WELCOME Student’s Book pages 4–5
A LESSONS IN LIFE Saying yes and adding conditions 1.02 Books closed. As a warm up, divide the class 1
into pairs and ask students: How many televisions do you have in your house? Do you ever have problems with them? You may like to answer the questions yourself to get them started. Listen to some of their answers in open class. For further speaking practice, ask students to work in pairs and make a list of technology in the home that can cause difficulties. Books open. If there is an interactive whiteboard (IWB) available in the classroom, this activity would best be done as a heads-up activity with the whole class. Display the picture on the IWB. Ask: What can you see in the picture? What is his problem? Tell students they are going to read and listen to a conversation about a problem with a television. Ask them to read the dialogue and complete the gaps. When the majority of students have completed the exercise, divide the class into pairs or small groups for students to compare their answers. Play the audio for students to check their answers. During wholeclass feedback, nominate individuals to explain their answers and clarify any difficulties. If time allows, divide the class into pairs for students to act out the dialogue.
Answers 1 up 2 get 3 unless 4 supposed 6 have 7 provided 8 long
5 through
2 Working individually, students complete the last line of the dialogue. Allow them to compare their ideas in small groups before listening to some examples in open class.
3 SPEAKING Divide the class into small groups and
ask them to discuss the questions. For better results, you may like to give students a few minutes to think about their ideas before starting their discussion. Monitor and answer any questions about vocabulary, but as this is a fluency practice activity, do not interrupt the conversations unless inaccuracy hinders comprehension. Listen to some of their ideas in open class as feedback.
4 WRITING Give students time to read through the
sentences. In open class, elicit the words which add conditions (provided, as long as, unless, otherwise). Ask students to work individually to complete the
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sentences. Divide the class into pairs or small groups for students to compare their ideas. Monitor to check students are adding conditions correctly. Make a note of any repeated problems and clarify on the board.
Mixed-ability Allow weaker students to write sentences with a partner before regrouping to compare with others in small groups.
get used to 1 Books closed. To introduce the exercise, do an
Internet search for photos of early mobile phones. Ask: In what way are they different from modern mobile phones? Divide the class into pairs for students to discuss the questions. Listen to some of their ideas in open class. Books open. Read through the instructions and example. Check understanding of get used to. Point out that it is followed by the -ing form of the verb. In pairs, students complete the missing verbs and add some ideas of their own. Regroup students into small groups to compare ideas.
Answers 1 watching
2 taking
3 listening
4 using
2 SPEAKING Give students time to read the question and make notes on their answers. Monitor to help with vocabulary. Divide the class into pairs for students to discuss their items of technology.
Optional extension Write the following questions on the board. Divide the class into two groups, group A in favour of modern technology, group B against. Ask them to work in pairs to answer the questions. Tell them they should not include their personal opinion at this stage. Regroup into AB pairs for students to discuss the questions. Listen to some of their arguments in open class. Ask students to offer their real opinions. Do you think modern technology: is getting easier or more difficult to use? breaks down too quickly? becomes obsolete too quickly? is too expensive? is really necessary?
Secrets of love 1 Look at the picture with students. Nominate
individuals to answer these questions: What is the relationship between these people? How do they feel? Tell students they are going to read an essay in which a man describes his grandparents’ successful