Student Book Level 2
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Yasira MéndezStudent Book Level 2
Uploaded by
Yasira Méndez —&) the infinitive with to
Function Choose the correct option(s) to complete the sentences.
Then complete the granimar table with examples from Exercise A.
1 We use can, could, and may with | or we to
by make a request.
2 We use can and could with you to
) ask permission. CE]_makela requeal
2 We use For we with can and wilt
) ask permission. &)_ make a request.
q
NOTICE!
Find and underline
could, may, and can
‘the conversations. What
form is the main verb of
the sentence in?
Make an offer.
“take an offer.
4 We use to deny permission and) refuse requests
b) couldn't would’
Permission Requests Offers
‘oe May /Can Ceuta ‘o Can? Geil you fh. May Can 7 Could poy
check in, please? call me a taxi? ‘you With your bags?
to —May/Con/Goukl! ack} @j___Can/ Comfy ng teat one now and
jou something?
ae hay / Can / Could |
your passport?
see | (10)
© PRACTICE Complete this conversation using
modals of permission, request, and offer. In some
cases, there is more than one correct answer.
May/Can/ Could | see some
Hazel Good morning. (1)
information about trips to Japan, please?
@.._ean/could
OK. ca) _May/Con/ Could sit here?
Yes, of course. 14 ‘wil
Oh, and qa) _c20/ could/ may
Of course. Now, (6) can
No, I'm fine, thanks.
have a window seat,
Can / Could?
have the bil, please?
Yes, of course. We have several brochures, but
you complete this questionnaire first?
please? ~~ ask the driver to wait outside.
WATCH OUT!
Y Can you give usshather room key?
1 Excuse me. May Tse your phone?
X May you help me With my suitcase?
X Willwe please have tome micte
towels?
move these books for you.
use your pen, please? I don't have one.
I get you a drink? Tea? Coffee? VAC Lemiere el ols
perm
ssion, request, and offer
Lead-in
Ask seveta)staclents to do something for you, using @
modal of request e,a. Could you get the dictionaries
please? Can-youopen the door for me?). Tel the students
‘that ths lessoh jg about modals of permission, request,
and offers,
af 13
4 See the Student's B6ok for the audio script.
+ [Link] students to toverthe text of the conversations
in thejrbooks. Tel then they are going to listen to two
conversations. Ask them tolsten for key words and
phrases which tel them where the conversation takes
« Fate Saonce, a thet are Sens to
compare thei gtswersin pais,
+ Check the answers with the class.
* Elicit key words that helped the students Understand
where the conversations take place (Cenifsation 1
check in, passports, fight, window seat; Conversation 2:
bags, heavy bill, tax.
Highlight the responses t6 the requests (Certainly OF
‘course, No problem)
Conversation 1 is atthe airport.
Conversation 2is ata hotel reception dadk,
NOTICE!
‘Ask the students to underline examples of could may,
‘and can in the conversation in Ex A. Elicit that al three
verbs are followed by the base form (simple formyof
the ver
The main verb of the sentence uses the base form.
Form
+ Ask the students to complete the rule and then compare
their answer in pairs
* Check the answer with the class. Emphasize that can,
could, and may are not followed by to
+ Point out that both can and could form contractions in
the negative (can't and couldn’), but that may not does
not have a contracted form.
Function
‘+ Ask the students to complete the Function rules.
Remind them that they can find al the information they
will need to complete the rules in the conversations in
Ex. A. Check the answers with the class.
‘+ Highlight that we use may to ask for permission in
formal situations usually when we don't know the person
‘we ate speaking to. We only use may in the fist person
in questions (Ior we). May is quite formal and is not
used very often in spoken English. Couldis a litte more
polite than can.
‘+ Highlight the fact that we don't use couldnt and could
to refuse or give permission (e.g. A: Could | open
the window? B: No, 'm afraid you can't (not No, you
couldn't and Yes, of course you can not Yes, of course
‘you could).
* Point out the use of (I wil in offers.
‘+ Refer the students to the Watch out! box. Explain that
the third sentence is incorrect because may is only used
with the frst person (, we) when it means asking for
permission or making a request. The fourth sentence is
incorrect because willis not used with the first person
(we) to make a request.
c
‘* Read the instructions to the class, and make sure
the students understand that there is more than one
possible answer in some cases and that it depends on
the degree of formality they wish to express,
Ask the students to do the exercise individually and
‘then compare their answers in pairs. Check the answers
‘with the class.
Eyed? grammar practice
Wiiterthe following sentences on the board and
‘explain that‘each sentence has an error. Ask the
students to work in pairs and correct the errors.
1 Will Lhave another cup of coffee?
2 May you opén the window, please?
3 We can bok af@om for tomorrow night?
» 4 Can youtorhelp me?
4_Gan/Could/May I [Link] cup of coffee?
2 Gen/Could you open the window, please?
3 CeniCoulel/May we book a room for tomorrow
right?
4 Can ou help me?
Tickets, money, passport! ®
D
+ Read)ihe instructions to the class and go through
‘He sbullet points withthe students, making sure they
‘understand! what they need to do.
+ Giye'the students time to think about what they are
‘going to say and make a few notes. Encourage them to
Use all theymiodals of request, permission, and offer in
the grammar table in Ex. B and some of the responses
from the conversion in Ex. A
+ Circulate and monitorsaiving help where needed. Make
sure they are using the modals correctly, and switching
roles so they pratice b6th asking and answering.
Listen to some examples fom the class,
Sa aa
‘Ask individual students @,[Link] like the @hes in
Ex. A(e.g. Could you oper the door, please? Can yous
open the window, pleaso? May-fuse your cell phioné? Cary
[Link] you something’). Write th students’ answers on the
board (No problem; Yes, of course; Yes, you can, ete)
A
* Refer the students to the skills panel-Then ask them to
do the exercise individually.
+ Check the answers with the class.
Y
Alternative 4
Have the students cover the questions in Ex A, af TL
‘only look atthe pictures. Ask them to work in pairs
‘nd write a question for each picture. Then ask them (=
to uncover the questions in the book and compare
them to their own questions.
+ Ask the students to do this exercise in pairs. Tell them
that for some questions, more than one answer is.
possible.
+ Check the answers with the class.
‘+ Highlight that Sony, but rather you didh'tis very
formal, butalso a very polite way of saying no to a
request. I'd rathermeans Id prefer.
c
+ Ask the students to read the model conversation.
*+ Ask the students to do the exercise in pairs. Encourage
them to use may, ean, and could and the responses
from Ex.B
* Listen to a few examples from the class.
Extra: speaking
Pare eee treet ere)
en fA We Soa CT
give an answer, and then continue the conversation.
Ask them to do this for all four conversations and then
ee ae eee
D> Workbook p. 19, Section 6
cela ira|
a
Lea
‘Ask the students to keep their books closed. Write the
words see and she on the board and ask the students to
read them out to you. Ask what other words they can think
‘of which begin with these sounds,
al 14
‘* See the Student's Book page and completed answers.
for the audio script.
© Explain to the students they will hear one word from
‘each pair 1-7 in Ex. A. They should circle the word that
they heat
*Allow them some time to read the words and think
about how each word will sound. Explain that the g in
sign is silent /sarn/).
«Play the audio and ask the students to circle the correct
‘wOrd in each pair.
Play the’ audio again if necessary, and check each
answer withthe class.
«sk the*Students to practice saying the words in pairs.
B
+ Explain What 9-tofue twisters (a sentence or saying
that isficult 6 say because it contains the same
sound repeated several times, or different sounds that,
are similar and easily confused,
4 Ask them to:practice saying the tongue twister in pars.
Explain that they can staft off lby saying it slowly and
carefully, but that they shoblal tn, to get faster and faster.
ron @)
peer
Bean D [Now you Do iT Work in pairs. Look at the situations below. Ask
and answer questions for these situations using modals of permission,
request, and offer.
Youaid at the train station and would like help with your suitcase.
Your friemi¢his thirsty, and you want to get them a drink.
You are in a taxi and want to go downtown.
Your friends“are having a party and you can bring some snacks.
You aréviné cafésand would like to see the menu.
8 COME O ALeU
© Cheose ai few positive and negative short responses that you can use when people
make requests or ask permission to do something. Memorize and practice them so
that you're ready to use them at the right moment.
A Look atthese pictures and 2
match them to the correct
questions.
4 May Isit here, please?
2. Can I close the window, please?
3° Could you tell me where the gas
station is, please?
4 Could you turn down you music,
please?
B Look at these responses for each question above. Check the
responses that are possible.
1 Sure. i'm sony, 1 can’t Certainly?
2 [Go ahead, ves, of course: Sofry, but'l’d rather you didn't.
3 D1Go ahead. Sony, I don't knbie. Yes)sure.
4 OF course. [No problem. Ditimrsorysfou can't.
¢ [Work in pairs. Take tums making requests and answering them.
‘A: Could | use your pen, please?
B: Sure, go ahead.
A [14 Listen and choose the word you hear each time. Then practice
saying the words.
B 15 GY work in pairs. Practice the tongue twister. Listen and check.
She sells seashells on the seashore.
Tickets, money, passport! ESTIMATING AND GUESSING
* Understand what you need to estimate or guess.
'* Do some simple calculations.
* Compare your estimate to other data.
A Read this extract from an environmental textbook. Follow the instructions.
Carbon
footprint
Your carbon fodiprintis how inch gerbion dioxide -—_tvein abig house I's smaller when you use public
(C02) gas you produce in your everydayyife,This transportation ike buses and trains) to get around,
comes from things Such as traveling, cooking, and when you use a bike, or when you recycle clothes and
heating your home. Youhcarbon footprint isbigger, furniture. Travel of any kind makes up the largest part of
for example, when you drive your car alot especially _a person's carbon footprint. To get abasic idea of the
if you usually drive to school or work by yourselfi(t's size of your own carbon footprint, check the activities
also bigger if you take a lor of fights, or whew you that you do below.
Bigger carbon footprint
go ona lot of foreign
vacations
travel by car/taxi
cook with gas/oil
buy food from large
supermarkots
live in a large house
Smaller carboht footprint
go on vacation closet
home
travel by bus/train/bicycle
cook with electricity
buy food ffom local
markets
live ina small house
or apartment
B In order to estimate your carbon footprint, you need to\do some simple
math. Follow these instructions from the Be Greener website.
BE QO MEGAN WATKINS, 25, OFFICE MANAGER
Megan's total
Nee etre cee
GREENER eae KM. estimated travel
Do you want to get an idea
of how big your carbon
footprint is? You can get
pretty good idea just by
analyzing your travel and
transportation habits, You
need to estimate how many
kilometers you travel per
year using different forms
of transportation. Here are
‘some examples to help yo
®
for last’year:
Then she calculated 949 ¢59=
hertoial for year, 710*52 a
Then she estimated
how much she traveled SAN Fae $60) 20,601KM
by plane last year:
Then she estimated how much she
used buses and trains in a week KM c
Xs
Ree eee eee eae c
Year and divided itby two, because 4.)3¢5 92. = m of
you produce less carbon dioxide
hen you use public transportation S lifeSkills: estimating and
guessing
Step 1: Understand what you need to estimate or ues.
(Ex.A).
Step 2:/ Do some simple calculations. (Ex. B)
Step 3: Compare jour estimate to other data. (Ex. C)
Lead-in
Refer the students tothe title ofthe section. Invite them
1 tell you what guess mieans (when you say or decide
hat you think is tae without being certain about i). For
‘example, on a quiz you might not know the answer to a
‘question, so you have to guess. To estimate has almost
the same meaning a8 toguess, but when we estimate
something, we usualy use'availablé information to make
an approximate calculation. Askithe students when they
might guess Pestimate (e.g. 10 arath class)
A
* Point out that the instructions for thiniexereis® are in
the text, so the students will have to read! thel text and
follow the instructions, Ask them to dosthisindividually,
and then compare their@nswers in pairs.
+ Focus on some of the vocabulary in the text/ASk the
students to tell you whatthey think the verb to-get:
around means, They should berable to tell you from the;
context that it means to travel, Check that the students
understand heating your home (making it warm in cold
weather) and size how big someting is)
‘+ Ask the students to work individually and read the
first part of the website on p. 36. Point out that
for transportation that they use regularly (e.g. cars
and buses, they can estimate the total number of
kilometers traveled per year by estimating the number
of kilometers they travel each week and multiplying
by 52. For transportation that they don't use regularly
(€.9, planes, itis better just to estimate the number of
kilometers flown on individual flights in a year and add
these together
‘+ Ask the students to read the second part of the
website on p. 37 and explain that they should calculate
approximately how many kilometers they travel per year
Give them time to do the calculations individually, Make
sure that everyone has finished before you move on to
Exc.
+ Ifthe students are strugaling to figure out how many
kilometers they traveled on a particular fight, write the
following information on the board: average number of
Kilometers flown in one hour of air travel = 670. Explain
to the students that they can calculate the approximate
number of kilometers ofa particular flight by multiplying
the number of hours the flight took by 670.
Tickets, money, passport! c
+ Ask tle students to read the model conversation.
Encourage the students to discuss their carbon
{footprints ina similar way when they do the exercise.
* Divide the class into groups of four or five. Ask them to
‘compaie their carbon footprint with the other members
of the group, and find out which students have @
big carbon footprint and which have a small carbon
footprint
+ Ask the groups 6 report back to the class. Encourage
them to give reasons why different members of their
‘oroup have different-sized carbon footprints
D
+ Ask tha students to dothesiatching exercise
individually, nd then eheck the answers with the class
+ Ask the students t6 look atthe model sentence. Ask
them to Werk in pairs 16 discussiwhich bf these ways of
reducing their arbon footprint they could do easily.
* Listen to some ideas from the class
@® rertect
+ Ask the students to read the Reflect question.
* Give them some time to think about different situations
in the domains of Work and Career and Self and
Society where the skill of Estimating and guessing
would be useful
+ Elicit the following ideas: estimating how long a
particular task at work will take; how much time is
needed fora trip, how much money is needed for a
vacation My total estimated car and taxi
BE Kilometers ae
this year
My total estimated air kilometers are
this year
‘My total estimated bus and train
kilometers are this year.
Remember to divide the total by two,
Finally, add your estimates 1-3
together to obtain a total estimate.
My total estimated travel is per year.
‘Work in groups. Compare the estimates you made in
Exercise B. Based on transportation use, who-has a large carbon
footprint? Who has a small carbon footprint?
‘think | have @ small carbon footprint. l only drive abaut 3,200 kilometers peri
| almost never fly, so maybe 1,000 kilometers for that. What about you?
8: also think mine is small. [almost always
D [Everyone can do something to reduce their carbon footprint.
Match the topics (1-5) to the things you can do (a-e), and tell your
group what you could do to reduce your carbon footprint
1 Vacations 2) Use buses and trans,
2 Food: a) Don't go by plane.
3 Getting aund/_2) Don't crve by yourself. Share a ride.
4
5
Electricity .d) Always turn off the lights.
Driving: ‘#1 Don't buy things that arrive in
your country by plane.
sand trains more,
could use bus
REFLECT ... How can the
skill of estimating and guessing be
useful to you in Werk and Career
Tickets, money, passport a x Complete Bus gonversation with words in the box. (8 points)
_Packpack dives license guidebook map passport sunscreen tickets wallet
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