Professional Documents
Culture Documents
Carte Engleza-Profesor
Carte Engleza-Profesor
S U G G E S T IO N
It may be useful to revise language exponents for giving
and justifying opinions, agreeing, disagreeing, arguing,
and summing up. Note down these headings on the
board, and divide the class into six groups. Ask each
group to brainstorm as many exponents as they can
within a given time. Once the time is up, ask groups
to exchange lists and read, correct, or add exponents.
Once you are satisfied that students have noted down
a wide range of exponents, note these on the board.
If necessary, these may then be drilled for accurate
pronunciation and intonation.
LANGUAGE FOCUS {SB plO) Active and passive Passive forms move the focus of
attention from the subject of an active sentence to
The Languagefocus section in each unit aims to get students the object. Note that in other languages, reflexive or
to think analytically about language form and use. It provides impersonal constructions might be used instead of
clear examples of how language works, then asks questions or passives.
sets tasks to guide students towards a better understanding. The Grammar Reference on SB p i45 looks at time,
Understanding is consolidated as students transfer aspect, and how to choose the correct tense. It is a good
information into charts, complete controlled written exercises, idea to read this section carefully before teaching the
negotiate meaning by discussing examples, or provide Languagefocus. It is also worthwhile noting the Ll
personalized content reflecting the unit’s language aims. interference issues that might arise with your group of
At the start of any new level of a course, it is important to students, so these can be c early explained.
gauge students’ knowledge and understanding of the main
tenses in English. Gaining an overview of students’ ability Ask students, in pairs, to complete the chart with the verb
will allow you to assess individual strengths and weaknesses, forms in italics. Ask them to think of their own examples
and determine which language areas need further attention. to complete the blank spaces in the chart. Note that in the
At advanced level, students need to be able to express answers chart below, suggested answers to complete the
themselves naturally, using a broad range of structures. This blanks are in italics.
initial stage provides an opportunity for contrastive analysis
of tenses, highlighting the need for students to think about Answers
the differences in meaning between tenses. This process in
turn should better prepare students to accurately choose the ACTIVE Simple Continuous
right tenses to convey their own ideas. Present Simple Present Continuous
Put students in pairs or small groups to work through the belong are blushing
Language focus. Setting up the tasks in this way frees you Past Simple Past Continuous
to monitor the class, check understanding, and answer any NON-PERFECT
didn't recognize wasn’t watching
questions that arise.
Future Simple Future Continuous
Tense review will seem will be giving
Present Perfect Present Perfect
A PO SSIBLE PR O B LEM S Simple
haven't seen
Continuous
have... been doing?
Time and aspect When working out which tense to
use, students must consider time and aspect. Past Perfect Simple Past Perfect Continuous
PERFECT
‘d realized 'dbeen lying
• Simple: completed and permanent
• Continuous: in progress and temporary Future Perfect Future Perfect Continuous
Simple ’ll have been living
• Perfect: an action with a result relevant to a later time will have finished
Simple and/or continuous The simple aspect describes
whole, completed actions, whereas the continuous PASSIVE Simple Continuous
aspect describes activities that are in progress. Simple is
Present Simple Present Continuous
about completion and permanence, whereas continuous
is about duration and temporariness. is made up of is being used
For students of many nationalities, this distinction Past Simple Past Continuous
NON-PERFECT
can be challenging, especially if their LI does not have was invented were being created
continuous forms. Present Simple forms are used in Future Simple
many Latin languages to express the future, where will be taken
English uses the Present Continuous. Present Perfect
To address any issues of L1 interference, ask students to Simple
apply the aspect rules across the tenses. This can be done have... been
by using concept questions such as Is it completed or in embarrassed
progress? Is it temporary or permanent? Does it have a PERFECT Past Perfect Simple
sense of duration? had been rebuilt
Perfect and non-perfect The perfect aspect expresses
Future Perfect
the idea that an action is completed at some time before Simple
a later time, and produces a result or has a connection will have been done
with that later time. This is not always the case in other
languages where the Present Perfect may be expressed
with a present tense (J live here for ten years) or a past Refer students to the Grammar Reference on SB p i45.
tense (/ never went to Paris).
Again, concept questions can be used to help students
think about how using the perfect aspect changes
meaning, e.g. Did the event happen in the past? Do we
know when? What’s the result now?
SIMPLE A N D /O R C O N TIN U O U S
5 I’ve cut my fnger.!l’ve been cutting my finger.
Ask students to work in pairs and decide which sentences In this context. I've cut my finger is in the Present Perfect Simple
can be both simple and continuous. Go round monitoring form, used to describe the present result o f a past action - one
and assisting students where necessary. Once the majority action, completed before now, with a result now. which is that
of students have completed the task, hold a whole-class the finger is cut and it hurts. The Present Perfect Continuous is
feedback session. This allows students to share their highly unlikely because the continuous aspect implies that the
knowledge, evaluate one another’s ideas, and again builds cutting action is repetitive and has duration. You could point out
on learner autonomy. to students that you might use cut in a continuous form in other
contexts, e.g. I’ve been cutting wood for the fire.
Answers It really hurts.!It’s really hurting.
In each sentence both the simple and continuous can be used, with
Both can be used, with little change in meaning. Similar verbs are
the following exception. The continuous form I’m not knowing why
feel and ache.
in number 3 is not possible. I’ve been cutting my finger in number 5 is
6 Dave always gives Pam expensive presents.!Dave is always giving
possible, but a highly unlikely utterance.
Pam expensive presents.
1 What do you do?/What areyou doing?
Using the Present Simple form expresses a habitual action and
The question in the Present Simple form asks about something that
is neutral in tone. Using the Present Continuous form expresses
is always true. The most common context for this question is to
a habitual action, but also conveys the speaker’s attitude. This
ask someone what their permanent job is: What do you do? I’m a
depends on context. It could express annoyance - in that the
dentist. The question in the Present Continuous form asks about
speaker is annoyed that Dave spends all his money on Pam.
something that is happening now. It is temporary and has duration.
7 When Ipopped round to see her, she baked a cake.! When I was
The question What are you doing? often expresses puzzlement
poppinground to see her, she wos baking a cake.
orannoyance. Note that you can ask someone, What areyou doing
W e use the Past Simple to describe finished past actions.
these days? to ask about work or activities which are in progress in
/ popped round to see her describes a single event. W e use the Past
their lives at the moment.
Continuous to describe something in progress at a tim e in the past.
2 / see him every Wednesday!I’m seeing him every Wednesday.
Due to the idea o f duration suggested by the continuous form, the
The Present Simple form o f the verb indicates a timetabled or
sentences could have multiple meanings:
scheduled event. A common context here would be a series o f
When Ipopped round to see her, she baked a cake.
ongoing appointments, perhaps with a physiotherapist or other
= 1arrived, she decided to bake a cake.
medical professional- The Present Continuous form uses a state verb
When Ipopped round to see her, she was baking a cake.
see. in a continuous form. This use o f a state verb is quite unusual,
= I interrupted her baking with my visit.
and indicates that the verb has changed in meaning to stress the
When I wos popping round to see her, she wos baking a cake.
repeated action. Students may have learned that state verbs should
=as I was going to her house, she was baking (these actions
always be used in the simple form. However, note that state verbs
occurred at the same time, and had a similar duration).
can be used in the continuous form to signify a temporary (and
When I was popping round to see her, she baked a cake
often deliberate) mode o f behaviour that is different from the norm
= as I was going to her house, she finished baking a cake (the journey
or is presented as a new arrangement.
had a longer duration than the baking).
3 Everyone’s being very nice to me.!Everyone’s very nice to me.
This final form is possible, but less likely ss popped round suggests a
The Continuous form describes something happening now -
short journey, which wouldn’t provide enough time for a cake to be
illustrating the point mentioned in 2. Here the speaker is clearly
baked.
puzzled by the amount o f attention they are receiving and wonders
8 I’ve been checkingmy emails.!I’ve checkedmy emails.
why everyone is being nice, when perhaps they are not usually.
Both forms refer to a past event with present results. If the Present
Perhaps they are deliberately preparing the speaker for some bad
Perfect Simple is used, it means that the action is completed,
news or a difficult request.
and the main result that is emphasized is a logical result o f the
The Simple form describes something that is generally true. People
completion - the emails are now checked, so I can do something
are nice, not just now, but all the time.
else. If the Continuous form is used, it does not say whether all the
I’m not knowing why. cannot be used. Know is a state verb that can
emails have been checked or not. The emphasis will therefore be
only be used in the Simple form. It can, however, take an -/ngform
on an incidental result o f the activity: I've been checking my emails.
in other kinds o f structures, e.g. Knowing his interest in football, I
That’s why I’m late.
suggested we watch the game.
I’ve received loads.!I've been receiving loads.
4 I’ll take a taxi to the airport.!l’ll be taking a taxi to the airport
Again, both forms refer to a past event witti present results. The
The Future Simple form is used to express an intention made at the
Present Perfect Continuous form signifies a temporary and perhaps
moment o f speaking. Here the speaker is making a decision. The
unusual situation which might be reflected in the speaker’s attitude,
Future Continuous form, depending on the context, could either be
e.g. I’ve been receiving loads lately, and Tmnot very happy about
describing something in progress at a particular time in the future.
it There must be a problem with my anti-spam software.
What willyou be doing at 7 a.m. tomorrow? I’ll be taking a taxi
9 The train leaves in five minutes.!The train is leaving in five minutes.
to the airport, or something that will happen in the future in the
W e use the Present Simple to talk about an impersonal, timetabled
normal course o f events, It’s Monday morning, I’ll be taking a taxi
future. W e use the Present Continuous to refer to a personal,
to the airport - it’s what always happens on Monday mornings.
diary future. So the Present Simple might be used in a train
This latter use has no element o f intention or volition, instead
announcement, whereas the harassed parent might shout Come on,
describing a perfectly normal routine occurrence.
kids! The train is leavingin five minutes.
10 they'd been staying at the Ritz/theyd stayed at the Ritz 3 When I've talked to him, I’ll tellyou.
We use the Past Perfect Continuous form to express the duration I’ll tell you after I finish talking with him.
o f the situation or activity, e.g. how long the residence at the Ritz When I talk to him, I’ll tell you.
was. whereas the Past Perfect form suggests a short periodic event I'll tell you when I’m going to talk to him.
- perhaps the stay was for one night only. 4 The arrangements will be finalized on Friday.
11 is interviewed by Sky News/is being interviewed by Sky News A statement o f future fact. This will take place on Friday.
The first sentence is in the Present Simple passive. We use this form The arrangements will have been finalizedby Friday.
to describe something that is always a true occurrence- it’s a fact This will take place sometime between now and Friday.
that the winner will be interviewed. The second sentence is in the 5 / wish I knew the way.
Present Continuous passive, describing an event happening now, at But I don’t. A regret about now - wishing something was different in
the moment o f speaking. the present- Because this is hypothetical, we use the Past form knew
to refer to an unreal present.
PERFECT A N D NON-PERFECT / wish Tdknown the way.
Ask students to discuss the sentence pairs. Again, monitor But I didn’t. A regret about the past. Because it is hypothetical, we
and assist with any questions. After students have use the Past Perfect form to refer to an unreal past.
completed the task, open it up to a whole-class discussion
and invite students to share their ideas. Draw students’ attention to the picture of Groucho Marx.
If necessary explain that Groucho (1890-1977) was an
Answers American comedian and comic actor best known for his
1 Didyou ever meet mygrandfather? work with the Marx Brothers. Mention that his quick wit
In the past - he’s dead now. and wordplay contributed to his status as one of the finest
Haveyou ever met my grandfather? comedians of the 20th century. Ask students to work in
At any time up to now. He’s still alive and you still have a chance to pairs, or small groups, and see if they can explain the joke.
meet him. Set a short time limit, then as a whole class discuss how
2 Icome from Scotland. the joke works. The humour rests on two different uses of
A state that is always true. I am Scottish. the Present Perfect - recent past time, and life experience.
I've come from Scotland. We often compliment guests as we leave a gathering by
A present result o f a past action. Scotland is where I was before I saying 7’ve had a lovely time. This expresses the present
came here. result (a feeling of pleasure) of a recent past action
(having a lovely evening). But Groucho is describing an
experience some time in his life, and therefore not recent
experiences.
ACTIVE A N D PASSIVE group, not from us. We learn from ourselves would mean
4 Ask students to work in pairs, correcting the sentences. that the knowledge doesn’t come from an external source.
Remind students that self-correction and proofreading ... long offer they themselves can have children.
are important strategies at advanced level, as any error can In this usage, the reflexive pronoun follows the noun to
impact on meaning. If necessary, provide the first answer give additional emphasis to the noun.
as an example to get students started.
Elicit the difference between the sentences in number 1 as
Answers
an example. Put students in pairs to compare the meaning
1 The lecture can’t be given in the main hall, it’s being decorated.
of the rest of the sentences. Encourage students to provide
2 A large number o f tickets have been bought.
context for the sentences, as often this enables them to
3 I was thrilled to be introduced to Professor Roberts.
accurately focus on the appropriate use of reflexives.
4 The children enjoyed being taken to the zoo.
Monitor, checking for accurate understanding.
5 They had been warned not to frighten the animals. Once students have discussed 1-6, check the answers as a
6 English is spoken here. whole class.
Answers
Reflexive pronouns 1 My wife was talking to her./My wife was talking to herself.
In the first sentence, the subject and object are different people.
A PO SSIBLE PR O B LEM S In the second sentence, the subject and object refer to the same
Reflexives have two uses: for an object that is the same person - the speaker’s wife.
person or thing as the subject, My laptop switches itself off 2 Shegot dressed quickly and went to work./She can nowget herself
after a couple of hours-, for emphasis when speaking about dressed.
The use o f the reflexive in the second sentence emphasizes that
a particular person or thing, I was emailed by the general
manager himself. Note that some verbs (e.g. shave, hurry) the subject is doing the action. Getting dressed here is part o f a
are reflexive in some languages but not in English, unless child’s developmental stage, rather than being a common everyday
there is a special reason, e.g. I-donk-Hke-sl-mving-myself , occurrence, so it is given more prominence by the speaker.
He can’t shave himself as he’s broken his arm. 3 / burned my finger quite badly./l burned myself quite badly.
The use o f the reflexive in the second sentence emphasizes that
Write the following sentences on the board: the subject did something to cause the action. It suggests it was the
speaker’s fault that he/she was burned.
He was walking along, talking to him. 4 / spoke to the prime minister./1spoke to the prime minister
He was walking along, talking to himself himself/l spoke to the prime minister myself.
Ask students to point out the difference between the In the second sentence, the reflexive shows emphasis, so we
sentences. Elicit that in the first sentence the subject and are made aware o f the speaker’s idea o f ffie importance o f the
object are different, whereas in the second sentence the conversation. In the third sentence, the reflexive suggests alone,
subject and object are the same. Explain that in such without company. If the speaker chooses to stress the reflexive, it
situations a reflexive is often used. Ask students to discuss could also indicate a sense o f pride, in that the speaker spoke to the
the sentences in pairs. When they have completed the prime minister without need for an introduction, or without other
task, ask students to provide their ideas in a whole-class company being present.
discussion. 5 They hurt themselvesplaying rugby./They hurt each other fencing.
In the first sentence, through the use o f the reflexive, there is no
She spent the meal debating with herself whether to tell him
the truth. sense o f agency attached to the verb hurt. The players were hurt,
but we don’t know by whom. In the second sentence, the reciprocal
Usually after prepositions (of place or position) we use a pronoun shows that both players were injured - the first by the
personal pronoun, not a reflexive pronoun, e.g. She put second, the second by the first.
her bag beside her. However, after prepositions closely 6 / painted it all by myself./I choose to live by myself
linked to their verbs we use a reflexive pronoun when the The first sentence is most likely spoken by a child. Here the use
subject and object refer to the same thing. o f the reflexive means on my own, without help. In the second
The person I asked was another customer like myself. sentence, the reflexive means on my own. too. However, in this case
This is known as the ‘elegant’ reflexive, when the reflexive on my own suggests alone, without other company.
is used instead of the personal pronoun me, because it
sounds more elegant, important, or polite. Direct students’ attention to the cartoon and the caption
We learn from each other. below it. Elicit possible explanations and ask students to
supply the corrected sentence.
Some verbs describe actions in which two or more people
do the same thing to the other(s). In this situation we use Answer
a reciprocal pronoun instead of a reflexive to show that The expected sentence would be: When the bell rang, the boxers
the learning comes from another individual within our started hitting each other.
S P O K E N E N G L IS H - E x p re s s io n s w it h r e fle x iv e s Play the rest of the recording, and let students
note down their answers. Be prepared to pause the
1 Read through the list of expressions (A) and responses recording after each conversation to allow students
(B) as a class, checking for any pronunciation or time to note the key language.
intonation issues. Pre-teach/checkthe expression a Allow students time to compare notes and check
bit peaky (pale from illness or fatigue). Set a brief time their answers. If you have time, ask pairs of students
limit and ask students to match the expressions and to act out the conversations for the rest of the class.
follow-up sentences in pairs. Once they have made
their choices, compare answers as a class. Elicit from Answers and tapescript
the students possible contexts for each statement. 1 Two friends shopping.
2 [CD 1: Track 2] Play the recording and check 2 Two friends discussing whether one should phone an ex-
answers. As you do this, ask students to clarify the girlfriend-
meanings of the expressions, or think of other ways 3 Two colleagues (teachers) discussing a heavy workload and
to express the same idea. Once you have checked all its effects.
the answers, and are satisfied that students are clear 4 Two friends discussing a loan that has to be repaid.
on the context of the statements, ask them to work in Note that in the tapescript below, expressions with reflexives are
pairs to generate a response to each statement. in italics.
Answers
1 The stage in a theatre
2 players = actors (all people): exits = leaving the stage (deaths);
entrances = arriving on stage (births); parts = the roles in a play (the
different stages in a life)
[CD 1: Track 4] Play the recording of the whole Following completion of the discussion questions, elicit a
extract through for students to get an idea of the rhythm range of responses and ideas from the whole class in a brief
of Shakespearean language. Draw attention to the glossary feedback session. At this point, it would be useful to note
and explain that this will assist with any tricky 16th- students’ ideas for the positives and negatives of each age on
century English expressions. Ask students to note down the board, as this will assist in setting up the listening task.
the seven stages outlined by Shakespeare and to provide
an example for each. Listening
Answers A B O U T TH E L IS T E N IN G
1 The infant: he is a helpless baby and knows little, The aim is to get students to listen for key information
2 The whining schoolboy: he begins to go to school but is unwilling to in short monologues and to infer speakers’ opinions
leave the protected environment o f his home. He lacks confidence. from contextual clues. Students are required to identify
3 The lover: he is always expressing his love in a fatuous manner. He the age of the speakers based on evidence, and decide
makes himself ridiculous while trying to express his feelings. whether they view their lives positively or negatively.
4 The soldier: he is irrational and often short-tempered. He is focused It is important for students to be able to pick out the
on making a reputation for himself however short-lived it may be. main information from the recordings, but some
He’ll take risks to do this. vocabulary may be new. Be prepared to pre-teach/
5 The justice (judge): at this stage he thinks he has acquired wisdom check some of the following items depending upon your
through the many experiences he has had in life. He's also very likely students’ level:/af cats, redundancy, job-share (n), away
to pass that ‘wisdom’ on. At this stage he has become prosperous with the fairies, optometrist.
and enjoys a good social status.
6 The elderly man: he is a shell o f his former self - both physically Lead in by referring to the list of
[CD 1: Track 5]
and mentally. He becomes the butt o f others’ jokes as he shrinks in positives and negatives students have associated with each
physical stature and personality, of the ages described in Shakespeare’s The Seven Ages of
7 The geriatric: nothing remains, Man speech. Elicit from students some of the possible
benefits and challenges that each ‘age’ or situation could
5 Ask students to read through each description, noting pose, e.g. you may have greater financial stability, but your
down the key words that highlight negative traits. Ask financial commitments might be much larger. Collate
them to then read the speech again, matching these traits these ideas on the board.
to one of the ages mentioned in the text.
Explain that students will hear four people talking about
Answers their age, and some of the positives and negatives they
1 The soldier (‘seeking the bubble reputation/Even in the cannon’s associate with them. Ask students to note down the
mouth’, ‘full o f strange oaths’, ‘quick in quarrel’) following headings: Speaker 1, Positive/Negative, Reasons.
2 The lover (‘with a woeful ballad’) Play the first extract, giving students time to note down
3 The justice (‘in fair round belly’, ‘full o f wise saws’) key information under each of the headings. Check
4 The schoolboy (‘whining’) answers as a class, eliciting any further information that
5 The elderly man (the sixth age) (‘his youthful hose, well saved, a helped students with their answers.
world too wide for his shrunk shank’) Play the remainder of the recording to let students
6 The infant (‘mewling and puking’) complete their notes. Check answers as a class.
7 The dying (the seventh age) (‘mere oblivion’, ‘sans teeth, sans eyes’)
Answers
1 Middle-aged. Generally negative - feels under a lot o f pressure from
What do you think? work commitments, doesn’t spend enough time with family.
The aim of this stage is to allow students to react to the 2 Child. Both positive and negative - enjoys some aspects (playing
listening text in a more personal way and use it as a with friends), but not others (sleepovers, the need to be seen to be
springboard for further discussion. independent from parents by peers).
3 Elderly. N e g a tiv e -th e speaker is in a residential home for the
Highlight one of Shakespeare’s descriptions, e.g. the lover
elderly which isn’t as good as the last one she stayed in. She seems
representing a lovelorn teenager who writes terrible poetry
lonely, and unstimulated by her surroundings.
and feels very sensitive about the world. Draw parallels with
4 Teenager. Generally positive - enjoys having a part-time job and
modern-day teenagers, e.g. those who post their emotional
having dear future goals. N ot overly concerned about being liked by
outpourings on social media, and feel that the world doesn’t
his peers.
properly understand them. Ask students to think of further
examples that match this description, and examples that
match the other ages outlined in the speech.
Put students in groups to discuss their reactions and answer
the other questions in this section. As students discuss the
questions, monitor and help with grammar or vocabulary
where necessary.
THE LAST WORD (SB p l4 )
3 Ask students to work in pairs, matching the emotions to
the lines in exercise 1.
We all get emotional!
Answers
This section extends students’ lexical resource by introducing 1 disappointment 9 pride/delight
a range of words and phrases used for expressing emotion. 2 adoration 10 modesty
Students are encouraged to use context to assist with 3 astonishment/gratitude 11 encouragement
identifying meaning, and to speculate on which emotion is 4 boastfulness 12 reassurance
most appropriately associated with each phrase. 5 curiosity 13 fear
1 [CD 1: Track 6] As a lead-in, ask students to work 6 irritation 14 indignation
in pairs, describing the last time they got emotional. 7 sarcasm 15 fury
If necessary, provide an example as a model, e.g. I was 8 relief/anxiety
desperately disappointed when my team were beaten in
the FA Cup. Ask students to read 1-15 and listen to [CD 1: Track 6] Ask students to work in pairs and
the recording. After each line, ask students, in pairs, to practise saying the lines. Select various pairs of students to
discuss who might be speaking and what the situation perform their lines using the emotion they have chosen.
might be. Conduct whole-class feedback. Ask the rest of the class to identify which emotion the
pair has chosen, based on their performance. Play the
Possible answers recording again, encouraging students to compare their
1 Football fan describing what happened at a match. stress and intonation to that on the recording.
2 Lover on a special day such as an anniversary or wedding day. [CD 1: Track 7] Play the recording, pausing after each
3 Girlfriend/boyfriend receiving a lavish gift. example to give students time to speculate on the emotion
4 Someone who socializes a lot on being asked if they are free one expressed in each example. You could get students to
evening. repeat the lines in order to get a feeling of the emotion
5 Nosy person trying to get a secret out o f somebody. being expressed. Ask students to discuss their answers in
6 Wife/husband on the way home after their spouse has criticized pairs, then conduct whole-class feedback.
them in front o f friends.
7 Close friend/parent responding to someone’s statement o f the Answers
important role they have at work. 1 fury 5 adoration 9 irritation
8 Husband/wife/parent on seeing their spouse/child walk in, very late. 2 disappointment 6 sarcasm 10 boastfulness
9 Parent telling people about their child’s exam performance. 3 pride 7 curiosity
10 Hero responding to praise for doing something brave. 4 fear 8 delight
Parent encouraging a child who has come third in a race.
12 Parent consoling a child who has fallen over.
13 Someone finding themselves in a nightclub or pub with lots of
aggressive-looking people.
14 Someone reacting to being criticized for being lazy.
15 Homeowner explaining their response to a cold-caller.
Answers
1 gutted = extremely disappointed
2 mean the world = are extremely important
3 blown away = amazed, very surprised
4 hectic = extremely busy
5 dying = wanting something very much
6 getting at somebody = criticizing
7 Pull the other one! = I don’t believe you!
8 get through to = contact
9 thrilled to bits = really excited
12 make such a fuss = complain
14 couch potato = lazy person who rarely exercises, but spends a lot of
time watching TV
15 lost it = got angry
STARTER 5 She had been beautiful when my father met her and still capable
This section provides an opportunity for extensive spoken o f love when I became their late-in-life child, but by the time she
interaction, as students discuss their reading preferences, and gazed up at me that day. none o f this mattered.
then use their understanding of different features of a text to 6 I had been at this court for more than a year and attended hundreds
identify a range of genres. o f festivities, but never one like this.
7 Half an hour to go o f my lunch break. Half an hour in which to drool
1 With books closed, write the word book on the board.
over the latest edition o f my favourite magazine.
Divide the class into small groups, and set a time limit of
two minutes. Ask students to think of as many different
Ask students to work in small groups, sharing their
genres of books that they can within this limit, e.g.
ideas on the questions, and building on the interaction
autobiography, self-help. Ask students to collate their list
with follow-up questions. Set a time limit of around
and write it up on the board as a class. Divide the class into
five minutes. Once the discussion has come to an end,
groups, and allocate each a board marker. Explain that
conduct a whole-class feedback session.
students now have an additional three minutes to write up
one title for each genre of book on the board. Explain that S U G G E S T IO N
the title has to be in English, and that when a group has
taken a title it can’t be reused. This kind of activity helps It may be useful to use this opportunity to discuss
students to relax, and can build on confidence, as even the the benefits of extensive reading with your students.
quietest student has to raise their voice to be heard. Extensive reading refers to reading large quantities of
written material to gain general understanding, rather
Ask students to work in small groups, discussing the
than focusing intensively on Student’s Book texts to
questions. Remind them that at advanced level it is
answer specific questions. During an extensive reading
important to maintain a conversation by asking follow-up
programme, students should read a lot and read often
questions. If necessary, brainstorm a selection of these on
from a wide variety of text types and topics. Students
the board as prompts for weaker students, e.g. What did
should be encouraged to choose what they read, and
you think of it? Would you recommend anything else by the
read for its own reward - with no associated tests,
same author? What's yourfavourite book in that genre?
exercises, or questions.
2 Refer students to extracts 1-7, and explain that these
More information on approaches, and benefits of extensive
are all popular examples of each genre. Read through
reading can be found at http://www.er-central.com/.
the extracts as a class, checking any new vocabulary for
meaning and pronunciation. Ask students to work in
pairs, selecting each genre, and noting their reasons for
E X T R A A C T IV IT Y
their selection.
You could further consolidate the language of the lesson
Answers by asking students to work in groups devising a literary
1 a biography [America’s Queer): The Life ofJacqueline Kennedy ‘mash-up’. Explain that this term, coined in 2009 by
Onassis by Sarah Bradford) Seth Graham-Smith, author of Pride and Prejudice and
2 a children’s book [lames and the Giant Peach by Roald Dahl) Zombies, is when two genres are joined together to make
3 a horror story [Psycho by Robert Bloch) a version of a story that draws on features of each, but
4 a classic romantic novel [Pride and Prejudice by Jane Austen) is less serious. Ask students to look at extracts 1-7 on
5 a psychological thriller [The Almost Moon by Alice Sebold) pl5 of the Student’s Book and select another genre from
6 a historical novel [The Other Boleyn Girl by Philippa Gregory) the Student’s Book or from their own list to generate a
7 a modern ‘chick-lif romance (JemimaJ. by Jane Green) mash-up version. Set a reasonable time limit for your
class, and ask students to work together to write the next
3 Ask students to work in pairs, deciding upon next lines. paragraph of the book As an example, you could read
Remind students that they should consider the stylistic the following:
features of the genre, and try to match the style in previous When all is said and done, killing my mother came easily.
sentences as closely as possible. Once students have finished, Dementia as it descends, has a way of revealing the core
share ideas as a class and vote on the best suggestions. of the person affected by it. My mother’s core was rotten
like the brackish water at the bottom of a weeks-old vase
Answers of flowers.
(These are the actual next lines.)
1 The birth had been scheduled to take place in a New York hospital Flowers. Only flowers. But what flowers they had been.
but Jackie, characteristically, chose to make her first appearance
Glorious blooms that glowed in the late summer sun.
on a hot Sunday at the height o f the summer season in the newly
And stood proud there in the hospital room. Beside the
fashionable Hamptons. bed where I first set my eyes on Doctor Taylor. Tall, dark,
2 There were always plenty o f other children for him to play with, and brave Dr Taylor. The kind of man whose gaze smouldered
there was the sandy beach for him to run about on, and the ocean and made you centre of everything, the kind of man you
to paddle in. couldn’t forget. Unless you were my mother. O f course.
3 He looked up, hastily, half prepared to rise, and the book slid from Once you have read your example, ask students which
his hands to his ample lap. genres you used. When the time limit is up, ask students
4 However little known the feelings or views o f such a man may be on to exchange their ideas, or display in the class for the
his first entering a neighbourhood, this truth is so well fixed in the students to read.
minds o f the surrounding families, that he is considered the rightful
property o f some one or other o f their daughters.
READING AND LISTENING (SB pl6) Eliza Doolittle - a flower seller
Higgins was interested in the features o f her cockney accent.
Pygmalion A Cockney describes a person who comes from London’s East End
- traditionally, someone born within the sound o f the Bow Bells o f
A B O U T THE TEXT St Mary-le-Bow in Cheapside. Cockneys typically speak a dialect of
English, the pronunciation, grammar, and vocabulary o f which differs
The text in this section is an extract from the play
from Standard English.
Pygmalion by George Bernard Shaw. Pygmalion (1912)
features a professor of phonetics, Henry Higgins, who
Before reading and listening to
[CD 1: Track 10]
bets that he can teach a working-class girl, Eliza Doolittle,
the extract, elicit from students some of the additional
to speak with an impeccable accent, and therefore be
challenges caused by listening to an extract of a play,
passed off as a duchess. The play is a critique of the
e.g. the number of speakers; the variations in accents;
British class system, a commentary on womens rights
and independence, and ridicules the once popular the mix of male and female voices; socio-historical
features such as grammar or vocabulary that no longer
notion that speaking ‘properl/ meant the speaker was
has a high-frequency use. Explain that by being aware
a better person. In the early part of the play, Eliza uses
of these potential challenges, students are more likely to
a considerable amount of informal language and the
successfully cope with them.
cockney dialect. Cockney English originated in London’s
East End, and has a range of pronunciation, grammar, Read throi^h the list of characters in exercise 2 again, and
and vocabulary features that differ from Standard English. ask students to work in pairs, describing what they think
Shaw’s play was the basis for the Broadway musical My each character will be like, e.g. what age, what kind of
accent, what type of grammar and vocabulary will they use,
Fair Lady, which was famously made into a film of the
which style they will use - formal/informal, etc. Read the
same name starring Audrey Hepburn in 1964.
questions through as a class and deal with any vocabulary
The main aim is for students to gain an understanding queries. Tell students that the recording is quite long, but
of various characters based on their interaction with one they only have to listen for key information to answer the
another. This level of inference is fairly challenging, and questions. Play the recording once, and check the answer
as such, the text is provided on the page as a supportive to number 1. Give students time to answer the rest of the
approach to comprehension. questions, and then let them compare answers in pairs.
Play the recording again to let students check/complete
1 Lead in by asking students what,
[CD 1: Track 9] their answers. Check answers as a whole class.
if anything, they know about the playwright George
Bernard Shaw. Explain that they are going to listen to Answers
several extracts from his most famous play, and discuss 1 Because he could pronounce 130 vowel sounds.
some of the themes that it explores. Explain that, before 2 Because she thought that Higgins might have an interest in studying
listening to the play itself, students are going to hear some her dialect.
brief biographical data. Explain that the focus in this stage 3 Her accent.
is on close listening, identifying errors or discrepancies 4 Because he wants to record her speaking voice.
between the written and spoken biography. 5 Because she has got money to pay for her lessons.
Play the recording and ask students to find and correct 6 She knows how much a friend pays for French lessons, and she
the nine mistakes assumes Higgins would charge less to teach English.
7 Higgins is planning to pass Eliza off as a high-society lady.
Answers and tapescript 8 (suggested answers)
Higgins: arrogant, self-satisfied, condescending, articulate, bullying,
cocky, heartless, haughty, insensitive
George Bernard Shaw (1856-1950) was an Anglo-Irish playwright. He
Eliza: underprivileged, naive, straightforward
won the Nobel Prize for Literature in 1925. Shaw’s instincts were to
refuse this honour, but his w ife persuaded him to accept it as a tribute Both: self-confident
to Ireland. He also won a Hollywood Oscar in 1939 for the film version Neither humble, apprehensive, compassionate
o f his play Pygmalion. He is th e only w rite r to win both awards.
He wrote over 60 plays, but Pygmalion is probably his most famous KVWm [CD 1: Track 11] Ask students to read the question,
work because, in 1956, after his death. It was adapted into the highly and based on the limited evidence that they have from the
successful musical for stage and screen, My Fair Lady. He died, aged opening scene in Act II, quickly predict the differences
94, after falling o ff a ladder. between Professor Higgins and Colonel Pickering as men,
in terms of their attitudes to Eliza. Ask students to use
Explain to students that gaining an overview of characters these predictions to make an informed prediction about
and setting helps to provide an insight into a story and how both men will differ in approaches to teaching her.
can assist in terms of predicting possible outcomes. Ask Ask students to work in pairs, noting ideas, then play the
students to read about the setting and characters, then extract to confirm hypotheses.
answer the questions. Ask students to predict how they
think the story will develop. Answers
Higgins is arrogant, condescending, and quite rude to Eliza. Colonel
Answers Pickering is much more considerate and compassionate.
Professor Higgins-a professor o f phonology
Colonel Pickering - a language expert
Mrs Pearce - a housekeeper
5 Read through the summary of Act III and the character Once the discussion has come to a natural end, or a time
list as a class. Elicit a definition for high-society and polite limit has been reached, ask groups to feed back to the class,
conversation. Ask students to work in small groups, summarizing the points they discussed and any agreements/
making predictions based on their understanding of the disagreements raised.
situation, and from evidence given in earlier extracts. Note that students are referred to the back of the Student’s
Remind students that predicting texts - either listening or Book (pl72) to check their predictions on how Shaw’s play
reading texts - is a useful skill as it ensures that they are Pygmalion ends. The ending of the play is quite different
focusing on the topic, possible vocabulary, and probable to My Fair Lady (the musical and the film). By the end
developments in ideas. of Pygmalion, Eliza has become an independent woman,
6 [CD 1: Track 12] Ask students to read through the capable of defending her independence in a battle of words
questions, noting down the focus of each, then play the with Higgins. The musical and the film, however, end with
recording. For weaker students, you could pause the Eliza returning to Higgins at home, suggesting that the bond
recording after each topic shift. between them has grown strong and Higgins may have fallen
in love. Shaw was very much opposed to this ending, but
Answers it was considered more commercially viable as audiences
1 Freddy. supposedly prefer happy endings.
2 The weather and her family.
3 Because o f her ‘lower social standing’ and poverty, it is presumed E X T R A A C T IV IT Y
that she will be forced to walk, not pay for a taxi.
You could further consolidate the language of the lesson
7 The focus here is on paraphrasing a text and revising by asking students to work in small groups and rehearse
content to make it more formal and accessible to the a number of the lines of the play. If your students
general reader. Explain that it is important to be able to enjoy performing, this is a good opportunity to act out
recognize, understand, and switch between formal and the scene. Note that acting can be useful in terms of
informal registers as context demands. You might like to developing confidence, pronunciation, and intonation
ask students to read through the extract, and underline as students use the audio as a model to deliver their
any of the informal expressions, e.g. they done the old lines. Give students a few minutes to prepare the scene,
woman in. Ask students to work in pairs, sharing their monitoring to assist with intonation, and any vocabulary
ideas on different ways that they could express the same or pronunciation issues. If students are confident, you
idea more formally, e.g. they killed her. Once students could ask them to perform in front of the class. Less
have agreed on their replacement text, ask them to redraft confident students could read the extract aloud while
Eliza’s speech, paying close attention to word choice, remaining seated. Monitor the performances carefully,
sentence structure, grammatical accuracy, and cohesion. and at the end give plenty of positive feedback.
Once students have completed their revision, ask them
to exchange texts with another pair, and read through, Vocabulary
evaluating in terms of accuracy and level of interest.
PHRASAL VERBS
Possible answer Read through sentences 1-6, checking for pronunciation.
My aunt died o f influenza: so they said. But ifs my belief they killed Explain to students that by focusing on synonyms they will
the old woman. God forgive her! W hy should she die o f influenza? She extend their vocabulary range and be better able to process
recovered all right from diphtheria the previous year. It caused her skin texts. After students have matched the items, ask them to
to turn completely blue. They all thought she was dead; but my father work in pairs and decide on why the author may have chosen
kept giving her gin until she came round suddenly and bit the end o f one form over the other.
the spoon off.
W hy would a woman who was so strong die o f influenza? What Answers
became o f her straw hat that was intended to be passed on to me? 1 taken in
Someone stole it; and my opinion is that whoever stole it also killed 2 go over
her. The people she lived with would have killed her for the price o f a 3 jotted down
small item like a hat-pin, never mind a hat
4 come (came) through
Heyl W hat are you laughing at?
5 came to
6 done (did) her (the old woman) in
What do you think?
Refer to p8 of the Teacher’s Book for suggestions on how to
best approach the What do you think? section.
During the discussion stage, monitor the groups equally,
helping as necessary. When monitoring for accuracy of form,
note down any persistent or important errors and write them
on the board after the task has been completed in a delayed
error-correction activity.
LANGUAGE FOCUS {SB p l8 )
Refer students to Grammar Reference 2.4 on SB pl47. This
can be used in a variety of ways:
Adverbs and adjectives • You can refer students to the reference section during the
lesson. One advantage of this is that students are already
A PO SSIBLE PR O B LEM S beginning to think about the specific language area and
Adverbs are ready for deeper analysis. You can direct students to
salient points, and quickly identify areas of difficulty for
There are three key areas to consider with adverbs: your specific group of students.
meaning, collocation with adjectives and verbs, and the
position they take within a sentence. These areas are • You can ask students to study the reference section at
considered in greater detail in Grammar Reference 2.1-2.4 home before they do the relevant Workbook exercise
on SB pl46-7. for homework. The advantage of this approach is that
students will have more time to explore the point
Adverb collocations independently. To ensure that they are clear on the point,
Adverbs modify adjectives. Often, usage has resulted you could ask selected students to orally summarize the
in some adverbs collocating specifically with certain area of focus in the following lesson.
verbs and adjectives. For example, we say we are deeply • You can ask students to read the relevant section before
concerned, not sorely concerned. This is because there is a you deal with it in class. An advantage here is that
semantic link between the adverb and the verb/adjective. students will be more prepared during the classroom
Emotions can be deep, so we say deeply affected, or lesson, leaving more time for tasks that build on spoken
deeply regret. Similarly, there are semantic links with fluency and accuracy. If you approach the reference
collocations such as freely admit, desperately anxious, section in this way, encourage students to note down any
highly recommend. particular areas of interest, or challenges, so that these
Adverbs with two forms can be covered in a peer-learning session at the beginning
This section looks at an area which can cause confusion of the lesson. Set these up by asking students to work in
for students. The fact that, for example, English can small grammar discussion groups with one student taking
use both hard and hardly as adverbs with different charge to note any ongoing concerns for whole-class
meanings is difficult to remember. Exercise 3 deals with attention.
the meaning and sentence position of some of the more 1 [CD 1: Track 13] Ask students in pairs to complete
common adverbs that have two forms. the sentences with adverbs from the box. Play the
Adjective order recording and check their answers on completion of the
activity.
At intermediate levels, a common student error is to get
the position of adjectives wrong: He drives a red amazing Answers and tapescript
oar. By advanced level, students should be more aware of
the general rule that value adjectives expressing personal
opinion, judgement, and attitude come before other 1 Poor Eliza was shabbily dressed in a tatty old coat and hat.
attributive adjective forms. This is covered in more detail 2 The return o f the actor Daniel Craig to the London stage is eagerly
in the Grammar Reference section. awaited.
3 She was b itterly disappointed when she didn’t get the part.
ADVERB COLLOCATIONS 4 I work with a highly-motivated sales team. W e all work hard.
5 Ifs virtually impossible to get seats for the match with Chelsea.
S U G G E S T IO N 6 1 desperately need a holiday. I haven’t had a break for three years.
7 Bad weather has severely affected the roads this weekend. Driving
Write a jumbled list of verb + adverb and adverb +
conditions are treacherous.
adjective collocations on the board, and ask students in 8 Don’t you get it? Ifs blindingly obvious that he’s in love with you.
pairs to match them, for example: 9 1 hate this cold climate. I’m sorely tempted to emigrate.
sleep heavily 10 I distinctly remember telling you not to phone me after ten o’clock.
live soundly 11 Two people survived the crash with serious injuries, but
fall dangerously unfortunately one man was fa ta lly injured.
12 I’ve made my views on the subject o f politicians perfectly clear. I don't
happily dressed trust any of them.
badly devoted
hopelessly married
(Answers: sleep soundly, live dangerously, fall heavily,
happily married, badly dressed, hopelessly devoted)
Ask students which rules they know for the use and
form of adverbs.
(Answers: Adverbs of manner often end with -ly; adverbs
of manner often go after verbs, but before adjectives.)
Ask students to read through the adverb collocations from
the examples. Ask them if they can think of any other
common verb + adverb or adverb + adjective collocations.
Ask students in pairs to match the verbs and adverbs from Ask students to complete the sentences with the correct
the box. Match the first verb to an adverb as an example. form of the adverb. In the feedback, ask students to
Once students have matched the items, ask them to make provide a paraphrase to explain what the adverbs mean in
sentences using the collocation appropriately. each situation.
Answers
A B O U T THE TEXT
The text in this section,/em/ma is an example of JemimaJ. by Jane Green
'chick lit’, a genre that came to the fore in the late 1990s. Chapter 1
Chick lit broadly has the same themes across the God, I wish I were thin. I wish I were thin, gorgeous, and could get any
genre, addressing the issues of modern womanhood man I want. You probably think I’m crazy, I mean here I am, sitting at
work on my own with a massive double-decker club sandwich in front
(consumerism, sexuality, social standing) often in a
o f me, but I’m allowed to dream, aren’t I?
humorous manner. Many notable examples of the
Half an hour to go o f my lunch break. I finish my sandwich and look
genre began life as newspaper columns, and then
furtively around the office to see whether anyone is looking. Ifs okay,
were developed into more extensive novels, and then
the coast is clear, so I can pull open my top drawer and sneak out the
adapted for screen, e.g. Bridget Jones’s Diary, and Sex slab o f chocolate.
and the City. One criticism often levelled at chick lit is Another day in my humdrum life, but it shouldn't be humdrum.
that it tends to emphasize western liberal views, and I’m a journalist, for God’s sake. Surely thafs a glamorous, exciting
often consolidates stereotypes rather than questioning existence. I love the English language, playing with words, but alas/
dominant assumptions of how young women should sadly my talents are wasted here at the Kilburn Herald. I hate this job.
be free to live their lives. Jane Green’s Jemima J. (2000) When I meet new people and they ask what I do for a living, I hold
deals with the idea of body image, and society’s view my head up high and say, Tm a journalisf. I then try to change the
of being thin and beautiful equating with happiness. It subject, for the inevitable question after that is, 'Who do you work
also touches on the role of the Internet in creating and for?’ I hang my head low, mumble the Kilburn Herald, and confess that
fabricating body images, as Jemima attracts a potential I do the Top Tips column. Every week I'm flooded with mail from sad
partner after sending a digitally-enhanced image of and lonely people in Kilburn with nothing better to do than write in
herself to him. Green is regarded as ‘the queen of chick with questions like, 'Whafs the best way to bleach a white marbled
lit’, having written 15 novels, and appeared in the New lino floor?’ and ‘I have a pair o f silver candlesticks. The silver is now
York Times bestseller list. tarnished, any suggestions?’ And every week I sit for hours on the
phone ringing lino manufacturers, silver-makers, and ask them for the
Encourage students to use the context to assist with any
answers. This is my form o f journalism.
new vocabulary. With weaker classes, or if you are short Ben Williams is the deputy news editor. Tall and handsome, he is also
of time, you could pre-teach the following: lino, dimples, the office Lothario. Ben Williams is secretly fancied by every woman
and hunk. Note that the vocabulary that is in bold in at the Kilburn Herald, not to mention the woman in the sandwich bar
the text is the focus of a task on adverb and adjective who follows his stride longingly as he walks past every lunchtime. Ben
collocations in exercise 6. Williams is gorgeous. His light brown hair is casually hanging over his
left eye, his eyebrows perfectly arched, his dimples, when he smiles,
Ask students to quickly read through the text, focusing in exactly the right place. He is the perfect combination o f handsome
on the opening lines from Jemima J. by Jane Green on hunk and vulnerable little boy.
Student’s Book pl9, and discuss the context: Who is the
narrator? What does she do? How does she feel? Once
students have answered these questions, ask them to read E X T R A A C T IV IT Y
through the text again, selecting appropriate adjectives To provide an alternative approach you could search for
and adverbs.
reviews of chick lit books on popular sites like Amazon,
[CD 1: Track 15] Ask students to compare their and print these, or a selection of these, out - some
answers with a partner, then play the recording, pausing favourable, some unfavourable. Students could read
where necessary for students to check their answers. through the reviews, noting some of the criticisms of the
Ask students to discuss what it is about the extract genre as a whole, and decide whether they agree with
that signifies the genre, and to provide their opinion of these or not. Once students have discussed their ideas,
chick lit. or collated and critically appraised the views of others,
feed back as a whole class.
VOCABULARY AND DICTIONARIES (SB p20) 2 Ask students to work in pairs, discussing ideas.
Answers
Just say the word! buzzword; a word or phrase, especially one connected with a particular
This section highlights the importance of dictionary work, subject, that has become fashionable and popular and is used a lot in
and the role it can play in developing a broader lexical newspapers, etc.
resource. Students are encouraged to focus on the benefits four-letter word: a short word that is considered rude or offensive,
of using a level-appropriate English-English dictionary, with especially because it refers to sex or other functions o f the body
tasks which highlight whether a word is regional (exercise 1), household word: a name that has become very well known
its pronunciation (exercise 1), any related expressions and swear word: a rude or offensive word, used, for example, to express
idioms (exercises 2 and 6), register (exercise 3), the grammar anger
of the word (exercise 4), and the plurality of meanings
(exercise 5). 3 Ask students to work in pairs, discussing which
expression is more casual and informal.
S U G G E S T IO N
Answer
You might find this a good opportunity to discuss the Can I have a word with you?
use of dictionaries with your class. Write the following
questions on the board: Do you have a dictionary? I f so, 4 Ask students to work in pairs, discussing ideas.
what sort? What are the advantages and disadvantages
of an electronic dictionary, a monolingual dictionary, an Answer
English-English dictionary? These nouns are only used in the singular.
Elicit from students the kind of information that
can be found in an English-English dictionary (e.g. 5 This task helps students to understand the importance
pronunciation, stress, part of speech, definition(s), of understanding synonymy in developing vocabulary.
example sentences, any irregular forms, prepositions Explain that, while the words in bold in a-d all have
which collocate with a given word, verb types, verb meanings which can be found in the dictionary extract,
patterns). there may not be direct equivalence in terms of word
Ask students to work in pairs, sharing their tips for class, so students will be required to manipulate form
noting down any new vocabulary they come across - from the extract to ensure that the sentences remain
this could be creating wordlists, creating mind maps or grammatically accurate. Before students check the
spidergrams, writing example sentences and dialogues to dictionary extract for meaning, encourage them to read
provide context, highlighting terms in texts, and noting the sentences as a whole, and consider possible substitutes
any use of synonym that occurs later. for each use of word in bold. Remind students that as they
do this, they will be further building their lexical range,
Ask students to form a small group, comprising three as they will create a list of synonyms that they can later
pairs, and share their ideas from their earlier discussion. check for accuracy.
Encourage students to ask questions about why their
partners find the techniques useful. Answers
a 3 b 1 c 2 d 4
1 Lead in by asking students what word means. Elicit
responses, and follow up by asking What does it mean Encourage students to work in pairs, discussing the
to know a ‘word’?Ask students to look at the dictionary connotation of sentences a-f, and if possible come up
extract. Ask if they want to reassess their initial ideas, with their own ideas of idioms that may match.
and why.
Once students have completed the task, ask them if
Ask students to identify the abbreviations, and note the there are any similar idiomatic expressions in their own
differences in pronunciation. language that use variations on word. Ask students to
think of English translations for these, and note them on
Answer the board. As a whole class, read through the examples
BrE = British English
and decide if there is an appropriate equivalent in English,
NAmE = North American English
perhaps using other phrases.
Answers
IDM means ‘idiom’,
a from the word go
b by word o f mouth
c too stupid for words
d has a good word to say about her
e give me the word
f put in a good word for me
S P O K E N E N G L IS H - E x p re s s io n s w it h word E X T R A A C T IV IT Y
Explain that students are going to play a game where
Look at the illustration and caption and ask what the they make up and guess definitions. 'This is designed
expression eat your words really means. to build on the dictionary skills introduced previously.
Read through the list of words and sentences as a class, Lead in to the topic by asking students what they do
checking for any pronunciation or intonation issues. when they come across a new word in a listening or
Pre-teach/check the expressions you’re kidding (you are reading text. Elicit the answer: use context to work
joking, not being serious), prattle on (talk a lot about out meaning and check in a dictionary. Explain that
unimportant things), and a ‘do’ (a formal event or party). definitions in dictionaries like the Oxford Advanced
Set a brief time limit and ask students to match the Learner’s Dictionary are particularly useful as they give
expressions and sentences in pairs. Once they have made example sentences that clarify meaning and use. Model
their choices, compare answers as a class. Elicit from the the activity by writing the following word on the board:
students possible contexts for each statement. winnow. Explain to students that you are going to give
[CD 1: Track 16 Play the recording and check them three definitions of the word, and they must guess
answers. As you do this, ask students to clarify the which is true, and which are false. For example:
meanings of the expressions, or think of other ways Definition 1:
to express the same idea. Ask students to paraphrase winnow (noun): a small fish which usually lives in slow
the extra lines in each conversation. Encourage them moving streams
to practise the conversations together, focusing on
intonation and pronunciation. If you feel your students Example: As a child I often caught winnows in a net.
are confident enough, you could ask them to role-play Definition 2:
the complete conversations in front of the class. winnow (verb): to blow air through grain to remove the
outer covering
Answers and tapescript
Example: Farmers winnow oats before they are dried and
placed in sacks.
1 A Wecouldn’thelplaughing.ltw astoofunnyforw ords. Definition 3:
B I know - but it was her worst nightmare - wearing the
same dress as someone else at a posh 'do’ like that. winnow (noun): the leather ball used in shinty, the
2 A I think he’s boring. He has nothing to say for himself. Scottish version of hockey
B He may be a man o f few words, but I think he’s worth Example: He hit the winnow over the line to score a goal.
listening to. Ask students to guess the correct meaning, giving reasons
3 A Pam just prattles on and on, usually about herself. You for their choice. In this example, definition 2 is correct.
can’t get a word in edgeways.
Put students into groups of four and ask each student to
B I know. I thought she’d never shut up.
look up three words in the dictionary that they think the
4 A Come on! You know you can trust me.
other students in their group won’t know. Ask them to
B What?! Trust you again? You’re kidding. You don’t know
note down the words, parts of speech, correct definition,
the meaning o f the word.
and example sentence on a sheet of paper in a random
5 A I’ve got the latest Apple iPad Air. Ifs the last word in
order (numbered definition 1, 2, or 3) making sure
tablets. I love it.
that their partners can’t see their sheets. Once students
B Huh, lucky you! You always have the latest thing.
have completed the information for the true definition,
6 A No, I don’t want anything for it. I don’t need two
ask them to add their own definitions and example
computers. You can have it
sentences with false information.
B Thafs so kind o f you. I’m lost for words. I can’t thank
you enough. Ask students to take it in turns to read out their words
7 A Well! N ot to mince my words, I don’t think you stand a as the others in their group try to guess the correct
chance o f getting that job. meaning. Students are awarded one point for correctly
B Huh! Thanks for your vote o f confidence! guessing a definition and two points if nobody guesses
8 A You said I had no chance. Well, you’ll have to e a t your the correct definition of their words.
words! I got the job.
B You didn’t! More fool me! You must be cleverer than I
thought!
9 A I reckon ’selfie’ is the latest buzzword. Ifs even in itie
Oxford Dictionary now.
B Yeah, I can believe it. Everybody’s taking selfles. I’vejust
bought a selfie stick.
10 A This isjust between you and me. Don’t breathe a word
to anyone else.
B I won’t tell a soul, I promise.
SPEAKING (SB p21) In your own words
3 Ask students to share their ideas with the rest of the class.
Creating a horror story This can be done as a whole-class activity, with the note-
This section provides an opportunity for extensive spoken taker reporting back. Alternatively, to ensure continued
interaction, allowing students to bring personalized content spoken interaction from as many students as possible,
to the initial discussion, as well as consolidating earlier work ask students to form new groups comprising one student
on tenses (from Unit 1) and adverb and adjective order in a from each of the initial groups. Students take turns to
storytelling task recount their stories, and then vote on the best in each
1 You might like to lead in to the lesson with a general group. These results should then be collated to decide on
the overall best story in the class.
discussion of storytelling. Put the following questions
on the board: Why do we tell stories? What makes for a 4 Ask students to form new groups, and follow the same
good story? How are stories organized? (problem, conflict, process, this time creating a romantic story.
resolution). Have a class feedback session.
S U G G E S T IO N
Ask students to work in small groups, discussing the
questions in the book Monitor this stage, noting any Give each group two sheets of paper. Ask them to read
interesting ideas, before opening the discussion to the whole through the ingredients, and select no more than eight.
class, and noting down a ‘top five’ of horror movies or stories. Ask them to write these on one sheet of paper.
2 Write the word Horror on the board. Divide the board Explain that students will shortly write a romantic story
into four columns. At the top of each column, write noun, in four paragraphs. Set a time limit of five minutes, and
verb, adjective, adverb. Set a brief time limit and ask ask students to create one paragraph of their romantic
students to work in groups, noting down as many words story, using and ticking off two of the ingredients at most.
as they can associated with the term. Ask students to Once the time limit is up, ask each group to fold up their
compare their lists, checking meanings and spellings, and story, so only the final line of the paragraph is showing.
giving reasons why they have made the association. Ask them to pass on their list of ingredients and story to
Ask students to read through the list of ‘ingredients’ in the the next group. Explain that they now have five minutes
Student’s Book, and check any new vocabulary. to write another paragraph, again using two ingredients.
Pre-teach/check the meaning of the Middle Ages, psychic, Continue this process until students have written four
and hitchhiker. paragraphs in total. Once students have four paragraphs,
Ask students to form groups of between four and six, ask them to pass the story on to the next group. Explain
and work together developing a story, using a selection that this group are the editors in a publishing house who
of ingredients. Appoint one student as a note-taker, and have just received a manuscript for a new romantic novel.
ensure that everyone is contributing throughout. Set a Explain that they have five minutes to read and redraft
time limit that is suitable for your class (no more than the story to make sense. Explain that the author is very
ten minutes). Give students two further minutes to check old, slightly mad, but important, and so won’t appreciate
through their story notes, making any revisions. it if they change too many details in the manuscript.
Once students have completed editing the stories, these
can be read out to the whole class, or displayed in the
classroom for other students to read.
THE LAST WORD (SB p22)
Ask students to work in pairs, discussing which rules are
valid. As they do this, remind them to provide examples
Breaking the rules o f English where possible, and ask follow-up questions to maintain
interaction.
This section focuses on students’ grammatical awareness
by introducing a range of English grammar rules, and Answers
encouraging discussion and debate on their relative Sentences 3,10,12,15, and 18 are clearly wrong, and so the rules that
importance in expressing meaning. Through this discussion, forbid them can be considered ‘good’ rules. Most native speakers
students have the opportunity to reflect on the validity would agree th atl3 is strictly speaking incorrect, although it is
of strict rules of grammar, and the chance to relate these commonly used. This is also the case for 14, as many native speakers
to their own language. This promotes both processes of break this rule on a daily basis.
evaluation (as students decide on the merits of each point in The other rules are more dubious:
turn) and intercultural understanding (as students reflect on 1,2 Ending a sentence with a preposition (e.g. What are you listening
similarities or differences within their own languages). to?] and splitting infinitives (e.g. He wanted to quicklygo through
1 Ask students to read the two quotations, and as a class everything.) are common in English. Splitting infinitives often avoids
answer the question. ambiguity.
4 Contractions are preferred in informal English, although they
Answer shouldn’t be used in formal written English if at ail possible.
The point is that applying prescriptive rules is pedantic and often 5 And. But, and So are commonly used to begin sentences in modern
results in unnatural-sounding English. English.
6 A useful rule, but with many exceptions. Students should always
2 Ask students to work in pairs and read the rules, first check a dictionary if they are unsure o f spellings.
focusing on how the rule in each is broken. Once students 7,20 Using both foreign words and cliches is perfectly acceptable
have agreed on their answers, ask them to go through practice. However, excessive use impacts on style, so these should
each sentence again, and correct the rules that are given. be limited.
8 The passive voice is the norm in many contexts, especially in more
Answers formal scientific English, or where processes are being described.
1 A preposition is a terrible word with which to end a sentence, [with 9 Rhetorical questions are often used to create an effect. However,
is a preposition) in more formal academic writing, these are not encouraged as a
2 Remember never to split an infinitive (not to never split, as this rhetorical question requires the reader to provide supporting ideas
splits to + base form) and evidence. In academic writing, this is the responsibility o f the
3 Don’t use any double negatives. [Don't and no are both negatives) writer.
4 Do not ever use contractions. (Don't is a contraction) 11 It has only recently become common to use less with countable
5 Never start a sentence with a conjunction. [And is a conjunction) nouns. Many people still consider this incorrect, and students
6 The words anciently and weird break this rule, should learn to differentiate between less and fewer.
7 Foreign words and phrases are not fashionable/trendy. [chic is a 16 English sentences often end with an auxiliary to avoid repetition,
French word) 19 Most people consider who to be an acceptable alternative to whom
8 Avoid the passive where possible, (to be avoided is a passive in spoken English, and in fact the use o f whom sounds overly formal
construction) in an informal context. In formal written English, whom should be
9 A rhetorical question, as here, is one that doesn’t need an answer. used as the object pronoun.
10 Reserve the apostrophe for its proper use and omit it when it’s not
necessary, (not it’s proper use', it’s = it is) Discuss these ideas initially in pairs, then open up to
11 ... Fewer and fewer people do. (not less people, as people is a whole-class discussion to establish whether there is
countable) consensus or any similarity/difference in opinion. When
12 ... to see if you miss any words out. (the word miss was missed out) students discuss their own language, encourage them to
13 John and I are careful to use subject pronouns correctly, [me is an provide examples (which could be noted on the board).
object pronoun)
14 Verbs have to agree with their subjects, (not has to)
15 You’ve done well to use adverbs correctly, [good is an adjective)
16 If any word is incorrect at the end o f a sentence, it is an auxiliary
verb- (not /5 at the end o f the sentence)
17 Steer clear o f incorrect verb forms that have sneaked into the
language, [snuck is an irregular past participle of sneak in American
English)
18 Take the bull by the horns and avoid mixing your idioms, (this idiom
is mixed with A bird in the hand...)
19 Tell the rule about whom to whom you like, [whom is used as an
object pronoun)
20 Ultimately, avoid cliches completely. (Af the end of the day and like
the plague are both cliches)
STARTER Read through the quiz questions as a class. Elicit or define
a billion (explaining that an American English billion is
As with other Starter sections throughout the Advanced one thousand million, while a British English billion is
Student’s Book, this section provides an opportunity for one million million), literate, proportion, median, and the
extensive spoken interaction and personalized content, phrase assessment of happiness.
as students discuss global problems and how they have
impacted on their own countries. Students are encouraged Ask students to work in pairs, completing the quiz.
to share opinions, and provide responses to facts about ■ W [CD 1: Track 17] Play the recording and ask students
current affairs. In doing this they are required to reflect on to note down the answers to each question. If necessary,
causes of phenomena related to global problems and critically to support weaker students, pause the recording after each
evaluate how these are reported through the media. This question to ensure that students are clear on the answers
provides a useful approach to developing critical thinking given.
skills, where students consider an idea and analyse the deeper
reasons behind assumptions. When considering a statement Answers
critically, students should be encouraged to ask questions 1 b 2 c 3c 4d 5d 6d 7c 8d
such as ‘Why?’ ‘How do we know?’ ‘What is the source of this
information?’ By developing critical thinking skills, advanced Ask students to work in small groups, sharing their ideas
students will be better prepared to evaluate the purpose of on the questions, and building on the interaction with
listening and reading texts and authors’ or speakers’ opinions follow-up questions. Encourage students to give examples
in both exam and academic situations. and explanations for their opinions. In relation to these
questions, students may be interested in the work of
1 With books closed, write Global problems on the board.
Swedish statistician Dr Hans Rosling regarding happiness,
Set a short time limit appropriate for your students development, and economic growth. A range of extremely
and ask them to note down as many global problems useful resources is available on his website
as they can. If necessary, note an example on the board http://www.gapminder.org/.
as a prompt, e.g. Water shortages, Antibiotic resistant
viruses. Once the time limit is up, ask students to work E X T R A A C T IV IT Y
in pairs, discussing their lists. If necessary, note a range
of language exponents on the board which students can You could further consolidate the language of the lesson
use to express reasons, e.g. the reason I noted ... is ..., I by asking students to work in groups, devising their own
think... isimportant because..., 1 consider... aglobal quiz, using statistics from a range of authentic online
issue because..., we need to think about... as ... sources, e.g. unstats.un.org or the CIA World Factbook.
You could encourage students to look for facts and
Ask them to work in small groups, discussing the problems statistics that are surprisingly positive, as was often the
which they have highlighted. Ask students to select three case in the quiz on SB p23.
problems and rank them in terms of importance (one
being the global problem with the biggest consequence). To ensure that students generate questions for a
Monitor this stage, assisting with vocabulary and grammar number of global problems, divide the class into
as required. When each group has generated a list, ask groups of six, with each group looking at a separate
students to work as a whole class, comparing lists and topic from the quiz. List these on the board as follows
if possible coming to a consensus on the three global for reference: access to education, literacy, the poverty
problems which they feel are the cause for most concern. gap, debt, population growth and density, income. This
list also provides useful categories for organizing any
Ask students to open their books, and look at the picture,
new vocabulary that arises during the planning and
identifying the global problems illustrated. Ask students discussion stages.You could also add desertification and
to compare their final lists with the images and note down urbanization, eliciting possible definitions from students.
any similarities or differences.
Ask students to work in pairs, writing three True/False
Possible answers or multiple-choice questions from their source material.
overpopulation After each pair has drafted their questions, ask students
inequality and the poverty gap to work in their groups and select the best five questions.
urbanization Allow time for students to check their questions in terms
of accuracy, and spelling/grammar.
2 Refer students to the World watch quiz, and explain that Once students have finalized their questions, ask groups
this focuses on statistics surrounding some of the global to exchange lists and compete to see who can guess the
problems which they have been discussing. Most of the most correct answers. When students have completed
questions in the quiz come from a similar quiz devised their quiz, ask them to discuss any statistics that they
by an organization called Gapminder, the purpose of found interesting or surprising.
which was to show the gap between common perceptions
of the state of the world and the statistical reality. Very
few people who do the quiz get the answers right, so the
answers should come as somewhat uplifting news to most
of the students!
LISTENING AND SPEAKING (SB p24) Answers
1 Economic growth is the increase in the market value o f the goods
Limits to growth and services produced by an economy over time. To maintain living
standards, the economy has to grow as fast as the population. Most
A B O U T T H E L IS T E N IN G o f the global progress featured in the quiz on p23 is facilitated by
The listening text in this section is an example of a radio economic growth, but isn’t necessarily totally dependent on it.
discussion featuring contributors with opposing views, 2 Students' own answers in relation to the economic growth in their
and a host who asks questions to keep contributors own country.
focused. Radio debates and discussions are a useful 3 ‘A rising tide lifts all boats’ means that when the economy grows, all
resource for listening skills development, as students sectors o f the economy and all the population, both rich and poor,
can use them to identify stance (e.g. Is the speaker benefit.
for or against a certain point?), evaluate the strength The ‘trickle-down effect describes the process whereby an increase
of arguments (e.g. by identifying where opinions are in wealth amongst the richest portion o f the population filters
supported with relevant examples and evidence), and down to the less well-off.
as a vocabulary or grammar resource as they contain 4 Economic growth is considered to be necessary in the current
authentic contexts for language focus. Explain to students capitalist model o f western society. It is difficult for the economy
that many radio discussions and debates are available to continue growing when global resources are limited, unless huge
online, and often have a transcript which can be used as a advances in technology continue to be made,
useful reference point for further language practice.
The theme of the debate is economic growth and the ■ Explain to students that during
[CD 1: Track 18]
reasons why pursuing this as a development goal can be this stage, they are listening for detail, then correcting
any errors. Highlight that there is a difference between
extremely challenging, and unfeasible in the long run.
‘true’ as in universally understood, and ‘true’ as in true in
There is a focus on the economic, environmental, and
the text. Remind students that if they are listening to a
sociological impact of trying to ensure that countries
speaker’s opinion, they may be asked to identify material
and economies grow in a world where resources are
ultimately limited. that is ‘True according to the speaker’. Again, there may be
a difference between this and the student’s understanding
The main aim in this listening task is for students to of what is true.
listen for detail and identify and correct false summaries
of the content, and then to identify a speaker’s stance. Answers
This second focus is extended by asking students to 1 False. Economic growth needs to grow as the population increases
then predict speakers’ opinions based on their initial in order to avoid rising unemployment, but it doesn’t do so
understanding of stance. automatically.
To assist with understanding, you could pre-teach or 2 True.
elicit the following items: think tank, make the case for 3 False, As Helen says, ‘growth in recent decades hasn’t reduced
something, a bigger slice of the cake. inequality; it’s made it worse.’
4 True.
1 Lead in by asking students to vote on whether they feel 5 False. It’s wrong to assume that economic growth leads to greater
the global economic situation is getting better or worse. happiness-
Separate students into two groups based on their answer 6 True.
and ask them to work together to discuss the reasons for
their choice. To ensure that the discussion is focused, Before listening to the recording, ask
[CD 1: Track 19]
ask students to consider the economic situation for the students to work in pairs, summarizing what they know
population as a whole, and then for young people (e.g. about the two speakers, Tony and Helen, based on Part 1
those under 30). Once students have exchanged their of the listening. As a whole class, compare ideas, and then
ideas, pair them with students from the opposing side, summarize on the board the main argument of each speaker.
and ask them to discuss their views, if possible persuading Read through statements 1-6 as a class, checking and
the other student to change their opinion. defining any new vocabulary. Explain that the statements are
Read through questions 1-4 as a class, and discuss and examples and explanations which could be used to support
define any of the key terms which may be new to students, a main argument. As a class, or in groups, ask the students
e.g. rate of economic growth. Ask students to discuss the to match the statements to Tony or Helen’s main argument.
questions in pairs, noting their main ideas. Monitor this Draw attention to question 6, and ask students if they can
stage, assisting with grammar and vocabulary as required. remember from Unit 2 what stylistic feature of a discussion
Once students have discussed each question in detail, this is (a rhetorical question). Play the recording so students
ask them to form a small group with another pair, and can check their answers, and ask them which of the speakers
summarize the main points of their discussion. they most agree with and why.
As a whole class, feed back some of the main ideas Answers
which have been covered, and note these on the board. 1 H 2 T 3 H 4 T 5 H 6 H
Ask students to relate the content to themselves where
possible by offering prompts such as What other
factors in economic growth are important to you? e.g.
unemployment rates falling, average salaries increasing, cost
of accommodation/consumer goods/fuel, etc.
In your own words Once the discussion has come to a natural end, or a time
limit has been reached, ask groups to feed back to the class,
This section provides students with the opportunity to summarizing the points they discussed and any agreements/
summarize the information they have heard by paraphrasing
disagreements raised.
it, using the key words in the prompts provided. As a
class, read through points 1-8, checking vocabulary and
S U G G E S T IO N
pronunciation. Ask a student to do the first item as an
example, helping if necessary. Possible answer: As the If your students enjoy discussing issues such as these,
population increases, the economy has to grow at the same you might like to encourage them to look at similar
speed in order to provide jobs for the extra number of people. resources as a way of developing learner autonomy.
Then ask students to work in pairs, taking it in turns to A useful homework task is to ask students to listen
paraphrase each point. to a specific programme and summarize the main
arguments. These summaries can be brought to class in
What do you think? later lessons and used as the source material for either
further discussion (Do you agree with the views? Why?
Refer to Teacher’s Book p8 for ideas on how to approach the
Why not?), or as texts to be evaluated and redrafted as
What do you think? section.
part of an ongoing process-writing approach.
LANGUAGE FOCUS {SB p25) I like travelling by train, (general truth)
I like to travel by train when I visit Yorkshire, (a little
Verb patterns more particular)
Like + -mg can mean enjoy. Like + infinitive can
A PO SSIBLE PR O B LEM S express what you think is the appropriate thing to do.
Verb patterns can cause students problems because I like sunbathing. I like to get into the office early.
there are few rules - forms have to be learned, practised, After some verbs and one or two adjectives, both
and used to ensure that the patterns are remembered. structures can be used with different meanings. These
These areas are considered in greater detail in Grammar are covered in detail in the Grammar Reference
Reference 3.1-3.2 on SB ppl47-8. section on SB p i48. In addition to the examples
Infinitive or -ing given there, students might have problems with the
The infinitive form is used after certain verbs (e.g. ask, following:
agree, offer, promise). It is also used after certain verbs + mean + infinitive = intend vs mean + -ing form =
object (e.g. ask, beg, encourage, tell). A key problem for involve
many students is that to must be omitted after some I didn’t mean to wake you up.
verbs (make, let, help, dare).
Getting a degree at Oxford University will mean
The gerund, or -ing form, is used after prepositions, studying hard.
phrasal verbs, and certain other verbs. A key problem
for students here is recognizing when to is used as a The infinitive is always used with would like!prefer, etc.
preposition, e.g. Vm lookingforward to watching that I’d like to travel by train next time we visit, (one
film; I ’m not used to getting up so early. particular occasion)
After verbs of perception {hear, listen, see, watch) +
object, we usually prefer to use an infinitive to talk about Read the notes as a whole class. Note the examples on the
complete actions, and an -ing form to talk about actions board, and elicit suggestions from the class on reasons
in progress: for the speaker’s preference of one form over another. If
necessary, write both possible versions of the sentences
We watched him get out o f the car and head into the pub. on the board to draw attention to any stylistic or semantic
I glanced out of the window and saw Rob crossing the road. features which might prompt one form over another. Ask
students to discuss in pairs, before opening up to a whole-
-ING
IN FIN ITIV E O R class discussion.
1 Ask students to complete the sentences using the verb While the rules say that verbs such as start, begin, and
pattern rules. If they can’t remember which verb is continue can be followed by verbs in either gerund or
missing, ask them to guess. Once students have completed infinitive, we normally avoid one of those forms if it has
the box, refer them to the tapescript on pl24, and already been used for the verb start, begin, or continue
ask them to underline examples of verb patterns and itself, for stylistic reasons. For example:
categorize them in their notebooks. At this stage, you a We have to start to look at the issue of income
could ask stronger students to think of any additional redistribution.
examples which they could add to the list.
b We’re beginning realizing that earning more doesn't
Answers always make us happier.
Inequality has continued to increase. a is acceptable, though some people would prefer to start
People think buying more stuff will make them feel happier. looking. In b, the two gerunds immediately after each
We want to keep improving living standards. other sounds very awkward, and would never be used.
Ifs what our society encourages us to believe. Ask students to read through the sentences, checking any
People at the top are keen to avoid income redistribution.
new vocabulary for pronunciation and meaning. Once
No growth means less money to spend on protecting the environment
you are satisfied that students understand the content,
ask them to work in pairs, discussing the difference in
VERBS TH A T CAN TAKE BOTH IN F IN IT IV E A N D -ING meaning generated by each form.
A PO SSIBLE PR O B LEM S Possible answers
Again, these forms have to be learned, practised, and 1 a fry/ngfom okethecakebigger:thislssom ethingthatisdifficult
used to ensure that the patterns are remembered. to do, and it may or may not be successful
This area is considered in greater detail in Grammar b Try watching a sunset one day this week: this isn't difficult to do
Reference 3.4-3.S on SB pl48. - you do it as an experiment to see if it is effective
2 a stop to think about what makes us happiest you stop doing
• Some verbs can take both forms with only a minimal
some other activity (i.e. living your life as normal) in order to
change in meaning. Where verbs express feelings and
think about what makes us happiest
attitudes {like, love, prefer, can’t stand, etc.), the pattern
b stop growing, here it is the growing which stops
which follows can be either -ing or to, and here the
3 a m eonf to creofe: intended to create
distinction is more semantic:
b means getting things repaired: involves getting things repaired
4 a We need to ^/Ve everyone: this is an active use o f need, with we Answers
as the subject and everyone as the object 1 My boss stopped me going to the meeting in New York.
b the environment needs protecting this is a passive use o f need My boss let me go to the meeting in New York.
the environment needs protecting by us, but the agent is only 2 1expected you to tell him.
implied I didn’t mean to tell him.
5 a We’ve seen our economies grow: this is a completed action, as 3 Jack can’t stand working outdoors,
we’ve seen this growth from start to finish jack is used to working outdoors.
b You see lots o f well-off people doing the lottery: this suggests 4 Alex made me laugh-
an action in progress, i.e. you may see some well-off person in a Alex couldn’t help laughing.
shop in the middle o f completing a lottery ticket, but you may 5 W e are trying to sell our flat.
not necessarily see them complete the task W e had better sell our fiat.
6 Did you remind him to collect the children from school?
4 Ask students to complete the sentences. Let students Did you remember to collect the children from school?
check their answers in pairs, before checking with the
whole class. Read through sentence stems 1-10, drilling for accurate
pronunciation and intonation. Ask students to complete
Answers the sentences with an appropriate pattern. Monitor this
1 means to be 4 need cleaning stage, checking for accuracy of form.
2 saw (him) play 5 stop to chat Ask students to compare ideas with a partner.
3 try walking
E X T R A A C T IV IT Y
5 Ask students to choose the most appropriate verb form to
complete the sentences. Check answers as a whole class. To further practise the language focus in this lesson,
and ensure that students have the opportunity to
Answers personalize content, write the following sentence stems
1 My boss wanted me to go to the meeting in New York. on the board; I r e m e m b e r I ’ll neverforget..., I ’ve
2 I apologized for telling him. always tried ..., / find it difficult... Ask them to write
3 Jack would rather work outdoors. two sentences for each stem, making one of them true,
4 Alex started to laugh. and one of them false (but believable). After you have
5 We are thinking o f selling our flat. checked that their sentences are grammatically correct,
6 Did you see him collect the children from school? put students in pairs or groups and ask them to read
their sentences to each other. The other student(s) have
In pairs, ask students to rewrite sentences 1-6, using the to decide which sentences are true and which are false.
remaining verb patterns given.
READING AND SPEAKING {SB p26)
Before students do exercise 2, ask them to look at the
initial paragraph on SB p26. This should give them a
The billionaire who wasn’t better understanding of what the text is about. Ask them
to use their understanding of this paragraph to make
A B O U T THE TEXT predictions based on content, the title, and any further
headings. Reading the initial paragraph quickly in this
The reading text in this section is an example of a factual way mirrors a common approach to analysing texts, and
profile of a famous or interesting person. Often such helps to activate any areas of knowledge required for more
profiles have quite a literary feel, despite being factual detailed understanding.
accounts, as the feature writer hopes to draw the reader
into a compelling story, rather than providing a dry Ask students to look at the section headings, deciding on
biography full of names and dates. their possible meaning, and the focus of each paragraph,
before discussing with their partner. Check as a whole
Chuck Feeney, the secret billionaire, is the founder class.
of The Atlantic Philanthropies, an international
organization which has donated money and provided Possible answers
grants totalling £3.9 billion since 1982. The money Making it b ig - being successful
has been used to support a range of projects globally, Keeping it real - acting like a normal person
with its focus on health, education, and human rights. Giving it all away - giving all your money away
Throughout much of his career as a philanthropist, Mr Keeping it quiet - not looking for any public recognition
Feeney insisted on the secrecy of his donations, only Giving while living - donating money while you’re alive, rather than
making his identity public in 1997. His philosophy of after you have died
‘Giving While Living’ supposedly inspired the economist
Warren Buffett, and Bill and Melinda Gates to set up Students may be familiar with the format of true, false,
their own influential charitable organizations. and not given tasks from exam preparation courses.
To assist with understanding, you could pre-teach or Highlight that the focus here is on intensive reading - the
elicit the following vocabulary: in full swing, running up students may be used to underlining the key words in a
bills, beneficiary, payback. question or statement, but once they have used these key
words to locate the relevant part of the text where the
1 Lead in by writing billionaire on the board. Ask students answer might be found, they should read carefully to find
to provide as many examples as they can. As they do something specific which agrees with the information
this, encourage them to provide information on why the (true) or contradicts the information (false). If there is
people are wealthy and what they do with their wealth. nothing specific which can be underlined in the text, then
Then ask them to evaluate whether the wealthy people the option is not given.
that they have mentioned contribute positively to society Ask students to note down their answers, and correct the
or not. Write the word secret in front of billionaire and errors, before checking as a whole class.
elicit from students any reasons why somebody with so
much money would want to keep this quiet (e.g. to pay Answers
less tax). 1 /
Ask students to open their books and draw their attention 2 X He worked for the US Air Force before going to college.
to questions 1-3. Ask them to note down their own 3 X He began to feel uncomfortable with the extravagant displays of
ideas, with supporting examples and explanations, before the affluent, which suggests that he did partake in them initially.
discussing them in small groups. Monitor this stage, 4 NG
assisting with grammar and vocabulary, and noting any 5 /
interesting examples. Feed back as a whole class. If you 6 X He says that enough money makes you comfortable, and that it
has a value if you want to buy something.
note any persistent errors with vocabulary or grammar,
use this opportunity for a delayed error-correction stage. 7 NG
8 X He has already given his family enough to live comfortably on. He
Possible answers plans to give the rest o f his money away.
1 You can buy whatever you like - the best o f everything, a nice
house, car, etc. - pay for endless holidays, and not have to work.
However, you may feel guilty about your wealth, you may have
people constantly asking you for money, and you may feel bored
and unfulfilled, especially if the wealth is not o f your own making.
2 Children can have the best o f everything - a great education,
expensive holidays, any material goods they want - and never have
to worry about money. However, they may feel guilty about having
so much, and they can be unmotivated and aimless as they do not
have to earn a living.
3 Philanthropy is the practice o f donating large sums o f money to
good causes. Famous philanthropists include Bill and Melinda Gates
and Warren Buffett {mentioned in the article), as well as Bono, Mark
Zuckerberg, W alt Disney, and J. Paul Getty.
Ask students to work in small groups, discussing the 5 Read through the highlighted words as a whole class,
quotes and deciding on their meaning, and more checking pronunciation. Ask students to place them
importantly what Chuck Feeney meant by them. Once under the correct heading. Check answers as a whole
students have discussed the possible meanings, ask them class.
to share ideas as a class. Encourage students, where possible, to identify any new
words they come across in these texts, and note down any
Possible answers surrounding grammar or associated verb patterns, so that
Get out the door, do thingsyourself. these can be readily transferred into their own language
Be independent o f your parents and make your own life.
use. Explain that writing lists of new vocabulary is useful,
/ set out to work hard, not to get rich. but without supporting context, or headings to provide
He never particularly wanted to be rich; it was just a by-product of categories which assist with vocabulary selection, the
working hard. resource will be quite passive.
I felt there wos an element of payback.
He likes to donate to educational projects, because he benefitted from Answers
education and wanted to feel that he was paying something back. Wealth; rags to riches, well-off, extravagant, affluent, spoilt, make a
People need it today, not tomorrow. fortune, get rich, prosperous
Many organizations and individuals have an urgent need for money, Poverty: careful with money, fallen on hard times. Depression, simple
and there is no reason to make them wait until your death before they life, hardship, have it tough, modest budget
can benefit from your generosity.
You can only wear one pair of shoes at a time. What do you think?
This is literally true, o f course, but also refers to the fact that, for him,
there is not much point in spending a lot o f money on things like Refer to Teacher’s Book p8 for ideas on how to approach the
shoes and clothes, which he treats as purely functional items. What do you think? section.
Once the discussion has come to a natural end, or a time
limit has been reached, ask groups to feed back to the class,
S U G G E S T IO N summarizing the points they discussed and any agreements/
As a follow-up to this stage, ask students if there are any disagreements raised.
sayings which they commonly use, or which are used
commonly within their culture to explain approaches
to life. Ask students to work in groups, writing down
a selection of at least five phrases. Monitor this stage,
assisting with grammar and vocabulary. Ask students
to exchange their lists, and then try to work out the
meaning of each expression. If you have a multicultural
class, students could try to guess which country each
expression comes from, and speculate on its origins.
Once students have decided on the meanings of the
expressions, they should check with the group who
originally wrote them to confirm ideas.
VOCABULARY AND SPEAKING (SB p28) Explain to students that they are
[CD 1: Track 20]
going to hear a short presentation on spending patterns.
This section looks at the language required to describe trends Ask them to look at the graph and identify the different
and compare statistics. There is some revision of the way axes used for measuring data (expenditure and age of
adjectives, adverbs, and comparative structures are used. purchasers). Ask students in pairs to discuss the trends,
The aim is that, by the end of the section, students can give using the language given, and offering their own ideas on
a presentation using this area of language. Point out that the reasons behind the trends.
students do not need to be business-focused to find this Once students have sufficiently discussed the graph, play
language useful. In many areas of life, academic study, and the recording to allow students to check their accuracy
exams, we are increasingly required to give presentations that and compare ideas.
rely on this kind of language.
Tapescript
Describing trends
1 You could lead in by previewing students’ ability to
Spending on new cars rises sharply when people are in their 20s and
describe trends. Write on the board: house prices,
presumably starting work. There’s then a slight fall until mid-life, when
inflation, the price o f technology, the cost of going out, there is a steady increase in people in their 40s and 50s buying new
the cost of living. Ask students in pairs to tell each other cars - perhaps men having their mid-life crisis! Spending then drops
whether these things are going up or down. Ask them back again to level off for 70-year-olds, before plunging sharply after
to use as many phrases as they can for expressing these people turn 80, when people are probably not so bothered about
ideas. Conduct a brief whole-class feedback. what they drive if they're still driving at all.
Ask students to look at the headlines. Elicit the verbs used
in each headline and write them on the board under two Ask students to close their books. Write happiness and
headings, going up and going down, to check their meaning. favourite colours on the board. Explain that students
are going to look at two pieces of visual data which
Answers describe changing trends in these areas throughout life.
going up: Inflation soars..., Growth rate picks u p ..., House prices set Ask students to work in pairs and predict how both
to rocket..., Household debt shoots up ... areas might change and develop through the course of a
going do w n:.,. plum m et,.,. spending collapses. Applications... plunge lifetime. If necessary, provide an example on the board as
an initial prompt, e.g. During early childhood most people
2 Draw attention to the verbs and adverbs in the boxes and are really happy as they don’t have any responsibilities.
check the meaning and pronunciation of each. Note that Once students have discussed their own ideas, ask them
the rate of rise or fall ranges from a small amount (slight) to open their books and look at the graphs, comparing
to a large amount (substantial). Point out that the stress their initial ideas. (The graph on Favourite colours is quite
in dramatically and substantially is on the second syllable. detailed, so to make it easier, you could ask students to
Ask students in pairs to practise using combinations of focus on the trends for just two or three colours.) Direct
the phrases to describe each of the situations outlined in them to the language boxes from exercise 2 and encourage
the headlines. Monitor and check. them to take turns describing the patterns in each graph.
Monitor and check
Possible answers
There was a dramatic fall in share prices.
Growth rate increased again.
House prices are due to rise dramatically again.
There has been a sharp rise in household debt.
Consumer spending has dropped dramatically.
Applications to UK universities have fallen substantially.
As a class, discuss the possible
[CD 1: Track 21] Give students some time to look at their graphs and make
reasons behind the popularity of a name, e.g. a celebrity notes. Once they have done this, you may wish to divide
becomes famous, and a large number of children are the class into two groups, so both Students A and B can
named after them; there is an increase in an immigrant discuss their interpretations of the data while retaining an
population where the name is common, etc. Ask students information gap prior to the speaking task. After students
to discuss which names in their own country are currently have agreed on the key trends and features, allocate time
popular and some of the reasons for this. for students to prepare individually for the next part
Explain that students are going to listen to a brief of the task. During this stage, monitor and assist with
presentation on the popularity of a name in the USA. grammar and vocabulary where required.
Explain that students should focus on the detailed Ask students to work with their partner, explaining the
description of the changing trend, specifically phrases to changes in popularity. Once they have finished plotting
indicate rise and fall, and plot the trend on the graph. Play the graph, students should check with their partner to see
the recording, and give students time to compare ideas. how accurate they have been.
Place a copy of the completed graph on the board, and
check as a whole class.
Year
The name Maria was reasonably popular in the 1880s, with just under
1,000 babies per million being given it. In the 1890s its popularity rose
steadily to just below 1,500, and between the 1900s and 1920s it soared
to over 2,500 before dropping again to around 2,000 in 1940.
The popularity o f the name fluctuated over the next five decades,
going up to 2,800 in 1960 and dropping again to 2,000 in 1980. There
was then a sharp increase up to over 3,000 between 1980 and 1990.
There was a slight decrease to 3,000 during the 1990s, and the number
o f babies given the name Maria then plunged back to 2,000 by the
end o f the first decade o f the 21st century. It is currently ranked as the
92nd most popular name for girls.
VOCABULARY (SB p29)
Ask students to look at the arrows showing BETTER and
WORSE and ask them why up is most commonly equated
Phrasal verbs with up and down with better and down with worse.
Ask them to look at the illustrations and example
This section looks at phrasal verbs with the particles up and sentences. Ask why the house needed doing up, and what
down from the viewpoint of what these particles can mean it means (renovating/redecorating). Ask how and why the
in themselves. As students progress through the exercises, man’s colleagues wore him down, and what effect this had
they are asked to analyse form and meaning by looking at on him at work (it made him feel worse about work, after
contextualized examples. Grouping phrasal verbs according being initially very enthusiastic).
to the meaning of their particles is an interesting exercise
Ask them to read the example sentences and discuss the
because it demonstrates that the combination of verb and
questions in pairs or small groups. Monitor this stage,
particle is not as random as it might seem. It is challenging,
assisting with grammar and vocabulary as required.
however, as there can be a huge range of subtly different
meanings for some particles. An attempt has been made here Possible answers
to do this with pairs of opposite meanings that are relatively 1 What wouldyou trade upyour mobile phone for? The latest
clear, although one could argue about which particular model.
category of meaning some of these verbs should belong to. 2 Is TVgetting more and more dumbed down? Yes, there are so many
The advantage of this approach is that it gives more insight reality TV programmes on now.
into the meaning of the verbs, and can help to make them 3 When do people dress up? Fora party, a wedding, or an official
more memorable for students. It also enables them to make function.
a better informed guess as to the meanings of new phrasal 4 When mightyou dress down? On a special day at work or school
verbs they might come across which use these particles. This when everyone is allowed to choose their own casual clothes, or at
includes very new examples that are constantly being created, a social event where you don’t want to stand out.
e.g. the use o f‘Man up!’ in the Spoken English exercise,
which has come into common use relatively recently. f f l f [CD 1: Track 23] Ask students to look at the
1 Ask students to work in pairs, reading the sentences, and illustrations of the sun rising and setting and say how this
discussing the situations. Check answers as a class. relates to the meaning of start and end (obviously, when the
sun comes up the day starts, and when it goes down, it ends).
Answers Ask them to work in pairs, discussing the meaning of the
1 Arsenal moved up to 4th place. They were at a lower position in the sentences, then ask them to answer the question. Check
table.
answers as a class.
2 He looked down at the floor. He was looking straight ahead.
3 ‘Sit up straight!'The subject was leaning forward or back in their Answers
chair. 1 I'll set up my own business. Somebody who is frustrated working for
4 Please, do sit down. The subject was standing up. a company, or becomes unemployed, decides to start a business o f
5 Her lip curled up in disgust. Her lips were in a normal position, their own.
showing no emotion, or a smile. 2 The president stood down. He/she is no longer able to lead the
6 / need to lie down for a bit The speaker was standing, or sitting, and country, perhaps because o f a scandal or due to a lack o f political
feeling extremely tired. support.
3 Let's fire up the barbecue! It's a nice, sunny day, and there is a lot o f
[CD 1: Track 22] Ask students to look at the
enthusiasm to get the barbecue started in the garden.
illustrations and the example sentences, and establish 4 My marriage broke down. There were serious and irreparable
that the literal movements vertically in the graph and problems in the relationship, so the marriage ended.
thermometer reading coincide with the meaning of 5 My laptop's so slow to boot up. There may be something wrong
increase and decrease, as the measure or volume of with the computer, or it is short o f memory.
something gets bigger and smaller. Ask them to discuss 6 The chemist's shut down. It can't have been doing enough business,
what is increasing and decreasing in sentences 1-6. as ifs closed permanently.
manage to live something down, the ridicule you receive for this 7 up - ‘Give up’ means to stop trying to do something. The
difficult or embarrassing experience eventually reaches its limit, but speaker is expressing frustration at not being able to find the
more commonly we talk about not being able to live something answer to something (perhaps a crossword clue). The meaning
down. can be seen as either 4, end one’s efforts, or 5, become
completely resigned to one’s failure.
8 down - ‘Let somebody down’ means to fail to help or
SP O K E N E N G LISH - u p a n d d o w n support somebody as they had hoped or expected. The
speaker is apologizing for not doing what the subject
Read through the sentences as a class, checking for any had expected. The meaning is 3, to perform worse than
pronunciation or intonation issues. Set a brief time limit expected.
and ask students to complete the sentences in pairs. 9 up - ‘Man up’ means to be more forceful and assertive. The
Once they have made their choices, compare answers as speaker is telling Tim to behave courageously, and not like a
a class. Elicit from students possible contexts for each frightened little boy, perhaps about confronting somebody.
sentence, and ask them to decide which of the meanings The meaning can be seen as either 2, increasing in
covered in sections 1-5 they think each verb has (there masculinity, or 3, becoming a better man.
maybe more than one option in some cases). 10 down - ‘Play something down’ means to make it seem
■ » w;m [CD 1: Track 24] Play the recording and ask less serious than it is. The management are trying to give
students to check their answers. Ask students to clarify the appearance that the news isn’t really as bad as it is.
the meanings of the expressions, or think of other ways The meaning is 2, to decrease the apparent importance of
to express the same idea. Ask students to identify what something.
was said to prompt the response.
Once you are satisfied that students are clear on the
context of the statements, you could ask students
to work in pairs to generate two more lines in each
dialogue. Once students have done this, encourage
them to practise the dialogues together, focusing on
intonation and pronunciation. If you feel your students
are confident enough, you could ask them to role-play
their complete dialogues in front of the class.
THE LAST WORD (SB p30) [CD 1: Track 25] Explain to students that they are
going to listen to four short extracts of people using
This section foregrounds a range of idiomatic expressions workplace j argon. Ask them to read through items a-h,
which have become increasingly prominent in spoken checking for pronunciation. Ask students to work in pairs
English in the workplace. Many of these phrases have and predict what each phrase could mean. If students
their origins in academic writings of the 1960s, which have seen or heard the phrases previously, ask them to
were adopted by motivational speakers and management discuss where and when the phrases were used, and how
consultants, and many of the phrases have gradually been they made them feel.
assimilated into day-to-day office interactions. Since their Play the recording, and ask students to note down the
first usage, a lot of the meaning in these terms has become main ideas being expressed in each item. As the language
very unclear, or imprecise. Being able to recognize workplace is densely idiomatic, it might be worthwhile to pause the
jargon is a useful skill in that it allows students to understand recording after each item, and have students repeat back
that there are a number of discourse types operating in the main idea and the workplace jargon used. Students
most situations where people communicate. It is also worth should then consider how they could reword the phrases
highlighting that many people use workplace jargon to give in plainer English. Elicit from students what effect this
their ideas more of a sense of importance. However, students plain English has (it’s more accessible).
also have to be aware that a growing number of people use
the same jargon ironically, to make fun of the kind of macho Answers
business environment where the language was first used. a in the future
Students may be interested to note that psychological studies b expand (and increase profits)
conducted by New York University in 2011 concluded that c to ask somebody to do something
people were less likely to trust somebody using jargon than d to do
someone who did not. e vital to the business
f the most effective way o f working
Workplace jargon g to have an effect on something
1 Write jargon {special words or expressions used by h a situation where everybody gains
a profession or group that are difficult for others to
understand) and buzzword (a word or phrase, often an Read through columns A and B as a whole class, if
item of jargon, that is fashionable at a particular time necessary drilling chorally and individually for accurate
or in a particular context) on the board. Elicit possible pronunciation and intonation. Ask students to work
meanings from the students, along with any useful individually, then discuss their answers in pairs, before
examples that they can think of from a range of different checking as a whole class.
contexts, e.g. computing, social media, sport, the military,
fashion, etc. Answers
Ask students to open their books. Draw attention to the 1 e 2 g 31 4b 5 f 6h 7a 8c 9 j 10 d
cartoon which highlights the fact that many people feel
that buzzwords and jargon are something to be ridiculed.
Direct students to the questions and ask them to work
in pairs, discussing their ideas. Once students have
completed the discussion, open up to a whole-class
discussion to check if you are all in agreement.
Possible answers
Buzzwords and jargon have become more common largely because
'management speak' has entered the general vocabulary, as more and
more people have been trained in management techniques. Financiers,
consultants, and marketeers have all contributed to the increase in
jargon. Marketing, in particular, which uses a lot o f these words, has
become more widely integrated in everyday business life.
Many people feel that jargon and buzzwords are elitist and
pretentious, and a way o f avoiding saying something in a clear and
straightforward way.
Buzzword Bingo! Answers and tapescript
4 ■ ■ iiiM [CD 1:Track 26] Remind students that in many on my radar - gets on Sara’s nerves because they’re not fighter pilots
situations, workplace jargon is considered slightly mission-critical - annoys her because they don’t go on missions
ridiculous, and often mocked by staff who feel that this drill down - unnecessarily engineering-based
kind of discourse is being forced upon them by over- grow the business - reminds her o f vegetables
enthusiastic management teams. Draw attention to the hit the ground running - fine, feels appropriate
rules of the Bingo game, and check for understanding. go the extra mile - she likes it
Ensure that students have completed their grid with a bringyou up to speed - seems normal to her
range of expressions before playing the recording. to action - Danny hates this, and all verbing o f nouns to try and sound
impressive
Tapescript keepyou in the loop - unnecessarily long
going forward - redundant
best practice - meaningful and neat
OK, I thought I’d touch base and bring you up to speed on our bid to proactive-a good thing to be in business
win the Delco advertising campaign. I know this is on all your radars, win-win situation - has a good feel to it
and as you know, this is mission-critical in terms o f our attem pt to think outside the box - something he likes to do
grow the business this year. If we’re proactive on this one and our bid Sara thinks the problem with using these expressions a lo t is that
is successful, it will impact our public profile in a big way, and bring listeners switch off, and Danny thinks they can make you sound stupid,
us serious bonuses - a win-win situation. I’m pleased to see that Jeff’s and as if you're just copying everyone else.
team have hit the ground running on this. I don't want to drill down
into the ideas they've come up with so far. but lefs just say they're
certainly thinking outside the box, and I know je ff will go the extra Sara
mile to get this contract. If any o f you decide you’ve got something It’s the macho action hero ones that get on my nerves most. 'Don’t
to bring to the table on this, give me a heads-up, and I’ll task you to worry, it’s on my radar’. Er, actually, no, you don’t have a radar because
action any good ideas you come up with. Going forward, we need you’re not a fighter pilot, and the upcoming presentation a tth e sales
to apply best practice throughout this bid. and if there are any new conference isn’t really a potentially mortal threat. And before you tell
developments, you can be sure I’ll keep you all in the loop. Danny, you me this is 'mission-critical’, we sell photocopier paper, and don’t tend
don’t look well. Are you feeling OK? to go on many missions. There seems to be a desire to be associated
with the heavy engineering boys too - my boss has started asking me
In multilingual classrooms, this stage should provide to 'drill down’ when he wants me to give him more information on
an interesting opportunity for students to engage in something. And ‘growing the business’ has become incredibly common,
intercultural exchange. If you have students from a range but it still sounds odd to me - 1can only think o f vegetables when
of cultures, ask them to think about the kind of workplace someone talks about growing things. ‘Hit ffie ground running’ is alright,
jargon that is commonly used, and if possible, ask them to though. I quite like that image, because it’s great when it does feel like
define the kind of work environment where this usually that when you start a new project. And ‘go the extra mile’ is something
occurs. For monolingual classes, it might be worthwhile I often do for my customers, and I’m fine with being described like
asking students to note down their ideas on commonly that. Things like that, and 'bringyou up to speed’, sound like perfectly
normal language to me. The danger with all o f them is that if you hear
used workplace jargon, and then vote on the most
someone say exactly the same thing many, many times, you switch off.
common or even most irritating examples.
Danny
Ask students to work in pairs, and then feed back their I can’t stand all this verbing o f nouns. ‘Could you action this for me?’,
ideas as a whole class. as if ‘Could you do this for me?’ doesn’t sound impressive enough.
[CD 1: Track 27] As students discuss their ideas, ask At least ifs short, though. The ones that use an excessive number
them to provide reasons for their choices or speculate o f words annoy me most - ‘I’ll keep you in the loop’ - why not just
on the reasons why people might find phrases useful or ‘keep you informed’? ‘Going forward’ is redundant most o f the time,
useless. or you could just say ‘in future’. The only reason for using all this
gobbledygook is the pathetic idea that it makes you sound like some
Explain that students are going to hear two short
high-flying managerial hotshot, but it can actually make you sound like
monologues about workplace jargon where two
a moron if you use too much o f it. Some o f the shorter ones can be
employees give their opinions. Ask students to read useful - ‘best practice’ means what it says and is neat, and ’proactive’
through the questions to focus their listening. Remind is a good thing to be in business. I think 'a win-win situation’ has a
students that as they listen it is useful to make notes on really good feel to it. And I’m actually OK with 'think outside the box’,
the points mentioned. Elicit useful headings for these because in itself, it means something that I really like to do. Ifs just
notes (e.g. speakers name, expressions used, speakers been overused so much and the kind o f person who uses it is usually
opinion, problems mentioned) and then play the stuck inside a box labelled ‘I copy what everyone else says.’
recording. Give students time to discuss their answers in
pairs, or small groups, before checking as a class.
Explain that students have the opportunity to prepare
SU G G EST IO N
a short presentation on a topic of their choosing, but
that they should try to incorporate a few examples of Ask students to role-play being management
workplace jargon where appropriate. representatives of a marketing department who are
Give students a short time to prepare their presentation, promoting a new product within their company. Divide
if necessary noting on the board some useful expressions the class into groups of four to six students, and ask
which they could use to introduce their ideas, signal them to write down the name of a random object on a
changes of focus, and sum up. With stronger students, slip of paper, e.g. a pair of nail clippers. Place the slips
these could be elicited from the class. With weaker of paper into a bag, and shake this before passing round
groups, it might be necessary to note examples, then drill the class. Each group should select an item, which will
for intonation and pronunciation. Useful examples could be their product to try to market to the rest of the class.
be as follows: Explain that students should consider the following:
a name for their product, a use for their product, the
Giving an overview: Today I’m going to talk about! reasons why their product is better than anything
discuss .... I ’d like to discuss ..., My presentation today will currently available. Remind students that marketing
focus on ... departments are often responsible for a good deal of
Signalling changes: First of all, I ’ll be talking about..., workplace jargon, so they should feel free to use as many
Thefirst thing I ’d like to cover is ..., I ’ll then move on to expressions as they feel is appropriate. Monitor, assisting
discuss ..., After that. I’l l ... with grammar and vocabulary. Ask students to role-play
Summingup: So in conclusion ..., To sum up ..., Finally I their presentations in front of the class. Once all groups
want to suggest... have taken their turn, ask for a vote on the best product.
STARTER 8 Real. This was disputed, but there is video evidence o f the lightning
This section provides an opportunity for extensive spoken strike at the time o f the Pope’s resignation.
interaction, as students discuss images which may or may 9 Real. This is the maned w olf
not have been digitally manipulated or staged. Students are 10 Real. Many people assumed this famous photo was staged, but the
invited to speculate on the reasons why these images may sailor really did grab hold o f the nurse, a complete stranger, and kiss
have been manipulated, and to use their critical thinking her when the end o f W W II was announced. She slapped him on the
faculties to evaluate how this kind of tactic, by the media or face afterwards.
other individuals, can affect the viewer in a particular way. 11 Real. This holiday couple really did set up their camera on a timer
for a selfie, and find themselves upstaged by an inquisitive squirrel.
1 With books closed, ask students if they generally trust
12 Real. Andre Agassi and Roger Federer played this tennis match
the images that they see on websites, magazine covers,
on top o f the Burj A! Arab in Dubai, on a helipad that had been
or in newspapers. Ask students to rank these three
converted into a tennis court, over 2,723 feet off the ground.
forms of media in terms of reliability and authenticity,
giving reasons for their choices. If necessary, provide
Set a reasonable time limit and ask students to work in
an example as a prompt, e.g. I ’m not sure that I trust
pairs, noting down as many reasons as they can that
images of female celebrities on magazine front covers; they
people might fake an image, whether these reasons
often look too perfect to believe. Elicit from students any
are ever justified, and whether there may be a political
famous examples of images that they know to have been
reason or a commercial value to faking a photograph.
manipulated or suspect may have been manipulated, and
If necessary, begin the discussion by referring students
what the reasons might have been for this manipulation.
back to the example that you provided earlier. The Falling
If students require some prompting, you could provide
Soldier image. Once the time limit is up, ask students to
your own images, e.g. The Falling Soldier by Robert Capa,
work in small groups, comparing ideas, and discussing
which can easily be found online.
any differences of opinion. Open this up to a whole-class
Ask students to open their books and direct them to discussion and follow up by asking students to vote on
images 1-12. Ask students to first work individually, whether it is ever justified to fake an image. Once students
deciding where they think the images come from (e.g. have voted, ask them if they have ever manipulated an
online, print, etc.), what they depict, and whether the image of themselves, for example, changing colours or
image is completely real (i.e. what was captured on contrast on social media profile pictures, or cropping a
camera in the natural course of events), photoshopped person out of an image. Elicit any examples, and as much
(i.e. digitally manipulated) or real, but staged (i.e. set up detail as you can from students, without causing any
for the purpose of taking the photograph). Once students personal embarrassment.
have completed their notes, ask them to work in small
groups, discussing their ideas and giving reasons for their Possible answers
choices. At this stage, prompt students to use modal verbs To make a photo look more dramatic; to create a funny, shocking,
for speculating on the past and present, monitor carefully, or surprising image; to make a political point; to create a news story
and note down any areas which need further attention. by inventing an incident involving a celebrity; to make a model look
more beautiful; to create a composition using, for example, a fake
Answers background; to lighten (or darken) someone’s skin colour.
1 Real. Rubber Duck is a 'floating sculpture’ by the Dutch artist
Florentijn Hofman, which toured the world.
2 Real but staged. This is a famous image, but the workers didn’t really EXTRA ACTIVITY
have their lunches like this, they just sat there for the photograph. If you have online access in your class, direct students
3 Photoshopped. to the website www.fourandsix.com/photo-tampering-
4 Real. It shows the ‘Rainbow Mountains’ in the Zhangye Danxia history, and ask students to select an image which they
Landform Geological Park in China, where layers o f different will then research in greater detail. Explain that all of
coloured rock have been brought to the surface. the images here have been faked, often for very different
5 Real. The beach, only metres away from the runway on St Maarten’s reasons. Explain that students should find out as much
island, is a popular spot for planewatchers, as possible about each image. When students have
6 Staged. Two girls, aged 9 and 16. took these photos in Cottingley, located this information, they should prepare a short
near Bradford, England, in 1917. They faked the photographs by presentation (no more than three minutes) giving an
cutting out pictures o f fairies from books and sticking them on overview of these details to the rest of the class. Ask
pins in the ground. It was a game, but the girls kept quiet when the students to print out, or project on the board, their
photos were taken for real around the world. chosen image, and then give their presentations to the
7 Photoshopped. It was widely circulated on the Internet as real (with class. Encourage students to offer each other positive
the heading ‘And you thought you had a hard day at work!’), and feedback once they have completed their presentations.
was claimed to be National Geographic Photo o f the Year. National
Geographic went public to deny it.
LANGUAGE FOCUS 1 (SB p32) 4 should
Should is used to express opinions, and as such falls
Modal auxiliary verbs into the area of speculation, e.g. They really should
This section looks at modal auxiliary verbs, a rich and subtle be here by now = based on my opinion and the travel
area of English. The focus here is on speculation. Students conditions.
may be familiar with many concepts that modal verbs • Note that some students, especially students from
express, but not all. It is worth remembering that the main an Arabic background, may be used to creating
issue with learners of English and modal verbs is that they modal forms by adding to + infinitive. In other
tend not to use them anything like as much as native speakers languages, such as Turkish, modality is generated
would. While this could be seen as a perfectly viable option, by adding a suffix to verbs.
the ways of avoiding using modal verbs can sometimes make • The aim here is to build awareness and get students
successful communication more difficult and long-winded. familiar with manipulating the forms. To this
extent, it is worthwhile making sure that students
A POSSIBLE PROBLEMS get as much opportunity as possible to use these
Modal verbs for speculation - present and future forms in Speaking activities.
1 must and can’t • Grammar Reference 4.1 on SB ppl48-9 looks in
more detail at the areas of meaning expressed by
Some students may need further clarification on modal auxiliary verbs. It is a good idea for you to
what speculation is, e.g. the fact that we use must if go through the notes and examples before teaching
we are certain that something is true but we have the grammatical section of this unit.
no direct experience. Explain that we use logical
deduction by comparing the following: Ask students to read through the list of modal verbs for
speculation, and to grade them in terms of likelihood
She’s at home: I saw her go in. or possibility. Explain that there are subtle differences
She must be at home - her car’s outside and the lights in the meaning and use of each form. Ask them to work
are on. in pairs and think of any differences, before looking
Remind students that the usual negative of must, at the examples in sentences 1-6. Once students have
with this meaning is cannot!can’t: completed each sentence, check as a whole class.
She can’t be at home - her car’s not outside and the
Answers
lights are out.
1 might/may 4 should/will
2 will 2 may/might 5 will/should
Highlight that we can use will and will not!won’t 3 can 6 must; can’t
with a similar meaning to must!can’t. Note that this
is most common when we are certain of something Refer students to Grammar Reference 4.1
because ifs what is expected, typical, or normal: on SB ppl48-9.
‘There’s someone at the door.’ ‘That’ll be Kate.’
1 Direct students to the illustration. Ask them to work
3 may, might, can, could in pairs, using a range of modal verbs to speculate on
Students need to understand that may is used for who the people depicted are, and what they are doing.
probability (Let’s go - the shop may still be open.), and Monitor this stage, assisting with vocabulary, and noting
might and could express smaller probability (It might! any persistent areas of weakness with the grammar focus.
could rain later, but I doubt it.). Can is used to express These notes can be used for a delayed error-correction
general possibility, but not probability: Neil may stage, where examples of errors are anonymously noted
be in Anne’s office. NOT Neil can be in Anne’s office. on the board for students to rephrase individually or as a
When the focus is on probability, may is not used in whole class.
question forms:
Do you think the company will go bankrupt? Possible answers
NOT May the company go bankrupt? The woman in the fur coat must be a customer. She could be looking
for a present.
Note that may, might, and could are possible with if+ The man outside might be her husband. He might be waiting for her.
present: The woman in the green cardigan must be a shop assistant. She must
I f he keeps doing that, he may! might! could get into be showing the customer some items o f jewellery.
trouble. The woman behind the counter will be another shop assistant. She
could be putting some jewellery back in the display cabinet. She may
May is not possible with if + past:
be wondering what the man in the suit is doing.
I f I had more time, I might! could study harder. The man in the suit could be the shop owner or he might be a store
NOT IfT-ltadrinorc time, I m ay... detective. He may even be waiting for the woman in the fur coat.
Another anomaly, which you might notice when
students try to use it, is that could can be used as an
alternative to may to speculate on a future possibility
(It may rain later.Ht could rain later.), but only in the
positive. Could not can be used for present and past
speculation, but not for the future (It may not rain
[CD 1: Track 28] Explain to students that they
are going to listen to part of a telephone conversation
between Karen, the employee of the jeweller’s shown in
the picture, and one of her friends. Before students listen
to the conversation, ask them to look at pictures 1-5 and
decide what has happened.
Once students have discussed their own ideas, in pairs and
as a class, play the recording and check as a whole class.
Possible answers
The tw o men were plain clothes policemen, trailing the woman
because they knew she was trying to use counterfeit money. They said
they would come back to the shop later to return the necklace, which
they took as evidence.
Ask students to work in pairs, exchanging their ideas, before the shop when the scam was revealed). Ask students the
opening up to a whole-class discussion. The focus now is on three questions in the bullet points, and use the second
modals for speculation in the past. This should be a familiar question to get students’ opinions on how clever this scam
structure for students at this level, but a quick revision using is, and whether they would have fallen for it themselves.
the examples in the grammar box will also provide a model You could also ask if anyone knows of any other similar
for the kind of ideas they might come up with. scams.
Answers
VOCABULARY (SB p38) A B
grey area sore point
Idiomatic collocations level playing field wishful thinking
slippery slope foregone conclusion
The aim of this section is to extend students’ lexical range wake-up ca 1 last resort
by highlighting the frequency of idiomatic collocations fine line second thoughts
in examples of authentic English, and the importance itchy feet saving grace
of recording these. Explain to students that this kind of long shot mixed blessing
language is best learned in chunks, with a focus on intonation raw deal cold feet
and meaning, as well as formation. Draw attention to the
adjective -i- noun pattern given, and explain that this is a Explain that in this stage students are going to generate
common structure for idiomatic collocations. If necessary, their own explanations for the idiomatic collocations,
elicit or explain that idiomatic language is not usually providing example sentences to assist in clarifying
literal, so students will have to learn the definition of each meaning - they should NOT simply read out or repeat
collocation to use it accurately. Remind students that while the dictionary definitions. Note that this approach to
idiomatic language is interesting to use, they should try vocabulary learning is extremely useful in that it helps
to limit the number of examples in their own speech until students to really focus on meaning and the accuracy
they are confident with the meaning. Explain that misuse of of the language which they use - defining a term
idiomatic language can often be a cause for confusion. for somebody else requires paraphrase, explanation,
clarification, and checking understanding. Explain that
these are all key processes in communication of ideas at
any level, and should be practised as regularly as possible.
In your own words 7A So you don't think ifs worth me spending any more money trying
4 Monitor to ensure that students are using their own to get this car back on the road?
language to explain the collocations. B No, I think ifs a lost cause.
5 Ask students to read through sentences 1-8, checking for 8A Ifs not fair! My sister got to go to New York for her birthday, and
meaning. If necessary, elicit or explain the phrases bidding I just had a day in London.
for a contract, diagnosis, and hypochondriac. Ask students B Yes, it sounds like you got a raw deal there.
to complete the sentences individually before checking A Do you think Suzanne really has a chance o f getting into the
with a partner. Royal College o f Music? She only started the piano three years
ago.
Answers B No, ifs just wishful thinking.
1 fine line 5 saving grace 10 A I can never understand the rules about which future tense to use.
2 cold feet 6 foregone conclusion B To be honest, not many people can. It really is a grey area.
3 level playing field 7 long shot
4 wake-up call 8 mixed blessing
Answers
That Clark Gable was registered as a girl at birth because the registrar
couldn’t read the doctor’s scrawled handwriting.
THE LAST WORD (SB p 4 0)
Draw attention to the exponents listed in the chart, and
select individual students to drill these with, before
Softening the message drilling chorally. As students listen and repeat the
expressions, ask them to complete the sentence stems to
The aim of this section is to draw attention to additional generate full, meaningful examples.
uses of modal verbs, consolidating the language focus of the
unit, and extending students’ lexical resource in an important Once students have practised using the exponents, ask
area of functional language. Most advanced students will them to grade them in terms of the most polite, providing
be familiar with the exponents here to an extent, but may reasons for their selection. Highlight tense usage, and
not have had the opportunity to analyse the forms and note ask students to explain this to one another, if possible, or
the differences in use and their effect on the listener. The provide the answer on the board.
final sections, which address the influence of intonation
Answers
on supposedly polite utterances, highlight an area of great
1 asking permission
importance. While advanced level students will be familiar 2 asking permission
with the content of the utterances, they are not always clear 3 suggesting something
on the inference created by intonation - appearances can 4 asking permission
be deceptive! Being able to understand a speaker’s attitude 5 suggesting something
means students are better equipped to interpret the meaning 6 asking permission
behind words. This is also important in terms of spoken 7 asking someone to do something
production, where using wrong patterns of intonation can 8 asking someone to do something
occasionally make students seem aggressive or rude. I was wondering if it might be possible/couldIpossibly are the most
1 Ask students to work in pairs, speculating on the image. polite expressions.
Monitor this stage to check that students are using a range The past tense adds another degree o f politeness.
of modals accurately. Check ideas as a whole class.
[CD 2: Track 4] Ask students to work in pairs using
Possible answer the language that they have recently analysed to create
A statue or waxwork model in an art gallery or museum. conversations, using the prompts as a guide. Explain that
prompts like this can offer useful support when planning
[CD 2: Track 3] Ask students to read through the a conversation - students can predict responses and
conversation, checking for meaning. Once students are plan further turns accordingly. Remind students that
clear on the context (an art gallery), ask them to read this approach can be useful when using English on the
through the conversation again, selecting the most telephone. However, stress the importance of being able to
appropriate phrases. Ask students to check in pairs, digress from the script when required.
discussing the reasons for their choice. Once students have planned and practised their own
Play the recording and check as a whole class. conversation, play the recording. Stress that this is a
model, and the functional language featured here can be
Answers and tapescript used in a variety of ways to express the same meaning.
Ask students to act out the conversation again, either with
(T = Ted, M = Margaret, A = Attendant) the same partner, to build on fluency work, or with a new
T That one's incredible, isn't it, Margaret? She looks so real! partner if the focus is on greater accuracy.
M Yes. I was wondering if it might be possible to take a photo o f it.
Do you think it would be alright? Answers and tapescript
T Er, you might want to ask that attendant first.
M Oh, I thought he was one o f the exhibits!... Excuse me, could I
possibly take a photo o f that statue? A Excuse me, is there any chance I could have a look at your iPad?
A Oh, we don't allow flash photography. i was thinking I might buy one o f those,
M I thought I might take it without flash. Would that be alright? B Yes. o f course. I’m really happy with it.
A Yes. that’s fine, A Thank you. Do you think I could have a go a t typing on it? 1was
M Thank you. Ted. you couldn’t take one o f me next to it, could you? wondering if the keyboard would be big enough for my fingers.
T Yes. o f course... Just move a bit to the left, would you? B Sure, go ahead. My fingers are quite big and I don’t have a problem
typing on it.
A Mmm. It’s nice. Would you mind telling me how much you paid
for it?
B £340. You might want to have a look in PC World. They’ve got a sale
on at the moment.
A Oh, thanks very much, I think I might do that.
[ j j [CD 2: Track 5] Draw attention to the expressions, [CD 2: Track 6] The focus here is on modelling
and ask students to think of how they could complete intonation patterns which show how sentence stress can
each, and how polite or impolite the final utterance would affect meaning. Demonstrate this by modelling sentence 1
be. Ask students to think about the language which is in a very exaggerated fashion. Ask students to identify
being used, and draw attention to the way in which it your attitude and decide on how they feel as they hear this
could be used. Draw attention to differences in meaning kind of utterance. Explain that as students produce their
by modelling sentence 1 with varying sentence stress own versions of the sentences, they don’t need to be so
patterns. exaggerated, but should feel confident enough to deliver
Play the recording and ask students to work in pairs, the material with feeling.
sharing their ideas, before opening up to a whole-class Play the recording, asking students to identify context.
discussion.
Tapescript
Answers and tapescript
These expressions are not very polite. They express anger or
1 Excuse me, would you mind speaking more quietly?
annoyance in a pseudo-polite form.
Excuse me, would you mind speaking more quietly?
2 Perhaps you'd like to explain this?
Would you mind not putting your feet on the table? Perhaps youd like to explain this?
Do you think you could stop interrupting me? 3 I’m afraid this isn't good enough.
Do me a favour and go, now! I’m afraid this isn’t good enough,
Do you mind?! That's my seat! 4 Close the door, w ill you?
Close the door, w ill you?
5 Could you possibly move your car?
Could you possibly move your car?
6 Would you mind not making that noise?
Would you mind not making that noise?
Answers
Beware; avalanches (Canada) sign 9
No swearing (United States) sign 2
Riding whales not allowed (Japan) sign 1
Speeding endangers cassowaries (Australia) sign 6
Street food sellers not permitted (South Africa) sign 8
Watch out for car thieves (Poland) sign 10
Caution; old people crossing (UK) sign 4
Steep hill ends in crocodile river (South Africa) sign 5
Ski lift instruction (France) sign 11
Speed bumps on road ahead (Jamaica) sign 7
Road toll paid by licence number recognition (United States) sign 3
Chewing betelnut is forbidden (Papua New Guinea) sign 12
READING AND SPEAKING {SB p42) Answers
Papua New Guinea is located in the south-west Pacific Ocean, just
Worlds o f difference north o f Australia.
1 over 7 million 5 1950s
ABOUT THE TEXT 2 700 6 seashells
The reading text is an extended extract from a 3 800 7 1975
newspaper article written by investigative j ournalist 4 18% 8 the Queen o f England
Donal MacIntyre. In 2009, MacIntyre took part in a
television documentary called the Edge of Existence 2 Ask students to read the introduction of the article and
where he spent time living with remote tribes around discuss the questions in pairs. Check answers as a whole
the world. During this time, he recorded how their lives class.
were changing due to the impact of other cultures, but
also how ancient cultures can survive and thrive even in Answers
They are at the author’s home.
modern times. The focus of the text is on the visit that
The people are; the author (Donal MacIntyre) and his wife, Ameera;
six members of the Insect tribe from Papua New Guinea
and Samuel and his wife Christina, from the Insect tribe in Papua New
made to the UK, after MacIntyre invited them to explore Guinea.
his own culture. Donal MacIntyre, the author, spluttered.
In the tasks, students read a fact file about Papua New Ameera, Donal MacIntyre's wife (who is pregnant), nearly choked
Guinea and identify and check assumptions and facts. because Christina asked her if she minded her husband having a baby
They then summarize and paraphrase part of the with another woman.
article, before drafting questions which they hope to The situation reflects the title - The ultimate culture clash’ - because the
be answered by the text, and reading for detail to check two couples come from such completely different cultural backgrounds.
if these answers are given. There is further reading for
detail as students identify true and false statements
In your own words
based on the text. After checking vocabulary in context,
students then discuss themes raised by the reading. 3 Ask students to read Part 1 of the article, then take turns
in pairs summarizing and paraphrasing the article using
Some of the vocabulary may be new, so be prepared
the prompts as a guide. Monitor this stage, checking for
to pre-teach/check the following items depending on accuracy, and to ensure students are using their own ideas.
your students’ level: spluttered, cast a glance, polygamy,
dowries, mine their secrets, missionaries, supreme 4 Ask students to individually think of two questions that
authority, venture into, encountered. they would like to be answered about the tribespeople’s
trip to London. If necessary, provide an example as a
Don’t pre-teach/check any of the words which are prompt: What was the Swagup Six’s reaction to the huge
highlighted in the text, as students will work out their number of people in a modern city? Once students have
meaning in the Vocabulary from context task in generated two questions each, ask them to work as a class
exercise 6.
deciding on, and if necessary refining, the best questions.
[CD2: Track 9] Lead in by writing the word tribe Explain that students should read their questions aloud,
1
on the board. Set a time limit of two minutes and ask and the rest of the class should vote on whether that
students to note down as many associated words as question is added to a list of six best questions.
possible. Ask students to work in pairs, comparing their Once students have collated a list, ask them to read the
ideas and giving reasons for their choices. rest of the article to see if their questions are answered.
Elicit a range of ideas, and note these on the board. Ask Note that a full version of the article is available on the
students if they are familiar with the names of any tribes Daily Mail website archive if you feel students would like
from around the world, and how their lives might be to check their questions against the whole text.
different from our own. 5 Read through statements 1-8 as a whole class, checking
Ask students to look at the map of Papua New Guinea, for meaning. Ask students to decide whether they are true
and, in pairs, answer the questions about its location. or false, correcting the false statements.
Elicit from the whole class any information that they Give students time to check their answers in pairs before
know about the country or its culture. checking as a whole class.
Read through the fact file as a whole class, checking for
any new vocabulary. Ask students to decide which of the
options best fit in the fact file, and whether they think the
facts are true or not.
Play the recording, asking students to check answers and
note any additional information.
Discuss answers as a whole class.
Answers stamping ground - a place that somebody likes and where they often
1 / go to enjoy themselves
2 X They were faced with ‘barren winter trees', ventured forth - went bravely into an unknown situation which might
3 X They believed that she ‘wore the trousers' (i.e. was the dominant have been dangerous
one} in her relationship with Donal. diminutive stature - small size
4 / pinpoint accuracy - with perfect aim
5 / jaded - tired and bored, usually because you have had too much of
6 / something
7 X They put in a request for an audience with the Queen, but it was renouncing- stating publicly that you no longer have a particular
belief or that you will no longer behave in a particular way
declined.
8 X They 'embraced our culture but without renouncing an ounce of
their own,’ What do you think?
Refer to the notes on Teacher’s Book p8 to get an overview
Vocabulary from context of approaches to the What do you think? section. Read
6 Remind students that surrounding sentence context, and the questions as a class, checking any new vocabulary for
information in preceding and following lines, can often meaning and pronunciation. Put students into small groups
help in identifying meaning in unknown words. Ask to discuss the questions. Monitor and help as necessary.
students to work in pairs, locating the highlighted words Once students have had the opportunity to discuss each
and identifying meaning from context. question in detail, feed back ideas for a whole-class discussion.
Ask pairs to compare their ideas, before checking as a
whole class. EXTRA ACTIVITY
To extend the focus on cultural difference, and build on
Answers students’ accuracy of form, you could ask them to write
gambits - things that somebody does, or things that somebody says at a short diary extract for one of the tribespeople during
the beginning o f a situation or conversation their trip to the UK. Using the information in the text,
frisson - a sudden strong feeling, especially o f excitement or fear and inferences about the Swagup Six’s attitudes to British
stalk - to move slowly and quietly towards an animal or a person, in culture, students should try to write a 100-word diary
order to kill, catch, or harm it or them entry. Monitor, assisting with language where required.
ever-encroaching - slowly beginning to cover or intrude on more and
more o f an area
Once students have completed their diary entries,
robustly - strongly, with determination encourage them to check and revise their work before
concession - the act o f giving something or allowing something reading it out in small group, or to the class as a whole.
bombarded - attacked somebody with a lot o f questions, criticisms, etc.
or by giving them too much information
k in -fa m ily or relatives
LANGUAGE FOCUS {SB p44) In the feedback, ask students how they worked out
the answers. The answer here should be that they
Ways to avoid repetition had to think about meaning and time. In the first
This section looks at two grammatical ways of avoiding and third examples, the omitted words reflect the
repetition when speaking. The first, Missing words out, looks contexts of the previous comments. In the second
at how English abbreviates sentences after the auxiliary or example did (enjoy the view) reflects the future in the
modal verb to avoid repeating information which is known past.
or has just been said. The concept shouldn’t be new to 2 Reduced infinitives
students as simple exchanges {such as Are you tired? Yes, I Ask students in pairs to read the explanation, then
am.) are taught from beginner level, and most languages miss decide which words have been omitted.
out words to avoid repetition in a comparable way. One of In the feedback, check that students understand that
the challenges at higher levels is getting the form right. The the meaning is clear from the context and therefore
choice of form is dictated by tense or time, and by context. there is no need to repeat the whole phrase.
Answers
He gets the stories from online profiles on Facebook.
'Don't log off’ refers to the fact that the stories are sourced from the
Internet, and encourages listeners to stay tuned in to the programme.
A couple are featured in this programme - Bryan from the USA and
Anna from Russia.
They met online.
What do you think? Discussion
Refer to the notes on p8 of the Teacher’s Book to get an Read the questions as a class, checking any new vocabulary
overview of approaches to the What do you think? section. for meaning and pronunciation. Put students into small
Read the questions as a class, checking any new vocabulary for groups to discuss the questions. Monitor and help as
meaning and pronunciation. Put students into small groups to necessary.
discuss the questions. Monitor and help as necessary. Once students have had the opportunity to discuss each
Once students have had the opportunity to discuss each question in detail, feed back ideas for a whole-class
question in detail, feed back ideas for a whole-class discussion. discussion.
[CD2: Track 16] Ask students to work in small A quiz
groups, predicting how they think the story will end.
Monitor this stage, noting any interesting or common 5 Refer students to the quiz on pl72. Ask students to work
ideas. Discuss these in a whole-class feedback. in small groups of four to six. Ask students to take it in
turns to read the quiz questions aloud, then note their
Play the recording so students can check their predictions. answers in their books.
Ask students to work in pairs describing the events of Part 3 Once students have completed the quiz, refer them to
in their own words. Ask student A to explain how the story the key on pl73. Ask students to tally up their score and
ends, and student B to explain Alan’s surprise. to check how good a language learner they really are.
Monitor this stage, checking for accuracy and that Discuss what it is in the questions that reveals a capacity
students are paraphrasing. for learning a new language, e.g. the ability to detect
patterns in words and structures.
Answers Alternatively, you could conduct this as a whole-class
They get married in a low-key wedding.
Bryan asks him to be an official witness at the wedding.
quiz, with you reading the questions, or the questions
projected onto the board.
VOCABULARY AND LISTENING (SB p47)
LISTENING
■ [CD2: Track 17] Explain that in this section students
Nationalities and stereotypes are going to focus on some of the intercultural differences
The main aim of this section is to extend students’ vocabulary caused by living in another country.
range by looking at words to describe nationalities. There Play the recording and ask students to note down where
is also work on identifying cultural difference, and giving each speaker comes from, where they live, and what
opinions on the validity of national stereotypes. cultural differences they mention.
1 Asa lead-in, direct students to the photographs at the side Give students time to discuss their answers in pairs,
of the page. Elicit from the whole class where the people before checking as a whole class.
are likely to be (at a sporting or cultural event) and to
identify the nationalities of each (from the top: Swedish, Answers
Spanish, Swiss, Argentinian, British). 1 British: Czech Republic: the cultural difference mentioned was
actually a misunderstanding - he thought that Czech people ate
Note that the Swedish football fan is dressed in a Viking
zebra meat
helmet, ironically celebrating the Scandinavian culture
2 half Korean, half British; South Korea; plastic surgery is a common
which dominated northern Europe between the 8th and
procedure in South Korea
11th century. Ask students what kind of costumes fans
3 French: London; not so many bakeries in England, far more crisps
from their countries wear to big international sports
in England, the English obsession with house prices, houses are
events, and why.
quantified by the number o f bedrooms instead o f by actual size,
Ask students in pairs to complete the chart. Encourage doctors in England don’t always give out prescriptions
them to use a dictionary, and make sure that they add 4 Australian; Burma; ancient taxis with no health and safety regulations
their own country if it is not already in the chart. If
students use a dictionary, ask them to mark the stress on
each word they write in the chart. Given the scope of the SUGGESTION
chart, it is a good idea to project the completed version
onto the board. Ask students to work in pairs, discussing whether they
have ever lived abroad, and any positive or negative
Answers things they can think of about the experience. To
COUNTRY ADJECTIVE PERSON NATIONAUTY LANGUAGE(S) provide a prompt for discussion, you could elicit areas
Scotland Scottish a Scot the Scottish/ English, where differences are often seen as the greatest, e.g. food,
the Scots Gaelic language, culture, bureaucracy, social attitudes.
Switzerland Swiss a Swiss man/ the Swiss German, If your students haven’t lived abroad, ask them to select
woman Italian, French a country and then think of some of the differences
The Netherlands Dutch a Dutchman/ the Dutch Dutch between their home country and their choice for each
Dutchwoman category.
Belgium Belgian a Belgian the Belgians Dutch, French,
German
Monitor this discussion, assisting with grammar and
Sweden Swedish a Swede the Swedish Swedish
vocabulary where required. Note down any interesting
Denmark Danish a Dane the Danish Danish
ideas or examples for a whole-class feedback session.
Poland Polish a Pole the Polish Polish As a follow-up to the listening task, ask students to work
Finland Finnish a Finn the Finnish Finnish in small groups, discussing which of the experiences
Iceland Icelandic an Icelander the Icelanders Icelandic of living abroad they feel was the most challenging.
Spain Spanish a Spaniard the Spanish Spanish Encourage students to give reasons for their choices.
Turkey Turkish a Turk the Turkish/ Turkish
Turks
New Zealand New a New the New English, Maori
Zealand Zealander Zealanders
Afghanistan Afghan an Afghan the Afghans Pashto, Dari
Argentina Argentine/ an Argentine/ the Argentines/ Spanish
Argentinian Argentinian Argentinians
Peru Peruvian a Peruvian the Peruvians Spanish,
Quechud,
Aymara
TALKINGABOUT STEREOTYPES Monitor the discussion, noting down interesting ideas
3 Ask students to work in small groups of three or four, first for a whole-class feedback Alternatively, you could ask
noting down a list of a few nationalities which they feel students to summarize their discussion under headings,
they know quite well. Then ask students to think about and then provide the class with a short presentation of no
the different areas where people often raise stereotypes. more than two minutes. This could be followed up with a
Elicit/provide the following: character, weather, food, whole-class question and answer session where students
behaviour, attitude to foreigners, etc. compare their views on the stereotypes presented.
Read through the example, and ask students to use these Ask students to individually spend a few minutes noting
prompts to describe their chosen nationalities in terms down all the national stereotypes that are associated with
of stereotypes and how they actually are. To assist with their country. Monitor, assisting with vocabulary where
production you could provide the useful phrases below. required.
Drill these chorally and individually to ensure accurate Ask students to work in pairs, discussing their own
pronunciation and intonation. nationality stereotypes and whether they conform to
them.
USEFUL PHRASES
They are supposed to be/have ...
They come across as being ...
They have a reputation for ...
They give the impression of being ...
I’d always thought of them as being ...
Actually, I’ve found th a t...
It’s just a myth because ...
Judging from the (people) I’ve m e t,...
If the (people) I’ve met are anything to go by,...
THE LAST WORD (SB p 4 8) 3 A Did you have a good holiday?
B Yeah, really good.
British and American English A How long were you away?
This section develops students’ awareness of the differences B Five days altogether. From Monday to Friday.
in vocabulary between British and American English. A Where do you live?
1 Ask students to read through the two conversations B We’ve got a small flat on the ground floor o f a block o f flats in
the city centre.
and note which is British English (BrE) and which is
American English (AmE). Elicit two or three differences A Have you got a garden?
B No, we haven’t, just a car park at the rear.
from a selection of students before asking them to work in
5 A Have you seen Meryl Streep’s new film yet?
pairs, noting as many difference as they can.
B I have. She was terrific in it. She played this plain, old woman who
drifted around in her dressing gown all day.
Answer
Conversation A is American English, conversation B is British English. A Yeah, she’s a great actor.
A Have they brought the bill yet?
M1.HIM [CD 2:Track 18] Play the recording, to check B Yeah. They just have. But I can’t read a thing. The lighting is so
answers. Ask students to identify any differences in bad in here. You need a torch.
pronunciation. Ask students to note these differences, and A Do we need to stop for petrol?
provide their own model of how the sounds vary. As a B Yeah, why not?! Anyway, I need to go to the loo.
prompt, you could highlight the following variations: 8 A Did you enjoy the match?
B Yeah, it was great, but we had to queue for half an hour to get
differences in stress, e.g. address (BrE) vs address (AmE) tickets.
The letter t is often pronounced /d/ in AmE, e.g. get her =
/gedər/ (AmE), /getə/ (BrE). Ask students in pairs to use their dictionaries to find the
The It! is stronger in AmE than many British accents, e.g. British equivalent of the words. Once they have listed
gorgeous = /'go:rd 3 əs/ (AmE) vs /'go;d 3 əs/ (BrE). the words, ask them to note down any other American
Note that there are other areas of difference not covered in English words or expressions they know.
the conversations: Ask pairs to check answers, before discussing as a whole
• He adjective endings (mobile, agile, hostile) class.
/ail/ in BrE vs /əl/ in AmE Answers
• ization noun ending (organization, civilization) freeway - motorway pants - trousers
/,o;gənaı'zeıJ'n/ (BrE) vs /lOirgənə'zeiJn/ (AmE) garbage - rubbish faucet - tap
cookie-biscuit sidewalk - pavement
• vowel sounds in words with ‘ew’ and ‘u’
drugstore - chemisfs windshield - windscreen
e.g. new tune = ln]\x\ tju :n / (BrE) vs/'nu: 'tu:n/(AmE) closet - cupboard or wardrobe elevator - lift
potato chips - crisps fell-au tu m n
NOTE
This area is covered in further detail in the Workbook in
the Pronunciation section for Unit 5. SUGGESTION
To make the final activity of the lesson more interactive
[CD2: Track 19] Play the recording. Ask students in you could ask pairs to work in a group of four,
pairs to write the conversations in British English. You generating sentences to check meanings.
could do the first as a whole class to get the task started.
Each pair should read out one lexical item from
■ ■.Hlf [CD2: Track 20] Play the recording. Ask students their own list of American words or expressions. The
to compare their ideas. In the feedback, discuss how other group has to make a sentence using the British
students’ conversations were different from those equivalent to show that they understand the word, and
on the recording. Ask different pairs to act out their can create a meaningful context. Each correct sentence
conversations with either British or American accents. gets a point.
Answers and tapescript Monitor this stage, checking for accuracy and assisting
with grammar, vocabulary, and any difference of
opinions.
1 A Have you got the time?
Alternatively, this task could be set up as a whole-class
B Yeah, ifs five past four.
game, with two teams playing against each other.
A Did you say five to?
B No, five past four.
2 A W hat are you going to do at the weekend?
B Oh, you know, the usual. Play football with my kids, and do a bit
o f gardening.
STARTER As a brief lead-in to this section, ask students to look
at the photos and, working in pairs, match them to the
This section provides an opportunity for extensive spoken sources. Note that not all of the sources are depicted. The
interaction, as students exchange ideas on war and the images are from top to bottom: Aeschylus, Julius Caesar,
reasons for human conflict, supporting their opinions with Genghis Khan, John E Kennedy, and Nelson Mandela.
examples. Ask students to quickly read through the list of sources,
The title of the unit is derived from a speech by Winston brainstorming in a small group what they know about
Churchill, as he received an honorary degree from Westminster each. Ask students to note down their main ideas, and
College in Missouri, USA on 5 March 1946. Churchill, once you are satisfied that all the sources have been
delivering what is now known as the ‘Iron Curtain speech’, discussed to some extent, open this up to a whole-class
talked about the imminence of the Cold War between the discussion.
Soviet Union and the West. This state of near conflict, which Ask students to read through quotes 1-10, checking
lasted around half a century, is similar to World War I in that vocabulary and meaning. You may need to explain that
increased militarization led to many scientific discoveries thee and thy are archaic ways of expressing you. Remind
and technological innovations. Churchill stated, ‘I do not students that as they match sources to quotations, they
believe that Soviet Russia desires war. What they desire should reflect on what they already know about each
is the fruits of war and the indefinite expansion of their source and use that personal knowledge to inform their
power and doctrines.’ Fruits of war refers to the proceeds of decision. Remind students that it is important that they
conflict, which are generally positive. The phrase shouldn’t be use personal knowledge, understanding, and experience
confused with the spoils of war, which refers to things taken actively when taking part in communicative activities as
by the victors in a battle. students themselves are a valuable learning resource.
The artwork shows an iconic image of Lord Kitchener, the ■ f. H B [CD 2: Track 21] Once students have made their
British Secretary of State for War. The image was used as an predictions, play the recording and check as a whole class.
advert on the front cover of the London Opinion newspaper Ask students to note down the extra information they
on 5 September 1914. Kitchener understood that the war hear, and compare it with their own notes from exercise 2.
was going to be a long campaign, and encouraged men to
voluntarily enlist to fight. Many people believe that the Answers and tapescript
image, when used on a poster, was a vital influence on
recruitment. This is largely a myth, as it appeared after
1 ‘I came, I saw. I conquered’ was said by Julius Caesar (100 BC-44 BC).
signing-up peaked. However, this style of propaganda
He was a Roman general who sent the famous message ‘veni, vidi,
influenced recruitment poster designs in the USA, Russia,
vici’ to the Roman senate in 47 BC. after a great military victory in
and Italy.
Asia Minor, now known as Turkey.
1 With books closed, lead in by writing the word war on 2 ‘Happiness lies in conquering one’s enemies, in driving them in front
the board. Ask students to briefly provide a list of words o f oneself, in taking their property, in savouring their despair, in
which they associate with the concept. outraging ffieir wives and daughters.’ This was said by Genghis Khan
Set a short time limit and ask students to work in pairs, (1162-1227). He was the emperor and founder o f the Mongol Empire.
generating a list of different wars. Ask them to note down After his death, this became the largest empire in history.
who was fighting, and if possible the reasons behind the 3 ‘You shall show no mercy; life for life, eye for eye, tooth for
conflict. As a prompt, you could offer a simple example on tooth.’ This is from the Old Testament in the Bible - the Book of
the board as follows: the American Civil War, 1861-1865, Deuteronomy, chapter 19, verse 21.
when the seven southern states (who wanted to maintain 4 ‘Resist not evil: but whosoever shall strike thee on thy right cheek,
slavery) fought the Union (who wanted slavery abolished). turn to him the other.’ This is from the New Testament in the Bible
Once pairs have generated their list, ask them to work - Matthew’s gospel, chapter 5, verse 38.
in groups of between four and six, comparing ideas, and 5 ‘War does not determine who is right, only who is le ft’ Said by
adding any extra information. Bertrand Russell (1872-1970). Russell was a British philosopher,
Explain to students that World War I (1914-18) was mathematician, historian, and pacifist He won the Nobel Prize in
described at the time as ‘the war to end all wars.’ Ask Literature in 1950.
students to note down which of the conflicts that they 6 ‘The tragedy o f modern war is that the young men die fighting each
have named have occurred since World War I. Write this other - instead o f their real enemies back home in the capitals.’
list on the board, and retain it for the discussion section in Said by Edward Abbey (1927-1989). Abbey was an American author,
exercise 4. essayist and anarchist noted for his advocacy o f environmental
issues.
SUGGESTION 7 ‘No one is born hating another person because of the colour o f his skin,
or his background, or his religion. People must learn to hate, and if they
Note that this task could be culturally sensitive, and lead
can learn to hate, they can be taught to love.’ This was said by Nelson
to some heated discussion and debate in the classroom.
If you feel that a student-centred generation of ideas Mandela (1918-2013). Mandela was a South African anti-apartheid
revolutionary, politician, and philanthropist. In 1962, he was arrested and
could cause some discomfort to any members of the
sentenced to life imprisonment He served over 27 years in prison. He
class, modify the approach to provide a list of historical
was finally released in 1990 following an international campaign.
wars which could be less politically charged.
He then served as President o f South Africa from 1994 to 1999.
As with exercise 1, some care may need to be taken
8 'I know not with what weapons World War III will be fought,
with this stage depending upon the background of your
but World War !V will be fought with sticks and stones.’ Said by
students. If you feel that the discussion questions could
Albert Einstein (1879-1955). He was a German-born physicist who
pose problems in your class, focus on the final question -
developed the general theory o f relativity. In 1921. he received the
opening this out to a broader discussion of morality
Nobel Prize in Physics.
and human behaviour rather than looking at particular
9 'In war, truth is the first casualty.’ First said by Aeschylus (525
instances of conflict.
BC-456 BC). He was a Greek tragic dramatist. He is often described
as the father o f tragedy, being the first o f the three ancient Greek Ask students to work individually, noting down examples
tragedians whose plays are still read or performed, the others being of any current conflicts that they know about. Once
Sophocles and Euripides. students have generated a short list, ask them to work
10 'Mankind must put an end to war before war puts an end to in small groups, discussing the initial two questions.
mankind.’ Said by John F. Kennedy (1917-1963), the 35th President Explain that drawing on current affairs is a useful way
o f the US. It was part o f a speech to the United Nations General of providing up-to-date support for arguments and
Assembly on 25 September 1961. opinions. Remind students that they may be required
to discuss current affairs in exams at this level, so being
familiar with what is going on in the world is useful.
EXTRA ACTIVITY Current affairs radio programmes and online newspapers
can also provide an information-rich source of listening
Ask students to read through quotes 1-10 again,
and reading texts, which can be read, summarized, and
deciding on the quotes which they most agree and most
discussed with other students. Note that BBC radio
disagree with. Once students have selected their quotes,
programmes can be accessed anywhere around the world
ask them to work in groups of between four and six, from www.bbc.co.uk/radio.
discussing their selection and their reasons for this.
Encourage students to ask one another follow-up SUGGESTION
questions (e.g. D o y o u t h i n k th a t th is is a lw a y s tru e? ) to
Write the following statement on the board: V io le n c e
extend the interaction. You could ask students to work
c a n n e v e r s o lv e c o n flic ts. Elicit from students what this
as a group, narrowing down the list to two quotes only.
means, and then ask them to provide any brief examples
If you take this approach, remind them that they don’t that could support or contest the statement. Divide the
have to agree, and can argue the case for their preferred
class into groups of between four and six, and allocate
quote.
each group a role,/or or a g a in s t. Explain that students
Note that functional language for arguments is covered have eight minutes to note down as many ideas as
in this unit, so this approach could provide a useful they can supporting their position. Monitor this stage,
diagnostic stage. assisting with ideas, grammar, and vocabulary where
Monitor, noting down any interesting ideas, and necessary. Set up the debate, allocating an appropriate
assisting with grammar and vocabulary as necessary. time limit for your students. Monitor, noting interesting
ideas to discuss as a whole class. Depending upon size,
you could have students debate as a whole class.
READING AND SPEAKING {SB p50) SUGGESTION
Divide the class into groups of six. Allocate each
When good comes from bad student one section of the text, and ask them to first
read through their text, working out the meaning of the
ABOUT THE TEXT
following words and phrases from context (or using a
The text in this section is an example of a piece of dictionary).
historical feature writing based on an authentic text
Barbed wire and other technology: s o p h is tic a te d , a e ria l
from T h e G u a rd ia n newspaper. Feature stories tend to
b o m b a r d m e n t, u n a s s u m in g
be human interest articles that focus on people, places,
or events. They are usually an in-depth look at a subject Recognition of PTSD or ‘shell shock: p e c u lia r , p r o x im ity ,
which is deemed relevant at the time of publication a fflic tio n
(for example, the text here was published close to the Blood banks: c lo ttin g , b lo o d tr a n s fu s io n , s c re e n f o r d ise a se
centenary commemoration of the start of World War I), Women’s emancipation: w r a n g le o v e r, lib e ra te d , f l e w in
and are researched, extensive, and full of detail. The article th e f a c e o f
in T h e G u a rd ia n was a collaboration between journalists
The decline of aristocracy; a u to m a tic a lly a ssu red ,
from the main European newspapers, and as such reflects
c o n sc rip tio n , h u m b le
a broad perspective on the impact of war.
‘Broken faces’ - the first plastic surgery: in te r v e n tio n ,
Students lead in to the topic by discussing the main
m a im e d , m u tila te d , a n d d isfig u re d , p lig h t o f th e ir
theme, and identifying key information connected
re in te g ra tio n
with paragraph headings. Close-reading skills are then
further developed with comprehension questions, and Then ask students to read through the text again, noting
a focus on identifying the relevance of statistics and any examples which match the categories given in
numerical information in a text. Students then go on to exercise 1.
discuss the key themes and ideas raised. Ask students to work in their group, explaining the
Encourage students to use the context to assist with meaning and pronunciation of the new vocabulary, and
any new vocabulary. With weaker classes, or if you summarizing their paragraph.
are short of time, you could pre-teach the following:
s o p h is tic a te d , a e r ia l b o m b a r d m e n t, u n a s s u m in g , c lo ttin g , Ask students to read through the box, and predict which
b lo o d tr a n s fu s io n , s c r e e n e d f o r d ise a se , w r a n g le o ver, heading the words are associated with. Ask them to read
lib e ra te d , f l e w in th e f a c e o f, p e c u lia r , p r o x im ity , a fflic tio n , the text again (or the whole text for the first time if you
a u to m a tic a lly a ssu re d , c o n s c r ip tio n , h u m b le , in te r v e n tio n , used the suggestion above), and note what is said about
m a i m e d a n d m u tila te d , p lig h t, re in te g ra tio n . Note: there each word.
is a suggestion on p78 on a peer-learning approach to
new vocabulary which could decrease the lexical load Answers
refrigerators - Blood banks. It was established, in 1914, that blood could
imposed by so many potentially new words.
be stored in refrigerators.
the horse - Barbed wire and other technology. Douglas Haig wrongly
1 With books closed, read the opening part of the rubric believed that the horse would continue to be a key element o f battle
to students, i.e. W a r m a y b e v io le n t a n d d e s tr u c tiv e , b u t strategy.
it c a n a lso g e n e r a te s o m e th in g s t h a t a re w o r th w h ile . Ask
grafts - ‘Broken faces’ - the first plastic surgery. In plastic surgery,
students whether they agree with this statement or not, missing flesh and bone were covered up by skin grafts,
giving reasons to support this. Note any key themes on conscription - The decline o f aristocracy. The introduction of
the board, e.g. p o litic a l s ta b ility , o p p o r tu n itie s f o r im p r o v e d conscription during World War I had turned a professional army into a
h u m a n rig h ts, f r e e d o m o f o p p re sse d p e o p le , in v e n tio n s civilian one.
a n d in n o v a tio n . If this last category is not given, elicit or twitches - Recognition o f PTSD or ‘shell shock’. Soldiers traumatized
explain, providing an example drawn from the texts. by battle displayed a number o f symptoms, including twitches.
Ask students to open their books and read through
the heading of each section only. Check for meaning, dress codes - Women’s emancipation. As a result o f the change o f role
o f women during the First World War. dress codes began to change
eliciting or explaining the phrases: b lo o d b a n k , w o m e n s
and post-war women dressed in a way which often subverted pre-war
e m a n c ip a tio n , and th e d e c lin e o f a risto c ra c y . Draw
feminine dress codes.
attention to the categories listed in the box, and ask
students to use the headings and categories to generate a
list of things which war has helped to come about.
2 Ask students to read through the text, comparing their
ideas from exercise 1 with the ideas presented in the text.
Encourage students to use the categories in 1 as headings
to note down key ideas. Explain that categorizing ideas
under thematic headings is a useful way of organizing
content and provides a useful reference when using
reading material as the source for a follow-up discussion
or writing activity. Once students have completed their
notes, ask them to exchange ideas in their group.
Deal with any vocabulary issues before giving students In your own words
time to read the text more slowly and find the information 5 Explain to students that the focus here is on reading for
to answer the questions. Ask students to first answer detail, and identifying statistics and numerical factual
these individually, before comparing ideas with a partner.
information. Note that newspaper articles often contain
Check as a whole class.
this kind of information, and that identifying it and
Answers
understanding what it refers to can help provide a short
1 Adam Hochschild realized that using barbed wire limited the use
overview of key information. Ask students to check
answers with a partner before discussing as a class.
o f horses in battle, whereas Haig predicted that the horse would
continue to be a key factor in warfare. As a follow-up activity to this exercise, and to further
2 Doctors initially thought that shell shock was caused by physical consolidate work on identifying factual information, you
factors, and could not understand why symptoms persisted for so could ask students to work in groups of three. Allocate
long after the war. two sections of the text to each student and ask them to
3 An anti-clotting agent was discovered (sodium citrate), and it was write a list of names taken from their texts, e.g. Oswald
discovered that blood could be stored in refrigerators. However, the Hope Robertson. Students should then exchange lists, and
death rate was still high as the importance o f blood grouping was explain who the people are, and why they are relevant in
still not understood. the text.
4 Many o f the young aristocrats had been killed in the war, and there
was a significant fall in those willing to work as servants. Answers
5 Women were freer to engage in a wider variety o f paid work There were 6.5 million injured soldiers in France by the end o f the war.
In 1918 in Great Britain, women over the age o f 30 were given the right
and dress in a more masculine way. In many countries, they also
to vote. In France, women were not given the right to vote until 1944.
obtained the right to vote. However, many women went back to
The many thousands o f emancipated women who were not prepared
their old jobs after the war, and in some countries like France they
to abandon the possibility o f social advancement.
didn’t achieve the right to vote until 1944.
In 1901, in Vienna, three blood groups (A. B, and 0 ) were identified for
6 Trench warfare left many soldiers with head and face wounds which
the first time.
needed effective treatment. 80,000 British soldiers were identified as suffering from 'shell shock’
or PTSD.
Post-Traumatic Stress Disorder was first formally recognized in 1980.
Tapescript
fra
Never in the field o f human conflict was so much owed by so
many to so few.
Never have I seen such courage.
Rarely does one find such clear explanations.
Had it not been for the war, women would not have got the
vote.
Finally, the war did end.
EXTRA ACTIVITY Answers and tapescript
Ask students to prepare a presentation on T h e th in g I fO B
lo v e th e m o s t. It could be anything they feel passionate A Peter hasn’t told anybody.
about: their job, clothes, food, a hobby, or an area of B He told me.
study. Elicit from students any useful functional phrases 2 A hope you didn’t tell Clara,
which can be used for each stage of a presentation, e.g. B didn’t tell anyone.
Introducing: T o d a y I ’m g o in g to ta lk a b o u t ...; I n th is 3 A I invited Anna, but she isn’t coming.
p r e s e n ta tio n , V d lik e to te ll y o u a b o u t ...; H a v e y o u e v e r B Ifo W y o u she wouldn’t.
a s k e d y o u r s e l f w h y ...? A W ho told Tim about it?
B I’ve no idea. I didn’t tell anyone.
Organizing: T h e f i r s t th in g to s a y a b o u t . .. is ...; T h e m a in
p o i n t to m a k e a b o u t ... is . . . ; N o w le t’s lo o k a t / t u r n to ...;
5 A John won’t like it when you tell him.
A n o t h e r in te r e s tin g p o i n t i s ...
B I f I tell him.
A Ifs the worst film I’ve ever seen.
Providing a link: sim ila rly ; in a d d itio n ; w h erea s; i t ’s w o r th B Tell me about it!
n o tin g th a t 7 A He dumped me.
Finishing: I n c o n c lu s io n ...; To s u m u p ... B Ito W y o u he would!
Ask one student to give a presentation at the start of 8 A Have you heard the joke about the old man and his dog?
each lesson. Give feedback and provide assistance with B I told you it!
any errors.
1 Write the word u p on the board. Elicit what part of speech SUGGESTION
it is (a preposition). Beside it write lo a d , h o ld , k e e p . Ask Divide the class into groups of between six and eight
students to form expressions from the preposition and students. Split each group in two and allocate each side
verbs, and provide the meaning and stress pattern for a pair of words - o u t and ta k e or d o w n and b re a k . Set
each. Once students have generated their list, ask them to a time limit of around five minutes and ask students
categorize the expressions as compound nouns or phrasal to note down as many compound nouns as they can
verbs, (compound nouns: a h o ld - u p , a n u p lo a d ; phrasal using their own words, e.g. o u tb a c k , ta k e -o ff, d o w n tu r n ,
verbs: lo a d u p , h o ld u p , k e e p u p ). Explain that in this b r e a k -in . Once the time limit is up, ask students to read
lesson you are going to look at both forms, but the main through their list and provide a brief definition for each
focus is on compound nouns. compound noun.
Ask students to read through sentences 1-4, checking for Ask students to exchange lists in their group. Students
meaning, and deciding on the context. Ask them to work should read through the lists and definitions given and
in pairs comparing ideas, before completing the sentences decide whether they agree with them. If they disagree,
with a word from the box. Remind students that they can encourage them to check in a dictionary.
use their dictionaries as a resource to help. Check answers Ask students to create sample sentences using the
as a whole class. compound nouns within a time limit. The group with
the most sentences at the end of this stage is the winner.
Answers
1 back-up slip-up 3 shake-up 4 hold-up Ask students, in pairs, to choose five or six words from
the box that they don’t know, or are not sure about. Ask
them to write a definition and sample sentences with gaps
EXTRA ACTIVITY to check the words, in the same way that the words were
Ask students to work in pairs extending the sentences checked in exercise 1. When students are ready, ask one
into dialogues, with no less than three turns for pair to exchange their work with another pair, then try to
each speaker. Encourage students to use additional complete the sentences.
examples of compound nouns from the L a n g u a g e
f o c u s box where possible, but to ensure that they keep GLOSSARY
the dialogue meaningful within the context. Remind s e tb a c k = a problem that delays or stops progress
students that they could use a range of emphasizing
s h o w d o w n = a big meeting, argument, or fight that
structures throughout their dialogues. Once students finally settles a disagreement, or proves who is best
have completed the dialogues, ask them to practise
reading them aloud. Remind students that this provides o u tb u r s t = a sudden expression of a strong feeling
additional intonation practice, and will help them to u p k e e p = maintenance
build on fluency and greater awareness of stress patterns. u p t u r n = improvement
Monitor this stage, assisting with grammar, vocabulary,
k n o c k o u t = a blow that knocks you down and leaves you
and pronunciation where required.
unable to get up again; also something that is incredibly
If your students are confident, ask a selection to perform stunning and impressive
their favourite dialogue in front of the class. Ask the
lo o k o u t = a person who watches for an enemy or
listening students to note down the context, who is
intruder
speaking, and their relationship (e.g. a re th e y fr ie n d ly ? ,
a r e th e y in a g re e m e n t? , etc.). w r i te - o f f = a car that is too badly damaged to be repaired
(the insurance company writes it off their books)
offshoot = a company, group, or organization that has
developed from a larger one
comeback = a return to success or fame
drawback = disadvantage
SUGGESTION
To vary the dynamic in this final stage you could type a
list of compound nouns using a range of the prepositions
given here. Photocopy the list (one for each group of
four students), then cut each word out on a slip of paper.
Distribute the cut up list to each group, and ask them
to take turns selecting a word, and challenging another
student in the group to make a sentence accurately using
the compound noun. If the student challenged cannot
make a sentence, the challenger has the opportunity
to do so, and gets one point. If the challenged student
makes an appropriate sentence, they are given two
points. The game ends when there are no more words to
select. The student with the most points is the winner.
THE LAST WORD (S B p 5 6 ) [CD 2: Track 31] Ask students to work in pairs,
selecting an appropriate expression from exercise 2 to
Keeping the peace complete conversations 1-4. Encourage students to look
for contextual clues and decide whether the speakers
This section extends students’ lexical resource by introducing
a range of words and phrases used in arguments. The are in agreement, disagreement, or are reaching a
focus here is on the functions of agreeing, disagreeing, and compromise.
reaching a compromise. Students are encouraged to use Play the recording and check answers. Ask students in
context to assist with identifying meaning, and to recognize pairs to practise the conversations, paying attention to
appropriate usage. emphasis and stress patterns.
1 Before they open their books, ask students who usually If you feel that your students would like a slightly more
keeps the peace in their family. Explain/elicit that keeping controlled production stage before going on to create their
the peace means ensuring everyone lives alongside each own arguments in exercise 4, you could ask them to add
other happily. Ask students to think about occasions at least two more lines to each conversation developing
in family life when the peace is broken, and why this the argument. Once students have added these lines, and
happens. If necessary, provide some fairly light-hearted practised reading them aloud, ask a selection to perform
examples for discussion, e.g. a r g u in g a b o u t: w a s h in g up, their favourite for the rest of the class.
lo a d in g /u n lo a d in g th e d ish w a sh e r, e m p t y in g b in s, w h a t to
w a tc h o n T V , w h o a te th e la s t p ie c e o f c h o c o la te /fin is h e d Answers and tapescript
a ll th e m i l k / f r u i t ju ic e /t o ile t roll, w h a t m u s ic to p l a y o n c a r
fo il
jo u r n e y s . Give students a couple of minutes to make a list 1 A What colour do you call that?
of their top five most common family arguments. Once B It says ‘pale sunlight' on the tin.
they have individually prepared a list, ask them to work A ‘Pale sunlight'! It’s more like‘dazzling daffodil’! I can'twakeup to
with a partner, comparing ideas and ranking and rating that every morning - it’d give me a headache.
the combined list into a top five, providing reasons for B I suppose itis a b it...e r ...yellow. Oh dear! I just wanted a kind
their choices. Once students have agreed on a list, open o f sunny glow in our bedroom.
up to a whole-class discussion to share ideas. A Don’t worry. I’m sure we can find a happy medium. Let’s get
Refer students to conversations 1-4. Ask students to some o f those little trial pots from the paint shop.
quickly read through them and decide on the context and 2 A W e should have turned le ft there.
relationship between the speakers. Ask students to compare B Look! W ho’s driving this car? The satnav said 'righf.
their ideas with a partner before discussing as a whole class. A I know these streets better than any satnav.
B You do not! The satnav is never wrong.
Possible answers A Huh! You don’t believe that any more than I do.
1 They’re arguing over what colour to paint the bedroom. B Well, I am not turning round
2 They’re in a car, trying to get somewhere, and arguing over directions. A OK, OK. Have it your own way. But don’t blame me if we’re late.
3 They’re arguing over who to vote for in the next election. 3 A I haven’t a clue who to vote for in the next election. They are all
4 They’re arguing about spending too much time in front o f a screen a load o f w ...
(phone, iPad, etc.). B But you’ve got to vote. W e can’t let the other lot in.
A That’s not how I see i t They’re all as bad as each other.
2 Read through the expressions as a class, drilling B I couldn’t disagree more. Let the other lo t in and taxes will
chorally and individually for accurate pronunciation rocket and prices w ill...
and intonation. Once you are happy that students can Come on! That happens with all o f them. Let's just agree to
accurately reproduce the expressions, ask them to disagree, shall we? You and I mustn’t fall out over this.
categorize the list. Check as a whole class. 4 A Put that thing down!
B Uh?
Answers A You spend your life in front o f a screen.
Disagreeing: I couldn't disagree more. That's not how I see it, I really B Hey! Hang on a minute - look who’s talking! You never go
take offence at that, You do not!, Look who’s talking! anywhere without your iPad and iPhone.
Making peace; Let’s just agree to disagree. I’m sure we can find a happy Yeah, but I’m not always checking them. You’ve lost the art of
medium, Have it your own way, I suppose... conversation.
B I have not! I really take offence at that.
A Well, I’ve been telling you about my day and you haven't heard
a word.
B Uh? Sorry - what did you say?
Ask students to choose a situation, and set an appropriate
SUGGESTION
length of time for preparation. Monitor during this stage,
assisting with any vocabulary, grammar, or pronunciation Ask students to work in groups of three. Explain that
queries. Once students have planned and practised their they need to think of a list of at least six opposing
arguments, encourage them to act them out for the whole concepts, e.g. cooking/buying fast food, summer/
class. winter, studying at university/getting a job. Once they
If you feel that your students are confident with the have a list, students will take turns arguing. One student
functions required for agreeing, disagreeing, and making will argue for one of the concepts, e.g. B u y in g f a s t f o o d
is b e tte r th a n c o o k in g a ll th e tim e b e c a u se it lea ves y o u
peace, you could suggest that they select a situation and
w ith m o r e tim e to d o o th e r th in g s, a n d ... while the other
begin their argument without first planning a script. In
this instance, it could be useful for students to record student will argue against this. The third student should
their dialogue, then listen on completion. They could then act as judge, and decide (after a specified short time
evaluate their spoken production in terms of accuracy limit) who has won the argument. When the argument is
of functional language, the logical development of their over, students should change roles.
argument, and how well they use emphasis.
STARTER Elicit from the students what they know about Banksy,
or provide a brief overview based on the culture notes
This section provides an opportunity for extensive spoken in the first column. Ask students to look closely at the
interaction, as students exchange ideas on examples of photos and individually rank them from 1-4,1 being
humorous graffiti, and then discuss the humour and message their favourite. Once they have decided on their favourite,
behind several pieces of large-scale graffiti by the artist ask them to look through them again and decide on the
Banksy. There is a suggested extra activity which extends meaning of each, or the point the artist is making. Once
discussion on the theme, and consolidates the functional students have noted down their ideas, ask them to work
language of arguments from T h e L a s t W o r d in Unit 6. in groups of between four and six, sharing their ideas.
Exercise 1 may prove challenging for some students due to Encourage students to give reasons for their choices, but
the understanding of multiple meanings required to gef the remind them that if they disagree, they should be willing
j oke. It may be worthwhile explaining that understanding to express this. Remind students that any disagreement
jokes in a foreign language is challenging, but highlight any should be substantiated with a counter-argument. If
success and provide praise and encouragement. necessary, note on the board useful functions used to do
As a cultural note, it may be worthwhile highlighting that this, e.g. 1 d isa g ree, I t h i n k w h a t h e ’s s a y in g is In m y
graffiti has existed since ancient times, with examples dating o p in io n , th e p ie c e m e a n s ...; N o , th a t c a n ’t b e r ig h t, h e m u s t
from Ancient Egypt, Ancient Greece, and the Roman Empire. b e s a y i n g . . . , etc.
Its status, as art or vandalism, has been debated for almost as Monitor the discussion stage, assisting with language
long. where required, and noting any interesting ideas for a
Banksy is a British graffiti artist, political activist, filmmaker, whole-class feedback stage.
and satirist who has been actively ‘making light’ of serious
situations through his artistic social commentary since 1992. EX T R A A C T IV IT Y
Despite Banksy refusing to sell photographs or reproductions Write G r a ffiti is a k i n d o f a r t w h ic h s h o u ld b e p r e s e r v e d
of his street graffiti, many works have been sold in auctions, a n d n o t r e m o v e d on the board. Ask students if they agree
and removed from their original location. Although Banksy or disagree with this statement, briefly noting down
has remained anonymous throughout his career, he was their reasons on the board. Divide the class into groups,
nominated Art’s Greatest Living Briton in 2007. In 2011, his f o r and a g a in s t, and allow planning time where students
documentary, E x i t T h r o u g h th e G ift S h o p , was nominated for further develop their ideas, and add examples where
an Oscar at the 83rd Academy Awards in the USA. possible. Monitor this stage, assisting with grammar and
The artworks depicted in the Student’s Book show a council vocabulary as necessary.
worker in Bethnal Green, London who has become bored of Elicit examples of language used to argue, noting
painting yellow lines {which prohibit parking) and daubed functions for agreeing, disagreeing, and reaching a
a flower on the wall; D o v e in b u lle t- p r o o f v est, which was compromise on the board. Set groups up to debate the
painted on the wall of a building in Bethlehem, Palestine; a point for around six minutes. Monitor to ensure that
street worker power-washing a cave drawing from a wall. The turns are being taken by both sides, and that arguments
cave drawings, based on those found in the Lascaux caves in are logically developed, or contested. Once the time
France, represent public art and cultural heritage which the limit is up, ask students which side had the strongest
state is slowly erasing; a police officer with a balloon dog, argument or if they reached an agreement of any kind.
painted in Toronto around the time that huge cuts were being Complete the activity with a whole-class error correction
made to Canadian policing budgets. stage.
1 Asa lead-in, ask students to work in pairs, discussing
whether they know of any examples of street art or graffiti
where they come from, or where they are studying. Ask
them if the graffiti is predominantly image- or word-
based, and whether there is a specific message or meaning
behind the piece.
Explain that in English-speaking cultures there has long
been a tradition of graffiti which is written on signs,
advertisements, and notice boards, ridiculing the original
message or author of that message. These pieces often
display a surreal sense of humour which undermines the
supposed seriousness of the original intention.
Ask students to read through lines 1-12 and work in
pairs, identifying possible locations for each line, before
matching them with graffiti a-1. Once students have
matched the lines, check as a whole class, if necessary
explaining why the additional line is humorous.
Answers
2 i 3 1 4 j 5f 6k 7b 8a 9c 10 d g 12 e
READING AND SPEAKING (SB p58) SUGGESTION
An alternative approach to the lead-in could be to
How to be happier provide a list of quotes about happiness as a hand-out or
on the board. Ask students to read through the quotes,
ABOUT THE TEXT
then discuss them in small groups. Students should
The text in this section represents a popular style decide if they agree or disagree with the quotes, and
of magazine article, with a focus on self-help and which, if any, they like.
personal improvement. These texts are often emotional,
Sample quotes:
intellectual, or economic in focus, and are written with
the intention to instruct readers in overcoming personal ‘T h e m o r e y o u d e lib e r a te ly se e k h a p p in e ss, th e m o r e s u re
problems. Texts providing advice on self-improvement y o u a re n o t to f i n d it! Carl Jung
have existed since classical antiquity, but the term ‘B e h a p p y f o r th is m o m e n t. T h is m o m e n t is y o u r life!
s e lf-h e lp comes from the 19th-century Scottish author Omar Khayyam
Samuel Smiles. His book influenced a great number of ‘H a p p in e s s is n o t s o m e th in g m a d e . I t c o m e s f r o m y o u r
writers who have helped to make the self-improvement o w n a c tio n s ! The Dalai Lama
industry become worth more than £6 billion globally.
‘H a p p in e s s is g o o d h e a lth a n d a b a d m e m o r y !
Most lifestyle magazines, with their focus on health,
fitness, and culture, have at least one self-help article Ingrid Bergman
every issue. Often, to provide substance to their claims,
these are supported with quotes from psychologists and Ask students to read the captions for pictures 1-7, and
psychiatrists. M. Scott Peck (mentioned in section 6) decide on what the focus of the accompanying text
was an American psychiatrist and best-selling author might be. Ask students to work in pairs, sharing their
who wrote a number of books describing the attributes ideas, before reading the text quicldy to confirm their
which make people fulfilled human beings. hypotheses. Remind students that quotations, section
headings, and artwork can all provide useful clues to a
Students lead in to the topic by reflecting on text’s meaning, and assist in focusing on key content.
personalized content, before analysing the supportive
use of headings and images with a text. They then go Read through 1-7 as a whole class, checking for meaning.
on to match parts of the text with main ideas, before Explain that the focus here is on main ideas, while
summarizing paragraphs using prompts. There is drawing on the use of paraphrase and synonym. If you
additional work on potentially new vocabulary before wish to consolidate this focus, building on lexical and
students have the opportunity to respond to the ideas in grammatical range, you could ask students to work in
the text. pairs rewriting the phrases. Explain that this will help
them to recognize and identify synonyms used in the text,
Lead in by asking students to note down a list of five and quickly focus on the main ideas being expressed.
things which make them happy. Once they have their Ask students to read the text, matching the phrases,
list, ask them to compare it with a partner, discussing the before checking answers as a whole class.
reasons for their choices. Once students have discussed
their ideas, ask them to think about how they could Answers
categorize their ideas, e.g. are they to do with people, 1 section 1 4 section 5
places, experiences, objects? Give students time to place 2 section 3 (and 5) 5 section 7
their ideas, then open this to a whole-class discussion. 3 section 6 6 section 5
Ask students to work in pairs discussing the two questions.
Monitor this stage, noting any interesting examples before In your own words
asking students to present their ideas to the whole class.
4 The focus of this task is on reprocessing content. Ask
Possible answers students to cover the text on Student’s Book pp58-9, and
There are many different causes o f human unhappiness. The text work in pairs, taking turns to paraphrase the sections.
mentions self-criticism, comparing oneself unfavourably with others, Once each section has been paraphrased, students could
dissatisfaction about what we don’t have, procrastination, worrying then check the text for accuracy.
about the past and future instead o f living in the moment, and being Alternatively, this could be done after all summaries
unrealistic about how easy or difficult life actually is. have been given. If possible, ask students to record their
A list from care2.com suggests the ten most common causes of paragraph summaries, and use these recordings to check
unhappiness are; accuracy. The summaries could also be self- or peer-
1 dissatisfaction with your job evaluated for range of grammar and vocabulary used.
2 money worries
If you feel that your students need additional support, you
3 lack o f hobbies
could suggest that they use the prompts to write sentences
4 a wandering mind
summarizing the sections, before then reading these to
5 long-distance commuting
their partner.
6 a belief that material consumption brings happiness
7 loneliness
8 not liking your town
9 not having pets
10 not liking yourself
[CD 2: Track 33] Ask students to work individually, Answers
matching the definitions to words in the text. 1 moan 5 acknowledge
Play the recording. Give students time to compare ideas 2 nagging 6 go on and on about your failings
before checking as a whole class. 3 get over 7 sing your praises
To extend this section further, and focus on vocabulary 4 judge harshly 8 agonizing over
development, you could ask students to think of at least
two more synonyms for each word or phrase, before What do you think?
checking in a dictionary for pronunciation and accuracy.
Students could then challenge other pairs to match the Refer to the notes on p8 of the Teacher’s Book to get an
meanings to their new words. overview of approaches to the What do you think? section.
Read the questions as a class. Refer students to their lists of
Answers points in exercise 1 to support their ideas. Put students into
1 go on and on about your failings 6 nagging small groups to discuss the questions. Monitor and help as
2 acknowledge 7 burden necessary.
3 judge harshly 8 agonizing over
4 deceptive 9 get over
5 sing your praises 10 moan
LANGUAGE FOCUS {SB p60) Be prepared to clarify that the tense shift from
present to past is a change of real to unreal, rather
Real and unreal tense usage than a change in time reference.
This section contextualizes and practises ways of discussing 3 The third conditional is a complex form, and it can
real and unreal situations, including a focus on conditional be difficult to remember all the parts, especially
forms with if, as well as forms such as wish, suppose, and during spoken interaction. Both had and would are
I ’d rather. The practice activities include controlled and contracted, so students sometimes get confused
freer practice of these complex structures, before moving about which one should be used:
on to address how structures with would also express real I ’d have told you if I would have known.
and unreal situations. Further lexico-grammatical input Problems with pronunciation
is provided by a Spoken English section featuring fixed
expressions with if. Conditional forms require use of contractions and weak
forms. Students will need to practise I ’ll/well and I'd!
we’d, as well as focusing on common third conditional
A P O SSIB LE P R O B LEM S phrases:
Students at this level will be familiar with the form I’d have/aidəv/
of zero, first, second, and third conditional, but the
differences in concept may need reviewing. should have /Judəv/
• Zero and first conditional sentences are based on fact Past tense with present or future meaning
in real time: • After I ’d rather and it’s time, past verbs have a present
Oil floats if you pour it on water. or future meaning:
(the statement is factual) I ’m busy today. I ’d rather we had the meeting tomorrow.
I f Pete phones tonight, I’ll take a message.
(the condition is possible) (the result is probable) It’s time you went to the dentist.
• Second and third conditionals, and structures using NOT It’s time you go ...
I wish, and I ’d rather, are not based on fact: • After wish and if only, past tenses express a present
I f I had a phone. I’d lend it to you. meaning. These structures are used to express functions
like regret and wishes for unlikely or impossible
(the condition is hypothetical - I don’t have a phone; things. The subjunctive were is possible instead of was,
the result is an imagined situation about the present/ especially in more formal speech or writing.
future)
I wish I was/were somewhere else right now.
I f I had had a phone, I would have lent it to you.
I f only I had a bit more money.
(the condition is hypothetical - I didn’t have a phone;
the result is an imagined situation about the past) Note that we use would in these forms to express
dissatisfaction, annoyance, or criticism.
I f only I had a phone, (but I don’t)
I wish this laptop would stop crashing.
I wish I ’d had a phone, (but I didn’t)
I f only he would stop texting in class.
Although many languages have similar concepts,
they may be expressed in different ways, such as We use past perfect with these forms to express regrets
subjunctive moods. about the past.
Problems with form I wish I had studied harder at school.
1 Students tend to overuse will in the first conditional I f only we’d left at six, we’d be there by now.
structure, and may need to be reminded that when The Grammar Reference on SB ppl51-2 looks in greater
we speak about the future in real conditional detail at conditional structures used to express real and
structures we use the present tense: unreal situations. It is a good idea for you to read this
I f I will speak good English, I will get a good job. carefully before teaching the Language focus section.
I f I speak good English, I will get a good job. 1 Ask students in pairs to look at the examples and
discuss the questions.
Note that If... will can be used to express result, or
annoyance: Answers
Open a window if it will help you sleep. possible situations in the real world: a, b
I f you will drink so much, you're bound to get unreal situations: c, d
hungover. c The real situation is there is no gym near the speaker's house.
d The real situation is that 1was tired and 1didn’t go to the
2 Because the past form is used in the second gym.
conditional and with wish, students may think that Past Simple and Past Perfect tenses, as opposed to present
the sentence refers to the past, and not an unreal tenses in the other examples, help to create the sense o f
present or future: unreality.
I wish I speak better English soon.
2 Ask students to decide the ‘reality’ of each example MIXED CONDITIONALS
of tense usage, then check with a partner. They then
discuss which tenses are used and decide on the A POSSIBLE PROBLEMS
correct use of w is h . Again, students may need some assistance with the form
here, as it is quite complex. Note that mixed conditionals
Answers are used to express unreal situations, and take the
If only Ihadn’t moved. {Reality; I did move.) following form:
I wish I didn’t live here. (Reality: I do live here.)
I wishyou'd speak more slowly. {Reality: You’re speaking We use a past tense in the i/clause, and w o u ld h a v e +
quickly.) past participle in the main clause:
Supposeyou got ill?(Reality; You’re not ill now.) I f T o n y w a s n ’t so slow , w e w o u ld h a v e g o t th e re ages ago.
It’s timeyou got some health insurance. (Reality: You haven’t OR
got health insurance.)
He talks as if he knew everything. (Reality: He doesn't know Past perfect in the r/clause, and w o u ld + bare infinitive
everything.) in the main clause:
I’d rather Harry didn’t come to my party. (Reality; Harry has I f th e f i r e b r ig a d e h a d b e e n c a lle d earlier, th e h o u s e w o u ld
been invited.) s till be s ta n d in g .
Past Simple is used after / wish, Suppose, It’s time, as if, and I’d
Students may need the concept behind the forms
rather. Past Perfect is used after If only.
I wish I had blonde hair., I wishyou would stop talking so clarifying, too. This is best approached by explaining
much! are correct uses. that mixed conditionals usually talk about present and
The other tw o sentences should be; future situations which are no longer possible because of
I wishyou were taller. the way things have happened.
I wish I could find a betterjob.
Ask students to read through sentences 1-5 and decide
on the time periods in each clause. Once students have
Ask students to read through the sentences, deciding checked answers, consolidate understanding by asking
which refer to a real past time. Once students have them to individually gloss each sentence, then check ideas
provided their answers, work as a whole class to with a partner, e.g. / b e t y o u a te a lo t o f ch o co la te , a n d n o w
paraphrase the sentences. Approaching the forms in this y o u c a n t e a t y o u r d in n er.
way should help to consolidate meaning. If necessary,
provide an example to begin, e.g. W h a t ( w o u ld y o u th in k ) Answers
i f l d e c id e d to e m ig r a te to B ra zil? 1 present, past
2 future in the past, past
Answers 3 past, present (and past)
Real past time; 2,5,9,10 4 present/future, past
5 past, future
Ask students to carefully read through sentences 1-8,
checking for accuracy. Remind students that this kind [CD2: Track 34] Ask students to read through
of close reading and analysis of form is useful as it sentences 1-6 and decide who is speaking, and who they
can be transferred to their own written work during a might be speaking to. Ask students to work in pairs,
proofread and self-edit stage. Emphasize how important checking context, and the meaning of any new words. Ask
grammatical accuracy is for expressing the meaning students to complete the sentences using the correct tense
of real and unreal situations clearly. Allow students or verb form before checking the recording as a class.
time to discuss their answers, and the reasons for their
corrections, before checking as a whole class. Answers
1 I'd give Dave a lift again tomorrow if he hadn’t made fun o f my car
Answers this morning.
1 I wish you had... 2 If you hadn’t been sitting in that cafe when I walked in, we
2 Correct wouldn’t be living together now.
3 If we had been warned about the flood.... 3 If Karl had been born a week earlier, he’d be starting school next
4 I'dratheryouhadn’t ... week!
5 Correct 4 W e’d buy that house right now if the previous owner hadn’t
6 Iwishyouwouldn’t . . . painted it pink.
7 Correct 5 If I didn’t have bad eyesight. I would have trained as a pilot after
8 It’s time you g o t... left college.
6 I would have posted Gilly's birthday present yesterday if I wasn’t
going to visit her next week.
[CD 2: Track 35] Ask students in pairs to complete
A P O SSIB LE P R O B LE M S
the conversation. If necessary, to offer greater support for
students, ask the whole class to work together to complete Past habits
Zoe’s first statement before moving on to complete the other • Students at this level will have studied w o u ld for past
items. Play the recording so students can check answers. habits with contrast to u s e d to . However, they may
Ask students to practise the conversation, focusing on need reminding that w o u ld expresses past habits, but
short forms and contractions. not past states, unlike u s e d to , which can express both.
W o u ld cannot be used with a state verb:
Answers and tapescript W h e n I w a s y o u n g I w o u ld liv e in a village.
• Students may also tend to overstress w o u ld in spoken
(Z = Zoe, W = Will) form. Remind them that w o u ld is often contracted
Z Urgh! This hotel is horrible! I wish we hadn’t come here. I’ve never in this use, and that when stressed it implies that the
seen such a dirty place in my life! It wouldn’t be so bad if the behaviour described is irritating:
bathroom was clean, but it’s filthy. I wouldn’t even wash my socks H e w o u ld s i t a r o u n d p la y in g th e X b o x a ll day.
in it. Future in the past
W I know, but we’d been driving for hours and I wanted to stop. If we
hadn’t, there mightn’t have been another hotel for miles, and we’d • This use is quite formal, and most often appears
still be driving. in written form. In spoken English, w o u ld is very
Z I wish we’d set o ff earlier, so we could have got to Cornwall today. common to report words and thoughts:
We won’t get there till tomorrow lunchtime now. I told you we’d H e to ld m e h e ’d m e e t u s later. I h o p e d y o u ’d call.
need to leave in the morning, but you wouldn’t listen! • When students are analysing w o u ld for real and unreal
W I had to finish some important work this morning. If I hadn’t, we tense usage, the emphasis is on testing ability to
could have le ft earlier. Then we’d be sitting in a nice hotel on the recognize when past forms are referring to real time.
coast instead o f this dump in the middle o f nowhere.
The Grammar Reference on SB pl53 looks in greater
Z Anyway, ifs time we had something to eat. If it wasn’t so late. I’d detail at real and unreal uses of w o u ld . It is a good
suggest looking for a pub that does food, but I guess we’ll have to idea for you to read this carefully before teaching the
eat here. I wish we didn’t - i f ll be awful. I’m sure.
L a n g u a g e f o c u s section.
W Oh, I wish you’d stop moaning!
Z OK, I’m sorry. I guess we’re both tired. Come on. lefs start enjoying Ask students, in pairs, to look at the examples and match
the weekend! w o u ld to its uses.
Answers
SU G G EST IO N a past h a b it-b
refusal on a past occasion - c
To extend the focus on form, and further develop the future in the p a s t-a
spoken fluency, you could ask students to build on the
conversation given. Remind students of the functional Refer students to Grammar Reference 7.7 on SB pl53.
language used in arguments from Unit 6. Elicit
examples of language used to agree, disagree, and reach Ask students in pairs to discuss which use of w o u ld is
compromise. If necessary, drill these, and note useful being expressed in each sentence.
exponents on the board for reference.
In the feedback, check the form: w o u ld /w o u ld n ’t +
Explain to students that they will work in pairs, infinitive without to . Point out that we tend to contract
continuing the argument between Will and Zoe for at w o u ld t o ’d . Note that when we want to suggest irritation
least three more exchanges. Ask students to either ignore or criticism we stress w o u ld for past habits. Note also that
the current final line in the conversation, or write a line sometimes we use w o u ld instead o f ’d after nouns to make
where Will decides to extend the argument further. it easier to say: e.g. K a te w o u ld , NOT K a te ’d . Highlight
Once students have completed their conversations, ask that to express refusal on a past occasion, w o u ld n ’t can be
them to practise these, checking stress, intonation, and used to express the idea of a machine ‘refusing’ to work as
short forms. You could ask confident students to act well as a person refusing to do something.
their conversations out in front of the whole class.
Answers
Real situations;
WOULD
1 refusal on a past occasion 6 past habit
This section focuses on the various uses and meanings of the 3 past habit 7 future in the past
modal auxiliary verb w o u ld . W o u ld is also used to express 4 future in the past
real and unreal situations. In its real use, it can be used to
express past habits, typical behaviour, future in the past, and
refusal on a past occasion. With reference to non-fact, it is
used to help form second, third, and mixed conditionals. The
L a n g u a g e f o c u s section aims to make sure that students can
recognize different uses, by getting them to analyse different
sentences, then check their ability to use them in sentence
completion and gap-fill exercises.
SPOKEN E N G L IS H - /f...
Answers and tapescript
Ask students to read through the lines, checking for
1 A There isn’t very much, if any, chicken in fiis sandwich -
meaning. Ask students to work in pairs, matching the
ifs all salad.
lines, and then taking turns to read out each line - again
B I know. Mine’s the same. I’d have ordered the vegetarian
focusing on contractions, short forms, and accurate
option if I didn’t want meat!
intonation. If necessary, model the first sentence for
students, and drill chorally or individually. 2 A We rarely, if ever, watch reality TV shows.
B We don’t either. I find I get enough reality in everyday life.
Before listening to the recording, you could elicit 3 A He’s a born loser if ever I saw one.
students’ own ideas about what might be said in reply B Oh, thafs a dreadful thing to say. He’s just going through
to each sentence. Note these down on the board, so a difficult period in life.
students can compare ideas later, then use them as a 4 A You should find my house easily. If not, give me a ring
source for drilled dialogues. To do this, select a student and I’ll give you directions.
to read a line from the box, then ask another student B Ifs OK. I never find things easily myself, but my satnav
to provide a meaningful and relevant response. As usually does the job.
students provide their own generated material for the 5 A Jo seemed interested in the idea, if not exactly
drill, encourage them to focus on accurate intonation enthusiastic.
and stress. Drilling these short exchanges repeatedly B Oh. I think she’s very keen. She just doesn’t show her
with individual students, or the whole class, can assist in feelings very much.
building on more fluent speech. 6 A See if that dress fits you. If so, you should definitely buy it.
m m iL M [CD 2: Track 36] Play the recording, asking B You know, I think I might just do that. Ifs time I had
students to note the replies. Let students compare their some new clothes.
ideas with the responses, deciding which they think 7 A Creepy Colin asked me for a date! As if!
were best, and why. B Oh, come on! He's not that bad! I’d fancy him if he
dressed a bit smarter.
LISTENING AND SPEAKING (SB p62}
Explain that this short text gives an overview of the
origins of a smile, and outlines some of the social
The history o f the smile functions of smiling, while providing context for
associated vocabulary which will feature in the listening
ABOUT THE LISTENING task. Ask students to read the text, and match the
expressions to the relevant picture. Allow students to
The listening is an extended extract from a BBC Radio check in pairs before checking as a whole class.
documentary, where the historian and author Kate
Williams explores the role and social evolution of Answers
the smile. In most contemporary cultures the smile broad, beaming s m ile -i
plays an important role in communication - used to grim ace-d
express delight, sell beauty products, or persuade us to fear face - a
trust a politician. However, the programme explores fake s m ile -b
how this hasn’t always been the case, and how open- tight-lipped s m ile -c
mouthed smiling used to be considered undignified g rin -j
or a sign of madness. Through talking with a number s m irk -f
of contributors, from art critics and photographers, It’s easy for a smile to go wrong because we can’t control the muscles
to dentists, the presenter explores our changing around the eyes, which give a smile its warmth.
relationship with smiles and the roles gender and culture
play on the way we face the world. [CD 2: Track 37] Read through questions 1-5 as a
It is worth explaining to students that these documentary- class, and elicit the key words which students should be
style programmes often feature a presenter delivering focusing on to answer the questions. At this point, you
a narrative as a monologue, with additional input may wish to explain that W.C. Fields was an American
from professionals in the form of short monologues comedian renowned for his humorous one-liners. You
or dialogues with the presenter. Part 1 features two could also point out that The Laughing Cavalier (e) and
monologues - an academic’s view interspersed with cues Madame Vigee-Lebrun (g) are the subjects of famous
from the presenter. Parts 2 and 3 are dialogues. paintings. The former was painted by Dutch artist
Frans Hals in 1624, and is regarded as one of the best
More examples of similar programmes can be found at examples of a Baroque portrait. Madame Vigee Le Brun is
www.bbc.co.uk/radio/programmes/genres/factual or on considered by many to be the most important European
iTunes. female painter of the 18th century. Her depiction of
a smile caused a minor scandal in 1787, as she broke
1 Lead in by asking students what makes them smile, painting conventions which had existed since antiquity.
and if an^hing has made them smile today. Note
ideas on the board, and ask students to group these in Note that there are three speakers in the first part of the
terms of similarity. If your students are from different listening. Highlight that new speakers are introduced by
countries and cultures, discuss whether there are cultural name and title by the presenter.
differences in the kinds of things which make us smile, Play the recording, if necessary pausing after each section
and why that might be. which answers a question to give students time to note
Explain to students that they will shortly listen to ideas. Once the recording has finished, give students time
extracts from a radio programme exploring the role and to compare ideas before playing again, or checking as a
development of smiles. Ask students to look at pictures whole class.
a-j, deciding which smile they like the most and why.
Answers
Ask students to discuss their selection in pairs, and
1 W.C. Fields said you should start the day with a smile and get it over
extend their discussion by speculating on who or what is
with.
depicted, and how this might be covered in the listening
2 The smile is central to how we interact with people. However, from
task. Remind students that thinking about the content
the Renaissance to Victorian times people were encouraged to keep
of a listening in advance can help with raising awareness
their mouths closed and not to openly smile.
of possible topic areas, and help with predicting the
3 The sitters all posed with closed mouths. This was quite normal
development of ideas.
in the portraiture between Elizabethan and Victorian times. The
‘Laughing Cavalief probably did not want to show his rotting teeth.
4 Sugar caused teeth to rot. so the subjects o f portraits tended to
keep their mouths closed.
5 Madame Vigee-Lebrun had an open-mouthed smile and good teeth.
Many people found this pose to be quite shocking and disgraceful.
[CD 2: Track 38] Ask students to work in pairs In your own words
discussing the questions, before opening up to a whole- 6 Ask students to work with a partner, taking turns using
class discussion. As an extension, ask students if they have the prompts to summarize sections of the programme.
any photo ID with them. If they are happy to, ask students Remind students that they don’t need to produce a word-
to show these pictures to their partner, and discuss which for-word version of the text, but need to focus on key
type of smile from exercise 2 is featured in each. information surrounding the main ideas given. If you feel
Ask students to read through questions 1-4, and discuss your students require additional support, you could refer
possible answers. Remind students they will hear a number them to the tapescripts on Student’s Bookppl32-3. In
of different speakers during this stage, so should make notes this case, remind students that they can refer to the scripts
under headings to help them focus on relevant content. for ideas, but need to reprocess the content using their
Play the recording, then give students time to compare own words.
ideas before checking as a whole class. Monitor, assisting with language where required, and
noting any persistent errors for a delayed error-correction
Answers stage.
1 The invention o f photography.
2 The smile, in Hollywood, was considered to be a vital reflection o f What do you think?
the person’s charisma. The aim of this stage is to allow students to react to the
3 Crow's feet are lines, or wrinkles, around the eyes. listening text in a more personal way and use it as a
4 She gets her subjects to relax by imagining a time in their lives when springboard for further discussion.
they fe lt particularly happy.
Put students in groups to discuss their reactions and
[CD 2: Track 39] Ask students to read the questions, answer the questions in this section. As students discuss the
then make predictions with a partner. questions, monitor and help with grammar or vocabulary
where necessary.
Once students have discussed their ideas, play the
recording, and check as a whole class. Following completion of the discussion questions, elicit
a range of responses and ideas from the whole class in a
Answers brief feedback session. At this point, it would be useful to
Modern dentistry is changing our attitude about what is beautiful and note students’ ideas on how smiles differ across cultures,
acceptable. In the future, smiles may get bigger, fiercer, whiter, and and whether they feel that something as simple as smiling
broader. can have an impact on job success. You could mention that
recent research published in the Journal of Human Behaviour
suggested people were more willing to entrust their money to
a person with a genuine smile.
Possible answer
Smiling can be important for anyone in the public eye. e.g. models,
actors, TV presenters, performers, and anyone dealing directly with
members o f the public.
VOCABULARY (SB p63} 5 A Ithinkthere’s a c h a n c e rilg e tle to fffo rs p e e d in g ifite llfie m
was late for a really important medical appointment.
Phrasal verbs with on and o ff B Oh, yeah, dream on. You think they haven’t heard that one before?
This section looks at common phrasal verbs and highlights 6 A Well, I guess we’d better crack on.
how they have a variety of meanings, both literal and B Absolutely. It’s nearly three o’clock and we’re only half way
metaphorical. Contextualized examples are given with gap- through.
fills to check students’ recognition of forms, and there is
specific focus on meaning as students discuss and analyse [CD 3: Track 2] In this exercise, the focus is on
common usage. In the final exercise, students have controlled identifying possible contexts in which these phrasal verbs
spoken practice as they use common forms to respond to, might be used. Ask students to read through the examples
and check against, audio cues. This provides a strong model 1-6 and establish the meanings as a class (r a in e d o ff=
for pronunciation and intonation. Note that the phrasal cancelled because of rain; w e a r o f f = gradually lose its
verbs presented here are grouped by meaning to better assist effect; la id o f f = made redundant; b r o k e n o f f = abruptly
students in organizing new lexis. stopped; c a lle d o f f = cancelled; g o o f f = stop liking). Ask
students to work in pairs to discuss possible contexts, e.g.
Ask students to read the lines, and discuss the meanings 1: a picnic, a tennis match, a barbecue, etc. Then compare
of the phrasal verbs with a partner. Check as a class. answers as a class before comparing with the examples in
the audio.
Possible answers
put (it) off - delay or postpone something Answers and tapescript
hold on to - keep and cherish
1 Oh, it was such a drag that your barbecue got rained off. I was really
1 Ask students to read through the sentences for meaning looking forward to it.
before completing them with the correct phrasal verb. 2 These drugs really help my migraines, but they wear off after about
four hours, and I don’t want to keep taking more o f them.
Answers 3 About a third o f our workers were laid off in the company
Try turning it off and on again, - a computer restructure.
It suddenly came on in the night! - a light, a washing machine, an alarm 4 1 can’t believe Denise has broken o ff her engagement. She seemed
Switch them off before take-off. - mobile phones so keen on Jason,
It went o ff after I burnt the toast! - a smoke alarm 5 The fire service strike was called o ff at the last minute after
1 catch on industrial negotiations.
2 finished off 6 1went off meat for a while after visiting a factory farm on our
3 Bring, on school trip. Ifs enough to put anyone off.
4 Logoff
5 put, on Ask students to read through sentences 1-8 for meaning
6 paid off before choosing an appropriate particle to complete the
phrasal verb. Once they have completed the sentences,
[CD 3: Track 1] Ask students to work in pairs, consolidate meaning by asking students to explain what
reading through sentences 1-6, discussing the meaning the phrasal verb means in each case. Monitor, checking
of the phrasal verbs in each situation outlined, and why a for accuracy. When you are satisfied that students have
person might use the expression. explained the meanings, check answers as a whole class.
Once students have discussed all the options, play the This stage could be extended by asking students to build
recording to check. the lines into a short dialogue. You could ask students to
work in pairs, adding at least two lines to each sentence,
Answers and tapescript and incorporating at least one more phrasal verb. You
could provide the following as a model which could be
drilled to practise accurate intonation and pronunciation:
1 A You look tired!
A We a ll w e n t to th e a ir p o r t to se e D a n off.
B Well, I carried on reading that book till 2.00 in the morning! It
B 7s h e h e a d in g o f f s o m e w h e r e nice?
was such a page turner, I just had to find out how it ended!
A H e ’s o f f to R io - th e lu c k y th in g .
2 A Oh, no, I feel like I’ve heard this lecture before!
B I know, it is dragging on a bit, isn’t it? His voice is so monotonous,
Answers
too!
1 off 5 off
3 A I finally managed to get away from Alan. He was going on and on
2 off 6 on
about his new phone.
3 on 7 off
B I know. He’s been wanting one o f those for ages though, so he’s
4 on 8 off
obviously excited about it.
A Are you going to f i e school sports day?
B O f course I am! Sally might not win her race if I’m not there to
cheer her on!
Ask students to look at sentences 1-4 and select the
Answers and tapescript
appropriate particle to convey either connection or
separation. Once students have chosen an option, ask
them to check in pairs. ASo there isn’t going to be a train strike now?
BNo, it's been called off.
Answers 2 AA lo t o f people are eating quinoa now, aren’t they?
1 on, off 3 off, off BYes, it really seems to have caught on.
2 on, on 4 on, off 5 AThese painkillers don’t work for very long, do they?
BNo, they wear off after about three hours.
[CD 3: Track 3] This task provides an opportunity fo r AI thought you liked blue cheese?
students to use phrasal verbs as a response to statements BI did, but I’ve gone off it.
in a controlled practice stage. Explain that they will hear 5A Do you fancy a cup o f tea?
ten statements, covering a range of different situations. BYes, I’ll put the kettle on.
After each sentence, they should think of a suitable AWhen does the heating start working?
response, using a phrasal verb made with the verbs and BIt comes on at nine o’clock.
particles given. As students will be generating their own AWas it too w et to finish your tennis match?
content, in a fairly spontaneous fashion, this could prove BYes, it got rained off.
quite challenging. 8 AHow come you lost your job?
Direct students to the example on-page, and play the BI got laid off.
beginning of the recording to model the task. Note that AAre you taking Suzie to the airport?
students are free to generate their own answers, as long BYes, I’m going to see her off.
as they are meaningful, but that they may differ from the 10 A Have you still not written that essay?
responses given on the recording. For students who need BNo, I keep putting it off.
more work on intonation practice, you could play the 11 A Oh, I thought that lecture would never end!
recording once for students to guess the correct phrasal It was so dull.
verb, then play it again to allow students to listen and B Yes, it did drag on a bit.
repeat accurate phrasal verbs in context. 12 A W hy can’t you drive down the High Street?
Is it because o f that awful traffic accident?
B Yes, the police have sealed o ff the area.
THE LAST WORD (SB p64)
After you have checked the answers, drill the expressions
for accurate pronunciation and intonation. First, play
Look on the bright side the recording, and pause after each statement (i.e. after
speaker A in 1-8), to allow students to produce a reply,
This section extends students’ lexical resource by focusing "nien play the response, and ask students to repeat it Once
on fixed expressions which are used to offer reassurance. you have gone through this process for each exchange,
Students are encouraged to use context to determine select pairs of students to read the short dialogues aloud.
meaning, before going on to practise using the expressions in Use this stage to assist them in accurately modelling the
personalized situations. intonation, and encourage whole-class input to discuss
1 ■ g JU B [CD 3: Track 4] Tell students to listen carefully and where stress should fall and why.
complete the sentence.
SUGGESTION
Answer You could use this opportunity for students to explore
could be worse
the origins of the expressions in italics, by dividing
[CD 3: Track 5] Ask students to read through
the class into groups, and allocating each group two
sentences. Explain that you would like students to use
sentences 1-8 checking for meaning. As a whole class,
any available reference books, dictionaries, or online
discuss who is speaking, and what they are talking about.
resources such as http://www.phrases.org.uk to find out
Once you are satisfied that students are clear on context,
when and where the expressions were first used, e.g.
ask them to complete the replies.
‘whafs done is done’ first appears in Shakespeare’s play
Play the recording to check answers. Once you have Macbeth (1611). Set a time limit appropriate for your
done this, ask students to work in pairs, discussing which class, and once this is up, ask students to report their
phrases are similar to ones used in their own language. findings to the rest of the class.
Once students have noted these, discuss as a whole class,
building up a list and discussing any differences in focus Ask students to note down their ideas. Monitor this stage
between languages. to assist with vocabulary where required.
Once students have noted three situations, ask them to
Answers and tapescript
work in pairs discussing what has happened, and using a
range of expressions from exercise 2.
1 A The bank won’t lend me any more money. I wish I’d never started Ask students to work in pairs and discuss the meanings
my own business! of the four expressions in the box, and possible situations
B Cheer up! I'm sure it’ll all work out alright in the end. which they could be used in. Once students have
2 A If only I’d never asked Lucy out. She said 'no’, and it’s really generated a range of ideas, open this stage up to a whole-
awkward working with her now. class discussion and note ideas on the board.
B You’ll soon get over it. And at least you tried - you know,
nothing ventured, nothing galned.
Ask students to work in pairs, selecting a situation, or
3 A I don’t think I’m ever going to make it as an actor. I failed another
creating their own, and then writing a short dialogue
audition this morning.
ending with a chosen expression. Encourage students to
B Ifs not the end o f the world. Hang on in there and stay positive. write at least four lines per speaker. Set a time limit and
4 A I can’t believe what I’ve done! I sent an email moaning about my
monitor as they note down their ideas.
boss to her by mistake! Once the time limit is up, encourage students to practise
B Don’t dwell on it. Whafs done is done. And ifll all be forgotten their dialogue by reading it aloud, before inviting students
in a few days. to read their version to the whole class.
5 A I’d just had the plaster taken off my leg, and now I’ve broken one
o f my fingers!
B Keep your chin up! Some day you’ll look back on all this and
laugh!
6 A We’ll have to be more careful - we’ve spent most o f that lottery
money already.
B Oh well, easy come, easy go. It was good while it lasted.
7 A I’m so disappointed I didn’t get the contract for that stadium.
They’ve given it to another firm o f architects.
B You can’t win ’em all. And you could always get a job with the
other firm. If you can’t beat ’em, join ’em!
8 A It was horrific going out o f f i e European Cup on a goal scored in
the last few seconds!
B Ifs not all doom and gloom, though - there’s still the league title.
Perhaps ifs for the best. If they focus on that now - it might turn
out to be a blessing in disguise.
STARTER Read through statements 1-14 as a whole class, checking
for meaning and pronunciation. Elicit/exp lain t h a t g e n d e r
This section provides an opportunity for extensive spoken ty p ic a l tr a its means characteristics of behaviour which
interaction, as students exchange ideas about typical gender people consider masculine or feminine. Ask students to
traits and behaviours by responding to the content of a quiz. complete the quiz for themselves, before checking results
Students then listen to a couple discussing their answers to with a partner.
the quiz questions and have the opportunity to compare ideas
before going on to generate their own statements which they Ask students to work in pairs discussing whether they
feel could help identify gender traits. associate each statement with either a male or female
gender trait, and why.
The quiz is an example of ‘pop psychology’, often found
M i : W [CD 3:Track7] Explain that students are going to
in lifestyle magazines. Pop psychology (short for ‘popular
psychology’) refers to concepts and theories about the listen to a couple checking their own answers to the quiz.
human mind which are designed for mass consumption. Play the recording and ask them to identify whether the
These are in many ways related to self-help texts mentioned speakers are typically male or female in their behaviour.
in the Reading section in Unit 7. While pop psychology Check answers as a whole class before asking students to
questionnaires may be based on more rigorous psychological work in pairs discussing how typical they are, and whether
studies that statistically assess behaviour, they are often they agree with the answers given in the tapescript.
presented in a light-hearted fashion.
Answers
The photos which accompany the quiz illustrate various The man is quite typical. He loves gadgets, he often forgets birthdays
facets of gender roles, and illustrate some of society’s and people’s names, he sends texts rather than calling, he’s good at
assumptions based on these. They depict both traditional maths, he’s hopeless at multitasking, he spends a lo t o f time talking
gender roles (given here as the stereotypical image of a 1950s about sport, he likes working alone, he keeps problems to himself, and
woman as domestic goddess - keeping a home neat and tidy, prefers to read non-fiction. However, he also has lots o f male friends,
while caring for the family, and looking well groomed), and and is a good linguist.
more contemporary examples (the businessman holding a The woman is also quite typical. She has lots o f female friends,
small child and baby bottle). she’s good at remembering birthdays and names, she has difficulty
1 Lead in by writing m e n and w o m e n on the board. Set navigating, she’s sympathetic to others, she shares problems with
a time limit of around two minutes and ask students others, she’s good at languages, and she prefers reading fiction.
to individually note down as many words as they can However, she’s good at maths, and she doesn’t like working in a team.
associate with each word As a prompt, you could suggest
the words s e n s itiv e and d e c isiv e . Ask students which Ask students to work in small groups, generating their
gender they would place each word in, i.e. either m e n or own examples of statements which could be used to test
w o m e n , and why.
gender traits. Encourage students to provide their own
ideas, and monitor, assisting with vocabulary where
Ask students to work in pairs, exchanging their ideas. required. At this point, be aware that some students may
Elicit any factors that could have influenced their choices, note ideas which could be deemed sexist, so moderate
e.g. A r e g e n d e r roles tr a d itio n a l in y o u r c u ltu re ? D o th e y content where necessary.
r e fle c t th e v ie w s o f p e o p le y o u r age?
Once students have noted down at least four more
Ask students to look at the photos and decide on the statements for each gender, ask them to read them to
message about gender roles in each. Give students time to the class. Students should then guess which gender they
compare ideas in pairs before discussing as a whole class. refer to.
At this stage, it may be useful to get an insight into any
cultural differences within your class by asking students EXTRA ACTIVITY
if these kinds of images would be commonplace in their To extend the task, and allow for an additional stage of
own culture, and whether they view the people depicted spoken interaction, you could ask students to debate the
positively or negatively. following point: ‘There is no such thing as a typical male
or female.’
Possible answers
(from top to bottom) Ask students to work in two groups, allocating one side
A A 1950s representation o f the perfect housewife as home-maker, of the argument to each.
while the husband (still in his work clothes) tastes the fruits o f her Set an appropriate time limit for the students to prepare
labours- arguments and any examples or supporting evidence.
B A woman, dressed in a typical working man's outfit, doing a Once the time limit is up, ask one spokesperson for each
traditionally masculine job o f driving a digger on a building site. group to present the argument for or against. Encourage
C A woman playing ru g b y -a typically macho, male sport. students to ask any follow-up questions. Monitor,
D A man knitting, which is generally regarded as an untypical male ensuring all students get the opportunity to express
activity. their ideas, and that no one student takes control of the
E A man in the traditional professional working man’s garb o f suit and discussion.
tie. but holding a baby and bottle, which would be seen as more o f
a typical female role.
F A young girl, in traditional pink, frilly outfit, doing a very 'masculine’
job-checking the wheels on a car.
READING AND SPEAKING {SB p 6 6) SUGGESTION
Divide the class into groups, and ask students to write
Jobs for the boys... or girls? the letters A-Z on a sheet of paper. Explain that students
have two minutes to try to note down one job for every
ABOUT THE TEXT
letter of the alphabet.
The theme of gender roles and employment is Once the time limit is up, ask groups to compare their
contextualized in two articles about people who have
lists. Explain that they get one point for each correctly
taken on jobs which fall outside society’s expectations: spelled job, and two points for any j ob that no other
female pilots and house husbands. The texts are
group has listed. Ask students to provide definitions for
exploited as a jigsaw reading. Although students will be
one another, and monitor, assisting with pronunciation.
familiar with the j igsaw reading technique, it is worth
setting up the activity carefully to ensure students get As a follow-up, ask students to work in pairs deciding
maximum practice. which gender would typically do each job, and whether
this differs in any cultures they are familiar with.
In recent years, there has been a good deal of discussion
and debate about people choosing gender-stereotypical Ask students to look at the photos and article titles. Elicit
careers. A 2011 study by OFSTED (the Office of possible meanings for each title and note these on the
Standards for Education) found that less than 10% of board.
work placements organized by British schools placed
girls in ‘unconventional’jobs. The majority were Read through the words and phrases in the box as a
offered roles as hairdressers, beauty therapists, or other whole class, drilling individually and chorally for accurate
supposedly ‘female’jobs. Research into childhood job pronunciation and intonation.
preferences has also shown that from an early age, girls Ask students to work in pairs, and to decide which text
often hold a conventionally stereotypical view about jobs each word or phrase might be found in, giving reasons for
for men and women. These views are often reflected in their choices.
course choices in tertiary education. While women have
made considerable progress in the UK workforce, there Answers
are still very large gender divides in many professions. ‘Desperate husbands’ refers to the difficulties men have when faced
According to ONS (the Office of National Statistics), with playing the role o f ‘house husband’, i.e. staying at home to look
in 2014, over 80% of science, research, engineering, after the house and children.
and technology professionals were male. By contrast, 'A slow take-off for female pilots’ refers to the difficulties women have
had in establishing themselves in the occupation o f pilot, where there
around 80% of workers in caring and leisure services,
are still relatively few women employed.
or administrative and secretarial roles were female. The
jeople in the articles have broken gender stereotypes,
Put students in two groups, A and B. (With larger classes,
)ut still face many challenges in pursuing a career that you may need to have multiple sets of the two groups.)
doesn’t conform to societal expectations.
Assign a text to each group and remind students to read
Students lead in to the topic by discussing jobs that are only their text:
typically associated with each gender, and those that are
Group A - Desperate husbands
commonly done by both.
Group B - A slow take-off for female pilots
In the tasks, students read one of the articles and
answer the questions, before exchanging information Get students to read their text quite quickly to look for the
with a partner in the jigsaw reading. In the final stages, words from exercise 2. They can ask others in their group
students do some independent vocabulary work on for help with vocabulary or use a dictionary if required.
understanding key words in context, and then discuss Monitor and help as necessary.
their responses to points arising from the articles.
Answers
As students are encouraged to explain new vocabulary Desperate husbands; had to pull my weight, household chores, steep
to their partner using their own ideas and surrounding learning curve, lost in admiration, swap the boardroom, the breadwinner,
context, it is probably best to avoid pre-teaching tank-like buggy
vocabulary. A slow take-off for female pilots: flight deck, domestic issues, slightly
taken aback, turbulent weather, air traffic controller, exhibited
1 Lead in by asking students to work in pairs listing jobs prejudice, career path, hostile to the idea
that are typically done by males or females. Elicit a range
of opinions from the class in a brief feedback session. Ask
students if they think a job can ever be defined by gender,
and why.
Students work in their groups and answer the questions In your own words
about their text, noting down the answers to each one. 5 Re-group the students into pairs, making sure there is an
Monitor and help as necessary. The answers for each A and a B student in each pair. Demonstrate the activity
group are provided below for reference but don’t check by getting a pair of students to answer the first question.
these with the whole class at this stage.
Encourage them to use their own words and not read
Answers
directly from the text.
Group A (House husband) Students continue exchanging the information from
1 Hugo is a stay-at-home father, who carries out the role traditionally their article. Monitor and help as necessary. Note down
played by the woman. He is one o f 220,000 house husbands in any common errors for correction after the information
Britain. exchange. Bring the whole class together to conduct the
2 He lost his job. so presumably it was not his choice to be a house feedback.
husband. Remind students that as they explain any new vocabulary
3 He was confident and convinced that he had a way with children. they should focus on pronunciation, provide a brief
4 The flat was very small, he had to deal with twins, which involved an definition, and, if possible, their own example sentence to
exhausting routine with a very early start. contextualize meaning.
5 The mums at the local playgroup were excited to see a man.
6 No evidence, What do you think?
7 Susie, his wife, is a fashion consultant. An ultrasound technician Refer to the notes on Teacher’s Book p8 to get an overview
gave them the news about having twins. Job Centre officials hurry of approaches to the What do you think? section. Read
Hugo through the signing-on procedure because he has tw o loud, the questions as a class, checking any new vocabulary for
hysterical children with him. Hugo’s relationship with his mother has meaning and pronunciation. Put students into small groups
improved and he admires her greatly for bringing up five children. to discuss the questions. Monitor and help as necessary.
Group B (Female pilots)
1 There are still relatively few women pilots. Only 200 out o f 3,500 SUGGESTION
pilots employed by British Airways are women. Globally, around Divide the class into five groups and ask each group to
4,000 out o f 130,000 pilots are women. sit together. Allocate one bulleted discussion point to
2 Cliodhna and Aoife’s mother was a flight attendant and their father each group, and have a smartphone with a recording
was an airline pilot, so they grew up around a flying club. Aoife device on each table.
followed her older sister's career path.
3 Cliodhna didn’t see any problem in being a woman pilot. Ask students to read the discussion point, and provide
4 Passengers sometimes create problems, e.g. one man took one look them with a couple of minutes to prepare their ideas.
at Aoife and her female co-pilot and got straight o ff the plane. Then ask students to begin recording their discussion.
5 A man said to Aoife that he didn’t know there were any women After three minutes, ask each group to pause the
pilots. recording, and move on to the next table, and discussion
6 British Airways is trying to increase its recruitment o f women, and topic. This process should be repeated until each group
the number o f female candidates for jobs has gone up from 5% to has discussed four bullet points.
15%. Ask students to move to their final table. This time the
7 The six-year-old girl was invited by Aoife to visit the flight deck focus is on listening to opinions. Ask students to play the
on one o f her flights. Yvonne Sintes was Britain’s first female recording of their classmates discussing the topic, and
commercial airline pilot. Captain Dave Thomas is British Airways’ note down arguments which are recurrent, strong, or
head o f training. Aoife and Cliodhna’s mother (a flight attendant) particularly well-supported.
and father (a pilot) are both mentioned in the article. Once students have listened to the recording each group
should present their summary to the whole class.
LANGUAGE FOCUS {SB p68) Many languages avoid putting a preposition at the end of
a sentence. As a result, students may generate sentences
Relatives and participles such as, th e s c h o o l a t w h ic h I s tu d ie d , rather than th e
sc h o o l I s tu d ie d a t. This may feel wrong to them, but is
This section contextualizes and practises relative clauses and
participles. The practice activities focus on recognizing the much more natural spoken English.
difference in meaning and form in defining and non-defining what
relative clauses, giving students the opportunity to express When w h a t is used in relative clauses it means ‘the thing
their knowledge and understanding. There is also a series that’ and is not synonymous with th a t, which repeats
of exercises on forming longer, complex sentences using the meaning of the noun that comes before it. In some
relative clauses and participles, and student-generated content. languages, th a t and w h a t are used in the same way.
Possible answers are given as listening models so students have Watch out for errors such as
the opportunity to check pronunciation and intonation when
using the forms, and to note the effect punctuation has on this. The Grammar Reference on SB pp 153-4 looks in greater
detail at these structures. It is a good idea for you to read
A PO SSIBLE P R O B LEM S this carefully before teaching the L a n g u a g e f o c u s section.
DEFINING AND NON-DEFINING RELATIVE CLAUSES 1 Ask students in pairs to underline the relative clauses
F o rm a n d use in the sentences.
In terms of form and use, there is a lot for students to Answers
grasp: a It was the passengers who exhibited prejudice.
• A defining relative clause is essential to the meaning b According to Aoife and her sister, who is also a pilot.
of the sentence. reactions are more likely to come from passengers.
• A non-defining relative clause adds extra information. c Ifs a cultural problem which needs to be tackled at an early
• We use w h o for people, and w h ic h for objects. age,
d Their two-bedroom flat, which has no garden, fe lt terribly
• The pronoun we use depends on whether it is poky.
replacing subject or object, person or thing. e The mum who he was talking to invited him to the pub.
• W h a t means ‘the thing that’. f Officials hurried him through what is normally a long and
• Relative clauses are often very complex sentences. tedious procedure.
A defining relative clause is essential to the meaning of
the sentence: T h e la d y w h o liv e s n e x t d o o r is a p ilo t, (it 2 Ask students to answer the questions. Give students
tells us w h ic h neighbour). A non-defining relative clause time to compare with a partner before checking as a
adds extra, non-essential information. It is mainly found whole class.
in written English. The clause comes after the comma, Answers
and can be omitted without affecting the meaning of the
1 Sentences b and d still make complete sense if the relative
main clause: M y o th e r n e ig h b o u r, w h o h a s th re e c h ild re n ,
clause is removed. Sentences a. c, e, and fa re defining
w o r k s in p u b lis h in g . (My neighbour works in publishing
relative clauses. Sentences b and d are non-defining relative
- and incidentally has three children.) clauses.
A common error that students make when manipulating 2 In sentences a, c, and e, who and which can be replaced by
these forms is to define a noun which is already that because that can be used to refer to people or things
completely identified, for example, M y b e s t f r i e n d w h o in defining relative clauses,
3 Sentence e. It can be dropped because it is the object of
think that the clause here is defining the friend, but it the clause,
isn’t (the word b e s t has already told us which friend it 4 Sentence e. The mum to whom he was talking invitedhim
is). As the clause is adding extra information, the form to the pub. It becomes more forma!.
should be M y b e st f r i e n d , w h o ... Compare th e m a n w h o
liv e s n e x t d o o r (needs defining), with m y b ro th er, w h o Ask students to work in pairs,
[CD 3: Track 8]
s tu d ie s in G la sg o w ... (we already know who is being taking turns reading sentences a -f aloud. Ask them to
talked about). note the effect of the commas.
M a n ip u la tin g re la tiv e p ro n o u n s Once students have checked answers, ask them to
In English, we use w h o for people and w h ic h for objects, work in pairs reading the complete dialogue aloud.
but other languages use the same pronoun for both,
changing the form depending on the gender of the Answers
noun. Watch out for errors such as th e p e o p le w h ic h . . . . The commas act to separate off a piece o f added information.
whether it is replacing subject or object, person or thing,
can make this area of language tricky. Students often
avoid omitting the pronoun when it defines the object
of a clause, and say, for example, th e p la c e w h ic h I w e n t
to .... which is correct, but not the most natural spoken
usage.
DISCUSSING GRAMMAR
Answers and tapescript
1 Ask students in pairs to discuss the difference between the 1 defining
sentences. 2 non-defining
3 defining or non-defining
Answers 4 non-defining
1 In the first sentence, the speaker is clearly talking about one sister. 5 defining
In the second sentence, the speaker appears to have more than one 6 defining or non-defining
sister, and is referring to the one who is a flight attendant. 7 defining or non-defining
2 In the first sentence, only the sailors whose cabins were below deck 8 non-defining
drowned. In the second sentence, all the sailors drowned because all
their cabins were below deck.
1 I don't like children who always interrupt their parents’
3 The only difference is that the second sentence is slightly more
conversations and whose parents never tel! them to be more polite.
formal.
2 The journey from work to home, which is always a nightmare, took
4 All three sentences have the exact same meaning.
over three hours yesterday. I’m going to have to change job or move
5 In the second sentence, the cousin appears to have only one son. In
house.
the first sentence, he/she may or may not have more than one son.
3 Politicians who make impossible promises just to get elected aren’t
In the third sentence, he/she appears to have more than one son.
worth listening to.
6 Both sentences have the same meaning, but the second uses a
4 The Taj Mahal, which took 22 years to complete, is built from
reduced relative clause.
exquisitely carved white marble.
7 These sentences show tw o meanings o f where as a relative pronoun,
5 These are the photographs my grandma gave me o f when she was
the first showing physical location, and the second more abstract,
a young girl with her grandma - so thafs my great, great grandma.
referring to a point o f argument.
Apparently, she was called Rosemary.
6 W e docked at the small port on the coast o f East Africa, where my
[CD 3: Track 9] Ask students in pairs to look at the
parents lived 25 years ago, and where both my brother and I were
sentences, and decide how they should be completed.
born.
Conduct a brief whole-class discussion, then ask students
7 My cousin, who’s afraid o f heights, went paragliding a t the weekend.
to write possible sentence completions.
1thought he was mad, but he said it was fine - not the same as
Play the recording. Ask students to listen and compare being on a cliff or at the top o f a tall building.
their ideas. 8 W e went on a cycling holiday in Wales, which I really wasn’t keen to
do, but in fact I had a great time, despite the rain.
A POSSIBLE PROBLEMS • Note that there are various uses of participle clauses to
give information about variation in time:
PARTICIPLES [-ED AND -IN G FORMS)
Glancing over his shoulder, he saw a policeman.
R e d u ce d re la tiv e clauses (As he glanced ...)
• When participles come immediately after a noun in Having completed the job, he went home.
order to identify or define the noun, they are often (After hecompleted the job ...)
reduced.
The -ing clause suggests something taking place at the
• We often leave out w h o /w h ic h /th a t + is !a r e !w a s /w e r e same time or very close in time to the action of the
before participles, e.g. main verb.
W h o is th a t g ir l w a v in g a t us? (‘who is waving ...’) Having + past participle is often used when the length
M o s t o f th e g u e s ts in v ite d d id n ’t reply, (‘who were of action described is comparatively longer than the
invited...’) one in the main clause:
This can also happen with prepositional phrases and Having driven for several hours to the meeting, we were
some adjectives (p o ssib le, a v a ila b le): told it was cancelled.
C a n y o u p a s s m e th o s e file s o n t h a t d e sk ? ( \ .. that are • In general, using an -ing, past participle, or being+
on that desk?’) past participle clause, instead of a clause beginning
T h u r s d a y is th e o n ly d a te p o s s ib le f o r th e m e e tin g . with a conjunction (when, because, etc.) or a non
(‘... that is possible.’) defining relative clause, makes what we say or write
more formal. Clauses like this are particularly found
• Note that w h o /w h ic h / th a t + h a v e cannot be left out in in formal or literary writing.
the same way:
Use
W e n e e d to d isc u ss s o m e p r o b le m s w h ic h h a v e a rise n .
Using these structures correctly is complex and
demanding, and requires a lot of practice. The key
P a rtic ip le s as a d je ctive s problem to look out for is making sure that the subject
• Present participles are used to describe actions still of the main verb clause and participle clause are the
happening: same, e.g.
T h e y w a tc h e d th e s e ttin g s u n . The hotel stood on the edge of town. It appeared very
• Past participles are used to describe actions that have grand./Standing on the edge of town, the hotel appeared
happened: very grand.
I p ic k e d u p th e b r o k e n p la te .
If the subject of the two clauses is different, then they
both need main verbs:
• You may need to remind students that there are
key differences between pairs of commonly used J looked through the window. The hotel appeared very
adjectives, e.g. a m a z e d - a m a z in g , b o r e d - boring, grand. / Looking through the window, the hotel appeared
e x c ite d - e x c itin g , s u r p r is e d - s u rp r is in g , etc. When
very grand. (Here it seems as if the hotel was looking
we use these adjectives to describe how someone through the window!)
feels about something, the - in g f o r m describes the As this is a complex area, you could read through the
s o m e th in g (e.g. a s u r p r is in g d e c isio n ) and the - e d form Grammar Reference on SB p i54 before this lesson as a
describes the s o m e o n e (e.g. I w a s s u r p r is e d ). Compare: reminder of the key points. You can also refer students
I ’m p le a s e d w ith th e re su lt. / I t ’s a p le a s in g resu lt. to the Grammar Reference throughout the exercises.
P a rtic ip le clauses w ith a d v e rb ia l m e a n in g s Ask students, in pairs, to match the ideas in the language
• We can use the - in g or - e d form of a verb or the past box to the participles in the sentences.
participle in a clause which has an adverbial meaning.
A clause like this often gives information about time, Answers
reasons, or results: 1 After finishing reading
O p e n in g h e r eyes, s h e c o u ld se e b r ig h t su n lig h t. 2 Because I had read
(When she opened her eyes ...) 3 when I opened
4 which is believed to be
F a c ed w ith a f i n e o f £ 4 0 ,0 0 0 , h e s o ld h is h o u se .
5 If it is cooked
(Because he was faced ...)
6 Because she knew
The clauses have similar meanings to non-defining 7 Because he was taken
relative clauses with w h ic h , w h o , or that: 8 When I was browsing
F e elin g tired , J a m e s w e n t to b e d . (or J a m e s, w h o w a s
fe e lin g tire d , w e n t to b ed .)
F o r m e d 1 0 0 y e a r s ago, th e c o m p a n y is c e le b ra tin g its
success, (or T h e c o m p a n y , w h ic h w a s f o r m e d 1 0 0 y e a r s
ago, is c e le b ra tin g its success.)
[CD 3; Track 10] Ask students in pairs to complete Ask students to work in pairs, looking at the cartoons
the sentences. Play the recording to check their ideas. and reading the captions before discussing the potential
unusual meanings. If necessary, read through the first
Answers and tapescript example and elicit the two possible meanings, e.g. When
he was agedfive, his mother remarried./His mother
remarried when he was agedfive. Ask students to identify
a Flights booked one month in advance have a 10% discount. the most likely sentence. Encourage students to write out
b Booking your flight in advance gives you a better deal. versions of each of the remaining sentences, and then
2 a The new uniforms worn by the pilots looked very smart. choose the least ambiguous version.
b Visitors wearing sleeveless tops will be denied entry.
3 a W e took a shortcut, saving an hour on our journey time.
Ask pairs to read each other’s sentences and evaluate how
b With the money saved from giving up smoking. I'm buying a bike.
clear and accurate they are.
a Taking all things into account. I've decided to resign.
Possible answers
b Taken three times a day, these tablets will help your allergy.
1 When he was aged five, his mother remarried.
5 a 1 fell on the ice, injuring my wrist.
2 As I was coming out o f the market, the bananas fell on the
b The boy injured in the car accident is in hospital.
pavement.
a Breaking promises leads to lack o f trust.
3 As I was riding along on my bike, a dog ran into me.
b Broken promises lead to lack o f trust.
4 While I was skiing down the mountain, my hat flew off in the wind.
7 a Giving away secrets won't win you any friends.
5 Once we had eaten our main courses, the waitress showed us the
b Given the chance. I'd love to work in New York.
dessert menu.
8 a Growing up in the countryside is healthy for young kids.
b Strawberries grown under polythene ripen more quickly.
LISTENING AND SPEAKING (S B p 7 0 ) SUGGESTION
Explain that in most western cultures there are four
Gender-neutral parenting main conventional approaches to parenting recognized
by most child psychologists. Note these on the
ABOUT THE LISTENING
board: Authoritarian, Authoritative, Permissive, and
The main listening is a conversation between two parents Un involved parenting. Elicit or explain the meaning of
discussing a couple of high-profile cases of gender- these adjectives, and ask students to work in groups,
neutral parenting which were covered by many different discussing what they think each approach might mean
media outlets. ‘Gender-neutral parenting’ means raising in terms of raising a child.
a child as neither male or female, allowing exposure
Authoritarian parenting: children follow strict rules;
to experiences, toys, and clothing for both genders to failure to follow rules is punished; parents have high
ensure that no one gender is given prominence over demands.
the other. The gender-neutral parenting movement has
grown in popularity in North America and parts of Possible effect: children usually obedient and proficient,
Scandinavia, where a gender-neutral pronoun has been but rank lower in happiness and self-esteem.
introduced into the language to ensure children don’t Authoritative parenting: parents establish rules
have to be referred to as ‘he’ or ‘she.’ and guidelines, but these are more democratic and
Max Price’s parents chose to raise their son in a gender- responsive to questioning; parents monitor and set clear
neutral way as a response to research that indicates that standards; discipline is supportive rather than punitive;
gender stereotypes encourage boys to be aggressive and children encouraged to be assertive and socially
dominant over women. They believe a gender-neutral responsible.
approach will ensure that these traits are minimized. Possible effect: children tend to be happy, capable, and
Storm, the Canadian child mentioned in the listening successful.
extract, was born in 2011. Storm’s parents only shared Permissive parenting: parents make few demands and
the baby’s sex with a handful of people, and since then rarely discipline children; parents avoid confrontation;
have refused to share his or her gender with the general parents are generally nurturing and communicative,
public. This decision was considered controversial by often taking the status of friend.
many, and led to accusations of social experimentation Possible effect: children tend to lack self-regulation and
and psychological abuse. Storm’s mother, Kathy experience problems with authority.
Witterick, has since contributed to academic studies
Uninvolved parenting: parents make few demands,
on parenting practices. She believes Storm should be
rarely communicate or respond to children.
viewed as a child, rather than a gender, and be free to
make decisions about his or her future without any Possible effect: children tend to lack self-control and
gender bias. self-esteem.
Students initially listen to the conversation, make Ask students if they can match any of their experiences
inferences about people mentioned in the script, and to the parenting styles, or whether they agree or disagree
note opinions. Following this, they listen for detail, with the suggested effects, and why.
checking a selection of statements for accuracy.
Explain that gender-neutral parenting is an
There is a second listening text outlining a child unconventional approach to raising a child. Ask students
psychiatrist’s views on the case of baby Storm. Students to work in pairs, discussing what it might mean. Refer
are asked to listen for detail, completing his views, before students to the pictures to provide visual context.
evaluating them and giving reasons for their evaluation.
Select pairs to summarize their ideas in a whole-class
You may need to elicit or pre-teach the following discussion, and collate a class definition on the board.
vocabulary: poor wee mite (an expression of sympathy
meaning unfortunate small child), tutu, frock, to pour Ask students if they know of any other examples of
scorn, radical, bolshy, and a guinea pig (someone used to gender-neutral parenting, and how it would be considered
test a theory, drug, or medical procedure). in their culture.
Answer
1 Ask students to work in groups, discussing what they
G e n d e r- n e u tra l p a re n tin g is a ch ild -rearin g te c h n iq u e a im e d a t tre a tin g
liked and disliked about their upbringing, and whether
b o y s a n d girls e x a c tly th e sam e t o a v o id g e n d e r s te re o ty p in g .
their parents had set ideas. To provide prompts at this
stage, you could elicit a number of categories that parents
[CD 3: Track 11] Elicit/explain the meaning
of
may have had an influence over, e.g. clothes, food, friends,
scathing (extremely critical of something), and ask
bedtimes, books, music, films, hobbies, ways of speaking
students to listen to the recording, noting down Ali and
to you. To get the discussion started, you could provide an
Luke’s views. Explain that a useful note-taking strategy
example, e.g. I really didn’t like the way my mum called me
for this kind of task is to divide their notes into two
‘darling’ in front of my friends; it was embarrassing.
columns - each headed with a speaker’s name. This should
Monitor this stage, assisting with grammar and ensure that transferring information is more efficient.
vocabulary, and note down any interesting examples for Ask students to use contextual clues to work out who the
whole-class feedback. people that Ali and Luke refer to are.
Answers [CD 3: Track 12] Read the instructions as a class. Ask
A li is m o re scath in g a b o u t g en d er- n eu tral p aren tin g , d e s c rib in g it as 'a students whether they think that Dr Beresin is likely to be
lu d ic ro u s idea'. S a m is A li a n d Luke’s son. E m m a is his o ld e r sister. S to rm supportive or unsupportive of gender-neutral parenting.
is th e c h ild o f a C an ad ian c o u p le w h o a re p ractisin g g en d er- n eu tral Ask students to provide reasons for their choice.
p aren tin g . Ask students to read through the text, and then, working
in pairs, discuss possible words to complete Dr Beresin’s
[CD 3: Track 11] Read through statements 1-8 as opinion. Remind students to use context to provide clues -
a class, checking for meaning. Ask students to work in e.g. is the connotation negative or positive? - and sentence
pairs, paraphrasing the statements. Explain that this structure to determine which part of speech is appropriate.
approach should help them to identify possible phrases
that will carry meaning. Ask students to listen to the Play the recording to check answers. Ask students to
recording again, noting whether the statements are true or work in small groups, discussing Dr Beresin’s views and
false. Ask students to correct the false statements before establishing which, if any, of these they agree with and
checking as a class. giving reasons why.
Ask each group to join another, summarizing their
Answers discussion, before opening up to a whole-class feedback.
1 X M a x d o e s n ’t h a v e a sister.
2 X Lu k e th o u g h t it w as fu n n y. Answers and tapescript
3 /
4 / H e ’s a ‘ty p ic a l, happy, e n e rg e tic , b o ls h y te e n a g e r’. To raise a c h ild n o t as a b o y o r a girl is cre atin g , in so m e sense, a freak.
5 / T h e y a re e n co u ra g in g h im t o p la y w ith girls’ a n d b o ys’ to ys. T h e C a n a d ia n co u p le 's a p p ro a c h is a te rrib le id e a b e ca u se id e n tity
6 / fo rm a tio n is re a lly critical fo r e v e ry h u m an b e in g a n d p a rt o f th a t
7 / O n ly S to rm ’s p a re n ts a re k e e p in g th e ir c h ild ’s g e n d e r a secret. is g en d er. T h e re a re m a n y cultural and so cial fo rc e s a t play. S in c e
8 X S h e b e lie v e s c a llin g th e b a b y ‘it ’ is t h e w o r s t thing. th e sex u al revolution o f t h e 1970s, c h ild d e v e lo p m e n t e x p e rts h ave
e m b ra ce d a m o re fle x ib le v ie w o f g en d er. B e fo re th a t, f i e s te re o ty p e s
o f b o ys w e re th a t th e y w e r e self-su fficien t, n o n - e m p a th e tic, tough,
What do you think? and g o o d a t w ar. G irls w e re tra in e d t o b e e m p a th e tic and caring,
The aim of this stage is to allow students to react to the and m o re n u rtu rin g . B u t sin ce th e n , w o m e n h ave b e c o m e m o re
listening text in a more personal way and use it as a competitive, aggressive, a n d in d e p e n d e n t, a n d b y th e sa m e to k en ,
springboard for further discussion. m e n a re a llo w e d t o cry. W e o fte n se e h u lkin g fo o tb a ll p laye rs w h o are
bawling.
Put students in groups to discuss their reactions and answer
the other questions in this section. As students discuss the
questions, monitor and help with grammar or vocabulary
SPOKEN ENGLISH - ju s t
where necessary.
Following completion of the discussion questions, elicit a Ask students in pairs to discuss the meaning of just
range of responses and ideas from the whole class in a brief in each sentence, using context to help them. Check
feedback session. as a whole class.
5 Ask students to turn to pl73 and read how Storm’s
mother reacted to criticism of their ideas. Ask students to Answers
o n ly
answer the questions before checking as a whole class.
e x a c tly
Answers
1 T h e stre n g th and sp e e d o f th e re a c tio n fro m o th e r p e o p le sh o cked ffO a [CD 3: Track 13] Ask students in pairs to read
her. through the sentences 1-8, and the meanings in
2 S tu d e n ts ’ o w n an sw ers the box, matching them. Ask them to then work
3 S h e b e lie v e s th e c h ild has b e e n g ive n fre e d o m and c h o ic e b y b ein g together, deciding on an appropriate context for each
raised in a g en d er- n eu tral w ay. sentence.
4 T h e e x p e rts ap p lau d f i e p a re n ts fo r try in g t o raise th e ir ch ild in Play the recording so students can compare their
a w a y th a t is fre e o f th e c o n s tra in ts o f g e n d e r s te re o ty p in g . T h e y ideas. To build on accuracy of pronunciation and
d e p lo re th e f a c t t h a t th e m e th o d s th e p a re n ts h a v e used a m o u n t to intonation, play the recording again, pausing
a p syc h o lo g ic a l e x p e rim e n t c a rrie d o u t o n th e ir child. after each example of just. Drill these chorally or
individually.
(an d a rro w ), b o w /bəu/ (v io lin ), b o u g h /bau/ (tree). 6 H e a lw a ys lo o k s so content w ith his l o t / k ə n ' t e n t /
T h e content o f y o u r essay w a s e x c e lle n t, b u t th e re w e r e ra th e r a lo t
o f sp ellin g m i s t a k e s . / 'k o n t e n t /
HOMONYMS 7 T h e head te a c h e r co m p la in e d t o th e p a re n ts a b o u t th e ir son’s
1 Ask students in pairs to find and check the homonyms. conduct in class. /'kondAkt/
Encourage them to guess meaning from context before S im o n R a ttle is g o in g t o conduct t h e B B C S y m p h o n y O rch e stra
Possible answers
1 c o m p a n y - th e f a c t o f b e in g w ith so m e b o d y, a g ro u p o f p eo p le ;
b ran ch e s - p a rt o f a tr e e t h a t g ro w s o u t fro m th e m ain stem
2 s p o tte d - c o v e re d in sp o ts; rare - lig h tly c o o k e d
3 rash - a n a re a o f red sp o ts o n a person's skin
4 scrap - th in g s t h a t a re n o t w a n te d , b u t h a v e so m e v a lu e in th e
m a te ria l th e y a re m a d e o f ru b b ish - th in g s t h a t y o u th ro w a w a y
b e ca u se y o u n o lo n g e r w a n t o r n eed th e m
5 ram b lin g - w a lk in g fo r p leasu re, e s p e c ia lly in t h e c o u n try s id e ;
p o in t - th e sharp, th in e n d o f so m e th in g
Divide the class into Groups A and B. There should be no
Possible answers
more than four or five students in a group.
A T h e w in d b le w s o ftly th ro u g h th e tre e s in th e garden.
Ask each group to look up their words in their W h e n y o u fin ish fly in g th e k ite, w ill y o u w in d th e strin g b ack u p ?
dictionaries, find the two different pronunciations, and I re fu se t o b e lie v e th a t th e y d id n ’t k n o w a b o u t th e firm closing.
write sentences. Note that this means students need to T h e re ’s a p ile o f s m e lly o ld re fu se in th e b a ck garden.
look at the phonemic script representation of each word, Iv a n trie d t o d e f e c t fro m Russia t o Fran ce d u rin g f i e C o ld W ar.
not just the meaning. Go round monitoring and helping T h ere's a serio u s d e fe c t w ith f i e brakes o n th is car.
as necessary. B H e w o u n d d o w n th e w in d o w and began t o ta lk t o th e rep o rters.
When students are ready, mix them up so there are some K laus re c e iv e d a serio u s head w o u n d d u rin g f i e war.
Group A students and Group B students together, then A sian e le p h a n ts can liv e fo r u p t o 8 0 years,
ask them to read out their sentences, and teach each other I saw L a d y G a g a p e rfo rm liv e - she w a s b rillia n t!
meaning, before going on to practise using the expressions in 4 A If I o ffe r t o pay, sh e ’ll say I’m o ld - fash io n e d . If I d o n ’t, sh e ’ll say
L if [CD 3: Track 16] Ask students in pairs to match a line A Yes, b u t n o th in g is w o r th ru in in g y o u r h e a lth for.
in A with a line in B. Ask them to identify the cliches and 8 A I ju s t n e e d t o g o b ack in th e h o u se a n d m ake sure I'v e tu rn e d o ff
th e o ven ,
discuss what they mean.
B G o o d id ea. B e tte r s a fe th a n so rrv.
Play the recording so that students can check their A Y e a h , o th e n v is e I’d b e w o rry in g a ll th e w a y th ro u g h th e film .
answers. Ask students to provide the next line in the 9 A T h e y ’v e g o t te n kids! G o o d n e s s k n o w s w h a t th e ir h o u se is like.
conversation. B T h e m ind boggles. I t d o e sn ’t b e a r th in k in g a b o u t.
A Yeah , I’v e o n ly g o t t w o a n d if s ch a o s m o s t o f th e tim e.
Answers and tapescript 10 A B o b 's a w e ird b lo k e . He's g o in g t o liv e a lo n e o n a re m o te S c o ttis h
'A b la st fro m th e p a s f m e a n s so m e th in g o r s o m e b o d y w h o suprises
island f o r a year,
y o u b e ca u se y o u had a lm o s t fo rg o tte n a b o u t it o r th e m .
B It ta k e s all so rts.
'T h e s e th in g s c o m e in th re e s ’ re fe rs t o th e s u p e rs titio n th a t w e o fte n
e x p e rie n c e th re e bad th in g s c lo s e to g e th e r.
A Y o u c a n say th a t again.
based on a number of pictures related to the main topics 3 In t h e last w e e k s o f p reg n an cy, a n d again a t six w e e k s o ld .
don’t. o th e rw is e - i f n o t
you play the song. Afterwards, ask them to work in small H e w a s a t th e sta g e o f co n s id e rin g w h e th e r t o h a v e ch ild ren .
groups sharing their ideas about its message. Ask students ’T h e ch a in s a re lo o se ’ m e a n s t h a t s o m e th in g has e s c a p e d c a p tiv ity
and is ro a m in g fre e , and h e re it re fe rs t o all t h e d ark and d an g ero u s
to provide reasons for their interpretation.
im p u lse s th a t d riv e h u m an being s t o m ake w a r w ith e a ch o th e r.
A s sta te d earlier, th is so n g c a p tu re s th e te n s io n o f th e C o ld W a r d u rin g
Possible answer
th e 1980s. T h e re w e re m a n y p ro te s ts ag ain st n u c le a r w e a p o n s a t th is
T h a t th e w o rld is a c ra z y and d an g e ro u s p lace, b u t th e re ’s g re a t b e a u ty
tim e , w h ic h w e re in creasin g as b o th s u p e rp o w e rs en g ag ed in th e ta c tic
t o b e fo u n d in s o m e th in g s, fo r e x am p le , th e m u sic o f C aru so , and th is
o f a cq u irin g e n o u g h w e a p o n s t o assu re ‘m u tu a lly a g re e d d e s tru c tio n ’
ca n in sp ire us t o c a rry o n w ith life.
(a p p ro p ria te ly a b b re v ia te d t o ‘M A D ’).
A lth o u g h th e th r e a t o f n u c le a r w a r has re c e d e d s o m e w h a t, th e re are
Elicit from students the difference between rhyme and
u n fo rtu n a te ly p le n ty o f reaso n s w h y s o m e o n e to d a y m ig h t re fle c t
rhythm (rhyme is the use of words with the same sounds;
o n th e w is d o m o f b rin g in g ch ild re n in to th e w o rld . T h e re is also g reat
rhythm is a strong, regular repeated pattern of sounds,
b e a u ty and in sp ira tio n in th e w o rld still!
therefore related to sentence and syllable stress). Explain
that most songs use a mix of rhyme and rhythm to create
6 Ask students to turn to pl73 and read Ben Watt’s
a pleasing effect.
description of the baclc^round to the song.
Explain to students that line 4 (And the waters in the
lochs can run deep, but never still’) refers to the proverb SUGGESTION
‘still waters run deep’, which means that people who are
At this point, to extend the discussion about songs with
calm and tranquil on the outside, often have a strong or
a specific message relevant today or songs which reflect
‘deep’ personality.
a period in time, you could ask students to exchange
Ask students to read the lyrics to the song, and choose the their own ideas. This will ensure that students have
best words to complete the lines. the opportunity to provide personalized content, and
Once each pair has completed the song, ask students to additional speaking practice.
compare ideas as a whole class. Ask students to choose a song and note down why it is,
[CD 3: Track 27] Play the recording again to check or was, important. Set a time limit of around six minutes
answers. and ask students to work in small groups, exchanging
their ideas. Monitor each group, noting down interesting
Answers examples and good uses of discourse markers.
k n o w s, hills, m ind . co rn , th in g , w ild , train
Ask students to read through word groups 1-12, deciding
SPOKEN ENGLISH - R h ym in g e xp re ssio n s
which word doesn’t rhyme. Explain that this may be best
done aloud, to ensure accuracy.
[CD 3: Track 29] Rhyming expressions become
Elicit from students where they should look in a frequently used in languages because of the pleasing
dictionary to check whether words rhyme (the phonemic sound effect they produce.
transcription). Ask students to check rhyme and meaning
using a dictionary. Ask students in pairs to match words and phrases from
A and B to create a rhyming expression. Check as a
Answers whole class, then drill the expression individually and
1 lo se 7 sto o d
chorally for accurate pronunciation and intonation.
2 cough 8 so u r Go through each expression as a whole class discussing
3 fo u l 9 w o rd their meaning and possible contexts.
4 fo o t 10 vow Play the recording and compare ideas.
5 gross 11 w ard
6 ch o o se 12 rush Answers and tapescript
All that’s left is her laughter, and the thorns from a rose. fa ir and square!
5 G o s h , if s h ard t o re m e m b e r h o w p o p u la r th is p rim e
Ask students to practise reading their lines aloud, for
accurate rhythm and rhyme before presenting them to the m in is te r w a s a f t e r th e e le c tio n . H e ’s g o n e fro m hero to
whole class. zero in less th a n six m o n th s.
6 W e ’re n o t in v itin g t o o m a n y p e o p le t o th e w e d d in g - ju s t
8 [CD 3: Track 28] Explain that students are going to
our nearest and dearest.
use the vocabulary from exercise 7 to complete sentences - 7 Y o u sh o u ld g o t o Paris f o r a w e e k e n d i f y o u r Fren ch is
with a focus on pronunciation. Play the first sentence as an g e ttin g ru s ty - use it or lose it!
example, asking the class to provide the missing word. 8 W e co u ld n ’t g e t in to th e b a r t o b u y a d rin k d u rin g th e
Once you are satisfied that students understand the in te rv a l - it w a s chock-a-block.
instructions, play the rest of the recording. You could 9 D e re k is f u ll o f p lan s and ideas, b u t h e n e e d s t o walk the
revisit this audio to revise these words at the beginning of ta lk a n d s h o w us w h a t h e c a n do.
a later lesson. 10 w a n t t o k n o w e x a ctly w h ic h c o m p a n ie s a re a vo id in g paying
tax in th is c o u n try - th e y sh o u ld b e named and shamed!
Answers and tapescript shop 'tilyou drop - go o n an in te n s iv e sh o p p in g e x p e d itio n ,
autobiography, Wild Harmonies. As described in the 3 ‘A t sc h o o l in A ix -en -Pro ven ce sh e had n o p la ym a te s a n d s p e n t b reak
text, Grimaud is a French classical pianist who was tim e s h id in g b e h in d c o a ts in th e co rrid o r.’
born in 1969. Following a troubled early upbringing, 4 ‘an in s tru c tio n t o d ra w c h ic k e n s o n a fa rm re su lte d in H e le n e ’s
she revealed an exceptional talent for music, entering scra w le d p ic tu re o f w ire m esh.’ ‘w o lv e s ... d e c id e d t o c re a te a c e n tre
the Conservatoire de Paris in 1982 at the age of 13. In fo r th e s tu d y and re h a b ilita tio n o f th is m u ch m is u n d e rs to o d anim al,
1987, she became a professional musician and launched w ith w h ic h she f e l t a stro n g kinship.’
her career playing in the Orchestre de Paris under the 5 ‘...s h e e v e n tu a lly b e c a m e b o re d w ith th e p ia n o stu d ie s she w as
been highly praised by critics throughout her career, due w a n tin g t o fin d h er o w n s ty le o f playing, d e s p ite w a rn in g s th a t
to her strong sense of independence and invention in sh e w o u ld n ’t m a k e it in th e classical w o rld w ith o u t h e r p ro fesso rs’
body and health. Students work in groups evaluating and sm all p a rt o f o u r brain. It m a y b e as little as 10% w h e n restin g , b u t
selecting the correct facts from a fact sheet, before listening d u rin g th e co u rse o f a ty p ic a l day. w e use 100% o f o u r brain.
are encouraged to then discuss the additional information, th e s e b o n e s th e n fu s e to g e th e r, m akin g larger b o n e s tru c tu re s th a t
and evaluate the quotes, stating whether they agree or c o m p u te r u sers o fte n s u ffe r fro m d ry e y e syn d ro m e. It in creases
1 Lead in by asking students to think about the last time 8 A c a rin g a n d s y m p a th e tic d o cto r.
they were ill or felt unwell. Ask them to think about how
they treated their symptoms, and how quickly they started
to feel better. Ask students to think about how much of EXTRA ACTIVITY
the recovery is to do with the body, and how much with To further build on students’ ability to summarize and
the mind. reprocess information within texts, you could ask them
Put students in groups of three or four to discuss the to work in groups to generate their own short version of
questions. Explain that there are no right or wrong the reading.
answers at this stage, and encourage them to provide as Divide students into groups of four, and allocate each
much detail as possible. Monitor and help as necessary. student paragraphs of the text to summarize into no
Elicit a range of possible answers to the questions. With more than two sentences per paragraph (Student 1:
regard to the placebo effect, don’t confirm or reject paragraphs 1-2, Student 2: 3-4, Student 3: 5-7, Student
students’ ideas at this stage. 4: 8-9). Remind students to focus on key content, and
ignore examples here.
Possible answers Monitor this stage, assisting where required.
Popular remedies fo r a cold: v ita m in C. zin c, garlic, c h ick e n soup, Ask the group to work together, collating their sentences
d rin k lo ts o f liq u id s
to build a summary of the text as a whole. Encourage
Popular remedies fo r flu: v ita m in C , a w a rm sh o w er, d rin k lo ts o f them to look at different ways to make the text cohesive,
liq u id s, re s t and useful linking devices.
Popular remedies fo r insomnia: a reg u lar sle e p sch e d u le , a vo id naps, Ask groups to exchange summaries and compare them
a vo id s tim u la tin g a c tiv ity b e fo re b e d tim e , a vo id c a ffe in e , a lc o h o l and in terms of detail and focus.
n ic o tin e , g e t o u t o f b ed w h e n y o u ca n ’t sleep , u se th e b e d ro o m o n ly
fo r sleep in g , re lax a tio n te ch n iq u e s, sle e p in g pills, m e la to n in , valerian .
You could highlight that the structure is also possible 4 D r C risp in w as su p p o se d t o h ave q u a lifie d in S o u th A frica.
It would seem that he earns more than a million a year. 10 T h e d o c to r and his w ife a re p resu m ed t o h ave g o n e in to h id in g th is
m orning.
• Subject + (would) seem(s)/appear(s) + to infinitive
He would appear to earn more than a million a year.
2 Ask students to change the sentences. Do the first as an
SUGGESTION
example. Let students check their answers in pairs before
checking as a whole class. To consolidate these exercises, you could ask students
to generate their own sentences. Set a short time limit
Answers appropriate for your class and ask students to write five
1 T h is ro ad se e m s t o b e ta k in g us n o w h e re . sentences using a range of the forms presented here.
2 W e a p p e a r t o h ave ta k e n a w ro n g turn, Monitor, assisting with grammar and vocabulary where
3 It a p p e a re d th a t S im o n had ta k e n th e w ro n g m e d icin e . required. Once students have drafted and checked their
4 It se e m e d th a t h e f e lt b e tte r n e v e rth e le ss. sentences for accuracy, ask them to exchange them with
5 T h e g o v e rn m e n t seem s t o h ave ch a n g e d its policy. a partner. Set a short time limit and challenge students
6 T h e y a p p e a r t o b e se rio u sly w o rrie d a b o u t lo sin g th e n e x t e le c tio n . to rewrite each sentence using a different construction
for distancing. Once students have transformed the
sentences, ask them to work in pairs, checking for
meaning and accuracy.
REPORTING THE NEWS Explain to students that they are now going to present
3 Lead in by asking students how they regularly get their their stories as part of a TV or radio news bulletin. Divide
news - online, TV, radio, or newspapers. Elicit from students into small groups, with each pair of students in
students which of these forms of media they think are the group having written a different story. Ask students
the most trustworthy, and why. Ask students as a class to exchange stories and read through them, deciding as a
to provide a list of four of todays top news stories. Ask group on the best running order.
students to identify a category for each story, for example, Set a time limit of around eight minutes and allow students
local news, world news, politics, sports, celebrity news, time to redraft their story for spoken delivery. Remind
art and culture. Ask students to work in pairs, discussing students that news bulletins are shorter and more dynamic
which stories listed are the most interesting, and why. than written texts, so they need to focus on getting all the
4 Asa whole class, read through the headlines of the six facts across concisely. If necessary, you could model this
news stories. Elicit or explain the meaning of: WHO, with the following text, which uses the story featured in
no-confidence vote, PM, and wreak havoc. Elicit what kind the passive construction practice on SB p84.
of story each is likely to be based on the headline. Leading private cosmetic surgeon. Dr Martin Crispin, who
5 Ask students to work in pairs and provide short owns three high-profile clinics in London, has gone into
predictions of how each story might be completed. Once hiding after investigations into allegations o f fraud and
students have discussed their ideas, ask them to select a medical malpractice. It has been reported that Crispin, who
story to write out in full, using examples of constructions charged up to £1,000 per consultation, falsified medical
for distancing facts. Ask them to brainstorm ideas and certificates and details of his surgical training in South
vocabulary, before beginning writing. Monitor, assisting Africa. It is understood that Crispin is being sued by five
with language and ideas as required. patients, and there are ongoing allegations that he and two
colleagues performed surgery while under the influence of
alcohol.
LISTENING AND SPEAKING (S B p 8 6 )
Speed of delivery is often challenging, questions are not
always directly answered, or the answer is brief, and the
Down to earth with a bump interviewee may go on to discuss a different point.
Ask students to read through questions 1 and 2 and
ABOUT THE LISTENING predict answers. Direct them to the chart under 3, and
The theme of the listening is survival, and the strength elicit possible collocations for each of the listed body
of the human mind and body in extremely challenging parts, e.g. cracked/bruised/broken ribs.
circumstances. The format of the listening is an Play the recording, pausing if necessary to give students
interview. time to note answers.
The interview features Guy Anderson, a paraglider, who in Ask students to compare their notes, before checking as a
2012 crashed in the mountains around Sun Valley, Idaho, whole class.
USA. Anderson was stranded alone in the wilderness with
a shattered pelvis, punctured lung, lacerated kidneys, and a Answers
broken arm. Not only did Anderson survive against these 1 I t w a s v e ry w in d y and he g o t s p lit up fro m t h e o th e r p e o p le h e w a s
odds, but once out of hospital, continued to take part in fly in g w ith .
While tag questions will be very familiar for students at c p rid e; th e d e te rm in e r that is re p e a te d ; fa llin g in to n a tio n
this level, they can cause some difficulties.
• When is it appropriate to use tags? ı>ıra [CD 4: Track 12] Ask students to work individually,
matching the lines in A with the tags in B, deciding on
Students may be unsure of when to use tags, and use what is being expressed in each.
more familiar structures, e.g. Have you seen my keys?
rather than the tagged You haven’t seen my keys, have Ask students to discuss their ideas with a partner, and
you? The latter form is more subtle, expressing the then practise saying them with appropriate intonation.
idea I know you probably haven’t, and I ’m asking just in Play the recording, allowing students to check their
case, but do you know where my keys are? To address answers, and whether their intonation matches the model
this issue it is worthwhile exploring the underlying given.
meaning in exchanges - as students practise To further build on accuracy of stress and intonation, you
identifying and recognizing these forms in use, their could pause each recording after the initial tagged line,
awareness and confidence to transfer them into their and drill chorally and individually.
own spoken language grows.
• Form Answers and tapescript
The form of tags can be challenging as it involves
manipulating auxiliary verbs which must agree with 1 A Y o u w ill b e ca re fu l, w o n ’t y o u ? [concern]
the tense of the main statement, and depending on B O f co u rse I w ill, it ’s n o t a v e ry d iffic u lt c lim b - if s o n ly 3,000
what the speaker is trying to say, may be negative m etres.
where the statement is positive, or may be the same, 2 A So , y o u w e r e o u t w ith Lisa la s t n ig h t, w e re y o u ? [teasing]
but inverted. B W h a t if I w a s ? A n d I’m c e rta in ly n o t g o in g t o te ll y o u w h a t
The artwork Mobile Lovers by Banksy is used in the Student’s w ith frie n d s a n d fa m ily a ll o v e r th e w o rld ’) a n d c a n is o la te th e m
Book and depicts the sense of disconnection between people ('y o u se e co u p le s in restau ran ts, b o th o n th e ir p h o n e s and n o t
painting the image, which was on a boys’ club in the artist’s 13 H e d o e sn ’t say, b u t says his so n w o u ld m ake a ll th e Leg o b its he’s lost.
home city, Bristol. The artwork was later sold to raise funds 14 H e ’d lik e t o go b a ck t o a re a lly g re a t W im b le d o n fin a l o r 100 ye a rs
for applications and consumer goods connected by W illia m W e b b says t h a t in itia lly w h e n p e o p le b eg an t o use satn av
included mirrors which can provide health scans, and th e y h a v e b e c o m e d e p e n d e n t o n th e satnav. T h is le a d s t o v u ln e ra b ility
automated building systems which control lighting, fro m a tta ck e rs , s o ftw a re fa ilu re , o r la ck o f e le c tric ity .
stuff they carry in their bags. Elicit a range of answers D o e sn ’t sound like u su al s tu ff t o m e. Y o u sh o u ld se e m y
DISCUSSING GRAMMAR
Students may need to be reminded of the relatively
restricted use of the Present Simple for the future, e.g. 1 Explain that the focus in this section is using students’
timetables, schedules: own understanding as a resource for exchanging ideas on
The bus leaves in ten minutes. grammar and grammatical usage. Explain that this kind of
analysis of forms is extremely useful as it raises awareness
The Future Continuous is used to state that something of the different reasons why people select particular forms
will be in progress at a certain time in the future, often to express varying meaning, and provides students with
in the natural course of events, as well as being used to an opportunity to develop learner autonomy.
make polite enquiries. In such situations, other forms,
such as the Present Continuous, can sound too direct, Ask students to work in small groups, discussing sentence
or even occasionally impolite. Compare: pairs 1-8. Ask them to focus on the notion of aspect,
e.g. how the speaker sees the event or state in relation to
When will you be going shopping? future time. If necessary, analyse sentence 1 as a whole
When are you going shopping? class to start the discussion.
When will you go shopping?
Answers FUTURE IN THE PAST
1 T h e fir s t is a p e rso n a l a rra n g e m e n t f o r th e fu tu re - S u e has p lan n ed
h e r d e p a rtu re a n d has tic k e ts o r an a rra n g e m e n t t o b e d riven .
T h e se co n d is a tim e ta b le d e v e n t in th e fu tu re - th e re is n o p erso n a!
A POSSIBLE PROBLEMS
in v o lv e m e n t, it h a p p e n s a cco rd in g t o a n in s titu tio n a liz e d ro u tin e . When we talk about the past we often want to express
2 T h e fir s t is a s p o n ta n e o u s o ffe r, m a d e a t th e m o m e n t o f sp eakin g in
the idea of something that was still in the future at that
re a c tio n t o w h a t s o m e o n e has said (e.g. ‘I n e e d t o g e t f i e 9.00 train
time. To express this idea we can use the past forms of
to m o rro w .’).
all the structures that are used to talk about the future:
T h e se co n d is a p re m e d ita te d in te n tio n = Jo h n has a lre a d y d e cla re d We. were planning to leave the country that afternoon.
his in te n tio n t o g ive m e a lift. T h is co u ld b e re p la ce d b y th e p re se n t I had a feeling that things would go wrong.
c o n tin u o u s It’s OK.John isgiving me a lift, w h ic h w o u ld in d ic a te
• The context which these forms are used in often
m o re d e fin ite ly f i a t th e a rra n g e m e n t has b e e n m a d e in so m e d e ta il,
indicates whether the event happened or did not
i.e. th e tim e , a n d th e p la c e w h e re h e is p ick in g m e up.
happen, although there may be some ambiguity.
3 T h e fir s t is a p re m e d ita te d in te n tio n , so f i e d e c is io n t o h a v e d in n er
Encourage understanding by raising awareness and
a t 8.00 has b e e n m ad e. If th e tim e and p la ce o f t h e d in n e r h ave
exposing students to examples of similar forms so
b e e n arran g ed , it w o u ld b e m o re lik e ly t o say We’re having dinner
they can recognize the difference in sense:
at 8.00, b u t f i e sh a d e o f d iffe re n c e b e tw e e n th e s e tw o is s o su b tle
th a t t h e y a re o f te n in terch an g eab le. I was meeting her at 2.00, but I had to cancel.
T h e se co n d ca n h a v e t w o m eanings. O n e is w h e n it d e s c rib e s w h a t (we didn’t meet)
w e w ill b e in th e m id d le o f d o in g a t a p a rtic u la r tim e in th e fu tu re , I thought about texting her, but we were meeting later.
i.e. th e d in n e r w ill s ta rt b e fo re 8.00. T h e o th e r p o ssib le m ean in g is (we met)
f i a t d in n e r w ill s ta rt a t 8 .0 0 as usual, as p a rt o f o u r n a tu ra l ro u tin e . They left London on an early flight, and would reach Fiji
T h is m ean in g w o u ld o fte n h a v e a p h rase a d d e d o n t o s h o w th is, e.g. 18 hours later, (they reached Fiji)
We'll be having dinner at 8.00 as usual/I presume.
He was sure the investigation would prove his innocence.
4 A s in 3. th e fu tu re c o n tin u o u s in f i e fir s t c o u ld d e s c rib e so m e th in g
in progress in th e fu tu re , th o u g h th is is u n lik e ly in th is in sta n ce as
(we don’t know the outcome)
a p la n e la n d in g is a v e ry s h o rt e v e n t, f o r w h ic h th e c o n tin u o u s is • Generally there are two forms which are used to show
u n lik e ly t o b e used (y o u c o u ld say Theplane will be preparing to whether an event happened or not.
land at 22.30 t o g ive th is m e a n in g o f ‘in progress a t a g ive n p o in t in 1 was / were to + infinitive shows something did
th e fu tu re ’), If s m u ch m o re likely, h o w e ve r, th a t th is e x a m p le refers happen
t o s o m e th in g h a p p e n in g in f i e n a tu ra l co u rse o f e ve n ts. T h is u se o f
He was to find out years later that she had betrayed
f i e fu tu re c o n tin u o u s is c o m m o n w h e n ta lk in g a b o u t ro u tin e e v e n ts
him.
We will be flying at 30,000 feet. The cabin crew
su ch as flig h ts, e.g.
will be serving drinks and snacks during the flight. 2 was / were to have + past participle shows
T h e se co n d d e s c rib e s a n a c tio n t h a t w ill b e c o m p le te d b y a c e rta in
something was arranged but did not happen.
tim e in th e fu tu re , i.e. a t 22.30. T h e c o n te x t c o u ld b e a re p ly to There was to have been a concert in the old square,
s o m e o n e o n t h e p la n e saying t h a t th e y w a n t t o k e e p read in g th e ir but residents’ complaints forced the council to
b o o k b e ca u se th e y ’ll reach th e e n d a t 22.30. reconsider.
5 T h e fir s t is fu tu re sim p le and m ean s f i a t th e m e e tin g w ill fin ish a t 5
o ’c lo ck ex a ctly. It suggests t h a t th is is a o n e - o ff m e e tin g , ra th e r th a n Read through the language box on future in the past as
a reg u lar ro u tin e o n e , as it co u ld th e n b e re p la ce d b y th e p re s e n t a whole class. To consolidate understanding you could
sim p le, i.e. The meeting finishes at five o’clock (as i t a lw a ys d o es). explain to students that last weekend/yesterday you had
T h e se co n d d e s c rib e s s o m e th in g t h a t w ill b e c o m p le te d b y a c e rta in some plans and ideas. Write up the following phrases in
tim e in f i e fu tu re , s o th e m e e tin g w ill fin ish a n y tim e b e fo re fiv e speech bubbles: I think I ’ll take the car to the garagefor
o ’clo ck. a service; I ’m going to meet John for a drink. Explain that
6 T h e fir s t d e s c rib e s s o m e th in g th a t w ill h a p p e n as a re s u lt o f a fo rm a l in the end neither of these things happened because you
co n tra ct. were called in to work. Ask students to think about how
T h e se co n d d e s c rib e s a p re m e d ita te d in te n tio n , i.e, I’v e a lre a d y you could express these plans as things that didn’t happen.
d e c id e d t o d o th is b u t p ro b a b ly h a v e n 't d o n e a n y th in g c o n c re te Elicit the following:
a b o u t i t y e t. I thought I would take the car to the garage but I couldn’t.
7 T h e fir s t is a p re d ic tio n , w h ic h is lik e ly t o b e b ased o n m y p e rso n a l I was going to meet John for a drink, but I didn’t.
o p in io n .
T h e se co n d is a lso a p re d ic tio n b u t is m u ch m o re d e fin ite , as it is
Refer students to the Grammar Reference on SB p i 57.
b ased o n c o n c re te c u rre n t e v id e n ce .
Check for understanding, then ask them to complete the
8 T h e fir s t is a p re d ic tio n b ased o n v e r y stro n g c u rre n t e v id e n ce ,
second sentence in each pair.
b e ca u se th e fu tu re e v e n t h a s a lm o s t sta rte d . In th is case th e firs t Give students time to discuss their ideas before checking
sp o ts o f rain a re p ro b a b ly fa llin g a n d th e clo u d s suggest th a t as a whole class.
th e h e a v y rain w ill s ta r t in a fe w seco n d s. T h e se co n d is also a
p re d ic tio n b ased o n c u rre n t e v id e n c e , b u t th e e v e n t is fu r th e r a w a y Answers
1 w o u ld e n d 3 w o u ld b e seein g
in f i e fu tu re . T h is p re d ic tio n c o u ld b e b ased o n th e w e a th e r startin g
2 w a s g o in g t o m o ve 4 w a s t o m ake
t o ch a n g e f o r th e w o rse , o r m o s t likely, o n a w e a th e r fo re c a s t.
This task focuses on grammatical accuracy by
Tapescripts and answers
highlighting common errors in usage of the future in
the past. Ask students to carefully read through sentence
stems 1-5, before choosing the correct option. 1 Y o u o ffe r t o p ay f o r a ro u n d o f drinks.
2 Y o u th in k y o u h a v e no c h a n c e o f passing th e exam s.
Give students time to compare answers before checking as
a whole class. 3 Y o u r th e a tre tic k e t says: Hamlet 7.30 p.m.
4 Y o u ’v e m a d e an a p p o in tm e n t t o g e t y o u r h a ir c u t to m o rro w .
3 h e w as d u e t o s ta rt a n e w jo b c o c k ta il b y th e sw im m in g p o o l
Ask students to then write five things they thought A H u rry u p ! T h e p la y s ta rts in h a lf an hour.
would happen that did or didn’t happen. Again you B I c a n ’t fin d m y tic k e t a n yw h e re .
could provide an example on the board, in a thought A W e d o n 't h ave th e m . W e b o o k e d o n lin e . W e 're c o lle c tin g th e m a t
bubble: The latest iPhones aren’t going to be very popular th e box o ffice .
because they’re not different enough from the current ones. A I know , I know , m y h air’s a m ess, b u t I’m g e ttin g it c u t o n Saturday.
B N o t b e fo re tim e .
Elicit how someone could express these failed plans and
A Y o u ca n ta lk ! Lo o k a t you rs!
predictions using the future in the past, e.g.
5 A I’m re a lly sorry. I k n o w I w a s g o in g t o g ive y o u a h an d w ith y o u r
So you decided you would learn to ride a motorbike last m o ve , b u t ...
year! What happened to that then? B Yeah , a n d boy, d o 1n e e d help.
So you predicted that the new iPhones weren’t going to be A I k n o w y o u do, b u t I’v e ju s t le a rn e d I’m w o rk in g in th e Paris o ffice
very popular! How wrong can you be?! n e x t w e e k and I can’t g e t o u t o f it.
Ask students to exchange their lists with a partner, who B O h , n e v e r m ind . It w a s g o o d o f y o u t o o ffer.
will then transform the sentences using future in the A B u t I’ll h e lp y o u w ith t h e d e c o ra tin g w h e n I’m back.
past and ask a question or make a comment on them. B T h an ks. T h a t’d b e great.
A C an y o u b e lie v e it? T h is tim e n e x t w e e k w e 'll b e sip p in g c o c k ta ils
b y a sw im m in g p o o l.
WHAT DO YOU SAY?
B Y e a h , b e fo re g o in g o u t f o r an am azin g m eal in an am azing
[CD 4: Track 18] Explain to
students that future re s ta u ra n t o v e rlo o k in g th e sea.
forms are used in a broad range of language functions and A H u h - a n d p ayin g am azing p rices!
they are going to practise producing some of them. Ask A I’m aim in g high. B y th e tim e I’m 40, I’ll h a v e s e t u p m y o w n
students to read through 1-8 as a class, explaining that b u sin ess and I’ll b e e a rn in g a fo rtu n e .
they are the openings of lines people might say in certain B W o w - y o u ’v e re a lly g o t y o u r fu tu re so rted .
situations, and that they will have to complete the lines
A Y e a h . I sim p ly w o n ’t c o n s id e r failu re,
after they have heard what the situation is. B a d m ire y o u r c o n fid e n c e . I h a v e n ’t a c lu e w h a t I’ll b e d o in g w h e n
If necessary, to offer additional support to weaker students, ’m 4 0 .
you could elicit possible responses to situations 1 and 2. 8A 'm s o sorry, I w a s g o in g t o g e t in to u c h a n d say le t ’s m e e t fo r
Monitor as students discuss their ideas, assisting with c o ffe e , b u t I’v e had flu.
utility of household appliances. The text is an example sports, bed and bath, reduced creases, allergy, and freshen up.
2 M o s t co n su m e rs a re c o n fu s e d and o v e rw h e lm e d , and e n d u p n e v e r
of a piece of feature writing from The Guardian website’s
using th e fe a tu re s , b e c a u s e t h e y a c tu a lly p re fe r th in g s t h a t are
Technology pages. The writer has used many examples
sim p le a n d c o n v e n ie n t
of features of humorous writing to express his viewpoint.
3 I t is d riv e n m a in ly b y m a n u fa ctu re rs’ d e sire t o a d d v a lu e and
This is explored within the reading tasks.
d iffe re n tia te th e m se lv e s, a lth o u g h t h e y c la im it is in re sp o n se t o
Students read short descriptions of new products for c o n s u m e r d em an d .
gist, and to get an insight into the style of writing. 4 A fo c u s g ro u p is a sam p le g ro u p o f co n su m e rs w h o tria l p ro d u cts
They then read in more detail, identifying key points a n d g ive fe e d b a c k t o th e m an u factu rers.
mentioned and examples given by the author. Students 5 T h e y h a v e fa r m o re fe a tu re s and fu n c tio n s , in p a rt th a n k s t o th e
are then asked to focus on further examples of humour, re a d y a v a ila b ility o f apps.
before going on to discuss the themes raised in the text 6 T h e single b u tto n o n a m a ch in e o f th e fu tu re c o u ld a llo w th e
in more detail. m a ch in e t o d e c id e w h a t th e c o n s u m e r w a n ts t o do.
Some of the vocabulary may be new, so be prepared
to pre-teach/check the following items depending on Ask students to read through the article again, focusing
your students’ level: crevice, arbitrarily, overwhelming, on the sections where lines 1-8 are found. Ask students
confined to, gimmicks. to identify what is being referred to in each line, and
Although there will be many new words for students determine which features of the writing indicate that the
within the text, the following Vocabulary lesson focuses author is using humour.
on synonyms and antonyms used in context. These are Give students time to check their answers in pairs before
drawn from the text, and so meaning and pronunciation discussing as a whole class. At this point, it may be
should be covered in that lesson. worthwhile discussing humour within writing. In many
ways humour is very subjective - although the writer
1 Lead in by asking students if they have ever bought a may intend to write in a humorous way, the reader may
household appliance. Ask students to think about the not find any of the results particularly funny. However,
reasons why they chose that particular appliance and you could outline that exaggeration, jarring contrast, and
not another. Elicit some of the reasons why people might understatement are often used in humorous writing. You
choose one brand or model over another. could take this opportunity to explore any cultural differences
Ask students to work in small groups, listing all the within your class and note which features are common in
appliances that they have in their house. Ask students to humorous writing where your students come from.
compare lists and ask and answer the questions about who
uses them and how often, and how old they are. Answers
1 T h is is a d e lib e ra te m is in te rp re ta tio n b y th e w r ite r o f th e expression
2 Direct students to the pictures of the three appliances ‘b a b y c ycle '. C learly, th is re fe rs t o a w a s h c y c le f o r b a b y c lo th e s , b u t
illustrating the text on SB pp92-3. Ask them to read the th e w r ite r is re sp o n d in g as if it re fe rs t o w a sh in g th e baby.
descriptions and then work in pairs, giving their opinions 2 T h is re fe rs t o th e f a c t th a t m o d e rn a p p lia n ce s te n d t o h a v e va rio u s
of them. n e w fu n c tio n s . Learned new tricks suggests th a t th e a p p lia n ce s are
Elicit a selection of answers in a whole-class feedback stage. lik e p e t d ogs, o r m agicians, d o in g c le v e r th in g s t o t r y a n d im p ress us.
Read through the phrase in italics as a whole class and 3 M a n u fa c tu re rs re g u la rly b rin g o u t n e w p ro d u cts, a lth o u g h th e y
points of the discussion. appearances. It spread across th e A tla n tic in 1964, and T h e B e a tle s w e re
g re e te d a t K e n n e d y In te rn a tio n a l A irp o rt in N e w Y o rk o n 7 Feb ru ary 1964
Monitor, noting any interesting ideas, or persistent errors,
b y th o u s a n d s o f scream in g w o m e n . O ld e r g e n e ra tio n s d isa p p ro ve d
for a feedback stage.
o f th is w ild a n d u n c o n tro lla b le b eh avio u r, and th e c o n c e p t o f th e
Once students have covered their points in detail, ask the re b e llio u s te e n a g e r w a s e sta b lish e d .
scribe to briefly summarize the discussion for the whole First picture o f Earth from lunar orbit
class. Apollo 8 to o k m en o u t o f E arth ’s o rb it fo r th e firs t tim e in D ecem b er
Ask students to look at historical events 1-10. Explain 1968, a n d f i e p ictu re s tak en o f th e Earth fro m o v e r 200,000 m iles aw ay
that they are all considered turning points in history, ch an g ed f i e w a y its in h a b itan ts saw th e m se lve s and th e ir e n viro n m en t.
events which changed how people interact or see the Queen Elizabeth II opens ARPANET
world. T h e re w e re m a n y stag es in th e b irth o f th e In te rn e t, b u t th e A RPA N ET,
f i e c o m p u te r n e tw o rk d e v e lo p e d b y th e U S D e p a rtm e n t o f D efen se,
Ask students to work in pairs putting the events in the
w as th e fir s t t o im p le m e n t In te rn e t P ro to c o l (IP ) th a t a llo w e d fo r
order which they happened. Check answers as a whole
■packets’ o f in fo rm a tio n t o b e s e n t o n lin e . O n 26 M a rch 1976, th e
class.
A R P A N E T c a m e t o a te le c o m m u n ic a tio n s research c e n tre in England.
Ask students to then work in small groups discussing why T h e Q u e e n c h ris te n e d th e c o n n e c tio n , and in th e process, she b e ca m e
each event 1-10 could be considered a turning point. o n e o f th e firs t h ead s o f s ta te t o send a n e m ail. A m a il a c c o u n t w a s s e t
Monitor, noting ideas and assisting with language where up fo r h e r w ith th e u se rn a m e ‘H M E 2 ’. T h e Q u e e n p ressed a c o u p le o f
Answers
all. H isto ria n R o b e rt P o o le is f i e a u th o r o f Earthrise: HowMan
T h e 4po//o 8 m issio n w a s th e fir s t tim e th a t h u m an s had tra ve lle d First Saw the Earth.
o u ts id e o f Earth's o rb it. Apollo 8 a n d 9 re su lte d in p h o to g ra p h s th a t
RP T h e N A S A h ead o f p h o to g rap h y. D ick U n d e rw o o d , w a s keen o n
g e ttin g p h o to g ra p h s o f th e Earth , he’d had a lo t o f e x p e rie n c e , b u t
so m e c o n s id e r th e m o s t s ig n ifica n t in h u m an history.
h e w a s p re tty m u ch a lo n e v o ic e in N A S A , so a lth o u g h h e ’d d o n e
his b e s t t o p re p a re th e m fo r ta k in g p h o to g ra p h s, th e y w e re n ’t
2 Explain to students that they will hear an extensive extract
p re p are d in a n y p ro fe ssio n a l k in d o f w ay. So , w h e n th e y d id
from a radio documentary, which includes authentic
a c tu a lly se e th e E a rth rise fro m , fro m lu n a r o rb it, it d id ta k e th e m
recordings from the Apollo space missions. Ask students
c o m p le te ly b y su rp rise, and y o u c a n h e a r f i e su rp rise in th e ir
to read through the extracts of communication between
v o ice s, ‘W o w , lo o k a t th a tl’
the astronauts and mission control, checking for meaning,
and then complete the transcripts. A1 O h m y G o d , lo o k a t th a t p ic tu re o v e r th e re ! T h e re ’s th e Earth
c o m in g up!
Give students time to check in pairs, before asking them
A2 W o w ! T h a t’s pretty!
to take turns practising the extracts.
CR Yes, it ’s a b o u t th e fo u rth o r b it o r so m e th in g , isn’t it? A n d th e re ’s a
real scra m b le fo r th e ca m e ra a n d so m e c o lo u r film , I th in k.
A1 You g o t a c o lo u r film , jim ? Hand m e a roll o f c o lo u r q uick, w o u ld y a ? CR T h a t s p o n ta n e o u s le ctu re , la te r title d No frames, no boundaries,
A2 O h , m an, th is r e a lly .- a n d tra n s crib e d as an e ssa y a b o u t th e E a rth and us. reso n ated
A1 Q u ic k ! Q u ick ! w ith th e b u rg eo n in g p e a c e and e n v iro n m e n ta l m o v e m e n ts o f th e
RP Yes, th e y d id n ’t h a v e a cam e ra ready, th e y o n ly had b lack and tim e . A n d th e im ag es o f E a rth t h a t p o u re d b a ck fro m th e e ig h t
w h ite film in th e o n e t h a t th e y w e re using, th e sp acesh ip had o n ly su b s e q u e n t Apollo flig h ts t o th e M o o n c o n tin u e d t o ra ise o u r
ju s t tu rn e d ro u n d t o fa c e t h e rig h t w ay, t h e y w e r e b u sy d o in g a w a re n e ss o f ju s t h o w fra g ile o u r h o m e p la n e t seem s t o be.
s o m e th in g else, a n d s u d d e n ly o n e o f th e m said, l o o k , th e re ’s
th e E a rth !’ W h a t in re tro s p e c t w a s th e m o s t s ig n ifica n t m o m e n t [CD 4: Track 23] Read through the statements as a
p o ssib ly o f th e e n tire 4 po//o p rog ram m e, lo o k in g b a ck and seein g class, checking for meaning and any new vocabulary.
th e Earth in co n te x t. Ask students to note down whether the statements are
CR T h e f a c t th a t n o o n e p lan n ed th o s e p ictu re s seem s e x tra o rd in ary true or false, if possible noting the correct information for
now , b u t th e a stro n a u ts’ e n c o u n te r w ith th e E a rth w o u ld inspire false statements.
fu tu re Apollo c re w s t o lo o k b a ck w ith n e w e y e s o n th e ir h o m e
Play the recording again, then give students time to
p la n e t.
compare their answers before checking as a class.
MC Yes, e v e ry th in g ’s lo o k in g good here, Apollo 9.
A1 O K .
Answers
MC W e ’ll t r y t o h a v e y o u r c u t- o ff tim e shortly.
1 False. Apollo 8 w a s th e se co n d m an n ed sp a ce m ission.
CR Apollo 9 w a s in te n d e d t o t e s t th e e n tire Apollo flig h t system
2 False. Apollo 8 w a s th e firs t o p p o r tu n ity f o r h u m an s t o se e th e d ark
in Earth o r b it a n d a s tro n a u t R u s ty S c h w e ic k a rt w o u ld m ake
sid e o f th e M o o n w ith th e ir o w n eyes. T h e fir s t p h o to g ra p h s o f it
a sp ace w a lk t o te s t an e m e rg e n c y p ro c e d u re fo r tra n sfe rrin g
w e r e ta k e n b y th e S o v ie t p ro b e Lunar 3 in 1959.
b e tw e e n th e 4po//o c a p su le and th e lu n a r m o d u le in c a s e th e tw o
5 True.
fa ile d t o co n n e c t.
4 True.
MC M r S c h w e ic k a rt, p ro c e e d o n four.
5 False. H e w a s te s tin g a n e m e rg e n c y p ro ced u re .
A1 C an y o u g e t y o u r c a m e ra o n th e re ?
6 True.
A2 C am era’s running.
7 False. It w as a b o u t th e p h ysica l e le m e n ts , a te c h n ic a l diary, and a
A1 O K . P ro c e e d in g o n o u t.
sp iritu a l a cco u n t.
N O n b o ard , his c o lle a g u e s Jim M c D iv it t a n d D a v e S c o t t w o u ld
8 False. H e th in k s th e re w o u ld b e fe w e r w a rs if d iffe re n t p e o p le
c a p tu re his progress o n cam e ra. B u t as his te s t began, th e ir cam e ra
realized th e re a re no real b o u n d a rie s b e tw e e n th e m .
b roke, a n d w h ils t t h e y w e re fix in g it, R u s ty e n d e d u p w ith fiv e
m in u te s o u ts id e o n his o w n ,
A1 H o . th e re ! T h a t looks c o m fo rta b le . What do you think?
A2 B o y o h boy, w h a t a view! Refer to the notes on Teacher’s Book p8 to get an overview
A1 Isn’t th a t s p e c ta c u la r?
of approaches to the What do you think? section. Read
A2 It re a lly is.
the questions as a class, checking any new vocabulary for
RS D u rin g th a t fiv e m in u te s th a t D a v e to o k to t r y a n d re p a ir th e
meaning and pronunciation. Put students into small groups
cam era, w h ich fra n k ly n e v e r h ap p e n ed , I h eld o n to th e handrail
to discuss the questions. Monitor and help as necessary.
o n ly w ith o n e hand, m y le ft hand, a n d I s o rt o f sw ung a ro u n d t o
g e t a fu ll v ie w o f th e E a rth and th e h o rizo n , ju s t th e sp e ctacu la r
Once students have had the opportunity to discuss each
b e a u ty o f th e Earth , I m e a n th e, th e blackness is so b lack and th e
question in detail, feed back ideas for a whole-class discussion.
h o rizo n is th is b rillia n t th in band o f blue, w h ic h is th e a tm o sp h ere
a b o v e th e b lu e and w h ite Earth . I m ean, th e co n tra st, th e re a lity o f
SU G G EST IO N
w h a t y o u ’re lo o k in g at. I m e a n it is in cre d ib ly im pressive. Divide the class into two groups, and write on the board:
CR T h is w o u ld h a v e b e e n a w h o lly p e rso n a l e x p e rie n c e if R u s ty hadn’t Manned space programmes are a waste o f money.
b e e n in v ite d t o sp e a k a t a m a jo r c o n fe re n c e o rg an ized b y th e The resources they use could be better spent on Earth.
L in d isfa rn e A sso cia tio n in Lo n g Island , N e w Y o rk, a c o u p le o f y e a rs Allocate one group/or the statement and one against.
later. D e s p ite p rep arin g fo r se ve ra l hours, h e had n o id ea w h a t he Set a reasonable time limit for preparation of ideas, and
w as g o in g t o say u n til h e fo u n d h im s e lf o n stage. (if required) give students some time to research their
RS A n d th e n I o p e n e d m y m o u th a n d I ta lk e d , a n d it w a s as, as i f I w as position online.
s ittin g in th e a u d ie n c e g o in g th ro u g h th e e x p e rie n c e o f fly in g in
Set up the debate by asking one side to begin, while the
space, a t m a n y d iffe re n t le v e ls actu ally, t h e p h ysical le v e l, s o r t o f
other listens and takes notes. After a maximum of two
a te c h n ic a l d ia ry a lm o st, a n d th e n fin a lly at, a t a kind o f sp iritu al
minutes, let the other side respond, before giving both
le ve l, and I had a b s o lu te ly n o p lan t o d o th a t, I m ean, it ju s t cam e
sides an additional two minutes. After this stage, open
o u t th a t w ay, and b y t h e tim e I w a s d o n e , er, h a lf o f th e p e o p le in
up to questions, before having a vote on which side
th e a u d ie n c e w e r e cryin g , in clu d in g m e. Y o u lo o k d o w n th e re , and
students think is the most compelling.
y o u ca n ’t im ag in e h o w m a n y b o rd e rs a n d b o u n d a rie s y o u cross,
again and again a n d again, a n d y o u d o n ’t e v e n se e th e m . T h e re
y o u are, h u n d re d s o f p e o p le in th e M id d le E a s t k illin g e a c h o th e r
o v e r so m e im ag in a ry lin e t h a t y o u ’re n o t e v e n a w a re o f, t h a t yo u
can’t see. A n d fro m w h e re y o u se e it. th e th in g is a w h o le , and if s
so b e a u tifu l. Y o u w is h y o u c o u ld ta k e o n e in e a ch hand, o n e fro m
e a ch sid e in th e v a rio u s c o n flic ts , a n d say. l o o k ! L o o k a t it fro m
th is p e rs p e ctiv e . L o o k a t th a t! W h a f s im p o rta n t?’
VOCABULARY AND SPEAKING (S B p 9 9 )
Ask students to work in pairs, practising Conversation 2.
If necessary, model the first few lines, or play the
Metaphorical language recording again, to illustrate the intonation patterns used
within more conversational idiomatic exchanges.
The main aim of this section is to extend students’ vocabulary
range by looking at examples of metaphorical and idiomatic Answers
language. Students may need to be reminded that within 1 b u m p in g in to 8 tig h te n o u r b e lts
metaphors, function words such as like or as aren’t used - 2 T im e flie s 9 p ick in g up
these are common features of similes rather than metaphors, 3 b o o m in g 10 sleep y
where something is compared to something else, e.g. Paul eats 4 I'm slavin g a w a y 11 u n w in d
like a horse. With metaphors the comparison is stated as if it 5 W e ’re sn o w e d u n d e r w ith 12 I m u s t d ash
was really true, e.g. Her words stabbed at his heart. The words 6 k e e p in g m y h ead a b o v e w a te r 13 I’ll b e in to u c h
don’t actually stab, but their effect is compared to the stabbing 7 w e n t d o w n h ill a b it
of a knife. Many metaphors are used in high-frequency
idioms, which are expressions that function as a single unit, [CD 4 :Track 25] As a lead-in, write the three head
and often can’t be worked out from their separate parts, e.g. words light, weather, and food on the board. Elicit from the
I ’m only just keeping my head above water. whole class any idiomatic phrases from Conversation 2
Encourage students to research the lexical items used, make which could fall under the headings {snowed under). Set a
guesses from context, and to teach one another where brief time limit, and ask students to provide at least three
possible. If students don’t have access to their own dictionaries more idioms or metaphors for each category, e.g. The
in print or online, try to have a class set of dictionaries film sounds good - it got glowing reviews in all the papers;
available for checking meaning and pronunciation. You’ve been so boring lately, you need to spice up your life.
1 Read through the examples as a class, discussing the Note the examples on the board, and discuss meanings as
effects of the metaphorical language, and their literal uses. a class.
Note that metaphors are important as they carry cirltural Ask students in pairs to read through the lists in A, taking
and semantic meaning which has evolved over time. For turns defining each word, and thinking of a context
intercultural purposes, it may be useful for you to elicit sentence for its literal use.
examples of any similar metaphors in your students’ first Ask students to read through the sentences in B, selecting
language, and ask them to translate them to see if there a word to complete each. Remind students that they may
are English equivalents. need to make changes in form.
Cive students time to check ideas with another pair before
Answers
playing the recording and checking as a whole class.
T h e y a d d d ram a a n d c o lo u r t o th e d e s c rip tio n , th e y c o n v e y a sen se o f
p e o p le ’s im ag in a tio n s lite ra lly c a tch in g fire a n d b u rn in g brightly.
Answers and tapescript
Ex am p les o f lite ra l usage:
The Saturn Vrockets used on the A p o llo missions were fuelled with
liquid oxygen and hydrogen. Light
He took aim and fired the gun. 1 It w a s t h e f ilm r w e / v e A n g r y / H e n t h a t s p a r k e d m y in t e r e s t in la w .
2 T h e te a m 's v ic to r y w a s overshadowed b y th e serio u s in ju ry o f th e ir
[CD 4: Track 24] Ask students to read Conversation s ta r striker.
1. Ask What’s the situation? (two old friends meeting up 3 I'v e had a bright id ea! It ju s t c a m e t o m e in a flash!
and catching up on news). 4 1 d o n 't tru s t th a t g u y y o u m e t last n ig h t - h e seem s a shady character.
Play the recording. Ask students to listen to Conversation 2 5 T h e S p a c e S ta tio n is a shining e x am p le o f in te rn a tio n a l co -o p eratio n .
and notice in what way it is different from Conversation 1. 6 I'd w o n d e re d w h y B ill’s so ru d e, a n d th e n it dawned o n m e t h a t h e
Elicit/explain that Conversation 2 is more idiomatic and w a s jealo u s.
has more metaphorical language. Weather
Ask students to work in pairs discussing any metaphors 7 T h e re ’s a n o th e r a rtic le o n In te rn e t p riv a c y h e re - it’s a hot to p ic a t
they can remember. th e m o m e n t.
i'ifi'llii'lh [CD 4: Track 24] Play the recording again, which has 8 I w a s re lie v e d t o g e t th e h o sp ita l te s t re su lts - if s b e e n a cloud
h an g in g o v e r m e.
pauses after each metaphor, and ask students to note down
the metaphors that replace phrases 1-13. You can pause 9 D o n ’t ask m e h o w t o p ro n o u n ce t h a t w o rd - 1h a ve n ’t th e foggiest
id eal
the recording for longer if necessary. To offer additional
support at this stage, you may wish to direct students to 10 Y o u n e e d n ’t w o rry a b o u t passing y o u r d riv in g t e s t - i f l l b e a breeze
fo r yo u .
the tapescript on pl43. Ask students to work in pairs,
underlining the metaphors, and checking their meaning. 11 It w a s a whirlwind ro m an ce, a n d S te v e and Lin d a w e re m arried
w ith in six w eek s.
Check answers as a whole class. 12 I k n e w th is w o u ld b e m y n e w h o m e , a n d a fe e lin g o f h ap p in ess
flooded th ro u g h m e.
Food
13 M y jo b in te rv ie w la ste d o v e r an h o u r - th e y g ave m e a re a lly good
grilling.
14 I'm stru g g lin g in th is jo b - 1th in k I'v e bitten off m o re th a n I can
chew.
15 O h , a n o th e r o f y o u r half-baked id e a s! Y o u n e e d t o th in k th in g s
th ro u g h m o re!
16 Jo n e s ' a th le tic s c a re e r e n d e d o n a sour n o te w h e n h e fa ile d a d rugs
te st.
17 It’s a ra th e r bland a u to b io g ra p h y - y o u d o n 't learn a n y th in g v e ry
exciting.
18 T h an k s f o r y o u r suggestio ns. T h a t’s g iv e n m e food fo r th o u g h t
EXTRA ACTIVITY
To further extend the opportunity for spoken
interaction, you could ask students to select examples of
metaphorical language from exercise 4 to incorporate
into short dialogues.
Ask students to work in pairs, choosing one of the
sentences from exercise 4 to build their dialogue around.
Encourage students to think about the context for their
dialogue (e.g. who is talking, why, what about).
Ask students to write a dialogue of at least six lines, using
no more than five of the metaphors given in the Student’s
Book Monitor this stage, assisting with language where
required, and checking dialogues for sense.
Give students time to practise their dialogues, focusing on
intonation and sentence stress, before selecting a number
of pairs to read aloud. If your students are confident, you
could ask them to perform in front of the class
LANGUAGE FOCUS { S B p lO O ) A B O U T THE TEXT
The Tipping Point is the debut book of Canadian journalist
Linking devices Malcom Gladwell. Gladwell’s books often explore the
This section revises a wide variety of linkers, which are unexpected implications of research in social sciences,
analysed in considerable detail in the Grammar Reference and use academic, sociological and psychological texts
under the functional headings of time, addition, contrast, as a source for a popular science approach addressing
reason, result, purpose, and condition. Students read common behaviour. Gladwell defines a tipping point as
examples in context, and use these in an information- ‘the moment of critical mass, the threshold, the boiling
transfer task to build a broad vocabulary resource. There point’ The book describes the features of changes in ideas,
is student-led analysis of contrasting sentences to draw out products, messages, and behaviours - changes that he
subtle distinctions in meaning, and students are also required compares with spreading viruses.
to restructure sentences to show that they can accurately The Grammar Reference on SB ppl57-9 looks in greater
manipulate the various devices. Students should recognize detail at all of the linking devices covered here. It is a
that these linkers are crucial to their comprehension of good idea for you to read this carefully before teaching
English, and are an essential tool when producing English the Language focus section.
themselves, especially when it comes to extended writing.
Due to the scope and complexity of this area of language, it 1 With books closed, read the description of linkers to
is impossible to focus here on all the possible problems or the class. Elicit a selection of common linkers, and note
challenges that students may have. A number of these may these on the board. Ask students to think about different
depend on differences with uses of linkers in students’ first categories for each linking device. If necessary, provide a
language. However, it is recommended that you refer to the couple as a prompt, e.g. contrast, time and sequence.
Grammar Reference throughout the lesson, as this outlines Ask students to open their books and look at the table
the differences in meaning expressed by some of the linkers on plOO. Explain that they are going to use the short
that pose the greatest challenge in terms of correct usage. text on the Apollo spacewalk as context for identifying
common linking devices.
A POSSIBLE PROBLEMS Ask students to read the text, and then transfer the
• Infinitive of purpose examples into an appropriate place in the chart.
This form is not particularly natural in many other Give students time to discuss their ideas in pairs before
languages. Be aware of errors where linkers expressing checking as a whole class.
reason are used instead of linkers for purpose, e.g.
She is here to study English. NOT She is here for Answers
T im e : w h ils t, as, w h e n R e s u lt a s a co n se q u e n ce
siudying-EngUsh-
A d d itio n : n o t o n l y ..., also Pu rp o se: in o rd e r t o
• although, despite, however C o n trast: h o w e ve r, a lth o u g h C o n d itio n : in case
The form of these contrastive linkers can often cause R eason: d u e to , s o ... th a t
confusion. Compare:
Although I was tired, I went to the party, (although + To introduce the notion of register with linkers, ask
clause, clause) students when they would use what’s more, and when they
would use furthermore. Elicit/explain that the latter form
Despite being tired, I went to the party, (despite + -ing + is more common in written English, and while it may
clause) sometimes be used in spoken English, it is much more
1 was tired. However, J went to the party, (sentence. formal in tone. Ask students to discuss in pairs which of
However + clause) the linkers in the table they would expect to find in more
• while and whereas formal written English, rather than less formal spoken
Note that while and whereas are used to show English. The boundaries are not always totally clear in this
unsurprising contrasts. Overuse of other contrastive area, but the following list gives a good indication. Point
linkers will sound overly formal or exaggerated if used out that they are looking at these linkers used in the sense
for everyday interactions, e.g. that their category describes here. This explains why since
is said to be formal, as it refers to the meaning of reason
I like playingfootball, whereas Pete prefers tennis. rather than the more common meaning of time.
NOT I like plavine football, however,
Answers
[Ita lic s o n Ite m s a ls o used so m e tim e s in sp o k e n English]
w h ilst, in a d d itio n to , however, whereas, nevertheless, in s p ite o f. y e t,
o w in g to , since, d u e to , th e re fo re , thu s, as a co n se q u e n ce , s o as to
2 Ask students to read through questions 1-5, noting down
their ideas. Then ask students to work in small groups The insurance company have refused to reimburse my fare,
discussing their answers, and the reasons for their choices. and the airlinehaven’t refundedit either. They, however, have
promised to look into the matter further.
Refer students to Grammar Reference 12.1-7 on SB ppl57-9, The airline hasn't offeredJane a refund on her fare. They have
then check answers as a whole class. offered me, however, £100.
4 a H o w e v e r/ N e v e rth e le s s
Answers b H ow ever
1 a a t th e sa m e tim e as
In th e s e c o n d e x a m p le th e re is a c o n tra s t b e tw e e n th e
b h ow ever s ta te m e n ts b u t n o c a u sa tiv e lin k - th e r e is no re a so n th a t m y
While in s e n te n c e b can b e re p la ce d w ith whereas t o c o n tra s t w a n tin g t o b e a t w o rk e a rly sh o u ld h ave a n y c a u s a tiv e e f f e c t o n
t w o d iffe re n t su b jects. Whereas its e lf can o n ly b e used in
th e p u n c tu a lity o f th e bus! T h is is a re la tiv e ly s u b tle a n d o fte n
th is w ay, as in th e fo llo w in g e x a m p le o f 2b. a n d n o t t o m a k e a
however and nevertheless c a n n o t b e used
u n n o tic e d p o in t, t h a t
c o n tra s t b e tw e e n tw o a s p e c ts o f th e sam e su b je ct.
in e x a c tly th e sa m e c o n te x ts , d u e t o th e f a c t th a t however d o e s
2 a it can b e d an g e ro u s (o r a n y p o in t th a t h ig h lig h ts a n e g a tiv e
n o t re q u ire t h e stro n g c a u s a tiv e link n e e d e d fo r o th e r c o n tra s t
a s p e c t o f c yclin g in Lo n d o n )
lin k ers such as nevertheless, although, in spite of, e tc . It is,
b p e o p le w h o liv e in th e c o u n try g e n e ra lly h a v e t o d riv e , (a
h o w e ve r, a u se fu l p o in t fo r s tu d e n ts t o le a rn in o rd e r t o a vo id
d iffe re n t s u b je c t fro m ‘c y c lis ts ’)
p ro d u cin g n o n sen sical co n trasts.
3 T h e a irlin e re fu se d t o re fu n d m y fare. (1 H o w e v e r, / ) t h e y (2 X) 5 if (in case h e re w o u ld p ro d u c e th e absu rd m ean in g th a t I p u t o n
h a v e (3, h o w e ve r, / ) o ffe re d (4 A ) m e (5 / ) £100 (6, h o w e v e r / ) .
m y h e a v y c o a t n o w . w h ile it ’s h o t. ju s t in c a s e it g e ts co ld later.)
In p o sitio n s 2 a n d 5, h o w e v e r w o u ld b e p o ssib le if th e c o n tra s t
w a s b e tw e e n d iffe re n t su b je cts fro m they a n d m e , e.g.
Ask students if they can give a recent example of a trend
Possible answers
or social movement reaching a tipping point. Establish the
2 H avin g se e n th e film a n d e n jo y e d it, I d e c id e d t o read f i e b o o k .
meaning of tipping point and ask students to quickly read
A f t e r se e in g th e film a n d e n jo y in g it. I d e c id e d t o read th e b o o k ,
through the text and explain how it is similar to a medical
3 T o n y’s v e ry fu ssy a b o u t h o te ls, w h e re a s I d o n ’t m ind as lo n g as th e
epidemic. You could also ask who they think might be
b e d ’s c o m fo rta b le .
interested in finding out when tipping points are about to
T o n y’s v e ry fu s s y a b o u t h o te ls. H o w e ve r, 1d o n ’t m ind a s lo n g as th e
happen.
b e d ’s c o m fo rta b le .
Give students time to check their ideas in pairs before T o n y’s v e ry fu s s y a b o u t h o te ls, th o u g h I d o n ’t m in d as lo n g as th e
checking as a whole class. b e d ’s c o m fo rta b le .
4 C e le b ritie s o f te n w e a r sunglasses in p u b lic so p e o p le d o n ’t
Possible answers reco g n iz e th e m .
A tip p in g p o in t is reach ed w h e n a social m o v e m e n t o r tren d gathers
C e le b ritie s o fte n w e a r sunglasses in p u b lic so as n o t t o b e recognized.
m o m e n tu m and th e n su d d en ly accelerates rapidly, b eco m in g unstoppable.
5 W e sh ou ld g o t o t h a t m u se u m sin ce if s fre e .
T h e g ro w th o f a so cial tre n d can b e like a m e d ica l e p id e m ic , in t h a t it
W e sh ou ld g o t o t h a t m u se u m se e in g as if s fre e .
beg ins w ith ju s t a fe w p e o p le and th e n s ta rts t o sp read t o th e p o in t
6 R e fu n d s w ill o n ly b e m a d e p ro v id e d t h a t y o u p ro d u c e a r e c e ip t
w h e re g ro w th a cc e le ra te s v e ry rapidly.
Y o u m u s t p ro d u c e a re ce ip t; o th e rw is e a re fu n d w o n ’t b e m ade.
7 E ve n th o u g h I’v e b e e n o n a s tr ic t d ie t fo r th re e w e e k s, I still h aven ’t
Give students time to read through
[CD 4: Track 26]
lo s t m u ch w e ig h t.
the text again, this time identifying the correct linker
I still h a ve n ’t lo s t m u ch w e ig h t d e s p ite b e in g o n a s tr ic t d ie t fo r
to use in each. Where more than one option is possible,
th re e w eek s.
ask students to think about any difference in style that is
I’v e b e e n o n a s tr ic t d ie t fo r th re e w e e k s, y e t I still h a ve n ’t lo s t m u ch
created by selecting the various options.
w e ig h t
Give students time to check their ideas in pairs before 8 P la ce s sh o u ld b e b o o k e d e a rly in case f i e e v e n t is v e ry p opular.
they listen and check as a whole class. P la ce s sh o u ld b e b o o k e d e a rly as f i e e v e n t m a y b e v e ry p opular.
9 H e w a s p en n iless a n d sta rvin g . N e v e rth e le s s , h e sh o u ld n ’t have
Answers s to le n th e fo o d .
1 in o rd e r t o / t o (so as to is a b it t o o fo rm a l fo r th is te x t) A lth o u g h h e w a s p en n iless a n d starvin g , h e sh o u ld n ’t h a v e sto le n
2 using
th e fo o d .
3 B e fo re / U n til
H e w a s p en n iless a n d sta rvin g . A ll f i e sam e, he sh o u ld n ’t h ave
4 o w in g to / d u e t o
s to le n th e fo o d .
5 As so o n a s/A fte r
10 T h e m o to rw a y is c lo s e d a s a re s u lt o f a n a c c id e n t./ T h e re has b een
6 th o u g h , h o w e v e r
a n a c c id e n t A s a resu lt, th e m o to rw a y is clo sed .
7 O n c e / W h e n / B y th e tim e
T h e re has b e e n an a cc id e n t; th e re fo re th e m o to rw a y is clo sed .
8 to o / a s w e ll
9 in th e end
10 e v e n th o u g h
NOTE
11 A lth o u g h
12 p ro v id e d th a t/ if/ s o lo n g as
Linkers that normally connect two sentences can often
13 u n til be combined into one sentence with the additional use
14 w h ich of the linkers and or but. E.g.
15 sin ce/as (seeingas is a b it t o o in fo rm a l fo r th is te x t) He was penniless and starving. Nevertheless, he shouldn’t
16 w h ile
have stolen the food, can be linked with but to make He
17 as a re s u lt o f
was penniless and starving, but nevertheless, he shouldn’t
18 W h a t’s m o re / F u rth e rm o re , (What's more isn’t to o in fo rm a l fo r th is
have stolen the food. There has been an accident. As a
te x t) result, the motorway is closed, can be linked with and to
make There has been an accident, and as a result, the
Ask students in pairs to combine or rewrite the sentences, motorway is closed.
using the linkers in italics. Look at the examples given for
number 1. Monitor, assisting with language where required.
Let students check answers with another pair before
checking as a whole class.
[CD 4: Track 27] This section provides students with SU G G EST IO N
the opportunity to generate personalized content, then
compare it with an audio model for accuracy of form. To build on the themes explored in this lesson, you
could ask students to write a couple of paragraphs on a
Give students time to read through, and complete changing trend which they are familiar with.
sentences 1-8, before asking them to compare ideas with
a partner. At this point, ask students to read through the Ask students to make notes on the context of the change,
sentences aloud, emphasizing stress where appropriate. and their ideas about the reasons behind it. Encourage
them to write around ten short sentences. Then ask them
Select a number of students to read their sentences aloud to think of ways of ordering and linking the information
for the whole class. before writing it up.
Play the recording, and ask students to compare their Alternatively, to increase the interactivity, you could get
ideas. You could use this opportunity for further work on students to write their notes, then exchange these with
building fluency, by playing each sentence as a model and a partner. Students must then write up their partner’s
encouraging students to listen and repeat. These sentences notes using linkers. As a follow-up stage, students work
can then be drilled chorally or individually. together to discuss the paragraphs, evaluating them in
terms of factual accuracy and use of linkers.
Tapescript
as if the first four words are joined. Note that between th e so u n d s /ə/, / lə / , / a :/ , o r / o :/ . S o m e p e o p le c o n sid e r th is t o b e an
international and language there isn’t an obvious link, e x am p le o f p o o r a n d lazy English, b u t it is w id e ly used t o m ake sp e e ch
but this illustrates elision, where the initial /!/ in language flo w b ette r.
1 If s V an V h o n o u r t o Ip re s e n t th is V aw ard fo r b e s tV in ve n tio n .
2 T h e n a m e is in an e n v e lo p e a s usual.
3 r il.o p e n .it.a n d r e a d .it.o u t stra ig h t.aw a y.
SUGGESTION Answers and tapescript
Elicit/explain that there is an international
radiotelephony spelling alphabet, used by Civil Aviation, 1 It is n ’t e a s y t o w r e c k a n ic e b e a c h !
various police forces, and the military to ensure clarity 2 T h is g u y is th e lim it.
when spelling information. 3 S o m e o th e rs w ill le a v e a n d say g o o d b ye,
Write the letters A-Z on the board, and ask students to 4 S ic k s tu d e n ts had a g rey day.
Answers SUGGESTION
If s fro m a s tu d e n t a t a s c h o o l in Birm in g h am . If s fo r a n a p p lic a tio n to Depending upon the purpose of their writing (for a job/
s tu d y English L ite ra tu re a t u n iversity. university application), once students have written their
profiles, you could write some jobs, or academic courses,
[CD1: Track 8] Ask students to read through the on the board, e.g. tour guide, teacher, Business Studies,
tips, checking for understanding. Elicit a definition of Psychology, etc.
the idiomatic phrases over the top and big-headed. Ask Pass the profiles around the class, or put them on the wall
students to read and listen to Jad</s personal profile, for students to read, and ask students to decide which class
then evaluate it in terms of the tips. Once students have member is best suited for each job or course, and why.
completed their discussion, ask them if they agree with
the tips, or could add any of their own which might help
somebody preparing a personal profile.
Ask students to quickly read through the text again, and
elicit the style it is written in, e.g. Is it formal or informal?
(formal). Ask students to provide any reasons the personal
statement should be formal, and note these on the board
for reference, e.g. formal style allowsfor a broader range of
grammar and vocabulary, feels more professional, etc.
Answers
1 a m a d ilig e n t a n d c o n s c ie n tio u s s tu d e n t, a n d h ave a tta in e d G rad e
As in all m y s u b je c ts in re c e n t exam s,
2 a ls o tr y t o g ive m y u tm o s t t o o th e r a s p e c ts o f s c h o o l life.
3 e n jo y read in g b o o k s fro m a w id e range o f genres.
4 In a d d itio n t o m y lo v e o f reading, I re a lly e n jo y d ram a a n d actin g ,
5 lo o k fo rw a rd t o g e ttin g in v o lv e d in a n y d ram a group s a t u niversity,
6 h ave se e n n u m e ro u s in te re s tin g plays,
7 fo llo w th e b lo g o f re s p e c te d film c ritic M a rk K e rm o d e , w h ic h has
g ive n m e a n in sig h t in to th e film in d u stry.
8 I a m a keen sp o rtsm a n a n d I h a v e re p re se n te d m y sc h o o l in fo o tb a ll,
c ric k e t, b ask etb all, a n d a th le tic s.
L o o k in g a h ead , I w o u ld re a lly like t o go in to a c a re e r in th e m edia,
e ith e r in te le v is io n and film , o r jo u rn alism .
10 I k n o w th a t a d e g re e in English lite ra tu re w ill b e th e sp rin g b o ard to
success in th e s e field s.
WRITING ( S B p l0 8 ) 2 N a rra tiv e te n se s a re u sed in th e sto ries. D ire c t sp e e ch is u sed in
s to ry C f o r d ra m a tic e ffe c t, va ryin g th e p a c e o f th e narrative.
Narrative writing - Different genres 3 S t o r y A : Jo y c e and h e r (p o s s ib ly d e a d ) husband; s to ry B: H a n n a h and
This writing section extends the starter section of Unit 2 in h e r (p o ssib le) b o y frie n d P e te r; s to ry C; je s a n d his sch o o l frie n d Luis.
texts and establish their genre based on contextual clues. has a ‘w is p o f w h ite h a ir’, sh e has p ic tu re s as 'co m p a n io n s’ a n d v e ry
terms of students developing their own response to texts, and th e ir 20s. T h e y ’re b ack p a ck in g a ro u n d In dia b e ca u se th e y d o n ’t h ave
Despite often sharing a common narrative structure (from fin ish in g s c h o o l, a n d th e raid so u n d s lik e a dare.
Answers
4 Asa whole class, discuss the best way to report the data 1 at 3 fo r 5 on 7 in
given in the graph, before reading the report and checking 2 of 4 w ith 6 to 8 am ong
students’ answers.
8 Ask students to quickly look at the graph, answering the
Answer questions. Explain that whenever students are faced with
T h e re p o rt is o rg an ized b y w ays o f w a tc h in g TV. visual data supporting a written text, they should consider
these questions, as they provide an overview of content
5 Asa class, read through the discourse markers in the box and purpose.
and discuss their meanings and functions. Explain/Elicit
that discourse markers are used to help sequence a piece Answers
of writing, or provide signals on the development of ideas. T h e g rap h sh o w s th e n u m b e r o f p e o p le in d iffe re n t a g e group s w h o
Explain that recognizing and understanding the way that fa v o u r e ith e r g arlic o r h o t/ s p ic y fo o d s in re sta u ra n t fo o d .
discourse markers are used will assist students in more It m a y h a v e b e e n co m m issio n e d b y a re s ta u ra n t g ro u p t o e sta b lish
agilkM [CD2:Track7] Once students have discussed their (p o lite req u est)
ideas, feed back as a whole class, then play the recording. 4 1 w o n d e r if y o u co u ld p o ssib ly g ive m y p re s e n ta tio n f o r m e ?
(p o lite req u est)
Answers
H e suggests m o v in g h is p re s e n ta tio n t o th e S u n d a y o r b rie fin g a
c o lle a g u e t o g iv e th e p re s e n ta tio n in h is place.
WRITING ( S B p ll3 )
Ask students to read through the text again, noting
information which pertains to sentence beginnings 1-8.
Describing similarities and differences - Comparing two Once they have identified the key information, ask
students to use the lines to write sentences using
countries comparative structures. If necessary, do the first to get
1 Divide the class into two groups. Set a time limit of two students started.
minutes and ask Group A to write down as many things Monitor, assisting with grammar and vocabulary where
as they can about the United States and Group B about required. Explain to students that there are no right or
Canada. wrong answers in this task, but the content of the text, and
Once the time limit is up, ask students to work with a the sentence beginnings, should provide a clear guide.
partner from the other group comparing the amount of Give students time to compare their answers in pairs
information that they managed to note down. Ask which before checking as a whole class. Where students have
group had the most information and for students to different answers, encourage them to discuss the reasons
reflect on why this might be the case. for their choice of vocabulary, etc.
As a follow-up task, in pairs, ask students to categorize
their notes, e.g. facts about people, culture, major cities, Possible answers
geography, etc. Explain that this process of categorization 1 sh are th e lo n g e s t in te rn a tio n a l b o rd e r/sh a re th e N iag ara Falls
will help them when they come to organize their ideas in 2 g re a te r th a n th e c a p ita l c itie s o f th e tw o c o u n trie s
the writing task. 3 th e U S A has a p re sid e n tia l system
2 Ask students to read through the text with their partner, 4 sp eak Fre n ch and Sp an ish
checking for facts which they have already listed, and any 5 b e in g such d o s e n eig h b o u rs
Answers
1 e d u c a tio n - paragraph 4, fo o d - paragraph 3. h e a lth - p aragraph 2.
h o m e s - paragraph 3, p astim e s - p arag rap h 5
2 S h e used t o sp en d h o lid a y s in h e r a u n t’s T u d o r fa rm h o u se .
3 T h a t e v e ry b o d y liv e d h a p p y liv e s in big, b e a u tifu l houses.
4 T h e fa c ts a b o u t th e lives o f th e p o o r - th e ir livin g c o n d itio n s and
h e a lth p ro b le m s, e sp e cia lly.
5 P o o r p e o p le liv e d in c ra m p e d c o n d itio n s in filth y houses,
su rro u n d e d b y d isease. T h e rich liv e d in large, c o m fo rta b le
m ansions. T h e rich a t e a d ie t o f m o s tly m e at, w h ile th e p o o r lived
m a in ly o n ca b b a g e s and tu rn ip s. T h e rich w e n t h u n tin g , a n d e n jo y e d
fe n c in g o r jo u s tin g c o n te s ts , w h ile th e p o o r w a tc h e d b e a r fig h tin g
and p la ye d a kind o f f o o f ia ll. B o th group s e n jo y e d th e fie a t r e .
6 As y o u m ig h t im a g in e .... A s f o r e d u c a t io n ..., F o r e n t e r t a in m e n t...
WRITING (S B p ll6 )
Elicit from students some of the features which make
an informal letter informal, e.g. the layout, the register
Informal writing - A letter to my younger self and styles, opening and closing formulae. Ask students
to identify aspects of Tom’s letter which reflect this
This writing section looks at the style and content of informality, e.g. short paragraphs, use of ellipsis to reflect
informal letters. By this level, students should be fairly a more conversational tone, use of informal words and
familiar with the conventions of informal letter writing, expressions, contractions, exaggerations, and the use of
but the idea of writing a letter to their younger self will exclamation marks.
probably be quite novel. It is a valid way to practise the
somewhat archaic art of informal letter writing, as this Remind students that in extremely informal writing
concept just wouldn’t work as well as ‘an email to my writers often use a lot of idiomatic language and slang.
younger self’! The concept has been used widely and there Ask students to read through words and phrases 1-8,
are many Internet sites with collections of such letters, and then work with a partner, identifying the informal
and they have been featured in magazines and books, equivalents in the letter. Encourage students to check
often including examples written by celebrities. There is meanings in dictionaries, before checking as a whole class.
a focus on informal language and paraphrase, and using
contrastive adverbials to counter beliefs which aren’t true. Answers
1 life ’s n o p icn ic 5 d ro p -d ead g org eo u s
Before opening books, ask students if they were given lots 2 a b e d o f roses 6 t o le t up
of advice by older people when they were children and 3 a stre tch 7 'ta c h e
teenagers. Elicit what kinds of advice they were given, and 4 to d um p som eo ne 8 t o q u it
who tended to give it the most.
Once students have provided their answers, ask them This stage provides students with the opportunity to
how they would feel if they could give their younger generate ideas for writing a letter to their younger self.
selves advice. What changes in behaviour would they Ask students to read through the options, and underline
recommend? Would they change any key decisions? the parts of Tom Sutcliffe’s letter which relate to each
Would they do things very differently, or keep them option. Note that these don’t necessarily have to be serious
largely the same? concerns or regrets, and that students can approach them
1 f f B r a [CD 3: Track 6] Ask students to look at the photos in a light-hearted manner if required.
of Tom Sutcliffe and say how old they think he is in the Give students a few minutes’ planning time, then ask
two pictures. Establish that the letter is from his current them to discuss their ideas in pairs. Monitor this stage,
55-year-old self to his 19-year-old self and ask students to assisting with grammar and vocabulary where required.
read and listen to it. Draw attention to the phrases used for countering
Ask students to answer the questions. Allow students to misconceptions. Explain that these are adverbial phrases
check in pairs before checking as a whole class. which show contrast. Explain/elicit that they mean: ‘You
think/thought that this is/was the case but it isn’t/wasn’t.’
Answers Practise accurate use of these phrases by asking students
1 N o , it isn’t. C h e ck w h e th e r s tu d e n ts w e r e fo o le d b y th e p h rase ‘ I to generate sentences which you can note on the board.
k n o w a ll t o o w e ll’, w h ic h re fe rs t o h o w w e ll h e k n o w s h is y o u n g e r Provide an initial example, based on your earlier input,
s e lf’s life , n o t th a t h e k n o w s h o w w e ll it is. ‘Life’s n o p ic n ic ’ m eans e.g. My main advice is to stop wishing it had all been
th a t th in g s a re d ifficu lt. different. I f it had, then you’d be different too, and, hard as
2 H is life has b e e n d iffic u lt, as his b ackg ro u n d and e a rly e v e n ts it is to believe, you’re actually just fine as you are.
m ean h e hasn’t ‘e x a c tly had an e a s y s ta rt in life ’. T h e ‘n o t e x a c tly ’
Ask students to read through Tom’s letter, noting similar
is e u p h e m is tic u n d e rs ta te m e n t, su ggesting t h a t th e re h a v e b e e n
phrases. Remind students that these, and other useful
serio u s p ro b le m s t o d e a l w ith .
phrases, can be taken from the letter and transferred into
3 B e c a u s e it w o u ld m a k e h im a d iffe re n t p e rso n th a n w h o h e is now ,
their own writing.
and th e o ld e r T o m th in k s th is m ay n o t b e a g o o d thing.
4 N o , it isn’t g o in g t o b e ‘a b e d o f roses’ fro m h e re o n , and th e re 'll b e
Ask students to read through the rubric and begin
n o e n d o f d isa p p o in tm e n ts.
planning their own letters. This planning could be done in
5 H e had a g irlfrie n d ca lle d Sara, w h o e n d e d th e re latio n sh ip , a n d Tom
class, with the writing being done independently at home.
hasn’t g o t o v e r it.
Answers
6 W h a t im p re ssio n h e is m aking o n o th e r p e o p le , a n d w h a t th e y th in k
A ctu a lly , In fa c t, tru th b e to ld
o f him .
7 appearance H e re co m m e n d s shaving o f f his m o u sta ch e , as h e n o w
th in k s it lo o k e d rid icu lo u s, and his c u rre n t p a rtn e r o n c e a d m itte d
th a t it n e a rly p u t h e r o f f h im a t first.
working life H e sh ou ld le a v e th e jo b h e w ill g e t p ackin g fro z e n
c h ick e n s as s o o n as possible.
finances H e sh o u ld in v e s t in a c o m p a n y w h o s e n am e so u n d s like
10'““. T h is re fe rs t o th e c o m p a n y G o o g le , th e n a m e o f w h ic h w as
b ased o n th e te rm it so u n d s like f o r 10 t o t h e p o w e r o f 100 - a
’G o o g o l’.
WRITING ( S B p ll7 )
Read through the instructions as a class. Ask students
to work in pairs, noting some of the different features
Adding style and cohesion - A folk tale which are used to make the text more interesting, e.g.
longer sentences, more complex adjectives, relative
This section looks at using a range of stylistic features to clauses, participles to set the scene. Ask students to also
improve the quality of written work, and assist with creating note examples of writing style and word choice that suits
a more cohesive piece of writing. Writing which is cohesive is a traditional tale. Students should also reflect on how
easier to read, and provides greater opportunity to illustrate a participles are used.
student’s lexical range and accuracy.
Explain that, as well as being more descriptive, an
ABOUT THE TEXT interesting text also needs to have cohesion. Elicit what
this means - there needs to be a strong link between
The Princess and the Frog is a fairy tale best known different parts of a text. Explain that most texts provide
through the Brothers Grimm version - traditionally this examples of lexical and grammatical cohesion. Note that
appears as the first story in their collected works. Jacob lexical cohesion in this text is illustrated by repetition of
and Wilhelm Grimm collected and published folklore words (ball), or lexical sets (pool, pond, depths, water);
in the early 19th century. The popularity of these stories grammatical cohesion is illustrated by articles (a princess,
persists, with many being made into animated films by the princess) and pronouns (her, she, I).
Walt Disney studios.
Ask students to circle examples of grammatical reference,
There are numerous versions of the story found around and connect these with lines. Then ask students to
the world - leading the tale to be classified in the highlight examples of lexical cohesion in the text.
Aarne-Thompson tale type index. This index identifies
common ideas or images in folk narratives, and shows Ask students to notice how these connections make parts
how the forms of a story vary across cultures and of the text relate to one another.
through history.
Answers
T h e lan g u ag e is m u ch m o re d e s c rip tiv e a n d flo w e ry .
As a lead-in, elicit from your students the definition of a
T h e fo llo w in g lan g u ag e is p a rtic u la rly su ite d t o a tra d itio n a l ta le :
folk tale. Ask students in pairs to discuss common features
rand ro o m s o f th e p a la ce ’
of these tales (reminding them of the discussions of
la p p e n e d u p o n ’
narratives in Unit 2). Elicit students’ ideas, and note these ‘a sh a d y p o o l’
on the board. ■glint in th e e v e n in g s u n lig h f
Set a time limit appropriate for your class and ask ‘b eg an t o w e e p ’
students to work in small groups, discussing the ‘A la s!’ sh e la m e n te d
questions. Monitor this stage, assisting with grammar and P a rtic ip le s a re used a s re d u ce d re la tiv e clauses: ‘fe e lin g b o re d and
vocabulary where required. Note any interesting examples lo n e ly '; a n d in a d v e rb ia l clauses: ‘d azzled b y th e b rig h tn ess o f t h e sun'
Ask students to note down three famous folk tales from b lin d e d b y lig h t - dazzled
any features which are common, e.g. repetition, short m o ra l seem s t o b e th a t y o u sh ou ld h o n o u r y o u r p ro m ises (an d y o u w ill
sentences. b e re w a rd e d fo r d o in g so).
This stage provides students with the opportunity to write
their own versions of a familiar folk tale, using a range of
stylistic features to improve the outline. Prompt this by
writing the first sentence on the board and encouraging
students to use relative clauses, participles, or examples
of descriptive language to make it more interesting, e.g.
The princess, who found the idea of a talking amphibian
repellent, shared her story with the frog.
Set a time limit of around eight minutes and monitor,
assisting with language and ideas where required. Direct
students to the suggested vocabulary if needed.
Once the time limit is up, give students two more minutes
to read over their story, correcting any errors, and making
any improvements. At this point, you could suggest that
students read their story aloud to check how coherent and
cohesive it sounds.
Ask students to read their story to the class. Hold a class
vote to decide whose story was best.
a a :a iB [CD 3: Track 17] Play the recording, comparing
versions.
8 Ask students to begin planning their own folk tales. This
planning could be done in class, with the writing being
done independently at home.
WRITING ( S B p ll8 )
Ask students to read through the text again, selecting the
most appropriate linker 1-7. Highlight that both can be
Giving an informal opinion - A post on a comment used in their current position in terms of their meaning,
but only one of the options sounds appropriate in this
thread informal context. It is useful for advanced students to be
This section looks at the use of informal discourse markers reminded that using impressively formal expressions does
and emotive and colourful language in online exchanges. not necessarily show a good command of the language -
The context for the writing is a comment thread following if the context is informal, then simpler and more everyday
an article. Most blogs and online newspapers allow the expressions will make a better impression.
general public to contribute to a discussion by leaving
comments. These comment threads usually contain fairly Answers
lively exchanges, examples of humour, and occasional abuse. 1 F o r a s ta rt 5 A n d le fs n o t fo rg e t th a t
However, most content is moderated to ensure that views are 2 W h a f s m o re 6 A n d ifs n o t ju s t f i a t
kept relevant and appropriate. 3 T h e n th e re's 7 O n to p o f th a t
4 a p a rt fro m
1 Asa lead-in, ask students about the last time they were in
a public place where there was music playing. Ask them
whether the music added to the experience or annoyed Ask students to read through 1-8 and then read through
them. the comments, noting the informal, emotive, and
colourful language used for the phrases in italics.
Ask students how they feel about music being played in
public spaces. Answers
1 w ilfu lly e x asp e rate 5 rid icu lo u s
Answer 2 ra ttle s alo n g 6 d e s e rte d
T h e m usic is su p p o sed to relax p e o p le , and p e rh a p s e n co u ra g e th e m
3 ifs p o in tle s s w h in g e in g 7 ch e e sy
to sp e n d m o re m oney.
4 o b n o x io u s 8 is a pain
2 Draw students’ attention to the short extract from an Ask students to read through the instructions in bullet
online article, and ask what song the title refers to. Ask points, and begin planning their own comments for the
what they think the writer will say about music in shops. thread. This planning could be done in pairs, with the
(The writer will probably complain about the fact that writing being done independently at home.
shops sound like parties, with very loud music playing.)
Alternatively, ask students to write the first post in class,
Answers and the second one at home.
T h e H ills A re A liv e W ith T h e S o u n d o f M u sic. (Fro m th e film The Sound
of Music.) EXTRA ACTIVITY
As a follow-up task, if students are happy at this stage
3 Ask students to read the comments which came after for their peers to read their writing, you could ask
the article and answer the questions. Check answers as a students to exchange posts. Ask students to read through
whole class. the post, noting the main ideas, before responding to
it. Students can then exchange posts again, read the
Answer response, and discuss whether they agree or disagree on
T h e c o m m e n ts im p ly th a t th e w r ite r o f th e a rtic le : points raised, giving reasons why.
• says th a t sh o p s p la y m usic to e n te rta in p e o p le , b u t en d up
ex a sp e ra tin g th e m
• w h in g e s a b o u t m usic b e in g p la ye d in shops
• says f i a t m usic in sh o p s can b e o b n o x io u s
• th in k s th a t m u sic is sim p ly n o ise i f ifs n o t w a n te d .
WRITING ( S B p ll9 )
3 Explain to students that the focus of this task is on
antonyms - words with opposite meanings. Explain that
Debating an issue - An opinion piece understanding antonyms can help in terms of developing
a lexical resource in argument-style writing, as specific
1 Lead in by asking students what kind of controversial examples of vocabulary can be used with their opposites
issues are commonly discussed and debated in magazines to develop a compelling, contrastive argument. Provide
and newspapers which they frequently read. Elicit a range an example from the text to illustrate this, e.g. Why does
of answers. it make people so rabidlyjudgemental?/We’re becoming an
Check the meaning of hypocrisy (when somebody increasingly tolerant society...
pretends to have moral standards or opinions that they Read through the words and phrases as a class, checking
don’t actually have), then ask students to read through for pronunciation and stress. Ask students to match the
the piece arguing for cosmetic surgery. Ask students to words, then check their answers in pairs. Discuss as a
identify the hypocrisy mentioned, and note how many of class, eliciting definitions and/or synonyms for each word
their ideas were used by the writer. as you do so.
Monitor and assist with any vocabulary queries or let
students use a dictionary. A n s w e rs
to le ra n t - ju d g e m e n ta l
Answers calm d o w n - g e t h e t up
P e o p le (m o s tly m en ) g e t h e t up a b o u t th e s u b je c t o f c o s m e tic surgery, s a n c tio n - d e n o u n c e
b u t n o b o d y c ritic iz e s m en fo r sp en d in g b illio n s o n h a ir re sto ra tio n . p ro fo u n d - sh a llo w
W o m e n w h o u se h air d y e t o m ake th e m s e lv e s lo o k y o u n g e r c ritic iz e sp rig h tly - p a s t it
o th e r w o m e n fo r using c o s m e tic su rg ery to m ak e th e m s e lv e s lo o k re s p e c ta b le - d e sp ica b le
yo u n g er.
4 Focus attention on the highlighted linkers in the text.
Ask students to identify the function of these, and decide
SUGGESTION which are formal and which are informal.
Write cosmetic surgery on the board. Elicit a definition. Elicit further examples of linkers which have the same
Divide the board into two and write the headings For and function, again asking students to determine the level of
Against. Nominate two students to stand at the board and formality of each.
take notes, one for each column. Ask the class to provide
arguments, with supporting ideas and examples where A n s w e rs
possible, for either side. The students at the board should T h e s e lin k ers a ll sh o w th a t a s im ila r p o in t is b e in g m ad e in th e
2 Elicit from the students what a smart watch is. Ask them
to brainstorm desirable features in a smart watch, and Direct students to Review 3 again. Elicit/explain what the
think of reasons why they would, or wouldn’t, buy one. phrase Not quite there yet means (nearly good enough, but
Note their ideas on the board for reference. needing some improvement to reach that state). Elicit why
a gadget or piece of technology might be described and
Direct students to the three reviews for the Galaxy Gear evaluated in this way.
watch. Ask students to read through the reviews and
decide which are positive and which negative - picking Ask students to read the text carefully, noting the different
out the key phrase from each review that illustrates the ways in which the product doesn’t meet expectations, and
writer’s opinion. the ways in which it exceeds expectations and excels.
Check answers as a whole class.
Answers
For me personally, the watch is perfect.
R e v ie w 1; p o s itiv e . Answers
R e v ie w 2: n e g a tive , overrated, overpriced T h e w a tc h is not quite thereyet b e ca u se o f th e b ad d esig n o f th e
R e v ie w 3: n e ith e r p o s itiv e n o r n e g a tive . /just can't bring myself to fall clasp , th e b a sic in te rfa c e , an d th e b u lk y cam era.
for it completely. It ex cels in its lo o k [sleek and elegant, gorgeous premium feel) an d its
so u n d q u a lity .