5 spending money! - macmillan english · unreal past (wishes) vocabulary ... in detail silently or...

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

Writing Studentswriteaformalemailandpractise: •complaining •usingformallanguage •paragraphing

Reading Pages50and51

Aimsofthelesson: •to warm students up and to motivate them

(Exercises A and B) •toactivatebackgroundknowledgeaboutthe

topic (Dive in!) •toreadforgist(ExerciseC) •toreadtounderstandtextcohesion

(Exercise D) •toinferlexicalmeaningfromcontext

(Exercise E) •topersonalizethecontentofthetext

(Quickchat)

ExerciseA•Getstudentstodiscussthequestionsinpairsfirstbeforeyoudiscussthemasaclass.

Quiz

ExerciseB•Thisactivityallowsstudentstoseehowmuchtheyknowaboutmoney.•Givestudentsafewminutestoanswerthequestions inthequiz.Then,askthemtogotopage142tochecktheirresults.

Answers 1 c 2 b 3 c 4 a 5 b 6 b 7 a 8 c

Divein!

•Beforediscussingthequestionsasaclass,getstudentstodiscusstheminpairsfirst.Elicitthewordsforeachplaceinthepictures:amallorshoppingcentreandabazaar.

5 Spending money!

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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.

ExerciseD•Thistypeofactivityisratherchallengingforstudents.Itwouldbebettertodealwiththefirsttwogapstogetherasaclass.Thisway,youwillbeabletoshowstudentswhattolookforwhenreplacingthesentences.•Eithergivestudentsaminutetoreadthefirstparagraph

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.

Answers 1 C 2 E 3 B 4F5D

Wordsinthetext

ExerciseE•Explaintheactivityandgivestudentsaminuteto scanthetexttofindthewordsinbold.•Givestudentsacoupleofminutestomatchthe

words with their meanings. Encourage them to use the context of the text to help them understand what the words mean.•Givestudentsafewsecondstocompareanswersinpairs.•Elicitanswers.

Answers 1 b 2 f 3 c 4 d 5 e 6 a

Quickchat •Getthestudentstodiscussthequestionsinpairsfirst. •Discussstudents’ideasasaclass.

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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54 Unit 5

Answers 1 lent 2 currencies 3 coins 4 owes 5 lend 6 note

ExerciseC •Explaintostudentsthatmanyphrasesandexpressionsin

English contain the verbs go, do or make.Givestudents2minutes to match the words and phrases with the verbs. Theywillnotknowmostofthem.•Elicitanswersandwritethemupontheboard.Check

students understand them.

Answers go–swimming,jogging,shopping do–theshopping,business,thewashing-up, myhomework

make–aprofit,money,excuses,adecision,aliving, a loss

ExerciseD•Givestudentsaminutetoreadthetextandtofillthe

gaps with the correct form of go, make or do.Tellthemitwill help if they read the text carefully.•Checkanswers.

Answers 1make 2make 3make 4 made 5 doing 6 go

Ask students to complete the exercises on page 36 of the Workbook.

Grammar 1 Page53

Aimofthelesson: •topresentandpractiserelativepronouns

and relative clauses

Relativepronounsandrelativeclauses:presentation•Readthroughtheexplanationsinthepresentationboxas

a class.•Givestudentsaminutetofindtheexamplesentencesin

the Reading text.•Askthemtomatchthemtothedescriptions.•Readthroughthenoteregardingthepronounthat.•Torecap,youmightwanttoreadthroughtherelevantsection on pages 162 and 163 in the Grammar database.

Answers 1 b 2 a

ExerciseA•Thisexercisechecksstudentsunderstandthemeaning ofrelativeclauses.Tellthemthesentencesneedto makesense.•Givestudentsaminutetodotheactivitybefore checkinganswers.

Answers 1 d 2 a 3 f 4 e 5 c 6 b

ExerciseB•Explaintheactivityandgivestudentsaminutetodoit.Tellthemtocorrecttheincorrectsentences.•Askstudentstocomparetheiranswersinpairs.•Elicitanswers.

Answers 1Thisistheshopwhich/that/- I was telling

you about. 2I’vejustbeentothenewmall,which is much

bigger than all the other ones. 3 ✔ 4TheGrandBazaarofIstanbul,which I visited last

year,isoneofthemostexcitingplacesI’vebeento. 5Thecarpark,which is supposed to be free for

customers,chargedus€15. 6 ✔ 7Thenewshoppingcentrethatisinthetowncentre

is much more convenient than the other ones./ Thenewshoppingcentre,which is in the town centre,ismuchmoreconvenientthanthe other ones.

8I’vebeenwearingtheseshoes,which I bought for only €20,forthreeyears.


55 Unit 5

ExerciseC•Todothisactivityeffectively,tellstudentstheyneedtofirstdecidewhichsentenceisthemainsentence,iethemainclause,andwhichtherelativeclause.•Dothefirstonetogetherasaclass.•Givestudents5minutestodotherest.•Elicitanswersandwritethemupontheboard.Accept

any reasonable sentence.

Possibleanswers 1TheFezmarketinMorocco,whichhasthousands

ofdifferentshops,isoneoftheoldestintheworld. 2Manyshops,whichofferspecialadvantagestotheir

customers,issueloyaltycards. 3Myfather,whoprefersplasticmoneytocash,has

seven credit cards. 4 Shopping centres are usually cheaper than

highstreetshops,whichdonotalwaysoffer better quality.

5Myaunt,whohatesdepartmentstores,buysallherclothes from charity shops.

6Mark,whoisasecurityguardatthemall,helped mepark.


Listening Page54

Aimsofthelesson: •toactivatestudents’backgroundknowledge

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

answer wrong.

Answers 1 c 2 c 3 b 4 b

Wordsyouheard

ExerciseD•Givestudentsaminutetodotheexercisebeforecheckinganswers.Modelthewordsforstudentstorepeat (for pronunciation purposes).

Answers 1 c 2 d 3 e 4 b 5 a

Quickchat •Givestudentsaminutetodiscussthequestionsin

pairs before discussing them as a class.

For extra listening, refer students to page 39 of the Workbook, CD track 8.

Unit 5, page54

Listening

ExercisesBandC

Conversation 1 Young man:Hi,June.Whatareyoudoingthere?Playingonlinegamesagain?

Young woman:No,I’mnot.Actually,I’m shopping online.

Young man:Isee.BooksorCDs? Young woman:Neither.I’mshoppingforclothes,as

a matter of fact. Young man: I had no idea you can buy clothes on

the internet.


56 Unit 5

Young woman:Yes,youcan.Theonlyproblemis youhavetoknowyourexactmeasurementssoyou canordertherightsize…

Young man: I hope you can also return them if you findouttheydon’tfityou…

Young woman:Youcertainlycan!Asmanytimesas you want.

Young man:Yes,butit’snotasmuchfunifyoucan’t gototheshopandtryeverythingon…

Young woman:Well,Idon’treallylike shopping. I reallywishIdidn’thavetodoit!

Conversation 2 Young woman:IsthisthenewMailStorecatalogue? Young man:Yes,it’sjustarrivedinthepost.Iwas justgoingtohavealook.

Young woman: Have you ever ordered anything fromthem?

Young man:No.Haveyou? Young woman:Ihave,asamatteroffact. Young man:And?Whatwaswrong?Youdon’t soundveryhappywiththem…

Young woman:Well,IgotsomeT-shirtsfromthem,but the descriptions in the catalogue were nothing likewhattheyactuallysentme.

Young man:Descriptions?Don’ttheyhavephotos ofthemerchandise?

Young woman: No! I wish they would put photos inthecatalogue;thenyou’dknowwhatyouwerebuying.

Young man: What’sthepointofproducingamailordercatalogueifyoudon’tputpicturesin?

Conversation 3 Woman:Goodafternoon!IsthatMrWylde? Man:Speaking.HowcanIhelpyou? Woman:I’mcallingfromtheSuperTeleMarketing

company. I was wondering if I might interest you in some of our products …

Man:AndmayIaskhowyougotmytelephonenumber?It’snotlistedinthebook.

Woman:Well,youareaSuperTeleMarketing customer,sir.You’veboughtthingsfromusinthepast.

Man:Oh? Woman:Well,youboughtanexercisebikefromus, MrWylde.LastMay,actually.

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

ExerciseB•Explaintheexerciseandgivestudents3minutestodoitbeforecheckinganswers.


57 Unit 5

Answers 1 had come 2 would stop 3 had 4 lived 5hadn’tmoved 6 could 7 was 8 had gone

ExerciseC•Askstudentstoworkinpairsforthisactivity.•Givestudentsafewminutestocomeupwithasentence

for each using the tenses given. •Elicitideas.Acceptanysensibleanswer.

Possibleanswers 1Iwishitwasn’training. 2IwishIhadn’tdonethat! 3 I wish I had been more careful. 4 If only I had some money.


Practise your English Page56

Aimofthelesson: •topractisethegrammarandvocabulary

from the unit in an integrated way

ExercisesAandB•Getstudentstodiscussthequestionsinpairsfirst.•Elicitanswersaroundtheclass.

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.

Answers 1 b 2 d 3 a 4 c 5 b 6 b 7 d 8 d

ExerciseD•Givestudentsacoupleofminutestodotheactivitybeforecheckinganswers.

Answers 1 c 2 d 3 d 4 b 5 c 6 b

Quickchat •Thisactivitygivesstudentstheopportunitytopersonalizewiththetext.

•Askstudentswhattheythinkthestatementmeans (itmeansit’sbestnottoborroworlend).

•Discussthequestionasaclassandencouragea short class discussion on the topic.

Speaking Page57

Aimsofthelesson: •to set the context of the Listening and

Speaking tasks (Exercise A) •to present ways of suggesting and rejecting

ideas (Exercises B and C) •to offer controlled practice of the new

language (Exercise D) •to practise using ways of suggesting and

rejecting ideas in a free speaking collaborative task (Exercises E and F)

ExerciseA•Givestudentsafewminutestoanswerthequestions

in pairs.•Elicitfeedbackfromthedifferentpairs.

ExerciseB Track 30 CD 1•ReadtheinstructionsandplaytheCD.•Checktheanswer.

Answer AT-shirtwithaphotoofCristianoRonaldo,the footballplayer,whichhehaspersonallysigned.

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.


58 Unit 5

Answers Suggestingideas What about … Thenlet’s… Rejectingideas Youmustbejoking! Idon’tthinkso. But …

ExerciseD•ThisexerciseofferssomecontrolledpracticeoftheexpressionsintheLanguage chunksbox.•Explaintheactivityandgivestudentsacoupleofminutestorejecttheideas.Remindthemtogivereasonswhytheywouldrejectthem.

ExerciseE•ThisexercisehelpsstudentspreparefortheSpeaking task beforetheydoit.•Givethemafewminutestothinkaboutthequestionsandtoanswerthem.Encouragethemtojotdownnotes.

ExerciseF•Explaintostudentsthatthisactivityisthesameonethe

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!

Boy: WhataboutaDVDboxedsetofherfavourite TVseries?

Girl: Youmustbejoking!She’salreadygotallseasons of Friends and Lost. Nottomentionhowexpensive theseDVDboxedsetsare!

Boy: Afilm,then? Girl: Butshedoesn’tlikewatchingfilmsonDVD. Boy: OKthen,let’sbuyheraT-shirt! Girl: Idon’tthinkso!Besides,shemusthavehundredsofT-shirts.

Boy: ButdoesshehaveaT-shirtwithRonaldo’sphotoandautograph?

Girl: CristianoRonaldo?He’sherfavourite footballplayer.

Boy: Iknow.AndIfoundthisT-shirtwhichhehaspersonallysigned.

Girl: Howmuchisit? Boy: It’sonly€22. Girl: Well,it’snotverycheap… Boy:Comeon,Shirley,it’sreasonable.Andwecan’tthinkofanythingelse,canwe?

Girl: You’reright.Let’sgoforit.

Pronunciation Page139

Sayitright!

ExerciseA Track 32 CD 1•Theactivityaimstomakestudentsawareof different vowel sounds and diphthongs that are oftenmispronounced.•PlaytheCDforstudentstohearhowthethree differentwordsareproduced.

ExerciseB Track 33 CD 1•PlaytheCDforstudentstolistenandtickthe rightcolumn.•PlaytheCDagainforstudentstolistenandrepeat.

Answers

ExerciseC•Studentspractisesayingthewordsinpairs.Alternatively,theycouldplayaguessinggame.Onestudentsaysawordandtheotherguessesthewordbyspellingit.

rot \Å\ row \´U\ raw \O…\

1 law ✔

2 low ✔

3 lot ✔

4 cot ✔

5 caught ✔

6 coat ✔

7 not ✔

8 note ✔

9 nought ✔

10 boat ✔

11 bought ✔

12 body ✔

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59 Unit 5

Pronunciation file, page139,Unit5

Sayitright!

ExerciseA rot row raw

ExerciseB 1 law 2 low 3 lot 4 cot 5 caught 6 coat 7 not 8 note 9 nought 10 boat 11 bought 12 body

Writing Pages58and59

Aimsofthelesson: •tointroducestudentstothetopic(ExerciseA) •toreadamodelemailforgist(ExerciseB) •toanalyseamodelemailforformallanguage

(Exercise C) •topractiseimprovingabadmodelfor

content, organization and register (Exercises D and E)

•topractiseplanningandwritingaformal email of complaint (Exercise F)

ExerciseA•Givestudentsaminutetoanswerthequestionsinpairs.•Elicitfeedback.

ExerciseB•Givestudentsaminutetoreadtheemailinorderto

answer the questions. •Getanswers.

Answers 1ShepaidforMP3musicfiles,butdidnotreceive

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.

Answers 1Iamwritingtocomplainaboutaproblemwith… 2…Ipurchased11MP3musicfiles… 3AfterIhadfinishedgivingallmyinformation… 4…Ihavebeenunabletodownloadanything… 5CouldyoupleasearrangefortheMP3filesI

purchased to become available to me as soon aspossible…

6…arrangeformetoreceivearefundof€11.20, whichistheamountIpaid?

Contentandorganization

ExerciseD•Givestudentsaminutetoreadtheemailtoanswer

the question.•Elicittheanswer.

Answer Shecomplainsaboutthebooksshereceived.Some shehadorderedandsomenot.Shealsodidn’t receivefivebooksshehadordered.

ExerciseE•Thisactivitygivesstudentsachancetoputintopracticesome of the features of formal emails they have learnt so far. •Givestudentsafewminutestoanswerthequestions.Encouragethemtorefertothemodelemailonpage58.•Checkanswers.•Iftimeallows,askstudents,inpairs,torewriteLee’semail.•Monitorandofferhelp.


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).


5 spending money! - macmillan english · unreal past (wishes) vocabulary ... in detail silently or...

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