advanced arene MALLS Lindsay Clandfield David Crystal Oi eee) Pret] auc Roy Norris Ie saa Ce Edinburgh ESU cere’ Peer Ic) od CI te Ii) PCa te ree oR ed:Workbook Teacher's Resource Disc Go global eo: for futher esaorch Fact & Fiction Coursebook Unit 1 Longuege Toxts ‘Communication skills Port T Tend your vocobuary Teoding | Speoking & Pronuncioton 3B page 6 Collocation forgoing nine | Six Wipes "Hue Persea es Is Wikia part ofan bet | Weng | bin’? An online eneycopedia entry Port 2 ‘Grammar Reading & Specking 38 poge 8 Presentsimple and coninsous | The word mot enters for facta rede nnsenme Listening Inerview abou maseums Part 3 Vocabulary & Pronuncioten | Listening Speaking 58 page 10 Entional reactions The Arabian Nighs Fle and stories Waiting Astory Part Extend your vocabulary Reading 38 poge 12 Preis Te scence ft | Grammar Ustening Elise Reacting ta question Function globelly | Making plans and arrmmpements 588 poge 14 Listening to people making arngerments wo meer Inviting an miking fem arrangements Future forins | Global English | Enuinhs june he ea? — 588 poge 15 Discussing the evolution of words connected to technology Waiting ‘job application | 8 poge 16 ‘Wricng sills formal eter conventions | Linking ideas addin | | Giving personal information Study skills Seng goals $8 poge 17 Additional resources Ince atl preuble gain, woes ling and promotion rns Extra reading and writing peace Additional dovndabe lieing und vdeo mates Communication activity worksheets to print and photocopy, review material, test, and video with worksheet Tat Ask the stadents todo some internet research on a museum in dhe country where they live and ro make a shore presentation of what i offers and how it helps to attract vistors, Flexion Aske the salen to research the origins of fmous Folk story from their country on the internet. Ask thom to find ont who wrote i, who for, what was the historical context and why itis sil famous in ‘moder times,Fact & Fiction 2 mode! forthe fst actviy by giving students three bout yoursal, plus another one which is false. Simply students, or write the facts on the board for students, Ty to make the facts interesting but boliovable, eg 2 rational ward fr badminton atthe age of 15. Let 28k yOu up 10 12 questions, to find out more. king and Pronunciation (SB page 6) or srudents in pairs, but avoid putting together ss who know exch other really well. Encourage to ask up to 12 questions to help identity which is Sscorrect ‘fact’, asin the Lend-in. Early finishers can ‘with another pair. As students are working, listen any personal facts which are interesting and could sared in whole-class feedback session at the end. ow neatly into this pronunciation focus, use one “Se cxamples fom exerts Ie hang he rhinl fet srr arly it ath send one Part wp o” beard and elicit the stressed words. Do the same for oro new sentences © 101 Ask seudents to pay particular attention tothe 4 words when listening. In pars students read out, ‘sentences. You could raise the challenge and ensure ound really maura here by focusing on other maton aspects too, such as weak forms, eg tas ss lng, eg bua. Check that sents are concn analy nara aol or el ‘Se thought was from Spain, but infact m from Msxico. note ofthese sertences is also signiicant and worth ut. Highight this ether atthe board stage (exercise stoning (exercise 3). At the end of both clauses, 3 faling tone to indicate tis fs new information: "he was a student, but actualy has the teacher actualy. and other sila adverbs, are also ‘such words indioate toa listener that a correction necessary, dil this in class and/or respond sal ue in exoroae 5, 88 page 6. ‘Ge 2 personal example here, particularly ifyou have s amusing or rather embarrassing, eg One day, sasping and I pur my bag on the floor so Fc tok at Then Usa suspicious oman eal asa with Fram after ber anc grabbed the bag, Then I realised it sn; in actual fact, contained ber new shoes. Then work together in pairs, eg J rboughe you sere about cualy you're over 30, 5 Give an example to star with, eg This t Somtr: He a bisory student. He rays bes woritsen book, but in fact be hast. While students are working in new pairs, ‘monitor, focusing on whether their pronunciation sounds natural. To round off this stage, get a student with good pronunciation to give one or two examples to the whole class, This ean help to raise the profile of good pronunciation, Reading (SB page 6) Pre-reading activity Read out the folowing questions and ask students to write ‘short answors: Were’ te fst place you'd go to tnd te flowing items? you'd look onthe intermet, say which websites). 2) a recipe b) fact fora piece of researc c) some information ‘onthe planets d) some gardening information 6) how to playa ew sport Let students compare their ideas in small groups. ‘This reading text describes the nature of user-generated content, such as that found in Wikipedia, and discusses the source and quality of the material in comparison to ‘more traditional providers of knowledge. 1. Students disess the questions in groups, and then clas. 1/\When Wikipedia is mentioned, write ie up on the board. 2 First elicit what students know about the Wikipedia website, without commenting yourself. Then students id ocate the false information. Let n pairs or groups. Elicit the correct answer, with supporting reasons, if possible. ‘Statement 6 is false 3 Hold up the article (SB page 7) forall to see, and read the heading aloud, Flicit what the heading might mean. Give students the gist task, telling them how long they have to read, eg 3-6 minutes (depending on your group). Ac the end, ler them compare answers before taking swift feedback. 2 (Surely the only way of achieving @ coherent overview Is to invite experts to stt through the content and jug what is quality and what is not? .. expert knowledge, hich remains invaluable today. 4 Show students where the ines go by holding up the book and referring to paragraphs A-D in the text Students work independently, but check in pairs. Write the answers on the board for students to self-check. ic 2a 30| Fact & Fiction ‘weaker students to provide useful support. Students are likely to be able ro work out the meaning of the items both from context and fror standing of both individual parts ofthe phrases. In feedback, draw attention tothe fact that, in context, peer review is the only vert the others are nouns. ‘anything writen enn by amateurs cxtinary people recording events | she opine on th ides of ther peop tka you | the combined, genealy-accepted knowledge of many individuals researched and verted content 6 ordinary people whose interest and level of knawiedge is comparabie to that of professional experts | Mixed ability W ety fricer ar tested he tot they cen record ‘howe and efter se eloeatons, compounds lesa fhvace of rst fete 9 ar chosen sue rowed 200 57a poportan Lt them cma te frcngn 6 Askstudents to read the statements and choose the ‘word or phrase that best expresses their opinion. In pairs, students then compare and discuss their ideas. For this type of opinion-based activity, encourage students to give at least one reayon to support cher responses. Extend your vocabulary ~ collocations for going online (SB page 7) Books closed. Quickly write up the nouns and ask seudents to supply the verbs which go with all of them, « rdste/ cb pate / Hog Be prepared to accept posible addtional verbs ifyou do this. Sadents then ‘work in small groups to diseuss the questions given I the students have heir gadgets with them, allow them to {quickly show their partners for real, eg a recent upload. Share any interesting points as a whole clas. Fact & Fiction 5 Students wor buctryto mixstronserwith Writing (SB page 7) Write the three topies up on the board to focus students’ attention. Explain the task. Tell students they need t0 ‘write the first one (or two) paragraphs for their entry. 1 “Tell students chat, very imporcanty ike all genuine Wikipedia authors, hey should read the instructions ‘Then refer to the two questions, Particularly if you have weaker students, ensure you leave them enouigh time to digest this dense text, Let stademts check answers in pairs and have a whole-class feedback session, if you wish. + neuirality and accuracy 2 anoutral polnt of view: presenting al points of view ‘where appropriate | verifiable accuracy: providing references by cing | | veritable, authoritative sources | 2 If studens are writing their introductions in class and ‘without access to the internet, they will probably not be able to verify their evidence by giving references. Tell them that they can invent references a8 appropriate. IF necessary, give more guidance here. See Langage net. Students should look at their parmer’s work, paying close attention to the two criteria, They should then ask their partner atleast rwo questions about the content. Language note ‘nen students wit har Wikoad occ, hey Thal aol wing subectvedeserpos. Provide some oor exams at aleve pit, 09s en fown the oat aut in he ren. Pct ators, 09 Most people {hy thaw is a any oun itis consoered by many fo be ‘he ore of re mas beat inte regan According tothe srt, vasa Reever place tale unespected SuBriee oft. Homework extra Fer homework, as tudes fo conte wing atlas {womore peragrapte. rind hem thet hey can use the iret be at hey mast et plegiaraeHapprpeafr Your eer, you cul tl hom howto ference (eer ‘crces nich tel be se alts vel They need toincdete ne ofthe orgensaten or author cate ‘St pleston, te of aril underind rin as): web Seas: date viewed ep The Usted Nao (211) Mod ‘emewrptis, wor lana) 2072)| Fact & Fiction Part 2 EBERT lead-in ‘Books closed. Dictate the words rom exercise 1, leaving out historical artefacts. students donot know the words, they shoul ry to quess the sping. At the end, students workin airs toa) olanfy the meaning of sry unknown words anc to 5) guess what type of place they all refer to, Reading and Speaking (SB page 8) 1 After studemts have discussed the questions, chock pronunciation of any difficult words, eg exhibit highlighting the silent lester here). Ask Which of oa like snning museum? Elicit recommendations of museums worth visiting. 2 Pur students in groups of four To focus them, write ‘he names ofthe four museums on the boarce Muse &r *be Clauss Chia re Mascem: Masco Subugution de Arte sand Pitcairn land Muse, Elicit why these museums right be special / what they specialise in, without supplying answers, Give students a few minutes to ead ‘he information about their corresponding museum and answer the questions. Provide dienonaries for optional use. Warn students that they’ will not he able to look 2x heir cext at the reporting stages they should member oF take notes if newesary. 'A Museum in the Clouds 1 paintings and sculptures of the Dolomite mountain ‘ange (from the private memorabilia of pioneering ‘climber Reinhold Messner 2 tis over 2,000 metres above ea level 3 to.celebrate the thls and challenges that adventurers face on that range (possibly to provide an incentive to.climb, or to commemorate Reinhold Messner’s achievements} Museo Subaquatico de Arte 7 85 ife-size sculptures by British sculptor Jason de aires Taylor 2 tis below the sea and vistors must soubs dive tothe ste, 3. to encourage marine fe to develop, and to encourage ‘travellers to reflect upon thelr Impact on the coast © Chichu Art Museum 1 antwork by artists such as Claude Monet, Walter De Maria and James Ture | 2 The entire exhibition Is below ground and there isa +400 square metre garden above ground. | | | 3 to encourage visitors to explore man's relationship with nature Pitcairn land Museum 1. Polynesian artefacts 2 It's ona volcanic outcrop in the South Pacific I's a 30- nour, $4,000 boat inp from the island of Mangareva. 3. Not stated - perhaps to bring tourism and revenue to the island, or to provide a record of the isanct’s history a the population isso small Background note For students reacing text D, the Bounty Was a Brsh ship, ‘made famous by the mutiny of ts erew members in 1788, ‘against thelr aparetly crue captain. The mutineers then salad to anit. Later they setvod wit the native islanders on ‘the nearby, hidden island of Pitaim in 1790 named after the crew member who fst spotted i, The islanders stil bear the ames ofthe mutineers, and speck a dialect that is a mixture of eighteenth-century English and Tahitian, 3 Seadents describe their museum and listen to descriptions of the others. Monitor as they discuss the ‘wo questions. Conduct a whole-clas feedback sesion if students are interested in the topic. Listening (SB page 8) This listening is an interview with Professor Ken Arnold, n expert from a London museum, in which he talks about the nature and history of maseums, 1. Before students start discussing the statements, tel ‘hom that they need to justify their opinions, even if they believe the statement is true, Background note ‘The Renaissance was the prod n Europe between the 14 and 16° centuries when there was increased interest In relent Greece and Rome, vaich raduces new Cevelopments in an, iterate, scence, architect etc 2 Gp rar Play the recording pausing afer the frst paragraph to elicit the answers. Then play the rest ofthe rerview. Let students compare answers before you check them wih the clast Monitor and establish how ehey did. Re prepared to replay (part of) the recording, ifnecessary 1 F(.. Jn rocont years attendance at many museums has | in tact nsen steady) 2 F (.. musoums are nereasingly appealing to young ‘adit audonces) aT 47 5T 6 F (same function but for mors people) 77 | 8. F lathough they't look and function ciferenty) Fact & Fiction |~| Fact & Fiction (ein | A: So, Professor Arnold, are people stil going to museums soaay? B: Yes, wal moe than eer in act, more people re gong fo puble cute insition these days than {re going o sporting venues, and in recent years attendance at many museums ha in at raen sea 1: 80, what sor of paople are they? th aon or museums changing? 8: Wl canbe har to tl actualy, ut hk musaume ar increasingly appeaing to youre adit audence ‘numberof museums have also experimented wi the ‘dea of opening up ne evring, and sore have ound ttemseves absokily crowded wth youngsters ooking {or supose what stor ham acferent but un nat cut Soat Welcome Colecto, cur tages aucence | Sectornas ended up being in the years 20030 So, telus something about the istry of museums. ‘Where nave they ome toni? B: Wel, modem museums eal started ithe Renalsance andes you know, the Renaissance was a time when thre wes a massive blossoming frerst inthe den of tnowledge, paral gating fc, ed sing scent vestigation and discovery to Create knowledge and actualy aome hslorans have gore 30 fr 250 argu that museums ep estabish the very notin of krowedge balng based on evince. A: Can you explain bit more by, what you mean by “erowledge based on evcencs”? 8 Wl | guess what mean i this ia of acs that were publ visi, tht they wer verti by anyone ‘tho wartedte question them so musoums inthis respect wore partcuialy important Because thay provided paces where this bo of factual evcence~ 0 Specimens and sample from parts o the wor ost Unknown to Europeans oF ote oer hand, exarpios cf exracrdinar crtismanship and ingen at very few people could so, al of tat could be gathered together it coud be ordered, could be made avaiable for seit tay. And the mportant things done ible ‘A: Can you give s sme example f those king of speciners gathered in these ary museums? 8: Yeah well sos very Reralasance museum had a Urncon'shor, Lots andl of hem had naan lsh which was beloved to have mecca propartes. And then some of test examples of what wer then exotic rate wore brought no museums, 2 the very fret banana in Engand avd ina muscu inthe ery 17 cont Fascinating. Wht about now? I mean, we have the internet, we have so many oer sources of nowege | mowz What place etree now fr museums? Fact & Fetion Bi: Wel, ectually ae far a8 'm concemed, museums can sill effectively perform the same sor of function, but ‘now not just for afew people it's for everyone, anc || ‘that function Is ereating and engaging knowedge ‘through experimental projects. So, for example; you can put on an exhibition about skin... and you can bring together the scientific knowledge of ow skin works ~ i's the biggest organ in our body ~ but go al the ideas that artists and historians have put together about the same topic. So through temporary cexhibtions as well as through lve events which ‘museums play host to, | think museums hold up this notion of ideas for inspection, and this nat so much by presenting dry nfoemation, through factual knowledge in books, but rather, really, sort of emotionaly-charged fact, tacts that you can, you can almost feelin your stomach 1k: And finaly, do you think ther'l stil be museums in 100 ‘years? Ad if 0, what do you think they ook ike? 1: Yes, Im pretty sua there will be museums. I'm sure in some respects they'll laok and function very diferertly, though often, i's in waye that we simply can tell at this stage. Thoy'l look aifront in ways that we can't predic Listening extra Trae sone otarnirsing act nth tnt wen certs may athe fined on th ial itning. Te hgh fee ad prove econ aterng poco, wrtoup te lowing rune enor hn haan eo, Theva sam ecibon, Reply be wha ecacna. oUCOL va lH ee etes oo gh owereuny 3 Letstudents read the interview extract first, before replaying the interview. If necessary, pause and/or replay the relevant point. “1 well in fact; infact 2 actually ‘3. Well, I guess what mean 4 Well, actualy as far as fim concemed 4 Seudlents work in pair. Tell hem thatthe expression: cnuld be used more than once, allot tem could star an answer 2 | guess what! mean Is; As far as mm concerned 3. infect actualy 5 Give students a few moments to digest, choose and ‘consider the questions, then part them in pairs. Monitor as they are talking and pick up on any points of interest, either topic ot language-related, for later feedback,~ Fact & Fiction Grammar (SB page 9) 1 First ofall, ask students to work in pairs to discuss ‘main uses of a) the present simple and b) the present ‘snuous, Then ler students work individually on the se=xching task, before comparing answers swifily in pais. ‘Conducta whole-class Feedbae = an established fact 2 habit or routine 2 tend or new development a temporary situation 2 i pairs, sradents mach she adverbial words and phrase ‘ch the rules. When checking elicit any other examples “> can think of, eg (in group 2) usally, normaly © wie (a trend) vlna (a fact) ‘eb (routine) ‘ule d (a temporary situation) negative or unwanted, eq he's forever leaving a al over the house; she's constanty nagging moto got Although the present simple is also possibie her, ‘Continuous aspect emphasises the idea of repetition of factions. Note that when spoken, the adverbial is srossed: Theyre always talking about moving abroad. normally considered state verbs’ such 2s ove, ‘cezasionaly be used inthe continuous, to give extra to the curent moment, gm thinking it's going to ‘at's what i in my head right now). , verbs ke fove and ike are sometimes used ly in he present continu form, eg’ owing this es dalicious. Ler students make their choices independent, then sss their answers and reasoning in pairs In feelback pen to discussion as there are sometimes grey areas terms like == becoming (a change) swork am working factor temporary situation) | rovide (fact ~ has gone on fora long time) <= ying (a temporary activity -not a permanent state of atars) being reduced trend) hays trying (emotionel connotation) / always tres sbi) don't have (state verb this is revision, but 38326 t0 in the wu) <= sounding (continuous dynamic meaning of state verb) 4 In pais, students complete the sentences, Remind them before they start that the adverbial ean be more than one word, Check answers in a whole-class feedback ‘Suggested answers, 1 Atthe moment /At present (curranty is possib, but note its usvally mid-postion); have is present simple because itis a state verb rarely normaly forever / always / curently In general / Nowadays Increasingly Language note Depending on their fist language, some students may be ‘tempted to use the word actually to mean currently oF now. ‘Be prepared to lary that this sa fase fiend, 5 Choose one example as a class and elicit some true sentences about it. Invite different students to write up their sentences on the board to help focus them.Then students work on the other topics on their own. Monitor as they work, assisting individuals with problem areas where appropriate. 6 Purstudents into groups of three to read, listen and discuss their sentences. As well as asking about evidence, they should also stare whether they agree or disagree with the writers’ statements © Grammar focus Refer students to the language summary on present simple and continuous for facts and trends on page 132. You can use exercises 1-3 on page 133 for 8) extra practice now, b) homework or c) review later on, “The answers are on page 162 of this Teacher's Book. Fact & Fiction~| Fact & Fiction —_—_ Part 3 ‘Shalvezed and Dunyazad ar eters, ard dates of their Th vers employed By me kn. Shatvazad PERG Lead-in meri te ing wo aT Bing in aovel that you have rad. Show students the cover Tal them about the book and why you ike t, and encourage them fo ask questions. Encourage similar conversations, eter as a whole class o,f possible, smal groups. ‘The Arabian Nights Long goin he ilands of Inland rina, ther was | Kancalad Shaver He ed over he ands, tetng his Speaking (SB page 10) ucts wi jase and enogng te fection of hem a ‘ht one day the newa eached hi hat he we pad Been trl him. Tho king was frou, and overcome wut rage and sou, hold oth is we and hee oer fd om hat day on, he developed deep nate or all tren He woul order his vetoing hima yours get 1 In pairs, students classify different rypes af books as fiction / non-fiction, Elicit an example, eg biography; 0 ‘get them started Ifstudents seem co find this difficult, give some alternatives, eg a memoir, a thriller, ee pe sgn nay hr andar he weusng ge FEET Mixed ability con enw Teaco eran fate cu (om cigs IE) | ate to urn emery cle yf eve ah oe 0h cn ear ‘their daughters until there were no nubile girs left in the ee . ae city. Then, when the vizier was ordered to bring the king a Bee ren som aearaeee . on Rae mci bl coad ot td nope ‘and had to ga home ematy-handed, dejactec and afraid of What the king might do to him, “This man had two daughters, of whom the elder was called Shahrazas and the younger Duryazad. Shahrazed hag read Books and histories, accounts of past kings and. stories of eater peoples, having colacted, it was said, & thousand volumes ofthese, covering peoples, kings and 2 You could approach this wi a brainstoran: ist, either asa class or in groups, students say what they think the ‘main ingredients of a good story are. Them they look at the lst and select the six most important features on their ‘own, before comparing their choices You eould tke feedback after question 2."Then have pots. She asd her ator what had happen to make Mudcat dotuestion and share thei story summaries | RMD earewom and sad, quoting the lines of a poet, vith the whole cls | say to the careworn man "Care doesnot las, Arc 9 oy passes, vo does care’ When her fear near this, he tok Listening (SB page 10) feral that had nappened between tim andthe king tom beginning 1 end, at which she said: ‘Father, mary me 1 be this man. Ether! shal ve or ols {shal be a ransom for ge | the cnidron of the Muslims and save them from hi.” ‘By ‘This listening is the opening of the story of the cnabien 1 After the students have read The Frame Story, ask one | God.’ He exciaimed, ‘you are not to isk your if. of thei to read it aloud. Discuss the questions Shahvazad listened to what har father had to say, But she sil insisted on her plan, and so he decked her out |_| and took er to King Shahrivar Shahrazad nad given instructions to her younger sister, Dunyazad, explaining: Background note “When | go tothe king, | shall send for you. You must ‘come, and wien you see thatthe king has done what SS ‘wants with mo, you are to say: “Tell mea story sister, con mene ore arc eatin as to pass the waki ight" shall ther including Indian, Persian and Arabic ora traditions. Wis the peacoat aie aa — stores wore only ween down in Arabic) inthe 14” century, 7 : - fhotables were ckcultng for cortues eal. Attimes, the | Shahrazad was now taken by her father tothe king, Characters begin to tel ther own story to other charactor, was pleased to see him and said; Have you brought Srondnga cary winn ast. The version here comes fem | | want?" When the vizier sai ye, tho king was about ‘now tanslation by Maiolm and Ursula Lyons. lie with Shahrazad, but she shed tars and when he her whet was wrong, she tld him: have a young 2 108 As you sare the listening, check how to | and | want to say goodbye to her’. ‘a shorter story whichis part ofa longer, main stony ‘pronounce che characters? names Also clarify the Liter that lg, the King agroal to Shabwazad Meaning of ser (x) S214) Gn important government | and Dunjazad was sat by her bedside tical in some Muslin countries in the ps? ra etal er parpecal eal {ola stort pass tho waking hours ofthe right. | eyactest pleasure epled Shatvazad, if our cured | one| Fact & Fiction ‘ong gives me permission.’ The king was restiess and when he heard what the sisters had to say, he was glad tthe thought of listening to a story and so he gave his permission to Shahrazad. Shahrazad said: ‘Ihave heard, O fortunate king, that a wealthy merchant, who had many dealings throughout the ‘ands, rode cut one day to settle a matter of business with one ot them...” Morning now dawned and Shahrazad broke off from what sos had been allowed to say ‘What a good, pleasant, ® Ive sort of woeks £0 shell be here next Sunday anc she'd ove to s0¢ you. A: And I'd love to see her, Dad. OK, wel, why don't I give ‘you 8 callback and, erm B: OK, but nex! Sunday is on, yes? A: OK, Dad, next Sunday's on, next Sunday's on. B: tel your mother A OK. ve got to go, Dad, erm, £0 speak to you socn. B: Allright, cating, take care, A: OK. love to Mum. Br See you next Sunday. A OK bye. 2 | Hi Fob, ite Clare | On, hi Clare. ‘A: I'm sii onthe coach atthe moment. B: ight Fact & Fiction=| Fact & Fiction ‘A: wondered if you could come and piek me up? Er, what, fem the coach station? 'A: Yeah, My coach gets in at 4.30 Er, what's the time now? It's about 9.15, that gives me an hour and .. 6 yes, yes I can pick you Up. |: Erm, where do you want to meet me? 8: Oh, um, there's a meeting point in the coach station, by ‘he clock. Um. fyou can wat there, I mean, | don't know how long itll take me to get there an! might get stuck in traffic or whatever, but Il be there a3 s00n as | can |: Youtl probably be there before me ‘cause i's pretty choska on the motorway so um B: OK, um. right wel do my best, but il certainly get there by 4.48. OK briliant, that sounds great so i's the meeting place by the clock? ) 1) se9 you there Allright, 98¢ you then. bye. Bye, Hallo, HRP, Hello, is that Joanna Evans? | Speaking. 3: Hello, i's Geol Parker «Oh, ch thank you for getting in touch. We need to meet we. B: Yes, um, is tomorrow any good for you? PRP DeTOROee [As Um, yes, Tm going to be working here until... one o'clock, ten ta ane, | eould do lunch BB That’. that could work actually. 'm due in court at half past two 80 maybe botirean one and two would be (9004 for me, then it would give me time to get there. ‘We could mast, um, on the corner, that italian? BB That sounds fine, ! was going to be in that area anyway 0 .. what time did we say, about five past one? ‘A: One o'eleck. I Bookit 1B: Oh that's super. Thank you very much, ‘A: See you there | 8: Thanks, bye bye [3 Conversation 1 ‘She's going with her three brothers to her dad's to Ccelebrata his 70° birthday. They are going to have a meal in a vestaurant on Saturday anc probably goto 2 garden | centre on Sunday, Fact & Fetion ‘Conversation 2 | Bis going to London fora tennis tournament and may ‘do some gardening on Sunday; Ais going to paint the bathroom, and possibly do some gardening and vist her motherin-iaw. Suivi | 2: What are you up oa the weekend then? 8: Wel, on Saturday m going downto my dad's inthe ourrysid, er, where Fm meeting up wih my tres brothers because I's hs TO" Brinay, my dad, 90 wee going i ave alovely eal na restaurari. And ta, Sunday wel probably jt goo he, you know the rueey ad, you Know, by som prs fr the garden A: Lovely So Ben, what are you doing this weekend? You got any plans? | Bi: 1m planning to ge to London on Saturday. I've hearé that there's a tennis tournament on so| thought I'd go and see what that's ike and | might see i can take some of my tends along. How about you? ‘Well | think m ust stuck at home realy, We've got 0 many crores todo, 'm just going to basicaly paint ‘the bathroom, which is getting really groty, and aftr that! think if the weather is good I'l got nto the garcen | “cause is looking abit messy after the winter, 8: Ob lovely 2 Yeah, Then Im thinking of going and visting my | UK mother-in-law because | haven't seen her for a couple ‘of weeks 30 I'l just check up and see how she's doing. B: Maybe I'l do some gardening on Sunday as wel f'm [be Language focus (SB page 14) Aim: fametional language. to drave students’ attention to the items of Tips: + Students work alone frst belore comparing answers pairs. Discuss any areas of ambigi «+ Give students time to make a note of any new phrases they would like to remember, 7B 28 9¢ 4A 5A 6C 7D BA 8D 190A 11D 12D) Fact & Fiction wunciation (SB page 14) v co focus students on a particular aspect of cnciation of the target phrases Play the recording ewo or three times, if necessary: (Track 1.13) Ac this level, try to promote good all-round sunciation ineluding stress intonation and linking This also raises the challenge for students, ‘Use students with exemplary pronunciation to acc as ssexlels to help others in the clas. ve 2up 3down 4down down 6 down no information questions: voice up at end ne questions where no information is requested (og ts, offer): voice down at end king (SB page 14) toallow students an opportunity to use this sage in a meaningful, real-world contest. Ack wo students to model the beginning of the conversation, to motivate and clarify Encourage students to use the Urefl phases. Give students time to prepare this activity: Circulate sod monitor carefully whilst they are talking. rect sensitively, paying attention to the target Language especially ne, repeat the task with new pairs Esvite one or two students to share strong examples the whole class to round off the activity, bal English lessons in Glu have two main goals: 1) to give sod your students interesting information about sh and language in general 2) to provide practice in ot kinds of reading comprehension tasks that they’ Sly to encounter in future study, for example in exams lead-in ask students to name three ofthe following: -ertes of English around the word English words related to botany or flowers English words related to zoology or animals ‘Fey rew words in tho English language ‘examples. Explain that ths inks withthe wading tay Warm up (SB page 15) ‘Aim: to engage students with the topie, and highlight potentialy difficult voeabulary in the text. Ti + Elicit some of the difficulties involved in estimating figures relating to language. Reading (SB page 15) ‘Aim: to provide scudents with interesting information about English, and practise reading exam sills Tips: + There are two tasks. The first focuses on gist; the second isa more diffcul tsk, similar to that of a reading exam, + The third question raises scudents’ awareness about a language feature. challenge students to guess the answers for exercise 3 without looking at the text. Then they reread it © cheek. At the end, focus thei attention on the sufixes, both meaning and form, + This language isnot tested or reviewed in future units, which means you have more flexibility with this ‘material as to when and where you use it. 1 With estimates and opinions ~ there are to0 many variables and ways of describing language; various areas ‘of language have not been described such as scientific terms; new words ae entering the language all the time and old words faling out of use 2 1, Band 6 can be inferred from the tex. 3 1 demonstrable 3 uniformity 5. tabulate 2 remarkably 4 marked Reding er oe are ponerse Soiree aes See Shnceanaron satay eee once Speaking (SB page 15) for sees vo rel the noel nthe reading to own langvage, culeure end experenoss. Fact & Fiction-| Fact & Fiction Cd Tips: ‘+ Conduct a whole-class feedback session on any points of inerest ‘Discuss which of these words are the same in their first language. Ask students Do you mind the fact that many frig words are used nowadays? As you go through these Gilabal English lessons in the book: don't be afraid to ask stucemts’ opinions and reactions to the information in the tess. Ask Whizh do your find interesting? Do you kre of sila experiences fut in sur ome language ar onber languages? Writing: a job application ‘theses lal a gel wo premade wring rn They ll low esas Forms Reading (SB page 16) ‘Ale 10 ii spl en fr sale end, ti + Books closed. Before starting, lice the n information included in ajob application lever + There are often two questions for these texts: one Which focuses on gist and the other on specific details, «For exercise 2, in pairs, ask students frst vo think of an alternative, more formal expression without looking at the text. Then they should check their own answers by: reading the text again. Ask students Us she syle of jl appliation leter in your Language any different fiom this one? 1 1d 2b Ga 4c 2 1 positon 5 extensive 2 beleve Fpossess 8 Priorto 3 hold master’s degree 7 broadened my outlook 4 Ihave undertaken further 8 look foward io hearing from you 3 Students’ own answers. Writing skills: formal letter conventions (SB page 16) ‘Aim: to give students a chance to develop their writing through various differenc micro skills, Tips: + Clearly explain the focus and do an example of ene ‘of the questions first with the students before asking them to continue on their own. Feet & Feton ‘+ Let students check their answers in pars or small ‘groups, ten correct in open class, ‘+ Draw out some comparisons with students’ first language(s), eg which conventions are similar or not. 1 F {dont include your name here, only your adsress) 2 | (te tater tne salutation) 4 F (Yours sincerely with Dear Mr /Ms Bragg; Yours faithfully with Dear Sir Madam) F (ont use My name is...) F (put above your pare) Linking ideas: addition (SB page 16) ‘Als to highlight and focesona particle empet of langeage tht stadens con we to nprove ther ing. Tips: + Do the first example together in elas, then let students work through the others in pairs. Ficit some suggestions as a whole class and respond to these if incorrect, before students check with the text. +The nor ony structure (exercise 2, SB page 17) is ‘commonly tested in exams and one worth highlighting; it sounds sophisticated in formal written English 1 1 Imadltion to my skis. 2. im both Hay and the UK. 2. tain 2s well as English, 4 ..ia.risis. Moreover, | 87 creative 5... my outlook, but also enabled 2 Suggested answers 1 I not only spesk Swedish, but am also fuent in Nonwogian 2 can nat anly work under pressure, but l also enjoy challenges. 31 hold not only a degree in languages, but also a ploma in tanslaton, 4 Inot only qualified as a nurse, but have also Luncertken further training in midwifery. ule: not only and also go: ~ before the nouns they are contrasting ~ botwoen the subject and a single-word vero ~ after an auxiliary vero and the verb be = Gnversions ean be used with not only, eg Not only does She speek three languages, she's aso earning sign ‘anguage.) SeFact & Fiction Suggested answers, lay gol, Moreover, am a coach forthe local ‘boys! football team (or, .. moreover, .) ot only play gott, but am also a coach for the Jecal boys football team. S© accition to being a good team player, am a 's0od listener ‘=> both a good team player and a good listener. lay the flute, In adltion, Ising inthe choir. (r, the fute and, in addition, |. or In addon to eying the Mute, | also) singin the choi) only play the flute, but {) also sing in the chor. ring to write (SB page 17) ive students an opportunity to gather ideas for cask students to brainstorm ideas in pairs or groups. adents to make notes here, but not to hegin scitor as students are writing (exercise 1), 0 clarify was students are talking (exercise 2) and take any good and probl for later feedback vurage listeners to ask atleast one question for | autobiographical fut given. Alternative procedure ance exercises 1 and 2 a8 a “Guess who! acti, 1t0.complets the sentences 90 that they are true ‘They shouid avoid making their ident to ‘9 ther sentences as later ther peers will have to sno is boing described. Put the ananymous shests 2 room for others to read anc’ dent the author. rave iti job experience, you could do this as an sa someone that they hope tobe in X years time (SB page 17) = give practice in more extended writing tasks. section can be done as homework. xd students to refer back to the model text. == that they find/write an imaginary job scion/advert too, to work from, if they like. lly before they seadents co check their work c + Tell students that yon will be assesing their writing using the following criteria: appropriate we of relevant voeabulary and phases; cavity of organisation; range of grammar and syntax; appropriacy of formality and tone ofthe letter (confident but not arrogant or unrealistic): accuraey. Study skills Setting goals (SB page 17) Alternative procedure If students know each other fairy wal, ey can Work in pairs. [Ask each student to finish the two sentences asf they were ‘their partner. Then they can show ther ideas to ther rend to see how close to the truth they were. 1 Ask students to work on their own. They should use at least five words to complete each sentence. 2 Invite students to share some of their reasons for learning English with the whole class, Put any useful phases up om che board, eg ro Bel/adcance my carer prompts to enable me to gt into a unicersity abroad, ee 3. Books closed. Write up the words di advanced student ‘ssomeane who (er) ...on the board. Flicit two or three possible ways to finish. Ask students to work in groups of three to think of ar least five:more descriptors If they need help, put up promprs such as pronuncaston, reading, speaking, style, genres Monitor and read what they have written, opening it out to the whole class ifappropriate. Students then compare their sentences with those in the exercise. They rate themselves 1-3 for each statement. 4 In pairs, students discuss their positive areas and those they would like to improve. Their partner should listen to the problem areas and give at least ewo suggestions. You ‘may need to model this, eg I'm not very goad wt speaking SB page 28 Writing sil an eal to rend Linking dens time expressions Study skills ] Exploring coleations $8 page 29 Additional resources ‘eWeorkbook Tateretive and privable graniar, wcabolary, istening and pronunciation practice sea reading and writing practice Additonal downloadable listening and video material “Tacha Dediures | Cramster wally woilahere w picrend phamropg ordrwnmchl tesenl ine Dise worksheet Go global Tighe Ie0s for futher Ask sents to search on the internet for examples of poetry associate wit the ea f ight. Ask them research tw choose one they particularly like and expan why. Dark Asksudens to ind information onlin about support fur people who are blind ar paras sighted in their own countries As them o neport thee ndings © eo vonra vanlight & Dark ‘what they understand by them and which thay Ske: wil tlt you read fine stores, but is warm and you 222 the dust onthe floor. ~hish Proverb face tothe sun and the shecows fll behind you. Proverb there is sunshine the doctor slarves. Flemish ProverD the top forthe ned unit Light and Dark ing and Speaking (SB page 18) ars st look a the two works of arin silence nk fortwo minutes about the questons, before mg them in pis (The answers are quite Tater stents wil hear an experts view of cing too) Hyou ean, research other picares of light instalation, Search online withthe wi: Ean i nsalin Samo febck some ofthe more interesting sues raed ted answers, serreer painting: the woman Sasson installation’ the yellow circle vermeer painting: foreground: table, jawellry box; Sackaround: painting (of The Last Judgement), curtain er window -Sesson instalation: foreground: slihoueite of person: Seckground: walls ‘peman is weighing her jowels on a balance; students! sermeer painting: dim, faint, soft, warm -Sesson installation: bright, dazzling, deep, rich, warm fe sun /eunlight -Sucents! own answers. ind note artis a genre which deseibesthree-cimensional usually ef huge proportions. The works of art ae onsale within a space so that they raise the awareness, invting a response, Instalaions an ‘temporary er permanent, in a galery, museum or setting ney are often ste-spect, a both the work of 58 environment for part ofthe whole. In this 3, ris intends to break down the division between te, -Eiasson is a professor atthe Bern University of As, nena sstabished the Insitute fr Spatial Experiments Instaletione use natural elements and he frequentty with other experts such as architects, goometers, ‘ood enginoors. The Weather Project was installed in "= he Tate Modeen Gallery, London, attracting over to veto. 2 5 116 The listening is a description by am art expert in which she aks about the wse al effect of ight inthe Vermeer painting Let students read the two questions first, and reread the ‘earlier questions referred to in question 1. Ask students to follow the recording with their finger poised over the picture! After listening and comparing answers in pair, havea whole-clas feedhack session. +1 the woman's face and the balance 2 window, mio, table, pears, balance, the woman's stomach | 3 The expert suggests the woman is contemplating | her pregnancy against a backcrop of measuring her material wealth anc the belief in a future divine inegemet 4 dm. s0m [us | Woman wit @ Balance is one of Verreer’s nest paintings. ‘Asin so many of his interiors, the mood of gantle serenity is created by ight streaming into a dimly-it room from an ‘external source and highighting the most important details. Here inthe top left-hand corer, you can see soft pale ‘git emanating trom a high window where the shutters ‘seem tobe hatf-closed. As it passes through the erenge curtain it creates a warm golden glow, contrasting with | the deep shadows around it, producing a faint reflsction in the mirar, and then bouncing of the grey wall apposite {o fall onto the table, Then our eyes follow te ight asi shimmers on the edge ofthe table end, on the pears which ‘each gleam Bke single drops of ight and finaly rest on the ‘woman's fngers nd the balance in her hand. Then i's as if Vermeer creates an invisbl ine that draws us up tothe ‘woman's face and then down again as she contemplates: the balance, is @meless moment as we gaze with her at the balance inthe very centre ofthe painting, which itself is hed in the balancas of light and chadow, of grey and (0d, in te surrounding canvas. What i she thinking? What | Is the meaning ofthe balance in er hana? Perhaps the ‘inting of Tho Last Judgement in the backeround, and her | Beary pregnant stomach ae there to provide ces. 3 Purstudents in AB pairs. Give them time to consider their work of art. Encourage them to try and answer «questions 1-6 from exercise 1, page 18 (selecting question 4 or 5, as appropriate). Ensure that students do not show their work of art to their partners until you tell them to, as they need to picture it themselves frst, in their own ‘minds. (If possible, sit them back to back in their pairs) Lght & Darke@ ©? Light & Dark Pronunciation (SB page 19) 11 Write this sentence on the board. Flicit suggestions regarding the pausing and their reasons. ‘Woman with a balance is one of Vermeer’ finest paintings. 2H 1 Scents iil ste tothe first parcof the track simply to check cheirpredictions."Then let them read the two questions before you replay this part of the recording. Eli, then mark the intonation of the speaker's voice on the board, using a small arrow in a diferent colour Also mark the stressed words. Woman with a Balance //'s one of Vermeer's | * finest paintings, 3 npairs, tudes preiet where the pauses willbe for the rest ofthe extract for autioserip 1-17. After Tstening to check, let ther read the est once silently in their heads, before working in pairs. ow Answers, Woman uith a Batance / js one of Vermeer’ finest paintings. Asin so many of hs interiors, the mood of (erie serenity created by ight streaming into a cit room //from an exteral source // and highiighting the most important detail, / Here, /!In the top left-hand corner, 1 you can s2e 2 soft pale light // emanating from a high window // where the shutters seem to be hall-closed. // As It passes through the orange cuttin / tereates a varm ‘golden glow, // contrasting withthe deop shadows around i, producing a faint reflection inthe ei, // and then bouncing off the grey wall posite to fall onto the table FESEZI Homework extra Hf students liked the two works ofa, they could research at least sx intresting pieces o information about one ofthe pieces, or about one ofthe artists. They should take nates, to report back next lesson. Reading and Vocabulary (SB page 19) 11 Focus students on the image atthe top of page 19. Ask them to think of verbs or adjectives wo deseribe the light, eg dassting, reaming, dancing, exploding. Refer them to the Glasary. Read the poem aloud, with feeling and clear phrasing, asking students to read along silently. Focus attention on the information about Yeats. Srudents work in pais ro answer the questions. Discuss the answers with the class. Aethe end, ask So hur are the cloths of beaen? (clouds starry night sky, ete). Howe much do yo think be loves this peran? (2 lo) Light & Dark | Possible answers 1 loved one ~ perhaps a lover, or a chit 2 theheavens’ embroidered cloths, le he skies; his dreams 3 day and night; times such as dawn or dusk /tvlight 4 “The poet has offre something very precious and ‘does not want to bo hurt by having his gite rejected or destroyed. 2 Do the first sentence together to clarify the task Then students work independently on the exercise, ‘They ‘compare answers in pairs before whole-class feedback. eal light 5. 8 ‘Metephorial light: 1,2, 4,6, 7,8, 10 3. To facilitate the task, if necessary, point out thatthe pars of speech of the words in the box give a helpful elue towards finding the answers. Do the first one together and let students have a few moments working on their own. In pars, students compare their answers. help us uncerstand betler Understanding approved ‘considering ‘signs that a situation s going te improve emerged informative; looked at later and ina calmer way 40 inanow way Extra activity ay ote xen ith arent taal eavrond siete Hyounseaerlng ad Jun triwcgnowaromnyercestinsaee inoruhe run hardest ahty Sete inca engage par en separa Sou commen Set ton omens oar tak toto te Cy bo hy ao pan oe varatorate Sr pure we hoe tara Deck ‘cei Tene coast va i he ora anuncas hanno oss sn chan tattn aap ose oan 4 In groups of three, students choose which topic they would like to discuss. Be prepared to motivate them with other topics, if necessary, eg polisicians and their policies cone; somebody a serious discussion you had with son you used to trust, but now do not.Light & Dark Lead-in of three, sive students two minutes to think of as light sources as they possibly can, including Sources, eg firafes. Et some examples ing (SB page 20) dents work in pairs, Write up some err ideas,eg yor ficeuritetpe of sumer bliday? Doyo be Sith SAD (oasonal afc derder? Wha are the and benef ofonbubing? Skip feedback unless Bsemerig of pericalas intact. Sesame pairs, smdemes each read a different text at east three quiz-style questions, Monitor and ile they are writing the questions. os first ask their questions to see if their partner of the answers before reading. Then they swap Sten again to the questions orally and try to locate ers as quickly as possible. lary and Reading (SB page 20) fie solar ular —__; energy au zmisions on the board In pairs, stents write ic colloeations,belare completing exercise 1. Flicit and check voeabulary alternatives S22 warming 3 fossl 4 solr pairs, stuclents should actively try to use at least one colloeations from exereise | per visual on page 21 is reading discusses the power of the sun and its cally) positive impact on the environment and on menities all over the world. Reading extra pstudents may benefit from a gist task (before exercise ask thom to read the tort and write propia neadings. Discuss the best enas. ss inidally work alone on exercise 3 without aries, except at the ene, to check. In pais, let them heir answers, Check a elas only ifnecessary Nights are long and activities are cificult without lighting. There is more sunlight in these latitudes. Candies are dim; kerosene is expensive, toxc and angerous. Their lower consumption mans panels are relatively inexpensive to produce enc install 4 Itanabls them ta work, communicate and do ‘business more easly ‘© Itreduces our dependence on fossi fuels and may help stop climate change. 2 at hand - now available «2 huge outlay ~a lot of money spent at the start the benefts of ciisation ~ technological advances a staggering fact a very surprising fact {dwindling resources - non-renewable energy resources that are slowly running out the impending catastrophe - a huge disaster that could happen very soon 8 affluent - wealthy ‘curtail hat waling - home inexhaustible - limitless ‘generate ~procuce: 4 In groups of three, students discuss these points about solar power. You could show visuals by doing an internet image search Homework extra {students le in a country where solar panels are popula, let them do some internet search. They should locate a solar ‘panel company anc find information about the instalation, ‘costs, savings, nature ofthe panels, ete to snare xt lesson. Grammar (SB page 21) 1 Biiciesome suggestions for the first gapped! prediction, then let seudents complete the tak. Then students diseuss grammar questions | and 2 in pars. In question 2, be ready to clarify may wet (Whilst may talks about possibility, may ellis used to alk about something which the speaker deems more likely w happen, ie a probabil ) @ could 1 possible 2. may wel (more probable), will more ofa certainty) b may © might 2 Students will have encountered these verb forms before, so they can answer in pairs. Assist with concept ‘questions and form, if necessary. 1 a es stating what will detiitaly happen in the year 2030 'b is stating what will happen some time before 2080, ‘50 that in 2080 they wil already be finished 2 a is an action that will happen once this time next year 'b isa regular repeated activity that wil be happening ‘at this time next year Light & Dark2 Light & Dark Language note “The uur prec is used to emphasis the completion of an acon before a spsctiag pant nthe future, embodying ln dea of lokag baciarcs fom thal por. Future ne ‘adverse con fund wih tis form, egy. mK amount ‘oft, eg hn sk mont’ tne, hey have moved abroad. ‘asc By hen? Wi to acton be progress or compete? (complet). The future continuous rlersto something in progress at pect te nthe tur, 037 tne ert Wea, be siting my ft exam Ack sia speci tra? Winen? WA be fire rn eregess? This fom can also be ed to reer o evant de take pace, 20 that other avons ‘ean cat 69 be cing your way home iter oI can give youaii, 3 Monitor and assist as students, in pairs, discuss the ‘options. Elicit answers and write up a clear record on the board. [ Studerts' own answers. 1 willbafora the adverb, won't ator the advert 2. inthe noar future, in the convng decades, in my itetime 4 Studens rea dhe examples and suggest other possible prions for the sime prediction. Allow enougt time for students to express their own opinions in writing 5 Purstudents into groups in which they are likely to have differing opinions, if possible. Inform them that they have at least five minutes for tis activity: explain that they need to respond to and question each other. ‘Monitor and then invite groups to comment on the most ‘pessimistic and optimistic group member. Extra activity eee eee ee wee Reamer ee eee Seis eh eB cee fae Chat oe my os ire late noite 1G lan Uh oc radnk ere Wecniistucseatan rece on Gira tis ieee Sowa at ace eee yet le lah Seams pak © Grammar focus Refer students to the language summary on furure predictions on page 134. You can use exercises 1-3 on page 135 for: 4) extra practice now, b) homework or ¢) review later on, ‘The answers are on page 162 ofthis ‘Teacher's Book. Light a Dark Part 3 Lead-in Hf appropriate fer your group, bring na béndols and without ‘explainra wy, ack students fo take ti tus tobe lead rou theroom. You could pace come ‘aft, unexcected obstacles at raises around, eg a cushion, tn fo on the foo or smal pbb ‘ pape pian fying past, a Teather floating, a fan blowing, e Reading (SB page 22) 1 Let students read the sentence quietly and after ‘pause, invite suggestions as to the meaning and significance, with example situations. 2 Ask Harve yo ever bear of Dialogue in the Dark? Cam you predict what i is about? If necessary, point out the image of Braille on the left to help them. Read the two questions in the rubric, then give students time to read and find out. Focus particularly on the aims of the exhibition. Afier feedhack, fire random additional cmprehension questions orally to students to check understanding, eg Whereis the exhibition? Whos idew wa. lt? Wy does aim ro evoke very porcerfl ematons? Is the experience popular? What's special abou the people it employ { aims of exhibition ‘+ to.ave sighted people an insight into the experience being bind and of otherness ‘+ to provoke a change in perspective + to evoke in the visitors extraordinary and powerful ‘emations that are mentally challenaing ‘to ffect a profound change in the quality oftheir human interactions By physically experiencing or encountering situations the are new for thar, visitors learn 3. This reading is a detailed account ofa sighted perso experience of when they visited an exhibition centre designed to raise awareness of being blind. Give students about four minutes 10 read An exbibiton tn disover the unseer and to answer the two questions. I feedback, elicit their immediate personal reactions. lary extension exercise might enable stud to comprehend more details inthe text prior to exereis In pairs, encourage students to use the context rather d resorting immediately to a dictionary At the feedback stay further check understanding by asking for examples or using concept check questions eg What sort of memento i sou dre om ahs cms? When hy might yo stentle? Wi wef wor clearly on the hoard, eg decuid of noting an {Llling pronunciation too, if appropriate, eg audlight & Dark devo of piace together ganging up fumble cogh the task appears short, students are likely to Sw minutes todo it properly Elicit supporting phrases or sentences for the first emotion as an then students work in pairs. Diseuss the answers se-class feedback session. (aisorentation does not begin fo describe this experience; .. ad nat maka sanse at frst; as struggied;.. could have sworn that the sound clattering onto marble stones came from my lef. sed wrong.) eft me fealing insecure and apprehensive) wholehearted fascination) (.. featings of clziness, fight nausea.) What personally surprised me the most was the ausions) sudents that all the sentences are tue; they just look for ‘evidence’. They should work alone, Speck in pairs. Ask students if they need whole-class ‘on this ~ it might not be necessary at the Amsterdam harbour. swas as if my senses were ganging up to compensate the one | had tet behind, strange sensation was how often Iwas mistaken ‘ecating the drection sounds were coming from. ‘2 sel usions ! was having while immersed in world of darkness. our guide thankfuly brought us to a bar fitch black, course}, where we had to fumble for our wallets arc ght coins to pay for our drinks, scudents Wadd you lke tv experience the exhiivon se riter described? Encourage ther to explain their Put them in pairs or groups of three to discuss other questions. Invite some students to share seas with the whole clas, Alternative procedure 7, question 1, you could ask students to actualy that they were the writer, having just experienced this exibition. student apiece of paper and ask them to writ thelr using no more than three sentences. They Vocabulary and Writing (SB page 22) 1. Speculate as a whole class on possible missing words, without referring to the text. Then students read to check. 1 whooshing by 4 barking 2 chirping 8 honking | 8 ringing 6. clatering 2 Seudents might enjoy making the sounds themselves. Put them into groups of three to work. Then check answers together 3-9 118Go straight nto thiseverese. Replay the recording i students request it Students work in mrs to decide which ae onomaopocie in English, When checking answers, drill the infnitives of these swords, eg pop, rime, using your voice to highlight the ‘onomatopocic quality ~this wil aid memorsation, For Anerest,clct che equivalents ae inthe student’ fist languages, to see if they are onomatoposic too. 1. abalioon popping 6 a mouse squeaking 2 alony rumbling 7 @rradio crackling 8 abee buzzing 8 car alarm going off 4 agate creaking 8 camera cicking 5. adoorbanging 4 Ls pairs, students work on this ativity: Do the frst example together. ‘Suggested answers afte: popping, cracking a floorboard: creaking, squeaking a hammer: banging an alarm clock: going of a pen: squeaking, coking conversation: rumbling, buzzing new shoes: creaking thunder rumbl 5 Askstudents to write a paragraph describing the sounds in their chosen situation. Draw attention to the Useful ‘phnnses an the Language noe. Provide further examples anid questions to clarify the later, if necessary, eg Iss the ‘man ers the road: Ise the man crosing the road. Highlight the difference in meaning here, and the link between the Zing form and the continuous aspect ~ both carry an idea of repetition and/or of an action in progress. Give an example of your own firs, to both model and motivate, eg The car door cased witha bang A police siren suas wailing in the disance and T beard the neighbours shattering ete. Have them share their paragraphs with atleast two other students. Monitor and invite some students to share their work with the whole class, Light & Dark:=? Light & Dark FERED Extra activity Yea oe orga! nti elt rae and ey Seung ok tem os pomeaies Source RENE S ranorenon Powe i tos Seen concn ta ae rer me, ‘cer edhe ied ttc nt cay oe nha one oe Speaking (SB page 23) TFappropriate,askstudens Dojo kn ayo i amy of tbe ddis nntine? Wht ities de ey enter? Header br Fes tn group of thre, tents Time the deren prin Monitor an pick up 092 fran finer echer content languages, for tier ehodk CESS Extra activity ifstudensenioyod the decustion in Spaatng, and were fie to amoatio th ome of cuts people wth ‘Seattes might encoun, ak thom to write a etous) eer to the head of te learing nett, They coud tranetorm some Kees togetherin cass. n te eter they Shouts mht any problems or stengts) thocetrahas tein cating for diablo students, The ltr might also {rcuce posse slitons or equests. — Part 4 lead-in Tel students to etn to three descrintons of piaces anc write down where they think ti, n silence. 1 This place nesds to be It's ays oot It was ‘commroniy found in larger houses, especialy wealthier (nes twas ofan used to store certain things, usualy below ground. acelin) 2 This can also be fit. Itcan be ong, ican be short ean be wide, i can be narrow. You can use it when traveling, ‘when searching fr something such as coal. YOU can Sometimes see ight at the end oft (a tunes) ‘3s naturally dark, as wall as cool and damp or wet Some people go there for sport's the home of certain ania. t's been used by people for milennia. (8 cave) Let students compare answers n groups of three, before checking, Bick what they all ave in common: cartes. Speaking and Listening (SB page 24) 1 Let sudens think for two inte aour ane ofthe places, sing the quesions a prompts before sharing Theis serpon with their partner Listen to any exiting Gruninal orice or desergons asa whole cs. 2 ‘This listening is an estract from a short story by Doris Lessing on a boy’ Frightening but fulilling sea adventure Write the title ofthe short story and the author on, the board to focus students, In pairs, after reading the synopsis and looking at the picture, students should try to anticipate events, Invite them to comment on the nature ‘of many of the words inthe box (they are very physical, even violent; many relate to the senses of hearing, sight and touch/feeling) Jery fs practising to dive through an underground tunnel tuderts’ own answers, 3. © 119-121 This san exciting, butlengthy listening, which has been recorded onto three tracks should you ‘wish to break the activity up. Let students read the three {questions and take brief notes on them if they wish to, before closing their books. Ensue that students are focused at the sar, so that they engage immediately with the listening, The story isa powerful and evocative one: Some students may simpy prefer co Tisten rather than responding in writing to the questions. Mixed ability Particularly for less confident listeners, be prepared to use | ‘ata breaks the econ to alow paso dsc wh thay nave ead 0 fr traces break up tho tong alte oreo ach rack bing questions to check hey re fouowig the git Ts priculry important you have les song itone your gu.© Light & Dark ‘Se: hore, diziness. pani 20%, root of cave, his own fear, hard to breathe, long ‘srne), lapses into unconsciousness, pain in head Pe succeeded, but it made him afraid and tired usta the Tunnel ‘our days, his mother said casually one morning, ‘must go home. On the day before they let, he would 2 would do itifitkiled him, he sale defenty to But two days betore they wore to leave ~a day of when he increased his count by fiteen ~his nose so bacly that he turned dizzy anc had tole imply over ‘5 rock ke abit of seaweed, watching the thick rea ‘low on tothe rock and wickle slow down to the He was frightened. Supposing he tured izzy in the ‘Supposing he died there, rapped? Supposing — cad wont around, in the hot sun, and he almost gave ‘He thought he would return tothe house and fe down, ex summer perhaps, when he had another year's > inhim- then he would go through the noe. ‘een after he had mad the decision, or tought he he found himself siting up on the rock and looking into the water, and he knew that now, this moment is nose had only just stopped bieeding, when his | ‘was stil sore and throbbing — this was the moment he would ty I he did not do it now, he never woul. ‘x25 trembling with fear that ne would not go, and he -semling with horror at that long, long tunnel under sock, under the sea, Even in the open sunlight, the ‘rock seemed very wide and very heavy; tons of pressed down on where he would go. If he died there, s=2uld lo until one day — perhaps not before next year reve big boys would swim into t and find it locked ‘out on his goggles, fitted them tight, tested the tis hands were shaking. Then he chose the stone he could carry and slipped over the adge of MF Bee HERE Right, well you want to be @ monthly member, that ‘oosis 246, butif you want to be a yearly member, that's for 12 months, that's £350 and that's a much better deal ‘Somy, could you repeat that, please? Fight, for a monthly membership its £45, forthe year's £9050. Now tha isthe one you should realy go for because you're saving yoursal alot more money that way. Fight. er... sory, how much ist forthe one month? ‘One month, £45, and all you have todo i fil out this Ite sheet of paper thers, put your name at the top and all the relevant boxes, if you fil hase out Sony, I have to do what? Flin this form, and once you're a member then you can use al the facilities ‘Oh well, hello, Sal, thanks for coming 3: Oh you're welcome, hi Sorry to have kept you, we're runring abit late, Yes, ‘about Michae! and Ele Yea? ‘They're both doing really well Great . Thote's no concern about Michae), i's just. on. 1m just kind of flagging up Right. «that his concentration isnot quite as good as Eli's | mean, you might say she's doing alittle bit beter than him at the moment. Right. Better? ‘A: Yes, um, simply in tems of being abit more focused! and abit more enthusiastic about getting on with her task, Michao), you know, he just needs ait bit of a push now ‘and again, um, especialy with .. his ability ta st down ‘and hold a pene and make emell marks, you know, f you {could encourage him, you know, perhaps to da aie bt ‘of handwriting every day at home that would help. So are you saying that he's disruptive? No he's not... 'mnot exactly saying that, he's not disruptive yet Because, you know, at home he's very active. Yeah, but he is well-behaved. Yes, itjust depends He dovsn't cause trouble, In esituation where we lke them to sit and listen then he's finging that a bt dificult. 'm nat saying there's actually & problem yet So are you saying that Elie is basicaly much, much better in class? = Wl, yes, more focused, more focused let's say. ‘Theory & Practice Language focus (SB page 50) ‘ew to dea stoden? ate fenecinallengeage. Tips: ‘+ Students work alone, then compare answers in pairs. n co the items of + Students should be able to pronounce these phrases intellgibly so drill them, if necessary. + Students make a note of any new expressions if What? (Note that Excuse me? Is used in US English to ask for repettion. In British English it generlly means ‘Pm sorry’, without question intonation. Pardon? Say again? and Sony? are informal.) 2 225 b1aKene Pronunciation (SB page 50) ‘Aim: to focus students on a particular aspect of pronunciation of the targer phrases, Tips: ‘+ Play the recording two or three times, if necessary: ‘+ Acthis level, try to promote good all-round ‘pronunciation including stres, intonation and linking “This also raises the challenge for students. + Use students with exemplary pronucia ‘models co help others in the class | The ton seems to disaoerin spoken English nid | postin. ntact, dose not appear stator, bute Tot nshed, and sounds someting cos om gol top Speaking (SB page 50) [Ales eo slo seudents an opportunity to we thia language ina meaningful, real world context Tips: + Give students time to prepare this setvity Circulate and monitor carefully whilst chey ae talking + Encourage students to use the Ui phases as well as some ofthe phrases in the Language focus. + Cocectsensively paying atension wo dhe target language «spac. With stronger students you could aso focus om the pronunciation aspeets they have justlearat. + Ask students to repeat the task with a new partner.“ Theory & Practice Global voices ‘These lesons in Glau! are designed co provide students with exposure to authentic speakers of English from both native and non-native English backgrounds. They all follow a similar format, Warm up (SB page 51) Aim: to introduce the topic and highlight potential Siu vocabulary the students wll encoutter, es + Be generous in helping students with the vocabulary here, bur le them try and work it out fist + Circulate and monitor any speaking task, but be careful not to over-correct. Listening (SB page 51) Aim: to expose students to English spoken with a variety of accents, Tips: + Students will need tw hear the recording at least tice, to understand it. (Tracks 2.12-2.155 2.16-2.17) + ‘Tell students you don't expect them to understand ‘every word because the text has not been scripted or sraded in any way + The first task is easier and focuses on gist, the second task is more detailed. + Students can read the audioscript atthe back of the boakif you/ they wish, + Temay be tempting to hunt for specific pronunciation or language errors, but we recommend against this. In real-world communication not everyone speaks perfect English all the time, not even native speakers. Ketsuya:2,6 Carolina: 1,3 Migusl'5,7 Rod 4,8 | Sur.s Kotsuya, Japan ‘hink probably not the easiest, but the most fun to lsarn vas the pronunciation bacause, um, everytime | find a hase that I can't pronounce property, um, | repeat saying ‘Pe phrase while | am having @ shower, like, you know, just singing a song inthe shower room and stu. Carolina, Argentina So| startec learning English at high school, but | actualy. haven't studied formally English. | tied to pick up | ‘words and phrases from TV show in Engish or trom movies and ... Bt as lam a scientist we are curently ‘posed to articles writen in Enalih and ve usually go "© conferences in which the official language ie English so you get the chance to practise a lt to, | mean, you need © 10 find a way to express and to tell thers about your | work You have to communicate your results so that's a realy good opportunity to keep your love of English Miguel, Portugal Wel, | nave been learning Engin since am ¥2and| | sted one yes boas in Find anal hw unvesty lcssons wore taught in English a0 hadl to esapt and improve ry English. twas realy arecesiy. have feo time tend to watch movies without subtitles because that way lam obliges to catch the accent anc any voeabulry | ‘may not know Rod, Gabon Wel | start learning English at an early age when was, snce Secondary school aroun the age of 12 years ote, as you mean. An was relly passionate in foreign languages, especialy English, anc tried to speak he language instead of speaking my native language, which & French, | mean which is Franch. And also use very much books in Engish, yt read, even if cc’ realy understood what was going on inthe Book, but | use at least to acquite naw vocabulary, new words. 2 Suggested answers Rod: Engage in conversation wth native speakers possive, waten TV Carolina: Speak witout thinking about making mistakes. if youty tobe perect you wil be embarassed, so relax and experiment Sue ] Foo Wel | woud certanly encourage them, certany encourage learners of English to go and engage in conversation wi a native speaker they ent ‘hey an, | mean, hey pasiby can de that. they can do that than use as much as possible, | mean, thngs ike BBC, al he stu you know wtih realy inrotng, Carona: Sat speaking in Enash without hinkrg about | | the mistakes you might make, Because if you wart | | {0 be partect you wil never speak Eng rear, you wi ever dare to speak Enki, you wl be éribarassed and you wor't do tand think that | you have to exparmant and you have ty to ‘el and jst itt tito ane thas the best way cf ingrovig your Enh vl ny open. Language focus: / mean (SB page 51) Aim: to rie stud awareness of a ptclar pie of language present inthe listening, Tips: «The objective ofthese exereises is awarenes-isng, ot production. ‘+ Ask students if they already use Tneen, or what ‘eorrector’ they usually use, eg Sorry, shoud say, et. ‘Theory & Practice4 Theory & Practice Speaking (SB page 51) ‘Aims for suents ro discus the same or simile questions a the speakers in the listening Tip +The speaking tasks here are slightly more open to allow for stents to explore the subject. Give them time to do tis + Monitor as they ae talking and note down good / problematic use of language. You can highlight this in feedback (ora or writen) later on. + If this topics relevant for your students, why not ask scudents to make group poster based on ideas from Specking, giving suggestions on how to improve + Asyou go through the book and the lal ies lessons, ask students for feedback on these listening activities and their potential use of English with other people Writing: a review “These lesonsin Gla are designed 0 provide sides wth ated ting pues. Ty al tlle salt, Reading (SB page 52) Ai 2 to provide-a sample text for students to analyse. Tips: + -Avthisstage of the lesson merely ask students to read the text and extract the information + Give students @ limited time to complete the gist task, 2-4 minutes + Ifyou wish, ask for their views on the review and whether they'd like to see the film or not. + Avthe end) ask students to look back and find four words or phrases that chey would like to steal’ Pre-reading activity Tac ces i eye set RY (water net tt arguoge or Engl. Tey sod re tech anpet ot fun = eternal eu fr ad neta presen ata forme. + Maiahieg good vole + Speaking Monty, witout aston (© Sounding convincing and passionate + Connecting wit te edence 1+ Ree ing frre + seunng cobret ‘pars ey decie won thy at ok pb Ate tnd 28k Pow mporart ts for amous people oH abl to Spek ecto pie Theory & Practice fi | The reviewer clearly thought highly othe fm moving | er tov eevoing itr and mort tat should not be missed) Probably 9 or 10 out of 10. Writing skills: writing a plan (SB page 52) Aim: to give students a chance to develop their writing ‘hong eocalrest cro sil Tip: ‘+ Explain that cis is basically an organisation template for writing « book / film review. ‘+ Wark through the example first with the students before asking them to continue on their own, + Let students check their answers in pairs or small groups, then correct in open class. 1 Paragraph tb theme ¢ genre d context Paragraph 2b plot Paragraph 3b acting _c message d recommendation Linking ideas: extra information (SB page 52) Aim: to highlight and focus on a particular aspect of leony thr ens cote agree eng Ti ‘Tel students that this focus is aimed at helping them to write more sophisticated sentences, Look at the example first with the students before ssking them to continue on their own. Let students check their answers in pairs or small groups, then correct in open class Extra activity Ta pacino tnchniqun fr akin wring mors sophisticated, ani tients np Break on the fret sence ito atleast six dhl ace eeences, 99 Th cae The King’s Speech won fou Oscar ee Ten they one ‘her books and rebiidtbrnoan compa senterice ‘Yeu coud do tis ether the star othe en fs sect, depending on your students.| “ Theory & Practice four Oscars® (in brackets) King George VI (clause contained between commas) ‘the fm (phrase preceding the noun, folowed by a comm) the 18208 and 1930s (lowed by a comma} his stammer (between en rules / dashes) 1 unorthodox speech therapist (contained between commas) Bertie (followed by a comma) 2 a.complex and multifaceted figure following a colon) Language note ‘ou may wi to pont ut that the punctuation of extra information flows convention: ‘AL he start ofa sentence: followed by & comma or colon Inthe mie: contained within commas, rackets or dashes ‘Atte end: preceded by @ comma, colon or dash. a 21868 b2479 63 3 Possible answers 1. The writer ofthe screenplay, David Seiler, had a stammer as a ei 2 Released in Jaruary 2011, the fm was widely praised by cttics./ The fim, which was released in January 201 1, as widely praised by erties. 3. The King’s Speech received numerous award: Oscars®, BAFTAs and Golden Globas* 4 King George was crowned i 1836, when his bother King Eiward Vl, absicated. /King George, whose brother King Ehward Vil abdicated, was crowned in 1998. 5 King George, whose daughter was Queen Elizabeth was a shy man. 6 The film, staring Colin Fith, Geoffrey Rush and Helena Bonham Carter is sen the period before Word War I 7. Battie, payed by Colin ith, was a complex figure. / Bete, (who was) a complex figure, was played by Colin Firth, Preparing to writ (SB page 53) 0 gy deat an peri to bast ee forthe wang ee Tips: + Ask students to make notes here, but not to begin writing. + Refer students to the phrases in Describing a film ancl ‘encourage them to integrate these into their review + Ask students to refer back to [iting sills writing a ‘pl on page 52 to help structure their wark coherently. Writing (SB page 53) Ai give tudents proetie in ered wring aks Tip "This oti cin be ds bainewark: + Remind stents to refer back tothe model text 4 Askthem to choose lm tht ehey aca kd + Tal stdents that heir work wl be read by other seudents who wil sect the lm they mo ike to see, bined on the most compelling review + Remind stadens to chek their work carefly Study skills Working on pronunciation (SB page 53) 1 Before sents choose, ak them to think ofa non-native English speaict who has relly good Engsh Pronuncioon: Ack What do yo il mabe sh seeds poll Dy jen brs be yb ts bight 2 From the alternatives in exercise I students choose their target pronunciation and discuss chis in pairs 3. Here students are encouraged to reflect on micro- aspects of their pronunciation, Be prepared co tell them ahout phonological areas you consider important for certain individuals, 4 After the pair discussions, as a clas brainstorm some useful suggestions. Be ready’to inject one or two of your ‘own preferred reference materials here t0. 5 Students discuss these questions in groups, Asist as necessary. Blicit answers to the last question. 8) vowels: top left quadrant b) diphthongs: top right quadrant 6) consonants: bottom half Value: to be able to read dictionary pronunciation transcriptions to help record and learn pronunciation of ew vocabulary, to identity and work on key sounds SET Extra activity Find out now fariar your students are wth the phonemic chart Ask them to usa phonomice to write out a word or ‘hrase descibina thelr reaction othe phonemic chart. They should write in ther notebooks frst, and you ean check it, ‘bofore they writ it on the board, for everyone to see! og its ‘fabjalas an at Lav 1. 6 Ifyou have the facilities, show them the pronunciation app, highlighting how it can help their pronunciation Theory & PracticeCoursebook [Unit 5 lLanguoge Texts ‘Communication sil Part 1 Specking & Vocebulory Reading & Listening ‘Speaking & Vocabulary 58 page 54 Heroism and personal gualies | Giles Heroin and personal qualities Vocabulary | Expressions with nd an ie Part 2 Vcabulary Listing & Speaking Ustening & Speaking 8 page 56 World problems ‘Unsung heroe/World Vision | Unsung heroes/Ward Vision | iad pairroenbila volunteers volunteers Abbreviavons and acronyms for Wiig international ongunisntions News repores | Grommar resent prfeersmple and Port3 Vocebulary & Specking Reading ‘Vocabulary & Speaking ‘SB page 58 (Crinses and pish ments Piracy | Grimes and punishments Listening & Speaking | Listening & Speoking Piracy in Somalia Piracy in Somalia Fronuncioton Word sess Part 4 Extend your vocabulary Reading Speaking 38 poge 60 Wass of describingghal people | The naar of ei Stanford experiment Grommar Parole clauses Funetion globally | Managing conversions $8 poge 62 Listing people exchanging stories Iaverroping and changing the tape of cosverstion oe Global English Linguistic ewes an villains 58 poge 63 Digsissing the protection of inary lnywaes Writing report 58 poge 64 Woitng sills: paragraph strcture Describing fice and figures — Study skills Register awareness 58 poge 65 Additional resources ‘eWorkbook Interactive and primable grammar, vocabulary, listening and pronunciation practice Er reading and wring practice Ail devel dla inant id mata Teacher's Resource | Communication activity worksheets to print and photocopy, review material, test, and video with Dise silat Go global ‘Heroes lee ober | Sao stud nk pe be ne i ntti natn dace oe 5 “They should report on the ams ofthe organisation, how i is organised, what it does and any major achievement vil ‘There area number of websites, such as hiep//eww-simplypaychology-ong/nilgrams hel that report the infamous Milgram Stuy, hich was an experiment to lak into how far ondary people would go to obey crders. Students find out what the study was about, and its main findings. You could havea class follow-up tiscusion on che ethics of condacting sich experiments, |5 Heroes & Villains Part 1 teen Plone. Peete ieee eee tee sece see ce. pone ornare ee eo sreeusrsee cera oa be te coe aos pec oe ee oe Speaking and Vocabulary (SB page 54) 1 Students brainstorm some heroes in their culture ~ these could include lesser known people, or local heroes. Jn feedback, encourage students to explain suecinetly why ‘heir chosen people are considered ‘heroes’. Sok ced. at cn gop he oo ant then neal ce Won fotos nes eons so. Soto mpgemoct apt comme? tenor ata Tan prot becca Samana attutpctarat eset er tet er au peotr(s bal tern poencarstroh eae

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