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LASER B1 PLUS TEACHERS BOOK

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KPG B1/B2 Teachers Book English · KPG B1/B2 Students Book English · LASER B1 Plus-TB Page Sb Tapescripts-Original. LASER B1 plus- TB page -original LASER B 1 plus-TBpage Sb tapescripts-original LASER B1 plus- TBpage Tests. LASER B1 plus- TB page -originalLASER B 1 plus-TBpage Sb tapescripts-originalLASER B1 plus- TBpage Tests.


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Laser B1 Teacher's book - Download as PDF File .pdf) or read online. English book. Documents Similar To Laser B1 Teacher 39 s Book. LASER B1 TB. Uploaded by. Kelly Kelly · LASER B1 Plus- TBpage Tests +Keys+Tests Tapescripts-. Laser B1 - Teacher's Book - Download as PDF File .pdf), Text File .txt) or read A trip may be shorter and usually refers to the period of travel, plus other.

Family Ties Target Language Grammar: You may wish to set a time limit of one or two minutes for this. Ask them to tick those people who belong to their close family and those who belong to their extended family. Students are now going to read a magazine article about different families. Begin by asking if they can tell you what the title of the magazine article means and if it tells them anything about the types of families that they are going to read about.

Encourage students to learn collocations which will help them to remember how the words are used, such as school trip, business trip, a tiring journey. Ask them if they know words for any other types of journey. Ask students to look at number 3 and elicit the answer. Dont negate the answer but encourage all students to either agree or disagree with the answer given and to justify whether miss or lose is used in this sentence.

Ask students to look at number 4 and elicit the answer. Dont negate the answer but encourage all students to either agree or disagree with the answer given and to justify whether on or in is used in this sentence. Students are often tempted to use travel as a noun in sentences such as, We went on a travel to the Peloponnese. Remind students that travel is only normally used as a verb and that in this case they should say, We travelled to the Peloponnese.

Travel is only occasionally used as a noun, in phrases such as, Travel broadens the mind. Excursion is not a common word in English. Discourage students from using it instead of more natural collocations like school trip. Elicit responses asking them to justify their answers. Explain that they will hear four words and should circle the two words which have the same vowel sound.

Elicit the answers, checking pronunciation. CD 1, Track 6. Probably formal because this is a job interview. CD 1, Track 4. Remind students that Part 2 of the FCE Speaking paper requires students to be able to talk about the similarities and differences between two photographs for one minute.

Divide the class into pairs and ask them to make notes about the things that trains and buses have in common. You might like to set a time limit of three or four minutes for this. Elicit ideas. Would you like to come into the office? Im a waiter at the moment, in the new restaurant on the High Street. I worked as a driver there for a while, years ago.

Before students do this exercise, remind them of the best way to approach it so that they become familiar with exam technique. Remind them of the importance of listening for key words or phrases which could fit the gaps. What kind of information should you be listening for to complete number 1?

Elicit their suggestions. Remind them that they will hear the whole interview twice. The first time they listen they should take notes and the second time they listen they should check their answers. Encourage students to complete all of the gaps. If they are not certain of an answer, they should make an educated guess.

Finally, remind students that they only need to write a word or a short phrase. CD 1, Track 5. Possible answers: They both carr y passengers. Repeat the procedure from exercise 1 about differences. Trains are faster than buses. Ask students whether they prefer travelling by train or by bus. Elicit ideas, asking for justification. Before students do this exercise, ask them to study the Speaking database on page Kathy Walker: Hi, Im Kathy Walker. I believe you want to be a train driver.

Im a waiter at the moment, Im 22, no 23 it was my birthday a couple of days ago economics: I did a couple of courses in economics. I started collecting stamps about fifteen years ago 7 cycling: I also love cycling.

Remind students that the questions they should answer will be printed above the pictures. Remind students to use the notes they made in exercises 1 and 2 and details of their own based on the photographs. Encourage your students to use the more natural This is a picture of or This picture shows. My grandmother was used to read me bedtime stories when I was younger. Elicit which sentence is correct and which is incorrect.

The first is incorrect because be used to means to be familiar with something. Ask students to tell you the difference between used to and would in a sentence. My grandmother would read me bedtime stories when I was younger. Ask students to read through the passage and tell you what the gist of it is. Remind students that when they have completed the exercise they should read it through again to check for sense. Remind students that they should write only one word in each gap, and that each word should be in capital letters.

Students then work individually or with a partner. Flying a helicopter is difficult at first, but youll soon get used to it. When she was four, my sister would ride her bike around the house. My grandfather used to take me for rides in his old car when I was small. First, write on the board: Ask students to underline the prepositions in each of the sentences and then see if they can match each of the prepositions to one of the verbs in the box. Unit 2 3 Additional task If time allows, ask students to write a mini-essay based on the correctly ordered formal phrases.

They should include at least three reasons why they think people should or shouldnt be encouraged to use public transport where they think appropriate, each introduced by the correct phrase. Ask students to exchange essays and invite one or two students to read them out to the rest of the class. Ask students to look at the photographs and to compare them.

Encourage students to make a note of any ideas they have in their notebooks. Elicit their ideas. Encourage students to predict what they might be asked to write about in an essay based on the different photographs. These might be connected to traffic problems in cities, how to get more people using public transport, what the advantages of public transport are, how we can help the environment, etc.

Brainstorm ideas, writing any suggestions the students have on the board. Ask them to read the essay through once. Then ask them to read it again quickly and to underline all the discursive phrases that the writer has used. Encourage students to give their opinion on whether this is a good essay, whether it answers the question correctly and whether they agree or disagree with the writers main arguments.

There is no doubt that traffic adds to pollution. Public transport offers a possible solution to the problem, since because many people can be transported in one vehicle.

The government has a responsibility to encourage the public to use buses and the underground more. However, But there are a number of changes which need to be considered.

In the first place, Firstly public transport should be made free. The government should raise taxes to pay for the service. If it was free, most people would decide to leave their cars at home and travel by bus or train. What is more, In addition the ser vice must be clean and reliable. People need to know that they can get to work on time. They also need to know that their journey will be comfortable. To sum up, In conclusion I would argue that a clean, reliable service which was free would encourage many people to use public transport.

The government should take action on this to prevent environmental damage. Because it is an essay which is meant to be read by a teacher. If they cant think of any, write these words in this order on the board: Elicit any ideas they have and write them on the board.

Direct students attention to the phrases in the Students Book. Ask them to tell you where they would put the phrases that they suggested and the ones that you wrote on the board and why. Before students attempt this task, ask them where in the letter they would normally expect to find words and phrases like these.

Remind them that these are words and phrases that they can learn and use in appropriate essays. Ask students to read the model answer in exercise 4 again and replace some of the phrases that they underlined in exercise 4 with the phrases given here. Remind students of the importance of using the correct phrases and of answering the question by including the information from their notes in exercise 8.

Remind students that exercise 6 is a paragraph plan that they can use when writing essays. Check that students have crossed out the incorrect option, so that they can clearly see the type of information that they should include in each paragraph. Ask them to look at the writing task and to tell you the subject that they will be writing about. Set a time limit of ten seconds for this.

Will you be writing about the history of transport or about whether you think the invention of the car changed the world? Will you be writing an essay or a formal letter? Should you express your personal opinion? When they have finished writing, ask them to read each statement and to tick each one that is true for them. Ask them to make sure that they have ticked all of the boxes before handing their essay in to be marked. You might consider refusing to mark any essay that does not meet all the criteria in the checklist and asking the student to rewrite.

Show you know! Killing Time Target Language Grammar: Unit 3 stamp collecting, building models, playing computer games, running websites, communicating with friends around the world, fishing, gymnastics, sports, games Background information. The phrase killing time means filling spare time, usually while waiting for something to happen, eg We killed some time at the airport by watching the other planes take off and land. Write the phrase killing time on the board.

Explain the meaning of the phrase killing time. Explain that it is also very common to use the phrase to have time to kill, as in, I had two hours to kill before my train left so I went shopping. Ask students to describe different hobbies that different age groups might have eg reading, collecting things, gardening, playing a sport, etc and why certain hobbies might appeal to different people.

Reading 3 Exercise 1. Students are now going to read an article about hobbies in the past and in the present. Begin by asking students to guess what hobbies they might read about. Elicit answers from a few students, asking them which hobby mentioned in the text sounds most interesting. Unit 3 1 D: However, most people in the past 2 F: That in turn means fewer children are becoming interested in the hobby.

Remind them that the position of a phrase within a paragraph can often help them to understand the meaning or the function of the phrase. Ask them to tell you where in a paragraph they could expect to find the phrase At first. They proudly put them on display Young people are still showing off these models. At first, they were seen as strange machines used by big businesses. Gradually, however, the computer has become a part of almost every home 5 B: Young people in the past had to rely on people they knew, or perhaps the local library, to learn about their hobby.

Todays teenagers 6 G: Many young people fill their free time with activities that their parents and grandparents enjoyed.

Laser B1 - Teacher's Book

For instance, people still go dancing, even if the rhythm of the music has changed. Ask them to read sentence A. Elicit which word or phrase might act as a clue to which gap the sentence fits. Remind them also of the importance of looking for discourse markers such as relative and personal pronouns, defining and non-defining clauses and determiners.

Elicit suggested answers but do not negate or confirm them at this stage. Encourage students to approach each of the sentences in the same way. Remind students of the importance of underlining the words which helped them find the answer within the passage, as this makes it much quicker and easier for them to be able to justify and check their answers. Finally, remind them that there is only one extra sentence which they do not need to use. Elicit answers, asking students to indicate the words or phrases which helped them choose the answer.

Word Box Aim: Remind them of the importance of deciding before they complete the sentences whether they need to look for a noun, adjective or verb in the article. Ask students if there were any other words in the article which they didnt know the meaning of. Unit 3 Ask students to work individually or with a partner. Sentence 3 is correct. Read the sentences and ask which tense is being used in each sentence.

I am living in Athens for two years. The verb live should be in the present perfect continuous because it refers to a situation which has continued up to now. Before students do the exercise, go through the first sentence together. Is this a feeling or a situation?

Has the situation finished or is it continuing? What tense do we use for a situation that continues up to now? Elicit answers, asking students to give reasons for their answers from the explanations a-c.

Present perfect continuous for actions continuing up to now 2 T: Present perfect rather than simple past, which would suggest he had died 3 F: Present perfect continuous for actions continuing up to now 4 T: A completed action when the time it occurred is not important.

Is this a situation or a series of actions? Did the series of actions finish a long time ago or recently? What tense do we use for an action over a period of time that has recently ended? Is this a situation or an action? Is the time when the action took place mentioned? What tense do we use for a single, completed action at a specific time in the past?

This is the first time, just, yet, already, ever, never, for, since, so far, up to now, etc Remind students to go through this process of asking themselves questions about each sentence before they correct it. Emily has been doing horse-riding for three years. The verb go is used with horse-riding rather than the verb do. Ask students to look through the list of free-time activities. Write the words: Students then copy the information into their notebooks.

All the verbs here use down and they all have negative meanings. Which phrasal verb might mean to think you are better than someone? Students then work individually to complete the sentences.

Errors to Watch Out For Students may make the mistake of talking about going to a camping. Remind students that they can say either, We go to a camp site every summer, or We go camping every summer. If time allows, however, divide the class into small groups and encourage them to use a dictionary in order to find the meaning of the idioms given here.

Before students attempt this exercise, ask them to read through the sentences and underline any words or phrases which might act as clues as to the meaning of the idiom.

Students then work in small groups to match the two halves of the sentence. Elicit answers, asking for a definition of the idiom. Encourage students to make a note of idioms, their definitions and an example sentence in their notebooks.

If my time is valuable, what does that mean? I dont have much time to waste Im very busy. Explain that words connected to time are often associated with money. Remind students that they may have to put the words into the correct form. Unit 3 Aim: CD 1, Track 9. Ask students to read through the questions and the multiplechoice options.

Ask students to also listen for the hobby that each of the speakers is talking about. CD 1, Track 7. I found that quite hard at first 2 c: I find it entertains me when I havent got anything better to do. First, write this sentence on the board: Mum suggested going to visit Grandma at Christmas. Elicit students suggestions for two other endings. Remind them that suggest can be followed by three things: Mum suggested a visit to Grandma at Christmas. Mum suggested that we should visit Grandma at Christmas.

Remind them of the importance of listening for synonyms or similar words to any that appear in the sentences. What words might someone use if they were talking about learning about other cultures? Words might include: Ask students to read through the sentences B-E and to speculate about the vocabulary they might hear. Remind them to match each of the four speakers to one of the statements and that there is an extra statement.

Ask students if they can tell you the hobbies that each speaker was talking about.

Laser B1 Teacher 39 s Book

CD 1, Track 8. Errors to Watch Out For Students often use suggest with the full infinitive, eg He suggested me to go to the doctor. Remind them that suggest is never followed by the full infinitive. Speaker 1: D karate: Theres a lot of pressure on you to do all the moves perfectly. Speaker Remind students that in the exam the questions they should answer will be printed above the photos.

B basketball: Its a sport that teaches you a lot about teamwork you have to learn how to cooperate well with other people. Speaker 3: A watching TV: E drawing: I can escape from my everyday problems that way.

Remind students that they can use the structures in exercise 1 to make suggestions as well as other ways they know. Check to make sure that students arent making mistakes with suggest.

You might want to set a time limit of three or four minutes for this. Ask students to match the phrases which mean the same. Student A writes five short sentences using the verbs Student B writes five sentences using the phrases a-d.

Students then swap their sentences and rewrite their partners sentences using the appropriate verb or phrase. Ask individual students to read their sentences out to the rest of the class. I used to play the guitar, but now I dont have much time because I have to study for the school. Elicit what is wrong with the sentence. There shouldnt be an article before school. Remind students that the definite article is used before musical instruments but not before places connected to education such as universities, schools or colleges.

Elicit other objects, places or countries which take or dont take the definite article. Do we need to put an article before: Oscar, time, hobbies, prison? Are there any other places where we need to insert a or an? Before they attempt the task, ask them to look at the word in bold in number 1. Based on what they have learnt from exercise 3, ask them to tell you which words in the first sentence they might need to replace. Which phrase from exercise 3 means, want to have?

Remind them that they will need to rewrite the first sentence using the word in bold so that the second sentence means exactly the same thing. They will need to use between two and five words, including the word given. Remind students that they should write the missing words in capital letters. Remind them that contractions such as dont, doesnt, hasnt, etc count as two words.

The exception to this is cant which counts as one word because it comes from cannot. Remind students that when they have completed the sentences they should read them through again to make sure they have followed the instructions properly.

Students then work individually to complete the exercise. Suggested Homework. Ask students to read the writing task and to tell you who the email should be written to. How much does it cost to see the Royal Orchestra? Remind students to look back at the writing task in exercise 1 to help them with the true or false questions. Elicit answers, asking students to justify their ideas based on their understanding of informal letters from Unit 1.

Students will lose marks if they dont include all the points they should. Students can expand on the information, as long as what they write is relevant. Then ask them to read it again quickly and to underline all the information from the notes that the writer has included in the email. Encourage students to give their opinion on whether this is a good email, whether it answers the question correctly and whether Kelly has included all of the information she should have.

Yes this email would get a good mark in the exam. Encourage them to visualise where the information should be. Ask students to read the model answer in exercise 3 again and underline where the information appears. Craig Smith Sent: Your visit To:. Dear Craig, Hi! I cant wait for you to arrive! You said you want to go to a concert while youre here.

I went and got some information for you. The Robbers are playing up to the 18th, so well miss them. Its a shame because theyre great! So really youve got a choice of two concerts. Ive seen them and they were ver y good. Tickets are 20 each. Have you heard of them? I dont know what theyre like. Still, might be interesting. I dont have much money so wed have to get the cheapest tickets. Theyre Ill get the tickets before you come. Mums calling me. See you soon, Kelly.

Remind students of the importance of using a conversational tone and of answering the question by including all the information from their notes. Draw students attention to the checklist. Ask them to make sure that they have ticked all of the boxes before handing their email in to be marked. You might consider refusing to mark any emails that does not meet all the criteria in the checklist and asking the student to rewrite.

Will you be writing to a friend or a relation? Will you be writing about what you want to do when you visit him, or what he might want to do when he visits you? Do you need to include all of the information from your notes? Explain that the information from the leaflet given in exercise 1 on page 30 is the information for this writing task. Hes gone to India, suggests that he is on his way to India or is there and hasnt returned yet.

This exercise is designed to encourage students to use their imagination and to make sure that all students have enough ideas before they start writing. Work Wonders Target Language Grammar: Students are now going to read six job advertisements. Begin by asking them to predict which jobs they might read about by quickly reading the first line of each paragraph. Ask students to read the advertisements. Elicit answers from a few students as to which job they would rather do and ask them to justify their answers.

FCE skills:. The phrase to work wonders means to do somebody a lot of good, eg Regular exercise can work wonders for your general health. Here it suggests that working can be an enjoyable and productive part of life. Write the phrase to work wonders on the board. Explain the meaning of the phrase to work wonders. Background information If someone has a clean driving licence it means that they havent been convicted of any driving offences and dont have any points or penalties on their licence.

In Britain, if a person has twelve points on their licence, they may be banned from driving for a period of time. Voluntar y work is work that someone does, often for a charitable organisation, for which they dont get paid. Ask students to tell you if any of them have a part-time job at the moment and if so, whether they enjoy it or not. If not, would they like to have a part-time job?

Start thinking! If you prefer, conduct a class discussion. Which job: A 2 might be interesting for someone who wants to meet famous people? F 3 would be suitable for someone who wanted to work with old people?

D 4 requires you to wear special clothes? E 5 would suit someone who could only work in the evenings? Write these phrases on the board: Elicit from the students which occupations they would put into each category. You might need to prompt them by offering a few suggestions.

Job usually refers to work which you do regularly to earn money. Profession refers to a type of job that you need a lot of training or education to do and includes lawyers, doctors and vets. Ask students to write down as many occupations as they can.

Unit 4 Word Box Aim: Ask students if they enjoyed reading the advertisements and whether they learnt anything from them or not and get them to justify their answers.

Students then swap their anagrams with a partner who must try to find the word. Remind students that they can look at the passage but they dont need to read it in detail again. Local channel, Fun TV. Finally, remind them that they can choose some of the advertisements more than once and that some questions have more than one answer.

Whether you want to work full-time or part-time C: Babysitter wanted, evenings only. All chefs must hold a Safe Cooking Certificate 6 A: If you are prepared to travel frequently to our offices in Eastern Europe. Please note that this post is voluntary work 8 A: We are looking for someone who has had the chance to manage a team before. Ask students to decide if the statements are true or false.

Are there any phrases in the sentence which might act as a clue? Did the action happen in the present or in the past? By the time we got to the bus station, the bus left. The past perfect, rather than the past simple, is used to talk about actions and states before the main time in the past we are interested in.

Before students circle the correct answer, go through the first sentence together. Which action in the past occurred first? Claire working for 20 years Ask: What tense do we use for actions that occurred for a long time in the past up to the time in the past that we are interested in?

When each pair has spoken, take a class vote on which was the most believable explanation for each story. Unit 2 Dictionary Corner Aim: I was sitting at my desk when , a spaceship landed in the garden. As I was eating my lunch , the lights suddenly went off. Ask students to complete the missing halves of the sentences as imaginatively as possible, using the correct tenses.

Elicit the answer to question 1 and write it on the board as an example: Errors To Watch Out For Students often use the wrong adjectival form, eg scared instead of scary, frightened instead of frightening. If they make this mistake, point out that the ed forms are used to describe peoples feelings and the other forms to describe things, experiences and situations. Ask students to complete the exercise on their own.

Go through Grammar database 3 on pages and of the Grammar database with students, drawing their attention in particular to irregular verbs in the past simple, the emphatic past simple and the different uses of the past simple and past continuous forms. Ask students to do this exercise on their own and then compare their answers with their partners. Ask students to look at the picture and say what they think happened.

Elicit the simple past tenses and present participles of the verbs sit, see, feel, find, run, hear and write them on the board: The following should be underlined: He was waiting to suddenly disappeared. In , seventeen-year-old across a field. Pilot Bob Loft Florida in Cooking pots left at all. Example of the emphatic past simple: Assign the Listening exercise on page 15 of the Workbook. Additional Task 11 12 13 14 15 16 17 18 19 closed was going was opened found ran heard was happened.

Write the following words on the board and ask students to match them to the speaker who used them when describing their strange experience: Elicit the place each of the pictures shows. Explain that in English certain words are used together. Write the following on the board and ask students to fill in the gaps in the sentences with the appropriate adjectives: Explain to students that they are going to listen to four people talking and have to match the experience described with the picture a, b, c, d or e that shows where it took place.

Play the CD once. Speaker 1: How are you? Explain that even though the three adjectives have similar meanings, they cannot be used interchangeably to describe these nouns. Give students a couple of minutes to read through the questions. Make sure they understand that only one out of the three answer choices is correct for each question. It could have been a coincidence. Explain any vocabulary you think students will have a problem with eg woods, panic, clap. Ask students to complete the exercise individually or in pairs.

Elicit ideas as to what the meaning of the dream could be. Unit 2 Ask students to tell you about any strange dreams they have had and invite interpretations from other members of the class. Tell students they are going to describe some dreams real or imaginary and should try and use some of the phrases from exercise 1 in their descriptions.

Ask each student to take a piece of paper and write down the first sentence, which should set the scene for the dream. They then pass the piece of paper on to the person next to them, who reads what is written and adds the next sentence. The pieces of paper get passed around until each student has added something to them all. Ask each student to read out the dream they have in front of them. Write the following words from Soundstation in Unit 1 on the board.

Elicit the differences in pronunciation between them: Explain to students that they are going to play a game. Go round the class in turn. For example, What an incredible feeling. If the whole class votes for the right word, the student gets 10 points.

If one student votes incorrectly for, say,filling, the student who said the sentence only gets 9 points, etc. Every student who votes for the correct word gets five points.

Students keep their own score, and the winner is the person with the most points at the end of the game. Go through Grammar database 4 on page of the Grammar database with students, drawing their attention in particular to the difference in usage between the two and the negative and question forms of used to.

Ask students to do the exercise in pairs and to underline the mistakes in the incorrect sentences. The following sentences should be ticked: Ask one or two students to briefly describe the two pictures.

Laser B1+ Teacher's book

Ask students to read through the phrases for Students 1 and 2 and say whether any of them were used just now by the students who spoke. Tell them they are going to listen to two students describing the pictures and should tick any of the phrases they hear. Play the CD once and again if necessary.

CD 1,Track 9 Phrases to be ticked: Student 1: Im not really sure; It seems to be; Perhaps its a; it could be; its difficult to tell. Make sure students understand that they shouldnt change the form of the word given in any way.

Ask students to do the exercise on their own. Ask students to note down what they think pictures c-f show. Tell students they are going to recount a weird event either real or unreal to the class. Give them five minutes to note down a few details of the event. Ask different students to recount their weird event. When they have finished, other students can ask them some questions about it to try and work out whether or not it was true.

For each one, take a class vote on whether it was true or false, before the narrator reveals the answer. The Yeti also known as the Abominable Snowman is said to be a large, hairy creature that lives in the highest mountains of the Himalayas.

Ask students to discuss the pictures in pairs while you Explain to students that they are going to have a monitor them closely. You may wish to have one student describing a picture while the other students listen. Give feedback on the performances in general. Refer them to the Speaking database on page before they do the task.

Allocate the roles of Friend A and Friend B for each pair. Give them a couple of minutes to think about their roles and write the following phrases on the board: Explain to students that it is important to use a variety of words when they write in order to make their writing interesting to read. Explain that they are going to find words in the list that have a similar meaning to those in , and write them in the appropriate box.

Do number 1 with them as an example, telling them to find any words in the list that involve the action of saying.

Plus book teachers b1 laser

Ask them to complete the rest of the exercise individually or in pairs. Guess what? It was really scary No way! Youll never believe it but Youre kidding! What did it look like? Elicit which phrases might be used by Friend A and which by Friend B. Give students about five minutes to do the role-play activity, using some of the phrases on the board if they want, while you go round the class monitoring.

Elicit what the photo is of a military ship and read through the introductory part of the report with students, making sure they understand the words case, experiment and location. Ask students to read the text, filling in the gaps with words they have met in the unit so far. Ask them to try to work out the meanings of any words they dont know as they read rather than ask you.

Elicit suggestions as to what really happened to the ship. Tell students they will have to describe the things you say in one word without using the words good, bad, big or small i.

Say the following and choose different students to give you an adjective: Tell students to choose an appropriate word from excercise 1 to complete each gap. Verbs from boxes 1 or 2 may need to change form. A variety of answers is possible. Assign the writing of the story students have planned in their Composition Planner, telling them to write between and words.

Tell students they will write a first version of this story and give it to you. Their story will be given back to them later with your comments and they will write a second, improved version of it. Remind them to tick the checklist after the Composition Planner before they hand in their story to you.

Choose different students to read a paragraph each of the story. Elicit the answer to question 1.

Book teachers laser plus b1

Ask students to do questions either individually or in pairs. Check answers by writing them on the board. Make sure students understand that they must include the words given at the end of the composition they are going to write. Ask students to spend a few minutes making notes in answer to these questions, which will form the basis of their composition.

Go through the questions eliciting ideas from different students. Ask students to go to their Composition Planner on page and give them about five minutes to write a brief plan for their story.

Units 1 - 2 Revision You may wish to use this section in any of the following ways with your class: Warn students a few days in advance that they should revise the language from units 1 and 2. Go through the instructions for each exercise first, making sure students understand what is required of them. Give them approximately thirty minutes to complete the exercises in test conditions.

Either collect students books and mark the tests yourself, handing them back the following lesson or, alternatively, go over the answers in the same lesson and ask students to swap books with their partner and mark each others work. The total number of marks for this test is 49 and the following should be taken as a rough guide to students performance: Not bad between 20 and Could be better under Should be better.

Assign all of the exercises after Units 1 and 2 have been completed. Alternatively, you may want to assign exercises 1, 3 and 4 after Unit 1 has been completed and exercises 2, 5, 6 and 7 after Unit 2 has been completed. Go through the instructions for each exercise when you assign them, making sure students understand what is required of them.

You may want to ask students to do this section without referring back to the units at all. You may wish to use exercises from this section as supplementary material, when, for example, you feel that a certain language area needs more work.

Select the exercises which you feel best suit your students needs and assign them either as pairwork or to be done alone. Unit 3 Target Language Grammar: Reading skills: Listening skills: Speaking skills: Writing skills: Pronunciation skills: Mince pies are small round pies filled with a mixture of raisins, apple, sugar, etc.

They are traditionally eaten at Christmas in Britain. Ask students to read the article more carefully this time and put the paragraphs in the correct order. The first one has been done for them. When they think they have found the correct order, they should check their answers with their partners. Ask students what they understand by the units title it refers to the idea that there are no two ways about it you have to abide by the law!

Ask students in pairs, in small groups or individually to write down as many crimes as they can think of in two minutes. After the two minutes are up, elicit as many crimes as possible from students and write them on the board.

You might want to distinguish between serious and less serious crimes. Ask students to complete this exercise individually or in pairs, again using the words in bold as a clue to the position of the sentences. Tell them there are two approaches to this exercise: Make sure they realise that, when trying to work out whether or not a sentence fits in a particular position in the text, they should look both at what comes before and after the gap.

Then have a class discussion based on the two questions. Encourage quieter students to join in by directing questions at them. Ask students to look at the cartoon and elicit suggestions as to what it is about by asking the following questions: What is happening?

Why has the man been arrested? Is this a normal reason to arrest someone? Tell them it will all be explained in the text they are going to read. Ask students to read the article as quickly as possible to find the answers to questions Point out that the paragraphs are not in the correct order and there are some missing sentences, which they should ignore for the moment. Tell students they have to choose a country and make up a strange law that might exist there eg In Greece, its illegal to drive slowly!

Ask different students to read out their laws and, at the end, ask the class to decide which was the silliest. Ask students to complete the exercise on their own, paying special attention to verb forms. Go through Grammar database 5 on page of the Grammar database with students, drawing their attention in particular to nouns that can be both countable and uncountable.

Ask students to do the exercise individually or in pairs. Elicit the different meanings of the countable and uncountable forms of the words in the third column eg a glass is something you drink out of, while glass is the actual material. You may want to use this exercise as an opportunity to give students practice in using an English dictionary in which case you will need one dictionary per pair of students.

Ask students to look at the entry for the word murder and explain what the different abbreviations and phonetics stand for, then show them how to find the related word murderer. Ask them to complete the exercise in pairs, using the dictionary if necessary, and go round the class answering any queries they may have. Elicit the differences in meaning between the words burglar, thief and robber a burglar breaks into a house and steals from it, while a thief or a robber steals from a place or a person.

Tell students they are going to play a memory game. Write the following nouns on the board, eliciting whether each is countable or uncountable: Tell students they have to imagine they went on holiday and are remembering what they took with them. Choose a student to start with the words, I went on holiday and I took and choose one of the items on the board eg some books to complete the sentence. The game continues in this way, with each student having more and more items to remember they must also remember them in the correct order.

The game finishes when all the items on the board have been mentioned the winner is the student who managed to remember the most items in the correct order.

Ask students to write down the verbs that describe the crimes in exercise 2. Unit 3 Encourage students to correct each other if they use the wrong articles before words eg a toothpaste instead of some toothpaste. Explain to students that they are going to listen to five people talking and have to match the speaker with the picture a, b, c, d or e of the place referred to.

Ask students to do this exercise, referring to Grammar database 5 if necessary. Elicit the meaning of works eg a work of art, two works of art. Ask students to read through the statements. Tell them to be careful when listening because statements may be designed to seem true when theyre not. Ask students to complete this exercise on their own.

You might like to elicit who the other speakers apart from the prison guard were the victim of a burglary, a shop assistant, a policeman, a judge. False Speaker 2: False Speaker 3: True Speaker 4: False Speaker 5: True Homework. Ask students to make sentences using the words that they underlined in sentences 1, 3, 4, 5 and 6 of exercise 3 correctly luggages in number 2 does not exist as a word.

Elicit possible answers and write some examples on the board. Assign the Listening exercise on page 22 of the Workbook. Students answers five sentences, each using one of the following words correctly: Ask students to shut their books and write down any phrasal Assign exercises 1,2,3,4,5 on pages 18 and 19 of the Workbook.

Elicit the verbs they have thought of and their meanings. Ask students to open their books again and do the exercise, referring to the Phrasal verb database on page if necessary.

You might like to elicit one word synonyms for the phrasal verbs in numbers 3, 5 and 7: Elicit what each of the pictures shows.

Ask students to choose one of the phrasal verbs from the exercise above and make a sentence using it. Ask different students to read out their sentence, substituting the verb with a beep sound or two if the verb is separated. Assign exercises 1,2 on page 20 of the Workbook.

Soundstation Aim: Give students some oral examples of sentences where there is a definite stress on one word in particular eg This food is awful! Ask students to read and listen to the four sentences at the same time, paying attention to where the stress is placed.

Play the CD once, and then again, if necessary. CD 1,Track Divide students into two teams A and B and tell them they are going to play a game that will test their knowledge of articles. Draw two columns on the board with the headings Team A and Team B. Tell each team to come up with four sentences using one of the articles a,an,the or no article at all, referring to the examples in Grammar database 6 to help them.

Once each team has written their four sentences, they should change two of them to make them incorrect, either substituting one of the articles for a different one, removing it altogether or adding one where there shouldnt be one.

Check both teams sentences to make sure they have made two correct and two incorrect ones. Ask a member of Team A to read out one of their sentences. A member of Team B should write down the sentence and the team as a whole should decide a whether or not the use of articles is correct, and b if it is incorrect, what the correct version is.

If Team B correctly identifies whether the use of articles is correct or not, they get 2 points; if they correct an incorrect sentence accurately, they get a bonus point; and for either of the parts they get wrong,Team A scores 1 point. Keep the score for the two teams on the board. The teams take it in turn to test each other until all the sentences have been read out and the winning team is the one with the most points at the end.

The following words should be circled: Ask different students to read out the sentences, making sure they are producing the correct stress patterns. Read out the sentences again, sometimes putting the stress obviously on the wrong word. Ask students to listen very carefully and elicit from them whether or not the stress was in the correct place.

Go through Grammar database 6 on pages and of the Grammar database with students, drawing their attention to the many exceptions to the rules about article use. Ask students to do the exercise, referring to Grammar database 6 if necessary. Unit 3 Use your English!

Go through question 1 with the class and elicit the answer, writing it on the board as an example: Go through the list of purposes a-i with students, explaining that these are the different things one might want to do when writing an essay.

Ask students to complete the rest of the exercise. Have a class discussion based on the first two questions, telling students to try and use some of the phrases. Let students refer to the list of punishments for question two only after they have come up with some ideas of their own.

Tell students to pay special attention to word stress when giving their opinion. Give students a couple of minutes to jot down some ideas in pairs in answer to question 3. Check answers to question 3 orally. No being rude to teachers, No fighting in the playground, No dyed hair.

Ask students to read the model essay and complete the exercise individually or in pairs. On the one hand, Firstly, Secondly, In addition, As a result paragraph 3: On the other hand, Moreover paragraph 4: In conclusion, I believe 2 To introduce the subject of the essay.

Point out to students that this is an expression. The rest of the essay does not contain contractions. Ask students to turn to page and assign each pair of students their roles teacher and student. Elicit from students which of the two roles will require more use of language to express an opinion the teachers and which more use of language to give reasons and results the students. Give students about five minutes to do the role-play Refer students to the Speaking database on page before they do the task.

Choose one or two pairs of students to act out the role-play in front of the class. Go through questions with students, inviting comments and writing some ideas on the board after each one.

Give students time to take notes as you go through the questions. Ask students to write the answer to question 9 on their own. Elicit some answers to question 9 orally. Ask students to go to their Composition Planner on page and give them about five minutes to write a brief plan for their essay.

Assign the writing of the essay students have planned in their Composition Planner, telling them to write between and words. Tell students they will write a first version of this essay and give it to you. Their essay will be given back to them later with your comments and they will write a second, improved version of it. Remind them to tick the checklist after the Composition Planner before they hand in their essay to you.

Ask students to find a word from the unit that is more than a syllable long and write it down on a piece of paper, not showing it to anyone else.

Ask them to shut their books. Go round the class, asking each student to read out their word. The rest of the class have to write it down, paying particular attention to spelling. When each member of the class has read out their word, check the answers by spelling all the words out on the board. Unit 4 Target Language Grammar: Meet the Stars 1 T: Sometimes I do the interview and sometimes I get another journalist to do it.

Actually its the first time Ive ever given an interview. Ask students if theyve ever met a star and, if so, who. Elicit as many different types of star as possible film star, TV star, etc and write them on the board.

Show students how to work out the answers to multiplechoice questions, using question 1 as an example. Ask students to ignore the question for the moment and read through the four multiple choice options. Point out that each option contains an element of truth Lee does specialise in doing celebrity interviews, he does run his own company in London, etc , but that only one of them correctly answers the question hence the importance of reading the question very carefully.

Ask students to focus on the question now and find which is the best answer to it i. Ask them to look back at the text to check the answer theyve chosen is correct, and elicit the sentence which contains the answer paragraph 4: Ive been working in the media for about twelve years, so Ive got lots of contacts in the industry. Ask students to complete the exercise individually or in pairs, underlining the information in the text that gives them the answer for each question.

When a new movie or CD comes out, the film or record company contacts me 3a: Ive ended up having several arguments with stars. Their letter will be given back to them later with your comments and they will write a second, improved version of it. Remind them to tick the checklist after the Composition Planner before they hand in their letter to you. Choose different students to read a paragraph each of the letter aloud, while the rest of the class follow in their books.

Ask students a few comprehension questions eg What do we find out about the writers interests? What is he going to do after writing the letter? Ask students to work through the exercise in pairs. Go over the answers orally.

Additional Task Ask students to shut their books. Ask them to write down the following words that have come up in the unit, paying particular attention to spelling: 1 2 3 4 5 6 7 8 9 10 language beginning revision filling usually course sheep uniform friendly unfortunately 1 Gary 2 Adam 3 The following should be underlined: Hows line 2 , cant line 6 , wasnt line 8 , Im line 11 , weve line 13 , Were line 14 , weve line 15 , Id line 17 , Ive line 17 4 Either of the following should be underlined: Sounds like you had a great time in Switzerland.

You may wish to write the words on the board for them to check. Go through the questions that students will have to answer in the letter they write and elicit example answers for each one.

Ask students to read the article in more detail this time and to decide with their partners which heading is the most suitable for each story. Ask them to think of something weird eg aliens, a dream they once had, a type of music. Ask them if theyve ever had any weird experiences.

Elicit any synonyms they know for weird and write them on the board give them the first letter or two of the words if theyre having difficulties. Pause after each sentence to give students time to jot down their answers. They should refer back to the text if necessary. Aim: to introduce the topic of strange experiences through personal responses Homework Assign the Reading exercise on page 10 of the Workbook.

Tell the other students in the pairs that they are going to play the role of reporters and interview their partner about their strange experience. Give students a few minutes to prepare their roles i. Ask students to carry out the interviews with books closed, while you monitor them closely. Give feedback on students performances, pointing out general strengths and weaknesses.

Ask one or two pairs to come to the front of the class to perform their role-play. Id be , Id Elicit what Id is a short form of I would and why it is used here because it refers to an unreal event, i.