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Double-click on the CambridgeApplicationInstaller file. Choose a unit. Practise the new language from each lesson. Listen and practise new language. You can also record your own pronunciation.
Watch the Review Video and do the activities. Go to the home screen. Look at the Phonemic Symbols chart and practise the pronunciation of vowel and consonant sounds. Check My Progress to see your scores for completed activities. Activities Read the instructions. Click play audio. Send these recordings to the My Work section of the e-Portfolio.
See p Explore the e-Portfolio. Go to Cambridge Dictionaries Online. Check your answers. Sometimes activities then give you extra help or the Audio Script. Submit your answers when you have finished the activity. Your score is recorded in My Progress. After submitting your answers, see the correct answers. Start the activity again.
Build a portfolio of your work as you progress through the course. Grammar Reference Click to return to the e-Portfolio menu. Add a note to a grammar point and to see click the note the next time you start the program.
Then choose a topic to see the main vocabulary sets in each lesson. Click to return to the e-Portfolio menu. Listen to the word in British or American English. Add a note to a word or phrase and. Choose to have the Word Cards in alphabetical order or shuffled.
Click to move all the cards back to the middle pile and start again. Click to turn the card over and check the definition. My Work Click to return to the e-Portfolio menu. Add a new piece of work that you have saved on your computer.
Open the folders to see the list of work that you have saved in the My Work section of the e-Portfolio. Click twice to edit or open a file. Note: Recordings you have saved from exercises using are saved in the My Work. My Tests Give your test a name. Choose the Vocabulary and Grammar that you want in your test. Choose the number of questions you want to do. Click test. Click to add a timer to your test.
Since the early s, a series of Council of Europe initiatives has developed a description of the language knowledge and skills that people need to live, work and survive in any European country. Waystage , Threshold and Vantage3 detail the knowledge and skills required at different levels of ability. Students are encouraged to assess their ability to use the language they have learned so far and to review any aspects they are unsure of by using the Self-study DVD-ROM. I can understand most TV news and current affairs programmes.
I can understand the majority of films in standard dialect. Reading I can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints.
I can understand contemporary literary prose. Spoken interaction I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in discussion in familiar contexts, accounting for and sustaining my views. Spoken production I can present clear, detailed descriptions on a wide range of subjects related to my field of interest.
I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. Writing I can write clear, detailed text on a wide range of subjects related to my interest. I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view.
I can write letters highlighting the personal significance of events and experiences. Details of the language knowledge required for B2 are listed in Vantage The Listening, Reading, Speaking and Writing tables on p16�p19 show where the required competences for level B2 are covered in face2face Second edition Upper Intermediate.
For more information about how face2face covers the areas specified by the Common European Framework of Reference for Languages, see the face2face website: www. The English Vocabulary Profile is part of English Profile, a ground-breaking and innovative programme which is shaping the future of English language learning, teaching and assessment worldwide. The CEFR is already widely used around the world to assess language ability.
English Profile makes the CEFR even more relevant to English language teachers by showing the specific vocabulary, grammar and functional language that students can be expected to master at each level in English. Rather than providing a syllabus of the vocabulary that learners should know, the English Vocabulary Profile verifies what they do know at each level.
CEFR levels are assigned not just to the words themselves, but to each individual meaning of these words. The capitalised guidewords help the user to navigate longer entries, and phrases are listed separately within an entry. To find out more about the English Vocabulary Profile and the English Profile project or to get involved, visit www.
The innovative Help with Listening sections take students a step further by focusing on the underlying reasons why listening to English can be so problematic. For Teaching Tips on Listening, see p Many of these activities focus on accuracy, while the fluency activities help students to gain confidence and try out what they have learned. For Teaching Tips on Speaking, see p Reading sub-skills, such as skimming and scanning, are extensively practised and there are also controlled writing activities to consolidate the language input of the lesson.
For classes that require more reading and writing, there is a page Reading and Writing Portfolio in the Upper Intermediate Workbook. This section contains 12 doublepage stand-alone lessons which are designed for students to do at home or in class.
The topics and content of these lessons are based closely on the CEFR reading and writing competences for level B2. There are also 12 Extra Reading photocopiable worksheets p�p , which can be used in class or given for homework.
Vocabulary face2face recognises the importance of vocabulary in successful communication. For Teaching Tips on Vocabulary, see p Grammar Grammar is a central strand in the face2face Second edition Upper Intermediate syllabus and new grammar structures are always introduced in context in a listening or a reading text.
We believe students are more likely to understand and remember new language if they have actively tried to work out the rules for themselves, rather than just being given them. Therefore in the Help with Grammar sections students are asked to work out the meaning and form of the structure for themselves, before checking their answers in the Language Summaries.
All new grammar forms are practised in regular recorded pronunciation drills and communicative speaking activities, and consolidated through written practice.
For Teaching Tips on Grammar, see p Functional and Situational Language face2face places great emphasis on the functional and situational language that students need to use immediately in their daily lives. Each unit contains a double-page Real World lesson that introduces and practises this language in a variety of situations. Pronunciation Pronunciation is integrated throughout face2face Second edition Upper Intermediate.
These drills focus on sentence stress, weak forms, intonation, etc. Students also practise specific phonological features and problem sounds in the Help with Pronunciation sections at the end of each unit. For Teaching Tips on Pronunciation, see p For Teaching Tips on Reviewing and Recycling, see p Deal with any problems or new language in these questions before playing a recording.
If it is difficult for students to swap places in class, you can ask them to work with students in front of or behind them as well as on either side of them. For example, before asking students to talk about their family in pairs, you can talk about your family with the whole class. At this stage you can provide extra language or ideas and correct any language or pronunciation which is impeding communication.
This is particularly effective if the mistake relates to the language you have been working on in the lesson. At the end of the activity write the mistakes on the board. Students can then work in pairs and correct the mistakes. Alternatively, you can discuss the mistakes with the whole class. Effective communication is often just as important as accuracy. Vocabulary Give students time to work through the exercises in the Help with Vocabulary sections on their own or in pairs.
You can then check students have understood the main points with the whole class. These show the main stress only in each new word or phrase. Give students time to copy new vocabulary into their notebooks. They can be used for self-study in class or as homework, or as the basis of a classroom lesson. This helps students become more independent and allows them to use grammar reference books more effectively. This helps students see the patterns in grammar structures.
This raises their awareness of potential problems if they try to translate. It is also useful to highlight grammatical similarities to show students when a structure in English is the same as in their own language. This helps students to see the language in a realistic context. These give extra practice of problematic sounds and aspects Class 7 Maths Ch 10 Ex 10.3 Tutorial of connected speech. Note that only the main stress in each new word or phrase is shown.
For example, in the phrase get engaged, the main stress on engaged is shown, but the secondary stress on get is not. We feel this is the most effective way of encouraging students to stress words and phrases correctly.
Note that in the examples of sentences in Grammar or Real World drills, all stresses in the sentences are shown. Alternatively, you can pause the recording and ask each student to repeat individually before continuing. This allows students to look up the pronunciation of the words and record difficult pronunciation themselves in their notebooks.
This will help them to learn the symbols and allow them to practise the sounds they find difficult. For example, a falling intonation on the word please can sound very impolite to a native English speaker. It is sometimes easier for students to hear the stress or intonation pattern when there are no words.
Start with the strongest students and drill around the class in random order. Ask students to say the phrase or sentence to themselves initially, then increase the volume each time until they are speaking at a normal volume.
Shy students often appreciate the chance to say things quietly until they feel more confident about their pronunciation. They are easy to set up and should take no more than five to ten minutes. They are a good way of getting the class to speak immediately as well as reviewing what students learned in previous lessons.
They can be done in class when students have finished the unit, or set for homework. Alternatively, individual exercises can be used as quick fillers at the beginning or end of a lesson, as the exercises and activities are organised in lesson order. These quick What have we just learned? You or the students write each new vocabulary item on a separate card and put the cards in the box.
Also encourage students to review new language by reading the Language Summary for the lesson. This allows students to work out what language they are going to use before they do the communicative stage of the activity, which will help them retain the accuracy that has been built up during the lesson.
Mix stronger students with weaker ones when they can give help, for example in a vocabulary matching activity. On other occasions, for example in freer speaking activities, it is often a good idea to place stronger students in the same group. Weaker students may feel more confident speaking with other students at their own level. Use authentic reading material in class where possible.
Hot Seats This revision activity revises vocabulary taught on the course through a lively, enjoyable team game. Ask one confident member of each team to come and sit in the hot seats. The activity continues with different students in the hot seats. Alternatively, students can move around the room and talk to various students. Encourage other groups to give definitions to help them, or give the meanings and examples yourself. Find a magazine picture of each person in the conversation or draw two people on the board.
Elicit the target sentence, for example, Hello. Could I speak to Jill?. Model and drill the target language with the whole class and then individually. Elicit the target sentence and continue as above, establishing one line each time until the conversation is complete. They then change roles and practise the conversation again. Give students time to copy the conversation into their notebooks.
Running Dictation This activity involves all four skills reading, writing, speaking and listening and is a good way to inject some energy into a class. This text can be used to introduce a topic in a lesson, provide a context for new language, review a language area already covered or simply provide extra reading practice.
Secretaries sit near the back of the class with pen and paper. With larger classes, put other copies on the wall at the front of the class. Continue the activity until most or all of the students have finished.
Students then check their version of the text against the original. Words Connected to Me Pyramid Discussion This activity practises vocabulary in a personalised way and provides a springboard to freer speaking practice. They should head one column Words connected to me and the other Words not connected to me. If not, they write the phrase in the other column. This activity encourages students to exchange ideas and opinions in a fun, student-centred way. Students should also think of a reason for choosing each one.
Together they must agree on only five items from both their lists. If you have a big class, you can then put students into groups of eight, and so on. Grammar Auction This is a fun grammar revision activity which involves the whole class. Some of the sentences should be correct English and some should contain mistakes. Give one worksheet to each student. Students discuss in their groups which sentences are correct and which are incorrect.
Act as the auctioneer and sell the sentences one at a time. They can also use tactics to persuade other teams to buy the incorrect ones, for example, bidding for incorrect sentences to put doubt into the minds of the other students.
Students must stop bidding when they have no more money. The team with the most correct sentences wins. In the case of a tie, the team with the most money left wins.
Check answers with the class. Consequences This activity gives students freer practice of collaborative writing. It allows them to be creative while practising language taught in the lesson for example, Past Simple and Past Continuous or connecting words.
Check that students are writing full sentences. This student opens it and reads it. Ask students to read out any funny or interesting examples to the class. Students decide which one is the best and why. They are short activities which review previously taught language and are designed to last about five or ten minutes. For more information on the face2face approach to Reviewing and Recycling, see p This activity gives students the opportunity to get to know each other.
Students move around the room and talk to three other students, or talk to three students sitting near them.
At the end of the activity, ask students to tell the class about one of the people they spoke to. Reading and Speaking 2 Focus students on the article. Check students understand outnumber, pretend to do something , phenomenon and idioms. Students do the exercise on their own. Ask students to justify their answers by referring back to the article. Students work on their own and choose the correct word in each phrase.
Students check their answers in Vocabulary 1. Also point out that only the main stress in phrases is shown in Vocabulary sections and the Language Summaries.
Also check students understand that their first language is the language they learned as a child and point out that we can also say a language is very rusty. Remind students that they can choose phrases about other people they know for example, members of their family as well as themselves. Encourage students to ask follow-up questions if possible. Ask students to tell the class one interesting thing they found out about their partner.
There are around million native speakers of English. He says that the majority of interactions in English now take place between non-native speakers.
He believes that the future of English belongs to non-native speakers. Ask students to share their ideas with the class and write a list of jobs where English is important. Ask students to share their ideas with the class. Students should usually do the exercises on their own or in pairs, then check their answers in the Language Summaries. You can then check the main points with the class as necessary. For more information on the face2face approach to Grammar, see p Check that students remember the difference between activity verbs, which talk about activities and actions, and state verbs, which talk about states, feelings and opinions.
Elicit a few examples of each type of verb from the class. SB p The English verb system has three aspects: simple, continuous and perfect. These aspects refer to how the speaker sees the situation. These aspects combine with past, present or future time to give the Present Simple, Past Continuous, Present Perfect, etc. Note that similarities of form are dealt with in lesson 1B. Perfect verb forms are studied further in lessons 4A, 7B and 11A, and the passive is studied further in lesson 9A.
Write these verbs on the board in random order: play, hit, wait, lose, learn, cook, swim, sleep, work, write, know, remember, forget, need, understand, love, hate, prefer, want.
Students work in pairs and decide which are activity verbs and which are state verbs. The first ten verbs are activity verbs. The others are state verbs. Students do questions 2�6 in pairs.
CD1 1 Play the recording. Students listen and b check their answers. Also encourage students to ask follow-up questions where possible and to make a note of things that they have in common.
There is a Get ready The Get ready stage helps students to collect their ideas and prepare the language they need to complete the task. The Get it right stage gives students the opportunity to use the language they have learned in the lesson in a communicative and often personalised context.
These two-stage activities help students to become more fluent without losing the accuracy they have built up during the controlled practice stages of the lesson. For more on the face2face approach to Speaking, see p Check they are all looking at the correct exercise.
Students work on their own and make notes on points 1�8 in the second column of the table. While they are working, help students with language and ideas. For homework, ask students to write a description of themselves as language learners, based on the notes they made in the English learner profile on p Ask students to include a photo of themselves on the profile if possible. These can then be displayed around the classroom for other students to read. Students continue working on their own and write questions with you for prompts 3�8 in a.
Check questions with the class. Further practice 3 Which exams have you taken in English? Students do the first part of the activity on their own. Put students into pairs. Students take turns to tell each other about the things they thought about and ask follow-up questions.
Ask students to tell the class any interesting things they found out about their partner. Check students understand the difference between a course a series of lessons in a particular subject and a module one part of a course. Note that professor is a false friend in many languages.
Point out that graduate can be a noun or a verb e. I graduate next year. Encourage students to ask followup questions. Ask students to tell the class one or two things that they found out about their partner. Remind students that modal verbs are different from the auxiliaries be, do and have because they have their own meanings.
Ask each group to share interesting information with the class. Tell students that they are going to listen to a conversation between Tony and his niece Jess. CD1 2 Play the recording SB p Students listen and decide who talks about each thing. Tony talks about: his computer and IT course, commitments other than studying, online support from tutors, flexible study programmes, how long his course is.
Jess talks about: her business degree, time spent with friends, her student loan. Students listen and fill in gaps a�f with one word. Students compare answers in pairs. Students then listen and check their predictions. Jess: Did it? He does have a job.
We did enjoy ourselves, etc. Tell students that Jess phoned Tony last night. CD1 5 Play the recording. They often focus on phonological aspects of spoken English which make listening problematic for students. For more information on the face2face approach to Listening, see p This Help with Listening section focuses on the use of contractions in spoken English. Students work in pairs and decide why each auxiliary in the conversation in 7a is used, referring to the uses of auxiliaries in 4c and 5a.
CD1 3 Play the recording. Students listen and decide which sentence they hear first, a or b. Students b listen and write the five sentences. Point out that they will hear each sentence twice. Check answers by eliciting the sentences from the class and writing them on the board.
Ask students which auxiliaries are contracted in each sentence. I have; I am 30 CD1 4 With a lower-level class, use the recording to drill sentences 1�5 in 6b.
Check students copy the contractions correctly. Get ready � Get it right! If you have an extra student, have one group of three students. Ask each pair to choose one of the situations or to invent their own. Students do the exercise in their pairs. While students are working, check their conversations for accuracy and help with any problems.
While they are working, monitor and help students with their pronunciation. If you have an extra pair, have one group of six students. Pairs takes turns to role-play their conversations. The other students guess what the relationship is between the characters. Finally, ask the class to decide which conversation was the best.
Further practice extra idea Ask a pair from each group to role play their conversation for the class. Encourage students to include various different uses of auxiliaries. Alternatively, students write a paragraph about their education to date, using words from 1. Although this is a more formal written piece, ask students to practise the different uses of the auxiliaries in their text.
Students take turns to say their sentences and respond with an echo question and a follow-up question. Ask students to tell the class one thing that they found out about their partner. The writer thinks parents put too much pressure on their children to study for exams. The writer thinks that some exams are important.
The writer thinks our educational system discourages creativity. Ask students to share their ideas with the class and write their ideas on the board. Students read Class 7 Maths Ch 10 Ex 10.3 Google the article and choose the best title.
Ask students to give reasons for choosing a title. The best title is B. Ask students to say if they agree with the arguments in the article and give reasons. Ask students to find out if some successful business people in their country or in the UK did well in exams or not. In the lecture he talks about how school kills creativity. See www. Check the main points with the class as necessary.
For more information on the face2face approach to Vocabulary, see p Check students understand the verb patterns in the first column of the table by focusing on the examples make, encourage, can, refuse, resent in the article and the verb forms that follow them.
Students work on their own and put the verbs in blue in the article in the correct place in the table. Remind them to write the infinitive form of the verbs. Listening and Speaking 5 Focus students on pictures A and B.
Students work in While students are working, copy the table in SB p onto the board ready for checking. A Henry is cheating in a history exam by looking at information he has written on his shirt cuffs. Vocabulary 1. CD1 6 Play the recording SB p Students listen and check their predictions. Point out that some verbs can go in more than one place in the table. Check students understand convince. Students work in pairs and write five questions about each story.
Tell them to choose one story each. Encourage students to include as much detail as they can. Ask two students to tell the stories to the class.
See the table in Vocabulary 1. Point out that some verbs shown in bold in Vocabulary 1. Encourage students to use their questions from 6b to help them remember the main points of each story. Students do the exercise on their own, then check in Vocabulary 1. If necessary, check the answers with the class. Ask students to share any interesting answers with the class. Then focus students on the beginning of the first exam story.
CD1 7 Play the beginning of the first exam story. Students listen and notice the stressed words. Note that this is not a complete list of parts of speech, but only those that appear in the example sentences in 7a and 7c.
Elicit examples of each type of word from the class. Focus students on the first two words of the example sentences in 7a. Point out that the possessive my is unstressed and the adjective worst is stressed. Students work in pairs and decide which of the parts of speech on the board are usually stressed in the example sentences in 7a. Note that history is used as an adjective in the recording history exam, history classes. Point out that these are general guidelines, not fixed rules, and that any type of word in English can be stressed if the speaker thinks that it carries important information.
Students listen and notice the sentence stress and rhythm. Finally, ask each group to tell the class one interesting or funny exam story. Students work on their own or in pairs and decide which words are stressed. While students are working, copy the paragraph onto the board ready for checking. So on the morning of the exam I wrote loads of important facts and figures on the insides of my shirt cuffs. I made sure that I got to the exam room really early so I could sit at the back.
Students take turns to say their sentences and ask follow-up questions. Ask students to share interesting information with the class. Check students understand what it is advertising evening classes.
Check students understand ballroom dancing, jewellery, ceramics, carpentry and creative writing. Ask students if they know what zumba is a workout inspired by Latin dance. Ask students which courses are shown in the pictures ballroom dancing, ceramics, carpentry, yoga. Students discuss the questions in groups. Ask the class which of the evening classes in the advert they would like to do and find out which course is the most popular.
Students watch or listen and tick the evening classes that Chloe is doing on the advert. Ask students which day the conversation is taking place Thursday. Monday: digital photography Wednesday: creative writing b Give students time to read questions 1�6, then play the video or recording again. Check Keeping a conversation going Real World sections are designed to help students with functional language that they can use in real-life social situations, often by teaching common fixed and semi-fixed phrases.
For more information on the face2face approach to functional language, see p Students do the exercise on their own or in pairs, then check in real world 1. Students work on their own and choose a topic. Encourage them to make notes. Students take turns to start a conversation with the topics from 6a. Encourage students to use the short questions from 3 and 4a to keep each conversation going.
You can ask students to keep each conversation going for two or three minutes. Finally, ask a few pairs to tell the class what they talked about. Point out that in these types of questions, both the question words and the prepositions are stressed. Point out that we can also use echo questions and question tags to keep a conversation going.
Play the recording again. Students listen, read and underline all the examples of ways to keep a conversation going. Students listen and complete the short questions with a preposition. Pause the recording after each sentence if necessary. CD1 11 Play the recording SB p Students b listen and check their answers. Ask students if prepositions in short questions are stressed or unstressed they are stressed.
Play CD1 10 again. Students take turns to say the correct short questions. For tips on how to help students with pronunciation, see p This Help with Pronunciation section focuses on the two ways of pronouncing the final letters se.
Students b listen and check. Students listen and repeat the words. Check students understand the phonemes and can identify the different sounds. If necessary, play the recording again. Encourage students to say the words out loud to help them decide which final -se sound in pink is different. CD1 13 Play the recording SB p Students listen and check their answers.
Finally, ask students to say one sentence each. Check students pronounce the final se correctly in each word and praise good pronunciation. The Vocabulary, Grammar and Real World section highlights where students can review and practise the language they have learned in the unit.
This Portfolio contains 12 stand-alone reading and writing lessons that can be done either in class or at home. For more on the face2face approach to writing, see p Focus students on the continue2learn section on SB p Tell students that this section shows where they can practise the language from the unit.
Students can do these exercises in class or for homework. For more information on this section, see the next section. Ask students to turn to Language Summary 1 on SB p Remind students that the Language Summaries contain all the key language from the unit. If you are planning to give your students a Progress Test next class see p , tell the class that the test will only contain language that is included in the Language Summary for the unit.
You can either do this lesson in class, or ask students to do it at home. Extra Practice and Progress Portfolio The Extra Practice and Progress Portfolio sections provide further controlled practice of the language taught in the unit. This can be done in class, or students can do the exercises on their own for homework. There are exercises for each lesson 1A, 1B, etc. For tips on Reviewing and Recycling, see p Here are some ideas for exploiting the Extra Practice and Progress Portfolio section in class.
Make it a competition Ask students to do individual vocabulary exercises word searches, anagrams, missing letters, etc. Give students a time limit of two or three minutes. The pair or group with the correct answers wins. Alternatively, put students into pairs and ask them to complete the whole Extra Practice section.
When checking their answers, give one point for each correct answer. The pair with the most points wins. You may wish to give the winners a small prize at the end of the lesson. Word stress After any vocabulary exercise, ask students to mark the stress on the words. You can check the answers on the board, or students can check their answers in the Language Summaries. Role play After students have completed a gapfill in a conversation, put students into pairs.
Ask one student to be A and the other student to be B. Students can then role play the conversation in pairs, then swap roles. You can also ask them to memorise the conversation, close their books and role play the conversation again. Personalisation Some exercises ask students to make questions with you.
After checking the questions, put students in pairs. Students can then ask each other their questions and give their own answers. Extension After completing an exercise, ask students to write similar sentences about themselves, where they live, their family, etc.
For more information on the CEFR, see p Students work through the list of I can � statements on their own and tick the things they feel they can do. They can refer to Language Summary 1 if they wish. Students can also work in pairs or groups and compare which statements they have ticked. Students do the activity in pairs. Ask students to tell the class about any interesting things that their partner did last weekend.
Students do the exercise on their own, then compare their lists in pairs. Students then answer the questions. Ask students to tell the class about the types of food on their lists and whether they think they are good or bad for you.
Students do the exercise on their own, then check answers in pairs. Ask students who they think is healthier. Point out that mom is American English for mum. Students do the exercise on their own or in pairs. CD1 14 Play the recording SB p Guy says sentences 1�3. Jasmin says sentences 4�6. Students listen and answer the questions. Students do the exercises on their own or in pairs, then check in grammar 2.
Sentence 2 talks about a future action. While it is important that students recognise this use, they should be careful about using it too often themselves. Before they begin, check students understand that both verb forms are possible in some of the sentences. Students compare answers in pairs, giving reasons for their choices.
Ask students to read the text quickly first for gist before they start filling in the gaps and tell them not to worry about the phrases in bold at this stage. Also encourage students to use a variety of different verb forms where possible, rather than just the Present Simple and Past Simple. Point out that we use the plural of countable nouns after most.
Rarely and seldom are also more formal and can sometimes sound unnatural in spoken English. While it is important that students recognise these words, you may want to discourage them from using them too often when speaking.
Go through the word order section in Vocabulary 2. Ask each pair to tell the class one or two things they found out about their partner. Before they begin, remind students to make notes, not write complete sentences. If you have a class of older students, you can ask them to make notes on the differences between their lives now and ten years ago if they prefer.
Students do the exercise on their own, then check in Vocabulary 2. Focus students on the prompts. Encourage students to use a variety of verb forms from 4 in their discussion, rather than just the Present Simple and Past Simple.
While they are working, monitor and help with any problems. Finally, ask each group to tell the class about the person whose life has changed the most. Alternatively, students write an essay based on the discussion questions in 1b. Encourage students to explain their arguments clearly, giving examples where necessary. Put students into pairs to complete the activity. Vocabulary and Speaking Feelings and opinions 1 a Students do the exercise on their own or in pairs, then check in Vocabulary 2.
Point out that the prepositions in bold in the Language Summary are the most common for these adjectives, but we can also use the other prepositions in brackets. Point out that we must use prepositions with sick of and fond of for these meanings, but that the other adjectives can be used without a preposition: I was absolutely terrified.
Highlight that we can often use by after adjectives that end in -ed because they have a passive meaning. Model and drill the adjectives with their prepositions, highlighting the pronunciation of the -ed endings of the first seven adjectives. Ask students to share any interesting information with the class. Also point out that we say something is impressive not impressing, and that the verb is impress.
You can set a time limit of two or three minutes to encourage students to read for gist. Check the answer with the class. Student As read the first two paragraphs and find out about things a�c in the list. Student Bs read the second two paragraphs and find out about things d�f. Students then tell each other what Lottie Clarkson says about the things on their list. Ask each group to share interesting ideas and experiences with the class. Students then work in pairs and say their sentences to each other.
Ask each pair to share interesting sentences with the class. In sentence 2, the speaker lives in Mongolia now and has probably lived there for some time. Students write a paragraph about the things they chose in 7. Encourage them to write complete sentences from the notes they made and give more information about each thing.
Tell students to check which prepositions they should use with the adjectives in Vocabulary 2. CD1 15 pronunciation Play the recording SB p Students listen and repeat the sentences.
Check students copy the stress correctly. You can also ask students to turn to CD1 15 , SB p They can then follow the stress as they listen and practise. Tell students to write short phrases commuting to work, speaking in public, etc. Check students understand glance and what the expression at a glance means. Students discuss the questions in pairs. Check students understand the phrase first impressions.
CD1 16 Play the recording SB p Students listen and decide which of the things in the list Tracy, Hal and Ann do not talk about. Students do the exercise in pairs. Check answers with the class by eliciting each link and marking it on the board. Play this section of the recording again if necessary. Play the whole conversation again. Students listen and notice the linking. Ask them to give their first impressions of Tracy, Hal and Ann. Ask groups to share their ideas with the class. Find out how many people had a similar first impression of each person.
Play the recording again if necessary. Note that differences between British and American accents are dealt with in lesson 8C. CD1 18 Play the beginning of the recording b again. Use the examples of consonant�vowel links to highlight that we usually link words that end in a consonant sound with words that start with a vowel sound. Establish that this is the book Tracy talked about in 2a. Check students understand correlation and overwhelmingly. Ask students to explain why they chose their answer if they disagree.
Put students into pairs, one from each group, and ask them to discuss their viewpoint, giving reasons for their ideas. Use the examples to show that the stress on originate, original and originally is on the second syllable, but the stress on originality is on the fourth syllable and on the first syllable in origin.
CD1 19 pronunciation Play the recording SB p Check students copy the word stress correctly. This will be covered in Help with Pronunciation in lesson 2D. For example, student A says Responsibility and student B says Responsible, responsibly.
Encourage students to give reasons for the sentences they ticked, and to find out how many similarities there are between them. Remind students to stress the words correctly. Students can check answers in Vocabulary 2. Ask each pair to tell the class one of their word families. Begin the class by asking students to think of at least three things their parents made them do when they were children and three things they let them do. The support team will view it after the order form and payment is complete and then they will find an academic writer who matches your order description perfectly.
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