b Tell students they are going to listen to an interview with the travel writer who wrote the article (Neil Palmer). Give students time to read the list of topics. cD2 51 Play the recording (SB p161–p162). Students listen and put the topics in order. Check answers with the class. 1 2 3 4
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accepting and refusing presents opening presents things you shouldn’t give to people giving flowers
b Students look at Audio Script and check their answers.
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shouldn’t both hands shouldn’t bad Chinese white
b Put students into groups. Students compare tips and fi nd out if any of them are the same. Finally, ask students to share interesting or unusual tips with the class.
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This Help with Listening section reviews the different ways we link words by adding the sounds /j/, /w/ and /r/, and consonant-vowel linking. a Give students a few moments to read the sentences in 8a. Point out the extra linking sounds /j/, /w/ and /r/. Focus students on the example Butit and ask students why we link the words shown (the fi rst word ends in a consonant and the second word starts with a vowel sound). Students work in pairs and mark the consonantface2face Second edition Pre-intermediate vowel linking.
rEAL 8D wORLD
a Give students a few moments to read the topics and check they understand them. Focus on the two examples and highlight the use of should and must to give advice. Students work on their own or in pairs with a student from the same country and write their top ten tips. While students are working, check their sentences for accuracy and help with any new vocabulary.
extra idea
HeLP wiTH LiSTeNiNG Linking: review (1)
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If you have a multilingual class, ask students to give mini-presentations to the class on how to behave in their countries. Students can prepare their presentations on their own or in pairs with someone from the same country. Allow extra preparation time for this in class, or students can prepare their presentations for homework and give their talks in the following class. Further practice
Ph Class Activity 8C Find someone who … p176 Ph
(Instructions p141) Extra Practice 8C SB p122 Self-study DVD-ROM Lesson 8C Lesson 8C p43 Press 2012 ©Workbook Cambridge University
What’s it like? Student’s Book p68–p69
Quick ReView This activity reviews verb patterns. Students work on their own and think of six sentences – one for each verb pattern in the list. Students work in pairs and take turns to tell their partner their idea. Encourage students to ask follow-up questions if possible. Ask students to share interesting ideas with the class.
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51, SB p161
c cD2 51 Play the recording again. Students read the Audio Script, listen and notice the extra linking sounds /j/, /w/ and /r/ and the consonant-vowel linking.
Give students time to read sentences 1–6. cD2 51 Play the recording again (SB p161–p162). Students listen and do the exercise. Students check answers in pairs. Check answers with the class. Ask students which facts from the interview they found surprising or unusual. 1 2 3 4 5 6
cD2
Establish that the vocabulary in the box is used to describe towns and cities, or the people, food and weather in these towns/cities.
Real World questions with What … like? Vocabulary adjectives (3)
Students work in pairs and write the words in the table, then check in Vocabulary 8.5 SB p143. Check answers with the class. Check students understand the new words in the Language Summary. Point out that some of the words can go in more than one group. Also establish that the word ‘touristic’ does not exist in English. We say a place is touristy, not touristic. Point out that we also use hot with food to mean spicy.