New Headway Upper-Intermediate 4-edition Teacher's book

2016·70.25 MB·English

"Headway

Upper-Intermediate Teacher's Book

John and Liz Soars
Amanda Maris
TEST YOUR GRAMMAR (8 p6)

[At the tart ofany new level ofa couse, establishing a good
Clasiroom almosphere where everyome ieels comfortable is
important from the very beginning, [tis also important to
gauge students ability Co use Ube ain Lenses in nig AL
‘Upper-latermediate level, students reed to be able to express
themselves na more nattval way, using a wider range of
acverbs and advertial parases. This Jest your gramaicr covers
the main tenses students will be familiar with, but clso gives
studenis the opportuaily (gel talking ard Lind ou. aboat
ceach other. This initial stage and the rest of the unil will also
alow you lo assess the sludents streagihs and weaknesses,
‘aad their overall levels of Musney

SUGGESTION
Before dolng the ma:ctIng task, check that students can
recognize the uses ofthe tenses by asking the following
questions:

Which sentence talks abd something that i alveays
re? 2)

White senders eoeet pastel presen? (5,8)

Which semences refer to the past? (1, 3, 4, 6)

Which senteraes ve

1 tothe future? (7, 9}

1. Locuso sentence Land elicit possible matches withthe
whole clas tres the ced for the sentences o sound
natural, pot just grarsmaticly corres
Students wors incividnally to complete the matching task
Monitor to see how wel students understand the wa the
tenses work, Let stadents check ia pairs becore checking
vith the whole cass

Answers

1 My parents mets Pais ia the 19805 oges ago/durnga snowstorm

2 They never equeniy/sometimes tral abroad

3 They nerewerang in Canada wher was bomiforagesin the
1BBDsfrecentyfor oye.

4 I yas n Montiel in the 1950s agc/ daring o sonstonm

5 My gansparents hae neer/ecerly ved in el Ny
andparenstave Ive inlreand for ages(recentfora year?
sce

6 never frequent econtiater sometimes wrore tony
gandmothor/l rote to my grandmother frequently the other
ddayjrecetiy ang asnostam.

7 My brothers fying to Argentina on business taright/n aformgh's
timetlaer.

Bescon been leaning San sh heen lenin Spach for
agex/ecert for ayeo/since 7.

9 These you tonight a ortrighs eater

Note

Hi stents ques the tense use n They were working in Canada for

gefor aye, expan thatwe use the Past Continuous ater than

the Past Simple here because we ae enehaszing thal the acta

vas temporary.

2, Focus on the example and then give «few facts about
yourselfand your family asing the time expressions in
exercise
Give suadets ieee ur four mies prepare their own
examples. Monitor and help as necessary

ut students is pats ar direes lo exchange their
Information. Moaltor and note dove. any common errors
made in the form aud use of the main tenses. Add to these
uring the lesson and feed back on them after the Away
front heme section, Write them up anonymously on the
board for class correction,

Students summarize what thele partrers told them in 3
brief feedback stage.

AWAY FROM HOME (58 p

Terse review and informal language
Uhis section consolidates tense use and practses question
formation actoss a variety of tenses, Tealgo Tonks ak the use of
inforrnal language n personal tweets and email.

AM ossIBLé PROBLEMS
“The tense system Although students willbe femilisr
wit th tenses covered they are ikely 0 make mis shes
inboth form and use, especially at this carly stage im
the curse. Try not to correct every mistake as You go
along. Monitor stacerts work to geta picture of wat
they can do, and feed aack on specific areas afta main
practice sage
Siuaple vs coutinuvus This su probes for students
oftmany natonalities, expecially when they do net
have continous forms in LL. Ina mulingnal hss
finding out whether students have confintons tenses
in thsi ova language can help you focus on lesrners
individual neo
The basic distinction is simple tenses — the action an
be seen as complete, permenent, or repeated, continuous
tenses ~ the action isongoing/n progress.
Simple vs perfeet he major confusion here f between
‘the Past Simple (for an action completed at a specific
Time nthe pas) and the Present Perfect (brat action
‘hich happened or started before now, but has a
Connection with the presert) The key thing about the
Present Perfect in English is that itexpresses a past
action in terins of ts felation to the present. "Iss aot
allays tue in other languages. Agna, finding out about
Seudents L1 can be ofhelp here
You could reac: through Grammar Reference 1.2 on
Si pLa0 before this lesson as reminder ofthe key points,
You can reer students te the Grammar Reference when
dealing with the Language focus on SB p7

‘ABOUT THE TEXT

"The context ete is an Ametivan teenagers extended

stay in London: with a host family, He tweets his fst

impressions and mentions ditfererces betwveen Neve

York ard London, and British and American knglish

+ Despite its name, Cha‘k Farm isa lively atea of
‘noeth Loran,

4 The British cave om the lel, st the sight, asin the US,
+ Americans often ask ‘or the bathroom (or restroom)
‘when they want to go to the oilet. In Britaia, asking

fer the bathroom may give the impressioa you wart

fteshave a hath!

(Cheers is used when making a toast, but also as an

Informal way of saying thank you of expressing good

wishes on leaving, eg: Cheers, Joe, See you later

+ Other differerces in vocabulary between British and
American English: fod (UKVapariment (US); Tabe
(ORY eutnay (US)

‘Tacabbroviations used are: NYC (New York Cit) and

OMG! (Oh my Goad!)

{co t-Treck] Lead in by pointing o Tyler tarlay
and asiing, questions about the photos: Were are the
boys? Gn Eondon), What are they doing? (sightseeing)
iow dy they eel? (happyeneted)

Play the recording, Students lisen and read Tyler's bweels
and then answer the questions. II necessary. check the
abbreviations NYC and OMG! (sce About fhe lex)

‘Answers
‘Tre sie isinfornal.

Teristtor New York ctv NG}

Thigshe fds svang: the Chal atm tee dosssbaxeany farms:
Daye any al et Lane ot, ny di ude we Tye
asc (0: the bakiroor, instead o het: beingona bus with
leves ving on the ozposte se of the rozd now people use the
‘Word cheers fey call the ndergounc the Tube
2 Focus on the example and chevk why the Present
Continuous Is used (a temporery action in progress
aroand now),

Students complete the questions working individually.
Check few of the questions for accuracy, “hen put
stuudents in pairs to ask and answer the questions. Go
round monitoring, prompting.the students te correc: aay
rmistaker they make.

3 [cb :Track2] studen:s listen and check their
Students will beable to review the tense use inthe
Lavigage focus sectinn, but yaa cord go over the tenses
at tis stage ifpreferree

nowers and tapescrpt

1 Where Tyler sending the year?
InLondon.

2 schist ip abroad?
‘Na tnt Hes Been abroad once before. Laityearhe went to
enc.

43 Wher coe: Dave he?
Innorth Loon,

4 Hom longs Tlergcingto stay withDeve?
‘few days

5, Why cli the gy say chee to Ter?
Fess Tt Fim pa

6 Doesheli his hast Fail?
Yes te does He hnks theye very rie

7 Wore they doing on Sunday?
‘Theyre visting Shakespeare hometonn,

4. Focuson the map and the phatos to introduce Teresa and
sot the scene. Then ask sludents to read her email and
answer the questions

newers
lereais ir la
Sres working ata shoal
She kes sarting Work ea, as at soho. She kes erik ph
bike gene to the beach collecting shel. ard the sunsets
Sredoesntlcethehest and nct having airconditioning

[CD 1: Track3] Elicit the: question for number 1
as an example. Students form the rest af the questions
working individually. Go round meniloring, prompting
thestudents ta correet any mistakes they make

Pat stadents in pal

Play the recording. St

40 ask and answer the questions.
udenls listen and eaeck their

Answers and tapescrpt

1 Hoven as Teresa been in Ma
See lat September

2 Wha: tne dass she stert woe
Ely atsevenotlock

3. Whi hassnejustbought?
Api ik sa tle matoryele

44 Whe ashe golaet Sunday?
Tuarealy nese bes!

5 Whirsshegoingto tae hore?
Hor colctionf sal,

6 How many shells as she collectecaieady?
Hires
7 Whatdid they cot the beach
They barbecied fh and swam unl thesun want dew
3 Wits she soncng toe pores?
Shes sending some photos,

‘he Language focus section of exch unit aims to get
students thinking analytically about the language.
Examplesare taken from the presentation stage and so
appear in context, Students aie given the oppoctunity to
thmk about which forms are being used and why: o.ten
though a conteastive analysis of key forms,
[Rather than teaching from the front of the class, put
students in pairs or threes to work through the Language
ous. This ees you lo monitor the class, check
understarding, and answer any quescions.Tealso allows
students to take respoasibility for their learning, and
‘encourages thern to help esch other,
Ask students to look back at exercises 2 and 5, and
identify the tenses. Moniter and help #s necessary:
‘Then check the answers.

Anewers

Tilers tweets

1 Preset Continous lo ak abouta lemporery alien in
progtessaroure non

2 Present mle ta ak asouta fact Present Perfect to alk
abour af eypenenceat an ndefinte tine, Past Simleto
talk about z campletedacton

3 Presoxt Simple ta tak asout a fact

4 Going tto tek about = plan

5 Pest Simole the ausany cid in questions to takcabouta
empleo action Pet Pefet fr anasin that happenet
befor ay ear actonin the pat

6 Preest Simple the zuliry does in questions) otk
about a sate

7 Present Continsous to ak about a utueareangerrent

Teresa email

1 Present Perec Simple to tak about sett tha started
inthe pasta centnues ros

2 Presoxt Simple to talk ss0uraostne

5 Presext Perfect to al sbout “he presente oF recent
pst action

4 Past Smale tatalk about a completed acton

5 Gog ic tw tak sbout «pla

6 Preset Perfect tal about she present eu oF a past
action

1 Past Smale ta talk about completed actions

8 Presext Continous to flkabouta temporary actcn in
progressaround no

2. Real through the notes and examples asa class
3 Students work in pairsithrees ta answer the
uestions, find mare colloquial words, and find
swords that are missing.
Check the answers, monitering pronunciation as
you ga
Answers
my ky — my ine
[dont getit =I dort undersandit
hanging out together -soendng tie togetier and having
fun
stuft—otertingslke that
nega frous— er facus
2 btish~not ety good/ineficent
hey a werd sed to et somecne attention
‘coal nes geat/ntetesang nents
hea —get upset
‘ecial —especlly
anesome —amnasing
load ofa btof
Dene stu crc equipment
rissngye ills = misng yr ery mich
4 Subjsetpronouns, parts of band auilary ver are often
left cutin informal speaking an writing

Tilers tweets
{ir SU sting in theairport

{Ive)Been wating for tree hous but seams lke
Ive) hordes he plane

{hiss My fist tip abroad

{Wejjust dove past.

es} Gexy!

[isthe] Frstight wth my.

(Wtsa/tilbe 3) ig dy tomorrow

Teresa email
{Halvayslovenesfiam hone,
ash ve he

fatjz0c

{is Great for geting round

{thud Theres credible vite sand
{and tey ae al shades

{hey are) ery quel: bu pecacula,
{im hisng you

[pcantatt.

> Granmar Reference Ul and 58 pp9-10.
PRACTICE (3

Identifying the tenses
1 Fotis allention on the exanrpls, Students work in pals
to complete the tense charts, Make sure they ase the fl
forms, rather than contractions
Check the answers. I necessary, briely review the
formation af the passive (ihe appropriate tense and form
afte past participle),

Anowets
ACTIVE Simple Continuous
Present he wors we we working
Past she werked was working
Fuure ‘ey wil work | youvwillbe working
Present arfact_we have worked | she has been working
PastPerfect | Ihadworked youhadbeen werking
Tune Perfect | fey wl have | eval have been

weed rosin

PASSIVE Simple Contiqous
Present they wemmade itsbeng made
Past itwas made inwasbeing made
Ture ‘hey wil be made
PesertPerfact | they have been made
PastPerfect _ithad been mode
Furst fey frebeen

2 [eD Wek] The airy here is to get students to
ognize the form and meaning of different renses in
short spoken eonexts

Focus on the example and play number 1.
Ask students to listen to the lines of conversation and
discuss what the context mighs be, Pause the recording
after cach line and elicit suggestions fiora the class.

Answers

Possble contests

2 Fiend gosip neat workin schooler out together, tng
outa friends rew beyfiend

5 rend or celleagues fling One tes the other that she wil
ss onsome goad nes

+4 nfrendtelinga stor abaut another rend, o pethasssomeene
inthe news. He may refer 0 a minal or druren ver They
probably refers tothe police

5 Somebody teling or recaling the story of when se met somebody
‘romer past Her could bea forme nights cugher, but
could aro bea relat va that the cpenkar had kept in ouch vith,

6 Asperzon dsenbinga manthay bre possibly a choolmate,
callesgte, or neighbouc He has come nfrmation news" ge,
butic ian clea wha. Te speaker ges the mpression tat people
don! sl/l noice thea

7 Somebedy saying they ae wetting to ke hid wheter thay have
sptajob 0” plae at ners to ege

8 Amie taking aboutherhussand, or matherintaw about her
servile.

3 [e Track 4] Focus again ant he picture in
erclse 2. Play number | again and focus on the tenses

used, Check what is missing in the Present Continuous
example (U7),
Ask students to listen again and identify the tenses.
Play the recording again, pausing after each lin.
Cheek the answers. As extra consolidation, you could
chock what the fell forms are where there isa cartraction,
eg. Pve heard = [have heard, shed changed = she had
changed, ete,

Answers

See exercise? for

2 resent Perfect|/v vod and Present Porect Continuous
(she bon sen)

3 ture Continucus {fle sein) and Future Snel

4 fast Contra (nas overtaking) and Past Simple topped)

5; Pas Perf is seu, sehen al Pas Sine otto
bees)

Future Sinpe (el iter), Present Simple of robe es and
Present Simple pase (ier baieved)

7 resent Perfect passive (hayan been told) Pesent erect
(ve go) an Fture Simple pas be al)

8 Present Perfect Contaucus Ie’ beer wari) and Present Sele
(es)

Discussing grammar
Discussing grammar isa regular feature of New Headway
Upper Inermediate Fourth dion, Iai to es student fo
analyse and explain the use af key lagwage Trot takes
{ conirasire approach, highlighing the mai: differences
confasion/misakes Ifyou have s monolingual cas, and
akcthe stent LL, you could ask stodents to translate key
ences end contras hens with the studen ov language.
4c the diference between the sentences in nur
anexampce Pot students in pair to compare the meanicg
ofthe eetof the sentences, Moniter and checchow wel
you students understand hov the totes werk, Deal wit
Ihy cucres but dont spend toolong explaining grammer
at this stage
Check the answers withthe class, Rather thar. aking
individual students to explain the grammes, which can 36
time-consuming and feastrating, rt use questions to
check the cencepts, Concept qustios area fine-efcent
tvay af making sure students understand eg or mambee |
Which sertence means tat Klaus vas born and brought xp
inButint
Which sentence mens that Klaus ois way fro Bern
or plan to fave fee Bern?
See ncwers for posible concept questions forthe rest of
the exercise

Answers
1 Was comes Fa erin Presa Sin ple ak about a
Klaus was born in Bein cr aly ves hee)
lays is coming frm Bern Present Continucus 2 tal abou:
something that shappering now around now = las ison is
‘va fomBetn arto talcabout a fu:ure arargement~ Kauss
planing to ave fiom Bet)
2 What were you doing when the acc dent happened Fast
Contin evar an ation that wae png inthe past
‘when the acciden: happened)
‘What di you do en the accent happenes? Past simple task
about ths oxtactonthathappened asa rest theaccidet)
‘Concept questions: rch sentence ast abou something that
started eforethe accident, and wasin progress ung Which
Sentence asc about st teppened next 23 result?
Ive lived inSirgapore frie years Present erect to tek about
‘the uninshed past ~an acon that 3egann “hepast ands
continues)
Ilved in Singapore for fv years Past Sipe ta tk about a
completed actionin “he pas)
Concept question: In hic» santzncecoes the speaker sil We in
Singapore?
4 When we ave tidied the fat (as Sir say what
happened next orasa coniequence ofthe fist acton arise)
\Wher swe arved held tidied the at Pest Perfecto say wat
Fappened before theft exton aed)
Concept question: Which avent happened befere they arived,
and whit happend afr?
‘Welthave dinner at 8.0, sale” Furure Simple to express
spontaneous decison, Here, t wars as.@ gRes30n)
Deni all at 300, We be having dinner Future Continuous to
falcabout atermparary action that ill bein progessata time in
the future)
Concept questions: n which serterce does dinner start t 800?
Inch sentence dees start before 007
4 Idee teach Engl very nel. Past Simp. ase 0 fe co
finshed past Here, Tistheteacher)
Iwas’ taught Engh very well Past Sipe paste toeferto
finshed past Hor, Tis student}
Concept question: nwhicn sentences the teacher end in
whicha student?
He mut ares paying Lo hive Ue owe patel? Prsen
Continuous ative ra about a emporary actity happening
owiarounc nom Here, You Istre rouse owner)
Hew much areyo being paid to pant thehouse? Present
Continuous passive total abouta trary activity happening
Pow/arounc nom Here, you tsttececoror)
Concept question: nics sentences you the dccrater, nin
swfich the house over?
8 Youre very ind Than yeu (Present Simple te alleabotta
fact Her, te ver fe sa sate vert used otal
characterste)
Youre being veryird. What do you want (resent Contrusus
for a tenperary atityappening now nth sentence to bes
ragesive to say that somebody is tenporaly behaving nt kid
‘a, probably because they want someting rom the othes person}
Concept question: Which zenterce eferstoa temporary Way of
beravig. anc which elerstos permanent craractersic?

Talking about you

5 [eDIrack5] Choose one or two of the cues in
the exercise and give the class your own examles. A
students to work iedividually to complete the sentences
‘with thelr on iss,
Stucents compare thei ansvers witha partner, Monitor

and check for accurate tense use, Note dawn any common

errors you notice, end feed back on these alter you have
played the recording anit elicited the responses, Before

‘you play the recoréing, pre-teachicheck: to bother ta do
Sameahing, nave a eross word, tobe at it (= to be arguing)

Play number 1 as an example. Blt dhe completed
sentence and response,

Play the recording, pausing after each conversation and
cliciting the responses students heard,

EXTRA ACTIVITY.
Asan eatesions, play again urd sliciL some uf
the typical ‘responding’ phrases used, eg.
Me neither!

Really?

Wall, don't ask me.

Thnow.

Jus! Mondays, eh?

Who om earth told you that?

ul stucents in new pairs, Ask them to prac
resnonding ralarally lo the sevtences thelr pariner
‘wrote in exercise §,

Students have already scen examples of how Tyler

tnd Teves mised out words in firival weiling on
PS-?. This section shows hows this isalsoa feature of
spoken English,

Elicit the missing words from numbe= 1 asan example
Shudents work in pairs lo comple the task

Check fhe answers. Pointout that Mang on! and Tiap
fn in numbers 8 arid 9 are imperatives, so there are ne
words missing.

Answers
1 Have you) rears bout Jane and Joh? Theught not
2 ‘are you) Leaving skeady? What’ wrong?

3 ‘Have you Falls eain? How many ties tha?
4 Sop fmlate (Have cu) Been waiting lone?

5, re you) Dong anting interesting his weet?
6 tlie the cat When his you sei?

7 Gad) Bye!) Ses you late.

8 rn ust coring! Hang on!

9 De yeu) Wanta it? Hopi

1 Have you Senin teh?

Ask students to take tin turns to read the lines aloud 10

« parincr end make suitable responses, Medel the list

conversition asan example:

Heard about Jane and John?

No, Really? I don’t Believe it?

[cD ETrack 6 Play the recording. Students liser:
‘mapare the recorded conversations with their own,

ADDITIONAL MATERIAL

Workbook Unit 1

EX. 1-3 The terse system
Ex4 Passives

Ex.5 Tensereview
Ex.6 Auxiliary verbs
Ex.7 haveor have gott
LISTENING. PEAKING

Things | miss from home

‘ABOUT THE LISTENING
Tals 1s series vox pops’ of people talking naturally
bout he same topic: what they miss when they ace
away from home, The tasks involve listening for gist
ientify where the people ae from and where they live
now, note-taking for more detailed comprehension,
and understanding referencing in wha is said,

All ofthe six recordings are monologues, apart from,
‘Teryau and Sem who share their opinions. Reb
mettions some typical Briish foed andl drinks: digestive
Dyscuils (sound semi-swee, biscuits made of wholemeal
our), brovn sauce (3 com-mercially-prepared sauce,
dark brown in colour, containing vinegar and spices),
porridge (a breakfast dish :raditionally consisting of
foatrneal boiled in water or mill), bitter beer (a dark
Deer with a bitter taste). Tetyana and Sem a'so talk:
about cottage cheese (so%, lumpy white cheese made
from skimmed milk). Rob and Joe use the word Brit(s)
as an informal way te refer to the British; Shaun uses
the word dude as an informal form of address to the
listener. I’s also used in American English to mean
similar to guy.

tsimportant for students to be able te pick ont she
rain information from the recordings. Some of the
vocabulary may be new, so be prepared to pre-teachy
check the following items depending an your students
level: hank (ofa river), wave (of the sa), the tide, crisp
sticky (about the weather), banter, upbeat, modes,
seasonal, ripe, insecwe, arn

1 Focus on the picture and lead in tothe topic by asking
students the questions ia exercise 1, Elicit a range of
answers in a brief class discussion
_Askstudents to write dowa one thing they missed on a
‘small piece of paper. Collet in the pieces of paper, and
save them until you need them again in exercise 5

2 [CDE Track] Focus attention on the photos ofthe
speakersin exercise 3, Get stadents 70 gues what they
‘might talk about in the recording
‘Tell students they only have to listen for where the
speakers are [rom and where they are now during this ist
listening, Play the recording of Margaret as an example
Play the rest ofthe recording, pausing aller each one to et
students zomnpare their ani,

‘Check the answers with the class

Answers
From Nowin

ergret | Yorshire/nortieast | Gerrany
ryan coast

‘Mae | Sottand Neda

Roo Britain France

Joe the UK the US

Teyana | Ukaine Engand

andSem

Shaur | dosstay outhe ists | the est coast ofthe US
hismom in Rida

Focus attention on the chart, Day the recording of
‘Margaret again and elicit the key infomation,

Play the rest of recording, pausing between speakers,
Play the recording o: selected speakers more than once if
necessary, Students compare their answers in pairs
Check the answers with the class Establish if anyone in
the class shaves the epinions of the speakers

‘Answers
‘What they miss | Other information

Margaret | the sea offer gces for vals by her
‘hare she es ra

Maire | veweathe | cispand clear in Scotland bat

Fata stiky in Mad
Rob | rypcalEnlsh | mises cary, pordge end types
foods theway | of bitcut/sauce/beer mises
peope sciize, | meetingin ous and chattrg at
‘heBcth sence of | football cay vor in Face, a1
humeuc bengabie | inBitan as beenavay oa long,

toni
oe | bread, people | bread in USie good for tase
bengmodestat | peopeinUS shemales

‘work move work than nUK
Tetyana | food ther onn | Flt doesnt taste right in UK
and Sem | languzgs, nition! | and cant get pe watermelors

heldystradtors | Sen fees insecure when rot

Uuingownangunge Tetyana

sajscantrecreate tre ame
Uraions/elebratons
‘ils is Mom in oid las of
laeea ea

Shaun | bisdrums

‘Ask students in pairs to decide who is speaking in each
extract. Then clic the answers to tie questions for extract
Tasan example

Students work in pairs to complete the task. Play the
recording or selected sections again as necessary.

‘Check the answers with the lass.
Answers

1 foe: Here festa the USK Hels enpcte tl ise/hs cv
‘alent,

2 Margret, Walking by the vers lovely Bits not the same ae
boing bythe sea

3 Tetyina Them eer to vatelons Apricots melons and
remnetoes ar also a dsapgontnens

4 Shaun, He mises his dems so much becausehe cai tale tem to
hisronis ven e visser,

5 Rob. The courty refers to Brtan. You can vote afte’ youve bee
ut of te county for more than yen:

6 ae. Thevetfers to Scotland's much cooler than Med

5 You will need the pieces of payer that students wrote on

in exercise L. You can read the examples aloud yourself or
hand oat the pieces of paper at random arcund the class
for the sxidents to read The test of the class has to gress
‘who verote each exarsple, That studen: can then explain,
why they wrote it, Decide as a class whose example i the
funniest arclfor the most interesting

‘What do you think?

‘The What do you think? sections give students the
‘opportunity ta talltabout personal experiences and express
opinions about the topic o: the lesson, Unless you have a very
small class, these are best done in grouos of three to six. It
can he help] fn narninate one stent in each grevap to he
the discustion leader. ILis their jab to ask the questions, make
sure everybody gets a ckarce to speak, and to decice when to
‘move on from one question to the next. Make sure a differes
student is chosen each time students do a discussion task,
‘Monitor the groups equally, helping as necessery. Ifyou are
‘monitoring for accuracy, note any important errors and write
‘them anonymously on tae board for class correction,

Read the questions on SB py asa class and deal with any
vocabulary queries. With weaker students, you could

Lbrainstirm the disadvantages of roving abroad an the parallel
acvantages esa class, and collate the Ideas on the board,

Possible answers
Disadvantages

Youdonit nae any rend inthe new cout.

‘ours your tei

“Te culture an customs arestange.

YYournis fala thing eg oe,

‘There can 22 afcial probes ike vss and work peri
‘Your alvays fal ie foreigner you dont belong.

Possible advantages
Youean make new fends.

Your fai can ist —an it ay to bsp in touch nowadays
Leaning aout ane cultures asin,

YYousan broaden your ts, bu sil joy you Favre igs
frome,

‘Youcanlearn about the rules ac egulatons of te county.
People wl be inerestd in youas. foreigner and want know
about your country.

SUGGESTION

Ifyou have tinse, you could get students to activaze the

Tanguage listed in the disadvantages and advantages,

Put students in pairs €9 ‘act out the points. One gives a

reason not to ive abroad, and the other replies with the

relevant advantage, e4

A The language lurve i problens if you lene spre
the longue

B Yes, but (or he wher hund) if gives you a prea
appartunity fo learns a new taripuage

Putstadents in geoups of three 0° tout to discuss the
questions. Mon.tor and help as necessary Make sure each
student has the opportun.ty to speak,

Seusdeats feed back to the cless and summatize their group
‘opiaions and experiences, Esteblish which countries students
‘would moet ke to live i,
ING AND SPFAKING (s

Sarao’ story

‘ABOUT THE TEXT
‘Trearticle is based on the true stary of Saroo /so'ruy
Brierley, a man who was separated from ais Indian
mother at fxe age of five, but who was able to find

her again, thanks to technology. His story generated
significant international media attertion, especially

ir. India and Australia, which became Saroo’s adop-ed
hhame. Hs acconnt af what happened was plished in
Print ane ar an e-book in 2013. There are also plans to
‘make his story inte a film.

TTacarticle has many of the characteristics ofhuman
itezest stories thal appear ir newspapers, magazines
and online, The contentalternates between a third.
persor description of what happened and Saroos
account in his own words. This gives an immediacy to
the action and adds to the drama.

Tn the task students prod the sory fom the heading,
Photos and cyptions ‘ey then iste to Sars words
fritkout the support ofthe tet ad nner sone
teneal questions ebont te facts ofthe story. Farther
Comprehension practices given instal tsk

In ie ina tges, students discuss tht eespenses
Sara's story an practise understanding key words
from context

Encaarage dents to use the context to help them ith
how voctbulary With weaker clases iy ae chore,
tf tn, you cot preteach th following

steeper st, ork ong (= language), noorous
shins, beg; shelter ia} erphaage shad, metered,
tage the eter of to venture, foal ply.

Dott pe-teachicheck any ofthe words which are
heghlighted nthe test, a stent wil work cat thelr

‘Read cut the main heading and the eaplion, and focus
atteution ow the pictures and tbe nap. Put students in
[pals to discuss the questions and predlet the stary.

Elicit a renge of leas and suggestions, bul don't confirm
‘or reject answers al this stage

[CD Track] Read through the questions esa class
and deal with any vocabulary queries. Ask sludents to
‘lose tele books

Play the recording through once, Students discuss the
{questions in pairs end pocl tre r information. Play the
recording again if necessary 0 allow students to check
complete their answers.

Ch

the answers with the lass

Answers

1 efilaeepatthestaien

2 He wat ve

5 He wasalanein the dunsané tain statins of Calcura,

4 Student oun ane,

5 hours the te he vas on the tren 1200 km isthe approximate
stncehe navel

6 He ness 9g Google sth and zoomed downon the ae where
hebad lived asa cid

7 Sheloaeda lt aléer than he rememsered.

4 She tock stand and nied fim nt her house She cee say
anything to him.

3. Read the first paregraph of the text asa class. Elicit the
ansier to number 1 asan example,
‘Give students time to read the full story and complete the
task, Allow them to compare their answers in pairs before

checking with the class, Get stusents su quote fiom the
relevant part of the lex! to support Iheir answers,
‘Answers

1 Ine

2 False. The tev: does gv the name of the station where Saran
fal seep but be ended upin Calcutta ater a hour ney,

False He became a begsae

False He was offered food and sheer bya mas, but he dnt

‘must Fim, so he an aay.

Twe

Tue

Fale When be found he ton his family ha aendy moved

Fale He hart moved back with isi family, theo: kent

ir touch,

What do you think?
Give students time read through the questions and dink
about their answers. Fata range of responses and experiences
Of Google Fart ina whole-cass discussion, In lrge cleses,
Students can work in groups and thea report bac,

Vocabulary work

4 Focus attention on the fst highlighted phrase jaf nap
Elli the meaning and then get students to continve the
task, working in Pals.
‘Check the answers withthe class

Answers
‘ate nap -a sleep that would havea big effect onthe ture
Foréesof people huge rons

sleeping rou to seep ourdcors wherever youan

‘a fnefer himself to suppertand care fo himself
ulupfor—offeredade aaiable

Sted down wel ~ got used tc anew way of fe easy,
shabby Inpoor conditien

Struck gold had some siccessluck

lanky with oo expressononhis face

gasping —understancing
‘aulplay—dshenest cr egal behaviour