NATIONAL GEOGRAPHIC LEARNINGJ) NATIONAL /__ GEOGRAPHIC LEARNING ‘loco C2 Teachers Book © 2016 Natinel Geowrepic Learning, a Cengage Learning Compery Angela Sands ALLRIGHTS RESERVED. Nopart ofthis work coveredby the copyright herein may be reproduced or dstbuted in ary former by any means dae enan Saeebe xcept a permitted by US. copyright aw, without the prior written permission ofthe copyright onner. Eeteril Morager:Chire Merchant é "National Geographic, National Geographic Society" andthe Yellow Comiissoning Editor Kayleigh Bulle ee Border Design ae relstered trademars ofthe National Geographic Senior Development Editor Alan uy ey onaateeraan Head of Production: Celi Jones Content Project Manager: Melissa Gears Ga = ; For rod nfornation se ebro sacs contac at ineobiecusier Rete eres on ‘cengge erring Castomer& Seles Support, congagecomontact ‘Cover Designer: MPS tinted | Composition fd Apple Design Ltd Forpernisionouerateal fon thistertr prod, ‘brit al request ele 3 cengage-cm/permissiont tor ermine quetons canbe ead 12 pemissionrequest@cergege.com ISBN 975:1-4080-5842-4 [National Geographic earning ‘Cheriton House, North Way, Andover, Hampshire, SPIO SBE United Kingdom National Geographic Leaning, aCergage Leaming Company hes 2 imsson toring the world tthe casroom and the lassoom tof. ‘atheurEngish argue programs students arn abou thet wer by ‘exparencngt. Though ou partnerships ith National Geographic and “ED Tells they develop the language and sil they nee te Be sucessful _sobelctizens and leaders. Locate your loca ce at intemationacengage.com/region VisitNatinal Geographic Learning online st NGL.cengage.com/Closeup Visitour corporate website at encengagescom ‘oto cres over: rotor Horn Cision Shatersck (bck cove) Nalein/Saiesocne Vide cette ate © Nate Geegraphe Leming ‘Ul? © Geogapic eng Unk © natunal GeoparicLearing Unk © Nato Geoopic ear Unk © National GepapicLenring Unt 6 © asin sae Troopers, Alea Deparment of bl Stty Usk? © Rational Gogg Larang ares Ostenl Geog earn at © national Geogrnic en Usite Onischenotne Dai N6 Foner Sl Productions Ua 2 Netra Geopaphc Lee Printed in China by RR Donnelley Print Number: 02 Print Year: 2017Contents Contents of Student's Book Introduction to Close-up Unit 1 De You Mind? Video 1 -From the Some Family Unt 2 Bright Ideas Video 2 ~ Neon Seas Review 1 Unit 3 Right On! Video 3 - Dirty Energy Unit Express Yourself Video 4 Elephant Alert Review 2 Unit 5 ~ iFAE First You Don't Succood Video 5 ~ Surviving Deadly Everest Unit 6~ Made of Money Video 6 ~ Alaskan Money Laundering Review 3 Unit 7 - Distant Shores Video 7 ~ Reet Cleanar Unit 8 ~ Knowledge is Power Video 8 — Environmental Theme Parke Review 4 Unit 9 Flying the Nest Video 9 - Best Job Ever! Unit 10 Because You're Worth It! Video 10~ Skateboards from Trash Review 5 Unit 11 Say Cheese! Video 11 ~A Polar Picture Unie 12 = Cultire Shock Video 12 Right of Pessage Review 6 Recording Script for Student’ Book C2 Workbook keyContents 1 Do You Ming?, ps-18) 2 Bright ideas p 19-32 mukiplechoice, looking forthe main purpose or deo ofa text For formation REVIEW 1 Vecabilary BGrammar pss 34 3 Right On! z p3s-43 4 Boress Yourself pega missing paragranhs, checking for mukiplechoic, answering the cual question REVIEW 2: Vovabillary & Gramvnar p 43-64 & IFAt First You Don't Succeed p65-78 6 Made of Money pres mvssing paragraphs, inking & reforonaing expressions ubicle choice, ecling with unamlior werds REVIEW'S: Vocabulary & Grammar p93-94 7 Distant Shores p95-108| 8 Knowledge is Powe p 109-122 REVIEW 4: Vocabulary @ Grammar’ p 12% 9 Flying the Nest 125-138 40 Because You're Worth it! 5 199-152 ecking for multiple mstehng, voicing hunting for words ie imutipla choice, determining the tmosning of specfe missing poreorephs the missing prograph contort REVIEW 6! Vocabulary @ Grammar p 183-154 11 Say Cheese! 185-168] 42 Culture Shock p 165-182 muliplechoie,d .uising REVIEW 6! Voeabulary &/Grammar "p83 164 fing al of Personality, elminsting wr ecsners, pasa verbs, clloctions & expressions, prepositions mikile matching, scanning texts [scence & techneoay, identifying collocations, compound nouns prepositions, word formation, eollocations& expressions socety & polis, word fomnnion, forming negative words, phrasal | verbs, colccations & expressions, siord fermion socal cormmunication, dealing with Synonymous voeabulary, word formation phrasal verte eolocations expressens [hopes & dreams, multiple-choice lore, desing with word ta have siniar mearings, phrasal | serbe colecatione A sxprereions, prepositions | money, multiple-choice core, | eating with multple-chowe lose | teste, phrasal verbs, collocation: & expressions travel & cure, understanding new ‘words, phraal vers, word formation Collections & vxpretions education, word formation, forming plural nun, phratal vb, preposition, calloeatons expressions wore, clave, dling wit idioms ard Seprosscns, nerd formation, phrasal (ore, colocations& expressions consumerism, multiple-choice ozo, coping with urkenasin words, Prepositions, wor formation, phrasal forbs media, word formation, creating ios and safc fom the same proponitions | muliole matching, pinpointing the |cuture, multise-choice doze, predicting the answer, colocsions & lepressione, word formation review of prozont & precant perfact tenses, 2mple & continous tense, sed to / would, outliries, open . doze, thikeng abovt the meaning ofa text future forms, verbs, adjectives {phrases to express the future, future inthe past, Goze, ening stractors pessve, trnstve & intransitive, | erbs, avciding the passive, | | passive causative with get key | fword formation keeping asimer | mods! verbs, modality, past terse mods, negative forms, need & dare, open doze, reking sue the word fe gran conditionas, close, paying attention to details inversion, so & such, veal past, ‘would rather, would prfer& had zB Detter, hey word transformation, recogising struct ‘yedable & ungradable ad ying adverbs, open coze, efrting back & forwards ‘porting vero patterns paring siggestions & questions, epertng es folloned by a gerund, clove, hacking vob pattarns relative clauses, eatve pronouns, particle causes, clases of reason, Purpose result and contrst key (nord ransformation, wing the correct number ef words ountable & uncountable nouns, pronouns, aciles, open coze, thing about deveriners gerund, infnives, doze, proees of wireraton clef santonces nth fe sentences with what and al Key wore formation, making amkipechok choot the right ancwor allowing time 9 introducing your, taking about | esay (1), plering & oroersing a youl, ving pectenelinformation | dacursive esay, planning & using top | Sentences, shoving cavse & effect | siving an examole trubiplo matching, identying thor | taking abou domes bets, ‘evew (1), undestancing the content Delors tetning ‘ruktple-choice, understanding the i of speakers smstipla-choee, indaretanding cause markers ce competin, paraphrasing | muitigie matching, considering calsborative task, focusing onthe task, [of review, using informa language, initiating eecusion, taking tans, inviting | providing backgroure kg asl, your partner to speck recommending talking about the environment & tcl (1), engaging your reeder, inequality, long tum, colecting your | erating a conversation tone, questions thoughts, organising your theughts, _|to engage the reader, using imperatives, hestatng/baing uncertain, responding to | encouraging Involvement hat yout partner ead taking about lerguage & letter, folowing leter-nciting comenuncaton responding ratualy, |conventons,cantibuting to a using ciscourse markers tostart of, | magazine’ letter page, stating your xprostingan afterthought changing [reason for wna, giving reasons for & |e subject, inciesting you have no more | dlscusting benefts of using socal media, te say assessing 3 futce role talking about personal aspirations, eaty (2, enalysing contrasting tents, Collaborative tak, expancing on aking with al cterments of Ue ast, your aneuers, evaluating, comparing, | stating your opinion, enphesing & {pean moving he conertion |Eanchdra talking about money & moral dacsiens, | enay choosing betwen to topics, homme at long tun, eutaring a conversation, | witing an effective esey, nvoduing | hooping Gscourse going, expressing | your topic, changing ‘opt: presenting disapproval summing up arguments Imutipe-choice,chcosing apprepriata [taking about volunteering abrooc [essay (8, enahsing complementary ensnce completion, wrting | gramenatieny eae stn moliple-cholce, writing short notes ard opin rruliplechotee, letring batwoen ching, focusing Speaking Reference: explaining & recommending, explaining, | texts, enalysing the Key pons, advanced comparing, recommencing, caching a |conjnctons taking about spending school money, | report (1), understareing the content of justifying and dofending report, writing a prt trolucton, Sing recommendations taking about signe of maturity, article (2, how aricles der from es collaborate tas, collaborating, listening | writing abevt personel experieness, 8 responding appropristaly agrocing & | expressing a personel point of vie csogroving poltoly, suggesting taking about responsible consueram, | atile @), ving natratves in atic, long tum, speaking for twominutes, | using a character to exenplily atopic responcing to follow-up questors, | alking about characters and inecerts, joining i, interupting politely handing | adverdsing and consumerism back talking about topic fora documentary, |review (2), understencing the purpose arguing againt an option, of e review, epplying the forms ancl recommend, reaching a corsensus [conventions of @rovion, taking about famous people, biographies, why i's worth reading talking about colebrations, keeping to |report 2, getting the most out of the ta tine it, nvoing your partne, | prompt materdl, produc yout ow supporting opiniers with examples, [content taking about egpecs of cule, changing the subject introducing positives end negatives p23 Collocations & Expressions: p210 Phrasal Verbs: From the Same Family, Neon Seas Diy Energy Elophant Alert SSuviving Deadly Alaska Money Raundering Environmental Thome Park Best Job Evert Seateboards trom Trash APobr Pawwe tect Panege p22 5Introduction to Close-up Introduction to Close-up Welcome to Close-up Second Edition, an exciting advanced course which brings Engli National Geographic photography and facts carefully selected to appeal to the inquisitive minds of students. Course Components Close-up C2 Student's Book with online student zone “The Student's Book is divided into twelve topic-based units. Each unit starts with a stunning photograrh linked to the theme of the unit and a summary of the contents of the unit. There are five two-page lessons in gach unit covering reading, vocabulary, grammar, listening 8 speaking and writing. The unit ends with a video page to ‘accompany the National Geographic video clips found on the online student zone. The video clips are designed to expand students! knowledge of the world they lie in, and the tasks in the Student’s Book aid comprehension and further discussion of the topic. Each unit also contains: * tasks that actively develop students reading, listening, speaking and writing sil. «Exam Close-up boxes and Exam Tesks that provide step-by-step advice end strategies for how to best approach exam tasks and have the opportunity to put the advice into practice. + Useful Expressions boxes in the speaking & writing sections that provide stuclents with appropriate lenguage when doing communicative tasks. + plenty of opportunity for dicusson of the topics in the Ideas Focus sections. ‘Close-up C2 Student's Book also contains six reviews, one after every two units, which consolidate the vocabulary. and grammar taught within those unis [At the back of the Student’s Book, there is a wealth of reference material, The Grammar Reference and Irregular Verbs List support the Grammar Focus within each unit. The Writing Reference provides @ summary of the important points to remember for each genre of writing as well asa checklist. There is also @ Speaking Reference, bringing the Useful Expressions presented throughout the course together in one place. in addition, the collocations, expressions, prepositions and phrasal verbs actively taught in the Student’ Book are also listed for easy reference. The online student zone includes the Student's Book auclio and video, and the Workbook audio available to download. Closo-up C2 Workbook The Workbook accompanies Close-up C2 Student's Book. Like the Student's Book, its divided into twelve units and six reviews. Each unit consists of reading, vocabulary, grammar, listening and writing. The reviews inclide multiple: choice vocabulary and grammar items. The audio on the online student zone contains the recordings for use with the listening tasks. ‘The Workbook’s clear and simple format means that it can be used at home as well 2s in class. The Workbook is available with or without the Online Workbook Close-up C2 Teacher's Book with audio + video Close-up C2 Teacher's Book provides dear lesson plans with detailed instructions and tips for teachers on how to make the best of the material n the Student's Book. The key to all task in the Student’: Book end the Workbock are included, along with the Student’ Book transcripts with justification for the answers to the listening tasks underlined The Teacher's Book also includes the Student's Book audio (on CD) and video (on DVD). Close-up C2 online teacher zone The online teacher zane contains a comprehersive testing package in printable PDF format. The multiple-choice uizzes, one for each unit of Close-up C2 Student’s Book, focus on the key vocabulary and grammar items presented inthe unit. Progress Tests, one for use ater every two units of Close-up C2 Student's Book, inclide a reading comprehension task, a writing task as well as vocabulary and grammer tasks. There is also a Mid-Year Test (Units 1-6) and an End-of-Year Test (Units 7-12) that provide a written test covering reading comprehension and writing, 5 well as a listening test. There is a section of photocopiable vocabulary and grammer tasks which can be used wth students who fnich early in clase, a8 a way of revising prior toa test, or as extra practice of the vocabulary and grammar Al keys to these tests ere included.The Close-up C2 online teacher zone also incluces the Student's Book audio and video along with the Workbook audio and transcripts plus the Workbook transcripts with justification for the answers to the listening tasks underlined. In addition, there isa Student’s Record document, which can be printed for each studant, whore tost results can be recorded. Closeup C2 Interactive Whiteboard Software Close-up C2 Interactive Whiteboard Software indudes content from the Student's Book, plus the audio and video. The |nteractive Whiteboard has easy-to-navigate, intoractive tasks, word definition functions, grammer animation and. a series of games for further practice. Justification for reading comprehension and listening tasks is available at the touch of a button, as isthe key to all tasks, Close-up C2 interactive Whiteboard Software also contains the Content Creation Tool, which allows teachers to create their own interactive tasks to use in class, and is compatible with any interactive whiteboard hardware, The Interactive Whiteboard is available on cisk er downloadable from the online teacher zone.Reading: Vocabulary: prepositions, eliminating wrong answers Grammar: Used to / would, auxiliaries, thinking about the meaning ofa text Listening: multiple-choice, allowing time to choose the right answer Speaking: introducing yourself, giving personal information, talking about yourself Writing: topic sentences Unit opener ‘© Ask students to look atthe ttle of the unit end to tel {you when they think we would use it ts used for getting someone's permission to do something, This can ‘either be polite; impolite, or humorous. When said in a loud wey, it shovrs that the speaker is angry or annoyed). Ask students to look at the picture and think about how the male gelada might be feeling, Then read the caption asa class and ask students how the picture and caption imight relate to the til. ‘© Ask students to come up with as meny phrases or expressions with the word mind that they can think of and to use them in example sentences, Reading A Ask students to read the instructions and the factors that influence human behaviour. Explain anything the students don't understand, ‘+ Ask students to give you examples of each factor. ‘© Ask students to justify their answers as they discuss with their partner. + Discuss as. class Answers. You can change most things wholly or in part, but not genetics B + Ask students to look at the picture accompanying Text 1. Ask them to describe the picture and to tell you whet thoy think could have happened. + Ask students to read the title ofthe article and elicit that a textbook case is a good example of something. Ask them if they think a porcon could gunive such an injury ‘+ Ask students to read the instructions in B and check that they understand what they have to do. + Ask them to skim read the text for the answer and then to think about which of the factors in Ait is an example cf. Explain that they don't have to read in detail as they will have another opportunity to read the text. + Ask studants to do the task individually, but check as, a clas, 1 Do You Mind? multiple-choice, looking for the main purpose or idea of a text personality-related words, phrasal verbs, collocations & expressions, review of present & present perfect tenses, simple & continuous tenses, essay (1), planning & organising a discursive essay, planning & using f ¢ D E ‘A brain injury caused tho change. The physical tenvironment was the cause 2s it was the result of an accident. Ask students to look at the title of Text 2 and to tell you ‘what they think it means. Ask students to look at the picture accompanying the text. Ask them to describe it and to tell you how they think it relates to the tile. ‘Ask students to read the instructions in C and check that they understand what they have to do. ‘Ask them to skim read the toxt for the answer. Exclain that they don’t have to read in detail as they vill have ‘another opportunity to read the text. Ask stuclents to do the task individually, but check as a class Ie focused on what is going right in the lives of young people, rather than what's going wrong, Draw students’ attention to the Exam Close-up box and tell them thet these boxes are used throughout the book to give them tips about how to do spetifc task. ‘Ack students to road the Exam Close-up and then ask tone to explain what it says in his or her own words. Explain that they may be asked to answer a question about the purpose of a text or its main idea. Tell them that the answer options wil include statoments that ere true, but which only give information about one aspect cof the text. Tell them that they should eliminate those ‘options and soe which ofthe remaining answers best represents the writers overll purpose or min idea. Jsk studonts to read the Exam Task, the questions and the options. Explain arything the students don't understand. Remind stadents to eliminate options about one aspect of the text before identifying the answer withthe main idea or purpose ofthe text. ‘Ask students to do the task individually, but check as1¢ 2d 3a 4b Sa bd 7b 8c Te His miraculous survival, and the effects of the injury upon his character, made Gage an important cose study for scientists concerned with the brain and human behaviour. /Gage’s injuries provided the fst sold evidence fora lik between brain trauma and personality change. 24 The subsequent blast propelled the rod through Gago's left cheek, tore through his brain and exited through the top of his skull. a ... ho bocame .. socially inappropriate. / {tis involved in. inhibiting inappropriate behaviour 4b Today, research is still being conducted into his condition and the majority of introductory psychology textbooks mention Gege. his skull ‘and the iron red are cn display at the Warren ‘Anatomical Museum at Hervard University and 4are the most sought-out items there, 5a ... 30-year study into childhood temperament {and its impact on adult behaviours «chieving optimal development and wellbeing. In measuring positive development in young ‘6d, In measuring positive development in young people, researchers look for attributes and ‘behaviours that enable them to take an active ‘ole in the community... (can only refer to {young people as they are the group being ‘stuaied in relation to taking an active role in the ‘community, etc) Tee... havo confidence that important organisations in society would generally behave ethically and fairly Be The findings are an invaluable resource for dovoleping interventions and programmes that reduce risks and also strengthen protective factors to assist optimal development. + Explain to students thatthe exercise foloning the Exam Taek allows them to practise new vocabulary that they ‘met in the reading passave. ‘¢ Ask students to read the instructions and check that they Understand what they have to do. Ask them to do the ‘sk individually, But check asa class. 4 optimal 5 ompathotic 6 determinant Ideas Focus = '¢ Explain to students that they are going to answer ‘some questions about human behaviour. Ask students, to read the questions and explain anything they dden't understand. + Ask students to answor the questions in pairs and ‘encourage ther to draw on their personal experience as ‘much as possible. * Go round the class monitoring students to make eure they are carying out the tesk properly. Don't coract ary mistakes at this stage, but make a note of any problams in structure and pronunciation Ask students 2t random to answer each of the questions ‘and encourege the other students to give their opinions. + Write any structural mistakes that students made on the board without saying who made them, and ask them to correct them. Deel wth any problems in pronunciation that came up. Teaching Tip Alloning students to challange each other's opinions helps to improve their confidence and fluency. Encourage disagreement, but make it clear to students that they ‘must justify and support their opinions with reasons and examples. Vocabulary A pee oo ae ‘+ Ask students to tell you what a prefixis and to give you ‘examples of prefixes. Ask ther to tell ou how those prefixes change the meaning of a word. ‘+ Ask students to read the instructions and check that they understand what they have to do, Encourage them to think about the meaning of the prefixes to help them decide which to use for each of the words in the sentences. ‘+ Ask students to do the task individually, but check as dass. 1 misspent 2 dysfunctional 3 maladjusted 4 aberrant 5 abnormal 6 misanthrop= All of the prefixes have a negative meaning. Extra Clase Activisy ‘You could expand on this task by asking students to note donn other adjectives that can be formed with these prefixes. ‘= Ask students to read the instructions and check that they understand what they have to do. * Say cach of the words in the yellow box tothe students and ask them to repeat them after you. Correct their pronunciation where nocessary Elicit that they are all verbs. Ask them to read each sentence for gist and to bear this jn mind when choosing the correct verb. Remind them 10 write the correct form of gach ver. * Ask students to do the task individually, but check as class.Do You Mind? 5 conducted 6 exerting 7 arouses 8 oscort 1 venting 2 beers 3 breeds 4 swallow c eee ss ‘* Ask students to read the instructions and check that they understand what they have to do. ‘© Read the words to the students and ask them to say them after you. Correct their pronunciation where necessary. Point out that these are adjectives used to describe people's feelings, personalities or behaviour ‘© Ask students to do the task individuelly, but check as a dass. + Before proceeding to D, ask students to explain what the odd words mean. (cynical means pessimistic: ‘meticulous means thorough; uneasy means nervous; ‘obnowious means unpleasant; amiable means friendly, eloquent means articulate) _Answers 9 {4 oynical 4 obnoxious | 2 Meticolous 5 aminble | 3 uneasy 6 eloquent D + Ask students to read the instructions and check that they understand what they have to do. Ask them to read each sentence for gist and to work out what moaning is needed in the gap. + Ask students 0 do the tsk individually but chock as a dace ———ANSWEIS.¢ 4 eloquent 5 uneasy 6 meticulous ‘= Ask students to read the instructions and check that they tundarstand what they have to do. * Read the words in red in each santence to the students and ask them to repeet them. Correct their pronunciation where necessary. Elicit that the pairs ‘of words can be easily confused because they have synonymous meanings or look similar. 1+ Askstudents to do the task individually, but check as a dass, Answers. {1 winorabie 5 inseparable 1 2 distant & platonic 3 mutual 7 unconditional 8 devoted {4 compatisle F «Read the phrasal verbs in the yellow box tothe stud nts and ack thom if they knew what any of them mean. + Ask students to read the definitions a-f without filing in any answers at ths stage. ‘+ Ask students to do the task individuelly,but check 25 ads. 1 goback 6 come between 2 fall out 7 fitin 3 difted apart 8 worked up 4 settles down 9 got outof 5 led... on 10 ‘stick up for 6 eee eae + Ask students to road the instructions and check that they understand what they have to do. «+ Ask students to read through tha sentences and to pay attention to the words that ae immediately after the words in bold + Ask students to do the task incividualy, but chack as achss + Once the answore have been checked, ask students to tel you what the phrasal verbs meen (do my head in = bbe more annoying, ciffcu, boring, et. than | can deal with; egg on = encourage someone to do something that they should not do; wind up = make someone engry or upset stress out = make someone feo! nervous about something; lot down = make someone disappointed by not doing something that they are expecting you to do; ‘ chillout = relax and stop feeling stressed) 4 stressos 5 let 6 hills H a 2 «Ask studonts to read the instructions and check that they understand what they have to do. ‘+ Atkstudents to road through the sentences and to pay attention to the words that ar immediately after the ‘aps. Est thatthe expressions ar formed with nouns that are pats ofthe boy ‘Ask students to do the task individually, but check answers 36 a cass Extra Class Activity + Ask studonts if any of the expressions are used in their language + Ask them to lst equivalent expressions in their language and discuss as a class.‘+ Ask students to read the instructions and check that they ‘Understand what they have to do. “+ Ask students to read the centonces, without choosing ‘heir answers, and to underline the words after the ‘prepositions. Explain that the preposition they wll ‘choose depends on these words 1+ Ask students to do the task individually, but check as acess. 7 against 2 beside Bin Bon : 9 on ain 10 at Sot 11 on 8 on 12 outof ‘+ Askstudnts to read the Exam Close-up and thon ack ‘to exaain what says nis or her ovin words Explain that they should idanify and eliminate the ae clearly wrong ond then see which of ‘options best complete the sentences. Tell ‘ham te deuble check thor answor choicos by roading ‘the sentence again to ensure it makes sense. ‘+ ASkstudents to read the Exam Task and the questions Exolein onything the students don’t understand. *+ Remind stedents to eliminate options that ae dearly (tilza se ese oa 7 Extra ClassiActivity Ties peritng, you could expand on his tas by asking ‘0 write their own gapped sentences for some Pi llrostbrs areeihccwrmnncrey sage ‘Students may swap with a partner and complete each ‘other's sentences. This wil help them te consolidate any ew vocabulary Ideas Focus “+ Explain to students that they are going to enawer some {questions about relationshins. Ask students to read the {questions and explain anything they don't understand. ‘+ Ask students to enswer the questions in pairs and €@hcourage ther to draw on their personal experience as ‘much as possible. ‘+ Go round the class monitoring students to make sure ‘they are carrying out the task properly. Don’t correct any ‘mistakes at this stage, but meke a note of eny problems in structora and pronunciation. '» Ask students at random to answer each of the questions ‘and encourage the other students to givo their opinions. ‘+ Write any structural mistakes that students made on the ‘board without saying who made thom, and atk them to correct them. Deal with any problems in pronunciation ‘that came up. Grammar : ‘= Wrte the santonces below on the board and ask students what the verbs are. Then ask them what tenses have been used and what they express — Your rain controls all of your actions. (controls; Present Simple; Ths sentence talks about a sciontife fact) ~ The experiment has finished. nishec: Present Perfect Simple; This sentence talks about an event that happened at an unspecified time in the past.) "He's checking the results atthe moment. (checking; Present Continuous; Ths sentence talks abo action that is in progress atthe time of speci ~ He's been running the lab for six months. (nas been running; Present Perfect Continuous; Ths sentence talks about an event that startadin the past and is stil in progress) * Revise the affimative, negative, question forms and short answers ofthese four tenses, Then elicit the tme ‘expressions used with each one. A as sie ee + Ask students to read the instructions and check that they ‘understand what they have to do. ‘+ Ask students to read the sentences and explein anything they don't understand ‘+ Ask students to focus on the words in bold in each sentence as well as any time expressions or adverbs (of froquency. * Ask students to do the task individually, but check as - 2 class. 1b 2a 3d 4c 8 SSMU eee ee a eT * Ask students to reed the instructions and check that. they understand what they have to do. Explain that the same verb can have cfferent meanings when its used in simple tenses and continuous tenses + ‘Atk students to road the sentonces and explsin anythin they don't understand. a + Ask students to do the task individually, but check as 2 class.1 ve been getting to know her. (Its an ongoing situation, 'm still getting to know her) I've got to know her. (I now know her quite well.) 2. The dog smelt tarible. stative verb meaning the smell of the dog wes terrible.) ‘The dog was smelling the flower. (staive verbs sed to describe the dog's action ie. sniffing the flowers.) 3 The patient had forgotten to take her pil {onco,) The patient had been forgetting to take her pls. (repeatedly, over period of time.) 4 They imagine themsaives somewhere calm. (every time they meditate) They are imagining themeelves somewhere calm. (right now in the yoga cass) 5 Iunderstocd the problem. (stative verb, never Used in continuous tenses.) Iwas working on a solution. (action going on at or around a certain time in the past) ‘Ask students to read the instructions and check that they understand what they have to do. ‘Ask students to look at 1 and elicit that duration is expressed with continuous verb forms. ‘© Ack students to read the rest ofthe functions and exolain anything they don’t understand. Encourage them to look back at the examples in B and C again. + Ask students to do the tank individually, but check as a class. 0 __ADSWETS. ane 4 simple ae 5 simple ane Now red the Grammar Reference on pages 165 & 186.1 to 18) mith your students D gi + Ask students to read the instructions and check that they Understand what they have to do. + Ask student to road the sentences and explain anything they don't understand. + Explain to studs that they should think about which funetion ofeach tense is being used in each iter, wether verbs are stative and to look out for time expressions and adverbs of froquercy that are used with these tenses. + Ask det to do the ek ini but chock as ‘1b 2c 3b 4a Sb 6b E + Ask students to reed the instructions and check that they ‘understand what they have to do. ‘= Encourage students to read the whole sentence to look for any clues before circling the corract answrer. Tell them ‘they should pay particular attontion to time expressions, adverbs of frequency and the tenses of other verbs in the sontences. ‘+ Remind students to re-tead the sentences once they have finithed to check their answers. ‘= Ask students to do the task individually, but check as acass 1 did't mean 6 hed been 2 made 7 has been 3 forever 8 controls 4 noeds 9 tall 5 had received 10 was studying ‘Ask students to read the instructions and check that they understand what they have to do, Point out that they hava to use the vorbs in bfackets after each gap in the corceet form (one in a simple form and the other in a continuous form) and that they will need to consider all ofthe present, present porfect, past and past perfect, tenses. + Encourage students to look for any clues before writing their answer. Tell them they should pay particular attontion to time expressions, adverbs of frequency and the tenses of other verbs inthe sentences. ‘© Remind students to ro-read the sentences once they have finished to check their answers. «Ask stucients to do the task individually, but check os adass, 1 have been making/ 4 ddn'tunderstand, hove made, need had been following 2 knew, was Wing/ 5 doesn't tke, is knows, ising thinking + Revise the affirmative, negative, question forms and short anewers of used to and would. + Ask students to give you example sentences using Uusod to and would, and write them on the board. Do riot correct ery that are wrong, You will ba able to do. so later. + Ask students to read the instructions and check that they understand what they have to do. + Ask students to read the toxt and the questions, and ‘explain anything they don't understand. Ask students to underline all the examples of used to and would in the text. Explain that this will help them to Understand the functions of used to end would. = Ask studonts to do the tack individually, but check as acess.2, used to can replace would for actions (would/ used to have deep conversations) 3 would can replace used to for actions (usad to/ ‘would go on for hours) 44 for states (used rot to lice, used to have one or ‘wo very good friends) 4 Se A 4+ Askestudents to read the instructions and check that they | nderstand what they have to do. + Ask stucemts to read the sentences and the questions, and explain anything they don’t understand. 4 Askestudents to undertine the modal verbs in the sentences and consider how they aro used. ‘+ Ask students to do the task individuelly, but check as dass. (a 2a 3b it peers at + Ask students to read the instructions and check that they snd what they have to do. Explain that auxiliaries ‘a1¢ used in order to evoid repeating verbs that have ‘ready beon mentioned. ‘+ Askstudents to eed the sentences and the rule, end ain anything they don't understand. 4 Askstudents to do the task individually, but check as a dless. { stress, repeating, present, is not | Noh read the Grammar Reference on pages 186 & 1871.9 to 1.}0) with your students. J a | + Askestudants to read the instructions and check that ‘they understand what they hve to do. Explain that they ‘need to write the meaning of the auxllary at itis used in sentence, ‘+ Ask students to read the sentences and explain anything | don't understand. *+ Ask students to do the task individually, but chock as aides. 4 wile sho talked 3 when thoy fought 5 as we catch up K * Ask students to read the intuctions and check that thoy Understand what they have todo. *+ Encourage students to read the whole sentence to look {ary cues bofore circling the correct anewer. *+ Remind students to re-ead the sentences once they Haye finished to check thoir answers. *+ Ask students to do the task incvidually, but check as Bess, 2 ater we tookit ‘+ Ask students to read the Exam Close-up and then ask ‘one to explain what it says in is or her own words. Explain thet they should use the title and read the ‘hole tent quickly to get the ois. Tell them they need ‘to understand the meaning of the sentences and the ‘whole text as they may need to write a negative word ‘conditional to express the opposite opinion. Explin that the answers are usually words that hold a sontonco ‘together and that these could be parts of verbs or words toferring back or forward in the text, and that they should [ook for clues before and efter the spece. Tell them that they must not use contracted forme as these ‘count for two words, not one. Tell them that they must write their answers in capital letters. * Ask students to reed the Exam Task and explain anything they don't understand. Ask students to do the tack indnidualy, but check as a cess. Listening A * Ask students to read the instructions and chack that they Understand what they have to do. Explain that they must discuss the aspects of bohaviour evident inthe pictures. + Ask students to work in pairs to complete the task. Go round the class monitoring students to make sure they are carying out the task properly. Don't corect any mmstakes at ths stage, but make a note of any problems in structure and pronunciation, * Ask students to discuss one of the pictures and repeat Until every student has had o turn. * Write any structural mistakes that students made on the board without saying who mace them, and adk them to correct them. Deal with any problems in pronunciation that came up. Students’ own answers, but could include the following, ‘A; working together to achieve a goal / the herd mentality / safety in numbers B: preferring to work on one’s own / concentration : being picked on / excluded / singled our / bulied 13«Ask students to read the instructions and check that ‘they understand what they have to do. ask students ifthe fectors in B can be related to the piwres in A {they can picture A ise situation, picture B indicates someone's porsonalty, picture C shows the effect of other people's behaviour). + Ask students to workin pairs to complete the task. + Go round the class monitoring students to make sure they are carrying out the task properly. Don't correct any mistakes at this stage, but make a note of any problems in structure and pronunciation. + Ask students to discuss one of the factors and repeat Until every student has had a tum. ‘+ Wite any structural mistakes that students made on the board without saying who mede them, and ask them to, correct thom. Deal with any problems in pronunciation that came up. fencing ie ee Yu could expand this tok further by asking students to {ella partner about a situation or an experience they had that involved an aepect of group behaviour c SS + Ask students to read the instructions and check that they Understand what they have to do. Explain that in the listening task, they may be asked about the speaker's attitude towards something, a main reason, an effect on someone, étc. and that they need to be able to identify these whan they hear them, + Ask students to read the phrases and the functions, explain anything they don't understand. + Auk students to do the task individually, ut check os acass ______Answese | tg 2f 3c de 5d Gh 7a 8 D “© Ask students to read the Exam Close-up. + Explain that they mustn't rush to answer the questions a5 they are likely to choose the wrong answer if thay do. 50. Tall them itis best to listen carefully to the whole text before choosing their enswers. Tel thom not to be ‘swayed by an answer simply because it contains 0 word tr phrase on the recording — these ara usualy distractors, that are designed to trick or confuse them. Remind them that they will hear the recording twice and that the best strategy is to wait until they are suro of their answer. ‘+ Ack students to read the Exam Task and check that they Understand what they hava to do. Explain that they will hear three different extracts and that there are two ‘questions for each extract. 1» Explain that inthis type of listening tack, the situation ig always given and that they should read it carefully s0 they willbe able to predic, t9 a degree, what might be said in each extract. «+ Explain that key words have a greater significance in terms of the meaning ofthe whole statement and that by undorining them they know whet to focus on in the tak + Give students time to read questions 1-6 and to undertne the key words inthe stuetions, the questions and the options. Answer any questions they might have about them. E estes see * Play the recording once all the way through and ask students to mark their answors. Ask students to discuss thoir answers with a partner and to justify any they have that are different. . FE Play the recording again and ask students to check their answers and to complete any missing answers. ‘Check the answers as a class and ask students to justify their answers. _____ ADS WEIS (12a 20 a8 5c 6a Speaking A eee «Ask students to read the instructions and check that they Understand what they have to do. Make sure students Understand that the people are introducing themselves inthe pictures. «+ Ask them to consider the diferent contexts and if these play a role in how the people introduce themselves. Elicit that those are pictures of an oral exam in 8 languege dass and a quiz chow. Go ound the ciass monitoring students to mako eure they are carrying out the task propery. Don't correct any mistakes at this stage, but make @ note of any problems in structure or pronunciation. «© Asestudents to tell you how the situations differ from each other ‘+ Ask students to tell you how they introduce themselves in English and go round the class until each student has had a turn Write any structural mistakes thet students made on the board without saying who mace them, and ask them to correct them. Deal with eny problems in pronunciation that came up. __.._ANSWEIS.¢ ‘ne picture depicts a quiz show and the other an oral exam in a language cass. On a quiz show the Contestents introduce themselves tothe audience. ln fn exam they introduce themselves tothe exeminer. Hello, Im X/My name ie X.I'm a fiend of ¥. | work at Zim a student/ 'm X's brother, ete. Pleased/Nice to mest you."B NE a rt + Ack students to read the instructions and check that they understand what they have to do. Elicit thet the task falso requires them to consider if they would introduce themaclves in the particulor situations. {Ge round the class monitoring students to make sure they are carrying out the task properly. Don't corroct any inibtakes af this stage, but make a note of any problems in sructure or pronunciation + Ask stuclents to tll you how they would introduce ‘themselves in one ofthe situations and go round the ‘less until each student has hed a turn anal the ‘tuations have been covered. ‘Write any structural mistakes that stuclents made on the beard without saying who made them, and ask them to correct them. Deal with any problems in pronunciation that came up. Students’ own ancwors, but should include tho Following: People use different degrees of formality depending on the situation and give different Jnformation according to the situation, e.,, if meking ‘complaint on the phone you might give your name, ‘address and phone number, whereas in a social siitation you might talk about your family or what you do fora ving, At the doctor's you would give your age and some details relating to your health; in fa lnguage class you might tell people where you are from, where you live and why you are learning the + Ask stucents to read the instructions and check that they understand what they have to do. Suggest they agree ‘ne context to feciltete their conversation, for example, ‘hey are ata party. ‘+ Go round the class monitoring students to make sure ‘they are carrying out the task properly. Don't correct any mistakes at this stage, but make a note of any problems in structure or pronunciation, ‘+ Ask students to introduce themselves to the class end ‘continue until every student has had a tur. ‘+ Wite any structural mistakes that students made on the ‘board without saying who made them, and ask them to societies «Ask students to read the instructions and check tat they Undorstang what hey have todo. Expl that hey wil precise reststing tho exam topic nA, and that thi i Tmportant fen wing an essy 0 they should not copy dcty rom tha pomp. Ei that they need only ‘plese the underlined words and phrases, ancl not the ‘whole prompt+ Give students time to think about their answers and rephrase the words in the writing task. Then ask them to, ‘compare their answers with a partner. Check answers as a class. Write students’ answers on the board to ilustrate the wealth of alternative voeabulary ‘hey can use when they need to rephrase. positively or negatively = for better or for worse; beneficially or adversely ‘young poople = adolescents; toons, Susceptible = vulnerable tackle = handle; face; deal with E ee eee es ‘+ Asc students to read the instructions and check that they ‘undorstand what they have to do. ‘+ Ask students to read the example essay and explein ‘aything they don’t understand, ‘Students should discuss in pairs before discussing as dass. + Ask students to read the opening paragraph again end {underline the words and phrases that restate the ‘342y topic in A. (beneficially and advarsaly, prone to, jade) (x=! F Peseieirce reese 22 Poe *+ “el students they ae going to look back tthe example ‘essay to analyse and comment on how itis organised, the lenguage used and its content. “Ask students to read tho questions and explain anything ‘they don't understand, *+ “Ase studonts to work in pars to encourage discussion, ‘but check as a class. 1 Yes it is 8 good opening paragraph becouse it mentions every important point to be discussed inthe task It paraphrases the essey prompt well 2. The frst mein paragreph focuses on the particular risk factor; in this case, the dosire to fitin.Yos, it is stated in the topic sentence, 3. The second main paragraph focuses on a way to handle the kind of pressure and problems that | ‘aria when young people want tofitin, Yes, itis stated in the topic sentence. Yes, they oro. Yes Yes, the styl is formal and impersonal. The uniter has achieved this by using some advanced they egged someone on they teased someone about something ~ they wore stressed aut ~ someone let them down ~ thay did something to chill out ‘+ Ask students to explain the meaning of the folowing expressions: keap sb at arm's length, talk about sb behind their back, get sth off your chest, ve sb the Skbow, a slap in the face, put your foot int keep a cool head, bite your tongue, a pain in the neck, have a chip ‘on your shoulder * Write the folowing gapped phrases on the board and ask students which prepositions they are used with ‘tune with, be beside yourself, be on good terms, be in sb’s bad books, be sth at heart, on the same wavelength, against your wil, a 2 rut, an cloud nine, ot e2se, on edge, out of character. ‘Ask students to explain tho difference in meaning between the following pairs of words: deduce / deduct; ‘eminent /imminent; omit / emi; principal / principle; ‘censor / sensor; erode / erediate: fission / fusion; jngeruous / ingenious. * Ask students to explain the difference in meaning between the following sets of words: analyse /infer/ Interpret; caleuate / compute / estimate; decompose / disintegrate / dissolve + Ask studlents which of the following words ae synonyms ard which are antonyms: advanced / obsolete / outdated; functional /impractical/ tliterian; conventional / groundbreaking / revolutionary; abstract Zeancrete/ tangible. * Ack students to give you comeound nouns to do with technology end computers that include the fellowing words: user, inteligence, literacy, native, technology, system, engine, breach, + Write the folowing gapped phrases on the board and ask students which prepositions they are used with: at your fingertips, uo and running, behind the times, by all ‘accounts, off its, on the brink, think outside the Box, ints infancy before your eyes, cut af your depth, stay ahead of the curve, within reach, * Ask students to write down derivatives ofthe following ‘words: conclude, negligence, interpret, long, cure, precedent, persevere, emit + Ask students to use the foloning binomials in sontonces: back and forth, back to front, litle by litle, more or less, safe and sound, time afta ime, ough and go, wear and tear. Grammar Revision__ * Go over Unit 1 Grammar Reference for present, perfect and past tenses, used to and would, and auxiliaries on pages 195-187 of the Students Book. Check understanding by asking students for example sentences. ‘+ Go over Unit 2 Grammar Reference for fture tansas and other ways of oxoressing the future on pages 197- 188 of the Student’s Book. Check understanding by asking students for example santences. A sc ‘+ Ack studonts to read the instructions and check that they understand what they have to do. at+ Ask students to read the title of the text and ask them ‘what they think the text will deal with, Then ask them to ‘kim read the text, without ecling any answers at this stage, to find out what it deals with (the resuits of some sciontife research into friendship) + Point out to students that they should read all four ‘options for each item before deciding which word best fits each gap. Remind ther to pay attention to the ‘whole sentence each gap isin as the general context will help them understand what word is missing. + Remind students to read beck through the text once they have finished to check thelr ansmers. 1D 2A 38 4C 58 6A 7C 8D B eat + Ask students to read the instructions and check that they tunderstand what they have to do. + Ack students to compere thai familiarity with modern tecmology, with that of their parents end grandparents ‘Ask them who is more adept at using it + Ask students to skim cead the text, without filing in ‘ny ananers at ths stag, to find out who adapis more {uickly to new technology (younger generations) ‘Encourage students to pay particular attention tothe words immediately before and attor each gap to work ‘out what part of speech is missing, however, remind them that they havo to take into consideration the general context of the sentence so thet they understand ‘which structure is being used + Remind students to read back through the text once they have fnished to check their answers. 9 native 13 Contrery 10 large 14 users 11 harcly/not 15 used 12 Oning/Due 16 by ‘¢ Ask students to read the instructions and check that they understand what they have to do. + Ask students to read the title of the text and ack thom i they have heard of the Cynics. Ask them to skim read, the text, without filing in any answers at this stage, to find aut who they were and what they believed (a grouo of ancient Greek philosophers who shunned luxury) ‘+ Read the words at the side of the text to the students and ack thom to repeat them. Correct their pronunciation where necessary. + Ack students to road back through the text and to decide which port of speech is missing from oach gap, ard to complete the gaps using the correct fom ofthe words given + Remind students to read back through the text once they have finished to check their ansners. 21 ominent 22 unorthodox 23 abnormal 47 cynical 18 philosophical 49 unconventional 20 dysfunctional D 2 «Askestudents to cead the instructions and check that they understond what they have to do. ‘+ Ask students to read the both sentences in each item and to underline the information inthe first sentence that is missing from the second sentence. Then ask ‘them to look at the word given to decide how the missing information could be inserted into sentence 2 Using this word. Remind students that they wil have to use e diferent structure in order to keep the meaning the same. + Remind students that they muety't change the word given in any way. + Encourage students to read back through the completed sentences once they have iished to check thoi answers. will be upon us 26 ic offlimts to visitors 27 can't work up any enthusiasm for 28 adviced mo to keep a cool head 29 what Tily gets out of doing ‘wae bavide himsolf after