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Ruth Jimack

with Jane Revell and Jeremy Harmer

upper-intermediate

Teacher’s Guide

Contents Jetstream upper-intermediate Student’s Book contents Introduction Letter to you, the teacher Jetstream upper-intermediate components Jetstream approach – a summary Unit overview Unit notes Unit 1 Unit 2 Units 1&2 Review Writing skills: Module 1 Unit 3 Unit 4 Units 3&4 Review Writing skills: Module 2 Unit 5 Unit 6 Units 5&6 Review Writing skills: Module 3 Unit 7 Unit 8 Units 7&8 Review Writing skills: Module 4 Unit 9 Unit 10 Units 9&10 Review Writing skills: Module 5 Unit 11 Unit 12 Units 11&12 Review Writing skills: Module 6 Tasks Teacher’s notes Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Unit 11 Unit 12 Technique banks Using the video Using memory games Working with mixed-ability classes Ensuring learner autonomy and using technology 2

Contents

3 7 8 9 12 25 42 62 66 68 85 100 102 104 123 140 144 146 164 178 181 183 197 212 214 216 232 247 250 252 255 255 256 256 257 257 258 258 259 259 260 260 261 262 263 263

CONTENTS

Jetstream upper-intermediate VOCABULARY

UNIT 1 Beginnings page 7

page 17

READING AND LISTENING

SPEAKING AND WRITING

Talking about the meaning of names.

LESSON 1 Breaking free

Collocations

Time and tense review 1: present simple, present continuous, present perfect, past simple, past continuous

LESSON 2 How (not) to learn a language

keep

Time and tense review 2: Reading 1: The enigma of past simple, past perfect, language present perfect simple, P the sound /ɔː/ present perfect continuous Listening: a conversation about The Jungle Book Reading 2: Rudyard Kipling

Talking about language acquisition and the best ways of learning a language Writing a story about a childhood event

LESSON 3 Life soundtrack

Emotions

Time and tense review 3: going to, will future, present continuous for future, present simple for future, future perfect, future continuous

Listening: a radio programme about music and life

Talking about the future Talking about music that has meant a lot to you in your life

EVERYDAY ENGLISH 6

Expressing disappointment and joy P the different meanings of you know READING AND LISTENING

SPEAKING AND WRITING

VOCABULARY

UNIT 2 Come to your senses!

GRAMMAR

INTRODUCTION

GRAMMAR

Reading: The Angulo Family

Talking about the concept of ‘home’ Writing an essay on the concept of ‘home’

INTRODUCTION

Hobbies and activities

LESSON 1 Hands on!

Toys Manual activities

Relative clauses

LESSON 2 Paint the town red!

Expressions with colours

Hedging: making cautious statements

Listening: a conversation about colour associations Reading: Colour and how it affects us

Talking about two paintings Talking about colours and how they affect people Giving a presentation on colour

Verb patterns 1: cause and effect

Listening 1: vox pops about music preferences Listening 2: a radio interview about ‘car-aoke’ Reading: poem The Sound Collector

Talking about different music styles and the music you listen to Talking about sounds you like Writing a poem about sounds

READING AND LISTENING

SPEAKING AND WRITING

P

LESSON 3 Sounds interesting?

EVERYDAY ENGLISH

Talking about different learning styles

/r/ sound

Music Sounds

Talking about different toys and how they affect learning Describing childhood toys Writing an opinion essay

Talking about advantages and disadvantages changing meaning through intonation

P

REVIEW Units 1&2 page 27; Aspects of culture: Cat cafés and other ideas VOCABULARY

UNIT 3 Watch your language! page 29

GRAMMAR

INTRODUCTION

Collocations with language

LESSON 1 Worldwide words!

Loan words lend, borrow, loan Roots of English

Comparison: quite a lot more, X times as many, the most, by a long way

LESSON 2 Say what you mean!

Expressions with can’t

Modal verbs

Reading: People, curb your enthusiasm Listening: a talk by a life coach on limiting language

Thinking about how often we use the word love Writing a report Analysing the poem Chivvy Talking about how adults and children communicate

Cleft sentences

Reading: Popular favourite words

Talking about the most beautiful words in English Writing a story about words Conducting a survey about words Writing a report

LESSON 3 Favourite words

EVERYDAY ENGLISH 6

Talking about languages Comparing statistics of world languages P plurals with the sound /ʤɪz/

Expressing preferences P using intonation to convey preferences

Contents

3

VOCABULARY

UNIT 4 Conflict and resolution page 39

INTRODUCTION

GRAMMAR

Everyday phrases from war and boxing

LESSON 1 Remembering war

READING AND LISTENING

SPEAKING AND WRITING

Listening: a museum audio commentary Adverbs and adverb phrases

Reading: extract from War Horse

Talking about war memorials Giving a presentation about a national event

LESSON 2 War stories

Hearing and listening About war

Gerunds and participles

Reading 1: extracts from Dispatches Reading 2: No place for a lady P diphthongs /eɪ/, /aɪ/, /əʊ/

Acting out an interview Writing a journalist’s report of a war or battle Writing an essay about war

LESSON 3 It’s not fair!

Arguments

Future in the past

Listening: a conversation between school boys and a teacher Reading: West-Eastern Divan Orchestra

Writing a blog post about conflict resolution

EVERYDAY ENGLISH

Strengthening opinions with examples and adverbs sentence stress and intonation

P

REVIEW Units 3&4 page 49; Aspects of culture: Words that are difficult to translate VOCABULARY

UNIT 5 Telling tales

INTRODUCTION

page 51

LESSON 1 Once upon a time …

LESSON 2 Responses to reading

Opinions

Talking about the seven basic plots of stories Writing a well-known story in your own words

somewhere, everything, etc

Reading 1: extract from Stephen King thriller Under the Dome Listening: readers’ opinions of Under the Dome P word stress on positive and negative opinions Reading 2: review of Under the Dome

Writing and presenting a commentary for a video trailer Group story-telling Writing a book review

’d = had and would

Listening 1: a conversation about the rules of writing Reading: extract from The Maltese Cat Listening 2: information about writing, speaking and editing

Talking about writing, speaking and editing Writing a bad beginning to a short story

Sports and activities

Lesson 1 Two by two

Ways of liking and not liking

Lesson 2 Sink or swim?

Lesson 3 This is fun?

READING AND LISTENING

SPEAKING AND WRITING

Listening: sports commentaries

Defining the idea of ‘sport’

Articles

Reading: The boat race

Researching information about a sporting event Writing a description of a sporting event

Hobbies and activities

Verb patterns 2: verb + -ing form, infinitive or that clause

Reading 1: Men in trunks Listening: a review of the film Men who swim Reading 2: A different kind of ball game P consonant clusters

Talking about a hobby you do regularly Giving a presentation of an unusual sport Writing a description of an unusual sport

Prepositions and verbs of movement

Phrasal verbs

Reading: Welcome to the world of mud running Listening 1: a conversation about a mud run Listening 2: advice for doing a mud run

Designing a mud run course Writing an online press announcement for a mud run

GRAMMAR

Expressing views changing sentence stress to change meaning

REVIEW Units 5&6 page 71; Aspects of culture: National sports

Contents

Listening 1: opening lines and a summary of a story Listening 2: the end of a traditional story

Introduction

P

4

Narrative tenses

Agreeing; Politely disagreeing P stress and intonation in polite disagreements

EVERYDAY ENGLISH

SPEAKING AND WRITING

Discussing opening lines of books Talking about books you have read

EVERYDAY ENGLISH 6

VOCABULARY

page 61

READING AND LISTENING

Fiction genres

LESSON 3 How to write – and how not to!

UNIT 6 The nature of sport

GRAMMAR

VOCABULARY

GRAMMAR

READING AND LISTENING

SPEAKING AND WRITING

UNIT 7 Heroes and villains

INTRODUCTION

Actions associated with heroes and villains

page 73

LESSON 1 What makes a good baddie?

Adjectives to describe villains

Reporting verbs and their patterns

Reading: How jokey is the Joker these days? Listening: a talk about Catwoman

Writing about your favourite villain Giving a presentation of your favourite villain

LESSON 2 Homemaker or troublemaker?

Adjectives to describe heroines Nouns with more than one meaning

would and used to Modal verbs: speculating about the past

Reading 1: A potted history of women in Hollywood Reading 2: a review of The Girl with the Dragon Tattoo Listening: an interview with a biographer of Stieg Larsson

Writing a paragraph about men or women in films Talking about a present that had a great influence on you Writing and presenting a video clip about your favourite character as a child

Reading: summary of The Motorcycle Diaries Listening 1: a conversation about The Motorcycle Diaries P changing syllable stress in nouns and adjectives Listening 2: a conversation about Harriet Tubman

Talking about different biopics and what they have in common Writing a script for an event in a biopic

Acting out favourite lines from films

LESSON 3 Unsung heroes and heroines

EVERYDAY ENGLISH 6

Making confident and tentative statements P American v British English pronunciation; changing stress patterns on verbs and nouns VOCABULARY

GRAMMAR

READING AND LISTENING

SPEAKING AND WRITING

Reading: descriptions of prominent Americans Listening: four short biographies

Talking about the population of your country Investigating your family tree

UNIT 8 This land is my land

INTRODUCTION

Migration

page 83

LESSON 1 We are one

How we walk

Reason and result clauses

Reading: This land is your land

Writing about a big concert Writing a verse for a song about your country

LESSON 2 A controversial issue?

Collocations

Purpose clauses

Reading 1: Opening doors or building fences? Reading 2: A long way from home

Acting out a conversation with an immigrant Debating for or against the motion that immigration does more harm than good

LESSON 3 The modern city

How countries are organised

Contrasting ideas

Listening: people talking about their city P word stress in longer words

Talking about citizenship classes

READING AND LISTENING

SPEAKING AND WRITING

EVERYDAY ENGLISH

Giving a presentation pausing for punctuation

P

REVIEW Units 7&8 page 93; Aspects of culture: Folk heroes VOCABULARY

UNIT 9 Getting away from it all

GRAMMAR

INTRODUCTION

Talking about isolated places

LESSON 1 The call of the wild

Passives 1 – tenses

Reading: two descriptions of people living in remote places

Writing an email in reply to an online ad Finding out about earthships

Tag questions Passives 2 – modal verbs

Listening: an interview for an unusual job Reading: The best job in the world?

Talking about an unusual job description Creating a video application for a job Talking about your ideal landscape Writing a tweet about your ideal landscape

Listening 1: vox pops about going to Mars Listening 2: people giving reasons for not wanting to go to Mars Reading: I promised to love her, no matter what

Writing a description of a planet Giving a presentation of a planet

page 95 LESSON 2 The best job in the world?

Requirements for a job Geographical features P vowel sounds

LESSON 3 A single to Mars!

The planets

EVERYDAY ENGLISH 6

Asking for and giving permission P intonation in polite requests

Contents

5

VOCABULARY

UNIT 10 The environment page 105

GRAMMAR

READING AND LISTENING

SPEAKING AND WRITING

INTRODUCTION

Water Crossings Man-made things

LESSON 1 A tale of two bridges

Bridge

It is + adjective / noun + to

Reading: Blowing up bridges isn’t easy!

Acting out a public meeting to discuss a new airport

LESSON 2 Environmental pioneers

Wet and dry

Sequencing events Modifying adjectives P showing degrees of enthusiasm using quite

Reading: Three environmental pioneers Listening: a conversation about collecting water from the air

Giving a talk about drought prevention and problems Writing an essay on drought and its problems

LESSON 3 Doomed?

Waste

just

Listening: a conversation about unusual ways of improving the environment

Talking about the advantages and disadvantages of recycling Writing an essay on the truth about recycling

EVERYDAY ENGLISH

Finding out about clever environmental solutions

Suggesting, agreeing and refusing changing intonation for refusing or agreeing

P

REVIEW Units 9&10 page 115; Aspects of culture: Celebrating the seasons VOCABULARY

GRAMMAR

READING AND LISTENING

SPEAKING AND WRITING

UNIT 11 Getting older

INTRODUCTION

The seven ages of man

page 117

LESSON 1 Will it be too late?

Success

Zero and first conditionals

Reading: Have you missed the boat? Mini-story Part 2

Acting out an interview for a local paper

Verbs for thinking contrasting /s/ and /ɵ/ sounds

Second conditional Third conditional

Reading 1: Reach for the sky Mini-story Part 3 Reading 2: extract from The One Hundred Year Old Man who Climbed Out of the Window and Disappeared Mini-story Part 4

Thinking of ideas for a project to help children Writing a letter to your local government Talking about the idea of escaping from real life

wish / if only Mixed conditionals

Listening 1: If I had my life over Listening 2: people talking about things they wish they had done differently in their 20s Mini-story Part 5

Deciding what five things you have to do before you die Writing a description of something you’d really like to do

READING AND LISTENING

SPEAKING AND WRITING

Listening: raising money for charity

Choosing a charity you’d work for or raise money for

LESSON 2 Changing lives

P

LESSON 3 Life is short

EVERYDAY ENGLISH 6

Wishing someone well P intonation used when making a list VOCABULARY

UNIT 12 Doing things together page 127

Mini-story Part 1

GRAMMAR

INTRODUCTION

Collecting money

LESSON 1 All together now!

Surprise

Review 1: conditionals and cleft sentences Review 2: reported speech

Reading: descriptions of two different flash mobs Listening: a conversation about flash mobs

Talking about organising a flash mob performance Writing an announcement for a flash mob performance

LESSON 2 Can you help me?

Collocations The countryside

Review 3: verb tenses and forms

Reading 1: Want financial help? Ask your friends! Reading 2: A woman and a donkey

Giving a talk about a personal project Writing about crowdfunding Thinking of ideas to celebrate a country Writing an essay called Celebrating my country

Review 4: questions stress and intonation in questions

Reading: For the love of chillies Listening: a meeting of contestants for a chilli cook-off

Acting out a meeting Creating and taking part in a quiz about Jetstream upper-intermediate

LESSON 3 The great chilli cook-off

EVERYDAY ENGLISH

P

Asking for information, clarification and confirmation making statements into questions

P

REVIEW Units 11&12 page 137; Aspects of culture: Respect for older people

Pages 139 – 151 Pages 152 – 163 Pages 164 – 175

6

Contents

Transcripts Writing skills Grammar reference

Letter to you, the teacher Hello – and a big welcome to Jetstream upperintermediate, the course we’ve written to help your students learn English (and improve what they already know). We’ve used engaging and stimulating topics and activities so that, we believe, students will study successfully and enjoyably. Our intention has been to blend the familiar (activities and exercises with which teachers and students feel comfortable) with some newer, different features which are intended to add extra depth and interest to the learning experience, for example: • Jetstream is thought-provoking. It gets students to think in a variety of different ways, not only about ideas, but also about the language itself; • Because we live in a connected digital society, Jetstream often invites students to venture beyond the Student’s Book itself (if they can) and bring what they’ve found and enjoyed back to the classroom; • Jetstream presents a wide variety of people, cultural settings and topics – because learning how to communicate also means learning about the world we all live in; • Above all, Jetstream encourages students to use the language they’re learning in a grown-up way that fits with our increasingly interconnected world.

The Teacher’s Guide As teachers ourselves, we know how busy and demanding a teacher’s life can be. That’s why Jetstream comes with a Teacher’s Guide which takes you through each lesson, step by step. There’s a wealth of support online, too, including extra material and practice tests. However – and this is important to stress – you don’t have to use any of this if you don’t feel like it. It’s there in case you want it and find it useful, that’s all. But if you’re happy to ‘do your own thing’, that’s wonderful too. We believe that Jetstream allows you considerable flexibility if that’s what you’re after! So this is Jetstream: a course designed to provide students with a rich and rewarding learning experience; a course which we believe is extremely enjoyable to teach with. Have a good time and good luck! Jane Revell and Jeremy Harmer

The thinking behind Jetstream Underlying everything in Jetstream are a number of principles that have guided us during the writing process. We believe: • that what students bring to the learning experience (and the Student’s Book) is as important as what’s between the covers. That’s why students are often asked for their input, and to share (if they want) their stories, thoughts, reactions and opinions; • that providing a range of stimulating topics – and, crucially, a repertoire of appropriately challenging activities – is the key to successful student involvement, and, therefore, learning; • in providing students with a range of the most appropriate and useful vocabulary at this level – and offering them different ways of meeting, learning and practising that vocabulary; • that grammar is important (of course!) and that students need to interact with it in enquiring and creative ways; • in providing a range of stimulating and appropriate practice and production activities which bolster students’ knowledge whilst at the same time giving scope for creativity and experimentation.

7

Jetstream upper-intermediate components For the student: Student’s Book The Student’s Book contains 12 units, each consisting of an introductory page plus three lessons and an Everyday English section at the end. It also contains the following: • a two-page Review unit after every two units • a comprehensive grammar reference section • complete transcripts for the audio • a comprehensive writing reference section. Workbook with audio The Workbook contains 12 units of six pages – three pages covering the Grammar, Vocabulary and Listening from the lessons in the Student’s Book, a double-page spread with a Reading section, and one page for Vocabulary plus and Everyday English. It also contains the following: • a Review quiz after every two units • a Check your progress test after every two units • a ‘do-it-yourself’ dictionary listing the key vocabulary (with phonetics) for each unit and space for students to write their translations or definitions. E-zone The e-zone is an online resource for students and teachers containing: • the video for all the Everyday English pages • a cloud book – an interactive version of the Student’s Book, including all video and audio • cyber homework – interactive activities covering grammar, vocabulary, reading, listening and dialogues. They’re assigned by the teacher in a virtual classroom and have automatic feedback. (They can also be used in self-study mode – see below.) • mp3 audio files • online training – pronunciation exercises, exam practice (Cambridge FCE, TOEFL, IELTS and TOEIC) and cyber homework in self-study mode (extra practice) • CLIL projects. For more information on the e-zone, see page 11. 8

Introduction

For the teacher: Teacher’s Guide with class audio CDs The Teacher’s Guide contains full teaching notes for each unit, including all transcripts, keys and useful background and cultural information, plus extra ideas for early finishers and mixed-ability suggestions. Three class audio CDs contain all the listening material for the Student’s Book. The Teacher’s Guide also contains the following extra material: • one task per unit with accompanying teaching notes • three ‘technique banks’ giving ideas in the following areas: Using the video Using memory games Working with mixed-ability classes Interactive book for whiteboards DVD-ROM E-zone Full access to the students’ area plus: • the video for all Everyday English pages • mp3 audio files • downloadable Teacher’s Guide with answer keys • Helbling placement test • Testbuilder containing 12 unit tests covering grammar, vocabulary, functions and the four skills and six progress tests.

Jetstream approach – a summary

Vocabulary

• lots of personalisation activities where students are encouraged to talk about themselves

It’s increasingly recognised that vocabulary is just as important as – or perhaps even more important than – grammar when learning a language. Jetstream has a high vocabulary input so that students can understand, speak, read and write with ease. Stimulating and unusual pictures and motivating activities ensure students absorb the vocabulary easily, and there’s plenty of practice. Most of the three main lessons in each Jetstream unit have a vocabulary component. In addition, there’s a section focusing on phrasal verbs in many of the Review units which revises common phrasal verbs in context.

• communicative activities which give students a real purpose for completing a task

Reading

Motivation Research shows that motivation is key to learning; to learn, students need to be interested! Jetstream has been written to be highly motivating for students, and includes the following: • interesting and relevant topics • stimulating and often thought-provoking photos

• highly motivating tasks throughout the Student’s Book, and also a bank of photocopiable tasks in the Teacher’s Guide • at least one Song / Poem / Video / Music / Film Link in every unit which encourages students to use their English in a fun and less formal way • Everyday English pages at the end of every unit which provide immediately useful conversations practising different functions, including short video clips • plenty of games and game-like activities.

Grammar Grammar is an important element in Jetstream. It’s dealt with in the following way: • It’s introduced gradually – each of the three main lessons in a unit usually has a grammar point. This enables the grammar to be introduced step-by-step, practised and easily absorbed. • It’s revised in the Review units that occur after every two units.

The main reading focus in Jetstream is usually in Lesson 2 of each unit, but there are often other shorter reading texts elsewhere. There’s a variety of high-interest text types – reallife stories, articles, quizzes, blogs, etc. Where possible, texts are based on real people, places and events. • Activities develop students’ ability to scan a text for its general meaning and guess meaning from context. • Texts, whether in the form of human-interest articles or fictional stories, are absorbing and memorable and a key way of learning and practising language. Other sections that provide very short, highinterest texts for additional reading comprehension relevant to the topic are: • Song / Poem / Video / Music / Film Link • Did you know? The Aspects of culture section in the Review units also provides additional reading matter. It offers interesting and practical information on different cultures and should lead to stimulating discussions.

• The grammar for a lesson is introduced in context. The grammar form is highlighted and students are given activities where they deduce the form and meaning. • Activities are realistic and meaningful. • A clear and straightforward grammar reference section at the end of the Student’s Book explains each lesson’s grammar.

Introduction

9

Writing Regular short Writing sections in the Student’s Book provide guided writing practice through a variety of tasks. The core writing course, however, is to be found at the back of the book, which includes two full pages of guided writing tasks per module. In this writing development course, students cover the following areas: • an essay • a formal letter or email • a report • a review • an informal email • an article giving advice. There are reminders of useful expressions and other language features: linking words, indirect questions, etc. Check it! sections allow students to review and improve their work.

Listening The main listening focus in Jetstream is usually in Lesson 3 of each unit, but there are often short listening activities elsewhere. The Everyday English page provides further listening practice in the form of functional dialogues. To train students in useful and relevant listening skills, the listening texts reflect a variety of real-life situations, including conversations, interviews, talks, reports and radio programmes. The transcripts of the listening texts can be found at the back of the Student’s Book for students’ reference and are also reproduced with the relevant activity notes in the Teacher’s Guide.

Speaking For many learners of English, speaking is the most important language skill. There are speaking activities at all stages of a lesson in Jetstream: • At this level, activities are carefully designed so that students can express themselves freely without making a lot of mistakes. • The main speaking section of a lesson generally has longer speaking activities than earlier in the lesson. • The photos, cartoons, listening and reading texts all provide stimulating platforms for speaking activities.

10

Introduction

• You first! at the start of some lessons uses a short question to get students engaged with the lesson topic immediately. • Everybody up! sections encourage students to stand up and move around the class, interacting with each other to find out information. • The Link and Did you know? sections in the main units, and the Aspects of culture sections in the Review units, also provide platforms for stimulating discussions. • The photocopiable tasks in the Teacher’s Guide provide further communicative practice.

Pronunciation Short pronunciation activities in one lesson of each unit and in the Everyday English sections provide clear practice of some common areas, including: • specific sounds • word and sentence stress • intonation. In addition, students are encouraged to listen to and repeat the main vocabulary groups throughout the book.

Consolidation and review Consolidation of recently acquired language and regular revision are crucial to learning. After every two units, there’s a Review unit that revises key language from these units. Each Review unit contextualises the language through reading and sometimes listening texts. There are also grammar exercises and writing and speaking tasks. The Workbook provides further practice, testing and extension of the language in a unit. In addition, after every two units in the Workbook, there’s a Review quiz. This is followed by a Check your progress test.

Online resources – available on e-zone

Cyber homework Interactive activities assigned to students by their teacher within an online virtual classroom. Results and feedback are automatically given when the deadline fixed by the teacher has been reached.

HELBLING Placement Test Designed to give students and teachers of English a quick way of assessing the level of a student’s knowledge of English grammar and usage.

Projects Open-ended tasks on both cultural and global themes, where students can embed other resources such as web links or files and share them with the teacher and their class.

Online training Resources and interactive activities for individual student access. Includes: • exam practice • pronunciation • all exercises from the cyber homework in self-study mode. Cloud book An interactive version of the Student’s Book and Workbook, where students can access all audio and video content at the click of a mouse or touch of a screen. Students can complete the activities, check their results and add their own notes.

How to integrate an LMS (a Learning Management System) into your teaching Initial assessment Assessment

HELBLING Placement Test

Exam practice Testbuilder

1

Planning

>

2

Scope & sequence Teacher’s Guide

>

6

5 4

>

Virtual class and self-study practice

Lesson enrichment • Projects • Online training • Cyber homework • Student downloads

3

Class routine Student’s Book Workbook

• Resources • Videos • Interactive book for whiteboards • Teacher downloads

Introduction

11

Unit overview

Look ahead Most of us like to know where we’re going before we set out! This section is designed to give students a general idea of each unit (or, in the case of Unit 1, the whole book), to draw them in and engage their interest. Giving them the big picture before they embark on the detail really helps motivation.

12

Introduction

Video option Students think or find out about – and / or take a photo of – something related to the lesson. After writing and / or making notes, they record a short piece to camera using their smartphones or tablets (like a video blog). They can then share their video clip with other students or upload it to a video-sharing site such as YouTube if they want.

Guess Asking students to ‘guess’ answers before reading or listening to information not only gets them to interact, it also frees them up from having to know the ‘right’ answer and thus inhibiting their response. In addition, it prepares them for the text and gives a valid reason for reading or listening to something – to see if they were right. For this reason, it’s very important not to confirm if students are right or not in their guesses. Just say things like Hmm or That’s interesting or Possibly, etc and let the text provide the answers. These exercises are similar to Predict ones, but involve more guesswork, rather than ideas based on evidence.

Search and think These exercises invite students to look through a text that they’ve recently read or listened to, in order to find particular grammatical structures (or sometimes categories of vocabulary) and think about how they’re used or what they mean, before going on to practise them in further exercises.

Introduction

13

Everybody up! This is a chance for students to move around the classroom and use specific language in a controlled way to get information from other students. This kind of short, intensive practice can be very lively and also very rewarding if students succeed in completing the task using the language resources available to them. In addition, it allows them to interact with lots of different people. The act of physically getting up and moving around is also mentally refreshing; being physically active helps us to learn. Students may naturally find that they engage in longer conversations than the activity requires. If time allows, this is good and enjoyable practice for them. However, it’s a good idea to set a time limit for this type of activity. Link Each unit contains at least one Link section, featuring a song, a poem, a piece of music, a film or a video clip which relates to themes and topics in the lesson. These sections utilise students’ natural interest in these things to motivate them and transfer the topic language to a new context. The tasks give them the opportunity to listen to / read / view the material and then research online to answer some questions or do a short associated activity. They then bring the information back to the class, which should often stimulate lively discussions. There’s a natural mixed-ability element: more competent students will be able to take it further than those who are less competent.

14

Introduction

Did you know? These are very short, interesting pieces of information related to the theme of the lesson. The section can usually be done at any point in the lesson. The teacher’s notes sometimes suggest ways of exploiting it, but if students want to know more, they can be encouraged to search online.

You first! You’ll find a You first! box on the large photos at the beginning of many of the lessons. It has a triple purpose. Firstly, to engage students and get them saying something immediately. Secondly, to allow students to use what they already know and boost their confidence. And thirdly, to give you an idea of what and how much they already know so that you can target your teaching much more effectively. What if your students don’t respond at all? That’s fine. Now you know. Just move on and start to teach them something.

Introduction

15

Memory This symbol represents your brain! Memory is a crucial component in learning anything and it’s like a muscle: the more you exercise it, the stronger it’ll be. These simple games ask students to remember a variety of things: vocabulary items, facts from an article and so on. But you can do a lot more activities than the ones suggested here (see page 262). And remember that the more you get students to exercise their memory in English, the more it’ll serve them in other aspects of their life as well.

Think This is used to signal a creative or critical-thinking exercise. Students are asked to work something out for themselves, give their opinions or comments or use their creativity, rather than find an answer directly on the page. A simple example might be where a text describes a problem at work and students are invited to come up with solutions. Encouraging students to think creatively means they increase their engagement with the material. The increased alertness enhances their learning capacity. With these sections – as indeed with many others – it’s a good idea to give students a chance to look at the material and think about (or even write down) their ideas individually (for say 30 seconds) before they start talking to each other. Some students are quick thinkers and talkers, while others need more time. Giving them ‘thinking time’ evens it out a little.

16

Introduction

Explore online This is an opportunity for students to go beyond the page and find out more about some aspect of the topic: a sort of mini project. They should do the research online, make notes and report back, working either alone or in pairs. You may want to set this up in the classroom by suggesting possible websites or just by eliciting suggestions for words and phrases to type into the search engine. As with the Link feature (see page 14), there’s a natural mixed-ability element to this section.

Take a break Apart from providing tiny practical texts to read, these sections are there to help students unwind from time to time. Why? Because, quite simply, we don’t learn well when we’re stressed; we learn best when we’re relaxed. These little exercises give students the opportunity to switch off for a few moments, in order to recharge their batteries and come back to the task in hand with renewed energy! If it’s a piece of advice, talk about it with students. If it’s a physical exercise, students can read it and follow the instructions. Do it there and then in the classroom if you can. Then you can use it again and again, whenever it’s useful (see, for example, page 45 of the Student’s Book, where students are asked to imagine themselves in a relaxing place).

Introduction

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Grammar reference There’s a useful grammar reference at the back of the Student’s Book. Each main grammar point from the grammar boxes throughout the book has a relevant section in the grammar reference.

P Pronunciation The pronunciation activities appear in one lesson of every unit of the Student’s Book, plus the Everyday English section. At upper-intermediate level, there’s work on stress and intonation, as well as sounds, as these can often pose problems for students. All the pronunciation activities are recorded so that students can hear the correct sounds or stress.

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Introduction

Predict Students use different elements (photos, titles, questions, etc) to predict what’s in a text. The idea is to motivate them to engage with the material; to give them a very good reason for reading or listening to see if they were right!

Listening This symbol tells you that there’s recorded material that goes with the activity. This can either be a full listening text or it might be listening to check answers and / or hear the correct pronunciation, as here. Full transcripts are given in the back of the Student’s Book.

Finish it These exercises are personalisation tasks where students complete short sentence stems with their own information or ideas, and then compare with other students (often in an Everybody up! activity).

Introduction

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Your story Students generally enjoy personalising what they’ve just learnt; these exercises ask them to think about some aspect of the lesson as it relates to them personally, and then share their ‘story’ with other members of their group.

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Introduction

Everyday English This section provides practice in the everyday functional language that students need when interacting with people, such as making suggestions, giving advice, discussing opinions and so on. Takeaway language These exercises are optional. They pull out useful everyday expressions from a text or dialogue and present them for students to think about and ‘take away’ and use themselves.

6 Video

Mini-talk Students write down their ideas in answer to questions relating to the lesson and then shape them up into a short talk, using digital presentation media where appropriate. They then present their talk to a (small) group of other students.

The main conversation in the oddnumbered Everyday English sections appears on video, which provides extra contextualisation for the functional language. (If you don’t have the video or prefer not to use it, then just play the audio version.) See also Using the video on page 261.

Introduction

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Review Six Review units revise key language from the preceding two units, using a reading text as the main presentation.

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Introduction

Aspects of culture Each of the Review units finishes with an Aspects of culture section. This is often an opportunity to reflect on how people do things differently (or not!) in different parts of the world and how we can begin to be sensitive to these differences and act accordingly. There’s usually a short reading text with a task or questions, often leading to a discussion and a comparison with the students’ own culture(s).

Role-play Students are given a scenario / roles / questions, often based on a dialogue they’ve just heard, and are asked to script a short scene for themselves, which they then act out. The level of support given can be adapted to suit students’ abilities, ranging from allowing them to look at the original text as they work to completely reinventing the conversation off the top of their head.

Phrasal verbs This section appears in many of the Review units and provides a short text that both revises and extends phrasal verbs that students already know and introduces new ones in context.

Introduction

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A final word The features new to Jetstream, which occur throughout the units, are informed – in a gentle way – by some of the key principles of Holistic Learning (sometimes called Accelerated Learning*): 1 We learn with our body as well as our mind: they are connected. Hence the value we attach to bringing more physical activities into the classroom and paying attention to students’ physical well-being. 2 Different learners prefer different kinds of input. Some people learn more with their eyes, some more with their ears and some more with their bodies and movement. We aim to provide a variety of activities to reflect these preferences. 3 What we learn with emotion, we tend to remember best. We hope to engage students’ emotions through the use of stories, songs and games – and making them laugh. 4 Our memory is very powerful … and we can make it work even better. The reason for all the little memory-training games is to give students practice in using their memory, and aid their learning.

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Introduction

5 People know a lot already – more than they think. Good teaching and good material can help to make students aware of what they already know and boost their confidence. 6 People are different. Some people are more outgoing and sociable, while others are more introspective and reflective. The former readily enjoy interacting with others, while the latter often prefer to work on their own. They usually welcome time to think on their own too, before being asked to participate in an activity. As teachers, we need to try to cater for these differences.

*The roots of Accelerated Learning go back to the Bulgarian educator, Georgi Lozanov, who developed something called ‘Suggestopaedia’ in the early 1960s. Helping learners feel comfortable, relaxed and confident meant that they were able to absorb and remember more information more quickly. That’s it in a nutshell!

1 UNIT FOCUS

Beginnings GRAMMAR: time and tense reviews (the past, present VOCABULARY: collocations; keep; emotions FUNCTIONS: expressing disappointment and joy

Introduction p7 Aim The focus of this lesson is to give students the opportunity to get to know each other and to introduce the unit through the topics of statues, names and origins.

You first! There are You first! boxes at the beginning of many lessons in the Student’s Book. They have three goals: firstly, to engage students and get them saying something immediately; secondly, to allow students to use what they already know and boost their confidence; and thirdly, to give you an idea of what they already know so that you can target your teaching much more effectively. Students can say as much or as little as they want. For more information about these exercises, see the Introduction, page 15. For this one, students look quickly at the four photos and establish that all of them show statues of people. Then elicit answers to the You first! question from a selection of students, encouraging other students to say whether they agree or disagree with the suggestions, and why. 1

2

GUESS When you see GUESS in front of an instruction, it means students can talk about what they think the answers are, but they don’t have to know for sure. For more information about these exercises, see the Introduction, page 13. Students talk about the questions in pairs. Compare answers as a class to see if there’s consensus. 1.2 Play the recording for students to check their answers to 1. Pause after each section to establish which statue the speaker was talking about (1 D, 2 C, 3 B, 4 A). After the whole recording, students compare answers with a partner. Check as a class. Then have students talk in pairs about which statue they like best and why. You could also have a quick class vote for the most popular statue.

Answers 1 A, B and D are of real people (Martin Luther King, Queen Elizabeth II, Eric Morecambe); C is a fictional character (Juliet Capulet). 2 A Atlanta, Georgia, USA B Brisbane, Australia (outside the parliament building)

and future)



C Verona, Italy (in the garden of Juliet’s house) D Morecambe Bay, northern England 3 A It’s in memory of his courage. B Because she is the official head of state in Australia. C Because it’s where she supposedly lived. D Because he came from Morecambe. 4 Statue A

Transcript We asked four people to describe their favourite statues – statues that mean something to them. 1 One of my favourite statues of all time – really – is at Morecambe Bay, a seaside town in northern England. It’s the figure of a dancing man – one arm and one leg raised. The man is Eric Morecambe, a British comedian who, with his partner Ernie Wise, used to have a show on British TV. One night, their show had 27 million viewers – nearly three-fifths of the entire population! Eric and Ernie – as people called them – always used to end their TV show by dancing to a tune called Bring Me Sunshine and that’s why the statue is dancing. Morecambe wasn’t Eric’s real name. He chose it because that’s where he was from! He was a keen birdwatcher too, and that’s why the statue has a pair of binoculars. 2 I love the statue of Juliet in Verona, in Italy. It’s in the garden of Juliet’s house, and people come in their hundreds of thousands to visit – which is weird, because Juliet wasn’t a real person at all! She’s a fictional character – Juliet Capulet – from William Shakespeare’s play Romeo and Juliet, one of the most famous plays ever written. But even though she never lived, people write letters to her and they touch the statue for good luck. Recently, they had to replace the statue because all that touching damaged the original. As I said, it’s weird, but I love it all the same! 3 I got a huge surprise the other day. I was in Brisbane in Australia, outside the parliament building. And there she was – Queen Elizabeth the Second. A young Queen Elizabeth the Second. It surprised me, because a lot of people in Australia don’t want her to be the official head of the state – they want Unit 1

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a republic, a country without a monarchy. But it’s a great statue, I think, and what I like about it is that the Queen is carrying a purse, and that’s funny. Why? Because in real life, the Queen never carries money around with her! 4 I was in Atlanta, Georgia – in the USA – a few months ago, and I went to visit the tomb of a hero of mine, the civil rights leader Martin Luther King. And right there is a statue known as the Behold Statue. It shows a typical African naming ceremony, when a father (or an elder) holds the baby up to the sky and says: ‘Behold the only thing greater than yourself.’ At the bottom of the statue are the words ‘Dedicated to the memory of Dr Martin Luther King Junior for his moral courage and nobility of spirit’. I thought the whole thing was so moving. I love that statue.

few minutes to think of a city beginning with each letter of their name, and explain that they should say them in jumbled order. Then ask students in random order to say the cities; the rest of the class has to work out the name. If the class is very large, you could divide students into two or more large groups for this activity. 5 Give students a few minutes to prepare answers to the questions about their given name(s) and their nicknames (if this isn’t embarrassing for them). Encourage them to rehearse how they’re going to say the information in their heads first. During this preparation stage, go round the class monitoring and assisting where needed. Extra idea: For extra support, present an example to the class first, before they move on to 6: My name’s Liliana. Well, actually it’s Ana Liliana, but my parents just call me Liliana. Most of my friends shorten it to Lili. I think it means something like ‘the lily flower’. My parents chose it for me because my grandmother had the same name. I’m proud to share my name with her. She’s awesome!

3 Give students a minute to look at the words and phrases and see if they can remember which of the four statues they refer to. Play the recording again; students check in pairs, taking it in turns to explain how each word or phrase is connected to one of the statues.

Answers A African naming ceremony; Atlanta, Georgia; Martin Luther King Jr; The Behold Statue B Australian head of state; Brisbane; Queen Elizabeth C Juliet; Juliet’s house; Romeo and Juliet; Verona, Italy; William Shakespeare D birdwatcher; Bring me sunshine; comedian; Eric Morecambe; Ernie Wise Extra idea: Ask additional questions about the information in the recording to check more detailed comprehension (eg A Why is the statue called the Behold Statue? B What surprised the speaker about the statue of Queen Elizabeth? What did the speaker think was funny? C Why did the statue have to be replaced recently? D How popular was the TV comedy show ‘Morecambe and Wise?’ Why is the statue dancing?). If students seem interested, they could research more information about one of them for homework. 4 This a fun activity which helps students to learn each other’s names at the beginning of the course. If students already know each other’s first names, you could do this with their surnames, which they will probably be less familiar with. Give students a 26

Unit 1

6 Divide the class into groups of about five or six to tell each other about their names. EXPLORE ONLINE The Explore online exercises give students the opportunity to go beyond the page and find out more about some aspect of the topic for themselves, on their computer, smartphone or other mobile device. The online research can be done individually, or in pairs or groups, either in the classroom or at home. If it’s done at home, you can set it up in the classroom beforehand by suggesting possible websites or by eliciting suggestions for words and phrases to type into the search engine. Tip: Students often enjoy using their smartphones for online searching, so encourage them to find out information on the internet. If it’s in English, it’s useful extra reading practice; if it’s in their own language, it’s also useful, as it gets them to translate into English. 7

EVERYBODY UP! When you see EVERYBODY UP! in front of an instruction, it means that this is a chance for students to move around the classroom and use the language they’ve learnt. This kind of short, intensive practice can be very lively and also very rewarding if students succeed in completing the task using the language resources available to them. For more information about these exercises, see the Introduction, page 14. Students think about the question, then walk

around the room comparing names and reasons with as many other students as they can. After five or ten minutes, round off by eliciting any similarities between names and reasons that students have discovered. Tip: Set a fixed time limit for this kind of activity. This will encourage students not to waste time. You may want to introduce an agreed signal for indicating the end of walk-around activities that everyone recognises and which avoids raising your voice, since these activities can be noisy, for example switching the lights on and off or raising your hand. 8

Reading 1

2 Give students about 30 seconds to read text A and find out what is strange about the story.

Suggested answer At 15, the boy is the first of his siblings (five brothers and one sister) to walk out of the apartment. He goes into a grocery store wearing a scary mask.

LOOK AHEAD When you see LOOK AHEAD in front of an instruction, it means that students can take a quick look through the pages of the unit or book to react to certain items or make predictions. This is a normal part of the reading process and helps to build up anticipation and interest in the lessons that follow. For more information about these exercises, see the Introduction, page 12. Encourage students to flick through the whole book and share their reactions to specific items that catch their eye. Extra ideas: Write these questions on the board; students compare their answers with a partner: 1 What do you hope you will have achieved by the end of the course? 2 What do you hope it will be like to learn in your group? 3 How do you think you will feel when the course is over? Students write a letter to themselves about their answers to the questions above, put it in a sealed envelope and give it to you to deliver when the course finishes.

Lesson 1 Breaking free pp8–9 Aims

Extra idea: Students suggest what possible explanations there might be for why Mukunda and his siblings haven’t left the apartment before, and why he wore the mask. 3 Explain that the mystery will be solved by reading the other texts (B–F), but that for now, students are each going to read only one other text. Put them in groups of five and make sure that within each group they each choose a different letter (B–F), corresponding to one of the texts. Pre-teach the term maiden name (= the surname a woman had before she got married and changed it). Tip: If the number of students doesn’t divide exactly into groups of five (one student per text B–F), you could have fewer in the group but give stronger students two texts each. Alternatively, you could have more in a group and double up weaker students on the same text so that they can help each other.

MA Pair weaker students with stronger ones to help them with the text.



Give students about 30 seconds to read their text, then ask them to tell each other in their groups the key information from what they’ve read. While they’re reporting, walk round and monitor to make sure they’re not simply reading out their text, but conveying the main information as far as possible in their own words. Give assistance at this point only if requested.



When they’ve all reported the contents of their texts, each group works together and uses the combined information to answer the three questions.

The focus of this lesson is to revise present and past tenses, use collocations with home, and put together a story from shared extracts.

You first! Students work in groups to compare with each other the main rules their parents imposed when they were children. After a few minutes, encourage the class as a whole to summarise. (Ask: What were the most common rules you’ve talked about? Were there any unusual rules you’ve heard about?) You could also ask if they felt the rules were reasonable or unreasonable.

GUESS Students look at the photo and guess the answers to the two questions. Elicit answers from a selection of students, but don’t confirm whether the answers are correct or not at this point.

Unit 1

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Answers 1 They are the seven Angulo family children (Bhagavan, Govinda, Narayana, Mukunda, Krsna, Jagadisa and Visnu) and their mother, Susanne. 2 Probably because they wanted to disassociate themselves from their father / husband, his religion and his paranoia, and to adapt to a more normal modern life. 3 During their imprisonment, all they did was watch movies and re-enact their favourite scenes. Then, in 2015, Crystal Moselle made a documentary film about them (The Wolfpack).

4 Students work in pairs to figure out the meaning of the words and phrases in blue in the texts. Encourage them to deduce the meaning from the context, but allow them to check in a dictionary to confirm their guesses. Tip: Encouraging students to work out the meaning of words and phrases from context is extremely useful, since it’s a real-life skill which will enable them to read all kinds of texts without necessarily knowing the meaning of vocabulary they’ve not come across before.

Answers neighbourhood = the area around where you live intrigued = very interested and a bit puzzled sect = a very strict religious group work-shy = not willing to work welfare cheques = money from the state given as support to poor people homeschool teacher = a person who teaches children who are being educated at home, not in school interacted = communicated transformation = complete change

Extra idea: Give students five minutes to read the texts they haven’t read, and ask additional questions to check comprehension of the whole story. Write the questions on the board while they’re reading: B How did the filmmaker meet the boys? (She was walking along First Avenue in New York when she saw them walking together. She ran after them.) C What was the origin of the children’s names? (They are Sanskrit names.) Are any of them in contact with their father? (Only one – Bhagavan) D Why did the children stay in the apartment almost all the time? (Because their father thought the outside world was dangerous and wanted to protect them.) E What happened to Mukunda when he left the apartment by himself? (He was arrested because he was wearing a mask.) Why did he initially refuse to speak to anyone? (Because his father had told him not to talk to strangers.) F What happened to the film about the boys? (It won a prize at a film festival.) Background note It’s important to realise that the story is told in bits, not in a linear fashion (ie one section does not follow on from another). This isn’t a text broken up into six sections; they’re independent extracts which, when they’re shared, form the basis for the construction of a story in whatever sequence students want. Reading is being used for a different purpose than the usual beginning–middle–end format. It’s one of the many ways we read, eg when we read about the same story in different newspapers or magazines. 28

Unit 1

5 This activity encourages students to compare their own personal reactions to the Angulo family story with those of their classmates. Students work in pairs and follow the instructions. Give them a few minutes to do the sentence writing, dictating, comparing and rewriting. Then, as a class, elicit sentences from a selection of pairs to see how similar or different they are. EXPLORE ONLINE This can be done in class if you have internet access, or for homework, with the sharing taking place in the next lesson. You could either let students choose which topic they’d like to research or, to facilitate group sharing in the next lesson, you could share out the topics so that each one is covered by approximately the same number of students. 6

VIDEO OPTION When you see VIDEO OPTION in front of an instruction, it gives students the chance to make a short film on their smartphones using the language and topic they’ve been studying. For more information about these exercises, see the Introduction, page 12. Give students a few minutes in class to brainstorm ideas for movies and characters.

MA Students could do this in pairs and interview each other in the video.

Grammar Time and tense review 1: the present and the past 1 Students match the tense names and descriptions, then check with a partner.

should use as many past and present verb tenses as possible.

Answers present simple: b present continuous: c present perfect: d past simple: a past continuous: e MA Elicit from the class and write on the board an example of affirmative, negative and question forms of each of the tenses, with a regular and an irregular verb (eg play, go) for the benefit of weaker students.

Vocabulary Collocations 1 Explain that the same word can fill the gap in each line. Give students a minute to think what it could be.

2 Address this question to the class as a whole. Then elicit or provide a simple example (eg She goes into the kitchen and sees a mouse. It’s running across the floor to the fridge, etc).

Answer The present simple and present continuous are also used instead of past tenses to tell stories, jokes and anecdotes and to summarise the plots of films, books or plays. 3 Give students a few minutes to find examples of the tenses in texts A–F, then compare with a partner.

Answers present simple

opens, lives, walks, is, goes, walks, do [you] do, make, calls, is, has, says

present continuous

is wearing, is using

present perfect

has chosen

past simple

ran, was, ran, looked, talked, asked, said, replied, was, met, was, fell, got, was, had, gave, believed, kept, left, didn’t know, existed, was, earned, lived, had, was, saw, received, arrested, was, stayed, loved, was, interacted, was, started, became, filmed, learnt, won

past continuous

was walking, was scaring

4 For the competition, give students a fixed time limit, eg five minutes, to write in their notebooks as many sentences as they can about a visit to the cinema, answering the four questions. Explain that they

Stop students when the time’s up and tell them to swap their sentences with another student. They should count up the number of (correctly used) instances of past and present tenses, giving a total for each tense and an overall total. Assist if requested to confirm whether a tense is correctly used or not. Then compare scores as a class, both for each tense and for total verb tenses. The winner(s) should read out their accounts to the class.

Answer home MA If students are struggling to find the answer because the sentences are incomplete, encourage them to look at the word(s) immediately before and after each gap. This will help them to identify the collocations.

Once the answer is established, go through the different collocations, checking that students know their use and meanings. Tip: Encourage students to always write new words and phrases down in their vocabulary books. If they don’t have one, encourage them to get one and look back at new language on a regular basis to help to develop their vocabulary.

2 This checks the grammatical composition of the collocations. Give students a minute to decide in pairs.

Answers a) a broken home b) moved back home c) the family home, a holiday home, their vacation home d) at home, (work) from home e) left home

Speaking and writing 1 Give students a short time to write down five or more words. Encourage them to think of personal associations with home rather than words from the lesson. Unit 1

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2 Students compare their words with a partner, explain their choices and ask for explanations of their partner’s choices. 3 Still in pairs, tell students to ask, answer and discuss the questions. Monitor pairs, assisting if needed. Then explain that they should use these four questions as the basis for a short essay about their home. Elicit in what order they would use the points, to establish a rough plan, and set the writing of the essay for homework. Suggest an approximate length, eg 100–120 words.

the title of the article? (They are all about people who lived without human contact or language in childhood, and deal with how we learn language.) 3

This symbol shows that this is a memory game – the first of many in the book. Memory is an important part of learning anything, and the more we exercise our memory by playing these kinds of game, the better it will be.



Lesson 2 How (not) to learn a language pp10–13

Put students in pairs to try to remember the answers to the questions without looking back at the article. To prepare students for question 3, you may need to teach / elicit the meaning of mock to enable them to work out what a mockingbird is. Then they read the article again to check their answers.

Aims

Answers

The focus of this lesson is to revise past tenses and practise phrases using the verb keep. Students also find out about films concerning cases of children brought up in seclusion, explore ideas about language acquisition, and learn about The Jungle Book.

1 2 3 4 5 6 7

MA You could give weaker students a shorter word length, eg 70–100 words.

You first! Students ask and answer the question in small groups. They then compare and find out who speaks the most languages in the class.

Reading and speaking 1

GUESS Explain that the three photos on page 10 are stills from a film. Students work in pairs and discuss what they think the film might be about. Collect feedback from a selection of pairs, but don’t confirm the answer at this point.

2 Give students five minutes to read the article to check their guesses.

Answer The stills are from François Truffaut’s L’Enfant Sauvage (The Wild Child). Tip: Giving students a time limit for reading and a simple task encourages them to read quickly for main ideas and not get distracted by unnecessary details and unfamiliar words. Extra idea: Ask two additional questions: 1 What are the names of the other two films mentioned? (Mockingbird Don’t Sing and The Enigma of Kaspar Hauser) 2 How are all three films connected with 30

Unit 1

L’Enfant Sauvage L’Enfant Sauvage Mockingbird Don’t Sing The Enigma of Kaspar Hauser Mockingbird Don’t Sing Mockingbird Don’t Sing The Enigma of Kaspar Hauser

Extra idea: Ask additional questions about the article to bring out more details on the questions in 3: 1 When was the boy found? How old was he? (In 1798 when he was ‘a pre-adolescent boy’) 2 Who was the kind individual? (A doctor named Jean Marc Gaspard Itard) 3 When and where was the girl found? (In California in 1970) How old was she? (13 years old) Where had she been kept? (In a single room with no human contact) 4 When and where did this take place? (In Germany in the 19th century) How old was Kaspar when he was found? (17 years old) Where had he been kept? (In a cellar) 5 Where does she live now? (In an adult care home) How good are her language skills? (Not very good – she can use a few words and phrases, but not connective grammar) 6 Who should have helped her? (The state and government agencies) 4 Give students a few minutes to scan through the article to find the words, then check answers in pairs.

Answers

8 The article mentions the idea that when babies hear language, it’s a form of social interaction with people around them, which is an important part of learning language.

1 abuse 2 psychologists 3 linguists 4 agencies 5 cellar 6 invention 7 hindrance 5 Students work in pairs to discuss the meaning of the concepts, then check as a class.

7

6 Give students a few minutes to find examples in the article, then discuss with a partner why they’re mentioned. Check as a class.



Discuss any words that students think should also be included, and remind them that not all or spellings have this sound. If they’re unstressed, the sound is likely to be /ə/, as in for most of her 13 years, for centuries, etc.

Answers and transcript story, California, talked, according, called, or, before, important 8

Answers 1 The phrase language acquisition itself is not in the article, but it does mention that the films deal with the mystery of how human beings acquire language. 2 The article suggests that we might have a kind of computer in our heads that converts the language we hear into the ability to produce language. 3 The article asks if there is a critical period in childhood when children need to learn their first language. 4 The article mentions that grammatical accuracy is needed for effective communication, and later asks whether a knowledge of grammar is a help or a hindrance in learning a language. 5 The article asks whether the best place to learn these days, in our digital world, is online. 6 The article suggests that first language learning should perhaps take place before puberty. 7 The article asks whether reading books is the best way of learning a language.

1.3 This symbol shows that this exercise

focuses on pronunciation. Write caught, short, more, law and bought on the board. Ask students how they’re pronounced and establish that, despite the very different spellings, they all have the same vowel sound: /ɔː/. Give students a few minutes to read the article again and find all the words that have this sound. Then play the recording for them to check their answers.

Answers 1 learning how to understand and communicate using a language 2 an electronic device that uses binary language to perform tasks controlled by programs known as ‘software’; it may take the form of a desktop computer, a laptop or a tablet 3 a very important time 4 knowing the rules of the grammatical systems of a language 5 learning using the internet 6 the time in life when a boy or girl becomes sexually mature 7 reading written material such as books, newspapers, etc 8 communicating with other people

P

P

Put students in groups and give them two minutes to list as many other words with the /ɔː/ sound as they can. Monitor this activity and note any difficulties students have in distinguishing this sound from other vowel sounds, or if there’s a particular spelling which is causing difficulties. When the time is up, groups do a word count and the group with the most words writes their list on the board. (One student says the words out loud while another writes them on the board.) If there are any mistakes in either pronunciation or spelling, encourage the rest of the class to identify them. Ask members of other groups to say any words in their own lists that are not in the list on the board.

MA Put a mixture of students with good and less good pronunciation in each group so that the stronger ones can help sort out uncertainties. Extra idea: If students are having difficulty distinguishing /ɔː/ from certain specific other sounds, you could do some minimal-pair repetition, focusing on those sounds, eg pot– put–port, cock–cook–cork, cod–could–cord; call–coal, hall–whole, law–low, ball–bowl, etc. Write them on the board too, so that students see the spelling. 9

THINK When you see THINK in front of an instruction, it means students should think about ideas on their own for a moment before Unit 1

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they talk to other students (think–pair–share). This type of exercise often asks students to be imaginative or creative, or to work something out. For more information about these exercises, see the Introduction, page 16.

Check that everyone is clear what the questions at the end of the article are – if necessary, refer students back to the article (line 40 to the end) – and establish that the questions in these paragraphs are all connected with the final summarising question at the very end of the article (What is the best way to learn a foreign language?). Put students in groups to discuss these questions for five minutes, then ask a student from each group to report their ideas to the class. Tip: Keep group sizes relatively small (a maximum of five students) to ensure that everyone has a chance to contribute to the discussion. If students are particularly reticent to speak (or some are much more talkative than others), give each student a number of counters; each time they contribute to the discussion, they have to ‘spend’ one of their counters. Once they’ve used them all, they can’t say any more until everyone in the group has spent their counters.

6 7 8 9 10 11 12 13 14

has always fascinated C had never listened B has lost C have made C never managed A has been residing D had talked B tried A understood A

2 Give students another few minutes to match the descriptions A–D with the tense names.

Answers 1B

2A

3D

4C

3 This focuses on the difference in usage between the present perfect simple and present perfect continuous. Point out that both forms are correct in the examples given and that the time frame is the same. Give students a moment to think, then elicit (or if necessary explain) the answer. MA Stronger students in the class should be able to explain this very clearly, so give them the chance to do so.

Answer Extra idea: You could ask students to write a paragraph or two on what they believe, or what their group decided, is the best way to learn a foreign language.

Grammar Time and tense review 2: the past 1

SEARCH AND THINK When you see SEARCH AND THINK in front of an instruction in a grammar or vocabulary exercise, it indicates that students need to go back through a reading text or transcript to find particular examples of language. For more information about these exercises, see the Introduction, page 13.



Give students time to find the 14 verbs in the first three paragraphs of the article on page 10 (ie lines 1–37) and write the past forms used. Then they should match them with the descriptions. Check as a class.

Answers 1 2 3 4 5 32

had never achieved B had been B; was A was never able to A had become B directed A

Unit 1

The difference is in the emphasis of the duration of the past event and its continuation in the present. So in sentence 1, the emphasis is on the fact that people started puzzling in the past and it is still very much an ongoing thing in the present; have puzzled has a very similar meaning, but there isn’t as much emphasis on the duration and the continuation in the present. Extra idea: To clarify the present perfect simple / continuous difference, write a few sentences with verb tenses missing on the board and ask students to decide which tense would be most appropriate: present perfect simple or present perfect simple. 1 I _____ (wait) for you for ages. Where are you? (have been waiting) 2 I _____ (just / finish) my homework. Now I can go out. (have just finished) 3 How long ____ (you / try) to contact Peter? (have you been trying) 4 That dog is covered in mud! What _____ (it / do)? (has it been doing) 5 I _____ (see) that film twice already. (have seen)

4

FINISH IT When you see FINISH IT in front of an instruction, it indicates a personalisation exercise where students complete short sentence stems with their own information. For more information about these exercises, see the Introduction, page 19.



Put students in pairs and give them a few minutes to complete the sentences in their own words, in two different ways. Encourage them to use their imagination. Monitor the pairs and assist if required.

5

EVERYBODY UP! Tell students to walk around the room asking questions to find people who fit the descriptions in their sentences from 4. Encourage them to ask further questions to find out more details.

Answers 1 informed 2 busy 3 shirt on 4 arm’s length 5 calm 6 secret 7 low profile 8 shut 9 waiting 10 awake MA Ask stronger students or early finishers to list other phrases with keep that they know (eg keep your hair on, keep quiet, keep an appointment, keep a diary, keep something back, keep in with someone, keep yourself to yourself, keep up appearances). 3 Address this question to the whole class.

Answer Keep your shirt on and keep your mouth shut are used mostly in informal conversation. They would be considered rather rude in more formal spoken contexts and would be very rare in writing.

MA For the benefit of weaker students, elicit the question forms to match the sentences, eg Have you ever …?, beforehand. Tip: To encourage maximum interaction, monitor the activity without interfering, but discreetly encourage students to move on if they get stuck with the same student for too long.

Take a break These sections are there to help students take a break from studying from time to time. You’ll find a simple Take a break exercise in every unit, usually one that’s easy to do in the classroom – but feel free to do one at any time. For more detailed information about the Take a break sections, see the Introduction page 17. Allow students time to think of relaxing words, create a short poem and recite it to their partner. Tip: Play some very relaxing, quiet, unintrusive background music to create a relaxed and pleasant atmosphere for these activities.

Vocabulary keep 1 Tell students to look back quickly at the article on page 10 to find the phrases and answer the questions.

Answers 1 Genie

2 Kaspar Hauser

2 Elicit any phrases with the verb keep that students know and write them on the board. Students then work in pairs to do the exercise. Encourage them to pool their knowledge to complete the sentences, then check as a class. For each one, make sure that students understand the meaning of the phrase.

4 Give pairs five minutes to write their conversation. Tell them to aim to try to include as many phrases with keep as possible. 5

Give students a few minutes to memorise their conversation and act it out. Ask for one or two pairs to volunteer to act out their conversation in front of the class, from memory.

MA You could let students who are less confident do theirs with the ‘script’. Extra idea: Ask students to record or video their conversations and share them with the class online. This is likely to be more popular with students than acting out in front of the class.

Listening 1 Address the question to the whole class and invite suggestions. Don’t confirm the answer at this point, but the photo on the page should give a clue. 2

1.4 Play the recording for students to check. Then elicit what students already knew about The Jungle Book – many students will have read the book or comics as children or seen one of the films.

Answer The Jungle Book

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Transcript Now this is the law of the jungle, as old and as true as the sky, and the wolf that shall keep it may prosper, but the wolf that shall break it must die. tim What on earth are you talking about, Grandpa? grandpa The law of the jungle. From The Jungle Book by Rudyard Kipling. tim Rudyard Kipling! I haven’t heard his name in ages. grandpa He was a great writer – especially children’s stories. Like The Jungle Book. You remember The Jungle Book? tim Well, we used to watch that old Disney cartoon when we were kids. grandpa About Mowgli and his friends. tim Who’s Mowgli? Oh, wait, yes, he’s the boy who lives in the jungle. And the wolves bring him up as if he is one of them – as if he was a wolf cub. grandpa Yes, that’s it. Akela is the wolf leader. tim And they sing songs like The Bare Necessities. grandpa No, not in the original story. That cartoon, the one that was made in 1967 – well, it’s just a cheerful little thing for kids, but it’s not like the original stories. They were special. tim But Mowgli is the boy who grows up with a family of wolves? grandpa Yes. And they protect him from the tiger Shere Khan. Shere Khan wants to kill the little boy. But in the end, Mowgli defeats the tiger with the help of his animal friends, but only just. tim Isn’t there a bear? I remember a bear! grandpa Yes, well, there’s Baloo the bear, and he’s the teacher of the wolves, and he’s the one who teaches Mowgli the law of the jungle. And Bagheera is the black panther who helps Mowgli when he’s in trouble. And then there’s Kaa the python, and he rescues Mowgli from the Bandar-log when he’s … tim Slow down, Grandpa. I haven’t the slightest idea what you are talking about. grandpa The Bandar-log – they’re the monkeys who capture Mowgli. But Kaa rescues him. I loved The Jungle Book when I was a boy. tim What’s made you think of The Jungle Book now? grandpa What’s made me think about it? Oh yes, I was reading on my tablet about the two new films. Two! That’s funny, isn’t it. Disney Pictures have their new version of The Jungle Book and Warner Brothers have something called The Jungle Book: Origins, I think it is. It’s incredible. That book is responsible for so many films and plays and television series and radio programmes. It was written over 120 years ago. tim Wow! Amazing! grandpa Kipling was a great writer. He knew a lot grandpa

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about animals and the jungle. And the stories in The Jungle Book are about more than just that. They’re about life and society, that kind of thing. tim Maybe I should read some of his stuff. grandpa Yes, why don’t you? Do you some good! tim Look, sorry, Grandpa, but I have to go. grandpa Go? But you’ve only just arrived. 3 Explain the activity and show the example in the book, then play the recording again. Students work in pairs to write sentences using the three boxes. Check by asking pairs to take it turns to read out an answer each.

Answers Bagheera is a black panther that helps Mowgli when he is in danger. Baloo is a bear that teaches Mowgli ‘the law of the jungle’. Disney is a film company that made Jungle Book films in 1967 and 2016. Kaa is a snake that rescues Mowgli from the Bandar-log. Mowgli is a boy who was brought up by wolves. Rudyard Kipling was a writer who wrote The Jungle Book. Shere Khan is a tiger that wants to harm Mowgli. The Bandar-log are monkeys that capture Mowgli. The Jungle Book is a book (that was) written by Rudyard Kipling. 4 Students complete the lines from the poem. If necessary, help them with the meaning of the verb prosper (= succeed in life financially and grow strong and healthy). Play the first bit of recording 1.4 again for students to check their answers. Explain that this is the beginning of a poem in The Jungle Book that explains the rules and obligations of wolves living in a pack. To check students understand the meaning, ask them to rephrase it in simple English (eg These rules are very old and wise, and following the rules will lead to success in life, but breaking them will lead to death).

Answers 1 old 2 true 3 keep 5 break 6 die

4 prosper

EXPLORE ONLINE Encourage students to search online at home for information about recent film versions of The Jungle Book, find reviews and watch trailers or video clips. Then encourage them to share their opinions in class.

Reading 2 1 Ask students to give you their impressions of Rudyard Kipling from the photo of him. Elicit or explain the meaning of the term Victorian authors (= British authors who wrote in the reign of Queen Victoria, ie 1837–1901) and give students a few minutes to read the information about Kipling, answer the questions, then check the information in pairs.

Answers 1 He was the youngest ever person to receive the Nobel Prize for Literature (in 1907, when he was 42). 2 Because some say he was a supporter of king and empire, while others say he supported the common man. 3 Hundreds of poems and dozens of books, including Kim, The Jungle Book and the Just So Stories. 2 Students can work individually to find the words or phrases in the text.

Answers 1 2 3 4 5 3

out of print the common man reputation on the contrary respected

Put students in pairs and make sure they have their books closed to tell each other what they can remember.

Speaking and writing

Tip: Suggesting an approximate length for writing helps students to have a better idea of what is expected. Poem link Students look up the poem and discuss the questions in pairs or small groups.

Answers b) keep your head = be calm and rational never breathe a word = say nothing lose the common touch = lose contact with ordinary people

Culture note Kipling’s famous poem If was published in 1910 and was originally addressed to his son. It’s seen as a set of good qualities that are recommended for the development of a ‘good’, virtuous human being. Although now rather dated, and arguably less relevant in our competitive modern world, it’s still considered to have an important message for people in general. The main characteristics that the poem recommends are that people should be humble, patient, calm, rational, truthful, dependable and persevering. They should continue to have faith in themselves when others doubt them, they must put up with misfortunes without complaining, be prepared for and not be affected by the lies and hatred of wicked people, and should expect that their own words may be twisted and used for evil.

Lesson 3 Life soundtrack

1 To set the ball rolling, you could tell the class a short anecdote about your own childhood. Then give students a couple of minutes to think individually about their own childhood story and make notes of the key points.

pp14–15

2 Students work in pairs to tell their stories to each other. Monitor and make a note of any common problems. When they’ve finished, you can use some of their mistakes for a quick error-correction activity.

You first!

3 Ask students to look at the paragraph outline and check that they agree this would be a suitable plan for the written version of their story. You could ask them to write the story in class or for homework. Suggest a word length of about 150 words. MA Weaker students could be given a shorter length, eg about 100 words.

Aims The focus of this lesson is to revise tenses used to express future time and expand vocabulary about emotions.

Put students in small groups to discuss the question and compare answers. Tip: Walking around the room, listening and noting any good sentences and mistakes you hear, is a good way of gaining an insight into things you might need to practise and review. It also offers ideas for future lessons and enables you to highlight good language to the rest of the class in feedback. Unit 1

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Listening 1

GUESS Students look at the photos and think about the question as a whole class. Elicit suggestions from a selection of students.

2

1.5 Play the recording for students to check their ideas.

Answer They talk about music that’s been important in their lives.

Transcript presenter And now it’s time for this week’s edition of Life Soundtrack, where we invite guests to talk about music that has been part of the soundtrack of their lives. This week, our guest is trumpet player Sally Omabaya. Sally, welcome. What is the first track you’ve chosen? sally My first track is a song that always makes me feel sentimental. It’s called Only Remembered. My dad used to sing it with his mates when they all came over to the house for a party or something. It’s about who’s going to remember us when we are gone – we’ll only be remembered for what we have done. [song extract] My dad had learnt it with his singing colleagues in the folk clubs in Birmingham. It’s a great big beautiful old tune, and the message is one that I can agree with. It’s what we do in life that matters. [song extract] I remember as a young girl sitting on the stairs and listening to my dad and his friends all singing. It was like listening in to a secret meeting or something! He recorded it himself a few years ago, multi-tracking his own voice at least four times. Since he died, I have listened to it quite a lot. I reckon I’ll still be listening to it when I’m old and grey! It just makes me happy. [song extract] presenter Thank you. That’s lovely. And what’s your second track? sally My second track is something I first heard when I was at music college. I went to a choir concert, and suddenly they sang this extraordinary thing. I was absolutely overcome with emotion. Boom. Instant! It was like the craziest techno electronic trance music gone wrong, except that it was real voices and it started with music by Johann Sebastian Bach, one of the greatest composers who ever lived. [music extract] It’s called Immortal Bach and it was written by a Norwegian composer called Knut Nystedt – if ‘written’ is the right word! Nystedt takes a tune by Bach and then he slows down all the different lines so that some of the performers start singing at half speed, some at quarter speed, some at normal speed. All the notes

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are Bach’s but you forget that as all the sloweddown lines cross over each other, and what the piece does is somehow make the music timeless, time-less, so Bach is somehow immortal by the time it has finished. The sound goes on and on in its weird, sad, poignant, lonely way. [music extract] Apparently Nystedt wrote it after the death of his daughter, so that would explain it. That’s where the sadness comes in, I reckon. My favourite version so far is by the violinist Steve Bingham. He multi-tracks all the different lines on his violin. I can’t imagine how he did it. I think it’s amazing. [music extract] We’re going back into the studio in a couple of months to make a new album. That’s me and my band The Worthies. It’ll be our fifth album. We’ll be recording about 70 minutes of music, and we’re thinking of including Immortal Bach, amongst other pieces. We’re hoping to release the album in time for our world tour. We’re going to play in ten different countries, I think it is. By the end of August next year, we will have done about 60 dates! Can you imagine! We start the tour in January in London and we finish it here, too. What I love about Immortal Bach is that at the very end all the musical lines merge again and there is peace. Acceptance. Amazing. presenter It’s beautiful, thank you. 3 Put students in pairs to answer the questions from what they remember of the recording. Then ask if anyone knows either of the pieces of music, and what they think of them.

Answers 1 Only Remembered 2 Immortal Bach 4 Give students time to read through the questions and check they understand that they’ll need to use some of the names more than once. Then play the recording again for them to do the exercise. Have them check answers in pairs before checking as a class. For question 1, ask what phrase Sally used to express strong emotion and write it on the board (I was absolutely overcome with emotion). Also allow Knut Nystedt as an answer if students can justify their choice (eg by saying that he felt very strongly about the death of his daughter).

Answers 1 Sally 2 Knut Nystedt 3 Johann Sebastian Bach 4 Sally’s father 5 Steve Bingham 6 Sally 7 Knut Nystedt 8 Sally’s band

5 Do the first question together with the class as an example. Students then work in pairs to make their four questions. Check as a class and write the correct questions on the board. Accept any correct variations of the suggested answer key. MA Stronger students could be given six or eight questions to write instead of four. Tip: Asking students to choose four out of the nine items is a useful tool for helping them to feel more in control of their learning. They still have to read all the items and assess them to make their choice.

Suggested answers 1 What kind of singing did Sally’s father and his friends do? 2 What is the name of the piece of music written by Knut Nystedt? 3 What nationality was Knut Nystedt? 4 What is the song that Sally’s dad sang called? / What song always makes Sally feel sentimental? / What song did Sally’s dad sing with his friends? / What song did Sally’s dad record himself? 5 What is there at the end of Immortal Bach? 6 Who is / are going back into the studio to make a new album? 7 Who used to sing Only Remembered? / Who used to sing with his mates? / Who recorded Only Remembered? 8 Who recorded Sally’s favourite version of Immortal Bach? 9 What are Sally and her band going on soon? 6

TAKEAWAY LANGUAGE When you see TAKEAWAY LANGUAGE in front of an instruction, it indicates a focus on colloquial language that’s not featured elsewhere. For more information about these exercises, see the Introduction, page 21.



For this one, give students a minute to complete the phrases. Then check they understand their meaning and use.

Answers a) b) c) d) e) f)

feel sentimental over to the house that matters explain it at half speed how he did it

1 that would explain it

Grammar Tense and time review 3: the future 1

1.6 Play the recording for students to write what Sally says using the verbs in the box. Then let them check their answers from the penultimate paragraph of transcript 1.5 on page 139 of the Student’s Book.

Answers It’ll be our fifth album. By the end of August next year, we will have done about 60 dates! We finish it / the tour here, too. We’re going back into the studio in a couple of months (to make a new album). We’re thinking of including Immortal Bach, amongst other pieces. We’re going to play in ten different countries. We’ll be recording about 70 minutes of music. We’re hoping to release the album in time for our world tour. We start the tour in January in London.

Transcript We’re going back into the studio in a couple of months to make a new album. That’s me and my band The Worthies. It’ll be our fifth album. We’ll be recording about 70 minutes of music, and we’re thinking of including Immortal Bach, amongst other pieces. We’re hoping to release the album in time for our world tour. We’re going to play in ten different countries, I think it is. By the end of August next year, we will have done about 60 dates! Can you imagine! We start the tour in January in London and we finish it here, too. 2 Establish that all the verb forms in 1 refer to future time, although they use a variety of different forms. Students match the sentences with the meanings, then check in pairs. Then check as a class, writing each verb form on the board and eliciting the tense names. Point out that future forms are often interchangeable (eg going to and future simple for future plans), so the choice is not always clear-cut.

Answers 1 It’ll be our fifth album. (future simple) 2 We’re going to play ... (going to) 3 We’re going back into the studio ... (present continuous) 4 We’ll be recording ... (future continuous) 5 We’re thinking of including (be thinking of + -ing)

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6 ... we will have done about 60 dates! (future perfect) 7 We’re hoping to release ... (be hoping to + infinitive) 8 We start the tour ... we finish it ... (present simple) 3 This exercise practises the use of the various future forms. Students work individually, then compare their answers in pairs. Ask them to explain the reason for their choices. MA Weaker students could refer to the grammar reference section to help them with this exercise.

Answers 1 2 3 4 5 6 4



going to cry will have been born ’m / am meeting ’s / is going to move / ’s / is moving ’re / are hoping to work ‘ll / will be

YOUR STORY When you see YOUR STORY in front of an instruction, it indicates that students have an opportunity to personalise the language by talking about a situation that they’ve been in that is similar to the one they’ve just read about or listened to. For more information about these exercises, see the Introduction, page 20. Give students a minute or two to write their own sentences, then another minute to compare their sentences in pairs. Monitor and assist if necessary.

Vocabulary Emotions 1 Ask students which of the phrases in the box Sally used in the recording to describe how she felt (overcome with emotion) and what provoked that emotion (hearing Immortal Bach for the first time). Go through the phrases in the box with the class and make sure they understand them. Students do the exercise individually, then compare answers in pairs. Point out that about to (as used in item 2 – about to explode) is another way of referring to the future.

Answers 1 2 3 4 5

38

overcome with emotion pent-up emotions hide their emotions show their emotions overwhelming emotion

Unit 1

Extra idea: Ask students questions to encourage them to apply the phrases to their own experience: 1 When and why do people hide their emotions? 2 Can you remember a time when someone you know was overcome with emotion? 3 What kind of emotions can be overwhelming, and when? 4 How does having pent-up emotions affect you? 5 Is it always a good thing to show your emotions? 2 Ask if anyone has seen the movie Inside Out. Ask – or if nobody knows, explain briefly – what it’s about (see Background note below). Give students a few seconds to look at the picture and identify the emotions. Extra idea: Ask students if they think they’re good personifications of the emotions. You could focus on the colours used and ask, for example, if blue is associated with sadness in all cultures.

Answers A Anger B Disgust E Sadness

C Joy

D Fear

Background note Inside Out is a Disney / Pixar animated movie released in 2015. It’s about the adventures and emotions of an 11-year-old girl, Riley, whose world changes when her family moves house from the mid-west of the USA to San Francisco. Her experiences and feelings are presented from the point of view of her changing emotions, represented by the animated characters in the picture. 3 Divide the class into groups and give them a time limit to work on their emotions word map. They can help each other and use dictionaries to check the meaning of the words in the box and to add words of their own. When the time’s up, they pass their maps on to another group to compare. Tip: Give each group a large piece of paper or card and marker pens for drawing their maps. Then the maps can be displayed on the board / walls, and students can look at all of them. This makes it more fun and encourages sharing of ideas.

4 This is a fun activity and provides an opportunity for students with strong visualisation skills to shine, while at the same time practising vocabulary. You could do it as a class game. You (or a volunteer) draw the first one on the board, and the first student to guess the emotion correctly has the next turn to draw. Alternatively, it could be done in groups of four to five students.

Speaking and writing 1



MINI-TALK When you see MINI-TALK in front of an instruction, this is a chance to get students talking and writing more. However, giving a talk to the whole class can be intimidating, so if they prefer, they can just do it for a small group. For more information about these exercises, see the Introduction, page 21. Give students time to read the instructions and prepare their talk. Walk around and offer help and useful language as needed. Students then give their presentations in small groups.

2 This encourages students to be active listeners. At the beginning of the presentations, remind students to note down ideas for questions while they’re listening, then make sure time is allowed at the end of each presentation for the questions to be asked and answered. Tip: Encourage students to ask questions that the speaker should be able to answer, for example about the speaker’s experience or opinions. They should not be tests of knowledge designed to catch the speaker out!

Everyday English p16 This page provides practice in the functions that students need when getting around in English and interacting with people. The main conversation in the odd-numbered units has a video which provides extra contextualisation and is fun to watch. (See page 261 for suggestions on exploiting the video.) If you don’t have the video or prefer not to use it, then just play the recording.

Expressing disappointment 1 GUESS Allow a short time for students to make guesses about the photos and compare ideas with a partner. Tell them they’ll find out the answers in the video / recording that they’re going to watch / listen to. 2

1.7 6 Decide whether you’re going to use the video or simply play the recording (you may not have the video or the necessary video equipment).

Students watch or listen to the first part of the conversation. Play and pause as necessary.

Answers 1C

2C

3D

4C

5C

6D

Ask a couple of questions to check comprehension of the basic situation in the conversation, eg What did Charlie want? What happened? Was he surprised? Why? / Why not? (He wanted to play as a musician at a gig in the East Village, but he wasn’t accepted. He was surprised because he thought his practice session went well.)

Transcript Hey, Charlie! Oh, hi, Dana. dana Wow, Charlie. What’s wrong? You look bummed. charlie Yeah, well, it’s just that I didn’t get this gig I was really hoping for. dana What gig? You mean the one down in the East Village? charlie Yeah. It seemed really promising, you know? And I practised forever. I think they really liked my stuff – at least, that’s what they said. dana I thought so, too. I remember when you came back from the practice session and you seemed really happy about it. charlie I was! I thought it all went down so well. But I guess I was wrong. dana I’m sorry, Charlie. That’s horrible. charlie Thanks. Yeah, well, it’s a real bummer. I’m just really disappointed it didn’t work out. I mean, I really liked the guys I was jamming with and we had a good thing going. It sounds lame, but I really had my heart set on this working out. On top of everything, it was pretty good money, too! dana Yeah, I remember you said that. I know it’s hard. And I’m sure it seems really unfair, but I bet something else will come up. I mean, you know how this kind of thing goes – you think you’ve missed some great opportunity and then something else comes along that you never expected. charlie Yeah, you mean one door closes and another one opens. dana Pretty much. charlie I guess that’s a better way to look at it. I just wish they had told me sooner, since I stopped looking for another gig when I thought that one was in the bag. dana You always have to have a backup, Charlie. You know that! Nothing’s ever for sure. But don’t worry. Something will work out. dana

charlie

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3 Ask who said these phrases from the dialogue (Charlie). Allow students a minute to try to express them in other words, then invite suggestions.

Suggested answers

Suggested answers 1 up 2 up – down 3 down – up 4 up 9

1 I wanted it very much. 2 I thought they liked what I did. 3 I thought I was certain to achieve what I wanted.

1 To reassure the listener 2 To clarify which bag 3 As a filler while the speaker finds the next words 4 To check if he knows her friend Bill

Answers

5

TAKEAWAY LANGUAGE Explain that this exercise focuses on four very colloquial phrases that were used in the dialogue, and that they would only be used in very informal situations. Students work in pairs to match the phrases from the conversation with the meanings. If possible, play again the parts of the conversation where they appear so that students can hear them again in context.

2c

Expressing joy 10

1.10 6 Play the recording / video once. Check the answer and ask a couple more questions to check basic comprehension of the situation, eg What is Dana’s news? When is she going to start? How does she feel about it? (She’s got an internship with an online food company, starting in a couple of weeks. She’s very happy / excited, etc.)

Answer

Answers 1d

Play the recording again, pausing after each sentence, for students to practise the intonation. They can say it all together, but address their partner in pairs so it feels more natural.

Answers

4 Allow students a few seconds to decide in pairs, then get feedback.

2 Sentences 2, 4 and 5 3 All three sentences

P

3b

4a

6 Play the video / recording again for students to focus on finding the two reasons.

Actually

Transcript Actually, I’ve got some good news. Oh, yeah? What’s that? dana Well, I just heard that I got that internship with that online food company! charlie Really? Wow! Wasn’t that the one you really wanted, with that lady who does food boxes or something like that? dana Exactly! Yeah! I’m really excited about it. charlie I bet. I’m very happy for you, Dana. dana Thanks, Charlie. I think I’m supposed to start in a couple of weeks. That should give me some time to catch up on my graduate work. I can’t wait to start, actually! charlie Man, you’re going to be busy. Will you still have time for your old friends? dana Come on. Of course I will, Charlie! This is just something I’ve always wanted to do. charlie I know. Good for you, Dana. dana It’ll work out for you, too, Charlie. I know it. We’ll both be doing our dream jobs before you know it. charlie If you say so ... dana

charlie

Answers b and c 7

1.8 Write the sentence on the board and P play the recording twice for students to hear the intonation pattern clearly. Get feedback and mark the intonation with an arrow.

Answer His voice goes up on you know?. The effect of you know is to include the listener, not ask for confirmation or a reply. 8

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1.9 Play the recording for students to P focus on the intonation used on the words you know. Show on the board the arrows to write for rising and falling intonation. Pause after each sentence and replay it for students to focus on the intonation. Note that intonation can be very subtle; it’s more important for students to hear and copy the variations than to ‘correctly’ identify the ups and downs.

Unit 1

11 Students work individually, completing the extract, then compare their answers in pairs. Then play the conversation again for them to check answers.

Answers 1 excited about it 2 happy for you 3 can’t wait to start 4 I’ve always wanted to do 5 Good for you 6 doing our dream jobs Extra idea: Students take the parts of Dana and Charlie and read the dialogue. 12 Elicit opinions from the class.

Answer He tries to sound more cheerful in response to Dana’s good news, but he still sounds rather gloomy and unconvinced whens he replies If you say so … to Dana’s words of encouragement at the end. 13 Students guess, then check in a dictionary or online. Confirm the meaning of the expression, then give students time to think and make notes about their situations. 14 Students work in groups of three or four to talk about their disappointing situations. Encourage them to use the phrases from 2, 3 and 11 in their accounts. Monitor groups as they practise and discreetly make a note of common problems. Tip: To avoid discouraging students from expressing themselves, don’t interrupt pair– or groupwork unless something is going badly wrong.

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2 UNIT FOCUS

Come to your senses! GRAMMAR: relative clauses; hedging: making cautious statements; verb patterns1: cause VOCABULARY: toys; manual activities; expressions with colours; music; sounds FUNCTIONS: talking about advantages and disadvantages

Introduction p17

NLP (Neuro Linguistic Programming), should not be about pigeon-holing / categorising people; it’s about degrees of preference, and how to exploit that and develop new areas and to give people more choices. The next three lessons take each of the three featured senses (sight, hearing and touch) in turn and explore each one a little.

Aims The focus of this lesson is to introduce the unit topic of the senses and to encourage students to start thinking about how the different senses relate to learning and doing various activities.

You first! Students look at the four photos to establish what each one actually shows, then discuss the questions in pairs or small groups. Write some extra questions on the board (Name the senses. Are there five or six senses? Or more? Which senses do you associate with each of these photos, and why? Are any senses not represented?) and encourage students to discuss them too. Get feedback from the class and establish if the class as a whole shows any general trends in their preferences. MA For the benefit of weaker students, you could write on the board the basic five senses (hearing, sight, smell, taste, touch). 1 Students do the quiz individually. Make sure they’ve read the white note explaining what each of the numbers 0–4 means, and point out that there isn’t just one answer each time – they should write a number in every box.

Assist with vocabulary difficulties if students ask (eg uncluttered, figure-hugging, fidget), but encourage them to guess meanings before you supply an explanation.

MA Weaker students could do the quiz in pairs and help each other with vocabulary. 2 Students add up their scores, then compare in a small group and try to work out together any implications of their scores.

Background note The answers relate to different sensory preferences: a) visual b) auditory c) kinaesthetic (feeling, touch and movement) Make sure that students understand that these are tendencies and preferences, not hard-andfast categories. This theory, which comes from 42

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and effect

3

1.11 Play the recording for students to find out

the three senses that help us most to learn, then match them with the a, b and c options in the quiz. Students check in pairs, then check as a class and write the answers on the board.

Answers The three senses related to the options are a) visual (sight), b) auditory (hearing) and c) kinaesthetic (touch).

Background note Question 4 in the quiz may seem less related to the three senses, but it is. The belief is that people with visual preference are more concerned how they look; for people with kinaesthetic preference, what’s most important is feeling comfortable; and people with auditory preference don’t care very much about this kind of thing.

Transcript Hi. How was your day? woman Oh, it was great. We had a training day. man Good? woman Yeah, really interesting. About how we experience the world through our senses. man Yeah, I know that already. woman OK, but did you know that some people have a preference? Not everybody, but some people may have one sense which is stronger than the others. man Really? We use all our senses, don’t we? woman Yes, of course we do, and not everybody has a strong favourite, but some people are more visual, some more auditory, and some more kinaesthetic. man Some more what? man

Visual, you know, using your eyes; auditory, using your ears … man Yeah, I know those. What was the last word you said? Kinny …? woman Kinaesthetic! It means moving your body, or feeling or touching things. man Oh! Never heard that word before. It’s rather nice. Kin … woman Kinaesthetic. man Kinaesthetic. It doesn’t sound like a sense. I thought the senses were vision, hearing, taste, smell and touch. woman Yeah, I think kinaesthetic is touch or physical sensation or movement. man What about smell and taste? woman Well, according to this theory, which is from NLP … man NLP? woman Neuro Linguistic Programming – people don’t usually have smell and taste as their favourite senses. They have vision, hearing or feeling and movement. man Oh, I see. So what’s the point? What do you do when you’ve identified your favourite senses? woman Well, basically the idea is that you can do two things to help yourself learn. man Presumably you can play to your strengths? Make sure you get information in a way that helps you absorb it? woman Exactly. And you can also develop the senses you like less by trying out new kinds of activities. Makes life more interesting! man So what could you do, for example? woman Well, if you didn’t use your kinaesthetic sense as much as the others, you could take up a new physical activity, like dancing, so you get more skilled at using that sense. man Oh, wow! So how can you find out what your favourite senses are? woman Apparently there are lots of quizzes online. Do you want to check it out? man Yeah. Great. woman

4 Students discuss the questions in pairs. Play the recording a second time if necessary for students to catch more detail or check their answers. Then check answers as a class.

Answers 1 Visual means using our eyes, auditory means using our ears, kinaesthetic means moving the body or feeling and touching things. 2 We all experience the world through all our senses, but some (though not all) people have a preference for one sense over the others in how they experience things.

Usually people don’t have smell or taste as their favourite senses. They have vision, hearing, or feeling and movement. 3 You can help yourself to learn in two ways: play to your strengths and make sure that you get information in a way that helps you learn or absorb information better; and you can also develop the senses you like less by taking up new activities that involve those senses so you practise them. This makes life more interesting. 5

THINK Students take a few seconds to think individually, then they discuss the questions in pairs or small groups. Extra idea: Students decide what more they’d like to know about these ideas, and write some questions. This helps to lead into the next section.

EXPLORE ONLINE This can be done in class using smartphones or tablets, or otherwise for homework. Encourage students to share and compare the VAK tests they found and to compare their results. Sharing could be done in groups or, if the class is quite small, as a whole class. 6 Give students a few minutes to discuss the questions in groups. You could then draw a Venn diagram related to the three senses (V, A, K) on the board (as shown below) for joint completion with the ‘other activities’ (question 3). Activities involving more than one sense go in the intersecting parts.

V

A

K

Tip: Appoint a scribe to complete the Venn diagram, entering the activities as each group suggests them. This makes students feel more involved and autonomous, and less teacherdependent. Extra idea: Ask the class: What would be ideal jobs for people with strong visual, auditory or kinaesthetic sensory preferences? Unit 2

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7

PICTURE OPTION When you see PICTURE OPTION in front of an instruction, it

Tip: Mime using one of the toys yourself initially to set the ball rolling. This will encourage any reluctant students to be less inhibited about doing the miming themselves. If some students still don’t seem to be convinced of the benefit of miming, explain that, apart from being fun, it does actually help in the memorising of the vocabulary, since it involves thinking about the object and repetition of the words.

means that students create a picture (or pictures), or find or take a photo (or photos) of something related to the lesson. They may need to write a caption or some notes to go with each picture. They can then share their picture(s) with other students or, if they are photos, upload them to a photosharing site such as Instagram.

You could ask students to do this activity in their own time, and allot five minutes in the next lesson for students to discuss the shared pictures in groups.

Answers A Super Soaker B Lego C Mindflex D Koosh ball E Frisbee F beach ball G hula hoop H Rubik’s Cube I yo-yo

MA Students could do this in pairs or groups. You could make sure that each pair or group has at least one strong visual learner in it. Extra idea: You could get the class to vote on their favourite picture for each category. If the sharing has been done online, the voting could be done that way too. 8

LOOK AHEAD Encourage students to flick through the unit looking at pictures and headings (they don’t need to actually read) in order to find out.

Answer Lesson 1: kinaesthetic Lesson 3: auditory

Lesson 2: visual

Lesson 1 Hands on! pp18–19 Aims The focus of this lesson is to consolidate and extend students’ knowledge of relative clauses and manual activity verbs, while exploring the topic of kinaesthetic activities and their benefits.

You first! Put students in groups to compare answers to the question. Encourage them to expand on toys they’ve played with. (Ask / Write on the board: When? How old were you? Did you enjoy it? Why? / Why not?)

Speaking 1 Students match the words with the photos (or actual objects if you have them in class). After checking the answers, have pairs or small groups do the miming and guessing.

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2 Still in pairs or small groups, students choose two questions to talk about; give them one minute to do so. If they’re having difficulty with questions 3 and 4, write a list of decades on the board (1920s, 1930s, 1940s, 1950s, 1970s, 1980s, 1990s, 2000s) for them to match the toys with.

Check as a class by eliciting suggested answers from different pairs.

MA Stronger students and fast finishers could talk about all of the questions.

Answers 1 There may be several points in common: they all involve using your hands (except hula hoop and Mindflex); all are brightly coloured (except Mindflex); several are made of plastic; several involve throwing and catching. 2 All involve using eyes; most involve using hands; the Frisbee, beach ball and hula hoop involve legs (to run or move with); the hula hoop involves using your whole body: arms, legs, waist, hips, neck. 3 The oldest is the yo-yo, which first became popular in the 1920s (but its first recorded historical appearance was in around 500bc in Ancient Greece). 4 1920s yo-yo; 1930s beach ball; 1940s Lego (1949); 1950s hula hoop*, Frisbee; 1970s Rubik’s Cube; 1980s Koosh ball; 1990s Super Soaker; 2000s Mindflex (* Description g in 3 states that the hula hoop has been popular for centuries, but it only became widely available as a toy in the 1950s.)

3 Allow a couple of minutes for students to silently read the seven descriptions and match them with seven of the nine toys. They can compare their answers in pairs.

Answers a Super Soaker b yo-yo d Mindflex e beach ball g hula hoop

c Rubik’s Cube f Frisbee

Grammar Relative clauses 1

SEARCH AND THINK Give students time to individually find the relative clauses in the quiz on page 17 and in the toy descriptions in Speaking 3, and think about the answers to the questions about them. Then they compare answers in pairs.

Answers 1 The quiz has four relative clauses, the toy descriptions have seven. 2 A place where you can listen to music; figure-hugging ones [clothes] that look good; easy-to-move-in clothes that feel good; the man who invented this […] cube; the toy that many people now use for fitness 3 An audio recording, which you can listen to again; the high-powered gun, which can fire water up to distance of 15 metres; this toy, whose history goes back perhaps to Ancient Greece; your brainwave activity, which it uses to guide a ball through a series of obstacles; This ball, invented in the 1930s, is inflatable, which makes it easy to carry around; Yale University students, who played catch with plates 4 Non-defining relative clauses have commas separating them from the main clause(s); defining relative clauses do not have commas. 5 In ‘The toy (that) many people use for fitness’, the relative pronoun that can be missed out in a defining relative clause because it refers to the object of the sentence, not the subject.

Draw students’ attention to the question and point about reduced relative clauses in the Grammar spot.

Answer The words which was are missing. MA To underline the essential difference between defining and non-defining relative clauses, write on the board very clear examples of each type and demonstrate, by rubbing out the relative clause, how the sentence with the defining relative clause becomes meaningless without it.

Extra ideas: Ask further questions to check students’ knowledge of other basic rules about relative clauses which they should know, eg 1 Which type of relative clause (defining or non-defining) adds extra, non-essential information to a sentence and could be removed and the sentence still make sense? (Non-defining) 2 Why can’t you remove the other type of relative clause from the sentence? (The sentence no longer makes sense, it’s incomplete.) 3 In which type of relative clause can we use that instead of which or who? (Defining) 4 When is it possible to omit the relative pronoun? (In defining relative clauses when the relative pronoun is the object of the verb in the relative clause) 5 In which of the sentences from the quiz and toy descriptions does the relative pronoun refer to a whole clause (as opposed to a thing or person)? (This ball … is inflatable, which makes it easy to carry around.) Give a few more examples of reduced relative clauses, and show how the past participle represents a passive verb and the present participle represents an active verb, eg The person playing football over there is my brother. (= who is playing); The prize given to the winner was a free trip to the UK. (= which was given); Mr Gregory, sitting in the front row, didn’t notice what had happened. (= who was sitting); This picture, drawn by a five-year-old, is remarkably complex. (= which was drawn). 2 Write the questions What kinaesthetic activities are mentioned? What are their benefits? on the board, and allow students a minute to read the four short texts and find the information. Students check in pairs. Assist with specific vocabulary items if requested, but encourage students to guess meanings before you supply them (words which might cause difficulty are cognitive (= related to thinking), mental faculties (= abilities of the mind), dread (= fear very much), soothing (= comforting, calming). Tip: Encourage students to engage with the content of a grammar practice text before doing the actual grammar activity by asking one or two simple information questions for initial reading. Allow students time to identify and categorise the relative clauses in the texts and add Unit 2

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commas where necessary. Check as a class and write the non-defining clauses on the board to establish where the commas go. MA Weaker students could work in pairs. Finally, elicit which relative clause is an example of one that refers to a whole clause rather than a thing or person (which in turn can help improve performance – which refers to the fact that playing with a Koosh ball can help reduce stress).

Answers 1 Lego, which has grown tremendously in popularity over the years, has been … (nondefining) ... a number of skills which are important in their cognitive development. (defining) 2 ... people who do this have a better chance … (defining) ... people who play the piano and other musical instruments … (defining) ... those whose regular activities include things like … (defining) 3 ... people who had an increased risk of developing Alzheimer’s disease showed … (defining) ... a disease that many people dread. (defining) Swimming and other water activities, which are easier on the joints, are … (nondefining) 4 Playing with a Koosh ball can help reduce stress, which in turn can help improve performance. (non-defining) 3 Go through the example, then students work in pairs (or individually if you prefer) to join the sentences. Point out that there are sometimes two possible solutions, but they only need to find one for each sentence. MA Pair up weaker students with stronger ones to help them with the exercise.

Monitor pairs as they work and assist if needed with vocabulary items. Make a note of any recurring grammar or vocabulary errors in order to address them afterwards.



Check answers and write them on the board, eliciting correct punctuation too. Note: there’s only one defining relative clause (sentence 7). All the rest are non-defining and therefore need commas.

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Answers A (Koosh ball) 2 Stillinger, who was an engineer, first tied lots of rubber bands together to make a ball. 3 The name of the ball, which was chosen after a lot of consultation with children and adults, was inspired by the sound it made when it was caught. The name of the ball, which was inspired by the sound it made when it was caught, was chosen after a lot of consultation with children and adults. 4 The balls, which are made from around 2,000 natural rubber fibres, are sold in a variety of colours and sizes. The balls, which are sold in a variety of colours and sizes, are made from around 2,000 natural rubber fibres. B (Lego) 5 These building blocks, which can be combined in a huge number of different ways, allow children to be really creative. These building blocks, which allow children to be really creative, can be combined in a huge number of different ways. 6 The blocks were invented in 1949 by Ole Christiansen, who was a carpenter. 7 They were patented in 1958 by a Danish company whose name means something like ‘play well’. 8 By 2011, the company had produced more than 320 billion bricks, which was roughly 52 bricks for every person on the planet at that time. Extra idea: Write the following sentence on the board: Just six of the Lego blocks can be combined in 102,981,500 different ways! and ask students to read the number out loud.

Speaking 1 Students work in pairs to describe using a hula hoop. Then gradually build up a class description on the board, based on suggestions elicited from different pairs. Extra idea: If you have a hula hoop and someone in the class who knows how to do it, they could demonstrate the actions for the other students to describe.

2

MINI-TALK Give students time to read the instructions and prepare their talk individually. Walk around and offer help and useful language as needed. Students then give their presentations in small groups. You may decide to set the preparation of this for homework, and have students give their talks in the next lesson, in order to give them more time to prepare and research their item.

Tip: Keep groups relatively small (four or five members at most) for maximum efficacy. In larger groups, students may get bored waiting for their turn, and they may lose focus.

Vocabulary Manual activities 1 Set the ball rolling by miming one of the verbs yourself, without saying which one it is. Ask the class to say which verb it is. Then give students two minutes to mime the verbs in groups of three. Instruct them to take it in turns to choose one of the verbs (in random order, not in the order they’re listed in the book) and mime it for the other members of the group to guess which one it is. If there are verbs that some groups don’t know, suggest they omit them for the moment.

After two minutes, elicit what the verbs all have in common, then focus as a class on any verbs that weren’t known, and either get any student that knows to mime it for the class, or, if no one knows the meaning, mime it yourself.

Answer They’re all movements you do with your hand or hands. 2 Demonstrate with one verb to clarify this task. Write catch on the board and elicit suggestions from the class for objects of the verb, ie things that you can catch. Write all correct suggestions up on the board after the word catch (eg catch a ball, a Frisbee, a fish, a (runaway) dog / horse, a thief, a cold, etc). Point out that some of these involve more figurative meanings, and advise students to focus on the literal meanings of the verbs in this exercise on manual activities. Then give students about two minutes working in their groups of three to write down at least one object for each verb, more if possible. At the end, elicit various suggestions for each verb and write them on the board. Tip: Give a clear time limit for pair- and groupwork, as it helps students maintain focus on the task in hand.

3

YOUR STORY Students talk in small groups about their toys or games and childhood possessions (or those of their own children, if they have any). They appoint a spokesperson, who reports their group’s findings to the rest of the class. Extra ideas: Before they start, instruct students to ask their partner at least three more questions about the things they talk about. You could suggest a few examples, eg Why did you like it? Who gave it to you? etc. At the end, ask: Do children nowadays have similar preferences? Why? / Why not?

Take a break If students are unsure what to do here, perform this activity at the same time as them, which will help them get the idea of the two ways of interweaving. If you’ve decided on some specific ‘take a break’ background music, play it during the activity.

Writing 1 Refer back to the conversations in Vocabulary 3 above and ask students if there was any noticeable distinction between the male and female toys and favourite possessions. If there was, ask if they think it matters. Students then read the short text and share their reactions to the idea with their group. Add some more questions on the board to extend the discussion, eg Do you think girls have a natural preference for dolls, or is it a learnt preference because of the toys they’re given? Are Barbie dolls any different from other dolls? Why might they encourage passivity? Do girls in your country often play with Lego and Meccano? How common is it in your country for girls to study / have studied science and engineering? Do you think there’s a connection between toys we play with and what we choose to do as adults? 2 Go through the basic opinion essay plan and make sure students understand it. Also underline the need to use appropriate linking words as suggested to show the reader the direction of the argument. Students could do the writing at home, or you may want them to start the writing in class and finish it for homework. For more detailed work on opinion essays, see the Writing skills section at the back of the Student’s Book (pages 152–153). It’s probably advisable to do it at the end of Unit 2, since it takes up the theme of music, which comes up in Unit 2 Lesson 3.

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Lesson 2 Paint the town red!

• Beryl Cook (1926–2008) was an English artist whose work often featured people going about everyday activities. She only took up painting in her thirties, but her flamboyant and often comical characters quickly became popular. Beryl herself was very shy, and the figures in her paintings are sometimes seen as an expression of how she would have liked to have been. Beryl painted at least one other picture entitled Elvira’s Café (in 1993), but in this one, painted in 2000, you can see her son, John, through the window, serving breakfast to customers.

pp20–23 Aims

The focus of this lesson is to practise ways of hedging, specifically making cautious statements, and expressions with colours. Exploring the visual senses topic, students also read an article about how colour affects us, and they get the chance to talk about colours and their associations.

You first! Students discuss in pairs how important cafés are to them. Write extra questions on the board to increase speaking and learner interaction (eg How often do you go to a café? When do you go? Who with? Do you ever go alone? What do you do there? How long do you stay?).

3

Make sure students have covered the paintings before they start this activity. Give them a minute to choose a question and follow the instructions. They then compare with a partner and finally uncover the paintings to assess their answers. When they’ve finished, ask students how successful their efforts were and what strategy they used for the activity. (Normally they have to recreate the image in their mind.) Explain that this is a very useful exercise for enhancing visual memory, and is good practice for keeping our brains working.

4

PICTURE OPTION You’ll need to agree with

Speaking 1 Give students one minute to look at the two paintings, find differences in pairs and say which one they prefer. Encourage them to express the differences rather than point by doing one with them (eg Painting A shows a quiet café, whereas painting B shows a noisy one), and also encourage them to explain the reason(s) for their preference. At the end of a minute, ask them how many differences they’ve found. The pair with the most differences reports the ones they’ve found, then other students add any further differences they spotted. Establish whether the class has a general preference for one café or another, and why. 2

GUESS Students work in pairs and guess the answers to the questions, with reasons.

Answers 1 A 2 A German (August Macke) B English (Beryl Cook) 3 A Turkish Café B Elvira’s Café 4 B is the most recent, painted in 2000. A was painted in 1914.

Background notes • August Macke (1887–1914) was a German painter and a leading member of the Expressionist group, Der Blaue Reiter. Although he lived most of his life in Bonn, he travelled throughout Europe and was influenced by the Impressionist and PostImpressionist movements in France. He was killed on 26 September, 1914, in the First World War, a few months after completing this painting. 48

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students when they can feasibly take the photo of their café. Organise the groupwork to take place in the next lesson after that. (If you want the interaction to take place in this lesson, you’ll need to have already asked students to take a photo of their café in a previous lesson.) Ask more questions for them to talk about: Is your café like either of the ones on page 20? How is it different? 5 Students choose a colour and explain their choice to a partner. 6 Students talk about the questions in pairs. In question 3, they could also ask: Which are the secondary colours? During class feedback, check the meaning of any colours that students may not be sure of, eg indigo, maroon, lime, turquoise. Also remind them how we commonly refer to combinations of colours, eg blue-green (or blueygreen), reddish-brown, orangey-pink, etc. If there are designers in the class, they may also come up with printing ink colour names, eg cyan and magenta.

Answers 1 Main colours in wheel: red, orange, yellow, green, blue, purple

2 Red, orange, yellow, green, blue, indigo, violet (ie the colours of the rainbow) 3 Primary colours: red, blue, yellow (They cannot be created by mixing other colours.) Secondary colours: green, orange, purple (Each is created by mixing two primary colours, eg blue and yellow to make green.) Complementary colours: orange and blue; green and red; yellow and purple (Colours opposite each other on the colour wheel, which are thought to go very well together) 4 Lime is between green and yellow; maroon is between blue and red (this is a ‘false friend’ in many languages); cream is not there; turquoise is between blue and green. 5 Suggested answers: black, grey, white, brown, beige, cream, gold, silver 7 Make sure students understand what they have to do, then allow just a few seconds for them to follow the instructions and say the colours as quickly as possible. 8

their hand), pause the recording, write the word on the board and elicit or explain the meaning. MA Weaker students, who may not catch a lot of the words, could look at the transcript on page 140 while they’re listening.

Transcript anger, bad luck, calmness, cheerfulness, cold, cowardice, creativity, danger, death, energy, environment, good luck, happiness, heat, innocence, jealousy, joy, love, money, mourning, nature, peace, purity, sadness, spring, summer, warmth, warning, weddings, winter 2 For this activity, where possible, in a multilingual class, have students in pairs with someone from a different culture. Students compare their answers with their partner, identifying and circling the ones they agree on.

THINK Give students half a minute to read the questions and think, then discuss what happened in pairs.

Extra idea: Invite students to suggest any other concepts that have a clear colour association for them, whether cultural or personal.

Background note The Stroop effect is named after John Ridley Stroop, an American psychologist who first published the effect in English in 1935. The actual experiment is to read a list of words that are the correct colour first, then the list of words in different colours; you then work out the difference in timing between the two and what it tells you. This is an abridged form of the experiment. There are two theories: 1 The Speed of Processing Theory says the interference occurs because we’re able to read words faster than we can name colours. 2 The Selective Attention Theory says that interference occurs because naming colours requires more attention than reading words.

Background notes Common associations in Europe and America white: purity, innocence, weddings, cleanliness black: death, mourning, martial-arts expert red: danger, warning, blood, stop, passion, heat, love, anger yellow: spring, joy, sun, cowardice blue: calmness, sadness, water, winter, cold green: new beginnings, nature, the environment, luck, money, spring, jealousy orange: energy, warmth, cheerfulness purple: creativity, royalty, wealth, luxury, power, mystery pink: health, romance, femininity Common associations in Asia (particularly China) red: good fortune, joy green: health, prosperity, harmony white: brightness, purity, fulfilment (also death and mourning) yellow: beauty, prestige, neutrality, good luck, heroism (Yellow was the emperor’s colour in Imperial China.)

Listening and speaking 1

1.12 Tell students to think about their own

culture and what different colours are associated with. Students listen the recording and individually write each word or phrase under a colour in the chart (you’ll probably need to pause the recording briefly after each word to give them time to write). If there are any words that students don’t understand (they can indicate this by putting up

As class feedback, elicit from a selection of pairs their main agreements and also any differences that surprised them. Make sure that the different cultures represented in the class have a chance to explain colour associations in their culture.

3

1.13 Students listen, note their answers, then

compare answers in pairs.

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Answers

Answer

1 2

The colour most frequently used in flags is red.



red, green, white, black Red America: stop, danger, blood, warning China: luck, good fortune, happiness, celebration Green America: lucky, nature, growth, the environment, jealousy, envy China: also lucky, money White America: purity, innocence, weddings China: unlucky, death, mourning Black America: death, mourning, karate China: also karate

Vocabulary Expressions with colours 1 Make sure you have in your classroom a variety of pictures and / or more colour charts (apart from the colour circle on page 20) to illustrate all the different shades of colour in this exercise.

Use the pictures / charts to elicit / show the difference between dark, light / pale, bright, deep and muted. Students should already be familiar with all these, apart from muted.



Then introduce the words in the box, which can also be used with colours; students work in pairs to match them with colours.

Transcript Did you know that the word for red in Russian – krasny – means ‘beautiful’? woman Does it? That’s interesting. What does it mean to you? man Red? Oh, stop at the traffic lights! Danger! Blood! Warning! Things like that. It can mean anger, too. It’s a very hot colour. woman Oh no! For us in China, it’s the luckiest colour. It brings good fortune and happiness. We wear it to celebrate things. man Oh, really? Green is a lucky colour for Americans. And it’s the colour of nature and growth and the environment. woman Oh, is it? It’s a lucky colour in Chinese culture, too. Not as lucky as red, but it often symbolises money. man Does it? It’s also the colour of jealousy for Americans. We say ‘green with envy’. woman Green with envy? That’s interesting. And what about white? What does white mean to you? man Oh, purity, innocence, weddings …What about you? woman No! White’s a very unlucky colour for us Chinese. It’s the colour of death and mourning! man Really? I didn’t know that. For Americans, black is the colour of death and mourning. woman Yes, I know. But it’s not always a sad colour, is it? A black belt’s a karate expert, isn’t it? The best colour in karate! man Yes, it is! And that’s universal!

Answers

man

EXPLORE ONLINE This can be done in class, if you have internet access, or for homework, with the sharing of the results of the research taking place in the next lesson. Encourage students of different nationalities to present their flags and explain images in them. 50

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1 2 3 4 5

blood red, brick red navy blue, midnight blue olive green, sea green lemon yellow, mustard yellow coral pink, salmon pink

2 Students try to identify the colours from 1 on the colour chart and students’ clothes / accessories. Use the pictures you brought to clarify the shades of the others. You could show examples of all ten shades for students to try to distinguish. Extra idea: Ask students which of the colour combinations can be used without the colour word (the most common ones that can be used without the colour word are navy, olive, coral, eg a navy jacket). 3 To introduce this exercise, ask students if they can remember the colour expression the American man in recording 1.13 used about envy (green with envy). Students work in small groups to pool their knowledge to complete the expressions and work out their meanings. Check as a class, writing the complete expressions on the board.

Make sure that students are aware of the difference between gold and golden (gold is noun and adjective for the material; golden is the adjective meaning ‘having the colour of gold’ or, metaphorically, very special. Compare a gold watch with golden hair or golden sands.

Answers 2 have green fingers = be good at gardening, able to make plants grow successfully 3 a golden opportunity = a very good opportunity, not to be missed 4 the black market = unofficial / illegal buying or selling 5 catch somebody red-handed = catch them in the act of doing something bad 6 as good as gold = very well behaved 7 white-collar workers = office workers (Bluecollar workers are people who do manual work, eg in a factory.) 8 (see things through) rose-coloured glasses (or rose-coloured spectacles) = see things from a very optimistic point of view, think things are nicer than they really are 9 as white as a sheet = very, very white, when you feel ill or shocked 4 Students compare colour expressions used in their different languages. 5

P

1.14 Students listen to the dialogues to identify the sound being focused on.

Answer the sound /r/ 6

P

Students practise the dialogues in pairs. Some nationalities have particular difficulty with this sound (eg the Chinese, the French); for them, you may find it useful to replay recording 1.14, pausing every few words, for students to imitate the pronunciation heard, before they practise in pairs.

7 In pairs, students create another short dialogue containing a number of /r/ sounds, which they then practise saying. MA Write a list of words with /r/ sounds (in different combinations with other sounds) for students to try to include in their conversations. This will ensure that they get useful pronunciation practice.

Monitor the pairs as they practise, assisting with pronunciation where needed. Extra ideas: Students with particular difficulties could be given extra minimal–pair practice focusing on confusing sounds (eg l / r for Chinese native speakers: lane / rain, brown / blouse, fry / fly, glass / grass, etc) to do by themselves. For more practice, students could swap their dialogues and practise each other’s.

Tip: Swapping students’ work around from time to time encourages collaboration and shared learning and can reduce inhibitions. Don’t do it too often, though, or it could become predictable and repetitive!

Reading 1 Students discuss the questions in small groups. 2 Students read the article Colour – How it affects us on page 22 to check their ideas. Unless you specifically wish to give them practice of extended individual reading in class at this point, make the reading more interactive by splitting the article between students and have them report back to the group on their section(s). Either students work in groups of five, each reading one paragraph and sharing information, or they work in pairs, with Student A reading sections A, B and C, and Student B reading sections D and E. MA Weaker students could be given a lighter reading load when sections are being shared out.

Remind students to ignore the fact that some words are in red for the moment. Tip: You could give the class a choice of the three possible ways of reading (individual, pairs or groups of five) and let them choose. If they’re in pairs or groups of five, let each group decide who reads which section(s) rather than imposing the allocation yourself. Giving learners a choice promotes their feeling of being in control of the learning process and encourages learner independence. If students ask for explanations of unknown vocabulary during initial reading, encourage them to manage by guessing the approximate meaning and understanding as much as they can without assistance. Reassure them that you’ll deal with vocabulary in the text later in the lesson. This helps students to gain confidence as independent readers who can obtain the necessary information without necessarily knowing every single word. Students convey the content of their section(s) to their partner / group (if they’re sharing the reading), then discuss the answers to the questions in pairs or groups. Check the main information as a class.

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5 T (lines 37–38: ‘Colour analysis … is to do with finding out which colours suit us best ...’) 6 F (lines 39–44: ‘The approach has evolved … from a seasonal one, which categorised people into one of four seasons ... , to a slightly more refined seasonal one, which placed people in one of twelve seasonal subdivisions … and finally to a highly personalised one.’) 7 T (lines 53–56: ‘... there are many types of red: some warmer, some cooler, some darker, some lighter, some clearer, some more muted. There’s bound to be one out there somewhere that will suit you.’)

Answers 1 Colour is light of different wavelengths. 2 Warm colours (red, orange, yellow) are supposed to make us feel warm, raise our heartbeat, boost energy, and make us feel positive and happy. Cool colours (green, blue, purple) have a cooling effect, promote balance, harmony, relaxation, creativity, spiritual connection. 3 Reactions are both subjective and cultural. 4 Personal appearance and colouring and psychology affect what colours look good on us. 3 Give students about five minutes to work individually to decide on their answers. Remind them that this will involve reading the whole article again and finding specific evidence to support their answers. Insist on the evidence-finding – they should either underline the relevant parts of the text or make a note of the line numbers. Students can check answers in pairs. When checking as a class, elicit the evidence too, not just the answers. Tip: Checking the evidence for the answers of reading comprehension tasks takes a bit longer than just checking the answers themselves, but is worth it to encourage good reading comprehension task habits. Students who think they know the answers from memory after a quick reading without checking the evidence are sometimes caught out in exams because they haven’t looked at the details of the text carefully enough.

4 Students find the words and phrases individually, then check in pairs. MA Weaker students could work in pairs and find half the words each.

Answers 1 effects 2 affect 3 are aware of 4 raise; boost 5 enhance 6 evolved 7 unique 8 suit 9 incorporates 10 outfit 5 Students work in pairs to figure out the meaning of the words and phrases in red. Make sure they do the working-out stage before checking in a dictionary.

Suggested answers state of mind = mood or mental state at a particular time contradict = deny the truth of a statement by saying the opposite widespread = existing in a large number of people besides = too, as well signal = communicate a message soothing = calming mourning = (showing) grief over someone’s death refined = improved and more precise

Answers 1 T (lines 1–6: ‘Colour psychology is the study of the effects that colour has on our brain and, therefore, on our state of mind … Different colours have different wavelengths … We are not consciously aware of these effects …’) 2 F (lines 8–9: ‘... there is still a lot of research that remains to be done in this area ...’) 3 F (lines 14–23: ‘Warm colours … raise our heartbeat and boost our energy … gets us ready for action! ... Cool colours … soothing and relaxing.’ 4 F (lines 26–30: ‘Many of our reactions to colour are … very subjective, and have to do with experiences we have had in our personal life. … Responses to colour can also vary from culture to culture ...’)

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6 Allow a few minutes for students to choose and discuss two of the questions in groups, then report back to the class.

Monitor their discussions discreetly, noting any common grammar or vocabulary difficulties that come up so that you can address them at the end. Extra idea: Students shut their eyes and describe exactly what their partner’s wearing from memory.

Grammar Hedging: making cautious statements 1 Allow about a minute for students to discuss the questions in pairs. Then check as a class.

Answers 1 Sentence a) is not necessarily true or the writer’s own opinion. Sentence b) is presented as a fact with no room for doubt. 2 (Some) people say that red raises our heartbeat. 3 Sentence a) is tentative or cautious and allows for discussion. Sentence b) is categorical and can produce a polarised response. 2

Ask students for any other verbs that can be used in the impersonal passive like is said to to make a statement more tentative or cautious (believe, consider, think, etc).



Students then complete the sentences from memory, with information that they remember from the article. Only once they’ve finished should they look back at the article to check the actual sentences in the article. Point out that students’ sentences may be grammatically correct even if they’re not exactly the same as in the article, and check any answers that students are unsure of.

Answers Sentences in the article: 1 Red is said to raise our heartbeat and boost our energy. 2 Orange is supposed to be a very cheerful colour. 3 Yellow is thought to be an optimistic colour. 4 Green is generally considered to be the colour of balance and harmony. 5 Blue is often seen as soothing and relaxing. 6 Purple is believed to enhance our creativity and give us a sense of spiritual connection. 3

SEARCH AND THINK Go through the various structures presented and allow a few minutes for students to search through the article for examples. Allow them to pool their results in pairs before checking as a class, then elicit and write on the board the main structural differences: • active say / think / believe + that + clause • passive starting It + that + clause … • passive starting with subject + to + infinitive • active tend + to + infinitive • modals + bare infinitive • possibly / perhaps, etc + full verb (active or passive)

Answers Paragraph B ... there seems to be ... (line 12) ... do tend to produce ... (lines 14–15) Red is said to raise ... (line 16) It is often used to ... (line 17) Orange is supposed to be ... (line 18) Yellow is thought to be ... (line 19) ... it can make us feel ... (lines 19–20) Green is generally considered to be ... (lines 21–22) Blue is often seen as ... (lines 22–23) Purple is believed to enhance ... (lines 23–24) Paragraph C Responses to colour can also vary … (line 30) ... in one culture could mean something ... (line 31) ... in Europe it’s usually black. (lines 34–35) Paragraph D ... our personality, which can also influence ... (lines 46–47) Paragraph E Somebody might say ... (line 52) There are times when you could well need ... (line 56) … red socks could help. (line 59) 4 Using the picture as a prompt, elicit ideas and opinions from the class about mind maps, and ask if and when they personally find them useful. Then give students a minute to read the text. Extra idea: Ask more questions to check the information: Why are mind maps more memorable than a list of notes? What is the advantage of the non-linear approach? How can mind maps be useful to a student? 5 Students work in pairs to rewrite the italicised section, using language from 2 and 3. Point out that there’s no single right answer – many variations are possible. Monitor pairwork, note any general problems and assist where needed. Pairs could swap their versions to compare.

Suggested answer Colours and pictures are generally considered to be a key feature of mind maps: they can give a map more impact and tend to make it more memorable. Mind maps are also non-linear, apparently reflecting how the brain works, and so it is believed that they enable us to make

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new connections between ideas. Because of this, they can often be useful for planning a piece of writing or preparing a presentation.

Speaking MINI-TALK Give students time to read the instructions and prepare their talk individually. If you want them to use colour, make sure you have a supply of coloured pens for all groups. Walk around and offer help and useful language as needed. Students then give their presentations in small groups. You may decide to have students give their presentations in the next lesson, in order to give them more time to research any ideas they want to. MA Weaker students could have the option of preparing and giving the presentation in pairs.

3 In the same groups, students brainstorm other types of music and try to define them in a similar way. When checking as a class, elicit just one type of music and definition from each group, and continue round the groups until there are no more suggestions.

Answers Students will probably come up with some or all of the following: country, dance, folk, indie, Latin, new wave, R&B / soul, rap, rock / hard rock, heavy metal, swing, techno, trance, funk, disco, etc 4

Lesson 3 Sounds interesting? pp24–25

Answers

Aims

Student’s answers will vary, but the types of music recorded are: 1 classical (suggested words: traditional, beautiful, regal, formal) 2 rock (suggested words: loud, strong rhythm, heavy, intense) 3 folk (suggested words: catchy, rhythmic, happy) 4 new age (suggested words: moody, calming, relaxing, eerie)

The focus of this lesson is to practise verb patterns used to express cause and effect, to revise vocabulary for different kinds of music, and to expand vocabulary for different sounds. Students also get a chance to listen to and talk about reactions to music and poems.

You first! Allow students a few minutes to say which different types of music they think are represented by the seven photos and to discuss the question in pairs. Encourage them to explain the reasons for their preferences.

Extra idea: Ask extra questions for more discussion: 1 Do you sing any kind of music yourself or play a musical instrument? 2 If you were to design a piece of new-age music, what sounds from nature would you include? 3 What five songs / pieces of music would you want to have with you if you were cut off somewhere isolated or marooned on a desert island?

Speaking 1 Students work in pairs to label the photos with some of the types of music in the box.

Answers 1 electronic 2 jazz 3 blues 4 hip hop 5 reggae 6 pop 7 new age 2 Before students start, pre-teach / check understanding of the words synthesisers, devices, spirituals, improvise, syncopated rhythm, beat, catchy. Students then work in groups on the matching task.

Answers 1 electronic 2 blues 3 jazz 4 hip hop 5 new age 6 reggae 7 pop

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1.15 Students listen to the recording of different pieces of music and write down words that come to mind. Check answers after the first piece so all students are clear on the task. From then on, pause after each piece for students to compare their words and opinions in their groups.

5 In the same groups, students talk about the questions. Then regroup the class, with each group formed of half of two old groups, for them to compare their findings.

Listening 1 1

1.16 Play the first few seconds of the recording to establish which of the questions are asked (Do you listen to music while you’re driving? What kind

man I always listen to Teoman – Mavi Kuş ile Küçük Kız. interviewer Um, I’m sorry? I don’t think I know that one. man No, it’s Turkish! 9 I listen to Magic FM and I absolutely love listening to Queen. Especially Don’t Stop Me Now! And I sing along at the top of my voice! 10 I don’t listen to music. I listen to audio books. I’m listening to The Godfather – Mario Puzo – at the moment.

of music do you listen to? Do have a favourite song that you listen to?). Students then listen to the rest of the recording of ten people’s replies to these questions and note down their replies. Students compare their notes in pairs.

8

Answers Yes; musicals – Rent, Evita, Les Mis (= Les Miserables); no favourite song SPEAKER 2: No SPEAKER 3: Yes; John Denver Take Me Home, Country Roads SPEAKER 4: No SPEAKER 5: Yes; country music; Tanya Tucker Some Kind of Trouble SPEAKER 6: Yes; classical music stations, whatever’s playing, especially strings, eg Mozart violin concerto SPEAKER 7: No SPEAKER 8: Yes; Teoman – Mavi Kuş ile Küçük Kız (Turkish) SPEAKER 9: Yes; Magic FM, especially Queen – Don’t Stop Me Now SPEAKER 10: No SPEAKER 1:

Transcript Do you listen to music while you’re driving? What kind of music do you listen to? Do have a favourite song that you listen to? 1 Yes, I do. I love listening to musicals – Rent, Evita, Les Mis – I don’t have a favourite song, really. I love them all. And of course I sing along – loudly. I know them all by heart! 2 Oh, I don’t listen to music at all. Ever. I spend two hours in the car every day – an hour getting to work and an hour getting home again – so I’m teaching myself Russian – dobroe utro! 3 I listen to John Denver, Take Me Home, Country Roads again and again. I just love it. And yes, I sing along. I sing really badly, but who cares! There’s no one to hear me. 4 I don’t listen to anything at all. It’s the only time in the day when I’m on my own and I can get to think! I can’t think at work – there’s too much going on – and I can’t think at home – once I’ve put the kids to bed, I’m exhausted. So I think in the car! 5 Oh, country music. Definitely. Tanya Tucker Some Kind of Trouble. But I don’t sing along – I just like listening to her. 6 I listen to classical music stations. Whatever’s playing. I’m not fussy. I do like strings, though. Mozart violin concerto? Lovely. 7 I don’t listen to music. I listen to talk radio. Phone-ins and stuff. You get to hear some really interesting things.

interviewer

2

Students answer the questions individually from memory, then compare with a partner. Then play the recording again for them to check answers and tell their partner which response is closest to their own.

Answers 1 Three people sing along (Speakers 1, 3 and 9). 2 Three people listen to a particular style: Speaker 1 (musicals), Speaker 5 (country) and Speaker 6 (classical). 3 Four people don’t listen to music: Speaker 2 learns Russian, Speaker 4 thinks, Speaker 7 listens to talk radio, eg phone-ins, and Speaker 10 listens to audio books (The Godfather at the moment). Song link This activity could be done in class (on smartphones or tablets) or at home. Students can compare answers with a partner.

Answers 1 West Virginia 2 She’s late with her rent, her boyfriend has someone else, she loses her job 3 Because they’re having such a good time

Culture notes • John Denver (1943–1997) was one of America’s most popular singer-songwriters of the 1970s. He performed and recorded mostly solo, accompanying himself on an acoustic guitar, and sang about his joy in nature, his enthusiasm for music, and his relationship problems. Throughout his life, Denver recorded and released over 300 songs, about 200 of which he composed himself. Denver’s most famous songs were Take Me Home, Country Roads, Annie’s Song, Rocky Mountain High, Thank God I’m a Country Boy and Sunshine on My Shoulders. Take Me Home, Country Roads, released in 1971, became one of his most Unit 2

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beloved songs and is still very popular around the world today. It describes West Virginia, as ‘almost heaven’ and is now the official state song of West Virginia. • Tanya Tucker (1958–) is a popular American country music singer who had her first hit, Delta Dawn, in 1972 at the age of 13. She continued to be successful over the following decades and had several successful albums and hit songs, such as What’s Your Mama’s Name? and Blood Red and Goin’ Down (1973), Lizzie and the Rainman (1975) and Strong Enough to Bend (1988). Some Kind of Trouble was released in February 1992 and describes the problems of someone who can’t afford to pay the rent, who finds out that her boyfriend is cheating on her and that she has lost her job. • Teoman is the stage name of Fazlı Teoman Yakupoğlu (1967–), a popular Turkish rock singer and songwriter. He originally studied business administration and mathematics at university, but formed his first band, Mirage, in 1986. He was a member of several other bands before finally having a hit with Ne Ekmek Ne de Su in 1996. • Queen are a British rock band that formed in London in 1970, consisting originally of Freddie Mercury (lead vocals, piano), Brian May (guitar, vocals), Roger Taylor (drums, vocals) and John Deacon (bass guitar). Queen’s early works were influenced by progressive rock, hard rock and heavy metal, but the band gradually evolved, incorporating more conventional arena rock and pop rock into their music. Don’t Stop Me Now, written by Freddie Mercury, featured on their 1978 album Jazz and was released as a single in 1979.

Listening 2 1

PREDICT When you see PREDICT in front of an instruction, it means students should make predictions about what they’re about to read or listen to based on information on the page. For more information about these exercises, see the Introduction, page 19. Allow a couple of minutes for students to look at the photo and talk about the questions in pairs. Point out that they should say what they personally think at this stage. They’re not expected to have factual knowledge of the topic.

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2

1.17 Explain that you’re going to play a

recording in which a psychology professor answers the questions in 1. Students listen and make notes, then compare the professor’s views with their own and evaluate them. They can discuss the answers in pairs.

Answers 1 It’s more fun, less boring, keeps us awake on long journeys. 2 Singing along to songs at the top of your voice as you drive. 3 We lose concentration. 4 Some people bounce around on their seat as if dancing, or mime playing an instrument or singing with a microphone, which are dangerous because they reduce their response time. 5 Fast, loud music, because it increases your heartbeat and gets you excited, which makes you drive faster. Hip hop makes women more aggressive, and heavy metal has that effect on men. 6 Music with the same tempo as our heartbeat, ie around 60–80 beats a minute.

Transcript Good evening and welcome. With us here in the studio tonight is psychologist Professor Lewis Carter, who’s been doing some interesting research about how listening to music can affect our driving. Good evening, Professor, and welcome. professor Good evening. Nice to be here. presenter You’ve been researching this for quite a while, I believe? Tell us a bit about it. What have you found out? Is it advisable to listen to music while we’re driving? professor Well, it’s obviously more fun – listening to music makes driving less boring, and especially on long journeys, it can stop us from falling asleep and keep us awake … presenter Do I hear a ‘but’ coming? professor Yes, you do! And we call it car-aoke! presenter Karaoke, but spelt with a ‘c’ for car? professor Yes, singing along to your favourite songs as you drive. Often at the top of your voice! presenter Car-aoke! I like it. So, what’s the ‘but’? What’s wrong with singing along? professor Well, research shows that it causes us to lose concentration when we’re singing along at the top of our voice. presenter Yes, I can see that. And the problem is that some people don’t just sing, do they? The music makes them want to move, and they bounce around on their seat as if they’re dancing! presenter

Yes, they do, or they mime playing an instrument or sing into a pretend microphone as if they’re performing on stage! presenter I passed someone doing that on the way here this evening. But it isn’t funny, is it? All of those things can have a huge effect on your response time if something happens. professor Too right. They can really reduce your response time and slow you down in an emergency. presenter Yes, so it’s potentially quite dangerous. professor Very. presenter I read something somewhere that some music or songs are more of a problem than others. Is that right? professor Well, music that is fast and loud is more dangerous because it increases your heartbeat and gets you excited. Excited drivers tend to speed up to match the beat of the song and then they have to brake at the last minute! There have also been some studies that suggest that women who listen to hip hop and men who listen to heavy metal often drive more aggressively. presenter Really? Mmm, that’s interesting. So what’s the best music to play to help prevent accidents from happening? professor Something which has the same tempo as our heartbeat – which is around 60 to 80 beats a minute. presenter Oh, I think I heard somewhere that you can find a playlist of songs with that tempo online? professor Yes, you can. Just search for ‘safe driving songs’ and you’ll see it. presenter Brilliant. Professor Carter, thank you very much for coming. professor Thank you. professor

3 Keep students in their pairs and give them about five minutes to write out the interview with the professor, using the questions in 1 and their notes to help them. Stress that their dialogue doesn’t need to be exactly the same as the recording, but it should convey the same information. When they’ve finished, they compare their version with transcript 1.17 on page 140 of the Student’s Book to check, then act it out.

Monitor the pairwork discreetly, providing assistance or redirection only where needed. Make a note of common language problems, but save them and address them at the end, in order not to interrupt the flow of the activity.

EXPLORE ONLINE Students could do this in class on smartphones or tablets, or at home. Whichever format you choose, allow a short time in class for students to share their opinions in small groups.

Culture notes • Ride of the Valkyries is one of Richard Wagner’s best-known pieces. It comes from the beginning of Act 3 of The Valkyries, the second of the four operas by Wagner (1813–1883) known as The Ring. • Requiem is a musical setting of the Roman Catholic funeral mass for four soloists, double choir and orchestra by Giuseppe Verdi (1813– 1901). Dies Irae (Day of Wrath) is a medieval Latin hymn that forms part of the funeral mass. • Hey Mama is a popular song released in 2004 by the American hip-hop band, The Black Eyed Peas. Used in both the original TV advert for the iPod and the film Garfield: The Movie, it was a hit in many countries.

Grammar Verb patterns 1: cause and effect 1

SEARCH AND THINK Students look through transcript 1.17 on page 140 of the Student’s Book again to find examples of the verb patterns and list them in their notebooks. Point out that they should be able to find one example of each. Make sure they’ve noticed the grammatical differences (bare infinitive after make, to infinitive after cause, (from) -ing after stop and prevent).

Answers ... listening to music makes driving less boring ... ... it can stop us from falling asleep ... ... it causes us to lose concentration ... The music makes them want to move ... ... what’s the best music to play to help prevent accidents from happening? 2 Students complete the summary with verbs from 1, then check in pairs.

Answers 1 make 4 cause 3

2 makes 3 stop / prevent 5 stop / prevent

FINISH IT Give students a couple of minutes to complete the sentences with their own ideas. They then share their sentences with one or two other students in pairs or groups of three. You may need to remind students what speed bumps are.

Tip: During specific language practice activities, it’s useful to correct errors in the target structure when they occur, to reinforce accuracy. However, interrupting to correct other, unrelated, language errors can be counterproductive, causing students to lose Unit 2

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whistling: a person; a referee to give signals during a match; a sports trainer; some kettles when they boil; wind 2 arguing, barking, breaking, clattering, clicking, crashing, gasping, humming, knocking, laughing, moaning, purring, ringing, roaring, rumbling, screaming, shouting, singing, sloshing, smashing, splashing, squeaking, swishing, tapping, wheezing, whining, whirring, whispering, yelling

focus. Rather than ignore them completely, however, keep a note of other persistent errors and address them later – either at the end of the lesson or in another lesson. Extra idea: For extra practice, or if not many students in the class actually drive, ask students to make up more sentences using these verb patterns about travelling by public transport or cycling.

Vocabulary Sounds

Reading

1 Give students a minute to think about the ten sound words and the question, then ask for volunteers to make some of the sounds.

1 Students work in pairs to complete the poem with the sounds. You could use the recording in 2 for students to check answers.

2 Students work in groups to pool their knowledge about the sound words. Only allow them to check in dictionaries after they’ve gone through all the words.

Answers 1 whistling 2 ticking 3 crunching 4 scraping 5 hissing 6 bubbling 7 drumming 8 gurgle 9 crying 10 creaking

MA Make sure that weak and strong students are shared evenly across groups. Tip: Allow time for students to think and pool their collective knowledge of unfamiliar vocabulary in groups, rather than volunteering explanations or allowing dictionary use straight away. Between them, they’ll know a lot more than individually. This promotes collaborative learning and can help give them a sense of empowerment and confidence.

Extra idea: Ask students to identify any other sound words in the poem and help them to guess the meaning of any unfamiliar ones (eg purring, popping, squeaking, swishing). 2

Culture note The Sound Collector is by English poet Roger McGough, taken from his collection of poems entitled All the Best, published in 2004. For more about McGough, see the Culture note that accompanies the Explore Online section on page 59.

Suggested answers 1 bubbling: water or other liquid boiling; a stream creaking: an old wooden door moving; old wooden floorboards or stairs when you step on them crunching: eating something crisp, eg an apple, a raw carrot, crisps, a biscuit, etc; walking in crisp, thick snow or on gravel crying: a hungry baby; a sad person; seagulls drumming: a person playing a drum; fingers on hard surface; heavy rain on car roof gurgle: a baby; water in a sink or bath going down the plug hole hissing: a snake; air coming out of a hole, eg a punctured tyre or a balloon; gas leaking scraping: using a knife to get burnt food off an oven dish; using a tool to get dry paint off a surface ticking: a clock; a watch; a time bomb

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1.18 Play the recording for students to check the answers to 1 and to answer the question.

3

THINK Give students a minute to think about the questions on the poem silently; they then share their thoughts in groups.

VIDEO link Ideally, show this to the class as a whole, as it provides excellent illustration and sound effects. Alternatively, students can watch it in groups on smartphones or tablets. Allow a few minutes for them to discuss the questions.

Answer 1 black and white

4 In groups, students divide up the poem and share out the verses between them. They take it in turns to read a verse, while the rest of the group make the sounds, a bit like a Greek chorus. The performances could be done in front of the class, with students voting on the best performance. Extra idea: In groups, students take it in turns to mime a line from the poem for others in the group to guess which line it is. EXPLORE ONLINE Students do the research either in class or at home, then share information and poem choices in small groups. Extra idea: Students could research a contemporary poet from their own country and give a short presentation about them.

in pairs. It could be done in class, but allowing students to do it at home would give them more time to add sound effects. They could either present it to their group in class or share the videos online. MA Weaker students could create their poems in pairs, with dictionaries if necessary.

Everyday English p26 Talking about advantages and disadvantages 1

GUESS Elicit what three activities the photos show (playing chess, playing the guitar, doing graphic design), then students talk in pairs about what could be difficult about learning each activity.

2

1.19 Students listen to the recording to find answers to the three questions, then compare answers with a partner.

Culture note Roger McGough (1937–) is an award-winning poet, playwright, broadcaster and children’s author, born in Liverpool, England. McGough is one of Britain’s best-loved poets, who has published over 50 books of poetry for adults and children, along with several plays. He has also always been a very active performance poet as well as a writer. McGough is best known for being an accessible and down-to-earth poet who is in touch with the world of the commonplace and the ordinary person. His voice epitomises the working-class Liverpool of his childhood: unpretentious, dry, witty, ironic and sceptical. He engages in mischievous word-play, playing with the ambiguities of words and inventing his own words or word combinations, and he mocks clichés and other overly-familiar expressions. McGough encourages children to question the world around them and not take things at face value; in his poetry for adults, through humour and deceptively simple style, he addresses all kinds of serious subjects such as lost youth, parenthood, illness, the downsides of city life and old age.

Speaking and writing 1 Students compare ideas in pairs. Encourage them to use idiomatic expressions as shown in the examples. 2

VIDEO OPTION Students write their own poems using favourite sounds and film themselves reading it using smartphones or tablets. You could give them the option of doing it individually or

Answers 1 a few months ago 2 learn to the play the guitar 3 online

Transcript rosa I was reading an article recently which said that learning something new keeps your mind active. pete Oh yeah? rosa Yeah – it even stops you getting Alzheimer’s, apparently. pete It’s a bit early to be worrying about that, Rosa! rosa You never know! tina I’ll be all right! I started to learn chess a few months ago. Joined a chess club. pete What’s that like? tina It’s fun. pete Fun? tina Sure. What’s good about the club is that I learn by playing with other people. They’re really encouraging – well, most of them are, anyway – and they’re great with advice! pete So it’s all good? Tina Walker is going to be a grand master! tina I don’t think so, unfortunately. Tina the failure, more like! I’m finding it difficult to keep up. I mean, if you want to get good, you have to go regularly, but there are days when I’m just not in the mood. Still on the whole, it is good way to get started. pete Perhaps I should have done it that way. tina You play chess too? You never said. pete No, not chess. Guitar. I started learning to play the guitar about a year ago.

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What, you got yourself a teacher? No, I thought I could do it by myself, online. There are hundreds of free videos online. You can play along with them. That’s what’s so good about it. rosa True. And I suppose that another advantage of doing it like that is that you can learn at your own pace – whenever you have time available. tina In the comfort of your own home! pete That’s right. rosa So it’s all good, then. pete Well, the only drawback was that I felt quite isolated. I found it quite tough. Still do. tina Tough? pete Yes. The most difficult thing is staying motivated if there’s no one there to keep you at it. But I’m going to keep at it. I like studying on my own. Just me. No one else in the way. rosa Yes, I totally get that, even if it’s not my style. Did I tell you I started a course in graphic design just recently? tina You said you were going to, Rosa, but I didn’t know you’d actually started. What’s it like? rosa It’s pretty good. It’s online, but you can talk with the other students and ask questions, so it’s better than studying by yourself. Well, in my opinion, anyway. But I’d still prefer face-to-face classes – but on the other hand, that means you can’t study from home. Goodness, I don’t know! tina Well, all I know is that I get on much better when I’m in a group learning together with other people. pete Each to his own, I guess. tina / rosa Her own, Pete! tina

Answers

pete

3

Students copy the chart and complete as much as they can from memory.

4 Play the recording again for students to add any missing information to the chart from 3. They can check in pairs, then collect answers on the board in class feedback.

5

skill / activity

method of learning

advantages

disadvantages

Tina

chess

joined a chess club

fun; other people are encouraging, give advice

difficult to keep up; need to go regularly, but some days not in the mood

Pete

guitar

online with free videos

at your own pace, whenever you have time; at home

feels isolated; hard to stay motivated

Rosa

graphic design

online course

can talk with other students and ask questions; at home

prefers face-toface; gets on better learning in a group

TAKEAWAY LANGUAGE Explain that this focuses on some very common everyday phrases used in the conversation. If necessary, play the recording again, pausing briefly after each phrase is used.

Answers 1f

2e

3a

4c

5b

6d

6 Point out that this looks at expressions and phrases that were used in the dialogue for expressing advantages and disadvantages. Allow a few minutes for students to complete the sentences from the dialogue and compare with a partner. They can then check transcript 1.19 on page 141 for the correct answers.

Answers 1 2 3 4 5 6 7

Another advantage of That’s what’s so The most difficult thing The only drawback On the other hand What’s good about It’s better than

7 Give students a few minutes to categorise the completed phrases from 6 as ways to talk about advantages or disadvantages. Encourage students to write the complete phrases, not just the words in the box in 6.

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Unit 2

Answers

Answers

talking about advantages Another advantage of doing it like that is that … That’s what’s so good about it. What’s good about [the club] is that … It’s better than ...

a) b) c) d) e)

* The difference between these two is very slight, so students may transpose these answers.

talking about disadvantages The most difficult thing is ... The only drawback was that ... On the other hand, that means you can’t …

Transcript 1 woman Why don’t you enrol on a language course at a language school? man Mmm. 2 woman You could learn how to play the tin whistle by watching videos online. man Mmm. 3 woman Why don’t you start going to the gym if you want to lose weight! man Mmm. 4 woman You could always go and do a postgraduate degree at university. man Mmm. 5 woman Why don’t you start your own group on social media? man Mmm.

8 Students work in pairs to think of advice. If necessary, elicit / revise ways of giving advice (eg I think you should … Why don’t you …? You could …).

Possible answers tina:

I think you should enjoy the game and stop worrying about how well you’re playing. pete: Why don’t you try and find someone you can practise the guitar with? rosa: You could look for an evening class in design that you could attend after work. 9 EVERYBODY UP! Give students a few minutes to walk around the room and find out from three other people about a new skill or activity they’ve been learning. At the end of the allotted time, round off by eliciting any similarities between skills and methods that students have found out. MA For the benefit of weaker students, before starting, you could elicit and write on the board the questions students will need to ask to get the information, eg What skill or activity have you learnt or have you been learning recently? How have you been learning it? / How did you learn it? What are / were the advantages of learning it like that? Are / Were there any disadvantages?

enthusiastic: dialogue 2 mildly interested: dialogue 1* interested, perhaps: dialogue 5* intrigued / curious about the idea: dialogue 4 completely unenthusiastic: dialogue 3

11

P

In pairs, students take it in turns to make suggestions and react saying Mmm, using intonation to show their degree of enthusiasm.

12 Each student writes down three things they’d like to learn and then explains their choices to a partner. Pairs take turns to give each other advice about the best ways to learn these things, then use the phrases from 6 to discuss the advantages and disadvantages of these methods. Encourage them to use each phrase at least once. EXPLORE ONLINE Students do research about their choices from 12, either in class with their smartphones or tablets, or at home. Either way, allow a few minutes of lesson time for them to share the information they found.

10 P 1.20 Remind students how important intonation is for conveying meaning in English conversation, and demonstrate this by saying, for example, oh in various different ways, eg enthusiastic, suspicious, vaguely interested, disappointed, etc. Play the recording for students to identify the way Mmm is said each time. Pause briefly after each dialogue for students to choose the best option.

Unit 2

61

Units 1&2 review Aims To review the vocabulary and grammar covered in Units 1 and 2. Students also read about the Montessori method of education and customs connected with pets, and explore some expressions using animal metaphors.

Reading and grammar 1 Students look at the photos and, in pairs, say what the children are doing and describe the environment. As feedback, elicit the main differences between the environments. MA Encourage more able students to use expressions of comparison, eg whereas, on the other hand, while, to explain the differences.

Answers The children are learning, at school. • Photo A shows an informal classroom without desks, but lots of space. There are a few small tables and coloured chairs and a variety of different activities for children to do sitting on the floor. The children are all doing different things. It’s a friendly room with coloured flowers and other objects. The teacher is crouching down on the floor helping one of the children. The children are wearing a uniform. • Photo B shows a more formal, traditional classroom environment, with all the children sitting side by side at neat rows of desks, all facing the teacher, with books and notebooks in front of them. The teacher is at the front of the class in front of a board which has writing on it. It looks as if the teacher is talking and the children are listening. The walls are bare, with no pictures or other decoration. 2 Allow a couple of minutes for students to discuss the statements in pairs. Make sure they explain the reason(s) for their opinions. Monitor the discussions, assisting where needed. 3 Ask students if any of them have heard of the Montessori Method. If they have, invite them to give a brief summary of what it involves to the rest of the class. Then allow a few minutes for students to read the text and match it with one of 62

Units 1&2 Review

pp27–28

the photos. They should ignore the numbered gaps for the moment. Check and elicit what clues in the text helped them to decide. You may need to help with the word uncluttered (line 5), but for any other vocabulary queries, encourage them to guess the approximate meaning from context.

Answer Photo A (clues: children working in groups at tables or on mats on the floor, flowers, colours, encourage children to select and evaluate their own learning activities) Tip: Remind students of good reading strategies. Encourage them to guess meaning of unfamiliar words from context rather than immediately looking them up in dictionaries or on smartphones. 4 Students now focus on the numbered gaps in the text and complete them with the correct verb forms or relative pronouns. They work individually, then check with a partner.

Answers 1 won’t / will not find 2 will see 3 whose 4 where 5 have changed / have been changing 6 use / are using 7 who 8 whose 9 who 10 began 11 was taking 12 had already done 13 have attended 14 learn 15 will encounter 16 are using 17 which 18 is not standing 19 is sitting 20 attended 5 Students work individually to match the verbs and descriptions, then check with a partner. MA Weaker students could work in pairs.

Answers a) b) c) d) e) f) g) h)

began, attended use, learn are using, is not standing, is sitting have changed, have attended was taking have been changing had already done will encounter

6 Students work in pairs to focus on the relative pronouns they selected in the text and answer the questions about the following clauses. MA For the benefit of weaker students, go through the answers about the first relative pronoun (3 whose) to make the task very clear, then give the numbers of the gaps that are relative pronouns (3, 4, 7, 8, 9, 17).

Answers 3 whose (defining, because there are no commas and the clause can’t be omitted) 4 where (defining, because there are no commas and the clause can’t be omitted) 7 who (defining, because there are no commas and the clause can’t be omitted) 8 whose (defining, because there are no commas and the clause can’t be omitted) 9 who (defining, because there are no commas and the clause can’t be omitted) 17 which (non-defining, because there are commas and the sentence makes sense if we omit the clause) The non-defining relative pronoun can’t be omitted because it’s not the object. 7

Students answer the questions from memory in pairs. They should only look back at the text to check after they’ve answered all the questions.

Answers 1 Montessori classrooms don’t have rows of desks, but groups working at tables or on mats on the floor. There is a calm, comfortable environment, with sofas, rugs, flowers and quiet corners for reflection. There are mixed-age groups in the class; children learn from each other, and the teacher sits with students instead of standing at the front. 2 It’s child centred, and it encourages independence and individuality. Learning from each other is more like the real world beyond school. 3 To appeal to all senses and motor skills, encourage children to select and evaluate their own learning activities. 4 Jeff Bezos, founder of Amazon, and Sergey Brin, co-founder of Google. They’re both founders of hugely successful modern businesses which have changed our lives – and they both attended Montessori schools.

8

THINK Students have a minute to think about the questions silently. Then in groups, give them a couple of minutes to discuss the question of their choice. Monitor, assist where needed and keep a note of common errors, which you can deal with later.

MA More able groups could discuss more than one question.

Listening and speaking 1

1.21 Ask the class as a whole: Did you enjoy your time at school? and elicit what kinds of thing caused them to enjoy their schooldays or not. Elicit single points from a number of different students without getting into too much detail (eg making friends, activities, the teachers, punishments, bullies, the journey, etc). Then students listen to the recording and mark each person 3, 7 or ? as instructed. Don’t go into details when checking.

Answers 13 27 37 4? 53 Transcript 1 We did a lot of art and drama at our school. Everyone had to learn a musical instrument and study art, which was meant to help us express our emotions. At the end of the year, we all took part in a school play. I think that the drama had a very good effect on me because it made me more confident, and now I’m not afraid of speaking to people or trying out new things. 2 My school was quite traditional and rather strict. There were lots of rules, and if we didn’t obey them, we had to stay late after school. I know that rules are supposed to be good for children, but I think it made us too obedient! I think in the end it probably prevented us from being adventurous or taking risks. 3 I went to boarding school, and it was really quite difficult for me. I didn’t know anyone and found it difficult to make friends. I think boarding school is often seen as a way of strengthening your character, but for me it was quite the opposite. I became very shy and just learnt to hide my emotions. 4 All I remember about school is that we had a lot of tests! We were constantly competing against each other to get the best marks. It kept us motivated and made us focus on our goals, but on the other hand, there’s more to learning than just tests – isn’t it supposed to be fun as well? Units 1&2 Review

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5 The education at my school was very hands-on. We learnt by doing and making things. For example, we learnt about geometry and trigonometry by building a canoe and learning to navigate it. We also learnt to work in a team and solve problems together. I think I remember a lot more from my school days because my physical senses and emotions were so engaged while we were learning. 2

Students work in pairs for a few minutes using the prompts to try to piece together from memory roughly what each person said. Explain that they don’t need to remember word for word, just the main points. You may need to remind students of the meaning of boarding school (speaker 3).

MA To make sure all students understand how to use the prompts, demonstrate the first one with the class: elicit suggestions and build up a sentence or two on the board round the prompts.

Students listen again to check their answers.

Suggested answers 1 They did a lot of art and drama and learnt a musical instrument. The drama (they took part in a school play at the end of the year) had a good effect on the speaker, it made her more confident. 2 This speaker’s school was strict and had a lot of rules they had to obey, otherwise they had to stay late. The speaker thinks it probably prevented him from being adventurous or taking risks. 3 This speaker went to boarding school, which some people think is a way of strengthening your character, but it was the opposite for the speaker. She just became shy and learnt to hide her emotions. 4 They had a lot of tests, which kept them motivated and made them focus on goals. 5 They learnt to work in a team and solve problems together. This speaker remembers a lot from school because her physical senses and emotions were so engaged while learning. 3

YOUR STORY Students tell a partner about the best thing that happened to them when at school. They should aim to talk uninterrupted for about a minute, then answer any questions their partner asks.

MA More capable students who finish early could also tell each other about the worst thing they remember from their schooldays.

64

Units 1&2 Review

Extra idea: Students ask at least three questions about their partner’s story, after their partner has spoken for a minute. If necessary, supply some question words on the board to prompt them (eg Why…? What happened …? What did X do / say / think …? Who …? How long …? etc). Tip: Getting students to ask questions about their partner’s story to probe for further information encourages them to be active listeners. EXPLORE ONLINE Students do the online research either in class using smartphones or tablets, or at home before the next lesson. You may want to give students a list of some specific non-traditional methods for them to choose from, eg virtual learning, home schooling, Steiner Waldorf education, co-operative and collaborative learning, democratic schools (eg Summerhill School, Sands School), distance education, paperless classroom, e-learning, the flipped classroom, etc. 4

MINI-TALK Give students time to read the instructions and prepare their talk. Walk around and offer help and useful language as needed. They then give their presentations in small groups.

Aspects of culture a Ask the class as a whole if they have any pets, and if so, what animals. Students read the information about customs connected to animals and choose the custom that appeals to them most and least. They should explain why to a partner. Extra idea: In groups of three, each member reads the introduction plus a different section of the text. They then present ‘their’ custom to the rest of the group. b Students read the whole text again and answer the questions about it in small groups.

Suggested answers 1 Cat cafés are popular in big cities like Tokyo where many people live in flats and aren’t allowed pets. Keeping crickets as pets used to be and still is popular in China because of their song – the louder they sang, the more valuable they were. Keeping songbirds is popular in Vietnam because of their beautiful song, and the habit of showing them off in the park before work.

2 Cat cafés are unusual because, in the Western world, we have cats at home, but animals aren’t usually allowed in cafés. Owls, rabbits and goats are even more unusual, since owls and goats aren’t usual pets at all. Crickets are unusual, as people in the West don’t think of them as pets at all, more as pests, and it seems odd to have a pet that only lives for a month. Songbirds in cages aren’t so unusual (although some people believe it’s cruel), but taking them to the park with you in the morning is. c Students pool their knowledge and resources to find out the meaning of the animal metaphors, and say if their own language(s) has / have similar expressions using animal metaphors.

Answers • a wolf in sheep’s clothing = a bad / cruel person pretending to be good / nice / kind • smell a rat = sense that something is wrong, be suspicious • from the horse’s mouth = (when you hear some information) from its source, not second hand via someone else • (She thinks she’s) the cat’s whiskers. = (She thinks she’s) better / more important than anyone else. • let the cat out of the bag = reveal a secret, usually unintentionally • kill two birds with one stone = achieve two things at the same time • hold your horses = wait a moment, don’t rush

Units 1&2 Review

65

Writing skills Module 1 Writing an essay pp152–153 Before you start 1 In pairs or small groups, students talk about the questions. Then focus on just one or two questions and invite groups to share their opinions with the class.

Language box This lists common words and phrases that are particularly useful for the type of writing being dealt with. Go through them and make sure students are familiar with their meaning and use. 2 Students work alone, then compare answers with a partner. Check answers and answer any queries.

2a

3b

4a

5a

6b

Understanding the task 3 Students read the model essay and talk about the questions in pairs. After checking answers, ask students to identify what’s missing (The conclusion).

Answers 1 By contrasting the amount of time we spend listening to recorded music with the preference of some people for live music. 2 They say it’s a special experience; it’s entertaining to watch a singer / band in action; the lights, clothes and dancing add to the enjoyment; it’s exciting being in a crowd of fans. 3 The sound quality is better and more adaptable; you’re not disturbed by the noise of fans; it’s practical – you can listen anywhere, any time. 4 Students read the three possible conclusions and choose the best one, then compare answers in pairs and discuss why (and what’s wrong with the other two). Check the answer and reasons with the class.

66

Conclusion B is the best. It weighs up both sides of the argument already mentioned and makes a decision based on them. Conclusion A is in favour of on one side of the argument without referring to the other side, and gives an additional advantage of live music, which should go in a previous paragraph. Conclusion C gives another new point on the side of recorded music, it doesn’t conclude. 5 Students read through the list of statements and decide which ones are true, ie descriptions of a good conclusion, and which false, ie not a good conclusion.

Answers 1 False

Answers 1b

Answers

Writing skills: Module 1

2 False

3 True

4 True

5 True

6 Students do the exercise alone, then compare with a partner. Check and write the answers on the board under the relevant headings (opinion, addition, contrast / concession, examples, conclusion). Elicit more phrases for giving examples (for example, such as).

Answers 1 some people believe, There is no doubt that, obviously, I think that, I think 2 First of all, Also, and, Furthermore, Firstly, In addition, Finally 3 However, On the other hand, but 4 for instance 5 All things considered, In conclusion (Furthermore is used, but isn’t appropriate for introducing a conclusion.)

Practice 7 Students decide the correct order of the sentences, then compare answers with a partner. Elicit the correct order and also what linking words are used in the sentences and their function (Finally, also, and (= addition); For example, such as (= introducing examples); as (= reason). Make sure students understand how important they are in signalling the direction of the argument, and therefore making it easy to follow.

Answers 1b

2e

3c

4d

5a

Extra idea: Point out that linkers of reason and result are also very useful in this kind of essay, and elicit some examples of each (reason: as, because, since; result: so, therefore, as a result). 8 Students practise forming their own wellconstructed paragraphs in a controlled way, expanding from a given topic sentence. Working in pairs, they create their paragraphs, then compare sentences with another pair. Monitor the pairwork and assist if requested. At the end, for each paragraph, one student could write their version on the board.

Now you 9 This essay task is in the style of a Cambridge ESOL FCE exam task. Give students a minute to read it and check they’ve understood. Emphasise the importance of thinking and planning an essay before starting to write, and explain that the six stages help them do this. Allow time for students to discuss them in small groups. After stage 1, elicit the advantages and disadvantages they’ve found and build up a list on the board. If the list is long, point out that they’ll need to choose just a few points to cover in their essays. For stage 2, point out that all three options are acceptable viewpoints. For stage 4, elicit suggestions for ‘your own idea’. You could suggest some points, eg the cost of producing the music, the relative fame of the artist, piracy. For stage 5, point out that all three plans are acceptable approaches, as long as the argument is coherent and integrates the notes given in the task.

Sample answer We all love downloading music from the internet, and it’s great when it’s free. But should we have to pay for all music that we download? Once music is on the internet, there are no production costs involved. For instance, the record company doesn’t have to pay for burning CDs or retail distribution. Furthermore, there are many musicians who don’t have a record deal and want to get their music better known, so they’re happy for people to download it for nothing. Free tracks can also promote an album or forthcoming concert. However, there are still some costs involved in producing music – such as the musicians, the studio, the engineers, the album cover – and these can only be paid for if people buy the music they download. In addition, artists can only earn a living from their music if people buy it. In conclusion, I believe that we should pay for most of the music we download to ensure that the music industry can continue. But there are some situations when it is beneficial to both the musician and the music lover to download a track for free. (188 words)

Suggested answers 6

1I

2C

3I

4X

5C

10 Students could write their essay at home. Encourage them to use the Check it! list before submitting their essay to make sure they’ve done everything as well as possible. Before they hand them in, students could swap essays in pairs and apply the checklist to their partner’s essay, drawing attention to any points on the list that haven’t been addressed.

Writing skills: Module 1

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3

Watch your language!

UNIT FOCUS

GRAMMAR: comparison; modal verbs; cleft sentences VOCABULARY: loan words; roots of English; expressions FUNCTION: expressing preferences

Introduction p29 Aims The focus of this lesson is to introduce the unit topic of language by getting students to think about and compare languages, language abilities and the role of languages and to explore phrases with the word language.

You first! Students compare their language abilities in small groups. As part of feedback, you could find out who speaks the most languages in the class. 1

1.22 Play the recording, pausing after each

speaker for students to identify the language and say if they speak it.

with can’t

Answers 1 c 2 c 3 b 4 d

6,000 Mandarin Chinese English Papua New Guinea has around 840 languages, then India (780), Nigeria (just over 500) and Indonesia (over 300), but there is some disagreement about the exact numbers. 5 a Basque 6 a Kannada, according to most sources, but there is some argument claiming Tamil is the oldest, and some claims that Sanskrit is the oldest. 7 c, d Esperanto and Turkish

Background notes Answers 1 Dutch 2 French 3 German 4 Spanish 5 Welsh

Transcript 1 Mijn naam is Piet. Ik denk dat ik wil een politicus te zijn. Ik ben niet zeker maar ik denk het wel. 2 Bonjour, je m’appelle Angélique Grenier, je viens de Tours, en France, mais j’habite à Paris. Je suis étudiante de la littérature à la Sorbonne. 3 Hallo, ich bin Ingrid, ich bin sechs und zwanzig Jahre alt. Ich wohne in Frankfurt. Ich liebe reisen und wandern im Natur. 4 Hola, ¿qué tal? Me llamo Simón, y soy de Madrid. Yo vivo en las afueras, entonces tengo que viajar para ir a mi trabajo. Trabajo en ... en una escuela porque soy profesor, más o menos me gusta mi profesión, los niños son muy graciosos. 5 Helo. Myfanwy fy enw i. O ble wyt ti’n dod? Sut wyt ti heddiw? Extra idea: Ask more questions: What language do you use most of the time? Do you use any other languages as well? Which ones, and why? 2 Students do the quiz in pairs. Encourage them to explain and discuss their guesses together. 68

Unit 3

• Breton: A Celtic language spoken in Brittany, north-west France • Kannada: A language spoken mainly by the Kannada people in Southern India, mainly in the state of Karnataka. There is evidence of written tradition dating from 450ad but of oral tradition before the third century bc. • Sanskrit: The ancient language associated with India, considered to be the ‘language of the gods’, and by some to be the oldest language in the world, being at least 6,000 years old. • Proto-Indo-European (or PIE): The language that all modern Indo-European languages are descended from. It was spoken by a people who lived from roughly 4500 to 2500bc and left no written texts. • Tamil: A language spoken mainly by the Tamil people of India and Sri Lanka and the Tamil diaspora. It is an official language of Singapore and Sri Lanka and is one of the longest-surviving classical languages of the world, dating from about 300bc. • Esperanto: A constructed international language devised in 1887 by Dr Ludwig Lazarus Zamenhof; the aim was to create an easy-to-learn, politically neutral language that would transcend nationality and foster peace and international understanding between speakers of different languages.

Did you know? Students read about the Universal Declaration of Human Rights. Between them, students probably know several things about it and what’s included in it, so groups could brainstorm the questions before reporting back.

Answers

4 In pairs, students talk about question 1; for question 2, they take turns to explain phrases, ie give an English definition, synonym or paraphrase, without using the phrase itself, and their partner guesses which phrase it is. You could start the ball rolling by explaining one yourself for the class to guess, eg a language which is no longer spoken, like Latin or Ancient Greek (= a dead language).

• The 30 clauses of the Universal Declaration of Human Rights outline all the basic human rights, eg the right to freedom; equality; life; nationality; a home; family; property; movement; democracy; food; education; work; security; a fair trial; freedom of thought and expression; and a life without discrimination, slavery or torture. • Official UN languages: English, French, Spanish, Russian, Arabic, Mandarin Chinese

Answers 1 Colloquial language and everyday language are similar. Dead language and extinct language are similar, but not quite the same (dead = not spoken, but may be still used in written form; extinct = no longer used at all by anyone anywhere). First language and native language. Foreign language and second language can mean the same. Living language and modern language could mean the same. Strong language and offensive language can mean the same.

EXPLORE ONLINE Students should try to answer the questions first in groups, then divide up the questions between them and check online. Finally they report back to the group.

Answers • German is an official language in: Germany, Switzerland, Austria, Belgium, Luxembourg, Liechtenstein. • Spanish is not an official language in: Belize, Brazil, French Guyana, Guyana, Surinam. • Thousands of languages are spoken in Africa. Some of the most widely spoken are: Arabic (Chad, Djibouti, Egypt, Eritrea, Mauritania, Somalia, Sudan, Tunisia, Algeria, Libya, Morocco); Swahili (southeast Africa – Tanzania, Kenya, Uganda); Berber (Morocco, Algeria); Somali (Somalia); Amharic (Ethiopia); Hausa (Sahel); Igbo and Yoruba (west Africa), Zulu, Xhosa, Afrikaans (South Africa). 3 Allow a minute for students to go through the list and decide which words collocate with language. Check the meaning of unfamiliar phrases that students ask about.

Answer All of them except: • broken (which collocates with the name of a language, eg broken English) • maternal • mother (which collocates with tongue) • weak

5

EVERYBODY UP! Students walk around the class and find several people to ask and answer the questions with. Instruct them to aim to talk to at least three or four different people in three minutes. Once the time is up, students return to their groups and report back on the people they interviewed.

Tip: Set a time limit and clearly signal when the time is up. This, combined with a quantified task (at least three or four different people), keeps students focused and discourages them from wasting time. 6

LOOK AHEAD Students look at the titles of Lessons 1–3 to see which one sounds most interesting, then compare their opinions in pairs. Encourage them to explain the reason why a title sounds interesting, and to say what they expect to focus on in that lesson.

Lesson 1 Worldwide words! pp30–31 Aims The focus of this lesson is to practise language of comparison and to explore loan words and the roots of English.

Unit 3

69

You first!

Answers

Students look at the ten pictures and share their reactions with a partner. Avoid answering queries about vocabulary for the items, as this will be dealt with in Vocabulary 1, 1 and 2.

algebra = Arabic anchovy, mosquito = Portuguese biro, coach = Hungarian broccoli, piano = Italian chocolate = Nahuatl cockroach, cocoa = Spanish coffee = Turkish jumbo = Swahili karaoke, manga = Japanese ketchup = Chinese polka = Polish robot = Czech samovar = Russian shampoo = Hindi taekwondo = Korean wiki = Hawaiian (= fast)

Vocabulary 1 Loan words 1 Students refer vocabulary queries to each other in small groups. Don’t supply answers or allow them to consult dictionaries at this point; insist that they rely on themselves and their classmates. Tip: It’s useful to get students into the habit of sharing their vocabulary knowledge, as opposed to being dependent on a dictionary or teacher. It promotes a collaborative learning experience. 2 Give students a couple of minutes to go through the list in pairs and match ten of the words to the pictures.

Answers 1 shampoo 2 cockroach 3 manga 4 biro 5 broccoli 6 ketchup 7 chocolate 8 coffee 9 mosquito 10 piano

Draw students’ attention to the Vocabulary spot and make sure they know the difference between lend and borrow (verbs) and loan (noun). Point out that in American English, loan is also commonly used as a verb, instead of lend. 5

• What does the pie chart show? (The percentages of words in English that have come from different languages)

3 Students divide up the remaining 12 words between them in pairs or groups of three, and explain, mime or draw their words – whichever method works best for each word. They can judge each other’s efforts according to how clearly the meaning of the word comes across. Then they discuss the questions.

• What does each different coloured segment of the pie chart represent? (A different language) • What is missing from the pie chart? (The labels or key indicating which colour represents which languages, and the actual percentages)

MA Allow weaker students to consult a dictionary for this exercise.

• What information should be in the table? (The missing info, the languages and the percentages)

Answers 1 They are all loan words, borrowed into English from other languages. 4 Students spend a couple of minutes in pairs guessing the origins of the words in 2, choosing from the languages in the box. Remind students that we talk about ‘loan words’ when the word that has been borrowed remains relatively unchanged – it stays more or less the same in terms of pronunciation as it was in the original language (although the spelling my change considerably!). Note that there is some debate as to the origin of ketchup – other possible source languages are Malay and Arabic – but students are asked to choose from the languages in the box.

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Unit 3

GUESS Give students a few seconds to absorb the information in the table and the pie chart and write three questions on the board:



Give students a few minutes to guess in pairs which language each colour represents, and to work out the approximate percentages from the size of the segments. When giving the answers, ask if there’s anything students found surprising about the data. Extra idea: Monitor the pairwork, and if it’s clear that students’ guesses of languages are wildly wrong, give them some clues; for example, write on the board the language names to choose from (French, Germanic languages, Greek, Latin, other languages, proper names).

Answers red blue green orange purple yellow

Answers Latin French Germanic languages Greek other languages proper names

29% 29% 26% 6% 6% 4%

MA If necessary, ensure that students understand the terms Germanic languages (languages that have evolved from the same branch of Indo-European and which include German, Dutch, Frisian, Norwegian, Danish, Swedish, Icelandic) and proper names (the names of people or places). Extra ideas: Have a competition to see how many words in each category students can find (they will probably need to do some online research). If necessary, give them the following words to start them off: Latin: plumber French: machine Germanic: butter Greek: data other languages: guitar proper names: hoover Ask students to use the data to write a short written report. Supply some phrases for expressing proportions for students to use, eg The three main sources…, more than threequarters, just over a quarter, a very small proportion of, etc.

EXPLORE ONLINE This would work well for a multilingual class. In a monolingual class, students could choose different languages from 4 to research. Students may already know of some loan words between their own language and English, but encourage them to do the research online to explore the topic further. Students could share their information online or report back in groups in class.

Vocabulary 2 Roots of English 1 This section focuses on the Latin and Germanic roots of the English language and looks at the existence side by side of different words for the same concept, each from a different root. Students work on their own initially to do the matching, then check in pairs and talk about the questions. Allow students to consult a dictionary to check question 1.

construction – building, detest – hate, error – mistake, expect – wait, flower – blossom, forest – wood, insect – bug, pain – ache, present – gift, type – kind, vacation – holiday. 1 There are some small differences in meaning, eg detest is stronger than hate, expect is more specific than wait (and wait requires the preposition for), blossom is only used for flowering trees or bushes, a forest is usually bigger than a wood, bug is more informal than insect, ache is a particular kind of pain (eg toothache, headache, stomach ache), vacation is preferred to holiday in American English. 2 The Latin origin words tend to be used in more formal and academic contexts.

Background note Due to the complex history of Britain and its people, with successive invasions of the islands and also a great deal of travel and interaction abroad, there were multiple influences on the English language. Words of Latin origin entered the language at different times in history, often via French (Norman), and were juxtaposed with earlier existing Germanic origin words, with which they coexisted, and in many cases, still coexist today. The tendency is for the Latinate words to be used in more formal contexts, and the Germanic ones in less formal contexts. This is partly because of the Norman invasion in the 11th century. The Normans represented the upper social classes and ruled England, and this is reflected in French (ie Latin origin) loan words from that era. Common examples are the words for animal vs meat, eg cow and sheep (Germanic) vs beef / veal and mutton, reflecting the fact that the peasant farmers reared the animals, while the (Norman) rulers were more interested in eating the meat. Latin words are also often used in scientific and technical words, medical terminology, academic and legal terminology. Lists of Latin and Germanic words can be found online. 2 First ask students to establish the differences between the words in pairs, using a dictionary if necessary. Check that they’ve understood; students then ask each other questions in pairs. Monitor the pairwork and make sure they’re using the target words correctly.

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by a long, long, long, long way more than a million quite a lot more words than … twice as many as … the most words of any language many more words than … 25 times as many a much more extensive vocabulary than … the most words

Vocabulary notes • Anniversary is a day that celebrates a past event on the same date of the year as the initial event – eg wedding anniversary – but can’t be used for or instead of birthday. • Ancient means ‘extremely old’ and can be used for history, a monument, etc. If it’s used for people, it’s not very respectful. • An infant is a baby, ie younger than child. • Tongue can mean ‘language’ in some phrases, eg mother tongue, but otherwise refers to the part of the mouth.

1 2 3 4 5 6 7

Extra idea: Suggest to students who are interested that they do more research online into the difference between Latin and Germanic root words in English and their history.

Grammar Comparison 1

GUESS Elicit a selection of guesses from the class. Don’t confirm or reject any suggestions.

2 Give students a minute to read the text to find out the answer to 1. Establish that it doesn’t give a clear answer, and ask further questions:



3

• far as in far more, by far the most (big difference) • nearly as in not nearly as many / extensive (big difference) • nowhere near as many (big difference) • not quite as in not quite as many (small difference) • times as in five times more (as well as five times as many) (quantifiable difference)

Answers 1 2 3 4 5

SEARCH AND THINK Students underline all

Answers Underlined: the very best in the world the largest vocabulary

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4 Students focus on the phrases in bold and answer the questions in pairs. Draw their attention to the degrees of difference expressed in the phrases. Ask if students know any other ways of emphasising the degree of difference – write their suggestions on the board, and establish whether the difference is big or small, eg

Which languages are candidates? (English, Arabic, Greek) What are the three estimates of the number of words in English? (250,000; 600,000; over a million) How many words are there in Greek? (5,000,000, according to The Guinness Book of Records) In what fields does Greek have a particularly large number of words? (Medicine, mathematics, science, astronomy)

the comparison language in the text in 2, then answer the questions in pairs, orally. They should be familiar with all the phrases of comparison, but explain any they’re unsure of. Draw their attention to: • the use of very in the very best • the use of by a long way • twice / 25 times as many • the use of quite a lot, many and much in quite a lot more words, many more / much more extensive.

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Patriotism, perhaps? Stephen Fry English Arabic Greek vocabulary Arabic No

5

25 times as many words as by a long, long, long, long way many more, much more quite a lot more the best, the largest, the most

Make sure students keep the text in 2 covered while they individually complete the phrases for comparison that were used in the text. They should only uncover the text at the end, to check.

MA Weaker students could look back at the text earlier, but not before attempting the task from memory.

If a large number of students find this activity very difficult, supply them with options to choose from for each gap.

Tip: Adapt activities to make them achievable for weaker students, but make sure they don’t miss out on the guessing and memorytraining activities, which are particularly useful for improving their learning ability.

Answers 1 2 3 4 5 6 7

the very best the most the largest; a long (, long, long, long) way quite a lot; than as many; as times as many; as much more; than

Extra idea: Students write more sentences comparing the languages that they have some experience of in terms of, for example, difficulty, usefulness, how much pleasure they give them, how well they speak them, how long they’ve been studying them. You could write prompting questions on the board, eg How difficult? How useful? How much pleasure? How well? Length of study? Encourage students to give an indication how great the difference is by using qualifying words with the comparisons, like much, many, far, quite a lot, x times as many, etc.

5 There are almost twice as many Arabic speakers as Japanese speakers.

Did you know? Students could find out more about Taki Taki online and report back. They could also find out about other languages in danger of dying out. 2

Tip: Choral repetition works well for this kind of short repetition exercise based on recorded model words.

Answers age – ages advantage – advantages badge – badges disadvantage – disadvantages edge – edges fridge – fridges image – images language – languages page – pages village – villages Extra idea: Check the stress rules by asking a few simple questions: On which syllable does the stress usually fall? (The first) How many exceptions to this rule are there in this list? (Two: advantages, disadvantages) Where does the stress come on those words? (The third syllable from the end in the plural, second from the end in singular)

Speaking 1 Elicit the figures for Spanish and Portuguese and write them on the board. Elicit comparison phrases that could be used to describe them (eg far more, a lot more, nearly twice as many, etc) and draw students’ attention to the example given for this sentence. After students have completed the remaining sentences individually, they can check in pairs. Then elicit answers and write them on the board. MA If necessary, give weaker students a few words as prompts to help them reach a correct answer. Stronger students and fast finishers could write more sentences comparing other languages in the table.

Suggested answers 2 There are more than four times as many Chinese speakers as Hindi speakers. 3 There are half as many Lahnda speakers as Russian speakers. 4 There are quite a lot more Spanish speakers than English speakers.

1.23 This exercise focuses on plurals ending with the sound /ʤɪz/ and word stress in those words. In pairs, students take turns to say a plural, then agree and mark where the main stress is on both the singular and the plural. Play the recording for them to check the stress, then play it again, pausing for students to repeat each word.

3

1.24 Students practise asking the question in pairs, making sure they place the word stress correctly. Play the recording for students to check the stress, then play it again for them to repeat.

4

VIDEO OPTION Students discuss the question in 3 in pairs, then make notes of the main points covered and any vocabulary they want to remember that’s useful for talking about these points. They then repeat the discussion, this time filming themselves on smartphones or tablets. Ideally, all pairs should upload their film to an agreed videosharing location so they can watch each other’s videos.

MA Weaker pairs could use a dictionary while preparing their discussion. Unit 3

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Lesson 2 Say what you mean! pp32–35

3 Give students a few seconds to agree in pairs on the correct summary.

Answer

Aims The focus of this lesson is to revise and practise modal verbs and expressions with can’t. Students also read about the effects of exaggeration and negative self-talk, listen to advice from a life coach and talk about the way adults talk to children.

Warm-up Write the following three pairs of words / phrases on the board: quite nice / fantastic, a bit annoying / disastrous, quite amusing / hilarious. (Teach hilarious = very funny if students don’t know it.) Ask: What’s the difference between the words in each pair? Elicit that the second word in each pair has a similar meaning to the first, but is much stronger. Then give students a minute to work in pairs and, for each word or phrase, think of an event or situation that could be described using that word or phrase. Elicit a few answers for each one; this should show the difference between the kinds of event we describe with the two expressions in each pair.

Reading 1 Pre-teach / Elicit the meaning of any words from the pictures and article title (page 32) that you think some students won’t know, eg awesome = brilliant, fantastic; Wow! = expression of great admiration or surprise; LOL = laugh out loud; epic fail = extremely embarrassing mistake or disastrous situation; curb (v) = limit, keep under control. Point out that awesome, wow, LOL and epic fail are all modern terms commonly used on social networking sites. Then give students a few minutes to talk about the questions in pairs. Don’t confirm answers yet. 2 Give students about five minutes to read the article and check their ideas in 1. They then check in pairs before class feedback.

Answers 1 They are all expressions of strong, extreme reaction. 2 The title and the text suggest that extreme reactions, showing excessive enthusiasm, are greatly overused these days, often in situations that don’t merit such strong feeling, so they should be controlled or suppressed.

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b 4 Students work in pairs to figure out the meaning of the words and phrases in orange. Demonstrate with the first one (trend) how to use the context to infer meaning: show / elicit that the writer starts by saying generally that language is always evolving, and more specifically that now people are resorting to exaggeration and we’re too quick to reach for superlative words … This describes something people are doing a lot now that they weren’t doing before, and it’s referred to later as this unhealthy practice – so clearly trend is a word meaning ‘a tendency / new habit / direction in which something (in this case, how we react) is changing or developing’.

MA Support weaker students by supplying them with two (or three) options to choose from for each word or phrase, or a jumbled list of the meanings.

Answers trend = tendency sensible = reasonable, less extreme creeping = moving slowly and quietly cool = trendy, fashionable, modern a mere inconvenience = something that’s just a little bit troublesome or difficult (ie not very serious) apt = suitable, appropriate crawling [with examples] = full of, there are lots of [examples] there overwhelmed = strongly affected emotionally brutally honest = honest in a way that may be painful devalue = reduce the value or strength of something 5 Explain to students that they should do the exercise without any further assistance with vocabulary – they’ll be able to ask more vocabulary questions and / or look up words later. Remind them that they don’t have to know every single word to be able to extract the main information from a text. They do the exercise individually, then check in pairs. When they disagree, they should look again at the relevant part of the text to find the evidence. When checking answers, elicit each answer from a different student and ensure that they quote the evidence from the text to support their answer.

Tip: Being a good reader includes being able to cope with a text without necessarily knowing all the vocabulary, so make sure students get plenty of practice at that. Don’t be tempted to answer all their vocabulary questions from the beginning – do at least some comprehension tasks beforehand.

4 An unpleasant or embarrassing truth, eg your new outfit / hairstyle looks awful, your essay was hopeless, you’re completely unsuited to this job, your behaviour has caused a lot of problems, you don’t stand a chance of winning / succeeding, etc Extra idea: Ask: What other phrases could we use to give unpleasant information apart from ‘to be brutally honest with you’? (I’m sorry to say …; I’m afraid …; I hate to say this, but …; I’m not being funny, but ...)

Answers 1 T

2 T

3 F

4 T

5 F 6 T

7 T

(lines 11–18: ... began on the street … by ‘street’ I mean … Facebook status updates, tweets, hashtag trends and dialogue between fully grown adults trying to be cool ...) (lines 24–27: Missing a train or a bus is not an epic fail. An epic fail was the sinking of the Titanic … ship.) (lines 29–32: ... the words ‘immense’ and ‘awesome’. They’re misused so often, their meanings have almost corrupted.) (lines 41–52: ... things that make me catch my breath … chocolate from the shop as an unexpected gift … Kind, yes. Generous, even. But not awesome.) (lines 60–61: The workplace is now crawling with examples of this.) (lines 69–74: An ex-colleague of mine had a habit of using ‘to be brutally honest with you’ when she had very ordinary news to deliver.) (lines 81–84: Unless we limit superlatives, we devalue our language, leaving us without adequate adjectives suitable for remarkable occasions.)

Note: When checking the evidence for question 1, refer students to the Glossary at the end of the text or explain the term zeitgeist, which is a German word sometimes used to mean the ​ general set of i​deas, ​beliefs, ​feelings, etc that’s ​ typical of a ​particular ​period in h ​ istory. 6 Students discuss their two chosen questions in groups. Groups can report their ideas to the class. Draw attention to the cartoon below the exercise, too.

Answers 1 The sinking of the Titanic when it was marketed as unsinkable (= impossible to sink).

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TAKEAWAY LANGUAGE This exercise focuses on colloquial phrases used in the article. Students match up the expression parts and then the meanings. Suggest they try it from memory, then look in the article to confirm the expressions and likely meanings before checking in pairs. Write the complete expressions on the board during class feedback.

Answers 1 a marked difference = a very big / significant difference 2 grasp at straws = try anything in a desperate situation 3 hit reply = send a response to a message or email 4 bring out the big guns = use your most powerful tools / people 5 the wow factor = a quality that makes you go ‘wow!’ 6 the worst offenders = things which are the biggest problems 7 pause for thought = stop to think 8 everyday occurrences = things that happen every day Extra ideas: Allow students to ask which words or phrases they’d like explanations for, or check their comprehension of the following by supplying a list of definitions on the board for them to find the words or phrases in the text, or supply the list of words and phrases. Verbs intervene = take part in to change the result resort to = do something because you can’t find any other solution precede = come before misuse = use wrongly corrupt = change in a negative way

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Adjectives and adverbs immense = very big (literal) subjective = based on personal feelings and opinions objective = not influenced by personal feelings and opinions vastly = greatly similarly = in the same way peculiar = strange adequate = enough More questions for further discussion: 1 The article says that One of things that makes language fascinating is that it’s always evolving. Do you agree? Why? / Why not? 2 Should some changes in language be prevented? If so, what kind of changes? Why? / Why not?

Speaking and writing 1 Students read the short text, then, over a period of two days, follow the instructions. They should do it for the language spoken where they are, either English or their own language. Allot a few minutes in the following lesson for students to compare their findings in groups. 2 Students follow the instructions to present their findings in a written report. They could do the writing in class or at home. If necessary, assist them with the planning, sections and headings. You could show them some reports on other subjects. Point out that reports are usually written in fairly formal, factual, unemotional style, which means they could make use of passive verbs. As a roundup activity, ask them to summarise the similarities and differences between the different reports.

Grammar Modal verbs 1 Point out that several verbs will match with each idea, not just one. Students do the matching task individually, then check in pairs. Monitor the pairwork to see if they’re going to need more support on modals and if so, in which areas of meaning.

Answers 1 can / can’t, could / couldn’t 2 can / can’t, could / couldn’t, may / may not, might / might not, should / shouldn’t* 3 must / mustn’t, can / can’t 4 must, have to / don’t have to 5 can / can’t, may / may not, could / couldn’t, mustn’t 6 should / shouldn’t, ought to / oughtn’t to 76

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* Note that we can use should / shouldn’t to express a fairly confident expectation that something is the case, ie somewhere between possibility and certainty, eg Jane should be at home now – she usually is at this time. Ivan shouldn’t be late – he rang an hour ago and he was already on the bus. 2

SEARCH AND THINK Give students a few minutes to search through the article for examples of modal verbs matching the ideas listed in 1.

Answers we have to intervene (line 4) – obligation they really ought to know better (lines 17–18) – something is advisable You may have seen it (line 20) – possibility (about the past) someone bringing you back a bar of chocolate … could be awesome (lines 48–50) – possibility SWMA may be more apt (line 57) – possibility (about the present) we should all communicate (lines 75–76) – something is advisable may have seen is in the past. 3 Elicit and write on the board the modal verbs in 1 that weren’t in the article (can, can’t, couldn’t, don’t have to, must, mustn’t, shouldn’t, oughtn’t to, may not, might, might not). Students work in pairs to create five sentences using them. Then pairs join to make groups of four and exchange sentences. They should try and identify which of the ideas from 1 each sentence is an example of. Monitor the pair- and groupwork, clarify any uncertainties on modal use and make a note of common problems. You can address these with the whole class at the end of the activity. Extra idea: For more practice, play a ‘modals’ game in groups of four or five. Supply each group with 16 small blank cards. Students write a different modal verb from 1 on each card, then shuffle the cards and place them face down. Students take turns to pick up a card, and say a sentence including that modal verb. If the sentence is correct, the student keeps the card; if it’s incorrect, the card goes back to the bottom of the pile. The other members of the group are the judges of correctness, but can ask you for help in deciding if they can’t agree. The student who has collected the most cards at the end is the winner.

4

PREDICT Students talk about the questions in pairs. Draw their attention to the picture above the article, too.

5 Students read the article and check their answers to 4.

Answers 1 Some modals are very negative when they form part of our internal dialogue, especially I can’t, which stops us from achieving; modals of obligation and advice, like must, mustn’t, should, shouldn’t, ought to, ought not to, put a lot of pressure on us, and when used in the past, they make us feel bad about the past (should(n’t) have, ought (not) to have). 2 Mind your modals means ‘watch out for your modals’; in other words, be careful of how and when you use modal verbs. It’s important because they can have a very negative effect (see answer to question 1 above) if we’re not careful – they can limit us or the person we’re talking to and make us and them feel unhappy and stressed. 6

THINK Allow students half a minute to think about the questions and choose the one they want to discuss. They should then form small groups with other students who have made the same choice. Allow a couple of minutes for the groups to discuss the question, then report back to the class.

MA More capable students could discuss both questions.

Listening 1

PREDICT Ask for suggestions for ways of ‘minding our modals’.

2

1.25 Students listen to the recording, find out what advice a life coach gives about strategies for minding our modals, and make some notes in answer to the question. They can listen a second time to add to their notes, then check in pairs.

Extra idea: Alternatively, split the task, with four different groups of students listening out for advice on the four different sets of modals. Check in groups, then regroup and report.

Answers 1 Notice when you use can’t, identify if you mean can’t or don’t want to. When you say can’t about something we want to do, ask yourself What would help? or What would make it possible?, so you focus on solutions. 2 Ask yourself Is it really necessary? or What makes it necessary? 3 Ask yourself Who says? and establish whether it’s in your best interests. 4 With ought to or should, you can change them to could whenever you can. So instead of saying I should do that, say I could do that, so it becomes something that’s possible, not something you’re obliged to do, so there’s no pressure.

Transcript presenter Hello and welcome to Language Alive. With me in the studio today is Annie Banks. Annie is a life coach, and she’s going to be telling me about how changing the words we use when we talk to ourselves can change the way we think and feel. Good morning, Annie. Nice to have you here. annie Nice to be here, George. presenter So, what’s the problem with verbs like can’t and must, etc? We use them all the time, don’t we? annie Well, yes, and that’s the problem. We don’t think twice about them and yet they can really influence how we think and behave. presenter Can you give us an example? annie Take can’t for instance. If I go round telling myself I can’t do something, then I’m not even likely to try to do it. Result? I’m proved right in thinking it’s not possible! presenter OK. So what can we do about that? annie Well, the first thing is to begin to notice when we use these verbs. And just check if that’s what we really mean. With can’t, you need to ask yourself if you really mean can’t or if you mean don’t want to. Don’t want to is a choice and that’s fine. Can’t is a limitation. It’s saying you have a lack of ability, and that’s not fine. presenter It’s tricky to notice your own language though, isn’t it? annie Yes, it is, especially when it’s just thoughts in your head! But you can do it! There are some useful questions you can ask yourself, too. If you catch yourself saying can’t about something you really want to do, a couple of good questions to ask are What would help? or What would make it possible?. presenter So you’re looking for solutions rather than getting stuck in the problem?

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Exactly! What about other words? annie Well, with must and have to, a great question to ask yourself is Is it really necessary?. presenter Or What makes it necessary?. annie Yes, you’re getting the idea! And another really good question for verbs like must and mustn’t is Who says?. presenter Who says? annie Yes, Who says you mustn’t speak your mind?, for example – because these obligations often come from the outside world – from somebody else – and they may no longer be helpful or in your best interests. presenter Yes, that’s interesting. They’ve passed their sell-by date! annie Exactly! That’s a very good way of putting it! presenter And what about ought to and should? annie Well, if you find yourself using ought to or should, you can change them to could whenever you can. So instead of saying I should do that, say I could do that. That makes it something that’s possible, rather than something you’re obliged to do, and it feels very different. It doesn’t put you under any pressure. presenter Oh, I think I should start doing that immediately! annie Yes, you could start doing that right now! annie



presenter

3 Students do the activity in pairs, following the advice in the recording from 2. Make sure students understand that they’re challenging their own inner voice, not someone else. Point out the example given for guidance and encourage students to expand their challenges with an explanation or justification. Monitor students as they work, then pairs compare answers. Accept any correct variations in their answers.









2 If I tell myself I can’t do something, I won’t try, so I’m proved right that I can’t do it. (= what happens is evidence that what I said was true) 3 It’s good to focus on finding a solution instead of getting stuck in a problem. (= reaching a point where you can’t find a solution) 4 Obligations from other people might not be in your best interests. (= the best thing for you, bringing some benefit to you) 5 The obligations may no longer be relevant – they’ve passed their sell-by date. (= are out of date and no longer relevant or useable) Then students create their examples in pairs.

Vocabulary Expressions with can’t FINISH IT Check that students understand the meaning of the five expressions – elicit or explain the meanings, and elicit what verb form follows each one (1, 2, 3: + -ing form or noun; 4, 5: + infinitive). Students individually make true sentences about themselves, then compare in groups. You could ask each team to appoint a spokesperson to report back to the class. Song link Elicit what the class knows about Elvis Presley and if anyone knows the full title of the song. Finding and listening to it could make an enjoyable homework task.

Answers He can’t help falling in love with you. 1 That only fools rush in. 2 To the sea Extra idea: Copy the lyrics and leave some gaps for students to complete when they listen to the song.

Suggested answers 2 We could be on our best behaviour, if we want. 3 Who says? It’s not necessary to look good all the time. 4 What would make it possible? I could get my friend to help me learn. 5 Who says? We can spend what we like – we have plenty! 6 I could go to Pilates classes, if I have time. 4

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TAKEAWAY LANGUAGE This focuses on some colloquial language from the listening. Help students to guess the meanings of the phrases, by quoting or paraphrasing the context from the transcript, eg 1 Annie says we don’t think twice before using words like can’t and must. (= hesitate) Unit 3

Culture notes • Elvis Presley (1935–1977) was an American singer and actor, now regarded as an important cultural icon and one of the most celebrated and influential musicians of the 20th century. He is often referred to as ‘the King of Rock and Roll’ or simply ‘the King’. He was commercially successful in many genres, including pop, blues and gospel, and is the best-selling solo artist in the history of recorded music. He was famous for his energised interpretations of songs and sexually provocative performance style, his chart-topping records, successful network television appearances, and his Hollywood films and their accompanying soundtrack albums.

• The song I can’t help falling in love is a wellknown pop ballad recorded by Presley, and featured in his film Blue Hawaii (1961). The melody is based on a popular 18th-century romance, Plaisir d’amour, by Jean Paul Egide Martini, and topped the British charts in 1962. During the following four decades, it was recorded by numerous other artists, including British reggae group UB40, whose 1993 version topped the US and UK charts, and Swedish pop group A-Teens.

Speaking and writing 1 Students read the poem and answer the questions in pairs. 2

1.26 Play the recording for students to check their ideas.

Answers 1 1 up 2 your mouth full 3 your nose 4 up 5 please 6 door behind you 7 your feet 8 hankie 9 out of your pockets 10 up 11 straight 12 thank you 13 interrupt 14 you’re funny 15 off the table 16 Can’t you make your own mind up about anything? 2 See gap 16 above 3 Tell someone repeatedly to do something, nag 3

In groups of about four or five, students prepare to perform the poem: they decide how they’ll share out the lines, and whether they’ll include actions, gestures or mime as part of the performance. They learn their lines, rehearse and then perform for the class.

MA Weaker students can be given fewer lines to remember, or use a script to help them. 4

YOUR STORY Students tick the poem and make a list as instructed, then share their ideas with their group. Encourage them to add other common things that parents say to children in their culture that don’t appear in the poem.

5

VIDEO OPTION Students work in pairs to brainstorm ideas about things that children say, but then they write their own short poem individually. Suggest they give their poem an appropriate title. They then film themselves reading their poem, with appropriate gestures, and if they want, share their video clip with the rest of the class.

Tip: Encourage students to upload and share their video clips, but give them the option of doing it or not, so that they feel they have some autonomy.

Take a break You could use this section at any time in the lesson, not necessarily at the end. One logical point would be immediately after the listening section where students learn about how to challenge damaging negative thinking patterns. This is related, since it’s based on the idea that positive thinking (I can) is empowering. Give students a few minutes to think of something they want to do and focus on their ability to do it. They could then share their idea in groups – both what they want to achieve and how this activity made them feel.

Lesson 3 Favourite words pp36–37 Aims The focus of this lesson is to practise using cleft sentences for emphasis, and explore the subject of the comparative popularity of different words.

Warm-up Ask: Do you have a favourite word in your own language? Elicit suggestions from anyone who says yes; find out what it is, what it means, and why they like it. Keep this warm-up activity brief and in whole-class format. There will be chances for students to talk more extensively about favourite words in pairs and groups later in the lesson – this is just to get them thinking about words in this way.

Speaking and writing 1 1 Allow a few seconds for students to look at the picture of the face and write down the first four adjectives they see in it. They’re not supposed to spend time searching. Then they discuss the questions in pairs. Get brief feedback from a number of pairs to establish whether they felt the words described them or not. 2

PREDICT Students read and then answer the question. Quickly elicit several suggestions from the class, with brief reasons.

3

1.27 Students listen to check their predictions, then in pairs decide what the most beautiful word was according to the survey. (The word is not actually mentioned, but it can be easily deduced from what is said about it.)

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Answer mother

5 Give pairs a few minutes to guess the words from the letters given and the clues. Then write them on the board. Students continue to discuss their opinions of the words for another minute or so.

Transcript Well, I’m really surprised that so many people said it was their favourite word. It isn’t a particularly beautiful-sounding word. b Oh, I disagree. I like the way it sounds. It’s very soft and gentle. The sound of the word fits with its meaning. And it’s a very important concept. Perhaps that’s why people chose it. c Yes, she is usually the first person we know, and it’s often the first word we say. In fact, for most people, she’s probably the most important person in their life. It’s a word that inspires really deep feelings. So it makes sense it should come top. a I’m not sure. It’s difficult in surveys, isn’t it? Sometimes people give the answer they think they should give or that people expect them to give, rather than one they actually want to give. I don’t think native speakers would have chosen it. Perhaps non-native speakers chose it because it’s simple? c And perhaps because many people live in quite matriarchal societies, where she is a very important figure. What about the word father? Where did that come? b Nowhere. It wasn’t on the list at all! c Really? And how many words were on the list? b Seventy.

Answers

a

4 Students discuss the questions in pairs; play the recording again (if they want) for them to confirm their answers. Tip: Sometimes allow students to decide whether they need to hear the recording again or not. That way, they avoid getting bored if they’ve already understood everything and completed the task; if they haven’t, they get the support they need and feel a sense of control.

Answers 1 It’s soft and gentle; the sound fits the meaning; it’s an important concept; she’s the first person we know; it’s the first word we say; she’s the most important person in our life; it inspires deep feelings; it’s very important in matriarchal societies 2 It’s not particularly beautiful-sounding.

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2 passion 3 smile 4 love 5 eternity 6 fantastic 7 destiny 8 freedom 9 liberty 10 tranquillity 6 Students follow the instructions, first on their own (1), then in pairs or threes (2), and finally in small groups (3). Allow a reasonable time for the writing – eg ten minutes – remembering that group writing will inevitably take a bit longer than individual writing. Suggest a rough length to aim at – eg 100–150 words – but point out that quality is more important than length in this activity. Finally a group member is appointed to read out the story to the rest of the class, and the class votes for the best story.

Monitor groupwork to make sure students are working collaboratively and assist where necessary: if they get stuck, can’t agree on which words to choose, etc. Make a note of recurrent language errors with a view to dealing with them later. Ask: If you do this exercise in your mother tongue, are the words you choose the same or different? Extra idea: Use the face at the top of page 36 (where students found four adjectives in 1) as a vocabulary wordsearch activity. They could compete to see who can find the most adjectives in the face within a time limit of two minutes. The student with the most writes the list on the board, and other students suggest other items to add. You could focus on the meaning of tricky ones as the list on the board is built up. Adjectives in the face: calculating, caring, charismatic, compassionate, courageous, critical, dependent, dramatic, eccentric, elegant, eloquent, empathetic, genuine, graceful, grave, happy, helpful, honest, impatient, insecure, lethargic, lovely, loyal, naïve, outgoing, outspoken, overdramatic, passionate, patient, peaceful, polite, reserved, restless, romantic, secure, sentimental, steady, stubborn, sullen, sweet, talented, thoughtful, tired, trusty, understanding

Reading

3 That effort was top for older people and freedom much lower, whereas freedom was top for younger people in their twenties. 4 That security was so high and freedom so low.

1 Students read the article, identify the questions and think of possible answers. Check they’re all clear on what the questions are: 1 Why was there such a difference in the top words and the position of the word freedom between young and old Japanese people (freedom top for young people, much lower for older people, with effort being their top word)? 2 Was the fact that security came third and freedom so low in the Americans’ choices a sign of changes in Americans’ world and their concerns? 3 What were the implications of the fact that words like compensation and acknowledgement were so popular among Americans? Did they feel entitled to these things? 4 What words did Michalko expect to see that weren’t there?

Then give students a few minutes to compare answers in pairs.

Suggested answers 1 For the older generation, success through effort and hard work is most important. For the younger generation, their freedom matters most. 2 It could be that in this age of terrorist attacks, Americans now value security above freedom. 3 American society is now a ‘blame culture’, where people expect to be compensated when things go wrong, even when it’s an accident and no one is at fault. 4 Words that Michalko might have expected to see: honour, pride, honesty, integrity, kindness, responsibility, patriotism. 2

Students answer the questions in pairs from memory, without looking back at the article. They then reread the article to check their answers. At this point, you could give assistance with some vocabulary items students ask about or allow them to use dictionaries, eg aspirations, sincerity, security, prosperity, compensation, acknowledgement.

Answers 1 peace, love, freedom, health 2 thanks in the Japanese survey is a similar concept to acknowledgement and compensation in the American survey.

3 Students individually choose two words or phrases from the article that were unfamiliar to them but which they want to learn and use in the future. They compare their choices in small groups and explain why they’ve chosen these particular items. 4 Students decide on words from the article they could associate with the photo, and explain their choices. Accept all suggestions if they’re backed up with a valid reason.

Suggested answers freedom, peace, fun, health 5

PICTURE OPTION Students could do this in their own time outside the classroom, and share their photos with their group online or show them in a later lesson.

Grammar Cleft sentences 1 Students study the sentences and answer the questions in pairs. After checking the answers, ask: What verb would join the two parts of this kind of sentence if the first clause was in the present, eg ‘What strikes me … that the results are not very different …’? (= is)

Answers 1b

2 was

2 Students find the example in the article and identify the word used to join the two clauses.

Answer It was also the absence of many words he expected to see that surprised Michalko. The word that joins the two clauses. 3 Go through the example sentences with students, pointing out that both the that clause (that the kitchen was in a dreadful state) and the noun clause (the dreadful state of the kitchen) could be used in the first two sentences; in the third sentence, a noun clause fits more neatly; if you wanted to use a that clause to explain it, you would need to add the fact that … (It was the fact that the kitchen was in a dreadful state that shocked me.)

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Allow students to work in pairs creating sentences from the words given.

MA You could give weaker students a little more support by supplying the first word for them and suggesting some information options for them to choose from for the second clause.

Everyday English p38 Expressing preferences 1 Students look at the pictures on the page and tell a partner whether they like them or not.

Sample answers 2 What I really need is a lot more free time. 3 One thing that intrigued them was the anonymous letter left outside their house. 4 It was her sister’s possible reaction that she was really worried about. 5 What we are so pleased about is the fantastic response from the public.

Speaking and writing 2 1

THINK Give students a minute to read the questions and think about them on their own; they then form groups to compare and discuss ideas.

2 Allow sufficient time (eg a week) for students to conduct their surveys outside the class and write a short report of the results; they then present it to their group in a particular prearranged lesson. Make sure all students know the time frame and in which lesson they’re going to present their report. 3 This moves on to the related topic of least favourite, or most hated words. Students read the information and talk about the questions in pairs or small groups. In question 1, they should use dictionaries to check the meanings. For question 3, you could ask each pair or group to write their six words from question 2 on the board in rows. The most frequently recurring word on the board should be the class’s most hated word.

Did you know? Encourage students to speculate about why so many people find the word hashtag annoying.

Culture note People get annoyed by the inappropriate and excessive use of hashtag in speech – when it’s used to precede anything someone wants to draw attention to. The hashtag is only functional in Twitter, but there’s a growing trend for people to use it in other contexts, seemingly to show off how trendy they are, to make others think they’re part of the modern social networking community. 4

VIDEO OPTION Students do this individually either at home or in class, then share their video clip online.

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Extra idea: Students number the pictures 1–5 in order of preference. 2

GUESS In pairs, students talk about which works of art Jerome likes and which Marianne likes. As they don’t yet know anything about Jerome and Marianne, other than they are male and female, this is really an exercise in thinking of positive and negative opinions for each work of art.

3

1.28 6 Decide whether you’re going to use the video or simply play the audio (you may not have the video or the necessary video equipment). Students watch or listen to the conversation and find out who likes which works of art.

Answer Marianne likes the paintings, Jerome prefers the sculptures.

Transcript This is nice! Yes, I came in here by chance a few weeks ago and I thought you’d like it. marianne Yes, I do. Thanks for suggesting coming. The paintings are fabulous. jerome Yeah, they’ve got some nice stuff. marianne This one’s lovely. I love the colours. jerome Hmm, I think they’re a bit too garish, too bright. marianne Oh. Well, I like it. jerome I prefer my colours a bit more, oh, I dunno – muted? marianne Well, what about this one over here? Is this more your cup of tea? Not too bright? jerome Yeah, this one’s more my sort of thing. Although I find it a bit gloomy, actually! marianne Too garish and then too gloomy! There’s no pleasing you! jerome Well, I do quite like the sculptures. I’m more into sculpture than painting. marianne Yes, I know. But don’t you think that one’s gorgeous? jerome Hmm, it doesn’t do much for me, I’m afraid. Whereas I think this sculpture is the best thing here. What do you think of it? marianne Mmm, let’s just say it’s not one of my favourites. I don’t think it’s as good as that painting. jerome Oh well, I guess we’re never going to like exactly the same things, are we? marianne jerome

marianne I guess not! But it’s still fun to come out to the gallery together, though, isn’t it? jerome Yeah! We should do this more often – go somewhere nice at the weekend. As long as it’s not an exhibition of abstract art! marianne Oh, that’s a shame. I was going to suggest going to the Rothko exhibition that’s coming next month. jerome Oh … marianne I’m joking! Don’t worry! I won’t make you come to that. jerome Thanks! Maybe we could go and listen to some live music next time? That’s what I’d really like to do. marianne Yeah, sure – that sounds like fun. Let’s do that next Saturday, then. jerome Nice. I’ll find out what’s on.

4 Students decide if the phrases are positive, negative or neutral, then check with a partner. Make sure students understand the difference in strength of the phrases. Also point out how in English, negative comments are often rather indirectly stated and apologetic (not one of my favourites, I’m afraid).

2+

3?

4+

5–

6–

5 This focuses on language we use to compare and contrast. Students complete the sentences as far as they can, then listen to the recording again to check their answers.

Answers 1 too; too 4 the best

2 a bit more 3 a bit 5 as good as

6 Students write their sentences on their own, then share them in groups of three. Monitor their work and assist if needed. 7

Answer I guess we’re never going to like exactly the same things, are we? 9

P

Play the recording twice; students mark the stress, then compare in pairs. 1.29

Answers jerome

Well, I do quite like the sculptures. I’m more into sculpture than painting. marianne Yes, I know. But don’t you think that one’s gorgeous? jerome Mmm ... it doesn’t do much for me, I’m afraid. Whereas I think this sculpture is the best thing here. 10 P

Students answer this in pairs.

Answer

Answers 1+

8 Students try to remember the phrase. Replay the middle few lines of the video or audio recording that includes Jerome’s speech (around 1’15”), so students can hear it again without getting bored.

TAKEAWAY LANGUAGE In pairs, students try to remember what was being referred to, then they watch or listen again to check.

Answers 1 A painting that Marianne thinks is gorgeous; it doesn’t do much for me = I don’t really like it 2 A painting that Marianne finds that is less bright; your cup of tea = something that you like 3 The same painting as in 2; my sort of thing = to my taste 4 Jerome saying that he doesn’t want to go to an exhibition of modern art; that’s a shame = that’s a pity

The stressed words are emphasised – they become the most important words. They are also used for contrast (in I’m more into sculpture than painting). 11 P Students listen again, then practise the extract with a partner. Go round monitoring the pairs, encouraging them to keep to the rhythm of the recording and only stress the words stressed there. It may help to beat time with a pencil on a desk as they speak. If students aren’t getting the rhythm right, play the recording again, pausing after each sentence, for students to copy the stress pattern and rhythm closely. They can say it all together but address their partners in pairs so it feels more natural. Tip: Most learners find the stress timing of English very difficult to reproduce, especially if their L1 is a syllable-timed language. It may therefore be worth doing regular practice of short extracts of dialogues like this with a focus on stress timing and rhythm. Don’t be afraid to use choral repetition for short extracts for this kind of focus. 12 Give pairs a minute or two to decide their roles, how they could express their preferences using the phrases given and phrases from 5, and what reasons they could give for their preferences. Unit 3

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Monitor groups as they have their conversations and discreetly make a note of common problems with grammar or vocabulary. You can address these at another time so as not to lose focus in this lesson. Extra idea: Students produce written versions of their conversations. 13 ROLE-PLAY When you see ROLE-PLAY in front of an instruction, it indicates an opportunity for students to act out a dialogue or situation that they’ve just heard or seen, often substituting their own ideas and details. For more information about these exercises, see the Introduction, page 23. In pairs, students role-play a conversation with Jerome about options for weekend activities. Make sure that students swap roles, too. The student playing Jerome will be the one making most use of the phrases for expressing preferences, as he reacts to the suggestions.

Monitor the role-plays, but only interrupt if students are losing focus or going off track.

EXPLORE ONLINE Students do the research at home and share their findings in groups in the next lesson. They could capture pictures of paintings they find interesting on smartphones or tablets to show them to their group.

Answer Jerome wouldn’t like it because he doesn’t like paintings with bright colours.

Culture note Mark Rothko (1903–1970) was an American painter of Russian Jewish descent. Although Rothko himself refused to adhere to any art movement, he’s generally identified as an Abstract Expressionist. He was a prominent figure among the New York School painters, and he moved through many artistic styles until reaching his signature 1950s motif of soft, rectangular forms floating on a stained field of colour. Some of the works that he’s best known for are images which feature large, luminous colour blocks. Heavily influenced by mythology and philosophy, he insisted that his art was filled with content and ideas.

Did you know? Interested students could find out more about the Mark Rothko Art Centre in Latvia.

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4 UNIT FOCUS

Conflict and resolution GRAMMAR: adverb phrases; gerunds and participles; the future in VOCABULARY: hearing and listening; about war; arguments FUNCTIONS: strengthening opinions with examples and adverbs

Introduction p39

2 The British are fighting the Americans. 3 Winning the War of Independence was how the USA became established as a separate nation from Britain. Also, this incident inspired America’s national anthem.

Aims The focus of this lesson is to introduce the unit topic of conflict and resolution by focusing on the American War of Independence, words and phrases connected with war and boxing, and their uses in other contexts.

Transcript The painting shows an incident during the American War of Independence. In the painting, British ships are attacking a place called Fort McHenry on September the 13th, 1814, during the battle for Baltimore. On the morning of September the 14th, the defenders replaced their small flag with a really big one to signal their victory. A Washington lawyer called Francis Scott Key saw the flag and wrote a poem about it. That poem started to be sung to a tune written, ironically, by an Englishman. It is now The Star-Spangled Banner, America’s national anthem.

You first! Address the first question to the whole class to get a quick yes / no response (there will probably be a mixture). Students then move into pairs to discuss more detail on the Why? / Why not? question. 1 Use the painting to elicit the meaning of battle and bombardment. Students then look at the painting in pairs and talk about the questions. Encourage them to guess if they don’t know the answers. Avoid confirming or rejecting their ideas at this stage.

Culture note The painting is entitled Bombardment of Fort McHenry and was drawn by William Strickland (1788–1854) and engraved by William Kneass. Fort McHenry, in Baltimore, Maryland, was a coastal, star-shaped fort which successfully defended Baltimore Harbor from attack by the British navy in Chesapeake Bay, 13–14 September, 1814. 2





1.30 Students confirm their answers to 1 by listening to the museum commentary. When checking the answer to question 3, focus on the importance of the victory rather than the anthem, as this is covered in 3 below.

Ask also: On what date did this incident take place? (September 13, 1814) Who was attacking, and who was defending? (The British were attacking, the Americans were defending.) Who won the battle? (The Americans) What words told you who won? (their victory)

Answers 1 An incident at Fort McHenry during the battle for Baltimore (1814) in the American War of Independence

the past

3

Students answer in pairs, from memory. Only play the recording again if most of them can’t remember the answer.



Ask also: What was ironic, and why? (The fact that the tune to America’s national anthem was written by an Englishman is ironic, because the English were the enemies in the War of Independence.)

MA If weaker students need extra support, they could look at the transcript on page 142 of the Student’s Book.

Answer Francis Scott Key saw the big flag the Americans put up to signal their victory, and wrote a poem about it. This poem became the song The StarSpangled Banner, America’s national anthem.

Culture note The American War of Independence, known in the US as the American Revolutionary War, was a time when the British colonists in America rebelled against the rule of Britain. There were many battles fought, and finally the colonies gained their freedom and became the independent country of the United States. The war lasted from 1775 until 1783. In 1776, the Declaration of Independence announced that the 13 American colonies Unit 4

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regarded themselves as independent sovereign states forming a new nation, the United States of America, and were no longer under British rule. On 3 September, 1783, Britain and the United States signed a peace treaty, the Treaty of Paris, ending the war. Many factors had led up to the separation of the colonies from the government of Britain, but the major reason was that Britain had spent too much money on the French and Indian War and wanted the colonies to help pay back the debt. Britain began adding taxes on certain goods in the colonies. The colonists grew upset because they were being taxed while having no representation in Parliament.

8

1.31 Students listen, select the answer, then

check in pairs.

Answer c Extra idea: Ask more questions: Who was involved? (Nicola and the prime minister) Who won? (Nicola won the battle, ie this particular debate, but it’s not certain if she’s won the war, ie the election.)

Transcript Well then, Amy, what did you think of that? Who won that battle? amy Difficult to call, really, but I really admired Nicola and the way she came out with all guns blazing from the off. krishna Yes, she put the prime minister on the defensive right from the start. amy It looked like she was going to wipe him out – at least that’s what I thought at the beginning. I mean, she’s the kind of woman who takes no prisoners. When she attacked his economic record, it was like she was going in for the kill. He looked really unhappy for a minute. krishna Yes, but then he seemed to recover, and his counterattack was pretty impressive, wasn’t it? He totally demolished her argument about his record. amy I agree. His reply caught her off guard, don’t you think? She wasn’t expecting that. krishna Yes, that’s how I saw it. She thought that he would be shot down in flames. amy But he wasn’t, and when he went for her, he was right on target. krishna So, come on, then. Overall, who do you think won? amy Well, I think on points, I’d still give the victory to Nicola. She didn’t defeat him completely, but still … krishna Yes, I agree. She won the battle, but has she won the war? krishna

4 EVERYBODY UP! Students walk around and talk to as many other students as they can. Give a time limit and signal the end of it clearly. Students report their findings in groups. 5 Students complete the table with the words and phrases individually. 6 Students compare their answers in pairs and look up items they don’t know. Supply dictionaries, or students use their smartphones or tablets. Then assist with any phrases that students are still uncertain about. Tip: Let students decide which words they need assistance with, rather than going through all of them. This gives students some control over the lesson and also saves time. 7 In pairs, students make three lists, then check as a class. Point out that the lists show the original context of the words and phrases; most of them can be used more generally about conflict in other contexts, too. Be flexible when checking answers; the activity is just to get students thinking about the words and phrases, not to arrive at a definitive listing.

Suggested answers • about war: battle, come out with all guns blazing, shoot down in flames, take no prisoners, war • about boxing: catch someone off (their) guard, go in for the kill, have somebody on the ropes, punch above your weight, wipe somebody out • about both: attack, counterattack, deadly accurate, defeat, demolish, be on target, on the defensive, victory, win 86

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Pronunciation note Amy pronounces economic as /ekə ˈnɒmɪk/, but it can also be pronounced /ˌiːkəˈnɒmɪk/. The same applies to related words (economy, economical, economics). 9 Students listen again and tick the words and phrases from 5 that were used, then compare with a partner.

Answers

Background notes

(in order of occurrence) win, battle, come out with all guns blazing, on the defensive, wipe somebody out, take no prisoners, attack, go in for the kill, counterattack, demolish, catch somebody off guard, shoot down in flames, be on target, victory, defeat, war

• The Thiepval memorial is located near the village of Thiepval in Picardy, northern France, and serves as an Anglo-French battle memorial. It was designed as an arch representing the alliance of Britain and France in the Somme 1916 offensive against the German defensive front. On the uppermost part of the memorial building, the British flag flies on the northern side and the French flag flies on the southern side. This is representative of the British Army being in action on the northern area of the battlefield, north of the River Somme, and the French Army fighting south of the river. • The American War Memorial to dead Vietnamese soldiers was built in Hanoi, Vietnam, in 1993. The Vietnam War, also known as the Second Indochina War, and known in Vietnam as the Resistance War Against America (or simply the American War), took place in Vietnam, Laos and Cambodia from 1 November, 1955, to the fall of Saigon on 30 April, 1975. This war was fought between North Vietnam (supported by the Soviet Union, China and other Communist allies) and the government of South Vietnam (supported by the United States, the Philippines and other anti-Communist allies). • The Monument to the Dead of World War II was designed by architects Mark Netto Konder and Helio Ribas Marinho, and was completed in 1960 in Flamengo Park, Rio de Janeiro. The main vertical feature is the monumental portal, an abstract concrete sculpture 31 metres tall. • The Niños Héroes, also known as the Heroic Cadets or Boy Soldiers, were six Mexican teenage military cadets aged between 13 and 19. These cadets died defending Mexico at Mexico City’s Chapultepec Castle, which was then the Mexican Army’s military academy, from invading US forces in the Battle of Chapultepec (13 September, 1847), during the Mexican-American War. The Niños Héroes are also commemorated by a national holiday on 13 September.

10 Students discuss in small groups. 11 Divide the class up into teams. Opposing teams take turns to challenge each other, as in the examples. A correct response gains a point for that team; a wrong answer means the challenging team gets the point. Set a time limit, and when the time is up, teams compare their points. 12 LOOK AHEAD Students flick through the unit noting the lesson titles and in pairs talk about what aspects of war and conflict they think each lesson deals with.


Lesson 1 Remembering war pp40–41 Aims The focus of this lesson is to practise adverbs and adverb phrases, read about War Horse, and talk about ways of commemorating wars.

You first! Explain / Elicit the meaning of memorial; students then discuss the question in small groups. Encourage them to give further details by writing the following question prompts on the board: What is it called? Where is it? What does it look like? When did you visit it? Why? What exactly does it commemorate? Why is it important?

Speaking 1 Students read the descriptions; check they understand the verb commemorate. They then try to do the matching in pairs. When checking the answers, ask students how they managed to identify each one, and elicit or supply the name of the monuments and some background information about them (see Background notes opposite).

Answers 1 B the Thiepval Memorial 2 C the American War Memorial to dead Vietnamese soldiers 3 D the Monument to the Dead of World War II 4 A the Niños Héroes monument

Extra idea: Ask students to tell each other about war memorials in their own countries, as long as this isn’t too sensitive a topic.

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2 Students discuss the questions in small groups. For question 3, you could encourage students to think about other ways to commemorate wars, eg national holidays, memorial services, military parades, paintings (eg Guernica, the famous Picasso painting representing the horror of the bombing of the Basque town during the Spanish Civil War), music, poetry (eg British war poets like Wilfred Owen, Siegfried Sassoon), etc. Students could draw on their own culture for examples, too; in a multilingual class, this could be an interesting exchange of information.

Reading 1 Students read the extract, answer the questions and check in pairs.

Answers 1 Joey, the horse 2 We know Joey was nervous and a bit scared, he was wet, and he’d been injured or mistreated, as the skin had been rubbed raw on his face. 3 We know Albert was gentle and kind to the horse, and was going to look after him; his father had been involved with horses all his life; he probably still lived with his parents. 2

GUESS Students guess in pairs and share their ideas with the class. Don’t confirm or reject any guesses, as confirmation comes in the text in 3.

3 Students read the information and check their guesses to 2 in pairs.

Answer The extract is from War Horse, written by Michael Morpurgo, which tells the story of the awful wartime experiences of Albert and his horse Joey, who is taken away to be used in the First World War. 4 Students work in pairs and use the information in the text to answer the questions as if they were the author, Michael Morpurgo. Point out the horse puppets in the photo on the same page.

Suggested answers 1 I’d always wanted to write a book about the First World War. Then one day I was on the holiday farm that my wife and I run for city children, and I saw a boy who hardly spoke to anyone talking enthusiastically to a horse. At about the same time, I met some old people who remembered thousands 88

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of horses being used in the war. Also, by chance, I saw a painting of horses in battle. These all inspired me to write War Horse, a story for children. 2 When his horse Joey is taken to be used in the First World War, Albert joins the army to find him and bring him home. The story tells of their awful experiences during the war. 3 As a play using puppets in London’s West End, and as a film 5 Students discuss the questions in pairs. You may wish to supply some extra background information about War Horse.

Background note The book War Horse was written in 1982. The film was released in 2011 and had mixed reviews. The British play War Horse was first staged in London in 2007 and has had rave reviews. It’s particularly noted not just for the moving story but also for the remarkable lifesize horse puppets created by the Handspring Puppet Company. They are manipulated by three handlers dressed in period costumes, and are so lifelike that they seem to breathe, snort, feed, walk, gallop and rear up just as naturally as real animals. It’s the horse puppets that are the main characters in the play. The play has been a smash hit around the world, having played more than 3,000 performances and toured major cities around the world. Extra idea: Students find a YouTube extract from the play War Horse in order to see the incredible horse puppets in action.

Did you know? Make sure students understand the word cavalry. Students who are interested could find out more information about the use of horses in war.

Grammar Adverbs and adverb phrases 1 Check that students understand the function of adverbs and adverbial phrases (to modify, or give more information about a verb or an adjective), and elicit a few more examples of common adverbs and adverb phrases. Students work in pairs to find and underline adverbs and adverb phrases in the two reading passages in this lesson. To check, elicit answers round the class and write the list on the board. Leave the list on the board in order to use it when checking 3.

Answers Reading 1: gently, immediately, not a little, against the wall, at first, at once, first, then, all the while, together (x2), After a bit, gently, then, onto my face, all the time, out of the stable, broadly, kindly, only, then, again, in the morning, never, from outside, never, all his life, just Reading 3: always, one day, hardly, enthusiastically, At about the same time, in the war, coincidentally, to war, immediately, home, through the horrors and suffering of the conflict, as a play, in the end, later 2 Draw students’ attention to the different categories of adverbs and adverb phrases in a–e, and elicit one or two examples of each category to make sure they see the distinction. Students then read the report and categorise the numbered adverbs and adverb phrases. They check in pairs, then as a class to confirm answers.

Answers a) b) c) d) e)

manner: 6, 9, 13 time: 4, 10, 14 frequency: 2, 7 place: 1, 5, 12 degree: 3, 8, 11, 15

3 Students work in pairs to categorise the adverbs from 1.You could use the list on the board from 1 to check this exercise, by writing m, t, f, p or d (manner, time, frequency, place, degree) by each one.

Answers manner: gently, together, broadly, kindly, enthusiastically, coincidentally, as a play time: immediately, at first, at once, first, then, all the while, after a bit, all the time, in the morning, all his life, one day, at about the same time, in the war, through the horrors and suffering of the conflict, in the end, later frequency: again, never, always, hardly place: against the wall, onto my face, out of the stable, from outside, to war, home degree: not a little, only, just 4 Use the example sentence to demonstrate the exercise, and elicit a few alternatives from a selection of students. Students rewrite sentences 2–6 individually, then share their answers in small groups. Monitor them as they work individually and in groups, assisting where needed and taking note of any common problems with adverbs and adverb

phrases. You may wish to deal with these with the class as a whole, before moving on to the speaking section. MA You could supply weaker students with some questions to prompt the adverbs and adverb phrases they should supply, eg 2 How often? When? Where? 3 How interested? Since when? That live where? 4 How much? Doing what? How? Where? 5 When? How often? Taking place where? 6 How much? Working where? When?

Speaking 1 Students discuss the questions in groups and keep notes of their ideas. Monitor groupwork and assist where needed. 2 Groups prepare their presentation as instructed and divide the roles. Make sure that any resources or presentation aids they might need are available, eg a PowerPoint projector. 3 Groups make their presentations to the class, using PowerPoint if available. Alternatively, they could video their presentations and share them electronically. The class could vote on the best presentation. MA If some students are reticent about taking part, encourage them to say just one line in the presentation. This will give them confidence for future work of this type.

Lesson 2 War stories pp42–45 Aims The focus of this lesson is to revise the use of gerunds and participles, practise vocabulary connected with hearing and listening, and to continue the topic of war. Students read extracts from a book about the Second Indochina / Vietnam War and an article about the role of women in warfare, and also discuss and write about the arguments for and against war.

You first! Ensure that students understand what a war correspondent is (refer them back to the text in 2 on page 41 if necessary). They then discuss the question in small groups for a few minutes. Elicit the main reasons for and against from the class.

Reading 1 1 Students read the paragraph and answer the question, then check in pairs. Avoid going into detail about other American films about the Vietnam War at this point, as students have a chance to research these later in the lesson in Explore online. Unit 4

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Answer Platoon, the film advertised in the poster, is one of the many American movies about the Second Indochina / Vietnam War that are referred to in the paragraph as being influenced by Michael Herr’s book Dispatches. Extra idea: Ask more questions about the paragraph and the poster: 1 What was Michael Herr’s profession? (journalist) 2 How did he find out what fighting the Vietnam war was like? (He lived with the US army in the jungles of Vietnam in 1968.) 3 What does the film poster show? (A burning jungle and soldiers fighting in the background, and an injured, burnt man in the foreground raising his hands to the sky, maybe in agony or despair) 4 Have you seen the film? If so what was it like?

4 Students decide on the answers individually, then compare with a partner before class feedback. If there’s any disagreement about answers, they should justify their responses.

Answers 1C

2 Students read the three extracts from Dispatches and try to understand as much as they can. They’re likely to find them quite challenging, so reassure them that the American idioms and army slang are not language that they’re expected to know or learn, but with the help of the glossary notes and some guessing, they should be able to understand the general meaning of the extracts. 3 Students read the extracts again and discuss the question in pairs.

Answer The extracts are all about being in the jungle.

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3A

4B

5B

6C

5 Point out that many of these words and phrases are used in specific ways and are not general vocabulary items that need to be learnt. What is important is that students should be able to use the context where they appear and the list of meanings to deduce what they mean. Demonstrate how they can use the context in this way with the first item, Beyond. Then students work with a partner to find items 2–11 and decide on the best meanings. When checking, students should explain what context clues they used to reach their answer, particularly if not everyone agrees.

Answers 1a 9g

Culture notes • See the Culture notes on page 87 for more on the Second Indochina / Vietnam War. • Platoon is a 1986 American film directed by Oliver Stone about a young recruit (played by Charlie Sheen) in Vietnam who faces a moral crisis when confronted with the horrors of war and the duality of man. The film is often remembered for its soundtrack, which featured a very evocative use of Samuel Barber’s Adagio for Strings. • See the Culture note for Explore online opposite for more information on other films about the Vietnam War.

2A

6

2c 3d 4e 10 b 11 i

5k

6h

7j

8f

THINK Students think about the questions for a minute, then discuss them in small groups.

EXPLORE ONLINE Students can do the research at home or in class using smartphones or tablets. Encourage them to find out some basic information about the movies, eg date of release, director, cast, plot, message.

Culture notes • There are a huge number of American movies about the Vietnam War; some of the most famous are The Deer Hunter (directed by Michael Cimino in 1978) starring Robert De Niro; Apocalypse Now (Francis Ford Coppola, 1979) starring Marlon Brando, Robert Duval and Martin Sheen; Good Morning Vietnam (Barry Levinson, 1987) starring Robin Williams; Full Metal Jacket (Stanley Kubrick, 1987) starring Matthew Modine and Adam Baldwin; Born on the Fourth of July (Oliver Stone, 1989) starring Tom Cruise. • Michael Herr, author of Dispatches, also wrote the screenplay for Full Metal Jacket and contributed to Apocalypse Now.

Grammar Gerunds and participles 1

SEARCH AND THINK Go through the difference between gerunds and participles using the examples given in a) and b). Check the meaning of words in the box that might be difficult (eg breathe, dwindle down, fade away, take off). Students then search through the three extracts to find examples of the verbs in the box – all with -ing endings – and decide from the way they are used if they’re gerunds or participles. You may need to point out that two verbs (leave and stand) occur in two of the extracts, but it’s not essential, as they have the same function in both. They can check in pairs before class feedback.

MA For the benefit of weaker students, do the three items in Extract A with the class to demonstrate the process. Tip: You could pair up weaker students with stronger ones who can help them with tricky tasks. Avoid doing this too often, though, or the novelty will wear off and it might become discouraging.

Answers Extract A: flying (gerund), doing (gerund), standing (participle) Extract B: standing (gerund), taking off (participle), leaving (participle) Extract C: dwindling down (gerund), fading away (gerund), leaving (participle), straining (participle), moving (participle), waiting (participle), breathing (participle) Extra idea: Students find other -ing forms in the extracts and identify their function (ie expecting (Extract B); picking up on, hearing, coming, going, living, sweating (Extract C) – they’re all participles). 2 Students imagine they’re one of the people and, in pairs, list what they like, don’t like and hate about their life and work. They could write the sentences in pairs in class, or on their own at home. They then share their sentences in groups. Extra idea: Students expand their sentences into a blog entry by the person of their choice, then share their entries online.

Vocabulary 1 Hearing and listening 1 Students work in pairs. During class feedback, check the exact meaning of each word or phrase.

Answers 1 overhear 2 audible 3 listen 5 eavesdrop 6 make out

4 hear

2 Students use dictionaries (print or digital) to find out the meaning of the expressions, then check in pairs.

Answers 1 There was complete silence, because everyone was either shocked or listening with great interest. 2 Wait till I’ve told you all the information before you give your opinion. 3 I don’t know anything about him, not even his name. 4 They won’t follow sensible advice. 5 My condolences, I’m sorry that you’ve had bad news. 3 Go through the example to demonstrate the task. Students work in pairs to outline situations where the expressions might naturally be used. Ensure they understand that at this stage they’re just writing one or two sentences to describe the situation. They’ll go on to expand these in 4. 4 Pairs work with another pair. They vote on the best situation for each expression, then choose two of them and follow the instructions for writing a short script for each. They act out the scene for the class, or video themselves acting it and share it online.

Reading 2 1 Students read the article quickly in order to work out who the people in photos A–D are, then check in pairs and discuss what clues they used.

Answers A Baroness Frederika Charlotte Riedesel B Alex Crawford* C Thea Rosenbaum D Martha Gellhorn The clues are the dates in the text, the clothes and hairstyles in the photos, and the type of picture (painting, colour photo, black and white photo). * From the clues in the text, students may also think this is Zeina Khodr.

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2 Students read the article again to find the answers, then check in pairs.

Answers /eɪ/

changing, daily, dangerous, places, same, made, famous, place, lady, females, way, angel, chaos, greatest, Hemingway, braver, today, amazing, female, Zeina, take, celebrations, changed, major, paid, faint-hearted /aɪ/ line, frightening, Michael, wife, described, fight, like, electrified, time, riding, I’m, flying, why, 1990s, highly, sometimes /əʊ/ though, most, Rosenbaum, told, though, wrote, soldier, also, only, told, zone, hoping, no

Tip: Set a time limit for information-seeking tasks like this to encourage students to scan the text quite fast to locate the information they need – which is a useful reading skill.

Answers 1 2 3 4 5 6 7 8 9

Major news outlets Zeina Khodr Reporting from a war zone Alex Crawford Baroness Frederika Charlotte Riedesel Martha Gellhorn Thea Rosenbaum Baroness Frederika Charlotte Riedesel Alex Crawford

3 Students work in pairs to figure out the meaning of the words and phrases in blue. Allow them to check in dictionaries only after they’ve made a reasonable attempt at deducing the meaning from the context.

4

1 This focuses on the difference between the four words battle, engagement, skirmish and war. Students complete the sentences, then compare with a partner. They can check in a dictionary after having made their choices. If necessary, point out that one of the items (battles) needs to be plural.

Answers

Answers

the front line = the military line or part of the army that is closest to the enemy helmet = hard, padded protective hat off limits = something that people are not allowed to touch / attack news outlets = publications or broadcast programmes telling the news freelancers = people who sell their work by the hour or day and don’t have a regular job with one employer faint-hearted = lacking courage, timid

1 war 2 battles; skirmish 4 engagement

This exercise focuses on the diphthongs /eɪ/, /aɪ/ and /əʊ/. Use the examples in the rubric to make sure students are aware of the three diphthong sounds and can hear and say the difference between them. Students work in groups of three and follow the instructions. If the class does not divide equally into threes, allow groups of four, with two weaker students in each group working together on the same sound. Monitor the groupwork and check students are pronouncing the diphthongs correctly. You could use choral repetition of more words containing the target sounds if they need more practice.

P

Tip: When monitoring pair- or groupwork, focus on the language point being practised. Don’t confuse students by correcting a number of other mistakes, too. 92

Vocabulary 2 About war

Unit 4

3 war

2 Students work individually, focusing on compound words with war.

Answers people: war correspondent, war criminal, war hero, war veteran places: war grave things: war crime, war wound 3 Students compare their answers to 2 with a partner, confirming the meaning of the compounds in a dictionary in necessary. In their pairs, they each choose three of the compound words and write a sentence using each one, then share their sentences. MA Weaker students could be given a jumbled list of definitions to choose from to help them find the meaning of the words.

Speaking and writing 1

ROLE-PLAY Elicit the names of the women war correspondents mentioned in the article in Reading 2 and which wars they were involved in or countries they reported from (Baroness Frederika Charlotte Riedesel – American War of Independence; Martha Gellhorn – various 20th-century wars; Thea

Rosenbaum – the Vietnam War; Zeina Khodr – Syrian conflict; Alex Crawford – Libya). Divide the class into two roughly equal groups; within those groups, pairs think about questions and answers as instructed. Each student in Group A should end up with a list of interview questions, while each student in Group B should have some notes of answers to likely questions. Regroup the class in A+B pairs to act out the interview. 2

VIDEO OPTION Students individually choose and research a battle or war from history, then write a short report as instructed as if from a war correspondent, but without actually mentioning the name of the war or battle they’re describing. They should film themselves (or each other, if working in pairs) using smartphones. Encourage students to share their reports by uploading their films; they then watch all the reports and guess which war or battle each one is about. Extra idea: Allow students to choose a current conflict to report on, providing that it’s not too controversial.

Song link Students find out online about the song War by Edwin Starr – they can listen to it, look at the lyrics and read opinions of it. They then answer the questions and share their opinions in groups.

Background note War was a Motown song sung by Edwin Starr in 1970. It was a protest song about the Vietnam War, talking about the pointlessness of war and the destruction of innocent lives. It also makes a more general point about the need for love and harmony in our everyday lives. This was one of the first Motown songs to make a political statement. Bruce Springsteen’s later version of this song was a hit in 1986. 3 Students work in groups of roughly equal sizes. In a larger class, there could be more than one A and B group. Group A brainstorms and makes a list of ideas in favour of war, and Group B does the same for ideas against war. 4 The two groups join and have a discussion, using their ideas from 3. Make sure they keep a note of the points the other group makes. Tip: Whole-class discussions can be interesting and useful, especially in a small class. However, in larger classes, if you want all students to participate, it’s often more productive to divide the class into groups for discussion.

5 Students write a discursive essay on the subject they discussed in 4, following the paragraph plan given. They should use some of the points on both sides of the discussion in 4. Remind them that it’s better in an essay to cover a few points clearly and develop the ideas with explanations and examples, rather than give a long list of points that aren’t explained clearly. Suggest a length of about 200–250 words.

Since students have already shared ideas, this essay writing is probably best done individually, at home. MA Weaker students could write a shorter essay. Tip: Students share their finished essays with a few other students to compare which points they’ve chosen, how they’ve expressed them, and how they’ve concluded. This makes the writing task a less isolated process.

Take a break You could make use of this at any convenient point in the lesson as a way of relaxing students and making them feel secure, perhaps after the discussion of war. Allow up to a minute of silence for students to enjoy the moment.

Lesson 3 It’s not fair! pp46–47 Aims The focus of this lesson is to practise verb forms expressing future in the past and expand vocabulary connected with arguments. Students also explore the topic of arguments and conflict resolution by listening to an account of an argument and reading a text about the West-Eastern Divan Orchestra.

Warm-up Students look at the lesson title and, in groups, think of different situations in life when people might say or think It’s not fair!. After a minute or two, elicit each group’s list of situations. There are likely to be a large number! If students get stuck, you could suggest different areas to consider, eg children, human rights, politics, race and gender, geography, talent, crime, health, etc.

Vocabulary Arguments 1 As a quick introduction to the task, ask students to work in pairs to list at least five different situations when arguments can occur. Write an argument on the board with a space before it, and give students a few seconds to decide individually which of the verbs in the box do not collocate with it, then compare with a partner. Elicit the answers and write the verbs which collocate with Unit 4

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an argument in front of it, and the two that don’t elsewhere on the board, crossed out. Make sure that students understand the verbs that collocate with an argument by eliciting examples of them in a sentence.

7 Sarah has had another row with her boyfriend, and she’s very upset. Extra idea: For more structured practice of the words, you could jumble the example answers given above and remove the target words, and use them as gap-fill sentences.

MA Tell weaker students that there are two verbs that don’t collocate.

Answer do and make don’t collocate with an argument.

Listening and speaking

Extra idea: Students tell each other in pairs about an argument they had that they still remember. Write prompts: When did you have the argument, and who with? What was it about? Who started the argument? Did anyone win or lose the argument?

1

1.32 Use the photo to elicit the setting for this listening (a primary school). Ask: What kind of arguments might primary-school children get into? and elicit a few suggestions. Students listen once, then discuss their answers in pairs. When checking, just elicit the basic situation, not all the details, since these are checked in 2.

Answer

2 Students match words and definitions individually, then check with a partner.

Joe hit Malcolm, because Malcolm hurt Joe’s friend Pablo.

MA Weaker students could use dictionaries to help them. Elicit or give examples of each word if students are confused.

Transcript

Answers 1b

2g

3a

4f

5e

6c

7d

3 In pairs, students write their own sentences using the suggested situations. Monitor and assist with confusion with or misuse of this set of words. Make a note of other recurring difficulties or persistent errors and deal with them at the end of the activity or in a separate lesson.

Suggested answers 1 There’s some disagreement between the staff about what sort of coffee machine to buy for the staff room. 2 Ambassadors and heads of state are negotiating to try to bring an end to the conflict. 3 If the dispute between management and staff over the pay rise isn’t resolved soon, the union may call for strike action. 4 The long-standing feud between the families meant that Alicia and Peter, though neighbours, had never spoken before. 5 His parents had a fight last night, so he came round to our house to study in peace. 6 In the quarrel between Sue and Martin, most of their friends sided with Martin.

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Unit 4

Come in. Hello, Joe. Hello, Malcolm. What? No greeting? That’s not very polite. joe Hello, Miss Griffiths. malcolm Hello. teacher That’s better. Shut the door, Joe, if you don’t mind. Thank you. Now then, who’s going to explain to me why you’re both here? joe Um, Miss Negus sent us, Miss. malcolm It’s ’cos he hit me, Miss. teacher Indeed. That’s what Miss Negus, your teacher, has told me. She says that you two had a fight. She says that you, Joe, hit Malcolm. joe Yes, Miss, because Malcolm, he … malcolm What she says is right, Miss. He hit me. So I hit him back. teacher OK. He hit you. Did he hit you first? Did he start it? malcolm Yes, he did. Joe started it. joe But … malcolm I know I shouldn’t have hit him back, Miss, but I couldn’t help it. teacher We’ll come to that in a minute. First of all, though, did you do anything to provoke Joe? malcolm No, Miss, we were just playing. teacher Is that true? malcolm Yes, Miss. I wasn’t doing anything. He just hit me and so I … teacher Thank you, Malcolm. Joe, I want to hear your side of the story. joe Yes, Miss. teacher Well? Did you hit Malcolm? Joe? joe Yes, Miss. teacher

Would you like to tell me why? ’Cos of my friend Pablo. My best friend. teacher Yes? joe My friend Pablo. He hurt him. teacher Who? Who hurt who? joe Him, Miss. Malcolm. He did. teacher Yes, and? Please go on, Joe, otherwise we’ll be here all day! joe Pablo was going to sit down. He was going to sit down and he, Malcolm, pulled the chair out from under him, and Pablo sat down really hard and hurt himself. He was really hurt, Miss. teacher Is this true, Malcolm? Pablo was about to sit down? malcolm It was a joke, Miss. I didn’t know he would hurt himself. He should have been more careful. teacher Thank you, Malcolm. We’ll talk about that in a minute. Now Joe, go on with your story. joe So I said to him – to Malcolm – ‘You shouldn’t have done that. Couldn’t you see he was going to hurt himself?’ I was quite cross, Miss. But I wasn’t going to do anything. I wasn’t going to hit him. teacher But you did hit him, didn’t you? joe Well, not then. But he called me names, he made a face. And he said bad things about Pablo. Pablo’s my … teacher ... friend. Yes, I know, Joe. joe … and Miss Negus didn’t see what he did to Pablo, so she said it was all my fault and it wasn’t and it’s not fair, Miss, it’s not fair. teacher So let me get this straight. Malcolm hurt your friend by pulling the chair away when he was about to sit down and that made you cross. You stood up for your friend. But then he provoked you some more and that made you even crosser and that’s when you hit him. Joe? joe Yes, Miss. teacher Well, I’m glad we’ve all got that straight. The question is, what are we going to do about it?

In pairs, they decide on the meanings, using the context to confirm. Check answers, then elicit the meaning of the other two phrases: call someone names (= say insulting things about someone) and make a face (= show an unpleasant, insulting expression).

teacher joe

Answers 1b 2d 3e 4a 5c 6f Meanings 1 get something straight 2 I couldn’t help it 3 hit someone back 4 stand up for someone 4 In pairs, students decide what they would do in Miss Griffiths’ place, then compare with another pair. Encourage students to give reasons for their choices. 5

ROLE-PLAY In groups of three, students decide on their roles and spend a few minutes preparing. Explain that they can adapt the situation to a different age group if they want, for example changing the chair-pulling incident and physical hitting to a more likely teenage / young adult classroom dispute.



All groups act out the scene at the same time, using all of the Takeaway language phrases if possible.

Grammar Future in the past 1 Students complete the sentences individually from memory, then use transcript 1.32 on page 142 to check their answers. Then in pairs they agree on answers to the two questions. Remind students of the concept of ‘future in the past’, ie looking forward to the future from a past time.

2 Students listen again and write the name for each person. MA Weaker students could be given a list of names to select from.

Answers 1 Pablo 2 Malcolm 3 Joe 4 Pablo 5 Malcolm 6 Malcolm 7 Joe 8 Miss Griffiths (the head teacher) 9 Miss Griffiths 3

Elicit other forms used to express the future in the past, apart from was / were going to, would and was / were about to (past continuous to show future plans seen from a past time context, eg I was anxious on Sunday because I was taking my driving test the next day; also phrases like I was planning to, I was expecting to, I was hoping to, I was intending to).

Answers 1 was 2 would 3 was 4 wasn’t 5 was a) what was the future at a time in the past b) He was about to sit down.

TAKEAWAY LANGUAGE This focuses on some common colloquial phrases used in the conversation. Students match the items individually, then compare with a partner and finally check in transcript 1.32 on page 142 of the Student’s Book.

2

FINISH IT Students complete the sentences with ‘future in the past’ forms individually, then compare with a partner. Point out that although the sentences could be completed with past and past Unit 4

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perfect forms, in this exercise the aim is to only use forms that refer to future in the past.

Suggested answers 1 2 3 4

was about to leave she was going to fall off I was going to miss the bus that there would be a thunderstorm

3 Allow about five minutes for pairs invent a story around their chosen sentence. Monitor and assist where needed. Students should make notes of key characters and events rather than write it out in full. MA Weaker students could use a dictionary to assist them. 4 Ideally, pairs should collaborate in telling their story to the class. Voting on the best story could be done by a show of hands at the end.

Reading 1 Introduce the topic by asking what the photo shows; students then have a couple of minutes to read the book extract and decide on the best summary. They can check in pairs and, if there’s disagreement, they explain reasons for their choice in order to try and agree.

Answer B

• Daniel Barenboim (1942–) is a worldfamous Argentine-Israeli pianist and conductor, who also is a citizen of Palestine and Spain. • Edward Said (1935–2003) was a Palestinian literary theoretician, Professor of English, History and Comparative Literature at Columbia University, and a public intellectual. Born in Israel, Said supported the establishment of a Palestinian state to ensure equal political and human rights for the Palestinians in Israel. Said also criticised the political and cultural policies of the Arab and Muslim regimes who acted against the national interests of their people. • In 2014, construction began on the Barenboim-Said Academy in Berlin, a joint project inspired by Barenboim and Said’s collaboration. The academy will provide a site for young music students from the Arab world and Israel to study music and humanities in Berlin, and is scheduled to open its doors in late 2016. 2 Help students with any of the words they don’t know; they then work individually to complete gaps 1–6, and compare answers with a partner.

Answers

Extra idea: Ask more questions before proceeding to the gap fill in 2 and 3: 1 Who set up the West-Eastern Divan Orchestra, and when? (Conductor / pianist Daniel Barenboim and Palestinian author and academic Edward Said, in 1999) 2 Who plays in the orchestra? (Arab and Israeli young musicians) 3 What was the aim of this orchestra? (To get Arab and Israeli young musicians talking to each other) 4 What was the Syrian boy’s view of Israelis? (They represent a negative example of what can happen to his country / the Arab world.) 5 What made him change his view a bit? (Sharing music with an Israeli cellist) 6 According to Barenboim, what is the most important test of what will bring peace to the Middle East? (How productive longterm contact between the two sides will be)

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Culture notes

Unit 4

1 note 2 dynamic 3 stroke 4 something 5 together 6 both 3 Students complete gaps 7–10 individually, then compare with a partner. These items form collocations.

Answers 7 experience 10 matters

8 solutions

9 settlement

4 Students quickly scan to count the words, then discuss the effect in pairs.

Answer He repeats them several times (same x7, something x2, together x1). Repetition of particular words is a rhetorical device used in speaking to emphasise, to make the point stronger. Repetition of words like same, something, together in this text brings extra power and effect to the message he’s trying to get across. We use this kind of word repetition to strengthen our arguments.

Did you know?

Transcript

Students can do further research about the WestEastern Divan Orchestra if they’re interested.

martin

Speaking and writing 1 Students search online for information about conflict resolution, then individually decide on five pieces of advice to give to someone. 2 Students compare their advice in pairs, explaining the reasons and the background for their ideas. They can change their advice if their partner persuades them. However, there’s no obligation for pairs to agree on the five points. 3 Students write a short blog post entitled Five ways of resolving conflicts. Extra ideas: Students share their blogs online, read each other’s posts, and post comments. Compare the advice from the class as a whole. Ask: What was the most common piece of advice? Does everyone think it would work?

Everyday English p48 Strengthening opinions with examples and adverbs 1 This serves as a warm-up, to establish situations in which we’d naturally have strong opinions and want to express them in strong terms. Students talk about the photo in pairs using the questions.

Suggested answer 1 It looks as if they’re taking part in a demonstration or protest against something, or else they could be attending some kind of rally against something, or a public meeting about a serious issue where opinions are divided. 2

1.33 Students listen and identify the topic, then compare their answer with a partner.

Answer They’re talking about the arguments for and against nuclear weapons.

Did you hear about the demo in town yesterday? julie What, the anti-nuclear one? martin Yes, that’s the one. julie Yes, I certainly did. There were a few thousand people on it, weren’t there? It was pretty big. Understandably, there’s a lot of support for the campaign. martin Maybe, but protesting and marching doesn’t seem to do any good though, does it? julie I’m not sure, but at least it gives people a chance to say how they feel. That’s how I see it, anyway. martin I guess. julie What about you? Are you in favour or against? martin What, protesting? julie No, not that. Nuclear disarmament. Do you think we should have nuclear weapons or not? martin Oh, I’m against nuclear weapons, definitely. They kill thousands of people, and the effects last for decades, as we’ve seen in the case of Hiroshima and Nagasaki. And now they’re even more destructive than they were back then. julie Well, yes, obviously I know these bombs are really destructive. But Hiroshima and Nagasaki were a long time ago. Since then, I think they’ve acted as a deterrent. I think they’ve actually prevented war. martin How’s that? julie Well, um, just to give you one example, the Cold War of the 1950s and 60s is one of the longest periods of peace in the world. And, er, that was because both American and Russian superpowers held nuclear weapons. martin So you think all countries should have them? julie No, not exactly. martin Well, that’s the logic of what you’re saying. julie Basically, what I’m saying is that nuclear weapons – whoever has them – are a reasonably cheap way of keeping the peace. martin Reasonably cheap? You’re kidding, right? They’re absurdly expensive. They stop us spending money on much more important things, like, for example, you could build several hospitals for the cost of keeping just one nuclear weapon ready for action. So it’s a choice. Nuclear expansion or proper healthcare. julie Come on, Martin. It’s not that simple. Nuclear weapons have kept us safe for years. And maybe, one day soon, everyone will agree to get rid of them – and then you can build all those hospitals. martin Nice idea, but I don’t see it happening any time soon. julie You can be a bit negative sometimes, you know that? Unit 4

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I guess you’re right. I think I am a bit more pessimistic than you. julie I’d certainly agree with that! martin

3 Ask: Do the speakers have the same opinions about nuclear weapons? (No) and Which speaker is arguing for and which against nuclear weapons? (The man (Martin) is against, the woman is for.) Elicit or explain the meaning of nuclear disarmament (= abolishing nuclear weapons) and campaign (= a planned group of activities that are intended to achieve a particular goal), then ask: Which speaker is for and which against the campaign for nuclear disarmament? (The man is for, the woman is against.). Students listen again and make notes of the arguments on both sides and the examples the speakers give to support their points.

Background note The Cold War is the name given to the state of political and military tension after World War II between powers in the Western Bloc (the US, its NATO allies and others) and powers in the Eastern Bloc (the Soviet Union and its allies in the Warsaw Pact). The term cold is used because there was no large-scale fighting directly between the two sides. The Cold War dominated international affairs for decades; for many, the growth in weapons of mass destruction was the most worrying issue. 4

Students compare answers in pairs. As class feedback, elicit points and write them in a table on the board showing arguments and examples. Use the notes on the board to teach vocabulary if necessary, eg destructive, deterrent, healthcare. To underline the importance of giving examples in an argument, ask: How do the examples strengthen the arguments? (They make it clearer and more concrete, and so more believable and persuasive.)

Answers 1f 2e 3a 4b 5c 6d Suggested paraphrases 1 at that time 2 What do you mean? 3 I don’t think it’s likely to happen very soon. 4 At least that’s what I think. 5 That’s what your argument means. 6 You’re joking, aren’t you?

Answers Arguments for abolishing nuclear weapons

Examples

very destructive – they Hiroshima, Nagasaki kill thousands and effects last for decades very expensive, money healthcare – could could be used on more build several hospitals important things for cost of keeping one nuclear weapon ready for action

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Arguments against abolishing nuclear weapons

Examples

a deterrent – prevent war

The Cold War (1950s and 60s) – long period of peace because both US and Russia had nuclear weapons

Unit 4

TAKEAWAY ENGLISH This focuses on some colloquial phrases the speakers use. Students do the matching individually, then listen again and check their answers. Students then try to express the meaning of each phrase in a different way, and check with a partner.

5

1.34 P Students listen and write the phrases. Remind students how to mark stress (eg underline) and intonation (arrows pointing up or down) and demonstrate with another phrase, eg I’d certainly agree with that! Play the recording again, twice if necessary, for students to mark the stressed syllables and rising or falling intonation on the phrases they’ve written. They can compare with a partner. Check answers by marking the stress and intonation on the phrases on the board.

Answers 1 I don’t see it happening any time soon. 2 That’s how I see it anyway. 3 That’s the logic of what you’re saying. 4 You’re kidding, right?

6

P

Play the recording again a couple of times for students to say the phrases in chorus, then play it a final time, pausing after each phrase for students to repeat without support, focusing on the stress and intonation.

7 This focuses on giving examples to back up arguments. Students complete the sentences from memory, then compare with a partner and decide what fact or opinion each one is an example of.

Answers 1 2 3 1

seen; case give you Like The fact that nuclear weapons kill thousands and the effects last for decades. 2 The opinion that nuclear weapons have prevented war. 3 The opinion that nuclear weapons stop us spending money on more important things. 8 This focuses on the use of sentence adverbs to show how we want a statement to be interpreted. Students complete the sentences, then compare with a partner.

10 In groups, students take turns to give their opinions using the adverbs (sentence adverbs) from 8 and ways of giving examples from 7. 11 Students make their notes, following the framework provided. If you want to make sure that all the topics are covered, you could allocate them randomly. Encourage students to find their own examples, but assist anyone who gets really stuck. MA Weaker students could work in pairs, provided that they both have the same view of the topic. 12 Students form new groups made up, if possible, of three or four people who’ve chosen different topics. Students talk about their opinions from their notes, using examples to back up their argument. Monitor the groupwork discreetly, assisting only where needed. Make a note of persistent errors to deal with later. 13 ROLE-PLAY Read the situation together as a class and ensure that everyone understands it. Students then work in small groups of three to five. In a group of four, two students should prepare to argue for the proposal, and the other two students against it. After a few minutes’ preparation time, each group acts out the situation. Choose the best ones to perform to the class.

Answers 1 Understandably 2 definitely 3 obviously 4 Basically 9 Students discuss the question in pairs. Check as a class, clarifying the meaning and use of the adverbs if needed. MA Weaker students could use a dictionary.

Answers In general, the adverbs are used as ‘sentence adverbs’ and show how the speaker wants what they’re saying to be interpreted by the listener. 1 Understandably indicates that the speaker is not surprised by this and is aware of the reasons for it. 2 Definitely emphasises how certain the speaker is of his opinion. 3 Obviously indicates that this is something that the speaker expects everyone to agree with. 4 Basically indicates that the statement summarises the most important aspects of the argument.

Unit 4

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Units 3&4 Review Aims To review the vocabulary and grammar covered in Units 3 and 4. Students also focus on conflicts at work and read about words that are difficult to translate in Aspects of culture.

6 Working alone, students find examples of the structures, then compare with a partner.

Answers 1 I work much harder than she does; wait until you are feeling calmer; as helpful as possible 2 I tried my best; she’s one of the laziest workers in our office. 3 I can’t stand it; she might get annoyed; I have to ask a friend; I might lose my job; I couldn’t believe it!; I can’t even look at her!; What should I do?; I can understand; how irritating that must be; you should wait 4 What really surprised me was that I thought … 5 at first; in the evening; late; recently; then 6 sympathetically; politely; well; directly; clearly; calmly 7 constantly; always 8 Working in the evening 9 I’m having a problem; it’s starting to get; she’s stopping me; is always asking us; overheard her telling a friend; you are feeling calmer; try phrasing them 10 I was going to confront her

Warm-up Ask students if they ever read problem pages in magazines. If so, what sort of problems are there? Do they think the advice is helpful?

Reading and grammar 1 Students talk about the photo in pairs. 2

PREDICT With a partner, students list possible problems that cause conflict at work. Pairs then team up with another pair and compare ideas.

3 Students read Zoe’s problem page to find out what problems at work the letters refer to.

Answers A A colleague who keeps interrupting her to ask for help. B A manager who keeps asking him to work late, which is difficult because he has to pick up his young daughter from school. C A colleague who complained to the manager about her not doing her job well. Extra idea: Students work in groups of three; each one reads a different letter and an answer. They then tell the other two about the sections they’ve read. 4 Students match the letters and advice, then discuss the questions with a partner. Elicit alternative suggestions to compare ideas. Where there are several alternatives, the class could vote on the best advice.

Answers A3 5

100

B2

C1

Students cover the problem-page letters and recall as many details about the problems and advice as they can, then decide which one is the most difficult to resolve. Units 3&4 Review

pp49–50

7 Students choose three structures and write a sentence about a problem using each of them. They then expand two of them into a story or conversation. In pairs, they read or act it out to their partner, who tries to guess the structures it was based on. MA Stronger students could write five or six sentences using different structures.

Speaking and writing 1

ROLE-PLAY Establish that the phrases in the box are all ways of making suggestions / giving advice. In pairs, students think of another workplace problem and act out the conversation as instructed.

2 Pairs discuss alternative advice for the problem in 1. They then write a short reply giving advice, like the replies in Zoe’s problem page.

Phrasal verbs This is the first Phrasal verbs section, a feature which occurs in several of the Review units. Explain that it focuses on the use of phrasal verbs, which is often a difficult area for students of English. Here, it revises some phrasal verbs that have been used in the book so far. a Students read the text and choose the particles, then compare answers with a partner. Check answers, including the meaning of each phrasal verb. Extra idea: Ask students more questions: 1 What kind of conflict is this about? (Interpersonal conflicts) 2 How many different conflict resolution styles are described? (Five) 3 Describe them. (Avoidance, giving in, standing up for yourself, working out a compromise, talking together and viewing it from each other’s point of view) 4 What drawbacks of the different styles are mentioned? (Resentment, negative impact on relationships, dissatisfaction) Use the questions as an opportunity to check the meaning of various vocabulary items in the text that might be tricky, eg resistance, resolution, resentful, challenge, compromise, collaborate, perspective, ultimately.

Suggested answers 1 2 3 4 5 6 7 8

iktsuarpok, saudade, wabi-sabi, tartle fika, iktsuarpok, prozvonit, sobremesa pochemuchka sobremesa wabi-sabi, saudade fika, sobremesa prozvonit tartle

c Students discuss the questions in groups. In a multilingual class, compare the answers to question 3. d Students tell the class about untranslatable words in their language. EXPLORE ONLINE This can be done as homework or in class. Using their smartphones or tablets, students look up information about other words that are difficult to translate, and focus on one word, its origins and use. Then they report back to the class.

Answers 1 into 2 away 3 in 4 up 5 up 6 up 7 out 8 out 9 up 10 over 11 through 12 over b Students discuss the questions in small groups.

Aspects of culture a To introduce the topic, ask students to look at the title and photo and say what words (in any language) they think are difficult to translate. Students read the information quickly and highlight any of the words in bold that they’ve met before, and which can be translated into their own language. Answers will obviously depend on the languages students speak. You could explain that this is often why loan words are assimilated into a language. b Some of these are more subjective than others, so be flexible when accepting answers, as long as students can back them up with reasons. If appropriate, any differences could be expanded into a class discussion. Units 3&4 Review

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Writing skills Module 2 Writing a formal letter or email pp154–155

Before you start 1 In small groups, students talk about the questions. Then invite groups to share their opinions about question 4 with the class.

Language box Go through the phrases in the box and elicit some examples of situations where polite indirect questions are used. Elicit the difference in word order between direct and indirect questions (Direct questions use inversion, indirect questions do not). 2 Students work through the exercise alone, then compare answers with a partner. Check answers and write them on the board.

Answers 1 to know / ask how much the four-week course costs 2 me know if / whether there are any Spanish classes at the weekend 3 if you could give me some information / tell me about the film club 4 me if / whether there is a bus into the city centre 5 if you could tell me what time the library closes 6 in finding out if / whether there are any places left in the Monday evening class

Understanding the task 3 Check students’ understanding of the advertisement before they focus on the email by writing a few questions on the board, eg What is being advertised? What advantages are given? Who should you contact to apply? What information should you give? What else would you like to find out before you enrol on a course here?

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After checking answers, allow students a few more minutes to read the email, answer the questions and discuss their answers in pairs.

Writing skills: Module 2

Answers 1 From Pamela Cooper, to Mrs Jones 2 Her age, occupation, what language she wants to learn, her level, other languagelearning experience, reason for learning new languages. She gives this information because the advert asks for it. 3 How much the beginner’s course costs; the length of and number of hours’ teaching included in each course; if the teachers are native speakers; the days and times of Arabic and Mandarin classes 4 I wonder if you could give me some more information about the courses; could you tell me exactly how much a beginner’s course costs?; I would also like to know the length of each course and how many hours’ teaching it includes; could you tell me if the teachers are native speakers; I would be grateful if you could tell me the days and times of the Arabic and Mandarin classes 5 Dear Mrs Jones, Yours sincerely (Because it’s a formal email and the advert gave the name of the specific person to write to.) 6 I am writing to enquire about …, I look forward to hearing from you 7 addition: and, First of all, also, In addition, Finally contrast: although, but reason: as, to 4 Students look at the email again to decide on the order of points in the paragraph plan, then compare answers with a partner.

Answers Paragraph 1: f, g Paragraph 2: a, i, e Paragraph 3: d, c, b Paragraph 4: h

Practice 5 Students find the words and phrases in the email and compare with a partner. Check answers and write the phrases on the board.

Answers

Sample answer

1 2 3 4 5 6 7 8

Dear Mr Thomas I am writing in response to Ace International’s advert in the local paper for English summer courses. I am very interested in doing one of the intensive courses. I have just passed the Cambridge Preliminary exam and would like to improve my level of English. Ideally, I would like to attend a course during the first two weeks of July. If possible, I would like to stay with an English family while attending the course. I would be grateful if you could give me a bit more information about the course. Firstly, could you tell me how many hours of teaching are included in the intensive courses and whether classes continue through the weekends? I would also like to know what cultural and social activities are offered in the afternoon and whether I would have to pay extra to participate in them. Finally, the advert mentions the ‘convenient’ location, but could you tell me exactly where the school is located? I look forward to hearing from you. Yours sincerely, (172 words)

to enquire about I am interested in learning to increase my employment opportunities give me some more information mentions decide whether it would be feasible to combine … with … look forward to hearing from you

6 Students identify the formal and informal sentences, then compare answers with a partner.

Answers 1 a I, b F 2 a F, b I 5 a F, b I 6 a I, b F

3 a F, b I

4 a F, b I

Extra idea: To analyse further the characteristics which differentiate formal from informal style, write a list of features on the board for students to characterise as formal or informal, using the sentences in 5 and 6 to help them, eg abbreviations (etc, eg); conversational idioms; direct questions; exclamations; impersonal, unemotional tone; indirect questions; long forms (I am, you have); personal, emotional tone; phrasal verbs; polite phrases; short forms (I’m, you’ve, we’ll).

Now you 7 Give students a minute to read the writing task and advert; they then discuss the questions in pairs.

Answers 1

a b c d



e

intensive English courses in the UK Mr P. Thomas to enquire about courses level of English, preferred course dates, accommodation preferences formal, polite

8 Students write their email at home. Remind them to use the Check it! list before submitting their writing.

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5

Telling tales

UNIT FOCUS

GRAMMAR: narrative tenses; somewhere, everything, etc; ’d VOCABULARY: positive and negative opinions FUNCTIONS: agreeing; politely disagreeing

Introduction p51 Aims The focus of this lesson is to introduce the unit topic of storytelling by focusing on what students have read, opening lines and different genres of fiction. Note that the unit title Telling tales is ambiguous – it can mean telling stories or telling lies about someone.

You first! Check students all know the meaning of bibliophile (book lover), then give them a couple of minutes to talk about the question in pairs. Tell them to give reasons for their love or dislike of books, then elicit the main reasons they’ve mentioned. Ask also: How many books do you usually read per month? and find out who reads the most in the class. 1 Elicit or explain that pictures A–D are all book covers from famous novels. Students talk about the questions in small groups. Monitor the groupwork and note down any language issues for future practice. As feedback, elicit some of the reasons mentioned for preferring either the film or the book (question 3) and for preferences regarding the titles and covers. 2 Students match four of the opening lines with the book covers, then compare with a partner and explain their choices. When checking answers, you could elicit or give some more information about each of the four books. Also tell students which two books the two extra opening lines are from (1 Half of a Yellow Sun by Chimamanda Ngozi Adichie (Nigeria); 5 A Short History of Tractors in Ukrainian by Marina Lewycka (Ukraine/UK).

Answers 2B

3A

4D

6C

Extra ideas: Give each student written information about one of the books (see the Culture notes opposite); in groups, they tell each other about their book. Alternatively, or additionally, you could blank out some words from the Culture notes and give the text(s) to students as a cloze task.

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= had / would

Culture notes • The Hard Way by Lee Child (US, 2006) is a fast-paced, action-packed crime thriller. It’s the tenth novel in a series featuring Jack Reacher, an ex-military police officer, this time investigating a kidnapping and discovering a lot more intrigue. A film entitled Jack Reacher (2012) starring Tom Cruise was based on Lee Child’s earlier novel One Shot (2005). • Like Water for Chocolate (Como agua para chocolate) by Laura Esquivel (Mexico, 1989) is a popular novel which uses ‘magical realism’ to combine the supernatural with the ordinary. It tells the life story of a young girl, Tita, who cannot marry her lover, Pedro, because of the family tradition that the youngest daughter must not marry, but take care of her mother until the day she dies. Tita can only express herself when she cooks, and each of the 12 sections of the book, named after the months of the year, begins with a Mexican recipe, which is tied to an event in the protagonist’s life. The film Like Water for Chocolate (1992), directed by Mexican director Alfonso Arau, was very successful. • The New Life (Yeni Hayat) by Orhan Pamuk (Turkey, 1994; English translation 1998) is a postmodernist novel that tells the story of Osman, a young engineering student who is so affected by a book he reads that he falls in love, abandons his studies, his home and his family and sets off in search of a completely new life, travelling through the provinces on a wild journey in pursuit of an elusive vision. • Chronicle of a Death Foretold (Crónica de una muerte anunciada) by Gabriel García Márquez (Columbia, 1981) is a short novel that tells the story of Santiago Nasar, who was brutally murdered in a small Colombian town by two brothers, and the events leading to his death. The narrator of the novel has returned to the town 27 years later in order to understand what happened to Santiago, and why.

The Spanish-language film Chronicle of a Death Foretold (1987) was directed by Italian director Francesco Rosi and starred Rupert Everett, Ornella Muti, Anthony Delon and Gian Maria Volontè. • The novels the two extra opening lines were from: – Half of a Yellow Sun by Chimamanda Ngozi Adichie (Nigeria, 2006) tells the story of the Biafran War through the perspective of five people’s lives, including the twin daughters of an influential businessman, a professor, a British citizen and a houseboy. The novel takes place in Nigeria prior to and during the Nigerian Civil War (1967– 70). The film Half of a Yellow Sun (2013) was directed by Biyi Bandele. – A Short History of Tractors in Ukrainian by Marina Lewycka (Ukraine/UK, 2005) describes the reactions of two daughters when their widowed 84-year-old father Nikolai marries a highly sexual and much younger Ukrainian immigrant, Valentina. Valentina’s grasping, manipulative behaviour escalates until the daughters finally succeed in obtaining a divorce for their father. Nikolai, a former engineer who emigrated to Britain after the Second World War, is writing a history of tractors in Ukrainian.

3 Students discuss in pairs which opening line they like best and why. Hold a class vote for the best opening lines (you could do this by a simple show of hands) to determine the class favourite. Elicit what students liked about the line that they chose and note reasons in a list on the board. If students find it hard to explain why, you could ask questions, eg Does it arouse interest? Does it make you wonder what the book is about? Does it provoke a feeling, eg amusement, shock, surprise? Is it original? Does it make you want to go on and read the rest of the book? etc. Extra idea: Students rank the list of reasons on the board in order of importance as the essential features of a good opening line, generally. 4

SEARCH AND THINK Students read the opening lines in 2 again in order to find and identify the different tenses used, then compare with a partner.

Answers The opening lines all use narrative tenses, ie past simple, past perfect, past continuous and future in the past (were going to), except for 2, which is different because it doesn’t use any past tenses, only one present simple tense (it’s a recipe). 5 Students do the exercise in pairs, using a dictionary to check if necessary. For question 1, elicit other genres and write a list on the board. You could cue some of these by writing the first few letters. Make sure students understand what all the genre names mean.

Answers a) crime b) fantasy c) graphic d) historical e) horror f) romance g) science h) magical 1 Other well-known genres of fiction: adventure, biographical fiction, comic novel, detective novel, ethnic fiction, mystery, gothic novel, psychological novel, suspense, thriller, whodunnit

Vocabulary note Names of genres of fiction are actually quite complex: there are often several ways of saying the same thing (mystery / thriller / suspense, crime / detective, etc) and some collocate with fiction, some with novel and some with both or nothing at all. 6

YOUR STORY In small groups, students talk about the question they’ve chosen. Point out that the book they talk about could be fiction or nonfiction. Monitor groupwork and listen out for how accurately and appropriately students are using narrative tenses. This can inform how you approach the grammar section in Lesson 1.

EXPLORE ONLINE If students have the book, they may not need to do this online. Otherwise, they can do the research with their smartphones or tablets, then share their first lines in a group, or they could upload them to share online. Encourage them to explain also why this book is their favourite one. Extra idea: Introduce this by reading out some first lines from other famous books and see if students know where they’re from, for example: • ‘The great fish moved silently through the night water, propelled by short sweeps of its crescent tail.’ (Peter Benchley, Jaws (1974)) Unit 5

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• ‘All happy families are alike; each unhappy family is unhappy in its own way.’ (Leo Tolstoy, Anna Karenina (1873–77)) • ‘It is a truth universally acknowledged, that a single man in possession of a good fortune, must be in want of a wife.’ (Jane Austen, Pride and Prejudice (1813)) • ‘It was a bright cold day in April, and the clocks were striking thirteen.’ (George Orwell, Nineteen Eighty-Four (1949)) • ‘As Gregor Samsa awoke one morning from uneasy dreams he found himself transformed in his bed into a monstrous vermin.’ (Franz Kafka, Metamorphosis (1915)) 7

EVERYBODY UP! Students brainstorm (or research online) the most common options for coffee and tea before answering the questions. They then stand up and move around the class to find out about other students’ preferences.

Answers 1 A double espresso with no lemon peel or sugar (Peel refers to the lemon peel and cube to the sugar cubes that espresso is sometimes served with in the US.) 2 A foam (= styrofoam) cup (a type of disposable cup with no handle), not a china cup

Lesson 1 Once upon a time ... pp52–53 Aims The focus of this lesson is to revise and practise narrative tenses and explore the topic of fairy tales and different types of plot.

Warm-up Focus on the lesson title and ask students: What words might come next? Elicit a number of suggestions and write them on the board (eg … there was / were / lived a king / three brothers / an old woman / a beautiful girl who …). Then ask: What type of story typically begins like this? (A fairy tale) Elicit what kind of elements there are in fairy stories (see Background note below) and teach magic spell and magic wand.

Listening and speaking 1 1 Students match the six pictured fairy-tale characters with their names in the box, compare with a partner, then talk about the questions in pairs. Class feedback could focus on comparisons with the names in students’ own languages (question 1).

Answers A Little Red Riding Hood B Cinderella C Aladdin D Sleeping Beauty E Bluebeard F Pinocchio

Background note There are a huge number of types of coffee and tea. • The main (international) coffee types are: black, white, filter, espresso, double espresso, cappuccino, latte, macciato, freddo, decaffeinated, Turkish. Different countries obviously have other types, too. • The main types of tea are: black (eg Darjeeling, Earl Grey, Lapsang Souchong), green, white (= served with milk), with lemon, iced, etc. Also known as teas, though not technically tea from the tea plant, are herbal, floral and fruit infusions (eg chamomile, mint, fennel, rose hip, Rooibos, etc). 8

LOOK AHEAD Students flick through the unit, looking at titles, headings, pictures, etc and in pairs talk about the probable focus of each lesson.

Answer Lesson 1: fairy tales Lesson 2: opinions about books Lesson 3: ways of writing 106

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Background note Fairy tales are short stories often told to young children. They don’t necessarily contain fairies, but they do sometimes have other fantasy creatures such as monsters, mermaids, witches, animals that talk, etc and they usually involve magic of some kind. They also usually convey a strong moral lesson. Many fairy tales, including Little Red Riding Hood, Sleeping Beauty, Cinderella and Bluebeard, were written by French author Charles Perrault in the 17th century, though the stories were oral folk tales before that. The origins of the other two stories are said to be: Aladdin from China (though there is some disagreement about this) and Pinocchio from Italy (a children’s novel by Carlo Collodi in 1883). 2

2.2 Students listen and match, then compare with a partner. When checking, explain grieved (= very sad) and worthy (= deserving admiration and respect) if necessary, and draw attention to the phrase There lived … as a common variant in fairy tales of There was / were … (It comes up as a gap in Grammar 3.)

Answers 1 Little Red Riding Hood 2 Bluebeard 3 Cinderella 4 Sleeping Beauty 5 Pinocchio

Transcript 1 Once upon a time there lived in a certain village a little country girl … 2 There once was a man who had fine houses in town and country … 3 Once upon a time there was a worthy man who married, for his second wife … 4 Once upon a time there lived a king and queen who were grieved, more grieved than words can tell … 5 Once upon a time there lived … ‘A king!’ my little readers will say immediately. No, children, you are mistaken. Once upon a time there was a piece of wood. 3

2.3 Students listen and identify the story, then compare with a partner and talk in pairs about how it continues. Instruct them to use past tenses in their continuations (otherwise the story could also be acceptably told using the narrative present).

Answer Cinderella Suggested continuation: She went to the ball, danced with the handsome young prince, lost track of time and had to rush out at midnight just as the magic spell was broken. In her haste, she left one of her glass slippers behind (which miraculously remained intact despite the spell breaking!). The prince, who had fallen in love with her, searched the kingdom for the girl whose foot would fit into the (tiny) glass slipper, and eventually tracked down Cinderella, married her, and they lived happily ever after.

Transcript You know the story, don’t you? It’s the one about a young girl – her mum died and her dad remarried, and his new wife was really awful to her. And her stepmother’s two daughters were really nasty to her, too – made her do all the work in the house and insulted her and treated her like a slave. And then one day, there was a grand ball at the palace to celebrate something or other, and everyone was invited. And the night of the ball, they all went off in their carriages in their fine clothes. All except the young girl. She wasn’t going anywhere. Not her. She had to stay at home and scrub the floors. Poor thing. She was so disappointed. She cried and she cried. But all of a sudden her fairy godmother

appeared, magic wand in hand. She waved it once and turned a pumpkin into a carriage. Waved it again, and the mice became horses and a rat changed into a coachman. One last wave and the young girl was wearing a gorgeous dress with a stunning pair of glass slippers. ‘Off you go,’ her fairy godmother said. ‘Have a lovely time, but just remember that this magic spell will be broken by midnight, so you must be back here by then.’ So … 4 Students read the example story summary and in pairs identify which story it is (Aladdin), then tell each other similarly brief versions of one of the other stories. Monitor pairwork and keep a note of issues with narrative tenses that may need remedial work. In class feedback, focus on the different versions and the moral messages of each tale rather than going through the whole story again. MA Stronger students and fast finishers could tell each other all of the other stories.

Answers Example summaries (note there are a number of different versions, which vary a bit from these examples): • Little Red Riding Hood: On her way to visit her sick grandmother, the little girl disobeyed her mother and chatted to a wolf, telling him where she was going, so he rushed ahead and got there first, ate the grandmother and took her place in bed. When the girl arrived, he jumped out to eat her too – but she was saved just in time by a woodcutter who killed the wolf and also rescued the (still living) grandmother from its stomach. (Message: Never disobey your parents; don’t talk to or trust strangers; don’t trust appearances; etc.) • Sleeping Beauty: A girl, cursed by a wicked fairy, pricked her finger on a spindle of a spinning wheel and fell asleep for 100 years; the spell could only be broken by a prince. A prince found her, kissed her, she woke up and they got married. (Message: True love conquers all; don’t forget to invite someone important to your party (!).) • Bluebeard: A rich man had had many wives who had all disappeared. When he married again, he told his new wife never to go into one locked room. But one day while he was away, curious to find out, she went in, and it was full of the bodies of his previous wives. He returned suddenly and, furious, was about to kill her, but her brothers arrived and killed him, so she Unit 5

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inherited the castle. (Message: Don’t give in to curiosity; don’t disobey your husband (!).) • Pinocchio: A carpenter who wanted a son made a wooden marionette which came to life, but the puppet ran away and got into trouble and had lots of adventures. Every time he told lies, his wooden nose grew longer. Eventually he returned, but was killed saving the carpenter’s life – and because of this good act, he was revived and turned into a real boy. (Message: Don’t tell lies; don’t disobey your parents.) All the tales also show the triumph of good over evil in the end. 5 In pairs, students decide which of the six fairy tales each sentence is from. Also ask students to explain the significance of the line in each story.

Answers 1 Sleeping Beauty (It’s the reason the wicked fairy cast the spell on Aurora.) 2 Pinocchio (Pinocchio always wanted to be a real boy, but he had to learn not to tell lies first.) 3 Little Red Riding Hood (This was the wolf who had eaten her grandmother.) 4 Sleeping Beauty (The spell was broken when the prince kissed her.) 5 Aladdin (We then see how the lamp changed his life.) 6 Cinderella (It was the fairy godmother who cast the spell to let her go to the ball.)

Grammar Narrative tenses 1

SEARCH AND THINK Students underline examples of the tenses in 5 and discuss with a partner how they’re used. Checking these as a class is an opportunity to remind students of the main rules and categories of use for these tenses.

• past perfect: hadn’t invited, ’d promised, had [already] arrived Used with a past simple verb, for past actions and states before the main past narrative action, eg reasons (because), with time words (after), in a sentence starting By the time + past simple. • past perfect continuous: had been sleeping, had been living Used with a past simple tense for past actions that carried on for some time before the main past narrative action; also used with for + duration. 2 Students complete the sentences, compare with a partner and discuss the questions, which review the main uses of the tenses. MA Weaker students could refer to page 169 of the grammar reference for support with the questions.

Answers 1 realised; had got 2 wasn’t 3 was playing; came 4 found; had been searching 5 had wanted 6 was travelling; unlocked Questions 1 past simple 2 past continuous 3 false 4 The past perfect continuous emphasises the continuation or duration of the activity; the past perfect simple is a single action or state. 5 With past simple: then, when, next, suddenly, after that, before long, yesterday, last week / month / year, ... hours / days / weeks ago, at ... o’clock, etc With past continuous: while, at that moment, at ... o’clock, this time last week / month / year, etc With past perfect: by the time + past simple (in the time clause), before that, before + past simple (in the time clause), after, already With past perfect continuous: as for past perfect, plus: for ... hours / days/ weeks, for ages / some time, since ... o’clock, etc

Answers • past simple: was, became, got, found, discovered, appeared Used for the main past narrative actions, events and states, and after time words and phrases like when, before, when suddenly. • past continuous: was crying Used for an action in progress at a point in time in the past, often in parallel with a past event that interrupts it (expressed in the past simple). 108

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3 Students complete the story with appropriate narrative tenses, compare answers, then discuss the question at the end of the short story (What do you think the king’s idea was?), as well as the question in the rubric.

Answers 1 lived 2 kept 3 had been solving 4 had become 5 had done 6 had been thinking 7 sent 8 needed 9 made

The king’s sigh was deafening and he was practically pulling out his beard, when the storyteller spoke again. ‘Your Majesty,’ she said. ‘The three dolls seem to be exactly the same on the outside. So the difference must therefore be on the inside.’ ‘Ah,’ said the king. He hadn’t thought of that. Saying ‘Excuse me, your Majesty,’ the story-teller leaned over and plucked a hair out of the king’s beard. ‘Ouch!’ he said. Taking a doll, she put the hair in one of its ears and pushed it right inside. ‘This doll is a wise doll,’ she said, ‘Because what it hears, it keeps to itself.’ ‘Ah,’ said the king. Again saying ‘Excuse me, your Majesty,’ the storyteller leaned over and plucked a second hair out of the king’s beard. ‘Ouch!’ he said. Taking another doll, she put the hair in one of its ears. This time the hair came out of the doll’s other ear. ‘This doll is a fool,’ she said. ‘What it hears goes in one ear and out of the other.’ ‘Ah,’ said the king. Saying ‘Excuse me, your Majesty’ once more, the story-teller leaned over and plucked a third hair out of the king’s beard. ‘Ouch!’ he said. His chin was getting quite sore. Taking the last doll, the story-teller put the hair in one of its ears. The hair went in and in. And then suddenly began to come out of the doll’s mouth. The story-teller smiled. ‘This doll is a story-teller,’ she said. ‘What it hears, it passes on to other people. That is the difference between the three dolls.’ The king was delighted and amazed. ‘How clever you are,’ he said. ‘You have solved the mystery!’

10 arrived 11 proceeded 12 had been examining The king’s initial problem was that he’d done all the existing puzzles in his kingdom and needed a new puzzle to relieve his boredom. After receiving the dolls, his problem or challenge was to tell the difference between them.

Background note The story The Three Dolls is based on an Iranian folk tale.

Listening and speaking 2 1

PREDICT Check that students understand fool. They then exchange ideas in groups and report back their best ideas to the class.

2

2.4 Students listen and find out how close their

predictions were to what happened next. Extra idea: Write a few questions on the board to check the basic facts of this part of the story: 1 What did the fool do? (He played with the dolls.) 2 Why did he send for the story-teller? (Storytellers are sometimes very wise.) 3 How soon did the story-teller come, and why? (She came immediately, because she was next door.) 4 Could she see an obvious difference between the dolls? (No) 5 What did she conclude? (That the difference must be on the inside) 6 How did she try to find the difference? (She put a hair from the king’s beard into each doll’s ear.) 3

THINK These questions require students to use their imagination to add more details to the story. Give students a few minutes to think about the questions on their own, then they talk about their three chosen questions with a partner and compare ideas.

4

In pairs, students try to answer the questions as fully as they can from memory. Play the recording again to confirm and add details if necessary.

Transcript So the king asked for the fool and he came immediately. As soon as he saw the three dolls, the fool screamed with delight, ‘Oh lovely dollies!’ and he sat down with them on the floor and started to play. The king sighed even louder and scratched his long white beard even more vigorously. But then he had another idea. Why not consult the story-teller? Sometimes story-tellers are very wise indeed. So the king sent someone off to find the story-teller and she came immediately because, as luck would have it, she had just been telling stories next door. The king showed her the note and the dolls. The story-teller looked and she listened and she prodded, but no, the three dolls seemed to be exactly the same.

Answers 1 In the first doll, it went inside and didn’t come out; in the second doll, it came out the other ear; and in the third doll, it came out of its mouth.

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2 The first doll is wise, because what it hears it keeps to itself. The second doll is a fool, because what it hears goes in one ear and out of the other. The third doll is a story-teller, because what it hears it passes on to others 5 Allow students to check in dictionaries any words that they can’t work out from the context. In pairs, they take it in turns to demonstrate the words and try to remember which character in the story did each one. Encourage students to add a bit more context to situate each action in the story.

Answers The story-teller leaned over (to the king) and plucked a hair from the king’s beard (in order to put them in the dolls’ ears). The king, the wise man and the story-teller all prodded the dolls (trying to find any visible difference between them). The king scratched his beard and sighed (when he was puzzling over how to find the difference). The fool screamed with delight (when he saw the dolls). 6

TAKEAWAY LANGUAGE This focuses on common colloquial words and phrases in the story. Elicit or explain the meaning of the phrases, then students answer and compare answers in pairs.

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ROLE-PLAY Groups of four choose to either retell or act out the story so far (or they could do a combination of telling and acting). Point out that everyone in the group must take part, but it’s up to the group how that happens. Give example formats if students need support, eg four different narrators for different stages; one narrator and three speaking character parts (king, wise man / fool and story-teller); one narrator and three silent characters who mime, etc. Allow students at least five minutes to prepare, then perform. The class could then vote on the most interesting version. MA Weaker students could have access to transcript 2.4 on page 143 if necessary. Extra idea: Each group videos themselves, then uploads to share with the class.

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GUESS Students stay in their groups of four to exchange guesses about how the story ends.

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2.5 Students listen, then compare answers with

a partner. Ask if they’d guessed the ending correctly, and if not, what they think of the actual ending. 110

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Answer Good story-tellers don’t tell a story exactly as they heard it, they give each story a twist of their own.

Transcript The king was delighted and amazed. ‘How clever you are,’ he said. ‘You have solved the mystery!’ ‘But,’ he added quickly, ‘in solving one mystery, you have created another. I noticed – because I am a very observant person – that when you put the hair in the third doll’s ear, it was straight. But when it came out of the doll’s mouth, it was curly! How do you explain that?’ ‘Well,’ said the story-teller, ‘a good story-teller never re-tells a story exactly as they heard it. They always like to give it a twist of their own!’ ‘Ah!’ said the king.

Speaking and writing 1 Students work individually on the matching task, then compare with a partner.

Answers 1d

2a

3g

4b

5f

6c

7e

Background note Christopher Booker’s The Seven Basic Plots: Why We Tell Stories is a Jungian-influenced analysis of stories and their psychological meaning, published in 2004. Its thesis is that there are seven archetypal themes which recur throughout every kind of story-telling, and Booker uses a huge number of examples, from ancient myths and folk tales via the plays and novels of great literature to the popular movies and TV soap operas of today, to support it. It also explores the question of how and why we are ‘programmed’ to imagine stories in these ways, and how they relate to the innermost patterns of human psychology. Reaction to the book was mixed – some reviewers felt it was an oversimplification and overly prescriptive, while others thought it offered a fresh and exciting new perspective on story-telling. 2 Students discuss in small groups. For question 3, if students can’t think of examples, you could give them a list to categorise (see Answers on page 111).

Answers 2 Aladdin, Cinderella: Rags to riches Bluebeard, Little Red Riding Hood: Voyage and return Pinocchio: Comedy / Rebirth Sleeping Beauty: The Quest 3 Other stories that students might come up with (or you could give these as suggestions for them to categorise): 1 Overcoming the monster: Seven Samurai, James Bond, The Hunger Games 2 Rags to riches: Pretty Woman 3 The Quest: Harry Potter and the Deathly Hallows, Indiana Jones, The Lord of the Rings 4 Voyage and return: Chronicles of Narnia, Gulliver’s Travels, Alice in Wonderland 5 Comedy: Four Weddings and a Funeral, Mr Bean, Pink Panther 6 Tragedy: Bonnie and Clyde, Macbeth, Breaking Bad 7 Rebirth: A Christmas Carol Extra idea: Students choose one of the seven plots and write the outline of a story to exemplify it. They read their story to their group, who must guess which plot type they chose.

Did you know? Students can find out more online about Vladimir Propp’s ideas if they’re interested.

Background note Vladimir Propp (1895–1970) analysed many of his country’s folk tales and identified common themes within them. He broke the stories down into morphemes (analysable chunks) and identified 31 narratemes (narrative units) that comprised the structure of many of the stories. Folk stories around the world form a web of connections, and the same or similar stories can be found in many places. Because these old stories also have formed the basis of many more stories since, Propp’s morphology is useful not only in understanding Russian folk tales but most other stories too. EXPLORE ONLINE Students could do the research at home or in class on tablets or smartphones. They could search under ‘rewritten fairy tales (modern)’, then share their findings online or in groups in class.

3 Students choose one of the stories on the page or any other famous folk tale from their own country. They work individually, then in groups to share their stories and talk about them. Monitor the preparation and the group stages. During preparation, encourage students not to write out the whole story, but to create (as suggested) mind maps or notes to support the story-telling.

Lesson 2 Responses to reading pp54–57 Aims The focus of this lesson is to practise indefinite pronouns and vocabulary for expressing positive and negative opinions. Students read an excerpt from Under the Dome by Stephen King, listen to opinions of the novel and read two contrasting reviews of it, and finally write a short book review of their own.

Warm-up Ask students if they ever read book reviews and, if they do, whether the opinions expressed in the reviews ever inform their choice of reading. It may be worth reminding them that book reviews can be a short paragraph on an Amazon page as well as a lengthy literary critique in a newspaper. Have a quick vote to see if the class thinks book reviews are useful in general.

Reading and speaking 1 Students discuss the questions in pairs. Ask a few pairs to share their ideas with the class. Don’t confirm or refute any ideas at this stage, even if students see the dome over the village as something positive, like a rainbow.

MA If necessary, write some additional vocabulary on the board (eg village, church, field, fence, arch, dome) or some questions to prompt a full description: Does the picture show a town or the countryside? What is over the village? Does it look threatening or peaceful? Are there any people?

2 Write Stephen King on the board and elicit what students already know about him. (They may have read some of his books in translation, or seen the films The Shining or The Shawshank Redemption, both based on stories written by King.) Then write the following questions on the board: What nationality is he? (American) What type of books does he write? (Horror, fantasy, science fiction and psychological suspense) When was Under the Dome published? (2009) How long is it? (Over 1,000 pages) Students read the boxed paragraph to find the answers. Check they understand the word suspense if it didn’t come up in the introduction lesson. Unit 5

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Culture note

Answers

Stephen King (1947–) has published 54 novels, including seven under the pen name Richard Bachman, six non-fiction books and nearly 200 short stories. Many of his stories are set in his home state of Maine and several have been made into films. The most famous of his books, apart from Under the Dome, are The Stand, The Shining, It, The Dead Zone, The Long Walk, Pet Sematary, Salem’s Lot, The Green Mile, Misery, Carrie, Needful Things, Night Shift and The Dark Tower series.

1 The town of Chester’s Mill, cars going along Main Street, the Congo Church and steeple, clear sky, Prestile Stream, two boys fishing by Peace Bridge, Jim Rennie’s Used Car lot, fields either side of Route 119 (a highway), trees, the plane’s shadow, a man with a backpack. 2 She loved it – she felt delight and exhilaration. 3 He liked eager students, and clear days with good visibility and no wind. 4 Very experienced – he’d been doing it for years.

3 Encourage students to do this initial reading without vocabulary support, since it’s useful to be able to understand main ideas without looking up words and phrases. Students read the paragraphs and discuss in pairs. Make sure they don’t just say yes or no, but explain why. 4 Students discuss what they think in pairs. (They are likely to predict a plane crash.) 5 Students work in pairs on the blue words and phrases. Encourage them to make guesses about those they haven’t met before based on the context before checking the meaning in dictionaries. Finally, check as a class to make sure they’ve reached appropriate conclusions. Draw their attention to the American spelling color by asking how it would be spelt in British English (colour). Elicit also what they think the phrase keep the shiny side up means (= drive carefully – originally a term used by bikers). MA Weaker students could work on fewer words, eg half of the blue words.

7 Ask students to predict what the rest of the book will be about (since Chuck and Claudie are about to die). Elicit a few suggestions, then students read the summary text. Check comprehension by writing a few questions on the board: What is the dome? What does it do? What problems follow? Then focus on the question in the Grammar spot. Allow students a few moments to look back to check, then establish that it’s narrated in the present, mainly using present simple, with present continuous and present perfect used for actions in progress and completion respectively. Ask why, and elicit the fact that present tenses are often used to summarise stories of books, plays, films, etc and to tell oral stories, as it makes them more immediate. Allow a few minutes for students to check the IMDb website to confirm that present tenses are frequently used in the plot summaries there. Extra idea: In groups, students each choose a different Stephen King book to find out about, then report back a summary to the group using narrative present tenses. Allow the group to organise who does which book, but set a time limit to encourage focus.

Suggested answers gleamed = shone trundled = moved slowly unblemished = clear courtesy (of) = thanks to, paid by mere = only, just shiny = polished, highly reflective eager = keen rocked = moved from side to side burning with color = very bright (with autumn leaves)

Grammar somewhere, everything, etc 1

Tip: Allow students to identify which words are causing a problem, rather than picking out the tricky ones yourself. This puts them more in control. 6

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Students answer the questions in pairs from memory. Encourage them to note down their answers before reading the text again to check their accuracy.

Unit 5

SEARCH AND THINK Give students a few minutes to underline and consider the questions, then compare answers with a partner. After checking, elicit all the other some-, every-, any- and no- words and write them on the board: someone / somebody, something, somewhere; no one / nobody, nothing, nowhere; everyone / everybody, everything, everywhere; anyone / anybody, anything, anywhere.

Answers

descending), Stephen King, TV News flash headlines: Dome Traps Town, Looting and Rioting Reported, Will air supply last? Troops mobilised, THEIR WORST FEARS, THEIR ONLY HOPE LIES, UNDER THE DOME, NO ONE GETS IN, NO ONE GETS OUT, At bookstores everywhere. 2 The population is going down very rapidly (presumably people are dying).

somewhere, nowhere, everybody, anyone, No one 1 -body 2 anyone / anybody 3 singular 4 they 2 Students do the exercise, then compare answers with a partner. After checking, ask them to practise the exchanges orally in their pairs.

Extra idea: Suggest other clips for interested students to watch, eg top five Steven King novels and top five books ever.

Answers 1 Anybody / Anyone (e) 2 something (f) 3 everywhere (c) 4 anything (b) 5 No one / Nobody (d) 6 nowhere (a)

Speaking 1 Explain that each group will present their ideas to the rest of the class, to encourage students to discuss constructively and agree. 2 Students write as a group, or they could divide the writing between pairs if they work more efficiently that way. 3 Students should all participate in the video presentation to the class. There could be a class vote for the best ideas. Tip: Remember to give plenty of positive, encouraging feedback when students have been creative, even if the result is not professional. Positive feedback boosts confidence and motivation, whereas criticism is likely to do the opposite.

4 Students discuss their opinions in small groups.

Did you know? Students who are interested could find out more about Stephen King’s method. 5 This is a group story-telling activity. The class could decide on a first line that all groups will start with. Then in each group, students take turns as instructed. Tell the groups to assess the correctness of each sentence, and jointly correct any clear errors. At the end, groups could compare how their stories developed. Groups that finish early could start a new story with a different first line. Monitor the groupwork and point out and assist with any really glaring errors that groups haven’t noticed. Note other errors to deal with after the story-telling is finished. Extra idea: Students write up their story afterwards.

Listening VIDEO link Tell students that the questions here are about the official book trailer, not the film series trailer. They can find it by searching for Under the Dome official book trailer.

Answers 1 Images: a road sign saying ‘Welcome to Chester’s Mill’; a fire burning; a hand stretched up and sliding down, leaving mark on screen; a cloudy, reddish sky; TV news flashes; rioting; an army helicopter; the whole village encompassed by a transparent dome; the book, showing title and author Words: Welcome to Chester’s Mill, Population 1152 (then numbers rapidly

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2.6 Students listen and mark the boxes as

instructed, then compare answers. Note: References to how the book ends have deliberately been withheld, so as not to spoil it for those who may want to read it.

Answers 1? 27 33 4? 5? 63 77 8 7 9 ? 10 3 Transcript 1 I enjoyed reading it, but I did find the ending a bit of an anti-climax. 2 I didn’t mind the ending, but it was soooo long! Nearly 900 pages! I didn’t read it all. I had to skip huge sections. It went on and on. Unit 5

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3 I loved it! It was worth every page. The ending was completely out of the blue, but everything else made up for it. The characters were really well-drawn, and the story was fast paced. 4 I thought the story was mind-blowing – I was completely captivated – but the ending was ridiculous. 5 I thought the ending was rather weird, but the ending wasn’t the point, was it? The point was to explore how people cope when they’re trapped in a situation outside their control. 6 Yes, fascinating to see how ordinary people behave when they’re cut off from the outside world. It was a fantastic read – clever interwoven storylines and lots of detail. But it is a huge book. Luckily I read it on my tablet! 7 Frankly, this book sucked! It really sucked. I’d heard so much about it, but it was utterly disappointing. I won’t be reading Stephen King again for a long time. 8 Oh, I was so disappointed. I’d been looking forward to reading it so much, but the ending was such a let-down. 9 I didn’t actually understand the ending, if I’m honest. I was just quite pleased with myself that I managed to get through all those pages! 10 I found the ending immensely satisfying. In fact, the whole book was absolutely brilliant. I enjoyed every single word. Classic Stephen King. 2 Students tick and number the expressions according to how negative or positive they perceive them to be. Make sure they understand that they can use each number as many times as they like. You could play the recording again for them to use the context to help with meaning. When checking, point out how extreme adverbs are used to strengthen opinions – elicit which are the very extreme ones (utterly, unbelievably, completely, absolutely, immensely). Students also look at the Vocabulary spot – remind them of the difference between the -ed ending (disappointed) and the -ing ending (disappointing) (Disappointed describes the feeling, disappointing describes the characteristics of the thing).

Answers All of them are used in the recording apart from unbelievably awful. 3

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2.7 P Point out that we tend to use strong stress when we express strongly held views and emotions. Play the recording twice and when checking, write the answers on the board. Then play it again, pausing after each phrase, for students to repeat, copying the same stress and intonation.

Unit 5

Answers so disappointed, utterly disappointing, mindblowing, a bit of an anti-climax, unbelievably awful, I was completely captivated, rather weird, such a let-down, It really sucked, absolutely brilliant, immensely satisfying 4

P

Students talk to each other in pairs. They could talk about a book, article, magazine, film, play, TV programme, concert or any other event that evoked a strong opinion. Monitor pairwork and assist with pronunciation difficulties.

Tip: Students are often reticent to put strong stress on words, so ask them to exaggerate it a bit. What they produce is often about right! 5 Point out that the words in the box are all standard features that one might comment on when giving an opinion on a book. Not all the words in the box were mentioned in the recording, and opinions differed, but some general feeling does emerge. If students want, play recording 2.6 again so they can remember more detail about what was said. Use the words in the box as prompts for class feedback to check – at the same time, you can check some of the words and phrases expressing opinions which were used in the recording but which were not mentioned in 2, eg well-drawn characters, out of the blue, fast-paced story, interwoven storylines. MA Weaker students could look at the transcript on page 143 of the Student’s Book.

Answers The story seems to be the book’s main strength, and the ending and the length are possible weaknesses. • beginning: not mentioned • characters: well-drawn • detail: lots • dialogue: not mentioned • ending: an anti-climax, unexpected (out of the blue), ridiculous, rather weird, a let-down, hard to understand, immensely satisfying • language: not mentioned • length: too long, huge, an achievement to finish it • message: to explore how people cope when trapped in a situation outside their control • plot: not mentioned • storyline: fast-paced, mind-blowing, captivating, fascinating, clever, interwoven

Reading 1 Explain that the two texts are both reviews of Under the Dome. Ask students how they can tell at a glance which one is more positive than the other (The star rating: the first has two stars, the second has five stars). In pairs, students decide who is going to read A and who is going to read B, read their review and report the main idea to their partner. Set a time limit for reading (about five minutes) and reporting (five minutes). 2 In the same pairs, students decide on the best title for reach review. When checking, ask them to explain briefly why each title is suitable.

4 In the same pairs, students answer the four questions about the review they’ve read, then exchange information about the other review with their partner. They should justify each answer with evidence from the text, so that their partner gradually becomes familiar with the text they’ve not yet read. When checking answers as a class, request evidence from the text for each answer.

Answers 1 T (lines 3–5) 2 F (lines 14–19) 3 T (lines 21–24) 4 F (lines 39–41) 5 F (lines 9–16) 6 F (lines 20–26) 7 T (lines 32–35) 8 F (lines 39–42)

Answer A Great expectations (Sonia’s a fan of Stephen King and so couldn’t wait to read this, expecting it to be as good as the others, but she was disappointed.) B More than meets the eye (Russ says that at first it seems like a simple story, but in fact it’s much more complex; it works on two levels and explores how ordinary people behave, human flaws, how people can become savage to survive, etc.) 3 Students discuss the questions in the same pairs. Each student should find the answers to the questions relevant to the review they’ve read, then exchange information to complete the answers.

Answers 1 It works on two levels – it’s a story about this particular town and its people, threatened and isolated, and also more generally about human nature – how ordinary people react to threats, how humans can become savage to survive when cut off from civilisation, etc. It’s thought-provoking, morally complex and very relevant to today’s world. Perceptive, entertaining, terrifying, exciting. 2 One-dimensional cardboard characters that she couldn’t relate to, predictable baddies and weak, spineless unintelligent goodies, tedious repeating of scenes from different points of view, too many predictions of bad events, unnatural dialogue, unbelievable events. 3 She expected too much. 4 It’s not about imaginary things like monsters, ghosts, vampires or machines, but about the terrible things normally civilised people can do in extreme conditions.

5 Still in pairs, students look at the words and phrases in blue, using the context to work out the meaning.

Answers settled down = sat down quietly, ready to focus off-putting = discouraging swept up = absorbed, involved end up = become let-down = disappointment gave up = stopped reading locked in = imprisoned pointed out = observed cut off = isolated, separated 6 Both students in each pair should go through Review A searching for the words. Point out that the numbered meanings are all in order of the appearance of the words in the text, which makes them easier to find.

Answers 1 dismal 2 unrelenting 3 premise 4 gripping 5 one-dimensional 6 unremittingly 7 spineless 8 tedious 9 device 10 stilted 7 Students continue working in pairs on this exercise. They could either do all ten together or do five each and report back. Make sure they find them in the text first in order to be sure of understanding the meaning in this context. Tip: Get students into the habit of always referring to the context when finding or explaining meanings. Many words and phrases have different meanings in different contexts.

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Suggested answers 1 cover, surround 2 irreversibly, not able to be changed back 3 a very great work 4 fault, failing 5 brutality 6 become crazily, uncontrollably violent 7 behaving in a violent and uncontrolled way 8 horrifying 9 in an extremely difficult situation 10 extremely exciting, full of suspense

Vocabulary Opinions 1

SEARCH AND THINK Students could divide this task and do it in pairs, with one student highlighting positive words and phrases and the other student highlighting the negative ones, then sharing their findings. Elicit and write the lists on the board, and take the opportunity to check that students understand the meaning of items that haven’t been mentioned in earlier exercises.

Answers Positive opinions A I was immediately swept up in, fast-paced, full of unrelenting suspense, intriguing, gripping, I just couldn’t put the book down, fascinating B amazing, real masterpiece, such impact, terrifically thought-provoking, morally complex, tremendous relevance, incredibly perceptive, entertaining, great Negative opinions A shocking, it all went horribly wrong, disappointingly cardboard characters, one-dimensional, I wasn’t able to relate to any of them, unremittingly bad, utterly predictable, (the good guys were) weak and spineless, lacking in intelligence, tedious, a let-down, unnatural, stilted, unbelievable, hard to suspend your disbelief, a big disappointment B terrifying 2 Students are free to add any five words or phrases expressing positive or negative opinions that they want to the lists, but suggest that they keep to ones that would be useful in expressing opinions about features of a book. Allow students a few minutes in small groups to share and, if necessary, explain their additions. 3 Allow students a few moments to think about the positive and / or negative features of a book they’ve read recently, before telling their partner about it. Remind them of the list of features in Listening 5 on page 56, which they could use to help them isolate aspects of the book that they liked or disliked, and 116

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encourage them to use words and phrases from the lists they’ve just made. Monitor and assist where needed with vocabulary queries.

Writing Suggest that students write about a different book from the one they described in Vocabulary 3 above, and remind them that they shouldn’t mention the title, as the other members of their group will be challenged to guess it from their review. Remind them, too, they can also use vocabulary from the Listening section on page 56. Allow students enough time to read the instructions, think, plan, write and edit their reviews. Finally, they should read out their review to their group, without telling them what book it’s about, and be ready to accept guesses about what book it is and to answer any questions. MA Weaker students could write shorter reviews. Tip: Encourage students to pause for a moment after finishing their first draft of a writing task, then reread and edit their own written work. This helps them to locate careless errors and achieve greater standards of accuracy, which is a good learner habit that echoes real-life writing, where it isn’t always possible to find someone else competent to check work for errors. Extra idea: If there isn’t time for writing in class, students could write their reviews at home and bring them in next lesson for sharing, guessing and questions. They could also share them online, but it might still be useful to do the guessing and questions in groups in class. EXPLORE ONLINE Students use smartphones or tablets to find a few other reviews of the book they wrote about. Ideally, these should be in English, but even if they aren’t, it’s still useful, since students will be talking about the ideas in English.

Lesson 3 How to write – and how not to! pp58–59 Aims The focus of this lesson is to explore ideas about ways of writing well and badly, and to revise the use of the contraction ’d to denote had or would.

You first! Students discuss the question on pairs. Ask more questions, eg: What do you find easy or difficult about it?

Do you think writing stories is a natural talent or a skill that anyone can learn? What advice would you give to someone who wants to write a good story?

rob Yes to both of those. Gosh, you’re good! What about the actual mechanics of writing? lisa Something about having a really good opening sentence? So, for example, don’t begin with: ‘The sun was shining and the sky was blue’? rob Yes, the weather’s a complete no-no. lisa And probably avoid overlong descriptions of any kind, no? rob Yes, because they interrupt the flow of the story. Readers want action! lisa And no clichés, of course, because that just shows a lack of imagination. rob Absolutely. ‘They looked at him like … he was something the cat had brought in!’ lisa Terrible! rob Anything else? lisa How about read what you’ve written out loud? Especially dialogue? So it sounds natural? rob Wow! You are so good. But, you know what? lisa What? rob Well, to use another cliché, I’m beginning to smell a rat! You’ve read this article already, haven’t you? lisa Guilty as charged! I read it this morning. Wanna hear the other rules? rob Go on, then. lisa Don’t read biographies of writers who have gone bonkers. Steer clear of children and dogs. And it’s OK to break your rules. One more thing. rob What’s that? lisa Your tea! rob Oh. Thank you very much.

Listening 1 1

GUESS Explain / Elicit that the numbered points on the right under the photo are 14 rules about how to write well. Give students a few minutes to guess which of the words in the box complete the rules, then compare answers with a partner. Help students with vocabulary they ask about, eg compelling (= very exciting and interesting), prune (= cut back), voraciously (= very eagerly and quickly), conducive to (= helpful to).

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2.8 Students listen to Rob and Lisa discussing the rules and check the words that complete them. Then give them a minute to answer the two questions and check as a class.

Answers 1 inspiration 2 weather 3 dialogue 4 editing 5 creativity 6 flow 7 story 8 power 9 diary 10 clichés 11 biographies 12 Children 13 rules 14 gun 1 The last rule (number 14) isn’t mentioned. 2 Because she read the article that morning.

Transcript lisa

What are you reading, Rob? Wanna cup of

tea? Tea would be great. Thanks. I’m just reading this article with tips on how to write from various successful authors. lisa Oh, that’s interesting! What do they say? No, no, don’t tell me. Let me guess! rob Oh, OK. Have a guess, then. lisa Well, I bet they say something like, um, keep a diary of your experiences? rob Yep. lisa And read a lot to give you more word power? rob Uh-huh. Well, those are fairly obvious, aren’t they? lisa True. So what else? Um, I imagine they say ‘Go for it! Don’t wait for inspiration – just write. Anything!’ rob Spot on! And they also say keep writing and editing completely separate. Write first, correct later. lisa I was going to say that! rob Oh, sorry. Can you guess any more? lisa Make sure you have a great story worth telling? And be self-critical but at the same time trust your creativity?

Extra idea: As a follow-up to the grammar in Lesson 2, students look at the transcript and identify examples of something and anything in the script. How are they used?

rob

3

Students focus solely on the words in the box in 1. This could be done orally, going around the class until all the rules have been recalled and written on the board (they don’t have to be verbatim or in the same order). MA Stronger students could try doing this without looking at the Student’s Book at all.

4 Ensure students understand what a cliché is, then play the recording again for them to note any that they hear. Ask the class if they can suggest any other clichés in English.

Answer They looked at him like he was something that cat had brought in. I’m beginning to smell a rat.

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EXPLORE ONLINE Students can use smartphones or tablets and do a quick search for clichés. Either as a class or in small groups, students discuss how they could be rephrased. Encourage them to write the mini-story for homework.

THINK In groups, students choose two questions

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to discuss, giving their own views. Monitor the group discussions, assisting where needed and noting down any interesting points to raise later.

2 Students think about the questions then compare answers in pairs. Help students if necessary with vocabulary items like husky voice (= a bit low and rough), whiff (= a slight trace, usually used for smells), spartan (= rather bare and basic, without comfort or luxury). Ask students to guess from context before confirming the meaning. If they’re interested, they can find the whole story online.

Answers 1 a

The narrator is a detective specialising in financial crime who has a spartan office. She is flexible (was willing to meet the client at home or in a restaurant). b The caller is a female with a husky voice and a southern accent who works in an office with other people, wants to hire a detective, urgently, about something financial and very personal. 2 Answers to this will be subjective, but the dialogue sounds fairly natural (rule 3) – it uses contractions and ellipsis; it includes some description, but not excessive amounts (rule 6); and it avoids clichés (rule 10) (although students may find the comparison of the woman’s accent to a rare perfume odd).

Answer 2 The photo on the right shows a frustrated woman suffering from writer’s block; the photo on the left is an old-fashioned typewriter; the words in the bubble are a typical opening of a story with a weather description, which is one of the things the rules say you shouldn’t do. Extra idea: In 2010, at the age of 85, the American crime writer Elmore Leonard published his own ten rules of writing. Search for them online. How similar or different are they to the rules in the Student’s Book?

Reading 1 Students read the extract and discuss their ideas in pairs.

Extra idea: Find and copy three or four more short extracts from this story, chosen from different points in the narrative. Students work in groups, each read one extract and summarise their extract to the group. Then, as a group, they guess in what order the extracts should be and what events happened between them.

Answer It’s a detective story. Elements that might make them want to continue are that they want to find out what the personal matter is and why the caller wants a financial lawyer, why it’s so urgent, why no one must know about it, etc.

Background notes Sara Paretsky (1947–) is an American author of detective fiction, best known for her novels about female private investigator VI Warshawski. The film V.I. Warshawski, released in 1991 and starring Kathleen Turner, featured Paretsky’s protagonist, but was not based on a particular novel. • The Maltese Cat is in a collection of short stories by Paretsky about VI Warshawski called VI for Short (American title Windy City Blues). The Maltese Cat is also the title of a short story by Rudyard Kipling (cf Unit 1) and is presumably connected to the classic film noir The Maltese Falcon (1941), based on the novel by Dashiell Hammett. •

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3 Students can work in pairs to create the conversation. 4

2.9 Play the recording for students to compare the conversation with their own. Elicit any major differences with their own versions.

Transcript Hello? Hello? Ms Warshawski? detective Speaking. caller Ms Warshawski, I need to see you immediately. It’s an extremely urgent matter. detective Uh-huh. I see. Would you like me to stop by this evening? caller Actually, I’d rather come over to your office now; I don’t want people in mine to know I’ve hired a detective. detective Alright. detective caller

caller And I don’t want to wait until tonight. I’d like to see you right away – really as soon as possible. detective How about meeting at a restaurant nearby, then? caller No, not a restaurant. It’s too hard to talk, and this is extremely personal. detective You know my speciality is financial crime, don’t you? caller Yes, of course I do. That’s how I got your name. One o’clock, fourth floor of the Pulteney, right? detective Yes, that’s … oh!

5

ROLE-PLAY Students role-play one of the conversations – their own or the recorded one from transcript 2.9 on page 143 of the Student’s Book. Then they swap roles and perform it again.

Tip: Give students a choice of which conversation to role-play – this passes an element of control to them, which is part of helping them to become autonomous learners.

Answers 1 had 2 would 3 would 4 wouldn’t 5 hadn’t 6 would 7 would Extra idea: Encourage students to make guesses about the context of the conversation by asking questions: Who is ‘they’ in the first speech? Why might it be ‘risky’? Are the speakers male or female? 3 Students could change partners for this exercise. They work together to create a similar conversation, but supplying different information for the parts in italics. They should practise reading it out, then swap roles and read it again.

Listening and writing 1

discuss the questions in small groups. Make sure they understand stutter in Mark Twain’s quotation.

Background note

Grammar ’d = had and would 1

Mark Twain (1835–1910) was an adventurer, author, humourist and public speaker and is considered one of the most influential American writers of the late 19th century. He wrote 28 books and numerous short stories, letters and sketches. Among his works are the classic American novels The Adventures of Tom Sawyer and Adventures of Huckleberry Finn.

SEARCH AND THINK Students spend a minute or two finding the short forms and deciding whether they denote had or would. They can compare answers with a partner before class feedback. Remind students of the difference between I’d rather (would rather = prefer) and I’d better (had better = should) and the use of had in past perfect and past perfect continuous tenses. Also check they remember that the contraction is most commonly used in spoken English and fairly informal situations.

Answers I’d rather = would I’d offered = had she’d hung up = had 2 Point out to students that they’ll need to use some negatives. Students complete the exercise individually, compare with a partner, then in pairs practise saying it orally, using the short form ’d each time. Afterwards, draw attention to the grammatical forms: we’d better + bare infinitive, I’d rather we + past tense, we’d be better off + -ing than -ing. MA Tell weaker students where the negatives are needed.

PREDICT Allow a few minutes for students to

2

2.10 Students listen to the conversation and note down the answers the speakers give to the questions in 1. Then they can compare notes with a partner.

Answers 1 They’d be so afraid of making mistakes that they’d keep stopping to check. 2 The man says that children are congratulated for trying and encouraged to make mistakes when speaking, but in writing they’re made to worry about correctness and become terrified of making mistakes. 3 Because we’re trained to worry about making mistakes, of getting it wrong. 4 Editing is checking and correcting, whereas writing is the creative part. 5 We need to practise separating writing and editing. Write first, without stopping to check, then go back and edit it afterwards. Unit 5

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Transcript

Take a break

I’ve heard so many people say ‘I can’t write’ or ‘I wish I could write’. What’s the problem with writing? Why are we so afraid of it? man Well, I think it all goes back to childhood, and how we learnt to write in the first place. When we learnt to write, we were made to worry about correctness. We were terrified of making mistakes. We had to check all the time to make sure we hadn’t made any mistakes. And we were always afraid of getting it wrong. woman And it wasn’t like that when we learnt to speak? man No, no. When we learnt to speak, we were congratulated for having a go and encouraged to make mistakes. It was very different. It’s like Mark Twain said: ‘If we taught our children to speak in the way that we taught them to write, everyone would stutter.’ woman So what does that mean for us as adults? man Well, to my mind, it means that we’ve learnt to confuse writing and editing. We’re so busy editing – checking and correcting – as we write, and making sure it’s OK, that we never get very far. Some people never get beyond the first sentence! woman So what do you suggest? man I suggest that we separate the two activities – writing and editing – and that we write first – without stopping to check. We write and write and write. And then, when we’ve finished writing, we go back and edit – check grammar and spelling and so on. woman Sounds like a great idea, but isn’t it really difficult to break the habits of a lifetime? man Yes, it is, and that’s why we need to practise!

This could be used at any suitable time during the lesson; for example, at the end of the Grammar section, to clear students’ heads before moving on to the Listening and writing section. Enforce a few minutes’ silence for students to play the sounds to themselves in their head so that they can almost hear them, before they tell other students in groups.

woman

3 This puts into practice the ideas expressed in the recording in 2 about how to get better at writing fluently. Working alone, students follow the instructions and the suggested timings as exactly as possible. Help by announcing when the time for each stage elapses, and encouraging students to carry on writing non-stop in stage 2. 4 In groups, each student reads out what they’ve written, then the group can discuss how well this process worked and what they feel about it.

Speaking 1 Students read the eight beginnings and talk in pairs or small groups about what they think is wrong with each one. Then they decide on the worst. 2 Explain that by bad and worst we mean in terms of content not language. Time students as they write and tell them when to stop. Students should take it in turns round the class to read out their lines; then hold a class vote for the worst one. 120

Unit 5

Everyday English p60 Agreeing; politely disagreeing 1

GUESS Focus on the photos and establish what they actually show by eliciting a brief description of each from different students. Then students speculate about the questions in pairs. Don’t confirm or reject any suggestions.

2

2.11 6 Decide whether you’re going to use the video or simply play the audio (you may not have the video or the necessary video equipment). Students watch or listen to the conversation and find out the actual answers to the questions in 1, then compare answers with a partner. Check students’ understanding of custom-made / custommake and explain if necessary (= created specifically according to what each individual customer wants).

Answers 1 She hasn’t had an intern and there’s too much work, and also a lot of competitors. 2 She’s hoping to update the website to emphasise their custom-made food boxes more.

Transcript Good morning, Dana – and welcome! Good morning, Mrs Williams. marianne Oh no, please call me Marianne. It’s lovely to have you here. dana Thank you. I’m really excited to be here. marianne Great. I’ve needed an intern for quite some time. As you can see, the work’s really piled up. I’m not sure what’s at the bottom of this pile! Not an urgent letter, I hope! Well, before we get started, I thought we could take a look at some of the competition and see how we might improve. dana OK. Sure. marianne As you probably know, there’s several businesses out there that do the same kind of thing as we do. dana Yes, I saw that when I applied for this position. marianne Yes, ordering food boxes online is becoming more and more popular. Shall we take a look at some of the competitors’ sites and see what we’re up against? marianne dana

Sure. So you know the basic goal of my business is to create a selection of food items that can be delivered direct to your doorstep. dana Yes, and in attractive, reusable boxes, right? marianne Right. We have an incredible designer that does that for me. dana Right. I saw this one on your site. It’s really cute. marianne Yes, it is. At the moment, that’s what makes us different. Our packaging. But a more important selling point is that we custom-make our food boxes. So people can ask for whatever they want. dana Yes, that’s a big plus. marianne It is, but our website doesn’t emphasise that enough. I was hoping to update the site so we could focus on this more. Here’s another site that I thought looked good. What do you think? dana It’s a nice design, although I don’t know about all those bright colours. The home page looks really busy. marianne Yeah, that’s what I thought. What about this one? dana Hmm, well, personally, I don’t like the font. It’s hard to read. marianne Actually, I quite like the font, but the page does look too busy. Why don’t you come up with a few ideas about how to change our website? I know it’s a lot to ask for your first assignment, but it would be great to hear your ideas. dana OK! I’d be glad to. Thanks, Marianne. marianne No, thank you, Dana! Have a seat at the desk over there and you can get started. Sorry about the boxes. dana

marianne

3 Students watch or listen again and note down information about the product and its appearance, then compare notes with a partner.

4 In pairs, students focus on the two reasons and Dana’s opinion. They should be able to do this without watching / listening again.

Answer Reason 1: the packaging Reason 2: They custom-make their food boxes. Dana agrees. 5 Give students a few minutes to try to answer the questions from memory, then compare with a partner. Then play the video / recording again for students to confirm and add to their answers.

Answers 1 ‘Please call me Marianne.’ 2 A bit disorganised, as she’s got a big pile of work that’s not done and she doesn’t know what’s at the bottom. But otherwise quite organised, as she gets straight to the point with Dana, has the competitor websites to hand and sets Dana an immediate task. 3 That there are several businesses doing the same thing as they do, competition is increasing (food boxes are more and more popular). 4 Help with the pile of work on her desk and also help with the website. 5 Come up with a few ideas about how to change the website. 6

TAKEAWAY LANGUAGE This focuses on some colloquial uses of words and phrases from the conversation. Students match, then compare with a partner.

Answers 1c

2e

3d

4a

5b

Background note Food boxes are an increasingly popular trend in the UK and US, often involving speciality food boxes, eg organic vegetables, ‘real’ meat, different nationality or regional foods, eg Asian, Mexican, Italian, Cornish, etc.

7 This focuses on the phrases used in the conversation to express agreement and disagreement. Students do the task individually, then compare answers with a partner.

Answers Answers

1D

2A

3D

4 D+A*

5A

what it is: food (in boxes) that can be ordered online and delivered to your home what it looks like: packaged in attractive boxes (Dana says the one she saw is cute.)

* The first part is disagreement, but the second part indicates agreement.

8 Explain that ‘softer’ here means more polite, less abrupt. Remind students that for UK English speakers, direct disagreement is sometimes considered rude, and speakers tend to use softening phrases to make the disagreement sound more acceptable. After checking the phrases in Unit 5

121

sentences 3 and 4, add that softening disagreement sometimes involves appearing to agree initially or to some extent, before adding the point of disagreement. Ask which sentence gives an example of that (1 It’s a nice design … although …).

Answers 3 Well, personally … 9

4 Actually, …

P

Show on the board how you want students to mark stress and intonation (eg underline stressed syllables, up [ ] and down [ ] arrows above syllables to show intonation). Students listen and mark the sentences. As with all intonation exercises, the important thing is to focus on the overall variation rather than the exact movement and timing of the changes. 2.12

Suggested answers 1 It’s a nice design ...although I don’t know about all those bright colours. 2 Yes, that’s a big plus. 3 Well, personally, I don’t like the font. 4 Actually, I quite like the font, but the page does look too busy. 5 Yeah, that’s what I thought. 10

P

Play the recording again for students.

Answer They use personally and actually to moderate their answers, pausing after the adverbs so that they don’t seem rude. 11

P

Play the recording again for students to say the sentences as they hear them, pausing after each sentence for students to repeat. Make sure they’re copying both the stress and intonation reasonably successfully. If not, pause and correct. Then allow a minute for them to repeat by themselves, in pairs.

Tip: Students may feel reluctant at first to use a wide enough voice range, so may need some encouragement. Join in the repetition with them, and use hand gestures to show really clearly the big up / down tone changes of the voice. If they’re still not getting it right, don’t be afraid to stop the recording and demonstrate it yourself. 12 Allow students a couple of minutes to think up four ideas. Students then act out a conversation using those ideas as instructed. They should politely disagree with their partner’s ideas and give a 122

Unit 5

reason, unless an idea suggested is exactly the same as theirs, in which case they can agree. Monitor the pairwork, making sure they’re using the phrases in 7, and assisting if needed to move the conversation on. 13 MINI-TALK Ideally, students do the research in class using smartphones or tablets, but if internet access is a problem, they could do it at home. If they type ‘food box companies’ into a search engine, they’ll find plenty of alternatives. Explain that the notes they make should be clear enough to use as prompts when they give their talk, but not so detailed that they simply read them out, as that would make the talk sound very unnatural. MA Weaker students could prepare and give their talk in pairs. 14 Students could give their talks to the whole class if the class isn’t too big and there’s time available; otherwise, they can do it in groups of five or six, or video themselves giving the talk and share it online. The vote can take place in class or online. Extra idea: Students could do the preparation for the talk (13) in groups, and give the talk (14) in groups, as long as they find a way for all members of the group to participate actively in all stages.

6 UNIT FOCUS

The nature of sport GRAMMAR: articles; verb patterns 2; phrasal verbs VOCABULARY: ways of liking and not liking; hobbies FUNCTION: expressing views

Introduction p61 Aims The focus of this lesson is to introduce the unit topic of sport by focusing on a number of different sports and activities, some vocabulary related to them and the places where they’re played.

You first! Students discuss which of the four sports they like most and least, and the reasons for their preferences. Extra idea: You could supply a number of adjectives for students to use in their explanations, eg competitive, relaxing, exciting, tiring, stimulating, tiring, etc. 1 Students complete the sports and activities words on the photo labels, then check with a partner.

Answers 1 cycling 2 bullfighting 3 darts 4 football 5 snooker 6 athletics (high jump) 7 motor racing 8 rugby 2 In groups of four, students share what they already know about the sports and activities, then decide what additional information they’d like to find out about each one. They should share out the online research between them so that each person in the group looks up a maximum of two of the sports, then reports back to the group.

Background notes • Rugby vs football: What is often just called just ‘football’ is association football, or soccer. Rugby is a type of football. The main differences between rugby and soccer are that the rugby ball is an oval shape, while the soccer ball is round. In rugby, a goal is scored by kicking the ball over the bar, while in soccer it’s by kicking or heading the ball into the net. In rugby, players can pick up and run with the ball, whereas in soccer only the goalkeepers can use their hands and arms to stop the ball.

and activities; movement

• Bullfighting takes place in several European countries, including Spain, Portugal, parts of France and some Latin American countries. It’s a controversial sport: some argue that it’s cruel to animals and should be banned, while others say it’s a traditional sport and a historic and integral part of Spanish culture. • Darts, as well as being a professional competitive sport, is a traditional pub game. The standard dartboard is divided into 20 numbered sections by wires running from the small central circle to the outer circular wire. Sections are subdivided into single, double and triple areas. Players take turn to throw the darts at the board, three at a time, to score the highest number of points. The maximum possible score with three darts is 180. • Snooker is played on a table covered with a green cloth or baize, with pockets in each corner and in the middle of each side. The game is played using a cue and 22 snooker balls: one white cue ball, 15 red balls, and six balls of different colours (yellow, green, brown, blue, pink and black), each worth a different number of points. Players hit the cue ball with the cue, causing the cue ball to hit a red or coloured ball. The aim is to score points by knocking the red and coloured balls into the pockets. Other games played with a cue are billiards and pool, which each have different number of balls and different rules from snooker. 3 Students stay in groups in order to pool resources. They can consult a dictionary if nobody in the group knows a word or phrase, and to check meanings. Point out that some words are illustrated in the photos, and some might match with more than one activity. Check sport by sport and write the words on the board under each sport. Ask students to say if any word is illustrated in the photos (1 handlebars, 2 cape, 4 defender (possibly), 5 cue, 6 backflip, 8 scrum (and possibly scrum half)). Also ask them to explain how each word is connected to the activity, eg You could wear a waterproof cape for cycling in the rain. A bullfighter uses his red cape to tease the bull. Unit 6

123

D And it’s a scrum down now, the front row’s down, in go the second row, the back two … the ball’s in and out to the Saracens’ scrum half and he passes it out and down the line … and they charge forward. This is a good move. And now Johnson’s going to do a drop kick and up it goes, and yes, it’s over the bar. Three points! E She’s standing there, concentrating, concentrating, getting ready for that fantastic burst of energy she’ll need. She looks like she’s thinking. She bends. Half kind of hops … and she’s off on the run-up. One, two, three, four, five, six … she leaps upwards, turns into a backflip, arches her back, brings the legs behind her and she’s over, and that’s a new height for her. Her best jump to date. She’ll be pleased with that. It puts her in silver-medal position, and so it all depends on … F And as he comes into the last straight, the team is already beginning to celebrate. It’s been a great run for him. He’s led all the way and faced strong challenges from the Ferrari team’s Klaus Markum, but he saw him off. And here he comes and the chequered flag is up – and down. Yuri Tokelan wins the 2016 Grand Prix with all guns blazing – and that will please his team and puts them in a good place ...

Answers Cycling: cape, handlebars, saddle Bullfighting: cape, sword Darts: triple twenty Football: defender, goal, pass Snooker: ‘the black’, cue Motor racing: chequered flag High jump: backflip Rugby: defender, drop kick, goal, pass, scrum, scrum half 4

2.13 Students listen and match, then compare with a partner. When checking, elicit which words from 3 were used and any other words that are related to the particular sport and write them on the board. Play the recording again if required.

Answers A football (goal, pass, defender + shoots, behind the line, a corner, an equaliser) B darts (triple twenty + board, flicks, triple 1, score, throw) C snooker (cue, ‘the black’ + table, pot the black, the side, poor shot) D rugby (scrum, scrum half, passes, drop kick + ball, the line, charge forward, over the bar) E high jump (backflip + hops, run-up, leaps upwards, arches her back, she’s over, a new height, silver medal) F motor racing (chequered flag + Ferrari team, Grand Prix, championship) The two missing activities are cycling and bullfighting.

Transcript A Oh, and look at her now. She’s right in front of the goal, just waiting for a pass, and here it comes. And she shoots. But the defender sends it behind the line for a corner. Well, that gives them another chance for an equaliser. B He’s looking intently at the board. He needs a twenty, a triple twenty. He raises his arm, flexes it a bit, draws his arm back, flicks it forward and – well, he’s not going to like that. Triple one. That means he now needs triple nineteen. C So now, at this crucial moment, she leans over the table and extends the cue over the base of her thumb. She’s after the black ball. She has to pot the black. She pulls her arm back and ... oh, that’s wide. It’s bounced off the side – that’s an amazingly poor shot from a player of this standard.

124

Unit 6

Pronunciation note In extract F, the year 2016 is pronounced as ‘two thousand and sixteen’. However, it would also be correct to say ‘twenty sixteen’. This is true for all years after 2010. 5

THINK Students spend half a minute deciding individually, then a couple of minutes comparing answers in groups. Where ideas differ, they should explain their choices.

Answer Opinions vary: generally darts and snooker aren’t considered sports, as they don’t involve athletic ability, but some people claim they are, as they involve skill and competition. Some say bullfighting isn’t a sport but an art form, or a form of cultural expression. 6 In the same groups, students work together to come up with a definition. Compare them round the class, then suggest students look up various definitions of sport in dictionaries and compare. 7 This focuses on the places where activities and sports take place. Students decide in pairs, then compare with another pair. Write the answers on the board. You could add the word rink to the

list and elicit what activities take place there (ice skating, ice hockey). MA Let weaker students use dictionaries.

Answers bend: motor racing, cycling board: chess (and other board games like drafts, Monopoly, Scrabble, etc) course: golf, horse racing court: basketball, tennis, squash, volleyball, badminton field: football, rugby, hockey, baseball, cricket pitch: football, rugby, hockey, baseball, cricket pool: swimming, water polo, diving ring: boxing, wrestling straight (= the straight part of a race track): motor racing, running table: table tennis, snooker, billiards, pool track: motor racing, athletics (running, etc)

Reading 1 Students talk in pairs about the pictures. Monitor the pairwork to ascertain what vocabulary they need help with, and use the pictures to teach the words they need or ask for, and write them on the board (eg sail (verb and noun), catamaran, yacht, row (verb), rowing boat, oar). As feedback, ask each pair to supply a different similarity or difference. 2 Students read about the Boat Race to find the answers to the questions, then go through the answers in pairs, building up details together. When checking answers, check students’ understanding of some vocabulary, eg annual fixture, a dead heat, sink (sank, sunk), upstream, high tide, spectators.

Answers 1 The Boat Race between Oxford University and Cambridge University – it shows the two boats with their crews of eight men each on the river going under a bridge lined with spectators. 2 In south-west London on the River Thames between Putney and Mortlake – from just near Putney Bridge to after Hammersmith Bridge and Barnes Bridge. 3 It started in 1829, and it takes place every year (it’s an annual fixture), but there were breaks during the two world wars. 4 Just over four miles (6.8km) long – and they go upstream. 5 There was a dead heat in 1877, but the judge was old and blind in one eye, so that’s disputed. Boats have sunk a few times because of bad weather or rough water, and in 1912 both boats sank. 6 Over 250,000 spectators watch from the river bank and about 127 million watch it on TV.

EXPLORE ONLINE In groups of four, each student chooses a sport from the lesson, finds out more information and reports back to the group. Groups should make sure each member is looking up a different sport. 8

LOOK AHEAD Students flick through the rest of the unit (looking at pictures, headings, titles, etc, not actually reading) and note any sport that’s mentioned. They can compare their lists with a partner and talk about the question.

Answers The most obvious sports mentioned in the rest of the unit are: sailing, rowing, swimming, synchronised swimming, base jumping, ulama, mud running.

Lesson 1 Two by two pp62–63 Aims

3

The focus of this lesson is to review and practise the use of articles, expand vocabulary that expresses ways of liking and not liking, read about rowing and sailing races and describe a national sporting event.

You first! Students exchange answers to the question in pairs or small groups. Encourage them to expand their answers by writing a few more questions on the board, eg Where were you going? Who with? How long did it take? Did you enjoy it? Why? / Why not?

YOUR STORY Point out that the event students choose doesn’t have to be a national or international one – it could be a local or school event, etc. Give students a minute to think about the questions, then a few minutes to exchange stories in small groups.

Grammar Articles 1

SEARCH AND THINK Give students a few minutes to find and match individually, then compare their answers with a partner.

Answers 1g

2b

3c

4e

5a

6f

7d Unit 6

125

2 Students categorise the grammatical descriptions and read the notes about the difficulty in categorising the use of articles with places.

A a, d, e, f B g C b, c Extra idea: Students work in groups and pool any useful rules about the use of articles (definite, indefinite and no article) that they’ve learnt. They could then compare their rules with the notes in the grammar reference on page 170. Finally, elicit any rules that groups have found which aren’t included in the grammar reference and, if they’re useful, note them on the board. Tip: Encouraging students to share with each other previously learnt language knowledge, especially if they’ve come from different backgrounds, acknowledges their competence and encourages collaborative learning. 3 Ask students if they’ve heard of the America’s Cup and, if so, what they know about it. Point out that the catamaran photo on page 62 is of this event. Students do the exercise individually, then compare with a partner. When checking answers, elicit the reason for the answer, especially if not everyone agrees. Ask also how students think picture B on page 62 is connected with the race (It’s a picture of the US schooner America which won that first race round the Isle of Wight in 1851).

Answers 6 the 12 a 13 the

Extra idea: Before doing the grammar exercise, students read through the text in order to find out basic information about the America’s Cup. Write the following questions on the board as they read, which they then answer in pairs: 1 When did it start?(1851) 2 How many boats take part now? (Two) 3 What’s the name of the cup for qualifying to take part? (The Louis Vuitton Cup) 4 Who gives it financial support? (Wealthy financiers and philanthropists) 5 What three things are needed to succeed, apart from good sailing? (Science, money and organisation) 126

Unit 6

Answers A The (FIFA) World Cup (football) B The Olympic Games

Answers

1 The 2 a 3 the 4 the 5 – 7 the 8 the 9 – 10 – 11 –

4 Elicit quickly what events the photos represent.

5 Use the example to show students how they can use the words in the box about the events. Students work in small groups, sharing their knowledge and ideas. Monitor the groupwork and check that students are using the words in the box and articles correctly.

Suggested answers The World Cup is the most popular sporting event in the world, with audiences of billions watching the finals. Brazil is the country that has won the World Cup the most times (five times). The World Cup trophy isn’t in the form of a cup any more. In the 2014 World Cup final, Germany won after scoring a goal right at the end of the match in extra time. In the 2014 World Cup final, the score at halftime was 0–0. In the Olympic Games events, the winner is awarded a gold medal. The opening ceremony of the Olympic Games is usually a very spectacular, extravagant event. At the closing ceremony, the Olympic flame is extinguished. The World Cup award ceremony takes place on the pitch after the final match. Somali-born British runner Mo Farah won gold medals in both the men’s 5,000 and 10,000 metres races in the 2012 Olympic Games in London. Over 500,000 spectators attended the 2012 Olympic Games in London. Brazil is the only team to have played in every World Cup tournament. London Olympics track events were held in the new Olympic Stadium. British tennis player Andy Murray was the winner of the gold medal in the men’s singles tennis in the London 2012 Olympic Games. EXPLORE ONLINE This can be done in class or at home. Students use their smartphones or mobile devices to find out more about one of the events, then share and discuss their findings in small groups.

Background notes The Boat Race: Although Cambridge currently lead 81–79 in the overall standings, Oxford have been dominant in recent years, winning six of the last nine races on the River Thames course. Oxford also won the 2015 women’s race, held for the first time on the same day and on the same course as the men’s race. The 2016 race took place on 27 March and was won by Cambridge. The record speed for the course is16 minutes 19 seconds, achieved by Cambridge in 1998. • The America’s Cup: There’s no regular schedule for how often the America’s Cup takes place. The race is run when a qualified yacht club challenges the club holding the Cup. After losing the 100 Pounds Cup to New York in 1851, it took the British almost 20 years to challenge to take back what they now called the America’s Cup. And there was another 20-year gap during World War II and the post-war years. The Louis Vuitton America’s Cup World Series Chicago, a qualifying event for the 2017 America’s Cup in Bermuda, was held in 2016 at Navy Pier, Lake Michigan. It’s the first time a freshwater venue has been chosen to host America’s Cup racing in the event’s 164-year history. Teams from the USA, Sweden, Great Britain, Japan, France and New Zealand will be competing for the Cup. •

Vocabulary Ways of liking and not liking 1

2.14 Students read the questions, listen once,

No. Yes. No. I don’t know. Just because you’re mad about ballet! susan I’m not. Not really. I’m not passionate about it or anything. I am a big fan of dance in general, though. You? pete You know me, sis. I can take it or leave it. But I thought Zoe was keen on it. susan No, not any more. Not since she got the football bug. It’s just not for her any more. pete And you’re sad about that? susan Well, if I’m honest, I did get a kick out of watching her ballet shows when she was little, but, ah well, you can’t make them do things if they don’t want to do them. pete So that’s that? susan Well, I’m not crazy about it. But there’s nothing I can do! susan pete

2 Play the recording again for students to identify which words and phrases are used. When checking, you could also elicit who uses each one (Pete or Susan) and what about (answers in brackets below).

Answers can’t get enough of (Susan about Zoe’s love of football) I can take it or leave it (Pete about dance) it’s just not for her (Susan about Zoe’s attitude to dance) not crazy about (Susan about her attitude to Zoe’s love of football) 3 Students decide on the order in pairs, then compare with another pair. Be flexible when checking answers, as some phrases are fairly synonymous (eg detest, loathe, can’t stand).

then compare answers with a partner.

Suggested answer

Answers

love: can’t get enough of, I can take it or leave it, not crazy about, it’s just not for her, it leaves me cold, can’t stand, detest, loathe: hate

1 Pete and Susan are brother and sister. Zoe is probably Susan’s daughter and therefore Pete’s niece. 2 Zoe likes football. Susan likes dance, including ballet.

Transcript Hello, Susan. You’re looking well. susan Hi, Pete. You don’t look so bad yourself, little brother. pete How are you? How’s Zoe? Is she still keen on football or has she grown out of it? susan Keen on it? She’s absolutely obsessed with it. She can’t get enough of it. It’s football this, football that. All the time. pete You’re disappointed? pete

4 Students listen again and complete the phrases, then compare with partner. Elicit the comparative strength of the phrases (1–3 are moderate, 4–6 are extreme; 5 (obsessed) sounds rather critical). Also check that students realise that fan of is a noun phrase and is used with an article (I’m a fan of), whereas keen, mad, obsessed and passionate are adjectives. MA Give weaker students a jumbled list of the missing words to choose from.

Answers 1 of 2 out of 6 about

3 on

4 about

5 with

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5 Students express their opinions using the words and phrases about liking and not liking from 2 and 4. Monitor the groupwork and check that they’re using the target language appropriately and correctly. Extra idea: In groups, students write the names of as many sports as they can on separate pieces of paper, then put the papers face down in a pile. Students take turns to pick up a piece of paper, read the name of the sport and say what they think of the sport, using language from 2 and 4, eg Football – I can take it or leave it.

Lesson 2 Sink or swim? pp64–67 Aims The focus of this lesson is to revise verb patterns involving -ing, infinitives and that clauses and to expand vocabulary related to hobbies and activities. Students also read about a synchronised swimming team and an unusual ball game.

You first! Students discuss the questions in small groups for a minute or two. Then have a quick show of hands to see what the majority opinion of the class is and elicit explanations.

Speaking and writing 1

MINI-TALK To introduce the subject of a national sporting event, draw students’ attention to the small photo at the bottom of the page and ask what they think it might show (It shows traditional dragon-boat racing). Students could do this activity individually or, in a single-culture class, pairs or groups might work well; but make sure that each group chooses a different event, and that each member of the group participates. Students should share out the research, etc sensibly. Encourage them to find photos to illustrate their talk. Presentation aids will depend on what is available – if they’re using PowerPoint, they should aim to produce a small number of slides with visual impact. Alternatively, students could video their talks and share them online. MA Weaker students might find group or pair presentation less threatening.

Tip: When students are giving their talks, encourage the other students to be active listeners by asking them to think of a question they could ask the presenter(s) at the end. 2 Go through the paragraph plan with students in class. Point out that when expressing their opinion in the last paragraph, they shouldn’t use the words and phrases from the Vocabulary section, as they’re more suitable for informal, oral use. Elicit what kind of words and phrases students could use in their written description (eg fascinating, exciting, entertaining, well worth seeing …). Set the writing itself for homework. Suggest a limit of about 200 words. MA Weaker students could be asked to write less.

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Background note In terms of audience numbers, professional women’s sport is less popular than men’s sport, possibly because of a difference in the quality of the playing or because women’s sport is given less investment and media coverage.

Reading 1 Students individually note down ten words that the photo brings to mind (they don’t have to describe the photo), then share their words in groups of three or four. As feedback, ask groups to say which were the most common words, ie which ones more than one student had written down. 2

PREDICT Students individually predict what story the article might be about based on the title and the words in green on the left. Help students with the meaning of trunks, floating and sinking if necessary. Tell them to note down their ideas, then share and compare with their group.

3 Give students a few minutes to read the article in order to find out the basic story and to assess the accuracy of their predictions in 2.

Answer It’s about some dissatisfied middle-aged men in Sweden who formed a synchronised swimming team. 4 Pairs can share out the questions in any way they choose. They can refer to the article again to find the information they need, but set a time limit of a few minutes to encourage efficient searching. Point out that they don’t need to read the whole article again; instead, if they can’t remember the answer from their first reading, they should quickly find and check the information in the bit of the article they remember it being in. Tell them to make brief notes

of the answers, then tell each other in pairs, and do the remaining question together. MA Weaker students could work in groups of three and do only four questions each.

6 In pairs, students focus on the words in blue; by examining the context, ie the text before and after the words, they should be able to work out the meaning. Tell them not to use dictionaries, but to practise deducing meaning from context.

Answers 1 2 3 4 5 6 7 8

9 10 11

12 13

Wales A good job in TV and media To join his Swedish girlfriend Sweden Two He was wondering where his life was going and what the point of it all was. Take up a hobby and join a group of society which did it A group of unhappy middle-aged men – a meat buyer, an archivist, a train-driver, an executive, a rock guitarist To find a way out of the stress and boredom of their daily lives Not good; they were middle-aged and some had paunches. Jane is their coach. She said they weren’t very good, and they were sinking rather than floating. That it was a protest against the meaninglessness of life A sense of belonging

Answers media = TV, radio and newspapers routine jobs = boring, unexciting jobs provide for his family = earn enough money to support his family archivist = a professional who organises, maintains and provides access to records and archives for long-term use verdict = final decision making fun of = laughing at 7

TAKEAWAY LANGUAGE Students find the words and phrases in the article and look at their context in order to decide which meanings they match with. Students work individually, then compare answers with a partner. You may also wish to check phrasal verbs in the text: put up with (line 18) (= tolerate), join up (line 29) (= become a member) and took off (line 74) (= suddenly started to be successful).

Answers 1b

Tip: Although it may seem counter-intuitive to ask students to answer only a selection of the questions, it has two clear benefits: firstly, students have to read and think about all the questions in order to make their choice; secondly, the resulting information gap gives the pairwork real purpose. 5 Each pair joins with another pair to form a group of four and compare answers. They should be the same in essence, but may differ in the level of detail.

Background note Synchronised swimming is a hybrid form of swimming, dance and gymnastics, consisting of groups of swimmers performing a synchronised routine of elaborate moves in the water, accompanied by music. Synchronised swimming demands advanced water skills, and requires great strength, endurance, flexibility, grace, artistry and precise timing, as well as exceptional breath control when upside-down underwater. It has been an Olympic event since 1984.

2d

3g

4e

5c

6f

7a

8 Students discuss what they thing of the quotation in pairs or small groups. You could add a couple more questions for students to continue discussing opinions, eg How important do you think it is to make time for a hobby? How important is having ‘a sense of belonging’?

Listening 1

GUESS Allow a minute or two for students to exchange ideas in pairs about how the story continues.

2

2.15 Students listen to find out what actually happened next, then in pairs compare that with their own ideas.

Answer The Stockholm Art Swim Gents entered a men’s synchronised swimming national championship and eventually, in 2009, won the Men’s Cup.

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Transcript Welcome back to The Listening Hour with Clive Ataka. I’m talking to film critic Carol Lasky. We were talking about the film Men Who Swim. Carol, what happened after they began to really take synchronised swimming seriously? carol Well, amazingly, they found they were not the world’s only men’s synchronised swimming team; and then they found that there was to be a competition in ... Prague, I think it was. So off they went, representing Sweden, to take on Italy, Japan, France, the Czech Republic and the reigning champs, Holland. They didn’t win that time, but by 2009, in Milan, Italy, they won the Men’s Cup. Not bad for a bunch of slightly depressed men just turning 40! clive And is that all? carol Well, no. Dylan Williams – who, as I said, made the film – got a job teaching film studies. The guy who wanted to be a rock guitarist fell in love with the team coach, Jane (and she with him)! In fact, there have been two marriages since the team started. clive And that’s all in the film? carol Pretty much. It’s a lightly fictionalised story of what happened. clive So what’s the message of the film, do you think? carol Gosh, I don’t know. Umm, maybe when one door closes another door opens? Something like that? clive Sounds OK to me! Now, the next film you have brought along … clive

3 Students note down answers to the questions as they listen again, then compare answers in pairs before the class check. If it hasn’t been mentioned, you could also ask What was the message of the film according to Carol, the film critic? (When one door closes another one opens), then ask what this means, whether there are similar expressions in students’ own language(s), and whether they agree with this as a general statement about life. You could also ask them to suggest other messages that might be inferred from the story (eg Don’t be afraid to try something new, don’t give up, the importance of doing things together, keep trying, fulfilment can lie where you least expect it, etc).

Answers 1 Dylan Williams (who was mentioned in the article) 2 It was about the story of the synchronised swimming team from the article, and their success in the championship. 3 He got a job teaching film studies. 4 She married the rock guitarist. 130

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EXPLORE ONLINE Students can do the research at home or in class using smartphones or tablets. Also suggest they watch some synchronised swimming on YouTube. Song link Students work in groups on a and b, and check online if necessary. They can listen to the song on smartphones or tablets with earphones, and finally share opinions with the group. Suggest they find the lyrics online too. Class feedback could focus on what students liked or disliked about the song – eg the music, the lyrics – and what they think it means.

Answers b A cannonball dive is when you jump into water feet first with your knees held tightly to your chest. c Backstroke, breaststroke, butterfly, crawl and cannonball are mentioned.

Background note Loudon Wainwright III (1946–) was a star of the early seventies singer-songwriter boom. The Swimming Song was the first song on his 1973 album Attempted Mustache with a buoyant banjo-led tune. This nostalgic song still remains a favourite of Wainwright and his fans. There have been various interpretations of its meaning, but, according to Wainwright himself, it’s just a simple song about the joy of swimming.

Grammar Verb patterns 2 1

SEARCH AND THINK Remind students of the four different verb patterns and elicit another example of each to check awareness of the difference between them. Then give students a few minutes to search through the article to find the required number of examples of each pattern. They can compare answers with a partner. When checking as a class, elicit the verb plus the actual phrase in the article, including the pattern following it, to reinforce learning of the pattern.

Answers A consider (considered living abroad (line 7)) imagine (hadn’t imagined living like this (line 16)) B hope (was hoping to get his emotional life back on track (lines 30–31)) decide (decided to form a synchronised swimming team (lines 44–45)) appear (appear to be sinking (line 54))

C feel (felt that he was disappearing (line 15)) suggest (suggested that he should think of a hobby (lines 25–26)) realise (realised that his dreams of a career in music were never going to happen (lines 41–43)) worry (worried that women swimmers [...] would think they were making fun of their female counterparts (lines 57–59)) discover (discovered that they weren’t the only male synchronised swimming team (lines 71–72)) D like (might like to do (lines 26–27), used to like swimming (lines 28–29)) begin (began training (line 50), began to improve (line 70)) 2 Students work in pairs. Make sure they realise they’re only focusing on patterns A (+ -ing), B (+ infinitive) and D (+ -ing or infinitive), NOT C (+ that clause) in this exercise. When checking, list the verbs under their pattern heading on the board.

Answers A admit, avoid, deny, dislike, enjoy, finish, involve, miss, risk B agree, arrange, attempt, dare, expect, fail, intend, learn, manage, offer, plan, pretend, promise, refuse, seem, tend, threaten, want D start 3 Students continue to work in pairs to identify the verbs which could also be followed by a that clause. Check and add this list to the board.

Answers admit, agree, arrange, deny, expect, intend, learn, plan, pretend, promise, seem, threaten Extra idea: Students choose eight verbs from 2, including at least two from each pattern category (A, B and D), and write their own sentences using them. 4 This focuses on verbs which can take either -ing or the infinitive, some with a significant change in meaning, some without. Students consider the pairs of sentences individually, then compare ideas with a partner. When checking, ask students to explain the difference in meaning for those which are different.

Answers 1S

2D

3D

4S

2 a = He stopped what he was doing (eg walking, running) in order to tie his shoelaces. b = He was tying his shoelaces and he stopped doing that (maybe in order to look at something, speak to someone, etc). 3 a = He switched off the iron, and later he remembered that action. b = He was using the iron and afterwards he remembered that he should switch it off and so he did. 5 Students spend a minute thinking of situations, then compare. Extra idea: Go over other common verbs which have a change in meaning when used with -ing or the infinitive: forget, go on, mean, regret, try. 6 Students could play this game in groups of four or six, divided into two competing teams of two or three. Supply blank cards for students to write the situations on, and shuffle the cards so that no one knows what order the situations are in. Teams take it in turns to pick a situation card. For each turn, students in that team should write down their sentences, so they can be counted. Agree a scoring system, eg one point for each correct sentence.

Vocabulary Hobbies and activities 1 Students work individually, then compare with a partner. Point out that some of the words can combine with more than one other word, and that some of the very common combinations form a single compound noun, while other combinations stay as two separate words. There’s no helpful rule to explain which ones combine into one word and which ones stay as two, so it’s best to learn each one individually. When checking, write each compound on the board to show whether it’s one or two words, and elicit what each activity involves, to check comprehension.

Answers base jumping, beekeeping, bird watching, bodybuilding, break dancing, candle making, cheerleading, coin collecting, flower arranging, flower collecting, fossil collecting, fossil hunting, metal detecting, model making, mountain climbing, plane spotting, rock climbing, rock collecting, stamp collecting, trainspotting 2 Students match, compare with a partner, then check as a class. Unit 6

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Answers 1 beekeeping 2 base jumping 3 cheerleading 4 metal detecting 5 flower arranging / flower collecting Extra idea: Ask the class if anyone has any experience of any of these activities. With each student that has, get the others to ask them questions to find out a bit more (eg When did you start / do it? Why did you do it? What did you like about it? How did you get the equipment? Where did you do it? etc) You could prompt further questions by writing question words on the board, eg When …? How long …? What …? Why …? Where …? Who …? How …?

6

VIDEO OPTION This should be done by each student individually and could be done in class or at home. The video could consist not just of the student talking about the activity, but also demonstrations of it in action and other visuals. Ideally, the videos should be shared using a videosharing app so that all students can easily see the others’ videos. You could also have a class vote on the best two or three videos.

7 Before doing the research, students should check that no one in the group knows much about the sport they’ve chosen. Students do the research online and take notes. In the presentation to the group, students should speak from their notes, not read out copied text, but they can include photos and brief video clips from the internet.

Take a break

3 If possible, make sure that all the hobbies and activities have been chosen by at least one pair so that feedback will provide answers about all of them. Students will need internet access to do the research on smartphones or tablets. When they report back to the class, they should write the equipment or clothing on the board.

You could make use of this at any convenient point in the lesson as a way of relaxing students by changing the focus completely for a few minutes. Make sure that there aren’t any dangerous objects around that could injure students if they lose their balance. Point out that the illustration shows someone doing this pose correctly.

Did you know?

Reading and writing

Students who are interested can do more research into base jumping.

Background note Base jumping is more dangerous than skydiving or parachuting from a plane due to the lower altitude of the jumps, leaving far less time to manoeuvre, and the very small areas in which to land. Base jumping is seen as a fringe extreme sport and it’s illegal in some places, eg New York. 4 Students work in pairs on their mind maps. Point out that there’s no correct answer – the point is to arrange the vocabulary in a way that makes sense to them and is memorable. It doesn’t matter if the pair they compare with has done it differently. 5 This game can be played in groups or, if the class isn’t too big, as a whole class. The questions must be yes / no questions and the student who’s chosen the hobby should only answer yes or no, or variations with modals or adverbs of frequency like the example It can be or Sometimes. The student who guesses the hobby has the next turn to choose a hobby and answer questions.

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1 Students do the numbering individually, then compare with a partner. Don’t check or confirm a correct order at this stage. 2 Students use the boxes on the right to show the order used in the description of ulama, then compare with their own order. Point out that some variation from the text order would not necessarily be wrong – for example, you could talk about when it started before describing how it’s played – but some items (eg concluding remarks) definitely need to come after others.

Answers Text order: a6 b5 c3

d1

e4

f2

Extra idea: Ask more questions about the details in the text; students take turns to answer questions in pairs, eg: 1 Where is it played? (In the state of Sinaloa, Mexico) 2 How many types of ulama are there, and how do they differ? (There are three types of ulama. Hip ulama, where the ball is hit with the hips, forearm ulama, where the ball is hit with the forearms, and paddle ulama, where the ball is hit with a wooden paddle.)

3 Which type of ulama is being played in the photo? (Ulama de cadera (hip ulama)) 4 For which types of ulama do players wear protective clothing? (Hip and forearm ulama) 5 What ancient civilisation did it originate from? (The Aztecs) 6 Where was it played then? (All over southern Mexico and Central America) 7 What might happen to the losers? (They might be killed / sacrificed to the gods.) 8 Why is it now considered a minority sport? (Because there are relatively few players.) 9 Is there any point in trying to keep it alive? (Yes, for its historical links) 10 Where can one find traces of the original game? (In the architectural ruins of the Mesoamerican region) 3

4

P

Students try to say the words individually and discuss any difficulties with a partner. Getting students to identify their own difficulties should make them more willing to make an effort to improve.

P

Students try to identify the common feature.

Answer

5

7 Students do the writing in class or at home. Suggest they follow the order of elements used in the ulama description, or a slight variation. They may need to do further research to find out more information, such as when it started or interesting facts. Suggest they aim for roughly the same length as the ulama description. MA Weaker students can write a shorter description.

Lesson 3 This is fun? pp68–69 Aims The focus of this lesson is to review and practise the different types of phrasal verbs and expand vocabulary connected with movement, while exploring the topic of mud running.

They all have initial consonant clusters.

Warm-up

P

Students look at the photo, describe what it shows and say what they think has led to the situation.

2.16 Play the recording a couple of times,

pausing after each word for students to listen and repeat. Focus on the problem areas students identified (and identify any others) by breaking the clusters down into individual sounds. Students say the individual sounds separately, then together as clusters before repeating the whole word again. If necessary, explain and demonstrate lip and tongue positions, and the breath and voice used for each individual sound, then the movement required for the cluster. Students copy you at each stage and repeat again. Play the recording another couple of times for repetition after that. Students then practise without the audio in pairs. End up with whole-class choral repetition of all the words. Tip: Show understanding of students’ difficulties and give plenty of encouragement and praise for any effort and improvement made with these sounds, to encourage students not to feel embarrassed and not to give up on difficult pronunciation points. 6

students to repeat chorally. Again, identify problem areas and help by explaining and demonstrating the difference between, for example, voiced and unvoiced sounds (b/p, d/t, g/c) and the difference in tongue position in the r and l sounds. Students practise the pairs before proceeding to more repetition of the clusters. (The above process can, of course, be simplified if students don’t have problems with consonant clusters.)

P

2.17 Students practise saying the groups of words to a partner and assess each other’s efforts. Then play the audio, pausing after each word for

Reading 1 Students read the short text about mud running to find out the basic information about it, then compare answers in pairs. When checking, help with the meaning of vocabulary they’re not sure about, eg crawl, barbed wire, pipes. For question 2, you could refer back to the discussion and definitions of sport that students created in the introduction to this unit (page 61, 5 and 6). Also draw their attention to the idiomatic expression take to it like ducks to water, elicit its meaning (= like it instinctively, as if they were in their natural element) and ask if they have a similar expression in their own language(s).

Answer 1 It’s a craze involving running and crawling for five or ten kilometres through mud, under barbed wire, through pipes and over walls. 2 The text doesn’t say if it’s a sport or not, but it can be competitive or collaborative (in supportive teams) it’s fun.

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2

EVERYBODY UP! Give students a few minutes



to walk round the room asking as many people as they can in the time allowed. Keep to a strict time limit to prevent it getting repetitive. In a large class, students could report back in groups rather than to the whole class.

Did you know? If necessary, explain obstacle race and steeplechase (= a horse race run on a racecourse with ditches and hedges as jumps, or a running race, usually 3km, with hurdles and water jumps) and ask if these are popular in students’ own countries. Students who are interested can do more research online about these, the Tough Guy race and mud running.

Answers Type 1: take off* Type 2: take against, take to Type 3: take up * Only in the sense used in the text (ie start to be successful). When take off means ‘remove clothing’, it’s a Type 3 phrasal verb.

Background note Sponsored mud runs in order to raise money for charity are also becoming popular nowadays.

Grammar 1 Phrasal verbs 1 1 The information given should be revision for students at this level, so before they read it, introduce the subject of phrasal verbs by writing Phrasal verbs on the board and asking a few quick questions, eg What does a phrasal verb consist of? In ‘He stood up’, is ‘up’ an adverb or a preposition? What about ‘for’ in ‘He looked for his phone’? Students then read the information to check their answers. 2

SEARCH AND THINK Give students a minute or two to find the phrasal verbs and compare answers with a partner. When checking item 4, draw students’ attention to the Vocabulary spot at the bottom of the column.

Answers 1 take off (line 11) 2 take against (line 2) 3 take up (line 5) 4 be taken in (line 3) 5 take to (line 6) 3 Students find the verb and discuss the meaning with a partner.

Point out that Type 2 and Type 3 are sometimes called ‘transitive inseparable’ and ‘transitive separable’ respectively. When checking, point out / elicit the fact Type 2 verbs are inseparable even if the object is a pronoun, eg take against people, take to it. Also draw students’ attention to the Grammar spot, explaining that in Type 3 phrasal verbs, if the object is a pronoun, it must come between the verb and the particle, eg take it up.

5 Students complete the gaps and check with a partner. Explain that Type 4 verbs are sometimes called ‘three-part’ or ‘three-word’ phrasal verbs.

Answer 1 after 6

2 cannot / can’t

FINISH IT Students complete the sentences individually with information to make them true about themselves, then compare with one or two other students. Monitor the class, assisting where needed.

Listening 1 1

2.18 Students listen to answer the questions, then compare answers with a partner. Play the recording a second time for students to check answers if necessary. After checking answers, elicit also what words Jamila and Shona used to describe Jan (competitive, a toad, an attention seeker, fitter than (Jamila)) and in what way Jan behaved badly (didn’t wait for her and pushed / knocked Jamila over twice).

MA Allow weaker students to read the questions before playing the recording, so that they know what they’re listening for.

Answers Answer put up with (= suffer, tolerate) 4 Check that students understand the three categories, then elicit which of the verbs from 2 they do not have to categorise (be taken in by). In pairs, students match the other four phrasal verbs with the categories. 134

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1 Jamila and Jan 2 Shona 3 Shona 4 Jamila 5 Jamila 6 Jamila to Jan

Transcript jamila shona jamila shona

shona I suppose it does sound like you really have fallen out this time. But anyway, look, I rang up for a reason. I need your hel… jamila I mean, honestly, Shona. She’s supposed to be my sister. She’s supposed to look after me. shona Yeah, I get the message. Jamila, I … jamila My sister. But after what she put me through, I’m not even sure I ever want to talk to her again. shona Jamila! jamila Ever. shona Enough! Goodbye, Jamila. jamila What? But I haven’t told you the worst part. shona Save it! Later, OK. jamila Oh yes. OK. We must catch up some time. Shona, you still there? Can you hear me? She hung up? On me? Honestly, some people.

Hello. Jamila? Yeah, who’s this? Don’t you ever look at your phone?! It’s me,

Shona. Oh, hi, Shona. What’s up? Hey, you don’t sound too good. jamila Yeah, well, I’ve come down with a cold since I did the mud run. shona I was going to ask you how you got on. Did you enjoy it? jamila Enjoy it? I was let down. She let me down. It was bad. shona Who let you down? You went with Jan. She’s your sister. Didn’t she look after you? jamila Ha! shona What do you mean, ha? jamila Man, she’s so competitive. She always has been ever since we were little, but this was something else. shona Go on! I’m waiting. What did she do? jamila Apart from being a complete toad, you mean? shona Jamila! jamila Well, from the get-go, she was showing off to everyone. shona But that’s what she always does. She’s always been a bit of an attention seeker. That’s what you’ve always said. So what? It doesn’t usually get you down like this. Listen, I called to tell you about … jamila You don’t understand. About halfway round the course, I dropped back because I couldn’t keep up with her. She’s much fitter than me, you see. And did she care? shona I don’t know. Did she? jamila Of course she didn’t. She left me behind when I couldn’t climb up the rope netting thing. To go over the wall. And that’s after she’d knocked me over when we were sliding down one of the mud banks. Sister? My own sister? shona Aren’t you being a bit harsh? I’m sure she didn’t do it on purpose. I mean, you two are really tight – more like good friends than sisters. Well, most of the time. Anyway, the thing is, what I really wanted to talk about … jamila Maybe she didn’t knock me over on purpose, but she pushed me over when we got to the bit where we had to crawl under the barbed wire. What do you think about that? shona Hey, I’m sure you’ll get over it. You always make up in the end when you have one of your ‘things’. Anyway, look, I really need to tell you about … jamila Get over it? Not on your life! You think I’m going to forgive her after this? She’s gone too far. jamila shona

2

ROLE-PLAY Students choose which role to take, then have the conversation in pairs. Fast finishers can swap roles and have the conversation again. At this stage, don’t expect them to use the phrasal verbs from the recording.

Grammar 2 Phrasal verbs 2 1 Students listen again to complete the chart with the particles in the box. Replay the recording as many times as necessary. Students can compare answers with a partner. At the checking stage, write the answers on the board to avoid any confusion. MA Weaker students could use the transcript on page 144 of the Student’s Book to find the phrasal verbs.

Answers TYPE 1 TYPE 2

TYPE 3

TYPE 4

get on look after let sb down come down with show off slide down get sb down keep up with drop back get over leave sb behind make up knock sb/sth over fall out push sb over catch up put sb through hang up ring sb up

Extra idea: Students divide the verbs in the chart into these categories: a) Verbs you knew already b) Verbs you weren’t sure about c) Verbs you didn’t know before They then compare their answers with a partner and check the meaning of the verbs in categories b and c. Warn them to make sure the dictionary definition they find corresponds to the meaning as used in the conversation.

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MA You could ensure that weaker students are paired up with stronger partners for this exercise to give them extra support. 2 Ensure that the members of each group all choose different verbs, so that they become the ‘expert’ in the group on that phrasal verb. Remind students that some phrasal verbs have multiple meanings. Monitor the groupwork and assist where needed, ensuring that the gapped sentences use the phrasal verbs correctly. When all the groups have finished, round up by collating the phrasal verbs they’ve found on the board, and elicit the meaning and an example sentence of each. If any very common phrasal verbs are missing, you could suggest adding those, too. There are a huge number with the verb get, so you may wish to focus particularly on those. MA With weaker students, you could supply a list for them to choose from. Tip: Advise students to build up their own phrasal verbs lists and to add more gradually as they come across them. Underline the importance of including an example sentence that illustrates the meaning and use of the verb.

Listening 2 1

PREDICT In pairs, students decide what they think of each piece of advice and give reasons. At this stage, remind them that there are no right or wrong answers – they’re just using their common sense.

2

2.19 Students listen once, tick the advice and compare with their own decisions. When checking, elicit reasons why you should or shouldn’t do the things on the list, according to Kylie in the recording.

Answers Ticked: 1, 2, 3, 8 Reasons 1 To help you if you get hurt 2 So the ambulance crews know who you are if you get hurt 3 To rinse mud out of your mouth 4 They’ll get wet and destroyed. 5 They’ll get damaged. 6 Jewellery will come off and get lost. 7 They’ll get heavy and wet with mud, hang down and fall off. 8 To absorb sweat and protect you from barbed wire and other obstacles

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Transcript presenter Welcome back, everyone. Nice to have you here. And we’re joined by Kylie. And Kylie, you’ve come to talk to us about mud running. Welcome. kylie Hi. Nice to be here. presenter Now, Kylie, you’ve done a number of these mud runs – um, is that the right name? kylie Yes, that’ll do it. Mud running is what we call it. presenter So you’ve done a few. kylie Well, 23 so far. presenter Twenty-three! That’s quite a lot. kylie I guess, but I get so much out of them. The experience, you know, the challenge, the fun of it. presenter Fun? Er, but people get hurt on mud runs, don’t they? kylie Oh, yeah. We get our fair share of injuries. presenter Injuries? Do people actually, you know, die? kylie No, they don’t die – at least, I haven’t heard of anybody dying – but we get cuts and bruises and broken bones – arms, legs, wrists, that kind of thing. And sometimes people fall off the obstacles and get concussion. presenter Oh, I don’t like the sound of this. kylie Hey, relax. I’m just trying to wind you up. It’s not that bad. presenter Oh, you’re just winding me up! Ha! Ahha. OK. kylie Look, some people get a bit hurt, it’s true. But it’s not that bad. It’s not like some other sports. You just have to be careful, that’s all. presenter How careful? kylie Well, for a start, always go with a buddy, a friend, so you can look out for each other. Some people think it’s all going to be easy and that because there are lots of people, everyone is looking out for each other, and that’s true in a way, but it’s much better to have that buddy who can help you. presenter If you get hurt. kylie Yes, I guess so. Oh, and that’s another thing, it’s always a good idea to have a piece of laminated paper in your shoe with your name, phone number, address, details – you know, just in case. presenter I don’t like the sound of this. kylie It’s OK, honestly it is. It’s fun. presenter But you still need a piece of paper – what did you say, laminated? kylie Well, yes, covered in plastic, clingfilm, something so the writing doesn’t get wet. presenter ’Cause then the ambulance crews will know who you are. kylie Yeah, that’s about it. presenter Crazy. OK, and, eh, what about clothes and things?

kylie Golden rule? Don’t wear loose clothes – T-shirts, loose shorts, etc – because they get wet and very muddy, and then they hang down, they get heavy. They can even fall off! presenter So what should you wear? kylie Tight clothes, clothes which absorb sweat – you can buy them now – clothes which cover your arms and legs. presenter Cover your arms and legs? kylie Yes, ’cause of the cuts and bruises. presenter Oh yes, those cuts and bruises! kylie Well, it’s easy to scrape your arms and legs on obstacles, barbed wire and stuff like that. presenter Mm-hm. Any other tips? kylie Well, don’t take your best designer trainers, that’s for sure. presenter Because? kylie Because they’ll get so damaged with all the mud and water and stuff you’ll never wear them in the gym again! And don’t take mobile phones and jewellery with you. presenter You’re going to tell me that people get hurt with phones? With jewellery? kylie Don’t be silly! Of course not. But phones will get wet and be destroyed. And jewellery? Well, rings just slip off your fingers. So it’s best to leave all that kind of stuff in the lockers at the beginning of the race. But what you do need to take is a water bottle. presenter So you can have a drink? kylie Not that so much. It’s more for when your mouth gets full of dirty mud! You need to wash your mouth out. presenter Wash your mouth out? Listen, I don’t think I’ll be doing a mud run any time soon. But thanks for coming in anyway to tell us all about it. kylie My pleasure. presenter OK, back in a minute.

3

Students answer from what they can remember and compare with a partner.

Answer Kylie is enthusiastic because it’s a challenge and fun; the presenter is not, because of the risk of injuries. 4 As they listen and read, students should highlight words and phrases they think will be useful. Then they choose five, look up their meaning if necessary and write them in their active vocabulary list.

Speaking and writing 1 Students list the words under the headings, then check their meanings in pairs.

Answers Prepositions of movement: across, along, down, from, into, off, onto, over, through, towards, under, up Verbs: climb, crawl, hang, jump, make (your way), run, slide, walk 2 Students help each other in pairs with meanings and, if still unsure, check in a dictionary and take turns drawing and guessing and decide which verbs and prepositions from 1 could typically be used with each. MA Weaker students could check the words online and find images of them to help them understand them.

Suggested answers 2 barbed wire: crawl under, jump over, climb over beam: climb onto / over, crawl over / under / along, hang from, jump from / off / onto / over, make your way along / towards, run along, slide along, walk along / under ditch: crawl along / into, jump into / over, make your way along / towards, slide into mud: crawl through, hang over, jump into / over, make your way through, run through, slide through, walk through net: climb across / into / over / under / up, crawl under, hang from, jump into / over, make your way over / under, walk under pipe: climb over, crawl along / through / into / over / through, jump over, make your way along / through, slide down plank: climb over, crawl under, hang from, jump over, make your way along / towards, run along, slide down, walk along rope: climb down / up, hang from, jump from, make your way up, slide down stream: jump over, make your way along / down, slide into, walk along tube: crawl through, jump over wall: climb down / over / up, jump from / over, make your way along / towards, run along / towards, walk along / towards 3 Allow a few minutes for pairs to design their course, using obstacles involving items from 2. When they explain it to the class, they should use the vocabulary from 1 and 2. 4 Allow pairs about five minutes to write their announcement following the paragraph plan given. If possible, they should post it online, along with a photo of their diagram from 3. Unit 6

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Everyday English p70 Expressing views 1 Students need to add two more occupations to the list, their own and another. If theirs is already in the list, they need to think of an extra new one. If they don’t have a profession, they can add one that they hope to do in the future or have done in the past. Check that they understand all the occupations. 2 Students do the earnings ranking in pairs, then compare with another pair. Ensure that they understand that the left-hand column of boxes is for actual ranking, and the right-hand column is for what they think the ranking should be in a fair world. For the actual ranking, students will probably need to do some online research. As feedback, elicit which occupations were at the top and bottom of their earnings order, and whether there were any major disagreements about the order.

Background note It’s very difficult to find accurate average earnings for some of these professions, and results are often skewed by the fact that a few people at the top of some of the professions earn a very high salary, but a recent survey gave the following ranking for average UK annual earnings: 1 male footballer (premier league) (£676,000) 2 commercial airline pilot (£64,000) 3 architect (£39,000) 4 high-speed train driver (£38,000) 5 software developer (£37,000) 6 trader (stocks and shares) (£36,000) 7= fiction writer (£23,000) 7= nurse (£23,000) 7= female footballer (£23,000) 10 sales assistant (£18,000) 3

2.20 Students listen once and answer the

questions, then compare answers with a partner. When checking, elicit any details students can remember, but reassure them they’ll listen again for the next exercise.

Answers 1 Footballers’ earnings 2 It’s OK for footballers to earn huge salaries. 3 It’s wrong for footballers to earn huge salaries. 4 Mike

Transcript bob Look at this, Mike. It says here that some top footballers earn over £250,000 a week! £250,000 a week! That’s incredible! mike Can you help with the drying up, please? bob OK, OK. If I must. But listen, a footballer earning 250,000 a week? It’s really bad for the sport! mike How d’you work that one out? bob Well, first of all, no one needs that amount of money! It stands to reason, anyone who earns that amount – especially young people – will start to have lifestyle issues – you know, showing off in their fast cars, behaving badly and the like – the things you read about in the papers all the time. mike There you go again with all that social conscience stuff! It’s got nothing to do with football. bob No need to be insulting. mike I wasn’t. Don’t be so sensitive – but listen, plenty of other people like film stars and pop singers earn money like that, so why not footballers? bob Maybe, but it’s just not right, that’s all I’m saying. mike Explain. bob Well, what I mean is, no one should be spending absurd amounts of money like that when there are so many poor people in the world. Instead of giving all that cash to young people who, let’s face it, just happen to be good at kicking a ball, they could be spending that money on hospitals and schools. mike Fair enough, that’s a good point, sort of – but teams need to attract the best players, don’t they. And the best players cost money. That’s all there is to it! bob OK, but that’s just the point. Today’s players don’t do it for love of the game. They’re just motivated by money. They’re greedy. mike Do you really think so? bob Yes! Look what happens. Their career starts to take off and whoosh! They’re off to the highest bidder. Time was they stayed loyal to their club, but not any more. And meanwhile the fans pay really high prices for match tickets these days. mike You’re not wrong about that. bob And the fans want to see footballers who love their sport and are proud to play in their team. And what do they get? People out to make the most money they can. mike OK, OK. Anyway … are you going to watch the match on TV tonight or would that offend your principles? bob I might.

4 Give students a moment to go through the statements – they may be able to answer some 138

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of the questions from memory – then play the recording again for them to check. After checking, elicit any other arguments that students remember Mike or Bob using to support their point of view.

Answers 1 Bob 5

2 Mike

3 Bob

4 Bob

TAKEAWAY LANGUAGE Students do the reordering and matching in pairs. They can then look at the transcript on page 145 to check the phrases and use the context to confirm meanings.

Answers Phrases 1 it says here that 2 and the like 3 if I must 4 there you go again 5 let’s face it 6 no need to be insulting Meanings 1 let’s face it 2 and the like 3 it says here that 4 if I must 5 no need to be insulting 6 there you go again 6 Students match the phrases with the functions (1–5), then compare with a partner. They can use the transcript to confirm any uncertain or differing answers.

Answers 1 Fair enough; That’s a good point, sort of; You’re not wrong about that 2 Do you really think so?; How do you work that one out? 3 That’s all I’m saying; But that’s just the point; It stands to reason; That’s all there is to it 4 First of all; What I mean is 5 Anyway 7

P

2.21 Play the recording, pausing after each speaker for students to choose the answer, then play it again for them to check answers.

8

P

Point out / Elicit that a different word is emphasised each time. Allow students to decide in pairs, then play the recording again, pause and check the answer after each speaker. Play it again for students to say the sentences with each speaker, and pause for them to repeat them after each speaker. They then practise further in pairs, taking turns to say one version for their partner to identify which meaning it is.

Answers Speaker 1: you Speaker 2: Can Speaker 3: help Speaker 4: drying 9 Students individually make their own lists of all the arguments they can think of that could be used on both sides, irrespective of their own personal views on the subject. 10 Students work in pairs to compare and build up an oral discussion using the arguments they’ve listed and the phrases they practised in 5 and 6. They should aim to use all the points they listed. 11 Each group chooses two opinions and together they brainstorm arguments on both sides of each statement. Ensure that each opinion is chosen by at least two groups. If you have a small class, you may need to restrict the choice of opinions for this to be possible. 12 Two groups that have chosen the same opinion should have a debate and the rest of the class listens. The groups must first decide which side they’ll argue (one must argue for, the other against) and use their points and the language from 5 and 6 to initiate and respond. If possible, they should all participate in the discussion. The class votes on the most convincing side. Then repeat the procedure with different groups and opinions, until each opinion has been debated and each group has had a turn.

Answers 1b

2c

3a

4d

Unit 6

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Units 5&6 Review Aims To review the vocabulary and grammar covered in Units 5 and 6. Students also focus on other sports that people enjoy and read about some traditional national sports in Aspects of culture.

Reading 1 Students discuss the question about the photos in pairs. 2 Students read the book descriptions and answer the question. 3

THINK Give students a couple of minutes to think about the questions individually, then talk about them in pairs.

Answers 1 They’re all about the personal significance of sports that the writers love; the writers are all writers of other genres. 2 For Haruki Murakami, running is a metaphor for the novelist’s journey. Waiting and watching for fish taught Robert Hughes to concentrate, observe and understand the difference between seeing and looking. Golf is like writing a poem for John Updike. Boxing represents the human struggle and winning and losing for Joyce Carol Oates.

Background notes • Haruki Murakami (1949–) is a contemporary Japanese writer whose books and stories have been bestsellers internationally as well as in Japan. His works of fiction are often surrealistic and melancholic or fatalistic, dealing with recurrent themes of alienation and loneliness. • Robert Hughes (1938–2012) was an Australian-born art critic, writer and producer of television documentaries. His bestseller The Fatal Shore (1987) is a study of the British penal colonies and early history of Australia. Hughes was also famous for his book and television series on modern art, The Shock of the New, and for his position as art critic with TIME magazine. 140

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• John Updike (1932–2009) was an American novelist, poet, short-story writer, art critic and literary critic who is widely considered as one of the great American writers of his time. His most famous work is his Rabbit series, which chronicles the life of the middle-class Harry ‘Rabbit’ Angstrom. Both Rabbit Is Rich and Rabbit at Rest won the Pulitzer Prize for Fiction. Updike published more than 20 novels and more than a dozen short-story collections, as well as poetry, art criticism, literary criticism and children’s books. • Joyce Carol Oates (1938–) is an American author who has published over 40 novels, as well as a number of plays and novellas, and many volumes of short stories, poetry and non-fiction. Her novels Black Water (1992), What I Lived For (1994) and Blonde (2000) and short-story collections The Wheel of Love and Other Stories (1970) and Lovely, Dark, Deep: Stories (2014) were each nominated for the Pulitzer Prize. Oates also teaches courses in creative writing at Princeton University. 4 Students discuss the questions in pairs or small groups.

Grammar and speaking 1 Give students a couple of minutes to locate the words in the text, notice which articles are used and decide why, then compare reasons with a partner.

Answers 1 an ultramarathon (one of many, mentioned for the first time) 2 the novelist’s journey (abstract concept (the novelist as a generic idea) or specific, assumed we know which novelist*) 3 Sydney (place name) 4 the book (already specified which one) 5 a fish (any one, unspecific) 6 poetry (uncountable, generally) 7 a boxing match (an unspecified match, mentioned for the first time) * The first interpretation is more likely, but it could also be referring to Murakami as ‘the novelist’, not ‘the novelist in general’.

2 Allow a few minutes for students to individually find their own examples of each and decide why they’re used, then compare choices and explanations with a partner.

Answers 1 taken in: separable in active, it didn’t take her in 2 got into: cannot be separated, got into it 3 took up: separable, took it up 4 knock (each other) out: separable, knock him out 5 working out: intransitive (in the context of the text)

Answers 1 past simple: (HM) took up running, when he was 33; (RH) was an enthusiastic fisherman, he first learnt to fish, it led him, he realised; (JU) wrote regularly, took up, when he died; (JCO) first got into, was, he took her, thus began All used for actions, states or events that happened and were completed in the past. 2 past continuous: (RH) while he was watching the water … he was also learning … Used for two ongoing actions in the past that were happening at the same time. 3 past perfect: (HM) by 2013 had competed in more than 30 marathons Used for actions completed before a time in the past. 4 past perfect continuous: (RH) He had been fishing for several years … he had actually been learning …; (JU) he had been playing and writing about golf for over 50 years Used for activities that were ongoing at a certain time in the past, to emphasise the continuation of the activity. 3 Students find the phrasal verbs, compare with a partner, then divide up the dictionary work between them for more meanings.

Answers 1 taken in 2 got into 3 took up 4 knock (each other) out 5 working out Other meanings take in: absorb / understand information, alter a garment to make smaller, include sth, allow sb to stay get into: enter (a car, cage, etc), start discussing sth, become involved with sth bad take up: alter a garment to make it shorter, use space or time, accept an offer knock sb out: defeat a player, impress greatly, destroy, shock, make sth quickly work out: solve a problem, understand how sth ends, be calculated as an amount of money / time / value 4 Students look at the phrasal verbs again to answer the question in pairs. Remind students that when the object is a pronoun as opposed to a noun, the phrasal verbs that can separate must separate.

5 Students work in small groups. Allow them a minute to think and prepare in their minds or make a few notes, then tell each other about their sportsperson or person they know. Encourage them to include the tenses and verbs specified. Extra idea: Students expand their description into a short written text for homework.

Listening 1

2.22 Students listen once, guess and check

with a partner. If they’ve guessed correctly, ask them what clues helped them; if they didn’t guess correctly, ask them if they heard how long some matches go on for (five days) to see if that helps.

Answers cricket

Transcript I don’t know how you can keep watching that for so long. Doesn’t it get boring after a while? I must say it leaves me cold – it’s not my kind of thing at all! I’d rather read a good book. man I know it looks boring, but once you get into it, it starts to get really addictive. I’ve been a fan since I was at school. My older brothers were really passionate about it and never missed a match whenever the local team were playing. woman But what do you see in it? There’s so much hanging around. man I admit that it may look like that to an outsider, but I think the sport has a lot of unique qualities. For a start, it’s a real team game, so the players really have to know how to work together and use strategies to achieve a common goal. woman Yes, but that’s true of lots of team sports – like football, for example. And, well, they don’t really have to be athletic, do they? I mean, it’s not as if they actually do much running or anything. man They do have to be fit, though, even though they don’t do as much running as in football. But another reason is that the rules are kind of complicated, so you need to be a real fan to woman

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understand the tactics and to get a kick out of it. There’s a lot of skill involved, but it’s hard to understand it without knowing all the rules. woman So you mean you’ve got to be mad about it in order to appreciate it? man Exactly! And another reason is that it’s a real gentleman’s game – you don’t get bad behaviour and violence like you do in some other sports. It really demonstrates the true spirit of sportsmanship. woman Hmm, well, I suppose I’d like to find out more about it one day. man You know, they have one-day matches that are a bit faster than the five-day matches – you might enjoy watching that more and I could explain the rules to you if you like? woman OK, OK. Well, I promise to think about it! 2

a Introduce the story by focusing on the picture and asking students if they know what the story is about. Then give students a few minutes to complete the text and compare with a partner.

Answers 1 off 2 up 3 on 4 together 5 along / up / down 6 behind 7 up 8 down 9 out 10 up 11 on 12 up b In pairs or small groups, students decide on the moral, then come up with other similar stories or fables with morals.

Allow students a couple of minutes to make notes from what they remember of the conversation, then compare with a partner. Play the recording a second time for students to confirm and if necessary add to their notes, then check as a class.

Answers

Answers

Extra idea: Students search online and each find an Aesop’s fable that they weren’t familiar with, take notes and tell it to the class or to each other in groups.

It becomes addictive, teamwork and strategies, complicated tactics (if you understand them), a lot of skill, a gentleman’s game (ie no bad behaviour or violence), demonstrates true spirit of sportsmanship. 3 This focuses on some functional phrases used in the conversation. Allow a couple of minutes for students to complete the phrases. If it’s feasible, you could replay just the sections of the conversation where the phrases appear (the first four speeches and the last three speeches) for students to check. Then ask students to identify in pairs what each phrase is used about and what the function of each phrase is (1 cricket – indifference / lack of interest, 2 compared with watching cricket – preference, 3 people hanging around a lot in cricket – conceding a point, 4 cricket – desire to do something, 5 watching a one-day match – avoiding saying no).

Answers 1 leaves me 2 I’d rather 3 I admit 4 I’d like to 5 I promise to 4 In groups, students talk about sports they enjoy. Encourage them to talk about a number of sports rather than just one, even if everyone in the group has the same favourite sport, and to explain what aspects of the sport they enjoy. Remind them also that their conversation should include their reactions to what each person says, by agreeing or disagreeing. 142

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Various morals could be surmised from the tale, eg more haste less speed, don’t be too confident, don’t be discouraged, never give up trying.

Culture note The Hare and the Tortoise is one of the most popular of Aesop’s Fables, the world’s bestknown collection of morality tales. Written down by Aesop, a former Greek slave, in the late to mid-sixth century bc, the 725 fables are of diverse origins. They were originally told from person to person for entertainment purposes, but also as a means of teaching a moral lesson, especially, though not only, to children. His stories were cleverly told, presenting human problems through the dilemmas of animal characters, a tradition present in the cultures of many different races. Most of the fables are designed to highlight bad or poor human decisions and behaviours. Though they were first told long ago, the stories are as relevant today as ever. Even now, children hang on to the moral lesson at the end of the story. There are many versions of the stories translated into many different languages. Some of the most popular fables from the collection are: The Goose and the Golden Egg, The Fox and the Stork, The Dog and his Reflection, The Fox and the Grapes, etc.

Aspects of culture a To introduce the topic, ask students to look at the photos and say what they think is happening. Then they skim–read the information in order to match the sports with the photos. Ask them also if they’ve ever heard of these sports.

Answers A Arnis

B Charrería

b Students read the questions and read the information again in order to make their decisions and find justifications. Encourage them to read without using a dictionary, but to work out meaning from context and the explanation given in the text. Then students discuss the questions in small groups – they should back up their opinions with reasons. They don’t have to reach agreement. EXPLORE ONLINE This can be done as homework or in class. Using their smartphones or tablets, students look up information. Decide how you want them to present the information and instruct them accordingly: a an oral presentation to the class: Encourage students to take some notes and be ready to present the sport to the rest of the class or to a group. If PowerPoint or a similar program is available, suggest they include at least one picture too. b in written form: Ask students to write a short article about the sport, and either share it online or pass it round. c as a short video: Students take notes and video themselves making an oral presentation, adding visuals as attachments, then share it online or show it in class.

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Writing skills Module 3 Writing a report pp156–157 Before you start 1 In pairs, students talk about the questions. Then, in whole-class format, elicit various ideas of new facilities students would like to have.

3 We would strongly recommend a staff training seminar focusing on polite customer care. 4 My suggestion is that everyone talks less and practises more. 5 It would be beneficial if the sports hall could stay open at lunchtime.

Language box

Understanding the task

Go through the first section of the box on various ways of expressing quantities and answer any queries. Explain that respondents are people who have responded to survey questions.

4 Students read the report about the swimming pool and do the true / false exercise, then compare answers with a partner. When checking answers, elicit the evidence for each answer from the report. Reassure students that this report is much longer than reports they’ll be required to write at this level.

2 Students work through the exercise alone, using phrases from the box to re-express the quantities in the sentences, then compare answers with a partner. Check answers and write them on the board.

Answers 1 Around 75 per cent of people do a sport at weekends. 2 The vast majority of people are happy with the facilities. 3 Over a quarter of respondents were in favour of extended opening hours. 4 Almost half of people surveyed had had a negative experience. 5 The (vast) majority of people thought that something needed to be done about the town centre. 6 Nine out of ten people surveyed liked the idea of increased public involvement. 3 Go through the second section of the language box and make sure students understand the various quite formal ways of expressing recommendations and in what situations they might need to use them. In pairs, they write recommendations for the situations given. Tell them to use a different phrase for each one.

Suggested answers 1 My suggestion is that the seats are replaced. 2 It would be a good idea for the library to extend opening hours to the weekends.

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Answers 1 False (we surveyed 100 people [...] in Eltonbridge) 2 True (Nine out of ten said that they would like to use the pool more often.) 3 False (over two-thirds of people working full time would like to swim on weekdays before or after work) 4 False (there are not sufficient hairdryers in the women’s changing area) 5 True (The aqua aerobics classes [...] are extremely popular … there is a long waiting list) 6 False (Further research is needed to establish if [...] swimming lessons would be popular) 7 False (look into a new heating system at a future date) 8 True (would result in growth in revenue) 5 Students answer the questions in pairs.

Answers 1 Seven 2 To give the topic of each section and thus make it very easy to find the details you want to refer to without reading the whole report each time. 3 To summarise the report and make it easy to identify amongst other paperwork and reports. 4 It’s a conclusion, showing the benefits to the pool of following the recommendations.

Practice 6 Tell students to find and underline the linking words in the report on page 156 and identify their function. Then give them time to do the exercise and compare answers.

Answers 1 because 2 In addition 3 so 4 also 5 however 6 In order to 7 due to 8 As a result 7 Before they start, ask students to look again at the report on page 156 and decide if the style is informal, personal and chatty or formal, factual and impersonal (formal, factual and impersonal). Elicit examples of formal, impersonal language in the report (passive verbs, eg are scheduled, is needed, could be installed, should be cleaned; long (not contracted) forms, eg we would not we’d; some formal words, eg assess, surveyed, current, respondents, additional, at a future date, specified; frequent use of noun phrases, eg assess satisfaction, recommendations for improvements, in part-time employment, there is some concern, improve visitor satisfaction).

Give students time to do the exercise in pairs, then check and write the answers on the board.

Answers 1 2 3 4 5 6

should be offered healthier of complaints have been timetable is available in the refreshments will be provided some disagreement about the aim of this survey is to

Sample answer Improvement proposals for Standhope Leisure Centre Introduction The aim of this report is to assess the facilities of the Standhope Leisure Centre and to recommend ways in which it can improve its services. Existing facilities The centre currently has facilities for five sports: football, badminton, volleyball, basketball and trampolining. Of these, football and badminton are by far the most popular. In addition, the gym offers classes in yoga, tai chi and step aerobics, as well as having personal trainers available. Problems identified The trampolines take up a lot of storage space and are underused at present. Also, fewer than one in ten people who come to the gym use a personal trainer. The main reason for this was that they are too expensive. Recommendations I recommend selling the trampolines and using the money to buy gymnastics equipment, as there has been a lot of interest shown in this sport. I also suggest getting rid of the personal trainers and organising group circuit sessions in the gym instead. Conclusion Standhope Leisure Centre is popular and well equipped, but following these proposals would mean a better focus on the sports people actually want. (190 words)

Now you 8 Give students five to ten minutes to read the task and discuss the questions in pairs. Make sure they understand that they need to invent specific details to make the report sound convincing. Monitor pairwork and assist with ideas or language where needed. Remind students that their report won’t be as long as the swimming pool report on page 156, so it will have only five paragraphs not seven. 9 Students write their report at home. Remind them to use the Check it! list before submitting their writing.

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7

Heroes and villains

UNIT FOCUS

GRAMMAR: reporting verbs and their patterns; would and used to; modal verbs: speculating about the past VOCABULARY: adjectives to describe villains; adjectives to describe heroines; nouns with more than one meaning FUNCTION: making confident and tentative statements

Introduction p73 Aims The focus of this lesson is to introduce the unit topic of heroes and villains and to consider how to define a typical hero and a typical villain in terms of their actions, in the context of a selection of films that students may be familiar with.

You first! Give students a few minutes to talk about the questions in small groups. Then elicit from each group the movies they talked about and the main reasons for their choices, to establish any common favourites in the class. 1 Elicit or explain that pictures A–E are all film posters from well-known films. Students identify the films in the posters. Then elicit any other information students know about these films, such as what they’re about, the main characters, the main actors, the director, the date, etc, and note names and dates on the board.

In pairs, students match five of the famous lines with the films, decide which character / actor said each one, then compare with another pair.

Answers 3 D Ilsa (Ingrid Bergman) in Casablanca 4 A Matt Kowalski (George Clooney) in Gravity 5 C The Terminator (Arnold Schwarzenegger) in The Terminator 7 E Rhett Butler (Clark Gable) in Gone with the Wind 8 B Andy Dufresne (Tim Robbins) in The Shawshank Redemption Extra idea: Before eliciting information about the films in the posters, students spend five minutes in the same small groups as before, pooling their knowledge. You could write these questions on the board: 1 Which of the films have you seen? What was it about? What did you think of it? 2 Which of the others would you like to see? 3 Can you date them roughly? (Which decade?) 4 Can you name the director or any of the stars? 146

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Background notes The films are all from different decades. A Gravity (2013) is a British-American sciencefiction film directed by Alfonso Cuarón, starring George Clooney and Sandra Bullock as astronauts who are stranded in space after the mid-orbit destruction of their space shuttle. The film chronicles their subsequent attempt to return to Earth. B The Shawshank Redemption (1995), directed by Frank Darabont, starring Tim Robbins and Morgan Freeman, is about a young and successful banker, Andy Dufresne, whose life changes drastically when he’s wrongly convicted of and sentenced to life imprisonment for the murder of his wife and her lover. C The Terminator (1984) is an American science-fiction action film directed by James Cameron, starring Arnold Schwarzenegger as the Terminator, an android assassin sent back in time from the year 2029 to 1984 to kill Sarah Connor, played by Linda Hamilton, whose son will one day become a saviour against machines in a post-apocalyptic future. D Casablanca (1942) is an American romantic drama directed by Michael Curtiz, starring Humphrey Bogart and Ingrid Bergman. Set during World War II, it focuses on an American expatriate who must choose between his love for a woman and helping her Czech Resistance leader husband escape the Vichy-controlled city of Casablanca to continue his fight against the Nazis. E Gone with the Wind (1939) is an epic historical romance directed by Victor Fleming, starring Clark Gable as Rhett Butler and Vivien Leigh as Scarlett O’Hara, the spoiled and attractive oldest daughter of plantation owners in the American deep South. It’s a tale of impossible love, separation, death and survival during the difficult times of the American Civil War. 2 Address this question to the whole class; if nobody knows the answers, you could give some obvious clues to help them (eg 2 It’s about a very large and dangerous sea animal. 6 It’s another movie about a space mission.). You could remind students that

baddie. In question 2, encourage students to help each other with the words in the list and, where necessary, check meanings in a dictionary. Point out that some words could be used for both heroes and villains, depending on the circumstances.

they can find quotes from films on the IMDb or Rotten Tomatoes websites.

Answers 1 James Bond in several of the Bond films, including Casino Royale, Goldeneye and On Her Majesty’s Secret Service 2 Chief Brody (police chief) in Jaws 6 Jim Lovell in Apollo 13. The origin can be traced to the phrase in past tense (‘Houston, we’ve had a problem here’) that was used by the crew of the Apollo 13 moon flight to report a major technical problem back to their Houston base. The phrase is misquoted as ‘Houston, we have a problem’ in the movie.

Answers 1 Possible definitions (in the context of books, films, plays): hero = the main (male) character who we admire for his courage, brave deeds and noble qualities (female = heroine) villain = a character whose evil actions and motives are important in the plot 2 heroes: avenge, capture, defend, expose, fight crime, prevent, protect, rescue, right injustice, risk their life, save, set free villains: avenge, capture, cheat, corrupt, destroy, hurt, murder, plot, prevent, rob, scheme, steal, take hostages, threaten 3 Suggested answers avenge a crime / a murder / his sister’s death cheat her out of her inheritance / at cards / in the exam plot an attack / to kill him prevent them from leaving / sth from happening / disaster rob a bank / her of her savings scheme to overthrow the government / against her steal some money threaten him / to shoot the passengers / him with a gun / our planet

3 Students can work through these instructions in pairs. Point out that for stage 1, they can invent whatever responses they like, and elicit a variety of suggested responses to the first quote as an example (eg Pleased to meet you, Mr Bond. How do you do? My name’s … Really? I’ve been wanting to meet you for a long time …). Monitor pairwork and assist if needed. Encourage students to make full use of stress and intonation when acting out the lines in stages 2 and 3. In stage 4, regroup into whole-class format for students to guess the source of each other’s favourite lines. EXPLORE ONLINE After reading the exchange in pairs, students find it on YouTube (by typing in Do you expect me to talk?) and compare how it’s said.

Answer

Extra idea: Students search for more well-known Bond villains and compete for the longest list.

The film is Goldfinger and AG is the villain Auric Goldfinger. Extra idea: Ask students to find out how many Bond movies there have been to date and which actors have played Bond (Twentysix movies; actors: Sean Connery, David Niven, George Lazenby, Roger Moore, Timothy Dalton, Pierce Brosnan and Daniel Craig). Students could find compilations of My name’s Bond. James Bond. on YouTube (also sometimes rendered as The name’s Bond ...) and decide which one they like the most. Some students might also enjoy James Bond deadliest oneliners on YouTube. 4 Students discuss the questions in pairs or small groups followed by class feedback. Be flexible with the definitions of hero and villain. Also elicit from students (or remind them of) the feminine term heroine, and the more informal terms goodie and

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LOOK AHEAD Students flick through the unit, looking at the three lesson titles, and in pairs talk about the probable focus of each lesson.

Suggested answers Lesson 1: villains Lesson 2: women’s different roles in films Lesson 3: heroes and heroines

Lesson 1 What makes a good baddie? pp74–75 Aims The focus of this lesson is to expand adjectives and other vocabulary for describing villains and to revise and practise reporting verbs and their patterns. Unit 7

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Warm-up Show the class a few photos of a variety of well-known film villains that you think they’ll recognise. (If you don’t have time to collect photos, you could simply list the names on the board.) Ask students to identify each one and elicit what they all have in common (They are all villains in films). Suggested villains to show/list: President Coriolanus Snow from The Hunger Games (Donald Sutherland); Maleficent from Maleficent (Angelina Jolie); the shark from Jaws; Gollum from The Lord of the Rings; Mystique from X-Men (Jennifer Lawrence), Bellatrix Lestrange from the Harry Potter films (Helena Bonham Carter). You could also include one or two villains from films from students’ own culture if appropriate. Then ask how this relates to the lesson title (baddie = villain) and make sure students understand the meaning of the question in the title (= What are the characteristics of a really effective villain?). Elicit some initial answers to this question, then move quickly on to the Vocabulary section.

Vocabulary Adjectives to describe villains 1 Go through the list of adjectives with the class and assist with the meanings of unfamiliar items. Students choose which ones to circle individually, then compare with a partner and justify their choices where they differ. Tip: If students have difficulty choosing, since all of the adjectives could be considered relevant, tell them to choose their top ten, which makes the task more finite. 2 Students work with a partner to decide. In class feedback, elicit and list synonyms on the board.

Suggested answers Some of these are not exact synonyms, but express similar ideas. angry + resentful; crazy + insane; creepy + scary + sinister; cruel + sadistic + spiteful + nasty; manic + wild; homicidal + violent; funny + silly + jokey; unpredictable + unstable; spiteful + revengeful; evil + psychopathic + homicidal 3 There are a lot of words to cover, so they could be split between pairs / groups, with a feedback session on the board at the end. You could allow students to use a thesaurus if they want.

Reading 1 Students look at the photo and talk about the questions in pairs. 148

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Background note This is the Joker (played by Heath Ledger) from the 2008 Batman film The Dark Knight. Jack Nicholson made this character famous in the earlier 1989 film Batman. The reading text gives more information about the character. 2

PREDICT Give students a minute to guess the answer, based on the photo and any other information they have. Then allow them about five minutes to read the article individually, then discuss the question in pairs.

Answer In the latest Batman film mentioned, The Dark Knight, the Joker wasn’t jokey at all. 3

SEARCH AND THINK Students underline the words individually, then compare answers with a partner. In class feedback, list the answers to question 2 on the board and check their meanings if necessary (although work will be done on the words in blue in the next exercise). MA Weaker students could use a dictionary for extra support.

Answers 1 minor, homicidal, sillier, jokier, harmless, threatening, mentally unstable, terrifying, crazy, cruel, scary 2 homicidal psychopath, criminal, harmless, darker, threatening, terrifying, chilling mannerisms, sadistic, no empathy, no conscience, sociopath, cold-blooded, massmurdering 4 Students work out the meanings individually, then compare with a partner. MA Weaker students can do the exercise in pairs.

Answers toned down = made less extreme, less violent a big comeback = a return to popularity Not one bit. = not at all chilling mannerisms = frightening gestures and ways of speaking and behaving an absolute sociopath = a person with a criminally antisocial psychopathic personality disorder involving total lack of moral responsibility or social conscience cold-blooded = extremely cruel, showing no mercy working overtime = never resting, working all the time taken over = controlled

Extra idea: Students work in pairs to produce further example sentences using the words and phrases in blue. 5 Students talk about the questions in pairs.

Answers 1 a The Joker was a homicidal psychopath in the 40s comic books. b In the 50s, he was a harmless, sillier and jokier criminal. c In the 60s, he almost disappeared. d In the 70s, he made a comeback and was closer to the original Joker (darker, less jokey, more brutal). e In the 80s, he was threatening and mentally unstable, but occasionally humorous.

Background note Suicide Squad (2016) is an American superhero film directed by David Ayer and starring, among others, Will Smith as Deadshot, an expert marksman and assassin, Jared Leto as the Joker, a tattooed psychopathic supervillain, and Margot Robbie as Harley Quinn, a crazy supervillain and former psychiatrist. The film is about a secret government agency which recruits a variety of imprisoned supervillains to execute dangerous missions in exchange for clemency and saving the world from an unknown but powerful threat.

Grammar Reporting verbs and their patterns 1

Students work in pairs and divide up the eight questions between them. They answer four each from memory, tell each other their answers, then together refer to the article to check all eight answers. When checking, elicit each answer from a different pair and focus particularly on the reporting verbs in bold in the exercise and the patterns used with them, and write these on the board.

Answers 1 Ledger said to reporters that he knew exactly how he would play the role. 2 He told them that he’d locked himself away for about a month so that he could develop the mannerisms, voice and laugh of the Joker. 3 He admitted that he’d found it exhausting.

4 He confessed that he’d hardly slept during the weeks of filming. 5 They asked whether the Joker had killed him. 6 They wondered if he could have been taken over by the character. 7 He said he knew how demanding the role was. 8 He had warned Ledger that the role might be dangerous. 2 Students work in pairs to decide the possible direct speech / thought for each reported speech statement in 1. When checking, write the direct verb forms near the reported forms from 1 on the board.

Suggested answers 1 I know exactly how I will play the role. 2 I locked myself away for about a month so that I could develop the mannerisms, voice and laugh of the Joker. 3 I found it exhausting. 4 I hardly slept during the weeks of filming. 5 Did the Joker kill him? 6 Could he have been taken over by the character? 7 I know how demanding the role is. 8 The role may be dangerous.

Grammar spot Remind students of the tense and pronoun changes in reported speech and the different ways that say, tell and ask are used. Point out or elicit that ask can also be used with question words, eg why, when, where, how, whether, etc. 3 Students complete the verbs individually, then check with a partner. Give them a few minutes for this. When checking, elicit spelling and write the answers on the board.

Answers 1 admit 2 advise 3 agree 4 announce 5 claim 6 confess 7 complain 8 decide 9 deny 10 explain 11 hope 12 mention 13 promise 14 propose 15 remark 16 reply 17 report 18 suggest 19 teach 20 warn 4 Students look through the article again to find the four verbs and answer the question. After checking the answer, point out or elicit that all the other verbs in the list can also be followed by that, as well as some other patterns too. Unit 7

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Answer Four words in article = admit, confess, remark, warn They are all followed by that.

7 Rhett Butler claimed that he didn’t give / claimed not to give a damn. 8 Andy Dufresne confessed that he was / confessed (to) being a convicted murderer who provided sound financial planning.

Extra idea: Ask: How many similar verbs with this pattern can you add to the list? (Similar verbs = answer, argue, comment, doubt, fear, feel, observe, suppose, think …)

Extra idea: Students put their own favourite movie lines (which they thought of in 3 in the Introduction) into reported speech.

5 This focuses on the other verb patterns that can be used with the reporting verbs in the list in 3: the -ing form; the infinitive; and object + infinitive. Students work on the questions in pairs. Point out that sometimes a preposition can be added.

Answers 1 B You promised (that) you would be on time. / You promised me (that) you would be on time. C He warned me that I should be careful. 2 B You promised not to be late. C He warned me not to take risks / be careless. 3 A (verb + -ing form): admit, confess (to), deny, mention, propose, report, suggest B (verb + to + infinitive): agree, claim, decide, hope, promise, propose C (verb + object + to + infinitive): advise, teach, warn

Listening 1 Students look at the photo and in small groups pool their knowledge about Catwoman. You could write some questions on the board to prompt them if necessary, eg What does she look like? What sort of person is she? What superpowers does she have? In what films has she appeared? What actresses have played Catwoman?

Background note Catwoman (Selina Kyle) is a fictional character appearing in American comic books, commonly in association with the superhero Batman. The character made her debut in Batman #1 (1940), in which she is known as ‘the Cat’. Catwoman has traditionally been portrayed as a supervillain and enemy of Batman – in her first appearance, she was a whip-carrying burglar with a taste for high-stake thefts – but she later turned to crime-fighting and became part of the Batman family. Since the 1990s, she’s been featured in a series that depicts her as an anti-heroine rather than a traditional villain. Catwoman is known for having a complex love-hate relationship with Batman and has been Batman’s most enduring love interest. In the 1992 film Batman Returns, Catwoman was played by Michelle Pfeiffer (pictured in the Student’s Book), while the 2004 film Catwoman starred Halle Berry.

Extra idea: Tell students to add these other verbs to their lists: beg, insist (on), instruct, invite, offer, prefer, swear, threaten (Answers: A insist (on), prefer; B offer, prefer, swear, threaten; C beg, instruct, invite) 6 Students do the exercise in pairs, then compare answers with another pair.

Answers 1 He said that his name was James Bond. 2 Brody warned me/him/her/us that I/he/she was / we were going to need a bigger boat. 3 Ilsa told Sam to play As Time Goes By. 4 Matt Kowalski admitted (to Houston) that he had / admitted (to) having a bad feeling about the mission. 5 The Terminator promised that he would be / promised to be back. 6 Jim Lovell announced that they had a problem.

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2.23 Students listen to the conversation for more information about Catwoman, then compare answers in the same small groups as in 1.

Answers See answers for 3 and 4 below.

Transcript So why do you like Catwoman so much? Oh, because she moves like a cat! She’s graceful and athletic, and she’s clever and independent – she takes charge of her own life.

man

woman

She isn’t sweet and nice, but she helps people who are poor and vulnerable and who need her help. man So she isn’t like the Joker? woman No, absolutely not. She isn’t nasty and cruel like the Joker at all. man In fact, she’s not really a villain any more, is she? She’s more like a hero. woman Yes, I suppose she is. man But she hasn’t always been like that, has she? She was a villain to start with. woman Yes, she was quite a villain to start with. In fact, when she first appeared as a comic book character in 1940 in Batman 1 – in the same issue as the Joker, actually – she fought against Batman. man But she’s changed. woman Yes, over time she’s changed, like the Joker has, but not in the same kind of way. Catwoman has changed from being just a burglar and a criminal to almost being a superhero. If you watch the 2004 film starring Halle Berry, for example, you see a very different portrayal from the earlier comic books. man So what’s her real name? Does she have one? The Joker doesn’t, does he? woman Well, the Joker only has a real name in the 1989 Jack Nicholson film – Jack Napier – otherwise he’s just known as the Joker. But Catwoman does have a real name. It’s Selina Kyle. man Selina Kyle? Well, I didn’t know that! woman And did you know this – she came 51st on Wizard Magazine’s list of the top 100 greatest villains of all time. man Who came top? woman Who do you think? The Joker! man Ah! 3 Students note down the information they can remember, then listen again if necessary to check and expand their notes. They can check in pairs before class feedback.

Answers 1 She moves like a cat, she’s graceful, athletic, clever and independent; she helps poor and vulnerable people, though she’s not sweet or nice herself. 2 She was originally (in 1940) a real villain – a burglar and criminal – and fought against Batman. But over time, she changed into almost a superhero who helps people who need her help. 3 Her real name is Selina Kyle. 4 Students list similarities and differences in pairs, then compare with another pair and decide who they prefer.

Suggested answers Similarities: They appear in Batman stories, they fight against Batman, they are villains, they first appeared in the comic book Batman 1, they change over time. Differences: Catwoman changes into less of a villain, almost a hero, and helps people, whereas the Joker, after initially becoming funnier, then became even nastier and crueller. Catwoman has a real name (Selina Kyle), but the Joker doesn’t. Catwoman looks graceful, but the Joker looks like a clown.

Did you know? Ask students if they know how the Joker acquired his appearance. Students read the information to find out. Point out that there are other versions of this tale. In The Dark Knight, for example, the Joker tells several different stories about how he got his ‘smile’, eg his father thought he was too serious and wanted to put a smile on his face, or his wife’s face was scarred so he wanted to show empathy with her. EXPLORE ONLINE Students could do the research at home or in class on tablets or smartphones, then compare what they’ve found with a partner. There are a number of different versions of Catwoman’s origins, so it doesn’t matter if they get different information.

Writing and speaking MINI-TALK Draw students’ attention to the use of they/their/them instead of he or she in the questions and elicit from them (ask: Why do the questions use ‘they’, ‘them’ and ‘their’ about a singular villain?) or remind them that we often use they in this way when we don’t know if the person is male or female, to avoid the cumbersome he or she. Students use the questions to focus their online research about their favourite villain, then write a paragraph about them individually as directed. Tip: Establish a word limit from the beginning, eg 120 words, to give students some idea of what level of detail they should be aiming at. In groups of four or five, students take turns to show their photo and read out their description and the others guess who it is, asking questions if necessary. (You could make this more challenging by just having them read out their descriptions.) Monitor the groupwork and assist where needed. When all the villains have been presented, each group votes for the best baddie, then shares their choices with the rest of the class. Unit 7

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Lesson 2 Homemaker or troublemaker? pp76–79

• Photo B shows Lauren Bacall (1924–2014), an American actor who began her career as a model. She starred in many films throughout the 1940s and 50s with some of Hollywood’s biggest names – Humphrey Bogart, Gregory Peck, John Wayne and Marilyn Monroe to name a few. She was known for her distinctive voice and sultry looks.

Aims The focus of this lesson is to explore the changing roles of women in films and books, to expand the range of adjectives used to describe heroines and nouns with more than one meaning, and to practise the use of would and used to for past habits and states, and modal verbs for speculating about the past. Students read a blogpost about the history of women in Hollywood and a review of The Girl with the Dragon Tattoo and listen to an interview about the author Stieg Larsson.

You first! Students discuss the question in small groups. Then elicit some of the reasons students gave for the different choices. (See Background notes below for details of the two photos.)

Reading 1 1 Elicit which word in the title refers to which of the photos and write the two words at the top of the board. As the class as a whole brainstorms words to describe each image, write the suggestions on the board under the relevant word. Encourage students to think of both positive and negative words for both images and to go beyond appearance – they should use their imagination about the character and behaviour of the women.

Answers A homemaker B troublemaker Possible words A nice, kind, caring, gentle, calm, domestic, organised, hardworking, helpful, loyal, practical, tidy, neat, organised, dutiful, unselfish, conventional, unimaginative, sweet, obedient, loving, innocent, unthreatening, etc B beautiful, attractive, fashionable, glamorous, sexy, seductive, striking, emotional, ambitious, determined, selfish, moody, gorgeous, inviting, wicked, manipulative, threatening, dangerous, etc

Background notes • Photo A shows Doris Day (1924–), an American actor, singer and animal welfare activist. In the 1950s and 60s, she starred in many films and musicals and epitomised the wholesome all-American girl. 152

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PREDICT Give students a few minutes to discuss the question in groups. Encourage them to think about Hollywood films from different past decades they’ve seen or know about. Then students read the blogpost A potted history of women in Hollywood on page 77 to find relevant information, and compare with a partner.

Answers See answers to 6 below.

Background notes A Some well-known examples of Hollywood melodramas of the 1930s and 40s are The Blue Angel (1930), City Lights (1931), Baby Face (1933), The Old Maid (1939), Duel in the Sun (1946), In this Our Life (1942). B Some well-known examples of ‘film noir’ movies of the 1940s and 50s are The Maltese Falcon (1941), Double Indemnity (1941), Suspicion (1941), Farewell My Lovely (1944), Spellbound (1945), The Big Sleep (1946), Gilda (1946), Key Largo (1948), Sunset Boulevard (1950), The Big Combo (1955), Crime of Passion (1957). D The Hunger Games is a bestseller series of three adventure novels written by the American author Suzanne Collins. The series is set in The Hunger Games universe, and follows young characters Katniss Everdeen and Peeta Mellark. The novels in the trilogy are The Hunger Games (2008), Catching Fire (2009) and Mockingjay (2010). The novels have all been developed into films, starring Jennifer Lawrence as Katniss, with the film adaptation of Mockingjay split into two parts. The films were released annually from 2012 to 2015. E • Brave is a 2012 Pixar / Disney computeranimated fantasy film. Set in the Scottish Highlands, the film tells the story of a princess named Merida who defies an age-old custom, causing chaos in the kingdom by expressing the desire not to be betrothed. After



consulting a witch, Merida uses a spell which transforms her mother into a bear. Merida must act to undo the spell before its effects become permanent. • Lisbeth Salander is the lead character in The Millennium Trilogy by Stieg Larsson (see the Reading text on page 78 about The Girl with the Dragon Tattoo). The other two books in the trilogy are The Girl Who Played with Fire and The Girl Who Kicked the Hornets’ Nest.



b There were two distinct types of women – the very ‘good’, loyal wives and mothers (homemakers), and the very ‘bad’ femmes fatales who were single, sexy and dangerous troublemakers. 2 a There’s been some improvement, but women are still quite stereotyped, being shown as decorative, victims of men and unable to solve problems without a man’s help; the few strong women are aggressive and masculine. b Some new-style heroines are emerging who are capable, courageous and independent and have higher ideals.

3 Students discuss the question in pairs or small groups. Point out the use of the negative question and the explanation given. 4 Students work individually, then compare answers with a partner. They can then check in a dictionary if necessary. MA Let weaker students work with a partner from the outset for extra support.

Answers end up = finally be in this situation manipulative = influencing or attempting to influence others for one’s own purposes unattached = single, not married or in a steady relationship bumped off = killed eye candy = decorative, pleasing to look at sort things out = find a solution go it alone = be independent feisty = brave, lively and determined 5 Students decide individually, then compare with a partner. Elicit from the class how they decided on the correct summary sentence. You could also elicit what’s wrong with the distractors.

Grammar 1 would and used to 1

SEARCH AND THINK Give students a few minutes to find other examples of the structure in the text and choose the correct words to describe its use.

Answers 1 … she would end up having to sacrifice her career. But they would be there to welcome … And they would pay for their ‘wickedness’ … 2 regularly 2 Students do the exercise, then compare answers with a partner.

Answers Sentences 1, 2, 5 and 6 are correct. Sentences 3 and 4 aren’t correct. Sentences 2 and 6 could also be written with used to instead of would.

Answer c The writer refers twice to how the message of a film affects how ‘women in the audience’ think and behave, and also talks about role-models. 6

Students answer the questions on their own from memory, then read the text again to check their answers. They should be able to do this easily, as the questions cover the same topics as the prediction exercise in 2.

Answers 1 a Women had to choose between having a career or having love, marriage and a family – it was impossible to have both.

3 Students decide on the answers in pairs.

Answers a True b False (We can’t use would to talk about past states: eg She used to be happy as a child (not She would be happy as a child.).) Extra idea: Students write a few sentences using used to and would about their own lives, then share them with a partner. EXPLORE ONLINE Students do the research individually, either in class or at home, then in small groups pool their information. Unit 7

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Students write their own sentences about people they know using adjectives with negative prefixes.

Extra idea: Students could write up their findings as a short article and post it online for others to read and compare.

Vocabulary 1 Adjectives to describe heroines 1

Speaking and writing 1

SEARCH AND THINK Allow students a few minutes to underline the adjectives about women, then, with a partner, compare and answer the questions. Encourage them to help each other with meanings and to check online, but be prepared to assist to offer confirmation if they’re still not sure.

Answers 2 a (homemakers) good, loyal, sweet, gentle, obedient, loving, innocent, unthreatening; (troublemakers) gorgeous, sexy, exciting; (new heroines) capable, courageous, feisty b wicked, manipulative, seductive, not to be trusted, threatening, dangerous, aggressive, masculine, unable (to sort things out) c unattached, invisible 3 brave – courageous; controlling – manipulative; efficient – capable; faithful – loyal; forceful – feisty; single – unattached; untrustworthy – not to be trusted 2 Students work individually, then compare with a partner. Write the correct answers on the board, then invite suggestions of other adjectives using the same negative prefixes.

Answers incapable, unexciting, disloyal, unloving, disobedient Possible other words: • invisible, inarticulate, incompetent, indiscrete, insensitive, intolerant • discourteous, disagreeable, dishonest, disorganised, dissatisfied, disrespectful • unbelievable, unfaithful, unfortunate, unlucky, unsuccessful, unfriendly, uncomfortable, unambitious, unreliable, unkind, unhappy Extra idea: Elicit adjectives with other negative prefixes, eg ill-, im-, irr-, as quick revision, eg illogical, illiterate, impatient, impolite, irrelevant, irresponsible.

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VIDEO OPTION This could be done in class or at home. If in class, allow a few minutes for students to make notes of some key facts about a female film character that they know quite well in preparation for their one-minute speech. They can check information online if they need to. Monitor the preparation stage and assist if needed. Remind students that they’re speaking from the point of view of the character, so should use the first person singular. MA You could write some questions on the board to help students if they need extra support, eg What film is she in? What is her role in the film? What is she like (appearance, character)?



Each student should video their speech using smartphones or tablets and share it with their group or with the whole class. The guessing stage could take place online or in class. MA Weaker students could work in pairs.

2

MINI-TALK Students choose one of the topics and prepare their talk individually or in pairs, then present it to fellow students in small groups. Assist in the preparation stage if needed. Encourage the listeners to ask further questions after listening to each speech.

Reading 2 1 Students discuss the questions in pairs.

Suggested answer 2 She looks less feminine and more feisty and independent. Her clothes are more modern, and she looks like a Goth with dark eye make-up and lipstick, a piercing in her eyebrow and a confident, serious and slightly combative look. 2 Allow students about five minutes to read the review and underline the words and phrases, then compare with a partner and check the meanings of any words or phrases they’re not sure about. If necessary, draw students’ attention to the glossary at the bottom of the review.

found. The killer was presumably a member of the family who live on the island. c Remote, forbidding island setting, gloomy mansion, winter chill, frosty inhabitants, dreadful suspicions

Answers fascinating, 24-year-old Goth, with body piercings and tattoos, thin, small, fierce, damaged, a genius computer hacker, compelling, compulsively interesting, Sweden’s best hacker, the intensity of her focus, her walled-off emotional life, may suffer from Asperger’s syndrome, gutsy, intelligent, not seductive or alluring

6 Students work alone to figure out the meanings from the context, then compare their answers with a partner. Finally, they can check in a dictionary.

3 Students talk about the question in pairs or small groups. This is an enthusiastic review, so it will probably make students want to see the film if they haven’t already. Encourage them to pick out phrases in the review that give a positive impression of the film. If students have already seen the film, ask them to say to what extent this review matches their own impressions.

Answers fierce = aggressive, angry damaged = badly affected by past experiences resourceful = good at finding ways of dealing with problems comes across = finds by chance team up = work together forbidding = severe, threatening frosty = cold, unfriendly gratuitous = unnecessary ferocious = fierce and violent stark = simple and unpleasant sober = serious gutsy = brave, determined alluring = attractive

Suggested answers an exciting thrille; the rare quality of having a heroine more fascinating than the story; Lisbeth is as compelling as any movie character in recent memory; Rapace makes the character of Lisbeth compulsively interesting; an extraordinarily effective thriller; a sober, grown-up film; about characters who have more important things to do than be characters in an action movie 4 Students decide individually and check their choice with a partner.

Answer b Phrases which show the reviewer’s opinion: an exciting thriller, a heroine more fascinating than the story itself, as compelling as any movie character in recent memory, compulsively interesting, an extraordinarily effective thriller 5

Students note down what they can remember about the author, the crime and the setting either individually or with a partner, then reread the review to check and expand their notes. Assist with vocabulary if needed.

Answers a Author of The Girl with the Dragon Tattoo, died unexpectedly at the age of 50 in 2004 after completing the Millennium Trilogy b A young girl, Harriet, billionaire Henrik Vanger’s niece, disappeared 40 years earlier, from the island where he lived when it was cut off from the mainland because the bridge was blocked. Her body was never

7

THINK Give students a few minutes to think quietly on their own about the questions; they then discuss them in small groups. Extra idea: Invent a character. Ask students: What would a female character the complete opposite of Lisbeth be like? Write these questions on the board: 1 Make a list of adjectives describing her appearance and character. 2 Give your character a name and search online to find an image that fits. 3 Show the image to other people and tell them about your character. 4 Imagine and script a very short conversation between your character and Lisbeth Salander when they meet for the first time at a cocktail party. Then act it out.

Vocabulary 2 Nouns with more than one meaning 1 Students find the four nouns in the review and in pairs decide on their meaning in that context. Go through the example sentences illustrating other meanings of case, and elicit the meaning of case in each one. Then pairs think of at least two other meanings for the other three words and write a sentence for each one. Unit 7

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He plays the organ really well. I’ve got an organ donor card, which means that if I die, doctors could use my heart, liver, kidneys, etc to help others.

Answers In the review: line 34 Lisbeth and Mikael team up on the case (= the crime being investigated) line 12 movie character (= fictional person in a film) lines 34–35 become efficient partners (= people working together) line 45 not a deep psychological study (= research or detailed examination of a subject) Other meanings and suggested example sentences: character There are many positive aspects to his character. (= personality) She’s a real character! (= unusual person) partner He’s a partner in a firm of accountants. (= joint owner) Claire and her partner attended the event. (= spouse or long-term boyfriend / girlfriend) study I have a big desk in my study. (= room where I work) Doing a law degree requires a lot of study. (= the act of studying) 2 Allow students to choose which three nouns to cover, and let them check meanings in dictionaries if necessary to help them with their sentences. They should cover at least two different meanings for each one. Make sure that they leave a gap where the noun should go. They then swap round sentences in pairs or groups and guess the missing nouns.

Suggested answers There was a bank robbery last night. They had a picnic on the bank of the river. They got stuck in a traffic jam. I love strawberry jam on my toast. The runner collapsed before completing the last lap. The cat slept on my lap all afternoon. I kept a lock of his hair. The lock on my front door doesn’t work very well – the key gets stuck. The narrow boat had to go through a lock to get to the next level of the canal. They’re watching a football match. I struck a match to light the candle. I think Pete and Susie are a very good match. 156

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Helen was tired, so she had a rest. We’ve eaten half the cake – the rest is for you. This plant flowers in early spring – in March usually. They drank water from a mountain spring. There was a spring sticking up out of the old mattress. We thought it was a difficult problem, but it was just the tip of the iceberg. I gave the waiter a tip of about 10%. We took our unwanted junk to the rubbish tip. Use this knob to turn the volume up or down. Multiply the width by the length by the height to get the volume of a cube.

Listening 1

GUESS Give students a minute to make their guesses based on the rubric, the photo and the information about Stieg Larsson’s novels in Reading 2 on page 78, and compare guesses with a partner.

2

2.24 Students listen and check their guesses.

Answer Larsson said that Lisbeth Salander is a grownup version of Pippi Longstocking and that they have a lot of qualities in common.

Transcript It must be great to be writing a book about Stieg Larsson, Olle – his novels are so gripping. Tell us a little bit about him. He was from Stockholm, wasn’t he? olle Yes, he was. interviewer And didn’t he spend some time training female fighters in Eritrea when he was younger? I think I read that somewhere. olle Yes, he did, but he actually worked as a journalist for most of his life. In fact, he was better known as a journalist than as a writer during his lifetime. It wasn’t until after he died that his novels were discovered. interviewer And he was a political journalist with strong views, I believe? olle Yes, he was very concerned about the rise of extremism and racism, especially among young people, so he founded an organisation to fight against it, and became the editor of its magazine. interviewer

That can’t have made him popular with the far right! They must have hated the criticism. olle Yes, he received a lot of death threats from right-wing organisations over the years. In fact, when he died, some people thought that extremists might have killed him. interviewer But they didn’t? olle No, it seems to have been a tragic accident. Normally, he would have been able to take the lift to the seventh floor in his office block, but that day it wasn’t working, so he had to climb seven flights of stairs, and he had a heart attack. interviewer And he was only 50? olle Yes, 50. Very young. Who knows what he might have written if he’d lived longer. interviewer Um, I read somewhere that he was given a rather unusual present for his 12th birthday that started him writing. olle Yes, his parents gave him a typewriter! interviewer Pre-computer days! olle Absolutely. I remember those! interviewer But his early writing wasn’t crime drama, was it? olle No, it was sci-fi. The crime fiction came later. interviewer So what about his three Millennium novels? olle Well, they were discovered soon after his death. He’d written them as a hobby in the evenings after coming home from work. interviewer How amazing! olle Yes, indeed. He must have spent hours writing in the evenings. And in fact, there’s a fourth novel in the series which was discovered later on another computer. It wasn’t quite finished, so it had to be finished by another author: David Lagercrantz. interviewer What’s it called? olle The Girl in the Spider’s Web. It was published in 2015. interviewer And were his books fact or fiction? olle Well, his partner, Eva Gabrielsson, said that the books may have been fiction, but they were based on true stories, showing a sinister side of Sweden that few people know about. interviewer And what about writers who influenced Larsson? Were there any? olle Yes, he said that he enjoyed American writers like Sara Paretsky and British authors like Dorothy Sayers, Val McDermid and Agatha Christie. interviewer I notice those are all women! olle So they are. And interestingly, he also said that the character from children’s books – Pippi Långstrump – was a big influence. interviewer Pippi …? Oh Pippi Longstocking! olle Yes, he said that Lisbeth Salander is a grownup version of Pippi Longstocking and that they have a lot of qualities in common. interviewer Well I never! interviewer

EXPLORE ONLINE Students use smartphones or tablets, then compare findings with a partner.

Background note Pippi Longstocking is the heroine in a series of books written by Swedish children’s author Astrid Lindgren and first published in 1945. Nine-yearold Pippi is unconventional, assertive and has superhuman strength, being able to lift her horse one-handed. She is playful and unpredictable. She frequently makes fun of unreasonable adult attitudes, especially when displayed by pompous and condescending adults. A bit like Peter Pan, Pippi does not want to grow up. She’s the daughter of a buccaneer captain and as such has adventurous stories to tell. She has four best friends: two animals (her horse and monkey) and two humans (the neighbour’s children Tommy and Annika). The books are popular worldwide and have been translated into many different languages: Pippi Långstrump (Swedish) Peppi Pitkätossu (Finnish) Pipi Pikksukk (Estonian) Fifi Brindacier (French) Lína Langsokkur (Icelandic) Pippi Calzelunghe (Italian) Pipe Phakidomyte (Greek) Pipi Duga Carapa (Croatian) Changwazi Pipi (Chinese) Pippi Calzaslargas / Pippa Mediaslargas (Spanish) Pippi Thung-Taow Yaow (Thai) Pippi Langstrumpf (German) 3

In pairs, students divide the questions up (four each) and try to answer their own four without listening again. Then play the recording for them to check and complete their answers. Students share their answers with their partner. MA Weaker students could work on all eight questions together for more support.

Answers 1 A political journalist 2 The rise of extremism and racism, especially among young people 3 Because had founded an organisation to fight extremism and racism and became editor of their magazine. 4 Natural causes (a heart attack) 5 A typewriter 6 In the evenings after coming home from work 7 They were fiction, but showed a sinister true side of Sweden. 8 Sara Paretsky, Dorothy Sayers, Val McDermid, Agatha Christie Unit 7

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Grammar 2 Modal verbs: speculating about the past 1 Go through the left-hand side of the chart with the class, reminding them of the meaning and use of the modal structures can’t have and must have for negative and positive near certainty about the past and may / might / could have for possibility about the past. Allow students a minute to complete the sentences, then check meaning.

Tip: Point out errors and invite students to selfcorrect rather than correcting errors for them. This helps to make them more selfreliant learners.

Suggested answers 2 He might have felt his articles could help to make a difference. 3 There could have been a power cut. 4 He must have had an undetected heart problem. 5 He may not have been ready to publish them. 6 That must have been his only free time.

Answers 1 can’t have made 2 must have hated 3 might have killed* * may have killed and could have killed are also possible, but might have killed is used in the interview.

Speaking 1

about the questions, then invite contributions from volunteers in the class. Students who haven’t had this kind of experience can ask questions to find out more about their classmates’ experiences.

2 Allow students a couple of minutes to find and underline more examples of the structures in the interview transcript from the Listening section.

Answers Who knows what he might have written if he’d lived longer. He must have spent hours writing in the evenings. ... the books may have been fiction ... Extra idea: If students need some more basic practice with the forms, give them some present examples to change to refer to the past: 1 She must be mad! (She must have been mad.) 2 They may not write the essay. (They may not have written the essay.) 3 You might think it’s easy. (You might have thought it was easy.) 4 He can’t forget my birthday. (He can’t have forgotten my birthday.) 5 They could go to the cinema. (They could have been / gone to the cinema.) Elicit the difference between the two possible answers for item 5. 3 Point out that we don’t have the information to answer the questions about Stieg Larsson in this exercise, so students need to speculate using the structures. Go through the example with the class and elicit more possible speculations about the same question. Then give students a few minutes to make speculations about the other five questions in pairs. Monitor and assist and point out errors as appropriate. 158

Unit 7

YOUR STORY Give students a moment to think

2 Students discuss the questions in small groups. 3

VIDEO OPTION This should be done by each student individually, either in class or at home. Ideally, the videos should be shared using a videosharing app so that students can easily see each others’ work. You could also have a class vote on the best two or three videos. MA Provide weaker students with guidance by supplying some questions to base their vlog on, eg What books / films / programmes did the character appear in? What did they do? Why did you like them so much? Did they influence you in any way? Did your friends and family like the character too?

Lesson 3 Unsung heroes and heroines pp80–81 Aims The focus of this lesson is to explore the subject of biopics of real-life heroes and heroines in films and magazines.

You first! Students talk about their favourite hero or heroine in pairs or groups of three. You could ask more questions, eg What has this person done? Why are they your favourite? How famous are they? You may need to remind students that here they’re talking about real-life people, not characters from books and films, as they did in Lesson 2.

Speaking and reading 1 Give students a few moments to look at the film posters and summaries and ask them if they’ve seen any of the films. Students then talk about the questions in small groups. Tell them to look up facts they don’t know online. Class feedback could consist of eliciting good and bad biopics that groups have mentioned and different opinions on some of the aspects of biopics in question 5, eg being true to the original story and the ending.

Motorcycle Diaries). Explain that the sentences are in jumbled order; give students about five minutes to decide on the correct order, then compare with a partner to confirm the order.

Answer a7 3

Tip: Instead of checking as a class every single question already discussed in pairs or groups, which could get tedious, choose a few questions where it will be interesting for students to hear different ideas from other pairs or groups, eg controversial points or personal experiences.

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Without looking back at the text, students work in pairs to summarise the storyline briefly. They can then compare their summaries with another pair.

Che Guevara and Alberto Granado go on a long motorcycle journey across South America. They meet very poor people, and this experience changes the course of their lives.

Background note The trip across South America featured in The Motorcycle Diaries, which was initially mainly a youthful adventure, presented the 23-year-old Guevara and his friend Granado with a genuine picture of Latin American identity and also planted the initial seed of radicalisation within Guevara, who found himself transformed by his observations on the life of the impoverished indigenous peasantry. Several years later, he became internationally known as the iconic Marxist guerrilla commander and revolutionary, who viewed armed revolution as a way to challenge the continent’s endemic economic inequalities. The screenplay of The Motorcycle Diaries is based primarily on Guevara’s travelogue of the same name, with additional content supplied by Traveling with Che Guevara: The Making of a Revolutionary by Alberto Granado. In the film, Guevara is played by Mexican actor Gael García Bernal (who previously played Che in the 2002 Fidel), and Granado by the Argentine actor Rodrigo de la Serna, who coincidentally is a second cousin to the real-life Guevara on his maternal side. Directed by Brazilian director Walter Salles and written by Puerto Rican playwright José Rivera, the film was an international co-production by companies from Argentina, the United States, Germany, Briitain, Chile, Peru and France.

1 They are all biopics (biographical films) about real people. Everything else is different – the people they’re about, the years they were made, the countries they’re set in, the directors, the actors, etc. Also, Persepolis is an animation. 2 A Aung San Suu Kyi B Marjane Satrapi C Stephen Hawking D Solomon Northup

Background notes

2 Ask students if they recognise what biopic film the photo comes from. If nobody does, tell them to skim through sentences a–g to find out (The

c1

Suggested answer

Answers

A The Lady (UK/France, 2011) is a biographical film directed by Luc Besson and starring Michelle Yeoh as Aung San Suu Kyi. B Persepolis (France/USA/Iran, 2007) is an animated film directed by Marjane Satrapi based on her own autobiographical graphic novel. It features the voices of Chiara Mastroianni and Catherine Deneuve. C The Theory of Everything (UK/USA, 2014) is a biographical romantic drama directed by James Marsh and starring Eddie Redmayne as Stephen Hawking. The film is adapted from the memoir of Hawking’s ex-wife, Jane Wilde Hawking. D 12 Years a Slave (USA, 2013) is a period drama directed by Steve McQueen, based on the memoirs of Solomon Northup, who was kidnapped in Washington in 1841 to work as a slave on plantations in Louisiana. The film stars Chiwetel Ejiofor as Solomon.

b5

Listening 1 1

2.25 This is an exam-style listening task. Remind

students that they can choose only one letter for each speaker, each letter can be used only once, Unit 7

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and there are three extra letters which they won’t need to use. In an exam, they’d hear the recording twice. Students should read through the list a–h carefully before listening and choosing their answers. Students could compare their answers with a partner before listening a second time to focus on the items where they didn’t agree.

MA Weaker students could be asked to do fewer summaries (two or three instead of five) and could work in pairs for extra support. 3

Answers 1e

2h

3g

4a

5c

Answers

Transcript 1 I loved the film. I thought the acting was superb. Gael García Bernal was absolutely perfect as Che. I don’t think I’ve ever seen him in anything before, but I’ll look out for him now. And the other guy – Rodrigo de la Serna – he made a great Alberto. He was really funny. 2 I thought it was amazing visually – those mountain landscapes in the Andes were just stunning, took your breath away. Makes me want to go there and spend some time travelling around myself. Wouldn’t that be fabulous? Anyone up for going? 3 I liked the way the film worked on two levels. On the one hand, it was about these guys wandering around South America on their motorbike, and on the other it was about a kind of inner journey where their ideas were transformed and they began to see things very differently. A rite of passage almost. It was quite clever. 4 The music was terrific – it really captured the mood of the film – composed by Gustavo Santaolalla, the guy who did Brokeback Mountain and Babel. And the main theme song – Al otro lado del río – won an Oscar for Best Original Song. First time ever for a song in Spanish! 5 I liked the fact that it was such a global production involving companies from so many different countries – Argentina, Chile, France, Germany, Peru, the UK and the USA. And the director? Walter Salles. Brazilian! He’s directed lots of great films – On the Road, Central Station. He’s brilliant. Extra idea: If students have seen the film, elicit what they liked (or disliked) most about it, and which speaker(s) they agreed with most. 2

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Make sure students understand the phrases in the box, which were all used in the recording. Students should write short summaries for each speaker using the words in the box combined with the answers from 1. Unit 7

2.26 Students work in pairs, saying and P marking the main stress on each word before listening to confirm. Pause the recording after each word for students to repeat, correcting them immediately if they misplace the stress. Then allow a minute for students to repeat again in their pairs.

photo / photograph / photography / photographer / photographic bio / biopic / biography / biographer / biographical 4

P

Make sure students have noticed the stress changes which are necessary.

Answer The stress falls on different syllables, depending on the word ending. For words ending in -ic, the stress falls on the penultimate syllable. For words ending in -graphy, -grapher and -graphical, the stress falls on the third syllable from the end. In other words, the stress falls on the first syllable. Music link a Students can find the music online and compare their opinions in pairs. b Students find their favourite film music online and either play it to their group in class, or share it online with the class.

Take a break This could be used at any suitable time during the lesson. Students can contribute their own mellow soundtrack music or you could play your own choice. Possible examples of relaxing film music: The Godfather, Inceptio, Gladiator, Out of Africa, Across the Stars from Star Wars. You could dim the lights and suggest students close their eyes in order to focus better on breathing and relaxing into the music. EXPLORE ONLINE Encourage students to guess who the four women were before checking online using smartphones or tablets. Ask students more questions to discuss in pairs: In what way were each of these women important? Which of these biopics have you already seen? What did you think of it / them? Which of these biopics would you like to see most / least? Why? Why do you think there were so few biopics about women?

Answers The four biopics about women were: La Vie en Rose (2007) about French 20th-century singer Edith Piaf, The Passion of Joan of Arc (1928) about French 15th-century fighter Jeanne d’Arc, Frida (2002) about Mexican painter Frida Kahlo, and Coal Miner’s Daughter (1980) about American country singer Loretta Webb Lynn.

Background note Paste magazine’s 2013 full list of the top 20 biopics: 1 Schindler’s List (1993), 2 Raging Bull (1980), 3 Gandhi (1982), 4 Amadeus (1984), 5 My Left Foot (1983), 6 Malcolm X (1992), 7 The King’s Speech (2010), 8 La Vie en Rose (2007), 9 GoodFellas (1990), 10 The Passion of Joan of Arc (1928), 11 Walk the Line (2005), 12 The Aviator (2004), 13 Frida (2002), 14 Coal Miner’s Daughter (1980), 15 American Splendor (2003), 16 The Last Emperor (1987), 17 The Social Network (2010), 18 The Elephant Man (1980), 19 Brian’s Song (1971), 20 Capote (2004)

Listening 2 1

GUESS Students talk in pairs about the photo and the questions. Point out the modal speculating about the past structure might have done (cf Grammar 2 on page 79) in question 3 and encourage students to use the same structure in answering that question.

2

2.27 Students listen and note down information about Harriet Tubman and what she did, then compare notes with a partner.

Answers Harriet Tubman was a slave in the United States who escaped and helped many other slaves to escape too. She also fought in the Civil War and later promoted women’s rights.

Transcript man Who do you think should have a film made about them? woman 1 Harriet Tubman, definitely. woman 2 Haven’t they just made one of her with Viola Davis? woman 1 I think there’s going to be a TV biopic, yes, but it hasn’t been made yet. I hope they do. woman 2 Me too. man Who’s Harriet … Tubman? I don’t think I’ve heard of her. woman 1 Oh, she was an incredible woman. I’ve just been reading about her.

2 Yeah. An absolute hero. So, who was she? What did she do? woman 1 Well, she was born into slavery in the States at the beginning of the 19th century and of course she had a really terrible childhood as a slave. Appalling conditions for children, they had to do really hard work. woman 2 But then she finally escaped, and she spent years helping other slaves to escape too. Putting her own life at risk. If they’d caught her, they’d probably have killed her or punished her in some terrible way. She had tremendous courage. woman 1 And she actually fought in the Civil War too, as different things – at various times she was a nurse and a cook and a spy and even a fighter. woman 2 Yeah, and she liberated hundreds and hundreds of slaves at that time, too. woman 1 I read that she did a lot for women’s rights afterwards too, didn’t she? woman 2 Yeah, she was an extraordinary person. man She sounds amazing. So how come I’ve never heard of her? woman man

Background note Harriet Tubman (c.1822–1913) was an American abolitionist, humanitarian and an armed scout and spy for the United States Army during the American Civil War. Born into slavery as Araminta Ross, Tubman escaped and subsequently made some 13 missions to rescue approximately 70 enslaved families and friends, using the network of antislavery activists and safe houses known as the Underground Railroad, and in the post-war era was an active participant in the struggle for women’s suffrage. 3 Students complete the sentences individually, using what they can remember from the recording.

Suggested answers 2 a really terrible childhood as a slave. / to do really hard work. 3 helping other slaves to escape. / putting her own life at risk. 4 fought as different things. / was a nurse, cook, spy and a fighter. 5 liberated hundreds of slaves at that time. / did a lot for women’s rights afterwards. 4 Students compare their answers with a partner, then check by listening again to recording 2.27. It doesn’t matter if students’ answers are not worded the same, as long as the main information is correct.

Unit 7

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Speaking and writing 1

dana Really? Well, my professor said that it’s a great gallery and that I should be able to get some good ideas here for my research. charlie So, what are you supposed to be doing for that again? dana Well, my professor suggested that I look at the kind of stuff they have here to see how, well, if the art can be brought into an online platform. charlie Whoa, sounds intense. dana Yeah, I guess, but I’m trying to make it as straightforward as possible. So, for example, with this painting – see how busy and bright the colours are? This could work well on a screen, but in a contained area. charlie Yeah. You couldn’t make that the whole screen or you wouldn’t be able to read anything. Look at this painting. That must have taken some time. I think this one’s my favourite. dana Yeah, I like it too. I’m pretty sure the artist did these two as a series, don’t you think? They look like they’re supposed to be together. charlie Yeah, they definitely do. A friend said that artists often create two or three pieces at a time. When they’re in a flow, they need to make several all at once. dana Right. It does seem that way. Like Picasso or Monet. I wonder how that translates online? Do you think that artists and online designers go through the same process? charlie Probably. Hey, maybe that could be your research question, Dana! dana What? charlie Well, basically ‘How is the artist’s process with real materials the same as the online designer’s?’ dana Wow. That’s not a bad idea, Charlie. I’m almost positive my professor could get on board with that. Way to go! Maybe you should be doing my graduate work, Charlie! charlie No, no way. I’ve got plenty to do on my own. It’s easier coming up with ideas for someone else’s project rather than your own! dana Well, it will be my turn to help you with yours, then. charlie OK. Deal!

EVERYBODY UP! After deciding and talking about a biopic that they’d really like to see, and the reasons why, students get up and walk around the class, asking every student they meet what biopic they’d like to see and why, in order to find out if anyone else chose the same one. Set a time limit of a few minutes so that it doesn’t get tedious.

2 Students work in groups, going through the five stages. The people they choose might be from students’ own culture, or of any other nationality, as long as students can justify their inclusion. They can use the internet to check historical information. In stage 4, students allot roles and act out their script to the rest of the class. Try to ensure that each member of the group takes an active role. The voting in stage 5 could be done by a show of hands at the end.

Everyday English p82 Making confident and tentative statements 1

THINK Focus on the photos and establish that the main picture shows people viewing art in a gallery, while the smaller photo on the right shows art being viewed on a smartphone screen. Give students a minute to think about the question, then elicit ideas from a few of them.

2

2.28 6 Decide whether you’re going to use the video or simply play the audio (you may not have the video or the necessary video equipment). Students watch or listen to the conversation, decide on their answers individually, then compare with a partner.

Answers 1 False (He’s been meaning to come, as he lives very near, but he’s never been inside.) 2 True 3 False (She thinks it could work well on the screen, but in a limited area.) 4 True 5 True 6 False (He doesn’t agree, he’s got plenty of his own to do.)

TAKEAWAY LANGUAGE This focuses on some colloquial expressions used in the conversation. After pairs have compared their answers, you could play the conversation again for them to confirm their meanings fit.

Transcript

Answers

Thanks for coming with me today, Charlie. charlie Sure, no problem. I’ve been meaning to come here for a while. I mean, it’s right down the street and I’ve never been inside!

1 2 3 4

dana

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3

Unit 7

That sounds difficult. accept that idea absolutely not OK, agreed.

4 Make sure that students understand the difference between confident and tentative, then give them a minute or two to decide which each phrase from the conversation is.

2C

3C

4T

5C

6C

5 Students listen or watch again and complete the extract. They then consider the question about modal verbs and compare ideas with a partner. After checking answers, replay the extract; students then say the extract out loud in pairs.

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6V

P

Students work in pairs. Monitor to check that students are using stress correctly to distinguish between nouns and verbs.

EXPLORE ONLINE Students will probably recognise the painting (Guernica) and know the artist (Picasso). Either give students time to do the research in class using smartphones or tablets, or they can do it home. They should each choose a personal favourite work by Picasso.

Background note

1 could 2 couldn’t 3 must have These modal verbs affect how tentative or certain the statements are: could = possibly; couldn’t = not possible; must have = almost certainly

Pablo Picasso (1881–1973) was a Spanish painter, sculptor, printmaker, ceramicist, stage designer, poet and playwright who spent most of his adult life in France. Regarded as one of the greatest and most influential artists of the 20th century, he’s known for co-founding the Cubist movement, the invention of constructed sculpture, the co-invention of collage, and for the wide variety of styles that he helped develop and explore. Among his most famous works are the proto-Cubist Les Demoiselles d’Avignon (1907) and Guernica (1937), a portrayal of the bombing of Guernica by the German and Italian airforces in collaboration with the Spanish nationalist government during the Spanish Civil War.

7 Pairs compare answers and work together on their paragraphs.

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2.29 Students listen to distinguish between American and British accents. Elicit the differences: the American research has the stress on the first syllable, the British has the stress on the second. With process, the stress is the same for both, on the first syllable, but the first vowel sound is different – the American process has an open /ɒ/ sound (as in hot), whereas the English has the diphthong /əʊ/ (as in phone).

Answers 1 Am, Br 2 Br, Am 9

2N

Answer

6 Go through the question and example answer with students to make sure they’ve understood, then give them a few minutes to produce more answers in pairs.

8

1N 10

Answers 1T

Answers

11 MINI-TALK The preparation and the notes for the mini-talk could be done in class or at home. Students could give their talks to the whole class if the class isn’t too big and there’s time available; otherwise they can do it to groups of five or six, or video themselves giving the talk and share it online. MA Weaker students could prepare and give their talk in pairs.

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2.30 Explain that in several words that are used as both nouns and verbs, they’re distinguished by a different stress pattern. The noun has the stress on the first syllable, and the verb has the stress on the second syllable. Demonstrate an example of the first word (produce) in context.

Verb: This factory produces electrical equipment. Noun: Dairy produce is an important part of the country’s economy. Then play the recording for students to mark the stress. Check, then play it again, pausing after each word for them to repeat each word exactly as it’s said.

Unit 7

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8

This land is my land

UNIT FOCUS

GRAMMAR: reason and result clauses; purpose clauses; contrasting ideas VOCABULARY: how we walk; collocations; how countries are organised FUNCTION: giving a presentation

Introduction p83 Aims The focus of this lesson is to introduce the unit topic of diversity, immigration and citizenship by focusing on some well-known Americans and their mixed ethnic backgrounds, and vocabulary related to immigration.

Warm-up Students talk about their origins in small groups. With a multicultural class, this might focus on international origins, while in a mono-cultural class it might focus more on regions within a country. 1

GUESS In the same groups, students decide who they think the people are and what they do / did. Encourage students to use the confident and tentative language from Unit 7 Everyday English (page 82) to differentiate how sure they are of the people’s identity. Don’t confirm answers at this point.

2 Students read the four paragraphs and match the people with the photos, then check with a partner. Ask more questions about each one to check the information in the paragraphs, eg



1 What topics are many of her songs about? What are her socio-political beliefs? What famous singer was singing at the same time as her? 2 What did he use to do? What is his current job? What does he do in South Korea? 3 What does she do? What company did she help create? What is her connection with Harvard University? 4 What awards has he won? What are some of his most famous films? What aspect of his work is particularly well known? Assist students with difficult vocabulary as it comes up if necessary (eg pacifism, civil rights, contemporaries, discrimination, founder, Fellow, renowned, intensity).

Answers A3 3

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C2

D1

2.31 Students listen and match, then compare with a partner. When checking, elicit also what clue(s) in the recording helped the matching task.

Unit 8

Answers 1 Maria de la Soledad Teresa O’Brien (clue: TV presenter) 2 Robert de Niro (clue: an actor) 3 Joan Baez (clue: folk singers) 4 Hines Ward Junior (clues: sporting career, sports presenter)

Transcript 1 When a professor of mechanical engineering from Toowoomba, Australia, got a job at Johns Hopkins University in Baltimore, Maryland, he went to his local church every day. There he met an Afro-Cuban teacher of French and English, and every day he would offer her a ride. Every time she refused. And then, one day, she said yes! They were married one year later. They had six children – two lawyers, a businessman, an eye surgeon, an anaesthesiologist and a TV presenter and producer. 2 When a painter with European roots – she had ancestors from Germany, Holland and other countries – attended some painting classes in Massachusetts, she met another gifted painter, who was also of European descent, although his ancestors came from Ireland and Italy. They married and had a son, but divorced two years later. Their son became an actor. 3 When a student of mathematics and physics from Puebla, Mexico, met an Englishwoman (who was born in Scotland), they married and had three daughters. Two of them became folk singers and social activists. One died in 2001, but the other is still performing and still taking part in protests. 4 When a South Korean woman met an AfricanAmerican, they got married and had a son in Seoul. They moved to Georgia in the USA and then the father, who was in the American military, moved to Germany. The parents got divorced soon after, and the boy lived for a while with his American grandmother in Louisiana, and then with his mother. At school, he excelled at sport, and as a young man, he had an incredible sporting career. He is very proud of his Korean heritage – and he works as a sports presenter.

A migrant is a person who has moved from one place to another in order to find work or better living conditions. A refugee is a person who has been forced to leave their country in order to escape war, persecution or natural disaster. 2 Illegal aliens is a term used particularly in the USA for foreigners who are living in another country without a valid entry or immigrant visa. Economic migrants is a term used to describe people who travel to another country to improve their standard of living, not because they’re fleeing war, persecution or disaster (as are refugees). Mass migration refers to the movement of large groups of people from one geographical area to another.

Vocabulary note Speaker 1 refers to an anaesthesiologist; this is an American English term. The British English equivalent is anaesthetist. 4

THINK Students listen to the recording again in order to find the answer to question 1, then discuss their ideas about that and question 2 with a partner. Check the answer and ask more questions about each one to focus on the information in the listening, eg 1 What was Soledad’s father’s nationality and profession? What about her mother? Where did they meet? 2 What did de Niro’s parents do? Where were his mother’s ancestors from? What about his father’s? Where did they meet? 3 What was Baez’s father when he met her mother? Where was he from? Where was her mother from? 4 Where was Ward’s mother from? What ethnicity was his father? Where was he born? Where did they move to? Where did his grandmother live?

Answer 1 They are of mixed descent – their parents were different nationalities. 5 Students individually categorise the words. Encourage them to write the three headings in their notebooks and copy the words into the appropriate category for them. Extra idea: At the end of the unit, ask students to revisit their lists. How many words and phrases can they move to the I know this category? 6 Students collaborate on the two questions and use dictionaries to look up words that no one in the pair or group is sure about. Apart from the words in questions 1 and 2, you could also check that students understand that indigenous means ‘native’; that raised is more usual in American English, while brought up is more common in British English; and that descendants are people who have descended from the same ancestor (not in box).

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MINI-TALK Students do individual research online, either in class or at home, and then use their notes to give a talk. This will be most interesting in a multicultural class, especially if all students in each group are from different places.

MA Weaker students from the same country could work in pairs on their talk. 8 In pairs, students ask each other questions to find out the information to create each other’s family trees. This might work best if they draw the tree while they’re getting answers to the questions, to avoid the need for an extra note-taking stage. You could define how many generations back the students should go (eg back to grandparents or to great-grandparents) and suggest they note down the other information they find out (places, dates) next to each person. 9

LOOK AHEAD Students could do this in pairs and talk to each other about how the photos could be connected with the topic.

Lesson 1 We are one pp84–85 Aims The focus of this lesson is to explore the topic of the unity of the USA as a nation of people from diverse origins, to expand and practise vocabulary describing how we walk, to review the use of reason and result clauses, and to use them in writing about a concert.

Answers

You first!

1 Immigrate means ‘to come into another country to live permanently’. Emigrate means ‘to leave one’s country to live in another country’.

Make sure students understand national anthem and elicit briefly when national anthems are sung. Find out what the national anthems are of different countries that students know about, and what the words Unit 8

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describe. Students then discuss the question in pairs or small groups. Select groups could report back to the class about other important songs in different countries. Encourage the rest of the class to ask further questions to find out more about the songs.

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out the answers to the questions on their own, then compare answers with a partner. Suggest they check difficult vocabulary themselves using dictionaries. Monitor the pairwork and offer assistance if students are really stuck. Note that the song is controversial – it can be interpreted in different ways. It can be seen as a patriotic song, praising the USA, but another interpretation is that it’s a cry of protest against the unfairness of the capitalist system which, especially during the Depression in the 30s, left so many people starving and destitute in a land where everything – food, land, etc – was actually in plentiful supply but not accessible because it stayed in the hands of the very wealthy few.

Reading 1 Students describe what the photo shows, and what they think the occasion is. Then give them a minute to read the paragraph below the photo and discuss their answers to the questions in 1 with a partner.

Answers Bruce Springsteen, Pete Seeger, Tao RodríguezSeeger and a choir sang This Land is Your Land at a concert called ‘We are one’ to celebrate the inauguration of US President Barack Obama in 2009. It was sung to convey the message that all people in the USA are members of one nation, whatever their ethnic background.

Background note Inaugurated as 44th President of the United States in January 2009, Barack Obama was the first African-American US president, as well as the first president born outside the continental United States – he was born in Hawaii. ‘We Are One’ was the public celebration of Obama’s inauguration, held at the Lincoln Memorial and the National Mall in Washington, DC, on 18 January. By some estimates, the attendance was over 400,000. The event was musically directed by Rob Mathes and featured performances by a long line-up of famous musicians, including Herbie Hancock, Beyoncé, Pete Seeger, Shakira, Bruce Springsteen, James Taylor, U2, will.i.am and Stevie Wonder. The concert also featured readings of historical passages by famous personalities, including Jamie Foxx, Tom Hanks, Martin Luther King III, Queen Latifah, Denzel Washington, Forest Whitaker and Tiger Woods. 2

2.32 GUESS Students read the jumbled verses of the song and try to guess the correct order. After a couple of minutes, they can compare their ideas with a partner.

Answer 1E 2F 3G 9 A 10 G

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5B

6C

7A

8D

THINK Students spend a few minutes working



When checking, rather than going through the answers to every question, it might be interesting to focus on the different interpretations.

Suggested answers 1 You could mean established, wealthy people in the USA. Me could mean a poor person, like the writer. Alternatively, you and me could mean ‘people like us’, ‘ordinary people’. 2 To suggest the huge extent and variety of the whole country (ie room for everyone) 3 To suggest the wide variety of different landscapes and plentiful resources and wealth (eg golden valley, diamond deserts, wheat fields) in the USA, and how attractive it is 4 a a pointed church tower b a state department in the Depression in charge of financial assistance for very poor people (now welfare department) 5 Seeing all the very poor people with nothing to eat and not being helped made the writer wonder if it was true that the country really was for everyone. 6 The writer wants a society that isn’t governed by restrictive rules telling them where they can and can’t go. 7 A road to freedom, a way to progress and supposedly work ones way up in life, or a way to a more equal sharing of resources. 8 E, F and G, because of their political overtones

Vocabulary How we walk 1 If a large number of the verbs are unknown to students, it might be useful to start off by demonstrating each verb physically in the classroom. Students then do the matching task. Point out that there may be two or three verbs for each adjective. They can work in pairs and pool their knowledge if necessary.

MA Weaker students will probably need to use dictionaries.

Answer Woodie Guthrie wrote the song This Land is Your Land. During the Depression, Guthrie travelled across America to find work in California, associating with migrant workers, who, like him, were considered outsiders.

When checking answers, if you haven’t already demonstrated the verbs physically, either demonstrate or ask a willing student to demonstrate each way of walking.

Suggested answers 1 2 3 4

fast: march, stride slow: limp, saunter, shuffle, stroll purposeful: march, stride not purposeful: saunter, stroll steady: march, stride not steady: stagger, stumble loud: march quiet: tiptoe

Background note ‘The Depression’ or ‘Great Depression’ (1929–1939) was the deepest and longestlasting economic downturn in the history of the Western industrialised world. In the United States, the Great Depression began soon after the stockmarket crash of October 1929, which sent Wall Street into a panic and wiped out millions of investors. It had devastating effects in both rich and poor countries around the world. Personal income, tax revenue, profits and prices dropped, while international trade plunged by more than 50%. Unemployment in the US rose to 25% and in some countries rose as high as 33%. Cities all around the world were hit hard, especially those dependent on heavy industry, and construction was virtually halted in many countries. Farming communities and rural areas suffered as crop prices fell by approximately 60%.

2 Students continue to work in the same partner, then compare answers with another pair.

Suggested answers limp awkwardly / painfully march confidently / purposefully saunter aimlessly / confidently shuffle awkwardly / cautiously / nervously / painfully / unsteadily stagger awkwardly / painfully / unsteadily stride confidently / purposefully stroll aimlessly / confidently stumble awkwardly / nervously / painfully / unsteadily tiptoe cautiously / nervously 3 Demonstrate the activity by tiptoeing cautiously into the room and focusing on the example answers provided. Unless the class is very large, do this as a whole-class activity with selected students going out of the room and coming back in different ways. If it’s a very large class, divide it into a number of manageable groups, each with space in front of them for students to ‘enter’ in different ways for their group to see and ask.

Grammar Reason and result clauses 1 Ask students if they can name the person in the photo (Woody Guthrie), then give them a couple of minutes to read The voice of a generation and decide on an answer to the question. They can compare answers with a partner.

After checking, draw students’ attention to Americanisms in the text and ask how they might be expressed in British English (automobile = car, railroads = railways).

Extra idea: To exploit the information in the text more, add a memory task after 1: Cover the information. What can you remember about Woody Guthrie and his life? Compare your answers with a partner. Give students a time limit (eg a minute) to note down what they can remember. 2 Remind students of the difference between reason and result using the examples in the table. Draw students’ attention to the numbered phrases in italics in the text; they then copy and complete the table individually and check with a partner. In class feedback, write the structures (rather than just the item numbers) into a copy of the table on the board.

Answers Reason clauses: 1, 2, 7 Result clauses: 3, 4, 5, 6, 8, 9 3

FINISH IT Students write their own endings to the sentence beginnings, then compare answers with a partner. Encourage them to add a little background information so that their partners can appreciate the context of each sentence. Unit 8

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Writing 1

YOUR STORY This could be done in class or at home. Encourage students to think about a concert they’ve really witnessed, either live or on TV, and to use both reason and result clauses and also some ‘ways of walking’ verbs and collocations. Students could then share their stories, either in class in groups or online. If the subject of a concert isn’t popular, it could be about another public event, eg a sports event, a public demonstration, etc. Alternatively, students could watch the ‘We are one’ concert on YouTube and imagine that they were in the audience.

2 Allow students some thinking time to focus on their own country and to consider the questions, and let them talk their ideas through with a partner if this helps – they don’t have to end up with the same answers to the questions. The verse writing should be done individually and include some or all of each student’s own ideas about their country. Point out that the verse doesn’t have to rhyme. Students can share their verses with a partner in class and / or share them online with the class.

MA Weaker students could work with someone from the same country.

Lesson 2 A controversial issue? pp86–89 Aims The focus of this lesson is to consider the subject of immigration and refugees in more depth, through reading two articles and a poem, and participate in a debate on the subject. Students also revise purpose clauses and collocations with alone.

You first! Ensure students understand what is meant by first- or second-generation immigrants (= First-generation immigrants are people who arrive from a different country; second-generation immigrants are people whose parents arrived from a different country.). They then compare answers to the question in groups of three. Answers may vary considerably, depending on where students live.

Reading 1 1 Students look at the photo and discuss the questions with another student.

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Answers The woman is an immigrant from Malaysia called Lois Lau, who is a successful touch rugby player. She played for England at the 2014 European Championships. The poster was presumably made to emphasise the value of immigrants in the UK and the role they play in UK society – to make people proud of immigrants instead of regarding them as a problem to solve. 2 Give students about five minutes to read the article; they then discuss with a partner.

Answers The posters were made in the context of the extreme anti-immigration views in the runup to the 2015 British general election by the Movement Against Xenophobia, to show immigration and immigrants’ contributions in a positive light. 3 Students make and write down questions about the article using the chart, then compare questions with a partner.

Suggested answers (Numbers added for ease of reference to key in 4 below) 1 Which country has a special system to decide if people can live there? 2 Which country built a long fence to keep immigrants out? 3 Who doesn’t want foreigners to come to their country? 4 Who thinks immigrants are good for their nation’s development? 5 Who thinks immigrants take work away from local people? 6 Where is Lois Lau from? 7 What is Lois Lau good at? 8 Where did Lois’s mother get a job? 9 Who did something to improve the image of immigrants in Britain? 10 Which area of the world is under special pressure from migration? 4 In pairs, students take turns to ask and answer the questions orally. Encourage students to use whole sentences in their answers, adding any relevant details, as in the example given. Monitor the pairwork and assist if necessary.

Suggested answers 1 Australia has a special points-based system to decide if people can live there. 2 The USA built a long fence on its southern border to prevent immigration from the south. 3 There are elements in all countries that don’t want foreigners coming to live there. 4 Supporters of immigration in Britain think that immigrants are good for their nation’s development, as they have been for centuries. 5 Opponents of immigration in Britain think that immigrants take work away from local people. 6 She was originally from Malaysia, but now she’s British. 7 She’s good at touch rugby. 8 She got a job in the British National Health Service. 9 MAX, the Movement Against Xenophobia, put up pro-immigration posters in cities all over Britain to improve the image of immigrants in Britain. 10 Europe is under special pressure, as large numbers of refugees and other migrants have come for a better life. 5

THINK Students discuss their thoughts in pairs. Extra ideas: Students look at the other four posters at the top of page 87 and identify the roles that these immigrants play. Ask students to discuss how their own countries have been / are affected by immigration and what current attitudes are. Students make up a poster of their own to show the value of immigrants in their own country.

EXPLORE ONLINE Students can do the research in class or at home using smartphones or tablets. Suggest they watch excerpts from the different sports on YouTube, as well as reading about them. You could help them focus their research by suggesting they look at four sports – touch rugby, rugby league, rugby union and American football – and look for specific areas of differences, eg how the game is played, the object of the game, the rules, scoring, the ball, equipment, number of players in the team, length of a match, size of the field, popularity.

Background note Touch rugby refers to games derived from rugby football in which players don’t tackle each other in the traditional, highly physical way, but instead touch their opponents using their hands on any part of the body, clothing or the ball. A formal, competitive variety, known as ‘touch’, developed from rugby league and now exists as a sport in its own right. In addition, touchrugby games are played as training activities for rugby league and rugby union, as safer variants of rugby, particularly in schools and junior clubs, and as an informal social sport. Touch rugby has a number of differences from the traditional games, including its simplicity (it requires very little equipment or goalposts), its ease of learning and the reduced likelihood of injury. As a result, it’s a popular social game; mixed-gender and women-only games are also very popular in the UK. 6 Give students a few minutes to find and highlight the words in the article and make sure they understand them. Encourage them to guess from the context before using dictionaries to check items they’re uncertain of. They should then do the gapfill exercise individually before comparing answers with a partner.

Answers 1 controversial issue 2 grapple 3 taxes 4 contributed 5 potential 6 enriched 7 polarised 8 mainstream political party

Grammar Purpose clauses 1

SEARCH AND THINK Give students a few minutes to find and underline the examples of the structure in the article; they then work in pairs on the questions which analyse them. After checking answers, point out that we can also use in order that in the same way as so that, and we can use for + -ing to talk about the purpose of a thing.

Answers 1 Items with ‘to + verb’ in the text; items in bold are the purpose clauses, the others aren’t: went to live, have to grapple with, anyone who wants to come, in order to decide, do their best to help, trying to get, so as to find work, those who come to create, want to work, in order to show 2 infinitive

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3 would; other modal verbs that often follow so that: can, could, will 4 a noun

5 Expensive designer shops and high-class cafés 6 They welcome you – they’re pleased to see you, accept you into their society and make you feel part of it. 7 Loneliness is feeling unhappy because you’re alone. Being alone is the state, not a feeling. 8 It means to make them smaller, less grand.

2 In pairs, students think of multiple reasons and express them using a variety of the purpose clauses from 1. They should give at least two or three reasons for each item, and each one should use a different form.

Extra idea: Ask more questions about the article, eg What had Dana studied? Why did she come to Brazil all on her own? How well can she speak Portuguese? What’s her job now? What does Dana like about Brazil? What does she find difficult there? How have her dreams changed?

Reading 2 1

GUESS In pairs, students exchange ideas about what the article will be about based on the photo. Tell them to notice what the woman is wearing and to take into account the title of the article and the caption.

2 Students read the article to confirm its topic and discuss with a partner what they found surprising, if anything. 3 This exercise checks the basic facts of the article; students should be able to explain the relationships without reading the article again. However, encourage them to try to expand their answers with more information from the article about the places, looking back at relevant parts of it where necessary.

Answers Dana is an immigrant in Brazil, because it was the only place she could get to legally. Deraa was her home in Syria; it was hit by the early stages of the conflict. She made contacts in Brazil through the Sunni mosque of Pari, who helped her find accommodation and take language lessons. She lives in São Paulo. She comes from Syria, but had to leave because of the war. Her father and sister live there. 4 Students work through the questions in pairs, focusing particularly on the vocabulary items in italics. When students have finished, check answers and focus on the meanings of those words.

Answers 1 Professional success and career progression 2 It’s against the law. 3 There are legal requirements for people moving from one country to another, eg passport, visa, travel permit, etc. People also smuggle drugs, stolen goods, tobacco, etc. 4 A sibling is not gender specific – it means ‘brother or sister’.

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ROLE-PLAY Students could do this in small groups. First, each student writes three questions that aren’t answered in the article, but are about further aspects of Dana’s life and experiences; they then compare them in the group. For the role-play, one member of the group should act as Dana and the others ask her their questions, avoiding any repetition.

Did you know? After drawing students’ attention to this information, ask them if they think this article is generally upheld and whether it poses any particular challenges for the 21st century.

Vocabulary Collocations 1 This section focuses on collocations with the word alone. Students read the lines of the concordance and decide on the missing word. Point out that the illustration on the right depicts the example in the first line.

Answer alone 2 Students match the expressions in italics in 1 with definitions 1–9. After completing the exercise individually, students can compare answers in pairs. Point out the note about the informal spoken preference for by yourself and on your own over the use of alone.

Answers 1 Leave me alone! 2 stood alone 3 felt so alone 4 catering alone 5 all alone 6 you are not alone in feeling 7 work alone 8 go it alone 9 being alone

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EVERYBODY UP! Set a time limit of about

Speaking

five minutes for this activity and enforce it strictly. Students move around the class asking as many people as possible the four questions. Afterwards, compare answers as a class.

This topic is discussed in parliaments around the world; it’s constantly in the media; it’s part of every nation’s discourse. However, if you consider that it’s too sensitive an issue to debate at such length, you could choose to omit this section completely.

POEM LINK a In pairs, students try to answer the questions, looking up words if required.

Answers 1 Mostly in the Caribbean and South America 2 beacon b Students look up and read the poem online and think about the questions, then compare ideas with a partner.

Answers 1 She’s in London, feeling homesick and cold. 2 She’s thinking nostalgically about her home (ie where she comes from in the Caribbean, not where she lives now) and her mother’s home cooking. c Students research Grace Nichols online and pool their findings in pairs. Encourage them to find other poems by her about the experience and feelings of being an immigrant. d Students discuss their own ideas in pairs. Extra idea: Students write their own nostalgic poem using images and food from their own country.

Culture note Grace Nichols (1950–) was born in Georgetown, Guyana, and grew up in a small country village on the Guyanese coast. She moved to the city with her family when she was eight, an experience central to her first novel, Whole of a Morning Sky (1986), set in 1960s Guyana during the country’s struggle for independence. She worked as a journalist and reporter before coming to Britain in 1977. One of the most celebrated women poets in Britain, Nichols has expressed a continuous sense of struggle concerning belonging. Her first collection, i is a long memoried woman (London, 1983), won the 1983 Commonwealth Poetry Prize. In her second collection, The Fat Black Woman’s Poems (in which Like a Beacon appeared), she addressed the need to dismiss cultural stereotypes regarding black women and celebrate belonging to a former homeland.

1 If the class isn’t too big for a whole-class debate, divide the class into two groups, A and B, each of which will prepare to debate opposite sides of the motion. If the class is very large, divide it into several sets of A and B groups which will prepare in the same way but end up conducting separate, simultaneous debates. If students aren’t familiar with formal debating procedure, make sure they’ve read and understood the instructions and the points to remember. Set a time limit for the preparation stage – eg ten minutes – and encourage students to make notes of their points but not to write out arguments in full. They’ll need to speak convincingly, not read out a text. They can check facts online that could support their arguments. 2 Students follow the instructions on the procedure of the debate. It’s also advisable to impose a time limit of two minutes per speaker, in order to keep things moving and to give everyone the chance to speak. One member of each group (not the proposer or seconder) could be responsible for time-keeping. In a big class, to enable multiple debates to carry on simultaneously, make sure that each set of opposing groups has a designated area where they won’t be bothered by the other sets. If possible, students should manage the debate without the need for your intervention. MA It will work best if stronger students take the role of proposer and seconder, and weaker students add other statements. However, make sure everyone participates actively. 3 At the end of the debate(s), the class, or each set of opposing groups, holds a vote on the motion. Encourage students to vote according to the strength of the arguments they’ve heard during the debate, not their personal opinions.

Lesson 3 The modern city pp90–91 Aims The focus of this lesson is to review and practise expressing contrasting ideas and vocabulary describing how countries are organised, while exploring the topic of modern cosmopolitan cities. Students also listen to a song by Sting.

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You first! Students spend a few minutes in pairs or small groups discussing their preference for cities or villages, with reasons. You could then bring the class together and elicit briefly the main reasons for and against each option.

•

Listening 1 Students look at the six photos of cities and reorder the letters to form their names, then compare answers. They should be able to do this whether or not they recognise the cities from the pictures.

Answers 1 London 2 Mexico City 3 Madrid 4 Bogotá 5 Melbourne 6 Toronto

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Extra idea: In small groups, students discuss what they know about these cities, eg where they are, what languages are spoken there, the size and make-up of the population, what they’re like to live in, what there is to visit, any problems, etc.

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Background notes All the cities apart from Madrid are in the top ten cities in the world with large immigrant populations. • London: At the time of the 2011 census, 36.7% of London’s population was foreign born (including 24.5% born outside Europe). With 3,082,000 residents born abroad in 2014, London has the largest population number (not percentage) of foreign-born residents from all over the world. There are significant communities of immigrants from (in alphabetical order) Bangladesh, China, Cyprus, France, Germany, Ghana, India, Iraq, Ireland, Jamaica, Japan, Kenya, Korea, Nigeria, Pakistan, the Philippines, Poland, South Africa, Sri Lanka, Turkey, the United States, Yemen. • Mexico City is today home to large numbers of immigrants and expatriates from Canada, the United States, South America (especially Colombia, Argentina and Brazil), Central America (particularly Guatemala and El Salvador), the Caribbean islands (mainly Cuba and Haiti), Europe (particularly Spain and Germany) and the Middle East (especially Egypt, Syria and Lebanon). Most recently, there has been an influx of immigrants from Asia-Pacific countries like South Korea and China. There are no 172

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official figures on the immigrant population in Mexico, but estimates show significant numbers, including around 700,000 US Americans in Mexico City. Madrid: Nearly 90% of Madrid’s population are native (Spanish born). The official ‘immigrants’, or registered foreign residents, in 2006 were mainly Romanians (148,000), Ecuadorians (136,000), Moroccans (68,000), Colombians (61,000), Chinese (50,000) and Peruvians (35,000). However, these official numbers do not include the large numbers of illegal (ie unregistered) immigrants. Also during the recent economic crisis, large numbers of immigrants left, especially Romanians, Colombians, Ecuadorians and Moroccans. Bogotá has a population of around seven million people, including both the largest immigrant and IDP (internally displaced people from rural areas) populations in Colombia, hosting 270,000 internally displaced people. Immigrants are mainly from other Latin American countries. Melbourne is one of Australia’s most diverse cities – 33.2% of its residents in 2006 were born outside Australia. The city has attracted waves of immigrants over the years and, as well as a large (around 150,000) British community, there are more than 50,000 people in Melbourne who were born in each of the following countries: China, Greece, India, Italy, New Zealand and Vietnam. Looking further back to ancestry, 43.3% of Melbourne’s population reported that they had British or Irish ancestry, 28.2% reported Australian ancestry, and 18.2% reported that they had Asian ancestry (including 6.5% who reported Chinese ancestry). Toronto: According to a national survey in 2011, Toronto had the largest foreignborn population of any metropolitan area in Canada. 46% of Toronto’s population were immigrants – a total of 2,537,410 foreignborn people. In 2011, the largest groups of Toronto’s foreign-born population were Indian, Chinese and Filipinos. Other top source countries of immigration were Italy, United Kingdom, Sri Lanka, Hong Kong, Pakistan, Jamaica, Portugal, Guyana, Poland, Iran, Vietnam and the United States.

2.33 Students listen to the recording of six people who live in the six cities to find out which one each person lives in. They then compare answers with a partner.

that the Queen is still the head of state and anyway we were once a British colony. I came here from Ukraine because I wanted a better life for myself and any children I might have in the future. Everyone is so welcoming and I don’t find the climate a problem. Coming from Ukraine, I’m used to the cold, whereas my British friends find it very tough. I love it here and definitely feel Canadian now! mike Yeah, well, I love this city. I came here to work as an English teacher – you know, one of those backpacker teachers – and in spite of the fact that I thought I’d only be here for six months, well, maybe a year, I’m still here. It’s something about the way of life! There are quite a few Irish people like me here, but there are a lot of people from the Spanish-speaking world, too. Thousands of Ecuadoreans and Colombians and Peruvians. They’re everywhere! It’s great. I guess they’re coming back to the capital city of their ancestors or something like that? No, maybe not. I don’t know. Lots of Romanians too, for some reason. More than 80% of the people here are Spanish, though. My partner is Spanish too, so I guess I’m staying. But there are lots of Irish bars if I’m feeling homesick. There’s always good craic there. kadir I wasn’t getting much work in my country. I’m from Izmir in Turkey. I had an uncle living here in England’s capital city. He let me stay and I found a job straight away. Washing dishes in restaurants at first. Although it wasn’t great, I kept going and then I became a waiter, then a restaurant manager and then I opened my own place. Turkish cuisine. It’s gone really well. People over here love our food. I love this city! Everyone’s here. There are thousands of Indians and Pakistanis and Bangladeshis and Jamaicans, not to mention the Italians and Spaniards and South Americans – well, people from everywhere, really. I’m not so crazy about the English weather, though.

Extra idea: After checking the answers, ask students to talk in pairs about what they can remember each person said about their city. After a few minutes, play the recording again for them to add more details.

Answers 1 Bogotá 2 Melbourne 3 Mexico City 4 Toronto 5 Madrid 6 London

Transcript Even though it’s getting more and more crowded here – it’s the fourth largest city in Latin America and the traffic gets really bad sometimes – I love this city. It’s got such a great atmosphere. I mean, it’s not just the historic centre where the tourists go, it’s the whole vibe. A great place to be! My family came over from China before I was born. They settled in Baranquilla. There are quite a lot of Chinese there. Too hot for me, though! I prefer it here in the capital. My girlfriend’s Venezuelan – there are a lot of Venezuelans here, well, and people from all over the rest of Latin America. dianthe I love this city. I mean, while it isn’t the capital and it may not have the famous views of other cities in the country, it’s more cosmopolitan and it’s more alive somehow – I mean than other places in Australia. At least that’s what I think. Born and bred here, and proud of it. The city’s built on land that was once occupied by various aboriginal people. My parents came from over there, though, from Greece. You know, I heard somewhere that this is the second biggest Greek city in the world (the first one is Athens, of course), even though it isn’t in Greece. But I don’t think that can be true, do you? cindy I came down here as a gringo backpacker about ten years ago. I just wanted to know more about the pre-Columbian past of the country. I was fascinated by all the pyramids and the Mayan ruins and the Aztecs – all that stuff. Oh, and the beaches, of course! Despite not really being a city person, I’m living in one of the biggest cities in the world. But I met Miguel and then our little boy came along! What can you do?! Do you know what I discovered? This place has the highest population of Americans living outside the United States – how about that? And that’s quite apart from the Canadians and the Brazilians and the Argentinians and the Colombians and the Germans and the British. This is a truly international city. svitlana This is one of the most multicultural cities in the world. They told us that in citizenship classes. At least 50% of the people who live here were born somewhere else. That’s what gives the place its special feel. There are lots of Brits and Scots and Irish here – well, you’d expect that, wouldn’t you, given kim

3

THINK Give students a couple of minutes to think about the questions on their own before they talk about them in pairs.

Answer 1 The speakers say that the cities have a great atmosphere, are cosmopolitan and alive, are multicultural and have ‘people from everywhere’. 4 Students shouldn’t need to listen again to get most of the answers. The element of competition will make them work fast, so it should only take a few minutes. The pair / group who finish first can tell the class their answers; if there are answers that others disagree with, they should both justify their choices until the correct answer is clear. Unit 8

173

Answers 1 Svitlana 2 Kadir 3 Kim 5 Cindy 6 Dianthe 5

4 Mike

TAKEAWAY LANGUAGE Allow students a minute to look over the words in the box and items 1–7. They can attempt to complete the phrases, but tell them not to write in the answers until they’ve listened again. Play the recording again, pausing soon, but not immediately, after each of the phrases is spoken. Check each answer and make sure students understand the meanings too. Then draw their attention to the Vocabulary spot and elicit which speaker used the term (Mike).

Answers 1 atmosphere 2 vibe 3 cosmopolitan 4 alive 5 feel 6 way; life 7 homesick 6

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Students say the words to themselves and mark the word stress, then compare with a partner.

Answers See 7 below 7

Extra idea: Ask students to think of more words with three or more syllables that follow the same stress pattern (ie stress on the antepenultimate syllable). You could draw their attention to the following groups of words: • Words ending in -cy, -ty, -phy and -gy, eg democracy, dependability, photography, geology, sanity • Words ending in -al, eg critical, geological, ethical • Words ending in -ise, eg supervise, organise, exercise, advertise, recognise • Words ending in -ate, eg communicate, regulate, appreciate, calculate, concentrate

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2.34 Play the recording with a short pause

after each word for students to mark the stress and compare with their own stress marking. Ask them to say what the pattern is, as well as which one doesn’t conform to it.

Take a break This could be used at any point in the lesson to provide a change of pace and a few moments of complete relaxation. Impose complete silence (you could also dim the lights / draw the blinds) to create a more relaxing atmosphere and encourage students to close their eyes and sit in a comfortable position so that they really focus on their image for a couple of minutes. Use a prearranged signal for students to start describing their image to a partner.

Grammar Contrasting ideas 1

MA Weaker students can do this in pairs.

Answers American, Canadian, Colombian, cosmopolitan, Ecuadorean, international, Mexican, multicultural, Peruvian, Romanian, Ukrainian, Venezuelan Venezuelan is the odd one out because the stress is on the penultimate syllable, not the ante-penultimate syllable. Pronunciation note: In these words, stress is generally on the ante-penultimate syllable (ie third from the end). There is also a rule that words ending in -ian or -ican have the stress on the syllable before those endings. 8

174

P

Students practise saying the words to each other in pairs. For each word, they should accept their partner’s pronunciation or, if wrong, correct it and make them repeat the correct version.

Unit 8

Students read the pairs of sentences and try to remember what language the speakers in Listening 2 used to link the contrasting ideas.

Answers See 2 below. 2

2.35 Play the audio, pausing after each item, to confirm and check the answers. Then point out the structures used with despite and in spite of (the fact that or -ing). Also remind students of the linker whereas, which can be used like while to contrast different things, and give an example, eg I don’t mind the grey skies, whereas my friend from Spain really misses the sun.

Answers 1 Even though 2 While 3 Despite (not being) 4 whereas 5 In spite of the fact that 6 Although

Transcript 1 Even though it’s getting more and more crowded here – it’s the fourth largest city in Latin America and the traffic gets really bad sometimes – I love this city. 2 While it isn’t the capital and it may not have the famous views of other cities in the country, it’s more cosmopolitan and it’s more alive somehow – I mean than other places in Australia. 3 Despite not really being a city person, I’m living in one of the biggest cities in the world. 4 I’m used to the cold, whereas my British friends find it very tough. 5 In spite of the fact that I thought I’d only be here for six months, well, maybe a year, I’m still here. 6 Although it wasn’t great, I kept going and then I became a waiter, then a restaurant manager and then I opened my own place.

b This can be done in pairs on smartphones in class using shared earphones, or you could play it to the whole class. Suggest that students number the words in the box as they occur.

Answers talk, walk; day, say; propriety, notoriety; one, sun; sobriety, society; man, can; gun, run c Students discuss their reactions to the song in small groups.

Culture note Englishman in New York is a song by English artist Sting, released in 1988, from his second studio album Nothing Like the Sun. The Englishman in question is the eccentric gay icon Quentin Crisp and his experiences as an outcast. Sting wrote the song not long after Crisp moved from London to an apartment in Manhattan. The song talks about him having to adjust and the changes he goes through while adapting to a new society. He’s viewed as an immigrant, an outsider, and doesn’t enjoy the feeling of isolation.

3 Students match statements 1–6 with their contradictions and check answers with a partner. They then take it in turns to combine them using the listed contrast linking words and expressions.

Answers 1d eg

2f

3c

Although Even though In spite of the fact that Despite the fact that While Despite

4

4e

5a

6b

he had trained Karl didn’t for several manage to weeks, complete the 10km run. training for several weeks,

FINISH IT Allow students about five minutes to write sentences including contrasting ideas about themselves, then compare in pairs or small groups.

SONG LINK a

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Students spend a few minutes pairing or grouping the words according to rhyme.

Answers can, man day, say gun, one, run, sun notoriety, propriety, sobriety, society talk, walk Those that don’t rhyme are: alien, dear, gentleness, modesty, said, smile

5

VIDEO OPTION This could be done at home, or in class if there’s time and space for students to video themselves simultaneously. It could be about the city, town or village where students live, or about their actual home. Encourage students to spend some time thinking and preparing their talk, and deciding what footage of the place to include. Students could film themselves describing the place all in one shot with footage of the place, or it might be easier to film them separately and then edit them together. Ideally, students share their videos online with the rest of the class or group.

Vocabulary and speaking How countries are organised 1 Go through the words in the box with the class and check students understand them. Encourage students to explain any words their classmates don’t know rather than supply the explanation yourself. Allow them time to complete all the questions, then check answers.

Answers 1 nationality 2 resident 3 identity card 4 mayor 5 local 6 parliament 7 vote 8 passport 9 monarchs 10 citizens 11 leaders 12 government You don’t need elections, president, prime minister or subject. Unit 8

175

2 Students ask and answer the questions in pairs about their own country. In a mixed-nationality class, it will be more interesting if you ask students to work with someone from a different country. Finally, students work together to make sentences about their countries with the four words (elections, president, prime minister, subject), using dictionaries if necessary. 3 Students discuss the questions in small groups.

Background note People applying for UK citizenship must first pass a British Citizenship Test consisting of a series of challenging questions about a variety of aspects of British history, the constitution and culture. The pass mark is 75%. 4 Each group should choose a different country, not necessarily their own, and create a citizenship test. 5 Each group reads out their questions (they could share the reading out) and the rest of the class should individually note down their answers. At the end of the test, they should swap papers with another student, mark each other’s tests and work out a score as one member of the testing group supplies the correct answers. You could agree on a pass mark of, for example, 75%.

Everyday English p92 Giving a presentation 1 Students make their lists and compare. Then elicit points and build up a master list on the board.

Suggested answers Speakers should: make it interesting; keep on the subject; illustrate points; be clear and organised; introduce the topic at the beginning and sum it up at the end; speak clearly; keep to the time allowed; be well prepared; take their audience into account; etc. Speakers should not: be boring; be repetitive; wander off the subject; be disorganised; use too many complicated visuals; go on too long; be too obscure; mumble or speak very quietly; ignore their audience; etc. 2

2.36 Students identify the topic of the

presentation, then suggest questions to ask the speaker.

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Unit 8

Answers It’s about the three main reasons for immigration and why we have a responsibility to help immigrants.

Transcript Good afternoon, everyone, and thank you for coming. My presentation today is about the reasons for emigration and about why we have a responsibility to help immigrants to our country. There are many reasons why people leave their homes and move to other countries, and in this short talk, I will outline three of them: the desire for a better life, political or religious freedom, and, finally, conflict and war. One of the main reasons for the movement of people has usually been because of poverty and lack of work in the emigrants’ home countries. It is only natural for people to want to try and find a better life for their children and move to a country where they can find work and build a future for themselves and their families. As a result, there has been a huge movement of people from poorer countries to richer, more industrialised nations. A second reason why people emigrate is to find religious and political freedom. This was the reason why the Pilgrim Fathers emigrated from England to America in the 17th century, and it is the reason many people emigrate from their home countries today. Finally, a third – and very urgent – reason for emigration is because of conflict and war. People whose homes have been destroyed and who are unable to live with their families in peace are forced to flee and find safety elsewhere. These are the refugees who are often in desperate need of humanitarian help and who feel that they have to escape – often without any money or possessions. They are the people who have no way of establishing themselves in a new country without our help. And so, in this short presentation, I have suggested three main reasons for emigration, and I have also suggested that the people emigrating for the third of these reasons – those who are escaping war and conflict – are those that most deserve our care and help. If we cannot do anything to prevent war in other countries, the least we can do is try to alleviate the suffering of the people whose lives have been destroyed by those wars. Thank you very much for your attention. I’d be happy to answer questions. moderator Thank you, Abina, for a very interesting and clear presentation. Now I’d like to invite the audience to ask their questions. Yes? abina

3 Play the recording again. Students focus on the questions while listening, then go through their answers in pairs.

6

MA Weaker students could look at the transcript on page147 of the Student’s Book for extra support while doing 3, 4 and 5.

Answers 1 1 poverty and lack of work and the desire for a better life, 2 religious and political freedom, 3 conflict and war 2 The refugees escaping war and conflict 3 There are three reasons for immigration – the desire for a better life, religious and political freedom, and conflict and war. We should particularly provide help to those fleeing conflict and war. 4

TAKEAWAY LANGUAGE This focuses on some very common colloquial phrases used in the presentation. Students complete the sentences on their own, then check with a partner. Make sure they understand the meaning of the phrases by asking them to suggest a paraphrase of each one.

Good afternoon, everyone, and thank you for coming. My presentation today is about the reasons for emigration and about why we have a responsibility to help immigrants to our country. There are many reasons why people leave their homes and move to other countries, and in this short talk, I will outline three of them: the desire for a better life, political or religious freedom, and, finally, conflict and war. 7

Greeting

Good afternoon, everyone

Thanking

Thank you for coming

Introducing the My presentation today is about … topic Giving an overview of the content

There are many reasons why … and in this short talk I will outline three of them: …

Sequencing

One of the main reasons for … has been … A second reason … is … Finally, a third reason for … is

Concluding

And so in this short presentation I have suggested … and I have also suggested … Thank you very much for your attention.

Asking for questions

I’d be happy to answer questions.

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Students discuss the question in pairs.

Answer The biggest pause is a) for a new paragraph, to show she’s moving on to a new subject. The size of the other pauses are, in descending order, b) for a full stop, c) for a colon, and d) for a comma.

1 find work 2 build a future 3 It is only natural 4 in desperate need of 5 the least we can do

Answers

2.37 Explain that in a spoken talk, pauses, stress and intonation all play an important role in dividing up the content into meaningful chunks. In the written version, this is shown by punctuation and paragraph divisions. Play the recording for students to punctuate the extract and decide on the paragraph break. They can check with a partner, then look at the first two paragraphs of transcript 2.36 on page 147 of the Student’s Book.

Suggested answer

Answers

5 Draw a table on the board with the headings on the left (see below). Students copy it into their notebooks and use it to record their answers. Play the recording again and pause where necessary to give students time to write. To check answers, elicit phrases from different students and complete the table on the board.

P

8

P

9

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Play the extract again for students to all read it out loud as they listen, trying to imitate as closely as possible the way it’s spoken. In pairs, students take turns to read the extract to each other with the same pauses, stress and intonation. The listener can correct, assist and assess their partner’s reading.

10 MINI-TALK Students choose one topic from the five given and prepare their own presentation, following the instructions and advice. They can refer to the internet to check facts, but advise them not to spend too long researching online – it would be more useful to spend time on constructing an organised and well-expressed talk using the language and techniques explored in this lesson. Students can give their presentations in groups; the other members of the group should pay attention and make a note of good and interesting elements. MA Weaker students could work in pairs to help each other prepare, but should each write and give their own presentation. 11 Students should use their notes to give feedback on each other’s talks as directed. Unit 8

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Units 7&8 Review Aims

Suggested answers

To review the vocabulary and grammar covered in Units 7 and 8. Students also focus on organisations which help refugees and read about folk heroes from different countries in Aspects of culture.

1 a lot of food from restaurants and food companies was being thrown away. 2 ask them to donate their extra food to provide free meals for the hungry. 3 they were very isolated and out of touch with German society. 4 have a way to get in touch with them. 5 live in safe, warm and clean accommodation. 6 it has also caught on in Austria and France. 7 had no idea what Swedish society was really like. 8 give refugees an opportunity to socialise with Swedes and speak Swedish.

Reading and grammar 1 Give students a minute to make their lists individually, and another minute to compare lists. 2 In the same pairs, students talk about what they think the photo shows. 3 Allow about five minutes for students to read the article to confirm their guesses and match the photo with one of the organisations described.

Answer

6

The photo shows volunteers serving meals made from surplus food from restaurants and food companies to refugees. It represents Foodblessed. 4

Students write their sentences without looking back at the article. They don’t have to use the exact words of the text, but should express the information using reason and result clauses from Unit 8 Lesson 1. They can compare with a partner, but their answers don’t have to be the same.

Suggested answers Maya Terro started Foodblessed because she saw that a lot of food from restaurants was being thrown away and at the same time there were people who were hungry. Three young Germans founded Refugees Welcome in order to provide refugees with better and more central accommodation in German people’s houses. Ebba Åkerman started United Invitations so that immigrants could socialise more with Swedish people. 5 This exercise revises clauses of reason and result, purpose and contrast. Students complete the sentences individually, then compare with a partner. They can use the article to help them.

178

Units 7&8 Review

pp93–94

ROLE-PLAY In pairs, students decide which organisation they’ll base their interview on, and who will play the role of the founder and who the interviewer. Give them a few minutes to think of what they can say / ask about the problems, challenges and successes, as instructed. Remind them to use a variety of clauses of reason, result, purpose and contrast during the interview.

Listening and grammar 1

2.38 Students listen to the interview and

make notes about the topics in the box that are mentioned.

Suggested answers language: made studying more difficult; one of the most difficult barriers; learning the language should be top priority culture: some differences, but easy to adapt; but proud of own Polish culture and keeps up Polish traditions – important to keep in touch with own culture, but learn and participate in the country’s culture and traditions. Integration is implied at some points, but not mentioned specifically.

Transcript presenter Hello and welcome to this week’s programme in our series about stories of successful immigrants. Each week, we’re interviewing someone who immigrated to this country and has become successful in their chosen career. What is the secret of their success? Is it just luck, or is it sheer determination? What helped them to succeed, and what advice do they give to new immigrants to this country? Today, we’d like to welcome Tania Lewandowski. Originally from Poland, she came here as a teen with her parents in 1985. She studied law, becoming a solicitor, and is now a district judge. Welcome to the programme! tania Thank you very much – it’s a pleasure to be here. presenter I’d like to ask you about your early career. How difficult was it for you to get started? tania I’d say that I owe a lot to my parents. They always encouraged me to study and work hard at school. They taught me to believe that I could achieve my goals. But I have to say it was difficult. Not least because of the language. Studying law, you have to do a lot of reading, and of course I was a bit slower than the others, so I had to spend more time on it. But in the end, it definitely paid off, because I was able to pass my exams without any problems. presenter So you’re saying that language is one of the most difficult barriers? tania Absolutely. I would advise anyone immigrating here to make learning the language their top priority. presenter And what about culture? Did you face any barriers because of cultural differences? tania No, I don’t think so. There are, of course, some differences in culture, but I found it very easy to adapt to life here and I feel very comfortable here. On the other hand, I’m also proud of my Polish culture and I enjoy keeping the traditions of my country here, too. presenter Do you think it’s more difficult to be an immigrant now than when you came here? tania Not at all! I think it’s much easier now. Thirty years ago, people used to be more suspicious of people from other countries, but now it’s more multicultural. presenter So you did have some difficulties at first? tania Well, just a bit – you know, some people, some of my colleagues, used to treat me like an outsider. They would make fun of my name, for example, because it’s rather difficult to pronounce, and they would make jokes about Polish stereotypes. presenter That must have been hurtful.

tania Well, I can understand it now, but it was a bit hurtful at the time, yes. presenter So what advice would you give to a new immigrant to this country to succeed in their chosen career? tania I would tell them to focus on learning and education, that’s the most important thing. But also they should have confidence in themselves to achieve their goal. Immigrants contribute a lot to this country, and they should be proud of that. Keep in touch with your own culture, but also take every opportunity to learn and participate in the culture and traditions of your new home. presenter Thank you so much, Tania, that sounds like very good advice, and thank you for coming in to talk to us today. tania It was a pleasure.

2 Students compare with a partner and together answer the question about the pieces of advice. Then play the recording again for them to check.

Answers 1 Focus on learning and education. 2 Have confidence in yourself to achieve your goal. 3 Keep in touch with your own culture, but also take every opportunity to learn and participate in the culture and traditions of your new home. 3 In pairs, students discuss and make a list, then compare with another pair.

Suggested answers Difficult: studying law in a foreign language; being far away from home, family and friends; people making fun of her name; jokes about Polish stereotypes Easy: having confidence in herself; adapting to the culture; the climate 4 This exercise revises reporting verbs and their patterns from Unit 7 Lesson 1. Students complete the sentences individually, then compare with a partner.

Answers 1 mentioned 2 admitted 3 advised 4 asked 5 denied 6 complained 7 warned 8 thanked 5 In pairs, students ask for and make a note of their partner’s advice. Then in new pairs, they report the advice using reported speech verbs. Units 7&8 Review

179

Aspects of culture a Give students five minutes or more to read the descriptions and match them with the countries. They can compare answers with a partner and together try to decide on the identity of each folk hero or heroine.

Answers A B C D

China – Mother Lü Mexico – Zorro America – Bonnie (of Bonnie and Clyde) England – King Arthur

b Students read again to match a character from the four texts with the descriptions. Note that this is similar to an examination multiple-matching reading comprehension task.

Answers 1C 7A c

2 C 3 A, B 8 B, D

4A

5A

6 B, C

THINK Give students a minute or two to think about the questions. Then they discuss their answers in pairs or small groups.

Suggested answers 1 They all fought against evil and injustice in some way. 2 In an unjust world, a hero that fights for justice can easily capture people’s imagination. EXPLORE ONLINE This can be done as homework or in class. Students can choose a folk hero to research and, using their smartphones or tablets, they find out information about what their chosen hero did and answer the question. Set a time limit for the research in order to keep the activity fairly short. d In pairs, students compare their findings and make notes about aspects 1–4. They should present one of the heroes / heroines to the class. Remind students of what they learnt about giving a good presentation in Unit 8 Everyday English. If there isn’t time during class for all pairs to present their folk heroes / heroines, they could video themselves giving the presentation and share it online.

180

Units 7&8 Review

Writing skills Module 4 Writing a review pp158–159 Before you start 1 In small groups, students talk about the questions. Then check what they answered for question 4 and build up a list on the board, which should certainly include an opinion of the programme.

Language box Point out that the opinions in a review might be positive or negative, and may be expressed with different strengths. Tell students to read through the lists of adjectives and identify which they know and which they need help with. Put students in groups to help each other as much as they can, then assist with any remaining items they’re unsure of. 2 Allow students time to read through the paragraphs expressing opinions about TV programmes and complete them with suitable adjectives from the language box. Let them compare answers in pairs before checking as a class. Note that a variety of different answers are possible.

Suggested answers (Many variations are possible.) 1 fascinating 2 excellent 3 amazing 4 superb 5 spectacular 6 incredible 7 awesome 8 disappointing 9 dull 10 dire 11 confusing 12 interesting 13 entertaining 14 annoying 15 awful

4 Students focus on the paragraph plan of the model review by numbering the points.

Answers a2

b5

e4

Answers 1 paragraph 5 3 paragraph 4

2 paragraphs 2 and 3 4 paragraph 1

6 Students focus on the variety of ways of introducing an opinion that are used in the model review by underlining the different phrases they find.

Answers I found it (fascinating to see …) It was really interesting to (watch …) What I particularly liked were … My only complaints were (that …) I would definitely recommend …

Practice 7 Students find and underline the linking words in the model review on page 158 and identify their function. Then give them time to categorise the linking words and phrases in the box, compare with a partner and check answers.

Answers

3 Students read the review, decide on the answers and compare with a partner. Note that the review is slightly longer than the usual expected length at this level.

a b c d e f

1 A TV documentary called New to Britain about Asian immigrants in the UK 2 It was fascinating, an interesting portrayal of a traditional celebration, the difference between generations, well researched and edited, a great presenter. 3 The interviews with the teenage daughters 4 excellent, fascinating, interesting, clever, funny, superb, wonderful, unclear, awful, entertaining

d1

5 This focuses in more detail on the contents of each paragraph in the review. Students do the exercise, then compare answers in pairs.

Understanding the task

Answers

c3

furthermore, in addition despite, in spite of so as to, so that so, therefore as, because (of), due to as for

8 This focuses on linking words in the context of extracts from reviews of a book, a concert and an exhibition. Students read the extracts, choose the most appropriate linking words, then compare with a partner.

Writing skills: Module 4

181

Answers

Sample answer

1 as 2 Although 3 in fact 4 because 5 both 6 and 7 However 8 and 9 though 10 In addition

I recently watched a fascinating documentary about the search for Noah’s Ark which made me think about the role of women in society today. It was presented by a woman – Joanna Lumley, who is a very engaging personality, in spite of her rather ‘posh’ accent. She visited a variety of countries in search of the final resting place of Noah’s Ark and looked at its place in different religions and cultures. She interviewed a wide range of people and made the interviews lively and interesting, despite often having to work through a translator. She also had a clever way of presenting fact mixed with her own opinion, which I found quite intriguing. However, I was really struck by the segregation of women in many of the countries that she went to. Perhaps this was why, although she interviewed many people, only one (a Jewish scholar in London) was a woman. Although Lumley failed to find Noah’s Ark, which was a bit disappointing, the programme was beautifully filmed and featured some amazing landscapes. I would highly recommend this programme to anyone interested in history and culture. (185 words)

9 This exercise provides practice in introducing and expressing opinions, linking and expanding ideas. Go through the example answer, then give students time to work in pairs on items 2–6. Remind them also of the phrases for introducing opinions they saw earlier in 6.

Suggested answers 2 What I particularly liked were the actors. They were convincing in their roles and all gave great performances. However, it was a shame that the minor characters had so little time on stage. 3 My only complaint was that the lead singer had a rather weak voice, and by the end of the concert he had an awful cough. Despite this, it was a fantastic evening. 4 I found the dialogues rather unrealistic and the plot slow and boring. In addition, the main actor forgot his lines several times. 5 As for the costumes, they were very impressive, so the actors all looked really glamorous. Because of this, the whole performance was a pleasure to watch. 6 I really loved the soundtrack – it was brilliant, and the final track was particularly memorable. In fact, I’ve been singing it to myself all week.

Now you 10 Give students five to ten minutes to read the task and discuss the questions in pairs. Monitor pairwork and assist with ideas or language where needed. 11 Students write their review at home. Remind them to use the Check it! list before submitting their writing.

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Writing skills: Module 4

9

Getting away from it all

UNIT FOCUS

passives – tenses and modals; tag questions features; the planets FUNCTION: asking for and giving permission; working out a solution GRAMMAR:

VOCABULARY: geographical

Introduction p95

Background note

Aims The focus of this lesson is to introduce the unit topic of remote places through maps, descriptions and photos of very isolated places.

You first! Give students a few minutes to talk about the question in small groups. Write more questions on the board: What was it like? What did you like or dislike about it? Then, as a whole class, elicit some examples of very remote places that any student has been to and what they thought of it. 1 Students look at the two maps and discuss the questions in small groups. Elicit answers from different groups. Don’t confirm or explain what the colours refer to yet, as this is explained in 3. Students may have worked out that the colours do not indicate temperature or climate, height or rainfall. 2 Students stay in the same groups in order to pool their geographical knowledge. They talk about the two questions, which guide them closer to working out what the colours on the map mean. Students may by now have worked out that the colours could be related to population density. 3

Sometimes referred to as ‘the roof of the world’, the Tibetan Plateau is the highest plateau in the world, with an average elevation of over 4,500 metres. It’s surrounded by the highest peaks in the Himalayan, Karakoram and Pamir mountain ranges. It’s home to a huge number of glaciers and provides water for more than half of Asia. The Tibetan Plateau covers an area greater than Western Europe. 4 Students spend a few minutes reading the descriptions, matching them with the photos and identifying the cause of isolation, then checking with a partner. After checking answers, assist with vocabulary queries, eg sanitation (= sewage facilities for removal of waste), the noughties (= the decade 2000 to 2009). MA Weaker students could use a dictionary while reading.

Answers 1 2 3 4

D (It has no roads.) C (It’s in space.) A (It’s an island in the far north.) B (It’s very high and is only accessible via rough tracks.)

GUESS Students read the first sentence of the paragraph to find out the answer to the second question in 1 (remoteness, measured by how long it would take to get to a big city). Ask them also to say what pale yellow and deep red must mean in relation to this (Pale yellow indicates the least remote, ie most connected; deep red indicates most remote.). Students read the rest of the paragraph to find out where the deepest red area in the map on the right must be (The Tibetan Plateau, the world’s most remote place). Then students in pairs make a guess at the missing lengths of time in the paragraph. Collect a few answers quickly before revealing the correct answers.

Extra idea: Ask more questions about the information in the descriptions, encouraging students to give answers using the passive. 1 What’s special about the mail in Supai? (It’s delivered by mule.) 2 What’s happening at the ISS (= International Space Station)? (All kinds of astronomical and meteorological experiments) 3 How are the seeds kept safe in Svalbard? (They’re kept underground.) 4 What’s special about La Rinconada? (There’s no plumbing or sanitation; gold was discovered there.)

Answers

Background notes

1 (nearly) three weeks

2 one day

3 20 days

• Supai, Arizona, US is an Indian village located at the bottom of a side branch of the Grand Canyon, on the Havasupai Nation Unit 9

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reservation. Home to the Havasupai tribe, who have been living in the Grand Canyon for at least the past 800 years, Supai is perhaps the most isolated village in the United States, and has just over 200 residents. It has a café, a lodge, a post office, a school, a church, a clinic, a police station and a general store, but no roads. • The International Space Station (ISS) is a habitable human-made satellite that orbits the Earth at an altitude of between 330 and 435 kilometres and an average speed of 27,724 kilometres per hour. At 109 metres in length, about the size of an American football field, it’s now the largest artificial body in orbit. Apart from scientific experiments, the ISS also provides opportunities to test spacecraft systems and equipment and acts as a staging base for possible missions to the moon or Mars. • Svalbard, Norway, is located in the Arctic Ocean, half way between Norway and the North Pole. It’s one of the world’s northernmost inhabited areas. Many inhabitants are miners or scientists. It’s known for its rugged, remote terrain of glaciers and frozen tundra which shelter polar bears, Svalbard reindeer and Arctic foxes. For several months a year, it’s either continuous daylight or continuous darkness, and the Northern Lights are visible during winter. • La Rinconada, Peru, located in the Peruvian Andes mountains, is considered to be the highest city in the world. There’s no running water, and the climate is very harsh – the weather remains freezing throughout the year. Between 2001 and 2009, its population grew to 30,000. Its economy is based mainly on the gold mine. 5

THINK Give students a minute to think about the questions; they then discuss them in pairs. You could have class feedback on question 2, collating on the board a list of all the difficulties of living in such remote places. Extra idea: Ask: What’s the most remote spot in your country? How do you get there? Have you ever been there? In classes of different nationalities, students could research online to get facts and pictures, then make a presentation to the class.

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LOOK AHEAD Students individually flick through the unit and, without actually reading the text, decide on the most interesting page. They then explain their choice to a partner.

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Lesson 1 The call of the wild pp96–97 Aims The focus of this lesson is to revise and practise the passive and find out about two families who went to live a long way from civilisation.

You first! Students look at the photos and, in pairs, talk about the questions. Then elicit a number of different reasons for wanting and not wanting to live in either of the houses.

Reading and speaking 1 Set a time limit for students to brainstorm in groups, with one of the members noting down the words suggested. At the end of the time limit, they count the words, and the group with the most words shares their suggestions with the class. Then elicit from other groups words that haven’t been mentioned. 2 In pairs, students decide who will read description A and who will read B. Set a time limit for them to read their respective descriptions on their own and search for the answers to the questions. Then, as a pair, they work through the questions together, sharing and comparing the answers from their texts. MA With weaker students, pairs could both read the same description and help each other with the comprehension questions, with some pairs reading description A and others description B. Then they split up and each A student forms a new pair with a B student to share answers. During class feedback, check and assist with difficult vocabulary as it comes up.

Vocabulary notes • An earthship (description A) is a 100% sustainable home built from natural or recycled materials (see the photo of the Atkinson’s earthship at the bottom of page 97). • A wheelie bin (description B) is a large bin on wheels for putting rubbish in, and is usually kept outdoors. • Indispensable (description B) means ‘absolutely essential, you cannot manage without them’.

Answers 1 A Alisa and Richard Atkinson, and their children Alex, Maya and Tati B Richard and Claire Rees

2 A A plot of rainforest in southern Belize B Huså, a remote area in the far north of Sweden 3 A They wanted to bring up their children in the country. B They found their lives quite stressful, and Richard had always wanted to live in a cabin in the forest. 4 A Mains electricity (they have solar power), a modern kitchen, running water B Electricity and running water 5 A They keep chickens, grow their own vegetables, wash in rainwater and cook over an open fire. B They fetch water from the river; they run outdoor survival skills workshops; they find plants, mushrooms and berries; they catch fish and hunt reindeer. 6 A Chickens, snakes, dogs, jaguars, ants, scorpions. Snakes, jaguars, ants and scorpions are dangerous. B Fish, reindeer, bears, wolves, Siberian huskies. Bears and wolves are dangerous. 7 A Huts B An 18th-century log cabin 8 A They love spending time together as a family and find their life exciting; they’re living their dream. B They both love living in the forest, they have a wonderful view, they appreciate things more because they have so little.

Other collocations: catch mice, a rabbit fetch wood, help grow fruit, herbs, wheat hunt foxes, wild boar, lions, tigers, elephants, etc keep pigs, sheep, cattle, geese, ducks, etc 5 Give students about five minutes to select and discuss whichever two questions they find most interesting, in pairs or small groups. Point out and go through the Grammar spot about indirect questions, which is relevant to question 2.

Extra idea: Following feedback on question 2, students could search for more information about either household online and report back to the class. EXPLORE ONLINE Students plan their journey using online maps, then report back to the class and compare routes. Ask also which of the two places they think is the easier to get to. Extra activity: Students write an email to someone who’s thinking of going to one of the places, explaining how to get there.

Grammar Passives 1 – tenses 1

3

TAKEAWAY LANGUAGE This focuses on three colloquial phrases from the texts. Students work in pairs. Check answers to question 1 first and make sure students understand the three phrases; then they continue talking about questions 2–4.

Answers 1 a Claire Rees b Richard and Claire Rees c the Atkinsons 4 Students combine a word from box A with a word from box B to make collocations about being selfsufficient that were in the texts. They then check with a partner and together make a list of other words to go with the verbs, still on the topic of self– sufficiency.

Answers catch fish, fetch water, grow vegetables, hunt reindeer, keep chickens

MA Weaker students could focus on just one question to discuss.

SEARCH AND THINK Students do the underlining individually, then compare with a partner. As they go through, they discuss together the reasons for passive use, as in the example given.

Answers p95, Exercise 3: are based p95, Exercise 4, text 1: is still delivered p95, Exercise 4, text 2: has been continuously inhabited; are being conducted p95, Exercise 4, text 3: are stored and kept safe p96 A: will be used; is made from; which are taken from; are taught at home; are surrounded by dangerous animals; are often eaten by snakes; were killed by jaguars; is infested with ants and scorpions p96 B: is supplied by a nearby river; everything is used; are kept company and helped by 54 huskies; are really well looked after In all cases, passives are used because we’re more interested in what happens than in who does it or because we don’t know who did it.

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2 Students complete the table with passive forms of each tense, then check the examples in the text. MA Weaker students may need to spend time reading the grammar reference to check forms and use. For most of the class, this will be revision.

be polite to use indirect questions, which were mentioned in the Reading and speaking section after 5.

Extra idea: Students share their emails online with other students, then the class votes on which applicants should be shortlisted by the Atkinsons.

Answers 1 are being conducted 2 is used 3 will be used 4 were killed 5 has been [continuously] inhabited 3

Point out that the aim is to practise passives, so every answer should include a passive form. Students could do this individually or in pairs. They shouldn’t look back at the texts initially, but can do so once they’ve finished, to check their final answers.

Answers a The earthship is made of car tyres which are taken from a rubbish dump. b The children are taught at home as well as at the local schools. c Their chickens are often eaten by snakes. d The house is infested with ants and scorpions. e Water is supplied by a nearby river. f Everything is used from the reindeer. g The huskies are really well looked after.

Writing 1 Give students a few minutes to read the task, the questions and the advert, then check comprehension of them (eg Who posted the advert? What is their project? What kind of help do they need? What sort of people would they prefer? What information will you need to give in your email? What do you need to decide before writing?). Whatever students’ own feelings, remind them that for this task, they should play the role of someone who’s keen to participate in the advertised project. They could make notes of their answers to the questions, which bring out some key information that needs to be mentioned in their email. Then work with them to form a rough paragraph plan on the board, eliciting what information might go where, eg 1 Reason for writing – reference to advert 2 Areas I’d like to work in + relevant skills and experience 3 How long and when 4 My questions 5 Sign off 186

Also point out that in paragraph 4, it would Unit 9

Students could do the actual writing of the email in class, if there’s time, or at home.

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VIDEO OPTION Students could do the earthship research online at home or in class using smartphones or tablets. Their description should answer the questions given and include any other information they find interesting. The video can include existing clips, but must also include their own description / presentation. After sharing online, the class could vote on the most interesting / beautiful earthship.

MA Weaker students could work on this in pairs and share the research, the writing and the videoing.

Lesson 2 The best job in the world? pp98–101 Aims The focus of this lesson is to revise tag questions and modal passives and to expand and practise vocabulary for geographical features. Students read about a job in a desert island paradise and listen to an interview for the job.

You first! Students look at the map and the photograph and discuss the questions in pairs. After a few minutes, elicit from the class some of the reasons they mentioned why it might be a nice place to work (or not).

Speaking 1 Students suggest locations based on the map and the photo. 2 Students read the text and, after checking the location of the islands, discuss their answers to the question in pairs. Encourage them to back up their views with reasons. During class feedback, ask more questions to check comprehension of the text, eg When was the job advertised? (2009) Who was the employer? (Tourism Queensland) How long was the job for? (Six months) What did it involve doing? (Exploring the islands and sharing their adventures) Why had the job been created? (To promote the islands internationally).

Background note Of the approximately 900 islands of the Great Barrier Reef, the best known are the Whitsunday Islands, a group of 74 islands bordered by the Great Barrier Reef World Heritage Area and the sheltered waters of the Coral Sea. With palm-fringed secluded white sand beaches surrounded by clear blue waters, the Whitsunday Islands are the epitome of a tropical paradise. Hamilton Island is the largest inhabited island of the Whitsunday Islands. It’s positioned approximately 887 kilometres (551 miles) north of Brisbane and 512 kilometres (318 miles) south of Cairns. It’s the only island in the Great Barrier Reef with its own commercial airport, with short direct flights from Sydney, Melbourne, Brisbane and Cairns. 3 Students focus on the words in blue in pairs. Encourage them to work out meaning from the context rather than refer to a dictionary, then report back to the class.

Answers apply for = make a formal written request caretaker = person who is employed to look after a place based = live and do most of the work in this place promote = encourage people to go there publicity stunt = something done just in order to attract the public’s attention recruitment = the process of appointing new staff 4

PREDICT Make sure students understand the words and phrases in the box (they should recognise most of them, but might need assistance with adept (= very skilled) and a flair (= natural talent). Elicit what prepositions they’re used with and write them on the board for students to fill in the gaps in the box, along with some common verbs used with them:



have a familiarity with be adept / good at have a background / experience in; be an expert / interested in have a knowledge of have an ability / a willingness to have enthusiasm / a flair / a passion / responsibility for In pairs, students use these phrases to talk about the skills and qualities they think would be needed for the job advertised, compare with another pair and finally report back to the class.

5 This focuses on the actual requirements for the job advertised. Students do the initial matching on their own, then compare with a partner and together answer the question, and compare with their own guesses in 4.

Answers Note that other combinations are possible (eg a passion for snorkelling and / or diving, etc). This is fine, as it will encourage discussion, but this is the actual list: 1i 2j 3a 4f 5b 6h 7c 8e 9 d 10 g The item which is not a requirement is 4 f (fluent Swahili, which is spoken in Kenya). 6 Pairs select two questions and discuss them for a few minutes. Monitor the pairwork and assist if needed. Fast finishers could go on to discuss the other two questions too.

Go through the collocations in the Vocabulary spot and elicit more. Apart from the skills in 5 (communication skills and English skills), we often say things like practical skills, academic skills, culinary skills, IT skills, artistic skills, etc.

Did you know? Students could look at a map to locate the Great Barrier Reef. They should note that statistics regarding the length of the reef and the number of islands vary, according to the source consulted. EXPLORE ONLINE Students do the research in class (using smartphones or tablets) or at home, then compare facts in groups.

Background note The Great Barrier Reef is found in the Coral Sea, off the coast of Queensland, Australia. It’s a popular tourist destination and attracts over two million visitors each year. It’s the largest living structure on Earth and is visible from outer space. It’s thought to be as much as 20,000,000 years old and is the largest coral reef system in the world. There are 600 types of hard and soft coral and it’s home to countless species, including six species of turtles, 215 species of birds, 17 species of sea snakes and more than 1,500 species of fish. Around 10% of the world’s total fish species can be found just within the Great Barrier Reef; whales, dolphins and dugong can also be seen there. The biggest threat to the Great Barrier Reef is probably coral bleaching due to climate change.

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VIDEO OPTION Each student puts themself in

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the position of applicant for the job on Hamilton Island advertised on page 98 and produces a video clip following the instructions given. If the videos can be shared online, you can organise a class vote for the best person for the job.

Answers

Listening and speaking 1

Students refer to their completed list of job requirements from Speaking 5 and try to remember which were mentioned in the interview. They should tick the ones they think are mentioned, then compare with a partner.

An adventurous attitude, a willingness to try new things, a passion for the outdoors, enthusiasm for snorkelling and diving, excellent interpersonal communication skills, ability to engage with others, fluent Swahili

3.2 Students listen to the interview once, answer the questions and compare answers with a partner.

Transcript 1 Well, thank you very much for coming. We have to say that your video application was very impressive. man Yes, it was good, wasn’t it? I thought so too. interviewer 2 Er, yes. Um, perhaps we could just go through your CV, could we? man Sure. interviewer 1 This job needs someone who is highly flexible. In fact, the main requirements really are an open mind, an adventurous attitude and a willingness to try new things. There are probably lots of examples of this flexibility and openness in your own life, aren’t there? man Oh yes, loads. interviewer 2 Perhaps you could tell us about one? Give us an example? man Um, I can’t really think of one off-hand at the moment, but I’m sure one will come to me. interviewer 2 Oh, OK. Well, we’ll come back to that later. What about things you’re enthusiastic about? You said in your video that you have a passion for outdoor pursuits and activities: climbing, kitesurfing, marathon running, snorkelling and diving. Um, what kinds of thing have you been doing recently? man Um, I haven’t actually been doing anything much recently. I hurt my back doing yoga, so I’ve been taking things a bit carefully. It’s a real nuisance, but I’m sure it’ll be OK by the time I go to Hamilton Island. interviewer 2 Oh, I see. So, um, what would you say your main strengths are? man Oh, definitely my excellent interpersonal communication skills and my ability to engage with other people. They’re things I’m really good at. I’ve had lots of practice at talking to people over the years and I don’t think you’ll find a better communicator anywhere. interviewer 1 Uh-huh. You think so, do you? man Oh, and I almost forgot, I speak fluent Swahili. That’ll come in useful, won’t it? interviewer

3 Students read the multiple-choice questions and attempt answer based on what they can remember. Then play the recording again for them to make final decisions. When checking, elicit evidence to support each answer.

Answers 1 a (We have to say that your video application was very impressive. (but the interview didn’t go well)) 2 b (Um, I can’t really think of one off-hand at the moment.) 3 c (I haven’t actually been doing anything much recently. I hurt my back doing yoga, so I’ve been taking things a bit carefully.) 4 c (Candidate: Oh, definitely my excellent interpersonal communication skills and my ability to engage with other people. They’re things I’m really good at. I’ve had lots of practice at talking to people over the years and I don’t think you’ll find a better communicator anywhere. Interviewer: Uh-huh. You think so, do you?) 4

ROLE-PLAY In pairs, students work on improving the candidate’s replies, then act out the revised interview.

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YOUR STORY Students decide which situation they want to talk about, then in pairs they tell each other about their own experience.

Grammar 1 Tag questions 1

3.3 Students complete the four tag questions that were used in the interview, compare with a partner, then listen to the recording of the excerpts to check their answers.

Answers 1 could we 4 won’t it

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2 aren’t there

3 do you

2 This exercise focuses on the difference between standard tag questions, as in items 2 and 4, and the ‘same-way’ tag questions in items 1 and 3 in which both statement and tag question are affirmative. Give students a couple of minutes to talk about the questions in pairs.

Answers 1 We normally use a negative question tag after a positive statement (or vice versa) to check whether something is true or to ask for agreement. 2 Sentences 1 and 3 are ‘same-way’ tag questions – both the statement and tag question are affirmative. They’re used to express interest, surprise, irritation, etc. 3 Give students time to look up information online about the 2009 competition for the ‘best job in the world’ on Hamilton Island and about the winner (typing ‘best job in the world Hamilton Island’ into a search engine brings up a range of websites with relevant information). Students should then individually try to complete the text using the numbers in the box, even though they may not be sure of all the facts. Then they take to turns to use tag questions to orally check their answers one by one with a partner, as shown in the example below the text. Monitor pairwork and assist with tag questions if students are struggling. Finally, check as a class both the final answers and the tag questions needed to check each one.

Answers 1 35,000 2 200 3 16 4 10 5 6 6 20 7 39 8 2008 9 65,000 10 5 11 5

Reading 1

GUESS First draw attention to the title of the article and the strap line and ask: • What job is this article about? (The job on Hamilton Island advertised on page 98) • What is the implication of the question mark in the title? (Maybe the job isn’t so good after all, there are some drawbacks.) • Who must Ben Southall be? (The person who got the job)



When students have read the first paragraph, elicit suggestions about what Ben Southall might have been stung by (eg bee, wasp, scorpion, jellyfish, etc); students then continue reading to find out what actually happened. Ask also: What were the effects of the sting? (He felt hot, sweaty and sick; he had a headache, lower back pain, chest tightness and high blood pressure.) and Did the

sting change his mind about the job? (No, it didn’t deter him.).

Answer He was stung by an irukandji jellyfish. 2 Students discuss the options and decide on the correct answer with a partner, then check with another pair. When checking, elicit evidence for the correct answer and reasons why the other options aren’t correct.

Answer c Evidence: It was ‘exhausting’, and ‘if it hadn’t been for the competition, life could have been very different’. Reasons why the other options are wrong: a He thought it would be like being Tom Hanks in Castaway when he saw the advert, but that doesn’t describe how he feels about the job now. b It was packed with travel but not relaxing at all – he says it should have been called ‘the busiest job in the world’ – long hours and strong work ethic. d It wasn’t really idyllic – some of it was fantastic and surrounded by paradise, but it was very exhausting, and there were a huge number of things to do. 3 Students decide on their answers individually, then check with a partner. Make sure they find and express evidence from the article for each answer.

Answers 1 False (The text doesn’t say he’s lazy, and he’s described as being very active, eg four months kayaking, cycling and sailing, etc and has a strong work ethic.) 2 False (It was because of his passion for adventure and a strong work ethic.) 3 False (What he didn’t realise at the time was that he been stung by the jellyfish ...) 4 True (... he excelled at his job – so much so that his job title was changed to ‘tourism ambassador’ and his job was expanded to promoting not just the reef but the whole of Queensland.) 5 True (I didn’t expect to stay out here … This is the longest time I’ve stayed in one place.) 6 False (If it hadn’t been for that competition, life could have been very different.)

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4 Students work in pairs, then compare answers. Discourage them from checking in a dictionary before they’ve worked out the meanings.

Answers

Answers

plain sailing = very easy, with no difficulties work ethic = an inner feeling that it’s important to work hard squeeze = just manage to fit brush with death = an incident when he was nearly killed jellyfish = jelly-like sea creature which often stings lurk = wait or move as if trying not to be seen post-Christmas = after Christmas (25 December) bee-like = resembling a bee forearm = the part of the arm between the elbow and wrist fingernail = the nail on one’s finger remit = responsibility roving = travelling, not based in a fixed location wanderlust = a love of travelling

1 2 3 4 5 6

Grammar 2 Passives 2 – modal verbs 1 Students work in pairs to complete the examples of modals with passives in the table, then compare with another pair. Elicit examples from different pairs to use for completing the table on the board.

present passive

past passive

could be seen must be given might be caught should be told

could have been seen must have been given might have been caught should have been told

2 Allow a couple of minutes for students to find the three examples of modal passives in the article on page 100. For each one, check that they understand the time reference (present or past) and draw their attention to the use of by and with.

Answers He may have been surrounded by paradise, but … (past) It should have been called ‘the busiest job in the world’ ... (past) The seas off Queensland can be filled with danger ... (present) 3 Point out that in this exercise, students have to decide whether to use the active or passive form with the modal given. Students do the exercise alone, then compare with a partner.

Unit 9

must have seen must have been may have been taken might have been killed can’t have been could have been put off

4 Students should be familiar with this type of basic transformation exercise, so they can do it alone, then compare with a partner. MA Weaker students could do it in pairs.

Answers 1 Those sculptures must have been made by the same person. 2 We should have been given a pay rise. 3 Tickets can be bought online as well as at the theatre. 4 My sister could have been hurt in the accident, but thankfully she was OK. 5 I might be taken to the beach by my friends for my birthday.

Take a break

Example answers

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MA Support weaker students by telling them that the sentences are all about the past, and that half of them are passive, half active.

3.4 Use this at any point during the lesson

when you think students would benefit by relaxing completely. You could turn off or dim the lights, try to cut out background noise and tell students to sit in a comfortable position with their eyes closed. Play the recording for them to follow the instructions. At the end of the recording, allow a minute or two of silence for students to gradually ‘return’ to the room in their own time.

Transcript Take a moment to think of a remote spot where you feel calm and relaxed. Walking on a beach or wandering in a forest or swimming in a lake or looking out to sea on top of some cliffs – doing whatever you like, wherever you like. Just go there in your mind for a moment. Look around you and enjoy what you see. Listen to the sounds that you hear. Feel a sense of peace and tranquillity. Just enjoy being there for a moment. And, as you begin to relax, maybe bring a word to mind that symbolises this place and this gentle state. Next time you want to feel peaceful, just say this word to yourself. And when you’re ready, just come gently back into the room.

Vocabulary Geographical features 1 Students look through the words in the box in groups of three and pool their knowledge of the words, then together decide on the odd one out.

3 Allow a few minutes for each student to decide on the wording of their tweet and check that they haven’t exceeded the character limit. If possible, students should share their tweets with the class online in order to compare ideas. If not, students could circulate them in groups.

Answer resort (because it isn’t a natural geographical feature) 2 Students stay in the same groups to categorise the words and talk about their own countries’ geographical features, before reporting back to the class. Make sure students understand the words that didn’t fit into any of the four categories, ie bush, desert, outback, plain, resort, valley.

Suggested answers 1 a water: bay, beach, coast, cove, reef, swamp, waterfall b trees: forest, rainforest c height: cliff, dune, mountain, plateau d vegetation: grassland 3

P

Students say the words to each other in pairs. Don’t check answers, as they do this in 4.

Answers

4

pp102–103 Aims

The focus of this lesson is to explore (through listening and reading) the idea of travelling to Mars and to revise vocabulary for the planets.

You first! Students talk about the question in pairs or groups of three. Ask them if their answer would be different if it were a return ticket.

Listening 1 1

3.6 Students listen and decide which of the three adjectives best describes each of the ten speakers, then compare answers with a partner.

Answers

1 same 2 same 3 different 4 different 5 different

enthusiastic: speakers 7 and 9 unenthusiastic: speakers 1, 2 and 6 unsure: speakers 3, 4, 5, 8 and 10

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Transcript

3.5 Play the recording for students to check

their answers. Then play it again with pauses for them to repeat each word. In pairs, students practise saying the words correctly. Then each student should each think of two more words that use the vowel sounds practised, and ask their partner to say if they’re the same or different. 5

Lesson 3 A single to Mars!

EVERYBODY UP! Give students a minute to decide on their opinion, then impose another time limit for the next stage, eg three minutes. Students all stand up and circulate in the class, asking as many people as possible the same question in the time, and note down names of people who share their opinion.

Speaking and writing 1 Elicit what the photo shows (a desert), then let students discuss the question in small groups. 2 In the same groups, students talk about the questions.

Would you want to go to Mars – on a one-way ticket? 1 What? You mean not coming back again? Staying there for ever? No way! 2 No. Out of the question. 3 Can you get Facebook on Mars? I think it’d be all right if you could. 4 Um, I’d like to know a little more about it. 5 Would I have to pay? It would be expensive, wouldn’t it? 6 You must be joking! 7 Like a shot! When can I leave? 8 How long does it take to get there? 9 What a wonderful opportunity! Of course I’d take it. 10 Why can’t I have a return? interviewer

2 Focus on the expressions in the box, which were used by speakers 1, 2, 6 and 7. Elicit what they mean and give students a minute to decide if they would personally use any of them in answer to the You first! question.

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2 Getting there to start with is not just a question of hopping on a rocket and ‘fly me to the moon!’ like in the movies. You’d be travelling for eight or nine months. Months! Not eight or nine hours like you do on a transatlantic flight, which most of us find pretty constraining, but eight or nine months. And with a very small group of people, in very cramped conditions. What a horrible thought! 3 Being without gravity for long periods of time is really bad for your body. It affects your bones and your teeth and all your muscles, including your heart and your eye muscles. It affects your immune system, your circulation and your breathing. It affects a lot of things! It’s really not good news. 4 It would be extraordinarily stressful. Apart from the constant noise and vibration, and not being able to sleep properly, you’d have to be on your toes all the time to spot technical problems and deal with mechanical failures that could be a matter of life and death. You could never really switch off. Nor could you go for a walk, a run or a swim to chill out! 5 It would be so unbelievably boring! You’d be sitting there in a confined space hour after hour, just looking at instruments on a panel, having conversations with the same few people, eating the same old boring reconstituted meals – probably worse than any airline! I know there would be lots of technical things to keep an eye on all the time, but what else would you do? How would you pass the time?

Answers Yes: Like a shot! No: No way!, Out of the question., You must be joking! 3 Students listen again and note down the various questions asked by the speakers, then compare with a partner and together discuss possible answers and further questions of their own. Class feedback could focus on eliciting the further questions from different pairs.

Answers Speaker 1: You mean not coming back again? Staying there forever? Speaker 3: Can you get Facebook on Mars? Speaker 5: Would I have to pay? It would be expensive, wouldn’t it? Speaker 7: When can I leave? Speaker 8: How long does it take to get there? Speaker 10: Why can’t I have a return?

Listening 2 1

3.7 Elicit that the speakers in the recording are all negative about the idea of going to Mars. Students read through the list of possible reasons (a–h); assist with any difficult vocabulary (eg put on weight = get fatter, arduous = difficult and tiring). Students listen and decide on each of the five speakers’ main reason for not wanting to go, then compare with a partner. Note that this is an exam-style multiple-matching task. Remind students that they should use each letter only once, and that there are three extra letters which they don’t need. You could play the recording again for students to check their answers. When checking as a class, elicit evidence for each answer.

Answers 1e 2h 3a 4b 5g Evidence – see underlined text in transcript below.

Transcript 1 When people say things like ‘Oh, what a wonderful opportunity. I’d go to Mars like a shot!’, I’m wondering if they really know what’s involved and what they’d be letting themselves in for. I know it seems like an exciting challenge, but I’ve read a bit about it and I think it would actually be an incredibly tough experience – much worse than they could ever imagine.

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TAKEAWAY LANGUAGE Make sure students understand the colloquial expressions from the recording that are italicised in these questions. Students then ask and answer the questions orally in pairs.

3 In pairs or small groups, students select one question and discuss it. Draw attention to the Vocabulary spot and make sure students understand the difference between pass time and spend time (we use spend time to talk about the time you do an activity, but pass the time means doing something to make the time pass faster while you’re waiting for something else).

Reading 1

PREDICT In pairs, students think of predictions, then report back to the class.

2 Allow about five minutes for students to read the article and check their predictions from 1.

3 Students match the sentences to the gaps in the article in this exam-style task. Encourage them to read the sentence before each gap to identify linking clues.

Background note Fly Me to the Moon is a popular song (originally called In Other Words) written by Bart Howard and recorded by Kaye Ballard in 1954. Frank Sinatra recorded a version, arranged by Quincy Jones, in 1964 which became popular during the NASA Apollo missions to the moon. The song was played on the Apollo 10 mission, which orbited the moon, and it subsequently became ‘the first music ever heard on the moon’ when played by Apollo 11 astronaut Buzz Aldrin after he set foot there. The song’s association with Apollo 11 was reprised many years later when Diana Krall sang it at the mission’s 40th– anniversary commemoration ceremony. She also sang a ‘slow and solemn version’ in 2012 at the national memorial service for Apollo 11 commander Neil Armstrong.

Answers A3

B2

C4

D6

E5

F1

EXPLORE ONLINE Students use smartphones or tablets to find out more about Sonia and the Mars One mission. You could put them in groups of four, with each member of the group researching one of the points mentioned, then coming together to pool their findings. 4 Students work in pairs. Encourage them to figure out the meaning by looking at the context rather than looking the phrases up in the dictionary (but they can use dictionaries afterwards to confirm their guesses if necessary).

Answers if things go according to plan = if events happen as you think they will finish her off = destroy her wipe her out = kill her to an outsider = to someone who is not part of the family or who doesn’t know them well one-way trip = a journey where you don’t come back narrowed down = reduced nerds = people who seem only interested in computers and other technical things the ultimate risk = the most dangerous thing you can do Extra idea: Students write four or five comprehension questions based on the article, then give them to a partner to answer. 5

THINK Students exchange views in small groups.

SONG LINK Students use smartphones or tablets to find and listen to the song and answer the three questions. If this is done in class, students can compare answers in pairs and also discuss what they think of the song.

Answers 1 Jupiter and Mars 2 He wants to see what spring is like there. 3 Frank Sinatra

Vocabulary and speaking The planets 1 Give students a minute or two to try and name the eight planets using the mnemonic device. They can then look up any they don’t know.

Answers Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune

Background note Until fairly recently, Pluto was also counted as one of the planets in the solar system. However, it was downgraded to the status of dwarf planet in 2005. 2

MINI-TALK The preparation stage, in which students choose a planet, find out about it and prepare their talk, could be done at home. If you want to distribute the planets and make sure there are no duplicates in each group, give each student the name of the planet they should write about on a folded piece of paper, with instructions not to show it to or tell anyone else in their group. In class, students each give their talk to the group, remembering not to mention the planet’s name, while the other members of the group guess which planet it is, then discuss question 2.

FILM LINK If nobody in the class has seen the film, you could do prediction work on the rest of the story in class before students do more research. If several people have seen the film, omit this stage. Students do the research at home and discuss the details of the problems and what happens in the end together in the next lesson. Unit 9

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Background note

Answers

The Martian: On a manned mission to Mars, astronaut Mark Watney is presumed dead after a fierce storm and left behind by his crew. But Watney has survived and finds himself stranded and alone on the hostile planet. With only meagre supplies, he must draw upon his ingenuity, wit and spirit to subsist and find a way to signal to Earth that he is alive. He realises that his only chance of rescue is the arrival of the next mission to another part of Mars, 3,200 kilometres away, in four years’ time, but he has enough food to last only 309 days. Watney, a botanist, improvises a farm with Martian soil fertilised with human waste, water produced by extracting hydrogen from leftover rocket fuel, and potatoes saved for a Thanksgiving meal. Using discarded equipment left from previous missions, Watney eventually finds a way to communicate with Earth. Millions of miles away, NASA and a team of international scientists work to bring ‘the Martian’ home, while his crewmates concurrently plot a daring, if not impossible, rescue mission. Eventually, after stories of incredible bravery unfold, Watney is rescued, and crowds around the world cheer at the news. After returning to Earth, Watney begins a new life as a survival instructor for new astronauts.

Dana wants a week off to present a paper at a conference, but realises that the time isn’t ideal for the company, as there’s an important meeting with the designer scheduled for that week. She initially feels a bit nervous about making the difficult request, then relieved and thankful that it works out OK.

Extra idea: Set an extra writing activity: Write a ‘for and against’ essay of 140–190 words entitled ‘Is space exploration worth the sacrifice of human life and the financial cost?’. Give students time to talk about the question in groups and start to note their ideas; they should then do some research and add to their notes or do a mind map. Remind them to consider both pros and cons and to think about how the money might better be spent. Also remind them to justify their opinions.

Everyday English p104 Asking for and giving permission 1

PREDICT Students answer the questions about the photo in pairs.

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3.8 6 Decide whether you’re going to use the video or simply play the audio (you may not have the video or the necessary video equipment). Students watch or listen to the conversation, decide on their answers individually, then compare with a partner.

Unit 9

Transcript Excuse me, Marianne. marianne Yes, Dana. How’s everything going? dana Well, fine, thanks. I’ve had a look at four websites and have a few suggestions and recommendations. marianne That sounds great. Was there something else you wanted to ask me? dana Yes, um, you know that I’m working on my graduate studies right now … marianne Yes, of course. In art, right? dana That’s right, but with a focus in digital applications. Well, I’ve actually been invited to present a paper about my work at a conference next month. marianne In October? dana Yes. I know that time isn’t ideal for the company, but would it be possible for me to take a week off then? marianne At the beginning or the end of the month? dana The end. October 25th to 29th. marianne Well, we have that meeting with Richard, the designer, on the 27th to talk about the next steps. dana Oh. Would you mind if I wasn’t here for that? marianne Well, I’d actually really like you to be there, but I can see why you’d really want to go to the conference. dana Thanks. marianne We could move the meeting with Richard to the week before, on the 20th. How does that sound? dana Yes, that would be great – thank you. marianne OK, well, if you’re sure you can get everything ready by the 20th, you can have the last week of October off. dana Really? That’s wonderful. Thank you so much, Marianne. I really appreciate it. I think the conference will help me a lot with my thesis. I’ve got some ideas, but talking to other researchers will help a lot. marianne Good. I’m glad you get the chance to go. Oh, and thank you for asking me so far in advance, Dana. That was very thoughtful of you. dana No problem. dana

marianne I’ll email Richard now and see if he can meet us on the 20th. dana OK, sounds good. I’ll get back to looking at the websites. I want to send Richard some ideas before our meeting. marianne Great!

3

7 Students discuss the words and phrases they remember that were used for working out a solution. Don’t expect them to come up all the ones listed here, just a few of them.

Answers I know … Well, we have … Well, I’d actually really like … We could … How does that sound? OK, well, if you’re sure … Really? That’s wonderful. Thank you … I really appreciate it. Good. I’m glad … Oh, and thank you for …

Students fill in the dates on the calendar from memory, then compare with a partner. Don’t confirm the answers yet, as students will hear them again when they do 4.

Answers 1 27 October 3 20 October

2 25–29 October

4 Students watch or listen again and note down answers, then compare with a partner.

Answers 1 She says Excuse me, Marianne and talks about her progress with looking at websites and making suggestions. 2 She wants permission to take a week off. 3 To present a paper about her graduate work at a conference 4 Yes, because it’s a bad time for the company. 5 It will help her with her thesis. 6 They move the meeting with the designer to the week before. 5

8 Students reorder the lines of the dialogue by numbering them 1–8 as they listen again.

Answers a7

d3

e4

f8

g1

h6

Answers Marianne was hesitant because she didn’t want the project to go wrong and wanted Dana to be at the meeting with the designer. She wasn’t sure if bringing the meeting forward would give Dana enough time to prepare. Dana makes Marianne confident in her decision by reinforcing how useful the conference will be for her and then reassuring her by saying she’s going to do the work right now and mentions sending the designer ideas before the meeting.

Answers

10

P

3.9 Play the recording two or three times

for students to focus on the intonation and mark it, then compare answers.

6 Students note who used which phrases. Ask them to try and reconstruct the whole question / sentence.

Answer I know that time isn’t ideal for the company, but would it be possible for me to take a week off then?

Answers Would you mind if I wasn’t here for that? (Dana) Would it be possible for me to take a week off then? (Dana) OK, well, if you’re sure you can get everything ready by the 20th, you can have the last week of October off. (Marianne)

c5

9 Students discuss the questions in pairs, then confirm by reading the transcript on page 148 and underlining the relevant words.

TAKEAWAY LANGUAGE This focuses on some colloquial phrases used in the conversation. Students discuss the meanings in pairs.

1 How are you managing with your work? 2 what to do next, how the project will develop 3 I understand 4 Is that OK?

b2

11

P

Students decide on the effect in pairs, then check. Play the recording again a few times, pausing for students to repeat it, copying the intonation they hear.

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Answer The repeated rising intonation makes it sound more hesitant. Dana is unsure that she’s going to get the answer that she wants, as she knows it’s awkward. Extra ideas: Divide the class into sections, with each section repeating separately. This introduces some variation to choral repetition and can be combined with an element of competition (Which section can say it best?), and at the same time allows you to hear more clearly if students are using the intonation correctly. Invite students to make the request using different intonation (eg falling on company) to see how it changes the approach. 12

P

Students write more requests as directed and practise them in pairs. Monitor the pairwork, focusing on the intonation range.

13 ROLE-PLAY Elicit a few situations in everyday life when making a request could be difficult or awkward. Then, in pairs, students follow the instructions and talk about their own experiences and practise asking for and giving permission in those situations, using the language from 6 and hesitant intonation as in 10. Monitor the pairwork and make sure students are using appropriate language and intonation.

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10

The environment

UNIT FOCUS

It is + adjective / noun + to; sequencing events; modifying adjectives; just and dry; waste FUNCTIONS: suggesting, agreeing and refusing GRAMMAR:

VOCABULARY: bridge; wet

Introduction p105

mushrooms start to eat the plastic and together they make a new food. How about that! Can you imagine? What’s for dinner tonight, darling? Plastic! Oh good. My favourite! speaker 2 New York’s Metropolitan Transit Authority, the MTA, had all these old subway cars which they don’t want any more, so they took all the seats and things out of them, all the glass and anything else. And then they took them out to sea off the coast of Delaware on great big barges and dumped them in the ocean. Goodness, I don’t know the names of fish – but all of them hiding from sharks. And that’s without mentioning the crabs and worms and shrimps. It’s fantastic. A whole ecosystem living in cars that used to take people all around New York City! speaker 3 One of the craziest things I’ve heard in a long time is what they are planning to do in Rotterdam, in Holland. They’re going to make their roads out of old plastic bottles! According to the guys who are planning this, plastic is far better than asphalt. It won’t require so much maintenance, they say, it’s lighter, so it’s better for the ground, and it could even withstand greater temperatures, so none of those holes in the road after cold weather. You can assemble the roads away from the site and you can easily put channels underneath for cables and things. speaker 4 Well, it’s designed especially for people in developing countries. They often have a problem with drinking water. It’s full of bugs and chemicals and bacteria and all sorts of nasty things which can cause illness, vomiting, diarrhoea, death. But now Dr Teri Dankovich, a postdoctoral researcher at Carnegie Mellon University in Pittsburgh, has come up with a system that eliminates 99% of all bacteria. All you do is tear out a page and put it in the simple holder and pour the water on – and through it. And the best part is that the pages have advice written on them all about clean water – written in different languages. Each one could filter an individual’s drinking water for about four years.

Aims The focus of this lesson is to introduce the unit topic of the environment by focusing on a number of recycling projects and vocabulary connected with water and crossings.

You first! Students talk about the question in pairs. You could extend the discussion by adding more questions, eg What things? Are there any systems for collecting recyclable materials where you live? What happens to the things collected? What recycled products can you buy? What’s the difference between reuse and recycle? 1

GUESS In pairs or small groups, students talk about their guesses. Encourage them to talk about what they can actually see (There’s…, It’s…, etc) and about what they can guess (using modal verbs, eg It could / may / might be …).

2

3.10 Students listen and match, then compare with a partner. When checking, elicit any evidence they can remember for their choices, ie things mentioned that are shown in the pictures. Don’t insist on too much detail, so as not to pre-empt the next exercise.

Answers Speaker 1: picture A (special little pods) Speaker 2: picture B (subway cars, great big barges, dumped them in the ocean) Speaker 3: picture D (roads out of plastic bottles, channels underneath for cables and things) Speaker 4: picture C (tear out a page, pages have advice written on them)

Transcript speaker 1 I still don’t quite believe it. Edible plastic! No, really. It’s a thing that has been cooked up between some people in Vienna, Austria, and a design studio called Livin, together with the University of Utrecht, Holland. It’s called a funghi mutarium, apparently, and what they do is they get old plastic, they blast it with ultra-violet rays to sterilise it, then they put it in special little pods and pour liquid mushroom juice onto it. And then the

3 In pairs, students give a short explanation for two pictures each.

MA There is probably less to say about pictures A and C, so weaker students could focus on these.

4 Students work in pairs, matching and answering, and making a note of their answers. To make it Unit 10

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more competitive, offer a small reward / prize for whichever pair completes the task first.

Man-made constructions: aqueduct, barrier, bridge, dam, fence, footbridge, girder, harbour, pillar, suspension bridge, tunnel, viaduct, wall, well, port

To check answers, pairs can swap papers and mark each other’s answers, either in a class checking session or by listening again to the recording.

Answers 1 2 3 4 5 6 7 8 9 10 11

12 13 14

picture D: A road made from old plastic bottles picture B: Old subway cars in the ocean picture A: Edible plastic picture A: Pour liquid mushroom juice onto sterilised plastic. picture C: Pour water onto a page. picture A: Sterilise the old plastic. picture C: Tear out a page from the book. picture C: The pages filter water. picture C: The water in developing countries picture B: A whole ecosystem is living in an old subway car. picture D: Cables will fit under the road. picture B: Old subway cars used to take people around New York City, and now they’re in the ocean. picture C: Advice about clean water is written on the pages of the book. picture A: Mushrooms eat the old plastic. picture D: The road is assembled away from the site.

5 Students individually categorise the words that they’re familiar with under the headings given, leaving the words they don’t know uncategorised. Don’t check answers as a class until after 6. 6 Students compare their answers in groups of three or four and share their knowledge of the words, which should increase the number of categorised words they have. If there are still some words left than none of the group knows, they can divide them up between them and look them up, then share what they find.

When checking, agree on the categories, check any words that students are still unsure about, and elicit any extra words students may have thought of.

Suggested answers Additional words shown in italics Moving water: brook, canal, creek, current, delta, estuary, inlet, ocean, rapids, river, sea, spring, stream, tide, tributary, fountain, waterfall, waves Still water: lagoon, lake, puddle, well, pool, loch, swamp Types of crossing: aqueduct, bridge, footbridge, ford, suspension bridge, tunnel, viaduct, stepping stones 198

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7 Give each group a large sheet of paper and set a time limit for drawing a joint picture, with all members of the team participating. The aim is a picture with as many items from 5 as possible. 8

LOOK AHEAD Students do this in pairs and talk to each other about how they think pictures could be connected with the topic. Again, encourage the use of modals for speculating.

Lesson 1 A tale of two bridges pp106–107 Aims The focus of this lesson is to explore the relationship between bridges and development and the natural environment, to develop vocabulary connected with the word bridge, and review and to practise structures beginning It is + adjective / noun + to.

You first! Check that everyone understands the full implied question – Which is the better type of crossing, a bridge or a tunnel? – then students discuss this question in pairs. After a few minutes, elicit opinions and reasons from a number of different pairs. Students will probably come up with advantages and disadvantages of both types of crossing, depending on various factors, such as where it is, the materials and equipment available, the size, the funding, etc.

Reading 1

GUESS In pairs, students describe the main photograph, and talk about its possible relationship to the other two pictures. Elicit a few suggestions, but don’t confirm the answer at this stage.

2 Allow a few minutes for students to read the article to find out the relationship between the pictures; they then check with a partner.

Answer The main photo shows the two San Francisco– Oakland Bay Bridges – the old one on the right, which had been damaged in an earthquake, and the new earthquake-proof one on the left. Plans to remove the old bridge to recycle the metal were hampered because of hundreds of cormorants nesting on the girders, and because

explosions to demolish the concrete pillars would be harmful for the smelt living in the estuary. 3 Check that students have understood what Carlo’s and Maria’s views are (Carlo feels frustrated that a few fish are causing the delay of a big project; Maria thinks all creatures have rights, so it’s important to consider the good of the fish). Then they discuss the question in small groups. 4 Students look for the verbs, then compare with a partner.

Answer take down, dismantle, demolish, take away, blow up 5

Students write down everything they can remember individually, then compare in groups and establish who has the most facts.

SONG LINK a Divide the class into several groups. Half the groups focus on Bridge over Troubled Water and the other half focus on Harbour Bridge. They listen and read the lyrics. b Students talk about the questions for their song within their group. For question 3, students regroup so that students who have heard different songs can exchange information.

Answer 1 Bridge over Troubled Water is offering support; Harbour Bridge is being sad about something that has happened.

Background notes • Bridge over Troubled Water is a song by American music duo Simon and Garfunkel from their fifth studio album, Bridge over Troubled Water, and was released on 26 January, 1970. Composed by singersongwriter Paul Simon, the song became Simon and Garfunkel’s biggest hit single, and it is often considered their signature song. • Harbour Bridge, by New Zealand singer Don McGlashan, was on his successful first solo album, Warm Hand, released in 2006.

Grammar It is + adjective / noun + to 1

SEARCH AND THINK Students do the exercise individually, then compare findings and talk about the effect of the structure It + adjective / noun + to with a partner.

Answers 1 dismantle such a large steel structure because of … (lines 10–14) 2 do this accurately so that … (lines 14–16) 3 blow them up in a series of tiny, controlled explosions, but … (lines 29–30) 4 do this – at least … (lines 31–34) 5 feel frustrated when … (lines 41–43) The effect is to emphasise the adjectives and nouns (dangerous, important, their plan, not safe, impossible) rather than the infinitive structure which follows. Extra idea: Elicit what other adjectives and phrases could commonly be used with this structure (eg useful, useless, a good idea, reckless, advisable, vital, etc). 2 Students practise the structure orally in pairs using the adjectives given (or other adjectives of their choice) to talk about the activities in the box. Go round monitoring and making sure students’ sentences are plausible and grammatically correct.

Vocabulary bridge Students go through the questions in pairs or small groups. They can consult a dictionary while working on this.

Suggested answers 1 suspension bridge, swing bridge, drawbridge, viaduct, rope bridge, arch bridge, road bridge, footbridge, railway bridge, toll bridge 2 bridge (noun): a a structure built over a river, road or railway to allow people and vehicles to cross from one side to the other b something that makes it easier to make a change from one situation to another c the raised part of a ship on which the captain and other officers stand and from where they control the movement of the ship d the top part of the nose, between the eyes, or (on a pair of glasses) the piece that is supported by the top part of the nose

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e a card game for four players who play in pairs f a piece of material that contains one or more artificial teeth and is kept in place by being fastened to the natural teeth g a small piece of wood over which the strings are stretched on a musical instrument such as a guitar or violin h a contrasting section in a piece of music that prepares for a return to the original theme bridge (verb): a to make the difference or division between two things smaller or less severe b to build a bridge over or across something, eg a gap 3 burn your bridges = do something that makes it impossible to go back to a previous situation cross that bridge when you come to it = deal with a problem later, if it occurs, not worry about it in advance 4 It’s all water under the bridge = It’s in the past and therefore forgotten or no longer important. EXPLORE ONLINE After their online research and group decision, students could present their favourite bridge to the class, showing photos and including interesting facts. If they’re stuck for ideas, you could suggest some of the bridges listed in the Background notes below.

Background notes Some spectacular bridges • Golden Gate Bridge: San Francisco, California, United States (1937) • Sydney Harbour Bridge: Sydney, Australia (1932) • Ponte Vecchio: Florence, Italy (Roman) • Brooklyn Bridge: New York City, United States (1883) • Gateshead Millennium Bridge: Gateshead, England (2002) • Tsing Ma Bridge: Hong Kong, China (1997) • Akashi-Kaikyō or Pearl Bridge: Kobe-Naruto, Japan (1998) • Hangzhou Bay Bridge: Zhejiang, China (2008) • Nanpu Bridge: Shanghai, China (1991) • Tower Bridge: London, England (1894) • Pont du Gard Aqueduct: Gard, France (19bc–150ad) • Royal Gorge Bridge: Canon City, Colorado, United States (1929) 200

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• Seri Wawasan Bridge: Putrajaya, Malaysia (2003) • Lupu Bridge: Shanghai, China (2003) • Millau Viaduct: Tarn Valley, France (2004) • Vasco da Gama Bridge: Lisbon, Portugal (1998) • Khaju Bridge: Isfahan, Iran (1650) • Wind and Rain Bridge: Sanjian County, China (1916) • Sunniberg Bridge: Klosters, Switzerland (1998) • Helix Bridge: Marina Bay, Singapore (2010) • Bridge of Sighs: Venice, Italy (1600) • Forth Railway Bridge: Edinburgh, Scotland (1890)

Speaking ROLE-PLAY Go through the situation with the class and check that everyone has understood. Choose five students suited to the roles, bearing in mind that E must be someone who is capable of taking charge, and A–D must be able to expand their argument and argue persuasively. Make sure everyone has understood the roles, then allow five minutes for A–D to prepare their arguments, for E to decide how they will impose their authority, and for the rest of the class to decide what they think about the proposal. Then E takes over, following the instructions given. Only intervene if E gets stuck or forgets to invite people to speak. Extra idea: Students write a report of the meeting, including the opinions stated and the final decision made. This could be for the newspaper run by E.

Lesson 2 Environmental pioneers pp108–111 Aims The focus of this lesson is to explore some innovative environmental solutions from around the world, and at the same time revise and practise ways of sequencing events and modifying adjectives. Students also look at a range of adjectives to describe wet and dry conditions.

You first! Students answer the question and compare experiences in groups of three. Encourage them to extend their accounts by writing a few more questions on the board, eg When and why did it happen? How long did it last? How did you / people feel? What were the immediate effects? Were there any long-term effects? What was the solution?

Reading 1 In the same groups of three, students divide up the texts and read a different one each in order to find out the information in the bullet list. Suggest a time limit for the reading stage (eg three minutes); students then move on to sharing the information about their text with the other members of the group. MA Weaker students could use a dictionary for extra support while they’re reading.

Answers A Boyan Slat is from Holland. The problem: The huge amount of plastic (8 million tons) in the ocean, killing birds and sea life. The solution: V-shaped floating barriers attached to the sea bed to collect the plastic brought in on the currents, with a machine to extract the plastic for recycling. The event: Diving on holiday in Greece, he noticed more plastic than fish, and people said nothing could be done about it. B Fatima Jibrell is from Somalia. The problem: The desertification of Somalia caused by people cutting down trees to make charcoal for cooking The solution: She trained a group of young people to teach everyone about the negative effects of charcoal burning and she started Sun Fire Cooking to introduce solar cookers to Somalia. The event / thought: She realised the connection between resource protection, the need for communities to learn skills, women’s empowerment and peace. C Rajendra Singh is from India. The problem: Inadequate water; deeper bore holes just made the water table dry. The solution: Rebuilding the ancient water-storage tanks for storing monsoon water – so water soaked into the ground and the wells filled up and some rivers too. The event / thought: He and friends went to Alwar to help by educating people, but a village elder told them that water was more important. 2 Students find the answers to the questions for their text, then report back to their group. Encourage students to deduce meaning from the context where possible, but they can then use their dictionaries to check. MA For extra support, weaker students could pair up with a student from another group who has read the same text.

Answers BOYAN SLAT 1 Large numbers of something in the same place 2 A rotating sea current 3 You think of a solution. FATIMA JIBRELL 1 Move from place to place, not live in one fixed place 2 In the country, with the animals 3 Giving women the power to make decision could lead to better community decisions and more likelihood of resource protection, skills development and peace. RAJENDRA SINGH 1 To have achieved this thing 2 With respect 3 Deep under the ground 3 THINK Students work in pairs. Within each pair, each student’s choice of two questions must be different those of their partner. They ask and answer, allowing thinking time for each question. Encourage them to expand on their answers with information from the text. Monitor the pairwork and focus on expansion of answers, making suggestions where necessary.

Suggested answers 1 Sea: Boyan Slat (by removing plastic) Land: Fatima Jibrell (stopping deforestation); Rajendra Singh (getting water to accumulate) 2 Old ideas: Rajendra Singh (rebuilding ancient water-storage tanks) New ideas: Boyan Slat (clean-up barriers); Fatima Jibrell (solar cookers) 3 Relied on others: Rajendra Singh (got a group of young volunteers to do the work); Boyan Slat (people watched his TedX talk and gave him money) Helped others: Fatima Jibrell (trained a group of young people to teach everyone) 4 Went somewhere: Boyan Slat (Greece), Rajendra Singh (Alwar district) Went home: Fatima Jibrell (went back to Somalia after graduating abroad) 5 Inspired by older person: Rajendra Singh (a village elder) Provoked by what they found: Boyan Slat (shocked at the amount of plastic and resignation) Worked to change old habits: Fatima Jibrell (to stop charcoal burning and start solar cooking) Unit 10

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6 Regenerated a vital resource: Rajendra Singh (water returned) Trying to stop a natural process: Fatima Jibrell (to stop the advancing of the desert) Wants to clean something up: Boyan Slat (clean up the ocean from plastic) 4 Students decide on their own, then compare and agree with a partner, report their choice to the class, and finally have a class vote. Make sure that during this whole process, students try to persuade others by backing up their opinions with explanations. EXPLORE ONLINE Students do the research in class or at home using smartphones or tablets. Encourage them to make notes of the information they find. They could then either share their findings orally with their group, or write a short advantages-and-disadvantages essay about solar cooking.

Background notes The first solar cooker we know of was invented by Horace de Saussure, a Swiss naturalist, as early as 1767. There are more than 500,000 solar cookers in use in both India and China. There are also tens of thousands of solar-panel cookers in use by the Darfur refugees in the camps in Chad. Solar-cooking projects exist in most of the countries of the world. There are many different types of solar cookers, eg panel-style, box-style, parabolic, trough and evacuated tube cookers. Some solar cookers can be bought and others can be made at home. Advantages • Environmentally friendly – doesn’t use up fuel or produce smoke or gases • Doesn’t contribute to deforestation • Safe – no fire risk • Sunlight is free. • Slow cooking means less water used, and more retention of flavour and nutrients than conventional cooking. Disadvantages • Dependent on the weather – no good if cloudy, raining or at night, no good in the winter months • Solar panel has to be outside, and face the sun. • Slower than conventional cooking. • Initial cost of equipment

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Extra idea: Using the information about solar cooking, students could role-play a meeting in a developing African country between one or two young volunteers and local villagers. The volunteers try to persuade the villagers to abandon open-fire cooking and to start using solar cookers.

Grammar 1 Sequencing events 1 Allow a few minutes for students to find the sequencing words and phrases in the three texts, then compare with a partner. When checking, write the phrases in a list on the board.

Answers 1 2 3 4 5 6

At first, A few months later, As a young girl, At the age of 16, Two degrees … and five children later, When Rajendra Singh … was still in high school, 7 When, some years later, Singh ... was disillusioned with life, 8 One day, 9 At the time, 10 Gradually, as he and his team started rebuilding, … 11 Eventually, 2 In pairs, students think of other words and phrases used for sequencing. Elicit a selection from different pairs and add them to the list on the board.

Suggested answers Then, Next, After that, In the end, Afterwards, Later, After a while, Before, As soon as, Finally, etc. 3 The next three exercises give students the chance to practise sequencing a written and then oral narrative about events in their own lives. They start by working individually, choosing a topic and making notes based on their own experiences. 4 Using their notes from 3, students write a short narrative about the topic they chose. They should use as many of the sequencing words and phrases in the box as possible. Set a time limit for the writing and suggest an approximate length to aim at (about 200 words) so that the task is more clearly defined.

5

YOUR STORY Students tell their story to each other in groups, without referring to the written version. At the end of each student’s story, the rest of the group should each ask at least one question each about that person’s story. To prompt these questions, you could write a list of question words on the board that students could choose from (eg How …? Why …? How long …? When …? Where …? What …? Who …?).

Listening 1

GUESS Draw attention to the photos at the top of the page of the Namib Desert beetle and the spider’s web; give students a minute to guess the connection between them.

2 Give students a couple of minutes to read the short text in order to confirm whether their guesses were correct or not, then check with a partner.

Answer The bumps on the wings of the Namib Desert beetle enable it to collect tiny drops of moisture from the air, rather like a spider’s web collects early morning dew. Extra idea: Elicit or explain the meanings of some of the vocabulary in the text in 2, or supply definitions for students to find the equivalent words in the text, eg: moisture = a liquid in the form of very small drops minute = very small at an angle = leaning, slanting droplets = small drops dew = water in the form of droplets that appears on thin, exposed objects in the morning or evening due to condensation glistening = shining intricate = very complicated and detailed enable = make it able 3

3.11 Students look at photos A–C and discuss in pairs what they think each one shows. After a couple of minutes, elicit a few suggestions from the class. Students then listen to the recording to find out what the photos actually show, then check with a partner.

Answers Photo A: a Warka water tower in Ethiopia Photo B: a water tank that stores water from the fog catchers in the Atacama Desert, Chile Photo C: a fog catcher catching water droplets above Lima, Peru

Transcript Could you pass the sugar? Sure. Here you are. man Thanks. Hey, I heard something on the radio about fog catchers, but I didn’t quite get it all. Did you hear it? woman No, I didn’t, but as it happens, I’ve been doing some research about them for an assignment. man No, really? And? woman Well, they use the same kind of idea as a spider’s web. man Explain. woman There’s moisture in the air, right? Even in the driest places on Earth. So, if you can catch that – moisture from fog – you can solve the problem of drought. man So, how do you do that? woman Well, if you create things like spider’s webs, you can collect water. And that’s what fog catchers do. man Can you give me an example? woman Sure. In the Atacama Desert in Chile in South America, there’s almost no rain at all – it’s about the driest place on Earth. man OK … woman But Chile does have coastal fog, and this moves inland in cloud banks called camanchacas. So researchers from the University of Chile have designed fog catchers to collect water droplets from these camanchacas to provide local families with water – and to slow desertification. man Is that for real? Water in the Atacama Desert? woman Yes, and that’s not the only fog-catcher project. Take Lima, for example, Peru’s capital city. If you’ve been there … man I haven’t. Have you? woman Yes, a couple of times, and it’s been foggy both times. Something to do with the Humboldt Current offshore, I think. man So they catch the fog in Lima? woman Well, not in the city itself, but in the slums and shanty towns high above the city, where there’s no running water. They had to take water up there in trucks. Really expensive! But then someone thought of fog catchers. And now, in many of the shanty towns around the capital, fog catchers collect water. It’s stored in tanks and then it’s used by people at home and by farmers to irrigate their crops in the nearby hills. man So these fog catchers are helping to solve the problem of drought? woman Yes! That’s the whole point. And it’s not just in Chile and Peru. An Italian guy called Arturo Vittori has designed fog catchers for a project called Warka Water in Ethiopia. man Called what? man

woman

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Warka Water. He’s designed beautiful, tall fog-catcher towers made from local materials. The best thing about them is that they’re light so they can be moved around. Oh, and he uses local materials too, so they blend into the landscape. man They sound great! Why is the project called Warka? woman That’s the name of a tree in Ethiopia. People meet under Warka trees. But they were dying out because of the drought. man So how will how these Warka Water towers help, then? woman Vittori’s hoping his fog catchers can be put up near Warka trees to give them water and keep them alive. man That’s really interesting. woman Yeah, and the thing is that … man Hey, do you fancy one of those cakes? I really like the look of them. woman

4 Play the recording again for students to focus on the details needed to explain the connections between fog catchers and the things in the box. Students can compare with a partner before class feedback.

Answers desertification: Fog catchers in Chile help to slow desertification. shanty towns: There are fog catchers in many of the shanty towns around Lima. Warka trees: An Italian designer named his fog catchers after them because they’re important in Ethiopian culture, but were dying out because of lack of water. The fog catchers can be put near the trees to help them survive. 5

In pairs or groups of three, students describe each project in detail, without looking at the transcript. If they’re working in groups of three, each student describes a different project. Monitor and assist where needed.

MA You could supply a few key words for each project as extra support, eg Atacama Desert, Chile, coastal fog, camanchacas; Lima, Peru, slums, running water, tanks, irrigate; Warka Water, Ethiopia, light, local materials, drought.

Did you know? When students have read the information, ask them to consider in which place life would be more difficult. Elicit any other facts they know about very wet and very dry places.

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Extra idea: Students could find out more information online about either Atacama or Mawsynram, then exchange information in pairs. They could also find out about other places that experience extremes of weather (eg the hottest place, the coldest place, the windiest place) and what problems this causes.

Grammar 2 Modifying adjectives 1 Make sure students understand the concept of gradable and ungradable adjectives. If necessary, give more simple examples of gradable vs nongradable, eg good vs excellent, bad vs terrible, hot vs boiling, cold vs freezing. Then give students a minute to decide about the words in the box.

Answers gradable: dry, intricate, modest non-gradable: amazing, impossible 2 Students look back at the short text about the Namib Desert beetle in order to find the adverbs which modify the adjectives from 1, then match each one with one of the meanings: a, b or c. They can compare with a partner before class feedback.

Answers absolutely amazing, extraordinarily dry, quite impossible, fairly intricate, rather modest a extraordinarily b absolutely, quite c rather, fairly 3 Students decide in pairs, based on their answers to 1 and 2.

Answer absolutely and quite 4 Give a couple of examples to illustrate the difference between the meaning of quite with gradable and non-gradable adjectives, eg quite surprising vs quite incredible; quite useful vs quite indispensable. In pairs, students identify the meaning of quite in each sentence, then compare with another pair. After checking, elicit what non-gradable adjectives could be used instead of interesting and funny in sentences 1 and 4 that would change the meaning of quite (fascinating, hilarious).

the adjectives in the box or any other appropriate adjectives, but must modify them with quite, and use stress to indicate the level of enthusiasm, like the woman in 6. Make sure they’ve noticed the one non-gradable adjective in the box (fascinating).

Answers 1 to some degree 4 to some degree

2 completely

3 completely

5 For clarity, write on the board the five adverbs from 2. Refer to the example answer to show that students should both modify the adjective they choose to use and also expand their answer with a reason or some more detail. In pairs, students take turns to ask and answer about the topics. Monitor the pairwork and make sure students are modifying adjectives with appropriate adverbs and expanding their answers. 6



P

3.12 Explain that when modifying gradable adjectives with quite, we can use stress to vary the level of enthusiasm we wish to show. Students listen and identify attitude and mark the stress. Play the recording a second time, pausing after each item, to check. At the end, establish the connection between stress and enthusiasm: stress on quite indicates less enthusiasm, whereas stress on the adjective indicates more enthusiasm.

Point out that when we modify non-gradable adjectives, no such difference exists; the main stress is on the adjective itself.

Answers 1 2 3 4 5

quite interesting (fairly enthusiastic) quite nice (only slightly enthusiastic) quite comfortable (only slightly enthusiastic) quite good (only slightly enthusiastic) quite tired (fairly enthusiastic)

Extra idea: Students can continue the exercise by thinking up questions of their own.

Take a break You could use this at any suitable point in the lesson where you feel students would benefit from a short pause before moving from one section to another. Here, between Grammar and Vocabulary sections would work well. Dim the lights a little if possible and impose a moment of silence before starting. Give students a few moments to become absorbed by the patterns in the image. After an agreed signal from you to mark the end of silence, students talk in pairs about any thoughts and images that they experienced.

Vocabulary Wet and dry 1 Students work in pairs on the matching, then check in a dictionary. Check as a class, asking students to identify whether each adjective is gradable or non-gradable, and establish what that means about how they can be modified (soaked, parched and waterlogged are non-gradable; the rest are gradable).

Answers 1g

1

7

P

In pairs, students take turns to ask and answer the questions given. The student answering can use

3d

4b

5e

6a

7i

8h

9f

Extra idea: Students use their tablets or smartphones to find example sentences that illustrate the meaning of the words.

Transcript man What did you think of the lecture about fog catchers you went to last night? woman It was quite interesting. 2 man What did you think of that lecture theatre? woman It’s quite nice. 3 man What did you think of the seats they’ve got there? woman They were quite comfortable. 4 man What did you think of the slides she used in her presentation? woman I thought they were quite good. 5 man How are you feeling? woman I’m quite tired.

2c

Tip: Increase motivation by introducing an element of competition. Pairs could remove the target words from their example sentences and swap gapped sentences with another pair for completion. See which pair can finish first. 2 In pairs or small groups, students tell each other about their experience, using as many words from 1 as possible. Remind them that they can modify the adjectives they use with suitable adverbs. 3

VIDEO OPTION Students could do this at home, where they have access to the article they’re describing and can also be inventive about using the video camera on their tablet or smartphone. They should spend a few minutes thinking about Unit 10

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the article and making some notes in answer to the questions given, and any other interesting information about it, but not write out the whole speech. They can use their notes when making the video, but not simply read from a written script. Encourage them to use humour or drama, as suggested. Ideally, all students share their videos with the rest of the class.

Speaking and writing 1

MINI-TALK In small groups, students follow the instructions for preparing and presenting their talk. They could divide up the research between them and then collate the information into one talk, collaborating to add visuals and graphics as suggested. Encourage them to focus particularly on one specific area in the world that suffers from drought to give illustrations of some of the general points (causes and measures). Ideally, the whole group should participate in giving the talk, so they should plan how to divide it up. Each group gives their talk to the rest of the class, who should listen carefully and ask questions about things they mention or omit to mention. After all the talks have been given, groups should try to find answers to any questions they were unable to answer.

2 Students could do the actual writing task at home, but preparation could be done in class. Before they write, they need to spend some time deciding which of the points and examples mentioned by their group and other groups they’ll use in their essay; they also need to make a clear paragraph plan.

Lesson 3 Doomed? pp112–113 Aims The focus of this lesson is to explore the topic of efforts to deal with climate change, including solar power, honeysuckle planting and recycling, while reviewing and practising different uses of just and vocabulary about waste.

You first! Write global warming and climate change on the board and ask students to talk in pairs or small groups about any visual images that come to mind in connection with this topic.

Listening 1

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GUESS In pairs, students talk about what the pictures show, how they might be connected with efforts to improve the environment, and the possible location of such efforts. Unit 10

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3.13 Students listen once, then assess in pairs

how accurate their guesses in 1 were.

Transcript Hello. Hello! man Can I come over? woman Can it wait? I’m in the middle of something right now. man You know what? Sometimes, when you think of the problems in the world, it’s just like, well, there’s no point, is there? We might as well all jump off a cliff right now. It’s just terrible. We’re all doomed! Listen, can I come over? woman Oh, for heaven’s sake! You don’t call for weeks and then you ring me out of the blue and you expect me to drop everything! Some of us have work to do, you know. man Please. Just for a few minutes. I really need someone to talk to, face to face. Can’t I just come over? Please! woman No. No. No. I’m writing an important article. I have a deadline to meet. My editor … man I’m on my way. *** woman Here’s your coffee. man Thanks. That’s just what I wanted. woman So, let me get this straight, little brother. You’re depressed about climate change. That’s what you’re worried about. That’s why you turned up on my doorstep and interrupted my work? man Yes, exactly – and you write about the environment and everything for that magazine of yours, so I thought perhaps you could reassure me. woman Reassure you? man Yes, just tell me it’s all going to be all right. woman Well, that’s not going to be easy. man So we’re all doomed. There’s no hope for us. I knew it. No wonder I’m depressed. woman I didn’t say that there’s no hope. Some people are doing something about it, trying to find solutions. man Like who? What are they doing? woman Well, in Morocco, for example, they’re building a massive solar power plant in the desert. It’ll be the largest solar power site in the world. It’ll power at least a million homes in a few years. man OK, that’s just one example, but that’s not enough. Not if the world is going to end. woman OK, how about Amsterdam? man Amsterdam? woman Yes. They’re putting honeysuckle plants in a big huge circle around Amsterdam to eat up the pollution in the air – from cars and things. man You’re just having me on. You’re just trying to make me feel better. Honeysuckle? That’s what people put in their gardens for decoration. man

woman

You’re right, but honeysuckle has little hairs on it which eat all the pollution in the air. Oh, and while we’re about it, the honeysuckle plants will provide enough biofuel to heat Schiphol Airport – one of the busiest airports in the world. man Yeah, yeah. That’s just pie-in-the-sky talk. No one’s really doing anything about it. We’re all doomed, just as I said. Doomed. woman I’m not getting through to you, am I? The Amsterdam honeysuckle ring, the Moroccan solar-power project – they’ve been started already. People all over the place are doing their best to do something about climate change. And then there are all the recycling projects around the place. Plastic made into food, into roads, all that kind of thing. Be optimistic, for heaven’s sake! We got ourselves into this mess. We just have to get ourselves out of it. Now go on, go home. man Why? I’m not in your way. woman You are in my way! I need to get back to work. You’re distracting me. Go home! man But I’ve only just got here. woman Too bad. I have to get back to my article. Please give me some space. man All right, all right, I’m going! But when the world comes to an end, don’t say I didn’t warn you! woman

3 Give students a few minutes to focus on the connections listed and see to what extent they can explain them and note down what they can remember. Play the recording again for students to add to their notes. They can go through the answers in pairs before class feedback.

Answers 1 The man is the woman’s younger brother. 2 He’s depressed about climate change. 3 She writes about the environment for a magazine. 4 Morocco is building a massive solar power plant in the desert. 5 There’s a huge circle of honeysuckle around Amsterdam, to eat up the air pollution. 4 Play the recording again while students focus on the five questions; they then compare answers. Note that the answer to question 1 will be conjecture, as there’s no concrete evidence in the recording.

Answers 1 He’s probably always worried about something, a bit neurotic. His sister doesn’t seem particularly concerned that he’s upset, as though this is something that happens regularly for no real reason.

2 Not often – he hasn’t called for weeks. 3 She’s working on an important article and has a deadline to meet. 4 It’ll produce enough energy for at least a million homes in a few years. 5 It’ll produce enough biofuel to heat Schiphol Airport. EXPLORE ONLINE Students do their research about one of the items, make notes to answer the questions, then share their information with students who have researched the other item. For this to work, divide the class in half and decide in advance which half will research which item.

Background notes • Moroccan solar power plant In February 2016, Morocco turned on a massive solar power plant in the Sahara Desert, the first phase of a planned project to provide renewable energy to more than a million Moroccans. The project is largely funded by Climate Investment Funds (CIF), the World Bank, German investment bank KfW and the European Investment Bank. The Noor I power plant is located near the town of Ouarzazate, on the edge of the Sahara. It’s capable of generating up to 160 megawatts of power, covers thousands of acres of desert, making the first stage alone one of the world’s biggest solar thermal power plants, and is visible from space. When the next two phases, Noor II and Noor III, are finished in 2018, the plant will be the size of the country’s capital city, and the single largest solar power production facility in the world. The system at Ouarzazate uses 12-metre-tall parabolic mirrors to focus energy onto a fluid-filled pipeline. The pipeline’s hot fluid (393°C) is the heat source used to warm the water and make steam. The plant doesn’t stop delivering energy at night time or when clouds obscure the sun – heat from the fluid can be stored in a tank of molten salts. • Amsterdam honeysuckle ring This initiative, started by engineer Ton van Oostwaard after he discovered that honeysuckle eats pollution, involved planting enough honeysuckle in a G-shaped ring around the city to cleanse the air. By cutting the honeysuckle every five years, it will create a huge amount of biomass, which can be converted to bio fuel. It has been called the Green Junkie – because it’s literally addicted to pollution. The Unit 10

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honeysuckle plant grows everywhere easily, and even higher temperatures aren’t a problem, so it won’t be affected by climate change in the future. The park around Amsterdam will be finished in 2021, and will absorb enormous amounts of car fuel pollution. It will result in 640,000 tonnes of biomass – that’s enough energy to heat every house in Amsterdam. 5 Elicit the difference in attitude to the environment and climate change expressed by the man and the woman in the recording (The man is panicking and thinks we’re doomed; the woman feels that lots of progress is being made). Students discuss how they feel in pairs, and why. They could use examples from the world and / or from their own countries to back up their reasons. 6

TAKEAWAY LANGUAGE Students work individually completing the phrases, then compare answers with a partner. Then they can refer to transcript 3.13 on page 149 to check their answers. During feedback, check comprehension by asking students to paraphrase each italicised phrase.

Answers 1 getting through face 4 out; blue

2 middle; right 3 face; 5 get 6 we’re about

POEM LINK Students read and listen to the poem. Suggest they also look up images of daffodils and the Lake District to get a visual picture of Wordsworth’s inspiration. After thinking about the questions for a few minutes, they discuss the answers in small groups.

Answers 1 2 3 4

Daffodils A huge number – ten thousand Beside the lake, beneath the trees Great joy at the time and also later when he remembered them

Background note William Wordsworth (1770–1850) was an English Romantic poet who, with Samuel Taylor Coleridge, helped to launch the Romantic Age in English literature with their joint publication Lyrical Ballads (1798). Wordsworth was born and lived most of his life in the Lake District, in the north-west of England, and the magnificent landscape deeply affected his imagination and gave him a love of nature.

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Grammar just 1 Write the word just on the board and ask the class what it means. There will probably be more than one suggestion, so use this as an opportunity to point out that just can be used in many different ways. Students then spend a few minutes reading through the examples (1–9) and matching them with the meanings / uses (a–e). They then answer with a partner.

Answers 1a 8a

2d 9e

3c

4b

5d

6d

7b

2 To clarify the task, do the first item with the whole class. Elicit a number of different suggestions for other contexts when someone might say: It’s just terrible (eg about a crime or an accident that you’ve heard about, about litter on the beach, the traffic, inflation, the number of homeless people in your city, an epidemic somewhere, etc). Then, in pairs, students suggest different contexts for items 2–9. 3 Students make up a number of conversations in which they use the phrases with just. Suggest that they use some of the contexts they thought of in 2. They should aim to use all of them, though not all in the same conversation.

Vocabulary Waste 1 Check that students understand the words in the box – they should be familiar with most of them, but may not know incinerate (= burn). Then give them a few minutes to decide which verbs go in which sentences (note that two verbs are used twice) and compare ideas with a partner, before class feedback.

Answers 1 throw; away 2 recycle 3 dumped 4 incinerated 5 recycle 6 dispose of 7 throw away Extra idea: Students talk in pairs about each of the situations referred to in items 1–7: they should comment on how environmentally friendly each situation is and why, why it happens, how common it is, any problems or difficulties involved, etc. 2 Check that students understand the terms for the different kinds of waste, then tell them to arrange them in order of increasing level of danger from left to right, as indicated on the red scale. They should

compare with another student and, where there are differences in order, justify the position they’ve decided by explaining, for example, the effects of this kind of waste.

Suggested answers There are no set answers to this, but most people would rank organic waste as least dangerous, then domestic and household waste. At the top end of the scale as most dangerous would be nuclear and radioactive waste, closely followed by chemical, toxic, hazardous and industrial waste.

4 Students can do the essay writing at home, following the plan given and using information from their research.

Everyday English p114 Suggesting, agreeing and refusing 1 Students look at the photo of the beach strewn with litter and discuss the questions in pairs or small groups. 2

3 Students discuss the questions, which help them explore the meanings of the types of waste.

the answers to the two questions, then compare with a partner.

Answers

Answers

1 2

1 Bernie and Abby 2 Jo

a industrial, chemical, hazardous, toxic b domestic, household c nuclear, radioactive d chemical, hazardous domestic + household; hazardous + toxic; nuclear + radioactive 3 hazardous (includes chemical, industrial, nuclear, radioactive, toxic)

Speaking and writing 1

3.14 Students listen to the conversation to find

EVERYBODY UP! Introduce the topic of recycling by focusing on the two photographs and asking what they show (recycling bins for different materials; old tyres being used for growing vegetables). Elicit the actual questions that students will need to ask to find out the information in the bulleted list (How do you recycle things? How long have you been recycling? / When did you start recycling? What recycled things do you use and buy? What else do you do that’s environmentally friendly? / What other environmentally friendly things do you do?). Then set a time limit (eg five minutes) for students to move around the class, talking to as many people as they can. Extra idea: Students could report back in groups and collate their findings, then present generalisations to the class.

2 In their groups, students can divide up the research in any way they choose, do the research online and take notes, then report back to the group. They should decide together what their final group answers to the questions are. 3 Everyone in each group should participate in presenting their findings to the class, eg a different student presents the answer to each question.

Transcript bernie Hi, Jo! You look a bit exhausted. What have you been doing? jo I’ve just been to the park for a run. But what about you two? You look a bit windswept. bernie We’ve been to the beach. jo Nice! abby Nice? Have you been down there recently? jo Well, yes, Abby, but … bernie And weren’t you shocked by how much litter there is all over the place? jo I suppose. bernie All those plastic bottles and rubbish of all kinds. It’s so ugly. And it’s dangerous to birds and other wildlife, too. jo Yeah, Bernie, I know. It isn’t great, is it? bernie It’s a bit more serious than that, I think. It’s a health hazard for humans too, it looks horrible and it might stop people from coming to the area. And none of us want that. jo ’Spose not. bernie No, really. jo But there are plenty of signs up saying ‘Don’t leave litter’ and all that, surely. bernie No one pays much attention to them. That’s the problem. Come on, Jo, you must see how bad it all is. It’s dreadful. jo Yeah, well ... abby Basically, what we really need is a group of volunteers to get together one weekend and have a beach clean-up day. What do you say? It would be really great if you could join us. jo I’d love to help, but I’m really busy at weekends. bernie That’s OK. jo No, really. I’d help if I could.

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bernie It’s OK. I’m not having a go at you. Not really. But look, maybe you could ask some of your running friends? jo Of course I will, but wouldn’t the best thing be to put posters up around the place? You might get more people that way. abby Good idea. We could put some posters up in the library, too. Come on, Jo! You can help us with that, surely. jo Oh, all right. I suppose I might be able to manage an hour or so. bernie Brilliant! Let’s meet tomorrow evening and put our heads together and make a plan. jo Oh no! What have I let myself in for?!

3

In the same pairs, students try to answer the questions from what they can remember of the conversation. Then play the recording again for them to complete their answers.

Answers 1 Jo 2 Bernie and Abby litter on the beach 4 Jo

3 Bernie, by the 5 Jo 6 Bernie

4 Students list the four reasons, then compare with a partner.

It’s ugly, it’s dangerous to birds and other wildlife, it’s a health hazard for humans, and it might stop people coming to the area. 5 In groups, students brainstorm ideas for cleaning up the beach or preventing it from getting covered in rubbish, then report back to the class to compare suggestions.

TAKEAWAY LANGUAGE This focuses on some colloquial phrases used in the conversation and their meaning. Students match and decide who said which phrase, then compare answers in pairs. If necessary, play the recording again to check.

Answers 1 b (Bernie) 5 d (Bernie)

2 e (Jo)

3 a (Jo)

4 c (Bernie)

7 This focuses on the language of suggestions and responses to suggestions. Students match 1–9 with a–i, then compare answers with a partner.

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Asking someone to do something It would be really great if you could … You can … , surely. Saying you can do something I suppose I might be able to … Saying you can’t do something I’d love to help, but … I’d help if I could. Suggesting a course of action Wouldn’t the best thing be to …? Maybe you could … We could … Let’s … 9 Students suggest other phrases to add to each heading. Add each new one to the lists on the board.

Asking someone to do something Could you …? Do you think you could …? Would you mind -ing …? Saying you can do something OK, sure. Yes, of course. Saying you can’t do something I’m afraid … (I’m busy, etc) Sorry, but … Suggesting a course of action Why don’t we / you …? What about -ing …? How about -ing …? 3.15 Play each dialogue twice for students 10 P to listen, decide and compare answers with a partner. If students can’t decide, tell them that although in each case the man makes an excuse, the way he uses his voice (his intonation) affects the overall message.

Answers 1 may help 2 may help 3 won’t help 4 won’t help 5 may help

Answers 1d

Answers

Suggested answers

Answers

6

8 Write the four bullet points as headings across the top of the board, then give students a few minutes in pairs to decide which phrases go in each category. When checking, write the key functional parts of the phrase under the correct heading on the board.

3a

4b

5c

6f

7e

8i

9h

The falling intonation at the end of the excuse indicates certainty, suggesting the man won’t change his mind; fall then rise at the end of

the excuse suggests uncertainty and a possible willingness to change his mind and do what he’s been asked.

Extra idea: Students continue practising by thinking up their own situations for trying to persuade someone to do something or help with something, and acting them out.

Transcript 1 Could you help me with the shopping? Well, I am really busy.

woman man

2 Could you bring some logs in for the fire? I’m in the middle of something.

woman man

3 Could you wrap up the presents for your brother? man I was just going to watch TV. 4 woman Could you cycle round to Jo’s and give her this book? man I’m revising for my exam. 5 woman Could you peel the potatoes? man I’ve got some emails I have to answer. woman

Extra idea: Replay the recording, pausing after each of the man’s replies for students to repeat, copying his intonation. 11

P

Check that students realise that sentences 1–5 are all excuses that could be given in response to a request for help. Check that they’ve understood how they can vary the intonation of such excuses to affect the overall message – they could be said very firmly, with falling intonation, to indicate refusal to help, or with a less certain ‘fall–rise’ intonation to indicate uncertainty regarding the excuse and so a final (reluctant) agreement to help. In groups, students take turns to say one of the excuses in one of the ways and the others guess whether they’re refusing or reluctantly agreeing to help.

12 Students decide on an order in pairs, then compare their order with another pair.

Suggested answer 1a

2b

3e

4c

5g

6d

7f

13 In pairs, students take turns asking someone to help or making suggestions, and responding by refusing politely with an excuse or agreeing reluctantly. Remind students to use phrases from 7 and 12 and to vary intonation as in 10 and 11. Monitor the pairwork and assist with phrases or intonation where needed.

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Units 9&10 Review Aims

Answers

To review the vocabulary and grammar covered in Units 9 and 10. Students also focus on amazing remote getaway destinations and tiny houses, and read about celebrating the seasons in different countries in Aspects of culture.

Reading and grammar 1

GUESS In pairs, students guess the location illustrated in each of the three photos on the page and evaluate its appeal, with reasons.

2 Allow students about five minutes to read all three of the reviews and find the clues to the location of each one. Then they compare ideas in pairs and discuss the final probable location.

Answers A Mongolia (clues: East Asia, yurts, grasslands, horseback, vast horizons, lush valleys) B Finland (clues: igloo, Northern Lights, reindeer sleigh ride, ice-fishing, cross-country skiing) C Peru (clues: treehouse, rainforest, tropical humidity, birds and animals, canopy walkway) 3

Without looking back at the reviews, students try to remember which things are mentioned in which review. After guessing and comparing with a partner, they should read the reviews again to check their answers, and also say what exactly is mentioned about each thing in the text.

Answers 1 A, B, C (A: grasslands, vast horizons, lush valleys; B: sky, moon, stars, Northern Lights; C: rainforest) 2 C (tropical humidity) 3 A, B (A: horseback; B: reindeer sleigh) 4 B (the moon, the stars) 5 C (birds and animals) 6 B (serene night sky) 4 Students should find the words in the reviews and work out the meaning from the context, then compare with a partner. 212

pp115–116

Units 9&10 Review

1 Long, difficult and tiring journey 2 Line in the distance where the earth appears to meet the sky 3 Very bright 4 Kind of deer with large antlers that lives in the subarctic regions of Eurasia and North America 5 Situated high up on the edge of something 6 The uppermost branches of the trees in a forest, forming a more or less continuous layer of foliage 5 This exercise revises grammatical structures from Units 9 and 10. Students find instances of the seven structures in the three texts, then in pairs, explain their use and meaning.

Answers 1 present passive A: are constructed, is heated, is furnished; B: are made; C are perched Used to show what generally happens, with emphasis on what happens, not on who does the action. 2 present perfect passive A: has been covered, have been beautifully hand painted; B: have been specially designed Used to show things that have happened, without saying who has done it. 3 words that modify adjectives A: completely unforgettable; B quite unbelievable; C incredibly difficult, extremely noisy, totally awesome Completely, quite and totally are used to modify ungradable adjectives; incredibly and extremely with gradable adjectives; students may also identify specially designed and so incredible in text B, although these modifiers aren’t part of the group that they’ve studied. 4 it + adjective + to A: It was wonderful to come back … Used to emphasise how wonderful it was. 5 past passive A: were amazed at …; B: were made from glass Used to emphasise what happened, not who did it.

Tiny houses come in all shapes, sizes and forms, but they enable simpler living in a smaller, more efficient space. People are joining this movement for many reasons, but the most popular reasons include environmental concerns, financial concerns and the desire for more time and freedom.

6 modal passive C: can only be reached Used to focus on the means of access, not who uses it. 7 just B: just so incredible Used to emphasise so incredible 6

THINK Students read the questions and think about them for a few moments. Then, in pairs or small groups, they choose two to talk about.

MA Fast finishers can move on to talk about a third question. EXPLORE ONLINE Students use their smartphones or tablets to find out information about an unusual hotel. They make a note of interesting details and bookmark some photos of it, then report back to the class or to their group.

Aspects of culture a In pairs, students describe the four photos and discuss what they might have in common. If students are stuck on the last part of the question, tell them to look at the title of the section (Celebrating the seasons). b Students read about the four celebrations and try to decide what countries they describe.

Phrasal verbs a This revises phrasal verbs that have cropped up in the units. Students read the description and fill in the missing particles, then compare answers with a partner. When checking, elicit also the meaning of each phrasal verb.

Answers 1 2 3 4 5 6 7 8 9 10 11 12 13 14

cut down on = reduce get away from it all = escape catch on = become popular are fed up with = have had enough of giving up = abandoning selling off = getting rid of by selling cheaply giving away = giving as a present without expecting payment put down roots = establish get by = manage to survive taking up = becoming involved in take part in = participate in set up = established work out = find (solutions) turn out to be = end up being

b Students discuss the questions in pairs. Extra idea: Students find out more about the tiny house movement online and report back.

Culture note The tiny house movement (also known as the ‘small house movement’) is a social movement where people are choosing to downsize the space they live in. A typical small or tiny house is between 100 and 400 square feet.

Answers A Japan c

B Sweden

C China

D Canada

In pairs, without rereading the descriptions, students take turns to say everything they can remember about the listed things. They should then read the texts again to check the accuracy of their memories and to add details.

Suggested answers • Mooncakes are made in China for the moon festival, which celebrates mid-autumn and gives thanks to the moon for its beneficial effect on the harvest. Mooncakes are a symbol of family reunion. The mooncake is cut into pieces, one for every family member. • In spring, from the end of March to the end of April, people in Japan view the wonderful cherry blossom in parks and gardens and have picnics under the trees. • Dozens of ice sculptures are part of the Quebec Winter Carnival, which celebrates the coming of snow and ice. • Flower crowns are made in Sweden during the midsummer festival, and are a way of capturing the magic of nature and are supposed to ensure good health for the year. d In small groups, students exchange information about seasonal celebrations in their own culture. They could share photos if they have any. Extra idea: Each student could make a short presentation of a seasonal celebration in their culture, video it and upload it to share it with the rest of the class. Units 9&10 Review

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Writing skills Module 5 Writing an informal email pp160–161

Before you start 1 Students discuss the questions and compare preferences and important factors in small groups.

Language box Focus attention on informal suggestions and elicit contexts where such suggestions might be read or made (eg holiday suggestions, weekend activity suggestions, ways to lose weight / get fit / pass exams / de-stress, where to eat, in person, in emails or online chat exchanges). Go through the different phrases in the box and make sure students are familiar with them all and what verb forms follow each one. 2 Point out that we often add a reason to support a suggestion. For example, after suggesting a type of holiday, eg Why don’t you go on a package tour?, we might add: It’s cheaper than going by yourself, and you don’t have to spend hours planning what to do.

Students work through the list of people needing weekend suggestions in pairs, using different phrases from the box to make at least one appropriate suggestion, backed up by a reason, for each person.

Suggested answers 1 Why don’t you take him to the Cuba Libre club in town? It plays terrific salsa music and serves great bar snacks, too. 2 Perhaps you could give her membership of the Turtle Sanctuary. She’d find it really interesting, and they’re desperate for young people to get involved. 3 Why not go to Berlin? You can get a cheap weekend package, and it’s full of fascinating things to visit. 4 How about taking them to Pizza Milano? It isn’t far from your college, and it has the best pizzas in town. 5 Do you fancy seeing Mother’s Day with Julia Roberts and Jennifer Aniston? It’s supposed to be hilarious.

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6 You might want to start with something gentle, like swimming, and progress to jogging or tennis when you’re a bit fitter. That way you won’t injure yourself.

Understanding the task 3 Students read the model informal email, then in pairs decide on answers to the questions.

Answers 1 The email is to Marilyn from Carla. 2 They are good friends: it’s an informal email, Carla suggests going on holiday together with their partners and signs off with love. 3 She mentions Marilyn’s last email. 4 She suggests: – a trip to Rwanda to see mountain gorillas (because it isn’t too expensive and it sounds amazing) – a holiday in Costa Rica (because the wildlife is stunning and the weather would be better) – camping in the National Park (because it’s very cheap and you’d get close to nature) 5 How about ...?; Why not ...?; You could always ...; why don’t we ...? 4 Students focus on the phrases for beginning and ending emails. They find the ones in the model email and identify three that are unsuitable for informal emails and why.

Answers In the model email: Beginnings: Hi Marilyn, Thanks for …, It was great to …, I hope you’re … Endings: Let me know, Bye for now, Love … Not suitable (because they are formal expressions): Dear Mr / Ms Brown, With reference to you email about …, I would like to express my gratitude for …, I look forward to hearing from you, Kind regards, Yours sincerely 5 Students find the linking words in the email and answer the question in pairs.

Answers

Sample answer

and, or, so, but Linking words like furthermore, moreover and therefore are too formal.

Hi Joanie! Thanks for your email. It was great to hear your news. I can’t believe your sister has a baby now! Please send her our love and best wishes. You asked if I had any suggestions for an activity holiday in Scotland this summer. You obviously don’t want to soak up the summer sun, then! Well, I’ve got a couple of ideas. They do some great white-water rafting courses near here, and there’s a company that offers bungee jumping. Why not stay with us and combine the two? Then we could do some kayaking on Loch Tummel. It would be lovely to see you both. If you fancy something a little less energetic, you could always go walking in Glen Coe. Even if the weather’s not brilliant, the scenery is amazing, and there are loads of great walks. It’s a bit too far away for you to stay here, but I know a cosy bed and breakfast in Glen Coe that’s not too expensive. If you choose to do the walking holiday, maybe we could meet for dinner one night? Let me know. Lots of love, Kirsty (188 words)

6 Referring back again to the model email, students number the elements in the list from 1–9 to indicate the order they’re covered in the email and identify the paragraph divisions.

Answers a3 b4 c8 d9 e5 f1 g2 h6 i7 Paragraph divisions come between a and b, between e and h, and between i and c.

Practice 7 Students find the words and phrases, and compare with a partner. When checking, establish what feature of informal style each item is an example of.

Answers you’re, I’ve (contracted forms) asked (simple vocabulary) a couple of (rough inexact numbers) There’s loads of (colloquial phrases) on a really tight budget (informal expressions) 6 What do you reckon? (direct questions, informal expressions) 1 2 3 4 5

8 Students work in pairs to produce their own informal sentences to convey the same meaning as the formal sentences given. Do the first sentence together with students as an example.

Suggested answers 1 I hope you’re well. 2 I’ve got a few suggestions / ideas. 3 Another idea is to find out more from the internet. 4 I’m sure you’d love it. 5 I think it’ll be great fun! 6 Write soon.

Now you 9 Give students about five minutes to read the task and discuss the questions in pairs. Monitor pairwork and assist with ideas or language where needed. 10 Students write their email at home. Remind them to use the Check it! list before submitting their writing. Writing skills: Module 5

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11

Getting older

UNIT FOCUS

GRAMMAR: conditionals; wish / if only; mixed VOCABULARY: success; verbs for thinking FUNCTION: wishing someone well

Introduction p117 Aims The focus of this lesson is to introduce the unit topic of ageing by looking at the seven ages of man and considering words and ideas associated with them.

You first! Students look at the picture and identify what it shows (the Seven Ages of Man). Ask them to name each stage (eg baby, child / boy, teenager / adolescent, young adult / man, middle-aged person / man, old person / man, very old person / man); they then talk about the question in pairs. 1 Students read the speech and try to complete it, then discuss their answers in pairs. Avoid talking about where the speech is from, since the questions in 2 cover that.

Answers 1 stage 2 players 5 parts 6 ages

3 exits

4 entrances

2 Students discuss the questions about the speech in pairs, then compare answers with another pair.

Answers 2 William Shakespeare 3 The play As You Like It 4 This world is like a stage and all human beings are nothing more than actors in a play, acting out roles according to seven ages.

Culture note The lines are the beginning of the famous monologue from the play As You Like It by William Shakespeare (1564–1616), spoken by Jaques in Act II Scene VII. It’s one of Shakespeare’s most frequently quoted passages. The idea of comparing the world to a stage was not new – it was a popular idea in Elizabethan England, and Shakespeare used the metaphor frequently. Shakespeare did not invent the idea of the stages of life either: philosophers have been addressing it for millennia. Aristotle had 216

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four ages of man, and they were extended to seven in the middle ages. By the time the Elizabethan age arrived, it was a most familiar idea and Shakespeare’s audience would have immediately recognised the concept. 3 Point out that the lines in 1 are just the beginning of a much longer speech, and that the words in the box are taken from the rest of the same speech, which describes the seven ages in more detail, using these seven terms to define each ‘age’. In pairs, students order the words and ascribe approximate ages to them, then compare with another pair. When checking, explain that the word pantaloon in Shakespearean English was used to mean ‘old man’.

Suggested answers 1 infant (0–4) 2 schoolboy (5–12) 3 lover (13–19) 4 soldier (20–30) 5 justice (31–59) 6 pantaloon (60–79) 7 second childishness (80–100) This is the order given in the Shakespeare monologue; the ages are a very rough guide. Extra idea: Point out that the speech talks only about ‘man’. Ask students to suggest what names they could give to the different ages for women. EXPLORE ONLINE Students find different renderings of the speech and choose a favourite. Suggestions are the versions by Benedict Cumberbatch and Morgan Freeman. Students shouldn’t worry if they don’t understand every single Shakespearean word (they almost certainly won’t!), but should just enjoy the ‘music’ of the speech. They could also find the text of the whole speech to read and listen at the same time.

Background notes The features of the Seven Ages: 1 Infancy: a helpless baby, just crying and throwing up 2 Schoolboy: This is where his formal education starts, but he goes reluctantly. 3 Teenager: His main interest is girls.

4 Young man: He’s a bold and fearless soldier – passionate in the causes he’s prepared to fight for. 5 Middle-aged: He regards himself as wise and experienced and is prosperous, plump and respected. 6 Old man: He’s old and thin with a high voice – nothing like his former self. 7 Dotage and death: He loses his memory, teeth and sight and then dies. 4 Check students are familiar with all the words in the box – either help them with unknown items or suggest they help each other and use a dictionary. In pairs, they match the words with the seven ages, then compare with another pair.

Suggested answers Infant: cot, crying, home*, nappy Schoolboy: bell, playground, timetable, uniform* Lover: romance, secret, wedding Soldier: battle, career*, death*, profession*, refugee, siege, uniform*, war Justice: career*, profession*, salary Pantaloon: pension*, retirement, slippers* Second childishness: death*, dementia, home*, pension*, slippers*, stick, wheelchair * Words that go in more than one category 5 In pairs, students discuss one of the questions. 6

VIDEO OPTION Students spend a few minutes noting down their thoughts (this shouldn’t take long, given their discussion in 5), then use their notes to speak to the camera. They could use smartphones or tablets and film themselves, or in pairs film each other, then share their videos online.

7 MINI-STORY Students read the beginning of the story, then in pairs discuss ways of completing this initial part, ie reasons for the friends’ choice of restaurant. Then read out the completed story section for students to check (it isn’t recorded on the audio):

8

A group of 20-year-old friends had to decide on a restaurant for a celebration dinner. In the end, they chose the Sea View Restaurant because the waiters and waitresses there were really friendly – and attractive!

LOOK AHEAD Allow students a few minutes to flick through the rest of the unit (tell them not to actually read it, but to focus on the pictures and headings), and talk with a partner about the different ages that appear to be featured.

Lesson 1 Will it be too late? pp118–119 Aims The focus of this lesson is to develop and practise vocabulary for describing success and to revise zero and first conditionals while exploring ideas about success and achievement of goals in life.

You first! Write the word SUCCESS on the board in capital letters. In small groups, students tell each other about what they feel are their own greatest successes in life so far. If there’s time, groups could report back to the class to see the range of types of success that have been mentioned.

Vocabulary Success 1 Following on from feedback from You first!, ask students if they can define the word success. Elicit a few suggested definitions. In the same small groups, students go through the words in the box, helping each other with unfamiliar items; for each word, they should explain if and how they associate it with success. If necessary, model the first item as an example. Note that all of these words could be associated with success, depending on your idea of what success is. 2

P

3.16 Students now focus on the pronunciation of the words in 1, particularly on the stress. Play the recording for students to mark the main stress, then play it again, pausing after each word for them to check and repeat. They can then practise saying each one a few times to each other in pairs, focusing particularly on any that they find difficult to say correctly.

Answers achievement, bonus, breakthrough, challenge, determination, effort, feedback, fulfilment, goal, happiness, luck, money, obstacle, opportunity, power, recognition, security, status, struggle, youth 3 This focuses on verb–noun collocations. In pairs, students go through the list of verbs and decide which collocate with the nouns in 1. Point out that there are multiple collocations (many nouns go with several verbs, many verbs go with several nouns). Students then compare with another pair. When checking, encourage students to say the complete collocation, including the article where appropriate (ie for countable nouns). Unit 11

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Answers 1 2 3 4 5 6 7 8 9 10

11 12

make a breakthrough, an effort, money face a challenge, an obstacle overcome an obstacle miss an opportunity gain fulfilment, money, power, recognition, security, status lose money, power, security, status earn money, recognition achieve a goal, happiness, power, recognition, status seize an opportunity, power have a breakthrough, determination, a goal, luck, money, an opportunity, power, security, status, a struggle, youth get a bonus, feedback, fulfilment, money, an opportunity, power, recognition lack determination, fulfilment, money, opportunity, recognition, security, status

4 Students exchange accounts in pairs. You could write some question words on the board to encourage them to explain in detail what happened, eg When? Where? Why? How? What? Who? Also encourage students to ask their partner a couple of questions to learn more detail about each experience being narrated. 5

GUESS Students try to complete the quotations. If they have no idea, you could supply jumbled answers for them to choose from as a clue. Check the answers, then allow them a couple of minutes to discuss what they think in pairs.

Answers 1 feedback; opportunity 3 effort 4 opportunity

2 Happiness

EXPLORE ONLINE Students use smartphones or tablets to search for quotations about any of the concepts in 1. These could be shared online, or you could have a large ongoing list on the wall of the classroom which students can add to in their own time. Voting could take place online or on the list once everyone has contributed.

Reading 1 Students read the statements and discuss their views in pairs or small groups, then report back to the class. It’s likely that most students will disagree with them. For question 2c, elicit what other things they feel matter more. 2 Focus on the title of the article and elicit what the question means. Point out that the lesson title conveys the same idea (miss the boat = be too 218

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late, miss an opportunity). Give students about five minutes to read the article and discuss answers to the questions in pairs. Students should answer the first question from their own perspective, according to the criteria in the article. As a follow-up, ask what Lucy, Matt and Jules consider the criteria for success and whether they have ‘missed the boat’.

Answer Lucy, Matt and Jules agree with the statements in 1. The writer of the article, though, suggests that it’s better to wait to achieve greater maturity before making life decisions. 3 Ask: According the article, what kind of sacrifices were young people prepared to make to achieve their goals? and elicit the list of things mentioned in the article (Work long hours, give up exercise and leisure activities, go without sleep, reduce social life and family time). Then students discuss the question in pairs and report back to the class. 4 Give students a few minutes to decide on their answers and locate evidence in the article to support each one, then compare with a partner. During class checking, go over the evidence as well as the answers.

Answers 1 2 3 4

False (lines 27–35) False (lines 24–26) True (lines 20–23) False (lines 30–35)

5 Students use the context to work out the meanings and compare with a partner, only consulting a dictionary for the final check. MA Weaker students could divide up the words and cover fewer, eg six each, then pool answers in pairs.

Answers attain = achieve tight deadlines = strict times by when something must be completed a loser = a person who is a failure forego = manage without, give up give up = stop doing go without = manage without drastically = very greatly in pursuit of = in an attempt to achieve single-minded = very determined, focused flat out = as hard as possible hard and fast = fixed hold off = postpone

Grammar Zero and first conditionals 1

SEARCH AND THINK Go through the table and check that students remember the forms, meaning and uses of zero and first conditionals. Then allow students a few minutes to find the examples of them in the exercise and the article.



Check by eliciting the examples from a number of different students.

Answers 1 Lucy wants her own flat by her midtwenties. If not, she won’t be satisfied, she’ll feel she’s let herself down. 2 They’ll think there’s something wrong with him, that he’s a loser who can’t attract a mate. 3 If he’s not earning a fortune before he’s 30, but he’s sure he will be.

Answers Zero conditionals Reading exercise 1 You’re a failure … a) if you don’t own your own house or flat by the age of 26. b) if you aren’t married by the time you’re 27. c) unless you’re rich by the time you reach 29. Article Unless you get on the property ladder young, it can be difficult to get on it later. (lines 8–9) Unless you have plans, you don’t achieve anything! (lines 16–17) When you’re prepared to work flat out, you can achieve whatever you want. (lines 25–26) First conditionals Article I should have my own flat by my mid-twenties if I do well. (line 6) If I don’t have one by then, I won’t be satisfied with myself. (lines 7–8) ... if I don’t get married soonish, they’ll think there’s something wrong with me. (lines 11–12) If I’m not earning a fortune before I’m 30 … I’ll just give up! (lines 14–15) You’ll only be successful if you are totally singleminded. (lines 24–25) 2 Students examine the examples they found and notice what’s used instead of present simple or will in the main clause.

Answers

3

4

EVERYBODY UP! Students start by individually choosing three sentences to complete about themselves and their own ideas; they then move round the class sharing and comparing their sentences with other students.

SONG LINK Students look online to find the lyrics and a recorded version of the song, then discuss the questions in pairs.

Answers 1 Probably to his girlfriend, about his plans to grow old with her. 2 He refers to having a place to live and being married, but not to having a lot of money. 3 Will you still be sending me a Valentine, birthday greetings, bottle of wine? If I’d been out till quarter to three, would you lock the door? Will you still need me? Will you still feed me when I’m 64? 4 He’d be helping out around the home (mending fuses), she’d be knitting by the fire, they’d go out for a ride in the car on Sunday mornings, he’d be digging weeds in the garden, they’d be going for a summer holiday to a rented cottage on the Isle of Wight, saving money, playing with grandchildren.

Background note The Beatles’ song When I’m Sixty-Four was written by Paul McCartney and released in 1967 on their album Sergeant Pepper’s Lonely Hearts Club Band. Although the song is about ageing, it was one of the first songs McCartney wrote, when he was just 16.

These sentences use modals in the main clause instead of the present or will future: I should have my own flat by my mid-twenties if I do well. Unless you get on the property ladder young, it can be difficult to get on it later. When you’re prepared to work flat out, you can achieve whatever you want.

Speaking

Students try to answer the questions from memory, before looking back at the article to check their answers.

1 Students look at the photos and discuss the questions in pairs or small groups. After sharing information they already know, they could then find out more online about the four people. Unit 11

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Answers 2 They were all late starters, achieving success later in life (cf article lines 33–34: ‘... major creative breakthroughs often happen when we’re slightly older …’).

Background notes • Samuel L. Jackson (1948–) didn’t become famous until he was in his forties, acting in Spike Lee films (1989–1991) and Pulp Fiction in 1994. • Vera Wang (1949–) was 40 when she began her career in design and became one of the world’s top fashion designers. • Susan Boyle (1961–) was 48 when she began to sing professionally (and came second in Britain’s Got Talent in 2009). • Paul Cézanne (1839–1906) was 56 when he had his first solo exhibition in 1894 (and his masterpiece The Bathers was completed in 1905, when he was 66). 2

ROLE-PLAY Go through the instructions and point out that the ‘breakthrough’ can be in any area of life – science, art, music, entertainment, sport, business, etc. Allow five to ten minutes for pairs to brainstorm, then choose an idea and prepare their respective roles. Student A needs some notes to remember the main facts, while Student B needs a list of interview questions. Set a time limit for the actual interview, eg five minutes. While the interviews are taking place, go round monitoring and assisting where needed. Also make a note of persistent errors to deal with later. Extra idea: Students write an article for the local newspaper reporting the interview.

Did you know? When students have read through the information and looked at the photo, ask them for their reactions. 3 MINI-STORY Remind students of Part 1 of the story on page 117, then give them a couple of minutes to look at Part 2, think of how it could finish and compare ideas with other students. Finally, read out the full version:

The same group of friends, now 40 years old, had to decide on a restaurant for a celebration dinner. In the end, they chose the Sea View Restaurant because the food there was excellent.



Then ask students what they see as the significance of the difference between Part 1 and Part 2 endings.

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Lesson 2 Changing lives pp120–123 Aims The focus of this lesson is second and third conditionals and verbs for thinking. Students also explore the topic of ‘changing lives’ by learning about an organisation that helps street children in South Africa and reading an excerpt from a bestselling novel about the adventures of a 100-year-old man.

You first! Students look at the photograph and describe their thoughts in pairs or small groups.

Reading 1 1 In pairs, students think of and list as many words as possible connected with the word sky, and write definitions as instructed. Then they compare answers with another pair; they could also compare their scientific definition of sky with a dictionary definition. Don’t spend too long on this; the aim is just to get students thinking as widely as possible about the word. 2 In pairs or small groups, students exchange knowledge of the expressions they know and look up the rest online. During feedback, make sure that the examples are appropriate. Ask a different student to supply an example sentence for each word. Write them on the board and invite peer comments.

Suggested answers • the sky’s the limit = there is no limit to what you can do / have / ask for / achieve If you work hard in this company, the sky’s the limit. • go sky-high = rise extremely high The price of steel has gone sky-high since the strike. • pie in the sky = a nice dream but unlikely to actually happen His ambition to be a famous mathematician is just pie in the sky. He can’t even add up! • castles in the sky (or castles in the air) = dreams that are unrealistic or impossible Sharon’s always building castles in the sky about opening her own business, but she has no financial plan and no idea of the practicalities. • out of the blue = suddenly and unexpectedly Tina rang me out of the blue yesterday. I hadn’t spoken to her for months.

• reach for the sky = aim to achieve the maximum you can imagine (though you may not actually achieve it all) You’re a very talented musician, so reach for the sky.

10 tenets (line 49) 11 handouts (line 51) 12 rely on (line 53) 5

3 Students treat the article as a jigsaw reading in groups of three. Each student reads a different section – A, B or C – finds the answers to the relevant questions, then reports back to the group.

Alternatively, if you feel students need more practice reading longer texts, they could all read the whole article, do all the questions, then compare answers in their groups.

MA Weaker students could re-read the article.

Suggested answers

Suggested answers 1 Terrible – he was an orphan from the age of six and lived on the streets, stealing to support himself and his disabled older brother. 2 A kind aunt took him in and taught him about the power of love and caring. 3 Singing in a choir, learning, drawing, reading, discussing difficult issues 4 Meals, help with homework, theatre, poetry, dance, etc 5 Hungry people become aggressive and destructive and turn to crime, but kids who are fed can be taught and are receptive to focusing on learning. 6 Their minds can be ‘glorious palaces of possibility’, ie unlimited by their circumstances ... so they can ‘reach for the sky’ given a bit of support. 7 He thinks they shouldn’t expect help, they need to learn to work hard and become self-sufficient. 4 Students should look for the words and phrases in the section they read, then report back to their group. Elicit answers from a selection of students, along with line numbers, and write each word or phrase on the board.

Answers 1 2 3 4 5 6 7 8 9

hand-to-mouth (line 3) a thug (line 6) looking out for (lines 12–13) shack (line 13) weighed heavily on (line 17) a handful (line 29) square meals (line 32) gnawing (line 36) rife (line 44)

Without looking back at the article, students try to complete the sentences with correct information that they can remember from it. Point out that their sentences don’t have to be word for word the same as the article, just convey the same information. After comparing answers with a partner, students read the article again to locate and check the information.

1 … children are cared for, fed and taught moral values. 2 … can be taught and are able to focus on education. 3 … can easily become aggressive and destructive. 4 … who will? 5 … change the world. 6

THINK Students spend a few moments thinking about the questions, then in pairs or small groups select one to discuss.

EXPLORE ONLINE Students can do the research in class using smartphones or tablets or at home, then compare facts in groups and discuss preferences for supporting. You could make some suggestions for their research: • http://matadornetwork.com/change/50-nonprofitsmaking-a-world-of-difference • Organisations like Child Empowerment International in Sri Lanka, the Dhaka Project in Bangladesh, Whiz Kids Workshop … • If students are interested in knowing more about Bob Nameng, they can watch his TED talk ‘The Children of SKY’ in Warwick in 2013 on YouTube.

Grammar 1 Second conditional 1

3.17 Students listen to the recording once, answer the questions and compare answers in pairs.

Answers 1 A children’s storytelling centre 2 Read books, talk about them or present them, listen to stories told by guests, go to workshops to help them write and illustrate their own stories, then tell them or act them out 3 A big place that’s cheap and near the school Unit 11

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Transcript If I had the time, I’d do something for the kids in our area. There isn’t much for them to do here. man Really? What would you do? woman Well, if I had the resources, I’d set up a children’s library. Well, not exactly a library, more of a storytelling centre. If I found a big enough place, I’d create a space where kids could come and read books and talk about them or present them. And parents would be very welcome too if they wanted to come. I’d call it Bookworm! man That’s a great name! woman And they could listen to stories too if we invited people in to tell them. man And you could maybe run workshops for kids to write and illustrate their own stories too? And then tell them or act them out! woman Absolutely. man But how would you start? woman Well, the books are easy. My children are grown up now, and I have so many children’s books at home that no one reads any more – seems a shame not to do something with them. man Yes, and if you put an ad in the local paper, you might get books from other people around here too. woman Yes. That’s a good idea. man I think finding a place would be more of a problem though, wouldn’t it? woman Yeah. If we went ahead with the idea, we would need to find somewhere big. man And cheap! And near the school, so kids could get to it easily after school. woman Yep. I was just wondering – you know that place on Crown Street that’s been empty for a while …

If I found a big enough place, I’d create a space where kids could come and read books and talk about them or present them. And parents would be very welcome too if they wanted to come. And they could listen to stories too if we invited people in to tell them. If you put an ad in the local paper, you might get books from other people around here too. If we went ahead with the idea, we would need to find somewhere big.

woman

2 Students focus on the two examples of second conditional sentences from the recording in 1 and circle the answers to complete the correct grammatical information about the use and form of the second conditional.

Answers 1 hypothetical 2 present, future 4 would 5 could 3

3 past

SEARCH AND THINK Allow students a few minutes to find other second conditional examples in transcript 3.17 on page 149.

Answers If I had the time, I’d do something for the kids in our area. If I had the resources, I’d set up a children’s library. 222

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Extra idea: Ask students to identify incomplete conditionals in the transcript (ie sentences where the if clause is understood rather than stated): What would you do [if you had the time]? I’d call it Bookworm [if I set it up]! And you could maybe run workshops for kids to write and illustrate their own stories too [if you set it up]? But how would you start [if you decided to go ahead]? 4 Students write sentences in pairs, then share them with another pair.

Speaking and writing 1 Ask students to think about children in the area where they live now or where they come from and consider what kinds of problems they have and what kind of help they might benefit from. In groups of three or four, students use the questions as a basis for talking through ideas for their project. Once they’ve decided on a project, they should plan it in more detail. You could also write a few prompts on the board for further practical points that may need some thought and decisions in the planning stage, eg time? place? money? As you monitor groupwork, provide assistance with planning or vocabulary if needed. 2 Establish that the letter to the local government will be a formal, polite letter of request, and therefore should be written in an appropriate style. Ask students to suggest any formal phrases for polite requests using conditional forms that might be suitable for this letter, eg

We would be very grateful if … We would very much appreciate it if … We would like to suggest … Students in each group should collaborate to write a single, joint letter to the local government requesting funding.

3 If you have hard copies, the letters could be displayed on the classroom wall for all to read; if they’re electronic, they could be shared online. Voting can happen in class once all students have read all the letters, or online. 4 MINI-STORY Remind students of Parts 1 and 2 of the ongoing story; they then read this third part and in groups decide on a suitable ending. Then read them the actual Part 3:



The same group of friends, now 60 years old, had to decide on a restaurant for a celebration dinner. In the end, they chose the Sea View Restaurant because they could eat in peace and quiet with a wonderful view of the ocean. Finally, ask students how age appropriate they think the ending is.

Reading 2 1 Students look at the book cover and talk about the questions in pairs or small groups. For question 2, students could give rough translations of any titles in their own language, and an idea of what they are about (if they’ve read them). 2

GUESS In the same pairs or groups, students talk about possible answers. Encourage them to use their imagination. If anyone has already read the book, it would be helpful if they didn’t reveal what they remember at this point. Students then read the first two chapters and find the answers.

Answers 1 Only a few moments. He wanted to leave the Old People’s Home. 2 It was his 100th birthday. 3 A brown jacket, brown trousers and brown indoor slippers. His wallet was in his pocket. 4 He disappeared deliberately. 3 Students look at the two chapters again to find the words and phrases matching the definitions given. They can check with a partner before class feedback. Elicit each answer from a different student and write the words on the board.

Answers 1 barely 2 taken hold 3 turn up 4 trendsetter 5 on the run 6 nosing around 7 be on his way 4

THINK Students discuss their ideas in pairs or small groups. If anyone has already read the book, ask them not to reveal what actually happened until after the rest of the group have discussed their ideas about questions 2 and 4.

Suggested answer 3 The chapters are very short, but in contrast, many of the sentences are rather long.

Background note The 100-year-old Man who Climbed out of the Window and Disappeared tells the story of Allan Karlsson. After leaving the Old People’s Home, Allan walks to the bus station, intending to travel as far as his available cash will allow. He ends up getting on a bus with another man’s suitcase, which turns out to be full of drug money, and subsequently Allan gets caught up in criminal activity by accident and ends up, unknowingly, being hunted by the police and murderous criminals. The novel intersperses Allan’s adventures as a centenarian with increasingly fantastic past episodes from his long life. It transpires that Allan had helped to make the atom bomb, was good friends with Harry S. Truman and General Franco, knew Stalin, Kim Jong-il, Mao Tse-tung, foiled an assassination plot against Winston Churchill, and was a participant behind the scenes in many of the key events of the 20th century.

Take a break Make sure everyone is quiet and sitting comfortably, then establish a few moments of calm and relaxation by getting students to close their eyes and reading the instructions in a gentle voice. Students then each describe what they’ve imagined to a partner.

Grammar 2 Third conditional 1 Students focus on the examples of third conditional and decide if the three sentences about its use and form are correct or not. Check answers and made sure everyone agrees on a corrected version of the two false statements.

Answers 1 True 2 False (We use would have (or might have or could have) and the past participle in the main clause.) 3 False (We use the past perfect in the if clause.) 2 Students practise the third conditional by completing individually the sentences based on the information in the story chapters in Reading 2, then comparing sentences with a partner. MA Weaker students could work in pairs. Unit 11

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Suggested answers 1 he’d been brave enough. 2 he’d been younger / he hadn’t been 100 years old. 3 he wouldn’t have been wearing his slippers. 4 he might have gone back to pick up his hat and shoes. 3 In groups, students discuss and write down their ideas about what might have happened that day. Go round monitoring and make sure the ideas are all expressed in the correct form, ie would have / might have / could have + past participle. Encourage them to write negative sentences too. As feedback, ask each group in turn to read out one sentence, until all the ideas have been shared.

Speaking 1

EVERYBODY UP! Students think for a moment, then get up and walk around, sharing their ideas with as many people as they can in the time limit you set. To extend this a bit, write further questions on the board, eg Where would you go? Would anyone go with you? What would you take with you? How long would you disappear for?

2 Students read the information about the author’s answer, then discuss the questions.

Suggested answers 1 To stay where he is, living a quiet life in the village with his son. 2 He thinks people should do something radically new or different to change their life, get out of the rut they’re in. 3 Because if we don’t, we’ll never know what it’s like or that we shouldn’t do it.

Vocabulary Verbs for thinking 1 Students work in pairs on the matching task. They may need help with some of the verbs, eg mull over, ponder, work / figure out, reflect on, speculate. Check answers and write the pairs on the board.

Suggested answers consider: reflect on, think (carefully) about focus on: concentrate on guess: speculate make up your mind: decide mull over: think (carefully) about ponder: reflect on, think about work / figure out: calculate 224

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2 Students read the questions, choose the two they find most interesting and discuss them in pairs or small groups. Go round monitoring and assisting where needed. 3

P

Students say the tongue-twister to each other in pairs a few times to establish which sounds are being practised.

Answer

The sounds /s/ and /ɵ/ 4

3.18 Play the recorded tongue-twister a P couple of times for students to check answers. Play it again with pauses for students to repeat exactly as they hear it; they then practise it a few times on their own. Monitor and correct the sounds if necessary. Encourage students to gradually speed up and see how fast they can say it without getting the sounds mixed up.

POEM LINK Students look up the poem, read it and try to answer the questions, then compare answers with other students. Ask them what they think of the ideas in the poem.

Suggested answers 1 Her body will be weak and slow, but underneath she’ll be the same person. 2 Her character / soul will be the same, she’ll still be active, her life won’t be over. 3 She doesn’t want sympathy, she doesn’t want a rocking chair, she wants to be treated like a person who is alive, not just an old woman.

Culture note Maya Angelou (1928–2014) was an American poet, memoirist and civil-rights activist. She published seven autobiographies, three books of essays, several books of poetry, and created a large number of plays, movies and television shows spanning over 50 years. She received dozens of awards and honorary degrees. Angelou is best known for her series of seven autobiographies, which focus on her childhood and early adult experiences. The first, I Know Why the Caged Bird Sings (1969), tells of her life up to the age of 17 and brought her international acclaim. The poem On Aging is from her book And I Still Rise, published in 2011, when she was 83.

Extra idea: Students find and listen to the poem being read aloud on YouTube.

2

what Nadine said.

Answers

Speaking

See words from box highlighted in transcript.

EXPLORE ONLINE Students look up the name of Jonasson’s next novel and discuss in pairs what they think of the title and whether it encourages them to read it.

Transcript If I had my life to live over, I’d dare to make more mistakes the next time. I’d relax. I would limber up. I would be sillier than I have been on this trip. I would take fewer things seriously. I would take more chances. I would climb more mountains and swim more rivers. I would eat more ice cream and fewer beans. I would perhaps have more actual troubles, but I would have fewer imaginary ones. You see, I am one of those people who lives sensibly and sanely, hour after hour, day by day. Oh, I’ve had my moments, and if I had to do it over again, I’d have more of them. In fact, I’d try to have nothing else; just moments, one after another, instead of living so many years ahead of each day. I’ve been one of those persons who never goes anywhere without a thermometer, a hot water bottle, a raincoat and a parachute. If I had to do it again, I’d travel lighter than I have. If I had my life to live over, I would start barefoot earlier in the spring and stay that way until later in the fall. I’d wade in more mud puddles. I would go to more dances. I would ride more merry-gorounds. I would pick more daisies.

Answer The Girl who Saved the King of Sweden

MINI-STORY Elicit the story so far and the different endings for Parts 1–3; students then read this fourth section and discuss possible endings. Then read out the actual complete Part 4, and elicit reactions to it: The same group of friends, now 80 years old, had to decide on a restaurant for a celebration dinner. In the end, they chose the Sea View Restaurant because the restaurant was wheelchair accessible … and it even had a lift.

Lesson 3 Life is short pp124–126 Aims The focus of this lesson is to revise and practise wish / If only structures and mixed conditionals in the context of old age, regrets and things to do before you die.

You first!

3

Students talk about the question in pairs or groups of three. Encourage them to think about aesthetic and emotional value as well as scientific value.

Listening 1 1

PREDICT Explain that Nadine Stair was a woman from Kentucky who, at 85, responded to the question about living her life again with a poem that’s now quite well known and which some people regard as inspirational. Check that students are familiar with all the words in the box and help them with the meanings of any they need (eg limber up, hot water bottle, merry-go-rounds). Then in pairs they guess what she might have said about each item.

Tip: Let students decide which words they need help with rather than making the decision yourself. This encourages them to take responsibility for their learning.

3.19 Students listen to the poem to find out

Without listening a second time, students in pairs try to remember what Nadine Stair said about each item in the box in 1. Once they’ve finished, play the recording again for them to check, pausing after each sentence in which words from the box were used.

MA Weaker students could be allowed to look at the transcript of the poem on pages 149–150 for extra support. 4 Students discuss the question in pairs, then report back to the class.

Grammar 1 wish … / If only … 1

GUESS Tell students to discuss the question in pairs with reference to any elderly people that they know, for example in their family or neighbourhood.

2 Students read the list and discuss their reaction in pairs. Then elicit from a number of different students anything that surprised them in the list, and why.

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3 Give students a couple of minutes to work through the exercise in pairs. Point out that they can use examples from the list of regrets on the right. Then elicit answers and write the completed examples on the board, checking that students understand the grammatical rules about tense and time reference. MA This should be revision for most students and therefore not pose a particular problem, but weaker students could look up the rules in the grammar reference for extra support while doing the exercise.

Answers 1 past perfect – I’d played 2 past simple – didn’t feel 3 would + infinitive – would come Extra idea: Ask students if they can remember what other things Nadine Stair wished. Make sure they express them using appropriate tenses, eg She wished she had climbed more mountains. 4

FINISH IT Students write two different versions of each sentence about themselves and their own wishes. Draw their attention to the use of do for emphasis in sentence 3, and point out that it’s most likely to introduce a wish for other people’s behaviour to change, ie using would or wouldn’t + infinitive, as in the example given in the Grammar spot.

Listening 2 1

GUESS Introduce the situation and give students a minute or two to exchange ideas about the people’s possible wishes.

2

3.20 Play the recording of each speaker twice for students to check and make a note of regrets that they didn’t guess. They should then compare answers in pairs – encourage them to express the wishes using He / She wishes he / she had … , and identify any wishes that surprised them.

Answers Speaker 1 wishes she’d been braver and more honest, and had said ‘no’ more often. Speaker 2 wishes he’d done more before getting married – he wishes they’d travelled more and seen more of the world. Speaker 3 wishes he hadn’t got a credit card so young. He wishes he wasn’t so impulsive. Speaker 4 wishes she hadn’t worked so hard and had spent more time with friends and family and hadn’t lost touch with so many people. 226

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Speaker 5 wishes she’d gone to university – and wishes she had a degree.

Transcript 1 If I were a more confident person, I would have been braver when I was younger. I wish I’d been more honest and said what I really felt, and that I’d taken more risks. I think I was a bit of a coward. I could have said ‘no’ much more often. I said ‘yes’ too much because I wanted to please people or I was afraid of hurting them and so I ended up doing things I really didn’t want to do and feeling unhappy about it. I think I wouldn’t have so many regrets today if I’d been more honest and braver. 2 I wish I’d done more before getting married and having kids. I love my family to bits – don’t get me wrong – and I wouldn’t change them for the world. I love getting home to them in the evenings after work and having time to play with the kids and bath them and put them to bed. I love all of that, but it would have been nice for both of us to see more of the world before settling down. If we’d travelled more then, we’d be less restless now and more content to just be. 3 If only I hadn’t got a credit card so young! I’m impulsive, and I spent money like there was no tomorrow! I bought whatever I wanted: expensive clothes and computer games and I even got myself a nice car. I got into lots of debt and my parents had to lend me a hand. If I wasn’t such an impulsive person, I wouldn’t have got into so much financial trouble. Now I try to be much more careful with money. In fact, I’m saving up to buy a motorbike! 4 I really wish I hadn’t worked so hard. I thought my work was so terribly important, but it wasn’t. And I thought I was indispensable, that they couldn’t possibly do without me at the office – ever! I had to be there and I had to work all hours. But I’ve come to realise that family and friends are much more important. I wish I’d spent more time with them. I’ve lost touch with quite a few people over the years. If I hadn’t been so busy, we’d still probably be in touch and that would be nice. 5 I do wish I’d gone to university when I was younger. I thought at the time it wasn’t worth it and I was in a hurry to get out there and earn my own money, be independent, do my own thing, but I think now that I probably missed out a bit. It would have been a great experience. Not just the studying and getting a degree but also meeting people with similar interests – all of that. And if I had a degree, my

career would have taken a very different path, I’m sure. It’s never too late of course. Lots of older people go back and study. Maybe I’ll do that one day. I’ll look into it. 3

THINK Students talk about the questions in small groups. Monitor the groupwork and check that they’re using appropriate verb forms for wishes (question 1) and lessons, eg modals should / ought to (question 2). Also make a note of particularly interesting issues mentioned to bring up during class feedback afterwards.

Answers 1 ’d done 2 wasn’t; wouldn’t have got 3 hadn’t worked; hadn’t been; ’d still probably be 4 had; would have taken 3 Students compare the regrets from 2 with the list on page 124 and answer the question in pairs.

Answers Sentence 1 is similar to item 4 on the list; sentence 3 is similar to item 1.

Grammar 2 Mixed conditionals 1 Write the example sentences a) and b) on the board and elicit what verbs were used by speaker 1 in recording 3.20 to complete them. Go through them with students and establish that these are examples of mixed conditionals, where the time reference is different in each part of the sentence, so they use elements from both second and third conditionals. Any part of the sentence that refers to the present uses second conditional forms, whereas any part of the sentence that refers to the past uses third conditional forms. Once this is clear, ask students to go through transcript 3.20 on page 150 and find other examples of mixed conditionals, and to establish whether they’re like example a), which is a present condition with a past result, or like example b), which is a present result and a past condition. Point out that the condition and the result clause may swap order without any change of meaning.

Answers a) If I were* a more confident person, I would have been braver when I was younger. b) I wouldn’t have so many regrets today if I had been more honest. * was is also correct here, but were is used in the recording. 1 a past simple in if clause, would have in main clause b past perfect in if clause, would have in main clause 2 In a), the if clause refers to the present and the main result clause refers to the past. 3 In b), the if clause refers to the past and the main result clause refers to the present. 2

3.21 Students complete the examples and

Extra idea: Students decide which of the regrets the two photos might best illustrate.

Speaking and writing 1 Students look at the Chinese proverb and the book cover; ask: What do they have in common? (Both are about doing things before it’s too late.) Have you seen any similar books before? Then use the rubric to introduce the idea of a ‘bucket list’ of things to do before you die. Divide the class into small groups and explain that each group will be creating a list of five things, but there are rules dictating how they should do this. Make sure they read and understand the rules. Add that in order to reach an agreement within the group, each member will need to come up with various proposals and then discuss them, ie explain what’s so interesting or important about the proposal, and compare and evaluate the various proposals, and finally agree. Also remind students that they can look online to find out about the six events listed in order to decide which one, if any, they want to include, and to find different events. Then give them a fixed time limit (eg ten minutes) to agree on a list. Monitor the group discussions and make sure they’re all participating and using appropriate language for suggestion, explaining, agreeing, disagreeing, etc.

When they’ve finished, groups can share and compare lists, by reading them out, posting them online or in the classroom, in order to see which things come top of the list for the class as a whole. Extra idea: Before they start, revise various forms for making suggestions, explaining, comparing, agreeing, disagreeing, deciding, etc.

compare answers with a partner. Then elicit answers and write them on the board.

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Background note The book 100 Things to Do Before You Die proved to be a great success and spawned lots of other ‘bucket list’ books, like 500 Things to Do Before You Kick the Bucket and 1,000 Places to See Before You Die. Author Dave Freeman actually died in August 2008 at the age of 47 – but he’d already done about half the things on the list. Extra idea: Students could work in groups of six and divide up the events from Freeman and Teplica’s book between them. Each group member does more online research to find out as much as they can about one of the events. Then they report back to the group, conveying information, showing photos if available and answering questions about ‘their’ event.

Background notes • The running of the bulls in Pamplona is part of the eight-day festival of San Fermín, celebrated in Pamplona, Spain, every year from 6 to 14 July. It involves hundreds of people running in front of six bulls and another six steers through the narrow streets of a section of the old town. The run ends in the bullring, where the bulls are held until the afternoon’s bullfight, when they are killed. • The carnival in Rio de Janeiro is a worldfamous festival held before Lent every year and considered the biggest carnival in the world, with over two million people per day on the streets. The first Rio festival dates back to 1723. The typical carnival parade is filled with people dressed up, floats and adornments from numerous ‘samba schools’. • The Day of the Dead is celebrated on 1 November in Mexico and other parts of Central and South America. Families gather to pray to the souls of dead relatives, asking them to return for just one night. People decorate altars in their homes and graves in cemeteries with food, candles, candy skulls and marigolds to welcome the souls back to Earth. Skeletons are displayed throughout cities, and people dressed as skeletons parade through the streets. Pan de los muertos (bread of the dead) is baked in the shape of skulls and crossbones, and a toy is hidden inside each loaf. The person who bites into the toy is said to have good luck. • The illumination of the Temple of Abu Simbel, Egypt, occurs on two days of 228

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the year – 22 February and 22 October, traditionally the anniversaries of the birthday and coronation of Pharaoh Ramses II. A shaft of sunlight illuminates seated statues of the sun gods Re-Horakhte and Amon-Re, as well as a 3,200-year-old statue of Ramses II in the temple’s inner sanctum. • The Fez Festival of World Sacred Music in Morocco is a ten-day celebration held in midsummer (late May or early June). The festival was founded in 1994 by the Moroccan scholar and philanthropist Faouzi Skali and was created to showcase major musical traditions of sacred, spiritual music and world music. Each year, the festival invites artists from Muslim, Jewish, Christian, Hindu and other faiths to perform together in a spirit of mutual respect and collaboration. Apart from high-profile performances in the 14thcentury palace courtyard, there are free concerts in city gardens and squares, as well as parties, art exhibitions, films and forum discussions. • The Kirkpinar Oil Wrestling Festival in Edirne, Turkey, is a week-long festival in July, said to be the longest-standing annual sporting event in the history of the world – nearly 700 years old. Wrestlers dressed in nothing but kisbet (traditional cowhide trousers) and covered in olive oil, battle it out one-on-one. The last man standing wins the Kirkpinar Golden Belt and the title of Chief Wrestler. Kirkpinar oil wrestling is open to men from all cultures, regions and ages, without discrimination regarding religion, language or race. 2 Students read the description and discuss in pairs what the event could be. Ask more questions: What does it celebrate? How often is it held? When is it? In which state is it held? How long does it last? How much money does it make? What kinds of music are included? What else is there apart from music?

Answer It’s the New Orleans Jazz and Heritage Festival – also called the Jazz Fest (or No Jazz Fest). Extra idea: In groups, students think of more things they’d like to know about the No Jazz Fest and make a list of further questions to ask. They then swap lists of questions with another group and do online research to find answers to the questions they’ve received.

3

jerome And one of those tasty muffins made with real butter. Not one of those fat-free things! marianne I had some exciting news from Aunt Judy the other day. jerome Aunt Judy? The American one who married your Uncle Tom? marianne Yes, that’s the one! I only have three aunts! jerome OK, OK, sorry. I get them muddled up sometimes. What’s Aunt Judy up to? Is she flying around the world again?

YOUR STORY Students write a similar description of something they’d really like to do and why. It could be one of the events their group listed in 1 or something else. The descriptions can be shared online with the rest of the class or, if on paper, by swapping around in class.

4 MINI-STORY Elicit the story so far and the different endings to the previous four parts. Then students think of possible endings, share their ideas and decide which ending they like best. Finally, read out the actual ending, and ask students what the point of the story is, and what they think of it.

The same group of friends, now 100 years old, had to decide on a restaurant for a celebration dinner. In the end, they chose the Sea View Restaurant because they’d never been there before!

Everyday English p126 Wishing someone well 1

PREDICT Students look at the photo; ask them to identify the people, the place and what they’re doing (Marianne, Jerome and a waitress; in a café; ordering something). Then in pairs they predict answers to the questions. Don’t confirm answers, as students will do that from the recording in 2.

2

3.22 6 Decide whether you’re going to use the video or simply play the audio (you may not have the video or the necessary video equipment). Students watch or listen in order to confirm answers to the questions in 1 and answer the two new questions. They should work out answers individually, then compare with a partner.

Answers It’s Saturday morning. They order two coffees, a chocolate croissant and a muffin. 1 The café 2 Marianne says, ‘I had some exciting news from Aunt Judy the other day.’

Transcript jerome This place is much quieter on a Saturday morning, isn’t it? marianne Yes, it is. It’s too loud in the evenings, I think, although I still like it. And nowhere has coffee like this! It’s the best coffee in town. jerome You say that every time. marianne Do I? jerome Yes, you do! Speaking of which, let’s order some. Um, two coffees, please, and, and a pastry? marianne Chocolate croissant.

3

3.23 6 Students watch or listen to the next part of the conversation and tick Aunt Judy’s activities, then compare with a partner.

Answer 2 and 4

Transcript marianne Something like that. She’s actually joined the Peace Corps as a volunteer nurse. jerome Wow! Good for her. How old is she now? marianne She’s 80 this year. jerome Right. Where is she going exactly? marianne Samoa! jerome How exciting! It’s very adventurous of her. I’m quite surprised the Peace Corps allowed it. marianne Well, she’s amazingly fit for her age. She swims every day and runs a marathon every year! jerome Goodness! I hope I’m in such good shape when I’m 80! marianne I hope I am too, but since I don’t do much exercise, it’s not very likely! jerome Well, I don’t do very much either – we’d better get in training if we want to be like your Aunt Judy! marianne Yeah, she’s great. I love the way she takes on new challenges. She’s done so many different things – lived in different countries, trained as a nurse, had a farm, learnt to fly ... jerome Yes, she’s really inspiring. Will you be speaking to her again soon? marianne Yeah, I think so. jerome Well, please tell her I wish her all the very best. marianne I will. I hope all goes really well for her over there. jerome Yes, me too. Here’s to Judy and her new adventure in Samoa! May she have a wonderful time, and may we all live life as fully as she does! And make sure to ask her what her secret to a long life is. marianne Perhaps not eating those muffins, Jerome …

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4

Pronunciation note

Answers

The speakers in the video / recording pronounce Peace Corps as /ˈpiːs ˈkɔːps/, but it’s also often pronounced as /ˈpiːs ˈkɔː/.

1 speaking of which (= on that subject, connected with something we’ve just mentioned) 2 something like that (= not exactly, but quite similar) 3 Good for her. (= That’s great – shows approval or her action)

Without watching or listening again, students try and remember and list the four challenges. Don’t check answers, as students will do this in 5.

Answers 1 2 3 4 5

6

She lived in different countries. She trained as a nurse. She had a farm. She learnt to fly.

P

Students use the transcript on page 150 to check the four challenges, and underline the words in the list that they think are stressed.

3.24 6 Students listen to the recording of P the list and check where the stresses actually lie. Then play the recording again once or twice for students to focus on intonation and answer the question about that.

Answers Stresses She’s done so many different things – lived in different countries, trained as a nurse, had a farm, learnt to fly ... Intonation things: voice goes down countries: voice goes up nurse: voice goes up farm: voice goes up fly: voice goes up The rising intonation emphasises that there’s more to come.

9 Go through the various phrases and their permutations with the class and elicit some of the situations in which we commonly wish someone well (eg going on holiday, moving house, starting a new job or college, getting married, etc). Then students exchange wishes in pairs – suggest they imagine a specific situation for each wish to make it more realistic. 10 Play recording 3.23 again for students to complete the extract using variations on phrases from 9, then compare with a partner.

Answers 1 2 3 4

please tell her I wish her all the very best I hope all goes really well for her over there. Here’s to Judy May she have a wonderful time

Language note Phrases beginning with May ... are generally used in the context of proposing a formal toast, so it’s best to stick to the other structures in more informal situations. 11 Students discuss the question in pairs.

Answer Marianne says it isn’t eating muffins.

7

8

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P

Play the recording again, pausing after each item in the list for students to repeat, copying the stress and intonation exactly as they hear it. Do this a second time, then give students a minute or two to go through the list a few times in pairs, taking turns to say it again with the same stress and intonation on their own.

TAKEAWAY LANGUAGE This focuses on some idiomatic phrases used in the conversations. Students complete the phrases, then look again at transcripts 3.22 and 3.23 on page 150 to check and to work out their meaning, before comparing in pairs.

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12 Each pair makes a list of as many things as they can that could promote a long life and talk about each one. Suggest they also include things to avoid. After a pre-agreed time limit, students count up how many things they’ve listed. The pair with highest number read theirs out, then elicit any other very different things from other pairs. EXPLORE ONLINE As an alternative to everyone searching for the same information, students could work in pairs with one researching the American Peace Corps and the other researching VSO. They then exchange information and discuss whether they would consider joining either or both of them, and why.

Background notes • The American Peace Corps is a volunteer programme run by the United States government. The stated mission of the Peace Corps includes providing technical assistance, helping people outside the United States to understand American culture, and helping Americans to understand the cultures of other countries. The work is generally related to social and economic development, especially in countries with urgent problems, in Africa, Latin America, Asia and Eastern Europe. Volunteers work with governments, schools, non-profit organisations, non-government organisations and entrepreneurs in education, business, information technology, agriculture and the environment. Peace Corps Volunteers have to be American citizens, typically with a college degree. They are given three months of training and then work abroad for a period of two years. After 24 months of service, volunteers can request an extension of service. • VSO (Voluntary Service Overseas) is an international development charity with a vision for a ‘world without poverty’ and a mission to ‘bring people together to fight poverty’. VSO recruits professionals to work as volunteers, living and working alongside local populations in developing countries. Founded in 1958, VSO has sent over 50,000 volunteers. As of 2015, VSO worked in 23 countries in Africa, Asia and the Pacific. 13 MINI-TALK The preparation for this could be done at home. Students find two organisations offering volunteer work overseas and learn something about them, including information connected with the bullet list. They can report back to the whole class or to groups of four or five and say which of the two they would prefer to work for and why.

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12 UNIT FOCUS

Doing things together GRAMMAR: reviews of: conditionals, cleft sentences; reported speech; verb VOCABULARY: collecting money; surprise; collocations; the countryside FUNCTION: asking for information, clarification and confirmation

Introduction p127 Aims The focus of this lesson is to introduce the unit topic of doing things together by looking at voluntary activities and charities, and vocabulary connected with collecting money.

You first! Students talk about the question in small groups. In order to encourage them to tell each other some details about any recent voluntary activities they’ve done involving a lot of people, write a few question words on the board, eg When? Where? Why? With whom? How successful? etc, and suggest the groups use them to ask each other for further information. 1

GUESS In pairs, students look at the photos and talk about their guesses. Encourage them to talk about what they can actually see (There’s / There are …, It’s …, etc) and about what they can guess (using modal verbs, eg They must / could / may / might be …), as well as the probable connection between the photos. When checking, supply the word stocks to describe the wooden structure in photo C.

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3.25 Students listen to assess the accuracy of

their guesses in 1 and to find out what’s actually happening in each photo; they also match speakers with photos. They can compare answers with a partner before the class check.

Answers Photo A: A sponsored run (Speaker 1) Photo B: Giving a concert playing new instruments they’ve only been learning for eight weeks (Speaker 2) Photo C: The teachers were put in stocks and people paid to throw wet sponges at them (Speaker 4) Photo D: Sponsored skydiving (Speaker 3) The connection is that they’re all raising money for charity.

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Transcript 1 My sister and my best friend Tara and I did a five-kilometre run to raise money for Cancer Research UK. People pledged money which they would give us if we completed the run – and we did! We raised £200 between us. Not bad, eh? We were all running for my nan, you see. She’s had cancer and she came through it, but it was really tough for her – and for all of us. The doctors were amazing, though, and they helped her through. If we raise enough money, one day they’ll discover a cure and then people won’t have to have such a horrible time. Isn’t that a lovely dream! 2 We each chose a musical instrument we had never tried before, something completely different. We got one – only one – 60-minute lesson on this new instrument, and then eight weeks later we took the official Grade 1 exam. Just eight weeks to get your lips or hands round a completely new instrument – in my case, the tuba. I have never practised so much in my life. I got a distinction! How about that! And then, after the exam, we had a concert. It sounded awful. Everybody playing on their Grade 1-level instruments. But we ended up donating over £75,000 to Médicins sans frontières (Doctors without borders), so it was worth it in the end. We got people to sponsor us and pay up if we got the certificate. 3 A few of us wanted to raise money for CARE. They try and do something about people living in poverty. Someone suggested skydiving – you know, doing a parachute jump – but I didn’t really fancy it. The idea terrified me, to be honest. But what can you do? I would have looked stupid if I’d said no. So then I set about asking people for money – you know, would they sponsor me if I went skydiving? And they did! I raised hundreds for CARE. I’m so pleased. But I tell you, I’ll never do that again. I think I’ll stick to donating blood in the future! 4 At my school, we raised money for Children in Need. You had to pay money to take part. And then the thing is, they put teachers in the stocks – you know, like in the Middle Ages. They stuck their heads through this frame thing and we threw sponges full of icy water at them. I threw my sponges at Miss Smith and

she was pretending to be a good sport, but she looked really, really, really miserable. But still, we raised hundreds of pounds for Children in Need and it will go to help kids here or in Africa or somewhere, so that’s good, isn’t it? But I still feel bad about Miss Smith. 3 Play the recording again for students to match the people with the charities. Ask more questions about each group of people, too, eg:



How far did the runners run? (5km) How much money did they raise? (£200) Who had cancer? (The speaker’s nan, ie grandmother) How much teaching did the musicians receive in their new instrument? (One 60-minute lesson) How well did the speaker do in his exam? (He passed with distinction.) How much money did they give to the charity? (£75,000) How enthusiastic was the speaker about skydiving? (Not at all, she was terrified.) How much money did she raise? (Hundreds (of pounds)) Who was it going to help? (People living in poverty) How did Miss Smith participate? (She was put in the stocks and people threw sponges at her.) How much money did they raise? (Hundreds of pounds) Who will benefit from it? (Kids in this country / Africa)

Answers 1d

2a

3b

4c

EXPLORE ONLINE Students use tablets or smartphones to find out more details about two of the charities, then report back to students who have found out about different charities.

Background notes • Cancer Research UK has the stated aim of reducing the number of deaths from cancer. It conducts research into the prevention, diagnosis and treatment of the disease. Research activities are carried out in institutes, universities and hospitals across the UK, both by the charity’s own employees and by its grant-funded researchers. It also provides information about cancer and runs campaigns aimed at raising awareness of the disease and influencing public policy. Cancer Research UK’s work is almost entirely funded by the public. It raises money through donations, legacies, community fundraising, events, retail and corporate partnerships. Over 40,000 people are regular volunteers.

• CARE is a leading humanitarian organisation fighting global poverty. Their mission is to help individuals and families in the poorest communities across the world. They not only deliver relief in emergencies, but aim to facilitate lasting change by providing economic opportunities and strengthening capacity for self-help, as well as influencing policy decisions and addressing discrimination. They place special focus on working alongside poor women because, equipped with the proper resources, women have the power to help whole families and entire communities escape poverty. • Children in Need is the BBC’s UK charity. Since 1980, it has raised over £600 million to change the lives of disabled children and young people in the UK. Its aim is to try to make sure that every child in the UK has a childhood which is safe, happy and secure and allows them the chance to reach their potential. It provides grants to projects in the UK which focus on children and young people who are disadvantaged, and it supports small and large organisations which empower children and extend their life choices. • Médecins Sans Frontières (MSF) is an international humanitarian-aid nongovernmental organisation (NGO) that delivers emergency medical aid worldwide where the need is greatest, to people affected by conflict, epidemics, disasters or exclusion from healthcare. It’s best known for its projects in war-torn regions and developing countries facing endemic diseases. In 2015, over 30,000, mostly local, volunteer doctors, nurses and other medical professionals, logistical experts, water and sanitation engineers and administrators, provided medical aid in over 70 countries. 4 Check that students are familiar with the words in the box, which are all from the recording in 2, and if necessary provide a near synonym (eg pledged = promised). Students work in pairs to complete the sentences with the words, then check with another pair.

Answers 1 go to 2 raise 3 asking 4 pledged 5 donating 6 sponsor 7 pay

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5 Students decide in pairs which speakers from the recording said each of the sentences in 4. They could then look at transcript 3.25 on page 150 to check their answers.

each other questions for further information. Check the similarities and differences with the class.

Answers 1 Speaker 4 4 Speaker 1 7 Speaker 4 6

2 Speaker 3 5 Speaker 2

Suggested answers

3 Speaker 3 6 Speaker 3

Similarities: They’re both about flash mobs – the participants had secretly agreed to all do something together in a place at a fixed time, and other people were very surprised when it happened. They both went on for some time. Differences: A was at a school, B was in a station; in A, music started and they all started dancing, but in B they froze, they all stopped moving; in A, they were all children, in B they weren’t; in A, it was in honour of a retiring teacher, but in B it wasn’t connected to a particular person.

EVERYBODY UP! Students start by noting down their answers to questions 1 and 2, then get up and walk round the class in order to compare answers with other students that they don’t usually sit with. Finally, students return to their group and report back.

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LOOK AHEAD Students could do this in pairs and talk to each other about how they think the photos could be linked. Again, encourage the use of modals for speculating.

Lesson 1 All together now! pp128–129 Aims The focus of this lesson is to explore the subject of flash-mob performances, to develop vocabulary connected with surprise, and to review conditionals, cleft sentences and reported speech.

You first! Students share their answers to the question in pairs or small groups. Encourage them to ask each other questions to find out more information about their partner’s group project. Apart from what it was, where and when it happened, suggest they ask also about, for example, how enjoyable it was, how successful it was, if there were any difficulties, etc.

Reading and speaking 1 Students look at the photo and in pairs talk about what they think is happening. Remind them to use modals may / might / could to express their guesses, or must if they’re a bit more certain. 2 Each pair compares their answers with another pair, again using modal verbs for guesses. 3 Pre-teach station concourse (= large open area inside a station). Each pair decides who is A and who is B, then spends about a minute reading their respective articles. They then tell each other about their articles and establish similarities and differences between the two, if necessary by asking 234

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Alternatively, all students could read both articles, and then simply talk about the similarities and differences in pairs.

4 Students think for a moment about which of the people connected with the two flash-mob events they would have liked or not liked to be, and why. Then in groups they exchange ideas and compare answers. Before they start, remind them that they can use third conditionals and perfect modals to explain suppositions about the past (eg If I’d been Mrs Gabica, I’d have been really moved. The flash mob at the station might have brightened up my journey.). Monitor the groupwork and make sure students are using appropriate language to explain the reasons for their opinions. 5

TAKEAWAY LANGUAGE This focuses on some colloquial expressions used in the articles about the flash mobs. Students try to complete the sentences from memory individually, then compare with a partner and finally look back at the articles to check. They then use the context of the article to decide together what each completed expression means and match it accordingly.

MA Weaker students could get help from a dictionary.

Answers 1 where; turn (a) 2 rehearsing; routine (d) 3 cat; bag (b) 4 in; secret (c) Extra idea: Students find other examples of the expressions didn’t know where to turn, rehearsing the routine, let the cat out of the bag and be in on the secret, then try and use them in contexts of their own.

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After some initial thinking time, students describe their event to the rest of their group. They should do this without looking back at the texts. Encourage students to prompt the other members of the group if they forget anything.

Listening 1 Students write the three lists in their notebooks and compare with a partner. 2

3.26 Play the recording once for students to focus on basic information that may have answered some of their questions. After listening, students compare answers in pairs.

Transcript I just don’t get it. What is a flash mob? Well, the idea is that you get a group of people – usually quite a large group – who turn up suddenly in some public place. And then they sing or dance or do something similar, and the idea is that it’s a complete surprise for the people who are there. man What’s the point of it? woman Depends who’s organising them. Sometimes they’re just for fun, sometimes they’re like performance art, sometimes they’re political, sometimes they’re used for advertising. Anything really. man Have people always done ‘flash mobs’? Do you ‘do’ flash mobs?! woman I’m not sure what verb I’d use. I guess you take part in flash mobs or something. But actually, there is a date everyone recognises as the first flash mob, and that was June the 17th, 2003. About 150 people went to the ninth floor of Macy’s department store in New York. That was the rug department. And they stood around and if anyone asked them, they said they all lived together and made their decisions together – so they had to buy a rug together! And then after a few minutes they just all disappeared. man And that was it? woman Yes, that was it. man Sounds pretty pointless to me. woman They didn’t think so. It was a political act, in a way – people reclaiming commercial spaces, that kind of thing. But anyway the idea caught on, and there have been more and more of them. Orchestras turn up one by one in public squares or shopping malls. Students create mass dances in university squares, people are surprised on their birthdays in Washington Square, or suddenly find themselves being proposed to on a London tube with a chorus of 30 people singing around them. man How on earth do you organise something like that? man

woman

Well, ‘in secret’, is the best answer. Everyone has to keep the plan completely secret. The whole point – well, for me anyway – is for a flash mob to be a complete surprise. So maybe the internet isn’t the place to send out instructions. man Hmm. Not sure I’d be happy to be suddenly surrounded by hundreds of people singing or dancing when I was trying to have a quiet coffee! woman

3 Play the recording again for students to answer the questions. They can compare answers with a partner before you check as a class.

Answers 1 In the rug department on the ninth floor of Macy’s department store in New York 2 They stood around and told anyone who asked that they all lived together and were trying to make a joint decision about a rug. It was a political act about reclaiming commercial spaces. 3 The woman is quite positive. The man is more negative. EXPLORE ONLINE Students use tablets or smartphones to find and watch some other flash – mob – performances. Suggest they find different kinds and in different places. Then they can report back to their group, describing what they’ve watched. They could vote on the most interesting one, then each group could share that one with the class.

Vocabulary Surprise 1 Use the example of flash mobs to introduce the idea of ‘surprise’ and give students a short time to decide in pairs which adjective in the box doesn’t collocate with surprise. Establish that the other seven adjectives are used to qualify surprise.

Answer bad Extra ideas: Tell students to think of concrete examples of each kind of surprise – either that they (or someone they know) have experienced or that they can imagine. Students could also try to find other adjectives that can qualify the word surprise (eg complete, real, wonderful, fantastic, etc). 2 In pairs, students talk about possible contexts (where and who) for the four phrases in the box. Encourage them to think of real-life examples that show how they could be used. Students could look up actual examples online. Unit 12

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Suggested answers • A surprise attack could happen between enemies in a war (eg The Greeks managed to get a large wooden horse inside the city of Troy, with Greek warriors hidden inside – they emerged and, in a surprise attack, defeated the Trojans). • A surprise move could be in the context of business, politics, sport, etc (eg In a surprise move, Manchester United sacked manager Louis van Gaal, despite their recent FA Cup success, and replaced him with ex-Chelsea boss Jose Mourinho). • Your friends might organise a surprise party for your birthday. • A surprise victory could be in sport, politics, elections, war, any competition, etc (eg Leicester City’s surprise victory in the 2015–2016 English Premier League). 3 This exercise focuses on commonly used phrases with the word surprise. Students complete the phrases, then compare answers with a partner. Check as a class and make sure they understand the meaning of each phrase.

Answers 1 in 4

2 come

3 in store

4 get

VIDEO OPTION This could be done in class or at home. Students spend a short time thinking about the title and the questions given to help. Suggest they make brief notes of their thoughts, which they can use when recording, but avoid writing out the whole thing in full sentences. They can then use smartphones or tablets to record themselves talking from their notes. Ideally, they share their videos online. Once everyone has accessed the videos, the class could hold a vote to decide on, for example, the funniest or the most unusual video.

Take a break This could be used at any point between sections during the lesson where you feel students would benefit from a complete break in rhythm and focus for a few minutes. Read through the instructions and focus on the illustration; elicit what’s happening (The man is posing as a statue, the woman is trying to make him laugh or move) and which famous statue they think the man is posing like (Rodin’s ‘Thinker’). Give students a few minutes to think of their statues. If necessary they can discretely check online images to see the pose. Then students take turns to pose and distract.

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Grammar Review 1: conditionals and cleft sentences FINISH IT Check that students remember both grammar points and know where to find examples of each one. Set a time limit, eg five minutes, during which students should try to write as many sentences as possible – they should make at least one with each pattern, more if possible. They do the exercise individually, writing their sentences in their notebooks, only looking up examples if they need help. Go round the class monitoring the writing. Draw their attention to any major structural errors you see them making, eliciting how they could be improved. MA Weaker students could aim to write just one sentence for each pattern, and could refer to the grammar reference for extra support. Do a whole-class check in which you elicit one typical example of each sentence pattern and write it on the board, establishing the likely structural forms that students should have in their own sentences.

Grammar Review 2: reported speech 1 In pairs, students share their sentences about flash mobs from Grammar Review 1 with their partner, taking it in turns to talk and listen. Remind students to listen very carefully to their partner’s sentences, as they’ll need to remember them in order to do the next exercise. 2 Ideally each pair should now join with another pair, forming a group of four. Students take turns to report their partner’s sentences about flash mobs from 1 to the other pair. Draw attention to the example and tell students to try to use a range of appropriate reporting verbs, not just say, and to remember the rules of reported speech. Monitor the groupwork and make sure that students are reporting speech correctly and using a range of suitable reporting verbs. Only interrupt if something very serious is going wrong, but keep a note of language issues that you notice, and also particularly good examples of reported speech, to analyse with the class afterwards or at a later date. MA Weaker students may need to do a quick revision of reported speech rules before they start. Tip: Remember to give positive feedback after pair- or groupwork, not just a list of errors. Although it’s obviously useful to draw students’ attention to errors they’re making and to help them correct them, students can find it discouraging if there’s no expressed appreciation of what they did well, and they may become demotivated.

Speaking and writing 1 Focus on the photograph of a flash-mob performance and ask students a few questions about it, eg Where do you think it is? What kind of performance is it? How is the audience reacting? What do you think the purpose of the performance might be? Then students form pairs and think about and plan a flash-mob performance they’d like to take part in, using the questions given to talk through the details. Monitor the pairwork, assisting with ideas or language if needed. 2 In the same pairs, students collaborate to produce a written announcement as instructed, using the ideas they discussed in 1. Set a suggested word length (eg 100 words) to give students an idea of the length they’re aiming at. They can share their announcements with the rest of the class online.

Lesson 2 Can you help me? pp130–133 Aims The focus of this lesson is reading about crowdfunding and patronage and about a woman’s journey with a donkey. Students also revise and practise verb tenses and forms, and collocations with give, and learn compound nouns describing the countryside.

You first! Students discuss the question in pairs, then report their ideas to the class.

Reading 1 1

PREDICT Ask students what the photo on the right shows (the Statue of Liberty) and where it is (New York), then give students a minute to guess what the connection might be between the statue and singer Amanda Palmer. Elicit a number of suggestions from different students, then move on. Don’t confirm or reject any suggestions, as students will find out the connection in the next exercise.

Background note Amanda Palmer (1976–) is an American alt-rock singer-songwriter who first rose to prominence as the lead singer, pianist and lyricist / composer of punk-cabaret duo The Dresden Dolls. She has had a successful solo career, is also one half of the controversial conjoined-twin mime act called Evelyn Evelyn (they wear a specially constructed two-person dress) and is the lead singer and songwriter of Amanda Palmer and the Grand Theft Orchestra.

2 Students read the article to find out the connection between Amanda Palmer and the Statue of Liberty, then compare their answer with a partner.

Answer The connection is crowdfunding: the money needed to build the pedestal for the Statue of Liberty was raised by appealing to the public, the first kind of crowdfunding. Amanda Palmer also uses crowdfunding to finance her work – initially to fund her album Theatre is Evil. 3 Students do the exercise individually; allow them to look back at the article to find the names. Point out that they don’t need to re-read the whole article – just scan it to find the specific information and names they need for this exercise. They should check answers with a partner and if there’s any disagreement, refer to the article again to make sure of the answer.

Answers 1 2 3 4 5 6 7 8

Joseph Pulitzer Gustave Eiffel Frédéric-Auguste Bartholdi Baron Gottfried van Swieten Patreon Amanda Palmer Nadezhda von Meck Kickstarter

4 Students use the context to work out what the green words and phrases mean, then compare answers with a partner and discuss any differences. Finally, they can check in a dictionary, but remind them to locate the relevant use of the word. MA Weaker students could work in pairs and divide up the words between them, so they cover four or five each, then share their answers.

Answers assembled = put together to make a whole the necessary funds = the money needed financed the project herself = used her own money to pay for (making the album) fans = very enthusiastic supporters a set amount = a fixed amount subscriber = person who has paid to be able to have access to (a site) struggling artists = artists who are finding it difficult to support themselves financially keep them going = enable them to continue generous patronage = large amount of money given as support

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Give students a few minutes to note down as much information as they can remember, without referring back to the article, about each of the four things / people. At the end of the time limit, they should compare and collate information with another student. Then they can check back in the article to see if there’s any information they missed or misremembered.

MA To simplify the task, tell students that four of the phrases are phrasal verbs.

Answers give in (to), give back, give up, give away Extra idea: Working individually or in pairs, students make their own example sentences with the ten phrases.

THINK After a short while thinking about the question, students discuss it in small groups. Point out that they don’t have to all agree, but that they should explain to each other the reasons for their opinions. Extra idea: Students could listen to / watch online Amanda Palmer’s 14-minute TED talk The art of asking (2013), where she explains her belief that we shouldn’t fight the fact that digital content is freely shareable and explores the new relationship of trust between artist and fan, suggesting that artists can and should be directly supported by fans.

4 Students search in dictionaries / online to find other phrases with give. Since there are so many, it would be a good idea to divide the class into groups and give each member of the group a different focus, eg a) phrasal verbs, b) collocations where give has another meaning, c) idioms / expressions. Students should find meanings and examples of each one. Then report back to the group.

Suggested answers a give sb away (= present the bride at a wedding), give off (= produce a smell), give yourself up (= surrender), give up on sb/sth (= expect sb/sth to fail) b give a sigh / groan / smile, etc; give evidence; give my love to; give sb your word, etc c give or take, give sth a go, give way, give as good as you get, give it a rest, etc

Vocabulary 1 Collocations 1 Students read through the examples, focusing particularly on the words in italics, which make up the phrase or collocation, and decide what the missing verb is. Make sure they understand that the same verb is used in all ten phrases.

Answer give 2 Students use the mini-context given for each phrase in 1 to match eight of them with the meanings 1–8. Let them compare with a partner, rethink any items where their answers differ, and finally check answers, writing them on the board. Then establish what the other two phrases (give a penalty, give all my money) mean (= award a penalty kick; donate).

5 In pairs, students choose one of the situations and write a short conversation using as many phrases with give from the concordance in 1 as possible. Allow a time limit of about five minutes, then ask them to count the phrases they’ve used.

MA Stronger students who finish early could write a conversation about another of the situations.

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ROLE-PLAY Each pair should join with another pair, then act out their conversations for the other pair to watch.

Answers 1 2 3 4 5 6 7 8

give me a chance to give me a hand give yourself away give in to give a party give anything for give it back give up

3 Give students a minute to identify the phrasal verbs, then check. 238

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Extra idea: For homework, students could write conversations for the other situation(s). They could also use some of the new phrases they found in 4.

Grammar Review 3: verb tenses and forms 1

SEARCH AND THINK Write the six headings on the board and give students a few minutes to find and list all the examples from the article on page 130. Elicit the examples round the class and write them under the correct heading. Then students talk about questions 2 and 3 in pairs.

Finally, ask students if they need to check any of the differences in meaning, and as a whole class check those along with any you noted during monitoring.

Answers Note: Only the first occurrence of each verb is given. future tenses: no true examples of future tenses, although was to be (line 37) is a future in the past and produces (line 48) is present simple with future meaning gerunds: crowdfunding, financing (line 59) modal verbs: could (line 20), could take (line 23), could have financed (line 30), might have got (lines 31–32), would have given (line 33), might be (line 56), wouldn’t have been (line 67), should meet (line 69) past tenses: was (line 4), built (line 8), had arrived (lines 9–10), knew (line 14), wanted (line 14), refused (line 17), launched (line 18), appealed (line 19), did (line 21), was offering (line 29), had had (line 31), used (line 34), raised (line 38), released (line 39), didn’t stop (line 41), has turned (line 43), have supported (line 60), supported (line 62), hadn’t been (line 64), insisted (line 68), happened (line 72), asked (line 73) present tenses: is (line 13), set up (line 45), ask (line 46), pledge (line 46), produces (line 48), agree (line 49), needs (line 51), get (line 54), fund (line 71) verbs in the passive: had been given (line 2), had been designed / built (lines 5–7), was raised (line 23), is called (lines 25–26), was run (line 28), were promised (line 36), was to be produced (line 37) 2

FINISH IT Students complete the sentences in any way they want, using a variety of tenses and verb forms. Advise them to try to use at least one form from each of the categories in 1. They then share their sentences with a partner. Finally, elicit one or two examples for each sentence that illustrate accurate use of the tenses.

Speaking and writing EXPLORE ONLINE Students look up either Kickstarter or Patreon online and search through different projects to find one that they particularly like. They should make notes of the main information they want to remember to use in the following exercises. 1 Students organise their notes from Explore online into notes for a talk about the project. Then, in groups of about four, students take turns to give their talk, using only their notes, and find out if the group would have contributed. 2 Each student writes their own paragraph to describe either a project of their own that they would like to propose for possible crowdfunding or one of the projects they read or heard about. Students could then share their paragraphs online with the rest of the class, and the class could vote on the best one(s) to donate money to.

Reading 2 1

GUESS In pairs, students exchange their guesses about the photo in response to the questions. Encourage them to use modal verbs to express their guesses (eg She may be …, She might have …, They could be …).

2 Students read the first paragraph of the article A woman and a donkey and decide in pairs whether to adjust their guesses from 1. Remind them that they could use modal verbs must or can’t to express a greater degree of certainty in their guesses. Don’t confirm or refute any guesses yet, as they’ll find the correct answers when they read the whole article in the next exercise.

Suggested answer Given the information in paragraph 1, they must be walking on the Wales Coast Path, looking at where they’re going or where they’ve just come from.

MA Weaker students could work in pairs. 3 Students talk about the question in groups. Encourage them to express themselves freely and to use present, past and future forms to talk about the three different time periods. If students aren’t sure what to say about their English learning experience, you could suggest some topic areas, eg pleasure, difficulties, teachers, time, success, regrets, ambitions, etc.

3 Students read the rest of the article to confirm their answers.

Suggested answer She’s on the Wales Coast Path, which she walked with the donkey as her companion. This might be one of the donkey’s stubborn moments and she’s waiting for it to decide to continue.

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4 Students read the eight false statements, then read the article again in order to find the information that contradicts each one, proving it to be false. Draw students’ attention to the glossary pictures at the end illustrating stile and kissing gate.

Extra idea: Write more comprehension questions on the board, eg 1 Why did Hannah decide to do the walk? (To celebrate the new footpath and her country) 2 How long did it take Hannah to complete the walk? (Five and a half months) 3 How did she record her progress on the walk? (She kept a blog.) 4 What did she find worthwhile about the experience? (The adventure of travelling so far so slowly, getting to know the donkey, meeting so many interesting people) 5 How did Rhys contribute? (He walked some of the way with her, took hundreds of photos and filmed some experiences)

When they’ve finished, they should check their answers in pairs. Tell them to express the information given in the lines they’ve found, not just quote the line numbers.

Answers 1 She’s from Aberystwyth in Wales. (lines 1–2) 2 For many years, she lived on a narrowboat, but after the walk, she left her London narrowboat and moved back to Aberystwyth. (lines 2–3, 77–78) 3 She’d never owned an animal before, only a goldfish, though family had a rabbit once. (lines 18, 25–27) 4 There were lots of stiles and kissing gates. (lines 42–44) 5 She got the idea from a film about a man leading a horse across the Sahara desert. (lines 15–17) 6 They were terrified of each other. The donkey had a mind of its own, was very stubborn, and it made her frustrated and furious at times. (lines 23–28, 32–40) 7 They stayed in a lighthouse, hay barns and a tiny house. (lines 58–60) 8 She needed money to finance the film and the book and raised over £35,000 through Kickstarter. (lines 66–75) 5 Students find and underline the words and phrases, then in pairs use the context to work out what they mean. Finally they can confirm meanings by checking in a dictionary / online.

Suggested answers 1 sudden realisation 2 being very determined not to change one’s mind 3 very noisy crossroads 4 badly treated donkeys 5 person who drives mules (or donkeys) 6 ways to make somebody furious 7 extremely heavy rain 8 living without spending much money, finding other solutions to problems

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Did you know? Students read the information and comment on it, saying if they find it surprising (make sure they know where Patagonia and Wales are in relation to each other). Also ask if they know of other pockets of a culture that have been preserved. 6 Students talk about the question in groups, giving reasons for their opinions. 7

YOUR STORY Students think about their strangest or longest journey and the answers to the questions. Then, in groups, they take turns to tell each other about their journey.

Tip: Encourage students to be active listeners by telling them to ask each speaker at least one question asking for clarification or further information. Extra idea: Students could find out more online about Hannah Engelkamp, the Wales Coast Path or about some of the other longdistance paths in the UK, eg the Pennine Way or the South West Coast Path.

Culture notes • The Wales Coast Path is a long-distance footpath which follows, or runs close to, almost the whole coastline of Wales. It opened in 2012, and offers an 870-mile walking route from Chepstow in the south to Chester in the north, the world’s first uninterrupted route along a national coast. The path runs through a wide range of contrasting coastal scenery, including beaches, fishing villages and historic castles.

• Walking is a very popular activity in the UK and there are well over a thousand longdistance paths. Some of the most famous are the Pennine Way (255 miles), the South Downs Way (99 miles), the Thames Path (185 miles), the Cotswold Way (102 miles), Hadrian’s Wall Path (84 miles), the Great Glen Way (73 miles) and the South West Coast Path (628.5 miles). Most walkers tend to walk a specific section of these paths over a few days, though some, like Hannah Engelkamp, cover the whole length.

Vocabulary 2 The countryside 1 Students match the words to make compound nouns about the countryside, then compare answers with a partner. They may need to check in a dictionary / online to see which are one word and which are two.

Answers 1 kissing gate 2 narrowboat 3 riverbank 4 hay barn 5 footpath, coast path 6 lighthouse 7 woodland 8 windmill 9 signpost 2 Students work in pairs to design a set of symbols, then swap with another pair to see if they can understand them. SONG LINK a Groups of four could divide into two pairs, with each pair focusing on a different song. They should find a recording online and listen to it as well as reading the lyrics, then answer the three questions.

Answers 1 A winding road is one that isn’t straight, but which bends and curves around features in the landscape. 2 The Long and Winding Road 3 Every Day is a Winding Road b Pairs join again into the original group and take turns to describe their song to the other pair, relay their answers to the questions in a) and talk about where and when they would like to listen to it.

Culture notes • The Long and Winding Road was one of the last Beatles songs, written by Paul McCartney based on the tensions within the band, and released in 1970 on the album Let It Be.

• Every Day is a Winding Road was the second single from American singer-songwriter Sheryl Crow’s 1996 self-titled album. The song was used in several 2006 and 2007 Subaru commercials and in the films Erin Brockovich and Phenomenon.

Speaking and writing 1 Students work in groups. They can choose their own country or any other country and discuss ways to celebrate it. The ideas in the box are there to help them, but they don’t have to use them if they have other ideas of their own. They should reach an agreement on the best one or two ways and plan it / them in detail, ready to present to the class. They could prepare slides covering the main points for projection if there’s time. 2 Each group presents their ideas to the rest of the class, who should ask a few questions requesting clarification or further detail. 3 Students follow the plan given and each write their essay, at home if there isn’t sufficient class time.

Lesson 3 The great chilli cook-off pp134–135 Aims The focus of this lesson is to explore the topic of cooking and food while reviewing and practising different kinds of question. Students also get the chance to create and participate in a quiz about the book.

You first! Students talk about the question in pairs. To extend the conversation, they could also tell each other what they like cooking best and exchange some favourite recipes and / or cooking tips.

Reading 1

PREDICT Students decide on the likely answers individually, then compare their predictions with a partner. Don’t check answers yet, as students will find out when they read the article.

2 Students read the article and confirm which of the statements in 1 are in fact true and which false. They should find evidence in the article to support their decisions.

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Answers 1 True (lines 12–13: an important ingredient in Mexican cooking) 2 False (lines 9–10: It’s from Nahuatl, the language of the Aztecs of Mexico.) 3 False (line 14: They originated in the Americas.) 4 True (lines 22–26: chilli cook-offs) 5 True (lines 26–28: British farmers export chillies to Mexico and Pakistan.) 6 False (line 19: the relatively mild Mexican jalapeño) 3

Without looking at the article, students note down everything they can remember about chillies, then compare with a partner and see who could remember the most facts. Afterwards, they can check the text to clear up any uncertainties and find any important details they didn’t remember.

4 Students look up the meanings of five words they didn’t know or weren’t sure of, and assess how useful they may be. They can then compare words with a partner. EXPLORE ONLINE Students do online research into the health benefits of chillies and people’s reasons for eating them. They can then share the information in small groups.

Background notes • Research has shown a large number of health benefits of regular chilli consumption, eg it’s good for diabetes sufferers as it lowers blood sugar levels and helps to control insulin levels after eating; it improves blood circulation and thins the blood, which reduces the risk of strokes; it can provide pain relief without causing numbness or drowsiness; it can reduce inflammation in rheumatism and arthritis; it can help relieve and prevent headaches and migraines; they helps unblock your sinuses if you have a cold; it can raise your metabolic rate, so it helps to burn fat; it can lower cholesterol; chillies have antibacterial properties. • There are a lot of studies and conjectures about why people eat chillies; reasons suggested include their role in preserving food and killing bacteria, in causing sweating and so lowering body temperature, and the connection between the sensations of pleasure and pain, human conditioning, etc.

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Listening 1

3.27 Go through the situation outlined in the rubric and make sure students have understood. Give them a minute to read through the questions, and play the recording once for them to find and note down the answers. They can then compare answers with a partner before you check as a class.

Answers 1 Karl 2 He’s been talking to the Chilli Cookmasters team. 3 He’s thinking of joining them because they’re more exciting. They’re using the Komodo Dragon. 4 The Komodo Dragon is too hot and will unbalance the flavours. 5 He’s one of the judges and he likes superhot chillies.

Transcript OK, everyone. Let’s get started. stephanie Isn’t this exciting? Our first ever chilli cook-off competition is nearly here! suri Let’s hope we do well, then – even if it is our first time. Now then, er, Gregor’s missing. Does anyone know why? Julia? julia Well, he didn’t say anything to me. suri What about you, Karl? Do you know why he isn’t here? karl Why are you asking me? suri Why am I asking you? Because you and Gregor are close, that’s why. karl Well, he’s my friend, but that doesn’t mean I know everything about him! suri But he is coming to this meeting? karl How would I know? suri Karl. Is there something you’re not telling us? karl No. Not really. Why? Anyway, why are you all looking at me like that? julia Come on, Karl. Aren’t you going to tell them what you told me? suri Tell us what, Karl? karl It’s nothing. You wouldn’t expect me to repeat private conversations, would you? stephanie Who expects what? I didn’t hear what you said. julia It’s Karl, Stephanie. He said we shouldn’t expect him to repeat private conversations. stephanie Who shouldn’t repeat private conversations? About what? julia About Gregor. We’re talking about Gregor and why he isn’t here. stephanie Well, yes, actually, speaking personally, I would expect Gregor to be here. Doesn’t he care suri

about entering this competition? After all our planning and all the different recipes we’ve tried out? Isn’t he interested in winning? I think he should be. We’ve all put so much effort into this. suri Well said, Stephanie. stephanie Thank you, Suri. suri Don’t mention it! Karl? karl Oh, all right. But I feel like I’m betraying a confidence. suri For goodness sake, Karl, just tell us what you know. karl Well, you see, it’s just that, well, how shall I put this, um, apparently he’s been talking to the Chilli Cookmasters team. suri He’s been doing what? karl Talking to the Chilli Cookmasters. Our rivals. julia He’s thinking of joining them for the competition. suri Oh. He’s thinking of joining the Chilli Cookmasters, is he? karl Yes, it looks like it. He said they’re more exciting than us. suri More exciting? What does that mean, for heaven’s sake? julia They’re using the Komodo Dragon in their recipe. stephanie They’re using what? julia The Komodo Dragon, Stephanie. You’ve heard of that, haven’t you? stephanie Of course I’ve heard of it. It’s that new super-hot chilli grown by that farmer with an Italian name. I just didn’t hear what you said. Sometimes you speak too quietly. julia Do I? Sorry. suri What are we going to do? julia Do? Nothing. We do nothing. suri What? But it looks as if Gregor has joined the competition. julia So what? Let him. suri You can’t be serious. julia Do you really think they’re going to win if they put the Komodo Dragon into their chilli con carne? It’s way too hot. It’ll completely unbalance the flavours. karl Yes, but haven’t you forgotten something? stephanie What? Who forgot something? What did we forget? karl One of the judges is that Mexican chap Ariel Suarez. He really loves super-hot chillies. julia Ariel Suarez is one of the judges? That’s something I didn’t know. stephanie Who loves super-hot chillies? julia One of the judges in the competition. A guy called Ariel Suarez. OK? suri You know what? I think we should stop talking about Gregor and the opposition and who the judges are or aren’t. We need to get on with our

own plans. If we don’t get ourselves ready, there’s no point in entering the competition at all. gregor Hello, everyone. all Gregor! gregor Sorry I’m late! I got held up! Have I missed anything?

Pronunciation note In the recording, Stephanie has a regional accent and pronounces cook as /kuːk/. A more standard pronunciation would be /kʊk/. 2 Give students a minute to read the summary and see if they can identify any of the five mistakes. Play the recording again for students to find and correct the mistakes, then compare with a partner.

Answers 1 2 3 4 5

the man in charge à the woman in charge one woman explains à one man explains the bhut jokolia à the Komodo Dragon good thing à bad thing doesn’t like à really loves

Grammar Review 4: questions 1 Play recording 3.27 once more, for students to identify how the statements are turned into questions. To check, elicit the answers from different students and write them on the board.

Answers 1 2 3 4 5

Isn’t this exciting? Do you know why he isn’t here? He is coming to this meeting? Why are you all looking at me like that? Doesn’t he care about entering this competition? 6 Isn’t he interested in winning? 7 He’s thinking of joining the Chilli Cookmasters, is he? 2 Students analyse the question forms from 1 with a partner, then check answers, referring to the forms in the list on the board. Point out the Grammar spot about the difference between subject and object questions.

Answers 1 2 3 4 5 6

questions 1, 2, 3, 5, 6, 7 question 4 question 7 question 3 questions 1, 5 and 6 question 2 Unit 12

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3

SEARCH AND THINK This focuses on echo questions, in which repetition is used to question what someone has said. Students look at the transcript of the meeting on pages 150–151 to find out what is said immediately before the questions listed, ie to see what is being echoed. Then, in pairs, they try to work out the purpose of the questions and decide what the word what refers to.

Answers 1 Why are you asking me? 2 He’s been talking to the Chilli Cookmasters team. 3 He said they’re more exciting than us. 4 They’re using the Komodo Dragon in their recipe. 5 One of the judges is that Mexican chap Ariel Suarez. He really loves super-hot chillies. Their purpose is to express surprise, or to check that they’ve heard something correctly. What in 2 refers to talking to the Chilli Cookmasters team. In 4, it refers to the Komodo Dragon. 4

P

3.28 Play the recording of the questions

from 3; students answer the questions about stress and intonation.

Answers 1 2

1 Why am I asking you? 2 He’s been doing what? 3 More exciting? 4 They’re using what? 5 Ariel Suarez is one of the judges? The speaker’s voice goes up on the stressed syllable. 3 2, 3 and 5 express disbelief or surprise; 1 and 4 ask for repetition or confirmation. The pitch of the voice is higher to express disbelief or surprise.

5

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P

Students should first decide which syllable they’ll stress according to which piece of information they most want to echo. Demonstrate this with sentence 4: explain that you could say You’ve just eaten a Komodo dragon in one go? if it was the type of chilli that surprised you, or You’ve just eaten a Komodo Dragon in one go? if in one go is what surprised you most. Also, the pitch of the voice can determine whether you’re expressing surprise or disbelief (high pitch) or just asking for confirmation (less high pitch). In groups, students take turns to respond with an echo question while the others assess their purpose. Unit 12

6

ROLE-PLAY Working in groups of five, students decide how the meeting continues, write the dialogue between Suri, Julia, Karl, Stephanie and Gregor, then act out the scene, with each student taking a role.

Speaking 1 Students try and remember who the people in the photos are and why they were in the book. They can discuss this in pairs before looking back through the book to confirm.

Answers A Fatima Jibrell from Somalia, an example of an environmental pioneer who introduced solar cooking to Somalia to help protect the remaining trees from being burnt (Unit 10) B A production of War Horse, the play based on the book by Michael Morpurgo about a horse used in the First World War and his owner (Unit 4) C Maria de la Soledad Teresa O’Brien, a broadcast journalist and example of an American whose parents were from outside the USA (Unit 8) D Doris Day, the American actor who epitomises wholesome female qualities (Unit 7) E Paul Cézanne, an example of someone who found success in later life (Unit 11) F The Angulo brothers, who were kept locked up in a their New York apartment by their father (Unit 1) 2 Divide the class into two teams. In their teams, and using the book for reference, students create a minimum of nine questions and answers about information in Jetstream upper-intermediate. Ideally, the information for each question should be sourced from a different unit. Alternative: If you have a large class, have four or six teams. In this case, you will need a quizmaster for every two teams, so that each contest can be between a pair of teams. To avoid teams getting asked their own questions, they should submit their questions (and answers) to the quizmaster for the other teams’ contests, not their own. Note that there will be two or more contests taking place at the same time, so each contest should have its own space in the room.

3 The quizmaster’s job is to run the quiz and to ensure that teams aren’t asked their own questions, so ensure that a strong student takes this role. Try to avoid volunteering yourself! 4 Each team selects three students who will take part in the contest. Then the quizmaster takes over and follows the ‘Last one standing’ contest instructions, making sure that they’re not asking anyone questions produced by their team. You could organise some kind of prize for the winning team.

Everyday English p136 Asking for information, clarification and confirmation 1

EVERYBODY UP! Students stand up and walk around the class, asking the people they meet the set of questions given. At the end of the agreed time limit, students report their findings to the class, if it’s a small class. In larger classes, divide the class into groups; reporting back can be to the group.

2

3.29 Students listen once and answer the questions, then compare answers with another student.

Answers 1 Streetbank 2 It’s a way for neighbours to lend each other things, give things away and exchange skills and services.

Transcript Hello, Paul, and thanks for coming in to talk to us today. paul Hello! It’s a pleasure to be here. interviewer So, we’re here to talk about a website called ‘Streetbank’. Can you tell us how it works? paul Yes, sure. The idea behind it is that people often need to borrow things, but they’re too shy to ask their neighbours. You might need a ladder, for example, but because you don’t know your neighbours well, you don’t want to ask if they have one. So Streetbank is a way for neighbours to tell each other about things they need to borrow and then someone in their neighbourhood can offer to lend it to them. interviewer Are you saying it’s all about lending things? paul No, not just lending. You can also give things away. interviewer Give things away? I don’t get it. paul Yes. Instead of throwing away any old furniture, appliances or clothes, you can post them interviewer

on Streetbank, so you give them away to people who need them. interviewer And it saves taking them to a landfill waste disposal site. paul Exactly. interviewer So in other words, it’s a way for neighbours to help each other by lending or giving each other things? Wow! paul Not only things, but skills, too. interviewer Skills? Now you’ve lost me. paul Well, look at it like this. Imagine that you are a good cook. interviewer That’s a bit difficult. I’m not! Never will be. paul No, listen. Hear me out. You’re a good cook ... interviewer Yeah. paul Just imagine, OK? You are a good cook and you need help with your garden, for example. So what you do is you ask for someone to help you in the garden, but you say that in return you’ll give cooking lessons. interviewer And that works? paul Yes. Absolutely. It’s been great, and what has been really surprising to the people who set up the website is how much people enjoy giving and sharing things – and skills. And it’s great because neighbours get to know each other better and people feel more connected. interviewer I see. So in fact they have been rather surprised by the positive response? paul They’ve been overwhelmed by how generous people are. There are so many wonderful stories. My favourite example is of a woman who asked for help taking care of an elderly neighbour’s garden. A whole team of people turned up on the appointed day and they had the garden done in no time! It’s things like that that made everyone feel as if they all belonged together – that neighbours were all in it together kind of thing. interviewer So what you are saying is that in the end they felt there was an improved sense of community? paul That’s absolutely right. 3 Play the recording again for students to answer the question, then compare with a partner. When checking the answer, elicit the reason too.

Answers b, c, d 4 Students tick and then talk with a partner about the things on the list.

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TAKEAWAY LANGUAGE This focuses on some colloquial phrases used in the conversation. In pairs, students talk about the meaning of the four phrases, then compare with another pair.

Answers 1 2 3 4

I don’t understand. I can’t follow what you’re saying. Let me finish before you react. That’s correct.

6 Students look at the beginnings 1–7 and endings a–g and try to match any they can to make questions and statements. Then they listen to the interview once more to finalise the matching task.

Answers 1f

2e

3g

4d

5b

6c

7a

7 Students look again at the completed questions and statements in 6 and establish the function of each one, asking for either information, clarification or confirmation. They can check answers in pairs before the class check.

Answers a 1, 5 b 3 c 2, 4, 6, 7 8

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3.30 Students listen to the recorded sentences to notice how the speaker makes them into questions, even though they’re not grammatically in question form.

Answers The speaker uses rising intonation at the end of each to make it function as a question. 9

P

Play the recording again, pausing after each question, for students to repeat once or twice, copying the intonation. Then students practise in pairs, taking turns to say each question. Extra idea: In pairs, students take turns to say one of the items from the recording, either with final rising intonation, as in the recording, to make it act as a question, or with normal statement (falling) intonation. Their partner has to say whether it’s a statement or a question.

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10 Students work in pairs, following the instructions. Student A chooses a topic, thinks about what to say in the talk, practises saying it in their head, then speaks for two minutes. They could set the timer alert on a mobile phone to indicate when two minutes is up. While Student A prepares for the talk, Student B goes over the phrases in 6 and practises them in their head. Then while Student A is talking, Student B listens carefully and, where appropriate, interrupts to ask for more information, for clarification or for confirmation, using the phrases in 6. When interrupting, Student B should pause the timer and start it again when Student A resumes, so that the interruption is not included in the two minutes. When they’ve finished, they swap roles, and Student B chooses and prepares a different topic to talk about while Student A prepares to interrupt.

Go round the class monitoring the pairwork. Check that students are following the instructions and using appropriate language. Make a note of language issues to be dealt with later or in another lesson.

Units 11&12 Review Aims

Suggested answers

To review the vocabulary and grammar covered in Units 11 and 12. Students also focus on team-building activities and setting up a successful business, and read about ways that people in different cultures show respect for old people in Aspects of culture.

1 … attended the team-building camp, he wouldn’t have learnt how to play basketball. (third conditional) 2 … they had more team-building activities, people would get on better. (second conditional) 3 … repainted the old people’s home, they wouldn’t get on so well now. (mixed conditional) 4 … that they learnt how to work together to face new challenges. (cleft sentence) 5 … they didn’t have to pretend to be enjoying themselves during team-building activities. (wish + past tense) 6 … is that work and personal life are two different things and there’s no need to get on with colleagues. (cleft sentence)

Reading and grammar 1 Students look at the photo and in pairs talk about what they think the people might be doing. Encourage them to use modals to express guesses. To confirm guesses, you could tell students to read the first section of the online forum.

Answer They’re doing some kind of team-building activity. 2 Students read the forum posts, which all express contributors’ opinions, and decide if they’re positive or negative. They can compare answers with a partner. If they have different answers, they should back their answer up with evidence from the text.

Answers Positive: Kathy, Dave, Lisa, Sally Negative: Anthony, Ben 3 Students look through the online forum again to find words that match the four definitions.

pp137–138

5

THINK Students spend a minute or two thinking about the question they’ve chosen. Then they could discuss the question in pairs or small groups. Alternatively, they could treat it as a two-minute speech (like 10 in Unit 12 Everyday English) and one student speaks for two minutes, while their partner listens and makes a few interruptions to ask for more information, clarification or confirmation. Extra idea: Students could write their own contribution to the online forum, giving their opinion and describing their experience of team-building.

Answers 1 2 3 4

achievement (Kathy) refreshing (Dave) obstacles (Lisa) pitted (Lisa)

4 Students use the information from the forum text to complete the sentences, each of which practises a specific structure, then name the structure they’ve used. MA Stronger students could do this exercise on their own, while weaker students could do it in pairs and help each other.

Speaking 1 Students read through the jumbled team-building activity instructions and decide on the most logical order. They can compare their order with that of other students. If they’re different, they should discuss why and try and agree on a final order.

Suggested answer 1f

2h

3g

4b

5c

6d

7e

8a

2 If there’s a suitable, safe space, students try doing the activity in pairs. Make sure there aren’t any dangerous objects or hidden steps that could result in injury! Units 11&12 Review

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in offices and companies for busy people who can’t go on lunch breaks. interviewer What did you do first? kate First, I prepared a menu and took it to some local businesses to see how many people would order lunch. There had to be a minimum of eight orders. Then I hired a driver to take the food round to all the businesses. That’s how it started. There were a few obstacles to overcome at first, but now I employ three chefs to make the food and have five drivers taking the lunches all over the city. interviewer That’s quite an achievement! And do you still work 40 hours a week in an office? kate I work more than 40 hours a week, but I work from home now. interviewer What advice would you give to someone starting their own business today? kate I’d say you need a bit of luck, but most of all you need determination and confidence that you can achieve your goals. interviewer And do you ever regret starting your own business? kate Well, sometimes I wish I had planned a bit more carefully. I had to borrow some money at the beginning which I probably needn’t have done. But on the whole, I’m happy with the way it’s turned out. I enjoy the challenge. I think my children would like to see more of me, though! interviewer I’m sure they do! Well, thanks for telling us about your success story and good luck with your venture! kate Thanks so much!

Suggested answers Participants might learn to rely on each other, or they might learn how difficult it is to relinquish control and let someone else take command.

Listening and grammar 1

3.31 Students look at the words in the box and, in pairs, say how they might be used by someone talking about a successful business. This is a chance for them to check or remind each other of the meaning of the words. Note that all the words could conceivably be used in this context. Then play the recording; students tick the words from the box that are mentioned. When checking, elicit also the context in which the word appeared if students can remember.

Answers achievement, challenge, determination, goals, luck, obstacles

Transcript Good morning! Today I’d like to welcome Kate Mariani, founder of the online company Let’s Go Organic. Welcome to our programme, Kate. kate Thanks for inviting me! interviewer Can you tell us what your company does, and how you first got the idea for it? kate Well, I first got the idea for this when I was working in an office 40 hours a week and didn’t have time to go out for lunch, and the only places to eat very close to the office were places that served pizza or burgers. Well, I’m a vegetarian and I also prefer organic healthy food, so … interviewer … there wasn’t anywhere to eat healthy food nearby. kate … exactly. Of course, it would have been simple for me to make my own sandwich or salad each morning, but I was so busy, I just didn’t have time. And I realised that probably lots of other people in my company were in a similar position, but didn’t know about each other. interviewer Right! kate So I sent round an email to see how many people would contribute if we ordered daily vegetarian salads and sandwiches from a healthfood restaurant. I got about eight responses, which wasn’t really enough to make it worthwhile. But then I thought, you know, what if I contacted other companies in the area and got them interested, too. interviewer And that’s how it all started? kate Yes! Eventually, I decided that I would prepare healthy salads and sandwiches myself and sell them interviewer

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Students try to answer the questions from what they can remember of the interview, and compare answers with a partner. Then play the recording again for students to check their answers, and finally agree on answers with the class.

Answers 1 Making, selling and delivering healthy lunches to busy people in local businesses 2 Busy working people who don’t have time to take a lunch break 3 She sent round an email to see if people were interested in contributing to a joint lunch order from a health-food restaurant. 4 With luck, determination and confidence, you can achieve your goals. 3 Play the recording again for students to complete the sentences using information from the interview, and identify the structure used. They can compare with a partner before the class check. MA Weaker students could work on the sentences in pairs.

Answers 1 didn’t have time to go out (past simple and infinitive of purpose) 2 could have made her own sandwich or salad every morning (modal perfect could have + past participle) 3 had to overcome (had to (past form of modal must)) 4 needn’t have borrowed money (modal perfect needn’t have + past participle) 5 they saw (wish + past tense) 6 are employed (present simple passive) 4 Students choose a topic and write their own short paragraph. Before they start, elicit what grammatical structures they’re likely to use (First topic: past simple, wish / If only + past perfect, regret + gerund, modal perfect could / may / might have + past participle, should have + past participle, third conditional; second topic: past simple, third conditional, modal perfect could / may / might have + past participle).

Aspects of culture a Students read the article to find out about different ways of showing respect for older people in different cultures, then compare in pairs which customs they’d heard of before and which they hadn’t – in this way, they recap on the six different cultures in the article. b Students read through the list of topics, then look through each of the six descriptions and decide which ones are connected with which topics. Point out that one description may relate to more than one item in the list.

Answers 1 E 2 B, C 6 D, F

3 B, C, E

4 A, C, D

5A

c Students discuss their ideas in pairs or small groups. Extra idea: Students could write a short paragraph about customs relating to older people in their own country. If it’s a multinational class, it would be interesting if they could share their paragraphs online.

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Writing skills Module 6 Writing an article giving advice pp162–163

Before you start 1 In small groups, students discuss the questions about voluntary work. Round off the discussion by checking what voluntary work students have done, and ask them if they have any advice to give to potential volunteers.

Language box Mention and note on the board some well-known advice forms, eg You should …, It would be a good idea to …, and explain that this box shows some other direct, informal ways of giving tips or advice about decision-making in various situations, which are commonly used in articles. Go through the three sections and answer any queries. 2 Do the first sentence together with the class as an example. Students write their answers, then compare with a partner. Check, writing the correct answers on the board.

Answers 1 2 3 4

Consider who you want to help. Be certain (that) you really want to do it. Ask other people what it’s like. Don’t worry (about) what other people will think. 5 Ask yourself how enjoyable it would be. 6 Try to find out which organisations you could join.

Understanding the task 3 Students read the model article, then answer the questions in pairs. Check; for question 4, elicit the examples of indirect questions as well as how many there are.

Answers 1 Tips to help someone who wants to do voluntary work 2 1) Consider what issues you feel strongly about or who you want to help, 2) think about what skills you have to offer, 3) ask yourself how much time you can offer, 4) get in touch with your chosen organisation. 250

Writing skills: Module 6

3 1) Try to find a local group in that field – look in the phone book or on the internet for details; 2) Ask yourself questions about possible skills, eg Can you teach, drive, take photos?, etc; 3) Think about your other commitments and possible convenient hours, eg a few hours per week, occasional days or several weeks in the holidays 4 Four: consider what issues you feel strongly about; [consider] who you would like to help; think about what skills you have to offer; ask yourself how much time you can offer. 4 In pairs, students focus on the way the model article is written and tick the techniques used. Tell them to find specific examples of any technique they’ve ticked. Check answers and elicit the examples.

Answers Ticked: 1, 2, 4, 5, 7, 8, 9 Examples: 1 Make a difference 2 consider, try to find, ask yourself, etc; can you teach … create a website? etc 4 Want to do some voluntary work …? 5 ... who you would like to help, for example, old people, the homeless, animals. 7 So happy volunteering and good luck! 8 but, first, or, next, finally, so, etc 9 Want to do …?, some tips, give up 5 Students answer the questions in pairs, then check as a class.

Answers 1 With a direct question to the reader 2 First, Next, Then, Finally 3 Whatever you decide refers to the questions the article tells us to consider; all volunteers make a difference echoes the words of the title. 4 such as, for example, for instance

Practice 6 Go through the example answer given for 1a; students then work in pairs on either question 1 or question 2. Afterwards, they relay their tips to a pair who have prepared a different question.



MA Strong students could do both situations.

Suggested answers 1 b Think about what you enjoy. For instance, do you like being outside or inside, do you like fast or slow exercise? c Ask yourself what type of sport would be best for you. Do you prefer individual or team sports? d Try to find out how much it costs to do the sport you fancy. It’s no good taking up skiing, for example, if you can’t afford the equipment. e Decide whether you want an easy or a difficult sport. Do you want to be able to do it without much effort, or do you like a challenge? 2 a First, consider what kind of party it is. Is it a business cocktail party or a fancydress party? b Ask other people what they’re going to wear. Are they dressing up or wearing jeans? c Think about what time of day the party is. For instance, is it a daytime beach party or an evening at a club? d If it’s outside, try to find out what the weather’s going to be like. If rain is forecast, don’t wear sandals! e When choosing clothes, ask yourself how comfortable they are. Will they still be comfortable in five hours’ time?

Sample answer Keeping afloat! Does it sometimes feel as though you’re drowning in life’s problems? Don’t worry – just follow this advice to keep afloat! First, always remember to keep a sense of perspective. Obstacles that seem huge at the time – such as your revision timetable – may not be as bad as you think. Try talking to someone else – perhaps your friends or your teachers – about it. Next, don’t forget to make sure you’re eating well and getting plenty of sleep and exercise. A healthy body means a healthy mind, so take a break from the screen, grab a piece of fruit and go for a walk! Then ask yourself if you’re making the most of your time. Are you allowing enough time to get the essential things done? Are you letting yourself be sidetracked by other things? Don’t underestimate how long you need or leave things till the last minute. Finally, if things are really getting on top of you, consider asking for help. Talk the situation over with your parents or your doctor. Follow these tips, and you’ll find things will go swimmingly! (182 words)

Now you 7 Give students five to ten minutes to read the task and discuss the questions in pairs. Monitor pairwork and assist with ideas or language where needed. 8 Students write their article at home. Remind them to use the Check it! list before submitting their writing.

Writing skills: Module 6

251

Tasks General teacher’s notes

Specific task notes

1 You can either read the task instructions to students, or photocopy the task notes and give them to students.

Unit 1 stage

1:

Remind students of the text in Lesson 2 Reading 2 and elicit the pattern of the Just So Story titles (ie How the ____ got / lost its ____). If necessary, encourage students to look online and read a few of the stories to get the idea. Ideally, each pair / group should work on a different title, so monitor to ensure there’s no duplication.

stage

3:

Give students a guideline as to length. For a short task, 200 words should be sufficient, but if students want to produce a longer piece of writing to develop the story more, they could aim for 500.

stage

4:

Remind them that this is constructive criticism, and they should praise good points as well as highlighting mistakes.

stage

6:

If they want to, students could also illustrate their stories.

2 For some tasks, students can produce a printed document if they have access to computers. Decide if you want them to do this and organise the task accordingly. 3 Make sure students understand each stage of the task. As you go through the stages, check students understand the example language and elicit more where necessary. Remember that when students are in their pairs or groups, they’ll need language for suggestions, agreement, etc. Where there are dialogues, interviews or conversations, it’s often a good idea to model them first with confident students. 4 Tell students that when they need new language, they can use a dictionary, or ask each other or you for help. 5 As students do the task, monitor them and help them with language. Check their written work so they have a correct final version. 6 You can do the unit task as revision after you’ve finished the unit, or at any other point during the unit that you feel is appropriate. 7 Students will need a certain amount of help to do the tasks, but at the same time encourage them to be as independent as possible, as this promotes learner autonomy.

Unit 2 stage

1: Remind students that their chosen topic should have links to the five senses. Give them a list of topics to choose from if you like (eg Home, School, Holidays).

stage

2:

stage

3: Students can use a variety of structures for this: present simple (I see ...), modals (I can see ...), imperatives (See ...). However, their poems are likely to be more effective if they use the same structure for each line. They can use first person singular or plural (or even the generic you).

stage

252

Tasks

Students can add verbs such as remember and want if they like.

4: Pairs could also recite their poem (perhaps reading alternate lines) to the rest of the class.

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Unit 3

Unit 6

stage

1: If necessary, explain that etymology is the study of where words come from. This task will involve quite a bit of research, so ensure you allow enough time for this, and help students with ideas if necessary. You might like to suggest that they choose a theme for their list of words (eg animals, food).

stage

2:

stage

3:

stage

4:

Students may need some help in locating useful reference material, so give them some ideas of what to type into the search engine (eg interesting etymology) or titles of useful books. Students can do this as a group or they can divide the list amongst them and do a few words each. Remind students that the questions can relate to country of origin (as in Lesson 1) or the actual meaning of the word. In smaller classes, groups could take turns to read out their quizzes for the rest of the class, giving more oral / aural practice.

Unit 4 stage

1: This could be done as a follow-up to the Module 2 Writing skills section. Encourage students to be inventive in their reasons for writing to Daniel Barenboim.

stage

3: Give students a word count to help them, eg 200 words.

stage

stage

1:

If it proves difficult for pairs / groups to find a sport that they all know something about or feel comfortable researching, allocate an unusual sport to each pair / group (eg tossing the caber, bed racing, zorbing, extreme ironing).

stage

2:

Students will probably need specific vocabulary for the equipment and terminology, so help out with this where necessary. Remind students to avoid using well-known stars of the sport, as this may give the game away.

stage

3: If necessary, allow students to watch / listen to some sample commentaries so they can see how the task is passed from one commentator to another.

stage

4: If nobody guesses correctly, the commentating team wins the point, provided you think their commentary was accurate.

Unit 7 stage

1: If they prefer, students can design a new supervillain instead. You can choose whether to limit the number of ‘powers’ the superhero / villain has or to allow them unlimited scope.

stage

2: Reassure students that they don’t have to be great artists for this. If they prefer, they can produce a written description in the form of notes. Help with any vocabulary they need (eg cape, tights, utility belt, mask).

stage

3: Students could do a quick online search of existing superhero names to give them ideas, but encourage them to be inventive and come up with something new.

stage

4: Have a vote to find the class’s favourite new superhero.

4: Keep this stage short – it could be an email.

Unit 5 stage

stage

1:

Students need to choose a character whose story they are familiar with. You may need to give them a few suggestions (eg the stepmother from Cinderella, the wolf from Little Red Riding Hood). If necessary, explain the meaning of misrepresented (= shown in the story as worse than they are).

2: Encourage students to write just notes rather than full sentences at this stage. The focus should be on encouraging them to think of a different perspective of traditional events, or to come up with reasons for the character’s behaviour that shows them in a better light.

stage

3: If possible, try to ensure that pairs working together haven’t chosen the same character.

stage

4: Monitor this stage with a view to having the best / funniest interviews acted in front of the whole class.

stage

5: Have a class vote on the interviews that are acted out. Otherwise find out how many ‘baddies’ managed to convince the police of their innocence.

Unit 8 stage

1: Students can choose the town they live in now or their home town.

stage

2: If possible, allow students to do this on computers so that they can produce a real leaflet.

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Tasks

253

Unit 9 stage

1:

stage

2: If students are focusing too much on the practical side of things, encourage them to think about luxuries that they’d miss the most.

Amend the rules if you feel they’re too restrictive / not restrictive enough. You could also vary it by making the time period shorter or longer, or by making it a one-way trip. Students work alone on this initial stage.

Unit 10 stage

3: If possible, allow students access to computers to design their posters. Display the finished posters around the classroom and vote on the best one.

Unit 11 stage

1:



stage

4:

It doesn’t have to be five facts – you can amend the number to suit the size of class and time available. Ensure you have an even number of groups of three, as they will play in pairs of teams later. This quiz can be adapted to other topics or even grammar points.

Unit 12 stage

2:

stage

3: Remind students that the blog is from the donkey’s point of view, so they need to write in the first person. Give them a word limit to focus them if necessary.

254

Encourage students to use their imagination here – they don’t have to stick to the information in the article.

Tasks

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Unit 1 stage

1

stage

2

TASK: Write a new Just So Story.

Work in pairs or small groups. Decide on a title for your story.

stage

3

do How the giraffe got its neck. ‘Let’s ’ No, I think How the dog got its tail would be ‘ better. ’ Or what about How the snake lost its legs? ‘ ’ Brainstorm ideas for your story: • • •

Which animal characters are involved? What are the key events? What was the outcome (ie was the

animal happy with its new appearance)?

Write an initial draft of your story. Remember to include linking phrases and narrative tenses, and to use expressions of joy and disappointment when describing the animals’ reactions.

Once there was a ...



One morning ...



Then ...



Suddenly ...



And that’s how the ___ got / lost its ___ .

stage

4

Swap your story with another pair / group. Proofread the new story, highlighting any errors you spot and noting good use of language.

stage

5

Hand your stories back and produce a final draft.

stage

6

Combine all the stories into a class Just So book.

stage

3

Decide which order you want the sections to appear in and write a line for each one.

 Unit 2 stage

1

stage

2

TASK: Write a senses poem.

Work in pairs. Decide on a topic for your poem. I’d like to write about nature.

‘No, writing about a city would’ be more exciting. ‘ ’ Write the verbs for the five senses and make



I see tall buildings, reaching to the sky.



I hear people talking – who, what,

a list of things linked to your topic for each one.



I smell all the cars, f umes everywhere





I feel really small – nobody cares



Then I taste my coffee ... and I’m

See: tall buildings, crowds of people, lots of traffic



Hear: people talking, vehicle engines, taxi horns



Smell: exhaust f umes, fast-food stalls,



Feel: exhilarated, stressed, vulnerable



Taste: coffee, doughnuts

stage

4

where, why

ready for the day!

Compile the finished poems into a class book.

fresh bread in a bakery

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Tasks

255

Unit 3 stage

1

TASK: Write an etymological quiz.

Work in groups of three or four. Write a list of ten English words whose origin you would like to find out.

‘



I’ve always wanted to know where the word hippopotamus comes from, so let’s put that on the list.



‘

’

4

Swap your questions with another group’s and try to complete their quiz.

stage

5

Check your answers. The group with the most points is the winner.

stage

3

Write your letter, following your plan. Remember that it’s a formal letter, so you shouldn’t use informal vocabulary or expressions.

stage

4

Swap letters with another pair. Now imagine that you’re Daniel Barenboim and write a brief reply.

’

OK. And what about crocodile?

stage

2

Research the origin of your chosen words and make notes for each one.

stage

3

For each word, write a question and three possible answers.



stage

1

‘Hippopotamus’ literally means:



A ‘river elephant’.



B ‘water horse’.



C ‘swamp monster’.

Remember to keep a note of the correct answers separately!

 Unit 4 stage

1

Work in pairs. Decide what your letter is going to be about.

‘



We could say how much we admire the work of the East-West Divan Orchestra, and that we loved their last concert.

stage

TASK: Write a letter to Daniel Barenboim.

2

’ Yes, or we could invite the orchestra to come and ‘ in our town. play ’ That would be good. Or how about finding out if we ‘ join the orchestra? can ’ Write a paragraph plan for your letter. Decide how you would start and end it.

256

Tasks

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Unit 5 stage

1

TASK: Interview a fairy-tale villain .

Work in pairs. Choose a fairy-tale ‘baddie’ who you think has been misrepresented in the story.

stage

3

‘ ’ Yes, or what about Bluebeard? Maybe he didn’t kill ‘ his wives. all ’ Imagine you’re the character you’ve chosen. I think the stepmother in Cinderella was really quite nice.

stage

2

Prepare your defence for the police.

‘

I was actually away on my pirate ship when my wives disappeared. They all insisted on staying at home because they were fed up of looking for treasure ...

’

Work with another pair. Find out which character the other pair has chosen and imagine you’re police officers. Write a series of interview questions for the other pair’s character.

Who did you ... ?



Why did you ... ?



Did you consider ... ?



How did ... happen?

stage

4

Work with a student from the other pair. Take turns to interview each other.

stage

5

Decide whether the ‘baddie’ is still guilty or whether they’ve provided a believable explanation.

stage

3

Act out your commentary to the rest of the class. Remember that you’re a commentary team, so you need to split the task between you.

stage

4

Guess the other teams’ sports. The team with the most correct guesses wins.

 Unit 6 stage

stage

1

2

TASK: Write a sports commentary.

Work in pairs or small groups. Choose a sport that you’re familiar with, but which you think others are less likely to know about. I know lots about football. ‘Well, ’ But that’s really easy – everyone knows about it! ’ ‘Well, what about badminton? ‘OK, but we’ll need to do some’ research on it. ‘Imagine that you’re commentating on an’ event / match featuring your chosen sport. Work together to write a commentary on it, but without mentioning the name of the sport. And as Charlie steps up to the oche,

he has tough task ahead of him. He only

scored 100 with his first three throws, so he needs a triple top or a bull’s eye to keep him in the game ...

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Tasks

257

Unit 7 stage

stage

1

2

TASK: Design a new superhero.

Work in pairs. You are scientists who have developed a new potion which turns normal people into superheroes. Decide what powers your potion gives people.

stage

3

Think of a name for your superhero.

stage

4

Present your superhero to the rest of the class.

invisibility would be really useful. ‘INo,thinksuper-human ’ strength is better for a superhero. ‘I agree, but I also think x-ray vision would be good.’ ’ ‘ Design a costume for your superhero.

‘ ’ No, we need something that will blend in, be ‘ camouflaged. ’

Something bright and shiny would look amazing, with a flowing cape – what do you think?

 Unit 8 stage

1

TASK: Write a leaflet for immigrants to your country.

Work in small groups. Your town has agreed to take 200 refugees from a wartorn country. You need to prepare some information to help them when they arrive. Brainstorm a list of four or five topics that you think will be important for them.

‘ ’ Yes, but they’ll be hungry, too – what about food? ‘And work – are they allowed to work here, or do ’ ‘ need a visa? they ’ There’ll be children too. We need to let them know ‘ education – schools and stuff. about ’

stage

2



EDUCATION • Children between

Tasks

the ages of 5 and 16

must attend school from Monday to Friday, between 9am and 3.30pm.

The first thing they’ll want to know about is accommodation – where they’re going to live.

258

For each heading, write a short paragraph or bullet list with essential information.

•

Younger children (aged 5–11) will go to

•

Older children (aged 12–16) will go to

•

Over-16s can choose to go to school

St Cuthber t’s Primary School. Midtown High School.

(sixth form) or do a vocational course at the local college.

stage

3

Collect all the leaflets together and decide which is the most informative and welcoming.

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Unit 9 stage

1

TASK: Make a list of ten things to take to Mars.

You’ve won the chance to go and live on Mars for a year. You’re allowed to take ten personal items with you. Make a list of your items, based on the following rules:

stage

2

‘ ’ But what if there’s no electricity supply? Then it ‘ be useless. I think we should take some really would good books. ’ But we’re only allowed one book. ‘Write out your final list and pin’ it up in the We should definitely take a laptop. There’s so much you can do on it to stop you getting bored!

• All items must be inanimate (ie no people or animals). • Only one book is allowed. • A survival pack containing basic food, blankets, a first-aid kit and an emergency locator signal is provided, so these items don’t count as part of your list.

Work in pairs. Compare your lists. You now have to decide on ten items that you both agree on.

stage

3

classroom. Find out which item was the most popular one on all the lists.

 Unit 10 stage

1

TASK: Design a poster for a beach clean-up.

Work in small groups. Bernie and Abby (see Unit 10, Everyday English) have asked you to design a poster to advertise their beach clean-up weekend. Think of the following details to include:

stage

2

Think of a catchy title or slogan for the poster. If possible, find a striking image or logo.

stage

3

Design your poster for maximum impact. Make sure all the essential information is included, but don’t make it too crowded.

• when? (date and time) • where? (meeting point) • what? (any special equipment or clothes needed)

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Tasks

259

Unit 11 stage

1

TASK: Create a ‘True or False?’ quiz.

Work in groups of three. Research five facts / stories about things that people have achieved late in life.

stage

3

Nelson Mandela became President of South Africa at the age of 75. stage

2

For each fact, invent two other related but false statements. Nelson Mandela was 80 when he became President of South Africa.

Nelson Mandela was released from prison when he was 75.

stage

4

Work with another group. Take it in turn to read out a set of statements (each member of the group reads out a statement), trying to make each one sound believable. The other group has to identify the correct fact out of the three. I think Maria’s statement is correct – Nelson ‘Mandela was released from prison when he was 75. No,’ he wasn’t that old. It must be one of the ‘other ones. ’ Teams get a point for identifying correct statements and a point for each correct statement that the other team fails to guess. The team with the most points at the end wins.

 Unit 12

TASK: Write a blog entry for Chico the donkey.

stage

1

Work in pairs. Look again at the article on pages 132–133 of the Student’s Book, especially the blog extract in lines 32–40.

stage

2

Imagine that you are Chico the donkey and you’re going to write your own blog of the journey. Brainstorm ideas to include:

Day 1: I’m so glad to be rescued from

didn’t like standing at that busy road ‘I bet he Let’s junction. say something about that. ’ Yes, and we should mention what Chico thinks ‘ Hannah’s “fury buttons” are. ’ Definitely! And what about stiles and kissing gates? ‘ didn’t like those either, did he? He ’

she’s called, but she has some very f unny



260

Tasks

stage

3

Write Chico’s blog. Display the finished blogs around the classroom and vote for the funniest one. that Donkey Sanctuary, but I’m not sure what to make of this woman. Hannah, ideas ...

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Technique banks Using the video You will not necessarily want to work through all three stages described here every time, nor will you always want to work through all the sub-stages. It depends how fast you and your class want to go and how much practice they need. But if your goal is for students to act out a conversation, then – especially in the early days – you will need to build up their confidence (and take away their support) gradually rather than suddenly. This structure of gently developing a conversation from reception to production is ideal for exploiting many of the conversations in Everyday English, but it will also work well with other conversations in the book.

Stage 1 Watch, listen to and / or read the conversation. • Students watch or listen to* and / or (silently) read the conversation once or twice. Make sure they understand any new words or expressions. • They listen to and repeat sentences from the conversation, either after you or the audio / video. • You read one part of the conversation, students read the other in chorus. Swap roles. • Divide the class in half, each with one role. Open pairs: two students read the conversation while the rest of the class listen. Closed pairs: students read the conversation in pairs. *Different ways of using video / audio • Play the video sequence with sound and vision (S+V) in the normal way. You can do this with or without the subtitles. • Play the video sequence with vision only (VO) – and ask students to imagine what is being said. Then play the sequence S+V so they can check. • Play the video sequence with sound only (SO) (or just play the audio) – and ask students to guess: o how many characters there are o where they are o what they look like o what the situation is. Then play the sequence S+V so they can check, or look at the photo if you’re using audio. • Play part of the video / audio sequence (S+V / VO / SO) and pause it. Ask students to guess: o what X is going to say next o what is going to happen next. Play the next bit for them to see if they were right.

Note: Any time you play the video S+V, you can do so with or without the subtitles and you can vary the order you do this, ie first without, then with, or first with, then without. It’s very flexible!

Stage 2 Practise using the ‘Look, look up and speak’ technique. This is a great technique to help students move from listening / reading to acting out a conversation. Working in pairs, students ‘read’ the conversation in the following way. • A looks at their line, then looks up at B, makes eye contact and says it. • B then looks at their line, looks up at A, makes eye contact and says it. And the conversation continues in this way. It takes a little longer than just reading it, but it helps to gently take students away from the support of the written word and build up their confidence. You will need to demonstrate this technique with a student in front of the whole class the first few times you use it.

Stage 3 Act it out. When you and your students feel they are ready, students can close their books and have a go on their own. They can do this first sitting down, then standing up and adding gestures. It doesn’t matter if the words aren’t exactly the same as in the video. At this stage, fluency is more important than accuracy. (If students are making a lot of mistakes, go through stages 1 and 2 again.) If some students are happy to come to the front and ‘perform’ in front of the class, that’s great. If not, don’t pressurise them. Let them ‘perform’ in small groups. Variations 1 Suggest students take on different moods or ways of behaving: quiet and shy / noisy and enthusiastic / happy / grumpy / angry / confused / tired, etc. 2 Bring props into the classroom if appropriate (and you can get hold of some).

Technique banks

261

Using memory games Remembering is a very large part of successful language learning, so it’s crucial that we give our students plenty of opportunities to exercise their memory. Some memory games are already indicated in the lessons, wherever you see this symbol: . Here are some more, very simple, ideas if you would like to do more. You can do them as whole-class activities or, once they are familiar to students, do them in pairs or small groups. They need only take a few minutes, so make them a regular part of your routine if you can.

Using pictures 1 Ask students to look at a picture in the book for 30 seconds then close their books. 2 Ask them questions about the picture.

Obviously what you ask will be dependent on the picture but here are some possibilities:



Is there a …? Are there any …s? How many …s are there?



Where is X? What is in / on / under / behind the …? What is on the left / right?



What colour is X? What is Y wearing?

Variations 1 Students write a list of people or objects in the picture. 2 Students do a sketch of the picture. (We use the word sketch rather than drawing because it’s somehow less stressful. Some people find the word drawing a bit scary!) 3 Students test each other in pairs. One has their book open, the other has their book shut.

Using texts 1 Students re-read a text they’ve already worked on in class, perhaps a while ago, then close their books. 2 Ask them questions on the text or make true / false statements for them to confirm or correct. Variations Can they remember the following? • the title • the very first word in the text • the last word • the first line • the last line • the most frequent word • any words that occur more than once

Using conversations 1 Students re-read a conversation or listen to it again, then close their books. 2 Say a line from the conversation. Students reply with the line that comes next. 262

Technique banks

Variations 1 Read the conversation saying just the first part of each line. Students complete the lines. 2 Choose lines from a conversation and ask students who says them.

Using vocabulary Ask questions, eg Can you remember ten words from the last lesson? How many words can you remember beginning with …? How many places / countries / adjectives / irregular verbs, etc can you remember?

A couple of other activities Repeat my sentence This is an exercise in very careful listening as well as remembering. Students work in pairs. Student A says a sentence (or reads one from a text or conversation). Student B must repeat it word for word. They swap. They should do this five or six times, with the sentences getting a little longer every time. I, I, I, you, you, you! Another exercise in careful listening as well as remembering. Students work in pairs. Student A makes statements about themself beginning with I. Student B listens carefully. After five or six statements, Student B must repeat as many of Student A’s statements as they can remember, beginning with You. Then they swap over. This exercise can have a grammatical focus and function as a very personal repetition drill and it lends itself to many different structures. Some possible kinds of statements: I like + noun I like + activity Every day I + present simple Last year I + past simple I’ve never + present perfect In the future I’d like to … Note: According to memory experts, we readily forget 70% of what we learn in 24 hours unless we recycle it before that 24-hour period is up. You can facilitate that as a teacher by doing two things (which you may already be doing!): 1 Make sure you leave five minutes at the end of a lesson for students to recap what they’ve learnt in the lesson. 2 Tell students just to take five or ten minutes to go through the lesson at home that evening – and tell them why it’s important to do that. You have control over the first one but not the second! Because of that, revising the previous lesson at the beginning of the next one is also crucial.

Working with mixedability classes It’s inevitable that there will be students with different levels of English (though not necessarily ability) in your class, especially in larger classes. Some students will need extra support, some will need less. So here are some ideas to help you tackle this issue. You will also find ideas in the unit-by-unit notes, where you see this symbol: MA. Note: We’ve used the terms ‘stronger’ and ‘weaker’ for the sake of convenience, but of course those terms are not completely accurate. • Use stronger students to correct weaker students. Make sure that you praise weaker students for their successes just as much as stronger ones. • Direct more difficult questions at stronger students and easier ones at weaker students. • Sometimes pair and group students of the same ability so they feel comfortable with each other. • And sometimes pair up students of different levels and encourage the stronger student to help the weaker one. • Group weaker students together for an activity and give them extra attention, leaving stronger students to work alone. • Use stronger students as group leaders and give them more responsibility for activities, like being the group ‘scribe’ and keeping a written record, for example. • When appropriate, give weaker students slightly easier tasks. The teacher’s notes may suggest these – look for the MA icon. • Note weaker students’ errors and give them extra homework.

Fast finishers If some students complete an activity more quickly than others, have some extra activities ready that they can do. Ideally, these activities should be short, fun things that are easy to set up. Students shouldn’t feel punished for finishing quickly by being given something boring to do! • Also suitable are the Memory games using pictures on page 254, once students have played them in class and know how they work. • Online research is another task you can give, using the Explore online suggestions, for example. • And finally, you can offer them lots of different e-zone activities to choose from.

Ensuring learner autonomy and using technology One of the key tools we have for ensuring learner autonomy is technology, which can take students beyond the limits of the classroom and allow them the freedom to choose what topics they want to explore, and what language areas they want to focus on. Jetstream on e-zone offers a wealth of digital tools for this purpose, giving students plenty of options: • Online Training on e-zone provides hundreds of online practice activities for extra listening, reading, grammar, vocabulary and pronunciation, as well as practice activities that help to prepare for a range of international exams. • Cyber homework lets you assign homework to students. You have the capability to allow them to see their score after they complete the tasks. They can keep practising and improving their score until a deadline. This way, homework becomes more of a learning experience and students can take on more responsibility for their results. Students can do cyber homework offline and submit their results once they go back online. • Projects enable students to learn collaboratively. They can vote and comment on each other’s work, and thus learn from and with each other. They can choose to take on a more or less active role in this collaboration. • Cloud Book allows students to download the Student’s Book and the Workbook, as well as the audio and video, by using the access code at the back of the Student’s Book. This way, students can practise any time, anywhere, offline on their desktop computers as well as their mobile devices. These devices will sync with each other once students go online. In the Student’s Book and the Workbook, there’s also scope for learner autonomy. • In the Student’s Book, both the Explore and the Link sections invite students to go online and use their language skills to find out more about particular subjects if they want to. • In the Workbook, the Check your progress pages give students the opportunity to assess themselves. • The DIY (Do It Yourself) wordlist at the back of the Workbook allows students to make choices about which words they translate and record. (It’s not intended that they should write down every single word – unless they want to, of course!)

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