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CVR_TENE_TB_ADVGLB_4745_CVR.indd 1 10/09/13 5:31 PM

1 Challenges

Overview Lead-in
Lead-in Vocabulary: Challenges
1.1 Can do: Discuss your language-
learning experiences OPTIONAL WARMER
Grammar: Verbs/adjectives/nouns Write the word challenge on the board. In pairs, Ss write
with prepositions a definition of the word. Ss read out their definitions to
Vocabulary: Learning languages the rest of the class. Ss then decide, as a class, which of
Reading: Great language learners the definitions is the best. Write the following questions
on the board for the Ss to discuss in pairs:
Listening: Language learning
1 What challenges did you face as a child/teenager?
1.2 Can do: Say how much you know/ 2 What challenges do you face now as an adult?
don’t know about things 3 What was the last challenge you faced? Were you
Grammar: Passives: distancing successful?
Vocabulary: Knowledge Get feedback from different pairs.
Speaking and pronunciation:
How to… say how much you know/ 1  Focus Ss’ attention on the photos. In pairs, Ss discuss
don’t know the different challenges illustrated in each one. Ss can then
Word stress (1) tell their partners if they have ever faced challenges like
the ones shown and if these are the types of challenges
Listening: Who did it first?
they are likely to face in the future. Get feedback from the
Reading: News headlines whole class.
1.3 Can do: Talk about your achievements
2  Ss match sentence beginnings 1–8 to endings a–h.
Grammar: Perfect aspect Let them compare with a partner. Check Ss’ answers as a
Vocabulary: Achievement class and make sure that Ss understand the meaning of the
Speaking and pronunciation: underlined phrases.
How to… talk about an achievement
Reading: Ambitious people Answers
Listening: Challenging activities 1 c 4 e 7 d
Vocabulary Prefixes 2 f 5 a 8 b
3 g 6 h
Communication Respond in detail to a questionnaire
Writing bank Write a promotional leaflet
How to… write a promotional leaflet/
3  Ask Ss to discuss the questions in groups of three
or four. Encourage Ss to use the phrases from exercise 2
promote something
where possible. Monitor the conversations carefully for
Extra resources ActiveTeach and ActiveBook errors. Get feedback from the whole class and write any
errors the Ss have made on the board. Ask different Ss
CEFR Can do objectives to correct the errors. Finally, focus Ss’ attention on any
1.1  Discuss your language-learning experiences interesting language they used in the conversation, and
1.2  Say how much you know/don’t know about things congratulate them on its use.
1.3  Talk about your achievements
Communication  Respond in detail to a questionnaire
Writing bank  Write a promotional leaflet EXTEND THE LEAD-IN
Focus Ss’ attention on the four photos again. In pairs, Ss
CEFR Portfolio ideas rank the challenges that the photos illustrate in order of
a) Think about your best and worst experiences of learning difficulty. Ask Ss to work with a different student so that
English or another foreign language. Discuss your experiences
with others.
they are working with a new partner. Ss explain the order
b) How has your life changed because you can speak English they have chosen to their new partners, giving reasons.
well? Write about your achievements in a short article. Get feedback from various Ss, then get the whole class
c) Write ten quiz questions about different topics. Try the quiz to try and decide on an order. This may start a debate
with other people. between Ss as to whether a physical, mental or emotional
d) Prepare a website for a business which you know well. Explain
challenge is the most difficult. If such a discussion starts,
the services offered by the business or the items they sell.
Think about the questions that customers will ask. Make them do not push for all Ss to agree on an order.
feel confident about using the business.

16

M01_TENE_TB_ADVGLB_4745_M01.indd 16 6/3/12 14:07:59

1

1.1 Polyglots 4 It can be easy if you already know related language.
5 ‘Garbling’ languages (getting them confused). They
In this lesson, Ss read a text about famous polyglots. may start speaking in one language and accidentally
They go on to look at vocabulary from a text about drift into another language.
learning languages. They listen to a person talking about 6 Bonuses: he has appeared on television, and was
his experiences as a language learner. Ss then look at able to help the police to identify the nationality of a
prepositions which collocate with different verbs, nouns man. Problems: he was suspected of being a terrorist
and adjectives. because he spoke Chinese and Russian.

 Ask Ss if there are any words or phrases from the text
OPTIONAL WARMER that they don’t understand. Encourage Ss to answer each
In the previous lesson, or for homework prior to the others’ questions or consult a dictionary before you explain
lesson, ask Ss to do some research either using the the vocabulary to the class.
Internet or an encyclopaedia. The topic is languages
3  Focus Ss’ attention on the questions. Ss discuss
around the world. Ss find interesting facts about, for
the questions in pairs or small groups. Get feedback
example, which language is spoken by the most/least
from various Ss and discuss the Ss’ ideas with the whole
people, the language spoken in an obscure country, etc.
class. Finally, write any errors from the Ss’ discussions in
Ss bring their facts to the next class, and in pairs, create
exercises 1 and 2 on the board. Look at the errors with the
a quiz from their facts. Ss ask another pair their quiz
class and encourage different Ss to correct them. Focus Ss’
questions and note the score. Get feedback from the
attention to any interesting language that they have used
whole class by asking which pair got the highest score
and praise them on its use.
and which quiz was the most difficult.

Vocabulary | learning languages
Reading 4  Ss cover definitions a–h. In pairs, Ss discuss the
meaning of words and expressions 1–8. They can look
back at the article if necessary and try to work out the
A polyglot is a person who has a high degree of meaning from the context. Ss then uncover definitions
proficiency in several languages. For different reasons, a–h and match them to the words and expressions. Get
it can be very difficult to calculate accurately how many Ss to compare their answers with another pair. Check the
languages a person speaks. Perhaps most importantly, answers with the whole class.
it is very difficult to define what it actually means to
speak a language. For example, a four-year-old Spanish
girl would usually be considered able to speak Spanish Answers
fluently, but may not have as accurate a command of the 1 e 4 h 7 a
subjunctive as a foreign student of the language. There 2 b 5 f 8 c
have been many famous people who have been credited 3 g 6 d
with being polyglots. James Joyce, the author of Ulysses,
reputedly spoke 13 languages, including Danish, Dutch, 5a  Ss use the words and expressions from exercise 4
French and Irish. J.R.R. Tolkien, the author of The Lord of to complete sentences 1–8. Check the answers with the
the Rings, apparently also knew 13 languages. Pope John whole class.
Paul II learned as many as 11 languages in his lifetime.

Answers
1  Ask Ss to discuss questions 1–4 in pairs or small 1 It’s easy to let foreign languages slide if you don’t use
groups. Get feedback and discuss Ss’ ideas as a class. them regularly.
2a  Focus Ss’ attention on questions 1–6. Ss read 2 In many countries, people can understand the
through the questions first, then read the article and standard form of their language and also a local
answer the questions. Tell Ss not to worry about any words dialect.
or expressions they don’t know, as you will deal with any 3 The best way to pick up new vocabulary is by reading
difficult vocabulary later. a lot.
4 It may be impossible to master a foreign language
b  Ss compare their answers with a partner. Check the
completely.
answers, and the paragraphs they are found in, with the
5 For most students, more than ten new words per
class.
lesson equals information overload.
6 Many language learners find that native speakers
Suggested answers speak unintelligibly – they use lots of idioms and
1 He mingled with the international community on a trip colloquial expressions.
to Russia. 7 When babies babble, they are imitating adult
2 He came from a multilingual family. His father was language.
also a linguist. 8 If you know three or more languages, you’re more
3 They have a talent similar to that of a musician. likely to garble your words.

17

M01_TENE_TB_ADVGLB_4745_M01.indd 17 6/3/12 14:07:59

another pair. Ss then decide what type different pairs and discuss the sentences with the whole of word each preposition follows (a verb. Ss match questions 1–10 from exercise 9a OPTIONAL GRAMMAR LEAD-IN to possible answers a–j. Then get Ss to tell the class about their partner’s language-learning experiences. who has had the most interesting language. a noun). and which of the Ss speaks the with a partner. Organise Ss into groups of three to think of prepositions that can collocate with each verb. distinguish between (verb) this information with a partner. Ask Ss to exchange 5 difficult to (adjective). Alternatively. Ss underline compare their ideas with a partner. 18 M01_TENE_TB_ADVGLB_4745_M01. Ss compare their answers with Write the following verbs on the board: mingle. watching films in their original 9a  Organise Ss into groups of three or four. Ss compare their answers 2 the joy of solving the puzzle with a partner. Point out that there is sometimes more than one preposition in each example. he spent a lot of time in sentences 1 and 4 Russia) and private study 3 memory training. Ss complete sentences 1–10 with the correct 4 He loves languages. focusing on their own 4 nervous about (adjective) experiences as language learners. 3 the fact that he came from a multilingual family 4 garbling their languages 5 distinguish between related languages Answers 1 seven B 2 classes. slips out. Finally. Check answers with the whole class. prepositions from the box. Ss 8a  Focus Ss on the Active grammar box. an adjective or class. 1 in 6 from 2 for 7 to 3 from 8 about Grammar | verbs/adjectives/nouns with 4 in 9 about prepositions 5 with 10 from b  In pairs.indd 18 6/3/12 14:07:59 . 3 i 8 b discuss with the class how they might be able to keep a 4 h 9 j record in their notebooks of words and their dependent 5 e 10 g prepositions. 7  Ss discuss if they have any similar experiences of Answers language learning to Mark Spina. Get feedback from the the preposition in examples 1–5. joy of (noun) Ask Ss to look at questions 1–5 in exercise 6a. Now 1 c 6 a get Ss to scan the article on pages 8–9 quickly to check 2 f 7 d which prepositions collocate with these verbs. Tell Ss that they are going draw Ss’ attention to the Reference on page 19. Tell Ss that if there are any 5 Occasionally it gets confusing. He’s speaking in one expressions they haven’t seen before they can check them language and suddenly a word from another language in their dictionaries. Ss then share their ideas with another group. Give Ss to listen to someone talking about his language. Ss could read this for homework. sticking lists of words around the house groups. 1 learning Swedish. Sanskrit and Persian b  Play the recording again. Decide.02 Focus Ss on questions 1–5. Get feedback from Answers different groups and write Ss’ ideas on the board. In their language. Ask Ss 3 benefited from (verb) to make notes about these areas. point. Ss listen to Mark Spina talking about his Active grammar experiences as a language learner. work. Check answers with the whole class. 1 b  Ss tick the sentences that they agree with. Answer any questions that might arise. time to read through the section relating to this language learning experiences. the class. travel (for example. ask. and make notes on A each of the questions. Listening Active grammar OPTIONAL WARMER 1 succeeded in (verb) 2 stems from (verb). Ss answer the questions and then compare their answers learning experiences. Then most useful languages. Get feedback from various Ss. Check answers with the whole class. with b  Focus Ss on rules A and B in the Active grammar box. 6a  1. Now play the recording.

Get feedback from different pairs and discuss feedback and ask the class to try to agree on the three as a class which of the methods are the most practical most important ‘famous firsts’ in history.indd 19 6/3/12 14:07:59 . Ss decide OPTIONAL EXTENSION what they consider to be the most important ‘famous first’ in history. They listen to some news headlines b  Get feedback and ask various Ss to tell the class before going on to write a news bulletin. Each group should improve their level of English. Make sure that Ss are familiar with the concept of a ‘famous first’. grammar of passives. Ss look at expressions for saying how much 9b. 1 Speaking 1. Check answers with the class. Ss do a quiz about explaining why/why not. Ss compare their answers with a partner. Answers I know I don’t know I’m pretty sure I haven’t a clue I know it like the back of I don’t know off the top of my hand my head I know it by heart I don’t know offhand I know it inside out I’ve never heard of him I’m fairly certain it is I know next to nothing I’m positive it is about it I haven’t the faintest idea 19 M01_TENE_TB_ADVGLB_4745_M01. Vocabulary | knowledge 1  Ss choose the correct words in sentences 1–12. They decide if the answers are true for them or not. they know/don’t know about things. Answers 1 a clue 7 by 2 head 8 out 3 I don’t know 9 next 4 heard 10 idea 5 hand 11 certain 6 sure 12 positive 2a  Ss put the underlined expressions from exercise 1 into the correct section of the How to… box. Ss then compare ideas with share their ideas with three Ss from different groups. what they have found out about their partners. giving examples if necessary.2 Famous firsts 10a  Ss work in pairs to discuss questions 1–10 from exercise 9a and the suggested answers from exercise In this lesson. Ask Ss to work in groups of four to share Ask Ss to suggest five methods they think are the best to their ideas and justify their choices. Write any important errors you have heard on the board and ask OPTIONAL WARMER different Ss to correct them. Ss compare answers with a partner. Check answers with the whole class. Get another pair. Monitor the conversations and the first people to do important things. and look at the take note of any important errors. Re-group Ss into new groups of four to have chosen are the best. Ss compare their ideas with try to reach agreement about what the most important a partner and explain why they think the methods they ‘famous first’ is. and why.

then write the following about the quiz questions. Ask Ss what the difference between the two sentences is (sentence 1 is active. a place. I haven’t the faintest idea. 1 b  In pairs Ss discuss the questions. Don’t confirm any the correct answer.. Ss listen and check. People from different countries language in the How to… box. Naomi James 5 The cheering of the crowd is said to have been the sailed around the world in 272 days via Cape Horn. The expressions with a similar meaning are: I know it like the back of my hand. loudest noise ever heard in Uruguay. I know it by heart and I know it Grammar | passives: distancing inside out. sentence 2 is passive).03 Explain to Ss that they are going to listen to first plane. in 1976.indd 20 6/3/12 14:08:00 . an object. OPTIONAL GRAMMAR LEAD-IN Speaking Ask Ss to share with a partner what they can remember about Ziad Fazah from the article on pages 8–9. in a passive sentence. b  Ss discuss the questions in pairs. Play the recording. perhaps a poem or a Cape Horn speech. or ‘doer’. Three years later. I haven’t a clue. next to nothing about it. or in the expression ‘I know correct the errors. write errors We use this expression in response to a ‘What do you you took note of earlier on the board. 1a) Alberto Santos Dumont or b) the Wright brothers 2b) Alexander Graham Bell or c) Antonio Meucci Suggested answers 3a) Robert Peary or perhaps b) Frederick Cook I’m pretty sure means ‘I’m quite certain’. write it on the board: His linguistic answers about the quiz at this point. Ss write down one thing they the agent. Ss then mingle and tell these Ss how much they know or don’t know using the expressions 5a  Focus Ss on the Active grammar box and give them from the How to… box. Under use an expression.?’ question. time to read through and underline the passives. abilities were tested by people from different countries. extracts from a radio programme to check their answers to 2 He’s said to be the first person to have owned a flying the quiz. In pairs. Photo 3: the first country which allowed women to vote The strongest are: I know it like the back of my hand. 20 M01_TENE_TB_ADVGLB_4745_M01. Finally. Monitor We use next to nothing when we recognise the name of conversations and take note of errors. She completed Philipp Reis had invented the phone. but know almost nothing about it/him/her. Monitor this sentence write: His linguistic abilities … Ask the the conversations for use of the expressions. while I know it inside out is often used Photo 1: the first person to reach the North Pole to talk about a subject. files were discovered which suggest that Krystyna Chojnowska-Liskiewicz. Ask different Ss to know about . If Ss cannot produce they used when answering the quiz. They mean ‘I can’t tell you the answer 6b) New Zealand now (without looking for the relevant information)’. Get feedback from Answers the whole class. To encourage Ss to use the sentence on the board. Focus Ss’ attention on the use of by to include about other Ss in the class. tell Ss that each time they tested his linguistic abilities on TV programmes. when we don’t recognise 8c) Greece the name of the thing mentioned (it could be a person.). etc. think they know and one thing they don’t know about five other Ss in the class. Ss OPTIONAL EXTENSION discuss how the passive is formed and why it is used in Ask Ss to think about what they know or don’t know English. Get feedback class to complete the second sentence so that it has the from the whole class and discuss which of the expressions same meaning as the first sentence. 3  Ss ask a partner how much they know or don’t know Get feedback from various Ss.. the journey in 401 days. Active grammar Listening 1 Santos Dumont was widely believed to have flown the 4a  1.. machine.’ I know it like the back of my hand is often used to talk Answers about a place. I know it inside out. They mean ‘I know it extremely well’. Get feedback and the subject. The first woman to sail solo around the world was 4 In 2003. 3 It’s commonly assumed that Bell invented the telephone. 6 It is often thought that rugby and sheep are the main claims to fame for New Zealand. they should put a tick next to it.. Photo 4: the first football World Cup I know it by heart. discuss Ss’ ideas with the whole class. 4a) Edison I don’t know off the top of my head and I don’t know 5b) Uruguay offhand are similar. 7c) Naomi James We use I’ve never heard of . I know it by heart is used for Photo 2: the first woman to sail solo around the world via something we have memorised.

of Answers 1 seems as 5 was claimed b  1. other features of connected speech. Give a balloon praise for attempts to use correct stress patterns. happening in the news in their country at the moment. Get feedback 10a  Ask Ss to work in pairs to choose one of the from different pairs. Play the distancing facts and write them on the board. of a. refer Ss to audioscript 1. Ss complete sentences 1–8. story. various Ss. Ss listen to the headlines or listening to the news in English. as the. cross-breeding cloned adult cats speaker’s own opinion. Monitor With a monolingual class. and which are the function words. Monitor what recording and ask Ss to take notes about the achievements Ss are writing.05 Play the recording again. ask them to decide whether each is true or false.04 Tell Ss they are going to hear some radio Ss start writing. These Don Gorske has entered the record books for having could be recorded on audio or video for later evaluation. Get feedback from and write down exactly what they hear. eaten over 15. As you monitor. Suggested answers Active grammar Content words The passive is used in these examples to distance the conservation. balloon finally. wild speaker from the statements made. has. encourage Ss to Answers concentrate on stress patterns. by write the correct sentences on the board. review the passive constructions for news headlines about different achievements. world’s most 6  In pairs. has. Ss listen to the 2 is thought to have 6 are believed to have headlines and underline the stressed words. entered. In pairs.000 Big Macs 11  Focus Ss’ attention on the Lifelong learning box. Make sure that Ss mentioned. helping where necessary. Discuss with Ss what problems they had and why they Active grammar think they had these problems. in a And. Get feedback from different pairs. Make sure that renowned eater. Common issues may A T include weak forms. circumnavigate.04 on page 167. man. succeeded. it is not 100% American millionaire. happening in the news in their countries. record books.05 Play the recording. notes. stressing the sentences naturally. the. include passive constructions in their bulletins. Check answers with the whole class and A. in his. Point out to 3 is asserted 7 was reported Ss that we usually stress content words.04 on page 167 so they can compare what they have written with the actual headlines. Before 7a  1.indd 21 6/3/12 14:08:00 . 1 b  Focus Ss on rules A–C in the Active grammar box and c  Ss compare what they have written with a partner. and in some cases. to. who has. Ss can tell a partner what is correct them. world. We do not usually 4 was assumed 8 is (now) believed stress function words. institute. burgers students use the verbs in brackets. produced. or B F the speed of the speaker. the. certain that the information is correct. Ask Ss to work with a partner to think about watching b  1. cartoons. Write errors you have heard on the board and ask Ss to With a multilingual class. Give Ss time to read through the are the content words. 21 M01_TENE_TB_ADVGLB_4745_M01. in the. they identify which the Reference on page 19. Then. Ss discuss questions 1–3. United States. ask Ss to tell you what is conversations for errors. Refer Ss to audioscript 1. c  Ss repeat the headlines. Ss compare answers Function words with another pair. the. the breeding of cloned wild animals American millionaire circumnavigates the world in c  Ss read their bulletins to the rest of the class. Ss compare their ideas with a partner. long-held ambition. C T Pronunciation | word stress (1) c  In pairs. b  Give Ss time to practise reading their news bulletins with their partners. Tell Ss that they are going to write a news bulletin based on the cartoon they have chosen. Ss discuss the question in relation to 8a  Focus Ss again on the headlines in bold in examples 1–6 in the Active grammar box. Listening Writing and speaking OPTIONAL WARMER 9  In pairs. They are not the kittens. An.

such as Rubens Barrichello. Ss racing. Naylor believes Bia is comparable to his about what they have read. Ss compare 3  Pair Ss so that Ss A are working with Ss B. Get feedback by asking various Ss to explain the Suggested answers meaning of the words and expressions to the whole class. B = Bia Figueiredo C = Carlos Acosta What is/was their ambition? OPTIONAL VARIATION B: to be a Formula One driver Write the headwords from exercise 5a (head. Carlos didn’t understand ballet at first. Check the answers with the whole class.3 Burning ambitions Other information B: She has a forceful personality. fighting and teasing a partner. achieved difficult things and through this context look at C: At ten. pursue. Re-group 1  In pairs. A and B. Monitor and note any good examples. Ss compare sentences with C: prejudice (boys don’t do ballet). His father about their greatest achievement. Ramona – she ‘persevered’ with him. but didn’t have the opportunity. Her father told her to wait until she was seven to read different texts about people and swap information learn to drive. He was brought up in a rough suburb these on the board and give praise to Ss who wrote them. and ask one student from each What challenges have they faced? pair to come to the board and connect the words and B: chauvinism. When the school threw Carlos out. Ss listen to people who have other protégés. Ss also prepare a talk thought he might end up shooting someone.) in a column on the left-hand side of the board. Discuss the danger of stereotyping with the Write important errors you have heard on the board and whole class. Ask Ss to discuss in pairs the meaning of the vocabulary. Ss B read the text on page 147. deal C: to reach the final of the Prix de Lausanne with. with a partner. them yourself. While reading. He says ballet was his ‘destiny’. Ss discuss questions 1–4. page 15. Ss compare their answers other great drivers. Ss report what they have discussed.) in a separate column on the right-hand side of the Championship. explain that this will be addressed later Vocabulary | achievement in the lesson. Ss then decide with their partners if there are similarities between the two stories and then discuss the similarities as a class. Then ask Ss to write an example sentence she was studying for each word/expression. Ss A read the text on interesting language Ss have used. he was mixing with delinquents – his father the grammar of the perfect aspect. and believes in herself. Monitor the write any important errors you have heard on the board. and complete the table with any missing information.  When Ss have finished. write up examples of 2  Put Ss in two groups. his father went to speak Answers for him. Get feedback from the class and Ss. they can check what they have written in their groups. Ss discuss the questions. column. Ss make a list of four activities that they do well and four activities that they do badly. 1 1. He has coached expressions from exercise 5a. B: She is competing in the Brazilian Formula Renault etc. encourage Ss to correct them. time constraints when expressions. in Havana. Ss look at different activities and discuss She was very young when she fell in love with motor if they are generally done better by men or by women.indd 22 6/3/12 14:08:00 . Reading 4  Put Ss in pairs. activities. In pairs. C: his father – enrolled him in the National Ballet School. 5a  Focus Ss’ attention on words and expressions 1–8. Encourage Ss to use the context of the articles on page 15 and page 147 to help work out the meaning of the vocabulary. money problems. Finally. her mechanic and mentor. Get Ss to work in pairs to match C: He won the Grand Prix and the Gold Medal at the Paris the headwords with the expressions in the right-hand Ballet. Monitor Ss so that they are working in new pairs with different conversations for errors. board in a different order. conversations for important errors and interesting Try and elicit the correct forms from Ss before correcting language Ss use. Get feedback. but later realised he was very good at it – in spite of missing OPTIONAL WARMER classes. In this lesson. Who has helped them achieve their ambitions? How? B: her father – he has both encouraged and financed b  Ss complete sentences 1–8 using the words and her ambition. His teacher. If Ss have any questions about vocabulary. etc. would have liked to take up ballet. and pushed him to stay with ballet as a good 1 potential 4 facing 7 heading career. To what extent have they achieved it? Write the expressions in brackets (straight for the top. Ss make notes on questions 1–5. Write from boys at school. Ss swap their lists and explain why they are good or bad at the information about their texts (from looking at their notes. not the texts). Get feedback from the whole class. 2 deal 5 believe in 8 push 3 pursued 6 persevered 22 M01_TENE_TB_ADVGLB_4745_M01.

then let them (had been happened is incorrect – we need the active. (we will have Speaker 2: is doing volunteer work abroad teaching arrived is incorrect – we do not use will in time clauses) English to children in a remote village. different Ss to say the sentences for the rest of the class. (I’ve been knowing is incorrect – we the other Ss in their group. Tell Ss to rank the activities 1 Jake. In pairs. Monitor the different groups closely. (Present Perfect) conversations and take note of errors and interesting 2 Next week I’ll have been here for three months. (Past Perfect) things. not the passive form here) listening especially for any expressions for disagreeing 3 I chose this school because I’d heard it was the best. people talking about the things they have achieved. I had never been abroad. Speaker 2: He’d never left Europe or done any teaching before. (need to use a past participle to form the Past Perfect tense) 7  1.indd 23 6/3/12 14:08:00 . I’d been is incorrect – we can only use the Past class. (she’ll have be working is 1 Speaker 1: raised money for a good cause by helping incorrect – the Future Perfect Continuous requires been to organise and taking part in a long-distance cycle + ing) ride. (Future Perfect)  Get feedback from various groups and discuss with the 3 I’d always thought it would be great to cycle across a whole class how difficult it would be achieve the different whole country. (never been abroad is incorrect – it needs an auxiliary verb)  Give Ss time to compare their answers with a partner. Check answers with the whole so . OPTIONAL VARIATION Answers Put Ss in groups of three. Speaker 3: She had to train really hard. (I’m Play the recording again. 23 M01_TENE_TB_ADVGLB_4745_M01. Grammar | perfect aspect 8  Focus Ss’ attention on the Active grammar box. Ask important and raised lots of money..07 Play the recording. Speaker 3: It was great and felt like a major achievement. I’ve been working hard all week. to think about what they are going to say. In pairs. start the discussion. Monitor 1 I’ve always run. that the Ss use. a fantastic run and a good atmosphere. she’ll have been working there Answers for more than 50 years. Get feedback from  Focus Ss’ attention on the Reference on page 19. Focus Ss’ attention on any interesting language they used in the conversations. Ss underline the perfect tense in each sentence (1–3) and identify each tense. Give Ss time to read through the notes in the box.. Give Ss various pairs and write the correct forms on the board. 3 Speaker 1: It was very tough cycling. Check answers with the class. but nobody could tell me. Ss check their answers. 8 I’ll phone you as soon as we have arrived.06 Tell Ss that they are going to listen to different 4 He should have finished by the time we get back. Ss compare their answers with another student. 5 Before I came to the US. 1 Listening Active grammar 6  Put Ss in pairs to discuss the questions. language Ss use. Play the recording. It was a real culture shock initially. Write errors you have heard in the conversations on the board. Ss answer the requires the past participle) questions. 6 I’m so exhausted. and they were pleased they’d accomplished something c  In pairs. Speaker 3: ran a marathon. Ss correct the errors. Perfect with another past tense) 7 By the time she retires. time to read through the notes. Check answers with the whole class. Ss correct the sentences. Ss (should have finish is incorrect – the Future Perfect read the questions. b  1. They should try to convince don’t use the continuous form with a state verb) the other Ss of their point of view. this is my friend Amy. 9a  Focus Ss’ attention on sentences 1–8. Get feedback from the whole class. but just for myself. especially in Spain against the heat. Speaker 2: It’s been an amazing experience and he’s learnt a lot. she’d never done any training like that before. Give Ss a few minutes 2 I asked what had happened. who I’ve known for in order of difficulty but that they should not agree with absolutely ages. 2 Speaker 1: It was a fantastic learning experience. Ss practise saying the sentences in pairs.

When all the Ss have finished talking about their prefixes. Answers 1 multi. arch-rivals. Check achievements. under. write important errors on the board. Check answers with the whole class. Ss compare their answers with a partner. unimpressive. Answers OPTIONAL WARMER 1 We decided to organise … Put Ss in two groups. Answers 1 misunderstood 2 unaware 3 semi-retired 4 outnumbered 5 overweight 6 underestimated 24 M01_TENE_TB_ADVGLB_4745_M01. In this lesson. under 3 semi 4 sub. Check answers with the whole class. Answers multi-talented. Ss make notes using the the whole class and discuss if football receives too much language from the How to… box. b  Ss tell the whole class about their achievement. outplayed. Give the groups five minutes to think of reasons to 4 It exceeded my expectations. single-handedly. irrelevant b  Ss read the story again and answer questions 1–4. misfired. over. so that Ss A are working with Ss B. ir c  Ss compare their answers with a partner.indd 24 6/3/12 14:08:00 . attention nowadays. under-prepared. out 2 sub. Get feedback from be their greatest achievement. un. superhuman. interesting language used and correct use of language from the How to… box. A and B. In pairs. In answers with the whole class and write the words with the pairs. out. Answers 1 not (not decisive) 2 not (not possible) 3 single (single-syllabic) 4 not (not motivated) 2  Ask Ss to work in pairs to complete the sentences with the root words in brackets and a prefix. 3 The whole thing was quite a challenge. and congratulate them on its use. mis. Ss then try and convince 11a  Give Ss time to think about what they consider to their partner of their point of view. super. Ss compare their answers with another pair. Ss correct the errors. sub-standard. semi-professional. overcautious. over. Put Ss in pairs. Monitor the language used by Ss and take note of 1a  Ss read through the story and underline the 12 errors. Ss complete the sentences with the words from the box. Tell Ss that they may have to change the form of the root word to fit the context of the sentence. support their points of view. 1 Speaking 1 Vocabulary | Prefixes 10  Focus Ss’ attention on the How to… box. Focus Ss’ attention on any prefixes on the board. they have on root words. Ss look at different prefixes and the effect Check answers with the whole class. Tell group A that they love 2 I didn’t know what to expect football and group B that they are totally anti-football.

In 1 Communication pairs. Ss mark on scales 1–5 In this lesson. Ss correct the errors. Help Ss as necessary and check the questions Ss are writing. If there are any unknown words. b or c for each question. Ss can decide what each of the answers would say about the personality of a person doing the questionnaire.08 Play the recording. encourage them to answer each others’ questions before you explain the words to them. b  1.  Get feedback from various groups. OPTIONAL WARMER Write the following questions on the board: 1 What type of magazine can you find questionnaires in? 2 Do you ever answer questionnaires in magazines? Why/Why not? Ss discuss the questions with their partners and whether they believe the results of questionnaires in magazines. b  Ss compare their position on the scales with other Ss and explain why they have completed the scales in this way. Ss discuss the meaning of the words and the effect the prefixes have on the root word. write any important errors on the board. Get feedback from the whole class. Finally. Monitor to check that Ss understand the vocabulary in the questionnaire.  Ss then work with a partner to add another question to the questionnaire. 1a  Individually. they can share their answers with a partner and explain why they have chosen them. Ss do a questionnaire to see if they are the where they think they fit best. In their groups. Get feedback from different pairs and write the correct forms on the board. In pairs. 25 M01_TENE_TB_ADVGLB_4745_M01. Get feedback from different pairs and tell Ss they are going to answer a questionnaire. Monitor the conversations for important errors and any interesting language Ss use.  When the Ss have finished answering the questions. Ss check their answers. Ss discuss questions 1–4. type of person who likes challenges or not. Ss do the questionnaire by choosing answers a. 2  Put Ss in different groups so that they are working with new partners. c  Ss then discuss with a partner if they agree/disagree with the information in the recording. Get feedback from different pairs. 1 3a  Focus Ss’ attention on the opposites in 1–5.  Ss ask other Ss in the class the extra question they have written and tell them what their answers mean about their personality.indd 25 6/3/12 14:08:00 .

it seems as if summer really is coming. Spanish Answers language and culture in Madrid. It is believed that she had 3  Focus Ss’ attention on the How to… box. 6 A: Who’s the President of Colombia? B: I can’t tell you off the top of my head. Suggested answers 5 And finally. Go round and monitor Ss who need any help 4  with the planning or writing stages.indd 26 6/3/12 14:08:00 . Ss find more drowned during a storm. 1 1 Review and practice 1 Writing bank 1  1  Focus Ss’ attention on the leaflet. Ss answer the questions. 2 A: How many women have succeeded in Formula 1 racing? B: I don’t know offhand. she found out she had been Give reasons why the product/service/event is special: … fired. Include a slogan: Courses that change your life! 4 Where were you? I’ve been waiting here for an hour. Ss answer the questions. Simply the best to see a big man. Get feedback from the whole class. About us. B: I know next to nothing about it. Staff. 1 A: Have you ever been to Prague? and to give constructive criticism if the leaflet does not B: Yes. Use positive language: outstanding staff.org by now. the explorer who disappeared for e a month while canoeing along the Amazon. Mandy will have landed at the airport Include contact details: email: languageculture@LL. but he was tiny. John! We’ve just been talking about you! average of 15 years’ experience in the classroom 8 It’s 9 o’clock. lecturers and historians. Prices. pressure from the government. Answers 1 (c) faced 6 (b) distinguished from 2 (a) daunting 7 (c) lacking in Answers 3 (a) babbling 8 (a) benefited from 1 language courses 4 (b) pick up 9 (c) succeeded in 2 all over Europe. What they say about us. make them interested in the course or event. 3 A: Can you help me? I need some information about space travel. b  In pairs. at the age of 46. with an average of 15 years’ experience in the classroom Answers 1 Giant multinational research centre Sci-Corps seems 2  In pairs. Contact 3  Write clearly and concisely and use lists: You can learn Italian language and culture in Rome. Include recommendations/testimonials: An excellent 5 It was a shock when I saw him. I know it like the back of my hand.  value for money in language and culture courses 6 When she got to work. 4a  Individually. never. has been found in a village in Brazil. course or event. Get feedback from to have abandoned its research into cloning after the whole class. Russian language 1 By the time she finishes her degree. she will have and culture in Moscow and many more been at the university ten years. 9 I’d been running for years before I entered my first competition. courses begin on the first Monday of 5 (c) relied on 10 (a) intelligible each month 3 over 20 years 2  4 dedicated teachers. Her desk was empty. dedicated 2 correct teachers 3 I feel healthier now that I have taken up kickboxing. Ss read each others’ leaflets. 4 British Commonwealth boxing champion Roderick Bland appears to have finally retired. Encourage Ss to use the topics from the How to… box. 4 A: When’s the best time to go there? B: As far as I’m concerned. but not many. 2 Ex-President Michael Nkrumah is said to be recovering well from the stroke he suffered last Thursday Answer 3 Michaela Kritzkoff. Dates. I would have expected service to students all over Europe. we have branches in 18 major cities in Europe. 5 A: Who’s Michael Vaughan? B: I’ve never heard of him. with an 7 Hi. everything gone. expressions from the leaflet. Encourage Answers them to make positive comments on their partner’s work. Use a clear layout with subheadings for the key points: Sarah Smith reports on tomorrow’s weather. Ss plan and then write a leaflet for a 10 We’ll have used up all the world’s oil long before 2100. 26 M01_TENE_TB_ADVGLB_4745_M01.

b) Your friend runs a shop. hotel or club. 2 Communities xx xxxx 2 Overview Lead-in Lead-in Vocabulary: Communities 2. How to… recognise features of Get feedback from the whole class and write Ss’ ideas on informal language the board. school. Your friend asks you to write a promotional leaflet in English for tourists.indd 27 6/3/12 14:08:00 . Ss then decide on the Speaking and pronunciation: positive and negative aspects of each of the communities. 27 M01_TENE_TB_ADVGLB_4745_M01. Reading: Three places Vocabulary Phrasal verbs Suggested answers Communication Present ideas clearly in an informal 1 + 9 – context 2 + 10 – Writing bank Write a formal email 3 + 11 – How to… write a formal email 4 + 12 – Extra resources ActiveTeach and ActiveBook 5 + 13 – 6 + 14 – 7 + 15 – CEFR Can do objectives 8 + 16 + 2.3 Can do: Describe a place Get feedback from different pairs. using as much of the vocabulary from exercise the short dialogue between the VIP and yourself at the 2a as possible. Ss share what they have written with a partner and discuss the positive and Reading: Community life negative aspects of the community in which they lived. Listening: Living abroad Get feedback from the whole class. Listening: Using the Internet  Put Ss in pairs with a different partner. features of formal and informal 1  Focus Ss’ attention on the photos of the different language communities. and use.1  Give advice/make recommendations about places 2. features of formal and informal language b  In pairs. business. Write a formal email thanking for the offer and explaining why you cannot accept. d) You receive an email offering you the chance to go on a two- week cruise in the Caribbean. To How to… give advice/make help. Ss discuss whether each word or phrase Vocabulary: Adjectives to describe is positive or negative. family. 2. Get feedback from the whole class to presentation. Write a phone conversation with your friend. 2. and use. you will be busy. c) An English-speaking friend will be coming for a first visit to your country for two weeks. Suggest places that your friend should visit and explain what your friend might do in these places. restaurant. Grammar: Introductory it 2a  In pairs. Describe what you will wear at the presentation. Ss discuss which Reading: The Internet’s largest of the communities they would like to be a part of and encyclopaedia which they would not like to be a part of and why/why not. Ss discuss what type of community Grammar: Comparatives (review) is shown in each of the photos. In pairs. area. Get feedback from the whole class places and discuss why they think the sentences are positive or negative.2  Distinguish between.1 Can do: Give advice/make recommendations about places OPTIONAL WARMER Grammar: Verb patterns (1) Ask Ss to think back to when they were children and to Speaking and pronunciation: write notes about the community in which they lived. compare the different places that Ss live in or are from. Communication  Present ideas clearly in an informal context Writing bank  Write a formal email EXTEND THE LEAD-IN CEFR Portfolio ideas Ask Ss to think about the place where they live or where a) Imagine you have won a prize for one of your achievements. Ss discuss which four of the positive or 2.2 Can do: Distinguish between. (VIP). they are from. Ss describe the place they live to their The prize will be presented by a Very Important Person. you could write the following prompts on the board: recommendations about places house/flat.3  Describe a place negative things are the most important to them and why. Write partners. Unfortunately.

Get feedback from host country’s customs. people look after each don’t go shopping in Ginza. Get feedback from the whole class. C there are lots of cheaper trattorias. 2  Ss read the comments (A–D). with people living in close proximity to one 14 I’d recommend going to the local restaurant. Ss listen to different people discussing their experiences of living abroad. In pairs. Ask Ss why the verbs are in these forms. 12 I’d encourage all foreigners to try some baklava. another 15 She persuaded us to visit Cork in the spring. don’t mind helping can’t stand shopping can’t imagine living don’t want to go avoid going out object to sending Reading 6  In pairs. Get feedback from different pairs. In this lesson. Ss identify and correct the grammatical 1  Focus Ss’ attention on the four photos. Ss compare their answers with discuss the questions. the a different country to be enriching as they learn about a second verb is either in the infinitive or the -ing form. 5 You can avoid to offending people by learning the 3  In pairs. In a monolingual class.indd 28 6/3/12 14:08:00 . Ss find six more patterns in the comments on might find difficult if they came to live in their country. Get feedback from the whole class. page 22. Suggested answers 2 If you can’t afford to eat in expensive restaurants. positive things to say: B. Ss decide which writers are more negative or more positive about Answers their communities. Ss identify the verb + verb patterns in the extract. Ss answer the questions. Check answers with the whole class. 4 We look forward to seeing you. Get feedback from different Ss. 1 The area used to be full of shops selling Italian food. different culture and meet people from all over Europe. Students who in the spaces. Ss make the list then share it with a partner from a different Answers country. 9 I can’t stand shopping in big supermarkets. 2 youngsters visit the elderly. 6 I don’t mind looking after my niece and nephew. In pairs. where You can take a bus and go ________ in the mountains 40 it is increasingly easy to work or to travel in different minutes later. 7 I don’t fancy eating Greek food tonight. They look at the grammar of verb patterns. 4  Put Ss in groups to discuss the questions. Ss also focus on language for giving and Answers making recommendations. afford to buy thinking of going advised him to do it OPTIONAL LEAD-IN Ss make a list of all the things they think a foreign person b  In pairs. where the Italian dialect could be heard. normally for an academic year. Check the answers with the whole class. 3 local shops have been replaced by big supermarkets. 5a  In pairs. 28 M01_TENE_TB_ADVGLB_4745_M01. another pair.1 My community Grammar | verb patterns (1) OPTIONAL LEAD-IN It is becoming more common for people to work or study in other countries for a period of time. Suggested answers 8 She doesn’t want to live far away from her family. 10 If you object to paying lots of money for clothes. local schools are closing 13 I’d urge you to visit the different communities in New 4 perhaps because Greece is made up of several York. European students are finding it I was studying German so I wanted ________ a year easier to study in other countries because of exchange there.  other’s children. Get feedback from the whole class. Ss make the list in pairs. 1 I’m thinking of visiting the community where I used to live. everybody knows everybody else 11 I advise you to go to the Antipodes festival. 2 2. where Ss discuss what words could go in the gaps and what students study in a university in another European form the words should be in. In a multilingual class. community is changing for the worse: A. member countries. participate in these programmes often find studying in Elicit that when a verb is followed by another verb. This is Write the following gapped sentences on the board: especially true within the European Community. the whole class. Tokyo. islands. Write the words Ss suggest country. programmes such as the Erasmus programme. D 3 I can’t imagine living in a different community. they mistakes in sentences 1–15.

Speaker 1: starting a business when Canada’s economy 6 I avoid taking Intercity trains because they’re more wasn’t doing well was difficult expensive. Urge is current experiences and any problems they might have stronger than encourage in meaning. Check answers with the whole class. studying English abroad will be able to discuss their 3 Encourage and urge are similar in meaning. etc. Encourage Ss to think about expressions from the How to… box. B – likes/dislikes 2 Fancy and want have a similar meaning. using I. avoid. Speaker 3: the people 5 I’d recommend buying tickets early for Buckingham Is there anything he/she didn’t like. 1 I can’t afford to go to the theatre. Speaker 2: long weekends. going off into the mountains after the How to… box. Monitor conversations for errors. verb + infinitive: can afford. urge. Advise is stronger than feedback from various Ss and discuss the questions. Can’t stand is stronger 12  Get Ss to discuss questions 1–3 in pairs. can’t stand. Get feedback from the whole class. encourage. Speaker 1: starting a packaging business in the 9  In pairs. persuade Answers verb + preposition + ing: think of. Ss than object. look forward to. skiing. Recommend and encountered. beaches. Ss discuss if they know any expressions Speaker 1: the open spaces. Check recommend answers with the whole class. 3 I’d encourage people to use the parks more. I’d or I’m. Ss complete the table with the information about the three speakers. Check answers with the whole class. 3 found 4 were 5 sure 6 out 7 wary 29 M01_TENE_TB_ADVGLB_4745_M01. scenery. want verb + object + infinitive without to: advise. mountains. Get advise are similar in meaning. Ss choose a place the whole class. Check answers with the whole class. ice skating. work as a teaching the verb. Where did he/she live? object to Speaker 1: Canada Speaker 2: Austria Speaker 3: Japan  Refer Ss to the Reference on page 33. don’t mind. 2 or 3) 2 all said each thing. Want is stronger in meaning than fancy. Ss take turns to describe their place. Answers b  Put Ss in groups. errors you have heard on the board and ask Ss to correct them. Check answers with 11a  Put Ss in groups of four. Ss read through What was he/she doing there? the notes. 8  Ss write the underlined words from exercise 6 in the 13a  1. Ss time to read through the questions. assistant Speaker 3: English-language teacher What did he/she like about the host country? Answers Speaker 1: beautiful city. 1 C – recommendations. people Then. Play the verb + ing: imagine. people 4 I look forward to seeing you next weekend. 7 I fancy taking a short trip to Paris. Can’t stand and Listening object are similar in meaning. Speaker 2: the food – Austrians tend to eat a lot of meat. they know and write notes. Ss write the words from the box in the correct places in Speaker 2: scenery. which was difficult as she is vegetarian 8 I’m thinking of going to Thailand in February. Write recommend in meaning. Speaker 3: she couldn’t read Japanese so everyday things (like shopping) were an adventure for her Speaking What are his/her favourite memories of the country? 10  In pairs. publishing industry Point out to Ss that they may need to change the form of Speaker 2: gap year from university.09 Focus Ss’ attention on the table and give Active grammar box. fancy. 2 7  Ss answer questions 1–3 in pairs. Get feedback from various Ss. or that was difficult? Palace. Ss discuss which of the speakers (1. recording again for Ss to check their answers. Active grammar  Ss compare their answers with a partner. Ss rewrite sentences 1–8. friendly people 2 I’d advise you to go to Brixton Market on Sunday. skiing or swimming in the lakes Speaker 3: the people and learning about Japanese customs and culture Answers 1 value b  In pairs. food. Play the recording.indd 29 6/3/12 14:08:01 . school. vastness and the friendly which use the words in the box.

indd 30 6/3/12 14:08:01 . Ss share their ideas with Listening another pair. why they are connected to the Internet. 9. 2. Get feedback from the Internet. 12 30 M01_TENE_TB_ADVGLB_4745_M01.2 It’s a wiki wiki world Check answers with the whole class. In pairs. OPTIONAL VARIATION After getting feedback to question number 4. Tell Ss that they are going to listen to the discussion again and that this time they should tick the phrases they hear. Ss decide which issues the people are discussing and whether their ideas are similar to the ideas of the people on the recording. Ss write a list of the five things they would miss most. 3  Give Ss time to read through phrases 1–12. Ss try and convince their partners of their point of view. Give Ss two minutes to write discuss the questions. Through this context. d 3 h 2 OPTIONAL WARMER 14  Focus Ss’ attention on questions 1–3.10 Explain to Ss that they are going to hear two people discussing the questions from exercise 1. then share it with a 1  In pairs. Give Ss five minutes in their groups to think of reasons to support their view. Put Ss in pairs so that Ss A are working with Ss B. Ss discuss questions 1–4. Answer They discuss 2. 2 c  Play the recording again for Ss to check their answers. Play the recording. Get feedback from the class and write the words on the board to check OPTIONAL EXTENSION the spelling. In pairs. Ss review ways of making a 2 e 2 i 3 comparisons. Tell group B that they think the Internet is a bad thing. Ss compare their words and explain various Ss. A and B. Get feedback from the whole class. Ss talk in pairs and decide on the five things they would miss the most about their country if they went to live abroad. miss it. 10. 6. Get feedback and discuss the partner from another country. Check answers with the whole class. Ss listen to two people talking about the Answers Internet. Tell group A that they think the Internet is a good thing. Answers 1. 3 and 4. Get feedback from the whole class. 3. 4. explaining why they would questions with the whole class. 2  1. put Ss in two groups. Ss then read an article about Wikipedia b 3 f 3 j 1 before looking at features of formal and informal c 1 g 1 writing styles. In this lesson. In a multilingual class. In a monolingual class. Ss Write Internet on the board. Play the recording again and Ss tick the phrases.  Ss compare the phrases they have ticked with a partner.  Ss compare their ideas with a partner. 7. Monitor conversations for errors down as many words as they can think of connected to and interesting language Ss use. Monitor for interesting language Ss use. Check answers with the whole class.

b  Ss compare their answers in small groups. Ss should not worry about any difficult comparative language that Ss use. In pairs. Make sure that Ss 4 the wiki have time to read through the notes... Speaking 6a  Ss look at the sentences in exercise 5 again. Check answers with the whole class. b  Focus Ss’ attention on the headings in the box. 3 the founder of Wikipedia. Get feedback from Write London on the board. Get feedback from the whole 1 not like 4 extremely class. If the Ss haven’t heard of OPTIONAL GRAMMAR LEAD-IN it. write errors you have heard on the 2 Style (spoken English) board and encourage Ss to correct them.. it’s marginally + Answers comparative (formal). as.  Ss read the article again quickly and decide if it is Answers formal or informal in style... it’s considerably + comparative (formal). Ss Answers write the phrases from exercise 3 in the correct place in a 2 the box. 3 Ellipsis (omitting words) 4 Humour Reading Wikipedia is a free web-based encyclopaedia created in 2001.. 31 M01_TENE_TB_ADVGLB_4745_M01. Check answers with the whole class. see www. it’s definitely 9  Ss read the article again and answer the questions. 5  Focus Ss’ attention on sentences 1–6. Ss compare answers with c 7 another pair.. Ask Ss Ss decide how much they agree or disagree with each to complete the How to… box. Finally. To consult Wikipedia.. It contains colloquialisms. 2 It’s best 5 a mile 3 easier 6 As much as we use Answer The article is informal. some think it is liable to vandalism and that it can be inconsistent. It has several million articles in more than 270 languages. humour.. Elicit and write Ss’ ideas on the board in the whole class. Monitor Answers the conversations for important errors.. and if so why they have used it and why it is special. Ss compare answers with a language on the board and discuss its form and use. he is described as a ‘regular’ (or normal) ‘guy’  Refer Ss to the Reference on page 33. partner. They then add the words/phrases at the bottom b 5 of the box to the correct column.wikipedia. d 3 e 6 f 4 Active grammar g 1 1 (it’s) miles easier. (it’s) far easier.. as. as . Write this comparative vocabulary at this stage. Check answers with the of writing.org. correct column and discuss them with the whole class. the 2 because the editors care more than the vandals more we . Get feedback from 1 Informal vocabulary various Ss. As it is possible for anyone to edit the content of the encyclopaedia. Ss discuss if they know what it is or have ever used it. the more we . 8  Ss read the article and match the headings to the Get feedback from different Ss and take note of any paragraphs.. Put Ss in two groups. In pairs.. etc. 2 Grammar | comparatives (review) 7  Write Wikipedia on the board. Give Ss one minute to think of the whole class and discuss Ss’ ideas and experiences. ask them to predict what it might be.indd 31 6/3/12 14:08:01 . (it’s) much + superlative 2 (it’s) not quite as . (it’s) nothing like as good as. Ss cross out 10a  Write Formal and Informal on the board at the top of two columns. There has been some controversy about how reliable the contents of Wikipedia are.. Each group takes the incorrect alternatives in each sentence.. not as .. (it’s) much the same 1 a pooling of knowledge 3 the less we ... It allows any visitor to the site to freely edit its content.. the less we . statement. spoken English. then compare one of the styles and makes a list of features of that style their answers with a partner. 4a  Focus Ss on the Active grammar box.. ways that their home town/city is different from London. (it’s) nowhere near as .

2 c  Ss answer questions 1–3. Check answers with the whole class. Unfortunately. it’s about as worthwhile as a graffiti artist using invisible ink. Could you please confirm your attendance by 4 November? We would be grateful if you could bring copies of the sample contract. concerning the plan to start a new website. Ss replace language which is too informal with a word or phrase from the box.. Answers Dear Mr Fry. 3 And what about the future? OPTIONAL EXTENSION In pairs. Ss compare answers with a partner. Ss compare an entry from Wikipedia with an a entry from a traditional encyclopaedia. Get feedback from various Ss. man 2 informal vocabulary: how come?. But is it the most reliable? humour: For the vandals. Peter Fry 32 M01_TENE_TB_ADVGLB_4745_M01. 11  Ss look at the techniques and decide whether they are generally used more in formal or informal texts. 1 savvy = clever. learning box in relation to the article and the emails they have just read. Ss discuss the questions in the Lifelong whole class. … . Ss compare answers with a partner. Regards Mary Johnson Dear Ms Johnson. I will bring copies of the sample contract. Yours sincerely. and thank you also for the agenda. guy = person. I look forward to seeing you there. While doing so. Check answers with the 13  In pairs. I will be very happy to attend. encourage Ss to use the expressions for comparing things from exercise 3.indd 32 6/3/12 14:08:01 .. As requested. breezed through spoken English: It’s amateurs. smart. Don’t hesitate to get in touch if you have any queries. Encourage Ss to think about these questions when writing their Suggested answers own texts. I will be unable to attend the dinner because of a previous arrangement. Following our telephone conversation. Thank you very much for the invitation to attend the meeting on 15 November. Answers 1 formal 3 informal 2 informal 4 formal 12  Ss read through the two formal emails.

Get feedback from the different groups. In pairs. It can be 3  Put Ss in pairs so that they are working with new a dangerous city because of drug-related violence. Ss 1  Focus Ss on the three photos. Ss describe the place to a partner new group. Monitor the conversations and take note of any in 1–10. as you will be dealing with them later. Corsica is the fourth largest island in the Mediterranean and is located to the south-east of France. Speaking and reading 4  Put Ss in groups of three or four. Monitor carefully to check that the Ss have found important errors. In their pairs. Vocabulary | adjectives to describe places Each group takes one of the countries and lists everything they know about it. Encourage Ss to explain the meanings to sea level and because it is close to the equator. and adjectives they would then share the information about the country with their use to describe it. Ss A read 4 diverse 9 off the beaten track the text about Cali. they describe the places they have read about to the other Ss in their group.indd 33 6/3/12 14:08:01 . partners. 33 M01_TENE_TB_ADVGLB_4745_M01. Finally. South Africa and France.000 metres above the meaning of. many of them recent immigrants from poor rural areas. It is the third largest explaining the words and expressions yourself. In the following class. the use of visuals and varying their tone of voice. You could write the following prompts OPTIONAL WARMER on the board to help Ss: weather. Ss discuss the look through the three articles to find the words described questions. audience. While reading Ss make notes. as much as possible about one of the places they have read about on the Internet or using any other resources they can think of. 2 2. Monitor the conversations for errors and any interesting language Cape Town is the third biggest city in South Africa and is the Ss use. rainy winters. Corsica is famous for being the birthplace Tell Ss that for homework. food. Ss of a place in their country. the Ss can then In this lesson. customs. Ss B reads the text about Cape Town 5 unspoilt 10 packed and Ss C read the text about Corsica. Finally. Ss discuss questions 1–3. Organise Ss into three groups. In their groups. city in Colombia with over two million inhabitants. A. it doesn’t each other or consult an English–English dictionary before experience major climate changes. a very popular destination with tourists who go there in part for its Mediterranean-style climate. 1 bustling 6 side-by-side Check the correct forms with the whole class and write 2 run-down 7 vast them on the board. write any important errors you have heard Answers on the board and get Ss to correct them with a partner. give Ss a few minutes to think group contains one student from the previous groups. Tell Ss not to worry about any words and expressions they don’t understand at this stage. people. dry summers and mild. Encourage Ss to be aware of engaging their adjectives to describe places. Ask Ss if there are any words or phrases that they do not know Cali in Colombia is situated some 1.3 Destination paradise b  When Ss have finished taking notes. who tries to guess the place which is being described. It has a OPTIONAL EXTENSION Mediterranean climate. Ss then go on to focus on the group. Write any errors you have heard on the board. 3 stunning 8 tranquil 2a  Put Ss in groups of three. Mandela made his first public speech there after being Encourage Ss to give you the correct forms and write them released from prison. It was home to  Get feedback and discuss the questions with the whole many leaders of the anti-apartheid movement and Nelson class. It can be a dangerous city as it has on the board. Ss read about three places then swap give a presentation on the place they chose to the rest of information about them. Check answers with the whole class. language they have used and congratulate them on its use. the correct words.  Get feedback from various and discuss the questions as a class. B and C. maintaining eye contact. with hot. Organise the Ss into new groups of three so that each In a monolingual class. you want them to find out of Napoleon Bonaparte. Get feedback from various Ss to check the information. OPTIONAL WARMER Write the following countries on the board: Colombia. Ss can describe famous cities or places in the world for their partners to guess. In a multilingual class. draw Ss’ attention to any interesting one of the world’s highest homicide rates.

Ss share their ideas with their new partners. encourage Ss to use the vocabulary from exercise whole class. Write any errors you have heard on the board and ask various Ss to correct them for you. class. Each student chooses one of 1 h 4 b 7 f the photos. Ss can then compare their ideas with their partners. Get feedback from their partner. Get feedback and discuss the places the Ss have chosen to fit the descriptions. each group decides who b  Put Ss in pairs. Grammar | introductory it 7a  Give one minute for Ss to skim the paragraph. photos and describe the places. trying to convince them that it is a great 9a  Ss work alone to complete six of the sentences with place to go to on holiday. It’s no wonder this city is adored by everyone who visits. 8  Ss match the sentence endings and beginnings. describing their destinations. Ss complete the spaces with words from exercise 4. Ss discuss the question and find a further example from exercise 2.  Put Ss in different pairs. 34 M01_TENE_TB_ADVGLB_4745_M01. In pairs. Ss look at the three d  Focus Ss on rule B in the Active grammar box. various groups. Suggested answers They all use it to introduce an idea. In pairs. Ss complete example 8. Give 3 c 6 d Ss a few minutes to think about what they are going to say. correct use of the adjectives. While describing the In pairs. Get feedback from the whole compare their answers with another pair. Monitor the conversations carefully for errors and to help the Ss where necessary.indd 34 6/3/12 14:08:01 . Get feedback from various Ss. They compare their sentences with was best at ‘selling’ their destination. Ss then tell the other Ss in their group about their destination. c  Focus Ss on rule A in the Active grammar box. 2 5a  Focus Ss’ attention on sentences 1–8. Speaking 6a  In pairs. Ss Ss complete examples 2–4. When the Ss have finished their own ideas. Answer Cali b  Focus Ss on the underlined phrases from the paragraph. 4. OPTIONAL EXTENSION Answers Put Ss in groups of three. Ss check their answers with a partner. In pairs. Congratulate Ss on their 8 We love it when tourists come to stay. Tell Ss that they have to try and ‘sell’ the 2 a 5 g 8 e place shown in their photo as a holiday destination. Ss think of different places which fit the topics. Active grammar  Get feedback from each group. Answers Active grammar 1 run-down 5 side-by-side 2 it’s a pity 2 off the beaten track 6 vast 3 it appears 3 packed 7 tranquil 4 it cannot be denied 4 diverse 8 unspoilt b  Put Ss in groups of three or four. Get feedback from the photos.

2 2 Vocabulary | Phrasal verbs 5  Give Ss time to read through the Lifelong learning box. b  Get feedback by asking Ss to tell the class one thing they learned about their partners. put me up – transitive (2) In pairs Ss discuss what they know about these looked after – transitive (2) communities or think they might be like and the type of stayed on – intransitive people who might belong to them. 1  Ss read the texts 1–4. Ask Ss if they underlined any unknown words or phrases in the texts. Finally.indd 35 6/3/12 14:08:01 . Encourage Ss to work out the meanings from context or from an English– English dictionary before asking you. Ss also discuss if they would be interested in joining any of the communities temporarily or permanently. 35 M01_TENE_TB_ADVGLB_4745_M01. rural catch up with – three-part phrasal verb village. Answers a turn up g hold up m get away from b fit in h carry out n come down to c get by i get through o come up with d catch on j come across p keep up with e fill in k see to f do up l take to 3  Ss read through the rules and match the types of verbs (a–d) to the examples. Monitor conversations for errors. congratulate Ss on their correct use of the phrasal verbs. Ss read out their sentences to the whole class. Tell Ss to underline words or expressions they don’t understand in the text and that you will deal with them later. Ss compare ideas with another pair. online book community. Monitor the conversations for correct use of phrasal verbs. Ss look at phrasal verbs through the context or their friends/family with the phrasal verbs they have of communities. OPTIONAL WARMER Answers Write the following on the board: hippy commune. Encourage Ss to ask each other follow-up questions. used in this lesson. 2  Ss read the texts again and match the phrasal verbs to the correct meanings. In pairs Ss discuss whether they would like to join any of the communities or not and why/ why not. Answers a 2 c 1 b 3 d 4 4a  Ss ask and answer questions 1–7 with a partner.  Get feedback from various Ss. Get Ss to write five sentences about themselves In this lesson. Write any important errors you have heard on the board and get different Ss to correct them for you. Finally. read out errors you have heard and discuss them with the class. surfing community.

2a  1. Latin dances like the jive and the tango 36 M01_TENE_TB_ADVGLB_4745_M01. the class can decide whose presentation was the best. When all the groups have presented their ideas. foxtrot. OPTIONAL EXTENSION Ss could prepare their presentations and present them to the rest of the class. have reunions other things that it does: gets involved in charity events type of meeting: party who can be a member: anyone who went to the same school problems: difficult to keep in touch without meeting regularly. Monitor conversations and help the groups as necessary. funny or a good idea and talk about this with a partner. and sometimes you don’t hear anything for a year or two Ballroom-dancing club number and type of people in the club: 30. Get feedback and discuss Ss’ ideas as a class. they have used in the lesson. Ss decide if the club is silly. retired people how long she has been a member: six months when and where it meets: once a week. b  Ss compare notes with a partner. 2 2 Communication 3  In groups of three or four. Ss then share their lists errors you have heard and get different Ss to correct them. Suggested answers Old boys’ club the main idea of the club: keep in touch with old school friends. mostly older. Ss decide which Ss make a list of all the clubs or organisations they have of the clubs they would be interested in joining.indd 36 6/3/12 14:08:01 . 1a  Ss read about the club. OPTIONAL WARMER 4  Ss present their ideas to the rest of the class. Ss complete the notes. sometimes in a school hall problems: they meet in the evenings after work and it can be quite hard to get yourself out of the house again things they have learned: waltz. explaining the type of clubs/organisations Finally. Read out been a member of in their lives.11 Ss look at the headings and predict what type of thing each club does and the type of people who might be members. b  Ss think about a presentation they could give if they were joining The Not Terribly Good Club. you rely on other people to run the club. Get feedback. Play the recording. congratulate Ss on interesting ideas or language they belonged to and how important they were to them. Ss share their presentation idea with a partner. with a partner. Get feedback from different pairs. When all the Ss have made their presentations. Ask Ss if there are any words or phrases they don’t understand in the text. Ss discuss questions 1–10 to help them form the club.

Get feedback from 5 same 10 than the whole class. Get feedback from the whole class. Get feedback from various Ss. in the attachment. Encourage Ss to use language from the How to… box. Answers 1 pleased 2 accept 3 grateful 4 find 5 take 4a  Individually. Answers 1 to consult 6 to paying 2 spending 7 to make Answers 3 to hearing 8 living 1 to inform Ms Foong that her company has been 4 to buy 9 to wear shortlisted for an award.indd 37 6/3/12 14:08:01 . d  Ss read each other’s responses. Demetri Leopoulos is the 5 applying 10 taking head of the judging panel 2 information as to how many of Ms Foong’s team will be attending. In pairs Ss complete the phrases. Go round and monitor Ss who need any help with the planning or writing stages. 37 M01_TENE_TB_ADVGLB_4745_M01. inviting their partner to a formal occasion. 2 Review and practice 2 Writing bank 1  1  Focus Ss’ attention on the emails. 3  Answers Answers 1 I am pleased to inform you 1 was carried out 2 We would like to invite you 7 came up with 2 vast 3 We would be grateful if you could let us know 8 held up 3 get away from 4 for inclusion in 9 keep up with 4 side-by-side 5 We are happy to accept your kind invitation 10 turn up 5 run-down 6 you requested 11 come across 6 bustling 12 stunning 3  Focus Ss’ attention on the How to… box. Ss plan and then write an email. Ss answer the questions. she 1 better 6 more provides the 150-word history of her company 2 near 7 isn’t 4 CEO 3 would 8 bit 4 like 9 the 2  In pairs. b  Ss read each other’s emails. Ss match the expressions. she provides information as to how many Answers of her team will be attending. a 150-word history of her company 2  3 in the email. c  Ss write a response to the email they received.

Ss read through questions 1–7 and check Writing bank  Write a detailed narrative that they know the meaning of the underlined phrases.3 Can do: Tell a humorous story what type of story each of the pictures illustrates. Get feedback from the whole class and decide who had the best ideas for what happened next in the stories. Ss also Grammar: Participle clauses discuss if they ever tell stories and if they are good at Vocabulary: Humour storytelling. Ss look at the pictures again and decide photograph? what happens next in each of the stories. company or school to become. Are they better than yours? d) Choose a photograph of a person from any page in the EXTEND THE LEAD-IN Students’ Book. Choose an animal which represents what you would like your club. 3. How long does it take for them to find the Put Ss in pairs. Tell your friends. When all of the pictures have been 3. Ss B draw the pictures as Ss A describe them. Help and answer their CEFR Portfolio ideas questions as necessary. Ss B open their books and compare their Vocabulary: books. 3 Tales Overview Lead-in Lead-in Vocabulary: Tales 3. a different partner. a kettle. Get feedback from the whole class. In pairs.1  Tell an anecdote Get feedback by asking Ss to explain their partner’s 3. In a multilingual class. 3. or new partners. How to… write fiction with style  In a monolingual class.2 Can do: Describe a person in detail described. Listening: A joke Vocabulary Metaphors b  In pairs. Share your article with your friends. Ss discuss what makes a good storyteller. Put Ss in new pairs so that they are working with a different partner. or use an English–English dictionary. compound words drawings with the pictures on page 35. Read your friends’ stories. Ss B can also Speaking and pronunciation: check any details that Ss A did not describe to them. Ss think of examples of the words and expressions.1 Can do: Tell an anecdote Grammar: Narrative tenses review OPTIONAL WARMER Vocabulary: synonyms Put Ss in pairs. A and B. Ss discuss the sentences with their b) Choose an animal which represents your club.indd 38 6/3/12 14:08:01 . Describe what happened as a b  Put Ss in new pairs. Ss share their ideas with their new partners.2  Describe a person in detail examples to the whole class. and compare what they had imagined the picture to be like How to… describe people with the real picture. company. Tell Ss B that they don’t Contractions (1) have to draw a perfect picture and that a representation Reading: Hoaxes that fooled the world will be adequate. Ss can do the same. Encourage Ss to help each other with the vocabulary. but pair them so that Ss of different nationalities are CEFR Can do objectives working together. on the board and ask Ss to correct them before writing the c) Write a story which includes a giraffe. Write the errors metaphorical ideas in an amusing short presentation. Encourage Ss to be imaginative and use humour if they can. Get feedback from the whole class. Monitor the conversations and take note of school now. Ss share their examples with a partner. Use these errors. Ss then compare their examples with other Communication Tell an extended story pairs. heeled shoes and a text message. Get feedback from the whole class.3  Tell a humorous story Communication  Tell an extended story 3a  In pairs. Describe the person and the photograph. Ss A open the book and describe Speaking and pronunciation: two of the pictures on page 35 to Ss B. so that they are working with result of your mistake. Listening: Favourite fictional characters Reading: Book extracts 1  Focus Ss’ attention on the pictures. Ss discuss how they think the pictures are connected and 3. Ss look at the phrases and discuss the speech units differences between them. made’ describing a real (or fictional) language mistake which you made when using English. a pair of high. Speaking and pronunciation: 2a  In pairs. a) Write a humorous article called ‘The worst mistake I ever asking Ss to explain the meanings of the phrases. ask Ss to think of examples in Extra resources ActiveTeach and ActiveBook their own language. correct forms on the board. 38 M01_TENE_TB_ADVGLB_4745_M01. Tell Ss that they can use their Reading: King of the Jokers dictionaries to help if necessary. Get feedback from the whole class and ask Ss to Writing bank Write a detailed narrative explain their examples to you.

Past Simple: announced. 3 3. In 1–4. If none of the Ss know. April Fools’ Day (1 April) is the day in the UK. 3 Manuel Elizalde is the man who ‘discovered’ the tribe. period of time). Active grammar Tell Ss not to worry about any words they don’t understand at this stage as you will deal with them later. Through this context they look at the grammar of narrative tenses. 2a) uses the continuous to emphasise duration (the long 4 A hoax is an act of deception. They look at synonyms. Ss read about some famous hoaxes. the truth came out after Elizalde 2 They are probably being filmed for a documentary. while he __________ __________ (work) as OPTIONAL WARMER a government minister. explain what __________ (pretend) all along. and in many 4a  Focus Ss’ attention on the first paragraph of the other countries. Ss underline examples of the tenses. __________ (pay) them to act like a Stone Age tribe. arrived. get feedback from the whole class and write to ask follow-up questions to find out more information the correct forms on the board. b  Ss read the article quickly to find the answers. 3a) and 3b) are similar in meaning. had existed www. lived. Ask Ss to discuss if such a day exists in their culture. tricks are played on 28 didn’t speak. and then he left immediately. used to fill the spaces (Past Continuous. for example five minutes. get them to explain to 2 They explained that they __________ __________ the rest of the class. If some Ss know. Past Simple. article.indd 39 6/3/12 14:08:01 . Ss can tell you about their country. Elizalde __________ it is. OPTIONAL GRAMMAR LEAD-IN Write the following gapped sentences on the board: 1 In 1971. people Answers often try to attach a paper fish to other people’s backs. When they have completed the a partner about the days in their country. and how they can make what they say and write more memorable and interesting. Ss of different nationalities can tell the verbs in brackets. In Spanish-speaking countries. Ss identify the tenses before you get feedback from the class. had left the country. For examples Past Continuous: was working of famous hoaxes and April Fools’ Day tricks. Monitor the conversations for important errors. Past Perfect Continuous: had been living 1a  Ask Ss to look at the photos and discuss questions b  Focus Ss’ attention on the Active grammar box.  Ss read the text again to check if their answers are correct. 1b) means Elizalde was in the country at the time the Answers truth came out. Get feedback from different groups and discuss Ss’ pairs. Manuel Elizalde __________ Write April Fools’ Day on the board and ask Ss if they (announce) a great discovery. know what it is. Radio and TV stations often include hoax news stories to try to fool listeners and viewers. used.1 Famous hoaxes 3  Put Ss in pairs to discuss questions 1–4. Get feedback and In this lesson. Answers 1 F 4 T 2 T 5 F 3 T 39 M01_TENE_TB_ADVGLB_4745_M01. 2b) is also possible but doesn’t emphasise duration as 2  Ss decide whether the statements are true or false. discuss Ss’ ideas with the whole class. In France. In a monolingual class. when people play tricks on each other. Ss then tell a story about something that has Grammar | narrative tenses review happened to them. Past Perfect Continuous and Past Perfect Simple). 1a) means Elizalde had left the country before the truth came out. Encourage Ss sentences. could find. Here 1a) 1 In a remote part of the Philippines. Discuss why we use each of these tenses and write the names of Reading the tenses beside the sentences on the board. see: Past Perfect Simple: had found. a trick or practical joke. allowed December. pairs of sentences. is more appropriate. Ss discuss the difference in meaning between the ideas with the whole class.com. Ss complete the sentences with the correct form of In a multilingual class. You might want to give a time limit. strongly as 2a). the day of the Holy Innocents.museumofhoaxes. isolated.

 1.indd 40 6/3/12 14:08:01 .13 on page 169. Encourage Ss to use the context to guess the could be contracted: ’d. Ss also discuss if they think Answers that these hoaxes are believable or not and which one is 1 fooled 6 ancient the most amusing. include these details in a natural way and give them time 5a  Ss read about the hoaxes and put the verbs in to think about how to include the false details. b  Ss match the words from the box to the underlined words and phrases which have similar meanings. Focus Ss’ attention on their b  1. B progress D length b  When Ss have finished preparing how to tell the real events of the story. more information about famous hoaxes for homework. Ss share anything they have found out with the rest of the class. that sometimes when English is spoken quickly. 3 had published 8 had  Get feedback from the whole class and check if the 4 admitted 9 had been developing Ss have been able to discover the invented details. authentic – genuine led to – spawned carried out – perpetrated rose – floated 40 M01_TENE_TB_ADVGLB_4745_M01. Tell Ss to think about topics 1–5 when preparing their stories and also think about how they can Active grammar include narrative tenses.13 Play the recording and ask Ss to write down the sentences they hear. Monitor conversations Answers carefully for how Ss use narrative tenses. it can be difficult to hear contracted words like had and would. Tell Ss listening to the class.12 Play the recording and get Ss to check correct use of the tenses and congratulate them on their answers. brackets in the correct form. 7a  Ss think of an event in their lives that they can tell a story about. 3 c  Focus Ss’ attention on rules A–D in the Active Speaking grammar box. A chronological C before Monitor and help Ss where necessary. Tell them it is important that they time to read the notes. Answers announcing – heralding chased – pursued b  Focus Ss’ attention on audioscript 1. OPTIONAL EXTENSION Vocabulary | synonyms If Ss have access to the Internet. tell Ss to invent two or three details  Refer Ss to the Reference on page 47 and give them to include in the story. 2 isolated 7 vital 3 destroy 8 liberated 4 pretending 9 extended 5 hoax 10 tragic Pronunciation | contractions (1) 6a  Ask Ss if there are any contracted forms in the 9a  Ask Ss to work in pairs to read about the four tenses they have just looked at. Tell Ss Ss. Check answers with the whole c  Ss tell their stories to a partner. ask them to find out 8  Focus Ss’ attention on the article on page 36. Ask Ss if they know any other meaning of any unknown words. Ask them to find synonyms for words/phrases 1–10. and to think of synonyms for the underlined is contracted. If they can’t see that had hoaxes. Ss compare the sentences they have written with a partner. Answer: would. paying attention to the attack – invasion instructed – ordered contracted forms. write it on the board and ask them how it phrases. their partners ask them the 2 called 7 announced questions to try and discover the invented parts of the story. their use. Write 5 had been joking 10 had invented errors Ss have made with narrative tenses on the board and ask Ss to correct them. stories to think of questions they can ask to try to guess which of the details are not true. Encourage Ss to make notes. In the following lesson. allegedly – supposedly deceived – conned Play the recording again and ask Ss to practise reading appearance – arrival doing – performing the sentences aloud in pairs. Get feedback from various word that can be contracted to ’d. When Ss have 1 were picking 6 had been working finished telling the stories.

Ss discuss the sentences from exercise 10a.) 41 M01_TENE_TB_ADVGLB_4745_M01. write the following prompts on the board: books. tools. Monitor conversations for any interesting language that Ss use. Ask Ss if they sometimes read in situations like the ones shown in the b  In pairs.indd 41 6/3/12 14:08:02 . In pairs. In their pairs. Tell Ss to cover the words in a–h. OPTIONAL EXTENSION For question 2. Get feedback from In this lesson. Ss think of a way of finishing sentences 1–8 if they are describing a book. 1 fool 2 genuine 3 ancient OPTIONAL WARMER 4 ruin Ask Ss to discuss in pairs when and where they like to 5 carried out read books. 3 10a  Focus Ss’ attention on the Lifelong learning 3. 2a  Put Ss in pairs. music. They then listen to people describing characters from books before reading some book extracts.  Ss uncover the phrases a–h. Tell Ss that they are going to be on a desert island with a partner for a year and can only bring three of each of the things on the board to the island. (The characters are one-dimensional. Get feedback and discuss Ss’ ideas as a class. Get feedback from various Ss. they discuss possible ways to rewrite sentences 1–5. Ss discuss the questions. with their partner. Vocabulary | books 1 Put Ss in pairs. Ss look at vocabulary for describing books. Get feedback from the whole class and discuss Ss’ choices. luxuries. Organise Ss into pairs. With a partner. With a partner. Answers 1 h 4 c 7 e 2 d 5 g 8 b 3 a 6 f  Ask Ss which of the expressions is negative.2 A good read box and give them time to read it. agree on what to take to the island. Focus Ss on questions 1–3. Ss individually decide on three things for each category then try to. photos. magazines or newspapers. Get feedback from various pairs and write possible sentences on the board. the whole class. Ss then go on to Suggested answers look at the grammar of compound words. Ss match these with the sentence halves 1–8.

Check answers partner. goes for the know the book. a little bit of grey hair 3 What personal traits do they possess (type of character)? Answers Speaker 1: doesn’t always say the right thing. took pride in his job. Ss compare their answers with a a partner and complete any gaps they have. If all the Ss in the group Speaker 2: takes control of her own life. takes control of her own life 4a  In groups of three or four. either in English or the Ss’ language. likes to get to the bottom of the problem 3 a 6 c Speaker 2: sparky. Ss think of different Speaker 3: wise. which could 4 What memorable things do they do? be described by the words in the box. has real problems. Ss hadn’t caught anything for a long time. feisty. Ss decide if they agree with each others’ guy that she really loves. mobile face and possibly dark hair 3  Ss complete the book review. had little make notes on what the three speakers say. Ss check their answers with with a similar meaning. Speaker 1: unlike most modern characters. thought she was socially unacceptable  1. he doesn’t always win/isn’t always on top of the situation b  Ss discuss the books. lively. hoped he would catch something 5 What problems do they overcome? Listening Speaker 1: solves murder crimes Speaker 2: women had little control over what 5a  Focus Ss on questions 1–6. Check answers with the whole class. very 2 a 5 b 8 b tough. with the whole class. very clever. 3 b  Ss match the expressions with those from exercise 2a b  Play the recording again. lippy (talks back to men). Ss compare opportunity in life what they have written with a partner. nets.indd 42 6/3/12 14:08:02 . Get feedback from the whole class. Play the recording. wins her guy in the end descriptions. Get feedback from the class and discuss the Speaker 3: dragged himself out every night. always 1 c 4 b 7 a has a clever retort. b  In small groups. Monitor for any important errors. good- 7 I was emotionally involved in it: 4 c looking. did his best books. Give Ss time to read happened to them in the marriage market. big strong hands that were cut answers with a partner. Give Ss a few minutes to think about how they would answer questions 1–6 from exercise 5a about their chosen character. people through them and check understanding. easy style: 2 d 2 How do you visualise them (what do they look like)? 6 It has sold a lot of copies: 8 b Speaker 1: like Humphrey Bogart: tall. people discussing these questions. Then they compare Speaker 3: quite old. then write the errors you have heard on the board and get various Ss to correct them. tough 8 They didn’t really come alive for me: 5 g Speaker 2: quite tall with a very lively. and bruised. Answers Answers 1 I’m an avid reader: 7 e 1 Who is your favourite fictional character? 2 I was hooked: 1 h Speaker 1: Philip Marlowe 3 It was gripping: 3a Speaker 2: Elizabeth Bennett 4 It depicts real events: 6 f Speaker 3: the old man from The Old Man and the Sea 5 It has a nice. cast his books Ss have described. 42 M01_TENE_TB_ADVGLB_4745_M01.14 Tell Ss that they are going to listen to three Speaker 3: he was down on his luck in the story. Ss take turns to describe their character. 6 Do you know anyone like them in real life? Speaker 1: doesn’t say Speaker 2: doesn’t say Speaker 3: the speaker’s father 6a  Ask Ss to think individually about their own favourite fictional character from a book.

5 negative Get feedback from various pairs. You may want to give Ss a time limit for doing this.) Ss discuss if they know of any Help Ss where necessary. fast-moving. the class. looks good = good-looking. Ss compare their answers with a 8 absent-minded = forgetful partner. 2 self-conscious and hot-headed describe someone’s character. b  Ss divide the compound adjectives into three groups: Suggested answers positive. hollow- 13  Each student describes their person to the whole class. all compound words. freely = free-thinking. (They are person. Write any errors Ss have 3 works hard = hard-working. either 1 extract 3 contains only a compound noun (hell-raiser) physically or in character. keeps an open mind = made with compound words on the board and get Ss to open-minded. after herself they can describe a favourite character from a film or 3 thick-skinned = doesn’t get upset when criticised/ television programme. Get feedback from the whole class. 43 M01_TENE_TB_ADVGLB_4745_M01. 6 neutral 7 positive Vocabulary | compound words 8 slightly negative OPTIONAL WARMER Speaking Get Ss to re-read the six book extracts again and to look at the underlined words. Suggested answers OPTIONAL VARIATION 1 single-minded = determined/never gives up 2 self-sufficient = doesn’t rely on other people/looks If Ss can’t think of a favourite character from a book. a 6 d 3 b 4 e 1 c 2 f 5 Answers 1 positive 2 positive 8  Put Ss in small groups. 3  For homework. Focus their attention on the How to… box and compare their answers with another pair. far-seeing. Take note of any errors in using compound words. 9  Focus Ss on the questions and the underlined words 12  Tell Ss they are going to describe someone they in the extracts. so encourage Ss to work out the meaning 4 positive from the context before using a dictionary or asking you. ask Ss to turn their notes into a full 10a  Ss read sentences 1–8 and discuss the meaning description of the character. weather-beaten. characteristics of compound words. thinks correct them. tell them that you too excitable will deal with them later. physical with the whole class. If there are any words or expressions in 7 level-headed = calm (in good and bad situations)/not the extracts that Ss don’t understand. though it can also be Point out that some of the vocabulary in the extracts might negative in other contexts) be challenging. In the following lesson. negative and neutral. Ss know well. Check answers with the whole class. It may be a good idea to get Ss to Answers describe someone who is unusual in some way. Check answers get Ss to make notes about first impressions. Ss cheeked. Get feedback from the whole class. Ss answer the questions. washed-out describe decide if any of the descriptions had been about the same something physical person and if any sound similar. the Ss to read out their character descriptions to the rest of Get feedback from various Ss.indd 43 6/3/12 14:08:02 . Ask Ss to work in pairs 11a  Ss look at the photos and write as many compound adjectives as they can think of to describe each to decide what these words have in common. Ss discuss the questions. Encourage Ss to use the expressions from the box and compound words where possible when making their notes. In pairs. b  Ss compare their opinions with a partner. details and character. 3 positive (in this context. get |of the underlined compound adjectives with a partner. loves fun = fun-loving  Refer Ss to the Reference on page 47 and give Ss time to read through the notes. doesn’t take criticism personally 4 kind-hearted = good to other people/generous 5 stand-offish = not friendly/doesn’t talk to other Reading people 6 career-orientated = always thinks about his career/ 7  Ss read through extracts 1–6 and match them with does a lot of things to enhance his career questions a–f.

Get feedback from the whole class. She stopped him from becoming a and on his own. the comedian in the picture. Refer Ss to the Active grammar box for more information about participle clauses. If Ss have recording again for Ss to check their answers. OPTIONAL GRAMMAR LEAD-IN Write the following sentences on the board: Answers 1 Desperately attempted to win some money. Monitor to check that Ss are reading the sections in the correct order. and TV shows. Ss go on to look at vocabulary connected them before you write the correct forms. Write any this context they look at the grammar of participle clauses important errors on the board and encourage Ss to correct and gerunds. Suggested answers 1 Probably.org for 6 It depends on your sense of humour. Get feedback Thalberg helped them get into the movie business. Answers It wasn’t during a radio show that they started making jokes. Ss (attempting and impressed). more information. successful career. Tell Ss that one of these decide whether each statement is true or not. Ss discuss what they know about him. Ss take OPTIONAL WARMER note of any mistakes the speaker makes. they can guess who he is. Ss read a text about Groucho Marx. not on the same are going to read the texts in sections. Elicit the correct forms of the verbs from the Ss 3a  Focus Ss on statements 1–6 about Groucho Marx. impressing with his new friend’s act. Explain that we often use participles to add extra information to the idea in the sentence. He had a long. past participle: impressed). 3 3. in many films both as a member of the Marx Brothers 2 Probably not. Their last film was The Big Store. Monitor the conversations for errors. It was on stage. Ss discuss and then guess what might be the answer for each question. what he is famous for. Tell Ss they He died three days after Elvis Presley. helped 3 b 7 a the Marx Brothers to get established in the movie 4 b business. and his brothers’ services to the film industry. The boys’ mother died and the Great Depression began in Reading 1929 not 1926. 44 M01_TENE_TB_ADVGLB_4745_M01. as instructed. as successfully. Groucho 1 a 5 a met Irving Thalberg during a card game. forms is called the present participle and one the past participle and ask them to identify them (present participle: attempting. Play the recording. and he suffered from Groucho Marx was an American comedian who appeared insomnia. He was recognisable for his trademark 3 Probably. Get feedback from the whole In this lesson. Groucho 5 Probably. to find out if Grammar | participle clauses they were correct. They then listen to someone telling a joke before finishing the lesson by telling a joke themselves. bushy eyebrows and cigar. In b  Ss compare their answers with a partner. Working with a partner. Show Ss the picture of Groucho Marx on page 42.marx-brothers.15 Tell Ss that they are going to hear someone describing Groucho Marx’s life but there will be some mistakes in the description. with humour. Ss then go the relevant next section. He also appeared on American radio doctor and pushed him into show business. Ss read through three possible answers to a question. His family was poor.indd 44 6/3/12 14:08:02 . 1  Ask Ss to discuss the questions in pairs. not A Day at the Races. Play the pairs. Marx died in 1977. television. In 4 Definitely. never seen Groucho Marx before. and in what period he was most famous. section. Groucho Marx. well as for his witty remarks both off and on-screen.3 Jokers b  Ss compare their answers with a partner. He started in 1904 and made a comeback in 1974 he was awarded a special Academy Award for his the 1970s. At the end of each day. not his 90s. 2  Tell Ss they are going to find out information about He was in his 80s. 2 c 6 c 2 Thalberg. They performed and made films together greasepaint moustache. See www. not on who the Ss’ most popular comedians are. Through class and check the answers the Ss have written. 4a  1.

to tell the joke in front of the class. timing is very important. Ss mark the places on the text where the person 2 Working as a comedian must be a great job because telling the joke pauses. (To give dramatic effect and to keep the listeners interested. Ss can check any words they Active grammar are not sure of in dictionaries. difficult. Growing up with a comedian . etc. old Ss practise telling the joke to a partner. Check answers with the Encourage Ss to use an English–English dictionary to look whole class. Tell Ss that they are going read through the notes. Get feedback by asking Ss from different countries to talk about the humour Active grammar of their country. Check answers with the whole class. 3 5a  Ss read rule A in the Active grammar box and then b  Ask Ss to read through the corrected statements in find examples in the article. you should laugh even if you don’t think it’s funny. 45 M01_TENE_TB_ADVGLB_4745_M01. Working in pairs. reading the comedians like Chaplin and Groucho Marx are not text and pausing at the right moments. 4 Made to look out of date by modern comics. Focus Ss on the words in the box. put Ss in pairs so that they are working with someone of another nationality.indd 45 6/3/12 14:08:02 . 3 cartoons 7 exaggeration 4 black humour 8 satire Active grammar After hitting the heights … b  Ss discuss questions 1–4 with a partner. Play the recording. Check answers with the small groups before you get feedback from the class. Ss compare their answers with exercise 6a and mark whether they agree or disagree with a partner. Active grammar past participle: Thalberg. as long as they feel 5 Telling jokes in a foreign language is extremely comfortable doing so. Having been no more than a moderate success … Answers c  Ss read rule C in the Active grammar box and then 1 surreal 5 puns find an example in the article.. Ss compare their answers with a partner and discuss why they agree or disagree with the statements. Check answers with the find it funny or not. 7 After watching Mr Bean and Chaplin. certain moments. Pronunciation | speech units  Refer Ss to the Reference on page 47 and give Ss time to 8a  1. Monitor and answer any questions to listen to someone telling a joke. Check answers with the whole class. Ss compare their answers with their partners. d  Ss read rule D in the Active grammar box and then  In a monolingual class.16 Ss cover the text. find an example in the article. Ss listen and if necessary take notes while doing so. impressed with his … present participle: Desperately attempting to win … Vocabulary | humour 7a  Get Ss to cover definitions 1–8. comedians usually get OPTIONAL EXTENSION depressed. up any unknown words. Monitor the conversations for errors. Ss then match the types of humour in the box to definitions 1–8.) Ss uncover the text. I think physical humour can be as funny as verbal. whole class and write the correct forms of the verbs on the b  Ss discuss why they think the speaker pauses at board. multilingual class. 6 On being told a joke. Ss might have. 3 Having become famous.. them. Ss discuss if they have b  Ss read rule B in the Active grammar box and then seen these words before and what they think they mean. While 1 When telling a joke. Monitor the conversations carefully for errors. you make people laugh. Get various Ss funny these days.. Play the Answers recording again for Ss to read the joke as they listen. Ss 6a  In pairs. Ss correct the mistakes in sentences 1–7 discuss the joke with a partner and tell each other if they so that they include participles. they read. Ss can discuss the questions in find an example in the article. Check answers with the 2 farce 6 irony whole class. In a whole class.

either in their own language or in English. Monitor to check that Ss understand all the words and expressions in their OPTIONAL WARMER jokes and help them where necessary. Ss Tell Ss that they are going to prepare to tell their own share their ideas with another pair. They Student B to page 151 and Student C to page 153. Ss compare their answers with a partner. Monitor carefully to see if Ss pause at important moments In a multilingual class. chefs in their country. Tell Ss to try to memorise their jokes if possible. their jokes to the rest of the class. Tell Ss to write the metaphors from the text next to meanings 1–12. 1a  Focus Ss on the picture. Ask jokes in the following lesson and ask various Ss to tell Ss to discuss in pairs what they think the metaphors mean. Ss look at the language of metaphors. Finally. not an easy skill in a foreign language. as it is country. Ss compare their answers with another pair. Hand back the 2  Focus Ss on the underlined metaphors in the story. from the context. write by asking Ss to tell the rest of the class about what important errors on the board and get different Ss to they have learnt about celebrity chefs in their partner’s correct them. they are famous and if they appear on television or not. Encourage Ss to In a monolingual class.indd 46 6/3/12 14:08:02 . which might offend another member of the class. Get feedback also who was the best at telling the joke. Congratulate Ss on telling the jokes. why b  Ss tell their jokes to the other Ss in their group. Tell whole class. With a partner. reminding them to be Encourage Ss to work out the meaning of the metaphors aware of pausing for dramatic effect. In with a partner of a different nationality. time to read through their jokes two or three times. 3 Speaking 3 Vocabulary | Metaphors 9a  Put Ss in groups of three. them to write the joke down and mark where they think b  Ss read the story to check their predictions and to the best place would be to pause while telling the find out who the narrator is describing and what made joke. Get feedback from the jokes. Answers 1 under (the) weather 2 a dead end 3 stormy relationship 4 call the (shots) 5 take off 6 in (the) firing (line) 7 set on 8 in (your mother’s) footsteps 46 M01_TENE_TB_ADVGLB_4745_M01. Tell Ss that they are going to tell a joke to their partners. Give Ss then go on to create their own metaphors. Also check the jokes for errors. Check answers with the whole class. ask Ss if there are any famous think about the best places to pause while telling the joke. In this lesson. Check answers with the whole class. pair Ss so that they are working while telling the joke and for any errors the Ss make. Refer Student A to page 149. unsuitable. Ss tell each other their groups. Collect the Ss’ jokes and check there is nothing them the way they were. Ss discuss what they think the relationship is between the people in OPTIONAL EXTENSION the picture and what they think happens in the story. Answers 1 follow in (his/her) footsteps 2 dead end 3 take off 4 reach a crossroads  5 warm personality 6 stormy (relationship) 7 frosty reception 8 feel under the weather  9 struggle 10 call the shots 11 in the firing line 12 have (my) sights set on 3  In pairs Ss complete sentences 1–8 using the metaphors from exercise 2. Ss decide whose joke was the funniest and about celebrity chefs in their countries. Ss can tell you who they are.

1  Put Ss in pairs or groups of three or four. b  Ss pass their piece of paper to another Ss. They then discuss in pairs or groups how the story 5a  Tell Ss that they are going to create their own could continue and tell their stories to other pairs/groups. Focus them on the topics in the box and the example. On the piece of paper they received. Get feedback from the In pairs. On a separate piece of paper. opening to a book. If you prefer. you could ask another teacher to be the judge. Monitor the conversations for 3 Communication errors. In the following lesson. Get feedback and write any errors on the board. collect the stories and photocopy them. 47 M01_TENE_TB_ADVGLB_4745_M01. 3 4  In pairs Ss think of and discuss examples of the different areas mentioned. Ss read the openings to some pieces of different Ss to correct the errors. they write the rest of the story. Hold a competition for the best story which the Ss themselves can judge. they write the opening sentence. Encourage Ss to use metaphors where possible. Get feedback from the whole class.indd 47 6/3/12 14:08:02 . Focus Ss on the openings to the pieces of fiction. Get feedback and discuss Ss’ ideas with the whole class. Monitor the conversations for interesting language the Ss use. metaphors. d  Ss tell their stories in small groups. ask Ss write up their stories. Get feedback and decide as a whole class which pair or group has told the most interesting and unusual story. c  Ss check their stories and make any changes necessary. Ss take turns to say their metaphors OPTIONAL WARMER and guess what it is describing. b  Put Ss in pairs. Monitor what the Ss are writing. Ask In this lesson. Monitor the stories and take note of interesting language and metaphors that Ss use correctly. 2a  Working alone. Ss think of an opening sentence and think about how the story could continue. Ss read extracts 1–8 and discuss questions 1–3 with a partner. OPTIONAL EXTENSION For homework. ask Ss to discuss what they think makes a good whole class. fiction. Draw Ss’ attention to any interesting language and metaphors they have used while telling the stories and congratulate them on its use.

The author of 2 relationship the article sold the name for $25. 6 one-dimensional The article claimed that FreeWheelz ‘will transform the 7 based auto industry more than Henry Ford did. The website contained a questionnaire 15 depict for potential clients which included a number of bizarre 16 surreal questions such as ‘Does hair loss concern you?’ In the following edition. Within days. which had been created by the author 11 puns of the article. The conclusion? Never 4 footsteps trust a strange story which contains the date 1 April. explaining that 4  the article had been an April Fools’ hoax. 3 3 Review and practice 3  Answers 1  1 avid Answers 2 page-turner In April 2000 journalists at Esquire decided that life at the 3 black humour magazine was getting a bit boring. 8 Waking up early as usual. 2 Anyone wishing to take the exam must register in June. David looked out of the window.’ The company 8 gripping hadn’t yet become famous but it would ‘on 1 April. 5 reached 6 firing 2  Answers 1 Doing things for other people is life’s biggest pleasure. 48 M01_TENE_TB_ADVGLB_4745_M01. The magazine Answers was preparing to forget all about it when suddenly an offer 1 the for the domain name FreeWheelz came in. he finally wanted some peace and quiet. 7 Banned from exhibiting their paintings in the national exhibition. 3 Most of the dead animals found after the earthquake were domestic pets. were impressed. Luisa went to bed. it is compulsory that you wear a bathing cap. they decided to set up their own. an Internet company that gave 5 readable customers free cars which were covered in advertising. splitting the profits 3 off with the owners of the magazine. the site had 12 irony received over a thousand hits and messages from other 13 moving entrepreneurs who claimed they had been planning 14 fictionalised similar businesses. when 9 couldn’t put it down FreeWheelz launches on the web for real. 6 Having been famous for years. the magazine owned up. 5 When swimming. So they published an 4 hooked article about FreeWheelz.’ Readers who 10 best-seller saw the website.000. 4 Feeling sleepy.indd 48 6/3/12 14:08:02 .

Ss answer the questions. 49 M01_TENE_TB_ADVGLB_4745_M01. b  Ss write their stories. 3 3 Writing bank 1  Focus Ss’ attention on the photo and the title.” I said. 2  In pairs. Get feedback from the whole class. Ss add the phrases. 3  Focus Ss’ attention on the How to… box. Ss read the story and discuss the questions. Get feedback from the whole class. Encourage Ss to use ideas from the How to… box. Go round and monitor Ss who need any help.indd 49 6/3/12 14:08:02 . Ss plan a story. c  Ss read each other’s stories. Answers Use metaphors: His hands were the size of Yorkshire hams Use personification: spewing orange flames Use adjectives: lush grass Use dialogue: “Back to the sky. Encourage Ss to give each other positive feedback. In pairs. 4a  Individually.