Wd Jim Scrivener & Celia Bingham Cree IE CuEL) ceca UTM LLe Steve Wasserman Straightforward -Teacher’s Book. Rar ae oc ee a ere Rotated Oceans Learning Teaching 3" Edition a Second edition Cle TOM Cees ead Sen Further photocopiables, tests and Repeats aa IOIUpper Intermediate | Jim Scrivener Celia Bingham Adrian Tennant Steve Wasserman Straightforward Upper Intermediate Teacher’s Book AA MACMILLAN‘Macmillan Education Between Towns Road, Oxford OX4 3PP A division of Macmillan Publishers Limited Companies and representatives throughout the world ISBN 978-9-230-42339-8 ‘Text, design and illustration © Macmillan Pul Written by Jim Scrivener and Celia Bingham ‘Additional material by Mike Sayer ‘This editioa published 2012 First edition published 2007 hers Limited 2012 Al rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, reconding, ar otherwise, without the prior written permission of the publishers. Designed by eMC Design Limited ilustrated by Cea Hare Cover design by eMC Design Limited Cover photographs by: Corbis/Gerolf Kalt (Main); Getty images/Doug Chinnery; ‘Alamy/Robert Handing Picture Library Lid; Corbis/Roger Tidman; Corbis/ Lois Ellen Franky Alamytmages & Stories Full credits for phatagraphs in the facsimile pages can be found in the Student's Book ‘Workbook, CD-ROM, Teacher's Resource Dise and Digital ‘Authors’ acknowledgements Jim Scrivener ‘This book is dedicated to Noemi. Mike Saver {would like to thank Nicola Gardner and Louise Fonceca for their support an this, project The publishers would like to thank all the teachers from around the world wha provided invaluable comments, suggestions and feedback on the frst edition. ‘The publishers would also like to thank the following people for their help and contribution to the second edition: ‘Tatiana Baytimerova (Russia), Lenka Bochmova (Czech Republic), Dr Manvel Padilla Cruz (Spain), Svetlana Elchaninova (Russia), Jennifer Diaz Green (Dublin), Elena Mokeeva (Romania), Lynn Thomson [freelance edito:), Amany Shawkey (Macmillan Egypt], Maria Teresa Rius Villaplana (Spain), Natalia Vorobyeva (Russia). ‘These materials may contain links for third party websites, We have no control over, and are cot responsible for the comttents of such third party websites, Please use care ‘when accessing them, Although we have tried to trace and contact copyright holders before publication, in some eases this has not been possible. If contacted we will be pleased to reciify any errors of omissions atthe earliest opportunity. Printed and bound in Thailand 2016 2015 2014 2013 2012 987654324Contents Student’s Book contents map Introduction Ja Consuming passions 18 Unusual pastimes 2¢ Autograph hunters 1D Collectors Answer key: 1 Review answers 2a wildlife 28 Animal rights 2¢ Companions 2D Working animals Answer key: 2 Review answers 3A Fashion statements 3a The right look 3 Mirorimages 3D Model behaviour Answer key: 3 Review answers 4a Livingin fear 48 Bullying 4c The land of the brave 4D Southern snakes Answer key: 4 Review answers 5A Modern at 58 Priceless! 5¢ A good read 5D Bookworm Answer key: 5 Review answers 6A The vote 68 Women in polities 6¢ Politically incorrect 6D Politically correct Answer key: 6 Review answers page iv page vili page 1 page 4 page 8 age IL page 15 page le page 19 page 23 page 26 page 29 page 30 age 33 page 37 age 39 page 43 page 44 page 48 page 53 age 56 age 60 page 61 page 65 page 69 age 72 page 7! page 76 page 80 age 85 page 88 page OL Ta Green issues 7 Green houses Ze Lifestyle changes 75 Trends Answer key: 7 Review answers Ba Cold comfort Ba Bill ofhealth 8c Altemative therapies 80 Ler’sdance Answer key: 8 Review answers 9A Celebrity heroes 98 Local hero 9c Villains 90 Hate list Answer key: 9 Review answers 104 Good deeds 108 Giving 10¢ Aid worker 10D A good job Answer key: 10 Review answers 211A Globe-trotting 118 South is up 11¢ Positive psychology 110 Perfect locations Answer key: IL Review answers 412A Loot 128 Bounty hunter 12c Scam 12p Dollar bil Answer key: 12 Review answers Writing page 92 page 95 age 100 page 103, page 105 page 106 page 109 page 113 page 17 page 121 page 122 page 125, page 128 page 131 page 135, page 136 page 138 page 143, page 145, page 148 page 129 age 152 page 156 page 159 page 164 page 165, page 168 page 172 page 175, page 177 page 178 iGrammar Pret rey emery reer) “1A Consuming passions 6 | Yerh forms review ‘Speaking & vocabulary leisure Interests | | Negatives &ausenene | Seve | AC Autograph hunters p10 Time adverbial 1p Collectors pi2 What clauses Expressions wth thing | Emphatie stress Esa Present habits Speaking & vocabulary: . adjectives (character - Ze Animal rights pis | ‘Yetb idioms Expressing opinions ‘Sounding angry ‘2C Compantons p20 Past habs ‘Strong reactions: nal haters — ‘2D Workinganimals p22 | Be/Getused to Collocations with get 3A Fashion statements p26] Compound acjecives 358 The right look p28 Defining & non defining Expressions with iook relative clauses Winrrimages p30 | Porlcipe causes 3D Model behaviour p32 Slang ‘Adcition Consonant clusters errs 4) ving in fear p36 ‘Word bullding Explaining reasons (0 that, Jnorder to, incase, otherwise) 48 Bullying p38 Present perfect & past simple Be thatedef ates pol Soaking veebuay wend dss] REPS pe error ae oe ‘SB Priceless! pas - “ever words Evaluating 7 eo eee Tae 5D Bookworm 952 phrasal verbs 6A Thevote p56 Real & unreal conditions | GB Women in polities p58 | Swish & ffonly ‘Speaking & vocabulary: ‘Word siress in sections Word families GC Politically incorrect 60) Should have ‘Speaking & vocabulary: ' embarrassment GD Politically correct p62 ‘isms | Asking for’ giving clarification CeceReading & Listening ad Pees fod Rows ‘Talking about hobbies and interests ‘job appliestion Applying for ajod p26 capita ete, useful phrases & speling LStorm-hunting Discussing guerilla gardening and ubanewioing R The Autoaraoh Man | Discussing signatures ae Five people talkaboutteircolections | Taking about collections Did you know? Car boot sales Endangered Birds Discussing personality -Apalying fora job (3: Sts ai Se sie ria cowrii Taare Petree ince jatar ene Te compateg peti pet aarseeiic plang aise neg cessed Did you know? Dog lovers inthe Uke The Lost res oftondon Diseussing extreme fashion style ‘composition Waiting a TL Twodialogues discussing clothes | Interviewing each other about dress style p78 ‘composition (1) id you know? bike paragreping, opie “Talking: sentences & useful pheses Imagined Usiy Syndrome pout Interview with « model Discussing male beauty Fears & Phobias FAQs Discussing phobias wiring 3 Roleplay: phobias ‘composition (2): [Five extracts about bullying Discussing assertiveness veiling about a hero (|. ia you know? sift upper tp | Rithuppened on .. December £ Discussing equally L Radio report about rattlesnakes ‘Describing and ordering a picture story R Damien Hirst is he getting sioay mith it? | Oascibing Fda Kaho’ te | review Wing a rviow L__Intewew with an a erator |_ Foleplay: choosing ar fora compary | o130 dependent prepositions, [Raith a Peon Faring | iseussing a pain eee useful phrases, present 50. L Racioprosramme | biscussing reading preferences | sisale for narative Oran winkey | Did you know? The tian Booker Pie | tenses 6A | R The compulsory vore Diseussing involvement in polities ‘Weng arevew ~ 6B | L Radio posramne about Did you know? The vote for women review ofa women in plites Sears seviee SE | R Gloystein & Proscar Talking about enbansesing situations 6D | L Discussion abouta sacking Roleplay: a meeting withthe boss| TA Green issues p65 “Grown fous pe TC Lifestyle changes p70 | Future pertect & future continuous Road Speaking & vocabulary: the environment Expressions with make 17 Trends 972 | BA Cold comfort 976 | 8B sillofhealth 978 | | | BD Let's dance p82 98 Local hero p88 [SC viliains p90 19D Hate Uist p92 10A Good deeds p96 | OB Giving p98 |-1DE Ald worker p10 | TOD A good job p102 es) 11A Globe-trotting p105 118 South is up p10s AD Perfect tecations p12 Ee ered 12A Loot pi16 i 128 Bounty hunter pis ‘BC Alternative therapies p80 IC Positive psychology p10. ‘modals of speculation Modals (permission, obligation & prohisiton) Adjective order | Adjectives & modifying adverbs Reporting Reporting verbs & patterns the & geographical names ‘Aticles S08 sich Passives review Passive reporting structures Binomiale ‘Nouns & prepositions symptoms Speaking & vocabulary: heath idioms: | Phrasal verbs wilh objects i eel | Chavet subieet eres | 9A. Celebty heroes p86 teeter Seen cd Pronouncing o biving examples ‘Adjectives with prepositions | Speaking & vocabulary: crimes Speaking & vocabula ccompoud neuns (jobs) Reflexive verbs Collosations with give | Speaking & voeabulan: Job responsibilities Geographical features pepe: | | | Contrast { | [od interviews | “Weak forms & contractions Intonation (completion and i non-completion) en | Intonation (questions & statements) ‘Speaking & vocabulary: deserbing landscape ‘Speaking & vocabulary: Idioms (money) 126 sam pizo © sap ooo zz Causative ‘Speaking & vocabula phrasal verbs 2 US & UK English | Communication activities p138 Audioscripts pi50 Unit reviews p164 Vanuelenguage “Generalizing Sentence svessReading & Listening rd Persusding athers to make lifestyle changes L_ Thee expen’ future predictions — Judging 2 green lfesyie competition Roleplay: if-coaching session Did you know? Martha Stewart | Writing Ered Workbook ‘Anamailtoa fiend Witlngtas Fiend (1): pt opening & ; closing emails, inviting, reeister ee R Howto... havea heavy cold L Radio programme about health insurance R The Office Doctors: an alternative approach to fighting stress Talking about il health Roleplay: health problems Did you know? australis fying doctors Discussing creating a healthy environment LA cislogue about dancing Discussing ifesyle changes Writing toa frond (2): short notes & messages LL 10a 108 aeTOC R._Anicie about Celebrity Worsnip Syndrome | L swo radio news tems about Monkey Man i | R win 100 040 | L Raalo programme about ajob suvey | R. Why are humens good? Dialogue about a chery shop Re Aday nthe te of Discussing annoying situations Talking about role mocels Inventing a superhero id you know? Worder Woman Talking about screen vilains Talking about altruism Deciding on a course of action Did you know? chariy-iving inthe UK Deserining jb responsibilities 100 L lobinterview 1421: The year Chine discovered america? | Job interview: advising a friend Roleplay: a job interviaw Talking about an itinerary fora cruise iis fic Two tends king sboutanap | R. Aticle about happiness throughout the word Choosing five important places Ranking happinass Factors iio L intorview with a location scout — Did you know? Universal Studios Astory pig writing a story 2): ‘avoiding repetition, punctuating dtect speech Writing a story @): ‘story with 3 ost in thetle I os ens nnsononanesse Arepot p136 ‘Writing a report (0) beginning and ending report, describing a place, linking words ac a2c 72 R cocesislona _Discussing pirat films Discussing money id you know? Credit carcs Wiking a report @: a report about necting vil| Introduction STUDENT'S BOOK ~ STRUCTURE AND APPROACH For ease of use and practicality Straightforward Second Each unit contains Edition is structured to provide one lesson per doxble- * two to three grammar sections page spread (A/B/C/D}, each taking around 90 minutes fo to four vocabulary sections to complete. ‘ one functional language section, . ‘two pronunciation sections All lessons are interlinked to promote better and more Ec peceetn salieri ‘memorable learning, at the same time offering the teacher _« two reading skills sections. the flexibility to pick out key sections in order to focus on Hid Listening skclls sections. particular language points. one Did you know? section, Additionally, each unit provides extra material in the form of relevant communication activities as well as unit reviews, saving the teacher valuable time. Lesson A STRUCTURE - Clear signposting | READING - Putting language into context and encouraging ofeach lesson allows both the _| students to understand the structure and skeleton of the teacher and the studentsto feel | text builds more confidence in their language. comfortable and familiar with VOCABULARY - Difficult and out-of-context ‘words from che reading text are given in a dictionary extract or 2 glossary so students are not distracted by these lexical hurdles, the progression dhrough the couse, Fact lesson is linked around diferent arees of a similar unit topic. nuns JOOd? Dilemma ‘VOCABULARY — Collocations/associated READING - Lengthier and pattems are drawn out of the language ‘more challenging texts and highlighted to students from a variery of different sourees/contexts open the ‘unit at the higher levels.Introduction’ LessonB ‘STRUCTURE - The second of the unit lessons takes the topic one step further, allowing students to build on what they have learnt in the first lesson and enabling them to zeally fee] comfortable ‘around the wider topic. ‘SPEAKING - Opportunities to participate in interesting VOCABULARY - ‘and motivating speaking activities arise naturally as the | Collacations/associated ‘unit topic develops, giving students the chance to put patterns are drawn out their language into practice and improve their fuency. Of the language and highlighter to students. ‘GRAMMAR - Deductive approach to ‘grammar gives students guidance and scaffolding for learning. i 108 Giving LISTENING — Language is bost GRAMMAR Associated patterns _| CULTURALINFORMATION - Stuants are understood when it is seen or and language areas are presented _| not expected to learn in a vacuum, and heard in context, and every lesson _ | through reading and listening, their interests and curiosities are met with im Smaightforward contains either _| and then developed through ‘Dud you know? sections. This not only a reading or a listening text clear and straightforward pulls together tiie language they have grammar explanations. been focussing on in a realistic and fresh, context, but exposes them to cultural information they may not alzeedy know.| Introduction Lesson GRAMMAR - Inductive or Discovery approach is used as students progress. The teacher provides the fiainework and the students discover the language themselves, guicled by their teacher. ‘STRUCTURE ~ A natural progression in the topic subject intmnduces new vocabulary and language areas. 10¢| Aid ee ADAY INTHELFEOF ecko comme ee | Sra ical cca VOCABULARY ~ By looking a the context to help them deduce meanings of words, students practise a practical ‘and valuable skill used every day in the teal world, READING — Different reading sub-skills are developed, such as reading for gist and for det GRAMMAR — Students are always supported by the Language reference ‘pages at the end of each unit, allowing them a further opportunity to clearly see and understand the Tanguage they have just learnt.tract | Lesson D ‘STRUCTURE - The final 90-minute FUNCTIONAL LANGUAGE - PRONUNCIATION - Extracting, lesson of the unit consolidates ‘This section helps students to details from the realistic listening everything learnt previously with a deal with commoa, everyday texts focusses students” attention situations in an English-speaking _| on the importance of natural environment - what we might intonation and other elements of think of as “survival language’ pronunciation, and gives them an opportunity for guided practice. focus on the communicative skills and functional language. It aims to bring situational element of learning 10D| A good job SPEAKING - Communicative activities for pair or group work at tte back of the Student's Rook offer students opportunities itso eaeaht ato ate ase to put new language into practice through a ees Semen nee infommation-siiaring or opinion-based ‘interactions, 200 Spin seine page ms ee) ‘ome or est[introduction WorKBOOK ‘STRUCTURE — Each lesson from the Student's Book | TRANSLATION -Siudents are | READING - Extra reacing material has a corresponding single page in the Workbook | given the opportunity to link | is provided in the form of anew that bullds and consolidates the same vocabulary. | the language learnt with their | text atthe end of each Workbook talso explicitly highlights what language function | own language and explore _| unit, This is accompanied by the students have been learning. both linguistic and cultural _| helpful activities that support and similarities and differences. | promote usderstanding. 410% [Goad deeds 108 |Giving 10 |Reading DICTATION - To provide students with integrated listening _| READING & LISTENING - All Workbeok and writing practice, there is also a serfes of dictations for _| texts are read aloud on the accompanying ‘them to check their understanding. As students are usually | CD, offering stuclents further listening ‘working alone on the Workbook. they are ahleto work at _| and pronunciation practice. their own pace and practise key language furtixer, WRITING - 4 special section in the back of the Workbook eae ore provides realistic examples of written texts with includes a partial Macmillan corresponding compreliension and analysis exercises. These Geese a te eleva evel guide students to produce their own written work, covering ae das ae a i of s \eir eve . wide varity of geaves pertinent to their everyday needs ea et everyday classes and engoge 14 Werric. Applying for ajo (1) 48 |Warre Applying for ajob (2) | eee LA Nowe 225908 itPORTFOLIO ‘The Portfolio is like a diary. In it students find © aplace to keep their own personal record of the work they do during thetr course * a place to write down their thoughts and feelings about the work they do. ‘ questions to encourage them to think about their English and their studies, + some puzzles, cartoons, jokes and interesting quotations. ‘The Portfolio consists of three sections: 1 Beiore the course: The introductory pages help students to analyze what they can already do in English and to set targets for te futuce. |My grammar 3 After the course: “At the end of the Portfolio there are some pages to guide students to analyze the progress they have made and to help them assess their English at the end of the course. 2 During the course: “The diary sections give students the opportunity torecord their thoughts as they work through their Student's Book. ‘There is one diary page for each lesson in the Student's Book. Introduction eer PORTFOLIO THE CEF (COMMON EUROPEAN FRAMEWORK) ‘The Struightfonwant Portfolios are based on ideas in the Common European Framework (CEF) which bring out the functional element in learning a language. Using the Portfolio will help your students to think mote deeply about their earning andi to become clearer about the progress they are ‘making in English. Completing the diary sections in the Portfolio can help your students learn the language better. They not only provide the students with writing practice, but also encourage them to reflect on what they have learnt and how they have leamt it. By reflecting on the language, the students are likely to understand things in ‘more detail and to remember them better. ‘The Portfolio is designed for students to use on ‘their own as a personal book and diary. However, some teachers may like to include a weekly Portfolio slot in class time.[introduction STRAIGHTFORWARD DIGITAL ENHANCING THE TEACHING EXPERIENCE IN THE CLASSROOM ~ Straigluforward Digital is a digital component designed for classroom use. It can be used ‘with an interactive whiteboard or swith a eomputer and projector. NAVIGATION PANE - ‘The navigation pane allows youto select a page from anywhere {in the Student’s Book. nuniss good? SE Sato Se ona eae Cees THE DIGITAL BOOK - The Digital book allows the teacher to access and display an interactive version of any page from the Student's Book in front of the class. Allof the relevant audio, video and reference materials are instantly accessible right on the page. Dilemma f\r0 Hightohter raver Zoom 1 Zoom 2 Zoom Out Q BI stomacn = Reveal xv ZOOMING IN AND OUT - The Zoom tools allow you to zoom in either on pre-defined areas or any part ‘of the page that you choose. TOOLBOX - The tootbox provides a number of ‘tools which enable you to interact with the Digital book page.‘THE TEACHER'S AREA — The Teacher's area can be used to create your own material cither before or during the class. You can insert and edit text and images, add links to pages from the Digizal book and insert audio and website links. GAMES SECTION ~ The games section provides interactive game templates to which you can add. ‘your own content. Introduction | NAVIGATION PANE — The navigation pane displavs thumbnails ofthe ‘pages you have created in the Teacher's area. Pen Highlighter Eraser Tex Shape image ‘Aus Hyperin. Stopwatch [x] 2 [| ¢ Le & Ss “ 2s © = Reveal Cony Paste Background undo Delate TOOLBOX - A toolbox with a different set of tants enables ‘you to make annotations and create and edit materials.| introduction STRAIGHTFORWARD DIGITAL Student's Site Oo Straightforward Practice Online oe Places to live Complete the text with the correct words. AMysttrtea nurse shelves asmal{ In ‘eotand There are only 30 houses and alibary. Sh vasin 2[ house thas ive bedrooms, two bathrooms andtwolbingrooms.Herhouseevey[___shesays ies from 1668. Herstretisvery[ stright because thereto trafic. Shehasa[ garden. tlre very bigbut there arelots of lowers andabigapole tree. Straightforward Practice Online provides numerous additional resources for students, Accessed through a ‘unique ende in the back of the Student’s Book, it provides interactive homework and extra practice of the language from the Student's Book and Workbook, Straightforward Practice Online offers over 130 resources for students, including * bonus interactive listening, vocabulary, reading, grammar, unctional language and pronunciation activities 10 consolidate learning from the print components. self-assessment checklists. reading worksheets. video. interactive word lists with pronunciation and ‘email-me-practice’ functionality. Accessing language materials online allows students to take their leaming anywhere, anytime, in order to better fit their timetable and learning stvle.Teacher's Site Straightforward Meena Ree der diae te Where is my token? Teachers of Siraightforvard Second Edition have the benefit ‘of a dedicated resource website, which supports them with teaching tins, CEF material and extension materials. Included on the site are * Teaching Tips from Jim Scrivener. + CEF checklists and information guides. * Teaching Made Stmple guides - PDF manuals from Straightforward authors detailing how to use and understand different ELT methodology areas such as earner autonomy and roleplays. extra unii-by-unit reading activities from Philip Kerr with a ‘more business-oriented approach. * author videos, * photocopiables such as tests, worksheets and companions, It also acts as a portal to the Interactive Wordlist and Straightforward Practice Online where teachers can monitor their students’ progress in this online component. This is all accessed using a unique code from the Teacher's Book. feniins Teaching made simple Returning User? Introduction| ntraduction TEACHER’S BOOK ‘The Teacher's Book offers extensive tea fing notes and extra ideas for every lesson. | Short lesson summaries | Supplementary Cultural ‘with answers to all exereises nies give information {inclading the Writing and insights into the. activities in the Workook} different cultures of the and audioseripts English-speaking world. is |Unusual pastimes =e Sees, 2 eerie aan: mp oars ‘Suggestions for extra tasks offer ways to extend the material in the Student's Book. Ciass Aupio CDs The two CDs contain recordings ofall the listening and pronunciation exercises in the Student's Book. The track number for each recording is indicated in the Student's Book rubic, Straightforward For example, ‘1.35’ means CD1, track 35. villIntroduction | TEACHER’S RESOURCE Disc \ETHODOLOGY BUILDER VIDEO MATERIAL - Each Teacher's 10k is accompanied by a Teacher's Resource Dise with five ort new videos fom Jim Serivener’s Learning Teaching rd Edition that link to the Straizhtfarward iMetiodolosy Straightforward wees Ete BBC/ITNVIDED MATERIAL - Now class video material from the BBC and ITN {with accompanying worksheets) provides exciting and engaging insignts Into aspects of contemporary British and world culture and up-to-date ends, 1109 [Da you preter ta work at night? “eater tug } Unit photocopiables, Progress Tests and Selrassessment Checklists, —————» “econ are also available, together with access. | tothe Siraghtforound Practice Online | rwebsite for students. These all provide | | students with the ability to monitor their progress and work creatively. xix| Introduction METHODOLOGY BUILDERS You will find Methodology Builders sections throughout this ‘eaeier’s Book. ‘They introduce you to a number of essential teaching techniques and give practical, immediately usable ideas that you can try out in class to extend the range of your teaching. These sections aim to be both informative and inspiving. They can help you find new ways to really exploit material and get the most out of your learners. 1 Upper Intermediate! Is may teaching good enough? pages 2 Admitting ignorance page? 3 Three-sentence stories page 10 4 Using intonation to bring grammar alive age 18 5. Intonation & emotions age 21 6 New vocabulary! Old vocabulary! page 32 7 Can you sill use realia with higher levels? age 26 8 Chunks & chunk hunting page 45 9. Exploring shades of meaning page 48 10 Generalized guidelines are sometimes ‘more helpful than detailed rules page SI U1 Using a word-building table page 53 12. What comes before & after the verbs? page 55 13 Using visuals to help record lexis page 62 14 Marketing the mind map (part 1) page 66 15. Marketing the mind map (part 2) page 74 16 What can Ido with a quote? age 81 17 Text treasure hunting page 86 18 Stucents as teachers (part 1) page 98 19. Students as teachers (part 2) page 101 20. Recognizing & using irony age 108 21 Encouraging students to take more responsibility for their learning page 112 22 Reading & listening outside the classroom page 127 23 ‘Template worksheets for study out of class page 134 24 Running a simulation (part 1) — job interviews page 147 25 Running a simulation (part 2) - creating a simulation from scratch page 150 26 Writing poetry page 160 27, Writing in the world; writing in the classroom (part 1) page 178 28 Writing in the world; writing in the classroom (part 2) page 180DISCUSSION STARTERS - This section suggests a range of jossible ideas for using Discussion starters in class le-class mod the questions randomly around the class. ‘+ Make sure you pay more attention to the meaning, (of what students sav rather than focussing too much on accuracy. + Respond to the ideas and views students sta, As far as possible, tur itinto @ conversation. Get them interested and involved. Encourage students to listen to each other and respond to each other ~ rather than having all interaction going viayou. Pairs/groups: Choose one cuestion or statement that you think is particularly interesting. Write it on the board. Put students inta pairs or small groups to say what they think about it. Aiter a few minutes a spokesperson from each. pair/group reports back to the whole class. Starting with individuals: Choose a number of the ‘questions and write them on the board (or prepare ‘handouts with them printed on}. Ask students to work on ‘their own and write two or three sentences in response to each question/statement. After sufficient thinking and ‘writing time, gather students together in small groups to compare ideas. BOOKS-CLOSED PRESENTATIONS - This Teacher's Rook includes 2 few ideas for books-closed presentations, These can be used before you proceed to using the printed material as usual - though ina ‘eve cases you might decide to completely substitute ‘the books-clased idea Tor the Student’s Book work. Using bocks-closed presentations can help focus the class, offer variety and allow you to notice ‘individual difficulties more clearly and quickly, ‘WEB RESEARCH TASKS - This Teacher's Book includes many ideas for exiension tasks using tie intemet, They are presented in the following way: (1) a Web research task (2) a list of Web search key words. All web tasks provide ‘work on rolevant reading skills Setting up Web research tasks ‘Tallow all students to work simultaneously, you will ‘ideally need to have enough internet-connected ecmputers so that a maximum of three students work per computer. If this is not possible, vou will need to allow some students to work on the task while others do other work, eg allowing a six-minute time slot at the computer for each pair of students. Running Web research tasks «+ The tasks usually give suggestions of useful web search key words, We have given these (rather than actual internet addresses) because web addresses tend to change suddenly, whereas these search words are likely to produce good results at any time. METHODOLOGY GUIDELINES Introduction | TEST BEFORE YOU TEACH — At the start of many units, the Teacher's Book suggests some optional lest before ‘you teach tasks. Hirsly, they are diagnostic, ie they allow you to get an ‘idea of how much the students can already do with the stems you plan to teach. This may lead you to change ‘what you do later in some ways, For example, if you. sealize that students know a lot about one aspect but Title about another, you might decide to plan a lesson that spends more time on the latex, Secondly, they ate mociwattonal, ie they help students 10 realize for themselves what they can or can't do. By asking students to do a task which they perhaps can’t yet achieve with full success, they may realize that there is some language that they don't yet have full command of. This may help them to see the purpose of the Janguage items when they come to study them, GRAMMAR BOXES ~ In every lesson of the Student’s ‘Book in which new grammar or functional language is introduced, you will find a Grammar box. This section suggests a number of typical ideas for using theso boxes, a5 well as a few more unusual options, ‘* Ask one or two students to read the information aloud to the rest of the class, ‘+ Ask students to work in pairs and read the information aloud to each other. in pairs, read and then discuss or ask each other questions about the contents. '* Ask students in pairs to drill each other. ‘* Books closed: Before students look at the Grammar bux, read it aloud to them. At various key points, pause anid elicit what the next word or words might be, Clearly confirm right answers. When you have finished, allow students to open books and read the information. through quietly, # Books closed: Write the infoumation from the Graeamar box on the board, trying to keep the same layout as the book. Leave gaps at key places. Ask students to either copy the diagram and fill tin, or come to the board and fill in the information there. Allow students to discuss the suggested answers before they check with the printed version, | oxiAUTHOR’S FOREWORD Astraightforward approach tie ong Welcome to the second edition of Straightforward. Only six years have elapsed since the first editions were published, but we wanted to Keep up to date, to incorporate some of your suggestions, and to make improvements, that we thought were necescary. You may lave noticed, too that new editions come out more frequently these days. Far many people, he most noticeable and welcome change will be the addition of extra features to make teachers’ lives easier, Including an interactive whiteboard version and an enhanced website, Our basic approacl, however, has not changed. It remains ficmly eclectic, incorporating elements from many different approaches to language teaching. When { moet teachers ‘who are using these books, they sometimes ask me if itis OK to use a slightly different approach (for example, in the teaching of a grammar point) to the one that is suggested in the book. My answer is always an unambiguows ‘yes Particular students, particular classrooms and particular schools vary too greatly for it to be possible to provide one ‘way of doing things that will be appropriate to everybody. The core of the course, the Student's Book, is intended to be straightforward: teaching and learning material that is reliable and easy to use straigat from the page. The lessons share a number of features: ‘All lessons include a balance of language learning and language using (language work and skills work). ‘There is a suronger than usual focus on vocabulary development. This involves both the leaming of words and phrases and attention to how these items are used {ie the grammar of vocabulary) + The grammatical syabus willbe familiar, but itis also contemporary, reflecting insights from the analysis of language corpora. Every unit (up to and including Upper Intermediate level) contains one lesson that focusses on functional or situational English ‘= In every lesson, language is contextualized and presented in either a spoken or written text, and every lesson includes opportunities for either reading or listening. ‘Word lists are provided at the end of every unit in the Language reference section There is a wide variety of types of text, both in terms. of content and source (articles, newspaper cuttings, brochures, websites, emails, etc). The topics are varied and the approaches to them are lively. “Many of the texts focus on aspects of culture in the English-speaking world and encourage intercultural comparison. This work is reinforced by regular Did you ‘know? sections that contain further cultural information. ‘= Every lesson contains opportunities for communicative practice. There are a wide variety of these speaking tasks, so that students have the opportunity to develop a range of communicative skills. Beyond the core of the course, I cannot recommend strongly enough that you exgloze the other components. The best place to start is probably with the Teacher's Books, perhaps the best series of teacher's books that I've ever seen. I never usually like to carry around teacher's books (too heavy in, my bag!), but make an exception for these. They form a stimulating teacher-refresher or teacher training course, I you have a look through the introductory pages here, you'll discover a wealth of ways of adding variety to your teaching. Ringing changes, sometimes just for the sake of it,has helped keep me young-ish, Ihope. Researchers cconfitm that teachers who experiment with change tend to be the happiest ones. [really hope that you'll enjoy the sceond edition, and I wish you alle best forthe rest ofthis academic year Philp Kerr Philip Kere Cari Tones Jim Scrivener allWHAT THE LESSON IS ABOUT IF YOU WANT A LEAD-IN ... NB You can use these ideas at any point in the lesson (not only inthe lead-in stage). Discussion starters © Methodology guidelines: Discussion starters, page2at + Do you know anyone with a strange or unusual hobby? + What's the most enjoyable hobby you've ever tried? * Can you imagine any of your hobbies becoming so important that yout earn your living from it? + Has there ever been a TV programme you enjoyed so much that you wanted to meet the stars, buy souvenirs, g0 10 conventions, etc? ‘+ Do you think there is any hobby or leisure activity hat employers might not be irmpressed by when people apply for aah? Test before you teach: verb form review © Methodology guidelines: Test before you teach, page xxi + Pairwork, Ask students to list all the different verb tenses, they can name. Set a short time limit (eg one and a half minutes). ++ AL the end, ask pairs to look back through their list and think of aa example sentence for each tense. ++ Ask pairs to compare their sentences with other pairs and see if they can find any mistakes, ++ Collect answers on the board and see if students can ‘identity any errors, eg wrong names, mismatched ‘examples, errors in sentences, etc SPEAKING & VOCABULARY: leisure interests Pairwork, Students look at the photos and answer the questions, + Students read the descriptions quickty and match them to the photos. Pairwork. Students look back at the descriptions and put the highlighted words and phrases into three groups of ‘meanings. Tell them that they can look at their dictionaries for help if necessary 1a | Consuming passions Language notes: speaking & vocabulary = lfyou devote your time to something, you spend a lot of your time on it. + Paintballing isa sport involving guns that shoot siaall balls filled with paint. The balls explode on your clothes to show that you've been hit. + An aficionado is a person who really likes something, and knows almost everything about i. + A convention is a meeting of people who are interested in the same thing. ‘* Away of life is what you normally do in your everyday life (net just on special occasions). 4 + Ask students to think about two people thal they know ‘well, nd prepare to talk about each person's interests using the phrases in exercise 3. Allow them a few minutes to make a few notes about their interests. + Pairwork. Students then tll their pariner about the people they have chosen READING The article is about writing a truthful CV, and gives examples of mistakes made. I also gives advice on what potential employers look for in a good CV. 1 * Students read the article quickly and choose the best ttle. Language notes: reading + ACY (Latin ~ curricutura vitae) is a document that summarizes your personal information, qualifications and career history. You send it to a potential employer ‘when you apply for a job, NB CV is an abbreviation but {s usually writen in capital letters without full stops. (In Us English, a CV is called a résumé) + lyou say that your coneract has been terminated. it's a more formal way of saying that you have been sacked from your job. ‘* Trsomeone insists that you do something, they firmly demand that you do it. « ‘Typos are unintended slips when you type something, ‘There are two typos in thiz sentence, + If something stands out, itis very noticeable. + Ifyou resist a temptation, you want to do something naughty or bad but manage to stop yoursel1a | Consuming passions 2 + Students look back atthe anicle and undertine examples of the six things. + Find out ftom the class whac they think was the most foolish thing to inciudo in a CV from the examples given inthe article 1 rabid typing; ruining their company’s sales. department, 2 voluntary work with those with special needs 3 being into pop music; liking the cinema; supporting a local football club 4. married; eight children; would prefer frequent travel 5 they insisted that we got to work by 8.45 every ‘morning an coulda’t work under those conditions 6 passion for rock clizbing 3 ‘= Allow students a few minutes to note down the things they would put in the personal interests section of their own CY, ‘* Students compare their ideas with other students. [noourage them fo ask questions about their partner's interests. Web research task © Methodology guidelines: vied research tasks, page xxl Writing a CV «+ Find at least three more pieces of good advice about writing a CV to add to this lis 1 Don’t waite your CV by hand. Use a computer word processor, 2 Check your spelling and grammar very carefully Mistakes make te whole CV look bd Web search key words good cv GRAMMAR: verb forms review © Language reference, Student’s Book page 14 © imethodology guidelines: Grammar boxes, page wi 1 « Students look back at the text and match the underlined ‘ers to the labels in the box. + They then identify which of the verbs are active and which are passive, ‘present simple: are asked present continuous: are being looked for resent perfect: have found out present perfect continuous: have been training ‘past simple: described ‘past continuous: was (obviously) trying, ‘ast perfect: had been terminated a) active: have found out; have been taining: described; was (obviously) trying ') pusive are askeds are being look ors had been terminate Language notes: verb forms + This section provides a brief overview of verb forms that students are expected to have encountered before Upper Intermediate level. The tasks are essentially diagnostic activities, ie they may help you (and your students) to notice if there are any important problems. It’s very unlikely that students will be exor-zee, so don't worry about small slips and confusions. However if your lass doesn’t recognize some of these forms or can't make a {good sentence using one of these tenses, this may alert you to extra work that needs to be done, Remember: this section is focussing on the form of language, not its meaning and use, The fact that students can naine a past perfect passive doesn’t mean that they know why or when it may be used! Extra task: quiz - overview of verb forms + This task challenges students to transform sentences. ‘This kind of task is not very communicative, but it does provide valuable recognition and manipulation practice. + Pairwork. Explain that you will read out some sentences and for each sentence, students must (a) name the tense an (b) transform it into the grammatical form you tell them, Warn them that you will read each sentence towiee only, and at normal speaking speed, so part af the challenge is listening carefully? + Doan example first for practice. Read aloud: (a) She works in an office. Allow time for students to write the name of the tense. Then say: (b) Past continuous. Remind them that they must transform the sentence into that form, Allow a short time for pairs to talk together and write their answers, Then check that they have got (a) Present simple and (b) Slee was working in an office. Continue with these sentences [or ones of your owa). The answers are given in brackets. 1 (a) P've seen him. (Present perfect) (b) Post simple (I saw him.) 2 (@) We hadn't brought the money. (Past periect) (©) Past simple (We didn’t bring the money.) 3 (a) He's never flown in space. (Present pericct) () Past continuous (He wasn’t flying in space.) 4 (@) They introduced the new product at a convention (Past simple} (}) Present perfect passive (The new product has been introduced at a convention.) {@) She wasn't a fan of Britney Spears. (Past simple) (b) Past perfect (She hadn't been a fan of Britney Spears.) 6 (a) Itwas being built by a French company. (Past continuous passive) (b) Past simple (A French company built it.) 7 (a) Iwaited for hours. (Past simple) {(b) Present perfect continuous (I've been waiting for hours.) 8 (a) She's been to Paris; (Present perfect) (b) Past simple negative (She didn’t go to Paris.) + Sentence 8 is ricky because of the need to change the verb. This may surprise some students ‘+ Make sure students are clear that this is simply a ‘transformation task. The sentences in (a) and (b) do not ‘have the saime meaning