pre-intermediate eV en men er Lindsay Clandfield Pere kene Tl OSU ie OORT) Din) she on Rose Senior Sune cy Ben GoldsteinUNIT UNIT UNIT UNIT UNIT UNIT UNIT UNIT” UNIT UNIT Coursebook contents map Course overview Specialist essays Teaching notes Individual & Society Eating & Drinking Art & Music Hopes & Fears Work & Leisure Science & Technology Time & Money Home & Away Health & Fitness 0 New & Old Grammar Focus answer key Introduction to the Teacher's Resource CD 16 30 58 72 86 100 114 128 142 145Coursebook contents map odoar noms | Syperyerye nati o Toone ees rat ana tow ators or Puerto aseey | awa wo _ Pee Sen eesti, Redes meen CoV Sorgen Taken tnt ge | Fear inpetacn 21 Omens Certara ene @ Traruman bay e264 (crerg ect Fame orton ot Orwamener Fant ater I) Sregwoure Dime woeroia Pas aeose we 8 wea Gass eas nas/ Sih o ene ‘ete no by ary | so way Soeaen cera Neagecm nar wens OTE ora ‘Wo mn ieae pti | Cilbsiowa Renta) ance emneowpiag |e eapian cere Ie org revere 6) Taw ees 8 a patent comes ee ‘er Owe ssa 0 0 ‘oy ve pemen | Omreng ces 88) Poo araara ees) | Aoki BA Oven era 5 700 Teconmen eo C2 Meet rer 100 | Ser meray 2rd gsr od es 0 Veerbice wat we ara 0168 Soman pig | rest asetcrae B1 @erwarme e100 New soaancotme | Faro gem BI) pie Tere Hae orm 21) nrg omar 8 Wvermeamen —Arowayara 2) movie a etCourse overview Components for the coursebook learner Coursebook ‘80 poges vit PNA gl bal eWorkbook [Wares re s20 pages xivxv Course overviComponents for the teacher cresscts MOL EOL Ye1 Teacher's Resource CD s0e poge x rr = 3 @: Class Audio CDs 68 poge xvi Global Website see poge xvi onal global eneig Sa e Ce ne re ony Poeieeneet poe Ce eternity Ecc eee pr eee tent ed Pennetta eee J QE Oud ctr Te eno emo cen PE Poe Ey eee ye Seton Course overview core Coeur eae Coed Coens Seed pons bond Pur Rey iid Sey Cea Ciel se ti keh pes ay Se a eee eich ere eae peered motivating to read.Bossy thor beleTTr Lg le Perens CER EU Cu co) eater) eee t ey Eee et eet Prereectn tc Pecuct tnd Nemceety aeeteyer te Stecetrctecs eerCoursebook: lessons 3 and 4 of a unit SLs: Pe NE? ened peter) Cee eeert een ied een eee Deed Eire eres Sena ae ae) Pr TLL Cn nee gd Cee ery help students gain a deeper word Pare heey Cee ne eet eat Cn) Cerro eens carers Tig ens Pr aneiroenad Ree aSr Re Se ees eed Cad rt) ‘Afocus on SOUNG rea euree) eet ee eee ented een creer orl resiTeena) et teeter cee enter eee Senet Ly Oren Dect er By TEs need eric) eesti Seren Cee aue) are Rn) Cee eercneaay pores Coe ee sa Ceeeues | aie A aed eta ieee cence rod eed win information about Peet [roe Hig aC Pot led Cty Rance difficult words. hCoursebook: extra material at the end of a unit cE Ty Coo ore Pratl bet ren sero CO ee eee Deinelet ra situational language that Pee cme) eee eet) eee tars peter oreo range of Native and non-native Reece anne emetic erty Ce eeteeay eee eer eee tented David C feed Perry cos eels eur) Cer} tasks eee eer) Pertenece) eee Ceara Perea tected perenne eeireaoan nas Ree) ene sty language and provide a on Peta See CO ead ead Ce edPri) Peete) Peet iy eed Seeks Cerner es See ne Cormeen enna ba Te) Sire cern nay Peer t iors) Peres ee feeeteteir rt) paar eu) Pure fy need de ete) cuenta eee eer ele Soe ny feo Crees Peery ete pee ed rity ig Cemetetennd cy Ces ce eae crete eee Pe aor Beene) Er) Prone eee ete) cee Ceuta el Cee eta Creer eee taeePray -f er cod Elna Crs = anton ¢ ort ard ro H , cnt Cad Ct | Licaed Har? ETS Extracts trom 88C Denia aatemmmaeadaeal ae fetta Peel pore Toni re Lud Cur R Clr ny is Cece aais ety 38 Ci ia oom = New & Old fe con) Coa eee Peter ere) fiery Self pee Test generator and Common European Cnet en) {for seit assessment.Teacher’s Book Scot Thornbury: Making the most of leermer generated content Sg Ce eed peed meet erento renee rare) Ero nant ant reread err Cones Teacher's Resource CD “worksheets to do at different stages ot the cane emer ae’ Cette eh hee Geersrey er Ce Err ears en ea) Cee for) Peon Leatd enter : eee ccarieny Creed : eee Petty Set) cents Sy @ eee tae more. c eres CTT] or)Deca Pears Seta enor Prony Cnn” Games Perera) Senn eeu) eee Peteh Cree The arte vey ene eect Ceca be Pech tertiary reer eens Pr eee Pee eee eens eerie Stopwatch Rveat BCt Td reentry ened Cee cetet ey Cee eer precast) eect esPort 1 Vocobulory Reoding Speaking SB poge 6 Everyday objects ‘Te identity (DD) ert Desenbing personal objects Grommor Exchanging personal Word order in questions information Pronenciaton “The alphabet Port 2 Vecobolory Reoding Speokeng SB poge 8 Describing appearance entity theft Desenbing someone familiar ‘Exend your vocobulory Listening Finding out real and fae fa and Hk ie Describing appearance and | identities Geommor photo identification What and Hes questions Port 3 Reading Speaking ‘8 poge 10 Relationships Tes dg of pei try | Dering Els ia aontips Extend your vocabulary Listening ing questions about in toch Explanation ofthe theory family friends and colleagues Grommor “The present simple and frequency avers Port 4 ‘Exend your vocabulary Reading Specking $8 poge 12 = nae CCTV is warching you Expressing opinions about Grommor crv “The present continuous ‘Comparing what people do with : what they are doing now Linking words Fonction globolly — | Common socal expresions/ Social responses Linening to and matching stations and picares Sradenes roleplay short conversations with suitable responses Globo English | David Ceysal ext: Same lamenage bu diferent Students talk about communication differences in language Waiting ‘A penal desertion fora socal networking ste Joining sentences using conjunctions Globol review | Grammar and vocabulary review xara speaking practice ‘Study skills ‘Students evaluate their methods for language learning ‘eWorkbook Tnvcracve and printable grammar, vocabulary, lstening and pronunciation practice xara reading and writing practice Additonal downloadable listening and audio material Teacher's Resource | Communication activity worksheets to print and phococopy © Go globok: ideas | Individual ~Aakwadentto ind the origins of anther eryay object for Further research | Socity ~ Ask sens to chose place to vist on Google Stree View vor raividust a Society2] Individual & Society Part 1 Vocabulary (SB page 6) 1 Students work on their own, matching the object described to a word from the box, before comparing. answers in| In feedback, ask students which piece of information they find surprising. You may lke to model and drill the word chewing gum (n) ‘*§ucwan .gam/ and any other problem words. «lipstick 3 credit card 'b_ mobile phone © glasses © chewing gum 2. Before students start taking to ther partner, pt these auestions on the boart for extra discussion: What rortforandype sit? When and here did you get it? Whenlbas often do you use it? Reading (SB page 6) ‘This is a text containing facts about ID (identity) cards. 1 101 Play the recording after the first task or during the second task, as appropriate for your students. Elicit ‘some suggestions about what you ean find on an ID card. For this frst reading task allow 3-5 minutes. ‘Tell students that they do not need to worry about new vocabulary at this point. Ask for clas feedback. 2 Give students time to read the task and to cheek any. unknown words. After re-reading the text, let them compare answers in pairs, before lass feedback. 1 to travel to diferent countries 2 the UK, the US, Canada, Australia, Ireland and New Zealand 3 plastic 4 name, date of bith, address, phone number, 5. fingerprints, cigitalimages of people's eyes 3 Ifyour class make-up allows it, put students in mixed nationality groups and le them discuss the points in exercise 3. “To provide more opportunities to talk, ask groups to try to brainstorm two advantages and two disadvantages of having ID cards. Give or elicit an example, eg you akzays Ihave to carry it around with you. Give students five minutes todo this. (Other possible disadvantages are: it takes roay your prisacy; it mates you fel lke a static; it ould lead to identity crime (fad) Possible advantages are: it cam be belpfil tothe police; it could be useful in an emergency situation; it is smaller tocarry than a passport.) Ask students to give you their ideas and write them on the board, helping with any dificult vocabulary and taking. the opportunity to input and upgrade any other language they need. Grammar (SB page 7) 1 Your students will have met these forms already, 0 approach this as a testteach (They attempt the tak without help and then you help them if necessary). [Ask students to work alone on exercise 1, after doing an_ ‘cxample together. ‘Students compare answers in pairs, then take class. feedback. At this stage, elicit the grammar rules from the examples, using the board to highlight any relevant ‘points, eg the auxiliary verb do, the main verb and the subject. “Then let students read the reminders under Grammar, ‘What do you do? ‘Do you speak any foreign languages? What is your name? What's your phone number? Do you have any chiiren? Where were you born? Where did you go to schoot? ‘Where do you live? ‘Are you martieg? What is your date of bith? incr 8 Soca nt) QD=| Individual & Society 2 Ask students to match the questions to the topics. These items are very useful as they typically appear on official forms which students may need to fill Exphain any items which cause difficulty, ¢g education, marital status, 1 Profession 2 Languages 3 Name 4 Phone number ‘S Children 6 Place of birth 7 Education 8 Address 9 Marital status 10 Date of bith 3. Ack students to choose five questions they would like toask someone and then do the task in pairs. “Monitor students, helping them with accuracy of form and pronunciation. © Grammar focus Show students the icon. Write page 132 on the board and ask them to find it. Show students the language summary ‘on word order in questions, You can use exercises 1 and 2 on page 133 for: 42) extra practice now b) homework ©) review a couple of lessons from now. “The answers are on page 142 of the Teacher's Book, ve: sua Soc Pronunciation (SB page 7) 1 © 1.02 This is an important diagnostic activity, to see hhow students cope with spelling and sounds in English. Students listen to the recording and write the words as they are spelled. ‘Monitor as they are listening, and then let students ‘compare answers. In whole-class feedback, ask different students to spell out the words. You may need to drill individual letters. 1 TORRANCE 2 JANSSEN 3 KENTUCKY on 1) Man 1: Sory, yes. My last nam is Torrance. That's TORRANCE. 2 Woman 1: Hive on Janssen Street. spel that for you: JANSSEN, 3. Man2: Wit this down. The name ofthe state is KENTUCKY. Thats Kentucky. 2 Ask students to work in pairs and A spells these words to B. Monitor and assist, as appropriate, You could also input relevant functional language here. e My last name is Spatola, that’s S PAT OLA. My name is Scott, that’s SCO double T. Thats S for Spain and C for Canada, Have you got that? 3 Ask B students to spell the words to As,©] Individual & Society Part 2 Speaking and Vocabulary (SB page 8) 1 Tell students that they are going to describe a friend oF relative, ‘Students look at exercise I on page 8. Give them two ‘minutes to think about what they are going to say. ‘Students then work in pairs to talk about their respective friends. Ifnecessary, you could clarify some of the words they are going to practise in exercise 2 beforehand, either visually, eg point to someone with fair hair, or with simple explanations, eg Bald person has mo bair. Wis likely that the following words will be new for atleast some students: hal, far, medium-beight, middle-aged, oversight, 2 Askstudents to look at the spidengram withthe circles and explain the task. Let students complete it alone, then ‘compare answers in pairs. Height - tal, medium height, shor Hair short, bald, blond, curly far, straight, shoulder- length ‘Skin = dark, fir Features - moustache, beard, scar, bald ‘Age - 016, inner twenties, miccle-aged, young. Weight ~fat, overweight, sim 3 Ask students to think of the friend they described in exercise 1 and to circle any words or phrases from ‘exercise ? which are relevant to him or her. ‘They should then describe their friend again, to a different partner, using the new words. Listening (SB page 8) “These are four short conversations between two people discussing photos. V 103-1.06 Let students look at photos a-j in silence for a few seconds, Students listen and choose four photos for the conversations. 1 A: On, when was this photo taken? 8: That one? Five years ago, | think. [A: Menme. Is quite a good photo of you. ': | don't know. don't think ooked good with that beard. think you ook nice and inteigent. (hoto 0) 2 A:How’s the baby? 8: On grat. Great A Washo’ ight? B: Yos. yes. show you a photo, She looks tke her father ‘A: Oh yes, bald just ike her daa! How old is she? 8: Six months now. ‘A: Sho looks reaty happy. She's got a great smile, whoto a) 3A: Who's this a photo of? B: Don't you know? It's Bela! ‘&: Bela? Oh yes! She looks £0 diferent hore. How tong ago was this? B: At the end of university. ‘A: Wow, Her hair was much longer then, and so cut. (roto) 4A: What does the suspect look like? | can'thear you. What does the suspect look ke? B: The suspect is a white, older man, Anything 80? B: Just a second .. yes, He's got grey hair and a moustache, ‘A: What kind of car does he crive? B: An old white Volvo. A: Thanks. (wrote) 2 Allow students to read the questions first, then to listen again. Let students compare answers and, if necessary replay the reconding. Take class feedback. Indu Soity nt @Individual & Society 1 Yes, she does. 2 Six months. 3. Her hairis shorter. 4 Gray. 3 First model an example to the class yourself, Then students work in pars to describe the photos. Extend your vocabulary ~ look and look like Use the photographs from SB page 9to focus on the target language. For example, say He looks French photo i); He ook like a film star (photo h). Ask students to identify which photos they think you are referring to, then elicit the language you used onto the board, Ask students what the difference is between the two forms, highlighting the difference (adjective or noun). Let them read the rules under Extend your vocabulary, ‘Students then work in pairs to complete the exercise. [1 He looks tke his father. 2 Are you OK? You look tied. 3. Hook horibie in this photo. 4 That chair doesn’t look comfortable, Language note Students typically muddle these two structures, saying for example: he tooks-tike- angry, she-tike her mother etc. ‘Transiation can be a useful way of getting students to focus nthe cernces Ask stirs to anda te exe setae io at rt ngage poste wring wih a puter sharing the sre moter argue. Note that nthe stu o okie store, the vt be an race lot, 09 She iste er ater Se ook he her Inoter Hower be can ao refer to behavior character, 09 Se heh ed lays uch 0 get or. Collect several photos of people trom the internet or from “magazines (about 6-10). Pass the numbered pictures around ‘the class, with students working in pairs. Give students two minutes to write a mini-description in their notebooks next to each number, using either of the target structures, eg She ‘ooks te a teacher: She fooks vay and. They shows ato include two facts about appearance, eg She's got shouider- length hair. Stick up the collection of pictures on the board in ‘order. wth the numbers weten underneath. Grve a ite extra ‘time if necessary. Then re-group pairs into fours. Students, read out their descriptions at random for their listeners to ‘90858 which one they ar describing lncvidual & Society Grammar (SB page 9) 1. Before reading the text, put the following questions on the board: What is identity theft? What are typical examples? Hors do thiecs do it? Hrs big isthe problem and shy? Hes can you protect yourself? ‘Check that students understand the questions, then put them in threes to discuss. “Take whole class feedback. Do not focus on the Grammar section at this point ‘Ask students to read the text and fill in the missing ‘questions. In feedback on the task, first check the missing ‘words, then ask students to close their books. Ask the questions again, and students try to give you the answers to the questions. This allows students to focus on the message, as well asthe language. If necessary, let them re-read the text, before re-asking the questions. [Hew | 2 What sort 9 How many | 4 How much 5. Whatkinds FRRSI extra activity i yu fol your students woud bert rom focusing on te form of the questions, then do so now: the rule regarding the: _use of an adjective after how is useful and also easy to teach. could pete at to sertaces fn ba Gta _on the board, with the bold words gapped, then elicit the. pee re ak In pais. Thay can then read the grammar explanation in the box, 2 Let students work on their own initially t complete this task. You could put up the answers on the board, as an alternative to oral feedback. 1 What colour are your eyes? 2 What colowris your hai? 3. How longis your hair? 4 What month is your bithday? 5 How old are you? 6 What street do youve on? 7| Individual & Society © Grammar focus Show students the icon. Write page 132 on the board and ask them to find it, Show students the language summary on Weat and Here questions. You can use exercise 1 on page 133 for: 2) extra practice now ) homework 6) reviewa couple of lessons from now. ‘The answers are on page 142 of the Teacher's Book. Speaking (SB page 9) 1 The aim of this speaking activity is to practise the ‘questions from exercise 2, Give out a pice of paper to cach student for exercise 1 and give time to students to write down the three pieces of information. Take in the pieces of paper. 2 Re-distribute the pieces of paper to different students, making sure that everyone has a new identity. Students raced to realize that they are now the person on the paper. 3 Model the activity frst, pretending to be one of the seudents. Thee aim isto listen and find out who they are, jdging from the answers. Put students in ‘Most students at this level will find the langvage relatively casy, but will nevertheless make slips when speaking. “Monitor and collect some examples of language errors, to focus on after the activity. 1 Ask students to select three people from the class that they know something about. Put students in pairs. Before they start sharing information, elicit some suggested areas to the board, eg bobbier and interests, bere fram, revelling 0 scl or work, weekends, pets, bom, etc. 2 © 107.Ask students to look at the picture of Becky. and make suggestions about her age, nationality, possible job, interests, personality, ete. This also consolidates the Jock like/ook + adj forms. ‘Ask students to look at the words in the box in exercise 2. Check understanding by asking concept questions eg a concept question for acquaintance could bbe: This is someone you kno, but ow ell do yon knoe the pervon? Drill the words and elicit where the main stress is: acquaintance, classmate, colleague, neighbour. Point out the four names around the photo of Becky, then play the recording for students to decide on her relationship to them. om 1 Pilar is my Spanish neighbour. She's on vacation in ‘Mexico, and I've got her cat and her plants. 2 OK, Hans. Hans and | aren't really trends. He's more of an ‘acquaintance. He's director of the German department. Ken's a colleague of mine at the university. He teaches French, and I teach German. 4 [taka a computor class in the evering. Sofas my classmate. 3 Students read the questions before listening a second time. 1. She's on vacation. 2 No, she doesnt. 3 Yes, she does. 4 They are in the same computer class, Iau ctorglobal NTERM teacher’s book global is a ground-breaking 6-level adult course for today’s learners Sear MCU SCO cn ates naka les eee] world, to learn through English using information-rich topics and texts, and to learn about English as an international language. Scr Rell cu cui ac ule Roma kee Reonl ues) Le Te ea EWR SR Teo Rte y listening, video material and online practice. The global coursebook is ESE V EMC le A Me Mal uel Mel(e iC MULAN URILA| oL=r0 6 [-\o] Uae Lela re Eee sci= (cy ECM Comer Cnn Pred a Seca a PaCS Ce Me ee toa} Rr) PRC EL Cur eer) erence AEG TTB BN