• Remind students that some verbs can be followed by either an infinitive or by an ~ing form with little or no change of meaning. Ask them to remember examples, e.g. begin, continue, like, prefer.
• Ask a student to read out the instruction.
• Ask students to look at the Grammar box again. Call on individuals to read out the second introduction and then the following two examples.
• Call on individuals for their answers.
• If students need more information on the verb groups that have been discussed so far, turn to page 54 Lesson 2: verb + infinitive; verb + ~ing and discuss the information with them. • Now explain that there are also some verbs that can be followed by either an infinitive or by an ~ing form – but with a big change of meaning. Ask students to look at the Grammar box again. Call on individuals to read out the third introduction and then the following two examples. • Introduce more verbs that are similar. Ask students to turn to page 54 Lesson 2: verb + infinitive; verb + ~ing form. With the students, go through the box at the top of the second column and the following examples. • Elicit further pairs of examples for each of the verbs. • Remind students that they know used to + infinitive to express something that often happened in the past, e.g. Before I went to school, I used to play with my brothers and sisters for hours every day. •
Invite students to produce true statements about themselves in the past.
• Now focus on be / get used to + ~ing form. Ask students to re-read Rosa Gomez’ last two sentences. Explain that in poor cities there are a lot of people who are poor, so people who live there are used to seeing poor people. It is normal. However, it is not normal in a rich city, so therefore people are not used to seeing poor people. If it happens, it is a surprise. If someone goes from a rich city to live in a poor city, this person will have to change from being not used to seeing poor people to used to seeing poor people, i.e. this person will have to get or become used to seeing poor people. • Ask students to look at the last section of the Grammar box. Call on individuals to read out the two examples. • Ask students to turn to page 54 Lesson 2: verb + infinitive; verb + ~ing form. With the students, go through the box in the middle of the second column and the following examples.
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2 • Students do the task separately. Ask them then to work in pairs and compare answers.
Answers Verb + infinitive: Humans have never managed to give up their weapons before. I’d hate to forget space exploration completely. Perhaps the previous speaker didn’t intend to support Priority 6. Verb + ~ing form: I don’t consider looking for other worlds is important… So perhaps … we really will succeed in moving into space.
F THINK ABOUT IT Aim: to encourage students to express further personal opinions on the world’s top priorities.
1 • Remind students that at the end of Lesson 1, they expressed their ideas about some of the priorities listed in A2. Now students have the chance to express their opinions about all six priorities. • Ask a student to read out the instruction. • Students discuss the priorities in pairs or, better, small groups. Circulate and listen, encouraging all to speak.
2 • When you judge that all students have been able to contribute to their discussions, stop the class and explain the next step. Ask a student to read out the instruction. Then say that the students are like representatives at the conference and they now have to vote – just as the representatives have to. • Call two students to the front of the class – one to play the role of Maria Delgado and lead everyone through the vote, and the other to record the votes on the board. ‘Maria’ now calls for individuals to propose the different priorities, and they respond by asking for support for their chosen priorities: Who would like to support Priority (1)? I will. Everyone, listen! Please vote for Priority (1) – that we should (develop cures for all the …) Unit 7: Working together for a better world
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