.,...
Pattern B: helped, taught, invited, ordered, paid, Verb + preposition
Thetollowíngverbscal1tít info both verb pattern A
and verb pattern B:helped, paid.
4 Read the sentences with the class and elicit opinions on
how the verb patterns differ.
These verbs (make and let)
5 Pairwork. Students first work individually to match the
beginnings and endings of the rules They then discuss
their sentences with a partner and decide if they agree with
the parents' rules.
Suggeste{janSWers
a) We wouldn't let them hftch-hikéby themselves.
b) We'd expect them to respect their elders.
c) We'd make them keep theirrooms tigy.
d) WeWoÚldn'tletthem the house.
e) We'dtell them not to believeeverythingthey
hear.
f) We'dWarnthemnattotake
g) We'd let them go out late at the weekend.
h) We'd make them take theirstudies seriously
i) We'dencouragethem
j) We'dask them nafto pláy theí(music too Idud.
k) We'd want them to do well at schoo/.
Optional activity
lnvitestudents to work in groups to prepare a list of children's
rulesfor parents. These could be general rules or rules aimed at
limitingthe embarrassment they cause their children.
Verb + -ing form (p17)
Studentswill find more information about these structures in
f the Language reference section on page 18. You might like to
ask them to read this first before doing the first exercise.
1 Students fill the gaps with the words in the box. Check
answers with the class.
a) borrowing
b) studyípg
c) buying
d) embarrassíng
e) íroning
f) havíng
g) talking
2 Pairwork. Students discuss whether the sentences in 1 are
trne for them or not.
structures (p 17)
There is more information on these structures in the Language
reference section on page 18. Refer students to this if they need
help.
Optional activity
Ask students if they have ever been to another country. If they
have, ask why they went abroad. Was it for a holiday, work or
study? Find out if the country was as they expected it to be.
Did they find it easy to adapt to the differences?
1 g 06 SB P 146
Cive students time to read Eva's sentences and decide on the
correct order. Allow them to discuss this in pairs or groups if
they wish. Then play the recording for them to listen to and
check their answers.
1a 2 e 8 9k
12 d
10g 11f
g 06
I knew that there were a lot of things I would have
to get used to when I decided to go to England and
t I was looking forward to
having egg and bacon for breakfast and tea at five
o'c/ock. I was also dreaming of the charming English
country cottage I would be staying in. I was a bit
worried about the reserved British character. I'd
heard that they objected to talking about anything
personal but insisted on talking about the weather
all the time. Nor did they approve of hugging or
kissing, apparently 50 imagine my surprise when my
English family welcomed me with a big hug and
then asked me about my family, my work and even
my boyfriend. They didn't live in the country cottage
I'd dreamt 0(, and we never had English breakfast or
tea at five. But they succeeded in making me feel at
home, and I felt as if I belonged to the family for
the few weeks I was there.
2 Pairwork. Check that students understand that the
expression things turned out better than expected for Eva
means that Eva didn't think things were going to be very
good, but in fact the reality was much better than she
thought. Students take tums to tell each other a story about
when things tumed out better than they expected.
3 Co through the examples with the class. Students then
work individually to complete the statements so that they
are true for them. They then discuss them with a partner.
Single vowel sounds (p 18)
Your students may or may not be familiar with the
intemational phonetic alphabet. This alphabet is very useful for
finding out the pronunciation of new words and it is worth
spending sorne tirne going through the syrnbols and exarnple
words with students. (See page 143 in the Students Book.)
Family u NIT m 23