You have already flagged this document. Thank you, for helping us keep this platform clean. The editors will have a look at it as soon as possible. Focus students on question 4 and answer 5b in the questionnaire for examples of second conditionals with supposing and provided. Would you tell a security guard?.
Put students in four groups and give one rule or law to each group. Tell students to write a questionnaire question with three options for their rule or law. Then as a class, students do the questionnaire. Use these examples to highlight that the if clause can come first or second in the sentence and that we use a comma if the if clause is first.
This will help them use the correct verb forms in the appropriate places. Students take turns to ask each other the questions. Students answer for themselves. Put students into pairs with someone from the same group. Students do the exercise in pairs. If necessary, check answers with the class. Student A 1 hit; would Students take turns to ask and answer their questions, as in the speech bubbles.
Encourage students to use these phrases when answering the questions in b. Students discuss how their partners from the other group answered each question, referring to their notes where necessary. Students decide if their answers were similar and which student from the other group is more honest.
Finally, ask each pair to share their conclusions with the class, giving reasons for their choices. Students work on their own and answer the questions. Students take turns to tell each other their answers to the questions. Encourage students to ask follow-up questions to find out more information. Vocabulary Crime and punishment collocations 1 a Students do the exercise in pairs, then check in SB p Check answers with the class by eliciting the complete phrases and writing them on the board.
Point out that the phrases are organised in a logical order, from committing the crime to types of sentence handed out in court. Highlight the different prepositions in the phrases arrest someone for a crime, etc. Point out that convict is the opposite of acquit. Establish that arrest, charge, sentence and fine are also nouns, and that the opposite of guilty is innocent. Point out that we also use a court to refer to all the people in the courtroom: Please tell the court what happened.
Vocabulary 3. Point out that judge and witness are also verbs. Model and drill these words. Focus students on the example, then ask students to do the exercise in pairs. Check answers with the class by writing a criminal, the police, etc. Listening and Speaking 2 a Focus students on pictures A and B. Tell students that both pictures show a real incident that took place in the US.
Ask students to share their ideas with the class. Then also write the sentences in 5a as an example. Also point out that both stories are true.
Students listen and check their answers from 2a. Remind students that we use a comma when the if clause is first. A A woman thought four men were stealing her car, so she pulled out a gun and threatened to shoot them. Students work in pairs and use the words to predict the story for each picture. Then play the recording and do 2b. Students listen and check if their versions of the stories were correct.
Check any remaining comprehension problems with the class. If possible, include students from different countries in each group. Ask each group to share their ideas with the class. Alternatively, discuss the questions with the whole class. Third conditional This Help with Listening section helps students to understand the third conditional in natural spoken English.
Play the recording. Students listen and read the sentences. Get books you want. Ask yourself: What is one failure that you have turned into your greatest lesson? Start the virtual tour. Support Kenyon Kenyon is thankful for the thousands of alumni and parents who have already supported the College this year. Make a Gift Online. Face2face Intermediate 2nd Edition Teacher. Face2face Second edition is the flexible, easy-to-teach course for busy teachers who want to get their adult and young adult learners to communicate with confidence.
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