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The follow-up task with this listening is designed to make students aware of distractors.
1
Ask students to read the instructions and theHow to go about it box, then to read the options and underline the key words. Before listening, ask a few students which words they have underlined. Play the recording twice for students to answer. Don’t allow time after the first listening for the students to discuss their answers, because they will discuss distractors in exercises 2 and 3.
Part 3
Answers
How to go about it
Possible answers:
B Too many changes C insufficient
D should have been consulted E for selfish reasons
F Most parents support G unexpected benefits H Most teachers, unnecessary
1 E 2 D 3 H 4 C 5 A B, F and G not used
2
Ask students to follow the instructions, thencheck the answers together as a class.
Answers
Possible answers:
1 … she has her own interests in mind rather
than those of the kids. It’s just another of her schemes to get publicity for herself.
2 … he has a habit of making changes without
bothering to find out what anyone else thinks first … he could have let us have some say in the matter before going ahead.
3 Most parents won’t read the comments anyway
– they’re just interested in the marks. It’s a waste of time as far as I’m concerned, and I know the majority of my colleagues feel the same.
4 Mixing up the classes like that – splitting up the
troublemakers – is a step in the right direction, but it doesn’t go far enough.
5 The ceiling’s enormously high and the acoustics
are terrible for the piano. Plus I practically have to shout to make myself heard, so my throat is suffering. And then the sun streams in during the afternoon and sends the kids to sleep.
Listening 2: Listening script 1.17–1.21
Speaker 1
Apparently, teenagers need more sleep than the rest of us, so next year we’re starting lessons at 10, rather than 9 every day. The head says the kids will be more awake, more receptive during class if they come in an hour later. It’s a fairly radical idea and it’s attracting a lot of attention from the press. The head’s given three newspaper interviews already – all of which goes to confirm my belief that she has her own interests in mind rather than those of the kids. It’s just another of her schemes to get publicity for herself. Perhaps I should have spoken out at the consultation meeting, but she’s got the support of the whole teaching staff, and they don’t care that her motives are all wrong.
Speaker 2
I’m really fed up with our head of department. We all are. As well as having absolutely no interpersonal skills, he has a habit of making changes without bothering to find out what anyone else thinks first. He told us in a meeting last week that we’re going to be using a different coursebook for Year 8 next term, and he’s ordered three class sets already. Now, I’m not saying that a change wasn’t necessary – I think we’re all a bit tired of the book we’re using at the moment – but I do think he could have let us have some say in the matter before going ahead. It’s no way to run a department.
Speaker 3
I teach maths to as many as two hundred students in one year, so I’m not at all pleased about the changes to report writing. Until now, a student’s end-of-term report consisted of a mark for each subject, and then the class tutor made a summarizing comment at the end. With the new system, each subject teacher has to write a comment as well. It’ll take ages! The head says the tutor’s comment isn’t enough to give parents a full picture of how their child’s getting on, but as long as it’s carefully written, it’s fine. Most parents won’t read the comments anyway – they’re just interested in the marks. It’s a waste of time as far as I’m concerned, and I know the majority of my colleagues feel the same.
Speaker 4
The situation in Year 10 is not much better than it was before. Mixing up the classes like that – splitting up the troublemakers – is a step in the right direction but it doesn’t go far enough. They’re still there, and they’re still causing disruption to lessons. The head should have asked the parents to come in and got the kids to make certain guarantees in front of them, made them promise to improve their behaviour and so on. Then if the promises aren’t kept, expel them from the school. We told her that, but she said expelling them would just create problems for other schools. She needs to be much tougher.
Speaker 5
There’s some building work going on outside the music room, so you can imagine how difficult it is to teach in there. The windows are double glazed, but they’re not enough to keep out the noise, so I’ve been moved – along with my piano – to a room on the other side of the school. Now I’ve changed rooms many times before, but never to one as bad as this. The ceiling’s enormously high and the acoustics are terrible for the piano. Plus I practically have to shout to make myself heard, so my throat is suffering. And then the sun streams in during the afternoon and sends the kids to sleep. I’m telling you, as soon as the work’s finished, I’m moving straight back to my old room.
3
Explain that this exercise will help studentssee how distractors are used. Suggest that they underline the distractors in a different colour to the real answers in exercise 2.
Unit 3
Answers
Possible answers:
2 Now I’m not saying that a change wasn’t
necessary …
3 The head says the tutor’s comment isn’t enough
to give parents a full picture of how their child’s getting on …
4 … she said expelling them would just create
problems for other schools.
5 Now I’ve changed rooms many times before …
4
Tell students about a change in your life then askthem to discuss changes in their own life in pairs. In class feedback ask various pairs to describe the changes their partner has experienced.
Additional activity
Students work in pairs. Ask them to underline the following phrasal verbs in the listening script and to try and work out their meaning from context. Speaker 1: spoken out
Speaker 2: find out, going ahead Speaker 3: getting on
Speaker 4: splitting up Speaker 5: going on
Possible answers
spoken out – said firmly and publicly what I thought find out – discover
going ahead – taking action, proceeding getting on – progressing
splitting up – separating
going on – happening, being done
Correct the answers together and suggest students add these phrasal verbs along with their definitions to their vocabulary notebooks.
5
Do the exercise on expressions with as … as onpage 203.
Answers
1
1 well 2 many 3 long 4 far 5 soon 2
1 in addition to
2 the surprisingly large number of 3 provided
4 in my opinion 5 immediately
Additional activity
After completing the exercise write these sentence beginnings on the board:
You can borrow the car as …
Playing video games is a complete waste of time as … She’s a brilliant student. She speaks German and Chinese fluently as …
Could you hand in your composition as … I went to the demonstration, there were as …
Students work in pairs. Ask them to complete the sentences with their own ideas. Explain that they should use the expressions with as … as. Circulate and correct the sentences. Get some class feedback by asking various students to read out a sentence.
Essay
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This essay task gives students the opportunity to practise a balanced essay type. They will have further practice on this in Unit 5. In Units 8 and 11, a one-sided model is shown. Both are presented in the Ready for Writing section.
It’s worth bearing in mind that high schools in many countries dedicate more time to grammar than to writing in their mother tongue, so you may find that students are not used to planning a structured essay.
1
Ask students to read the instructions andexample answer, then discuss the questions with a partner. Get some feedback from the class.
2
Ask students to identify the writer’s own idea.Answers
The safety aspects
3
Students should work individually first beforecomparing their answers with their partner. This will give them time to think and concentrate.
Answers
Paragraph 2: advantages/positive aspects of
change
Paragraph 3: disadvantages/negative aspects of
change
Paragraph 4: conclusion
4a–b
Students work in pairs to complete thetables.
Part 1
Answers
4a
on the negative side on the positive side
on the one hand on the other hand
4b
Adding information Expressing result Concluding
In addition (to this) Consequently On balance
What is more As a result To sum up
Furthermore – In conclusion
Moreover
Firstly/Secondly/Finally
5
Refer students to Additional Materials on page203. Ask them to read the instructions and the How to go about it box. If you prefer, you could offer students a choice of essay titles, e.g. The
mobile phone has greatly improved our lives today.
or Technology has improved life for the consumer. or
Technology has improved the quality of education.
As some students may not be used to planning an essay, ask them to brainstorm ideas for each section with their partner. Circulate and offer further ideas where necessary.
If you feel it is necessary, remind students not to copy from the Internet.
Learner training
When you mark the essays, take one error from each student’s work and make a worksheet.
Underline the error and add your correction symbol after the sentence (you may need to semi-correct some sentences so that they only have one mistake). When you hand back their work, give them the worksheet and get them to correct the sentences. Students will appreciate this personal touch.