Lessons 12A - C
Lessons 12A - C
Lessons 12A - C
QuICK REVIEW This activity reviews echo questions. CD3 37 Play the recording (SB p166). Students
Give students time to think of a famous person they know listen and answer the two questions. Check answers
some information about. Students imagine they are that with the class.
famous person and write four sentences about their life.
Put students into pairs. Students take turns to tell each He’s going to Canada. He’s going to do voluntary
other their sentences and ask echo questions and follow- work with some environmental lawyers.
up questions. Focus students on the example before they
b Give students time to read sentences 1–5. Play the
begin. Students guess who their partner is.
recording again. Students listen and fi ll in the gaps in
the sentences. Students check their answers in pairs.
Check answers with the class.
Vocabulary Money 1 restaurant 2 work 3 work 4 summer 5 £100
1 a Students work in pairs and say which phrases
in bold they know, then check the new phrases in 3 a Focus students on the bottom photo and elicit who
Vocabulary 12.1 SB p151. the people are (Mike and his wife, Angela). Establish
Check answers with the class. Use the picture of that they are talking later that day and that Mike is
Chris and Mark in the Language Summary to clarify telling his wife about his conversation with Ian. Give
the difference between lend and borrow. students time to read sentences a–e.
Check students understand the difference between CD3 38 Play the recording (SB p166). Students
earn money (from doing work) and win money (from listen and put the sentences in the order they hear
a competition) and teach the phrase It’s a waste of them. Students check answers in pairs. Check
money. answers with the class.
Highlight the prepositions in the following phrases:
lend money to someone, borrow money from 1c 2a 3b 4e 5d
someone, waste money on something and get money
out of the bank. b Students work on their own and match the
You can also point out that we can owe someone sentences in 2b and 3a. Check answers with the
money or owe money to someone. class.
Check students know the Past Simple and past 1c 2a 3b 4e 5d
participle of the irregular verbs lend, spend, cost,
get, win and lose or ask them to check them in the
Irregular Verb List, SB p167. HELP WITH GRAMMAR Reported speech
Model and drill the phrases as listed in the 4 a–d Tell students that we use reported speech when
Language Summary. Pay particular attention to the we want to tell someone what another person said.
pronunciation of owe /əυ/ and earn /n/. Check students know what an object is by writing
b Give students a minute to work on their own and I saw him yesterday. on the board and eliciting the
choose six sentences from 1a. Tell students to make subject (I) and the object (him).
the sentences true for them. Students do the exercises on their own or in pairs,
then check in GraMMar 12.1 SB p152. Check answers
c Students then compare sentences in their pairs and
with the class.
fi nd out if any are the same. Ask students to tell the
class one or two sentences that are true for them and ● a Present Continuous ➞ Past Continuous;
their partners. ’ll/will ➞ ’d/would; can ➞ could; am/are/is
WritinG going to ➞ was/were going to
● Use the answers to highlight that we usually
Students write six sentences about themselves using the change the verb forms in reported speech and it
phrases in 1a. Three should be true and three should be usually goes ‘one verb form back’. Point out that
false. Students work in pairs, swap sentences and guess this is logical as the conversation that the person
which of their partner’s sentences are false. is reporting is now in the past.
● Note that while this isn’t always the case, students
at this level are less likely to be confused if you
Listening and Speaking encourage them to follow the basic patterns
shown in the table.
2 a Focus students on the top photo and establish who
the people are (Ian and his uncle, Mike).
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● b say never has an object; tell always has an HELP WITH LISTENING
object /h/ at the beginning of words
● Point out that we can’t say he said me that… or This Help with Listening section helps students
he told that… . understand that sometimes we don’t say /h/ at the
● Also focus students on the TIP and point out that beginning of words.
we don’t have to use that in reported speech: He
said (that) he wanted to work abroad. 7 a Check students know what the /h/ sound is by
● c 1 Ian said that he didn’t see his uncle very often. eliciting some words that begin with /h/, for example
2 Angela said that she didn’t see her nephew very hotel, healthy, happy, him, her, etc. Tell students that
often. sometimes we don’t say /h/ at the beginning of these
● Use the answers to highlight that we often have words in natural spoken English.
to change pronouns and possessive adjectives in Give students time to read the sentence in the You
reported speech. Point out that it is logical to do expect to hear and You often hear columns.
this and students do not need to learn any special CD3 41 Play the recording. Students listen and
rules to make these changes. notice when we don’t say /h/.
b Focus students on the rules. Point out that we
5 Focus on the example and point out that that is usually say /h/ after a vowel sound, but we don’t
usually pronounced in its weak form in reported usually say /h/ after a consonant sound.
speech. c Students look at Audio Script CD3 40, SB p166.
CD3 39 pronunciation Play the recording. Students
Play the recording of Mike and Angela’s conversation
listen and repeat the sentences. again. Students read, listen and notice when /h/ is
Encourage students to copy the stress and weak form pronounced at the beginning of words (shown in bold
of that correctly. in the Audio Script) and when /h/ isn’t pronounced at
the beginning of words (shown in square brackets in
6 a Tell students they are going to listen to the end of the Audio Script).
Mike and Angela’s conversation.
Spend a minute or two recapping the situation by
asking what they know about Ian’s conversation with Get ready … Get it right!
Mike earlier in the day. Give students time to read 8 Focus students on the prompts. Students use
questions 1–4.
these to write 6–8 sentences about their life.
CD3 40 Play the recording (SB p166). Students
While they are working, monitor and check their
listen and answer the questions. sentences for accuracy.
Students check answers in pairs. Check answers with
the class. 9 a Students work in pairs and take turns to tell
each other their sentences. Tell students they
1 £600 must remember what their partner tells them.
2 £190 Students can write one word only to remind
3 He transferred £600 into Ian’s bank account. them of each piece of information they hear.
4 She thinks it’s a waste of money. Encourage students to ask follow-up questions if
possible.
b Focus students on sentences 1–6 and point out b Put students in pairs with a new partner.
the names of the people who said each sentence. Use Students take turns to tell each other what
the example to show students that they report what their fi rst partner said. While they are working,
the person said using the verb in brackets. Remind monitor and correct any mistakes in reported
students to change the pronouns and possessive speech that you hear. If necessary, write the
adjectives as well as the verb forms. following prompts on the board: (Marco) told
Students do the exercise on their own before checking me that … ; (Kumiko) said that … ; He/She also
answers in pairs. said that … .
c Play the recording again. Students listen and
check. Check answers with the class. extra idea
● With a low-level class, give students time to
2 He told me (that) he didn’t earn very much.
3 I said (that) it was going to take him months to
prepare how they are going to report their first
save enough money. partner’s sentences before moving on to 9b.
4 He said (that) he was working seven days a week.
5 I told him (that) we’d/we would pay for his flight. c Finally, ask students to tell the class two
6 He said (that) he could pay us back next year. pieces of information that they found out about
the other students.
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WRITING Further practice
Students write five questions with you about another Ph Vocabulary Plus 12 Money p208
Ph
student’s life at the moment and about his/her future (Instructions p196)
plans and arrangements. Students work in pairs and Ph Class Activity 12A Gap year travellers p191
Ph
take turns to ask their questions, making notes on the (Instructions p146)
answers. Students then work on their own and write Extra Practice 12A SB p126
a paragraph about their partners’ answers, using Self-study DVD-ROM Lesson 12A
reported speech. Workbook Lesson 12A p60
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HELP WITH GRAMMAR 7 Students work in pairs and make five sentences, using
Second conditional one phrase from each section (A, B and C). Check
answers with the class.
5 a–c Focus students on the examples and check they
understand that these sentences are called second 1 If I didn’t have to get up early, I’d go out this
conditionals. Check students understand imaginary. evening, but I start work at 7.30 tomorrow.
Students do the exercises on their own or in pairs, 2 If he worked a bit harder, he wouldn’t do so badly
then check in GraMMar 12.2 SB p152. Check answers at school, but he spends all his time watching TV.
with the class. 3 If she didn’t take so long to get ready, she wouldn’t
be late for class, but she always spends ages in the
● a We use the second conditional to talk about shower.
imaginary situations. 4 If he didn’t have two jobs, he wouldn’t be so tired,
● The second conditional talks about the present or but he really needs the money.
the future. 5 If my parents lived nearer, I’d see them more often,
● In the if clause we use the Past Simple. but they live 300 kilometres away.
● In the main clause we use ’d, would or wouldn’t +
infinitive.
● Point out that second conditionals often talk extra idea
about the opposite of what is true or real: If I had ● Before the class, write out the parts of sentences
enough money, I’d buy that jacket. (I haven’t got in sections A–C onto cards. Give one card to each
enough money now). student. If you have more than 15 students, make
● You can also focus students on the First
duplicate cards or put students into pairs to share
conditional or second conditional? section in
GraMMar 12.2 SB p152 to reinforce the difference a card. Students find their two partners and end up
in meaning between these two structures. in sentence groups. Each group says their complete
● Highlight that we make second conditional sentence out loud and the rest of the class decides if it
sentences with If + subject + Past Simple + … , is correct or not.
subject + ’d, would or wouldn’t + infinitive + … .
● Point out that the if clause can be first or second 8 a Focus students on the example and elicit possible
in the sentence. We only use a comma when the if endings for the sentence.
clause is first: If I had enough time, I’d help you.
Students do the rest of the exercise on their own,
I’d help you if I had enough time.
fi lling in the gaps in each sentence with the correct
● Point out that we don’t use would in the if …
verb form and then completing the sentences for
clause: If I won the lottery, I’d leave my job. not If
them. While students are working, monitor and
I would win the lottery, I’d leave my job.
check their sentences for accuracy.
● Also establish that we can say If I/he/she/it was …
or If I/he/she/it were … in the second conditional.
2 had; ’d like 3 could; ’d be 4 wasn’t/weren’t; ’d be
● b 1 What would you do if you won a bungee 5 had; ’d buy 6 could; ’d change
jump? 2 If someone asked you to hold a snake,
would you do it? b Students compare sentences in pairs, as shown in
● Use the first example to highlight that we often the speech bubbles. Ask students to share their most
make questions in the second conditional with interesting sentences with the class.
What would you do … ?. Point out that this
phrase can come at the beginning or the end of Get ready … Get it right!
the question.
● Highlight that we can answer What would you 9 Put students into pairs, student A and student B.
do … ? questions with I’d (do it). I think I’d (do Student As turn to SB p105 and student Bs turn
it). I don’t think I’d (do it). I wouldn’t (do it). We to SB p111. Check they are all looking at the
don’t usually repeat the if clause in the answer. correct exercise.
● We can also make yes/no questions in the second a Students do the exercise on their own.
conditional: A If someone asked you to hold a While they are working, monitor and check for
snake, would you do it? B Yes, I would. / No, I accuracy.
wouldn’t. / I might.
Student A: 1 won 2 could 3 was/were
6 CD3 42 pronunciation Play the recording (SB p166). 4 could 5 were
Students listen and repeat. Check students copy the Student B: a could b were c could
stress and contractions correctly. d knew e needed
You can also ask students to turn to Audio Script
CD3 42 on SB p166. They can then follow the stress
as they listen and repeat.
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WRITING
b Use the speech bubbles to highlight that
students should answer the questions with Students write another three or four cards for the Risk-
(I think) I’d … and not to repeat the if clause. taker game, using the same format as the existing cards.
You can also teach I don’t know/I’m not sure If students are having trouble with ideas, brainstorm
what I’d do. some ideas and write them on the board, for example,
Students work with their partners and take hold a tarantula, be in a reality TV programme, dye my
turns to ask and answer their questions. While
hair green, win a flying lesson, etc. When students have
they are working, monitor and help with any
problems. finished, you could collect the cards in and use them as
Finally, ask students to tell the class one or two an alternative Quick review in the next lesson.
of their partner’s answers.
Further practice
extra idea
Ph Class Activity 12B Would you or wouldn’t you?
Ph
● Students choose one question from the p192 (Instructions p147)
questions in a. Instead of working in pairs in Ph Extra Reading 12 What would you do? p226
Ph
b, students move round the room asking one (Instructions p214)
another their question.
Extra Practice 12B SB p126
Self-study DVD-ROM Lesson 12B
Workbook Lesson 12B p61
Quick review This activity reviews the second Tell students they are going to hear part of a radio
conditional. Give students time to read the rubric and think interview about the history of graffiti.
of answers for themselves. Write the following prompt on CD3 43 Play the recording (SB p166). Students
the board: If I was/were a/an … , I’d be (a/an) … . Students listen and put the items in the list in the order they
compare their ideas in pairs and find out if any are the hear them. Students check answers in pairs. Check
same. Encourage students to give reasons for their choices. answers with the class.
Ask students to share any surprising or funny answers with
Pompeii 2
the class.
the messages in graffiti 3
Mao Zedong 4
Banksy 5
Speaking and Listening
3 a Give students time to read the prompts 1–3. Point
1 Focus students on the lesson title and the photos
out that the three things in each set of prompts are
on SB p98. Point out that graffiti is an uncountable
connected.
noun. We say a piece of graffiti for a single picture.
CD3 43 Play the recording again. Students listen
Students work in groups and discuss the questions.
and do the exercise on their own.
Ask students to share interesting answers with the
class. Elicit the meaning of bloodshed. b Students compare answers with a partner. Check
answers with the class.
extra idea
Suggested answers:
● Find out how many students in the class think graffiti is a 1 1,600 examples of graffiti were done 2,000 years
good thing and how many don’t. Elicit students’ reasons. ago in Pompeii.
2 Mao Zedong wrote 4,000 characters complaining
2 Focus students on the list of people, things and places about his teacher and Chinese society.
in the box. Point out that Banksy is the name of the 3 97% of the people of Bristol who answered a
graffiti artist who created the graffiti in pictures A–D question about keeping or cleaning off a piece of
on SB p99 and ask students if they have heard of him. Banksy’s work said they wanted to keep it.
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HELP WITH LISTENING Linking: review (2) HELP WITH VOCABuLARY
Connecting words (2): first, next, then, etc.
This Help with Listening section reviews all the
types of linking that students have met in face2face 6 a–b Check students understand the phrase the
Pre-intermediate. order of events (the order things happen).
Students do the exercise on their own, then check
4 a Students look at the example sentence. Elicit the in Vocabulary 12.3 SB p151. Check answers with
different types of linking that they can fi nd. Point the class.
out the consonant-vowel links, when one word ends
in a consonant sound and the next begins with ● a 1 when, while 2 first, next, then, after, after
a vowel sound (crime of, etc.). Also highlight the that, finally
extra linking sounds /j/, /w/ and /r/ that we use when ● Point out that we usually use while with
one word ends in a vowel sound and the next also continuous verb forms: While it was hanging on
begins with a vowel sound (graffiti/j/on, go/w/in, the wall ... , hundreds of people stopped ... .
more /r/and). ● Also highlight that after can be followed by a
b Students look at Audio Script CD3 43 , SB p166. noun or ‘subject + verb’: After the Louvre, Banksy
Play the recording again. Students read, listen and put his primitive cave painting in the British
notice the linking. Museum. He became popular after he started
using stencils.
Contrast after with after that, which is always
Reading and Speaking ●
c Students read the article about Banksy and put his ● Students work in pairs. Give students paper and
pictures A–C in the order they appear in the article. ask them to draw or write some graffiti. Make sure
Point out the shopping trolley in the primitive cave students don’t write anything too politically or socially
painting so students don’t miss it. Students check sensitive. Students then work in groups and show other
answers in pairs. Check answers with the class. students their graffiti. Tell them to explain why they
drew or wrote it. When they have finished, collect in
1B (the Mona Lisa) 2A (the primitive cave
their work and put it on the wall. Ask students to tell
painting) 3C (the Princess Diana £10 note)
the class which piece they liked the most and why.
d Students read the article again and do the exercise
on their own. Further practice
e Students compare answers in pairs. Ask students
to tell the class what they think is the most Extra Practice 12C SB p126
interesting thing about Banksy. Self-study DVD-ROM Lesson 12C
Workbook Lesson 12C p63
Suggested answers: 1 Because they were quicker. Workbook Reading and Writing Portfolio 12 p86
2 London Zoo: We’re bored with fish. Bristol Zoo:
Progress Test 12 p253
I want out. This place is too cold ... 3 He put it
next to the real Mona Lisa in the Louvre, but it was
quickly removed. 4 Three days. 5 A million pounds’
worth/100,000. 6 £200 each. 7 Because he has
always tried to keep his identity a secret.
129
HELP WITH PRONuNCIATION 2 a Focus students on the example words. Highlight
Word stress (2) that they are all four-syllable words and point out
1 a Focus students on the example words. Highlight the stress patterns. If necessary, say each example
that they are all three-syllable words and point out word to help students hear the two different stress
the stress patterns. If necessary, say each example patterns.
word to help students hear the three different stress Students work in the same pairs and match the words
patterns. in the box to stress patterns A and B. Encourage
Students work in pairs and match the words in the students to say the words out loud to help them
box to stress patterns 1–3. Encourage students to say decide which is the correct stress pattern.
the words out loud to help them decide which is the b CD3 45 Play the recording. Students listen and
correct stress pattern. check their answers. Check answers with the class.
b CD3 44 Play the recording. Students listen and Play the recording again. Students listen and repeat
check their answers. Check answers with the class. the words. Check that students stress the correct
Play the recording again. Students listen and repeat syllable in each word.
the words. Check that students stress the correct
syllable in each word. A: unfortunate; considerate; incredible;
environment; experience; security
You may want to point out that the most common
B: invitation; manufacture; documentary;
stress pattern for three-syllable words is on the fi rst
disappointed; operation; population; unambitious;
syllable, but there are also many three-syllable words
unattractive
with the stress on the second syllable. Highlight
that three-syllable words with the stress on the last
syllable is the least common stress pattern. 3 Students work in new pairs and take turns to say the
sentences.
1 organised; teenager; Finally, ask students to say a sentence. Check they
company; burglary; salary stress the correct syllable in each word and praise
2 polluted; delicious; good pronunciation.
embarrassed; excited;
employment; adventure
3 employee; incorrect; continue2learn
oversleep; volunteer;
immature; unemployed Focus students on the continue2learn section on
SB p100.
See p34 for ideas on how to exploit this section.
Extra practice 12
See p35 for ideas on how to exploit this section.
6 2 Would you change your job if you could?
3 What would you do if you won a lot of money?
12A
4 If you could go on holiday now, where would
1 a 1 borrow 2 waste 3 earn 4 lose 5 lend 6 save
7 pay back hidden phrase: owe money
you go? 5 If you found £100 in the street, would
b 2 lend 3 pay 4 owe 5 earn 6 get 7 borrowed you keep it? 6 Would you stop working if you
8 saving
married a millionaire?
2 2 I said (that) I wanted to study English again 12C
next year. 3 He told me (that) his English was 7 2 Next 3 Then 4 While 5 finally
getting much better. 4 He said (that) he’d need
English for his work. 5 They said (that) they
could understand a lot of English songs. 6 She progress portfolio 12
said (that) she was going to see an English film
tonight. 7 I said (that) I wouldn’t go to the ● See p35 for ideas on how to exploit this section.
doctor. 8 You told me (that) you weren’t going
to work on Monday. 9 They told us (that) they
couldn’t go to the party.
3 2 take 3 get 4 takes; get 5 gets 6 get 7 take
8 gets; takes 9 taking 10 get
12B
4 2 retired 3 was/were 4 spoke 5 had 6 wasn’t/
weren’t 7 did
5 2 ’d buy 3 wouldn’t 4 didn’t 5 had 6 ’d lend
7 could 8 was
130
End of Course Review
Student’s Book p100–p101
131