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3 use articles

• Tell the class to cover the completed description in exercise 2 and to focus on the use of articles in the text. It's a good idea to briefly revise the difference between the definite and indefinite article. Do the first sentence as a class then ask students to continue alone before comparing their ideas with a partner.

• Tell pairs to check their own answers against the completed text and don't go over the answers as a class unless anyone has a specific problem.

• writing task - If you have access to the Internet, you can ask students to do a search during the class. In www.worldgallery.co.uk students can type in any period, type of art, or artist's name and find paintings or photographs to write about. Alternatively, students may prefer to bring in a picture they have at home. If the latter, you would have to pre-warn students to bring in a favourite picture or hold over the writing task to a different lesson (or give it as homework).

guidance notes

The picture is People in the Sun by Edward Hopper and can be found or? several websites, e.g. mvw.abacus-gallery.com. If you have access to the Internet, it would be a good idea to download the picture and enlarge it to allow students to see the colours in the picture.

guidance notes

The details in the picture should give students plenty to write about while the sentence prompts constrain the way they express their ideas. This exercise uses a task-based approach, challenging students to produce their own ideas before checking against the model text.

guidance notes

It's a good idea for students to do some exercises alone initially so that you can walk round and see if anyone is having problems. Working alone and checking their own answers also develops learner autonomy. Comparing answers with a partner gives students a good opportunity to help each other and discuss differences. This interaction will help students develop peer correction skills and give them practice in talking about language.

thirteen readin

1 think about the topic a Think of five different things you do on a 'night out' in your country.

b Compare your ideas with a group.

2 read quickly a Look at the pictures. What type of entertainment does each one show?

b Read the text quickly. Match the pictures to the correct event.

3 read closely

Where should you go if you want to

1 learn to be funny?

2 go out for dinner?

3 listen to some jazz?

4 make your own CDs?

5 see something funny?

6 take part in a course?

7 get a job as a musician?

8 entertain all your family?

9 have a drink during the day?

10 find out about musicians in your area?

4 understand adjectives a Underline all the adjectives about people or events in the text.

b What are the adjectives for?

1 to give facts about the people and events

2 to make the people and events sound interesting

5 talk about the text

You are going out with friends. Which entertainment would you choose? Why?

Do you know who's playing in your area? We're bringing you an exciting evening of live rock and pop music from the best local bands. Are you interested in becoming a musician and getting a recording contract? If so, come early to the talk at 7.30 p.m. by lules Skye, a successful record producer. He's going to talk about how you can find the right person to produce your music.

Gee Whizz I

Come and see Gee Whizz perform. He's the funniest stand-up comedian . on the comedy scene. This hilarious show will please everyone, from the youngest to the oldest. Gee Whiz really knows how to make you | laugh! Our bar is open from 7.00 p.m. for drinks and snacks. |

pimon's workshop

5-7.30 p.m. // WEDNESDAYS AT KALEIDESCOPE

This is a great opportunity for anyone who wants to learn how to do comedy. The workshop looks at every kind of comedy, and practises many different ways of making people laugh. Simon is a comedian and actor who has 10 years' experience of teaching comedy. His workshops are exciting and fun. An evening with Simon will give you the confidence to be funny.

Fine food with beautiful jazz music; this is a great evening out. Charlotte Stone will perform songs from her new best-selling CD, with James Pickering on piano. The menu is Italian, with excellent meat and fresh fish, pizzas and pasta. Book early to get a table. Our bar is open all day, and serves cocktails, coffee, beer, and wine.

local /'tankl/ (adjectivc) from your area recording contract 'n'lo:dnj kDntnfikt/ (noun) an agreement with a record company stand-up comedian /'staendAp ks'miidisn/ (noun) somebody who performs comedy hilarious /hi'lesriss/ (adjective) very, very funny workshop /'w3:k|Dp/ (noun) a short course to help people learn something new confidence /'konfidans/ (noun) the feeling you can do something well jo to self-assessment p.60 vocabulary diary p. 62

text theme nightlife time 40-50 mins think about the topic

• Give students a few minutes to list five different things they might do when they go out at night in their own countries. The pictures should prompt students who are short of ideas. Emphasize that the question is not about going out regularly, just about what kind of things they like doing when they go out.

• Put students into groups of three or four to share their ideas, and get some feedback from the class on the most popular forms of entertainment.

read quickly

• Keep students in the same groups and focus them on the pictures. Tell them to discuss what they think is happening in each picture.

• For exercise 2b, give students a time limit (about two minutes) to read the text and match each event to a picture. Tell them not to use the glossary at this stage. They will have more time to read in the next stage.

guidance notes

If your students did unit 12 writing (describing a picture), remind them to use the language they practised in that lesson when they are talking about the pictures.

answer key b 1 Gee Whizz, 2 Simon's workshop, 3 Electric Underground, 4 Charlotte Stone read closely

• Tell students to go back to the text and read it carefully with the glossary, either to find the answers or check them. Lei them compare with a partner before checking answers as a class.

mmmsm answer key

1 Simon's workshop, 2 & 3 Charlotte Stone, 4 Electric Underground, 5 Gee Whizz, 6 Simon's workshop, 7 Electric Underground, 8 Gee Whizz, 9 Charlotte Stone, 10 Electric Underground understand adjectives

• Students could find the adjectives alone before comparing with a partner, or do this in pairs. For exercise 4b, ask the class to call out the first two adjectives in the first event in the text: exciting and live. Ask them what function the two adjectives perform in the text. Tell students to use dictionaries to check meaning. Let them continue in pairs.

• In feedback, put two columns on the board and write 1 (facts), 2 (+ / ++) at the top of the columns. Ask students to call out adjectives in the order they appear in the text, and elicit which column they should go in, and whether they are positive (+) or very positive (++). Remind students to record new adjectives in the vocabulary diary at the back of the book.

guidance notes

This kind of text (events listing promoting different forms of entertainment) fs heavily reliant on adjectives: neutral adjectives are used to provide factual information about different events, but extreme and superlative adjectives are frequently used to persuade people to go and see the events. Vou could raise awareness of the style of this text by asking the class which column has the most adjectives and why.

answer key a & b: Electric Underground: exciting (2), live (1), best (2), local (1), successful (2), Gee Whizz: funniest (2), hilarious (2), Simon's workshop: great (2), different (1), exciting / fun (2), Charlotte Stone: fine (2), beautiful (2), great (2), new, best-selling (1/2), excellent (2), fresh (2)

5 talk about the text

• Tell students to choose the entertainment from the lesson that they would prefer for a night out. Then put them into groups of three or four and let them discuss their preferences. Tell them to come to a final decision as a group.

ideas plus

If you have access to a publication which lists local entertainments in English, make copies and ask students to read about the events, Look up and record useful new adjectives, and decide which event they would most like to go and see. Alternatively, if your students are in an English-speaking country, many places have arts festivals with upcoming events Listed on websites.

; It's my birthday on 1 I Can you come to my party? Union Bar at 9.00 p.m. cu there! Mike x

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