CAMBRIDGE Chris Redston & Theresa Clementson with Gilie Cunningham Upper Intermediate Teacher’s Bookface2face Upper Intermediate Teacher’s Book . CAMBRIDGE Chris Redston & Theresa Clementson with Gillie Cunningham UNIVERSITY PRESSCambridge, New York, Melbourne, Madtid, Cape Town, ‘Singapore, Sao Paulo, Delhi, Mexico City Cambridge University Press ‘The Edinburgh Building, Cambridge CB2 8RU, UK wwww.cambridge on Information on this title: www cambridge org/9781 107629356 © Cambridge University Press 2013 ‘This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, zo teproduction of any part may take place without the written permission of Cambridge University Press. First published 2013, Printed in the United Kingdom by Polestar Wheatons Ltd, Exeter A catalogue record for this publication is available rom the British Library ISBN 978-1-107-62935-6 Upper Intermediate Teacher’s Book with DVD ISBN 978-1-107-42201-8 Upper Intermediate Student's Book with DVD-ROM ISBN 978-1-107-60956-3 Upper Intermediate Workbook with Key ISBN 978-1-107-60957-0 Upper Intermediate Workbook without Key ISBN 978-1-107-42203-2 Upper Intermediate Class Audio CDs (3) (Cambridge University Press has no responsibility for the persistence or accuracy of the URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, (or will remain, accurate or appropriate. Information regarding prices, travel timetables and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter. It is normally necessary for written permission for copying to be obtained Jin advance from a publisher. The Teacher's DVD and Self study DVD-ROM Instructions in the Introduction, Class Activities worksheets, Vocabulary Plus worksheets, Extra Reading worksheets, Study Skills ‘worksheets and Progress Tests are designed to be copied and distributed in class, The normal requirements ate waived here and it is not necessary to write to Cambridge University Press for permission for an individual teacher to make copies for use within his or her own classroom. Only those pages which carry the wording “® Cambridge University Press’ may be copied.Contents Welcome to face2face Second edi face2face Second odin pt face2face Second ecion Upper intermediate Components pa New Features of face2face ‘Second edition Upper Intermediats PS A Guide to the Student's Book —_p8 Teacher's DVD Instructions p10 Salf-study DVD-ROM Instructions pi The Common European Framework (CEFR) pia English Vocabulary Profie pS CEFR Tables: Listening ‘and Reading pis CEFR Tables: Speaking ‘and Weiting| pia Thefaceztace Approach p20 Teaching Tips p2t Classroom Activities and ‘Games p24 Teaching Notes Lessons 1A-D p26 Lessons 2A-D p97 Lessons 3A-D pas Lessons 4a-D pea Lessons 5A-D pea Lessons 6A-D prt Lessons 7A-D p79 Lessons 8A-D pee Lessons 9A-D por Lessons 10A-D pto7 Lessons 114-D pis Lessons 12A-D pia Class Activities Instructions 4A My classmates 6B 1c 2a 2c 2D 3B 3c 3D 4a, 4B ac 5A sc sD 6A 6B 6p 7A 7B 7 BA 8B ac oA oB 9D 410A 108 40D 110 18 110 12a 128 Auxillary dominoes Something circles Nightmare neighbours Where's the stress? The Big Question The Unlucky Club Preposition pelmanism Easy money! Jack's story The book quiz The island Comparisons board game Homophone snap The congestion charge Is this your card? Future thoughts Four in line My partner's life Foreign correspondent Wordbuilding squares Life isn’t perfect Money snakes and ladders Bingo! Passive dominoes Entertainment crossword Giveaway! Having things don Going, going, gone! Love it or hate it The photoshoot Reported board game Business partners The diamond mystery What would you have done? Vocabulary Plus Instructions 4 Acadomie subjocts/ professions 2 Phrases with get 3 Word pairs 4 Descriptive verbs prse pia pias 150 pist pis2 piss. pts pte pts7 piss) 160 pret pie2 pies pies pres pier pies pt70 pi7t pi72 pi73 pI7s, pt7e pt77 pi7e pi79 ptet pie2 pias pied pies pies pre pteo 190 pied pros: pt96 pi97 Photocopiable Materials 5 Geographical features 6 Commonly confused verbs 7 Words trom other languages 8 British and American English 9 Compound nouns 410 Nouns from phrasal verbs 41 Stross on nouns/veros 12 Idioms about feelings! opportunities, Extra Reading Instructions 4 The secrets of language 2 Supercentenarians 3 Hacked! 4 Strange but true 5 Clover animais 6 Tattoo 7 Robot baby 2 Family fortunes 9 Street performers 40 Changing times 41 Rags torches 42 Innertance ‘Study Skills Instructions 1 Spelling rules: the final 2 Mind maps 3 Silent letters 4 Homonyms Progress Tests Instructions Answer Key and Recording Scripts Progress Tost 1 Progress Test 2 Progress Test 3 Progress Test 4 Progress Test 5 Progress Test 6 Progress Test 7 Progress Test 8 Progress Test 9 Progress Test 10 Progress Test 11 Progress Test 12 piss pi99 200 201 202 p203 204 20s 206 p21 peta pats pete 217 ar) pata p220 p22 222 p23 224 p25 228 229 p230 2st 232 292 238 240 p24 p24 245; p24 p260 252 264 p256 258 260— Welcome to face2face Second edition! face2face Second edition face2face Second edition is a general English course for ‘adults end young adults who went to learn to communicate Quickly end effectively in today's world, Based on the communicative approach, it combines the best in current ‘methodology with innovative new features dasigned to make learning and teaching easier. Each sell-conianed double- page lesson is sasiy teachable off the pege with minimal preparation. ‘The face2tace Second edition syllabus integrates the learning fnew language with skils development and places equal lemphasis on vocabulary and grammar. The course uses a guided discovery approach to learning, frst alowing students to check what they know, then helping them to work out the rules for themselves through carefuly structured examples and ‘concept questions. There isa strong focus on listening and speaking throughout, face2face Second ecition. Innovative Help with Listening sections help students to understand natural spoken English in context and there are numerous oppcrtunitias for communicative, personalised speaking practice. The Fal World lessons in each unit focus on the functional and situational language students need for day-to-day lf, face2face Second edition Upper Intermediate Components Student’s Book with Self-study DVD-ROM The Student's Book provides 48 double-page lessons in 12 thematically linked units, each with four lessons of ‘wo pages. Each lesson takes approximately 90 minutes {sce p6=p9), The Self-study DVD-ROM is an invaluable resource for students with over 300 exercises in al language areas and a Review Video for each unit, My Test and My Progress sections wheee scudents evaluate theie own, progress (see plI-p Symbols chart, In addition there is an e-Portfolio with Grammar Reference, Word List, Word Cards, plus a My Work section where students can build a digital portfolio of their work. 13) and an interactive Phonemic You can help students to get the most out of the Self study DVD-ROM by giving them the phorocopiable user instructions on pl 1-p13 Class Audio CDs The three Class Audio CDs contain all the listening material for the Student's Book, including drills, Reat World conversations and the listening sections of the Progress Tests for units 6 and 12 This language can now be presented using video material on the Teacher's DVD. For more on the face2face approach, see p20, ‘Al new language is included in the interactive Language ‘Summaries in the back ofthe Student's Book and is regularly recycled and reviewed, Students can also review new language in the Extra Practice section in the Student's Book, on the Self-study OVD-ROM and in the Workbook. The Student's Book provides approximately 80 hours of core: teaching material, which can be extendad to 120 hours with the inclusion ofthe photocopiable materials and extra kleas in, this Teacher's Book. The vocabulary selection in face2face Second edition has been informed by the English Vocabulary Profi (sce p15) as well as the Cambridge International Corpus and the Cambridge Leamer Corpus. face2tace Second edition is fuly compatible with the Common European Framework of Relerence for Languages (CEFR] and gives students regular opportunites to evaluate their progress. The Upper intermediate Student's Book completes 82 face p14-p19) Workbook ‘The Workbook provides further practice of all language presented in the Students Book, It also includes a 24-page Reading and Writing Portfolio based on the Common European Framework of Reference for Languages, which can be used cither for homework or for extea work in class, Teacher's Book with Teacher’s DVD This Teacher's Book includes Teaching Tips, Classroom Activities and Games and Teaching Notes for each lesson There is also an extensive bank of phorocopiable materials (see p3}: 35 Class Activities, 12 Vocabulary Plus workshests, 12 Extra Reading worksheets, 4 Study Skills worksheets and 12 Progress Tests The Teacher's DVD contains video presentation material for all the Real World lessons in the Student's Book, as well as, printable PDFs of all the Teaching Notes and photocopiable materials (see p10). The DVD by default opens the Video menu, where you will find help on how to access the PDFs. Website Visit wwrw.cambridge.orglelt/face? face for bilingual Word Lists, sample materials, full details of how face2face Second edition covers the grammatical and lexical areas specified by the CEFR and much more!New Features of face2face Second edition Upper Intermediate B= (ae Look atthe people inthe photo and watch Or lston to their conversation. What are the two main topic they Siscuss? er rey eee) ea CoacIcy eedLessone A and B in each unit Introduce and practise new vocabulary and grammar in realistic contexts, A Guide to the Student’s Book “The menu ists the language taught in teach lesson Help with Grammar sections encourage students to work aut the rules of ‘orm and use for themselves before checking their answers in the interactive Language Summary forthe unit ‘Students can learn and eheck the meaning of new vocabulary in the interactive Language ‘Summary for the unit in the back of the Student's Book, Reduced sample pages from the face2face Second edition Uppet Intermediate Student's Book‘Quick Reviews at the beginning of each lesson recycle previously leained language and get the lass off to a ively, student centred start Controlled practice exercises check students have understood the meaning and form of new language. tray a dat to “There are practice activities immediately after the presentation of vocabulary to help consolidate the new language. The integrated pronunciation syllabus includes dis for all new grammar structures, Reduced sample pages from the face2face Second edition Upper Intermediate Studene's Book Got ready .. Gat it right! sections are structures Communicative speaking tasks that focus on both accuracy and fuency, The Get ready wu. stage provides the opportunity for students to plan the language ane content of what they are going to say before Getting it right! when they do the communicative stage of the activityA Guide to the Student’s Book Lesson © VOCABULARY AND Help with Listening sections Help with Vocabulary sections SKILLS lessons develop students’ focus on the areas that encourage students to wark out the range of receptive skils by providing make spoken English so rules of form and use of new vocabulary ‘opportunities to see and hear new difficult to understand and remeelves, before checking in the "words and phrases in extended teach students how to listen interactive Language Summary for the reading and listening texts, more etfectivaly. unit w ‘Spesing and Lstening Key vocabulary in Students are often asked to reter | | The Pair and GroupwWork Istening and reading | | t0 tne Auaio ana Video Seriets in| | section at te back of the texts is pre-taugnt | | the back of the Student's Book to | | Student's Book provides before students help develop their abiity in both |_| numerous communicative listen or read listening and pronunciation, speaking practice activities, Reduced sample pages from the face2face Second edition Uppet Intermediate Student's Bookimage not availableimage not availableimage not availableSelf-study DVD-ROM Instructions e-Portfolio Find all he Grammar Relerence from the Student's Book. Find words and phrases from the Student's Book. ‘Check you know the words and Build a portfolio of your work as phrases from the Student's Book ‘you progress through the course Grammar Reference ‘Choose a unit to see all the grammar in that Student's Book unit. ‘Choose a grammar point ‘om the Student's Book Word ist BEI to eturn to e-Portfolio menu, ‘Add a note toa ‘grammar point and click EIEEED 10 see the nota the next time you start the program, (Choose a lesson to see the words from the Student's Book, Then choase a topic to see the main vocabulary sets in each lesson, ‘Choose a word to 86a ite defintion, an example sentence and the lesson in the Student's 800K where I frst appears, Listen ta the ward in British or American English, Click IMEEM to add a now word to the Word List return to the e-Portfolio menu, ‘Add a note to a word or phrase and click EE. FEB ace 2face second eiton © Cambridge University Press 2012Word Cards ‘Choose a unit My Work Add a new piace ‘of work thal you have saved on your computer. My Tests o08e the number of words, (Choose to have the Word Cards in alphabetical order or shuttled, Click EINER to move all the cards ack to the middle pile and start again, ‘Give your testa ‘Choose the number cf questions you want to 60, Glick to add a timer 10 your test Drag a card to the correct pil, [don't know this! or J know thist © Cambridge University Press 2012 face2face Second edi Click KNEE to return fo tne Portfolio menu, ick @ to turn the eat over and check the detniton Click MIEEEN to return to he e-Portfolio menu. ‘Open the folders to s@ the Ist of work that you have saved in th ‘My Work section of the e-Portfolio. Click twice o edit or open a file Note: Recordings you have saved from exercises using the BEES are saved in My Work. See pil. ‘Choose the Vocabulary and Grammar that you want in your test. Click to save your test.What is the Common European Framework (CEFR)? Since the early 1970s, a series of Couneil of Europe initiatives has developed a description of the language knowledge and skills that people need to live, wor and survive in any European country. Waystage 1990, Threshold 1990 and Vantage detail the knowledge and skills required at different levels of ability. In 2001, the contents of these documents were further developed into sets of ‘can do” statements or ‘competences’ and offically launched as the Common European Framework of Reference for Languages: Learning, teaching, assessment (CER). A related document, The European Language Portfolio, encourages learners to assess their progress by ‘matching their competence against the ean do” statements face2face Second edition has been developed to include comprehensive coverage of the requirements of the FR. The table above right shows how face2tace Second edition relates to the CEFR and the examinations which can be taken at each level through University of Cambridge ESOL Examinations (Cambridge ESOL), which is a member of ALTE (The Association of Language ‘Testers in Europe}. The Common European Framework (CEFR) a ronemean Advanced (28) esteee) In the spirit of The European Language Portfolio developed from the CEFR, face2tace Second edition provides a Progress Portfolio for each unit in the Student's Book. Students are encouraged to assess their ability to use the language they have learned so far and t0 review any aspects they are unsure of by using the Self-study DVD-ROM. In the Workbook there is a 24-page Reading and Writing Portfolio section (two pages for each unit) linked to the CEFR and 2 comprehensive list of ‘can do" statements in the Reading and Writing Progress Portfolio, ‘which allows students to track their own progress. face2face Second edition Upper Intermediate and CEFR level B2 Pr TERESI | can understand extended speech and lectures and follow even complex ines of ergument proved the top reasonably fama 1ean Uinderstanes most TVnews and current aff programmes, | ean understand the majrty of fimein standard dale, TEESE Illy | con ead arscies ancrepars eanoemea wih contemporary prablamein which tho tors ‘adopt parca attiices of vowposnts. ean tunderstane contemporary Werary prose. eerie cy oer Tan intract with a degree of fusney and spontanet that makes regular teraction wih rate speakers quite posable. [can take an ‘cine par in disouseon in familar contexte, Accounting for and sustaining my views ees Peery oan present eles, delaled descrstions on ‘wide range of subjects related to my felt of Interest can explan a viewpont ona opie ieeve ging the advantages and deadvantages bf various optons, a = ri i & PURER | con vito clear, detaled text on awide range of subjacts related to my nterect lean wre an fssay 0" report, passing on information er ging reasonsin suppor ctor agaist a partcular point of view. ean wre lettors highlighting the Personal signiicance of events and experiences Waystage 190 J A van Ek are JL M Tim, Coun of Europe, Cambridge Universty Press SEN 978-05 “Threshold 1900.) Avan Ek and J LMC Tem, Counel ol Europe, Camo Uns ‘The table on the left describes the general degree of skill required at level B2 of the CEFR. Derails of the language knowledge required for B2 are listed in Vantage 1990. The ‘can do’ statements for B2 are listed in the Common European Framework of Reference for Languages: Learning, teaching, assessment, ‘The Listening, Reading, Speaking and Writing tables on pl6=pl9 show where the required competences for level B2 are covered in face2tace Second edition Upper Intermediate. For more information about how face2face covers the areas specified by the Common European Framework of Reference for Languages, sce the face2face website: www.cambridge.orgéeltfface face, 8070 rly ross SEN O78 0:611-65717-8 Vantage J Avan Exan.J LM Tim, Cau of Europe, Cambrcge University Pres SBN G76-0-ST1-0571-4 ‘Common Ewapsan Famanork of Reteranc for Languages: Lazming, feachng,seseesment 2001} Counc of Euops Modem Languages Dislon, Stusbourg, Cambridge Unorsy Press ISEN 678-0-521-00531-9English Vocabulary Profile What is the English Vocabulary Profile? ‘The Enalish Vocabulary Profile is part of English Profile ground-breaking and innovative programme which is shaping the furare of English language learning, teaching and assessment worldwide, Endorsed by the Council of Europe, English Profile provides a unique benchmark for progress in English by clearly describing the language that learners need at each level of the Common European Framework (CEFR) The CEER is already widely used around the woeld to assess language ability. However, because it is“language neutral’ it needs to be interpreted appropriately for each language. English Profile makes the CEFR even more relevant to English language teachers by showing the specific vocabulary, grammar and functional language that stndents ean be expected to master at each level in English. By making the CEFR mare accessible in this way it provides unparalleled support for the development of curricula and teaching materials, and in assessing students? language proficiency, The English Vocabulary Profile shows, in both British and American English, which words and phrases learners around the world know at each level ~ Al to C2 ~of the CEFR. Rather than providing a syllabus of the vocabulary that learners should know, the English Vocabulary Profile verifies what they do know at each level. CEFR levels are assigned not just to the wards themselves, but to each individual meaning of these words. So, for instance, the word degree is assigned level A2 for the meaning, temperature, Bl for qualification, B2 for amount and C2 for the phrase alsome degree of sth. The capitalised guidewords help the user to navigate longer entries, and phrases are listed separacely within an entry face2face Second edition Upper Intermediate and the English Vocabulary Profile The vocabulary taught in face2face Second edition Upper Intermediate has been informed by the English Vocabulary Profile co ensure that the majority of the new words and phrases taught in the Seudent’s Book are B2 To find out more about the English Vocabulary Profile and the English Profile project or to get involved, visit ‘www.englishprofile.org, English Profile isa collaborative project between Soe Coon BRITISH Ot English Vocabulary Profile UNIVERSITY OF CAMBRIDGE ENGLISHUK@CEFR Tables: Listening and Reading Listening ns fi - 2 understand in detail what is said to him/her in standard spoken language even in a noisy environment ‘catch much of what is said around him/her by native speakers twicio | 2c2D | sBacap Understand the main ideas of complex speech on both concrete and abstract topics pairs, chen check in [SUUIEUENP SB p133. Check answers with the class. 1 imaginary situations 2b) the presentithe furure 3 if + subject + Past Simple, subject + (= would wouldn't + infinitive 4 corlds might ‘© Ask students to identify the if clause and the main clause in the three example sentences in bold in the questionnaire. Use these examples to highlight that the if clanse can come first or second in the sentence and that we use a comma if the if clause is first, ‘+ Remind students that we ean use could or might in the main clause of second conditionals instead of would to mean ‘would perhaps’. ‘© Point out that even if= it doesn’t matter whether the situation in the ifclause exists or not: No, I ‘wouldn't, even if hese got angry with me. ‘+ Also remind students that in second conditionals we ean say If Ihershelit was... or If Wbelsherit were ..: If washeere rich, Ud buy a Ferrari bb 1 Provided and as long as mean ‘only if (this happens). 2 Assuming means 'nccepting that something is true’. * Point out that we often use provided, as long as, assuming, maine and spose instead of fn ‘+ Tell studemts that as Jong as is usually pronounced Jsz'lonszl © Imagine and suppose have the same meaning (= form a picture in your mind about what something could be like}, ‘© We can use imagine and suppose as an alternative for if in questions, ‘+ Also highlight that we ean say provided or providing and suppose or supposing, but that the first word in each pair is more common. Focus students on question 4 and answer Sb in the questionnaire for examples of second conditionals, with supposing and provided. * Point out that we can also use provided, as tong 4s, assuming, imagine and suppose in other types of conditionals to talk about real situations, ‘© Tell students we ean use that after provided, imagine and suppose: Provided (that) there weren't any police cars arownd, of course I would. ‘+ Highlight that questions with imagine and suppose can also be written as two sentences: Imagine you saw a ten-year-old boy shoplifting. Would you tell a security guard?. EXTAA IDEA ‘Asa class, choose four rules or laws diferent from those in the questionnaire in 3. Put students in four groups and ive one rule or law to each group. Tell students to write a ‘questionnaire question (wth three options) for ther rule or lat. Then as a class, students do the questionnaire. EW a Students do the exereise on their own EXTRA IDEA With a lower-level class, ask students to circle fin each sentence before they begin. This will help them use the correct verb forms inthe appropriate places, b Students compare answers in pairs. Check answers with the class, 4 offered; would ... accept 2 wouldn't take; didn't want 3 washwere; Wdavauld ... accept 4 might go; wasn't/weren't § didn’t offer; wouldn't take 6 gots didn’t likes “d/would come I a Students do the exercise on their own, Before they begin, point out that sometimes both words/phrases, are possible. Students compare answers in pairs. Check answers with the class Students take turns to ask cach other the questions. Students answer for themselves 1 Suppose; assuming 2 Imagine; provided 3 lWSuppose; even if 4 Imagine/lf; as long asl provided Get ready ... Get it right! Put students into two groups, group A and group B. Students in group A turn to $B pl04 and students in group B curn to SB p107. a Check students understand a park bench and. drop something. Put students into pairs with someone from the same group. Students do the exercise in pairs If necessary, check answers with the class. Only check the verb forms students need to fill in the gaps, so thar students in the other group don't hear the questions they are about to be asked. Student A 1 hit; would ... leave 2 founds would . hand 8 paids would ... keep. 4 gots realised; would ... take borroweds droppeds would . tell Student B a wanted; would ... try b askeds thoughts would ... rll ¢ found; would give d gave; would ... give e asked; would .. buy b_ Reorganise the class so that a student from group A is working with a student from group B, Students take turns co ask and answer their questions, as in the speech bubbles. Tell students ro make brief notes ro help them remember their partner's answers, as they will need these for the next stage of the activity.EXTRA DI 4 wrile students are doing a, write these prompts on the board: Yes, ! would, as fong as provided/provding..: Yes, | woul, assumingit. 1H would deperd on... ; No, wouldn't, even if. Encourage students to use these phrases when answering the questions in b. © Reorganise the class again so that students are working with the person they worked with in 4. Students discuss how their partners from the other group answered each question, refesring to their notes where necessary. Students decide if their answers were similar and which student from the other group is more honest. Finally, ask each pair to share their conclusions with the class, giving reasons for their choices, Pr FB ocabuiary Plus 3 Word pais p196 (instructions p190) Entra roctice 2ASB 9117 Sel-study DVD-ROM Lesson SA Workbook Lesson 3A p15 It shouldn’t be allowed Student's Book p26-p27 QUICK REVIEW This activity reviews allernatives for i ‘Stucients work on their own and answer the questions, Put students into pars. Students take turns to tel each other their answers to the questions. Encourage students to ask follow-up questions to find out more informton, Vocabulary Crime and punishment collocations Hb Students do the exercise in pairs, then check in SB phi2. FA Check answers with the class by eliciting the complete phrases and writing them on the board Point out that the phrases are organised in a logical order, from committing the crime to types of sentence handed out in court. Check students ‘understand the meanings of any new words/phrases Highlight the different prepositions in the phrases (arrest someone for a crime, ete.) by underlining or circling them on the board. Poine out that convict is the opposite of acquit. Fseablish that arrest, charg sentence and fine are also nouns, and that the opposite oF guilty is mnocent [Also teach students that a court isa large room where lawyers formally present all the evidence about a crime: He's appearing in court today. Point out that we also use a court to refer to all the people in the coustzoom: Please tell the court what happened. Vocabulary crime and punishment collocations Grammar third conditional Remind students thar the process of deciding if somebody is guilty or innocent is called a trial: The trial has already lasted three weeks. Model and drill the phrases with the class, highlighting the pronunciation of guilty /gulti! and acquit fa) kW. b Check students remember judge Asad, jury Hasoril and seituess, Point out that judge and witness are also verbs. Model and drill these words. Focus students on the example, then ask students 0 dio the exercise in pairs Check answers with the class hy writing criminal, te police ete. in front of the phrases ‘written on the hoard in 1a. Also establish thar if there isa jus itis the jury members" responsibility to deliver the verdict (say if someone is guilty or not guilty), but the judge decides on the type of punishmenc. If there isn't a jury, che judge (or panel OF judges) decides on the verdict © the police arsest someone for a crimes charge someone with a crite; take someone to courts give evidence ‘© the judge sends someone to prison (for 10 years)s sentences someone to (10 years) in prisons fines someone (£500) ‘the judge/the jury finds someone (not) guilty; acquits/eonviets someone of a crime + awwitness gives evidenceEXTRA IDEA If you have 4 multilingual cas, ask students to explain ‘what they know about their country's legal system to the restof the class. Listening and Speaking ED @ Focus students on pictures A and B, Tell students thar both pictures show a real incident that rook place in the US. Use picture A to teach the American English phrase a parking lot (UK = a car park). Students do the exercise in pairs. Ask students to share their ideas with the class. Don’ tell students if they are correct at this stage. b Tell students that they are going to listen to three friends talking abour what happened. Also poine out that both stories are true. KGGEB 25 Play the recording (SB p159}. Students Histon and check their answers from 2a, Check answers with the class. A Awoman thought four men were stealing her ear, so she pulled out a gun and threatened to shoot them. After they'd run away she realised that the ‘ear wasn't hers and that her identical car was parked nearby. B Aman was so annoyed by the sound of a car alarm going off at night that he shot the car's tyres. ExTR EA Before students listen tothe recording in 2b, tll hemo look atthe prompt words for each story in Sa. Students Work in pairs and use the words to predic the story for ‘each picure, Then play the recording and do 2b. Ed @ Students do the activity in pairs, Encourage students 10 use all the words/phrases in the boxes and to include as much detail as they can remember. b Phay the recording again, Students listen and check if their versions of the stories were corsect, Check any remaining comprehension problems with the class. Ed Students discuss the questions in groups. If possible, include students from different countries in each ‘group. Asleeach group 10 shaze thee ideas with the class. Alternatively, discuss the questions with the whole class HELP WITH GRAMMAR Third conditional Ed 2-4 Students do the exercises on their own or in pairs, then check in KSEOLEGEEP SB p133. 2 Check answers with the class, a 1 No, she didn’t. 2No, she didn't ‘© We use the thied conditional to talk about imaginary situations in the past. ‘© Highlight that the third conditional often describes the opposite of what really happened: If the woman had shot the men, she'd have been in serious trouble. (The woman didn’ shoot the men, so she didn’t ger in serious trouble.) ‘b We use the Past Perfect Simple in the ff clause. We ne (= would)wouldn’t + have + past participle inthe main clause + Ex Write the form of the third conditional on the board: if subject + Past Perfect Simple, subject + 7 (= would)iwouldn't + have + past participle, Then also write the sentences in 52 as hn example + Point out thatthe chi conditional isthe same for all subjects (J, we, be, etc.). + Also highlight chat we don’ asually wxe would in theif elause: If id known, I'd have helped not Heol beter Hi tne beled. ‘would perhaps’ and could = ‘would be © A might =* possible 2No, it isn't. As with other conditional, che if clause can be first or second in the sentence: I wouldn't have been tov happy ifthe car alarm dad woken me up. Remind students that we use a comma when the ifclause is frst. 3 We make questions in the third eonditional with: (question word) + would + subject + have + past participle. if+ subject + Past Perfect Simple: What would he have done if bed actually sees the owner of the cart ‘+ Point out that we can also use imagine and suppose in third conditional questions: lmagine/ Suppose eld seen you that woul you bave HELP WITH LISTENING Third conditional This Help with Listening section helps students to understand the thied conditional in natural spoken, lish a GEER 24 Focus students on sentences 1=4, Play the recording. Students listen and read the sentences. Point our how we say the contractions (Fd, you'd, etc.) and the weak forms of have fav/ and had fad Play the recording again if necessary. b 25 Play the recording (SB p159). Students listen and write the ive sentences, Play the recording again if necessary. Students check their sentences in Pairs Play the recording again, pausing after each sentence is said the second time to elicit students’ answers and write the sentences on the board. Ask students to identify the contractions and the examples of the weak forms of have and had. Circle oF underline them on the boaed.41 If Thadn't gone to the party, 1 wouldn't have met her, 2 He woulda’t have known about it if you hadn't cold him. 3 If you'd heen more careful, she ‘might not have got hurt. 4 If I could have helped her, [would have done, § If Dave had known when your flight was, he could have picked you up. KE 26 EO Pay the recording and ask students to repeat. Check students copy the contractions and weak forms correctly. EXTRA IDEA Before doing 7, ask students to decide which words are stressed inthe sentences they wrote in Gb. Students can then isten to FEE 26 and check their answers. 2 Elicit which words are stressed and mark them on the board, a Tell students that they are going to read six sentences abont Jim’s terrible evening, Students do the exercise on theie own, bb Seudents check answers in pairs, Check answers with the class. 1 might have beens “Wihad taken 2/had told: could have asked. 8 wouldn't have parked ’Whad known hadn't left; might not have stolen hadn’t given; ‘would have stayed 6 would have been; hadn't come Last night Jim drove to Julier’s party. He parked his car in the street, but he left it unlocked and it was stolen. Mary gave him a lift home, a Focus students on the text. Tell students that it is 1 true story. Check students understand cash register and the US English phrase gas station (UK = petrol station}, and check students remember the meaning of end up (somewhere) Students read the text and answer the questions. Students can compare answers in pairs. Check answers with the class, 41 Bight dollars. 2They weren’t from that town and they didn’t have a map. 3 At the gas station that they had robbed. 4 To get directions. 5 They were probably arrested, b Focus students on the example. Students then do the exereise on their own. While they are working, monitor and check students’ sentences for accuracy. © Scudents work in pairs and check that their partner's sentens 1 are correct. Possible answers If they'd looked in the bag, they'd have seen that there was only $8 in it. They might nor have got lost if one of them had been from Poulsbothat town. IF they'd had a map, they wouldn’t have got lost. They wouldn't have driven into that gas station if they'd realised it was the same one. If they'd seca the police «ar they would have driven away. They might have got away if they'd asked someone else for directions. ‘They wouldn't have got arrested if the salesgie! hadn't called the police. iy Get ready ... Get it right! a Students do the exercise on their own. Tell students to write notes, as in the examples, not complete sentences. Students do the excreise on their own. EXTRA IDEA Wit lower-level class, you can allow students to rte the sentences in 10a if they wish Students do the activity in pairs. Encourage students to ask follow-up questions if possible. Finally, ask students to tell the class two interesting things they have found out about their partner's past. Students write @ paragraph about the things that have happened to them in their life and how life would have been different i these things hadn't happened. Students use the notes they made in 10a. Encourage students to ‘add more information about each thing so that they write ‘a cohesive text EEE FB class activity 38-TheUnucky Ci ptS4 tnstrvtionspi2s) Extra Practice 3B SB pt16 Self-study DVD-ROM Lesson 38 Workbook Lesson 38 p16a You have either reached 2 page thts unevalale fer vowing or reached your ievina tit for his book.a You have either reached 2 page thts unevalale fer vowing or reached your ievina tit for his book.a You have either reached 2 page thts unevalale fer vowing or reached your ievina tit for his book.then continue the conversation by sefessing to their lists, Encourage students to use the ways of making, refusing and accepting offers from Sa in their Students then discuss Student B's situation in the same way, While students are working, monitor and correct students where necessary Finally, ask a few pairs to tell the class what they have agreed to do for their partners GIs EDV class Activity 30 Easy money! pis7 {lnstructions p135) Extra Practice 30 $B ot17 Self-study DVD-ROM Lesson 30 Workbook Lesson 30 p19 Workbook Reading and Writing Portfolio 3 p68 Progress Test 3 p242 HELP WITH PRONUNCIATION Stress and rhythm (1): conditionals ‘This Help with Pronunciation section focuses on the stress and rhythm in conditional sentences and reviews the pronunciation of weak forms and contractions, Focus students on the sentences and the phonemes. Point out the pronunciation of would you (/wodso/} and could have (kudav/) in normal speech Also remind students that when a word ends in a vowel and is followed by another vowel, the words are linked by a /w/, or /r/ sound, Point out that in Extra Practice 3 See p35 for ideas on how to exploit this section. 3A 1T(B UR G1 A)R Y)M E(M)T H ET \v) BM ru] w(t) Jalls} a] o ful R{R|(F)/o] 0 Jello] N| T Ia s|p||RHo| 7 |r iy} p] mc! plelalit|c Weal ela alejulfr]x Mut] | @&1 UNA? PaO ZL FGF RA|S|V H @RTBER Ys x 2 1.As long as the cobbers couldn't hear me, I'd call the police. 2 Suppose you could work for any company in the world, which would you choose? Td like to work for H&M, provided I could have free clothes. 8 Imagine you had the chance to learn a new skill, what would it be? If [could afford it, 'd learn to fly. 4 Supposing you were a journalist, who would you most like to interview? the phrase would you ave, have is a weak form, so starts with a yowel sound /9/. The contraction of all three words therefore becomes /wodsjuzwav EEE 31 Play the recording, Seudents listen and practise the sentences. Make suse they copy the stress, ‘weak forms and contractions correctly, a KEBR 22 Play the recording (SB p60), Students listen and write the answers to questions I= in 1. bb Students compare ansivers in pairs, Ask students to decide which words are stressed in the answers Tell students to turn to KSEE 82 SB p160 co check thir answers 11d probably glve a li of it away 10 char 2 think I'd choiose the président of the US. afd have chésen Alex. 4 fd have mée dp with friends for edtee. © Play the recording again, Students listen again and repeat the sentences, EB Students work in pairs and practise the questions and answers in 1 and 2a, Finally, ask students to say one sentence each, Check they use the corzect stress and pronounce the weak forms and contractions correctly, and praise good pronunciation, continue2learn Focus students on the continue2Iearn section on SB 31. See p35 for ideas on how to exploit this section, Td like to interview Prince William, providing I could ask him anything. 5 Would you live abroad if you had the chance? Yes, I'd live in Denmark if [could geta job there. 6 Do you suppose Ella would make me a jacket if Lasked her? As long as you paid her for it, [think she would make you 3B 3 2commir $ fine 4 send 5 charge 6 find 7 give Brake 4 2had flown 3 could have 4 would you have gor 5 wouldn't have come 3c 3 2on Sabout 410; for Sabout Balter Zon BoF 90 10in 11 with 12against 3D 6 1 ban manage e be wonderful 2a you like b for offering ¢ As long as Sa it help b be better edon't mind 4a Let me b be easier © be ee) ‘¢ See p36 for ideas on howUrban legends Student's Book p32-p33 QUICK REVIEW This activity reviews ways of making, refusing and accepting offers. Put students in pairs, Student ‘and Student B. Give students a minute or two to think of things that they can offer to do to help each other. Students finish the actvty in pairs. Ask stuclenis to tel the class one thing that they are going to do to help their partners. Vocabulary and Speaking Phrasal verbs (1) I a Students work in pairs and try to gness the meanings of the phrasal verbs in bold. Tell students not to answer the questions themselves at this stage Students check new words/phrases in KECEEOERE SB 134, ‘Check students understand the meaning of any new phrasal verbs. Highlight that turn out is often followed by the infinitive with to, or (that) + clause: The trip termed ut to be rather exciting. It terns out that we went to the same school. Also highlight chat we often use the preposition from with run away (The man was raining away from the police.) and that work out is often followed by a question word (I couldn't work out wat was happening.) You can also point out that turn out, go off, ren away and come round are type 1 phrasal verbs: pass on, make up, rum over, wark aut and knock owt ace type 3 phrasal verbs: and get away with is a type 4 phrasal verb, Note that students studied the grammar ‘of phrasal verbs in faceZface Intermediate Phrasal verbs There are four types of phrasal verb. # type I phrasal verbs don’t have an object: Prices have gone up. # type 2 phirasal verbs always have an object. The object is always after the phrasal verb: 1 came across some old photos, [ came across them. = rype 3 phrasal verbs always have an object. Ifthe object is a noun, we ean put it in the middle or after the phrasal verb: I looked up the word. Hooked the word up. Ifthe object is a pronoun, ‘we must put it in the middle of the phrasal verb: Hooked it up, not Hooked api. # ype 4 phrasal verbs have chree words and always have an object. The object is always after the phrasal verb: I'm looking forward to the party. V'm looking forward to it b Students do th activity in paies Ask students to share interesting answers with the class Vocabulary phrasal verbs (1) Grammar narrative verb forms; Past Perfect, Continuous Reading, Listening and Speaking EB a Focus students on the pictures and the beginning ofthe arile Students read the text and answer the questions Check answers with the class. Also check that students can pronounce urban legend /‘ledgand! Correctly and explain that they are often called urban ints Im Don't ask students to tell you any urban legends they kenow at this stage as students have the opportunity todo that atthe end ofthe lesson, An urban legend is a funny, surprising or scary story that is told again and again, People personalise them to make them sound more interesting or shocking. ‘They are usually made up, but some of them are based on acrnal events, EXTRA Students look atthe pictures and orecict what the urban legends are going tobe. Elicit students’ ideas, but don't tell them if they are corect at this stage. They can check ‘heir ideas when they listen in Sa b Be prepared with definitions, examples, ete to pre-teach the vocabulary of bring in a set of dictionaries for students to check the meanings themselves. Note thar the aim is to highlight which words! Phrases you need to pre-teach in order to help students understand the listening that follows. The vocabulary is nor in the Language Summaries in the Seudene’s Book, Point out that we usually say a bug in American English and an sect in British English Model and drill the words, Ga 33 Play the recording (SB 161). Students, listen and answer the questions Chock answers with the class. ‘ta He was competing in the America’s Cup yacht race, b No, it wasn’t. 2a Because they were a special make of cigar. b He smoked them. 3a Her house was full of bugs. b She bought 19 “bug bombs" which are designed to spread insecticide over a wide b Focus students on the prompts. Students do the activity in groups,EXTRA IDEA ‘Students work in groups of three, A, Band C. Student AS ‘ook a the prompts for story A, Student Bs look a the ‘Bromots for story B and Student Cs look at the prompts for story C. Students make notes about their story, then take tums to retell ther story. © Play the recording again. Studemts listen and check they got the details of the stories correct. Then they decide if they think the stories are true. Students check their ideas on SB pl14, Check answers wich the elass. ‘The dead kangaroo story and the cigar story aren"t true. The exploding house story is true. THA IDEA ‘Ask students to turn to 33, $B p61. Students listen to and read the urban legends again, and underine all the phrasal vers they can fino. HELP WITH GRAMMAR Narrative verb forms; Past Perfect Continuous ace Students do the exercises on their own or in pairs, then check in EEXIUGEEP SB p35. Check answers with the class, 4 We use the Past Simple for completed actions in the past. These tell the main events ofthe story in the order thae they happened (sentence 2) # We use the Past Continuous for a longer action thac was in progress when another (shorter) action happened (sentence 3). # We also use the Past Continuous for background information chat isn't part of the main story (sentence 1) b 4 had been searching Past Perfect Continuous: bought Past Simple 5 made Past Simple; had lost Past Perfect Simple € We usually use the Past Perfeet Simple for an action that was completed before another action in the past (sentence 5). + We usually use the Past Perfect Continuous for a longer action that started before another action in the past (and often continued up to this past action) (sentence 4), + If necessary, go through the three diagrams in ‘SB p135 with the class, 4. Past Perfect Simple: subject + had or (i) + past participle «Past Perfect Continuous: subject + had (or id) + been + verbsing ‘+ We make these verb forms negative by using hadn't instead of bad oF ‘. + Elicit how we make the question forms of these verb forms: Past Perfect Simple: (question word) + bad + subject + past participle, Past Perfect Contimuous: (question word) + had + subject + been + verbsing. © Go through the TIPS in the Language Summary with the class or ask students to read them for homework. BB Focus on the example and hightight the weak forms of had Jad and beer fbn KEK 24 TR Pay the recording ($8 pst). Students listen and practise. Check students copy the stress and weak forms correctly Students do the exercise on their own, Note that Monaghan is pronounced /'monahan/. Students compare answers in pairs. Check answers with the class 2 was crossing 8 hit 4 was getting 8 ran him over 6 drove 7 had been walking 8 stopped 9 called AOhelped 14 arrived 12 stepped 13 didn’t realise +4 had been waiting Robert Monaghan had three accidents in one day. Students do the exercise on their own, then compare answers in pairs. Check answers with the class. 4 Tknews had been trying (had tried) 2 called; was watching 3 hadn’t been going out (hadn't gone out); proposed 4 gor; realised; ‘had left 6 arrived (had arrived); “dfhad already been waiting ('d/had already waited) 6 was walking; met; hadn't seen Get ready ... Get it right! Put students into pairs, Student A and Student B. Scudent As turn to SB pLOS and Student Bs turn to SB p108, a Students read their urban legends on their ‘own, While they are working, monitor and help students with new vocabulary, ‘Tell students thar they are going to tell their turban legend to their partners. Students write ten words/phrases from their urban legends on a piece of paper to help them remember the story. Ask studemts 0 close their books. Students work with their partners and take curns to tell each other their urban legends in their own. words, using the words/phrases they wrote in a to help them, Finally, ask students which of the urban legends in the lesson they thought was the best. EXTRAIDEA ‘Ask students fo tel the class any other urban legends they know.a You have either reached 2 page thts unevalale fer vowing or reached your ievina tit for his book.a You have either reached 2 page thts unevalale fer vowing or reached your ievina tit for his book.a You have either reached 2 page thts unevalale fer vowing or reached your ievina tit for his book.a. giving reasons ecauses because of; since; due to; © expressing contrast however; apart from; instead Of; despite; even though; whereas; nevertheless # Point our that we ean also use these words! phrases for expressing contrast: except for (= apart from), in spite of (= despite), although even though), ‘© Check students can pronounce although fotl’dou! and even though fiavan dou correctly. b Because, however, whereas, as, since, even though and nevertheless are followed by a clause (subject verb +.) + Apart from, instead of, despite, due to and because of are followed by a noun or verbeing. + Point out that after duc to and because of, itis. ‘more common to use a noun than verbsing, «Establish that we use however and nevertheless to contrast two sentences, We usually put these words at the beginning of the second sentence. 4 We use the other words/phrases in the table to contrast two clauses in the same sentence. We can par these words/phrases at the beginning. or in the middle of the sentence # Point out that we can also say in spite offdespite the fact that + clause: The ad fooled thousands of people, in spite ofldespite the fact that it was published on April Fool's Day, a Scudents do the exercise on their own, then compare answers in pairs. Check answers with the class, 1 Pve always wanted to go to Canada. However, I can’t possibly afford ic. 2 Inspite of fecling tired, I went jogging in che park. went jogging in the pack in spite of feeling tired 8 Even though I'm fascinated by polities, I could. never he a politician. / I could never be a politician, even though I'm fascinated by politics. 4 Whereas I love watching motor racing, my friend prefers watching basketball. Hove watching motor racing, whereas my friend prefers watching basketball 5 Trarely stay up late as I have to get up at 7 a.m, every day./ AsT have to get up at 7 a.m. every day, [rarely stay up late 6 Due to the bad traffic, it ok absolutely ages to get home last night. /T took absolutely ages to get home last night due to the bad traffic. 7 Instead of cooking, | sometimes just have a sandwich for supper. /I sometimes just have a sandwich for supper instead of cooking, bb Focus students on the connecting words in 8a and the two example sentences, Students do the exercise on their own, © Put students into pairs. Students take turns to tell cach other the: Encourage them to ask follow-up questions. Listening and Speaking IB a Be prepared with definitions, examples, ote. to pre-teach the vocabulary in the box or bring in a set Of dictionaries for students to check the meanings themselves. Point out that tarmac can be a noun and a verb, bb Tell students that they are going to listen ro two colleagues, Gillian and Owen, discussing a funny personal story. IBGE 35 Give students time to read questions a-d, then play the recording (SB p161), Students listen and make notes. Students compare notes in pairs. Check answers with the class. Possible answers a at Heathrow, going to an important meeting in Poland b she was reading emails on her iPad e she ‘was trying to enter the plane through the door the ground crew use d the plane missed its slot and they had to wai another 45 minutes before take-off © Play the recording again. Students listen, tick the true sentences and correct the false ones. eck answers Students compare answers in paies. with the class. AV 2F She had plenty of time. SF She went to the right gate number. 4¥ SE The door at che top was closed. 6F She thought they were going to arrest her, HELP WITH LISTENING Predicting what comes next ‘This Help with Listening section focuses on words! phrases that we often use at the beginning of a sentence to prepare the listener for what we are going. to say next, Focus students on the table. Use the example to show that when we hear a sentence that begins with Actually, we know that the speaker is going to correct something that the other person said. Students do the exercise in pairs. Check answers with the class, Point out that we can say Luckily or Fortunately, and that we often use Unfortunately (but not Usrluckity) at the beginning of a sentence to prepare che listener for something bad or unfortunate 4d 2c 9a 4b Se 6i Th af og b FQ Write the words/phrases 1-9 from the table on the board, Students turn to BEEP 35, SB p161, Play the recording again. Students listen and underline the ‘words/phrases on the board when they hear them,HA All scodents eurn to $B p11 @ Students think of a story they can tell other students, using one of the ideas or their own. Students work on their own and make notes about the story. b Students look at their notes from a and decide where they can use some of the words/phrases in the box in their story. Point out that they don’t have to use all the words/phrases. © Pur students into geoups, Students rake turns to £ tell their stories. Finally, ask students to decide which is the best story in the class. EXTRA IDEA Each group decides which story isthe most interesting or the funniest. Ask students to tel the class the mast Interesting or the funniest stories from their group. Students write their story for homework. These can be collected in next class and displayed around the classroom for other students to read, Een EE class activity 4c The island pi6t {Instructions p136) Extra Practice 4C SB pte Self-study DVD-ROM Lesson 40 Workbook Lesson 40 p23 PRs a tome ht QUICK REVIEW This activity reviews connecting words. Give students a minute or two fo think of a memorable ‘evening that they hava had. Put students inta pairs, Students take turns to tall each other about their evening, Encourage each student to keep taking for two minutes if possible. MM @ Check students understand exaggerate /ig'zedgareuti, for example by referring to a local place and saying I've been there millions of times. Students do the exercise on their own or in pairs then check in CREDO SB 134. Cheek answers with the class. You can also teach the literal meanings of stiff starvinrg, @ fortune, a nightmare and a ton tani to help scudents understand the ways of exaggerating, Model and drill the sentences with appropriate intonation. Point out that our voices often rise when We are exaggerating. ta 2F 8d ab Se 6c 7] Bl 9g 10; 11h 12k Students do the exercise on their own, © Focus students om che examples, Students work in pairs and take turns to tell each other about their situations from 1b. Ask students to tell the class about any interesting or unusual situations they diseussed. EB @ Focus students on the photo. Tell students that they are going to listen to Judy telling her husband Martin, about her day How was your day? Student’s Book p38-p39 Vocabulary ways of exaggerating Real World. saying you're surprised or not surprised RIESE EEG 36 Give students rime to read the bullet points, then play the video or audio recording (SB p16}). Students watch or listen and tick the things Judy talks about. Cheek answers with the class. Don’t go into too much detail about each point at this stage Judy talks about something they've bought recently; Judy’s computer; a problem with their son; Judy's brother b Play the video or audio recording again. Students warch oF listen and make notes on the four things. from 2a that Judy talks about. © Students compare notes in pairs. Check answers with the class, something they've bought recently: Judy waited in all morning for the new TV to be delivered, but they never turned up. They didn’t turn up last week either. She arranged for it ro be delivered next Wednesday. Judy’s computer: Her laptop crashed while she was on the Internet, She thinks irs gor a virus, She hadn't installed the anti-virus software a problem with their son: Jacks teacher phoned because he was caught fighting during the break. He said that the other bay started it Judy's brother: Her brother Eddy has found a job working in a bar ina ski resort, He hasn't been able to get an acting job.