DOES HONESTY ALWAYS PAY? FOCUS ONE_SB 42-43 ■ SPEAKING Talking on your own ■ READING ■ SPEAKING ■ LANGUAGE STUDY I wish and If only > GS 14.1 ■ VOCABULARY SPEAKING Talking on your own Write the following expressions on the hoard: Saying what is most likely It's most probably... 1 (should) think it's more likely to be... The most likely I probable explan ation is that... Ask students, in pairs, to talk on their own. Encourage them to use the expressions on the hoard to make a guess about the pictures. Tell them to stop each other after a minute. Walk round making a note of any mistakes you hear and discuss them with the class as a whole when they have finished the activity. Topics for further discussion 1 Attitudes towards people in authority 2 The role of the police in modern society 3 Should the police be armed? 4 Can politicians be trusted? READING EXERCISEA Ask students1 to skim read the main text on page 42, to get a general idea of what the article is about. Then ask them to read through paragraphs A-E and try to guess which paragraph they might not need. Then, in small groups, ask them to try and fit each paragraph into the correct space. Remind them about trying to find clues in the text, which will help them to decide where the paragraphs should go. When they have finished, ask them whether their guess about the unnecessary paragraph was correct. Answers 1C 2D 3A The unnecessary paragraph is B. EXERCISE B Still in the same groups, ask students to discuss questions 1-6, then to join with another group and compare answers. SPEAKING In pairs or groups, allow students 2-3 minutes to prepare this activity, then invite two or three students to tell the rest of the class in their own words what they would do or say. Ask the class to decide which the best solution to the problem would be. LANGUAGE STUDY / wish and only EXERCISEA Give students examples of your own using 7 wish, I want snA If only, e.g. 1 I wish I were rich! 2 I want to be successful. 3 If only 1 had more money! See if students can explain your feelings when you use each of these examples. Ask students to say which of the examples express the feeling that you are sorry about something(l arid3). Now read out the pairs of sentences in the hook (students' hooks closed) and ask which sentence, a) or b), expresses the idea that the speaker is sorry that something is not so. Refer students to GS 14.1 if necessary. Answers lb 2b 3b 4b UNIT 6 • 43 .ERCISE B In pairs, ask students to complete the sentences. Remind them they can write out the sentence, placing the word in the space first, to help them. Answers 1 wish I could speak 2 only 1 could do 3 only I was / were 4 wish you were 5 wish I could answer 6 only the weather was / were 7 only you loved S wish you could understand VOCABULARY Write the words on the board and allow students 2-3 minutes to decide, in pairs, what the differences in meaning are. Then ask them to complete sentences 1-7. Answers 1 lend 2 borrow 3 lose 4 win 5 earn 6 pay 7 gain FOCUS TWO SB 4M5 ■ READING ■ SPEAKING Binding out about each other ■ WRITING ■ VOCABULARY ■ LANGUAGE STUDY > GS 1.2 READING EXERCISE A Divide the class into two groups. Ask students to work in pairs. Tell the pairs of students in group 1 to read the review of 'The Sting' and prepare to talk to the rest of the class about the film. Ask students in group 2 to read the review of 'Ring of Deception' and do the same. Allow about 5 minutes for this. Now ask students in group 1 to tell the rest of the class about the film they read about, then ask the students in group 2 to do the same. Ask students to 44 • UNIT 6 decide which film they would prefer to see, encouraging them to give their reasons. Take a vote to see which film most students would prefer. EXERCISE B Still in the same pairs, ask students to underline and read aloud all the phrasal verbs they can find in both reviews, and then match them with the meanings 1-12. Answers 1 bring off 5 get together 9 work out 2 run out of 3 fall for 4 cheat out of EXERCISE C In pairs, tell students to take it in turns to ask and answer questions 1-8. When they have finished, ask them to compare their questions and answers with those of another pair. 5 get together 9 6 find out ID 7 go on 11 S take in 12 Answers 1 does ,.. place 2 do...get 3 do ... on 4 Do ,.. hring SPEAKING 5 is 6 does... up 7 Does ... take 8 will... go Finding out about each other In pairs, allow students 3-4 minutes to find out about each other using the information in their books. When they have finished, ask students to tell the class one thing about their partners. WRITING Write a selection of words connected with films on flash cards. Give each student a card. Ask students to read out their word and ask the rest of the class to explain what it means. Suggested words are: producer location starring shot photography theme music dialogue director script special effects camera work acting plot scenes Now write the following adjectives on the board and check that students know what they mean: thrilling moving boring exciting frightening depressing Ask students to add suitable adjectives to this list if they can. Give students 15-20 minutes to write a short review of a film they have seen, using some of the words and expressions they have studied. Tell them that they should follow the instructions in their books and write no more than 180 words. Alternatively, ask them to write the review for homework. VOCABULARY___________ With students' books closed, read out all the words in 1-8 but ask students to write down only the word that does not belong. Then ask them to compare what they have written with a partner. Tell them to open their books and read the words aloud and try to explain why the wotd does not belong. Answers 1 salesman 2 borrow 3 genuine 4 depressing 5 plan 6 take over 7 fill up 8 fail LANGUAGE STUDY EXERCISEA With students' hooks closed, write the sentences in 1 on the board and ask students to explain any difference m meaning between them. Suggested answers The ending -ed expresses your feeling, e.g. you are interested in or bored by something. The ending -ing indicates the quality of something, e.g. a book or a person can be interesting or entertaining. I Repeat the process for the sentences in 2 and 3. Then tell students to open their books and, in pail's, read out the sentences that people do not like to hear about themselves. Finally, ask them to describe when you might say the other sentences. EXERCISE B With students' books closed, read out the words in capitals and ask students to suggest other words which could be formed from them. Then, in pairs, ask s'udents to do the exercise in their books. Answers amusing .', depressed 3 depressing i- disappointed 5 surprising 6 interesting 7 shocked 8 convinced 9 disappointing 10 surprised EXERCISE C In groups or pairs, ask students to talk about the items in 1-3, and then tell the rest of the class one thing about themselves. FOCUSTHREE SB 46-47 USE OF ENGLISH LISTENING SPEAKING LANGUAGE STUDY Regrets with Wish > GS 14.1 VOCABULARY Word combinations |compound nouns) 1 USE OF ENGLISH EXERCISEA Ask students to read through the text quickly to get an idea of what it is about. Now ask them, in pairs, to t ty and guess what the missing words might be. Tell th im not to be too hasty in making their decisions ar 1 to read each sentence twice, then check to see th.i t they have used the'10 words below the text. A nswers 1 ale 6 in 11 do 2 by 7 away 12 the 3 than 8 during 13 without to 9 on 14 while 5 most 10 such IS at EXERCISE B In "he same pairs, ask students to make a list of the kinds ol questions the people might ask, then compare their questions with those of another pair. Questions wi i depend on students themselves. UNIT 6 4S . . . . .. . LISTENING CS1 EXERCISE A Ask students to read through statements 1-8 and decide what the msn and the woman might be talking about and what their relationship might be. Play the tape once and ask students to decide whether the statements are true or false according to what the v hear on the tape. Tapescript J-Jenny P= Peter J; So you got here at 1? si, Peter. V; Yus, I'm terribly sor-y I'm lace. J: It's ... it's the second time this has happened in the last tw.i weeks. P: 1 know ... I... uh ... I hope you'll foryivc me J T: Well, why are you late this time? P: Uh ... the boss asked me ta work late again, {buzz) T: Well, why didn't you phone me? P: I... uh ... I tried, bunt wasn't possible, [buzz) J: What do you mean? Are you trying to tell me there are no phones in your office I P: Of course there arc phones in the office but... J: Yes? Go on, P: Well, there's something wrong with them, (buzz] That's strange, f: What's strange? P: Ikeephearinga... 3 .. buzzing noise. I: Let's eat. I've put dinner on the tab ie. P; Don't you hear it, too? J: What? V: That strange buzzing noise. J: I don't know what you're talking about, [buzz] P: There it is again f: Come on. Let's hav^ something to eat. P: This is a lovely meal, Jenny. Uh ... did you have a busy weekend? J: Ycs- P: It's a pity you have to go away so oilen on business at the weekend, \buzz] J: kit? P; Of course it is. {buzz) f: Why? P: Because ... because we cuuld spend more time together if j'bu didn't have to work at the weekend so often, (buzz) WhuuS wrong with you this evening? J: What did yon do? P: What? J: What did you do la»t weekend? P: I ...uh...wuUr uh... not very much, [buzz] J: Tdl me about it. P; Oh, I saw ... saw scr.ie friends. f: Which friends? P: You don't know them, {buzz) What is that noise? Where's it coming from? ): Friends, eh. P: Yes. J; So you didn't sec Carla again. P: Carla? Of course not [buzz] That was over ages ago. [blLi::\ J: You didn't by any chance have dinner with, hei on Saturn