Table Of ContentOverview
Lead-in
OPTIONAL WARMER
Write two headings on the board: family relationships
and non-familY relationships and two words:
colleague and cousin. Ask Ss under which heading
each word should go and why. (cousin'" fomily
relationships; colleague non-family relationships)
s
Give Ss one minute to brainstorm as many words
under each heading as they can in pairs. Get feedback
1" Ss look at the photos in pairs and discuss what
they think the relationships could be between the
various people in them. Get feedback from the class,
discussing the reasons for their ideas.
---=
PoIsI .... Photo t: friends or ftatmates;
Photo 2: a family, Inc. a grandfather. mother. daughter.
father, son. grandmother; Photo 3: friends;
Photo 4: an extended family, inc. aunts, uncles, cousins.
Summary
2" Ask Ss to work in pairs and discuss the difference in
Lesson 1: Ss read a text about different people's opinions about meaning between each pair of words. Encourage Ss to use
the characteristics of a good friend. Then they read, listen to an English-English dictionary to check the meaning and
and write some notes and messages. Next, they listen to people pronunciation of any of the words they are not sure about.
talking about friendship and talk about their own ideas about Get feedback from the class.
friends and friendship.
Lesson 2: Ss listen to part of a radio programme about the ArIswn: t step-sister: girl or woman whose father
Boehmer family. Then they read an article about 'birth order' or mother has married her father or mother; half·
and how the position in your family can affect your personality. sister: a sister who Is the child of only one of your
Ss then discuss their own opinions about 'birth order' and palents 2 colleasue: someone you work with;
families. acquaintance: someone you know, bul not very well
3 soulmate: someone you have a very close relationship
lesson ]: 5s discuss their opinions about mobile phones and
with because you share or understand the same emotion
then read an article about the increased use of mobile phones
and interests; close friend: someone you are good hiends
particularly among young people. Ss exchange personal
with " partner: someone you are having a serious
information about each other and get to know each other more.
relationship with; wife: woman that a man is manied to
Vocabulary: Ss focus on a group of phrasal verbs around the
topic of relationships.
b .. Ask Ss to read the sentences, focus on the
CommunicatIon: Ss listen to a man talking about his family phrases in italics and try to work out what they mean.
tree. Then they draw their own family tree, describe it to each Ss check ideas in pairs. Get feedback from the class.
other and talk about some members of their families.
Answers: t make people think well of you when they
F1Im bank: Good relations U'25") first meet you 2 like someone as soon as you meet
Ihem for the flrst time 3 haw many simllir attitudes
An extract from the 1947 film version of Nicholas Nickleby "hive'
or experiences to another person similar
which was Charles Dickens' third novel, published in 1839.
view about something to somebody else 5 feel you
In this extract, Nicholas Nickleby, his mother and his sister see things in a similar way to someone else
are all taken Into the care of his uncle Ralph, following the
death of his father. The uncle arranges for Nicholas to gain
a tutoring job at an Academy for boys, where he is shocked 3 " Ss discuss the questions in small groups. Get
by the brutality there. feedback from the whole class.
Possible places to use this short film are:
.. After lesson 2 to extend the topic of family and friends. EXTEND THE LEAD-IN
.. At the end of the unit to round up the topic. In pairs, Ss write a list of as many things as they can
that they have in common. Encourage them to think of
for ways to use this short film in class, see Students' Book
interesting/unusual things e.g. same zodiac sign.
page 152 and Teacher's Book page 178.
1.1 Oood. friends ... Ask 5s to check their answers in pairs and then get
feedback from the whole class.
In this lesson, Ss read an article about the characteristics of
Answen:tA '2C 3E 4B SD
a good friend. They also listen to two friends talking about
friendship and give their own ideas about friendship.
b ... Ask Ss to read the messages again and decide who
Ss also read, lislen to and write some nOles and messages,
might have written each one. Ask them to underline the
thinking about the different situations for writing messages,
part of the notes/messages which tetts them the answers.
to whom and what language/abbreviations we use.
• Ask Ss to check their answers in pairs and then give
After focussing on the use and form of question tags, Ss can
feedback to the whole class.
gel to know each other further by using question tags to
check what personal information they know about each other.
Answers: A wort colleague (sales figures/meeting)
B wife (xxx - kisses) C brother (Mum and Dad)
OPTIONAL WARMER o
ftatmate E friend (HI! How r u?)
Write on the board: my first friend; my oldest friend;
my most recent friend; my most unusual friend
• Get 5s to look again at the messages and ask them
Ask Ss to think about one or more of these friends and
what the main differences are belween how we write a
describe them to a partner. E.g. I've known my oldest
note/message and how we write a letter/email-(In notesl
friend {or over thirty years. We first met because ...
messages we use abbreviations and miss out words).
Get Ss to tell the class about their partner's friend.
c" Get Ss to work in pairs and work out which words
have been left out in messages A-O, wherever Ihe sign *
Reading appears. Do the first one as an example. Get feedback by
asking individual Ss to read out the complete message.
• Get Ss to look at the photos and to discuss in pairs what
kind of friendship they think each group of people has (e.g.
AnswNts: A ... I should be._ . Do)'INI toney lunch?... ..
close teenage girl friends who share all their secrets).
B _ pick up ,.". jack~t (rom 1M dry-cleone" s. I will
1a. Ask Ss to discuss the question in pairs. Get brief see)'OU at tM restaulflnt fit about 7p.m. C ... I hope
feedback about their ideas. you ... D ... WIll yoM/PI. .. ring him ...
b. Ss quickly read the text and check which of their
ideas are mentioned. d. Check that Ss know that we often use abbreviations
2. Get 5s to read the text again and write down the in text messages to save time. Get Ss to decide in pairs
name or names of the person or people in the text that what the abbreviations in the message mean. Then get
correspond to each of the statements. 5s check their whole class feedback.
answers in pairs. Then get feedback from the whole class.
Answers: are - r you - u Cd=could b4-before
Answers: t Lanza '2 Mlck. Haruki 3 Mercedes Sat.-Saturday Fri-Friday
.. [)ebbl 5 Rachel 6 Maclek 7 Stefano 8 Emily
OPTIONAL EXTENSION
3'" 5s discuss the questions in pairs or small groups.
Ask a few 5s to talk about their opinions to the class. In small groups, 5s brainstorm other abbreviations
used in text messages. (/S = late, CU/Sr'" see you later,
LOL .. laughing out loud).
OPTIONAL EXTENSION
Ask 5s to brainstorm TV programmes, films and songs • Elicit that we can also get messages in other ways, i.e.
about friends (e.g. TV drama series: Friends; film: About answerphone or voicemait messages.
o boy; song: You've got 0 friend). Ga. Ss listen to three answerphone messages and note
SS discuss in small groups which are their favourites down the purpose of each one. Play recording 1.1 then get
and why. Encourage them to discuss the type of Ss to check their answers in pairs. Get class feedback.
friendships depicted. Ss give feedback to the class.
Answers: 1 to check the evening's arrangements
'2 to get authorisation for a credit card payment
Writing
3 to arrange to see a car for sale
4'" Get Ss to discuss the question in pairs focusing on
the different reasons for writing notes and messages. b. Play recording t.1 again and get Ss to make notes
(e.g. reminding someone to do something, apologising for about the important information. Encourage them not
something). Get class feedback. to Iry to write the whole message, but just the most
:sa.
Read out the five reasons listed. Get Ss to read the important bits.
notes and messages (A-E) quickly and match each one • In pairs, 5s then write a brief message to each person
with one of the reasons. You could ask Ss to underline the using their notes. Remind them to leave out words and
part of the notes/messages which tells them the answers. use abbreviations. Get class feedback by asking a few 5s
to read out each message and briefly compare each one.
.....b It ....w e/S: 1 Alison - Keith called about AnIwIn: Rule B-3 and 4; Rute C -1 and :2
tonllht. Jackie and Steve can't come. You stili want to
SO to the Him? Please call Keith on mobile. 2 James 12a .. Get 5s to work in pairs. read the interview and
- Please call TIna Jenldns (HSBC Customer ServIces)
find the three incorrect questlon tags and correct them.
- 01303 B13 843 a.u.p. re.latp uedlt card payment.
3 Brian - Please ring Sarah Shlall-01273 443 7S0 to b.. Play recording 1.) and get Ss 10 check their answers.
amnp when she can come and see car yoo're seiling. Then get whole class feedback.
7" Ask individual 5s to read out the four statements
Answers: 10: So, Simon, you'Ve been with the company
then get Ss to work in pairs and discuss which of the
for nearty a vear now,......., you? 10: Now, you're
statements they agree with and why. Encourage them to
dear about your ta~ for this vear, aren't you?
justify their opinions. Get feedback from the class and 10: _ That hasn't Men particular good, has it?
establish which of the statements most 5s agree with.
8.. Focus 5s briefly on the photo of two friends, Harry 13a .. Explain that Active grammar box (1) contains the
and Fiona. Play recording 1.2 and get 5s to say which of basic rules but that there are some more difficult cases
the views in Ex. 7 Harry has. Get feedback from the class. which you will look at in Active grammar box (2) .
.. Get 5s to work in pairs a,!d complete examples 1-6 in
Answer: New friends will replace old friends. the box. Then get whole class feedback.
9" Play recording 1.2 again and ask 5s to make notes
Active grammar (2)
about the people who are mentioned and in what ways
1 ... aren't I? 2 ... won't you? 3 ... shall we?
they are significant. Get 5s to check their answers in pairs
4 ... do you? 5 ... did it? 6 ... have they?
then get feedback from the class.
Answers: Harry talks to ...... about his flmlly; ,... b" In pairs, get 5s to refer to examples 1-6 and
about his matlonshlps and love life; Ala about work. complete rules A-F in the Active grammar box. Get class
and practical thinSS' Ilpiis Hany's best frtend from reedback.
school but they have lost touch.
Active grammar (z)
10" Get 5s to discuss the questions in pairs or small A aren't I B won't you C shill we 0 positive
groups. Get feedback from each group and find out if most E It F they
of the class identifies with Harry's or Fiona's situation.
14a .. Get 5s to complete the sentences with the correct
Lifelong learning question tags. They then check their answers in pairs.
.. Read the questions with the class. In pairs 5s share b .. Play recording 1.4 and ask Ss to check their answers.
strategies that have helped them Improve their English.
.. Then. 5s note down one or two people who are NOT ALlI" •• 1 isn't she 2: do they 3 have you 4 can
WI S shall we 6 won't you 7 dOH It 8 aren't I
In the class and whose English Is better than theirs. For
homework, 5s ask these people for advice on improving
their English. 5s share these ideas In the next class. C" Explain to Ss that Ihere are also other reasons for
using question tags. Elicit or read out the list of reasons.
Grammar Play recording 1.4 again and get Ss to say which reason
applies to eac.h sentence. Get whole class feedback.
OPTIONAL GRAMMAR LEAD·IN
Ask 5s questions around the class using question ......I W: 1 asIdns for qreement 2 asking for
aareemen! 3 checklnglnformaUon "checking
lags e.g. You like football, don't you? Elicit that you
Information 5 making a suaestlon 6 maldng a
are using question tags to check information that you
suaestlon 7 asking for aareement 8 asking for
think you know but are not sure about.
agreement
Play recording 1.2 again and get 5s to say how many
question tags they hear (6).
Person to person
11a " focus 5s on the Active grammar box and get
them to complete the examples with the missing auxiliary 1tsa" Tell Ss they are going to check how much they
verbs. Get Ss to check their answers in pairs then get know about different 5s in the class. Ask them to write
whole class feedback. one or two racts they think they know about three other
5s. Encourage them to write some facts they are quite
Active grammar (1) certain about and others they are less certain aboul. and
1 .•• don't you? 2 ... didn't you? 3 ... Isn't II? 4 ... can you? to use a variety of verbs.
b .. Get Ss to check Iheir facts by asking the other Ss
b .. Read Rule A in the Active grammar box to the class. using appropriate question tags. Get Ss moving around
Then ask 5s to work in pairs and match Rule B and Rule C the class to talk to different 5s.
to examples in the box. Get whole class feedback.
4a. Tell 5s that they are going to look at some
102 Family ties
expressions from the radio programme. In pairs, 5s should
look at the tapescript on page 165 and help each other
The Boehmer family is the world's largest family of jugglers
work out what the phrases/expressions mean. Remind
and has won a number of awards, performing all over the
them to use the context and the sentences around the
United States and beyond. They have been performing
expressions to help them. Get whole class feedback.
to audiences with their varied juggling, gymnastics and
unicycling skills for over a decade.
Answers: 1 to be able to do several things at
In recent years, there has been a lot of research into 'birth the same time 2 to find 3 to decide to do
order' and how your position in your family and your something 4 someone who enjoys family life very
relationships with your siblings can affect your personality. much 5 to be very happy about something 6 to
In this lesson, Ss listen to part of a radio programme continually get better 7 to choose
about the Boehmer family and then focus on the grammar
connected with the words any, every, no and some. They also b. Get 5s to work in pairs and to summarise what they
read an article and discuss their own opinions about 'birth heard on the radio programme using the phrases in Ex. 4
order', position in a family and personality. as appropriate. Encourage them not to include every detail
but just to give a summary of the most important points.
OPTIONAL WARMER
Introduce the idea of the circus and circus skills with OPTIONAL EXTENSION
the class. Ask them these questions.
Get Ss to write the summary that they discussed
Q: Have you ever been to a circus? If so, what did you in Ex. 4b. Tell them to use their questions/answers
like/dislike about it? Why? If not, would you like to in Exs. 2 and 3 to help. Remind Ss not to include
go? Why not? every detail and that they should write a maximum
Q: What different types of circus skills can you of seventy-five words.
name? Which are your favourites to watch? Can you
do any of them? (juggling, tightrope walking, Diablo,
acrobatics, trapeze, plate-spinning, clowns, knife
OPTIONAL GRAMMAR LEAD-IN
throwing, fire-eating.)
Q: How do you think circuses have changed over the Playa quick game of 'Simon says' with words
years? Why? Do you think the changes have been a connected to any/every/noisome. Briefly, remind
good thing or not? (The main way most circuses have Ss of the rules (You have to do what the teacher
changed is that many are not allowed to use animals says, if he/she starts by saying 'Simon says'. If he/
in their acts anymore.) she doesn't say 'Simon says', however, you mustn't
do what he/she says and if you do, you're out.)
e.g.: Everyone stand up, someone in the front row
Listening
turn around, write any letter of the alphabet.
'. Get Ss to look at the photo and tell them that all the
people are members of the same family and they all work
together as jugglers. Grammar
1. Ask 5s to discuss the questions in pairs or small
5a. Tell 5s to work in pairs and decide together
groups. Encourage them to give reasons for their answers.
whether the example sentences in the Active grammar box
Get feedback.
are correct or not. Get whole class feedback but do not
2. Play recording 1.5 and ask 5s to answer the explain the difference in meaning at this stage.
questions. Get them to check their answers in pairs briefly
and then get whole class feedback.
Answers: A Correct B Correct C Correct
D Correct E Not correct F Correct G Correct .,'
Answers: 1 thirteen 2 They are the largest family of H Not correct
jugglers in the world. 3 Performing at the Vatican in
Rome
b. Ask 5s to work in pairs and choose the correct
alternative for each of the rules 1-5 in the Active grammar
3. Get 5s to read the questions. Then play recording 1.5 box. Get whole class feedback.
again and tell 5s to answer the questions. Get 5s to check
their answers in pairs and then get whole class feedback.
Active grammar
Answers: 1 After his son, Adam, (having seen a circus) 1 Any 2 Every 3 any 4 Nothing 5 some
asked him what he could do. 2 They saw Larry
practising and wanted to join in. 3 In 1989 at an
amusement park. 4 Anybody can do it.
6'" Get 5s to choose the correct alternative for each
OPTIONAL EXTENSION
sentence. Then they should check their answers in pairs.
Write the following definitions on the board. 5s find the word
Then get whole class feedback.
in the article which correspond to each one.
AM. ...: t every 2 Everybody 3 any '" Hothln! 1 what you think/hope will happen (paragraph 2)
5 every 6 somewttefe 7 any 8 any expectations 2 wanting to keep someone safe from ha""
or danger (paragraph 3J protective 3 the negative part or
disadvantage of something (paragraph 3J downside
4 when someone likes someone/thing and thinks they are
OPTIONAL EXTENSION
good (paragraph.tJ approvul 5 when people do things
Write some questions on the board for the 5s to where something bad, unpleasant or dangerous may happen
discuss, which Include words like anybody, nothing. (paragraph 5) risk·taking 6 deliberately not obeying
Ss could also add questions of their own. people in authority or rules of behaviour (paragraph 6)
Q: Do you know anybody who has a speclal talent? rebellious 7 to be in a very small space between two other
Q: Do you ever feel that you have nothing to do? things (paragraph 7) sandwiched
Q: Is there anything you have always wanted to do?
Q: Do you think that anybody can learn to juggle? Vocabulary
-
... Write on the board: intellect and intellectual. Ask
OPTIONAL WARMER which one is a noun and which is an adjective (intellect::
noun; intellectual'" adjective)
5et up a quick class survey. Write these questions on
the board and check Ss know age gap and sibling. 10'" Focus 5s on the table and get them to complete
Get 5s to walk around the classroom and ask as many the miSSing words. Encourage them to work in pairs and
other Ss as possible, noting down the answers. find the words in the text in Ex. 8 in order to help check
Q: How many brothers and sisters have you got? their answers. Get whole class feedback.
Q: Are you the first, middle or the last In your family?
Q: What is the age gap between you and your nearest !a. ... a: Noun: jeolousy loneliness success
sibling? Ad)ed/Ye: Intellectual artistic responsible
Get 5s to collate their resuits In pairs and report the Important sk.llful frustrated/ frustroting
most interesting facts back to the class.
11'" Get Ss to complete the sentences with the most
Most people in the class are the {irst in their {amily.
appropriate word from the table. 5s should check answers
briefly in pairs. Then get whole class feedback.
Reading
7'" Get 5s to discuss the questions in pairs. Then ask for AnI.as: t Importance 2 artistic 3 frustrating
two or three opinions as whole class feedback. 4 jealous 5 lonely 6 skill 7 responsibility
8a'" 8 suaess
Read out the questions to the class. Tell 5s to read
the text quickly and answer the questions. Remind them
not to worry about all the information at this stage but just Speaking
to answer the four questions. 5s should then briefly check
answers in pairs, before getting whole class feedback. 12a... Play recording 1.6 and get 5s to say what the two
people are talking about.
Answers: Statement 3
Ai ..# Ift: The Ittftude and behaviour of parents
towards their children depending whether they are bom
b... Get Ss to read the text again and decide if the
first. second.
statements are true or false. Encourage them to underline
the part of the text which tells them the answers. 5s check
their answers in pairs. Then get class feedback. b... Focus Ss on the How to ... box and ask them to read
through the language. Play recording 1.6 again and get 5s
to tick which expressions from the How to ... box they hear
An ....: t1 2 1 3F 4F 51 6F
and to underline which word(s) is/are stressed in each one.
9'" Get Ss to discuss the question in pairs or small AnswMs: I ts!I!IIr d1sasree. .M2. that's not true at aU.
groups. Encourage them to justify their opinions with That's DJObabtv 1n!!. I think there's some truth In that.
examples from their own family or a family they know. Ask
for three or four opinions from different 5s.
13a'" Get 5s to discuss the statements in pairs or
small groups. Encourage them to use expressions from
the How to ... box as appropriate and to refer to their own
experience if relevant.
b ... Ask each group to report back to the whole class on
a few of the most interesting points they discussed .
•
