2 SIGHTSEEING _ 2 SIGHTSEEING 6 Elicit the explanation for the first sentence in open class to get students started, then ask them to match the rest of the sentences to the explanations. • They can then check their answers using the Grammar reference on page 169. • With some classes you may prefer to elicit answers from the class and clarify any issues, giving further explanations as necessary. Answers a sentence 3-It opens at ten. (the present simple) b sentence 6 - /'// go and get you a glass of water, c sentence 4 - Tmgoing toga down ihere .tomorrow morning and have a look at that d sentence 2 - The kids will smash it. e sentence 1 - Thisyear we're opening a new wing... (the present continuous) f sentence 5 - / think I'm going to faint. Students complete Exercise 1 in the Grammar reference on page 169; Answers to Exercise 1, Grammar reference -l-doyoufinish.-'ll meet 2'm meeting,'m going to do 3'm meeting, does... end, 'li text 4 is going to be, are you leaving, 'II drive 5 'm gomgto be, II survive 7 Read through the information box as a class. • Elicit the incorrect options in the first set in open class to get students started. • Ask students to work in pairs to discuss the sentences. Remind them that speakers can often choose which form to use depending on their point of view (e.g. depending on whether they see a prediction as a personal opinion or based on what they can see or feel). • Let students check their answers in pairs before going through the answers in feedback. Answers 1 a andoare both correct andboth mean basically,, the same-thing: b is wrong; We can't use the present continuous to make predictions about the future.:::-. 2 a and b are both correct and both mean basically the same thing, c is wrong. We can't use the presentsimple to talk.aboutfuture arrangements, with other people. 3 Only b is'correct. For predictions about the immediate future based on present evidence.we ,; don't generally use will. The present continuous would be incorrect as fainting would be too sudden to use a continuousform. 4 a and c are both correct and both mean basically the same thing. ;We can't usethe present simple. > to make:predictions aboutthe future. ;:;: - 5 a and c are both correct and both mean basically the same thing. We don't use will to ask about future plans / arrangements. 6 Only a is correct. We don't usethe presentsimple orbe going to + verb to make offers.: • Background language notes for teachers-, future forms • Students often have problems with future forms because there are no clear-cut rules. English speakers choose which future form to use based on their understanding and interpretations, e.g. how definite they may consider an event, whether they see it as prearranged, or how much evidence there is that it will happen. • Errors will depend to some extent on speakers' LI. Speakers of romance languages often misuse the present simple to express the future (note the contrast between 6a and 6b in Exercise 7). German speakers, and others, may overuse will (see 3a and 3b, and 5a and 5b). • One problem students have is that choosing the wrong tense rarely affects understanding, so native speakers often let errors go, e.g. / will go to the theatre tomorrow evening is wrong because it's probably an arrangement rather than a promise or a decision made at the time of speaking, but the meaning is clear. It's important not just to establish when students should use each form, but also to correct or feedback on their use in fluency activities. • Note that, in spoken English, /'// /ail/ and we'll /wi:l/ are much more common than / will or we will, so make sure your students are not pronouncing the full form. Similarly, going to is pronounced /'gaoirrta/ or even /'gana/ in natural speech. Drill some of the sentences in Exercise 7 if you thinkyour students are mispronouncing these forms. 8 Read through the information box as a class. • Elicit the example to match the first explanation in open class to get students started, then ask students to match the rest of the sentences to the explanations. • They can then check their answers using the Grammar reference on page 169. • With some classes you may prefer to elicit answers from the class and clarify any issues, giving further explanations as necessary. Answers lb 2 Por further practice, see Exercise 2 in the Grammar reference on page 169. Answers to Exercise 2, Grammar reference 1 I'm working OR I'm quite likely to, I'll call 2 I'mgoingtogo 3 is going to burn 4 It's going to OR It's bound to 5 rdon'tthink he'll OR He's highly unlikely to ; 6 I'll give 7 goingtoOR boundto 8 are having 9 I'm due to fly OR I'm flying Background language notes for teachers • Note that hound to is more certain than likely to.The first expresses a strong certainty, an inevitability, whereas the second expresses a probability. • Due to, to express an expectation, is quite a formal, impersonal use. 9 Ask students to choose the correct options. Let them compare their answers in pairs before doing Exercise 10. Answers 1 bound to■ 2 due to 3 boundto 4 due to '5 boundto 6 due to 7 not likely to Pronunciation Aim to practise the pronunciation of adjectives for talking about the future 10 913 Ask students to listen and check their answers to Exercise 9, then play the recording. • In feedback, point out the pronunciation of due to, bound to and likely to, and briefly drill each phrase in isolation. • Play the recording again. Ask students to practise saying the sentences. ■twenty to ten 3 'If he keeps doingthingV Teming'ba'd* 4 He is due to apoear in court on the 31st of the yqu're away. It's only natural , " . 6 She can't travel al the moment as shesclueto give birth any day Pronunciation notes Note the 16)1 sound in due, the silent /d/ in bound, and the weak /a/ sound in to: (due to Aijuta/, bound to I 'baunta/, likely to /'laiklite/). Optional extra activity 1 Use a prompt drill to practise meaning and pronunciation here. Write the following on the board: The regular bus / arrive at eight The bright students / pass their exams Spain / win the World Cup Everybody in the world / study English one day • Point to different prompts and ask individuals to produce sentences with due to, bound to or likely to. Correct use and pronunciation. Optional extra activity 2 Provide personalised practice by asking students to think of something that is bound to happen, something that is likely to happen, and an event that is due to happen in the next week. Once students have ideas, ask them to share them in pairs or small groups. • Alternatively, write the following sentences on the board and ask students in small groups to discuss whether they agree with them. It's bound to rain next weekend. My country is likely to do well in the next World Cup / Olympics. The government is bound to raise taxes before Christmas. My classmates are due to take examinations soon. Speaking to practise language from the lesson in a free, communicative, personalised speaking activity 11 Organise the class into pairs. Ask if students understand affordable housing and elicit possible explanations (= houses that are not too expensive for ordinary people to buy). • Give students five minutes to discuss the importance of the different factors. 12 Students work in pairs to prepare ideas. You could start students off with one or two ideas (e.g. It's bound to create jobs for young people; it won't be good for the environment). Monitor and help with ideas and vocabulary. Use the opportunity to remind students of useful language from the lesson, or to rephrase things they want to say in better English. • When students are ready, divide the class into groups to discuss their ideas. • Monitor and listen to students as they speak. Note errors and examples of good language use by the students. • In feedback, look at good language that students used, and language students didn't quite use correctly. Show them how to say what they were trying to say better. Optional extra activity Students work in groups of four. Tell them that they are members of the local government. A benefactor has promised to invest $1 million in their town. Tell them to come up with a five-point plan about what they will spend the money on, bearing in mind the factors they prioritised in Exercise 11. • Ask groups to present their plans to the class. 32 OUTCOMES 2 sightseeing 33 ' 2 SIGHTSEEING___ 2 SIGHTSEEING VIDEO 1: A CHINESE ARTIST IN HARLEM Student's Book page 22 Aim to provide insight into the relationship between ait and personal development; to improve students' ability to follow and understand fast speech in a video extract; to practise fast speech using strong stresses and pausing 1 Start by asking students to discuss the questions in pairs. • In feedback, encourage students to share their ideas, and find out to what extent your students find art a useful subject to study, or a pointless one. 2 CEim Ask students to watch and listen, and remember information rather than taking notes (which can distract students from listening). Play the first part of the video (up to 2.08, practise in the field that they have been trained for). • Let students compare what they understood in pairs. Emphasise that no particular answers are expected. Then elicit ideas from the whole class, accepting or reformulating correct comments and explaining anything that students have misunderstood. 3 Ask students to discuss ideas in pairs. Then elicit ideas from the whole class and listtheir ideas on the board. Students then watch the second part of the video (from 2.08) and see which of their ideas on the board are mentioned. • After watching, round up by letting students compare which of their ideas were mentioned with a partner before checking and clarifying answers with the whole class. Answers Ming Liang Lu's current work is important to the children in Harlem because: a it belpsthem understand-moreaboutShtae.se art b it encourages involvement c It gives them first-hand experience of someone from a different background and thus (and this is implied) helps them understand their own ethnicity and culture too d- it hopefully makes them more tolerant of others; and less ignorant of what others bring to the city and the country e it may open up new worlds for them in the future. 4 LJJfcfel Ask students to work in pairs to remember what they can of what was said and complete the phrases. Play the whole video again for them to check and complete their answers. • In feedback, it doesn't matter if students didn't get the whole expression. The aim is just to check that they got the gist and were paying attention and noticed the chunks of language. See what students come up with and then add information or clarify and correct the phrases students heard on the board. 34 OUTCOMES Answers ■ 1 Other times positive outcomes result (from the merging of backgrounds and traditions). 2 and haScontinued to paint (through the more difficult times in his life). 3 But even for professional artists, drawing on the street is not the easiest way to make a living. 4 Through them he brought his skills to Harlem (and the children of Public School 36). 5 They have to become involved. 6 He just sees students who want to learn howto paint a tiger. 7 programmes like the Chinese Cultural Centre's still make a considerable difference. 8 make them ignorant to others (and.what others , can bring). 9 In the long run, Ming's art may open the door to a whole different world for these children. 5 Organise the class into small groups to discuss the questions, or have a whole-class discussion. Understanding fast speech 6 Ask students to read the sentences, noticing the strong stresses and pauses marked. Then ask them to have a go at saying the sentences in pairs. Optional extra activity After students have finished listening to the extract and practising their second versions, you could select a few students to come to the front of the class and repeat their versions. The class could vote on which version they like best. You could also ask students to discuss if they like the accent of the speaker they heard, and to explain why, or why not. 7 mm Play the video extract. Encourage students to practise saying the extract lots of times. Teacher development: understanding fast speech_ Students often find it easier to understand listenings they hear in class than they do natural speech used in authentic contexts. This is because coursebook listenings are often written in language students mostly understand, and are also delivered at speeds they can deal with. In the world away from the classroom, spoken English can be heard in an incredibly wide range of accents and is often delivered at far faster speeds. The Understanding fast speech feature in the video sections of Outcomes aims to provide strategies to help students with this. in this section, students hear how in spoken English words are grouped in chunks, rather than in sentences. Fluent speakers tend to run all the words in chunks together, which often means unstressed syllables almost disappear. They also include pauses or'rests' between the phrases. First, students are shown the transcript of a short extract from the video. They see where the stresses and pauses are and practise saying the extract using this visual information as a guide. They then watch the video and hear the extract at normal speed, then at a slower speed and finally at normal speed again.The slowed-down version allows them to notice how the words run together, how unstressed syllables sound and so on. Finally, they practise again, this time trying to say the extract as quickly as they can, whilst still following the pausing and stresses. No explicit correction or focus on any specific aspect of connected speech is required from the teacher during these exercises. Video script IJM&I Narrator i ... i million the huge cosmopolitan city of New York is a \ melting pot of immigrant communities Sometimes, Ihis d versify results 'n c asnes between cu Mies. ; jJtlfjSJllB merging of ojikgrourtd-. i'd IrachtioV 'Artists in pellicular 0Tten use their cultural ' , diffidences Lo learn from i ach othcr'dne such artist,' Ming Liang Lu, has taken h s skills to Harlem, to »rr Born in Shanghai, Ming has studied Ch nose arffo'r the riaionty of his ire At a'very young age,' he-learned about calligraphy and paiffting fiom'his " father snd has continued to paint through tne more difficult hmcs in his Lfc. Ming moved to the US in MOO and today iives in New Yo'k, weic ne continues to create beautiful i landscapes, dowers'animals and even the synnol'of, s the United Stages, the eagle * , 'i Ming (translation):'When I "irst came to America, my oeiy jKris wore art I didn't have oilier s' Ming (translation): i ■ ■ , children, i lispanic children Hid b'ack children, they ale all ihe same, no difference. Narrator: Fven though New York is already-established asa.dive ■ i lonai city, programm Chinese Cultural Center's still make a considerable Amy Chin: . . i kids get to see real people tro-n another c ulturc and to relate tj Ihom on many different levels Cynthia Mullen Simons- . , I to our students is to make 'hern igno'anl lo otners and what others can pnng Our students need to understand that we"*re all human beings but we ^11 havedrffeien't backgrounds, different experiences afid Lhat's what makes it so mteiesLing Narrator: These days in addition to Deing an artist, Ming is also serving a for his-1 ountry. In the long run, Ming's ar tne uoor to a whole diPWent world ft)rth.ese,childrcn Ming (translation) n important work and it ma1D wiil 'would (botjn'prissiblL-) dl »hic.ii '15 woich >^|1^3lf^$l^^bfM^ 2 i!r mighi b;- 3 has changed gradually / has gradually change:! (bclh possible) A. .:re bound to change 5 As a ruie,1 stay ii|iip;?|##*S:S:?PS 2 Appareri ly 3 rwirued i^strähgej) , uncomfortable 5 wcirii 6 by wnich '£ir^e^"%^\>^sy^: sft'TjrpigW. 5 */.*■ ■•*••• 5 1 r 3 g s a 3l*-§ 7 p 4 b 6 d 8 i caicny-a song disturbing- a film grand-a building gripping-a film high-rise-a building residential-an area up-and-coming-an area uplifting — a film OR a song 1 deprived 2 renovated (though, arguably, redecorated also possible) 3 soared 4 parade 5 costumes 6 floats 7 shape 8 set 8- ' :>'{t^ppyerty/v^^7;^ 7 (ir.-imatic 3 irnerpreMtion 4 up--.p-.ling b amnsemer-. it proposal 7 transformation * 14 and answi-i-. to Exercise 4 3 THINGS YOU NEED Speaking Aim to set the scene and introduce the theme with a photo; to get students talking about tools and how to fix things; to preview students' ability to describe what things are for and how to use them 1 Start by telling the class that they're going to learn how to describe what things are for. • Ask students to iook at the picture on pages 24-25 and answer the first question. (The photo was taken in Indonesia. The man is a mechanic repairing the tail wheel of a crash-landed Vimy aircraft.) Pre-teach^vx (= make something good again when it is broken or not working) and tools (= things you use to do a job or to make or fix something). • Brainstorm problems connected with cars, computer, bicycles and homes and write them on the board. • Organise the class into pairs. Ask students to discuss the questions. Set a time limit of five to ten minutes. • As students speak, listen for errors, new or difficult language that students try to use, or any interesting ideas or experiences that you could use in feedback. • After the activity give some feedback by sharing ideas you have heard with the whole class. Look at good pieces of language that students used, and pieces of language students didn't quite use correctly during the activity. Possible answers Cars: I can change a flat tyre; I can check the oil level and top it up if 1 need to; I-can charge the battery; I can repair a scratch on the paint, Computers; I can install software; I can reboot the computer. Bicycles: I can change the inner tube or tyre if 1 get a puncture; I can change the brake pads /the chain. House or flat: I can fix a leak; I can change a light bulb; I can change a fuse in a plug. Teacher development: brainstorming and usingthe board_ • Outcomes aims to encourage students to use what they already know, and to recall and recycle language they have. Brainstorming during a lead-in is a positive way of getting students to recall language. • To write up language in a memorable diagrammatic form, write up headings in web diagrams, e.g. write cars, computers, bicycles and homes on the board, put a circle round each word, and draw short lines from each circle. Then ask students to give you ideas. Encourage lots of different ideas from around the class. Write up anything relevant or interesting, and correct or rephrase inaccurate language. MAKING DO Student's Book pages 26-27 Communicative outcomes In this two-page spread, students will talk about a wide range of objects, and will practise explaining and checking the purpose of common objects. Preparation Optionally, bring in useful objects from home, e.g. small objects that are on page 188, (a nail, a screw, a peg, etc.), or other small objects that are difficult to describe (e,g, a tin opener, an adjustable spanner, a spirit level, nail clippers, etc), Use these m extra activities after Exercises 3 and 7 (see below). Vocabulary Useful things_ Aim to introduce words for common tools and explanations of their purpose 1 Lead in briefly by writing Useful things on the board and asking students to teil you the names of as many useful objects as they can that they can see in the room. • Ask students to look at the pictures on page 188. Organise them into small groups of three to five to discuss the questions. • In feedback, ask students which words they didn't know before. Point out the strong stress on the new words. Background language notes for teachers • Note that all these nouns have a strong stress on the first syllable. • Note the difficult pronunciation in the following words; glue /glui/, scissors /'sizaz/, iron /'aian/, saw /so:/, doth /kbO/, bandage /'bsendidg/. 2 Ask students to categorise the words, working in the same groups. Tell them not to look at the pictures in the file. Point out that some words can go in more than one group. • Explain that DIYstands for do-it-yourself. It means work that you do in the house mending and making things, e.g. painting, putting up shelves, etc. • As you monitor, if students are struggling to remember some words, use mime to prompt them. In feedback, find out which group remembered the most. Answers' .\ the office / study: glue, a charger, a lighter, a rubber, correction fluid, a stapler, scissors, clips, Seliotape the kitchen: a torch, a cloth, a dustpan and brush, a mop and bucket, washing powder, a corkscrew, a tin opener, a lighter clothes: a bucket, a needle and thread, washing -powder, an iron, clothes pegs 36 OUTCOMES 3 things you need 37