52 Unit 5 Themes Shopping Money Language aims Grammar Relative pronouns Relative clauses Unreal past (wishes) Vocabulary Money and shopping Easily confused words: borrow/lend/owe and currency/ coins/notes Collocations with go, do and make Skills aims Reading Students read an article: • for gist • to understand text cohesion Listening Students listen to four short conversations for: • gist • specific information Speaking Students conduct a pairwork collaborative speaking task in order to practise: • suggesting ideas • rejecting ideas • solving a problem Writing Students write a formal email and practise: • complaining • using formal language • paragraphing Reading Pages 50 and 51 Aims of the lesson: • to warm students up and to motivate them (Exercises A and B) • to activate background knowledge about the topic (Dive in!) • to read for gist (Exercise C) • to read to understand text cohesion (Exercise D) • to infer lexical meaning from context (Exercise E) • to personalize the content of the text (Quick chat) Exercise A • Get students to discuss the questions in pairs first before you discuss them as a class. Quiz Exercise B • This activity allows students to see how much they know about money. • Give students a few minutes to answer the questions in the quiz.Then, ask them to go to page 142 to check their results. Answers 1 c 2 b 3 c 4 a 5 b 6 b 7 a 8 c Dive in! • Before discussing the questions as a class, get students to discuss them in pairs first. Elicit the words for each place in the pictures:a mall or shopping centre and a bazaar. 5 Spending money!
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5 Spending money! · Grammar Relative pronouns Relative clauses Unreal past (wishes) Vocabulary Money and shopping Easily confused words: borrow/lend/owe and currency/ coins/notes
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52 Unit 5
Themes Shopping Money
Languageaims Grammar Relative pronouns Relative clauses Unreal past (wishes)
Vocabulary Money and shopping Easily confused words: borrow/lend/owe and currency/
coins/notes Collocations with go, do and make
Skillsaims
Reading Students read an article: •forgist •tounderstandtextcohesion
Listening Students listen to four short conversations for: •gist •specificinformation Speaking Students conduct a pairwork collaborative speaking
task in order to practise: •suggestingideas •rejectingideas •solvingaproblem
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53 Unit 5
Reading
ExerciseC•Tellstudentstoreadthetextquicklyandsilentlytofindout what the places in the two photos have in common. Tellthemtoignorethegapsinthetextfornow.•Givestudentsabout5minutestodothis,astheywill
need to read till the end to answer this question.
Answer Thefunctionofshoppingcentresthenandnow(ieamodernshoppingcentreormallandabazaaror ancientmarket)seemsverymuchthesame.Thatis,people go there for shopping andsocializing.
in detail silently or read it out aloud as a class.•Askstudents:How many places to go shopping are mentioned in this paragraph? (two). What are they? (a high street,whichisthemainstreetinatownorcity,andashopping centre).•Tellstudentsthatthesentencethatismissingeitherhastolinkthesetwoplacestoshoporhastointroduceshoppingcentres.ThesentenceafterthegapbeginswithIn fact, which implies that shopping centres have already been mentioned. •Givethem2minutestoreadthroughthemissingsentencesandtodecidewhichsentencewouldfitbest.Encourage them to read the sentences in detail and to read them as part of the paragraph.•Elicitideasandaskstudentstojustifytheirchoice.Decide
on the right missing sentence before moving on to the second gap. Highlight to students the ideas and/or words thatlinkthissentencetotherestoftheparagraph.•Dealwiththesecondgapinthesameway.•Givestudents5minutestocompletethelastthreegaps
with the missing sentences on their own. Remind them there is one extra sentence they will not need to use.•Getstudentstocomparetheiranswersinpairsbeforecheckingthem.Encouragestudentstojustifytheirchoices.
words with their meanings. Encourage them to use the context of the text to help them understand what the words mean.•Givestudentsafewsecondstocompareanswersinpairs.•Elicitanswers.
For extra practice in this type of reading task, refer students to pages 34 and 35 in the Workbook.
Vocabulary Page52
Aimsofthelesson: To present and practise •vocabularyrelatingtomoneyandshopping
(Exercise A) •easilyconfusedwordsrelatingtomoney
(Exercise B) •collocationswithgo, do and make relating to
shopping and money (Exercises C and D)
ExerciseA•Askstudentsiftheyconsiderthemselvessensibleshoppers. •Tellstudentsthatthequizwilldeterminehowsensiblethey are as shoppers. Ensure they understand the words.•Givestudents2minutestoanswerthequizandchecktheanswersonpage142.•Discusstheresults.Dothestudentsagreewiththem? ExerciseB•Thisexercisehelpsstudentsseethedifferencebetweenthe commonly confused words relating to money.•Readtheexplanationstogetherasaclass.Checkstudentsunderstandthewords.Youmightwanttoshowthemexamplesofnotes,coinsandcurrencies.•Givestudentsaminutetodotheexerciseontheirown.•Checkanswers.
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English contain the verbs go, do or make.Givestudents2minutes to match the words and phrases with the verbs. Theywillnotknowmostofthem.•Elicitanswersandwritethemupontheboard.Check
a class.•Givestudentsaminutetofindtheexamplesentencesin
the Reading text.•Askthemtomatchthemtothedescriptions.•Readthroughthenoteregardingthepronounthat.•Torecap,youmightwanttoreadthroughtherelevantsection on pages 162 and 163 in the Grammar database.
on the topic and to pre-teach some key vocabulary (Exercise A)
•tolistenforgist(ExerciseB) •tolistenforspecificinformation (Exercise C) •tolearnandpractisewordsrelatedto
shopping (Exercise D) •to give students the opportunity to discuss the
themes raised in the lesson (Quick chat)
ExerciseA •Tocheckstudentsunderstandthedescriptions,givethema minute to match each with a picture. •Checkanswers.
Answers 1 b 2 e 3 d 4 c 5 a
ExerciseB Track 28 CD 1•ExplaintheactivityandplaytheCD.•Checkanswers.PlaytheCDagainifneeded.•Alternatively,checkanswersaftereachconversation.
Answers 1 d 2 b 3 e 4 a
ExerciseC Track 29 CD 1•Askstudentstoreadthesentencescarefully.Theymightbeabletorememberwhattheyheard,soaskthemtotentatively choose an answer. •Askthemtounderlinekeyinformationinthesentences–information that they need to listen out for.•PlaytheCDforstudentstochecktheiranswers.•Playanextractagainifstudentsaregettingan
Man: That’sright!AnditbrokedownthefirsttimeItriedusingit,andyouwouldn’tgivemearefund!I wishI’dneverboughtanythingfromyou!AndI’mcertainly not buying anything else. Haveagoodday!
Conversation4 Young man:Arethosejeansnew? Young woman:Yes,doyoulikethem? Young man:I’mnotsure.Whatarethey? Young woman:Whatdoyoumean? Young man:Imean,whatbrandarethey?AretheyGucci,Versace,Seven…What?
Young woman: Well,they’rejustjeans–theyareaverygoodfit,andtheysuitme.
Young man:Ican’tbelieveyou’veboughtno-namejeans! Young woman:Whyshouldn’tI?Don’tIlookgood inthem?
Young man:I’dneverbuyno-nameclothes! Young woman:Yes,Iknow.Butthatdoesn’tmean theclothesyoubuyarenecessarilygood!Orthat theysuityou!
Grammar 2 Page55
Aimofthelesson: •toreviseandpractisetheunrealpast
Unrealpast(wishes):presentation•WritethethreesentencesfromtheListening texts on the board.Askstudentsthequestionsinthepresentationboxandgetthemtowriteanswersintheirbooks.•Readthenoteregardingif only. •Torecap,youmightwanttoreadthroughtherelevantsection on page 163 in the Grammar database.
Answers 1 thepastsimple,thepastperfect 2 •referringtosomethinginthepresent:a wish + past simple •referringtosomethinginthepast:c wish + past perfect •complainingaboutsomethinginthepresent:b wish + would
ExerciseA•Thisexercisechecksstudentshaveunderstoodtheformandmeaningoftheunrealpast.Explainthatstudentsfirstneedtoworkoutifthesentencereferstothepresentorthe past before deciding on the correct tense.•Givestudentsaminutetodotheexercisebeforecheckinganswers.
Answers 1 were 2knew 3hadn’tlost 4 could 5 would 6hadn’tordered
ExerciseC•Tellstudentsthattheywillbereadingaboutapersonwhohas done a lot to help poor people. •Givestudents2minutestoreadthetextquickly,ignoringthegapsfornow,tofindouttheperson’snameandhowexactly he has helped people.•Givestudentsafewminutestoreadthetextmore
carefully and to choose the correct answer.•Checkanswers.
ExerciseC Track 31 CD 1•Givestudentsaminutetoreadthroughtheexpressions
in the Language chunks box.•PlaytheCDagainforstudentstolistenandtickthe
expressions they hear.•Elicitanswers.Explaintostudentsthatsomeoftheexpressionsareveryinformal,andthereforeappropriatetousewhentalkingtofriends,whileothersarequiteformal,andthereforeappropriatetousewhentalkingtosomeoneyoudon’tknowverywell.ThegirlsontheCDare friends and so use informal expressions.
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58 Unit 5
Answers Suggestingideas What about … Thenlet’s… Rejectingideas Youmustbejoking! Idon’tthinkso. But …
students in the Listeningextractweredoing(ExerciseB).•Readtheinstructionstotheactivityasaclassandcheckstudentsunderstandwhattheyhavetodo.•RemindthemtheycanusewaysofsuggestingandrejectingideasfromtheLanguage chunksbox.•Givestudents5minutestodothetaskinpairs.•Elicitfeedbackfromeachpair.Askthemtotelltheclasswhichgifttheyhavedecidedtobuyandwhy.
Unit 5, page57
Speaking
ExercisesBandC
Girl: It’snoteasy… Boy: Iknow!Therearen’tmany things that
she likes … Girl:Exactly!Andthethingsshedoeslike,she alreadyhas!
ExerciseA Track 32 CD 1•Theactivityaimstomakestudentsawareof different vowel sounds and diphthongs that are oftenmispronounced.•PlaytheCDforstudentstohearhowthethree differentwordsareproduced.
ExerciseB Track 33 CD 1•PlaytheCDforstudentstolistenandtickthe rightcolumn.•PlaytheCDagainforstudentstolistenandrepeat.
them (successfully download them). 2SheasksfortheMP3filestobecomeavailablefor
hertodownloadorhermoneyback.
Skillsdevelopment
Formalandinformallanguage
ExerciseC•Thisactivitygetsstudentstonoticethedifferencebetween saying something in an informal way and saying it in a formal way.•Givestudents2minutestofindandunderlinetheformal
way that the sentences in the exercise are expressed in the email.•Elicitanswersandhighlightthelanguageusedintheformalsentences.Tellstudentsthatmanyofthesesentences contain set phrases that can be used in many different types of formal letters/emails of complaint.
ExerciseE•Thisactivitygivesstudentsachancetoputintopracticesome of the features of formal emails they have learnt so far. •Givestudentsafewminutestoanswerthequestions.Encouragethemtorefertothemodelemailonpage58.•Checkanswers.•Iftimeallows,askstudents,inpairs,torewriteLee’semail.•Monitorandofferhelp.
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60 Unit 5
Possibleanswers 1Subjectline:Problemswithbooksordered 2 It should be divided into four paragraphs: •thereasonforwriting •aclearexplanationoftheproblem •whatyouwouldlikethestoretodo •anappropriateclosingexpression 3 the language (see email below) 4thenamesofthebookshewassentandnotsent;
hissurname;thedateheorderedthebooks
An improved email:
DearSirorMadam, I am writing to complain about a problem with some booksIorderedfromyourwebsite.
On 15th JanuaryIorderedeightbooksfromyour onlinestore.Today,whentheyarrived,InoticedonlythreeofthebooksthatIhadorderedwhereinthe box.FiveofthebooksIhadorderedwerenotinthebox.Inaddition,therewerethreebooksinthebox I had not ordered (see below for a list of the booksconcerned).
CouldyoupleasearrangeforthefivebooksIhaveordered which did not arrive to be sent to me as soonaspossible,orarrangeformetoreceivea refund?CouldyoualsoletmeknowwhatIshould dowiththethreebooksIdidnotorderthatwere senttome?
Ilookforwardtohearingfromyouverysoon.
Yourfaithfully, Lee Jones
Planningandwriting
ExerciseF•GivestudentsaminutetoreadthereplyAnneLawsonreceived.Checktheyunderstandthattheyreplyto this email.•Intheirreplystudentswillneedtorefertothisemailas
well as to the original email Anne Lawson sent. •Discusswhatstudentsthinkshouldbeincludedinthe
email they will write.•ReadthroughtheplanandtipsintheQuick check! box.•ReferstudentstotheWriting databaseonpage149for
a plan with useful expressions students can use in their emails. Remind them to also use expressions from the Language chunks box.•Iftimeallows,getstudentstowrite,orbegintowrite,
their email in class.
Ask students to complete the writing task on page 39 of the Workbook.
Teacher’s Resource Pages: Unit 5 quiz (page 132); Unit 5 Communication activity (pages 151-153); Unit 5 Self-evaluation sheet (page 180).
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