Normativa anterior a la Constitución de 1978

VOCABULARY Extreme adjectives

1 a To remind learners of ‘extreme’ adjectives, give a few

examples of ‘ordinary’ adjectives and ask them to tell you the ‘extreme’ equivalent.

Learners write the extreme adjectives. 2 freezing 3 terrified 4 boiling 5 starving 6 delighted 7 positive 8 amazed 9 exhausted

b / Learners ask and answer the questions.

Round-up. In turn, learners read out their sentences

to the class. Other learners listen and ask questions. Alternatively, they could do this in pairs or groups.

GRAMMAR Present perfect 2 a Learners complete the sentences.

1 Have you ever … 2 How long … 3 … recently

b Discuss the questions, and remind learners of the

three uses of the present perfect:

a) to talk about an unfinished action or situation (= something that is still going on) – example 2 b) to talk about a finished action with a present

result – example 3

c) to talk about your whole life up to now – example 1

/ Learners look at each expression in turn and see if they agree what gesture is used for it.

Mixed-nationality classes

Learners should sit with people from a different country so that they can find out if they use the same gestures. Ask them to make a note of any gestures where there are differences between cultures.

Go through the items together, and see if everyone agrees or if there are differences between learners’ cultures.

2 a Listening. Play recording 2.50, then discuss the

questions together.

1 No. 2 Of course, no problem. You could also ask other questions, e.g.

– Where was he? (Answer: In a taxi)

– What did the driver do? (Answer: He pointed to his

eyes)

– What did he think it meant? (Answer: Be careful) – How did he find out? (Answer: A friend told him)

b Learners check in the script on p152 or you could play

recording 2.50 again to check.

3 Discussion. Either discuss the questions with the

whole class, or let learners discuss them in pairs, then ask what they talked about.

Note

How much time you spend on this section will depend very much on whether the learners have travelled abroad or know about other countries.

Explore writing

Goal: write an email or note of apology Core language:

Apologies: Sorry I couldn’t ...; Unfortunately I won’t be able to ...; I’m sorry ...

Excuses: I had ...; I have to ...; I’ll be ... Good wishes: Hope you ...; I hope you ...

1 / To introduce the activity, get learners to think of

reasons why people might not accept an invitation to a party and to note them down. Get ideas from the class and build up a list of ideas on the board.

2 Reading for main point. Learners read the emails and

answer the questions.

1 He had a cold, and he was in bed all weekend. 2 He’ll be in Porto (= a town in Portugal).

3 Reading for details. Learners read the emails again

and put the events in order. 2 phone Kim (tomorrow) 3 see Kim (this weekend) 4 go to Porto (next week)

5 retirement lunch (while he is in Porto) 6 return from Porto (next Friday) 7 meet Sean (Monday 19th)

Discuss the answers together, and ask the class when each event will happen. If necessary, write them on the board, getting learners to tell you the order.

b Learners add the endings. Then practise saying them.

village change luggage fridge message orange page large arrange

c Spellcheck: books closed. Play recording 2.52, or say

the words yourself. Learners listen and write them down.

d Learners check the spellings in the script on p152.

Alternatively, ask them to spell the words (with books closed) and write them on the board.

NOTICE Describing ideas

5 a Look at the sentences and ask learners what they can

remember about laughing.

Learners read the article on p74 again to check. 1 health 2 good 3 form groups and work together Check the meaning of the highlighted expressions:

– It seems that ... (= probably)

– One idea is that ... (= some people have said this) – It may be that ... (= maybe, perhaps)

b Learners each read one of the other two texts on p125 or p130.

They tell each other about the text they have read, using the highlighted expressions in 5a.

Round-up. Look at each expression in turn and ask

learners to tell you how they used it.

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.

If necessary, give other examples of each type. a – example 2 b – example 3 c – example 1

c Learners write three questions using the expressions

given. As they do this, go round and check. Learners ask and answer each other’s questions. Alternative

Do the activity with the whole class. In turn, learners ask a question and choose someone to answer it. Then that person asks a question and chooses someone else, and so on.

CAN YOU REMEMBER? Unit 8 – Buying things 3 a _{Optional lead-in with books closed}

• Give the following situation: You (the teacher) are at a market, and you see a rug you like. Ask the class what you could say, and what the stallholder might reply. In this way, build up a conversation together. Then do the same for a coat and a pair of shoes. • Write any expressions that learners don’t remember

on the board.

Learners match the sentences with the responses. 1 e 2 c 3 f 4 b 5 a 6 g 7 d

b Learners cover responses a–g. Say a few of the

sentences and ask them to give suitable responses. Learners say the sentences and give responses based on their own ideas.

Extension

SPELLING AND SOUNDS -ge, -dge, -age

4 a Point out that -ge and -dge have the same sound. Play

recording 2.51, or say the words yourself. Learners repeat. Check that learners say /dZ/, not /g@/.

On the DVD-ROM

Unit 9 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: Intonation – speaking with emotion •  Explore listening: A trailer for a radio programme •  Listening: Phoning to apologise

•  DVD-ROM Extra: Ways of communicating In the Workbook

Unit 9 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: Extreme adjectives; Reacting to news,

thanking, apologising; Asking for news

•  Grammar: The present perfect 3 – giving news •  Time out: Yawning, smiling, laughing, sneezing •  Explore reading: Article about feelings

•   DVD-ROM Extra: Ways of communicating – Shih-Chen

and Paivi

Unit 9 Extra activities on the Teacher’s DVD-ROM

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

Unit 9 Self-study Pack