American Download B2 Teacher's Biook Sample

TEACHER’S BOOK

CONTENTS Student’s Book Contents__________________________________ 4 Introduction to American Download________________________ 6 Unit 1____________________________________________________ 8 Unit 2___________________________________________________18 Progress Review 1 28 Unit 3___________________________________________________31 Unit 4___________________________________________________41 Progress Review 2 51 Unit 5___________________________________________________54 Unit 6___________________________________________________64 Progress Review 3 75 Unit 7___________________________________________________78 Unit 8___________________________________________________88 Progress Review 4 97 Unit 9_________________________________________________ 100 Unit 10________________________________________________ 109 Progress Review 5 119 Student’s Book Recording Script________________________ 121 Extra Tasks For Early Finishers_________________________ 135 Extra Tasks For Early Finishers Key_____________________ 145 Workbook Key_________________________________________ 147 Workbook Recording Script____________________________ 155 Test Book Key_________________________________________ 161 Test Book Recording Script_____________________________ 165

1 Communication Unit Plan Reading: Multiple choice: finding the answer in the text before you read the options Vocabulary: Words related to communication and feelings, collocations and expressions, commonly confused words, word formation Grammar: Simple present, present continuous, present perfect, present perfect continuous Listening: Identifying and understanding paraphrasing Speaking: A nswering questions about communication; asking someone to repeat, confirm, or explain what they said. Writing: E ssay: using the task as a guide; using topic sentences and supporting them with examples Unit Opener (SB page 5) TOP TIP • Ask students to look at the picture and tell you what they can see (two people from very different cultures). Make sure you take advantage of interesting topics Ask them what they think the picture is trying to show to generate discussion in your class. Students can (that we can communicate mutual liking for each other discuss in groups or take part in a debate. Ensure with smiles, even though we may not speak the same that all students get a chance to speak by asking language). them for their opinion on the topic. • Ask students to read the title of the unit and say how they think it relates to the picture (The title is Let’s talk about it! “Communication” and the picture shows a man and woman from very different cultures smiling and having DVD 1: Optional Video Activity a good time with each other). The DVD activity is optional and can be done if time • Ask them if they have ever been able to communicate permits. The videos can be accessed by teachers with someone who didn't speak their language or came from the IWB software, and students can access them from a very different culture. from their e-book. Don’t worry if your students don’t understand everything they hear on the video. They 1 should be able to grasp the gist of the content.  • Ask students to read the instructions. Check that • Tell students they are going to watch a video called they understand what they have to do. “Everybody’s Different: Different Cultures, Different • Practice pronunciation by modeling each of the Customs.” countries in the orange box and asking students to • Play the video. Then write on the board: Which repeat. custom had the children not seen before? What does • Ask individual students to read the descriptions of the custom show? behavior to the class. Explain anything they don’t • Play the video again. understand. • Then discuss the video and the question. • Students work in pairs to complete the task. Encourage them to read all the descriptions before Link: https://www.youtube.com/watch?v=65uYTF2HD matching them to the countries. Qc&feature=youtu.be • After you have checked answers, ask them if any of the descriptions surprised them. Summary: The video is about cultures and their different traditions and customs. The presenter points 2 out that although other cultures may seem different • Ask students to read the instructions. Check that and unusual for us, we should respect them. This is they understand what they have to do. supported by the scene with the three children who • Ask a student to read the ideas to the class. Explain discuss cultural differences. Differences in customs and anything they don’t understand. traditions make life more interesting. • Students discuss in pairs. • Monitor and help with vocabulary, but do not interrupt fluency. • Make a note of any mistakes to go over with the class afterwards. • Have a class discussion about the types of behavior common in the students’ country. 8

READING (SB pages 6-7) • Once they think they have the answer, they can then compare it to the options and choose the best one. 1 • Ask students to read the instructions. Check that 4 they understand what they have to do. • Ask students to read the instructions. Check that • Ask students to read the words for emotions. Explain they understand what they have to do. anything they don’t understand. • Ask students to read the questions. Explain anything • Students work in pairs to complete the task. they don’t understand. • Time permitting, individual students can make facial • Encourage students to use the tips from the expressions for the class to guess. Download box when doing the task and to read the question and look for the answer in the text before reading the answer options. • Students work individually to choose the best answers. • They then check their answers in pairs before checking as a class. 2 • Ask students to read the instructions. Check that they understand what they have to do. • Ask students to discuss the questions with their partner and to justify their answers. • Monitor and help with vocabulary, but do not interrupt fluency. • Make a note of any mistakes to go over with the class afterwards. 3 • Ask students to read the instructions. Check that they understand what they have to do. • Ask students to tell you some ways in which humans can communicate other than through speech. • Explain to students that they do not need to read in detail at this stage as they will have the opportunity to do so later. • Students do the task individually, but check answers as a class. DOWNLOAD Ask students to write one or two of their own • Point out the Download box next to the reading comprehension questions for the text. comprehension questions to the students and tell them Monitor and help with vocabulary and grammar that these boxes appear throughout the book to give if necessary. When students are ready, they may advice about how to approach the tasks. work in pairs and answer each other’s questions or • Ask students to read the information in Download. they can write their questions on the board for the • Choose a student to explain the tip in his/her own words. class to answer. • Explain to students that when dealing with multiple- choice questions, it’s a good idea to read the question UNIT 1 9 and look for the answer in the text before reading the answer options. Explain that the answer options can distract them and cause confusion.

5 • They then check their answers in pairs before • Ask students to read the instructions. Check that checking as a class. they understand what they have to do. • Ask students to read the words and the sentences. Explain anything they don’t understand. Elicit that the words are all verbs and that they form expressions. • Students work individually to write the words in the correct places. • They then check their answers in pairs before checking as a class. 6 3 • Ask students to read the instructions. Check that • Ask students to read the instructions. Check that they understand what they have to do. they understand what they have to do. • Students work individually or in pairs to find the bold • Ask students to read the words and the sentences. expressions in 5 that go with the definitions. Explain anything they don’t understand. Elicit that the words are all nouns. • Students work individually to write the words in the correct places. • They then check their answers in pairs before checking as a class. VOCABULARY (SB pages 8–9) Ask students to find derivatives for the nouns in 3 (hospitality – hospitable; confrontation – confront 1 – confrontational; achievement – achieve; arrival • Ask students to read the instructions. Check that – arrive; compliment – complimentary; feelings – they understand what they have to do. feel). • Ask students to read the sentences. Explain anything they don’t understand. Extra Task (for Early Finishers) • Elicit that all of the words are verbs. See photocopiable material on page 135. • Ask students to work in pairs before checking answers as a class. • Practice pronunciation by modeling each of the verbs and asking students to repeat. Correct where necessary. 2 4 • Ask students to read the instructions. Check that • Explain to students that in this exercise they will be they understand what they have to do. looking at collocations that describe body language. • Ask students to read the words and the definitions. • Ask students to read the instructions. Check that Explain anything they don’t understand. Elicit that the they understand what they have to do. words are all adjectives that are used to describe how • Ask students to read the words. Explain anything people feel or express themselves. they don’t understand. • Practice pronunciation by modeling each word in the • Students work individually to complete the task. orange box and asking students to repeat. Correct • They then check their answers in pairs before where necessary. checking as a class. • Students work individually to complete the definitions with the words. 5 • Ask students to read the instructions. Check that 10 they understand what they have to do. • Ask students to read the sentences. Explain anything they don’t understand.

• Students work individually to write the collocations • They then check their answers in pairs before from 4. checking as a class. • They then check their answers in pairs before checking as a class. 6 Divide the class into two teams. Then, one at a • Ask students to read the instructions. Check that time in mixed-up order, act out the collocations in they understand what they have to do. Elicit that most 4. The first team to name the collocation correctly of the pairs are commonly confused because they look wins a point. Continue until all the collocations or sound similar (e.g., 1, 2, and 5) and/or or because have been used. they have similar meanings but are used differently (e.g., 4). Extra Task (for Early Finishers) • Ask students to read the words and the sentences. See photocopiable material on page 135. Explain anything they don’t understand. • Students work individually to complete the task. • They then check their answers in pairs before checking as a class. 7 GRAMMAR (SB pages 10–11) • Ask students to tell you some common prefixes we use to form the opposites of adjectives. Write them on Simple Present and Present Continuous the board, and ask students to give you one example of an adjective for each prefix (e.g., dis- / dishonest; Before You Begin il- / illegal, ir- / irresponsible, etc.). • Review the different forms of the simple present • Ask students to read the instructions. Check that and the present continuous (affirmative, negative, they understand what they have to do. question, and short answers) with the class. Then elicit • Ask students to read the words in the orange box. some adverbs of frequency and time expressions that Explain any words they don’t understand. are used with each. • Students work individually to complete the chart with • Review stative verbs. Ask students to tell you some the opposites of the adjectives in the orange box. stative verbs (believe, know, need, etc.). • They then check their answers in pairs before checking as a class. 1 • Ask students to look at the chart again. ­­P­­ ractice • Read through the grammar theory with the class. pronunciation by modeling each adjective and • Ask individual students to give you sentences to show its opposite and asking students to repeat (e.g., the different uses of the simple present and present accompanied – unaccompanied). Correct where continuous. necessary. • Remind students that stative verbs describe states, not actions, and that the most common stative verbs are used to describe senses, thinking, emotion, and possession. • Elicit that we do not use continuous forms with stative verbs. • Remind students that some verbs can be used for both states and for actions. 2 • Ask students to read the instructions. Check that they understand what they have to do. Refer them to the grammar theory to help them complete the sentences and answer the question. • Check answers as a class. 8 Read 1.1-1.3 of the Grammar Reference on pages • Ask students to read the instructions. Check that 175–176 with your students. they understand what they have to do. • Ask students to read the sentences. Explain anything UNIT 1 11 they don’t understand. • Tell students to read the whole sentence first and then to look at the chart in 7 before writing their answers. • Students work individually to complete the sentences.

3 Present Perfect and Present Perfect Continuous • Ask students to read the instructions. Check that they understand what they have to do. Before You Begin • Ask students to read the sentences. Explain anything • Review the different forms of the present perfect they don’t understand. and present perfect continuous (affirmative, negative, • Tell students to look at the first sentence and ask question, and short answers). Then elicit some time them which clues will help them choose the correct expressions that are used with each. form (every weekend – adverb of frequency for habits • Ask students to give you some examples of the forms and routines). Then elicit that they will need the simple by telling you about things they have or haven’t done present here. or been doing. • Ask students to read the rest of the sentences carefully and to underline any time expressions or 5 other clues in the sentences that will help them choose • Remind students that the main difference between the correct form. these is that we use the present perfect to focus on • Students work individually to complete the the result of a completed action or how many times sentences. an action has happened, while we use the present • They then check their answers in pairs before perfect continuous to focus on the action itself or how checking as a class. long something has been happening. It is unimportant whether the action has finished or not. • Take the opportunity to stress the difference between have been and have gone by asking students to give you sentences with them. 6 • Ask students to read the instructions. Check that they understand what they have to do. Refer them to the grammar theory to help them answer the questions. • Students work individually to complete the task. • They then check their answers in pairs before checking as a class. 4 • Ask students to read the instructions. Check that they understand what they have to do. • Ask students to read through the text once without circling their answers. Have them underline any words or clues that will help them choose the correct answer. • Students work individually to circle the correct words. • They then check their answers in pairs before checking as a class. Read 1.4-1.6 of the Grammar Reference on pages 176–177 with your students. Ask students to write their own sentences 7 with either the simple present or the present • Ask students to read the instructions. Check that continuous omitted. Refer them to the grammar they understand what they have to do. theory if they need help. When students are ready, • Ask students to read the sentences. Explain anything they exchange work and complete each other’s they don’t understand. sentences. • Encourage students to look back at the examples in the grammar theory to help them. Point out that there is no limit to the number of words that can be used to complete the sentences. • Ask students to read the sentences carefully again and to underline any time expressions or other clues in the sentences that will help them decide on the verb form to use. • Students work individually to complete the task. • They then check their answers in pairs before checking as a class. Extra Task (for Early Finishers) See photocopiable material on page 135. 12

Ask students to write a short paragraph about their 3 experience of learning English: for example, how • Ask students to read the instructions. Check that long they have been learning the language, what they understand what they have to do. level they have achieved, what skills they have • Ask students to read the questions and choices. learned. Tell them they must use the present perfect Explain anything they don’t understand. Encourage and the present perfect continuous. Monitor and help students to underline key words in the question, with vocabulary if necessary. Encourage students to and remind them to expect paraphrasing in both the look back at the examples in the grammar theory to questions and the correct answers. help them. When students are ready, ask them to • Play the recording and ask students to circle their read their paragraphs to the class. answers. Then ask students to discuss their answers with a partner and to justify any answers that are different. Extra Task (for Early Finishers) • Check answers as a class. As you do so, play the See photocopiable material on page 135. recording, stopping it whenever an answer is heard. Ask student to discuss the difference between what LISTENING (SB page 12) they hear on the recording and what the correct answer is. (See justification below.) 1 • Ask students to read the instructions. Check that they understand what they have to do. Elicit that they must circle the option that is closest in meaning to the words in bold. • Ask students to read the sentences and the options. Explain anything they don’t understand. • Students work individually to complete the task. • They then check their answers in pairs before checking as a class. 2 See the recording script on page 121. • Ask students to read the instructions. Check that they understand what they have to do. SPEAKING (SB page 13) • Ask students to read the sentences. Explain anything they don’t understand. 1 • Encourage students to figure out the meaning of • Ask students to read the three questions. Answer any unknown words by looking at how they are used in queries they may have about them. context. • Students work in pairs to ask and answer the questions. • Tell students their answers must be grammatically • Monitor and help with vocabulary, but do not correct and must not change the meaning of the interrupt fluency. Make a note of any mistakes to go sentence. over with the class afterwards. • Students work in pairs to complete the task before • Ask each pair to ask and answer one of the questions checking answers as a class. and continue around the class until each pair has had a turn. • Deal with any language mistakes and pronunciation problems that come up. DOWNLOAD TOP TIP • Ask students to read the information in Download. • Choose a student to explain the tip in his/her own Time permitting, pair-work tasks can be extended words. into a whole-class discussion or class survey, • Point out the importance of paying attention to particularly when the topic is of personal interest the meaning of what the speaker says, and remind to students. Alternatively, students can be asked to students that the correct answer will almost always report to the class what their partner said, in which contain wording that is slightly different than what they case they should be encouraged to take brief notes. hear on the recording. The same holds true for the question. UNIT 1 13

2 WRITING (SB pages 14-15) • Ask students to read the instructions. Check that they understand what they have to do. Elicit that they need Essay: Using the Task as a Guide to complete what they might say in the event they don’t • Ask students to read the information on essays and hear or don’t understand what someone says. Explain using the task as a guide carefully. that they will need to complete each of B’s responses • Explain to students that the task will provide them with a short phrase from the Language Bank. with all the information they need to write their essay • Ask students to read the sentences. Explain anything and, for this reason, they should read it very carefully they don’t understand. and make sure they understand it. • Go through the Language Bank with the students and • Remind students that they should underline key make sure they understand the phrases/sentences and words in the opening sentences; this will give them how to use them. a general idea of the main topic they have to write • Students work individually to complete the task. about. They should also underline the question they • They then check their answers in pairs before need to answer. And finally, they should underline any checking as a class. guidance the task provides about how they should support their ideas (e.g., with reasons, examples, and explanations). • Tell them that they should refer back to the words they underlined as they plan and then write their essay. Doing this will help them stay on topic. DOWNLOAD 1 • Ask students to read the information in Download. • Ask students to read the instructions. Check that • Choose a student to explain the tip in his/her own words. they understand what they have to do. • Stress that when speaking with someone, it is • Elicit that they there are two parts to the task. normal to miss or not understand something they are First, they must consider the underlining of the saying. Tell them they can use set phrases to ask for topics and discuss how this helps guide them in their something to be repeated or confirmed, as well as to planning and writing. Then they need discuss the class ask someone to explain what they mean. question, in this case to form their opinion about the issue they are asked about in the question. 3 • Remind students that their own idea can be in • Go through the Language Bank again with the support of or in contrast to their opinion on the students and make sure they understand how to ask subject. for repetition, confirmation, and explanation. • Ask students to read the writing task and answer • Ask students to read the instructions. Check that any queries they might have about it. they understand what they have to do. Elicit that the • Students work in pairs to answer the class question. first part of the task requires the student answering • Check answers as a class. the question to pretend that he or she has not heard the question or would like his/her partner to confirm or 2 explain something. Point out that there are no right or • Ask students to read the instructions. Check that wrong answers. Elicit that the second part requires the they understand what they have to do. person answering to then answer the question. • Elicit that they must read the task and underline • Students work in pairs to do the task. the topics as in 1. They must also complete the class • Monitor and help with vocabulary, but do not question. interrupt fluency. Make a note of any mistakes to go • Students work individually to complete the task. over with the class afterwards. • Check answers as a class. • Ask one pair to demonstrate the task in front of the class. • Time permitting, repeat until all pairs have had a turn. 4 3 • Ask students to read the questions. Explain anything • Ask students to read the instructions. Check that they don’t understand. they understand what they have to do. • Students work in pairs to ask and answer the • Elicit that the essay in 3 has been written in answer questions. If desired, they can use phrases from the to the writing task in 2. Language Bank to ask for repetition, confirmation, or • Explain that they need to circle the topics of the explanation. three main (or body) paragraphs in the essay – that is • Monitor and help with vocabulary, but do not paragraphs 2, 3, and 4. interrupt fluency. Make a note of any mistakes to go over with the class afterwards. • Time permitting, you may want to discuss the questions more extensively as a class. 14

• Ask students to read the essay. Explain anything they Students work individually to write a topic don’t understand. sentence and a supporting example for one of • Students work individually to complete the task. the ideas they brainstormed when talking about • They then check their answers in pairs before the class question in 1. Monitor and help with checking as a class. vocabulary and grammar if necessary. Make a note of any mistakes to go over with the class afterwards. 4 LANGUAGE BANK • Ask students to read the instructions. Check that • Quickly go through the words and phrases in the they understand what they have to do. Language Bank again. • Ask students to read the two short paragraphs. • Explain that students can use words and phrases Explain anything they don’t understand. from the Language Bank as well as their own phrases • Stress to students the importance of beginning a in their essays. paragraph with a topic sentence that lets readers know • Make sure students know how to use the functional what the paragraph will be about. language (Introducing Topics and Contrasting Topics) • Ask students to think about what kind of words can by asking them to give you example sentences using complete the sentences (1 – a noun or gerund; 2 – a the phrases. noun). • Students work individually to complete the task. 6 • Check answers as a class. • Read the task out loud. Explain anything students don’t understand. 5 • Go over the Plan with the students. Remind them • Ask students to read the instructions. Check that to use topic sentences and to support these topic they understand what they have to do. Elicit that there sentences with examples. are two parts to the task. First, they must underline • Ask students to underline the important information the examples that support the topic sentences in the and to identify the question they should brainstorm. essay in 3. Then they must underline the topic of the Point out that topics for two paragraphs are suggested sentences in 5 and write an example to support the in the second sentence of the writing task. Ask what topic sentence. these are (people’s appearances; people’s facial • Draw students’ attention to the Language Bank. Go expressions and their gestures). through the words and phrases. Explain any unknown • Students work individually to complete the task. words. • They then check their answers in pairs before • Students work individually to complete the task. checking as a class. • They then check their answers in pairs before • Assign the writing task for homework. checking as a class. They should check their answers to the first part of the task before they move on to the second part. DOWNLOAD • Read the information in the Download box. • Choose a student to explain the tips in his/her own words. • Tell students this box acts as a reminder for what they have to do when they write their essay. • Remind them to look back at 1, 2, and 6 to see what information is considered important and should be underlined. Remind them, too, to use topic sentences to introduce each paragraph. Vocabulary Booster 1 and Reload 1: Exam Skills (SB pages 16-20) Objectives • To review vocabulary and grammar from Unit 1 and to give students practice on a wide range of exam skills. UNIT 1 15

Review Practice stative verbs. • Explain to students that there will be a Vocabulary • Remind students that stative verbs are used to talk Booster section and a theme-based Reload: Exam about states and not actions, but that some verbs can Skills section at the end of each unit. Tell them that the be both to describe both states and actions with a Vocabulary Booster reviews key vocabulary items they change of meaning. have seen in the unit and that the Reload: Exam Skills • Ask students to name some stative verbs. Write them section will give them valuable practice on a range of on the board. authentic exam-style Vocabulary, Grammar, Listening, • Ask students for example sentences using the verbs. and Speaking tasks. 5 and 6: Practice the present perfect and the present Vocabulary Review perfect continuous. • Review all uses and forms of the two verb forms. • 1: Review the verbs that describe actions that show Then ask students to write sentences of their own with how someone is feeling by writing them all on the these forms and to say which use of the form it shows. board and asking individual students to act them out. If students need ideas to get started, write these on • 2: Write the adjectives on the board. First, ask the board: learn/English, know/your best friend, send/ students if the adjectives have a positive or negative text messages today, not see/cousins lately. meaning. Then ask individual students to explain what they mean. • Students are now ready to do Vocabulary Booster 1 • 3: Write a noun from 3 on the board and ask a and Reload 1: Exam Skills. student to use it in a sentence. Continue until all words • If desired, you can assign Vocabulary Booster 1 for from 3 have been practiced. Time permitting, ask homework; alternatively, you can have students do it students to give you the verb and/or adjective form of in class under a time limit (c. 20–30 minutes). each noun. • Since the Reload contains Listening and Speaking • 4 and 5: Practice collocations and expressions. Write tasks, you will probably want to do this in class. your eyes, hands, your shoulders, your nails, your • Check answers as a class. head, and your arms on the board. Read out one of the verbs that go with these nouns, and ask a student to come to the board and write the verb next to the correct noun phrase. Continue until all of the verbs have been matched with the noun phrases. • 6: Practice commonly confused words. Write these pairs of words on the board and ask students to tell you the difference between them by giving you definitions or using them in sentences: express – impress; alone – lonely; frown – smile; amount – number; beware – aware. • 7 and 8: Practice word formation. Write these adjectives on the board and ask students to write their opposites using the prefixes im-, in-, or un-: accompanied, appropriate, avoidable, direct, modest, personal. Grammar Review 1 and 2: Practice the simple present and the present continuous. • Ask students to tell you when we use the simple present and the present continuous. Elicit that the simple present is used to talk about facts and permanent situations, general truths and natural laws, habits and routines, schedules and programmed events in the future, reviews, stories, and sports commentaries; the present continuous is used to talk about actions happening at the time of speaking, temporary or changing situations, annoying habits often with adverbs like always, and plans and arrangements for the future. • Ask students to tell you which time expressions we use with each verb form. Write them on the board in two columns. Alternatively, you can write the time expressions on the board (in mixed-up order) and ask students to tell you which are used with each form. • Ask students to give you examples for each of the uses of the two forms. 16

UNIT 1 17

TEACHER’S BOOK American Download is an exciting new multi-level course. The Upper Intermediate level is suitable for students working to achieve a B2 level of competence within the Common European Framework. American Download B2 Teacher’s Book provides everything the teacher needs to make best use of the material in American Download B2 Student’s Book. American Download B2 Teacher’s Book contains: • clear lesson plans with detailed instructions and the key to all tasks from American Download B2 Student’s Book. • suggestions for extension tasks and teaching tips. • the recording script with justification underlined for the listening tasks included in American Download B2 Student’s Book. • photocopiable tasks for use with students who finish early in class, as a way of reviewing prior to a test, or as extra practice of the vocabulary and grammar in the Student’s Book. •the keys and recording scripts (justification underlined) for American Download B2 Workbook and American Download B2 Test Book. American Download B2, a complete package A course in for Upper Intermediate students: American English based on the requirements American Download B2 Student’s Book and standards of the American Download B2 Workbook Common European American Download B2 Test Book American Download B2 e-book Framework of American Download B2 Teacher’s Book Reference American Download B2 Class Audio Set American Download B2 Interactive Whiteboard Software