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SHEILA DIGNEN

Series editor: Ben GoldSteIn

The BIG Picture


B2 UPPER intERmEdiatE teacher's Book

www.richmondelt.com/thebigpicture

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C

58 St Aldates All rights reserved.


Oxford No part of this work may be reproduced, stored in a retrieval system
OX1 1ST or transmitted in any form, electronic, mechanical, photocopying or
United Kingdom otherwise without the prior permission in writing of the copyright
holders.
Richmond / Santillana Educacin S.L., 2012

ISBN: 978-84-668-1066-1
D.L.

Printed in Spain

Publisher: Deborah Tricker We would like to thank the following reviewers for their valuable
Managing Editor: Mary Todd feedback which has made The Big Picture possible. We extend our
Editorial Team: Eleanor Clements, Rachel Edge thanks to the many teachers and students not mentioned here.
Proofreader: Brigit Viney
(Argentina): Cecilia Chiacchio, Ingrid Suhring; (Brazil):
Cover Design: Lorna Heaslip Ana Falcao, Virginia Garcia, Patricia McKay, Cynthia Phillipps;
Design & Layout: Dave Kuzmicki, Lorna Heaslip (Colombia): Kathleen Canal; (Italy): Morgan Cox, Karen Geiger,
Sarah Stats; (Mexico): Emma Dominguez, Melissa Ferrin,
Cover Photo: Lupita Neve, Coral Ibarra Yunez; (Poland): Malgosia Adams,
Big apple at sunset, Fotolia Marta Rosinska; (Spain): Vicki Anderson, Juan Carlos Araujo,
dell # 9950038 Karen Dyer, Gabby Maguire, Fiona McClelland, Karin Rickatson,
Eva Sabater, Almudena Verdugo Valcarce, Merce Vilarrubias,
Andy Walsh; (UK): Cathy Ellis, Howard Smith, Jonathan Stoddart

Every effort has been made to trace the holders of copyright, but
if any omissions can be rectified, the publishers will be pleased to
make the necessary arrangements.

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Contents

Student's book contents page 4

Introduction page 6

1 Social networks page 14

2 Experts page 23

3 Survival page 31

Review a page 40

4 Reinvention page 42

5 Food for thought page 50

6 That's entertainment! page 59

Review b page 67

7 Society and you page 70

8 Crime and punishment page 78

9 Luck and fortune page 87

Review c page 96

10 Value for money page 99

11 Technology page 107

12 Out of the ordinary page 115

Review d page 123

Writing bank page 126

Grammar reference answer key page 128

Workbook answer key page 129

Track listing page 136

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Student's book contents

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Student's book contents

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Introduction

the big picture the overall perspective on a situation or issue; the whole situation, including
all the things that are related to it: We need to think about the big picture here.

Whats the big idea?


1 The Big Picture is... visual. Due to the growing 3 The Big Picture is... about real lives. The course
importance of images in todays digitalised world, aims to make English language learning accessible
we are all becoming more visually literate. This by grounding tasks in real-life situations. Speaking
has important implications for language teaching: and writing tasks are designed not only to practise
images used in the classroom should not be merely key structures, but to simulate real-life contexts
decorative or illustrative, but should play an active which learners may encounter outside the classroom.
role in the learning process. In The Big Picture, Similarly, The Big Picture challenges stereotyping and
visual material is used to engage learners, stimulate presents positive, sympathetic role models both in the
language and help cross language borders. Class voices heard in the audio material, and in the choice
activities develop students critical thinking skills by of cultural information made available to students.

encouraging them not only to describe images, but 4 The Big Picture is... about real language. Vocabulary
also to interpret and discuss them. panels at the start of each unit are designed to
2 The Big Picture is... international. As its name highlight the high-frequency words and expressions
suggests, The Big Picture aims to take a broader view that students will need in the wider world. New
of the study of English in todays world. The status structures are always presented and practised
of English as an international language means we in context, facilitating language acquisition and
need to consider cultural contexts not only from the encouraging students to see grammar as a natural
traditional English-speaking world but from a variety and integral part of language learning. In addition,
of different global situations. The Big Picture is built functional language sections promote the acquisition
around global topics and cultural material which of phrases and conversation strategies to help students
are both stimulating and immediately relevant to perform effectively in the real-life contexts they find
learners lives and experiences. themselves in when they leave the classroom.

COURSE COMPONENTS

Students Book
The Big Picture Students Book provides 90120 hours of Vocabulary, grammar and functional language are
classroom material. The Students Book is divided into 12 recycled in one Review section per unit, and in Bring
topic-based units, each with six self-contained lessons it together sections which combine language from
and a unit review (approximately ten hours per unit). the previous three units in skills-based tasks. Self-
The first lesson in each unit uses high-impact images assessment questions encourage students to reflect on
to introduce the topic and present core vocabulary, what they have learnt and evaluate their knowledge and
competencies.
engaging students from the outset. The following
three lessons present and practise key vocabulary and The Writing bank provides additional writing tasks to
grammar through integrated skills work. The final ensure that there is one extended writing section per
lessons focus on language output: functional language unit. The Communication bank contains material for a
for practical, everyday situations and an extended variety of interactive activities, including role plays and
speaking or writing task, which combines the language jigsaw readings.
and skills from the unit in a final big picture task. To ensure full exploitation of listening material, selected
The Students Book provides students with ample transcripts are provided at the back of the Students
opportunity to review target language. The grammar Book, with full Class Audio transcripts available online
syllabus is supplemented by an interactive Grammar at www.richmondelt.com/thebigpicture.
reference, which can be used for additional practice in For further information and sample material from the
class, for homework or for self study. Students Book, please see pages 812.
6

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Introduction

Workbook Learning Platform


The Big Picture Workbook offers further practice of the An online Learning Platform is available to all users
vocabulary and grammar presented in each unit of the of The Big Picture. The platform brings together key
Students Book. Additional topic vocabulary is presented elements of formal and informal learning. Extensive
and practised in regular Vocabulary extension sections, interactive activities give further practice of the
which supplement the vocabulary building strand of the grammar, vocabulary, pronunciation and functional
Students Book. Target language is combined in Bring language from each unit of the Students Book. Scores for
it together activities, providing further, contextualised these activities are tracked and recorded in a gradebook,
practice. allowing teachers to monitor their students progress.
Each unit also contains a double-page Skills development The Learning Platform also includes informal learning
section, with carefully staged activities to help students features such as regularly updated games, a monthly
discover and develop strategies to improve their podcast and The Big Picture Blog. Every month a picture
listening, reading and writing. is added to the blog, along with a description of the
Four Progress tests give students the opportunity to picture written by one of the course authors. Students
review the language they have learnt, evaluate their are invited to participate in the Big Picture community
progress and identify any areas of difficulty. by writing their own descriptions of each picture, an
engaging activity which also provides valuable practice
Students Audio, for use with the Workbook, is provided
e for writing and picture description tasks.
on CD and online, with full transcripts in the back of the
Workbook. The Learning Platform offers total flexibility for
teachers. Teachers can simply give their students access
For further information and sample material from the
y to the platform to practise English outside the classroom
Workbook, please see page 13.
at their own pace. Other teachers may wish to use
interactive features such as the forum or the library to
Teachers Book
communicate with their students. For teachers wishing
The Big Picture Teachers Book provides full teaching to set online activities as homework, the gradebook
notes with point-of-use answer keys and transcripts. provides information on when a student started and
Aims panels at the start of each unit contain a summary finished an activity, as well as activity scores. Teachers
of the learning outcomes and language skills for that can see the scores of individual students and the class as
unit. Lead-in sections suggest activities and warmers a whole.
s to set contexts and elicit language, while Background
notes offer extra information about the Students Book Test Studio
content.
The Big Picture Test Studio provides teachers with a
Throughout the Teachers Book, Extra activity, Mixed wealth of test items, allowing them to monitor their
ability and Alternative task sections provide additional students learning as they work through the course. The
ideas and activities to consolidate and extend Students Test Studio is highly flexible: teachers can select which
Book material, as well as ideas for adapting lessons blocks of units they want to test, as well as which of the
to suit different abilities and class profiles. Clearly four skills they would like to include. A choice of five
signposted Grammar notes supply useful information on different question types ensures that tests are easily
form, usage and pronunciation to aid grammar teaching. adapted to suit students needs, from quick progress
Answer keys for the Students Book Grammar reference tests to exam preparation. In addition, teachers can
and the Workbook are included at the back of the book. decide how to output the test on paper or online.

Class Audio Digital Book


The Class Audio CDs include all the listening material The Big Picture Digital Book offers a complete digital
from the Students Book. A wide range of genres and version of the course for use on any interactive
accents keeps students engaged and helps them to whiteboard. An optional resource for language
develop their listening skills. presentation and practice in class, the Digital Book
provides one-click access to audio, keys, teaching notes
and extra activities.
d COMMON EUROPEAN FRAMEWORK
Complete CEFR mapping documents listing objectives
and competencies by level and unit are available online.
See www.richmondelt.com/thebigpicture.

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Introduction

Spread 1

Each unit opens with one or more


high-impact images which engage
Core lexical items from each
students with the topic from the
topic are highlighted in the Key
outset. Students are encouraged to
vocabulary panel. The language
think critically, not only describing,
presented here forms the basis of the
but also interpreting images.
unit vocabulary and is recycled in
extension tasks throughout the unit.

Initial questions seek out a personal Notice boxes appear throughout


response from students, inviting each unit, highlighting key points
them to find a link between the that emerge from language analysis
images and their own experience. or skills work. They draw attention
to language items which are of
particular interest because they
are frequent, problematic or have
multiple meanings.

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Introduction

Spreads 2, 3 & 4 Clear aims introduce students to the


structures and learning outcomes
covered in each lesson.

Reading texts explore a wide range


Grammar sections are carefully
of genres, including print and online
staged. Students begin by reflecting
texts such as blogs, emails, literary
on the target language and interacting
extracts and adverts. Most texts
with the Grammar panel. They then
have been adapted from authentic
practice the grammar in contextualised
sources. Students often read the text
tasks, before consolidating their
first for general information and
knowledge by using the new structures
then again to answer more specific
to discuss relevant topics as a class.
questions.

Grammar panels encourage A double-page spread usually


students to notice key aspects of a finishes with a speaking task
given structure and actively discover which rounds up the lesson with
the rules for themselves. The panels a personalised focus, allowing
are kept brief, with cross-references students to make use of the language
to further explanations and practice they have learnt in a real-life context.
tasks in the interactive Grammar
reference section.

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Introduction

Spreads 2, 3 & 4

Listening texts are varied and Vocabulary sections focus on


engaging, covering a range of genres lexical sets as well as common
such as radio programmes, podcasts combinations of words such as
and voxpop monologues. Students collocations, word families and
listen for gist and then for more fixed expressions. New vocabulary
detailed information. Students are is presented in clear contexts,
often asked to refer to the transcript often with visual aids to help
to check understanding. acquisition.

Integrated pronunciation
sections practise individual sounds
as well as stress and intonation
patterns. Native speaker models are
usually provided but international
intelligibility is the principal aim
throughout.

10

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Introduction

Spread 5

Functional language pages focus Each unit culminates in an extended


on the practical English phrases and speaking or writing task. Language
expressions that learners will need and skills work from earlier lessons
in everyday situations. is brought together in a fun, big
picture activity.

Learners listen to a common, real-


world situation which provides the Well-staged preparation tasks guide
context and acts as a model for their learners towards the final outcome,
output. Again, images are often used while developing micro-skills and
to help learners relate to the topic. strategies. Students are encouraged
to work together to negotiate the task
goals, often looking back to topics
seen earlier in the unit for ideas.

This section highlights the


useful language learners Learners carry out the task and
need to complete the tasks. listen to and/or read one anothers
work. Class discussion activities
Intonation and stress
allow students to compare their
panels encourage learners
Students make use of the approaches and provide feedback.
to listen for intonation and
language focus and model stress patterns in spoken
in practical, communicative English.
activities, creating their own
contextualised conversations.
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Introduction

Every three units there is a Review


section with a one-page review per
Bring it together pages are
unit, allowing learners to recycle
characterised by a big picture
target language and structures. Varied
approach, with activities which bring
tasks and an emphasis on classroom
together language and skills work
interaction make these sections
seen over three units to give learners
dynamic and communicative.
a broader perspective and alternative
contexts.

At the end of each Review, learners


Looking back sections give learners
are invited to complete a Quick
an opportunity to reflect on what
check self-assessment section. They
they have looked at in the unit and
are encouraged to think critically
think about what else they would
about their learning strategies and
like to study in relation to the topic.
ways of developing or improving
them.

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Introduction

Vocabulary and grammar


presented in each unit of the Vocabulary extension sections
Students Book is reviewed and present and practise additional topic Each Vocabulary and Grammar
recycled in the Workbook. Staged vocabulary. section in the Workbook builds up
activities focus on both form and to a Bring it together section, a
usage, building learners confidence big picture activity which offers
in using new language. contextualised practice of all target
language from the unit.

Each unit in the Workbook


includes a double-page Skills
development section. In
addition to further practice of
functional language from the
Students Book, key skills for
listening, reading and writing
are practised, using a variety of
engaging texts and genres.

Strategy boxes highlight practical


strategies to help learners improve their
listening, reading and writing.

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1 Social networks
Students will practise... and they will learn how to...
auxiliary verbs talk about profile pictures
past participles talk about banning websites
reflexive pronouns talk about family & friends

Key vocabulary pages 45


Possible answers continued
Images
a team-mate
Lead-in b couple, partner, parents, parents-in-law, close friend, best
friend (among the guests)
Focus on photo a and ask students to describe what is c stranger, passenger, passer-by, close friend, best friend
happening. Build up a description as a class, and encourage d parents, couple
students to use words other than person and people to e colleague, classmate
refer to the people in the photo, e.g. players, team-mates, f boss, line manager, colleague
sportsmen. Put students into pairs to do the same with the
remaining photos. Stop the activity after five minutes and 2 Use the photos to teach cello and handball, and pre-teach
ask pairs to share their descriptions with the class. guy (man) and construction (building). Play the audio.
1 a Focus on the title of the unit and check that students Students listen and match the speakers to the photos.
understand it before they work in pairs to look at the photos
Answers
and answer the questions. Ask pairs to report back to the class. 1 c 2 f 3 d 4 e 5 b 6 a
Answers
1 Photo a playing a team sport; Photo b getting married;
1.1
Photo c meeting friends; Photo d having a family meal;
Photo e playing in an orchestra; Photo f working. Speaker 1
2 They all show different kinds of relationships. This photo reminds me of me and my friends. We always meet
up in the station when we go out because we all get the train
b Refer students to A in the Key vocabulary panel. into town. Im not sure whats happening here though... The girls
Students complete the task. Elicit a range of answers from look like close friends, but the guy might just be, er, a passer-by,
the class and discuss any differences of opinion. Model asking for directions or something.
pronunciation of acquaintance and colleague. Read the Speaker 2
Notice box with the class. Theres a lot of building work in Nigeria at the moment, and
my job is organising construction teams. Im really busy all the
Possible answers time... so most of my friends are work colleagues. Thats true for
1 boss is a general word for anyone in charge of other people; a lot of people, isnt it? The only time I see my other friends is
a line manager is the person directly above you at work when I run into them, you know, at the supermarket or places
2 your parents are your father and mother; your parents-in-law
like that.
are the parents of your husband or wife
Speaker 3
3 an acquaintance is someone you know, but not very well; a
stranger is someone you have never met Ah yes, I love having a family meal like this. Looking after
4 a passenger is someone travelling on a bus, train, plane, etc.; a two young children is a lot of work, but its fun, too. Im lucky
passer-by is someone walking past you in the street because I get a lot of help from my husbands family although
5 a colleague is someone you work with; a team-mate is someone my mother-in-laws always calling, you know, to ask about the
you play in a sports team with children!
6 a couple is two people who are married or who are having a Speaker 4
romantic relationship; your partner is your husband, wife, Ive played the cello all my life and on Wednesdays I practise
boyfriend or girlfriend with a group of musicians. Its pretty informal you dont
7 a close friend is someone you know very well; your best friend have to come every week, you can just turn up when you like.
is your closest friend
Sometimes everybody comes and the halls really crowded! I get
8 a flatmate is someone you share a flat with; a classmate is
on well with the other players theres one guy in particular who
someone in the same class as you
Ive been talking to a lot... I think hed like to ask me out... but
hes a bit shy!

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1.01.1
Speaker 5 1 George always turns late. (up)
When I split up with my last boyfriend I thought Id never meet 2 I get well with Liam. (on)
another nice guy. But a few months later, a friend introduced
3 I into Sam last week. (ran)
me to Roman. We got on so well and had so much in common
that six months later we decided to get married. This is our big 4 Jack up with Mary last year. (split)
day. We invited everyone we knew friends, family, in-laws,
colleagues, er... ex-flatmates It was the best party Ive ever been 1.1 A window on your world
to. pages 67
Speaker 6
This is my favourite sport. I play for a, er, a handball team in
Germany. It was a natural decision for me because my father was
Speaking
a handball player too, and he taught me about the sport... The
thing I like best about it is my team-mates. We play together, we
Lead-in
go out together Its great. I get on really well with all the guys Check that students understand social networking site. Ask:
in the team. Do you use social networking sites? Which one(s)? Elicit a
range of answers to the questions in open class.
3 Students work in pairs to match the phrasal verbs to the 1 a Students work in pairs to discuss the images. Take
definitions. whole-class feedback and write their ideas on the board,
Answers e.g. photo a: sociable, enjoys having fun, has a lot of friends.
1 ask out 2 split up (with) 3 run into 4 get on (with) b Students discuss the questions in pairs. Ask students to
5 turn up 6 meet up (with) report back on what they learnt about their partner.
2 Focus on photo b. Students discuss the questions in pairs.
4 a Students complete the sentences with the phrasal verbs.
Ask students to report back.
Answers
1 meet up 2 run into 3 turn up 4 ask (me) out Extra activity
5 split up 6 get on
If students are willing to share their own profile pictures,
b Play the audio again for students to listen and check. they could work in small groups and show each other
their photos on their phones or computers. Students could
Extra activity explain why they chose that photo.

Write these sentences on the board: Listening


1 He can remember when he first asked her out.
1 a Explain that students are going to listen to someone
2 I ran into some friends after work.
talking about photo b. Play the audio for students to listen
3 Only five people turned up for practice. and check their ideas.
Ask students to match the sentences to three of the photos
(1 b, 2 c, 3 a/e). Focus on the sentences and ask: Which one 1.2
doesnt have an object? (3) Which has the object after the Hi! My names Suzanne Green. I do a podcast every week as
phrasal verb? (2) Which has the object in the middle of the part of my webpage. This week Im looking at profile photos.
phrasal verb? (1, ask (her) out). Point out that for phrasal I love photography and, er, I noticed that my friends have an
verbs that have an object, students must learn whether incredible variety of profile photos online. So Ive asked them to
the object goes after the verb or after the particle. Ask send me their favourite photo and do a short interview with me
students to look at the remaining phrasal verbs in the Key to explain, you know, why they chose it. First, Ill tell you about
vocabulary panel and decide which category they go in my photo. Its my profile photo and its me inside an old tree! I
(object after the particle). chose it because its really unusual it makes you wonder how
5 Students discuss the questions in pairs. Ask pairs to report the photo... how it was taken and whether its a real tree it is,
back on how similar or different their answers were. by the way! Also, I love the outdoors. This photo was taken on a
long country walk.
Mixed ability
b Focus on photo d and elicit that it is the Eiffel Tower.
You can do this activity with weaker classes, or with all Model the English pronunciation of the name. Check that
classes at a later date, as revision. With books closed, write students understand field trip and privacy setting. Play the
these gapped sentences on the board. Ask students to audio for students to listen and number the photos.
complete them (answers in brackets). Then ask students to
change the names so that the sentences are true for them. Answers
Students can then compare their sentences with a partner 1 d 2 c 3 a
and explain their answers.

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1.1
Answers
1.3 1 He felt shy because hed changed a lot since university.
S = Suzanne J = Jacques D = Dave G = Gemma 2 He sold tickets there one summer.
1 S: OK, my first interview is with Jacques, my ex-flatmate. 3 They were on a geography field trip.
Jacques, this is an interesting photo its your profile 4 He climbed a tree and fell out.
photo, isnt it? But why didnt you use one of yourself 5 Her sister-in-law.
you know, something more personal? 6 Only her close friends.
J: Well, I did think about it, but I felt a bit shy, especially as
Ive changed a lot since university. I mean, the Eiffel Tower
Grammar
is more impersonal, but its special to me I used to work
there and I have great memories of it. 1 a&b Students work individually to complete the extracts.
S: I remember! You sold tickets one summer, didnt you? Check that students understand there is one gap they do
J: Yeah, exactly. I worked with really great people we got not need to complete. Play the audio for them to check
on really well and were all still friends. So, I guess I put their answers.
this photo up to remind me of a happy time in my life.
2 S: OK, Dave. Thanks for being on my podcast. Answers
1 isnt, didnt, did, have/ve
D: No problem, Suzanne.
2 havent, have, Dont, do
S: I havent seen this photo before
3 didnt, did
D: You have seen it youre in it! Thats you in the middle! 4 does, are, (empty gap), did
Dont you remember?
S: Oh yeah, I do! We were on the umm... the Geography
field trip just after our exams. Whos the guy on the left 1.4
though? The one in the blue T-shirt I dont remember See answer key for 1a.
him.
D: I think he was a friend of Ninas.
2 Work through the Grammar panel as a class. Alternatively,
S: And, um didnt something happen to him that day?
with stronger classes, students could work through the
D: Yes, something did happen! He climbed a tree for a dare
Grammar panel in pairs. Check answers.
and fell out on the way down.
Answers
S: Oh, yes! He didnt hurt himself though, did he?
1 Ive changed a lot since university./I havent seen this photo
D: No, he didnt break anything... but he ended up in hospital
before./You have seen it.
for an X-ray. 2 Dont you remember?
S: I remember now Poor thing, that was crazy! 3 But why didnt you use one of yourself?
3 S: This is typical of you and your friends, Gemma! 4 He didnt hurt himself though, did he?
G: Hey, no its not! I dont always put up pictures like this. 5 I did think about it./Well, everyone does look like theyre
S: Yes, you do. I expected some nice artistic photos... and I having fun.
get you and your friends on a night out.
G: OK, OK, I guess its not artistic... but its funny, isnt it?
S: Well, everyone does look like theyre having fun. So... who
Auxiliary verbs
took the photo? The idea behind this lesson is to review the different
G: My sister-in-law did. auxiliary verbs and contrast them. Students often make
S: And do you worry that people will see you out partying? mistakes with the choice of auxiliary verbs. They may use
What about, you know, your colleagues or your boss? be instead of do for the present simple (Are you like horror
G: No, I dont. They cant see them! Im very careful about movies?) or do instead of have for the present perfect (Did
the, er, the privacy settings on my account so you can only you seen that movie?) Students also often forget that do is
see my photos if youre one of my close friends. always followed by the infinitive form of the verb, even
S: So have you put more photos like this online? when the question or negative sentence is in the past
G: Yes, I have! But, like I say, I dont let everyone see them simple: Did you phone Harry? NOT Did you phoned Harry?
that could be dangerous! With weaker classes, you could introduce the idea of
auxiliary verbs before you go through the Grammar panel.
2 a&b Students work in pairs to remember as many answers Write these sentences on the board:
as they can. Play the audio again for them to listen and 1 They are having fun.
check.
2 I dont like horror movies.
3 Have you read this book?
Ask students to identify the tense and auxiliary verb.
(1 present continuous, be; 2 present simple, do; 3 present
perfect, have). Read through the Grammar panel.

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1.11.2
The information on the use of do/did for emphasis will Answers
probably be new to students. To give a fuller explanation, Sentence 1 says that the speaker changed his/her mind.
write these sentences on the board: Sentence 2 contradicts something that was said before.
He likes Paris. He doesnt like Paris. Sentence 3 confirms that something is true.

Elicit that these are the standard forms of the present


2 Play the audio again for students to listen and repeat.
simple. Write a third sentence:
3 a Students write their statements and responses. Elicit a
He does like Paris.
few ideas first if necessary, e.g. Social networking sites dont
Explain that this form is used for emphasis, when we help you to make friends.
want to say something more strongly. Point out the use
b Students practise their exchanges in pairs. Monitor and
of the infinitive form after does in the emphatic sentence.
help with intonation and stress. Ask some pairs to read
Ask students to change the three sentences into the past
their exchanges to the class.
simple, to practise the use of did for emphasis (He liked
Paris./He didnt like Paris./He did like Paris.).
Speaking
3 a Do the first one with the class, then students complete
the task individually or in pairs. 1 Allow students time to prepare their ideas individually
before discussing the questions in groups. Ask groups
Answers to report back on whose choice of photos was the most
1 (first question correct) How long have you been on it for?
surprising.
2 Youve met all your online friends, havent you?
3 (first question correct) How do you feel about this?
4 (correct) 1.2 Broad banned! pages 89
5 You dont worry about who sees your online photos, do you?
6 (correct)
Questions that dont need an auxiliary: Which of your friends Lead-in
puts the most photos online? What happens if I google your
Focus on the title of the lesson and see if students can
name?
explain the pun (broadband is a system of internet access,
and changing the spelling to banned focuses on the issue
b Students work in pairs to ask and answer the questions. of internet sites that are banned). Put students into pairs
Monitor while students are working and note down any and ask them to brainstorm five advantages of social
errors to correct in a feedback session at the end. Ask networking sites and five disadvantages, for individuals,
students to report back. businesses and governments. After a few minutes, bring
students ideas together on the board. Decide as a class
Extra activity whether there are more advantages or disadvantages.
To give more practice of question tags, write these
statements on the board, and ask students to turn them Background notes
into questions by adding question tags (answers in MySpace was founded in 2003, and from 2005 to 2008 it
brackets). Ask the first question to two or three students was the most visited social networking site worldwide. In
and elicit responses. Then put students into pairs to ask 2008 it was overtaken by Facebook.
and answer the questions.
Facebook is the biggest worldwide social networking site. It
1 You spend a lot of time online, (dont you?) was founded in 2004 by Mark Zuckerberg, and membership
2 He didnt go out last night, (did he?) was initially limited to students at Harvard University in
3 Social networks are becoming more popular, (arent they?) the USA.
4 You havent told anyone your password, (have you?) YouTube is a video-sharing website created in 2005. It has
proved immensely popular, with many videos going viral
Pronunciation (getting millions of views).
Twitter is a social network and microblogging service
1 a Play the first sentence and elicit that did is stressed. Play
that allows users to post messages of up to 140 characters.
the remaining sentences for students to listen and decide
It was created in 2006 and by 2011 was handling over
if the auxiliary verbs are stressed.
200 million tweets a day. Although many tweets are
Answers conversational in content, Twitter is also used as a
All three verbs are stressed. discussion forum, and it has been used to organise social
protests, as in the Egyptian revolution of 2011.
b Read through questions 13 and explain contradicts and Flickr is a photo-sharing website created in 2004. It is used
confirms if necessary. Refer students to the transcript on to showcase the work of independent photographers, and
page 162. Students work in pairs to find the sentences and also by individuals to share photos with family and friends.
match them to the functions.

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1.2
Speaking Answers
1 It had learnt that they were using the site
1 Put students into groups to discuss the questions. Ask each 2 The popular photo-sharing website is used by
group to report back on why they think each website has 3 The number of uploaded tracks on the site
been banned. Do not confirm or reject students ideas at 4 Another website has had its activities stopped
this stage.

Reading Past participles


Students will be familiar with past participles used to form
1 a Students read the article to check their answers to the the present perfect and passive. The use of past participles
question. You could set a time limit for this to encourage as adjectives will probably be new to them, as will the use
students to read quickly. Remind them that they shouldnt of have + object + past participle. With weaker classes,
worry if they dont understand every word of the article. you could start with a general revision of the form of past
Answers participles, focusing on the fact that for regular verbs the
Twitter may be banned to prevent people from avoiding past participle is the same as the past simple form (work,
police traps for motorists. Flickr was banned to prevent people worked, worked), but for irregular verbs it may be different
from seeing inappropriate images. MySpace was banned to (eat, ate, eaten).
prevent people from sharing music online. YouTube was banned
3 Students work individually or in pairs to find three more
for showing extreme right-wing political videos. Facebook was
past participles, match them to the uses and decide if they
banned to stop employees spending too much time on it.
are regular or irregular.
b Students answer the questions from memory. Allow Answers
students time to compare their answers in pairs before you have run out of patience (1, irregular)
do a class check. drunk drivers (3, irregular) United Arab Emirates (3, regular)
were forbidden (2, irregular)
Answers has been a huge problem (1, irregular)
1 the UK 2 the United Arab Emirates 3 Turkey 4 Russia have never even bought (1, irregular)
news of the ban had spread (1, irregular)
2 Students read the text again and answer the questions. discussions were held (2, irregular)
has been banned (2, regular)
Answers was eventually banned (2, regular)
1 drunk drivers have decided (1, regular)
2 because local musicians protested about the ban
3 because the site was banned in 2010 although the ex-president
had a channel on the site Extra activity
4 more than 400 hours a month
For some simple controlled practice of have + object + past
participle, write these sentences on the board and ask
3 Students work in small groups to discuss the questions.
students to complete them with the correct form of the verbs.
Monitor and help as necessary. Ask each group to report
back. 1 I need to my hair (cut)
2 We our TV last week. (repair)
Grammar 3 Were our flat at the moment. (paint)
1 a Students work in pairs to find the sentences and identify 4 I must go to the dentist to my teeth (check)
the website each one refers to. 5 He his bike yesterday. (steal)
Answers Check answers and use the sentences to check that
a Facebook b Flickr c Facebook d MySpace students understand the meaning of the structure (i.e.
someone else does something for you or to you). Ask
b Make sure that students understand the term past students if any of the sentences are true for them or for
participle. Elicit that the past participle is used in some someone they know.
tenses, e.g. the present perfect, and also in the passive.
Answers
Answers 1 have cut 2 had repaired 3 having painted
a had, stopped b used c learnt d uploaded 4 have checked 5 had stolen

2 Read through the Grammar panel with the class and elicit 4 a Students complete the sentences. Check answers, and
the missing sentences. Check answers, then read the Notice get students to match the sentences to the uses in the
box with the class. Grammar panel.

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1.21.3
Answers the second opinion and make sure students understand
1 had, stolen 2 ve never had 3 is/was visited its meaning (friends are becoming more important than
4 downloaded family). Pre-teach dispersed (spread out). Play the audio
for students to listen and match the speakers with the
b Students discuss the sentences in pairs. Ask pairs to opinions.
report back on their discussions.
Answers
Speaking 1 Marcela 2 Craig

1 a Read through the opinions with the class and elicit one
reason for and against each one. Students work in their 1.6
groups to think of reasons for and against the opinions. I = Interviewer C = Craig M = Marcela
Monitor and help, feeding in ideas and vocabulary. I: Today were discussing this question: Whats more important
to you, friends or family? These days families are more
b Ask groups to report back on their ideas, and encourage
dispersed family members often live far away from each
other groups to agree and disagree.
other. More women go out to work, children leave home
earlier and people in some countries are having fewer
Alternative task
children. As a result of all this, friends have become more
You could ask half the groups in the class to prepare reasons important than family in many peoples lives. We have two
for the opinions, and the other half to prepare arguments students from the university with us today to discuss this
against. You could then bring their ideas together in a question Craig from New Zealand and Marcela from Mexico.
debate. Students could then vote at the end to say whether Thanks for coming on the show. So, Craig, whats more
they agree or disagree with the opinions. important, friends or family?
C: Er Thats a difficult question. I have a good relationship
with my family, but they live in Auckland and Ive lived here
1.3 Friends: the new family? in Sydney for three years now I left home when I was 18. I
pages 1011 dont see much of my parents these days as the flights to New
Zealand are expensive. I hang out much more with friends
Lead-in and probably feel closer to them. Id share any problems with
them first I know I can always count on my good friends.
Tell students that you are going to write a word on the When I decided to split up with my girlfriend last year, I talked
board and they must write down the first three words it over with a couple of friends first I didnt tell my parents
that come into their head associated with this word. until I dont know, until much later.
Write Friends on the board and give students a minute to I: So, are you saying your friends are more important than your
write their three words. Put students into small groups to family?
compare their lists and see if any words are shared. Elicit C: Well, I guess so. Im an only child, so friends have always
shared words from each group and discuss what this says been important. I get on well with my mum and dad, but my
about how students think of their friends. friends and I share the same interests and experiences, you
know, and have some great times together. We really enjoy
Speaking ourselves, going to the beach and parties and stuff. When I
go away for the weekend, or on holiday, its usually with
1 Students discuss the questions in pairs. Ask some pairs to
friends. Theyre the people I feel closest to.
report back to the class.
I: Thanks, Craig. So, Marcela do you think friends are the new
2 a Students work individually or in pairs to match the family?
statements to the images. M: Well my family is also dispersed, like Craigs, as my parents
Answers live in Mexico City, but I have relatives living in Brazil and the
1 c 2 b 3 a 4 d USA. But erm I still think family is very important. I have
a big family and we socialise a lot together. I mean, I often
b Allow students time to prepare their ideas individually, fight with my brother but we always make up and hes a great
then put them into pairs to compare and discuss. guy. He can look after himself, but when he has a problem,
he asks my parents for advice. I had problems at university
Mixed ability and I dropped out for a while, but my parents were really
supportive and gave me good advice. Im studying in Sydney
With stronger classes, or for fast finishers, ask students to for a year, but when I go back Ill live with my parents its
write a short conversation to go with one of the images. common in my country for children to live at home until they
get married. Its quite unusual for young single adults to live
Listening by themselves. Sometimes I ask myself if my relationship with
1 a Read the opinions and make sure students understand my family has changed now that Im older and Ive moved
social unit (a group of people within a society). Focus on
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1.31.4
away for a bit. I think it has but Im still very close to my b Read the information in the Grammar panel with the
parents and my brother. class. Students then complete the missing words. Check
I: But how important are your friends? answers, then read the information in the Notice box with
M: I have four or five close friends, and theyre really important the class.
to me. I love socialising with them. I took up Pilates recently
and I go with one of my best friends. But friends come and Answers
1 myself 2 himself 3 ourselves 4/5/6 enjoy/look after/ask
go, you know? Your family is always there for you, which is
why theyre more important than anyone, I think. My parents
were injured in a car accident recently and my brother Reflexive pronouns
immediately flew all the way from Chicago to be with us.
Students will be familiar with reflexive pronouns, but
they may make mistakes with them due to interference
b Allow students time to read the points, then play the first from their own language. Common errors include using
part of the audio again for students to listen and tick the a personal pronoun instead of a reflexive pronoun: We
points he mentions. enjoyed us at the party and using a reflexive pronoun where
Answers one is not necessary in English: I shower myself every
Craig mentions points 1, 3, 4, 5 and 6. morning.
2 a Students complete the sentences with the correct
2 Allow students time to read the questions. Play the second reflexive pronouns. Check answers and point out the use of
part of the audio again for students to listen and answer the reflexive pronoun for emphasis in sentences 3 and 4.
the questions.
Answers
Answers 1 yourself 2 myself 3 ourselves 4 itself 5 herself
1 In Mexico City, Brazil and the USA.
2 Until they get married. b Students work in pairs to speculate about the context of
3 Four or five. the sentences in 2a. Ask groups to report back.

3 Students work in pairs to discuss whose views and Answers


1 welcoming someone to a house 2 talking with a friend
experience match their own. Ask pairs to report back.
3 tidying up after a party 4 sorting out a computer problem
5 learning a language
Extra activity
You could bring in some images of friends to stimulate 3 Students discuss the questions in pairs. Ask pairs to report
more discussion about friendship. You could ask students back on what they learnt about their partner.
which image captures for them the idea of friendship.
Alternatively, ask students to look online to find an image Speaking
that captures the idea of friendship for them. Students
1 a Allow students time to prepare their own answers first,
could compare their images in the next lesson.
then put them into pairs to ask and answer questions and
take notes on their partners opinions and experiences.
Vocabulary
b Ask students in turn to report their findings to the class
1 Students match the phrasal verbs to their meanings. and say what similarities and differences there are.
Answers
Alternative task
1 b 2 g 3 e 4 f 5 h 6 c 7 a 8 d
As an alternative, you could get students to interview three
2 a Students work individually to write their sentences. of their classmates and find the one whose opinions and
Monitor and help, feeding in ideas and vocabulary. experiences are closest to their own.
b Students work in pairs to read out their sentences and
guess which are true or false.
1.4 Functional language page 12
Grammar
Tune in
1 a Students cross out the incorrect word in each sentence.
1 Refer students to the title small talk and read the definition
Answers with the class. Elicit that the people in the image are
1 We really enjoy us ourselves going to the beach and parties.
making small talk because they dont know each other.
2 He can look him after himself.
3 Sometimes I ask to myself.
Ask: When was the last time you made small talk? Who with?
What did you talk about? Elicit a range of answers.

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1.4
2 Students work individually to make lists of topics. Ask b Ask the class which conversation the photo shows.
some students to share some of their topics with the class.
Answer
Conversation 4
Extra activity
If you have a multinational class, ask students to compare Focus on language
their lists in small groups. With teenagers, you could ask
them what they think their parents answers might be. 4 a Students work individually or in pairs to complete the
3 a Play the audio for students to listen and number the sentences. Play the audio again for them to check their
topics. answers. Read the completed sentences through with the
class, and deal with any vocabulary issues.
Answers
1 sport 2 holidays 3 food 4 the weather Answers
5 people they know 6 family 1 fan, football 2 holiday, Austria 3 brought, sun
4 food, eat 5 red hair 6 photo, actually

1.7 b Check that students understand find something in


1 A: So, where are you from, Luigi? common (find something you share with someone) and
B: Milan. reject (not accept). Students work individually or in pairs to
A: Ah, Milan. Home of AC and Inter! That was a great game match the sentences to the functions.
last night, wasnt it?
Answers
B: Er, well, Im not really a big fan of football, to be honest.
1 e 2 d 3 f 4 a 5 c 6 b
2 A: Hi, Im Mick. Youre Claudia, arent you?
B: Thats right. Hi, Mick.
A: Where are you from, Claudia? Mixed ability
B: Austria.
A: Really! I went on holiday to Austria once. We went walking With weaker classes, revise the formation of question
in the mountains and visited some friends, er, near tags before you read the information about them. Remind
Innsbruck. students of the work they did on auxiliary verbs in
B: Wow! Thats very close to my home town. question tags on page 7. Then read out some statements
A: Really? You dont come from Watten, do you? using different tenses, and get students to add the question
B: Yes, I do! tags, e.g. They talked about the weather, (didnt they)? It isnt
3 A: ... then I became the managing director of the company. very warm today, (is it)?
Id been the sales director in the Crisps Division for a few Focus on the Question tags. Allow students time to read
years. the sentences, then play the audio and ask whether the
B: Crisps? Talking of food, I think Ill get something to eat. intonation rises or falls. Complete the rules with the class,
You dont know where the canteen is, do you? then play the audio again for students to listen and repeat
A: Oh, er, yes. Its down the corridor. until they can approximate the modelled intonation.
4 A: Hi, Neil! Welcome to Senso-Ji! Its a really old part of town.
And today youre going to see the oldest temple in Japan. Answers
goes down, goes up
B: Fantastic! Im really looking forward to it. We dont have
anything like this in Australia. So, er... Its really hot
today, isnt it? Over to you
A: Yeah, its not normal for this time of year. I think youve
brought the sun with you! 5 Students prepare their ideas individually. Monitor and
5 A: Where are you from, Sara? help. Students then practise their small talk with a partner.
B: A city called Zamora in Spain. 6 a Students change partners and role play two of the
A: Really? Theres another student here from Spain. Have you conversations.
met her Vera? b Students return to their first partner and discuss which
B: Vera? Shes the girl with the red hair, isnt she? conversation was more successful for them, and why.
A: Thats right.
B: Yeah, I met her this morning. Shes from Cadiz. Extra activity
6 A: Do you live on your own, Jamila?
B: No I live with my children. Tell students it is their first day on a course on modern film
A: Oh, youve got children! Are they boys or girls? studies (or another topic you think might interest them).
B: A boy and a girl. Get them to mingle, making small talk. Monitor, and feed
A: And how old are they? back on which conversations were successful.
B: I have a photo of them, actually. Would you like to see it?
A: Of course. Oh... thats a lovely picture.

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1.5
1.5 D: Thats true. What else could you do?
Speaking task page 13 C: Well, Im waiting for ideas.
D: Erm... I suppose you could do your shopping separately
Tune in buy your own bread and milk, and write your name on it or
something. Then shell have to buy her own.
1 Lead in by asking which students share a flat or if they know
C: Well, at least there would be food in the fridge then, but it
anyone who does. Ask: How many people do you share with/
wouldnt help with the other problems.
would you like to share with? Do you enjoy sharing/Do you
D: Right. Well... one other thing you could do is put a list of jobs
think you would enjoy sharing? Students look at the image
on the fridge door, with your name or Lydias name next to
and discuss the questions in pairs. Ask pairs to report back.
each one. Cross off all the jobs when theyre done.
2 a Play the audio for students to listen and compare their C: Weve tried that it didnt work either.
ideas. Ask the class which of their ideas were mentioned. D: Well, you could always try complaining about her on
Facebook. Shes obsessed with it so shes bound to see it.
1.10 Then shell know how angry you are.
C = Carl D = Denise C: Denise! Yes! Thats it! Thats what Ill do. Shell see that, for
C: So Im thinking of moving out of the flat. sure!
D: Why? I thought you loved it!
C: I do, the locations great, but Lydias becoming really difficult
to live with. Prepare for task
D: Why? Whats the problem?
C: Well, the thing is, shes really forgetful. Shes always leaving 4 a&b Students work individually or in pairs to complete
the iron on when she goes out. Or when she goes to the the suggestions. Play the audio again for them to listen and
shops, she forgets to buy things like milk or bread, even when check.
I ask her to. Answers
D: Have you talked to her about it? 1 Im not sure 2 I think in that case 3 I suppose
C: Yes, but... every time I try to talk to her, she just changes the 4 One other thing you could do 5 You could always
subject.
D: Hmm... that is a problem. 5 Students discuss the suggestions in pairs. Ask pairs to
C: And its not just that. She never does any housework either. report back, giving reasons for their answers.
She wont do anything unless I ask her. 6 a Read through the situations with the class. Students
D: Oh. work individually to make suggestions.
C: Shes a good friend, but shes awful to live with. I just dont
b Students compare their suggestions in pairs. Ask pairs to
know what to do!
report back.

b Allow students time to read the sentences before you Task


play the audio again for them to listen and correct the
sentences. Allow students time to compare their answers 7 a Read the situations with the class. Students work in
in pairs before you do a class check. pairs to choose their situation and their role.

Answers
b Students work individually to plan what they will say.
1 forgetful 2 leaving the iron on 3 milk or bread 8 Students work in their pairs to act out their role play.
4 changes the subject 5 do anything
Report back
3 a&b Elicit ideas for Denises suggestions from the class,
then play the audio for them to listen and check. 9 Students can present their ideas by telling the class, or by
acting out their role play for the class. Get the class to vote
Answers for the best solution.
talk to her, get angry with her, do your shopping separately, put a
list of jobs on the fridge door, complain about her on Facebook Alternative task
Students may prefer to think of their own situations.
1.11
You could brainstorm these as a class and students can
C: Shes a good friend, but shes awful to live with. I just dont
choose which one to role play. With stronger classes,
know what to do!
you could make the role plays spontaneous by allowing
D: Hmm... Im not sure, but I think talking always helps.
students to choose their situation and then mingle,
C: But like I said, it hasnt worked.
explaining their situation to different students and getting
D: Well, I think in that case, you have to get angry with her.
different suggestions. They could report back on the best
Shout at her. Otherwise she wont do anything.
suggestions.
C: But thats not me. I never get angry about anything, do I?

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