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1

Theatre by the Lake

Before you watch 1

SPEAKING  

Work in pairs. Answer the questions.

1 Is there a theatre in your town or city? If so, how often do you go? 2 Is the theatre popular among young people in your country? Why? / Why not? 3 What’s the best experience you’ve ever had at the theatre?

Comprehension check 2

⊲

  Watch the DVD clip. Choose the correct answers.

1 What is RADA? a  a theatre   b  a drama school   c  an area of London 2 Where is Theatre by the Lake? a  in London   b  in the West End   c  in north-west England 3 Whose job is it to find the furniture they use on the stage? a Hayley’s   b Charlotte’s   c Andrew’s

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⊲

A B C D E F G H

4

⊲

  Watch again. Number the things (A–H) in the order that you see them.   an actor, practising with backstage staff   a popular West End Show being performed on stage   a busy London street   a smartly-dressed male ticket seller   a prestigious drama school   a recreation of a traditional Shakespearean theatre   beautiful green hills   an audience waiting for a play to start   Watch again. Complete the sentences with the words below. There are two extra words.

Andrew Lindsay Artistic Director Charlotte Globe Hayley Judi Dench RADA West End 1 The is home to a number of famous theatres in London. 2 The was William Shakespeare’s theatre in London. 3 is one of the celebrities who support Theatre by the Lake. 4 Ian Forrest is the at the theatre. 5 is the Technical Manager at the theatre. 6 works in a team with two other people.

Round up 5

SPEAKING  

Work in groups. Answer the question.

Which theatre would you most like to visit, the Globe or the Theatre by the Lake? Why?

Solutions Third Edition Upper-Intermediate  DVD worksheet 1

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Vocabulary 6

RECYCLE  

Choose the correct adjectives.

1 The staff who work for the Theatre by the Lake are really passionate / industrious about their work. 2 The staff and volunteers at the theatre are shrewd / selfless. They just want to work hard to make the theatre a success. 3 The writer of the play is really creative / generous. She has so many good ideas. 4 The team are really creative / industrious. They built the stage and painted the set in just three hours. 5 The theatre owner is a shrewd / selfless businessman. He opened the theatre two weeks ago and now everyone wants to come here. 6 The staff at the theatre are so generous / passionate with their time. They often work late to make sure everything goes well.

7

Complete the text with the words below. directors playhouse playwrights productions props stages

The National Theatre The Royal National Theatre in London is one of the most famous performing arts , a theatre venues in the country. It was founded in 1963 at the Old Vic 1 in south London, but since 1976 has had its own building by the Thames in central and puts on about twenty 3 London. The building has three 2 . All the 5 each year, written by both well-known and new 4 used in the plays can be hired from the theatre, including old furniture, stuffed animals , including one of Britain’s and fake food. The National has had six artistic 6 greatest ever actors, Laurence Olivier.

Extension 8 Look at the photos. What jobs do you think these people are doing? Which job would you prefer to do? Why?

9

Work in pairs. Describe the photos. Use the key phrases for introducing an argument.

Speculating I can’t be sure, but … It looks to me like he/she is … He/She is most likely a … I’d say that …

Solutions Third Edition Upper-Intermediate  DVD worksheet 1

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1

DVD teacher’s notes

DVD clip summary The DVD clip is about the Theatre by the Lake, a small regional theatre in the Lake District town of Keswick, in the north-west of England.

Background After the Second World War, life in Britain was difficult, and as the country began counting the cost of the war and started rebuilding there was little money to invest in theatre. So in 1948, a group of creative and selfless actors, technicians and other theatre professionals decided to build a mobile theatre. They wanted to be able to travel round the country and perform in towns where there wasn’t a theatre, to give everyone a chance to see a play. In 1952, the Century Theatre took to the road, travelling all over Britain, finally reaching the town of Keswick, in the Lake District, in 1961. Soon after this, people began to talk about building a permanent theatre there, and in 1975 the travelling theatre set up a permanent home in Keswick. Over the next twenty years, a group of dedicated theatre lovers tried to build a proper theatre in the town. Eventually, with money from the National Lottery, the local council and other fundraising activities, work began to build the theatre in 1998. It opened the following year with a 400-seat auditorium and a 100-seat studio space.

Before you watch Exercise 1 • Read the questions with the class and elicit answers from individual students. Encourage the students to expand on their answers and use their suggestions to start a class discussion. • Answers: Students’ own answers

Comprehension check Exercise 2 • Pre-watching: Go through the questions with the students. • ⊲   Play the whole DVD clip. The students choose the correct answers. Check their answers. • Answers: 1  b  2 c  3 a

Exercise 3 • Pre-watching: Ask the students to read the list and to try and remember the order that they saw the things in the DVD clip. • ⊲   Play the DVD clip to check the answers. • Answers: 1  C  2 E  3 F  4 B  5 G  6 H  7 D  8 A

Exercise 4 • Pre-watching: Ask the students to try and complete the sentences with the words before they watch the DVD clip again. • Weaker classes: Go through the words and check if the students know how to say them. Then play the DVD clip and pause after each answer. • ⊲   Play the DVD clip to check the answers. • Answers: 1  West End  2 Globe  3 Judi Dench  4 Artistic Director  5 Andrew Lindsay  6 Hayley

Round up Exercise 5 • Put the students in groups. Give them a few minutes to discuss the question. • Answers: Students’ own answers

Solutions Third Edition Upper-Intermediate  DVD teacher’s notes 1

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Vocabulary Exercise 6 • Ask the students to read the sentences first and then choose the correct adjectives. • Weaker classes: Elicit the meanings of the adjectives before the students choose the correct words. • Answers: 1  passionate  2 selfless  3 creative  4 industrious  5 shrewd  6 generous

Exercise 7 • Ask the students to read through the text first, before they complete the sentences. With a weaker class, you could elicit the meanings of the words first. • Answers: 1  playhouse  2 stages  3 productions  4 playwrights  5 props  6 directors

Extension

Exercises 8 and 9 • Materials needed: None • Preparation: Put the students in pairs. Tell them they are going to describe, compare and contrast the photos. • Language: Elicit the words box office, technician, lighting, sound. • Activity: Give the students 5–8 minutes to talk about the photos. Encourage them to speculate about what the people are doing in the photos, and to personalise their answers and give their opinions. Then discuss the photos with the whole class. • Extension: Ask the students to discuss other jobs that people do in the theatre.

Solutions Third Edition Upper-Intermediate  DVD teacher’s notes 1

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1

DVD script Theatre by the Lake London has always been the centre of the British theatre world. It’s home to the West End, a small area of central London with some of the most famous theatres in the world. Not far away, there’s the Royal Academy of Dramatic Arts, arguably the most prestigious drama school in the world. Many of today’s famous actors started their careers at this school. Before RADA and the West End, Shakespeare had made London his home. After he became a famous playwright the shrewd Shakespeare opened his own theatre – the Globe. Today, a recreated version of the Globe theatre attracts thousands of visitors a year. They come to enjoy his plays in the same way people used to four hundred years ago. London’s reputation as a centre of dramatic arts is well deserved. All over the city there are creative and industrious people staging all kinds of plays, from small, intimate productions to huge West End shows. But London isn’t the only place in the UK to offer good theatre. This is the Theatre by the Lake, a small theatre in the beautiful Lake District National Park in the north-west of England. Small companies had been performing around here for decades before it opened in 1999, but this was the area’s first purpose-built theatre space. With the support of some well-known celebrities, such as the Oscarwinning actor Dame Judi Dench, the theatre has staged over 100 plays, becoming one of the country’s best-known regional playhouses. These productions are all run by a small, dedicated team of passionate staff. These selfless people work behind the scenes, and although they often receive less attention than the actors, their work is just as crucial. I’m Ian Forrest and I’m Artistic Director at Theatre by the Lake. Really my job is to be responsible for all the home produced work that we produce in the theatre. That may be in any year up to eight productions. So I choose the plays, I cast them together with a Casting Director and my Associate Director, and then we audition for actors and we choose our companies, and then we rehearse the plays. My name’s Andrew Lindsay, I’m the Technical Manager here at Theatre by the Lake. And I look after the sound, lighting, video and staging resources, technologies and the staff that implement those here at Theatre by the Lake. My name’s Charlotte and I work at Theatre by the Lake as the resident Assistant Stage Manager. So, on this particular production I’m on the book calling the show, making sure all the lighting and sound cues happen at the right time in relation to what’s happening on the stage. My name’s Hayley and I’m the resident Assistant Stage Manager. So I work as part of a team of three. There is a Company Stage Manager, a Deputy Stage Manager and I’m on the bottom of the ladder as the Assistant Stage Manager. And so one of my main duties is to source, prop and borrow or buy props, furniture and set dressing for all the shows that we do here at Theatre by the Lake during the year. Without this team, the theatre would never stage a production. They have to be considerate of everyone’s needs. It’s their work that ensures everything runs smoothly. Unlike London’s world-famous theatre scene, small, independent playhouses are rarely in the public eye. But places like this, with its small but passionate team and local, intimate setting, are producing some of the most interesting theatre in the country.

Solutions Third Edition Upper-Intermediate  DVD script 1

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2

Alexander Fleming

Before you watch 1

SPEAKING  

Work in pairs. Answer the questions.

1 What famous scientists do you know? 2 Do you know what they are famous for?

Comprehension check 2

⊲

  Watch the DVD clip. Choose the correct answers.

1 Where was Alexander Fleming from? a Scotland  b England  c Australia 2 Who discovered penicillin? a Howard Florey  b Alexander Fleming  c  Ernst Boris Chain 3 What are doctors very worried about today? a new bacteria  b  bacteria that isn’t killed by antibiotics   c  a lack of antibiotics

3

⊲

A B C D E F G H

4

⊲

1 2 3 4 5 6 7 8

  Watch again. Number the things (A–H) in the order that you see them.   women in a medicine factory   a surgeon in an operating theatre   a scientist in a modern laboratory   a scientist in an old-fashioned laboratory   the exterior of a hospital   an old microscope   Alexander Fleming   a doctor talking to a patient   Watch again. Match the two halves of the sentences. Alexander Fleming worked at a resistant to antibiotics. Fleming discovered b St Mary’s Hospital in London. Fleming couldn’t produce c many lives. Howard Florey worked at d enough penicillin to treat infections. Ernst Boris Chain left e Germany to come to England. Florey and Chain invented f a way to produce lots of penicillin. Their discovery saved g Oxford University. Nowadays, some bacteria have become h a mould called Penicillium that could kill bacteria.

Round up 5

SPEAKING  

Work in groups. Answer the question.

What do you think is the most important scientific discovery? Why?

Solutions Third Edition Upper-Intermediate  DVD worksheet 2

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Vocabulary 6

RECYCLE  

1 2 3 4 5 6

7

Choose the correct adjectives.

Fleming was stunned / frustrated to discover that the mould was killing the bacteria. Doctors today are thrilled / alarmed by bacteria that can resist antibiotics. The scientists were disillusioned / thrilled to win the Nobel Prize. Fleming was frustrated / stunned that he couldn’t produce enough penicillin to help people. The scientists were disappointed / thrilled when the government stopped giving them money to do their research. They are disillusioned / anxious with the results of the tests. They were convinced that they were right.

Complete the sentences with the words below. There is one extra word. an infection antibiotics bacteria discovered research surgery treatment 1 2 3 4 5 6

Lots of rest and water is usually the best for flu. I got in my leg when a dog bit me on holiday last year. Sir Richard Doll was the doctor who that smoking causes cancer. It usually takes scientists years of to find a cure for a disease. It’s important to wash your hands before you eat to remove any nasty . In the future, we’re going to need many more to kill dangerous bacteria.

Extension 8 Work in groups. Make a presentation that talks about the positive and negative effects of using antibiotics. Think about the following:

• • • •

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how antibiotics can help people who have an infection why doctors use them after an operation what’s wrong with using them all the time what might happen in the future

Give your presentation to the class. Use the key phrases for introducing an argument.

Introducing an argument It can be argued that … No one can deny that … It’s also true that … However, … On the other hand, … Having said that, …

Solutions Third Edition Upper-Intermediate  DVD worksheet 2

photocopiable © Oxford University Press

2

DVD teacher’s notes

DVD clip summary The DVD clip is about the discovery of penicillin, the first antibiotic, and how antibiotics have changed medicine.

Background People had been using mixtures with various moulds and fungi with antibiotic properties to treat infections for over 2,000 years. However, it wasn’t until the late 19th century that scientists began to understand how this process worked. In 1879, Louis Pasteur noticed that a bacteria’s growth was slowed down by the presence of another bacteria in the air. And then in 1928, Alexander Fleming first noticed how disease-causing bacteria were killed by a fungus in his laboratory. This led to the development of antibiotics as we know them today. Antibiotics have now revolutionised the world of medicine, led to the eradication of a number of diseases, and made surgery much safer. However, as antibiotics are overused in humans and also increasingly in the meat and livestock industry, bacteria are evolving to resist them, and many scientists and doctors are seriously concerned that we won’t be able to use them to treat infections in a few years’ time.

Before you watch Exercise 1 • Read the questions with the class and elicit answers from individual students. Encourage the students to expand on their answers and use their suggestions to start a class discussion. • Answers: Students’ own answers

Comprehension check Exercise 2 • Pre-watching: Go through the questions with the students. • ⊲   Play the whole DVD clip. The students choose the correct answers. Check their answers. • Answers: 1  a  2 b  3 b

Exercise 3 • Pre-watching: Ask the students to read the list and to try and remember the order that they saw the things in the DVD clip. • ⊲   Play the DVD clip to check the answers. • Answers: 1  D  2 C  3 G  4 E  5 F  6 A  7 H  8 B

Exercise 4 • Pre-watching: Ask the students to try and match the two halves of the sentences before they watch the DVD clip again. • Weaker classes: Go through the first halves of the sentences and ask the students to think about the type of words that follow. Then play the DVD clip and pause after each answer. • ⊲   Play the DVD clip to check the answers. • Answers: 1  b  2 h  3 d  4 g  5 e  6 f  7 c  8 a

Round up Exercise 5 • Put the students in groups. Give them a few minutes to discuss the question. • Answers: Students’ own answers

Solutions Third Edition Upper-Intermediate  DVD teacher’s notes 2

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Vocabulary Exercise 6 • Ask the students to read the sentences first and then choose the correct adjectives. • Weaker classes: Elicit the meanings of the adjectives before the students choose the correct words. • Answers: 1  stunned  2  alarmed  3  thrilled  4  frustrated  5  disappointed  6  disillusioned

Exercise 7 • Ask the students to read through the sentences first before they complete them. With a weaker class, you could elicit the meanings of the words first. • Answers: 1  treatment  2  an infection  3  discovered  4  research  5  bacteria  6  antibiotics

Extension Exercises 8 and 9 • Materials needed: None • Preparation: Put the students in groups of three or four. Tell them they are going to discuss the pros and cons of antibiotics. • Language: Elicit ways to introduce an argument. Focus on the key phrases. • Activity: Ask the students to nominate one note-taker in the group. Give the students 5–8 minutes to talk about the subject and make notes. Make sure they mention all the points in the question. Encourage them to use the language to introduce their arguments and to give their opinions or talk about their experiences. Then ask one student from each group to summarise the discussion for the rest of the class. • Extension: Ask the students to do some research on the internet and find out more about the problem of antibiotic resistance.

Solutions Third Edition Upper-Intermediate  DVD teacher’s notes 2

photocopiable © Oxford University Press

2

DVD script Alexander Fleming The Nobel Prize in Medicine is one of the most prestigious awards in science. Over the last 115 years the Nobel Foundation has awarded prizes for many of the biggest scientific breakthroughs in recent history. Arguably, the most important of these was the discovery of penicillin. Sir Alexander Fleming was a Scottish doctor and scientist. He was born in 1881 and began research at St Mary’s Hospital in London in 1906. In 1928 he found an old discarded sample of bacteria with mould on it. At first, he noticed that the bacteria sample was slightly smaller than it had been. When he investigated further he discovered that the mould – called Penicillium – was killing the bacteria. The stunned Fleming named the substance it released ‘penicillin.’ Although Fleming discovered penicillin by accident, he soon realised it could treat infection far more effectively than existing treatments. However, he was disappointed and frustrated to find that he couldn’t produce enough to really treat infection. Eventually, he became disillusioned and stopped researching. Two more scientists took up the challenge. Howard Florey was an Australian pharmacologist and pathologist working at Oxford University. His colleague, Ernst Boris Chain, was a brilliant student who had fled Nazi Germany to work in England. Working at Lincoln College, they looked into Fleming’s discovery and invented a way to mass produce the drug much more efficiently. By this time another war – World War II – had started and death through infection was a major problem for the army. By 1945 the scientists, along with the American War Production Board, could produce enough penicillin to treat the entire Allied forces. This saved countless lives, and that same year Fleming, Florey and Chain were thrilled to find out they had won the Nobel Prize. Penicillin was the first antibiotic, a range of drugs used to treat and prevent infections. There are now more than a hundred antibiotics. Antibiotics have saved millions of lives, but now there’s a new problem – antibiotic resistance. Many strains of bacteria have evolved to fight off antibiotics so some infections are resistant to treatment. Scientists and health professionals are alarmed by this because soon we won’t be able to treat minor illnesses or carry out major surgery. Some of this resistance is natural, but a lot of it is because we simply use too many antibiotics. The world needs new laws to make sure we control the use of these drugs. But while we can make the development of antibiotic resistance a little slower for now, we can’t stop it completely. That’s why a lot of scientists are trying to find a new form of antibiotic. And who knows? If they’re successful, they could win the Nobel Prize too.

Solutions Third Edition Upper-Intermediate  DVD script 2

photocopiable © Oxford University Press

3

Arizona State University

Before you watch 1

SPEAKING  

Work in pairs. Answer the questions.

1 Where is the nearest university to where you live? 2 Would you like to go there when you leave school? Why? / Why not? 3 Would you like to study abroad? Why? / Why not?

Comprehension check 2

⊲

  Watch the DVD clip. Choose the correct answers.

1 How many foreign students study in the USA? a  less than half a million   b  more than 800,000   c  over a million 2 How many foreign students study at Arizona State University? a  about 160   b  about 400   c  about 4,000 3 Why do US universities spend so much money on college sports? a  to help students get fit   b  to improve their reputation   c  to stop students getting bored

3

⊲

  Watch again. Tick the places that you see.

a  a library b canteen c laboratory d  basketball court

4

⊲

1 2 3 4 5 6 7 8

e  an athletics track f  a gym g  a football stadium h  a golf course

i  a tennis court j  a boxing ring k  a climbing wall l  a swimming pool

  Watch again. Complete the sentences with the correct words. Use one word in each gap. About 4% of students in the USA are from countries. It is very to study in the USA. Lots of students apply for scholarships to help for their education at university. There are students from more than 160 at Arizona State University. Lots of the students at Arizona State are on scholarships. Sport is big for American universities. There is a large that seats over 71,000. Some of the students at ASU will become sportspeople in the future.

Round up 5

SPEAKING  

Work in groups. Answer the question.

Would you like to go to Arizona State University? Why? / Why not?

Solutions Third Edition Upper-Intermediate  DVD worksheet 3

photocopiable © Oxford University Press

Vocabulary 6

RECYCLE  

1 2 3 4 5 6

Choose the American word to complete the sentences.

You shouldn’t ride your bike on the sidewalk / pavement. I’ve spent the whole morning baking biscuits / cookies. If you’re going camping, don’t forget to take a torch / flashlight. It’s silly to buy bottled water when you can get it from the faucet / tap. Could you please hang up your clothes in your wardrobe / closet? I’m starting university in the autumn / fall.

7 Match the two halves of the sentences. 1 2 3 4 5 6

Our team always competes A good education can make You should try and gain Our country enjoyed Our school provided us with Winning the Nobel Prize boosted

a b c d e f

the opportunity to study in France for a term. the reputation of the scientists. great success at the last Olympics. a big difference to your life. at the highest level. a good degree before you start work.

Extension 8 Work in groups. Make a presentation about the school system in your country. Include the following: • • • •

how old children are when they start at primary school, secondary school and when they leave school how long the school day lasts the subjects everyone has to study and can study the different types of schools there are

9 Give your presentation to the class. Use the key phrases for paraphrasing. Paraphrasing

I’m not sure how to say … in English. I don’t know what it’s called in English. In other words, … What I mean is …

Solutions Third Edition Upper-Intermediate  DVD worksheet 3

photocopiable © Oxford University Press

3

DVD teacher’s notes

DVD clip summary The DVD clip is about Arizona State University and the sporting facilities that they have there.

Background There are four different types of higher education institutions in the USA: a state college or university run by the government, a private college or university run privately, a community college run by the state, where students can go for the first two years of a degree course, and an institute of technology. Students in the USA go to college or university after they have finished high school, at the age of 18. They usually spend their first two years taking a wide variety of classes in different subjects such as literature, science, arts and history. After that, they specialise in a ‘major’, their specific field of study. It can be very expensive to study in the USA. It can cost between £12–20,000 per year to attend a state college or university and over £20,000 per year to study at a private university. Arizona State University is the largest public university in the USA. It is known throughout the country for its sport, and students compete in 24 different sports. It has produced a number of professional sportsmen and women in sports such as golf, baseball, American football and basketball.

Before you watch Exercise 1 • Read the questions with the class and elicit answers from individual students. Encourage the students to expand on their answers and use their suggestions to start a class discussion. • Answers: Students’ own answers

Comprehension check Exercise 2 • Pre-watching: Go through the questions with the students. • ⊲   Play the DVD clip. The students choose the correct answers. Check their answers. • Answers: 1  b  ​2 c  ​3 b

Exercise 3 • Pre-watching: Ask the students to read the list and to try and remember which places they saw in the DVD clip. • ⊲   Play the DVD clip to check the answers. • Answers: a, c, d, e, g, h, i, l

Exercise 4 • Pre-watching: Ask the students to try and complete the sentences with the correct words before they watch the DVD clip again. • Weaker classes: Write the answers on the board in the wrong order and ask the students to match them with the sentences. Or give them the first letter of each word. Then play the DVD clip and pause after each answer. • ⊲   Play the DVD clip to check the answers. • Answers: 1  other / foreign / different  ​2 expensive  ​3 pay  ​4 countries  ​5 sports  ​6 business  ​7 stadium  ​ 8  professional

Round up Exercise 5 • Put the students in groups. Give them a few minutes to discuss the question. • Answers: Students’ own answers

Solutions Third Edition Upper-Intermediate  DVD teacher’s notes 3

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Vocabulary Exercise 6 • Ask the students to read the sentences first and then choose the correct word. • Weaker classes: Elicit the meanings of the words before the students choose the correct words. • Answers: 1  sidewalk  ​ 2 cookies  ​3 flashlight  ​4 faucet  ​5 closet  ​6 fall

Exercise 7 • Ask the students to match the two halves of the sentences. Ask the students to think about the verb + noun collocations in each sentence. • Answers: 1  e  ​2 d  ​3 f  ​4 c  ​ 5 a  ​6 b

Extension Exercises 8 and 9 • Materials needed: None • Preparation: Put the students in groups of three or four. Ask them to talk about and make notes about their school system. • Language: Elicit primary, secondary, higher education. Then focus on the key phrases. • Activity: Ask the students to nominate one note-taker in the group. Give the students 5–8 minutes to talk about the subject and make notes. Encourage them to use the language for paraphrasing if they aren’t sure of a word or phrase in English. Finally, give them another 2 minutes to prepare what they are going to say. Then ask one student from each group to summarise the discussion for the rest of the class. • Extension: Ask the students to do some research on the school systems in different countries and compare them to theirs.

Solutions Third Edition Upper-Intermediate  DVD teacher’s notes 3

photocopiable © Oxford University Press

3

DVD script Arizona State University The USA has the largest population of international students in the world. Over 800,000 students come here from many different countries and they make up almost 4 per cent of the entire student population. Although interest is high, studying here isn’t cheap. High university fees can come as a shock for many international students, and with the cost of travel, accommodation and general living expenses, it must be almost impossible for people interested in studying here. It isn’t a surprise then that a lot of people apply for scholarships. There are all kinds of scholarships in lots of different areas, but some of the most popular involve sports. This is Arizona State University. It has around 4,000 international students from over 160 countries, and many of these are here on sports scholarships. Arizona State’s athletic teams – the Sun Devils – compete at the highest level in many different sports. They have some of the best teams in American football, baseball, basketball and soccer and they attract some of the most talented youngsters in individual sports like golf, swimming and running. For these young sportsmen and women, boredom is not an issue. They work hard, often pushing through pain and fatigue, to achieve on the field and in the classroom. A lot of these athletes are from the USA, but many are from abroad too. Sport is big business and each year American universities spend over 1 billion dollars on sports scholarships. They invest in facilities and equipment too. Arizona State, for example, has one of the country’s best swimming and diving facilities. It has an 18-hole golf course and a 71,706-seater stadium – the Sun Devil Stadium. There’s also a baseball stadium, a softball stadium, a soccer stadium, a tennis centre and the Wells Fargo Arena, home to the Sun Devils basketball team. But why do universities like Arizona State invest so much in sports? College sports are very popular in the United States. Universities predict that if they enjoy success on the field it will boost their reputation in the classroom, and should attract a lot more students in the future. It’s an excellent opportunity for the students too. If they get a sports scholarship, they don’t have to choose between their sport and their studies. They should be able to focus on both in the future. This must have made a huge difference for many of the athletes studying at ASU. Some of them might become professional sports men and women in the future. Many others might not, but they will still gain a good degree from an excellent university. And this could provide all kinds of opportunities as they go through life.

Solutions Third Edition Upper-Intermediate  DVD script 3

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4

The native cultures of Australia and New Zealand

Before you watch 1

SPEAKING  

Work in pairs. Answer the questions.

1 What do you know about Australia and New Zealand? 2 What famous sights are there in Australia and New Zealand? 3 What languages do they speak there? Do you know why?

Comprehension check 2

⊲

  Watch the DVD clip. Choose the correct answers.

1 When was Australia discovered? a  1717  ​ b  1770  ​ c 1970 2 Who was the first European in New Zealand? a  Abel Tasman   b  Captain Cook   c  Captain Zeeland 3 Who have lived in Australia for thousands of years? a  the Maoris  ​ b  the Europeans   ​c  the Aborigines

3

⊲

  Watch again. Tick the types of holiday that you see.

a  a city break b  a cruise on a lake c  a cycling holiday d  a beach holiday

4

⊲

e  an adventure holiday f  a winter sports holiday g backpacking h  a camping holiday

  Watch again. Put the events (A–F) in the table next to the date when they happened.

A Captain James Cook discovered Australia. B Over 7 million tourists visited Australia. C Aboriginal Australians settled in Australia. D Maoris first arrived in New Zealand. E Europeans began settling in New Zealand. F New Zealand became a British colony. 60,000 years ago

1

800 years ago

2

1642

Abel Tasman sailed along the coast of New Zealand.

1770

3

19th century

4

1840

5

1901

Australia became part of the British Empire.

2015

6

Round up 5

SPEAKING  

Work in groups. Answer the question.

Would you like to visit Australia or New Zealand one day? Why? / Why not?

Solutions Third Edition Upper-Intermediate  DVD worksheet 4

photocopiable © Oxford University Press

Vocabulary 6

RECYCLE  

1 2 3 4 5 6

7

Choose the correct verbs.

Ellie and Sam are going to pamper / broaden themselves at a luxury hotel in Sydney next week. When I go to New Zealand, I want to go off / enjoy the beaten track. Did you try / stay in campsites or youth hostels when you went backpacking in New Zealand? I think it’s really important to enjoy / broaden your horizons and travel when you’re young. Don’t forget to try / take the local fish dishes when you go to north Australia. We really enjoyed / got away the views from our balcony over the Sydney Harbour.

Complete the text with the words below. colonies customs explorers indigenous settlers

The origins of the USA For thousands of years, several different groups of 1 people lived on the 2 . But from the continent of North America following their traditional 3 set sail in ships looking for new places early 16th century, European in North America, and in 1565 the Spanish founded a small settlement in what is established Jamestown, Virginia, and now Florida. In 1607, English 4 began growing tobacco. Throughout the 17th century many more English people throughout settled in North America, and soon there were English 5 the country.

Extension 8 Work in groups. You are planning a backpacking holiday in Australia or New Zealand. Do some research

on the following topics for both countries. Make a presentation saying which country you would prefer to travel around and why. Include the following:

• • • •

9

the sights adventure holidays the local food how to get around

Give your presentation to the class. Use the key phrases for making a selection.

Making a selection We think we’ll choose … mainly because … We’re opting for … and that’s because … The best option would be … because … We wouldn’t go for … basically because … The reason we’re not choosing … is that …

Solutions Third Edition Upper-Intermediate  DVD worksheet 4

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DVD teacher’s notes

DVD clip summary The DVD clip is about the origins of Australia and New Zealand, and the indigenous peoples who lived there before the arrival of Europeans.

Background Only about 2.5% of the 24 million people living in Australia today are indigenous Aborigines or Torres Strait Islanders. Over 60% of the remaining population say they have European ancestry (although the actual number is probably much higher), the majority coming from Britain and Ireland. Australia has always had a difficult relationship with its indigenous people, who have lost much of their traditional land to European settlers, played no part in the development of Australia, and who were only given the right to vote in the 1960s. Since the 1970s, attempts have been made to return large areas of land to the traditional owners and involve more Aborigines in government. However, today, they are still poorer, less-educated and more likely to end up in prison than other Australians. In New Zealand, over 74% of the population say they have European ancestry, while almost 15% say they are Maori. Historically, the Maori had a much better relationship with the European settlers and were closely involved when New Zealand became a British colony. However, during the 19th century, diseases and conflicts reduced their population significantly. The situation for the Maori people improved a lot in the 20th century, and although Maori people still face many difficulties, governments continue to try and work to improve their lives. Now, Maori culture, traditions and customs form a large part of the country’s identity.

Before you watch Exercise 1 • Read the questions with the class and elicit answers from individual students. Encourage the students to expand on their answers and use their suggestions to start a class discussion. • Answers: Students’ own answers

Comprehension check Exercise 2 • Pre-watching: Go through the questions with the students. • ⊲   Play the whole DVD clip. The students choose the correct answers. Check their answers. • Answers: 1  b  ​2 a  ​ 3 c

Exercise 3 • Pre-watching: Ask the students to read the list and to try and remember which types of holiday they saw in the DVD clip. • ⊲   Play the DVD clip to check the answers. • Answers: a city break, a cruise on a lake, a beach holiday, an adventure holiday, backpacking

Exercise 4 • Pre-watching: Ask the students to put the events in the order that they happened before they watch the DVD clip again. • Weaker classes: Go through the events together and check students understand them. Then play the DVD clip and pause after each answer. • ⊲   Play the DVD clip to check the answers. • Answers: 1  C  ​2  D  ​3  A  ​4  E  ​5  F  ​6  B

Round up Exercise 5 • Put the students in groups. Give them a few minutes to discuss the question. • Answers: Students’ own answers

Solutions Third Edition Upper-Intermediate  DVD teacher’s notes 4

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Vocabulary Exercise 6 • Ask the students to read the sentences first and then choose the correct verb. • Weaker classes: Elicit the meanings of the verbs before the students choose the correct words. • Answers: 1  pamper  ​ 2 go off  ​3 stay in  ​ 4 broaden  ​5 try  ​6 enjoyed

Exercise 7 • Ask the students to read through the text first before they complete the sentences. With a weaker class, you could elicit the meanings of the words first. • Answers: 1  indigenous  ​2 customs  ​ 3 explorers  ​4 settlers  ​5 colonies

Extension Exercises 8 and 9 • Materials needed: Access to the internet • Preparation: Put the students in groups of three. Ask them to plan a holiday to Australia or New Zealand. • Language: Elicit phrases we use when making a selection. Focus on the key phrases. • Activity: Give the students 5–8 minutes to use the internet to research the two countries to help them choose where they want to go and what they want to do. Then nominate a student to be the note-taker and ask them to go through the different topics and discuss each one in turn. Finally, ask the groups to present their holiday to the rest of the class. • Extension: Ask the students to draw a map of their chosen country and write about the different places they would like to visit.

Solutions Third Edition Upper-Intermediate  DVD teacher’s notes 4

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DVD script The native cultures of Australia and New Zealand Although Australia and New Zealand are thousands of miles apart they have a lot of things in common. They are both modern countries in the southern hemisphere, Europeans settled in both countries at the same time and they both have an indigenous population that existed long before these settlers arrived. Australia was discovered in 1770, when Captain James Cook sailed along the east coast near modern-day Sydney. Over the next century other colonies were established on the island and eventually — in 1901 — they united to create Australia as a dominion of the British Empire. Throughout the 20th century people from all over the world arrived here, often settling in the country’s major cities such as Sydney, Melbourne or Adelaide. Not long from now the country will be celebrating its 250th anniversary and experts predict the population will have grown to over thirty million people. The first European to arrive in New Zealand was the explorer Abel Tasman, who sailed along the western coast of the country in 1642. He called it New Zeeland, after the Dutch region. But it wasn’t until the early 19th century that Europeans – mainly from Britain – settled and in 1840 it became a British colony. Today, New Zealand and Australia are both modern multicultural societies with strong economies. In fact, they both share one major industry – tourism. In 2015, over 7 million people travelled to Australia for a holiday in the sun. In the same year, New Zealand received over 3 million visitors, not bad for a country with a population of just over 4.5 million. These visitors come for many reasons. Some come for a beach holiday where they can pamper themselves in a luxury hotel and relax, enjoying the lovely views and trying the local dishes. Some want to go on an adventure holiday, where they can get off the beaten track, go backpacking and stay in campsites or youth hostels. But some want to broaden their horizons and find out about the country’s history, and a major part of this in both countries is the culture of the native people. The Aboriginal Australians have lived here for around 60,000 years. Their language and culture is like nowhere else on earth and remote regions of Australia – often called the outback – are home to some of the oldest artworks in the world. The Maoris of New Zealand, however, are much more recent arrivals. They sailed to New Zealand from other Pacific islands around 800 years ago. Over the centuries a unique Maori culture developed, but it was still similar to the native culture of other Pacific Islands like Tonga, Fiji, and even Hawaii. Soon Europeans will have been living in New Zealand and Australia for 300 years. During this time, both the Aboriginal Australians and Maori New Zealanders have struggled to keep their culture alive. Over the centuries a lot of their way of life has disappeared as the new arrivals built roads and cities and created a new world. But today a lot of people are fighting to keep the old customs and traditions. This isn’t easy, and in both countries, people will be working on this for a long time to come. But today most people realise that it’s important not to let these ancient cultures die out.

Solutions Third Edition Upper-Intermediate  DVD script 4

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Two great lives

Before you watch 1

SPEAKING  

Work in pairs. Look at the photos below and answer the questions.

1 Who are these two men? 2 Where were they from and what did they do? 3 Do you know any other famous protesters in history?

Comprehension check 2

⊲

  Watch the DVD clip. Choose the correct answers.

1 Where was Martin Luther King born? a  Washington DC   b Boston   c Atlanta 2 What happened at the Washington Monument? a  Martin Luther King died.  ​b  King made an important speech.   c  King was arrested. 3 How long did Nelson Mandela spend in prison? a  63 years   b  43 years   c  27 years

3

⊲

1 2 3 4 5 6

4

⊲

1 2 3 4 5 6 7 8

  Watch again. Match the events (a–f) with the dates (1–6) when they happened. In 1929 a Martin Luther King gave his ‘I have a dream’ speech. In 1955 b Martin Luther King was murdered. In August 1963 c Nelson Mandela became president. In 1968 d Nelson Mandela went to prison. In 1963 e Martin Luther King joined the civil rights movement. In 1994 f Martin Luther King was born.   Watch again. Complete the sentences with the correct words. Martin Luther King was the of the civil rights movement in the USA. He went to in Boston. 250,000 attended a at the Washington Monument. In South Africa at that time, white people had all the . Black people couldn’t vote in . Nelson Mandela believed that was sometimes necessary to change the world. Today, South African society still isn’t . The in South Africa is now improving.

Round up 5

SPEAKING  

Work in groups. Answer the question.

What do you think are the biggest social problems in your country?

Solutions Third Edition Upper-Intermediate  DVD worksheet 5

photocopiable © Oxford University Press

Vocabulary 6

RECYCLE  

1 2 3 4 5 6

7

Choose the correct words or phrases.

I think it’s important that you respect / admire everyone you meet, even if you don’t like them. Nelson Mandela looked down on / had a lot in common with Martin Luther King. But they didn’t see eye to eye / admire each other about everything and disagreed about some things. For hundreds of years, white people respected / looked down on black people in the USA. Mandela’s supporters talked / turned him into running for president. I admire / have a lot in common with people who try and make the world a better place.

Complete the text with the words below. citizens election inequalities poverty speech

The welfare state in the UK During the Second World War, there were huge 1 between the rich and 2 the poor and many people in Britain lived in  . Poor children weren’t able to get a proper education, poor families lived in very old houses with few facilities, it was difficult to find a job, and too many people were still dying from diseases. in 1942, the politician William Beveridge asked people what they In a 3 wanted to see after the war, and said that there were five important things that needed to change. He suggested that the country needed a welfare state that gave free healthcare, schools, good quality housing, money for the poor its 4 and and jobs for everyone. In 1945, the Labour Party won the general 5 began to build this welfare state.

Extension 8 Work in groups. Go online and find a photo of an important moment in the history of your country. Find out about:

• • • •

9

the people in the photo and what you think they are doing and feeling when it was taken what was happening at the time why it was important

Present your photo to the class. Use the key phrases for speculating and deducing.

Speculating and deducing

He/She must be … He/She might / could / may be … It looks as if … Judging by their expressions, I’d say that …

Solutions Third Edition Upper-Intermediate  DVD worksheet 5

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DVD teacher’s notes

DVD clip summary The DVD clip is about the lives and achievements of Nelson Mandela and Martin Luther King.

Background In 1955, in many southern states of the USA, black and white people were segregated and couldn’t attend the same schools or sit together in restaurants or on buses. On 1 December that year, Rosa Parks, a black woman, refused to give her seat on the bus to a white man. She was arrested and charged. This led civil rights leaders to begin a boycott of buses across the city. Martin Luther King Jr, who was taught by his father that everyone was equal, was chosen to lead this boycott and soon became a well-respected leader of the movement, travelling across the country giving speeches before eventually making his famous ‘I have a dream’ speech in Washington in 1963. Nelson Mandela was working as a lawyer in Johannesburg when in 1948, the whites-only government of South Africa introduced new apartheid laws to keep black and white people apart. Mandela joined the African National Congress, an organisation that campaigned for equal rights, and soon became one of its leaders. The authorities accused him of trying to overthrow the government and in 1964 he was sentenced to life in prison. In the late 1980s, after huge international pressure, and support across the world for Mandela, the South African government began to realise that it had to change. In 1990 Mandela was freed, and four years later he became president.

Before you watch Exercise 1 • Read the questions with the class and elicit answers from individual students. Encourage the students to expand on their answers and use their suggestions to start a class discussion. • Answers: 1  Martin Luther King and Nelson Mandela  ​2 Students’ own answers  ​3 Students’ own answers

Comprehension check Exercise 2 • Pre-watching: Go through the questions with the students. • ⊲   Play the whole DVD clip. The students choose the correct answers. Check their answers. • Answers: 1  c  ​2 b  ​3 c

Exercise 3 • Pre-watching: Ask the students to read the exercise and to try and remember the order that they saw the things in the DVD clip. • ⊲   Play the DVD clip to check the answers. • Answers: 1  f  ​2 e  ​3 a  ​4 b  ​5 d  ​ 6 c

Exercise 4 • Pre-watching: Ask the students to try and complete the sentences with the correct words before they watch the DVD clip again. • Weaker classes: Write the answers on the board in the wrong order and ask the students to match them with the sentences. Or give them the first letter of each word. Then play the DVD clip and pause after each answer. • ⊲   Play the DVD clip to check the answers. • Answers: 1  leader  ​2 university  ​3 demonstration  ​4 power  ​5 elections  ​6 violence  ​7 equal  ​8 situation

Round up Exercise 5 • Put the students in groups. Give them a few minutes to discuss the question. • Answers: Students’ own answers

Solutions Third Edition Upper-Intermediate  DVD teacher’s notes 5

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Vocabulary Exercise 6 • Ask the students to read the sentences first and then choose the correct words or phrases. • Weaker classes: Elicit the meanings of the words/phrases before the students choose the correct answers. • Answers: 1  respect  ​2 had a lot in common with  ​3 see eye to eye  ​4 looked down on  ​5 talked  ​6 admire

Exercise 7 • Ask the students to read through the text first before they complete the sentences. With a weaker class, you could elicit the meanings of the words first. • Answers: 1  inequalities  ​ 2 poverty  ​ 3 speech  ​4 citizens  ​5 election

Extension Exercises 8 and 9 • Materials needed: Internet access • Preparation: Put the students in groups of three or four. Tell them they are going to research and talk about a photo of an important moment in the history of their country. • Language: Elicit phrases we use for speculating and deducing. Focus on the key phrases. • Activity: Ask the students to nominate one note-taker in the group. Give the students 5–8 minutes to find a photo and some information about it online. Alternatively, you could ask them to do this for homework and do the presentation during the next lesson. Then give the students another 5 minutes to talk about the points. Encourage them to use the language to speculate and deduce things in the photo. Then ask one student from each group to summarise the discussion for the rest of the class. • Extension: Ask the students to do some research on the internet and find out more about some famous protestors from their country.

Solutions Third Edition Upper-Intermediate  DVD teacher’s notes 5

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DVD script Two great lives In the first half of the 20th century, many African Americans didn’t have the same civil rights – the rights that we all have to be equal – as white people. A lot of white people looked down on black people and they were unequal economically and politically. A movement started to change this and its leader was Martin Luther King. Martin Luther King was born in 1929 in Atlanta, Georgia. He went to university in Boston, Massachusetts, but after he received his degree, he returned south and worked as a minister in Montgomery, Alabama. It was there, in 1955, that he joined the civil rights movement. He was a great speaker and quickly became famous. He asked the American public a simple question – wouldn’t it be better for everybody if every American citizen was treated equally? Didn’t everybody deserve to be treated fairly? He travelled across the south of the USA fighting for equality. But it wasn’t until he reached Washington that he achieved major change. Here, on 28 August 1963, some 250,000 people went to a demonstration at the Washington Monument. Here King gave his famous ‘I have a dream’ speech, standing in front of the Lincoln Memorial. The speech made Martin Luther King an international symbol of civil rights, respected and admired by most of the people, but hated by some. He was murdered on 29 March 1968, but his words continued to inspire people all over the world. At the time, the apartheid regime ruled in South Africa. This system of racial discrimination meant that although white people were a smaller part of the population, they had all the power and almost all of the money. They lived in large, beautiful houses in rich suburbs. Black people, on the other hand, had almost none of the things white people had. They lived in poor areas with very poor houses. They couldn’t go to the same schools, see the same doctors or use the same beaches as white people, and they couldn’t vote in elections. As in America, a movement began to fight against this injustice and at its head was Nelson Mandela. Mandela had a lot in common with King. He was a great leader and fought against inequality. But they didn’t always see eye to eye, because Mandela believed violence was sometimes necessary. In 1963, he was arrested and spent 27 years in prison, most of them on Robben Island, a prison just off the coast of Cape Town. When he left prison his supporters talked him into running for election. On 10 May 1994 Nelson Mandela became the first black president of the country. Today, South African society is still in no way equal. Just under 43% of South Africa’s population live in poverty – and most of these people are black. In fact, although 79% of the population is black, black people earn less than 10% of the income. But the situation is improving. It will take a long time to change this inequality, but Nelson Mandela’s victory against apartheid was the first important step.

Solutions Third Edition Upper-Intermediate  DVD script 5

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Healthy cities

Before you watch 1

SPEAKING  

Work in pairs. Answer the questions.

1 What are the best and worst things about living in a big city? 2 In the future, would you prefer to live in a big city or a small town? Why? 3 What do you like and dislike about the capital city in your country?

Comprehension check 2

⊲

  Watch the DVD clip. Choose the correct answers.

1 What is the population of the city of Seoul? a  10 million   b  15 million   c  70 million 2 Where is Songdo? a  under the sea   b  in Seoul   c  near Seoul 3 How many people already live in Songdo? a 50,000   b 65,000   c 90,000

3

⊲

  Watch again. Tick the things that you see.

a skyscrapers b  a city by a river c  an underground station d  a street market

4

⊲

e  lots of traffic f  public transport g  a sports stadium h  an old church

i  a large bridge j  a dog walker k  a tree-lined road l  a computer room

  Watch again. Complete the sentences with the words below.

businesses ​crowded ​empty ​energy ​tallest ​technology ​temperature ​spaces 1 2 3 4 5 6 7 8

Seoul is more than London and New York. Songdo uses to keep the city clean and healthy. There are lots of open in the new city. Korea’s building is in the centre of Songdo. Sensors in the city monitor and traffic in the city. People’s rubbish will generate in the future. At the moment, there aren’t many in the city. Many of the apartments are .

Round up 5

SPEAKING  

Work in groups. Answer the question.

Would you like to live in a place like Songdo? Why? / Why not?

Solutions Third Edition Upper-Intermediate  DVD worksheet 6

photocopiable © Oxford University Press

Vocabulary 6

RECYCLE   Choose the correct word to complete the compound adjectives in the sentences. There are two extra words.

crowded blowing based populated respected known needed breaking 1 2 3 4 5 6

7

Samsung is one of the besttechnology companies in the world. The city centre gets really overon a Saturday night. They have made some muchimprovements to the city library recently. Seoul has recordinternet speeds. Manila in the Philippines is the most densely city in the world. The Songdo project is a minddevelopment.

Complete the text with the words below. congestion outskirts planners pollution traffic

The cleanest city in the world In 2015, Calgary, in Canada, was named as the world’s cleanest city. But how do they measure what is clean and what isn’t? There are five important factors, including the and the amount of traffic 2 in the city centre. levels of air 1 Calgary has an excellent public transport system that connects the 3 driving through its centre. with the city, which means there is less 4 5 in the city have also designed a huge network of over 600 km of paths for walking and cycling, helping people to stay fit and healthy.

Extension 8 Work in groups. Make a presentation about what you could do to make your city cleaner, greener and a healthier place to live. Include the following:

• • • •

9

reducing traffic congestion reducing air pollution encouraging people to use their cars less ways to make the city centre cleaner

Give your presentation to the class. Use the key phrases to check other groups’ ideas.

Asking for clarification

Sorry, do you think you could repeat that? What do you mean by … ? Is that something like … ? Is that the same as … ?

Solutions Third Edition Upper-Intermediate  DVD worksheet 6

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DVD teacher’s notes

DVD clip summary The DVD clip is about Songdo, a new city that is being built on an island near Seoul, South Korea.

Background During the 1980s and 90s, South Korea experienced huge economic growth, rapid industrialisation and its capital, Seoul, was transformed into an ultra-modern global city. Today, it has a population of 10 million people, and the wider metropolitan area has a population of 25.6 million people, making it the second largest in the world. Planning for the Songdo business district started in 2001 and construction began four years later. The city was built on 600 hectares of reclaimed land previously in the sea. It was due to be completed in 2015, and planned to have 80,000 apartments, many office buildings, huge shopping centres and the Northeast Asia Trade Tower, the country’s tallest building. It is a ‘smart’ city and computers monitor everything from temperature, traffic flow, energy and water use and nearly everything has been designed to be sustainable and environmentally friendly. Forty per cent of the city is green space, there are lots of bicycle paths, charging points for electric cars and a system to recycle water.

Before you watch Exercise 1 • Read the questions with the class and elicit answers from individual students. Encourage the students to expand on their answers and use their suggestions to start a class discussion. • Answers: Students’ own answers

Comprehension check Exercise 2 • Pre-watching: Go through the questions with the students. • ⊲   Play the whole DVD clip. The students choose the correct answers. Check their answers. • Answers: 1  a  ​ 2 c  ​3 c

Exercise 3 • Pre-watching: Ask the students to read the list and to try and remember the things they saw in the DVD clip. • ⊲   Play the DVD clip to check the answers. • Answers: skyscrapers, a city by a river, a street market, lots of traffic, public transport, a large bridge, a dog walker, a tree-lined road, a computer room

Exercise 4 • Pre-watching: Ask the students to read the sentences and the words first, then complete the sentences. • Weaker classes: Elicit the meanings of the words first. Then play the DVD clip and pause after each answer. • ⊲   Play the DVD clip to check the answers. • Answers: 1  crowded  ​2 technology  ​ 3 spaces  ​4 tallest  ​5 temperature  ​6 energy  ​7 businesses  ​ 8 empty

Round up Exercise 5 • Put the students in groups. Give them a few minutes to discuss the question. • Answers: Students’ own answers

Solutions Third Edition Upper-Intermediate  DVD teacher’s notes 6

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Vocabulary Exercise 6 • Ask the students to read the sentences and words first, then complete the compound adjectives. • Weaker classes: Elicit the meanings of the words first. • Answers: 1  known  ​ 2 crowded  ​ 3 needed  ​4 breaking  ​5 populated  ​6 blowing

Exercise 7 • Ask the students to read through the text first, then complete the sentences. With a weaker class, you could elicit the meanings of the words first. • Answers: 1  pollution  ​ 2 congestion  ​3 outskirts  ​4 traffic  ​5 Planners

Extension Exercises 8 and 9 • Materials needed: None • Preparation: Put the students in groups of three or four. Tell them they are going to discuss things they could do to make their city cleaner and greener. • Language: Elicit ways of asking for clarification. Focus on the key phrases. • Activity: Ask the students to nominate one note-taker in the group. Give the students 5–8 minutes to talk about the subject and make notes. Encourage them to use the language for asking for clarification if they aren’t sure of something someone has said. Then ask one student from each group to summarise the discussion for the rest of the class. • Extension: Ask the students to do some research on things the government is doing to make cities in your country healthier places to live.

Solutions Third Edition Upper-Intermediate  DVD teacher’s notes 6

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DVD script Healthy cities Ever since the industrial revolution, cities have grown around areas of industry and technology. For years, this meant that the world’s biggest cities were crowded and dirty. But now cities must use technology in order to undo decades of pollution and congestion. Seoul is widely considered to be one of the most technologically advanced cities on the planet. It has record-breaking internet speeds and is home to some of the best-known technology firms on the planet, including LG and Samsung. But it is also one of the world’s most densely-populated cities. It is estimated that around 10 million people live in the city itself, with a further 15 million living on the city’s outskirts. It is twice as crowded as London and five times as crowded as New York. City planners know they have to do something to solve this problem, but they can’t continue building in the over-crowded capital. So, they are building a whole new city. Songdo is just over fifty kilometres from Seoul. It’s a ‘smart’ city that uses technology to offer Koreans the much-needed space and clean air they can’t find in the capital. The city sits on 1,500 acres of land that used to be under the sea. Forty per cent of Songdo are these ‘green areas’, which help keep the city’s air clean. City planners have specified that they mustn’t be built upon in the future so there will always be natural open space. Surrounding the park are rows of skyscrapers, including the Northeast Asia Trade Tower, the country’s tallest building. The size of the Songdo project is mind-blowing. It’s the largest property development in history. The developers are building 80,000 apartments, several schools, a large university and an 18-hole golf course. They are also going to use cutting-edge technology to keep the city clean and green. There will be sensors all over Songdo which will monitor temperature, energy use and traffic. A lot of this environmentallyfriendly technology is already there. Processing centres like this are all over the city. The waste system sucks rubbish directly from people’s homes, so there are no bins and no rubbish trucks. In the future, they will use this waste to generate renewable energy. The architects have also designed the city so people don’t drive everywhere. There are walkways and almost everywhere you go there are large, open spaces. At the moment the city is less than half full and there aren’t many businesses in the city centre. But it is thought that once transport links between Seoul and Songdo are improved, the area will become a more attractive prospect for large businesses. And although some of these apartment blocks are empty, 90,000 people already live here. Songdo is the city of the future. If it proves successful it is believed that it could become the template for new cities all over the world.

Solutions Third Edition Upper-Intermediate  DVD script 6

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Representing reality

Before you watch 1

SPEAKING  

Work in pairs. Answer the questions.

1 What was the last film that you saw? 2 What was it about? 3 Did you think it was realistic? Why? / Why not?

Comprehension check 2

⊲

  Watch the DVD clip. Choose the correct answers.

1 According to the clip, who has created the USA’s most famous myths? a politicians  ​b the movie industry  ​c gangsters 2 Film-makers often use tricks to save: a time.  ​ b money.  ​ c energy. 3 Jean-Luc Godard said that every edit was a: a lie.  ​b story.  ​ c mistake.

3

⊲

  Watch again. Tick the things that you see.

a  a cartoon b  a poster c  a cinema d  a film

4

⊲

1 2 3 4 5 6

e  a special effect f  a light g  actors in a studio h  editing a film on computer

  Watch again. Complete the sentences with the correct words. Characters like cowboys and gangsters appeal to large . Popular stories and characters help spread a certain to audiences. The film-makers are using a in New York to make their film. can change the order of a film to tell a particular story. A film is never a clear reflection of . Most audiences want to be honest.

Round up 5

SPEAKING  

Work in groups. Answer the question.

What do you like and dislike about Hollywood movies?

Solutions Third Edition Upper-Intermediate  DVD worksheet 7

photocopiable © Oxford University Press

Vocabulary 6

RECYCLE  

Choose the correct words.

1 2 3 4 5

It’s a film about a sports team that cheats / deceives in order to win an Olympic medal. Some Hollywood films distorted / deceived people into thinking something that wasn’t true. The documentary distorts / passes off the truth. It makes you think the police officer shot the criminal. In the film, the politician tells a number of myths / lies to the interviewer. James Bond often passes himself off / owns up as someone else so he can get into buildings and find out information. 6 A lot of Hollywood films are very good at cheating / manipulating people into believing in the American dream.

7

Complete the sentences with the words below. edit footage production props scriptwriter studio 1 When a film is set in the 19th century, it’s important that all of the the characters use are also from that time. 2 They filmed most of the scenes for the James Bond film in a large outside London. 3 The director didn’t like the story the had written and wanted to change everything. 4 They shot about ten hours of for the film, but they need to it so it’s only ninety minutes long. 5 The film has been in for over three months, but it’s going to be amazing when it’s finished.

Extension 8 Work in pairs. Make a presentation about a film that you know well. Think about the following: • • • •

9

the characters the plot how realistic and truthful you think it is whether you’d recommend the film

Give your presentation to the class. Use the key phrases for talking about films.

Talking about films It takes place in … The special effects are … The plot is a little far-fetched at times, but … It’s a really fast-moving story.

Solutions Third Edition Upper-Intermediate  DVD worksheet 7

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DVD teacher’s notes

DVD clip summary The DVD clip is about how the Hollywood film industry uses different techniques to manipulate its audiences and present a particular idea or belief.

Background From its very beginnings, the Hollywood movie industry has been in the business of myth-making. While much of it was done to help audiences enjoy the story more, there are a large number of films that have manipulated people into thinking a certain way or believing something that wasn’t true. One of the earliest examples is DW Griffith’s The Birth of a Nation, a silent film from 1915 that represented black people as unintelligent and aggressive. Lots of white people believed this representation and became scared and angry. The film promoted racial hatred, led to rioting, and in one case, the murder of a young black man. Similarly, the western, one of Hollywood’s most enduring film genres, presented audiences with a series of myths about how the USA was created. Native Americans were represented as being dishonest criminals, uncivilised and dangerous, and the cowboy was seen as the American hero. The reality was far different. Business people have also used the power of Hollywood cinema to their advantage. For many decades, almost every Hollywood star would be seen smoking in a film, creating the impression that cigarettes were glamorous, sophisticated and made people more attractive. This helped to popularise cigarette smoking worldwide and was hugely profitable for tobacco companies.

Before you watch Exercise 1 • Read the questions with the class and elicit answers from individual students. Encourage the students to expand on their answers and use their suggestions to start a class discussion. • Answers: Students’ own answers

Comprehension check Exercise 2 • Pre-watching: Go through the questions with the students. • ⊲   Play the whole DVD clip. The students choose the correct answers. Check their answers. • Answers: 1  b  ​2 b  ​3 a

Exercise 3 • Pre-watching: Ask the students to read the list and to try and remember which things they saw in the DVD clip. • ⊲   Play the DVD clip to check the answers. • Answers: a cinema, a poster, a film, a light, actors in a studio, editing a film on computer

Exercise 4 • Pre-watching: Ask the students to try and complete the sentences with the correct words before they watch the DVD clip again. • Weaker classes: Write the answers on the board in the wrong order and ask the students to match them with the sentences, or give them the first letter of each word. Then play the DVD clip and pause after each answer. • ⊲   Play the DVD clip to check the answers. • Answers: 1  audiences  ​2 message  ​3 studio  ​4 Editors  ​5 reality  ​6 film-makers

Round up Exercise 5 • Put the students in groups. Give them a few minutes to discuss the question. • Answers: Students’ own answers

Solutions Third Edition Upper-Intermediate  DVD teacher’s notes 7

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Vocabulary Exercise 6 • Ask the students to read through the sentences first, then choose the correct words. • Weaker classes: Elicit the meanings of the words first. • Answers: 1  cheats  ​2 deceived  ​3 distorts  ​4 lies  ​5 passes himself off  ​6 manipulating

Exercise 7 • Ask the students to read through the sentences first, before they complete them. With a weaker class, you could elicit the meanings of the words first. • Answers: 1  props  ​ 2 studio  ​3 scriptwriter  ​4 footage, edit  ​5 production

Extension Exercises 8 and 9 • Materials needed: None • Preparation: Put the students in groups of three or four. Tell them they are going to discuss a film they know well. • Language: Elicit ways to talk about films. Focus on the key phrases. • Activity: Ask the students to choose a film they know well. Ask the students to nominate one notetaker in the group. Give the students 5–8 minutes to talk about the subject and make notes. Then ask one student from each group to present their film to the rest of the class. • Extension: Ask the students to write a review of their film or act out a part of it.

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DVD script Representing reality At the turn of the 20th century, the USA was quickly becoming the most powerful country in the world. At the same time, film-making was emerging as a popular art form. Ever since then, many of the nation’s most famous myths have largely been created by the movie industry. Today, the film industry still plays on many of these common myths and recycles many of the most popular characters, like cowboys and gangsters. There are two reasons for this. They know that these stories and characters appeal to large audiences and make success more likely. But they also help to spread a certain message that fits with the industry and the country as a whole. Scriptwriters usually tell stories they know people want to hear. The characters should be interesting and the plot should be entertaining. But sometimes scriptwriters have to change their story in order to please investors and make money. In fact, writers often find that their story has been distorted to fit the message the studio wants to sell. Finance is always a factor. During production, film-makers have to use all kinds of tricks to save money. This scene is set in an old warehouse in Chicago, but it’s being filmed in a studio in New York. This production company is based in New York and, as the producer explained, it would have been far too expensive to transport all the people and their incredibly expensive kit. But it’s easy to pass off a small studio as almost anywhere with the right props and the right lighting. All the audience can see is what’s in the frame. Even when that doesn’t work, the film can always be changed in the editing suite. The famous French film director Jean-Luc Godard once said that every edit was a lie. Editors can manipulate the footage to tell the story they want to tell. They can change the order, change the meaning and choose the ‘reality’ that they want to show. A film is never a clear reflection of reality. From the script, to the edit, to the final sound mix, lots of people make different decisions for all kinds of reasons. While some film-makers manipulate the audience to make the film more entertaining or emotional, others deliberately cheat and deceive the audience for more devious reasons. Most audiences accept that films don’t exactly tell the truth, but they still want filmmakers to be straight and own up to the fabrications behind the film. This is often the difference between a fake and an original work of fiction.

Solutions Third Edition Upper-Intermediate  DVD script 7

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vInspired

Before you watch 1

SPEAKING  

Work in pairs. Answer the questions.

1 Is volunteering popular among young people in your country? 2 Have you ever done any volunteering? If yes, what did you do? 3 Why do you think people volunteer?

Comprehension check 2

⊲

  Watch the DVD clip. Choose the correct answers.

1 What is vInspired? a an award  ​ b a charity  ​ c  a magazine 2 Young people in the UK are thought to be: a unemployed.  ​ b lazy.  ​ c  really kind. 3 How can young people find out about vInspired? a from school  ​b  from attending a group  ​c  from a website

3

⊲

A B C D E F G H

4

⊲

  Watch again. Number the activities (A–H) in the order that you see them.   a volunteer helping children   young people playing in an orchestra   volunteers on a farm   teenagers playing computer games   a volunteer preparing food   a volunteer working in a shop   volunteers picking up rubbish on a beach   teenagers playing pool   Watch again. Complete the summary with the words below.

awards campaigns charities lazy recognised unemployment ​ voluntary website

vInspired organises 1 to help young people find 2 work. They also give 3 to young volunteers. These are important because they ensure young people’s efforts get 4 . Lots of people think young people can’t find a job because they are 5 , but this 6 is very high in the UK which makes it quite hard to be a young person. Young isn’t true. Youth . It has over 2,500 8 on it with people can find out about vInspired from their 7 volunteering projects across the country.

Round up 5

SPEAKING  

Work in groups. Answer the question.

What kind of volunteering would you most like to do? Why?

Solutions Third Edition Upper-Intermediate  DVD worksheet 8

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Vocabulary 6

RECYCLE  

Choose the correct words.

1 Thousands of people protested / shouted about youth unemployment. 2 vInspired doesn’t sign / shout slogans to get its message across. 3 Instead of holding / holding up a rally to change people’s opinions of teenagers, vInspired run national awards to celebrate the work young people do. 4 They march / organise campaigns to help unemployed young people find volunteer work. 5 With corruption / unemployment so high, it’s really difficult for young people to find a job at the moment.

7

Complete the text with the words below. carers community scheme society youth group

The Riverside Club It seems that we live in a 1 Riverside Club is a 2 local 3

that often forgets about its youngest and oldest members. The that organises lots of events that try and get young people involved in the

. One 4

that it runs trains young people to be 5

for elderly

people. The elderly people benefit from the help they receive, while the younger people can learn a lot from spending time with someone with many more years of life experience.

Extension 8 Work in groups. Make a presentation that gives your opinion on which volunteer project for your class to get involved with is the most important and why:

• • • • • •

9

helping at an old people’s home picking up rubbish from the local park and cleaning the local river teaching your language to new immigrants in your city cooking meals for homeless people helping young children to read at the local primary school helping at an animal shelter

Give your presentation to the class. Use the key phrases for expressing a firm opinion.

Expressing a firm opinion I’m of the opinion that … I feel quite strongly that … It’s clear to me that … I firmly believe that …

Solutions Third Edition Upper-Intermediate  DVD worksheet 8

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DVD teacher’s notes

DVD clip summary The DVD clip is about the work of vInspired, a British charity that helps young people find volunteering work.

Background vInspired is a leading youth charity that was launched in 2006, as part of a government-backed scheme to get more young people (aged 16–25) involved in volunteering and community projects. Since it was set up, vInspired has helped over 1 million young people to find volunteering opportunities in their community. It believes that through volunteering, young people will be more prepared to enter the world of work, and will be more employable. It is also aware of how damaging extended periods of unemployment can be to mental health, and how having something to do, can inspire young people to be more proactive. As well as helping young people, the charity recognises the benefits that volunteering brings to communities. Initially, the charity received most of its funding from the government, but in 2012 this was cut, and the charity had to make severe cuts to staff and the projects that it could support. Since then, the charity has had to become more creative in how it raises money and more selective about who it can help.

Before you watch Exercise 1 • Read the questions with the class and elicit answers from individual students. Encourage the students to expand on their answers and use their suggestions to start a class discussion. • Answers: Students’ own answers

Comprehension check Exercise 2 • Pre-watching: Go through the questions with the students. • ⊲   Play the whole DVD clip. The students choose the correct answers. Check their answers. • Answers: 1  b  ​2 b  ​3 c

Exercise 3 • Pre-watching: Ask the students to read the list and to try and remember the order that they saw the things in the DVD clip. • ⊲   Play the DVD clip to check the answers. • Answers: 1  C  ​2 H  ​3 D  ​ 4 A  ​ 5 F  ​6 G  ​7 B  ​8 E

Exercise 4 • Pre-watching: Ask the students to try and complete the text with the words before they watch the DVD clip again. • Weaker classes: Check the students understand all the words. Then play the DVD clip and pause after each answer. • ⊲   Play the DVD clip to check the answers. • Answers: 1  campaigns  ​ 2 voluntary  ​3 awards  ​4 recognised  ​5 lazy  ​6 unemployment  ​7 website  ​ 8  charities

Round up Exercise 5 • Put the students in groups. Give them a few minutes to discuss the question. • Answers: Students’ own answers

Solutions Third Edition Upper-Intermediate  DVD teacher’s notes 8

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Vocabulary Exercise 6 • Ask the students to read through the sentences first, then choose the correct words. • Weaker classes: Elicit the meanings of the words first. • Answers: 1  protested  ​ 2 shout  ​3 holding  ​4 organise  ​5 unemployment

Exercise 7 • Ask the students to read through the sentences first, before they complete them. With a weaker class, you could elicit the meanings of the words first. • Answers: 1  society  ​ 2 youth group  ​3 community  ​4 scheme  ​5 carers

Extension Exercises 8 and 9 • Materials needed: None • Preparation: Put the students in groups. Tell them they are going to discuss different volunteer projects. • Language: Elicit ways to express a firm opinion. Focus on the key phrases. • Activity: Ask the students to nominate one note-taker in the group. Give the students 5–8 minutes to talk about the subject and make notes. Encourage them to use the language of expressing firm opinions in their discussion. Then ask one student from each group to present their chosen project to the class. • Extension: Ask the students to make a poster or leaflet promoting their chosen volunteering project.

Solutions Third Edition Upper-Intermediate  DVD teacher’s notes 8

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DVD script vInspired This is the head office of a charity called vInspired. They organise campaigns to help unemployed young people find volunteer work. They also reward this excellent work through their national awards scheme. Every year we run the vInspired national awards, which is the country’s biggest celebration of young volunteers. We have some young people who spend hours and hours every single week, doing wonderful things for their communities, but they just don’t get heard about so the vInspired national awards are about celebrating those young people and making sure that their efforts get recognised. Stereotypes about young people are everywhere. People think that if you’re young, you are lazy and if you were less lazy, you would easily find a job. If only you’d worked hard enough, you’d have found a job already. But for the majority of young people this simply isn’t true. Rather than shouting slogans or holding rallies about it, vInspired are leading the protest against these negative stereotypes in other ways. In the UK, we’ve got a massive image problem for young people, they are considered to be lazy, considered to be good for nothing, youth unemployment figures are very high in the UK so it’s very difficult for young people to really kind of talk about the good things that they have to offer. At the moment it’s quite hard to be a young person. It’s quite hard to feel good about what you have to offer society, when one in four young people doesn’t even have a job. But volunteering can give young people a sense of something good to offer their society, something positive that they can do and just give them that boost that they need to kind of go forward with their careers and their lives. We run a website called vInspired.com and it’s an online marketplace for young people to link up with volunteering opportunities in charities all over the country. At the moment we have 2,500 charities registered on that website and 145,000 young people use that website to find opportunities and also to log their volunteering hours, so that they have a great record of all the time and effort they’ve put into their volunteering work. If people could only see the excellent work young volunteers do all over the UK, they might change their opinions on the youth of today. From individual carers, to youth groups fighting to improve their local communities, there are many inspiring stories. Thousands of young people across the UK want to do good work. All they need is the opportunity to make this happen.

Solutions Third Edition Upper-Intermediate  DVD script 8

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Shopping in London

Before you watch 1

SPEAKING  

Work in pairs. Answer the questions.

1 How often do you go shopping? 2 Where do you go shopping when you want to splash out? 3 What was the last thing that you bought?

Comprehension check 2

⊲

  Watch the DVD clip. Choose the correct answers.

1 What can you find in Camden Lock? a chain stores  ​ b vintage items  ​c  expensive jewellery 2 What kind of things can you buy at the Burlington Arcade? a  luxury items   ​b vintage clothes  ​c  mass-produced goods 3 What do the owners of the Burlington Arcade want to do? a Close it down.  ​ b  Organise art exhibitions there.   ​c  Turn it into an art gallery.

3

⊲

  Watch again. Match the items with the place that you see them on sale.

CDs and records hats jewellery London souvenirs perfume second-hand jackets shoes vintage dresses Camden Town

4

⊲

1 2 3 4 5 6 7 8

Burlington Arcade

  Watch again. Complete the sentences with the correct words. The first letter of each word has been given. About 80% of tourists who visit London want to go s . Camden is an area of London with lots of m . Camden Lock specialises in u items. Some stalls also sell works of a . The Burlington Arcade was one of the world’s first s c . At the moment, the owners of the arcade want to m it. You can now find global b like Lulu Guinness and Jimmy Choo there. Camden and the Burlington Arcade sell things that you won’t find on the h

s

.

Round up 5

SPEAKING  

Work in groups. Answer the question.

Where would you prefer to go shopping, Camden Lock or the Burlington Arcade?

Solutions Third Edition Upper-Intermediate  DVD worksheet 9

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Vocabulary 6

RECYCLE  

1 2 3 4 5 6

7

Match the two halves of the sentences. The Burlington Arcade is a good place to splash out I always haggle He’s rolling in Where’s the best place to pick up It’s a good idea to shop around I snapped up

a b c d e f

the last pair of vintage shoes at that market stall. a bargain in London? over the prices at Camden Markets. to find the cheapest price of things. on a luxury item. it after he won the lottery.

Complete the text with the words below. brands chain stores mass-produced retailers stalls

The Oxford Covered Market The Covered Market in Oxford is one of the oldest indoor markets in England and has been open since 1770. There are over 40 1 jewellery and famous luxury 2

in the market, from small independent shops selling handmade , to traditional market 3

where you can buy fresh

fruit and vegetables. Every shop is independent and unique, so you won’t find any 4

selling

wares. And if you visit in December, you’ll get a real taste of Christmas.

5

Extension 8 Work in groups. Make a presentation that shows your plans for a new shopping centre for your city. Draw a plan of your shopping centre and decide on the following things:

• • • •

9

where it will be the types of shops it will have whether it will sell luxury items, bargains, or a mixture of both what other facilities it will have to attract visitors

Give your presentation to the class. Use the key phrases for justifying your opinion.

Justifying your opinion The main reason we chose … is … We definitely think that … is a good choice because … For one thing, … On top of that, …

Solutions Third Edition Upper-Intermediate  DVD worksheet 9

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DVD teacher’s notes

DVD clip summary The DVD clip is about two very different shopping experiences in London: the Burlington Arcade and Camden Markets.

Background The Camden Markets are located in Camden Town, an area of London about 4 km north of the centre. Camden has long been associated with alternative culture and music, and is very popular with young people from all over the world. Most of the markets started in the 1970s and originally were only open on Sundays, and then Saturdays. The weekends are still the busiest times for the markets and over 100,000 people visit them each weekend. The markets sell a huge variety of things, from vintage clothing, jewellery and accessories, to records, comics, books and toys. The Burlington Arcade couldn’t be more different. Situated behind Bond Street, in the heart of London’s most exclusive shopping district, it has been there since 1819, and was one of the first indoor shopping centres in Europe. It specialises in luxury gifts, fashion, jewellery and watches. There are around forty shops in the arcade, from the traditional perfumer Penhaligon’s, which has been there for over 100 years, to the modern luxury fashion store, Lulu Guinness.

Before you watch Exercise 1 • Read the questions with the class and elicit answers from individual students. Encourage the students to expand on their answers and use their suggestions to start a class discussion. • Answers: Students’ own answers

Comprehension check Exercise 2 • Pre-watching: Go through the questions with the students. • ⊲   Play the whole DVD clip. The students choose the correct answers. Check their answers. • Answers: 1  b  ​2 a  ​ 3 b

Exercise 3 • Pre-watching: Ask the students to read the list and to try and remember where they think they saw the items on sale in the DVD clip. • ⊲   Play the DVD clip to check the answers. You might want to play the DVD clip with the sound turned off so that the students focus on what they see and not what they hear. • Answers: Camden Market: London souvenirs, vintage dresses, hats, second-hand jackets, CDs and records, Burlington Arcade: jewellery, shoes, perfume

Exercise 4 • Pre-watching: Ask the students to try and complete the sentences with the correct words before they watch the DVD clip again. • Weaker classes: You could give the students more letters of each word to help them. Then play the DVD clip and pause after each answer. • ⊲   Play the DVD clip to check the answers. • Answers: 1  shopping  ​ 2 markets  ​3 unique  ​4 art  ​5 shopping centres  ​6 modernise  ​7 brands  ​ 8  high street

Round up Exercise 5 • Put the students in groups. Give them a few minutes to discuss the question. • Answers: Students’ own answers

Solutions Third Edition Upper-Intermediate  DVD teacher’s notes 9

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Vocabulary Exercise 6 • The students read both halves of the sentences and try and match them. • Weaker classes: Elicit the meanings of the money verbs and idioms in bold before the students match the sentence halves. • Answers: 1  e  ​2 c  ​3 f  ​ 4 b  ​ 5 d  ​6 a

Exercise 7 • Ask the students to read through the text first, before they complete the sentences. With a weaker class, you could elicit the meanings of the words first. • Answers: 1  retailers  ​2 brands  ​3 stalls  ​4 chain stores  ​5 mass-produced

Extension Exercises 8 and 9 • Materials needed: None • Preparation: Put the students in groups of three or four. Tell them they are going to plan what they would like to see in a shopping centre. • Language: Elicit the types of shops and other services you usually find in a shopping centre. Focus on the key phrases. • Activity: Ask the students to nominate one note-taker in the group. Give the students 5–8 minutes to talk about the subject and make notes. Ask them to agree on the shops and facilities they will have and finally have them draw a plan. Encourage them to use the language for justifying your opinion. Then ask one student from each group to present the plans for their shopping centre to the rest of the class. • Extension: Ask the students to write a radio advertisement to promote their new shopping centre.

Solutions Third Edition Upper-Intermediate  DVD teacher’s notes 9

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DVD script Shopping in London For many people, London is the shopping capital of the world. Each year millions of tourists visit the city and over eighty per cent of them want to hit the shops. They spend billions of pounds and the retail sector accounts for around forty per cent of all the money spent in the capital. The city is home to some of the most famous shopping districts in the world and many of the industry’s biggest retailers have their main stores here. But some shoppers want to shop around and look beyond high street chain stores. They’re looking for things they can’t buy anywhere else and some want a bargain, while others are willing to spend, spend, spend. Luckily, it doesn’t matter whether you’re hard up or rolling in it – London always has plenty to offer. For those who need to budget, there are lots of vintage markets selling fashionable clothes at low prices. The most famous of these is in Camden. This small area of London is home to several different markets, but the biggest is Camden Lock. This sprawling market is London’s fourth largest tourist attraction, with around 100,000 people exploring its various stalls every weekend. It specialises in new fashion by up-and-coming designers, as well as quality vintage items usually sold second-hand. It’s certainly a great place to snap up something unique. As well as clothes, shoppers will also find stalls selling jewellery, accessories and works of art. Many of the things sold here are handcrafted, so they are all unique, and because it’s a market, you can often haggle, so it’s the perfect place to pick up a bargain. But customers who are well off and can afford to splash out on something luxurious often travel to the Burlington Arcade in central London. This arcade opened in 1819 and was one of the world’s first shopping centres. Lord George Cavendish, the man who built the arcade, said it was ‘for the sale of jewellery and fancy articles.’ Today, shoppers can still buy an assortment of luxury items, such as handmade gold and silverware, precious materials and even these golden slippers. This 200-metre long arcade has been a part of London’s history for almost 200 years, but the Burlington’s owners are going to modernise this traditional shopping arcade. They are excited about it becoming home to global modern brands like Lulu Guinness and Jimmy Choo, while keeping specialist stores like the perfumers Penhaligon’s and the jewellers Heming of London. They also want the arcade to display modern works of art and are hosting several art exhibitions over the next few years. All of the changes to the Burlington haven’t been decided yet but, whatever happens, the Burlington Arcade will continue to sell quality brands in a luxurious environment. The Burlington Arcade and Camden Markets offer two very different shopping experiences, but in both places shoppers can buy beautiful items that they won’t find anywhere else. And as long as they offer an alternative to the mass-produced wares of the high street, they will continue to attract customers from all over the world.

Solutions Third Edition Upper-Intermediate  DVD script 9

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