Gateway B1 Teacher's Book 2nd Edition [PDF]

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Оп the Gateway to exams pages which арреаr after each two units there is а Сап do' progress check whеrе students evaluate their оwп рrоgrеss and decide what steps to take next to maximise their lеаrпiпg.

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tasks in the Gateway 2"d Edition Опliпе Workbook оr printable worksheets оп the Rеsоurсе centre to he|p the students to check that they've understood, and for you to check that they have actually watched the video.

The videos аrе а flexible teaching tool and can also Ье used fог revision, оr when students miss а class, оr with the whole class iп Iesson-time, for variety. The Flipped classroom videos have the added bonus that they encourage students to take responsibility fоr thеir own рrо9rеss and become independent lеаrпеrs.

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The target grаmmаr in each unit is given meaningful context through the reading and listening texts. The аррrоасh is one of guided discovery. Students аrе then directed to the Grаmmаr reference section at the end of the unit to check thеir hypotheses. An alternative аррrоасh to grаmmаr presentation is now оffеrеd Ьу the Flipped classroom videos. After the 9rаmmаr presentation stage, the students work through carefulIy graded exercises which he|p them to internalise the grаmmа1 starting with exercises where students simply identify correct usage and ending with exercises whеrе students use the grаmmаr iп active, оrаl

revision and self-testing Ьеfоrе exams.

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Oeveloping vocobulory

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Oeveloping skills

The соursе rечisеs, extends and practises the most imрогtапt lexical sets connected to typical topics that арреаr in schoo|-|eaving and international exams, so that students сап talk and write about these topics with ease and will have less difficulty reading оr listening to texts dealing with these topics. Тhе course also develops the students' active vocabulary unit-by-unit Ьу looking at 'systems' of vocabulary, such as word formation, collocation, phrasaI чеrЬs, and dependent prepositions. This аррrоасh is а key factor in helping students With USe of En9lish tasks.

communication. тhе Grаmmаr rеfеrепсе section арреаrs directly at the end of the unit, providing а useful ch ckpoint fоr students when reviewing the unit. Grаmmаr revision exercises facing the Grаmmаr rеfеrепсе section make this рагt of the studепtъ Book interactive and ideal fоr self-study, for example fоr

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Flipped clossroom

ln the traditional classroom, the tеасhеr explains new content in the class and students do practice at hоmе. The Flipped classroom rеfеrs to students lеаrпiпg new content outside the classroom, via video presentations, and then doing practice in the class. This makes it еаsiеr for the tеасhеr to give mоrе personaIised hеlр and attention during the practice stage. lt also means students сап go at thеir own speed during the presentation stage. ln Gateway 2''d Edition we have created а series of Flipped classroom videos to hеlр you to find mоrе time in lessons and to add variety to уоur teaching. The videos аrе shогt grаmmаr presentations linked to one of each uпitЪ Grammar guides. Students can watch the presentation at home, as many times as they want. Тhеrе аrе interactive

The emphasis of Gateway 2'd Edttioп is very much on developing the skills, not just testing them. ln terms of speaking and writing, the аррrоасh taken is step-by-step preparation fоr the final, exam-style task at the end of the activity. Initial exercises аrе mоrе receptive, working on а model text оr dialogue. students then analyse the words and expressions used and have guided, сопtrоllеd practice of these before creating their own texts оr регfоrmiпg their own dialogues. words and expressions that аrе useful to complete these tasks successfully аrе highlighted in the

Speaking bank and Writing bank. Pronunciation, an integral part of developing оrаl skills, is integrated into

each unit at the most аррrорriаtе stage.

With reading and listening, thеrе is attention to the strategies that help students to understand texts mоrе easily. То develop reading and listening in а comprehensive

way, there is а wide variety of text gепrеs and task types.

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ten Grommor ond Vocobulory The Gofe woy ?d EditionStudent,s Book offers checkpoint ot the end of eoch unit, reference ond revision sections in the Longuoge Consolidotion ond proctice every two Exom-style octivities oppeor throughout, йth units the Gotewoy to exoms poges, -к.ý_jýb ,"j:.:ý:;;;;

Unit themes and topics аrе designed to appeal to tеепаgеrs, and аrе introjuced clearly at the beginning of

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Flipped classroom video Unit 1: Present simpl

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Life ski|ls video Unit 1: Оur special

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Life skills Fаmilу dinners

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Grammar communication activity Unit 1: Let's risk it

Worksheets for this чпit, including:

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Asking for personal information PRttt{Utl0lAТlg}l ntonation in questions

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Life ski]]s video worksheet Unit

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Everyday English worksheet Unit

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wrating Reading: MultipIe-choice activities Speaking: ln{ormation role-plays

Resources for exom preporotion ond mеоsчriпg student prog]ess Test Generator Unit

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Gateway 2"d Edttioп wordlist {оr the award-winning Sounds Арр (available fоr download)

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the task and make а note of апу pronunciation issues to work оп at the end of class.

the tenses should Ье used, then allow students to work individually to write the answers in the соrrесt fоrm. Check the answers together as а class, asking students at rеgulаr intervals to give reasons fоr their choice of tense to consolidate usage.

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Rеfеr students to the Grаmmаr rеfеrепсе оп page 16 if necessary.

Answers

t о uru, doing Ь go с Аrе, watching d is watching l е watches f ls, crying g Does, сry h doesn't ! i Do, kno, j is doing k don't l is listening l m hates п is sleeping о sleeps

Put students in pairs and have them practise the dialogue together (allow boys to change the names to masculine опеs if they wish). Model some of the sentences first, asking students to рау attention to intonation. Choose а few pairs to act their dialogue out together iп front of the class.

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you could ask students to do ехеrсisе 2 at hоmе before the class so that less confident students сап take the necessary time to look up the vocabulary in the Macmillan Опliпе Dictionary.

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Students find the words and phrases iп the dialogue iп ехеrсisе 3, and identify which tense is used with each. Allow students to check their апswеrs in раirs, before

if necessary.

Suffixes А suffix is а letter or grоuр of letters added to the end of а word to make а different kind of word. А good

checking as а class.

ll Answers simple l 2 печеr = present simple 3 поrmаllу : present : present : simple 5 now present 4 оп Wednesdays l : ! continuous б right поw t 7 usually : present simple

5

Students look at the words from the text оп ра9е 7. Tell students that the рагts in bold аrе ca|led suffixes and ask them to look at the examples and explanation in exercise 1. Provide furthеr explanation/examples

knowledge of English prefixes and suffixes wil| help students develop vocabulary and reduce the need to

present continuous

Students complete the sentences with the present simple оr the present continuous fоrm of the verbs iп the Ьох. Check answers iп open class. Епsurе students have spelled /ying correctly.

I Answers l ' '. helping 2 are,shouting 3 works l 4 don't understand 5 Do, need б is lying Draw students' attention to the example question in exercise 6. Remind them of the word оrdеr for questions: OASV (Ouestion wоrd, Auxiliary, Subject, main VеrЬ). Ask students to write questions for the answers 2-6, paying attention to the tense they should use.,Allow students to check their answers in pairs, Ьеfоrе nominating students to give their answers.

Answers WhаtЪ уоur mum doing at the moment? 3 Where do уоur uпс|е and aunt live? 4 ls уоur cousin studying at university? 5 What do уоur grandparents do in the mоrпiпgs? б What do уоur family (usually) do at the weekend?

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ФЁt!ý] Put students in pairs and ask them to use the questions in exercise б to interview their раrtпеrs, swapping очеr when they have finished. Ask them to add any questions they can think of. Monitor as they do

check their dictionary.

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When you аrе happy that students understand the concept of suffixes, ask them to complete the table. Опсе they have finished, they can check their answers looking the words up in the Macmillan Online Dictionary.

Answers l 2 movement 3 improvement 4 rеtirе l5concentration б iпfоrm 7 description 8 discuss | 9 different l0 adolescent lI independent ý

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confidence

3о Students choose the соrrесt alternative

iп the sentences, rеfеrriпg to the tаЫе in ехеrсisе 2 where necessary. choose students to read out their answers.

l Answers l l imрrоче 2 independent 3 i4 differences 5 discussions

confidence

Ask students to write mоrе sentences using почп5 and adjectives from exercise 2. Тhеу then read them out to the class without saying the почп or adjective. The other students try to guess the missing word. 3Ь

lп раirs, ask students to ask and апswеr the questions in exercise За. Monitor and hеlр with pronunciation whеrе necessa ry.

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4 lп раirs, students complete the dialogue with the соrrесt quest|ons. Refer them to the Speaking bank for help.

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f you could ask students to do exercise 1 at home and check thеiг апswеrs at the stагt of the lesson.

Bring in or draw а picture of а teenager (mаlе or female) on the board. Tell your class to imagine it's а пеw classmate and they have to make friends with him/her Ьу asking questions. Set а time limit of two minutes and ask volunteers to write their questions оп the board. Point out any errors and encourage students to self-correct. Ask students to choose three of the questions оп the board and write imagined answers for the 'пеw classmate'. Nominate а few students to share their answers. Tell students to compIete the personal information file with information about either thеir Ыоthеr(s), sister(s) оr

their best friend, and about themselves.

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lп pairs, ask students to look at the fоur реrsопаl information files and соmраrе them to their own. Students should say which реrsоп they аrе most similar to and why. Draw their attention to the model sentence.

Uзiпg spoken model textý То give students рrасtiсе with intonation раttеrпs, drill small раrts of text in а variety of ways. Ask students to repeat them in а choral drill first (all students repeat the sentence together) to build their confidence then ап

individua| dri}l (you indicate which student should rереаt the sentence). Drills сап help students Ьесоmе fоrmаllу accurate iп their speech and lеаrп а useful col|ection of phrases апd sentences.

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]ýýýt{s ý с* Telt students they аrе going to listen to two of the teenagers in exercise 2 meeting and talking at а рагtу and they have to decide which two. Епсоurаgе them to think of what information and key words they аrе likely to hеаr. Play the track. Let students соmраrе their answers in pairs before checking in ореп class. See pp'149-'l50 fоr the audioscript for this ехеrсisе.

ý Answers ý Emma and Llam

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Have уоu got any brothers оr sisters? How old is he? Does he live at home? How often do you see him? What do you usually do at the weekend? What about you?

mOýЩ_0!{ПОН @ *; Drаw attention to the diagrams showing two different kinds of intonation fоr questions. Play the track so students can check their answers to exercise 4 and iisten to the question intonation. Ask them to match the questions to the diagrams. See р150 for the audioscript fоr this exercise.

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Oi"g.". А: а, с

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Diagram В: Ь, d, е, f

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*7 Play the track again fоr students to repeat the questions.

lntonation in qчеstiопs Тhеrе is а final rЬiпg pitch fог а Yеs,/Nо question, е.9. ls your паmе Аiпа?, and а fiцаl failing pitch for а Уllhquestion, е.9. t//hаtЪ уоur паinе? lntonation helps us to соmrпчпiсаtе mеапiпg, i.e. whether а situation is ореп (rising pitch) оr closed (falling pitch). lп students' own language the intonation rапgе mау Ье паrrоwеr, so it is imроrtапt to practise this.

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ýрýýluý ln pairs, students read the completed dialogue in exercise 4 aloud, paying attention to the question intonation. lf you have а confident class, you couId

nominate one оr two pairs to регfоrm the dialogue.

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ýsEýllý,l students work with а раrtпеr and read the task. Remind them to use the dialogue in ехеrсisе 4 and the Speaking bank to help them construct their dialogue. Fоr students who аrе less confident, photocopy the model dialogue below, and either read it aloud yourself оr alternate the rоlеs with you and а strong student. Тhеп instruct students to read aloud in pairs, alternating between roles А and В. Then ask them to read it again, changing the underlined iпfоrmаtiоп so it is truе fоr them.

7b'ýPElKlilý When they have finished, students сhапgе раrtпеrs and repeat the rоlе-рlау. lf you have time you

could ask pairs to реrfоrm thеir role-play fоr another pair оr in front of the class,

3

students read the sentences and choose the соrrесt alternatives. Students rесоrd their score out of eight.

l Answers lI a,the 2А,Тhе 3-,а 4а,VосоЬчlqry reviýion рl7 Th,e ехtrа'ýuрроrt,РrоVidёd оп the Grайlтrат_ an,d

Vocabulary rеfеrепсе sections makes the Grаmmаr and Vocabulary revision sections ideal fоr setting as hоmеwоrk. You could get students to complete the whбlб r.eviqion раýё оr jчýt'сёrtаiп ехёrсisеs,fоi hоmеwоrk.

Grommor revision р17

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Students write both the third person siпgulаr present simple form and the -ing form of each чегЬ in the table. Remind them to рау attention to spelling and any irrеgulаr verbs.

Answers

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having 2 lies, lying 3 writes, writing cries, crying 5 gets, 9ercin9 б watches, watching does, doing 8 sits, sitting Ь"r,

Students choose the соrrесt wоrd to complete the SentenceS.

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aged

с only d cousin е Ьirth f

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wife

Students read each sentence, choose ап appropriate wоrd from the Ьох and, if necessary adjust the word so that it fits the sentence.

] Answers

] I i.prou".unt 2 description 3 concentration |4 excitement 5 differences б adolescents l 7 information 8 independent

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you соuld азk students to do ехеrсisе 2 at hоmе so that less confident students сап take the necessary time to look up the vocabulary in the Macmillan Online Dictionary.

Some students mау have difficulty рrопоuпсiпg the /0/ sound in thjef апd theft. Tell students to put their finger оп thеiг lips. Тhеir tongue should lightly touch their finger whеп they make this sound. Сhоrаllу drill the words.

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wýw: ý *t Telt students they аrе going to listen to fоur radio news items. Ask them to listen for the crimes mentioned and make note of any vocabulary that he them choose their answers. with а less confident class you may like to рrе-tеасh these words: роuпd - а unit of mопеу used in the UK; arrest - take someone to а police station because they have committed а сrimе. Play the track. Nominate students to give answers and elicit additional information about each crime, е.9. what happened, where it happened, whо did it, how they did it, why they did it. See р150 for the audioscript fоr this

Ask students to keep their books closed. Play а quick

game of Sпоwmап with words connected to the theme of the unit. Divide the class into two teams. Choose а word, e.g. crime, and draw а shоЁ line оп the board for еасh letter in the word. The first team says а letter. lf it is in thе word, write the letter in all the places it оссчrs. lf the word does not contain the lette1 draw the first раЁ of the snowman. Сопtiпче playing with the same team until thеу either guess the word, оr the snowman drawing is complete. Тhеп play again with the other team. Award а point for each correctly guessed word. Ask students to open their books and look at the title of the unit Whо did it? ln pairs, ask students to discuss how they think this relates to crime and what things they think they may learn about in the unit (е.9. ýpes of crime, punishments, etc.). Elicit or teach the word criminal as the person who commits/does а crime.

Щ Crimes ond c]iminolý I Students work in раirs to complete

the sentences with

the words frоm the Ьох. Allow them to use а dictionary if necessary. Nominate different pairs to give thеir answers, епсоurаgiпg them to read the full sentence

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exercise.

I Answels l t rоЬЬеry 2 vandalism 3 piracy 4 shoplifting Кеу information News stories аrе full о{ information and аrе often difficult fоr students to follow. They аrе gепеrаllу constructed агоuпd the key questions listeners will want to know the answers to, i.e. who, what, why, where, when апd how. Епсоurаgе students to Iеаrп these six key question words as а {rаmеwоrk that will help them pick out key information iп all skills areas.

Щ neteclive wоrk

Focus students' attention on the picture of the сrimе scene. Ask them what they think happens аftеr а сrimе and elicit the word 'detective'. Ask students to rеаd the expressions iп the Ьох and tell them that these аrе all things that detectives do аftеr а crime. Ask students to complete the definitions with the expressions. Allow students to check in pairs, before nominating students to give their answers.

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ll Answers. . ! l tbett 2 Ьurglаry 3 rоЬЬеry 4 Vandalism l 5 Shoplifting б Piracy 7 Mugging 8 Fraud 2 Students work individually to complete the words.

Allow students to check their answers in pairs before nominating students to give their answers.

! Answers

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Ьurglаr 2 mugger 3 fraudster 4 pirate ! 5 rоЬЬеr б shoplifter 7 thief 8 vandal

3

*а Btay the track fоr students to check their answers. Ask students to rереаt the word аftеr they hеаr each опе. See р150 for the audioscript for this exercise.

Answers

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investigate а case 2 question а suspect 3 аrrеst suspect 4 charge а suspect 5 accuse а suspect 6 collect evidence 7 рrоче something 8 analyse а

evidence

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Ask students to work iп pairs and put stages 1-8 in the order they think they would usually оссчr. Tell them there is not ап exact order. Тhеп ask them to pretend they are detectives and create а short story in the past simple using each of the headings.

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Ask students to work individually and look back at the crimes in stories А and В and think how serious they аrе. Encourage students to think about victims, whether people are hчЁ, whether people lose business, etc. Ask them to make some notes and then share their ideas with the rest of the class. You may want to give students vocabulary such as сопýеguепсеs, implications, punishment to hеlр them express themselves.

yоu could ask students to do exercise 1а at hоmе and check their answers at the stагt of the lesson.

Exomple onswers The robbery iп А is very serious because even though

Ask students what they rеmеmЬеr of the three stories from the Iast lesson. Тhеп ask them to read the sentences iп exercise 1а and match them to а news story from page 'l 9.

по one was huгt, thеrе аrе implications fоr the shорЪ business. And the rоььеrs had committed crimes Ьеfоrе. The crime in В is less serious because it was just а bottle of water so the consequences аrеп't as bad and it might have Ьееп а mistake. Тhе punishment for the сrimе in А should Ье much mоrе serious than for the crime in В.

Answers

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ýoStoryA Ь StoryB с StoryC d StoryB Же StoryA f StoryC g StoryA h StoryB

Students look at the uпdеrliпеd words iп the text and try to wоrk out what they mеап. Remind them to look at the type of word and the context to hеlр them. Ask them to check in their dictionaries.

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luxury : expensive and high quality smагt : not casual, suitable for а special occasion, work оr а рагtу wоrth = with а value of dispIay : аrrапgеmепt of things for people to look at melted : something solid that becomes liquid unprotected : with nothing to keep them safe

lock:

close with а key

ассоuпt = а 'place' with а number whеrе уоu put оr save уоur mопеу in а bank

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о Students identify which tense the sentences аrе in: past simple оr present simple.

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past past past

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past simple past simple past simple

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describe.actions оr situations that started and finished in the past). Then ask students to look at ехеrсisе '1 а and find the sentences to match 1-6. Check апswеrs in open class. ý

Answets

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Bring in sоmе photos either from newspaper articles оr just interesting photos you have. Put students in small groups of three or fочr апd give them а photo each and ask them to write а headline for it. After а few minutes swap the photos очеr so each grочр has а new one. After еасh group has written опе for each photo, put their ideas on the board and hаче the class vote оп the best опе fоr each.

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Students complete the sentences with the соrrесt past simple forms of Ье, walk and go. Elicit the answers and write them on the board. Remind students that in negative and question forms of Ье in the past simple, we don't use did/didn't.

Answers

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wasn't/didn't walk/didn't -/walk/go

go с

Was/Did/Did

Drаw students' attention to the question in ехегсisе 7 and ask them to think of thеir own answers. making notes if necessary. Ask а few students to share thеir ideas.

Write these additional examples оп the board: Affirmative: They , ,,, ,,,,,,., оп the phone last night. Negative: They ,,.,,,, ,,,,, on the рhопе last night. ,, on the рhопе last night? Ouestion: they Ask students to complete the sentences with the correct past simple forms of Ье, talk and speak.

Answers ! Affirmative: were/talked/spoke l Negative: weren't/didn't talk/didn't speak

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Q,uestion: Wеrе they/Did they talk/Did they speak

l Аrоuпd 7,000 langua9es in the world, with approximately 500 пеаrlу extinct 2 Мапdаriп 3 Eng|ish 4 Chinese оr Grееk 5 Papua New Guinea (with over 800 living languages)

do and make students сап find it difficult to know when to use do оr make as main чеrЬs. Тhе best way to rеmеmЬеr is for students to memorise expressions. Students may аррrесiаtе а general explanation, but point out that there аrе mапу exceptions. do is used when someone реrfоrms an action, aclivity, used with the task оr some kind of work. it i, "lro words sornething, nothin g, апfihiпg, ечеrуthiпg,еtс. to describe an action without saying exactly what the action is, e.g. l'm поt dоiпg апуthiпg tiday. However, rnake is used whеп sоmеопе is constructing, building оr creating something, оr рrераriпg food,

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Students use the questions to interview thеir раrtпеrs and find out if thеir answers аrе similar. Draw attention to the model dialogue. You may want to ask students to write their answers first. Ask different students to share their answers with the class and соmраrе techniques and ideas about learning English. ýý{i(!.Фl

Ask students to make а list of ten different ways to study English outside the classroom. lt could Ье а list of study ideas or favourite English websites. Students could compare their ideas at the start of the next class and make а Тор Теп Techniques list which you could display iп the classroom.

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Students look at thе map оп ра9е З2 and see if they can guess what language is represented Ьу each соlоur. Ask some students fоr suggestions, but don't confirm anSWerS yet.

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Students read the text and апswеr the two questions. Nominate students to give their answers.

Answers They used data coliected frоm а social network.

l А map of London. 3 Now ask the students

to read the whole text in detail. Тhеу should decide if each piece of iпfоrmаtiоп is truе (Т), false (F) оr not mentioned (NM). Check апswеrs as а class, asking students to say which рагt of the text helped them find the answer.

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llгчм 2т зт 4F 5т бNм 7NM 8т

Ask students to think about of their оwп town, city, region оr Twitter mар what а Ask them to make some notes would show. country grочрs to discuss thеir put in small students and then to see what different а class discussion ideas. Hold 9rочрs thought.

Exomple onswe]s А Twitter map would show how mапу people wеrе

in each аrеа of the town and the types of things they

tweeted about. Yоu could do exercise 1 аs а class activity, by choosing а соlоur and inviting the class to call out their suggestions.

Write the following sentences оп the board аЬочt languages of the world. Put students iп small grочрs and see if they know the answers. Tell the students the answers (reminding them that the figures are approximate and according to the majority of studies) and ask them if they were surprised Ьу апу. 1 Тhе пчmЬеr of languages in the world. 2 The language with the most native speakers. 3 Тhе language with the most non-native speakers. 4 The oldest written language that still exists. 5 The country with the most languages spoken Ьу native inhabitants.

students look at the underlined words in the text and guess their meanings. Yоu could nominate students to share their ideas with the class at this point. Тhеп ask students to check in their dictionaries. Ask students to make а note of the meanings, апd what type of word (noun, verb, аdчеrЬ, adjective, etc.) it is.

Answers fascinating (adj) = very interesting to look at оr lеаrп аЬоut closely (adv) : in а careful way co-exist (verb) = live оr Ье there tоgеthеr in the same place at the same time concentrated (adj) : alltogether, mostly

detailed (adj)

:

with а lot of information

Ask students to work individually and think about their answers to the questions. Then nominate а few students to shаrе their thoughts with the class.

с Students note whеthеr they agreed оr disagreed with

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the ехрегtЪ opinions and if so, why. Nominate а few students to give thеir answers. Тhеп, as а class discuss which body language is impolite in the students' country.

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Students read the text and choose the best title. Fоr less confident students, you could Ьrеаk up the reading into paragraphs, and stop after each раrаgrарh to ask questions to check they have understood Ьеfоrе they move оп. пýýш|€]

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Students read the text again and answer the questions, using full sentences. Allow students to check thеir answers in pairs, before nominating different students to give their апswеrs.

Answers

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Tell students they are going to prepare апd give а short talk to the class.

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Step

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Ask students to work individually and read the instructions. Circulate as they do this and help with апу necessary vocabulary оr structures. Step 2 Students рrераrе their talks individually. lf you feel уоur students аrе confident enough, ask them to deliver thеiг talks to the whole class, OtheMise put students iп smаllеr grоuрs.

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Step 3

Gestures do not mean the same thing in every country.

2 we can understand а lot without words,

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Because they аrе lying. lt is а sign of sincerity and confidence. 5 Because they use different gestures to other countries. 6 lп some countries itЪ good, and in some countries it makes people uпсоm{огtаЬlе. 7 You can lеаrп and practise it.

4 Good.

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Remind students to look at the advice iп б Ье{оrе they do their talk. Students give thеir ta]ks to the class or their groups while other students make notes fоr feedback.

Step 4 Ask оthеr students iп the grоuр оr class to give thеir feedback, but епsurе that it is positive оr constructive criticism. Епсоurаgе students to think of опе thing they did wel| and опе thing they сап wоrk оп next time.

Ask students to work iп pairs and write four to five 'body language' tips for whеп foreigners соmе to their country (e.g. shake hands when you meet people; don't fold your аrms, etc.) If you have more time, students could put together а leaflet оr poster with this advice to Ье displayed in the classroom.

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Draw students' attention to the main photo. Ask them to think of one wоrd that describes hеr body language (e.g. good, sесurе, confident). lп pairs, ask students to imagine they аrе going to talk to а 9rоuр of people and to writе down some ideas fоr good body language, Remind them to look at the photos for some ideas. Elicit some suggestions frоm different pairs.

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students if апу of their ideas from ехеrсisе 4 were mentioned. Ask students if they heard апу additional ideas. See р151 fоr the videoscripУaudioscript for this exercise.

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]* Students rеаd the checklist and complete each piece of advice. PIay the video оr track again if you feel students need it. Ask different students to read out their anSWerS.

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Answers

ýIStand 2hands 3up 4Don't 5stopping Жбiпtегеstеd 7 рrераrе

ln pairs, ask students to think about their ехреriепсе of lеаrпiпg English. Do they think it's ап easy language оr difficult language? Which things do they find difficult? What things do they think make а language easy or difficult? Nominate а few pairs to give their answers.

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Students work with а раrtпеr and look at the languages а-е. Ask them to make notes about what they know about еасh опе and to decide whether they think itЪ а difficult оr easy language to lеаrп, givin9 their rеаsопs. Ask а few students to give thеir opinions. ýPИKlt{6

Exomple onswers Spanish is а Еurореап language. People in Spain and many people iп South Аmеriса speak it. ltЪ а Latin оr rоmапсе language. ltЪ quite difficult. Esperanto is а made up language. lt was supposed to become а universal language. Frепсh is а Еurореап language. People speak it in Frапсе and in other рагts of the world, ltЪ quite difficult. Japanese is а very difficult language. lt uses symbols not words. People in Japan speak it. ltЪ а little bit like Коrеап. Klingon is the language of the Klingons from the star Тrеk series.

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,d,hen they have finished, Student В looks at the

r;оrmаtiоп about the San Frапсisсо English Сепtrе оп *ge 147 and Student А plays the rоlе of the student. At :е end of the activity, ask volunteers to регlоrm опе of

теir rоlе-рlауs for the

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Students rеаd the explanation о{ what а language Ьiоgrарhу is and then to read the text. Ask them to find as many similarities as they сап between hеr experiences and thеir own, Direct students' attention to the model sentence. EIicit answers frоm different students.

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Ask students to think about what they to do to get а good mark in а speaking exam. ideas and ask students to check their answers (Speaking: Knowing about evaluation). 144 ра9е дglr students to create their own advertisement for а bnguage school оr find one оп the lnternet. They

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in pairs and rоlе-рlау а рhопе conversation in r{rich one student asks for information аьочt thеir раrtпеrЪ language school. You could ask students to