5 TIME
OBJECTIVES
SCREEN
READING
1 How many different types of screens can you see in
the photos? Can you think of other types of screens
that you see or use in a typical day? Make a list.
2 Thinking of the list you made in Exercise 1, what
are the advantages and disadvantages of having so
many different screens in your daily life?
3 1.27 Read and listen to the articles and
find out which of your ideas from Exercise 2 are
mentioned.
4 Read the articles again. Match them with the titles.
There is one extra title.
A The consequences of 24-hour availability
B It’s a rich person’s world
C Parents need to establish limits
D Fewer screens, better lives
48
FUNCTIONS: advice and obligation
GRAMMAR: obligation, permission,
and prohibition (review);
necessity: didn’t have to / didn’t
need to / needn’t have; ability in
the past: (could, was/were able to,
managed to, succeeded in)
VOCABULARY: technology (nouns);
technology (verbs)
5 Which article talks about ...
a the harm screens can do even when we’re not
watching them?
b why none of us are really out of contact anymore?
c the effect of screen time on the family?
d how it’s almost impossible to live without modern
technology?
e the financial implications of trying to limit the use
of technology?
f the effects of spending too much time in front of
a screen?
6 SPEAKING Work in pairs. Discuss the questions.
1 Think of a screen that your parents complain about
you using too much. Why do they complain?
2 Think of one type of screen that you couldn’t live
without and one you could live without. Tell your
partner and give reasons.
 5 TIME
READING
SCREEN

1 If there is an interactive whiteboard (IWB) available

in the classroom, this lead-in activity could be
done as a whole-class activity onscreen. Display the
pictures on the IWB or ask students to look at them
in their books, and elicit descriptions of the pictures.
Then give students two minutes to work in pairs to
make a list of as many other types of screens as they
can think of. Then ask them to share their lists with
the class, and write the screen types on the board.
Optional activity
To extend the lead-in and make it more communicative,
divide the class into small groups and encourage them to
talk about how much time they spend looking at different
types of screens in a typical day. Ask them to find out who
spends the most and the least time looking at screens.
Ask students to underline the parts of the text that
help them find each answer. Students can compare
answers in pairs before whole-class feedback. During
feedback, ask students to explain which parts of the
text helped them decide on their answers.
Answers
a 2 b 3 c 1 d 3 e 2 f 1
6 SPEAKING Give students time to reflect on the
questions and make notes about their answers. Divide
the class into pairs or small groups for students to
discuss their answers. Monitor, helping as necessary
and encouraging students to express themselves in
English. Ask pairs or groups to share their answers
with the class and discuss any interesting points
further.

2 In pairs or small groups, students discuss the Optional activity

question. Monitor and make sure they are thinking Ask students to draw a pie chart showing how their screen
about advantages and disadvantages of how many time is divided. Draw an example of your own and explain it
different screens we use, rather than discussing to students (e.g., I spend 40% of my screen time watching TV,
individual screens. Listen to some of their ideas 40% on my laptop, and 20% on my cell). When students have
with the class and create lists of advantages and drawn their charts, divide the class into pairs for students to
compare them.
disadvantages on the board. Ask the class to say if
they agree or disagree.
3 1.27 Tell students they are going to read and
listen to three articles about screens. Tell students to
focus on completing the exercise and not to worry
if they don’t understand every word. Play the audio
while students read the articles and complete the
exercise. Students compare answers with a partner
before whole-class feedback. Refer back to the lists
on the board and compare with those on the audio.
4 Ask students to work individually to complete the
activity, attempting to match before rereading the
articles to check. Allow them to compare answers
with a partner, giving reasons for their choices.
Check answers.

Mixed-ability idea
Stronger students could attempt the activity without
rereading the text.

Answers
A 3 B — C 1 D 2

5 Check/clarify: harm, out of contact, (financial)

implications. Students read the article again more
carefully to match the questions with the articles.

X      T-48

The PMI strategy
1 Refer students back to Exercise 2 on page 48 and
emphasize the need to weigh all potential positive
and negative consequences before making a decision.
Point out that we will inevitably think of situations
for which the consequences are not known – these
considerations go in the “interesting” column. Divide
the class into pairs and ask students to add as many
ideas to each column as possible. Remind them
that there is no correct answer – the point here is
to brainstorm as many possible outcomes as they
can. Elicit some ideas from several students and
invite comments from the rest of the class. To focus
on the importance of asking questions about things
you don’t know before making decisions, stress the
particular relevance of the ideas you wrote in the
third column.
2 SPEAKING Divide the class into three groups (or
multiples of three in a large class). Assign one of
the three situations to each group. Students use
the PMI strategy to try to come to a decision about
their situation. Monitor, helping with language as
necessary and encouraging students to use English
throughout. Ensure that groups are considering all
three types of factors and that they are working
toward a decision. Set a time limit of five or six
minutes, and remind them 30 seconds before the end
to reach a decision.
Ask each group to share which situation they chose,
what ideas they generated, what decision they
reached, and the reasons for their decision. Ask the
rest of the class to agree or disagree and say why.
If you like, you can repeat the groupwork discussions
with each group considering another situation.

Optional activity
Ask students to work in small groups and think of a situation
of their own. Monitor to help with vocabulary and ideas.
Ask them to write their situation at the top of a piece of
paper and draw the three PMI columns underneath the
situation. Then ask them to hand their paper to another
group and give them two minutes to add an idea to one of
the columns. Repeat this process until all the groups have
seen each situation, at which stage the situation returns to
the original group. Give students time to read the ideas and
then, working with the whole class, ask an individual from
each group to respond to the ideas. To wrap up, ask students
to reflect on the PMI approach: Did it help them make their
decisions?

T-49  
 5 SCR EEN TI M E

SMART
SCREENS?
1 How much screen time do you let your
children have? This has become one of
2 People sleep better in darkness, but is darkness even possible these days? Far
the most challenging issues of modern
parenting. Most experts agree that
screen time should be limited and warn
against allowing children to spend too
long in front of one; however, it’s not
always easy to follow their advice.
Clearly children can’t see the potential
harm that an excessive amount of time
spent in front of a screen might do.
Furthermore, peer pressure means that
they feel unfairly treated when their
parents say that they have to turn off
their electronic devices, which can
lead to stressful family situations. It’s
3 Cell phones have become such an important part of our lives that it’s
easy to see why so many parents give
in and let their children stare at screens
for far too long. Unfortunately, doing
so creates greater problems in the
long run, including negative effects
on attention span, tness levels, and
mood, as children become more
irritable after spending a lot of time
watching screens. Of course, this is a
situation that has been around since
TV viewing became a common habit
in the 1960s. With the predominance
of screens in modern life, however, it’s
become a lot more serious.
from being dark at night, most modern cities are now awash with color from
artificial lights. Huge TV screens and neon signs are making it difficult for
many residents to get a good night’s sleep. One city has decided to take action
against this new form of pollution.
With a population of over 11 million, Sǎo Paulo is the biggest city in Brazil and
one of the ten biggest cities in the world. Not long ago, the city government
passed the “Clean City Law,” which stated that large outdoor advertising
was no longer allowed. All existing signs had to be taken down despite the
financial losses it might mean. Advertising companies were not happy, but
the people living in the city were. More than 70 percent of residents agreed
that the ban had improved their quality of life.
difficult to imagine how we could live without them. Of course, making and
receiving calls is only one of their functions. We use them to take photos,
record videos, check email and Facebook, surf the Internet, get directions,
play games, shop, check in for a flight – the list seems endless. It wasn’t all
that long ago, however, that people didn’t need cell phones. We managed
to live without them quite easily, and maybe we were all just a little bit
happier. In the old days, if you wanted to reach someone, you called their
house. If they weren’t home, that was just too bad. But mobile phones
are, well, mobile. We now call the person directly, and if they don’t answer
immediately, we get annoyed. We have gotten used to being able to reach
people all day every day. The result of this expectation is that no one is
allowed to relax anymore. We’re expected to be reachable whether we’re
at work, at home, on vacation, or even asleep. Have we lost the ability to
disconnect from others and truly relax?

2 SPEAKING Work in groups. Choose

one of the situations. Use the PMI
The PMI strategy strategy to come to a decision.
A good brainstorming strategy you can use when making decisions is the ● Your school has been asked to put
PMI strategy. On a piece of paper, draw three columns and head them on a play, but you and your friends
“plus,” “minus,” and “interesting.” Write down the positive consequences (plus) are not sure if you should take
and negative consequences (minus) of the decision and also what would be part since it will mean staying after
“interesting” about carrying it out. school for the next six weeks.
1 Look at the example below. Can you add any more ideas to ● Your group has been asked to take
the columns? part in a reality TV show. It involves
living without any technology for a
Books should be banned from schools month. You are not sure whether you
should take part.
plus minus interesting
● Your group has been invited to
Lessons would be more Students would How would this make a recommendation to the
interactive. spend even more change teachers’ public transportation agency of
Students wouldn’t have time looking at lives? your town about whether cell
to carry heavy books to screens. phones should be forbidden on
and from school. buses, trains, and subways.

49
 GRAMMAR FUNCTIONS
Obligation, permission, and Advice and obligation
prohibition (review) 1 Imagine an exchange student is coming to your
1 Complete the sentences about the articles on school for a few weeks. Write down three rules
page 49. Then complete the rule with let, must, and three pieces of advice to help them.
should, need to, and not be allowed to.
You have to arrive at school by 9 a.m.
1 Most experts agree that screen time
be limited. 2 SPEAKING Compare your sentences in pairs.
2 They feel unfairly treated when their parents say
they turn off their electronic devices.
3 Many parents give in and their
VOCABULARY
children stare at screens all the time. Technology (nouns)
1 Match the words with the pictures.
RULE: To express obligation or necessity, we can 1 USB port | 2 headphones | 3 adaptor
use have to or 1 (as in sentence 2). 4 webcam | 5 plug | 6 charger | 7 “at” symbol
To say something is (or isn’t) a good idea, we can 8 power cord | 9 case | 10 wireless router
use 2 (as in sentence 1).
To express no obligation or necessity, we can use
don’t have to or don’t 3 .
To express permission, we can use 4
(as in sentence 3) and to say that something is not
permitted we use 5 . A B C

LOOK!
● had better = something is a good idea and is D E F
often used as a warning. The form is always had
better + base form of verb, even when talking
about the present.
● be supposed to = there’s an obligation to do G H I J
something, but in reality people don’t always do
it. It is always used in the passive form (like be 2 Complete the sentences using the words in
allowed to). Exercise 1.
1 There’s something wrong with that email address.
2 Complete the second sentence so that it has a There’s no in it.
similar meaning to the first sentence. Use the 2 I forgot to bring a U.K. , so I couldn’t
given word. You must use between two and five plug in my laptop.
words including the given word. 3 I left the for my phone at home, and I’m
1 Their daughter can’t go out after 8 p.m. (allowed) almost out of battery. Can I borrow yours?
Their daughter go out after 4 You can’t get a Wi-Fi signal? Have you checked if
8 p.m. the is on?
2 Our teacher expects us to raise our hands if we
5 My laptop’s only got one so I can’t plug
want to ask a question. (supposed) in my mouse and my phone at the same time.
We raise our hands if we want 6 I dropped my phone yesterday, and it broke. I
to ask a question. think I should get a for my new one.
3 Their son isn’t allowed to watch TV all day. (let)
7 I couldn’t use my laptop. I left the at
home and my battery’s dead.
They their son watch TV
all day. 8 I’m going to plug in my . I don’t want
everyone to hear what you’re saying.
4 You should really turn off the TV if you don’t want
to get a headache. (better) 9 It’s the wrong kind of . You need an
adaptor.
You off the TV if you don’t
want to get a headache. 10 Turn on your . I’d like to see your new
place.
Workbook page 46 Workbook page 48

50
GRAMMAR
Obligation, permission, and prohibition (review)
1 Ask students to work in pairs to read the three
sentences and try to complete them before looking
back at the article to check their answers. During
feedback, elicit what form of the main verb follows a
modal (the base form). Ask: Which examples contain a
modal? (1 and 2: should and must)
Answers
1 should 2 must 3 let
Divide the class into pairs. Students work together to
complete the rule. Read the rule with the class and
elicit answers. Elicit or give other examples to clarify
the usage of each modal verb if necessary.
Rule
1 must 2 should 3 need to 4 let 5 not allowed to
Language notes
Students may be confused by the negative forms of must and
have to: must not expresses strong prohibition, that is, an
obligation not to do something, but don’t have to expresses a
lack of obligation, that is, no obligation to do (only a possibility
of doing) something. Consider these examples:
You must not use a dictionary. = It is forbidden for you to use a
dictionary.
You don’t have to use a dictionary. = You can use a dictionary if
you want, but it’s not compulsory.
Note that the question and negative forms of have to (and need
to) follow the rules for the simple tenses, not those for modals
(Do you have to … ? NOT Have you to … ? and don’t have to …
NOT haven’t to … ).
2 Before students begin the exercise, read the
information in the Look! box with the class. Read the
instructions with the class and check that the task is
clear. This exercise is closely modeled on Reading
and Use of English part 4 of the Cambridge English:
First exam. Ask students to work individually to
complete the exercise. Allow students to compare
answers with a partner before you ask for feedback
from the class.
Answers
1 isn’t allowed to 2 ’re supposed to 3 don’t let
4 ’d better turn
Fast finishers
Ask students to write sentences describing five things they
are supposed to do but don’t always do. Listen to some
examples with the class.
Be aware of common errors related to should.
Go to Get it right! on page 124.
Workbook page 46
FUNCTIONS
Advice and obligation
1 Ask students to read the situation. Check/clarify:
exchange student. Elicit which language forms they
can use for the rules (have to, must, be allowed to, be
supposed to) and which for the advice (should, had
better). Elicit an example for a rule and one for a
piece of advice from a stronger student. Working
individually, students write down three rules
and three pieces of advice. Monitor to help with
vocabulary and to check that students are using the
verbs correctly.
2 SPEAKING Divide the class into pairs for students to
compare their sentences. For feedback, ask pairs to
read aloud the most important rule and the best piece
of advice they came up with.
Mixed-ability idea
Weaker students can work in pairs for Exercise 1 then
compare with another pair in Exercise 2.
VOCABULARY
Technology (nouns)
1 Ask students to cover up the words and work with a
partner to name the objects in the pictures. After two
minutes, ask students to look at the words and work
with a partner to match any remaining pictures with
the words. Check answers with the class and take the
opportunity to say the words aloud for students to
repeat. Check pronunciation.
Answers
1 B 2 D 3 A 4 G 5 H 6 C 7 I 8 J 9 E 10 F
2 Give students time to read the sentences; check
understanding. Check/clarify: out of battery. Ask
students to work individually to complete the
sentences then compare answers with a partner
before feedback from the class.
Mixed-ability idea
Stronger students can cover the words in Exercise 1 and
attempt to complete the sentences from memory.
Answers
1 “at” symbol 2 adaptor 3 charger 4 wireless router
5 USB port 6 case 7 power cord 8 headphones
9 plug 10 webcam
Optional activity
If students are interested in this topic, brainstorm more
nouns connected to technology and create a mindmap on
the IWB for students to copy into their notebooks.
Workbook page 48
T-50
LISTENING
1 SPEAKING Books closed. If you have access to
the Internet in the classroom, do a search for a TV
listings website or a web TV hub and display the
evening’s television show options. Ask students to
work in pairs to decide which shows they would
watch. Ask them to agree on the top three shows
as well as the one neither of them would want to
see. If you do not have access to technology, do the
preparation before class, and give students a printout
of a list of shows to choose from. Listen to some
pairs’ choices with the class. Ask: Do you like watching
television? How much TV do you watch a day?
Books open. Ask students to work individually to
evaluate the statements. Then divide the class into
small groups for students to compare their findings.
Encourage students to justify their choices. Then,
working with the whole class, compare findings by
asking students to raise their hands if they agree with
a statement. Elicit reasons from some students for
their choices.
2 1.28 Tell students they are going to listen
to a conversation about television. Tell them to
concentrate on answering the question and not
to worry about understanding every word. Check
answers.
Answers
1, 4, and 5
3 1.28 Check/clarify hidden advertising by eliciting
an example. Ask students to read the sentences and
consider what kind of information may be missing.
Play the audio while students answer the questions.
Ask them to compare answers with a partner before
listening to the audio again and checking answers as
a class.
Mixed-ability idea
Stronger classes: Students could work in pairs to try to
answer the questions from memory before listening to the
audio again to complete the exercise. Check answers with
the class.
Answers
1 the game 2 watching stuff 3 couch potato
4 two in the morning 5 placement
6 concert (in the park)
GRAMMAR
Necessity: didn’t have to / didn’t need to / needn’t have
1 Ask students to work with a partner to answer the
questions. Check answers. Draw students’ attention
to the verb forms that follow have to, need to, and
needn’t have.
Divide the class into pairs and ask students to
complete the rule. Check answers with the class. Use
the examples in Exercise 1 to clarify the rules.
Answers
1 No 2 Yes
T-51  
Rule
1 needn’t have done / didn’t have to
2 didn’t have to do / didn’t need to do
3 didn’t have to
To check understanding at this point, elicit a few
more examples from the class of things they didn’t
have to / didn’t need to / needn’t have done in the
last week. Check that their choice of structure is the
correct one.
Language note
Students may produce statements like *He needn’t has bought
a new bicycle. Remind them that because have follows an
auxiliary, we should use the base form, not the third-person
form. We don’t use the -s ending for the third person for
need(n’t), either.
2 Students work individually to complete the
exercise. Allow them to compare answers with a
partner before checking answers with the class.
During feedback, refer to the rule for clarification
if necessary and insist on students qualifying their
answers.
Answers
1 a 2 b 3 b 4 a 5 b 6 a
Workbook page 47
VOCABULARY
Technology (verbs)
Go through the first item as an example with the class.
Ask students to work with a partner to complete the
exercise. During whole-class feedback, say the phrases
for students to repeat and check pronunciation. Draw
attention to the stress on the second syllable of the
verb forms of upgrade, extract, and connect. Explain that
upgrade and extract are stressed on the first syllable if
they are nouns (as is update) So, with some words it is
the shifting stress that tells us which part of speech we
are dealing with.
Answers
1 streaming 2 browsing the Internet 3 upgrading
4 sync devices 5 plugged in 6 posted an update
7 save them
Workbook page 48
SPEAKING
Put students in pairs to discuss the questions. Monitor,
checking the use of the technology vocabulary, but
don’t interrupt for error correction unless mistakes
hinder comprehension. Ask one or two students to
report back something interesting they learned about
their partner to the whole class. Then address any
mistakes you noted during monitoring.
PRONUNCIATION 1.29 1.30
For pronunciation practice of the /ə/ sound, go
to page 120.
 5 SCR EEN TI M E

LISTENING 2 1.28 Listen to the conversation. Which of the

1 SPEAKING Mark the statements with
1 (agree), 2 (depends), or 3 (disagree).
Then compare your findings in class.
Watching TV …
1 can damage your brain.
2 is bad for your education.
3 is addictive.
4 is expensive.
5 is not as satisfying as spending
time with friends.
statements in Exercise 1 does Juana mention?
3 1.28 Listen again. Complete the sentences.
1 Juana wants to know why Mateo missed on Saturday.
2 Mateo’s been spending a lot of time stuff on his tablet
recently.
3 Mateo asks Juana if she thinks he’s becoming a .
4 Mateo’s been staying up until recently.
5 Juana warns Mateo about hidden advertising or product
in movies.
6 Mateo wants to invite Juana to an outdoor on Saturday.

GRAMMAR VOCABULARY
Necessity: didn’t have to / didn’t need to / Technology (verbs)
needn’t have Rewrite the sentences, replacing the words in italics
with the phrases in the list in the correct form.
1 Look at the examples from the listening and answer
the questions. Then complete the rule with to upgrade (your system) | to stream (a video)
didn’t have to / didn’t need to do / needn’t have done. to save (a document) | to browse the Internet
to plug (a laptop) in | to sync devices
I didn’t need to go [to the stadium] because I was able to
to post an update
watch it live online.
You didn’t have to buy the tickets! I mean, you needn’t 1 Jack’s watching yesterday’s game. He’s watching it on
have done that. the Internet without downloading it.
1 Did Mateo go to the stadium? 2 A What are you looking for?
2 Did Mateo buy two tickets? B Nothing really. I’m just looking at various websites.
3 I think you should spend some money on
improving your operating system; it’s very old.
RULE: When we use 1 , it means that someone
did something, but in fact it wasn’t necessary. 4 You should always make sure different devices
(laptop, tablet, etc.) contain the same information so
When we use 2 , it often means that someone you’ve always got a backup.
didn’t do something because it wasn’t necessary.
5 A The printer isn’t working.
3 can have either meaning. B Well, that’s no surprise. It isn’t connected to the
electricity supply.
2 Match the sentences 1–6 with the correct meaning, a 6 Mia hasn’t added new content to her blog for a week.
or b. I hope she’s OK.
1 Mom cooked a big meal for us, but we’d already eaten. 7 My friend is always losing files because he forgets to
2 Mom came and ate with us at the restaurant. store information on an electronic device regularly.
a She needn’t have cooked. Workbook page 48
b She didn’t need to cook.
SPEAKING
3 I spent forever on my homework last night, and
now Mr. Peters isn’t here to take it. Discuss in pairs.
4 Mr. Peters told us we could choose to do this 1 How often do you post updates on social media?
assignment or not. 2 Which devices do you sync?
a I didn’t need to do it. 3 What was the last TV show you streamed?
b I needn’t have done it.
5 She took her umbrella, but it was a really sunny day. Pronunciation
6 The forecast said that it was going to be a sunny day, so
she left her umbrella at home. The /ə/ sound
a She didn’t need to take it. Go to page 120.
b She needn’t have taken it.

Workbook page 47

51
 READING
1 Look at the photo and answer the questions.
1 What do you think the relationship between the
people is?
2 What do you think they are doing?
2 Read through the article quickly and check your
answers.
3 Read again. Find examples in the article of how
elderly people used technology.

Great success for teenage teachers: When silver surfers get connected

A
new documentary called Silver
Surfers shows the inspiring
story of a group of teens
helping elderly people improve the
quality of their lives by teaching
them how to make use of the
Internet. The people were between
76 and 93 years old.

Rosemary Raynes, the director of

the documentary, got the idea for
the film when talking to her sisters,
Molly and Kayly, about a project they
had started several years before in
Kingston, Ontario, Canada. The two
teenagers and a group of friends
had a clear goal: they wanted to help
elderly people feel more connected to
others with the help of the Internet.
The two sisters started their
project after witnessing how
the Internet had changed their
own grandparents’ lives. Their
grandparents could use the Internet
at a basic level but wanted to become
more proficient. After the girls had
given them a few basic lessons,
they were able to use the computer
confidently and became enthusiastic
users of Skype, Facebook, and email.
Molly and Kayly were so
motivated by that success that they
got several of their friends to join
them. Together, they started to visit
a local senior center. Many of the
people there couldn’t even turn on
a computer without help, but the
young people were amazed how
much they had learned after only a
few lessons.
The teen teachers quickly realized
that the cyber seniors all had very
different interests. Some of them
wanted to use Facebook to stay in
touch with family members, some of
whom had immigrated to countries
as far away as Australia. Others
wanted to get ideas for traveling,
learn how to play an instrument, or
find some new and different recipes.
The results of the project were
amazing: 89-year-old Sheila, along
with a friend, managed to create a
YouTube cooking tutorial; 93-year-
old Marilyn succeeded in making a
rap video; Albert, 89, initially wanted
to learn how to use the Web to find
friends he fought with in World War
II, and in doing so, he was struck
by how easy it was to reconnect
online with people he hadn’t seen in
decades. He even managed to use his
newly acquired skills to reunite with
his daughter, who he had lost touch
with years before.
Silver Surfers has been met with
great enthusiasm in several countries,
and a number of follow-up projects
have been launched. They are all
aimed at helping elderly people.
The seniors they have worked with
can now explore the benefits of
technology and stay in touch with
others – all thanks to a wonderful
initiative by two teenage girls.

4 Read again and answer the questions in your notebook. 5 SPEAKING Discuss with a partner.
1 What is Silver Surfers? 1 What do you think of the Silver Surfer
2 What does it show? Project?
3 Who started the project? 2 Would you be prepared to join such a
4 What inspired them to start the project? project? Why or why not?
5 Who did they get to join them? 3 Which example of the seniors’
achievements impresses you the most?
6 Where did they start giving lessons?
4 Have you ever tried to help someone you
7 What were some of the elderly people’s interests?
know with technology? Did you manage to
8 What were some of their achievements? teach them successfully?

52
 READING Optional extension
1 Books closed. As a lead-in, ask students: How much do Extend the discussion by asking how young people can help
people in their 20s / 40s / 60s know about technology? older generations to cope with technological progress. Ask
What technology do they use? Divide the class into them in what technological fields they feel older people
need help, apart from computing (for example, touchscreen
pairs for students to discuss these questions. Listen to
portable devices, digital television, 3D technology, wireless
some of their ideas with the class. devices, automated supermarket checkouts) and how this
Books open. Focus attention on the photo on page 52. help could be provided. You could put students in groups to
If there is an interactive whiteboard (IWB) available discuss and then follow up in a whole-class setting, or just
in the classroom, this activity could be done as a lead a class discussion.
whole-class activity onscreen. Ask students to work
with partner and suggest possible answers to the
two questions. Elicit suggestions and make a note
of them on the board, but don’t reveal the correct
answers yet.
2 Students read the article quickly to check their
predictions and to get an overall understanding of
the article. Set a two-minute time limit for this to
encourage students to read quickly and to focus
on gist rather than specific information. Listen to
some of their answers with the class as feedback and
compare these with their predictions on the board.
3 Students reread the article and underline examples in
the text. Allow pairs to compare answers before you
elicit feedback from the class.

Answers
Skype, Facebook, email, making a YouTube cooking
tutorial, making a rap video, reconnecting with people

4 Give students time to read the questions. Students

work individually to complete the exercise. Ask them
to locate the passages that support their answers.
Allow them to check answers with a partner before
whole-class feedback.

Mixed-ability idea
Stronger students try to answer as many of the questions as
they can from memory before they read again.

Answers
1 a documentary
2 the story of teenagers teaching elderly people to use the
Internet
3 Molly and Kayly Raynes
4 They were inspired after witnessing how the Internet
had changed their grandparents’ lives.
5 friends
6 in a local senior center (in Kingston, Ontario, Canada)
7 using Facebook / getting ideas for traveling, learning,
how to play an instrument, and cooking
8 making a YouTube cooking tutorial, making a rap video,
and reconnecting with people

5 SPEAKING Give students up to two minutes to

read the questions and make notes to refer to in the
discussion. In pairs or small groups, students then
discuss the questions. For question 4, remind them to
talk about their own experiences if possible. Monitor
their discussions, making a note of any interesting
ideas. Elicit some of these ideas from the class,
inviting responses from the rest of the class.

X      T-52

GRAMMAR
Ability in the past: could, was/were able to, managed
to, succeeded in
1 Students work in pairs to study the examples and
5 Ask students to read the model paragraph quickly;
complete the rule. Elicit the answers from the class as
well as additional examples of things students have
accomplished in the past, for clarification. Focus on
sentence 1 and try to elicit the purpose of using even
(to emphasize that something is surprising).
Rule
1 could 2 managed 3 succeeded 4 couldn’t
Language note
The structures managed to and succeeded in are usually used to
describe the ability to do something difficult.
2 Students complete the exercise individually.
Remind them to check the context of each sentence
carefully. While more than one option may fit the
meaning, they should remember to look at the
grammar as well. Ask students to compare ideas in
pairs, explaining their decisions where there is a
disagreement, before you elicit whole-class feedback.
Answers
1 B 2 B 3 C 4 B 5 B 6 C
fluency and personal development, so refrain
from overt error correction unless mistakes hinder
understanding. Elicit ideas from the class and invite
comments from the other students.
then ask: What has the writer learned from Mr. Carter?
Ask students to work individually and write a
paragraph summarizing their notes from Exercises
1–3 and their discussions in Exercise 4. When
students have completed the exercise, divide the class
into small groups and ask them to read each other’s
paragraphs and give each other feedback on: content
(Did they describe the person appropriately? Did
they highlight the qualities they admire? Did they
link these to their own personal development goals?)
and clarity/language (Is it easy to follow? Is it free
enough of errors to read easily?).
If you’re short on time, assign the writing part of the
task for homework.
Optional activity
Divide the class into small groups. Ask students to decide
on the three most important things that we can learn from
elderly people. Ask a student from each group to report their
findings to the rest of the class. Have a quick class vote to
decide on the most important qualities.

Fast finishers
Ask students to write sentences of their own describing
difficult things they managed to do or succeeded in doing
in the previous school year.

Workbook page 47

Learning from elderly people

1 Ask students to think about a suitable person and
write notes. Encourage them to think of reasons
for their choices. Ask: Do you admire the person’s
achievements or their personality? Or both? Allow
students to brainstorm ideas in pairs – although both
of them don’t necessarily have to describe the same
person later. Monitor, helping with any language
difficulties.
2 Students work individually. Ask students to read their
notes and decide which of the qualities they would
like to have themselves. Ask: Why would that quality
be useful to you?
3 Students continue working on their own to make
notes of ways they could develop the positive
qualities they admire. Encourage them to go into
detail and think of examples. Monitor to help with
vocabulary and give ideas if students are struggling.
4 SPEAKING Put students into pairs with a different
partner from Exercise 1 or form small groups for
students to discuss their answers to Exercises 1–3.
Monitor as before, making a note of any particularly
interesting ideas to elicit later. The focus is on

T-53  
 5 SCR EEN TI M E

GRAMMAR
Ability in the past: could, was/were able to, managed to, succeeded in
1 Read the examples from the article and 2 Choose the correct answer to complete the sentences.
then complete the rule with managed, 1 She broke her cell phone a week ago. She to access
succeeded, could, couldn’t. any social networks since then.
1 Many of the people there couldn’t even A couldn’t B hasn’t been able C hasn’t succeeded
switch on a computer without help. 2 He was so moved by the award he received that he
2 After […] a few basic IT lessons, they were continue with his speech.
able to use the computer confidently. A could B wasn’t able to C succeeded in
3 The outcomes of the project were amazing: 3 He played football again for the first time after his injury,
89-year-old Sheila […] managed to create a but he only play for 20 minutes.
YouTube cooking tutorial.
A could B succeeded in C managed to
4 93-year-old Marilyn succeeded in making a
4 She had to ask several people until she finally in
rap video.
finding some help.
A managed B succeeded C could
RULE: To talk about ability generally in the 5 My little brother to walk just before his first
past we use 1 / couldn’t. birthday.
To talk about ability at specific moments in A could B was able C succeeded
the past, we use was / were able to
6 I tried to climb that mountain once, but I to get to
(2 to + infinitive, or 3 in +
the top because of the bad weather.
gerund).
A couldn’t B didn’t succeed C didn’t manage
To talk about a lack of ability at specific
moments in the past, we use 4 / Workbook page 47
wasn’t (weren’t) able to.

Learning from elderly people

1 You’re going to talk about an elderly
person who has qualities that you
admire. Make notes on why you admire
this person.

2 Which of the qualities that you noted

do you think you would like to have in
your own life?

3 What could you do to develop those

qualities?

4 SPEAKING Discuss your ideas with

your partner.

5 Write a paragraph that summarizes

what you have learned by thinking
about the person.

One of our neighbors is a man named Mr. Carter. He is over 80 years old, but in many ways he seems
very young. He has an excellent sense of humor, and I’ve had great conversations with him. He’s a very
good listener and asks very interesting questions. If there is one thing I would like to learn from him
for my own life, it’s the way he sets goals for himself and goes for them. For example, Mr. Carter has a
little swimming pool in his backyard, and he goes for a swim every day, no matter what the weather is
like. And the weather can get really cold where we live!

53
 1
Culture
SPEAKING Discuss the questions in pairs.
<a/w: 5.24>
Photo

1 Have you ever seen a silent movie?

2 Have you ever seen a movie in black and white?

2 Scan the text to find the answers to these questions.

tions.
1 What technology did Etienne Gaspar Robert usee to impress his audiences?
2 What did Edison and Dickenson invent, and how did iit work?
k?
3 What years are referred to as the ”Golden Era of Hollywood”?

3 1.31 Read and listen to the article. Check your answers.

When pictures learned to walk and talk: The

he history of film

Early days: the magic lantern
Since its early days, the evolution of the
art of film has been influenced by the
development of science.
Several scientists in the 18th century
(among them Kircher, Huygens, and
Fontana) developed devices that used
hand-drawn pictures on a reflecting
surface, a candle, and a simple lens
to project images onto a wall. These
devices are what are now referred to as
“magic lanterns.”
More than a hundred years later, in 1798
in Paris, Etienne Gaspar Robert’s magic
lantern presentations were the talk of the
town. His audience sat on one side of a
transparent screen while he sat on the
other with his magic lantern. He regularly
succeeded in scaring his enthusiastic
audi
au dien
ence
en cess wi
audiences w ith iimages
with mage
mages of w
ge ittch
ches,
es,
witches,
ghosts, and other spooky creatures. He at La Ciotat Station. It is said that when
created these images by using various the film was shown for the first time, the
technical tricks such as moving the audience was so startled by the image of
lantern, using a shutter to create fading the huge train coming toward them that
effects, and changing the focus. In many they started to scream and run away.
ways, his shows were the forerunner of
modern horror films.
Hollywood
The 1920s were the most important years
The invention of film
for the development of modern movies.
The late 19th century saw the In that period, movie studios came into
development of reel film. At first it was existence and “stars” were born. The film
made of paper and then, later, of another industry began to flourish, and Hollywood
scientific invention called celluloid. In became the world’s number one place for
the U.S., Thomas Edison and William movie production, with over 800 movies
Dickenson invented a camera that being made there each year.
automatically took a picture of a moving
The 1930s are often called the Golden
object every half second. The pictures
Era of Hollywood. It was during this era
were then transferred onto film and could
be watched through a machine called that the world saw the development
of “talkies” (up to then all films had
the Kinetoscope. The film could only be
waa
watched by one person at a time looking been silent), documentaries, and also
thr
r
through a small window to see the Westerns.
mo
moving images. These days, of course, modern
Th
The next step in the evolution of film moviegoers are used to state-of-the-art
wa
was when Auguste and Louis Lumière computer-generated imagery (CGI) to
ddeveloped
e the cinematographe, which bring fantastical worlds and unbelievably
ma
made it possible to take moving pictures realistic creatures to the screen in
an
and project large images. This used stunning 3-D. It’s difficult to imagine how
the same lens technology as that it can be improved upon. But as science
de
developed for the magic lantern. They and technology continue to advance at
sta
st
started producing short films that were lightning speed, we can assume that our
alll roughly 50 seconds long. The most
al cinematic experience will continue to get
fam
famous one was The Arrival of a Train better and better.

4 Answer the questions.

1 What did the first magic lanterns consist of? 4 How did the Lumiѐre brothers impress their
2 How did Etienne Gaspar Robert scare his audiences? spectators?
3 What was the limitation of the Kinetoscope? 5 Why did Hollywood become so famous?

54
 CULTURE
1 SPEAKING If you have Internet access in the
classroom, do a search for silent movie stills or
clips, and introduce the topic with some images or
excerpts from silent movies on the IWB. Ask students
to discuss the questions in pairs. Elicit some of their
experiences. Ask: Do you (think you would) enjoy
silent movies? Why or why not? How were these movies
different from those of today? Have you seen any recent
movies that were made in black-and-white? What effect
did using this technique have on the viewers?
2 Ask students to circle the key information in the
questions that they will be looking for in the article.
Tell students that they will be scanning for some
specific information, so they do not need to read
every word of the text to complete the exercise. Set
a two-minute time limit to encourage them to read
quickly.
3 1.31 Play the audio while students read and
listen to the article to check their answers to Exercise
2. Allow them to compare answers with a partner
before feedback from the class.

Answers
1 A magic lantern
2 They invented a camera that took a picture every half
a second.
3 The 1930s

4 Ask students to reread the article to complete the

exercise. Tell them not to worry if they do not
understand every word, but rather to concentrate on
answering the questions. Ask them to underline those
parts of the text that support their answers. Students
compare answers with a partner before whole-class
feedback.

Answers
1 They consisted of hand-drawn pictures on a reflecting
surface, a candle, and a simple lens.
2 He projected images of witches, ghosts, and other
spooky creatures.
3 It could only be watched by one person at a time.
4 They filmed a train coming towards the camera.
5 Because it is where the industry began to flourish,
creating over 800 movies a year

Optional activity
As an alternative to the procedure described above in
Exercise 3, you might like to use the article for a “jigsaw
reading.” Divide the class into groups of three, with
each student in a group reading a different section of
the text. Students A read the “early days” section and
answer questions 1–2, Students B read “the invention of
film” section and answer 3–4, while Students C read the
“Hollywood” section and answer question 5 as well as
make a list of the types of movies made in the Golden Era
in Hollywood (talkies, Westerns, documentaries). Once they
have read their sections, groups tell each other about the
main ideas they learned and their answers to the questions.
Monitor, and when all groups have finished, check answers
as a class. You could assign the reading of the entire article
as homework and then use the five questions from Exercise 4
to check students’ memory of what they read at home, with
books closed.

X      T-54

5 VOCABULARY Ask students to complete the activity
by looking back at the text to find the highlighted
words or phrases that match the definitions. Check
answers and, during feedback, say the words aloud
for students to repeat. Check pronunciation. If
necessary point out that lens is the singular form,
and the plural is regular: lenses.
Mixed-ability idea
Stronger students could look at the eight words in the text
and try to deduce meaning from context before referring
back to the definitions and completing the exercise. With
weaker classes, you could even give students the first letter
of each word to guide them.
Answers
1 startled 2 reel 3 spooky 4 lens 5 forerunner
6 transparent 7 shutter 8 flourish
Optional activity
Ask students to read the final paragraph again, describing
recent developments in the film industry. First, elicit
students’ opinions about 3D movies. Invite agreement or
disagreement from the class, eliciting reasons. Then ask
students to speculate about what other developments they
would expect in the movie experience. Encourage them to
be imaginative, and praise students who come up with the
most original ideas. (If they are stuck for ideas, you might
like to suggest some yourself: Interactive movies that allow
the viewer to shape the story; “Experience” movies in which
the viewer becomes a character in the 3D environment; Movies
that you can smell or touch. Note that some of these ideas
already exist, either in computer gaming or in certain types
of movie theaters.) Again, invite comments and opinions
from the rest of the class. Ask them to decide whether each
development would be a good or a bad thing for moviegoers.
You could put students in small groups to brainstorm
possible future developments for two or three minutes
before moving the discussion on to a whole-class setting.
WRITING
Instructions
1 Books closed. As a lead-in, ask: How often do you read
instructions? If you need help with a computer, where do
you get advice? Ask students to discuss the questions
in pairs. Listen to some of their answers with the
class.
Give students time to read the instructions. Tell them
not to worry if they don’t understand every word.
Elicit answers to the questions; there may be more
than one possible explanation. Ask students if they
have ever read instructions like these. Ask: How clear
are they for someone who’s not an expert? (students’
own opinions) What makes the advice easy to read?
(e.g., simple phrasing, a step-by-step procedure) What
might make it difficult? (e.g., technical terminology)
Possible answers
The text could have been written as course material for a
beginners’ course on computers. It could also be a post
written by an IT Help Desk person to answer common
questions.
T-55  
2 Students work in pairs to complete the sentences.
During feedback, point out that the missing words
are ones commonly used to give instructions. Ask
students to copy the expressions (expanded in full,
where necessary: the first thing (you need) to do is; (in
order) to do this) into their vocabulary notebooks.
Answers
1 If, then 2 first thing 3 To 4 This means 5 Finally
3 Students work with a partner to complete the
sentences with the words or phrases from the list.
Check answers.
Answers
1 first thing 2 If, then 3 this means 4 To 5 Finally
4 SPEAKING Working individually, students rank the
items. They then compare answers in pairs or small
groups and reach an agreement on the ranking order.
Ask a member of each group to share their ideas with
the class, and discuss these.
5 Divide the class into small groups so that they can
share ideas. Students choose one of the processes,
discuss its logical steps, and write notes in
preparation for writing their instructions. Monitor,
helping with any difficulties, and check that all
groups are on task.
6 This is a good opportunity for collaborative writing.
Students can all work together, expanding their
notes into logically ordered instructions then editing
them to the required length. Or they can divide the
different stages of the process between themselves,
with each describing one stage. They then assemble
their instructions into a single document. Allow
plenty of time and monitor their progress. As they
begin, clarify which distribution of tasks they agreed
to follow, and check later they are doing that.
Remind them that their paragraphs should follow
a format similar to the model text, and they should
use words and phrases from Exercises 2 and 3. When
they have finished, place students in new groups
and ask them to show their instructions to each
other, checking their partners’ writing for clarity and
completeness.
Optional activities
To motivate students more, you could allow them to choose
the topic they know most about.
Or, if you’d like to cover all four topics, you could create
enough groups to allocate one topic to each. If you do this,
allow students access to the Internet or other sources to
research details before they begin writing their instructions
together, because they may know less about an assigned
topic.

5 VOCABULARY Match the highlighted words in the article with the definitions.
1 very surprised
2 a round, wheel-shaped object on which
film which can be rolled
3 scary
4 a curved piece of glass in a camera
or projector that makes objects seem
closer, larger, smaller, etc.
WRITING
Instructions
1 Read the instructions on how to save a word
file. Who do you think it has been written for
and why?
2 Complete with the missing words. Then
check in the instructions.
1 your file is a written document,
you will be using a word processing
program.
2 The you need to do is to
create a new file.
3 save the file, click on “file” again.
4 you will be able to find
your file easily.
5 , when you close your document, a
dialogue box will appear.
3 Use a word or phrase from the list to complete
each sentence.
this means | then | To | If | Finally | first thing
1 To take photos, the you need is a
camera.
2 you’re serious about photography,
buy the best camera.
3 Choose one with a high number of pixels –
that you’ll have good quality images.
4 find out which are the best cameras, do
research on the Internet.
5 , start shooting and have fun!
4 SPEAKING Put the writing tips in order of
importance. Then discuss in pairs.
Think carefully about who you are writing for.
Use clear language that is easy to understand.
Give the instructions in a logical order.
Use a friendly, informal style.
5 Choose one of the computing processes below
and write down short notes for each stage.
● how to create a folder ● how to cut and paste
● how to change the font ● how to rename a file
5 SCR EEN TI M E
5 something that acted as an early, less
advanced model of another thing that
will appear in the future
6 that you can see through
7 the part of a reel film projector that
opens to allow light to reach the film
8 grow rapidly
One of the most important things you will need to learn to do if
you want to use your computer to write documents is to learn
how to save a file.
1 If your file is a written document, then you will be using a word
processing program such as Microsoft Word. The first thing you
need to do is to create a new file. To do this, open up the program
by clicking on the icon. You should be able to find this on your
desktop.
2 When the program has opened, click on the icon “file” in the top
left hand corner of the screen and choose “new” from the drop
down menu. This will create a new document for you.
3 I would recommend saving this document, before you have
written anything. This means that if your computer shuts down
unexpectedly, you won’t lose the file. To save the file, click on
“file” again. From the drop down menu choose “save.”
4 A dialogue box or window will open asking you to type in the
name of your document. You will also need to choose a location
for the file. Select “desktop” from the list on the left hand side of
the box. This means you will be able to find your file easily when
you start your computer.
5 Finally, when you close your document, a dialogue box will appear
asking if you want to save any changes. Click “yes” and this will
ensure you never lose any of your work.
6 Write a text (120–180 words) describing the
process you chose in Exercise 5. Remember:
● decide who you are writing these instructions for
(a child? a beginner? a fairly experienced user?)
● give your instructions in a logical order
● think about the tips in Exercise 4
SPEAKING
Work with a partner. Discuss the questions.
1 Why don’t some people like movies with lots of special
effects?
2 Make a list of movies with great special effects.
3 What’s your favorite 3-D movie? Why?
4 What do you think will be the next stage in the
development of movies?
55