UPPER INTERMEDIATE Virginia Evans - Bob Obee WET RS 4Published by Express Publishing Liberty House, New Greenham Park, Newbury, Berkshire RG19 GHW Tel.: (0044) 1635 817 363 Fax: (0044) 1635 817 463 ‘e-mail: Inquiries@expresspublishing.co.uk http: /Jwww.expresspublishing co.uk © Virginia Evans ~ Bob Obee, 2008 Design and illustration © Express Publishing, 2008 First published in this edition 2008 Made in EU. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, or by any, means, electronic, photocopying or otherwise, without the prior written permission of the publishers. This book is not meant to be changed in’any way. {SBN 978-1-84862-083-4Contents UNIT1 Crossing Barriers. = p 5 UNIT2 Moods and Feelings p. 16 Self-Assessment Module 1 p. 28 UNIT3. Making a Living p. 29 UNIT4 Make Yourself at Home ... pal Self-assessment Module 2... p. 53 UNITS Modern Living p58 UNIT6 Going Places p. 65 Self-Assessment Module 3 eae UNIT? History . p77 UNITS Learning Lessons .... p. 89 Self-Assessment Module 4 101 UNITS Planet Issues p. 102 UNTT10 The Cycle of Life... pn Set-Assessment Module 5 124 Further Practice p. 126 Checktist p. 128 Peer Assessment Checklist p. 139 Key to Workb00K «naUnit Unit 1 = Crossing Barriers — (Objectives Vocabulary: Engish in the world; the Internet, means of communication; aspects of language; speakSayfelvtak; touchvholdcontact Reading: multiple matching (reading for. main, points); multite choice (eading for deta. Listening: multiple choice; notetakng (istening for 9st, main points, deta, function, location, roles & elatonships, attitude, intention, feeling, opinion specif information) ‘Speaking: making suggestions; responding postvehnegatvey, comparing and contrasting, making. assumptions, expressing reference; saying goodbye English in. Use: ‘key’ word trnsformations; open coze, word formation: forming abstract nouns ‘Grammar: antcles and determiners, parttves countable and uncountable nouns Phrasal verbs: itch; put; hang: run; et; call: cut (related to communication) Writing: letters (formalsem-formalinformal sty) Lead-in (p. 7) Read out the title. Discuss the meaning. Fist, elicit the ‘general meaning of ‘panier’. A barrier stops something from happening eg. an object, like a fence or a wal, or a law or a problem. it could also be a language e.g. a language barrier’ — ‘people wha don’ speak the same language may not be abe to communicate, 11 Ask sif they have any experience of the highlighted places (on the map if they've been there, if they know anyone who lives there ete) and what they know about them, Then ask ‘them what they think the highlighted regions have. in “Suggested Answer Key | tink the common elements hat nal ofthe highlighted regions the English language is important: io some places itis @ native language (eg. Britain, Ireland, North America, Australia and New Zeolandin ome places itis an official language (eg. Papua New Guinea, Hong Kong) although diferent local languages exit foo; in other places itis used widely as the language of administration ‘and business (eg. Singapore, india).and in someplace its simply ‘an important second language that mest people learn (e9, South ‘Americal. Some ofthe regions include former British colonies (eg. ‘many African states, inci, Hong Kong, part ofthe Caribbean etc) ‘and so have been influenced by the English language and cuiture. The native cultures and religions in the highlighted areas vary wide. English can be seen as. way of crossing the barter: ‘created by different cultures, religions nd native languages 2 a. Explain the task and let Ss look through the sentences and guess what the missing words/phrases could be. Play the cassette. Ss do the exercse, Check Ss" answers. ‘Answer Key 1 websites 4 celebrities 2 peacetalis 5 productsand services 3 holidaymakers . Go through the lst. $s do the exercise. ‘Answer Key Themedio International trade World pots Tourism The internet Ecit other factors from Ss, then list thei ideas on the board. Suggested Answer Key Othe factors which fave encouraged the use of English around the world $5 wanting to come to an English-speaking county t0 ‘study, jb prospects theirown county. 3° & Go through the list: Allow Ss two minutes to do the ‘exercise. Then Ss compare ther list to thelr partner’ Sk Ss what they find difficult while learning English (€9, pronunciation, phrasal vers, grammar, idioms et). rite them on the board. Go through the table, then ‘get two Ss to read out the example. Ss work in closed pairs. Check round the class then ask some groups to ‘act out their dialogues. Suggested Answer Key ‘A: vegeta problem with pronunciation, B iflwere you, fd watch fms. ‘A: hata goodidea. 4. Tells to look at the two quotations and explain what they mean, Ss in paits discuss which one they agree with Encourage Ss to explain why. Suggested Answer Key ‘The fist one means that if people al over the world spoke one language, communication would be easier and s0 the word would be more peocefiul The second one means that every single one of the worlds languages is vey important, so wen a language disappears ‘because nobody speaks it any more, something importants lost. | agree with the second one, because the fst one gives the impression that would be a good idea everyone spoke the same language. 5 Ss.ciscuss in closed pais. Check pairs round the clas. Suggested Answer Key ‘A: think that Englisch wil be mote widely spoken in the future, ‘More and more young people still want to learn English, ant ‘many want to go and study n an English-speaking county. & That’ true. In many counties, English i sil the key fo 0 successful caret. think that English will continue to be the language ofcomputersand the Internet, Reading (pp. 8-9) 1. a. Wite ‘the Internet” on the’ board. Ask the class the questions. Find out how many S5 look up websites in English, and how many look up websites in their native language. Write the figures on the board. Ask for ‘comments on the results, e., Why do you think so many of _youprefer websites in..?niet . Go through the’statements and elit Ss! guesses, Se can lines 9-24 of the text to check if their guesses were correct Answer Key To Tue 2 Tue © 3 Tues od Fale & Ask $s to look at the title of the article: Blt $s" ideas about the contents ofthe article 2 Draw 'Ss attention to the strategy bok. Remind Ss that it is not necessary to understand every word in the’ text to do this exercise. ‘Ask: Ss: to skim, the whole text for general. meaning Emphasise the importance of getting an overall idea of what the text is about, before attempting to. fit the sentences into the gaps. (Check general comprehension by asking What change is the text about?’ and 'sit an easy ‘change to make?’ It's about the change from mainly English websites to websites in many diferent languages. Translating the sites intodilferen anguoges willbe diféut and alt of work) ‘Ask Ss to read the sentences AcH and start by fitting in the ‘easier choices. Ask them to justify ther choices with reference ‘to the main text. After one or tiwo ofthe easier choices have been established, Ss can go on to complete the more dificut ‘ones by themselves, Remind ther to: read the ‘sentences before and after each gap to’ see if the inserted sentence makes sense. Encourage them to pay attention to reference ‘words. For emple, the word ‘They’ in sentence E relates to ‘smal local companies in the sentence before gap number 7 Ss should underine the relevant portions of the text that |ustify-therchoices. Point out that it's perfectly normal to ‘change your mind about a choice when doing this task Allow Ss time to complete the'task Then ask'them to ‘Compare answers and the phrases they have underlined in pairs. Finally check Ss’ ansivers and the underlined phrases asa dass. ‘Answerkey 1 F Enalsh.. isthe mother tongue of only 5% of the worlds ‘population ‘ruber of proient speakers... only slightly higher,’ relatively small number of the worlds population can communicate well English’ 2. © oth Europe and Asia have become growth arees forthe Webi As businesses in these regions increase their use of theiternet’ 3H. ‘creating a multilingual websites not an easy task, both technical and ingustc ficulties’ ‘they are problems ‘nth no easy salutions” ‘4 ‘companies ore unable to use the atomated translation ‘systerns which alteody exist, "The reason for this is... the ‘quality ts not good enough’ This has left Businesses ail ‘over the word acing a huge challenge” 5 A. ‘companies will need to adept their advertising materials, ‘They may also have to change. their way of doing business to suitcertain customer In Japan, forexamnpe’ 6D. ‘how many texts there ae on the Webs @ growth inthe use ofthe internet is quaranteed, Companies. simply ‘need time to transite thelr sites ino the various enguages necessary 7. agree. The World-Wide Web wont be worldwide anymore. When thee i common language, ite English everyone ‘can communicate wth eveyone eke. Language Focus (pp. 10-11) 1a. Explain to Ss what a collocation is and how important it is: when two or more words go, together naturally ‘without a necessaniy logical reason. Verbs can collocate with nouns, eg. do business, adjectives can collocate with nouns, eg. heavy afi, adverbs can colocate with verbs andior adjectives, eg. seriously injured, etc. Tel Ss that they are going to think about. colocations connected with cifferent ways of communication. Ss do the exercise in pairs Chack Ss! answers: “Answer Key + deters: rite eters receive letters: send letters answer eters; odoressleters + phone call: answer a phone call receive @ phone cal (Aso ‘make a phonecal) + fax senda fox receive a fox, answer afax text message: send a Text message; receive @ text message: ‘ype a text message; answer d tert messoge + note: wnitea note; send anote:recevea note: answer a note + facet face: communicate face to face; tak face to face + email type an emai send an emi reelve on emal answer ‘anemail bb. Choose two 5s to read the example aloud. Then ss do the exercise in pais. Suggested Answer Key + & [usually make @ phone call to book a.toble at a estourant. B Me,t00. + A: [usually tok face to face to introduce somebody to somebody ele. 8 Me,to0. +A usualy mnitea etter to make an oficial compiint. [8 Me,too, but people can also complain by phone o face to ce: + Ae usualy make a phone calor send an email to ask a favour |B Me, too, but people Cart cso write a note or ask a favour facetofoce, + usually make a phone eal or send a text message to Inute someone toa party. |B Me, ta, but people can ala invite someone toa party by feter usually talk face ro face to get someone’ attention |Me, too, but people can also get someone’ cttention ‘through aphone calor anemail ‘usually Send a fax or make a phone cal to set up ‘meeting ‘Me, t00, but people can also set up a meeting by letter or email = = => Do this asa brainstorming exercise withthe whole class. Suggested Answer Key video conferencing: graft sign language: gestures: facil expressions dL Ss work in pais Ask Ss to discuss which means of ‘communication (fom Ex. 1a) could be described by each adjective. ‘Suggested Answer Key +I hinkctalkng facet face i personal because you can see the person you aretalkng to. + [think weting a leter or sending a fax i impersonal because youcannot se the person. | think sending an email i efficient because it arives much fasterthan aleter. + think writing a eter or sending an emai can be ineficient ‘because the person might rot check their mailsvaight away. + think sending a text message is economical because each ‘messagecosts much ess than a phone cll + [think making phone calls costly because you have pay er minute. + Ith writing a letter or sending a fax is formal because we usually nite nfl sentences and include adresses. + [think writing «note or sending an emailis informal because we usually writen note form. + [think making @ phone call is reliable becouse telephones ‘ately break down. + [think writing a notes unreliable becouse the note might get lost + [think writing ltrs is sometimes complicated because you have to express yourselfcareful + thik talking face to face with someone is easy because we ‘an usualy communicate quickly. Explain the meaning of the verbs. Then, 5s work in pairs, and match the pictures to the verbs, Answer Key 1 36 58 2E ac oF 'b. Explain thatias Ss cannot be sure exactly, what each ‘situations, they need to use the language in the box to show that they are guessing, Ss do the exercise in pairs. Suggested Answer Key A Icantbe certain, bu it ook asf hes whistling because he's apo. Seu be yowning becouse she’ ted Shemay be giggling because he told herajoke He mustbeyeling because hes very upset about something. Sie coud be weeping because se had bad marks t choo Judging ftom the happy faces, the people might be lapping thelhands because they re enjoying a performance. He mstbe whispering asecreti her eat amsasnit 8 3) ab Explain» to-Ss- that. this exercise also. deais. with collocations, this time connected. with the topic of language. Ss do the exercise in-pairs. Elcit/Explain the meaning of each collocation when checking answers. Answer Key 1 body 3 naive 5 language 7 talk 2 fist 4 accent 6 tongue 8 speech b. Ssdo the exercise in pairs. Check Ss’ answers. (5s ou answers) ‘4. plan to Ss that they are going to think about gestures ‘and what they mean. Ask Ss to define what gestures are and why people make gestures: a gesture is a movement of part of the body, usually involving hands and arms: people make ‘gestures to express emotion, convey information ec A gesture is ‘non-verbal, though t sometimes accompanies words. ASK Ss to ‘give examples of gestures from theit country. a. Ssdo the exercise in pais Answer Key bin Ayer are rp sboee Bl pone! pt b._ Slt answers from different students, ‘Suggested Answer Key (scan use language om Bx 2) The peopl in piture 2 seem o be pleased because they ore happy tomeet eachother The man in picture 3 seems 1 be dsappolnted because he may have receved some bad news The man n picture 4 seems tobe uncertain becouse he's thinking ‘outa problensuaton The mania picure 5 seems o be calm because hes reasaring his cemployeeoleague. The man in picture 6 seems to be uncertain because he dosnt fnow the answer to question. ‘As an extension Ss in pairs ty to think of other situations ‘where the sentences @ to ican be used. 5 Wiite say, tell, talk and speaton the board) Point out that collections can often help them decide which word to use. Erie collocations Ss know with these verbs and write them ‘on the board under the right-verb, eg. tote the time to say youre sorry etc. Tel Ss that itis important to.record whole ‘ollcations in their vocabulary notes, not just individual words. $s do the exercise in pais. AnswerKey 1 torellthedierence 4° taltsnon-stop 2 speakyourmind 5. teling people what todo 3) dont saya word © tak business ‘Sentence 4 matches the picture. (A chatterbox) 6 Elicit the meaning of ‘idioms’ and ‘fixed phrases’: groups of words without a necessary transparent meaning. Ss may know ‘the meaning of individual. words, but not. the overall meaning when they are put together ina particular way. For ‘example, to bur the candle at both ends. Ask Ss for other ‘examples. Ss do the exercise in pas. Check Ss’ answers. Answerkey 2. getholdof 5 hold the ine 3 bsetouch with 6 comeinto contact with 4 lesteontact with ‘As an extension, remind Ss of other useful fixed phrases using these words, eg. get in touch with keep in touch. ‘Alternatively, ask Ss to choose an idiom and draw a picture based on that. Ss show their pictures to the lass. The class ‘must understand the idiom. 7. a. Ss should work in pairs. Tell them to do as many as they ‘can on'their own, then to check a dictionary for the Fest. $s should memorse these phrases: Answer Key 3a 7 tofwth 11 at 14 with 4owith 8 ot/to 12. with 15 with 5 a 9t0 13 with 6 a 10 t bb. Ss can either continue with this story or invent one themselves, using. all_the: verbs and prepositions. in Ex. 7a, ‘Suggested Answer Key '53: Ichatted oher fora few minutes. ‘S4: Then saw someone waving at me from across the road. ‘5: |smiled at him but could think who e wes. 56: Hecameover and shook hands with me. etc 8. Remind Ss of the importance of phrasal ves: Advise them to learn them in context rather than lists. Ask Ss whether they are more likely to find phrasal verbs (rult-word verbs) In speech or writing (in speech). Tell Ss that there Is usualy a formal single verb equivalent. Give an example: Put up with = tolerate. Ask $s to gve examples of ohrasal verbs they already know using the verbs given. Write them on the board $s do the exercise indvidually. Check $5! answers and the ‘meaning of each phrasal. verb. “Answer Key 1. switched "3 hanging 5 cut 7 call 2 put 41a, 6 get 8 hung For further practice, Ss (n pairs or for homework) make up 2 dialogue using as many of the phrasal verbs from this exercise as possible Listening & Speaking (pp. 12-13) 1. Tell Ss they are going to listen To elght people talking Draw their attention to the strategy box. Remind them how important it Is to read the questions carefull. Emphasise how much information’ they can get from the questions. Ss then do the exercise in pairs Suggested Answer Key 1 ey words to be undetined: talking about the organisation she wots for What seice.7 the blind + one person + fait fomellonguoge and vocabulary obout the ind + shew aikobouta sevice forthe bind 2. Key words o be underind: conversation in on ofc; Why hhastherman gone there? + two ormorepeople + faityinfomallanguoge + thereason why theron has gone to the ofceUnie? 3» Key words to be undetined: get connected to the Internet; calahepline What you havetodo? + oneortio people + feityfomaltonquoge + instucionsaboutthe Internet 4. Keywords tobe undelined: leaving oessog:arswephone: Wat does he want the person todo tomorow? + oneperon + tai nformal + arequestabout tomorow 5 Key words to be undetined: radio interviews Hon does the ‘man...fel? + probably wo people + faityinformal + quesionsand answers the mon villexpeseelings 6 Key words tobe underlined: news programme; What's the reportobout news + probably one person + ay formal + semeting new about means of communication perhops ‘mobiephones 7. Key words to be underlined couple talking ina cate: How dies the man fee about what the weman sshowing him? + twopeople + informal + the woman wiltalkabout something she hows the man, he wil express an opiion about 8 Key words to be underlined: talking toa group of people the ‘mon’ purpose?; a product + probably one + failyformal 1+ the man wil ay something about a product, and wil ry to affect the group opinion Ss listen to each speakerconversation twice. Stop the recording after the second playing of each one to check the answer. Also elicit evidence for the answers by asking Ss to recall what they heard that helped them to ‘choose the right answer. IF necessary play each section ‘again to check the evidence, or ask Ss to look at the tapescript at the back of their books. Answer Key 1 ¢ 3A 5B 7¢ 2A aA wc a8 Evidence for answers: 1 Brae iteracy,.no blind person shouldbe limited in choosing what she would like to read; .. access to whatever Braille publication they need ‘about the phones. we've had this problem: cansee to that Ifyou need help with setting up your Anderson Online Internet comecton please press 4 MvetakentheFiat‘o the garage and it should be okay to pickit Lp tomorrow, so could you? 5 hesitation and repetition throughout 6 The new Wesley model:..at the ouch ofjust one button you ‘re instantly connected to another mobile, and you can leave short woice message 7. “And how much would that bet; Probably about « hundred uid Forget 8 The aerial about to be installed has been Inspected and approved by scientists: copies ofthe certificate of safety are ‘avaiable; . the aerial has been manufactured in compliance withthe guidelines issued by the government 2» a. TellSs that they are going to hear a teport about. public ‘shone boxes in the UK, and about how people are using them less. 1, Ask the whole cass these questions 2. Draw $s" attention to the strategy box Go ‘through the incomplete sentences .in Ex. 2b, ‘explaining unknown vocabulary items and eliciting ‘what type of information is missing Suggested answer Key 1 adverb — describing how much the money has decreased, eg. cramatcaly, lot, ete, oF 0 period of time, en the lst 5 years ‘A period of time, eg. 6 months, 2years etc. (number) ‘noun = maybe some word lie offices? ‘noun ~ maybe some word lite room? adjective - possibly describing the colour of Kiosks ‘noun - society? way of fe? ‘noun—name ofcolour post partiple~ increased? doubled? ‘number or adjective — public? new? ‘number~=an amount ofrmaney Play the recording twice, while Ss listen and’ write their answers, Check Ss! answers as a class) if necessary replaying relevant sections of the recording until Ss find the coect answers Ansiver Key 1. byhalsince 1999 6 culture 2 Byears 7 siver 3 1884 8 doubled 4 callofice 9 athouscnd 1,000 5 wooden 10 more than £2000 & Direct Ss to the tapescript on p. 238. Ask Ss to work in pairs to underine the parts of the script that relate to the items in bold, and see how the information is worded differently ‘Answer Key rofts— money fall - decreased Introduced - appear laced ~ installed ‘asitwas known backthen - was inital refered to as housed found Ithad hopesto establish itself - wanted create wanted - intended Farffom disoppearing not disappear otup installed market buy 4. Ssdiscuss the question in pairs fora few minutes. Then get feedback from the dass, 3. Explain to $s that in this task they will bein pairs. First one student will have to speak for about a minute about two Photographs. The student will be asked to compare the photographs, and say something else (the question wl vary ‘according to the photographs). Then the other student wil have to give a bref answer to another question about the same photographs. After that, roles afe reversed with another set of two photographs.10 unit? {a Sk $s to look at the two pictures and elicit what they show, Read out the rubric and check that Ss understand ‘the meaning of ‘compare’ (they should try to talk about similarities and differences between the pictures, not simply describe ther). Present the useful language on comparing and elit several example sentences about the two pictures using the language given, Give Ss vocabulary as needed. Then dict SS” attention to the second part of the question, and elicit possible answers from several students, Insist that Ss give reasons for their choice, Then ask one or two students to try and speak for 1 minute on the question in 3a. The rest Of the class keep time and listen ‘Suggested Answer Key ‘See tapescript for Exercise 4p. 13in the St Book Read out the question and present the useful language Eat brief answves from afew students, insisting that they se one of the structures from the useful language box. ‘Suggested Answer Key Seetapesrit for Exercise, p.13 0 the S$ Book «6: d. Ask Ss to look atthe two pictures. Elicit the situation in-each one, giving vocabulary input if necessary Read out the rubrics and put ss in pairs to-do Exs 3 ‘and 3d (one should be Student A, the other Student B). Remind them that Student 8 should ty and speak for 1 minute, without interuption from Student A (who can keep time), and then Student A should answer question brief Suggested Answer Key Seetopesrpt for Eercse4, p13 inthe Book 4. Eaplain that 5s will hear a-model interview based on the tasks in 3a-d, Ask Sso listen and think about what is good ‘about the students’ performance. Use dass feedback to explain the assessment criteria. (The model. candidates perform very well on all the points.) ‘Ask Ss to assess their classmates! performance according to these criteria, but try not to discourage them. Point out that their performance will improve greatly with the oral practice they will do during the: course, For more formal peer assessment, photocopy the Peer Assessment Checklist at the back of the Teacher's Book. 5 Explain to Ss that this exercise involves brief exchanges ‘made by people when they are saying goodbye to each cother. Draw their attention to the example, and ask them what they think the situation is: Two fends aretalkng faceto face ‘of on the phone) ond one is wishing the other something positive forthe future. Ask thers to do the exercise in pairs ‘They should try to imagine the situation, and then complete the exchange. Suggested Answer Key b & Hovea good weekend! Youtoo. Lets meet fr cofee sometime. ‘Sure callme whenever Tr heading offtothe meeting now. Seeyou there. @ Pe Reem Reading: Culture Clip (pp. 14-15) 1. White ‘THEATRE’ on the board and ask 5s if they ever go, ‘and what is enjoyable about the theatre. Use this discussion to. check that Ss know basic vocabulary to do with the theatre that will be used! in the text (NB ‘to act, ‘actor, ‘audience’, ‘the stage’, a play's"@ performance’, ‘a music’ ‘ines’ and “proctuce’. ‘Alternatively, ask Ss, in paits, work out mindmaps with “THEATRE” spotlights. stage directions stage technician een actorfactress (Oral performance at FCE level is assessed according ‘to four different criteria, 1. Grammar and Vocabulary ‘©The ability 10 use a variety of different grammatical structures and to produce them corectly + The ability to use a variety’ of vocabilary appropriately 2. Discourse Management ‘= The ability t connect ideas using linking words. ‘+The ability to organise ideas and. produce a contribution of sutable length 3. Pronunciation The abiity to pronounce individual sounds clearly ‘and to. use stress and intonation patterns 10 highiight meaning 4 Interactive Communication * The ability to speak fluently without frequent pauses to search for words * The ability to communicate ideas and take part ina discussion with a partner audience tickets director performance rehearsal ‘This will help s revise vocabulary related to theatre. 1a, Ask Ss to look at the poster Elicit what is advertised (a ‘perormancefor thedeof and if Sshave attended one. Ask Ss why deaf people might not normally oo to the theatre, and how a performance specially for the deaf might be different . Blct answers from the whole class necessary, explain ‘sign language’ and ‘interpreters ‘Suggested Answer Key The txt wil be about the work of sgn language interpreters, who probatly help deaf people understand ond enjoy the theatre by using sign language (Sign language s movements of your hands ‘0nd arms used t0 communicate. The deaf have got ther own ‘oficial sign language to communicate)nie? ‘& Wite some of Ss! suggested “questions on the Board, ‘then ask $5 to scan the text to see if their questions are answered there. Check Ss’ answers and help Ss with vocabulary if necessary: Then elt further basic information from the text that has not been covered by Ss’ questions (e.g. where the interpreters are during the ‘pefformance in relation to the actors ~ the three styles: ‘placed’, where they are away from the actors and don't move, ‘Zoned’, where they are on stage and move a bt, ‘and ‘shadowed, where they follow the actors around. Make sure Ss understand the word ‘shadow’) Suggested Answer Key + Do theatre interprets have a lot of work? (not many performances bu lt ofwerkforeachone especialy musica) Do they need special taining or quotations? (not stated, but prebablys they areprotessionas) What they actully during the performance? they stand Somewhere where the quence can see them ard se sign language to show what isbeieg sid) ‘Ask Ss to read the rubricand check they understand the task Go through the strategy bax with the Ss. Demonstrate the strategy by going through the fist two or three questions with the class: eg. for question 1, ask Ss to read the ‘question stem, underline the key words (theatre interpreters; ‘become commonplace: because), then fin the relevant part of ‘the text (paragraph 1)and ead carefully 5s look atthe choices and undertine the key words (A: avoiding 8: wanted to become ‘moe accesible Ca new lw . compulsory Datract uclence) Point out, however that $s must pay attention to the whole mesning of the phrase, nat just what they imagine to be the key wort: Help Ss to\choose the night answer (Cand check exactly where the information is in the text (ines 25 the ‘Aemercans with Disables At which reqs that theatres become ‘ccessble 10 deaf people). Also help Ss to understand why the other answers are wrong (A not stated that deaf people were ‘avoiding the theatre: 8: theatves wee obiged bythe law to become ‘more accessible; D: not the reason why theatre interpreters are common). Repeat ths procedure for the next question or two, then ask ‘Ss to continue on their awn forthe remaining questions. $s ‘check their answers in pats before class feedback. For each ‘question focus particulary on the evidence in the tert. ‘Answer Key 1 © lines 2:5 the Americans with Disabilities Act, which ‘requites thet theatres become accessbieto deaf people’ 2D Sines 17-20 tickets are also sold hearing people who are “interested In seeing theatre Interpreters at work 3 A nes 2630 The workload is immense. we have to learn the whole playin as much time” 4B nes 42:50 ‘placed, where Interpreters: do not move; ‘zoned! wher interpreters. move onlyduring a change of Scene oract shadowed; where interpreters move feel 5A lines 59°61 The” zoned’ style of interpreting is a happy ‘medium between the placed’ and the Shadowed styes’ 6 B ines 70-73 placing the interpreters diecthy within the ‘action . The interpreters are ‘locked into each scene, ‘and iteraly shadow the actos’ 7. A. ines 86-88 producers nowadays think of interpreters for the deafos anewavenve creativity’ 8 A. (the hole text) Reming 5s of the importance of recording new vocabulary in context 5s reread the text to look atthe items in context ‘and match them to the meanings. Answer Key ‘audience: people who watch a performance tehearse: practise and prepare fora performance placed:fiedin on position zoned: limited to certain areas shadowed: following the actors stage ight: 1ightsde ofa stage for an actor acing the audience stage eft eftsid ofa stage oor ofthe house: the area othe theatre where the seas are scene:a smaller section ofa ploy ‘act: a larger section ofa play ‘As an extension, help Ss with other useful vocabulary items from the text. 29. line 21 'a colossal project’ (o very big task) line 26 ‘entire’ (whole) line 27 immense’ (very big) line 55 ‘interact’ (communicate) line 66 ‘patron’ (member ofthe audience) line 75 ‘in close proximity: verynear) 4 Help Ss to work out the meaning of the phrases. ‘Answer Key 1 abigproft 2. nthearea where the actors perform the play 3. in hismind sees the actor and the interpreter tgether os one person, 5a, Ask Ss to underline lan Cox's words and then, in pairs, ‘to discuss the questions that the reporter asked him, ‘Suggested Answer Key Lines 24:35: How long does it tae you to prepare forone pay? sit {fot of work? How does it compare with what an actor has to-do for the some pay? iifferent for musicals? Lines 83-88: What is theatre, for you? And what i interpreted theatre? How do producers se interpreters forthe dea? (Other possible questions: Do you feel asifyou are an actor? Which style of oterreter placement do you prefer? Why? Do you think ‘interpreted theatre wllbecome more cammon inthe future? Optional activity: n pais, Ss can roe play the interview between the feporter and on Cox 'b. Ss workin pats. Ask some par to report back to the ass. Suggested Answer Key Tews, conferences and meetings, interviews etc English in Use (pp. 16-17) 11 Elicit fromfemind 5s of some of the basic rules for articles: ‘© When talking about peoplethings in general: notice ‘+ Wetuse ‘the’ when its the only one, eg, the moon. ‘+ We use ‘the! to refer to something/someone previously mentioned, Refer 5s to the Grammar Reference section for more detail ‘Allow Ss two minutes to-do’ the exercise individually, then compare their answers with their partner, Check Ss’ answers round the cass ‘Answer Key 1 3a- 2 the the 5. othe the, the 112 Uni 2. a Elct fromemind Ss of the two main’ functions of determines: toidentily things (e, the) and to say how much ‘orhow many we are taking about (some, most). Tels that in this execs they have to decide which determiner goes with each dass of noun. Refer Ss tothe Grammar Reference section for mote deta $s workin pairs ‘Answer Key ‘Singular Nouns: ever, a/an, each ether any neler, arotier Plural Nouns:< few, mary any both fewer enough, other several, all,some ‘Uncountable Nouns: ss, any, enough other much itl, lite, all. some 'b. Tell Ss that they should choose from the deteriners in the lst to replace the determiners used in the sentences. ‘The meaning must be exacty the same. 5s work in pais, Check Ss! answers round the clas, Suggested Answer Key “i ‘ether ofthe girls seems happy. Fewer students came this tine. Severol/ Many people celled earlier ‘need alte time to check my messages Every room has a phone ‘Another person asked for you after you left 3. Elet omvemind Ss of the relationship between the too and enough structures. Write a couple of examples on the board eg too warm fos = ts old enough orsnon 15 to dork see whotshopoening. = Irn light enough see whats happening, Work n pais Suogested Answer Key 2 theytetooheany/ mot song enough 3 Imteo poo notch enough 4 She's too nervous, She's not brainy enough. ‘san extension, ask $5 to complete the following sentences Using t00 or enough eg. T: Ican'tsee inhere St: Its too dark. 52: There isn't enough ight, Suggested sentences: {don't feel ike going out | missed the appointment. can't drive a ca Clase the window, please. 4 a. Remind $5 that the parttives can often be Used with ‘more than one noun, and that there is often an element Cf collocation involved. Ss do the exercse in pars, Answer Key apiece ofavice ajarofhoney ‘asum of money ‘drop ofrain ‘teaspoon ofsugar ‘arayof sunshine ‘aclap of thunder Suggested Answer Key ‘founel a sum of money onthe ground and | handed iin tothe police station. John takes thre teaspoons of sugar in his te. Inthe middle ofthe storm, there was a huge clap of thunder which ‘made everybody jump. ‘My fiends brought me backa jar ofhoney from Greece. ‘Suddenly alarge drop of rain fellon my nose. ‘can seea ray of sunshine coming trough the dark clouds . Explain to Ss that they are going to look at nouns whose plurl form has a different meaning or use from the singular. Show Ss. the example. $s use their ictionares and workin pairs to do the exercise. Suggested Answer Key 2. Work isa task that you have todo; works means factory’ + Thevea lot of workta dof want to pas thisexam, +. Themen areon strike atthe steel works. 3 ‘Damage!isharm hatis done oan object ora situation fone person has harmed the property or reputation of another person, a court can order ‘damages’ (= money) t0 be paid by thefirst person tothe second perso. + Thesevere storm caused @lotofdamage to the house. + Shewas awarded £5 000n damages. 44 People's the plural of ‘person peoples is the plural ofthe singular noun a people; which means the men, women and children of particular count. * There ere a lot ofpeoplear the market thismorning + She wrote a. book about the native peoples of South America. 5 "Wood's the substance (fom trees) that you can make things ‘ut of woods’ means a pace in the countryside that full of trees. + Their garden toble ond chairs are made entirely from wood. + ffthe weather improves le gofora woikin the woods 6 ‘Content’ is what is contained in something seen as a whole; ‘contents’ are whot is contained in something seen as indvidvaliters. * Students were not happy withthe course content. + Hetsleaving the country 50 he's sling the contents of his house, $5 do the exercise in pairs. Tell them they can refer to a dictionary, but only if really necessary “Answer Key 2. offence 5 allowance 8 preference 3 formation 6 inspection ——9-_intepretation 4 defence 7 resistance 10 information [As an extension ‘Ss think of other abstract nouns with the same endings. Explain to Ss that this section of the Use of English paper ‘ests their knowledge of different structures and that correct spelling is required. The rewritten sentences must have exactly the sare meaning, and the key word must not be changed. Go through the strategy box. Do item one with the class on the board. Ss do the cest of the exercise individually. Check Ss’ answers. ‘Answer Key 1 want anyoneto answer... 6 had no tention of 2“ didn'tremember anything... upsetting. 3 nobody knew. 7 isexpectedto get. 4 Show muchitcost 8 gets on well. 5 a therewasanything ee. Explain to Ss that this section ofthe Use of English paper aso. tests their knowedge of structures. Draw. their tention to the strategy box Ask Ss to lok atthe ttle and ‘ead through the tet quickly without paying attention to the gaps to get an idea of what itis about. Then ask afew ‘Questions to check general comprehension. (e.g. What & it about? Are text messages becoming more or les popular?Uni How fast ate they?! Who uses them? Why is it successful?) ‘Ss do the task individually, then check their answers in pairs. Remind them that capita letters are not important, but that they should spel corecty ‘Answer Key 1 was Sin 9 which 2 can 6 every 10 for 3 than 7 that 10 their 4 the 8 ofin 12 with Writing: Letters/Emails (pp. 18-22) b. Ss workin pais and complete the task aecondanainr Ielevant information includes: erences to extra lessons (it ‘has been made clear inthe rubric that thsi no possible or Practica); mention ofthe writers French teacher 2. The style is mixed = sometimes suitable and sometimes too formal (eg. ‘your letter in which x “a range of options’ “Furthermore "recommend tat you accep. 3 ach main body parcgragh should contain one or two suggestions in this eter, the subject of music is needlessly sptead across the two mein body paragraphs, 4 The target reader wil not be very well informed and will probably be disappointed because the letter does give very ‘Ask Ss if they ever write letters, who to, why, whether they like \wrting letters, whether they find it easy etc. e Refer $s to the guidelines on fetter writing Explain any uncear points useful edvice. Corecess: ‘mgood but —+ fm wellbut 1. Go through the rubric with $5. Bit the key information to Underline and the answer to the questions. ‘Suggested Answer Key Keyinformation tobe underlined: Letter you havereceved froma peniiend need to speak English better; haven’ got time; extra lessons regular study sessions; what else can I do; improve my English; what you suggest letter 1 aketerofadvice 2. apentiend 3 informal 4 tosuggest ways he or she can improve hisorher English 5 Points tobe ticked: read books and magazines in Enaish + write eters/emails in English watch fms in English without subtitles Point out to Ss that the other suggestions are not practical for reasons of time or money. 5. (Ss'oun answers) Suggested prompts: listen 10 music with English lyrics, Subscribe to an English language newspaper listen to English ‘adiofwatch English programmes on TV 7 Eachpointcould beputinto a separate main body paragraph Ss should be encouraged to write two or three main body paragraphs. | could end by wishing my penftend luck, expressing that 1 hope my advice works. Refer Ss to the information about informal sy 2. a. Biplain thatof the two letters on p. 19, one is good and ‘one is bad, Give Ss a few minutes to ead through the letters and decide which one is best and what is wrong with the other one. ‘Answer Key ‘Model Bis mote suitable because + the paragraphs are better organised. + theletter closely follows the instructions inthe rubric the style is pefecty suited to the torget reader (informal throughout. ‘Model on the other hand, has aot of problems such as: * poorly strcrured paragraphs (each paragraph in the main, ‘body uraps rom one subject to another). + theletteris not clays relevant (suggestions are made but the ‘iter wonders ofthe pont) the syeis not consistent throughout "Hin which write - am writing Uke to say ~» Ydlketo say + thet ithelpedalot -+ that helped alot + fsten tothe English music + listen to English music + spend hourstolisten —» spend hours listening + iflwasyou-» iflwereyou + theseadvices —+ this advice, Ss wotk in pairs and answer the questions. Suggested Answer Key 1 informal ste + shoreforms:it§ dont, youll te + colloquial lanquage:ts great, practice makes perfec, etc + _phrosalverbs:beush up, pick things up give up, geton, etc 2. The paragraphs areclear Para i: inwodvetion Para 2: 1stsuggestion read more) and expected result ara 3: 2nd suggestion (warch films without subtitles) and expected result Para &: 3rd suggestion and expected resut (get English speaking pentiends) Para S: conclusion 3. Topicsentencesto be underlined (with suggested alternatives! + Fistofaly would bea goodideatostort reading more in English (To begin with, one suggestion is to reed more in English) + Another suggestions 0 watch fms'8n DVD without the subtle. Have you thought about watching English films within subi?) +The best advice I can give you, though, i 10 get more English-speaking penfiends and email fiends. (Why dont ‘you ty getting an Engish penirend and writing to im in English?) a. Go through the language for giving advice:'Give Ss a ‘minute or two to highlight the advice phrases in model 8 ‘As an extension, Ss can replace these phrases with other appropriate ones from the table. ‘Answer Key ‘nwould bea good idea t.. ‘Another suggestions 0» That way The bestadvice can give you.nI5 10 . Direct 5s to the problems Elicit which advice is appropriate for each one, ‘AnswerKey 1D 2¢ 38 408 13Uni? 14 &_Ss workin pais to practise using the language of advice from the theory box for the problems. ‘Suggested Answer Key 2. Have you thought about getting a parttime job? Then you'l ‘always have money of your om and it wil iv you abit of independence from your parents, 3+ You should speak to your teachers. That way atleast they now about the stuation and they respect you for trying to findasolution. “4 Ithink the best thing you could do would be to invite her out fora coffee. you do this shell se that you want to make an fort to sort out your diferences. ‘2 Remind $5 thatthe woy a letter begins and ends is a very important. Go trough the various ways of Binning (opening remars) and. ending (coing remo) informal letters. Then, $s do the exer Answer Key Low 3h 5d ye 2e 46 of aa b._ Ss write alternatives in pais ‘Suggested Answer Key ‘Atemative opening remarks: Dear Ban, Good to hear fom you. Sory | didn reply saight away but was away on a school i,m wang with one or two suggestions ‘0n how-to mprave your English ‘Atemative closing remarks: Wellhope this helps. Give my regards to your mum and dad ‘and write backsoon, Love, Pam Refer Ss to the information about semi-formal style. 5 ‘a. Allow the class @ minute or two to decide on the style of each extract. Check Ss” answers, then Ss work in pairs to fll the gaps, Answer Key Exact Ais informal (short forms, simple vocabulary) Exact 8issemiformal (morepalite, neutral se) 1 realycoo! 4 ‘aneicellent opportunity 2. Dropime aline 5 contact efor further details 3 promiseme 6 hopetoseeyou Bist answers from the class, Answer Key Extract Aisto.a close fiend Extiact Bis 0 former colleogue Explain that Ss should decide which phrases fit in with the semi-formal style of extract 8. Do the frst two Items with the dass, then Ss work in pairs to complete the exercise, Answer Key ‘ngppropriate—to0 informal appropriate —politeandrespectiul ‘inappropriate ~t00 informal ‘appropriate —polteand respectful ‘inappropriate =t00 informal appropriate ~politeandrespectiul 7---appropriate= polite and respect! 8 ingppropriate too informal Explain the task. Help Ss with the fist item as an example, then Ss complete the exercise in pais. ‘Suggested Answer Key 1 a informal~to atiend 2b semi-formal-tosomeone you don't know verywelleg. a family youare planing fo stay with) -semiformal~to.areader who has written in toa problem page ofa magazine informal = perhopstoafriend whotivesfar way informal- to. fiend orapenfiend ‘seriformal- maybe to.« family you recently stayed with 3 4d 6d ‘2 $s do the exercise on their own, then check round the class, drawing attention to the difference between the informal and semi-formal expressions used, Answerkey 2 asking or permission: D Wouldit be alright ifIstayedat your house next Friday ight? 3. expressing acomplaint: 6 was dissatisfied withthe food. 4 correcting information: H think you might be mistaken aboutthe price 5 making a suggestion: A Ir would be a good idea if you phoned the secretary and asked hee (6 refusing an invitation: {im afraid won tbe able to come on Thursday right. 7 thanking someone: E Thankyou very much for ll yourhelp at the reception. 8 apologising: 8 Please accept my apologies forthe damage to your jacket i. Sswork in pairs to write sentences. Then ask various ss round the dass to read out any one of their sentences; for each one, the rest of the dass should say whether it Isinformal or semi-formal and what its function is. Suggested Answer Key 2-_esking for permission Informal Can call you if! don't understand something? Semi-formal: Would it be all ight IF called you if there is something dont quite understand? 3 expressing a complaint a Informak did'like the show oto Semiormak! was dsatsied with the show. 4 correcting information Informal You'te wrong about Jobn, you know! Semi-ormak think you might be mistaken about John. 5 making a suggestion Informal Why not ry going to bed an hour etler? Semiormak it would be @ good idea if you went to bed an our earlier 6 refusing an invitation Informak fm sony but wont be ablé to make it to yourpary. Semi-formal'fm afraid wont beable to come to your party. 7 - thanking someone |nformat Thanks a mitfion for being shoulder tory on. Semi-ormal: Tank: you very much for being there when J needed you. 8 apologising Informat Fm realy omy that Kept you waiting so fong atthe cinema that night.Uni? ‘Semiormal: Please accept my apologies for having kept you waiting so long atthe cinema that night Refer Ss to the information about formal style. Elicit why one right write @ formal letter (€, 0 appl or 206, to complain about ‘oproductor service) 8 a. Allow Ss afew minutes to read the extracts and discuss ‘their answers in pairs. Then check $s! answers Suggested Answer Key Extract As informal. tis writen toacose fend to askpermision toborrow their guitar Words and phrases to be undetined: Cam | borrow a couple of doy; take very, very good care of i: you se; get-together be 0 laugh; brought our guitars along troubles Extract 8s sem-formal. tis written to thank somebody, probably Someone the writer does not know very wel or someane much colder or younger Words and plirases to be underlined: realy appreciate; Targely thanks to you: aeat opportunity meetup thank you again for Extract Cis formal tis a letter complaining about the veatment thewrite received on arecent vst toa restaurant, soit probably iten fo the manager ofthe restaurant. Words and phrases t0 be underined: not only .. but also; spectiealy booted; | found this to be totally unacceptable in addition to this . Ask Ss to read the extract and establish that it is In| informal style. Explain to $s that they have to imagine the extract is to become part of a letter to someone ‘they have never met, so-a much more formal style & needed. Ss work in pairs to produce a more formal version using the language given. Monitor and help Ss {as they are doing this. Then ask one or two pairs to read Out their version. ‘Suggested Answer Key ‘suggest that we ask Marco t hep us. Not only does he have aca buthe also has experience this typeof thing. Jam confident that ‘hel be willing to hele, especial if me offer him some money for petrol in adaition to Merco, my brother has offered tojoinus. With ‘our ofus, we willbe abl to finish the work very quickly. 9 Gothrough the rubrics with Ss and elc the key information Ss then underline it. $s work in groups of three or four to answer the questions. Monitor their work. Ask one group to report back foreach rubric Suggested Answer Key ‘A. Key information to be underlined: penfend recently writen 10 you; unhappy with school and home life: write a eter of. ‘advice offering your support making various suggestions and saying whet results you expect 1 alenerotadvice 2 mypenilend 3 should say cht Ihave received my pentriends leterand ‘maybe mention thet | was Sony to hear that hershe i unhappy. 4 informal 5 ifferent pieces of advice in separate poragraphs (should ‘also mention the expected result ofeach suggestion) 6 Beginnings Dear Mark ‘ve just received your letter Sony to hear thot you havent been feling so good: happens tous all though, sodon't worry too much about it.I thought | would wate back sight away with a few suggestions 1 have thought of Ending: ‘Im sue that fou try some ofthese things youlfee! ‘more in control and things wl stort to improve. Let me ‘knowhow you geton, een 8 Key information to be underlined: Your best end wrote to ‘you to ask what you have been doing write a etter say what ‘you have done lately plans you havefor the near future 1 aletcergiving information ny best rend 3 could say hat have received my best fiends letter and ‘maybe makesomecormment on hiser news. 4 informal 5 Mymain body could be spitinto 2 paragraphs: + Whatt have been doing. +. Myplans forthe ear future 6 Beginning Dear Dovid, Thanks for your last letter: sounds as though you have settled in very well n your new environment. You ‘asked what 'é been up 1050 thought Fd drop you a ine with my lavestews. Ending! Wel thats about itfornow should realy getback to my studies: Let me know if you'e planning to bein the area it would be great to see you again Mox © Key information 10 be underlined: Lost summer you stayed with @ British famiy: ask how you are: whether your sty helped you with your studies fren reply 1 letter giving infomation (2 the British family | stayed with last summer 3 could thank them for thei leer and apologi orthe dyin wring 4 semformal 5. My main body could include paragraphs about my news ‘and my thoughts about how mach my tay wth ther helped with my English 6 Beginning (ear rand rs Carter, Tank you foryourleter Sorryithas taken meso long {oreply but Ihave Geen doing exams school and have been studying veyhard ending: Thankyou once again for everyting you dl to moke my say with youso enjoyable. Please ave my regards 0 alter Yous, Kevin 10 Ss write the compasition for homework: Remind Ss that they must use wiat they have learnt in the writing section in-their- compositions. Before Ss hand in their pieces of writing, give each S.a photocopy of the Checklist for Unit ‘land ask them to exchange compositions and check theie Partners work against the list: 1516 nica Suggested AnswerKey A DeorKaren Thanks for your letter. ! was really sorry to hear you're so Linon atthe moment and thought op you a ine 10 cheer you up and pass on some friendly advice, Fist of al i seems to me that both your problems are closely linked. Because you feel lonely at school you ore unhappy at home. Why tin the shea sports tea exon {youre ond of spots 50 thet would bean ideal opportu ‘make new fiends wth people your age. Ard have you ever thought about joining on afeschoel club? did that when we first moved to the city and believe me it works! ‘Now: a forthe stuaton at home. rely hink you should talk your parents usexplin how you fet yoube suprised ‘how understaning the be.As the situation i row they can ‘only guess why youre so sulky day and they probably dont understand! Trust me, it will clear up the tension and they! probably have some useful tips toa! 1 yu flew my advice Im sre you feel much beter sacn.Anyway etme know how it goes Latsofiove, Gta 8 Deorlee Tanks for your eter! it was great to hear al your news. Since we lost spoke Ive been realy busy to, Fist of al | finally got my chvers licence! You can't Jimagine how relieved | was afte failing four times! Im now working overtime to save up fr my own car Remember | was thinking about starting Spanish classes? Wel ily decided {0 enol in a language school in my area with lessons on ‘Saturday. m realy enjoying t but as you con imagine theres hardly any fre time ft Fortunately. its elteady May and ve got my summer holiday o look forward to. On Ist June im fying to bia for a week andi probably hire aeep there. know its rather short notice, but would you care to jin me? Il be great fun! Ater in holiday Il be very busy with some conferences | have to ‘organise for work Then, in December IM have my Spanish exam, so zealy need to study hard after the summer! Wel so much for my news. Dont forge let me know if ‘youcanjoin mec liza. Lotsoftove, James: ear and as Whiman, Thankyou vey much er youre sine nganda lorhoshappene. ‘To begin with, have been very busy with my studies. Now that athe lstyear oF ner we sent hae One cam afer onthe Fortunate, only have ane more month togoand then t il lle overt Ate the seri tart looking for a job and hopefully | will soon be working as a pctologis. Futhemore lam stl fond of ose icing and hove lo bee busy with that ert er een get ake part competitions ‘My month in England with you really seems to have Improved my Engl Aceting 0 my Seth pean’ | ron mots ryan mses grat have df ‘very helpful with all the books in English had to read for my Stules! Cnce again | woul et soy bow roe ay for Yourlindessond hosp. ‘Thank you once again for your letter. am looking forward ‘ohearng om you agen Give my regards Lucy. et hes, Jenner Unit 2 — Moods and Feelings Objectives) Vocabulary: moods & emotions; physical sensations ‘expressing feekngs Reading: gapped text (reading for text structure) Ustening: multiple matching; multiple choice {listening for gist, main points, etal, specific information, attitude and opinion) Speaking: asking about and expressing feelings exclamations English in Use: ‘key word transformations word formation; multple choice doze Grammar: present simple and present continuous, state vers; used 10, be, get used to Phrasal verbs: phrasal verbs formed with up/down ‘Writing: transactional eters (1) Lead-in (p: 23) 1a. Explain the task Brainstorm with $5. Ask Ss to say as many adjectives as they can think of to do with feelings. Read out the adjectives and elicit their meanings. 55 work in pais and do the exercise. Check Ss' answers. ‘Answer Key 24 ae 3c 50 ‘Suggested Answer Key earful tere; troubled. ‘ronsy, worn out shattered smiling, postive concerned, antious Initated, upset, displeosed gloomy depressed stunned, dazed ‘AlloW Ss two or thre® minutes to’ make up sentences, then ask individual Ss to'read them out. Elicit why the people Fel this way. ‘Suggested Answer Key 2. Theman isthisplcure looks rather cross and ommoyed. 3. Themanin this picture lootsrather worried and thoughtful. 44 Thechilérenin this pictur look happ¥ and cheerful 5 Theman in this picture looks exhausted. Elict how different $s feel about the situations given. Read the example aloud. Ss work in pairs and complete the task. Monitor Ss performance'around the clas, Suggested Answer Key ind traveling to work eal stressful Really? dont. Infact, find it quite relaxing ‘find writing eters realy dul Really? don't infact, find it quite enjoyable. find shopping really enjoyable. Really? don’ nfct, find it quite frustrating. ‘find going tothe cinema really enjoyable. Really? dont nfct, find it quite bring find exercising realy tiring. Really? dont: Infact, find it quite enjoyable. BR PR SP BR RDnica ‘As find cving realy frstatng 8: Realy? dont n fect find it quite relaxing. ‘id dying up rely boring 2: ealy?Idont nec, indi quite eojcble 2 Read out the sentences one ata time and hep $s to interpret them, then ect which students agree/dsagree and ask ther to gve reasons. As an extension, ask Ss to find simiar ‘rovers in their mother tongue and explain them in English (Ss'ownanswers) 3. a: Explain the task. Pay the recording once. $s listen and do the exercise, Check Ss" answers. Play the recording ‘again with pauses for Ss to explain whiy each speaker feels the way helshe does. ‘Answer Key 1 bored 2 surpised/excted stressed . lit various situations from $s and write them on the board, Ss work in pais and tak about the situations ‘and how they fet. (Ss om answers) Reading (pp. 24-25) 1 Write Happiness" on the board and ask the’ class what makes them happy. Elicit afew answers, then refer Ss to the items listed, explaining any unfamiliar words. Ss complete the task. Ask some $s to read out thelr Ist to the cass and: ‘to justify their choice for the most important item in the list: (Ss‘own answers) 2 a. Read the title and the first and lest paragraphs aloud. lait answers to the questions from $s around the cass ‘Suggested Answer Key 1 The article's about happiness and how, despite our eff to ‘achieve, many peopleremain generally unhappy in theives. 2 (s'ownanswers) 3 Janets steps are: + get rd of doubes and lear to be more contented with yourself and your fe + change your outlook, your relations with others and the choices yournake bbe an optimist lean from other people change how we interpret what happens tous see ourselves as acceptable to those around us and as ‘valuable members ofsocety nt criticise yourselfor demand roo much of yourself + fecuson the present Allow $5 two oF three minutes to read the text quickly (not including sentences &-H) and check their answers Explain the task and 90 through the strategy point Explain that $5 need to follow this advice in order to complete the task successfully. Ask $5 to read the sentences (A-H). For each one, check that Ss understand the main point. Then ask Ss to read carefully the first ‘and. second paragraphs of the text, Then ask Ss to ‘read carefully the paraoraphs before and after gap 1 and ask them to think what information is missing and them find which paragraph fits best. Check the answer F) ‘and why it fs, eciting the connecting words, phrases ‘and ideas. Continue in this way for one or two more gaps. Then Ss complete the rest of the task individual. Check Ss" ansves, foreach one elcting the reasons why it is. Answer Key re ae SoH nD 28 4a oA Connecting words phrases and ideas: 1 nsentenceF she fers to'undestanding dificult which refers ‘back oslo found tha changing he outlook has brought her happiness. Sentence Faso refersto tended o thinkin or actin ‘harmful ways which refers tothe net sentence fer example. rneveradmitng. wrong... rtcing hese et. 2. In sentence before gap 2, definite pessimist, andin sentence 8 ‘expect litle ovoid disappointment asapessimistc statement 3 Insentece Weean lean fom otherpeople'connecs with afer the gop ‘people can have similar upbingngs. diferentes. 4 Sentence before gp, not things in themselves that trouble us, bbutour opinion of those things relatesto‘our own translations decide how we ein. 5 Sentence before gop, ‘not being able to actualy help people to ‘behappy.. prevent unhoppines.. being acontented individual ‘connects with hep people achieve thot contentment in sentence. 6 In sentence A ‘tise or demand . undermine feeling ‘accepted and valued refers back to sentence before gap, ‘need tofeelaccepted..society. 7. In sentence 0, ‘aspect of surprise and pleasure can be lost’ ‘refers back to ‘shut ourselves off ram ary postive flings for what ies ahead ' Allow Ss two oF three minutes to read the arte again, $s then explain the words in bold by giving examples or synonyms. Ss can look up the words in their dictionaries. Suggested Answer Key desires whh ‘chieve:get openly: reey ‘outlook: viewpoint vulnerable: defenceless Lupbringings:the way one was broughtup focusing: concentrating deserve ear, be worthy criticise: put down, complain cbout demand: ask contentment-happiness Explain the task. 5s work in pairs and underline al the adjectives used to describe feelings and complete the task, Bit answers around the class. Answerkey comfortable: at ase comfort contented: hoppy -contentent unhappy:sad unhappiness. sad: unhappy -saciness18 nit2 ‘4 Explain the task. Ss work in pairs and explain the phrases. Ss ‘may use their dictionaries to help them. Check Ss' answers around the class Suggested Answer Key 1 surround usleomeat us rom every angle 2 acknowledge the wuth 3 takea course ofaction that we decide 4 interpret things in ourown way '5 Allow Ss time to read the text again and ask thers to make ‘notes about three of the writer's main points. When Ss have prepared their answeis, ask them to work in pais and discuss them. Monitor $s" performance around the cass. ‘Choose same pairs to discuss the points infront ofthe cass. Suggested Answer key ‘A: The writer svagests that we cannot be happy in life until we decide to stop being unhopey. Yes, she belleves that happiness comes when we change our ‘outlook and attitude to life and concentrate on the present tather than the pastor the ftur. 'A> Thats right. She aso states thatthe way we interpret what happens tous can mate huge ference to how we fel. | think she makes a numberof valid points and everyone can be Jnapoyif they olways look on he bight side of things. 6. Read the questions and explain the task. Allow Ss time to prepare their answers. Ss complete the task in pairs. Ask soine pairs to report their answers back to the class ‘Suggested Answer Key ‘A® When need to cheer myselfup, usually read good book or watch a comedy fn, How about you? 'B_| usualy go shopping and buy myset something nice lke © pair of earings ora bag, then I fel much better Would you Say you are an optimist ora pessimist? ‘Ax Isuppose|lamabitof pessimist because always thinkabout the worst ting that can happen rather than the best thing What about you? Bam more ofan optimist because | always tell myself that no ‘matter what happens I still ave my family and my tends wi can help and support me. Language Focus (pp. 26-27) 1. a Read out the list of adjectives and explainflcit the meaning of any unknown words. Write 3 table on the board and ask Ss around the cass to say which adjectives, ‘are positivelnegative to complete the table. $s copy the completed table into their notebooks. AnswerKey Positive: cheerful generous, calm, god, relaxed, joyful, happy. cexcted, optimistic funny Negative: depressed, stresied) fustrcted, aggresive, lonely worried, onary, nervous sod furtous, shy tense lazy proud, terrible 2. a. Go through the lists of words and elit their meanings. Ect which physical sensations go with which feelings. Ss make sentences. Check Ss" answers by asking indivdal ‘Ss to read their sentences aloud Suggested Answer Key | was 0 fightened my hear wes pounding. was soexcted Ihadarush of adrenaline. 1 as 0 hungry my stomach wes rumbling. | was 50 stressec my palms were sweating, | wassorervoust had butterflies in my stomach, bb. Read out the questions and ict anewers around the class. As an extension, ask Ss to guess what these actions right. mean in. another country. Alternatively, play. a ‘game, One student mimes a situation and performs one Of the actions. The rest of the class try to guess how hls s feeling and why. ‘Suggested Answer Key Inmy county peopl Fown show they areunhopoy. inmy counts people cum tengo show the areipatier. (nmy countrypeople ick ther ps0 show they are hungry inmycounty peoplras ther eyebrows show they ae surprised ‘nmy county people wrnie thro show thay ave susted a. Explain the task. Read out the words inthe box and ‘explain any which are unknown. Ss complete the task, Check $5" answers ‘Suggested Answer Key Words to be crossed out: far panic obsessive Explain the task. Then Ss talkin pais about their own experiences ‘Suggested Answer Key ‘Ac | sometimes fee lonely wen | am at tome by myselt What ‘about you? eel lonely sometimes then, 00. 1 always feel astonished when people tell me they don't ke chocolate, What about you? fel astonished when my brother lends meis bike {eel sick when smell fish cooking. hat about you? only feel sickwhen lam il often fel iritable when !am tired. What about you? eel itable when lam sick’ afc Heel alve when | am ontop ofa mountain, What about you? eel alive when lam cunning. eel angry when I hear about people being uel to animals Whatabout you? eel angry wien don't get what want. eel offended when someone's ude tore. What about you? Heel offended hen, 09. ‘ee frustrated when |cantdomy/homework What about you? eel frustrated when miss the Bus. ‘usually fel hungry befor lunch Wha about you? Heel hungry late at night, ‘always fee becer after good ay What abot you? eel better afer Ihave watched a comedy fil. ‘always fel strong afer Ihave been tothe gym. What about BRaeaPeem ae Speeneneae eel strong when Hhave eater abi breakfast "eel heithy when leat a salad. What about you? ‘eel heathy ater have done some exercise. pas Explain the ta8k. Play the recofding once. S$ listen and do the exercise, Check Ss’ answers, Play the recording ‘again with pauses for Ss to explain why each speaker feels the way helshe does. ‘Answer Key Speaker! 8 Speaker D ‘Speakers & Speaker? C Speaker AUnie2 i. Explain the task and ask various sto talk-about thei ‘own expenences. Suggested AnswerKey 8: When doyou look forwardto something? ‘A: Towards the end of the school yea, | Jook forward to the summer holidays. When do you find something fascinating? ‘Onschoo! rps, find museums fascinating. When do you miss someone? tthe weekends |miss my school ends When do you like having frends fo dinner? (On my birthday, ite having my fiends round for diner paapee ‘Explain the task and check Ss understand the adjectives and the example. 5s do the task. Check 5s’ answers by asking) some pais to act out their exchanges infront of the dass. Suggested Answer Key A: You must be pleased. 2 Pleased tm ovenoyed! You must have been scared, Scared! wos ered. Youlookangyy Angyltm furious! The food was bad. ‘Boat wos appalling! ‘Se sees happy wither exam resis Happy She's deightedt Sarch seemed upset. Upset! She was heartbroken! ‘As an extension, ask Ss to make up similar exchanges using the rest ofthe adjectives (fithy, fantastic, huge, delicous). SR eR ee ee Be \Wiite tired and tiring on the board and elit the cfference (eg. 1 feel bred, “a tiring day). Elicit. other pais (e9. interestedinteresting) and check Ss understand the difference Explain the task. Ss do the exercise n pais. Check Ss answers. “Answer Key 1 tearing 3 depressed ~—S_suprising 2 pleased 4 terfying 6 excited ‘As an extension, Ss make sentences with the adjective forms not used. 2 Boplain the task. Ss do. the exercise. As an extension, allow 5s two minutes to think of as many other idioms using animals as possible: Ecit idioms and write them ‘on the board. $s copy them into their notebooks. Alternatively, ask Ss to write down similar idioms in their ‘wn language and explain them in English Answer Key 2.f om, 5.6 mae. 7... peacock 3. mule 6 0. dog. .8 .g. snail 4 efor Read out the adjectives in thelit'Ss do the task: Check Ss" answers. Answer Key brave cowardly quiet «noisy wise foolish eke healthy stubborn flexible roud » modest ‘cunning straightforward slows quick 10 © Read out the definitions and elicit answers around the cass. Answer Key takes along time todo something as slow oa snail Isinteligentand wel.informed as wise as.an ow! ‘hasmno fear ands ready fo face danger-as brave.s alin does things behind peoples backs-as cunning as afox Isvery arrogant -0sproud.asa peacock Explain the task, Ss complete the task. Check Ss’ answers, asking Ss to explain why the word they did not underline is ‘wrong. AS an extension, ask Ss to make theit own sentences using the words not underlined. Answer Key 1 miss 4 ike 7 please 2 growing” 5 express 8 hurt 3 strange 6 we ‘a. Elicit phrasal verbs $s already know with’ "up" and ‘down’ Do item 1 with Ss then Ss complete the ‘exercise. Ask 5s to check their answers by referring to ‘Appendix 2 at the back Of the book. Then check the ‘answers as a dass, making sure Ss understand the meanings of the phrasal verbs. $5 should memorse these phrasal verbs ‘Answer Key 1 wp 3p s 2 dom 4 down 6 ‘cheer up: become happier ‘calm down: become ess upset/angry ‘easeup: lesen ‘gets down: depress, make sb sad loosen up: relax, become less stressed letsb down: csoppoint sb ‘open up: express one feelings wind down: rela, unwind » 20 down 8 down Explain the task. Ss Use the phrasal verbs from Ex 92. as| ‘expressions. Check Ss! answers. ‘Suggested Answer Key 1 Donitlermedown, 2 Cheerup! 3 Comecn! Open up abit. 4° Loosen upabitoryou wil etl, Explain the’ task. Do item 1. with Ss and then $s work in pairs and complete the exercise. Divide thelist and the loss into four groups and ask each group to check sx items in ‘Appendix 1 at the back of the book. Check $s" answers, then Ss make up sentences using the prepositional phrases. Alternatively, assign the exercise as written HW. Ss prepare the sentences for the rixt lesson, Check Ss" answers, Ss should memorse these phrases ‘Answer Key 1 of 9 0 17 to,for 2 axpuithey 10 with 1 of 3 wth 11 witvabour 19 about 4° with about 12 about 20 with 5 about 3 2 of 6 of 14 wittvo Roto 7 with 15 of 23» abowto 8 a 16 with.about 24 about 19Uit2 20 ‘Suggested Answer Key lam afta of spiders. | was very amused bythe clowns a the circus. Timisanary with me and hes not talking to me. ‘My mum was annoyed with me about my behaviour 1am very ansious about iy exam resis. | was ashamed of lane for behaving so badly. ‘ar bored with this computer game now need to buyanew oe. Pris brillant a chess. | was very close to my grandma. Bill was delighted with his birthday present. lam disappointed with myseffor fling the exam Charles excited about the schoo ip. Stuart has been fitful to his wife for forty yeas Jackisverfendly with the boy next door Harryistrightened of snakes, ‘Anne's furous with Andrew about what he said Diana's grateful to Eda fo lending her the money. Lzisjeaous of mma because she's more papular than seis. am very nervous cbout taking my-drving test. Chriss pleased with Jake because the teacher says hes trying very hardin class She's ery proud ofher new house. ‘Aman on the bus was very rude tome tis morning Martins ver sensitive abouthis baldness. Janets upset about losing her watch. ing & Speaking (pp. 28-29) Brainstorm with Ss. Elicit Why people might go to 2 therapist and what types of therapy. and/or words ‘lated to therapy they know. Write these words on the board, Read out the descriptions A-F and elct the key words. Ask Ss to suggest what they think each therapy Jnvolves and to say which of the words on the board are related to each one, Ss copy the relevant words into ‘their notebooks. Keyword -music This therapy might involve listening to music. Suggested answer Istnin, casio! ms pera, CDs, ‘MP3 plyec msidansnstuments Key words-elxing, thinking, emotions This therapy might involve thinking over problems na telaing enswonment. Suggested answer quiet, cakm meditate ying down, thinking, alone Keyword -exhoning farly Thistheray might vole the fly ofthe person who has the problem, ‘Suggested answer parents, brothers sisters talking, ‘dicusing, help Keyword- fms Ths therapy might inal watching fms. Suggested answer - watching ceme, DVDs blockbuster ‘characters pot stony, Keywords ~ groups discussing This therapy might involve aking abou robles ina group of stengers ‘Suggested answer patents together cscussion sharing, taling fistening, not alone Keyword -drowings Ths therapy might involve cecting ort. “Suggested answer -at pointing, cag, colours pints encls poper creative b.- Go through the exam strategy box. Explain that Ss must follow this advice in order to complete: the task successfully, Read the descriptions A-F once more and play the recording. Ss do the exercise. Stop the recording after the second playing of each speaker to check Ss’ answers. Answer Key Speater! £ — Speater3 8 Speakers A Speaker? F Speoler4 0 ‘Refer back to the notes on the board. Elicit which of ‘these words Ss heard on the recording. (Ssown answers) ‘a. Beplain the task Read out the questions and elicit answers around the cass. Suggested Answer Key Body languages the messages we send out through the use of actions and gestures. 2 think peopl can probably Guess what cats are thinking and feeling through ther body language. For example, facat its its heed .one side it may be showing that its curious about something bb. Explain the task and read out the strategy box. Explain that Ss must follow this advice in order to.complete the task successful. Play the recording twice. Ss listen and complete the exercise. Play the recording again, pausing after the information for each question, and Ss check their answers, ‘Answer key 1c 38 5A 28 48 oe Read out the question and elicit examples around the dass of body language which shows how we feel. Write these on the board. Ss then work in pais and discuss the question. Monitor Ss’ performance around the class Suggested Answer Key ‘A: When we are angry we might put our hands on our hips oF dench our fists. That’ tr and when we are ted or upset we rest our head ‘nour hands. oe ‘A> We shrug our shoulders when we den’ know something and wwe scratch our heads when we ae confused. 18 Yes hats rght And, ofcourse, we smile when we are happy. Start a dass discussion by asking indidual $s to give their opinion about’ what they think isa. stressful situation. Then $s look at the pictures and identify each situation. $s work in pais and discuss each situation in the pictures, choosing the three most stressful ones. Ask individual pairs to present their choices to the class. Suggested Answer Key See topescript for Exercise 4p, 29in the Ss Book. b, Read out the questions and Ss complete the task in pairs. Check $s’ answers by asking some pairs to report back tothe class. Suggested Answer Key ‘See tpescrpe for Eerlse 4p, 29 inthe S’ Book4 plain the task: ExplainvBlict the meanings of the points to be assessed as well as what would represent an unsuccessful performance in each of the areas listed. Play the recording Sslisten and complete the task in pars. “Suggested Answer Key Both students perform equally well in terms of grammar and ‘ocabulary. The pronunciation of both students i equally good ‘and they interact wel together They both answer the questions ‘quite well although notasfulyas they could have done. 5a. Explain the task: Ask two $s to read the dialogue aloud, ‘Ss complete the task: Check Ss" answers. “Answer Key ‘Areyou aligh?-asking how somebody fees ve been in a bad mood all day. rm really depressed - expressing ‘how somebody feels Go through the phrases in the box. Model a dialogue with aS. Then Ss work. in. pais and act out their sialogues. Monitor Ss performance. Then ask some pairs ‘to actout ther dialogues in front ofthe clas. Suggested Answer Key ‘seventhing alight? ‘Actualy.n0.m upset about having my car stolen, Whats wrong with you? Tobe honest, ve been in a bad mood all day because ve lost my purse. me > Explain the task and what is meant by the term ‘exclamation’. Read the adjectives and explainélicit the ‘meaning of ary that are unknown. Ss do the exercise. ‘Check $s! answers. “Answer Key 2 Hesreleved, 5 Hesannoyed. 3 Hescontused. 6 Shesdsgusted, 4 She's grateful bb. Explain the task and read out the sentences. Ss ‘complete the task. Check Ss’ answers. “Answerkey Se eee edt ao aa & Bipkin the task and model the exchange with a 5. Ss ‘complete the task in pairs. Check Ss’ answers by asking ‘atious pairs to act out thelr exchangesin front ofthe dass. Sungsted Answer Key t- Lookat thabig role coaster Wow! Thats amazing! We've finshed the project in time Phew! Whararele? Whar ity seventies eighteen? Brildont know. ‘bough you this it Ohl Thankyou! Listen tomynewD. ‘ShhiBe quiet! Se Pa wa Pa ed Unit2 Reading: Literature (pp. 30-31) 1. a. Read out the title of the novel, explain the difference between ‘sense’ and ‘sensibility’ and elicit ideas from Ss ‘about the content. Suggested Answer Key think the novels aboutlite and mannersin the 19th century 'B. Allow Ss time te read the short text about the author, help. them with vocabulary and then elicit what ‘questions Ss have. Write these on the board. Ss read the ‘extract. Elicit answers to the questions on the board from $$ around the class. Sagiennasrnts What sor of personales do Mrs Dashwood three daughters have? “+ How does Mrs Dashwood fel now that she finds herself in poorer circumstances? ‘+ How doher children help her to overcome her problems? Direct $6 attention to the sentences (A+H) and point out ‘that the undertined sections are to help them make the fight choices by comparing thern withthe text. Read the fist paraaraph of the text and sentence C and ask how the underlined part helps the sentence fit into gap 1 ("This thoughtless behaviour highly unpleasing to any ‘woman with ordinary feelings In Mrs Dashwood's situation’, relates to the offence given to Mis Dashwood) Have the Ss continue the task, paying attention to the Underlined sections, until they have completed all the ‘Questions. Then check Ss’ answers, Answerkey mig 3 28 46 6D b. Ask Ss to explain how the underlined wordsiphrases relate tothe text ‘Suggested Answer Key 7A ‘Butshe'refers to Margaretin the previous sentence. 2B ‘thar refers tothe action inthe previous sentence eave the hows forever. ‘Mrs Dashwoods’ contrasts with ‘any woman’ and ‘the offence’ refers to ths thoughtless behaviour’ in the previous sentence. ‘Eins too was sifting’ follows on from Mrs Dashwoods ‘and Elinrs ‘sorrow in the previous sentence. She coulé’ begins the list of Elnors abilties, continued in the following sentence “These qualities refers to Elinor character as described in the previous sentence. “Te two women’ refers to Mrs Dashwood and Marianne from the previous sentence, and ‘them’ in the next sentence refers backto the wo women’ ‘Einar’ and ‘she knew how to control them’ presents the contrast to her mother whichis described the folowing Sentence, and is referred back to by ‘a knowledge’ in the ret sentence re Explain the task and ask 5s to find the collocations in the extract. Ss then work in pais to write sentences. Check Ss’ answers by asking various Ss to read out their sentences, 2122 Unit2 Suggested Answer Key basty deckions sirong emotions thoughtless behaviour 900d:humowed self-control ‘try t0 avoid making hasty deckions whenever possible. People who display strong emations make me fel uncomfortable. ‘Theres 0 excuse fo his thoughtless behaviour ‘Som sagood-humoured person and alwayshsa friendly word to say, inow bow to show selcontolin emotional suction Explain the task. Ss complete the task: Check Ss answers ‘around the cass, Answer Key line 12 John Dashwood’ family line 21 -Mrs Dashwood’ tree child line 34-Marianne ne 39-Mes Dashwood and Marianne c Allow $5 two or thee minutes to tead the article again 5 then explain the highlighted words by aiving examples ‘or synonyms. Encourage Ss to work out the meaning fiom the context before looking up the words in their ‘dictionaries. Check $5’ answers ‘Suggested Answer Key dispute: argue with offence: insult disgusted: oppolled inconsiderate: thoughtless Jimpotite:rude ‘Inappropriate: out of place ‘hasty quick similarity: resemblance striking: vey natceable cherished: appreciated 4 a, Allow 5s time to find and underiine all the adjectives. Explain/lcit the meaning of any unknown words, then $s complete the task. Check $s' answers. ‘AnswerKey ‘Mrs John Dashwood inconsiderate slish ‘Mes Dashwood - enthusiastic, generous Hlinor-afectionate ‘Marianne ~ sensible, clever generous, likeable, interesting, not careful ‘Margaret ~good:-huroured, agreeable romantic ‘Mrs John Dashwood an inconsiderate ad seiish woman. ‘Mrs Dashwood s enthusiastic with a generous nature. lina hasan afecionate nature. Marianne is sensible clever and generous. She is aso likeable interesting. However sheisnotatalcareful ‘Margaretisagood-humoured, agreeable and romantic gir. Explain the task. Ss workin pairs andi do the task. Check ‘Ss’ answers orally in class ‘Suggested Answer Key ‘Mrs Dashwcod ~ deeply hurt absolutely disgusted. hated her