SHEILA DIGNEN

Series editor: ben goldstein

The BIG Picture

B1+ intermediate Teacher's Book

www.richmondelt.com/thebigpicture

147224 _ 0001-0005.indd 1 20/03/12 16:18


58 St Aldates
Oxford
OX1 1ST
United Kingdom
© Richmond / Santillana Educación, S.L., 2012
ISBN: 978-84-668-1063-0
D.L.
Printed in Spain
Publisher: Deborah Tricker
Managing Editor: Mary Todd
Editorial Team: Laura Miranda, Brigit Viney
Proofreaders: Hannah Champney, Rachel Edge
Cover Design: Lorna Heaslip
Design & Layout: Dave Kuzmicki, Lorna Heaslip
Cover Photo:
Shibuya crossing in the evening
Getty Images Sales Spain / Tom Bonaventure
147224 _ 0001-0005.indd 2
C
All rights reserved.
No part of this work may be reproduced, stored in a retrieval system
or transmitted in any form, electronic, mechanical, photocopying or
otherwise without the prior permission in writing of the copyright
holders.
We would like to thank the following reviewers for their valuable
feedback which has made The Big Picture possible. We extend our
thanks to the many teachers and students not mentioned here.
(Argentina): Cecilia Chiacchio, Ingrid Suhring; (Brazil):
Ana Falcao, Virginia Garcia, Patricia McKay, Cynthia Phillipps;
(Colombia): Kathleen Canal; (Italy): Morgan Cox, Karen Geiger, Sarah
Stats; (Mexico): Emma Dominguez, Melissa Ferrin,
Lupita Neve, Coral Ibarra Yunez; (Poland): Malgosia Adams,
Marta Rosinska; (Spain): Vicki Anderson, Juan Carlos Araujo,
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.
20/03/12 16:18
 Contents

Student's book contents page 4

Introduction page 6

1 Communication page 14

2 A good read page 23

3 Art everywhere page 32

Review a page 40

4 Man and nature page 42

5 Bridges, borders and barriers page 50

6 Global and local page 58

Review b page 67

7 Is this yours? page 69

8 Telling a different story page 78

9 Rules and regulations page 87

Review c page 96

10 Insights and innovations page 99

11 A sense of identity page 107

12 Memories 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

147224 _ 0001-0005.indd 3 20/03/12 16:18

 Student's book contents

147224 _ 0001-0005.indd 4 20/03/12 16:18

 Student's book contents

147224 _ 0001-0005.indd 5 20/03/12 16:18

 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.
What’s the big idea?
1 The Big Picture is... visual. Due to the growing
importance of images in today’s digitalised world,
we are all becoming more visually literate. This
has important implications for language teaching:
images used in the classroom should not be merely
decorative or illustrative, but should play an active
role in the learning process. In The Big Picture,
visual material is used to engage learners, stimulate
language and help cross language borders. Class
activities develop students’ critical thinking skills by
encouraging them not only to describe images, but
also to interpret and discuss them.
2 The Big Picture is... international. As its name
suggests, The Big Picture aims to take a broader view
of the study of English in today’s world. The status
of English as an international language means we
need to consider cultural contexts not only from the
traditional English-speaking world but from a variety
of different global situations. The Big Picture is built
around global topics and cultural material which
are both stimulating and immediately relevant to
learners’ lives and experiences.
COURSE COMPONENTS
Student’s Book
The Big Picture Student’s Book provides 90–120 hours of
classroom material. The Student’s Book is divided into 12
topic-based units, each with six self-contained lessons
and a unit review (approximately ten hours per unit).
The first lesson in each unit uses high-impact images
to introduce the topic and present core vocabulary,
engaging students from the outset. The following
three lessons present and practise key vocabulary and
grammar through integrated skills work. The final
lessons focus on language output: functional language
for practical, everyday situations and an extended
speaking or writing task, which combines the language
and skills from the unit in a final ‘big picture’ task.
The Student’s Book provides students with ample
opportunity to review target language. The grammar
syllabus is supplemented by an interactive Grammar
reference, which can be used for additional practice in
class, for homework or for self study.
6
147224 _ 0006-0013.indd 6 20/03/12
3 The Big Picture is... about real lives. The course
aims to make English language learning accessible
by grounding tasks in real-life situations. Speaking
and writing tasks are designed not only to practise
key structures, but to simulate real-life contexts
which learners may encounter outside the classroom.
Similarly, The Big Picture challenges stereotyping and
presents positive, sympathetic role models both in the
voices heard in the audio material, and in the choice
of cultural information made available to students.
4 The Big Picture is... about real language. Vocabulary
panels at the start of each unit are designed to
highlight the high-frequency words and expressions
that students will need in the wider world. New
structures are always presented and practised
in context, facilitating language acquisition and
encouraging students to see grammar as a natural
and integral part of language learning. In addition,
functional language sections promote the acquisition
of phrases and conversation strategies to help students
perform effectively in the real-life contexts they find
themselves in when they leave the classroom.
Vocabulary, grammar and functional language are
recycled in one Review section per unit, and in Bring
it together sections which combine language from
the previous three units in skills-based tasks. Self-
assessment questions encourage students to reflect on
what they have learnt and evaluate their knowledge and
competencies.
The Writing bank provides additional writing tasks to
ensure that there is one extended writing section per
unit. The Communication bank contains material for a
variety of interactive activities, including role plays and
jigsaw readings.
To ensure full exploitation of listening material, selected
transcripts are provided at the back of the Student’s
Book, with full Class Audio transcripts available online
at www.richmondelt.com/thebigpicture.
For further information and sample material from the
Student’s Book, please see pages 8–12.
16:18

Workbook
The Big Picture Workbook offers further practice of the
vocabulary and grammar presented in each unit of the
Student’s Book. Additional topic vocabulary is presented
and practised in regular Vocabulary extension sections,
which supplement the vocabulary building strand of the
Student’s Book. Target language is combined in Bring
it together activities, providing further, contextualised
practice.
Each unit also contains a double-page Skills development
section, with carefully staged activities to help students
discover and develop strategies to improve their
listening, reading and writing.
Four Progress tests give students the opportunity to
review the language they have learnt, evaluate their
progress and identify any areas of difficulty.
Student’s 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.
For further information and sample material from the
y to the platform to practise English outside the classroom
Workbook, please see page 13.
Teacher’s Book
The Big Picture Teacher’s Book provides full teaching
notes with point-of-use answer keys and transcripts.
Aims panels at the start of each unit contain a summary
of the learning outcomes and language skills for that
unit. Lead-in sections suggest activities and warmers
s to set contexts and elicit language, while Background
notes offer extra information about the Student’s Book
content.
Throughout the Teacher’s Book, Extra activity, Mixed
ability and Alternative task sections provide additional
ideas and activities to consolidate and extend Student’s
Book material, as well as ideas for adapting lessons
to suit different abilities and class profiles. Clearly
signposted Grammar notes supply useful information on
form, usage and pronunciation to aid grammar teaching.
Answer keys for the Student’s Book Grammar reference
and the Workbook are included at the back of the book.
Class Audio
The Class Audio CDs include all the listening material
from the Student’s Book. A wide range of genres and
accents keeps students engaged and helps them to
develop their listening skills.
d COMMON EUROPEAN FRAMEWORK
147224 _ 0006-0013.indd 7 20/03/12
Introduction
Learning Platform
An online Learning Platform is available to all users
of The Big Picture. The platform brings together key
elements of formal and informal learning. Extensive
interactive activities give further practice of the
grammar, vocabulary, pronunciation and functional
language from each unit of the Student’s Book. Scores for
these activities are tracked and recorded in a gradebook,
allowing teachers to monitor their students’ progress.
The Learning Platform also includes informal learning
features such as regularly updated games, a monthly
podcast and The Big Picture Blog. Every month a picture
is added to the blog, along with a description of the
picture written by one of the course authors. Students
are invited to participate in the Big Picture community
by writing their own descriptions of each picture, an
engaging activity which also provides valuable practice
The Learning Platform offers total flexibility for
teachers. Teachers can simply give their students access
at their own pace. Other teachers may wish to use
interactive features such as the forum or the library to
communicate with their students. For teachers wishing
to set online activities as homework, the gradebook
provides information on when a student started and
finished an activity, as well as activity scores. Teachers
can see the scores of individual students and the class as
a whole.
Test Studio
The Big Picture Test Studio provides teachers with a
wealth of test items, allowing them to monitor their
students’ learning as they work through the course. The
Test Studio is highly flexible: teachers can select which
blocks of units they want to test, as well as which of the
four skills they would like to include. A choice of five
different question types ensures that tests are easily
adapted to suit students’ needs, from quick progress
tests to exam preparation. In addition, teachers can
decide how to output the test – on paper or online.
Digital Book
The Big Picture Digital Book offers a complete digital
version of the course for use on any interactive
whiteboard. An optional resource for language
presentation and practice in class, the Digital Book
provides one-click access to audio, keys, teaching notes
and extra activities.
Complete CEFR mapping documents listing objectives
and competencies by level and unit are available online.
See www.richmondelt.com/thebigpicture.
16:18
 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
them to find a link between the
images and their own experience.
each unit, highlighting key points
that emerge from language analysis
or skills work. They draw attention
to language items which are of
particular interest because they
are frequent, problematic or have
multiple meanings.

147224 _ 0006-0013.indd 8 20/03/12 16:18

 Introduction

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

Vocabulary sections focus
structures and learning outcomes
on lexical sets as well as
covered in each lesson.
common combinations of
words such as collocations,
Reading texts explore a wide range word families and fixed
of genres, including print and online Grammar sections are carefully expressions. New vocabulary
texts such as blogs, emails, literary staged. Students begin by reflecting is presented in clear contexts,
extracts and adverts. Most texts on the target language and interacting often with visual aids to help
have been adapted from authentic with the Grammar panel. They then acquisition.
sources. Students often read the text practice the grammar in contextualised
first for general information and tasks, before consolidating their
then again to answer more specific knowledge by using the new structures
questions. to discuss relevant topics as a class.

A double-page spread usually

Integrated pronunciation
finishes with a speaking task
sections practise individual sounds
which rounds up the lesson with
as well as stress and intonation
a personalised focus, allowing
patterns. Native speaker models are
students to make use of the language
usually provided but international
they have learnt in a real-life context.
intelligibility is the principal aim
throughout.

147224 _ 0006-0013.indd 9 20/03/12 16:18

 Introduction

Spreads 2, 3 & 4

Listening texts are varied and

Grammar panels encourage
engaging, covering a range of genres
students to notice key aspects of a
such as radio programmes, podcasts
given structure and actively discover
and voxpop monologues. Students
the rules for themselves. The panels
listen for gist and then for more
are kept brief, with cross-references
detailed information. Students are
to further explanations and practice
often asked to refer to the transcript
tasks in the interactive Grammar
to check understanding.
reference section.

10

147224 _ 0006-0013.indd 10 20/03/12 16:18

 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 students will need and skills work from earlier lessons
in everyday situations. is brought together in a fun, ‘big
picture’ activity.

Students listen to a common, real-

world situation which provides the
context and acts as a model for their
output. Again, images are often used
to help learners relate to the topic.
Well-staged preparation tasks guide
students towards the final outcome,
while developing micro-skills and
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 students
need to complete the tasks.
Students make use of the
language focus and model
in practical, communicative
activities, creating their own
contextualised conversations.
Students carry out the task and
listen to and/or read one another’s
work. Class discussion activities
Intonation and stress
allow students to compare their
panels encourage students
approaches and provide feedback.
to listen for intonation and
stress patterns in spoken
English.
11

147224 _ 0006-0013.indd 11 20/03/12 16:18

 Introduction

Every three units there is a Review

section with a one-page review per
Bring it together pages are
unit, allowing students 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 students
dynamic and communicative.
a broader perspective and alternative
contexts.

At the end of each Review, students

Looking back sections give students
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.

12

147224 _ 0006-0013.indd 12 20/03/12 16:18


Vocabulary and grammar
presented in each unit of the
Student’s Book is reviewed and
recycled in the Workbook. Staged
activities focus on both form and
usage, building students’ confidence
in using new language.
3 Art everywhere
Vocabulary
Works of art
1 Choose the correct word for the photos.
1 drawing / photo / painting
3 street art / graffiti / exhibition
2 a Choose the correct words.
a I love this idea. It makes the room look so much more
(1)
interested / interesting. Plain walls are so (2)bored /
boring.
b I’m (3)amazed / amazing that people spend so much time
creating these. They don’t last very long! Personally, I
often feel (4)annoyed / annoying when I see yet another
one on the pavement. It’s a pain to walk round when
you’re in a hurry.
c I was very (5)surprised / surprising to see this on a walk. I
actually think it’s very (6)moved / moving. It reminds us all
of the importance of nature.
d I felt a little (7)disturbed / disturbing by this painting. It
isn’t exactly cheerful, is it? Was the artist trying to be
(8)
shocked / shocking? I think it’s worked – I’d never hang
something like this in my home.
b Match the descriptions a–d to the images in 1.
a b c d
14
Each unit in the Workbook
includes a double-page Skills
development section. In
addition to further practice of
functional language from the
Student’s Book, key skills for
listening, reading and writing
are practised, using a variety of
engaging texts and genres.
147224 _ 0006-0013.indd
2 graffiti / mural / installation
4 sculpture / statue / street art
Gradable & absolute adjectives
3 a Give the sentences more emphasis. Replace the bold
adjective with an extreme adjective from the box. There
are two adjectives that you don’t need.
delicious  exhausted  fascinating  huge    photography.’ – The Evening Times.
impossible  stunning  terrible  tiny  unique
1 The Mona Lisa is a special unique
greatest portrait in the world.
2 I find it difficult to take good photos.
3 I think most graffiti looks bad
4 I think the Statue of Liberty in the USA is beautiful
. were.
5 I think my local art gallery is interesting
6 I’d rather have one big painting on the
wall of my sitting room than lots of small
ones.
b Which sentences do you agree with?
13
Introduction
Vocabulary extension sections
present and practise additional topic Each Vocabulary and Grammar
vocabulary. section in the Workbook builds up
to a Bring it together section, a
‘big picture’ activity which offers
contextualised practice of all target
language from the unit.
People-watching Bring it together
4 Complete the text. Use the correct form of suitable verbs.
7 Complete the extract from a gallery
T
he nineteenth-century artist
Henri de Toulouse-Lautrec
famously loved to spend time in
brochure. Use the correct form of the words
from the box. There is one word that you
don’t need.
Parisian cafés. During the day he
might sit at a table near the window amaze  disturb  exhibit  install 
and (1) watch the world look  photograph   sculpt  watch
go by, but he was most enthusiastic
about the cafés at night. Toulouse-
Lautrec painted customers while
they were (2) g about
their business, (3) p
the time of day with their friends, or MOORTOWN
simply sitting and (4) s
into space. Sometimes Toulouse worked in silence. Perhaps he
ART
(5)
(6)
l in on other peoples’ conversations and GALLERY
t in to the parts he found most interesting, or
perhaps he simply concentrated on his work. However, he was
naturally a very sociable person, and he liked to be part of the crowd
himself. He often painted while he was sharing a table with friends! What’s on: displays and (1) exhibitions
at the Moortown Art Gallery.
Room 1
Vocabulary extension
Screams – (2) paintings of
People in the arts unhappiness and anxiety inspired by the
5 Complete the chart with the people and art forms from the box. fascinating work of Edvard Munch.
Room 2
architect  architecture  author  composer  director   
film  literature  music  painter    painting  All in the Mind – an (3) by
photographer  photography  sculptor  sculpture local sculptor, Cassie McBride. Step inside
a huge, 10 metre-high (4) of
Art form Person Art form Person a human head and explore our ideas of
mind and self.
painting painter
Room 3
Tricks of the Light – strange and
mysterious pictures by local
(5)
, Miles Brooks. ‘You’ll
6 Complete the list with words from 5. Do you agree with any of the
be (6) by his stunning
suggestions?
My top five artistic inspirations
The stylish Art Café is open from 9 a.m. to
1 Beethoven He wrote such wonderful music , and in my
portrait. It’s the opinion, he was the greatest ever. 5 p.m. every day. Come and
(7)
the world go by while
2 Dante’s Divine Comedy It’s easy to forget that this amazing piece
of was written by a medieval ! enjoying our delicious hot drinks, cakes
. 3 The Giza Pyramids The is absolutely stunning. and sandwiches!
Sadly, we’ll probably never know who the ancient s
. 4 Michelangelo An incredible painter and . 8 Read the extract again and find words
The Pietà he made out of cold stone moves me to which mean
tears every time I see it. 1 very interesting
5 Krzysztof Kieslowski I’ll never get bored with watching the Three 2 very large
Colours films by this brilliant . 3 very beautiful
15
Skills development Skills 3
Functional language Adding emphasis Reading Identifying purpose & intention
1 a Tick (✓) the three emphatic sentences. 2 Rewrite these sentences so that they are more emphatic. 1 Read the webpage quickly. Who do 2 Read the text again and find the answers to the peopleʼs questions.
1 What I like is that all the artists are 1 I hate the confusing design. you think it is for? Whose question can’t you answer?
extremely talented. What I hate is the confusing design. a people who take photographs 1 Ligaya – Where can I find out more information?
2 The problem is that the paintings 2 I love the strong political message. professionally On the Flickr help page. (paragraph 7)
aren’t very original. b people who are just starting to 2 Jimar – What kind of photos are most successful?
3 The new display in this gallery is 3 This self-portrait is my favourite painting. learn photography
the best exhibition I’ve seen. c people who are interested in 3 Precious – Why use Flickr rather than other photo-sharing websites?
4 I’m not keen on the lazy drawings buying photographs
4 The grey colour is the most disturbing thing about the
and bad painting. photo. d people who have some 4 Christian – How much money will I make?
5 The most disappointing thing is the photography skills
lack of variety here. 5 Keziah – Is it a good idea to create some adverts?
5 I don’t like the statue’s expression.
b How many speakers are enjoying the 6 Ren – How many photos should I upload to my first collection?
exhibition? 6 The fact that the exhibition is so expensive is the problem.
7 Beatriz – Where do I say what each photo costs?
Listening Completing summaries
1 a 3.2 Listen to an audio guide about Temple Newsam
House in the UK. In what order do you hear about the Upload photos, What I like about Flickr is that you surprising. Good-quality ‘action’
2 Listen again and complete the summaries don’t have to pay the site any money shots of people or animals are often
download sss?
rooms? Draw a route on the room map. from the brochure. Write one word or date for the photos you sell. The bigger popular. Bad-quality holiday photos
s
in each gap. If you enjoy sharing your photos with photo-sharing websites usually ask are not!
b Match photo b to one of the rooms.
friends and family, you’re probably you to pay them a percentage of
Try to make yourself popular.
In the sixteenth and seventeenth centuries uploading your best shots to a site your profits, so I’d only recommend
Advertising is expensive, and I
the Hall was used for dancing and like Flickr already. But why not make these for serious professionals.
wouldn’t recommend it. The easiest
• • (1)
parties . On the east wall, there’s a some money from your hobby, too?
Welcome to Temple Newsam To improve your chances of and cheapest way I know to attract
very big (2) of a horse. Although you can’t sell photos success, think of your photo albums more visitors to your page is simply
a b The desk in the Library was made in directly through Flickr, you can write as exhibitions. Don’t add too many this: be friendly! Look at other
photos. The problem is that many people’s photo albums and write
around (3) . In 1912, the
room was used for playing games and
(4)
.
a comment on your page to say
that your work is for sale. People
who want to buy a photo can then
viewers find huge albums boring
and even annoying! A maximum of
positive comments. They’ll probably
then visit your page and do the same.
20 pictures per album is ideal.
In the entrance to the Blue Room you can
see a (5) of Narcissus and an
contact you by email. In your reply,
you can give more information and
suggest a price for your images.
Think about which photos people
will find the most interesting or
The Flickr help page includes lots
more useful tips. Good luck, and
above all, have fun!
interesting ceiling. The ceiling was painted
to look like a (6)
In around (7) , Lady
.
Room Map 3 Read the start of another webpage on
Hertford decorated the Blue Room with
Chinese wallpaper and pictures of the same topic. Underline two places Art for sale
Library Blue Room Great Hall (8)
birds. • where the writer disagrees with the
writer in 2. Who do you agree with the Flickr is an excellent site for photographers hoping to make a small
profit from their skills. I’d recommend visiting their help page first.
Entrance to
most?
the Blue Room In my opinion, the best way to make money is to upload as many
Strategy photos as possible to each album. However, don’t add all your holiday
%
Corridor
Strategy When you have  Identifying the 
to complete summaries, don’t add  purpose of a text can help you to  photos. They’re interesting to you, but boring to other people!
unnecessary information. Does the rubric  understand it. Decide what kind of  Try not to visit other people’s photo albums, because you’ll spend too
• • tell you how many words you need to write? 
Don’t write any more words than this!
text it is and who it is written for. What 
ideas does the writer include in the 
much time making comparisons. Remember, they’ll be better than
you at some things, and worse than you at others. You’re unique!
text? Do you think other writers would 
have different ideas about this topic?
18 19
Strategy boxes highlight practical
strategies to help learners improve their
listening, reading and writing.
13
20/03/12 16:18
 1 Communication
Students will practise...
• tenses
• question forms
• state and dynamic verbs
Key vocabulary pages 4–5
Lead-in
With books closed, ask students to name some forms
of communication. Ask: What forms of communication
do you use every day? Elicit a few examples from the
class, e.g. phoning, texting, emailing. Ask: Which form of
communication do you prefer? Why? Elicit a range of answers.
1 a Students work in pairs to look at the images and answer
the questions. Ask some students to report back to the
class.
b Refer students to A in the Key vocabulary panel. Students
match the expressions to the images. Check answers
and model pronunciation of the expressions, then give
students one or two minutes to brainstorm other forms
of communication in their pairs. Bring students’ ideas
together on the board as a class.
Answers
a facial expressions, hand gestures, body language
b social networks, instant messaging
c sign language, facial expressions
d placards & signs, hand gestures, facial expressions, the written
word
e body language, facial expressions
f hand gestures, facial expressions
2 Play the audio. Students listen to the conversations and
match them to the images. Check answers, then ask
students which descriptions they agree with, and which
they don’t agree with. Elicit a range of ideas, and encourage
students to express their own opinions.
Answers
1 e  2  d  3  f  4  a  5  b  6  c
1.1
1 Ah yes, this is a Kabuki dancer, isn’t it? And each dance tells a
story, with the costume and the make-up and the movements
all communicating something different – the only problem
is… you have to know the language of Kabuki dance to
understand what he’s saying!
2 She’s obviously angry about something and she’s decided to
protest about it. She’s using a placard to communicate her
message – and the strength of the crowd as well – that makes
14
147224 _ 0014-0022.indd 14
and they will learn how to...
• talk about communicating
• talk about signs and their purpose
• talk about the senses
the message much louder and more powerful.
3 This gesture speaks a thousand words, doesn’t it? So gentle,
so tender, it’s communicating love and protection – it’s
amazing how a hand gesture can say so much!
4 I love this photo, the way the two people are looking at each
other, the way they seem to be so deep in conversation.
They’re not just talking with words, the expressions on their
faces, the gestures they’re making with their hands, it’s all
part of the conversation.
5 Mmm. There are two things going on in this photo – I mean
first of all there’s the keyboard, and that’s so much part of
modern communication, isn’t it? You know, people staying in
touch by email, or on social networks, or instant messaging
services – but it’s also the hands. Look, the henna on her
hands, that tells a story, too. It communicates a lot about the
person who’s typing, don’t you think?
6 OK, this one is obviously showing sign language. I wonder
where they are. I wonder if they’re both deaf, or perhaps
they’re communicating with someone else?
3 a Students complete the extracts individually. They can
then work in pairs to compare their ideas and match the
extracts to the images. Don’t check answers at this stage.
b Refer students to the transcript on page 162 of the
Student’s Book to check their answers.
Answers
1 talking (a)  2  speaks (f)  3  communicate (d)
4 tells (e)  5  say (f)  6  communicating (c)
4 Refer students to B in the Key vocabulary panel. Point out
that say, tell and speak have very similar meanings but are
used in different contexts, with different collocations.
Students complete the exercise. Check answers and read
the Notice box with the class.
Answers
1 speak  2  say  3  tell
5 a Students work individually to complete the questions.
Point out that in some questions it is necessary to use a
different form of the verb. With weaker classes, briefly
revise the irregular forms of the verbs before students
complete the exercise, and do the first one or two as
examples with the whole class.
20/03/12 16:27

Answers
1 speak  2  speak  3  spoke  4  said  5  telling
6 telling  7  telling  8  spoken
b Students choose three questions individually, then work
with a partner to ask the three questions they have chosen
and answer their partner’s questions. Students can repeat
the activity with a new partner for extra practice. Monitor
while students are working and correct any mistakes in a
short feedback session at the end.
Extra activity
Ask students to write three more questions of their own,
using the verbs and collocations in B in the Key vocabulary
panel, e.g. Have you ever told a lie? How often do you speak
to friends on the phone? Students can ask and answer their
questions in pairs.
Mixed ability
If some weaker students need further practice of say/tell,
ask them to work in pairs to correct these sentences:
1 She said me that he wasn’t hungry. (She said that /
She told me that...)
2 They told to me that the flight was full. (They told me...)
3 You must say me the truth. (…tell me the truth)
4 He told that he didn’t have any money. (He told me/
us that / He said that...)
1.1 Communication breakdown
page 6
Speaking & Vocabulary
Lead-in
Ask: Do you sometimes find it difficult to speak to people?
In what situations? Do you sometimes prefer other forms of
communication, for example writing? When? Elicit a range of
answers. Feed in ideas if students are struggling to think of
any, e.g. discussing a sensitive issue, expressing feelings or
making a complaint might be easier in writing.
1 a Students work individually to match the communication
expressions to the categories. Encourage students to use
dictionaries to look up words and expressions they are
not familiar with. Monitor and help as necessary. Model
pronunciation of any words that students might find
difficult, e.g. lectures, Skype.
b Students think of an example from their own life for each
of the communication expressions. Give a few examples
from your own life to help, e.g. I sometimes speak to members
of my family on Skype. I discuss politics a lot with my family.
2 Students work in pairs to compare their answers and
discuss the differences between them. Ask each pair to
report back to the class on similarities and differences they
found.
147224 _ 0014-0022.indd 15
1.0–1.1
Reading
1 a Discuss as a class what forms of communication the
images show. Encourage students to refer back to the
expressions in Speaking 1a to help them. Elicit ideas, but
don’t confirm or reject students’ ideas at this stage.
Answers
a using your body to express yourself
b communicating with/stroking a pet
c speaking on a mobile phone, not communicating with the
person in the room
b Students read the texts quickly and match them to the
images. Remind students that they should read the texts
quite quickly at this stage and not worry if they don’t
understand everything. Check answers, and check the
answers to 1a.
Answers
1 b  2  a  3  c
2 Students read the texts again and match them to the types
of communication in Speaking & vocabulary 1a.
Answers
1 talk to pets  2  use my body to express myself
3 text, tweet or email friends
3 Students work in pairs to match the texts to the problems.
Check answers and ask the class which statement a–c they
agree with the most strongly.
Answers
a 3  b  2  c  1
4 Students read the texts again and answer the questions.
Answers
Person 1 prefers talking to animals because he/she has a lot
of trouble talking to people. Person 2 prefers using her body to
express herself because she can say a lot with her body and now
has real problems with speaking.
5 Allow students time to prepare their ideas individually
before they discuss the questions in small groups. Monitor
and help while students are speaking. Ask groups to report
back to the class.
Grammar
1 a Students work in pairs to match the extracts to the
images. Encourage them to work from memory, without
looking back at the texts.
Answers
1 image b  2  image a  3  image c  4  image b 
5 image c  6  image c
b Students work individually to underline the verbs and
decide if they refer to the present, past or future. Check
answers.
15
20/03/12 16:27
 1.1
Answers
1 have – the present  2  started – the past
3 will separate – the future  4  ’ve had – the past and present
5 ’re speaking – the present  6  ’m going to try – the future
2 Students complete 1–6 in the Grammar panel with the
sentences. Check answers with the whole class and read
through the explanations in the Grammar panel with the
class. With weaker classes, you may also like to revise the
forms of the past simple and present perfect, and remind
students that a lot of common verbs are irregular in these
tenses.
Answers
1 I have a lot of trouble talking to people.
2 They’re speaking, texting or tweeting on their phones.
3 When I first started dancing.
4 I’ve had a lot of dogs.
5 …this technology will separate us…
6 I’m going to try and meet a friend every week.
Tense review
Many languages only have one present tense, so many
students find the distinction between present simple and
present continuous quite tricky. The present simple is used
for habits and routines: I get up at seven o’clock every day.
NOT I’m getting up at seven o’clock every day. The present
continuous is used for things that are happening now:
Look, it’s raining. NOT Look, it rains. Hey, where are you going?
NOT Where do you go?
Many languages do not have an equivalent of the present
perfect, so students often find this a difficult tense to use
correctly. The past simple is used for completed actions
in the past, often with a specific time reference: I saw
John yesterday. NOT I’ve seen John yesterday. The present
perfect is used without a past time reference, as it refers
to experiences you have had at some time in your life.
Compare: I’ve been to Paris (at some time in my life) and
I went to Paris last year (a completed action at a specified
time in the past).
The difference between will and going to depends on the
attitude of the speaker. To express a plan or intention, we
use going to: I’m going to join a gym. To express a prediction,
we can use will or going to: I think the gym will/is going to be
good for me.
3 a Students choose the correct verb forms in the sentences.
Check answers. With weaker classes, do this with the
whole class, matching the sentences to the uses in the
Grammar panel as you do the exercise.
Answers
1 ’ve never been  2  ’m speaking  3  communicate
4 both are correct  5  did  6  ’m going to study
b Students work individually or in pairs to match the
sentences to the uses in the Grammar panel. Check
answers with the class and deal with any queries or issues
that arise.
16
147224 _ 0014-0022.indd 16
Answers
1 g  2  d  3  c  4  h  5  f  6  i
Extra activity
For extra practice of the present simple and present
continuous, refer students back to the images on pages 4
and 5. Students can work in pairs and describe who the
people are and what they are doing.
Extra activity
Play a game to give further practice of the tenses. Write ten
or fifteen familiar verbs on the board, e.g. come, go, buy,
see, give, spend, talk, have. You can brainstorm the verbs
with the class. Divide the class into teams of three or four
students. Tell each team to nominate one student as their
writer, and make sure they have a pen and paper. Point to a
verb and call out a tense, e.g. present perfect. Students work
in their teams to come up with a correct sentence using
the verb in that tense as quickly as they can. When they are
happy with their sentence, they bring it to you at the front
of the class. Read out the first sentence that is given to you,
and if it is correct, the team gets a point. If it is not correct,
read out the next sentence that is given to you, and award
a point if that is correct. If a sentence is incorrect, discuss
with the class why it is incorrect.
Pronunciation
1 a Students work in pairs to complete the chart. Draw the
chart on the board and check answers by asking students
to come out and complete it. Don’t model pronunciation of
the forms at this stage.
Answers
Present Past
start starts started
watch watches watched
text texts texted
dance dances danced
b If students are unclear about what a syllable is, write two
or three words on the board, e.g. book, problem, telephone,
communicate. Say the words, clapping for each syllable, and
get students to copy you. Students then work in pairs to
read the verb forms out loud and underline the ones that
have two syllables.
2 Play the audio for students to listen and check their
answers. Students then discuss the questions in pairs.
Answers
started, watches, texted, dances
1 We add -es for verbs ending in -s, -sh, -tch,-ch ,-h or -x.
2 We pronounce -ed as an extra syllable for verbs ending in -t
or -d.
3 a Play the audio for students to listen and write the ten
verbs that they hear. Elicit answers from the class and write
20/03/12 16:27

them on the board. Play the audio again for students to
check.
Answers
texted, tweeted, emailed, skyped, talked, chatted, discussed,
watched, used, communicated
1.3
Today I’ve texted friends, tweeted with colleagues at work,
I’ve emailed work contacts, I’ve skyped with my partner, I’ve
talked on the phone to a few people, I’ve chatted to people
in the street. In fact I’ve discussed all kinds of things and I’ve
watched lots of people speak on their phones, and I’m sure I’ve
used my body to say things – but I’m not sure if any of us have
communicated very much with each other!
b Refer students to the transcript on page 162 of the
Student’s Book. Students work in pairs to read it aloud.
Monitor while students are working. If necessary, stop the
activity and drill the pronunciation of the verb forms with
the whole class before students continue.
Speaking
1 Elicit a few ideas from the whole class and discuss the
experiences before you put students into pairs. Students
discuss their experiences in pairs and add ideas to the list.
2 a Read the situations with the class and explain take
offence, distracted and hurt if necessary. Give students one
or two minutes to think of their ideas. With weaker classes,
give students some sentence beginnings to add their ideas
to, e.g. I think it would be best to..., I think a good idea would
be to...
b Ask individual students to tell the class their ideas. The
class could vote for the best solution to each problem.
1.2 Sign of the times page 8
Lead-in
With books closed, draw a few common signs on the
board, e.g. a no-entry sign or a ‘Stop’ sign. Elicit the word
sign, then ask: Where do you see signs? Brainstorm ideas
as a class, e.g. showing directions in towns and cities, in
buildings, advertising things in the street. Ask: When do
people carry signs? Elicit a range of ideas.
Background notes
David Beckham is a British football player who has played
for many international teams and for the England national
team.
NYC is an abbreviation for New York City.
Speaking & Vocabulary
1 Check that students understand queue and protest. Tell
students that the usual American word for queue is line,
147224 _ 0014-0022.indd 17
1.1–1.2
and in line means ‘in a queue’. Students look at the images
and answer the questions in pairs.
2 a Students read the sentences and match them to the
photos. Check answers with the class. Focus on sentence
4 and write on the board: they’re simply speaking their mind.
Underline their and point out to students that when we
don’t know if a person is male or female, we can use they or
their.
Suggested answers
1 a, d  2  b, c  3  b, c  4  b  5  d  6  b, c
b Students match the words and expressions to the
definitions. Check answers with the class.
Answers
a speak (your) mind  b  stand up for  c  put across
d change somebody’s mind  e  make a point
f pay attention
3 a&b Students work individually or in pairs to complete
the questions with the expressions. Play the audio for
students to check their answers.
Answers
1 pay… attention  2  stand… up  3  change… minds
4 mak(ing)… point  5  put… across  6  speak… mind
1.4
1 Which sign do you think makes people pay the most
attention? Why?
2 What rights is the man in the mask standing up for?
3 Do you think any of these signs can actually change people’s
minds? If yes, which?
4 Which sign do you think is making the most important point?
5 Do you think making a sign is the best way to put a message
across? Why/Why not? What other ways are there?
6 Do you ever speak your mind in public like this? Why/Why
not?
4 Allow students a little time to prepare their answers before
they ask and answer the questions in pairs. Monitor and
check that students are using the expressions correctly.
Extra activity
For homework, ask students to search online for more
pictures of protests. They can bring their favourites to the
next class and show and describe them to their classmates.
The class can discuss which they think are effective.
Listening
1 a Focus on the images again and use them to pre-teach
economic recession, crisis, polar bear and global warming. Play
the audio for students to listen and match the interviews to
the photos.
17
02/04/12 15:08
 1.2
Answers
1 a  2  d  3  b  4  c
1.5
I = Interviewer S1, 2, 3, 4 = Speaker 1, 2, 3, 4
1 I: Hello, now tell me, why are you holding this sign?
S1: Well, we need change... I’m hoping that this economic
recession will end.
I: Why do you need a sign to do that?
S1: Because I want people to know there are other people like
me. I’m desperate, we don’t have work, we don’t have a
future.
I: Do you think the sign will work?
S1: I hope so but I just don’t know, but we have to do
something... this crisis is killing us... if it makes people
change their mind and join us, that would be good.
I: How long will you stay here for?
S1: It doesn’t matter, as long as necessary... as I said I don’t
have a job to go to so I really don’t mind.
2 I: Hi, just a couple of questions. You’re holding a sign. What
exactly does that sign mean? I mean what is it saying?
S2: Well, of course, it’s a protest.
I: What sort of protest?
S2: About climate change.
I: Why did you decide to dress like this animal? I mean, what
made you want to dress like a polar bear?
S2: It’s a powerful symbol of what’s happening as a
consequence of global warming. Polar bears are losing
their habitat – the ice in the North Pole is quickly
disappearing – we need to do something now, before it’s
too late.
I: Why did you use those particular words, though?
S2: Because normally we write ‘save the animals’ on our signs.
I thought it was effective to change that round. Sometimes
you get more attention if you make a serious point but you
have a sense of humour.
3 I: How long did it take to make the sign? Was it difficult to
make?
S3: Well, about an hour, I think. No, it was easy. I made it with
a friend.
I: Who gave you the idea?
S3: Nobody. I just love this footballer. I thought how I can
show that? I thought the TV cameras might spot me and
they did! But I didn’t want England to win this match and
of course, he wasn’t playing... but he was there in the
crowd.
I: And what happened after the match? Did he say anything
to you?
S3: No, unfortunately not.
4 I: So, tell me, why are you here, sir?
S4: Because I want to be the first, the first in line to get one of
these things.
I: How long have you been here?
S4: Twenty-four hours, I slept here overnight.
I: Who is the sign for?
S4: Well, for nobody really… it was just a joke. But it’s for other
people in the line really, to let them know I got here first!
18
147224 _ 0014-0022.indd 18
And for the TV cameras and reporters. Quite a few people
have taken photos, and others have stopped to talk to me.
b Allow students time to read the statements, then play
the audio again for them to match the statements to the
photos.
Answers
1 d  2  b, d  3  a  4  c
2 Students work in small groups to discuss the questions.
Monitor and help as necessary. Ask each group to report
back to the class on their discussions.
Extra activity
Ask students to choose one of the signs and imagine that
they are holding it. Put students into pairs to ask each
other questions about why they are holding the sign and
what they want to achieve. Students can then guess which
sign their partner is holding.
Grammar
1 a&b Students match the questions to the answers. Play the
audio again for students to check their answers.
Answers
1 e  2  a  3  c  4  h  5  b  6  f  7  g  8  d
2 a Write the first question on the board. Elicit the question
words (How long) and underline them. Focus on the
pronoun you and ask: Is it a subject pronoun? Elicit that you
is the subject of the verb stay, and so is a subject pronoun.
Circle it on the board. Ask: Is there an auxiliary verb in
this question? Elicit that will is the auxiliary verb in this
question. Highlight it on the board. Students continue
underlining, circling and highlighting the items in the
questions. Check answers by writing the remaining
questions on the board and asking students to come to the
front of the class and mark them up.
Answers
1 How long will you stay here for?
2 What made you want to dress like a polar bear?
3 How long did it take to make the sign? Was it difficult to make?
4 How long have you been here?
5 What gave you the idea?
6 Do you think the sign will work?
7 Did he say anything to you?
8 Who is the sign for?
b Look at the questions on the board and elicit answers
to the questions. Don’t confirm or reject students’ ideas at
this stage.
Answers
a)  Questions 6 and 7 don’t have question words.
b)  Questions 2, 5 and 8 don’t have subject pronouns.
c)  Questions 2, 5 and 8 don’t have auxiliary verbs.
3 Read through the explanations in the Grammar panel
with the class and check the answers to the questions in
20/03/12 16:27

2b. Students then complete 1–4 in the Grammar panel.
Check answers, and read the Notice box with the class. Ask
students to find an example of a question ending with a
preposition in 1 (questions 1 and 8).
Answers
1 before  2  long  3  before  4  don’t need
Question forms
Students need reminding that we put the auxiliary do/did
before the subject pronoun, not after it: Who did you talk to?
NOT Who you did talk to?
Students may also forget that we don’t use the auxiliary
verbs do/did in subject questions: What caused the explosion?
NOT What did cause the explosion?
Students may find it difficult to remember that we put
prepositions at the end of questions: Who did you buy the
present for? NOT Who for did you buy the present?
4 a Students correct the mistakes in the questions. Do the
first one with the class as an example if necessary.
Answers
1 When was the last protest held in your town?
2 What was it about?
3 When did your local football team play their last game?
4 Who won?
5 Have you ever queued to buy something?
6 What did you want to buy?
b Students ask and answer the questions in pairs. Make
sure that students say the questions to each other, rather
than just looking at them in their book. Ask some students
to report back on what they learned about their partner.
Extra activity
To give more practice of questions ending in prepositions,
read out these sentences and question words to the class or
write them on the board. Ask students to form questions.
I’m waiting for Sam. Who? (Who are you waiting for?)
I went to the cinema with my friends. Who? (Who did you go
to the cinema with?)
I got an email from my uncle. Who? (Who did you get an
email from?)
They are sheltering from the rain. What? (What are they
sheltering from?)
She’s saving up for a new car. What? (What is she saving up
for?)
Speaking
1 Students work in pairs to discuss their own experiences.
Ask some pairs to report back to the class.
2 Students work individually to write their own sign.
Monitor and help as necessary. Point out that students
should also prepare their ideas about the purpose of their
sign, where they would like to show it and who to.
147224 _ 0014-0022.indd 19
1.2–1.3
3 Students work in pairs to show their signs to each other
and answer questions about them. Students can repeat the
activity with other partners for more practice.
1.3 When colours speak page 10
Lead-in
Ask: Do you read blogs? Which ones? Do you write a blog? Ask
students to discuss the questions in pairs. Ask pairs to
report back to the class.
Speaking
1 Students discuss the questions in pairs. Ask some pairs to
report back to the class.
Reading
Background notes
Austin Seraphin is a real person and the blog is genuine.
Students can visit his site at http://behindthecurtain.us
and read more of his blogs.
Austin Seraphin is an American, and some words and
spellings in the text are typical of American English, e.g.
mom (British English mum), color (British English colour)
and gray (British English grey).
1 a Students read the headline and the description of the
blogger. Ask the class what they think the blog is going to
be about. Elicit a range of ideas.
b Students read the blog post and check their answers. Ask
who predicted correctly.
2 a Students discuss the question in pairs. Ask pairs to
report back to the class.
Answers
The images are of an iPhone and a pumpkin. Austin describes
how his iPhone helped him find his pumpkin plants by telling him
what colours things were.
b Students read the post again and answer the questions.
Allow students time to compare their answers in pairs
before you do a class check.
Answers
1 It has helped him to do things that he couldn’t do before
because he is blind.
2 He can receive text messages and he can ‘see’ colours.
3 A voice-over program that reads the text that is on his screen,
and an app uses the phone’s camera and speaks the names of
colours in the pictures.
4 He can now receive text messages from his mother.
5 He can enhance his visual experience using the colour-
identifying app.
6 He is most impressed with the app that identifies colours
and reads their names, because it enhances his visual
experience.
19
20/03/12 16:27
 1.3–1.4
3 a Explain that the words and phrases appear in the blog
post in the same order as the definitions. Students find the
words and phrases in the blog post.
Answers
1 activate  2  alerted  3  swiped  4  blurs
5 roamed  6  enhances
b Students think of an adjective to describe the blog post.
Ask individual students to tell the class the adjective they
have chosen and why. See if the class can agree on the three
best adjectives to describe it.
Extra activity
With books closed, write the words from 3a on the board.
Put students into pairs and ask them to use the words as
prompts to recall the main events described in the blog
post. Ask students in turn to recall part of the blog post and
build up the whole blog post as a class.
Mixed ability
Stronger students could use the blog post as a model to
write a blog post of their own about a piece of technology
that has helped them to communicate.
Vocabulary
1 a Students read the sentences and underline the verbs
(looked, looked, can see). Explain that the verbs refer to the
sense of seeing, but they have different meanings. Students
match the meanings of the verbs to a–c.
Answers
a 3  b  1  c  2
b Refer students to the example sentences in a. Point out
that I can… refers to an ability and It… + adjective refers to
a description. Students can work individually or in pairs
to complete the chart. Encourage students to use their
dictionaries to help them.
Answers
Ability: feel, hear, see, smell, taste
Conscious action: feel, listen, look, smell, taste, touch, watch
Description: feel, look, smell, sound, taste
2 Students complete the sentences with the correct verbs.
Answers
1 touch  2  hear  3  looks, smells  4  sounds
3 a Students choose the correct verbs to complete the
questions.
Answers
1 see  2  listen  3  feel  4  tastes
b Students work in pairs to ask and answer the questions.
Ask pairs to report back to the class and see if the class can
agree which sense is most important to them and why.
20
147224 _ 0014-0022.indd 20
Grammar
1 a Ask students to read the sentences and decide which
ones are true for them. If necessary, explain see something
out of the corner of your eye (see something although it is not
directly in front of you).
b Students work in pairs to compare their answers and
answer the questions.
Answers
1 Sentences 1 and 4  2  Sentences 2 and 3
2 Read the explanation of state and dynamic verbs in the
Grammar panel with the class. Students complete 1–4 with
the correct sentences.
Answers
1 I can see something strange out of the corner of my eye!
2 I can hear the sound of children playing in the distance.
3 I’m looking out of the window.
4 I’m thinking about this exercise.
State & dynamic verbs
As well as verbs of the senses, state verbs also include verbs
of thinking and opinion such as think, believe, like and
agree. Students often forget that we don’t use these verbs
in continuous tenses, even when we are talking about a
thought or opinion at the moment: I agree with you. NOT
I’m agreeing with you.
3 Students choose the correct verbs to complete the
sentences. Remind them to think about whether each verb
describes an ability or a conscious action to help them
choose.
Answers
1 I can’t smell  2  I’m seeing  3  I’m tasting
4 I can feel, I’m burning
4 a Students write their sentences individually. Monitor and
help as necessary while students are working.
b Students work in pairs to compare their sentences. Ask
some students to read out their sentences and see if other
members of the class had the same or similar sentences.
1.4 Functional language page 12
Tune in
1 Refer students to the title Breaking the ice and explain that
it means beginning a conversation with someone you don’t
know very well.
Ask students to look at the images. Ask: Who are the people?
What are they doing? Students work in pairs to discuss the
questions. Ask some pairs to report back to the class. With
multinational classes, you could see if there are preferred
topics used in some countries but not others.
20/03/12 16:27
 1.4
2 Students work in pairs to match the verbs to the nouns. 5 A: Hi!
Point out that sometimes more than one option is possible. B: Hi! Did you hear the news?
A: No. What happened?
Answers B: The flight’s been cancelled, air traffic control strike.
1 d  2  c, d, e  3  a, b  4  f  5  b  6  e A: You’re joking!
B: I just got an email. Did they send one to you?
3 a&b Students think of a conversation opener for each
expression in 2. Ask some students to read theirs to the
class. Play the audio for students to listen and compare 5 Play the audio again for students to listen and answer
with their own ideas. Ask students which conversation the question. Discuss as a class what this says about
openers they are likely to use themselves. conversation starters.

Answers
1.6 Conversations 1, 2 and 4 change topic.
1 Hi! Have you heard the news about Jenny?
2 Did you watch the match, then?
3 Hello... erm… I see you got a bit wet there... Focus on language
4 Do you have any plans for the weekend, then?
6 a Ask students to read the questions and decide who they
5 Hi, Joe. Are you feeling any better?
would use each one with. Check answers and make sure
6 How many people do you know here?
that students understand the meaning of the questions.

4 Read the Notice box with the class. Allow students time to Answers
read the situations, then play the audio for them to match 1 a  2  a  3  b  4  c  5  b  6  a  7  b  8  b  9  b  10  a
the conversations to the situations.
b Students work in pairs and decide which questions
Answers would be useful for breaking the ice. Discuss the answers
1 e  2  b  3  c  4  a  5  d with the class and ask students to justify their choices.
Play the first sentence on the audio and point out the
main stress. Play the rest of the audio for students to listen
1.7
and underline the main stress. Play the audio again for
1 S = Sonia M = Makoto
students to listen and repeat. Encourage students to use
S: Hi, how are you?
the correct stress. Drill individual questions chorally and
M: Fine, thanks...
individually if necessary.
S: I’m Sonia, Sonia Cruz.
M: I’m Makoto. How many people do you know here? I don’t Answers
know anyone... Questions 1, 2, 4, 6 and 10 might be useful for breaking the ice.
S: Well, not many people, just the hosts really... and you Main stress:
now... 1 Your face is really familiar.
2 Excuse me, can I give you a hand with that?
M: How did you meet Cathy and Craig?
3 How are you feeling today?
S: We were at university together...
4 So, how do you know Sergio, then?
M: Wow, long time ago... 5 What’s the problem? You look terrible.
2 A: Hi. So...erm... Do you have any plans for the weekend, 6 What did you say your name was again?
then? 7 Hi, what are you up to?
B: Not really. Just need to relax a bit, that’s all. 8 Did you sleep OK?
A: Me too. 9 Hi, what brings you here at this time?
B: Do you want sugar with yours? I can’t remember... 10 You don’t know me, but…
A: No, thanks.
3 A: Morning, Goran. How’s it going?
B: Good morning. Over to you
A: Ah, did you watch the match then?
7 a Read through the situations with the class and make
B: Yeah, just reading about it. Five nil, amazing!
sure that students understand them. With weaker classes,
A: Absolutely, oh... this is me! See ya.
brainstorm potential first sentences or questions for each
4 A: Hello... erm, I see you got a bit wet there...
situation, e.g. Excuse me, do you know what time the bus is
B: Yeah, forgot my umbrella. I’m totally soaked. Oh well...
due? This rain is terrible isn’t it? Put students into pairs to
A: English weather, eh?
choose a situation and practise a conversation. You might
B: So, it seems... Sorry, I’m going to try and dry off a bit. Is
like to allocate different situations to different pairs, to
there a toilet on this train?
give a spread across the class. Monitor and help while
A: Yes, just go to the end of the carriage and you’ll find it.
students are working.
B: Thanks, bye.
A: Bye.

21

147224 _ 0014-0022.indd 21 20/03/12 16:27

 1.4–1.5
b Ask pairs in turn to act out their situation for the class.
The class must guess where the people are and can decide
how successfully they break the ice.
Extra activity
If you have filming equipment, you could film the students
doing their role plays. Playing the film back to the class can
be a good way for students to assess how they are doing
and learn to improve their fluency and confidence.
8 Put students into small groups to discuss the questions.
If possible, put students with classmates that they did not
work with in 7b. Ask groups to report back to the class and
discuss as a class the best strategies for breaking the ice.
Task
6 a Students work in small groups to prepare an outline
of their campaign. Monitor and help while students are
working, and feed in ideas and vocabulary.
b Refer students to the strategies on page 158 of the
Student’s Book. Students work in their groups and discuss
ideas for their strategy.
Report back
7 Ask each group in turn to present their campaign to the
rest of the class. Encourage all students to take part in the
presentations. Ask students to give feedback to each other
and decide on the best campaign overall.

1.5 Speaking task page 13 Alternative task

Tune in
1 Focus on the task and elicit or teach the meaning of
promotional campaign (a campaign to make people aware of
something). Students read the article and choose the best
heading for each section. If students are struggling, do the
activity with the whole class, using examples in the text to
explain the difference between promotion, public relations
and direct selling.
With stronger classes, allow groups to come up with their
own idea of a new product to promote. They can work
in their groups to prepare details of the product and the
campaign. Monitor and help as necessary. Groups can then
present their campaigns to the class. The class can vote for
the best overall product and campaign. If you have filming
equipment available, students might like to plan and
produce a TV advert for their product.

Answers
a 3  b  1  c  4  d  2

2 Students read the article again and underline the different

marketing strategies in the text. Do the first few with the
whole class before students work individually. Check
answers and write the strategies on the board. Check that
students understand them by asking them to explain what
each one involves.

Answers
advertising on radio, TV, print flyers, online sites, billboards
or social networking sites; product displays, product samples,
discounts, free trials, sponsoring events, product launches, press
conferences, stands at trade shows, one-on-one meetings

Prepare for task

3 Read through the strategies as a class and make sure
that students understand them all. If necessary, explain
merchandising (selling T-shirts and other goods with a
company logo), cold-calling (phoning people or knocking
on doors to advertise products) and word of mouth (making
a product known by encouraging people to tell each
other about it). Students work in pairs to discuss the pros
and cons of each strategy. Ask pairs to report back, and
encourage students to agree and disagree with each other.
4 Students work in pairs to discuss the best marketing
strategies for the products.
5 Brainstorm as a class, or put students into small groups to
brainstorm, then collect ideas together as a class.

22

147224 _ 0014-0022.indd 22 20/03/12 16:27