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Welcome to face2face Second edition!

face2face Second edition


face2face Second edition is a general English course for This language can now be presented using video material on
adults and young adults who want to learn to communicate the Teachers DVD. For more on the face2face approach,
quickly and effectively in todays world. Based on the see p20.
communicative approach, it combines the best in current All new language is included in the interactive Language
methodology with innovative new features designed to make Summaries in the back of the Students Book and is regularly
learning and teaching easier. Each self-contained double- recycled and reviewed. Students can also review new
page lesson is easily teachable off the page with minimal language in the Extra Practice section in the Students Book,
preparation. on the Self-study DVD-ROM and in the Workbook.
The face2face Second edition syllabus integrates the learning The Students Book provides approximately 80 hours of core
of new language with skills development and places equal teaching material, which can be extended to 120 hours with
emphasis on vocabulary and grammar. The course uses a the inclusion of the photocopiable materials and extra ideas in
guided discovery approach to learning, first allowing students this Teachers Book.
to check what they know, then helping them to work out the The vocabulary selection in face2face Second edition
rules for themselves through carefully structured examples and has been informed by the English Vocabulary Profile
concept questions. (see p15) as well as the Cambridge International Corpus
There is a strong focus on listening and speaking throughout and the Cambridge Learner Corpus.
face2face Second edition. Innovative Help with Listening face2face Second edition is fully compatible with the
sections help students to understand natural spoken Common European Framework of Reference for Languages
English in context and there are numerous opportunities (CEFR) and gives students regular opportunities to evaluate
for communicative, personalised speaking practice. The their progress. The Upper Intermediate Students Book
Real World lessons in each unit focus on the functional completes B2 (see p14p19).
and situational language students need for day-to-day life.

face2face Second edition Upper Intermediate Components


Students Book with Self-study Workbook
DVD-ROM The Workbook provides further practice of all language
The Students Book provides 48 double-page lessons in presented in the Students Book. It also includes a 24-page
12 thematically linked units, each with four lessons of Reading and Writing Portfolio based on the Common
two pages. Each lesson takes approximately 90 minutes European Framework of Reference for Languages, which can
(see p6p9). be used either for homework or for extra work in class.
The Self-study DVD-ROM is an invaluable resource for
students with over 300 exercises in all language areas
Teachers Book with Teachers DVD
and a Review Video for each unit, My Test and My This Teachers Book includes Teaching Tips, Classroom
Progress sections where students evaluate their own Activities and Games and Teaching Notes for each lesson.
progress (see p11p13) and an interactive Phonemic There is also an extensive bank of photocopiable materials
Symbols chart. In addition there is an e-Portfolio with (see p3): 35 Class Activities, 12 Vocabulary Plus worksheets,
Grammar Reference, Word List, Word Cards, plus a 12 Extra Reading worksheets, 4 Study Skills worksheets and
My Work section where students can build a digital 12 Progress Tests.
portfolio of their work. The Teachers DVD contains video presentation material for
You can help students to get the most out of the Self- all the Real World lessons in the Students Book, as well as
study DVD-ROM by giving them the photocopiable printable PDFs of all the Teaching Notes and photocopiable
user instructions on p11p13. materials (see p10). The DVD by default opens the Video
menu, where you will find help on how to access the PDFs.
Class Audio CDs
Website
The three Class Audio CDs contain all the listening
material for the Students Book, including drills, Real Visit www.cambridge.org/elt/face2face for bilingual Word
World conversations and the listening sections of the Lists, sample materials, full details of how face2face Second
Progress Tests for units 6 and 12. edition covers the grammatical and lexical areas specified by
the CEFR and much more!

4
New Features of face2face
Second edition Upper Intermediate

NEW optional VIDEO presentation material for all NEW


rEAL wORLD lessons in the Students Book. full-page
Extra
Practice and
Progress
Portfolio
NEW Teachers DVD
sections for
with all the Real World
each unit in
video presentation
the back of
material, Teaching Notes
the Students
and photocopiable
Book provide
materials from this
further
Teachers Book.
controlled
practice of all
new language.

NEW Help with


Pronunciation
sections at the end
of each unit in the
NEW Extra 6 Tattoo 3 Read the website again. Choose the correct

Students Book enable option, a, b or c, to complete the sentences.

Reading
1 From the evidence, it is safe to say tzis body
1 Think of reasons why people might get a tattoo.
a was tattooed. b contained markings.

students to improve their 2 Read the information on a website about


c is the earliest proof of tattooing.

photocopiable
2 Early tattoos
tattoos. Match each section 13 to a topic.
a represented places visited.

pronunciation and help attitudes history personal stories b were done after death.

worksheets
c became popular around the world.
3 Tattoos showed the wearers status for

them to communicate The art of a Tahitians. b women in Borneo. c the Maori.

in the back of
4 People regularly had more than one tattoo in
tattooing a Polynesia. b Tahiti. c Rome.

more effectively. With tattoos gaining


5 Based on her story, Leila can best be described as

this Teachers
a calm. b decisive. c enthusiastic.
in popularity around
the world, there is a
growing demand for 4 What are the attitudes of people you know
information and advice. towards tattoos? What do you think?

Book provide
1 In 1991, high up in the Alps and perfectly preserved by decorate the body.

extended
the ice, a mummified human body dating back 5,300 For many people, tattoos have
years was found. Known as tzi The Iceman, many served as identification of the
believe that the dots, lines and crosses marking his skin wearers rank or status in a
EXTRA READING:

are tattoos. There are 58 in total and they are believed to group. For example, the early
Photocopiable

reading
have been medicinal. If these are genuine, they represent Romans tattooed slaves and
the earliest known evidence of tattoos. criminals. Tahitian tattoos
Others believe tattooing originates in Egypt, with tattoos served as rites of passage,
found on Egyptian and Nubian mummies dating from telling the history of the

practice in
about 2000 BC. As the Egyptian Empire spread, so did wearers life. Boys reaching
the art of tattooing and around this time it reached manhood received one
China. tattoo to mark the occasion,
Sailors travelling to exotic foreign lands began to collect while men had another style

class or for
tattoos as souvenirs of their journeys (for instance, a done when they married.
dragon showed that the sailor had served in China) and In Borneo, women bore a symbol on their arms to
tattoo parlours sprang represent their specific skills, thus increasing their chances
up in port cities around of marriage, whilst tattoos worn around the fingers

self-study. the globe. Tattooing


was rediscovered by
modern Europeans
and wrist were said to prevent illness. The Polynesians
employed tattoos to show status, tribal communities and
rank. They carried this art to New Zealand where a facial
when exploration tattoo, moko, was developed. Among the Maori, who
brought them raised tattooing to artistic heights, the practice served to
into contact with distinguish between the social classes.

3
Polynesians and
American Indians. The Leila was quite old when she got her first tattoo. It was
word tattoo comes a 40th birthday gift, but it took me two years to make
from the Tahitian word up my mind about what I wanted and where, so I was
tattau, which means to 42 by the time I got my tattoo. I settled on the Chinese
mark.

2
symbol for tranquillity, a state I hope one day to achieve!
The first time my mother saw it she said Id regret it, but
The meaning associated with tattoos has varied from I absolutely love it and I know I always will. Its on my
people to people and place to place. However, tattooing back so I forget its there, but when I catch sight of it,
has most often served as a sign of social status, as a it gives me pleasure. When friends see it, theyre usually
mark of ones passage through life, or simply as a way to surprised and a little bit jealous. I enjoy that too!

1 history 2 attitudes 3 personal stories 3 1b 2a 3c 4b 5c 2

218 face2face Second edition Upper Intermediate Photocopiable Cambridge University Press 2012 Instructions p209 218

NEW Self-study DVD-ROM with over 300 practice


exercises, Review Video, My Test and My Progress
sections, e-Portfolio and much more!

5
A Guide to the Students Book

Help with Grammar sections encourage


Lessons A and B in each unit students to work out the rules of
introduce and practise new The menu lists the form and use for themselves before
vocabulary and grammar in language taught in checking their answers in the interactive
realistic contexts. each lesson. Language Summary for the unit.

Students can learn and check


the meaning of new vocabulary
in the interactive Language
Summary for the unit in the back
of the Students Book.

Reduced sample pages from the face2face


Second edition Upper Intermediate Students Book

6
Quick Reviews at the beginning
of each lesson recycle previously Controlled practice exercises
learned language and get the check students have
class off to a lively, student- understood the meaning and
centred start. form of new language.

There are practice activities The integrated pronunciation Get ready ... Get it right! sections are structured
immediately after the syllabus includes drills for all communicative speaking tasks that focus on
presentation of vocabulary new grammar structures. both accuracy and fluency. The Get ready ...
to help consolidate the new stage provides the opportunity for students to
language. plan the language and content of what they are
going to say before Getting it right! when they
do the communicative stage of the activity.

Reduced sample pages from the face2face


Second edition Upper Intermediate Students Book

7
A Guide to the Students Book

Lesson C VOCABULARY AND Help with Listening sections Help with Vocabulary sections
SKILLS lessons develop students focus on the areas that encourage students to work out the
range of receptive skills by providing make spoken English so rules of form and use of new vocabulary
opportunities to see and hear new difficult to understand and themselves, before checking in the
words and phrases in extended teach students how to listen interactive Language Summary for the
reading and listening texts. more effectively. unit.

Key vocabulary in Students are often asked to refer The Pair and GroupWork
listening and reading to the Audio and Video Scripts in section at the back of the
texts is pre-taught the back of the Students Book to Students Book provides
before students help develop their ability in both numerous communicative
listen or read. listening and pronunciation. speaking practice activities.

Reduced sample pages from the face2face


Second edition Upper Intermediate Students Book

8
Lesson D Real World Real World sections help students to Help with Pronunciation
lessons focus on the analyse the functional and situational sections help students
functional and situational language for themselves before with specific areas of
language students need checking in the interactive Language pronunciation that they often
for day-to-day life. Summary for the unit. find problematic.

Add variety to your The continue2learn There is a full-page Extra Practice section in The Self-study
lessons by presenting sections show the back of the Students Book, which provides DVD-ROM provides
Real World language students where revision of key language from the unit. Students further practice
visually using the they can continue can also monitor their progress by completing activities, Review
new video clips practising and the Progress Portfolio, which is based on Video, drills, My Test,
on the face2face extending their the requirements of the Common European My Progress and
Second edition knowledge of the Framework of Reference for Languages. e-Portfolio sections.
Upper Intermediate language taught in
Teachers DVD. the unit.

Reduced sample pages from the face2face


Second edition Upper Intermediate Students Book

9
Teachers DVD Instructions

The Teachers DVD contains the Real World video presentation material as well as printable
PDFs of all the Teaching Notes and photocopiable materials from this Teachers Book.
To play the Real World video presentation material you can use the DVD in a DVD player

or in a computer. Insert the DVD and follow the instructions on the main menu.
To access the PDFs on a Windows operating system, double-click My Computer.

Right click on the CD/DVD drive and choose Explore. Open the Teaching Notes and
Photocopiable Materials folder and double-click on the PDFs you want to view or print.
To access the PDFs on a computer with a Mac operating system, double-click on the

DVD icon on the desktop. Open the Teaching Notes and Photocopiable Materials
folder and double-click on the PDFs you want to view or print.

Choose a
video.

Choose to have
the subtitles on
or off.

Get help to access


the PDFs of the
Teaching Notes
and photocopiable
materials.

Choose a PDF to
open and view or
On your computer, locate the contents of the
to print.
DVD to access the PDFs of the Teaching Notes
and photocopiable materials.

To view or print the Teaching Notes and photocopiable materials


you will need a software program that can read PDFs such as
Adobe Reader , which is free to download and install at www.adobe.com.

10
Self-study DVD-ROM Instructions

Installing the Self-study DVD-ROM to your hard disk System requirements


Insert the face2face Second edition Upper Intermediate Self-study DVD-ROM into
your CD/DVD drive. The DVD-ROM will automatically start to install. Follow the Windows
Intel Pentium 4 2GHz or faster
installation instructions on your screen. Microsoft Windows XP (SP3),
On a Windows PC, if the DVD-ROM does not automatically start to install, open Vista (SP2), Windows 7
Minimum 1GB RAM
My Computer, locate your CD/DVD drive and open it to view the contents of the Minimum 750MB of hard drive space
DVD-ROM. Double-click on the CambridgeApplicationInstaller file. Follow the Adobe Flash Player 10.3.183.7
installation instructions on your screen. orlater

On a Mac, if the DVD-ROM does not automatically start to install, double-click on the Mac OS
face2face DVD icon on your desktop. Double-click on the CambridgeApplicationInstaller Intel Core Duo 1.83GHz or faster
Mac OSX 10.5 or later
file. Follow the installation instructions on your screen. Minimum 1GB RAM
Minimum 750MB of hard drive space
Support Adobe Flash Player 10.3.183.7
orlater
If you need help with installing the DVD-ROM, please visit: www.cambridge.org/elt/support

Unit menus
Choose a unit. Use the navigation bar to
go to different areas of the
DVD-ROM.
Practise the new language
from each lesson.
Create vocabulary and
grammar tests for language
Listen and practise in the Students Book.
new language. You can
also record your own
pronunciation. Listen to the main recordings
from the Students Book and
read the scripts.
Watch the Review Video and
do the activities.

Get help on using the


Go to the home screen.
Self-study DVD-ROM.

Look at the Phonemic


Go to Cambridge
Symbols chart and practise
Dictionaries Online.
the pronunciation of vowel Check My Progress to see your Explore the
and consonant sounds. scores for completed activities. e-Portfolio. See p12.

Activities
Check your answers.
Read the instructions. Sometimes activities then
give you extra help or the
Audio Script.
Click play to listen to the
audio.
Submit your answers
when you have finished
Record your own the activity. Your score is
pronunciation of words recorded in My Progress.
and sentences. Send these
recordings to the My Work After submitting your
section of the e-Portfolio. answers, see the correct
See p13. answers.

Start the activity again.

Cambridge University Press 2012 face2face Second edition Upper Intermediate Photocopiable 11
Self-study DVD-ROM Instructions

e-Portfolio

Find all the Grammar


Reference from the
Students Book.

Find words and phrases


from the Students Book.

Check you know the words and Build a portfolio of your work as
phrases from the Students Book. you progress through the course.

Grammar Reference

Click to
return to the
Choose a unit to see e-Portfolio menu.
all the grammar in that
Students Book unit.

Choose a grammar point Add a note to a


from the Students Book. grammar point and
click to see
the note the next
time you start the
program.

Word List Choose a lesson to see the words from the


Students Book. Then choose a topic to see
the main vocabulary sets in each lesson.
Click to
Choose a word to see return to the
its definition, an example e-Portfolio menu.
sentence and the lesson
in the Students Book
where it first appears.
Listen to the word in Add a note to a
British or American word or phrase and
English. click .

Click to add a new


word to the Word List.

12 face2face Second edition Upper Intermediate Photocopiable Cambridge University Press 2012
Word Cards Choose the Choose to have the Word Cards Click to move all the cards
number of words. in alphabetical order or shuffl ed. back to the middle pile and start again.

Click to
return to the
Choose a unit. e-Portfolio menu.

Click to turn
the card over
and check the
definition.

Drag a card to the correct pile,


I dont know this! or I know this!

My Work Click to return to


the e-Portfolio menu.

Add a new piece


of work that you Open the folders to
have saved on see the list of work that
your computer. you have saved in the
My Work section of the
e-Portfolio. Click twice
to edit or open a file.

Note: Recordings you have


saved from exercises using
the are saved in
My Work. See p11.

My Tests

Give your test a


name.

Choose the Vocabulary


Choose the number
and Grammar that you
of questions you
want in your test.
want to do.

Click to save your


Click to add a timer test.
to your test.

Cambridge University Press 2012 face2face Second edition Upper Intermediate Photocopiable 13
The Common European Framework (CEFR)

What is the Common European Framework (CEFR)?


Since the early 1970s, a series of Council of Europe
initiatives has developed a description of the language
knowledge and skills that people need to live, work
and survive in any European country. Waystage 19901,
Threshold 19902 and Vantage3 detail the knowledge and
skills required at different levels of ability. In 2001, the
contents of these documents were further developed into
sets of can do statements or competences and officially
launched as the Common European Framework of
Reference for Languages: Learning, teaching, assessment
(CEFR).4 A related document, The European Language In the spirit of The European Language Portfolio
Portfolio, encourages learners to assess their progress by developed from the CEFR, face2face Second edition
matching their competence against the can do statements. provides a Progress Portfolio for each unit in the Students
face2face Second edition has been developed to include Book. Students are encouraged to assess their ability to
comprehensive coverage of the requirements of the use the language they have learned so far and to review
CEFR. The table above right shows how face2face any aspects they are unsure of by using the Self-study
Second edition relates to the CEFR and the examinations DVD-ROM. In the Workbook there is a 24-page Reading
which can be taken at each level through University of and Writing Portfolio section (two pages for each unit)
Cambridge ESOL Examinations (Cambridge ESOL), linked to the CEFR and a comprehensive list of can do
which is a member of ALTE (The Association of Language statements in the Reading and Writing Progress Portfolio,
Testers in Europe). which allows students to track their own progress.

face2face Second edition Upper Intermediate and CEFR level B2


The table on the left describes the general degree
B2
of skill required at level B2 of the CEFR. Details of
Listening I can understand extended speech and lectures the language knowledge required for B2 are listed
UNDERSTANDING

and follow even complex lines of argument in Vantage 1990. The can do statements for B2
provided the topic is reasonably familiar. I can are listed in the Common European Framework
understand most TV news and current affairs
programmes. I can understand the majority of of Reference for Languages: Learning, teaching,
films in standard dialect. assessment.
Reading I can read articles and reports concerned with The Listening, Reading, Speaking and Writing tables
contemporary problems in which the writers on p16p19 show where the required competences
adopt particular attitudes or viewpoints. I can
understand contemporary literary prose.
for level B2 are covered in face2face Second edition
Upper Intermediate. For more information about how
Spoken I can interact with a degree of fluency and
spontaneity that makes regular interaction with
face2face covers the areas specified by the Common
interaction
native speakers quite possible. I can take an European Framework of Reference for Languages,
speaking

active part in discussion in familiar contexts, see the face2face website:


accounting for and sustaining my views. www.cambridge.org/elt/face2face.
Spoken I can present clear, detailed descriptions on
production a wide range of subjects related to my field of
interest. I can explain a viewpoint on a topical
issue giving the advantages and disadvantages
of various options.
Writing I can write clear, detailed text on a wide range
writing

of subjects related to my interest. I can write an


essay or report, passing on information or giving
reasons in support of or against a particular
point of view. I can write letters highlighting the
personal significance of events and experiences.

1
Waystage 1990 J A van Ek and J L M Trim, Council of Europe, Cambridge University Press ISBN 978-0-521-56707-7
2
Threshold 1990 J A van Ek and J L M Trim, Council of Europe, Cambridge University Press ISBN 978-0-511-66717-6
3
Vantage J A van Ek and J L M Trim, Council of Europe, Cambridge University Press ISBN 978-0-511-66711-4
4
Common European Framework of Reference for Languages: Learning, teaching, assessment (2001) Council of Europe Modern
Languages Division, Strasbourg, Cambridge University Press ISBN 978-0-521-00531-9

14
English Vocabulary Profile

What is the English Vocabulary Profile?


The English Vocabulary Profile is part of English Profile, it provides unparalleled support for the development of
a ground-breaking and innovative programme which is curricula and teaching materials, and in assessing students
shaping the future of English language learning, teaching language proficiency.
and assessment worldwide. Endorsed by the Council of The English Vocabulary Profile shows, in both British
Europe, English Profile provides a unique benchmark for and American English, which words and phrases learners
progress in English by clearly describing the language around the world know at each level A1 to C2 of the
that learners need at each level of the Common European CEFR. Rather than providing a syllabus of the vocabulary
Framework (CEFR). that learners should know, the English Vocabulary Profile
The CEFR is already widely used around the world to verifies what they do know at each level. CEFR levels
assess language ability. However, because it is language are assigned not just to the words themselves, but to
neutral it needs to be interpreted appropriately for each each individual meaning of these words. So, for instance,
language. English Profile makes the CEFR even more the word degree is assigned level A2 for the meaning
relevant to English language teachers by showing the temperature, B1 for qualification, B2 for amount and
specific vocabulary, grammar and functional language C2 for the phrase a/some degree of sth. The capitalised
that students can be expected to master at each level in guidewords help the user to navigate longer entries, and
English. By making the CEFR more accessible in this way, phrases are listed separately within an entry.

face2face Second edition Upper Intermediate and the English Vocabulary Profile
The vocabulary taught in face2face Second edition Upper
Intermediate has been informed by the English Vocabulary
Profile to ensure that the majority of the new words and
phrases taught in the Students Book are B2.
To find out more about the English Vocabulary Profile
and the English Profile project or to get involved, visit
www.englishprofile.org.

English Profile is a collaborative project between:

15
CEFR Tables: Listening and Reading

Listening
A language user at level B2 can: 1 2 3

understand in detail what is said to him/her in standard spoken language even in a


noisy environment

catch much of what is said around him/her by native speakers 1B 1C 1D 2C 2D 3B 3C 3D

understand the main ideas of complex speech on both concrete and abstract topics
delivered in standard dialect

follow extended speech and complex lines of argument provided the topic is
1C 2A 2C
reasonably familiar and the direction of the talk is signposted by explicit markers

understand most broadcast materials, including radio documentaries, delivered in


3C
standard dialect and can identify the speakers mood and tone

understand plays and the majority of films in standard dialect

use a variety of strategies to achieve comprehension, including listening for main


1C 1D 2C 2D 3B 3C 3D
points and checking comprehension by using contextual clues

generally follow complex lectures, talks and reports and other forms of presentation

keep up with an animated conversation between native speakers 2D 3D

Reading
A language user at level B2 can: 1 2 3

understand articles on current problems in which the writers express specific 1A 1C


2B WBP2 3C WB3C
attitudes and points of view WBP1

quickly grasp the content and significance of news, articles and reports on topics
1C WB1C 2C WBP3
connected with his/her interests or job, and decide if closer reading is worthwhile

scan quickly through long and complicated texts, locating relevant details 1A 1C 2B WB2C 3C

understand in a narrative the motives for the characters actions and their
consequences for the development of the plot

understand reviews dealing with the content and criticism of cultural topics (films,
2C
theatre, books, concerts) and summarise the main points

read correspondence relating to his/her field of interest and readily grasp the
WBP2
essential meaning

understand in detail texts within his/her field of interest or academic and professional
1C 3B
speciality

understand specialised articles outside his/her own field with the occasional help of a
dictionary

guess the meaning of single unknown words from their context*

WB1A = face2face Upper Intermediate Workbook unit 1 lesson A


WBP1 = face2face Upper Intermediate Workbook Reading and Writing Portfolio 1
* refers to descriptors for B1
1A = face2face Upper Intermediate Students Book unit 1 lesson A

16
4 5 6 7 8 9 10 11 12

This interactive competence is practised throughout the course.

11A 11B
4C 4D 5B 5D 6B 6D 7A 7D 8A 8C 8D 9C 9D 10D 12A 12C
11C

5C 5D 6C

4A 5D 7C 10A 11D

7A

This competence is practised throughout the course on the interactive CD-ROM/Audio CD.

10A 10C 11A 11B


4A 4C 4D 5B 5C 5D 6B 6C 7A 7C 7D 8A 8C 8D 9B 9C 9D 12A
10D 11C

5C

4C 4D 5B 5D 6D 7C 7D 8D 9B 9D 10C 10D 11D 12C

4 5 6 7 8 9 10 11 12

7B 7C 10B 10C
WBP6 8C 9C 12C
WB7C WBP10

5A 5B WB8C
4C WB4C WB6C WB7C WBP9 WB11C 12B WB12C
WB5C WBP8

WB8C 10B 10C


WBP4 5A 6C 7B 7C 9A 9C WB11C
WBP8 WB10C

WB4C WB9C 11C WBP12

4B 4C 6A WBP9

WBP7 11C WBP11 WBP12

5C WBP5 7C 12C

5C 6C WBP6 7C 12C

6C 7B 8C 10C 12C

17
CEFR Tables: Speaking and Writing

Speaking
A language user at level B2 can: 1 2 3
engage in extended conversation in a participatory fashion on most general topics 1B 1C 1D 2A 2B 2D 3A 3C 3D
3A 3B 3C
initiate, maintain and end discourse naturally with effective turn-taking 1A 1B 1D 2B 2C 2D
3D
exchange detailed factual information on matters within his/her field of interest 1D
account for and sustain his/her opinions by providing relevant arguments, etc. 2A 2C 2D 3A 3C
express his/her thoughts about abstract and cultural topics such as music and films*
take an active part in discussions, evaluate proposals and respond to hypotheses 2D 3C
help a discussion along on familiar ground, confirming comprehension, etc. 2D
convey degrees of emotion and highlight the personal significance of events 2B 3B 3D
use stock phrases to gain time and keep the turn 2D
carry out a prepared interview, checking information and following up replies* 1A
take initiatives in an interview and expand and develop ideas 1C 3A 3C
summarise and give his/her opinion on a short story, article, talk, discussion or
2C 3C
interview, and answer further questions in detail*
give clear detailed descriptions on subjects related to his/her field of interest
give detailed accounts of experiences describing feelings and reactions* 1C 2B 3B
give detailed presentations and respond to a series of follow-up questions
explain a viewpoint giving the advantages and disadvantages of various options 2C 3B
narrate a story* 3B
summarise the plot and sequence of events in an extract from a film or play
summarise short extracts from news items, etc. containing opinions and discussion
construct a chain of reasoned argument linking ideas logically
speculate about causes, consequences and hypothetical situations 3A 3B 3C
use some cohesive devices to link his/her utterances into clear, coherent discourse

Writing
A language user at level B2 can: 1 2 3
write clear and detailed texts on various subjects related to his/her field of interest WBP1
write about events and experiences in a detailed and easily readable way WBP2
write reports and essays which develop an argument, giving reasons for or against a
WBP1 WBP2
point of view, and explaining the advantages and disadvantages of various options
develop an argument, emphasising decisive points and including supporting details WBP2

write letters conveying degrees of emotion, highlighting the personal significance of


events and commenting on the correspondents news and views

express news and views in writing and relate to those of others WBP3
write a review
convey factual information to friends/colleagues or ask for information*
make a note of favourite mistakes and consciously monitor his/her work for them
take notes on important points during a lecture on a familiar topic

WBP1 = face2face Upper Intermediate Workbook Reading and Writing Portfolio 1


* refers to descriptors for B1
1A = face2face Upper Intermediate Students Book unit 1 lesson A

18
4 5 6 7 8 9 10 11 12
4C 4D 5A 5B 5C 6A 7A 7B 7D 8A 8C 9A 9B 9C 9D 10C 10D 11C 11D 12B 12C
4A 4B 4C 5A 5B 5C 6A 6B 6C 7A 7B 7C 10A 10B
8A 8B 8D 9A 9B 11A 11B 12A 12B
4D 5D 6D 7D 10D
5C 6C 7B 7C 8C 9B
5B 5D 6A 7B 8A 8C 9B 9C 10C 11C 12C
4B 9B 9C 12B
5C 5D 10C 11C 11D 12A
5D 9C 9D 11C
4C 4D 6B 7A 8A 8B 9C 10A 10C 10D 11A 11B 12C
4C 5D 11D
7C 8B
4B 7D 9A 11A 11B

5C 6C 7B

6B 11C
4D 7A 8D
11D
5A 5D
4A 4B 4C
9B
6C 7C 11B
6A 11D 12C
6B 8A 8B 12B
4C

4 5 6 7 8 9 10 11 12
WBP4 WBP5 WBP6 WBP8 WBP10 WBP12
WBP8 WBP9

WBP5 WBP9

WBP11 WBP12

WBP6

WBP9
WBP7 WBP10 WBP11 WBP12
This competence is practised in all the Workbook Portfolio writing tasks.
4C 4D 5C 8C 12C

19
The face2face Approach

Listening For longer courses and/or more able students, this


A typical listening practice activity in most coursebooks Teachers Book also contains one Vocabulary Plus
checks students understanding of gist, and then asks worksheet for each unit (p194p205). These worksheets
questions about specific details. The innovative Help with introduce and practise new vocabulary that is not included
Listening sections take students a step further by focusing in the Students Book.
on the underlying reasons why listening to English can be For Teaching Tips on Vocabulary, see p21.
so problematic. Activities in these sections help students by:
focusing on the stress system in English.
Grammar
examining features of connected speech. Grammar is a central strand in the face2face Second
preparing them for what people in public places say. edition Upper Intermediate syllabus and new grammar
highlighting how intonation conveys mood and feelings. structures are always introduced in context in a listening
encouraging students to make the link between the or a reading text. We believe students are more likely
written and the spoken word by asking them to work to understand and remember new language if they have
with the Audio and Video Scripts while they listen. actively tried to work out the rules for themselves, rather
For Teaching Tips on Listening, see p21. than just being given them. Therefore in the Help with
Grammar sections students are asked to work out the
Speaking meaning and form of the structure for themselves, before
checking their answers in the Language Summaries. All
All the lessons in the Upper Intermediate Students Book new grammar forms are practised in regular recorded
and the Class Activities photocopiables provide students pronunciation drills and communicative speaking
with numerous speaking opportunities. Many of these activities, and consolidated through written practice.
activities focus on accuracy, while the fluency activities
help students to gain confidence and try out what they For Teaching Tips on Grammar, see p22.
have learned. For fluency activities to be truly fluent,
however, students often need time to formulate their ideas Functional and Situational Language
before they speak, and this preparation is incorporated face2face places great emphasis on the functional and
into the Get ready ... Get it right! activities. situational language that students need to use immediately
For Teaching Tips on Speaking, see p21. in their daily lives. Each unit contains a double-page Real
World lesson that introduces and practises this language
Reading and Writing in a variety of situations. This language can now be
presented either by using the video clips on the Teachers
In the Upper Intermediate Students Book, reading texts DVD or by using the recordings on the Class Audio CDs.
from a wide variety of genres are used both to present
new language and to provide reading practice. Reading Pronunciation
sub-skills, such as skimming and scanning, are extensively
practised and there are also controlled writing activities to Pronunciation is integrated throughout face2face Second
consolidate the language input of the lesson. edition Upper Intermediate. Drills for grammar structures
For classes that require more reading and writing, there and all new Real World language are included on the
is a 24-page Reading and Writing Portfolio in the Upper Class Audio CDs. These drills focus on sentence stress,
Intermediate Workbook. This section contains 12 double- weak forms, intonation, etc. Students also practise specific
page stand-alone lessons which are designed for students phonological features and problem sounds in the Help
to do at home or in class. The topics and content of these with Pronunciation sections at the end of each unit.
lessons are based closely on the CEFR reading and writing For Teaching Tips on Pronunciation, see p22.
competences for level B2. There are also 12 Extra Reading
photocopiable worksheets (p213p224), which can be Reviewing and Recycling
used in class or given for homework. We believe that regular reviewing and recycling of
language are essential to students language development,
Vocabulary so language is recycled in every lesson of the Upper
face2face recognises the importance of vocabulary in Intermediate Students Book. Opportunities for review
successful communication. There is lexical input in every are also provided in the Quick Review sections at the
lesson, which is consolidated for student reference in beginning of every lesson, the full-page Extra Practice
the interactive Language Summaries in the back of the section and the 12 photocopiable Progress Tests in this
Students Book. In addition, each unit in the Students Teachers Book.
Book includes at least one Help with Vocabulary section, For Teaching Tips on Reviewing and Recycling, see p23.
designed to guide students towards a better understanding
of the lexical systems of English.

20
3A Against the law Vocabulary crime
Grammar second conditional; alternatives
Students Book p24p25 for if

Quick review This activity reviews ways of agreeing Model and drill the word families with the
and disagreeing politely. Check students understand class (robbery, robber, rob, etc.). Highlight the
social networking sites, graffiti and reality TV. Give students pronunciation of thief /i:f/, burglar /b:gl/, burgle
a minute or two to make notes on their opinions of the /b:gl/ and fraudster /fr:dst/.
five topics. Put students into pairs. Students discuss c Students discuss the questions in groups. If you
each topic in turn. Remind students to use the language have a multilingual class, put students from different
in real world 2.1 SB p131 in their conversations. Ask countries in each group.
students to share any differences of opinion with the class. Ask each group to share interesting answers with the
class.

Vocabulary and Speaking Reading and Speaking


Crime 2 Check students understand flout (deliberately refuse
to obey a rule or custom), speed limit, a security
1 a Students work in pairs and say which words they guard /ga:d/ and the verb pull over (stop your car by
know, then check new words in Vocabulary 3.1 the side of the road).
SB p132. Check answers with the class. Focus students on the questionnaire and ask them to
Highlight the difference between robbery (stealing read the introductory paragraph. Elicit what the aim
money from banks), theft (stealing money and of the questionnaire is (to find out how honest you
things), burglary (stealing from houses and flats) and are).
shoplifting (stealing from a shop while it is open). Students do the activity on their own. Check answers
Check students understand the meaning of the other to question 1 with the class.
types of crime. Point out that all these types of crime
are uncountable nouns and that robbery, theft, 1 speeding, eating, using mobiles whilst driving, not
burglary, mugging, kidnapping and murder can also wearing seatbelts, illegally downloading music or
be used as countable nouns: There was a robbery last films, smoking in non-smoking areas, dropping
night. litter, cycling on pavements
Model and drill the words, highlighting the
pronunciation of burglary /b:glri/, fraud /fr:d/, 3 a Students do the questionnaire on their own.
bribery /brabri/, murder /m:d/ and terrorism
/terrzm/. b Students compare answers in pairs. Students look
Point out that the stress on all the multi-syllable at the key on SB p114 to find out how honest they
words here is on the first syllable (shoplifting, are, according to the questionnaire.
kidnapping, etc.). Ask each student to tell the class their results.
Make sure that you keep this stage light-hearted so
b Students do the exercise on their own or in pairs, that students dont feel that their honesty is being
then check in Vocabulary 3.2 SB p132. seriously questioned.
While students are working, draw a three-column
table on the board and write the headings crime, extra idea
criminal and verb at the top of each column. Then
write the crimes in 1a in the first column. Do the questionnaire as a whole-class activity. Write
Check answers with the class by eliciting the the question numbers and option letters (a, b, c) on the
criminal and the verb for each crime and writing board. Read each question and answer options, while
them in the correct columns on the board. students follow the text in their books. After each option,
Point out that there is no word for a criminal who ask students to raise their hand if they would choose
bribes someone. Also highlight that we say commit that option. Keep a note of the number of students who
fraud, commit arson and commit an act of terrorism. chose each option by putting a number next to each one
Tell students that we can also say I was burgled to on the board. At the end of the questionnaire, find out
mean my house was burgled. which options were the most popular. Students then look
Remind students that the plural of thief is thieves at the key on SB p114 to find out how honest the class is,
/i:vz/ and point out that all the verbs are regular according to the questionnaire.
verbs, apart from steal (stole, stolen).

45
HeLP wiTH GRAMMAR 5 a Students do the exercise on their own.
Second conditional; alternatives for if
4 extra idea
ad Students do the exercises on their own or in
pairs, then check in GraMMar 3.1 SB p133. Check With a lower-level class, ask students to circle if in each
answers with the class. sentence before they begin. This will help them use the
correct verb forms in the appropriate places.
a 1 imaginary situations 2 b) the present/the future
3 if + subject + Past Simple, subject + d
(= would)/wouldnt + infinitive 4 could; might b Students compare answers in pairs. Check answers
Ask students to identify the if clause and the main
with the class.
clause in the three example sentences in bold in
1 offered; would ... accept 2 wouldnt take; didnt
the questionnaire. Use these examples to highlight
want 3 was/were; d/would ... accept 4 might go;
that the if clause can come first or second in the
wasnt/werent 5 didnt offer; wouldnt take 6 got;
sentence and that we use a comma if the if clause
didnt like; d/would come
is first.
Remind students that we can use could or might

in the main clause of second conditionals instead 6 a Students do the exercise on their own. Before they
of would to mean would perhaps. begin, point out that sometimes both words/phrases
Point out that even if = it doesnt matter whether are possible.
the situation in the if clause exists or not: No, I b Students compare answers in pairs. Check answers
wouldnt, even if he/she got angry with me. with the class.
Also remind students that in second conditionals
Students take turns to ask each other the questions.
we can say If I/he/she/it was ... or If I/he/she/it Students answer for themselves.
were ... : If I was/were rich, Id buy a Ferrari.
b 1 Provided and as long as mean only if (this 1 Suppose; assuming 2 Imagine; provided
happens). 2 Assuming means accepting that 3 If/Suppose; even if 4 Imagine/If; as long as/
something is true. provided
Point out that we often use provided, as long as,

assuming, imagine and suppose instead of if in


conditionals. Get ready Get it right!
Tell students that as long as is usually pronounced
7 Put students into two groups, group A and
/zlz/. group B. Students in group A turn to SB p104
c Imagine and suppose have the same meaning and students in group B turn to SB p107.
(= form a picture in your mind about what
a Check students understand a park bench and
something could be like).
We can use imagine and suppose as an alternative
drop something.
for if in questions. Put students into pairs with someone from the
Also highlight that we can say provided or same group. Students do the exercise in pairs.
providing and suppose or supposing, but that the
If necessary, check answers with the class. Only
first word in each pair is more common. Focus
check the verb forms students need to fi ll in the
students on question 4 and answer 5b in the
gaps, so that students in the other group dont
questionnaire for examples of second conditionals
hear the questions they are about to be asked.
with supposing and provided.
Point out that we can also use provided, as long

as, assuming, imagine and suppose in other types Student A 1 hit; would ... leave 2 found;
of conditionals to talk about real situations. would ... hand 3 paid; would ... keep 4 got;
Tell students we can use that after provided, realised; would ... take 5 borrowed; dropped;
imagine and suppose: Provided (that) there would ... tell
werent any police cars around, of course I would. Student B a wanted; would ... try b asked;
Highlight that questions with imagine and thought; would ... tell c found; would ...
suppose can also be written as two sentences: give d gave; would ... give e asked; would ...
Imagine you saw a ten-year-old boy shoplifting. buy
Would you tell a security guard?.
b Reorganise the class so that a student from
extra idea group A is working with a student from group
B. Students take turns to ask and answer their
As a class, choose four rules or laws different from those questions, as in the speech bubbles. Tell students
in the questionnaire in 3. Put students in four groups and to make brief notes to help them remember their
give one rule or law to each group. Tell students to write a partners answers, as they will need these for the
questionnaire question (with three options) for their rule or next stage of the activity.
law. Then as a class, students do the questionnaire.

46
Further practice
extra idea
Ph Vocabulary Plus 3 Word pairs p196
Ph
While students are doing a, write these (Instructions p190)
prompts on the board: Yes, I would, as long as/ Extra Practice 3A SB p117
provided/providing ... ; Yes, I would, assuming/if ... ; Self-study DVD-ROM Lesson 3A
It would depend on ... ; No, I wouldnt, even if ... .
Workbook Lesson 3A p15
Encourage students to use these phrases when
answering the questions in b.

c Reorganise the class again so that students


are working with the person they worked with in
a. Students discuss how their partners from the
other group answered each question, referring
to their notes where necessary. Students decide
if their answers were similar and which student
from the other group is more honest.
Finally, ask each pair to share their conclusions
with the class, giving reasons for their choices.

3B It shouldnt be allowed Vocabulary crime and punishment


collocations
Students Book p26p27 Grammar third conditional

Quick review This activity reviews alternatives for if. Remind students that the process of deciding if
Students work on their own and answer the questions. Put somebody is guilty or innocent is called a trial: The
students into pairs. Students take turns to tell each other trial has already lasted three weeks.
their answers to the questions. Encourage students to ask Model and drill the phrases with the class,
follow-up questions to find out more information. highlighting the pronunciation of guilty /glti/ and
acquit /kwt/.
b Check students remember judge /dd/, jury
Vocabulary /dri/ and witness. Point out that judge and witness
are also verbs. Model and drill these words.
Crime and punishment collocations Focus students on the example, then ask students to
1 a Students do the exercise in pairs, then check in do the exercise in pairs.
Vocabulary 3.3 SB p132. Check answers with the class by writing
Check answers with the class by eliciting the a criminal, the police, etc. in front of the phrases
complete phrases and writing them on the board. written on the board in 1a. Also establish that if
Point out that the phrases are organised in a there is a jury, it is the jury members responsibility
logical order, from committing the crime to types to deliver the verdict (say if someone is guilty or
of sentence handed out in court. Check students not guilty), but the judge decides on the type of
understand the meanings of any new words/phrases. punishment. If there isnt a jury, the judge (or panel
Highlight the different prepositions in the phrases of judges) decides on the verdict.
(arrest someone for a crime, etc.) by underlining or
circling them on the board. Point out that convict is
the police arrest someone for a crime; charge
the opposite of acquit. Establish that arrest, charge, someone with a crime; take someone to court;
sentence and fine are also nouns, and that the give evidence
the judge sends someone to prison (for 10 years);
opposite of guilty is innocent.
sentences someone to (10 years) in prison; fines
Also teach students that a court is a large room someone (500)
where lawyers formally present all the evidence about the judge/the jury finds someone (not) guilty;
a crime: Hes appearing in court today. Point out acquits/convicts someone of a crime
that we also use a court to refer to all the people in a witness gives evidence
the courtroom: Please tell the court what happened.

47
extra idea a 1 No, she didnt. 2 No, she didnt.
We use the third conditional to talk about
If you have a multilingual class, ask students to explain
what they know about their countrys legal system to the imaginary situations in the past.
Highlight that the third conditional often
rest of the class.
describes the opposite of what really happened:
If the woman had shot the men, shed have been
in serious trouble. (The woman didnt shoot the
Listening and Speaking men, so she didnt get in serious trouble.)
2 a Focus students on pictures A and B. Tell students b We use the Past Perfect Simple in the if clause. We
that both pictures show a real incident that took use d (= would)/wouldnt + have + past participle
place in the US. Use picture A to teach the American in the main clause.
English phrase a parking lot (UK = a car park). Write the form of the third conditional on
Students do the exercise in pairs. Ask students to the board: if + subject + Past Perfect Simple,
share their ideas with the class. Dont tell students if subject + d (= would)/wouldnt + have + past
they are correct at this stage. participle. Then also write the sentences in 5a as
b Tell students that they are going to listen to three an example.
friends talking about what happened. Also point out Point out that the third conditional is the same

that both stories are true. for all subjects (I, we, he, etc.).
Also highlight that we dont usually use would in
cD1 23 Play the recording (SB p159). Students
listen and check their answers from 2a. Check the if clause: If Id known, Id have helped.
answers with the class. not If I would have known, Id have helped.
c 1 might = would perhaps and could = would be
A A woman thought four men were stealing her car, possible
so she pulled out a gun and threatened to shoot 2 No, it isnt. As with other conditionals, the if
them. After theyd run away she realised that the clause can be first or second in the sentence: I
car wasnt hers and that her identical car was wouldnt have been too happy if the car alarm
parked nearby. had woken me up. Remind students that we use a
B A man was so annoyed by the sound of a car comma when the if clause is first.
alarm going off at night that he shot the cars 3 We make questions in the third conditional
tyres. with: (question word) + would + subject + have
+ past participle ... if + subject + Past Perfect
extra idea Simple: What would he have done if hed actually
seen the owner of the car?.
Before students listen to the recording in 2b, tell them to Point out that we can also use imagine and

look at the prompt words for each story in 3a. Students suppose in third conditional questions: Imagine/
work in pairs and use the words to predict the story for Suppose hed seen you, what would you have
each picture. Then play the recording and do 2b. done?.

3 a Students do the activity in pairs. Encourage HeLP wiTH LiSTeNiNG


students to use all the words/phrases in the boxes and Third conditional
to include as much detail as they can remember.
This Help with Listening section helps students to
b Play the recording again. Students listen and check understand the third conditional in natural spoken
if their versions of the stories were correct. English.
Check any remaining comprehension problems with
the class. 6 a cD1 24 Focus students on sentences 14. Play
the recording. Students listen and read the sentences.
4 Students discuss the questions in groups. If possible, Point out how we say the contractions (Id, youd,
include students from different countries in each etc.) and the weak forms of have /v/ and had /d/.
group. Ask each group to share their ideas with the Play the recording again if necessary.
class.
b cD1 25 Play the recording (SB p159). Students
Alternatively, discuss the questions with the whole
listen and write the five sentences. Play the recording
class.
again if necessary. Students check their sentences in
HeLP wiTH GRAMMAR pairs.
Third conditional Play the recording again, pausing after each
sentence is said the second time to elicit students
5 ad Students do the exercises on their own or in answers and write the sentences on the board. Ask
pairs, then check in GraMMar 3.2 SB p133. students to identify the contractions and the examples
Check answers with the class. of the weak forms of have and had. Circle or
underline them on the board.

48
1 If I hadnt gone to the party, I wouldnt have met Possible answers
her. 2 He wouldnt have known about it if you If theyd looked in the bag, theyd have seen that
hadnt told him. 3 If youd been more careful, she there was only $8 in it. They might not have got lost
might not have got hurt. 4 If I could have helped if one of them had been from Poulsbo/that town. If
her, I would have done. 5 If Dave had known when theyd had a map, they wouldnt have got lost. They
your flight was, he could have picked you up. wouldnt have driven into that gas station if theyd
realised it was the same one. If theyd seen the police
7 cD1 26 proNuNciatioN Play the recording and car, they would have driven away. They might have
ask students to repeat. Check students copy the got away if theyd asked someone else for directions.
contractions and weak forms correctly. They wouldnt have got arrested if the salesgirl
hadnt called the police.
extra idea
Before doing 7, ask students to decide which words are Get ready Get it right!
stressed in the sentences they wrote in 6b. Students can
10 a Students do the exercise on their own. Tell
then listen to cD1 26 and check their answers.
students to write notes, as in the examples, not
Elicit which words are stressed and mark them on
complete sentences.
the board.
b Students do the exercise on their own.
8 a Tell students that they are going to read six extra idea
sentences about Jims terrible evening.
Students do the exercise on their own. With a lower-level class, you can allow students
to write the sentences in 10a if they wish.
b Students check answers in pairs. Check answers
with the class.
11 Students do the activity in pairs. Encourage
1 might have been; d/had taken 2 had told; could students to ask follow-up questions if possible.
have asked 3 wouldnt have parked; d/had known Finally, ask students to tell the class two
4 hadnt left; might not have stolen 5 hadnt given; interesting things they have found out about their
would have stayed 6 would have been; hadnt come partners past.
Last night Jim drove to Juliets party. He parked his
car in the street, but he left it unlocked and it was
stolen. Mary gave him a lift home. WritiNG
Students write a paragraph about the things that have
9 a Focus students on the text. Tell students that it is
a true story. Check students understand cash register happened to them in their life and how life would have
and the US English phrase gas station (UK = petrol been different if these things hadnt happened. Students
station), and check students remember the meaning use the notes they made in 10a. Encourage students to
of end up (somewhere). add more information about each thing so that they write
Students read the text and answer the questions. a cohesive text.
Students can compare answers in pairs. Check
answers with the class. Further practice
1 Eight dollars. 2 They werent from that town and Ph Class Activity 3B The Unlucky Club p154
Ph
they didnt have a map. 3 At the gas station that (Instructions p134)
they had robbed. 4 To get directions. 5 They were Extra Practice 3B SB p116
probably arrested.
Self-study DVD-ROM Lesson 3B
b Focus students on the example. Students then do Workbook Lesson 3B p16
the exercise on their own. While they are working,
monitor and check students sentences for accuracy.
c Students work in pairs and check that their
partners sentences are correct.

49
Vocabulary Vocabulary verbs and
3C aNd SkillS The cost of crime prepositions
Skills Listening: a radio interview;
Students Book p28p29 Reading: an online article

Quick ReView This activity reviews the third conditional. form of can (strong /kn/, weak /kn/). Ask students
Students do the first part of the activity on their own. Put whether we usually hear strong or weak forms of
students into pairs. Students take turns to tell each other these words in natural spoken English (weak forms).
their sentences. Encourage students to ask follow-up
b cD1 28 Play the recording. Point out that
questions if possible. students will hear the strong form of each word first.
Students listen and check their pronunciation.
Check pronunciation with the class if necessary.
Speaking and Listening Highlight that all of the weak forms contain a schwa
sound (//).
1 Students discuss the questions in groups. Point out what types of word are often pronounced
2 a Tell students that they are going to hear a in their weak forms (auxiliary verbs, the verb be,
discussion about the prison population in the UK. pronouns, prepositions, articles, etc.).
cD1 27 Play the recording. Students listen and do
the exercise on their own, then compare answers in extra idea
pairs. Check answers with the class. Ask students to turn to cD1 28, SB p160 and look at
the table of strong and weak forms (as shown below).
1 Margaret Bolton is a Member of Parliament
Play the recording again. Students listen and notice the
(an MP); David Gilbert is a Chief Superintendent
(of Police) 2 They agree that there are too many pronunciation of the strong and weak forms of the words.
people in prison, and that we have to stop criminals Use the table to highlight the schwa sounds // in the
reoffending. They dont agree on the three strikes weak forms.
law as a deterrent. 3 Its a system where, if someone strong weak strong weak
is found guilty on three different occasions, they are can /kn/ /kn/ an /n/ /n/
automatically sentenced to a minimum of 25 years
was /wz/ /wz/ for /f:/ /f/
to life in prison.
were /w:/ /w/ of /v/ /v/
b Put students in pairs, A and B. Tell students A to has /hz/ /hz/, /z/ to /tu:/ /t/
look at the numbers in A and students B to look at have /hv/ /hv/, /v/ from /frm/ /frm/
the numbers in B. Play the recording again. Students are /:/ // as /z/ /z/
listen and identify what their numbers refer to. do /du:/ /d/ and /nd/ /nd/
you /ju:/ /j/ that /t/ /t/
c Students work in their pairs and take turns to tell
each other what the numbers refer to. at /t/ /t/ them /em/ /m/
the /i:/ // your /j:/ /j/
40,000 = the cost of keeping a person in prison a /e/ // but /bt/ /bt/
for one year;
3.8 billion = the cost of keeping all the prisoners c Focus students on the fi rst part of the radio
in the UK in prison for a year; programme and highlight that that is a weak form.
4,000 = the cost of keeping a person in prison for Students work in pairs and circle the other weak forms.
45days; While students are working, copy the sentences on
2.3 million = the prison population in the US the board ready for checking.
95,000 = the number of prisoners in the UK;
60,000 = the number of people sentenced in one d Ask students to look at cD1 27, SB p160 to
year to less than a year in prison for minor crimes; check their answers.
60% = the percentage of short-term offenders who Check answers with the class by circling the weak
commit another crime within a year; forms on the board.
$68 billion = the amount the US spends each year
on prisons Government figures out today show that the cost
of keeping a person in prison for one year has risen
HeLP wiTH LiSTeNiNG to 40,000. So what can we do to reduce the prison
Weak forms
population?
This Help with Listening section reviews common
weak forms and highlights the relationship between e cD1 27 Play the whole recording again. Students
weak forms and sentence stress. look at cD1 27, SB p160 and notice the relationship
between the weak forms and sentence stress. Note
3 a Focus students on the words in the box. Check that only the weak forms focused on in 3a are
students remember the difference between strong and marked in the recording. Ask students if weak forms
weak forms by eliciting the strong form and the weak are ever stressed (no).

50
Reading and Speaking a 2 on 3 on 4 of 5 against 6 about 7 with 8 to;
4 Focus students on the frequently asked questions. about 9 in 10 to 11 to; for 12 to; for
Point out that this phrase is usually shortened to FAQ. Check students understand any new words/
Check students understand deterrent (= something phrases.
that makes you decide not to do something because b object before the preposition: name; base;
you realise something horrible could happen to you) convince; reduce
and interpret (= understand something in a particular two prepositions: complain; apologise; apply
way).
Students do the exercise on their own. 7 a Students do the exercise on their own. Check
Students compare answers in pairs. Check answers answers with the class.
with the class.
1 protested against 2 applied for 3 apologised to;
1c 2d 3a apologise for 4 cope with 5 complained about;
complain to 6 named after 7 succeeded in 8 insist
extra idea on 9 based on 10 reduced to 11 convince; of

Ask students to say why the remaining questions in 4 b Students do the exercise in pairs. Ask students to
dont match any of the paragraphs in the text. tell the class one or two things they found out about
their partner.
b Although a particular state (California) is
8 Tell students that they are going to read about four
mentioned in paragraphs 2 and 3, there is no
mention of Three Strikes Law not being an crimes that happened in the UK. Put students into
effective deterrent. e Although paragraph 1 groups of four. Student A in each group turns to SB
mentions baseball, it is not about prisoners p104, student B turns to p107, student C turns to
playing baseball. p110 and student D turns to p111. If you have extra
students, have one, two or three groups of three and
make the strongest student in each of these groups
5 student C. Ask these students to read about the
a Put students into groups of three, A, B and C.
crimes on p110 and on p111.
Students A read about Leandro Andrade, students B
read about Jerry Williams, and students C read about a Students do the exercise on their own.
Santos Reyes. Students answer the questions for their b Students work in their groups and take turns to
text only. tell each other about their crimes, using the words/
b Students work in their groups and ask and answer phrases they wrote in a as prompts. After each crime,
the questions from 5a. students discuss what punishment they would have
Encourage students to give more information about given if they had been the judge. Encourage students
each answer. to come to a group decision if possible.
c Students turn to SB p114 and read what happened
Leandro Andrade to the criminals.
1 California. 2 Stealing childrens video tapes. 3 No, Students work in their groups and discuss the
it didnt. 4 Theft and burglary. 5 Yes. sentences each criminal actually received.
Jerry Williams
Finally, ask the class how many people agreed with
1 California. 2 Stealing a slice of pizza. 3 No, it
the sentences for each of the four crimes.
didnt. 4 Robbery and car theft. 5 No.
Santos Reyes
WritiNG
1 California. 2 Taking the written part of a driving
test for his cousin. 3 No, it didnt. 4 Burglary Ask students to research a true crime story online.
(stealing a radio) and robbery. 5 Yes, he is. Students write a text about the crime, giving the
important details, i.e. what the crime was, who
Students then discuss the questions in their groups.
Ask each group to share their answers with the class. committed the crime, whether the criminal was caught
and what happened to him/her.
extra idea
Students discuss the questions as a class and try to agree Further practice
on whose sentence was the most unfair. Encourage them Ph Class Activity 3C Preposition pelmanism p156
Ph
to give reasons for their decision. (Instructions p134)
Extra Practice 3C SB p117
HeLP wiTH VOcABuLARY Self-study DVD-ROM Lesson 3C
Verbs and prepositions Workbook Lesson 3C p18
6 ac Students do the exercises on their own, then
check in Vocabulary 3.4 SB p132. Check answers
with the class.
51
rEAL
3D wORLD How can I help? Real World making, refusing
Students Book p30p31 and accepting offers

Quick ReView This activity reviews verbs and


1
prepositions. Students do the first part of the activity on
MARK Would you like me to help you move
their own. Put students into pairs. Students complete the tomorrow?
activity with their partner. Ask each student to tell the class CHLOE Are you sure you wouldnt mind?
one of his/her sentences. M No, of course not.
C Thanks. Thatd be a great help.
M Why dont I come over this evening and help you
pack?
1 Students discuss the questions in groups. Ask C Itd be wonderful if you could.
students to share interesting ideas with the class. M What if I come at about seven?
C Yeah, thats good for me.
2 a Focus students on the photos. Remind students
M Ive got some old packing cases. Would you like
that they fi rst saw Chloe in lesson 1D. Elicit what has
happened. (Chloes house has been burgled.) me to bring some round?
C No, its OK, Ive got plenty. Thanks for offering.
Give students time to read the list of topics and check 2
they understand fingerprints and home security. M Let me help you pack those files.
ViDeO 3 cD1 29 Play the video or audio recording
C No, dont worry. Id better do those myself.
(SB p160). Students watch or listen then put the M Well, what if I carried these heavy things
topics in the order in which they are fi rst talked downstairs for you?
about. Check answers with the class. C As long as you dont mind.
M Not at all. Then Ill pack up the computer and
1 the police 2 home security 3 a computer printer, if you like.
4 fingerprints 5 Prague 6 a pet C Great. Then lets have something to eat and a cup
of coffee.
b Play the video or audio recording again. Students
M Ill help you make something if you like.
make notes on the topics in 2a.
C No, its OK, Ive packed up all my kitchen stuff
c Students compare notes in pairs. already. Itd be easier if I got a takeaway from the
caf.
ReAL wORLD
Making, refusing and accepting offers Students practise the conversation in their pairs. Tell
them to choose a role, Chloe or Mark. Encourage
3 ac Students do the exercises on their own or in
students to use natural sentence stress and weak
pairs, then check in real World 3.1 SB p133. Check
forms.
answers with the class.
Ask one or two pairs to role-play the conversations
a 1 Would 2 like 3 Let 4 help 5 dont 6 What for the class.
7offering 8 better 9 manage 10 easier 11 be
extra idea
12 mind 13 could 14 dont
b Let me ... , Why dont I ... and Id better ... are Students work in pairs, A and B. Student As write
followed by the infinitive. conversation A and Student Bs write conversation B.
Would it help if I ... , What if I ... and Itd be Tell students to swap papers and check each others
easier if I ... are followed by the Past Simple. conversations. Then ask students to role-play their
Thanks for ... is often followed by verb+ing.
conversations.
Highlight that we can also say: Itd be great/nice/

helpful/fantastic, etc. if you could.


6 Put students into pairs, Student A and Student B.
Student As turn to SB p104 and Student Bs turn to
4 cD1 30 proNuNciatioN Play the recording (SB p160).
SB p107.
Students listen and repeat. Check students copy the
polite intonation correctly. Remind students that if ab Students do the exercises on their own.
their voices are too flat, they might sound rude or After students have been working for a few minutes,
bored. tell them to move on to b if they havent already
done so.
5 a Tell students that because of the burglary, Chloe c Students work with their partner and take turns to
has decided to move house. Her colleague Mark discuss the situation in a. Ask Student A in each pair
offers to help her. Students do the exercise in pairs. to begin the conversation by telling his/her partner
b Students compare answers in pairs. Check answers about the situation in his/her own words. Students
with the class.

52
then continue the conversation by referring to their the phrase would you have, have is a weak form, so
lists. Encourage students to use the ways of making, starts with a vowel sound //. The contraction of all
refusing and accepting offers from 3a in their three words therefore becomes /wdju:wv/.
conversations. cD1 31 Play the recording. Students listen and
Students then discuss Student Bs situation in the practise the sentences. Make sure they copy the stress,
same way. While students are working, monitor and weak forms and contractions correctly.
correct students where necessary.
Finally, ask a few pairs to tell the class what they 2 a cD1 32 Play the recording (SB p160). Students
have agreed to do for their partners. listen and write the answers to questions 14 in 1.
b Students compare answers in pairs. Ask students
Further practice to decide which words are stressed in the answers.
Ph Class Activity 3D Easy money! p157
Ph
Tell students to turn to cD1 32 SB p160 to check
their answers.
(Instructions p135)
Extra Practice 3D SB p117 1 Id probably give a lot of it away to charity.
Self-study DVD-ROM Lesson 3D 2 I think Id choose the president of the USA.
Workbook Lesson 3D p19 3 Id have chosen Alex.
Workbook Reading and Writing Portfolio 3 p68 4 Id have met up with friends for coffee.
Progress Test 3 p242
c Play the recording again. Students listen again and
repeat the sentences.
HeLP wiTH PRONuNciATiON
Stress and rhythm (1): conditionals 3 Students work in pairs and practise the questions and
answers in 1 and 2a.
This Help with Pronunciation section focuses on
the stress and rhythm in conditional sentences Finally, ask students to say one sentence each. Check
and reviews the pronunciation of weak forms and they use the correct stress and pronounce the weak
contractions. forms and contractions correctly, and praise good
pronunciation.
1 Focus students on the sentences and the phonemes.
Point out the pronunciation of would you (/wd/)
and could have (/kdv/) in normal speech. continue2learn
Also remind students that when a word ends in a
vowel and is followed by another vowel, the words Focus students on the continue2learn section on SB
are linked by a /w/, /j/ or /r/ sound. Point out that in p31. See p35 for ideas on how to exploit this section.

Extra Practice 3 Id like to interview Prince William, providing I


could ask him anything. 5 Would you live abroad
See p35 for ideas on how to exploit this section.
if you had the chance? Yes, Id live in Denmark
3A if I could get a job there. 6 Do you suppose Ella
would make me a jacket if I asked her? As long as
1 T B U R G L A R Y M
you paid her for it, I think she would make you
E M T H E T R V B M one.
R U W L L H S A L U 3B
R R F O O E O N T G 3 2 commit 3 fine 4 send 5 charge 6 find 7 give
8 take
S D R O T F N D M G 4 2 had flown 3 could have 4 would you have got
P E A T C T E A P I 5 wouldnt have come
Q R U I K M U L D N 3C
5 2 on 3 about 4 to; for 5 about 6 after 7 on 8 of
K I D N A P P I N G
9 to 10 in 11 with 12 against
Z L F G F R A S V H 3D
B R I B E R Y M S X 6 1 b can manage c be wonderful 2 a you like
2 1 As long as the robbers couldnt hear me, Id call b for offering c As long as 3 a it help b be better
the police. 2 Suppose you could work for any c dont mind 4 a Let me b be easier c d be
company in the world, which would you choose?
Id like to work for H&M, provided I could have
free clothes. 3 Imagine you had the chance to progress portfolio 3
learn a new skill, what would it be? If I could
afford it, Id learn to fly. 4 Supposing you were a
See p36 for ideas on how to exploit this section.
journalist, who would you most like to interview?

53