" Ask Ss to read through the sentences 1-5.
O' Draw Ss' attention to the words/phrases in bold
and explain to them that they should find words and phrases in tile advertisements to replace them. Point out to Ss that the words in brackets show in which text they should look.
~, Have Ss do the activity individually or in pairs. ., Check the answers with the class.
i~j 1.. out of the ordinary 4. relatively fit
''';;: 2. beforehand 5. throughout the year
! 3. cope with
£, Explain any unknown words if necessary.
" Ask Ss to read through the examples of the Passive Voice in the grammar box and discuss what they remember.
" Ask Ss why the first example includes the agent and the other examples don't.
0; Elicit the answer that the first example includes the agent because we know who it is. However, in the other examples, the agent is not known, not important or easy to figure out.
€I Refer Ss to the Grammar Reference (p. 131).
€I Ask Ss to come up with their own examples of the Passive Voice.
" Tell Ss to find all the examples of the Passive Voice in the advertisements (You will be taught how to cope ... , Authentic scenarios have been created ... , All participants are awarded certificates and are given ... , Casual clothes should be worn .. .).
fl Explain to Ss that in advertisements, the Passive Voice may be reduced to include only the past participle, without the verb to be.
" Ask Ss to find all the examples of the reduced form of the Passive Voice in the advertisements (Full instruction and equipment included, Good level of fitness needed, Leggings or tracksuit bottoms and trainers required,
... gloves, helmets, etc. provided).
., Draw Ss' attention to the first example and ask them what the object is.
e Elicit the answer that there are two objects (Tim and a watch). Point out to Ss that certain verbs (give, offer, send, etc.) take two objects in the Active Voice.
G Then, ask Ss which one they think is the direct and which the indirect object (Tim is the indirect and watch is the direct object).
e Elicit answers and explain to Ss that the normal word order in sentences with verbs that take two objects is:
Subject, Verb, Indirect object, Direct object.
e Then, draw Ss' attention to the second example and point out that it has the same meaning as the first example. However, the word order is different. Point out to Ss that we can use to and for before the indirect object. In this case, the word order is: Subject, Verb, Direct object, Indirect object.
, As~; Ss to read the last two examples. Explain to Ss 'ra~ when a sentence has two objects, either object in
the Active Voice can become the subject of the verb' in the Passive Voice. Point out to Ss that the first example is more common (i.e. the indirect object in
the Active Voice becomes the subject of the verb in the Passive Voice).
Refer Ss to tile Grammar Reference (p. 132). Ask Ss to read through the sentences 1-5.
•• Have Ss do the activity individually or in pairs. • Check the answers with the class.
~I-" " .. 1
~i a. was stolen yesterday morning I
~l ~. are taught Drama at my school i
I ,). must be worn (by participants) at all times I
I 4. skyscrapers have been built in my city since 2000
I 5. were offered to Tracy by Brian
Ask Ss to read through the words in the box and make sure they haven't got any unknown words.
Explain to Ss that they should use the words in the box and a suitable suffix to form nouns that refer to people.
Draw Ss' attention to the tables and the examples.
•• Point out to Ss that -er, -or, -ist, -ian and -ant are the most commonly used suffixes added to words to refer to people, jobs, specialists, etc.
Have Ss do the activity individually or in pairs.
Check the answers with the class.
receptionist i i scientisLJ
t Pisl l
l_~_P_Oli~~~_ia_n_~---;I ~ _
I magician 1 assistant
l. rnusicran serv~
•• Ask Ss to make sentences using the words in the tables.
4 Speak A .
Draw Ss' attention to the pictures on p. 50 and ask
them the questions in the exercise.
•• Elicit answers and initiate a short discussion.
•• Ask Ss if they have heard of any other strange gifts. •• Elicit answers.
•• Ask Ss to read through the profiles of the three people and make sure they haven't got any unknown words.
•• Tell Ss to imagine that the three people have their birthday and they've decided to buy them an activity gift.
•• Explain to Ss that they should discuss with their partners which of the three activity gifts on p. 50 is the most appropriate for each person. Point out to Ss that they can use the speech bubble as an example.
" Divide Ss into pairs. Ss discuss and give their opinions. •. Go round the class helping Ss when necessary.
" Choose a few pairs to say their opinions.