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New Headway Intermediate 4th Ed - Student book
Transcript of New Headway Intermediate 4th Ed - Student book
______________ feeling worried. 2. The photos __________ look
worse than it really was. Grammar Spot 1. Match a patten in A with a sentences from the emails in B A
verb + ing
verb + to
verb + sb + to
verb + infinitive (without to)
adjective + to
preposition + ing B
I need to warn you.
Victor told us to throw meat.
You'll make them feel at home.
He enjoyed swimming.
We're thinking of staying two more days.
It's impossible to see the scar. 2. What is the difference in meaning between these sentences? She remembered to email her mum. She remembered emailing her mum. Grammar Reference 8 p142
Verb patterns p 158 Kate is in Cairns, Australia. She hit her head on a metal bunk bed after having a few drinks. There was a lot of blood and she had to go to hospital. Dan is in Australia. He has given his mother's phone number to some Australians he has just met and said that they can stay with her next month. William is in South America. He went piranha-fishing and tried to attact the fish by dropping meat into the water. He campedH on the river banks without a torch and so was lucky to escape from the crocodile. Sally is in Arequipa, Peru. She spent a night in a hotel but was woken by an earthquake. She fell asleep again and woke up in a room full of holes. She plans to stay there for two more days. a. see b. ask c. remember a. wanted b. tried c. remembered b. to mention c. mention c. to put up a. want b. are hoping c. are looking forward a. feel b. to feel c. feeling b. didn't manage c. tried b. to camp c. to spend the night a. loved b. wanted c. hoped b. looking forward to c. thinking of couldn't help made it >> Kate's mum/dad >> Kate she didn't forget to email her mun she emailed her mun and she had a memory of doing it 5. Did Victor __________ escape from the crocodile? 6. He warned us not ______ swimming. help you go to >> William's mum/dad >> William 3. Your friends must ____________ keep their room tidy. 4. It's really kind of you _______ them stay. promise to to let >> Dan's mum/dad >> Dan 7. We couldn't _____________ a bit scared. 8. Have you ____________ come home yet? help feeling decided to >> Sally >> Sally's mum/dad PRACTICE Phoning home 1. Work with a partner. Complete Kate's phone conversation with her mother. Kate! It's so good __________ (hear) from you. Are you OK?
Oh Mum, I'm really sorry for __________ (worry) you so much. I really didn't mean to.
We opened our emails and we were delighted _________ (see) all your photos and then we saw that one. M
M I didn't want my friends _________ (post)
it on Facebook. I asked them not to
But Kate, all that blood, and you went to hospital. We couldn't help ________ (feel) worried.
I know, but honestly Mum, my friends made me ________ (go) to the hospital, I really didn't need to. K
K How is your head now?
Absolutely fine. Honestly. I'll email you some more photos and you can see for yourself. M
K OK. Don't forget to.
I'll call again soon and I promise __________ (text) regularly. Bye.
Bye. Take care! M
M 2. Listen and check. Practise the conversation. Phoning home SPOKEN ENGLISH Don't forget to! - the reduced infinitive 1. In conversation it isn't necessary to use the full infinitive if it is understood from the context. 2. Reply to A, using the verb in brackets and a reduced infinitive. A
B I'll email some more photos.
OK. Don't forget to email.
Can you and Mary come to lunch next Sunday?
Oh, yes, we'd love to come. Find three more examples in Kate's conversation with her mother. A
B Did you post my letter?
Oh sorry, I __________. (forget)
I can't go out with you this evening. Sorry. you
Oh, but you __________. (promise)
Why did you email your mother again?
Because she ____________. (ask me)
Do you think you'll apply for that job?
Yes, I've definitely ___________. (decide)
Are you taking your brother to the airport?
Well, I _________ (offer) but he said he __________ me __________. (not want) 1
5 >> Listen and check your answers. Practise with a partner. Talking about you 3. Complete the sentences so that they are true for you BUT make two of them false. 1
5 I really enjoy...
I'm no good at...
I mustn't forget...
I will always remember...
I've just finished... 6
9 I sometime find it difficult...
My parents made me... when I was young.
I'm looking forward to...
I'd love.. Talking about you 4. Work in small groups. Read some true and some false sentences aloud to each other. Make comments and ask questions to find the false ones. to hear worrying to see to post feeling go to text forgot to promised to asked me to decided to offered to didn't want to spending time with friends at cooking to book my flight meeting my best friend painting my flat to sleep go to bed early going out at the weekend to travel round the world LISTENING AND SPEAKING Fears and phobias 1. What are typical phobias that people have? Make a list. Are you afraid of anything? 2. Work with a partner. Match the phobias in the chart with their definitions. Compare answers as a class. Autophobia
Frigophobia is a
fear of washing. the colour blue.
flying. birds. feeling cold.
fridges. being alone. cars. Fears and phobias 3. Some people have strange phobias. Listen to Jodie, Gavin, and Melissa talking about theirs. After each one discuss these questions as a class. Jodie When she was a little girl... grandmother asked her... opened the cupboard... dark green cardigan... started screaming... her grandmother managed to... now it's difficult to... tries to find... a year ago... a colleague's jacket... has decided to... embarrassed... His dad used to... he didn't like watching him... when seven started feeling... his dad had to stop... problem got worse... supermarkets... asked his wife never to... daren't go to restaurants... oyster... only hamburger bars... started to see... hasn't succeeded in... When she was a little girl... grandmother asked her... opened the cupboard... dark green cardigan... started screaming... her grandmother managed to... now it's difficult to... tries to find... a year ago... a colleague's jacket... has decided to... embarrassed... 1 Which part og the cartoon
would make them panic?
2 How did their phobia start?
3 How does it affect their lives?
4 What caused their panic attack?
5 Have they tried to cure their phobia? What do you think? 5. Discuss these questions in your groups. 4. Work in small groups to retell the stories. Use the prompts to help. 6. Listen to psychologist Dr Lucy Atcheson talking about phobias. How does she answer questions 2-4 in exercise 5? 1 Which of the three people do you think has the most difficult phobia to live with? Why?
2 Why do people get phobias?
3 Why do some people and not others get them?
4 How do you think they can be cured? Suggest ideas. The psychologist's view Language work Look at T 8.5 on p127. Choose a story and underline examples of different kinds of verb patterns. HOMEWORK Gavin Melissa READING AND SPEAKING Dangerous journeys in history 1. Close your eyes. Imagine you are of 90,000 people. You are travelling together, on foot, over mountains, rivers and plains. It's winter. What problems would you face? 2. You are going to read about two famous leaders, Hannibal Barca and Mao Zedong. They both undertook remarkable journeys with thousands of people. Look at the maps. What difficulties can you anticipate? Dangerous journeys in history 3. Divide into two groups. First read about your leader's Early Years. Answer the questions with your group. Group A Read about Hannibal
Group B Read about Mao Zedong 1 How did his father influence his life?
2 Who were the enemy?
3 Where did he move to?
4 Why did they set off on such a long journey? 4. Read about the journey and answer the questions. · Which journey was more dangerous? Why?
· Can you imagine such a journey on foot taking place today? Where and why might it happen? Dangerous journeys in history 1 When did the journey start?
2 How many began it? Who were they?
3 What kind of leader was he?
4 What problems did they face on the way?
5 How long did the journey last?
6 How did it end? How many survived? 5. Read the final part. What happened to the leader after the journey? 6. Find someone from the other group. Go through the questions again and compare the leaders and their journeys. Use the maps to help. What similarities can you find? How many years separate the two journeys? What do you think? WRITING TELLING A STORY p110 1 What do you know about the sinking of the Titanic? Organizing a text It happened at the beginning of the twentieth century.
There was a film about it starring Leonardo DiCaprio. 2 Work with a partner. Look at the pictures and tell the story in your own words. Then read Text A and match the lines with the pictures. Organizing a text Organizing a text 3 Now read Text B. Compare it with Text A. Which is the more interesting text? Why? Give some examples. 4 Go through the Titanic texts again with your partner. Discuss the differences. Consider the following questions. TEXT The general organization Telling the story The language How is the scene set? What forms the main part? How is the story concluded? What information is given? How is interest created? What is the order of events? Which adjectives and adverbs are used? How are the sentences constructed? Organizing a text 5 With your partner discuss what you know about the story of The Trojan Horse. Look at the pictures and prompts to help. 6 Work together to write the story. Remember to set the scene, create interest, and use adverbs and adjectives. Begin like this: The Greeks and the Trojans has been at war for ten years. 7 Read some of the stories aloud to the class. Compare with the story on p 150-151. VOCABULARY AND IDIOM Body language 1. As a class, brainstorm all the parts of the body. Fill the board with all that you can think of. 3. Which verbs in exercise 2 go with these nouns and phrases? 1. I don't get on with my brother. We don't see eye to eye about anything.
2. I saw a programme on TV about quantum physics but I'm afraid it went straight over my head.
3. Don't waste your breath trying to explain it to me. I'll never understand.
4. Did you hear about Millie's party? People drank too much and the whole thing got out of hand. 2. Work in small groups. Which parts of the body do you use to do the following things? Body language Listen and check. What is the situation for each expression? Body language 4. The sentences all contain idioms to do with parts of the body. Work out the meanings from context. 5. The house was such a mess and when her parents came back they kicked up such a fuss. I don't blame them.
6. Can you help me? I've hit a problem installing this program on my computer.
7. My dad keeps a stack of chocolate in his desk for while he's working. He's got such a sweet tooth.
8. I feel silly. I got so excited when he said I'd won the lottery but he was only pulling my leg. 5. Replace each idiom in exercise 4 with a literal meaning from the box. Read the sentences aloud with both expressions. HOMEWORK 6. Look these words up in a dictionary. Choose one idiomatic expression for each. Share them with the class. EVERYDAY ENGLISH Travel and numbers 1. Read aloud these numbers. When do you say and? 2. Match a question with a number. Ask and answer them with a partner. Practise saying the numbers aloud. 3. Work in pairs. Find the numbers in the pictures and practise saying them. 4. Listen to a conversation. Listen and check. Travel and numbers Listen and check. Practise again. Travel and numbers 1. Where is it taking place?
2. Who are the people?
3. Where does the man want to travel to?
4. What is the problem? Listen again. Write down all the different numbers you hear. What do they refer to? Practise the conversation with a partner. one (bag), 30 kilos Travel and numbers 5. Listen to another conversation and do the same again. 6. Work in groups. Write down some numbers that are important to you. Can the others guess what they refer to? Explain what they are.