-second countdown. The other players listen and try
to spot one of the problems (hesitation, repetition or
deviation). If they hear one, they call out “challenge”.
The speaker stops talking, the judge stops timing
and the challenger says their challenge. If the judge
agrees, then the challenger wins one point and takes
over speaking about the topic – but only has to talk
for the remaining time on the timer, eg 29 seconds. If
the challenge is wrong, the original speaker gets one
point, takes up the topic again and tries to finish their
minute. Speaking and challenging continue until
someone finishes the 60 seconds.
• The rules given here may be too demanding for many
classes. Feel free to vary them as appropriate,
eg allowing repetition, allowing preparation time,
shortening the time you have to speak, etc.
If you want something extra …
  Straightforward Teacher’s Resource Disc at the back of 
this book
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8b Space tourists
What the lesson is about
ContestantsinanewTVgameshow(whichwillbe
filmedinfamoussciencemuseums)canwinthechance
Theme  Space tourists toblastoffinarocketandbecomeaspacetourist.
Speaking  Groupwork discussion: deciding who 
is the best candidate for Star Quest
Listening  Radio programme monologue: a  2.11
description of Star Quest, a TV game 
show Backin2001,AmericanmillionaireDennisTitobecame
Vocabulary  Compound nouns with numbers theworld’sfirstspacetourist.Hewrotea20-milliondollar
chequefortheprivilege.Sincethen,therehavebeen
Grammar  Predictions 2 (maybe, probably, 
anothersixspacetourists,andtheyhaveallpaidmillions
certainly, etc)
fortheexperience.Otherswillprobablyfollowsoon,but
Pronunciation  Word stress 2: three-syllable words
whowilltheybe?Onethingisforsure:itcertainlywon’t
beyou,unlessyouhaveafewmilliondollars.Orperhapsit
willbe!
If you want a lead-in …
AEuropeantelevisionconsortium,Eurorbit,hasannounced
Teach a key word: game show plansforanewTVgameshow.Theshow,whichwill
probablybecalledStar Quest,willhavecontestantsfrom
•Askstudentsdirectlyiftheyknowanygameshowsin
allthecountriesintheEuropeanUnion.Itwilltestthe
theircountry.Iftheyalreadyunderstandtheidea,students contestants’generalknowledge,theirskillsandtheir
maycalloutnames,whichyoucancollectontheboard. abilitytoworkinateam.Contestantswillneedtobefit
Iftheydon’t,youcouldsuggestsomelocalexamples, andtospeakEnglish,butmenandwomenofallagesare
egWho Wants to be a Millionnaire? welcometoapply.Theprogramme’sorganizershopeto
•EstablishthatagameshowisaTVprogramme.Itisa filmthethirteen-partshowatdifferentsciencemuseums
competitionusuallywithprizes–sometimesverybig aroundEurope–inLondon,Florence,ParisandattheNew
MetropolisScienceandTechnologyCenterinAmsterdam.
amountsofmoney,aholidayoracar.
Andtheprize?Thewinneroftheshowwilltakehis,orher,
Discussion starters seatinaspaceshipsometimenextyear.Aftertrainingat
theEuropeanSpaceAcademy,thewinnerwillblastofffor
  Methodology Builder 15: Using Discussion starters,  aneight-daytriptothestarsandavisittotheInternational
page 63 SpaceStation.
•Would you like to go on a game show? Orperhapsnot.Noteveryoneishappywiththeidea.Will
•Which show would you enjoy being on? scientistsinAmericaatNASArefusepermissionforthe
•Would you win? winnertovisitthespacestation?Theywereunhappywith
•What is the best prize you’ve ever seen on a game show? DennisTito’stripandsaythatthiskindofspacetourism
•What prize would you like to win? istoodangerous.‘Thisideaissostupid,’saidoneexpertat
NewYorkUniversity.However,aspokesmanforEurorbit
saidthattheAmericanswillprobablyagreesomekind
Listening
ofdeal.Whateverhappens,hesaid,thewinnerofthe
ThisradioprogrammediscussesanewTVgameshowwith competitionwilldefinitelygointospace.Butit’spossible
contestantsfromalloverEurope,inwhichthefirstprizeis thattheywon’tbeabletovisitthespacestation.
aseatinaspaceshipandavisittotheInternationalSpace Theorganizersoftheprogrammearetakingapplications
Station.TheytalkaboutwhyNASAmightnotbehappywith now.Soifyouwanttobethenextspacetourist,sendyour
this,andgivedetailsonhowtoapply. requestto[email protected].That’scontestant@
eurorbit.com.Andgoodluck!
1
•Tellstudentsthattheyaregoingtolistentoaradio
programmeandthatallthewordsintheboxwillbein 3 2.11
theprogramme.Askstudentstopredictfromthewords •Askstudentstolistentotherecordingagainandanswer
whattheprogrammewillbeabout.(Seesummaryabove.) theeightquestions.
Don’tconfirmordenyanyoftheirideasyet.However,you
Stronger classes
mightwanttonotesomekeyideasfromtheirpredictions
ontheboard,whichyoucanrefertoandcheckafterthey •Askstudentstopredictanswersbeforelisteningagain.
havelistenedtotherecording. Thentheylistentotheanswersandcheck.
2 2.11
1 seven
•Studentslistentotheradioprogrammeandworkout 2 millions
thestory.Askstudentshowclosethestoryistotheir
3 Eurorbit–AEurovisiontelevisionconsortium
predictions.Gobacktothesixvocabularyitems,andto
4 TheEuropeanUnion
anynotesyoumadeontheboard,andcheckhoweachof
5 Europeansciencemuseums(inLondon,Florence,
themfitinwiththerecording.
ParisandAmsterdam)
•Itmaybeworthplayingtherecordingtwooreventhree 6 aneight-daytripintospace
timestoensurethatthegistisclear.
7 Maybe!Theprizeincludesapromisedtriptothe
InternationalSpaceStation,butNASAisagainstthe
ideaandmayrefusepermission
8 NASA
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Space tourists  8b
4
Language notes: compound nouns with
•Studentscoulddiscussthequestioninsmallgroups,
numbers
givingreasonsfortheiropinions.
•Someothercompoundsarepossible(butdonotfitthe
Extra discussion meaningoftheexercisesentences).Thesearenoted
•Would you apply for this competition? Do you think you are below.Thetick✓indicatesaprobablecompoundin
the kind of person the TV show is looking for? everydayEnglishand(✓)indicatesapossiblebutless
•If you were the producer of the show, what kind of likelycompound.
contestants would be good for getting high audience    break course day hotel house note
figures? Do you want bright, funny, attractive people? Fit,  eight-hour ✓ ✓ ✓  
sporty people? Serious academics and scientists? Ordinary  five-star (✓)   ✓ 
people – ie the man or woman in the street?  million-dollar (✓) (✓) (✓) ✓ ✓ (✓)
•Do you think you will ever go to the Moon in your lifetime?  ten-minute ✓    
When will it be possible to buy a holiday in space?  twenty-euro (✓) (✓) (✓) (✓)  ✓
 two-week ✓ ✓   
Some more serious questions
•Why do you think NASA is nervous? Grammar: predictions 2 (maybe,
•What sort of problems do you think the other astronauts probably, certainly, etc)
may have if they have a tourist on their space shuttle?
Grammar box
Cultural notes: space tourism
•It’snoteasytobecomeaspacetourist.It’svery  Language reference, Student’s Book page 84
expensive.Andit’spotentiallyverydangerous.  Methodology Builder 22: Using Grammar boxes, page 106
•Thesecondspacetourist,afterTito,wasaSouthAfrican
1
businessmancalledMarkShuttleworth.Sincethen,only
•Studentsputthewordinbracketsintothecorrectplacein
ahandfulofpeoplehavegoneintospaceasfee-paying
thesentence.
customers.
•Whenstudentshavecompletedthesentences,theycan
•Somewritersbelievethatonemillionpeopleayearwill
checkinpairsandthendiscusswhethertheythinkeach
betravellingintospaceverysoon.Thatmaysoundlike
sentenceistrueornot.
alotbutrememberthatoverabillionpassengersflyon
scheduledaeroplaneflightseveryyear.
1 Weprobablywon’tdiscover…
•Japanesescientistsaimsoontobeabletooffertripsinto
2 Chinawillpossiblybe…
spaceforaslittleas$10,000.
3 Ordinarypeopledefinitelywon’tbeabletotravel…
•Ifyouaredeterminedtogetintospace,butdon’t
4 Perhapstherewillbehotelsinspace…
havethemoney,youcouldgetajobwithoneofthe
5 Engineerswillcertainlybuildfactories…
manycompaniesthatwillsoonneedtoworkinspace:
6 Maybewewillstopspendingmoney…
electricalsuppliers;chemists;vehiclerepairers;hotel
staff,etc.
Language notes: predictions 2 (maybe,
probably, certainly, etc)
Vocabulary: compound nouns with 
numbers •InadditiontotheinformationintheStudent’sBook,it’s
worthnotingthat:
 Language reference, Student’s Book page 85  Perhaps canalsogoinotherplacesinthesentence
1
including:(1)aftertheauxiliaryverb,egHe will
•Askstudentstolookatthephrases1–3.Askiftheyknow perhaps arrive before ten.(2)Aftermainverbbe,
whichoftheoptionsiscorrect,butdon’tconfirmordeny egShe is perhaps a future President of the US.
theirguesses.Askstudentstolookattheaudioscript2.11  Perhapsisusuallytwosyllables/pəhæps/,butisalso
onpage140,andtofindtheitemsandcheckwhichoption oftenpronouncedasasinglesyllable/præps/,and
iscorrect. definitelyisusuallythreesyllables,ratherthanfour.
•Whenstudentshavefoundtheanswers,askiftheycan  Probably isinthemiddleofthecoursebookdiagram,
workoutarulefortheformationofthesenouns(iewedo butthisdoesn’tmeanthatitrepresentsa50%chance.
notusethepluralsinthefirstpartofthecompound). Ifsomethingwillprobablyhappen,thenthereisa
stronglikelihoodofithappening,say70%to90%.
1 20-milliondollarcheque
 Maybesoundsslightlymoreinformalthanperhaps.
2 thirteen-partshow
3 eight-daytrip 2
•Studentschooseoneofthequestions1–5.Makesure
2 thatquestionsareevenlydistributed,sothatallstudents
•Elicitfromstudentssomepossiblecompoundsthatthey donotselectthesameone.Thesimplestwaytodothis
couldmakefromthetwocolumns. wouldbebygoingroundtheclassandgivingeachstudent
•Studentsselectthebestpossiblecompoundstofillthe anumberfrom1to5.
gapsinthesixsentences. •Getstudentstowalkaroundtheclassandaskthequestion
toasmanypeopleaspossible,keepingbriefnotesabout
1 two-weekcourse 4 ten-minutebreak thedifferentanswerstheyhear.
2 20-euronote 5 eight-hourday •Remindstudentsabouthowtheycananswerwhenthey
3 five-starhotel 6 million-dollarhouse areaskedoneofthequestions.Pointoutthewordsinthe
boxbelowthequestions.
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8b Space tourists
3
• Books closed: use the information in the grammar
•Studentsreportwhattheydiscoveredwiththerestofthe
box to inform your own question-making. Elicit the
classandcomparetheirresults.
information, item by item, example by example,
Alternative procedure from students and note it on the board. When the
information is complete, allow students to open their
•Askstudentstoformgroupsthatincludememberswho
books and find the same content printed there.
canreportbackondifferentquestions.
Extra practice: making predictions
Speaking
•Remindstudentsaboutthehoroscopesfromlesson7C.
Writethefollowingwordsontheboard:career; house; job; 1
famous; rich; happy; space; travel.
•RemindstudentsoftheproposedTVgameshow
•Askstudentstowriteatextfortheirpartnerwith Star Quest.Askthemiftheycanthinkofapossiblegood
predictionsabouttheirfuturelife.Givethematime
candidate–eitherafriendorcolleagueormaybeafamous
limitoftenminutes.Theymustuseatleastfourofthe
person.Collectanddiscussbrieflyafewsuggestions.
wordsontheboard.Emphasizethatthetextsshouldbe
•Studentswritethenameofapossiblecontestantand
encouraging,positivepredictions(notterriblewarnings
makenotesaboutwhyhe/shewouldbegood–usingthe
aboutsuddendeath).Encouragestudentstouselanguage
fourheadings.
fromthelesson.Whentheyhavefinished,theycan
readtheirpersonalhoroscope.Studentsmayalsoenjoy 2
swappingandsharingotherpeople’stexts. •Groupwork.Putstudentsintogroups.Eachstudent
describestheirchoiceandgivesreasons.Thenthegroup
shouldselectthebestcandidate.
  Methodology Builder 22
Using Grammar boxes
Pronunciation: word stress 2
In every lesson of the Student’s Book in which new
grammar is introduced, you will find a grammar 1 & 2 2.12
box. These boxes summarize information about   Methodology Builder 17: Working with word stress, 
the new language being studied. In most cases, no page 75
methodological instructions or exercises are offered, so
•Studentsdecidewherethemainstressedsyllableisin
the teacher has many options about how to use them.
eachword.Theyunderlinethewordwiththedifferent
This Methodology Builder suggests a number of typical
stresspattern.
ideas for using these, as well as a few more unusual
•Studentslistentotherecordingandchecktheiranswers:
possibilities. In every case, you can mix and match ideas
 (underlinedinaudioscript2.12below)
to suit your class.
• Ask students to quietly read through the information 2.12
to themselves.
• Ask one or two students to read the information aloud 1 certainly energy probably unhappy
to the rest of the class.
2 businessman engineer president scientist
• Ask students to work in pairs and read the
information aloud to each other. 3 dangerous internet invention satellite
• Ask students to work in pairs, read and then discuss or 4 advantage computer conference contestant
ask each other questions about the contents.
5 equipment exciting possible remember
• The teacher reads aloud the information to the class.
• The teacher allows quiet reading time and then asks
questions based on the material in the box. •Ratherthanhavingtheteacherinstantlyconfirmeach
• The teacher uses material in the substitution tables answer,itisagoodideatoletstudentslistentoeach
(which feature in many of the grammar boxes) to give wordenoughtimessothattheyarecertainoftheanswers
students simple repetition or substitution drills. themselves.Theymaywellhavetroublehearingthe
• Ask students in pairs to drill each other. stresspatterns,butit’sworthperseveringasthisisavery
• Books closed: before students look at the grammar box, awareness-raisingthingtodo.
read it aloud to them. At various key points pause and •Thetablebelowshowsyoutheanswersandthestress
elicit what the next word or words might be. Clearly patternsforallwordsintheexercise.
confirm right answers. When you have finished, allow
students to open books and read the information The stress patterns are:
through quietly. 1 unhappy   
• Books closed: write the information from the grammar
2 engineer   
box on the board, trying to keep the same layout as the
book. Leave gaps at key places. Ask students to either 3 invention   
copy the diagram and fill it in or come to the board 4 conference   
and fill in the information there. Allow students to 5 possible   
discuss the suggested answers before they check with
the printed version.
If you want something extra …
  Straightforward Teacher’s Resource Disc at the back of 
this book
106   
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8c Great ideas
What the lesson is about
2.13
Theme  New products & new businesses 1 Lookingforalaugh?Getoneofthesegooeyballsand
Speaking  Pairwork discussion: discussing &  throwitatawindow.Justwatchyourcolleagues’faces
choosing gadgets on a website asitslidesdownthewindowmakingstrangeshapes.
Reading  A great idea? Magazine article: a new  2 Nowyoucanwritesecretmessageswithourinvisible
ink.Withaspecialultravioletlightreader,youcanread
business
them,too!
Listening  Radio advertisements: descriptions of 
3 Youcan’tfindyourkeys?Again!Justwhistleanditwill
gadgets
flashandbeep.You’llfindyourkeysinaninstant...and
Vocabulary  Adjectives with infinitives
losingthemwillbefun!
Grammar  Present tense in future time clauses  4 Feelingthirsty?Well,here’syourownpersonalwater
(first conditional) machineforyourdeskintheoffice.Itholdseightcups.
Withthisinfrontofyou,youcanbesureyou’lldrinkall
thewateryouneed.
If you want a lead-in … 5 Didyouknowthatcolourscanchangethewayyoufeel?
 Doyousometimeswakeupinthemorningfeeling(and
Teach a key word: essay  looking!)grey?Withoneofthese,youcanwakeupin
themorningtoabright,colourfultomorrow.
•Readoutthefollowingdefinitionandaskstudentstotell
youwhatitis:You write this at school or college to show
that you understand something and to give your opinions 2
about a particular subject.(Answer:essay) •Pairwork.Studentsdiscussthequestionsandagreethe
•Itispossiblethatstudentswillnotknowthewordessay, orderonhowsuccessfultheythinktheproductswillbe.
inwhichcasegivethemtheanswerandwriteitonthe
board.Asksomecheckquestions.Forexample: Reading
1When did you last write an essay? What was it about?
ThismagazinearticleisaboutAshSharma.Heexplainswhy
2Do people usually write essays in everyday life outside
hisfathershouldgivehimaloanforhisnewbusinessidea
school or college?(Answer:Not usually, unless they are a
andwhyheshouldpostponehisstudiestogethisbusiness
professional writer.)
started.Inthesecondhalfofthearticle,hisfatherexplains
3Is an essay the same as an article?(Answer:No. An
whyhewon’tlendhissonthemoney.
article is intended for publication in a newspaper or
magazine. An essay may be published, but is usually just 1
for a teacher to read and mark.) •Studentsreadthemagazinearticleandanswerthe
threequestions.Tellthemnottoworryabouttheeight
Introducing the theme: new ideas
numberedgaps.
•Writethefollowingontheboard:Films on your mobile
phone; Computers under our skin; Flying cars; Free 24-hour 1 Byimprovinghiswebsiteandsellinguniversity
doctor on the internet. essaystostudents.
•Explainthatthesearesomerecentideas.Pointoutthat 2 Becausetherewillbetoomuchworktostartthe
threeareproducts(thingsyoucouldbuyandown)and websiteandstudyatthesametime.Heisalso
oneisaservice(somethingpeopledotohelpyou). worriedthatsomeoneelsemayusethesameidea
•Askstudentsiftheythinktheseare‘greatideas’ornot. beforehim.
Askforreasons.Whichoneswouldstudentswantto 3 Hethinksitmaynotwork.Theremightbeother
havethemselves?Askifstudentshaveanygreatideasfor websitesofferingthesameservice.Hehasserious
newproductsorservices.Discusswhichoneswouldbe doubtsaboutitssuccessandprofitability.Heis
popular. notsureifitislegal.HethinksAshshouldmakea
businessplanandfinishhisstudiesbeforehestarts.
Listening & Speaking
2
Inthislistening,therearefiveshortradioadvertisements
•Studentsreadthearticleagainanddecidewherethe
givingdetailsaboutunusualproducts.
phrases(a–h)couldgointhetext.
1 2.13
•Askstudentstolookatthewebsitepageandfocusonthe 1d2f3b4e5h6g7c8a
fiveproductslisted.Theycanworkinpairsandbrieflytell
eachotherwhattheythinkeachitemmightbe. 3
•Studentslistentothefiveadvertisementsandnotedown •Pairwork.Studentsdiscussthethreequestionsinpairs.
whichonegoeswithwhichproduct.
Extra discussion
1C2A3E4D5B Business ideas
•Imagine that you want to start a new business and make a
lot of money in a short time. What would you do?
•What would be the biggest difficulties in starting a
successful business (eg money to start it)?
 107
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8c Great ideas
•Do you think that school children and young people can be
1 don’ttake 7 arrive
good business people?
2 won’tget 8 willbe
Essays
3 goes 9 is
(NBThesequestionsraisemoralissuesandneedtobeused
4 ’llhave 10 willgive
carefullyandsensitively.)
5 say 11 ’llbe
•Do/Did you ever cheat when writing essays? Do/Did you
6 ’llbe 12 have
ever copy sections from a book? Do/Did you ever copy
things off the internet?
•Imagine that you need to write an essay for a very Language notes: present tense in future time
important qualification. A friend says they will sell you a clauses (first conditional)
first class essay for a reasonable price. Would you buy it?
•Forteachingpurposesthisrulereducesneatlyintoone
simpleguidelineandaworkableboarddiagram:
Vocabulary: adjectives with  ✗
When … + will + present + …
infinitives
After
 Language reference, Student’s Book page 85
1 Before
•Askstudentstocoverupthearticleandchooseitemsfrom If
theboxtofillthefivegapsinthesentences.
 iethemainguidelineisthatafterthesefourwordswedo
•Whentheyhavefinished,askstudentstolookbackat
notusewill.Insteadthepresenttenseisused.
thearticleonpage80tofindtheitemsandchecktheir
answers. •It’simportantforstudentstorealizethatthemeaning
remainsaboutthefutureeventhoughthetenseisthe
1 touse 3 tohelp 5 toget present.
2 tosay 4 tofinish •Althoughtheguidelineisrelativelystraightforward,it
doesseemtobeveryhardforlearnerstorememberand
apply,sodon’tbetooupsetiftheycontinuetogetit
2
wrong.You’resuretohearyourstudentssayingIf I
•Studentscouldworkinpairsandtakeitinturnstomake
will …formonthsoryearstocome.
newsentencesfromthetable.Tellthemtotryandmake
•ThestructureIf +present+futureiscommonly
sentencesthatarebothgrammaticallycorrectandalso
referredtoasthefirst conditional.
meaningful.Sentencescanbeaboutthingsthattypically
happenedinthepast,whathappensinthepresentor
2
predictionsaboutthefuture.
•Checkthatstudentshaveunderstoodthestoryfrom
Language notes: adjectives with infinitives exercise1.Askthem:Who is Emily? Where is she going?
Why? How do you think her boyfriend will feel about this?
•Therearemanylanguagepairsinthisexercise.The
•StudentsmakesentencesaboutwhatEmily’sboyfriend
patternsare:
feelsabouthertripfromtheprompts.Someextrawords
andgrammaticalchangeswillbeneeded.Remindstudents
easy/difficult
tousethepronounshe foreachsentence.
possible/impossible
Itis legal/illegal
2 Ifshecan’t/doesn’tspeakthelanguage,shewon’t
Itwillbe important +infinitivewithto
makefriends.
Itusedtobe usual/unusual
3 Ifshedoesn’tmakefriends,she’llfeelverylonely.
safe/dangerous
4 Ifshefeelsverylonely,she’llwanttocomehome.
healthy/unhealthy
5 Whenshecomeshome,shewon’thaveany
qualifications.
Grammar: present tense in future  NB Other variations are possible in some answers,
eg using ‘going to’ in the main clause.
time clauses (first conditional)
3
Grammar box
•Studentscandiscussotherproblems.Remindthemtouse
 Language reference, Student’s Book page 84 thegrammartheyhavebeenstudying.
 Methodology Builder 22: Using Grammar boxes, page 106
Extension task
 Methodology Builder 27: Grammar auction, page 131
•Youcouldextendthediscussionbyaskingstudentsto
1 imaginethattheyareplanningtogotoJapanorMexico
•Studentsfillthegapsinthetextwiththecorrectformof foranewjob.Whatdotheythinkwillhappentothem?
theverbsinbrackets.Youmaywanttodothefirstone
4
togetherasaclasstoraiseawarenessaboutthekindof
•Studentswritefoursentencesthataretrueabout
problemsstudentswillface(no.1isbothanif sentence
themselvesusingthequestions.
andanegative).
•Remindstudentsthatnotallsentencesareif/when/
If you want something extra …
before/afterones–sostudentswillneedtobeverycareful
whendecidingwhethertheyneedwill ornot.   Straightforward Teacher’s Resource Disc at the back of 
this book
108  
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8d Help!
What the lesson is about Extra task: further internet questions
• Is the internet a good thing? Why?
Theme  Using computers • Is the internet dangerous? How?
Speaking  Pairwork discussion: talking about  • Will everyone in the world soon be on the internet?
how you use computers  • How do you think the internet will develop over the next
Listening  Informal dialogue: a dialogue about  ten years?
how to send an email • Will the internet completely replace TV, cinema, letters, etc?
Vocabulary  Computer actions
Functional   Giving instructions Vocabulary: computer actions
language 
 Language reference, Student’s Book page 85
Did you know?  Computer games in the US
1
•StudentslabeltheiconsA–Lwiththewordsinthebox.
If you want a lead-in … Allthesewordsareverbsdescribingactionsona
computerexcept forcursor,whichdescribesthelittle
Discussion starters: using computers pointerthatausermovesaroundthescreen.
•Withcomputerliteratestudents,youcouldseeiftheycan
  Methodology Builder 15: Using Discussion starters, 
nametheiconswithoutreferencetothewordsinthebox.
page 63
•Do you regularly use a computer? For work? A cursor E save I undo
For communication? For games? B open F paste J attach
•Do you enjoy computers – or are they a necessary evil? C copy G send K delete
•Why is English the international language of computing? D find H print L close
Will this change?
•What annoys you about computers? Answers K and L could arguably be swapped.
•Why do some people find computers so difficult, when
others find them very easy?
2
Test before you teach: computer words
 Methodology Builder 29: Gap-fill exercises, page 150
 Methodology guidelines: Test before you teach, page xxi
•Studentsusesevenofthetwelvecomputerwordstofill
•Writeundo,saveandpasteontheboard.Askstudents thegapsinthesentences.
wheretheywouldfindallthesewords(on a computer).
•Askstudentstoworkinpairsandthinkofasmanymore 1 send 4 paste 7 save
computerwords/phrasesastheycan(butnotnamesof 2 print 5 cursor
machinesorprograms).Aftertwominutes,collectallthe 3 delete/undo 6 attach
wordsontheboard.Ifyouwish,askstudentstoexplain
whatsomeofthemmean.
•Nowtellstudentstolookatallthewordsandsuggesta Listening
groupofwordsandtheordertheywouldhappeninreal
Inthislistening,ayoungwomancalledKarengivesher
life.Forexample:
grandfatherinstructionsonhowtoattachaphototoan
 switch on > log on > open program > close program >
emailandsendit.
log off > shut down
 select > cut > paste 1 2.14
 open > type > save > close •Askstudentstolookatthephotoandsaywhatthey
•Therearemanypossibleanswers.Studentsmaybeableto thinkishappening.Listentotheirsuggestions,butdon’t
suggestsomeyouhaven’tthoughtof. confirmanyyet.
•Studentslistentothedialogueandanswerthethree
Speaking questions.Theycanthencompareanswersinpairs.
1 1 notverymuch
•Youcouldgointothistaskfollowingstraightonfrom 2 sendanemail
Discussion starters. 3 yes
•Pairwork.Studentsdiscussthesixquestions.
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