• Author / Uploaded
• Donata Marletta

• Categories
• Comprensión lectora
• Verbo
• Aprendizaje
• Lingüística
• Semiótica

Citation preview

Life INTERMEDIATE

Mike Sayer

16053_li_tb_fm.indd 1

24/04/12 4:57 PM

Life intermediate Teacher’s Book

© 2013 National Geographic Learning, a part of Cengage Learning

Mike Sayer

ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitising, taping, Web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, or applicable copyright law of another jurisdiction, without the prior written permission of the publisher.

Publisher: Jason Mann Commissioning Editor: Alistair Baxter Editorial Project Manager: Karen Spiller Development Editor: Clare Shaw Marketing Manager: Michelle Cresswell Project Editor: Amy Smith Production Controller: Elaine Willis National Geographic Liaison: Leila Hishmeh Cover design: Vasiliki Christoforidou Text design: Vasiliki Christoforidou

For permission to use material from this text or product, submit all requests online at cengage.com/permissions Further permissions questions can be emailed to [email protected].

Compositor: MPS Limited Audio: Prolingua Productions

ISBN: 978-1-133-31605-3 National Geographic Learning Cheriton House, North Way, Andover, Hampshire, SP10 5BE United Kingdom Cengage Learning is a leading provider of customised learning solutions with office locations around the globe, including Singapore, the United Kingdom, Australia, Mexico, Brazil and Japan. Locate our local office at international.cengage.com/region Cengage Learning products are represented in Canada by Nelson Education Ltd. Visit National Geographic Learning at ngl.cengage.com Visit our corporate website at www.cengage.com

CREDITS Although every effort has been made to contact copyright holders before publication, this has not always been possible. If notified, the publisher will undertake to rectify any errors or omissions at the earliest opportunity. Photos The publisher would like to thank the following sources for permission to reproduce their copyright protected photographs. Cover: George Steinmetz/National Geographic Image Collection Inside: 12 tl (James Nachtwey/National Geographic Image Collection), 12 ml (Abraham Nowitz/National Geographic Image Collection), 48 bl (Lynsey Addario/National Geographic Image Collection), 13 (Shutterstock), 15 (Shutterstock).

Printed in China by RR Donnelley 1 2 3 4 5 6 7 8 9 10 – 16 15 14 13 12

16053_li_tb_fm.indd 2

24/04/12 4:57 PM

Contents Student’s Book contents pages

3

Introduction

8

Units 1 to 12: notes and answer key

17

Grammar summary: answer key

137

Photocopiable tests

139

Photocopiable tests: answer key

157

Photocopiable communicative activities

163

Workbook answer key

177

IELTs practice test: answer key and audioscript

189

3

16053_li_tb_fm.indd 3

24/04/12 4:57 PM

Contents Unit

Grammar

Vocabulary

Real life (functions)

Pronunciation

1

present simple and present continuous stative verbs question forms

time expressions feelings and personal states the roles we play wordbuilding: noun and verb → noun

opening and closing conversations

questions short questions

choosing an event

weak forms intonation with really, absolutely, etc.

telling stories

irregular past tense verbs was and were

making and responding to requests

I’ll weak and strong auxiliary verbs

dealing with problems

has, have strong and weak forms

describing dishes

weak forms disappearing sounds

Colour pages 9–20

Video: Peruvian weavers  page 18 

2

Performance

  Review  page 20

present perfect simple already, just and yet verb patterns: -ing form and to + infinitive

pages 21–32 Video: Taiko master  page 30 

3

musical styles emotions global culture describing performances wordbuilding: adjective + noun

  Review  page 32

past simple and past continuous past perfect simple

water and recreation word focus: get wordbuilding: adverbs

Water pages 33–44 Video: One village makes a difference  page 42 

4

Opportunities

predictions: will, may, might, could future forms: present continuous, will, going to

job and work education pay and conditions job requirements wordbuilding: phrasal verbs

pages 45–56 Video: Confucianism in China  page 54 

5

Travel pages 57–68

6

Wellbeing pages 69–80

holiday destinations conservation travel problems wordbuilding: compound nouns (noun + noun)

  Review  page 68

modal verbs (1): have to, must, can, be allowed to, should first conditional: if + will when, as soon as, unless, until, before

Video: Dangerous dining  page 78 

4

  Review  page 56

present perfect simple and past simple for present perfect continuous and simple How long … ?

Video: A disappearing world  page 66 

  Review  page 44

a healthy lifestyle modern life restaurants wordbuilding: phrasal verbs with down and up

  Review  page 80

Contents

16053_li_tb_fm.indd 4

24/04/12 4:57 PM

Listening

Reading

Critical thinking

Speaking

Writing

a conversation about a family event in Brunei two people doing a quiz about colours and their meaning

an article about how we use colour an article about the colour red

conclusions

routines and leisure activities personal questions the roles we play

text type: a website profile writing skill: criteria for writing

three people talking about arts events a radio show about world fusion music

an article about why we dance an article about globalisation

sources

new releases performing changes

text type: a profile writing skill: linking ideas (1)

a radio clip about World Water Day two people talking about what happened next

an interview about underwater discoveries an article about an unforgettable experience

reading between the lines

the first time puzzles it happened to me

text type: a blog post writing skill: interesting language

three people talking about their childhood ambitions a radio programme about International Women’s Day

an article about India’s new superhighway an article about the economic boom in China

arguments

predictions planning your work pay and conditions

text type: a covering letter writing skill: formal style

three people talking about travel tips part of a radio programme about a wildlife conservationist three conversations about holiday activities

a profile of a wildlife conservationist an article about holiday destinations an article about tourism and conservation

close reading

travel experiences what makes a good holiday? green activities

text type: a postcard writing skill: informal style

part of a radio programme about healthy eating two people discussing the power of the mind

a news item about traditional dishes a news item about imaginary eating an article about modern lifestyles

language clues

your favourite dish a healthy lifestyle modern life

text type: a formal letter writing skill: explaining consequences

Contents

16053_li_tb_fm.indd 5

5

24/04/12 4:57 PM

Contents Unit

Grammar

Vocabulary

Real life (functions)

Pronunciation

7

comparatives and superlatives used to, would and past simple

features of homes in the city word focus: as and like wordbuilding: verb → adjective

expressing preferences and giving reasons

as … as rising and falling intonation

reacting to surprising news

weak form of have showing interest and disbelief

buying things

linking silent letters

talking about injuries

and sentence stress

telephone messages

contrastive stress polite requests with can and could

making and accepting apologies

should have and could have sentence stress

Living space pages 81–92

Video: A special kind of neighbourhood  page 90 

8

Weird news pages 93–104

modal verbs (2) speculation about the present: must, might, may, could, can’t modal verbs (3) speculation about the past: must have, might have, may have, could have, can’t have, couldn’t have

Video: Killer bees  page 102 

9

Trade

  Review  page 92

the natural world history -ly adverbs in stories word focus: look wordbuilding: noun → adjective

  Review  page 104

articles in noun phrases determiners and possessives in noun phrases passives

money shopping wordbuilding: compound adjectives

pages 105–116 Video: Making a deal  page 114 

10

  Review  page 116

defining relative clauses second conditional: if + would

No limits!

medicine injuries word focus: take wordbuilding: suffixes -ful, -less

pages 117–128 Video: High-altitude peoples  page 126 

11

  Review  page 128

reported speech reporting verbs

communications technology word focus: time wordbuilding: prefix un-

Connections pages 129–140 Video: Crossing Antarctica  page 138 

12 Experts

  Review  page 140

should have and could have third conditional: if + would have

field trips word focus: go wordbuilding: prefix -in

pages 141–152 Video: Shark vs. octopus  page 150 

  Review  page 152

COMMUNICATION ACTIVITIES  page 153 

6

  GRAMMAR SUMMARY  page 156 

  AUDIOSCRIPTS  page 173

Contents

16053_li_tb_fm.indd 6

24/04/12 4:57 PM

Contents Listening

Reading

Critical thinking

Speaking

Writing

three people talking about different living arrangements podcast replies about homes around the world four people talking about where they live

an article about what New York used to be like an article about a little town in Puerto Rico

descriptions

house or flat? your town wish you were here!

text type: a description of a place writing skill: organising ideas

two people discussing an unusual photo some clips from a website about mysteries in nature part of a radio programme about the Nasca lines

an article about the Nasca lines an article about one of aviation’s greatest mysteries

opinion or fact?

missing captions speculating about the past give your opinion

text type: a news story writing skill: structuring a news story

market research interviews with some people who are shopping a radio item about banking via mobile phones

a website about producers and products an article about how to negotiate a price

testing a conclusion

saving money brands negotiating

text type: an eBay advert writing skill: relevant and irrelevant information

a podcast about the Marathon des Sables part of a TV preview show about bionic bodies

a webpage about life on Mars two stories about feats of endurance

reading between the lines

medicine I’d love to live in … inspirational people

text type: a personal email writing skill: linking ideas (2)

an interview with a woman about the languages spoken in her region four conversations about news headlines

a news item about the last ‘uncontacted’ tribe an article about social networking

summarising

news stories personal communication digital media

text type: a report of a meeting writing skill: using notes to write a report

an interview with a cormorant fisherman two stories about uncomfortable experiences

a review of a book about Arctic expeditions an article about the samurai

relevance

where did I go wrong? what if … ? going back in time

text type: a website article writing skill: revising

Contents

16053_li_tb_fm.indd 7

7

24/04/12 4:57 PM

Introduction National Geographic National Geographic was founded in 1888 and defines its mission as ‘to inspire people to care about the planet’. The National Geographic Society is one of the world’s largest non-profit scientific and educational organisations. It reaches more than 325 million people in more than thirty languages through its magazines, books, TV channels, interactive media, maps, films, and music. Proceeds from these activities have funded more than 9,000 scientific, conservation, and educational projects around the world. LIFE is published in partnership with National Geographic, using National Geographic’s content and values to ‘inspire people to learn English’.

National Geographic topics The topics are paramount and are the starting point for the lessons. These topics have been selected for their intrinsic interest and ability to fascinate students – and teachers. Once the material has been gathered from the National Geographic archives, the language objectives have been matched to the content, and then organised into a tried and tested syllabus. The richness of the listening and reading texts and video means that students are so engaged in learning about the content, and expressing their own opinions, that language learning has to take place in order for students to satisfy their curiosity and then react personally to what they have learnt. This element of transfer from the topics to students’ own realities and experiences converts the input into a vehicle for language practice and production which fits the recognised frameworks for language learning and can be mapped to the CEFR scales. (Full mapping documents are available separately.)

People and places LIFE takes students around the globe, investigating the origins of ancient civilizations, showing the drama of natural forces at work, and exploring some of the world’s most beautiful places. These uplifting tales of adventure and discovery are told through eye witness accounts and first-class reportage, with superb photos, maps and videos. For example Unit 10 of the Intermediate level relates the story of the inspirational John Dau, one of the 27,000 ‘Lost Boys’ of the Sudan, who spent over a decade walking from one refugee camp to another. He later won a scholarship to study in the US and now runs an NGO.

Science and technology Students learn about significant scientific discoveries and breakthroughs, both historic and current. These stories are related by journalists or told by the scientists and explorers themselves through interviews or first person accounts. Students see the impact of the discoveries on our lifestyles and cultures. Because the material comes from a huge archive that has been developed and designed to appeal to the millions of individuals who make up National Geographic’s audience, it reflects the broadest possible range of topics. For example Unit 10 of the Intermediate level examines whether humans could colonise Mars.

History History can be a dry topic, especially if it’s overloaded with facts and dates. However, the National Geographic treatment of historical events brings them to life and there is often a human dimension and universal themes that keep the events relevant to students and to our time. History – or the re-telling of historical events – can also be influenced by a culture or nation’s perception of the events. National Geographic’s non-judgemental and culture-neutral accounts allow students to look behind the superficial events and gain a deeper understanding of our ancestors. For example Unit 12 of the Intermediate level analyses the legacy of the samurai in Japan.

Animals The animal kingdom is exceptionally generative in terms of interesting topics. LIFE provides astonishing photos that give a unique insight into the hidden lives of known and lesser-known animals, offering rare glimpses of mammals, birds, bugs and reptiles in their daily struggle for survival. It also informs and surprises with accounts of animals now extinct, species still evolving, and endangered species which are literally fighting for their existence. For example Unit 8 of the Intermediate level advances some possible explanations for strange phenomena in the natural world.

Environment It isn’t always possible to find clarity in texts on the environment and climate change, or trust that they are true and not driven by a political agenda. National Geographic’s objective journalism, supported by easy-to-understand visuals, presents the issues in an accessible way. The articles are written by experts in their fields. It’s often true that those who have the deepest understanding of issues are also able to express the ideas in the simplest way. High quality thinking and expertise are not synonymous with complicated concepts expressed through complicated language – usually quite the reverse is true. For example Unit 5 of the Intermediate level takes an insightful look at the environmental impact of global travel.

National Geographic photography We live in a world where images are used more than ever to reinforce, and at times replace, the spoken and written word. To present discourse without them is both unrealistic and unhelpful. Our memories work in pictures, our experiences and the things we learn about the world are stored using them. Raising awareness of this can help students to remember language more easily. All too often photos in books are cosmetic and without impact. National Geographic has great photography and powerful images at its core, so it seems natural that photographs in LIFE should serve as the starting point for each unit. The photographs in each spread are also integral to the written and recorded content and every opportunity has been taken to use photographs to stimulate learning.

8

16053_li_tb_fm.indd 8

24/04/12 4:57 PM

Introduction There are photographs which: • tell a story by themselves • support understanding of a text and make it memorable • provoke debate • stimulate critical thinking by asking you to examine detail OR think about what is NOT shown OR by questioning the photographer’s motives • mean little without a caption or accompanying explanation • raise questions about the ethics of journalism and photojournalism • are accompanied by a memorable quotation • help to remember a lexical set • help to learn functional language (e.g. how something works) • lend themselves to practice of a specific grammar point (e.g. significant historical events) As a first exercise when handing out the new book to your students, why not ask them to flick through the book, select their favourite photograph, and then explain to the class what it is they like about it. You will find specific suggestions in the teacher’s notes for using the photographs featured within each unit, but two important things to note are: • pictures of people or animals capture a moment, so ask students to speculate on the events that led up to this moment and those that followed it • pictures of places aim to capture their essence, so feed students the vocabulary they need to describe the details that together convey this (the light, the colours, the landscape, the buildings)

National Geographic video At the back of the Student’s Book is a DVD with twelve different National Geographic videos on a whole range of subjects. Each video is connected with the topic of a corresponding unit and can be used in conjunction with the video lesson pages in the unit. Typically, a video lesson is divided into three parts:

Before you watch This section leads students in to the topic of the video and engages them in a pre-watching task.

While you watch These exercises provide detailed comprehension of the video itself, both in terms of what a student sees and what they hear.

After you watch This section allows students to respond to the video as a whole and take part in a productive speaking task using language and contexts from the video. The videos are designed to form part of your lessons. However, if you don’t have time in class to watch them all, you can ask students to watch the videos and complete many of the exercises on the page in the

Student’s Book. This can form a useful part of their self-study. Students can also watch the videos again after seeing them in class. This is useful for review and students can focus on parts of the audio that particularly interest them. For further variation with the videos, here are some more ideas you can use and develop: • Play the video with the sound down. Students predict what the narrator or people are saying. Then play with the sound up and compare. • Play the sound only with no video. Students predict where the video takes place and what is happening on the screen. Then play with the screen on and compare. • Show the first part of the video, pause it, and then ask students what they think happens next. • Give students a copy of the audioscript for the video and ask them to imagine they are the director. What will they need to film and show on the screen? Afterwards, they present their ‘screen play’ and finally watch the original. • Write a short text on the same topic as the one in the video. However, don’t include the same amount of information and leave some facts out. Students read the text and then watch the video. They make notes on any new information and rewrite the text so it includes the new details. • With monolingual groups, choose part of the video with someone talking. Ask students to listen and write down what they say. Then, in groups, ask them to create subtitles in their own language for that part of the video. Each group present their subtitles and the class compares how similar they are.

National Geographic and critical thinking There is a graded critical thinking syllabus in LIFE that starts with the Elementary level and runs through all the later levels. The critical thinking activities appear in the c spreads in each unit. The syllabus covers areas such as reading between the lines, differentiating between opinion and fact, evaluating the reliability of source material, assessing the relevance of information, identifying the techniques used by an author to persuade the reader, weighing up evidence, etc. These activities require students to engage with the reading texts at a deeper level, and to show real understanding – not just reading comprehension. This training – in evaluating texts, assessing the validity and strength of arguments and developing an awareness of authorial techniques – is clearly a valuable skill for those students learning English for academic purposes (EAP), where reflective learning is essential. However, it is also very much part of the National Geographic spirit which encourages people to question assumptions, and develop their own well-informed and reasoned opinions. In this sense it adds another dimension to the experience of learning English through National Geographic material.

Introduction

16053_li_tb_fm.indd 9

9

24/04/12 4:57 PM

Introduction

LIFE methodology Treatment of grammar Target grammar is presented through texts in the first two spreads of each unit. These texts are authentic reading and listening texts, adapted for level as necessary, which use the target language in natural and appropriate linguistic contexts. Such texts not only aid comprehension, but present good models for the learner’s own language production through a variety of ‘voices’ and genres. The main input alternates between reading and listening on these first two spreads. Where a presentation is a listening text, written examples of the grammar structures are given on the page, for example in content comprehension tasks, so that visual support is also provided. The primary focus is on the topic content before the learner’s attention is drawn to the target grammar structures. Learners are first directed to notice this language by various means, such as using highlighting within the text, extracting sample sentences or having learners locate examples themselves. A variety of task formats are used to lead learners to analyse the form, meaning and use of the grammar structures, as appropriate. Such an approach can be highly motivational by actively engaging learners in the lesson and allowing them to share and discuss their interpretation of the new language. After this stage, clear paradigms or examples of form and use are given on the page in a simple summary box. This supports the learners and is a ‘check point’ for the teacher and learners alike as it summarises the information learners will have arrived at through completing the discovery tasks. A crossreference is provided to more detailed information and additional exercises at the back of the book. These are suitable for use both in class and for self-study, according to the needs of the learners. The grammar practice tasks within the unit are linked to the presentation text and topic and are thus contentrich in the same way. They move from more supported exercises through to more challenging tasks. Depending on the level, they have a differing emphasis on form and use. The practice tasks give learners an opportunity to personalise the structures and practise them in the context of their own experiences and situations. This anchors the new language in existing frameworks and leads to a clearer understanding of the usage of this new or revised language. Equally, the practice exercises incorporate a real reason to use the target structure whether by devices such as quizzes, games etc or by genuine exchange of information between students. A final task on each spread allows the learners to create their own output and is structured so that learners have the opportunity to use the target grammar as well as other target language, for example vocabulary, in a meaningful context. This final task has a variety of formats such as discussions, personal narratives, taskbased activities (ranking, etc) and the emphasis from the learner’s perspective is on content and fluency rather than grammatical accuracy.

10

Aside from the two main grammar input spreads, the target grammar is also recycled in the subsequent spreads of each unit and beyond.

Treatment of vocabulary LIFE teaches vocabulary in a range of different ways. This eclectic approach takes account of recent research, but doesn’t abandon tried and tested methods. There is further practice of all of this vocabulary input (apart from words occurring in glossaries) in the Workbook.

1 Lexical sets Some of the benefits generally associated with teaching words in lexical sets are: • learning words in a set requires less effort • retrieving related words from memory is easier • seeing how knowledge can be organised can be helpful to learners • it mirrors how such information is stored in the brain • the meaning of words can be made clearer by comparing and contrasting them to similar words in the set Each unit usually has two or more lexical sets. The lexical sets also cover commonly-confused words. There is evidence to suggest that once students have learnt one or more of the words that belong to a group of commonlyconfused words (eg job and work), it is useful to compare and contrast these words directly to clarify the differences (or similarities) in meaning. LIFE focuses on these groups of words as and when they come up.

2 Word focus The Word focus sections take high-frequency words and give examples of the different meanings they can have according to the contexts in which they appear and the different words they collocate with. At higher levels there is increased exposure to idioms and colloquial usage. The Workbook expands the range of phrases and expressions generated by these key words, and provides further practice.

3 Wordbuilding The independent wordbuilding syllabus offers students another opportunity to expand their vocabulary. The Wordbuilding boxes in the units focus on areas such as prefixes, suffixes, collocations, parts of speech (e.g. noun adjective), compound nouns, phrasal verbs, and highlight examples from the reading or listening texts. The box gives a brief explanation and some examples. There is an activity for further practice and a reference to an activity in the Workbook which introduces more words that belong to the same morphological area.

4 Glossaries Where certain words are important to the meaning of a text, but are above the level of the student, they are glossed. Students aren’t expected to learn these words, but the short and simple definition prevents them from being a barrier to understanding.

Introduction

16053_li_tb_fm.indd 10

24/04/12 4:57 PM

Introduction Learning skills There is a comprehensive learning skills syllabus in the Workbook. This covers traditional learning skills, such as recording new vocabulary, using a dictionary, remembering new vocabulary, planning study time, assessing your own progress, etc.

Assessment Students and teachers can assess progress in the following ways: • Each unit in the Student’s Book finishes with a onepage review where students do the exercises and complete a number of ‘can-do’ statements linked to the objectives of the unit. • There are photocopiable tests in the Teacher’s Book. • There is a Check! section at the end of each unit in the Workbook for students to check what they have learnt (general knowledge as well as language). • There are IELTs practice tests at the end of the Workbook. These have been graded to the level of the course, but follow the format of the test. These allow students to benchmark their progress against the course objectives, whilst becoming familiar with a global test format.

Components • Student’s Book + DVD • Workbook + audio • Teacher’s Book and class audio

Overview of a Student’s Book unit Opener: a one-page introduction to the unit that gets students interested in the topic a and b: double-page lessons that teach grammar and vocabulary through reading and listening texts c: a double-page lesson that focuses on reading comprehension and critical thinking d: a one-page lesson that teaches functional/situational language e: a one-page lesson that teaches a writing skill and the features of a text type f: a double-page lesson of video comprehension exercises Review: a one-page lesson of practice activities and ‘can-do’ check statements

Introduction

16053_li_tb_fm.indd 11

11

24/04/12 4:57 PM

Lesson type b Grammar and vocabulary This double-page spread is a grammar and vocabulary lesson: Lesson 4b What’s next? Target grammar is presented through texts in the first two spreads of each unit. These texts are authentic reading and listening texts, adapted for level as necessary, which use the target language in natural and appropriate linguistic contexts. Such texts not only aid comprehension, but present good models for the learner’s own language production through a variety of ‘voices’ and genres. The main input alternates between reading and listening on these first two spreads.

The primary focus is on the topic content before the learner’s attention is drawn to the target grammar structures.

Learners are first directed to notice the target grammar structures by various means, such as using highlighting within the text, extracting sample sentences or having learners locate examples themselves.

12

Introduction

16053_li_tb_fm.indd 12

24/04/12 4:57 PM

Clear paradigms or examples of form and use are given on the page in a simple summary box. This supports the learners and is a ‘check point’ for the teacher and learners alike as it summarises the information learners will have arrived at through completing the discovery tasks. A cross-reference is provided to more detailed information and additional exercises at the back of the book. These are suitable both for use in class and self-study, according to the needs of the learners.

A variety of task formats are used to lead learners to analyse the form, meaning and use of the grammar structures, as appropriate.

The grammar practice tasks within the unit are linked to the presentation text and topic and are thus contentrich in the same way. They move from more supported exercises through to more challenging tasks.

Some of the benefits generally associated with teaching words in lexical sets are: • learning words in a set requires less effort • retrieving related words from memory is easier • seeing how knowledge can be organised can be helpful to learners • it mirrors how such information is stored in the brain • the meaning of words can be made clearer by comparing and contrasting them to similar words in the set

The independent wordbuilding syllabus offers students another opportunity to expand their vocabulary. The Wordbuilding boxes in the units focus on areas, such as prefixes, suffixes, collocations, parts of speech (eg noun > adjective), compound nouns, phrasal verbs, and highlight examples from the reading or listening texts. The box gives a brief explanation and some examples. There is an activity for further practice and a reference to an activity in the Workbook which introduces more words that belong to the same morphological area.

A final task on each spread allows the learners to create their own output and is structured so that learners have the opportunity to use the target grammar as well as other target language, for example vocabulary, in a meaningful context. This final task has a variety of formats such as discussions, personal narratives, taskbased activities (ranking, etc) and the emphasis from the learner’s perspective is on content and fluency rather than grammatical accuracy.

Introduction

16053_li_tb_fm.indd 13

13

24/04/12 4:57 PM

Lesson type c Reading This page is the first page of a double-page reading lesson. The reading text is always on the right-hand page, and the activities on the left.

Critical thinking activities require students to engage with the reading texts at a deeper level, and require them to show real understanding – not just reading comprehension. This training – in evaluating texts, assessing the validity and strength of arguments and developing an awareness of authorial techniques – is clearly a valuable skill for those students learning English for academic purposes (EAP) where reflective learning is essential. However, it is also very much part of the National Geographic spirit which encourages people to question assumptions, and develop their own well-informed and reasoned opinions.

The mini contents section at the beginning of every lesson sets clear targets.

The Word focus sections take highfrequency words and give examples of the different meanings they can have according to the contexts in which they appear and the different words they collocate with.

14

Introduction

16053_li_tb_fm.indd 14

24/04/12 4:57 PM

Lesson type d Real life This page is the one-page functional lesson from Unit 9.

The d lessons have clear ‘Real life’ functional aims.

The key expressions are made memorable through an activation activity.

The pronunciation syllabus covers sounds and spelling; connected speech; stress and intonation.

Introduction

16053_li_tb_fm.indd 15

15

24/04/12 4:57 PM

Lesson type e Writing This page is the one-page writing lesson from Unit 7.

Every e lesson has a specific text type.

Every writing lesson includes a model.

A different writing skill is presented and practised in every e lesson.

Students always finish with a productive task.

Students are encouraged take part in peer feedback.

16

Introduction

16053_li_tb_fm.indd 16

24/04/12 4:57 PM

Unit 1  Colour Lead-in Personal response Write green on the board. Ask students to think of four adjectives that connect in some way with green, e.g. cool, natural, calm. Then write other colours on the board and ask students to tell you which adjectives they think of.

1  Ask students to look at the photo and caption. Ask

them to discuss the questions in pairs.

2 

[1.1]  Play the recording. Ask students to listen and check their answers to Exercise 1. Answers 1  They are two sisters in Brunei. 2  They are praying. 3  They are at a celebration for their father’s birthday.

Audioscript 

[1.1]

1a Life in colour Reading Lead-in Introducing the theme: colours Write green, red, blue, black and white on the board. Ask students in pairs to think of as many things as they can, e.g. green leaves / grass, blue sky / sea, etc.

1  Ask students to read the article and find how colour is important to the people. Answers Colour gives the schoolboy a sense of group identity – it shows he’s from the Quechua community. The Huli villager is putting on face paints in traditional colours, they are an important part of the festival.

m : And

this next photo is another one I really like. It’s of two sisters in Brunei. They’re attending a family party to celebrate a birthday. w : That’s a beautiful picture. The colours are gorgeous, aren’t they? m : Yeah, it’s a big celebration, their father’s birthday, so they are wearing their best outfits. w : I love all the different shades of green in the dresses. The pale green one looks fantastic with the dark scarf, such a contrast. And it’s a very peaceful photograph too. m : Well, that’s an interesting comment, because actually, can you see the way they are holding their hands? It’s a traditional prayer and it symbolises peace. w : Really? And I always think that green is a very peaceful colour too. It makes me feel quite calm! m : Perhaps these girls both feel the same as you! Well this next photograph is completely different. Wait a minute, here we are.

3  Play the recording again. Ask students to listen and answer the question. Let them compare their answers in pairs before discussing as a class. Answers a  the colours

Vocabulary notes shades of 5 variations of the same colour pale green 5 light green contrast 5 a strong difference (here, in colour)

4  Divide the class into pairs to discuss the questions. In

feedback, ask a few individuals to tell the class what they found out about their partner.

Extra activity Divide the class into pairs. Ask students to describe their bedrooms to each other in terms of colours, e.g. The walls are white. The bed cover is orange, and ...

16053_li_tb_Unit01_017-026.indd 17

2  Ask students to read the article again and find the information. Let them compare their answers in pairs before discussing as a class. Answers 1  a  badge of identity; expressing individuality through decoration; sending messages 2  a badge of identity: wearing colourful traditional dress, uniforms or sports team colours; expressing individuality through decoration: face-painting for festivals, wearing the ‘in’ colour; sending messages: using colours in packaging and labelling brands

Vocabulary notes ‘in’ 5 fashionable eye-catching 5 makes you want to look at it brand 5 make of a product

3  Ask students to work in pairs to compare their answers to Exercise 2 and think of examples from their own culture.

Grammar present simple and present continuous 4  Ask students to work in pairs to find the examples of the verb forms in the article. They then complete the rules. Read the examples in the grammar box with the class and refer them to the information and practice on page 156. Answers Present simple: live, plays, do, use, need, know, comes, wear, dress, belong, is, changes, understand, stand out, select, can, says, means Present continuous: is getting, ’s applying, are starting, are wearing 1  present simple 2  present continuous 3  present simple

17

24/04/12 4:02 PM

Unit 1   Colour Grammar notes

Grammar notes

Timelines are useful ways of showing whether:

Dynamic or action verbs involve the performance of an action: running, throwing, cleaning, etc. By contrast, stative verbs do not express an action – they express existence, thoughts, beliefs, etc.

something is always true or a habitual action

The ‘in’ colour changes every season. or whether it is in progress at a point in time

It becomes complicated when verbs that are usually stative verbs are used dynamically, e.g. I think chocolate is delicious. Think here is stative because it is an opinion (not an action).

This autumn women are wearing purple.

I’m thinking about going to Spain on holiday. In this sentence, think is an active mental process.

Extra activity Draw the timelines above on the board and see if students can match the sentences in the grammar box to them.

5  Ask students to complete the sentences. Let them

compare their answers in pairs before discussing as a class.

Answers 1  2  3  4 

dress is wearing says gets

5  are trying 6  buy 7  don’t eat

Extra activity Write the following questions on the board and ask students to answer them: What clothes do you usually wear and what are you wearing today? What do you usually do in the evenings and what are you doing this week?

6  Read the information in the box about stative verbs

with the class. Then ask students to look at Exercise 6 and work in pairs to complete the table. Refer students to the back of the Student’s Book for more verbs.

Answers Categories

Stative verbs

thoughts / mental processes

believe, know, mean, suppose, understand

the senses

hear, sound, taste

emotions

want, love, need

possession

have, belong, contain

7  Ask students to complete the sentences. Let them

compare their answers in pairs before discussing as a class. In feedback point out that to give negative opinions we use I don’t think 1 affirmative verb, and not I think 1 a negative verb, e.g. I don’t think this colour looks very nice.

Love and enjoy can be used actively when they describe the process of enjoying something, whereas the verb like can never be used in the progressive.

Vocabulary time expressions 8  Ask students to find the examples in the article then complete the table. Let them compare their answers in pairs before discussing as a class. Answers Present simple: at weekends, every day, never, always, often, usually Present continuous: right now, this month, this week, at the moment, this autumn, today

Vocabulary notes Frequency adverbs, phrases that begin with every, and phrases such as at weekends (i.e. every weekend) are used with verbs in the present simple form because they refer to regular events. Now and at the moment refer to a point in time at which a verb in the present continuous is in progress. Phrases with this or these (this month, these days) refer to a period of time around now during which an activity is in progress or repeated. Frequency adverbs usually go between the subject and main verb (e.g. I usually work at weekends) but go after the verb be (e.g. I am often tired) and after auxiliary verbs (e.g. I don’t often stay up late; I have never been there).

9  Give students four or five minutes to think of questions. Then organise them into pairs to interview each other. Sample questions How often do you buy new clothes / CDs / magazines. What are you wearing right now? Where are you working these days? What do you usually eat for lunch? What do you wear at weekends? Do you usually work long hours?

Answers 1  a  think 2  a  come 3  a  love

18

b  are thinking b  are coming b  is loving

Unit 1  Colour

16053_li_tb_Unit01_017-026.indd 18

24/04/12 4:02 PM

Unit 1   Colour Speaking 10  Ask students to read through the phrases carefully

and check any words they don’t know in a dictionary. Ask students to work in pairs to categorise the activities. Point out that some can go in both categories, as what some people consider to be a routine (e.g. cooking) may be considered by others to be a leisure activity.

SAMPLE Answers Routines: cook a meal, decorate your house, do DIY, do housework, go online Leisure activities: decorate your house, do DIY, dress up, go online, go out with friends, go shopping, go to evening classes, go to an exercise class, learn a new skill, make something with your hands, read a new book, spend time with your family

Vocabulary notes DIY 5 do it yourself (i.e. do building and decorating jobs about the house yourself) dress up 5 put on your best clothes (e.g. to go out) get dressed 5 to put on clothes

1b Culture and colour Vocabulary feelings and personal states Lead-in Introducing the theme: associations of colours Write the following list on the board and ask students in pairs to say which colours they associate with the things. Ask them to explain why they think of these colours. traffic lights, the taps on your sink, the on / off button on your DVD player, road signs, a referee’s cards in football

1  Divide the class into pairs. Ask students to talk about which colours they associate with love and anger. Answers In many cultures, red is the colour of love, e.g. people give red roses to show they love someone. Red is also commonly the colour of anger (red in the face, a red rag to a bull).

housework 5 jobs about the house (e.g. ironing, cleaning) go shopping 5 go to shops as a leisure activity do the shopping 5 shop for food (as a routine task) Note the uses of do (do DIY; do housework) and make (make something with your hands): do is used with work, and make when there is construction or creativity.

11  Give students a couple of minutes to think of

questions they can ask, using the examples in the speech bubbles as models. Then ask students in pairs to interview each other.

Extra activity Extend Exercise 11 into a class survey. Divide the class into groups of three or four. Ask each group to choose a topic and write six questions like the examples in the speech bubbles. Students then interview three people and note their responses.

Homework Ask students to write a short text about their daily routines and leisure activities on a typical Sunday.

2  Ask students to work in pairs to choose the correct words. Encourage them to guess from their knowledge of English before looking words up in a dictionary. In feedback, ask different pairs to explain to the class what they think the other word means in each case. You may need to pre-teach some key words in the definitions. For example, things go well means they are successful, and face dangerous situations means confront (and not run away from) dangerous situations.

Answers 1  2  3  4 

prosperity luck courage wisdom

5  6  7  8 

knowledge sadness mourning envy

Listening 3 

[1.2]  Ask students to work in pairs to complete the quiz at the bottom of the page. Play the recording. Students listen and check their answers. Answers 1  b

2  a

3  b

Audioscript  a : Do

4  a

5  a

6  b

7  a

[1.2]

you want to do this quiz?

b : What’s

it about?

a : Colours

and what they mean around the world. For example, look at this photo. Where are the women going?

b: I

don’t know. To a party?

1b  Culture and colour

16053_li_tb_Unit01_017-026.indd 19

19

24/04/12 4:02 PM

Unit 1   Colour a : No,

they’re guests at a wedding in India. The guests and the bride herself wear bright colours like these red and orange clothes. OK, here’s your next question. Does red have different meanings in Eastern and Western cultures?

b : Yeah,

I think it does. I always associate red with strong emotions like love, or passion or anger.

a : That’s

right. And in Eastern cultures it means luck and prosperity. Oh, and courage too, it says here. OK, next: Where does yellow symbolise wisdom?

b : Well,

a yellow jersey means the winner of the Tour de France to me! But I don’t see the connection with wisdom.

a : Well, b: I

there are two options. Is it China or India?

think it’s … oh, India.

a : Let’s

see … yes, you’re right, it’s India. It means both wisdom and knowledge in India, actually. And in China, it’s a symbol of power.

b : Well,

I didn’t know that. What’s the next question?

a : OK

… which colour means ‘happiness’ in Japan? Orange or pink?

b : Oh

I know this, I think it’s orange. It’s happiness and love.

a:

Yes, it is! Well done. Amazing! OK the next one’s about the colour blue.

b : Blue

means cold.

a : True. And

then there’s blues music, isn’t there? Can you say, ‘I feel blue’ in English?

b:

Yeah, of course we can. OK, so cold, sadness … what else?

a : Well

the question here is, when do people wear blue in Mexico?

b:

Mexico? I’ve got no idea.

a : Let’s

see … oh, at funerals! It’s the colour associated with death and mourning. That’s a bit sad, too.

b : Are

there any more questions?

Pronunciation questions 6a  [1.3]  Play the recording. Students listen and notice the rising or falling intonation in the two questions. Model and drill these two questions two or three times before doing 6b. As you model, hold your right hand in a high position, and move it markedly down then up, or up then down, in order to show the intonation. Pronunciation notes Encourage students to start their intonation quite high, then go down and briskly up for yes/no questions and up then briskly down for Wh- questions.

6b  [1.4]  Ask students to look at the questions first and predict the intonation pattern. Play the recording. Students listen and repeat. Extra activity Play Interview the teacher. Divide the class into pairs and ask them to think of three yes/no questions and three Wh- questions that they would like to ask you. Tell the students that you will answer all questions honestly so long as they are grammatically correct, have the correct intonation pattern, and are not too personal. Nominate pairs in turns to ask questions. Try to make it quick-fire and fun. If a question is wrong, grimace and move on to a different questioner, remembering to return to that person later.

Grammar question forms 7  Ask students to look back to the questions in the quiz Colours and their meaning. Ask them to match the questions to the statements. Let them compare their answers in pairs before discussing as a class. Refer students to the grammar box and to page 156 for further information and practice. Answers 1  b   2  a   3  a   4  c   5  b   6  a   7  c

a : Yeah,

the last one is, who uses green as their symbol? There are two options but I’m not going to tell you them – it’s too easy.

b : Green?

Something to do with nature … , Oh yes, environmentalists, conservationists that sort of thing.

a : Of

course it is! Now, here’s a quiz all about the colour green. Do you want to have a go?

4 

[1.2]  Ask students to read the notes carefully and add any information they can remember. Play the recording again. Students listen and complete the information. Let them compare their answers in pairs. Answers 1  anger 2  knowledge 3  love

4  cold / sadness 5  green

5  Discuss the cultural meanings of colours as a class.

Grammar notes Object questions follow a regular pattern that can be shown in the following table: Question word

Auxiliary (or modal) verb

Subject

Main verb

Where

does

he

live?

What

is

she

doing?

What

can

you

see?

Subject questions, in which the question word is the subject of the sentence, are simple in that they follow the same pattern as an affirmative sentence: Question word

Auxiliary and/or main verb

Who

lives here? can swim? is crying?

20

Unit 1  Colour

16053_li_tb_Unit01_017-026.indd 20

24/04/12 4:02 PM

Unit 1   Colour 8  Ask students to complete the sentences with the missing verbs. Tell them to refer to the grammar box to help them. Let students compare their answers in pairs.

Lead-in

Answers Blue 1  2  3  4 

do Who is is

1c Red is for winners

Yellow 5  6  7  8 

does Which do can

9  Divide the class into groups of four. In each group, label two students ‘A’ and two students ‘B’. Students A should look at the information on page 153 of the Students’ Book. Students B should look at the information on page 154. Each pair within each group has answers to half the questions. Ask the pairs to take turns to ask the questions and answer them. If they can answer correctly, they get five marks. If they can’t answer, the other pair must give them the options provided. If they then guess correctly, they get one mark. Find out which pair in each group wins. Extra activity Ask fast finishing groups to write their own quiz questions with a colour in them. At the end of the activity, ask any groups with extra questions to ask the class.

Writing and speaking 10  Ask students to read through the questions carefully

and match questions 1–4 to the follow-up questions. Then ask them to write follow-up questions for the other questions in the list. Let students compare their follow-up questions in pairs.

Answers 1 d 2 c 3b 4a Possible follow-up questions for 5–8: 5  What do you enjoy / find difficult about it? 6  Do you find it interesting? 7  Which courses are you doing? 8  Which hobbies do you have?

11  Ask students to stand up and ‘mingle’ with other

students in the class; they should introduce themselves to three or four students they don’t already know (if possible) and ask them some of the questions they have prepared. They should then work in pairs to share feedback about the people they spoke to.

Introducing the theme: the colour red Read out the following list and ask students to write something red as an example for each. Example answers are given in brackets. a flower (rose, tulip); a fruit (strawberry, apple); a country’s flag (England, Japan, China, Russia); a planet (Mars); a rock band with red in its name (Simply Red, Red Hot Chili Peppers)

Reading 1  Ask students to work in pairs to write down as many sports teams as they can in one minute. Find out whether the teams in red are the most successful in the list. Background notes Here are some famous teams that play in red: Football: Manchester United, Arsenal, Liverpool, Benfica, Bayern Munich, AC Milan American sports: Cincinnati Reds, Boston Red Sox (Baseball), Detroit Red Wings (Hockey), Arizona Cardinals, New England Patriots (American Football) The England football team usually play in white, but when they won the World Cup in 1966, they wore red.

2 and 3  Divide the class into pairs. Ask them to discuss what the headline means. Then ask them to read the text quickly to check their prediction. Answer c

4  Ask students to read the text again and correct the factual information in the sentences. Let students compare their answers in pairs before discussing as a class. Answers 1  R  ussell Hill and Robert Barton are British anthropologists. 2  Joanna Setchell does research into African primates / mandrills. 3  Jonathan Blount is a biologist at the University of Glasgow.

5  Ask students to work in pairs to match topics and conclusions. Tell them to refer to the text again in order to check that they have matched correctly. Answers 1  d

2  a

3  b

4  c

1c  Red is for winners

16053_li_tb_Unit01_017-026.indd 21

21

24/04/12 4:02 PM

Unit 1   Colour Vocabulary notes equally matched 5 as a good as each other tip the balance 5 make the difference (when two things are the same) redden 5 go red pale 5 without strong colour (in this context 5 white) beaks 5 bird’s mouths

Vocabulary and speaking the roles we play 8  Ask students to scan the text to find the roles that are mentioned. Let them compare their answers in pairs. In feedback, read the information in the Wordbuilding box. Refer to page 11 of the Workbook for further information and practice.

flashiest 5 most brightly coloured

Answers

Background notes

anthropologist, athlete, biologist, competitor, contestant, opponent, primatologist, researcher, scientist

Tae kwon do is a Korean martial art and the national sport of South Korea. It involves kicking your opponent in the head and body.

Vocabulary and pronunciation notes

Greco-Roman wrestling was devised in France in the nineteenth century. It involves holding and throwing an opponent.

anthropologist 5 a scientist who studies human behaviour

Note that the main stress is underlined. athlete 5 a person who competes in sport biologist 5 a scientist who studies living things

Critical thinking conclusions

colleague 5 a person you work with

6  Divide the class into pairs. Ask students to discuss and

competitor 5 somebody who takes part in a competition, particularly in sport

decide which statement means the same as the extract from the text. In feedback check that students have understood equally matched.

contestant 5 somebody who takes part in a competition such as a game or quiz show or a reality TV programme mentor 5 person who guides and supports you

Answer

opponent 5 the person you are competing against

b

primatologist 5 a scientist who studies primates (monkeys and apes)

7  Ask students to discuss the question in pairs. Answer In species such as the blue-footed booby, a completely different colour seems to give the male birds the same advantage with females.

Extra activity Write the following questions on the board: Do you agree or disagree that teams in red win more often? Why or why not? What colour do your favourite team play in and how successful are they? Should teams be banned from playing in red? If you formed a football team, what colour shirts would you choose and why? Divide the class into small groups to discuss the questions.

researcher 5 somebody who carries out research

9  Divide the class into pairs. Give students a couple of minutes to prepare how to describe the roles. Then ask them to take turns to describe and guess the roles. 10  Divide the class into pairs or small groups to

discuss the different roles they play. At the end, ask a spokesperson from each group to summarise their discussion.

Extra activity Ask students to write their name in the middle of a piece of paper and draw a circle round it. Then ask them to draw lines from the circle to the names of at least four people who are important in their lives. Tell them that the shorter the line to the name, the closer the relationship with that person. Tell them to think of parents and relatives, friends and colleagues, mentors, teachers and managers. When students have drawn their ‘relationship map’, ask them to show it to a partner and tell the partner about the people on the map. For example: Peter is a colleague at work but he’s also a good friend and a mentor … he has really helped me with my career.

Homework Ask students to write a paragraph about a ‘mentor’ who is important in their life.

22

Unit 1  Colour

16053_li_tb_Unit01_017-026.indd 22

24/04/12 4:02 PM

Unit 1   Colour

paola :

Introducing the theme: first impressions



colin :

Elicit situations in which people have to make a good first impression, and write them on the board, e.g. a job interview, a speaking exam, a first date.



paola :

1d First impressions Lead-in

Ask students in pairs to think of one ‘golden rule’ for each situation, e.g. don’t be late, be friendly, smile.

Real life opening and closing conversations

colin :

Answers

Yes, I work for an electronics company. We’re starting to sell online. Really? Well, Paola, why don’t I give you my card? Here you are.

Thanks, it’s been good talking to you. Let’s stay in touch.

2 lucy: Hello, how are you? I’m Lucy. yuvraj: I’m very pleased to meet you. I’m Yuvraj Singh. I work for Get fit – it’s a chain of gyms.



lucy :



lucy :



lucy :

punctual 5 on time



yuvraj :

Does he? Great. We’re building a big new gym in the town centre here. It’s nearly ready to open, in fact.

2 

[1.5]  Set the scene by asking: What does ‘role-playing a meeting’ mean? (Acting it out or practising it.) Play the recording. Students listen and tick the points the speakers follow. Let them compare their answers in pairs before discussing as a class.

Answers Dialogue 1 Be punctual, courteous and positive. Make sure you know the other person’s name. Use it! Make the other person the focus of your attention … Know what you want to say and say it effectively! Dialogue 2 Be punctual, courteous and positive. Know what you want to say and say it effectively!

Audioscript 

[1.5]

1 paola: Good morning! Allow me to introduce myself. I’m Paola Iannucci.



colin :



colin :



paola :

How do you do. My name’s Colin Burke.

paola :

It’s a pleasure to meet you, Colin. I see you work for an advertising agency. Yes, erm … Paola. I’m the art director at Arrow Agency. I mostly work on web adverts. Do you? That sounds interesting.

colin :

It is. We’re developing some really new ways of advertising. Do you use the Internet much in your work?

Is it? That’s great.

yuvraj :

Yes, we’re all really excited about it. Erm, what about you?

I’m looking for a new job at the moment, actually.

OK, well, thanks for your time. Let me give you my card. Don’t forget to check out our new gym when it opens.

courteous 5 very polite the focus of your attention = the person you look at or listen to all the time

Oh yes, my brother goes to Get fit.

yuvraj :

Students’ own ideas

Vocabulary notes

Oh, are you?

paola :

1  Divide the class into groups of three or four to read the

handout and discuss the questions.

I do, actually, Colin. I’m in sales.

3 

[1.5]  Play the recording again. Students listen and tick the expressions used. Let students compare their answers in pairs before discussing as a class. In feedback, ask which speakers gave the best performance. Answers See the underlined phrases in the audioscript. Students should tick all the expressions except: May I introduce myself? How about meeting again? The first pair give the best performance. They use courteous, positive but formal language (How do you do, Pleased to meet you, I do, actually) and use their names. The second pair are friendly and polite but don’t use one another’s names and are too informal (How are you? Great, Erm, what about you?). Yuvraj talks about himself and does not focus on the other person. Thanks for your time is not really appropriate here and sounds quite rude.

4  Ask students to discuss the formality of the phrases in pairs before confirming the answers. Then read out the five most formal expressions and ask students to repeat them. Note that the intonation falls at the end of all the expressions except for How do you do? Answers Allow me to introduce myself. How do you do? It’s a pleasure to meet you. It’s been good talking to you. Let me give you my card.

1d  First impressions

16053_li_tb_Unit01_017-026.indd 23

23

24/04/12 4:02 PM

Unit 1   Colour Vocabulary notes Often, formal phrases are impersonal, so they avoid the personal pronouns I and you. Compare It’s a pleasure to meet you with I’ve enjoyed meeting you. Using impersonal expressions creates distance and formality. Let me and Allow me to are polite, formal requests. In a business context, people generally say How do you do? or, a little less formally, Pleased to meet you, when meeting someone for the first time. In formal situations, we would only say How are you? if we already know the person. Note that Thanks for your time is appropriate in a business context (e.g. when people have spent time during the working day discussing business matters), but it would not be appropriate to use this in any social context.

1e About us Lead-in Introducing the theme: colour it! Divide the class into groups of three or four. Tell them they have 1,000 euros and five minutes to redesign the classroom. They must think of what colours they would paint the walls and ceilings, the tables and chairs, what they would do with the floor, what new furniture or teaching aids they would buy. After five minutes, ask different teams to present their recommendations, and have a class vote to find out which team had the best idea.

Extra activity

Writing a website profile

You could drill the intonation pattern of these forms. When being polite, it is important to have a broad intonation pattern, starting high, and rising and falling, or falling then rising, depending on the expression.

1  Ask students to read the information briefly and answer the question. Let them compare their answers in pairs before discussing as a class.

Allow me to introduce myself. How do you do?

Pronunciation short questions 5a  [1.6]  Play the recording. Students listen and notice the pronunciation of short questions to show interest. Play the recording again for students to listen and repeat. 5b  Divide the class into pairs. Students practise reading out the dialogues, paying attention to the stress and intonation of the words. For further practice, students could also adapt the dialogues.

Pronunciation notes In short answers, the auxiliary verb is stressed. To show interest, the intonation pattern should start high, fall, then rise abruptly. If the information is very interesting or unexpected, the intonation pattern is more exaggerated.

Answers a  (colour therapy, how to use colour in the workplace) d (Colour it! is completing a project for the redecoration of our hotel; … is involved with the promotion of Young Fashion Week)

Writing skill criteria for writing 2a  Students read the information again and choose the correct option. Let them compare their answers in pairs before discussing as a class.

Answers 1  website 2  neutral 3  potential clients

4  to promote the company 5  separate sections of text

2b  Divide the class into pairs. Students discuss the question.

A: I’m English.   B: Are you? A: I’m a millionaire. B: Are you?

6  Divide the class into pairs. Ask them to practise the dialogue on page 173 of the Student’s Book. 7  Ask students to look at the profile card and check that they know all the words. If your class are business people, they could complete the cards with real information. If not, ask them to use their imagination. Model short answers: nominate a few individuals to read out information and respond by saying Do you? and Are you? in an interested and animated way.

Answers 1  website: the layout shows it is a website 2  neutral: The tone speaks directly and personally to the reader (We can offer … We help you …) but it also has formal written features (In addition). 3  potential clients: We can offer advice on … ; we help you find … ; Testimonials 4  to promote the company: We are a professional colour consultancy with fifteen years’ experience; We lead the field … ; Testimonials 5  separate sections of text: the texts have headings and are in separate boxes.

Ask students to carry out the activity outlined in the seminar task. Remind them to be courteous and positive, to listen, and to exchange ‘imaginary’ cards at the end. Monitor and give feedback on at the end.

8  Divide the class into pairs to discuss the information they found. In feedback, ask students which business associates were most courteous, positive or attentive. 24

Unit 1  Colour

16053_li_tb_Unit01_017-026.indd 24

24/04/12 4:02 PM

Unit 1   Colour 3  Students underline the expressions. Let them compare their answers in pairs before discussing as a class.

1f Peruvian weavers

Answers

Before you watch

1  with fifteen years’ experience, currently, This year 2  In addition, also 3  offer advice, help, lead the field, working with, advising, reduce stress, completing a project, involved with the promotion of

1  Students work in groups. Ask them to look at the photo and say what they can see, then discuss the questions. Take feedback from the class.

4  Students work individually to complete the sentences. Let them compare their answers in pairs before discussing as a class. Answers 1  currently, In addition 2  This year, also

Vocabulary note In addition is a formal, written way of adding information. The expression comes at the start of a sentence and is followed by a comma. Moreover and Furthermore are words with a similar meaning and use. Also is less formal and goes between subject and verb, or after an auxiliary verb or the verb to be. Too has a similar meaning but goes at the end of a sentence.

5  Divide the class into small groups. Students must

decide on their company name, field of work and some current projects. Monitor and help with ideas and vocabulary.

6  Students work individually to write a first draft of their profile, then exchange it with their partner. It is the partner’s job to provide feedback and suggestions on the style and accuracy of the website profile. Students then revise their profiles based on their partner’s feedback. 7  When they have completed their final draft, students read out their profiles to people in their group. The group must feed back on the accuracy and clarity of each profile. At the end, ask each group to present their favourite profile to the class.

2  Ask students to complete the summary with the words from the box. They can check the meaning of the words in the glossary at the bottom of page 19. Answers 1  weavers      4  farming     7  visitors 2  village        5  business     8  traditions 3  cooked       6  shawls      9  self-sufficient

While you watch 3  Play the whole of the video for students to check their answers to Exercise 2. They should not try to understand everything at this stage. 4  Give students time to read the extracts. Then play the video again and ask students to put the extracts in the order of the video. Check the answers and if necessary play parts of the video again. Answers 1  c

2  e

3  a

4  b

5  d

6  f

5  Give students time to read the questions. Then play the video for them to answer. Answers 1  the leader for the Centre for Traditional Textiles 2  She thought it was sad that traditional weaving was disappearing. 3  that the younger generation should learn to weave 4  One woman’s husband has started helping with the sheep. 5  They can make a reasonable amount of money.

Extra activity

After you watch

You could ask students to roleplay a conversation based on the information in the profile. So, one student plays a client interested in the profile and the other plays the entrepreneur who has designed the profile to promote the company. Clients must ask questions about the information in the profile and the entrepreneurs must respond and enlarge on the information.

6  Students work in pairs to roleplay an interview with Nilda, according to the instructions on the worksheet. 7  Elicit ideas from the class about what the quote means and whether they agree with it. 8  Students work in groups to ask and answer the questions.

Homework Ask students to go on the Internet and find a website profile in English for a company that interests them. Tell them to download it, then underline key phrases and analyse aspects of the profile according to the list of criteria in Exercises 2a and 3 (purpose, level of formality etc.). Ask students to present their findings to the class in a future lesson.

1e  Peruvian weavers

16053_li_tb_Unit01_017-026.indd 25

25

24/04/12 4:02 PM

Unit 1   Colour Videoscript

UNIT 1 Review

Part 1

Grammar

00:17–00:52  In a small village, high in the Andes, it all starts with the sheep. Just one, that loses its warm winter wool. First, a few people from the village, or villagers, catch the sheep and prepare the knife. Then, they carefully tie up the sheep so that it can’t move. Finally, they use the knife to cut the sheep’s winter coat of wool.

1  Divide the class into pairs to discuss the questions.

00:55–01:29  After that, one of the newest and most important industries in Chinchero begins. The methods they use are traditional, but these villagers are part of something new. The wool they’re collecting is for a new and different business, a weaver’s cooperative that the women here manage. Every Monday and Saturday, 46 women and girls cut wool from their sheep and llamas. Then, they spin it into yarn for making cloth. Nilda Cayanupa is the leader for the Centre for Traditional Textiles, which manages the cooperative. 01:30–01:45  Nilda  Any of my age in my town was learning to weave. So it was kind of sad that the weaving was disappearing. So, because that, always my dream was that the younger generation should learn so the weaving won’t die. 01:46–01:52  Nilda grew up in the Andean countryside, where many of the men are farmers. 01:55–02:06  Nilda  Chinchero is a farming village. We’re the best. I’m not saying this because I’m from this village – but we’re the best producers of the potatoes, and many beans like quinoa, barley … 02:07–02:39  Farming has long been a tradition in Chinchero. Many farmers here continue the traditions of the Inca people who lived in the Andes for centuries. However, farming no longer brings in enough money to support a whole family here. So, with the changes in the economy, traditional ideas are changing too. Until now it’s always been the men who have farmed, and the women have cooked and cared for the children. They have also taken wool from the sheep and woven it into cloth. It’s this weaving that’s now becoming more and more important. 02:40–02:54  Nilda says that these women weavers are becoming the main economic supporters of the family. As an example, she tells of one woman whose husband has started helping with the sheep. She explains that this wasn’t very common in the past. Men only farmed the land and didn’t help with weaving. 02:55–03:03  Nilda  But today, this group of ladies can make, not a lot of money, but a reasonable amount of money. 03:04–03:21  Now in Chinchero, weaving isn’t just a tradition. It’s a way to make money and live well. Weaving has also become more important for the culture of Chinchero. It has become a way to make the textile tradition stronger and to keep a part of the past alive. 03:23–03:31  Guadalupe  I learnt when I was in the third grade of school with very basic weaving. Today, I weave blankets, shawls, ponchos and prepare my own yarn. 03:32–03:42  Older women now teach the younger girls. The goal is to bring back the strength of the textile tradition of the past. They want to keep the Peruvian weaving traditions alive. 03:43–03:50  As the young women of Chinchero learn to weave, they also learn to be self-sufficient. They can sell the blankets and clothes that they make in their free time.

2  Ask students what they know about Rebecca Adlington, and what they would like to know. Then tell them to read the interview and complete it. Answers 1 Q: What does this championship mean to you? A: Actually, I don’t think / I’m not thinking too much about it. I am concentrating on what I am doing now and the process of building up to it. 2 Q: What influences you during a race? A: When you hear people cheering your name, it makes it more exciting. 3 Q: Do you train every day? A: At the moment, I am doing a bit more than usual. I get Sundays off and I have gym work as well. 4 Q: How does an important competition affect your training routine? A: The routine doesn’t change before a major championships. But this time, we are trying different stuff in the sessions.

3  Let students compare their answers in pairs before acting out the interview.

Vocabulary 4  Give students a few minutes to prepare, then discuss in pairs what they do or are doing at the given times. 5  Students rewrite the words then compare with a partner. Ask students to think of both well-known people and friends or family who have the roles. Answers athlete, biologist, colleague, competitor, contestant, friend, manager, mentor, opponent, parent, researcher, scientist, teacher

Real life 6  Divide the class into groups of four. Tell them to choose a role then act out a conversation using the expressions.

Speaking 7  Students choose a role, then tell their partner. Make sure they have a different partner to the one they had in Exercise 2. 8  Ask students to prepare questions. Tell them to look back at the interview with Rebecca Adlington for ideas. 9  Students take turns to interview their partner.

03:52–03:58  Rosita  I do my weaving in house, in the afternoons and early morning. And here on Monday and Saturday too. 04:00–04:13  Weaving groups like the Chinchero cooperative are giving new life to the textile tradition. In the end, their cooperative may prove that many threads together are stronger than one alone.

26

Unit 1  Colour

16053_li_tb_Unit01_017-026.indd 26

24/04/12 4:02 PM

Unit 2  Performance Lead-in

2a A world of music

Personal response Tell students to look at the photograph. Ask: What is happening in the photo? How can you describe it? Would you like to see this show? Elicit ideas from the class and build up a list of words to describe the photo, e.g. exciting, fast, colourful, traditional, graceful.

Materials Optional: personal music on MP3 player or CDs

Lead-in Personal response

1  Ask students to work in pairs to choose the odd word

out. In feedback, check new words and pronunciation.

Answers 2  3  4  5  6 

play (all the others are people) dancer (all the others are types of performance) act (all the others are people) singer (all the others are groups of musicians) clown (all the others are types of performance)

2 

[1.7]  Ask students to listen and tick the words in Exercise 1 that they hear. Answers 1  drama, play

Audioscript 

2  choir

3  show, musician

[1.7]

1 I love going to the theatre and I especially love seeing new drama, but I think a lot depends on the director. Sometimes, you can get marvellous actors and a great play, but if the director is wrong, then the whole thing can be disappointing. We usually go a couple of times a month if we can. We take turns choosing what to go and see.

2 I’ve never been to anything like it before, but I have to say I really enjoyed myself. They recorded it for television and there were ten different choirs in the competition. The standard of the singing was marvellous. Honestly, they were as good as professionals even though they were all amateurs who just sing in their free time. It’s on every year, so I am definitely going back next year.

3 I love that moment when the lights go down and the audience is in their seats, waiting for the show to begin. Sometimes you can hear the musicians moving around, getting ready. Then the curtain goes up and suddenly there’s just lots of colour and movement and energy and excitement. The contrast from the dark and quiet to the explosion of dance is absolutely brilliant.

3 

[1.7]  Play the recording again for students to listen and decide what the people are talking about. In feedback, ask which words helped them answer.

Start the lesson by playing two or three short extracts of different types of music. You could play your favourite music – see if the students share or loathe your taste. Ask students to listen and write down words to describe how each extract made them feel. Let students compare their ideas in pairs before discussing as a class.

Vocabulary musical styles 1  Ask students in pairs to write their lists of types of music. Brainstorm ideas, write a list on the board and check the pronunciation. Focus students’ attention on the different ways of expressing likes and dislikes. Check that students know the meaning of the words and can pronounce them accurately (particularly loathe /ləʊð/). Ask students to discuss their musical tastes in pairs or threes. In feedback, ask a few students to summarise their similarities with their partner for the class.

2 

[1.8]  Read through the list of countries and types of music with the class and point out some of the unusual pronunciations (fado /fɑːðuː/; raï /raɪ/; taiko/taɪkəʊ/). Ask students to listen to the clips and match each one to a country and style of music. Divide the class into pairs to discuss their answers. In feedback, find out which pair got most correct answers.

Answers 1  charango – Cuba 2  blues – USA 3  fado – Portugal

4  taiko drumming – Japan 5  flamenco – Spain 6  bossa nova – Brazil

3 

[1.8]  Read through the list of adjectives with the class and check that they understand and can pronounce the words. Ask them to listen to each clip and discuss it with their partner using the words from the box. Elicit other words students can think of to describe the music. Vocabulary and pronunciation note catchy is used to describe a piece of music which is memorable and which you find yourself singing or whistling. Note the stress and pronunciation: melancholy; melodic; rhythmic /ˈriðmɪk/

Answers 1  the theatre   2  a choir competition   3  the photo

4  Ask students to discuss the questions in pairs. 27

16053_li_tb_Unit02_027-036.indd 27

24/04/12 4:03 PM

Unit 2   Performance Listening

guest :

Well, we’ve seen younger musicians mix things like punk, new wave and hip-hop styles with nonWestern styles to create dazzling new sounds. Like Manu Chao, as we’ve heard, and also Zap Mama, a new band from Belgium. They’ve already had several international hits. Their lead singer, Marie Daulne, has a beautiful and powerful singing voice.

4 

[1.9]  Ask students to read the sentences. Ask: What can you predict about the listening from the sentences? Students then listen to the radio show and complete the sentences. Let students discuss their answers in pairs before discussing as a class.

presenter :

Well let’s listen to Zap Mama. This track is called Show me the way.

Answers 4  British 5  singer 6  Belgium

1  influences 2  six 3  Zulu

Audioscript 

[1.9]

presenter :

You’ve just heard a very lively and energetic track from Manu Chao and you’re listening to Global Music with me, Will Black. Our studio guest today is Isabella Rey. She’s an expert on world fusion – that’s music which mixes influences from several countries. Isabella, tell me about Manu Chao – because he’s a very successful artist, although he hasn’t been as successful in the English-speaking world yet.

guest :

No, indeed he hasn’t. But Manu Chao is a perfect example of a truly globalised, 21st-century artist. His origins are Spanish, but he’s lived in France for most of his life. He sings in six languages – French, Spanish, English, Galician, Arabic and Portuguese.

presenter :

That’s an amazing range!

guest :

Yeah. It shows the influences that exist in his music. He mixes in all sorts, from punk, rock, salsa and reggae through to ska and raï. He’s hugely successful in Europe and Latin America, but as you say, he hasn’t had a big impact in this country yet.

presenter :

So he’s a good example of world fusion

music?

guest :

Yeah. Paul Simon’s another example. He’s worked with Zulu artists Ladysmith Black Mambazo and several other African musicians. In fact, world fusion music has become better known since the release, in 1986, of Paul Simon’s album Graceland.

presenter :

That was a fabulous collaboration – we’ve got a track from that album coming up later in the show. And, of course, what about WOMAD?

guest :

WOMAD – that’s World of Music and Dance – is a great example of how different musicians from around the world have been able to meet and influence each other. The British musician Peter Gabriel was the founder and he’s been a big part of it for many years now – since the 1980s. These days, we’ve all heard of the incredible Senegalese singer, Youssou N’Dour – basically he’s become popular outside of Senegal since his collaboration with Peter Gabriel. But he’s not the only one, of course.

presenter :

And what’s happened since then, since the 80s, in terms of world fusion?

28

5 

[1.9]  Ask students to read the sentences and correct any facts that they can remember. Then play the recording again for students to listen and complete their corrections. Let students discuss their answers in pairs before discussing as a class. Answers 1  M  anu Chao has not been successful in the Englishspeaking world 2  … since the release of Paul Simon’s album Graceland. 3  for many years – since the 1980’s. 4  Zap Mama have had several international hits.

6  Ask students to work in pairs to discuss any interesting things they have learnt from the radio show. Background note Manu Chao was born in Paris in 1961. His mother is Basque and his father Galician. His first band was Mano Negra but he now performs solo with his backing band Radio Bemba. Paul Simon was born in New Jersey in the USA in 1941. In the late 1960s he had huge success as part of the duo Simon and Garfunkel. He was inspired to release Graceland in 1986 by the South African township music that was part of the anti-apartheid movement. Peter Gabriel was born in Surrey in England in 1950. He was the lead singer of the supergroup Genesis in the 1970s before he went solo. He set up a record label as well as the WOMAD festivals and movement. Youssou N’Dour was born in Dakar, Senegal, in 1959. He is hugely popular across Africa and launched a type of music called mbalax. Zap Mama sing in French and English and their music combines rock, hip-hop and African beats.

Grammar present perfect simple 7  Ask students to discuss the grammar questions in pairs before discussing as a class. Answers 3 is false because we use the past simple when an action is finished in the past.

8  Ask students to look at the grammar box. Ask: Which verbs do we use to make the present perfect? Elicit answers (i.e. the auxiliary verb has or have and the past participle form of the main verb). Point out the use of has (not have) in the third person, and that many verbs have irregular forms.

Unit 2  Performance

16053_li_tb_Unit02_027-036.indd 28

24/04/12 4:03 PM

Unit 2   Performance Ask students to complete the sentences. Let students check their answers in pairs before discussing as a class.

Answers 1  2  3  4 

5  have heard 6  have … made 2, 5 and 6 are irregular.

has lived has become have mixed has happened

1  d yet

We use the present perfect simple form to talk about a situation or activity that started in the past and continues until now. Compare the two timelines:   

2007

Now

He has lived here since 2007 Past       2004

2007     Now

He lived there from 2004 to 2007.

9  Ask students to read the paragraph quickly and say

what it is about (the rise of online music sites). They then complete the text individually.

Audioscript 

2  a already

3  b yet

4  c just

[1.10]

1 Have you heard Shakira’s new single? No, not yet. Is it as good as her last one?

2 Do you want to borrow this DVD of Matt Damon’s l­ atest movie? No, thanks. I’ve seen it already. I see his films as soon as they come out.

3 Have you seen The Wizard of Oz yet? Yes, we have. It’s even better than the film.

4 The National Ballet has just announced its new season. Have they? Which ballets are they doing?

Answers 1  has grown 2  have taken over 3  has become

Play the recording. Students listen and check. In feedback, check the example sentences with already, just and yet in the grammar box. See also the grammar note below.

Answers

Grammar note

Past        

12  [1.10]  Ask students to work in pairs to match the comments and responses to make dialogues, and to write already, just and yet in the spaces.

4  has also got 5  have started 6  have found

Grammar note Already means ‘it happened before and sooner than expected’. It goes between have and the past participle.

Extra activity

Just means ‘a short time before’. It goes between have and the past participle.

Ask students to find and underline words related to music technology in the text: online, site, internet connections, download music files, blogs, upload

Not … yet means ‘until now’ but implies that the action will happen eventually. It goes at the end of a negative sentence or a question

10  Ask students to work in pairs to categorise the time

expressions. In feedback, remind students that we use for with a period of time and since with a point in time.

Answers For: a couple of days, a few months, a while, ages, centuries, some time, years Since: 1986, I was a child, July, last Monday, lunchtime, my last holiday, the day before yesterday

11  Ask students to work individually to complete

the sentences. Monitor, help and prompt. Let students compare answers in pairs. Then elicit sentences in wholeclass feedback. Point out that always and never go between have and the past participle.

Sample Answers 1  2  3  4  5  6 

I have lived in this town for three years. I have been in my current job since 2009. I have known my best friend since school. I haven’t listened to Peter Gabriel for ages. I have always wanted to visit Africa. I have never had a musical instrument.

Pronunciation weak forms 13a 

[1.10]  Play the recording again. Ask students to note the stressed and unstressed pronunciation of have.

13b  Divide the class into pairs to practise the conversations. Monitor and correct poor pronunciation. Pronunciation note When strongly stressed, have is pronounced /hæv/, but when it is weakly stressed, it’s /həv/. In yes/no questions and short answers have or has is stressed. In negative sentences, haven’t or hasn’t is stressed. In affirmative sentences and Wh- questions, have or has is unstressed.

Speaking 14  Students work in pairs to improvise new conversations around the given topics.

2a  A world of music

16053_li_tb_Unit02_027-036.indd 29

29

24/04/12 4:03 PM

Unit 2   Performance 2b Dance across America Lead-in Using words Elicit as many different kinds of dance as you can and write them on the board, e.g. ballet, jive, jazz, tap, waltz, salsa, tango, flamenco, hip-hop, etc. Ask students to say how the kinds of dance are different. Ask: What sort of people do each kind of dance? Which ones are the most difficult / athletic / exciting / technical?

Reading 1  Ask students to discuss the questions in pairs or groups of three. Ask a few pairs or groups to summarise their discussion for the class. 2  Ask students to guess what the article is about from the title and the photographs. Then ask them to read the text quickly and choose the correct option. Let students check their answer in pairs before discussing as a class. Answer c

3  Students read the article again and underline and circle the information. Sample answers Reasons: people dance to fill the time; it’s a way of meeting people and having a social life Effects: it makes them feel young; it seems to change their mood completely; Dancing reminds me I’m alive

4  Ask students to think of activities in pairs or small

groups. Elicit ideas and write them on the board in feedback.

6  Ask students to find and underline examples in the text of the patterns in the grammar box. Let students check their answers in pairs before discussing as a class. Answers I can’t imagine doing anything else; they’re learning to do traditional dances; Dancing seems to change their mood; I keep practising; I find it hard to stop 1  Verb + –ing form: adore, imagine, keep 2  Verb + to + infinitive: learn, seem, want

Grammar note When to use -ing after a verb, and when to use to + infinitive, is something students simply have to learn and remember. However, if you like rules, there is a tendency to use verb + infinitive when the action of the second verb comes after that of the first. For example, I learnt to drive (learn first, then drive) but I enjoy swimming (both actions happening at the same time).

7  Ask students to work in pairs to choose the verb that does not make sense in each sentence. Answers 1  finishes 2  agrees 3  pretend

Extra activity Ask fast finishers to write meaningful sentences with the verbs that were not logically possible in the sentences in the exercise.

8  Ask students to complete the exercise individually then discuss in pairs whether they agree. In feedback, ask students to say why the -ing form or to + infinitive is used in each case.

Sample answers

Answers

make them feel young: keeping fit meet people: go to classes, join a club / sports team have a social life: go out with friends, visit friends change their mood: listen to music, go to the cinema

1  2  3  4  5  6  7  8 

Grammar verb patterns: -ing form and to + infinitive

4  involves 5  refuse 6  help

doing (use -ing form after enjoy) Painting (subject of the sentence) to be (use to + infinitive after adjective) changing (use -ing form after imagine) to learn (use to + infinitive after adjective) to play (use use to + infinitive after learn) taking (use -ing form after preposition) to find (use to + infinitive after seem)

5  Ask students to look at the box. Ask: After which words do we use -ing and after which do we use to + infinitive? Elicit answers. Ask students to choose the correct option in each sentence to confirm their understanding. Answers 1  prepositions 2  adjectives

30

Unit 2  Performance

16053_li_tb_Unit02_027-036.indd 30

24/04/12 4:03 PM

Unit 2   Performance Vocabulary emotions 9  Ask students to work in pairs to match the two halves

of each sentence. In feedback, point out the meaning and form of the phrases (see language note below).

Lead-in Personal response

Answers 1  d

2c A world together

2  e

3  c

4  b

5  a

Vocabulary and pronunciation note Note that the structure in 3 c and 5 a is, unusually, make + object + infinitive without to. Here, makes me feel has the same meaning as causes me to feel.

10  Ask students to discuss their experiences based on the sentences in Exercise 9, and following the model.

Write the two following quotes about globalisation on the board and ask students to discuss them in groups or as a class. You could ask groups of students to write their own quote about the subject. Globalisation will make our societies more creative and prosperous, but also more vulnerable. Lord Robertson (Secretary General of NATO) Globalisation, which benefits only multi-national companies and takes away all sense of local or national pride and identity, is the biggest threat facing all member states of the EU.

Speaking 11  Ask students to read through the phrases and check

Reading

Give students two minutes to think of ideas and write their sentences.

1  Ask students to discuss and give examples in small groups of three or four. You could ask them how the title of the article, A World Together, refers to globalisation.

the meaning and pronunciation of any new words.

Answers 1  2  3  4  5  6 

I really enjoy (+ -ing verb) I’m quite keen on (+ -ing verb) I hate (+ -ing verb) (-ing verb) makes me feel great. It’s not easy (+ to + infinitive) I’m learning (+ to + infinitive)

Vocabulary note be behind the scenes /siːnz/ = not on stage (literally: working in a theatre but not acting; figuratively: not being the centre of attention) in the spotlight = figuratively: at the centre of attention

12  It is a good idea to model the activity with two or three students. e.g. I really enjoy going to dances, do you? What type of dances do you like? How does dancing make you feel?

Students then do the activity in pairs. Monitor closely and listen for errors.

Extra activity Write on the board four or five errors which students made during the speaking activity. Ask students to discuss the errors in pairs. Then ask students to come up to the board and correct them.

2  Ask students to read the two opening paragraphs and discuss in their groups what it says about globalisation. In class feedback, find out how the author’s description is different from or similar to the students’ ideas. Sample Answer The author describes globalisation in terms of popular culture crossing borders – we live in different countries, eat food from all over the world and are interested in the arts of other cultures.

3  Ask students to read the text more carefully to find which paragraphs include the information. Let them compare their answers in pairs or groups before discussing as a class. Answers 1  paragraph 2 2  paragraph 5 3  paragraph 3

4  Ask students to work in groups to find examples from the text. Answers 1  In Japan, people have become fanatics of flamenco. 2  Lebanese food in New Delhi, pasta and Italian food in Denmark, mutton and vegetarian food in McDonald’s in India 3  The Barbie doll now comes in about 30 national varieties. 4  More than a fifth of all the people in the world speak some English. 5  In Shanghai the television show Sesame Street has been redesigned to teach Chinese values.

2c  A world together

16053_li_tb_Unit02_027-036.indd 31

31

24/04/12 4:03 PM

Unit 2   Performance Vocabulary global culture

Background note The Beach Boys are an American pop band from the 1960s. New Delhi is the capital of India. Barbie is a small blonde doll. Nike make sports shoes and clothes and MTV is a TV channel that shows music videos. Sesame Street is a long-running children’s TV show featuring puppets called ‘muppets’. Bhutan is a Himalayan state near China and India.

9  Ask students to complete the collocations individually. Let them check their answers in pairs before discussing as a class. Read the information in the Wordbuilding box together and refer to the activities in the Workbook for further information and practice. Answers 1  espresso 2  culture 3  market

4  connections 5  influences 6  world

Vocabulary note You could check the following words: vintage = old; shrinking = getting smaller; huge = very big; five-fold = x 5; to a large extent = a lot; accelerated = made faster; resilient = strong; mutton = meat from a sheep

5  Ask students to discuss in groups whether the statements agree with the article. In feedback, you could open this up into a discussion by asking students to say which of the statements they agree with and why. Answers b and c agree with the text a does not agree with the text: there are several examples of globalisation in everyday life. d does not agree with the text (I have discovered that cultures are as resourceful, resilient and unpredictable as the people who compose them)

Speaking 10 and 11  Divide the class into pairs and ask students

to prepare ideas under the headings. Then redivide the class into groups of four or six to compare ideas. Monitor, listen and help. At the end, ask a spokesperson from each group to summarise their discussion.

Extra activity Ask students to write a list of five things they have done in the past week which are a direct result of globalisation, e.g. I have studied English, I have eaten at an Indian restaurant, I have watched an American movie. Ask students to discuss their ideas in groups. In feedback, elicit any interesting ideas.

Critical thinking sources 6  Ask students to find the extracts in the text before deciding on the reason for the quotation marks. Let them discuss their answers in pairs. Answers 1  b

2  a

3  b

4  a

7  Discuss the statements about the author’s opinion briefly as a class. Answer c

8  Ask students to share their own opinions in their groups. End with a brief class discussion and find out what the class thinks of globalisation. Extra activity You could end the lesson with a class debate. Write the following motion on the board: Globalisation brings people together and makes the world more prosperous. Divide the class into Team A and Team B. Team A is in favour of globalisation and must write five reasons why it’s a good thing. Team B is opposed to globalisation. They must write five reasons why it’s bad. Ask a spokesperson from each team to present their views. Then have a class vote.

32

Unit 2  Performance

16053_li_tb_Unit02_027-036.indd 32

24/04/12 4:03 PM

Unit 2   Performance a : There’s

2d What’s on?

b : Oh,

it’s absolutely brilliant. Let’s see what it says in the paper: ‘Ana Gómez leads in a thrilling production of the great Spanish love story Carmen.’

Personal response Write the following on the board: films, plays, concerts, comedy shows. Ask: Which of these do you often go to? Where do you go to in this town to see these things? What’s on in this town at the moment? What have you recently seen? What would you like to go and see next? Alternatively, you could write the questions on the board and ask students to discuss them in pairs or groups.

1  Ask students to look at the three adverts. Ask: What events are they advertising? When are they on? Which adjectives do they use to describe the events? Organise students into pairs to discuss which event appeals to them the most. In feedback, ask a few students to tell the class which one they would most like to go to and why.

Sadler’s Wells is a famous dance theatre in London.

[1.11]  Ask students to read through the comments

carefully and predict which of the three events on the posters they could be describing. Check that students understand all the words. Play the recording. Students listen and match the comments to the adverts. Let students check their answers in pairs before discussing as a class.

Vocabulary note Point out that It looks good means that from its appearance you think it is good, whereas It sounds good means that from the way somebody has described it you think it is good. really, absolutely = very; pretty = quite I’m not in the mood for… = I don’t feel like… awful = very bad; brilliant = very good; hilarious = very funny

Answers 5  advert 3 6  advert 3

Audioscript a : Do

you feel like going out tonight?

b : Yeah, why not? We haven’t been out for ages. What’s on? a : Well,

there’s a film about climate change. Do you like the sound of that?

b : Oh,

not really. It doesn’t really appeal to me! What’s it about? Just climate change?

a : I

think it’s about how climate change affects everyday life. I wonder how they make it entertaining?

b : Well,

a : At

then. What time is it on?

7.30.

b : Well,

that’s no good. We haven’t got enough time to get there. Is there anything else?

a : There’s

a comedy special on.

b : Where’s

it on?

at the City Theatre. It’s a kind of comedy marathon for charity with lots of different acts. It looks pretty good. The critic in the local paper says it’s the funniest thing he’s ever seen. It says here: ‘Roger Whitehead is absolutely hilarious as the embarrassing host to a night of comedy gold.’

b : Hmm,

I’m not keen on him. He’s not very funny.

a : Are

you sure you fancy going out tonight? You’re not very enthusiastic!

b: Perhaps you’re right. OK, let’s go and see the flamenco –

Background note

3  advert 1 4  advert 3

b : OK

a : It’s

Real life choosing an event

1  advert 2 2  advert 1

I love dance. That sounds really interesting.

a : Apparently

Lead-in ideas

2 

a flamenco festival.

but tomorrow, not tonight.

a : Great.

I’ll go online and book the tickets.

3  [1.11]  Ask students to read through the expressions carefully, then listen and tick the expressions they hear. Let students check their answers in pairs before discussing as a class. Vocabulary note Point out that I fancy + -ing is similar to I feel like + -ing. They are both informal ways of saying I’d like to.

Answers See the underlined expressions in the audioscript. Students should tick all the expressions except: Do you want to go to the theatre? Would you like to see a movie? Yes, sure. I like the sound of that. It sounds great. Who’s in it? Who’s it by?

Vocabulary describing performances 4  Ask students to work in pairs to find the adjectives in the sentences and write the adverb used with them. In feedback, point out that we often use strong adjectives in this sort of context to make events seem exciting. Answers 1  really, absolutely 2  really, pretty, very The adjectives in 1 are stronger.

it sounds really awful. It’s an important subject, I agree, but I’m not in the mood for anything depressing. What else is on? 2d  What’s on?

16053_li_tb_Unit02_027-036.indd 33

33

24/04/12 4:03 PM

Unit 2   Performance Extra activity Ask students to work in pairs to think of an ordinary adjective with a similar meaning to each strong adjective. e.g. awful = bad; brilliant = good; hilarious = funny

2e A portrait of an artist Lead in Personal response

Pronunciation note Note the stress: awful, brilliant, hilarious

5  Ask students to work in pairs to find the adverbs in

the adverts. In feedback, point out the rules of use (see language note below).

Answers Group A: absolutely or really Group B: very, really or pretty. Really can be used with both sets of adjectives. Pretty means fairly or moderately.

Pronunciation: intonation with really, absolutely, etc. 6a 

[1.12]  Play the recording. Ask students to listen

and repeat. They can read the sentences (in Exercise 2) as they listen. You could use your hand to show the intonation pattern: as your voice rises, raise your hand.

Pronunciation note Note how really and absolutely are strongly stressed. The intonation pattern rises sharply as you say them, then falls after the strong stress in the extreme adjectives. The wider and more emphasised the pattern, the stronger you make the feeling behind the expression of the adjectives. It sounds really awful. Roger Whitehead is absolutely hilarious.

6b  Put students in pairs to practise the mini dialogues.

Tell them to repeat them two or three times until they get the intonation pattern right. Monitor, prompt and point out good or weak intonation.

7  Ask students to work in pairs to do the roleplay. Tell them to think of how they are going to describe the event, and which expressions they are going to use. Monitor closely and note any errors of form or intonation. In feedback, write some incorrect sentences on the board and ask the class to correct them.

Write the names of two famous directors on the board. Choose directors your students will know, e.g. Steven Spielberg and Clint Eastwood. Then write facts and opinions on the board. Ask students in pairs to think of as many facts and opinions about each director as they can in two minutes. Write ideas on the board and find out which pair had the most things and/or most interesting things to say.

Writing a profile 1  Ask students to work in pairs to tell one another about their favourite performer or artist. 2  Ask students to read the text and decide which information is included. Let them compare their answers in pairs before discussing as a class. Answers a and d

3  Ask students to read the text again, underline facts and circle opinions, then find the quotes. Let them compare their answers in pairs before discussing as a class. Answers Facts: Baz Luhrmann is a film director whose films include Strictly Ballroom, Romeo+Juliet, Moulin Rouge! and Australia. Luhrmann has also directed opera. They have had box office success … in Romeo1Juliet the actors speak in verse, in Moulin Rouge! they sing their lines. Australia didn’t go down so well with the critics. Opinions: in my opinion, Luhrmann’s work just gets better and better … his films are usually vibrant, energetic and spectacular … unusual … I thought it was absolutely fantastic … To me, his films have the power of dreams. They take you into thrilling, unforgettable worlds. Direct quotes: ‘putting on a show’; ‘achieving so many of the dreams I had as a kid – from going to the Oscars to getting a letter from Marlon Brando’.

4  Discuss as a class which adjectives best describe the profile. Answers

Mixed levels

biased, personal, subjective, informative The profile includes a lot of strong personal opinions, but also some facts.

Let stronger students improvise dialogues, but allow weaker students to prepare and write dialogues first.

Background note Baz Luhrmann was born in 1962 and brought up in a small town in Australia. His success, in 1992, with Strictly ballroom, which was a romantic comedy about a dancing teacher, led him to Hollywood. Bollywood is the jokey name for the Indian film industry, which is based in Mumbai (once called Bombay).

34

Unit 2  Performance

16053_li_tb_Unit02_027-036.indd 34

24/04/12 4:03 PM

Unit 2   Performance Writing skill linking ideas 5a  Ask students to work in pairs to categorise the highlighted words in the text vocabulary.

Answers Column 1: despite Column 2: although Column 3: on the other hand, nevertheless Column 4: consequently

5b  Ask students to look at the sentences in pairs and answer the questions. Elicit answers from the class.

Answers The verb form changes after despite; we use the -ing form: despite being … We use a comma at the end of the clause, or immediately after However.

5c  Ask students to rewrite the sentences with the words

given. Do the first as an example to get students started, and monitor and help them as they complete the exercise.

Answers 1  T  hey have had box office success, even though they are unusual films. 2  I enjoyed Romeo1Juliet but I didn’t understand all the dialogue. 3  I love epic films. Nevertheless, I didn’t enjoy this one. 4  In spite of praising Lurhmann’s earlier films, the critics did not like Australia. 5  I’ve seen all of the films. However, I haven’t seen any of the operas. 6  His last film was absolutely brilliant, so I’m looking forward to seeing the next one.

Vocabulary note Contrast Despite and in spite of have the same meaning. They join two clauses and can go at the start or in the middle of the sentence. If they are at the start, there is a comma between the clauses. They are followed by -ing, so the subject and verb are reduced to an -ing form. The subject of the two clauses must be the same to use these forms. Although, while and even though join two clauses and can go at the start or in the middle of the sentence. If they are at the start, there is a comma between the clauses. Although expresses a surprising contrast. Even though is stronger – the contrast is more surprising. However, nevertheless and on the other hand go at the start of the second of two contrasted sentences and are followed by a comma. They are quite formal uses.

Consequence So can join two clauses. The other expressions go at the start of a sentence and are followed by a comma.

6  Ask students to work in pairs to share information and

2f Taiko master Before you watch 1  Students work in groups. Ask them to look at the photo and discuss the questions. Take feedback from the class. 2  Before watching the video, ask students to predict which things from the box they will see.

While you watch 3  Play the whole of the video for students to check their ideas from Exercise 2. Ask them to read the words in the glossary to check the meaning of words from the video. Answers drum

drummer

drumstick

dance

4  Give students time to read the questions. Then play the video for them to answer. Answers 1  2  3  4  5 

an ancient type of drumming Japan movement of the body sound, body and mind They can express their feelings and energy and feel as if they are outside their body looking in.

5  Give students time to look at the headings and dates in the table. Then play the video for them to make notes. Answers 2,000 years ago: Japanese warriors used drums to cause fear. The distance the sound of drums travelled marked village boundaries. The early 1900s: traditional taiko drumming was popular in Japanese-American communities. The mid 1900s: people were losing interest. 1968: Seiichi Tanaka arrived and brought a new interest and a new style of drumming. Now: there are 800 groups across the USA and Canada.

6  Ask students to complete the information. Then play the video for them to check. Answers 1  boat 2  the USA

3  drums 4  800

5  Canada 6  drum

7  body 8  stick

After you watch 7  Students work in pairs to roleplay a conversation about joining a taiko drum group, according to the instructions. 8  Students work in groups to discuss the questions.

write notes under the headings given.

7 and 8  Ask students to check their profiles and to read and comment on their classmates’ work. 2f  Taiko master

16053_li_tb_Unit02_027-036.indd 35

35

24/04/12 4:03 PM

Unit 2   Performance Videoscript

UNIT 2 Review

00.15–00.28  Two thousand years ago, Japanese warriors used drums to make their enemies fear them. People used to mark village boundaries by how far the sounds of drums travelled.

Grammar

00.30–00.35  They even used to do their daily activities to the beat of drums. 00.37–00.42  Slowly over the years, the sound of the drums went away – until now. 00.48–0.59  Now, far from Japan in the United States, a new audience is listening to this ancient drum. The art is called ‘taiko’ and it has come from the villages of Japan to the city of San Francisco. 01.00–01.06  Sarita  The essence of taiko is that it’s not just people drumming. It’s the unity of the drummers amongst themselves. 01.10–01.26  In San Francisco, the movement of the body has now been added to traditional taiko drumming. It’s now an art form that brings together sound, body and mind. During a performance, the energy of all of these parts goes into the beating of the drums. 01.27–01.36  Seiichi Tanaka  Your self and the drum, totally get together. Into the drum … your self … and drum come to you … both mutual. 01.38–01.54  In the early 1900s, traditional taiko drumming was popular in Japanese-American communities. But, by the mid 1900s, people were losing interest. Then, in 1968, Seiichi Tanaka arrived and brought a new interest and a new style of drumming. 01.56–02.03  Seiichi Tanaka  I was just fresh off the boat. So a whole bunch of ‘fresh off the boat’ people get together and play drums. 02.05–02.16  Leigh  Tanaka Seiichi is a real pioneer. He’s made a dozen or so groups back in the sixties and seventies into something like 800 groups now spread all over this country and Canada. 02.20–02.30  Seiichi Tanaka  All energy from the Mother Nature through your body, come to my body – here … go through, to the drumstick … BHAM! 02.33–02.45  Taiko drummers sometimes have to play through pain and tiredness while practising and performing. At that point, some drummers feel that they can really express their feelings and energy. 02.47–02.57  Leigh  It’s almost as if you are standing outside of your body kind of looking in. And you hit this point where you’re just completely free. 03.03–03.14  Sarita  The essence of Taiko is giving your 110 per cent. You have to always give, because if you don’t give and everyone else is giving, then you’re draining from them. 03.15–03.29  Here in San Francisco, taiko came from the old world of Japan and was born again. Grand Master Seiichi Tanaka is giving North America the chance to enjoy the energy and excitement of traditional taiko drumming.

1  Divide the class into pairs. Ask them to look at the photo and discuss the questions. 2  Students read the blog and check their ideas. Answers 1  probably performers 2  summer 3  Osaka, Japan

3  Students complete the blog. Let them compare their answers in pairs before discussing as a class. Answers   1  I’ve lived in Japan for three months  2  I have / I’ve learned some Japanese  3  One of my favourite pastimes is going to matsuri.  4 I’ve just got home from the Nango summer jazz festival  5  it was great to sit around in the sunshine  6  It has been part of Osaka summer events  7  for about a thousand years  8 and some performances have hardly changed since then  9 we’re actually hoping to join the big procession of boats on the river. 10 I haven’t been on the river yet, so I’m really looking forward to that.

                 

4  Students discuss festivals in pairs.

Vocabulary 5  Divide the class into pairs. Students match two people to each category then discuss examples of each type of person. Answers 1  actor, director 2  conductor, musician

3  choreographer, dancer 4  singer, orchestra

6  Divide the class into groups. Students write a list of art events, then match adjectives to them. They then discuss the events.

7  Divide the class into pairs. Students describe music that makes them cry, laugh, smile etc. Real life 8  Students work in pairs to choose the correct options, then act out the conversation. Answers 1  going 2  to see

3  Do you 4  in

5  by 6  about

Speaking 9  Divide the class into groups. Ask them to discuss childhood dreams they have already achieved and dreams they have not achieved yet. 36

Unit 2  Performance

16053_li_tb_Unit02_027-036.indd 36

24/04/12 4:03 PM

Unit 3  Water Lead-in

3a Behind the photo

Personal response Ask students: What do you use water for every day? How much water do you drink every day? Build up a list of the uses of water (e.g. for drinking, cooking, washing, showering, washing dishes and clothes, making tea and coffee, watering the garden).

1  Ask students to look at the photo and caption

and discuss the questions as a class. These questions incorporate speculation and prediction.

Lead-in Personal response Write the following on the board: the sea, a lake, a river, a pool. Ask students to think of something exciting, frightening or unusual that has happened to them in one of these four places, then tell a partner.

Vocabulary water and recreation

SAMPLE answers 1  They are going to fetch water. 2  Every day (the caption says they spend five hours a day fetching water). 3  Presumably, they will use the water very sparingly, so mostly for drinking and in cooking food.

1  Divide the class into pairs. Ask each student to choose a photo and prepare to describe it, using words from the box. They then take turns to describe their photo. Their partner must guess which photo is being described. Vocabulary notes

2  Divide the class into pairs. Ask them to guess what the missing numbers in each sentence might be from those in the box. Have a brief feedback to see what students think, but do not confirm or deny answers at this stage. 3 

If necessary, pre-teach the words in the box marina 5 place where yachts are kept by the sea reservoir 5 man-made lake to store water for consumption stream 5 narrow, shallow river

[1.13]  Play the recording for students to listen and

check their answers. Ask them for their reactions to the facts (e.g. are the facts surprising, shocking etc.?)

answers 1  70

2  3

Audioscript 

3  46

4  10

5  200

[1.13]

And now, did you know that today is World Water Day? I’ve got some interesting statistics here … for example, about 70 per cent of the Earth’s surface is covered in water. And yet only three per cent of the Earth’s water is fresh water. That’s a tiny percentage, isn’t it? Access to clean fresh water is a problem for millions of people, especially in the developing world. Around 46 per cent of the world’s population don’t have running water in their homes. They get their water from wells, rivers or water-holes, which means that every time they need water, they have to go and fetch it. Now, of the fresh water we use around the world, about two-thirds of it goes on agriculture – that’s for growing food. So what about the rest of it? The United Nations reported that an average person in the developing world probably uses about ten litres of water for cooking, washing and drinking each day. Yes, that’s right, ten litres a day. I think my kitchen sink probably holds about ten litres, so I must use a lot more than that. According to these statistics I have in front of me, here in Europe our daily average is 200 litres per person! And in North America the figure is something like 400 litres per person. Now, if you want to get involved with World Water Day, stay tuned, because we’ve got lots more information coming up.

2  Divide the class into pairs. Ask them to match activities to places. Several answers are possible for each activity: ask students to explain their choices. 3  In pairs, students describe activities they have tried or enjoy doing. Extra activity Extend this task by writing other questions for students to ask: Do you do the activity alone or with other people? How often do you do the activity? When? At weekends or on holiday? Why do you do it? To relax? To keep fit? For excitement? Ask students to prepare a description of their favourite water sport using the questions in the extra task above. In pairs or small groups, students describe their activity. Their partner must guess which activity they are describing.

Listening 4  [1.14]  Play the recording. As an initial gist task, ask students which photos are being described (1 B, 2 C). Then, ask students to read the statements carefully. Check any words they don’t know. Play the recording again. Students listen and decide whether the sentences are true or false. Let them compare their answers in pairs before discussing as a class.

Answers 1  T

2  F

3  T

4  T

5  F

6  F

4  Divide the class into groups to discuss the questions. 37

16053_li_tb_Unit03_037-046.indd 37

24/04/12 4:04 PM

Unit 3  Water Vocabulary notes The Zambezi is a river in the African country of Zambia. Rapids are fast-flowing parts of a river. A hippo or hippopotamus is a large African mammal. A cenote /senəυte/ is a deep sinkhole in limestone with a pool at the bottom that is found in Mexico.

Audioscript 

[1.14]

1 I live in Zambia and we have fantastic river systems here. I love rafting on the Zambezi River. It’s one of the best white water runs in the world. On my very first trip, we had a real surprise! We were coming down fast from a section of rapids and we could see calm water ahead. Then I saw a big hippo near the river bank. It’s best to avoid hippos if you can! We started paddling away quickly because it was coming towards us! We were going around a small island in the middle of the river, when suddenly …

2 I began diving when I was about 12. I actually learned to dive on holiday in Mexico. My parents went there to explore the underground lakes – or cenotes. My brother and I were sitting around on the beach, getting bored, so we took a diving course. Then we did our first dive in the ‘easy’ cenotes while my parents were exploring the dangerous stuff. It wasn’t deep underground and the sun was shining in through an opening in the roof of the cave. It was really calm and beautiful. I felt like staying there all day! I was concentrating on doing everything right. I didn’t notice that …

5  [1.15]  Divide the class into pairs. Ask them to discuss what they think may have happened next and to choose an option. Tell students they will now hear the end of the story and find out if they guessed correctly. In feedback read through the information in the Wordbuilding box. Refer students to page 27 of the Workbook for further information and practice.

Answers 1  b

Audioscript 

2  c

[1.15]

1 We were going around a small island in the middle of the river, when suddenly we surprised an eight-metre crocodile. It was lying in the sun on the other bank. It jumped into the water about a metre away from our boat and soaked us all. Fortunately, he didn’t catch up with us!

Grammar past simple and past continuous 6  Ask students to underline and circle examples of the verb forms in the sentences. Let them compare their answers in pairs. Answers 1  W  e were going around a small island. 2  It jumped into the water about a metre away from our boat. 3  The sun was shining in through an opening in the roof. 4  My mom realised pretty quickly that I was missing and she came after me.

7  Ask students to match the sentences in Exercise 6 to the meanings (a–d). Answers 1  a

2  c

3  b

4  d

8  Ask students to underline the key events then match the questions and answers. Answers 1  b  What were they doing when they saw the hippo? 2  a  What did they do when they saw the hippo?

9  Ask students to choose the correct options to complete the rules. Answers 1  past continuous 2  past simple

Grammar notes When telling a story, we use the past simple to describe finished actions in the past, and to describe actions or events in sequence. We use the past continuous to set the scene for a story by describing the situation (We were living in Spain when …) or the background events (Birds were singing and trees were blowing in the breeze …) at the time of the story. We also use the past continuous to describe actions that have duration and are interrupted by an event (We were crossing the road when a sports car raced past us).

Tim walked in. Past     

  

 

Now

We were eating lunch. We were eating lunch when Tim walked in.

2 I was concentrating on doing everything right. I didn’t notice that I was swimming into an area that was only for advanced divers. There were ropes and signs to stop you going into a sort of labyrinth of tunnels where it was easy to get lost. Luckily for me, my mom realised pretty quickly that I was missing and she came after me. I still had no idea!

38

10  Ask students to read the examples in the grammar

box, then look at the audioscript on page 174 of the Student’s Book and find and underline sentences using because, when, while and so. Then ask them to write the sentences using the past simple, past continuous and the linking words. Refer to page 158 of the Student’s Book for further information and practice.

Unit 3  Water

16053_li_tb_Unit03_037-046.indd 38

24/04/12 4:04 PM

Unit 3  Water Answers

Answers

1  I was taking a photo of the hippo when I dropped my camera in the water. 2  My friend fell out of the raft because he wasn’t holding on. 3  I saw some strange fish when / while I was diving. 4  I was having some problems with my mask so my brother helped me.

heard /hɛːd/, were /wɛ:/, began /bɪˈgæn/, bought /bɔːt/, set /set/, swam /swæm/, was /wɒz/ (or /wəz/), caught /kɔːt/, got /gɒt/, spent /spent/, felt /felt/

Grammar notes Because, so, when and while are conjunctions that join two sentences. Because gives a reason. So expresses a consequence. A simple way of explaining when and while is to say that we use when with finished events in past time, and, therefore, with the past simple, and we use while with actions that have duration, and, therefore, with the past continuous. I met Joe when he got off the bus. (a finished event at a moment in past time) I met Joe while he was walking home. (an interrupted action with duration) However, native speakers sometimes interchange when and while, e.g. When we were sitting on the beach, Jim’s phone went off. He sat on his own while he ate his lunch.

11 

[1.16]  Ask students to complete the paragraph

with the correct form of the verbs in brackets. Then play the recording so that students can check their answers.

Answers 1  2  3  4  5  6 

  7  was moving   8  caught up   9  got 10  spent 11  felt

was working heard began bought set out swam

Audioscript 

[1.16]

When I was working in the Maldives, I heard that there were whale sharks in the area. That’s why I began snorkelling – whale sharks are the world’s biggest fish! I bought a cheap snorkel and set out with a group of friends. Almost immediately, a whale shark swam past the boat. It was moving really quickly but we caught up with it. We all got into the water and spent about two minutes with the shark. Afterwards, I felt absolutely exhilarated!

Pronunciation irregular past simple verbs 12a 

[1.16]  Play the recording again. Ask students

to listen and note the pronunciation of the past forms. You could ask students to write down the forms as they hear them on the recording, or, alternatively, you could write the infinitive of the verbs they must listen for on the board first, then ask students to listen for the irregular past forms. (Infinitive forms: hear, be, begin, buy, set, swim, be, catch, get, spend, feel).

12b  [1.17]  Divide the class into pairs. Ask students to tell each other what the past forms are and how they are pronounced. Then play the recording. Students listen and check, then repeat the sentences. Answers fall 5 fell /fel/; lie 5 lay /leɪ/; run 5 ran /ræn/; sink 5 sank /sæŋk/; teach 5 taught /tɔːt/; tell 5 told /teʊld/

Audioscript  1 2 3 4 5 6

[1.17]

I nearly fell out of the boat. I lay down in the raft. I almost ran out of air. Our raft sank. My friend taught me how to swim. He told me about the shark.

Grammar note Irregular past forms One way of helping students to learn irregular past forms is to get them to categorise them according to pronunciation, e.g. sent, spent, lent, meant taught, bought, brought, fought, caught

Regular past forms Regular past forms have a simple rule, which is that they add -ed (e.g. turn 5 turned). There are slight exceptions with verbs ending with -y (e.g. carry 5 carried) or with a single vowel and consonant (e.g. pin 5 pinned).

Pronunciation note Regular verb endings are pronounced with a /t/ or /d/ sound, depending on whether the final sound of the infinitive is voiced or unvoiced. e.g. Turn ends with a voiced consonant, and pray ends with a vowel sound (which is therefore voiced), so the -ed ending is pronounced /d/ (/tɛːnd/, preɪd/). Type ends with an unvoiced consonant, so the -ed ending is pronounced /t/ (/taɪpt/). End and start end with /d/ and /t/ sounds, so the -ed ending is pronounced /ɪd/ (/endɪd/).

Speaking 13  Divide the class into pairs. Ask students to decide who is A and who B, then give them three or four minutes to prepare. Students B interview Students A. When they have finished, ask them to change roles. Monitor, prompt, and note errors with past forms for feedback at the end.

Homework Write on the board: My first time. Ask students to write an essay about the first time they tried a new sport or hobby.

3a  Behind the photo

16053_li_tb_Unit03_037-046.indd 39

39

24/04/12 4:04 PM

Unit 3  Water 3b Return to Titanic Lead-in Using words Write the following words from the reading text on the board: shipwreck, discover, voyage, sank, drown, a woman’s shoe, dignity, salvage. Divide the class into pairs. Tell students to look up the words in their dictionaries, then ask them to say what the connection is between the words and to predict what the reading text in the lesson might be about.

Extra activity Ask students to explain the following phrases from the text (the answers are in brackets): 1 appropriately named Titanic (Titan was a giant in Greek mythology and titanic means ‘really huge’. This was a good (appropriate) name because Titanic was a giant ship. 2 the height of the Cold War (a time when the Cold War – the period of hostility between the US-led western world and the Soviet-led communist bloc – was its strongest and most dangerous) 3 my eye was drawn to a woman’s shoe (I saw, noticed the shoe, even though I wasn’t trying to look for it) 4 They’d turned her into a freak show (They had exploited the wreck of Titanic in an inappropriate way)

Reading 1  Ask students to look at the photo. Ask: What can you see in the photo? Where is Titanic now? How does the photo make you feel? Give students a moment to read through the questions and check any unfamiliar words (see box below). Ask them to read the interview quickly and match the questions to the paragraphs. Let students check their answers in pairs before discussing as a class.

3  Divide the class into pairs to discuss the question. Extra activity Have a class debate. Divide the class into two teams. Team A must prepare five reasons why Titanic should be raised. Team B must prepare five reasons why Titanic should not be raised. Each team then present their reasons. End with a class vote to decide which team has won the argument.

Answers 1  b

2  a

3  d

Vocabulary notes debris 5 broken pieces of wood, stone or metal locate 5 find come about 5 happen

2  Ask students to read the interview again and answer the questions. Let them compare their answers in pairs. Answers 1  H  e was on a secret mission to find two missing US nuclear submarines. 2  They jumped for joy at first, but then realised that a lot of people had died on the wreck, so they stopped work and held a memorial service. 3  He felt angry because the wreck of Titanic had been exploited – ‘turned into a freak show’.

Vocabulary notes her maiden voyage 5 its first voyage (note that ships are often referred to in the feminine, e.g. she, her, maiden) jumped for joy 5 were very excited and happy treat … with dignity 5 behave in a respectful way towards something

Grammar past perfect simple 4  Divide the class into pairs. Ask students to put the events of the story in order. Tell them to refer back to the interview to check their answers. Take feedback briefly to check that students have got the order correct, then ask them to discuss which of the verbs are in the past perfect in the text. Elicit answers and discuss why the past perfect simple is used in each case. Answers b, c, a     2  b, c, a     3  c, a, b b and c, agreed (had agreed in interview) b died (had died in interview) a took (had taken in interview); c disappeared (had disappeared in interview) The past perfect simple is used for things that happened before Ballard’s discovery. 1  1  2  3 

5  Ask students to read the sentences and underline the events that happened first. Let students check their answers in pairs before discussing as a class. Answers 1  had changed   2  had died   3  had … belonged

6  Ask students to choose the correct option to complete the rules. Let students check their answers in pairs before discussing as a class. Read the form rules in the box with the class, and refer students to further information and practice on page 160 of the Student’s Book. Answers 1  before

40

2  don’t have to

Unit 3  Water

16053_li_tb_Unit03_037-046.indd 40

24/04/12 4:04 PM

Unit 3  Water Grammar note

3c Love and death in the sea

In narratives, the past perfect simple is used to refer back to something that happened before. It allows the speaker to break up a sequence of events. Compare I woke up early, had a shower, and ate breakfast, with I had a shower and ate breakfast. I had woken early that day.

Lead-in

Students sometimes think of the past perfect as a ‘distant’ past. This is incorrect. It can only be used in contrast to another past to show that it is an earlier event.

Write the following words connected with the sea on the board: waves, tide, drown, surf, shallow, deep, surface, stormy, salty, sand, shore, beach, current, calm, cove.

A shoe belonged to a child   I saw the shoe

Ask students to check the words in their dictionaries and to say how they connect with the sea. Alternatively, this activity could be done after Exercise 4.

PastNow

Using words

I saw a shoe which had belonged to a child.

7  Ask students to choose the correct options. Let students

compare their answers in pairs before discussing as a class.

4  had disappeared 5  hadn’t located 6  had visited

8  Ask students to write their own answers to the

questions. Let students compare their answers in pairs before discussing as a class.

SAMPLE answers 1  2  3  4  5 

The ship hadn’t seen it in time. They hadn’t put enough life boats on the ship. People had turned the site into a freak show. They had decided it was a romantic place. He had decided to make a film about the disaster.

9  Ask students to read the text quickly without worrying about the gaps. Ask: What had happened to Captain Morgan’s ship? (It had sunk after hitting rocks.) Ask students to complete the text. Let them compare answers in pairs before discussing as a class.

Answers 1  2  3  4 

was began had discovered felt

Vocabulary notes beach = part of the shore made up of sand or stones where you can sit

Answers 1  had been 2  sank 3  was

Reading

5  6  7  8 

had sunk hit had already made retired

Extra activity Play past participle tennis. Write the following list of infinitives in a column on the board: run, begin, sit, stand, wear, find, make, drive, feel, ride, read, write, speak, catch, break, fall. Divide the class into pairs. Student A ‘serves’ the first infinitive, run, and Student B ‘returns’ the serve with ran. Student A can then win the point by saying the past participle run. It’s 15-0. Students continue through the list, scoring as in tennis.

Speaking 10  Divide the class into groups of four, then divide each

group into pairs. Students read the puzzles and follow the instructions.

cove = an area of sea partly surrounded by land current = the strong movement of water in one direction shore or seashore = any land on the edge of the sea. surf (verb) = to ride on the surface of the waves surf (noun) = the waves as they break on the land producing white water. tide = the movement of the sea into and away from the shore

1  Divide the class into pairs or small groups. Ask students to discuss the questions. 2  Ask students what a marine ecologist does (he or she is interested in protecting underwater environments). Then ask them to read the article quickly and find answers to the questions. Let them compare their answers in pairs before discussing as a class. SAMPLE Answers 1  H  e tried to swim out to sea during a storm, realised it was too difficult, and found it difficult to swim back. 2  He didn’t respect the sea – it was a moment of Catalan bravado to go into the sea when it was too stormy. 3  He has learnt his lesson, feels lucky to be alive, and respects the sea now. He does not go swimming when it is dangerous.

3  Ask students to read the text again, find the expressions, and choose the correct options to explain their meanings. Let them compare their answers in pairs before discussing as a class. Answers 1  two 2  afraid (guts are intestines – this is a poetic and unusual way of saying that you feel sick with fear) 3  stop 4  it was difficult for me 5  stop swimming 6  quickly (and on his hands and knees)

3c  Love and death in the sea

16053_li_tb_Unit03_037-046.indd 41

41

24/04/12 4:04 PM

Unit 3  Water 4  Divide the class into pairs. Ask students to discuss the questions. In feedback, ask different pairs to summarise their thoughts for the class. Discuss their answers. SAMPLE Answers 1  T  he first decision was to go swimming despite the storm. The consequence was that he had to fight against the sea and swallowed lots of seawater and sand. The second decision was to turn back. The consequence was that he was hit by waves and caught in the surf zone, and he couldn’t get back. The third decision was to give up fighting against the sea. The consequence was that he was carried to the shore and survived. 2  He speaks about the sea as if it were a person. The feelings he expresses are very intense and romantic. 3  He is asking for forgiveness because man is responsible for the lack of fish, through overfishing and pollution. 4  Students’ own opinions.

Answers 1  2  3  4  5  6 

I got into the pool. The weather didn’t get better. I couldn’t get to the shore. I wasn’t getting any closer to the land. We get so much from nature. I’d got out (of) that dangerous situation.

7  Ask students to write personalised sentences using the expressions with get. Ask them to share their sentences with a partner, adding information to show the context. Vocabulary notes Get is a very common verb in English with a range of uses. These uses are all connected with ‘change’, e.g. change of position (get into/out of), change of possession (get a prize), change of state (get better/worse).

Background notes

Extra activity

World Oceans Day is celebrated every year on June 8th. It is recognised by the United Nations and aims to celebrate the oceans and to highlight problems such as pollution and over-fishing.

Ask students to write down five ‘changes’ that have happened to them or been done by them today, e.g. I got up at 7, I got on the bus to school, I got two tickets for a play, I got a bit older, I got hungry at lunchtime. Ask students to share their five ‘changes’ in groups or with the class.

Enric Sala is Catalan. Catalans come from Catalonia, a region of north-east Spain around the city of Barcelona. The Costa Brava is the Mediterranean coastline of the region. Catalans are proud people with their own distinctive language and culture (and remarkable football team).

Critical thinking reading between the lines 5  Divide the class into pairs. Ask students to discuss

whether the statements are true or false, and to say why.

Answers 1  T  (It was dangerous on the day in the article.) 2  T (Enric says that the sea has almost killed him a couple of times, and admits that it was his fault. He also admits to Catalan bravado. It implies he is a risk taker.) 3  T (He says he was feeling lucky to be alive.) 4  T (He still swims in the sea.) 5  T (He says he has not been to the sea when she does not want him.)

Word focus get 6  Ask students to scan the text to find expressions with get with similar meanings. Let students compare their answers in pairs before discussing as a class.

Speaking 8  Divide the class into pairs. Ask students to have a brief discussion with their partner and tell him or her which experience they would like to talk about. The story does not need to be a personal experience – it could be based on something they have read or it could be invented. Ask students to work individually to make brief notes using the prompts. Monitor and prompt with ideas and vocabulary.

9  Divide the class into small groups. Ask students to take turns to tell their story. Encourage students to ask follow-up questions about the story. Monitor and note errors for an error feedback at the end. Extra activity Alternatively, you could do this as a collaborative storybuilding exercise. Divide the class into groups of three or four. They must first decide on a story they would like to prepare and tell together. Then they decide on one student who will take notes. Make sure all the students are contributing. At the end, each group must tell their story to the class.

Homework Ask students to write the stories for homework.

42

Unit 3  Water

16053_li_tb_Unit03_037-046.indd 42

24/04/12 4:04 PM

Unit 3  Water above the kitchen sink. But these two fish were really active – they loved to jump in the air. Especially when someone was doing the dishes.

3d No way! Lead-in Personal response Ask students to look at the photo of the parrot in the teacup and ask: How did it get there? Elicit three or four ideas. Divide the class into pairs and tell them to think of a story in one minute to explain how the parrot ended up in the teacup. Ask a few pairs to tell their stories and decide, as a class, which stories were the funniest and which were the most believable.

Real life telling stories



b : No



a : Seriously! After



b : Oh,



a : Oh,



b : That’s

we saw it the first time, we put a lid across the top of the tank. So, a couple of weeks later, I came into the kitchen one morning and the tank was empty. No fish!

Divide the class into groups to discuss which statements are true for them.

looking after this friend’s parrot when he was on a business trip. Anyway, after a few days, I realised that this parrot knew how to open its cage.



d : Really?



c : Oh



d : What



c : Well, the next thing was, I started to panic. So I went

yes! It happened a couple of times. When I went out, the parrot was in its cage. And when I got back home, it had got out. So one day, I was at work and all of a sudden I remembered that I hadn’t filled up the bird’s food and water. I immediately rushed back home … and there it was … the empty cage again. I searched everywhere. I was going round the house calling ‘Polly! Polly, come on Polly!’ But I couldn’t find it.

You might want to brainstorm and teach a set of vocabulary connected with humour here: tell a joke / a funny story; remember the punch line; laugh at a joke; have a good sense of humour; get a joke; hilarious.

Answers

incredible!

2 c: I remember once, a couple of years ago, we were

Extra activity

2  Ask students to match the correct set of words to the photo. Tell them to look up words they are not sure of. Let them compare their answers before discussing as a class.

no!

yes! During the night, the fish had jumped out of the tank! They were lying in the sink! Fortunately, there was some water in it!

1  Ask students to read through the statements. You may

need to pre-teach the punch line (the last line of a funny story which reveals the joke).

way!

happened then?

into the kitchen to make the tea, and guess what? There was the bird. It was having a bath in my teacup! d : That’s

unbelievable!

A is more likely (empty cage; having a bath)



Vocabulary notes

4  [1.18]  Give students a moment to read through the expressions in the box. Play the recording again. Students listen and tick the expressions they hear. Let them compare their answers in pairs before discussing as a class.

cage 5 metal, enclosed place where pets are kept tank 5 large glass box, which may be full of water, for keeping fish or reptiles

3 

[1.18]  Play the recording. Students listen and

match the story to the photo. In pairs, students describe what they would expect the photo for the other story to look like.

Answers Story 2 matches the photo. A photo for Story 1 might show two fish splashing in some water in a sink.

Audioscript 

[1.18]

1 a: Did I ever tell you about the time we kept loads of

Answers Students should tick all the expressions except: You’ll never believe what happened once … suddenly while I was …

5  Have a brief class discussion and vote on which story is true. Answers The first story is true. It happened to the author. The lid partially covered the tank but the fish had knocked it off anyway. Both fish survived and were lucky not to have been eaten by the family cat!

animals? Our house was like a zoo.



b : No,

I don’t think so.



a : Well,

among other things, we had these goldfish – they were really huge. And they lived in a fish tank

Pronunciation was and were 6a 

[1.19]  Play the recording. Students listen and notice the pronunciation of was and were.

3d  No way!

16053_li_tb_Unit03_037-046.indd 43

43

24/04/12 4:04 PM

Unit 3  Water Audioscript 

[1.19]

1 Especially when someone was doing the dishes.

3e What a weekend!

2 They were lying in the sink!

Lead-in

3 We were looking after this friend’s parrot.

Introducing the theme: blogs

4 I was going round the house calling ‘Polly’!

Write the following words on the board: lengthy, informative, personal, funny, well-written, knowledgeable, enthusiastic, inspiring, insightful.

6b 

[1.19]  Play the recording again. Students listen and repeat. Make sure they are producing was and were with a weak /ə/ sound.

Make sure students know what the words mean, then ask them to work in pairs to choose the four adjectives that are most important when describing a good blog.

Pronunciation notes In these sentences, was and were are auxiliary verbs helping to form the past continuous. The main verb is stressed and the auxiliaries are unstressed. As a result, they reduce to a weakly stressed /wəz/ or /wə/.

7  Divide the class into pairs. Ask students to decide who

will take which role, then give them a couple of minutes to memorise the conversations, then close their books and practise. If they can’t remember much the first time, allow them to check the audioscript on page 174 and try again. Remind them to concentrate on the correct pronunciation of was and were.

Teaching note Write some prompts on the board to help students as they act out the conversations. Story 1: goldfish, huge, tank active, lid, empty, jumped, sink, fortunately Story 2: parrot, open, got out, remembered, filled up, rushed, searched, ‘Polly!’, panic, guess what, teacup

8  Divide the class into pairs. Give students two or

three minutes to prepare a story. Tell them to note at least four things that happened, and to make sure that one is not true. They then take turns to tell stories. In feedback, find out which students guessed the untrue event in their partner’s story.

Extra activity Write three events from your life on the board. Two must be true and one untrue. Make them interesting but believable. Tell students to ask you questions about any of the events. Answer as truthfully or (in the case of the untrue sentence) as believably as possible, and add a little bit of further information to keep students guessing. After three or four minutes, ask students to vote on which event was untrue. Students could then do the activity in small groups.

Homework Ask students to write a story about a pet, involving a skill, a habit or an accident (with a happy ending).

44

Writing a blog post 1  Divide the class into pairs. Ask students to discuss the questions. In feedback, build up a list of blog topics. SAMPLE answers Personal blogs: what they’ve been doing, photos, thoughts and feelings, interests, travel, personal opinions Professional blogs: advice and tips, information about a company or product, feedback on meetings or conferences

2  Ask students to read the blog and answer the questions. Let them compare their answers in pairs before discussing as a class. Answers 1  W  hat happened to the writer’s family last weekend. 2  The things you take to the beach: towels, swimming costumes, sunglasses, etc. 3  The writer’s three children.

3  Ask students to put the events of the story in order. Let them compare their answers before discussing as a class. Answers c, d, b, f, e, g, a

Extra activity To revise past simple and past perfect, ask students in pairs to choose four of the sentences in Exercise 3 and to write them (as a story) in two or three different ways, e.g. The sun started to shine, so they got into the car and they went to the beach. There had been a storm earlier. They went to the beach. There had been a storm but then the sun had started to shine and they had got into the car.

Writing skill interesting language 4a  Ask students to find and underline verbs in the blog

which are different from those in bold in the sentences. Let them compare their answers before discussing as a class.

Answers f  picked up 5 grabbed a  ran 5 rushed g  went 5 headed b  started to shine 5 came out e  got 5 jumped The verbs in the blog are more dramatic and interesting.

Unit 3  Water

16053_li_tb_Unit03_037-046.indd 44

24/04/12 4:04 PM

Unit 3  Water 4b  Ask students to circle the verbs and adjectives. Let them compare their answers in pairs.

Answers 1  raining = pouring with rain 2  full of people = packed 3  looking = staring

4  arrived = washed up 5  holding = clutching

Vocabulary note

3f One village makes a

difference

Before you watch 1  Students work in groups. Ask them to look at the photo and say what they can see, then discuss the questions. Take feedback from the class. 2  Before watching the video, ask students to predict what they will see people using water for.

pouring 5 raining very heavily packed 5 completely crowded so you can’t move staring 5 looking, as if in shock or disbelief

While you watch

clutching 5 holding very tightly

3  Play the whole of the video for students to check their ideas from Exercise 2. They should not try to understand everything at this stage.

washed up 5 carried onto the shore by the tide

4c  Students read the sentences and think what words they could use to complete them. Then ask them to complete the sentences with words from the box.

Answers 1  raced 2  exhausted 3  boiling

4  scrambled 5  wandered 6  collapsed

Vocabulary notes raced 5 ran very fast and in an excited way exhausted 5 completely tired boiling hot 5 extremely hot scrambled up 5 climbed up on hands and knees wandered 5 walked slowly and in a very relaxed way collapsed 5 fell down from exhaustion

5  Students make some brief notes to help them tell their story. Tell them that the story needn’t be real – they could make it up. Teaching note Refer students back to the speaking activity (Exercise 8) on page 38, and the sequencing expressions on page 40. Remind them to plan their writing to use the sequencing expressions.

6 and 7  Once students have produced a first draft, ask them to see if they can use more interesting, dramatic words, then check their finished post.

8  Students read their partners’ blogs and give a spoken or written response. Homework The final draft of the blog could be completed for homework.

Answers 1 drinking  2 washing animals  3 washing clothes  4 irrigating crops  5 washing themselves

4  Give students time to read the questions. Check they understand the key vocabulary from the glossary on page 43 (gallons, supply, monsoon, dam, shortage). Explain that a water tanker is a large truck with a tank or container of water. Then play the first part of the video (to 02.21) and ask students to answer true (T) or false (F). Check the answers and elicit corrections to the questions which were false. If necessary play that part of the video again. Answers 1 T  2 T  3 F  4 F  5 T  6 F  7 F  8 F The correct information is underlined in the script.

5  Give students time to read the stages and check the words they don’t know in the glossary. Then play the second part of the video for them to order the stages. Answers d, b, a, c

6  Ask students to read the sentences from the script and predict which words from the glossary could be used in the gaps. Then play the video for them to check. Answers 1 smog  2 well  3 riverbeds  4 reservoirs  5 small-scale

After you watch 7  Students work in pairs to roleplay a discussion about a development project, according to the instructions. 8  Students work in pairs to discuss the questions.

3f  One village makes a difference 

16053_li_tb_Unit03_037-046.indd 45

45

24/04/12 4:04 PM

Unit 3  Water Videoscript

UNIT 3 Review

Part 1

Grammar

00.14–00.40  New Delhi is a large city in northern India. The heavy smog that usually fills the sky is so unclean that it’s difficult to see the city. The water supply doesn’t look much better. The Yamuna river is the city’s main source of drinking water. Fifty million gallons of industrial waste are thrown into the river every day. At times, this makes it look more like a science experiment than a proper water supply.

1  Divide the class into pairs. Ask them to look at the photo and discuss the questions.

00.42–01.19  The fourteen million people in and around New Delhi must get their water from community water tankers. These trucks deliver water to the towns where people live. Sometimes there’s enough water for everyone, and sometimes there isn’t. The people of New Delhi need about one billion gallons of water a day. They’re surviving on 25 per cent of that. Even in the richer areas, you’ll find busy shopping centres, well-dressed shoppers, expensive restaurants, and the same community water tankers. 01.21–02.05  Outside of the city, in the desert of Rajasthan, getting water is even harder. The temperatures frequently reach 120 degrees Fahrenheit. Villagers walk for miles to get water. When they reach a well, they often have to drink next to their animals. An annual season of heavy rain, called ‘the monsoon season’, does provide relief. But it doesn’t replace the water that’s used every year. So the question remains: is there an answer to India’s water problem? Some leaders think that the answer lies in a series of new dams. However, many people disagree with this proposal. They believe that India’s existing dams have contributed to the water shortage by drying up riverbeds, fields and wells. 02.07–02.22  Rajendra Singh  Thousands of millions of rupees have already been invested in water policy and big dams. How do you explain villages with no water? Who is responsible for all this? Well, the blame lies on the very system which advocates the construction of bigger dams. Part 2 02.23–03.30  The answer to India’s water shortage may be found in a group of villages in the Alwar area of Rajasthan. Here, Rajendra Singh has started a non-governmental organisation that works with villagers to make clean water easily available. Singh encourages villagers to use an ancient method, one that uses small dams to store water and change the land. Under Singh’s direction, villagers decided to try the method. They began collecting stone and rock to make small earthen dams. They then made small pits, or holes, near them and laid a porous layer of stone, earth and clay. This stopped rainwater from running off and raised the level of the water under the ground. With every rain shower, the ground water level rose higher. Eventually, people were able to create wells to irrigate their farms. Soon, water reached every part of the village. Today, a village that was dry and lifeless is green and healthy. Because of two earthen dams, farmers who couldn’t grow enough food for their families can now produce food for them. And the idea has spread. 03.31–03.39  Villager  We’re building water reservoirs and dams to save rainwater. We want our village, Rosda, to be green and prosperous like Neemie.

2  Students work in pairs to change the verbs, where necessary. In feedback, discuss whether the photo illustrates the story. Answers 1, 2, 3, 9, 10, 12, 13, 15 and 16 are correct. 4  had just passed   8  were watching 6  had gone by 11  was setting 7  hadn’t managed 14  had just got up

Vocabulary 3  Students rewrite the words for places with water with the missing vowels. Tell them to race their partner to see who can finish first then write examples. Answers lake, marina , ocean, pool, reservoir, river, sea, stream, waterfall

4  Students choose the activities to match the categories then work in pairs to explain their reasons. Answers Students’ own answers

5  Divide the class into pairs to discuss the questions. Real life 6 and 7  Divide the class into groups of three or four.

It is a good idea to get them to sit in a circle so they can easily hear each other’s lines of the story. Students must tell a story starting with the sentence. They take turns to add a sentence to the story, using one of the expressions. They then repeat the activity, starting with the sentences in Exercise 7.

Speaking 8  Divide the class into groups. Ask them to explain ‘sink or swim’ first. Then ask them to tell their group about times in the past when they faced a challenge.

03.40–03.48  At present, more than 4,000 earthen dams collect rainwater across western India. They provide water for more than 800 communities. 03.50– end  The small-scale methods of Alwar aren’t practical for New Delhi. They wouldn’t be enough. Experts say that new water supplies and efforts to conserve water may slow the water shortage there – but only for about ten years. Perhaps the big cities can learn something from Alwar. Certainly, things here have changed for the better. People no longer walk a long way for water. A well is just down the road. It seems that in the region of Alwar, one village really can make a difference!

46

Unit 3  Water

16053_li_tb_Unit03_037-046.indd 46

24/04/12 4:04 PM

Unit 4  Opportunities Lead-in Using words Play the Alphabetical Jobs game. Students sit in a circle in groups of four to six. Student A says a job beginning with A (actor, for example), the next student says a job beginning with B, and so on round the circle. If a student can’t think of a job, they are ‘out’. Tell students to continue until only one person is left in the game.

1  Ask students to look at the photo and caption. Tell students to discuss the question in pairs, and elicit ideas from the whole class. 2  Ask students to look at the words and check their meaning and pronunciation. Then ask students to discuss the question in pairs. Elicit from students what jobs most people end up doing (e.g. accountant, office manager), and how these are different to the jobs in the list. Pronunciation note Note the stress: ballerina

pilot

police officer

scientist

3  Ask students to look at the words and check their

meaning and pronunciation. Then ask students to match words to the jobs. As a follow-up you could discuss which adjectives describe the other jobs on the board.

SAMPLE answers Ballerina: demanding, glamorous, stressful Film star: exciting, glamorous, well-paid Fire fighter: dangerous, dirty, demanding, responsible, satisfying Footballer: exciting, glamorous, rewarding, well-paid Pilot: dangerous, demanding, responsible, well-paid Police officer: dangerous, demanding, responsible, secure Rock star: exciting, glamorous, well-paid Scientist: demanding, rewarding, satisfying Train driver: responsible, routine, secure, badly paid Vet: dirty, responsible, rewarding, satisfying, secure

Vocabulary and pronunciation notes Use concept check questions to check some of the more difficult words: Demanding: Is it easy to do or difficult to do? Responsible: Do you have to be sensible and reliable in this job? Rewarding: Does this job make you feel you have achieved good things or not? Routine: Do you do the same things or different things every day in this job?

4  [1.20]  Play the recording. Students listen and answer the questions. Let them compare their answers in pairs before discussing as a class. Point out that ‘fireman’ is the commonly used word for fire fighter. answers Speaker 1 a  a superhero or fireman (fire fighter) b  office worker c  fireman: exciting, satisfying, dangerous, dirty, demanding Speaker 2 a  train driver b  accountant c  train driver: in charge, responsible for passengers; accountant: routine, secure Speaker 3 a  a footballer b  nurse c  footballer; glamorous, well-paid, famous; nurse: badly paid, stressful, rewarding

Audioscript 

[1.20]

1 When I was little I wanted to be a super-hero, like in my comic books. I wanted to save the world. When I realised that super-heroes aren’t real people, I decided to be a fireman. It seemed like a very exciting and satisfying job. Now, of course, I realise that it’s dangerous, dirty and extremely demanding. So I’m glad I decided to work in an office – I’m not really very brave!

2 When I was a child, my ambition was to drive a train. My uncle was a train driver and I wanted to be just like him. I liked the idea of being in charge of the train and being responsible for all the passengers. My brother thought it was boring. I’m actually an accountant! I suppose that’s also a routine, secure   job – and my brother thinks that’s boring too!

3 I was really into sports when I was a kid, especially football. My bedroom walls were covered in posters of my favourite footballers. I wanted to be just like them – the best footballer in the world. Footballers were glamorous, well-paid and famous. And now I’m training to be a nurse – which is badly paid and stressful! But in the end I think nursing will be more rewarding. I hope so!

5  Divide the class into pairs to discuss the questions. In feedback, encourage students to share ideas with the class, and comment on good use of adjectives to describe jobs.

Secure: Are you likely to lose this job? Note the stress: dangerous, demanding, exciting, glamorous, responsible, rewarding, routine, satisfying, secure, stressful

47

16053_li_tb_Unit04_047-056.indd 47

24/04/12 4:05 PM

Unit 4   Opportunities 4a Fast lane to the future

6  Ask students to look at the grammar box. Ask them to work in pairs to find and underline examples of the verb forms in the box and the text. See also page 160.

Lead-in Personal response Ask students to think of one or two ways in which their town has changed in their lifetimes, e.g. new roads, a new shopping centre, new housing, a new influx of people, a new factory or major employer, the decline of an industry. Divide students into small groups to tell each other about the changes and to say whether they have been positive or negative.

Answers See answer key to Exercise 7

7  Ask students to discuss the questions in pairs. In feedback point out the clues in the text which emphasise the level of certainty, e.g. with luck, there are rumours, certainly.

Reading

Answers

1  Divide the class into pairs or small groups to make

I’ll be fine (Meena – 100% sure) Selvan might soon own one of the cars he makes (the author of the article – not 100% sure) India will be the world’s third largest car market (industry experts – 100% sure) some farmers may have to give up their land (the press – not 100% sure) Their future could be very difficult (the author of the article – not 100% sure) The road will certainly bring lots of jobs. (Morten Andersen – 100% sure)

predictions from the title, photo and map. In feedback, focus particularly on the contrasts in the photo (e.g. new and old, traditional / rural and modern). Vocabulary note The fast lane is the part of a motorway that is used to drive fast and overtake other cars and vehicles. The phrase is often used metaphorically (e.g. life in the fast lane) to talk about people who are financially and socially successful and lead busy and exciting lives. Its use in the title suggests that the road will rapidly turn India into a more modern country.

2  Ask students to read the article and check their predictions. 3  Ask students to complete the table. Answers 1  2  3  4  5  6 

an accountant a senior technician Hyundai a farmer; self-employed a manager Nokia

Answers 1  won’t 2  may not 3  will

4  mightn’t 5  will 6  may not

Answers

sentences. Let them compare their answers in pairs before discussing as a class.

Answers 1  M  orten Andersen 2  Meena Shekaran

8  Ask students to cross out illogical options. Let them compare their answers in pairs before discussing as a class.

9  Ask students to discuss the correct options in Exercise 8 in pairs.

4  Ask students to read the article again and complete the

3  Kashinath Manna 4  Tamil Selvan

5  Have a brief class discussion and find out students’ opinions. Background notes India’s new national highway is 3,633 miles long (5,847 kilometres) and crosses southern India from the Arabian Sea to the Bay of Bengal. It connects four of the world’s most populous cities – Delhi (India’s capital), Mumbai, Bangalore, Chennai and Kolkata.

48

Grammar predictions

In each case, might, may or could are used when the speaker is not sure. Will is used when they are sure.

10  Ask students to write sentences. Let them compare

their answers in pairs before discussing as a class. Ask students to explain their choices with reference to the text, e.g. I think Tamil Selvan will probably buy a car. ‘Definitely’ would not be correct because in the text it says ‘with luck, Selvan might soon own one of the cars’. In some cases the answer will depend on the opinion of the student.

Answers 2  3  4  5  6  7 

Tamil Selvan will probably buy a car. Kashinath Manna’s life might not change. The Nokia factory will probably expand. Job opportunities might increase. Travelling around will certainly be easier. People’s standard of living will certainly improve.

Unit 4  Opportunities

16053_li_tb_Unit04_047-056.indd 48

24/04/12 4:05 PM

Unit 4   Opportunities Extra activity Divide the class into groups of four. Tell them to imagine that a new superhighway is about to be built around their town or city. Ask them to think of five things that will or might change about life in their city.

Ask students to look at the photos. Ask: Where are the women? What are they doing? What are their jobs?

Grammar notes Note that modal verbs are usually followed by an infinitive without to, e.g. It might change. NOT It might to change. Note that we can say It may / might not but we can’t say It could not when expressing degrees of likelihood. Note that certainly, definitely and probably go after will but before won’t, so It will certainly ... but It certainly won’t ... )

Vocabulary job and work 11  Ask students to look at the examples. Ask: What’s the

difference? Ask students to complete the sentences. Let students compare their answers in pairs before discussing as a class.

Answers 3  work 4  work

5  work 6  work

Lead-in Introducing the theme: women and work

They can present their ideas to the class.

1  work 2  job

4b What’s next?

7  jobs 8  work

12  Divide the class into pairs. Ask students to take turns to ask and answer the questions. Vocabulary notes Job is a countable noun which is used to describe what you do for a living (I’m a builder; it’s my job.) It can also be used to describe a task at work or outside work (Today’s job is to tidy the garden). Work is a verb which means to do a job (I work as a teacher) or to perform a task (I’m working in the garden). Work can also mean to operate (The machine works best in dry conditions), to succeed (The plan worked) and to have an effect (The drugs work). Work is an uncountable noun used to describe a job you are paid to do (I start work at 9) or an activity that involves effort (I have a lot of work to do.) Note expressions involving work: at work (5 in the place where I work); in work (5 having a job); out of work (5 not having a job); off work (5 not working today).

Speaking 13  Ask students to discuss and agree on six predictions in pairs. Give the pairs four or five minutes to prepare their ideas. Then ask them to tell the class their ideas. Extra activity As students in each pair speak to the class, note any errors they make, especially involving modals. At the end of the activity, write five or six of the errors on the board in short sentences. In pairs, students must try to correct the errors.

Homework Write on the board: How will cities change in the next fifty years? Ask students to write an essay including their predictions of how cities will change.

Follow up by asking: What are typical jobs for women in your country? What sort of job opportunities do women have in your country in comparison to men?

Listening 1  Divide the class into pairs. Ask students to talk about important decisions they have made.

2  [1.21]  Play the recording. Students listen and choose the correct option. Let students check their answers in pairs before discussing as a class. Answers 4  leave work 5  graduated from university 6  stay in Kabul

1  works 2  a nurse 3  has a job

Audioscript 

[1.21]

1 Devi is from West Sumatra in Indonesia I didn’t stay on at school, because generally girls don’t here. But then I got this job. I’m the first girl in my family to work outside of the home. Since the economic crisis, more women have jobs. I feel very different about my future now. I’m not going to stay in this job forever. I want to train as a nurse, so I’ve applied to college. I hope to get a place on the next course. I’m taking the entrance exam next month. I’m very nervous about it. I haven’t told my boss. I suppose I’ll tell him soon.

2 Elisabeth is from Bruges in Belgium I work in a factory. It’s a good job, but the company is making people redundant. So I’m going to take the redundancy package because it’s an opportunity to start again. I got married very young and had a family, so I didn’t finish my education. But I’ve just finished evening classes in business studies, and now I’m going to start my own business. It’s something I already do as a hobby. I make specialist cheeses. Just a moment, I’ll get you some … Here you are, taste this. Do you like it? Well, I’m meeting the bank manager on Wednesday to discuss my business plan. And hey, maybe I’ll take some … cheese for him to taste as well!

3 Sahera is from Kabul in Afghanistan It’s very difficult to study at university level here. Many girls get no education at all. But we have managed to complete our degrees and graduate from the department of language and literature. Now we’re thinking about the next step. Many of the graduates are going to work as teachers. My friend is going to continue her studies in the United States. I’m going to 4b  What’s next?

16053_li_tb_Unit04_047-056.indd 49

49

24/04/12 4:05 PM

Unit 4   Opportunities stay here in the city, because my family is here. I guess I’ll take some time off and visit my parents. And I want to spend time with my friend because she’s leaving next week.

3 

[1.21]  Ask students to read the sentences carefully

and correct any they can.

Play the recording again. Students listen and correct the factual mistakes. Let them compare their answers in pairs.

Answers 1  2  3  4  5  6 

Devi isn’t going to stay in this job forever. Devi is taking an exam next month. Elisabeth is going to start her own business. Elisabeth is meeting the bank manager on Wednesday. Sahera’s friend is going to study in the United States. Sahera’s friend is leaving Kabul next week.

4  Discuss the questions as a class. Answers Devi and Elisabeth have decided what to do. Sahera hasn’t decided yet.

Extra activity Write key words from one of the listenings on the board, e.g. Elisabeth: factory, redundant, opportunity, family, evening classes, own business, bank manager, plan, cheese. Divide the class into pairs. Ask pairs to recall and retell the story from the key words. Let students check their answers by looking at the audioscript on page 175 of the Student’s Book.

Grammar future forms 5  Ask students to find the words in bold in the first

audioscript extract on page 175 of the Student’s Book   (also above). Check that students can recognise   the three forms: will 1 infinitive; present continuous, and going to 1 -ing. Ask students to match the sentences from the audioscript to the descriptions 1–3. Let them compare their answers in pairs before discussing as a class.

Answers 1  I’m not going to stay in this job forever. 2  I’m taking the entrance exam next month. 3  I suppose I’ll tell him soon.

6  Ask students to look at the audioscript again and find other examples. Let students check their answers in pairs before discussing as a class. In feedback, ask students to tell you what the form is and which rule of use each sentence matches. Answers See underlined phrases in the audioscript

50

7  Ask students to look at the grammar box and match forms and uses. Let students check their answers in pairs before discussing as a class. See also page 161. Answers 1  c

2  b

3  a

8  Ask students to read the text and choose the best options. Discuss the answers as a class. Answers 1  2  3  4 

I’m taking I’m starting I’m going to do I’m going to manage

5  they are going to do 6  I’m going to be 7  I’ll have

Grammar notes Students often find choosing which future form to use in English very difficult. That is because the choice of which form to use depends on whether the speaker wants to emphasise the spontaneous decision, the fixed arrangement or the decision made. English speakers tend to use will when an intention is made at the moment of speaking, and going to is used when the intention is made before that moment. The difference between going to and the present continuous is more subtle. Arrangements are always intentions, so it is possible to say both I’m having dinner with friends at 8 or I’m going to have dinner with friends at 8. However, English speakers tend to choose the shorter form. On the other hand, intentions aren’t always arrangements. So for example, I’m going to kill you! may well be an intention but it’s not arranged – it would be very odd to say I’m killing you later!

9  Ask students to complete the responses. Let students

compare their answers in pairs before discussing as a class.

Answers 1  2  3  4  5  6 

I’m going to take a year off. I’ll help you. Yeah, she’s getting married next month. Are you going to take it? Yes, I’m going to my first class tonight. I’ll open it.

Extra activity Ask fast finishers to write their own mini-dialogues using future forms.

Pronunciation I’ll 10a  [1.22]  Play the recording. Students listen and notice the pronunciation of /I/.

Audioscript 

[1.22]

Devi:

I suppose I’ll tell him soon.

Elisabeth:

Just a moment, I’ll get you some.

Elisabeth:

Maybe I’ll take some cheese.

Sahera:

I guess I’ll take some time off.

Unit 4  Opportunities

16053_li_tb_Unit04_047-056.indd 50

24/04/12 4:05 PM

Unit 4   Opportunities 10b 

repeat.

[1.23]  Play the recording. Students listen and

Audioscript 

[1.23]

1 It’s about a mile away. 2 He has a nice smile. 3 She’s a lovely child. 4 I’m going to be a while. Pronunciation notes The /l/ sound after a vowel is called a dark /l/. The tip of the tongue touches the alveolar ridge (the ridge above the teeth) when making the /l/ sound. The dark /l/ is pronounced with the tip of the tongue more spread out than the bright /l/ used before vowels. Additionally, the back of the tongue is high for the bright /l/ and low for the dark /l/.

4c A better life? Lead-in Introducing the theme: the economic boom in China Write China on the board and ask students to tell you everything they know about the country. Write up any interesting ideas or words on the board. Possible ideas: large population, Mandarin and Cantonese languages, communist, rice, Great Wall, Tiananmen Square Ask: What do you know about how China has changed recently? What do you know about China’s economy?

Reading 1  Divide the class into small groups. Ask students to

discuss the questions. In feedback, make sure students know the meaning of boom and crisis.

Vocabulary education

Sample answers

11  Ask students to work in pairs to complete the tables.

In an economic boom more jobs are available, wages are better and people have more money, so they spend and buy more. In an economic crisis there are fewer jobs and more unemployment, wages are generally lower, and sometimes prices are also higher so people can buy less and spend less money on luxuries such as holidays.

Answers 1  2  3  4 

pass an exam fail an exam do a training course pass an exam

Vocabulary note drop out of university 5 leave university because you fail exams or cannot continue for other reasons

12  Ask students to discuss the questions in pairs or small groups. If appropriate, encourage students to use future forms to talk about their plans. Read the information in the Wordbuilding box with the class, and refer to page 35 of the Workbook for further information.

Speaking 13  Students ask and answer questions to find a time

when they are both available to meet. Encourage them to ask follow-up questions about the activities they have planned. Monitor and comment on and correct your students’ use of future forms. Extra activity You can easily extend this activity into a mingle activity to practise future forms. Ask students to write the days Friday to Monday on a piece of paper. Tell them that next weekend is a long holiday weekend. Ask students to think of three fun things to do and a time (e.g. go to funfair 5pm) and write them next to three of the days. Tell them to leave one day blank.

Vocabulary notes Economic boom 5 sudden growth in the economy Economic crisis 5 when there is a problem with the economy Other words: economic crash / collapse 5 when the economy goes wrong and falls; economic stagnation 5 when the economy stops growing

2  Ask students to predict what the text is about from the title and the photos. Then ask students to read the text quickly and match paragraphs to topics. You could suggest that they quickly write the numbers of the paragraphs next to the text in the book before they match to the topics. Let them compare their answers in pairs before discussing as a class. Answers 1  d

2  c

3  a

4  b

3  Ask students to read the paragraph and order the things. Let them compare their answers in pairs before discussing as a class. Answers 1  d

2  e

3  a

4  f

5  b

6  g

7  c

Students walk round the class and invite people to the three events. They must also agree to do something on their blank day. They should meet at least five people and spend no more than two minutes with each person.

4c  A better life?

16053_li_tb_Unit04_047-056.indd 51

51

24/04/12 4:05 PM

Unit 4   Opportunities 4  Ask students to read the text more carefully to find out whether the sentences are true or false. Let them compare their answers in pairs or groups before discussing as a class. Answers 1  F (72 per cent are between the ages of 16 and 64.) 2  T (Each year about ten million rural Chinese move to the cities.) 3  F (The next step is to develop higher education. Many people are looking for better training.) 4  F (In a Chinese factory town, there are many private courses: English classes, typing classes, technical classes.) 5  T (The nation has become successful by making products for overseas consumers.)

5  Ask students to work in pairs or small groups to

discuss the sentences. Tell them to refer back to the article to find information.

Answers No body in the developed world should criticise China without taking a look in the mirror. This refers to the fact that it is hypocritical to criticise China for rushing to industrialise and for polluting the environment because this is exactly what all developed countries have done in the past. People in developed countries are also responsible for the problems because they buy most of the products that China produces. There’s nothing foreign about the materialistic dreams of the average Chinese worker. This implies that having materialistic dreams is common to all people on Earth, including Chinese people.

Critical thinking arguments 6  Divide the class into pairs. Ask students to discuss and decide whether the sentences are positive or negative.

Answers 1  P    2  both    3  N

7  Ask students to decide which statement describes the author’s opinion of China. Answers c

8  Ask students to discuss the question as a whole class.

9  Divide the class into pairs. Ask students to discuss

the statements and list which workers they think the sentences might apply to. Point out that there are no right or wrong answers here: they should discuss the question based on their own experience.

Sample answers 1  2  3  4 

D C/S D/C D

5  6  7  8 

C/S C D D/C

10  Divide the class into pairs. Ask students to categorise

the words into the three groups and to add the other words. Point out that some words may go in more than one column.

Answers Money: paid holiday, pay rises, salary, bonuses, discounts on company products, wages Hours: long hours, flexi-time, overtime, clocking on and off, part-time Benefits: paid holiday, pension scheme, bonuses, company car, discounts on company products, free language classes, health insurance

Vocabulary notes Both salary and wages mean the amount of money you are paid for doing a job. However, salary is used for full-time, ‘career’ jobs and expressed as a monthly or annual payment whereas wages are used for part-time, short-term or manual jobs and expressed as a weekly or one-off payment. flexi-time 5 when workers can choose when they start or finish, working from 7am–4pm or 9am–6pm, for example overtime 5 extra hours you can or must work – often paid at a higher rate bonuses 5 payment given for doing good work or because the company has been profitable clocking on and off 5 in factory jobs, workers sometimes have to place a card in a machine when they arrive and leave in order to show how many hours they have been present part-time 5 working shorter hours or fewer days – not full-time

11  Divide the class into pairs or small groups to discuss

their ideal jobs. At the end, ask a spokesperson from each group to summarise their discussion.

Extra activity

Extra activity

Divide the class into small groups. Write the following on the board: a high salary, a good working environment, opportunities for promotion, short and regular hours, long holidays, opportunities to travel, good medical and retirement benefits

Ask students to compare three jobs in terms of pay, conditions and benefits. For example, teacher, doctor and bank manager.

Ask groups to put the list in order from most to least important. Ask each group to present their list to the class and give reasons.

52

Vocabulary and speaking pay and conditions

Homework Ask students to write a paragraph describing their job or a job they have had. Tell them to include information on hours, conditions, benefits and responsibilities.

Unit 4  Opportunities

16053_li_tb_Unit04_047-056.indd 52

24/04/12 4:05 PM

Unit 4   Opportunities 4d Would you mind …?

Real life making and responding to requests

Lead-in

4  [1.24] Play the recording. Students listen and answer the questions. Let them compare their answers in pairs before discussing as a class.

Using words Preview the vocabulary activity by asking students to write four adjectives that they would use to describe themselves if they were applying for a job. Suggest friendly, hardworking and reliable as ideas. Ask students to tell a partner what adjectives they would choose. Partners must say whether they agree or not.

Answers 1  Yes

2  No

Audioscript 

3  Smart clothes, a suit

[1.24]

rudi :

Vocabulary job requirements 1  Ask students to look at the advert. Ask: What’s the job? Divide the class into pairs to read the advert and find the things in the list.

Answers 1  a  ssisting the Research Coordinator, managing film production materials, dealing with queries 2  15 June 3  a degree in a relevant subject, 1–2 years’ experience in film production, excellent database and research skills 4  should be organised and independent, able to meet strict deadlines, good at working under pressure

This looks interesting – this assistant researcher job for a TV company.

mark :

I know, the only thing is the experience. They want two years, but I’ve only worked part-time for a year, really.

rudi :

One or two years’ experience it says, and anyway you meet the other requirements. You’re good under pressure and with deadlines – you always hand your essays in on time at college!

mark :

I’m not sure that’s the same thing!

rudi :

Of course it is. And you’re really well-organised, hardworking, highly motivated …

mark :

[laughing] OK, OK, if that’s what you think … is it all right if I give you as my referee?

rudi :

Vocabulary note initial 5 at first; assisting 5 helping; scripts 5 stories in written form; footage 5 filmed material before it is edited; strict deadlines 5 times when something has to be completed; CV 5 curriculum vitae (a CV is a summary of a person’s qualifications, experience and personal details; in American English it is called a résumé).

2  Ask students to read through the words and check

meaning and pronunciation (see below). Then ask students to find the qualities that match the job in the advert. Let students compare their answers before discussing as a class.

Answers methodical, conscientious, hardworking, self-confident

Language and pronunciation notes conscientious 5 hard-working and careful creative 5 imaginative energetic 5 full of energy independent 5 good at working individually methodical 5 very thorough, pays attention to detail self-confident 5 certain of yourself (in a positive way) well-organised 5 good at putting things in order

3  Divide the class into pairs. Ask students to choose three jobs and write notes, using the adjectives in the previous exercise. Ask a few pairs to present their ideas to the class.

Hmm, I’m not sure about that. I don’t think you can just put down your friends’ names.

mark :

I know, shame! But seriously, do you mind helping me with my CV? I need to make it look a bit more professional.

rudi:

Of course not. Are you going to apply for this job, then?

mark :

Yeah, I think I will. But I’ll need my CV anyway, whichever job I apply for.

rudi :

OK, print it out and I’ll have a look at it.

mark : rudi :

Will you be able to do it today?

Yes, I will. But what’s the hurry?

mark :

The closing date for applications is in a couple of days. Oh, can you have a look at my covering letter too?

rudi :

Have you already written it?

mark :

No, but I’ll do it this afternoon and then I can send everything off tonight. Hey, they might ask me to go for an interview this week!

rudi :

Yeah, they might.

mark :

But I haven’t got any smart clothes! Would it be OK to borrow your suit?

rudi :

Sure, no problem.

5  [1.24]  Play the recording again. Students listen and tick the expressions used. Let students compare their answers in pairs before discussing them as a class. Answers Students should tick all expressions except: Is it OK to take your car? Would it be all right if I used your phone? Could you give me a lift to the interview?

4d  Would you mind …?

16053_li_tb_Unit04_047-056.indd 53

53

24/04/12 4:05 PM

Unit 4   Opportunities Vocabulary notes When making requests, politeness and tentativeness are expressed by using long phrases, conditional forms, and by adding please at the end. So, Could you …? is more tentative than Can you …? and Would you …? is more tentative than Will you …? Would it be all right if …? and Would you mind … 1 -ing? are both very tentative. In both cases, the speaker is requesting something where the answer might be ‘no’. Intonation plays a large part in making requests. Make sure that students attempt a wide intonation pattern. Their voice should start high and should go up at the end.

6  Ask students to discuss the question in pairs.

Pronunciation weak and strong auxiliary verbs 7a 

[1.25]  Play the recording. Students listen and

4e I enclose my CV Lead-in Test before you teach: formal letters Brainstorm what students already know about covering letters and write their ideas on the board. For example, Dear Sir, Yours faithfully, formal language such as I look forward to hearing from you, no abbreviations, position of the address and date, what to include.

Personal response Ask students: When did you last write a covering letter and why?

Writing a covering letter 1  Divide the class into pairs. Ask students to discuss the

notice the pronunciation of will.

different ways of applying for a job.

Check the answers then play the recording again. Students listen and repeat.

2  Ask students to read the covering letter, tick the information and discuss the question. Let them compare their answers in pairs before discussing as a class.

7b 

[1.26]  Divide the class into pairs. Ask students to match questions and responses; point out that the response does not always use the same future form as the question. Then play the recording for students to check the answers. They then practise reading out the sentences. Answers 1  e    2  d    3  c    4  a    5  b    6  f

Audioscript 

[1.26]

1 a: Are you going to apply for the job?

b :

Yes, I think I will.

2 c: Will he help you with your CV?

d : Of

course he will.

3 e: Are they still advertising that job?

f :

No, they aren’t.

Answers The letter includes all the information. In an email, you need not include your address or that of the person you are writing to.

3  Divide the class into pairs or small groups to discuss the questions. In a class of students from various countries, you could turn this into an interesting discussion about how formal letters differ. Extra activity You will need a covering letter in the students’ L1. If your students are all from one country, download, print and bring in an example of a covering letter in the students’ L1. Ask students to compare it to the letter in the Students’ Book and say how it is different.

4 g: Does she meet our requirements?

h : I

don’t think she does.

5 i: Will it be an all-day interview?

j :

I think it might.

6 k: Is it OK to phone your mobile?

l :

Yes, of course it is.

8  Demonstrate the activity first with a strong student.

Ask students to work in A and B pairs and follow the instructions on page 155 in their Student’s Books. They should act out their conversations, then swap roles and choose a new request and situation. Remind students to use expressions from the box in Exercise 5. Monitor closely and help with ideas. Teaching note Let stronger students improvise dialogues, but allow weaker students to prepare and write dialogues first. Stronger students should be able to quickly improvise five or six different situations.

54

Writing skill formal style 4a  Ask students to find and underline examples in the

letter. Let them compare their answers before discussing as a class.

Answers concise sentences: I will graduate in Digital Media this month from Manchester University. formal phrases to begin sentences: I am writing in reply to … ; I consider myself to be … ; I am available for interview … ; I enclose my CV; I look forward to hearing from you. no contractions: I am writing … ; I have worked … ; I will … standard phrases to open and close the letter: Dear Sir; Yours faithfully

Unit 4  Opportunities

16053_li_tb_Unit04_047-056.indd 54

24/04/12 4:05 PM

Unit 4   Opportunities 4b  Ask students to rewrite the sentences. Let them

compare their answers in pairs before discussing as a class.

Answers 1  I shall finish my degree soon. 2  I look forward to hearing from you. 3  I am writing in reply to your advertisement in the newspaper. 4  I enclose my CV, which gives my contact details. 5  I am available from the start of August.

Vocabulary note You could remind students of some of the features of a formal letter: If you know who you are writing to, begin the letter with the name. Use Mr for a man and Ms for a woman (unless Miss or Mrs is specified). So, Dear Ms Smith (we write the title and surname but not the first name or initial). If the name of the person is not known, we write Dear Sir or Madam. The letter concludes with Yours sincerely (if the name of the person you are writing to is known) or Yours faithfully (if the name is not known). Note that I look forward to hearing from you is always used in a covering letter. Write I look NOT I’m looking because it is more formal.

5  Students must decide on a job to apply for and follow the layout style in the Student’s Book to write covering letters. Monitor and help with ideas and vocabulary. 6  Once students have produced a first draft of their letter, ask them to exchange it with their partner. It is the partner’s job to provide feedback and suggestions on the style and accuracy of the letter. Students then revise their letters based on their partner’s feedback. 7  When they have completed their final draft, students

‘send’ their letters to their partners. You could choose to have the partners give a spoken or written response depending on how much time you have in the lesson. Extra activity

You could ask students to roleplay a job interview based on the information in the covering letter. So, one student plays an interviewer and the other plays an applicant. Interviewers must ask questions about qualifications, skills and experience and the applicants must respond and enlarge on the information in the letters.

4f Confucianism in China Before you watch 1  Ask students to work in groups to brainstorm everything they know about China and Confucius. Encourage them to include ideas about any aspect of these topics. They can also refer to the photos for inspiration. 2  Ask students to predict what they will or won’t see in the video. They should think of one image for each point. Take feedback from the class.

While you watch 3  Play the whole video for students to check their answers to Exercises 1 and 2. 4  Give students time to read the questions and check any language in the glossary. Play the first part of the video (to 01.59) and ask students to choose the correct options. Answers 1  a   2  b   3  a   4  a   5  b   6  a

5  Give students a little time to read the phrases, then play the second part of the video. Students number the phrases (a–c) in the order they hear them. Answers 1  c    2  b    3  a

6  Ask students to read the sentences from the script and predict which words from the glossary could be used in the gaps. Then play the video for them to check. Answers 1  share   2  caught   3  support   4  move 5  aware

After you watch 7  Students work in pairs to roleplay a discussion about Chinese culture and values, according to the instructions. They should change roles and act out the conversation a second time. 8  Students work in pairs to discuss the questions.

Homework Ask students to use the Internet to find a job advertisement in English that they would like to answer. Tell them it could be a job that is relevant for them in real life, or a dream job. Tell them to download the ad and write a covering letter to apply for the job.

4f  Confucianism in China

16053_li_tb_Unit04_047-056.indd 55

55

24/04/12 4:05 PM

Unit 4   Opportunities Videoscript

UNIT 4 Review

Part 1

Grammar

00.15–01.59  China is one of the largest and oldest countries in the world. Millions of Chinese people share a rich history that has lasted for thousands of years. Over time, China has been influenced by numerous great leaders and thinkers. One of its greatest and most famous philosophers was Confucius, who lived from 551 to 479 BC. Around 500 BC, the Zhou [jo] dynasty governed central China; however, its rulers were weak and the dynasty was in decline. Local warlords fought among themselves for land and power; family members also fought one another over property and money. The country of China was caught up in a dark period of war and unhappiness. Confucius travelled across China and hoped to convince the people that his moral and ethical ideas about society could restore order, justice and prosperity to the country. He believed that peace and harmony depended on having the correct and proper conduct in key relationships: for example, the relationship between a parent and child, or between ruler and subject. Unfortunately, the leaders of the day were warlords. They didn’t govern their lands by forming positive relationships with their subjects the way Confucius taught. As a result of this and other issues, the Zhou dynasty continued its decline. Eventually, Confucius retired and focused on teaching his disciples, or followers. After his death, his disciples developed and expanded his ideas through the centuries. Finally, 300 years after Confucius died, the Han dynasty adopted his philosophy as its official government policy. Confucianism became an important part of the Han dynasty as well as others and his ideas still influence China today. Part 2 02.02–02.29  The Master said, ‘A youth should be respectful of his elders.’ The respect that young people show towards the elder members of their family is still an important aspect of Chinese life today. Several generations of family members often live and work together. Most children are expected to follow their parents’ wishes and do what is best for the family. Traditionally, sons carry on the family name and support their parents when they are older and require care. 02.30–03.17  The Master said, ‘Is it not pleasant to learn with a constant perseverance and application?’ Confucius felt learning should be a pleasant experience and approached with joy. Nowadays, learning and education are still extremely important to the people of China. From a very early age, students learn to study hard and respect their teachers. Throughout the history of China, and many other cultures, an education has been an opportunity to move up in the world and attain success in a number of ways. More than five million young people in China graduate from university every year. Some seek jobs in China, others choose to explore their options by going abroad. Over 30 million Chinese people now live in other parts of the world, including Southeast Asia, the United States, Canada and other countries and regions. 03.18–03.38  ‘Virtue is the root; wealth is the result.’ Confucius felt that if people were good and hardworking, they would become rich. Today, many Chinese people continue to work hard to build lives for themselves and their families. This reflects a fundamental principle that those who are dutiful and live in harmony with others will always prosper.

1  Divide the class into pairs. Ask students to look at the photo and discuss what the chefs are thinking about.

2  Ask students to complete the comments with one word. Students decide which comments they think were made by the students in the photo. Answers 1  2  3  4  5 

  6  to   7  not   8  going   9  won’t 10  getting

will might ‘m will ‘ll

3  Divide the class into pairs. Tell them to imagine they are the students in the photo and to ask their partner about plans for when the course finishes.

Vocabulary 4  Check the students know all the words: explain that manual describes a job that involves using your hands, e.g. electrician, plumber, a factory job. Divide the class into pairs. Tell them to take turns describing and guessing jobs, according to the instructions. 5  Divide the class into pairs. Tell them to discuss what qualities and qualifications are needed to do each job, and which would be best for their partner. 6  Divide the class into groups to discuss the statements.

Real life 7  Divide the class into pairs. Tell them to match the sentence parts and make requests. Check the answers as a class. Ask students in pairs to act out a conversation which includes the requests and appropriate replies. Answers 1  b

2  a

3  c

4  d

8  Divide the class into pairs. Tell them to act out similar conversations for two of the situations.

Speaking 9  Divide the class into groups. Ask them to follow the instructions to carry out the speaking activity.

03.39–04.02  Because Confucianism is often associated with China’s past, many people aren’t aware of its influence on present-day society. The 2,500-year-old philosophy was the centre of Chinese civilisation and culture for centuries. Some consider it to be at the very foundations of modern Chinese society. As China and the world continue to change, this country’s future will surely be impacted by its past.

56

Unit 4  Opportunities

16053_li_tb_Unit04_047-056.indd 56

24/04/12 4:05 PM

Unit 5  Travel 3 I work in IT and I travel a lot for my job – too much.

Lead-in Using words Write the following headings on the board: A beach holiday, A camping holiday, A city break. Divide the class into groups of three or four. Tell each group to choose one of the three travel topics and to brainstorm as many words as they can think of in one minute. Write words on the board in feedback.

1 Divide the class into pairs. Ask students to look at the

photo and discuss the questions with a partner.

Sample answers 1  I t looks like a wildlife holiday in Antarctica. 2  No, it’s probably a once in a lifetime trip. It must be very expensive. Conditions would be difficult and it might be dangerous. 3  Students’ own answers.

2  [1.27]  Check that the students understand all the words in the list. Then play the recording. Students listen and write the number of the speakers (1–3) next to the things they talk about. Let students compare their answers in pairs before discussing as a class. In feedback, ask which words helped students guess.

Answers being on planes 3 business trips 3 day trips 2 delays 3 luggage 1

Audioscript 

planning 2 a round-the-world trip 1 taking local buses and trains 1 travelling for work 3 weekends away 2

[1.27]

1 A couple of years ago I went on a round-the-world trip with a friend. What an experience! The best bits were when we took local buses and trains – you know the kind of thing. They stop everywhere and it takes ages to get from A to B. And that’s when you meet interesting people and learn something about the place you’re in. But I took far too much luggage with me – you can’t carry it easily and you just worry about losing it. Just take a small backpack with the essentials. That’s my advice.

2 I haven’t travelled very much in the last few years.

I spend a lot of time on planes and in my car on the motorway, travelling to the projects I am involved with. I don’t particularly enjoy it, especially when there are delays, but it’s part of my job. About twice a year, I have to go on business trips abroad. My travel tip? Once you start your journey, take your watch off and relax. You have no control over the time you arrive, so it’s pointless to get stressed.

3  [1.27]  Play the recording again. Students listen and note the travel tips. Again, let students compare their answers in pairs before discussing as a class. Answers 1  Just take a small backpack with the essentials. 2  The key to a good trip is good planning. Don’t leave anything to chance! 3  Once you start your journey, take your watch off and relax.

Extra activity Ask students in pairs to write their own useful travel tips. Feed back suggestions and write them on the board, then ask the class to vote for the most useful tip.

4  Divide the class into pairs or small groups to ask and answer the questions. Emphasise that the questions in the examples are the standard form used by native speakers, and that students should use these question forms. In feedback, find out from pairs which places they have both been to. Extra activity Play ‘Find someone who has’. Write the following on the board: been to Paris? visited a castle? climbed a mountain? ridden a camel? flown in a helicopter? met a celebrity? Tell students to stand up, walk round the classroom, meet other students, and ask the question Have you ever …? with the prompts on the board. If they meet someone who says ‘yes’ to a question, tell them to ask two follow-up questions to find out more. Adapt or extend the question prompts depending on your class’s likely experiences.

I’ve been on a few day trips and I’ve had a couple of weekends away this year. I don’t go far any more. I’m more interested in the place I’m going to than in the journey. But in my experience, the key to a good trip is good planning. Don’t leave anything to chance!

57

16053_li_tb_Unit05_057-066.indd 57

24/04/12 4:06 PM

Unit 5  Travel 5a Walking for wildlife

Answers

Lead-in

1  d

Using words Write the following two sets of travel words on the board: A journey, voyage, trip B trek, hike, walk Divide the class into pairs. Tell students to explain the difference between the words to their partner. Tell them they can use their own knowledge, guesswork or dictionaries. (Answers: A: a journey is longer than a trip; a voyage is a journey by sea; B: all three verbs usually mean to walk on foot; a hike is a long walk on difficult ground, and a trek is an even longer walk, often to a place that is difficult to reach.)

Listening and reading 1 

[1.28]  Divide the class into pairs. Ask students to look at the map and discuss the options, then predict which ones might be correct. Play the recording. Students listen and check their answers. In feedback point out the difference in pronunciation between worked and walked in sentence 3, and play that part of the recording again if this caused a problem. Review some of the common prepositions used with forms of travel.

Answers 1  2  3  4  5 

2  Ask students to read the profile and match the questions to the paragraphs.

over 3,000 kilometres Congo and Gabon working on a project on foot and by boat fifteen months

2  b

3  a

4  c

5  e

3  Students choose ‘true’ or ‘false’ without looking at the text. Ask students to check their answers with a partner, then read the profile again to confirm their answers. Answers 1  F (Fay has worked on several major conservation projects in Africa and America) 2  F (he hasn’t slept in a bed more than 50 times in the last ten years) 3  F  (his injuries weren’t life-threatening) 4  T (His most recent pair of sandals lasted 2,000 kilometres before they fell apart) 5  T (elephant deaths fell significantly; in Gabon, the government has created thirteen new national parks)

Background note Mike Fay was born in New Jersey in the USA in 1956. The National Geographic Society has sponsored him on the Mega Transect (the trek described in the text) in which he spent 455 days walking across Africa, and the MegaFlyover in which he and his pilot flew 70,000 miles across Africa at low altitude taking photographs.

4  Divide the class into pairs. Students talk about what appeals or not about Mike Fay’s style of travelling. Extra activity

Vocabulary note A conservationist is somebody whose job involves trying to protect natural environments. You could point out words that are used to describe a place that humans have not been to or affected: unexplored, unexploited, untouched, remote (= far away), the last wild

Audioscript 

[1.28]

Conservationist Mike Fay is somewhere in central Africa. He’s in the middle of the longest walk of his life – so far! Fay is travelling 3,200 kilometres through the dense forests of Congo and Gabon. He’s lived in the area for several years and he’s worked on various forest conservation projects there. Now Fay and his team are making a record of the region’s ecosystems and wildlife, especially in the unexplored and unexploited areas. Travelling through untouched forest and down wild rivers to remote villages, they can only travel on foot or by boat. They’ve completed about half of the route. The trek will take about fifteen months to complete, through what Fay calls ‘the last wild place on Earth’.

58

Divide the class into pairs. Tell students to think of five questions that they would like to ask Mike Fay. When they are ready, mix the students so that they have a new partner. Students take it in turns to play an interviewer and Mike Fay. The interviewer asks his or her five questions. The student playing Mike Fay must improvise answers. At the end, you could ask one or two pairs to come to the front of the class to perform their interview for the class.

Grammar present perfect simple and past simple 5  Ask students to look at the example. Ask: How do we form the present perfect? Elicit answers (has / have + past participle). Divide students into pairs. Ask them to choose the correct options. They can refer back to the article and find present perfect and past simple sentences to help them decide.

Answers 1  present perfect

2  past simple

6  Read the information in the grammar box and ask students to underline and circle the forms in the profile. In feedback, ask which forms are different.

Unit 5  Travel

16053_li_tb_Unit05_057-066.indd 58

24/04/12 4:06 PM

Unit 5  Travel Audioscript 

Answers Present perfect verbs: He’s lived; Fay has worked; He’s counted; He’s walked; he hasn’t slept; he’s had; has drawn … and made; has created Past simple verbs: he survived; he came; (it) attacked; his injuries weren’t; he nearly died; lasted; fell; started Different forms: drew / drawn; came / come; weren’t / not been; fell / fallen

7 

[1.29]  Ask students to read the text quickly. Ask:

What else has Mike Fay done in his career?

Ask students to write the present perfect or past simple form of the verbs in brackets. Let students compare their answers in pairs. Then play the recording so that students can check their answers.

Answers

Audioscript 

1 As well as walking, Fay and his team have also flown over large parts of Africa.

2 Besides his work in Africa, Fay has done extensive conservation work in North America.

3 He estimates that he has used up hundreds of notebooks over the years.

Pronunciation note Notice that has and have are usually weakly stressed. The ‘a’ is pronounced /ə/ and the ‘s’ in has is voiced and pronounced /z/.

8b  [1.31]  Play the recording. Students listen and repeat the sentences. 9  Ask students to read the profile again and find the time expressions, then write them in the table. Elicit any other time expressions they know and which tense they would be used with. In feedback, point out that for is also used with the past simple, to talk about a completed period of time in the past, e.g. He lived in Chad for three years.

4  didn’t have 5  filled 6  has used

1  have also flown 2  has done 3  once spent

[1.30]

[1.29]

As well as walking, Fay and his team have also flown over large parts of Africa. Besides his work in Africa, Fay has done extensive conservation work in North America. He once spent eleven months walking the Pacific coast, surveying giant redwood trees. As he didn’t have access to electricity for most of that journey, he filled 24 notebooks with data. He estimates that he has used up hundreds of notebooks over the years.

Answers Present perfect: for (six years), in the last ten years Past simple: a few years ago, on one occasion, for

10  Ask students to complete the sentences with ideas

that are true for them. Then divide the class into pairs to compare sentences.

Grammar note

Mixed levels and extra activity

We use the present perfect simple form to talk about experiences that happened in the past but we don’t say when.

Let stronger students write their own sentences about their life experiences. You could get students to write a short essay for homework about the most interesting experiences of their lives.

              ???

Past

XXX

Now

He has flown over Africa.

Speaking

We also use it to talk about a situation or activity that started in the past and continues until now.

Past        

11  Start by asking students to give you the past Now

six years ago

He has lived in central Africa for six years. If we say when, we use the past simple.

Past

2004

2007

Now

He lived in Chad from 2004 to 2007.

Pronunciation has, have 8a  [1.30]  Play the recording again. Students listen and notice the pronunciation of has and have.

participle forms of the verbs in the box.

Ask students to write a mix of true and false sentences. Divide the class into pairs to talk about their experiences. Encourage them to ask lots of questions to help them to guess which sentences are true and which are false. Point out the form of the past simple follow-up questions used in the example.

Grammar note Past participles: caught, climbed, done, flown, gone / been, had, made, met, run, sailed, seen, sung, slept, swum, taken, walked

5a  Walking for wildlife

16053_li_tb_Unit05_057-066.indd 59

59

24/04/12 4:06 PM

Unit 5  Travel 5b A good holiday

Grammar present perfect continuous and simple

Lead-in

5  Ask students to look at the example and find and underline other sentences in the text.

Personal response Ask: Where do you usually go on holiday? What is it like? What do you usually do there? Who do you go with? What do you take with you on holiday?

Vocabulary and reading holiday destinations

1  Check that students understand all the features in the list. Point out that surroundings is always plural, and coastline and scenery are always singular. Divide the class into pairs. Ask students to match the phrases to the photos. Answers A:  vibrant city B:  peaceful setting, unspoilt coastline C:  busy street, crowded market D:  peaceful setting, exotic scenery

2  Divide the class into new pairs. Ask students to match

the features in Exercise 1 with the destinations on the map.

SAMPLE Answers USA:  vibrant city, busy street Caribbean:  tropical beach, exotic scenery, relaxing surroundings Central America:  crowded market, exotic scenery, remote village UK:  vibrant city, busy street Central Europe:  vibrant city, busy street Spain:  vibrant city, crowded market, safe resort Egypt:  safe resort, relaxing surroundings Kenya:  exotic scenery, remote village South Africa:  vibrant city, unspoilt coastline, exotic scenery, remote village Antarctica:  peaceful setting China:  vibrant city, exotic scenery, peaceful setting Australia:  vibrant city, tropical beach, unspoilt coastline New Zealand:  unspoilt coastline, peaceful setting

Answers have been flocking, has been growing, have been promoting, has been travelling

6  Divide the class into pairs to discuss the questions. Answers 1  h  as / have + been + -ing form of the main verb 2  actions – you can’t use a continuous form to describe a state 3  activities which are continuing (or which continued until recently)

7  Ask students to circle the present perfect simple sentences in the text, then discuss the questions in pairs. Answers have visited, has filled, have sold, has doubled 1  present perfect simple 2  present perfect continuous 3  present perfect simple

Grammar note Present perfect simple: the actions are completed in the past (but we don’t say when) and have a result in the present (the speaker has memories of these experiences). We have travelled to many places.

Past

X  X  X  X  X

Now

Present perfect continuous: the activity started in the past and continues to now. It is ongoing and incomplete. We have been travelling like never before.

Past

Now

The present perfect simple is used for a state which is ongoing and incomplete. I have been here for 3 hours.

3  Ask students to read the text about British holidaymakers and complete the table. Discuss the answers as a class. Answers 1  cruises 2  safaris

3  bush camp holidays 4  cultural holidays

Vocabulary note flocking = going to in very large numbers with a new twist = presented in a new way a package tour = a holiday organised by a tour operator where everything (hotel, meals, trips) is included.

4  Divide the class into pairs to discuss the questions. 60

8  Ask students to match activities and results, then write the sentences. Answers 1  e    2  a    3 b    4  c    5  f    6  d 2  I’ve been lying by the pool – I’ve finished my book. 3  We’ve been looking for cheap deals – we haven’t found one. 4  We’ve been touring European cities – we’ve seen dozens of churches. 5  We’ve been following the coast path – we’ve walked ten kilometres. 6  We’ve been visiting local markets – we’ve spent a fortune.

Unit 5  Travel

16053_li_tb_Unit05_057-066.indd 60

24/04/12 4:06 PM

Unit 5  Travel Listening 9  [1.32]  Ask students to read through the sentences, then listen and choose the correct name.

Answers 1  2  3  4 

Matt Matt Lucy Rose

5  6  7  8 

Audioscript 

Rose Matt Paul Paul

[1.32]

1 lucy: Hi there, I’m Lucy. matt : Hi, I’m Matt. lucy : Is this your first time here? matt : No, actually. We’ve been coming here for about four years now. We come every July.

lucy :



Oh, it’s strange that we haven’t bumped into each other before now.



matt :



lucy :

About six years. We love it. There’s so much to do here – that’s why we keep coming back.



matt :



lucy : I always tell everyone at home it’s got everything you need for a holiday – great beaches, brilliant weather and loads to do. Are you going to the barbecue later on?

Really? How long have you been coming here?

I know, and the nightlife’s fantastic.

2 matt: Hi, Rose! What a surprise! How long have you been here?



rose :



matt :



rose : Listen, we’re staying at the SeaView this year – the food is absolutely fantastic there.



matt :



rose :



matt :

You’re getting old!



rose :

I know, tell me about it. I’ll be 30 next year!

Matt! Hi! Oh, we just got in yesterday. Good to see you again!

The SeaView? A few kilometres along the coast? Isn’t that a bit remote? And expensive! Well, I’ve been working really hard recently. I needed a relaxing, peaceful break this year.

3 paul: OK, we’re ready to go. Are you nervous? matt : I am, a bit. But I like to try something new every holiday. I always have great memories to look back on when I get home.

Vocabulary note bumped into = met by chance You name it! = an expression used to suggest you’ve done / got / seen / met everyone or everything.

10 

[1.32]  Play the recording again. Ask students to complete the questions individually. Let them check their answers in pairs before discussing as a class. Answers 1  have you been coming 2  have you been

3  have you been 4  did that take

Grammar How long … ? 11  Ask students to look back at the extracts in Exercise 10, and answer the question. Read the information in the grammar box and refer to page 162 for further information.

Answers 1  P  resent perfect continuous because it is an incomplete action which is repeated over a period of time. 2  Present perfect simple because it is incomplete but it is a state verb. 3  Present perfect continuous because it is an incomplete action which is repeated over a period of time. 4  Past simple because it is a finished past action.

12  Ask students to write the questions. Then divide the class into pairs to improvise dialogues.

SAMPLE answers 1  2  3  4  5  6 

How long did you stay / were you there? How long have you been waiting? How long have you been in the country? How long have you been doing the course? How long have you had it? How long have you been travelling?

Extra activity Ask students to write true sentences about what they did last year, have done recently, or are doing now. Divide the class into pairs to improvise dialogues using How long …?



paul : I know what you mean. Well, sky-diving is one experience you won’t forget!

Speaking



matt :

So, how long have you been sky-diving?

13  Divide the class into pairs. Ask students to think of



paul :

Oh, for quite a few years now. I qualified as an instructor five years ago. matt :

14  In pairs, students decide which five things are most



paul :

How long did that take you?

Well, you need to do a minimum number of jumps before you can start the training course. It took a while! But you know, it’s a great job. You can travel all over the world and find work.



matt :



paul :

other ideas to add to the table. important.

15  Put pairs together to make groups of four. Students

have to persuade the other pair that their choice of important things is best. Together, the group must agree on a list of the three most important things.

And so what do you do for a holiday, then?

I meet up with friends, we like a bit of excitement – New York, Rio de Janeiro, Moscow, you name it! 5b  A good holiday

16053_li_tb_Unit05_057-066.indd 61

61

24/04/12 4:06 PM

Unit 5  Travel 5c The real cost of travel Lead-in

5  Ask students to answer the questions using information from the article. Let them compare their answers in pairs before discussing as a class. Answers

Personal response Write the three following quotes about tourism on the board and ask students to discuss them in groups or as a class. You could ask groups of students to write their own quote about the subject. Travelling makes a man wiser, but less happy. Thomas Jefferson (third president of the USA) Though there are some disagreeable things in Venice, there is nothing so disagreeable as the visitors.

1  2  3  4 

 hey dump waste in the oceans. T expeditions to collect rubbish on Everest People can take several short holidays every year. yes – rail travel and eco-tourism

Vocabulary conservation 6  Ask students to scan the text to find the words. Tell them to work out the meaning of the words from the context before using them to complete the sentences.

Henry James (American author) I would like to spend my whole life travelling, if I could borrow another life to spend at home. William Hazlitt (British writer)

Reading

1  Divide the class into pairs or small groups to discuss the question and to list advantages and disadvantages. In feedback, build up a list on the board.

4  habitats 5  greener 6  pollute

1  impact 2  rubbish / waste 3  population

Vocabulary notes rubbish = food, containers, etc. that we throw away (e.g. household rubbish) waste = what is left after what is useful has been used (e.g. industrial waste)

SAMPLE answers Advantages: provides money and jobs for local people; makes sure that places are protected; improves local infrastructure Disadvantages: overcrowding; pollution; too much development and construction; natural places can be spoilt; increased prices, particularly house prices, can affect local people

2  Ask students to discuss the photos in pairs.

litter = paper, packaging etc. thrown on the ground dump waste  throw it away in large quantities in a place where you shouldn’t put it

Critical thinking close reading 7  Ask students to reread the text closely to decide if there is enough information to decide if the statements are true or false. Let them discuss their answers in pairs. Answers

SAMPLE answers 1  a  ir pollution, carbon emissions and climate change, noise pollution 2  conservation or damage to wildlife 3  pollution, litter 4  overcrowding and over-development, loss of natural habitats

3  Give students one minute to skim the text and choose the best option. Answer c

1  N

2  T

3  N

4  F

5  T

8  Students work in pairs to discuss the question.

Speaking 9  Give students a moment to read through the activities. Check any difficult words (distant = far away; upgrading = buying a more recent version). Ask students to work in pairs to decide how ‘green’ the activities are on the green scale.

Answers

4  Ask students to read the article again and complete the

table. Let them compare their answers in pairs or groups before discussing as a class.

Answers 1  cruise holidays 2  wildlife 3  litter

Answers

4  construction 5  low-cost flights 6  climate change

Very green: recycling household waste; saving water; switching off lights and electrical appliances; travelling by bike etc.; using eco-friendly cleaning products Not so green: travelling by car; buying out-of-season food; flying to distant holiday destinations; upgrading mobile phones etc. frequently

10  Ask students to discuss greener activities in pairs. 11  Divide the class into groups. Ask students to compare which green activities they do and find out which student in each group is most green.

62

Unit 5  Travel

16053_li_tb_Unit05_057-066.indd 62

24/04/12 4:06 PM

Unit 5  Travel 5d Is something wrong? Vocabulary travel problems Lead-in

tour guide :



tourist :



tour guide :

Ah, yes. It seems some bags have gone to another airport. Flight FJ2498?

Yes, that’s right. Do you know which airport our bags have gone to? Yes, I’m afraid the luggage has gone to

Rome.

Telling a personal anecdote



tourist :

Think of a true ‘travel problem’ story of your own. It could be a time when you missed a plane or train or were delayed. Tell students you are going to tell the story and they must tell you what the problem was at the end. Tell your story. Allow students to ask you follow-up questions afterwards.



tour guide :



tourist :



tour guide :



tourist :

Alternatively, to write five key words from your story on the board before you tell the story and ask students to predict the story first. When you’ve finished, students, in pairs, must remember and retell the story to each other.

1  Give students a moment to read through the words carefully. Check that they know all the words. You could ask them to use dictionaries to look them up.

Rome? Well, how did that happen?

I’m not sure, but all the missing bags are coming on the next flight. But when’s the next flight?

It’s tomorrow morning. Don’t worry, we’ll arrange everything. Which hotel are you staying at? Your bags will go there directly.

But all our summer clothes are in the suitcases …

2 tour

guide :

tourist :



tour guide :



tourist :

SAMPLE answer



tour guide :

A tour guide can probably help with car hire, flight delays, food poisoning, hotel rooms, infectious diseases, train timetables, travel sickness



tourist :

Vocabulary note



tour guide :

Baggage allowances means how much luggage in number, size and weight you are allowed to take on a plane.



tourist :



tour guide :



tourist :

Real life dealing with problems 2  [1.33]  Give students a moment to read through the problems and check any new words. Tell them that they will hear two short conversations and must match each one to the problem mentioned.

Play the recording. Let students compare answers in pairs before discussing as a class.

Hello, Mr Jones. Is anything wrong?

Can I help?



Divide the class into pairs. Ask students to discuss the questions. Read the information in the Wordbuilding box, and refer to page 43 in the Workbook for further practice.

Well, it’s about my wife, actually. She hasn’t been feeling well for a couple of days. I’m sorry to hear that. Is it something she’s eaten, do you think? Or just travel sickness?

I don’t know. She’s had a temperature all night, but she feels cold. Right. Have you both been taking antimalarial tablets?

Oh, yes. But the hotel hasn’t provided mosquito nets. And they haven’t been spraying the bedroom at night, either. OK, … erm, how long has she been feeling like this?

A couple of days? Yes, since the boat trip on Tuesday. Is there anything you can do? Well, it’s probably nothing to worry about. But I’ll ask the hotel to arrange for a doctor, just in case. That’s great, thank you.

3 

[1.33]  Ask students to match the speakers to the expressions. Play the recording again so that students can check their answers. Answers

answers 1  c    2  f

Audioscript 

[1.33]

1 tourist: I wonder if you could help us. Our luggage hasn’t arrived.



tour guide :



tourist :



tour guide :

Right. Are you with SunnyTimes tours?

Yes. Mr and Mrs Cameron. And which flight were you on, Mrs

Cameron?





tourist :

The FastJet flight from Manchester. I think it’s FJ2498. We’ve been talking to some of the other passengers and their luggage has come through, no problem.

I wonder if you could help us?  T Is anything wrong?  G Can I help?  G Our luggage hasn’t arrived.  T Which flight were you on?  G How did that happen?  T Do you know where our bags have gone to?  T When’s the next flight?  T It’s about my wife.  T The hotel hasn’t provided mosquito nets.  T How long has she been feeling like this?  G Is there anything you can do?  T I’m afraid the luggage has gone to Rome.  G Don’t worry, we’ll arrange everything.  G I’ll ask the hotel to send for a doctor.  G

5d  Is something wrong?

16053_li_tb_Unit05_057-066.indd 63

63

24/04/12 4:06 PM

Unit 5  Travel Vocabulary notes Notice the polite expressions used to ask for help (I wonder if you could help us?) and to apologise (I’m afraid the luggage has gone to Rome). The guide uses will + infinitive to make offers: (we’ll arrange everything; I’ll ask the hotel to send for a doctor).

4  As a whole class, discuss if the problems were solved, and how. Elicit ideas for each situation. Answers 1  T  he tour guide will arrange for the luggage to be sent directly to the hotel when it arrives at the airport the next morning. But the tourists will have no summer clothes to wear until then. 2  The hotel will arrange for a doctor to see Mrs Jones.

Pronunciation strong and weak forms 5a  [1.34]  Play the recording. Students listen and

say when to is strongly or weakly stressed.

2  weakly stressed

Pronunciation note Prepositions are strongly stressed when they come at the end of a Wh- question.

5b 

Lead-in Introducing the theme: Sydney and Australia Write Sydney and Australia on the board and ask students in pairs to think of as many words as they can which relate to the city and the country. Elicit ideas and write them on the board in feedback. Some ideas: Australia: Oz, koalas and kangaroos, cricket and rugby, Bondi beach, surfing, barbecues; Sydney: Opera House, Harbour Bridge, beaches, Olympics, largest city.

Writing a postcard 1  Lead in by asking: Who do we send postcards to? How do we start and end a postcard? What information do we include in a postcard? Ask students to read the postcard and answer the questions. Let them compare their answers in pairs before discussing as a class.

Answers

Answers 1  strongly stressed

5e Hello from Sydney!

[1.35]  Play the recording. Students listen and

repeat, paying special attention to the prepositions. They then work in pairs to ask and answer the questions.

1  2  3  4 

She’s come from Bangkok and she’s in Sydney. friends (she says ‘my uncle’) The people are fantastic and she loves Oz. She has been surfing, she has seen the Opera House, and she’s been on a boat trip.

Writing skills informal style 2a  Ask students to read the text again and find features

of informal style. Let them compare their answers in pairs before discussing as a class.

6  Divide the class into pairs. Ask students to memorise

Answers

7  Divide the class into new pairs. Ask each pair to choose a situation from Exercise 2 and prepare and practise a dialogue, using the expressions from the box.

abbreviations: cos (not because); pics (not pictures) comments in brackets: (fell off every time!); (wow!) contractions: haven’t exclamation marks: wow! informal expressions: out of this world listing items: been surfing … seen the Opera House … been on a boat … missing out words: (see below)

one of the conversations in the audioscript on page 176 of the Student’s Book and act it out with their partner.

Mixed levels With strong students, ask them to prepare ideas and prompts and then improvise a dialogue. Weaker classes can write the dialogue first before acting it out.

2b  Ask students to mark the position of the missing words in the sentence.

Extra activity Write six expressions from the lesson on the board. Divide the class into pairs. Give students roles and a situation, e.g. You are a tourist and a tour guide – the flight is delayed.

Answers I finally made it to Sydney after an 18-hour delay in Bangkok!

Pairs must improvise a dialogue. Each student gets a point when they use one of the phrases on the board.

64

Unit 5  Travel

16053_li_tb_Unit05_057-066.indd 64

24/04/12 4:06 PM

Unit 5  Travel 2c  Ask students to look back at the text and find other places where words have been omitted.

5f A disappearing world

Answers

Before you watch

(The) weather here (is) glorious, (the) beaches (are) out of this world (I) have: been surfing ((I) fell off every time!), (I’ve) seen … (and I’ve) been on … No (I haven’t seen) kangaroos or koalas yet cos (because I) haven’t … (I got / received a) text from my uncle in Brisbane – (he) has … (My) new pictures (are) up on Flickr

1  Students work in groups. Ask them to look at the photo and the title and discuss the questions. Take feedback from the class.

2d  Divide the class into pairs. Students work together to work out where and how to omit words.

SAMPLE Answers 1  2  3  4  5  6 

Weather sunny and very hot sometimes. Been touring typical places – exhausting! People here very kind and have helped a lot. Took some photos of koalas – so cute! Not heard from Anton yet. Getting bus up to Brisbane cos flying expensive.

2  Before watching the video, ask students to predict what animals and birds they might see.

While you watch 3  Play the whole of the video for students to check their ideas from Exercises 1 and 2. Answers We see a lizard, an elephant, an owl, a gorilla

4  Give students time to read the events. Then play the video again and ask students to put the events in the order they see them on the video. Check the answers and if necessary play parts of the video again. Answers

3  Ask students to decide on a place and write notes.

Monitor and help with ideas and vocabulary.

4  Students write their postcard, using the features of

informal style that they have practised. Tell them to use the postcard from Sydney as a model.

5  When students have finished their postcards, ask them

to ‘send’ them to other students in the class. Ask students to write comments on the bottom of the postcard.

6  Divide the class into new pairs. Students describe the postcard they received. Extra activity You could make the activity more authentic by asking students to write on a piece of landscape-positioned A4 paper, so that it looks like a postcard. Or you could bring in a pack of cheap postcards for students to write on.

a  5

b  3

c  1

d  7

e  4

f  6

g  2

5  Give students time to look at the numbers, then play the video for them to complete the information Answers The team starts on the expedition in September. They will travel 2,000 kilometres. This rain forest covers 150,000 square kilometres. A quarter of the world’s rain forests are in the Congo Basin. Half the wild plants and animals in Africa are in the Congo Basin.   6  They have been travelling for eight months.   7  They can see 70 or 80 kilometres in every direction.   8  They can see 360 degrees around.   9  The river is a few hundred metres wide. 10  They’d been in the woods for 15 months.          

1  2  3  4  5 

6  Ask students to watch the video again and complete the information with the words they hear. Answers 1  aim, record 2  desperate, gem

3  collect 4  challenge, rise

5  logging

After you watch 7  Students work in pairs to roleplay an interview with an expedition member, according to the instructions on the worksheet. 8  Elicit ideas from the class about what the quote means and whether they agree with it. 9  Students work in pairs to discuss the questions.

5f  A disappearing world

16053_li_tb_Unit05_057-066.indd 65

65

24/04/12 4:06 PM

Unit 5  Travel Videoscript 00.14–00.52  It’s September in the Congo, just north of the equator. An expedition unlike any other is beginning. A team of scientists and researchers is travelling almost 2,000 kilometres through a rain forest that covers over 150,000 square kilometres! Their aim is to make a scientific record of a world which could be disappearing from Earth – the Congo Basin. Dr Michael Fay is a scientist from the Wildlife Conservation Society. He’s leading the expedition he calls ‘The Megatransect’, or ‘the big crossing’. According to Fay, if they don’t document the wildlife here now, there may never be another chance to do it. 00.53–01.10  Michael Fay  What I’m trying to do, in a desperate way, is to show the world that we’re just about to lose the last little gem in the African continent. And, if we don’t do something now, if we don’t do it today, we can forget about it.

UNIT 5 Review Grammar 1  Divide the class into pairs. Tell them to look at the photo and discuss the questions. 2  Students read the text and check their ideas from Exercise 1. They then choose the correct option. Answers 1  2  3  4 

have faced left has devastated have declined

5  changed 6  have rescued 7  have been encouraging 8  have been working

01.11–01.32  The Congo Basin contains almost one quarter of the world’s rain forests. It may have up to half of all the wild plants and animals found in all of Africa.

3  Divide the class into pairs. Students ask their partner questions about their experience of the different places.

Fay’s plan is to collect and record data on almost every part of the rain forest. He wants to document the trees, the plants and the animals that he sees there. It’s a job that’s going to take time.

Vocabulary

01.34–01.53  After eight months of travelling, the team is now in Gabon. Their next challenge is to reach a group of strange hills that are made of stone and which rise far above the forest floor. At last, the men reach the hills and begin to walk up. Suddenly, they realise that they’re finally above the tops of the trees. 01.54–02.09  Michael Fay  We can see a long way here, you know, 70 or 80 kilometres in every direction. And we can see 360 degrees around. There are no humans. There’s not a single village, there’s not a single road. It’s an amazing place. 02.11–02.15  The team continues. They can hear their next challenge before they reach it. Rapids! 02.20–02.50  Michael Fay  OK, wow! The Kongou Chutes are an important part of the landscape that the team wants to protect. This land of fast water and old forests is in danger because of logging. Right now, the team has a more immediate problem. They must cross the dangerous river here. It’s only a few hundred metres wide, but the team must use guide ropes, stepping stones and everything they know to get across. It takes a full day – and there’s still a long way to go! 02.53–02.57  After more than a year, the team finally reaches the end of their travels. 02.58–03.06  Michael Fay  We’d been walking in the woods in our own little world for fifteen months and now it was over. I was overwhelmed. 03.07–end  Dr Fay’s expedition walked through some of the wildest lands of Africa. They documented as many of the things they found as possible. And they did it all in an attempt to save a disappearing world.

4  Divide the class into pairs. Ask students to say which is the odd word out and why. Answers 1  2  3  4  5 

plane (the others are adjectives to describe places) peaceful (the others are types of holiday) fly (the others are aspects of holidays) ticket (the others are nouns describing types of rubbish) seaside (the others are nouns describing travel)

5  Divide the class into groups to discuss the questions.

Real life 6  Ask students to read the sentences and put them in the correct order. Answers d, g, a, h, c, e, b, f

7  Divide the class into pairs to act out the two conversations.

Speaking 8  Give students a few minutes to prepare questions to interview someone about their career. Tell them to use the ideas in the speech bubbles to help them. Divide the class into pairs. Students choose one of the role cards on page 155 and prepare their role.

9  Students work with a new partner and take turns to ask and answer their questions.

66

Unit 5  Travel

16053_li_tb_Unit05_057-066.indd 66

24/04/12 4:06 PM

Unit 6  Wellbeing Lead-in

Audioscript 

Personal response

It’s just got a lot easier to buy healthy food when we go shopping. A new scheme has started which tells you how nutritious the different food items on the supermarket shelf are. It’s called the Overall Nutritional Quality Index, which is kind of a long name for something so basic. Put simply, the Index gives food items a number from 1 to 100 based on their nutritional value and their impact on your health. The idea is that it will be much easier to see which food is good for you. For example, if you’re not sure about buying avocado and prawns for a salad, a quick look at the information on the shelf can tell you that it’s a pretty nutritious combination. Avocado is 89 on the Index and prawns 75. The big surprise is popcorn – if it’s salt and butter-free, it’s not so bad, getting a score of 69. At the other end of the scale, there are cheese snacks with a value of only 4. And chocolate isn’t much better, with 10. Cheese and eggs come out with low scores too, 17 and 18. Peanuts, with a score of 21, are another highfat food, of course. Another low-scoring food is the bagel, with 23. In the middle of the range there are things like steak, with 44, and pasta with 50. The information will be available in most of the larger supermarkets from next week.

Tell students to write down exactly what they had for breakfast, e.g. I had two cups of coffee with a little sugar and a lot of milk. Divide the class into pairs. Each pair must describe their breakfast to each other and decide who has eaten the healthiest breakfast. In feedback, find out who ate the best / biggest / healthiest / lightest breakfast.

Using words Write Fruit, Vegetables and Dairy products on the board. Divide the class into groups of four and tell them to choose a category. Make sure that each category has been chosen by at least one group. Students have one minute to write as many words as they can for their category, e.g. for fruit: apple, banana, pear, orange, etc. After one minute, say stop. Find out which group has the longest list.

1  Ask students to work in pairs to find the foods. Tell them to discuss the questions. In feedback, check the answers and drill any words that are difficult to pronounce. Answers Top row left to right: cheese, peanuts, popcorn, prawn, avocado; bottom row left to right: cheese snacks, fried egg, chocolate, bagel, steak, pasta,

[1.36]

3  [1.36]  Play the recording a second time. Students listen and answer the questions. Again, let students compare their answers in pairs before discussing as a class. Answers

Vocabulary note A bagel /ˈbeɪɡl/ is a small, round type of bread with a hole in the middle. It is commonly eaten as a snack with various fillings, notably ham and cheese. Bagels are very popular in the USA, especially in New York.

Pronunciation notes Note the pronunciation: avocado /ˌævəˈkɑːdəʊ/; steak /steɪk/ Note the stress: avocado; chocolate

2  [1.36]  Ask students to work in pairs to decide on an order. Ask two or three pairs to share their order with the class and find out if the rest of the students agree before playing the recording. Tell students they are going to listen to a radio presenter taking about the Overall Nutritional Quality Index. Ask students to listen and check whether their order of healthy foods is the same as on the recording. Let students compare their answers in pairs before discussing as a class.

1  I t gives food a number based on its nutritional value. 2  To make it easier to see which foods are good for you. 3  On the shelves at large supermarkets.

Background note The Overall Nutritional Quality Index was published by Yale University’s Griffin Prevention Research Center. Yale is one of the leading universities in the USA.

4  Divide the class into pairs to discuss the questions. Give them a short time limit (say, five minutes) and monitor to see what students are saying, and to prompt those who run out of ideas. In feedback, encourage students to share any interesting ideas or comments with the class. Extra activity Ask students to think of their favourite food. Ask: What type of food is it? How healthy is it? How often do you eat it? What does it taste like? Students discuss their favourite food in small groups.

Answers 1  2  3  4  5  6 

avocado (89) shrimp (75) popcorn (69) pasta (50) steak (44) bagel (23)

7  peanuts (21) 8  fried egg (18) 9  cheese (17) 10  chocolate (10) 11  cheese snacks (4)

67

16053_li_tb_Unit06_067-076.indd 67

24/04/12 4:08 PM

Unit 6  Wellbeing Grammar note

6a Pizza with a pedigree

Note that modal verbs are usually followed by an infinitive without to, e.g. The crust mustn’t be more than two centimetres thick.

Lead-in

You are allowed to has the same meaning as can. It expresses permission. You aren’t allowed to has the same meaning as can’t. It expresses prohibition.

Personal response Ask students to draw a large circle on a piece of paper and design a pizza by drawing ingredients on the pizza base. It could be their ‘real’ favourite pizza or it could be an ‘imaginary’ pizza using weird and wonderful ingredients. When they have finished, divide the class into small groups. Students describe their pizzas to each other and decide which one is the best.

Reading 1  Divide the class into pairs or small groups to discuss

the questions. In feedback, ask one or two students to describe their traditional dishes briefly.

Note that have to and must have very similar meanings. We tend to use must for a personal obligation (e.g. I must wash my hair) and have to for rules (e.g. You have to drive on the left). Make sure students understand the difference between mustn’t (a prohibition) and don’t have to (no obligation).

5  Give students a moment to read the prompts and the labels and check any new words. They should then choose the correct modal before writing each sentence. Ask students to check in pairs before discussing as a class.

Vocabulary note

Answers

Note the title of the unit: Pizza with a pedigree. Pedigree is normally used to refer to the line of ancestors in animals or people, and suggests a certain quality. It is used here because the foods are all authentic traditional foods with a traceable history. It is also alliterative with ‘pizza’, so it makes for a snappy heading.

2  People with nut allergies mustn’t eat the product. 3  You shouldn’t exceed the recommended daily intake of salt. 4  You are not allowed to sell the items in the multipack separately. 5  You have to heat thoroughly before serving. 6  Diabetics shouldn’t eat this product.

2  Ask students to look at the photo. Ask: What is it?

What ingredients can you see? Would you like to eat it? Ask students to read the text and answer the questions.

Extra activity Write some other ‘labels’ on the board and ask students to work in pairs to write sentences with modal verbs:

Answers 1  b  ecause it has become a European Union-certified food and drink product 2  Scottish Farmed Salmon, Spanish Melon from la Mancha and English Blue Stilton cheese 3  the diameter, thickness of crust, ingredients and application of ingredients

3  Ask students to tell the class which products have protected status in their country.

Eat before June Don’t leave in direct sunlight

6  Ask students to look at the photos and name the foods. Ask them to discuss the questions in pairs. In feedback, encourage any students with experience of eating any of these foods to tell the class about them. 7  [1.37]  Play the recording. Students listen and complete the notes, and check their ideas from Exercise 6.

Grammar modal verbs (1)

Answers

4  Ask students to look at the grammar box. Ask:

1  2  3  4  5  6  7  8 

Which verbs do we use to express obligation? Which express permission? Which advise or recommend? Elicit answers. Ask students to work in pairs to find the examples in the news item and answer the three questions.

Answers 1  c an’t, mustn’t, must, has to, should and don’t have to are in the news item. 2  … these food products had to meet very strict criteria. 3  should and don’t have to

68

Keep in the fridge No need to cook

 ou’re not allowed to take durian on buses in Singapore. Y You should avoid using raw eggs in mayonnaise. Only qualified chefs are allowed to prepare it. You have to ferment it first. You mustn’t eat them in the summer. You don’t have to peel potatoes before you boil them. Red beans must be boiled for fifteen minutes You can eat raw steak.

Audioscript  1

a : I’ve



b :

[1.37] 

never tried durian. Have you? Apparently, it tastes much better than it smells.  o, I haven’t tried it. But I know that it smells so N much that you’re not allowed to take it on buses in Singapore.

Unit 6  Wellbeing

16053_li_tb_Unit06_067-076.indd 68

24/04/12 4:08 PM

Unit 6  Wellbeing 2

c :



d : Was

I feel a bit sick. I wonder if it was the mayonnaise on my salad? it fresh mayonnaise? You should avoid using raw eggs in mayonnaise, didn’t you know? They can make you ill.

3

e :

What’s fugu? F – U – G – U?

f :

 h, I know what it is. It’s a kind of fish they eat O in Japan. It’s actually poisonous, so only qualified chefs are allowed to prepare it in restaurants. If you eat the wrong part, it can kill you!

4

g : Can

you eat shark meat?

h : Yes,

it’s popular in lots of countries. Sometimes, you have to ferment it first because the fresh meat is bad for you. That’s what they do in Iceland. It’s called hakarl there.

5 i : I love eating oysters, but I can never remember when it’s safe to eat them.



j :

 he rule is you mustn’t eat them in the warm T summer months, but I don’t know why not.

6

k :

 re you going to boil those potatoes like that, A without peeling them?



l :

 eah, why? You don’t have to peel potatoes before Y you boil them.

7

k :

Yes, you do. At least that’s what we do in our house!

8

o : What’s

m : Are

you making chilli con carne?

n : Yes,

but the recipe says red beans must boil for fifteen minutes or they aren’t safe to eat. Do you think that’s right? this on the menu? Steak tartare? Is that raw

steak?



p :

 es, you can eat steak raw. It’s cut into very thin Y pieces. You should try it.

Pronunciation weak forms 8a 

[1.38]  Play the recording. Point out that to, when it is unstressed, is pronounced /tə/ with a weak schwa sound. Play the recording again. Students listen and repeat.

Audioscript 

[1.38] 

1 You’re not allowed to take durian on buses in Singapore. 2 Only qualified chefs are allowed to prepare fugu. 3 You have to ferment hakarl first. 4 You don’t have to peel potatoes before you boil them. Pronunciation note The weak /ə/ stress is the most common sound in English. Many of the ‘working’ words of English, which carry little meaning, are weakly stressed in continuous speech, e.g. and, a, the, for, at, you, do, have, are, was.

8b  Ask students to work in pairs to discuss whether they have to or don’t have to do the things in the list.

Speaking 9  Divide the class into pairs. Give them four or five minutes to discuss the points listed and prepare their ideas. They should talk about important aspects of the dish, not give a detailed recipe.

16053_li_tb_Unit06_067-076.indd 69

6b Imaginary eating Lead-in Introducing the theme: imaginary eating Tell students to close their eyes. Then tell them to think of something they would like to eat: chocolate, cake, a juicy steak, crisps, strawberries … Ask them to imagine putting the food in their mouth, then eating it slowly and enjoying it. Ask students to open their eyes and tell a partner what they ate and what it tasted like. At the end, ask if eating the food made them want to eat it for real or not.

Reading and listening 1  Divide the class into pairs. Ask students to discuss the statements. In feedback, find out which statements the students agreed with.

2  Ask students to guess what the article is about from the title and the photograph. Then ask them to read the text quickly and to answer the question. Let students check their answers in pairs before discussing as a class. Answers It consists of imagining you are eating a specific food, so that you want to eat the food less.

3 

  [1.39]  Ask students to read sentences 1–6 carefully first. Then play the recording. Students listen and write T (true) or F (false) next to each sentence. Answers 1  T

2  T

Audioscript  lin :

3  T

4  F

5  T

6  T

  [1.39] 

Hi, Jack. Have you read this item on imaginary eating?

jack :

Hi, Lin. Yes, I saw it this morning. What a load of rubbish! I’ve never heard anything so ridiculous. If we think about eating food, we’ll lose weight, it said.

lin :

Not exactly. It said if you think about eating food, you stop wanting to eat it so much. So if you don’t eat it, then you might lose weight. I thought it made sense.

jack :

No, it’s rubbish. I’ll believe it when I see it! You can’t ‘think yourself thin’.

lin :

Well, I’m not so sure. I think willpower is really important, especially where food is concerned. Imagine you’re overweight and you want to lose a few kilos. If you don’t train your mind, you won’t be able to lose weight. I reckon you can achieve anything if you believe you can do it.

jack :

You mean like ‘mind over body’? Well, OK, mental attitude is important when you’re trying to change something in your life. But I don’t think that’s the same as what the news item said. So are you going to do this imaginary eating thing, then? Do you really think it’ll work?

lin :

Yeah, why not? I won’t find out unless I try.

jack :

And what exactly are you going to do, then? 6b  Imaginary eating

69

24/04/12 4:08 PM

Unit 6  Wellbeing lin :

OK, let’s think. I eat too many crisps and snacks, right? So, when I want to eat a snack, I’ll try just imagining that I’m eating it. Hey, you know what? This could be amazing. I’ll never need to buy chocolate again if this technique works!

jack :

Answers Both options are possible in sentences 2, 3, 7 and 8. 1  as soon as    4  before    5  when    6  unless

Grammar and vocabulary note

Well, I can’t believe my ears!

lin :

Hey, as soon as it starts working, I’ll let you know. Self-belief, that’s what’s important.

jack :

I’m going to buy you some chocolate just in case. I think you’ll need it.

4    [1.39]  Ask students to read the sentence parts carefully and try to remember or guess how to join them. They then listen again and complete the matching.

The important point about form to get across to students is that English uses the present form after if, unless and time markers, even when talking about the future, e.g. If I see Jo later, I’ll tell her. NOT If I will see Jo later, I’ll tell her. When I get there, it’ll be late. NOT When I will get there, it’ll be late. when 5 at that time; as soon as 5 at exactly that moment; until 5 up to a point in time; before 5 at an earlier time; unless 5 if not

Answers 1  e

2  f

3  d

4  c

5  a

6  b

5  Divide the class into pairs or small groups to discuss the comment and think of their own comment to write. Elicit ideas in feedback. Extra activity Ask students in groups to think of three strategies for reducing how much they eat, e.g. cutting out snacks between meals, only eating meat and vegetables. Ask groups with good ideas to present them to the class.

Grammar first conditional 6  Ask students to look at the sentences and discuss the question in pairs. In feedback, write the two sentences on the board so that you can point out features. Answers if + present simple, will + infinitive without to at the start or in the middle, joining two clauses when if is used at the start the present or future … if you imagine eating a specific food, your interest in that food will drop. (generally true)    … if you are less interested in that food, you’ll eat less of it. (generally true)    … if you force yourself to think about chewing and actually swallowing food, you’ll reduce your craving. (future possibilities) 1  2  3  4  5 

7  Ask students to look at the grammar box, then

complete the sentences. Let students check their answers in pairs before discussing as a class.

Answers 1  2  3  4 

 elieve, will be b will need, want don’t buy, won’t be able find, will you let

5  6  7  8 

go, we will will give up, do don’t try, will never know will you do, doesn’t work

8  First check that students are clear about the meaning of these time markers (see the grammar note below). Ask students to cross out the words that can’t be used.   Discuss the answers as a class.

70

Vocabulary and speaking a healthy lifestyle 9  Ask students to work in pairs to match verbs and nouns. In feedback, read the Wordbuilding box, and refer to page 51 of the Workbook for further practice. Sample Answers avoid fatty food / heavy meals at night / snacks between meals change bad habits cut down on computer and TV time / fatty food / snacks between meals cut out fatty food / junk food / snacks between meals give up smoking / bad habits / junk food learn relaxation techniques / a new sport reduce computer and TV time / stress take up an outdoor activity / a new sport

Vocabulary and pronunciation note Note the use of the phrasal verbs: cut down on 5 reduce; cut out 5 remove; give up 5 stop; take up 5 start (a hobby or sport) Note that the particle is stressed: ˌgive ˈup

10  Ask students to write first conditional sentences using the vocabulary from Exercise 9. Elicit ideas from students.

Sample answers If you cut down on fatty food, you’ll lose weight. If you give up smoking, you’ll live longer. If you reduce stress, you’ll feel more relaxed. If you take up a new sport, you’ll get fit. If you cut out snacks, you’ll improve your appetite.

11  Divide the class into new pairs. Ask students to practise the roleplays, using first conditional forms to motivate. Homework Ask students to write a section for a website about changing to a healthier lifestyle.

Unit 6  Wellbeing

16053_li_tb_Unit06_067-076.indd 70

24/04/12 4:08 PM

Unit 6  Wellbeing 6c A caffeine-fuelled world Lead-in

6  Divide the class into pairs. Ask students to discuss

whether any information was surprising. In feedback, you could open this up into a discussion by asking students to share their opinions with the class.

Extra activity

Using words Write the word drinks on the board. Brainstorm as many different words for drinks as you can and write them on the board, e.g. coffee, tea, hot chocolate, milk, water, milk shake, coke, lemonade, orange juice, orange squash.

Divide the class into small groups. Then write the following on the board: I drink too much coffee. I don’t get enough sleep. I feel tired during the day.

Reading 1  Divide the class into small groups. Ask students to

discuss the questions. You could guide the students in discussing the first question by giving them headings to consider, e.g. food, leisure time, relaxation, work, daily routines, exercise.

2  Give students one minute to skim the text and choose

the correct option.

Ask students to decide whether any of these statements are true for them. If so, they must tell the group, explain why, and seek advice from other group members.

Critical thinking language clues 7  Ask students to refer to the text and find the words. Let them discuss their answers in pairs or small groups.

Answer

Answers

daily life

1  however, on the other hand, despite this 2  so, one result (of this concern) is that … 3  consequently, therefore

3  Ask students to complete the sentences. Let them compare their answers in pairs before discussing as a class.

Vocabulary notes Contrast

Answers 1  chocolate 2  drug 3  energy

4  food and drink 5  sleep cycle

4  Ask students to read the text more carefully to find the answers and complete the notes. Let them compare their answers in pairs or groups before discussing as a class. Answers Beneficial effects: makes you less tired makes you more alert relieves pain reduces asthma symptoms increases reaction speed

Harmful effects: is mood-altering is habit-forming raises blood pressure increases the risk of heart disease

5  Ask students to work in pairs or small groups to discuss the questions. Tell them to refer back to the article to find information. Answers 1  T  hey have changed from a schedule built around the sun to an indoor job timed by a clock. 2  electric light and caffeinated food 3  The human body will not function at its best, physically, mentally, or emotionally. 4  People have to use caffeine to help them stay awake, but then they don’t get enough sleep, so they are tired, and they need more caffeine to help them stay awake.

However and on the other hand are used to contrast two sentences. Despite expresses a surprising contrast. Here, the expression despite this contrasts two sentences and is followed by a comma. This refers back to encapsulate the first sentence. See also page 35.

Consequence Consequently, therefore and one result of this is that … are used to express a consequence. They go at the start of the sentence that shows the consequence and are followed by a comma. They are formal, written uses. So is less formal. It can go at the start of the sentence that shows the consequence or it can join two clauses, e.g. He felt tired, so he drank more coffee.

8  Ask students to look back at the text and find the sentences either side of the contrasting words. Ask them to tell you what the two contrasting ideas are. Answers However: people don’t think twice about their caffeine intake contrasts with it raises blood pressure. On the other hand: many canned energy drinks sold in the USA carry warnings contrasts with research suggests that caffeine may have benefits. Despite this: Studies have shown it helps relieve pain … contrasts with a study in Ireland recommended that children … shouldn’t drink energy drinks.

9  Divide the class into pairs. Students discuss the questions.

6c  A caffeine-fuelled world

16053_li_tb_Unit06_067-076.indd 71

71

24/04/12 4:08 PM

Unit 6  Wellbeing Extra activity You could provide some practice of contrast and consequence. Write the following on the board:

6d Eating out

Coffee can affect your sleep patterns.

Materials

Coffee can be good for your health.

Optional: copies of menus from cafés or restaurants in English.

Coffee is good for waking you up in the morning. Coffee is delicious. Divide the class into pairs. Ask them to write a sentence that shows a contrast or consequence with the each of the sentences on the board. Ask students to read out their sentences and ask the rest of the class to say if they are correct.

Lead-in

If any students produce interesting or controversial statements, you could use them as a basis for a class debate.

When was the last time you went to a restaurant? What did you eat? What was the place like?

Vocabulary and speaking modern life 10  Ask students to decide which things are typical of 24hour society. Divide the class into pairs or small groups to discuss what they have written.

11  Ask students to complete the slogans individually.

Let them check their answers in pairs before discussing as a class.

Personal response Ask: How often do you go to restaurants? What type of restaurants do you go to?

What was the best restaurant you have ever been to? Would you ever choose to go to a really expensive restaurant? Why? Why not?

Vocabulary restaurants 1  Divide the class into pairs to discuss the questions. Vocabulary note The service means how quickly, politely and well waiters take your order and serve you food and drinks.

Answers 1  close 2  today 3  all

4  day 5  night 6  on

Background notes

Answers

We never close and Open all hours are seen on signs outside shops that are open for 24 hours or only close for short periods. Late night shopping is seen on signs outside shops – it means that the shop is open until later (until 8 or 9 p.m. perhaps) on some nights.

1 a   2 f   3 g   4 b   5 d   6 c   7 h   8 e

All day breakfasts served here is seen on signs outside cafés. The full English breakfast of bacon and eggs is popular in the UK – so popular that people like to order it at lunchtime or even later. As a result, some cafés offer the breakfast at all times of the day.

12  Divide the class into pairs and ask them to prepare

ideas under the headings. Then reorganise the students into groups of four or six to compare ideas. Monitor, listen and help. At the end, ask a spokesperson from each group to summarise their discussion.

Extra activity If you have a class of mature students with jobs, ask them to write down five things they would like to change about the way they work, e.g. I’d like to start work later …, I’d like to have a longer lunch hour … Ask students to discuss their ideas in groups then build up a list on the board of five things that everybody agrees would improve working life.

72

2  Ask students to read the stages carefully and check that they understand all the words. Students work in pairs to order the stages.

Background note Note that bill is British English. In US English, it’s check. Nowadays, in the UK, people usually leave a tip of 10% in a restaurant. In the USA, the tipping culture is very strong. You should tip 15% to 20% of the price of a meal, and tipping is expected in most places.

Extra activity Bring in some English-language menus from cafés or restaurants. It’s easy to find and download them from the Internet. In groups, students must find starters, desserts, main courses, prices, etc. on the menus.

3  Divide the class into pairs to discuss the comments and match them to the customer or the waiter. Answers 1  W 2  W 3  C

4  C 5  C 6  W

7  C 8  W 9  C

10  W 11  W

Unit 6  Wellbeing

16053_li_tb_Unit06_067-076.indd 72

24/04/12 4:08 PM

Unit 6  Wellbeing Vocabulary notes I’ll try that 5 I’ll order that even though I’m not sure what it is. come with 5 included on the plate and in the price I’ll have … and I’ll try … are informal ways of saying I’d like … Note that I want … is not appropriate in a restaurant.

waiter :

diner a :

I’d like to try the ackee and saltfish. Does it come with vegetables?

waiter :

Yes, with plantain.

diner a :

And how’s that cooked? Is it fried?

waiter :

No, it’s boiled.

diner a : waiter :

Extra activity Divide the class into pairs. Students prepare a restaurant dialogue using the phrases in Exercise 3 and their own ideas. Ask a few pairs to act out their dialogues.

And for your main course?

OK, that sounds fine.

And what about you, sir?

diner b :

Can I have the goat curry, please?

waiter :

Certainly.

diner a :

I’ve never tried goat.

diner b :

You can try some of mine when it comes. It’s like lamb, but the flavour’s a bit stronger.

Real life describing dishes 4  [1.40]  Set the scene by asking: Have you ever been to a Jamaican restaurant? What sort of food do you think they serve? Play the recording. Students listen and check their answers to Exercise 3.

Audioscript  waiter :

[1.40] 

Are you ready to order?

diner a :

Erm, not quite.

waiter :

No problem. Would you like something to drink while you decide?

diner a :

Yes, please, just water’s fine for the moment.

diner b :

Oh, this menu looks interesting. I love trying new dishes. What are plantain fritters?

diner a :

Well, plantain is a kind of banana and a fritter is a fried dish – in this case, fried, mashed banana balls.

diner b :

Do you mean like a sweet, dessert banana?

diner a :

No, plantain is a type of savoury banana you eat as a vegetable. It’s quite a bland flavour, really.

diner b :

OK. What about akkra? What’s that made from?

diner a :

OK, great.

5  [1.40]  Read through the expressions for describing dishes, then play the recording again. Students listen and note how the dishes are described. Let students compare their answers in pairs before discussing as a class. Ask students what they think of the dishes. Answers plantain fritters: plantain is a type of savoury banana you eat as a vegetable; a fritter is a fried dish. akkra: it’s made from a kind of bean called black-eyed peas ackee and saltfish: ackee’s a kind of fruit that’s traditionally served with saltfish … it’s a bit like fresh cod. It doesn’t taste salty when it’s cooked. goat curry: it’s like lamb, but the flavour’s a bit stronger.

Background note Ackee and saltfish is internationally known as Jamaica’s national dish. Ackee is a type of fruit that was introduced to Jamaica from West Africa in the eighteenth century. The dish is served for breakfast as well as dinner.

diner a :

It’s made from a kind of bean called black-eyed peas. They’re fritters too.

diner b :

Hmm. What do they taste like?

diner a :

Well, akkra’s usually pretty hot and spicy.

diner b :

Sounds good! I think I’ll try that. Now, what’s this – ackee and saltfish?

diner a :

Where’s that?

diner b :

In the main courses, at the top of the list.

diner a :

Oh yes. I think ackee’s a kind of fruit that’s traditionally served with saltfish.

diner b :

And saltfish?

diner a :

That’s dried salted cod. You have to soak it in water before you cook it, but then it’s a bit like fresh cod. It doesn’t taste salty when it’s cooked.

diner b :

OK. I might try that. What are you going to have?

diner a :

I can’t make my mind up. Oh, here comes the waiter again.

waiter :

Can I take your order now?

diner a : Yes, diner b :

please. I’ll have the akkra to start with.

Vocabulary notes Made of and made from can both be used with the same meaning in this context. Bland is used about food that has a very mild flavour or lacks flavour. It is not used to say that something has no flavour, e.g. water.

Extra activity Ask students to describe the Jamaican dishes without looking at their notes, using the ‘describing dishes’ language in the box. Follow up by asking students to describe the national dish of their country.

6  Ask students to say which four dishes were ordered, and which one they would have chosen. Answers Both diners start with akkra. One diner chooses ackee and saltfish. The other chooses goat curry.

And I’ll have the same. 6d  Eating out

16053_li_tb_Unit06_067-076.indd 73

73

24/04/12 4:08 PM

Unit 6  Wellbeing Pronunciation disappearing sounds 7a 

[1.41]  Introduce the idea by writing comfortable

on the board and asking: How many syllables are there in this word? Point out that there are only three syllables because ‘or’ is not pronounced. Play the recording. Students listen and cross out the ‘disappearing sound’. Check the answers then play the recording again. Students listen and repeat.

Answers 1  interesting 2  savoury

Audioscript  1 2 3 4

3  traditionally 4  vegetables

[1.41]

Lead-in Test before you teach: formal letters Brainstorm what students already know about formal letters, e.g. Dear Sir, Yours faithfully, formal language, no abbreviations, position of the address and date. Collect ideas on the board.

Personal response Ask students: In what situations do you write formal letters? When did you last write a formal letter and why?

B: Oh, this menu looks interesting.

Writing a formal letter

A: It’s a type of savoury banana.

1  Ask students to read the formal letter quickly and choose the correct option.

A: It’s traditionally served with saltfish. A: Does it come with vegetables?

Pronunciation note Note that the disappearing sounds are in unstressed syllables, and could equally be pronounced as very slight /ə/ sounds. So, savoury could be pronounced: /ˈseɪvərɪ/ or /ˈseɪvrɪ/. For students with syllable-timed L1, explain that English is a stress-timed language, which means that stress varies from syllable to syllable, instead of being approximately equal on all the syllables. Unstressed syllables can sometimes disappear completely, particularly in fast native speech.

7b  Divide the class into pairs. Ask students to cross out

the disappearing sounds then write sentences. Students practise reading out the sentences, paying attention to the stress and pronunciation of the words.

Answers chocolate natural restaurant separately technique

Extra activity Write some more words on the board that have disappearing sounds for students to cross out, e.g. listening, desperate, unique, recovering, mathematics

8  Ask students to prepare a list of foods from their country, and make notes to describe them, using the expressions from the box. 9  Divide the class into groups of three. Students take turns to describe one of their foods and the rest of the group guess what they are describing. Homework Ask students to choose a country and research its national dish on the Internet. They should then write a description and read it out in a future lesson.

74

6e A staff meeting

Answer c

2  Ask students to read the letter again and answer the questions. Let them compare their answers in pairs before discussing as a class. Answers 1  to close the staff restaurant 2  Staff will have to travel into the nearest town at lunchtime. This could lead to time-keeping and punctuality issues. 3  Staff will eat snacks and sandwiches, which are not healthy. Health and productivity could suffer. 4  How will the closure of the restaurant affect the policy that staff are not allowed to eat at their work stations? Will there be provision for a kitchen or food area? 5  a meeting to discuss the issues

Writing skill explaining consequences 3a  Ask students to find the highlighted words in

the letter, and to underline the causes and circle the consequences that the words refer to.

Answers lead to: cause 5 staff have to travel into town; consequence 5 time-keeping and punctuality issues result in: cause 5 restaurant closes; consequence 5 many people eating snacks and sandwiches therefore: cause 5 food is not nutritious; consequence 5 staff health and productivity could suffer

3b  Ask students to complete the sentences. Let them compare their answers in pairs before discussing as a class.

Unit 6  Wellbeing

16053_li_tb_Unit06_067-076.indd 74

24/04/12 4:08 PM

Unit 6  Wellbeing Answers 1  Consequently / Therefore 2  lead to / result in 3  Consequently / Therefore

4  means 5  lead to / result in 6  so / thus

Vocabulary note You could point out some of the features of a formal letter before students write their own: The letter begins Dear Mrs Hardwick (we write the title and surname but not the first name or initial). If we do not know the name of the person, we write Dear Sir or Madam. The letter concludes with Yours sincerely (if the name of the person you are writing to is known to you) or Yours faithfully (if the name is unknown). The letter begins with We because the person writing is a representative of a group of people. Examples of formal language include: in our view, in addition, currently and we request.

4  Divide the class into pairs to prepare to write. Students must choose one of the four situations to object to. Then they work together to write notes. Monitor and help with ideas and vocabulary. 5  Students work individually to write their letters. They must refer to the structure of the example letter to help them. They can use the questions to guide them. Extra activity Once students have produced a first draft of their letter, ask them to exchange it with their partner. It is the partner’s job to provide feedback and suggestions on the style and accuracy of the letter. Students then revise their letters based on their partner’s feedback.

6  When they have completed their final draft, students ‘send’ their letters to their partners. You could choose to have the partners give a spoken or written response depending on how much time you have in the lesson. Extra activity You could ask students to roleplay the response. So, for example, one person plays the employer or college president and the other plays the complaining employee or student. Students must outline their objections and respond appropriately.

6f Dangerous dining Before you watch 1  Students work in groups. Ask them to look at the photo and discuss the questions. Take feedback from the class.

2  Before watching the video, ask students to predict what things from the list they think they will see.

While you watch 3  Play the whole of the video for students to check their ideas for Exercise 2. Answers The video shows all these except catching fish.

4  Give students time to read the sentences. Then play first part of the video (to 02.49) and ask students to decide if they are true or false. Answers 1  F   2  F   3  F   4  T   5  T   6  F   7  F   8 F See also the underlined phrases in the video script.

5  Give students time to read the questions, then play the video for them to answer. They can compare their answers with a partner. Answers 1  H  e’s studying fugu poison; he hopes to develop an anti-toxin. 2  1 milligram. It paralyses peoples nerves and lungs so they can’t move or breathe. 3  They need to use a respirator which can breathe for them. 4  about half of the fish: the heart and gills

6  Ask students to complete the text with information they remember from the video. They can check words in the glossary. Then play the whole video for them to check. Answers 1  2  3  4 

puffer fish 120 dying fine

5  6  7  8 

licence eight fin breathe

After you watch 7  Students work in pairs to roleplay an interview in a fugu restaurant, according to the instructions on the worksheet. 8  Students work in groups to discuss the questions.

6f  Dangerous dining

16053_li_tb_Unit06_067-076.indd 75

75

24/04/12 4:08 PM

Unit 6  Wellbeing Videoscript

UNIT 6 Review

Part 2  00.16–00.52  Fish is a major food in Japan. Every morning, thousands of fish sellers crowd the famous Tsukiji seafood market in Tokyo. Here, no product has a higher price than the one that’s the most dangerous – the puffer fish, or fugu. Eating this fish is like playing a dangerous game. If a person gets a piece that has poison in it, he or she may die! Despite the danger, fugu appears on more than 80 menus in the Asakusa restaurant area of Tokyo. The puffer is so ugly, it’s cute, but it doesn’t fool most diners.

Grammar

00.55–01.18  Tom Caradonna has come to Tokyo for the complete fugu experience, and he’s brought his friend, Aki. Wisely, Tom has chosen to eat at the famous Matsumoto restaurant. This fugu restaurant is 120 years old and it’s well-known for its careful preparation of puffer fish. That’s important when you’re taking risks with a toxin that is 1,000 times stronger than cyanide! 01.19–01.25  ‘I’ve heard stories about people dying by trying the fugu, but it hasn’t really concerned me.’

Answers 1  2  3  4  5  6  7 

show Must have to will be (both correct) will absorb Am I allowed to

  8  must   9  will stick 10  (both correct) 11  mustn’t 12  can’t 13  will eat 14  Do I have to

2  Divide the class into pairs. Ask students to check their answers to Exercise 1.

01.26–01.39  Even though Tom isn’t too worried to try fugu, there is a big risk. Over the years, hundreds of people have died from eating it. Chef Hayashi is the one who must prepare the fish safely so that Tom and Aki don’t get sick.

3  Students work with a new partner and take turns to state an intention and start a ‘chain’, as in the example. Find out which pair can give most results.

01.40–01.55  ‘It’ll be fine, don’t worry. I’ve been doing this for 53 years. I took the exam in 1949 and passed. This is my fugu chef licence.’

4  Students match the verbs with similar meanings.

01.56–02.39  After World War II, there were many deaths from eating fugu. Many Japanese people were very hungry, and some looked for food in restaurant rubbish. Sometimes they found fugu which had been thrown out. When they cooked and ate the fish, they got sick or died. Eventually, General Douglas MacArthur, who led the US forces in Japan, created strict controls and regulations. Fugu chefs had to get licences for preparing and serving puffer fish. Even with more regulations, fugu killed 2,500 Japanese people between 1945 and 1975. Regulations and education have cut the number of deaths to only three annually, but many diners still get sick. 02.40–02.49  ‘About 70 per cent of the poisonings happen in private homes where people catch and prepare fugu on their own and get poisoned. That’s most common.’ Part 2  02.52–03.01  At the Tokyo University of Fisheries, Yuji Nagashima studies fugu poison carefully. He hopes to develop an anti-toxin, a medicine that will stop people from dying from fugu poisoning. 03.02–03.15  ‘A tiger fugu has enough toxin to kill 30 people. The toxin itself, to give you an idea, is 1,000 times stronger than cyanide.’ 03.18–03.38  One milligram of the toxin is strong enough to kill a person. It kills by paralysing people’s nerves so that the poisoned person can’t move. It also paralyses the lungs so that they can’t breathe. The only way to save them is to use a respirator. This special machine can breathe for them until the toxin wears off. 03.39–03.48  ‘This is the heart. These are the gills. They are poison.’ 03.49–04.08  Toxins make about half of the puffer fish impossible to eat. Chef Hayashi throws those parts out and then cuts the remaining flesh very thinly. He then places the fugu on a plate in the shape of a chrysanthemum, a beautiful flower that’s popular in Japan. Appropriately, it’s also a common flower at funerals! 04.15–04.18  ‘Still breathing?’ ‘I can still breathe!’ 04.20–04.35  A fugu meal is usually eight different dishes, including sake that is topped with a cooked fugu fin … ‘And I still feel fine!’ … And grilled fugu. ‘I think that’s the best.’ 04.37–04.48  The puffer fish may be dangerous, but for some it’s a delicious meal. Luckily, Tom has survived his dangerous dining experience – at least this time!

76

1  Ask students to read the conversation and cross out any incorrect options.

Unit 6  Wellbeing

16053_li_tb_Unit06_067-076.indd 76

Answers cut down on / reduce   cut out / give up   learn / take up

5  Divide the class into groups. Ask them to discuss the

connections between the pairs of things, using the verbs from Exercise 4, and how people can avoid the health problems.

Sample answers If you cut out fatty food you will reduce the risk of heart disease. If you cut down on junk food you won’t have high blood pressure. If you give up living by the clock you will reduce stress. If you give up bad habits like drinking caffeine you will reduce tiredness.

Vocabulary 6  Divide the class into pairs to talk about what they never, always or sometimes do when they eat out.

Real life 7  Students look at the photo and choose the correct caption. In feedback, check the meaning of words in the descriptions. Answer b

8  Divide the class into groups. Ask them to prepare

descriptions of as many dishes from the list as they can.

9  Students compare their descriptions. Tell them to look at the information file on page 155 to check their answers.

Speaking 10  Divide the class into groups. Ask them to discuss rules for meal times.

24/04/12 4:08 PM

Unit 7  Living space Lead-in

7a Homes

Personal response Write the following sentences on the board: I live with my family. I live by myself. I share with friends or flatmates. Then write: I need my space! I need people around me. Ask students to decide which sentences are true for them. Then divide the class into pairs or small groups to discuss their answers. In feedback, find out how many students live at home, with friends or alone.

1  Divide the class into pairs. Ask students to look at the photo and caption, and discuss the questions. 2 

[2.1]  Ask students to read the sentences carefully and check any words they don’t know. Then play the recording. Students listen and write the number of the speaker next to the correct sentence. Answers 1  d, f

2  c, e

3  a, b

Vocabulary note my own place = a place where only I live cramped = very small with little space to move house = a type of building home = the place where you live.

Audioscript 

[2.1] 

1 We’re a big family, and it’s quite a small house. I share a bedroom with my two older brothers. My grandparents live with us too. It’s cramped and noisy, but at least there’s always someone around. It’s the only house I’ve ever known. I love living with my family – we all get on so well. I suppose I’ll move out when I get married. I don’t know when that will be!

2 I had to move to London when I started work. I saw an advert in the paper for a room in a shared house. Well, it’s a flat on the first floor of a big house, actually. My flatmates are away working quite a lot, so it’s just like living on my own a lot of the time, really … especially during the week. Weekends are different. I have to say that living with friends is more difficult than I thought it would be. For one thing, nobody ever wants to do any housework.

3 I’m in my last year at college and I’m really looking forward to finishing and going abroad or getting out of this town! I can’t wait to get away from here and be independent. It’s going to be brilliant. My sister and I have shared a room all our lives. My family’s lovely, but I’d like to have the chance of my own space. Preferably in a lovely sunny country somewhere.

3  Divide the class into small groups. Ask students to

discuss the questions about rooms in their home. Ask if they use different rooms when they have guests.

Vocabulary features of homes Lead-in Personal response and using words Ask students to think of their own homes. Tell them to write down at least five interesting features, e.g. it has an old fireplace; it has a large balcony; there is an attic room which we use for guests. Divide the class into pairs or groups to describe the features they listed. In feedback, find out which student has the home with the most unusual features.

1  Ask students to read the words in the box and say which ones are important in their homes. Check any new words, or ask students to look them up in a dictionary. Vocabulary notes An attic is a space at the top of a house under the roof. A basement is the floor of a building which is below ground level. In old houses, this is often called a cellar. Terrace can mean a row of houses joined together, or a flat area outside a house or restaurant where people eat. A veranda (or verandah) is a covered area along the outside of a house which is often enclosed by a low wall.

2  Ask students in pairs to look at the photos and think of a question they would like to ask the owner of each home. Elicit ideas from the class.

Listening 3 

[2.2]  Read the information about Marta as a class then give students a moment to read through the questions. Play the recording. Students listen and note which replies match which questions. Let them compare their answers in pairs before discussing as a class. Answers a  1

b  5

Audioscript 

c  4

d  2

e  3

[2.2]

1 As an architect, I’m interested in all aspects of house design. But we can learn so much from traditional constructions and designs. They’re usually the ones that are much better in bad weather conditions, and they are much more appropriate to people’s needs. If you live in flood zone, it makes sense to build your house on stilts, doesn’t it?

2 Well, a shelter is something less permanent and more basic than a house. Things like the ice igloos that people build in the Arctic region, or brush huts in tropical areas, are perfect for specific needs – like when you are hunting, for example – because you can 77

16053_li_tb_Unit07_077-086.indd 77

24/04/12 4:16 PM

Unit 7   Living space put them up quickly. The purpose of a shelter is to protect you from the elements, whereas a home has several spaces with different functions.

3 Ah yes, a ger combines elements of both a shelter and a home. It has a fireplace and maybe a chimney or at least a smoke-hole, and separate areas for men and women. It isn’t as solid as a brick or stone house but it’s certainly easier to take down and put up, which is what nomadic people in Mongolia need.

4 Usually the most important thing is the local climate. You know, if you live in Turkey, why build a house under the glare of the hot sun if you can adapt a cool cave? Cave houses are some of the oldest homes known, and they’re a lot less basic than you might imagine. They’re the best solution in really hot climates. Of course, the colder the climate, the warmer your house needs to be. Central heating, especially when combined with double-glazing, heats buildings more efficiently than open fires.

5 Well, modern homes are fairly similar wherever they are in the world, which doesn’t necessarily mean that they are the best design for every situation. And in our crowded cities they’re getting smaller and smaller. I think, even with a modern home, you should make sure the design is the most appropriate for your climate and your needs.

4 

[2.2]  Play the recording again. Students listen and complete the sentences with the missing words.

bad weather more basic shelter brick or stone

5  6  7  8 

house your house design cities

Extra activity Ask students to make a list of reasons why each house in the pictures is well designed for its environment. Then ask them which house they would most like to live in.

Grammar comparatives and superlatives 5  Ask students to find and underline the expressions and forms in Exercise 4.

Pronunciation notes Note the strong stress on the adjective, and the weak /ə/ sound in -er and than in natural speech:     •    •  /ə/ /ə/    • The house is warmer than the flat. Note that the /ðə/ changes to /ði:/ before a vowel sound: the easiest (/ði(j)iziəst/) sum.

7  Ask students to rewrite the sentences. Let them compare their answers in pairs before discussing as a class. Answers 1  2  3  4  5  6  7  8 

Modern houses are less appropriate for local conditions. A cave house is not as small as you think. An igloo is not as cold inside as you might think. New houses are getting more and more expensive every year. My flat is the best in the block. This house is the oldest (house). A house on stilts survives more easily in floods. You can put up a ger more quickly than a brick house.

Write the following pairs on the board: living in a city / living in the countryside; action thrillers / romantic comedies; driving a car / riding a bike; football / tennis. Ask students in pairs or small groups to compare the things. Tell them to talk about each topic for one minute before moving on to the next.

Listening and speaking 8 

[2.3]  Ask students to listen to four people talking about where they live. As a gist task, ask them first to listen and say whether each speaker lives in a house or a flat (1 flat, 2 flat, 3 house or top floor flat, 4 house). Then play the recording again for them to listen and write the number of the speaker next to each topic.

Answers

Answers

1  are getting smaller and smaller 2  The colder …, the warmer … 3  better / best

cleanliness and dirt: 4 housework: 4 maintenance: 2 neighbours: 3

6  Ask students to read the grammar box and identify the rules of form. Refer them to page 164 in the Student’s Book for further information and practice. Answers 1  add -er (warmer, faster, etc.) 2  change -y to -i and add -er (easier, friendlier, etc.)

78

Note also the spelling change in words of one syllable ending vowel + consonant – double the consonant and add -er (slim > slimmer / the slimmest)

Extra activity

Answers 1  2  3  4 

Grammar note

noise: 3 price: 1, 2 size: none space: none

Vocabulary note rent a flat or house = pay money each month to a landlord to live there; a block of flats (British English) or an apartment block (US English) = the whole building containing a number of flats

Unit 7  Living space

16053_li_tb_Unit07_077-086.indd 78

24/04/12 4:16 PM

Unit 7   Living space Extra activity Ask students to make notes about their own flat or house based on the headings in Exercise 8. In pairs or small groups, students describe their flats or houses.

Audioscript 

7b Before New York Materials Ask students to bring in photos or pictures of their home town or village for Exercise 12.

[2.3] 

1 Oh, well, it’s great for us because it’s so much cheaper than a house. And we’re all students. We don’t have as much money as people who are working. Plus renting is easier and simpler than actually buying a place.

2 Actually it’s really good because I don’t have to worry when things break or go wrong. Everyone in the block pays an amount each month for repairs and stuff.

3 You don’t have anyone living right above you, so it

Lead-in ideas Introducing the theme: New York Ask students to tell you any famous places they know of in New York. You could elicit the following: the Statue of Liberty, Broadway, Fifth Avenue, the Empire State Building, the Chrysler Building, Central Park, Ellis Island. Ask students what they know about each place. If any student has been to New York, ask him or her to share impressions with the class.

isn’t as noisy as our old place.

4 I love having a garden, don’t get me wrong. But it’s a bit dirtier than a balcony! Especially with kids and animals running in and out all day. I can’t keep the place as clean as I’d like because I’ve got a full-time job so don’t have lots of spare time.

Pronunciation as … as 9a  [2.4]  Play the recording. Students listen and notice the weak pronunciation. Play the recording again. Students listen and repeat. Answers As is weak

9b  Divide the class into pairs. Ask students to say

which speaker says which sentence. Then ask them to practise saying the sentences, paying attention to the weak pronunciation of as.

  b  1  

1  Divide the class into pairs. Ask students to describe New York in three words. 2  Read the words with the class and check any that they don’t know. Ask students to complete the sentences using the words in the box. Let them compare their sentences with a partner and decide if they are true of New York. Answers 1  atmosphere 2  public transport 3  financial 4  modern All the sentences are true.

5  6  7  8 

built-up skyscrapers residents neighbourhoods

Vocabulary notes built up = crowded with buildings and few open spaces run-down = in bad condition

Answers a  3  

Vocabulary in the city

residents = people who live there   c  2  

  d  4  

  e  3     f  3

10  Divide the class into groups of four. Ask students

to discuss which sort of accommodation is best for each group. Set a time limit. Ask a spokesperson from each group to present their views.

11  Ask students in their groups to discuss what is better for each of them.

Homework Write on the board: What are the most interesting features of your home? Ask students to write an essay about their home. Alternatively, ask them to compare their current home with one they lived in when they were younger.

skyscrapers = very high buildings

3  Ask students to write sentences about places they know with words from Exercise 2. Extra activity Ask students to compare their own towns to New York using the words in Exercise 2.

Reading 4  Ask students to read the questions carefully and to discuss them in pairs or small groups. In feedback, elicit ideas but do not correct anything students say at this stage. Students then read the text and find answers to the questions. Let them compare their answers in pairs before discussing as a class.

7b  Before New York

16053_li_tb_Unit07_077-086.indd 79

79

24/04/12 4:16 PM

Unit 7   Living space Teaching note Write Facts and Opinions on the board at the feedback stage. As you listen to what the students say, note anything interesting on the board under one of these headings. You can refer to the notes later in the lesson to see if they are confirmed or contradicted by the text.

Answers 1  It was a pristine wilderness, then there were farms here. 2  The people were probably farmers. 3  You could see forests, marshes and grassland, sandy beaches along the coasts and fresh-water streams.

5  Students read the text again and find answers to the questions. Let them compare their answers in pairs before discussing as a class. Answers 1  E  ric Sanderson created the top images ­– a visualisation of New York as the pristine wilderness it would have been hundreds of years ago. 2  He wants the people living in New York to know what natural potential the city has. 3  It reminded him that 300 years ago beavers were common in New York. So, it symbolised the New York that he was trying to recreate with the map.

Background notes

7  Ask students to look at the article again and find examples of single actions in the past. Answers Single past actions use the past simple. Some examples are: Sanderson’s project resulted in a 3-D computer model of the area; the British troops landed near here; Mrs Murray offered the British officers tea while George Washington’s troops slipped past them.

8  Ask students to look at the grammar box and match forms and uses. Let students check their answers in pairs before discussing as a class. Refer students to page 165 in the Student’s Book for further information and practice. Answers 1  b (past habits) 2, 3, 4  a (past states)

Grammar notes English uses used to + infinitive to talk about past states and habits, and would + infinitive to talk about past habits (but not past states). They are used to emphasise that something was true in the past but not true now. Using used to and would often makes a story or text feel nostalgic – looking back to a lost time. Note that we tend not to repeat used to in a story – it sounds clumsy. We change to the past simple or would + infinitive, e.g. I used to live in Warrington. It was a small town in those days and a lot of people worked in the local factory. Or: We used to get up early. We’d have a quick breakfast then we’d run out of the house and into the fields.

New York began as a colony called Nieuw Amsterdam, located on the southern tip of the island of Manhattan, and founded by Dutch farmers in the middle of the seventeenth century. In 1664, the British took control of the island and the colony and renamed the city New York after the Duke of York. At first, the city grew gradually northwards, its new streets laid out in a grid pattern. But in the nineteenth century enormous numbers of immigrants from Europe began arriving and the city expanded at an alarming rate.

We can only use used to + infinitive to talk about the past. Some students get confused and think they can say: I use to go to school every day. This is incorrect; they should say: I usually go to school every day.

Yellowstone and Yosemite are two enormous national parks where native flora and fauna of the USA can be seen in the wild.

Used to behaves like a regular verb; it loses its past form when the auxiliary is used: I didn’t use to live in Paris. Did you use to live in Paris?

The American war of Independence began in 1775 when American colonists rebelled against the British crown. In 1776, independence was declared and the USA was formed. The war continued until 1783 when the British were defeated and the USA became independent. George Washington, the general who led the American army in the war, became the first president.

Used to is pronounced /ju:stə/, so it is pronounced the same regardless of whether the ‘d’ is on the verb or not.

9  Ask students to rewrite the sentences. Let students check their answers in pairs before discussing as a class. Answers

Grammar used to, would and past simple 6  Ask students to find and underline the sentences with used to and would, then decide whether they are habits or states. Let them compare their answers in pairs.

1  2  3  4  5  6 

New York used to be a lot greener than it is now. There used to be a lot of forest and natural landscapes. The early residents didn’t use to live in a large city. People used to hunt beavers for their skins. (used to is not possible here – it is a single action) What used to be in the area where Fifth Avenue is now?

Answers Past habits: beavers, bears and turkeys would roam freely Past states: beavers used to be common in the area; what the area used to look like; There used to be sandy beaches; see what used to be there; Murray used to have a farm here

80

Unit 7  Living space

16053_li_tb_Unit07_077-086.indd 80

24/04/12 4:16 PM

Unit 7   Living space 10  Ask students to read the text briefly without

worrying about the gaps. Ask: How has the city changed since the speaker first arrived in New York? (It is friendlier, less polluted and less chaotic.) Ask students to complete the text. Let students check their answers in pairs before discussing as a class.

Answers            

1  2  3  4  5  6 

moved used to / would stand were were used to / would run didn’t go

  7  didn’t (use to) own   8  used to / would take   9  used to / would have 10  used to / would go 11  was 12  was / used to be

11  Ask students to complete the sentences so that they

are true for themselves. Divide the class into pairs and ask them to share their information. Monitor and prompt, and note errors involving would and used to for an error feedback at the end.

7c Sweet songs & strong coffee Lead-in Introducing the theme: a town in Puerto Rico Divide the class into pairs. Tell them to write down three things they know (or think they know) about Puerto Rico and three things they would like to know. In feedback, ask students to share their knowledge and build up a list of ‘possible facts’ on the board. Try to answer any questions you can.

Reading 1  Ask students to complete the text, using information in the map and information panel. Let them compare their answers in pairs before discussing as a class. Answers 1  Atlantic Ocean   2  islands   3  city   4  languages

Speaking 12 and 13  Ask students to prepare sentences about

their home town, now and in the past. Monitor and prompt, and make sure students are using used to and would appropriately. Divide the class into pairs and ask them to compare sentences with a partner. If your students come from a variety of different cities, ask them to write about their home area, then explain and expand on their sentences to their partner. It is a good idea to ask students to bring in photos of their home town.

Extra activity

Background notes The indigenous Taíno people had inhabited the islands of Puerto Rica for centuries before the arrival of Christopher Columbus in the fifteenth century. It was a Spanish colony for 400 years until 1898, when the islands were ceded by Spain to the USA. Puerto Ricans are US citizens and the US Congress is responsible for deciding many of Puerto Rico’s laws. However, Puerto Ricans do elect their own governor.

2  Ask students to read the text about the small Puerto Rican town of Adjuntas and choose the correct option.

Ask students to choose one of the following topics and say what used to be true in the past and what is true now:

Answer

• what people typically eat in my country

c

• where people go for their holidays • what people wear

Homework Ask students to write an essay about one of the topics in the Extra activity, saying what things used to be like and how they have changed.

3  Ask students to read the text and find the correct paragraphs. Check the answers as a class. Answers a  3

b  2

c  5

d  4

4  Ask students to read the article again and find out how the author describes the things. Let them compare their answers in pairs before discussing as a class. In feedback, you may need to check the meaning of some of the words. Answers 1  T  hey are graceful; they parade through the town on holidays. 2  It’s large and elegant with fountains and stone benches. 3  It’s small and immaculate. 4  Men meet there to swap stories and have a drink.

7c  Sweet songs & strong coffee

16053_li_tb_Unit07_077-086.indd 81

81

24/04/12 4:16 PM

Unit 7   Living space 5  Divide the class into pairs. Ask them to find the expressions in the text and discuss their meanings. Answers 1  2  3  4  5  6  7  8 

a town where the main industry is producing coffee behaving in a way that is polite and friendly water that comes through pipes and from taps the man she loved during her life the islands where their distant ancestors once lived to tell stories to one another the news passed quickly from one person to another an art, craft or skill that very few people can do

6  Divide the class into pairs. Ask them to describe a place they have visited which had old customs and traditions. Extra activity Ask students what old customs and traditions are maintained within their own families. Tell them to think about special celebrations (Christmas, Easter, etc.), special events (weddings, birthdays, etc.) and special times during the week (Sunday mealtimes, for example).

Critical thinking descriptions 7  Divide the class into pairs. Ask students to find

examples of the key features of descriptions in the text.

Sample answers 1  T  here’s a dreamy atmosphere to Adjuntas; the large, elegant square, with its fountains and stone benches. 2  Opened in 1998; Lala Echevarria, an 85-year-old greatgreat-grandmother; They had thirteen children and shared 44 years before he died in 1983. 3  The shop filled with working-class men clapping, tapping and nodding to the music.

8  Ask students to compare their examples in pairs. Read the Wordbuilding box as a class. Refer the students to page 59 of the Workbook for further information and practice.

Speaking and writing 9  Divide the class into pairs. Ask students to decide if Adjuntas would be a good place to live or to visit, and find reasons in the article. 10  Ask students to write the postcard from Adjuntas and give it to their partner. Students read each other’s postcards and comment on the style and accuracy.

Extra activity Work in pairs. Choose a place you know well or you have visited. Make notes under the headings below. A great place to live   A great place for a holiday Choose one of the sets of notes and prepare the voiceover for a short advert for the TV or Internet.

7d To rent or to buy? Materials Bring estate agency adverts from a newspaper or magazine for the extra activity after Exercise 6.

Lead-in Personal response Write the following on the board: cost, location, appearance, local amenities, neighbours, number of rooms, safety. Ask students to work in pairs to put these factors in order when looking to rent somewhere to live. In feedback, find out which factors are most important to your class.

Real life expressing preferences and giving reasons 1  Divide the class into pairs. Ask students to prepare a checklist. If you used the lead-in idea above, ask students to add to the ideas on the board. Sample answers Cost (rent, bills); location (Is it far from work or school? Is it near the city centre and other facilities you use? Is it on a bus route or train line?); appearance (Is the property in good condition? Is it attractive and appealing?); size and number of rooms; features (A garden? A garage? A balcony? Central heating?)

2 

[2.5]  Ask students to predict the sort of questions they would expect to hear a customer ask an estate agent. Elicit a few ideas. Play the recording. Ask students to listen and note what six things the woman specifies. Answers 1  2  3  4  5  6 

in the town centre to rent two bedrooms a lift doesn’t mind the age of the property doesn’t need a garage

Audioscript  agent :

[2.5]

Good morning.

client :

Hi, I’m interested in any properties you have in the town centre.

agent :

OK, and is that to rent or to buy?

client :

Oh, it’s to rent. I’ve just started a new job here, so I think I’d rather rent than buy, for now anyway.

agent :

Right, well we have quite a few flats on our books, from one-bed studios to four-bedroom apartments.

client :

Homework Ask students to write a paragraph describing a place in their country which has old customs and traditions.

82

I’d prefer something small, but not too small. I imagine I’ll get a lot of friends staying with me. So, two bedrooms, and preferably with a lift. I cycle a lot and I don’t want to carry my bike up lots of stairs!

Unit 7  Living space

16053_li_tb_Unit07_077-086.indd 82

24/04/12 4:16 PM

Unit 7   Living space agent :

Well, most of the modern buildings have lifts, but a lot of the properties in the centre are quite old. Would you rather look at new places or older ones?

client :

I don’t mind, at this stage I’m just getting an idea of what things are like here.

agent :

OK … so you’re new to the area?

client :

Yeah, I lived in a little village up near the mountains until recently.

agent :

Oh, that sounds lovely.

client :

To be honest, I prefer towns to villages. The problem with a village is that everyone knows your business. Maybe I’m unfriendly but I like the way the town is more anonymous.

agent : Ah yes, I’ve heard a few people say that! I must

say I prefer living here. I suppose I like my privacy too. Right, erm, what about garage space? Do you need that?

client :

No, I haven’t got a car. I prefer to walk, or cycle. It keeps me fit.

agent :

Of course, you mentioned your bike!

client :

Yeah! And anyway, in my experience, driving in town is a nightmare!

agent :

I know, and it’s getting worse. OK, well, the next thing to consider is your budget and the rental period.

3 

[2.5]  Play the recording again. Students listen and complete the expressions in the box. Answers I think I’d rather rent than buy, for now anyway. I’d prefer something small, but not too small. So, two bedrooms, and preferably with a lift. Would you rather look at new places or older ones? To be honest, I prefer towns to villages.

Pronunciation rising and falling intonation 5a  [2.6]  Play the recording. Students listen and notice the rising and falling intonation. Play the recording again for students to listen and repeat. 5b  [2.7]  Play the recording. Students listen and repeat. Divide the class into pairs. Ask students to take turns asking and answering the questions, paying attention to the intonation. 5c  Divide the class into pairs. Ask students to think of further things to compare and tell them to prepare questions similar to those in exercise 5b. When students are ready, ask them to take turns to ask and answer their questions. It is a good idea to ask students to prepare the questions with a partner, then mix pairs so that they ask and answer questions with a different partner. Sample questions Do you prefer staying in or going out? Would you rather watch a film or listen to music this evening? Do you prefer Indian food or Chinese food? Would you prefer to have no homework or lots of homework?

Mixed levels Let stronger students improvise questions, but allow weaker students to prepare and write their questions first.

6  Divide the class into groups of three and ask them to interview each other about their preferences. In feedback, find out what students discovered about each others’ preferences and personalities.

I must say I prefer living here. I haven’t got a car, I prefer to walk, or cycle.

Extra activity Bring estate agency adverts from a newspaper or magazine.

4  Divide the class into pairs. Ask them to note the

reasons for the speaker’s preferences, then check their answers in the audioscript.

Answers to rent: she’s just started a new job t wo bedrooms: wants something small but expects friends to stay a lift: doesn’t want to carry her bike upstairs

Divide the class into threes and give each group a page of properties. Tell them choose three properties they would like to try to sell, and prepare to describe them. Ask one person from each group to be a customer; they must move to another group and tell those estate agents what type of property they are looking for. The agents must try to persuade them to buy one of their properties. Students could visit three or four estate agents, then decide which properties they would like to buy.

 ge unimportant: just getting an idea of what things a are like towns: likes her privacy no garage: no car

Grammar notes When expressing general preferences, we use I prefer (I prefer living in towns). When expressing specific preferences in one particular situation we use I’d prefer or I’d rather (I’d prefer to walk home this evening; I’d rather take a taxi). I’d prefer is followed by to + infinitive whereas I’d rather is followed by the base infinitive.

7d  To rent or to buy?

16053_li_tb_Unit07_077-086.indd 83

83

24/04/12 4:16 PM

Unit 7   Living space 7e Let’s move to … Writing a description of a place Lead-in Introducing the theme: neighbourhoods Ask students to think about the neighbourhood where they grew up. Ask: Where was it? What sort of area was it? What sort of amenities were there in the neighbourhood? What were the people like? Give students two or three minutes to think about how to describe their neighbourhood, then divide the class into pairs to share their thoughts.

1  Ask students to read the text and choose the correct option. In feedback, ask what words or phrases helped them decide. Answer b (there are a lot of strong, positive adjectives)

2  Ask students to make notes on how the writer describes the different categories. Let them compare their answers in pairs before discussing as a class.

Answers The paragraph on ‘bad points’ should not be first or last. It could come as the second paragraph, but would be best as the penultimate paragraph.

Extra activity Ask students in pairs or groups to write a paragraph on the bad points of life in Sandgate.

Word focus as and like 4  Ask students to read the sentences and choose the correct option. Let them compare their answers in pairs before discussing as a class. Then ask pairs to read the text again to find other examples. Answers 1  It is similar to 2  I am Other examples in the text: 1  it’s almost like living in a village. 2  perfect both as a place to live and a place to visit

5  Ask students to scan the text again and find examples to match to the meanings.

Answers

Answers

streets and buildings: historic, picturesque, gorgeous shops: fascinating old shops facilities: so much to do within walking distance; variety of bars, restaurants, gyms; great parks, an excellent public library and good schools local residents: a real sense of community; a mix of original residents and new arrivals atmosphere: a lot of charm; like living in a village

1   As there’s so much to do within walking distance 2  there are great parks (like Greenfields)

Vocabulary notes

Vocabulary notes

2 In the same way (I wrote the essay as you suggested. We followed the old road just as the merchants had done.)

picturesque = attractive – like a picture gorgeous = extremely attractive locals = people who live in the local area

Writing skill organising ideas 3a  Ask students to read the text again and match

paragraphs to headings. Let students compare their answers in pairs.

As and like have a range of meanings. Here are a few: As 1 Comparing (He’s as tall as me. It’s the same as mine.)

3 having a job or use (I work as an electrician. He used it as a bottle opener.) 4 when or while (As we were driving home, we saw an accident.) 5 because (As it was late, we went home.) 6 referring to what is known (As I was saying, the hotel is a long way from the beach.) Like 1 similar to (He is / looks like my uncle. It smelled like cheese.)

Answers

2 as if (Adam sounded like he was upset.)

a  1    b  none    c  4    d  3    e  2

3 used when pausing or drawing attention to things (in modern American idiom) (It was, like, huge!)

3b  Discuss the question with the class. You could follow

up by asking students whether to describe negative points before or after positive points, and ask them to speculate what bad points there might be.

6  Ask students to complete the sentences with as or like. Answers 1  As

84

2  like

3  as

4  like

5  Like 6  like

Unit 7  Living space

16053_li_tb_Unit07_077-086.indd 84

24/04/12 4:16 PM

Unit 7   Living space 7  Read the words with the class and check any words students aren’t sure of. Then ask students to make notes about their own neighbourhood under the headings in Exercise 3a. Divide the class into pairs to compare notes and suggest changes and corrections. Monitor closely at this stage and help students improve their work. 8 and 9  Ask students to decide on an order of

paragraphs. Remind them that a possible order is: 1 introduction; 2 good points; 3 bad points; 4 conclusion. Then ask students to write their descriptions. When they have finished, ask them to check their written work carefully by thinking about the questions in Exercise 9. You could put students in pairs again at this stage, and ask them to comment critically on each other’s work. Allow students time to revise their work and produce a neat final draft.

10  Ask students to exchange their final piece of work

with a partner. Students read and respond to the work. You could ask students to consider what they like and/or dislike about the place and ask them to give reasons why they would like to move there or not.

Extra activity Ask students to write their final drafts on a neat, separate piece of paper. At the end, collect them in and put them on the walls of the classroom. Ask students to walk round, read them carefully, and think of one comment and one question they would like to make and ask about each piece of writing they read. At the end, ask students to circulate and share their comments and questions with the students whose work they read.

Homework You may wish to set the writing of the final draft as homework. Alternatively, you could ask students to research a famous neighbourhood on the Internet (Soho in London, Montmartre in Paris, Greenwich Village in New York, for example) and ask them to write about what it must be like to live there.

7f A special kind of

neighbourhood

Before you watch 1  Students work in groups. Ask them to look at the photo and discuss the questions. Take feedback from the class. 2  Before watching the video, ask students to predict what activities they think they will see people doing.

While you watch 3  Play the whole of the video for students to check their ideas from Exercise 2. 4  Ask students to complete the summary with words from the box. Answers 1  main 2  built

3 neighbourhood 4  began

5  immigrants 6  mainly

5  Give students time to read the questions, then play each section of the video for them to answer. They can compare their answers with a partner. Answers 1  the director of the Spanish Choir of San Francisco 2  by raising money to help them after natural disasters 3  peace in Central America 4  fairness in the community, and the environment 5  Saint Peter’s 6  their interest in their families and their traditions

6  Ask students to match the two parts of the sentences. Answers 1  c    2  e      3  a      4  f      5  d      6  b

After you watch 7  Students work in pairs to roleplay an interview with a resident, according to the instructions. 8  Students work in groups to discuss the questions.

Videoscript 00.19–00.41  Each Sunday, the sounds of the Mission Dolores Basilica are heard in San Francisco. These sounds bring memories of the Spanish who built this church in 1791. They didn’t know it at the time, but it was the start of a special type of neighbourhood – the Mission District. 00.45–01.03  Some community members describe the neighbourhood as a central part of the city. Why? Because it’s where the city began long ago. They feel that understanding the many levels of history here is important. They also feel that’s it’s a big part of understanding what it means to be a real San Franciscan.

7f  A special kind of neighbourhood

16053_li_tb_Unit07_077-086.indd 85

85

24/04/12 4:16 PM

Unit 7   Living space 01.10–02.12  Over the years, immigrants have come here from Ireland, Germany and Italy. But the most recent immigrants are mainly from Mexico, Central and South America. It’s easy to see the style that these recent additions give to the neighbourhood. You can see it on walls, taste it in the food, and hear it in the music! Juan Pedro Gaffney grew up in the Mission District. He’s the director of the Spanish Choir of San Francisco. In the past, the group has performed to raise money for people after natural disasters in Central America. Many people here have friends and relatives in Latin America. Juan Pedro says that the local community here feels a sense of common involvement. They really care when a neighbouring nation is in pain. In good times and bad, the music of The Mission deeply affects everyone. Juan Pedro explains that it’s always been a basic part of cultural identity here. It’s colourful, lively, and according to Juan Pedro, absolutely ‘jumping’! 02.15–02.34  But it isn’t just the music – the art of The Mission is full of life as well. The local art community here stays close to the area’s culture and tradition. A local arts organisation leads people on walks through the district. They visit streets like Balmy Alley, which is famous for its murals. 02.35–02.39  Ray Patlan  What happens is, the murals begin to reflect the community itself. 02.40–03.11  In 1984, artist Ray Patlan helped paint a series of murals with the theme – ‘Peace in Central America’. But, while the district remains mainly Latino, it’s no longer 1984. Politics and the world have changed; the art of The Mission has changed as well. Patlan says that the art is a part of the streets, but also a reflection of the community. As the community changes, the murals change too. The mural messages are always changing, but they’re still very powerful. 03.12–03.19  Balmy Alley resident  It’s great! It’s like coming home to a piece of art every day. You know, every time we drive up it’s just very – it’s sort of vibrant. 03.20–03.46  The artists here have strong feelings about the work they do. One artist explains that the artists of The Mission are fighting for fairness in the community. They’re also fighting to help the environment. In the industrial area of The Mission District, this group of artists maintains its cultural identity in traditional San Francisco style. Many artists feel that The Mission is a successful neighbourhood where new immigrants are welcome. 03.48–03.53  Mission District artist  People see that they’re not so different from each other. There’s a lot of things that bind them through culture and tradition. 03.54–04.09  Saint Peter’s Church is another place that understands the closeness between culture and tradition. Mission Dolores was the foundation of The Mission, but Saint Peter’s is another strong base in the area. Father Dan McGuire is the leader of Saint Peter’s. 04.10–04.19  Father Dan McGuire  And the beauty of this particular parish, is that the different cultures from Latin America, the different countries of Latin America come together here and they really form a common unity. 04.21–04.27  The people who come here are from all over Latin America, places like Mexico, El Salvador, and Peru. 04.28–04.42  Father Dan McGuire  And they bring with them the best of their own country. Particularly their interest in their families, their interests in their traditions. And what I see going on here in a very, very positive way is an integration of the best of Latin American culture now with American culture. 04.44–04.59  In the Mission District, immigrants are often able to fit into a new society very easily. Why? Because the environment here is so comfortable. It may be this comfortable feeling that makes this multi-cultural community a very special type of neighbourhood.

UNIT 7 Review Grammar 1  Ask students in pairs to discuss the photo. Answers It shows a man playing golf on top of a skyscraper.

2  Ask students to complete the comments with the comparative or superlative form of the word given. Answers 1  2  3  4 

the craziest more carefully as high as more dangerous

5  6  7  8 

better as often as the most dedicated closer and closer

3  Ask students to complete the text with the past simple, used to or would form of the verbs. Answers 1  2  3  4  5 

was would / used to play used to live / lived used to be was / used to be

 idn’t use to take / 6  d didn’t take 7  didn’t use to mind 8  complained 9  made

Vocabulary 4  Divide the class into pairs. Ask them to decide which is the odd one out in each group and say why. Answers 1  2  3  4  5 

central heating (the others are parts of a house) run-down (the others are nouns) fireplace (the others are places outside a house) residents (the others are adjectives to describe places) double glazing (the others are places outside a house)

5  Divide the class into groups to discuss the questions.

Real life 6  Ask students to choose the correct option, then match the two parts of the exchanges. Answers 1  I prefer 2  go 3  I prefer 1  b

2  e

4  living 5  I’d rather 6  I’d prefer 3  c

4  f

5  a

6  d

7  Students work in groups to ask and answer questions.

Speaking 8  Ask students to make notes, decide on a price, and then try to sell their home to their partner.

86

Unit 7  Living space

16053_li_tb_Unit07_077-086.indd 86

24/04/12 4:16 PM

Unit 8  Weird news Lead-in

8a Nature’s mysteries

Personal response Ask students to think of a photograph that they own or that they have taken which is special to them, and describe their photos in pairs or in small groups.

1  Ask students to discuss the question in pairs. 2 

[2.8]  Ask students to read the sentences and check any new words, then listen and note down what or who the words in bold refer to. Answers 1  the flamingoes 2  that they form this shape 3  similar trick photography

Audioscript 

4  the photograph 5  the photographer 6  the flamingoes

[2.8]

m : Look,

have you seen this photo of flamingoes? It’s amazing – a whole flock of birds in the shape of one huge bird! What are the chances of that?

w : Let

me see … hmm … I can see the big bird, but where are the flamingoes?

m:

That’s what the photo is of – if you look closely you can make them out. Look around the edges of the shape – you can see them more clearly there. Isn’t it a great photo?

w : Oh,

I can see them now. Do you think the birds are standing in the shape of a bird? That’s too much of a coincidence.

m : What

do you mean? That’s what the photo shows.

w : Well,

it’s not real, is it? It’s trick photography. I’ve seen this sort of thing before. The photographer takes an image, then changes it a bit to make it look more unusual. It’s really easy to do with digital photography.

m : Well,

I think it’s genuine. Anyway, the photographer probably took loads of shots because the birds were moving around all the time.

w : Sorry, but it just doesn’t look natural to me. You can see

where he’s added more flamingoes. It’s not quite right. Look at the ones at the top – they look a bit strange.

m : Where?

I can’t see that at all. It looks perfectly natural to me – and very beautiful.

w : OK,

maybe you’re right. There are a lot of weird, natural things out there!

3 

[2.8]  Ask students to read the questions, then listen again and answer them. Answers 1  A flock of birds in the shape of a flamingo 2  She thinks it has been changed to make the bird shape. 3  The man

Lead-in Personal response and introducing the theme Write the following animals on the board: bats, whales, snakes, spiders. Tell students that you are going to award one of these animals an award for the most mysterious animal. Divide the class into four groups and ‘give’ each group one of the four animals. Each group must think of five reasons why their animal should win the award. After each group has presented their reasons, tell the class which animal you will give the award to.

Vocabulary and listening the natural world 1  Ask students to look at the four photos, and work in pairs to discuss what they think they are, using the prompts. Elicit suggestions from the class. Vocabulary notes It looks like a (+ noun) = It has a similar appearance to … It reminds me of a (+ noun) = It makes me remember or think about …

2  Ask students to complete the sentences with the words. Tell them to use dictionaries if they need to check the meanings. Answers 1  Nitrogen / oxygen, atmosphere 2  butterflies / flies, insect 3  Radiation 4  Ants / beetles

5  6  7  8 

stem Particles Predators, species spikes

Extra activity Drill the words in the box for pronunciation before students listen to the recording. Pay attention to the strong stress. Note that it falls on the first syllable in all the words except radiation.

3 

[2.9]  Tell students they will hear three clips which describe the photos. They should listen and write the number of the clip next to the words in the box in Exercise 2. Let them compare their answers in pairs before discussing as a class. Answers Clip 1: atmosphere, nitrogen, oxygen, particles, radiation Clip 2: ants, butterflies, predators, stem Clip 3: ants, beetles, flies, insect, spikes

4  Students discuss the questions in groups.

87

16053_li_tb_Unit08_087-096.indd 87

24/04/12 4:09 PM

Unit 8  Weird news Audioscript 

[2.9] 

1 At certain times of the year in the Arctic circle, the sky looks as though it’s on fire. The colours are so vivid – like neon street signs – that you think they can’t be natural. You imagine that they must be man-made and that someone must be projecting disco lights into the sky or something. And yet they are completely natural. In the past, people thought they might have a religious significance and more recently scientists speculated that they could be a form of radiation. So what exactly are these lights? We now know that they are the result of particles in the Earth’s atmosphere colliding with each other. The colours come from different kinds of particle. When the particles are mainly oxygen, the sky looks green. If you see a lot of red, on the other hand, that comes from nitrogen.

2 This might be a painting or a work of art. There’s something very composed about it. It looks as if the green spiral is holding the orange ball. Or it might be protecting the ball. But look carefully – the amount of detail is incredible. That’s because it’s a close-up – or macro – photograph. It shows a butterfly egg on the stem of a plant. Why do butterflies lay eggs in such places? They must have a reason. Scientists think that this species of butterfly may choose this spot to keep the eggs safe from ants and other predators.

3 Plants that eat animals? That can’t be true … or is it? It may not seem logical, but there are indeed plants that catch insects – mostly flies, beetles, ants, and so on. But how do they do it? They must use a very special technique, because obviously they can’t move and chase after things. Well, one way of catching food is to pretend to be something else. Take this Australian sundew plant. To an unfortunate insect, these shiny drops look like water. But the insect must get a nasty surprise when it tries to take a drink and gets caught on the sticky spikes. Then the plant’s chemicals dissolve the insect so that it can ‘eat’ it.

4 

[2.9]  Give students a moment to read through the sentences first. Play the recording again. Students listen and decide if the sentences are true or false.

Extra activity Ask students to read the audioscript and underline expressions they aren’t sure of. You could check the following: at certain times of the year, vivid, and yet, have … significance, speculated, a form of, (so what) exactly, the result of, colliding with, mainly, on the other hand, (the amount of) detail, incredible, a close up, lay eggs, spot, keep st safe from st, indeed, chase, take this …, shiny, get a nasty surprise, dissolve, sticky

Grammar modal verbs (2) 6  Ask students to read the four sentences 1–4 and underline the modal verb in each sentence. Then ask them to match the sentences to their uses. Answers 1  b (can’t + infinitive) 2  a (must + infinitive)

3  c (might + infinitive) 4  d (may not + infinitive)

7  Ask students to read the grammar box in pairs and underline other uses of modals in the audioscript. In feedback, note the modals used to express ability: obviously they can’t move; so that it can ‘eat’ it. Refer students to page 166 of the Student’s Book for further information and practice.

Answers See underlined phrases in the audioscript.

Grammar notes When speculating, English uses must (+ infinitive) to say that something is certainly or highly likely to be true, and can’t (+ infinitive) to say that something is certainly not or highly likely not to be true. There is an element of logical deduction in this speculation. English uses might, may and could (+ infinitive) to say that something is possibly true. There is no real difference in meaning between the three modal verbs. It is possible to use might and may in negative forms (e.g. He might not come to the party), but it is not possible to use could in the negative form when speculating.

Answers 1  F (they are completely natural) 2  T 3  T 4  T 5  F (they can’t move and chase after things) 6  T

5  Students discuss the questions in pairs. Answers 1  T  he result of particles in the Earth’s atmosphere colliding with each other. 2  To keep their eggs away from predators like ants on the ground. 3  They attract them by looking like something else – like water drops, for example.

88

Pronunciation notes Note that the modal verbs are usually strongly stressed. Can’t is pronounced with a long /ɑ:/ sound.

8  Ask students to read the text quickly, then decide which options are not possible in the text. Let them compare their answers in pairs before discussing as a class.

Answers 1  can’t be 2  (both correct) 3  (both correct)

4  can’t mean 5  may be

Unit 8  Weird news

16053_li_tb_Unit08_087-096.indd 88

24/04/12 4:09 PM

Unit 8  Weird news Extra activity Write the following nature problems on the board: How do bats fly in the dark without hitting the walls? How do cows digest grass? How do whales communicate across long distances? Ask students in pairs or small groups to discuss the problems. Tell them, if they don’t know why, to speculate.

Homework As a follow-up task for homework, ask students to research one of the ‘problems’ on the Internet and write up a report on how one of the animals solves the problem.

8b Desert art Lead-in Introducing the theme: history Write To me, history is … on the board. Ask students to complete the sentence any way they like. Divide the class into small groups to share their completed sentences, then have a whole class feedback and discuss what students think about history. Possible sentences: History is learning dates. History is finding out about our heritage. History is about understanding the present better. History is going to museums. History is boring.

Word focus look

Vocabulary history

9  Ask students to match the sentence halves. Let them check their answers in the audioscript on page 178 of the Student’s Book and tell them to find one further example.

1  Ask students to complete the sentences. Divide the class into pairs. Ask students to take turns to ask and answer questions.

Answers

Answers

1  c 2  d 3  b 4  a looks as if = looks as though

1  ancient 2  period 3  prehistoric

Vocabulary note It looks (+ adjective) = It appears to be … It looks like (+ a noun) = It has a similar appearance to … It looks as though / if (+ clause) = It seems that … (looks like + clause is used in a similar way in modern English) In the expression Look carefully the verb look has a different meaning – it means observe.

Extra activity Ask students to work out the form rules with look from the example sentences (e.g. look + adjective, look like + noun, etc). Then ask students to write more sentences to describe the pictures on page 94 of the Student’s Book.

10  Ask students to complete the sentences. Let them compare their answers in pairs.

Answers 1  look 2  looks like 3  looks as though / if

4  look 5  look as though / if 6  look

Speaking 11  Divide the class into groups of four, divided into

two pairs. Each pair must turn to the relevant page in the Student’s Book and follow the instructions to speak about their photo.

4  century 5  sacred 6  society

Fast finishers Ask fast finishers to write two more questions using the other two words.

Extra activity Brainstorm some of the key historical events of the 20th century and write them on the board. Ask students to order them from most to least important. A possible list: the First World War; the Second World War; the dropping of the first atomic bomb; the founding of the United Nations; the Vietnam War; the fall of the Berlin Wall; the 9/11 attacks on New York

Listening and reading 2  [2.10]  Divide the class into pairs. Ask students to look at the photo and discuss the questions. Then play the recording. Students listen and check their answers. Answers 1  2  3  4  5  6  7  8 

enormous drawings on the ground in the Nasca desert in southern Peru huge – the biggest is about 200 metres across geometric shapes; animal shapes such as a spider, birds, a monkey, and a dog; human figures hundreds about 500 square kilometres about 2,000 years old They were made by moving stones and revealing the white ground underneath.

8b  Desert art

16053_li_tb_Unit08_087-096.indd 89

89

24/04/12 4:09 PM

Unit 8  Weird news Audioscript 

[2.10]

The Nasca lines are enormous drawings on the ground, in the Nasca desert in southern Peru. They are on a huge scale – the biggest of the drawings is about 200 metres across. Most of the lines are geometric shapes, but about seventy are animal shapes such as a spider, different types of birds, a monkey, and a dog. There are human figures as well. Altogether there are hundreds of these drawings and they cover an area of about 500 square kilometres. The lines date from a period starting about 2,000 years ago. Basically, the marks on the ground were made by moving the reddish brown stones that cover the desert and revealing the white ground underneath. You can still see the stones along the edges of the lines.

3  Students discuss the questions, then write two or three additional questions they would like to ask. 4  Give students a moment to read through the questions and predict what the answers might be. Ask students to read the article and answer the questions. In feedback, find out whether the students found answers to their own questions. Answers 1  in the late 1920s 2  an astronomical calendar; ancient Inca roads or irrigation systems; landing strips for aliens 3  Because Peru was so dry that the emergence of water from the ground seemed sacred. 4  The Nasca lines may have been part of a long tradition of ceremonial activities connected to water and religious beliefs.

6  Ask students to look at the examples in the grammar box, and point out the form: modal verb + have + past participle. Ask students to underline eight examples of the form in the text. Let them compare their answers in pairs before discussing as a class.

Answers 1 The Nasca people … couldn’t have seen them … 2 the lines must have been part of an astronomical calendar 3 they might have been ancient Inca roads 4 they could have been landing strips for alien spacecraft! 5 Water must have had an incredible significance 6 This must have seemed an astonishing … phenomenon 7 the same group of people can’t have created them 8 Nasca lines may have been part of a long tradition

7  Ask students to look at the sentences they have underlined and discuss the questions in pairs. Answers 1  S entences 2, 3, 4, 5, 6 and 8 (from answer key above) 2  Sentences 2, 5 and 6 3  Sentences 1, 5, 6 and 7

8 and 9  [2.11]  Ask students to rewrite the sentences. Let students check their answers in pairs before discussing as a class. Play the recording. Students listen and check their answers.

Vocabulary notes

Audioscript and key 

astonishing = very surprising

1 Water can’t have been easy to find.

huge = very big sacred = very religious

5  Elicit suggestions as a whole-class discussion. Read through the information in the Wordbuilding box with the class. Refer students to page 67 of the Workbook for further information and practice. Background notes The Nasca (or Nazca) lines were created by the Nasca people somewhere between 400 and 650 AD. The Nasca culture flourished in southern Peru between 100 and 800 AD. Their culture is well-known for its ceramics and textiles as well as the lines. The dry, windless climate and remote location has helped preserve the lines. Maria Reiche (1903–1998) was a German archaeologist who began researching the Nasca lines in 1940. She was active in trying to protect the lines from encroachment. The lines were declared a UNESCO World Heritage Site in 1995.

90

Grammar modal verbs (3)

[2.11]

2 The rivers might have dried up. 3 The lines must have been very important. 4 The lines may have had a religious significance. 5 The animal drawings couldn’t have been roads. 6 The animals must have lived in the region. 7 The Nasca people could have used simple tools. 8 People must have maintained the lines carefully.

Pronunciation weak form of have 10  Ask students to look at the sentences and answer the

question, then play the recording again for students to answer question b. Check that students recognise the form and pronunciation of have in these sentences.

Answers Have is an auxiliary verb. It is pronounced /həv/ in these sentences.

Unit 8  Weird news

16053_li_tb_Unit08_087-096.indd 90

24/04/12 4:09 PM

Unit 8  Weird news Grammar and pronunciation notes When speculating about the past, the form of the sentence is like this: modal verb + auxiliary have + past participle of the main verb Animals might     have     lived here. There is a strong stress on the modal and on the past participle, which means that the auxiliary verb is very weakly stressed. It links with the modal verb and reduces to a barely heard /əv/ sound, e.g. /maɪtəv/

Extra activity Practise the weak pronunciation of have by asking students to listen to and repeat the sentences on the recording in Exercise 9.

Extra activity Write the following questions on the board and ask students to speculate about them: How did they build Stonehenge? What causes crop circles? Why is Mars red? How did the Egyptians build the pyramids?

Speaking 11  Divide the class into pairs and ask them to speculate

about why the Nasca lines were created. Monitor and note how well they use modal verbs.

12  Divide the class into small groups and ask them to

read through the list carefully. Point out that all these items were found by archaeologists at or near the site of the Nasca lines. Check unknown words or ask students to check them in their dictionaries. Then ask students to prepare to speculate about the items. Ask students to discuss what the items reveal about the lives of ancient people. Monitor and note how well students use the language of speculation. Feed back on any errors you heard with the use of modals in the past.

Extra activity 1 Alternatively, ask students to work in pairs to do this exercise. Tell them to choose three things from the list in Exercise 12 and write a sentence for each one. They must use must have / might have / couldn’t have, etc. Then ask students to stand up, walk round, and share their ideas with at least three other people in the class. Tell them to try to memorise the most interesting speculations and to tell their partner at the end. Pairs must agree on the most interesting idea they have heard and report back to the whole class.

Homework Ask students to research an ancient site in their own country on the Internet. Ask them to write a short report about it in which they speculate about when, how and why it was created and who lived there and how they lived.

8c Lost and found? Lead-in Introducing the theme: Amelia Earhart Ask students to look at the photograph and the headline. Ask: What do you know about Amelia Earhart? Elicit information from the class and summarise it on the board under two headings: Facts and Guesses. Encourage students to use the language of speculation to make guesses. Ask students to think of two or three things they would like to find out about Amelia from reading the text.

Reading 1  Ask students to read the first article and find out what the three theories about Amelia Earhart’s disappearance are. Let them compare their answers in pairs before discussing as a class. Answers a  E  arhart ran out of fuel and crashed in the Pacific Ocean. (official theory) b  Earhart could have landed on a different island, called Nikumaroro, and subsequently died since the island is uninhabited. c  Earhart was captured while on a secret mission to the Japanese-controlled Marshall Islands in the North Pacific and eventually returned to the USA with a new identity.

2  Ask students to read the second article and answer the questions. Let them compare their answers in pairs before discussing as a class. Answers 1  the theory that Earhart landed on Nikumaroro 2  DNA sampling 3  It will prove where Earhart crashed.

3  Ask students to read the text again and answer the questions. Let them compare their answers in pairs before discussing as a class. Answers 1  His family is partially funding the DNA project. 2  No hair samples from Earhart are known. 3  About 99 per cent of the genome is identical among all humans, so the team needs to have enough material to show that the DNA belongs to Earhart and nobody else.

4  Ask students to find the words in the texts and underline them, then try to guess the meaning from the context. Then ask them to rewrite the sentences in the exercise using these words. Let students compare their answers in pairs before discussing as a class. Answers 1  funding 2  reveal 3  archive

4  ensure 5 assumption 6  profile

7  identical 8  log

8c  Lost and found?

16053_li_tb_Unit08_087-096.indd 91

91

24/04/12 4:09 PM

Unit 8  Weird news Teaching notes

8d You must be joking!

Guessing words in context is a useful skill which is practised in Exercise 4. When students have underlined the words in the texts, ask them to say what part of speech each word is and to say how they know from the context. Then, ask them to look at the words around the underlined words and to say how these words help them to work out the meaning.

Lead-in ideas Personal response Write the following headlines on the board: 1 Stolen Painting Found By Tree 2 Include Your Children When Baking Cakes 3 Red Tape Holds Up New Bridge

Vocabulary notes

Tell students that the headlines are genuine but funny. Ask them to work in pairs and see if they can work out why they are funny.

fly solo = fly alone fate = what happened to her

Answers: 1 means that the painting was found near a tree, but it could mean that the tree found it. 2 means that when you bake you should include your children in the experience, but it could mean that you should put them in the cakes. 3: red tape means ‘complicated bureaucracy’, so it means that the building of the bridge is being delayed by bureaucracy, but it could mean that the bridge is being supported by red-coloured tape.

saliva = liquid in the mouth longstanding = lasting a very long time fragments = small pieces verifiably = can be tested and proved

5  Divide the class into pairs. Ask students to work together to complete the summary. Point out that various answers are possible. SAMPLE answers 1  2  3  4 

Real life reacting to surprising news 1  [2.12]  Ask students to read the headlines. Check any difficult vocabulary (see below). Then ask: Are any of the headlines surprising? Why?

claims / theories human envelopes give a DNA sample

Play the recording. Students listen and choose the best headline for each of the three items.

answers

Critical thinking opinion or fact?

1  b

6  Read through the definitions with the class. Divide

the class into pairs to discuss whether the statements are opinions or facts.

2  O

take over = take control of alert = warning 3  O

4  F

5  O

6  F

slashed = reduced in a dramatic way Note the style in headlines. The present simple is used when talking about the past (Sheep take over park), the passive is used and reduced by removing the auxiliary verb (Petrol prices have been slashed), and the infinitive is used to express the future (Fuel prices are going to double).

7  Ask students to find another fact and another opinion in the article. SAMPLE answers A new project aims to create a genetic profile … (fact) Justin Long’s … family is partially funding the DNA project (fact) … claims that a bone found on the South Pacific island of Nikumaroro is Earhart’s. (opinion) … which they believed might have been from one of Earhart’s fingers. (opinion)

Speaking 8  Ask students to discuss the questions in small groups. Homework Ask students to write an essay summarising the various theories about why Amelia Earhart disappeared, and saying what they think must have happened.

92

3  b

Vocabulary notes

answers 1  F

2  a

Audioscript 

[2.12]

1 a : Did you hear that story about the sheep?



b : No,

I don’t think so. What was it about? they reflect the sun back into the atmosphere because they’re so white. b : Oh yeah? a : And then the heat from the sun gets trapped, so it makes everything hotter. So they think sheep cause global warming. b : Come off it! a : Well, that’s what it says in the paper today. b : You’re having me on! a : It does – here, look. b : Hmm, that can’t be right! Hang on a minute … what’s the date today? a : Apparently,

Unit 8  Weird news

16053_li_tb_Unit08_087-096.indd 92

24/04/12 4:09 PM

Unit 8  Weird news 2 c: Let me have a look at those twenty-euro notes for a

Vocabulary notes

moment.

These expressions can be divided into two categories



d : Why?



c : The

blue ones are no good – they’re forged.



d : You

must be joking! All twenty-euro notes are blue!



c : Not

Come off it! Oh yeah? Really? You must be joking! You’re having me on!

the real ones.

2 I think the news must be wrong in some way:



d : Are

you sure?



c : I’m

Are you serious? Are you sure? That can’t be right! They must have made a mistake. Really? (with a different intonation pattern)



d : They



c: I



d : Oh,

1 I don’t believe you are telling the truth:

absolutely positive. The girl at the travel agent’s told me. It was on the news last night.

must have made a mistake … oh no, and we’ve just changed all this money! What are we going to do?

Extra activity Write the two headings (1 and 2) in the Vocabulary notes above on the board. Ask students in pairs to categorise the expressions from the box under the headings.

don’t know … but it is 1 April today … honestly! I really believed you!

3 d = daughter, f = father d : Dad, did you see the news about petrol prices? They’ve gone down to almost half the price.



f:



d: I



f:



d : Yeah.



f:

Are you serious? The car uses diesel, not petrol!



d:

I know, but petrol is so much cheaper!



f:

Yes, but …



d : I’m



f : Diesel

Really? How come? don’t know. But anyway, I’ve put petrol in the car.

Great … hold on … did you say petrol?

4  Divide the class into small groups. Ask them to discuss what people do on April Fools’ Day in their country.

Pronunciation showing interest and disbelief 5a 

[2.13]  Play the recording. Students listen and notice the rising and falling intonation. Check the answers, then play the recording again. Students listen and repeat. Pronunciation notes A sharply rising intonation pattern shows interest – the sharper it rises the more interested the speaker.

sorry. Did I do something wrong?

engines don’t work with petrol. You must know that! Oh, this is going to cost me a fortune.



d:

Dad?



f:

Yes?



d : How

Audioscript 

do you suppose I managed to drive the car home, then? April Fool! It’s 1 April!

2  Divide the class into pairs. Ask them to discuss the answers. answers Story 1: 1 Sheep are reflecting the sun back into the atmosphere because they are white. 2  No   3  April 1st Story 2: 1  Blue 20 euro notes are forged 2  Yes   3  April 1st Story 3: 1 Petrol prices have halved, so the girl has filled her dad’s car with petrol – but it’s a diesel car. 2  Yes   3  April 1st

3 

[2.12]  Play the recording again. Students listen and

put the expressions in the order they hear them. Check that students are clear about how the phrases are used.



[2.13]

1 b: Oh yeah? 2 b: Come off it! 3 b: You’re having me on! 4 b: That can’t be right! 5 d: You must be joking! 6 d: Are you sure? 7 d: They must have made a mistake. 8 f: Really? 9 f: Are you serious?

5b  Students take turns saying and responding to the statements, paying attention to the intonation.

6  Ask students in pairs to choose one of the headlines in Exercise 1 that didn’t match the recording. They must create the story of the hoax and practise telling it. 7  Students work with a new partner and take turns to tell their stories. Homework Give students other headlines to write hoax stories about:

answers 1  Oh yeah? 2  Come off it! 3  You’re having me on! 4  That can’t be right! 5  You must be joking!

A falling intonation pattern shows doubt or disbelief.

6  Are you sure? 7  They must have made a mistake. 8  Really? 9  Are you serious?

New photos of Loch Ness monster Killer bees move north across the USA – thousands dead Spaghetti tree harvest in Italy hit by bad weather

8d  You must be joking!

16053_li_tb_Unit08_087-096.indd 93

93

24/04/12 4:09 PM

Unit 8  Weird news 8e In the news Lead-in

Vocabulary -ly adverbs in stories 3a  Ask students to read the text again and find and

underline the adverbs, then match them to the meanings.

Introducing the theme: news

answers

Write down three short headlines from today’s news on the board. They could be local, national or international news, depending on the interests of your students.

accidentally = by mistake unfortunately = we are sorry to say temporarily = for a short time immediately = at once apparently = it seems that

Ask students in pairs to tell each other what the news stories are about. If they don’t know, ask them to guess what the story might be. In feedback, ask what the big headline stories in the students’ countries are currently.

Writing a news story 1  Ask students to read the story and tell their partners whether they believe it or not. answer

3b  Ask students to cross out any options that are not possible in the sentences.

answers 1  Quickly 2  (both correct) 3  amazingly

4  Rapidly 5  sadly 6  Slowly

It is a true story.

Vocabulary note twiddling their thumbs = having nothing to do

Adverbs are formed by adding -ly to an adjective. Note that when an adjective ends with -y it changes to -i (for example, temporary -> temporarily).

monitoring = watching or checking carefully

incredibly = unbelievably

Vocabulary notes

amazingly = very surprisingly

Writing skill structuring a news story 2a  Ask students to reread the first sentence of the news story and answer the questions.

answers 1  A  woman accidentally cut through an underground cable. 2  an elderly Georgian woman 3  in Georgia

2b  Ask students to read the main paragraph and answer the questions.

answers 1  S he was digging for metal when her spade damaged the fibre-optic cable. 2  Internet services to Armenia were cut off. A monitoring system detected the damage. A security team went to the spot. The woman was arrested. 3  The woman was digging for metal. Georgia provides 90 per cent of Armenia’s Internet. The cable is protected, but apparently landslides or heavy rain may have left it exposed on the surface.

2c  Ask students to read the text and notice how the

events and background details are organised.

answers The main events are in chronological sequence. Background information is inserted after the main event.

gradually = slowly and step by step coincidentally = when two things happen together by chance

3c  Divide the class into pairs. Ask students to decide which sentences fit in the text, and where. Remind students to think about how the events and background details are organised. answers 3  I nternet services were gradually restored across the region.    This could go after ‘… temporarily affected.’ 6  Hopefully, the police will release the woman because of her age.    This could go after ‘… three years in prison.’

4  Ask students to think of an April Fool story and to make notes under the question headings. 5  Ask students to write an introductory sentence, as in the Student’s Book story. In pairs, let students compare and comment on each other’s sentence. Ask students to order their notes carefully.

6  Ask students to write their stories and headline. Allow students time to check their partner’s work, then revise their story and produce a neat final draft.

7  Ask students to exchange their final piece of work with a partner. Students read and respond to the work using the questions. Homework Ask students to write an April Fool story based on one of the headlines in the Extra activity on page 93.

94

Unit 8  Weird news

16053_li_tb_Unit08_087-096.indd 94

24/04/12 4:09 PM

Unit 8  Weird news 8f Killer bees Before you watch 1  Students work in groups. Ask them to look at the photo, title and caption and discuss the questions. Take feedback from the class. 2  Before watching the video, ask students to predict what

actions from the box they think they will see the man doing.

While you watch 3  Play the whole of the video for students to check their ideas from Exercise 2. Answers driving, hiking in the rain forest, holding bees, working with a beehive, putting his hand in a beehive

4  Ask students to choose one of the topics and make notes in pairs. Give them time to read the questions, then play the first part of the video. Students then work with another pair to share their information. Answers 1  2  3  4  5  6  7  8 

over 30 years deep in the rain forest of Panama 300 The ‘killer bee’ has better skills and is using up the resources needed by the native bees. They pollinate plants and provide food. all sorts of places, from high in the tops of trees to underground holes to improve the honey production of native bees The bees escaped and spread across the continent.

5  Give students time to read the sentences, then play the second part of the video for students to decide if they are true or false, and correct the false sentences. Answers 1  T   2  F   3  F   4  T   5  T   6  T   7  F   8  F See also the underlined phrases in the video script.

After you watch 6  Students work in pairs to roleplay an interview with a honey farmer, according to the instructions. 7  Students work in pairs to discuss the questions.

Videoscript Part 1 00.16–00.43  For thousands of years, an insect has kept the rain forests of Central America alive. It’s one of the smallest and least understood creatures on Earth – the bee. Now, a foreign species of bee has invaded these rain forests. One man believes that this foreign bee may cause problems for the whole rain

forest. He’s ready to take any risk to find out the truth. This man is entomologist David Roubik. 00.48–01.20  Roubik has spent much of his life studying bees. He’ll go anywhere to get closer to his favourite creatures. Roubik has studied bees for over 30 years, so he’s one of the world’s leading experts on native bees. He works deep in the rain forest of Panama. This has allowed him to become more familiar with them than almost anyone else. When Roubik talks about the bees and his studies, it’s clear that both are very interesting to him. 01.21–01.55  David Roubik I’ve counted more than 300 different species of bees in just one small forest area in Panama. It’s just in a square kilometre of forest, but there might be a million or more individual bees! And this is really about the best place in the world to do the kind of work that I’m doing. They interact with everything. They pollinate the plants. They provide food for a lot of different animals. They live in the most outlandish, interesting places, from the top of the rain forest canopy to holes deep underground. So, it’s a wonderful group to look at. 01.56–03.05  Unfortunately, Roubik thinks that the future of these amazing native bees looks bad. Little by little, people are destroying their rain forest habitat. People are also responsible for something that Roubik sees as an even more immediate environmental problem, one that’s the result of a scientific experiment that went terribly wrong. In 1957, a group of scientists in South America wanted to improve honey production. So, they started studying a bee that was non-native to the area – the African honeybee. The African honeybee is far more adaptable than most native species. It can reproduce very quickly and develop large swarms in a short time. But, if anything bothers it, it can become very dangerous! At first, the study proceeded normally. Then, one day, some of the African honeybees escaped. Something that at first seemed to be a bit of bad luck eventually became a very costly mistake. The hungry African bees spread quickly throughout South America and were soon known as ‘killer bees’. They got the name because of their large swarms, angry behaviour, and potential to hurt people by stinging them repeatedly.

Part 2 03.06–03.34  Roubik went to Panama in 1979 to find some answers to the killer bee problem. People were worried about how the bees would affect the environment. By 1982, this powerful foreign bee had crossed almost the entire South American continent. It was starting to make its home in Panama. Roubik realised that the life of the rain-forest and its native bees were in danger. They’d never be the same again. The ‘killer bees’ had arrived. 03.35–04.06  According to Roubik, the newspapers and television mostly talked only of a group of ‘killer bees’. He says that they invented this story for excitement, but they didn’t really discuss the important story. The biggest danger was not to man, but to the future of the Latin American rain forests. Native bees are pollinators that play an important role in making all plants reproduce. Without the native bees, Roubik was worried that the rain forests couldn’t survive. To understand the true effects of the killer bees, Roubik must study them up close. 04.07–04.41  David Roubik This is one of the millions. These bees have done something no other bee ever did. These things have sucked up most of the resources that are out there for bees – and for other animals too – not just bees visit flowers for food. Birds, bats, butterflies – other things take the same food. And it’s not just here and there, it’s really everywhere. All the vast forest areas we think of as absolute wildlife preserves have been violated by this bee. This bee doesn’t belong in any of them, it lives in all of them. It’s not going to go away. 04.42–05.26  Roubik has also discovered what the real danger with the invading bee is. It has better skills for finding food and for taking over areas quickly. Because of its large numbers and strength, the killer bee has little to fear from most creatures.

8f  Killer bees

16053_li_tb_Unit08_087-096.indd 95

95

24/04/12 4:09 PM

Unit 8  Weird news Roubik knows that nothing will likely stop the advance of the killer bees here. But will the native bees of Panama be able to compete with their hungry new neighbours? The sight of native beehives with no native bees seems to tell a warning story: there is no honey here. Still, Roubik needs to know for sure, so he goes to a place called Tulum, Mexico. 05.27–05.40  Tulum is one home of the Maya, an ancient culture from Mexico and Central America. Here, Roubik hopes to find data that indicates just how much of a danger the killer bees really are. 05.41–05.49  David Roubik My data would only reach back 15 years, but I needed someone with even more experience with native bees. That’s what the Maya in particular had to offer.

UNIT 8 Review Grammar 1  Ask students to match the news headlines (1–3) with the comments (a–f), then compare their answers in pairs. answers 1  b, e a  must b  can’t

2  a, f c  might have d  can’t have

3  c, d e  might f  must

05.50–06.15  Roubik further explains that the native bee has been an important part of Maya culture for over 1,000 years. If there was any change in the bee population, they would likely know. The descendants of the ancient Maya have always kept native bees in the traditional way – until now. Modern-day Maya farmers now believe that the killer bees have caused huge changes.

2  Ask students to look at the photo and make guesses, then check their ideas in the facts and the theories.

06.17–06.26  David Roubik Fifteen years ago, the honey used to jump out at you. Take off the hive cover and there’d be honey right out to the edge. Now, I can reach half my arm in and there’s just space.

Vocabulary

06.30–06.37  David Roubik These people noticed, in terms of two or three years after African bees arrived, their native bees and their honey were not there. 06.38–06.49  Roubik has finally proved an important point: the African bee appears to be forcing out native bees. It’s an absolutely terrible discovery for the entomologist. 06.50–06.59  David Roubik The disturbing reality is that, it is not a natural part of this community. Yet it has become part of nature, and ironically, man has put it there. But man can’t take it away. 07.00–07.20  Nobody really knows if the native bees of Latin America will survive, and it may take many years to find out. However, deep in the heart of Panama, David Roubik continues his research. He intends to learn more about the secrets of native bee life before it’s too late.

3  Ask students in pairs to discuss the theories, then work with another pair of students and decide which theory is the best.

4  Ask students in pairs to write down two words from Unit 8 in each list. answers 1  oxygen, nitrogen 2  flies, ants, butterflies

3  ancient, prehistoric 4  theory, facts

5  Ask students to work in pairs and answer as many questions as they can, using their general knowledge. SAMPLE answers   1  when you change aspects of a photo when editing   2  the part of a plant that the leaves are attached to   3  things that stick to other things, e.g. glue, jam   4  Arctic tern and salmon   5  They move water to places where it is needed.   6  a collection of documents   7  detectives, archaeologists   8  no   9  discoveries 10  digging

Real life 6  Ask students to work in pairs to think of ways of reacting to news using the words. answers you’re joking; come off it; hold on; that can’t be right; you can’t be serious; are you sure?

7  Divide the class into groups. Tell each person to write true and false sentences about themselves on six pieces of paper.

Students take turns to read out the sentences. Other students must react appropriately and guess which sentences are true.

Speaking 8  Divide the class into pairs to talk about surprising things they have read. 96

Unit 8  Weird news

16053_li_tb_Unit08_087-096.indd 96

24/04/12 4:09 PM

Unit 9  Trade Lead-in Personal response Ask students to write the last three things they bought (excluding food and drink) on a piece of paper. Collect in the lists. Divide the class into groups of four and distribute the lists randomly around the groups. Tell the groups to speculate about who might have written each list.

1  Divide the class into pairs. Ask students to look at the

photo and caption, and discuss the question.

2 

[2.14]  Ask students to look at the table carefully,

then listen and complete the information.

Answers 1  new phone, his mum 2  video games 3  jewellery

Audioscript  r

5 researcher, s 5 shopper about your shopping today?



s:



r : Lovely. Well, first, can I ask you what you’ve bought?



s:



r : Is



s : No,

No, not at all, no. Oh yes, I’ve bought a new phone. it for you?

for my mum. For Mother’s Day, next Sunday. She’s really into gadgets and technology.

2 r : Hello, you look happy. Have you bought something nice?

s : Erm,



r : And



s:



r : OK!

I’ve got a couple of the latest video games, actually. That’s all I came in for. who did you buy them for?

Just for myself. I buy a couple every month.

two?



s:



r : Have



s : No,

Yes, I think so. We need a break! you been spending a lot of money?

that’s the problem! We’re looking for some nice jewellery – earrings or a gold chain maybe … but we can’t find anything we like.

r : And



s : It’s



r : Well,

Realia related to the money vocabulary in Exercise 1

Lead-in Using words Write the following list of verbs and adjectives connected with money on the board: buy, withdraw, lend, save, mean, cheap, economical, poor. Ask students in pairs to think of as many opposites as they can for each word. You could let them use dictionaries to do this task. Possible answers: buy – sell, give away; withdraw – deposit, pay in; lend – borrow; save – spend, waste; mean – generous; cheap – expensive, dear; economical – uneconomical, wasteful; poor – rich, wealthy, prosperous

Vocabulary money 1  Ask students to read through the statements and tick the ones that are true for them. Tell them to use dictionaries to check the words they don’t know. Extra activity Use realia to elicit and check some of the vocabulary at the start of the task, e.g. cash (coins and notes), a credit and debit card, a cheque book, a bill (gas, electricity, restaurant), a shop receipt. Hold up the objects and ask students to say what they are.

2  Ask students to make changes so that all the sentences in Exercise 1 are true for them. They can then compare their ideas in pairs. In feedback, find out who banks online and who still uses high street banks. Vocabulary notes

3 r : Hi, have you got time to answer a quick question or



Materials

[2.14]

1 r : Hi, do you mind if I ask you some quick questions



9a Money talk

who is it for?

just for ourselves. We usually buy each other something special for our anniversary every year. It’s a little tradition we have. good luck!

3  Ask students to discuss the questions in pairs. 4  Students work in their pairs to prepare five questions

about shopping habits, then interview three other people.

A bill is a piece of paper that tells you how much you must pay (for a meal, use of electricity, etc.). A receipt (pronounced /ri'si:t/) is a piece of paper you receive to acknowledge that you have paid a bill. A ticket is a piece of paper you receive to say that you have paid to go in a museum, etc., or to get on a bus, etc. A fare is the price of travelling (by bus, train, taxi). A fee is the price you pay for a service, e.g. to park your car. Rent is the money you pay the landlord to live in a house. A mortgage payment is the money you pay each month on the loan you took in order to buy a house. cash 5 coins and notes get into debt 5 the opposite of be in credit go overdrawn 5 take too much money from your account and be in debt take out an overdraft 5 borrow money from a bank charge interest / a fee 5 demand a payment

97

16053_li_tb_Unit09_097-106.indd 97

24/04/12 4:17 PM

Unit 9  Trade Listening 3  Read the list with the class and check any new words

(see Vocabulary notes on page 97).

Divide the class into pairs to discuss the question.

4 

[2.15]  Play the recording. Ask students to listen and tick the features which are mentioned.

Tick the following: 2, 3, 4

[2.15]

Welcome to Money Talk. In today’s programme we discuss mobile technology and personal banking. In particular, we look at how technology allows people who have never had a bank account to manage their money via their mobile phones. More and more people have mobile phones these days – did you know there are about five billion phones in the world today? But, there are a lot of people without easy access to banks, which are generally located in big towns and cities. So we are seeing lots of innovations in mobile banking – in other words, using your mobile to manage your bank account. An example of this is the interactive voice menu system which mobile banking uses. Using the menu system, you can talk to your mobile and tell it what to do with your money! Now, at its most basic, mobile banking lets you transfer your money from one place or person to another. But now the list of things you can do from your phone is expanding into paying bills, buying goods and managing your savings account. A new mobile banking scheme has recently begun in Afghanistan. It’s a good place to see how mobile banking works in action because the mobile phone network covers every town and city. Under the new scheme, the Afghan National Police has started to pay all salaries through mobiles, and so the policemen don’t actually receive cash. Salary payments are now made directly to each individual police officer. When a payment is made, each police officer gets a text message on his phone. He can then use his phone, via the interactive voice menus, to make payments from his salary. The new system is changing the way the economy works. The Afghan people can control their finances more easily: the cash they used to carry around is now safely in the bank.

5 

[2.15]  Play the recording again. Students listen and correct the factual errors. Let them compare their answers in pairs. answers Sentences 2 and 5 are correct. 1  There are approximately five billion mobile phones … 3  … you can talk to your mobile. 4  A new mobile banking scheme has started in Afghanistan. 6  The Afghan National Police … 7  … receive their salaries on their mobiles. 8  Each police officer gets a text message …

98

via 5 here it means by using innovations 5 new developments

6  Students discuss the question in pairs or small groups. Extra task

answers

Audioscript 

Vocabulary notes

You could extend this into a class debate on one of the following topics: High street banks are unnecessary and should be closed down. We should get rid of paper money and use cards and online services to make all our payments.

Grammar noun phrases 7  Ask students to match words and uses. Let them compare their answers in pairs. answers 1  c   2  b   3  d   4  a

8  Ask students to read the grammar box carefully and notice the rules for when a/an, the and zero article are used, then find examples in the audioscript. Refer students to page 167 in the Student’s Book for further information and practice. answers a/an 1 singular noun: bank account, example, (good) place, payment, text message the 1 singular countable noun: list, mobile phone network, (new) system, way, bank the 1 plural countable noun: policemen, interactive voice menus, payments, Afghan people the 1 uncountable noun: Afghan National Police, economy, cash zero article 1 plural countable noun: people, mobile phones, (big) towns, cities, things, bills, goods, mobiles, (salary) payments zero article 1 uncountable noun: mobile technology, personal banking, technology, mobile banking, cash

Grammar notes When first mentioning new information use a/an. When mentioning the same thing again, use the, e.g. An old lady booked into a hotel. The old lady stayed in the hotel for the next thirty years … We use the when there is only one (the sun, the environment).

Pronunciation notes A and an are normally unstressed and pronounced /ə(n)/, When unstressed, the is pronounced /ðə/ unless it comes before a vowel sound, when it is pronounced /ði/.

Unit 9  Trade

16053_li_tb_Unit09_097-106.indd 98

24/04/12 4:17 PM

Unit 9  Trade 9  Ask students to read the grammar box, then find the word in bold in Exercise 5 which expresses ownership. Refer students to page 167 in the Student’s Book for further information and practice. answer 8  their (salaries)

Pronunciation notes A way of explaining the linking here is to say that the consonant sound at the end of a word ‘leaves’ and joins the vowel sound at the start of the next word. So get a becomes ge ta (/ge tə/).

Extra activity Write the following English names on the board and ask students if they can find the animal hidden in the names:

Grammar notes Every and each are often interchangeable but there is a subtle difference in meaning. Every woman in the room means all the women, but seen as a group, whereas each woman in the room means all the women, but seen as individuals.

10  Ask students to choose the correct options themselves, then discuss them with a partner.

Mike Itten

David Ogwood

Paul Ironside

Philip Iggleswick

Mark Owlett Read out each name, being careful to show consonantvowel linking, and stressing the first syllables of the surname. Students should hear the animals clearly. Ask students to practise saying the names in pairs. Answers: kitten, dog, lion, pig, cow

answers 1  2  3  4 

a your, a the their

5  6  7  8 

your – , an all each

11  [2.16]  Ask students to complete the sentences. Play the recording. Students listen and check.

Audioscript and key 

[2.16]

1 I tried to save money to get a new phone. 2 The model I wanted cost a fortune. 3 I gave up chocolate, buying DVDs and smoking. 4 I gave the money to my sister to look after.

Speaking and writing 13  Divide the class into small groups. Give students a

moment to read the questions and to prepare two or three things they would like to say. Then ask students to discuss the questions in their groups.

14  Students write a website post with a tip for saving money.

Extra activity Ask students to write one piece of advice for saving money on a small piece of paper. Collect the pieces of paper and put them on the board or on the walls of the classroom. Ask students to read the different ‘tips’, then discuss in groups which ‘top tip’ was the best.

5 She told me how much I’d saved each week.

Homework

6 When I had enough, I went to buy the phone.

Ask students to prepare a leaflet entitled ‘Top tips for saving money’. Tell them to think of eight to ten good pieces of advice and to write them as a leaflet (numbered or bulleted) using the language of advice and ideas from the lesson.

7 The shop had a special offer. 8 I got a free upgrade with a new phone! 9 And I still had the cash I’d saved. Amazing!

Pronunciation 12a  [2.17]  Play the recording. Students listen and notice the linking. 12B  [2.18]  Ask students to look back at sentences 3–7 in Exercise 11 and underline words which start with vowel sounds, then listen and repeat.

9a  Money talk

16053_li_tb_Unit09_097-106.indd 99

99

24/04/12 4:17 PM

Unit 9  Trade 9b The genuine article Lead-in ideas

Background notes Fair trade is a social movement which aims to support the economies of developing countries by making sure that producers are paid a higher price for their products.

Test before you teach: passives Write the following products on the board: coffee, rice, watches, cars, mobile phones, laptops, bananas, tea, honey, movies. Describe two different products (using passives) and see if the class can guess what they are, e.g. It’s grown all over the developing world, but especially in India and Sri Lanka. It’s often sold in small bags and it’s drunk by millions of people. (tea) They’re made of metal, leather and plastic and they are manufactured in major industrial countries, especially in Germany, Japan and the USA. (cars) Divide the class into pairs to think of how to describe another product on the board. Ask a few pairs to read out their descriptions and see if the class can guess what it is.

Reading 1  Divide the class into small groups. Ask students to choose three items and to prepare to describe them. Students take turns to describe the items in their groups. 2  Ask students to scan the website quickly and find

answers to the questions. Let them compare their answers in pairs before discussing as a class.

Answers 1  Laura Morelli 2  She is a shopping expert. 3  hand-made crafts or fair-trade products

3  Ask students to read the text more carefully and match the products to the reviews.

4  Ask students to look at the sentences and underline the main verb, then answer the question. Let students compare answers in pairs. Answers 1  main verb: are bought 2  main verb: have been made 3  main verb: can be ordered Information about who or what does the action is not given in the sentences.

5  Ask students to look at the grammar box and notice the way passives are formed. Then ask them to find eight examples in the text. Refer students to page 168 in the Student’s Book for further information and practice. Answers This eco-basketball has been produced profits are donated have been grown free from chemical pesticides Water-recycling methods are being introduced Profits from these flowers will be used to support school projects 6  cowboy boots are based on an original design 7  but have been decorated with an explosion of colour 8  Turquoise was being mined when the Spanish arrived 1  2  3  4  5 

6  Discuss the question as a class. Answers

Answers 1  D

Grammar passives

2  A

3  C

4  E

Extra activity Extend the feedback to the activity by asking: Would you buy this product? Who would you buy it for? Would you be pleased if someone bought it for you?

Vocabulary notes a win–win situation 5 a situation in which everybody is happy sweat shop 5 a factory where people work long hours for low pay guilt-free 5 it doesn’t make you feel guilty exploit (somebody) 5 take unfair advantage of them

be 1 the past participle form of the main verb (see answers to extra task below)

Extra activity Ask students to look at the answers to Exercise 5. Tell them to label the various forms shown with the name and form of the passives. 1, 3, 7 Present perfect passive: have / has 1 been 1 past participle 2, 6 Present simple passive: am / is / are + past participle 4 Present continuous passive: is / are 1 being 1 past participle 5 Future simple passive: will 1 be 1 past participle 8 Past continuous passive: was / were 1 being 1 past participle

treasure (a gift) 5 keep it safe because it is important to you

100

Unit 9  Trade

16053_li_tb_Unit09_097-106.indd 100

24/04/12 4:17 PM

Unit 9  Trade 8 A painting by Picasso was bought at auction for $106

Grammar notes The passive in English is formed by conjugating the verb to be into its various present, past or future forms and adding the past participle of the main verb. It can be used with modals (should be done, has to be done) and there is an infinitive form (to be done). The passive is used when the subject is unknown or unimportant (e.g. Warwick Castle was built in the twelfth century – who built it is of no importance to the speaker). If we want to introduce who or what performs the action, we use by (e.g. The supermarket was opened by the mayor.)

7  Ask students to read the text briefly and say what product it is about. (Answer: coffee) Ask students to read the text again and choose the correct options.

is paid are taken have been weighed get

5  6  7  8 

are using are being reviewed will be contracted can be packed and sold

8  Divide the class into pairs. Ask students to work

together to write the passive forms.

have been sold has been adapted has been translated was nominated

discuss the questions.

Extra activity Ask fast finishers to write their own passive sentences with an either/or option. Tell them to choose a topic they know something about (films, books, computer games, history, etc.). In feedback, ask students to read out their sentences for other students in the class to answer.

Background notes Nokia is a Finnish-based company but the Nokia 1100 and 1101 mobile phones were developed in California.

Agatha Christie is an English author of detective fiction. Her most famous fictional detectives are Poirot and Miss Marple. JK Rowling wrote the Harry Potter books. The Colour Purple was directed by Steven Spielberg and starred Whoopi Goldberg. It was based on a best-selling novel and told the story of a young black girl growing up in America’s deep south. Ralph Lauren is an American fashion designer.

Answers 1  2  3  4 

10  Divide the class into small groups. Ask them to

Tetris is a video puzzle game which was originally developed in Moscow in 1984.

Answers 1  2  3  4 

million in 2010.

5  6  7  8 

is worn was viewed were downloaded was bought

Justin Bieber is a Canadian singer, songwriter and actor. Call of Duty is a video game. There are various versions, all involving playing a soldier fighting in various wars. Picasso was a Spanish cubist and surrealist painter of the twentieth century.

9 

[2.19]  Ask students in pairs to discuss which of the two options are true. Play the recording. Students listen and note the correct answers. In feedback, find out which students got most answers correct.

Audioscript and key 

[2.19]

1 Since its launch in 2003, 250 million Nokia 1101 mobile phones have been sold.

2 Tetris has been adapted for 65 different platforms, making it the most successful computer game ever.

3 The work of Agatha Christie has been translated into more languages than any other author.

4 In 1986, the film The Colour Purple was nominated for eleven Oscars and didn’t win any.

Speaking 11  Brainstorm famous brand names to the board. Then ask students to think of alternative brands.

Divide the class into groups of four. Ask them to think of five reasons to buy famous or alternative brands. Divide the groups of fours into two pairs. Each pair must prepare a short presentation on either famous or own brands, following the instructions on page 155. End with a class vote.

Homework Ask students to write an essay about the pros and cons of buying designer clothes and accessories.

5 With 400 shops around the world, clothing brand Ralph Lauren is worn by more people than any other.

6 The first music video by Justin Bieber has been viewed on YouTube over 500 million times.

7 Maps for the Xbox game Call of Duty were downloaded one million times in 24 hours when it went on sale.

9b  The genuine article

16053_li_tb_Unit09_097-106.indd 101

101

24/04/12 4:17 PM

Unit 9  Trade 9c The art of the deal Lead-in Personal response Ask students which souvenirs they brought back from their last holiday. Ask why they brought back the various items, and whether they have used them since they came home.

Grammar notes Note that the sentences in Exercise 4 show the correct order for different types of adjectives. A few rules (or tendencies) for this are: Size Age Shape Colour Material Nationality Noun tall

old

Spanish round blue

big

green

wooden

man table

French

box

Reading 1  Read through the things in the box and explain any new words. Ask students to discuss the questions.

Critical thinking testing a conclusion

2  Ask students to read the text quickly and choose the correct answer. Set a one-minute time limit. Let them compare their answers in pairs before discussing as a class.

5  Ask students to think about the question and underline the advice Mohamed gives.

Answer a

3  Ask students to read the text again and answer the questions. Let them compare their answers in pairs before discussing as a class. Answers 1  T  he main people are Andrew McCarthy, the writer, Sam, his eight-year-old son, and Mohamed, a friend who owns a shop in New York. They go to Morocco to bargain for and buy things in the suq. 2  He buys a tall, cobalt blue, tear-shaped vial for 200 dirham ($24) and an ornate box for 1,300 dirham. 3  the box

Vocabulary notes bustling 5 busy and crowded back-alley 5 in narrow small streets that are hard to find

Answers 1  T  he first thing you say is “Too much – bezaf” and then walk away. 2  When you see something you like, maybe a lamp, you ask about something else instead. Then, as you walk out, you ask, “And how much is that lamp?” 3  Don’t always give an offer. Make them continue to lower the price 4  Wear something Moroccan.

6 Ask students to tick the advice that Sam follows and answer the questions.

Answers Sam followed advice 2, 3 and 4. It was effective because he bought the box at half the original price.

Extra activity Ask students if they have ever had to bargain or ‘haggle’ for something. Ask: What was it? How did you do the deal? How well did you do?

lethal-looking 5 looking as if it could kill massive 5 very large cobalt blue 5 cobalt is a bright blue mineral vial 5 small, narrow glass babouches 5 Moroccan men’s slippers

4  Read the examples in the Wordbuilding box with the

class, then ask students to read the article, find the phrases, and complete them. Refer students to page 75 of the Workbook for further information and practice.

Answers 1  2  3  4  5  6  7  8  9 

102

freshly-squeezed orange juice world-famous market lethal-looking swords soft hand-dyed fabrics large camel bones massive copper lamps tall, cobalt blue, tear-shaped vial old perfume bottle bright yellow, Moroccan men’s slippers

Speaking 7  Give students four blank pieces of paper. Tell them to choose and draw four objects and to think how to describe them (remembering compound adjectives and word order). 8  Ask students to visit different traders and find out about any objects they want, then choose three objects. Extra activity Ask each student to describe two different objects on two pieces of paper, e.g. an old, glass vase. They then copy each description onto a second piece of paper. Collect the pieces of paper and hand four papers at random to each student. Students describe their objects to each other with the aim of finding their two matching pairs.

Homework Ask students to write a story about a time when they had to bargain with someone to buy something.

Unit 9  Trade

16053_li_tb_Unit09_097-106.indd 102

24/04/12 4:17 PM

Unit 9  Trade 9d It’s in the sale Lead-in Personal response Write the following on the board: it’s a bargain, it’s unique, it’s beautiful, I need it, it will be useful (one day), it’s good quality, it looks interesting. Ask students to work in pairs to put these reasons for buying things in order. Tell them to be honest about what motivates them to spend money. In feedback, find out which factors are most important to your class.

Real life buying things 1 

[2.20]  Play the recording. Ask students to listen

and answer the questions. Let them compare their answers in pairs before discussing as a class.

Answers Conversation 1 1  a jeweller’s

2  a silver chain

3  yes

Conversation 2 1  a furniture shop

2  a sofa

3  yes

Audioscript  a

[2.20]

= assistant, c = customer

1 a : Can I help you at all?

c : Yes,

can I have a look at this silver chain?



a : This

one?



c : Yes,

please.



a : It’s



c : No,

lovely, isn’t it? Is it for you?



a : It’s



c : Oh?

for my sister.

in the sale actually. It’s got 20 per cent off.

I like it, but it’s a bit heavy. I was looking for something more delicate.



a : How



c : Yeah,

about this?

that’s great. That’s just right, I think. Can she return it if she doesn’t like it, though?



a : Yes,

she can exchange it within ten days.



c : OK,

good.



a : That’s



c : I’ll



a : Well



c : Right.

as long as she’s got the receipt, of course.

take it then. Can you gift-wrap it for me?

we don’t actually do gift-wrapping, but we have some nice gift boxes for sale, over there.

2 c : Excuse me, are you on the living room section?

a : Yes,



c : Well,



a : OK,



c : Yes,

it’s Byunk. The number is 00 389 276.



a : Right,



c : The



a : Yes,



c : Floral,



a : Yes,



c : OK.



a : Can



c : NE4

6AP.



a : That

would be £55.



c : Wow



a : If



c : And



a : The



c : Right,



a : Just

let me see if it’s in stock.

website said ‘available’ this morning …

here we are. Do you want it in red, floral or natural? if you’ve got it.

there are plenty in stock. Just give them this reference number at the collection point. What about delivery? How much do you charge for delivery?

you tell me your postcode? The charges go by area.

… OK.

you go to the customer service desk, they can take your details and arrange the delivery date. do I pay here or … ?

tills are by the collection point. You can pay by card or in cash. thanks for your help. Erm, how do I get to the tills, sorry? follow the yellow arrows.

2  [2.20]  Give students a moment to read though the expressions then play the recording again. Students listen, underline the options and identify the speakers. Answers Can I have a look at / Could I see this silver chain? C It’s in the sale / reduced actually, it’s got 20 per cent off. A I wanted / I was looking for something more delicate. C Can she bring it back / return it if she doesn’t like it? C Excuse me, are you on / do you work on the living room section? C What’s / Do you have the reference number or the model name? A Let me see if it’s in stock / we’ve got any on order. A How much do you charge /does it cost for delivery? C We accept payment / You can pay by card or in cash. A

Vocabulary shopping 3  Divide the class into pairs. Ask students if they can remember the question and response for each word in the box. Tell them to check their answers in the audioscript on page 179 of the Student’s Book. Answers See the underlined phrases in the audioscript.

can I help you?

I’m looking for a sofa that I saw on your website, but I can’t see it here.

do you have the reference number or the model name?

9d  It’s in the sale

16053_li_tb_Unit09_097-106.indd 103

103

24/04/12 4:17 PM

Unit 9  Trade Vocabulary notes return 5 take it back to the shop exchange 5 change it for an identical or similar item receipt5 the piece of paper that shows you have bought something gift-wrapping 5 wrapping an item in decorative paper to give as a gift in stock 5 in the shop or warehouse available 5 we have it to buy tills 5 machines where you pay in a shop (cash registers)

Pronunciation silent letters

9e For sale Writing an eBay advert Lead-in Introducing the theme: selling things Write the following on the board: your house, your car, your DVD collection, your antique armchair, your World Cup final tickets Tell students that they are about to leave the country and want to sell these things. Ask: How do people in your country usually sell each of these items? What do you think is the best way to sell them?

4a 

[2.21]  Play the recording. Students listen and notice the pronunciation of the silent letters. Play the recording again. Students listen and repeat.

4b 

[2.22]  Divide the class into pairs. Ask them to work together to decide which letter is silent and to practise saying the words. Play the recording. Students listen, check and repeat. Extra activity Ask students to look in their Student’s Books and find a text that they read earlier in the course. Tell them to scan the text and find as many words with silent letters as they can. See which student can find the most silent letters.

Divide the class into pairs and ask them to answer the question.

Answers The information tells the buyer everything they need to know about the item in order to decide if they want to buy it and how much money to offer. It also gives the practical details they need for payment.

Background notes

5  Divide the class into pairs. Ask students to choose a

eBay is an extremely popular website on which ordinary people advertise unwanted items for sale. People bid for each item online during a fixed bidding period. At the end of that period the highest bid is accepted and the item is sold.

Then, encourage students to look back at the audioscript and see which bits they missed out, and then practise a second time.

Paypal is a secure method of making payments online.

conversation in the audioscript on page 179 of the Student’s Book. Give them three or four minutes to try to memorise it then tell them to close their books and practise it.

6  Divide the class into pairs. Ask students to choose two

items from the box and decide on their roles. Tell them to write down useful words and phrases. When students are ready, ask them to act out their conversations. Monitor and listen for errors.

Mixed levels With less confident classes, ask students to write the dialogue first. This allows you to go round, help them prepare, and correct errors. When they have practised reading them out they should try to perform them without looking at what they have written.

Extra activity Ask two students to come to the front of the class. Ask the rest of the class to say who is the assistant and who is the customer, and what sort of shop they are in. The class then must prompt the students to perform a dialogue, e.g. they say to the shop assistant: Ask if you can help. The student says: Can I help you? Then the class say to the other student: Say you’d like to buy a laptop. etc.

104

1  Ask students if they can tell you what the eBay website is and how it works.

2  Ask students to read the advert and find the

information that matches the guidelines. Let them compare their answers in pairs before discussing as a class.

Answers no information about the seller condition – used, some marks, good condition description – orange, hand-woven deep pile round wool rug, 250cm payment – Paypal, cash postage – free local pick up starting price – £10 reason for selling – moving to a new house

Vocabulary notes A rug is a small carpet. hand-woven 5 made by hand from yarn, using a loom deep pile 5 very thick selling because … – note that this has been reduced from We are selling because … rustic 5 country style

Unit 9  Trade

16053_li_tb_Unit09_097-106.indd 104

24/04/12 4:17 PM

Unit 9  Trade Writing skill relevant and irrelevant information 3a  Ask students to read the text again and cross out the irrelevant sentences. Let students compare their answers in pairs.

Answers It was a gift from my parents. New house is in the country, so we are going to have rustic themed decor. It’s such a shame to throw it away, so I hope that I can get a sale rather than have to take it for recycling.

3b  Divide the class into pairs. Ask them to decide which sentences are relevant and where to put them in the text.

Answers 1, 3 and 5 are relevant 1: after ‘This rug is in used condition.’ 3: after ‘otherwise it is in good condition’ 5: after ‘Local pick up preferred.’

4  Ask students to think of something in their possession they would like to sell. You could start by eliciting ideas to get students started. Give students a few minutes to write information next to the headings. Let them compare their answers in pairs before discussing as a class.

5  Ask students to write their advertisements. When

9f Making a deal Before you watch 1  Students work in groups. Ask them to look at the photo and title and discuss the questions. 2  Before watching the video, ask students to predict what they think they will see.

While you watch 3  Play the whole of the video for students to check their answers to Exercise 2 and number the items. Answers 1  a metal table 2  eggs 3  birds in cages 4  kaftans

5  dates and apricots 6  a man carrying vegetables 7  carpets 8  a donkey

4  Ask students to choose the correct options. Answers 1  c

2  c

3  a

4  b

5  b

6  a

5  Ask students to match the people with what they say. Answers 1  a, b, e, g 2  c 3  d

they have finished, ask them to check their written work carefully by thinking about the questions. You could put students in pairs again at this stage, and ask them to comment critically on each other’s work.

After you watch

Allow students time to revise their work and produce a neat final draft.

6  Students work in pairs to roleplay bargaining at a market stall, according to the instructions.

6  Ask students to display their final piece of work. Depending on your classroom space, you could put them on walls, tables, the whiteboard or a notice board. Ask students to stand up and go and read all their classmates’ advertisements. Read them yourself and note down any interesting errors for feedback at the end of the activity.

7  Elicit ideas from the class about what the quote means, and whether they agree.

In feedback, you could have a class auction. Point to different advertisements and ask for bids.

00.17–00.28  The souk in the city of Fez is Morocco’s oldest market. In one of its small stalls, a craftsman is making patterns on a metal tabletop. But all around him, people are making deals.

Extra activity Ask students in pairs to prepare a telephone dialogue between a buyer and seller for one of the items that they have prepared an advertisement for.

Homework Students write an advertisement for another product they wish to sell. Tell them to go to the real eBay site to research phrases and vocabulary they can include in their advertisement.

4  f

5  h

6  i

8  Students work in groups to discuss the questions.

Videoscript

00.32–00.34  This is business, Moroccan-style. 00.38–01.05  Sales in the souk happen face-to-face – it’s very personal and very busy! The vendors have everything a shopper could want. Sandals are next to fish bowls, and nearby, birds in cages watch the scene. One vendor sells kaftans, others sell slippers or jewellery. Across the alley, a man sells dates and apricots to hungry shoppers. In the souk, there really is something for everyone. 01.06–01.14  And in the city of Fez, a certain kind of small red hat is very easy to find. The fez was created here and named after the city.

9f  Making a deal

16053_li_tb_Unit09_097-106.indd 105

105

24/04/12 4:17 PM

Unit 9  Trade 01.15–01.26  A visit to the souk is a lesson in Moroccan bargaining culture. For visitors, the question is not ‘What should I buy?’ but ‘How should I buy it?’. That’s where they get a real education in making a deal.

UNIT 9 Review

01.28–01.47  Vincent  You have to start yourself at one third or something and then you bargain up to 50 per cent, and that’s your maximum.

1  Students discuss in pairs which of the things they consider when they buy electrical goods.

Consuela  And they go down twice as hard as we go up with the price. So, then you get at half the price they say at first. Vincent  But it’s really a game. The Moroccans are very good at bargaining and they say they are the best in the world. 01.48–01.53  Ahmed  You know, here in Moroccan culture, for everything you should bargain. We don’t have really a fixed price. 01.54–02.08  In the souk, shopping is an exercise in bargaining. Here, it’s the natural thing to do, and just about everyone does it. However, visitors who want to practise making a deal here had better be careful! They ought to know a few things first. 02.10–02.12  Beginners at bargaining pay more. How much more? 02.13–02.25  Ahmed  Sometimes 20 to 30 per cent more ... over than the price what the Moroccan people pay. So you should always for example, if he charges you 1,000 dirham, you give him 600 dirham, then you go up, he goes down, and then you can arrange between you. 02.26–02.31  Vendors aren’t trying to cheat customers. It’s like a test to find out who’s the best bargainer. 02.32–02.41  Mohcine  Some customers pay more than another one … we find customers more easy … they don’t bargain too much. 02.42–02.49  The real test for any bargainer is the carpet shop. This is where the sellers really pressure customers to buy something. 02.51–03.08  carpet seller  Excuse me, you want to buy a camel for the price of a donkey? Impossible. No, that’s too low, believe me, that’s too low. Chris  Once you end up in a shop, you sit there drinking tea, and you say ‘I don’t want to buy anything.’ But then it’s like, ‘Well, just offer a price, offer a price.’ You know, ’500? What’s your best price?’ And you’re like, ‘We don’t want to buy it.’ And they’re like, ‘Oh, OK, 300.’ 03.09–03.10  But it’s all part of the game. 03.11–03.24  Chakib  Well, we ask a little bit high price because everyone comes with an intention to bargain. They know that in Morocco they bargain a lot, so of course we leave a step to make discounts and haggling the price. 03.25–03.27  Some shoppers enjoy the challenge too. 03.28–03.39  Gonnie  The secret is looking very careful at how they do it. And watch them, how they move. And then go step by step, and see where you end. 03.40–03.44  There is one thing that all tourists should watch out for: they shouldn’t buy too much! 03.45–03.55  Bo  The thing is, they make it so cheap for you. While they start up so high, and at the end it sounds so cheap, you know, it’s only one sixth of the price or one eighth of the price, but, for this money, I can’t leave it! 03.56–04.06  For some visitors to Fez, it may be difficult to leave without buying more than they planned. One thing here is certain – at the souk, everyone can make a deal!

Grammar

2  Students complete the shopping tips guide with articles, determiners and possessive adjectives. Answers 1  2  3  4  5  6 

The – – each a their

  7  a   8  The   9  the 10  – 11  every 12  a

13  14  15  16  17  18 

the – A the a a

3  Students work in pairs to match the products, raw materials and countries of origin, then describe the process from raw material to the product. Answers a bar of chocolate: cocoa beans – Ghana a pair of jeans: cotton – Egypt a sandwich: wheat – Canada jewellery: gold – South Africa mobile phone batteries: lithium – Chile perfume: flowers – south of France

4  Students compare their ideas with other pairs.

Vocabulary 5  Ask students to write six types of shop and number them (1–6). Students work in pairs: one student says a number and their partner says the shop. The first students then has 30 seconds to name six things they can buy there. 6  Students match words from A with words from B. Find out how many compound nouns they can make. Answers bank account, bank card, bank statement, bank transfer, credit card, credit statement, debit card, debit statement, savings account

7  Students work in pairs to think of phrases a shop assistant or customer could say using each of these words. Answers The website said ‘available’ this morning. What about delivery? We don’t actually do gift-wrapping. Let me see if it’s in stock. Have you got the receipt? Can she return it if she doesn’t like it?

Real life 8  Students work in pairs to roleplay buying the things in the photos.

Speaking 9  Divide the class into groups to discuss the questions. 106

Unit 9  Trade

16053_li_tb_Unit09_097-106.indd 106

24/04/12 4:17 PM

Unit 10  No limits Lead-in

10a The bionic woman

Using words Brainstorm extreme sports and write them on the board: surfing, windsurfing, skiing, snowboarding, skateboarding, bungee jumping, climbing, free climbing, BASE jumping, diving, cave diving, etc.

Lead-in Introducing the theme: bionics Write the following newspaper headlines on the board:

Ask students to think of questions they could ask about the sports. Then divide the class into small groups to ask and try to answer any questions they can think of.

Woman is given a bionic arm New bionic limbs look and act exactly like real limbs Man wins Olympic Gold with bionic limbs

1  Ask students to look at the photo and caption and

Ask students whether they think the headlines are science fact or science fiction. If science fiction, ask whether they think they will come true in the future.

discuss the question in pairs.

2  [2.23]  Play the recording. Students listen and find out which of their ideas from Exercise 1 are mentioned.

Possible answers: the first headline is science fact. The others may come true in the future. South African 400-metre runner Oscar Pistorius runs times good enough to compete with the elite in his sport on artificial limbs.

Answers Problems mentioned: carrying your food in a heavy backpack; high temperatures; going up massive sand dunes; very long distance to run; running with little or no sleep

Vocabulary notes

Listening 1  Ask students to discuss the question as a class. Ask students if they know of any other films or TV series about bionic people.

Hitting = reaching

Answer

Struggle up = go up with great difficulty

The main character in the Terminator films, played by Arnold Schwarzenegger, was a cyborg, a mixture of man and machine.

Massive = very big

Audioscript

[2.23]

Steve Holman is one of the competitors in the annual Marathon des Sables, shown here. Steve is 52 years old and his friends think he’s crazy. Why? Because he’s running 200 kilometres in the Sahara desert. And he has to carry all his food with him, in a backpack that weighs twelve kilos. With the temperature hitting 38 degrees, he struggles up massive sand dunes, sometimes crawling on his hands and knees. This race is one of the key events on the ultrarunning calendar. Any race longer than a regular 42-kilometre marathon is called ultrarunning, but there is more to this kind of running than simply the distance. Ultrarunners push the human body to incredible limits – and it’s stronger than you’d imagine. As ultrarunner Leslie Antonis, a 47-year-old who ran 160 kilometres in 34 hours, says, ‘It’s amazing what you can do without sleep.’

3  Play the recording again for students to make notes.

Background notes In the 1970s, two hugely popular American TV series were The Bionic Woman and The Six Million Dollar Man. In both films the main characters had near-fatal accidents, and parts of their bodies were replaced with bionic parts which give them super-human abilities.

2 

[2.24]  Ask students to read through the five topics.

Play the recording. Students listen and tick the topics mentioned in the documentary.

Answers bionic devices face transplants growing new organs

Audioscript 

5 presenter, g 5 guest

Answers

p

1  52 and 47 2  Steve Holman is running 200 kilometres, Leslie Antonis ran 160 kilometres, a regular marathon is 42 kilometres. 3  Students’ own answers

p : Now

4  Divide the class into groups to discuss the questions.

[2.24]

most of us will remember TV series like The Bionic Woman or The Six Million Dollar Man, or more recently, the Terminator films, where the characters are a futuristic mixture of technology and nature. Tonight on Channel 10, there’s a fascinating documentary which suggests that this bionic future is already here. Nadene, you’ve seen a preview of the programme.

107

16053_li_tb_Unit10_107-116.indd 107

24/04/12 4:18 PM

Unit 10   No limits g : Yes,

Owen, and it really does seem as if science fiction has become science fact. The programme follows the treatment of a woman whose arm was amputated in a traffic accident, a man who has had a full face transplant and an amazing process which actually grows human organs.

p : So

it’s not just looking at what medical science might be able to achieve, but how it really is changing people’s lives right now.

g : Absolutely.

Take the woman I mentioned – the lady who injured her arm – Amanda Kitts. She’s been getting treatment in a hospital where they specialise in bionics. And they’ve developed a bionic arm which fits onto her shoulder.

p : And

what kind of things can she do now?

g : Well

it’s early days, but the doctors are confident that she’ll be able to do the normal things that we take for granted, like making sandwiches or holding a cup of coffee.

p : So

bionics is great news for patients who have lost the use of a limb.

g : Absolutely. And

the programme shows all sorts of other bionic devices, too. There will come a time when the blind can see, the deaf can hear ... Right now, it seems as if the possibilities are endless. The technology, or should I say biotechnology, already exists.

p : And

Divide the class into groups. Tell them to imagine they are bionic specialists in the year 2050. Ask them to choose a part of the body (a leg, an eye etc.) and to prepare a presentation on what their bionic body part can do and why it might be useful.

Grammar defining relative clauses 5  Ask students to look at the defining relative clauses in Exercise 3 and answer the questions. Let them compare their answers in pairs. Answers 5  people 6  a time 2  that and which 3  4a

1  1  a TV series 2  a woman 3  a process 4  things

6  Ask students to read the grammar box carefully and choose the correct option. Refer students to page 168 in the Student’s Book for further information and practice. Answer essential

7  Ask students to find examples in the audioscript. Let them compare their understanding in pairs.

that’s on Channel 10 tonight at 9.30.

3  Ask students to match the sentence halves. Play the

recording again. Students listen and check.

Answers 1  c

Extra activity

2  f

3  d

4  a

5  e

6  b

Vocabulary notes amputate a limb = cut off an arm or leg transplant an organ = move an organ (liver, heart, etc.) from one body to another injure your arm = hurt your arm in an accident get treatment in a hospital = receive medical help

Background notes Bionics is the study of mechanical systems that function like living organisms or parts of living organisms. Significant breakthroughs include the artificial heart (developed in 2004), the cochlear implant (which helps deaf people hear), a silicon retina (which helps the blind see), and the i-Limb Hand, a bionic hand.

4  Divide the class into pairs. Ask students to discuss the advantages of a bionic limb. Sample answers A bionic limb can perform more functions than a traditional artificial limb, e.g. lifting and holding things; it can move, twist and bend like a real limb.

Answers See underlined clauses in the audioscript. There are 10 defining relative clauses.

8  Ask students to look at the bionic body. Ask: What bionic parts can you see? What do they allow people to do? Ask students to complete the captions with relative pronouns. Let students compare their answers in pairs before discussing as a class.

Answers 1  who 2  who

3  which 4  when

5  where 6  whose

Vocabulary notes cochlea 5 a cavity inside the inner ear which is shaped like a spiral and contains the sensory organ vital for hearing prosthetic 5 artificial hips 5 bones which connect to the bones at the top of the leg mimics 5 imitates

9  [2.25]  Ask students to cross out or insert pronouns. Let them compare their answers with a partner, then play the recording for them to listen and check.

Audioscript and key 

[2.25]

1 Amanda Kitts has a bionic arm which receives signals from her brain.

2 A hospital is a place where patients are treated. 108

Unit 10  No limits

16053_li_tb_Unit10_107-116.indd 108

24/04/12 4:18 PM

Unit 10   No limits 3 I don’t like the medicine which I have to take. 4 People who have burns injuries can benefit from face transplants.

5 Organ regeneration can help patients whose kidneys are diseased.

10b Life on Mars? Lead-in Introducing the theme: Mars

6 The doctor we saw in the film is a pioneer in bionics.

Write the following headings on the board:

Pronunciation sentence stress

What I’d like to know about Mars

10a and b 

[2.25]  Ask students to listen to the

sentences from Exercise 9 again and notice where the stress falls: the relative pronouns are not stressed. Play the recording again for them to listen and repeat.

Vocabulary and speaking medicine 11  Ask students to choose the correct options.

What I know about Mars Divide the class into groups of three. Give them three minutes to write down everything they know about Mars. Tell them to stop. Then give them three minutes to write down what they would like to know about the planet. Brainstorm what students know and write their ideas on the board. At the end, find out whether the information on the board answers any of the students’ ‘what they would like to know’ queries.

Answers 1  2  3  4 

injured heal appointment cure

5  6  7  8 

hurt treatment monitoring painful

Vocabulary notes to heal 5 to get better (e.g. cuts and wounds) to treat somebody for something 5 to give medicine or use technology in order to make somebody better to cure somebody 5 to make them well an appointment is a formal arrangement to see a doctor, dentist, bank manager etc.; a date is an informal arrangement to see a boyfriend / girlfriend

Reading 1  Divide the class into pairs. Ask them to guess whether the statements are true or false, then read the text to find out. In feedback, find out what information surprised the students. Answers 1  F

2  T

3  T

4  T

2  Ask students to scan the text quickly and find answers to the questions. Let them compare their answers in pairs before discussing as a class.

hurt is a verb; pain is a noun injured means that you are physically hurt in an accident; wounded is used when you are hurt in a war monitoring means watching and checking carefully painful means that you feel physical pain; hurtful describes a comment or action which upsets someone emotionally

12  Divide the class into pairs. Ask students to look

through the list of words and check any new words in a dictionary. Give students a few minutes to prepare some definitions using relative pronouns. You could write some useful phrases on the board first to help them, e.g. it’s something you use to … , it’s a place where … , it’s someone who … Students work with a new partner and take turns choosing and defining the words.

Extra activity You could easily turn Exercise 12 into a game. Divide the class into pairs. Student A challenges Student B to give a definition of a word that A has chosen. If B provides an appropriate definition using a relative clause, B gets a point. If B fails, A only gets a point if he or she can supply an appropriate definition for a word they chose.

Answers 1  a  thousand-year process to make Mars ‘green’ and inhabitable 2  to show that over time the planet will become greener with life on it 3  They are domes for gardens and habitations.

3  Ask students to match the captions to the stages in the process. Let them compare their answers in pairs before discussing as a class. Answers 1  c

2  a

3  b

4  d

4  Ask students to read the text and answer the questions. Let them compare their answers in pairs before discussing as a class. Answers 1  600 years 2  releasing carbon dioxide 3  It would provide more land for us, and we might learn to manage Earth better.

10b  Life on Mars?

16053_li_tb_Unit10_107-116.indd 109

109

24/04/12 4:18 PM

Unit 10   No limits Vocabulary notes algae 5 very simple green plant microbes 5 very small, basic forms of life modify 5 change or adapt limitless 5 without end

5  Read the examples in the Wordbuilding box with the

class. Refer students to page 83 of the Workbook for further information and practice. Divide the class into small groups to discuss the statements.

9  Remind students of the first statement for discussion in Exercise 5: I think we’ll need to colonise other planets if we don’t change our habits on Earth. Elicit why the first conditional and not the second conditional is used. Discuss the difference between the two forms.

Answers The speaker uses the first conditional because the condition is real – the speaker is making a serious prediction about the future.

Extra activity

Grammar notes

Divide the class into two teams – the Martian Society (who want to transform Mars) and the Earth Society (who want to leave Mars as it is). Ask each group to think of five reasons why their point of view is the best one, then present their arguments. End with a class vote.

We use both the first and second conditional to hypothesise about the present or future.

Grammar second conditional 6  Ask students to look at the sentences and notice how the second conditional is formed. Let students compare answers in pairs. Answers 1  If 1 past simple (warmed), would 1 infinitive (grow) 2  If 1 past simple (was), would (not) 1 infinitive (be)

If the speaker sees the condition as possible, he or she uses the first conditional. If I win the marathon, I’ll celebrate for weeks. (the speaker is a marathon runner and sees winning as a real possibility) If the speaker sees the condition as impossible or unlikely, he or she uses the second conditional. If I won a marathon, I’d eat my hat. (the speaker is not a marathon runner and sees winning as highly unlikely) Often, the form is used to hypothesise about something that is completely impossible: If I were you, I’d study more. If I could fly, I’d go somewhere warm.

10  Ask students to complete the questions. Let them 7  Ask students to look at the sentences again and choose

the correct option.

compare their answers in pairs.

Once you have checked the answers, let students read the text again and find answers to the questions.

Answers 1  the present or the future 2  improbable

8  Ask students to look at the grammar box then scan the text to find examples of the pattern. Let students check their answers in pairs before discussing the question as a class. Refer students to page 169 in the Student’s Book for further information and practice. Answers If we tried to, could we really transform the frozen surface Mars … ? If we warmed it up and threw in some seeds, plants would grow there. If we transformed Mars, … we might learn to manage our limited Earth better. If I was an astronaut, I wouldn’t be keen on that six-month journey! Could and might express uncertainty, would is a more certain consequence.

Answers 1  had, would be 2  would … take 3  Would … be

4  would happen, melted 5  would … change, increased 6  would … learn

1  I t might begin with a series of eighteen-month survey missions. 2  It would take six months. 3  Yes, it would. 4  It would release carbon dioxide. 5  The temperature would go up. 6  We would learn to manage our limited Earth better.

Extra activity Working in pairs, one student asks the questions in Exercise 10, and the other student must answer the questions without looking at the text.

11  Ask students to complete the sentences using their

own ideas, then compare their sentences with a partner.

12  Divide the class into groups of four. Ask each group

to split into an A pair and a B pair. The A pair should make a list of positive aspects of the situations listed. The B pair should make a list of negative aspects. Monitor and help with ideas.

110

Unit 10  No limits

16053_li_tb_Unit10_107-116.indd 110

24/04/12 4:18 PM

Unit 10   No limits 13  Ask students to think about how to express their

views using conditional forms. When they are ready, ask students to share their ideas in groups. Monitor and listen for errors with conditional forms.

Extra activity Write five conditional sentences that you heard the students use in Exercise 12 on the board. Two should be correct. Three should have an error in either the conditional or result clause of the sentence. In pairs, students must decide which sentences are correct, then correct the incorrect sentences.

Speaking 14  Ask students to think of a place they would like

to live. You could limit this to any in the students’ own country, or, if you have an international class, to major cities or world capitals. Give students three or four minutes to prepare reasons and to think how to express them using I’d like to live and the second conditional. When students are ready, divide them into groups of four or five and ask them to give their reasons without naming the place. Tell them to say ‘buzz’ or ‘beep’ instead of the name. Other students in the group must guess the place.

15  Give students two or three minutes to prepare

answers to the questions. Then ask them to discuss their answers in their groups. Monitor and note how well students use hypotheses, and note any errors for an error feedback at the end.

Extra activity Play the conditional chain game. Say a second-conditional sentence, then ask a student to say a follow-on sentence starting with the result clause of your sentence. The next student continues using the result clause of the previous student’s sentence. Students continue until someone can’t think of a sentence. Once students have got the idea, put them in groups of four to six to try the game. e.g. Teacher: If I went to Canada, I’d learn to ski. Student 1: If I learnt to ski, I’d go skiing every weekend. Student 2: If I went skiing every weekend, I’d get very good at it. Student 3: If I got very good at it, I’d enter the Olympics …

Homework Ask students to write an essay about where in the world they would most like to live and why.

10c Two journeys, two lives Lead-in Introducing the theme: life as a journey Write down a year, a place and an object that are important in your life, e.g. 2001, Madrid, a silver chain. Ask students to ask you yes/no questions to try to find out why these are important things in your life. They have three minutes to ask questions and you can only say yes or no in response. After three minutes, reveal why they are important (e.g. I became a teacher in 2001, I met my husband in Madrid, the students in my first ever class gave me a silver chain). You could then ask students to play the game in small groups.

Reading 1  Divide the class into pairs. Ask students to choose the option that links all these famous people. Answer b

Extra activity Ask students in pairs to choose one of the famous people and to think what obstacles they had to face. Ask some pairs to present what they know to the class.

Background notes Galileo (1564–1642) was an Italian physicist and astronomer. He was tried by the Roman Catholic Church for arguing that the sun was at the centre of the solar system. Helen Keller (1880–1968) was the first deaf and blind person to gain a degree in the USA. The inspirational story of how her teacher Anne Sullivan was able to communicate and educate her has been made into a film. Martina Navratilova was born in Prague, in what is now the Czech Republic, in 1956. She won 18 major Grand Slam singles titles in tennis. She was stripped of her Czech citizenship in 1975 at a time when Czechoslovakia was a hard-line communist country, and she became a naturalised American. Nelson Mandela was born in 1918 and served as South Africa’s president from 1994 to 1999. He had served 27 years in prison during the Apartheid period before being released to lead the country’s transition to majority rule. Oprah Winfrey, who was born in 1954, was an American TV host until she recently retired. She overcame abuse and poverty in childhood to become the richest and most influential African-American woman in the USA. Roald Amundsen (1872–1928) was a Norwegian explorer who was the first man to reach both the North and South Poles. He died in a flying accident in the Arctic.

10c  Two journeys, two lives

16053_li_tb_Unit10_107-116.indd 111

111

24/04/12 4:18 PM

Unit 10   No limits 2  Divide the class into pairs. Ask students to decide who is going to read which text. Then ask them to read their texts and make notes. Answers Student A 1  Diane Van Deren 2  Yukon Arctic Ultra 3  February 2009 4  700 kilometres 5  11 days 6  frozen fruit and nut bars

Student B 1  John Dau 2  Sudan 3  1987 4  1,600 kilometres 5  14 years 6  grass and mud

3  Students take turns to tell their stories from the notes, and ask follow-up questions. 4  Students read each other’s stories and comment on

anything they find surprising.

Critical thinking reading between the lines 5  Divide the class into pairs. Ask students to discuss the questions. Answers Diane 1  Following an operation, she realised she could run for hours so she started doing ultramarathons. 2  choice 3  She has given herself purpose in life. 4  She is an inspiration for others. John 1  He was escaping from soldiers sent to destroy his village. 2  necessity 3  He has survived and had an opportunity to get educated in the USA. 4  He took care of younger children.

Answers 1  b

2  a

3  b

4  c

9  Divide the class into pairs. Ask students to work out what the expression with take means in each sentence. Answers 1  2  3  4  5  6 

happens started (as a hobby or sport) remove left (the ground in a plane) deprived him of it accepted

Extra activity 1 In pairs, ask students to research the word take in their dictionaries and to find two further expressions with take. Ask a few pairs to explain one of the expressions they have found to the class.

Extra activity 2 Write (in mixed up order) a set of words on the board. Write some words that collocate with take (e.g. a chance, a taxi, a temperature, advice, exercise, a risk, a seat, a view) and some words that don’t collocate with take (e.g. a task, an apology, a date, a change, difference). Divide the class into pairs. Ask students to decide or guess which words go with take and which don’t. Ask students to ‘bid’ for how many they can get correct, e.g. if they think that there are eight collocations with take and they can name them all, they should bid ‘eight’. The pair that bids the highest number then gets the chance to name the collocations. The winners are the pair that bid, and can name, the highest number of correct collocations.

Speaking 10  Ask students to choose a category and think of an

6  Ask students to read the quotes and say who said them. Answers Students’ own ideas

7  Have a class discussion. Extra activity

inspirational person they would like to talk about. Ask them to prepare notes then make their presentation to the class.

Teaching notes Support students in their preparation by writing the following prompts on the board: 1 who they are and where they are from 2 reasons for choosing this person

Ask students say who is most inspirational and why – Diane Van Deren or John Dau?

3 significant life events

Write My Hero on the board and ask students to work in pairs to present to the class who their ‘hero’ is and why.

5 why he or she has inspired you

4 personality

Homework

Word focus take 8  Write take on the board and ask students how many

expressions they can think of using the word take. Then ask them to choose the correct options.

112

Ask students to write the biography or profile of their inspirational person, or choose a new person to write about.

Unit 10  No limits

16053_li_tb_Unit10_107-116.indd 112

24/04/12 4:18 PM

Unit 10   No limits 10d First aid Lead-in

Audioscript 

[2.26]

1 a : What on earth has happened to you? There’s blood all down your leg!



b : Oh,



a : Let



b : Yeah,



a : You



b : It



a : Hmm,



b : OK,

Allergic reactions: food poisoning, insect bites, wasp and bee stings



a : Good,

Cuts and bruises: blades and knives, falling off something, falling over, tripping up

2 c : Is my neck red? I think I’ve been stung or

Personal response Write illnesses and injuries on the board. Ask students to think of illnesses and injuries that they have had in their lives. Divide the class into small groups to describe the illnesses and injuries. Ask students to say when and where they had the problem and how they felt.

Vocabulary injuries 1  Ask students to complete the table in pairs. Answers

Sprains and breaks: falling off something, falling over, tripping up

it’s nothing. I tripped up when I was out running. I fell on a bit of tree or something.

me see. Oh, that looks nasty! It’s quite a deep cut. You’d better wash it straightaway.

know, if I were you, I’d go down to A&E. I’d get it looked at. doesn’t hurt. It’s just a cut, really. I’m not going all the way to the hospital about a cut on my leg.

it might need stitches, though. I would keep an eye on it if I were you. if it doesn’t stop bleeding, I’ll give the surgery a ring and see if the nurse is there.

because I don’t think we’ve got any plasters big enough! something.



d : A bit,



c : Not



d : You

A cut is when the skin is broken and there is bleeding; a bruise /bru:z/ is when the skin goes black and blue.



c : Have



d : Yes,

A sprain is when the muscle or joint is pulled or twisted and a break is when the bone is broken. If you trip up, you catch your foot on something and fall forwards.

2  Give pairs a few minutes to think of what is the best way to treat each problem. Monitor and help students with any language they need.

Real life talking about injuries 3  [2.26]  Ask students to decide which expressions refer to which injuries. Let them compare their answers in pairs. Then play the recording for them to listen and check their answers. Answers Cuts and bruises: That looks nasty! It’s nothing. It might need stitches. Allergic reactions: I’ve been stung. It looks a bit swollen. It’s painful. I feel a bit sick. Sprains and breaks: It hurts when I move it. It’s just a sprain. You might have broken something.

yeah. It looks a bit swollen. Is it itchy?

exactly. It’s painful rather than really itchy. How funny, I don’t usually react to insect bites and stuff. Oooh, I feel a bit sick, actually.

Vocabulary notes An allergy is a condition in which you react badly if you eat, breathe or touch certain things e.g. people can have an allergy to nuts, dairy products, cats, dust, bee stings etc.

I will.

should put some antihistamine cream on it and see if it gets better. you got any?

I’m sure I’ve got some somewhere. You’ll have to check the date on the tube, though. I’m not sure how long I’ve had it.

3 e : Ow!

f:

Is your wrist still hurting you?



e:

Yeah, actually it is. It hurts when I move it.



f : It



e : No,



f:

Even so, you’re best getting it looked at. Hmm.

might be worth getting it X-rayed. It’s been, what, three days now? I wouldn’t just ignore it – you might have broken something.

you’re probably right. But I’m sure it’s just a sprain, from when I fell against the table …



e:



f : Why



e:

don’t you go and see Rosana in reception? She’s the first-aid person. She’ll know.

Good idea.

4  [2.26]  Play the recording again. Students listen and note the advice given. Answers 1  Y  ou’d better wash it straightaway. If I were you, I’d go down to A&E. I would keep an eye on it. 2  You should put some antihistamine cream on it. 3  It might be worth getting it X-rayed. I wouldn’t just ignore it. Why don’t you go and see Rosana?

10d  First aid

16053_li_tb_Unit10_107-116.indd 113

113

24/04/12 4:18 PM

Unit 10   No limits Vocabulary notes stitches: when it is a deep cut, you sew it together with thread – these are called stitches plasters 5 waterproof covers that you stick on a cut itchy 5 you feel like scratching it antihistamine cream 5 a cream that is used to treat an allergy

10e What do you think? Writing a personal email Lead-in Personal response

wrist 5 the joint that connects the hand to the arm

Write this simple personal problem on the board (or just read it out):

Grammar notes

I haven’t been paid this month and I have a lot of bills to pay. I’m worried about going overdrawn. What should I do?

Notice that some of these advice expressions are followed by the infinitive (If I were you, I’d …; You should …; You’d better …; Why don’t you …) and others are followed by -ing (It might be worth …; You’re best …; Have you tried …)

Pronunciation and 5a 

[2.27]  Play the recording of the expressions in

the box. Students listen and notice the pronunciation of and. Play the recording again. Students listen and repeat.

Answers When weakly stressed, and is pronounced /ən(d)/

5b 

[2.27]  Play the recording again. Ask students to notice the linking. Students listen again and repeat.

5c  Ask students to match the words to form common pairs. Let them check their answers in pairs then practise saying them. Encourage them to give and a weak stress. Answers Day and night, doctors and nurses, eyes and ears, food and drink, fruit and nuts, hands and knees, mind and body, rich and famous

6  Divide the class into pairs of patients and pairs of doctors. The pairs prepare their roles together, as described. Reorganise the students into patient / doctor pairs to roleplay the situations.

Extra activity An alternative task is to write each of the injuries at the top of a sheet of paper and pass the sheets round the class. Students read the injuries in pairs and must write a piece of advice using an advice expression. As the pieces of paper go round the class, a list of useful advice should build up on each piece of paper. You could tell students to use different expressions than the others on the piece of paper in order to practise giving advice expressions. At the end, put each piece of paper on the wall. Students walk round, read, and decide which pieces of advice are the best.

Elicit ideas from the class.

1  Divide the class into pairs and ask them to discuss who they turn to for advice in each situation. Sample answers car trouble: mechanic, friend difficulties at work: manager, colleague, personnel department money worries: bank manager, financial advisor, parent personal problems: partner, close friend, counsellor, psychiatrist relationship dilemmas: close friend, counsellor, psychiatrist

2  Ask students to read the letter and choose the best option. Let them compare their answer in pairs before discussing as a class. Answer c

3  Divide the class into pairs. Ask students to discuss the question and find examples. Answers It’s informal because it uses informal expressions (Hi there, Thanks so much …, I bet you wish you were me, The things is, By the way) and abbreviations (I’ve got, It’s, I’d).

4  In pairs, students think of advice to give Kate. Elicit a few ideas from the class. Sample Answers I would advise Kate to go, it would be a wonderful opportunity, and she would get some good experience that might help her to get a better job when she comes back. I would advise her not to go. She might not be able to find a job when she comes back. Jobs are difficult to find at the moment.

Writing skill linking ideas (2) 5a  Ask students to write the highlighted words in the text in the correct columns. Let students compare their answers in pairs.

114

Unit 10  No limits

16053_li_tb_Unit10_107-116.indd 114

24/04/12 4:18 PM

Unit 10   No limits Answers Clearly, naturally, obviously, of course In fact, to be honest, actually Before I forget, Incidentally, By the way Anyway, Well, So All the same, Even so, However, The thing is

5b  Ask students to complete the sentences. Let students compare their answers in pairs.

Answers 1  2  3  4  5 

In fact / Actually of course Before I forget / Incidentally / By the way Anyway / Well All the same / Even so

6  Ask students to think of a problem and write a few notes about it. Then ask them to write an email based on the email in the lesson. 7  When students have finished their emails, ask them to

check their written work carefully by thinking about the questions. You could put students in pairs again at this stage, and ask them to comment critically on each other’s work. Allow students time to revise their work and produce a neat final draft. They should then ‘send’ their emails to another student in the class.

8  Students must read the email they have received carefully and write and send a short response. Extra activity It is a nice idea to allow students to display their final piece of work. Depending on your classroom space, you could put them on walls, tables, the whiteboard or a notice board. Ask students to stand up and go and read all their classmates’ emails. Read them yourself and note down any interesting errors which you can feed back on at the end of the activity.

10f High-altitude peoples Before you watch 1  Students work in groups. Ask them to look at the photo and discuss the questions. Take feedback from the class. 2  Before watching the video, ask students to predict which activities in the box they think they will see.

While you watch 3  Play the whole of the video for students to check their answers to Exercise 2. Answers The people do all the activities except sailing and flying

4  Ask students to match the people with their method of adapting to high altitude. Answers 1  b

2  c

3  a

5  Give students time to read the questions, then play the video again for them to answer. Answers 1  lack of oxygen 2  native Tibetans 3  a  make fire   b  use it to keep warm   c  take it with them 4  It may prove that people are genetically adapted to high altitudes.

6  Ask students to complete the extracts with words from the glossary. Answers 1  breath 2  strategy 3  prospect

4  survival, intense 5  tools, needles

Ask students to write and send short emails in response to two or three of the emails on the walls.

After you watch Homework Students write an email about one of the problems in the list in Exercise 1.

7a and b  Students plan their hiking holiday, then

compare their ideas with a partner and try to reach an agreement.

8  Elicit ideas from the class about what the quote means, and discuss the question. 9  Students work in groups to discuss the questions.

10f  High-altitude peoples

16053_li_tb_Unit10_107-116.indd 115

115

24/04/12 4:18 PM

Unit 10   No limits Videoscript 00.02–00.44  Even with the best equipment, mountain climbing can be hard work. In fact, at high altitudes simply walking is more tiring than doing the same activity at sea level. That’s because air automatically becomes thinner the higher you climb. This means that a person takes in less oxygen with each breath. It’s this lack of oxygen that causes mountain sickness, or hypoxia. Now, researchers are studying three high-altitude peoples that may give us a better understanding of human evolution. Dr Mark Aldenderfer of the University of Southern California, has been studying how native Tibetans have adapted to their environment. 00.45–00.56  Dr Mark Aldenderfer  Tibetans deal with hypoxia apparently by breathing faster, in other words, obtaining more oxygen into their lungs and moving it through their systems much more rapidly. 00.57–01.04  On the other side of the world, native people of the South American Andes developed a different strategy for living in high mountain air. 01.05–01.15  Dr Mark Aldenderfer  Andeans on the other hand, how they seem to adjust to hypoxia, is to have more haemoglobin in their blood. So, in other words, their blood, in one sense, you could say is thicker. 01.16–01.35  People in the highlands of Ethiopia have also adapted to high altitudes, but scientists still don’t know exactly how. Ancient peoples were originally attracted to mountain heights by the prospect of good hunting, despite the lack of oxygen. At first, their survival could be attributed to human culture. 01.36–01.43   Dr Mark Aldenderfer  You need controlled use of fire. You need to be able to make a fire, and you need to be able to use that fire to keep you warm, and if you move, you have to be able to take the fire with you. 01.44–02.27  Humans also needed clothes for survival, not just animal skins, but clothes that were warm enough to protect the wearer from the intense cold. According to Dr Aldenderfer, the first tools needed to make complex clothing, such as needles, appeared just as people were moving into the high altitudes of Tibet. In addition to cultural adaptation, evidence suggests that biological adaptation was also important in enabling humans to live in such high altitudes. Data from DNA studies may provide us with proof that people are genetically adapted to these high-altitude environments.

UNIT 10 Review Grammar 1  Ask students in pairs to look at the photo and say under what circumstances they would do the activity. 2  Ask students to discuss the different situations. 3  Ask students to choose and read their roles, then prepare and act out a conversation. 4  Ask students to work in pairs to define the phrases, then compare them with a different pair. answers an adrenalin junkie 5 somebody who loves doing exciting things (e.g. base jumping, bungee jumping) bravery 5 when you dare to do something dangerous or difficult (e.g. a soldier who risks his life to save someone) a dangerous place 5 a place where you could be injured or die (e.g. a remote jungle, the Arctic) extreme sports 5 sports that involve danger (e.g. ski jumping, sky diving, cliff diving) a life threatening situation 5 a situation in which somebody might die (many examples)

Vocabulary 5  Divide the class into pairs. Ask them to decide which word is the odd one out in each group and why. answers 1  2  3  4 

plane (others are places you stay) heal ­(others are treatments / tests) mirror (the others are types or parts of plants) pain (the others are medical jobs)

6  Divide the class into pairs and ask them to answer as many questions as they can.

Real life 7  Ask students to choose the correct option, then decide what injury or illness each piece of advice could refer to. Sample answers 1  get (broken bone) 2  phone (serious allergy) 3  going (sprain)

4  taking (bee sting) 5  put (cut, bite, sting)

8  Divide the class into pairs. Tell students to act out two conversations using advice from Exercise 7.

Speaking 9  Divide the class into groups. Students discuss the questions.

116

Unit 10  No limits

16053_li_tb_Unit10_107-116.indd 116

24/04/12 4:18 PM

Unit 11  Connections Materials a range of English language newspapers, including tabloid and broadsheet.

2 i : How often do you read or buy a newspaper? w : Oh! I don’t read the papers – it’s too depressing.

Let’s face it, good news never makes headlines, does it? Anyway, the main stories are nearly always about politics – and that’s a topic that just sends me to sleep. If I want to know what’s going on in the world, I just ask my family.

Lead-in Personal response Ask students to look at the photo and the caption. Ask: Why do you think linguists have only just discovered this woman’s language? What are the advantages and disadvantages of speaking a language that has very few speakers?

1  Ask students to look at the photo and caption, and decide which part of the newspaper they would expect to find the interview in. There is more than one possible answer, so encourage students to speculate. Answers It could appear on the front page or in the world news section. It is more likely to appear in a colour supplement or in a features section.

Background note The woman speaks a dialect of Koro. It is a Tibeto-Burman language spoken in the East Kameng district at the western end of Arunachal Pradesh, India.

3 i : Which sections of a newspaper do you look at regularly?



m:

I like reading interviews, but I don’t believe everything I read because celebrities often say they are misquoted by journalists. But I usually read the gossip column or do the crossword when I’m on my coffee break. I can’t do Sudoku though!

4 i : W  hich sections of a newspaper do you always read? w : Actually, I turn straight to the sports pages even though I’m not that interested in sport. It gives me something to talk about with my work colleagues – they’re all men! I know that’s a stereotype, but it’s true. I read the paper on the bus on my way to work and then I can join in the chat when I arrive.

Extra activity Ask students to listen to the recording two or three times and try to remember and reconstruct as much of what was said as possible. You could ask different pairs to listen to different sections and to compare what they heard with the whole class.

2  Divide the class into pairs. Ask students to complete the sentences. Tell them to use their own ideas.

Sample answers 1  I always know what’s happening in the world / I don’t buy a newspaper. 2  depressing / boring. 3  it probably isn’t all true. 4  I don’t like sport.

3 

[2.28]  Play the recording. Students listen and

compare how the speakers complete the sentences in Exercise 2.

Answers 1  2  3  4 

I can keep up with business news. depressing. celebrities often say they are misquoted by journalists. I’m not that interested in sport.

Audioscript 

[2.28]

1 i : Do you follow the news? m : Yes, most of the time. I get the headlines direct to

Vocabulary notes catch up on the news 5 find out about news that you have not heard yet bookmark an article 5 electronically tag it so that you can find it again misquoted 5 when journalists say someone said something when, in fact, they said something else

4  Divide the class into new pairs. Ask students to look at the audioscript and find and note the questions. Then ask them to add two more questions of their own. When they are ready, ask students to stand up, walk round, and interview three people. Let them compare the answers they received with their partner before reporting back to the class.

Extra activity Bring in two or three English language newspapers (ideally at least one tabloid and one broadsheet). Pass the newspapers round the class and ask students to note five ways in which the newspapers and the way they report the news are different. Have a class discussion about which newspaper the students would prefer to read and why.

my mobile so I can keep up with business news. I don’t often buy a paper. I just catch up with the news on the Internet. Every couple of days, I have a quick look through the world news or at the comment and analysis sections, and I bookmark an article if it looks interesting. 117

16053_li_tb_Unit11_117-126.indd 117

24/04/12 4:20 PM

Unit 11   Connections 11a The last ‘uncontacted’ tribe Lead-in Personal response Write A picture is worth a thousand words on the board. Ask students if they have the same expression in their language. If students do not have the equivalent expression in their first language, ask them to speculate on the meaning and explain roughly the idea that a picture gets over a message and is more memorable and dramatic than any number of words. Ask students if they agree. Ask: Do images convey more complex ideas more quickly, completely and truthfully than words? The original expression is ‘One picture is worth one thousand words’ by Frederick R. Barnard in Printers’ Ink 1927. He was promoting the use of images in advertisements that appeared on the side of streetcars.

Reading 1  Divide the class into pairs or small groups to discuss the photo and the questions. In feedback, ask one or two students to share their ideas briefly. Answers 1  T  he photo shows members of an ‘uncontacted’ tribe deep in the Amazon basin. 2  Parts of the Amazon basin, remote islands in the Indian Ocean, New Guinea in the Pacific. 3  Threats include the destruction of the local environment for logging or mineral exploitation, contact with diseases they have no immunity to, young people leaving to live and work in cities.

Background notes Funai is the Brazilian department for Indian affairs, and is responsible for issues concerning the indigenous population of Brazil. Survival International is an NGO (non-governmental organisation) which works for the rights of tribal people worldwide. NGOs are non-political and not linked to governments, and they usually have a broad social aim. The BBC (British Broadcasting Corporation) is a TV and radio broadcaster in the UK.

3  Ask students to read the article again and find the information. Let them compare their answers in pairs before discussing as a class. Answers 1  S ome people asked if the tribe was truly ‘uncontacted’; the NGO Survival International said that they were confident that the photos were genuine; the Peruvian government suggested that the story was no more than a strategy … 2  The images went viral. Survival International’s website had over a million hits in three days. The images provoked a worldwide reaction on Facebook, YouTube and Vimeo. Three days later, the Peruvian government announced that they would work with the Brazilian authorities to stop illegal logging in the area.

4  Divide the class into pairs. Ask students to discuss the

question. After feedback, read through the examples in the Wordbuilding box with the class. Refer students to page 91 of the Workbook for further practice.

Answers b, c and d

2  Ask students to read the article and make notes about the roles of each organisation in the story. In feedback, ask the students if they know anything about the organisations. Answers 1  F unai released photos of an ‘uncontacted’ Amazonian tribe and said that the tribe was under threat because of logging. 2  Survival International said that the photos were genuine and that the tribe now lived without contact with the outside world. 3  The Peruvian government suggested that the story was no more than a strategy by groups opposed to development of the area’s resources. It later agreed to work with the Brazilian authorities to stop illegal logging in the area. 4  The BBC showed unseen footage of the tribe in a documentary.

118

Background notes The photo of the last uncontacted tribe shows Indians living in the forest in Brazil near the Peruvian border. The baskets in the photos are full of papaya and manic, which suggests they are thriving. They were shown on the BBC in an episode of the series Human Planet.

Extra activity Write the following on the board: Governments should have the right to exploit mineral wealth even in wilderness areas. Divide the class into two teams and hold a class debate. Team A must think of five arguments in favour of the statement, Team B think of five arguments against.

Unit 11  Connections

16053_li_tb_Unit11_117-126.indd 118

24/04/12 4:20 PM

Unit 11   Connections Grammar reported speech 5  Ask students to look at the examples in the text and

compare them to the direct speech. Tell them to choose the correct option to show what was said.

Answers 1  is

2  Is

3  We

6  Ask students to find other examples in the news item

and discuss how the forms have changed from direct speech. Read through the examples in the grammar box and refer students to page 170 of the Student’s Book for further information and practice.

Answers The Survival International spokesman … explained that his organisation wasn’t suggesting that the tribe had never had any contact with the outside world but that they now lived without it. The Peruvian government suggested that the story was no more than a strategy by groups opposed to development of the area’s resources. Survival International said the images had spread across the world within minutes. A typical post asked why nobody had done anything to save these tribes. The Peruvian government announced that they would work with the Brazilian authorities to stop illegal logging in the area. As a Funai spokesperson said later, one image had had more impact than one thousand reports.

Grammar note The basic rule for reported speech is that the verb in direct speech goes one tense back (so present to past, past to past perfect, can to could, etc.). ‘I live in London.’ He said that he lived in London. Students also need to notice that pronouns change, words like this, these and here sometimes change, and time markers often change.

8  Divide the class into pairs. Ask students to match the

quotes about the story (1–6) with the people they think said them (a–d). Feed back on the answers, then ask students to report the words in the style of the news item. Tell them to use verbs such as explain and announce as well as say, tell and ask.

Answers 1  c A Funai spokesperson said / announced that they had taken the photos to show that these people existed. 2  b / c / d A spokesperson asked how many tribes like this (those) there were. 3  a A language expert said / argued that the term ‘uncontacted’ was more of a media word than a scientific term. 4  b An anonymous poster asked if / whether unseen tribes existed. 5  d A Peruvian government official said / agreed that everyone had heard of them, but (said that) there was no evidence. 6  c A Funai spokesperson said that if we didn’t save these (those) tribes, this would happen to all of us.

9  Ask students to read the text quickly and say what it is about, then read the text again and complete it. Answers 1  2  3  4  5  6 

had made had helped had followed had didn’t kill had died

  7  needed   8  didn’t have   9  wasn’t marked 10  would take 11  was 12  could stop

Extra activity Divide the class into pairs. Ask students to imagine they work for Survival International. As part of their job they have made contact with an ‘uncontacted’ tribe similar to the one shown in the photo. Tell them to make notes on what was said at that first meeting. Then ask them to report their conversation to another pair.

‘I am playing tennis here this morning.’

Speaking and writing

She said she was playing tennis there that morning.

10  Divide the class into groups of four split into two

pairs. Ask the pairs to find and follow their instructions.

7  Ask students to write the direct speech. Let them check their answers in pairs before discussing as a class. Answers ‘My organisation isn’t suggesting that the tribe has never had any contact with the outside world but that they now live without it.’ ‘The story is no more than a strategy by groups opposed to development of the area’s resources.’ ‘The images spread across the world within minutes.’ ‘Why has nobody done anything to save these tribes?’ ‘We will work with the Brazilian authorities to stop illegal logging in the area.’ ‘One image has had more impact than one thousand reports.’

11  In their groups, students act out the dialogues. Each

pair then writes a news item about what happened to the other pair, using reported speech.

12  Ask students to compare their report with the original news item. Homework Ask students to listen to a short news item that interests them on the TV, radio or online. Tell them to listen a few times and make notes about the story before writing up the story as a newspaper article.

11a  The last ‘uncontacted’ tribe

16053_li_tb_Unit11_117-126.indd 119

119

24/04/12 4:20 PM

Unit 11   Connections 11b Sending a message Lead-in ideas Introducing the theme: communication Ask students to list all the ways they communicate with people, including friends, family, colleagues, flatmates, neighbours etc. Set a time limit of one minute, then take feedback from the class and draw up a list in the board, e.g. telephone / mobile, Skype, webcam, text, email, social networking sites, blogs, leaving a handwritten note, sending a card / letter, visiting.

Vocabulary communications technology 1  Ask students to look at the words. Ask: How many of these do you use to communicate? Which ones do you not know? Ask students to complete the sentences with the words. In feedback, encourage technologically enlightened students to explain any unknown terms to other students in the class.

Answers 1  Twitter 2  texting 3  Flickr

4 broadband 5  Skype 6  blog



a : And



 b : I didn’t realise Twitter could be useful for anything!

then she writes about it. It’s like a travel guide by the people who live in places – they’re the ones who really know what’s good. It’s a great idea to use Twitter for something like that.

2  c : It says here there’s an eclipse tomorrow. Did you know?



d : Tomorrow?



 c : No, tomorrow. We should be able to see it from here. I’m just looking at this weather blog. It’s reminding people not to look at it with telescopes.



d : Yeah,



 c : It’s quite a good blog, actually. It tells you all sorts of things.



d: I

 c : Oh, I wondered if you had.

3  e : Wow, that’s terrible. Have you seen this? It’s bad

enough to lose your job, but finding out from a text!



 f : I saw that story. The company sent about 200 employees a text message. They told them not to turn up for work on Monday.



 e : I didn’t think that you could do that.



 f : Me neither, but there you go …

4 g : Oh, that’s hilarious!

g : You

2  Divide the class into pairs to ask and answer the questions.



h : Oh

Listening



g : He’s



h : No



g : No,

[2.29]  Play the recording. Students listen and

match the four conversations to the correct headlines. Let students check their answers in pairs before discussing as a class.

Answers 1  headline 5 2  headline 3

Audioscript 

3  headline 1 4  headline 2

[2.29]

1 a : I like this Twitter travel idea.

…?

know that weird politician, the one who believes in UFOs? yeah, I can’t remember his name, but I know who you mean. posted a video on YouTube. He’s invited ‘all friendly aliens’ to come to a meeting in the Houses of Parliament.

3  Divide the class into pairs. Ask them to predict the

120

know. I’ve got it bookmarked.

h : Hmm

4 

I know.





stories from the headlines. In feedback, elicit a few ideas from the class.

I thought it was today.

way! Have you seen it? but there’s an article about it in the paper. Look!

5 

[2.29]  Ask students to read through the options carefully. Play the recording again. Students listen and choose the correct option. Let them compare their answers in pairs. Answers 1  c

2  b

3  a

4  b

6  Divide the class into small groups. Students discuss the questions.



 b : What’s that?

Grammar reporting verbs



a : It’s

7  Ask students to look back at Exercise 5 and find the information to complete the sentences in Exercise 7, then underline the reporting verbs. Let them compare their answers in pairs before discussing as a class.



 b : OK. And then what happens?

this travel journalist, Rita Shaw. She goes off to different places and asks her Twitter followers to suggest things to do. You know, ‘I’ve just got off the train in Paris and I’m feeling hungry. Where can I get a good breakfast?’ That sort of thing.

Unit 11  Connections

16053_li_tb_Unit11_117-126.indd 120

24/04/12 4:20 PM

Unit 11   Connections Answers

Answers

1  T  he journalist asks her Twitter followers to suggest things to do. 2  The blog reminds readers not to use telescopes. 3  The company told people not to turn up for work. 4  The politician invited aliens to meet him.

1  D  inah reminded Amy to turn off her mobile. 2  Jared asked Dinah to set up her email account. 3  Amy invited Jared to come and watch the film on their new flat screen TV. 4  Dinah told Amy to plug in the battery charger first. 5  Jared offered to put the photos on the computer for Dinah. 6  Amy promised to switch it off when she was finished.

Grammar notes Note that in item 2 the tense is the present continuous – ‘is reminding’ in the dialogue. That’s because they are discussing it at that moment. Note that ‘that’ is not always used in dialogues after reporting verbs, e.g. realise (that), says (that). Spoken English often omits ‘that’ with reporting verbs.

12  Ask students to find and underline the reported thoughts in the audioscript. Let them compare their answers in pairs before discussing as a class.

Answers See the underlined phrases in the audioscript.

8 and 9  Ask students to choose the correct option, then identify the verb form.

Answers b The verb form is to + infinitive.

10  Ask students to rewrite the reported statements in Exercise 7 as direct speech. Let students compare their answers in pairs before discussing as a class.

Read through the examples in the grammar box with the students, and refer students to page 171 of the Student’s Book for further information and practice.

SAMPLE answers 1  2  3  4 

Could you suggest things to do? Remember not to use telescopes. Don’t turn up for work. Would you like to meet me?

Grammar notes We use reporting verbs to report a request (ask), an order or instruction (tell), an invitation (invite), an offer, or to remind someone to do something. The pattern is: verb 1 object 1 (not) to 1 infinitive, e.g. I told him to come at 8 o’clock. Promise and offer have a different pattern. They do not include the object after the verb, e.g.

Pronunciation contrastive stress 13a  [2.30]  Play the recording. Students listen and notice the stress, then practise the dialogues in pairs. Remind them to stress the words in bold. 13b  [2.31]  Play the recording of four new exchanges. Students listen and repeat.

Audioscript 

[2.31]

1 a : How much did the coffee cost?

b : What? You

asked me to get tea.

2 a : We need to send a text about this.

b : What?

I thought you said send an email.

3 a : I’m going home now.

b : Really? You

said you were staying.

4 a : I heard that story on the news yesterday.

b : Really?

It wasn’t in the papers.

Pronunciation notes English is a stress-timed language, so strong stresses tend to be very strongly stressed (and weak stresses are very weak). It is important to get your students to exaggerate the stress when contrasting information, especially if, in their L1, they would not naturally stress so strongly.

I promised to download the photos (for her). I offered to carry the bag (for her).

11  Ask students to decide whether the sentences are requests, offers, invitations, etc., then write the direct speech as reported statements.

Read through the examples in the grammar box with the students and refer students to page 171 of the Student’s Book for further information and practice.

Extra activity Write the following question on the board: Did the American film star write a novel about war? Divide the class into pairs and tell them to take turns to ask the question and contradict it (using contrastive stress) in as many ways as they can, e.g. No, the Spanish film star wrote a novel about war. No, the American film star made a film about war etc.

Speaking 14  Divide the class into pairs. Give students a minute or two to think of things to say, then ask them to discuss the situations with their partner. 11b  Sending a message

16053_li_tb_Unit11_117-126.indd 121

121

24/04/12 4:20 PM

Unit 11   Connections 11c Digital connections Lead-in idea Personal response: digital communication Ask students to say what means of communication they would use in each of the following situations: keeping in touch with close friends; being in contact with grandparents; contacting work colleagues, schoolmates or clients; keeping in touch with old friends they rarely see. In feedback, elicit reasons why they communicate in these different ways with the different people.

Reading 1  Give students a couple of minutes, individually or in pairs, to think about the questions. Then have a class discussion. Extra activity Extend the discussion with some follow-up questions: Does communication have to be interactive? Can it be one way (like a book or TV) or two way (like Twitter or Facebook)? Does it need informational content? What other ways of communicating ideas do we use in the world today?

2  Divide the class into pairs. Ask students to try to

explain the terms to their partner. Then ask them to scan the text and find and underline the phrases. Students should confirm their answers by checking the meaning of the phrases in the context.

Answers the printing press 5 a machine invented 500 years ago for printing books connecting tools 5 types of digital technology that allow us to communicate with others digital communication 5 communicating through technology social networking 5 communicating with friends, family and others by means of websites digital media / new media 5 means of digital communication

3  Ask students to read the article again and choose the correct options. Let them compare their answers in pairs before discussing as a class.

2  a

3  b

4  a

Critical thinking summarising 4  Ask students to read the text briefly without worrying

about the options. Ask: What is Wesch’s main idea? (We need to explore and change the way we communicate digitally.) Ask students to read the text again and choose the correct options. Let them compare their answers in pairs.

122

1  can change 2  might not have

3  have not started

5  Ask students to reread the article and find examples to support the ideas in Exercise 4. Let students compare their ideas in pairs before discussing as a class. Answers 1  …  communication is fundamental to our relationships and so it follows that a change in the way we communicate will change those relationships. 2  … it’s a relationship without any real responsibility which you can turn off at any moment. So does it make sense to talk about a YouTube ‘community’? 3  It’s pretty amazing that I have this little box sitting on my desk through which I can talk to any one of a billion people. And yet do any of us really use it for all the potential that’s there?

6  Ask students to discuss the question in pairs first, then tell the class. Extra activity Ask students to think about their own experiences of digital communication. Ask them to think of two ways they communicate, and two things they do, have done or could do to make more of the way they communicate. Students share their ideas in small groups, then tell the class.

Word focus time 7  Ask students to find the expressions in the article and match them to the meanings. Answers The last time communication technology had such a wideranging impact was … (a) It has been viewed millions of times (a) It’s the tragedy of our times … (b)

8  Ask students to work in pairs to match the two parts of the exchanges. Answers 1  e

2  d

3  a

4  c

5  b

Speaking

Answers 1  b

Answers

9  Ask students to work individually and prepare notes to answer each question. 10  Students discuss their ideas in groups of four or five. Homework Ask students to make notes of what was said in the discussion in Exercise 10. Then ask them to write a summary of the discussion for homework, in about 50 words, using reported speech.

Unit 11  Connections

16053_li_tb_Unit11_117-126.indd 122

24/04/12 4:20 PM

Unit 11   Connections 11d Can I take a message?

2  [2.32]  Ask students to read through the expressions for telephone messages carefully. Then play the recording again. Students tick the phrases they hear.

Lead-in

Answers

Personal response

Leave a phone message asking an insurance agent to phone you back about your holiday insurance.

This is a message for Tony Price. Could I speak to Jess Parker, please? Can I take a message? It’s about the apartment. I’m returning her call. I’m on 96235601. Who’s calling? I’ll try and call you later. I’ll let her know that you rang. She’ll get back to you.

Ask a secretary to tell your bank manager that you would like to speak to her about a loan.

Vocabulary notes

Ask: When did you last leave a phone message? Who was it for? What did you say?

Test before you teach Preview the language in this lesson by writing the following situations on the board and asking students what they would say in each. Leave an answerphone message reminding your friend about the party at the weekend.

Notice the use of modal verbs to request information (Can I …? or – slightly more formally – Could I …?) and to make offers (I’ll …)

Real life telephone messages 1  [2.32]  Ask students to look at the message pads. Ask: What sort of information do you need to write? Elicit ideas and note that students will have to listen carefully for English names. Play the recording. Students listen and complete the notes. Let them compare their answers in pairs before discussing as a class. Answers For: Tony Price From: Roger Message: He’s calling about the apartment for rent in the town centre. For: Jess Parker From: Roger Lee Message: He’s returning her call.

Audioscript  a

[2.32]

5 answerphone, r 5 Roger, s 5 secretary,

The verbs ring, call and phone mean the same and are used interchangeably in English. Ring and call are used as nouns (to give someone a ring / call). to return (someone’s) call = to phone somebody back in response to a message that the person had phoned

3  [2.33]  Play the recording. Students listen and answer the questions. Answers Tony: 1  3 2 The woman says that Roger didn’t leave his number – but he did. Jess: 1  2 2  The caller’s name was Roger – not Simon.

Audioscript 

t 5 Tony, n 5 Naomi, j 5 Jess, s 5 secretary 1 t : Hi, any messages?

n : Oh,



t:

hi Tony. Yes, there were some messages for you. Erm, let’s see … Angelica called about the party tonight. She wants you to phone her back. A woman from the bank phoned. She says she can’t make it to the meeting tomorrow. And someone called about the apartment in the town centre. He left his name, but he didn’t leave his number.

1 a : The person you are calling is not available. Please leave a message after the tone.



r : Hi,

this is a message for Tony Price. It’s about the apartment for rent in the town centre, the one advertised in the Town Hall. OK, er, my name is Roger, I’m on 96235601. So, I’ll try and call you later if I don’t hear from you first. Thanks.

2 s : P and Q Associates, good morning.

r : Oh,



s:



r : Actually

hello. Could I speak to Jess Parker, please?



s:



r : It’s



s:



r : Right,

OK, I’ll let her know that you rang. Who’s calling? Roger Lee. She has my number.

 K. Well, I’m sure she’ll get back to you as soon as O she comes in, Mr Lee.

OK, thanks.

2 j : Hi, I’m back.

s:



j:

OK, thanks. Any more?



s:

No, that’s all.

I ’m afraid she’s not in the office at the moment. Can I take a message? I’m returning her call. She left me a message this morning.

[2.33]

 i, Jess. Just a moment, there were a couple of calls H for you while you were out. Suzy … she said she would call back … and a guy called Simon said he was returning your call.

4  Divide the class into pairs. Ask students to take turns to tell each other the correct information.

thanks. 11d  Can I take a message?

16053_li_tb_Unit11_117-126.indd 123

123

24/04/12 4:20 PM

Unit 11   Connections Pronunciation polite requests with can and could 5a 

11e A community meeting

[2.34]  Play the recording. Students listen and notice the intonation pattern.

Lead-in

5b  Divide the class into pairs. Students take turns to

Personal response

practise making requests from the prompts. Monitor and comment on how well students are approximating a correct intonation pattern.

Answers 1  C  ould you give me your name / number / address, please? 2  Can I leave my name / number / address ? 3  Could you ask him/her to call me back / get in touch / give me a ring ? 4  Can I make an appointment? 5  Can I call round?

Write Google Street View on the board and ask students what it is (it is a website which uses satellite technology to show a realistic view of real streets so that people can view them online). Ask: Have you used Street View? What for? Would you like your street to be on Street View? Why? Why not?

Writing a report of a meeting 1  Ask students to read the notes and answer the questions. Let them compare their answers in pairs before discussing as a class.

Extra activity

Answers

Approximating the correct intonation pattern in English is often difficult because it can seem very exaggerated. It is a good idea to drill the pattern. Play the recording in 5a and ask students to repeat two or three times. Use your hand like a conductor’s baton to show how the pattern rises sharply after the last stressed syllable.

1  M  s Macy mentioned that a woman had seen her cat through her window on Street View.  Mr Ross was worried that house numbers or people’s faces would be visible. 2  Ms Falco made the point that the same satellite information is already available elsewhere on the Internet.   Mr and Mrs Lund thought that the information wouldn’t make burglary more likely. 3  Ms Falco was to investigate the situation (contact Google, other residents’ associations, etc.) and get back to the other residents.

6  Divide the class into pairs. Ask students to choose a

role and practise the conversation. They could do this twice with their books open, then ask them to close the books and try to remember the conversation. They can check with the script, then try again.

Monitor students and note their intonation patterns.

7  In pairs, students decide what message to leave and

think about how to express it. When they are ready, ask them to take it in turns to roleplay their conversation. A nice idea is to get students to sit back to back (thus mimicking the fact that you can’t see who you are talking to when phoning). Ask student to note down the message they hear as they listen.

8  Students work with a new partner and pass on the

message they noted down.

Writing skill using notes to write a report 2a  Ask students to read the first paragraph of the

report and answer the questions. Let them compare their answers in pairs before discussing as a class.

Answers 1  It refers to part 1.1. 2  The notes use key words and symbols. In the report the writer uses full sentences and reported speech.

Extra activity Do this as a mingle. Give each student in the class the names of three other students that they must leave messages for, e.g. Anna, think of a message for David, Maria and Tom. You’ll need to do a little maths to make sure that every student is included and will receive at least two messages. Students then think of three different messages for each person. Ask students to stand up, walk round, roleplay mini phone conversations, and leave their messages with each student they meet. After a few minutes, stop the activity and ask students to pass on messages to the students they are meant for.

124

2b  Ask students to read through the notes with a partner and to discuss how they might be expanded. Then ask students to write the report individually. Let students compare their answers in pairs and help each other by suggesting changes.

SAMPLE answers 1  2  3  4  5  6  7 

The next meeting will be on the 2nd November. Mr and Mrs Watts will be absent. They will phone on Thursday or Friday. The second item on the agenda was street lights. What is the address? Ask at the library, town hall, and so on. This is not a big problem. In addition, it’s easy to solve.

Unit 11  Connections

16053_li_tb_Unit11_117-126.indd 124

24/04/12 4:20 PM

Unit 11   Connections 3  Ask students to expand the remaining notes into full sentences and write the rest of the report. Remind them to use reported speech. When students have finished, ask them to compare answers in pairs and to help each other by suggesting changes. SAMPLE answers Ms Falco said that satellite image websites provide more detail and that this information is already widely available. Mr and Mrs Lund said that burglars don’t need Street View to carry out burglaries. There was general agreement with this view. Some questions were asked about the idea. Somebody asked if a street could opt out of Street View. Another resident asked if we were covered by any privacy laws. Someone asked what the legal situation was. Ms Falco agreed to investigate by contacting Google, other residents’ associations, and so on. She said that she would get back to us.

4  When students have finished their reports, ask them to swap with a partner and compare their answers, using the questions to help them check. They can help each other to correct mistakes by suggesting changes.

11f Cross Antarctica Before you watch 1  Students work in groups. Ask them to look at the photo and title and discuss the questions. Take feedback from the class.

2  Ask students to write four ways of keeping in touch when travelling, and to predict which the women will use.

While you watch 3  Play the whole of the video for students to check their answers to Exercises 1 and 2. Answers 1 2

1 to ski across Antarctica. 2 to find out more about themselves 3 extreme cold and wind, pulling heavy loads The women wrote an online journal on an Internet site.

4  Play the video again and ask students to number the things in the order they see them. Answers a  3   b  1   c  7   d  4   e  6   f  8   g  5   h 2

5  Give students time to read the sentences and decide if they are true or false. Then play the video (to 02.49) for them to check and correct the false sentences. Answers 1  T   2  T   3  F   4  F   5  F   6  F   7  T   8  T See also the underlined phrases in the video script.

6  Ask students to match the two parts of the sentences from the video. Answers 1  e   2 d   3 b   4 a   5 f   6 c

After you watch 7  Students work in pairs to roleplay a video interview, according to the instructions. 8  Elicit ideas from the class about what the quote means, and discuss the question. 9  Students work in groups to discuss the questions.

11f  Cross Antarctica

16053_li_tb_Unit11_117-126.indd 125

125

24/04/12 4:20 PM

Unit 11   Connections Videoscript

UNIT 11 Review

00.01–00.30  They were two women with one goal. Liv Arnesen and Ann Bancroft dreamed of becoming the first women in history to ski across Antarctica.

Grammar

And on 11 February 2001 they achieved their goal. The crossing had been completed only once before, by a team of two male explorers. The story of Liv and Ann’s unparalleled adventure became the basis for a book, No Horizon is So Far, in which they shared their reasons for exploring the planet. 00.31–00.43  Ann  Well, people ask us, you know what is there left to explore? There’s certainly you to explore, you know, internally. And these trips draw out new things in you as an individual, you never know how you’re going to be in your moment of truth. 00.44–01.23  Prior to leaving for Antarctica, the two women undertook a demanding training schedule. They practised skiing down roads, pulling tyres behind them. The hardships got worse when they arrived in Antarctica. There were very strong, sometimes unpredictable, winds of up to 160 kilometres an hour … and, of course, it was extremely cold. Sometimes they had to use their food to warm their fingers, to get the blood moving again. During their adventure, Liv and Ann shared their story with people from a hundred and fifty countries through an online journal. 01.24–01.41  Ann  I think the thing that’s fabulous about opening the story up to others, is it comes back. And it’s not just remarking on what we’re doing. What we ended up getting were other people’s dreams. 01.43–01.54  The Internet site enabled the two women not only to share their own adventures, but also to relate to other people’s experiences in different parts of the world. 01.55–02.00  Liv   What do you think of this, eh, Ann? A little bit scary? 02.02–02.11  Ann   We all understand, you know, overcoming struggles for instance, finding support – you know, you never do anything alone, those kinds of themes. 02.12–02.34  Despite their remote location, the women still felt connected with people around the planet. Liv and Ann are now planning their next adventures. Their next goal is to travel to the other end of the world and to become the first women in history to cross the Arctic Ocean.

1  Divide the class into pairs to discuss the statements. 2  Students read the news item and answer the question. Answers The news item supports statement 2, but it contradicts statements 1 and 3. 1  ‘there is still no definitive evidence of this’. 2  ‘governments … reminded parents not to allow their children to use mobiles’. 3  ‘the danger to young people had become a mental, not a physical, health issue’ (i.e. there is still cause for concern)

3  Ask students to find six reporting verbs and write the words that people actually said. Answers asked, suggested, told, reminded, said, said ‘Are there any health risks?’ ‘Overuse of mobiles is dangerous.’ ‘Limit the time and frequency of your mobile calls.’ ‘Don’t allow your children to use mobiles.’ ‘The danger to young people has become a mental … health issue.’ ‘Vulnerable young people are becoming addicted to the online world …’

4  Divide students into new pairs to discuss the statements in Exercise 1 and whether the news item surprised them.

Vocabulary 5  Ask students to say in which section of a newspaper they would find information about the things in the list. Answers 1  2  3  4 

features politics and society business sports pages

5  6  7  8 

national news comment and analysis entertainment world news

6  Divide the class into pairs. Students tell their partner if and how they keep in touch with the people in the list.

Real life 7  Divide the class into pairs. Students put the sentences into a logical order. They then act out the conversation, adding the other person’s words. Answers 1  2  3  4  5 

e c b d a

No, I’m sorry, he isn’t. Yes, sure. OK, do you want him to call you? Right, I’ll tell him. Bye

Speaking 8  Ask students in pairs to tell each other about the most recent news story they have heard. 126

Unit 11  Connections

16053_li_tb_Unit11_117-126.indd 126

24/04/12 4:20 PM

Unit 12  Experts i:

Lead-in Introducing the theme: experts in ancient traditions Write the following jobs on the board: blacksmith, wheelwright, pearl diver, whaler, typist, butler, cabinet maker. Ask students in pairs to answer the following questions: What particular skills do these people have? In what ways are their skills unnecessary now?

Using words Write the following words on the board: bird, fish, dive, catch, ring, swallow, raft, traditional. Ask students to say how the words link with the photograph and what they reveal about the old man’s way of life.

1  Ask students to look at the photo and caption, and discuss how they think the man uses the cormorants to fish.

Don’t the cormorants fly away?

f : No,

they don’t. I think they are too clever for that. They know that if they stay with me, they have an easy life. I bring the fish to them with my lamp. They wouldn’t do so well on their own. We make a good team.

i:

How long have you been fishing with cormorants?

f : All

my life. It takes a long time to learn how to work really well with the birds. It’s an ancient tradition here. People have been doing this for a thousand years. We know what we are doing now!

3  [2.35]  Ask students to read the questions and remember as many answers from the interview as they can. Play the recording again for them to check and complete their answers. They should focus on the key information to answer the questions rather than remembering everything that is said. Let them compare their answers in pairs. They can also refer to the audioscript at the back of their Student’s Book. Answers

Answers The fisherman ties a snare or puts a ring around the cormorant’s throat. This means that it can swallow small fish but not big fish. As a result, the fisherman is able to force the cormorant to cough up any big fish it has caught when it returns to the boat.

Background notes Cormorant fishing has taken place in China and Japan since the tenth century. It was once a very successful industry but today it is kept going by the tourist industry. There are about forty different types of cormorants, most of which are black cliff-dwelling birds that survive by diving for fish.

1  No, but it’s easier at night. 2  They are very fast. They can catch fish more quickly than me. 3  I put a ring around their neck to stop them swallowing the bigger fish. 4  No – they know that if they stay with me, they have an easy life. 5  All my life.

Extra activity Ask students to listen to the recording two or three times and to make more detailed notes on what the fisherman says. Divide the class into pairs to act out the dialogue between interviewer and fisherman. Students must improvise the fisherman’s responses from their notes.

2  [2.35]  Play the recording. Ask students to listen and check their predictions.

Vocabulary note

Audioscript 

raft = a type of simple boat made by tying logs together

i

[2.35]

= interviewer, f = fisherman

i:

Do you only go fishing at night?

f : No,

but it’s easier at night. I use this lamp. The fish can see this light. So the lamp attracts the fish and they come closer to my raft.

i:

How do the cormorants help?

f : Cormorants

are very fast. They can catch fish more quickly than me. When the fish are close, the cormorants catch them.

i:

4  Divide the class into groups to discuss the questions. Give students two minutes to think of a tradition to describe before talking to other group members. Extra activity You could make Exercise 4 an internet research task before or after the lesson. Ask students to find out about a dying tradition, research it and present it to the class. You could ask students to research the jobs in the lead-in.

Why don’t the birds eat the fish they catch?

f : When

we’re fishing, I put a ring around their neck. It’s not tight, but it’s tight enough to stop them swallowing the bigger fish. They can swallow the smaller ones. If there are lots of small fish, the birds have a lucky night. If there are big fish, I have a lucky night!

127

16053_li_tb_Unit12_127-136.indd 127

24/04/12 4:21 PM

Unit 12   Experts 12a Experts in the field Lead-in Test before you teach: should have and could have Write the following headline on the board: Experts Missing on Amazon Field Trip Ask students in pairs to discuss the following questions: What reasons for their disappearance can you think of? What precautions did they fail to take before and during the trip? After a couple of minutes, elicit ideas. Note whether the students use past modals to speculate, and, if so, note how accurately they use them.

Vocabulary notes A mammoth is a large, hairy, extinct elephant which once lived in large numbers in what is now northern Europe. Tusks are the two extremely long teeth of an elephant or mammoth. Mummies are preserved bodies, e.g. from Egyptian tombs, but the word can also refer to animal bodies. A mummified mammoth is one that has been preserved frozen in the earth.

5  [2.36]  Play the recording. Ask students to listen and check their predictions. Let them compare their answers in pairs before discussing as a class. Answers

Vocabulary field trips 1  Ask: What is a field trip? What sort of people go on field trips and why? Divide the class into pairs or small groups to read through the set of words and check their meanings in dictionaries, then discuss the question.

2  Ask students to think of and describe three more things

that are essential on a field trip.

Vocabulary notes A field trip is when students or researchers go out of the office, classroom or laboratory to investigate something e.g. an archaeological site. gear 5 general word to describe the clothes you wear and/ or equipment you carry on a field trip or expedition hammock 5 type of bed which is hung between two trees or other supports – typically used by sailors on old ships machete 5 thick bladed knife used for cutting down trees and plants in a forest tracker 5 a local expert who knows how to follow the tracks of animals and to find them The title ‘experts in the field’ is a play on words. It means both literally in a field (i.e. out of the office) and experts in a field or area of knowledge.

Listening 3  Ask students to guess what Emma and Beth might do from the photos. Then ask students to read the introductory texts and answer the questions. Answers 1  Emma is a wildlife researcher, and Beth is a biologist. 2  Emma goes to places with ‘tough conditions’ such as the African forest. Beth often goes to Siberia. 3   Suggested ideas: Africa – heat, insects, wild animals; Siberia – cold, wild animals

4  Divide the class into pairs. Ask students to look

through the words and explain the words to each other. They may need to check some of them in dictionaries. They then try to find connections between the words and guess what two stories they might be part of.

128

Emma’s story: eye-opener, trumpeting, steps, flattened Beth’s story: bones, tusks, mammoth, mummies, remote, deserted, eaten alive, bite, go mad

Audioscript 

[2.36]

emma :

The first real eye-opener I had of what life was like in the African forest was on my first-ever expedition. It was the first day and we ended up making camp early that evening. I was exhausted and I fell fast asleep straightaway. About four hours later, I was woken up by a lot of screaming and shouting and the words NJOKO, NJOKO! It was the local trackers shouting. Then I heard loud trumpeting and sounds of heavy steps. Basically, we’d put our tent in the middle of a giant elephant path. We couldn’t have picked a more inappropriate place! By the time I’d managed to get all my gear and get out of the tent, all of the trackers and all of the local guides had already disappeared into the night. When we came back, three of the tents were completely flattened. That was my first taste of where not to set up a camp in the forest.

beth :

A couple of summers ago we went to Siberia. We were looking for mammoth bones and tusks, and even hoping to find some mammoth mummies. We flew in on a small plane. It’s pretty remote and deserted. When you land and get out of the plane, you look around and there’s nothing there. And you set up your camp and there’s still nothing there. And you’re sitting there, relaxing, in total silence and there’s nothing … Then all of a sudden, you’re joined by ten million mosquitoes. I remember we made this kind of rice and fish dish for dinner, and we were sitting there, trying to enjoy this rice and fish meal … being eaten alive by mosquitoes. We had nets over our heads, but they were totally inadequate. The mosquitoes could still bite you. And you had to take the net off in order to eat. Every time you did that, hundreds of mosquitoes landed all over your face. They got in the food as well. It was just one part rice, one part fish and one part mosquito! You could go mad after just a few days of that!

6  [2.36]  Play the recording again. Ask students to listen and answer the questions. Let them compare their answers in pairs before discussing as a class.

Unit 12  Experts

16053_li_tb_Unit12_127-136.indd 128

24/04/12 4:21 PM

Unit 12   Experts Answers 1  2  3  4  5  6  7  8 

Answers

She was with local trackers and guides. a lot of screaming and shouting They had placed their camp on an elephant path. It was flattened. mammoth bones, tusks and mummies It was remote and deserted. There were millions of mosquitoes. They put mosquito nets over their heads.

7  Divide the class into pairs. Ask students to discuss

which person might have said what. In feedback, read the information in the Wordbuilding box. Refer students to page 99 of the Workbook for further information and practice.

1  2  3  4  5 

shouldn’t have eaten couldn’t have felt should have had should have taken could have died

11  [2.37]  Play the recording. Students listen and check their answers.

Audioscript 

[2.37]

1 I ate something I shouldn’t have eaten. 2 I couldn’t have felt any worse. 3 I should have had some medicine with me. 4 I should have taken it straightaway.

Answers 1  Emma  2  Beth  3  Beth  4  Emma  5  Beth  6  Emma

8  Ask students to discuss the question in pairs.

5 I could have died without it.

Pronunciation should have and could have

Extra activity

12a  [2.37]  Play the recording again. Students notice the way should and could link with the weakly stressed have.

Write the following camping catastrophes on the board and ask students to say which ones they have experienced, and what could or should have been done to avoid them:

12b  [2.37]  Play the recording again for students to listen and repeat.

The tent blows down in the night in the wind. It rains and water come in and makes everything wet. It’s impossible to put your new tent up. The ground is so hard you can’t sleep.

Grammar should have and could have 9  Ask students to look at the comments in Exercise 7 and match them to the meanings. Let them compare their answers in pairs. Tell them to notice the form used in the example sentences. Answers 1  c

2  c

3  d

4  a

5  a

6  b

10  Read through the examples in the grammar box with

the class. Refer students to page 170 of the Student’s Book for further information and practice.

Ask students to read the text briefly. Ask: What was the problem and what happened in the end? Ask students to complete the story with the correct forms. Let them check their answers in pairs before discussing as a class.

Grammar notes We use could (or might or may) 1 have 1 past participle to speculate about the past. We use it to say that a past event was possible but didn’t happen. We use should 1 have 1 past participle to express past regrets (I should have worked harder) or to criticise past actions (You should have worked harder).

Pronunciation notes In these sentences, the strong stress is on should or could with a secondary stress on the main verb. This means that the auxiliary verb have is very weak and reduced to /əv/ or even just /ə/. There is also linking between /d/ and the schwa sound: /ˈʃʊdəv/ or /ˈkʊdəv/. As a result, students often don’t hear have in these structures, and find it hard to reproduce the weak sound.

Speaking 13  Tell half the class they are amateurs and tell the

other half that they are experts. Give them all four or five minutes to prepare their role, following the instructions. Then ask the amateurs to find the experts and tell them about their problems. The experts must give advice, using could / should have done. In feedback, find out which problems were the most common.

Extra activity Extend the lead-in idea by writing the following headlines on the board and asking students what the story behind the headline might be, and what the people involved could or should have done: Climbers Found Without Food Or Proper Climbing Gear Holidaymakers Lost At Sea On Yacht Field Workers In Amazon Arrested By Brazilian Police Explorers Eaten By Lost Tribe

Homework Ask students to write up the news story suggested by one of the headlines in the extra activity above. Tell them to include could / should have sentences in the story.

12a  Experts in the field

16053_li_tb_Unit12_127-136.indd 129

129

24/04/12 4:21 PM

Unit 12   Experts 12b The man who ate his boots Lead-in Introducing the theme: the man who ate his boots Write the story title on the board: The Man Who Ate His Boots Ask students: What sort of story do you think it is? What do you think happens in the story? Why do you think he ate his boots? They should use could / should have to speculate.

Using words Write the following words on the board and ask students to say what connects them: expedition, route, tragedy, starvation, frostbite, sledges. Ask: What sort of story might include all these words? Where might it be set? What sort of ending will the story have?

Reading 1  Divide the class into pairs. Ask students to discuss the

questions. In feedback, build up a list of possible answers to questions 2 and 3 on the board.

As early as the fifteenth century, explorers searched for the Northwest Passage – a route from Europe through the seas round the north of America to reach Asia. At that time, Spain and Portugal controlled sea routes east towards Asia, so countries like Britain were desperate to find their own route west to the rich markets of that region. In 1845, a well-equipped two-ship expedition under the command of Royal Navy officer Sir John Franklin set out to find the passage. The expedition was confident of success but the ships disappeared. The first explorer to finally complete the journey through the Northwest Passage was the Norwegian, Roald Amundsen, on a three-year journey from 1903 to 1906. Robert Falcon Scott was a British polar explorer, most famous for his attempt to lead the first expedition to the South Pole. Amundsen’s expedition reached the pole before him, and Scott and his men died on the return journey. Sir William Edward Parry was an English rear-Admiral who attempted unsuccessful voyages to the Northwest Passage in the 1820s and to the North Pole in 1827.

4  Ask students in pairs to speculate about the book’s title.

SAMPLE answers

Extra activity

1  I t is cold, hostile, remote, inhospitable, and in winter it is dark. In summer, the days are very long but it is still very cold and covered in snow. 2  Challenges include travelling long distances across snow, keeping warm, finding their route without roads, carrying food, polar bears. 3  Traditionally, they lived in igloos, hunted seals and fish with harpoons, wore sealskins and snow shoes, and travelled long distances seeking food. Today, few follow this traditional lifestyle.

Ask students if they know any stories of explorers from their countries who were unsuccessful, tragic, brave or foolish. Ask: Where did they go to and why? What happened to them and why? What would you have done if you had been in their situation?

2  Ask students to read the text quickly and find answers to the questions. Let them check their answers in pairs before discussing as a class. answers 1  to find the Northwest Passage from the Atlantic to Asia 2  Most journeys ended in failure and tragedy. 3  brave and foolish

3  Ask students to read the review and decide if the sentences are true or false. Let them check their answers in pairs before discussing as a class. Ask them to underline parts of the text that provide the answer. answers 1  F

2  F

3  T

4  T

5  T

Vocabulary notes igloos 5 domed houses made of snow sealskin 5 the fur and hide of a seal

130

Background notes

Grammar third conditional 5  Divide the class into pairs. Ask them to look at the

sentences and say which verbs are used to form the third conditional. In feedback, elicit a few ideas from the class.

Answers 1  I f 1 had 1 past participle (past perfect form), would 1 have 1 past participle 2  would(n’t) 1 have 1 past participle, if 1 had(n’t) 1 past participle (past perfect form)

6  Divide the class into pairs to analyse the sentences and answer the questions. Answers 1  a No 2   a Yes

b No b Yes

7  Read through the examples in the grammar box with the students. Ask them to find further conditionals in the text. Refer students to page 172 of the Student’s Book for further information and practice. Answers British explorers could have avoided starvation, frostbite and even death if they had copied the survival techniques of the local Inuit people. If the explorers had worn sealskin and furs like the Inuit, they wouldn’t have suffered from … frostbite … Could is used in the first example to express possibility.

Unit 12  Experts

16053_li_tb_Unit12_127-136.indd 130

24/04/12 4:21 PM

Unit 12   Experts 8  Ask students to read through the sentences carefully

and check any new words. Then ask them to rewrite the sentences. Monitor and help with suggestions. Let students compare their answers in pairs before discussing as a class.

Answers 2  T  he men wouldn’t have been exhausted if dogs had pulled their sledges. 3  The sledges wouldn’t have been heavy if the men had only taken essential items. 4  The men wouldn’t have got scurvy if they had eaten Inuit food. 5  They wouldn’t have become ill if they had known their canned food was poisonous. 6  They wouldn’t have got stuck in the ice if they had asked local people. 7  The expeditions would have been successful if they had followed local customs.

9  Ask students to match the sentence halves. Let them compare their answers in pairs. Then ask the pairs to work together to write third conditional sentences. Tell the students that they can change the verbs used in the sentences as long as the meaning corresponds to the meaning of the originals. Answers 1  b  If we had planned everything better, the holiday wouldn’t have been a disaster. 2  c  We wouldn’t have got lost if we had known how to read the road signs. 3  e  We would have been able to ask for help if we had taken a phrase book. 4  d  If the local people hadn’t given us directions, we wouldn’t have found our way back to the main road. 5  a  If we had remembered to check the museum opening times, we wouldn’t have got there too late. 6  f  We could have got into the museum if we had dressed in appropriate clothes.

Extra activity Ask students to discuss the following statements which have all been made by people on websites. Ask them to decide which ones they agree or disagree with and why. I would have started a family in my twenties if I had known how much fun it was. If I’d realised how much travel could broaden the mind, I would have spent two or three years going round the world instead of going to university. I would have got a more exciting job if I had known that money would never be important to me.

Speaking 10  Give students a minute or two to think of a situation, then ask them to prepare answers to the questions. Monitor and help.

12c The legacy of the samurai Lead-in Introducing the theme: warriors Ask students to think of a famous warrior or group of warriors from their own country or region. Tell them to make notes to answer the following questions: What were they called? What weapons did they use? What famous battles were they involved in? What legendary stories are there about them? If you have a multicultural class, divide students into groups to tell each other about their warriors. If your class are from the same country, have a class discussion and build up a picture of what students know about warriors in their country.

Reading 1  Divide the class into pairs to discuss the questions. Then have a class discussion. Ask students to look at the photos on the page and see how much they can guess about the samurai from the photos. Answers need not be supplied at this stage, as Exercise 3 checks the students’ ideas.

2  In pairs, students discuss connections between the words. Sample answers Combat is a type of fighting; soldiers fight their enemies; opponents are enemies; a sword is a weapon; generals lead armies

3  Ask students to read the text and find the answers to the questions in Exercise 1. Answers 1  2  3  4 

They were the elite warrior class. Japan from the tenth century to the nineteenth century They were employed by wealthy landowners to fight, and went into battle on horseback. They also challenged opponents to ritualised combat, trained for hand-to-hand combat, socialised with artists, and practised calligraphy, flower arranging and the tea ceremony.

4  Ask students to read the text again and choose true or false. Let students compare their answers in pairs before discussing as a class. Ask them to point out which line of the text provides the answer to each of the questions. answers 1  T

2  F

3  T

4  F

5  T

11  Divide the class into pairs. Students take turns to

talk about their decisions and ask and answer questions. Monitor carefully and note both good uses and errors in the way students use the third conditional. 12c  The legacy of the samurai

16053_li_tb_Unit12_127-136.indd 131

131

24/04/12 4:21 PM

Unit 12   Experts 5  Ask students to find and underline the words in the text. Then ask them, in pairs, to discuss what the words mean. Monitor and prompt students to work out the meaning from the context. Ask students to replace the words in bold in the sentences with words from the box to show their understanding.

Answers 1  2  3  4 

appeal overcoming fierce battle-weary

5  6  7  8 

savage unarmed threat lone

Vocabulary notes elite class 5 a group of people in society who are (or feel) superior to other people a double identity 5 having two different identities – here, a warrior and a man of art a ritual 5 a formal ceremony that follows an established and repeated procedure go into decline 5 get worse or become less important blunt swords 5 swords which are not sharp – they can’t cut anything

Extra activity Ask students to write their own sentences to show the meaning of the words in Exercise 5 and in the Vocabulary notes above. Alternatively, ask them to write sentences about a warrior from their own country using the new words.

Background notes The decline of the samurai as the warrior class in Japan was hastened by the need to modernise the Japanese army and navy. In 1873, a western-style conscripted army was raised by the emperor and the samurai lost their right to be the only warriors, to wear the katana (their traditional robe) in public, and to execute anybody who showed them disrespect.

answers 1  I nsert after: Our message here is that if you try hard, at kendo or anything else, you will enjoy life. 2  Insert after: … the wealthy landowners might not have decided to employ private soldiers and the samurai might never have existed. 3  Insert after: … went to the theatre. 4  Insert after: The samurai have inspired hundreds of films, video games, comic books, and TV dramas.

Word focus go 7  Ask students to discuss the expressions with go in pairs and to choose the correct options. answers 1  a

2  b

3  b

4  b

8  Divide the class into pairs. Ask them to explain the expressions with go.

answers 1  didn’t work as expected 2  continue 3  rising / increasing

4  became silent 5  carry out 6  make an attempt / try

Vocabulary notes Go has many meanings. It can mean ‘move’ or ‘travel’ (go upstairs, go home, go ahead), ‘happen’ (go badly, go wrong), a change in condition (go rotten, go deaf), the passing of time (the hour went fast), etc. have a go 5 try; in games, your ‘go’ is your turn or your opportunity to play.

Extra activity Ask students in pairs to find two further expressions using go in their dictionaries. Tell them to present and explain the expressions to the class.

The Jedi are the soldiers in the Star Wars movies.

Speaking Critical thinking relevance 6  Ask students to read the sentences carefully and decide which could be included in the text. Let them compare their ideas with a partner, then work together to decide where in the text the sentence might be placed. In feedback, elicit ideas and ask what the sentence adds to the text and how relevant it is.

9  Ask students to work individually. Tell them to prepare notes to answer each of the points given. 10  When students are ready, divide them into small

groups of four or five to discuss their ideas. In feedback, ask one student from each group to summarise the discussion for the class, and to report back on whether the past or the future proved more popular.

Homework Ask students to write about one or two of the ideas they discussed about time travel for homework.

132

Unit 12  Experts

16053_li_tb_Unit12_127-136.indd 132

24/04/12 4:21 PM

Unit 12   Experts 12d I’m so sorry!

2 c : Oh, my goodness! What was that?

d: I



c : Oh,



d: I

Personal response



c : Are

Ask: When did you last say sorry? What did you say? How did you feel when you said it?



d : Don’t

Test before you teach



c : Yes,

Preview the language in this lesson by writing sorry on the board and eliciting as many different ways of saying sorry from the students as you can.



d : Look,



c: I



d : It

Lead-in

A possible list: I’m so sorry, I’m ever so sorry, excuse me, I do apologise, I beg your pardon, pardon me, apologies.

Real life making and accepting apologies 1  Ask students to look at the situations and decide

whether they would apologise or not. Divide the class into pairs. Ask students to discuss their ideas. In feedback, find out which students are from the most ‘apologetic’ cultures.

Background notes British people generally tend to apologise a lot because they value personal space (e.g. they will say sorry if somebody else bumps into them, even if it isn’t their fault), because they hate disturbing people (e.g. they will say sorry to a shop assistant who seems busy, even if they have a right to be served), and because they easily feel embarrassed (e.g. they will say sorry if they drop something and make a loud noise, even if nobody else seems concerned by it).

2  Ask students to read the expressions carefully and

predict what the conversations will be about. Students will check their ideas in Exercises 3 and 4.

3  [2.38]  Play the recording for students to check their answers to Exercise 2.

Audioscript 

[2.38]

1 a : Is everything OK with your food?

b : Yes,



a : Oh!

Oh dear!



b : I’m

really sorry you’ve gone to all this trouble.

yes, it’s lovely. But, erm, I should have told you that I don’t eat meat.



a : There’s



b : No,



a : It’s



b : No,



a : Are



b : Yes,



a : OK.

no need to apologise – it’s not a problem.

I should have said something earlier.

OK. I should have asked you if there was anything you couldn’t eat. It’s my fault. I’ll make you something else. please don’t. The vegetables are delicious and there’s plenty to eat. you sure?

dropped the tray of glasses! those nice glasses from Italy …

couldn’t help it – I slipped.

you OK? Let me help you up. You are clumsy, though. blame me – this floor is slippery.

but if you’d been more careful …

it was an accident! It could have happened to anyone. know, I know. It’s not your fault. Sorry I got upset.

is a shame about those glasses, though. We’ve only had them a little while!

3 e : I’m so sorry to keep you waiting. The bus didn’t come!



f:

Were you waiting for the number 46?



e:

Yes, it was supposed to come at half past five.



f:

 on’t worry about it – that service is terrible. It’s D always late.



e:

I tried to phone you, but I couldn’t get through.



f:

 h, I think my phone is switched off! Sorry about A that!



e:

Goodness, I’m almost an hour late!



f:

I t’s OK. It’s just one of those things – buses are unreliable! Anyway, you’re here now and that’s the main thing.

Extra activity You could ask students to categorise the expressions into the following groups. Making an apology: I’m really sorry you’ve gone to all this trouble; I’m so sorry to keep you waiting; Sorry about that! Accepting an apology: There’s no need to apologise – it’s not a problem; It’s not your fault. Sorry I got upset; Don’t worry about it – that service is terrible; It’s just one of those things – buses are unreliable! Accepting fault: It’s my fault. I’ll make you something else. Refusing to accept fault: I couldn’t help it – I slipped; Don’t blame me – this floor is slippery; Look, it was an accident! It could have happened to anyone.

4  [2.38]  Ask students to read the questions, then play the recording again for them to listen and write the answers. Answers 1  1  One of the speakers doesn’t eat meat.   2  One of the speakers broke a tray of good glasses.   3  One of the speakers is late because the bus was late. 2  1  b  2 a  3 c 3   1 The guest eats the vegetables and leaves the meat. 2  The person who didn’t break the glasses apologises. 3  The person who is late apologises.

really. I’m enjoying this. I’ll just leave the meat if that’s OK with you.

12d  I’m so sorry!

16053_li_tb_Unit12_127-136.indd 133

133

24/04/12 4:21 PM

Unit 12   Experts 5  Students discuss the question in pairs.

12e How to behave …

Answers The expressions in 1 are quite formal and less likely to be used with friends or family. The expressions in 2 are very informal and could sound rude. The expressions in 3 are quite neutral.

Pronunciation sentence stress 6a 

[2.39]  Play the recording of the expressions in the box. Students listen and notice the stress. Play the recording again. Students listen and repeat.

Audioscript and key 

[2.39]

I’m really sorry you’ve gone to all this trouble.

Lead-in Personal response Tell students to think of three things that guests in their house are expected to do. To get students started, ask: What should a guest bring? What should a guest wear? Should a guest remove his/her shoes? What should he/she talk about? Divide the class into small groups to discuss their ‘three things’.

Writing a website article 1  Divide the class into pairs. Ask students to discuss their

There’s no need to apologise – it’s not a problem.

experiences of English-speaking countries.

It’s my fault. I’ll make you something else.

2 and 3  In pairs, students discuss what advice they

I couldn’t help it – I slipped. Don’t blame me – this floor is slippery. Look, it was an accident! It could have happened to anyone. It’s not your fault. Sorry I got upset. I’m so sorry to keep you waiting. Don’t worry about it – that service is terrible. It’s just one of those things – buses are unreliable!

expect to find, then read the article to check their ideas.

Answers Take a small gift for your hosts. Show an interest in British and Irish culture. Take some photos from home so you can talk about the photos to your hosts. Don’t behave like a tourist – normal life is what you are there to experience! Be punctual, polite and sociable.

Pronunciation notes It is important for students to attempt the strong stress. The stronger the stress, the greater the apology.

6b  Give students two minutes to read the situations and think of what they could say in response.

Divide the class into pairs. Students take turns to practise reading out the sentences and responding appropriately. Monitor students’ use of stress.

7  Divide the class into pairs. Ask them to choose a

situation and prepare a dialogue. Tell them to practise their dialogues two or three times paying attention to strong stresses.

8  Ask some pairs to come out to the front of the class to act out their conversations.

4  Have a class discussion and find out what students think of the advice. Ask students with knowledge of English-speaking countries to say whether it confirms their own experiences.

Writing skill revising 5a  Ask students to read the checklist and note which things the writer has checked. Let them compare their answers in pairs before discussing as a class.

Answers All these things are fine, so they have been checked.

5b  Ask students to find them in the first line and say what it refers to.

Extra activity Before the lesson, write out ‘situations’ on different small cards. Write as many situations as there are students in your class (if you have a large class and run out of ideas, it is OK to duplicate some ideas), e.g.   You borrowed my watch and didn’t return it.   You forgot to meet me in town yesterday.   You stepped on my toe two minutes ago.

Answers them 5 families in Britain and Ireland

5c  Ask students to replace the highlighted words with the pronouns from the box. Let students check their answers in pairs before discussing as a class.

  You didn’t record the movie I asked you to record. etc. Hand out the cards so each student has one. Students stand up, walk round, and improvise conversations around each situation. Make sure students keep changing partners and have lots of conversations.

134

Unit 12  Experts

16053_li_tb_Unit12_127-136.indd 134

24/04/12 4:21 PM

Unit 12   Experts Answers these things 5 they in their home 5 there a gift from a guest 5 the same Your stay 5 It British and Irish 5 their the photos 5 them Taking the photos 5 This a tourist 5 one Normal life is 5 That’s

12f Shark vs. octopus Before you watch 1  Students work in groups. Ask them to look at the photo and caption and discuss the questions. Take feedback from the class.

2  Before watching the video, ask students to make predictions about the encounter.

While you watch Vocabulary notes English uses pronouns to avoid repeating nouns in a text. This includes subject pronouns (they, it), object pronouns (them), and possessive pronouns (their). One is used as a pronoun to replace a singular countable noun. This and that are used as demonstrative pronouns when referring to something that has just been mentioned. The same is a pronoun that means the identical thing. It can refer back to a whole clause or idea as well as an object, e.g. Take a small gift for your hosts. You’d expect the same. (The same = that guests bring a gift for their hosts).

6  Divide the class into small groups of four or five. Ask

students to brainstorm ideas under each of the headings. Monitor and help with ideas and vocabulary.

7  Ask students to work individually to choose their ideas and write their article. They can refer to the example article to help them organise their ideas. Note the use of the imperative in the article to give advice (Take … Don’t behave …), and will for future in expressions such as will expect you to … 8  Ask students to check their work using the checklist in

Exercise 5a.

Extra activity Once students have produced a first draft of their article, ask them to exchange it with their partner. It is the partner’s job to provide feedback and suggestions on the style, organisation and accuracy of the article. Students then revise their articles based on their partner’s feedback. Encourage them to suggest ways of incorporating more pronouns into the article.

9  When they have completed their final draft, students exchange their articles with their partners. You could choose to have the partners give a spoken or written response depending on how much time you have in the lesson.

3  Play the whole of the video for students to check their answers to Exercise 2. Answers The octopus kills the sharks.

4  Give students time to read the headings for the notes, then play the first part of the video (to 01.40) and ask them to make notes under the headings. Answers A  1  fish (sometimes octopus) 2  from two sharp spines on its fins 3  a fierce predator, travels in packs B  4 camouflage, releasing ink, fast movement 5  fish, prawns, crabs

5  Give students time to read the questions, then play the whole video for them to answer. Answers 1  2  3  4  5 

in a giant aquarium tank why sharks were dying The octopus was killing them. because they usually only eat small creatures arms and beak

6  Ask students to complete the summary with words from the box, then play the video again for them to check. Answers 1  2  3  4  5  6  7  8 

fierce predator tank bodies welfare creature kill responsible

Extra activity

After you watch

You could ask students to roleplay the response. So, for example, one student plays the person giving advice and the other student plays the person listening and responding to the advice with comments and questions.

7  Students work in pairs to roleplay an interview with an expert, according to the instructions. 8  Students work in groups to discuss the questions.

12f  Shark vs. octopus

16053_li_tb_Unit12_127-136.indd 135

135

24/04/12 4:21 PM

Unit 12   Experts Videoscript

UNIT 12 Review

00.00–00.13  Here’s a giant Pacific octopus in an equally giant aquarium tank. The giant Pacific octopus is from a group of animals known as octopods, meaning ‘eight legs or arms’.

Grammar

00.14–00.38  Now, there are also sharks in this tank as well. This is a spiny dogfish shark, known to be a fierce predator. Usually, dogfish sharks eat fish, but they have been known to attack and eat an occasional octopus. Could this octopus be in danger of being eaten? Well, don’t dismiss that idea yet. 00.39–00.55  The giant Pacific octopus is an extraordinary creature. It can camouflage itself from predators by transforming its skin colour to match its surroundings. And if that doesn’t work, it can release a dark ink at an attacker, and escape by forcing water out of its body, which enables it to move away quickly. 00.55–01.12  The spiny dogfish shark got its name from two sharp spines on its fins, which contain a mild poison. Dogfish sharks are known to travel in large schools, or packs, like dogs. 01.13–01.35  When bodies of sharks began appearing at the bottom of the tank, the aquarium staff became worried about the sharks’ welfare. The giant octopus usually dines on fish and small sea creatures like prawns and crabs, so no one expected the humble octopus to be responsible for the dead sharks. But they soon discovered what was happening. 01.39–01.58  Each of the octopus’s flexible arms contains two rows of suckers, used for catching prey. In its mouth is a beak which it uses to kill prey and tear it into pieces … including, it seems, fearless sharks. 02.02–02.14  The aquarium staff had learned something new about the giant Pacific octopus. They hadn’t expected it to be an expert shark-killer. 02.17–end  Well, it’s clear that we can pronounce the octopus the winner in this fight. There definitely was a dangerous animal in this aquarium tank. But the danger had eight legs – and powerful suckers.

1  Divide the class into pairs. Ask them to look at the photo and discuss the question.

2  Students read the article and check their ideas from Exercise 1, then complete the article. Answers It won the prize because of the patience and dedication of the photographer and the appearance of the snow leopard. 1  had been 4  wouldn’t have been able 2  wouldn’t have got 5  would have turned out 3  could have frozen 6  hadn’t gone

3  Students work in pairs to comment on the story using the words in brackets. Answers 1  I f his father hadn’t given him a camera, he might not have become a photographer. 2  He might not have found the snow leopard (because it’s very hard to find) 3  He should have moved up the mountain earlier. 4  If National Geographic hadn’t commissioned the assignment, Steve wouldn’t / mightn’t have got this photo / won the prize.

Vocabulary 4  Ask students to complete the words connected with expeditions. They then say which ones they have used. Answers 1  igloo, tent 2  backpack, suitcase 3  hammock, sleeping bag

4  guide, healer 5  canned food, dried food

5  Students discuss the questions in groups.

Real life 6  Students work in pairs to complete the exchanges with the expressions, then continue the conversations. Answers 1  2  3  4 

Don’t worry about it – Well, don’t blame me – No, it’s my fault. It’s not your fault.

Speaking 7  Students work in groups to decide on a list of what is appropriate and inappropriate behaviour. 8  Divide the class into groups of four. Ask each group to split into two pairs. Students read the situation and their roles, then roleplay the scenario.

136

Unit 12  Experts

16053_li_tb_Unit12_127-136.indd 136

24/04/12 4:21 PM

Grammar summary: answer key Unit 1 1

2

2

2 Do … want 3 is studying 4 don’t like 5 are changing

6 is wearing 7 Does … know 8 doesn’t come

2 How do … go 3 Do … dress 4 Are you 5 Who bought

6 Can … go 7 Why does … wear 8 How many … has … got



2

2 have sung, since 3 haven’t been, since 4 have written, for 5 haven’t seen, since 2 to listen 3 seeing 4 to visit 5 Acting 6 buying



2

6 has worked, for 7 Has … phoned, since 8 has toured, for

7 telling 8 to buy 9 being 10 to perform

2 was swimming, appeared 3 was jogging, lost 4 wasn’t raining, didn’t take 5 was, were sleeping 6 arrived, was shining 7 were surfing, saw 8 was, saw 2 swam, had seen 3 hadn’t arrived, woke 4 flooded, had melted 5 had broken, was 6 hadn’t reached, hit 7 sold, had sailed 8 became, had seen

Unit 4 1

1

2

Unit 3 1

2 I’ll 3 I won’t spend 4 is doing 5 I’ll have

6 I’ll 7 I’m going to buy 8 are you flying

Unit 5

Unit 2 1



2 We will possibly pay to drive on all roads. 3 It probably won’t 4 will certainly live. 5 will definitely make 6 Life expectancy for people in the West will possibly be 100 years. 7 will probably be 8 there definitely won’t



1 I haven’t seen 2 Have you been 3 I’ve just got back 4 were you 5 I spent

6 did you get to 7 I went 8 I’ve heard 9 I didn’t have 10 It was too far.

2 has raised, has been walking 3 have been coming, has increased 4 hasn’t been travelling, has seen 5 we have completed, have you been training

Unit 6 1

2

2 have to / must 3 cannot / can’t / are not allowed to 4 mustn’t 5 don’t have to 6 should 7 can / are allowed to 8 must 2 recommend, will buy 3 comes, will feel 4 will get, eat 5 won’t eat, lose 6 arrive, will do 7 won’t change, see 8 will do, start

Unit 7 1

2

2 a            6 b 3 c            7 a 4 b            8 c 5 c 2 didn’t use to have 3 Did … use to be 4 used to play (would often play) 5 did … use to work 6 didn’t use to go 7 used to tell (would tell) 8 used to eat (would eat)

137

16053_li_tb_Grammar summary AK_137-138.indd 137

24/04/12 4:22 PM

Unit 8

Unit 11

1

1



2

2 may / might / could be 3 can’t live / be living 4 may / might have 5 must recognise 6 can’t be 7 may / might not see 8 must be coming 2 may have 3 must have 4 might have 5 couldn’t have

6 might have 7 can’t have 8 could have

2

Unit 9 1

1 your 2 every 3 the 4 (correct)

5 all 6 an 7 (correct) 8 a

2

2 The Allied National Bank was bought by Sir Alfred Green last month. 3 Will a new factory be built in order to create new jobs? 4 Fair-trade crafts are being produced in this village now. 5 Were MP3 players being made by MusoTech & Co last year? 6 The project can’t be completed in less than two years. 7 Not so many TW computers will be bought next year. 8 J C Bookshops has been sold to Waterwells to raise money for the company.

2 Sarah asked if she could borrow my laptop next day. 3 Caroline told me to upload those reports onto the website. 4 Martin reminded me to take my mobile phone the ­following week. 5 Jack promised to connect me to the Internet the ­following / next morning. 6 Hannah invited me to go to stay with her the ­following weekend. 7 Adam admitted that he had been wrong the night before. 8 Martina asked where I was going on Saturday.

Unit 12 1

Unit 10



1

2

2 There’s the man who (that) flew round the world in a balloon. 3 That’s the cave where four explorers slept. 4 She’s the girl whose arm was operated on. 5 It’s the time of day when the patient helpline is busiest. 6 Here is the boat which (that) they crossed the Atlantic in. 7 This is the woman who (that) climbed Everest. 8 We saw the device which (that) treats headaches.

2

138

2 Anita said (that) she would read the news report the next day. 3 Joe said that he had visited the Amazon rain forest on his trip to South America the year before. 4 Adele asked if she could give me a donation for charity. 5 Nathan said he had just seen the documentary about endangered languages of the world. 6 Michelle said that she had been making improvements to the website the day before. 7 Simon asked if I had ever met anyone from Peru. 8 Manuela said they were meeting the local government representative the next day.



2 shouldn’t have told 3 could have got 4 should have come 5 should have asked 6 couldn’t have taken 2 would have found, hadn’t lost 3 Would … have planned, had known 4 had prepared, would have succeeded 5 would have been, had understood 6 would … have done, had attacked 7 wouldn’t have felt, had read 8 had wanted, would have welcomed

2 passed, would go 3 wouldn’t have, didn’t need 4 Would … live, had 5 liked, would go 6 Would … reverse, wanted 7 had, would … take 8 were (was), would rest

Grammar summary: answer key

16053_li_tb_Grammar summary AK_137-138.indd 138

24/04/12 4:22 PM

Photocopiable tests Unit 1  Test

4 She wears bright colours on no occasions. 

Grammar 1  Complete the interview using the present simple or

present continuous form of the verbs. I: What 1 P: Well, I 2

5 I wear brown shoes most of the time.  (10 points)

(you / do) in your job, Fred? (redecorate) old buildings.

I: And what 3 (you / work) on today? (repair) the roof of an old church P: We 4 in Whitby. It’s an interesting project.

5  Write the noun for each sentence. e.g. Marie really enjoys life.

happiness

1 Football is the best game ever!

p_____n

2 I am rich and important.

p___r

I: Is your business a family company? (not work) P: Well, yes, but my daughter 5 (train) to be an for me at all. She 6 ­accountant this year.

3 I wish I was attractive like Kate.

e__y

4 I feel deep sadness.

s____w

5 Andy wins every competition!

l___

6 The children are so happy!

j__

2  Circle the correct form to complete the sentences.

7 I’m so pleased my son won the race.

p____

8 My sister is very, very brave.

c______

(12 points)

1 I think / am thinking Jerry is feeling ill today. 2 Debbie looks / is looking fantastic in that red dress. 3 We love / are loving our old house. It’s a special place.

(8 points)

6  Write the words in the box in the correct list.

4 Andrew comes / is coming from Scotland.

anthropologist

athlete

biologist

colleague

5 I think / ’m thinking about going on holiday.

contestant

manager

mentor

opponent

parent

primatologist

researcher

teacher

6 We look / ’re looking for Carson Street. Do you know where it is? 7 Penny has / is having a shower. I’ll ask her to call you. 8 I want / am wanting a new bike!

, ,

1 scientists 2 people at work

workmate,

3  Write the questions from the prompts.

3 people you compete against

competitor,

1 Which colours / Harry / like / ? 

4 people who help and advise you

2 Who / live / in the green house / ? 

5 people in your family

sister,

6 people in sport

footballer,

(8 points)

3 When / you / can / wear a white dress / ?  4 How many pairs of shoes / William / have / ?  5 What sort of person / paint / his bedroom black / ?  (10 points)

Vocabulary 4  Rewrite the sentences. Replace the words in italics

with a word from the box in the correct place. always

never

often

this week

usually

1 I have coffee and toast for breakfast every day.  2 In winter, I wear my green hat about five times a week.  3 We’re working from home for a few days.  PHOTOCOPIABLE © National Geographic Learning

16053_li_tb_PhotoTest_139-156.indd 139

,

, ,

,

(12 points)

Functions 7  Complete the sentences with the correct word from the box. Then choose the best response. give / take introduce / hello

sell / sales see / meeting

1 Allow me to A How do you do.

pleasure / pleased

myself. I’m Fran Hill. B How are you?

you again. 2 Hello, Amy. It’s good to B Hello, how are you, Philip? A How do you do? to meet you, David. 3 It’s a A I’m very pleased to B Thank you for your meet you, too. pleasure. 4 I work in A Oh, are you? 5 Why don’t I A Thank you. Let’s stay in touch.

and marketing. B Oh, do you? you my card? B Thanks. How about your card? (10 points)

139

24/04/12 4:23 PM

Unit 1  Test

Unit 2  Test

Writing

Writing

8a  Complete the text with phrases that add information

8a  Circle the correct linking words to complete the text.

from the box. You can use the phrases more than once. also

in addition

too

Lane Language School We are a well-established language school in central London. We offer general English courses for all ages. 1   , we offer business and exam courses. Current courses At the moment, we are running a teacher training offering exam courses for course. We are 2 Intermediate and Advanced Students. We have a course . leading to a certificate in Business English, 3

A concert review The hip hop band Fun Lovin’ Criminals played live at my local club last week. 1 Even though / In spite of the high ticket prices, my friends and I decided to go and see them. 2 Although / Despite the band hasn’t had a big hit for a long time, they played some great new songs as well as their old classics. 3 In contrast / For that reason their set was an interesting mix of music we knew and music we hadn’t heard before. My friends and I were right at the front, 4 so / but we had a great view of the band. We could see everything. 5 Although, / However, it was very tiring to stand there all night because everybody was dancing! In my opinion, it was a fantastic show.

(5 points)

8b  Write a description of a music concert you have

Why come to our school? We have great facilities and wonderful teachers, 4 . 5 , our city centre location allows you to get the best out of England’s capital.

(5 points)

8b  Write a website profile describing your school. 

been to.      























(15 points)

 

Speaking

  (15 points)

Speaking 9  Talk about what you do at the weekend. Describe the

9  Talk about your favourite musician or singer. What do you know about their career? How long have you been interested in their music and why? Have you ever seen them live? When? Where? What do you remember about it?

(10 points)

household jobs and the leisure activities you do. Or

Imagine it is your first day in class. Introduce yourself and talk about your hobbies and interests.

(10 points)

140

Photocopiable tests

16053_li_tb_PhotoTest_139-156.indd 140

PHOTOCOPIABLE © National Geographic Learning

24/04/12 4:23 PM

Unit 2

Vocabulary

Grammar

4  Add words from the box to each list.

1  Complete the profile of Hugh Masekela with the present perfect form of the verbs. (be) famous in South Hugh Masekela 1 Africa since the 1950s. He is a brilliant jazz trumpeter and (play) with some of the world’s greatest he 2 musicians. A number of black South African musicians 3 (write) songs about injustices in South African society. Masekela is no exception. Throughout (speak) out against his career, his music 4 apartheid and slavery. However, Masekela 5 (not live) in South Africa all his life. He 6 (study) music in London and New York and he 7 (have) hits in Europe and the USA. Since his return to South Africa in the 1990s, a lot of African (work) with him on a number of musicians 8 albums. He’s in his seventies now – but 9 (he / slow) down? Well, no, not really is the answer. He 10 (release) new albums and he and his son 11 (work) together on a documentary. Hugh (not Masekela has a lot more to give. We 12 hear) the last of him.

(12 points)

2  Complete the sentences with for, since, already, just and yet. .

1 I haven’t listened to the latest album

bought the new album by Adele.

2 We’ve 3 We’ve been here still hasn’t started.

two hours but the band I was a teenager.

4 I’ve been a fan of jazz 5 Sally has

got a lot of his music.

6 Have you bought the tickets ised to buy them today.

? You promages.

7 Amy has been a guitarist 8 We’ve camped here

Thursday.

(8 points)

composer

director

choreographer

choir

play

opera

1 Dance:

ballet,

2 Film:

actor,

3 Theatre:

actor,

4 Music:

conductor,

5 Singing:

singer,

,

(6 points)

5  Match words 1–6 with a–f. 1 Very boring

a  terrible

2 Very exciting

b  unforgettable

3 Really bad

c  depressing

4 Very memorable

d  fascinating

5 Very sad

e  dull

6 Very interesting

f  thrilling

(12 points)

6  Read the descriptions of different types of music and circle the best adjective. 1 If a tune is a  cheerful

, you can’t stop singing it! b  catchy c  unusual

; it’s all about how hard life is. 2 Blues music can be a  melodic b  melancholy c  lively sound – it makes you smile. 3 The bossa nova is a a  cheerful b  moving c  melancholy way of singing. 4 Throat singing is a strange and a  catchy b  lively c  unusual .

5 Taiko drumming is exciting – performances are a  moving b  lively c  melancholy 6 Reggae has a regular beat – that’s why it’s so a  melodic b  rhythmic c  cheerful

. (12 points)

3  Complete the sentences with the correct form of the

verbs.

2 The Beatles seem as ever.

(be) as popular today (play) the drums.

3 I’m learning 4 I imagine difficult.

(learn) the trumpet must be (go) to the concert.

5 Penny wants 6 Stop homework!

(play) that music and do your

7 We hope 8 It’s never too late instrument. 9 Jenny is good at 10 Could you remember programme for me?

(get) tickets for the concert. (learn) a musical

7  Circle the correct words to complete the phrases. Then put phrases a to e in the correct order to complete the conversation. Do you feel like going to the cinema? a A new horror film. It appeals / looks pretty good. b Yes, why not? Now, that sort of film calls / sounds really interesting! c Oh, I’m not in the mood / keen for anything scary. d OK. Nothing scary. Well, do you like / fancy seeing this new romantic film? e Yes, sure / certain. What’s on?

(sing). (record) the music

PHOTOCOPIABLE © National Geographic Learning

16053_li_tb_PhotoTest_139-156.indd 141

Functions

(listen) to reggae music.

1 I adore



1

  2

  3

  4

  5 (10 points)

(10 points)

Photocopiable tests

141

24/04/12 4:23 PM

Unit 3  Test

5  Match two words from the box to each description.

Grammar 1  Complete the text with the past simple or past

continuous form of the verbs.

(stay) at a campsite near St Lucia I1 (visit) the St Lucia Wetlands when I 2 (take) a Park for the first time. We 3 (see) at least boat along the estuary and 4 fifty crocodiles and hippos in the water. The boat 5 (return) to port when I suddenly 6 (look) up and 7 (spot) a huge (stare) at me! hippo in the water. He 8 (drop) the book I 10 (read). I I9 have never been so frightened in my life!

(10 points)

2  Write sentences with the past simple and past continuous. Use because, when, while and so. 1 I / nearly drown / I / swim in very deep water /

______________________________________________

2 We / see a whale / we / sail in the Mediterranean /

______________________________________________

3 I / not know how to dive / I / stay on the boat /

______________________________________________

4 I / swim with sharks / one of them / attack me /

______________________________________________ (8 points)

3  Complete the text with the past simple or past perfect

form of the verbs.

(decide) to Yesterday, my friends and I go swimming in the small lake near our house. When we 2 (get) there, I 3 (not go) into (leave) my swimming the water because I 4 (be) freezing costume at home. The water 5 (jump) in. But when but all my friends 6 (get) out they 8 (realise) they 7 (forget) to bring any towels. that they 9 (start) to rain. Then, unbelievably, it 10 (not bring) any raincoats, of course. We 11 (run) home, shaking with cold! We all 12 1

(12 points)

Vocabulary 1 Which one is the largest? a  sea b  lake

c  ocean

2 Which one is not man-made? a  stream b  marina

c  reservoir

3 Which one has the fastest-flowing water? a  pool b  stream c  waterfall 4 Which one has salt water? a  lake b  pool

c  sea

5 Which one is the longest? a  river b  stream

c  marina

6 Which one is the deepest? a  ocean b  lake

c  reservoir

fishing

jet-skiing

kayaking

rowing

sailing

snorkelling

swimming

water-skiing

windsurfing

1 ‘We put on flippers and masks and jumped off the side of the boat. We saw some amazing tropical fish.’ 2 ‘I love adventure sports – but on the sea – not in it! I love travelling fast across the water.’ 3 ‘I’ve always loved the sea and the wind. It’s wonderful to feel that the wind is under your control.’ 4 ‘I spend weekends with oars or paddles in my hands racing up and down the river near my home.’ 5 ‘I like to sit by the lake waiting to catch a fish or to jump in and go across the lake.’ (10 points)

6  Replace the verbs in italics with an expression with get.

1 We reached the harbour at sunset. 2 Jamie entered the swimming pool. 3 The sea was dangerous but Steve escaped. 4 Out at sea, the weather improved.

(8 points)

7  Complete the texts with words from Exercises 4 and 5. 1 I explored an old shipwreck last week when I went . I put on my wetsuit and jumped into . I wanted to go ten metres down. the 2 It was race day and there were hundreds of people . I have always on the banks of the wide and my seven crew mates and loved I had spent months training for this race. in a shallow, fast-flowing 3 I often go in the mountains. It isn’t easy to catch anything but I enjoy the peace and quiet.

(6 points)

Functions 8  Complete the story with the expressions in the box.

4  Circle the correct answer.

diving

a immediately b all of a sudden c the next thing was d a couple of years ago e while I was doing f then

g after a couple of hours h after a few days i did I ever tell you about j I’ll never forget that experience

the day I caught a fish that was a metre long? , I was on holiday in Mexico. 3 I decided to on the boat fishing, something go on a fishing trip. 4 ,6 , it started pulling on the fishing line. 5 7 , I pulled hard. almost pulled me out of the boat! we could see the fish on the surface of Well, 8 the ocean. I was really excited and started to pull it in. 9 that, everybody else stopped fishing to help. . Eventually, the huge fish was on the boat. 10 1 2

(6 points)

(10 points)

142

Photocopiable tests

16053_li_tb_PhotoTest_139-156.indd 142

PHOTOCOPIABLE © National Geographic Learning

24/04/12 4:23 PM

Unit 3  Test

Unit 4  Test

Writing

Writing

9a  Match the verbs 1–5 to the more interesting verbs a–e.

8a  Read the job application letter and underline ten

1 look

a  grab

2 take

b  scramble up

3 rain

c  stare

4 walk

d  pour down

5 climb

e  wander

pieces of language that are too informal for the letter. Hi Liz Just a note to say I spotted the ad in the Daily News for the post of leisure centre administrator. I have recently graduated in sports administration from Norwich University and I’ve already done bits and pieces of work in administration at the university sports centre.

(5 points)

9b  Complete the story with the verbs a–e in 9a in the

My friends all say that I’m reliable, punctual and well-organised. While I was working at the university sports centre I did lots of stuff like dealing with customer complaints and ordering new equipment.

correct form.

A picnic at Beacon Hill It was a beautiful day, so we decided to head off to Beacon some food from the fridge so that Hill. We 1 we could have a picnic later then we drove to the foot of the hill. We got out of the car and slowly 2 up through the forest until we got near the top. We 3 out across the valleys and villages below. the last It was a beautiful view. Then we 4 bit of the hill to the top. Just then, a big, black cloud came . We got absolutely soaked! across and it 5

I’m free to chat at your convenience and available to start work immediately. No probs if you want me to relocate. I’ve put in my CV, which details my qualifications and experience. Can’t wait to hear from you. Bye now Rose Tyler

(5 points)

9c  Write a description of a day out you remember. 

(10 points)

8b  Rewrite the job application letter using the phrases



below in place of the informal language you underlined.



1 I consider myself to be … 2 I look forward to hearing from you. 3 I enclose … 4 I am writing in reply to your advertisement … 5 Yours sincerely, 6 Dear Ms Hughes 7 I have experience … 8 I was responsible for … 9 I am available for interview … 10 I am willing to … 

        (10 points)

Speaking



10  Talk about a sea, lake or river that is important to



you. What is it like? What can you do there? Why is it important to you?

(10 points)

        (10 points)

Speaking 9  Talk about your dream job. What job would you most like to do? What job are you going to try to get when you have completed your studies? Why do you want this job?

(10 points)

PHOTOCOPIABLE © National Geographic Learning

16053_li_tb_PhotoTest_139-156.indd 143

Photocopiable tests

143

24/04/12 4:23 PM

Unit 4 Test

Vocabulary

Grammar

4a  Complete the descriptions with the jobs in the box.

1  Read Tom’s blog for next year. Then write sentences from the prompts using will, won’t or might(n’t). School’s finished! Hurrah! My plans for next year? Studies? – definitely not!! Travel? – definitely! Australia? – probably. South Africa? – maybe. New bike – maybe. Rock concerts? – definitely! Try new extreme sports? – maybe!

1 Tom / study  2 He / travel  3 He / travel to South Africa  4 He / get a new bike  5 He / go to rock rock concerts  6 He / try new extreme sports 

(10 points)

3  Read the questions and write the responses. Use will, going to or the present continuous. 1 Has she got any plans for tonight? (meet / her sister) She  2 Would you like tea or coffee? (have / mineral water) Er… I  3 Which job have you decided to do? (be / a teacher) I  4 Do you know where the Sales office is? (show / you) Yes, I  5 What are your plans for today? (drive / to the beach) We  6 Have you already decided which scarf to buy? (buy / the green one) Yes, I  7 Do they have an appointment? (see / the doctor / at 11) Yes, they  8 Where are you? I’m waiting! (be there / in a minute) We  (8 points)

16053_li_tb_PhotoTest_139-156.indd 144

rock star

scientist

vet

1 A(n) usually works from 9 to 5 in an office. The work involves numbers and money. sometimes works with cows and 2 A(n) sheep on farms in the countryside. involves staying in hotels and 3 Being a(n) performing in front of adoring fans. can invent new things or make life 4 A(n) changing discoveries. investigates crimes – he or she 5 A(n) must be honest and reliable.

4b  Match the jobs in Exercise 4a to the adjectives. (12 points)

I have an appointment with a careers advisor. 1 I’m meeting / I’ll meet her at 10 o’clock tomorrow morning. I have prepared lots of questions to ask. 2 I’ll ask / I’m going to ask her how I can get a job with the media and 3 I’m going to enquire / I’m enquiring about the qualifications required. Perhaps 4 I’ll have / I’m having to do some sort of journalism course. Anyway, I think 5 I’ll be / I’m going to be good at presenting programmes on TV. My school has also organised a talk by a journalist. He 6 is giving / will give a presentation this evening. I don’t know whether 7 I’ll go / I’m going to go or not. 8 I’m deciding / I’ll decide later. One thing is certain – I have decided that 9 I’m not going to stay / I won’t stay late at the talk, because 10 I’m being / I’m going to be up early tomorrow, preparing for my meeting.

Photocopiable tests

police officer

(10 points)

2  Choose the best option to complete the sentences.

144

accountant

1 responsible 2 routine 3 rewarding



4  dirty 5  glamorous (5 points)

5  Complete the text with the words job(s) or work(s). I have a great 1 .I2 for an IT company. 3 long hours, but I’m off 4 every I at 8 in the morning. weekend. I usually start 5 first, then I respond to calls. If I do a few little 6 , they contact me. somebody’s computer doesn’t 7

(7 points)

6  Complete the sentences with the correct form of the verbs in the box. apply   do   drop   go   get   leave   resit   stay

1 Currently, I an IT training course. good results in his exams. 2 Jamie on at school for a year. 3 Jo wants to to university next year. 4 I’d like to out of college last year because his 5 Andy exam results were very bad. it. 6 I failed the exam, so I’ll have to for a place at Oxford University. 7 I’ve school last June. Now that she isn’t at 8 Jill school anymore, she’s decided to travel.

(8 points)

Functions 7  Write the requests.

1 if / use / all right / Is / phone / it / your / I / ? ? Is 2 my / you / form / check / application / Could / ? ? Could 3 mind / referee / being / you / my / Would / ? ? Would 4 OK / Would / be / them / call / back / it / to / ? ? Would 5 help / now / you / Will / be / to / me / able / ? ? Will (10 points)

PHOTOCOPIABLE © National Geographic Learning

24/04/12 4:23 PM

Unit 5  Test Grammar 1  Complete the profile of David Attenborough with the present perfect or past simple form of the verbs. In his long career, David Attenborough 1 (make) hundreds of wildlife TV programmes. In 1979, he 2 (present) the BBC wildlife series Life on Earth, which was successful all over the world. Since then, (produce) nine further TV series the BBC 3 about life on our planet. Attenborough 4 (start) work at the BBC in 1952. At first, he 5 (become) (work) on a quiz show, but he soon 6 interested in making wildlife documentaries. Since then, (not look) back. In his career, he 8 he 7 (travel) all over the world, he 9 (campaign) (write) a lot of books, and he 10 on a number of conservationist issues. He 11 (win) numerous prestigious awards in his career, and in (become) Sir David Attenborough. 1985 he 12

(12 points)

2  Match the sentence halves to the time expressions. 1 a I haven’t been to India b We travelled to Africa

1 a year ago. 2 since 2007.

2 a Susie went on safari b Jack has hiked in Sri Lanka

1 this year. 2 in 2001.

3 a Wendy has flown in a plane twice 1 so far. b Henry drove a tank once 2 last summer. 4 a Ian hasn’t climbed a mountain b David didn’t go to Australia

1 before he died. 2 in his life.

1 yesterday 5 a I haven’t been into the village      lunchtime. 2 yet. b We went into the village

(10 points)

3  Complete the safari blog. Use the present perfect simple or the present perfect continuous where possible. (have) a fabulous day but I’m tired now. I (follow) the tracks of hyenas and lions We 2 (spot) hyenas twice across the valley. We 3 (not see) any lions, unfortunately. I but we 4 (watch) us! They certainly 6 think the lions 5 (not make) a kill yet. We know that because (keep) an eye on the herds of gazelle we 7 (disappear). and none of them 8 1

(8 points)

9 polluted

green

eco-friendly

10 sandals

luggage

baggage

(10 points)

5  Match the adjectives in the box to the descriptions. crowded

exotic

relaxing

tropical

unspoilt

vibrant

remote

safe

1 ‘There are hundreds of people in the market.’ 2 ‘It’s hot and humid here and there’s a thick forest.’ 3 ‘This beach is very natural with no people or buildings.’ 4 ‘I’m in a small village far away from civilisation.’ 5 ‘I love this city. It’s so exciting and lively.’ 6 ‘There is no crime or any sort of danger here.’ 7 ‘It’s calm, quiet and stress-free here.’ 8 ‘It’s amazing here; it’s very different to Europe!’

(8 points)

6  Complete the sentences with words from the box. Use each word once. allowances

card

checks

control

delays

disease

documents

hire

poisoning

room

sickness

timetables

1 I ate something bad and got food

.

2 They found drugs in his suitcase during customs . 3 We arrived in New York ten hours late because of . flight 4 At check-in, you should show your passport and . travel 5 You can only take two bags in order to comply with . baggage 6 You can’t travel if you have an infectious

.

7 At check-in, airlines give you a boarding

.

8 Officials look at your passport at passport

.

9 Pick up the car you’ve rented at car

.

10 Some people feel ill when travelling. They get travel . 11 For the night you arrive, book a hotel 12 If travelling by rail, check the train

Vocabulary

Functions

4  Circle the odd word out.

. .

(12 points)

1 beach

resort

street

7  Circle the correct option. Then put the parts of the conversation in order (1–6).

2 waste

impact

rubbish

a I wonder / wish if you could help us?

3 village

setting

surroundings

b Of course. Is anything badly / wrong?

4 peaceful

relaxing

vibrant

c Oh, since we boarded the plane.

5 spoil

pollute

clean

d Don’t worry, I’ll arrange / organise for a doctor.

6 exotic

busy

crowded

e Yes. I’m afraid / apologise my friend isn’t feeling very well.

7 living spaces

population

habitats

f How long / far has he been ill?

8 checks

control

diseases

1   a    2

  3

  4

  5

  6 (10 points)

PHOTOCOPIABLE © National Geographic Learning

16053_li_tb_PhotoTest_139-156.indd 145

Photocopiable tests

145

24/04/12 4:23 PM

Unit 5  Test

Unit 6  Test

Writing

Writing

8a  Cross out five parts of the postcard below to make it

8a  Complete the formal letter of complaint with these

more like an informal postcard.

phrases.

Hi Dan We eventually reached Boston after an exceptionally long flight. I’m a little disappointed by the cloudy weather but I am really enjoying the sites. I have been to the city centre and to Harvard (brilliant!). We’ve also been whalewatching and we’ve had dinner in the Italian quarter.

leads to

means

result in

so

therefore

Dear Sir or Madam I am writing to complain about the poor kitchen facilities at the language school.

8b  Write a postcard from a place you know well. Write

In my opinion, there should be a kettle in the kitchen 1 all the students can make their own tea. At the moment, students boil water in a pan which 2 that there is a danger of boiling water going on to the cooker. Moreover, there is only one small a queue of students waiting pan. This often 3 to make tea.



The morning tea break only last twenty minutes. , it is important that you place a kettle in a happier the kitchen. A new kettle will 5 group of students.



I look forward to your response



Yours faithfully



Jack Pratt

See you soon Love Louise x PS Check out the photos

(5 points)

about the flight, the weather, where you have been, and what you have been doing. 



4

(5 points)

8b  Your language school is going to close the library



or computer room because of a lack of funding. Write a formal letter to complain. 

  



 (15 points)

Speaking 9  Talk about the two most interesting places you have

ever visited.

(10 points)

         (15 points)

Speaking 9  Talk about your diet. What do you usually eat on a typical day? What should you eat and drink?

(10 points)

146

Photocopiable tests

16053_li_tb_PhotoTest_139-156.indd 146

PHOTOCOPIABLE © National Geographic Learning

24/04/12 4:23 PM

Unit 6 Test

Vocabulary

Grammar

4  Complete the advice with a nouns a–e.

1  Read the rules and choose the correct option.

1 Avoid

1 You have to / should wear sports shoes in the sports hall. This is a strict rule. You are not allowed to / don’t have to wear any other sort of shoes.

3 Learn

2 You can’t / shouldn’t eat crisps and chocolate in the hall and, obviously, you don’t have to / mustn’t leave any ­litter. Both of these things are against our rules. 3 You should / have to sign up for our fitness classes early as they sometimes fill up. However, you must / are ­allowed to use the gym at any time. It is always open. 4 Visitors can’t / don’t have to use the gym. It is for ­members only. However, they are allowed to / have to go into the restaurant, which is open to the public. 5 Members can / must sign out when they leave the club. It’s the rule. They shouldn’t / don’t have to leave their bags in the club overnight.

(10 points)

2  Write sentences in the first conditional. 1 You / feel better / if you / eat healthily 



a an outdoor activity

2 Change

b relaxation techniques



c computer and TV time

4 Reduce



d bad habits

5 Take up



e junk food

(10 points)

5  Complete the advice with up, out, down and on. 1 You should cut

fatty foods completely.

2 You should take

a new sport.

3 You should cut you drink.

the amount of coffee eating sweets.

4 You should give

(8 points)

6  Complete the sentences with these words. clock

closes

cycle

disease

hours

jobs

light

pressure

schedules

shopping

table

tip

1 Our shop is open all

.

2 Find out when you’re working by looking at the . ­daylight work

2 If you / not eat vegetables / you / get ill  3 If I / give up drinking coffee / I / sleep better 

3 We can work through the night thanks to electric . 4 More and more people these days work 9 to 5 in . ­indoor

4 Peter / not eat junk food / if you / not give him any 

5 Eating a very rich diet can lead to heart

5 If we / drink more water / it / be good for us 

6 It’s good advice to keep to a natural sleep .

(10 points)

3  Choose the correct option to complete the sentences. 1 We’ll go for a picnic unless … a  it rains. b  it will rain.

b  you’ll eat your meal.

5 Katy’s vegetarian. She won’t eat anything … a  if it has meat in it. b  unless it has meat in it. 6 I’ll come and help as soon as … a  I finish my cake. b I’ll finish my cake. 7 When I see Peter … a  I tell him about the barbecue b  I’ll tell him about the barbecue

.

(12 points)

Functions 7  Who says each sentence? Write W for waiter or C for customer. Then put the parts of the conversation in order (1–5).

c I think so. What does the seafood dish taste like?

9 I’ll keep tasting the soup until … a  it tastes OK b  it’ll taste OK

16053_li_tb_PhotoTest_139-156.indd 147

12 In restaurants, don’t forget to leave a

b And I’ll have the same.

a  if it has no nuts in it.  b  unless it has no nuts in it.

PHOTOCOPIABLE © National Geographic Learning

.

11 Our local shop is open 24 hours – it never .

a Well, it tastes salty and a little bit spicy.

8 Dan is allergic to nuts. He won’t eat it …

10 As soon as I finish dinner … a  I call you b  I’ll call you

.

8 Drinking too much coffee can lead to high blood .

10 Supermarkets now offer late night

4 We’ll have a snack before … a  we go out. b  we’ll go out.



7 Lots of office employees are living by the

9 Always make a reservation in advance – book a .

2 If you cook lunch … a  I wash up. b  I’ll wash up. 3 I’ll wait until … a  you’ve eaten your meal.

.

d Sounds great. I’ll try the seafood dish, please. e Are you ready to order? 1 

  2 

  3 

  4 

  5  (10 points)

(10 points)

Photocopiable tests

147

24/04/12 4:23 PM

Unit 7  Test

Vocabulary

Grammar

4  Match the words to the descriptions.

1  Complete the text with the comparative or superlative form of the words. (lovely) house I love my new house. It’s 1 (big) than the I’ve ever lived in. It’s much 2 (good) flat I used to have, and it’s in a 3 (good) thing location. Actually, that’s the 4 (historical) part of the city, about it. It’s in 5 (close) to the shops. The and I’ll be much 6 (nice) and 8 living room is 7 (comfortable) than any other living room I’ve had, and (small) than the although my bedroom is 9 (cosy). one in the flat, that just means it’s 10

6 A room at the top of the house. 8 A walkway that goes round a house. 9 A row of houses under one roof.

.

Emma’s city Manchester

5  Match the words to the definitions. b  in bad condition

.

2 skyscraper a  a very high building

b  a very low buildings

.

3 public transport a  cars and bikes

b  buses and trams

.

4 built-up a  very few buildings

b  lots of buildings

.

5 neighbourhoods a residential areas

b financial districts

6 atmosphere a  the look of a place

b  the feeling of a place

4 Life in a village is relaxing. Life in a city isn’t. (more) Life in a village

5 Cape Town is exciting and so is ­Sydney. (as / as) (10 points)

3  Rewrite the sentences with used to or would. If this is

not possible, write –.

(12 points)

6  Complete the text with words from Exercises 4 and 5.

1 I lived in a small town when I was a child.  2 I got up very early every morning.  3 My sister and I were really happy in those days.  4 We played games all day long.  5 Once we got into an orchard and stole some apples.  6 The town wasn’t as large as it is now. 

I live on the sixtieth floor of a New York 1 . , and I have I can go outside on to the 2 amazing views of the city. The area around my building – – is not in good condition – it’s a the local 3 , but the area has a fantastic bit 4 5 and people are very friendly. Of course, – there are so many New York is very 6 buildings close together. And in the winter, it’s very cold. Fortunately, I have 7 __________ on the windows and 8 __________ to keep me warm.

(8 points)

Functions 7  Complete the sentences with the verbs.

7 Everyone in the town talked to each other. 

1 Where would you prefer (live)? (live) on the coast. I’d rather

8 I knew everybody in the town. 

2 Do you prefer renting to Oh, yes. I prefer 3 Would you prefer I’d rather

9 We went for long walks in the countryside.  10 In 1990, they built a motorway and the place changed.  (10 points)

Photocopiable tests

16053_li_tb_PhotoTest_139-156.indd 148

(10 points)

1 run-down a  in good condition

3 Leeds is quite big. Manchester is very big. (than)

148

7 The rooms below ground level.

10 A place outside a flat where you can sit.

London

Cape Town’s attractions

veranda

5 The place you put wood to make a fire.

2 Emma’s city is beautiful but my city is very, very ­beautiful. (less)



terrace

4 It stops cold air coming in.

1 New York and London are both ­famous. (as / as)



garage

3 It makes the house warm.

brackets.



fireplace garden

2 Where the trees and flowers grow.

2  Write comparative sentences with the words in



balcony basement central heating double glazing

1 Where you put your car.

(10 points)



attic

(buy)? (rent).

(live) in a flat or a house? (have) a flat.

4 What would you rather (drink)? (have) a cup of tea if that’s OK. I’d prefer 5 Would you rather No, I’d prefer 

(stay) here? (move). (10 points)

PHOTOCOPIABLE © National Geographic Learning

24/04/12 4:23 PM

Unit 7  Test

Unit 8  Test

Writing

Writing

8a  Replace the phrases in italics in the text with as or

8a  Complete the news story with these adverbs.

like.

Chipping Norton is a small town but living there is similar to living in a much bigger town 2 because it has the sort of shops, cafes and restaurants you’d expect in a city. The town has restaurants which serve food from countries 3 such as India, China, Japan and Thailand. 4 Being a welltravelled person, I appreciate having such a wide choice. It’s also a pretty town. In fact, it’s perfect 5 in the way of a place to stay while you are visiting Britain.

coincidentally immediately hopefully incredibly apparently

1

1 

  2 

  3 

  4 

  5 

(5 points)

8b  Write a description of a town you know well. Use as and like in your description.    

, this is a very important discovery and includes some coins that have never been seen before. 4 , the museum will be able to study the objects to find out more about how people lived in the , another find was made in a 9th century. 5 nearby village last month, but it was much less important than Gary’s. 3

(5 points)



8b  Write a good news or bad news story. Use



appropriate adverbs. 

 











 (15 points)

Speaking 9  Talk about your home town. What is it like? What do

people do there?

For years, shop assistant Gary Taylor has been searching fields near his home for interesting metal objects, using his metal detector. Last week, his detector showed that there were some metal objects in the ground and Gary , after he had dug down only started to dig. 1 a few centimetres he uncovered a pot of silver coins and took jewellery. He couldn’t believe it! He 2 the find to a local museum who were very excited.

(10 points)

      (15 points)

Speaking 9  Talk about a time when you have been very lucky or very unlucky.

(10 points)

PHOTOCOPIABLE © National Geographic Learning

16053_li_tb_PhotoTest_139-156.indd 149

Photocopiable tests

149

24/04/12 4:23 PM

Unit 8  Test

5  Complete the sentences with these words.

Grammar

like

1  Replace the phrases in italics in the text, using must, can’t, might, may or could. Use each modal verb at least once.

at

though

1 She looks as

closely

as

she’s tired.

2 It looks

How do spiders know how to make their webs? It is certain one of the world’s great mysteries. to be 1 Spiders never meet their parents so they definitely don’t learn 2 how to make webs from them. It is certain to instinct that tells them what to do. Spiders be 3 how large to make their webs possibly know 4 by using the size of their own bodies. Interestingly, they often the protein eat their webs. They perhaps need 5 them because in the webs, or they possibly eat 6 they are not happy with them.

a creature from outer space.

3 Wow! Look

that beautiful butterfly!

4 Could you look at this photo and see if you know where it was taken? . Have you been rude to her?

5 Sally looks 6 Penny looks wasn’t here.

though she wishes she (6 points)

6a  Match the words (1–7) to the definitions in (a–g). 1 prehistoric

a something you believe to be true

2 sacred

b the organisation of people

the second sentence from the prompts.

3 ancient

c before recorded history

1 A crop circle appeared last night. Natural forces (must / create) it.

4 society

d a hundred years

5 tradition

e very old

6 belief

f religious

7 century

g something people in your country have done for a long time

(12 points)

2  Read the sentences about crop circles and complete

2 Natural forces? I’m not sure but I think aliens from (might / make) it. outer space 3 That’s ridiculous. They

(can’t / make) it!!

(7 points)

4 But there are lots of theories. The movement of the (may / cause) it. stars

6b  Complete the sentences with words from 6a.

5 Animals wandering through the tall grasses (could / be) the reason.

1 My grandfather was born in the nineteenth .

6 Mmm. I know exactly how they were made. They (must / be made) by students for a joke.

2 Many of the drawings in animals.

cave art are of

3  Choose the correct modal to complete the sentences.

3 Pyramids were probably where priests performed rituals.

sites in the past

1 Brian must / might have got home by now. He left an hour ago and it usually only takes twenty minutes.

4 A Christmas the living room.

2 Susie might not / can’t be playing her guitar on stage. I saw her a minute ago and she has a broken arm.

5 Julius Caesar lived in thousand years ago.

3 Amy mustn’t / can’t be hungry. She had a very big lunch about half an hour ago.

6 Modern freedom of speech.

4 I’m sorry but I may / must have lost your glasses. I’m not sure though – I’m still looking for them.

that a warrior who 7 There was an ancient died in battle would go straight to paradise.

5 Dan might not / could not come to the party tonight. He’s a bit ill and will decide what to do later.

Functions

6 I have no idea where William is. He could / must have got off at the wrong bus stop – but that’s just a guess.

7  Choose the correct option in a–e. Then match the reactions (a–e) to the news (1–5).

(12 points)

(6 points)

ants

beetles

butterflies

flies

nitrogen

oxygen

predators

species

spikes

stems

2 Gases:   3 Parts of plants: 4 Groups of animals:

Photocopiable tests

16053_li_tb_PhotoTest_139-156.indd 150

 

Rome over two is based on equality and

a Are you serious / reasonable? I have to take my exams! b They must have made / done a mistake. He wouldn’t do that!

4  Complete the lists with these words.

1 Insects: 

is to put a Christmas tree in

(7 points)

Vocabulary

150

angry

 

c You must / should be joking! It’s brand new! d You’re having / taking me on! You’re hopeless at sport! e Come on / off it! This is an April Fool, isn’t it?  

1 I’ve won Gold in the Olympics! 2 They say the President has resigned! 3 The school has closed down! 4 Look! There’s a sheep in the garden!

   

(10 points)

5 I’ve just crashed your car! (10 points)

PHOTOCOPIABLE © National Geographic Learning

24/04/12 4:23 PM

Unit 9  Test

5  Circle the word that does not go with the word in bold.

Grammar

1 electricity / gas / bus / household

bill

1  Complete the text with a, an or zero article (-).

2 transfer / statement / cash / account 

I’m 1 shopkeeper and I own 2 small city centre. 4 shop is newsagent’s in 3 wide range of goods, ranging small but I sell 5 magazines to 7 ice cream. 8 from 6 9 best in my shop is 10 newspaper which sells serious newspaper. I suppose 12 Times. It’s 11 customers who come into my shop are serious, too.

3 debit / credit / account / bank

(12 points)

2  Circle the word that does not work in the sentence.

3 She tested a  us 4 a  A

money (8 points)

6  Complete the blog with words from Exercises 4 and 5. I’ve had a terrible week. I had to pay the gas 1 and it was really expensive. I lost my credit 2 and couldn’t go shopping and I have had to 3 money from my flatmate. Oh, and I’ve just received my bank 4 – it says I have minus £100 in my account!!

available delivery

d  all

knowledge of financial matters. b  my c  their d  his

5 Have you checked a  an b  the

price? c  each

6 We should throw away a  every b  the

credit cards. c  all d  their

d  its

birthday present yet? c  his d  they

exchange gift-wrapping

receipt reference

model return

tills stock

1 What’s the number on the back of the . ­product? I’ll see if we have it in 2 Could you give me the name? If we have , we’ll send it straightaway. one 3 You can certainly Just talk to a person at the where it says ‘pay here’.

person in the shop. b  each c  the d  a

8 Have you bought a  a b  my

4 borrow / lend / go / pay

7  Complete the sentences with the words in the box.

supermarket in the town has reduced prices. b  The c  All d  Every

7 I talked to a  all

card

(4 points)

1 Colin wanted me to carry bag. a  their b  his c  you d  her letter. 2 Put a stamp on a  each b  your c  the

bank

a product ­if it’s ­broken. – over there,

it for any 4 If you don’t like it, you can other product in the shop, and if it’s a present, we offer service. a (8 points)

3  Complete the text with the passive form of the verbs. The name WH Smith 1 (know) all over (recognise) by everybody. It is the UK. It 2 a famous chain of newsagents with branches in the UK (probably / and Ireland, and a new shop 3 open) somewhere in the UK right now. The name WH (connect) with the newsagent Smith 4 business since the early 19th century, when new railway (build) all over the UK. William stations 5 Henry Smith realised that customers wanted newspapers (could / buy) on the platform and 7 that 6 (could / read) on the trains. Hundreds of WH Smith newspaper kiosks 8 (open) on station platforms, and millions of newspapers 9 (sell). Even today, many of Britain’s (buy) at WH Smith’s. newspapers 10

5 Bring your to prove that you have paid, . We should bring it and we will arrange by the end of the week.

(10 points)

Functions 8  Put the words in order to make sentences. Write the sentences in the conversation below. 1 much / this / buy / How / one / does / cost / it / to / ? 2 me, / section / Excuse / do / men’s / you / on / work / the / ? 3 pay / Can / card / I / credit / by / ? 4 Could / shirts / I / a / the / at / look / have / ? 5 blue / I / in / was / for / looking / something

A



Yes, I do. How can I help you?



B

Vocabulary



Certainly sir. How about this black one?

4  Match the words 1–4 with a–d to make four



C



OK. Let me see if we have anything blue in stock.



D



That’s on special offer. It’s £40.



E



Of course, sir. We accept all types of payment.

(10 points)

compound nouns. Use the nouns in sentences 5–8. 1 debit    2  savings    3  electricity    4  bank    a   statement    b  card    c  bill    d  account 5 I put 100 euros into my

each month.

6 I usually use my

to buy things in shops.

7 I just checked our

. We only have £150 left!

8 I hate paying the

. It’s so expensive!

PHOTOCOPIABLE © National Geographic Learning

16053_li_tb_PhotoTest_139-156.indd 151

(10 points)

(8 points)

Photocopiable tests

151

24/04/12 4:23 PM

Unit 9  Test

Unit 10  Test

Writing

Writing

missing sentences (A–E).

to replace the words in italics in the text.

9a  Read the eBay advert. Complete the text with the

9a  Choose the words from the box which you could use Naturally

Laptop backpack for sale We offer a brand new laptop backpack for sale. 1 In fact, it’s still in its original retail packaging. It’s about 50 cm long so it’s quite long One of these and it’s black with a red stripe. 2 is slightly padded in order to hold and protect the This allows you to keep valuables laptop. 3 in it safely. The backpack comes with a one-year The product retails at 100 euros. warranty. 4 5 Please pay by credit or debit card within three days of the end of the auction. We are happy to post the product free of charge.

In fact

Incidentally

Anyway

Even so

Hi Tom I’m thinking of going to Thailand to work next summer, so I’m writing for your advice. I think it would be a great opportunity. 1The thing is, it’s a voluntary job, so I’m not sure I should take it. If it were paid, I’d love to do it, but I’m not sure I can afford to pay for my flight and living expenses. 2 Actually, if I took the job, I’d be working in the far north in the small village where we stayed on holiday three years ago. 3 So, what do you think? Should I go for it?

C We are looking for 60 euros.

By the way, thanks for uploading the photos of our last holiday. 5 Obviously, I wish we were still there. Seeing the photos has brought back many happy memories.

D This means that you can send it back to the manufacturer for repairs if necessary.

Julia x

4

A The front section is small with a lock. B It hasn’t been used once.

E It has three separate sections.

All the best

(5 points)

9b  Write a description of a product to sell on eBay.  

(5 points)

  2    5 

1  4 

 

9b  Write a personal email asking a friend for advice.

































 (15 points)

Speaking 10  Talk about shopping in your home town. Where do you go shopping? What sort of things do you buy?

(10 points)

   (15 points)

Speaking 10  If you could travel anywhere in the world, where would you go and why?

152

  3 

Photocopiable tests

16053_li_tb_PhotoTest_139-156.indd 152

(10 points)

PHOTOCOPIABLE © National Geographic Learning

24/04/12 4:23 PM

Unit 10 Test

3 Fortunately, there are now healings / treatments for many forms of cancer.

Grammar 1  Rewrite the sentences using one of these words. who

which

whose

when

where

1 These are new bionic limbs. They are as good as real limbs.  2 Dr Green is a scientist. She is testing a new device.  3 We visited a laboratory. They grow new organs there. 

4 Nurse – I’d like you to control / monitor the patient’s condition carefully. 5 In the car crash two people were injured / wounded. 6 Take this medicine. It will cure / heal your sore throat. 7 It hurts when I move my arm. It’s very hurtful / painful. 8 I cut myself and the cut hasn’t treated / healed yet.

(8 points)

6  Complete the sentences with these things. radiographer

donors

surgeon

paramedic

ambulance

operating theatre

A&E

ward

4 I’m hoping for a time. We can cure most diseases then. 

1 The

5 Have you read about the new technique in cosmetic surgery? Scientists have developed it recently. 

2 A goes to an accident in an and carries out emergency procedures.

6 The hospital has a number of patients. Their treatment has not been very successful.  (12 points)

2  Complete the interview with a scientist using the second conditional form of the verbs. (be able to go) anywhere in the A: If you 1 (you / go)? solar system, where 2 B: If I 3 (have) the chance, I 4 (love) to visit Saturn. (you / carry) out if A: What experiments 5 (be) on the planet? you 6 (try) to find out more about the rings.

B: I 7 A: And what 8

(you / not do) there?

B: Well, even if you 9 (pay) me, I ­certainly 10 (not land) there. It’s made of gas!

(10 points)

3  Read the situations. Then write sentences with wish. 1 I don’t live near the coast. I wish 

in hospital.

3 Patients sleep in a

usually takes X-rays.

4 A

5 When there is a bad road accident, victims are . The hospital needs blood rushed to to provide blood to treat people.

(8 points)

7  Complete the sentences with the verbs in the box. take (x2)

fall

1 You should

trip

up exercise. You’ll feel better.

2 Simon

off the ladder and hurt himself.

3 Sarah

care of elderly patients. up on a stone and hit her head.

4 Debbie

8  Complete the sentences 1–5 with these words. Then match them to the advice (A–E). hurts

stitches

swollen

1 My eye looks really

4 Amy doesn’t have a car. Amy wishes 

(8 points)

Vocabulary 4  Match the words 1–5 with definitions a–e.

(4 points)

Functions

sick

2 We work very long hours. We wish  3 I can’t drive. I wish 

carries out operations in the .

sprain

.

2 I feel a bit

.

3 It might need

.

4 My arm

when I move it.

5 It’s just a

.

1 cut

a  pieces of thread used to pull skin together

A If I were you, I’d go to A&E.

2 bruise

b a pull or twist of a joint

B Why don’t you drink some water and lie down?

3 sprain

c  black and blue mark on your skin

C You should put your foot up and rest it.

4 sting

d when wasps or bees stick something into your skin

D You’re best putting it in a sling.

5 stitches

e  deep mark in your skin made by a knife

E You’d better put some ice on it.

(10 points)

(10 points)

5  Choose the correct option. 1 Ow! Karen kicked me and it really hurts / pains. 2 I have a dental appointment / date at 9 o’clock. PHOTOCOPIABLE © National Geographic Learning

16053_li_tb_PhotoTest_139-156.indd 153

Photocopiable tests

153

24/04/12 4:23 PM

Unit 11  Test

6 Make sure your Internet connection is fast by . using

Grammar

7 Call and chat to friends online with

1  Write reported statements.

8 Write a daily online diary – write your own

1 We have just returned from the rain forest. The spokesperson said that

9 Upload funny videos on .

2 We spoke to the last remaining member of the tribe. She said that

.

3 The tribe seems healthy and happy in the forest. She said that

.

4 We will return to the rain forest soon. She said that

.

(8 points)

2  Write reported questions.

. 2 Will you take photographs when you return? He asked her

.

3 Do you know if there are other tribes in the area? He asked her

.

4 Where is the tribe living? He asked her

.

5 How long have they been living in the rain forest? He asked her

.

(10 points)

3  Write reported sentences using these verbs. invite

offer

promise

ask

tell

1 ‘Would you like to come to an art exhibition, Ann?’ said Joe. Joe

.

2 ‘Don’t leave your camera there, Caroline!’ said Harry. . Harry 3 ‘I can upload the photos to Flickr for you, ’ said Debbie. . Debbie 4 ‘Would you mind not taking photos, Jill?’ said Fiona. . Fiona 5 ‘Don’t forget to charge the battery, David,’ said Jon. Jon

.

(9 points)

5  Choose the newspaper section for each headline. 1 Company Profits Rise by 10% a  business section  b  colour supplement 2 Rooney Goal Wins Match for United a  politics and society  b  sports pages 3 Crime Rises in Our Large Urban Centres a  business section  b  national news

5 President Resigns! a  entertainment  b  front page

(10 points)

6  Complete the blog with words from Exercises 4 and 5. I adore technology. I read using 1 , I follow on my mobile, celebrities all day long on 2 messages to my friends all the and I send 3 time. And I love using the Internet. I have a very fast 4 connection so I can download things very quickly. I like checking out the videoclips on 5   , chatting to my friends on 6 ,– it’s great that you can see them on the webcam as you . chat – and uploading all my photos on to 7 However, I love reading the newspapers, too. I start with to see what the big news of the day is. the 8 because I love football, Then I look at the 9 section for the celebrity gossip. and the 10 section for discussions Finally, I go to the 11 about the economy and politics.

(11 points)

Functions 7  Put the words in order and write the sentences. Match the sentences to the responses. 1 to / I / speak / Could / please / Peter, / ? .

6 ‘Don’t worry, I’ll save a copy of everything,’ said Ken. . Ken

2 like / him / as / to / I’d / possible / soon / as / speak / to .

Vocabulary

3 him / Can / leave / I / message / a / for / ? .

4 Complete the sentences with these words.

4 try / call / I’ll / I / and / later / him

(12 points)

blog

Twitter

broadband

text

ebook

Skype

wifi

Flickr

2 Upload all your photos on

.

.

3 Tell your friends where you are by sending a 4 Follow celebrity tweets on

5 Connect to the Internet wirelessly with

Photocopiable tests

16053_li_tb_PhotoTest_139-156.indd 154

.

. .

.

5 Could / ask / Ken Brown / him / ring / you / to / ?

YouTube

1 Read the latest bestsellers on your new

154

.

.

4 Should the Government Be Spending Less Money a  colour supplement  b  comment and analysis

1 Why did you go to the rain forest? The journalist asked the spokesperson

remind

.



A



I’m afraid he isn’t in.



B



Sure. What shall I tell him?



C



No problem. I’ll write a note here.



D



That’s a good idea. He should be in after 9.



E

OK. I’ll tell him it’s urgent.

(10 points)

PHOTOCOPIABLE © National Geographic Learning

24/04/12 4:23 PM

Unit 11  Test

Unit 12  Test

Writing

Writing

8a  Read the notes and report from a school meeting.

8a  Read the advice. Then write what or who the words

Tick the five notes that are included in the report.

in bold refer to.

1.1 Concern about punctuality of sts

Top tips for going to a language school

1 school starting too early? (Mrs Miller)

When starting at a new language school, it is important to get to know the place, the people and the facilities. Introduce yourself to your teachers before the class. 1 They’ll be happy to get to get to know you. And be positive about things. 2 This will make people warm to you. And get to know the other students. You don’t want to be 3 the one who has no-one to sit next to. Finally, find out where the library and computer room are, and make sure you visit 4 them. 5 Doing this will make you more comfortable with the layout of the school.

2 buses unreliable (Mr Jones) 3 long distances to travel (Miss Spencer) 4 bad weather (Mr Hughes) 5 teachers not strict (Mrs Graham) 1.2 Not enough homework? 6 students complaining (Mr Lyons) 7 set more essays (Ms Jones) 8 sts to buy workbook? (Mr Hill) 9 teachers to set homework every day (all)

 

1  The first item on the agenda was punctuality. Teachers have complained that students are arriving late for lessons. Mrs Miller asked if they were late because the school was opening too early and Mr Hughes said that he thought they were arriving late because the weather was bad. Mrs Graham expressed the view that the students were being unpunctual because the teachers were not being strict enough about the issue. The second item was the complaint from students that the school was not setting enough homework. Mr Lyons said that the students had been complaining about this issue for a while. Mr Hill asked whether students should be asked to buy a workbook. (5 points)

8b  Write a report on the school meeting including the four other points made by the teachers. 

2 

 

3  4 

 

5  (5 points)

8b  Write advice for someone coming to your school or joining a club that you belong to.            (15 points)

 

Speaking



9  Talk about a trip or holiday you went on when something went wrong. What should or could you have done?

 

(10 points)

   (15 points)

Speaking 9  Talk about the communications technology that you use. How do you keep in contact with friends and family? Which social networking sites do you go to and why?

(10 points)

PHOTOCOPIABLE © National Geographic Learning

16053_li_tb_PhotoTest_139-156.indd 155

Photocopiable tests

155

24/04/12 4:23 PM

Unit  12

5  Match these words to the questions.

Grammar 1  Complete the text with should(n’t) have or could(n’t) have and the correct form of the verbs. I didn’t know there was going to be a blizzard on the (check) the weather forecast mountain. I 1 (climb) alone – that before climbing, and I 2 was a big mistake. To be honest, nobody 3 (stop) me climbing because I was determined to do it but (be) so stupid. Unfortunately, I didn’t I4 (get) there if the even reach the summit. I 5 (attempt) weather hadn’t been so awful. I 6 the climb a few days earlier when the weather was better. (climb) when I did. I’m lucky, of course. I7 (break) a leg or I 9 (die) up I8 10 (be lost) on the mountain. there. My body (know) better. I really 11

(11 points)

2  Complete the third conditional sentences. 1 If Scott and his men (walk) faster, they (reach) the South Pole quicker. 2 If they

(not take) so many things, they (not get) so tired.

3 They

(be) more successful if they (use) dogs to pull sledges.

4 They

(might / not / die) if the weather (not be) so terrible.

5 We dition if Scott

(not know) so much about the expe(not keep) a diary.

backpack

dried food

gear

guide

hammock

machete

setting up a camp

sleeping bag

tent

tracker

1 What do you hang between trees then sleep or relax in? 2 What do you carry with you to eat on a field trip? 3 What do you call the person who shows you where to go? 4 What do you call the person who follows marks left by animals and knows how to find them? 5 What do you call the portable ‘house’ you can carry and put up each night. 6 What’s the general word for the equipment you carry? 7 What do you call the thing you get into, zip up and sleep in at night? 8 What do you call the thick, strong knife you use to cut down vegetation? 9 What do you call the thing you put on your back to carry things in? 10 What is the phrase that means stop hiking and put up tents, cook and rest.

(10 points)

6  Match the words 1–10 to words with a similar meaning (a–j ). 1 threat

a exhausted

2 combat

b swords and guns

3 fierce

c fighting

4 duty

d warriors

3  Choose the correct form to complete the sentences.

5 enemies

e judo and kendo

If I 1 had known / would have known how dangerous it was, I 2 hadn’t gone / wouldn’t have gone diving in that shipwreck. I suppose I should 3 realise / have realised before we set off. The weather was very bad. If I 4 had listened / would have listened to the coastguard’s warning, I certainly 5 hadn’t gone / wouldn’t have gone into the sea that morning. Fifteen metres down, the visibility was poor. Any one of us on the dive 6 might have found / should have found ourselves trapped in the shipwreck at any time. We really 7 shouldn’t have been / couldn’t have been down there.

6 generals

f responsibility

7 martial arts

g leaders

8 weapons

h opponents

9 soldiers

i savage

10 battle-weary

j danger

Vocabulary

1 I’m really sorry

a me.

4  Replace the phrase in italics with a phrase with go.

2 There’s no need

b to anyone

3 I couldn’t

c to apologise.

4 Don’t blame

d help dropping it.

5 It could have happened

e I was so late.

6 It’s not your

f keep you waiting.

7 I’m so sorry to

g of those things.

4 Warriors often entered battle with just a small sword.

8 Don’t worry about

h got angry

9 It’s just one

i losing the money.

5 The number of people interested in history is rising.

10 I’m sorry that I

j fault.

6 Nobody the men

(remember) Scott’s expedition if (not be) so brave.

(12 points)

(7 points)

1 Medieval battles often continued for many days. 2 If I could return to the past, I’d go to the Battle of Hastings in 1066. 3 I’m going to attempt kendo.

(10 points)

Functions 7  Match the sentence beginnings 1­–10 to endings a–j.

(10 points)

(10 points)

156

Photocopiable tests

16053_li_tb_PhotoTest_139-156.indd 156

PHOTOCOPIABLE © National Geographic Learning

24/04/12 4:23 PM

Photocopiable tests: answer key Unit 1  Test Grammar 1

1 do you do 2 redecorate 3 are you working

2

1 think 2 looks 3 love

3

5 hasn’t lived 6 has studied 7 has had 8 have worked

4 are repairing 5 doesn’t work 6 ’s training

4 comes 5 ’m thinking 6 ’re looking

7 is having 8 want

1 Which colours does Harry like? 2 Who lives in the green house? 3 When can you wear a white dress? 4 How many pairs of shoes does William have? 5 What sort of person paints his bedroom black?

2

4 since 5 already 6 yet

1 yet 2 just 3 for

3

4

4

5

5

1 passion 2 power 3 envy

6

4 sorrow 5 luck 6 joy

7 pride 8 courage

1 anthropologist, biologist, primatologist, researcher 2 colleague 3 contestant, opponent 4 mentor, teacher, manager 5 parent 6 athlete

Functions 7

1 introduce 2 see 3 pleasure 4 sales 5 give

9 singing 10 to record

Vocabulary

Vocabulary 1 I always have coffee and toast for breakfast. 2 In winter, I often wear my green hat. 3 We’re working from home this week. 4 She never wears bright colours. 5 I usually wear brown shoes.

7 for 8 since

5 to go 6 playing 7 to get 8 to learn

1 listening 2 to be 3 to play 4 learning

1 choreographer 2 director 3 play



9 has he slowed 10 has released 11 have worked 12 haven’t heard

1   e

6

1   b

4 composer 5 opera, choir

2  f

3  a

4  b

5  c

6  d

2  b

3  a

4  c

5  b

6  b

Functions 7

a looks b sounds c mood 1   e 2  a

d fancy e sure 3  c

4  d

5  b

Writing 8a

1   In spite of 2 Although 3 For that reason

4 so 5 However

Unit 3  Test A How do you do. B Hello, how are you, Philip. A I’m very pleased to meet you, too. B Oh, do you? A Thank you. Let’s stay in touch.

Writing 8a

1 In addition 2 also 3 too

4 too 5 In addition

Grammar 1 has been 2 has played

1

1   was staying 2 visited 3 took 4   saw

5 was returning 9 dropped 6 looked up 10 was reading 7 spotted 8 was staring

2

Unit 2  Test 1

Grammar

1 I nearly drowned because I was swimming in very deep water. 2 We saw a whale while we were sailing in the Mediterranean. 3 I didn’t know how to dive, so I stayed on the boat. 4 I was swimming with sharks when one of them attacked me.

3 have written 4 has spoken 157

16053_li_tb_PhotoTests AK_157-162.indd 157

24/04/12 4:24 PM

3

5 was 6 jumped 7 got 8 realised

1 decided 2 got 3 didn’t go 4 had left

9 had forgotten 10 started 11 hadn’t brought 12 ran

1   c

5

2  a

4a 3  c

4  c

5  a

6  a

1 got to 2 got into

1 police officer 2 accountant

5

1 job 2 work 3 work

3 got out 4 got better

7

1 diving, sea 2 river, rowing

6

3 fishing, stream / river

7 5 f 6 b 7 a 8 c

1 i 2 d 3 h 4 g

9 e 10 j

Writing 9a

1   c

2  a

3  d

1 grabbed 2 wandered

4  e



5 rock star

4 work 5 work 6 jobs

7 work

4 go 5 dropped 6 resit

7 applied 8 left



1 Is it all right if I use your phone? 2 Could you check my application form? 3 Would you mind being my referee? 4 Would it be OK to call them back? 5 Will you be able to help me now?

3 stared 4 scrambled up

Hi Liz 5 poured down

Grammar

2

3 scientist 4 vet

8a

5  b

Unit 4  Test

5 police officer

Writing

9b

1

1 am doing 2 got 3 stay

3 rock star 4 scientist

Functions

Functions

1 accountant 2 vet

4b

1 diving and snorkelling 2 jet-skiing and water-skiing 3 windsurfing and sailing 4 kayaking and rowing 5 fishing and swimming

6

8

4 Yes, I’ll show you. 5 We are driving / are going to drive to the beach. 6 Yes, I’m going to buy the green one. 7 Yes, they are seeing the doctor at 11. 8 We will be there in a minute.

Vocabulary

Vocabulary 4



1 Tom definitely won’t study. 2 He will definitely travel. 3 He might travel to South Africa. 4 He might get a new bike. 5 He will definitely go to rock concerts. 6 He might try new extreme sports.

Just a note to say I spotted the ad in the Daily News for the post of leisure centre administrator. I have recently graduated in sports administration from Norwich University and I’ve already done bits and pieces of work in administration at the university sports centre. My friends all say that I’m reliable, punctual and wellorganised. While I was working at the university sports centre I did lots of stuff like dealing with customer complaints and ordering new equipment. I’m free to chat at your convenience and available to start work immediately. No probs if you want me to relocate. I’ve put in my CV, which details my qualifications and experience. Can’t wait to hear from you.

1 I’m meeting 2 I’m going to ask 3 I’m going to enquire 4 I’ll have 5 I’ll be

6 is giving 7 I’ll go / I’m going to go 8 I’ll decide 9 I’m not going to stay 10 I’m going to be

Bye now Rose Tyler

3

1 She is meeting / is going to meet her sister. 2 Er… I’ll have mineral water, please. 3 I’m going to be a teacher.

158

Photocopiable tests: answer key

16053_li_tb_PhotoTests AK_157-162.indd 158

24/04/12 4:24 PM

8b

Functions

Dear Ms Hughes

7

d arrange e afraid 3 e 4 f

I am writing in reply to your advertisement in the Daily News for the post of leisure centre administrator. I have recently graduated in sports administration from Norwich University and I have experience in administration at the university sports centre.

a wonder b wrong 1   a 2 b

I consider myself to be reliable, punctual and wellorganised. While I was working at the university sports centre I was responsible for dealing with customer complaints and ordering new equipment.

8a Example answer

I am available for interview at your convenience and available to start work immediately. I am willing to relocate. I enclose my CV which details my qualifications and experience. I look forward to hearing from you.

Writing Any of the following deletions gain one point, up to a maximum of five points. Hi Dan We eventually reached Boston after an exceptionally long flight. I’m a little disappointed by the cloudy weather but I am really enjoying the sites. I have been to the city centre and to Harvard (brilliant!). We’ve also been whalewatching and we’ve had dinner in the Italian quarter.

Louise x

Unit 5  Test

PS Check out the photos

Grammar

Unit 6 Test

1 has made 2 presented 3 has produced 4 started work 5 worked 6 became

2

1 a 2, b 1 2 a 2, b 1

3

7 hasn’t looked 8 has travelled 9 has written 10 has campaigned 11 has won 12 became 3 a 1, b 2 4 a 2, b 1

1 ’ve had 2 ’ve been following 3 ’ve spotted 4 haven’t seen

5 a 2, b 1

5 have been watching 6 haven’t made 7 ’ve been keeping 8 have disappeared

Vocabulary 4

1 street 2 impact 3 village 4 vibrant

5

1 crowded 2 tropical 3 unspoilt

6

5 clean 6 exotic 7 population 8 diseases 4 remote 5 vibrant 6 safe

9 polluted 10 sandals

Grammar 1

2

3

5 allowances 6 disease 7 card 8 control

1 have to, are not allowed to 2 can’t, mustn’t 3 should, are allowed to 4 can’t, are allowed to 5 must, shouldn’t 1   You will feel better if you eat healthily. 2   If you don’t eat vegetables, you’ll get ill. 3   If I give up drinking coffee, I will sleep better. 4   Peter won’t eat junk food if you don’t give him any. 5   If we drink more water, it will be good for us.

4

1 e 7 relaxing 8 exotic

9 hire 10 sickness 11 room 12 timetables

5 a 6 a 7 b

1 a 2 b 3 a 4 a

8 b 9 a 10 b

Vocabulary 2 d

5

1 out 2 up

6 1 poisoning 2 checks 3 delays 4 documents

6d

Love

Rose Tyler



5 c

See you soon

Yours sincerely,

1

f long



1 hours 2 schedules 3 light 4 jobs

3 b

4 c

5a

3 down on 4 up 5 disease 6 cycle 7 clock 8 pressure

9 table 10 shopping 11 closes 12 tip

Photocopiable tests: answer key

16053_li_tb_PhotoTests AK_157-162.indd 159

159

24/04/12 4:24 PM

Functions 7

a   W b  C 1   e 2  c

Writing c  C 3  a

d  C 4  d

8a

e  W 5  b

1 so 2 means

3 leads to 4 Therefore

5 result in

Grammar 1

2



1 the loveliest 2 bigger 3 better 4 the best 5 the most historical

6 closer 7 nicer 8 more comfortable 9 smaller 10 cosier

1 London is as famous as New York. 2 Emma’s city is less beautiful than my city. 3 Manchester is bigger than Leeds. 4 Life in a village is more relaxing than life in a city. 5   Cape Town’s attractions are as exciting as Sydney’s.

1 must have created 2 might have made 3 can’t have made

3

4

1 Insects: butterflies, ants, beetles, flies 2 Gases: nitrogen, oxygen 3 Parts of plants: spikes, stems 4 Groups of animals: species, predators

Vocabulary

a   serious 1   d

1 garage 5 fireplace 2 garden 6 attic 3 central heating 7 basement 4   double glazing

5

1 b 2 a

3 b 4 b

8 veranda 9 terrace 10 balcony

6

1 skyscraper 4 run-down 2 balcony 5 atmosphere 3 neighbourhood 6 built-up

7 double glazing 8 central heating

Functions 7

1   to live, live 2 buying, renting 3   to live, have

3 at 4 closely

1 though 2 like

6a

1   c

2  f

3  e

4 drink, to have 5 stay, to move

4  b

6b

1 century 3 sacred 2 prehistoric 4 tradition

5 angry 6 as 5  g

6  a

5 Ancient 6 society

7  d

7 belief

Functions 7

b  made 2  b

c  must 3  a

d  having 4  e

e  off 5  c

Writing 8a

1 incredibly 2 immediately 5 a 6 b

5 might not 6 could

Vocabulary

5



4 may have caused 5 could have been 6 must have been made

3 can’t 4 may

1 must 2 can’t

1 I used to live in a town when I was a child. 2 I used to / would get up very early every morning. 3 My sister and I used to be really happy in those days. 4 We used to / would play games all day long. 5 – 6 The town didn’t use to be as large as it is now. 7 Everyone in the town used to / would talk to each other. 8 I used to know everybody in the town. 9 We used to / would go for long walks in the countryside. 10 –

4

4 might / may / could know 5 might /may / could need 6 might / may/ could eat

2

3

160

Grammar 1 1 must be 2 can’t learn 3 must be

Unit 7  Test

5 as

Unit 8  Test

Writing 8a

3 like 4 As

1 like 2 as

3 Apparently 4 Hopefully

5 Coincidentally

Unit 9  Test Grammar 1

2

1 a 2 a 3 the 4 The

1 c 2 d 3 a

5 a 6 – 7 – 8 The 4 c 5 a 6 a

9 the 10 The 11 a 12 the 7 a 8 d

Photocopiable tests: answer key

16053_li_tb_PhotoTests AK_157-162.indd 160

24/04/12 4:24 PM

3

2

1 is known 2 is recognised 3 is probably being opened 4 has been connected 5 were being built 6 could be bought 7 could be read 8 were opened 9 were sold 10 are bought



3

Vocabulary 4

1 b (debit card) 2 d (savings account) 3 c (electricity bill) 4 a (bank statement)

5 6

4

5 savings account 6 debit card 7 bank statement 8 electricity bill

1 e 2 c

5

1 hurts 2 appointment 3 treatments

7

1 reference, stock 2 model, available 3 return, tills

4 exchange, gift-wrapping 5 receipt, delivery

7

1 take 2 fell

8

1 swollen E 2 sick B

8

A 2 Excuse me, do you work on the men’s section? B 4 Could I have a look at the shirts? C 5 I was looking for something in blue. D 1 How much does it cost to buy this one? E 3 Can I pay by credit card?

4 monitor 5 injured 6 cure

7 painful 8 healed

9a

1 Even so 2 In fact

4 radiographer 5 A&E, donors

3 takes 4 tripped 3 stitches A 4 hurts D

5 sprain C

3 Anyway 4 Incidentally

5 Naturally

Unit 11  Test Grammar

Writing 1 B

5 a

1 surgeon, operating theatre 2 paramedic, ambulance 3 ward

Functions

9a

3 b 4 d

6

3 borrow 4 statement

1 bill 2 card

1  I wish I lived near the coast. 2  We wish we didn’t work very long hours. 3  I wish I could drive. 4   Amy wishes she had a car.

Vocabulary

3 account 4 go

1 bus 2 cash

1  could / were able to go 6 were 2 would you go? 7  ’d try 3  had 8 wouldn’t you do 4 ’d love 9  paid 5  would you carry 10 wouldn’t land

1 2  E

3  A

4  D

5  C

Unit 10  Test Grammar 1

1   These are new bionic limbs which are as good as real limbs. 2 Dr Green is a scientist who is testing a new device. 3   We visited a laboratory where they grow new organs. 4   I’m hoping for a time when we can cure most diseases. 5 Have you read about the new technique in cosmetic surgery which scientists have developed recently? 6  The hospital has a number of patients whose treatment has not been very successful.

1   The spokesperson said that they had just returned from the rain forest. 2 She said that they had spoken to the last remaining member of the tribe. 3 She said that the tribe seemed healthy and happy in the forest. 4 She said that they would return to the rain forest soon.

2

1 The journalist asked the spokesperson why they had been to the rain forest. 2 He asked her if they would take photographs when they returned. 3 He asked her if she knew if there were other tribes in the area. 4 He asked her where the tribe was living. 5 He asked her how long they had been living in the rain forest.

Photocopiable tests: answer key

16053_li_tb_PhotoTests AK_157-162.indd 161

161

24/04/12 4:24 PM

3

1 Joe invited Ann to an art exhibition. 2 Harry told Caroline not to leave her camera there. 3 Debbie offered to upload the photos to Flickr. 4 Fiona asked Jill not to take photos. 5 Jon reminded David to charge the battery. 6 Ken promised to save a copy of everything.

4 Twitter 5 wifi 6 broadband

1 ebook 2 Flickr 3 text

5

1 a

6

2  b

1 ebooks 2 Twitter 3 text 4   broadband 5 YouTube 6 Skype

3  b



7 Skype 8 blog 9 YouTube 4  b



5  b

7 Flickr 8 the front page 9 sports pages 10 entertainment 11 comment and analysis

1   Could I speak to Peter, please? A 2   I’d like to speak to him as soon as possible. E 3   Can I leave a message for him? B 4   I’ll try and call him later. D 5   Could you ask him to ring Ken Brown? C

Writing 8a

1   school starting too early? (Mrs Miller) 4   bad weather (Mr Hughes) 5   teachers not strict (Mrs Graham) 6   students complaining (Mr Lyons) 8   sts to buy workbook? (Mr Hill)

Unit 12  Test Grammar 1

162

1   had walked, would / could have reached 2   hadn’t taken, wouldn’t have got 3   would have been, had used 4   might not have died, hadn’t been 5   wouldn’t have known, hadn’t kept 6   would have remembered, hadn’t been 1 had known 2 wouldn’t have gone 3 have realised 4 had listened

5 wouldn’t have gone 6 might have found 7 shouldn’t have been

Vocabulary

Functions 7



3

Vocabulary 4

2

1 should have checked 7 shouldn’t have climbed 2 shouldn’t have climbed 8 could have broken 3 could have stopped 9 could have died 4 shouldn’t have been 10 could have been lost 5 could have got 11 should have known 6 should have attempted

4

1 went on 3 have a go at  2 go back in time 4 went into

5

6

6 gear 7 sleeping bag 8 machete 9 backpack 10 setting up a camp

1 hammock 2 dried food 3 guide 4 tracker 5 tent

1   j 2 c 3 i 4 f

 5   going up

5 h 6 g 7 e

8   b 9 d 10 a

5 b 6 j 7 f

8 i 9 g 10 h

Functions 7

1   e 2 c 3 d 4 a

Writing & Speaking 8a

1 the teachers 2 being positive 3 the student 4 the library and computer room 5 visiting the library and computer room

Photocopiable tests: answer key

16053_li_tb_PhotoTests AK_157-162.indd 162

24/04/12 4:24 PM

Photocopiable communicative activities Unit 1 communicative activity Class surveys You are going to carry out a class survey. Work together in groups of four. Choose one of the surveys and write multiplechoice options for your three questions. Stand up and find a student in the class who prepared a different survey. Interview the student and note their answers. Answer their questions. Remember to introduce yourself and thank the person you spoke to for their time. When you have completed your survey, return to your group and compare your answers. Present your findings to the class.

Survey 1: Household jobs

Survey 3: Studies

1 How often do you do housework?

1 What sort of subjects are you good at?



A



A



B



B



C



C Science and technology



D I never do any!



D

2 Who does the cooking in your house?

2 How many languages do you speak?



A



A



B



B



C I do all the cooking!



C



D



D Just English and my first language

3 What DIY or decorating jobs are you doing in your house these days?

3 Why are you learning English?

A



A We aren’t doing any!



B I really don’t know!



B



C



C



D



D

✂

✂

Survey 2: Leisure activities

Survey 4: Work

1 How often do you do exercise?

1 What sort of work do you do – or want to do?



A



A



B



B



C I never do any!



C



D



D I work in education

2 How do you relax in the evenings?

2 What hours do you usually work?



A



A 9 to 5 more or less



B I watch TV or movies



B



C



C



D



D

3 Which sports are you doing this week?

A

3 What new skills are you currently learning in your job?



B



A



C



B



D I’m not doing any!



C



D I’m not learning anything new!

PHOTOCOPIABLE © National Geographic Learning

16053_li_tb_NGCommunication_163-176.indd 163

163

24/04/12 10:57 PM

Unit 2  communicative activity World musician Work in pairs. Decide who will read Text A and who will read Text B. Read your text about world musician, Femi Kuti. Think about how to form questions, from the prompts in brackets, to ask your partner. When you are ready, take turns to ask and answer questions with your partner to complete the gaps in your text. When you have finished, compare your texts.

✂

Text A Femi Kuti was born in

(Where …?) in 1962, but he grew up in

(Where …?), the capital of Nigeria. He has lived in countries all over the world since then. He is the oldest son of the musician Fela Kuti, who invented a type of music called

(What …?).

(When …?), Femi was a member of his father’s band. He has had his own band since the late 1980s. The band is called

(What …?). He has performed at festivals

in Europe and the USA and has released more than

(How many …?) albums. He

released his first album, No Cause for Alarm?, in

(When …?). He has written songs

about politics and about the history of Nigeria. His live show sounds guitar,

(What …?). It looks colourful and spectacular. His band plays (What instruments …?) and the performers include dancers as well as singers.

✂

Text B Femi Kuti was born in London in of Nigeria. He has lived

(When …?), but he grew up in Lagos, the capital (Where …?) since then. He is the oldest son of the musician

(Who …?), who invented a type of music called Afrobeat. As a teenager, Femi was a member of his father’s band. He has had his own band since (How long …?). The band is called Positive Force. He has performed at festivals in (Where …?) and has released more than ten albums. He released his first album, (What …?), in 1989. He has written songs about politics and about His live show sounds exciting and energetic. It looks guitar, keyboards and drums and the performers include

(What …?). (What …?) His band plays (What type of performers …?)

as well as singers.

164

Photocopiable communicative activities

16053_li_tb_NGCommunication_163-176.indd 164

PHOTOCOPIABLE © National Geographic Learning

24/04/12 10:57 PM

Unit 3 Communicative activity Navigating the waterway

START

  1  When and where did you first learn to swim?

2  When was the last time you went to the seaside? Name five things you did there.

3  Name five things you had already done before you took a bath or shower this morning.

4  When, where and why did the Titanic sink?

5  Name five ways of saving water.

6  Name five words that collocate with water.

7  Name five water sports. Which ones have you tried? When and where did you do them?

8  How are a lake, a stream and a river different?

9  Tell a short story beginning: I was ____ing in the sea when…

10  Compare diving and waterskiing.

FINISH

PHOTOCOPIABLE © National Geographic Learning

16053_li_tb_NGCommunication_163-176.indd 165

Photocopiable communicative activities

165

24/04/12 10:57 PM

Unit 4 Communicative activity The perfect job Read the profiles of six eighteen year olds and the descriptions of six jobs. Predict what jobs the teenagers will, won’t, might or might not be suitable for. Explain your reasons and agree on a different job for each person.

Simon

Sarah

Abilities: good at English and drama; can play the guitar; has raised chickens on his parents’ farm

Abilities: good with her hands; strong at science subjects; has done amateur dramatics; works in a cat rescue centre

Interests: travelling abroad; watching movies; playing football Personality: out-going, talkative, friendly, strongminded, ambitious

Personality: hard-working, easy-going, kind and generous

Sally

Sam

Abilities: good at music and art; good organisational skills; has worked part-time in a kindergarten

Abilities: good at economics; good presentational skills; voted head boy at school; has acted in school plays

Interests: collecting model vehicles; dancing; playing games

Interests: social networking; news and current affairs; travelling

Personality: confident, sociable, lively, a bit bossy

Personality: strong-minded, talkative, easy-going, sociable, ambitious, honest and reliable

Stephen

Stephanie

Abilities: good with his hands; school chess champion; has trained his pet dog

Abilities: good at economics; good organisational skills; has set up her own online web business; has helped out at a children’s home

Interests: going to the theatre; making model aeroplanes; science Personality: reliable and responsible; quite shy; independent; sometimes bad-tempered

166

Interests: singing; cooking; campaigning for animal rights

Interests: wild animals; driving; surfing the web; performing Personality: out-going, trustworthy, persuasive, bossy, impatient, ambitious

Vet

Politician

Train driver

Rewarding, secure and well-paid job – long hours

Demanding job – need to be good at public speaking and debate

Routine but responsible job – lots of travelling!

Teacher

Actor

Sales rep

Need to be good at dealing with people – long, paid holidays

Insecure job but glamorous and exciting if successful

Long hours but regular pay rises and a company car

Photocopiable communicative activities

16053_li_tb_NGCommunication_163-176.indd 166

PHOTOCOPIABLE © National Geographic Learning

24/04/12 10:57 PM

Unit 5 communicative activity Find someone who… Read the questions in the table and answer yes or no in the You column. If you write yes, add any extra information (e.g. when, where or why you did the activity). Stand up, walk round and interview other students. Find at least one person who has done each activity.

Have you ever …

You

Your classmates

Yes or no? Extra information

Name

Extra information

been on a walking holiday?

had a dangerous experience?

climbed a mountain?

been sailing?

flown in a helicopter or a balloon?

been on safari?

been snorkelling?

been to a tropical beach?

PHOTOCOPIABLE © National Geographic Learning

16053_li_tb_NGCommunication_163-176.indd 167

Photocopiable communicative activities

167

24/04/12 10:57 PM

Unit 6 communicative activity Healthy living questionnaire Answer the questions in the questionnaire, and tick the statement that you think is probably true. Then look at your information card and work with a partner to discuss your answers.

  1 How many cups of coffee do you drink in a day? I think I should drink fewer.

I think I’m allowed to drink that many.

  2 How many eggs do you eat in a week? Perhaps I shouldn’t eat so many.

I don’t have to worry about this.

  3 How much sugar do you put in your tea or coffee? I’m sure I’ll have to cut down.

I’m allowed to have that much.

  4 How many pieces of fruit do you eat in a day? I should eat more.

I don’t have to worry about this.

  5 How much chocolate do you eat every week? I should cut down.

I don’t have to cut down.

  6 How much milk do you drink in a day? I should cut down.

I don’t have to cut down.

  7 How much salt do you eat each day? I’m sure I’ll have to cut down.

I’m allowed to have that much.

  8 How many litres of water do you take in each day? I think I should drink more.

I don’t have to drink more than that.

  9 How much pasta do you eat every day? I’m not allowed to eat that much.

I don’t have to worry about this.

10 How often do you eat fast food in a week? I don’t have to worry about this.

168

I really have to cut down on this.

CARD A

CARD B

Coffee: never drink more than four cups. It’s good advice to drink fewer than three.

Eggs: two eggs is good. Three is OK. But don’t eat more than that in a day.

Sugar: don’t have more than 40 grams of refined sugar a day (about eight teaspoons). But lots of foods have sugar in them, so it’s best not to add sugar to tea and coffee.

Fruit: you should eat at least two pieces of fruit a day! Britain’s Department of Health advises a minimum of five portions of fruit or vegetables every day.

Chocolate: it’s high in fat, so you are advised to eat only two bars of chocolate a week.

Milk: it’s wholesome and good for you. But the best advice is to drink no more than four to five glasses a day.

Salt: a small amount of salt is good for you. But don’t have more than 6 grams a day – which is only one teaspoonful.

Water: there’s no upper limit, of course, but 2.5 litres a day is recommended.

Pasta: it isn’t bad for you, so go ahead! But if you don’t want to put on weight, limit yourself to one small bowl a day.

Fast food: it’s bad for you, so the best advice is not to eat any. Once a week for a treat is OK but more than that is a no-no.

General advice: if I were you, I’d …

General advice: if I were you, I’d …

Photocopiable communicative activities

16053_li_tb_NGCommunication_163-176.indd 168

PHOTOCOPIABLE © National Geographic Learning

24/04/12 10:57 PM

• It is part of a 1960s tower block and in a run-down area but near the city centre.

4B Secret Way Only £250,000 • A well-decorated one-bedroom ground floor flat.

Unit 7 Communicative activity Comparing flats

• It has central heating and double glazing. • The living room is very large and the bedroom is small and cosy. • Built in 1980, it is located on the edge of town.

• The flatcompare has accessthem to a narrow shared garden and ausing shared Read the estate agents’ descriptions of the three flats and houses. Then using the criteria below, basement with laundry facilities. comparative and superlative forms. Decide which place you would buy and why.

21A Candid Street Only £150,000 • A first-floor apartment with two bedrooms and a large balcony. • It is unfurnished and has no central heating or double glazing. • Rooms are quite small. • It is part of a 1960s tower block and in a run-down area but near the city centre.

30 Headley Avenue Only £280,000 • A small two-storey house in a terraced row. • The house has central heating and there is a fireplace in the living room. • Two large bedrooms and a small attic room which may serve as a bedroom or office. • Partly furnished. Historic nineteenth-century building. • Long, wide garden with mature plants.

4B Secret Way Only £250,000 • A well-decorated one-bedroom ground floor flat. • It has central heating and double glazing. • The living room is very large and the bedroom is small and cosy. • Built in 1980, it is located on the edge of town. • The flat has access to a narrow shared garden and a shared basement with laundry facilities.

Size / space:  

30 Headley Avenue Only £280,000

 • A small two-storey house in a terraced row. • The house has central heating and there is a fireplace in the

 living room. Facilities: 

• Two large bedrooms and a small attic room which may serve as a bedroom or office.

 • Partly furnished. Historic nineteenth-century building. • Long, wide garden with mature plants.

Price:    Location:    Style / character:    Other:    PHOTOCOPIABLE © National Geographic Learning

16053_li_tb_NGCommunication_163-176.indd 169

Photocopiable communicative activities

169

24/04/12 10:57 PM

Unit 8 Communicative activity Unsolved mysteries The Shag Harbour Incident One night in October 1967, residents of Shag Harbour in Nova Scotia in Canada saw four bright lights in the sky. They were flashing in a strange sequence. Suddenly the lights dived towards the sea, appeared to float on the water, then suddenly disappeared. The Canadian government investigated. No missing military planes were reported and nothing was found in the sea. A mysterious Russian submarine had been spotted off-shore but otherwise nobody could explain what the lights were.

Possible solutions 

The Mary Celeste In December 1872, the merchant ship Mary Celeste was found floating calmly in the middle of the Atlantic Ocean. The weather was fine, the ship was in good condition and its sails were still up, which meant that the ship was heading calmly towards Spain. Although the ship had been at sea for a month, it had plenty of food and water on board. The ship’s cargo was still in place and the crew’s belongings (including valuables) were on the ship. All that was missing was the crew. There was nobody on board – and nobody ever saw any of the crew ever again.

Possible solutions 













Easter Island Easter Island is a remote island in the South Pacific. It is only about 20 kilometres long and has a population of about 2,000 people of Polynesian descent. It wasn’t explored by Europeans until the eighteenth century. However, on the island there are over 800 ten-metre-high stone carvings of strange-looking heads. They look like the long, elongated heads of giants. Who could possibly have carved them?

Possible solutions 

The Loch Ness Monster There have been numerous sightings of ‘Nessie’ the monster who lives in Loch Ness, a very long, deep lake in Scotland. In 1933, a man called George Spicer spotted a dinosaur-like creature crossing the road. He said it was eight metres long and had a neck like an elephant’s trunk. In 1934, a photograph was taken which appears to show a long-necked creature on the surface of the lake. And in 1954, a fishing boat using sonar appeared to locate a huge fast-moving creature below their boat. What could be down there?



Possible solutions









Frederick Valentich In 1978, Frederick Valentich was flying his plane towards King Island in Australia. It was an uneventful flight until he spotted an aircraft behind him. He sent a radio message to say that an aircraft was following him. A few minutes later, contact with Valentich’s plane was lost and he disappeared. Nobody has ever found any remains of his plane. Before he disappeared he was able to send one final message: ‘It is hovering but it is not an aircraft’.

 

Possible solutions    

170

Photocopiable communicative activities

16053_li_tb_NGCommunication_163-176.indd 170

PHOTOCOPIABLE © National Geographic Learning

24/04/12 11:16 PM

Unit 9 Communicative activity The shopping quiz 1 GUM is the name of a chain of department stores. In which country are they located?  a  Russia 

b  Brazil 

c  Australia

2 Bennett’s of Irongate in Derby is Britain’s oldest department store. When was it founded?  a  In the 18th century 

b  in the 19th century 

c  in the 20th century

3 The American company Walmart has more stores than any other grocery or discount department store retailer in the world. How many stores have been opened by the company?  a  Between 3,000 and 5,000 

b  between 5,000 and 7,000 

c  between 7,000 and 9,000

4 ‘Candylicious’ in Dubai claims to be the largest shop of its type in the world. Which of the following products are sold in the shop?  a  clothes 

b  sweets 

c  cosmetics

5 The Little Shop, which claims to be Britain’s smallest shop, was opened in Yorkshire in 2011. How wide is it?  a  1 metre 

b  2 metres 

c  3 metres

6 Macy’s is one of the world’s most famous department stores. In which city can it be found?  a  London 

b  New York 

c  Paris

7 The Dubai Mall is one of the world’s largest shopping centres. How many visitors to ithe mall have been ­recorded in one week?  a  About 500,000 

b  about 750,000 

c  about 1 million

8 Boots is one of Britain’s most famous chains of shops. Which of the following might be bought there?  a  shoes 

b  frying pans 

c  aspirins

9 Where is the world’s oldest covered market located?  a  Rome 

b  Athens 

c  Istanbul

10 When was England’s oldest sweet shop first opened?  a  1762 

b  1827 

PHOTOCOPIABLE © National Geographic Learning

16053_li_tb_NGCommunication_163-176.indd 171

c  1903

Photocopiable communicative activities

171

24/04/12 10:57 PM

Unit 10 Communicative activity Name that word Student A

HIP

HEART

COSMETIC SURGERY

DEAF

TREATMENT

X-RAY

PARAMEDIC

A&E

WARD

FOOD POISONING

SHIN

FOREARM

BIONIC ARMS

AMPUTATE

BLIND

PAINFUL

DONOR

OPERATING THEATRE

BEE STING

TRIP

BRAIN

KIDNEY

TRANSPLANT

WOUNDED

HEAL

INJECTION

RADIOGRAPHER

BRUISE

SURGERY

BOTOX

BONE

LIMB

INJURED

CURE

APPOINTMENT

FIRST AID

SPRAIN

SURGEON

AMBULANCE

STITCHES

✂

Student B

✂

Student C

✂

Student D

172

Photocopiable communicative activities

16053_li_tb_NGCommunication_163-176.indd 172

PHOTOCOPIABLE © National Geographic Learning

24/04/12 10:57 PM

Unit 11 Communicative activity The uncontacted tribe Group A You are part of a research group that has just returned from the Amazon rain forest. You claim to have met an uncontacted tribe but nobody believes you. You want to prove you have met the tribe in order to get fame and extra funding, and in order to stop logging in the area where the tribe lives. So you need to get your story straight! Work together to decide on the name of the tribe, where they live, what they eat, how they grow food, what they do in their free time, what simple technology they have, what animals they hunt, etc. Make sure you all have the same information because journalists will quiz you on this!        

✂

Group B You are journalists for various magazines and newspapers. A research group has just returned from the Amazon rain forest. They claim to have met an uncontacted tribe but you don’t believe them. You want to prove they haven’t met the tribe in order to get an exclusive story for your publication. So you need to ask lots of questions to prove their story wrong! Work together to decide on questions to ask. You could, for example, ask what the name of the tribe is, where they live, what they eat, how they grow food, what they do in their free time, what simple technology they have, what animals they hunt, etc. Make sure you all have similar questions because later you will have to compare your answers to find out whether the researchers are telling the truth!        

PHOTOCOPIABLE © National Geographic Learning

16053_li_tb_NGCommunication_163-176.indd 173

Photocopiable communicative activities

173

24/04/12 10:57 PM

Unit 12 Communicative activity The final quiz Find out how much you remember of the course by doing the quiz. 1 In which country does a bride wear red or orange at her wedding? 2 According to researchers, which colour is most likely to help you win? 3 Where does taiko drumming come from? 4 Name two films that Baz Luhrmann has directed. 5 What percentage of the Earth’s surface is covered in water? 6 When did they build the Titanic? 7 What job will most people have when they start building a new Chinese factory town? 8 What’s the population of China? 9 Where has biologist Mike Fay lived for the last six years? 10 What age group of holidaymakers from Britain has doubled in recent years? 11 What cheese must you use on a real Pizza Napoletana? 12 What is the name of the drug in coffee? 13 In which country do people live in gers? 14 What do you call a row of houses joined together? 15 Which bird might use the earth’s magnetic field in order to migrate huge distances? 16 Which famous female aviator must have died in a crash in 1937? 17 When you buy something, what are you given to prove your purchase? 18 What are marketplaces called in Morocco? 19 Name the bionic body part which Amanda Kitts has? 20 What do you call the room where patients sleep in a hospital? 21 Where did Funai say that they had found an uncontacted tribe? 22 Name a well-known website that helps you upload photos. 23 Who wrote The Man Who Ate His Boots? 24 In which year did Scott die on his return from the South Pole?

174

Photocopiable communicative activities

16053_li_tb_NGCommunication_163-176.indd 174

PHOTOCOPIABLE © National Geographic Learning

24/04/12 10:57 PM

Photocopiable communicative activities: teacher’s notes Unit 1: Class surveys

Unit 4: The perfect job

AIM: To practise present simple and present continuous; vocabulary from the unit

AIM: To practise will, won’t, might or might not to make predictions; vocabulary from the unit

MATERIALS: A photocopiable worksheet for each student (or one worksheet for every four students cut into four)

MATERIALS: A photocopiable worksheet for each student

METHOD: Divide the class into groups of four. Allocate a survey to each group and tell them to write multiplechoice options for the three questions on their survey. Students should then work individually. Tell each student to stand up and find a student in the class who prepared a different survey. Tell them to interview the student, note their answers, and to answer the other student’s questions. When students have completed their surveys, ask them to return to their groups and compare their answers. Students from each group can present their findings to the class.

METHOD: Divide the class into groups of four or five. Tell each group to read the profiles of six eighteen year olds and the descriptions of six jobs. Check any words students are not sure of. Ask students in their groups to predict what jobs the teenagers will, won’t, might or might not be suitable for. Students must explain their reasons to each other and agree on a different job for each person.

Suggested answers Simon: actor; Sally: teacher; Stephen: train driver; Sarah: vet; Sam: politician; Stephanie: sales rep

Unit 2: World musician

Unit 5: Find someone who…

AIM: To practise present perfect simple questions and to find out about world musician Femi Kuti

AIM: To practise present perfect simple and past simple to talk about experiences; vocabulary from the unit

MATERIALS: One photocopiable worksheet for each pair of students, cut into two sections

MATERIALS: A photocopiable worksheet for each student

METHOD: Divide the class into A/B pairs. Students read their text about world musician, Femi Kuti, and think about how to form questions from the prompts in brackets. When they are ready, students take turns to ask and answer questions with their partner to complete the gaps in their text. When they have finished, students compare their texts.

Unit 3: Navigating the waterway AIM: To practise past simple, past continuous and past perfect; vocabulary from the unit MATERIALS: A photocopiable worksheet for each group of four or five students; a dice for each group METHOD: Hand out a worksheet to each group. Tell each individual to place a counter (e.g. a coin) on the START square. Students take turns to throw the dice and move to the relevant square. They must then answer the question or carry out the task on the square. The rest of the group must decide whether they have performed their task appropriately (if they don’t, they must miss a turn). The winner is the first student to reach the FINISH square. Students must throw the exact number to land on the FINISH square. Monitor and note errors students make for an extended error feedback at the end.



16053_li_tb_NGCommunication_163-176.indd 175

METHOD: Ask students to read the questions in the table and to write yes or no depending on whether they have ever done any of the activities. If they write yes, they must add any extra information in the ‘extra information’ box (e.g. when, where or why they did the activity). Ask students to stand up, walk round and interview other students. They must find at least one person who has done each activity and note their name and any extra information. The winner is the first student to complete their table. In feedback, ask different students to tell the class what they found out about classmates.

Unit 6: Healthy living questionnaire AIM: To practise modal verbs to give advice on students’ healthy living habits MATERIALS: A photocopiable worksheet for each student, cut into three sections METHOD: Give students the questionnaire and ask them to write true answers to the questions. Then ask them to tick the statement that they think is probably true. Tell them to decide whether they think they eat or drink too much or too little of anything. Divide the class into A/B pairs. Give Students A Card A and Students B Card B. In pairs, students read out the answers on their questionnaire and comment on each other’s answers using appropriate modals and the information on their cards. At the end, students must give each other general advice about their health.

175

24/04/12 10:57 PM

Unit 7: Comparing flats AIM: To practise comparatives and superlatives to compare different houses and flats MATERIALS: A photocopiable worksheet for each student (or one per group) METHOD: Divide the class into groups of three or four. Tell each group to read the estate agents’ descriptions of the three flats and houses. Then ask them to write sentences to compare them using comparative and superlative forms, using the criteria on the worksheet (size, location etc.) and any other criteria they think of.

Useful phrases It’s a noun / verb / adjective which means …  It’s someone who …  It’s a thing we use to …  It’s a place where …

Ask students to compare the different places and decide which one they would buy and why.

Unit 11: The uncontacted tribe

Unit 8: Unsolved mysteries

AIM: To practise asking and answering questions, and to use reported speech to discuss what you have heard

AIM: To practise modals of speculation to discuss and try to offer solutions to great, true unsolved mysteries

MATERIALS: A photocopiable worksheet for each pair of students

MATERIALS: A photocopiable worksheet for each student

METHOD: Divide the class into an even number of groups of four to six students and name the groups A or B. Give all the students in each group the same worksheet part (A or B). Tell them to read it carefully, then decide on their story or prepare their questions. Each student should make notes on their sheet. Divide the class into A/B pairs (a journalist with a researcher). Journalists must ask their questions and note the researchers’ answers. Tell students to return to their original groups and compare their information, using reported speech, e.g. He asked me about … and I said … , etc. In feedback, journalists say which parts of the researchers’ stories were different.

METHOD: Divide the class into groups of four or five. Tell each group to read the first mystery – The Shag Harbour Incident. Then ask them to discuss possible solutions. For example, The lights could have been UFOs, They might have been some sort of secret weapon… Once students have agreed the most likely solutions, they should write them down on the sheet, then move on to the next mystery. At the end, in feedback, find out which are the most popular theories for explaining each mystery.

Unit 9: The shopping quiz AIM: To do a quiz on shopping which involves using passive forms MATERIALS: A photocopiable worksheet for each student METHOD: Divide the class into pairs or small groups to do the quiz. In feedback, ask students to produce full passive sentences to give their answers. Find out which pair or group has most correct answers.

Answers 1  a 2  a (1734) 3  c (approximately 8,500) 4  b 5 c (It’s 3m long and 3m wide)

  6  b   7  b   8 c (It is a chain of chemist’s)   9  c (The Grand Bazaar) 10  b

Unit 10: Name that word AIM: To practise defining vocabulary from the unit in a game, using relative clauses MATERIALS: A photocopiable worksheet for each group of four students, cut into sections. METHOD: Give each group a worksheet, cut up so that each student has a different set of words. Tell them to

176

prepare to define their words. Write some of the useful phrases below on the board to help. Tell Student A in each group to start defining their words. The other three students in each group must listen and guess the words. Tell them to shout out until they get the right word. As soon as they have guessed a word, Student A moves on to the next definition. The group that guesses all Student A’s words first is the winner. Once all the groups have finished, play again with Student B doing the defining.

Photocopiable communicative activities: teacher’s notes

16053_li_tb_NGCommunication_163-176.indd 176

Unit 12: The final quiz AIM: To remember / revise information from the Student’s Book in a quiz MATERIALS: A photocopiable worksheet for each student METHOD: Divide the class into pairs to do the quiz. You could ask students to do it in one of two ways. You could ask them to do it without looking at the Student’s Book – find out how much they can remember. Or you could do it as a research task – students in pairs must look through the Student’s Book to find the answers.

Answers 1  India 2  red 3  Japan 4 Strictly Ballroom, Australia, Moulin Rouge   5  70%   6  1912   7  construction worker   8  1.3 billion   9  central Africa 10  over 60s 11  Mozzarella di Bufala 12  caffeine        

13  14  15  16  17  18  19  20  21  22  23  24 

Mongolia terrace arctic tern Amelia Earhart receipt suqs (souks) arm ward Peru Flickr Anthony Brandt 1912

PHOTOCOPIABL

24/04/12 10:57 PM

Workbook answer key Unit 1

3 1 ten per cent 2 She can’t tell if the DVD player is on or off – because the

1a (pages 4 and 5) 1 purple 2 1 F 2 F 3 1 spend

3 T

buttons are red and green.

4 T

5F

5 feel   9 is getting 2 seems … like 6 need 10 are speculating 3 Does … belong 7 are disappearing 4 possess 8 move

4 1 natural

3 minority 4 the cold

2 common

5 1 use

4 are now reporting 5 is increasing 6 know

2 contain 3 come

6 1 Do (you) like … Does (it) look 2 ’m/am looking 3 does (this bag) belong

5 smaller 7 cause 8 don’t understand 9 is becoming 4 Do (you) think 5 Are (you) thinking 6 suppose

7 1 He goes out with friends at weekends. or At weekends, he goes out with friends.

2 He’s / He is spending time with his family today. or Today he’s / he is spending time with his family.

3 He’s / He is making lunch at the moment. or At the ­moment, he’s / he is making lunch.

4 He usually makes lunch. 5 He does housework every day. or Every day he does housework.

6 He never does DIY.

3 blue 4 red, green, blue 5 police officer, airline pilot 4 1 e 2 g 3 c 4 a 5 d 5 1 A: Louisa is seeing someone new. 2 B: I see. Well, thanks anyway. 3 B: You need to see a doctor. 4 A: Do you see how easy it is?

1 1 No. 2 Two or more of their senses get mixed up. 3 Yes. It’s a bit too much sometimes. 4 Mark’s synesthesia means that he tastes words.

4 touch

8f

1 1 O: It’s a pleasure to meet you. 2 C: Why don’t I give you my card? 3 O: May I introduce myself? 4 C: Let’s stay in touch. 5 C: It’s been good talking to you. 6 O: I’m very pleased to meet you. 2 1 May I introduce myself? 2 It’s a pleasure to meet you or I’m very pleased to meet you 3 it’s been good talking to you. or let’s stay in touch. 4 Why don’t I give you my card? 3 1 for 2 on 3 at 4 in 5 for 6 at 4a 1 e 2 d 3 b 4 c 5 f 6a 4b 1 2 4 6 5 1 Are you? 3 Yes, I have. 5 No, I can’t. 4 Yes, I do.

6 Are they?

1e (page 10) 1a 1 letter

2 informal

­Kandinsky’s synesthesia mixed colour, hearing, touch and smell. 5 Seeing words in colour. 6 Our brains.

2 1 taste 2 hears 3 hearing 3 1 Where does Mark come from?

7 h

1d (page 9)

2 Is it?

1b (pages 6 and 7)

6 b

5 smell

3 known 4 to give information

1b 1 About our work: b c 2 Satisfied customers: a 3 About us: d 2 1 I am working on a new product this year. or This year I am working on a new product.

2 I can also help you with new projects. or Also, I can help

Canada.

you with new projects.

2 Who else in his family has the same condition?

3 We are currently advising a national company. or

3 What’s / What is the name of his condition?

4 We are completing a major contract at this time. or At this

4 Which sense gives Mark problems?

5 In addition to this, we have offices in all main cities. 6 We work in TV too. 3 1 designer 5 developing   9 continually

His sister.

Synesthesia.

time, we are completing a major contract.

Taste.

5 What is Stevie Wonder famous for? He’s a musician.

6 What colour does Mark’s sister associate with Tuesday? Brown.

5b Possible answers: 1 How many brothers have you got? 2 Do you like your job? 3 Why do you always go to France? 4 Where are you from? 5 Can you speak any other languages? 6 What are your favourite stories? 6 1 luck 3 power 5 passion 2 knowledge

4 mourning

7 1 happiness

3 love 4 wisdom

2 courage

5 sadness

2 men

2 consultant 3 special 4 dyes

6 allergic 7 passion 8 colourful

1 -ist: artist, biologist, scientist -er/-or: administrator, competitor -ant: assistant, consultant, participant -ian: electrician, librarian, musician, politician 2 -er 3 1 librarian 3 participants 5 photographer 8 1 Japan

4 optician

3 France 2 Brunei 4 Chicago PAPUA NEW GUINEA 3 three

10 painter

Wordbuilding / Learning skills / Check! (page 11)

2 artists

1c (page 8) 1 5 2 1 green

Currently, we are advising a national company.

6 electrician 5 Mexico 6 Peru

4 lead

177

16053_li_tb_WB_Answerkey_177-188.indd 177

24/04/12 4:28 PM

Unit 2

5 1 had

2 ’s/has

2a (pages 12 and 13)

1 1 Kristen   2 Alvaro   3 Theo   4 Carmen   5 Tara 2 1 T    2 N    3 T    4 T 3 1 acrobat  2 juggler  3 living statue  4 puppeteer 4 eight verbs: I’ve known, I haven’t lived, I’ve felt, I’ve never seen, I’ve just arrived, I’ve already heard, I’ve never ­experienced, We’ve been

5 1 We’ve / We have been here for … we’ve / we have seen 2 I’ve / I have performed every night since 3 We’ve / We have never had 4 My friend has lived here for … I’ve / I have decided 5 I’ve / I have always wanted … Since I’ve / I have become 6 I haven’t heard 6 1 Have you seen Billy Elliot yet? 2 Don’t reserve me a ticket. I’ve already bought mine. 3 I can’t meet you later. I haven’t finished my work yet. 4 We’ve just been to see Lady Gaga. Wow! 5 I arrived this morning and I’ve already seen dozens of performances.

6 I’m not sure what that means! I’ve just started learning Spanish.

8 1 cheerful/melodic

5 melancholy/moving 6 tuneless 7 repetitive

2 unusual 3 lively/rhythmic

4 catchy

2b (pages 14 and 15) 1 1 I really enjoy 5 My schedule 2 I hope 6 We decided 3 I keep 7 I finished 4 I need 8 I agreed 2 a going … to come b to do 1 b to take 4 b changing 7 b not to give 2 a to get 5 a watching 8 a to do 3 b to go 6 b planning 9 a Seeing 3 1 dancing 3 to change 5 to find 2 to introduce

4 learning

6 joining

4 1 T    2 F    3 F    4 T    5 T 5 1 to do 3 to fall 5 to do 2 standing

6 1 cry

2 Smile

7a 1 play 2 tell

4 going

6 Planning

3 Cheer up 4 laugh … cry 3 give 4 sing

7 dancing

5 laughing … sad 6 smile … smile 5 make 6 write

7 star

7b 1 Authors write plays. 2 Comedians tell jokes. 3 Musicians play instruments. 4 Ordinary people sing karaoke. 5 Politicians give speeches. 6 Rock bands make albums.

2c (page 16) 1 1 because it’s about people’s lives on one day, 24 July 2010 2 a documentary 3 ordinary people from 40 different countries 4 no 5 film director Kevin Macdonald’s 6 on YouTube 2 1 24 July 2010 3 400 5 4,500 7 192 2 90 minutes

4 40

6 81,000

3 c 4 1 c   2 d   3 b   4 c   5 d   6 e   7 e   8 a   9 a 178

3 Have … got 4 have

5 ’ve/have 6 have

7 having 8 had

2d (page 17) 1 1 Do you want to, Would you like to 2 Do you feel like, Do you fancy 2 Possible answers: Yeah, why not? I like the sound of that. I’m not keen on him. 3 1 What’s on? 2 Who’s it by? 3 Who’s in it? 4 When / What time is it on? 5 What’s it about? 4 1 It was absolutely hilarious. 2 It was absolutely / really awful. 3 It was really / very boring. 4 It was really / very good. 5 It was really / very disappointing. 6 It was absolutely / really brilliant. 6 1 bored 3 disappointed 5 depressing 2 amazing

4 moved

6 fascinating

2e (page 18) 1a 1 therefore 4 For that reason, 2 both options are correct 5 but 3 both options are correct 1b a Despite being from a classical Indian background, he’s had mainstream success in the west.

b He played on Beatles records. Because of this, he quickly became well-known in Europe.

c Although he enjoyed the music he made with the Beatles, he didn’t like the attention it brought.

d While he loves Matisse and Picasso, he doesn’t believe in owning art.

e He began as a dancer, but he became more interested in making music.

f Although I don’t know much about classical Indian music, I love his work.

2 The missing sentences are: 2 a, 3 b, 5 f. Ravi Shankar is a classical Indian musician who has had

huge success over many decades. I’ve followed his work since I saw him on TV a few years ago. Despite being from a classical Indian background, he’s had mainstream ­success in the West. This began decades ago when he worked with George Harrison, of the Beatles. He played on Beatles records. Because of this he quickly became well-known in Europe. Of course, I’m too young to remember the Beatles. I enjoy the music he makes nowadays. Although I don’t know much about classical Indian music, I love his work. I like it because it sounds beautiful and unusual to me. It’s ­really different from Western music. There’s so much different stuff out there to listen to, and I enjoy it all.

Wordbuilding / Learning skills / Check! (page 19) 1 bad: actor, influence, mood, student big: influence, role, statue, success English: actor, couple, people, student famous: actor, comedies, couple, people, statue living: actor, couple, people mainstream: actor, comedies, success ordinary: couple, people, role, student romantic: actor, comedies, couple, mood, role special: couple, effects traditional: comedies, couple, people, role young: actor, couple, people, student

Workbook answer key

16053_li_tb_WB_Answerkey_177-188.indd 178

24/04/12 4:28 PM

2 1 big influence

4 romantic comedies 5 special effects 6 bad mood

2 young couple 3 mainstream success

6 1 portrait

5 orchestra   9 new 6 Romeo+Juliet 10 choir 7 magician 11 espresso 8 awful

2 entertainers 3 reggae 4 flamenco

PERFORMANCE

3a (pages 20 and 21)

1 1 c  2 a 2 1 B  2 H  3 W  4 H  5 W  6 W  7 H  8 B 3 1 saw 2 best moment 3 solve the problem 4 amount of work you have to do 5 increased by twice as much 6 was successful 4 1 When did the sports fishermen see some ­oceanic whitetips? 2 When did Brian Skerry spot a shark? 3 How did he know that it was a whitetip? 4 What were Skerry and his assistant going after at the end of the assignment? 5 What happened on the eighth day? 6 What was Skerry doing when the weather improved?

5 1 saw … were surfing 2 was climbing … dropped 3 was … was coming up … were jumping 4 started … were filming 5 got … packed up … went 6 were sailing … got 6a 1 got 3 flew 5 put 7 saw 4 dealt

6 swam

8 fell

6b knew, flew dealt, fell 7 underwater: diving, scuba diving on the water: canoeing, jet-skiing, kayaking, rafting,

rowing, parasailing, sailing, surfing, water polo, water-skiing, windsurfing both: fishing, snorkelling, swimming, synchronised swimming

3b (pages 22 and 23) 1 1 iceberg

2 submarine

3 yacht 4 rocks

5 cannon 6 shipwreck

2 1 a 3 All the words – except tornado and waves – are in the programme.

4 1 a  2 b  3 c  4 c 5 1 bridges had disappeared – water 2 farmland had turned into desert – wind 3 rivers had changed course – water 4 roads had disappeared – water 5 sand had moved to new areas – wind 6 trees had washed away – water 6 1 most residents had left the area 2 at what had happened 3 there had been trees 4 roads and bridges had disappeared 5 where people had had farms 6 how much had changed 7 1 managed 3 had become 2 were

1 Italy 2 1 from an underground water reserve 2 to extract the water, bottle it and sell it as drinking water 3 He had written a letter to the newspaper about banning bottled water.

4 The town decided to become ‘bottled water free’. 5 after national and international newspapers wrote articles about the story

Unit 3

2 knew

3c (page 24)

4 had already died

3 1 they didn’t want to buy their own water in bottles 2 fight the water company … ban bottled water completely 3 had gone ‘plastic bag free’ 4 is 300 times greater than tap water 5 they can get it from the tap 4 1 become 2 met 3 received 4 obtain 5 1 d  2 b  3 f  4 e  5 a  6 c

3d (page 25) 1 1 During

3 suddenly 4 While

2 After

2 1 when

2 As

5 later 6 then

3 While

4 As

10 l 11 j 12 e

13 b 14 n 15 c

5 when

6 As

3e (page 26) 1 1 a 4 d 2 h 5 i 3 m 6 g 2a 1 arrived in

7 o 8 f 9 k

2 sad 3 met some friends

2b 1 spectacular

2 bumped into

4 full of people 5 went 6 amazing

7 exciting 8 emotional 9 starting

3 packed 4 made my way

5 familiar faces 6 tragic

3 1 fabulous, impressive, magnificent, spectacular 2 electrifying, exciting, exhilarating, thrilling 3 busy, crowded, full, packed 4 move on, set off, take off, travel 4 Model answer: On the Saturday evening we all got dressed up and went

to dinner in the spectacular dining room. The whole thing was a recreation of dinner on Titanic. The dining room was packed and it was thrilling to see everyone in authentic ­costumes. We bumped into some people we had met earlier and they joined our group. The food was amazing too and the whole thing was very moving.

Wordbuilding / Learning skills / Check! (page 27) 1 1 completely, definitely, easily, extremely, fast, fortunately, normally, quickly, seriously, slowly, unexpectedly, ­unpleasantly, unsuccessfully

2 1 easily, fast, quickly, slowly 2 Fortunately 3 extreme, fortunate, normal, serious, slow, unpleasant, unsuccessful

4 completely, definitely, unexpectedly 5 unsuccessful 6 definitely, quickly, slowly, unexpectedly 3 The student includes the following things: example sentences; how he/she feels about something; other students; reminders to do things; test scores; vocabulary; writing (entry for 10 Nov)

5 managed 6 had tried

4 because they are important

8 1 d  2 b  3 c  4 e  5 a   or 1 d  2 c  3 e  4 b  5 a

Workbook answer key

16053_li_tb_WB_Answerkey_177-188.indd 179

179

24/04/12 4:28 PM

6 1 rain

2 bottled 3 fresh 4 running 5 hot 6 boiling 7 salt 8 cold

X

F

L

H

H

N

I

H A

R

I

R

U

N

E

B

S

E

L

R

S

O

Q

V

E

H

I

P

N

O

A

L

Z

R

A

I

N

P

L

N

I

E

B

G

Y

U

V

K

O

N

I

N

G

A

Z

B

I

O

B

U

O

T

H

O

T

Y

S

I

P

T

E

W

A

4c (page 32)

W

A

T

E

R

L

1 1 flexi-time

E

U

L

T

T

T

S

U

A

E

N

B

O

C

O

L

D

X

R

U

Unit 4

2 pay rise

3 staff discounts 4 bonus 

5 overtime 6 paid holiday

2 1 b  2 b  3 c 3 1 F  2 T  3 T  4 F  5 F  6 T 4 1 people who were born at the same time as the Internet 2 He doesn’t believe in making plans. Plans are for old people.

3 If you don’t have an open mind, you might miss

4a (pages 28 and 29)

an opportunity.

1 Speaker 1: education Speaker 2: home, work Speaker 3: health Speaker 4: environment, languages 2 1 S  2 S  3 S  4 NS  5 S  6 NS   7 NS  8 NS 3 1 will 4 definitely (also certainly) 2 won’t 5 certainly (also definitely)

4 because both the Internet and the people in the programme

4 1 probably

2 1 d  2 a  3 b  4 c 3 1 Would you mind or Do you mind 2 Would it be all right if or Would it be OK if 3 Could you or Can you 4 Is it OK to or Is it all right to (also Can I or Could I) 5 Would you or Will you 6 Can or Could

3 will

2 might (also could, may) 3 could (also may, might)

4 may (also could, might) 5 could (also may, might)

5 1 a  2 b  3 a  4 b 7 1 exciting, glamorous 2 dangerous, demanding 3 responsible, routine 4 rewarding, satisfying 8 1 jobs  2 working  3 work  4 jobs  5 work  6 job 9 a

4b (pages 30 and 31) 1 1 leave school 2 stay on at school 3 pass an exam 4 resit an exam 5 go to university 6 become an apprentice 7 get a degree 8 drop out of college 2 1 café  2 waitress  3 work there  4 her twenties  5 single 3 1 Auckland, New Zealand 2 London 3 to let him know her plans 4 it’s been brilliant, but she’s not going to stay there forever 4 1 Lorna’s brother is finishing school soon. 2 Lorna will be in Auckland in May or June. 3 She’s going to look for a new job in Auckland. 4 She hasn’t found somewhere to live in Auckland. 5 She might be able to stay with Brett. 6 She promises to take her brother a Chelsea football shirt. 5 1 Apprentices don’t earn much, do they? 2 If that doesn’t work out 3 I don’t think that’s such a good idea. 4 I feel like doing something new 5 I’ll have to think about what I’m going to do 6 he’s staying on next year to do another course 7 while I do some job-hunting 6 1 do you 3 hair and make-up 5 nothing 2 chemistry

4 the shopping

7 1 I’m starting my new job next week. 2 I’ll meet you tonight. 180

3 We’re moving house soon. 4 My friend is going to leave college. 5 My friend is doing an exam tomorrow. 6 I’ll help you study. 7 I’ll see you later. 8 1 miles  2 email  3 I’ll  4 fail  5 oil  6 feel

E

6 pottery

are 21 years old

5a 1 a  2 b  3 b  4 a

4d (page 33) 1 1 well-organised

3 independent 4 methodical

2 self-confident

5 creative 6 conscientious

4e (page 34) 1a c 1b 1 Dear Mr Brown, 2 I am writing in reply to your advertisement. 3 I enclose my application form. 4 I am an enthusiastic person and I enjoy working with people. 5 I have several years’ experience in this area. 6 I am available for interview at any time. 7 I look forward to hearing from you. 8 Yours sincerely, 2 some experience in catering or retail hard-working and good under pressure authorised to work in the UK 3 Model answer: Dear Mr Kapoor, I am writing in reply to your advertisement ref 119/XG for waiters. I attach my application form.

I am an enthusiastic and hard-working person, and I enjoy working with people.

I have worked as a waiter both here in the UK and in my

home country, Portugal. I have several years’ experience in both restaurants and cafeterias. I am available for interview at any time and available to start work at once. I look forward to hearing from you. Yours sincerely, Manuel Santos

Wordbuilding / Learning skills / Check! (page 35) 1 1 f  2 b  3 d  4 h  5 e  6 g  7 c  8 a 2 1 run out 3 turn up 5 get off 2 come back

4 drop out

6 settle down

Workbook answer key

16053_li_tb_WB_Answerkey_177-188.indd 180

24/04/12 4:28 PM

4 Possible answers: Job titles: ballerina, film star, fire fighter, footballer, pilot,

3 How long have you been coming here? For ten years. 4 How long have you been reading that book? Since I arrived.

Pay and conditions: badly paid, demanding, dirty, responsible,

5c (page 40)

police officer, rock star, scientist, train driver, vet

rewarding, routine, satisfying, secure, stressful, well-paid Describing jobs: boring, dangerous, exciting, glamorous Job requirements: degree, experience, skills

5 1 new

3 intend 4 factory

2 ambition CHINA

5 college 6 hardworking

b habitats, species

2 a waste

Unit 5

b eco-friendly c impact

5a (pages 36 and 37) 1 1 Travel

2 luggage 3 delays

1 All the words – except extinct and tax – are in the audioscript. 2 1 driving  2 cruise  3 eco-tourist 3 1 b  2 a  3 a 4 1 a issues, projects

4 local transport 5 Plan 6 trip

7 round-the-world trip

2 a few things

2 1 trip  2 travelled  3 journeys  4 trips  5 journey  6 travel 3 1 d  2 c  3 a  4 b  5 e 4 1 a, b  2 a  3 b, c  4 a, c 5 1 be a big fan 2 come up laughing 3 be addicted to 4 see things from a fresh angle 6 1 has worked 3 took 5 had 2 has written

4 hasn’t had

6 has been

7 1 Have (you) done 5 went   9 flew 2 ’ve/have been 3 haven’t been  4 did (you) go

5 1 d  2 a  3 c  4 b 6 1 and things 3 worst thing

6 ’ve/have always wanted 10 were 7 saw 11 looked 8 ’ve/have seen

5b (pages 38 and 39) 1 1 crowded, busy, vibrant

2 relaxing 3 peaceful, remote  4 safe 5 exotic/unspoilt/tropical beaches, exotic scenery 6 tropical/unspoilt

2 Monument Valley – western Prague – action London – romance 3 You can: 2 go on a tour with a local guide in Monument Valley 3 go up in a hot-air balloon in Monument Valley 5 go sightseeing in the Old Town in Prague 6 take a walking tour in London 4 1 since the 1930s 2 for generations 3 to take a hot-air balloon trip 4 in the 1990s 5 airlines have been adding more flights and more connections

6 one of the Harry Potter films 5 1 ’ve/have been walking … ’ve/have seen 2 has been telling … ’s/has met 3 ’ve/have been taking … ’s/has just run out 4 ’ve/have been waiting … ’ve/have paid 5 ’ve/have been exploring … ’ve/have found 6 haven’t had … ’ve/have been sightseeing 6 1 I’ve been lying on the beach all day. 2 We’ve been travelling since seven. or We’ve been

5 best thing 6 important thing

4 sort of thing

5d (page 41) 1 1 baggage allowance 4 food poisoning 7 travel documents 2 boarding card 3 car hire 

5 hotel room 8 train timetable 6 passport control

2 1 train timetable

4 boarding cards 7 car hire 2 passport control 5 baggage allowance 8 travel documents 3 hotel room  6 food poisoning

3 1 b  2 f  3 e  4 c  5 a  6 d 4 1 at, at  2 from, from  3 for, For

5e (page 42) 1a 1 no way  2 wow  3 cool  4 awesome 1b 1 thx  2 oxox  3 LOL  4 BF  5 GF 1c 2 The beach is gorgeous! 3 The journey was exhausting! 5 I love it here! 1d 1 The food here is delicious. 2 I’ve been on a bumpy camel ride. 3 I’ve never been so hot in my life! 4 I’m taking it easy today because I did too much yesterday. 5 You’ll find photos in the usual place online. 1e 1 Weather here fantastic. 2 Lying by the hotel pool since we arrived. 3 Thinking of staying an extra week cos it’s so beautiful. 4 Have arranged to go on a couple of day trips. 5 Had a terrible flight. Long delay, seats uncomfortable and no food!

2 Model answer: Hi Sue! Had a terrible flight. Long delay, seats uncomfortable and no

food! But, anyway, the weather here is fantastic. Never been so hot in my life! Hotel great – been lying by the hotel pool since we arrived. People seem lovely and food here delicious! Thinking of staying an extra week cos it’s so beautiful. Love, Milla

Wordbuilding / Learning skills / Check! (page 43) 1 Accommodation: budget hotel, campsite, guest house, youth hostel

Things to pack: hand luggage, insect repellent, money belt, sun cream, travel tablets

t­ ravelling for eight hours. 3 We’ve been coming here for ten years. 4 I’ve been reading this book since I arrived. 5 I’ve driven 1,000 kilometres. 6 We’ve stayed in three different hotels.

At the airport: arrivals hall, baggage reclaim,

7 1 How long have you been lying on the beach? All day. 2 How long have you been travelling? Since seven o’clock.

3 1 trip, trip  2 travel, travelled, travel 4 1 tour  2 voyage  3 journey  4 voyage

or For eight hours.

­departure lounge

2 1 travel tablet

2 insect repellent 3 youth hostel 

4 campsite 5 arrivals hall 6 hand luggage 

7 money belt 8 sun cream

Workbook answer key

16053_li_tb_WB_Answerkey_177-188.indd 181

181

24/04/12 4:28 PM

5 1 delays

3 habitats 5 surfing 2 holidaymakers 4 mosquito 6 ticket

7 eco-tourism 8 destination

Unit 6 6a (pages 44 and 45)

1 natural: avocado, peanuts, prawns, steak made from other ingredients: cheese, cheese snacks, pizza, popcorn

2 2 up your mind 4 simple steak 3 them a nice meal 5 suggestion 3 a simple steak b a suggestion c them a nice meal d me hungry e up your mind 4 1 make lunch 3 makes me ill 2 make a mess

4 make you a drink

6 me hungry

5 challenges 6 a platform

3 1 Jodi Cobb 2 Børge Ousland 3 Robert D. Ballard 4 1 If you make a healthy meal, you’ll feel better afterwards. 2 If I watch a movie, I’ll enjoy myself. 3 If you find a new route to work, you’ll save money. 4 If you take chewing gum with you, you won’t / will not smoke. 5 If you don’t buy chocolate, you won’t eat it. 6 You’ll live longer if you have a good diet. 5 1 You won’t achieve anything unless you take risks. 2 Your friends will help you as soon as you ask them. 3 You’ll be successful when you plan things carefully. 4 You won’t know what you can do until you try. 5 You’ll make a lot of mistakes before you succeed. 6 You won’t save any money if you don’t have a plan. 6 not part of a healthy lifestyle: cutting down on relaxation, avoiding outdoor activities, taking up smoking

7 1 b  2 d  3 c  4 a 1 1 electric  2 high  3 indoor  4 night  5 irregular 2 1 c  2 a  3 b  4 b  5 c  6 b 3 a 4a 1 adjective  2 adverb  3 adjective  4 adjective  5 verb 4b 1 difficult e 3 long a 5 quickly f 4 badly c

6d (page 49) 1 1 What’s that made from? 2 What do they taste like? 3 I think I’ll try that. 4 Does it come with vegetables? 5 I’ll have the same. 182

Workbook answer key

16053_li_tb_WB_Answerkey_177-188.indd 182

several snorkelling

2 Taking away the discounts for retired people means that they can’t afford to use the centre very often.

3 The multi-ticket scheme is too complicated. Consequently, people don’t take advantage of offers.

4 Opening the cafeteria to the public will result in more ­people using the centre.

5 The price increase has led to fewer families using the centre now.

2 Model answer: Dear Sir, We are writing to express our concern at the recent changes to

Newton Fitness Centre. We are concerned about three aspects of these changes: prices, opening times and the cafeteria. In our view, the multi-ticket scheme is too complicated. ­Consequently, people don’t take advantage of offers. The price increase has led to fewer families using the centre now. We also note that taking away the discounts for retired ­people means that they can’t afford to use the centre very often. In addition, the swimming pool doesn’t open until 9 a.m., therefore people can’t go swimming before they go to work. Finally, we feel that opening the cafeteria to the public will result in more people using the centre. We request that you review these changes to the services that the fitness centre provides to local residents. Yours sincerely PH Singh Newton Residents’ Association

Wordbuilding / Learning skills / Check! (page 51) 1 1 gone up  2 put up  3 take up  4 speed up  5 grow up 2 1 come down 3 slow down 5 bring down 2 get … down 4 take … down 3 1 writing the same idea in different ways 2 thinking about who the reader is 3 listing useful linking words 6 1 durian 3 caffeine 5 plantain 7 blue 2 junk food

6c (page 48)

2 far b

3 1 baked  2 fish  3 hot  4 bland 4 1 D  2 S  3 M  4 S 5 1 comfortable  2 evening  3 national  4 travelling 6 beverage camera poisoning

fore people can’t go swimming before they go to work.

5 make sense 6 make up my mind

6b (pages 46 and 47) 3 resolutions 4 intrepid

5 don’t need to

1a 1 opening times  2 prices  3 cafeteria 1b 1 The swimming pool doesn’t open until 9 a.m., there-

animals.

2 individuals

3 have to 4 have to 

2 don’t need to

6e (page 50)

5 1 north  2 Aboriginal people  3 edible  4 collecting 6 ants, grass, water lilies 7 c 8 1 You can’t/mustn’t camp in the park. 2 You have to picnic in designated areas. 3 You can’t/mustn’t swim in the rivers. 4 You should carry water with you. 5 You have to inform the warden in advance of your visit. 6 You don’t have to show identification on entry. 7 You shouldn’t approach wild animals. 8 You have to report any accidents or incidents with wild

2 1 a goal

2 1 need to

6 soon d

4 raw

6 English

8 stilton

Unit 7 7a (pages 52 and 53)

1 The article mentions veranda and attic. 2 1 You can find longhouses all over the world, from northern Europe across Asia and also in the Americas.

2 In Indonesia, the space under the longhouse is for animals.

In Viking longhouses, there was a special section at one end for animals. 3 Either on a central fire or in an annexe. 4 The Asian longhouse is still built today in tropical areas.

3 1 longer   6 better

2 most appropriate   7 hotter 3 best    8 closer 4 crowded    9 warmer 10 hotter 5 more easily 

11 less exposed 12 more private 13 more sophisticated

24/04/12 4:28 PM

Wordbuilding / Learning skills / Check! (page 59)

4 1 more and more popular 2 higher and higher 3 faster and faster 4 The bigger … the brighter 5 The closer … the better 6 The nicer … the more often 5 1 The longhouse was one of the most widespread

1 1 relaxing

2 walking 3 entertaining

2 1 dining room

home designs. 2 Ceiling fans use a lot less electricity than air conditioning. 3 The rent is slightly higher than we expected. 4 This is by far the best house we’ve seen today. (also This is the best house by far we’ve seen today.) 5 A veranda makes a house look a bit more inviting. 6 The room is far cosier when the fire is lit.

7b (pages 54 and 55) 1 1 modern

2 neighbourhood 3 public transport 4 atmosphere

5 built-up   9 traffic 6 polluted 10 run-down 7 skyscraper 11 open spaces 8 residents

2 Used to can replace the past simple in sentences 1, 2, 4 and 6.

3 1 This area didn’t use to have so many skyscrapers (before). 2 The pollution here used to be much worse than it is now. 4 The atmosphere didn’t use to be so relaxed (in the past). 6 There didn’t use to be as many crowded neighbourhoods. 4 Would can replace used to in sentences 2 and 6. 5 1 When I was young, we lived next to my school. 2 My friends and I would play in the street. 3 There was a lot of traffic along this road. 4 I didn’t like my neighbours. 5 A huge tree grew in front of our house. 6 We wouldn’t go out if it was raining. 7 1, 3 and 4 are true. 2 Timbuktu is a World Heritage Site now. 5 It was invaded in the 16th century. 8 1 learning 3 law 5 river 7 gold 2 collection

4 location

6 Camel

8 scholars

7c (page 56) 1 1 Tokyo  2 Dhaka  3 Mumbai  4 Sao Paulo  5 Delhi 2 The name refers to 19 cities that will have more than 20 million people in the 21st century. 3 1 b, c  2 a, b  3 a, b 4 1 Tokyo  2 Lagos  3 Mumbai  4 Los Angeles

7d (page 57) 1 1 walking or to walk 2 to stay 

3 prefer 4 watching … reading

5 have 6 ’d prefer

2 Possible answers: 2 d I prefer swimming because going to the gym is too tiring. 3 g I’d rather / I prefer to / I’d prefer to have one long ­holiday because you can travel further.

4 c I’d prefer a job nearer home because commuting is very expensive. 5 e I’d rather / I’d prefer to / I prefer to rent than buy ­because I’m not sure if I’ll stay here. 6 f I prefer reading the news online as it’s more up-to-date. 7 a I prefer small shops because big stores are less friendly. 8 h I prefer driving a small car as it uses less petrol.

7e (page 58) 1 1 e  2 d  3 a  4 g  5 b  6 f  7 c 2 1 e, g  2 a, d  3 b, c, f 3a 1 as = because 2 like = such as 3b 1 As  2 like  3 As  4 like  5 as  6 like

2 bedroom 3 kitchen

4 growing 5 overhanging 6 filling

7 rising   9 refreshing 8 ageing 10 winding

4 sitting room 5 bedroom 6 kitchen / bathroom

7 kitchen 8 bathroom

3 1 A  2 V  3 V  4 A  5 V  6 N 4 1 N  2 A  3 N  4 V  5 V  6 A 6 1 NewYork 3 igloo 5 habitat 7 outside   9 rent 2 estate agent 4 ger

NEIGHBOURS

6 brick

8 urban

10 skyscrapers

Unit 8 8a (pages 60 and 61)

1 1 fish; near Tasmania, Australia; handfish have fins which look like hands and they use them to walk along the ocean floor 2 bat; Papua New Guinea; it resembles Yoda in the Star Wars films 3 worm; in the sea around the Philippines; it looks like a squid (because it has tentacles on its head) and a worm (because its body is divided into segments)

2 1 a C  b C  c S 2 d C  e C  f S 3 g C  h S 3 1 ocean floor, seabed 2 specimen 3 species

4 predators 5 toxic

6 marine 7 segments

4 1 It must be a bird. 2 It might/could be a leaf/stem. 3 It must be a lake. 4 They must be spiders. 5 It might/could be a shark/whale. 5 1 look like  2 Look  3 looks as though  4 looks 6 1 e  2 b  3 a  4 c  5 d

8b (pages 62 and 63) 1 moai = statue pukao = ‘hat’ 2 1 more than 800 2 human figures 3 stone 4 carved out of volcanic stone 5 over a period of 600 years, ending 400 years ago 6 no – only some of them 3 1 F  2 T  3 F  4 F 4 1 must have 3 may have 5 must have 2 must have

4 must have 

5 1 may have seen 2 can’t have been 3 must have seen 4 must have been 5 can’t have been 7 1 century, period 2 beliefs, traditions 3 ancient, prehistoric, sacred 8 1 c  2 e  3 d  4 b  5 a

6 must have had 7 might have been 8 might have been 9 could have phoned 4 fragments, pieces 5 ancestors, society

8c (page 64) 1 Wallabies are eating poppies and then becoming so

­ isoriented that they run around in the fields erratically, d ­creating paths that resemble crop circles.

Workbook answer key

16053_li_tb_WB_Answerkey_177-188.indd 183

183

24/04/12 4:28 PM

2 2 extraterrestrial 6 poppies 3 physical 4 wallabies  5 wallabies

7 wallabies 8 poppies 9 wallabies

10 humans 11 patterns 12 hoaxers

13 tools 14 patterns

machines, and to access email accounts.

The last story was what the author’s friend told her mum in 1971 and was believed! 3 mistake 4 joking

5 having … on  6 sure

8e (page 66)

2 Luckily

4 extremely

5 quickly 6 incredibly

3 briefly 4 unbelievably

5 instantly 6 rapidly

1 1 adventurous   7 factual

2 ancestral   8 famous 3 archaeological   9 financial 4 beneficial 10 glamorous 5 central 11 global 6 courageous 12 historical 3 archaeological 4 factual

13 humorous 14 industrial 15 natural 16 nutritious 17 physical 5 global 6 industrial

3 1 c  2 e  3 d  4 a  5 b 4 1 Where did it happen? 2 When did it happen? 3 Who is involved? 4 What happened exactly? 5 How did it happen? 6 Why did it happen? 5 1 There is enough information to answer all the

questions.   1 the north of Taiwan   2 October   3 environmentalists, students, campaigners   4 Frogs are increasingly under threat as humans move into their habitat.   5 A wildlife group monitors the road with the help of local students.   6 to avoid frog deaths 2 There is enough information to answer all the questions.   1 Holland   2 this month   3 producers   4 an unusual new ice cream has been created   5 the main ingredient is camel’s milk   6 Camel’s milk has less fat and more vitamins than ­normal milk.

6 1 spider  2 ant  3 Arctic tern  4 monkey  5 beetle PARROT 184

5 your 6 your

8 the 9 all

11 their 12 a

14 the 15 the

17 your 18 a

4a 1 each other

3 each other 4 each other

5 each other 6 themselves

4b 1 himself

3 each other 4 herself

5 himself 6 each other

5a 1 himself  2 reflected  3 and  4 beautiful  5 his  6 looked 6 1 lend  2 borrow  3 lent  4 lend  5 borrow  6 lent

Wordbuilding / Learning skills / Check! (page 67)

2 courageous

2 – 3 –

2 myself

4 1 Incredibly, nobody knows what happened. 2 Sadly, this is not the first time this has happened. 3 The car was deliberately damaged. 4 The man spoke sadly about the incident. 5 Things are gradually returning to normal. 6 We were incredibly shocked by the news.

2 1 nutritious

2 A password should be unique and secret. 3 Mark Burnett is a security expert. 4 They are the ten most commonly used passwords in the world. 3 1 the 4 a 7 your 10 – 13 the 16 your

2 yourselves

1a c 1b c struck d called, started b responded, happened a was, cut off, said 2 1 temporarily 3 fortunately 3 1 really

5 debit card 6 bank transfer

2 1 The passwords mentioned are for online banking and cash

1 The first two stories are true. The third story is almost true.

2 immediately

3 change 4 bank statement

2 bill

8d (page 65)

2 right

9a (pages 68 and 69) 1 1 receipt

3 b, c 4 1 b  2 c  3 a

2 1 off

Unit 9

9b (pages 70 and 71) 1 1 a, b  2 a, b  3 a, c  4 c 2 1 c  2 b  3 a  4 c  5 b 3 1 are being assembled 2 contains 3 will be bought 4 have been made 5 are used 6 include 7 has often been associated 8 are being substituted 4 1 lovely = opinion, plain = factual, gold = factual 2 beautiful = opinion, traditional = factual, hand-woven = factual

3 gorgeous = opinion, antique = factual, silk = factual 4 nice = opinion, silver = factual 5 1 large, tiny 2 19th century, old 3 hand-made, mass-produced 4 blue 5 Italian 6 plastic, wool 6 1 The factory makes mass-produced plastic toys. 2 It’s a 19th century silk wall hanging. 3 We bought a blue wool rug in the sale. 4 She usually wears large gold earrings. 5 It’s a tiny Italian box. 6 We’ve got some old plastic chairs in the garden.

9c (page 72) 2 1 b  2 a  3 c 3 1 a 3 b, 2 b,



4





5 6 b,

7 c, 8 c,

4 1 How much did it cost you? 2 I’ve spent far too much money today. 3 This shirt is much nicer. 4 How much of this paper do you need? 5 She always uses too much perfume, I think. 6 I haven’t had much time to go shopping recently. 7 Oh, that’s much too expensive! 8 I can get this much cheaper online.

9d (page 73) 1 1 Can I look at one? 2 Is it in the sale? 3 I want something more modern. 4 Yes. Can I bring it back if my brother doesn’t like it?

Workbook answer key

16053_li_tb_WB_Answerkey_177-188.indd 184

24/04/12 4:28 PM

5 Do you work in the dining room section? 6 Have you got the reference number? 7 How much do you charge? 8 Yes, you can pay by card or in cash. 2 1 in stock 3 exchange 5 reference number 2 tills

4 delivery

6 receipt … return

9e (page 74) 1a Nissan Micra: four years old; metallic blue, 3-door hatchback, petrol engine; 4,500 euros

Canon EOS: black, digital SLR camera, HD movie mode,

5 f That’s the hospital where they do heart transplants. 6 a That was the day when I came out of hospital. 5 1 This operation, which is performed frequently, is not dangerous.

2 The nurse, who explained everything to me, was very professional.

3 The injection, which the nurse gives me, doesn’t hurt. 4 My ankle, which I broke last year, has completely healed. 5 Our doctor, who is very young, is very knowledgeable. 6 1 a  2 c  3 c  4 a  5 c  6 b

12 MP, 18–55 mm lens, never used (unwanted gift); 550 euros Leather sofa: chocolate brown leather, Italian design, 3-seater; very comfortable Information that is not relevant: need payment quickly our first purchase when married!

10b (pages 78 and 79)

1b Extra information: The car has been serviced regularly at Nissan

6 would be … would love … had 2 1 would 3 would 5 would

a­ uthorised garages. It is in excellent condition.

1 had to … you go 2 could take … would be 3 would you miss … would be 4 moved … would be 5 would find … went … would welcome … would probably do … would have to

2 couldn’t

2 Model answers: For sale Brand new Canon EOS digital SLR camera. 12 MP and comes

4 could

7 would 8 might

6 might

3 1 Would you go   6 ’d/would love

2 ’d/would be   7 ’ll/will probably get   8 drops 3 wouldn’t go  4 paid   9 ’ll / will buy 5 weren’t 10 ’ll/will never happen

with 18–55 mm lens. Also has HD movie mode. The camera and lens are black. Excellent condition. This camera was an unwanted gift and has never been used. Carrying case also included in price: 550 euros.

4 1 clothes

3 food 4 air conditioning 

5 daily routine

For sale Italian design leather sofa. The sofa is 3-seater and a stylish

5 1 woman 2 woman

3 woman 4 woman

5 man 6 man

chocolate-brown colour. Very comfortable and easy to keep clean. Excellent price of 400 euros.

Wordbuilding / Learning skills / Check! (page 75) 1 1 world-famous actor, brand, street 4 hand-dyed leather, silk 2 sweet-smelling flowers, lemons 5 eight-year-old boy, child 3 lethal-looking knife, weapon 2 1 paper  2 Hand  3 locally  4 solar  5 vacuum  6 old 3 Possible answers: borrow: b, c, d merchant: b, c mass-produced: a, c, d 5 a coins b receipt c earrings d spices e till f rug g orange juice h mobile CUSTOMER

10c (page 80) 1 b 2 Both the film and the photo are about brain activity/power. 3 1 They look at how films deal with science. 2 The main idea of the film is that we only use 20 per cent of our brain power.

3 The main character takes a special pill that lets him use 100 per cent of his brain power.

4 He writes a book. He learns to speak Italian. He becomes a master of martial arts.

4 1 true  2 functions  3 hidden  4 inefficient  5 limitless 5 The three things the character did are things which we could all manage to do – if we used our own limitless brain power more efficiently.

6 1 b  2 a  3 d 7 1 invite

3 lead 4 borrow

5 carry 6 react

7 travel 8 have

8 1 h  2 d  3 e  4 a  5 f  6 c  7 g  8 b

10a (pages 76 and 77) 2 Cold Water 3 Hot Air

6 1 wouldn’t enjoy: man 2 ’d/would feel … wore: woman 3 lived … ’d/would get: woman 4 ’d/would avoid … got up: woman 7 1 d  2 a  3 b  4 c

2 steal

Unit 10 1 1 Body Heat

2 car technology

4 High Altitude 5 Diving Deep 6 Lack of Oxygen

2 1 45 days

2 7 days 3 10 minutes

7 Blood Loss 8 Starvation 9 Dehydration

4 40 per cent 5 42°C 6 bigger lungs and more red blood cells

3 1 b That’s the patient I read about. 2 d This is a new kidney which was grown in a laboratory. 3 c Cosmetic surgery is a medical procedure which can be expensive.

4 e I talked to the surgeon who operated on me.

10d (page 81) 1 1 He’s been stung by a wasp. 2 She’s cut herself / her finger. 3 He’s fallen off his skateboard. 4 He’s got food poisoning. 5 He’s fallen off the wall. 6 She’s tripped up. 2 1 b, f 2 c, e, f 3 c, f 4 a, e Workbook answer key

16053_li_tb_WB_Answerkey_177-188.indd 185

185

24/04/12 4:28 PM

5 a, c, e, f 6 a, c, d, e, f 3 1 d  2 f  3 b  4 g  5 c  6 e  7 a 4 You can use these beginnings with all of the suggestions

e­ xcept ignore. The verb is in the infinitive. If I were you; I would; You should; You’d better; Why don’t you For example: get it looked at; go to A&E; keep an eye on it; put some antihistamine cream on it You can use these beginnings with all of the suggestions ­except ignore. The verb is in the -ing form. It might be worth; You’re best; Have you tried For example: getting it X-rayed; going to see the doctor; putting cream on it; washing it I wouldn’t goes logically with ignore: I wouldn’t ignore it.

5 1 quick and easy 2 name and address 3 big and small 4 black and white 5 nice and friendly 6 young and old

10e (page 82) 1a Incorrect options: 1 However; 2 All the same; 3 Actually; 4 By the way, Incidentally; 5 before I forget

1b He’s asking Jack if he should take part in an

­ ltramarathon. He asks Jack because Jack knows him u better than anyone.

1c 1 of course 2 By the way, Incidentally, To be honest 3 Anyway, In fact, Naturally, Obviously, Of course, Well 4 Anyway, Even so, Of course 2 1 I don’t know what I would do in your position. 2 Even so, if you have the right training, you can do it. 3 As I understand it, you will do the race next year if you

1 1 beautiful   9 peaceful  2 breathless 3 careful / careless 4 cheerful 5 colourful / colourless 6 graceful  7 harmful / harmless 8 lifeless

2 1 careful

2 graceful

10 powerful / powerless 11 resourceful 12 respectful 13 stressful  14 successful 15 tuneful / tuneless 16 useful / useless

3 stressful 4 resourceful

5 harmless 6 useless

6 Possible answers: 1 an insect which can sting you 2 something a mosquito could do to you 3 something which could cut you 4 a person who treats illness 5 a person who has to leave their home because of war 6 a race which is 26 miles (42 kilometres) long 7 a person who travels in space

Unit 11 11a (pages 84 and 85) 1 1 sports pages

2 business section 3 world news  4 national news

5 comment and analysis 6 entertainment 7 politics and society 8 front page

2 1 Richard Leakey is a legendary conservationist. 2 Paula Kahumbu is the current director of WildlifeDirect. 3 1 c  2 b  3 c  4 c  5 b 4 When Rosy grew blind and stopped mating, the website

published his story. People then donated enough money to perform cataract surgery, which successfully replaced his lenses, and now he is practically back to a normal life.

5 1 The presenter said (that) good news never made the headlines. 2 Jo Makeba said (that) we could publish our own photos directly onto the Internet.

­ ecide to do it. d 4 That will give you plenty of time to prepare and to see if it is a good idea. 5 I’m sure you won’t regret it. 6 By the way, we’ll probably call in and visit you next month, if we go to Scotland.

3 The presenter asked what exactly WildlifeDirect was. 4 Jo Makeba said (that) Richard had set up WildlifeDirect. 5 Paula Kahumbu said (that) the website had published

3 Model answer: Hi Ali I’m sorry it’s taken me a while to reply to your email.

6 1 You said (that) you didn’t watch the news. 2 You told me (that) you knew how to upload photos. 3 You asked me if I had seen that programme before. 4 You said (that) the documentary had just finished. 5 You said (that) you would tell me when the news came on. 6 You asked me if I could help you download that video. 7 1 b  2 d  3 f  4 a  5 c  6 e

I’ve been thinking about what you said, of course!

To be honest, I’ve never been faced with this kind of

­situation, so I don’t know what I would do in your p ­ osition. You are the only person who knows what your body is capable of. ­Obviously, doing a race like that is going to be a massive challenge. Even so, if you have the right training you can do it. As I understand it, you will do the race next year if you ­decide to do it. That will give you plenty of time to prepare and to see if it is a good idea or not. It seems like a great ­opportunity, so if I was you I would seriously consider it. Well, it’s up to you in the end. I’m sure you won’t regret it, though. By the way, we’ll probably call in and visit you next month if we go to Scotland. I’ll let you know a couple of days in ­advance. If you haven’t made up your mind, we can talk about the ultramarathon a bit more then. Regards Jack

186

Wordbuilding / Learning skills / Check! (page 83)

Rosy’s story.

6 The presenter asked if he could see him on the WildlifeDirect site.

11b (pages 86 and 87) 1 1 a  2 f, g  3 b, d  4 e  5 c 2 1 While phones could talk to phones, and computers could

talk to computers, you couldn’t send a simple text message between the two systems. 2 He wrote the software that allows phones and computers to communicate with each other. 3 If you download the free software online, you won’t need to use the Internet. 4 Any organisation that wants to use text messaging can use it.

3 economical, freely available, reliable, simple 4 1 signal   6 cable

2 network   7 downloading … online 3 send a text message   8 keyboard 4 internet connection   9 contact list 10 launch a website 5 write software

Workbook answer key

16053_li_tb_WB_Answerkey_177-188.indd 186

24/04/12 4:28 PM

5 1 Ken Banks promised he would find a solution. 2 The company invited Ken Banks to tell them about his ideas. 3 The phone company offered to give all their customers ten

free texts. 4 The website asked the public to donate text messages. 5 The doctor told the patients not to be late for appointments. 6 The officials reminded all hospitals to make arrangements for their visits the following week.

6 1 didn’t realise ... couldn’t 2 didn’t know … worked

3 thought … could 4 wondered … ’d/had sent

11c (page 88) 1 1 teen  2 three  3 87 2 who, three, salt, name, give, stand, new, yellow, I, two, five 3 1 T  2 T  3 F  4 F  5 T 4 The computer takes a lot less time to look at the data. It also highlights patterns that might be difficult to see.

5 1 c  2 a  3 b, c 6 1 Time 4 time 2 great time 3 have time

5 difficult time 6 time and time again

7 spend time 8 modern times

2 dictionaries

6 1 text

3 vocabulary practice 4 grammar practice

3 software 4 footage

2 twitter

5 practice exams

5 headline 6 news

7 viral 8 signal

W

T

L

R

G

O

P

E

T

E

H

E

A

D

L

I

N

E

V

Y

C

X

R

F

I

N

E

N

I

S

I

T

S

O

F

T

W

A

R

E

P

W

U

O

P

Z

S

V

A

A

R

S

K

T

T

I

A

E

L

S

L

C

A

A

L

L

Q

R

G

L

T

S

I

G

N

A

L

T

D

C

Q

B

G

E

N

M

U

K

F

T

U

O

Y

T

W

I

T

T

E

R

Unit 12 12a (pages 92 and 93)

11d (page 89) 1 a This is a message for Nils Davis. A b I’m afraid Dan’s in a meeting. c It’s about the delivery of phone chargers. A d My name’s Jill and I’m on 07956841. A e Can I take a message? f Yes, who’s calling? g I’ll try and call you later. A h I’ll let him know that you rang. 2 1 b  2 e  3 f  4 h 3a 1 I … you 3 you … your 5 him 2 you … me

5 1 translators

4 you … me your

6 her

11e (page 90) 1 1 b  2 a  3 –  4 c  5 a, b 2 1 It was agreed that the party would finish at midnight 2 It was decided that we would decorate the street. / It was decided that the street would be decorated.

3 It was suggested that we should put up a marquee. / It was suggested that a marquee should be put up. 4 It was explained that no special permission was needed for this type of event. 5 It was reported that preparations were complete.

3 Model answer: Street Party meeting 28 February Twenty five residents came to the meeting to discuss the street party.

The first item on the agenda was the time and date. It was

agreed that the party would be on 30 April and would start at 2 p.m. The next thing to be discussed were the preparations. Ms Clarke said she had contacted a DJ about the music. Ms Gregg said she would organise the food. She asked ­volunteers to sign up on the list. Mr and Mrs Walker offered to organise the street decorations. This will include lights, flags and balloons, and so on. Mr Blair asked if we would need a licence for party. He will check this. Finally, the date of the next meeting was fixed as 21 March at 8 p.m. at the community centre.

Wordbuilding / Learning skills / Check! (page 91) 1 unfortunately, unpleasantly = adverbs 2 1 b  2 b  3 a  4 a  5 b  6 b  7 b  8 b

1 1 b  2 a  3 d  4 e  5 c 2 1 As masses of people relocated throughout Cambodia, they

often created communities and farmland that affected ­elephant habitat.  At the same time, with rain forests shrinking, hungry ­elephants come onto farmland, destroying crops.  Desperately poor farmers fought back, killing elephants to protect their land and livelihood. 2 They were essential in the construction of the Angkor Wat temple and are depicted in honour on its walls. 3 When farmers were arrested for clearing the forest, they could no longer feed their families.  (The government had still not established schools in these areas and) farmers were very concerned that their children could not read or write.

3 1 a, b  2 a, c  3 b, c  4 a, b  5 c 4 1 Cambodia’s elephants could have died out completely. 2 In theory, the conflict between people and animals shouldn’t have happened.

3 The Cambodians couldn’t have built Angkor Wat without using elephants.

4 Conservation efforts should have re-established respect for elephants.

5 Conservationists should have paid more attention to human needs.

6 The government should have provided schools. 5 1 You should have studied harder. 2 Someone could have broken in. 3 He should have taken his tablets. 4 You should have bought a bigger one. 5 We couldn’t have done it without her. 6 You should have used your GPS.

12b (pages 94 and 95) 1 1 c, h  2 f, i  3 a, d  4 e, g  5 b, j 1 If JK Rowling hadn’t written the Harry Potter stories,

millions of boys wouldn’t have got into books. she wouldn’t have become a millionaire. 2 If Tim Berners-Lee hadn’t invented the Internet,   personal computers wouldn’t have become so popular.   social networking wouldn’t have been possible. 3 If Alexander Fleming hadn’t discovered penicillin,   antibiotics wouldn’t have been developed.   millions of people would have died from infections. 4 If Dian Fossey hadn’t studied mountain gorillas,   most of them would have been killed.   she wouldn’t have been murdered.

Workbook answer key

16053_li_tb_WB_Answerkey_177-188.indd 187

187

24/04/12 4:28 PM

5 If Wangari Maathai hadn’t won the Nobel Peace Prize,

  many people wouldn’t have heard of her.   thousands of Kenyan women wouldn’t have had an income.

2 1 Millions of boys wouldn’t have got into books if JK ­Rowling hadn’t written the Harry Potter stories.

  JK Rowling wouldn’t have become a millionaire if she hadn’t written the Harry Potter stories.

2 Personal computers wouldn’t have become so popular if Tim Berners-Lee hadn’t invented the Internet.

 Social networking wouldn’t have been possible if Tim

Berners-Lee hadn’t invented the Internet. 3 Antibiotics wouldn’t have been developed if Alexander Fleming hadn’t discovered penicillin.  Millions of people would have died from infections if ­Alexander Fleming hadn’t discovered penicillin. 4 Most mountain gorillas would have been killed if Dian ­Fossey hadn’t studied them.   Dian Fossey wouldn’t have been murdered if she hadn’t studied mountain gorillas. 5 Many people wouldn’t have heard of Wangari Maathai if she hadn’t won the Nobel Peace Prize.  Thousands of Kenyan women wouldn’t have had an income if Wangari Maathai hadn’t won the Nobel Peace Prize.

3 1 If JK Rowling hadn’t become unemployed, she wouldn’t have started writing.

2 Tim Berners-Lee wouldn’t have worked on hypertext if he

hadn’t wanted to share information with other researchers.

3 If Alexander Fleming had cleaned his dishes, penicillin wouldn’t have grown on them.

4 Dian Fossey would never have gone to Africa if a friend hadn’t invited her on a safari.

5 If Wangari Maathai hadn’t started the Green Belt movement, millions of trees wouldn’t have been planted in Kenya.

4 1 antibiotics, Fleming 2 Harry Potter films, JK Rowling 3 forward slashes after ‘http’, Tim Berners-Lee 4 Dian Fossey, her murder 5 1 a  2 b  3 b  4 b  5 a  6 a  7 b  8 b

12c (page 96) 1 c 2 1 polar bear, lion 2 chameleon, octopus 3 It squirts a cloud of black ink at the predator. 4 The octopus took it out of the jar. 5 The octopus got into their tank and ate them. 6 They saw a trail of water on the floor. 3 1 c  2 c  3 b 4 1 surfing 3 crazy 5 back 7 away  2 on

4 to

5 1 going for a walk 2 gone for lunch

6 hungry

3 going for a coffee 4 go for a run

8 out

5 go for a swim 6 go for a pizza

12d (page 97) 1 1 help MA  2 things AA  3 trouble MA  4 accident AA 2 1 e  2 c  3 f  4 b  5 a  6 d 4 1 Not only did you forget to ring me, but you also switched

off your phone. 2 Not only did she lose my umbrella, but she also forgot to tell me. 3 Not only did he break my vase, but he also didn’t apologise. 4 Not only did they arrive late, but they also brought ­uninvited guests. 5 Not only did the octopus work out how to get into the jar, but it also ate the prawn. 6 Not only did the scientist win the competition, but she also started a successful business.

188

12e (page 98) 1a 1 vocabulary 2 style

3 linking words 4 grammar

5 spelling 6 relevance

1b 1 photos/pictures, trip 4 would never have gone 2 He, His 5 families 3 although 2 g 3 a And finally, be patient with them when they speak English.

If you never try to learn a language yourself, then you try taking a short course so that you know how it feels! (2) b Find out if there is anything your student can’t eat, either for religious reasons or because they really dislike a particular food item or plate. I don’t like eggs, for example. (2) c Make sure that you explain your household and family rules very clearly at the begginning. (1) d Respect their privacy in spite of they are in your home. For the duration of their stay, their bedroom is there own ­private space. (2) e Talk to your student about life in the student’s own ­country. This helps you to anticipate what problems the student might have during the student’s visit. (3) f Treat the student as you would expect your own child to be treated if they are abroad. (1) g We’ve had quite a few foreign students to stay since the last few years and each time it was been a different, but enjoyable, experience. If you’re thinking about becoming a host family, here are a few tips for you. (2) h You can ask your student to help with things as setting the table if that’s what your own children do, but don’t expect them to help you with the homework. (2)

4 Model answer: Tips for host families We’ve had quite a few foreign students to stay in the last few

years and each time it has been a different, but enjoyable, experience. If you’re thinking about becoming a host family, here are a few tips for you. Treat the student as you would expect your own child to be treated if they were abroad. Respect their privacy even though they are in your home. For the duration of their stay, their bedroom is their own private space. Make sure that you explain your household and family rules very clearly at the beginning. Find out if there is anything your student can’t eat, either for religious reasons or because they really dislike a particular food item or dish. You can ask your student to help with things like setting the table if that’s what your own children do, but don’t expect them to help you with housework. Talk to your student about life in their own country. This helps you to anticipate what problems they might have ­during their visit. And finally, be patient with them when they speak English. If you’ve never tried to learn a language yourself, then you could try taking a short course, so that you know how it feels!

Wordbuilding / Learning skills / Check! (page 99) 1 1 inaccurate   7 inexperienced 2 inconclusive   8 illegal 3 incredible   9 illogical 4 ineffective 10 inoffensive 5 inefficient 11 impatient 6 inexpensive 12 imperfect 

2 1 a  2 b  3 a  4 a  5 c  4 a backpack b hammock c tent d sleeping bag TRACKER

13 impolite 14 impossible 15 improbable 16 intolerant

6b e sword f sledge g dried food

Workbook answer key

16053_li_tb_WB_Answerkey_177-188.indd 188

24/04/12 4:28 PM

IELTS practice test Listening Test answer key

Reading Test answer key

  1 B  they’ve got the full programme of events fixed now   2 A  But I’m going to get tickets for the film   3 September  The opening night is September 20th   4 0967 990776   5 (a/the) (local) bank  there’s a commercial sponsor – it’s a

  1 TRUE  It covers online shopping … shopping by phone   2 TRUE  you must get written confirmation of this

local bank   6 (a/the) musical  Like on Monday there’s a musical in the City Hall   7 (the) sportscentre  but it’s at the sports centre if you’re interested   8 poetry (evening)  it’s a poetry evening   9 (£) 12.75  £12.75 for students 10 (the/some) fireworks just the fireworks in the city park 11 B come along at one o’clock any Wednesday. Spaces on the tour are limited to twenty-five 12 C What teachers must do, however, is phone to agree a time in advance 13 A so college groups would pay £75 for the shorter tour 14 A/D  though there is a small shop selling souvenirs 15 D/A  there’s also a lecture room which groups can book for an extra charge 16 1748  came to London to work … in 1748. 17 army  1760 … That’s when he became a surgeon in the army 18 teaching museum  gave the name ‘teaching museum’ to his collection 19 500  with 500 species of plants and animals represented 20 (the) government  in 1799 the collection was purchased by the government 21 Statement  A statement of aims is the correct term 22 Information sheet  it’s good to prepare an information sheet for participants 23 Statistics/(statistical) data  I want the project to have statistical data, not just be a collection of opinions 24 C costs … as we don’t have a budget, it’s not something you need include. 25 A I do need to know your criteria for choosing who to interview 26 B not essential at the proposal stage, but … include them it could save time later 27 C I’m going to be giving you a template to use – so there’s no need to go into that in the proposal 28 A M: You only need a few, chosen randomly. 29 B Sarah: … twenty a day  M: … at the end of each day’s interviewing then 30 C I’ll only use the information for my research – that I won’t pass it on to anyone else … the only promise I’m making. 31 135  covering an area of 135 square kilometres, 32 (phosphate) mining  the most significant economic activity is currently mining 33 bat  have died out, as has one species of bat 34 14  the island’s 14 crab species 35 Expert Working Group  a report from the Expert Working Group it has set up 36 leaves  the crabs’ diet is largely made up of leaves 37 solitary  alone in its burrow, and so is actually quite solitary 38 dry  stays there most of the time, especially during the dry season 39 November  it’s usually sometime in November 40 bridges  even constructing bridges for the crabs

information after you have made your purchase

  3 TRUE  you can get a refund if things aren’t delivered on the agreed date

  4 FALSE  If no delivery date is given, …   5 FALSE  The usual rules that apply to shopping in person also apply to distance selling

  6 FALSE  If you buy something without face-to-face contact, you will usually have a cooling-off period

  7 TRUE  you will usually have a ‘cooling-off’ period of seven working days

  8 FALSE  It lets you cancel the order for any reason   9 NOT GIVEN 10 FALSE  You don’t have this cancellation right: if the item is perishable, e.g. food or flowers

11 viii you are within your rights to … return the goods and get a full refund

12 vi you may be required to bear the cost of returning the goods

13 iii your only obligations are to make the goods accessible for collection

14 iv It would be impossible to do this without opening the box or bag

15 ix you need to ensure that things are of good quality and work properly

16 ii if you see that you have paid for goods you didn’t buy, you can ask the card company for the money back

17 C  The site … did not look particularly promising 18 B It has the potential to … glimpse into an unknown part of world history

19 C The dig was ordered after Aboriginal groups voiced concerns

20 B claiming that the bridge will not destroy or disturb it 21 stone  They’re stone artefacts 22 wild cherries  Wild cherries were the main thing to be gathered in the area

23 1,440  they found 1,440 artefacts 24 cutting  they’re used for day-to-day living, cutting 25 National Heritage  One local politician has called for the site to be National Heritage listed

26 B/E  and inland caves were occupied (B) 27 E/B  Coastal rubbish pits date back only 5,000–6,000 years (E)

28 1938  His brilliant 1938 climb 29 Three days  Reinhold Messner … thought his three-day ascent ‘a work of art’

30 Edward Whymper  first climbed by EW in 1865 31 Bruno Brunod  ran … to the summit and back in just … 32 Kilimanjaro  He holds the record for the fastest ascent of Kilimanjaro

33 Two hours 28 minutes  Arnold climbed Heckmair’s route in just …

34 2011  that year. A few months later 35 FALSE  with three companions 36 TRUE  Arnold climbed without anything to catch him if he fell

37 FALSE  Putting the mountain off limits to members of the public wasn’t an option

38 NOT GIVEN 39 TRUE  Patrouille’s 53km course 40 FALSE  the danger isn’t much less than it was in Heckmair’s day

189

16053_li_tb_IELTS_Answerkey_189-192.indd 189

24/04/12 4:30 PM

How to mark the Writing Test Task 1 There are four criteria for marking the Part One tasks, which are equally weighted.

Task achievement This is an assessment of how well the student has fulfilled the task. A successful task will: ■ include at least the minimum number of words ■  have a text structure appropriate to a letter ■  be relevant to the context established in the input material ■  achieve the writer’s intended purpose ■  cover the functions indicated in the bullet points

Coherence and cohesion This is an assessment of how clear and fluent the writing is. A successful task will: ■  be appropriately organised ■  successfully link information and ideas ■  contain logical sequencing ■  make effective use of cohesive devices

Lexical resource This is an assessment of the use of vocabulary. A successful task will: ■  include a range of relevant vocabulary ■  use vocabulary accurately ■  use vocabulary in an appropriate way

Grammatical resource This is an assessment of the use of grammar. A successful task will: ■  use an appropriate range of grammatical forms at ­sentence level ■  use grammatical forms accurately

Task 2 There are four criteria for marking the Part Two tasks, which are equally weighted.

Task response This is an assessment of how well the student has responded to the task. A successful task will: ■  make clear the writer’s position on the issues raised in a question or statement ■  develop arguments to support that position ■  support the arguments with evidence and examples ■  include at least the minimum number of words

Coherence and cohesion This is an assessment of how clear and fluent the writing is. A successful task will: ■  be appropriately organised ■  successfully link information and ideas ■  contain logical sequencing ■  make effective use of cohesive devices

Lexical resource This is an assessment of the use of vocabulary. A successful task will: 190

■  include

a range of relevant vocabulary vocabulary accurately ■  use vocabulary in an appropriate way ■  use

Grammatical resource This is an assessment of the use of grammar. A successful task will: ■  use an appropriate range of grammatical forms at ­sentence level ■  use grammatical forms accurately

How to mark the Speaking Test The speaking test is an assessment of how effectively students can communicate in English. There are four criteria for marking the Speaking Test, which are equally weighted.

Fluency and coherence This is the ability to: ■  talk at a consistently normal speed ■  link ideas and language together in logical sequences ■  use the language features which create coherent, ­connected speech

Lexical resource This is the ability to: ■  use a range of relevant vocabulary ■  use words appropriately to convey meaning ■  use paraphrase strategies when required

Grammatical range and accuracy This is the ability to: ■  use a range of grammatical forms appropriately ■  use grammatical forms accurately

Pronunciation This is the ability to: ■  use a range of phonological features to convey meaning ■  produce intelligible individual sounds ■  use stress, rhythm and intonation effectively

Listening Test audioscript 

[2.32]

presenter:

In this test you’ll hear a number of different recordings and you’ll have to answer questions on what you hear. There will be time for you to read the instructions and questions, and you will have a chance to check your answers. In the IELTs listening test, the recording will be played once only. The test is in four sections.



Now turn to section one on page 100 of your book. You will hear a student called Joanna telling her friend about an arts festival which is being held in the city where they are studying. First you have some time to look at questions 1 and 2. You will see that there is also an example which has been done for you.

presenter:

Now we shall begin. You should answer the questions as you listen because you will not hear the recording a second time. Listen carefully and answer questions 1 and 2.

dave:

Hi, Joanna. Where have you been?

joanna:

Hi, Dave. I had to go into college to return a DVD I’d borrowed from the library.

dave:

Oh right.

joanna:

But while I was there, I got some information about the City Arts festival that starts next week.

dave:

Oh yeah. I saw a poster advertising it somewhere.

IELTS practice test

16053_li_tb_IELTS_Answerkey_189-192.indd 190

24/04/12 4:30 PM

joanna: Yeah, and I picked up this leaflet from the library. It gives



If you would like a free guided tour of the museum, then come along at one o’clock any Wednesday. Spaces on the tour are limited to twenty-five though, so it’s best to reserve a place by phone, and these tours are for individual members of the public, families and small groups of friends only.



Tours for groups of school students can also be arranged and these are also free of charge. Teachers are encouraged to make a donation of around £3.00 per student if they can afford it, but this isn’t obligatory. What teachers must do, however, is phone to agree a time in advance as only one school party’s allowed in at a time. Then there’s an online booking form which you can use to confirm the booking, or just send a letter if you prefer.



For older students and adult groups, we provide more specialised tours, and these cost £100 for a short tour of thirty minutes, or if you want a slightly longer one, it’s £130 for forty-five minutes. There is a student discount, however, so college groups would pay £75 for the shorter tour, for example.



In terms of facilities available at the museum, teachers and others should bear in mind that space is very limited. As we’re in the centre of London with many cafés and restaurants nearby, refreshments aren’t sold on site, though there is a small shop selling souvenirs. Most of the things on show in the museum are preserved animal specimens in glass cases, so there are no interactive displays aimed at small children. And our tours are only in English, although there is printed material available in other major languages on request. There’s also a lecture room which groups can book for an extra charge, and this is equipped with power-point projector and microscopes.

you the website address, so as I was there, I logged on to get more information. Actually, although they’ve got the full programme of events fixed now, you can’t book online, which seems strange. There’s a number to phone, though. dave: And are there student discounts? joanna:

I guess so, but I didn’t notice. Anyway, there are three things I’d like to see: an Italian film, a rock concert and an art exhibition. The exhibition’s free and you don’t need to book, so I’ll definitely go to that. But I’m going to get tickets for the film, in case they sell out.

dave:

Good idea. You can always buy concert tickets at the door, because that’s in a really big hall.

joanna:

Right.

presenter:

Before you listen to the rest of the conversation, you have some time to read questions 3 to 10.

presenter: dave:

Now listen and answer questions 3 to 10.

So when does the festival actually start?

joanna:

Well, it’s usually held the first week of October, but it’s earlier this year for some reason. The opening night is September 20th and events go on till the end of the month.

dave: And have you got that phone number? joanna: Yeah, it’s here … look … it’s 0967 990776. dave:

OK. I’ll write it down. 0967 990776, thanks.

joanna:

I thought the local council made a profit from the festival, but it says here that there’s a commercial sponsor – it’s a local bank. I didn’t know that.

dave:

Neither did I. What other events have they got on?

joanna:

Umm. As well as the art exhibitions and stuff that’s open every day, there are special events each day. Like on Monday there’s a musical in the City Hall. That’s only £3.65 for students.

presenter:

Before you hear the rest of the presentation, you have some time to look at questions 16 to 20.

presenter: woman:

Next, a bit about the history of the museum, and the preserved animal and plant specimens you can see there. The museum’s named after John Hunter, who was a pioneer in the study of anatomy. He was among the first to understand that the study of other animals could tell us a lot about how the human body works.

dave:

I think I’ll give that a miss – I’ve got football training on Mondays. But I’m free on Wednesday.

joanna: dave:

There’s a jazz band on then, and that’s only £2.50 for students.

Sounds good. Is that in the City Hall too? We could go.



John Hunter was born in 1728 and came to London to work as an assistant in an anatomy school in 1748. Here John did his training in the study of human anatomy. It was after 1760, however, that he turned his attention to animals. That’s when he became a surgeon in the army, spending three years in France and Portugal, where he started collecting and preserving animal specimens, such as lizards.



On his return to London in 1763, Hunter set up in private practice and started to build up his collection of specimens. When he moved to a big house in Leicester Square in 1783, Hunter started to take in resident students and gave the name ‘teaching museum’ to his collection. By the time of his death in 1793, Hunter had collected specimens from all over the world, including the first kangaroo to be seen outside Australia. He had 14,000 different exhibits, with 500 species of plants and animals represented. And many of these specimens can still be seen in the museum today, because in 1799 the collection was purchased by the government, who presented it to the Royal College of Surgeons. And they’ve been looking after it ever since, which is why the Hunterian Museum is located in their building in London to this day.

joanna:

Well, I’m busy actually – but it’s at the sports centre if you’re interested.

dave:

Oh right.

joanna:

Thursday’s the cheapest event – only £1.25 for students – and it’s on in the library. Can you guess what it is?

dave:

Probably the college choir.

joanna: Actually no – they’ve not been asked apparently. No, it’s a

poetry evening. dave:

Umm. Isn’t there any modern dance on anywhere?

joanna:

On Friday. That’s at the college. It’s quite expensive though, £15.00 for adults and £12.75 for students.

dave: Yes, that is a lot. If I’m going to spend that much, I’d prefer to go

out on Saturday. joanna: Yes, me too. But on Saturday night there isn’t live music or a

party or anything – just the fireworks in the city park – and that’s only £1.50. dave: Yeah that’d be good. presenter:

Now turn to Section 2 on page 101 of your book. You will hear some information about a medical museum in London called the Hunterian Museum, which is part of the Royal College of Surgeons. First you have some time to look at questions 11 to 15.

presenter:

Now listen and answer questions 11 to 15.

woman:

Good evening. I’m here to tell you about the Hunterian museum in London, which is part of the Royal College of Surgeons. Although a medical museum, it is open to the general public. The museum specialises in the history of the study of anatomy, and especially the work of John Hunter in the eighteenth century.

Now listen and answer questions 16 to 20.

presenter:

Now turn to Section 3 on page 102 of your book. You will hear a student called Sarah talking to her college tutor about some research she has to do as part of her course. First you have some time to look at questions 21 to 27.

presenter: man:

Hello, Sarah.

sarah: man:

Now listen and answer questions 21 to 27.

Hi.

So you want to talk about your research project?

sarah:

That’s right. I want to find out how many people use the tourist information office and what they think of the service they get.

IELTS practice test

16053_li_tb_IELTS_Answerkey_189-192.indd 191

191

24/04/12 4:30 PM

man:

Interesting. Have you written your proposal yet?

presenter:

Now turn to Section 4 on page 103 of your book. You will hear part of a lecture about the wildlife on Christmas Island in the Pacific Ocean. First you have some time to look at questions 31 to 35.

sarah:

No, that’s what I wanted to ask you about. What should I include? Someone said I should make a list of my aims first.

man:

Well, I don’t know about a list. A statement of aims is the correct term. It’s just a quick summary of what you hope to get out of the project.

presenter: man:

Good evening. Tonight I’m talking about Christmas Island in the Pacific Ocean and its incredible wildlife. First of all, let me explain that Christmas Island is a remote tropical island about 2,600 kilometres northwest of Australia, covering an area of 135 square kilometres, with 73 kilometres of coastline. Around 85 square kilometres has now been made into a national park by the Australian Government, in recognition of the island’s unique and threatened wildlife.

sarah:

OK. And should I include other documents I’ve prepared? Like the questionnaire? I’m still working on that.

man:

I can check that later. But I think it’s good to prepare an information sheet for participants – it would help you to think about interview methods. It’d be good to see that soon.

sarah:

Oh right. And I want the project to have statistical data, not just to be a collection of opinions.

man:



Although there’s great potential for tourism on the island, the most significant economic activity is currently mining, as there’s a good supply of phosphates in the local rock. The role of the national park is therefore to protect the wildlife rather than to attract visitors. Like other remote islands, Christmas Island has a number of unique and endangered species, some of which are already extinct or under threat of extinction. Two rodent species are known to have died out, as has one species of bat, and a number of reptile and bird species are seriously threatened.



The best-known of all the island’s creatures, however, are its land crabs which are found in large numbers and which are essential to the island’s ecology. And for an 18-day period each year, one of the island’s 14 crab species, the red crab, becomes the centre of widespread attention as it makes its spectacular migration to the sea to breed. More about that in a moment.



Aware of the need to do more to protect the fragile eco-system on Christmas Island, the Australian Government has commissioned a report from the Expert Working Group it has set up to investigate the problem. Previous enquiries by government-appointed committees did lead to the setting up of the national park, so there is much to hope for.

That’s good. So that should be clear from the proposal too.

sarah:

Great. So what else must I include in the proposal? Or are some things optional?

man:

OK. Some things that people normally put in a research proposal don’t really apply to you. Like any costs involved – that can be really important in some research projects. But as we don’t have a budget, it’s not something you need to include. Any costs have to come out of your own pocket, I’m afraid.

sarah: Yes, I understand that. man:

But I do need to know your criteria for choosing who to interview – I’ve got to check that you’re using good sampling principles, for example.

sarah:

Sure. And what about the way I’m going to analyse my findings?

man:

That’s not essential at the proposal stage on this project, but if you’ve got some ideas, include them because it could save time later.

sarah:

OK. And do I need to make it clear how the report will be organised?

man:

Oh, I’m going to be giving you a template to use, so there’s no need to go into that in the proposal.

sarah:

Great. Thanks.

presenter:

Before you hear the rest of the conversation, you have some time to look at questions 28 to 30.

presenter:

Now listen and answer questions 28 to 30.

presenter:

Before you hear the rest of the lecture, you have some time to look at questions 36 to 40.

presenter:

So back to the red crab, which has attracted quite a bit of media attention in recent years.



The red crab is found all over Christmas Island and is vital to its ecosystem. Although they do sometimes eat snails and other smaller creatures, the crabs’ diet is largely made up of leaves, with the addition of flowers and seedlings when these are available. Their droppings then provide an important fertiliser for the island’s soil. Also, by turning over the soil when digging the holes called burrows, where they live, the crabs help the propagation of plant species.



Although you might think that an animal that goes in for mass migration would be quite sociable by nature, each red crab actually spends most of the year living alone in its burrow, and so is actually quite solitary. Each crab constructs a burrow in the earth with one chamber inside and one tunnel entrance, and stays there most of the time, especially during the dry season. The crabs are more active in the rainy season and that’s also when the famous migration occurs.



It isn’t the rain that triggers the migration, however, so much as the phase of the moon and the state of the tides. Trying to predict when the migration will occur is quite difficult, as it can be as early as October or as late as December depending on the year, although it’s usually sometime in November in fact.



And when it comes, the migration is quite spectacular with literally millions of crabs heading for the seashore at the same time. Conservationists do their best to limit the number of road casualties among the crabs by closing certain roads, encouraging car sharing and other measures to reduce traffic, even constructing bridges for the crabs at certain key points.



So before I go on to … .

recordings of interviews. sarah:

Oh right. Do I have to record them all? I could try to get as many as possible, but it’d be rather expensive.

give an idea of how the interviews are going. You can send one in each time you update me on your progress. sarah:

OK. How often should I do that? I haven’t done a timetable for the interviews yet, but they’ll be spread over three or four weeks – with about 200 in total. I reckon on doing twenty a day.

man:

Umm. Let me know how you’re getting on at the end of each day’s interviewing then, whether you’ve had any problems or not. It can be a lonely job.

sarah:

Thanks. I appreciate that.

man:

And what about the confidentiality of participants? Because that can cause problems.

sarah:

Well, I’m getting them to sign a consent form. It says that I’ll only use the information for my research – that I won’t pass it on to anyone else. But that’s the only promise I’m making. They have to give me their names and agree to their data being stored on the college computer network.

man:

That sounds good. You won’t put names in your report, I know, and the data will all get deleted at the end of the year – but we don’t promise any of that.

sarah:

192

Sure.

Now listen and answer questions 36 to 40.

man:

man: Actually, another thing we could discuss now is making sound

man: Yes, don’t worry. You only need a few, chosen randomly, just to

Now listen and answer questions 31 to 35.

presenter:

That is the end of the test.

IELTS practice test

16053_li_tb_IELTS_Answerkey_189-192.indd 192

24/04/12 4:30 PM