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4. Ask students to make the requests more polite using the expressions from the Speaking bank. Draw their attention to the example given. Elicit answers from the class and drill the sentence paying attention to intonation. Answers 1 Could you tell me ifit’s possible to pay by debit card? 2 Could you tell me what the cheapest fare is? 3 Could you tell me if it’s a direct train? 4 Could you tell me what time itis? 5 Could you tell me what time the train arrives? TEACHER DEVELOPMENT: STUDENT TRAINING How to learn everyday expressions Encourage students to listen to the radio, especially talk shows or news programmes. Elicit what activites they can carry out in English on the Internet, e.g. listen to podcasts, videos and audio presentations online, listen tosongs and find lyrics, chat and participate in forums, etc, Remind students that they can leam a lot of new expressions by playing games and doing puzzles such as cosswords and word searches. If possible, students can tryto watch films in English or with English subtitles 5 Inpairs, students prepare the dialogue using the guide given. PRACTICE MAKES PERFECT {6 SKN Students look at the task. Divide the class into two teams: A and B. All students from Team A find someone from Team B to be their partner. Students A and Students B look at page 147 for the information they need. ‘They then role-play a conversation in the train ticket office, Remind them to show that they understand ordon't understand by using expressions from the Speaking bank. For students who are less confident, Photocopy the model dialogue above and demonstrate with a strong student. Then instruct students to read «loud in pairs, alternating between roles A and B. Then ‘ask them to read it again, changing the underlined information so that itis true for the task. Tispap saan tom ®D Travelogue ae. Model dialogue { Ticket officer: Good morning. Can | help you? Customer: Yes, please. I'd like to go to Newcastle. Could you tell me the times of trains? Ticket officer: OK. Well, there's one at 2.15, and the next one is at 5.25. { Customer: Are they both direct trains? { Ticket officer: Yes, all the trains to Newcastle are direct | trains. + Customer: OK, I'l take the 4,25 please. How much is that? Ticket officer: Would you lke a single or a return? { customer: Retum please, coming back on Saturday. { Ticket officer: OK. Let's see. The cheapest fare for a return ticket on that train is £100. Customer: OK. How can | pay? Ticket officer: You can pay by cash or card | Customer: Here's my card. Ticket officer: Thank you. { Customer: Oh, could you tell me which platform itis? | Ticket officer: Yes, is platform 4 Customer: OK. Thanks a lot Ticket officer: Thank you, and have a good journey. PATTIES Ask students to discuss ideas for doing speaking exam exercises where they need to ask for and give specific information, then compare their ideas with the information on page 144 POE a ‘Asking for and giving information In speaking exam exercises, remind students to avoid giving short, uncommunicative replies. Elicit the difference between a closed question (you can answer yes/no without any further explanation) and an open question (one that begins with a question word), Remind students to say when they understand or if they don't understand, Remind them that the examiner ison their side and is there to help them. MEE Students make a mind map of all the words they can think of connected to a train station. It could include information like the following: Useful phrases: What time does the train leave? When is the next/last train? Which platform does the train leave from? Do | have to change trains? Verbs: get on/get off, get in, travel, arrive, depart My ticket: Place of departure, destination, single/ return, first class/standard, price, date, fare General: office, lost property office, information office, toilets, passenger, luggage, luggage trolle ticket officer AOA Assign students page 17 in their Workbook or the relevant sections of the Online Workbook. fir 49 Developing writing Understanding and writing a blog post Sos You could ask students to do exercises 2 and 3 at home and check their answers at the start of the lesson. Alternatively, you could set the writing task in exercise 6 as homework ‘Ask students to think of words they associate with Dubai, prompting them to think of the weather, the architecture, the natural world. Elicit ideas and then ask them if it’s somewhere they would 11 SPEIKING Stuclents work with a partner and answer the questions. 2. READING Ask students to read Ryan's blog post and answer the question, Elicit answers from different students. 3 Ask students to read the blog again and write what Ryan said about the four topics. Answers 1 twas long, It took seven hours. They watched films and played video games. 2 It was his favourite attraction. They spent hours there on the rides. 3 Its one of the biggest in the world. There was an aquarium. There was a spectacular show in the evening 4 Dubai’ indoor snow park is enormous. 4 Students look at the Writing bank and complete the examples with words from Ryan's blog. Explain that so and such make the meaning of the adjective stronger, and that do, does, did are used here for emotive or contrastive emphasis. We do not usually use them in an affirmative sentence. Answers @ brilliant place b long © egreattime di did like 5 Ask students to make the sentences more emphatic by Using the word given Answers 1 What a busy city! 2 twas such a great fight. 3 We were so tired when we arrived, 4 | do love New York. 5 We did have a good time. 6 We were so happy to get back 7 What a great holiday! 8 Its such a fantastic place for shopping, ee fete ae Emphasis on do/does ‘When we are using the aunliaries do and does for contrastive or emotive emphasis like this, we give them extra stress to make them sound louder, longer or higher intone. When you see the words used in this way in print, they will normally be in italics or bold type or in cepital letters. Drill sentences 4 and 5 above with extra ‘word stress on do and did, and have students practise in pairs. 6 Students choose an amazing holiday destination and make notes for a blog post. Tel them to use the ‘questions to give them ideas. PRACTICE MAKES PERFECT 7 Students use their notes from exercise 6 to write their blog post. Remind them to use the expressions from the Writing bank to add emphasis and interest. For students, who are less confident, photocopy the model blog post in the next column for extra support during the writing task. Refer students to the Writing bank on page 150. ae | Model blog post So, today I'm writing this blog to you from Peru... finally! The journey was so stressful, we had a big delay at Cusco airport and it took ages to get our luggage, but we did eventually ative and its such a beautiful place. Yesterday we visited the Qurikancha (temple of the sun) and the Cathedral. I'd recommend them both. Tomorrow, we're going on a three-hour train journey to Aguas Calientes, about 25 minutes from the incredible Machu Picchu. | can’t wait to get on the Inca Traill What a busy and exciting few days ahead. Students think of the diferent things they need to check before they hand in a piece of writing in the exam, then compare their answers with the information on page 144. Suggest that they could compile a checklist based on these suggestions, and use it every time they hand in a piece of work. Assign students page 18 in their Workbook or the relevant sections of the Online Workbook. language checkpoint: Unit 2 peas Students read the Grammar reference and Vocabulary sections on page 28 before completing the revision ‘exercises on the following page. Grammar revision p29 ———__. Perna) E 1 Students complete the sentences, Answers T stopped 2 was waiting 3 put 4 got 5 were crying 6 were watching 7 dropped Pepe a 2 Students join the sentences with a time expression and put one of the verbs in the past perfect. Answers 1 8 the time she arrived at their house, they had already left 2 When he had finished using the computer, he switched itoft '3 After they had bought their tickets, they went into the cinema, 14 As soon as she had done her homework, she went to bed. 5 When we had eaten our meal, we paid the bil {6 They went into the house after they had unlocked the door. cece 3. Students choose the correct alternative. Remind students that in one sentence, both alternatives are correct ee Tse 2 didn’tuse to 3 usually 4 won S used to 6 both 7 would take y Mire Vocabulary revision p29 TRANSPORT AND TRAVEL 1 Students write a simple explanation for each word. Answers : 1a type of transport that goes on the road and takes a lot of people from one city to another 2 the place where you stand to catch a train 3 the situation when something happens later than planned 4 the money that you pay for a journey 5 a type of sea transport that takes people and cars on journeys that are not very long 6 a ticket for a journey where you go and come back to the same place as you started 7 when you arrive too late for a bus, train or other type of transport '8 when you stop something that was going to happen ‘ACCOMMODATION 2 Students write the names of the types of accommodation. Answers 1 motel 2 bed and breakfast 3 campsite A tent 5 caravan 6 (youth) hostel PHRASAL VERBS CONNECTED WITH TRAVEL 3. Students choose the correct alternative. Answers 2 off Bin Minto 8 down 6 away ‘Assign students page 19 in their Workbook or the relevant sections of the Online Workbook. WAC Ne mR Clu im by Reading Sito ‘Ask students to read the tip and discuss, then look at Exam success on page 144 and compare their ideas. 1 REOWNG Students read the text quickly and then answer the questions, Answers Chris Hadfield is an astronaut. 1 Moscow ~ favourite city 2 Barbados - a scuba diving holiday with family 3 Tintagel - his favourite place in the British isles, he did a trip there 4 Portugal - his best holiday 5 The Caribbean - the next holiday 2. Ask students to read the text again and decide whether the statements are True (T) or False (F). Remind them to write the line number(s) where they found their answer. Answers 1 T (ines 1-3) 2 T(line 8) 3 F (lines 19-21) 4 F (lines 26-27) 5 F (line 35) 6 Fines 47-48) 7 T (lines 55-58) 8 F (lines 62-63) 3. SPEAKING What about you? Give students time to read the questions. Then either have them discuss their answers in pairs of small groups or nominate individual students to share their answers in open cass. Speaking ; aq Sitnin Students read the tip fand then turn to Exam success on page 144 for more ideas. 4 Ask students to read through the questions and make notes for their own answers. Remind them not to write full sentences. You could set a time limit for this to ‘encourage students not to write too much detail 5 In pairs, students imagine that they are in the ‘personal information’ part of the speaking exam. Students take it in turns to ask and answer the questions. Allow students 10 refer to their notes from exercise 4, but remind them not to just read them out. Sito Students read the tips for carrying out matching activities then turn to Exam success on page 144 for more ideas. 6 Inppairs, students discuss what problems people have with travel or accommodation when they go away on holiday. HE SESE ERR een eee ee eee ence eee Lea 7 stews © 13 Play the track for students to listen to four people talking about travel problems. Ask students to match the statements with the person who said them. Remind them that there is one extra statement which they do not need to use. See p14é for the audioscript for this exercise, Answers Speaker 1d Speaker2a Speaker3e Speaker 4¢ Eee Brainstorm with students what to look for when they are checking for mistakes before handing in their texts. Ask students to read the tip and look at Exam success on page 144 for more ideas. 8 Students imagine that the people in the photo are some. new friends they made on holiday and write an email to their family telling them about their new friends. Remind them to describe their appearance and personality using their imagination and the words and phrases given. For students who are less confident, photocopy the model email below for extra support during the writing task and ask them to adapt the descriptions to match the photo. Hi everyone, I'm having such a great time here ~ Pars is so amazing and the people are briliant. 've made lots of new friends here at the language school. Here's a picture of three of them. Anna is really nice, she’s the one in the middle with long, black hair. She's very friendly and cheertul that’ why we're such good friends. Eddy is the guy on the left, he’ very funny, but he can be a bit arrogant and quite bossy sometimes! The boys are just mad totally crazy, especially Jan ~ he's the one in the black and white striped T-shirt with short dark hair He's really hard-working and clever ~ he's working on a computer program he designed at the moment. Right, I've got lots + of homework to do for my lessons tomorrow, so Ineed } to go now. } Hope you're all well. Don't forget to write soon! Missing you lots Julie in students pages 20-21 in their Workbook or the relevant sections of the Online Workbook. Ps 1. Ask students to mark from 1-4 how well they can’ do these things in English 2. Ask students to look at their marks and decide what they think they need to do to improve. Elicit ‘other suggestions. fopritoonicy boomers ro KEY LEARNING OUTCOMES Students will be able to: 1 talk about past activities which are relevant in 1 understand written and spoken texts about city life the present using the present perfect simple and w_se expressions to describe different parts ofa present perfect continuous photo 1 describe cities and use extreme adjectives eo UNIT OVERVIEW DIGITAL OVERVIEW | Giies and houses ae, Vocabulary Bagi eeccsctiing cities > Flipped classroom video unit 3: Present perfect loving to the megacities! ad fet (Ceo ine, Cesigehe pros > ‘fe sil video unit 3: Explaining statis and cons of moving to a city st Vocabulary tool: Present perfect simple and past > Interactive versions of Student's Book activities simple > Integrated audio and answer key for all activities Breet lever eves fr cnce, just alec, REMMI ee Bad i awry context yet Extreme adjectives PRONUICUNION Emphatic stress Seee ae recone > Flipped classroom video Unit 3: Present perfect Developing a. seca continuous 5 pees > Life skills video Unit 3: Explaining statistics P PERT ce crcs > Grammar communication activity Unit 3: If this is eres ‘the answer, what's the question? Life stilts ene > Worksheets for this unit, including ee = Grammar Practice worksheet Unit 2 Listening = Flipped classroom video worksheet Unit : resent peract Present perfect continuous ee = Literature worksheet Unite 3 ancl 4 cago = Cult worksheet Unit context ~ Life sil video worksheet Unit 3 Describing photos ~1 Developing speaking Student's App a Gateway 2” Edition wordlist for the award-winning foe cores Sounds App (available for download) Developing writing Reading: Missing sentences activities Use of English: Muitiple-choice cloze Exam success PAU SSS Resources for exam preparation and measuring student progress > Test Generator Units 1-3 > Printable tests > Gateway to exams Units 3 and 4 Unit 3 and Review (Units 1-3) (end of Unit 4) Vocabulary ; Tall and houses king about and describing >> FASTTRACK ‘Ask students to do exercise 1 at home so that less confident stuclents can take the necessary time to look up the vocabulary in the Macmillan Online Dictionary. In pairs, students discuss the meaning of the unit title City to city and what they think the unit is going to be about (different topics related to the places where we live). Ask students to define the word city and discuss the difference between a city, a town and a village. (Cities are generally larger and more densely populated than towns and have industrial, commercial and residential areas. Most cities also perform administrative functions. A town is smaller than a city but larger than a village.) City to city refers to travelling from place to place and also comparing different cities. ‘ities and houses T In pairs, students match the photos with the words. Answers @ semi-detached house terraced house © detached house/bungalow d cottage 2 © 14 Play the track for students to listen, check and repeat. Draw attention to the stress on bungalow and cottage. See p14é for the audioscript for this exercise. SOI In Britain, the main types of houses are: detached (not joined to another house) semi-detached (joined to one other house) terraced (part of a row of houses) flats (apartments) maisonettes (two-level flats in a small building) bungalows (one-level houses, usually detached or semi-detached) Itis common for young people in the UK to live in shared, rented accommodation away from the farnily home while at university and in their early twenties. Renting is also becoming a more viable option for people in later life due to recent increases in the cost of buying a house relative to salary. ‘Students think of the names of other places people ‘all home (igloo, villa, chalet, castle, farm, ranch, lighthouse, etc). 3 Ask students in turn to name a room in a fiat or house and as they do so write a lst on the board. Alternatively, divide the class into small groups and ask them to make lists in their groups. Then find out which group has the longest lst and get them to write their list on the board. Suggested answers kitchen, bedroom, study, lounge (or living room), bathroom, dining room, hall, garage, attic, office 4. SPEAKING n pairs, students tell each other what type of house or flat they live in and describe it. Draw students’ attention to the example sentences. 5 SPEMIN Students talk about the photos using the words given Suggested answers @ This is a city centre. You can soe some very tall skyscrapers in the background. In the foreground you can see the town hall bb This is on the outskirts of the city but it doesn't show the suburbs. You can see the port and some factories, 6 Students look at the definitions and match them with a ‘word in exercise 5. Answers 1 port 2 inner city 3 city centre square 8 suburbs 6 outskirts Adjectives describing cities Ta Students match the words with the definitions, Answers |: historic 2 quiet 3 dity 4 lively 5 busy 6 crowded 7b Students decide the opposites of 2 and 3 in exercise 7a Answers noisy, clean 8 LsTeNNG © 15 Play the track for students to listen to four people talking about houses or places in a city and decide which type of place each person talks about. ‘Ask for answers in open class and elicit the information that helped stuclents make their choices. With a less confident class, pre-teach a building — a structure such asa house that has a roof and walls. See p147 for the audioscript for this exercise. Answers 1 ablock offfists 2 a bungalow 3 the suburbs 4 the inner cty/city centre 9 SPEAING in pairs, students talk about the area where their school is. Draw students’ attention to the model sentences, , ask students to brainstorm the type of ink, cupboards, In ps furniture in each room (kitchen: table, etc.).

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