La mujer y los conflictos armados en la Unión Europea

GRAMMAR Real conditionals

1 a Remind learners of the structure of conditional

sentences:

if + present tense ...will … / … will … if + present tense If I have the same job, I’ll be happy.

I’ll be happy if I have the same job.

Emphasise that, after if, we use the present, not the

will-future (not ... if I’ll have ...).

Learners write the sentences. (Note: All of these sentences can also be constructed with the if-clause first.)

2 I’ll be annoyed if I can’t get a better car. 3 I’ll be sad if I don’t pass my exams. 4 I’ll be surprised if I get married. 5 I’ll be shocked if I have children.

b Learners write two or three sentences about

themselves, using real conditionals. Go round and check.

c In turn, learners read out their sentences to the class.

Other learners listen and ask questions to find out more. Alternatively, they could do this in pairs or groups.

VOCABULARY Giving directions

2 a Look at the map and check that learners understand

all the words.

Play recording 2.30. Learners listen and mark where the student goes.

Student comes out of the door, turns left along the corridor, passes the manager’s office and turns right after the drinks machine. Student passes rooms 3 and 4 and then turns right again. Student passes the student library and arrives at room 6. This is the room the student wants.

b / Learners read the script on p150 to check. Then

they look at the map again and try to remember the directions.

c Take the part of the student, and ask learners to give

you the directions. Do this round the class, with each learner adding a sentence.

In turn, learners give directions to other rooms on the map.

Option

If you are in a suitable building, draw and photocopy a simple plan (probably just of one floor), and use it for the practice stage.

You could use photocopiable activity 7C on the Teacher’s DVD-ROM at this point.

b Ask the class whether they would like to visit each

place. To make this more focused, you could ask them to imagine they could visit only one of the two places. Which one would they choose and why?

3 a / Nouns. Learners find nouns in the web postings

for each of the four categories. Go through them with the class and present any new items.

1 camping and fishing areas, schools; city gate, National Stadium, Games Village, houses

2 soccer teams, kids’ groups 3 All African Games 4 trees and flowers, wind Language note

Football and soccer:

In british English we say football. In American English this is called soccer and football means ‘American football’, which is a different game.

b Learners decide on appropriate words for each

category to describe their city and add any more they can think of. If learners are all writing about the same place, you could help by giving ideas yourself and writing them on the board.

4 a Adjectives. Learners cover the web postings and write

the words. Then they check in the web postings. green nice modern new clean beautiful quiet peaceful

b Learners suggest adjectives to describe their city. You

could build up a list on the board.

5 a Planning a web posting. Learners plan a web posting

and make notes to help them to organise their ideas, following the guidelines 1–3 and referring back to the language in 3 and 4. Go round and check, giving help where necessary.

b / In turn, learners tell each other what they are planning to write. This is intended as a spoken ‘run through’ of what they will write to help them sort out their ideas.

6 Learners write their web posting. Go round and check,

giving help as necessary. You could limit them to a certain number of words, if you like, e.g. 100.

7 / In turn, learners read out their web postings. Other learners ask questions.

If everyone has written about the same place, choose a few learners to read out their postings.

Alternatives

1 Writing in pairs

learners write a web posting together. In the planning stage (5a), they run through together what they are going to write.

2 Homework

learners write their posting at home. They could write it in the same style as the postings in 2a, and add a picture from

d Spellcheck: books closed. Play recording 2.32 or say

the words yourself. Learners listen and write them down.

Learners check the words in 4a and 4b or in the script on p150, or alternatively, they spell the words as you write them on the board.

NOTICE Noun + infinitive

5 a Learners complete the sentences.

1 queue 2 somewhere 3 things 4 time 5 place 6 something

Point out that we often use general nouns (place,

time, things) or pronouns (something, somewhere) + to + infinitive. If necessary ‘gloss’ the meaning of the

sentences, e.g.

– somewhere to stay (= a place where I can stay) – things to see (= things which you can see) In a monolingual class, you could ask learners how they would say the same thing in their own language.

b / One learner chooses a city he/she knows, and the others ask the questions.

Round-up. Ask a few learners which city they talked

about and what they found out.

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.

CAN YOU REMEMBER? Unit 6 – Chores, habits 3 a _{Optional lead-in with books closed}

Ask learners how many household chores they can remember. Alternatively, they could brainstorm this in pairs, writing down as many as possible.

Look at the sentence or write it on the board. Look at each part in turn and ask learners to suggest other words or expressions.

Possible answers: 1 generally, normally

2 make the beds, do the vacuuming, do the shopping 3 twice a ..., three times a ..., every two ..., every five ... 4 week, year, fortnight

b Give learners time to think about their normal routine.

They should focus especially on household chores that they do during the week and at the weekend.

c / Learners tell each other what they do, and find answers to the four questions.

Round-up. Ask different pairs or groups if they found

answers to all four questions and what those answers were.

Extension

SOUNDS AND SPELLING ui, uy

4 a Point out that ui and uy can have three different

sounds, but none of them are ‘u – i’ as you might expect. Play recording 2.31, or say the words yourself. Learners repeat. Check that learners say /aI/ and /u:/ correctly.

b Learners add the words to the correct group. Then

practise saying them. /I/ guitar, biscuit /aI/ guide, guy /u:/ suit, juice

c Learners circle the correct answers.

On the DVD-ROM

Unit 7 of the English Unlimited Pre-intermediate Self-study

Pack DVD-ROM contains interactive games and activities

for your learners to practise and improve their vocabulary, grammar and pronunciation, and also their speaking and listening, plus an animated video, with the possibility for learners to record themselves, and a video of authentic spoken English to use with the Workbook.

• Vocabulary, Grammar and Keyword: Extra practice activities

• Pronunciation: ’ll/won’t

• Explore listening: On a city bus tour

• Listening: Asking about facilities in an area of a city • DVD-ROM Extra: Changing environment

In the Workbook

Unit 7 of the English Unlimited Pre-intermediate Workbook offers additional ways to practise the vocabulary and grammar taught in the Coursebook. There are also activities which build reading and writing skills and a whole page of listening and speaking tasks to use with the DVD-ROM video, giving your learners the opportunity to hear and react to authentic spoken English.

• Vocabulary: The environment; Giving directions; Getting tourist information

• Grammar: will, might, may; Real conditionals • Time out: City crossword

• Explore reading: Web page: short holiday in Cork • DVD-ROM Extra: Changing environment – Joanna and

Luis

Unit 7 Extra activities on the Teacher’s DVD-ROM

Printable worksheets, activity instructions and answer keys are on your Teacher’s DVD-ROM.

Unit 7 Self-study Pack