First Certificate STAR Teacher's Book Luke Prodromou MACMILLANFirst Certificate STAR Teacher’s Book Luke Prodromou MACMILLANMacmillan Education Between Towns Road, Oxford OX4 3PP A division of Macmillan Publishers Limited Companies and representatives throughout the world ISBN 0 435 26145 3 Text © Luke Prodromou 1998 Design and illustration © Macmillan Publishers Limited 1998, First published 1998 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the Publishers. Designed by eMC Design Cover photography by Magay Milner ‘The publishers would like to thank Sarah MacBurnie and. Kevin McNicholas Printed and bound in Great Britain by Martins the Printers Ltd, Berwick upon Tweed 2007 2006 2005 2004 1413 12 11 10Contents Contents map of the Student's Book Introduction 1 3 4 Yabba dabba doo In good company ‘The good, the bad and the unbearable Culture shock Review: Units 1-4 Comic genius Talking sense Leisure for pleasure Sherlock Holmes Review: Units 5-8 Mysterious monsters What's in a face? Meat: 10 eat oF not to eat? ‘The power and magic of dreams Review: Units 9-12 Goodies and baddies ‘TV times ‘The end of intelligence? Good luck, bad luck Review: Units 13-16 Worth a thousand words ‘One small step From rags to riches Review: Units 17-19 ‘An American dream Potato races Holidays are bad for your health Review: Units 20-22 Revision tests Revision tests answer key Supplementary writing exams 16 22 29 40 a 32 58 64 6 a 76 102 107 m1 112 8 123 128 229 133 138. 4 145, 167 171JF contents of the Student's Book Unit Grammar Vocabulary Use of English Sh Se. ae ie To> Contents> Contents Use of English Review: Units 13-16 Student's Book page 142 Review: Units 20-22 Sulert’s Book page 194 6> Contentswy is ~ Introduction <4 FC Star Student's Book FC Star has 22 units of eight pages. Each unit should take: about four hours, so the course provides approximately 90 hours of teaching, All units contain work on grammar and vocabulary and exam practice of the four skills; most units also have Use of English exercises. Generally units ‘begin with the reading or speaking and end with the ‘writing section, but the order of other sections changes from unit to unit to avoid monotony and to vary the focus of lessons. It is generally recommended that the sections of the units should be done in the order in which they appear, On the other hand, most sections are free- standing and therefore itis easy for you to use the material flexibly to suit your particular needs, Language Grammar Students who are preparing for the FCE are at an intermediate level and will have already covered most of the grammatical structures that are required for the exam. What they need to do at this stage is t0 consolidate this knowledge and develop their ability to use it accurately and effectively. FC Star provides comprehensive coverage Of the FCE language syllabus. Each grammar point (the: is atleast one in every unid is presented in a box explaining how it is formed and what itis used for. The {grammar box is followed by practice, which often takes the form of Use of English exercises Vocabulary If grammar at FCE level is essentially a question of consolidation, vocabulary work involves both consolidation and extension, Students need a wide ranging knowledge of lexis to deal with the reading texts, ‘and Paper 3, Vocabulary is dealt with in a variety of different ways in EC Star. Topic vocabulary (which follows UCLES guidelines) is presented and practised regularly and is often linked to language in the reading texts, Attention is also given to word formation, essential for Part 5 of the Use of English Paper. Every unit contains explicit practice of two lexical features of English which often cause problems for students: phrasal verbs and words of similar meaning, FC Star holds to the belief that there is no ‘magic’ way to learn phrasal verbs and that the best way to approach them is through regular and extensive practice, The phrasal verbs are grouped according to the verb, the particle or the topic. The dictionary at the back of the book contains all the phrasal verbs presented in the course. The ‘words often confused’ ‘exercises focus on groups of words that are frequently used incorrectly by FCE students. Skills Reading In the Reading Paper, students will haye to cope with four, fuiely long texts taken from a range of authentic sources. ‘The exam aims to test different ways of reading, so students will need to develop a flexible reading strategy. ‘The reading texts in FC Starare taken from authentic sources and are the same length and level as those in the exam, There is comprehensive coverage of the exam ‘exercises. Each Part is practised at least five times during the course, At the same time attention is given to developing good reading strategies. Generally a three stage approach (pre-reading, while-reading, after-reading) is used in order to practise the various sub-skills needed for effective reading, To help you, the teacher, the answers to the reading exercises often include the extracts from the text that provide the answer Listening ‘The Listening Paper tests students’ ability to listen to, different types of spoken material and for a variety of purposes, eg listening for gist, listening for specific information and «leciding on the context of the extract. ‘The course provides practice of all four Parts of Paper 4 Listening is often difficult for students, so the listening sections usually begin with a general listening task before students practise the exam-type exercise, The UCLES for the FCE state that the listening texts will ety of accents. FC Star therefore introduces students 10 4 range of different accents from both native and non-native speakers of English, To help you, the teacher, where a listening section requires students to, listen to the text more than once, the text is repeated on the cassette, so you do not have to waste valuable class time struggling to rewind the cassette to find the correct, place! Finally, the course highlights features of spoken English in three specific sections (see Units 7, 14 and 16) and in the grammar review at the back of the book. One reason why listening to native speakers is difficult for students is. that ‘real life’ English is often very different from the language that students have been exposed t0 in coursebooks, ¢g contractions are the norm, words are offen left out and idiomatic express aim of the spoken English section:“shidents to these features of oral language in order to ‘help them in their listening; students should not be pected to use them in their own conversations, iting Gifferent text types. Some of these (eg reports, gizine articles) may be unfamiliar. Students are ted 10 write answers that show not only that they a firm grasp of grammar and vocabulary, but also hat they are aware of and can use the appropriate ‘egister. FC Star includes practice ofall writing tasks that ‘bay appear in the exam vwriting sections provide practice and guidance so it students are fully prepared before they begin writing “their answers, Many writing sections contain model and “Slidents’ answers. The former are generally used to ‘highlight good features (eg appropriate style) and the Bertie scklents practice in assessing and correcting “written work (see the advice for Paper 2 below). “Thorough planning is the key to a successful piece of “writen work and pre-writing activities include pairwork “asks, brainstorming and organizing notes. Attention is ako given to words and phrases that students can use to ‘ike their work more effective through a variety of exercises and regular ‘useful language’ boxes. Speaking ALFCE level, students are expected to be reasonably accurate and fluent in speaking, The exam also puts an “enphasis on students’ ability to cope with interaction “With other people. To improve their spoken language, ‘students need plenty of practice, Each unit of FC Siar. “includes opportunities for speaking practice integrated with other sections, as well as specific speaking activities Jopmctse the task types found in the exam. Most of the 4 ctvities explicitly practise the task types found ithe exam, so by the enc! of the course students will be -versed in what is expected of them. There are also a ‘dumber of information gap activities in the book, where ‘pairs of students are given different material (found at the tack of the book) and can only complete the tasks by sharing their information. Using conversational “expressions will improve students’ performance in Tiper 5 and there are regular ‘useful language’ boxes “which students can use both forthe task at hand and in the fnal revision stages hefore the exam, Exam training {Apart from consolidating and developing their language knowledge and skills, students also need to be trained in % Introduction the specific requirements of the FCB, Fe Star fulfils this need in two ways: by providing plenty of practice of exam-type exercises and by giving students information and advice about the exam throughout the course, The ‘outline of the exam found at the beginning of the Student's Book can be used to introduce students to the BCE. The “Twenty common questions’ section that follows is based ‘on feedback from UCLES and will be very useful for students to read just before they sit the exam, FC Star presents each Part of each of the five Papers through its ‘own exam information box. These boxes clearly explain the exam requirements and give students helpful advice. Finally, the Student's Book contains phorocopiable samples of the UCLES answer sheets for Papers 1, 3 and 4 ‘We recommend! that you use these answer sheets from the beginning of the course, as filling them in correctly ‘can be difficult for students who are nor used to them, Other features of the Student's Book Review units Every three or four units there is a two-page review unit which takes the form of a shortened Use of English paper Jour out ofthe five possible exercises are practised each time), These review units therefore have two functions: they revise the language and topics of the previous units and they provide the students with further exam practice, ‘The reviews can be used in class under exam conditions oras homework Grammar review ‘The seventeen-page grammar review provides more ‘comprehensive explanations and examples of the ‘grammar in the course. It has its own contents list and is alphabetically ordered to make it easy for students to use itfor their own reference and revision. Italso contains information on features of spoken English (see the ‘comments on listening above), Phrasal verb dictionary The phrasal verb dictionary contains all the phrasal verbs presented and practised in both the Student's Book and the Practice Book and the information is taken directly from Collins Gobutld Dictionary of Phrasal Verbs, Useful features include: a clear definition, an authentic example sentence taken from Cobuile’s vast bank of English language data and extra information on formal synonyms and other phrasal verbs with a similar or opposite ‘meaning. Its important to point out to your students thar, only the meanings of the phrasal verbs practised in the course ate listed: these phrasal verbs can have other ‘meanings as well.% Introduction FC Star Teacher's Book © The contents of the Siudent’s Book units are summarized at the beginning of each Teacher's Book unis, providing a clear and quick reference. * There are clear and easy-to-use teaching notes for all activities, including suggestions for alternative procedures, warm up and follow up activities. + Answers are given forall exercises, apart from those that require students to think of their own ideas. The answers 10 reading exercises often include references to the parts of the text that provide the answers © The tapescripts are integrated into the teaching notes for ease of use, The parts of the text that provide the answers to the exercises are underlined in the tapescript, again to make your life easier. (Please note that when a listening section requires students to listen, more than once, the text is repeated on the cassette.) ‘= Background notes on the reading texts and the photographs appear at regular intervals, These notes include information on culturally specific reference: the text and explanations of potentially problematic words and expressions. ‘+ Eleven photocopiable revision tests can be found at the vtck of the book, These are intended to be used after every two units and provide revision of the grammar and vocabulary that has been presented and practised. Each revision test follows the same pattern: the first part consists of 25 multiple choice cloze sentences, the second part has 20 Part 5 Use of English transform= ations, The answer key that follows the tests may also, ‘be photocopied if you want to use the tests for self study, + There are also five supplementary Paper 2 Writing, exams at the back of the book. You can use these as they stand as mock exams or you can select individual questions to give students further writing practice during the course FC Star Practice Book The material in the Practice Book follows the order and contents of the Student's Book and provides students with the opportunity to consolidate and extend the language they have practised, Each unit is divided into two sections, The first deals with grammar and contains at least three Use of English exercises as well as more ‘general grammar exercises. The second section focuses 10 on vocabulary. Exercises that revise and extend students! knowledge of word groups and phrasal verbs appear in every unit. There are also regular exercises on topic vocabulary. ‘The Practice Book is ava ke lable with or without the answer FC Star Cassettes The listening texts for the course are recorded on two C90 cassettes The First Certificate Examination ‘The First Certificate Examination is intended for students at an intermediate level, ie who have studied English for about 500 hours. In the series of examinations offered by the University of Cambridge, the FCE comes after the Preliminary English Test (PET) and before the Cemtficate in Advanced English (CAE). The FCE tests stuclents’ langy through five papers: age knowledge and ability Paper 1 Reading (1 hour 15 minut Paper 2 Writing (1 hour 30 minutes Paper 3 Use of English (1 hour 15 minutes) Paper 4 Listening (40 minutes) Paper 5 Speaking (approximately 14 minutes) Marking and results Each of the five Papers is worth a maximum of 40 marks. In order to obtain a pass, students need to get at least 60 96 (approximately 120 marks out of 200). A student's final grade is based on the total score he/she has, achieved in all five Papers. This means that students can do less well in one Paper, but still pass the exam by doing beuter in other Papers: Paper 1 Reading Timing: 1 hour 15 minutes ‘Number of Parts: 4 ‘Total number of questions: Marking: questions in Pants 1, 2 and 3 are worth wo marks, Questions in Part 4 are worth one mark.ntences) kills focus: reading for the main ideas of a paragraph a Multiple choice dents are given One text and seven or eight four-option uiple choice questions. focus: reacling for gist and for details, inferring from the text, understanding lexical reference ‘What does ‘it’ refer to in line X?) sare given a gapped text and six or seven jences or paragraphs that have been removed from. ext, They have to decide where in the text each ¥ of paragraph belongs. nfs are given a group of texts that are on a similar Shc Or one text divicled into sections, and between anil fifteen questions, They have to decide which telated t0 which question. Sometimes the la a multiple choice question about the general ing or purpose of the text/s. reading exam aims to test students’ ability to read ferent way's to suit different reading purposes. desis, scanning for specific information, ty common problem is that students think that they to understand every word in a text in orcer to be . give students an initial task that requires them fea for gist and set a short time limit for this task. Then elicit from the class what they have picked up oot the text; usually they will be surprised at how uch they have already understood and this will boost irconfidence > Introduction + UCLES aims to promote authentic reading, so many of the texts they use are from magazines and newspapers rather than books. Students need to be familiar with a variety of text types, so encourage them to read as widely as possible. Efficient reading needs to have a purpose, so train your students to read the questions first before they approach the text. They will then have a clearer idea about the information they are looking for: imilarly, students should read the title of the text before beginning to read because it can give them an initial idea about the contents of the text. In class, get into the habit of using the title to ‘warm up’ the students to the topic. Write the ttle on the board and brainstorm with stuclents what the text could be about. ‘Their initial reading of the text will then have @ purpose as they can check their predictions. Encourage your stuclents to underline what seems to be. key information in both the questions and the text as they go along, This will help them to eliminate options in the questions that contradict the text and to decide between two more probable options. When going through the answers itis useful to train students to justify their answers by referring to the text. + Part 3 requires students to know about how a text is structured, so make sure you give stuclents practice in analysing texts, eg ask students to identify reference pronouns, linking devices and related lexical items (Synonyms, words that belong to the same topic geoup ete), Iris vital that students allow time in the exam to check their answers, Train them to do this by giving them five minutes for checking after you have done a timed reading exercise in class, Finally, students need plenty of practice in using the computerized answer sheets, They should make sure they fill in the correct line for the question they are answering, and if they miss out a question, they should ‘make sure they leave a space on the answer sheet. Paper 2 Writing ‘Timing: 1 hour 30 minutes ‘Number of Parts: 2 Total number of questions: 2 Marking: both questions are worth the same number of ‘marks. Examiners give marks for: accuracy of the Janguage; the use of a range of structures and vocabulary; organization and cohesion of the work; an appropriate 1"% Introduction register of language and the successful completion of the task set, (Have the students answered the question and included all the relevant information?) Length of answers: 120-180 words Part 1 Transactional letter (compulsory) Students are given some kind of input (usually a text and notes) and have to use this information to write a transactional leiter (ie @ letter that has a practical purpose nd requires a reply), A range of different kinds of letter could come up in the exam, eg a letter asking for/giving information, a letter of complaint, a letter of invitation, Part 2 One writing task from a choice of four The fourth question is always on the set teading texts and students can choose between two task options, a orb. The other three questions could include: an article, a report, an opinion, narrative or descriptive composition and a non-transactional letter (eg a letter of application or an informal letter to a friend). + Perhaps the most important advice you can give to your students, because itis a comment made year after year by the UCLES examiners, is that they must read the ‘questions thoroughly and make sure they understand what is required. Candidates are penalized if they do ‘not make their answer relevant to the question. (For example, students quite often forget to include the prompt sentence given in the narrative composition option.) In the transactional letter in Part 1, candidates will be penalized ifthey do not include all the relevant information from the input given. Students can avoid this pitfall if they get into the habit of making a plan before they begin writing the actual leter. When you prepare a transactional letter in class, ask students to read the input first and elicit all the points that need to be included and write them on the board. Then, working with the whole class, decide on how these points can be organized into appropriate paragraphs, «students will also be penalized in Part 1 if they copy entire phiases from the input material, so do specifi work on how students can say the same thing in a different way Ge focus on synonyms and express that have a similar meaning). ‘= Successful candidates allow themselves time to check their written work for mistakes. To do this efficiently, they need practice in identifying errors. You can do this by correcting one piece of written work with the whole class or by getting students to mark each other's work. (These exercises will be made much casier if students, 12 double space their written work.) Encourage stuclents to use a marking system (see below). ALECE level, students are not only expected to use a varicty of languge accurately, but also have to write in an appropriate style. To use the correct register requires an awareness of who the target reader is, so get into the habit of asking questions, such as: Who are you writing to/for? Do you know then Is the content of the writing serious or more lighthearted What is the purpose of the writing and how will this affect the style? Another frequent criticism made by examiners is thata, piece of written work is badly organized. This problem caused by students not planning their work before xy begin and not using structuring devices, The latter can be helped by doing specific work on paragraphing linking words and phrases. Answers have to be between 120 and 180 words tong: ‘You should discourage stuclents from counting the words in their answers in the actual exam because this is a waste of valuable time, Instead, during exam preparation ask students to do word counts on several pieces of work and from this to calculate approximately how many lines they need to write in the exam, Many stuclents like the idea of learning a piece of (ega ronmental problems in their country) and then trying to aclapt itt a question in the exam. Discourage this practice! Students will inevitably find it difficult ro make what they have leamt fit the question appropriately Furthermore, examiners can easily recognize regurgitated wwork and will not look on it favourably ard essay one Recommend to your students that they keep all their ‘written work in a separate file once it has been marked Encourage them to look back at earlier pieces of work before beginning a writing task to remind themselves o the features of language, organization or style they need to improve on. Marking system for written work word missing unnecessary word wrong word grammar tense word order spelling punctuationPaper 3 Use of English Timing: 1 hour 15 minutes Number of Parts: 5 Total number of questions: 65 2 Open cloze (text) idents are given a text with fifteen gaps. They have to leach gap with one word. Sometimes there may be 3 Key word transformations (sentences) jere are ten questions, Bach question consists of a mp sentence, followed by a key word and a response lence of which the beginning and end are given, nudents have to complete the response sentence so that ntence, using Introduction correct the errors they notice before you go through them with the whole class. Do bear in mind that the point of giving feedback is to highlight good uses of language as well as problems, so make a note of Particularly good uses of language as well (eg a word ‘or expression used appropriately). * Conversational expressions are a very useful tool for students to have, so do regular work on the language of terrupting, agreeing and disagrecing etc Furthermore, teaching your students ‘survival expressions is very important (eg asking the examiner to repeat something), Students will not be penalized if they ask for repetition, but they will lose marks ifthey carry on regarlless and therefore fail to do the task correctly. ‘+ To be prepared for Part 2, stuclents need to get used to talking for extended periods. A good way to do this is to establish a regular slot in class time when a student prepares and gives a talk to the rest of the class on a topic of his/her choice. ‘+ Remind students that they can only be assessed on the language they produce, so they must take the ‘opportunity to show the examiners what they can do. For example, students should give as full an answer as they can — yes/no replies to questions will not impress the examiners, ‘+ Tum-taking is an important part of the interaction and ‘candidates who fail to involve their partner or who interrupt and hog the conversation will lose marks. 15A Notes © Percy Bysshe Shelley (1792-1822) English poet, leading figure in the Romande Movement. # Samuel Johnson (1709-4) English critic, poct and lexicographer, also known as Doctor Johnson’. ¢@ The illasration shows a number of famous monuments ‘and buildings in London, Clockwise from the top left: ‘Tower Bridge, St Paul's Cathedral, the Eros Statue in Piccadilly Circus, Big Ben, the British Museum, Nelson's Column in Trafalgar Square. 33|” Culture shock Topics Culture and customs in Britain and other countries, stereotypes Grammar Articles Vocabulary Nationalities and languages Words of similar meaning Words often confused: suit, dress, costume, custom Phrasal verbs with turn Reading pages 32-3 1 In pairs students choose three topics from the box and decide how they are distinctive in their culture, If students are having difficulty in finding things to say, ask them a few questions, eg: ‘What kind of food do people eat every day? What about special occasions? What are the most popular sofi/alcoholic drinks? When lo people drink? What do people wear on formal/informal occasions? Would someone from your country stand out in a crowd? Are drivers generally dangerous or careful, polite or aggressive? Do people stay in a lot or go out? Where do they go? Do people shake hands or kiss when they are introduced to each other? 9 Text and photograph notes ‘@ Harrods is the biggest and most famous department store in Britain, Counting the seven floors together, it covers an area of 111 500 square metres and employs: ‘more than 3 000 people. Harrods is owned by ‘Mohammed al Fayed, whose son Dodi died in a car ‘rash in Paris with Diana, Princess of Wales in August 1997. © The Sales are a period when shops sell goods at reduced prices, In Britain the Sales are usually in January and in the summer, Harrods’ sale (shown in the photograph) is the most famous. People begin to 34 Reading ‘Avoid culture shock’ Part 4: Multiple matching Listening Part 1: Multiple choice Exam information: Part 1 Speaking Questionnaire and discussion Writing Magazine article Exam information Useful languags iving advice, general queue for days beforehand to be first in when the doors open . In 1996, 200 000 people visited the first day of the Harrods’ sale ‘© The third photograph shows the interior of a typical British pub. In Britain pubs are usually open all day, but can still only serve alcohol until 11 pm. The minimum age for drinking alcohol is eighteen, 2 To encourage gn reading, sete lit. Students svork individually before checking answers in pairs an. then wit the clas, Exam practice: Part 4 Students work individually, Seta time limit and check the answers by selecting students at random, Remember to encourage students (0 underline the parts of the text where they found the answers. This is good exam practice for them and also makes your monitoring and checking easier.“4 In pairs students discuss what statements in the text they think are false. Go through the answers with the dass and correct the information. “ 1 Byouds Sa B Eemcecie mn pata cheers one or qn costomern the text and note down any similarities and/or differences ‘with their countsy/countries. Ask each pair to share their ideas with the whole class, Vocabulary page 32 Nationalities and languages 1 Give students a minute or two to think of the names of the nationalities. Check the answers round the class. Stuclents write down the nationalities, Encourage them to ask you for spellings they do not know. Spot check the difficult spellings with the whole class. Elicit other nationalities that the stuclents know and write these on the board. 2 Follow the same procedure as in exercise 1. Answers are in brackets above.) Grammar page 34 Articles 1 Ask students to cover up the grammar box while they are doing the exercise. As you go through the exercise, ask students to find the relevant grammar point in the box. 2 Allocate A and B roles to each student, Student A takes the even numbers (2, 4, 6 ete) and Stucent B takes the odd numbers (1, 3, 5 ete). Individually stuclents read the text and complete the spaces they have been allocated, In pairs students look through the whole text and check their answers together, using the grammar box where necessary, Check the exercise by reading the text to the class, stopping for students to fill in the missing articles, 35% Culture shock 41 students work in pairs or groups. You can award a point for each correct answer and see which pair or ‘group gets the most points 36 1 ft would be wise to bear in mind that pork, shelifish and alcohol are forbidden in many Arab countries. On the other hand, iFyou've invited Hindu round for dinner, it wouldn't please them to be presented with a plate of beet, as cows are sacred in the Hindu religion. So you have to be rather careful Another problem, of course, is language. Sometimes words, for the same thing are similar across languages and sometimes. they are very different. Take ‘thank you’. for instance. In Japanese it's ‘arigato’ and in Spanish its (gracias’, which are totally different, and neither of them sound like ‘merci which is what the French say. The Italians say ‘grazie’, which, admittedly, is ike ‘gracias’. 2 in my country, and in many countries where they speak Spanish, we have rather Tong names because we often use ovr father sand our mother’s surname. So someone may be called José Garcia Mendoza, but when we speak we justuse the father’s name, so people would say Sefior Garcia or Mr Gaeta, as they sayin the States, Pm not always se when talking 0 people from the States or Britain whether to call them by ther first name oto cll them Mr Smith, or what, I's very dificult = you don't want to give offence 3 Asa business man who travels abroad a lot with work, I have to be very careful about other countries’ cultural habits, For example, in Japan they consider it very rude ifyou look at them for to0 long, So if you ever go there, try to avoid ‘prolonged eye contact. In some Asian countries it seems to be {quite the opposite. On trips to Pakistan I've Found that men ‘often stare at you forages. It makes me quite nervous, I can, tell you, Here in Australia the ‘thumbs up’ sign that you use i Britain and the States is actually quite rude and we avoid it. It ‘means something completely different here, you see. IFT were you, I'd avoid it if you don't want to get your nose punched! 4 Yeah, it sure isa funny old world and you could lose an important contract if you give offence. You have to take care ‘not to break the rules. In Japan white means death, so you don’t use white for wrapping gifts, And when my Japanese ‘colleague goes over 0 many European countries, he should avoid chrysanthemums, but here in the States there’s no problem, 5 believe very strongly that good manners make for good. business. I think ifyou make an arrangement to meet at particular time then you should arrive on time. I think this is true in Britain as well as here in Germany, but I'm often disappointed in this respect by colleagues in the Mediterranean countries, where punctuality is not so, important.3 Students listen again for answers to the quiz. Check the answvers with the class. Ask stuclents what other cultural information was mentioned by the speakers. Students work individually and complete the cartoon. In groups of three or four get them to check their answers and discuss the questions. Groups repor the resulls of their discussions to the class. The class could then decide on their own version of ‘Heaven and Hell’, Vocabulary and Reading pages 36-7 1 The words in this exercise come from the reading texts on page 33 and this page. These words are not synonyms, bbut words of ‘similar meaning’ and they often cause confusion amongst students, 2 Students work individually before comparing their ea ee ee mee Unit 4 7 Text notes ‘© acronym = an abbreviation consisting of the first letters of each word in the name of something, eg NATO (North Atlantic Treaty Organization), AIDS (Acquired ‘Immune Deficiency Syndrome) ‘ coffee house = an informal meeting place where non- alcoholic drinks, cakes and light meals are served ‘© maid = in the past a female servant in a large house nowadays a woman who cleans and tidies rooms in a hotel, also known as a chambermaid + beliboy = a man employed in a hotel to open doors, camry cases ete 3 Set a time limit for students to read the text quickly to find direct or indirect references to the topies. students complete the text individually before checking their answers with a partner and then with the class. Select those words that have caused problems and ask students (0 write sentences with these words that demonstrate their meaning (as in exercise 2). 5 The gapfilling can be done individually or with the ‘whole class. in pairs or groups students then discuss the answers fo the questions. Round off by opening up the discussion to the whole class. a7% Culture shack Listening page 37 Exam information: Part 1 Present Part 1 of the listening exam by asking stuclents to read the information in the box and then explain toa partner what they have read. Ifyou feel itis necessary, ask students some comprehension questions to check: they have understood the information Exam practice: Part 1 7 Students read through the questions and underline the key words, individually or in pairs 2 BPPlay the cassette. Students note down their answers. Play the cassette again for students to check their answers. 3 when you go through the answer justify their choices with reference to what they have heard. (Glues to the answers are underlined in the tapescript.) as Las in Germany once on a business trip. After the meeting everyone was feeling shattered and thirsty, so we ‘went into the bar with a couple of German colleagues. There 1 ss, dying fora drink, s0 Lordered a dey martini. A minute or too later the barman hands me three dry martinis. thought, “Odd, he must think Fm very thirsty oF they're for somebody cise’ Butapparently not; had actually ordered three ‘martinis, ¢ asked for martini ‘dry’, you see. Well, how was toknow the German word for ‘three’ is ‘drei? You see Sounds just ike “dry, The number one is eine’, or something. 38 2 1'm just calling to confirm an appointment with Dr: Simpson for .. et me see .. yes, the first of October. No, sorry, I mean the eleventh. Yes, you see it was so far in advance I was advised to make sure, you see. Ijust wanted to make sure she was going to be in on the day, you know. ‘That's right. Because I made the appointment some time ago, Wil tbe allright? Yes, I can phone back a bit nearer the time. Right. OK, thanks. 3 With children from other countries, like India and Pakistan = with the younger ones anyway when their tooth falls out and they ery, ifthey've got enough English, Texplain to them that in England you put the tooth under the pillow and. fairy will come and leave twenty pence. I’s so funny, yousee. [tell ‘them they have to explain this custom to their mum and dad and they go home and come back to school next day and put ‘heir hand up to tell me the fairy still hasn't come! 4 M=man W=woman Mz Idon't know what it isabout Birmingham. Icalways strikes meas bit, you know, slightly messy and drab, ‘W: Right, yeah. M: Imean, Llike parts of it, I's got lots of parks and pubs. But prefer London. I don't know how to put it. The difference is quite subtle because they're both big, urban centres, Yeah, right, both huge and sprawling, And the city centre is actually quite nice. They've done ic ‘upa bitand it's gota great concert hall, as good as anything in London. I mean, is one ofthe best in Britain. Is added something quite new to what used to be a cultural desert, but still. 5 Well, I didn't really want to go, Pd never been before, you now, to. ballet and what I had seen on the TV was pleasant enough but Lalways gota bit bored aftera while even with Swan Lake. You know, all hose pretty little girls pirouetting around, But my sister persuaded me to go andalthough the tickets were very expensive, well I think they were ... must have been twenty pounds, or something ... Itreally was .. it ‘turned out to be one of the finest things I've seen in the theatre, any theatre. Must have been because it was a modern version, or something. 6 Vd gone to bed late, you sce. But although I was tired, absolutely exhausted I can tell you, L managed, just about, to hearthe alarm. So got up, had my coffee, taking my time as always do, But then [looked at my watch and realized the ‘clock, my alarm clock, was way behind. Because the battery was flat, 'suppose, So I realized I was already an hour kite. At Teast the traffic had thinned out abit by then.Vocabulary page 38 Words often confused 1 To vary this exercise type, dictate the sentences to the class putting a wrong word in each space, ex: Tim going to wear a clown’s dress to the carnival party. Explain that in the sentences you have dictated there are four words used incorrectly. Do not tell them which words. In pairs, students look atthe sentences and decide what corrections are necessary. Check the answers with the class. Finally ask students to look at the exercise in their books and correct any mistakes they made in the dictation. Monitor the class and clear up any individual problems, Phrasal verbs with turn 2 Seta time limit. Using the phrasal verb dictionary at the back of the book if they wish, students work individually before comparing answers in pairs and then ‘with the elass, Writing pages 38-9 Exam information: Magazine article Present the article option of Part 2 of the writing exam by asking students to read the exam tips and information. Gheck stuclents’ understanding of what they have read ‘with some comprehension questions, eg: What is the most important thing to remember when you aire writing an article? (Attract the reader's attention and keep itt) In what ways may the reader of the article affect what you write? (selection of topies and choice of language) What kind of style should you use when you write? (neutral or friendly) ‘What should you remember to do at the enc? (Check your work.) Unit 4 Exam practice: Magazine article ize 2. Seta time litte for students to read the question and the student's article. Students discuss with a partner ‘which country they think is being deseribed and why. (Focus their attention on the photographs.) 3 individually students read the text again more carefully to select headings for each paragraph Seta time limit of five to ten minutes. In pairs students discuss the topics in the box in relation to their country/countries, making notes as they go along, Put pairs into groups of four to compare their ideas, 5 The writing task can be done in class or for homework. Remind them to use expressions from the Useful language box. Encourage stuclents to look back through exercises in their homework files to help them. liminate errors that they have made before, Epilogue page 39 In groups of three or four stuclents decide on their answers, Award points for each correct answer and see which group is the winner, Ask students if they know any other words that have come to English from other inguages, or discuss foreign words that have become part of their own language/s. 39Review: Units 1-4 ‘The review units provide an excellent way of testing Use -— Exam practice: Use of English, Part 4 of English skills and planning any necessary remedial work. They are also a useful opportunity for students t0 work under exam conditions within a set time limit. IF'you make copies of the sample answer sheet (pages 202-3), the exercises will be even more realistic and will also give students valuable practice in recording their answers in the required fashion, If you decide to use the review units as exam practice, allocate a time limit of one hour, (In the actual exam the time is one hour fifteen minutes, but students will have five questions instead of the four here.) At the end of this time collect in the answer sheets for marking, Set aside a reasonable amount of time to go through any problems that arise, Exam practice: Use of English, Part 2 40Comic genius Topics The lives of Charlie Chaplin and Robin Williams Grammar Past simple and past continuous Vocabulary ‘Words of similar meaning Word formation Phrasal verbs with take Words often confuse imaginary, ‘imaginative, imagination, fantasy, fantastic Reading pages 42-3 ‘Warm up: as this unit is about famous comedians, you ‘could tell the class a few jokes and/orask students to tell some jokes: ‘Where do fish keep their money? In a riverbank What's black, white and read all over? A newspaper ‘Why did the chicken cross the road? Because be wanted to get to the other side. 1 In pairs or groups of three or four students discuss svhat things make them laugh. 2 As the aim of this exercise is to encourage students to reac! for gist, seta time limit, Students read the text and work out with a partner the identity of the comedian described (Charlie Chaplin), If students get the answer straight away, ask them what else they know about Charlie Chaplin, If students don't know the answer, give thema few clues, eg: He wore a black bowler hat and a black suit. He walked in a funny way and often carried a walking stick. He had a small, dark moustache. If possible, find a picture of Charlie Chaplin and bring it into the class. Exam practice: Part 2 3 seta time limit, Students work individually before ‘comparing answers in pairs and then with the class. Remind students to underline the parts of the text which provide the answers, Use of English Part 1: Multiple choice cloze Exam information: Part 1 Part 5: Word formation Reading ‘Comic Genius’ Part 2: Multiple choice Listening Part 4: Multiple choice Speaking Part 2: Photographs Writing Letter of application Exam information 4 studems discuss the questions in pairs or groups ‘Open the disussion tothe whole class and ash includ 412 Comic genius Use of English and Vocabulary pages 43-5 1 Ask students if they know any films in which Robin Williams has appeared, eg Popeye, Good Morning Vieinam, Mrs Doubifire. In pairs or groups students discuss the questions. Photograph notes ‘© Robin Williams (1952-) American actor and comedian. © (top) Good Morning Vielnam (1987). Disc jockey Adtian Gronauer (Robin Williams) is sent to Vietnam to bring humour to the Armed Forces Radio during the Vietnam War. His show is very funny and very popular «with the troops, but the management don't approve of, him, While he is off the air, he meets local Vietnamese people and begins to experience the real war that, never appears on the radio. ‘© (middle) Dead Poets’ Society (1989). A group of adolescent boys in a private hoarding school get a new English teacher, Professor Keating (Robin Williams). Keating tells them about the Dead Poets’ Society and encourages them to be creative and romantic and to. rebel against the status quo, Each of the boys does rebel in his own way, and they are all changed for life by the experience. ¢ (bottom) Mrs Doubyfire (1993). Robin Williams plays Daniel Hillard, a struggling actor who loses his job and whose wife wants a divorce, Atthe divorce hearing, Daniel is not thought responsible enough to have custody of the children, butis allowed visitations. ‘Visitations, however, are not enough for him, so Daniel ‘dresses up in women's clothes and creates Mrs Doubifire. As Mrs Doubifire he gets the job of housekeeper to his ex-wife and children. Various hilarious events happen, before Daniel's disguise is ‘eventually discovered Exam information and practice: Part 1 2 Present Part 1 of the Use of English exam by not presenting itat this stage. Individually ask the students to complete exercise 2. While they are doing this, monitor how they set about the task. Do any of them look at the exam box? Do you notice any of them reading the text first before starting to complete the spaces? Do you note any of them reading through the completed text” Give students feeclback on the impressions you gained from how they set about completing exercise 2, then read the information box with the whole class. 3 Gl stucents listen and check their answers, Give students the opportunity t0 ask why one choice is correct and another is not. (Use the notes below.) 42 Exam practice: Part 5 4 students work individually before answers in pais and then with the class, 5 acbiveae ans ts Giseay ibrar tay ncaa in their dictionaries.Follow up: ask students to write sentences illustrating the ineaning of words they did not know before, Speaking page 45 Exam practice: Photographs 1 students work in pairs. Remind them to look back at the useful language box on page 25 to help them with their descriptions and comparisons, 2 Discuss the questions with the whole all students to say something, however brief. 3 Ask students to read the exam tips in the box. In pairs or groups of three students talk about their Favourit funny films, Monitor the class and give them feedback on errors at the end. 9° Photograph notes « (left) Eddie Murphy in The Nutty Professor 1996), ‘© (right) Leslie Nielson in Naked Gun 2% Smell of Fear 991. Grammar pages 46-7 Past simple and past continuous ‘Warm up: students read the grammar box. Give them ‘example sentences of the tenses and ask them to tell you the use, eg: Twrote a letter yesterday, (action in the past) walked to school every day. (habits in the past) Twas reading this book all last week, (actions in progress in the pas) Twas listening to a CD when there was an earthquake. (an action in progress when another action happened) twas raining and everyone was looking for a taxi. (actions in progress at the same time in the past) Unit 5 1 scudents wor individually before comparing answers swith the cas, 2 students work in pairs and decide on the difference in meaning. Encourage them to refer to the grammar box where necessary. 3 Before students fill in the spaces ask them to skim the text to get an idea of what itis about, Students complete the sentences individually and then ‘compare what they have writen with a partner. Check students’ sentences in class or take in the work for marking. Vocabulary page 47 Word formation 7 sex atime limit. Ask students to work in pairs and, complete the table with those nouns and adjectives they know and then to use their dictionaries to find the remainder. Check the answers with the class, clearing up any problems 43% Comic genius 2 students work individually before comparing their answers in pairs and then with the class. Listening page 47 ‘1 The aim of this exercise is to train students in effective exam technique, Students work in pairs, reading and discussing their predictions. Play the cassette once without stopping, Elicit from the class what they have picked up. Exam practice: Part 4 2. SdPlay the cassewe again, then check the answers with the class, playing parts ofthe cassette again if necessary. (Clues to the answers are underlined in the tapescript) 44 es I=interviewer MW = Michael Walker 1 Now, Tid ike to welcome to the studio Michael Walker, ‘who isa lecturer in Media Studies at Redbrick College Michael Walker, you've been teaching, Media Studies at the university here for just overa year now. MW: Eighteen months. ‘The course itself started three years ago. I; Timean, i's relatively new course and, from the course description which Ihave here, it seems students actually spend : lot of time watching films on video. And this, leads toa degree? MW: Yes, it's BA in Media Education. I: This has been criticized by a lot of people ast waste of tax payers’ money. What would you sty to that? MW: Well, ist ofall I don't think it’s true to say that a lot of people have complained. There have been one or two letters in the press recentiy. And, of course, the govern- ‘ment has threatened to cut courses like this, along with dozen others that they don'tlike for various reasons. I; And what would you say tothe critics? MW: disagree, of course, But yes, we do teach a course called Media Studies or Media Education and, yes, we do watch and discuss films: feature films and films made for TV. 50 that would inclidesoap operas, sitcomsand soon. I; Some people do find i difficult to believe thata course where students watch soap operas ean really be taken seriously. What does the course actually consist of MW: Well, first ofall, our students do not only watch soap ‘operas. That's only a small part of the course. t's mainly course about modern British and American cinema, Let's take comedy asan example, We begin with historical survey of comedy on film beginning from, say, ‘Charlie Chaplin, Buster Keaton and coming right up to ‘comedy in our own time, you know, Robin Williams, ‘Monty Python and that kind of stuff. One thing is that ‘we laugh at different things and so one aim of the eourse is tosee how comedy has changed over the ye imagine films have changed a lot over the years. = Well, students are requiredl to watch extracts from, say, ‘Chaplin’s The Kid and compare it with an extract from, let's say, Mrs Doubgfre. We lookat the way children are presented, we look at the role of women and so on, and ‘we look at the way... the way the role of children or ‘women on film has changed. Children are much more {important in movies nowadays and much less well behaved, look at Home Alone, And many sitcoms now are based on children or young people. 1: What exactly isa ‘sitcom’ and what is your approach to ‘Could you describe a typical lesson? MW: Well, yes. sitcom, or situation comedy, isa series of humorous programmes about some aspect of everyday life. The same group of people appear in different Stories every week. The people and the basic situation seremain the same but the story changes every time, So what we do is we look at the way these progeammes present different groups of people or types: ethaic ‘minorities, women, children and so on. You often find, that the sitcom is based on stereotypes. Listeners must be wondering how you test your students. How do you know they've learnt anything? MW: Well, students are expected, as with other courses. 10 attend a certain number of seminars and to write two assignments: one in class and one which they do asa take-home paper. On our course, we also ask them in ‘groups to make a short video clip ona subject of their ‘choice. As for the written papers in the first paper they answer questions on what they've been studying in class and for their take-home assignment they choose a film and analyse it. What we look for is the ability 0 discuss, the subject critically, not just facts Vocabulary page 48 Phrasal verbs with take 1&2 Students work individually before comparing ainsiwers in pairs and then with the class, Words often confused 3 Allocate A and B roles to pairs of students, Student A takes numbers 1-3, Student B takes numbers 4-6. Each student completes the spaces in his/her sentences. Stuclenis then share their answers. Unit 5 Writing pages 48-9 Exam information: Letter of application ent the letter option in Part 2 of the writing exam by. ing students in pairs to make notes on what the information box will say in answer to these questions: Who will a letter of application be addressed to? When do you write a letter of application? What style do you use for a letter of application? What information would you include in a letter of application? Students read the box and check their predictions. Pres Exam practice: Letter of application 7 students read the question and the advertisement. Ask some comprehension questions about the advertisement, eg: ‘Where was this picture taken? Would you like to go there? How would you spend your time? Who wrote this advertisement? Who would read i Why? Do you have to pay for this language course? Where do you have to live to apply? Will you stay ina hotel? ‘Who will you be talking English with? 2 &3 students work indivicually before comparing their answers in pairs and then with the class, The writing task can be done in class or for homework. Tell students they can re-read the sample Jeter on page 49, but that they should then cover it up when they write their own letters, Remind them to use the notes in exercise $ 10 help them organize theie letters 45Talking sense Topics ‘Animals, comparison of animal and human hearing Grammar Comparative and superlative adjectives Vocabulary Verbs of sound and sight Words often confused: noise, sound, voice, loud, loudly, aloud Phrasal verbs with go Use of English Part 5: Word formation Exam information: Part 4 Vocabulary and Reading pages 50-1 7 stucients choose an animal and describe it to their ‘partners, You can write questions on the board to direct their descriptions, eg: ‘Are any of these animals dangerous? What do they eae Do they mostly come out at night or during the day? Are they kept as pets? (From left to right the photographs show a snake, a dog, a bat, a grasshopper) 2 studemis work in pa lass, You could rs, Check the answers isk students to make the sounds! 3 G2Play the cassette, stopping briefly after each sound for students to decide on their answers. Make sure students use full sentences when they give the answers 46 Reading “Why we need two ears’ Part 1: Multiple matching (headings) Listening Part 3: Multiple matching Exam information: Part 3 Speaking Parts 3 and 4: Pairwork task and discussion Useful language: expressing likes and preferences Writing Opinion composition Exam information Useful language Students work in pairs and decide if the statements are true or false. Do not check answers at this stage. 5 Seta time limit. Students read the text quickly to check their answers fo exercise 4. Give them time to check their answers in pairs before checking with the class. Exam practice: 6 students work individually before comparing their answers with the clas7 students work lually before comparing their answers in pairs and then with the class. 8 Students work in pairs and make a list of their answers, Stuclents swap their lists with those of another pair and mark each other's. Return the lists to each pair. Do they agree with the marking? Go through the answers swith the class 9 students work inclvidually before comparing their answvers with the class Unit 6 Grammar pages 52-3 Comparative and superlative adjectives 1 students work in pairs before comparing their answers with another pair. Do they all agree? Do not give any answers at this stage. 2 Students work individually and read the grammar box, using the information to help them complete the exercise. Ask them to look back at their answers for exercise 1. Do they want to change anything? If you have time, tell students more about the animals mentioned, using the information below. Notes © The giraffe is the tallest living animal in the world. The tallest giraffe ever recorded was called George and lived in Chester Zoo, England. George was 6.09 metres tall ‘© A cicada is a large insect (up to 3.8 em long) and is known for the buzzing sound that it makes, which is ‘used to attract other cicadas. In the US there is a type ‘of cicada that can live for seventeen years, The female lays her eggs in tiny cuts that she makes in tree twigs. After six weeks the eggs hatch and the young, stil \wingless cicadas drop to the ground and then bury themselves a few centimetres down into the soil, They Stay there for seventeen years, feeding off the sap of the tree roots and slowly growing, When they finally: emerge, they mate and then feed on pints until they die about a month later. The ostrich is the largest bird in the world (height 24 m) and also lays the largest egg (weight 1-4 kg). Osiriches have small wings but they cannot fly, They are found in Africa ‘© The cheetah is the fastest animal in the world, tts average sprinting speed is about 100 km/h and it can reach speeds of about 110 km/h ‘© The fastest human runner is recorded to have run at 44.8 knvh, while the fastest record for an elephant is 39 kimv/h # The top nacchorse speed ever recorded is 69.62 km/h; the fastest speed recorded for a greyhound is 67.32 km/h. 47% Talking sense ‘© ‘The great white shark is the largest camivorous fish (average females are about 4.5 metres long). Iris also called the ‘man-cater’ (the famous film Jaws was about a great white shark), ‘© The blue whale is the largest and heaviest mammal in the world, A new-born whale weighs up to three tonnes and is 6.5~8.6 metres long. The heaviest blue whale ever recorded weighed 190 tonnes. The longest blue whale ever recorded measured over 33 metres long, 3 Before students begin the exercise, check that they know the people and things mentioned. Students work in pairs. Check answefs by going round the class with each pair providing a sentence. Ifthere is any disagreement, soit it out as you go along, Round off the exercise by giving students some more information about the people and things (see below), > Notes ‘© Garl Lewis (1961) American track athlete ‘© Everest, in the Himalayas on the Nepal-Tibet border, is the highest mountain in the world at 29 078 metres. ‘The peak was first reached by Edmund Hilary and ‘Tenzig Notkey in 1953. Itis named alter Sir George Everest (1790-1866), who completed the land survey of India. ‘© Brunei is a small country on the north-west coast of Bomeo, It is ruled by the Sultan, who is the richest individual in the world, In 1991, Fortune magazine estimated that he was worth 31 billion dollars, ‘¢ ‘The Pacific Ocean represents 45.9 % of the world’s ‘oceans and covers an area of 166 241 000 square Kilometres. It is also the deepest ocean, approximately 11 000 metres at its deepest point. ‘© Coca Cola is the most popular soft drink in the worl. In 1991, over 492 million drinks were sold every day. © Walt Disney (1901-66) American film producer. Walt Disney was responsible for creating such classic characters as Mickey Mouse, Donald Duck and Pluto. He also produced many feature-length cartoons, films 48 : ‘and nature documentaries. There are two Disney theme parks in the US: Disneyland in California and Disney World in Florida, In 1993 Disney opened another theme park, Euro Disney near Paris ‘© The River Nile is 6 670 kilometres long, Depending on how you define a river, the Amazon can also be considered the longest river in the work (if the estuary atits very end is counted, itis 6 750 kilometres long), 4 Allocate odd numbers (1, 3, 5 etc) to Student A and even numbers (2, 4, 6 etc) ro Student B. Student A starts and reads aloud, filling in the first blank space. Stuclent B takes over and so on to the end of the text. Students write in the words they used when completing the gaps orally and then look at the whole text and decide iFthey want 10 change anything 5 Students write sentences individually. Put them in ‘groups of four or five. Fach student reads out his/her sentences, with the others agreeing or disagreeing, Monitor the groups, making a note of any problems. Round off by giving students feedback on their errors Listening page 53 Exam information: Part 3 Present Part 3 of the listening exam by asking students 10 read the information in the box and then explain to a partner what they have read. Exam practice: Part 3 1 & Feil the students that they are going to do this listening just as they would in the exam, Remind them of ‘what they have just read in the information box. Give them time to read the questions, Play the cassette twice, Check the answers with the class. (Clues to the answers are underlined in the tapescript.)1. Well, P've never regretted having a dog, though it has involved certain drawbacks, mostly of space. You see, we live in a flat, which is actually quite spacious but nevertheless an Alsatian needs a fot space and it needs exercise, otherwise it ets a bit restless. But they are great fun, dogs. They can do all kinds oftricks which other animals can’t, And Jacko isa great animal to have around; he won't let you down and we feel, ‘much safer having him around, especially when we're away. Alot of people are quite frightened of him but he won't harm anyone ifthey don't bother him. Bur you do have to take him, ‘out and that is time consuming. So my advice is: ifyou don’t have the time or the space, don't get a dog, especially an Alsatian, 2. The thing about having cats tha it doesn'¢ make 100 many demands on you, I's not nosy like dog so you don’t set the neighbours coming sound complaining that they can't sei to sleep a night, and it doesn't get nto fights ike dows, ‘hich can be quite embarrassing. Ido find cats help keep you ¢alm and doctors have sad that stroking cats actually good foryour health. Itmakes fora less stressful state of mind so that's a good reason for having one, Cats are not as loyal as dogs, though. They’ do tend! to disappear mysteriously, don't they? 3 Ive gota pigeon. keep it on the rook Not in a cage - its a kind of loft - and it's free to come an go I's a homing pigeon, which means it can carey messages, Het it go with a message tied to its leg and it always eomes back again, Thad to train it to begin with so that twouldn't disappear, There's {00d book on how to train them, Pigeons arc actually quite intelligent, which is what I like about them, You can train them to eount ve tried mine to count 1 seven, Homing pigeons are sill used in the army to carry messages. We don't really know how they do t. Apart from anything else, lind pigeons and doves ofall kinds so intelligent and sensitive and grtceful 4 se wasimy birdy a couple of weeks ago and my friends gotme a tle budgerigar in a cage, Love it I's so gorgeous just look at it all the time; the coloursare so preity. Ifeela bit somty for it though, as the cats went wild, They kept jumping up at the cage and they knocked it onto the floor and tried to ‘open the cage, but they couldn't. The poor thing was frightened to death. I's OK now. 5 1 must have had dozens of golish since Iwasa kid. emember the litle pot of fish food. It smelt really awful and L vvas always wamed fo put jus litle bitin, you know, jusa couple of fakes. 1's stil problem; you can so easily ill them ityou overdo it. Anyway, having murdered a dozen or so oldish, eventually gor the hang of itand now Ihave this ‘marvellous aquarium of tropical fish, which I do recommend toanyone who likes to spend time just looking at them, You Unit 6 don’t have to do much, just feed them and change the water ‘now and again, Simple, unlike other pets, 2 iPlay the cassette again. Students work individually. before comparing answers with the rest of the dass, To finish off this section, do a class survey. Using the five pets, ask students which they would rather have. Get them to raise their hands for their preferred animal and count the votes, Ask some students to give reasons for their choices Vocabulary page 54 Verbs of sound and sight ‘7 While students are doing the exercise, draw a table like the one over the page on the board. Check the answers round the class, with each student giving an answer while you fill in the table on the board, eg Stuclent 1: ‘say nothing’, Srudent 2: tell someone’ etc. 49% Talking sense 2&3 Students work individually before checking their answers with the class. @ this exercise could be set for homework and would bbe a good way to check that students have understooc! the verbs from exercises 1-3, 50 5 Students work individually and write their own’ sentences, In groups of three or four, students read out what they have written and compare and discuss their ideas, Use of English pages 54-5 Exam practice: Part 5 1 Before students complete the text, ask them the question ‘How clo birds find their way? Students scan the text for an answer. The text refers to instinet but the answer to the question is only really answered in the second text. However, the point of asking them to scan the text is to familiarize them with its general content and structure, Exam information: Part 4 Present Part 4 of the Use of English exam by asking students to note down one example of each of the following: an article =a preposition = an auxiliary/modal verb a pronoun relative pronoun —2 conjunction Explain that itis these sort of words that are commonly included unnecessarily in the text, Point out that itis very easy to miss them when reading, even when reading carefully. Students read the information box. Give them ‘an opportunity to ask you any questions they may have. Exam practice: Part 4 2 students work individually before comparing their answers in pairs and then with the classSpeaking page 56 Exam practi work task and discussion 7 students look at the pictures and select one pet they would like to have and one they wouldn't, Using the list Of topies and the expressions from the useful language box, students make notes on what they plan to say. Working in pairs stuclents discuss their preferenc Encourige students to respond to what their partners say (remind them of the tips in the box on page 45). Monitor students during the exercise and make notes on any ‘errors for feedback later 2 Students discuss the questions in pairs or small groups. Aer about ten minutes, ask a spokesperson from each g70up to report to the rest ofthe chiss. Round off by giving the class feedback on errors Vocabulary page 56 Words often confused 1 Students work in pairs and then check their answers with the class Phrasal verbs with go 2 Once students have done the matching, ask students 0 work in pairs and to cover list A. Looking at the words in lst B, students try to remember the phrasal verbs, Stuclents look atlist A and check. Unit 6 3. Students work individually before comparing answers, with the class, Writing page 57 Exam information: Opinion composition Present the information about opinion compositions by reading the box aloud, Students should tick those tips that have appeared in previous information boxes, ie advice hich is relevant to all writing tasks. Then ask them what advice is particular to opinion compositions. Exam practice: Opinion composition Warm up: brainstorm the topic by writing the follo ‘question and topics on the board: Do people today do enough to protect animals? hunting, zoos, circuses, pets, scientific experiments using, animals Discuss them with the class, writing on the board any Uusefill vocabulary that comes up, Students can add this to their vocabulary notebooks and use it in exercise 3 1 individually students read the model answer. In pairs they discuss if they agree with the writer. Open up the discussion briefly to the whole class. 2 students work individually. Check the answers with the class. IF students come up with alternative paragraphs to those suggested below, ask them to justify their decisions. 3 ‘the writing task can be done in class or for homework, Remind them 10 use expressions from the useful language box and to re-read the tips in the information box before starting StA KW Leisure for pleasure Topics Sightseeing in and around London, leisure activities Grammar Present perfect simple and present perfect continuous: Vocabulary Leisure Collective nouns Phrasal verbs and idioms Words often confused: find, found; by, to, until, at Speaking and Reading pages 58-9 Warm ups introduce the topic by asking the class a few questions, eg Haas anyone ever been 10 London? Who would like to go? What sights would you see in London? 1 Give studemts a minute or two to think about what, they are going to say. Remind them to look back to the useful language box on page 59. As students work in pairs describing and comparing their photographs, monitor the class and make a note of any important errors you hear. After about two or three minutes stop the activity and ask individual students to say something about the photographs, Round off by giving the class feedback on their errors 2 Asthis isan exercise in reading for gist, set a time limit. 9 Photograph notes (from left to right) @ Windsor Castle, Berkshire «Frieze showing Phidias; parvof the collection of sculptures from the Parthenon known as the Flgin Marbles. «Stonehenge, Wiltshire # A Victorian engraving of Bishopsgate, London, © Oxford 52 Reading ‘Sightseeing Tours’ Part 4: Multiple matching Exam information: Part 4 Listening Part 1: Multiple choice Spoken English Speaking Part 2: Photographs Parts 3 and 4: Pairwork task and discussion Exam information: Parts 3 and 4 Useful language: making suggestions, agreeing and disagreeing with suggestions Writing Magazine article Exam information: Part 4 students read the information box. Check unders by asking a few questions, eg What kinds of text will you have to reac! (report, articles, advertisements) Which word means to look for a specific piece of information? (scan) What should you do if you get stuck? (keep working, make sure you answer all the questions) What's the last thing you should do? (check your answers) tanding Exam practice: Part 4 3 students should reac! all the questions before they begin to answer, Seta time limit. Ask students to ‘underline the parts of the texts that provide the answers When you go through the exercise, ask students to justify their answers with reference t0 the textsText notes ‘Jack the Ripper was the popular name for the man who mutilated and murdered five women in the Whitechapel area of London in 1888. He was never caught by the p # The Black Death was a great epidemic of the bubonic plague that ravaged Europe in the fourteenth century. # William Shakespeare (1564-1616) England's most famous playwright, He wrote many plays, some of the ‘most famous being: Romeo and Jultet, A Midsummer Night's Dream, Richarctit, Hamlet and Macbeth, He also wrote numerous sonnets. Born in Stratford upon Avon, the son of a wool dealer, he was educated at the local grammar school. In 1582 he married Anne Hathaway and they had three children, He retired to Stratford in about 1610 and died there on 23 April 1616. © Charles Dickens (1812-70) England's greatest novelist. Some of his most famous novels about life in Victorian England are Oliver Twist, A Tale of Two Cities, Great Expectations and David Copperfield. ‘¢ William the Conqueror (1027-87) King of England. As the Duke of Normandy he invaded England and defeated King Harold at the Battle of Hastings in 1066. ¢# gothic «a style of architecture common in Europe between the twellth and sixteenth centuries. Gothic buildings have pointed arches and windows, tall, thin pillars and high ceilings, ¢ Stonehenge isa group of tall stones builtin a circle on. isbury Plain in southern England, They were put up in about 2 500-1 500 BG. The reason why they were built is not certain but it has been suggested that they may have been used as an observatory of the stars and/or for religious ceremonies. ‘* burial mound = a place where people were buried in ancient times ¢ Bath is an historic city in south-west England, Bath became very popular in the eighteenth century asa spa town. The buildings built during this period used the Palladian style, a type of neo-classical architecture, ‘© Georgian = name of a period in British history (1714-1830) Unit 7 ‘© Oxford is most famous for its university, Oxford University was established in the twelfth century and is made up of 35 colleges. ‘© The decorative sculptures of the Parthenon in Athens are on display in the British Museum in London, They are known as the Elgin Marbles because they were brought to England in 1803 by the Earl of Elgin. Many people believe that Elgin stole the marble sculptures and that Britain should retum them to Greece. © The Guinness Book of Records is brought out every year and contains record facts, eg the tallest building, the fastest animal etc. It was first brought out in 1955 t0 help solve wivia disputes in pub quizzes. Many people tty to break records just for fun or to raise money for charity. Vocabulary page 60 Leisure 7 students work in pairs or individually. 2 Students draw up their own lists. In pairs students compare and discuss what they have put in the three lists, Note: check students understand scrabble (a board! game based on knowledge of words, especially the way they are spelt). 3 students work individually before comparing their answers with the class, They should write any new words in their vocabulary notebooks. 53% Leisure for pleasure Do this exercise with the whole class. Ask students to read aloud a sentence each and elicit ideas on the activities they describe from the rest of the class. Grammar pages 60-1 Present perfect simple ‘Warm up: ask students to find examples of the present perfect simple in texts B and C on page 59, eg: ‘Windsor Castle has been a royal residence since the ‘eleventh century, lines 19-20 Stonehenge, whose stones have stood for over 4 000 ‘years, lines 29-30 Stuclents read the grammar box and write their own examples of the three uses of the present perfect simple given here, eg: Thave been to Barcelona three times, ‘This school has been here since 1980. You've spilt the milk; 3 students work individually before checking their answers with the class. 1 Students work individually before comparing th answers in pairs and then with the class, 4 students work individually before comparing their answers in pairs and then with the class, Present perfect continuous 2 stints read the geimmar box before working in pais to discuss the exerts. lithe diferences in tneaning and clear up any problems, 54Listening page 62 Part 1 Exam practic 7 Make sure students read the instruction. Play the ‘cassette, Students work individually before comparing their answers in pairs, Play the cassette again if necessary, before checking the answers with the class, (Clues to the answers ate underlined in the tapescript.) 2 SpPiay the «: Students work individually before comparing answers in pairs and then with the class. (The answers are in bold in the tapescript,) AM=man — R=receptionist Mi: Excuse me, reception? I've been having a bit ofa problem with the TY set, R: Yourroom number, sir? ‘Mi Yes, of course, hang on, I've gor it here somewhere .. yes, it's 313, Well, 've been trying to get it started but all _getis a sereen with a lot of white spots like a blizzard and there's buzzing sound, R: But you've managed to switch it on, sit? ‘M: That's the problem. It comes on but I just get this white Unit 7 R Have you tried the remote control? M: The remote control? R: I’son the TV set. And have you plugged it in? I suppose ‘you must have done. Is the aerial connected? ‘Mi: Yes, I think so, bur there area couple of leads hanging, loose. Re Very well, sir. ll send someone up to check it for you. 2 Got ityet? The new Stephen Green? It's only just come out, Saw it in Smith's. Only in hardback, so [haven't bought it ‘can’t afford it, But you said you prefer to buy hardbacks. Bit pricey though. Anyway, they say it's hilarious, I've been, reading the reviews, Better than the first one, though it's supposed to be a sequel. He's used some of the same characters again. The situations he describes are always just like the ones you've been through yourself. Don’t know how he does it, {really don't. Very talented 3 Tdidn’e want to go in the frst place, you know I never enjoy myself. only go because you want to go, 'd much rather go out to a nice, cosy restaurant where you can have a nice chat overa good glass of wine and a meal. And I tokl you it was going to be noisy, they always are, They have the juke box on really loud and you can’t hear yourself think. And ‘what really gets me is they charge over the top for the inks. 4 Hello, hello, can you hear me? Right, well, I'm phoning to make a booking for the show on Saturday evening. Yes, the Mousetrap, That's right, the Saturday performance. Sold, ‘out? That's too bad. How about the matinée? Do you havea ‘matinée performance? At 2 pm? That'll do just fine. I'd like to book wo tickets in the stalls. like the 412.50, please, ‘Yes, as near the front row as you can make it, That’s right, The name's Schwarz and I'd rather not pay by credit card, IF] may, Tillpick them up before the show. Thank you 5 Gl=firstgiel G2 = second girl GL: We don't do much, David and 1, You know, just stro upand down. G2; Don't you get bit fed up? G1: No, there's always something to chat about and he’s really nice. He’s patient and really lets you have your ‘yy. You can talk to him about almost anything and he'll be understanding. He's great. G2: Makes change. Lean't get a word in with Joha, G1; No, no, he's not... David's notlike that, And it’s really hice just stolling up and down the sea-front as the sun's ‘going down. You know, watching the boats go in and out, G2: Oh, you old romantic, you. Been seeing him long? GL: Well, ist met hima that disco, the one you missed a couple of months ago. You kaow, started chatting and ‘one thing Ied to another, you know. I's great. Been going our ever since. 55% Leisure for pleasure spoken English 3 I This is the first of three sections on spoken English, (The other two are in Units 14 and 16.) The aim of these sections is not to encourage students to use these forms, but rather to familiarize them with the way native speakers of English use the language. This frst section focuses on the use of ellipsis in spoken English Write up on the board Ever been to London’ ‘Went to Windsor Castle yesterday. [Ask students ifthese sentences are OK. Elicit what is missing from the sentences (the auxiliary verb have, and the pronoun 7). Ask students to read the spoken English box. Students work in pairs and Work out/remember what words do not appear on the cassette, Play the cassette for siudents to Jisten and check their answers. Go round the ass eliciting the answers from individual students. (The extra words are underlined below.) Students work individually before comparing answers in pairs and then with the class. €The words that the speakers have left out are underlined below.) 56 Exam information: Pairwork task and discussion Present Part 3 of the speaking exam by asking students to read the information in the box to themselves. In pairs ask them to explain to one another what they have just read, Give students a chance to check with you anything, they don't understand Exam practice: Pairwork task and discussion 7 Students read the task, Working with a partner students make a plan for the day trip using the pictures to help them. As students work in pairs, monitor the discussions, making a note oF any important errors you hear. 2 students continue the discussion in pa limit. Remind them to use expressions from the useful language box. Continue t0 monitor the discussions. When, ‘you have stopped the activity, ask each pair to tell the rest of the class about their day trip. The class could vote on whose plan is the best. Round off by giving the class feedback on their errors Vocabulary pages 64-5 Collective nouns 1 Ask students to read the grammar box. Students work individually before comparing their answers in pairs and then with the class. Phrasal verbs and idioms 2 Seta time limit for this exercise. Ask students what they should do before they stat filling in the spaces (ead the text through quickly to get the gist), Check the answers rouind the class, Students should make a note of any new words, especially the phrasal verbs and idioms, in their vocabulary notebooksUnit 7 a hevicien calorie ae pnts ane plan tideeracleematan notes on what they plan to say in each paragraph, Students write their articles for homework, Remind them to look back to Unit 4, page 38 to refiesh their memories about writing magazine articles At the start of the next lesson get the students to read their partner's work, give ita grade and comment on its good and bad features. This will give you an idea, when you yourself have marked the article, if students are aware./ of what is good and bad in their work, Words often confused B 8 4 students work in pairs before checking their answers with the class. m4 ia fa. Writing page 65 Exam practice: Magazine article 1 Students read the example question, Ask students if they think that young people in their country make good use of their fee time, Get a few responses from around the elas, 2. Pict from the class what the grades mean, ie: A= very good, B = good, C= average/OK, D = not very g00d, E = poor/weak Discuss with the students what features (good or bad) student answer would! have if it got one of these grades. For example, a D grade answer would have quite a lot of Epilogue page 65 ‘grammar mistakes. Students read the student answer and : decide on the grade they think it deserves, Students discuss Discuss these sayings with the whole class, their opinions in pairs. Open up the discussion to the whole lass and ask individual stadents to jusiy their graces with examples of good and/or bad features in the answer, 57Topic Acomplete Sherlock Holmes short story by Sir Arthur Conan Doyle Grammar Past perfect simple and past perfect continuous Vocabulary Words often confused: succeed, manage, cope, achieve, reach Phrasal verbs with back Use of English Part 1: Multiple choice cloze Part 2: Open cloze Part 4: Error correction Part 5: Word formation 7 Summary of The Mystery of the Creeping Man (Par ofthe story covered by the Use of English exercises ‘and the reading, pages 66: The story centres round the mystery of the strange behaviour of Professory Presbury, a middle-aged academic, Mr Bennet, Professor Presbury’s assistant (and the fiancé of the Professor's daughter) approaches Holmes because he is worried about his employer. He Visits Holmes and explains the problem, Professor Presbury recently became engaged to a young, woman, Alice Morphy, who is 30 years his junior, Around, this time, the Professor's ocd behaviour began. First of al, he went away without telling anyone where he was going. (Bennet later discovered that he had been to Prague.) After he came back he began to act strangely. Bennett found! him crawling on his hands and knees ‘long the hallway in the middle of the night, and the Professor's daughter was extremely frightened when her father climbed up to her window and peered in, again in the night, At the same time, the Professor's faithful Alsatian, Roy, began to attack his master on certain occasions. Bennett noticed that the incidents at night and the dog's attacks were happening every nine days Finally, Bennet tells Holmes and Watson that the Professor has been receiving parcels marked with a cross and that he has a box hidden in a cupboard, about which he is unusually secretive 58 Sherlock Holmes — The Mystery of the Creeping Man 19 Part 3: Gapped text (paragraphs) Listening Part 2: Blank filling Speaking information gap (descri pictures) Writing Book review Exam information After Holmes has listened to Bennett's story, he that he and Watson will meet Bennett in a hotel ne: Professor's home on 12th September (this day is nine days after the most recent incident involving the Professor) (Part of the story covered by the communicative speaking 0) Holmes and Watson meet Bennett on the arranged date and he tells them that the Professor has just received another parcel, Holmes tells Bennett that he and Watson will watch the house that night and that Bennett should also remain awake and alert In the middle of the night, Holmes and Warson, hiding in the garden, see the Professor emerge from the house, crawling along on his hands and knees, They follow as the Professor goes rouncl to the back of the house and nimbly climbs up the ivy to peer in t his daughter's room. As the Professor is climbing back down the ivy, Roy appears anc! begins to attack him savagely. Bennet Holmes and Watson rush out of their hiding place and manage to save the Professor. Later on that night, while Watson fs attending the injured Professor, Flolmes and Bennett find the box that the Professor had been so secretive about. In it they find a syringe, two bottles of some unknown liquid and a letter from a Doctor Lowenstein in Prague (Part of the story covered by the listening.) With this discovery, Holmes solves the mystery of the ‘reeping man and he explains it to Watson, The Professor activwas very much in love with his flancée but was also very concerned about the fact that he was so much older. In cesperation he got in touch with Doctor Lowenstein, who ‘had claimed a few years beforehand to have discovered the secret of eternal youth, The Professor went to Prague to meet Lowenstein and obtained from him his supposedly rejuvenating drug, which he then received regular supplies of in the °\’ marked parcels. The drug, ‘was made from a monkey found in the Himalayas called, the Serum Langur, When the Professor took the drug every nine days, it made him behave ina strange monkey-like way: crawling on all fours and being able to climb easily, The dog, more sensitive than humans, recognized the ‘monkey’ in his master and therefore attacked Vocabulary and Use of English pages 66-8 Warm up: introduce the topic by asking students what they know about Sherlock Holmes (see the notes below). «Notes Arthur Conan Doyle (1859-1930) British writer, creator of the detective Sherlock Holmes and his assistant Dr Watson. ¢ Holmes and Watson first appeared in A Study in Scarlet (1887) and probably their most famous adventure is ‘The Hound of the Baskerviies. Dx Watson narrates the stories. He is often puzzled by Holmes’ ability to solve the mysteries. When Watson asks him how he has solved something, Holmes says his famous line: “Elementary, my dear Watson!” ‘* Heinemann Readers publishes The Hound ofthe Baskervilles (elementary), Silver Blaze and Other Stories (elementary), The Sign of Four and Other Stories Cimtermediate) and The Speckled Band (intermediate). 1 Explain to students that these words appear in the first, part of the Sherlock Holmes story. unit 8 2 eae ee ee Pairs, decide on the correct order before checking their answers with another pair. Do not check the answers at stage. individually, students read Episode One to inswers with the class, asking students to explain which reference words and. tenses helped them decide on the correct order. Exam practice: Part 1 Seta time limit of fifteen minutes. If there is confusion over any group or groups of words, spend time clearing up the problems. For example, allocate a group of words 10 pairs of students. Using dictionaries, the pairs write sentences showing the use of the problem words and dictate them back to the class, Recycle these words in th next lesson, 5 Discuss the questions with the class, then ask students in pairs to guess why the dog is behaving strangely. ‘They should write their ideas on a piece of paper with their ‘names on and hand them to you, Put these aside for later 59% Sherlock Holmes — The Mystery of the Creeping Man Exam practice: Part 2 6 Again, seta time limit of about fifteen minutes for students to do this exercise 8 students discuss their predictions in pairs for a few minutes, then open up the discussion to the whole class. 9 Students read the text. Which pairs guessed correctly? 10 set's time limit. Students work individually before comparing their answers in pairs and then with the class. 60 Grammar page 69 Past perfect simple and past perfect continuous ‘Warm up: students read the grammar box and write their own examples of the past perfect simple and past perfect continuous to illustrate the points made in the grammar box. 1 Students should read the letter quickly 10 get the gist before beginning the gapfill exercise, 2 This exercise can be done orally i ‘writing task for homewors. 3B Before students do the exercise in pairs, check the Concept behind the past simple and past perfect by ‘writing up these sentences on the board: 1 When the President arrived the plane left 2 The plane had left when the President arrived. 3 The plane arrived when the President had left.‘Then ask stucents these questions: In which sentence did the President miss the plane? (2) In which sentence did the President probably catch the planes (1) In which sentence did the plane arrive too late? ) FA erideris WorindlAcitaly 20d wrics thelr answers ‘Taking tums in pairs, students ask and answer the questions. Do they agree with each other's answers? Monitor the pairs and go over any problems that arise. 5 This exercise can be set for homework. It will provide 41. good opportunity to clear up any problems. Encourage students to be inventive in their answers, Reading pages 70-1 1 To refresh students’ memories about the story so far, ask students to work in pairs and discuss the questions. Hlicit students’ predictions for question 3. unit 8 DServe inal outientanest eee acti Dace discussing the answer to question 3 in pairs. Whose predictions were correct? Part3 3 Students read the missing paragraphs and underline key words, Check the words they have underlined before students match the paragraphs with the gaps. Exam practi Speaking page 71 1 the cight pictures (four for each student) describe the next episode of the story, so ifstudents are to understand what happens, itis important that they describe the pietures in cletail, Allocate A and B roles to students in pairs. Bach student tums to the relevant page. Give students a minute or two to plan what they are going to say, Students describe to their partners what is happening in their pictures. Go round the class monitoring and making notes of any important errors. With the whole class, elicit the events shown in the pictures, making notes on the board as you go. Go round, the class asking indivicual students to tell one part of the episode, using the notes on the board. Round off by going over the errors you collected without saying who made them. Listening page 72 7 Gi stucents listen to Holmes explaining the mystery to Dr Watson, In pairs students explain to one another ‘what Holmes said. Choose three or four students to retell 4 part of the story to the rest of the class. 61% Sherlock Holmes ~ The Mystery of the Creeping Man 2 GD students work individually before comparing their answers in pairs and then with the class. (The answers are undeslined in the tapescript.) Follow up: to round off the story, remember that for exercise 5 on page 67, students wrote down their guesses is (0 what was wrong with Professor Presbury's dog, Lay out their pieces of paper on a kirge table and ask the students to read them all and to decide which person came closest to the real reason for the dog's behaviour. ‘You may like to award a prize! eas W = Watson H=Holmes |W: Amazing! But Holmes, how did you know? Hi Flementary, my dear Watson. The first thing that struck me were the dates, Bennett's diary showed very clearly that the Professor's curious behaviour occurred at regular intervals. [tall began on the second of july and from then ‘onwards it seems to have happened every nine daj calculated that the next incident was due lastnight, September the twelfth, The last incident, you remember, occurred on September the third. I inferred from this that ‘the good Professor must have been taking some kind of -medical treatment, W: Incredible. I would never have guessed. And I'ma ‘medical mant He ‘The same old Watson! You never lear that the most serious issues may depend on the smallest things. W: So what about the box you and Bennett found - the one: that the Professor had been so secretive about? It contained a syringe and two bottles of liquid. I suppose that must be the drug that the Professor used. And there was a letieras well, wasn't there? From a Doctor Lowenstein. Who ishe? Hz Yes, Doctor Lowenstein. I knew I had heard the name before but I couldn't quite put my finger on it. Bo you remember, Watson, some time ago the newspapers spoke ofa Czech scientist who claimed to have discovered the 62 ie 1: H secret of eternal youth? ‘The secret of life! Why, yes, you're right. T's been some years now, Doctor Havel Lowenstein of Prague, the doctor who had ‘come up with a life-giving serum. He was at the time, ‘much criticized by his fellow professionals for refusing to, reveal how he made the drug, Gosh, Holmes, what a memory you have, But what was Lowenstein’s source for this marvellous drug? Look at the letter. See there .. Serum Langur. Hmm, Serum Langur. But isn't Langura monkey ofsome king Indeed, Watson. It iya black-faced monkey of the Himalayan slopes, the biggest and most human of ‘liming monkeys. Now I understand! The drug that Lowenstein made and that the Professor took came from a monkey. That's why Bennett saw the Professor crawling along the corridor and why the Professor could climb up to Miss Presbury's window so easily. So now we have traced the problem 10. its source! Not quite. The real source, of course, lies in the Professor's unfortunate love affair with a beautiful git nearly 40 years younger than he. Ifyou rememb id!’s only doubts about marrying him concerned the difference in age, He got the idea in his head, an idea that became an obsession, that he could only win the gitl by turning himself into a younger man. The solution, he believed, was to be found in that boule. The drug would help him become youthful again Of course! But whoever tries to rise above nature, Watson, often cends falling below nature. The various incidents will now fit themselves easily into the general p Presbury goes to Prague to meet Doctor Lowenstein, He ‘comes back much changed, And then he started receiving parcels from Prague, marked with a ross. These, of ‘course, contained the drug. The dog, Roy. was aware of the change far more quickly than Mr Bennett or the Professor's daughter. His smell and instinct would make ‘ure ofthat. Itwas, of course, the monkey, or the monkey ide the Professor, that the dog was attacking ~ not the Professor himself, So the dog's strange behaviour was a ‘clue that something was wrong: something had changed in his master, A dog islike a mirror. Itreflects the life of the family! Precisely, Watson. Taking the drug made the Professor's behaviour monkeylike in certain respects. Monkeys love to climb and it was by pure chance that he ended up at his daughter's window. So much for the mystery of the ‘creeping man. [think now we have time fora cup of tea before we catch our train back to London.Vocabulary page 72 Words often confused 7 students work individually before comparing their answers in pairs and then with the class. Remind students toadd any new words, or words they were not sure about, o their vocabulary notebooks Phrasal verbs with back 2. Follow the sume procedure as in exercise 1 Writing page 73 Exam information: Book review Introduce the book review option in Part 2 of the writing exam by asking students to read the box. On the board write up wo headings: ‘Pros of choosing to read a set text’ and ‘Gons of choosing to read a set text’. Check students understand the meaning of pras and cons, Elicit ideas from the whole class and write them on the board, then discuss with students whether the review option appeals to them in the light of the pros and cons listed. Note: whether or not students want to take the set text option in the exam, itis highly recommended that students read a novel or some short stories in addition to, their coursebook. It will help improve their reading fluency and develop their vocabulary. Exam practice: Use of English, Part 5 1 Ask students what they should do first with this type of exercise, e read the text through to get the gist. Students ‘work in pairs before checking their answers with the class, 2 In pairs students discuss the questions. Relate any dis- cussion back to the pros and cons of choosing a set text, 3 The writing task can be done in class or for homework, Remind students to re-read the information in the box before starting to write, Point out that option 1 is summary of the Sherlock Holmes story and not a book review. Epilogue page 73 dents work in pairs to try to solve the puzzle, Let each pair have their turn before you reveal the solution. 63Review: Units 5-8 Exam practice: Use of English, Part 1A Topic Strange and mythical creatures Grammar The passive ‘Adjective order Vocabulary Word formation: fright and fear Words often confused: fall, throw, drop, pass, knock, push Phrasal verbs with look Phrasal verbs with down ‘Adjectives ending in -ed and -ing Speaking page 76 1 in pars students describe the pictures, You may like to revise the language of description before starting this 2 Students worl the whole class, pairs then open up the discussion to 7 Picture notes (from left to right) « The Beast of Bodmin, Since the 1980s, there have been humerous sightings of the so-called Beast of Bodmin ‘on the Bodmin Moor, a wild area in the county of Comwall in south-western England, The creature has been described as large and catlike and farmers cl that it has attacked their livestock. One theory that hi bbeen put forward is that the creatures are panthers, In the 1970s, the government introduced a law that meant it was difficult for people to keep dangerous animals as pets. IUhas been suggested that owners of panthers, father than register their pets, released! them into the wild ‘© The Yeti or Abominable Snowman, The legendary wild, man of the Himalayas has also been sighted in America, where itis known as Bigfoot. The Yeti is a large, ape-like creature with reddish brown hair covering its body. Authorities disagree as to whether i really exists Or not and a lot of the physical evidence (eg footprints in the snow, photographs) have been proved to have been cases of misidentification or cv Mysterious monsters Reading ‘Its big, it’s ugly, it's wild and nobody can capture it!” Part 1: Multiple matching (headings) Part 2: Multiple choice Listening Exam information: Part 4 Speaking Describing animals Roleplay and discussion Writing News report ‘outright hoaxes, Some experts believe that the Yeti may be a descendant of the extinct Neanderthal man whilst others think itis an undiscovered species of ape. The most far-fetched theory is that itis an alient the Loch Ness Monster. There have been many sightings and photographs taken of the Loch Ness Monster this century, but its existence is not yet proven. Some people believe itis the last remaining example of a dinosaur called a plesiosaur Vocabulary and Rea pages 76-8 1 Seta time limit. Students work individually to order the words under the three headings, using their dictionaries if they need to, before checking their lists with a partner. Go through the answers, eliciting definitions of the more difficult words. 652% Mysterious monsters 2 Working in pairs students predict what the text is going to be about from the words above. Ask them to describe the monster then ask them to build up the events from the second and third groups of words. Ask one or {wo pitts to tell the class their predictions. Students read the text and check their predictions. Who was closest? Text notes @ The West Country refers to Devon and Somerset, two, ‘counties in south-western England, Exmoor is large area of moorland in Somerset. ‘¢ moor = a high area of wide open countryside covered in rough grass or low bushes « chief constable = police officer in charge of the police ina particular area Exam practice: Part 1 3 students should read through the headings before beginning the matching exercise. Sct atime limit, Exam practice: Part 2 seta time limit, Students work individually before comparing their answers with the class. 5 students work in pairs before comparing their answers swith the class. 66 Speaking page 78 1 Allocate A and B roles to pairs of students, Give students @ minute oF two to prepare their roles. Encourage them to use some of the vocabulary from pages 76-7. Go round the class monitoring and making a rote of any important errors. Get one or two pairs t0 perform their interviews for the rest of the class. Round off by going over the errors you collected without saying who made them 2 students work in pairs or small groups to discuss the possible solutions, Monitor the discussions. Choose one: Of two interesting solutions and ask the pairs/groups to justify their solutions to the class. Grammar pages 78-9 The passive Warm up: write ‘The passive’ and the following sentences on the board: Butter is made from milk People make butter using milk. Elicit which sentence is more usual and why, Students read the grammar box. You could then get students to look back at the reading text and find examples of the passive. (There are.a lot of examples in the text, particularly in pars 1, 4, 5.and 6.) 1 Students work individually before comparing their answers in pairs and then with the class 2 Remind students to look at the grammar boxes in previous units for help with the tenses. You may find it ‘easier to check this exercise with the class by completing the chart on the board or on an OHP.3 students work individually before comparing their answers with the clas. students work in pairs. Do not check answers at this stage. 5 Gel students listen and check their answers. Grammar page 80 Adjective order 1 students work in pairs before checking their answers with the lass, Ibis important to stress that we normally only use two or three adjectives together at most Vocabulary page 80 Word formation: fright and fear 1 With books closed, dictate the sentences to the class putting a wrong word in each space, me people are very fear of spiders. Explain that in the sentences you have dictated some of the words are incorrect. Do not tell them which words, In pairs, students look at the sentences andl decide what corrections are necessary. Check the answers with the class, Finally, aske students to look at exercise | in their books and correct any mistakes they made in the dictation. Note: we never use affaid before a noun, We can say ‘It ‘was a frightening experience’, ‘He isa frightened man’, but noc ‘He was an afraid man,” o72 Mysterious monsters ‘Adjectives ending in -ed and -ing 2 Explain to students that it is a very common mistake to confuse adjectives ending in -ed and -ing, Ask them which is correct in the sentences below: ‘Was Mrs Williams horrified or horvfying? hortified) Was the monster homtfying or homed? (homtfying) ‘To emphasize the difference, it might be fun to get them to draw a hortfied Mrs Williams and a homifying Mrs Williams, and a horrified monster and a horrifying monster! You could put the best drawings up in the classroom 10 aet as a reminder when necessary. 3 Working in pairs, students tell their partners how they feel about the things listed. Monitor the class and make a note of any important errors. Go round the elass and get each student to say how they feel about one ofthe things listed. Finally, go over the errors without saying who made them. Listening page 81 Exam information: Part 4 Students read the information about Part 4 of the listening ‘exam, They should then cover the information and in pairs tell each other what they remember, Note: exercise 2 is untypical as it uses a variety of question types. The purpose is to show students the kind of tasks they can expect to find in Part-4. In the exam stuclents will normally face only one type of question. Exam practice: Part 4 1 The aim of this exercise is to familiarize students with the types of question found in Part 4, and to help them predict some of the answers. Students work in pairs. Elicit answers and predictions from the class. 2. Si Focus students’ attention on the photograph, ‘which shows Loch Ness in Scotland, Ask students what they know about the Loch Ness Monster. Play the cassette, Students answer any questions they are sure about, Play the cassette again, Check the answers with the class. Clear up any’ areas of confusion by replaying that part of the cassette again. (The answers are underlined! in the rapescripe.) 68 roe G wide A=MrAlegretti H=Mr Hanks: ‘Now, can you all hear me? Can you hear me at the back: there? Yes, i’ fine. : Can you speaka little bit louder, please? : Hello, hello. Is that better now? OK, right, allright; just testing this microphone. Well, we're justa few miles away ‘now from Loch Ness, which isa Jong lake and very deep. It forms part of the Caledonian canal and it extends in a north-eastern direction for about 39 kilometres. Excuse me? 1 Yes, Mr Alegretti? an you give us some informa Monster? We've heard so much about it Yes, Mr Alegretti, | was just coming to that. Loch Ness is, of course, famous for being the home of the so-called Loch Ness Monster, or ‘Nessie’ she’s known locally. Excuse me? A question. Does it really exist or is it just fairy tale? A good question, Mr Alegretti Believe itor not, the first sighting of the Monster was first mentioned in ‘century by St Adamnan, then it was forgotten fora long time. But in recent times, in this century, it became big news again in the 1930s and people claim to have been spotting it eversince. Although lots of people claim to have spotted it and photographs have been taken of it, the ‘existence of the Monster has not been proven. [In my guide book it says the Monster has been sighted ‘many times. It was sighted in 1971 by Tim Dinsdale but he was so shocked he failed to take a photograph in time, j: Thank you, Mr Hanks, Well, [hope none of you gets a shock f'you see itbut let's hope one of you willbe lucky allowed to take photographs, so if you're lucky enough to catch sight of the Monster, have your cameras ready and don’t forget to take a snapshot of itso we can alll see it, They say it ooksa bitlike a dinosaur ora long snake. How long will we be staying at Loch Ness? |We're planning to spend an hour at the lake, where you can take a boat trip on the lake or just wander around: the scenery is absolutely marvellous. We'll then be driving on towards Inverness, where we'll be having lunch and doing abit of shopping, for those of you who want 0, of cours. Some of us would prefer to visit the museum in Inverness, Will we have time?G: Wel, yes, the museum is vexy interesting, especially if you're interested in seventeenth and eighteenth century Scottish history, but we thought most people would like tovisit the shopping centre and perhaps. pub or two. But ifyou can find your way to the museum, that's fine, Make sure you're back at the couch park by 5 pm. We'll havea couple of hours in Inverness, which is known as the capital ofthe Highlands. But I'l tell you more about when we get there, Ay Excuse me? G: Yes, Mr Alegrettiz Av A meeting has been arranged this evening at 7 pm at the Conference Centre. We would like to be back in time because tomorrow is the last day of the conference. We're G: Don’t worry, Mr Alegretti [ve already been informed by the organizers and we are definitely planning to get you ‘ack by 7 pm. So just relax and enjoy yourselves. I think if you look out of the window on your left you can now see Loch Ness. Any sight of the Monster? Vocabulary page 82 Phrasal verbs with look 1 Seta time limit, Students work individually before comparing their answers with the class, Remind students Phrasal verbs with down 2 Repeat dhe same procedure as in exerise 1 Answers. 1 lets (you) down 2 take down 3 tumed (them) down 4 Knocked down, 5 pulled down 6 put (everything) down 7 come down Follow up: play « game of ‘Phrasal Verb Noughts and Grosses Draw nine boxes on the board as in the normal game and. put one phrasal verb in each box and two or three in the mniddle box (see below). Unit 9 Divide students into teams, Noughts (0) and Crosses (X). ‘Their aim is to get three noughts or crosses in a row, horizontally, vertically or diagonally. To do this they ‘choose a phrasal verb from one of the boxes and show they know its meaning by giving a synonym, an explanation, a definition, a collocation oran example sentence. For each correct answer put a nought or a cross in the appropriate box. At the end of the game students should copy the box, with the phrasal verbs and ‘examples, into their vocabulary notebooks. camy on come down hold n Words often confused 3 Students work in pairs before checking their answers with the class. Writing pages 82-3 Exam practice: News report 7 students read the news report and then, working in. Ps ing pairs, find examples of the features listed, Monitor the Pairs as they are doing the exercise. 692 Mysterious monsters Ziarieieiesp tant ie ane ea eros homework, Students should be encouraged to draw on some of the ideas and language in the text on pages 767. Remind them to refer 10 exercise 1 for features often used. in newspaper reports. In the next lesson, get pairs of students to read each other's articles, making any corrections they ean and deci each. 70What's in a face? To} Exam information: Part 3 Physiognomy, graphology, palmistry Part 5: Word formation Grammar Reading Either... of, both... and, neither... nor, "Face to Face’ notonly... but also Part 1: Multiple matching (headings) Causative verbs Listent Vocabulary Part 2: Blank filling Describing people Exam information: Part 2 Compound adjectives Speaking ‘Words often confused: polite, kind, gentle, respectable, respectful Phrasal verbs (time) Use of English Part 3: Key word transformations Describing people Information gap (palm reading) Writing Letter of application Vocabulary and Speaking page 84 4 Students write one or two descriptions, using the models in exercise 3, Collect these in for marking. 1 students work individually to put the words under the two headings, using their dictionaries ifthey need to. ‘Cheek the answers with the class. Students should add any new words to their vocabulary notebooks. Reading pages 84-5 1 students should read the text quickly for the main ideas, so seta time limit, 2 students wor in pars before comparing their answers With the ass, There may be some differences of opinion. Exam practice: Part 1 2 students work individually before comparing their answers with the class. 3 Before students work in pairs, you could start them off by choosing a couple of face types that match people you know and commenting on whether the deseriptions are accurate, 3 Studenas work in pars, Monitor the descriptions and those wo or three as examples to be writen up on the Elicit comments and corrections from the whole 71%* What's ina face? Grammar pages 86-7 Either... or, both... and, neither... nor, not only... but also 1 Ask students to cover up the grammar box. Students work individually and then compare their answers with 2 partner belore uncovering the grammar box and checking their answers. If you feel itis necessary, check the answers with the class and clear up any problems. Exam information: Use of English, Part 3 Present Part 3 of the Use of English exam by asking students to read the information, Stress the importance of keeping a checklist of the most common items tested in this part of the exam, This will be useful when it comes to revision. Ask students to copy the examples given in the box and add other grammar and vocabulary items as the course proceeds, eg ifand unless, as long asand provided. Exam practice: Use of English, Part 3 2 in pairs students do number 1 only. Write up each pair's answer on the board, Blicit the errors in those sentences that are incorrect, Stucdents work individually t0 complete the exercise before checking their answers with the class 3 This exercise can be done in class or for homework. Remind them to refer to the grammar box on page 86. 72 Listening page 87 Exam information: Part 2 Present Part 2 of the listening exam by asking students to read the information in the box. They should then close their books and write down as much as they can remember, Students open their books and, working in pairs, check whether they have missed any points. You ‘may like to follow this up with a few comprehension questions about the advice given. Warm up: write up a number of sentences on the board and ask students to tell you what kind of words (nouns, adjectives ete) are needed to complete the spaces. ‘The driver of ___ was going very fast. (the car = noun) ‘As L was walking along the street, I___an old friend. Cmet/came across = vetb) 11 2 Make sure students read the instructions, Play the cassette, Students work individually before comparing their answers in pais. Note: the samples of handwriting are all quotations from, Shakespeare plays, Exam practice: Part 2 2 students work individually before comparing their answers in pairs and then with the class. (The answers are underlined in the tapescript.) 3 Give each snident a slip of paper and ask them to write A sentence on it, You may like to dictate a sentence for the whole class to write, Take in the slips and muddle them ‘up, then redistribute the slips around the class, Make sure ‘no one has their own sample! Using the information from, the listening (and maybe their own ideas), students analyse the sample of handwriting. Go round the class ‘with each student reading out their analysis and then holding it up and finding out who wrote it‘Welcome back. We've been talking about how to read someone's personality from their handwriting. Joining us in the studio now to help us do just that is Jill Porter, who hhas just written a book on the subject, Jill Porter, welcome. Now, what exactly can you tell from someone's handwriting? Take this for example, which happens to be mine, Exactly what do you look for and what does it all JP:Well fiest ofall, Jet me not make too m: ‘graphology. It's not yet science. 1 Oh,Isee. ‘TPeBut it can be very useful when used in conjunction with other, more objective clinical evidence. [r Are you saying the whole thing is unreliable? JPiNot aval, It can tell you a lot. It can confirm what we may have discovered in other ways, like clinical tests, experimental evidence... Well, let's see, Look now, here’s a sample of my handwriting. Now, what can you tell from this? JP.Well, in the first place, I would usually needa larger sample than this but 'l have a go. I: Right, OK. {JP-You see, the first thing we notice is the size. The size of, your script is larger than average, which would normally bbe about three millimetres high but .. 1: Is that good or bad? JP:Well, wait, t's not as easy as that. But you'll be relieved to know that, generally speaking, larger than average handwriting indie: iny claims for ‘and generosity I: But why do you say ‘may? JP2Well, because it depends on other factors. So ‘possibility is that large handwriting may suggestarrogance, 1: Oh dea. _JPsBut in your ease Tm sure it shows positive features, 1, Ob, thank you. That's a relic?! {P:Now, take the slant for example. Your handwriting slopes to the right, Writing that slants to the right means you're probably an extrovert, Does that sound right? 1: [think it probably does, yes. | don’t think I'd get very far ‘with this programme otherwise JP:Right. So you're outwardlooking, active and friendly 1) Butis there a negative side to this? {PAWell, a rightward slope can also mean someone is abit on the hysterical side, you know. 1 Oh dear. I think I prefer the first interpretation. Let’s move ‘on quickly to other features, What about connected +andwriting, as opposed to separated letters? Does that ‘mean anything? JB:OA yes, most definitely. Fist of ll, four letters have to be joined for the handwriting to be considered connected. In, ‘your case it's actually only two, so it’s unconnected. sty oF unit 10 handwriting... I: Yes, what would connected writing suggest? |JPilt would probably indicate a co-operative character on the whole, or someone who follows the crowd. 1: Oh, [think PU stick to... what was i? Spontaneous and sel reliant; was that what you were saying? JP'Spontancous and independent. 1: Good, lovely. Now, we often read about the significance of loops in handwriting. I mean, I think [read somewhere that if you don't complete your loops, say if you just hi line instead of a loop, it means you're not happy. Is tha true? Because if so, 'd better starting looping my letcers! JP.Well, that’s not quite true. You do loop your letters, but only above the line, not below. Now, generally speaking, the absence of loops indicates someone who is I: And loops? JP:Well, if you loop the letters above the line, as you do, like say in the letters ‘P and it probably suggests you are imaginative. If your loops come below the line, a in the leters'y’ org’, then you are probably very interested in the opposite sex and like the countryside I: Tean't sce the connection there, but {think that’s probably. good point to stop. Well, ill Porter, thank you very ‘much, that was fascinating, And we wish you good luck with your new book which is called The Secrets of Graphoogy ant is published next month by Grammar page 88 Causative verbs Warm up: write the following sentences on the board Thad my hair cut yesterday L.cut my hair yesterday, Elicit the difference. If students don't know, refer them to the grammar box and then ask them (0 explain the difference between the sentences on the board 41 in.open pairs acoss the elass students take altemative senientes, ne reas obi the sentence and the othe reacts, Do not interrupe the ow of the exercise but note alee role eanelies wether arte ead vouleiay ike students to write up the exercise for homework, 73> What's ina face? Find someone who | Student’s name hhas recently had .. hair cut bedroom painted teeth checked eyes tested bieyele/ear repaired Follow up: play the ‘Find someone who ..” game. Hand, ‘out questionnaires such as the one above to each student, Check with the class that they know the question form needed, ie ‘Have you had your hair cut recently?’ Stuclents mingle round the class asking questions. They should find someone who answers ‘yes’ and then write down that person's name. Round off by going round the cass with each stuclent reporting one finding, eg ‘Ursula has recently had her teeth checked.” 2 This exercise can be done for homework or in pairs in class. Vocabulary page 88 Compound adjectives 1 Students work individually before comparing their answers in pairs and then with the class 74 Follow up: give out a piece of paper with half of compound adjective written on it to each student Students remember their word, Students mingle round the class, saying their word to other students until they find their ‘other half. They should then sit down together. their compound adjective. Speaking page 89 1 Before students begin the pairwork, ask them to look atthe palm of one of their hands and identify the lines shown in the drawing, After students have completed the palm reading, round! off with a class discussion, eg: Did you agree with the analysis of your personality? Do you believe in palm reading? What other kinds of fortune telling do you know? (tarot cards, tea leaf reading, astrology ete) Vocabulary page 89 Words often confused 1&2 students work individually before comparing their answers in pairs and then with the elas. Students should note any new words in their vocabulary notebooks.3 students work in pairs or groups of three or four, You ‘may like follow up this exercise by asking students to ‘write brief descriptions of the people they talked about. Phrasal verbs (time) Write the phrasal verbs on the board, Elicit example sentences from the class and write them on the board, Correct general grammar errors at this stage, but do not comment on the use of the phrasal verbs. Students look at the exercise in their books and complete it individually. Return to the sentences on the board and encourage students to make any changes necessary in the light of their answers to exercise 4. Use of English page 90 Exam practice: Part 5 ‘Warm up: introduce this text either by asking what students know about Shakespeare or by giving them. some information (see page 53). Ask students to sean the text and find out: how much handwriting you need to analyse what it means, (a fall page) how many examples we have of Shakespeare's signature. (six) = what is odd about the signatures. (spelt differently and written in different styles) = what a famous graphologist thinks of Shakespeare's signature, (that he couldn't even write his name) Students then do the exercise individually before comparing their answers with the class, Unit 10 Writing pages 90-1 Exam practice: Letter of application Alnvonding inary uallyetudeni ced fre quectoncand the advertisement, Ask some comprehension questions to check their understanding, eg: How many group leaders are needed? (20) When does the camp begin? @ july) What sports are shown in the photos? (canoeing and archery) How old do you have to be? (between 15.and 17) 2. Before students read the model letter, ask them to re- read the advice on writing letters in previous units (see Unit2, page 22 and Unit 5, page 48). Ask a few questions about the contents of the letter. B Ask students to make notes on the contents of the letter and fo organize these notes into paragraphs before correcting the language. Check the letter with the class by ‘going through it paragraph by paragraph, asking students for their alternatives. Note: this student's leteris clearly very weak. Apart from the obvious grammar and vocabulary errors, it is badly ‘organized and contains irrelevant information, 4 The writing task can be done in class o for homework, Tell students that they can re-read the model letter in exercise 2, but that they should then cover it up and write their own letters. Remind them 10 use the notes in exercise 2 to help them organize their letters, 75Topics Mad Cow Disease, environmental issues Grammar Prepositions 1g Phrasal verbs (food and drink) Words often confused: price, worth, cost, value Use of English Part 2: Open cloze Exam information: Part 2 Vocabulary and Reading pages 92-3 7 Text notes ¢ There have been 483 deaths caused by definite and probable cases of CJD in the United Kingdom (up to July 1997). © The ban on British beef, imposed by the European Union in March 1996, is, at the time of publication, stil in place. 1 Discuss the questions with the whole class. 2 As this is an exercise in scanning for information, set a time limit. Ask students to underline the answers in the text. 76 Meat: to eat or not to eat? Reading ‘New link found between humans and Mad Cow Disease’ Part 2: Multiple choice Exam information: Part 2 Listening Part 1: Multiple choice Speaking Debate Parts 3 and airwork task and discussion Exam information Exam information: art 2 Present Part 2 of the reading exam by askin, read the information in the box to themselves. Set a time limit of two minutes. In pairs, ask them to explain to one another what they have just read. Give students a chance to check with you anything they don’t understand Exam practice: Part 2 3 Ask students to underline the pans ofthe text that pro- vide the answers, When you go through the exercise, ask students to justify their answers with reference tothe text, students work individually before comparing their answers in pairs and then with the class in open pairs.Speaking page 93 1 Discuss the questions with the whole class, 2 This activity can he done either as painwork or asa lass debate. IFyou choose the latter, divide the class into two groups (a ‘for eating meat’ group and an ‘against eating meat’ group), Divide the two groups into sub- ‘groups. Working in these smaller groups, students make notes to support their arguments. Ask a spokesperson from each sub-group to summarize their arguments altemating between for and against groups. Round off the an open discussion and a vote. Use of English page 94 Exam information: Part 2 Present Part 2 of the Use of English exam by asking. students to read the information in the box to themselves. In pairs students explain to one another what they have just read, Give students a chance to check with you anything they dont understand. Exam practice: Part 2 7 students work individually before checking their ansevers with the class 2 Students work in pairs. Go through the answers with the class and round off by using the questions for an open class discussion. Grammar page 95 Prepositions ‘Warm up: with students’ books closed, write three or four sentences taken from the grammar box on the boar, but with the wrong prepositions, eg: He insisted to making his point in the meeting. 'm sorry for shouting to you last night. Thave a small garden at front of my house Ask students to comment on these sentences, Make a note on the board of any corrections they think are needed Refer them to the grammar box. Point out that verbs, ‘nouns and adjectives that take a particular preposition should be regarded as single items, so students should lear them as such. 7 students work individually before comparing their answers in pairs. I will be less confusing if you check the answers round the class, with each student giving an answer while you fill ina table on the board. 77% Meat: to eat or not to eat? 2 Follow the same procedure as in exer Follow up: you may like to follow up these three exercises by asking stuclents for homework to choose selection of verbs, adjectives and nouns with their linked prepositions that they have not met before, or are unsure about how to use, Students should write sentences to illustrate them, Puta limit on the number of sentences they should write, ten for example, Follow this up in a subsequent lesson by going through any problems. Do this exercise as a quiz, Divide the class in half. Read out the jokes, stopping at the spaces for a member ‘of each team to give the missing prepositions, Quickly awrite the preposit the joke, eg: TeamA Team B 1 ont) by 00 Do not give the answers until the end of the quiz. Try to ‘make sure that every student contributes, Award one point for each correct answer. 78 ns on the board against the number of Vocabulary pages 96-7 Food and farming 1 students work in pairs before checking their answers with the class. Remind them to add any new words to their vocabulary notebooks. 2 Students work individually before checking their answers in pairs. © This advert was produced by the Vegetarian Society in, Britain. The Vegetarian Society was established in 1847 and aims to increase the number of vegetarians in ‘order to save animals, benefit human health and protect the environment and world food resources. The Society is a registered charity and its patrons are Paul and Linda McCartney. 3 Students work in pairs. Students work in pairs and discuss their reactions to, the advertisement, then open up the discussion tothe ‘lass, 5 students work individually before checking their answers in pairs and then with the whole class. Note: the answers given are the most common collocations only.Bri mit zt 6 Make this a race, so seta short time limit. Students \work in pairs. As you go through the exercise, provide uiny necessary explanations, or let students refer to their dictionaries. Remind them to write new words in their vocabulary notebooks. 1 Bi tet students look back at the relevant information, box in Unit 4, page 37, Do this exercise under exam. conditions. Play the cassette twice. Check the answers with the class, playing the relevant pars of the tape again toclear up any problems, (Clues to the answers are Underlined in the tapeseript.) unit 77 Now the key to losing weight ina healthy, balanced way'is actually quite simple butit does require a great deal of wil power, Just go on eating what you're eating at present but eat less and, above al, take aTot of exercise. I's nota case of one ‘or the other but both. So stop kidding yourselves! Now, stand up and welll start our first warm-up exercise. 2 M=man W=woman M: Have you gota minute? I'd ike to just tlk to you about our campaign. W: Oh, all ight. 've gota minute M: We're members ofthe Animal Action Group and our am fs to defend the rights of animals, to defend them from crue and exploitation, Can we interest you inthe Animal Rights Campaigi? We publish a newsletter which ‘comes free to members. \W; What kind of campaigns do you get involved in then? What, marching through the streets and that kind of th M: Wel, protest marches are one thing, but 4 number of ways in which you ean help. Lot members write letters to the press, protestin animalsare treated. I'you could do that, it w than enough, 3 C=customer A= assistant C: Evening, love. Steak and kidney pie, please, and a bag of chips. ‘To eat on the premises? No, wrap itup. please, ifyou could. Sorry, love, Sold out of steak and kidney. Iean warm you ‘upa chicken and mushroom. We haven't got one ready ight now. C: Well, iljust have the chips then. Throw in-a couple of pickled onions, could you? Ta. Great. Stacks of salt and vinegar. Lovely. Gone cold again, hasn't it? 4 R=recorded message M= Mark R: You have dialled June and Penny. We're sorry we're not in atthe moment but if you would like to send a fax, you may. send it now and if you would like to leave a message, please speak after the beep. Thank you, ‘Mt: Er... hello Penny. Mark here. Just phoning to say Tean come tonight afterall but, as said, might be a bit late, so don’t wait for me outside. Go in and I'll oin you inside as soonasI can, just abit ater probably. Thanks, sce you tonight then. Bye. 5 M=man W=woman -M: Right then, Water's boiling, better start the rice. W: OK, right. You got it, have you? M: Well, the water's boiling, but will icall ft in? W: Weill have to do two separate ones, Otherwise there won't be enough. (ME: Right, what next then? 79% Meat: to eat or not to eat? ‘W: What's that black thing? In there? In the rice? Must be a raisin. Won't do any harm. Make it sweeter, W: Yeah, sweet and sour. M: We could have just ordered a Chinese takeaway, Would hhave been quicker. W: I's special occasion. It'll be great. All those people .. Speaking page 97 Exam practice: Pairwork task and discussion ‘Warm up: brainstorm with the class the environmental {groups that exist in their country/countries and what they do. 1 students work in pairs, Monitor the discussions and make a note of any errors, Ask pairs of students to ‘summarize their discussions. 2 Students work in pairs or groups and discuss the ‘questions. Once again, monitor the discussions and make note of errors. Open up the discussion to the whole class with each group reporting on their conclusions. Give the class feedback on common/important errors. Vocabulary page 98 Phrasal verbs (food and drink) 1 Students work individually before comparing their ‘answers in pairs and then with the class, Remind students to add any new phrasal verbs to their vocabulary notebooks. Words often confused 2. Dictate the sentences to the class putting a wrong word in each space, eg: ‘ought this jacket in the sales fora very good cost. Explain that in the sentences you have dictated some of the words are incorrect. Do not tell them which words, In pairs students look at the sentences and decide wha corrections are necessary. Check the answers with the class. Finally, ask students to look at exercise 1 in their 80 books and correct any mistakes they mad in the dictation. Monitor students’ mistakes and clear up any indi Writing pages 98-9 Exam information: Magazine article Before you begin the writing section ask students 0 close, their books and, working in paits, to make a list of the features 2 good article should have, Elicit ideas from the class and write them on the board, Ask students to open their books and read the information box to check, whether they have missed any points. Exam practice: Magazine article 1 Students work individually before comparing their answers wit the class 2. Remind students to look at the criteria in the {information box (and in other information boxes relevant {© Part 2 of the writing exam) to help them decide on a suitable grade, Fests ire lara scucen ts corres nerrtetecn pales Elicit the corrected version line by line ancl write it on the boardThe writing task can be done in class or for homework, Tell the students to re-read the model answer: in exercise 1 and to make a note of any useful words or phrases they would like to use. They should then cover it up and write their own articles. Epilogue page 99 ‘You could do this exercise as a quiz following the same procedure as in exercise 4 in the grammar section on page 95. You might like (o add the two scores together and announce the final ‘preposition champions’ Unit 77 arThe power and magic of dreams Topics Dreams and visions Grammar Reported speech and reported questions Vocabulary Expressions with sleep and dream Words often confused: lie, lay Phrasal verbs with bring Use of English Part 3: Key word transforma Part 5: Word formation Exam information: Part 5 Part 4: Error correction Reading and Vocabulary pages 100-101 yi Text notes @ Sigmund Freud (1856-1939) Austrian doctor who developed the theory and system of psychoanalysis, which was based on free association and the analysis of dreams, « Aristotle (384-322 BC) Greek philosopher, pupil of Plato and teacher of Alexander the Great. He moved away from the idealism of Plato and began to observe nature in a more scientific way. ‘1 Students work in pairs and discuss the statements. ‘After a few minutes open up the discussion to the whole class, You may like to make a note on the board of any ‘useful vocabulary on the subject of dreams that the stuclents produce. 2. Working individually students scan the text, underlining any information that relates to the statements, in exercise 1. Check the answers with the class. 82 Reading ‘Dream, dream, dream’ Part 1: Multiple matching (summary sentences) stening Part 4: Which speaker said what Speaking Information gap (dream analysis) Describing a painting Useful language Parts 3 and 4: Pairwork task and discussion Writing Narrative composition Exam information Exam practice: Part 1 3 Set a time limit and ask students to underline the parts Of the text that provide the answers. When you go through the exercise, ask students to justify their answers with reference to the text. + students work individually before checking the answers with a partner and then with the cuss, Stuclens should write any few words in thelr vocabolary notebooks, Remind thern to add the linked prepostion where there is one, eg significance of5 Ask students to cover their answers to exercise 4 before working in pairs to complete the sentences, Students uncover the answers 16 exercise 4 and make any. alterations they wish, 6 Working with a partner or in groups of three or four is will add some fresh input), students use the completed questions in exercise 5 to discuss the topic of sleep and dreams. Grammar pages 101-102 Reported speech Warm up: ask a few simple questions randomly around the class, eg: What did you do last night? What's your mother’s name? How lid you come to the lesson? Alter each answer, ask another stuclent ‘What did he/she say? Elicit from the class both the direct and reported answers to your questions, Write them on the board. Elicit the differences between the two answers, eg; Iwwatch television, (direct speech) She said she watched television, (reported speech) 1 Students work in pairs. 2 stidents read the grammar box on reported speech pefore they do the exercise. Select students randomly 10 give the answers and write these on the board. You will need to cover the nule for reporting imperatives and negative imperatives here Imperatives: infinitive with to negative imperatives: 201 + infinitive with £0 3 students work in pairs before checking their answers with the class. Remind them to refer to the chart in exercise 1 and to the grammar box. Ask students to look at the reported speech column in exercise | and to underline the reporting verbs. Ask students why such verbs are used (10 summarize the ‘overall purpose of the original speaker's words), Students ‘work in pairs before checking their answers with the Vocabulary page 102 Expressions with sleep and dream 1 Students work individually before checking their answers in paits. Go round the class randomly to check the answers% The power and magic of dreams Speaking page 103 7 students work in pairs. Go round the class monitoring, and making a note of any common/important errors. 2 Allocate A and B roles to students in pairs. Each student tums to the relevant page. Give students time to read and remember the explanations, Students work in pairs and explain the significance of the dreams shown in the pictures to one another, Go round the class monitoring and making a note of any important errors. Go over the errors from exercise 1 and 2-with the class. Grammar page 103 Reported questions Exam practice: Use of English, Part 3 11 Students read the information in the grammar box. Allocate odd and even numbers to students in pairs Students complete their allocated numbers and then dictate their answers to their partner. Go over the answers with the class. 84 Speaking and Use of English pages 104-5 4 students work in pairs. Remind them to use the usefal Jangvage box. Monitor the class and make a note of any: ‘important errors you hear. Aftera few minutes, elicit a full description of the painting from the whole class and give them feedback on their errors. 9 Picture and text notes The painting is called “The Persistence of Memory’ (1931) and it is exhibited in the Museum of Modern Art in New York. ‘© The Surrealist Movement began in the 1920s and included artists, poets and film makers. The Surrealists believed in Freud's theories and were interested in the thoughts and visions of the subconscious mind. Exam information: Part 5 Present Part 5 of the Use of English exam by asking students to read the information. Give them a chance to ask you any questions they want. Exam practice: Part 5 2 Seta time limit, Ask the students to read the instruction carefully before beginning the exercise, Before checking the answers, ask stuclents what they did prior to doing the actual exercise. Hopefully they will have applied the advice given in the exam box. If not, explain why this advice is usefull Students should write any new words (with relevant prepositions) in their vocabulary notebooks, yi Notes © Martin Luther King (1929-68) Black American civil rights leader and Baptist minister. King was a leading figure in the campaign for integration and equal rights for blacks in the USA in the late 1950s znd carly 1960s, He first became famous as the leader of bus boycott in Alabama in 1955 and in 1963 was one of theorganizers of a massive protest march of 20 000 people (on Washington DG to demand racial equality, In 1964 he was awarded the Nobel Peace Prize. He was. assassinated in Memphis, Tennessee by James Earl Ray in 1968. @ The photograph was taken on 23 August 1963 during the delivery of his famous ‘I have a dream’ speech. Exam practice: Part 4 4 ‘licit from students the first thing they should do with the text, ie read it through quickly. Draw students attention to the glossary and seta time limit, Listening page 105 fl Gricents look atthe paintings in pairs and discuss them. Aska few students to explain their choices. Exam practice: Part 4 2 (Ask students to read the instruction and questions, carefully, Play the cassette twice, then go through the answers, Clear up any areas of confusion by replaying that part of the cassette again. (Clues to the answers are underlined in the tapeseript.) im Davis M = Marge Davis, ‘T: Well, just look at that, Must be wentieth century, that - very modern, But what on earth is it supposed to be? J; Which one, Dac? M:Oh, look at that! : Lcan't understand why these modem painters can't just, paint what they see, Do they have to twist things around and make them look as ifthey've been melted in the sun, unit 72 like this one here? J: Ah, let's see, ‘M:[know what you mean, but the colours are quite nice. ‘They're very bright and clear, aren't they? Not sure I'd like it hanging in my living room, though. Makes me feel a uncomfortable, it does. As if Lwere a lump of butter ‘melting in the sun, J: IS OK. Ie’s by Dali, ‘The Persistence of Memory’. don’t think he was trying to be all that realistic anyway. T: Certainly doesn't look like it, does it? It’s supposed to be dreamlike. I quite like it. It remi abit ofsome of the dreams P've had, M:Oh, could be a dream, I suppose. J: Itis. This kind of painting was quite revolutionary atthe time. All of them were very interested in dreams. I think it ‘was in the 20s and 30s. Dreams and what they tell you .. ‘T: Well, yes, [suppose you know more about itthan we do, Anyway, E'm also interested in dreams ~ in my job I nave to bbe - but thisisa bit different, thisis. Can hardly make head nor tail oft MT suppose it depends how you look at it, Tim. T; Lagree it’s got some incredible details. Of course, he ‘obviously knew how to draw, but why has he drawn those ‘locks like that? J: They're not meant 10 be .. ‘T: They look asif they're made of chocolate! J: Like it. Pd like a poster of it. ‘M: What, for your room, Jenny? ‘Alla matter of taste. Taste, Chocolate flavour. Ha, hal But ‘of that really modem stuff, you know, where you ¢ ‘make anything outatall. The sky’s nice. Ir looks like the sky too, amazing! J Well, a painting isn't the same asa photograph, they are different. I mean, if you wanta realistic picture of something, you might as well ust takea picture of it with a ‘camera, Dali was trying to present his own dreams, He was surrealist 7: Right. Js And they believed that dreams can tell you a lor about your normal everyday life. Mees, well, [preferred those paintings we saw in the first gallery. The ones of fields and the sky, the beauty of nature, ‘youknow. T: Nice. M:There was the one with the horses by the river under that -gongeous blue sky and the oak tree in the middle of the field. That's more my style. 1: Yes, yes, they were OK, Marge, butif had to choose, I'd have one of those eighteenth century portraits hanging on ‘my wall, Some of them were better than photographs, I'm shattered! My feet are killing me, Can't we just have a sit down fora bit? J: Pd keto goto the next gallery, tha’ all ight. There are I i 8& The power and magic of dreams some fantastic Picassos which our Professor wants us to write an assignment about. Mall sight, love, J: You don'thave to come. I've got to make some sketches of ‘one or two of them, then I'l go and get a couple of posters. Picasso, Dall ‘Mz You just go ahead, we'll sithere and wait till you come back. Ifwe're not here when you come back, we'll be in the coffee bar on the first floor. I'm feeling a bit thirsty. ‘T: AndiI'm beginning to get quite peckish, Well, after I've recovered we'll go and have alittle snack, shall we? Vocabulary page 106 Words often confused 1 students should refer to thei complete this exercise 2 students work in pairs before checking their answers with the class Phrasal verbs with bring 3&4 students work individually before comparing their answers in pairs and then with the class, Remind. students to add any new words, or words they were not sure about, to their vocabulary notebooks. Speaking page 106 Exam practice: Pairwork task and discussion 1 suudents work in pairs. Poin out thatthe expression wildest dream does not refer to dreams you have when Sleeping, but to wishes/things you woul like wo come true. Ask a few students to summarize their discussions penenne 2. students work in the same pairs or groups of three or four, Ask two or three students to report back to the class on their discussions. Writing page 107 Exam information: Narrative composition Before students look at the information box, ask them to discuss and make notes on the question ‘What makes a ‘god story? They should think of story they have read and enjoyed a great deal and then decide what made it special (the story, the characters, humour ete). ‘Then discuss with the class what makes a good story (earrative composition) in terms of getting good marks in the exam. Brainstorm ideas and ask students to compare their ideas with the list given in the box. 1 students read the text and discuss their ideas with a partner. 2 students work individually before checking their answers with the class 3 The writing task can be done in class or for homework. Students should use the questions to help them structure their compositions. Tell the students 10 re-read the description in exercise 1 and to make a note of any useful words or phrases they would ike t0 use. ‘They should then cover it up and write their own articles 4 this stage should be done in a future lesson afier students have written their descriptions. You may like (0 go over any common esrors you have noticed when smarking with the classReview: Units 9-12 : Use of English, Part 1 Exam practice: Use of English, Part 3 Exam practice: Use of English, Part 5 7< ~~ Topic Crime Grammar Relative clauses Used to/would + infinitive Belget used to +-ing Vocabulary ‘Crime Phrasal verbs with take Words often confused: evidence, proof, clue Use of English Part 5: Word formation Part 3: Key word transformations Part 4: Error correction Reading and Vocabulary pages 110-11 ‘Warm up: write the following words on the board and elicit and write up their meanings, helping where necessary. Ask students to spend a few minutes ‘memorizing the meanings and then rub these off the board. In pairs, students take alternate words and expt them to their partner. crime buster = an informal expression meaning someone who fights crime squad = a special team of policemen (or soldiers) fingerprint brushing = a technique for making 2 copy of fingerprints left on objects a criminal may have touched forensic = to do with the scient i Gea forensic research, forensic evidence) civic = to do with a city and its citizens foster = encourage y< Text notes ‘© crime busters = people who fight a (compare with the tile of the film Ghostbusters) #¢ Emiland the Detectives is classic children's book (written by Erich Kastner) about a young boy and his friends who solve erimes. © get-away car =a car used by criminals to escape from the scene of a crime 88 3” Goodies and baddies Reading *Young crime busters win praise’ Part 3: Gapped text (sentences) Listening Part 2: Blank filling Speaking Part 2: Photographs Useful language: describing photographs (2) Parts 3 and 4: Pairwork task and discussion Writing Witness report 1&2 Students cover the text and look only at the headline, Working in pairs students use the questions to predict what the newspaper report is about, Elicit suggestions from the class. Working individually students then read the report and check their predictions, Exam practice: Part 3 3 students should read the missing sentences carefully, underlining what seem to be key words. You may like to ‘check with the class what words they have underlined ng task. Seta time limit, Students work in pairs, referring to the textagain if necessary. Select students randomly 10 answer the questions, Round off by using question 5 fora group oF class discussion j5 students work individually before checking their answers with a partner and then with the class. Students should note any new words in their vocabulary notebooks, Remind them to add the linked preposition where there is one, ex veteran of: Photographs 1 Students work in pairs to discuss the photographs. Remind them to use expressions from the useful language box. As students work in pairs, monitor the class and make a note of any important errors you hear, After a few minutes stop the activity and give the class feedback on important errors. y Photograph notes ‘© (left) A policeman giving directions to tourists in London, ‘¢ Gight) Mounted police controlling a crowd of football fans at Wembley stadium. 2 students work in paits or groups. Ask individual students to report on their discussion to the rest of the class, IF students are having problems finding something to say, feed in some of the following ideas: =In their job policemen and women: chase and catch criminals, do detective work to solve crimes, interrogate suspects, patrol the streets, direct traffic, find missing unit 73 people, protect famous people, control crowds, stop people fighting, —A good policeman or woman needs to be: educated, observant, quite strong, brave, fitand healthy, hones, able to drive a car/ride a motorbike, able to use a gun, tient, tough when necessary, fair and impartial. Grammar page 112 Relative clauses ‘Warm up: you may like to first introcluce the difference between a phrase and a clause. Write phrase and clause ‘on the board. Elicit the difference in meaning; phrase = a group of words without a verb, eg veteran of the force clause = a group of words with a verb. With minor adjustments a clause can become a full sentence, eg who ‘has been a policeman for 25 years can become He has been a policeman for 25 years. Dictate the following sentences as they are: 1 Shakespeare wrote many famous plays was born in Stratford, 2. The woman wrote the play lives in Athens. 3 Your hat has a feather in the side is my favo. 4 My neighbour name is Brown is a doctor. Elicit from students what is wrong with the sentences (the relative pronouns are missing). Complete the sentences with the relative pronouns but do not put in any punctuation at this stage. 1 Shakespeare who wrote many famous plays was born in Stratford, 2 The woman who/that wrote the play lives in Athens, 3 Your hat which/that has « feather in the side is my favourite, 4 My neighbour whose name is Brown is a doctor, Blicit from students whether the sentences are of the same type. Remove the relative clauses from each sentence and show students what remains, Which are satisfactory sentences? Which leave you wanting information? 1 Shakespeare was bom in Stratford. (Who was born in Stratford? Answer: Shakespeare) 2 The woman lives in Athens. (Which woman lives in Athens? Answer: don't know) 3 Your hat is my favourite (Which is my favourite hat? Answer: don't know) 4 My neighbour is a doctor. (Who is doctor? Answer: my neighbour) Introduce the idea of defining (sentences 2 and 3) and. non-clefining (sentences 1 and 4) relative clauses and introduce the necessary punctuation 89%* Goodies and baddies 17 students read the grammar box. Remind students to read the text quickly before starting, Students work individually before checking their answers in pairs and then with the class 2 students work in pairs before checking their answers with the class, 3 students work individually before checking their answers with the class. 90 Vocabulary page 113 Crime ‘Students work in pairs, using dictionaries to check any ‘words they are unsure of, As you go through the answers, clicit other words that can go under the headings. 2&3 students work individually before comparing their answers in pairs and then with the class. Remind. them 10 pot any new words or verb preposition combinations in their vocabulary notebooks.Unit 713 teria for seriousness Does the crime involve violence? Is the crime for personal or political reasons? Are ctimes involving money less serious than crimes involving violence? ‘Was life put in danger? Was anyone hurt? Does the crime involve damage to property? Possible punishments =a fine, lange or small ~a prison sentence, long or short —telease on bail, but obliged to report to the police at regular intervals community work 3 students work in the groups they formed in exercise 2 and continue their discussions. Again, get a spokesperson from each group to report 10 the rest oF the ekass Use of English page 113 Grammar pages 114-15 pron) places: Harts Used to/would + infinitive, 1 students read the text quickly for general be/get used to + -ing ‘comprehension. Ask them a few questions on the text. Stidente then ate exeicive indivicually 1 Working individually, students read the grammar box and use the information to help them complete the exercise, Speal Exam practice: Pairwork task and discussion 7 Students work in pairs. Exam practice: Use of English, Part 3 2. students work individually to complete the exercise before checking their answers in pairs and then with the ‘lass, Remind students of the importance of keeping a ‘checklist of the most common items tested in this part of the exam (see Unit 10, page 86), They should add to theit lists at the end of the exercise. 2 Students work in pairs. After five minutes or so, put two pairs together and ask them to compare their tnswers, Ask a spokesperson from each group fo report Cn their decisions to the rest of the class, Use the questions and ideas below if students lack ideas: on+ Goodies and baddies iB ciodents work it pais Merwcr he duseand salen note of any important errors you hear, Round off the discussion by eliciting ideas and opinions from the whole class, then give the class feedback on their errors, Vocabulary page 115-16 Phrasal verbs with take Exam practice: Use of English, Part 4 1&2 Elicit from students the first thing they should do. swith the text, ie read it through quickly, Set a time limi Students work individually before checking their answer with the class Words often confused 3&4 students work individually before checking their answers in pairs and then with the class, enn: Listening page 116 1 Tell students they are going to act as witnesses to a crime. Flicit what tenses they will need to report what they have seen (past continuous and past simple). Students look at the picture for one minute and memorize all the details they can, Students should then close their books and in pairs describe the scene together. Elicit sentences from the class until all or most of the details have been provided, Do not correct mistakes until after this process, otherwise the flow will be interrupted. Exam practice: Part 2 2 Gl stucents read the instruction and familiarize themselves with the witness report, Students complete the listening under exam conditions, only checking with their partners after the second listening. (The answers are ‘underlined in the tapescript.) ‘Mr Alberto Arnolfini P. So, itwas on Tuesday, September the twelfth. And where ‘were youat the time, Mrs Amolfini? M: Well, we were both in the restaurant at the time, you know. We own a litte restaurant and my husband and 1 ‘we rum it together. And fe was a quiet time of the morning so we weren't doing much, just chatting. A: Yes, just chatting. P: Excuse me, Mrs Amolfini, but Twould like the details ifM f Yes, that i: Temust have been about hi you don't mind, What is the address of your restaurant? : Oh, yes, We're across the road from the bank on Ashton Road, number 80. The banks the Ashton Branch, you see, Right, the Ashton Road Branch. 18 Ashton Road, Thank you, Go on, Mrs Amnolfini 80. It’s number 80. what I said, 18, 18 0 80? There isa ttle difference. ight 2er0, 80. Rightio, got thar Now, where was I? Oh yes, we were just chatting, my husband and I, you know, as we do when there isn’t much, work to do, Swe Twas working actually. I was getting the tables ready "There's quite alot to do before we open in the evening. ‘That's right, he was. And [was by the window just looking. ‘out, Well, we do like to just watch the people going by and, you know, you see some strange things. And the time? Did you notice the time? ‘eleven because we had just hhad a cup of tea and we always have a cup of tea about that time, Teas a little bit earlier because I remember taking my watch off and it was just after eleven, say 11.15. Tsee, about a quarter past eleven, Yes, that tallies with ‘what other witnesses have reported. Now, can you describe what you saw? The men first, What did they look like? f: Well, [saw a man dashing out of the bank waving this gun so it looked odd, Fcan tell you. At first] thought it was just kids playing around as they do, but then I saw he was Come on, love, you don't know it was a gun. It was 100 far away. Itcould have been a certain Look, I was much nearer than you were and Is asdaylight. Anyway, this nga gun, seemed to be quite tll but it was a it too faraway to be absolutely sure Did you think he was tall 'd put him more on the short side. Well, he wasn't very tall but he certainly wasn't short. OK. let's say-medium height. And can you describe what hewas wearing? Wel, [think he was wearing.a browa, leather jacket and a pair of jeans and he could have been wearing a yellow scarf or something, I'm not sure. Lwasn't wearing my es a the time but I told my husband and he came rushing over to have alook, so you can ask him. Mr Amolfini? ‘Well, what Lsaw was someone wearing a black, leather jacket and a blue scarf jeans. yes, blue jeans - definitely. Right. Black jacket, blue scarf, jeans, ‘Anyway, the mian with the gun ran over to where another but we can't say for unit 73 ‘man was waiting oa motorbike, just outside the bank P: Was the second man wearing a helmet? M: No, so I could see his fice. He was a dark ‘moustache and long, curly, black hair. Pr Sorry, Mrs Amolfini, im not quite clear on what you mean by “dark, Was this second man white or black? M: Well, [wouldn't say he was black but he did have a dark: don't think he had a moustache; he was too far away to, see, But he did have dark hair, long and straight over his shoulder. M: Alberto, it was curly, I'm sure it was A: Look, love, you didn’t have your glasses on and you know ‘you're blind as a bat without your glasses on. M: Well, OK, I'm sure you're right, deat. P: Look, I'll puta question mark over this bit. Let's say he was dark and had long, straight, bltck hair. Anything else? M: Well, there's not much more to say really. P: Was the first man ~ the man running out of the bank - was he carrying anything? carrying anything? Well, ust the gun. A: Abag. He hada blue ase. M: Did he? P: Blue briefcase, right. And the man on the motorcycle? M: The man on the bike, let me see. I didn't get such a good look at him but I think it wasa brown jacket and black trousers. P: MrAmolfini2 Would you go along with that? A: Can't say remember to be honest. P: OK. Anything else you'd like to add? M: No. Oh yes, sorry. I did notice there was a woman walkin past just outside the bank with a poodle, justas the man, the first man, was running towards the motorbike. And I don't think Tcan remember much else. Alberto? low with a Writing page 117 Exam practice: Witness report 1 suudents svor In pairs. While students ae doing the exercise write the witness report with alls mistakes on the board, leaving enough space between the lines for students comrecions. Go through the report sentence by sealente, lating Gomecions fromthe shidents 93%* Goodies and baddies 2 students work in pairs before checking their answers the whole class. 3 Students write their reports for homework. When you hhave marked this report and done any necessary class conection, remind students to add it to their homework file for reference, You may also like to follow this up by ‘geting students in groups of four to read each other's reports and decide which is the best and why.TV times Topic Television Grammar Verbs followed by infini ing form (gerund) Ellipsis Vocabulary Television Words often confused: spend, waste, pass Phrasal verbs with keep Phrasal verbs (mixed) Use of English Part 4: Error correction je or Vocabulary and Reading pages 118-19 ‘Warm up: students work in pairs or as a class to discuss, the photographs. You may like to guide them by writing the following questions on the board: ‘What type of TV programmes do the photographs show? Have you seen any of them? Which ones would you like to watch? Why? Which ones would you not enjoy watching? Why? 4 students work in pairs before checking theiranswers with the class. ¢ plumber-cum-millionaire = when cunt is used to join shows that a person or thing does two things or has two purposes, ie in this case he is both plumber and a millionaire Reading ‘TV Highlights’ Part 4: Multiple matching Listening Part 2: Blank filling Part 3: Multiple matching Spoken English Speaking Part 3: Pairwork task Opinion composition Exam information © one-liner = a joke or an amusing remark or answer which is usually one sentence long ¢ slapstick = a type of amusing acting in which the actors, behave in a silly way, eg by throwing things, falling over. gall/gallbladder = a small, bag-like organ of the body connected to the liver which stores bile (a bitter liquid that helps to digest food) ¢ heavy metal = a type of rock music with a strong beat, played very loudly with electric guitars and other instruments ‘¢ Bar Mitzvah = a Jewish religious ceremony. When a Jewish boy is thirteen he is considered to be a man ‘The ceremony is held in the synagogue and all the boy's family and friends attend, Girls go through a milar ceremony called a Bat Mitzvah at the age of twelve, 2 Seta time limit for students to do this gist reading task, Exam practice: Part 4 3 students should read all the questions before they begin to answer. Ask them to underline key words so they know what information they are looking for. Set a time limit, Stuclents work individually before comparing answers in pairs and then with the class in open pairs. 95* TV times Students work in pairs. After they have talked for a few: minutes, ask individual students to stave their choices and reasons, Grammar page 120 Verbs followed by infinitive or -ing form (gerund) 1 Students read the grammar box. Ask students to draw a table like the one below in their notebooks. Follow up: for homework you may like to ask students to awrite sentences of their own illustrating the difference between verbs which can take both the infinitive and -#g form but with a change of meaning, 3 Students work individually before chec swith the class Wg answers 2. Before students do the exercise, ask them to read again the part of the grimmar box that deals with verbs that can take both the infinitive and -fng form but with a change of meaning, Write these sentences on the board and elicit from students the difference in meaning: He went on speaking, = He did not stop speaking. s king page 121 He went on t0 speak about his new novel. = He pean sg pad! continued (he had already been speaking about Pt something else) by speaking about his new novel. Exam practice: Pairwork task 1 Seta time limit for the planning stage. Students work in pairs or in groups of three or four. Each group appoints a spokesperson whose job itis to report hack to the class, Before they start planning, remind students to take into account the following factors: The programmes are meant to appeal to young people, 8~ Magazine programmes need to have variety and interes. =There can be a mixture of light and more serious items, ~The length of each item is important. {Ask each spokesperson to explain the group's plan, To sound off, the class can decile, by voting, which group has planned the best programme. Listening page 121 1 Students discuss their opinions in pairs or as a class. Exam practice: Part 2 2.2 students read the question and familiarize themselves with the incomplete sentences, Students ‘complete the listening under exam conditions, only checking with their partners after the second listening, (The answers are underlined in the tapescript.) nee P= presenter. MC = Maureen Carter PW'= Sir Peregrine Wedgewood NR = Norma Radelific MW =Helen Whitechurch TB =ony Belch P: Welcome once again to Any Problems. On the panel today we have Sir Peregrine Wedgewood, MP for Tipton: ‘on-Wye; Noma Radeliffe, editor of Women's Weekly; ‘Tony Belch, novelist and journalist on the Northern Echo and, last but not least, Helen Whitechurch, cuerently President of the London Viewers’ Association. And let's {go straight over to ourfirst caller, Maureen Carter from Middlesborough MC: Hello. 'm worried about how much TV my son watches, ‘He's thirteen years old, watches as much as five hours TV, and I'm very concemed that he'll not only Fall behind with his school work but will have problems, later in life, What is the panel's opinion of the influence of television on children? So, what does the panel feel about the role of TV and its Pw: Pw: NR: Hw: ™: nw: Unit 714 impact on children? That's the fst question, Let measie ‘You first, Sir Peregrine. Isit a problem? Wall, I woulda’t say it was a problem exactly. 1 personally am very much in favour of my children ‘watching TV, within reason of course, People do talk a oad of nonsense about the terrible influence it has and ‘everything, [think that it provides children with information about the real wold and children mustn't be sheltered from what's happening out there. They hi be given the choice and the opportunity to decide for themselves. Isn't ita bit condescending, afterall, for ‘other people, who always think they know better, to be telling us what's good for usall the time? I've just about hnad enough. see. Thank you, Sir Peregrine And if I can just add ... You know, there are alotof old People out there, very lonely. old people, whose only. relief from loneliness, indeed their only companion, is television. Let's not forget that. ‘Thank you, Sir Peregrine, Norma Radcliffe Well, I can't say Lagree with everything Sir Peregrine has Said, In fact, I don’t think we can take a free market approach to these things, Children’s TV is not the same as going out 1o buy a new jumper or shopping at the supermarket. Children do need guidance, Now, I'm not in favour of censorship for any of the arts, be it TV, theatre, books or whatever, but I do think strict muidelines should be laid down, a code of conduct, and they should be stuck (0, For instance, I feel strongly, very strongly, that children should not be exposed to stereotypes of women, ethnic minorities or other ‘members of the community. Parents can only control their kids up to point and I do think they will end up watching programmes which were not meant for them, Thanks, Norma. Helen Whitechurch? ‘Yes, Ido agree with Norma Radcliffe that children need to be protected and, of course, we must think about people who live alone, as Sic Peregrine rightly said, Having said that, Ido feel that the impact on children of ‘most TV programmes is completely negative, Scenes of lence and gratuitous sex are totally unsuitable, not ‘only for children but for adults too and... if we continue to allow such, such rubbish to enter our living rooms for so much of the day, then I dread the consequences on this generation and the next, Control must be exercise, Standards must be kept up and progeummes like these imply must not be allowed, Strong words from Helen Whitechurch, Tony Belch, over to you, Well, if what Helen is saying is: ‘Let's censor what we don't like, let's introduce censorship all over again’, then Vm afraid I cannot go along with that 'm sorry, that’s not ... do object to having words putin my mouth, 7* TV times P: Now, Helen, Tony didn’tinterrupt you when you were speaking .. HW: But... “TB: Well, as Lwas saying before being censored, mean interrupted ... mean, where do you draw the line? And. who is to decide what's suitable and whatisn'@ Asan author, Ido object to my work being interfered with by. busybodies who know little about writing, Having said that, yes, Ido believe children’s programmes and all programmes should be of the highest standard and I'm concemed that much of what passes for entertainment ‘on TY nowadays, especially for younger viewers, is imported mostly from Hollywood and often docs not reflect the real needs of British children. Really, we should encourage our children to read more but ifthey are going 10 watch TY, they should be encouraged to be su-t0 be selective, 10 choose what's good and what's bad and, yes, to watch less bad TY and more good TV. HW Yes, but children P: im sorry, Ihave to stop you there. Let 's go over to our next caller, Mr Andrew from Bromley in Warwickshire .. Grammar page 122 Ellipsis Students will find listening to authentic or semi-authentic spoken English less confusing if they understand the concept of ellipsis (leaving out words), a common feature of spoken English. 1 Students should read the grammar box before doing the exercise. 2 Student A tims to page 199 and Student B to page 197. Encourage them to use ellipsis when talking about the differences and similarities berween the TV channels, Patan example on the board, eg: Stuclent A: Channel X has got two films on today. Stuclent B: So has Channel Z. “To check their understanding and use of ellipsis, ask stuclents to report back to the class or to write a short summary for homework. GB rate eeretenetelleeren ether abeueinense ben Gvhat music they like, their family, where they live et€) to find three things they have in common and three ways in which they differ. Select students randomly to give an ‘example of a similarity or difference they have found, Vocabulary pages 122-3 Words often confused 7 Allocate A and B roles to students. Student A takes, numbers 1-4, Student B tikes numbers 5-8, Each student completes the spaces in his/her sentences. Students share their answers and discuss any changes they need to make in the light of each other's answers, Phrasal verbs with keep 2 Ask students to close their books, Write the s ‘on the board without giving them the phrasal verbs necessary to complete the sentences, Tell the stuclents that they need 0 use a phrasal verb with keep to complete the spaces. Stuclents work in pairs. Complete the sentences on the board without commenting on the answers the students give, Students open their books and make any changes they wish in the light of the phrasal verbs listed. Remind them to add new words to their vocabulary notebooks,3 This exercise can be set for homework or done in class ‘with students comparing with a partner the sentences, they have written, Phrasal verbs (mixed) 4&5 students work individually before checking their answers in pairs and then with the class. Listening page 123 7 students work in pairs to predict whether the statements are said by @ man or a woman 2 i students listen and check their answers. They should also decicle whether the speakers are young or ‘od, (The sentences from exercise 2 are in bold in the tapescript.) Exam practice: Part 3 3 students read the questions and familiarize themselves with the information needed. Students: complete the listening under exam conditions, only checking with their partners after the second listening, (Clues to the answers are underlined in the tapescript.) 11 won't te you how old Tam but fm somewhere in my 80s. spend most of my time underwater. wish I could spend every day in the sea, But Ido teach scuba diving and frequently go scuba diving mysel. I's my favourite sport 1'ye been diving for 30 years, There arent many women such high level of taining 2s me inthis country. Apart from diving, I've studied sociology and archaeology. My intrest in the mysteries ofthe sea has taken me to different parts ofthe \World I've been to the South Pole, where spent a year stuaying the flora and fauna ofthe area I've got the CMAS Aiploma, which ia seientti qualification which only 35 people in the world have got and itallows me to go on Scientific expeditions. usually spend my summers managing diving School, so Pm rarely out ofthe water. 2 'mseventeen years old and Tve been cooking for as Jongas Ian remember, [began to experiment with cooking when Lwasat primary school. Hloved watching my smother cook when Iwas young-and gradually beyan to cook things for myself. Now | usually do most of the co hhome. My mother cooks too but I wish she didn'tuse so much ol. [prefer light cooking myself. think fist cooked for my parents when I was ten years old After finishing school | went toa couple of culinary schools. think French ‘cooking's the best. Greck cooking’s good t00, but Greeks 99* TV times don't know how to eat, They usually eat with their eyes; they ‘want quantity. I'm also interested in Spanish cuisine. I 100k. part in a cooking competition in Spain and won an award for Mediterranean cooking. I've been offered jobs with luxury ‘restaurants in Spain and I've decided to go there but as an appremtice chet. [leave next month, 3 Lrun my own Spanish dance school and I teach people all three forms of Spanish dance: flamenco, regional and ‘classical. was bitten by the dance bug when I was only Four. 'd just seen a ballet numberata school concent in Port Elizabeth so I wanted to start dance lessons straight away but ‘my fither said no, Itwas the only thing Iremember that ‘between us. Our family was poor but it was a ‘one and there wasa great deal of mutual trust and ‘support. Later, when I was about eleven, Isaw-a Peter ‘Stuyvesant ad which featured Spanish dance and I was hooked for life, I waited for another couple of years before I finally took the initiative myself. So when I was thirteen, 1 started weekly classes in dance. In the end, my father changed his attitude and treated me to a six-week ballet and theatre tour of Europe. It was a dream come true. & Lwas 105 last Thursday. I've survived wars and revolutions. {remember the Great War and remember Hitler's War. 1 used to bea barber. It was in the First War that I was given the job of shaving soldiers who'd come down with all kinds of infectious diseases. But I survived. Now a barber who's 67 yews old comes round and gives me a shave every moming. ‘The doctor was here again the other day, you sec, and he told me my heart was playing me up so I mustn't tire myself, He caught me going to the bathroom to shave and he tid, ‘Haven't [told you not to walk to the bathroom?" ‘Well, I sid to him, ‘Lean crawl if you prefer but I'm not going, around with this stubble on my face.’ So the barber always does it for me now, He comes here, you see, but I worry out him sometimes, you know. I tell him to look after his health, Edon't know what I'd do without him. I like a good, clean shave. 5 I'm getting on for 50 now and I've always been awful at earning forcign languages. [was put off by a number of ‘things, like fora start you're not .. well, living in Britain and ‘been born speaking English, as it were, you're not very ‘motivated to sit down and sweat away learning another: language. That's one thing. You get by on English in the business world because itis simply spoken everywhere you ‘go. And then I was put offby the way languages were taught 4 school, or not taught rather, because they just went on and ‘on about grammar rules tll you felt French was a dead language. Lalways had a bad ear for languages anyway. So, it took quite a bit of courage for me to start learning Spanish last year. started going to evening classes, that ‘was the first step, Then I got myselfa few books and started reading with a dictionary, and now I can understand most of ‘what I read in Spanish. 100 Spoken English 4 I Working in pairs, students predict what words could complete the spaces, Students listen and check their answers together. Play the cassette through again if sary, or only those parts that are still unclear. 5 students work individually before checking their answers with the class Writing pages 124-5 Exam practice: Opinion composition 7 students work individually before checking their “answers in pairs and then with the class 2 83 suclents work individually before checking thei answers with the das, Toa4 students read the student’s answer and in pairs discuss avhether the writer has answered the question appropriately, Ask students to justify their reasons with reference to the text Exam practice: Use of English, Part 4 5 students work individually before checking their ‘answers in pairs and then with the class 6 students work in pairs before checking their answers with the class, 7 students work in pairs to divide the sentences and to think of their own advantages and disadvantages, Elicit ideas from the whole class. 8 You may like to do the planning stage of the writing. task in class and leave the actual writing for homework, In the planning stage students should re-read the question and look at the advice in the information box before starting, They could also look back over the unit for Useful words and phrases, unit 74 Epilogue page 125 ‘To round off the unit, discuss the eartoon and the ‘questions with the class, 101The end of intelligence? Topic Reading Computer and robot technology ‘The End of Intelligence?’ Grammar Part 3: Gapped text (sentences) Future forms (1): future simple, going to, Listening present continuous, present simple Part 1: Multiple choice Vocabulary Speaking Science and technology Describing objects Phrasal verbs (review) Part 1: Personal information Words often confused: like, be like, look like, Parts 3 and 4: Pairwork task and discussion would like; like, as Use of English Part 2: Open cloze Exam information Part 3: Key word transformations Reading pages 126-7 1 Working individually, students decide whether they agree or disagree with the four statements before ‘comparing ideas with a partner. Open up the discussion to the whole class and make a note on the board of any usefull vocabulary items that come up, 2 students scan the text, underlining the information that is relevant to the statements, Exam practice: Part 3 3 Ask students to re-read the advice on Part 3 of the reading exam in Unit 2, page 17. Working individually, students complete the exercise. Set a time limit of ten minutes. While working through the answers, ask students to justify their answers with reference to the text 102Grammar page 127 Future forms (1): future simple, going to, present continuous, present simple ‘Warm up: ask stucients to look through the text on page 126 and find examples of the furure, Ask students why uititis used so often in the text (because itis used to make predictions about the future). Working inclividually students read the grammar box. Ask students 10: 1 find another use for will. (decisions about the future made at the time of speaking/future facts) 2 find an example of a decision made before the time of speaking, (I’m going to invite a lot of people to my paity next week.) 3 find an example of the present continuous used in a furure sense, (I'm meeting my bank manager tomorrow morning.) 1&2 students work individually before checking their _ the class Note: There are often two possibilities depencling on swhat axpect of the future We wish to highlight. Refer students to the grammar box and the grammar review, page 210. Shall is not often used, but when it is, iis used in the first person singular or plural (eg the last ine of the reading text) and is rather formal or emphatic (eg I shall do my best unit 15 Vocabulary and Speaking pages 128-9 Warm up: ask students 10 imagine they are doing the speaking exam and are describing a piccure when they realize they don't know/can't remember the word for something, Stuclents can ‘vote’ for one of these solutions: a stop speaking and look worried bb ask the examiner for the word ¢ ask the other candidate dey ty 10 describe and explain what the object is F give up completely because you know you have failed Discuss the outcome of the ‘vote’. Don't give any comments at this stage. Students read the tips. Notes Itis a good idea to write the expressions from the information box on cards and put them up around the classroom so that stuclents can see them and use them regularly. 1 Students work in pairs before checking their answers with the class, 2 students work in pairs. Remind them that their aim is to enable their partner to point to the object, not necessarily to name it, You may like 0 let students use bilingual dictionaries to find the names of these objects, ‘or pool class knowledge ofthe ones they know and provide the rest yourself. Remember that the main aim of exercises 1 and 2is not to leam the words, but rather to sive stucdents strategies to use when they don't know a word, 103% The end of intelligence? Science and technology 3 Seta time limit, Using their dictionaries if they wish, students work individually before comparing their ‘answers in pairs and then with the class. 4 students work in pairs before checking their answers with the class. 5 in pairs students choose two or three pieces of equipment and write together a brief explanation of what each one does, without mentioning the name. Students swap their papers with another pair and guess what the pieces of equipment are. They should also correct the {grammar and spelling before handing the papers back 104 Listening page 129 Exam practice: Part 1 1 students underline key words in order to familiarize themselves with the information they need to listen for. 2 students complete the listening under exam conditions, only checking with their partners alter the second listening, (Clues to the answers are underlined in the tapescript.) irra 1 -Mi=firstman M2=second man Mi: Thanks for coming, Pete. [know how busy youre. ‘M2: Iesno problem ML: Takea seat. What would you like to drink? Can I get youa coffee, or would you prefer something abit stronger? A ‘gin or whisky perhaps? M2: Whisky would be nice. Mi: Tiljust fete it from the kitchen. [think we've got some left over from the party last weekend. 2 Yousee, I'm writinganarticle about celebrities. That's right... and you've known Nicholson longer than most ‘people. Yealh, sight. What our readers would like to know is ‘what's it ike working with a big star like that? Aha, Im sure ‘there's a lot of interesting things you can tell us. Yes, yeah, ‘OK. Oh yes, we wouldn't publish the text without your ‘written permission, 3 M=manager RP = Ruth Pearson Mz You must be Ruth Pearson, RPoThat’s right, M: We're not quite ready for you yet, Miss Pearson: we're just finishing up with the previous candidate. RP/That'sall right, M: Would you like to take a seat here and we'll be with you in just a moment. There's coffee in the machine on the floor just below this one. Sorry to keep you but we won't be too long. 4. Whew! Am pladto sce you! I've Been invited to this pany bucT've never met the hostess, you know, Hlizabeth. knew her husband way back, pretty well in fact, and he spoke about her a couple of times. What's she like? Do you think I ought to get her something, flowers or something?5 M=man P=Peter Me Ah, Peter Dimitriou. ts that right? P. Yes. M: Don't be nervous. You're not nervous, are you? PL No. M: A bit like going co the dentis, isn't it? Not to worry. Let me just check some details and then T'l show you couple of photographs, Have you done this before? P: No. M: OK, Now then, look at these two photos and tell me about them .. 6 Wi=first woman W2= second woman ‘Wi: What's the date today? W2: Couldn't tell you, love. WI:TIl look in my diary, P've got to write this report for Mr \Williamsand 1 think he wanted it for today. He'll be furious. Now, where did I put my notes? W2: In the drawer? Have a look. Wi: Ian never find anything in this place. Vocabulary page 130 Phrasal verbs (review) Exam practice: Use of English, Part 3 1 students work individually before checking their answers with the class Words often confused 2. Dictate the sentences to the class putting a wrong verb ineach space, eg What was the concert look like? Explain that in the sentences you have dictated some of the words are incontect, Do not tell them which words. In pairs students look atthe sentences and decide what corrections are necessary. Go through the answers the class, then ask students to look at exercise 2 in their books and correct any mistakes they made in the dictation 3 students work individually before checking their answers in pairs and then with the class. Note: this is a complex area. At this level students should know that: — awe use Hite and as to say that things are similar. = like s:2 preposition, as isa conjunction. ~ like is used before a noun, pronoun or an -ing form (gerund) ~ ais used before a clause (or implied clause) oF anadverbial expression. In spoken English like is often used as a conjunction instead of as (eg No one cooks like she does). Speaking page 131 Exam practice: Personal information 1 students work in pairs before checking their answers with the class. 105% The end of inteligence? Use of English page 131 Exam practice: Part 2 ‘Warm up: isk students what they know about the Internet, Do they use il? Do they use it regularly? Why do. they use it? 1 students work individually before checking their answers in pairs and then with the class, Speaking page 132 Exam practice: Pairwork task and discussion 1 students work in pairs, After about ten minutes, ask students to repost back to the class, 2 students work in pairs or in groups, Round off by opening up the discussion to the whole class Writing page 133 Exam information: Report Before you begin the writing section, ask students to close their books and, working in pairs, to make a list of the features a good report should have. Blicit ideas from the class, Ask students to open their books and to read. the information box to check whether they have missed any good features Exam practice: Report 1 students read the question, including the notes and comments, Ask focus questions, eg How many children were asked their opinion about the toys? G0) Which toys were most popular? (remote control robots, computer games) 106 Which toys mentioned are traditional toys? (Snakes and Ladders, dolls house) Why did someone not like Snakes and Ladders (old- fashioned) 2 Go through the report plan with the class to make sure they understand the ask, Then ask students to look au the report they wrote in Unit 3 and to think about what aspects of report writing they need to improve. The ‘writing task can be done in class or for homework Remind them to use expressions from the useful language box.I Topic Superstitions i Grammar Conditionals (1): zero, first and second Vocabulary Words often confused: harm, hurt, damage, injure, break Phrasal verbs with do and make Use of English Part 2: Open cloze Reading Part 4: Multiple matching Reading and Vocabulary pages 134-5 ‘Warm up: on the board write the word superstition and ask students to write a definition for it. Elicit definitions from a few students and decide with the class which is the best one, 1 students work in pairs, then open up the discussion to the rest of the cl 2 students read the texts quickly and check their answers to exercise 1. Discuss with the class which ‘superstitions shown in the photographs are known and believed in their country/countries. Exam practice: Part 4 3 students work individually before checking thelr Answers in pairs and then with the class Ia scan work In pales Bee cheibgteanawes with the class. Good luck, bad luck Listening Part 3: Multiple matching Spoken English Speaking Questionnaire Discussion Transactional letter (letter of complaint) Exam information Speaking page 136 1 students work in pairs, Open up the discussion to the whole class and decide who is the most superstitious person in the class, Remember to find out ifany of these things have actually happened to anyone, Grammar pages 136-7 Conditionals (1): zero, first and second ‘Warm up: set atime limit of two minutes for students to read the grammar box. In pairs students explain to one another what they have just read, Give students a chance 107% Good luck, bad luck to check with you anything they don't understand. In pairs students write an example sentence for the zero, first and second conditionals. 1 students work in pairs to finish the sentences with their own ideas. Ask individual students to read out one of their sentences, Follow up: matching up the two halves of conditional sentences makes a good group mingle activity. Weite conditional sentences on slips of paper and cut them in dividing the two clauses, Distribute the papers to the students, Students should stand up and mingle around the class repeating the half sentence they have until they find their partners, They should then sit down together, Round off by asking each newly formed pairto read out their sentence 2 Before students begin talking it may be a useful time to go over the language of debate, gree with you t think you are wrong, but You're totally right! Th t's not true/stupid/rubbish ete licit other expressions from students and write them on, the board, Point out the degree of politeness and, formality in these expressions. Students must be aware of this in the exam! Students work in pairs to discuss the dilemmas, After about five minutes, put pairs into small groups to compare their ideas, Listening page 137 1 to stare this off, you may like to tell students about some superstitious thing you do, even if itis not relevant to exams, Students work in pairs. Check what the ‘most superstitious person in the class’ has to say (see Speaking, exercise 1, page 136)! Exam practice: Part 3 2 Students read the exercise and familiarize themselves with the information they need to listen for. Stuclents complete the listening under exam condi 3 heck the answers with the class, refesting to the relevant parts of the cxssette to clear up any problems Ask stuclents to justify their answers by recalling information from shar they have heard, Clues to the answers are underlined in the tapescript.) 1 Well, wouldn't sayt was superstitious exactly but... er there are some things il Wel let's put it this way sce aladder on the pavement, Itend to avoid it, I must say, but why? Well, har to say really - whether it's superstition or something else, don’t know. suspect's got something ro ddo-with not wanting to geta pot of paint on my head, | suppose! It's not really a matter of believing in superstition, so much 2s logical reaction o a particule situation, You see sometimes there just isn’t enough room on the pavement 10 get under the ladder without knocking it over. So you go round it. IeS only common sense isnt? 2 As for black cats bringing good or bad luck, no, I think all that's superstitious nonsense. I've gota lot of eats at home, you sec, and they're always crossing my ik they're lovely animals. I find them very relaxing and [ove stroking them. So in that sense I think they do me, personally, a lot of good. because [live alone, you see. IFT see a stray cat looking thin and miserable, [take it in. I came across one recently wandering around and it was in such a bad shape even I coulda’t do much for it and we had to have it put down. So the superstition that cats have nine lives is a load of nonsense, isn'tit? 3 Well, was brought up in the country, where alot of survive, For instance, in our family we were luck, My mum always used to get us to ‘ivup and throw it over our shoulder, justa pinch, you know. Our left shoulder it was. Not sure why really but I think it something to do with the Devil. Yes, that's right because you had to throw the salt into the Devils fice and the Devil is supposed to be on your left side. Yes, that's right, the left hand is always the unlucky one, isn't it? At school they, would discourage us from writing with ourleft hand, I's associated with the Devil but I really have no idea why. Funny, isn't i? 4 Well, that’s a good question and I would say normally that ‘no, I'm not, but when you're in the theatre, as Lam, there are certain things you do tend to avoid. They're more tradi than superstitions, For instance, take Macbeth, in the theatre ‘you're not supposed to say the name of that particular play. If you do, people get quite upset. You're supposed to refer to it, as you probably know, as ‘the Scottish play’. The whole idea st must go back to when people still believed in witches, ‘you know, in the sixteenth century. Also people avoid saying “good luck’ 10 each other as they go on stage, We tend to say ‘break 1 leg’, which is. bit odd when you think about it, but there you go. So, yes, on second thoughts Pd say theatre people are quite superstitious, me included5 Ive always been superstitious and I think Lalways will be. ‘You see, there are some weird things that have happened that -yer heen able to explain, I remember years ago - must ‘have been about five years ago now, I reckon ~ a hotel that burnt down for no apparent reason. The papers wrote the hhext chy that the fire had started on the thirteenth floorand the day was Friday. It wasn’t the thirteenth but it was a Friday, ‘Another thing, maybe a coincidence but, anyway, the house next (0 ours collapsed in the last earthquake we had and what date was it The thirteenth, Friday the thirteenth, So you see after things like that, just to be on the safe side, [often just stay in bed all day on that day ifI can help it, Call me super- stitious, call me what you like, 'm not taking any chances, Spoken English 3 Read the spoken English box aloud. Students read through the text. Working in pairs, students predict what swords could be used in the spaces. Students listen and check their answers together. Play the cassette through ‘again if necessary, or only those parts that are still unclear. Vocabulary page 138 Words often confused 1 Allocate A and B roles to students. Student A takes numbers 1-5, Student B takes numbers 6-10, Each student completes the spaces in his/her sentences. students share their answers and discuss any changes they need to make in the light of each other's answers. Follow up: students write five sentences illustrating the use of the words. This can be done for homework. unit 16 Phrasal verbs with do and make 2&3 students work individually before checking their answers in pairs and then with the clas, Phrasal verbs with make 4&5 students work individually before checking their answers in pairs and then with the class, Speaking page 139 1 students work in pairs. Ask a few students to tell the rest of the class what they have learnt about their partners. 2 Students work in pairs. Round off by selecting students randomly and asking them to give an example of someone/something that has influenced them. 109% Good luck, bad luck Writing pages 139-41 Exam practice: Magazine article Ais sractentarenrict Serene aa Tatra Evel ‘groups, get them to brainstorm ideas on superstitions and, beliefs particularly: common in their country/countries. Elicit ideas from the class and write them on the board 2 seta time limit. If possible, copy the student's sample Answer onto a transparency and put it onto an OUP for easy marking 3 stress the importance of following these guidelines. ‘When marking the students’ written work, credit should be given to students who have used the plan and grammatical structures. You may want to see the notes students have made as well as the actual answer, A The wveking 1askccan be dope tn class oF for homework. Tell students that they can re-read the student's answer from exercise 2, but that they should then cover it up and write their owa anicle, Exam information: Transactional letter (letter of complaint) ‘Ask students to read the information box to themselves, then ask a few comprehension questions, ¢3: What kind of style should you use in a letter of complaint? Gormal) 110 What should the first sentence be about? (your reason for writing) How should you end your letter? Gwith a request for action) Exam practice: Transactional letter 5 Read the question aloud. To encourage students 10 scan for information, focus their attention on the advert and ask them questions, eg: Where is the beach? (50 metres from the hotel) Were the drinks cheap? (no) How long did room service take? (an hour) How many rooms are there? (600) 6 students read the model answer and then in pairs dliseuss whether the writer has included all the relevant information. 8 Students work individually before checking their answers in pairs and then with the class, 9 The writing task can be done in class or for homework. Seta time limit of 45 minutes. Remind students (0 make plan of their letter before they start.Units 13-16 Exam practice: Use of English, Part 4 Exam practice: Use of English, Part 5 cn)A Topic Artand artists Grammar Modal verbs (1): obligation and necessity Vocabulary ‘Countable and uncountable nouns Colour idioms Phrasal verbs with on and off Words often confused: power, strength Use of English Part 2: Open cloze Part 1: Multiple choice cloze Reading pages 144-5 ‘Warm up: tell students that this unit is all about art, W: “Art on the board and brainstorm the different kinds of art, eg paintings, sculpture, omaments, music, theatre, Accept all ideas. Deseribe to the class One or two things, that you have at home, eg: ‘On the wall in my sitting room 1 have a landscape painting of some fields and a river. The fields are Full of flowers and if you look carefully you can see two chiklren playing. In the background there is a house with a wood. behind it. [ike this painting very much because it shows such a peaceful, sunny scene. It makes me happy when ‘Working in pairs, students describe a piece of art that they have at home. It doesn't have to be a painting; it might be an omament, a pop poster— in other words, anything, they like (or don’t like!) to look at. “Text notes «The cave paintings referred to in text A date from about 18 000 BC @ pharaoh = a king of ancient Egypt ‘© mythology = a group of myths (myths = ancient stories) ‘¢ Minoans ~ the people of an ancient civilization in Crete (3000-1 100 BC) lassical = belonging to or relating to the culture of ancient Rome and Greece 12 7” Worth a thousand words Reading Part 4: Multiple matching Listening Part 2: Blank filling Part 2: Blank filling Speaking Describir Information gap (drawing pictures) Useful language Exam practice: part 4 1 Ask students to underline the parts of the texts that provide the answers, When you go through the exercise, ask stuclents to justify their answers with reference to the texts. Follow up: ask students to look through the paintings that appear in this unit and discuss in pairs which styles of art they belong to.Vocabulary and Use of English pages 145-7 1 Give students a minute or two to read the questions and thinks about what they are going to say. Remind them, of the work they have done before on describing photographs and pictures. As students work in pairs, monitor the class and make a note of any important errors you hear, Aftera few minutes stop the activity and give students feedback on their erors, At this point you could also tell them something about the painter, using the notes below. 2 students read the text and compare what they said or felt about it with the opinions of the author. The views expressed here, and those that follow on Goya's “The ‘Third Of May’, are based on those of Sir Kenneth Clark, a famous amt critic 7 Picture notes "© Georges Seurat (1859-91) French Impressionist painter, Seurat was only 32 when he died, but his work had a great influence on modem an. He invented a technique called ‘Pointillism’, in which he applied the | paint in small dots of different colours. ‘The Bathers, Asniéres’ hangs in the National Gallery in London. Exam practice: Part 2 3 Seta time limit, Students work individually before checking their answers with the class, Students work in pairs to label the painting, using thei Gictionaries if necessary, Students should make a note of any new words in their vocabulary notebooks. 5 students discuss the questions in pairs. After a few ininutes elicit opinions from some of the students, 6 Students read the text, then discuss in pairs whether they agree with the writer's opinions, Unit 77 >< Picture notes ‘# Francisco Goya (1746-1828) Spanish painter and eicher. Goya's brilliant, richly coloured portraits of royalty and other sitters were remarkably frank. As well ‘as implicitly criticizing the life of the court in his paintings, he also produced works which attacked society's attitude to the poor and the cruelty of war, of which “The Third of May’ is the most famous, ‘The Third of May, 1808" was painted in 1814-15 and ings in the Prado in Madrid, Exam practice: Part 1 7 Seta time limit. Students work individually before checking their answers in pairs and then with the 8 Students work in pairy before checking their answers with the class: 9 In pairs students decide which painting they would rather have in their bedroom, explaining why. Check with the whole class t0 see which painting is the most popu Listening page 147 ‘Warm up: Check that students understand the words by asking individual students to draw one of the shapes on the board. Elicit from the class whether the shape is correct. Stucients should note new words in their vocabulary notebooks. 3