lim ERSTCJ AN ADVICE COLUMN FOCUS ONE sb 50-5! ■ SPEAKING Talking on your own ■ READING ■ LANGUAGE STUDY Conditionals > GS 4.1, 4.2 SPEAKING Talking on your own Ask students, in pairs, to carry out the tasks, talking on their own for about a minute. Walk round m.iking a note of any mistakes you hear and discuss them with the class as a whole when they have finished th.' activity. READING Take into the lesson some 'problem' pages from magazines, if available. Give small groups of sti.denti different letters to read and see if they agree win the answers given by the magazine. EXERCISE A Now divide the class into three groups. Ask each group to read and make notes on a different letter. Allow 3-4 minutes for this, then ask students from each group to explain what the problem was. In the same groups, ask students to decide which letter contains the information in 1-11. Answers 1C 2C 3A 8 B 9 C 10 C 4B 5C IIA SB 7 A EXERCISE B Ask students to underline, then read aloud, the evidence they found to help them choose their answers. 50 UNIT 7 EXERCISE C Ask students, in pairs or groups, to discuss questions 1-3, and to then compare their decisions with those of another pair or group. LANGUAGE STUDY Conditionals Put the following sentences on the board: If I have time, I'll buy you some flowers. If I had some money, I would buy yon some flowers. Ask students which sentence suggests that you might give someone some Eowers as a present. Answer If I have time, I'll buy you some flowers. Point out to students the differences in form and meaning between the first and second conditionals. EXERCISE A In pairs, ask students to match a)-d) with 1-4, then repeat the appropriate sentences-Answers lc 2b 3a 4d EXERCISE B Working on their own, ask students to rephrase sentences 1 -7 using if. Point out that they need to use the second conditional in their sentences and remind them of the form. Answers 1 You would (want to| marry me if you 1 oved me, 2 I would eat that kind of food if I liked it. 3 I would come to see you if I had more time. 4 Jack would have a chance of passing the exam if he studied. 5 I'll come and see you if I have time. 6 I'll earn more if I get a better job. 7 If it rains, we'll cancel the picnic. EXERCISE C See who can complete this exercise correctly in the shortest time! Answers 1 had the time, we would 2 have time, we will 3 loved her, he wouldn't 4 were honest, you wouldn't 5 tell the truth, people will 6 not tell lies, people would FOCUS TWO sb 52-53 USE OF ENGLISH WRITING VOCABULARY LANGUAGE STUDY Is it still going on? >- GS 13.1,13.2 USE OF ENGLISH EXERCISE A Ask students to work in pairs. Tell them to read the letter first, ignoring the spaces, then think of the best word to fill each space. Point out that this time only five of the words are given. Allow 4-5 minutes, then ask them to join with another pair and compare their answers. Answers 1 let 6 still 11 why 2 did 7 does 12 of 3 has 8 give 13 be / feel 4 were 9 if 14 did 5 with 10 yourself 15 unless / until WRITING For homework, ask students to write a letter describing a problem they have had, and bring it into class. Collect all the problem letters and distribute them at random to other students who will then answer them. When all the replies are Teady, attach them to the appropriate problem letters. Students have to come and find their original letter and the solution attached to it and say what they think of the solution. VOCABULARY Write the words on the board. Ask students to copy them into their exercise books and, in pairs, try to explain the differences between them. EXERCISE A Now refer students to the definitions in their books and see how they compare with their own explanations. EXERCISE B Ask students to complete sentences 1-9 using one of the words in A. Answers 1 error 2 mistakes 3 blame EXERCISE C 4 defect 7 faults 5 fault 8 blame 6 mistake 9 error Answers 1 a spelling mistake 2 a fault - being Unable to take responsibility 3 a mistake made by the company 4 a defect in the machine or its design 5 a grammatical mis take 6 an error of judgement 7 a defect of personality 8 a defect in the machine EXERCISE D Ask students to work in pairs. Allow 4-5 minutes for this activity, then ask students to join with another pair and compare their answers. Answers will depend on students themselves. _ LANGUAGE STUDY Is it still going on? EXERCISEA With students' books closed, write sentences 1-4 on the board and ask students to explain any difference in meaning between them. Suggested answers Sentences using the present perfect suggest that the relationship is still going on. Sentences using the simple past suggest that the relationship is over. UNIT 7 51 r Aefer students to the examples in their books and ask them to repeat the appropriate sentences. EXERCISE B Answers 1 have been going out 2 went out 3 worked 4 have been doing 5 has been standing 6 saw 7 stood 8 have been living 9 lived EXERCISE C In groups or pairs, tell students to ask and answer the questions in their books, then tell the rest of the class one thing about their partners. Remind students to use the appropriate tenses, i.e. present perfect or simple past. EXERCISE D Give students a timed task tp do on their own. Allow about 10 minutes, then ask them to compare their answers with those of a partner. Answers 1 have 6 / 11 / 2 7 / 12 with 3 they 8 more 13 will 4 the 9 more 1-1 myself 5 the 10 / 15 us FOCUSTHREE sb 54-55 ■ LISTENING u VOCABULARY ■ LANGUAGE STUDY still, yet or already} More about how we report what people say >GS 12.2-12.5 ■ SPEAKING LISTENING E3 EXERCISE A Ask students to read through questions 1-6 carefully before they listen to the tape. Play the tape once and ask students to discuss the answers to the questions in pairs. 52 UNIT 7 Tape script M = Mary D^Dan M: Listen, Dan. There's ... there's something that's been bothering me and I... D: Have you semi the paper' 1 can't find it. M: Dan! Listen to me. It's important. D; Ahh, here it is. Now, wliqt's on TV this evening? M: Are you going to listen to me or aieu't you? Because if you aren't then... D; AM right. All right. Go ahead. I'm sorry. I'll listen. M: I feci we don't... I don't know how to say it... 1 feel ...we just don't communicate any ... D: Uh ... look, can't we talk about this some other time? I mean, I'm tired, I've had a hard day Now just let mc have a look at what's on. M: Oh, that's so typical of you. As soon as I try to talk about it, you try to talk about something else. D: Why don't we watch New York Police7. It hasn't started yet. M: Why do yon always change ... D: You haven't seen any ul the earlier episodes, have you? It's very good. You'll really enjoy it if you watch it. M: Why do yon always do this? D: Do what? M; Try to avoid it. D: Avoid what? ftl: Avoid talking aboutit, D: I don't know what you mean. Look, do you want to watch New York Police or don't you? It hasn't started yet, so we can still catch the beginning. M: I sometimes wonder if you're the same person 1 met all those years agp. D: The last episode was interesting. You liked, it, didn't you? M: Wc used to talk a lot. Now all you do is just sit there, hardly saying a word, just watching TV. D: Or there's an old John Wayne film on one of the oilier channels - but that's already started. We've missed the first twenty minutes. M: You're like a ... a ... robot. I wonder what would happen if I opened yogi head and looked inside? What would 1 find in there? A cassette player that repeats 'I've had a hard day. What's on television?' D: I've already told you what's on. New York Police. Do yon want to watch it 01" don't you? M: We never have any kind of conversation any more. D; Oh, my God. Are you still talking about that? M: Are we going to talk about it or aren't wc? D: Talk about what? M: Our problem. D; What problem? What do you mean? M: I've already told you. You don't communicate with me any more. D: What do you mean I don't communicate with you? What am I doing now? Isn't tins communication? M: No, it isn't. 1 can't put up with this ... this „, emptiness between us any longer. And unless we can talk about it, I'll just get out. Get out of here. Get out of your life! Do you understand? 1 mean it D: All right, all right. I agree. There is a problem. M: At last you admit it. Now perhaps wc can talk about what to do about it. D; The problem is that I want to watch TV but you won't let inc. M: That's it, I've had enough, i can't put up with it any longer. D; Put up with what? Where ate you going? Mary! Stop! Come back here. Please come back. Til listen. 1 really Will! I'll try to communicate. Mary! Please. Suggested answers 1 They are probably in their 50s. 2 In their living room at home. 3 Early evening. 4 Husband and wrfe. 5 Mary decides to leave Dan. 6 She has had enough of Dan because he doesn't communicate with her. EXERCISE B Tell students to read through the questions carefully before listening to the taps: for the second time. Tell them that this time they should write one letter only; the initial of the speaker, in the boxes. Play the tape again, then ask students to compare answers in pairs. Answers 7D 8D 9D 10 D 11M 12 M 13 D VOCABULARY Write the words on the board and ask students to think of one way of doing what the words say, e.g. suggest: 'Let's go to the cinema.' EXERCISE A Ask students to match the words to sentences 1-8 Answers 1 apologize 2 offer 3 recommend 4 promise 7 object 5 threaten 8 suggest 6 advise EXERCISE B In pairs or groups, ask students to complete sentences 1-8 using one of the words they have studied. Answers 1 promise 4 apologize 7 threatened 2 recommend 5 offered 8 suggest 3 advise 6 object EXERCISE C Word formation card game Prepare a set of the words on flash cards according to how many teams you can divide the class into. Cive each team a set of the words. Tell students to place the pile of words face down on the desk or table, Each student takes it in turn to pick up one of the words and make another word from it. The card is then placed in another pile. Repeat the process until all the words haveheen used, then str.it again after shuffling the cards. When students cannot think of a word, they drop out of the game. Now ask students to complete the exercise in their books. Answers 1 advice 6 connection 2 recommendations 7 joking 3 surprised 8 threat 4 changes 9 laughter 5 objection 10 apology LANGUAGE STUDY still, yet or already1. Put the words on the board and ask students to try and explain the difference between them, or give an example as to how they are used, e.g. still - it's actually going on ,2iot) yet - so far this has not happened alie.ady - it happened a while ego EXERCISE A In pairs, ask students to complete the exercise in their books. Answers 1 yet 2 still 3 already 4 still 5 yet 6 already 7 yet 8 already 9 still More about how we report what people say EXERCISE B '.lefer students to the Grammar Summary 12,2-12.5 if necessary. In small groups, ask students to decide what the speakers actually said, then to compare their answers with those of another sair. Suggested answers 1 Can you recommend a good restaurant? 2 I can recommend Da Matio. 3 What are we having for dinner? 4 Why don't we go out for a meal? 5 No, it's far too expensive 6 Why are you so afraid of spending money? 7 Look, I'll pay for the meal and even the taxi if you want. 8 It's just that I'm so tired. 9 If I were you, I'd see a doctor. 10 You just wan t to waste money. UNIT 7 • 53 11 I'm sorry I troubled you. 12 Cook your own meal, because I'm going out without you. EXERCISE C Ask students to look again at sentences 1, 3 and 6 ill B and try to explain the difference between the actua' words of the qucstioa and the way the question is reported. Refer students to GS 12.4 if necessary. EXERCISE D Answers 1 asked me to sit 2 asked me if I had 3 asked me why I was 4 suggested going 5 advised him not to watch 6 offered to carry 7 thanked me fc'f helping 8 claimed that he was accused him of apologized for coming 9 10 SPEAKING Refer students to the picture in their hooks and ask them to speculate on what has / might have happened. EXERCISE A In pairs, askstudencs to discuss what they would i ay in the situation and then invite them to write their suggestions on the board. Decide what the best questions and comments would be and why. EXERCISE B In pairs, ask students to report the comments and questions they decided on hi A. Ask different stucents to read out one of their reported sentences. 54 • UNIT 7 FOCUS FOUR sb 56 WRITING Composition % WRITING Composition 2 Expressing an opinion EXERCISE A In pairs, ask students to read the sample task question and discuss what might appear in their answer. EXERCISE B In the same pairs, ask students to read the sample letter, ignoring the spaces, and to briefly describe the writer's opinion. EXERCISE C Now ask students to complete the composition by choosing the best option from the words given. Answers 1C 2.C 3 A 4B 5D 6 D 7B 8C 9A 10B Ask students to say why they chose the words they .did. EXERCISES D and E Ask students to read through the notes carefully, then write one of the compositions 1-3 in E, Extension activity Students could write another composition from E for homework. FOCUS FIVE sb 57 REVISION AND EXTENSION Conditional 1 > GS 4.1 Conditional 2 > GS 4.2 Conditional 1 or2? Revision transformations REVISION AND EXTENSION Conditional 1 EXERCISE A In pairs, ask students to read out the conversation to each other taking a role each and supplying the correct form of the verb in brackets. Ask one of the pairs to read out the conversation to the rest of the class. Answers A: does, will be, misses, will have to B: will he get, takes A: will be, is, may B: - A: gets, can, is, put, has already eaten, won't be B: will he do, am, gets A: aren't, arrives, will have B: go, will leave, can Conditional 2 EXERCISE B In pairs, ask students to decide what they would do in the situations mentioned in numbers 1-5. Explain that all their answers should contain J/J..., I would Ask students to tell the rest of the class what their decisions were. EXERCISE C In groups of 3 or 4, tell students to imagine on what conditions they would do the things mentioned in numbers 1-5. Ask them to begin their sentences with / wouldn't... unless .... Compare answers when students have finished. Conditional 1 or 2? EXERCISED Answers 1 were, would apply 2 spoke, wouldn't need 3 were, woul d be able 4 would be, won 5 won't be able, get 6 is, will go 7 hear, will come 8 were / was, would change 9 has left, will get 10 doesn't go away, will take EXERCISE E Remind students that they should use no more tfifc five words including the word in bold. Answers 1 not so busy she could 2 if she would lend him 3 apologized for not replying 4 wish you wouldn't complain 5 has had his car for 6 has been learning English for 7 wish I didn't have 8 had the m oney I woul d 9 threatened to call the police 10 made a lot of mistakes WORKBOOK KEY wb 34-37 EXERCISE A 1C 2C 3B 4C 5D 6A 7Ü EXERCISE B Sentence b suggests that something might happen. Sentence c (being taller and joining the Police Force) is highly improbable. Sentence a tells you that something is always true. 1 will/ '11 go (type b) 2 smoke (type a) 3 turns (type a| 4 get |typc b] 5 would /'d give (type c| 6 wasn't / weren't; was not / were not (type c) 7 11 / shall report (type b | 8 would you choose (type c) EXERCISE C 1 mistake 2 blame... fault 3 error EXERCISE D for off got by 9 / 4 defects / faults 5 mistake 6 blame 10 S 11 so 12 / 13 about UNIT 7 • 55 EXERCISE E 1 up 6 about 1 I same 2 my 7 up 12 did 3 any 8 when 13 next 4 am 9 yourself 14 without 5 some 10 with 15 in EXERCISE F D = PC Dent T = Tom D: What were you doing? T: We went to see a Elm and then went to a nearby pub for a drink, D: What time did you arrive home? T: I can't remember exactly. D: Do you think any of the neighbours might have heard you coming home? T: No, I'm sure they didn't -1 was very quiet. I didn't want to wake up my father, who had to get up very early in the morning to go to work. I'm sorry (that| I can't prove it but all my friends have gon-away on holiday. EXERCISE G Tom suggested (that) the police officer shevsid talk to the owner of the pub, who would remember >.im. The police officer replied that they had alrejiy done that. They had shown the owner of the pur Tom's photograph but he hadn't been able to reir.embcr him at all. Tom told the police officer that it had been very busy that night, so perhaps the owner (just| hadn't noticed him. The police officer asked Tom to put his cor.t :n and go with / accompany him to the police station. He said that they would have to continue their enquries there. Tom said that he would get his coat. He ",vore that he hadn't done / committed the robbery, ft threatened that if he was sent to prison he would .-oakc life very difficult for him / the police office; V.er. EXERCISE H (suggested answers) 1 haven't done it yet / still haven't dme it. 2 already shown it to nsc / already sJiown me it. 3 haven't arrived / come yet / slill biven't arrived) come. 4 haven't read / finished it yet / still haven't tea/ finished it. /' 5 hasn't done it yet / still hasn't done it. 6 haven't had a reply from him,yet / still ha heard from him / I've already written to/ (three) times. EXERCISE 1 iachpojtit The letters should include an evaluat/ and arrive at a conclusion. 56 UNIT 7 SPACE WARRIOR MADNESS FOCUS ONE ' SPEAKING Talking on your own Discussion READING LANGUAGE STUDY Three types of past action >• GS 13.2, 13 3 SPEAKING Talking on your own Ask students, in pairs, to talk on their own for a minute. Walk rourd making a note of any mistakes you hear and discuss them with the class as a whole when they have finished the activity. Discussion In small groups, ask students to discuss the questions and then ask one member of each group to report one thing the group decided to the rest of the class. READING EXERCISE A Ask students to skim read the text, ignoring the missing sentences, then try to explain briefly what it is about. EXERCISE B hi pairs, ask students to match sentences A-F with the gaps in the text 1-4. Ask students to underline the words they found to help them choose their answers. Answers IE 2D 3A 4B EXERCISE C Ask students, in pairs or groups, to discuss questions 1-4, then compare then' decisions with those of another group. sb 58-59 I ™ERCISED - | ?' ill in the same groups, ask students to explain the i full meanings of the words in italics in sentences 1-4. E>.plain that understanding how these 'reference c ^vices' are used and what they refer to will help them to understand everything they read much more easily. LANGUAGE STUDY Three types of past action Pat the following on the board; was taking was about to take had taken Ask students what they think ".he difference between the forms is. Suggested answers was taking - was actually doing it was about to take - hadn't started yet ! had taken - it was over FXERCISEA In pairs, ask students to match a)-c| with 1-3. Answers a] 3 b|2 c|l liXERCISE B *n groups or pairs, ask students say what they think was about to happen, was happening or had happened jn sentences 1-12. Suggested answers 1 2 3 4 5 6 7 8 9 1,) 11 12 She was reading the paper. It was about to rain. He was waiting for the bus. He had just taken the mcney. The bus was about to stop. He was about to get on. He had just gone out. The bus had just left. She was about to go out. The phone was ringing. She had just spoken to Edna. He was thinking about the arcade. UNITS • 57 ------ ~ - FOCUS TWO sb 60-61 ■ READING ■ LANGUAGE STUDY so or sucii > GS 6.1 ■ VOCABULARY READING EXERCISE A Divide the class into six groups. Ask each group tq read one paragraph of the article each and try to summarize what it is about, without looking at headings A-G in ttio box. When they have finished, ask each group to report back to the rest of the class, then choose the best heading from the box for their paragraph. Answers IF 2A 3E 4C 5B EXERCISE B In small groups, ask students to discuss questions 1-then compare their decisions with those of another group. EXERCISE C In the same groups, tell students to ask and ansv.'jr questions about themselves, then tell the class one interesting tiling about their partners. LANGUAGE STUDY so or such Ask students if they know what the difference ii between the form and meaning of the two words. EXERCISE A Ask students, in pairs, to complete sentences 1-4, Answers 1 so 2 such 3 such 4 so Refer students to GS 6.1 if necessary. EXERCISE B Write too hungry on the hoard and ask student, what you could say after the word hungry. S8 • UNIT 8 Point out that the meaning is negative, i.e. a little bit like too much. Ask students, in pairs, to rewrite the sentences. Answers 1 too lazy to take 2 too young to understand 3 too tired to concentrate 4 too obsessed with football to think EXERCISE C Answers 1 such an amusing film that 2 so amused I couldn't 3 too busy to go 4 so tired I couldn't 5 such a cold day that 6 too obsessed to give 7 so interested in them that 8 such an interesting game that 9 is too short VOCABULARY Write the words on the board. Ask students to copy them into their exercise books and, in pairs, try to explain their meaning using another word. EXERCISEA Ask students to match the six words with the definitions 1-6. Answers ache 4 pain 3 constant 2 EXERCISE B Ask students to complete sentences 1-6 using one of the words in A. Answers 1 convenient 4 constant 2 suitable 5 headache 3 continuous 6 pain continuous 1 convenient 5 suitable 6 EXERCISE C Answers 1 constantly 1 aching 3 loss 4 explanation 6 content 7 probably 8 responsibility 9 powerful 5 tendency 10 warning FOCUSTHREE sb 62-63 LISTENING VOCABULARY SPEAKING Problem solving LISTENING LANGUAGE STCOY used to do or be. u^.d to doing > GS 13.2.2 LISTENING V - .-. EXERCISEA Ask students to read through quuinn. , - ... before they listen to the tape, ^h™? lutt Uy they have to write the letter N if tIme speakers says something. Play the tape once and ask students *rjjscuss tj answers to the questions in pairs. ' ie Tap esc r i pt A Fiona B h MicJiact C = their mother A. Anyway, when ishis birthday? J B: Ne*t Wednesday, I think. It's the 25th. Do yoi something just from you ot shall wc do it togeil?t tCJ Jiivc him A: A jointrrcsent would probably be better.,, thee something a bit bigger. Have you thought about him? "'Siví; B: í think tie best thing to do would be to get him some* his computet - you know, )ike a game. There's a really [QI out at the nnment, apparently -1 th ink it's called Doort1mc good thiug about it is that it's got lots of action, and you cá around in a spaceship and shoot all the enemy spaceships, y know. He'd loveit. Does that sound like a good idea? A: I'm not sure, icaHy. The thing is, 1 mean these d;tys be spends is much time on that computer that we hardly ever sec him. And i if he gets hooked on another game, it's just going to make things even worse. I don't think we should encourage it. B: Okay, well what do you think we should do? A: Well what about giving him something a bit more useful? Urn, we could give him, say, a CD with an encyclopaedia ... he wouldn't spend the whole time in his room with that ..it would be quite interesting and it might even be quite useful for us too. What do you think? Mm, maybe, but they're far too expensive. And really, you've still got the same problem, which is that henevc* Wo never really do anything together. Maybe it wouu. to get him something for his bike. A: Yes, what about a new light? He's always saying that he can , come out for bike rides in the evening because he hasn't got a lifiht. B: Oh, all right let's do that then, and we could all go off in the evenings, and it would be hm, and at least he'd get a bit of exercise. A; Yeah. Which he needs! Oh. hello. Mum. C: Hello, you two. Now, you haven't forgotten that it's your father's birthday next week, have you? A: No, we were just talking about it actually. Answers IN 2M 3F 4M 5F 6M If necessary, play the tape a second time. VOCABULARY Put the four categdries on the board, i.e. a making a suggestion b asking for someone else's opinion c disagreeing d disagreeing and I or expressing doubt Ask students to think of different ways of doing what the woids say, e.g. making a suggestion: What ahout going out to dinner I Ask students to match the categories to sentences 1-14. Aniwers lb 2a 3b 4a 5a fib 7d 8a 9c 10a lid 12a 13 d 14 d SPEAKING Problem solving Divide the class into small groups, and allow 3^1 minutes for them to do the task. When they have finished, ask one member of each group to report back to the restof the class. B LISTENING EJ Jve students a timed listening test to do on their ] i. Allow 2 minutes for students to read through the uctions and multiple choice questions numbers iky the tape once without pausing. Allow an wl of about 1 minute, then play the tape again pausing. UNIT 8 • 59 "i telephone number is Swindon 774529. So we would like p :■< pie to ring us it they have any information, en and, of course,. -1 calls will be dealt with in the strictest confidence. B: Thank you very much. L: Thank you, B: And the phone num L-icr again if you have any information is. Swiudon 774529. And now back to the studio. Answers 1 (shortly after; 11.30 a.m. 2 Edward 3 £25,000 4 1.8 m 5 35 6 blue 7 short, curly red or ginger 8 jeans 9 three-quarter length blue coat 10 Mr Eddy Ericson 11 Scottish 12 1.7m 13 early twenties 14 blue 15 straight, shoulder-length blonde 16 long white (k ose-fitting) raincoat 17 blue or dark t lue IS registration 19 front left, broken WORKBOOK KEY wb 3841 EXERCISEA 1G 2F 3 H 4A 5E 6B 7 C D is not needed. EXERCISE B Id2e3b4i5h6g7j8f 9c 10a EXERCISE C 1 Sheila was just having a bath when there was a knock at the door. 2 Ann was just about to ring the bell when she noticed that the door was half open. 3 Ann had just clcsed the door (behind her| wher she dropped her handbag. 4 Sheila had just finished her bath when she hea; d a noise. 5 Ann was just picking up her handbag when she knocked over a chair. 6 Sheila had just decided to phone the police when she heard another noise. 7 Ann had just called out to Sheila when she noticed Sheila standing by the phone. 62 • UNIT 8 8 Sheila was just dialling 999 when she heard a familiar voice shouting her name. 9 Sheila had just put down the phone when she saw her friend Ann standing in the doorway. EXERCISED 1 The students were so enthusiastic ... 2 It was such an expensive car ... 3 The rent was so high ... 4 It was such a crowded city... 5 The football players were so good ... 6 The coffee was so strong... 7 It was such a long journey... 8 They were such naughty children... 9 The company was so successful... 10 S/he was such a talented film star ... EXERCISE E (suggested answers) Id David's too exhausted to do his homework. 2f The children are too lazy to take any physical exercise. 3g My sister is too mean to spend any money. 5a It's too wet to play tennis. 6c Susan is too short to reach the hooks on the top shelf. 7e The baby is too young to speak yet. 8b Parents of young children are too busy to relax. EXERCISE F toothache earache headache EXERCISE G 1C 2D 3D 7B 8A 9C stomach:ache backache ■ 1 4D 10C 5 A 6B EXERCISE H 1 used to smoke 2 used to go 3 get used to 4 am used to working 5 got used to 6 used to have 7 used to be 8 get used to 9 is getting used to 10 get used to living EXERCISE 1 1 a new black leather handbag 2 a huge square wooden table 3 a small round French cheese 4 a beautiful green leather jacket 5 an unusual red Italian glass bottle 6 a lovely long Hue Japanese silk dress THE FACE BEHIND THE MASK FOCUS ONE sb 66-67 SPEAKING Talking on your own READING LANGUAGE STUDY although, even though, despite and in spite of > GS 6.4 SPEAKING Conduct a vocabulary 'brainstorming session'. Divide the class into teams of 3 or 4. Allow teams 2-3 minutes to write down as many words relating to the two pictures as they can, e.g. play, mask; carnival, fancy dress. Walk round checking vocabulary and spelling. The team to produce the greatest number of correct words wins. Talking on your own Ask students, in pairs, to talk on their own for a minute. When they have finished the activity, ask them to discuss what they find difficult about speaking for a minute. Tell them that they can make life a little easier for themselves by learning some 'fillers', i.e. words and phrases that they can use to give themselves time to think about what they are going to say next. Ask students if they can think of any words like this, then put a list of 'fillers' on the board. Suggested 'fillers' Well... Let me see ... Of course.. It's not very clear but... In my opinion,... ... you know... Actually,.., Tell students not to use fillers too often, however, otherwise the examiner may question their fluency! Suggested topics for talking about yourself Describe a party you have been to. Describe your 'dream' party. What would it consist of! READING Ask students to read only the first two paragraphs of the newspaper story. Allow about 5 minutes for them to plan what they think the rest of the passage will consist of. Compare answers before asking students to skim read the rest of the passage. EXERCISEA Ask students in small groups to choose the best answer without referring back to the passage. When they have made their decisions, write the answers on the board. Now allow 2-3 mintitcs to check their answers by referring back to the passage, and count how many changes they made after doing this. Give the class the correct answers and Count how many answers students guessed correctly before and how many after referring to the passage. Answers 1C 2E 3C 4A 5D 6C 7B LANGUAGE STUDY although, even though, despite and in spite of Put the following on the board: although even though despite in spite of Ask students if there is any difference in form and meaning between the words. Suggested answers • although J even though are followed by a subordinate clause (or sentence) « despite / in spite of are followed by a noun EXERCISEA hi pairs, ask students to decide which sentences suggest something unusual. Answers b,c UNIT 9 63