upper intermediate Pane ey RO oneiC- Mm aR Ae ONL Lindsay Clondfield Dovid Crystal UU ics our) PTUs) Secu Cora eras Nea] RH The Duke Perr eer) Eoaetca Monnet On eu adUnit 1 Language Texts ‘Communicative skills Port 1 Grommor Reoding Speaking $8 page 6 Nuiiary vers Hes de yur mabe yn fe! | Supporting opinions Pronunciation and Speaking sls? Enphassing Part 2 Vecabulory Uistering “Specking 38 poge 8 Predicate adjectives Genealogy ‘Questions about files Gromer Revie I present tenses Part 3 Grammar Reading Specking ‘8 page 10, Review 2: fatue forms Wer an you ptimiicebons? | Alls wel ha ends well Vecabulory and Wrting Listening Waco you optimisicabou®?_| What are you optimistic about? Port Vocabulary Reding Speaking SB poge 12 "The sulle Wining tbe bt apn disase | Your personal goals Exond your vocabulary ‘Metaphor illess Gromer ature continous and fare proce Function ‘Generiising and aking eptons SB poge 14 Making generalisations ‘Globel English | Langungesalveand dead 38 poge 15 Discussing minority languages Agresing and dsagrecing Writing report) $8 poge 16 Paragraphs: ope sentences and supporting sentences Study skills Exploring your dictionary 58 page 17 Additional resources ‘eWorkbook Tinerative and printable grammar, ocabuly,Istening nd pronunciation practice tra reading and writing practice Additional downloadable listening and video materia Teachers Resource | Communication activity worksheets to print and phoxocopy, evew material text and video with Dise worksheet "Go global Alive cette tither | Asksuent to do some ingemet research onthe city where they live, their capital ity, and to make a research ‘Shore presentation about how their ty makes them fel aie. ‘watt Zak students to look for the World Health Organisation website and find out information abou other tdscaes that are being eradicate. ‘ive & ot| Alive & Well lead-in Boor the class, tke a sates of photos ofthe ity whore you ‘2 the students ve. Make thes into a sideshow that you ‘San ow te students. Ase hem to stn pars. Show the ‘Stoelting stents to ay what they ike s00ut ‘em atti poet they shoul recognise the mage) When ‘y've decusee al of them, show them again. This ine “suet should take tus taking abou the photos aif their barter ware ator to the ty forte frst time a they ‘wee ving them ato ‘An steratve otis would be doing the same, but wah fim lps of dierent parts ofthe cy (whic you can make wit a ‘aera or phono). Speaking ($8 page 6) 1 Books dosed: Diet the wo quotes tothe ten Aattaem think fora momert ich one hey agree sore with and whey shal hin of eons hy my egee more whoo thn he other 2 In pairs, students say which statement they agree with snore and why: Feed back. Reading (SB page 6) “The reading is three personal accounts frm people sritng about how the city they live in makes them fee alive 1 191-1498 Check that students are familiar withthe ‘word elie Tell them to read the text through once ‘quickly and decide which tiles go with which texts = Stuart > Anna, © Senchya Language note Many ofthe texts in Global ospciy he erry ts, re ‘eo aralabe mn aso tera You can ay he ao othe tex whe the sudertsead teat tne lyk we ‘Susi rod eter he score tne forthe nxt task, tise dies you the opton ct mala the resin nto a iteing *you mat plying the se wh Booka closed alow ‘iets lston 90. 2 Now ask students to ead the text again an find the swords tht refer ta he differen aspects ofthe i 71 roa: husting onto buses, boarding test cars ‘Sandhya: crs are beeping loud; people on bikes are ringing ther bells; buses Stuart: ranspert hub 2 bona: ‘Sandhya crs are beeping lou; people on bikes are ringing ther bolls; market traders ae. rociaiming thi lout, anc music blaring out of window Stuart — 3 Aana: People leave thelr houses for work, sting onto ‘buses, boarding streetcar, evading the fog a8 we return home ‘Sandhya: people on bikes; markt traders (Overerowed streets wil force you tobe in close touch wth other bodies and you wil aways nd something to tak about to that stranger near you. ‘Stuar: We Sycneysiders are drawn to the harbour the ‘ve adhesive that birds two milion lves together 4 Anna: 600! wet fog on a summer morning: evading the fog ast snatches at any are skin; Te fog does cisappear by late morning when the skyscrapers ‘6 sparing against the sun again ingerng way ‘ready to wraparound us again ‘Sandhya: ~ ‘tua: the ever-lingoring summer heat ‘5 Anna: skyscrapers; Golden Gat Bridge; Alcatraz ‘Sandhya: ‘Stuart the crevioes and crags of its harbour ts ‘waterside parks, renovated wharves, beach bars anc | ctwas: neste opera hase te os othe shyscrapers 3 Askestudents whether they think the writers find the things mentioned in exercise 2 postive or negative. This tasks open to some interpretation, so be prepared to accept different opinions if students ean defend them. 4 Astestadents to go throwgh the questions. Tell them to refer back tothe text ist. If they have dictionaries, ask them to check their answers after they have finished, 1 quickly tease 2 bright «5 awake 2 lous [5 Askestadents the frst question in open class, Can they ‘think of city chat they have fllen in love with? If they can, tll them co imagine a iy they would like ro vst snd to tell a partner why: [Stor oon anes Ave & WelAlive & Well Grammar (SB page 6) 1 Stare by asking students to tell you what the aniliy verbs are in English. Explain that they can find examples ‘of each of them inthe text Elicit the examples from the {grammar bos, then ask stodents to complete the rules, First rule: have Second rule: be [rire rate do 2 Ask students to read dhrough al the questions once, ‘What do they all have in common? (They are all missing the auxiliary verb) Seudents put the ausliary back into cach question where i belongs Pronunciation and Speaking (SB page 7) You could do the frst part of hisses with books closed and students foeused on the boar 1 5 104 Ask seudents to close books. Ply the recording for them to listen tothe sentence and ask them to write it down. What do they notice aboutt that makes it a] ‘a3 (This isthe way to say it) 1 (his isthe way to say it) © 2(hisis the way to say it) _ When te is emphasised, tis ls pronounced ‘3. Inpairs, student practise saying the sentence in as ‘many different ways as possible. Circulate and monitor, then call on students to read out the sentence in some of the diferent ways they said t2 Right & Wrong Part 4 Lead-in “rte te folowing words onthe board: was no longer at 2230. Star by airy the students the fotoweg anecdote, ‘ssapteg 10 you own local creumstances men 1 was young! spent my summers at frst eal resort ‘own here. Every sumer spenta lt of tie ther with ‘nds. We woud goo the cna, fo cas, ta the popular laces. When got ole stopped spending my summers ‘er. | got marred and hed my own fam. Some years ster @ ‘end of mn rom my you cad me. He She Nad orarised {reunion of al my tends at resort town) twas the fst time 1n 15,yars that tured ter. When we ll met aga, we ‘reales we were ole. Tings had changed. Many ofthe laces wo went to were closed. Everyone was mich yourger ‘than us. twas fun ut was no longer a ase lot what no longer at ase means (not conforabiesrymor (Gan stunts think of atime when they were n longer case someunera? Reading and Speaking (SB page 24) This san extract from the book No longer at eae by Nigerian author Chinua Achebe. 1 Aseseudents to read the information about the book No longer at eas and Took at the book cover. Tell them to speculate in pairs as to why Obi might feel no longer at case. They should come up with one concrete solution per pair. Flcic answers 2 Ask students to read the text once through quickly and answer the questions. Was anybody's guess close to the cruth? Has anyone read the book? 1 He works in a government office, and we can surmise that he s responsible for scholarships 2 Obi assumes no's rich man who looks tke @ businessman trom Lagos the capital of Nigeria) 3 The man wants to bribe Obi ito giving his son a scholars. {3 Ask stents to read agin and find information shout each ofthe characters inthe text. They must use ‘histo write a wo- to three-sentence paragraph about the characters. Thy shold eer othe Ug language and include examples from the tex fill ou their deseriptions Possible answer (Obi) (bi isa very busy civil servant (There was so much work ow). He is usually an honest man but is uncertain when ‘he other man asks him for favour (tla ni twas ot possibe; Why dont you pay for him). When the man leaves the money on the table he covers it but has aguiy Conscience (The wad of nates ly... al night. Obi laced a | newspaper overt. This terbi 4 Now ask students to quicly decide who they ‘sympathise with most. Elicit some answers from the class, bur do not comment on them yet '5 “Tal stunts to turn to page 128 and read the context around the extract. They should now turn toa partner and discus their answer to exercise 4. Do they still sympathise withthe same person? 6 Read out the fist sentence ofthe exercise and ask the class how they think Obi reacts, Elicit some answers from diferent members ofthe class Then tll chem ro read the rest of the text about Obi’ trial. Point out that a this stage they should merely read the extract and not do the exercise within it which comes later Background note Cina Ace was bom in 890 ans a nove, post and professor at own Universty New Yrk, USA. He ect own fr his strove, Tins flat, pubtanes in 1886. No onge tease was pubished in 1980, Achebe tas bee clad heather of ern Arican wing’ an has ntvenced geraatons of har can wes Nelson Mandela, the forme South Alcan poser. sac of Achebe ‘athe was awiter'in whose compan the prison wal, fat cown’ Grammar (SB page 24) 1 Ask students to go over the rules and the examples in the grammar box quickly. Then tll them to find at least one other example foreach tense in the text. Alternative procedure Dots ator nto win books ted Wa the ‘canoe erences onthe bow Pak vader ory Saf a ar as bal el Trae palates ae ‘ce he ellnrg worden ta des: compl, 0, ‘peste te, press, beta, bate, Then ta rh 2 Socks enero boo [ Second rte: past spe ‘Tide: past continuous Fourth rule: past perfect2 Right & Wrong 2 Now ask students to read the story of Obi trial again (they will have read through once for meaning and gistin the reding activites) and choose the correct verbs. [7 were stanaing 2 were siting had boon began assaying / sid (both ae possible as tis clear ‘whether the thaught occured while the judge was ‘speaking oF immediatly ate) ‘occuné UT came expected rehearsed came | had come (both are possible) Extra activity ‘Ask students to wit short callaborative sor n rours of {out or fve. The fat person in each group stars, Dictats th {otoning sentence: One cya woman was waking down te stret. The fra student contnues wih another sentence ard then passes the son tthe ret person. who cofnues wth tte sartrcs. he story Shedd gp aroun the run at Teas twice At the end, ask student foreach group to read ‘ut the sony Feed back by conecting any persistent matakes ‘nc cicuss hich story students ie best. © Grammar focus Refer students tothe language summary on narrative tenses on page 136. You can use exercises 6 and 7 on page 137 for: 4) extra practice now by homework ©) review a couple of lessons from now: “The answers are on page 142 of the Teacher's Book Extend your vocabulary (SB page 25) Read the information bout the metaphors othe tents "Tlthem to look ar each ofthe example setenes 0d tllyou hich onc retro a hones positon and wich red to diboncst positon (he frst tro sentence refer tatoney) They then match he sentences oir tnenings belo you Rave me for low-up sk Tun tchoon one or moo th expressions to make thrown te eneaes ight & Wrong [1 Herfallrom grace was wit, 2. She played an underhand tik on him. {3 She's an unstanding member of te community 44 Shohhas very high standards | 5 Nobody beloved she'd stoop to hat Writing (SB page 25) 1. 5 131 TRI students to read the instructions tothe listening activity. Play the recording once and let chem ‘make some notes. They should compare their notes in pairs. Then play the recording a second time and let them check. om Ben was in Los Ages on business. When his meetings were var he wort othe an station. He needed to caten the net train to be time fo deve the weasing rege at his best rend’ wedding in San Frecisco. However Ben's walet ‘ras stolen nthe tan san, He esta tis money, is cect ‘ares and 19 as wel ass ike to San Francisco. As he was { svangor and had no ID, nobody athe station warted 12 Terdtum money fora ket Whe Ben wasting to decile _ ant todo nat a wel- cessed man siting net to him on ‘bench let his cost unatended for a couple of minutes ‘icing out ofthe mars pocket was a ain tet to San Francisco, Ben could eo tat man had more than enough 2 Read out the questions from exercise 2. Ask students to think about what Ben did. This sa critical thinking ‘exercise, so give them time to think before they write. ‘Then ask students to write the end ofthe story. Circulate and monitor, helping where necessary. This part should be individual work 13 Put students into groups of three or four. Tal them to read out the end oftheir stories and discuss what they think Ben did, Did people in the group agree on the best tending? Ask different groups to report back what they wrote and where they differed, eed) ‘money to buy anew teket,