Document Text Contents
Page 1
Pre-intermediate
Teacher’s Pack
Adrian Doff & Howard Smith
with Rachel Thake, Cathy Brabben & Mark Lloyd
B1
Page 2
c a m b r i d g e u n i v e r s i t y p r e s s
cambridge, new york, melbourne, madrid, cape town, singapore,
são paulo, delhi, dubai, tokyo
cambridge university press
the edinburgh building, cambridge cb2 8ru, uK
www.cambridge.org
information on this title: www.cambridge.org/9780521697804
© cambridge university press 2010
this publication is in copyright. subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of cambridge university press.
First published 2010
printed in the united Kingdom at the university press, cambridge
A catalogue record for this publication is available from the British Library
isbn 978-0-521-69780-4 pre-intermediate teacher’s pack
isbn 978-0-521-69777-4 pre-intermediate coursebook with e-portfolio
isbn 978-0-521-69778-1 pre-intermediate self-study pack (Workbook and dvd-rOm)
isbn 978-0-521-69779-8 pre-intermediate class audio cds
cambridge university press has no responsibility for the persistence or
accuracy of urLs for external or third-party internet websites referred to in
this publication, and does not guarantee that any content on such websites is,
or will remain, accurate or appropriate. information regarding prices, travel
timetables and other factual information given in this work are correct at
the time of first printing but cambridge university press does not guarantee
the accuracy of such information thereafter.
Page 64
64 Unit 6 Energy
GRAMMAR Comparing things
2 a Learners write the questions in the correct order.
Alternatively, they could discuss this in pairs without
writing the questions.
1 Do you think life is easier now than in the past?
2 Do you think it’s better for children to read or to play
computer games?
3 Who’s the most cheerful person you know?
4 Do people have better kinds of entertainment than in
the past?
5 What’s the best place for you to relax? (or: … to relax
for you)
6 What’s the most exhausting event you’ve ever been
to?
b To introduce this stage, you could ask a few of the
questions round the class and get answers from two or
three learners each time.
Learners ask and answer the questions.
Round-up. Go through the questions with the class
and find out what answers learners gave.
Alternative: Mingling activity
Give each learner one question to ask. They move freely
round the class asking other people their question. As a
round-up, ask learners what answers they received.
CAN YOU REMEMBER? Unit 5 – Paying for things
3 a Books closed. Set up the situation. Tell learners they
are in a shop. They choose some postcards, and they
also want a map. They don’t have any money, but they
have a credit card. Ask them what they might say, and
what the shop assistant might reply.
Sequencing task. Learners put the sentences in
order.
Go through the answers with the class, asking learners
to read out the conversation in the correct order.
2 A: I’m sorry, we don’t have any maps ...
3 T: Next door? OK.
4 A: Anything else?
5 T: No, that’s all, thanks. ...
6 A: Eight postcards. ...
7 T: Can I pay by card?
8 A: I’m afraid not, no. ...
9 T: No, it’s OK, ...
10 A: Thank you ...
b Learners have conversations, changing the
underlined expressions. You could build up a list of
items to buy and prices on the board.
Round-up. Ask a few learners what they bought and
how much it cost.
4 a Listening. Play recording 2.20 and ask whether it
sounds polite (Answer: no). Discuss why not, and
bring out these points:
– The speakers use direct verb forms (they don’t
modify them): I want to ... Call me ...
– The speakers say ‘No’ very directly.
b Learners rewrite the script on p149 to make it more
polite. As they do this, go round and give help where
necessary. Point out places where learners could make
changes.
When they have finished, pairs try out the
conversation.
c Round-up. In turn, pairs act out their rewritten
conversation. Ask other learners if they sounded polite
and/or what they could do to make it more polite.
Alternative: Whole class activity
Go through the conversation with the whole class, asking
learners to suggest what to write to make it more polite.
A possible version:
– Hello.
– Hello, this is Andre. I wonder if I could talk to Sue?
– This is Sue, but I’m afraid I’m rather busy at the moment.
Do you think you could call me later?
– Yes, of course. Would tomorrow be OK?
– I’d rather you didn’t call tomorrow. I don’t work on
Sundays.
– Maybe Monday afternoon, then?
– OK, that would be fine. Would you mind calling me at the
office? The mobile’s a bit expensive.
– OK. Bye.
6 Look again
Review
VOCABULARY Weather
1 a Divide the class into teams. Each team should
appoint a ‘secretary’ to write the words. Working
together, they complete the words with vowels as
quickly as they can. The first group to write all the
words shouts ‘Stop’. Write the words on the board to
check, getting learners to tell you what to write.
rain thunderstorm lightning snowflake tornado
rainbow hailstones wind clouds temperature
b Choose words on the board that are relevant to the
class, and ask learners how they felt about them as a
child.
Alternative: Remembering weather
To make this activity more focused, you could ask learners to
write down one kind of weather they liked as a child, and one
kind of weather they didn’t like. Then compare answers, and
see if everyone wrote the same kinds of weather.
Page 65
Unit 6 Energy 65
Extension
SPELLING AND SOUNDS -able and -ible
4 a Play recording 2.21 or say the words yourself.
Learners repeat. Check that they pronounce both
endings in the same way, as /@bl/.
b Learners add the correct endings.
Go through the answers together and write the words
on the board in two lists.
fashionable terrible
memorable impossible
enjoyable horrible
Check what the words mean, and ask learners to
give examples, e.g. fashionable: She always wears
fashionable clothes. (= they are in fashion).
c Spellcheck: books closed. (Remove the words from
the board!) Play recording 2.22, or say the words
yourself. Learners write them down.
d Books open. Learners check the spelling in the script
on p149.
NOTICE Abbreviations
5 a Look at the words together, and ask learners to match
the words with the abbreviations. Ask if they are the
same in the learners’ own language.
1 d 2 b 3 f 4 c 5 a 6 e
b Ask what the figures are about. Learners could do this
in pairs.
Learners check on p52. Then go through the answers
together.
1 the largest snowflake (38 cm across)
2 the tallest clouds (up to 18 km high)
3 a lightning bolt (heats the air to 30,000 °C)
4 the fastest wind inside a tornado
5 the heaviest rain (1,825 mm in 24 hours)
6 the coldest temperature
7 the heaviest hailstone (it weighed 1 kg)
c / Learners discuss the questions. Then talk
about them with the class and see if learners agree
about 2, 3 and 4 in particular.
Self-assessment
To help focus learners on the self-assessment, you could
read it through, giving a few examples of the language they
have learned in each section (or asking learners to tell you).
Then ask them to circle a number on each line.
Page 127
Writing Essentials worksheets 127
9.1, 9.2 Changing punctuation 10.1, 10.2 Looking for patterns
Aim: To improve learners’ punctuation
Can be used: from Unit 12 onwards
Activity: Pair work
Focus: Punctuation
Materials: One copy of Worksheets 9.1 and 9.2 per learner;
scissors for class
Estimated time: 30–40 minutes
Aim: To improve learners’ awareness of spelling patterns
Can be used: as a review activity at the end of the
Coursebook
Activity: Individual
Focus: Spelling patterns
Materials: One copy of Worksheets 10.1 and 10.2 per
learner; highlighter pens, optional
Estimated time: 30–40 minutes
Page 128
Adrian Doff would like to thank Karen Momber and Keith
Sands at Cambridge University Press for overseeing the
project and for their invaluable help and support throughout
the development of this course. He would also like to thank
his editors, Judith Cunningham and Clare Nielsen-Marsh,
for their commitment and hard work and their help in
bringing the book into its final form.
He would like to thank Dr Astrid Krake and Donna
Liersch at the Volkshochschule München for giving him an
opportunity to teach there and try out new ideas.
He would also like to thank Gabriella Zaharias for
consistently supporting and encouraging him during the
writing of this book.
Howard Smith would like to thank the teachers and
learners he has worked with over the years for the ideas
which have, no doubt, been appropriated for these activities
and also the team at CUP, in particular Keith, Judith
and Karen, for the opportunity and for their patience,
encouragement and forbearance.
Rachel Thake and Cathy Brabben would like to thank their
colleagues and students in the ESOL department at Thames
Valley University, Reading Campus, for their help and
support with Writing Essentials. Special thanks go to Mary
Langshaw, Angela Buckingham, Sue Laker and Sue Allan.
Mark Lloyd would like to thank the teachers and staff of IH
Bath/WELS Bath for their suggestions and ever-constructive
criticism, as well as all those students who have, knowingly
or otherwise, acted as enthusiastic guinea pigs. Above all,
however, he would like to thank Rosa, for her patience and
for doing far more than her fair share of the parental duties,
and Gabriela, for her smiles and giggles!
Acknowledgements
The authors and publishers are grateful to:
Text design and page make-up: Stephanie White at
Kamae Design
Video content: all the team at Phaebus Media Group
Illustrations by Kathy Baxendale, Nigel Dobbyn, Paul
Moran, Julian Mosedale and Nigel Sanderson.
The authors and publishers acknowledge the following
sources of copyright material and are grateful for the
permissions granted. While every effort has been made, it
has not always been possible to identify the sources of all
the material used, or to trace all copyright holders. If any
omissions are brought to our notice, we will be happy to
include the appropriate acknowledgements on reprinting.
For the tables on the DVD-ROM and the text on pages 4 and
20 of the Teacher’s book © Common European Framework
of Reference for Languages: Learning, teaching, assessment
(2001) Council of Europe Modern Languages Division,
Strasbourg, Cambridge University Press
Pre-intermediate
Teacher’s Pack
Adrian Doff & Howard Smith
with Rachel Thake, Cathy Brabben & Mark Lloyd
B1
Page 2
c a m b r i d g e u n i v e r s i t y p r e s s
cambridge, new york, melbourne, madrid, cape town, singapore,
são paulo, delhi, dubai, tokyo
cambridge university press
the edinburgh building, cambridge cb2 8ru, uK
www.cambridge.org
information on this title: www.cambridge.org/9780521697804
© cambridge university press 2010
this publication is in copyright. subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of cambridge university press.
First published 2010
printed in the united Kingdom at the university press, cambridge
A catalogue record for this publication is available from the British Library
isbn 978-0-521-69780-4 pre-intermediate teacher’s pack
isbn 978-0-521-69777-4 pre-intermediate coursebook with e-portfolio
isbn 978-0-521-69778-1 pre-intermediate self-study pack (Workbook and dvd-rOm)
isbn 978-0-521-69779-8 pre-intermediate class audio cds
cambridge university press has no responsibility for the persistence or
accuracy of urLs for external or third-party internet websites referred to in
this publication, and does not guarantee that any content on such websites is,
or will remain, accurate or appropriate. information regarding prices, travel
timetables and other factual information given in this work are correct at
the time of first printing but cambridge university press does not guarantee
the accuracy of such information thereafter.
Page 64
64 Unit 6 Energy
GRAMMAR Comparing things
2 a Learners write the questions in the correct order.
Alternatively, they could discuss this in pairs without
writing the questions.
1 Do you think life is easier now than in the past?
2 Do you think it’s better for children to read or to play
computer games?
3 Who’s the most cheerful person you know?
4 Do people have better kinds of entertainment than in
the past?
5 What’s the best place for you to relax? (or: … to relax
for you)
6 What’s the most exhausting event you’ve ever been
to?
b To introduce this stage, you could ask a few of the
questions round the class and get answers from two or
three learners each time.
Learners ask and answer the questions.
Round-up. Go through the questions with the class
and find out what answers learners gave.
Alternative: Mingling activity
Give each learner one question to ask. They move freely
round the class asking other people their question. As a
round-up, ask learners what answers they received.
CAN YOU REMEMBER? Unit 5 – Paying for things
3 a Books closed. Set up the situation. Tell learners they
are in a shop. They choose some postcards, and they
also want a map. They don’t have any money, but they
have a credit card. Ask them what they might say, and
what the shop assistant might reply.
Sequencing task. Learners put the sentences in
order.
Go through the answers with the class, asking learners
to read out the conversation in the correct order.
2 A: I’m sorry, we don’t have any maps ...
3 T: Next door? OK.
4 A: Anything else?
5 T: No, that’s all, thanks. ...
6 A: Eight postcards. ...
7 T: Can I pay by card?
8 A: I’m afraid not, no. ...
9 T: No, it’s OK, ...
10 A: Thank you ...
b Learners have conversations, changing the
underlined expressions. You could build up a list of
items to buy and prices on the board.
Round-up. Ask a few learners what they bought and
how much it cost.
4 a Listening. Play recording 2.20 and ask whether it
sounds polite (Answer: no). Discuss why not, and
bring out these points:
– The speakers use direct verb forms (they don’t
modify them): I want to ... Call me ...
– The speakers say ‘No’ very directly.
b Learners rewrite the script on p149 to make it more
polite. As they do this, go round and give help where
necessary. Point out places where learners could make
changes.
When they have finished, pairs try out the
conversation.
c Round-up. In turn, pairs act out their rewritten
conversation. Ask other learners if they sounded polite
and/or what they could do to make it more polite.
Alternative: Whole class activity
Go through the conversation with the whole class, asking
learners to suggest what to write to make it more polite.
A possible version:
– Hello.
– Hello, this is Andre. I wonder if I could talk to Sue?
– This is Sue, but I’m afraid I’m rather busy at the moment.
Do you think you could call me later?
– Yes, of course. Would tomorrow be OK?
– I’d rather you didn’t call tomorrow. I don’t work on
Sundays.
– Maybe Monday afternoon, then?
– OK, that would be fine. Would you mind calling me at the
office? The mobile’s a bit expensive.
– OK. Bye.
6 Look again
Review
VOCABULARY Weather
1 a Divide the class into teams. Each team should
appoint a ‘secretary’ to write the words. Working
together, they complete the words with vowels as
quickly as they can. The first group to write all the
words shouts ‘Stop’. Write the words on the board to
check, getting learners to tell you what to write.
rain thunderstorm lightning snowflake tornado
rainbow hailstones wind clouds temperature
b Choose words on the board that are relevant to the
class, and ask learners how they felt about them as a
child.
Alternative: Remembering weather
To make this activity more focused, you could ask learners to
write down one kind of weather they liked as a child, and one
kind of weather they didn’t like. Then compare answers, and
see if everyone wrote the same kinds of weather.
Page 65
Unit 6 Energy 65
Extension
SPELLING AND SOUNDS -able and -ible
4 a Play recording 2.21 or say the words yourself.
Learners repeat. Check that they pronounce both
endings in the same way, as /@bl/.
b Learners add the correct endings.
Go through the answers together and write the words
on the board in two lists.
fashionable terrible
memorable impossible
enjoyable horrible
Check what the words mean, and ask learners to
give examples, e.g. fashionable: She always wears
fashionable clothes. (= they are in fashion).
c Spellcheck: books closed. (Remove the words from
the board!) Play recording 2.22, or say the words
yourself. Learners write them down.
d Books open. Learners check the spelling in the script
on p149.
NOTICE Abbreviations
5 a Look at the words together, and ask learners to match
the words with the abbreviations. Ask if they are the
same in the learners’ own language.
1 d 2 b 3 f 4 c 5 a 6 e
b Ask what the figures are about. Learners could do this
in pairs.
Learners check on p52. Then go through the answers
together.
1 the largest snowflake (38 cm across)
2 the tallest clouds (up to 18 km high)
3 a lightning bolt (heats the air to 30,000 °C)
4 the fastest wind inside a tornado
5 the heaviest rain (1,825 mm in 24 hours)
6 the coldest temperature
7 the heaviest hailstone (it weighed 1 kg)
c / Learners discuss the questions. Then talk
about them with the class and see if learners agree
about 2, 3 and 4 in particular.
Self-assessment
To help focus learners on the self-assessment, you could
read it through, giving a few examples of the language they
have learned in each section (or asking learners to tell you).
Then ask them to circle a number on each line.
Page 127
Writing Essentials worksheets 127
9.1, 9.2 Changing punctuation 10.1, 10.2 Looking for patterns
Aim: To improve learners’ punctuation
Can be used: from Unit 12 onwards
Activity: Pair work
Focus: Punctuation
Materials: One copy of Worksheets 9.1 and 9.2 per learner;
scissors for class
Estimated time: 30–40 minutes
Aim: To improve learners’ awareness of spelling patterns
Can be used: as a review activity at the end of the
Coursebook
Activity: Individual
Focus: Spelling patterns
Materials: One copy of Worksheets 10.1 and 10.2 per
learner; highlighter pens, optional
Estimated time: 30–40 minutes
Page 128
Adrian Doff would like to thank Karen Momber and Keith
Sands at Cambridge University Press for overseeing the
project and for their invaluable help and support throughout
the development of this course. He would also like to thank
his editors, Judith Cunningham and Clare Nielsen-Marsh,
for their commitment and hard work and their help in
bringing the book into its final form.
He would like to thank Dr Astrid Krake and Donna
Liersch at the Volkshochschule München for giving him an
opportunity to teach there and try out new ideas.
He would also like to thank Gabriella Zaharias for
consistently supporting and encouraging him during the
writing of this book.
Howard Smith would like to thank the teachers and
learners he has worked with over the years for the ideas
which have, no doubt, been appropriated for these activities
and also the team at CUP, in particular Keith, Judith
and Karen, for the opportunity and for their patience,
encouragement and forbearance.
Rachel Thake and Cathy Brabben would like to thank their
colleagues and students in the ESOL department at Thames
Valley University, Reading Campus, for their help and
support with Writing Essentials. Special thanks go to Mary
Langshaw, Angela Buckingham, Sue Laker and Sue Allan.
Mark Lloyd would like to thank the teachers and staff of IH
Bath/WELS Bath for their suggestions and ever-constructive
criticism, as well as all those students who have, knowingly
or otherwise, acted as enthusiastic guinea pigs. Above all,
however, he would like to thank Rosa, for her patience and
for doing far more than her fair share of the parental duties,
and Gabriela, for her smiles and giggles!
Acknowledgements
The authors and publishers are grateful to:
Text design and page make-up: Stephanie White at
Kamae Design
Video content: all the team at Phaebus Media Group
Illustrations by Kathy Baxendale, Nigel Dobbyn, Paul
Moran, Julian Mosedale and Nigel Sanderson.
The authors and publishers acknowledge the following
sources of copyright material and are grateful for the
permissions granted. While every effort has been made, it
has not always been possible to identify the sources of all
the material used, or to trace all copyright holders. If any
omissions are brought to our notice, we will be happy to
include the appropriate acknowledgements on reprinting.
For the tables on the DVD-ROM and the text on pages 4 and
20 of the Teacher’s book © Common European Framework
of Reference for Languages: Learning, teaching, assessment
(2001) Council of Europe Modern Languages Division,
Strasbourg, Cambridge University Press
