Language Leader: Upper Intermediate: Teacher's Book and Test Master

159 Pages·2016·30.43 MB·English

by  Albery David

UPPER INTERMEDIATE
anguage
EADER
EACHER'S BOOK
nd Test Master CD-ROM
Communication
1.1 G REAT COMMU N IC ATOR S
IN THIS LESSON t. Then put students into pairs or small groups and tell
them to think of a situation for all the other words.
Students can also include how close the speakers are
Lesson topic and staging
(both emotionally and physically) in each situation
they describe. The first group to finish wins.
This lesson looks at what makes a good communicator.
Students discuss when and who they communicate t. Ask different groups for a situation for each word.
with and then focus on vocabulary to describe a good
Peter Drucker quote:
communicator. Next, students listen to people talking
This quote means that the most important skill of a goad"
about what makes a good communicator. They then
communicator is to be aware of and interpret signals
read and listen to speeches by three famous people and
other than the actual words someone uses in order to
decide the IOpic, the function .md various features of
understand their meaning. These signals might include
the speeches before practising one themselves. Finally,
body language, facial expressions, pauses, changes in
students write the beginning to a speech of their own.
voice tone, etc.
Objectives
By the end of the lesson, students should have:
II
• expanded their vocabulary related \0 good SPEAKING AN D VOCABULARY
communicators
• read and listened 10 three speeches to extracllhe .\ Explain to students that they are going to discuss
(unction, specific information and different features of communication in th~ir everyday lives and ask two or
effective speech making three to try to remember how many people they have
communicated with today.
• written the beginning to a speech of their own
Give students a short time to read the questions
" practised giving part of a speech with a focus II
and then put them in small groups (maximum fOUf
on where spedkers pause and what words they
students) for the discussion_
emphasise.
While they are speaking. listen to find out if students
II
Timings
use any of the vocabulary in exercise 2a.
If short of time, you could drop exercise 4 on page 11 For feedback, ask a few students to give one or two
6. Alternatively, set writing exercise lOon page 7 for answers in open class.
homework and ask students to give their speech in the
Answers will depend on students' opinions.
next lesson. A possible lesson break would be after
exercise 4 on page 6.
2a If students used any of the vocabulary in the box
during their discussion in exercise 1, ask those
students to repeat what was said earlier and show the
class that this word is in the box.
WARM-UP
Students work individually to complete the gaps in
II
sentences 1-12, using their dictionaries if necessary.
This activity introduces the topic of communication
{OU
by looking at different non-verbal y,tays of expressing " Ask students to compare with a partner before
meaning. check answers with the class. Point out collocations
such as suffer from nerves, a good sense of humour,
• lead in by asking students to look at the photo on
and maintain eye contact.
page 6. Elicit that this shows a whale and that many
species of whales communicate by 'singing'. 11 Finally, ask students if they think any of this
vocabulary applies to the communicator they talked
• Then write the following words on the board: shout,
about in exercise I, question 2.
Sigh. mutter, wave, yawn, nod, clap, laugh.
• Focus students on (augh and elicit a situation in 1 listener; 2 language; 3 rambler; 4 nerves;
'AiUch people do Ihis and what they are gener-dlly 5 cultures; 6 vocabulary; 7 humour; 8 appearance;
communicating (i.e. what kind of message they 9 eye; 10 pace; 11 charisma; 12 digressions
Me tlYing to send to othE:r people) when they do
It Few e-xample. they are showing others they find For further practice, ask students to do exercise VI 5 on
sotnf'lbUtg ruOO). they are showing they are nervous, page 13S in the Language reference.
the\ ~e encouraging someone to say more. etc.
liM'M'
10 CommUnication :
GREAT COMMUNICATOR S
Gi.1? students two minutes to read the sentences
5 I don't like it when people get off the point and start
~ and decide if they would like to add other
talking about an unrelated subject, and don't tell you
..eas.
that's what they're doing. I find it really annoying
• men put them into small groups to discuss if they when someone starts doing it and you don't know
~ 01 disagree with each sentence in 2a. For what they are talking about. Some people do it all the
"1nlinuny, keep students in the same groups as time .
.arise ,. Tell them 10 give reasons for their opinions 6 The key point for me is simple - do they actually pay
to disagree with each other if necessary. attention to what someone else is saying or, are they
• Finally. ask each group if there were any sentences already thinking about what they want to sayr
all agreed or disagreed with. 7 I think the best communicators ar~ people who make
things easy to understand by giving reasons - they
r .... ef!i will depend on students' opinions. don't assume too much knowledge. I hate people who
think you know what they are talking about all the
7- mJdents in small groups and tell them to decide time.
hich four sentences are most important and which
IlK are least important for a good communicator. 4 Use the foHow-up discussion from exercise 3 as a
~ ask Ihem to present their ideas to the rest of the lead in to this activity. '-- .
......tSS and justify their answers. Encourage other • Give students three minutes to think about their
L10UpS to ask questions and disagree jf necessary. answers to the questions (1-5) and then put them in
pairs or small groups to discuss their id~as.
• for fe€dback , ask ono or two groups for their ideas.
I
LISTE NI NG @ To help prepare students for writing part of a speech
of thC3"ir own later in the lesson, focus the class on
~ through the instructions with the class and question 4 and elicit as many ideas as possible. Ask
:-eck stunents understand digress, ramble (the verbs students to note these down and use some of them
chgression and rambler, from exercise 2), and when they do exercise 10 on page 7 .
..¥iIy (make something clearer).
• ~ the track after each speaker to give students
LO think and note their answer. I
READIN G
• students to compare with a partner and monitor
check how many they have got right. If necessary,
Sa Explain that students are going to read and listen to
the track again before you check answers with
three famous speeches.
· class.
.
• Do the first question as a whole class and elicit as
follow up, ask students if they agree or disagree
many great public speakers as possible.
'h the spe"kers' opinions.
• Then focus students on the photos on page 7 and put
2 g); 3 c); 4 c); 5 d); 6 a); 7 fJ (Note; students them in pairs or small groups to discuss the second
.lnswer 41) and 7 e). Both answers are question
'Ptable.) • In feedback, elicit the name of each person and write
a fPow facts about each one on the board. Use the
·tad 1.2 background information below if necessary.
~ most important thing for me is that someone
-Ioe5n'llalk in a confused and bnring way. J can't A Margaret Thalcher; B John F. Kennedy; C Martin
;MId people whu go on and on for ages without Luther King Jnr
lfIg anything at aiL Good communicators stick to
~
point and don'l Jose their train of thought. 5b Give students a maximum of four minutes to read the
II when people stop me speaking aU the time texts and decide who gave each speech.
+,en I'm trying to tell them somt:!thing. Yuu know • In feedback, use the background information below
rust let me finish!
to provide more information .lbout each speech.
~ mk good communic;'itors anticipate when a listener
doesn't undrotand something - you know, if they use 1 Jonn F. Kennedy; 2 Martin Luther KingJnr;
unfamiliar word or phrase, or some kind of jargon, 3 Ma~.1tet Thatcher
""" give an example of what they mean.
W
rE'1i fOr me, good communicators don't make John F. (Fitzgerald) Kennedy (1917-1963) was the
ng:s complicated or difficult to understand for their 35th President of the United States, serving from
.,gener. They talk in a logical way, you know, so what 1961 until his assassination in 1963. This is an extract
IE'\" say is easy to follow. from Kennedy's inaugural <lddress on becoming US
President in 1961.
"@ill
Communication 11
COMMUNICATION
Martin Luther King Jnr (1929-1968) was one of the 9a Before students listen, elicit why a speech might bl.'
main leaders of the American civil rights movement impressive and write ideas on the board,
which demanded equal rights for Afro-Americans in
'. Play the track, pausing briefly after each speech to
the US. This speech was delivered during the 1963
give students time to write notes, Students can refer
M,HCh on Washington and Ihe quote he used is from to the ideas on the board if necessary.
the American Declaration of Independence. In 1964,
'. Ask students to (.:ompare with a partner before you
King bCCilme the youngest person to receive the
elicit ideas from the class.
Nobel Peace Prize. He was assassinated in 1968.
9b Tell students to write II to show the pauses and
Margaret Thatcher (born 1925) was the first, and
to underline the emphasised words in the text on
to date the only, woman to hold the post of British
page 7.
Prime Minister. This speech was delivered when she
first took office in 1979. No. 10 refers to number 10 '. Pause the track after each speech and ask students to
compare with a partner before playing the next.
Downing Street, the official residence of the British
Prime Minister. '. Check answers with the wholp d:l~s before you a<;k
students to practise saying one of the speeches.
6 Tell students to choose a topic for each speech
without reading the texts again. Check answers with '. Put students in pairs to practise saying the speech
the class, bcc<luse they may find it intimidating in ope~ class.
(~If possible reproduce the texts ~ that the whole class
1 b); 2 c); 3g)
can see them (perhaps on the lnlerdctive Wlliteboard
or an OHP). when you check answers with the class,
7a Tell students to try to do this activity without reading
mark each text 10 show where pauses and emphases
the texts again. If they find this difficult tell students
are.
to skim the texts quickly.
• Ask students to compare with a partner before you
check answers with the class.
II I
1 c); 2 b); 3 d) WRITING
10 Emphasise that students should only write the
7b As an example, use speech 2 to elicit an example of
repetition (I have a dream), beginning of the speech (about T5 0 words). Go
through the situations with the class - or ask them to
• Allow five minutes for students to do this activity
suggest situations.
indIvidually, then compare their answers with a
'. Re·elicit the features of a good speech from exercise
partner before you check with the class.
7b (repetition, contrast, etc.).
~ If possible reproduce the texts so that the whole class
'. Allow 20 minutes for students to write. Monitor to
can see them (perhaps on the Interactive Whiteboard
help with vocabulary and make suggestions.
or an OHP). When you check answers with the class,
'. Put students in pairs to deliver their speech to each
mark each text to show where the examples are.
other, or if they are confident, ask them to deliver
a) Text 1: my fellow .. , ask not what ,., (final /;INo their speeches to the whole class.
paragraphs); Text 2: I have a dream (beginning of '. While they are speaking, not<.• .n y improvements they
each paragraph); Text 3: whNe there is .. " may could make in delivery (e,g. pause~, emphasis) and
we bring (final 4 lines). b) Text 1: the energy, the go through these when all the speeches are finished.
faith, the devotion (pd.ragraph one). c) Text 1:
'. Take the speeches in for marking, paying particular
shrink fron'llwe!come {pata~raph oner; Text 2: attention to the features covered in exercise 7b.
former slaves/former sluV£! owners {paragraph two),
inju5ticeljuslic,€ oppfE'5siOflfrreedom (paragraph
three), color of their skin/content of their character
(parJgruph four); Text 3: discordlharmuny, errorl HOMEWORK OPTIONS
truth, doubt/faith, despairJ110pe lfinal .; hnes),
d) Text 2: We hold these truths to bt' ~elf,evidenl. Students do the exercises on page 4 of the Workbook.
that all men are created equal (paragraph one)'
Students use the Internet to research one of the great
Text 3: Where there is discord ,., may we bring
speakers (rom this lesson (or choose a different great
hope (final 4 lines).
speaker) and then write the beginning of a speech about
8 Put students in pairs or small groups to briefly discuss tthis person.
this question and then elicit ideas from the class. Students do exercise V1 5 on page 135 in the language
reference.
Answers depend on students' own opinions.
12 Communication
IMPROVING COMMUNICATION
• Put students in groups to discuss the situations and
lell them to say why they feel the way they do.
IMPROVI NG
~
• In feedhack, ask two or three groups how they feel
C OMM UNICATION about each situation and elicit reasons.
1b Do this activity as a whole class and elicit advice to
I the board.
I~ THIS LESSON
Answers depend on students' own opinions.
topic and staging
~n 2 Give students one minute to read the leaflet and refer
1I!S.<of1 looks at ways ohmproving how you them to ideas from exercise 1 b on the board.
~te in different situations. Students read a • Tell students not to worry about unknown vocabulary
.)out a course on how to communicate bener at this stage.
learn a set of idioms related to communicatiun.
• Ask students to briefly compare with a partner before
IJdents focus on and practise using grammtIT
you check answers with the class.
hsed in the leaflet: the continuous aspect.
~.udents use the continuous aspect to talk about Answers depends on students' ideas in exercisc 1b .
rends in communication.
.ectives 3 Tell students to read the five extracts before they
read the leaflet again and to use their dictionaries
_.-,d of the lesson, students should have: for unknown vocabulary, DUfnut to worry about get
• • ieaflel and extracted specific information a word in edgeways because this will be covered in
exercise Sa.
• ~ their range of idioms related to
mcalion • Ask students to briefly compare with a partner before
• ;ftf and extended their understanding of the you check answers with Ihe class.
y,"". ..." aspect Extract A = Week 3; Extract B = Week 11; Extract C
• :hr continuous aspect in a group speaking activity. = Week 5; Extract D = Week 1; EJCtract E =W eek 2
4a Ask students to read the statements and check they
ume, you could drop exercise Sa on page 9 understand speech impediment (a problem when
.-.JI' homework, and then discuss the questions speaking, e.g. a stammer - demonstr,lte a stammer,
5b in the follOWing lesson. A possible lesson but be careful not to offend anyone in your class),
be after exercise 4b or 5b on page 9. interact (cummunicate with and resrond to other
people), and be yourself (behave naturally).
• Ask students to try to decide if the statements are true
or false before they read the leaflet again.
I W4&M-Ur
• Then give students four minutes to re-read the leaflet
to check their ideas and answer any statements they
introduces the lOpic of communicating in couldn't do in the previous stage .
...... SltUatlons and how students feel about it.
• Ask students to compare with a partner before you
udmts if they generally find it easy to speak check answers with the class.
people and elicit that it depends on the
1 False; 2 False; 3 Falsei 4 True; 5 True; 6 False tthe
• foIlov.'ing situations on the board: to an word 'not' makes this false); 7 True
,.Q/ strdnger at a party, to an individua/studenc
4b Give students two minutes to think about th~
~ iI tedcher, to a polia.> officer, to a stranger on
questions and then put them into pairs or small
...,.,. /0 a5k a slfanger to do something for you, 10
groups to discuss. Encourage them to say why they
E'OOe you know if you could borrow a fa.rge sum
think they're good at or need to develop some skills.
IE.'\- lO a doctor when you're feefing ill.
• ts to rank the situations from most to least • To follow up, ask students if this is a coursc they'd be
interested in doing ilnd why.
.uKf then put them in pairs to compare .
• ..sSe students if they agreed on the most and
..~ ul situations and, if possible, get the class I
I'llhe most stressful situation. VOCABULARY, idioms
Sa EliciVtell students that idioms may often have a
I_-,--_G'-J meaning that is not conveyed by individual words.
• If students have good EnglishlEnglish dictionaries,
you could ask them to use these to check their
..sed the Warm-up activity, me this as a lead in
_ >tree situations in this exercise.
13
COM MU N IC AT IO N
answers. Tell them to decide which are the key words • Check answers with the class and finally read through
in the idioms to help them find the entry. the Grammar Tip, eliciting the term slate verbs.
• Students work individually before comparing thcif
1 a) present continuous: in progress; b) present
answers with a partner. If they don't know an idiom
simple: habitual; 2 a) present simple: permanent;
and aren't using dictionaries, tell them to guess.
b) present continuous: temporary/in progrl,!!>S;
• Go through the answers with the class.
3 a) past simple: complete; b) past continuous:
10; 2gl; 3 dl; 4cl; 5bl;. ,I; 7 el unfinished and in progress (during the flight)
8 Keep students in the same pairs, following the same
sb Give students a minute to think about theif answers
procedure as in exercise 7.
before putting them in pairs to discuss.
• Check answers with the class and elicit why the
• Encourage them to ask each other questions to find
sentences are wrong.
out as much information as possible.
• For feedba<.:k, a!>k sluJtmts for the most interesting 1 Wrong: agree is il stilte verb; 2 Correct;
thing they heard in question 4, if they agreed on 3 Correct; 4 Wrong: the action is temporary;
question 1, and if they had similar experiences in 5 Wrong: know is a state verb; 6 Wrong: the
questions 2 and 3. word look shows this action is happening now, in
progress; 7 Correct; 8 Wrong: these days shows that
For further practiLe, ask students to do exercise V2,3 6 on
page 135 i" the Language reference. thc situation is changing. Qle trend is in progress.
For further prilctice, ask students to do exercises Gl
and G2 2 on pilge 135 in the language reference.
I
G RAM MAR: the continuous aspect
6a Elicit how the continuous aspect is formed (be + I I
SPEAKING
verb -ing) and any uses the students already know.
• Tell students to find the four examples and underline 9 To lead in, remind students of sentence 8 in exercise 8
them in the texts. (Note: the founh example is in the which shows a changine situation, a trend in progress.
handout extracts [extract EJ.)
• Give students individually a few minutt·s to think
• Put students in pairs to try to decide the time frame about their ideas for some or all of the current trends
for each example (e.g. in progress, changing, etc.) in the list.
before they look at exercise 6b.
• Put students in groups (m.1xirnurn of four students) to
6h Students do this activity individually and then discuss the trends, saying how and why they arc in
compare their answers with their panncr from progress ilndlor changing. If necessary, refer students
exercise 6a. to the example to start with.
• If necessary, refer students to the Language reference • For feedback, ask two or three groups to tell the class
on page 134. what they discussed for one of the items.
• Go through answers with thc class and if necessary • To follow up, ask students which item they think is
elicit/give another example of the continuous aspect changing most quickly and why.
for each use.
Answers depend on students' own ideas.
• Finally, ask students to read the sentence on the simple
aspect and elicit/give an example for each use.
The following words/phrases should be ticked:
temporary; unfinished; in progress; changing. HOMEWORK OPTIONS
Students may be confused by complete. In a sense, Students do the exercises on pages 5-6 of the Workbook.
the continuous aspect can be used (or complete
Students choose a trend in progress other than those
actions, e.g. 'I was living in Paris up until 1985'. In
in exercise 9, research it and write a short presentation
this case, the action was in progress up the point it
(about 150 words) on how and why it is changing. They
was compl&ted.
can give their presentations in the follOWing lesson.
7 Keep students in the same pairs as for exercise 6a Take the presenliltions in for marking, paying panicular
and 6b. Students will benefit from having to think attention to the present continuous and prt:!sent simple.
through their answers with another student so dun't Students do exercises V2,3 6, Gl 1 and G2 2 on page
interrupt or prompt too much while th~y're working. 135 in the language reference.
Tell students to refer to exercises 6a and 6b, ilnd the
unguage reference on page 134 if they need help.
Communi<;.1tion
WHO DOES THE TALKING?
I
1.3 WHO DOES THE
LISTEN ING
TALKI NG?
1 Elicit answers to this question to the board.
• Ask if anyone in the class has read the book or knows
anything about it and/or Deborah Tannen.
I" THIS LESSON
2a Play the track without pausing and tell students to use
LESSon topiC and staging the ideas on the board as a reminder.
M!sson looks at the differences between men's and 2b Read through the instructions with the class and tell
~'s communication. Students lislen to a radio students to answer as many questions as possible
~amme about a socia-linguist (Deborah Tannen) before you play the track again.
contextualises the grammar for this lesson: the • Play the track without pausing and then ask students
fI!'""!d aspect. Students do activities focusing on the to compiHe with a partner before you check answers
.........1 8 and practise using the grammar. Next, students with the class.
"'WO extracts from Deborah Tannen's book and
focus on idioms related 10 communication. Finall)', 11990; 21994; 3 not given; 4 1979
do a speaking activity to practise using the W
-....ct aspect. Georgetown University is a private research university
in Washington DC, US. It was founded in 1789.
Obiectives
'IE end of the lesson, students should have:
I
• P:"4DCted specific information and language items
GRAMMAR: the perfect aspect
listening and reading texts
.. !sed and extended their understanding of the 3 First, elicit the form of the present perfect (have + past
~ aspect and contrasted this with the past simple participle), past perfect (had + past participle), and a
• ~ their range of idioms in the context of few examples of the past simple (starred, wrote, etc.).
""ffiUnicalion • Then ask students to underline examples in the
• :n.ed in an extended speaking activity. audioscript on page 1 75 and compare with a partner
before you check with the class. Don't focus on the
meaning of these forms at this stage because students
.... If time, you could drop exercise 9a on page 10 will consider this in exercise 4 below.
~ . iot homework. A possible lesson break would @3lf possible reproduce the audioscript so that the
exercise 5 or 8b on page 10.
whole class can see it (perhaps on the Interactive
Whiteboard or an OHP). When you check answers
with the class, mark the text to show where the
examples are so that they can use thc examples and
W"RM-UI'
the context in exercise 4.
CD
Ill' introduces the topic of differences between Students may list was published as a perfect aspect
.-d women's communication. because it uses the past participle. This is not a
• perfect aspect, it is the past simple in a passive voice
Jte'he following two sentences on the board:
ale good communicators because ... , Women (was + past participle).
-~ communicators because ... '. Present perfect: has become (ilmous, has written (x
• de thE> class into two groups. Tell one to think of 2), has pubhshed, She's also become, has appeared,
reasons why men are good commun1cators and has been, has lectured. Past perfect: h.i8 Jlready
~ to do the same for women. You can either written, had published, had Written. Past simple: was
the class into groups of men and women, or
published (past simple passive), spent, contained,
-he st'"J(cs mixed, depending on the number of decided, was, wrote
sex in your class. It may be more challenging
....dents to think of three reasons for the opposite
Audioscript ~nd answers to exercises 2&3:
;:ood CQmmunication skills.
Track 1.4
• 5Uldents together in pairs or groups of four We're starting today by discussing the work of Deborah
equal numbers from e<'lch of the original groups Tannen. Many of you WIll have he.lrd of Deborah - 5he
... them <'I maximum nf ten minutes to eive h<!l'" ~come famoueo IhmlJgh Iwr rf>SP<'Irt·h into malE!'
~s. Encourage them to disagree with each and female communicatIon and has written several
books on interpersonal relations and communicatiOn
• Her most famous book, You Just Don't Understand, was
.bk the class to vote on which sex they think
.micates better. puhlished in 1990 and it spent nearly four yea~ on the
NfN,I 'thrk Times bes~lI€'r list conllnUf'rl .
CO MM U NICATI ON
I
Debor'lh had already written a book on convt'fSMional REA DING
styles, which contained just one chapter on gender
differencE'S. But ,lfter receiving a huge popul3r response 6 Explain to students that they are going to read
to that chapter she decided to focus more or her research eXlracts from Deborah Tannen's book. Re-elidt what
on the subject - and the result was You /u:.t Don '/ the book is about.
UnrkfSlalld. In T9 94 she wrote Ihe highly successful • Put students in small groups to discuss the st,ltements.
Talking (rom 9 to 5. Deborah has written fOf moSI major Encourage them 10 give reasons for their opinions.
newsp.lpers <Inri magill:ines. In addition 10 her 3cademic • In feedback, ask two or three students their opinion
research and writing, she has published put'try, shurt
on each statement and ask others if they agree.
stories .1ntl essays. In fil.CI by 2006, she had published
20 books .:wd had written twer 100 tlrtides. She's also 7 Tell students not to worry about unknown vocabulary
become a bil of .. celebnty and has appeared on the at thi~ stage.
larry King show, and on Oprah. Deborah has been in the • Allow four minutes for students to read and highlight
linguistics F<lcully at Geofl,'elown University since 1979 the parts of the text that give the answers.
,lnd has lectured allover the world .... Let's 51<1rt with nne
• Ask them to compare with a partner before you check
of Deborah's most interesting quutes: 'Saying that men talk
answers with the class.
about baseball in order to ,wold talking .1hout their ieelings
is Ihe same as saying that women Mlk (,/xmt their feelings • To follow up, ask students if their experience of men
in order to avoid talking about baseball'. Jeremy, can I ask and women talking supports the author's ideas.
you first. what's your Interpretation ... {fade!
1 Womcn are believPd to talk more than men but
the evidence shows th£' opposite. Men talk mure
4 Put students in pairs for this activity and refer them
outside the home and in public, women may talk
to the context of the audioscript and the language
reference on page 134 if they need help. morc in the home and in private situations. 2 The
extracts don't specifically mention sports or feelings.
• When you check answers with the ctass, refer back to
the context of the audioscript and the examples. However, th~y say th.1t wot1l~n use conversation to
establish connections and negotiate relatiomhips
TIle prescnt periectlnnks back from now to a {which may be conneded to feelings). Men use
time before now. The past pedect looks b.1Ck from conversation to negotiate status and talk about
a time in the past to another lime before that. knowledge and skHl (which may be conne<.ted to
The past simple refers 10 a completed event at a sports). 3 The author claims that this is tnle. Sec the
definite lime in the past. ex,lmples given in 1 and 2 above.
5 Set the context and lell students that some of the vprbs 8a Ask students to read the statements and try to answer
(e.g. rise, go up) can go in more than one gap. Tell before they read the texts again.
students they will net!d to change the form of the verbs. • Then allow about five minutes for students to read the
• Students work individually and then compare answers texts and use their dictionaries If necessary.
with a partner. Refer students to exercise 4 and the • Don't check answers with the class allhis stage.
Language reference on page' 34 if they need help.
1 M; 2W; 3 M; 4M;5W; 6W
• Go through answers with the class and highlight the
gaps whpre mCHP than one possible answer could be
8b Give students two minutes to underline sections of
given (see brackets in the answers).
the text and then .,bout three minutt's to compare
1 started; 2 'v(> (have) bUill; 3 'w ,have) just had; with their partner before you check answers with the
4 employed Ihad); 5 had risen (,gone up); 6 moved; class.
7 'vc lhaV{') taken on !('fl1ployed~; 8 's IhaSI grown
Iri!>efl. gom.> uP); 9 h.l\<{' gone up 'men. grown)
10 had reached: l' ha!> '.,J contrlbuled I
VO CABULARY: idioms
Students may ask when we should use a contraction
of have/has. The contraction is common after a 9a Tell students to read the idioms {a-d) and guess the
subject pronoun II. you, he, she, etc..1 and aner meaning before they match them to the ideas (1-4).
the relallve pronoun who. II is not as common • Ask students to briefly compare with a partner before
after a proper noun (e.g. COilS) in the written ronn. ),ou check answers with the class.
Generally, the contracted haveJha5 is more common
in 5peaking than writing. a) 3, b) 4; c) 2; d) 1
For further practice, ask students to do exercise G3 J on
9b Tell students they will need to change the form of
page 135 in the Language reference.
some idioms when they use them in the gaps.
• Students work individually and thel1 compare with a
partner before you check answers with the clas~.
16
SC EN ARIO: FL AT SHARING
• To follow up, ask students if any of the idioms are 1.4 SCENARIO : FLAT
true of them.
SH ARING
1 runs out of; 2 hold centre stage; 3 the life of the
party; 4 burst Into laughter
IN THIS LESSON
I lesson topic and staging
SPEAKIN G
This lesson focuses on the language of outlining
problems and offering solutions. Students are introduced
10 Give students a few minutes to think about their
to the scenario of a Student Advice Centre and the
experiences before you put them into groups of three
service it provides, and then to a student needing help
or four for the discussion.
with paying his rent. Then, they listen to counsellors from
• Encourage students to give as much information as
an Advice Centre discussing the problem and focus on
possible and to ask each other questions.
the KEY LANGUAGE. Next, students read about four
While students are speaking. monitor to note students sharing a flat and discuss their problems before
mistakes when using the perfect aspect, the past listening to them having a similar discussion. Finally,
simple and the idioms from exercise 9a. students do the main part of the TASK o,.yhere they play
• When they have finished, ask each group to tell the counsellors discussing the flatmates' problems and
class the most serious problem they discussed. suggesting solutions. .
• Finally, correct some of the mistakes you noted Objectives
earlier.
By the end of the lesson, students should have;
• learned useful phrases for outlining problems and
offering solutions
HOMEWORK OPTIONS
• used this language in a 'real-life' situation to discuss
problems faced by students living together
...dents do the exercises on pages 7-8 of the Workbook.
• extracted specific information and language items
dents listen to conversations at home, in school, from reading and listening texts
out with friends. They note who speaks more
• participated effectively in extended speaking practice.
_ or women} and what they speak about. They then
a short leiter or email to the producers of the Common F.uropean Framework
programme, either supporting or disagreeing with
Students can use language effectively to make their
obot"ah Tannen's claims.
opinions/reactions clear as regards finding solutions to
ts do exercise G3 3 on page 135 in the Language problems.
-.nee.
Timings
If short of time, you could drop exercise 7 on page 13
as students will already have discussed solutions to
problems in exercise 6c. A possible le~son break would
be after exercise 3b or exercise sb on page 12.
WARM-UP
"This activity introduces the topic of problems that
students may have and finding solutions to such
problems.
• Ask the class what kind of problems students often
have. (This can be students at university and/or
school.)
• Write their ideas on the board and, if necessary, add
some of the folluwins: can't afford to eat proper/y,
can't finish an essay, can't find the book you want,
late handing in your work, failed an exam, stressed
out by exams. Check students understand stressed out
(very worried).
I
Communication Illill'l 17
COMM U N I CATI ON
• Then write a second column containing the following
~~dioscrlpt and answers to II!xercises 2&3:
words: your parents, your best friend, your t('acher, a
Track 1.5
student counsellor.
~~: I saw Marco in your offiCII! aSiln Ihis momlng, Jean.
• Tell students they must decide which person would Whal did he want this tirnl't
be best to talk to about which problem. Emphasise ,: He needs money. He ~hares a nat with .. couple of
that there are no 'righI' answers, but that students other students, as you knoYl. I The problem is that
must justify their ideas. 1 he's been spending too much rectmtly and he
• Put students in pairs for the discussion and when they can't pay this month's rent The olht>rs o1l'51't happy as
they'll h.we to pay more than usual
have finished, ask each pair what they decided and
why. (:: Well, 2 wt' can sort it OUI, can't we? The best way 3 to
deal w"h " 15 to tell him to get a loan from the student
union.
J: Yeah, it's the obvious solution, but 4 the !rouble with
SITUATION tfl.1! is tha, It's the third time he's run out of money.
There's a pattern: he spends too much money, he can't
pay the rent, and then he gets a loan from friends or
1 focus students on the poster and remind them thai
the student union. It's 5 d vicious drcfe - he can't
one source of help suggested in the Warm-up activity
escape from it.
was a student counsellor. e: Mmm, I see what you mean.
• Put students in pairs to briefly discuS$lhe questions. I: It's d 6 wry rncky situation bf'cau5e 2 it's not just
t1fyou think your students will find the first pi\rt of ilbout the rent. They hilve iI lot of parties in the
question 2 too personal, change it to 00 you know flat ;and OIKe again they've broken something. A
anyone who haS used if service like this? really expensive lamp. And the owner wants to
• If you us~d the Warm-up activity, students will charge them a lot of money to replace tt. Milrw
already have list~d different probltrns, so m",ke this JU~1 doen't have any money to pay his share of lhe
exp.rcise and the feedback brief. cost. [PAUSE}
c: M'llm, he's really got problems. hasn't he? It's 7 if
2a Read through the introduction with the class and
rdlher d;(ficu/r SituatIOn, isn't it' If I remember. 2
emphasise they only need to identify the general Marco comes from a poor family and he-has to
problem. work part-time to pay for his studies He's really
• Play the track without pausing and then elicit the struggling. I must say, I feel a bl! 01 sympathy for him.
answer from the class. [PAUSEJ
I: Me 100. [think we should both have a rhal with
He has a financial problem (he (;,In't pay the rent).
hIm. 3 Give him some advice about managing his
money. That might 8 well solve the prob/f'm - at least
2b Ask students to read the questions to see if they can
in the future.
answer any before you play the track again. C Yes, that seems 9 to bf' the Wdy Forw.ud, but will he
• Pre-leach a tricky situation as students need this to listen to us?
answer question 2. Warn students that there are two J: He has 10. II's hiS last chance. let's do thal And now
parts of the track that h.we the answer 10 question 2. we need 10 think "bout how we can get )()fTle money
• Then play the track and, if necessary, pause at the for him to pay thiS munth'~ rentr Oh, and for the lamp
point! indicated in the audioscript opposite to give IhPy hmkp. of cour'ioP
students time to make short notes.
• Ask student to compare with a partner before you I
KEY LANGUAGE, outlining
check answers with the class. Don't ask pe~nalised
problems, offering solutions
questions to folluw up as students may feel
uncomfortable about the tOlJic.
3a Give students a few minutes to try to complete the
1 He's ~n spending too much., 2 They've broken gaps before you play the track again. Tell them that
an expen!oive lamp and have 10 pay the owner I each gap needs more than one word.
Marco comes from a po<lf" family and works part • Play the track, pausing at the points indicated in the
time to pay for hiS studies.; 3 GIVe him advice audioscript 10 give students lime to write.
about man.lging hiS 1T1QIleY. (Answers are bold in • When you go through answers with the class, check
Ihe audioscript opposite.) students understand vicious circle (the context should
makl:! this dear) and the way forw.vd (a good plan for
solving .. problem).