Upper-IntermediateSolutions Upper-Intermediate Teacher’s Book Caroline Krantz, Anita Omelaficzuk OXFORD Tim Falla, Paul A Davies ‘UNIVERSITY PRESSOXFORD Great rend Steet, Oxford ox2 60 oxford University Presa department of the University of Oxford [efurthes the Unters obec of excellence research scholarship, and education by publishing worlwide in Oxford New York ‘Auckland Cape Town Dares Salaam Hong Kong Karachi ‘Kuala urmpur Madrid Melbourne Mexico ity Nairobi New Delhi Shanghai Tape! Toronto ‘Wiehe in Argentina Austria Braz Chile Grech Repuic France Greece Guatemala Hungary Ily japan Poland Portugal Singapore South Korea Switzerland Thalland Turkey Usraine Vietnam loxrono and oxvorD ENGLISH are registered trade marks of (Oxford University Press in the UK and in certain other countries (© Oxford University Press 2009 ‘The moral ght ofthe author hae been asserted Database right Oxford University Press maker) First published 2009 2013 2612 2081 20:0 2009, 987654321 llrightsreserved No pat ofthis publication may be reproduced, Stored ina reieval sjsem, or ansmite. in any form or by any means, ‘without the prior permision in writing of Oxford University Press with the soe exception of photocopying caried out under the conditions stated. inthe paragraph headed Photocopying. ofa expressly permite by law ‘under terms agree with the aproptiatereprographicsights organization Enquiries conceming reproduction outside the scope ofthe above should ‘besent othe EIT Rights Department, Oxford University Press, athe dress above ‘You must not circulate this boktin any other binding or cover and you mus impose this ame condidon on any acquirer Photocopying ‘The Publisher rants permision forthe photocopying af those pages marked ‘photocopiable' according tothe elewing conditions. Individual purchasers may make copes for their own use o fo se by classes thatthe teach School purchasers may make copes for use by aff and students, but this permission does pt extend to addtional schools or branches Under no circumstances may any part this book be photocopied for resale ‘Any websites refered tn this publication ae in the pubic domain and tele adresses are provided by Oxford University Pres fr information ony ‘Oxford University Pres disclaims any responsibility forthe content sew: 978019 4552073 Printed in China The pub ana authors ae graf othe many teachers cn stad who read and pede mara, ad proved bleed WA Spc has a efor the contuan tohe eeopmen ofthe Sons ses: Zita “Andzane, Lava ren Badrekiene, Lithuanis; Kati lees, Hungary: Danica Gondova,Sovakia: Ferenc Kelemen, Hungary, Natasha Kolko, Ulsane: Mario Malta, Croatia: ra) Martek, Stovaki: Dace Mia, Latvia; Anna ‘orn, Ulzane: Hana Mustovd, Czech Republic Zsuzsanna NV, Hungary Eva Paulerov, Cuech Republic Zlesn Rézmves, Hungary, Rita Raditiene, [iehuanls Eis Radia, Poland Dagmar Skonpikov, Cazch Republc| The uber an thats would Betta Sue Hob forthe mater she conan ths bk The pubis nd the ashors wold Meo ha th author of Dsl end ICT. Katarzyna Bogdancwice. ‘stains by Bill Greenheadtustration 14 pp137, 143: Andy Parker p27Introduction Unit 1 Against the odds Get ready for your exam 1 Unit 2 For what it’s worth Get ready for your exam 2 Unit 3 From cradle to grave Get ready for your exam 5 Unit 4 Man and beast Get ready for your exam 4 Unit 5 In the news Get ready for your exam 5 Unit 6 Points of view Get ready for your exam 6 Unit 7 Putting the world to rights Get ready for your exam 7 Unit 8 Caught in the net Get ready for your exam 8 Unit 9 A step on the ladder Get ready for your exam 9 Unit 10 Out of this world Get ready for your exam 10 Language Review and Skills Round-Up 1-10 Dyslexia and ICT Photocopiable resource bank 4 10 20 21 31 32 42 43 52 54 64 65 74 76 86 87 96 97 107 108 118 119 123 125A note from the authors ur work on Solutions began in the spring of 2008 with a research trip. We travelled from city to city with colleagues from Oxford University Press, visiting schools, watching lessons and talking to teachers and students. The information we gathered ‘on that trp, and many subsequent trips across Central and Eastern Europe, gave us valuable insights into what secondary students and teachers want from anew book. These became ‘our guiding principles while writing Solutions. Most people we spoke to asked for: +a clear focus on exam topics and tasks * easy-to-follow lessons which always have a clear outcome * plenty of support for speaking and writing * plenty of extra practice material In response, we designed a book which has a crystal-clear structure: one lesson in the book = one lesson in the classroom. We included thirty pages of extra vocabulary and ‘grammar practice within the Student's Book itself to provide more flexbilty. We included at least ten specific lessons to prepare students for the schoot-leaving exam, as well as ensuring that the book as a whole corresponds to the syllabus topics required in the exam. And we recognised the difficulties, that students naturally have with speaking and writing, and therefore ensured that these activities are always well prepared ‘and well supported. Achievable activities are essential for ‘motivation! Our research trips also taught us that no two schools or classes. are identical. That is why Solutions is designed to be flexible. ‘There are five levels Elementary, Pre-intermediate, Intermediate, Upper-intermediate, Advanced) so that your students can begin and end the course with whichever is most appropriate for them. Solutions has benefited from collaboration with teachers with extensive experience of teaching 14~19 year olds and of preparing students for their schooleaving exams. We would like to thank Anita Omelariczuk for sharing her expertise in \writing the procedural notes in the Teacher's Book. The main lesson notes, cultural and language notes as well as the photocopiabie supplements in the Teacher's Book were. provided by Caroline Krantz. The culture notes and photocopiable resources are by Sue Hobbs. We are confident that Solutions will be easy to use, both for students and for teachers. We hope it will also be interesting, engaging and stimulating! Tim Falla and Paul A Davies The components of the course The Student's Book with MultiROM The Student's Book contains: #10 topic-based units, each covering & lessons ‘5 Language Review/Skills Round-up sections, providing a language test ofthe previous two units and a cumulative skills-based review + 10 Get ready for your exam lessons providing typical tasks ‘and preparation forthe final exam ‘27 pages of extra language material: 12 pages of Vocabulary Builders plus 15 pages of Grammar Builders with grammar reference and further exercises * tip boxes throughout giving advice on specific skills and how best approach aeent tsk pes in al four main skills You will ind more details on pages 5-7 in the section ‘A tour of the Student's Book’. ) Introduction Two class audio CDs ‘The two audio CDs contain all the listening mater Student's Book. from the The Workbook ‘The Workbook mirrors and reinforces the content of the Student's Book. it offers: ' further practice, lesson-by-lesson of the material taught in class ‘+ additional exam tasks with support for students and teachers, ‘© Challenge! exercises to stretch stronger students ‘© writing guides to provide a clear structural framework for writing tasks ‘+ regular Sel-checks with Can do statements to promote conscious leamer development ‘+ cumulative reviews to develop students’ awareness of their progress with Exam Challenge! sections to practice exam- type tasks ‘+ a Functions Bank and Writing Bank for quick reference an irregular verbs list ‘+ aWordlist which contains the vocabulary activated in the ‘Student's Book units The MultiROM The MultiROM is an interactive self-study tool that has been designed to give guidance, practice, support and consolidation of the language and skills taught in the Student's Book. Th /MultiROM is divided into units and lessons corresponding with those of the Student's Book ‘every grammar lesson in the book is extensively practised and is accompanied by a simple explanation + all target vocabulary is consolidated with crossword, word search, and gap-fil activities ‘+ one exam-type listening activity per unit is included so that students are able to practise listening at thelr own pace ‘+ speaking and writing sections help students improve these skills outside of the classroom ‘© an audio CD element is included, with all the exam listening tasks from the Workbook, which can be played on a CD player The Teacher's Book The Teacher's Book gives full procedural notes forthe Student's, Book. In addition, it offers: * optional activites throughout for greater flexibility * structured speaking tasks to get students talking confidently * useful tips and strategies to improve students’ exam, technique a teacher's guide to dyslexia and ICT 20 phatocopiable pages to recycle and activate the language of each unit in a fun, communicative context Test Bank MultiROM A separate resource MultiROM contains: + Placement test Short tests: two for each unit + Progress tests: an A and a B version for each unit Cumulative tests: one for units 1-5 and one for units 6-10 * Answer keys. * Results table + Audio and tapescripts ‘The Short tests, Progress tests and Cumulative tests can be adapted. You can add, remove and edit tests depending upon what you have taught. You can even personalise the tests if you want. Website ‘The Solutions website with procedural notes and keys for the Workbook is at wnv.cup.cam/elt/teacher/solutionsSolutions and the exam Solutions Upper-Intermediate is intended to bring stronger students up to the level required by 82 exams. Students develop and extend their language capabilities and fine-tune their exam technique to allow them to approach the exam with confidence. Typical exam requirements are reflected throughout the course in the choice of topics, task types, texts and grammar structures. In addition to this, Solutions offers: Student’s Book The Student’s Book includes ten exam-specfic lessons designed to familiarise students not only with the tasktypes and requirements of the exam. The lessons provide strategies and exam techniques to give students the skills they need to tackle exam tasks with successfully. A tour of the Student’s Book Workbook ‘The Workbook provides further practice for both the oral and the written exam. Work in class can be followed up with ‘Workbook tasks done as homework. Exam Challenge! sections practise exar-type tasks. ‘The listening materia for the Workbook listening tasks is available on the MulliROM, Teacher's Book ‘The exam lessons in the Student's Book are accompanied by {ull procedural notes with advice and tips for exam preparation. There are ten main units in the Student's Book. Each unit has eight lessons. Each lesson provides material for one classroom lesson of approximately 45 minutes. Lesson A - Vocabulary and listening + The unit menu states the main language and skls to be taught + very lesson has an explicit laming objective, beginning ean + Lesson A introduces the topic ofthe unit, presents the ‘main vocabulary set, an practises through stening find other actives, + This lesson links tothe Vocabulary Builder atthe back of the book, which provides exta practice and extension. Lesson B - Grammar ‘+ Lesson B presents and practises the First main grammar Point of the unit. ‘+The new language is presented in a shor text or other meaningful context. ‘© There are clear grammar tables. + Look cut boxes appear wherever necessary and help students to avoid common ertors. ‘This lesson links to the Grammar Builder atthe back of the book which provides extra practice and grammar reference. Introduction ¢Lesson C - Culture Lesson C has a reading text which provides cultural information about Britain, the USA or other English: speaking countries. Students are encouraged to make cultural comparisons. ‘© New vocabulary is clearly presented with links to the Vocabulary Builder as necessary. Lesson E - Grammar ‘Lesson E presents and practises the second main grammar point ofthe unit. ‘+ The grammar presentation is interactive: students often have to complete tables and rules, helping them focus on the structures. ‘+ Learn this! boxes present key information ina clear and ‘concise form. ‘= This lesson links to the Grammar Builder at the back of the book which provides extra practice and grammar reference notes. ‘+ Afinal speaking activity allows students to personalise the new language Introduction Lesson D - Reading ‘+ Lesson D contains the main reading text of the unit. ‘+ iLoccupies two pages though itis still designed for one lesson in class. ‘+ The text is always interesting and relevant tothe students, and links with the topic ofthe unit. ‘© The text recycles the main grammar points from the unit. ‘+ Important new vocabulary is highlighted in the text and practised in a follow-up activity and in the Workbook. ‘+ The lesson features exam-style reading tasks, Lesson F - Speaking «Lesson Fpresents an exa-syle speaking tsk, {The lesson always includes listening practice. {Extra vocabulary and structures are presente, ifnecessary. 5 Students flow cea progression fo a sucessful exam taskoutcome Useful functional phrases are taught and practised {the stepbysep approach of presentation, practice and Production is suitable for mied-ability classes and offers chierable gals.Lesson G - Writing: Analysis & Exam task Lesson G focuses an writing and always involves one of the typical text types required for exams. + ‘The analysis lesson always begins by looking ata model text ortexts and studying the structure and format + ‘Students lean and practise useful phrases. + ‘There Isa clear writing guide forthe students to produce their own text. + This supported approach to writing increases students? linguistic confidence Get ready for your exam Thee are Get ready for your exam lesons fier each unit viich focus on exam skis and preparation, + The lessons include eram tasks for reading speaking, listening and use of gis th wtng exam tasks in the Workbook). + Each lesson includes activites to prepare students forthe txam tasks and provide them wth the language and skis they ned to do them sucessful + These lessons also recycle the language rom the previous tits an ink wth the fope. Language Review/Skills Round-up There aefve two-page eviews after unit 2,4, 6,8 and 20. + The first lesson ofeach review is a Longuage Review ofthe preceding two units + There are exercises focusing on vocabulary, grammar and functions «The matks always total 4, so itis easy to monitor progress through the book. + The second lesson of each review is ils Round-up hich covers all the preceding units of he book. + The lesson includes practice of all fou ski: stning, reading, writing and speaking + ‘The material i centred around a Slovak gi called Kitna, who is studying in Britain, Introduction (Tips and ideas Teaching vocabulary Vocabulary notebooks Encourage your students to record new words in a notebook. They can group words according to the topic or by part of speech. Tel them to write a translation and an example sentence that shows the word in context. Vocabulary doesn't just appear on Vocabulary pages. You can ask students to make a list of all the verbs that appear in a Grammar section, or to choose five useful words from a reading text and lear them, Learning phrases We often leam words in isolation, but a vocabulary item can be more than one wore, e..surfthe internet, havea shower. Make students aware ofthis and encourage them to record phrases as well as individual words. Revision Regularly revise previously leamed sets of vocabulary. Here re two games you could tryin class *# Odd one out. Give four words, either orally or writen on the board. Students say which is the odd one out. You can choose three words from one vocabulary set and one word from a diferent set (a relatively easy task) or four words from the same set, e.. kind, confident, rude, friendly, where rude isthe odd one out as it's the only word with negative connotations. ‘Word tennis. This game can be played to revise word sets Callout words in the set, and nominate a student to answer. The student must respond with another word in the set. Continue round the class. Students must not repeat ary previous words. For example, with cloth Tshirt St: jeans sweatshirt 52 top Teaching grammar Concept checking The concept is important. Do not rush from the presentation tothe practice before the students have fully absorbed the ‘meaning of the new language. You can check that they truly understand a new structure by: ‘© asking them to translate examples into their own language. ‘= talking about the practice activities as you do them, asking students to explain thelr answers. ‘= looking beyond incorrect answers: they may be careless errors or they may be the result of a misunderstanding. ‘= contrasting new structures with language that they already know and with their own language. Practice Practice makes perfect. Learning a new structure is not easy, and students need plenty of practice. Use the extra activities in the Grammar Builders and on the Multi-ROM. Progression Mechanical practice should come before personalised practice. Tis allows students to master the basic form and use first, without having to think about what they are trying to express at the same time, Teaching reading Predicting content Before reading the text, ask students to look atthe picture and tellyou what they can see or what i happening. You can also discuss the title and topic with them ) Introduction Dealing with difficult vocabulary Here are some ideas: ‘© Pre-teach vocabulary. Anticipate which words they will have difficulty with, Put them on the board before you read the text withthe class and pre-teach them. You can combine this with a prediction activity by putting alist of words on the board and asking students to guess which ones will not appear in the text. ‘Ask students to look atthe pictures and tell you which words from the list they are not going to find in the text. At the same time, check that they understand the other words. ‘+ Having read through the text once, tell students to write down three or four words from the text that they don’t understand. Then ask them to call out the words. You can then explain or translate them. ‘+ Rather than immediately explaining difficult vocabulary, ask students to identify the part of speech of the word they don’t know. Knowing the part of speech sometimes helps them to guess the meaning, '* After working on a text, have students write four or five new. ‘words from the text that they would like to learn in their vocabulary notebooks. Teaching listening Pre-listening This is an important stage. Listening to something ‘col is not ‘easy, 50 prepare the students well. Focus on teaching rather than on testing. Here are some things you can do: ‘+ Tell the students in broad terms what they are going to hear (4g. a boy and girl making arrangements to go out) ‘+ Predict the content. If there's a picture, ask students to look atthe picture and tell you what they can see or what is, happening. + Pre-teach vocabulary. Put new vocabulary on the board and pre-teach it. Translating the words is perfectly acceptable. ‘+ Read through the exercise carefully and slowly before the students listen. Ensure thatthe students understand both the task and all the vocabulary in the exercise. (You can check that they understand the task by asking 2 student to explain it in their own language.) Familiar procedure Itisn't easy to listen, read the exercise and write the answers all at the same time. Take some pressure off the students by telling them you'll play the recording a number of times, and that they shouldn't woryif they don’t ge the answers immediately Tell students not to write anything the first time they listen, Monitor While the students are listening, stand at the back of the class and check that they can all hear. Teaching writing Use a model Ensure that the students understand that the text in Lesson G ‘Analysis serves as a model for their own writing. Preparation Encourage your students to brainstorm ideas and make ‘notes, either alone or in pais, before they attempt to write a composition. Draft Tell them to prepare a rough draft of the composition before they write out the final version.Checking Encourage them to read through their composition carefully and check it for spelling mistakes and grammatical errors. Correction Establish a set of marks that you use to correct students’ written work. For example: sp indicates a spelling mistake. w indicates a missing word gr indicates a grammatical error V_indicates a lexical error wo indicates incorrect word order Self correction Consider indicating but not correcting mistakes, and asking students to try to correct them. Teaching speaking Confidence building Be aware that speaking isa challenge for most students. Build their confidence and they will speak more: undermine it and ‘hey will be silent. This means: + encourage and praise your students when they speak. + do not overcorrect or interupt. * ask other students to be quiet and attentive white a classmate speaks. * listen and react when a student speaks, with phrases like “Really” or That's interesting’. Show that you are interested. Preparation Allow students time to prepare their ideas before asking them ‘2 speak. This means they will not have to search for ideas at the same time as trying to express them. Support Help students to prepare their ideas: make suggestions and provide useful words. Allow them to work in pais, if appropriate. Choral drilting Usten and repeat activities, which the class does together, can help to build confidence because the students feel less exposed, They are also a good chance to practise word stress 2d intonation. Teaching mixed ability classes Teaching mixed ability classes is demanding and canbe vey frustrating, Tete are no easy solutions but here are some ideas that may help. Preparation yo anticipate problems and prepare in advance, Oraw up aia ofthe five stongest students inthe class andthe five weakest, Think about how they will cope inthe nest lesson, Wich groups key to pose more of problem =the stronger students because they finish quicly and get bored, or the Slower students because they wo't be able to keep up? Tink ow you wl attempt o deal with hs. The Teacher's Book icles ideas and suggestions for actles and filers for ferent abilities. Independent learning There is the tempiation in class to give most of your attention tothe higher-level students asthe are more responsive and they keep the lesson moving. Bul which of your students can best workon ther own orin pais” I's often the sttonger ones, s consider spending more time in lass withthe weaker ones, 20d nding things to Keep the fst irishers occuped while the her catch up Peer support # you ate doing peiwork, consider paring stronger students wth weaker students Project work Provide on-going work for stronger students. You can give your stronger students extended tasks that they do alone in spare moments. For example, you could give them readers, ask them to keep a diary in English or work on a project. They can turn to these whenever they are waiting for the est ofthe class to finish an activity Correcting mistakes tow much we correct should depend on the purpose of the activi The key question iis the activity designed to improve accuracy or fluency? Accuracy With controlled grammar and vocabulary activites, where the emphasis ison the accurate production ofa paricular language pont’ best to caret all mistakes, and todo so immediately you hear the, You want your students to master the forms now and not repeat the mistaken later work Fluency, With activities such as roleplay or rer grammar exercisesit tmaybe better no interrupt and covet every mistake you hear. The important mistakes to correct in these eases are those that cause a breakdown in communication. We shouldn't show interest ontyin the language, we shuld also be asking ourselves, How well id the students communicate. Dutng you can make a note of any serous grammatical and lexical emors and put them onthe board at the end ofthe activity. You can then go through them with the whole lass. Self correction Give students a chance to comet themselves before you supply the conedtvesion Modelling When you comect an individual student always have repeat the answer after you corecty. Peer correction You can involve the est of the class inthe process of correction, Ask Is that answer correct” You can do this when the sidenthas given a cect answer as wellas when the awe cone orher Introduction ¢PT go Lys Talking about people rinctupes @@0 © about people comparisons with os «as + success and. acectives LESSON SUMMARY eee 0 Vocabulary: personality adjectives Listening: short monologues; listening for gist and specific information Speaking: describing people and their behaviour Topic: people HU 0 do the lesson in 30 minutes, keep the lead-in brief skip items 7 and 8 of exercise 6, ask students to describe 2 instead of 3 people in exercise 7 and set the Vocabulary Builder exercises for homework, > Lead-in 3-4 minutes ‘© Ask the students to write down three adjectives to describe their own personality, They should think of two positive traits and one negative. ‘+ Ina weaker class, let students use the adjectives on the Student's Book page. In a stronger class, students work with books closed. * After one minute, put students in pairs or groups of three ‘and ask them to share their ideas, giving examples of behaviour to support their choice of words where necessary. LANGUAGE NOTE ~ AGAINST THE ODDS ‘Against the odds is an idiom which means ‘despite difficult conditions’. The odds are the chances of ‘something happening. Itis often used to talk about ‘survival or achievement in the face of great difficulty. Eg. He survived for six weeks in the desert, against all (the) odds. Exercise 1 pages + focus onthe fist photo and ask students to describe whats happening and what personal qualities are needed to do the natty. Ask student fo escus the second photo In pales Conducta class feedback. OPTIONAL SPEAKING TASK ‘Ask weaker students to take itn turns to ask and answer the following questions about one of the pictures. 1 Why do you think this person has undertaken such a challenging physical/mental activity? 2 Would you be able to do it? Why? / Why not? Exercise 2 page 5 ‘Students workin pairs to match the adjectives and t ‘opposites. Set a time limit of 5 minutes. Before checking ina dictionary, they should try to guess the meaning of the words, especially the compound adjectives which are ‘often quite graphic, by thinking about the meaning of the component words, For example, do a gesture of a tight fist and elicit ideas of what tight-fisted might mean. ‘+ Go through the answers as a class then check some of the less common words by giving a word in the students’ own language and eliciting its translation, 10) Unita + Against the odds ‘+ Model and drill words which are frequently mispronounced, especially: courteous "kstias/ which has an unusual sound spelling relationship and considerate /kon'sidarot where the last syllable is pronounced as schwa /s/. You could point out that ‘ate" at the end of an adjective or noun (other examples include obstinate, passionate, chocolate, candidate) are pronounced with a weak schwa, whereas ‘ate’ atthe end of a verb is pronounced with a long fe (e.g. to graduate, to estimate, to tolerate) KEY ae 3e 5f Ti 9g 114 2d 4b 6a 8k 10h 121 PRONUNCIATION - COMPOUND ADJECTIVES Write up the words hot-headed, narrow-minded, tght- fisted, selFimportant, selfconfident, level-headed and illemannered. Ask how the words are connected. Chey are all compound adjectives i.e. adjectives made from two smaller words) Read out the words and ask students to tellyou where the stress falls. Both words receive equal stress.) Exercise 3 page 5 ‘= Ask students to write + next to the words which are positive/neutral and - next to those which have negative connotations. Let them compare notes with a partner before checking answers as a class. Students may not always agree, e.g, some people see reserved as positive and others as negative. * Other agjectives which may provoke differing opinions: naive is usually negative, when it means lacking experience, knowledge and good judgment, but can also have a positive meaning of innocent and simple; compliant may seem to have a positive meaning of well-behaved but is often used to describe people who are fo0 willing to agree and obey rules without questioning them. KEY 2 tolerant, generous, considerate, self-confident, outgoing, level-headed, courteous, dependable, cheerful, modest, sophisticated _big-headed, grumpy, argumentative, hot-headed, insecure, narrow-minded, ight-fisted, thoughtless, unteliable, ittmannered For practice of Talking about people, go to: Vocabulary Builder 1.1: Student's a KEY 11 generous 4 argumentative 7 unreliable 2 modest 5 illmannered 8 naive 3 insecure 6 considerate 9 narrow-minded 2 1 inhibited 4 stubborn 7 unsystematic 2 pretentious 5 thoughtful «8 inconsiderate 3 narrow-minded 6 jovialExercise 4 pages G@ 1.01 + Explain that students are going to listen to five speakers describing a person they know. Pause after each speaker to allow them to choose an appropriate adjective and compare their choice with a partner before checking asa class. What does he do before he acts? (thinks carefully / weighs up his options) etc. ‘© With a stronger class, write up the following useful phrases from the listening, in contextualised sentences, Elicit their meaning and ask students to say whether they have positive or negative connotations: He doesn't rush Into things. He'll think carefully and weigh up his options. He's the life and soul of the party. She's always shovring off something new. She doesn’t make empty promises. KEY 1 levetheaded 3 big-headed «5 dependable 2 cheerful 4 reserved Transcript 1.01 1 Amy My brother is very diferent from me. mean, | often do things without thinking about the consequences, I decide '"m going to do something on the spur of the moment and I'l 0 ahead and doit. But my brother's the opposite really. He doesn’t rush int things, He'l think carefully and weigh up his options before he acts. And he's the same with his opinions. He's very balanced and doesnt jump to conclusions, whereas {always form opinions really quickly = mind you, 'm always happy to change them, 2 Carl My friend Sams such a good person to have around. have rarely seen him in a bad mood. He really enjoys life and he's always laughing and joking. People automatically gravitate to him when we are out ~ he’s always the life and soul of any Party we go to. He's a great fiend for me because I'm naturally more reserved and gloomy, but he can always cheer me up and make me laugh. He always sees the funny side of things and tells a lt of amusing stories. Actually, I'm sure he makes half ‘of them up, but who cares when they are so entertaining! 3 Mary I wish I liked my cousin Cilla more, but Ifind it really dificult to get on with her, which is a shame because out mothers are sisters and our two families see quite a lot of each ‘other She's a couple of years older than me and her family has more money than us, which doesn’t help, but | always fel that ‘she thinks that she's better than me. Anything she does or has is always the best, according to her, and she’s always showing off something new that she has or telling me how good she is. at something. She often criticises or laughs at me, and pays ‘no attention to my opinions. I've tried telling her how | feel but she just doesn’t isten. 4 Neil My dad is a good, kind man and know he loves me, but he finds it very difficult to show his Feelings. He's jus the opposite to Mum, who is very affectionate and s always throwing her arms around me and telling me how proud she i of me. She ‘an be a bit embarrassing sometimes in front of my friends, but {don’t care. | wish my dad would do the same once in a wile For example, he came to watch me play na football match and | scored a goal. assume he must have been pleased and proud ‘of me he patied me on the back. But he didn’t say anything at all, sol am never sue. Hs father, my grandfather, was ust the same, soit's obviously just the way hei. 5 Vicky My sister isa really good person to have around when things aren't going well, or when you need help. Ifyou ask her todo something, she'l more often than not doit. And ifshe can't do it, shel tell you straight out You can always rely on her to do what she says ~ you know, she doesn't make empty promises. | often goto her for advice too, because | know she'll be hionest with me. She doesn’t just tell me what | want to hear. You can rely on her to have your best interests at heart. Exercise 5 pages @ 1.01 + Pla the recording again, stopping ater each speaker for students to note dow their answers. Explain that they need to write down examples of what the people dot do as well 35 what they dodo, They only need to write fn note form, *+ With a weaker clas stop after each speaker and ask comprehension questions to guide them tothe right answer. For example, after the fist speaker ask: Does Amy make decisions quickly? (Yes) Is her brother similar to her? (No) KEY 1 he doesn't rush into things, he thinks carefully and ‘weighs up his options before he acts, he doesn't jump to conclusions 2 he's always laughing and joking, he’s the life and soul of the party, he always sees the funny side of things, he tells lots of amusing stories 3. she thinks she’s better than others, she's always showing off something new that she’s got, she often laughs at and criticises others, she pays no attention to the opinions of others 4 ‘he finds it dificult to show his feelings, he only patted Nell ‘on the back when he scored a goal and didn't say anything 5 ifyou ask her to something she'll almost always do i, if she can't do something she'l tell you, she's always honest Exercise 6 page 5 + Focus on the instructions and do the frst one tether. Elicit three or four examples of narow-minded behaviour from the class. Eg. this na of person sn interested In krowing about other cultures, isntopen to new ideas, ec. + Students continue the taskin pairs noting down one or wo examples foreach, Encourage students to think of people they know who sometimes cisplay these qualities to help them think of concrete examples. Share ideas. LANGUAGE NOTE - BEING + ADJECTIVE Draw students’ attention to the use of being in the continuous form inthe instruction for exercise 6. Explain that there is difference between, for example, ‘he is naive’ and ‘he is being naive. By using being we can suggest that inthis instance the person is showing a certain tra, rather than saying somebody is eg. naive, ‘which suggests they are always that way. Exercise 7 page 5 + Demonstrate the activity with your own example. Give students a minute to think of three people who they know well and make notes on their personality and behaviour. + When they give their descriptions encourage students to show interest, asking follow-up questions if there is time. Circulate as they are speaking and make note of any important mistakes to be used in feedback at the end. For practice of Comparisons with as as, goto: 11 bat 3 bird 5 fox 7 eel 9 Lion 2 bee 4 ox 6 mouse & mule 10 lamb 21 asold asthe hills 5 aseasy as ABC 2 aslightas @ feather 6 as good as gold 3 asflatasa pancake 7 as smooth as silk 4 asthin asa rake Unit 1 « Against the odds "=» Lesson outcome ‘Ask students: What have you learned today? Elicit: I can describe someone's personality. Ask: What useful words and phrases have you learned? Past and perfect tenses LESSON SUMMARY ee eo Grammar: past and perfect tenses Speaking: talking about events inthe past and in time until now To do the lesson in 30 minutes, keep the lead-in brief, do exercise 2 as a class and set the Grammar Builder as ‘homework. > Lead-in 4-5 minutes ‘+ Askethe students to think of clear memory from childhood. ‘+ In aweaker class, give students time to think, plan and make notes if necessary. In a stronger class, allow students a few moments thinking time only. ‘Put students in pairs and ask them to tell their tories. ‘Ask the students to think about the tenses they used: Did you ‘mainly use past simple or present perfect? Why? Did you use ‘any other tenses? What about past continuous or past perfect? Exercise 1 page6 * Explain that these are revision exercises to check what students can remember about past and perfect tenses. Give students five minutes to read the sentences and answer the ‘questions in pairs. Check answers as a class before asking students to complete the rules. ‘+ During these two stages circulate and give remedial help to any students who need it KEY 1 Yes, she did. No, he got the job after leaving school. 2 Penny 3 We know when Jenny went, but not Woody, 4 No, he hasn't. Yes, she has, Learn thist 1 past continuous, past simple 2 past perfect, past simple 3. present perfect, past simple 4. present perfect, present perfect co Exercise 2 page 6 * Students do the exercise alone or in pairs. As you go through the answers ask students to name the tense and justify their answers with reference to the rules in exercise 1 KEY a I've been doing (4) ¢ Ivehad (3) e Isaw (3) b hadn't arrived (2) found (1) Exercise 3 page 6 + Read through the rules as a class. Ask for examples of other state vetbs. Students complete the exercise individually or in pairs before class feedback. 12) units «Against the odds KEY a I'veneverbelieved ¢ arrived b veasked him _d_have you been studying For practice of Past and perfect tenses, go to: ar Builde KEY 1 have (you) been waiting 8 was helping 2 bent down, picked up 9 Have (you) taken (the magazine) and put 10 have you had, bought 3 had (never) loved 11. arrived (while we) were 4 had closed (and people) having were making 12 blew, started 5 have (ust) gotengaged 13 has hurt 6 have been running 14 was shining, set off 7 alled, had gone out Exercise 4 page 6 * Give students three minutes to complete the text in pats. Remind them to use contractions rather than full forms. KEY 1 'shad 7 had hit 2 was climbing 8 ‘had broken 3 fell 9 rushed 4 happened 10 took 5 were spending 11. has been recovering 6 went 12 hasn't been Exercise 5 page 6 ‘+ Ifpossible, ask students to work with a new partner for this exercise. Get students to ask one or two follow-up questions for each answer their partner gives. Circulate and monitor as they are speaking and note down any errars the students make with the grammatical forms practised in the lesson, At the end of the activity wite the sentences on the board and ask students to correct them in pairs > Lesson outcome Ask students: What have you learned today? What can you do ‘now? and elicit answers: I can understand when to use the past and perfect tenses. Notes for Photocopiable activity 1.1 All about you .. Board game Language: past tenses, personal experiences Materials: one copy of the game board per group of 3~4 students (Teacher's Book page 125) * Divide students into groups of three or four. Give out @ game board to each group. Ask the students to look atthe topics fn the board and brainstorm in their group 2-3 questions they could ask on each topic. necessary, write some suitable structures on the board: How long have you ..2, Do you (still) ..?, Why did you..?, Have you ever .?, Why haven't you ..? With a stronger group, this brainstorming stage could be omitted, + Now give each group a set of dice and counters, Students take it in turns to throw the dice to move forward. When they land on a squate, they must talk for thirty seconds about the topic. (With a stronger group, students could speak for one minute, The other students ask as many questions as possible about the topic to naturally extend the conversation.Heroes LESSON SUMMARY eeoe Reading: a text about the ten greatest Britons Ustening: teenagers discussing their top 3 Britons ‘Speaking: talking about national heroes; expressing opinions ‘Topic: English-speaking countries ee To do the lesson in 30 minutes, keep the lead-in brief, ask students to read the text before the lesson, and do exercise 2a a whole class activity Lead-in 3-4 minutes * Elicitthe names of famous British people, alive or dead, from the class and write them up on the board ‘+ Encourage further speaking as you elicit names by asking: What is he/she famous for? *+ When you have about 10 names on the board, put the students into pairs and ask them to decide which thre of the people named are the most important. + Aska few pars to report back tothe class, giving reasons for their choices. Exercise 1 page 7 ‘* Focus on the photos and elicit the names of the four Britons. ‘Winston Churchill, Princess Diana, William Shakespeare, John Lennon.) Ask students to discuss in pairs the reasons why they are Famous. ‘+ Explain that later students are going to read an article about the top 10 Great Britons. Find out through a show of ands Which ofthe four people in the photos they predict will be ‘number 1. Don't give away the answer at this stage. Y Winston Churchill was Prime Minister and Minister of Defence during the Second World War and is especially famous for his speeches on the radio which gave British people strong hope and determination to win the war. Diana, Princess of Wales, was the former wife of Prince Charles. SShe was famous for her charity works and for her honest and open conversations with the press. She died in a car accident, * Paris in 1997 while trying to escape photographers. William Shakespeare was a poet and playwright, often described as the greatest writer in the English language. His plays are especially admired for their poetic language and ‘dramatic technique. He wrote 36 in total. John Lennon was a singer and guitar player with the Beatles. He and Paul McCartney wrote most of their songs. He was, murdered in New York in 1980, Exercise 2 page 7 * Before focusing on the language ask students to scan the text to find out who was voted number 1. Are they surprised atthe result? ‘+ Focus on the Use of English tip and quickly elicit examples, of prepositions, articles and auxliary verbs. ‘+ Students complete the task individually or in pairs. Check ‘answers a5 a class. KEY 3 the 3 to 5a 7 them 2 of 4 which 6 about Exercise 3 page 7 ‘+ Students reread the text and answer the questions. Encourage them to highlight the key words in the question and then read ‘quickly through the text to find the same or similar words without ‘being distracted by sentences which are not relevant to the task. ‘+ With a weaker class students should refer to the wordlist as they read, KEY 1 two 2 John Lennon 3 halfa milion 4 celebrities like David Beckham and Robbie Williams 5 all of them 6 not famous due to their talent but because they are always inthe media Exercise 4 page7 §@ 1.02 ‘+ Focus on the instructions. Ask individual students to explain ‘who the people in the list ae. It's likely that nobody will know who Tim Bemers-Lee is. (He invented the Internet but his name isn’t well-known.) Tell students they'l find out who he is when they listen. ‘+ Tell the class thatthe frst time they listen they only need to understand the general gist in order to be able to complete the task KEY Tim Berners-Lee, Emmeline Pankhurst, | K Rowling Transcript 1.02 Sarah Wel, who do you thinkis the greatest Briton then, out of this iste Lucy Who's Tim Berners-Lee? Ben He only invented the Internet, the World Wide Web, didn’t he? I think he has to be in our top thre. Sarah Yes, lagiee. Lucy, what about you? Lucy 'mnot sure. What about Emmeline Pankhurst? | think that geting votes for women was ust as important as the ntemet. Ben In my opinian, the two don't compare. The Intemet has revolutionised our lives Wel to my mind, what Emmeline Pankhurst did was far more important and for braver. She was a woman ahead of hertime. Lucy | agree with that. | think Emmeline Pankhurst should be in ourtop three. Ben But what about ) K Rowling? She is now one ofthe most successful authors of al time, and she started with nothing. Isn't she a modem heroine? ‘That's true, but the ather two onthe list are also modern success stories, aren't they? Ben Yes, Lewis Hamilton is onl in his early twenties, yet he won four Grand Prix and came second in the World ‘Championship in his first season in Formula racing. Lucy OK, but he's only famous in Formula s, whereas Robbie Wiliams is the most successful British singer of alltime, ‘and he's world Famous. Shouldn't he be in ourtop three? | disagree. Robbie Williams is only Famous for singing. Has he done anything useful like Tim Berners-Lee? Ben Ok, we need to agree on the top three. | vote for Tim Bemers-Lee. Lucy? Lucy. Oh, OK, then. But then we must have Emmeline Pankhurst. Sarah | agree. Ben? Ben Fine, but who's our third? Lewis Hamilton? Sarah No, he hasn’t done enough yet. JK Rowling? Ben OK, | agree that Jk Rowling is more important than Robbie Wiliams, actualy. So that's our top three. Exercise 5 page7 @ 1.02 ‘Give students time to read through the sentences before playing the recording again and pause after each answer is given to give students time to write their answer. Sarah Sarah Sarah Unit 1» Against the odds B‘Alternatively, you could ask them to complete the sentences ‘and then listen to check. KEY 1 think 3 opinion 5 true 7 need 2 hasto 4 agree 6 disagree Exercise 6 page7 * Brainstorm the names of the greatest people of your nation with the class and write them on the board. Divide students into pairs or small groups. * Draw attention to the language for expressing opinions and ask the students to repeat the phrases and then think about hhow to use one or two of them with reference to one of the names on the board. * Students discuss the people and what they have contributed until they agree on the same top three. * At the end ask a spokesperson from each group to present their top three to the rest of the class, giving reasons for their choices, OPTIONAL SPEAKING TASK ‘Ask students to prepare a 2-3 minute talk on a chosen ‘great personality of your nation. Suggest including * ‘some biographical data, a brief description oftheir achievements, student's evaluation of the person and Justification ofthe choice. Write on the board: The achievements of a few great men and women make us proud of the nation to which we belong. Which famous personality of your nation inspires you? Why? OPTIONAL SPEAKING TASK Brainstorm the names of famous Americans with the class, then ask weaker students in pairs to practise expressing opinions and disagreeing. » Lesson outcome ‘Ask students: What have you learned today? What can you do ‘now? Elicit: can give opinions on what makes a national hero. Survival at sea LESSON SUMMARY e000 Reading: an aticle; sentence insertion, true/false task Vocabulary: time sequencers roleplay To do the lesson in 30 minutes, kep the lead-in bref, ask students to read the text forthe frst time at home and set the Vocabulary Builder exercises as homework. »Lead-in 2-3 minutes ‘Ask the students: Have you ever been on a boat? Ifso, what kind of boat was it? Where were you going? Was ita good experience? if you haven't been on a boat, why not? Would you like to? * Encourage students to discuss in pairs. Share experiences as a class. 14>) Unit» Against the odds Exercise 1 page 8 + Focus on the photographs and the title and ask students what they think the text is going tobe about, Suggest that, they skim the text quicky before answering the questions. + Ask students to read trough the statements and underline key words. They then seach forte key words or their synonyms in the text and undertie te relevant chunks + Ina mixed ability class, you can ask weaker students to do exercise 1, while stronger students do exercise 2 so that feveryone has a chance to fiishtheirtasks within the time limit When te time is up, put students in mixed groups to compare ther answers so thatthe weaker students can leam from te stronger ones. Check both tasks asa class. KEY iF 2F 3F 41 SF 61 7F Exercise 2 pages © Focus on the reading tip and the instructions for the task. Do the first gap (sentence C) together as an example, showing hhow the idea ofthe Baileys not having much time links topically to the previous sentence ‘water was pouring in." and the following sentence ‘Maurice started inflating .. and Marilyn started grabbing things ..” * Encourage students to cross out the sentences as they use them. If they get stuck, they should move on and fillin any gaps later by process of elimination. Make sure students are aware that there is one extra sentence, KEY 10 26 3 4A 5F 68 Exercise 3 page + Students individually find and underine the words and pirases Elicit translations for some of them, especialy the more idiomatic ones, eg. all ofa sudden, the weeks turned into months, at one point. Encourage students to make a note ofthe expressions and tearm some of them by heart inorder to use them In nanative wring KEY The words are time linkers and are used to make the sequence of events clear tothe reader. Exercise 4 pages * Elicit quick translations to check students understand the words and then ask them to do the task alone or in pairs. KEY 1 horror 3 resignation 5 determination 2 misery 4 obstinacy 6 elie Exercise 5 page 8 + Students complete the exercise alone and then compare answers witha partner before open class feedback. + Although the vocabulary is useful the aim ofthis activity is to provide practice in guessing meaning from context KEY 1 rot 4 pour 7 inflate 10 grab 2 deteriorate 5 clamber 8 flag 11. rift 3 slump 6 sob 9 haul Exercise 6 pages * Set the scene clearly, Pethaps draw a litte picture of a desert island on the board, Ask students: How did you getthere? What are you wearing? Who ore you with? What can you see around you? What can you hear? + Focus on the instructions then put students into small groups. * As you monitor the groups, make sure they are thinking in detail about exactly how they would deal with each situation. For example, instead of saying ‘we would eat fish from the ocean’, they should describe exactly what they would use as a fishing rod. Note down any examples of good language use and errors to highlight later. * Give students 5 minutes to make notes of their ideas and ‘nother 3-5 minutes to recap on what they've decided Using phrases from the box before they present their ideas. Exercise 7 pages + Ask each pair or group to present their ideas to the rest of the class. The class votes on who they think would survive the longest. * Conducta brief language feedback, remembering to focus (on good use of language as well as bad For practice of Success and achievement, go to: Vocabulary Builder 1.3: Student's Book KEY 11 manage 3 achieves 5. worked out 2 succeeded reach 2. manage, didn't succeed 3 Possible answers: 1 They have succeed in winning a race. 2 They have managed to raise one million pounds. 4 Students’ own answers OPTIONAL SPEAKING ACTIVITY ‘Ask the students to read the text one more time and waite a list of al the things the Baileys had in the dinghy with them. Check their lists and make sure they have included items from paragraph three. Now askthem fo put themselves in the Balleys’ position. They haveto decide which items to take with them in thei lifer. Tel them that they already have some packets of biscuits tins ‘of food and containers of water. They can take 10 more items Put them in pairs to discuss and decide. Once they have 10 items, allow them to work with another pair and share ideas. At this point they can change thelr ‘choices but they ate still only allowed 10 items. Elicit word deteriorate (highlighted in paragraph four) Tellthem that their dinghy, like the Baileys’, has begun to deteriorate and they need to throw thee things over the sie in ‘order to lighten the load and prolong the life oftheir boat. Ask them fo discuss which tree they can get rd of and tel hem to throw them overboatd and delete them from their ist. Having reached dry land again, the students will need to attend a press conference. At this conference the pairs of students should present their original choice of 10 items ‘and explain which 7 items remain with their reasons. Remind the students ofthe simple past, past perfect and present perfect tenses studied in 1B and advise them that they might need them in explaining which items they no longer have in the dinghy. Allow preparation time for the presentations. To give the class a reason fr listening to similar presentations, they could be asked to judge categories such as the most ‘orginal choices, the best reasons for throwing things away and the best use of the grammar structures in 1B. (A quick show of hands and rounds of applause fr the winners) ™» Lesson outcome Ask students: What have you learned today? What can you do ‘now? and elicit: Ian understand an article about survival at sea. Past perfect simple and continuous LESSON SUMMARY eee Grammar: past perfect simple and continuous Reading: a short article about extraordinary climbers ‘Speaking: talking about past experiences a To do the lesson n 30 minutes, do exercises 2 dnd 4 as a class and set the Grammar Bulder as homework Lead-in 2-3 minutes + Askthe students: Whats the highest mountain in the world? + Ask the students to share, in pairs, what they know about Mount Everest. + Elictinformation about Everest from the students and give them futher details if necessary Exercise 1 page 10 ‘* Focus on the photos and ask: Who do you think the people ‘are? What do they have in common? + Students tead the text and underline examples of the two tenses. Suggest that they underline each tense ina different colour. + After checking the answers ell of the tenses. the rules forthe formation KEY Past perfect simple: Mark had been climbing, he'd lost bath his legs, he'd been totaly blind, she'd just turned 15 Past perfect continuous: he had been training, had been \working on her Family's farm Exercise 2 page 10 * Ask students to do the exercise alone and then compare answers with a partner before class feedback. KEY 1 simple 2 continuous 3 simple 4 continuous LANGUAGE NOTE - PAST PERFECT SIMPLE ‘AND CONTINUOUS ‘The past perfect continuous is probably new to your students and it can be confusing especially because there ‘may not bea comparable form in thelr own language. You could show the difference between the two tenses with the timelines below. Timelines are especially helpful for students with a predominantly visual learning style. 1982 2006 hhad lost his legs climbed Everest Toh, past perfect simple past simple (most of his tite) trad been climbing, 2006 +> dlimbed everest —_—ee x ne past perfect continuous past simple Unit 1» Against the oddsExercise 3 page 10 + Do the first sentence together and ask students to continue individually oF in pairs. KEY he hadn’t been sleeping very well had been cooking dinner had been traveling for six hours he hadn’t been paying attention had been wearing new shoes hhad been using her make-up had been playing on the beach Exercise 4 page 10 + Again, students can work individually or in pair. As you check answers ask students to say which rule each sentence exemplifies. KEY hhad been raining, rule 2 hhad been waiting, rule 4 hhad changed, rule 2 hhad been mending, ule 2 hhad known, rule 3 had... been going, rule 4 hhad been making, rule 2 hhad been playing, rule 4 For practice of Past perfect simple and continuous, go to: Gan KEY 1 owned 4 visited 7 ead 2 been working § been playing 8 been revising 3 been learning 6 seen Exercise 5 page 10 * Do the first question together. Write the different options on the board and analyse the differences as a class then ask students to continue the exercise in pais. Key 1 itwas snowing / ithad been snowing (in the frst it was still snowing, in the second it had stopped) 2 hadn't been talking / wasn't talking (in the first Jack is ‘upset because the speaker hasn't spoken to him over a longer period, in the second the two events happen at the same time) 3 had been following / was following / had followed (the first suggests that this has happened several times, in the ssecond itis happening at the same time as the person was Worried, in the third it isa single incident) 4 had taken / had been taking / were taking / took (inthe fist two instances, the surprise is after the event, in the second two, the surprise and the photos could happen at the same time.) 5 had cooked / had been cooking / was cooking (in the first he had finished cooking, in the second he had been cooking lunch right up until the moment | got home then stopped, in the third he was in the middle of cooking) Exercise 6 page 10 Check students understand the meaning of, and can [pronounce, the words in the box. Give them a minute or two to remember times when they last felt these emotions. ‘Students take it in turns to find out why their partner felt these emotions. P16) Units + Against the odds © With a weaker class get students to ask and answer the {questions in open pairs across the class so that you can monitor their use of tenses, before they ask the questions in closed pairs. > Lesson outcome ‘Ask students: What have you learned? What can you do now? ‘and elicit: can identify and use past perfect simple and past perfect continuous. Notes for Photocopiable activity 1.2 The order of events Pairwork Language: past tenses, heroes Materials: equal numbers of story A and B ~ one copy per pair Cut up, one copy of main facts for each pair. (Teacher's Book page 126) ‘* Teach the expression ‘a have-a-go hero’ (a member of the public who acts bravely to stop a crime). Divide the class into pairs and give them one cut up story, either A or B. Tell them to work together to reorder the story. As they do so, they should choose the correct tenses from those given. Thi should encourage discussion about the grammar. ‘© When they have put the stories in order, ask two pairs with the same story to compare their answers. You will also need to, monitor and check that the students have the correct grammar and order of the stories before they tel them to their peers. ‘+ Now, pair A read their story to pair B (taking it in turns to read). Tell Pair B that they cannot read the story, only listen, and make notes if they wish. They will need to remember the story. After this, Pair B read their story to Pair A. ‘+ Give out to each pair the relevant main facts sheet for the story they listened to. Each pair then work together to number the main events of the story they heard in the order that they happened. With a weaker group, two pairs of students can work together to number the events, ‘+ Finally, the students can check with the original story. At th stage, help students to notice the order of the events and how the tenses help the organisation of the story. ‘+ Extension/discussion: Ask: Were these people really heroes! How should they be rewarded for their actions? What would ‘you have done in their position? KEY STORY A 1a 2h 3g 4b 5e 6d 7] Be 9c 101 sToRYB 1b 2¢ 3h 4i 5f 6j 7a Bd Ge 108 Talking about hotos LESSON SUMMARY @ eee ‘Speaking: talking about photos (description, comparing and contrasting images) LUstening: students taking about photos, ‘Topic: schoo! To do the lesson in 30 minutes, keep the lead-in brief, do the categorising part of exercise 5 together as a class, ‘and complete the task in exercise 7 in another lesson or as homework.> Lead-in 2-3 minutes ‘= sa class, brainstorm all the words for school and college subjects, €.g. maths, music, RE. sociology, etc. and write these on the board. ‘= Put students in pairs and ask them to discuss whether ‘any ofthe subjects are considered easier than others and whether they agree itis true. = Share views asa class. Exercise 1 page 11 ‘= Ask someone to read out the quotation. Decide by a show ‘of hands how many students agree and disagree with the statement. * Give students a minute or two to answer the question, = Conduct a class feedback. Exercise 2 page 11 * Focus om the first photo and ask students to describe what they can see. Ask students to discuss the second photo in pairs. * Conduct a class feedback. Exercise 3 page11 @ 1.03 + Explain that you are going to hear a student, Ménika deseribing the photos in her exam. Read the questions together so students understand what information tolsten for + Play the recording once. Ask students to compare their answers with a partner. + Play te recording again so they can check thelr answers. Checkasa clas. KEY ‘She thinks i's probably a national exam lke A levels. The ‘students in the pictures all look very serious, which suggests Satit’s an important exam. Transcript 1.03, Ménika There are two photos showing students ~ secondary students. | would guess that they're around 38 years old The photos show diferent aspects of the topic of exams. In the first photo, the students are in the middle of sitting an exam. From their expressions, | would say thatthe ‘exam Is not particulary easy! They certainly seem quite stressed .. or perhaps they're just concentrating. i's hard to say whether it's @ national exam or an intemal school ‘exam. The fact that they all look so serious would suggest thats an important exam, so probably a national exam, like A levels. The second photo shows two gris who have just received their exam results, | assume. it's clear from their ‘expressions that they've passed with fying colours! IF these are A level results, then good grades will mean that they can go toa good university, so they have reason to celebrate. Exercise 4 page 11 €¥ 1.03 * Read the phrases in the three categories and check students’ comprehension. * Play the recording again. Check answers as a class. EY A. show different aspects of (the topic of exams) | would guess that (they're around 18 years old) It's hard to say whether it's (@ national exam) of (an intemal school exam) © From their expressions, 'd say (that the exam is not particularly easy) Its clear from the expressions that (they've passed with flying colours) ‘The fact that (they all look so serious) would suggest that G's an important exam) Exercise 5 page11 €@ 1.04 + Explain that you are going to hear another student, jose, ‘completing the same speaking exam task. ‘Ask students to read the gapped sentences quickly before you play the recording. + Students listen and complete the gaps with the missing phrases. ‘+ Check the gap fill quickly, then ask students to match each ofthe phrases with one ofthe groups in exercise 4 KEY 4 common (a) 2 would (0) 3 imagine (@) 4 could (8) 5 must (C) 6 tell ®) Transcript 1.04 Josef What these two photos have in comman isthe theme of ‘exams. The first shows a large group of students actually sitting an exam. The second shows two girls opening their ‘exam results. Looking at the students inthe fist photo hmm... {reckon they're about 16 years old, so these would be GCSES. | imagine they're inthe school hal They'e probably feeling quite nervous and stressed, and ‘nobody's looking up ~ they've all gt thelr eyes glued to their exam papers! The second photo shows a much more relaxed scene. They could be in a park, or somebody's garden. The gion the right has obviously just opened a letter containing her results. She's grinning, so she must hhave done wel. The other gil is grinning too. Maybe she's happy about herfriena's results - or about her own. | can’t tell whether her smile fs genuine or not. Exercise 6 page 11 ‘+ Students rewrite the underlined parts of the questions, Check as a class. There is often more than one possible ‘answer — you may want to ask students to justify their choices, ‘+ Students work in pairs to answer the questions. Ask some students to feed back on what their partner said. KEY Possible answers: 1 How many exams will you have to take at the end of this| academic year? 2 Willyou have to re-sit any papers that you fail? 3 Willit matter, in years to come, whether you pass these ‘exams with fying colours oF only just scrape through them? 4 How important is it to get good grades in your school-leaving 5. Do you personally perform well under exam conditions? Exercise 7 page 140 * Ifyou want to use this activity for further practice, put students in pairs to complete the task. Walk around and ‘monitor their use of the expressions from exercises 4 and 5. Ask pairs to discuss each other's performance — highlighting the aspects ofthe task they have done well in, and those that would need further practice. Conducta brief class feedback to brainstorm potential difficulties withthe task type and possible solutions to them Unit 1 » Against the odds 7* Alternatively, you can use the task as a quick test of the skills you learnt inthe lesson. Give each student 2 or 3 minutes to collect their ideas and make notes if they want. Then ask a few students to talk about the photos independently, without reading their notes. Ask the rest of the class to listen and feed back on how well they think their peers have performed * You can set the task as homework — either just the Preparation stage or, if your students are used to working together as study pairs or groups outside class, the task itself too. Follow up in class in a later lesson (Tor example, When you reach the end of Unit 1). > Lesson outcome ‘Ask students: What have you learned today? What can you do ‘now? and elicit: can talk about photos. | can talk about a given topic ilustrated by photos. Magazine article LESSON SUMMARY @@e0 Writing: « magazine article giving an account ofan event; writing an introduction; planning ‘Grammar: stylistic inversion Reading: an account of a performance Topic: people; culture Todo the lesson in 30 minutes, keep the lead in brief and set the grammar builder and vocabulary builder exercise as homework. To do the writing analysis and wating task in one 45-minute lesson, keep the lead-in for the writing analysis brief and set the grammar and vocabulary builder exercises for homework. Skip the lead-in forthe writing task, limit ime spent on exercise 1 and omit exercise 2on page 13. Finally, ask students to finish the writing task for homework. Lead-in 2-3 minutes + Ask students to look atthe picture and say what they think it shows (a schoo! play. Ask: Have you ever been involved ina performance at school? What was your role? How did you feel ‘about the experience? I there are no or only very few students ‘who have had any experience with school plays, ask them: Would you like to be Ine school play? Why? Why not? Exercise 1 page 12 ‘* Read the exam task in the yellow box. Check the students’ comprehension of the task by asking them to decide if the three statements are true or false. ‘© Students compare their answers in pairs before you check the answers with the class, Ask students to justify their answers. KEY 1 False. The style should be informal or semi-formal but not too formal (The article is for a school magazine, so your readers will be other students.) 2 Tive. (The instructions say you should write about something that happened to you.) 3 Tiue. (The task doesn’t specify giving a ttle but magazine articles always have tiles.) ) unit 1+ Against the odds Exercise 2 page 12 + Focus on the rubric. ASk individual students to read outa sentence each, Ask students whichis the best and why. KEY 2 isthe best because it builds suspense and draws us in, making us want to know more. Exercise 3 page 12 «Students complete the wring plan individual. KEY ‘A introduction Band C the main events D the conclusion Exercise 4 page 12 ‘Students find the sentences and then discuss with apart what is unusual about them. During feedback explain that this is known as stylistic inversion. (See Language note.) KEY 1 didtrealise 2 was! 3 have! They are unusual because the subject and auxiliary verb are inverted, For practice of Stylistic inversion, go to: Grammar Builder 1.3 KEY Rarely have | felt so happy. Well do | remember the day my first child was born, Never had Harry been so embarrassed, Had he looked both ways before crossing the road, he wouldn't have been knocked down 5. Not only can Fred dance well, but he has also got a wonderful voice. 6 So terrified was | that | couldn't move a muscle. 7 Not since 2003 has a team won twenty matches on the trot. 8 Hardly had we started our meal when there was a knock on the door. 9 Were she less self-centred, she might have more friends. 10 Only when Kate had got married, did she leave home. Exercise 5 page 12 ‘Students can do the task individually or in pairs. KEY Last month, the day before the play, only then, the following day, when it started, ater a while, at the end of the play Exercise 6 page 12 + Read the writing tip asa class then ask students to find examples of 3, and 5, Let them compare their answers witha partner before checking asa class. + Highlight the function ofthe features: exclamation marks ae Used to present something suprising, direct speech makes the events more real or immediate and extreme adjectives help to create an exact or dramatic mental pictureKEY day before the play disaster struck! Only then ... Mertin sears a long hat and beard! I'l definitely be in the play again! “an you play Merlin... We think you can do it orritied For practice of Extreme adjectives, go cabulary Bull KEY @ 1.05 tia 2c 3f 4] Se 6g 71 8b 9d 10h 2 1 enormous, huge 2 fantastic, wonderful 3 tenible, awful 3 2 Good? It was amazing! 6 Angry? They were 3 Dirty? They're filthy! furioust 4 Beautiful? She's gorgeoust_ 7 Hungry? I'm starvingt 5 Funny? Itwas hilarious! 8 Surprising? It's astonishing! » Lesson outcome Askstudents: What have you studied today? What can you do now? 22d elicit answers. know how to structure a magazine article giving a account of an event Magazine article LESSON SUMMARY eee ‘Writing: a magazine article giving an account ofan event ‘epic: people; culture [ll 70 co the lesson in 30 minutes, keep the lead-in rief and set exercises 8 to 10.as homework. = Lead-in 2-3 minutes ‘ Putthe student in pais. Tell them: During the iastesson, you read an article caled ‘An Unexpected Success. You have halfa ‘minute to remember as much as you can about what you read. * After 30 seconds put two pairs together to compare how ‘much they could remember. With a weaker group, allow them to quickly reread the account to check the detals. Exercise 1. page 13, + Students look atthe pictures in pairs and brainstorm ideas for what happens in the story. Encourage students to embellish their stories with extra detail Exercise 2 page 13, + Asktwo or thre pairs to tel their stories tothe class Exercise 3 page13 @ 1.05 * Play the recording and ask students to think about how itis diferent from their own. Get feedback rom one or two pals. Transcript 1.06 Natasha A couple of weeks ago Iwas due to playin the final of ‘oleyballtourament. 'm captain of our team —St Edward's School ~ and we were playing against Longbridge Schoo. They had beaten us inthe final two years running, so we were etermined to win thistime, But wo days before the match, something terble happened. | ell offmy bike and broke my leg. So, obviously couldnt take part in the match. The git who took my places called Sal. The problem was that she hasnt been playing volleyball for very long, and so she isnt really very good, though she tis realy hard and she's setting better. ‘We started well and took an eary lead. But Longbridge fought back and soon the match was tied a 22~22. Then Sally missed a really easy ball, so that made t23~22. Then she missed another one and Longbridge were within oe point of winning the match! We ‘somehow managed to win the next three points soit was 25-24 t0 Us. The winners the fst team to 25, but you have to have a clear two point lead, Anyway, it wes Longbridge to serve, and overcame the ball. Anita, a reall tall git in our team knocked the ball high into the at, and Salty jumped up and hit the winning pont. We cheered ike mad and rushed onto the curt. he team caried Sally offon their shoulders. Exercises 4 and 5 page 13 + Focus onthe task and make sure students are clear that they ae wing from the point of view of Sally this time. Students Copy out the pian then brainstorm ideas for an introduction, + With a weaker elas read through the expressions, giving orelicting possible ways to complete the sentences, Ask which two sentences are examples of stylistic inversion. + Go round and monitor as students brainstorm ideas, Exercises 6 and 7 page 13 * Allow a further 5~10 minutes for students to make notes for the remaining paragraphs in pairs. Exercise 8 page 13 + The students write their ist draft on their own. Encourage them to try to introduce the features listed in the writing tip ‘on page 12. Walk around helping and correcting. Exercise 9 page 13 + Draw students’ attention to what steps they need to take to get the length right Exercise 10 page 13 + Students write a second draft and finally go through the checklist. Ask fast finishers to swap compositions with each cther and check for good use language and for mistakes. » Lesson outcome ‘Ask students: What have you studied today? What can you do ‘now? and elicit answers. ! have learned how to brainstorm, lon, write and checka magazine article. Unit 1 « Against the oddsToPIceee People and society; history and English-speaking culture > Lead-in 5 minutes + Stand in front ofthe class, and lead a discussion on what Lesson outcome ‘Ask students: What have you learned/practised today? Elicit: ‘have learned how to compare and contrast photos. ! have ‘completed a True/False reading task and learned how to locate relevant information in a text.LN eye vit ut worth, eerie Value and price LESSON SUMMARY @ 00 © Vocabulary: money and finance Listening: short monologues: listening for gist and specific information ‘Speaking: talking about the value of things Tople: shopping and services To do the lesson in 30 minutes, keep the lead-in brief, skip exercise 6 and set the Vocabulary Builder exercises 2s homework. > Lead-in 4-5 minutes + Askthe students: fyour house were an fire and you could save ust three things from the burning building, what would they be? Make sure the students understand this does not include people or pets, who ae all already safe. + Give them a moment think and then put them in pats and askithem to tell heir partner. + Encourage them to explain why they would choose these things over others + fmecessay, elicit the words value, price and worth and check the meanings with the class. + Aska few students to feed back othe class. LANGUAGE NOTE - FOR WHAT IT’S WORTH For what i's worth is an informal expression which is used to say (modestly) that what you have said or are about to say is only your own apinian or suggestion and may nat be very helpful. E.. For what it's worth, I prefer the red one. The acronym FWIW is sometimes used in emails. Exercise 1 page 15 ‘Focus on the photos and ask students to decide which items are worth alot of money. Encourage them to use language of speculation, such as: reckon... ,'d Say... Ifyou ask me * It would be useful to teach the phrase sentimental value, which describes something that doesn't have a high financial value but is worth a lot to its owner. Exercise 2 pages (9 1.07 + Read through the listening tip together. To reinforce the point you could read through the opinions A-F and try to elicit some synonyms that the speakers might use before you play the recording. (For example, the word gift is ‘mentioned instead of present by speaker 1.) + Remind students that there is one exta opinion KEYIA 2F 30 4c SE Transcript 1.07 Speaker1 I'm not particularly into jewellery. But this particular piece means @ lot to me because it used to belong to my grandmother. She gave itto me last year, as agit. | wear it allthe time, and be devastated if! lost it. Itcidn't cost a fortune ~ it doesn't contain a precious stone, lke a diamond or emerald — but it's worth a lotto me, personally. Things are ‘always worth more ifthey were given to you by somebody special. Ofcourse, I'd lke a diamond ring too one day! Speaker 2" Can you belive, | slept with it under my pillow last right? That's how much | love my new gadget. Some people say that Apple products are overpriced, but my opinion i, you set what you pay for. I've wanted one ever since | read about it 2 year ago, but 've only just been able to afford it | don't ike Using credit cards, because | hate the idea of being in debt. So | decided to save up fort and I finaly had enough money to buy ast weekend. | think people always value things more i they've had to wait for them. Speaker3_ People who come to my apartment often comment on it t's hanging inthe living room, above the sofa To be honest, | think alot of people distke it~ probably because it's modem. People ae lke that. They prefer safe, old-fashioned styles. Personally, think it's wonderful - really powerful. bought itn New York at an exhibition in 2004, for $20,000. It was a real bargain, o be honest. t's probably doubled in value since then. fT sold it now, I'd make a big profit. But I'd never sellit. Its part of my identity ~ things are always more valuable when they reflect your personality. Speaker4 Ive had it since | was four yeas old so it's no ‘surprise that it means a lot to me. Things that you've had for a long time are always precious. My parents weren't well-off, so I didn't have alot of other toys. Ofcourse, | don’ play with it now ~ itjust sits on a table in my bedroom. But it makes me Feel secure, and It brings back happy memories from when | was much younger. f there was a fire at my home, i's the frst thing that'd save! ‘Speaker 5 In financial terms, they’e worthless, of course, but | ‘could never replace them. That's why they'e so valuable to me personally. Isn't that true for everyone? I think it is~ mean, how could you get really attached to something that you could buyin a shop? These are my memories, and they go back about ten years. All my friends are here, my holidays, special ‘occasions .. Memories are priceless. I don’t look at them very often, but'd defintely say they're worth more to me than anything else own. Exercise 3 page15 6 1.07 ‘+ Students work individually to fillin the gaps. Then play the recording for students to check their answers. ‘Once you have gone through the answers as a class, check comprehension of some of the words and phrases by asking questions. Ask: Which word or phrase means . rich? (well ‘off; owing money? (in debt); so valuable that they have no price? (priceless) (See language note); worth alot of money? (Grecious); not worth anything? (worthless) (See language note); cost more than they are worth? (overpriced). + Keep the students on their toes by asking the questions at a snappy pace! * Finally, model and dill the words with tvcky pronunciation, namely, debt /dev/ which has a silent ‘b' and bargain pagan. KEY 1 fortune 5 debt 9 financial, worthiess 2 precious 6 bargain 10 priceless 3 overpriced 7 profit 4 credit 8 welloff Unit 2 + For what it's worth aLANGUAGE NOTE ~ PRICELESS, WORTHLESS, VALUABLE AND INVALUABLE ‘The meaning of these words can cause confusion. Students often assume that if something is described as priceless, ithas no price and Is therefore very cheap. In fact, the opposite is true. it means that it is too valuable to have a price, eg. priceless antiques. Similarly, invaluable looks like the negative form of valuable. However, it means something is So useful itis impossible to put a value on it, eg. invaluable advice, an invaluable dictionary. Worthless, on the other hand, does mean that something has no value. So worthless is the opposite of valuable. Exercise 4 page 15 + Students can work alone or in pais. Check as a class. During feedback highlight the difference between economic (elated to the economy) and economical (cheap) KEY 1 economical 4 valuable 7 economic 2 earnings 5 worthy 8 profitable 3 costly 6 pricey Exercise 5 page 15 + Students discuss the opinions in exercise 2 backing up their ‘own opinions with examples and reasons. ‘+ Encourage students to use vocabulary from the lesson to paraphrase the opinions while discussing them. During the ‘exam itis important not to repeat the phrases from the topic and be able to use other words instead. When students are working, go round the class noting down examples of good paraphrasing. Demonstrate them to the class. Exercise 6 page 15 ‘= Demonstrate by giving your own example of 1 and 2. Students discuss the two questions in pairs. Ask two or three students to report back to the class. For practice of Expressions connected with money, go to: fato ct e3 g4 is by 46 f2 hs i9 21 splashed out, tighten our belts 1 2 paid through the nose 3 puting aside 4 are (ver) well off 5 will be hard up 6 ripped (me) off 7 made a killing 8 dirt cheap (22) unit2+ For what i's worth OPTIONAL ACTIVITY Write the following jumbled proverbs and sayings related ‘0 the subject of money on the board. Students rearrange them — you could do this as a race — and then discuss their meaning. 1 Is /Money/the / all evil/ root / of 2 love / Money / can't/ you / buy 3. makes / world / the / go / Money / round 4 money are /A / fool /and / his / soon / parted ‘Ask: Which do you agree with? Gan you think of any similar ‘sayings n your language? Key: 1 Money is the root of all evil. 2 Money can’t buy you love, 3 Money makes the world go round. 4A fool and his money are soon parted. Lesson outcome Ask students: What have you learned today? What can you do ‘now? Elicit: | can understand and talk about things related to the topic of money and about value in its wider sense. etn Determiners LESSON SUMMARY ee Grammar: determiners: articles and quantifiers Reading: a shor article about the value of friends and family ‘Speaking: interview questions practising expressions of quantity To do the lesson in 30 minutes set the Grammar Builder exercises as homework, > Lead-in 3 minutes © Say: Let’s imagine you have just won a cash prize in a competition. How much money would you like o win and what would you do with it? Are you sure it would change ‘your life in a positive way? ‘+ Ask students to tell each other their answers to these questions. ‘+ Tiyto ind the highest and lowest amounts in the class and ask them to feed back to the class about their choices. Exercise 1 page 16 ‘+ Ask the students discuss the saying in pais, giving reasons ‘and examples to justify their opinions. Ask two or three pairs to feed back their ideas to the class. Exercise 2 pageié § 1.08 * Students do the exercise with a partner. With a stronger class encourage students to discuss their choice with reference tothe rules that they can remember from previous lessons. With a weaker class suggest that at this stage they choose their answers based on what ‘sounds right. ‘© Students listen and check thelr answers. KEY 1- 3 The 5 Ta 2a 4 the 6a 8 theExercise 3 page 16 + Stents do the task incvidaly orn pairs. Askthem to wtite the number ofthe answer inthe text which exemplfes tach rule. For example, the rule in as exemplified by answers? and 3 + ferthem tothe Grammar Reference to check their answers then check answers as a lass. KEY 2 a,the (answers 2and3) e a(6) > thet) fa) © -6) g the () 2-0) LANGUAGE NOTE ~ ARTICLES Articles are a source of great difficulty to many students, ‘even when they reach a high level Try not to let students feel overwhelmed by all the rules. Reassure them that if they do plenty of reading and listening in English they will Lead-in 3-4 minutes © Put the students in pairs. Ask them to tell each other as ‘much as possible about the house or flat they live in. They should aim to find three things about their house which are very similar to their partner's and three which are very different. In a weaker class, make this two things which are similar and two which are different. + Ask some students to feed back to the class. Exercise 1. page 17 + Inpars, students match the photos with the headings Ask them to check their answers ina dictionary. Check understanding ofthe words by asking: Who do we cali {property that used tobe used for something else? (conversion) a place where farm animats eat end sleep? (bam) @ property that doesn’t have furniture? (unfurnished) What's the opposite of modern? (period) ‘+ Explain that flat and apartment are essentially synonymous but flats used in Bish English and apartment in American Enelish. Apartment also has slightly upmarket connotations Unit 2+ For what it’s worth 23KEY a abam conversion ba furnished studio apartment © a period cottage 4 an unfurnished warehouse conversion e abasement fat CULTURE NOTE - PROPERTY AND FINANCIAL MATTERS Inthe UK approximately two-thirds of properties are owne ‘occupied and one third rented, In April 2007 the average house price in Britain reached around £195,000, while the average earings were £23,600 a year. People usually borrow money ftom a bank to buy a house and this loan is called a mortgage. Traditionally you may borrow up to 3.5 times your annual salary. People also save as much money 1s possible to put down as a deposit. OPTIONAL SPEAKING TASK ut the following on the board in different styles miroring newspaper headlines: Why not get away from the city? Conversions still n fashion ‘Show me your home and r't tel you what you're worth ‘Ask students to copy the pieces of text onto the Student's Book page around the photos. Elicit what topic is suggested by the photos and the headlines (types of ‘accommodation and reasons why people choose one over the others), Put students in pairs and allow 2-3 minutes to practise presentations of the stimulus, Ask 1-2 students, to talk about the topic infront ofthe class. Exercise 2 page 17 + Students do the exercise in pairs, again with the help of a dictionary if possible. Seta time limit of § minutes. ‘+ With a weaker class go through the frst few gaps together, eliciting what sort of words go in the gaps (adjective, noun, tc.) and asking students to look at what comes before or after the gap to see if there are any obvious associations. KEY 1 detached 5 character 9 garden 2 mains 6 pets 10 lease 3 block 7 top 4 cable 8 open-plan Exercise 3 page 17 1.09 * Play the recording for students to check their answers. Go through the answers, dealing with any other vocabulary questions that arise. Unfamiliar vocabulary is likely to be: ‘mains (the shared system of providing gas, electricity and water to and from a building); amenities (shops, park, pool, etc.) council tax (tax we pay for local services e.g. schools ‘and libraries); quaint (old-fashioned and full of character), stunning (extremely beautiful); contemporary (modem). Exercise 4 page 17 ‘Ask students to find and highlight the abbreviations in the text and work out what they mean from the context. ) unit 2 For what it's worth KEY ‘Sep. September ri/s non smoker pem per calendar month ine. includi GCH Gas Central Heating Oct. October sat satelite min minimum Exercise 5 page17_ @ 1.10 ‘+ Focus on the photos and the questions then play the recording. KEY 1 London 2 lessthaném? 3 £135 Transcript 1.10 itmay be smal in facts tny- but for Anny Hsu tenant ofthe smallest flat in Brain i's home The fat began its life as a storage cupboard onthe third Noor of 2 residential block in Notting Hl West London. itis made up of “ving area thats litle more than one mete by two mets and consists ofa shower roam, kitchen area and a wardrobe space. The total area ofthe flat ~ less than sx square metes ~ includes a sleeping area which above the ving aea. ts reached by a ladder ~ so when the previous tenant, a young italian nurse, broke hherarm ina sking accident she had to mave out The estate agent which ets the at to Ms Hsu for £195 a week, describes its tiny but trendy’ with wood flooring, glass walls and shiny metal tings. ‘According tothe agent, the flat is suitable fora young person with an active soial life. Ms Hsu, 24, who works fora West End advertising company, is happy justto have her own front door after living in shared flats. The location is exactly where she wanted to be. She describes the flat itself as ‘nicely designed and frished She has even managed to put one small piece of funiture init ‘According tothe estate agent, the flats probably worth about £300,000. (A one-bedroom latin the same block sad ast yer for almost £300,000, I has certainly not been difficult for the curent ‘owner to find tenants wing to lve there. ter all its perfectly located forte fashionable shops of Noting Hil. only there was somewhere to putyour shopping Exercise 6 page17 @ 1.10 + Give students time to read the sentences through then play the recording a second time. KEYiT 2F 3F 47 5F 6F Exercise 7 page 17 '* Give students time to make notes, not full sentences. Go around feeding in ideas if necessary: ‘Suggestions for A~ | can’t eat dinner ata table, have Visitors, have a bath, put my books ava, etc. Suggestions for 8 ~ it's cosy, you won't lose anything, it doesn’t cost much to heat, et. Exercise 8 page 17 ‘The students do the role-play. Remind them to speak clearly, maintain eye contact and show interest in what their partner is saying. Ifthere is time, invite two or three pairs to perform their role-play infront ofthe class. ™ Lesson outcome ‘Ask students: What have you learned today? What can you do ‘now? Elicit: / con talk about different types of accommodation, 1 can understand how to read advertisements for properties.Notes for Photocopiable activity 2.1 Describe and draw Palrwork Language: describing pictures, property vocabulary, prepositions Materials: one copy of the worksheet per pair of students, cut m half (Teacher's Book page 127) * Divide students into pairs and give out the worksheets. Tell students that they must not look at their partner's picture. Explain that they both have a picture relating to the topic ‘property’ but their pictures are not the same. * In pairs, students describe their pictures and their partner Lead-in 3-4 minutes ‘= Put the students in pai ‘© Askthe students: When was the las time you ate out in a restourant or café? What did you have? Was it good? How much did Itcost? Would you recommend it? ‘+ Ask them to tell their partner about their experience. ‘+ Ina weaker group, give them 1 minute thinking and planaing time before they talk together. Exercise 1 page 20 + Students read the text and say what unusual about the restaurant. KEY ‘The restaurant is unusual in that diners pay what they think the meat is worth Exercise 2 page 20 ‘Have an open class discussion about the restaurant. Do students think it could work in their own country? Exercise 3. page 20 ‘Go through the information in the verb pattems box. For each verb pattern choose one verb and ask a student to make a sentence using the correct pattern. Students then ‘complete the gaps with the highlighted verbs from the text. Recommend that students start a page for verb patterns in their notebooks and note down when new vocabulary is, followed by ing /to, etc. KEY 1 feel ike, suggest, consider 4 make, let 2 seem, expect, refuse, want, decide 5 have 3 allow Exercise 4 page 20 ‘© Students work alone or in paits referting tothe information inthe box. KEY 1. going, talking 2 towork, change 3 tovisit, looking 4 borrow, to give 5. repaired, to getLANGUAGE NOTE - VERBS + -ING OR INFINITIVE The verbs remember, forgot, stop and go on can be followed by “ng or infinitive. The difference in meaning is related to time The -ing for refers to something which happened eater than the remembering, stopping, et. andthe infinitive refers to things that happen after these verbs, Eg. remember seeing him. [remembered to call him, The verb ty + infinitive means ‘make an effort (to do something difficult’. Try + fag means to make an ‘experiment to ty to solve a problem. Eg tried to lft the table butt was foo heawy. I tried turing the computer on and off butt stil didnt work, Exercise 5 page 20 + Read through the Lookout box together. Students complete ‘he exerise alone or in pats. As you check the answers ask Students to explain thei choiees, ey 2 avvisiting 2 atoopen 3 atostudy 4 a saying Dtovisit _b opening b studying _b to say Exercise 6 page 20 + Students complete the text alone then check in pais. EY Ztohave 3 make — 5 had 7 have Zallow 4 let 6 allowed Exercise 7 page 20 * if students are short of ideas write up the following topics as prompts: food/drink, TV, bedtimes, homework, games/toys, obs around the house. ‘= Aska few students to report back on what their partner said, practice of Verb patterns, go to: Builder 2.2: my 2 tostayon 6 to phone 2 sing/singing 7 interrupting 3 setting, to start 8 cut 4 robe 9 wanting, to ask $ toby 10 to go, promise, to be * Lesson outcome Ask students: Wat did you learn today? What can you do snow? and elicit answers: have revised and can use verbs with Sterent verb patterns. ‘Notes for Photocopiable acti Prove Peirwork Seeguage: determiners and vetb patterns sarerials: one copy of the worksheet per group of 10 students Peacher's Book page 128) the clas they are going to do a class survey but fist they ave to complete the sentences. Check the answers and explain that they need to find out if the statements are true false. In order todo this they ask questions to everybody the class, ‘+ Divide the class into groups often and allocate a question to each studentin each group. Students can work together to formulate the questions that they need to ask. Elicit the first few questions, e.g. Have you (ever) let someone copy ‘your work? Do you feel like getting up early on Saturday ‘mornings? ‘+ Demonstrate the activity by asking two or three students the first question. Ask students to circulate and ask their question to every student in the class. Suggest that they keep a record ofthe answers by writing ticks or crosses next to the question ‘= Ifyou are short of time, the students can ask every student in their group of 10, rather than the whole class. ‘+ When they have spoken to everybody ask them to sit down and work out whether the statements are true or fase. Students feed back their answers, ‘Finally, ifthere is time, students can work together to make any false statements true, according to the results of their survey. Ki 1 copy 6 living 2 getting up 7 getting 3 tobe 8 dieting 4 laugh 9 cut 5. studying 10 sitting Discussion LESSON SUMMARY @eee Functional English: time filles; presenting pros and cons, LUstening: two students discussing consumerism Speaking: discussion people and society Ill To co the lesson in 30 minutes, keep the lead-in brief, do exercise 3 as a class without playing the recording a second time, limit the preparation time for the discussion task > Lead-in 3-4 minutes '= Choose two students to come to the front of the class and sitwith their backs to the board. Make sure they know they ‘must not turn round. Write one of the following words on the board; cash, debt, advertising, greedy, shopper, wealthy, voucher, consumer, creditcard, afford. * The other members of the class must describe or explain the word (but not say it) and the first of the two students to correctly guess isthe winner. The frst two students can retum to their places and nominate two others. © Repeat with another word from the list until all students have had a turn or all wards have been covered. Exercise 1 page 21 ‘= Focus on the graph, the newspaper article and the photo. Elicit basic information about each but don’t ask for any analytical detail at this stage. For example, ask: What can you see in the photo? (a beggar in a crowded street) Look at the headline ~ what do you imagine stampede means? (a situation where a large group of people or animals suddenly run in the same direction because they are excited or scared) What does the graph show? (the amount of personal debt in the UK) Unit 2 + For what it's worth 27+ Focus on the instructions and ask students to tell you what they understand by consumerism. (A consumerist society is ‘one where people frequently buy new things, especialy non: essential things, and place a high value on owning many things.) ‘Ask students, in pairs, to discuss each item in relation to the question. Conduct a class feedback, Key The article tells us that people's desire to consume things can get So out of control that it becomes dangerous and destructive ‘and can even, asin this case, lead to death, The photo shows someone with disability begging inthe street. All around him people are continuing with their business. It might suggest that we give shopping a higher importance than human suffering. The graph shows that people in the UK are borrowing more and ‘more money to pay for things that they can’t afford and are falling further and further into debt. Exercise 2 page21 @ 1.11 + Focus on the question and play the recording. Remind students to focus on the general gist and nat to worry about any unknown words. Let students compare their ideas with a partner before getting their feedback. Transcript 1.12 Gil | suppose the main advantage of living in a consumerist society iste fact hat here ae shops ful of things to buy. Personally, Itove shopping ~ i's one of my hobbies. Sod nate to ive somewhere that doesn't have & good range of products Boy But wouldnt you agre that there's farmore than we realy need? mean, ifyoug0 into a pert shop there te hundreds of citferet styles of runing shoes. Nobody needs that much noice! Gi But surely, there's nothing wrong with having more choice Itgies people a chance tobe indvidal to expres thei cin personaly. Without any choee,everyne would have to cess the same Boy ust think people spend too much time worrying about mater things Uke having the atest anes, or the latest mobile phone. fs lke an action they need these things, but at he same time, they don't realy bring happiness, Yu nave to admit that there's a lot of unhappiness in society, despite all the material wealth Girl Of couse there's unhappiness ~ but there ae los of reasons for that. : Boy Well, ook tit this way: people who live in primitive societies, where theres no consumerism, area lot happier. Girl How do you know? You're just making assumptions» wuld hate to lve in a primitive society, What about all the advances we've made in medicine and science? You Carv't deny that consumerism encourages innovation and prosress. Boy suppose there has been alt of scenic progress, yu right. And some of thas been of benef. But Yu have t admit that progress hes harmed our pane. Just think about all the pollution caused by factories “factories making hundreds of diferent kinds of Exercise 3 page21 @ 1.11 ‘+ Play the recording for students to complete the phrases. With a stronger class see if they can complete the phrases without listening again, then play the recording again for them to check their answers. 28) unit2+Forwhat i's worth KEY 1 agree 2 surely 3 have 4 way 5. deny 6 think Exercise 4 page 21 ‘© Read the statements together and check students? ‘comprehension. + Give students some time to collect their thoughts, then ask, a few students round the class to say the statements in a more persuasive way. Encourage them to use varied forms. ‘+ Explain that in a discussion, they can use these phrases to highlight the most important points they make to convince their partner. Exercise 5 page 21 ‘First read through expressions for pros and cons that are given. Write one or two examples on the board to show how they are used. Highlight that we use the phrases, On the other hand, and, As forthe disadvantages, only after we've stated the opposite case. ‘+ Students categorise the phrases in the box. ‘+ Point out to students that itis a very good idea to learn some of these phrases by heart and to try to introduce a variety into the discussion part ofthe oral exam (and the written essay) because the examiners are interested not just in correct language but in hearing (and seeing) a range of expressions. KEY Pros: One positive aspect of. is (that) Cons: One disadvantage of. is (that). Another drawback is (that) is not a good idea because .. Exercise 6 page 21 ‘Let students work in pairs to develop some arguments using the ideas in the box. They should write notes not full, sentences. KEY Possible answers: Pros: it encourages an enterprising spirit which leads to higher living standards as people work harder to get what they want; there's a wider range of products available; shopping can provide an enjoyable recreational activity fora family Cons: Crime rates may rise because some people will steal in order to get what they want; people may get further and further into debt; the rich will get richer and the poor will et, Poorer; advertising makes people want things they don't need; people become greedy; consumption creates extra waste and pollution; workers in developing countries are exploited in order that companies can keep up with demand Exercise 7 page 21 ‘Ask students to work with a new partner to discuss the ‘question. Walk around as they are speaking, encouraging, helping and noting down examples of language (both good ‘and bad) that you would like to highlight later. OPTIONAL SPEAKING TASK Does advertising bring more benefits or harm to society? Do you think it should be banned or more restricted than it snow? Discuss the pros and cons of commercial advertising and express your own opinions.Lesson outcome Ask students: What did you learn today? What can you do now? 296 elicit: / can talk about the advantages and disadvantages of opie. can use filer expressions to ‘buy time’. Essay: for and against LESSON SUMMARY eo ee Weting: an essay (or and against); presenting a balanced -=pument, structuring an essay Beading: 2 model for ond against essay ‘pic: people and society See To do the lesson in 30 minutes, keep te lead-in Srefand skip exercise 7. , EMU 10 0 the writing analysis and writing Ssk n one 45-minute lesson, keep the lead-in for the writing ssalysis brief, skip exercise 7 on page 22 and the lead-in for se writing task Ask students to brainstorm and plan in class ut o finish exercises 5, 7, 8 and 9 on page 23 for homework > Lead-in 2-3 minutes * Divide the class in half. Ask one group to brainstorm phrases, you might use to agree with someone and the other group to brainstorm phrases to disagree with someone. Set a time imit of 2 minutes. * Draw a line down the board, label columns agree and disagree and invite students from each group to come and write thelr phrases on their half. Exercise 1 page 22 ‘= Ask individual students to read out each sentence then ask students to discuss their reaction to them in pairs. Have 2 short feedback session and find the majority opinion for each sentence. Ask students to give reasons forth opinions, Exercise 2 page 22 * Focus on the essay ttle and the question. Look atthe first paragraph together and then ask students to analyse the remaining paragraphs. Reinforce the idea that a good for ‘nd against essay must be very clearly structured and considers both sides of the argument before coming down on one side or the other. + Elicit what makes this piece of writing a model essay ‘eg. It deals with the topic, ideas are clearly organised in paragraphs, there are no mistakes, there is @ good range of| structures and vocabulary.) Put the following vocabulary in random order on the board: people, individuals, to afford, to have enough money for {0 be better off, to have more money than before, affluence, veeaith, contentment, happiness, worries, concerns, unhappy, miserable, money, cash. Ask students to identify pairs of synonyms. Encourage them to remember them and use synonymous phrases in their writing Exercise 3 page 22 * Students can work individually then check in pairs KEY B 3ands C 2and 6 (61s followed by the example: For example, ifyou are feeling.) Exercise 4 page 22 + Students consider th other pints exercise 1 and add them the chart KEY and 5 could belong to B 4 and 7 could belong to C Exercise 5 page 22 * Ask students to complete the useful phrases. Explain that these expressions are commonly used in a for and against essay and should be learned by heart. KEY 1 deny 3 clear 5 more 2 extent 4 hand 6 sum, would For practice of Expressing contrast, goto: in spite of 2 Although Despite the fact that/Even though However, In contrast, On the contrary, Nevertheless, but/whereas Despite the fact, Exercise 6 page 22 * Students work alone or in pais. Point out that there are various possible answers. KEY Possible answer: Itis hard to deny that society often judges people according to how much money they have, so money equals status. On the other hand, rich people often find it harder to make genuine friends. Exercise 7 page 22 ‘Invite students, in open class, to give their opinions on the conclusion ofthe essay, giving teasons fo their views. » Lesson outcome Ask students: What have you learned today? What can you do ‘now? and elicit: | know how to structure a for and against essay. Unit 2 + For what it's worth 29Essay: for and against LESSON SUMMARY eo ‘Writing: an essay (for and against) Vocabulary: phrases for presenting arguments ‘Topic: people and society To do the lesson in 30 minutes, keep the lead-in brief and ask students to brainstorm and plan in class but to finish exercises 5, 7, 8 and 9 for homework. > Lead-in 3-4 minutes ‘© Askthe students to write down five things that would make their lives better than they are now, ie. ive things they want. ‘Monitor and when all have written atleast four, ask them to share these things in groups and discuss in particular which things require money and which do not. fyou have time, invite students to share their ideas withthe class Exercise 1 page 23 ‘Give students 5 minutes to brainstorm ideas for and against the essay ttle. Point aut that the ideas for the essay will be very similar to those in the essay Money can buy happiness but approached from a different angle. Go round monitoring and helping with ideas ifnecessary. ‘+ The important point to highlight is that during the brainstorming stage of the writing process students should tty to think of as many points as possible to create a pool of ideas from which they can select at the next stage. KEY ‘A possible approach to the essay is to state, in favour ofthe argument, that important things like relationships (family, friends and partners), health, a clean environment, nature ae free but the other side ofthe argument is that for some people these ‘are not the best things in lif, For others the best things in life are material objects, fine food and wine, exotic holidays, et. Exercise 2 page 23 ‘Students select the best two or three points from either side ofthe argument and then complete the chat. From ths, stage students can either continue working collaboratively or they can work individually. Exercise 3 and 4 page 23 + Students answer the questions in pairs and write an introduction based on their ideas. Walk around monitoring. ‘Ask the students with the best introductions to read them out tothe class. + The students can interpret the question that they need to answer in different ways. E.. ‘are the best things in life free? or or ‘is anything really free?” The important thing to establish is that whichever question they choose, their essay should follow that argument. + Ina weaker class answer this question together. Exercise 5 page 23 * Give students about 15 minutes to write the main body of thelr essay, using the language in the box. Go round helping and answering questions. Check that students are coming up with arguments in relation to the question they have r ) Unit 2 + For what it's worth decided upon. Don’t correct their work at this stage. They should be encouraged to sel-cortect at the end. Exercise 6 and 7 page 23 ‘A this point, if your students have been working Individualy, bring them back together to discuss their opinions about the ttle. After 2 minutes stop the discussions and ask them to write the conclusions to their essays, using the language given. Exercise 8 page 23 ‘Explain that what students have written is their frst draft. Before they write ther final draft they need to check that their essay isthe correct length. Read through the steps that they should take to lengthen or shorten their essays. Exercise 9 and 10 page 23 ‘+ The students check their writing against the checklist. Tell them that this is a vital part of the process and that they must make sure that in the exam they leave plenty of time to read their essays through. ‘+ Ask fastfinishers to swap compositions with each other and check for good use of language and for mistakes. ‘+ Students rewrite their essays focusing on accuracy and presentation. » Lesson outcome ‘Ask students: What have you learned today? What can you do ‘now? and elicit: | cam write a for and against essay. I can write 4n introduction, @ balanced argument and a conclusion, Key for Language Review and Skills Round-up 1-2 is on age 119.‘@Lead-in 4 minutes ™ Elicit from the class what makes them happy. Then ask students to note down five things they value most in thelr lives. Allow a minute, Get feedback by asking if they have ut money on their lists, in which place, and why. ise 1 page 26 4 minutes J students cannot think of situation in which they fund or bot some money suggest talking about an occasion wen ‘ey eamed, were even, spent, nasted, invested, caved or donated it What made the ocasion memorable? cise 2 page 26 10 minutes § 1.13 eae Read out the task modelling the pronunciation of fortune “Gtfusn, heir fea(ry and well-deserved /wel di'zzvdl. In a weaker class pre-teach doorstep, hunt, well-deserved and siches, Explain that because the headings use metaphors and play ‘on words, understanding the stories in general will be more sseful than listening for synonyms. Remind students that they can use the first listening to get a ‘general understanding or answer some of the questions. Itis Smportant to use the pause to focus on the remaining items. Piay the recording twice. Check answers as a class. script 1.13 Social workers in Pris wae astoisied od ove 5000 euros homeless oman nen they moved nef te ses ast week woman, icknamed the pintess’ by leas ad ed on the ars tet or oer ten ens before the autores decded to heron for sfety reasons Poce and social workers covered hoard of cashin the ish sacks and ol sueases she kept he Plc are bale ver how she amassed such a frine, soar the pncess has fused telthem. ‘oman who lst 25.000 in eazh aa movi theatre Was wen the teenager no found te wed etumed her Montgomery a i-yearaldclege student enployed me atthe thea ound the mone whe cleaning between seas He tuned over tos manager, who gave back the ‘after she cle the theatre na panic The money had fallen oth purse of Rose Mare Lonel wil she was watching hres cartoon Hppy Feet wh her eightyearold date, said her fe cout have been turned upside down ise Precavered the pouch of $100 Bs wrapped in unber bands, tomer ate feted her feof cash ena and did't want peak about his good ded ‘omeessMlaml man wo hed ot spoken tis fain to decades a foun last ay afte isfy decided pubis ther efoto tack him down so they could hand ver 50,00 ineranc, Randy Chapman, si, asst een by his imeten yeas ago, Afra bter family ow, he moved rom tcl to South oda where he ved picking un od jobs and gro more than $20 a week When his aut died In 2000 and ie the money, ousinhfedadeective to fing im. eant i) Chapman sid upon hearing o his sal fortune. 'm 30 "Acloe fend of Chapman's commented, sus ke na Tit hope he's going to do something useful wth Avan dagng ave hpond in hs back garden has unearthed fpsccess hoard of 2,000 Foran cin, which experts believe date rom thea cetuy and could be the Biggest nd of ts in tan. ‘The coins were crammed into.aceramie pot which broke up as it was dug out ofthe ground at Thornbury, South Gloucestershire. Now a coroner must decide ifKen Allen, who made the discovery, can keep the teasure. In an Interview Mr Allen said, ‘twas a great surprise and a fist | didn’t realise what we had found. | can’t believe that this discovery was only twenty feet from our house." 5 Thirteen years before he died, Luls Caros da Camara plucked 770 names at random from the Lisbon telephone directory. When he died, the lawyer who had drawn up his will contacted those 70 people and informed them that they were the beneficiaries of Luis Carlos’ wil. Itcame asa big shock to them to be contacted ‘out ofthe blue and informed that a Portuguese had left them all his worldly goods. Some of them feared that it was a practical joke. ‘Every day you hear of pranks people play on old people,” ‘76-year-old heiress Helena told the newspapers. It was, however, ‘completely within the law, the will having been drawn up infront ‘of two witnesses at a registry office. Under Portuguese law, close relatives are entitled to inhert the majority of a dead person’s wealth, but Luis Carlos was a childless bachelor when he died at the age of 42, s0 he was free to dispose of his estate as he saw ft. Exercise 3 page 26 12 minutes + Explain that in a Use of English task the missing words tend tobe grammar words (e.g prepositions, auxiliaries), verb forms or parts of phrasal verbs, collocations or phrases. If they get into the habit of learning new vocabulary with words that they usualy go with, it wil help them in this kind oftask. * Advise students to read the text carefully and to try to eliminate answers that are definitely wrong when they fist go through. They should then re-ead the text and make their choices. Remind them to check their completed answers. * Check asa class. KEY 1h 25 3c ag Si be 7k Ba gd of Exercise 4 page 26 5 minutes * Students make a list in pairs. Allow a minute. With a stronger class, you may like students to brainstorm not only legitimate but also illegitimate ways of getting money. In this ‘ease you may also ask: What types of risks are involved in any of these activities? * Put students in small groups to compare and discuss thelr answers. Get feedback. Exercise 5 page 26 10 minutes discussion * Read the questions as a class. that in this type of task the focus ison finding es or differences between the two situations shown in the photos, not on describing the details of each image. Allow a minute or two for students to collect their thoughts. Model the task with a stronger student. Students in pais take it in turns to do the task. Conduct a class feedback by asking about any difficulties or issues they experienced, » Lesson outcome [Ask students: What have you learned/practised today? Elicit: | have practised a matching listening task. | have learned about ‘multiple-choice gap fil. | have practised comparing photos. Get ready for your exam 2 ”From cradle tograve Stages of life LESSON SUMMARY #00 ages ote logue stnig fr specie internation Speaking: ging atl about theif ofa elatve Topic: family life a To do the lesson in 30 minutes, Keep the lead-in brief and set the Vocabulary Builder exercises as homework. > Lead-in 4 minutes ‘+ Write on the board: Childhood ~ the best years of our lives. ‘+ Ask the students to discuss in pairs or small groups their reactions to this statement. Encourage them to support their ideas with examples. ‘+ After 1-2 minutes change the pairings/groupings so that they can discuss further vith other students. ‘+ Finally, elicit ideas and examples to share as a class. Exercise 1 page 27 ‘© Students order the stages of life. As you check the answers, you could ask them to tell you what ages they think each stage corresponds to. (The answers to this are subjective!) KEY 4 infancy 3 cadolescence 5 e middle age 2 achildhood 4 dadulthood 6 bold age Exercise 2 page 27 ‘© Students work in pairs to match the people with the stages, with the aid of a dictionary ifnecessary. When you go over the answers clear up any confusion about meaning, and. focus on the pronunciation of any words you anticipate will be problematic, e.g. adolescent /zeda'lesnt/, OAP /,20 et ‘pe and youth ‘© Words wh might need explaining are: toddler (avery young child who has just learned to walk) and OAP (old-age, pensioner ie. somebody who is receiving a pension from the government) and the difference between an adolescent and a teenager ~ An adolescent is a boy or a gitl who Is changing into an adult. An adolescent between the ages of 13-19 is a teenager. ‘+ Elicit or explain that kd is different from the other words Decause it's informal. KEY infancy ~ baby ‘adulthood ~ young man/woman childhood ~ toddler, child, kid old age ~ OAR, the elderly adolescence ~ adolescent, teenager, youth Exercise 3. page 27 ‘+ Students can work individually. Let them compare answers in pairs before checking withthe ret ofthe class. Check understanding of the vacabulary by asking questions such as: Which word means... to start living a quieter life in one place (settle down); to be looked ofter by someone asa child Lunt you're an adult be brought up); to get (gain); to stop working because of your age ett). 32) unit3+ From cradle to grave * You could ask students to continue asking these definition, questions with a partner. KEY 1 was born 6 left 11 thirties 2 toddler 7 gaining 12 changed 3 was brought up 8 gotmaried 43 retired 4 moved 9 settled down 14 passed away 5 grewup 10 started 15. was buried LANGUAGE NOTE - PASS AWAY English tke other languages, has words that people often avoid because they refer to something sensitive cor embarrassing. We often substitute these words with euphemisms or softer words. Pass avay, for example is a ‘euphemism for die. Other examples include to be between jobs (unemployed), low-income (poor) mature, (old) and plump (at). Exercise 4 page 27 @¥ 1.14 + Explain that students are going to listen to a woman called Gwen talking about her lfe. Give students a few ‘moments to read through the questions and deal with any vocabulary questions e.g. great uncle, tough, lose touch, tease, Woolworths (the name of a slightly old-fashioned. department store) before playing the recording. With a weaker class let the students listen to the recording a ssecond time. ‘Transcript 1.14 Gareth Gran, | realise that | don't know when you were bom ~ or where. Gwen Well, | was bom in Swansea, actually, n 1935, and grew up there. | was the youngest in the family. You remember your great auntie Sian, don’t you? She was the next youngest, and then I had three brothers, who you never met. The two eldest died in the war and Sid emigrated to Australia a long time ago. He lost touch with us. Gareth | remember Auntie Sian, but I never knew you had brothers. So what were your parents like, then? I've never heard much about them. I've only heard you mention yout Auntie Lynn. ‘Gwen Wel, that's because it was Auntie Lynn who brought us up. Our mum passed away when | was three, and I don’t remember her very much at all lynn was my dad’s sister, and she never matried or had children of her own, Dad asked her to help him when our mum died, so she did. ‘And then my dad ended up getting ajob in another town that paid better, so we only saw him at weekends. And poor Auntie Lynn had to bring up five children on her own! I know she found it hard, especially withthe boys. They were aright handful a times. Gareth Gosh, | never knew any ofthis. Poor Lynn! So what was your childhood lke, then? Gwen Wel, it wasn’t easy, because there was never much ‘money. Dad sent back as much as he could, but we wereoften teased at school, because our clothes were too short or old and worn out. Everything had to be mended — not thrown away like nowadays. We were lucky if we got a new Gress or cardigan once a year. That's not very nice! Oh, kids will be kids. We got used to It. | liked school, ‘though. | was always top of my class. But | had to leave school early at x4 fo start earning some money. | always wish | had finished my education and gained some qualifications. That's why it's important for you to study, ‘you know. Education is so important. know, Gran. Don't worry. So where did you fist work? | gota job in the baby clothes department ina Woolwort's stare. There were Woolworth's shops back then, were there? Of course. But they were very different. So dark and old: fashioned. | didn’t like working there much, But that was ‘where | met your grandfather. He was the brather of one ofthe gies worked with. He had a job atthe butcher's opposite. He used to come ina lot, and | knew itwas to th_ How long did ittake him to ask you out, then? 1h, quite a longtime! But it tok us even langer to get |, because we had to save up enough money to get » martied. We were engaged almost seven years and only got marred in our twenties. That fs along time to wait. What happened after you got mantied? After a year, we moved her, to Cardi. Your grandfather changed jobs and came to work inthe steel works. We settled down and started a family. Your mum was born a year ater. And we've been here ever since. Gareth How interesting, Gan. | had no idea. Gees Well, my love, you've never asked until now! Exercise 5 page 27 ‘= Sefy revise vocabulary elated to family members by {kings What do you call. your mum's sister? (an aunt your aunt's daughter? (a cousin); your brother's son? ipephew) etc. ‘= Sie students afew minutes to make notes. Exercise 6 page 27 ‘= Students give their talks in pairs. Give them a signal when Sey have thirty and fiteen seconds to go. To ensure that ‘e listening partner listens attentively, set them the task of {asking two follow-up questions at the end of thelr partner's ‘2k Walk around monitoring and helping, At the end ask one or two students to repeat their talk tothe class. i ire if rt Se practice of Phrasal verbs with up and down, goto: put up with, 6 setup 7 cut down put (his suecess) down to 8 ownup 9 l00k down on 0 doing up held up patting (me) down 2 » 2 2 gets (me) down 3 ‘ 5 = Lesson outcome ‘Ast students: What have you learmed today? What can you do, ‘see Elicit: / can talk about different ages and stages of tife. | > cescribe the life of someone | know. ble activity 3.1 The best days of your life Group discussion activity Language: words related to the stages of life, challenging Gefending a point of view Materials: one copy of the worksheet cut up per group of 3 students, (Teacher's Book page 129) ‘Encourage the students to brainstorm the stages of lite * Divide the class into pairs and hand out the worksheets. Tal students they are going to decide when things commonty happen in people's lives and write them onto the grid. ‘+ Demonstrate the activity with one group. Place a pile of discussion cards on the table. Explain that Student A shoul pick up one card and decide which stage of life it best applies to. Student B should then challenge this view and put forward reasons why it applies to another stage of ie. ‘Student C judges which is the most convincing argument and wes it on the grid. Eg: The card says ‘sleeping during the day’ and Student A expresses the view that this is related to infancy. Student 8 challenges this, saying that old people sleep all the time. They can discuss this further between them, each trying to convince Student C that theirs is the best argument. Finaly, Student C makes a judgement and writes it in the grid. + Next, Student B takes a card, student C agrees or challenges and student A judges and writes. * Inwhole class feedback, groups can compare their grids anc discuss their views. LESSON SUMMARY ee 00 Grammar: talking about the future with will, going fo, present continuous and present simple Listening: people talking about the future Talking about the future To do the lesson in 30 minutes, keep the lead- in brief do exercises 1 and 4 together and set the Grammar Builder exercises as homework > Lead-in 3-4 minutes + Put the students in pairs. Ask them to write down three things they think thefr partner is going to do during the next week. ‘Give them 30 seconds or one minute. * Tell them to share their ideas with their partner and see if, they were right. * Asa whole class ask if anyone got al their ideas right, Exercise 1 page 28 + Ask students to choose the answers quickly, going on intuition at this stage. Check answers to this part before going onto the rulematching exercise KEY aru 5 are you doing f 2 I'm going toe 6 Iwor'ttell¢ 3 does Ben's fight g 7 Wlpass a 4 I'm going tod Unit3 + From cradle to grave (~ 33Exercise 2 page28 1.15 + Give students time to read through the sentences and then play the recordin. Pause aftr each speaker for students to vite their answers KEY 1 Is going to goto a (Coldplay) concert, stats at 8 2 is going to study medicine at Manchester, course lasts 3 is seeing / going to see a friend / going away, 'l goto the cinema with 4 are going to have a baby, ‘re going to call him, "ll probably calther Transcript 1.15 1 Jamie Elin Hi, Jamie, How are you? Ary plans forthe weekend? Jamie Wl yes, asa mater of fact. 'm ell ooking foward toit! lin Why? What have you got planned? Jamie Mike andt've got tickets forte Coldplay concert at Wembiey Stadium! lin Wow! Lucky you! When is it? Jamie This Fay. We're going to drive up there eay, beceuse there be ots of trafic ound the stadium. We're going to set oft five, even though the concert doesn't start unt eight in Good idea. Hopefully you'l get a parking space! 2 Marion Beth Hey, Marion. You look please. Marion amt ve just had some biliant news Beth Whats that? Tellme. Marion ve just heard that 've gta place at Manchester University to study mecicne.'m so relieved and delghtect Beth Congratulations! Your mum and dad must be proud. They very happy. When does the course start? Next September. Andi asts four yeas. Wel, your have to study har Hiya, Jane. Hello, Keith Listen. Do you want to go to the cinema this weekend? Pirates ofthe Caribbean 4 ison at the moment, And | know you liked the other three! Jane Oh, Keith, I'd love to, but you know, I'm going away this, weekend. 'm off to see an old school fiend of mine in Birmingham. ' Keith That's a pity. But, hey, when are you back? Jane I'm coming back on Sunday afternoon. Keith Well, why don't we see iton Sunday evening, then? Jane Yes, we could. If! get back in time, of course. | don’t know which train ll be on. Why don't phone you from the tain on Sunday? Keith Good idea, 4 Steve and Andrea ‘Steve Hello, Lauren, Lauren Hi, Steve. Hi, Andrea. How're things? ‘Andrea mi OK, thanks, but find it difficult to sleep at night. just can get comfortable. Lauren So, how many weeks is itnow? Steve 34 [Andrea t's due on the ssth October. Lauren Have you decided on a name, or don't you want to say? ) unit 3 «From cradle to grave Steve Yes, we have decided. Lauren So, tell me .. what are you going to calli, it's a boy Steve Max, ater my granddad, Lauren Oh, that's nice. And fits a git? ‘Andrea Not sure. Probably Sarah Just because we lke the For more practice of Future forms, go to: KEY 'm going, does (the film) start will win ‘mm going, "Il post rlltey is taking, is (he) going to do "m going to be sick won't forget Exercise 3 page 28 ‘© Refer students to the Learn this! box then ask them to do the exercise individually or in pairs. Make sure students are clear that unless means ‘except if e.g. Unless you work harder you won't pass the exam and in case means to avoid) 4 potential problem.’ E.g. Fil up with petrol now in case we ‘un out on the motorway.’ (Many students mistakenly think that in case means the same as if) KEY 1 apologises 5 see 2 finishes/has finished 6 "ve packed 3 blovs/has blown 7 rains 4 finish/'ve finished 8 read/'ve read Exercise 4 page 28 © Do the first and second sentence in open class then students continue the exercise alone or in pairs. KEY 1. We won't play tennis unless it's sunny tomorrow. 2 Iwon't let you stay out until you are sixteen, 3 ll give you your camera back as soon as I've taken the photo. "ll cook dinner after John’s got/John gets home. {won't hang the washing out In case it rains. You must eat everything before you leave the table. | won't buy you a cake unless you behave yourself Don't decide what to do until you've thought hard about it Exercise 5 page 28 * While students talk in pairs, circulate and monitor the use of future forms. Make a note of any recurring mistakes for a feedback session at the end, For mare notes on Time clauses, 90 to: ™ Lesson outcome ‘Ask students: Wat did you learn today? What can you do ‘now? and elicit: understand how to use will. going to, present simple and present continuous to talk about the future.Young and old LESSON SUMMARY ee oe eading: a text about The Zimmers stoning: 3 monologues; listening for specific information ‘Wecabulary: colloquial phrases ‘Speaking: tlking about how elderly people's lives can be improved ‘epic: people and society a To do the lesson in 30 minutes, keep the lead-in ‘ref ond ask students to read the tex forthe first time at home. = Lead-in 3-4 minutes * Focus the students attention on the photograph of The Zimmers. Pt students in pairs. Ask them to choose one of the people and describe them. Thelr partner should be able 12 see who they are describing * Ask the class: Why do you think they ate alin this photo together? Exercise 1. page 29 = Ask the class what i unusual about the Zimmers? (They're very mature) CULTURE NOTES ~ REFERENCES ‘A zimmer frame js a walking frame used by the elderly or ‘by any person who has difficulty walking unaided. Generation was one of the biggest early hits for British band The Who in 1965. Itis number 11 in Rolling ‘Stone Magazine’s 500 Greatest Songs of al Time. ‘YouTube is a website, launched in 2005, where you can ‘watch videos and upload your own videos for people to see. Exercise 2. page 29 = Go through the questions. Remind students to highlight key words in the questions before they read the text. = Ask fast finishers to try to remember without looking ‘Sack atthe text what the following numbers refer to: 3,000 99 50 (the combined age of the singers, the age of ‘he keyboard player, the number of countries where they've nad interview requests). 2 4 He wanted to give old 2 101 people a vaice. 2 more than two million 5 Ithas brought him back tolife Exercise 3 page 29 ‘= Elicit or explain the meaning of colloquial (informal, usually spoken language) ‘= Students read the text again, this time focussing on the ghlighted words, using the context to help them decide shat they mean = © bashing 2 jetng off 3 pastit 4 like.a mad thing 5 stuckin a rut 6 dumped 7 guy Exercise 4 page29 G@ 1.16 + Tell students they are going to listen to three teenagers talking about how elderly people's lives could be improved. ‘Ask them to predict what problems old people might face. Remind students that the words they hearin the listening will not be the same as those in the question. Can they think ‘of synonyms for family, state and community that might bein the listening script? (relatives, the government, the people around them) * Play the recording. With 2 stronger class ask students tell, ‘you what the teenagers say that family, state and community should do, (See Transcript) KEY 1 Tina 2 Molly 3 Roger ‘Transcript 1.16 4 Molly In my opinion, one of the most serious problems old people face is poverty. The majority of them in fact are quite oor. They haven't managed to save much money during ‘their working lives, and the pension that they receive from the government is very small Their families often haven't got enough money to support them - and some elderly people haven't even gota family. | think the only option is forthe government to do something about it It should increase the pension and make sure that all old people have enough to live on. I's also fairer, because everyone would receive the same amount no matter what their circumstances. 2 Roger Old people are often lonely because ther children have frown up and moved away. And some of them live alone because their husband or wife has died. I think it’s the duty af the people around them to look after elderly people. In my view, everyone should pay mare attention tothe old people living nearby. Neighbours should go and visit them every now and then, See ifthey'e OK. Askif there's anything they need from the shops. Things like that. And they should tr to invalve them in local events. ts important that old people aren't marginalised. Just because they are old doesn't mean that they have lost interest in life or can't make new friends and take up new hobbies. I think the relatives should take more responsibilty for elderly people. Many old people often lve alone even though their sons and daughters have got big enough houses ‘to accommodate them. | don’t think i's the government's problem, I think the relatives should do mote. Younger people have usually got more money than old people so they can afford it, And another thing: when elderly people geil they often end up in hospital But they wouldn't have to goto hospital ifther families looked after them at home. it would also have the benefit of saving the state a lot of money. It costs 2 lot of money to keep people in hospital. That's my opinion, anyway. Exercise 5 page29 @ 1.16 * Students complete the sentences and then check with a partner before listening. ami 4 pay 7 do 5 visit 3. grown, moved 6 take Exercise 6 page 29 + Students, in pairs, make notes under the headings using the ideas in the box to help them. Exercise 7 page 29 + Read through the phrases inthe box. Ask students to focus none ofthe problems discussed in exercise 6, Give the pais time to structute ther presentation and practise Unit 3 « From cradle to grave 35‘making sentences withthe phrases. Invite several pairs to present thelr ideas to the class. ™ Lesson outcome ‘sk students: What have you learned today? What can you do ‘now? and elicit: can tatk about issues relating to elderly people. Closing the generation gap LESSON SUMMARY eee Reading: an article; multiplechoice questions Vocabulary: adjectives, phrasal verbs ‘Speaking: discussing the generation gap ‘Topic: family ite IM To do the lesson in 30 minutes, keep the lead-in brief set the Vocabulary Builder exercises as homework and ask students to read the text before the lesson. Lead-in 2-3 minutes ‘Divide students into small groups and ask them to brainstorm typical sentences that teenagers are likely to hear when their parents are citicising their attitude or behaviour. ‘+ Allow them a minute or so. Have a quick class feedback. Wirite the most often quoted sentences on the board and, as an open class, discuss whether they think they have an element of truth in them, ‘+ Encourage students to share their experience withthe class, Exercise 1 page 30 * Girculate and monitor as students discuss the questions. Encourage them to use language for expressing opinions that they've learned in previous lessons. When the conversations have dried up, ask some of the groups or pairs to summarise what they have discussed Exercise 2 page 30 + Give students & or 5 minutes to read the text and elicit ther response tit. Can they identify with Elie andthe problems she faces? + Focus on the summary statements and ask students to choose the best one KEY} Exercise 3 page 30 © In.a weaker class, do the vocabulary exercises 4 and 5 asa class before asking students to do the multiple-choice task in exercise 3 © Focus on the first multiple-choice questions. Suggest that students try to answer the questions without looking at the options. Next they go through the options to see if their answer or something close to itis there. They should then look at the text to double check their answer. 36) Unit 3+ From cradle to grave ‘© Encourage them to highlight the section of text which provides evidence for their answer. This will serve the purpose of giving students confirmation oftheir own answers and will also make feedback easier when you ask ‘them to justify their answers. ‘= Check answers as a class. KEYi>d 2d 3a 4d 5¢ Exercise 4 page 31 + Students match the phrasal verbs with their definitions, using the context to help them. Eli that these phrasal verbs are typical of the informal style in which the texts written (probably because it fs witten by a young person). KEY 1 tuminto 4 come down to 7 storm out 2 grow up 5 endup 8 answer back 3._geton with 6 bring out Exercise 5 page 31 + In pairs students explain the phrases in their own words KEY teenagers are very difficult to deal with | persuade somebody to do what! want made me very angiy/frustrated abig problem Feeling that you can try doing things in a different way stop being so protective Exercise 6 page 31 ‘+ ‘Students do the exercise alone or with a partner and check their answers with the tex. KEY 1 moody 4 unpredictable 7 combative 2 argumentative 5 confusing 8 various 3 responsible 6 reasonable For practice of Formation of adjectives, go to: KEY 1 comfortable professional thoughtful _ attractive useless mysterious healthy 2-1 eventful 4 endless 6 creative 2 replaceable 5 magical 7 eligious 3 hairy 3 1 reliable 4 homeless 7 famous 2 healthy 5 musical 3 harmful 6 repetitive Exercise 7 page 31 + Students ciscuss the questions n pairs, then compare notes wrth another pair. Have a bret class feedback and find out ‘that the most common source of disagreement s between the students and their parents.OPTIONAL SPEAKING ACTIVITY ‘Draw a line down the centre ofthe board and write Elle at ‘the top on one side and Ellie's mum on the other. Ask the ‘students to copy this chart. ‘Ask the students to ead the text ‘How to be a good parent” ‘one more time and find examples of Ellie's or her mum's: ‘behaviour and write it down, Monitor thelr answers. Put them into four groups. Explain they are going to have ‘les to play. Two ofthe groups are ‘parents’ and two of ‘the groups are ‘teenagers’. Using the chart as a starting ‘point, ask each group to brainstorm together more things ‘the other group does which are not good fora healthy pparent-teenager relationship, ie. ‘parents’ brainstorm about teenagers’ unacceptable behaviour and vice versa. Join the two ‘parents’ groups together and the two “Teenagers’ groups and give them a few more minutes to ‘share and write down their ideas. Asa whole class, the two sides are now going to meet _2nd explain thelr grievances. Ask one or two students ‘fom each group to take notes of the points of view of ‘the other side. You may need to act as a chairman for ‘tis meeting, At this stage, they should be encouraged to ‘express themselves and argue if necessary but they are ‘not expected to try to resolve any problems, ‘When both sides have made their points known, “separate the class into two groups again and tell them ‘that they need to work out what they will do to change ‘their behaviour or somehow improve the situation. (To imise speaking opportunities, the four original smaller ‘groups may be best) Their decisions must be written down ‘nthe form of a charter, i. ‘We the teenagers..." “Remind students ofthe future forms practised in lesson 38. ‘Swap the charters and once the groups have read them, ‘conduct a feedback session with the whole class. > Lesson outcome ‘Ask students: What have you leamed today? What can you 22 row? and elicit: Ican understand an article about the gereration gap. Future continuous and future perfect LESSON SUMMARY eo 00 (Sexemar: future continuous and future perfect, lEszening: 2 mobile phone conversation ‘Speaking: talking about actions in progress in the future and saepleted actions inthe future ae To do the lesson in 30 minutes, keep the lead-in ee and set the Grammar Builder exercises as homework lead-in 2 minutes Ask the students to close or cover their eyes and picture ‘Semselves at the weekend, Tel them: Imagine what you will be doing at his time on Saturday. Is it something fun? them a minute to tell each other what they pictured emselves doing. some of their answers. ‘+ Write any examples of the future continuous on the board. Ask the class if they know which tense has been used and elicitor teach future continuous. OPTIONAL SPEAKING TASK ‘Alow a few moments for students to look atthe photo. Aska student to descibe ito the class saying what they can see and any other ideas they may have about it. Ask the same student the folowing questions: 4 Who might the young mon be calling and why? Wheat ‘makes you think so? 2 Who do you mestly call and why? Exercise 1 page32 1.17 + Tell students they are going to listen to Dan who ison @ train, speaking on a mobile phone to his girend, Give them time to read through the questions. + Wit’ a weaker class et stents listen to the recording once justto get the general meaning. Wit two gist questions dn the board: Why is Dan still onthe tain? What ere he and Tisha doing tomorrow? KEY 1 bearriving 2 have been traveling 3 be wanting 4 have eaten 5 be siting ‘Transcript 1.17 Dan Hi Tisha, Trisha HiDan. Where are you? Dan I'mstilon the tain, Trisha Realy? Dan Yes, the train was 4o minutes late, and then we were delayed fortwo hours outside Oxford. Oh, dear. Poor you, ‘Anyway, we'll be ariving in Birmingham soon, Birmingham? But you must have been on the tain for hours! Yes, about five hours. By the time | get home Iilhave been. travelling for eight hours! Wil you be wanting something to eat when you arive? No, Lwon't be hungry have eaten. Where can you get something to eat? 1 go tothe buffet carn the train OK... really looking forward to going on holiday tomorrow, Me, too, This time tomorrow we'll be sitting by the pool at the hotel. Can't wait, Ym going to finish packing our suitcases now. (OK. See you soon, Bye, Hope the rest ofthe journey goes OK. Tisha Dan Tisha Dan Tisha Dan Trisha Dan Tisha Dan Tisha Dan Trisha Exercise 2 page 32 Ask students to name the tenses used in exercise 1. With ‘a weaker class write out the rules for the formation of the tenses on the board. (Future continuous = will» be + verb 1g; Future perfect, will+ have + past participle; Future perfect continuous = will + have + been + verb ing) + Students work alone or in pairs. Ask them to wte down the ‘number of the sentence in exercise 1 which exemplifies the rule. KEY 1b,dande 2¢ 3a Exercise 3 page 32 Students can work alone or in palts. Ask one or two students to share their sentences with the class. Unit 3 « From cradle to grave 37For practice ofthe Future continuous and future perfect, go t Grammar Builder KEY 2 She'll be having a shower. 3. She'll be having/eating breakfast. 4 She'll be going to work. 5 She'll be meeting her manager. 6 She'll be having/eating lunch, 1 2 3 4 2-1 willhave started 5 will have been playing will have been living 6 will (She) have taken will have scored 7 will have tidied will have been working 8 will have known Exercise 4 page 32 + Students do the exercise individually, Let them check in pairs before class feedback. KEY 1 will, be doing 5 will, be leaving 2 ‘ll be playing 6 Iwon't have got back 3 Will, have finished 4 will have been studying 7 will, be wearing Exercise 5 page 32 ‘+ Read the instructions and do the first sentence as a class, Students continue alone or in pairs. Check answers. KEY 1. What time will ou be going to bed this evening? 2 How will you be getting home this evening? 3 What will ou be doing this evening? 4 Who will ou be seeing at the weekend? 5 6 Willyou be going out on Saturday night? What will you be wearing to school tomorton? Exercise 6 page 32 Make sure students give full answers using the future continuous. + fs often a good idea to do personalised grammar activites such a this n open pais across the cass before the students repeat the exercise with thelr partner. > Lesson outcome ‘Ask students: What did you learn today? What can you do now? ‘and elicit answers. can talk about actions at different times in the future. Notes for Photocopiable activity 3.2 Foretelling the future Board game Language: ature forms Materials: one copy of the board Teachers Book page 130) per group (3-4 students) plus dice and counters Hand outa copy ofthe game board to each group. Explain that they are gong talk about the future, + Demonstate the actidty with one group. One student rolls the dice, moves his counter and reads the fopcon sare were he ands «Then he makes a sentence about the topic, within the future time which coresponds to that number onthe dee as Shown atthe top ofthe board. Eg. a student ols and lands on ‘weather: Next wee, ahak it willbe sunny mast ofthe time. ora student lls" and lands on cosmetic 38) Units «From cradleto grave ‘surgery’: think by the year 2200 most people wil be having ‘operations to change how they look. + The other students in the group judge whether the grammar is correct (with help from the teacher if necessary). IFthe sentence is correct, the student can stay on that square. IF they make a mistake or cannot come up with a sentence, they must go back to where they were. + The categories are very wide and students should be encouraged tobe Imaginative and make amusing or contentious predictions ifthey wish. They can also give their opinions about each other's predictions. Presenting arguments LESSON SUMMARY e000 Functional English: giving opinions and examples Listening: two British teenagers discussing a statement ‘Speaking: debate ‘Topic: people and society a To do the lesson in 30 minutes, keep the lead-in and the preparation phase (exercise 7) brief and ask students to do their presentations to another pair, limiting the number of ‘pen class presentations to 2 or 3. > Lead-in 3-4 minutes ‘+ Put the students in groups of 3. Focus their attention on the. photograph. Ask: How old do you think these people are? What are they doing? What were they doing before this photo was taken? And what are they going to do next? * Give the students 1-2 minutes to share their ideas in their groups, then elicit some ideas as a class. Encourage a brief class discussion on what other groups society (e.g. younger teens, adults, old people) feel and think when they see groups of teenagers lke ths. Exercise 1 page 33 * Aska student to read out the presentation task. Let students, discuss thelr reactions with a partner briefly before asking the students in open class. Exercise 2 page 33 ‘+ Refer students tothe tip. Individually they brainstorm as many ideas as possible in support oftheir opinion and note them down, Exercise 3 page33 @ 1.18 ‘+ Ina weaker class pre-teach: disrespectful, well behaved, ‘misinterpret thelr behaviour, make an effort, cause trouble. ‘+ Play the recording once and let students compare their opinions with a partner before open class feedback. ‘© Highlight the fact that if the task doesn’t ask for pros and cons itis not necessary to present a balanced argument, Itis only necessary, as these students do, to present one point of view. However, presenting both sides of the argument may be used as a strategy if students lack ideas and find it difficult to develop justification of their own view.Transcript 1.18 selon. felon The frst thing lke to sys that | disagree with the statement. dont belive that tis generation of teenagers isan less well behaved than previous generations. First al we often see reports on the TV or read inthe nespapers tal teenagers are ov of contol. However, In my view this has avays happened. The older generation is says crcl ofyoune people My parents generation, for instance, were citcsed for being darespectiul ang disobedient But looking back, that kind of eisrespect and disobedience was quite mint, wast The problems wth teenagers oda ae far more selous: gangs, dss, crime «st that tue? sien | dor think ts, in my opinion. the problem is that als don't understand teenagers and frequent msiteroret theirbehaviour For instance, teenagers often hang around in lange groups and are sometimes abit nly. some aus in hs behaviour gntening or intimidating ~ ‘hey talk about gangs of teenagers but most eenagers dont cause wouble. Tey enjoy meeting up with people of theirown age. I's natura But sures in the past, young peop had more respect or authority and more spect for ads. fice Iisagee with that. I believe older people need to make ‘oreo an effort to understand teenagers and not 0 Stereotype therm they di that, tne elise that most teenager are Infact well behaved Teaches Teacher tr "7d lke to begin by saying that | agree with the statement. ' believe that teenagers nowadays ae less well behaved than, say, our parents were when they were teenagers, ‘Tere are numerous examples of how standards of teenage behaviour have declined. Firstly, teachers complain that students are disrespectful and that they will not do as they are told. Furthermore, they use bac language in the classroom. In my opinion, discipline in ‘schools isn't as good as it used to be. My father would hhave been severely punished ifhe had misbehaved in school Fescher But you don't use bad language or misbehave, do you? Nobody inthis classtoom des. You're all very mature, responsible students, What makes you think school students are so bad? Met ve read about. in the newspapers. And there are stories on TV. Everybody knows there's a problem with discipline in schools, And it isn't just in school. Parents have less control over teenagers nowadays, so they are less well behaved at home too. They spend too much time watching TV or playing computer games. What's more, they are often allowed to stay out late and sometimes the parents don’t know where they are. Feacher So teenagers have more freedom these days. Won't that ‘make them more responsible and mature, atleast in the long run? Perhaps inthe past, there wasn't enough freedom. Me | don't agree, Teenagers are too young to be given so much freedom. Ifyou let them do whatever they want, they make bad choices which can ruin their lives. For instance, teenagers nowadays are more likely to drink alcohol or take drugs than they were before. Many boys become aggressive when they are drunk and cause trouble in towns, especialy at night, People who take drugs often steal money inorder to pay fr thelr drugs. Exercise 4 page33 9 1.18 /e students time to read through the statements and then lay the recording again. Warn students that the sentences ‘=ay not appear in the same order asin the recording. Check answers in class, Key 1M 2H 3M 4H 5H 6M 7H 8M Exercise 5 page 33 ‘Ideally, students should be paired so they work with ‘somebody who shares their view. If this is not possible, try and pair up stronger students with weaker ones. ‘+ Read through the task together. Ask the pairs to pool their ideas on the subject and prepare convincing arguments for both sides of the debate. Exercise 6 page 33 + First read the phrases in the word pool and check the students’ comprehension, sk students to complete each sentence to ilistrate thei use + Students ad the phrases to the able KEY Beginning the debate: First of al,’ lke to say. Giving opinions: They way look ati, .. Giving examples: For instance Giving additional information: I's also the case that . Disagreeing: That isn’t how Isee it at all Exercise 7 page 33 ‘= Form new pairs (.e. students should work with a different partner from exercise 5). Students first agree on which side each of them will take, then use their notes from the previous exercises to prepare their arguments. Exercise 8 page 33 ‘* Read the speaking tip together. ‘© The pairs discuss the statement. Walk around and monitor the activity,recording typical mistakes for later discussion if necessary. '» Aska stronger pair to discuss the statement in open class. ‘Ask the rest of the class to make a note of the best argument for and against the statement. Conduct a brief class. feedback, * Discuss any of the typical mistakes (e.g. repetition, not enough arguments to support a view, not remembering to use polite ways of disagreement) you recorded during the pairwork stage - without naming the students who made them. OPTIONAL SPEAKING TASK for rong sodas 1. Do you think adults deal with every-day problems more effectively than teenagers? Support your opinion with real life examples. 2. Parents overrate the importance of school and forget that school subjects are not enough to learn how to live. Express your point of view, drawing on your own experiences. Forweaker students: 1. Teenagers are only interested in music, clothes and. parties. Do you share this view? 2. Young people are often thought to be irresponsible. Do you agree with this opinion? OPTIONAL SPEAKING TASK ‘Ask students to describe the picture on page 33 and answer the following questions: 1. Why would many adults think that these young people are wasting their time? 2 What do you do when you meet a group of friends? Unit 3 + From cradle to graveLesson outcome Ask students: What did you learn today? What can you do now? and elicit: can present arguments supporting my views in a debate. Description of a person LESSON SUMMARY eee © ‘Whiting: description of @ person; structure Reading: a description Vocabulary: describing appearance and personality Topic: people ee To do the lesson in 30 minutes, keep the lead-in brief and set exercise 7 for homework. To do the writing analysis and writing task in one 45-minute lesson, do the preparation work in exercises 1-5 on page 34 as a class, ask students to choose 2.07 for exercise 7. Skip the lead:in forthe writing task Ask students to brainstorm and plan in class butt do exercises 5, 6, 7.and 8 on page 35 for homework =» Lead-in 3-4 minutes ‘+ Ask students to get ready for some speed writing. Make sure they have pen and paper ready, ‘+ Ask the students to choose one person they know very wells a friend or member of their family, Tell them they are going to have just one minute to write a very short description of that person. ‘Start it asa race. Time them and give them 30 second and 15 second warnings to the end of the exercise. ‘+ Ask them to swap their writing with a partner. They should read the piece of writing they have been given and analyse what has been described. Is ita purely physical description or does it include personality, job, behaviour and other aspects? Exercise 1 page 34 ‘= Focus on the questions and give students two or three: ‘minutes to read the text and find the answers. Ask some ‘more comprehension questions e.g. When Is she especially pretty? What aspect of her character are people sometimes ‘shocked by? Does Rosalind get to see Jenny frequently? KEYi8 2A 3 4D 5A Exercise 2 page 34 ‘+ Ask students to do the exercise in pairs. Check the answers with the class KEY 4. am very fond of 6 has the knack of 2 get on really well 7 put people at their ease 3 skinny 8 havea gentle side 4 ina good mood 9 see more of her 5_is good company 40) Unit 3+ From cradle to grave Exercise 3 page 34 ‘© ‘Students complete the chart with the help ofa dictionary or the wordlist if necessary. KEY General appearance: scruffy, good-looking Height and build: slim | Face and complexion: moustache, wrinkles, dark-skinned, rosy- cheeked, round-faced Hair: bald, wavy, fair Exercise 4 page 34 ‘= In pairs students describe the people on page 35 in as much detail as possible. Refer them to the table headings in exercise 3 in order to prompt them. Ask one or two students to repeat their descriptions. Exercise 5 page 34 + Students categorise the words again with the help ofthe dictionary. You could tell the students to cvde the words 30 that one students responsible for looking up the fist eit words andthe other is responsible forthe second eight They then peecteach the words giving an explanation and example of behaviour thats characteristic ofthe adjective. + Forthe adjectives that are sometimes good and sometimes bad, elct some examples of when they are good and when they are bac. (See Language Nate) KEY Good qualities: artistic, conscientious, decisive, diligent, frank, imaginative, shrewd, tolerant, witty Bad qualities: argumentative, bossy, quick-tempered, stubborn ‘Sometimes good, sometimes bad: emotional, perfectionist, shrevid, sensitive, stubborn LANGUAGE NOTE - WORDS WITH POSITIVE AND NEGATIVE MEANING Emotional has negative connotations when it describes a tendency to show emotions, in a way that other people think is unnecessary. It is not negative, of course, ifa person has good reason to be emotional. Sensitive is a good quality if a person is sensitive towards other people but negative if they are sensitive towards, themselves. It suggests that they are too easily offended. Exercise 6 page 34 ‘Students list the qualities they lie and dislike. Ask them to write the qualities down before they tell partner, as this, will give them valuable practice in spelling the words. Exercise 7 page 34 * Students write a paragraph to describe themselves and their best fiend. So that they don't simply write alist of qualities, refer them to the sentences in paragraph Cof the text. He/ She always seems o be... als find her/him quite, He/She has. side) Remind students that ifthey wantto use a negative adjective they should ‘soften’ itwith quite, a bit, et. + You could ask students to compare this paragraph with what they wrote at the beginning ofthe lesson inthe speed writing warmer. Hopefully, they wll see a marked dilference!OPTIONAL ACTIVITY Give the class 3 minutes to try to memorise as much as ‘possible ofthe vocabulary in exercises 2, 3 and 5. Divide the class into teams. Call out a definition of one of the ‘words or phrases. Ifa student knows the word they stam the desk. Invite him or her to give the answer. If they are ‘correct they win a point for their team. If not, they lose a ‘point. (This will discourage students from slamming the ‘desk when they don't know the answer) Keep a tally of ‘the scores on the board. They do not get a point for calling ‘out an answer without slamming the desk firs. The game Finishes after you've called out definitions forall the words ‘you want to revise. Getting students to slam the desk is fun and dynamic. However, if you are concemed it will be too boisterous, you ‘could ask them to raise their hands instead. Lesson outcome Ask students: What have you learned today? and elicit answers: sow how to write a description of a person. | have learned secabulary to describe character and physical appearance. Description of a person LESSON SUMMARY e006 ting: 2 description ofa person ‘Necabulary: phrases for summing up Feric: people eee To do the lesson in 30 minutes, keep the lead-in ref and ask students fo broinstorm and plan in class but to do Secises 5, 6,7 and 8 for homework @Lead-in 3-4 minutes "= Ask the students to choose one person in the room 2nd write a brief description ofthat person, including aspects of his or her personality. Monitor and, when they have finished, invite three or four students to read thelr descriptions to the class so that they can identify the students. Ifyou have time and you feel itis appropriate, smment on the good points in these descriptions and rect any errors asa class. Exercise 1 page 35 = Ask students to look carefully at the exam task and xderline all the key parts to it (appearance, personality 4nd say why you lke them). Remind them that in the Matura exam they will be assessed on whether they have answered ail parts of the question. Exercise 2. page 35 ‘= Students complete the task individually. Make sure they sefer to the model text on page 34 to help them. Exercise 3 page 35 students to include as many of the words from exercise 3.on page 34 as they can. Exercise 4 page 35 ‘+ Focus students on the instructions and the phrases in the box (that they will use lates) and give them time to prepare notes for this paragraph. Exercise 5 page 35 ‘© Allow about 15 minutes for this stage. Walk around monitoring, helping and encouraging students to refer to the model as much as possible. Exercise 6 page 35 ‘Give students about 5 minutes to complete the conclusion. Tell them to include at least two of the phrases from the box. Exercise 7 page 35 + Students count their words and add or subtract words, if necessary, acording to the suggestions given, Exercise 8 page 35 ‘Students check their work and write a final draft. They could swap and peer review each other’s work. * Iftime is short they can do this for homework » Lesson outcome ‘Ask students: What have you leamed today? and elicit answers: 1 can write a description of a person, including information ‘about their character and appearance.TOPIC ee Family fe; culture; people and society ee > Lead-in 4 minutes '* Discuss briefly with the class the reasons why people make family trees (to remember family history, to remember the ‘names of their ancestors, to understand the connections between their family and other families, to claim nobility or inheritance, to strengthen family ties, etc.) ‘* Students sketch their family trees in the copybooks luding all family members they can remember. Allow a minute. Get feedback by asking how many people are in the family trees and to how many generations they belong. Exercise 1 page 36 6 minutes ‘© Encourage students to ask each other questions to stimulate ‘their memories and elicit more details, ‘© Ask some students to tell the stories to the class. Exercise 2 page 36 15 minutes ‘© Explain that in this type of task locating the relevant fragment ofthe text is crucial. Students should understand that the text includes alot of information and unknown ‘vocabulary whichis irrelevant and the best strategy is to ignore it and focus on finding the phrases in the text which are synonymous to the questions. ‘+ Inaweaker class, go over the questions as.a class explaining outlaws, tracing and royal descent. ‘+ Fastfinishers underline the following words in the first text and write down synonyms that would fit in the text: attempting (trying) chronicled (wrote down), resolve (Getermination), swapping (exchanging), fo fake shape (to develop, come together), ultimately eventually), reunion (meeting). ‘© Allow 10 minutes. Check as a class. Exercise 3 page 36 10 minutes ar pil + Remind students to read through the whole text quickly before they start filing in any gaps. The key to completing 2a task lke this is to understand the gist of the text, to establish the context. ‘+ Students complete the task individually. + They compare their answers in pairs. + Check the answers in class. mn KEY 2 tookup 6 willbe dancing 2. has been learning, 7 had told 3 feels 8 has been coaching 4 is going to perform 9 practises. 5 have always wanted 10 had been foe ) Get ready for your exam 3 3 Exercise 4 page 36 10 minutes E_ Speaking: D + Explain that atthe 62 level, students are expected to be able to discuss an issue, looking at various points of view, ilustrating the points they make with examples quoted from thelr experience or from general knowledge. They are also expected to respond appropriately to any counter-arguments their partner makes. ‘+ Refer student tothe Functions Bank inthe Workbook for useful phrases for presenting an argument, agreeing/ disagreeing, etc. ‘+ Explain that inthis task there is no correct answer they are expected to give. In the exam, itis the examiner's job to disagree with any point they make ~ to encourage debate. ‘They should not take this personally. They should also be prepared to take either side in the argument, irespective of their true opinion. (You may lke to point out that in the exam they could do better ifthey simply argued for ‘whichever side they have more arguments or examples. for) Encourage them to think ofthe debate task as a performance, where they should show off how well they can use their speaking skis in English, ‘+ Put the students in pairs, as A and B, Each A student should argue for, each B student against the statement. Allow ie for them to prepare arguments or examples they can use for their side. ‘+ Students discuss the statement in pairs Walk around and monitor the activity, focusing especially on the functional Phrases. ™ Lesson outcome ‘Ask students: What have you learned/practised today? Elicit: Thave practised a matching reading task. | have practised the verb tenses. | have discussed a statement using arguments and counter-arguments..WCE UL a fermen SSON SUMMARY 0 © ry: animal parts ofthe body: animal idloms : monologues illustrating animal idioms describing an animal nature To do the lesson in 30 minutes, keep the lead-In Timit the number of animals that students describe in 6 and set the Vocabulary Builder as homework Lead-in 4-5 minutes Asi the students each to pick an animal which represents ‘Sem as they are now. To understand what this means, you sn2y have to demonstrate by choosing an animal yourself ‘=: explaining why. For example, see myselfas an adult fen, one ofa pack of friends and relatives wio | enjoy being see and eel lonely without. | fel heathy and strong atthe smoment and my life has 0 good balance of work and play. = 2lso always looking for opportunities and like fo plan the ext stages of my lif, tke a lian stalks and prepares to catch prey" atthe students in pats. They should tll each other which ‘zsal they have chosen and why. Give them 12 minutes. ‘een ask them to choose an animal which represents them ‘ethe future or how they would lke to be. Again, give them 5-2 minutes to talk to their partner about it. ‘ict some ofthe animals from the class, together withthe seasons fr the choices. ise 1 page 37 “Ask students to discuss the questions in paits. Elicit some “sseful language for saying how sure you are, witeit on the ‘Sezrd and encourage students to use it in their discussions. Pe prettyfeirly sure... 've gota feeling ..'m not too sure ‘ber chink... 'm absolutely definite... haven't got the ievest ideo = lve inthe Atlantic and Pacific Ocean and in rivers and == (They are bom in fresh water, migrate to salt water, then 0 fresh water to spawn.) sive in ica Svein Africa, Asia and India. pgeicen eagle lives in Europe, Asia, north Africa and north can also be found in Europe. 2 page 37 “Stasents work in pairs to match the words with the picture. ‘Bee them to the word list atthe back of the book. Check Jeeseress and dil the pronunciation of the words with ‘ebiematic pronunciation, namely, antennae /en'teni/, ‘Bent isk’, claws ikloz, feathers /Tedaz|, hind (legs) eee knuckles nak, palms ‘pain’ paws {ps ‘feswer the second part (the words which don't go with the ‘ghatas) as a whole class. pes eee nouns animals and thee young * connectors iy + nominal clauses with that, what anda ‘+ Finally, check comprehension by giving a word in the students’ own language and eliciting an English translation, KEY 2 (salmon) fins, gil, scales Gotta) arms, fangs ur hind legs, knuckles, palms € on) claws fangs, front legs, fur, hind legs, mane, paws, tal, whiskers 4 (eagle) beak, clans, feathers, wings antennae: snail, buttery, prawn, lobster, ete antlers: deer, moose, elk, et hooves: cow, horse, pg, sheep, deer, ee horn: bul, cow, ram, rhinoceros, etc. shell snail, shelfsh (oyster, mussel, et.) tortlse, ete. tentacle: octopus, squid, etc. tusk: elephant, walrus, etc Exercise 3 page 37 ‘+ This could be done as a competition, with students being awarded a point for each correct answer. ‘+ Encourage students to use the language for talking about how sure you are, that they used in exercise 1 ‘+ Elicit students’ answers and check as a class. KEYia 2c 3¢ 4b 5c 6a Exercise 4 page 37 ‘© Remind students or elicit from them that an idiom is a group of words whose meaning is different from the meanings of the individual words, and therefore not directly translatable. ‘+ Students work in paits to find the correct answers. ‘+ Tell students that when they are looking up an idiom or other, expression in the dictionary, they should look up the words that are least frequent. For example, in the case of let the cat ‘ut ofthe bag they shouldn't look up let because itis too Frequent, instead they should look up cat. Point out also that IDM in the dictionary means idiom. KEY 1. dogs (raining heavily) 2 whale ( fantastic time) 3. cat (gave the secret away) 4 cows (fora very long time) 5 rat competitive environment) 6 dog (in trouble) LANGUAGE NOTE - IDIOM ORIGINS tt might help students to remember te idioms if they now the origins Here are the origins of two oF them: ‘ning cots and dogs iis said thatin olden times cats and dogs used to hide in thatched roofs to keep warm ' when itrained. if trained very heavily the animals would be washed out ofthe thatch soit would seem tobe raining cats and dogs. {et the cat out the bag in medieval times piglets were often taken to market ina sack where they were sold Sometimes buyers were ticked and a cat was putin the bag instead of Pislt. the cat got out ofthe bag, the secret was revealed. Unit 4+ Man and beast (Exercise 5 page37 @ 1.19 + Refer students to the listening tip then play the recording. With a weaker class pause after each speaker to allow students to confer witha partner before writing the answer. KEY Speaker14 Speaker 3.6 Speaker 5 3 Speaker21 Speaker 45 Speaker 6 2 Transcript 2.19 Speaker1 I'm not realy interested init myself, out my brother ' completely fanatical. He doesn’t just watch the matches - he reads the newspaper reports and books and magazines, And ithe stats talking about his favourite players then he goes on and on and on . t's amazing that he's got so much to say! ‘Speaker 2 Oh, hi Yes, | am. 'm in the living room. Yes, can ‘see the washing on the line outside. You want me to bring it in? Really? There's no point now. I's soaking wel! Let's ust leave It 1 can't go outside in this weather ~ it's pouring! I'l gt the ‘washing in when it stops. ‘Speaker 3 _ Ive said sorry a hundred times, but they're both still angry with me. 'm not sure why ~ it wasn’t rally my fault. How could | have known that that big Mercedes was going to stop 50 suddenly? It all happened so quicky ~ I just couldn't avoid hitting it! hope I'm forgiven soon. | hate the atmosphere round hereat the moment. ‘Speaker 4 | love it eve ~ t's so peaceful in the countryside, and 0 relaxing. When | lived in the capital, | was stressec every day. I didn't realise ust how stressed I'd become, going to work on the tube everyday, sitting at my desk, trying to get a promation -- Now the only thing | worry about is my garden. Wil it get ‘enough rain? Wil snails eat my lettuces? My life isso much better now. Speaker The whole evening was ruined. The whole point was that itwas supposed to be a surprise. But somebody ~ | don’t ‘know wino - must have said something to Elie, because she defintely knew about it in advance ~ she wasnt surprised at all. She didn't even pretend to be surprised. It was a real disappointment afterall the hard work that we'd pu into arranging it. Speaker Ibiza ls [ust great. Every night go tonight clubs until four or five in the morning, Then Igo back ta my hotel and sleep. | don't get up for breakfast ~ | get up around midday and hhave some lunch. Then | goto the beach for a few hours. can't Jmagine a better place to relax and have fun ls just perfect! | want to come here again next year. Exercise 6 page 37 * Walkaround and monitoras students describe animals in pairs. Alternatively, ask individual students to think of an animal, come to the front of the class and the other students have to ask yes / no questions to work out what itis. Eg. Has it got white feathers? For practice of Collective nouns, go to: Vocabulary Builder 4.1 KEY 11 flock 3 bunch § school 7 pile Zhe 4 pack 6 swarm —_8 colony » Lesson outcome ‘Ask students: What have you learned today? What can you do ‘now? and elicit: can talk about diferent parts of animals. can understand and use some animal idioms. ) Unit 4 « Man and beast Notes for Photocopiable activity 4.1 What does it really mean? Game Language: animal idioms Materials: one copy. cut up. per group of 12-18 students (Teacher's Book page 131) + Divide students into pais or groups ofthe. * Deraonstate the activity, by wing an llom on the board, together with an example sentence: fog @ dead hose. living to change the boss's mind is just like flogging a dead horse. + Say that you are going to give tree possible meanings for this idlom and students have to guess which is comect. + Readout the following, wo or thee times necessary. This idiom means. 1" spend alot of time and make alt of effort to achieve something 2 do something that might make another person angry 3 waste your time on something that cant be changed + Suidents vote onthe te meaning, Tell them its number 3. (Adead horse cannot move however much we might ty = there Is ust no chance of success) © Hand out the cards to the pairs/ groups. Explain that there are tu idioms on thelr ares. For each iiom thee isthe correct meaning and two empty spaces where they have to invent more false meanings foreach idlom tot to tick their classmates. + When they have finshed teams take tin tums to readout thelridiom, example sentence and suggested meanings, (With a weaker class write the idiom and sentence on the board.) The ater teams choose the meaning which they beleve is cect. Askfora show of hands foreach a team ges the answer Tight, they win a pont, Keep score on the board a team reads Out their meanings and nobody guesses corect they win two points (for convincing meanings!). SF Talking about abili LESSON SUMMARY @ 006 Grammar: talking about ablity with can, could, beable t, manage. toand succeed in Reading: a short news article Speaking: talking about ability To do the lesson in 30 minutes, keep the lead-in brief and set exercise 6 and the Grammar Builder as homework »Lead-in 3-4 minutes ‘+ Tell students they need to think about superheroes. What supetheroes do they know and what can they do that is different from the average human? Ask them to brainstorm in pairs or small groups. * Say: Let's imagine you could have a superpower. What would you choose? Why? How would you use it? With a weaker ‘group, give them some thinking and planning time. * Asa ciass, try to find the most original and interesting ideas. Exercise 1 page 38 j ++ Students work individually. Check answers. With a weaker class you could ask 2 concept or form question about each sentence as you check answers. This will facilitate the rule building in exercise 2. €.g. aand b Which time period are we talking about? ¢ What do we need after a modat? (infinitive) Can we use ‘can’ as an infinitive ie. might can ..? et.EY 2 ‘beableto —dnotbeingableto g can't & could e can h couldn't < might be ableto f managedto could Exercise 2 page 38 * Students work individually and then compare answers with a partner. Check answers as a class. mEYie Exercise 3 page 38 = Students work alone or in pairs. 4 could 5 Can / Will you be able to 6 managed to 3 won't be able to Exercise 4 page 38 = Do the fist sentence together then asks students to continue alone rin pais ay can 5 hbeable to 2 scant 6 b being able to 3 2be ableto 7 dean't ewillbe able to 8 fwon'tbe able to x more practice of Talking about ability, go to: Cee my #1 Can 6 wasn'table to 2 Gn 7 won't be able to 3 willbeableto 8 beableto 4 beable to 9 can't 5 not being able to 2 2 could 5 managed to 2 managed to 6 couldn't, managed to 3 couldn't 7 managed to 4 Could, could 8 couldn't Exercise 5 page 38 * Focus on the headline, Ask students how they think a cat could save its owners from a fire, Ask them to read the text ‘quickly and elicit answers. ay ‘feroke up one member ofthe family. scatched its owner's face. Exercise 6 page 38 Focus onthe instructions. Students work individually to ange the words then compare answers wth a partner. heck answers, You could then ask students pats to read ut the article replacing the incorrect instances of could sithout refering to the answers they've witen Ak them Tay the structures they use. KEY Could rescue ~ managed to rescue / was able to rescue / succeeded in rescuing Could escape - managed to escape / were able to escape / succeeded in escaping Could wake ~ managed to wake / was able to wake / succeeded inwaking Could smell is correct because smell isa verb of perception, Could put out ~ managed to put / were able to put / succeeded in putting Exercise 7 page 38 ‘Give students time to make notes before they start talking. IF there is time, encourage students to ask follow-up questions. to extend the conversation. Walk around monitoring to ‘ensure that they are using the verbs of ability corecty ‘+ Altemative procedure: Ask students to note their answers in, random order on a piece of paper. They swap their papers. with a partner. The partner selects an answer and says e.g ‘Speak Chinese? and the first student says: That's something 1 can't do now but might be able todo in the future. ™ Lesson outcome ‘Ask students: What did you learn today? What can you do now? and elicit: cam talk about abily in the present, past and future. The British and their pets LESSON SUMMARY e@ Lstening: radio report about the British and thelr pets; ‘multiple-choice Speaking: discussing atitudes o animals ‘Topic: English-speaking counties To do the lesson in 30 minutes, keep the lead-in briefand limit the discussion time in exercises 2 and 6. > Lead-in 3-4 minutes ‘+ Tellthe students: You'e gang to be given some information ‘about the British and their pes. Do you have any idea what the most popular pets in the UK? See ifthe person next to you agrees. Then try o decide what the top 3 pes in the UK might be. * Give them 1-2 minutes, then elicit ideas from the class. If you have time, you could also discuss whether this is the ssame in the students’ own country. Exercise 1 page 39 ‘Ask students to look at the chart. Ifnecessary, explain ‘the meaning of budgie, hamster and guinea pig then ask students to answer the questions in pairs. KEY 1/ Dogs, cats and rabbits 2, Other pets might include tortoises, terrapins, gerbils, mice, rats, snakes, iguanas, stick insect, tarantula, etc 3. Students’ own answers Exercise 2 page 39 + Students discuss the question in pais. Encourage them to give concrete examples to support thelr point of view. Unit 4 * Man and beast 45KEY Possible answers: Animals give their owners so much pleasure ‘that they think it's worth spending money on them, Animals {are unable to look after themselves so they have to rely on humans. It gives people pleasure to buy their animals treats. Exercise 3 page39 @ 1.20 ‘+ Focus students on the task. Pre-teach to stuffan animal, ‘grooming, fees, kitten and animal welfare then play the » recording once. Ask students to compare their ideas with a partner before class feedback. Ask them to talk about thelr ‘own opinion with a partner. Find out through a show of hands how many students agree with the speakers view. KEY The speaker talks about how ridiculous its that people ‘spend so much money on pets when it could be spent on elder family, cancer research, etc. She does say that she thinks the British people are mad but not to0 mad to own animals. Transcript 1.20 The British, soit has always been said, are mad about animals, but row | fear we are just mad, In the last few weeks we have seen the accidental killing of 4o golafish ata Schoo! in Glasgow described as. ‘tragedy’ — exactly the word used about a recent explosion at a factory in which nine people died. How our European neighbours, particularly those who shoot, then eat orstuff everything that moves, must laugh. A recent study showed that 60-70% of Bish pet owners spend more than £20 each year on Christmas and birthday presents for thei fury (or scale) fiends; people inthe noth, which includes Scotland, spend more than people inthe south, On Christmas Day itself, 4 milion people cook their pet a special meal and by New Years Day, in Brtan alone, £100m will have been spent on feeding, clothing, grooming and spoling. If money really does equal love, then British pets are extremely fortunate, Of course the money could be better spent on starving children or cancer research, and it may seem alittle strange to spend more money on your pet than on your elderly parent, which ‘many peopl in Britain actualy do, when vets” fees are taken into account. But that’s the British way. My daughter has a friend in Glasgow whose mother is spending thousands on giving a sick hamster a new stomach, The hamster is diabetic. Pd have had the thing put down. In my opinion, that would have been kind. But the other mother disagreed, That is her choice However, hamster stomach transplants are not wit | mean by mad. By mad mean the modem, deliberate misinformation about what animals really are. Take the website of Peta (People for the Ethical Treatment of Animals), designed for children, which includes the following statement: ‘Chickens value ther lives just ‘as much as you value yours. Excuse me? Chickens value nothing, because thelr brains do not function in that way. |Ah, you may think, but that's just Peta, and they are extreme. IF only this were so It's fair enough, perhaps, for pet shops to ask {questions to see whether you ae a fit owner. Buti you want to buy a pet from Harrods in London, you have tofillin an application form and answer questions about your working hours. Pretending that wanted to buy akiten there last year, was left feeling as if was trying to adopt a baby. Vers are now in the habit of outinely talking about animals in the same way as doctors talk about patients, and recommend that dogs ate sent to special doggy psychologists or taken to swimming sessions in specially constructed pools. There i such a poot in Clydebank which charges £15 for a 20-minute doggy swimming session. Start saving now. Last year The Blue Cross, a reputable, long-established animal welfare charity declared: “We would like people to spare a thought for the hundreds of unwanted animals in our care that face ) unit 4 + Man and beast ‘Christmas alone.’ For goodness sake! ‘Facing Christmas alone’ is ‘something that elderly people may do, not dogs. It'seems that these organisations are determined to fight for ani rights rather than animal protection, until we have all ost the ‘capacity to discriminate between a goldfish and a baby, with the fate of one equally as important as the fate of the other We may all know this is mad but it does nat mean it wil nt happen. After all if 30 many of us already buy our pets birthday and Christmas presents, we are already madder than we think Exercise 4 page39 @ 1.20 + Give students plenty of time to read through the multiple chelee questions and options + Bay the recording again for students to choose the answer Ask them to check their answers in pais + With a stronger class ask students to guess the answers fi and then play the recording for them to check Exercise 5 page 39 ‘+ Students answer the questions in pairs. KEY 11 People buy gifts for their pets, who are lke friends to them, 2 would ask the vet to kill t with a drug because its sick. 3. Pet shops need to check that your personal circumstances are sultable for owning a pet. 4 The organisations try to convince people that animals should be treated in the same way as humans rather than simply protected against cruelty and neglect Exercise 6 page 39 + Quickly elicit some language for expressing opinions, agreeing and disagreeing onto the board. Eg. The truth of the matters... In my view... The way ! ook at it.. when It comes down to it... I couldn't agree mare .. et. ‘Students discuss the questions in pairs or small groups then} share their ideas with the class. For practice of Animals and their young, go to: Vocabulary Builder 4.2: Studi page KEY 1 animal adult female adult male young 1 cattle cow bull calf 2 sheep ewe ram lamb 3 pigs sow boar piglet 4 chickens hen cockerel chick 5 horses mare stallion foal 21a 3 kitten 5 tadpole 2 puppy 4 duckling 6 cygnet, OPTIONAL ACTIVITY ‘Ask fast finishers to give their views on: vegetarianism, animal experimentation, bullsighting, animals in circuses, horse racing » Lesson outcome ‘Ask students: What have you learned today? What can you do ‘now? and ty to elicit: | have learned about British people's attitudes to animals. | can discuss attitudes to animals.Animal communication LESSON SUMMARY e000 Beading: an article about animal communication: matching ocabulary: animal noises ‘Speaking: discussion about animal intelligence studies epic: nature To do the lesson in 30 minutes, keep the lead-in and exercise 6 brief and ask students to read the text at home before the class. > Lead-in 3-4 minutes ‘= Write the title ofthe lesson on the board: Animal communication. Ask the students to tell ou ways in which animals communicate with each other. (Examples might be sounds or song, smell, touch, actions or behaviour) ‘ Put them in pairs. Ask them to think about an animal that they feel is particularly clever and to write down examples cof how it communicates within its species and maybe how it communicates with other species, including humans. ‘= Give them 1-2 minutes for ths, then encourage them to share their ideas with the class, Exercise 1 page 40 * Focus on the photos and the task. In pairs students discuss which animals are most and least intelligent. Encourage sm to consider what intelligence means (communication, ‘emory, use of tools, ec.) After they have shared their ‘opinions with another pair, have an open class discussion. Establish that there are no definite answers because itis difficult to compare intelligence between species. However iis generally thought that apes are the most intelligent, followed by whales and dolphins. Octopuses are thought to be the most intelligent invertebrate. Exercise 2 page 40 * ive students atime limit oftheee minutes to read the texts Let them compare thelr thoughts wih aparner before clase feedback ey SniyC talks about animals understanding human language. talks about parrots copying human language but not sederstanding it. A talks about the language dolphins use s=communicate with each other. B talks about 2 gadget that ‘pe'os humans to understand dog language. Exercise 3 page 40 = Read the reading tip together, then ask students to read the questions and then to read text A only. Suggest that they tndertine the part ofthe text which gives evidence for the Give students § minutes to match the remaining questions he texts. EY A 3.7and9 B14 C2,8andi0 05,6 Exercise 4 page 41 + Suggest that students find and match the words that are ‘mentioned in the text first. Encourage them to say the words ut loud to try and guess which animals they refer to as some of them are enomatopoeic (e.g. meow, buzz, hiss). KEY 1 lion 4 snake, cat 7 monkey 2 cat 5. dolphin 8 mouse 3 dog 6 parrot 9 bee whistle, bark and squawk are mentioned in the text Exercise 5 page 41 + Students discuss the photo and headlines in pairs then share their ideas withthe class, KEY ‘The picture and the headlines show new discoveries in animal intelligence. Exercise 6 page 41 + Let students think on their own for afew moments then talk to a partner before the discussion is opened up to the whole class. OPTIONAL SPEAKING ACTIVITY Say: It’s nice to imagine communication with animals but until that happens we can only observe animals and learn {from them by watching. Where can we observe animals? Elicit: z00, safari park, nature reserve, aquarium, farm or farm park, animal sanctuary, vet's, pet shop, at home with ‘our pets. Tell students they need to focus on zoos. Give them a ‘minute or two to share their experiences of visiting zoos and then conduct feedback to find out whether their {feelings about 200s are generally positive or negative and why. Explain that they are now going to be asked to run 200. Put them in small groups of 200 managers’ and tellthem that their zoo is a successful and expanding business, so they have plenty of money to invest in a new visitor attraction. They need to have a meeting to discuss which animal(s) they would like to buy and then discuss that animal's requirements and plan the perfect enclosure. (tf necessary, remind students of the vocabulary work they have done on describing animals.) ‘They should also talk about how the public could observe, study and learn about this animal. With a weaker group, you could help by giving ideas such as having keepers give talks tothe public, producing factsheets with illustrations for children to colaur in, creating a special viewing gallery ‘chamber, and so on. Give the students 10-15 minutes to discuss these points. Encourage them to draw the visitor attraction, to add interest tothe activity. They will need to present thelr visitor attraction to the class and, at this point you could refocus their attention on the ‘grammar in 48 so that they can talk about what the animal ‘can/will be able to do in its enclosure and what the public “> caniwillbe able to see and lear. lf there is sufficient time, allow all groups to present their ideas. Their classmates should judge which they think will | be the most successful attraction (but may not vote for their ownd. Iftime is short, ask two groups to present to each other and compare their decisions. Unit 4 + Man and beast “7=» Lesson outcome ‘Ask students: What have you learned today? What can you cdo now? and elicit: can understand texts about animal ‘communication. | have learned the words for animal noises. CG Nominal clauses LESSON SUMMARY eee Grammar: nominal clauses with thot, what and all Reading: 2 text about the declining tiger population Speaking: personalised emphatic sentences ERIE 10 do the lesson in 30 minutes, keep the lead-in brief set the Grammar Builder exercises for homework and in exercise 7 limit the number of students who read out their sentences. > Lead-in 2-3 minutes ‘+ Ask the students to look atthe photograph. Say: I’ ike you to write down everything you know about this animal. © Give them 1 minute ‘© Ask them to swap papers with thelr neighbour and find out ‘ho has the most facts. ‘+ Asa class, ask whether any students have leamed something new about tigers and/or elicit a range of facts about tigers, Exercise 1 page 42 ‘© Ask students to read the text and answer the question in pais. KEY 5,000 Is the maximum number of tigers that scientists estimate are left in the wild. 50,000 isthe former population of tigers in India alone. Exercise 2 page 42 © Students complete the task individually, Check answers, KEY Itis beyond doubt that tigers are close to extinction. Nobody denies that tiger populations have fallen dramatically in recent years. The fact that there were once more than 50,000 tigers in India alone indicates how dramatically their numbers have fallen. ‘One of the biggest problems is that the tiger's natural habitat is being destroyed. Exercise 3 page 42 ‘Read the information box together. Highlight the following points: © When a nominal (noun) clause is the object of a verb you don't have to use that e.g. forgot you were coming to dinner. If the nominal clause Is the subject, then you do need that. That tigers are close to extinction is beyond doubt. * You can tell that a clause is a nominal clause if you can ‘substitute it in the sentence with a simple noun or pronoun. Eg. In forgot that you were coming... you were coming could be replaced by it / my bag etc. ‘© That in nominal clauses can be changed to The fact that. This structure is suitable for both formal and informal written and spoken English. Fas) Unita man and beast * When we say a sentence which begins with a nominal clau ‘we make a very slight pause after the nominal clause, but in writing a comma is not needed. (You would not expect a comma between a subject and verb.) + Ask students to rephrase the first sentence. KEY ‘The fact that tigers are close to extinction is beyond doubt. Exercise 4 page 42 ‘Students work individually then compare answers in pairs before class feedback. KEY 1 The fact that tigers are a protected species is no guarantee of their safety. 2 The fact that tiger bones are still used in Chinese medicine is the main problem, 3 It seems amazing today that people in the past wanted tiger skins in their houses. 4 tis encouraging that projects to protect tigers attract a lot of Ki 1. The important thing is that you are safe. 2 Iwas odd that Jack didn’t reply to my e-mail 3 The fact that Harry lied to me is really upsetting. 44 The problem is that she hasn't got a mobile. 5 It isn’t surprising that AC Milan have won the Champions. League again. ‘The awful thing is that they built a motorway through the fields behind our house. Exercise 5 page 42 * Read the information box together and ask students to complete the task individually. You could point out that you can say all that instead of all But never all which or all what. KEY All you need to do is (type 2) What these places really need is (type 1) Exercise 6 page 42 + Students can work alone or in pairs. KEY 1. You shouldn’t believe all you hear. 2. Canyou show me what you've bought? 3 What you said doesn’t make sense. 44 She gives her parents all she earns. 5. You can’t always get what you want. Exercise 7 page 42 + Students complete the sentences and compare with a partes. Elicit some sentences from students about thelr partners eg. What Eva would realy eto do this weekend s For more practice of Nominal clauses with what and al, goto: ok page 1Have you got al that you desire? He's got all that he needs to do the job. Tell me what you leamt at school today. | was iritated by what she did All that she said made me sag. 1 2 3 4 5 2 The only thing you need is love. 3 The only thing I can do is cry. 4 The only thing | ever do is dream of you. 5 The only thing | need is time. 6 The only thing she wants to dois rock. 2 3 4 5 ‘6 \What made me angry was his arrogance. What I really liked were the special effects. \What drives me mad is his refusal ever to admit he’s wrong, \What | hate is driving to work. What Id really tke to do is move to the country = Lesson outcome ‘45k students: What did you learn today? What can you do now? sed elicit: can recognise and use nominal clouses in written ‘se spoken English. Topic presentation EESSON SUMMARY eee “Gstening: beginnings of presentations “Speaking: a presentation on man's relationship with animals: ‘gees historical contexts atthe beginning ofa presentation Pec nature — To do the lesson in 30 minutes, keep the lead-in ‘et limit the preparation time for the presentations and ask Speen to present in small groups. lead-in 1-2 minutes ™ Ask the students whether any of them has ever given a formal presentation (in any language). Ifso, encourage them ‘o tell the class about the experience "= Lead a brief discussion about giving presentations: should you use formal or informal language? Should you read from 2 script? How can you get over feeling nervous? Erercise 1 page 43 G9 1.21 = Explain that the focus ofthis part ofthe lesson is on ‘Seginning a presentation. Read through the task and the ics. Pay the recoding and elit answers. a stronger class set students the additional task of Sstening out for what the first parts of the presentation all ave in common (they all mention a historical context). = © bealth and finess 2 gobal warming 2 extreme sports, 4 sexual equality, 5 consumerisnt 6 computers Renscript 1.21 1 Acertuy ago, the fitness industry didnt ext. n ‘Pose days, many mote people had very physical obs ~ for ‘example, working In agrluture~ 30 they dnt need look for exta exercise in their free time, Today, on the other hand, millions of people spend their working day behind a desk Speaker2. Scientists know that the world’s climate has changed several times inthe past. For millions of years, temperatures, have been rising and falling as the Earth passes through ce ages. However, most scientists agre thatthe current changes in temperature are something different Speaker3 The earliest extreme sports were things like ‘snowboarding and barefoot watersking. They were orginally Invented by 2 few individuals who wanted to test themselves and experience more danger and excitement. Today, these sports are common. Speaker 4 In most ancient societies, men had all ofthe power. Women were considered to be second-class citizens - or even Possessions. Before the modem era, people did not really think ‘about whether men and women had equal rights. Speakers When my grandparents were young, they didn't have ‘much money. At that time, most people could only afford to buy food, clothing and other necessities, They didn’t have extra ‘money to spend, so ‘shopping’ didnt realy exist as a hobby, like it does today. Speaker6 A few decades ago, there were no computers. ‘Although the world was different then, people managed to live their lives. They didn't really miss computers because, of course, they didn't know what they were or what they would be able to do. Nowadays, computers are everywhere. Exercise 2 pages 1.21 Give students time to read quickly through the sentences. If there is time, you could go through each sentence and ask students to predict what kind of word could goin the gap. ‘Play the recording a second time and check answers. + Ifnecessary, practise the pronunciation of era /ara/ and ‘societies /sa'saatzl KEY 1 ago 4 millions. 7 ancient. 10 that 2 those 5 earliest 8 modem 11 decades 3 in 6 originally 9 grandparents 12 then Exercise 3 page 43 Students match the photos with the issues in pairs. KEYif 2a 3h 4a OPTIONAL SPEAKING TASK Put students in pairs to take iin turns to describe photos ‘Land 4 and answer questions 1~2. Put students in different pais to work on photos 2 and 3 using questions a-b. Allow 2-3 minutes. 4. Could this dog be reptoced by a human? Why / Why not? 2 Do you like or fear dogs? Why? ‘a Isthe contact with people beneficial to this animal? Why Why not? b Doyou enjoy watching animals in az00/ circus? Why? / Why not? Exercise 4 page 43 '¥ Students read the task and make notes in pairs. Encourage | them to support thelr ideas with examples and order them ina logical way. Make sure they aren't witng full sentences. Circulate and feed in ideas and vocabulary as required, Exercise 5 page 43 ‘+ Students prepare notes to sum up thelr Ideas. Refer them to the Functions Bank in the Workbook for phrases for summing up. Unit 4 * Man and beastExercise 6 page 43 + Brainstorm the historical background to the topic asa class then ask students to prepare an introduction. Circulate as they do this, checking that they are including phrases from exercise 2 Exercise 7 page 43 With a weaker class give students time to rehearse their presentation. Choose several pairs to give their presentations. Ifyou have a large class or are shot of time, divide the class into two or more groups. In this case the pairs can be separated and can give the presentation individually =» Lesson outcome ‘Ask students: What did you learn today? What can you do ‘now? and elicit: can give a presentation on a set topic with confidence. I can begin a presentation by describing a historical context Descriptive essay LESSON SUMMARY e006 Writing: organising a description, selecting interesting details Reading: a description of a mountain gorilla Grammar: expressing purpose To do the lesson in 30 minutes, keep the lead-in brie setthe Vocabulary Builder fr homeworkand lit the time spent on exercises 4 and 6. Te do the writing anayss and writing task in one 45-minute lesson, keep the lead-in for the writing analysis brief, skip the lead-in for the writing task. Omit either trerise dn the wring analysts o exercise 2 inthe ting tasklesson. Ask students fo research te information for exercises 4 and 5 of the writing task before the lesson. Finally, 5k students fo irish the wring task for homework. » Lead-in 2-3 minutes ‘+ In pairs, ask the students to brainstorm how many ‘endangered species they know. Give them a minute to do this. Then elicit answers to put on the board. ‘+ Now ask them to suggest reasons whiy these animals are ‘endangered species. Again, they can discuss this in pairs and then discuss as a class. (Possible reasons could be the destruction of their natural habitat, hunting, trading, the Introduction of competing species, human fighting in the area where they live.) Exercise 1 page 44 ‘+ Read through the paragraph plan together and ask students. to read the words and phrases. Deal with any vocabulary questions which arise. You may need to explain poacher (@ person who illegally hunts animals to sell them). KEY 2 ¢ 38 4d 5c Exercise 2 page 44 * Students do the task individually and check with a partner before class feedback. f ) unit 4 + Man and beast ‘= You could exploit the vocabulary in the text further by asking: Which word means ‘be strong enough not to be ‘harmed by’ (withstand), What's the noun form of ‘mature’? (maturity, Which adjective means ‘stil happening’? (ongoing), Which expression means ‘experience something yourself, not through photos or TV? (at first hand), Which verb means ‘disappears’? (vanishes) ‘+ Finally, you could revise the grammar of the unit by asking students to find an example of a nominal clause with that at the beginning of the sentence (That they live in an area of armed...) and an emphatic sentence (What gorillas ~ and people ~ need is... KEY 2,5,3,1,4 the text contains all the phrases except at night, nature reserves and weight Exercise 3 page 44 ‘* Focus students on the writing tip. Remind them that they need to be selective otherwise they are likely to go over the ‘word limit ‘+ Students do the task individually, Check answers. Ask students why they think these details have been o1 (Because, in most but not all cases, the information is, obvious) ‘* Draw attention to the way that in paragraph 2 the writer goes beyond a simple statement of appearance. Instead of saying ‘it's silver-grey, has thick fur and is 1.8 metres tall” he/she ‘explains the purpose of the fur, the origin of the gorilla’s name and draws a comparison between the size of the gorilla and an average man. ‘* Highlight also that in paragraph 3 the writer adds interest to the description by including a light-hearted detail about gorillas’ behaviour (that they, like humans, stay in bed cold), KEY large Mat noses, arms are longer than legs, feet are very similar to human feet silverbacks from different groups sometimes fight, rest at midday and clean each other's fur Exercise 4 page 44 + Elicit thatthe tet is 37 words to long. Ask students how they ean reduce the text Fst, they need to eliminate pats thatare redundant le. add no extra meaning or are obvious. ‘Then, they wl ned to remove parts that do add meaning but whose removal won't affect the flow of the text * Let students study the text very carefully by themselves before comparing with a partner Explain that there is more than one possibility Elk some ideas frm the cas, KEY Possible answer The following can be removed on the basis that they are ‘obvious or redundant: Females are much smaller (4 words); ‘now and in the future (5 words); except for baby gorilas who sleep with their mothers (9 words) Various other sentences, which do add meaning, can be removed without affecting the flow of the text. Eg. An adult ‘male is called... A few companies organise .. and poachers are prepared to kill and adult female Exercise 5 page 44 + Focus on the Leorn this box. Students complete the exerciseindividually. Reiterate that expressing the purpose is a useful way of adding interesting detal toa description, EY So that they can withstand So that people can see border that conservation workers So that they can steal its baby For practice of Connectors, goto: 1 1 [hada short sleep because | was feeling sleepy. 2 went to evening classes in order to improve my English. 3. My light was delayed due to bad weather. 4 lke Joe because of his generosity. 5 We were late. Consequently, we missed the start of the play 6 | Tailed my exam so I retook it. 2 Students’ own answers Exercise 6 page 44 * Circulate and monitor as students do the task. * You could ask one student to look at the text and provide one word prompts if their partner gets stuck. They then swap roles half way through. Lesson outcome Ask students: What have you learned today? Elicit: ! can szederstand how to write a description of an animal. can seduce a text. | can express purpose. Descriptive essay LESSON SUMMARY Ce ee Imiting: editing a text, reducing a text, writing a description about a> endangered species Reading: a description ofa snow leopard epic: nature a Ill co the lesson in 30 minutes, keep the lead-in rif, ask students to research the information in exercise 5 ‘orto the lesson and ask students to finish their essays for homework, @Lead-in 2-3 minutes Make sure al the students have paper and a pen and {are ready to write, Tel them to choose an animal. Now they have just one minute to write a description ofthis ‘animal, They should not write a physical description but rather concentrate on the animal's habitat, feeding habits, communication and other behaviour, especially anything specific to that animal. They cannot use the-name of the ‘animal. Others then try to guess which animal ts. * Ask or feedback in the class about which animals they ‘guessed most easily and any animals they have not guessed. Exercise 1 page 45 Focus on the photo and ask students to identify the animal. Check pronunciation of leopard /lepad!. = Students do the task alone or in pars. KEY Grammatical mistakes: smaller than, for jumping Vocabulary mistakes: 2 metres long / 2 metres in length, and only weighs Punctuation: Is thick fur Exercise 2 page 45 ‘Focus on the instructions. Elict/remind students that words can be cut on the basis that they don’t add new information. ‘= Students work individually, then compare answers in pairs. Check answers, asking students to explain their decisions. KEY Possible answers. ‘Aig cat (everybody knows that leopards, lions and tigers are big cats) From nese total (itis obvious that length refers to nose to tai) only (this expresses the writer's attitude and isn’t necessary for an accurate understanding of the text) Itisn'tas heavy as some other big cats. (this is a comparison but does not directly describe the leopard) sa hunter. it (his is redundant as itis paraphrased in the next, part) Exercise 3 page 45 + Students can do this alone or work with a partner. Exercise 4 page 45 + Students write their fist paragraph, with the help of the Internet or of books, if necessary. Circulate and monitor. Ask ‘one or two stronger students to read out their descr Exercise 5 page 45 ‘+ Students either research their answers during the lesson, if facilites are available, or use information they have researched prior to the lesson. Monitor as they organise their notes. NB You could suggest that students download a photo or photos oftheir chosen animal. This could be incorporated into the final draft and the illustrated de Exercise 6 page 45 ‘+ Monitor as students write the remaining paragraphs, Make sure that students rewrite any research information in thelr own words, Exercise 7 page 45 + Students follow the suggested steps for reducing the ‘number of words if necessary. Exercise 8 page 45 ‘Students write a final draft and check their witing against the checklist. ‘+ Ask fast finishers to swap compositions with someone who, has written about a different endangered animal. » Lesson outcome ‘Ask students: What have you learned today? What can you do ‘now? and elicit: can write a detailed description. can reduce 4G text and edit it for grammar, vocabulary and punctuation mistakes. "Key for Language Review and Skills Round-up 3-4 is on "page 119-120, Unit 4+ Man and beast (51TOPIC eee Nature =» Lead-in 5 minutes ' ut students in small groups to talk about thelr attitudes to domesticated and wild animals. Ask these questions to / stimulate discussion: Do we need animals? Do animals neett- us? Conduct a class feedback, Exercise 1 page 48 5-10 minutes ‘+ Explain that in a listening comprehension task, iis always, important to read the task carefully to find out what the recording is about before starting to complete the task. ‘= Students read through the items in exercise 2 to find the answer to the question. Check answer. KEY c Exercise 2 page 48 10-15 minutes @ 1.23 Sane + Read the instructions together withthe cass. 4 Elicit techniques for completing a multiple-choice listening task. Allow up to 5 minutes fortis discussion. Ask: What ‘should you do before the recording starts? Elicit: Study the task questions. Ask: Why iit mportant1o study the questions before listening? Eli: theps focusing on the key information you need to choose the correct answer ASK: What should you do the fist time you Iisten? El: Listen and make notes about the main ideas, or underline the key words inthe answers, Markany answers you are sure about, ‘and eliminate options that are definitly wrong. Ask: What should you do on the second listening? Elicit: Check the items you have already answered, and listen for any missing information to complete the rest ofthe task. Ask: What ‘should you do at the end? Elicit: Check quickly that you have ‘answered every question. You should never leave a question unanswered in @ multiplechelee task. ‘Allow a minute for students to study the task and prepare. ‘+ Play the recording twice witha 30-second pause in between, ‘+ Students wark individually. heck answers together Transcript 1.23 Host. found a camel in their room. Well | wouldn't want that happening on my holiday. Ha, hal Okay, its 6.15 and it's time for our daily ‘What's up, worl?” interview. In the studio today we have Amanda Hodges, a leading American vet and animal behaviorist, and Jeremy Kingston, a New York City anyer. We're going to tak about how our attitude towards our pets is changing, and te inereasinly popular idea of non-human’ rights. First of al, let me welcome both of you. AH Hello. JK Good aftemoon, everyone. Host Now, Jeremy, is ittrue that animals can now be represented in cout in the USA? How is that possible? | ‘was under the impression only people could be tried. JK Well, actually, animals are no strangers to courtrooms. ral Europe, animals were often held criminally ‘accountable for their actions and regularly tried for ‘murder, assault or even witchcraft. Pigs were commonly ciminalised, and often publicly hanged. It went on untit the a7th century, when we started introducing antl-crulty laws protecting animals. And nov we ae rethinking our approach to animal laws altogether. We lawyers see more ‘and more cases involving pets such as custody disputes, 52) Get ready foryour exam 4 Host 4 ‘or even pets inheriting real estate. And, believe itor not, animals are being discussed in legal terms that were previously only reserved for children. Fascinating! You mean lke allowing the pets to decide io they prefer to live with? Exactly. | specialise n animal behaviour and 'm often brought in to decide which human ‘parent’ pet prefers. Such pet custody disputes have become increasingly ‘common in divorce cases. So Amanda, how do you make that decision? ‘Well, visit the clients in thelr home and usually spene an hour or so with them and their pet. Part of my job is find out which ofthe owmers spends more time withthe animal, who plays with it more, who feeds it Buti also ‘ny to find out about the pet's temperament, and perhaps ‘mast importantly ll look at how the pet interacts with its owners, and who it sits closer to So once you've spent al this time with them, what happens next? | make my recommendation. It's based on who, in my opinion, wil look after the pet better. But t's also important to consider who the pet has a stronger bond with, the same as with chilcustody battles, Sometimes: | suggest joint custody, but not al animals are sulted to this. You see, ike children, some animals think i's tei to lve in two homes. Othe's suffer from something called “separation anxiety’ and tng in two homes would only make it worse, Who would have thought it Jeremy, Is this part ofthe US. legal system now? Oh, absolutely. Like you, a ot of people are surprised by this, since only a decade ago, the idea that a divorce would involve ‘custody’ ofa pet would have been dismissed, even by most lawyers, as absurd. Pets were always viewed as property, just like a car, a washing machine ora piece of furniture, and would be divided up accordingly. But not anymore. Animals are now becoming legal beings with their own interests and preferences. it's gone 50 far that many American states naw allow owners {0 setup trusts for their pes. For example, there was a case that our frm worked on where a billionaire left $12 million of her estate to her dog. And believe it or not, in some states, and I'm sure Amanda will back me up on this, vets are now required to report suspicions of animal ‘abuse to the authorities inthe same way pediatricians have to report child abuse. ‘Ohyes, definitely So, presumably some new laws have been introduced? Precisely. Many law schools inthe United States now ‘offer animal lav courses and an ever increasing number cof lawyers are specialising Inthe practice. Essentially, It's justa case ofthe legal system reflecting the change inow humans view and interact with animals. And 's not just happening in the USA, You Europeans are starting to recognise this change too! In 2002 Germany {gave constitutional rights to animals, and more recently the European Pariament categorised great apes as “beings’ and moved towards ending the use of primates in scientific research, see. So, the future is looking a lot brighter, but perhaps a lot more complicated for our beloved pets. Absolutely. Even the term ‘pet’ has changed. These days, most lawyers prefer the term ‘non-human animal companion’ Nonhuman animal companion! Wel | never..ise 3 page 48 10 minutes Per Remind students to read through the text quickly before filling in any gaps to get an idea about the context. ‘Students do the task individually. Remind them to check thelr answers when they have finished: they should not, ‘write more than one word in each gap, even ifa longer phrase would fitthe context. Students check their answers in pairs first, then check the ‘answers with the clas. from 2was 3in 4 by 5. According been 7 in Bits 9 care 10 last Exercise 4 page 48 10 minutes Sores Read the questions as a class. Explain that in this type of task the focus is on finding similarities or differences between the two situations shown in the photos, not on describing the detals of each image. They can mention specific details to illustrate any points, they want to make. Allow a minute or two for students to collect their thoughts about each of the questions. Model the taskwith a stronger student. Students in pairs take itin tums to do the task. Encourage them to note any difficulties, good or bad points, and give feedback to each other after they both finished. Conduct a class feedback by asking about the difficulties or issues they discussed. Lesson outcome students: What have you leared/practised today? Eicit: {have completed a multiple-choice listening task. | have ised an open cloze Use of English task: | have practised to compare and contrast photos. Get ready foryourexams (Um \ ne Preece LESSON SUMMARY eee Vocabulary: newspaper headline language ‘Grammar: grammatical features of headline language Listening: news reports; listening for gist Topic: the medis [ll 70 do the lesson in 30 minutes, keep the lead-in brief, do exercise 5 together as a class and set the Vocabulary Builder exercises for homework. > Lead-in 3-4 minutes + ‘Write on the board: 1 ead an interesting news inthe paper yesterday 2| got lots of informations from the website. + Putte students in pars and ask them to decide ifthe sgrammarin these sentences is conect or not, correcting any errors. + Elicit answers ftom the class (1 read some interesting news / an interesting piece of news yesterday. 2 | got lots of information from the website) and discuss the grammar of these lexical items (plural / uncountable) + Write on the board ‘the media’ and ‘the press. + Ask the students to discuss in pairs the meanings of these words and what the difference is between them. Elicit answers and claifyif necessary. + Elicit the word journalist dssnelisv and dil the pronunciation, OPTIONAL SPEAKING TASK ‘For most folks, no news is ood news; forthe press, good news is not news.” Gloria Borger Why do the media tend to report dramatic stories and omit the more optimistic ones? What is the influence ofthe public on the media? Exercise 1 page 49 ‘Focus first on the heaclines. Ask students to look at headline 15 die in hot! fre. Ask: Is it full grammatical sentence? (No) Why not? (because space is short and there isn’t room fora whole sentence and also short headlines grab attention more effectively). Ask if anybody can expand the sentence ‘+ Noxt refer students to headline features 1- 6 and ask them to find examples in the headlines. KEY 1abed 2 bce Exercise 2 page 49 + Do an example together then students continue alone or in pairs before class feedback. KEY 1. a The cold weather is continuing. b There is/has been a corruption scandal in the government. Scientists say that factories are responsible for polluting the rivers, 54) UnitSinthenews d Fifteen people have died in a hotel fire. @ Economists say that interest rates are going to rise, Exercise 3. page 49 ‘Read through the glossary together. Clear up any other unknown vocabulary e.g. arson (the crime of deliberately setting fire to something, eg a building). Students work individually to rewrite the headlines. KEY 1 The Prime Minister promises/has promised to cut taxes. 2. There has been action towards making cars in the town centre illegal. 3 The bank manager is going to resign. 4 The police are still [ooking for a criminal suspected of arson, 5 Economists wam that there is about to be a price war between supermarkets, 6 Arace has taken place to raise money for homeless people. 7. The government is taking/has taken action to increase gross domestic product. Exercise 4 pageas @ 1.24 © Ask students to read the headlines and check any unknown words in the glossary. Deal with any other vocabulary questions which arise, e.g. GP (General Practitioner, family doctor) and plant (here: factory). ‘Remind students that they won't hear exactly the same words, Instead they will hear synonyms or other words connected to the topic. With a weaker class you could go through the headlines and predict what these words might be. * Play the recording and let students compare with a partner before class feedback. ‘+ Ina weaker class let students listen a second time and pre- teach some of the unfamiliar vocabulary — allegation, bribe, lucrative irreversible, trade unions ~ from the listening script. Don’t teach them in orderas this will pre-empt the listening exercise. KEY Headline 1 news report 5 Headline 2 news report 1 Headline 3 news report 4 Headline 4 news report 3 Headline 5 news report 2 Transcript 1.24 1 The Transport Secretary has resigned following allegations that he took bribes rom tran companies bidding for lucrative contracts to run services between London and Edinburgh. Although he denied the allegations, he is said to have lost the confidence ofthe rime Minister, who told him he had to go. 2 Property prices have risen by 20% inthe last six months. Banks report that borrowing has reached record levels and sent the annual inflation rate up to 6%, the highest in four years. 3 The European Parliament has called on member states to cut the amount of CO they produce by 20% by 2015. The move was welcomed by environmental groups who warn that climate change will become irreversible itimmediate action isnot taken 4 Trade unions fear that up to 3,000 workers may lose their jobs ata factory in Coventry. The factory. wich makes a range of aXvehicles, mainly for the domestic market, is due to close in July Production is due to move to China 5 Doctors are pushing for a total ban on smoking in public places following new research that blames passive smoking for a significant number of deaths from lung cancer. Exercise 5 page 49 ‘+ Students, in pairs, explain the headlines orally. Ask them ‘which tense they will need to use to talk about recent news (present perfect simple). Refer them to the glossary. They don't need to waite anything down. Walk around, listening and helping as they do the task. Go through the answers as a class. EY 4 Aninetyyear-ld old-age pensioner has died ina fire, 2 Police are investigating 2 death at a hotel 3 Football fans have supported the manager of Chelsea after an argument between him and the club's owner. 4 The royal couple are going to askto be left alone by the media. 5 There has been a sudden increase in the number of women who get martied after the age of 30. 6 Explosions have damaged UN attempts at making peace. 7 Some of the most famous actors from a soap opera have been fired. 8 Apoliceman has solved the mystery of a missing painting. OPTIONAL ACTIVITY Give the students a few minutes to memorise the new vocabulary. Divide the lass into teams. Call out a ‘headline word” and the first student to give you @ synonym wins a point for his/her team. For example, cash (money), probe (Investigation) cop (police), quit (esign), blast (explosion), ete. Words with direct one-word synonyms will work best. Keep the score onthe board. Alternatively, ask students to test each other in pairs. For practice of Abbreviations, go to: Vocabulary Builder KEY 1 W125 EU 3 AIDS 5 UN 7 LAN 9 PIN 2 MEP 4 WHO 6 UNICEF 8 DVD 10 VIP 21d 3a $b Te 2s 4f 6e 3. MrTDA Smith, 25 West Ave, Brighton, GB > Lesson outcome Ask students: What have you learned today? What can you o now? Elicit: | know about the features of headlines. | have learned some vocabulary that is typical in newspaper headlines. penn Reported speech: statements and questions LESSON SUMMARY @e 00 Grammar: reported speech: statements and questions Reading: a report of an interview To do the lesson tn 30 minutes, keep the lead-in bref, do exercise 303 class and set the Grammar Bulder as homework: > Lead-in 2-3 minutes ‘+ Just for fun, have a game of ‘Chinese whispers’ as a whole class or in two groups ifthe class is large. ‘+ Explain the game to the students ~ that they need to listen toa student whisper a sentence to them and then pass it on by whispering it to the person next to them. * Whisper a sentence to the first student e.g. Sometimes information gets changed when passed from person to person. + Elicit the inal sentences ~ they will probably bea little different from the originals! Exercise 1 page 50 ‘+ ‘Students complete the sentences. Tell them to go by instinct for this exercise and they will analyse the rules later. KEY 2 he enjoyed; past simple 0 past simple 3 was going; present continuous D past continuous 4 hadn't been; past perfect d past perfect 5. would be; will O would Exercise 2 page 50 + Read the Learn this! box together. The students find examples in exercise 1. KEY Sentence 2is an example of rule 1 Sentence 4 is an example of rule 2 Exercise 3 page 50 ‘Students answer the questions individually then check in pairs KEY 1. They change to reflect the new subject ofthe sentence. 2 Tomorrow becomes the next day, yesterday becomes the day before, et. 3. This and those become the. A That after say can be omitted e.g, He said (that) he was coming. Exercise 4 page 50 + Do the first sentence together as a demonstration, then students continue the exercise individually orn pais Unit 5+ In the news 55KEY 1 Mike says he hasn't finished his homework. 2 Liam said he would see Nick the next day. 3. Dave sald he had never met Sarah before. 4 Mary told me that'd better put ona nice sut for the interview. 5 Morris says he's going out to buy 2 paper. 6 Ian said that that time the next day he would be arriving in, Spain. For more practice of Reported speech, goto: CImmnnn nee KEY 11-1 ‘Ivisited China last summer.” 2 ‘Vd like to study maths at university.” 3 ‘Idon’t want to go swimming because | haven't been feeling very well” 4 ‘'m not coming to the theatre with you this evening.” 5 ‘Ive been waiting for two hours.” 6 ‘ilbring my new boyfriend to the party.” 7 ‘hadn't lost a single match until last Saturday.” 21 said 3 say 5 told 2itell 4 sald 6 telling Exercise 5 page 50 ‘Aska student to read the report aloud. Deal with any vocabulary questions then ask students to match the questions with the sentences. KEY 1 | enquired when she would be appointing his successor. She said she didn’t know. 2 asked her why she had sacked the Finance Minister. She said he had been disloyal 3 | asked the Prime Minister if could put a few questions to her. She said | could. 4 | asked whether she had decided who she was going to appoint, She sald she hadn't. Exercise 6 page 50 + Students answer the questions by analysing the report and the sentences in exercise 5. KEY 1 Yes 3 ifand whether 2 Yes 4 Yes and no are omitted, the tense changes Exercise 7 pase 50 «students work alane orn pals. Check answers by asking indhiduol students to wit sentence on te board KEY Ben asked Pat if he had heard about the new shopping centre. Pat said he hadn't and asked what was happening. Ben said that the council had decided to build it in Southfield Parks. Pat asked if he was sure. Ben said yes. He said that a sign had been put up outside the park the previous week | the week before. Pat said that his hhouse is next to Southfield Parks. Ben said it would soon be next to a shopping centre. Pat sald that it was terible and he didn’t want to live next to a shopping cente. Ben asked him what he was going to it about and Pat said he didn't know, ) unit 5 «Inthe news Ben sald he could start a campaign. Pat said it was a great ides ‘and he would e-mail the local newspaper right away. For more practice of Reported questions go to: KEY Il asked me where David was going. ill asked me whether/if Pd like a cup of tea. ill asked me what | had been doing. Jill asked me whether/if she could borrow my cat ill asked me why | had been smiling Jill asked me whether/if| would be eating at home that evening. Jill asked me whether/if lke going to the beach in summer. Il asked me why | hadn't done the washing up. ™ Lesson outcome Ask students: What have you learned today? And elit: can report sentences and questions. Newspapers LESSON SUMMARY ee oe Reading: an article about Bitish newspapers Lstening: people talking about the news; matching ‘Speaking: a short presentation about the news Vocabulary: word formation Topic: Enslish-speaking countries To do the lesson in 30 minutes, keep the lead-in brief, limit the preparation time and the number of presentation fo the class in exerlse 7 and set the Vocabulary Builder exercises as homework. =» Lead-in 2-3 minutes ‘© Put students into groups of 2-3 and ask them to Imagine that 2 British student is coming to see them soon and has asked for information about newspapers in their country for a project. ‘+ White the following headings on the board: name, type, size, price, politcal Bias, balance of local, national and international news. The students brainstorm together using these headings to guide them and one student from each sgroup puts their ideas in writing. Monitor and ask the strongest group to read thelr information, while the others can check and comment on their ideas. Exercise 1 page 51 + Students read the text and choose the correct answers. Tell ‘them to underline the relevant information in the text. ++ You could ask some further comprehension questions, which students answer orally as a class with books open or altematively, they lose their books and note down the answers. E.g. How frequently was the first ever British newspaper sola? (weekly) What kind of articles can you read in a quality paper? (news and analysis) What kind of articles can you find in a tabloid? (some news and lots of gossip) Why does the author think that newspapers will survive? (they're cheap, convenient and easy to carry round)xey 2 1702 4 tabloid newspaper 2 the government 5 falling 3 the govermenttaxed newspapers 6 will Exercise 2. page 51 '* Focus on the Use of English tip, then look at the first word together. Ell the word class thats reqitd. In this case the missing word describes a verb so an adverb wll bbe required. Then elicit the word that's needed (weekly). Students continue alone then compare answers witha partner. KEY 1 weekly 4 national 7 accessible 2 goverment entertainment 8 competition 3 costly 6 emergence | OPTIONAL ACTIVITY Ask fast finishers to find the following words in the text: | sprang up, ero, devoted to, in decline, due to, Immensely, | ie out "sk hem to thnk of words o phrases that coud replace | them nthe text ; ‘Key: sprang up (suddenly appeared), era (period, age), are ... devoted to (cover), in decline (falling), due to (because of}, immensely (extremely), die out (disappear completely) Fer practice of Word families, go to: cabulary Bi mEY Verb ‘adjective noun (thing) noun (person) compete competitive competition competitor entertain entertaining entertainment entertain oqanise — giganised organisation organiser shotograph photographic photography photographer advise advisable advice advisor offend offensive —_— offence offender reside residential residence resident 2 G 1.26 See above for stressed syllables 3 1 entertainment 4 organisation 7 advice 2 photographer 3 offended 5 competitive 6 residents Exercise 3 page 51 "= These questions can be discussed in open class or in pairs, ‘ollowed by a class feedback. “= © a weaker class, ask students to think about the front ages of broadsheets and tabloids and analyse the ‘ollowing aspects: the headline size, the use of photos ‘20d colours, the proportions between photos and text, the tensth of articles, the range of topics covered, et. ‘ise 4 pagesi §@ 1.27 "= Teil students they are going to listen to four people talking, bout the news. The first time they listen they only rieed to s=y who is most interested and who is least interested. Ask ‘Sem to compare with a partner, giving reasons for their Tony is least interested and Carolyn is most interested. Transcript 1.27 ‘Tony I don't really pay much attention tothe news, 'm afraid. | never switch on the TV on purpose to watch it, 35 | find it generally oo depressing. But | do know more or less wihat's going on in the world. I's unavotdable, really. listen Ifthe news happens to be on the radio ar something, and | usually hear my parents or friends talking about some big sm of news, Then I'l ask questions and find out that way. But otherwise, what's the point of trying to keep up with a war here @ disaster there, or yet another murder? The trouble with the news is that i's always bad news that’s reported. wish we could hear some good news fr a change. I might listen more, then, 2Becky Wel, always watch the news at the same time on the ‘same channel every evening before! goto bed. I's become a habit of mine | prefer to see the same newsreaders, too, and | don't like it so much if one of them goes on holiday. Ifl'm out ‘one evening, then | feel as if ve missed something and | don't know what's going on. | don't feel the same about radio or newspapers at all. |like to see the news, not just hearor read aboutit. | find ithelps me remember things beter, 0. 3 Adrian We get a newspaper every day at our house, and | always look ati at breakfast time, but to be honest | don't pay ‘much attention tothe stories on the front page. | like reading the gossip columns and the sports pages. My dad always reads the serious news stories but | prefer to listen to the radio or watch the TV to find out what's going on inthe worl. ‘4 Carolyn | have to say, 'm a news junkie. Ike to keep up with the news pretty much all ofthe time. I'm very interested in politics, you see, and lke to keep up with all the goings-on in parliament as well. So, ! usually listen to the radio in the ‘morning and watch the news on TV at night ~ and if there's anything I've missed or | particularly want to find aut about then | go on the Internet. The Internets fantastic for news, | think. There are so many news websites now, and most newspapers are online, too. So there's no excuse nowadays not to know exactly whats going on! Exercise 5 page 51 G9 1.27 * Give students time to read the statements carefully. You could ask them to highlight just one or two key words in every sentence. * Alter you've checked the answers, you could ask students to tell you what they understand by news junkie and all the _goings-on in parliament. KEY 1B 3A 5T 7T 9C 27 48 6C 8C 0A Exercise 6 page 51 * Ask students to go through the statements in exercise 5 and tick the ones that best describe them or which th with. They use this as a basis for discussion in p: ‘groups. Aska few students to report back on what th partners sad. Exercise 7 page 51 + Give students a few minutes to brainstorm ideas and ‘organise them into a mini presentation Encourage them to include information about which newspapers, radio channels, |TV news programmes and websites they like and why. Suggest that they also talk about what they dont ike and wiv. + Invite as many students as time allows to give their presentations to the class. If time is short, ask students to Biv their presentations in groups of three and then ask one ‘ortwo to repeat their presentations to the class. Units Inthenens (57