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elementary

elementary

beginner

Real language & memory training

Real language & memory training

JETSTREAM Cloud with LMS

Jeremy Harmer ∙ Jane Revell

Real language & memory training

Everyday English videos

Everyday English videos

Student’s Book

Student’s Book

JETSTREAM Cloud with LMS

advanced

Everyday English videos JETSTREAM Cloud with LMS

• Grammar to go

The right grammar at the right time plus a full grammar reference

• Emphasis on speaking

Real language & memory training

Student’s Book

Your opinion, your voice - right from the start of the lesson

Mary Tomalin

advanced

intermediate

Real language & memory training

JETSTREAM Cloud with LMS

JETSTREAM Cloud with LMS

upper intermediate upper intermediate

intermediate

• Personalisation

Everyday English videos

Student’s Book

Jeremy Harmer ∙ Jane Revell

Teacher’s Guide

Get you interested and communicating Helps you find the right words

Real language & memory training

Dialogue karaoke videos

Student’s Book

Student’s Book

Student’s Book

JETSTREAM Cloud with LMS

pre-intermediate

• Motivating topics

• Focus on vocabulary

Student’s Book

Dialogue karaoke videos

with Jane Revell and Mary Tomalin

pre-intermediate pre-intermediate

beginner

Jane Revell ∙ Mary Tomalin

Student’s Book

Engaging activities to get you talking

• Thinking & Memory

Encourages thinking and memory training

• Cross culture

Maximise your social and cultural awareness

pre-intermediate

Jane Revell ∙ Mary Tomalin

Student’s Book

Amanda Maris

Student’s Book

Student’s Book

JETSTREAM is the brand new Helbling Languages 6-level course for adult learners. Its carefully balanced pace and challenge offer a learning experience that is fun and motivating and which prepares students to use their English effectively in work and life.

Terry Prosser

Comprehensive introduction and overview

Extension activities



Culture notes



Ideas for mixed ability classes



Photocopiable games and tasks



Technique Banks

• Stories

Lively stories for extra reading practice

• Videos on • Cloud Book

• Pronunciation

• Cyber Homework

• Exam practice

• Everyday English videos • Testbuilder • Mp3 audios

• CLIL Projects

w w w.helbling-ezone.com

Everyday English brought to life

• JETSTREAM Workbook

Revision and practice, progress checks and writing skills development

• PLUS - fully integrated digital components Lots of options for flexible blended learning

Teacher’s Guide

www.helblinglanguages.com

With Audio CDs

Terry Prosser

with Jane Revell and Mary Tomalin

pre-intermediate

Teacher’s Guide

Contents Jetstream Pre-intermediate Student’s Book contents Introduction Letter to you, the teacher Jetstream Pre-intermediate components Jetstream approach – a summary Unit overview Unit notes Getting to know you Unit 1 Unit 2 Units 1&2 Review Unit 3 Unit 4 Units 3&4 Review Unit 5 Unit 6 Units 5&6 Review Unit 7 Unit 8 Units 7&8 Review Unit 9 Unit 10 Units 9&10 Review Unit 11 Unit 12 Units 11&12 Review Photocopiable games Photocopiable tasks Technique banks Using the video Using stories Using memory games 20 easy games Five fun techniques to use with a flagging class Extra questions and tasks for Art & Music Working with mixed-ability classes Ensuring learner autonomy and using technology De-stress! cartoons

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Contents

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Contents

Contents

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Contents

Letter to you, the teacher Welcome to Jetstream, a course designed to motivate and engage learners. We aim to provide you with material that’s stimulating and relevant, so your students learn English easily and with real enjoyment. We hope to give you everything you’d expect, and more besides. We’ve aimed to balance the familiar and the new: to give you what you know works well and, at the same time, to introduce some unique features that will greatly enhance your students’ learning experience.

Our approach in general We believe that engaging content together with enjoyable and useful learning activities are the keys to successful learning. We believe that students need to be exposed to the most useful vocabulary that they’ll need to speak and write English at this level. We pay special attention to the grammar of the language – without grammar, vocabulary is just words! We believe in the importance of having students meet words and grammar in exciting and interesting situations – and in giving opportunities for students to practise this language so that they feel comfortable with it. We also believe that teacher support is crucial – we know you’re really busy. This Teacher’s Guide provides clear lesson notes and a lot of other things as well (see Contents on page 3). There’s also a lot of support online in the form of extra material, practice tests and so on. You don’t have to use all – or even any – of the Teacher’s Guide, of course, but it’s there if you need it and it’ll help to give you lots of choices. We’ve put a lot of work into ensuring that Jetstream is simple to use. And thought-provoking. And effective. And fun. Enjoy! Jane Revell and Mary Tomalin

Introduction

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Jetstream Pre-intermediate components For the student: Student’s Book The Student’s Book contains 12 units of three double-page lessons, and a Vocabulary plus and Everyday English section at the end of each unit. It also contains the following: • a two-page Review unit after every two units • four stories • a comprehensive grammar reference section • information-gap activities and extra material • complete transcripts for the audio • a Pronunciation spread contrasting similar sounds • an irregular verbs list.

Workbook with audio The Workbook contains 12 units of four pages – one page per SB lesson, and one page for Vocabulary plus and Everyday English. It also contains the following: • a Review quiz after every two units • a Check your progress test after every two units • one page of dedicated Writing practice for each unit, giving students a structured writing development course. E-zone The e-zone is an online resource for students and teachers containing:

For the teacher: Teacher’s Guide with class audio CDs The Teacher’s Guide contains full teaching notes for each unit, including all transcripts, keys and useful background information, plus ideas for early finishers and mixed-ability suggestions. Three class audio CDs contain all the listening material for the Student’s Book. The Teacher’s Guide also contains the following extra material: • one photocopiable game per unit • one task per unit • eight ‘technique banks’ giving ideas in the following areas: Using the video Using stories Using memory games 20 easy games Five fun techniques to use with a flagging class Extra questions and tasks for Art & Music Working with mixed-ability classes Ensuring learner autonomy and using technology. Interactive book for whiteboards DVD-ROM E-zone Full access to the students’ area plus • the video for all Everyday English pages • mp3 audio files • downloadable Teacher’s Guide with answer keys • Helbling placement test • guide for new teachers • Testbuilder containing 12 unit tests covering grammar, vocabulary, functions and the four skills and six progress tests.

• the video for all the Everyday English pages • a cloud book – an interactive version of the Student’s Book, including all video and audio • cyber homework – interactive activities covering grammar, vocabulary, reading, listening and dialogues. They’re assigned by the teacher in a virtual classroom and have automatic feedback. (They can also be used in self-study mode – see below.) • mp3 audio files • online training – pronunciation exercises, exam practice (Cambridge ESOL, TOEFL, IELTS and TOEIC) and cyber homework in self-study mode (extra practice) • CLIL projects. For more information on the e-zone, see page 11. 8

Introduction

Jetstream approach – a summary Motivation Research shows that motivation is key to learning; to learn, students need to be interested! Jetstream has been written to be highly motivating for students, and includes the following: • interesting and relevant topics • stimulating and often thought-provoking photos • lots of personalisation activities where students are encouraged to talk about themselves

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

Most of the three main lessons in Jetstream have a vocabulary component. In addition:

• highly motivating tasks throughout the Student’s Book, and also a bank of photocopiable tasks in the Teacher’s Guide

• Vocabulary plus pages (one at the end of each unit) provide an opportunity for vocabulary enrichment.

• an Art & Music feature in every unit which encourages students to use their English in a fun and less formal way

• Focus on sections within the Vocabulary plus pages highlight and practise high-frequency words and phrases and their different uses and meanings.

• Everyday English pages at the end of every unit which provide immediately useful conversations practising different functions, including short video clips • plenty of games and game-like activities, and also a collection of 20 easy games and a bank of photocopiable games (one for each unit) at the back of the Teacher’s Guide.

Grammar Grammar is an important element in Jetstream. It’s dealt with in the following way: • It’s introduced gradually – each of the three main lessons in a unit usually has a grammar point. This enables the grammar to be introduced step-by-step, practised and easily absorbed. • It’s revised in the Review units that occur every two lessons. • The grammar for a lesson is introduced in context. The grammar form is highlighted and students are given activities where they deduce the form and meaning. • Activities are realistic and meaningful. • A clear and straightforward grammar reference section at the end of the Student’s Book explains each lesson’s grammar. • The we don’t say ... / we say ... section at the end of each Everyday English page rounds off a unit by highlighting common grammatical mistakes in the language learnt in the unit. • The Irregular verbs section provides an invaluable reference for students.

Vocabulary It’s increasingly recognised that vocabulary is just as important as or perhaps even more important than grammar when learning a language. Jetstream has a high vocabulary input so that students can understand, speak, read and write with ease. Stimulating and unusual pictures and motivating activities ensure students absorb the vocabulary easily and there’s plenty of practice.

• Preposition Park sections in the Review units focus on prepositions, usually within an interesting text. • Similar or different activities ( ) get students comparing new words with words which are the same or different in their own language. • Useful expressions sections are usually within the Vocabulary plus pages; they highlight and practise common expressions used in different situations.

Reading The main reading focus in Jetstream is usually in Lesson 2, but there are often other, shorter reading texts elsewhere. There’s a variety of high-interest text types – reallife stories, articles, quizzes, blogs, etc. Where possible at this level, texts are based on real people, places and events. • Activities develop students’ ability to scan a text for its general meaning and guess meaning from context. • Texts, whether in the form of human-interest articles or fiction stories, are absorbing and memorable and a key way of learning and practising language. • Four two-page stories at the back of Jetstream are an extra resource that provide practice in extensive reading, where students can read for meaning and pleasure without necessarily studying the text in detail. See page 230 for more ideas on how to use these stories. Other sections that provide very short, highinterest texts for additional reading comprehension relevant to the topic are: • Art & Music • Did you know? The Cross Culture section in the Review units also provides additional reading matter. It offers interesting and practical information on different cultures and should lead to stimulating discussions. Introduction

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Writing Regular short Writing sections in the Student’s Book provide guided writing practice through a variety of tasks. The core writing course, however, is to be found at the back of the Workbook, which includes a full page of guided writing tasks per unit. In this writing development course, students cover the following areas: • a personal profile • a biography • a CV • a blog • a holiday review • instructions • advice • a presentation • a complaint • a magazine article • a book review • a summary. The Don’t forget feature summarises the use of linkers and other accuracy features: word order, punctuation, time expressions, paragraphing, etc. The Writing section also starts to cover format and tone, which many lower-level books don’t cover. Check it! sections allow students to review and improve their work.

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

Speaking For many learners of English, speaking is the most important language skill. There are speaking activities at all stages of a lesson in Jetstream:

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Introduction

• At Pre-intermediate level, activities are carefully designed so that students can express themselves freely without making a lot of mistakes. • The main speaking section of a lesson generally has longer speaking activities than earlier in the lesson. • The photos, cartoons, listening and reading texts all provide stimulating platforms for speaking activities. • You first! at the start of some lessons uses a short question to get students engaged with the lesson topic immediately. • Everybody up! sections encourage students to stand up and move around the class, interacting with each other to find out information. • The Art & Music and Did you know? sections in the main units, and the Cross Culture sections in the Review units, also provide platforms for stimulating discussions. • The photocopiable tasks in the Teacher’s Guide and the information-gap activities at the back of the Student’s Book provide further communicative practice.

Pronunciation Short pronunciation activities throughout the Student’s Book provide clear practice of some common areas, including: • specific sounds • word stress • sentence stress • simple intonation. In addition, students are encouraged to listen to and repeat the main vocabulary groups throughout the book. The Pronunciation section on pages 156–157 of the Student’s Book includes a phonemic chart for students’ reference and practice of similar sounds that students often confuse.

Stories There are stories about real and fictional people throughout the course, but at the back of the Student’s Book (SB pages 126–133) you’ll also find four slightly longer, completely new stories. These stories are a way of providing an opportunity for students to read more extensively and gain a sense of satisfaction from doing so. For this

Online resources – available on e-zone

reason, they deliberately contain language which is slightly above students’ level (linking in with Stephen Krashen’s idea that we learn most from language which stretches us a little – but not too much). However, the texts are not too difficult, and students shouldn’t be reaching for their dictionaries all the time. There are no tasks on the Student’s Book page itself. This is in order to leave you completely free as to how you approach the stories, but you’ll find a variety of interesting techniques on page 230.

HELBLING Placement Test Designed to give students and teachers of English a quick way of assessing the level of a student’s knowledge of English grammar and usage. Online training Resources and interactive activities for individual student access. Includes: • exam practice • pronunciation • all exercises from the cyber homework in selfstudy mode.

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

Cloud book An interactive version of the Student’s Book and Workbook, where students can access all audio and video content at the click of a mouse or touch of a screen. Students can complete the activities, check their results and add their own notes. Cyber homework Interactive activities assigned to students by their teacher within an online virtual classroom. Results and feedback are automatically given when the deadline fixed by the teacher has been reached. Projects Open-ended tasks on both cultural and global themes, where students can embed other resources and share them with the teacher and their class.

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

HELBLING Placement Test

Exam practice Testbuilder

Planning

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Scope & sequence Teacher’s Guide

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Virtual class and self-study practice

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

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Class routine Student’s Book Workbook

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

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

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Introduction

Information gap There’s an informationgap activity in every second unit. In these, students need to get information from each other in order to complete a task. All the material students need to do the tasks is in the back of the Student’s Book on pages 118–124.

Grammar reference

Art & Music

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

Most people enjoy looking at pictures and listening to songs. This section utilises this interest in order to motivate students and transfer the topic language to a new context. The Art section provides a picture and related tasks, while the Music section gives some information about a song and provides related tasks. The tasks give students the opportunity to research online and bring the information back to the class, and should often stimulate lively discussions. There’s a natural mixed-ability element: more competent students will be able to take it further than those who are less competent. For the Art task, students turn to page 125 (Units 1–6) or page 145 (Units 7–12) of the Student’s Book to find larger versions of the pictures. Introduction

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

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Introduction

Everybody up! This is a chance for students to move around the classroom and use specific language in a controlled way to get information from other students. This kind of short intensive practice can be very lively and also very rewarding if students succeed in completing the task using the language resources available to them. It also allows them to interact with lots of different people. The act of physically getting up and moving around is also mentally refreshing; being physically active helps us to learn. Students may naturally find that they engage in longer conversations than the activity requires. If time allows, this is good and enjoyable practice for them. However, it’s a good idea to set a time limit for this activity.

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

De-stress! Apart from providing tiny practical texts to read, these sections are there to help students unwind from time to time. Why? Because, quite simply, we don’t learn well when we’re stressed; we learn best when we’re relaxed. You’ll find a simple de-stress exercise in every unit. If it’s a piece of advice, talk about it with students. If it’s a physical exercise, get (or help) students to read it and follow the instructions. Do it there and then in the classroom if you can. Then you can use it again and again, whenever it’s useful (see, for example, SB page 93, where students are advised to do simple shoulder exercises to release tension).

Introduction

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

P Pronunciation There are two pronunciation activities in each unit of the Student’s Book: one in Lessons 1–3 and one in either Vocabulary plus or Everyday English. At Preintermediate level, there’s work on stress and intonation and an emphasis on sounds, as these can often pose problems for students. All the pronunciation activities are recorded so that students can hear the correct sounds or stress. There’s also a Pronunciation section at the back of the Student’s Book on pages 156–157. This provides practice in differentiating between similar sounds (minimal pairs), eg the difference between /p/ and /b/.

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Introduction

Similar or different? This symbol often occurs where new vocabulary is introduced and it suggests that you ask students which words are the same as or similar to words in their own language – and which are very different. This feature of Accelerated (or Holistic) Learning (see page 22) aims to draw students’ attention to the fact that they already know some words. It serves to reassure them, build their confidence and lighten their learning load. It can also give them a basis for wordbuilding (eg the fact that words ending in -ion in English may also end in -ion in their language). Suddenly they know ten words, not just one. Note: Very often, if the word is a similar one, the difference is in the pronunciation – especially the word stress – or the spelling. Also, similar or different is obviously easier if you have a unilingual class, especially when you’re familiar with the students’ mother tongue, but it can work well with a multilingual class, where students compare words in different languages.

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

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

Introduction

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Vocabulary plus Students need words. They need lots of them and they need to know how to combine them. This page, which comes after the third lesson in every unit, provides an opportunity for vocabulary enrichment and consolidation. It’s a flexible section and can be used in several ways. It can be done as a complete lesson. Alternatively, the unit-by-unit notes indicate points where a vocabulary set can be usefully explored in a lesson. Or an exercise can be used as a filler by a teacher with time to spare, or given to stronger students when they’ve finished a task ahead of the others.

Wordbuilder

Focus on

Learning about how words are formed is an important part of acquiring a language, as it helps learners to recognise and manipulate related words. In this section, students do various word-formation activities, eg adding prefixes (im + polite), suffixes (care + ful), forming verbs from nouns and creating compound nouns (back + pack).

These short sections appear on many of the Vocabulary plus pages. They’re dedicated practice of a word or words that have come up in the unit, taking them further, and showing students how they can be used in different ways. In Pre-intermediate, there are Focus on sections for up and down, come, phrasal verbs, go, get, keep, out, give and take, the news and like.

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Introduction

Everyday English This section provides practice in the everyday functional language that students need when interacting with people, such as making requests, opening and closing a conversation, giving instructions and so on.

Video

We don’t say … / We say …

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

This section focuses on common errors that we know from experience students are likely to make. The ones we’ve selected are those made by learners from a variety of different language backgrounds, but there will, of course, be many errors which are made by speakers of a particular language that you’ll also need to pick up on. By drawing students’ attention to them, and making it very clear that these are errors, we hope to help them avoid making such mistakes.

See also Using the video on page 229.

One way of using this section is to ask students to cover the We say … column and produce the correct version, then look back and check. Introduction

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

Memory games This symbol represents your brain! Memory is a crucial component in learning anything and it’s like a muscle: the more you exercise it, the stronger it’ll be. These simple games ask students to remember a variety of things: vocabulary items, facts from an article and so on. But you can play a lot more games than the ones suggested here (see page 231). And remember that the more you get students to exercise their memory in English, the more it’ll serve them in other aspects of their life as well.

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Introduction

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

Preposition Park This section appears in each Review unit and provides a short text that revises and extends prepositions that students already know, enabling them to recycle prepositions in a new way, or introduces new ones.

Introduction

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

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Introduction

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

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

Getting to know you UNIT FOCUS

GRAMMAR: questions; be; have; present simple; present continuous; want / need VOCABULARY: personal information; the alphabet; physical activities; work and life; musical instruments FUNCTIONS: introducing yourself and other people; asking personal questions; talking about objectives

practise natural pronunciation and connected speech: What’s your name? /wɒtsjəneɪm/ How do you spell that? /haʊʤəspelðæt/ Where are you from? /weəjəfrɒm/.

Lesson 1 Who are you? pp 6–7 Aims The focus of this first lesson in the introductory unit is to give students the opportunity to find out more about each other.

Answers 1 Are you 2 ’s your name 3 do you spell 4 do you spell 5 are you from

Warm-up Ask students to look at the main photo. Get them to guess who the people are. Ask: Do they know each other, or are they meeting for the first time? Then get students to think of things we say when we meet someone new. Elicit their answers and write them on the board. 1

Play the audio and ask students to listen. Repeat the conversation all together, then individually.



Using the phrases you wrote on the board in the warm-up, elicit and highlight features of informal greetings such as choice of vocabulary (Hi), contractions (I’m Firat, My name’s Olga) and subject ellipsis ((It’s) Good to meet you, (It’s) Really nice to meet you too).



Encourage students to walk around the room and say hello to other people. Encourage them to use the correct phrases. If extra support is needed in a multinational class, revise the alphabet and spelling to help students with each others’ names.

Transcript teacher Hello! Are you here for the preintermediate English course? carla Yes, I am. teacher What’s your name? carla Carla Valenzuela. teacher Sorry. How do you spell that? carla C-A-R … teacher No, I meant how do you spell your surname? carla Oh, sorry – V-A-L-E-N-Z-U-E-L-A. teacher Ah. OK. And where are you from? carla I’m from Santiago. teacher In Spain? carla No, in Chile! teacher Wow! That’s a long way!

1.2

Transcript firat Hi! I’m Firat. olga Hello! My name’s Olga. firat Good to meet you. olga Really nice to meet you too.

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1.4 Teach / Elicit tricky (= difficult). Write the letters on the board and ask students to say them. If they make mistakes, try to elicit self-correction. Then play the audio so they can check their pronunciation. There may be some sounds that they find difficult to make, so encourage them to notice the shape of your mouth, then practise themselves. You may need to play the audio a few times to get the correct pronunciation for each letter.

2

Put students in pairs to read the conversation and try to guess the missing words. Then play the audio and pause it so students can complete the conversation.

Note: These letters have been selected as ones students frequently have problems with, but it may be a good idea to recap all the other letters of the alphabet too.



Ask students to tell you the questions and write them on the board. Then repeat them and get students to say them quickly to

Transcript a, e, i, o, u, w, y, g, j

1.3

Getting to know you

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4 Go through the conversation in exercise 2 again with the whole class. Play the audio again if necessary. Put students in pairs to repeat the conversation using their own personal information. Monitor pairs as they practise, making a note of any common problems with grammar, pronunciation or intonation. In particular, check they pronounce the letters in their name correctly. When they’ve finished, ask them to find a different partner and repeat the conversation. They should do this three times in total. Extra idea: You could also get students to write down an alias, with a new name and country. Then tell them that they’re at a party and meeting lots of new people. Put some background music on and have them walk around the room chatting to each other. Check afterwards and find out who had the funniest new identity.

Vocabulary 5 Go through the words first to check comprehension and pronunciation. Students complete the table individually or in pairs. Ask them to match the words and categories and find the odd one out. Point out the note below the table. Remind students that they should always ask if they don’t understand something. If they don’t know any of the words in this list, tell them to ask a partner to explain the meaning.

Answers physical activities: Pilates, running, swimming, volleyball work and life: retired, student, teacher, unemployed musical instruments: drums, keyboard, saxophone, violin The word that doesn’t fit is snake. Extra idea: To do the activity in a slightly different way, vary learning styles and generate more vocabulary, put three posters up around the class – one for each heading in the table. Then ask students to walk around the room and add a different idea under each heading. Get them to

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Getting to know you

explain any new words to each other and check together afterwards. 6 Ask students to work in pairs to complete the phrases. Check answers with the class, then ask pairs to work out the rules for using do, go and play. Elicit answers from the class:



• Do is used with individual, non-team sports or sports without a ball (do aerobics, do yoga). • Go is used with activities and sports that end in -ing (go skiing, go swimming). • Play is used with activities and team sports and also sports that need a ball (play football, play basketball). Point out that we use the after play with instruments (play the piano, play the guitar).

Answers 1 Pilates 2 running, swimming 3 volleyball 4 drums, keyboard, saxophone, violin 7 Check understanding of each word in the box, then check students understand the rules for using each verb. Then ask them to make verb –noun collocations with the new list of words.

Answers 1 do exercise, karate 2 go riding, sailing, skiing 3 play golf, table tennis 4 play the banjo, flute 8 There are a few 3x3x3 exercises throughout the book. They get students to find a set number of things in a set time (not always three things – it could be more). You may want to make these activities into a team competition.

For this activity, write We all go / do / play / play the on the board and ask students to discuss activities and hobbies that they all have in common. Encourage conversation and elicit questions they could ask each other, eg What do you like doing in your free time? What are your hobbies? Point out that they all have to agree on the things in their list. Extra idea: You could also introduce and practise ways of showing surprise and agreeing, eg Really? Me too! Encourage students to ask follow-up questions to show interest and continue the conversations.

Grammar Questions 9 Complete the first two sentences as examples with the class and ask students to explain their choices. See if they can explain when we use be and do. Write the two questions and answers on the board so students notice that when the statement contains a form of be (I’m from Salzburg), we use be and invert the subject and verb in the question form (Where are you from?). When the statement contains a verb other than be (I live in Málaga), we use do in the question (Where do you live now?). Point out that in spoken English, we often shorten answers by not repeating the verb or words that are already understood in context (In Málaga). Explain that there’s one question with two possible answers (question 3). Don’t check answers yet. 10 1.5 Ask students to work in pairs, then play the audio for them to check their answers.

Answers 1 are (b) 2 do (g) 3 do (d / h) 4 do (f) 5 Do (e) 6 Are; do (a) 7 Do (c) 8 are (i) Transcript 1 a Where are you from? b I’m from Salzburg. 2 a Where do you live now? b In Málaga. 3 a What do you do? b I’m a social worker.* 4 a Where do you work? b In a children’s hospital. 5 a Do you do any sports or physical activities? b Yes, I do zumba! 6 a Are you married or do you have a partner? b No, I’m on my own right now. 7 a Do you play a musical instrument? b I play the trumpet, but not very well. 8 a How old are you? b I’m sorry, I never tell people my age! * Only this option is recorded on the audio, although I’m not working at the moment. I’m unemployed is also a valid response.

Tip: Listening activities are individual activities, so it’s often helpful to get students to compare their answers together after listening. This provides the opportunity for them to share their ideas and answers, help each other and correct mistakes, and increases interaction, speaking and co-operative learning.

Speaking 11 Ask students to read the questions in exercise 9 again and think of their own answers. Encourage them to think of extra information they’d like to add. Point out the note below the exercise and remind students to ask if they don’t know the word for something. Tip: Always allow a little time for students to think individually before talking to each other. It’s very important for them as part of their intrapersonal intelligence. 12 Put students in pairs to ask each other five of the questions from exercise 9. Giving students the choice encourages them to think about which questions might be relevant to their partner. Students could also ask extra questions and give more information about themselves to keep the conversation going. Remind them to listen carefully and remember as many details as possible, as they will need this information in exercise 13. MA It might be helpful for weaker students to make notes on their answers if it helps them feel more secure. (The MA symbol in these notes indicates different ways of working with mixed-ability classes.) 13 Ask students to introduce their partner to someone else. Go through the Remember box below the photo. Remind students to think carefully about the following: • short forms in spoken English: I’m a teacher. He’s a waiter. He isn’t studying French. She doesn’t work in an office. • third person singular s: He works in a café. • irregular verb have: She has a great job. If necessary, go through the notes on be present simple and have present simple in the grammar reference on SB page 134. Getting to know you

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To increase interaction and speaking, get students to walk around the room and speak to as many different students as possible. Monitor pairs as they work, making a note of any common problems with grammar, pronunciation or intonation. Extra idea: Ask students to look at the sentences in the Remember box and make questions for each one using be and do.

Writing 14 Write a short paragraph about yourself as a model and read it together. Then get students to write their own paragraphs and include the ideas and information from exercise 11. Extra idea: As a follow-up, tell students not to write their name in their paragraphs. Collect in the paragraphs and mix them up, then redistribute them to different students. Ask them to read the paragraphs and try to guess who wrote them. Take the paragraphs home, select one fact about each student and make a Find someone who … worksheet. In the next lesson, hand out one worksheet to each student. Then ask them to walk around the room asking be and do questions and try to find the correct person for each fact. To increase speaking and interaction, explain that they can only speak to one person at a time – and make sure they don’t all group together!

Lesson 2 Why are you learning English? pp 8–9 Aims The focus of this second lesson in the introductory unit is to make students think about their reasons for learning English, to introduce helpful learning strategies, and to provide some useful classroom language for asking questions and clarifying information.

Warm-up Introduce the lesson by asking students which languages are the most popular around the world. 26

Getting to know you

Speaking 1 Go through the verbs and nouns in A and B and check comprehension of news articles. Ask students to make collocations using words from each box, then check answers as a class.

Answers get a job, go on holiday, meet people, pass an exam, read news articles, speak English, watch films Extra idea: You could do the activity as a game. Put students into small teams and explain you’re going to say a word and they have to think of a verb that goes before it. Then say one of the nouns in B. The first team to give the correct answer gets a point. The team with the most points at the end wins. 2 Tell students to work in pairs and think of as many words as they can that go with the verbs in A. Elicit ideas from pairs and write good collocations on the board.

Suggested answers get: a present, a promotion, a new car go on: a journey, a trip, an excursion, an adventure meet: friends, a politician, a celebrity pass: a driving test, the salt read: a book, a magazine, an essay speak: a foreign language, Arabic, Spanish watch: TV, a football match

Tip: Students do not always copy new vocabulary from the board, so it’s best to actually tell them to write new words down. This should help to develop good learning habits in class and gradually increase their vocabulary. 3 Put students in groups to study the photos. Elicit ideas for how each one involves English and write them on the board. Point out the use of the present continuous to talk about what’s happening in photos.

Suggested answers A The woman is listening to her mp3 player. She might be listening to a song in English. B The girl is visiting London. She might be speaking English to find her way around and order food. C The man is taking an exam. It might be an English exam. D The people are in a meeting, or they might be having an interview. It could be in English.

Listening 4 Ask students to close their books and work in groups. Write Reasons to learn English on the board and ask them to think of as many reasons as they can. Invite students to write their reasons on the board. Then tell them to open their books and check the replies to see how many were the same. Elicit possible questions for the answers, eg Why are you learning / studying English? or Why is English important to you? Why do you need English? 5

1.6 Play the audio. Ask students to listen and tick the responses they hear. Do the first one with the class as an example and elicit the answer. Play the audio again for students to check their answers.

Answers Speaker 1: 1 Speaker 2: 8 Speaker 3: 6 Speaker 4: 5 Speaker 5: 4 Speaker 6: 9 Transcript 1 a Why do you need English? b I need it for my work. I’m an air-traffic controller. 2 a Why do you need English? b I don’t need it at all. I just enjoy meeting people. 3 a What about you? b I want a better job. I hate my current job. 4 a Why do you need English? b I need it to go on holiday. I’m going to Canada next year. 5 a And you? b I need to pass an English exam … next month!

6 a Why do you need English? b Because everybody needs to speak English! It’s the number-one world language. 6 Play the audio again, and tell students to listen, this time making a note of any extra information they hear (note that it’s always in the second sentence). You might need to pause after each speaker for students to make notes. Play the audio a final time, without pausing, for students to check their answers.

Answers Speaker 1: He’s an air-traffic controller. Speaker 2: No extra information Speaker 3: He hates his current job. Speaker 4: She’s going to Canada next year. Speaker 5: He has an English exam next month. Speaker 6: English is the number-one world language.

Speaking 7 Ask students to think of their own personal reasons for learning English and how the language may help them in future. You could also get them to think about what they like or dislike, find easy or difficult about learning a language. This is all useful information for you to use in your lessons. This is quite challenging, but it’s very important to get students thinking about their objectives at this stage. MA Add other reasons allows stronger students to branch out a bit and be more creative. 8 Tell students to walk around the room and ask each other their reasons for learning English to see if they have the same goals or objectives. Write useful language on the board to help them talk about similarities and differences, eg both of us / neither of us. Go through the Remember note about need and want. Encourage students to use the phrases to help them express their ideas. Refer to the grammar reference on SB page 134 now or at the end of the lesson and go through it with students. Monitor pairs as they practise, making a note of any common problems with grammar, pronunciation or intonation. Getting to know you

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Learning strategies 9 Ask students if they know what a strategy is. Teach / Elicit the difference between strategies and skills. (A strategy is a deliberate, planned, conscious activity that helps us do things. These turn into unconscious and automatic skills over time.) Allow time for students to read the information about personal goals individually and write their reasons for learning English. Ask them to discuss with a partner how effective they think this strategy is and also encourage them to share any other strategies and ideas they have for learning English. 10 Go through the Useful language box with the class. Say each incorrect sentence or question in the We don’t say column and elicit ideas for the correct version from students. Look at the cartoon and ask students to explain why the teacher says what she does. Then look at the six situations in exercise 10 and ask students to work in pairs and think of things to say in each one. Teach / Elicit the phrases get someone’s attention and get past someone. Tell students to look back at the Useful language box if needed. Don’t check the answers yet. 11 1.7 Play the audio for students to check their answers. You might also write the useful language from SB page 9 and display it on the board. This should help students remember it more easily and express themselves more in English (rather than their first language).

Transcript and answers 1 If you don’t know how to spell something, you can say: Sorry. How do you spell that? or Could you spell that, please? 2 If you didn’t understand what someone said, you can say: Sorry. Could you say that again, please? 3 If you want to get someone’s attention, you can say: Excuse me. For example, Excuse me. Where’s the bus stop? 4 If you want to get past someone, you can say: Excuse me! or Sorry! 5 If you step on someone’s foot, you can say: Sorry! or So sorry! or I’m so sorry! or perhaps Are you OK?

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Getting to know you

6 If your teacher is speaking too fast, like this (bla bla bla bla bla), you can say: Could you speak more slowly, please? or Could you possibly speak more slowly, please? Extra idea: To review the vocabulary from exercise 5 on page 7, write the following anagrams on the board and tell students to rearrange the letters to find the activities and musical instruments. (The answers are given in brackets – don’t write those on the board!) 1 UMDRS (drums) 2 DARBOYEK (keyboard) 3 ATSPELI (Pilates) 4 NINUNRG (running) 5 SAPEXONOH (saxophone) 6 IMMWGNIS (swimming) 7 LIVOIN (violin) 8 LALBLOLEVY (volleyball)

1 UNIT FOCUS

Ways of learning GRAMMAR: present continuous; present simple; adverbs of frequency; expressions + -ing form; reflexive pronouns VOCABULARY: make / do; multiple intelligences FUNCTIONS: expressing opinions; agreeing and disagreeing

Lesson 1 What are you good at?

pp10–11 Aims

The focus of this lesson is to review the present continuous and present simple and also to look at the use of the -ing form with various expressions for talking about likes and dislikes. Students also learn about multi-tasking.

Grammar 1 Present continuous 2 To introduce the rule, write some sentences on the board and also include adverbs such as now or at the moment to help students understand the grammar, eg We’re learning English at the moment. Ask: When is this happening? Is it the past, present or future?

Answer is happening

You first! There are You first! boxes at the beginning of many lessons in the Student’s Book. They have three goals: firstly, to engage students and get them saying something immediately; secondly, to allow students to use what they already know and boost their confidence; and thirdly, to give you an idea of how much they already know so that you can target your teaching much more effectively. Students can say as much or as little as they want. For this one, put students in pairs to talk about how many things they think they can do at the same time. Ask: Do you do other things when you’re learning at home? Do you work and listen to music, or maybe watch TV and surf the internet at the same time? (media multi-tasking).

Speaking 1 Write the word multi-tasking on the board and ask students if they know what it means. Then tell them to look at the picture and discuss the questions. Students don’t need to get the answers right at this point, as they’ll find out more in exercise 3, but encourage lots of discussion about possible answers. Monitor pairs as they work, helping with any necessary vocabulary.

Suggested answers 1 See Transcript 1.8. 2 Because it’s difficult for busy working people to find time to do everything they need to. / The pace of life in the 21st century means people have to balance lots of different jobs / relationships / free time.

Refer to the grammar reference on SB page 135 now or at the end of the lesson and go through it with students. 3

Go through the verbs in the box. Find out how many students used these verbs in their answers to exercise 1. Then allow time for them to work individually to complete the sentences. Play the audio for students to check their answers. Ask one or two students to say which activity was missing. 1.8

Answers 1 looking after 2 ’s doing 3 ’s sending 4 ’s having 5 ’s working on 6 ’s making 7 ’s paying Missing activity: She’s reading a book. Transcript The woman in the picture is doing eight things at the same time. 1 She’s looking after a baby. 2 She’s doing exercises. 3 She’s sending a text message. 4 She’s having a drink. 5 She’s working on her tablet. 6 She’s making an omelette. 7 She’s paying for something with her credit card. And … she’s also reading a book!

Unit 1

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Vocabulary make / do 4

Check understanding and pronunciation of difficult words, eg decision (stress on the second syllable), omelette (stress on the first syllable and silent e: /'ɒmlet/), Sudoku (/suː'dəʊkʊ/). Students then work in pairs to make phrases with make or do. Play the audio for students to check their answers. 1.9

Transcript and answers make: coffee, a decision, a mistake, a noise, an omelette, a phone call do: the cooking, exercise, homework, the shopping, sport, Sudoku, a test, yoga

Grammar 2 Present simple 5 To introduce the rule for when to use the present simple, write some sentences on the board. Include adverbs such as every day or often to help students understand the grammar, eg I walk to school every day or I often play video games. Ask: When is this? Is it the past, present or future? Does it happen one time or many times? Ask students to complete the rule. Go through the things in exercise 4 again, then put students in pairs to discuss the questions. Monitor pairs as they work, making sure they use the correct tense: present simple or present continuous.

Answer happens

4 I never use my mobile phone in the car but I sometimes listen to music. 5 They usually send text messages and look at / read their emails on their way to work. 7 Students work on their own to rewrite the sentences in exercise 6. To help them compare answers with a partner, elicit what questions they could ask to get these sentences as answers, eg I always listen to the radio in the morning – Do you listen to the radio in the morning? Students then ask and answer the questions together. Encourage them to use different adverbs to describe how often they do things.

Reading 8 To introduce the topic, ask students to discuss whether they think it’s possible to do more than one thing well at the same time, and what the advantages and disadvantages of multi-tasking are. Tell them to read the extract quickly to see if their ideas are true. 9 Ask students to read the extract again and match the words in bold with the definitions. Check answers as a class.

Answers 1 tasks 2 myth 3 inefficient 4 bestseller 5 employees

Refer to the grammar reference on SB pages 134–135 now or at the end of the lesson and go through it with students.

Extra idea: Review the meaning of the words by getting students to write extra sentences in context.

6 Do the first sentence together with the class as an example. After students have completed the task individually, write the answers on the board.

10 Tell students to read the extract again and choose the best answers to summarise the main ideas in the article.

MA Suggest that stronger students do this without looking at the verbs in the box.

Answers 1 I always listen to the radio in the morning. I never watch TV. 2 Ruth often has breakfast in a café. She goes to a different café every day. 3 Jack hardly ever reads / looks at the newspaper at breakfast. He usually does Sudoku. 30

Unit 1

Answers 1b 2c 3a 4b Extra idea: Ask: Are you good at multitasking? Do you sometimes do two or more things at the same time? If so, what things? Tell students to discuss the questions with a partner.

Grammar 3 Expressions + -ing form

Extra ideas: As a follow-up, ask students to rank the activities 1–9 from most popular to least popular. To see if students can multi-task, put them in groups of four. Ask them to choose a person from the group. Get one student to sit on the person’s right-hand side. This student will ask lots of questions about likes and dislikes, eg Do you like drawing? Are you good at singing? Another student sits on the left and asks quick questions at the same time about maths, eg What’s two times two? What’s four plus six? Help students with vocabulary before the game. The other student in the group sits in front and makes movements and gestures. The person has to answer all the questions and copy the movements of the student in front of them at the same time. After one minute, stop the game and swap roles. Get feedback afterwards. Ask: What questions did you prefer? Was it hard to do everything at the same time?

11 Ask students to look at the expressions and activities in the grammar box and to think about the things that are true for them. Encourage them to think of extra things they could say about the activity, or reasons why they like or don’t like it. Model the activity so they can clearly see what to do, eg I’m not good at multi-tasking because everything takes longer and I often forget something important. I prefer to focus on one thing at a time. Refer to the grammar reference on SB page 136 now or at the end of the lesson and go through it with students. Extra idea: You could do some revision work on modifiers at this stage to help students with their comparisons. Write on the board: very, a bit, really, quite. Ask students to number the words from 1 (least) to 4 (most). Then tell students to get up and ask other students, eg What are you quite good at? What things aren’t you very good at?

Lesson 2 How do you learn best? pp12–13

Speaking 12 Note that this is similar to the 3x3x3 exercise students did earlier, only this time they have four things to think about. In this activity, students work in groups of four to discuss the things they all like and hate doing. Remind them that they only have four minutes to make their list, so they need to work quite quickly. This helps to focus their minds on the activity. It should be short and lively! Note: You need to make it clear that students have to reach unanimity: if only two out of four like or don’t like doing something, then that doesn’t count and they need to go on searching. 13 Tell students to work with other groups and compare their lists. Get feedback from the groups to find out the most popular and least popular activities.

Aims The focus of this lesson is to discover different ways of learning and to write a multiple-intelligences profile.

Warm-up Write the following quote on the board and ask students to discuss it with a partner to see if they agree or disagree. Ask them to give reasons for their answers. ‘Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.’ (Albert Einstein)

Vocabulary Multiple intelligences 1

GUESS When you see GUESS in front of an instruction, it means students can talk about what they think the answers to something are, but they don’t have to know the right answers. For more information about these exercises, see the Introduction, page 16. Tell students to cover the text on SB page 12 and just look at the picture. Tell them to discuss what they think it means. Accept any Unit 1

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answers at this stage, but explain that they’ll learn more through the lesson. 2

Ask students to look at the picture again and this time focus on the photos. As many of the words will be unknown, tell students to match any that they know first, then work together to match the others, discussing their ideas. Explain that examples of some of these intelligences will be given later in the lesson (in the text in exercise 5). Play the audio for students to check their answers. 1.10

Transcript and answers A linguistic, B mathematical, C visual, D social, E naturalist, F personal, G physical, H musical 3

When you see this icon with a vocabulary exercise, it means that you should ask students which words are the same as or similar to words in their own language – and also which are very different. See detailed notes in the Introduction, page 17. Go through the words in exercise 2 with the class and get feedback about each one.

4 Read the three statements first. Then ask students to work with a partner and discuss if the ideas are true or false. Get class feedback and quickly check their ideas, but don’t give the answers yet. 5 Students read the text quickly to check their ideas from exercise 4. Then ask them to read it again, this time more slowly. Ask individual students: Are your ideas and opinions the same as Gardner’s multiple intelligences theory?

Answers 1 false 2 true 3 true Tip: Try to set short time limits so that students read quickly for gist and don’t worry too much about unknown words. You could do exercises 1–4 on Subjects in Vocabulary plus at this point. 6 THINK When you see THINK in front of an instruction, it means students should think about ideas before they start. They could also think on their own for one minute, then talk to a partner about their ideas. For more information about these exercises, see page 17. 32

Unit 1

Answers 1 It goes back to 1983. 2 physical intelligence (be good at sports, athletics), mathematical intelligence (be good at maths), visual intelligence (be good at drawing), naturalist intelligence (be good with animals), musical intelligence (be a fantastic singer), social intelligence (be good at connecting with other people) 1.11 Write the /ɔː/ sound on the board 7 P and elicit the correct pronunciation. Practise the sound and get students to repeat it together. Go through the words in the box. Say each word out loud and ask students to discuss in groups which word they think has the different sound. Play the audio for students to check their answers. Then play it again, pausing for them to repeat each word.

Answers Work does not have the /ɔː/ sound. Transcript all, board, call, drawing, false, forty, four, law, more, sports, talk, thought, walk, work Extra idea: Ask students to write a short story (about 100–150 words) and include as many of the words from the list in exercise 7 as they can. Then ask them to erase the words and leave a gap instead. Students read their stories to each other. Every time they come to a gap, their partner has to guess what the word is from context. 8 P Read the sentences with the class, then call on individual students to read them. Ask students to work in pairs to think of a context, eg Paul has had an argument with his friend. Get feedback from the class and vote for the best idea.

Reading and speaking

Explore

9 Go through the instructions with the class. Explain how the scoring system for the quiz works. Encourage students to guess any new words from the context. You could remind them of the language revised in the Useful language box on SB page 9 and invite them to ask (either their partner or you): What does … mean?

The Explore exercises give students the opportunity to go beyond the page and find out more about some aspect of the topic. They should do the research online, make notes and report back, working either alone or in pairs. You may want to set this up in the classroom by suggesting possible websites or just by eliciting suggestions for words and phrases to type into the search engine.

Put students in pairs to ask each other questions 1–8 on SB page 12. Encourage them to make notes as they work so that they can report back to the class in stage d. Tell them that it’s a good idea to proceed section by section rather than have one student ask all 28 questions, then swap! Ask students to find one similarity and one difference between their and their partner’s answers. If they have the same answers for each question, tell them to work with other people until they find one difference.

For this activity, students should type ‘multiple intelligence quiz’ into their browser and make notes about what they find. They then report back in the next session.

For stage d of the task, ask students to report their findings to the class. It’s a good idea to keep a note of students’ answers on the board, as this will be useful when students write their profile in exercise 10. Help them with vocabulary and grammar as necessary, in particular the use of both and the switch from first to third person.

Lesson 3 Count on your memory pp14–15 Aims The focus of this lesson is to introduce reflexive pronouns and to learn about helpful strategies for remembering things.

You first! Ask individual students the question: How good is your memory? Encourage lots of discussion and feedback. To help them, ask: What important things do you sometimes forget? How do you remember new vocabulary in English?

Writing

Listening 1

10 After students have done the quiz and looked at the results, ask them to write their own short profile.

1 To introduce the extract, ask students to look at the photos and guess how they’re connected. Help them with vocabulary if necessary, eg (playing) cards, joker. Elicit feedback from students and check their predictions. Welcome any inventive suggestions.

Tip: It’ll be useful for you as a teacher to have an idea of where students’ strengths and weaknesses lie so that you can help them more effectively. In this book, we deliberately aim to embrace all these intelligences. 11 Ask students to do the same quiz at home with someone they know. It could be someone in their family or a friend. 12 Go through the example profile with the class. Make sure students understand what they have to do. Get students to write a short profile about the person they chose in exercise 11 and present it to the group in the next class.

2

1.12 Tell students you’re going to play a recording about a memory champion. Teach / Elicit what a champion is. Play the audio while students listen and fill in the missing numbers. As numbers can be difficult for students to pick up, play the audio again, pausing after each section. Then play it again all the way through for students to check their answers.

Point out the language note below the extract and explain that we don’t say one time or two times – we use once or twice instead. Note, however, that in American English, you may also hear one time and two times. Unit 1

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Answers 1 eight / 8 2 fifty-two / 52 3 fifty-four / 54 4 three / 3 5 2,916 Transcript An amazing memory for numbers! Dominic O’Brien has a really amazing memory and he’s won the World Memory Championships eight times. There are 52 cards in a pack of playing cards (without the jokers) and Dominic can memorise 54 packs in one hour. That’s almost 3,000 playing cards! He looks at each card just once, puts it away and then says all the cards in order. There are 2,916 cards altogether – if he uses the jokers. 3

1.13 Put students in groups to think of ways that Dominic manages to remember so many things. Tell them to read and try to complete the sentences, then get feedback from the groups. Play the audio for them to check if their predictions were correct. Play the audio again and ask them to complete Dominic’s three-step strategy.

Answers 1 interesting mental pictures 2 pictures [to] something personal in his life 3 in a special place in a ‘house’ in his mind [He] practises again and again and again. [He believes] he can remember enormous quantities of information. Transcript To remember information, O’Brien does three things: he changes information into interesting mental pictures; he connects these pictures to something personal in his life; and he puts each item of information in a special place in a ‘house’ in his mind, so he can find it again easily. And – something very important – he practises again and again … and again. But perhaps his biggest secret is that he believes he can remember enormous quantities of information. He knows it is possible because he knows our brain is incredibly powerful. The title of his latest book says it all. It’s called You Can Have An Amazing Memory. He thinks everyone can improve their memory – at any age.

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Unit 1

In fact, he thinks we can remember better as we get older. But we have to believe we can. And we must practise. 4 Put students in pairs to ask and answer questions about Dominic and try to remember the information. Play the audio again if necessary for students to check their answers. Extra idea: Put about ten different objects around the room and give students time to look around and try to memorise where they are. Then get them to close their eyes and try to remember the location of each thing. The student that remembers the most things wins the game.

Explore Tell students to search online for Dominic O’Brien to find out more about memory strategies. The Peak Performance Training website has a great video of him.

Listening 2 5

Tell students they’re going to play a memory game. Ask them to listen to the 20 words on the audio. Tell them not to write anything while they’re listening to the list. Explain that they’ll then hear some instructions, which they should follow. Play the audio once, all the way through. Students then write down as many words as they can remember in any order. 1.14

Transcript instrument, exam, holiday, intelligent, crocodile, crossword, hairdresser, memory, maths, map, whistle, diary, holiday, photo, banana And the last five … unemployed, team, party, sport, secretary. Right. That’s the end of the list! Now write down as many of the words as you can remember. You can write them in any order you like. 6 Tell students to work in pairs and go through their lists to find the words they both managed to remember. Tell them to discuss why they think they remembered those particular words rather than others. Elicit feedback from the class.

Extra idea: Write each word in turn on the board – getting students to spell it – and ask for a show of hands to find out how many people in the class remembered that word. Write that number next to the word and repeat the process for the whole list. Find out which words many / not many students remembered and ask for suggestions why. They’ll find out more in the next exercise. 7

Go through the sentences with students. Tell them to work in pairs to decide whether the statements are true or false. Play the audio for students to check their ideas. 1.15

Tip: Explain that reading through information before students listen gives them a clearer idea of what they’re listening for.

Extra idea: As a follow-up, ask students to choose the statements they agree or disagree with and to give their reasons.

Answers 1 false 2 false 3 true 4 true 5 true Transcript Research shows that most people remember beginnings and endings but not middles. We often remember words at the beginning of a list because we’re awake and interested and paying attention. And we remember them at the end because we tell ourselves it’s going to finish soon and we relax. Research also shows that repetition helps us to remember things. We remember things better if we hear them more than once. How many of you remembered the word holiday? The person said it twice. To help you remember a word in English, make sure you say it to yourself – or write it – several times. We also remember words or pieces of information which are unusual or silly – like the word crocodile or banana. We sit up and pay attention. These kinds of words surprise us or make us laugh, so they stay in our long-term memory.

It’s easier to remember things which are important for us personally. If I have an exam next week, I am likely to remember the word exam. If I have an appointment at the hairdresser’s this afternoon, then I am probably going to remember the word hairdresser. And finally, we remember things we learnt recently – maybe like the word whistle, which was in the Multiple Intelligences Quiz. That’s why it’s important to revise new words as soon as possible after learning them. That way they can’t escape!

Grammar Reflexive pronouns 8 Focus on the grammar box and read out the sentence (To help you remember a word, say it to yourself several times). Point out you at the beginning of the sentence and yourself later in the sentence. Teach / Elicit that we use reflexive pronouns to talk about an action where the subject (here: you) is the same as the object (here: yourself). Allow time for students to work individually to complete the sentences. They can refer back to the grammar box if necessary.

Answers 1 yourself; myself 2 himself 3 herself 4 ourselves Refer to the grammar reference on SB page 136 now or at the end of the lesson and go through it with students.

Speaking 9 Ask: How can you improve your memory? Elicit ideas from around the class, then tell students to read the text quickly and underline the information that gives them the answer.

Answer … you need to use your brain cells … you need to exercise it regularly 10 This symbol shows that this is a memory game – the first of many in the book. Memory is an important part of learning anything, and the more we exercise our memory by playing these kinds of games, the better it will be.

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Students cover the text and try to remember and summarise what it says. Tell them to check together afterwards to find out who can remember it in the most detail. Extra idea: Do a dictagloss with the text. Tell students you will read the text and they should just listen. Dictate the text at a natural pace; don’t slow down or repeat anything. Then read the text again. This time students should take notes. Tell them to work with a partner to try to reconstruct the text from their notes. Alternatively, they can walk around the room speaking to different people until they’ve completed the text. They’ll probably try to copy each other or group together, but don’t let them do that, as it reduces the amount of speaking. Remind them that they can only speak to one person at a time and they can’t copy!

Tip: A dictagloss is a classroom dictation activity where learners have to reconstruct a text by listening and noting down key words. They then use these words as a basis for reconstructing the text. It helps students practise listening, writing and speaking, and is a useful collaborative learning tool. 11 THINK This task asks students to develop their ideas. Ask students to work in small groups of three or four and make a quick list of ways to improve their memory. Encourage them to share their own strategies. 12 Go through the list of memory tips and check comprehension of any difficult vocabulary, eg vitamins, plenty, last but not least, recycle. Tell students to connect the sentence halves and then check how many memory tips they had on the list they made in exercise 11. Get feedback from the class on some of the ideas and find out which ones they like best.

Answers 1 h 2 d 3 e 4 g 5 f 6 a/b 7 b/a 8 c 13 Explain that the suggestions here match five of the tips in exercise 12. Put students in pairs to try to match them up and encourage them 36

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to try some of the tips. Ask them to summarise what they learnt in the lesson and go through everything they’ve learnt at the end of each day. You should also include a quick review of new vocabulary and grammar at the beginning of the next lesson.

Answers 1 Tip 3e 2 Tip 4g 3 Tip 1h 4 Tip 2d 5 Tip 8c 14 EVERYBODY UP! When you see EVERYBODY UP! in front of an instruction, it means that this is a chance for students to move around the classroom and use the language they’ve learnt. This kind of short intensive practice can be very lively and also very rewarding if students succeed in completing the task using the language resources available to them. Tell students to write down tips 4, 5, 6 and 7, then walk around the room and find out who uses those tips. 15 Explain that for this memory game, you’ll read out some instructions which students have to follow. Say: Work in pairs. Student A: tell your partner seven things you like doing. Student B: listen carefully – without taking notes. When student A has finished, tell them as many of the seven things as you can remember. Then you swap over. Go through the example with the class, explaining that students have to give the full list of things their partner likes doing. Monitor pairs as they work, making a note of any common problems with grammar, pronunciation or intonation.

Art & Music This section is designed to motivate students and transfer the language to a new context. Most people enjoy music and art, and this section also gives students the opportunity to research online and bring the information back to the class. The Art section contains a picture of a painting or sculpture and an associated task. Students go online to check their ideas and to find out answers to one or two questions. Note that all the images are shown much larger at the back of the Student’s Book. The Music section often gives an incomplete line from a song, or a song title, which students have

to complete. Again, they can go online, answer a couple more questions, then find the lyrics and listen to the song if they want to.

Jay Lerner and the music was composed by Frederick Loewe. The song was sung by French actor Maurice Chevalier and British actress Hermione Gingold. In the song, the two actors remember their younger days and contradict each other about their first date together.

For more detailed information about this section, see the Introduction, page 13. Ask students to look at SB page 125 and discuss the meaning of the painting. When they’ve found its name, they should discuss why it’s relevant for this lesson (it’s about memory). Extra questions for class or homework Art What’s the significance of the background in this painting? Did Dalí include clocks in any other of his paintings? Music Find the name of another song (not from Gigi) sung by Maurice Chevalier. Name one other film that Hermione Gingold appeared in.

Vocabulary plus p16 This page provides an opportunity for vocabulary enrichment. It’s a flexible section and can be used in several ways. It can be done as a complete lesson or alternatively, there are notes at appropriate points in this book where a vocabulary set can be usefully learnt and practised. You could also practise a vocabulary set when you have time to spare or give a Vocabulary plus activity to stronger students when they’ve finished a task ahead of other students.

Subjects 1

Write smuci on the board and tell students that they have to unscramble the letters to find the word. Elicit answers from the class. Then put them in pairs to complete the anagrams. You could make this into a team game or class race to make it more competitive. After students have found the words, tell them to match each word with the correct picture. Don’t check the answers yet, as they’ll listen to the words in the next exercise. Ask students which names for subjects are very similar in their own language and which are very different.

2

Play the audio for students to check their answers. Then play it again for students to repeat each word. Check their pronunciation of difficult words, eg maths, psychology (silent p: /saɪ'kɒlədʒi/), geography. (Note that there’s work on the /dʒ/ sound in exercise 4.)

Answers Art The Persistence of Memory Music I Remember it Well from Gigi (1958)

Culture notes: The Persistence of Memory was painted in 1931 by Salvador Dalí (1904–1989). It’s a very small painting (24cm x 33cm) and contains images of melting watches which symbolise the passing of time and mortality. Dalí was born in Figueres in Spain. He studied drawing at school, then moved to Madrid to study at the art academy there. He was expelled from the academy in 1926 (for causing rebellion among the students!) but continued to develop his painting skills, particularly through his appreciation of other artists like Picasso and Miró. He eventually became one of the best-known and prolific Surrealist artists – making films and sculptures as well as paintings. You can find more information about him in Unit 11 on SB page 100. I Remember it Well is a song from the 1958 American film Gigi (directed by Vincente Minnelli). The lyrics were written by Alan

1.16

Then ask students to work individually to add two more subjects. If they don’t know any, it doesn’t matter, but they should be able to get other languages, eg French, Spanish, and they may know science, physics, chemistry, biology. If not, help them with new vocabulary.

Answers 1b 2g 3e 4a 5i 6h 7c 8j 9f 10d

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Transcript 1 music, 2 maths, 3 history, 4 sport, 5 psychology, 6 geography, 7 English, 8 law, 9 art, 10 engineering

sentences using the different expressions of quantity and uncountable nouns. Extra idea: Put students into small teams to play a countable and uncountable nouns game. Tell them you’re going to dictate a list of things. They have to shout out countable or uncountable. The first team to shout out the correct answer gets a point and the team with the most points wins.

3 Put students in pairs to talk about their favourite and least favourite subjects at school. You could also get them to make a class survey to find out which were the most popular subjects and why. 1.17 Write the sound /ʤ/ on the board 4 P and ask students to repeat it. If they find it difficult, show them how to make the sound. Tell them to make a /d/ sound and then move their tongue back slightly to make a /ʒ/. Then get them to combine the two sounds. Ask one or two pairs to read the dialogue, then ask pairs to underline the /ʤ/ sounds. Ask: What do you notice about the spelling of the /ʤ/ sound? (It can be either g or j. G has e or i after them to make a soft rather than a hard sound.) Play the audio for students to listen and check, then play it again for them to repeat.

Transcript and answers woman Which subjects are you going to study, George? Geography, engineering or languages? man Oh, languages, Julia. German and Japanese!

Uncountable nouns 5 Write an incorrect sentence on the board, eg I don’t know what to do. Can you give me some advices? Ask students if they can find the mistake (some advice, not advices). Quickly review the difference between countable and uncountable nouns. (We can count countable nouns, and plural countable nouns have s at the end, eg biscuit(s), cake(s), girl(s). We can’t count uncountable nouns and they have no plural form, eg coffee, milk, cheese.) Students work in pairs to find one countable noun in the list of words.

Answer idea Point out the Remember box below the activity. Read through the rules with the class and check comprehension by getting students to make 38

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6

Ask students to complete the sentences with the correct quantifiers and match them to form dialogues. Play the audio for students to check their answers. 1.18

Transcript and answers 1 man Oh no! There’s a lot of traffic! woman Do you want some advice? Let’s walk! 2 man Have you had any news? woman No, we haven’t had any information at all. 3 woman There’s too much stuff in this room. man Yes, let’s sell some furniture. 4 woman Did you do any homework? man Just a bit. But I did some housework!

Wordbuilder Verbs and nouns Elicit the five vowels from students and write them on the board. Do the first item with the class as an example. To make it competitive, get students to race against their partners to see who can complete all 12 words first. Students compare answers with a partner, then check answers as a class.

Answers 1 answer 2 help 3 need 4 reply 5 work 6 sound 7 dance 8 exercise 9 drink 10 call 11 question 12 test The noun forms are all the same as the verbs.

Extra idea: Write the following list of verbs on the board. Ask students if they know the nouns for these verbs (the answers are given in brackets). Point out that in this list, all the noun forms are different. live (life), meet (meeting), think (thought), solve (solution), choose (choice), decide (decision)

Focus on: up and down

Everyday English p17

a Students complete the sentences individually, then check together. Try to concept-check to make sure they know what the phrasal verbs mean. Look up and take up may be difficult, so encourage students to guess the meaning through context and think of synonyms (look up = try to find a piece of information by looking in a book or on the internet; take up = start a new activity or hobby).

Expressing opinions Strong likes and dislikes

Answers 1 up 2 down 3 up 4 down 5 up; up 6 up

Extra idea: Ask: What are the opposites of the verbs in questions 4, 5 and 6? (speed up, go to bed / go to sleep, give up) b To encourage learner interaction and speaking, put students in pairs and split the vocabulary between them. Tell them to look each verb up quickly; they should try to find all their words before their partner. Then tell them to explain the meaning of their verbs to their partner. Students work in their pairs to think of two things you can do with each verb. Elicit feedback from pairs, then check ideas around the class.

Suggested answers You can cool down after exercise. / You can let a cake cool down when you take it out of the oven. You can cut up a piece of material to make a dress. / You can cut up paper to make small cards. You can heat up food. / You can heat up metal. You can pick up a pencil. / You can pick up a friend at the airport. You can put down your book. / You can put down a heavy suitcase. You can put up a tent. / You can put up a notice on a noticeboard. You can turn down an invitation. / You can turn down a job offer. You can turn up at a party. / You can turn up late.

This page provides practice in the everyday functions that students need when getting around in English and interacting with people. The main conversation has a video which provides extra contextualisation and is fun to watch. (See page 229 for suggestions on exploiting the video.) If you don’t have the video or prefer not to use it, then just play the audio.

Warm-up Write best food / worst food on the board and tell students about the things you like and dislike to model the activity. Include adjectives such as delicious, lovely, disgusting and horrible to encourage them to describe things. Ask students to tell each other about their favourite food and also things they don’t like. Get class feedback afterwards. 1 Allow time for students to discuss their ideas for each picture and explain their reasons.

Answers a garlic b coffee c cheese (camembert) d fish e perfume / aftershave f cabbage g onion h grass

Extra idea: Tell students that a UK survey in 2014 found that these were people’s top-ten favourite smells: 1 cut grass 2 aftershave 3 a clean house 4 fresh bread 5 Sunday roast 6 fresh flowers 7 clean sheets 8 shampoo 9 sausages cooking in a pan 10 leather. Ask students to walk around and find the top-ten favourite smells in the class, then ask for feedback. Did everybody agree? 2

1.19 Give students time to read each of the descriptions and match them with six of the pictures. Then play the audio for students to listen and check.

Answers 1f 2b 3h 4d 5a 6c

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Transcript 1 I really hate the smell of cabbage. It’s a horrible vegetable. It reminds me of school dinners. 2 I think coffee’s an absolutely wonderful smell first thing in the morning. I need a good strong cup before I do anything. 3 I really like the smell of grass when it’s cut. And I love walking on it without shoes. 4 I can’t stand the smell of fish. Or the taste. Especially salmon. 5 I think garlic’s a gorgeous smell. The best! Especially when it’s frying in butter. 6 Camembert cheese is a really disgusting smell. Like dirty socks! I don’t know how people can eat it. 3 Ask students to look back at the expressions in exercise 2 and find the words that express opinions or show ideas. Draw two columns on the board (positive and negative) and invite students to come and write the phrases in the correct column. Then ask them to discuss their ideas about each picture together.

Answers positive: I think it’s an absolutely wonderful …, I think it’s a gorgeous …, I really like …, I love … negative: I really hate …, It’s a horrible …, I can’t stand …, It’s a really disgusting …, I don’t know how people can … 4

To introduce the activity, write the words good and bad on the board, then tell students that sometimes these words aren’t enough to explain how we feel about things, so we use other, stronger adjectives. Write on the board: Guess what! I passed my exams! – Good. I broke my leg playing football. – That’s bad. Try to elicit different responses from students using the extreme adjectives given. Then get them to write P or N next to the adjectives. Ask students which words are very similar in their own language and which are very different.

Answers awful N, brilliant P, disgusting N, fantastic P, gorgeous P, horrible N, nasty N, terrible N, terrific P, wonderful P

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5 Draw a scale from strongest to weakest on the board. Ask students to look at the modifiers and try to put them in order. After they’ve finished, ask them to come to the board and write them on the scale.

Answers 3 really 2 quite 4 incredibly 5 absolutely 1 a bit 6 Ask students to work with a partner and talk about the smells that they like, dislike, love or really hate. Remind them to use the expressions for giving opinions, as well as the extreme adjectives and modifiers.

Agreeing and disagreeing 7

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6 Decide whether you’re going to

use the video or simply play the audio (you may not have the video or the necessary video equipment). Ask students to guess what the photos are. Then tell them to guess which adjectives are used for each photo. Elicit their ideas quickly, then play the video or audio for them to check their answers.

Answers 1 dramatic, silly, stylish 2 ugly, uncomfortable 3 cool, silly 4 amazing Transcript 1 a Wow, that hat’s quite dramatic! b Actually, I think it’s really silly. a I disagree. I think it’s stylish. b I don’t think so at all. 2 a What do you think of those boots? b They’re incredibly ugly! a Absolutely! And they look really uncomfortable. b I agree. a I can’t imagine wearing them. b Me neither. 3 a I really don’t like that hairstyle. b Actually, I think it’s cool. a Really? I think it’s a bit silly! b Do you? I like it a lot. 4 a What do you think of the sculpture? b I think it’s absolutely amazing! a Me too. Um … what exactly is it? b I have no idea!

8 Play the video or audio again and ask students to listen or watch again and identify the things that the people agree and disagree on. Ask: What tells us they agree / disagree? What phrases do they use?

Answer They disagree about the hat and the hairstyle. They agree about the boots and the sculpture. 9 Allow students time to decide which expressions are used to agree and which to disagree. Then play the video or audio again for them to check their answers. Tell them to write down the phrase that isn’t used in the conversations, then check answers as a class.

Answers Agree: I agree. Me too. Me neither. Absolutely! Disagree: I disagree. I don’t think so. Actually, I think … Really? No, you’re wrong. No, you’re wrong doesn’t occur in the conversations.

Ask: Do you know anything about aromatherapy and the effects that different essential oils have? If so, what do you know? Have you ever used any of them? Note: Tell students to be careful to use just a few drops of lavender oil on their pillow, as using too much can have the opposite effect.

we don’t say ... / we say ... This section focuses on common errors that students of many different language backgrounds are likely to make. By drawing students’ attention to them, and making it very clear that these are errors, you can help students avoid such mistakes. Check students understand the heading and explain that the section focuses on common mistakes in the unit. Give some examples of mistakes. Then ask students to cover the green we say … side and to see if they can correct the mistakes themselves before they look and check. This section focuses on the following errors: • incorrect tense use • incorrect word order with adverbs of frequency • incorrect use of reflexive pronouns • incorrect word order.

10 Ask students to look at the photos again and discuss each thing with a partner. Encourage them to use the adjectives and phrases of agreement and disagreement in their conversations. Monitor pairs as they work, making a note of any common problems with grammar, pronunciation or intonation.

De-stress! These sections do two things. First, they provide very short practical texts. Second, and more importantly, they’re there to help students unwind from time to time. You’ll find a simple de-stress activity in every unit – not necessarily a physical one, but one that’s easy to do in the classroom as far as possible, or else a piece of advice which you can discuss with students by asking them simple questions. For more detailed information about the De-stress! section, see the Introduction, page 15.

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2 UNIT FOCUS

Amazing … or crazy? GRAMMAR: past simple; past continuous VOCABULARY: life events; transport FUNCTIONS: telling stories

Lesson 1 He was 89 years old. pp18–19 Aims The focus of this lesson is to revise the past simple affirmative of the verb be and regular and irregular verbs, to revise past simple questions, and to learn vocabulary for talking about life events.

Warm-up To introduce the story, write the words old age on the board. Ask: What do older people usually do? What hobbies do they have? Students discuss their ideas in pairs. Elicit ideas from the class.

3 Tell students to read the article again, then match the words in bold with the definitions. Remind them to work out the meaning from the context if they can. Students check answers in pairs.

Answers 1 take up 2 centenarian 3 raises 4 move 5 tornado

Grammar 1 Past simple affirmative 4 Go through the grammar box and ask students to quickly complete the sentences. They can find the first two in the article.

Reading 1 Tell students to look at the photo and discuss the questions in pairs or small groups. Point out that the lesson title says he was 89 years old. Ask: How old do you think he is now? Elicit ideas quickly from the class.

Suggested answers 1 The man is very old and he’s running. 2 He’s exercising / running / jogging. 3 He’s wearing a turban, running / jogging / exercise clothes and trainers.

Answers 1 was 2 were 3 wanted 4 wore Refer to the grammar reference on SB page 136 now or at the end of the lesson and go through it with students. 5 Ask students to read and complete the article, then check together with their partners.

Answers 1 did 2 was 3 ran 4 came 5 was 6 died 7 moved 8 wanted 9 took up 10 became 11 finished 12 used 13 were

2 Ask students to read the article to find out why Fauja became a marathon runner. Tell them not to worry if they don’t understand all the words – they’ll do some vocabulary work in the next exercise, but the focus of this activity is to find one piece of information quickly. Get feedback from the class.

Answer He started running because he didn’t want to sit at home all day. He runs marathons to raise money for children’s and babies’ charities.

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Extra idea: Ask students to say which verbs in the article are regular and which are irregular (regular: die, move, want, finish, use; irregular: do, be, run, come, take up, become). 6

Tell students to close their books. Write the years on the board and ask: What happened in 1911? Elicit the answer to this first year. Then ask students to work in pairs to try to remember what happened in the other years. Then they can read the article again to check.

Answers 1 Fauja Singh was born. 2 Singh’s wife died. 3 Singh became famous / finished the London Marathon in 6 hours 54 minutes. 4 Singh did the Toronto Marathon / ran 42 kilometres in 8 hours 25 minutes.

Grammar 2 Past simple negative 7 Although students often use verbs correctly in the affirmative form, they often have difficulties with negatives. Look out for typical mistakes such as use of no (He no wanted to go home) and conjugation of both the auxiliary and main verb (He didn’t wanted to go home). Write an incorrect past simple negative sentence on the board, eg He no wanted to sit at home. Elicit the correction from students (He didn’t want to sit at home), then ask them to complete the grammar table.

Answers 1 wasn’t 2 weren’t 3 didn’t want 4 didn’t wear Refer to the grammar reference on SB page 136 now or at the end of the lesson and go through it with students. Extra idea: You could also do some drilling of contracted forms, eg Teacher: was not Students: wasn’t Teacher: were not Students: weren’t Teacher: did not Students: didn’t 8 Allow students time to work individually to find other examples of the past simple negative in the article.

Answers Fauja Singh wasn’t a young man … He didn’t come last … he didn’t want to sit at home all day. 9 Students read the article again and correct the sentences together.

Answers 1 He wasn’t born on 2nd April. He was born on 1st April. 2 He didn’t move to the USA. He moved to the UK. 3 He didn’t live with his daughter in the UK. He lived with his son. 4 He didn’t take up boxing. He took up jogging. 5 He didn’t become famous in 2011. He became famous in 2000. 6 He wasn’t part of a publicity campaign for Nike. He was part of a publicity campaign for Adidas.

Grammar 3 Past simple questions 10 Students often have problems with past simple questions as well. Write How old he is? on the board and elicit the correct question from students (How old is he?). Highlight subject– verb inversion in questions, then ask students to complete the questions in the grammar table. Look out for mistakes such as use of no (Why he no moved?), as well as leaving out the auxiliary verb (When he took up jogging?).

Answers 1 was 2 did … move 3 did … take up Refer to the grammar reference on SB page 137 now or at the end of the lesson and go through it with students. 11 Do the first question together with the class as an example. Write In 1911 on the board and ask students if they know what the question is. After students have completed the task individually, write the answers on the board.

Answers 1 When was Fauja Singh born? 2 When did his wife die? 3 Why did he move to the UK? 4 Who were part of / took part in the Adidas publicity campaign? 5 When did Singh run the London Marathon / become famous? 6 Did he come last? / Did he win? You could do exercises 5 and 6 on Ordinal numbers in Vocabulary plus at this point. Unit 2

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De-stress! Write Count your blessings! on the board and ask students what they think it means (we often use it to tell somebody not to complain, but to realise that they have a lot to be glad about). Ask students to tell their partner just one true thing about their life beginning with the words: I’m lucky because … 12 Allow time for students to work individually to do the first part of the activity, then check answers with the class. Then elicit / say that questions 1 and 2 are factual, they need to work out questions 3 and 4, and questions 5 and 6 are subjective (ie they have to give their own opinion). Tell them to choose three questions (ideally one of each type) to ask and answer with a partner.

Answers 1 was (He was from India.) 2 did (Because his wife died and he didn’t want to sit at home all day.) 3 did (the London Marathon); was (He was 89.) 4 Was (It was slower, probably because he was older.) 5 does 6 do

Extra idea: To increase learner interaction and speaking, get students to quiz each other to see if they can remember the story.

Vocabulary and speaking Life events 13

Ask students to work individually to make the collocations, then check with a partner before checking with the whole class. 1.21

Transcript and answers buy: a new flat, my first car finish: school / university, my exams get: a new job, a new flat, my first car, engaged / married go: travelling meet: my partner / boyfriend / girlfriend / husband / wife move into: a new flat pass: my exams, my driving test start: school / university, a new job 44

Unit 2

14 Read through the instructions for the game and model the example dialogue with one or two students. Then write three important years from your life on the board and get students to ask questions and try to guess why they’re significant (eg the year you graduated from university, the year your son / daughter was born). If they make mistakes with question forms, gently correct and help them. After they’ve guessed correctly, tell them to write three important dates of their own, then ask and answer questions. Monitor pairs as they work, making a note of any common problems with grammar, pronunciation or intonation. Make sure they only ask three questions! 15 Ask the class if they know what a bucket list is. If they don’t know, tell them a few things you’d like to do before you die and see if they can guess through context. (It comes from the English phrase to kick the bucket, which is an informal way of saying ‘to die’! A bucket list is a list of things you’d like to do before you die.) Tell them to think of at least five things they’d like to do before they die. They should then work in groups of three to agree on three things that they’d all like to do, first in their eighties, then for a long and happy life. Remind students that they only have three minutes to do this activity, and they must all agree on the three things for the list. 16 Tell students to read the text on SB page 123 and see if any of their ideas from exercise 15 are mentioned.

Did you know? Students read the information about Jeanne Calment. Ask: Has anybody ever heard of this woman? Tell them to find out more about her online. Extra idea: Tell students to write down the things they do to keep fit and healthy. Then get them to share their ideas in small groups and do a survey to find the most popular and important ideas. To extend the activity and encourage more learner interaction, get students to also talk about the unhealthy things they do.

Explore

Reading

Ask: Who is the oldest person alive today? Tell students to find out more about one or two people. You may want to start this activity in class and ask students to finish it for homework.

3 Tell students to look at the photos on SB page 20 and read the title. Tell them to talk together and write down five things they expect to read about in the article and to say what it’s about. Don’t check answers yet.

Lesson 2 He was swimming when … pp20–21

Extra idea: If you found a clip of Jason Lewis, you could play it now to create interest, set the scene and provide extra listening practice.

Aims The focus of this lesson is to learn more about the contrast between the past continuous and past simple, to learn words for talking about different forms of transport, and to find out more about an interesting world traveller. Note: You might want to find and download a clip of Jason Lewis to help with this lesson. It would also be useful to have a world map to help with exercise 13.

4 Allow students time to read the article individually and check how many of their predictions were correct. Ask: Which things were the most interesting or surprising about the article?

Answer It’s about a man who travelled around the world in 13 years using only his own power.

You first! Students work in pairs and discuss if they’d like to go around the world alone. Ask them to think of the advantages and disadvantages of travelling on your own, then get feedback from the class.

Vocabulary Transport 1

Ask students to match the pictures and words. Then play the audio for students to listen and check their answers. Play it again for students to listen and repeat the words. 1.22

Transcript and answers a hot-air balloon b mountain bike c cruise ship d school bus e rescue helicopter f camper van g car ferry h roller blades i fishing boat 2 Put students in pairs or groups to ask and answer the questions. Encourage them to give extra information by asking, eg What kind of transport have you been in? Where were you when you used this transport?

Answers 1 motor: cruise ship, school bus, rescue helicopter, camper van, car ferry, fishing boat; pedals: mountain bike; neither: hot-air balloon, roller blades

5

Tell students to close their books. Write the headings on the board, and ask students to work individually to make a list of things they remember from the article. Tell them to check their ideas with a partner, then read the article again and check together. Check answers as a class. Ask: Why couldn’t he use a sailing boat? (Because it’s powered by the wind.)

Answers forms of transport: sailing boat, pedal boat, roller blades, mountain bike, kayak countries: Portugal, Australia, Indonesia, Singapore, Ethiopia, Sudan, Egypt, Syria, Turkey, Bulgaria, Romania, Austria, Germany, Belgium cities: London, Lagos, Miami, San Francisco, Cooktown, Darwin, Alice Springs, Mumbai, Djibouti oceans: Atlantic, Pacific Ocean, Indian Ocean (note that the Channel and the Bosphorus are not oceans) health problems: He broke both his legs in a car crash while he was rollerblading in the USA; a crocodile attacked him while he was swimming in Australia; he caught malaria while he was travelling in the Pacific region. Unit 2

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6 Go through the questions first to check understanding. Point out that the answers are not directly in the article, so students have to work them out. Put students in pairs to talk about the questions.

Answers 1 He was 39 years old. 2 He travelled east to west. 3 South America and Antarctica 4 He was probably bitten by a mosquito. Extra idea: Ask students to write five quiz questions of their own about the article. Tell them that the answer must be in the text somewhere. Walk around the room and gently correct if needed. Then put them in groups of three and tell them to ask and answer each other’s questions. 1.23 Do the first item with the class as 7 P an example. Write caught on the board and ask students to identify and underline the vowel sound (caught – /kɔ:t/). Ask them to find a word in the box that has the same vowel sound (thought).

Tell them to work in pairs to match the other words. Make sure they say each word out loud so they can hear the sound. Then play the audio for students to check their answers. Play it again for them to repeat each pair of words.

Transcript and answers caught – thought, could – took, got – lost, heard – hurt, knew – flew, rang – sang, rode – stole, said – read, shut – won Finally, ask students to quickly read the article again and find five of the verbs. Check answers as a class.

Answer rode, got, couldn’t, caught, thought all occur in the article.

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Grammar Past continuous and past simple 8 Ask students to complete the table with the correct form of the verb. Remind them that they can look back at the article to help them. Say that you’ll explain more about when to use each verb in exercise 10. For now, they should just focus on the form of each tense.

Answers 1 was swimming 2 attacked 3 wasn’t travelling 4 caught Refer to the grammar reference on SB page 137 now or at the end of the lesson and go through it with students. 9 Tell students to look back at the article again and underline other examples of the past continuous. Elicit feedback from individual students.

Answers was rollerblading, was swimming, was travelling, was kayaking, was crossing 10 Ask students to work in pairs to complete the rules about the use of the past simple and past continuous. Check their understanding with concept-checking questions, eg How many things happened in the sentence? What happened first? Then what happened? Did the first activity continue or was it interrupted? What words link the sentences together? You could also draw a timeline on the board to help students understand how to use each tense. Look at SB page 137 for a timeline you could use.

Answers 1 past continuous 2 past simple 3 while; when 11 Explain that the past continuous and past simple can be inverted, with no change in meaning. Do an example with the first sentence in the table in exercise 8, eg While Jason was swimming across a river, a crocodile attacked him. / When the crocodile attacked Jason, he was swimming across a river. In this activity, however, students should follow the order of the words given.

Ask students to decide in pairs which action in each sentence was in progress when the other thing happened, then write the sentences. Note: They will find out more about these people in the following exercises. MA With weaker students, you could write each action on the board and ask students to list them in the order they happened. Leave this information on the board while they do the exercise.

Answers 1 Jason Lewis caught malaria while he was travelling in the Pacific. 2 Helen Thayer was crossing Antarctica when she celebrated her 60th birthday. 3 Freya Stark had an accident while she was working in a factory in Italy. 4 Ellen MacArthur was sailing in the South Atlantic when she almost hit a whale. 5 Ranulph Fiennes was walking to the North Pole when his fingers froze.

Extra idea: Say the sentences in different ways so students notice weak forms in was /wəz/ and were /wə/. Then get them to repeat the pronunciation and say the sentences in a more natural way. 12 This is the first of regular pairwork informationgap activities. They appear in every second unit throughout the book. In these activities, each student looks at a different page at the back of the Student’s Book. Make sure they don’t look at each other’s information during the activity. Check students understand what they have to do in this activity. Tell them they’re going to learn about two famous travellers. Tell them to work in pairs and decide who is student A and B. They each read a text about a famous traveller, make notes about them, then ask and answer questions to exchange information.

Answers Ellen MacArthur profession: retired sailor nationality: British date of birth: 8th July, 1976 famous because …: She broke the world record for sailing solo non-stop around the world.

scary / bad moment: She got very close to a huge iceberg. Ranulf Fiennes profession: adventurer and writer nationality: British date of birth: 7th March, 1944 famous because …: He sailed the Northwest Passage in 1981, he crossed Antarctica in 1992, he ran seven marathons in seven days in seven continents in 2003, he climbed Mount Everest in 2009. scary / bad moment: He got frostbite in his left hand – he had to cut off his fingers.* * The full story is slightly less gruesome than this implies. After Fiennes’s return to the UK, his doctor advised him to leave the fingers for a while before an operation to amputate the dead parts could be carried out. However, Fiennes grew impatient and cut the tips off himself with a saw.

Extra idea: Students search online to find out more about the other travellers in exercise 11: Helen Thayer and Freya Stark.

Explore Encourage students to search online for information about other travellers they know. Extra idea: Ask students to write a story about the traveller they researched using the article about Jason Lewis as a model. They could show pictures, map the route, talk about difficulties the explorer had, etc.

Speaking and writing 13 Ask students to turn to the map of the world on SB page 124 and mark Jason’s journey. Alternatively, do the activity with a big world map on the wall and put sticky notes on the map to show the route. Get students to write dates and things that happened (rollerblading accident, crocodile attack …) and stick them on the map in the appropriate place. Don’t tell students if their route is correct yet. 14 Put students in pairs to check their route. Model the example dialogue with one or two students first and point out the use of sequencers to help them get the sequence of events right. Ask one or two pairs to describe Jason’s journey, or ask each pair to say one part Unit 2

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of the journey, then move on to the next pair for the next stage and so on. Tell students to make notes as they listen. 15 Have students write a summary of the story, using the notes they made in exercise 14 to help them. Remind them to use the past continuous and past simple as well as words like first, then, finally, while and when to sequence the story. Ask them to share with a partner afterwards and read each other’s stories. Monitor pairs as they work, making a note of any common problems with grammar and vocabulary for classroom feedback later. Encourage them to correct any small mistakes they see themselves, and help each other. MA If you used a wall map in exercise 13, tell weaker students to look at the sticky notes to remind themselves what happened in each place and then make notes before they write.

Lesson 3 Why was she wearing a mask? pp22–23 Aims The focus of this lesson is to continue learning about the contrast between the past continuous and past simple, this time when asking questions, and to find out about two amazing women and what they’ve done. Note: You might want to watch videos or download information about Diana Nyad and Rosie Swale Pope before this lesson. Diana Nyad has also given a TED talk, which might be useful for you and students to look at.

You first! Tell students to look at the photos and the lesson title and try to guess what Diana has done. Encourage lots of active guessing!

Listening 1 1 Explain to students that they’re going to hear more information about the woman in the photo. Go through the words in the box and check comprehension and the pronunciation of any difficult words, eg calm (silent ‘l’ – /kɑːm/), rough (gh as ‘f’ – /rʌf/). Ask students to decide which ones they expect to hear and how they might be connected. Check their ideas quickly.

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2

Play the audio. Ask: Which words did you expect to hear? Why? Did you hear them in the conversation? Elicit answers, then play the audio again for students to answer the questions in their notebooks – they’ll need to be able to see their answers for exercise 3. Play the audio a final time for students to check their answers. 1.24

Note: There are some dates in the audio. You might want to remind students that we usually say the years after 2012 as twenty twelve, twenty thirteen, not two thousand and twelve / thirteen, etc, but people do say both.

Answers 1 She was the first person to swim from Cuba to the USA without a shark cage. 2 She was 64 years old. 3 It took her almost 53 hours (over two days and two nights). 4 She was wearing a protective mask, a special bodysuit at night, and gloves and boots to protect her from sharks and jellyfish. 5 She tried five times. 6 The first time, strong winds and high waves pushed her off course. The second time, she had an asthma attack. The third time, there were too many jellyfish. The fourth time, there were jellyfish and electrical storms. Transcript ian What are you doing? amanda Well, I saw this amazing talk yesterday by someone called Diana Nyad, so now I’m looking her up online. ian Diana Nyad? I don’t think I’ve heard of her. What’s special about her? amanda Well … in August / September 2013, she was the first person ever to swim all the way across from Cuba to the States … without a shark cage. ian Wow. There are a lot of sharks in that sea, aren’t there? amanda Yes, there are – which is why swimmers always use a cage. Diana was wearing a protective mask, a special bodysuit at night, gloves and boots, but no cage.

ian

That’s incredible. It’s a long way from Havana in Cuba to Key West in Florida! amanda Yes, it’s about 160 kilometres. ian So it took her a long time? amanda Yes, the swim took over two days and two nights – almost 53 hours. And the sea there can be really dangerous; it’s often incredibly rough and, apart from sharks, it is also home to a lot of nasty jellyfish. So it was a really brave thing to do. ian I don’t think I could do that! How old was she? amanda Sixty-four. ian Sixty-four? Gosh. That’s an amazing achievement. amanda Yes, it was actually her fifth attempt in 35 years. Her first attempt was in 1978 when she was 28. But because very strong winds and high waves were pushing her badly off course, her team pulled her out of the water after 42 hours. ian But she tried again? amanda Yes. Her second attempt was in August 2011, but she had to give up after 29 hours because of an asthma attack. She tried again one month later, but this time there were a lot of jellyfish in the water and their stings made it difficult for her to breathe. ian But she still kept on trying? amanda Yes, she tried again in 2012, but jellyfish attacked her again, and there were terrible electrical storms as well. ian Those jellyfish sound really scary! But she never gave up? amanda No, she never gave up. In 2013 she finally made it. And as she walked out of the sea in Florida, lots of supporters were waiting to congratulate her. It was a fantastic moment – I’ve just watched the clip online. 3

Tell students to cover exercise 2 or close their books and recreate the questions using the answers they wrote in their notebooks. Then tell them to look and compare and also correct any mistakes they have.

You could turn to the Wordbuilder section on SB page 24 at this point and do more work on compound nouns like jellyfish. 4

1.25 Explain that when Diana finished her swim on the beach in America, she said three important things. Read the messages first and ask students to try and predict the mistake in each one. Elicit suggestions for each correction. Then play the audio for students to check their answers.

Answers 1 We should never, ever give up. 2 You’re never too old to chase your dream. 3 It looks like a solitary sport, but it is a team. Transcript amanda … I’ve just watched the clip online. ian Oh, I’d like to see that. amanda Yes, it’s great. And you know what? Even though she was completely exhausted, she took time to talk to the people on the beach while the doctors were giving her medical treatment. ian What did she say? amanda It was very moving. She said: ‘I have three messages. One is: we should never, ever give up. Two: you’re never too old to chase your dream. And three: it looks like a solitary sport, but it is a team.’ ian Those are great messages for us all. amanda Yes, they are. 5

THINK Ask students to talk about the questions in pairs or small groups. Elicit feedback from pairs / groups and find out what different messages students thought up. Extra idea: Show a video clip about Diana’s amazing journey. You could also do extra listening practice and include true / false or gap-filling activities by using one of the many online articles about Diana, or watch her giving a TED talk.

Unit 2

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Listening 2 6

Explain that students are now going to hear about another astonishing woman, Rosie Swale Pope. To set the scene, point to the photo of Rosie and ask students to guess what she did. Tell them to listen and compare Diana and Rosie’s journeys. Ask: What was the same and what was different? Which achievement do you think was the most impressive? Why?

Transcript man Hi, what are you doing? woman I just found this really interesting article in the paper. man Uh-huh. woman About this woman called Rosie Swale Pope. She’s amazing! man Why? What did she do? woman Well, when her husband died of cancer in 2002, she decided to run more than 30,000 kilometres around the northern hemisphere to raise money for cancer. man 30,000 kilometres! That’s a bit more than a marathon. What a challenge! woman Yeah, and especially as she was 57. She actually set out on her 57th birthday, on the 2nd of October 2003 … pulling a cart behind her. man A cart? What? Like a horse and cart? woman Probably not quite as big, but a cart she could carry everything she needed in: clothes, food, camping equipment … She could sleep in it too, and on most nights she just camped at the side of the road. man Let’s have a look. Oh. That looks quite big. Did she go alone? woman Yes, completely alone. man What? No team with her? woman No, she was totally alone. But she was in regular contact with her son, James. He ran a website with news about her. man So how long did it take her? 30,000 kilometres is a huge distance on foot. woman Well, she expected it to take two years but in the end it took five! She arrived back home in Wales in 2008. Unit 2

What a brave woman. And that’s not all she’s done … she’s crossed the Atlantic in a five-metre boat, she’s sailed around the world, she’s ridden a horse 4,800 kilometres across Chile and she’s run across the Sahara Desert! Goodness. I feel tired just thinking about it!

woman Absolutely.

1.26

Suggested answer They both did amazing journeys when they were quite old. However, Diana swam, while Rosie walked / ran.

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man

man

7 Tell students to listen again and decide if the sentences are true or false. Play the audio again, pausing if necessary at relevant places for each questions. Encourage students to check their answers together afterwards.

Answers 1 true 2 false 3 false 4 false 5 true 6 false

Extra ideas: Ask students to correct the false sentences. (2 She slept in her cart. 3 She didn’t have a support team. / She was totally alone. 4 She was in regular contact with her son. 6 She’s had lots of other adventures.) The audio doesn’t say when she had the other adventures, so you could ask students to try and find out more and see if they can add in any dates (solo crossing of the Atlantic – 1982; round-the-world sailing trip – started in 1971; across Chile on horseback – 1984–85; Sahara Desert (the Marathon des Sables) – twice: once in 1997 and again in 2000). 8

Write the numbers on the board. Ask students to try to remember what they refer to. Then play the audio again for them to listen and check their answers. Ask: Who remembered the most details?

Answers 1 Rosie’s age when she began her journey 2 the date Rosie set off 3 the year Rosie arrived back home 4 the length of the boat in which Rosie crossed the Atlantic 5 the distance that Rosie ran around the northern hemisphere 6 the time it took Rosie to complete her journey

9

Go through the four things with the class, then ask students to write notes about each one. Walk around the class as they work, checking their ideas and correcting any small mistakes if needed.

Answers 1 He died of cancer in 2002. 2 a cart containing everything she needed, which she pulled behind her 3 He ran a website with news about her journey. 4 She crossed the Atlantic in a five-metre boat; she sailed around the world; she rode a horse 4,800 kilometres across Chile; she ran across the Sahara Desert.

Extra idea: Put students in pairs to retell Rosie’s story using information from exercises 7, 8 and 9. You could do exercises 1–4 on Places in Vocabulary plus at this point.

Grammar Past continuous v past simple: questions 10 Go through the table first and elicit which tense students should use in each gap. Ask a few questions to review, eg How many things happened in the sentence? Which action was first / second? Which action shows a longer / continuous action in the background?

Answers 1 happened 2 was running 3 did … do 4 slipped Refer to the grammar reference on SB page 137 now or at the end of the lesson and go through it with students. 11 Tell students to use the words and write questions about Rosie. Encourage them to refer back to the grammar box if needed, then check answers as a class.

Answers 1 What happened while Rosie was running in Siberia? 2 Where was Rosie running when she slipped on the ice?

3 What was she doing when a bus knocked her down? 4 What happened when she didn’t eat much? 5 What happened while she was sleeping in Alaska? 12 1.27 Go through the answers first and check understanding of any difficult words, eg froze (past simple of freeze), weak, wolves. Students work individually to match the questions and answers. Play the audio for students to listen and check their answers.

Answers 1c 2d 3e 4b 5a Transcript 1 man What happened while Rosie was running in Siberia? woman Some wolves ran with her for a week. 2 woman Where was Rosie running when she slipped on the ice? man She was running in Iceland. What was she doing when a bus 3 man knocked her down? woman She was crossing a road in Russia. 4 woman What happened when she didn’t eat much? man She became weak and fell ill. What happened while she was 5 man sleeping in Alaska? woman She nearly froze in her sleeping bag. 13 EVERYBODY UP! Energise your lesson with this quick walk-around activity. Elicit examples of questions from the class, eg Were you having dinner at eight o’clock last night? Focus on the example question students should ask if the answer is no. Give students three minutes to walk around the room and find someone who was doing the activities in the past.

Art & Music For the sculpture, tell students to look at SB page 125 to see a bigger image. Read the information and elicit ideas for the sculptor’s name. Students may not know any other sculptors, so encourage them to check online for more information about The Wave. Unit 2

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For the song, write the words on the board and elicit guesses for the missing word – students may know this, as it’s a very famous song. Extra questions for class or homework

Vocabulary plus p24 Places 1

Art Why do people think the sculpture is by Rodin? Find out more. Whose work influenced The Wave? What similarities are there?

Answers Art It’s by Camille Claudel. Music year: 1968 last word: Wild; cult movie: Easy Rider; how were the riders travelling: by motorbike; where were they going: New Orleans

Test students’ general knowledge by asking: Which place in the list doesn’t belong in any of the categories? (Titicaca is a lake – it isn’t a sea, an ocean or a river.) Ask students which names for places are very similar in their own language and which are very different.

Culture notes: Camille Claudel was a French sculptor, born in northern France in 1864. She studied sculpture at the Académie Colarossi in Paris and after that rented a workshop with several other young female sculptors. She started working in Rodin’s studio sometime around 1884 and they started a long relationship. In the early 1900s, she developed a mental illness and spent many years struggling with the illness, eventually dying in an asylum in 1943. She destroyed many of her works, but some do survive and she’s considered an important artist of the 19th and 20th centuries. The Wave is made of onyx marble and bronze and was first shown as a plaster version in 1897. There are three small female figures standing in front of a large wave that’s about to break over their heads. The piece was heavily influenced by Japanese art and is similar to the famous print by Hokusai. It can be seen in the Musée Rodin in Paris. Born to be Wild was released by Steppenwolf in 1968. It was used in the movie Easy Rider, about two motorbike riders travelling east across the USA from Los Angeles to New Orleans.

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Go through the headings first and check students understand them all. Ask: What’s the difference between a mountain and a mountain range? (There’s more than one mountain in a mountain range.) You could elicit one place for each one to check comprehension. Then ask students to work in pairs to complete the table. Encourage students to add the in front of some of the items if they can, but explain that you’ll do more work on this in exercise 3.

Answers city: Havana, London, Miami country: Egypt, the UK, the USA mountain / volcano: Mount Everest, Mount Fuji, Vesuvius mountain range: the Andes, the Himalayas, the Pyrenees sea / ocean / river: the Indian Ocean, the Orinoco, the South Atlantic

Extra idea: This activity could be done as a race with word cards to cater for different learning styles and start the lesson in a fun way. 2

Look at all the places marked with an asterisk (*). Put students in groups of three and tell them to remember the connection between all the places and the stories in this unit. Set a time limit of two or three minutes and get them to write down as many as they can. Then tell them to check their answers by looking back through the unit to find the places.

Answers Egypt: Jason Lewis cycled / kayaked through it. Havana: Diana Nyad swam from there to Key West in Florida.

The Himalayas: Jason Lewis cycled / walked through them. The Indian Ocean: Jason Lewis pedalled across it. London: Jason Lewis started his journey there. Miami: Jason Lewis arrived there after crossing the Atlantic. South Atlantic: Ellen MacArthur sailed there. The USA: Jason Lewis rollerbladed across it.

Explore Tell students to look up information about the rivers and where they’re located.

Answers the Amazon (Brazil, Colombia, Peru) the Danube (Germany, Austria, Slovakia, Hungary, Croatia, Serbia, Bulgaria, Romania, Moldova, Ukraine) the Indus (Pakistan, India, China) the Mekong (China, Burma, Laos, Thailand, Cambodia, Vietnam) the Nile (Ethiopia, Sudan, Egypt, Uganda, Democratic Republic of the Congo, Kenya, Tanzania, Rwanda, Burundi, South Sudan, Eritrea) the Orinoco (Venezuela, Colombia) the Rhine (Germany, Austria, Switzerland, France, Netherlands, Liechtenstein) the Volga (Russia) the Yangtze (China)

3 Get students to look at the list of places again. Write the Andes and the Egypt on the board and ask them which is correct. If they added the in front of places in exercise 1, elicit their answers and ask for their reasons for adding the. Go through the places (see the key for exercise 1) and ask them to complete the rules.

Answers 1 don’t use 2 use

Extra idea: You could give one river to each student, then ask them to give feedback to the class about their river.

Extra idea: Ask: Can you give an example of each item in rule 1 and 2? An example might be: a group of islands – the Maldives. 1.28 Students often have difficulties 4 P with the dental sounds /θ/ and /ð/, as they often don’t exist in their first language. Play the audio while students listen to the pronunciation of the each time. See if they can notice when we say /ðə/ and when we say /ði:/ – the pronunciation changes if a noun starts with a consonant or a vowel.

Answer You use /ðiː/ before a vowel. Transcript the Amazon, the Danube, the Indus, the Mekong, the Nile, the Orinoco, the Rhine, the Volga, the Yangtze Extra idea: Write these countries on the board: Canada, Ecuador, Germany, Italy, Mexico, Pakistan, Portugal, Switzerland. Ask students to say them out loud and mark the stress. Ask: Which one has a different stress? (They all have the stress on the first syllable except Pakistan.)

Ordinal numbers 5

1.29 Tell students to work in pairs and say each number and write it out in words. Monitor pairs as they work, making a note of any problems with pronunciation and spelling. Play the audio for students to listen and check their answers, then again for them to repeat.

Help students with the pronunciation of /θ/ and do some quick repetition drilling to practise. Elicit / Teach the pattern of ordinals (th after each number except with 1, 2 and 3).

Transcript and answers 1 first 2 third 3 twenty-second 4 fifth 5 thirty-first 6 hundredth 7 twentieth 8 three thousand, eight hundred and fiftieth 6 Go through the dates and ask students to find out why they’re important.

Answers 1 date of birth of Fauja Singh 2 date of death of Jeanne Calment 3 date that Jason Lewis got back to London Unit 2

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2 3

Come in! Come in! I can’t come in! The door’s locked! man I came top of my class in English. woman Oh, well done! That’s brilliant! I came bottom! 4 woman Come on! It’s time to leave. man Yes, I know, I know. I’m coming!

Extra idea: Ask students to work in pairs and write down five important dates in their lives, then tell their partner why they’re meaningful.

Wordbuilder Compound nouns a Write jelly and fish separately on the board. You could also just show a picture of a jelly and a picture of a fish. Ask students if it’s possible to put the words together to describe a different thing. Then tell them to look at the photo of jellyfish on SB page 22. Tell students to work in pairs to match the words to make compound nouns. Go through the words together and elicit / teach that the word stress in compound nouns is on the first part. Say each word and ask students to repeat after you.

Warm-up Tell students to look at the photo and try to imagine what sort of story they might hear about it. Encourage lots of guessing and get feedback from the class.

Telling stories 1

Answers backpack, campsite, cashpoint, dustbin, honeymoon, motorbike, nightlife, raincoat, wildlife, windscreen

Transcript It was a dark and stormy night. I was walking home after the cinema. It was raining hard and the streets were empty. Suddenly, I heard footsteps behind me. They were coming closer and closer. My heart was beating faster and faster. I panicked and started to run. The footsteps ran too. They were right behind me and then …

Focus on: come

Transcript 1 man Oh, hello again! That was quick! woman Yes, I came back for my glasses. I left them in the kitchen. 54

Unit 2

1.31 Put students in pairs to look at the sentences from the beginning of a story. Tell them to try and put them in the correct order. Get quick feedback from one or two pairs, then play the audio for students to listen and check their answers. Note that students may not initially suggest the same order that appears in the audio (eg b could come before f). Accept any plausible order.

Answers a) 5 b) 3 c) 7 d) 4 e) 9 f) 2 g) 8 h) 1 i) 6

b Focus on the cartoon and ask a student to read the caption. Then tell students to make similar sentences with the nouns in exercise a. Encourage them to say their sentences with the correct pronunciation, and ask other students to repeat each sentence.

Answers 1 came back 2 Come in!; come in 3 came; came 4 Come on!; coming

man

Everyday English p25

MA You may want to point out to weaker students that one of the words in B goes with two of the words in A.

1.30 Look at the words in the list, then look at the words in italics. Read through the first dialogue and elicit suggestions for which expression students can use instead of returned. Ask students to work in pairs to do the other dialogues. Then play the audio for students to listen and check their answers.

woman

2

GUESS Ask: How do you think the story ended? What happened next? Elicit a few ideas, then ask students to work together with a partner and guess what happened next. Then tell them to write their own ending to the story. Monitor pairs as they work, making a note of any common problems with grammar and vocabulary and helping where necessary. Now ask them to change pairs and share their stories so they can compare their ideas.

3

• a series of events that lead to a resolution (I panicked and started to run. The footsteps ran too. They were right behind me and then someone grabbed my arm.) • a resolution (the person said gently, ‘I’m so sorry. I didn’t mean to frighten you. Is this your scarf? I think you left it in the cinema.’) • an assessment of what happened (I felt rather stupid … but I was glad to have my scarf back.). Put students in groups and ask them to follow the typical structure and create their own stories. Explain that each person just adds one sentence to the story. If there are only a few people in each group, they can continue around the group until they’ve finished their story. Encourage them to use the past simple and past continuous and also include adverbs such as suddenly to make their stories more interesting and dramatic. Monitor students as they work and help them if needed. Praise good ideas and use of English. You could ask students to write up their stories for homework.

Play the audio while students listen to the complete story and compare endings. Ask: What was similar, the same or different about your stories? Did anybody have the same ending? Which ending did you prefer? 1.32

Transcript It was a dark and stormy night. I was walking home alone after the cinema. It was raining hard and the streets were empty. Suddenly, I heard footsteps behind me. They were coming closer and closer. My heart was beating faster and faster. I panicked and started to run. The footsteps ran too. They were right behind me and then … … someone grabbed my arm. I shouted, but the person said gently, ‘I’m so sorry. I didn’t mean to frighten you. Is this your scarf? I think you left it in the cinema.’ He was holding out a pale blue scarf. It was my pale blue scarf! ‘Oh yes, that’s mine,’ I said as I took it. ‘Thank you so much. That’s really nice of you.’ He smiled, turned around and walked away. I felt rather stupid … but I was glad to have my scarf back. 4 Explain that this activity will help students invent ideas. Write the sentence beginnings on the board and elicit different endings for each sentence. Encourage students to be creative and fun and to brainstorm ideas together. 5 Ask students highlight two adverbs in the sentence beginnings in exercise 4 (patiently, busily). Explain how using adverbs can help make a story more interesting. Then play audio 1.32 again and ask students to listen for the typical structure of stories. Elicit their ideas and write the main sections on the board. Generally there is: • a typical opening (It was a dark and stormy night.) • an orientation and introduction to the characters (I was walking home alone after the cinema. It was raining hard and the streets were empty.) • a complicating action or problem (Suddenly, I heard footsteps behind me. They were coming closer and closer.) • a description of how the characters were feeling (My heart was beating faster and faster.)

6

1.33

6 Decide whether you’re going to

use the video or simply play the audio. Read the introduction and explain to students that they’re going to watch or listen to an interview between a woman and the police. Play the audio or video and ask students to note down what the woman says. Ask: Do you think she stole the painting? Why? / Why not? Elicit ideas and write them on the board.

Transcript detective I’d just like to ask you a few questions, if that’s OK. woman That’s fine. detective Where were you between eight and ten last night? woman Um … I was at home. detective What were you doing? woman I was sitting on the sofa in my living room and watching TV. detective What were you watching? woman Um … a film. A James Bond film in fact. detective Which one? woman Oh a very old one – Goldfinger. detective Were you alone? woman No, my husband was with me. detective What was he doing? woman He was doing the ironing! Unit 2

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detective

So you were both at home all the time? woman Yes. We weren’t near the national art gallery! 7 Go through the prompts and tell students to write complete questions. Then play the audio or video again while students check their answers.

Answers 1 What were you doing? 2 What were you watching? 3 What was he doing? 8 Ask students to read the introduction. Check comprehension of any new vocabulary, eg activists, research laboratory, suspect. Tell them to use the context to help them understand the vocabulary. 9

Elicit / Teach alibi. Ask students to work in pairs to think of their alibis, but point out that they can’t make notes – they must remember their story without writing anything down. Remind them to think about the questions in exercise 7 and any other questions they might be asked. Before they begin, ask lots of questions to help them, eg If you were at the cinema, where did you sit? What time did the film start? Who was in it? Was the cinema full? Point out that they’ll need to know the answers to lots of different questions if their alibi is a good one. 1.34

Play the audio and tell them to listen carefully to the questions and create a good story of their activities and movements.

Transcript Where were you and your partner? If you were at home … what were you doing? If you were watching TV … what programmes did you see? If you were having dinner … what did you eat and drink? If you weren’t at home … where were you? If you were at the cinema … how did you go? … what was the film? If you were at a restaurant … which restaurant? … describe the waiter!

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10 Get students to work with another pair and take turns interviewing each other. The police can ask questions together, but the suspects must be questioned separately. Make sure the suspect who isn’t in the interview cannot hear their partner speaking. Encourage the police officers to note down the answers each suspect gives and see if they can find any discrepancies in their stories. Encourage the suspects to tell their stories using the past simple and past continuous.

we don’t say … / we say … This section focuses on the following areas: • incorrect use of the past continuous • incorrect use of prepositions • incorrect tense use before when Ask students to cover the green we say … side and see if they can correct the mistakes themselves before they look and check.

Units 1&2 Review Speaking and reading 1 Ask students to just look at the photos and the title of the article. Tell them to think of words to describe each photo and discuss how they’re different. Ask: How are they connected? How did the woman change her life to become a stunt woman? Which photo do you like most? Why? 2 Allow time for students to read the article and check their ideas. Ask: Did you hear any of the words you suggested in question 1? Did you guess correctly how the woman became a stunt woman? Point out the glossary which explains the word stunt, and check comprehension of any other difficult words, eg stunt double (students should be able to work this out from the context), film extra, financial. 3 Give students time to read through the questions, then ask them to read the article again. Check answers as a class. MA As an extra challenge, ask stronger students to close their books and try to answer the questions from memory, then read again to check.

Answers 1 Amanda’s life was difficult as a child because she grew up in children’s homes, not with her parents. It was difficult as an adult because she had to work to support her three children. 2 Because she had to qualify in lots of different activities and work at the same time. 3 They’re very proud of her and think she’s wonderful. 4 Ask students to read the text again and find out if the sentences are true or false. Tell them to correct any false statements they find, then check answers with a partner. Check answers as a class.

pp26–27

Answers 1 false: She only decided to be a stunt actor when she heard there were no black stunt women in the UK. 2 false: She had all of them before she was 21. 3 true 4 false: At one point she thought she wasn’t going to succeed. 5 false: She climbs trees, jumps into rivers and rides bikes and motorbikes with her grandchildren.

Extra idea: Ask students to read the text carefully and try to remember the details. Tell them you’re going to read the story with some mistakes. They have to listen carefully and find the information that’s different. When they hear false information, they have to say No, that isn’t true and correct you.

Grammar 5 Allow time for students to complete the sentences individually before checking in pairs. Make sure they use the correct form of each verb: past simple, past continuous, present simple or -ing form.

Answers 1 was 2 was working; heard 3 decided 4 took; did 5 think 6 loves climbing 6 Go through the answers and explain that this activity will make students think more deeply about the text, and they’ll also have to work some things out. Question 5 is good for people with a strong mathematical intelligence! Students can write the questions individually or in pairs. Check answers as a class.

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Answers 1 How many children does Amanda have? 2 How long / How many years did it take her to train as a stunt actor? 3 When did she get her first role (as a stunt actor)? 4 How old is Amanda? 5 It says in the text that Amanda is 46 now and her oldest child (Aaron) is 30, so: How old was Amanda when she had her first child? or How old was Amanda when Aaron was born? 6 The question for the answer I don’t know can be anything where the answer isn’t given in the text, eg How many grandchildren does Amanda have? What happened to the children’s father? etc.

Speaking and writing 7 Give students time to think about the questions, then ask them to walk around the room and talk with different people. Tell students to make notes of their answers. When they’ve finished, get feedback on their ideas, opinions and experiences.

Answer 1 She heard that there were no black stunt women in the UK.

Preposition Park Preposition Park is an exercise on prepositions that occurs in each Review unit. Focus on the picture of Houdini and ask: Do you know anything about Houdini? What did he do? Elicit ideas, then tell students to read the text to check their ideas. Use the pictures to check understanding of handcuffs and chains. Write the following on the board and ask students to say which prepositions to use with each one (the answers are given in brackets – don’t write those on the board!): places (in), dates (on), movement (to), jobs (as). Ask students to read and complete the article with the correct preposition.

Answers 1 of 2 in 3 on 4 in 5 to 6 as 7 for 8 from 9 out of 10 under

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Cross Culture: Social etiquette Each of the six Review units finishes with a Cross Culture section. This is often an opportunity to reflect on how people do things differently (or not!) in different parts of the world and how we can begin to be sensitive to these differences and act accordingly. There’s usually a short reading text with a task or questions, often leading to a discussion and a comparison with students’ own culture. a To introduce the topic, ask students if they know about the rules for politeness in countries such as Argentina, Greece, Japan, South Korea and Russia. Allow time for them to read the advice and try to match it with each country. Check answers with the class and ask: Why did you choose each country? Their knowledge of the countries could be as a visitor or as a native speaker. Encourage students to check online to find out more about each one.

Answers 1 Japan 2 Greece 3 Russia 4 Argentina 5 South Korea b Find out if students agree with the advice. Ask: Did you find anything surprising? Ask them to choose a country and find out more about customs and social etiquette as homework. c Ask students to work together and talk about social etiquette and advice for visitors to their country. Extra idea: Ask students to make a poster of the top ten pieces of advice for visitors to their country.

3 UNIT FOCUS

Work and its problems GRAMMAR: going to; verb + infinitive; present continuous for future use; will future VOCABULARY: work; professions; future time expressions FUNCTIONS: giving instructions; making requests; instant decisions and promises

Lesson 1 I’m going to leave my job. pp28–29 Aims The focus of this lesson is to introduce a series of work-related words and expressions, to practise going to for talking about future plans and intentions, and to learn more about verbs followed by another infinitive. Students also talk about their own job and career plans in the near future.

You first! Put students in pairs to discuss the question. Find out how important work is for them and ask: What do you like or dislike about it? Ask other questions about their work, eg Do you work in an office or do you work from home? Or are you a student or unemployed at the moment? Get class feedback and check their ideas and opinions.

Vocabulary Work 1 THINK Focus on the photo and ask students to work in groups to talk about the questions. Encourage lots of ideas and help with vocabulary if necessary.

Suggested answers 1 The smiling faces mean ‘We’re happy with our work, we enjoy it.’ 2 They don’t want to tell their boss their real feelings. They aren’t happy and they don’t enjoy their work. 2

1.35 Ask students to read the statements and guess the meaning of the words in bold. Point out that experience in question 4 is uncountable in this context. Play the audio for students to listen to the words, then play it again for them to repeat each word. Ask students which words are very similar in their own language and which are very different.

Answers 1 salary = a fixed amount of money paid to an employee every month

2 employed = working for someone in return for payment; unemployed = without a paid job 3 get on with = have a good relationship with; colleagues = people that you work with 4 experience = knowledge and skill to do something; qualifications = official record of ability or skill needed for a job 5 business = the activity of buying and selling to make money; earn = receive money as payment for work 6 boss = the person in charge at work 7 self-employed = working for yourself

Transcript salary, employed, unemployed, get on with, colleagues, experience, qualifications, business, earn, boss, self-employed 3 Go through the statements in exercise 2 again and tell students to tick those they agree with. Then ask them to talk with a partner and explain the reasons why. Get class feedback and encourage further discussion. You could do exercises 5 and 6 on Similar verbs in Vocabulary plus at this point.

Reading and speaking 4 Tell students to look at the photo at the top of SB page 29. Go through the words in the box and check comprehension of ask for a rise (= ask for more money). Ask: What is the difference between an assistant and a manager? Put students in pairs or small groups to talk about the questions. Encourage lots of ideas.

Suggested answers 1 in an office / at work 2 One of them (the woman?) is the manager and the other (the man?) is her assistant. 3 They are probably discussing a project. Unit 3

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5 You might find it best to break the activity into two parts. First, ask students to read the article quickly for gist and answer the question What’s Jack’s problem? Set a short time limit (one or two minutes only) so they read quickly. Then tell students to work in pairs and write quick definitions of the words in bold. Encourage them to read the article again to help them work out meaning through context.

Answers travel agency = company that organises trips and holidays career plan = an idea of how you want your working life to develop leave = finish working hard = difficult intends = wants, plans Jack’s problem is that although he enjoys his job, his salary isn’t good; but he can’t ask for a rise because the company can’t afford it. 6 Read through the questions with the class first. Allow students time to read the article again in more detail, then answer the questions. Ask one or two students for their answers, then check answers as a class. MA As an extra challenge, stronger students could try to answer the questions from memory first, then read the article again to check. To help weaker students, identify the relevant part of the article for each question (either number the lines in the article or say paragraph 1, 2, etc).

Answers 1 It plans long trips to exciting places. 2 He travels to different countries. 3 He’s going to stay in his job for another two years. 4 He enjoys his job because he loves travel and gets on well with his colleagues. 5 Because a lot of people plan their holidays online. 7 THINK This task asks students to develop their own ideas, taking the discussion away from the article. Tell students to imagine they’re Jack. Go through the ideas in the box and ask students if they would like to add 60

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any other ideas. Write any extra ideas on the board. Model the example sentence with one or two students, and point out the use of should to give advice. Write some helpful phrases on the board to help students express their opinions and ideas, eg I think he should …, Maybe he could … Give students a few minutes to work alone and think about the situation. Then ask students to talk together and think of things Jack should do. Check their ideas as a class. Tip: It might be useful to ask students to read the article again and highlight all the examples of going to and verbs followed by an infinitive they can find. This gets them ready for the grammar section and helps them see exactly where the lesson is going and what they’ll be learning. It also helps them see the grammar in context and makes it easier to understand.

Grammar 1 going to 8 Focus on the grammar box and read the example sentences. Point out that in short answers, we don’t repeat going to (Yes, I am going to). To give further practice, ask the class what Jack’s plans are next month. Write the following sentence on the board and ask some questions to check their understanding: Next month he’s going to spend a week in the Amazonian rainforest. Ask: When are we talking about? (the future) What words tell us it’s the future? (next month, going to). Ask students to read the article again and underline other examples of going to + verb. If you already asked them to do this (see the Tip above), then just ask them to look back at the items they highlighted. Ask them to decide if the rule in exercise 8 is true or false.

Answers he’s going to spend a week … he’s going to visit some hotels … He’s going to stay in the job The statement is true. Refer to the grammar reference on SB page 137 now or at the end of the lesson and go through it with students.

9 Write the first question prompt on the board: Where / Jack / spend a week / next month? and elicit the question from the class. Then elicit the answer from one or two students and write it on the board. Ask students to complete the rest of the questions and write their answers. Ask students how they might begin their answer to question 6. Ask: Is the answer clear from the article? Elicit that it isn’t, so they should begin their answer I think / I don’t think he’s going to …

Answers 1 Where is Jack going to spend a week next month? He’s going to spend a week in the Amazonian rainforest. 2 What is Jack going to do in Nepal? He’s going to visit some hotels. 3 Is Jack going to stay in the / his job for a long time? No, he’s only going to stay in the / his job for another two years. / Yes, he’s going to stay in the / his job for another two years. 4 How is Jack going to get more business qualifications? He’s going to study in the evenings (to get more business qualifications). 5 Why isn’t he going to travel for a year? Because it can be hard to find a job these days. 6 Is Jack going to ask for a rise? I don’t think he’s going to ask for a rise because he doesn’t think that the company can afford to give him one.

Grammar 2 Verb + infinitive 10 Go through the grammar box. If you asked students to highlight examples of a verb + infinitive before (see the Tip on page 60), tell students to look back at those items. If not, ask them to go through the article now to find more examples. Now read through the sentences about Jack. Ask students to decide if they’re true or false and to correct any false ones. Point out that the answers aren’t always clear from the article, so they’ll need to make a personal judgement as to whether something is true or not. You could do the first item as an example with the class to demonstrate this. Say: Does

Jack earn a lot of money? How do you know? (No, he doesn’t. The article says ‘his salary isn’t good’.) Do you think he can afford to buy lots of things? (No, he probably can’t afford to do that.) Elicit that the answer to item 1 is therefore false. Before students start, check understanding of all the verbs.

Answers 1 false: He wants a better salary. 2 false: He plans to stay for another two years. 3 false: He hopes to start an online travel agency. 4 false: He intends to work with a friend. 5 false: They can’t afford to give him a rise. Refer to the grammar reference on SB page 137 now or at the end of the lesson and go through it with students. 11 Read through the grammar box again, then tell students to underline examples of these verbs in exercise 10 (afford to buy, plans to stay, hopes to get, intends to work, agreed to give). Go through the example with students and explain that they must use each verb once to write true sentences about themselves. Allow them time to work individually, then ask one or two students for feedback. Get general feedback from the class. MA For weaker students, write the verbs on the board and, before they start writing sentences, brainstorm a few ideas of things they could say, eg Next week I plan to go swimming. I hope to see my brother. I intend to wash my car. You could do exercises 1–4 on Verbs + infinitives in Vocabulary plus at this point.

Explore Encourage students to look online for information on future career plans and advice and have them find out details of how to develop their work ambitions. It would be useful to set specific questions to give the activity a clear focus. Ask: What things do you have to do in that job? How long would it take you to become qualified? What personal and social skills do you need? What are the advantages and disadvantages of having that job? Unit 3

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Speaking 12 Tell students to turn to SB page 124. Read through Roleplay 1 and make sure students are clear what they have to do. Put students in pairs, A and B. Ask all the A students to write notes before they begin to help them with what they want to say to their boss. If necessary, model an example conversation with a strong student. Then give students time to have their conversations. Monitor pairs as they work, making a note of any common problems with grammar, pronunciation or intonation. Then look at Roleplay 2 and repeat the process. Help the B students with ideas for Jack’s options. It might be useful to write some ideas on the board, eg leave and look for another job. Give students time to have their conversations. When they’ve finished, ask pairs to tell the class what advice Jack’s friend gave. Find out how many students gave the same advice. 13 Model the example dialogue with one or two students. Encourage them to give more information about their career plan. If they don’t have a career plan, tell them to invent information, otherwise the conversations will be very short! Alternatively, if students don’t have a job, they can talk about someone they know who does.

Put students in groups of three and ask them to ask and answer questions to find out more about their jobs. Tip: Always try to relate recently learnt grammar and vocabulary to students’ own lives and experiences. This helps it become more meaningful and memorable and gives them a real reason to learn. Try to leave plenty of time for freer speaking activities at the end of the lesson so students can actually use the grammar in a natural context.

Did you know? Discuss the statements with the class. Ask: What did you find interesting or surprising? Do you think these things are true? Do you agree with the phrase ‘It’s not what you know, it’s who you know that counts.’? Ask them if they know anybody who got a job through networking (ie ‘who you 62

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know’). Ask: Why do people say they’re ill on Friday? Elicit lots of ideas and get feedback from the class. Extra idea: Ask students to discuss what could be done about the problem of people being ill or leaving their jobs because of stress.

Lesson 2 I’m flying to LA tomorrow. pp30–31 Aims The focus of this lesson is to introduce a series of words related to professions and to find out more about a scriptwriter’s life. It also looks at the difference between the present continuous to talk about future arrangements and going to to talk about plans and intentions. In addition, students practise their writing skills with an informal email to make arrangements with a colleague.

You first! Look at the photos and explain / elicit that they’re all about crime / the police. Ask students to talk in pairs about whether they watch crime drama, and if so to talk about their favourite crime shows on TV. Ask: What are your favourite shows and why? It doesn’t matter if students say they don’t watch crime drama – this question is just to find out more about their personal TV tastes.

Vocabulary Professions 1

Look at the photos again and go through the questions. Check comprehension of each word in the list. Point out that the questions are designed to help students understand the vocabulary. Tell them to work in groups to answer the questions, using a dictionary or checking online if necessary. Get feedback from groups and check answers as a class.

Suggested answers 1 criminal 2 criminal, detective, police officer (and possibly photographer) – because a criminal commits a crime and detectives and police officers try to solve a crime. A photographer might take photos of a crime scene.

3 A: cameraman B: detective / photographer C: police officer 4 actor, cameraman, director, producer, writer businessman, lawyer criminal, detective, police officer, journalist, photographer editor, journalist, writer 5 A 1.36 Say the word actor and ask 2 P students to repeat it. Offer help and gentle correction if needed and get them to notice the schwa sound at the end of the word. You could also write the word and its pronunciation on the board and highlight the sound you want them to practise: actor – /ˈæktə/. Point out the changing stress and pronunciation on photograph – photographer (/ˈfəʊtəɡrɑːf/ – /fəˈtɒɡrəfə/.

Focus on the words in exercise 1. Tell students to work in pairs and find the schwa sounds in each word. Play the audio for students to listen and check their answers. Ask: Which word doesn’t have the schwa sound? MA For some students it might be helpful to read through the list of words with the class first so that they can hear the words. Alternatively, play the audio before they do the exercise, then again to check.

Transcript and answers actor, businessman*, cameraman*, criminal, director, editor, journalist, lawyer, photographer, police officer, producer, soldier, writer Detective doesn’t contain a schwa. * Note that the ‘i’ in businessman and the ‘e’ in cameraman are not usually pronounced.

Reading 3 Tell students they’re going to read a text about a scriptwriter. Teach / Elicit the meaning of scriptwriter (somebody who writes the words (the script) for films). Ask them to look at the words in the vocabulary box and underline those they think will be in the text. If there are any words they don’t know, get them to quickly look them up in their dictionaries. Elicit ideas from the class, but don’t check answers yet.

Tip: Pre-teaching words helps to clarify the meaning of new words and helps students to read the text without stopping to keep looking words up in the dictionary. It also helps students to read more quickly and remember the details more easily. 4 Allow a few minutes for silent reading and ask students to check their predictions from exercise 3. Ask: Did any words surprise you?

Answers Words in the article: change, competition, creative, crime drama, criminal, do research, editor, episode, project, rewrite, version 5 Tell students to read the article again and answer the questions. You could set a time limit to encourage students to find the answers as quickly as possible. If you do this, it’s a good idea to get students to read through the questions first so they know what information they’re looking for.

Answers 1 She’s sitting at her desk, drinking a cup of strong coffee and working on her TV script. 2 In the first two months of the project 3 She’s writing the second version of episode 2, because the editors have asked for a lot of changes. 4 By Tuesday afternoon at the latest 5 There’s a big meeting at 9am in Los Angeles with the producers, writers and editors of the TV series to discuss the next three episodes. In the afternoon she’s meeting her editor to look at the changes to episode 2. 6 Because they aren’t happy with it and they think she’s the most creative person on the team. 7 Tony is a friend of Renata’s and she doesn’t want to upset him. MA As an extra challenge, stronger students could try to answer the questions without looking at the article again, then read and check their answers.

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She’s staying in a hotel … (present continuous) … the producers, editors and writers are having a big meeting. (present continuous) They’re going to discuss the stories … (going to future) Renata is meeting her editor … (present continuous) … they’re going to look at the changes … (going to future) … the producers are going to ask her to rewrite it … (going to future) ‘What am I going to do?’ (going to future)

Extra idea: Ask more questions about the article, eg What time is it at the beginning of the article? How old is Renata? Where does she live? How many scriptwriters are working on the crime drama? Which episodes is Renata writing? Why is she feeling stressed? 6 Put students in groups of three to talk about the questions. Get class feedback and check their ideas. Write their ideas for question 2 on the board and ask students to vote for the best advice to give Renata. Extra idea: To review recently learnt vocabulary, put students in small teams. Tell them you’re going to write some of the vocabulary from the lesson on the board. Choose one student in each team and ask them to turn their chair so they can’t see what’s written. Their partners have to describe the word to them and they have to guess what it is. The first one to guess the word correctly gets a point. The team with the most points at the end wins the game.

Grammar Present continuous for future use 7 Write I’m having lunch with a colleague on the board and ask: When are we talking about? If they say now, write tomorrow at the end of the sentence. Then ask: Do we always use the present continuous to talk about things happening now? Point to tomorrow on the board and teach / elicit that we can also use the present continuous to talk about things we’ve arranged to do – future arrangements. Tell students to find other examples in the article about the scriptwriter’s life. Ask: Which sentences describe things happening now and which ones describe the future? Tell them to only underline sentences that refer to the future.

Answers … the script is going to be ready by then. (going to future) Renata is flying to LA. (present continuous)

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Note: These are things that are happening now. They use the present continuous, but they’re not about the future: Renata Gonzalez is sitting at her desk. She is drinking a cup
of strong coffee. She is working on her TV script. She and three other scriptwriters are writing a crime drama. Renata is writing episodes 2 and 6. She’s feeling stressed. Refer to the grammar reference on SB page 138 now or at the end of the lesson and go through it with students. 8 Tell students to look at the sentences they underlined in the article, then look at the statements in the exercise. Ask them to work in pairs and tick the statements that are true. At this point, they may ask questions about the difference between the present continuous and going to. Write the example sentences in statement 4 on the board and try to elicit which sentence is more certain. Ask: Which one is arranged and which one is a plan? The difference is often very slight, but we tend to use the present continuous to talk about fixed future arrangements.

Answers 1, 2 and 3 are true. 9

Tell students to cover the article and try to remember Renata’s arrangements for the week ahead. Model the example dialogue with one or two students to help them see what kind of questions they should ask each other. Put students in pairs to discuss the arrangements,

agree on the correct ones and write a diary for her week. Then tell them to read the article again to check how many things they remembered correctly. 10 EVERYBODY UP! Energise your class with this walk-around activity. Go through the list of items and revise how we ask questions. Ask: How do we ask questions using the present continuous? Highlight subject–auxiliary verb inversion: I am travelling by train next week. / Are you travelling by train next week? Give students time to think of the questions they need to ask, then tell them to walk around and find out about other people’s future arrangements. You may want to set a fixed time for this activity to make it more dynamic. Extra idea: Give students a handout that looks like a diary or planner. For each day it should have space for morning, afternoon and evening. Tell students to write plans in the spaces for each day but leave four spaces empty. Show an example planner so they know what to do. Tell them to go around the room and try to arrange meetings with each other using the present continuous, eg Hi Jan, what are you doing on Friday afternoon? Shall we meet? – No, I’m sorry. I’m busy on Friday afternoon. I’m going shopping with my mum.

Writing and speaking 11 Read through the email with the class first and do the first item together as an example. Ask: What words could go in this gap? What word do we use with ‘meeting’? Elicit ideas, eg have, hold, arrange, organise. Put students in pairs to complete the email. Where they think there’s more than one possible answer, tell them to come to an agreement about which word to use. Monitor pairs as they work, making a note of any common problems and helping with any vocabulary as necessary. Make sure students use the correct tense for each missing verb.

Suggested answers 1 to have / hold / arrange / organise 2 project / programme 3 meeting 4 for 5 ’m going / flying / travelling 6 editor 7 are having 8 ’s doing 9 going to

12 Tell students they’re going to write an email back to Jerry. Ask them to work in pairs and allow them a few minutes to think of ideas together before they start writing. Elicit reasons why Lisa can’t meet Mike on the dates Jerry suggests and write them on the board. While students are working, walk around and offer help if needed. After they’ve finished, ask them to read each other’s emails and help correct any small mistakes they see. Tip: Try to encourage peer correction after writing activities. This creates a feeling of co-operative learning and also helps students notice mistakes, correct their work and develop better grammatical accuracy. 13 Ask one or two pairs to read out their email from exercise 12. Choose one and break it down into sections. Go through each section and elicit what students might say in a telephone conversation instead of an email. Teach / Elicit useful phrases for talking on the phone, eg Hello, could I speak to Jerry, please? Speaking. Students then all work on their emails to turn them into telephone conversations and act them out. Monitor pairs as they work, making a note of any common problems with pronunciation or intonation. Make sure they use the correct future forms for plans and arrangements. MA For weaker students, it would be useful to write language they might need on the board. You could also note down the stages of the telephone conversation: greeting, saying what you’re calling about, giving a reason why you can’t make the date, apologising, saying goodbye.

De-stress! Read through the text and tell students to look at the picture to help them understand the instructions. Ask: How does it feel to massage your forehead in this way? Tell them that it’s actually something we tend to do naturally when we’re feeling tense or stressed. Encourage them to do it now!

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Lesson 3 Will they like this? pp32–33 Aims The focus of this lesson is to practise future time expressions and to use will and won’t to talk about future predictions.

You first! Ask: Are you good at telling jokes? Elicit answers from around the class and perhaps get one or two confident students to try telling a joke.

Listening 1 1 To introduce the listening activity, ask students to discuss the questions in pairs or small groups. Ask: What do you think the advantages and disadvantages of being a comedian are? Use the photos to pre-teach the words audience, comedian and stage. Get feedback from students and see if they guessed correctly what a stand-up comedian does. Ask: How are comedians like actors? Explain that like here means ‘similar to’.

Answers 3 A stand-up comedian stands in front of an audience and tells jokes and funny stories. 2 Go through the statements first and explain the meaning of the phrase nine-to-five (we use it to refer to a job where you start work at nine o’clock and finish at five o’clock every day). Have students look at the statements together and decide which things are true for an actor or a comedian and get them to think of similarities and differences between the jobs. Note that students could have different answers to those given here – that’s fine if they can give reasons for their answers.

Suggested answers a) C, A b) C, A c) C g) C, A h) C, A 3

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d) A

e) C

f) C

1.37 Tell students they’re going to hear a stand-up comedian talking about his job. He’ll say some of the things in exercise 2. Tell students to listen and number the sentences about the comedian (not the ones about the

Unit 3

actor) in the order that they hear them. Play the audio once all the way through, then play it again, pausing if necessary, for students to check their answers. Check answers with the class. MA It might be helpful for weaker students if you write the letters of the sentences about comedians on the board: a, b, c, e, f, g, h. Alternatively, tell students to underline the sentences about the comedian.

Answers 1g 2a 3b 4f 5e 6h 7c Transcript Hi, I’m a man with a very unusual job – I’m a comedian. Well, maybe my job isn’t that unusual. In many ways, comedians are like actors: we don’t have a nine-to-five job or regular working hours, we travel and perform all over the country, and we don’t have a regular salary. But in other ways, a comedian’s job is very different from an actor’s. For one thing, you don’t need any qualifications to be a comedian. The only qualification is that you’re funny – that’s all. We write our own scripts, and we don’t have colleagues. Actors are different, they work with a group of people. It isn’t an easy job. You write your script. You think: will the audience like this? Yes, it’s funny. And they’ll love this. Mmm, maybe they won’t like this joke. What about this one? Will they like it? Yes, they will! I think they’ll love it. But you can never be sure. You tell yourself, I’ll do well, it will be fine. But the problem is, every audience is different. You stand up on the stage and tell a joke and the audience loves you. Two days later, you tell the same joke in a different city – and nobody laughs. And you feel terrible. You need people to laugh. And then you tell another joke – and the audience laughs. And you think: That’s it. That’s why I’m a comedian. Extra idea: Instead of students ticking the items in exercise 2, you could write them out on separate pieces of paper and ask students to put them in the correct order as they listen. This helps with different learning styles and provides a kinaesthetic and auditory focus.

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Students work individually to try to complete the extract from memory. Play the audio for them to listen and check their answers.

Refer to the grammar reference on SB page 138 now or at the end of the lesson and go through it with students.

Answers 1 script 2 like 3 love 4 joke 5 love 6 never 7 fine 8 audience

6 Pre-teach the word report. Allow time for students to complete the text individually. Tell them to look back at the grammar box if necessary.

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Transcript It isn’t an easy job. You write your script. You think: will the audience like this? Yes, it’s funny. And they’ll love this. Mmm, maybe they won’t like this joke. What about this one? Will they like it? Yes, they will! I think they’ll love it. But you can never be sure. You tell yourself: I’ll do well, it will be fine. But the problem is, every audience is different. Extra idea: To set up more learner interaction and speaking, give students a text that has more gaps. Play the audio again without pausing it while students listen and try to complete as much as they can. Tell students to share what they have with a partner, then talk to other people until they’ve completed the text.

Grammar will future 5 Read through the grammar box with students. Point out that in short answers we don’t repeat the verb, eg Yes, they will, not Yes, they will like. Ask students to read the extract in exercise 4 again and underline sentences with will. Read out the rule and ask students to look at their underlined sentences to work it out. Note that students sometimes have difficulty hearing the /l/ in subject–verb contractions, so write the following sentences on the board and get them to practise the pronunciation: I think they’ll like it. I’ll do well.

Answers ... will the audience like this? ... they’ll love this. ... maybe they won’t like this joke. ... Will they like it? Yes, they will! I think they’ll love it. I’ll do well, it will be fine We use will + verb to make a prediction.

Answers 1 will take / ’ll take 2 won’t be 3 will be / ’ll be 4 Will I enjoy 5 won’t 6 will feel / ’ll feel 7 Tell students to work individually and think of something they have to do at work (or school or home). Tell them to describe the task to a partner and make predictions about it, eg It will / won’t take a long time. I think it’ll be easy. Encourage them to use the future simple (will + verb) to make predictions and remind them to look back at the text in exercise 6 if they need help.

Vocabulary Time expressions 8 Introduce the time expressions in the box. Ask: When does each expression refer to? Help with understanding by saying: Today is Monday. Tomorrow is Tuesday and the day after tomorrow is Wednesday. Elicit which expressions basically mean the same thing. To check comprehension say: Tomorrow is Tuesday. The day after that / the next day / the following day is Wednesday.

Answers the day after tomorrow, the next (day), the (day) after that, the following (day) All these expressions can be used to mean ‘the day after tomorrow’. 9 Read the examples with one or two students and revise ways of saying the date. Point out that in order to practise the last three expressions in exercise 8, students need to give a day or date first, eg Saturday is October 29th. The … Allow time for students to write sentences. Monitor students as they work, making a note of any common problems with dates and time expressions. Ask one or two confident students to read out their work. Unit 3

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The following week, I have no work so I’ll be at home. That’s OK, I’m happy to spend time with my family. The week after that, I’m going to be in London again, performing at the same clubs as before.

10 EVERYBODY UP! Model the example dialogue with one or two students and point out the use of will in the prediction and in the answer. Ask students to walk around the room and make predictions about each other using will and the time expressions. Get class feedback, correct small mistakes and highlight good sentences that you heard. Extra idea: Play Hangman (see page 233) but instead of getting students to guess letters in words, ask them to guess where you’ll be later in the week. If they say incorrect sentences, add another piece to the hangman picture.

Listening 2 11 Tell students they’re going to hear more about the comedian’s job. To set the scene, ask them to work in pairs, close their books and think of problems that a comedian might have. Elicit a few ideas from the class. Accept any answers at this point, as long as students can give reasons for them.

All this travelling is quite hard. It isn’t good for your relationships, you know, with your partner and your family. And the money isn’t great, either. And nothing’s certain. Will I have work in May? Maybe I will, maybe I won’t. And when there’s no work, there’s no money. And I have a family! You have to really love being a comedian to stay in the job. 14 Go through the questions first and highlight the use of the time expressions. Tell students to listen again and work out what the comedian will be doing at these different times. Play the audio again and have them answer the questions. MA For weaker students, it might be helpful to write the time expressions on the board and elicit the timeframe, eg this week, next week, the week after that, the following week (ie this refers to four consecutive weeks).

12 Tell the pairs to read through the list of problems. Ask: Did you think of any of the same problems? Get class feedback and write any other problems they thought of on the board. Ask the class: Do you agree with these other ideas? 13 1.39 Play the audio while students listen and tick the problems in exercise 12 that are mentioned. Tell students to check their answers with a partner, then check answers with the class.

Answers b, g, d, e, f Transcript One problem comedians have is that we have to travel a lot. Most comedians travel between 40 and 50 weeks a year. You usually have half the week at home and half the week away from home. Here’s an example from my schedule. This week and next week I’m performing in three different clubs in London. The week after that, I’m working in Scotland. That will be hard work, I can tell you – it isn’t easy being an English comedian in Scotland! 68

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Answers 1 He’s performing in three different clubs in London. 2 He’s working in Scotland. 3 He’ll be at home. 4 Because he has no work that week. 5 He’ll be in London, performing at the same clubs as before.

Tips: Giving students time to look at the questions first means they know what to listen for.

Try not to ask students if they want to listen to the audio again. It’s important to walk around and monitor how students are doing when they’re doing listening tasks. This means that you can actually see if they need to listen to the audio again and then play and pause the audio as needed. Extra ideas: As this audio is quite dense, with a lot of information in a short time, it would be useful to ask some extra questions, eg How many hours do comedians usually travel in a year? Does

the comedian like being at home? Why isn’t the work certain? Why does the comedian say ‘And I have a family!’? Tell students to work in pairs and compare the jobs of a comedian and a lawyer. Ask: Would you like to be a comedian or a lawyer? Talk about qualifications, working hours, colleagues, salary, time with partner and family, travel, type of employment.

Speaking 15 Ask students to work in small groups and talk about why they like or dislike their jobs. If they don’t have a job yet, tell them to imagine a job they’d like to have in the future.

Model the example sentence and focus on the use of will to make a prediction and also the use of for to talk about a period of time. Tell students to take turns to give their information to the other people in the group and encourage them to write one or two predictions for each person as they listen to each other. MA Help weaker students by brainstorming lots of different jobs and writing them on the board. It might also be useful to do an example first with the class. Talk about your job and say why you enjoy (or don’t enjoy!) being a teacher. Ask: Do you think I’ll still be a teacher in five years? How long do you think I’ll stay in this job? Tip: Write your questions on the board and keep them and the jobs there during the speaking activity to remind students during their conversations. Leaving sentences highlighting the grammar focus on the board is very useful as students can use them throughout an activity.

16 Model the example dialogue with one or two students. Highlight the expressions they can use, eg That’s interesting. Sorry, I don’t think ... Elicit other expressions from the class, eg I agree / I don’t agree. I think you’re wrong. Yes, that’s right, etc. Tell students to discuss their predictions together. Find out how many people in each group made the same or similar predictions about the others in the group.

17 Allow students time to work in pairs and talk about the cartoon. Ask: What’s happening in the picture? Does the comedian look happy? Why not? Encourage lots of active discussion. Elicit answers for question 1 from several pairs and see if they agree.

Answer The audience is bored; they don’t think she’s funny. 18 Ask pairs to read out their ideas to the question What do you think the comedian is thinking? Accept any logical ideas – there’s no correct answer. Do a class vote on the best or funniest ideas.

Explore For this activity, students should type the name of their favourite comedian into a search engine. Encourage them to find a video clip that shows the comedian telling jokes. Ask them to write down one or two jokes that they can bring into class. However, they should make sure that the jokes are appropriate!

Art & Music For the painting, tell students they can see a larger version on SB page 125. Tell them to read the questions and see what they can find out online. A good starting point would be to search using the painting’s title and the artist’s name, then research more about the people in the painting. For the song, ask students if anybody knows these lyrics and can sing them – it’s a very wellknown song, so somebody may know it. Tell them to find the video for the song on YouTube. It’s a wonderful video and has a very famous actor in it. Extra questions for class or homework Art Find out one extra piece of information about each of the Marx Brothers. Find one other painting by Bill Manson and write a short description of it. Music Who were the two actors in the video with Bobby McFerrin? Find out more about them.

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Answers Art They were actors and comedians and they were called the Marx Brothers. Music Song: worry, be happy McFerrin says that when you worry, you make it double; you should call him when you worry so that he can make you happy. Culture notes: Bill Manson is an artist who lives and works in Arizona in the USA. He’s also a drummer and has played around the world for over 25 years – his musical tastes influencing his strong images. He’s also a trained designer and this led him to start painting his colourful images – many of well-known artists, singers and sports men and women. Three’s Comedy is a painting he did in 2011 of the Marx Brothers. They were a family comedy act, performing from 1905 to 1949. There were five brothers, and initially all five of them were in the act, but eventually the two younger brothers left and the three older brothers – Chico, Harpo and Groucho – became the act. They all had very distinct comedy personalities. They were already popular on the stage when ‘talking movies’ were developed, so they moved from stage to film and became even more successful. The three brothers made 13 films together and five of these films were selected by the American Film Institute as among the top 100 comedy films. Bobby McFerrin is an American musician and singer who’s famous for his 1988 song Don’t Worry, Be Happy. The song was a number-one hit in the USA and won three Grammy Awards in 1989. The song was also a top-ten hit in 17 countries, and the original video included the comedians Robin Williams and Bill Irwin. Bobby McFerrin has won ten other Grammy Awards for songs such as Another Night In Tunisia (1985), Round Midnight (1986 and 1992), What Is This Thing Called Love and The Elephant’s Child (1987) and Brothers (1988). He’s also been a guest conductor for symphony orchestras and makes volunteer appearances as a guest music teacher at schools in America. 70

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Vocabulary plus p34 Verb + infinitive 1 Before students start the activity, ask them to cover the conversations and just look at the pictures. Ask: What do you think is happening in each picture? Elicit some ideas, then put students in pairs to read the conversations and match them with the pictures. Point out that there’s one conversation that doesn’t go with any of the pictures. Check comprehension of the words in bold. Elicit answers from the pairs and ask them to give reasons for their choice. Check answers as a class.

Answers A4 B3 C2 1.40 Say the words in bold on their 2 P own: promised, arranged, managed. Ask: What sound do you hear at the end of each word? (promised = /t/, arranged and managed = /d/). Now say quickly: promised to. Ask: Can you hear the sound /t/ twice? Elicit that you can only hear it once. Do the same with arranged to and managed to. Ask: Can you hear the sound /d/ before you hear the /t/ sound in ‘to’? Elicit that you can’t hear it. Teach / Elicit that this is because in rapid speech we often run sounds together.



Play the audio and ask students if they can hear the /d/ at the end of each word in bold. You may need to play the audio two or three times for students to hear the sound correctly.

Answer No, you can’t hear the ‘d’. Transcript 1 You promised to do it. 2 I’ve arranged to give you a rise. 3 I managed to do it. 3 P Play the audio again for students to repeat the sentences. 4 Check pronunciation of the words in bold in exercise 1. Focus particularly on expected. Ask: Does this have a /t/ or a /d/ sound at the end? Elicit that it doesn’t have either – it has the sound /ɪd/.



Allow students time to work in pairs to write three short conversations, using the words in bold and the conversations in exercise 1 as a model. Go around the class helping with ideas or vocabulary where needed.

2 Work and job mean roughly the same in this sentence. However, point out that work is uncountable, and while a job is the name of the work that you do to earn money, work is more general. It can mean ‘job’ but it can also mean the different activities you do in your job, and also anything that requires effort. 3 A career is a progression through your working life, probably involving several jobs. 4 Salary and pay mean roughly the same in this sentence. 5 If you’re out of work, you’re unemployed. If you’re at work, you’re at the office (or other place that you work). 6 An employer pays someone to work for them. An employee is paid to work for someone else.

MA Elicit ideas from the class before they start and write them on the board to help weaker students. When they’ve finished, ask students to practise their conversations with two other pairs. Monitor pairs as they practise, making a note of any common problems with pronunciation or intonation, focusing particularly on how students join words in rapid speech. Extra idea: Tell students to write their conversations but miss out the verbs in each one. Tell them to swap conversations with another pair and guess what the missing verbs are in the conversations from context.

Similar words 5 Go through the sentences and point out the words in italics. Do the first one with the class as an example. Ask: What does ‘part-time’ mean? What does ‘full-time’ mean? Elicit that they have a different meaning.

Allow students time to work individually or in pairs to go through the remaining sentences. Encourage pairs to give simple definitions of each word. Check answers as a class. Tip: Explain that it can be very useful to try and give a definition of a word using other simpler words, eg part-time = when you don’t work every day, or when you perhaps work in the morning, but not in the afternoon. Tell students that if they don’t know a word in English, this can be one way of finding out what it is from a native speaker.

Answers 1 A full-time job is one that involves working the whole working week (around 40 hours a week). A part-time job is one that involves working only part of the working week (20 hours a week or less).

6 Tell students to work in their pairs to talk about their own jobs using the words from exercise 5. If they don’t have a job, they can talk about the job of somebody they know well, or make up a job.

Focus on: Phrasal verbs a Go through the verbs with the class. Teach / Elicit that these are all phrasal (or multi-word) verbs, so they’re made up of a verb, eg deal, and a preposition (or particle), eg with. Point out that the meaning of the phrasal verb can’t usually be guessed from the meaning of just the verb. Note that at this stage, we’re just dealing with meaning and not going into the grammar of phrasal verbs.

Tell students to check the meaning of the phrasal verbs (they can look them up in a dictionary or online) and complete the paragraph. Remind them to use the correct tense in each gap (present simple or continuous). MA To help weaker students, go through the gaps first and identify which tense is needed in each one. For each gap, ask: Is this something that happens regularly, or is it happening now? Check answers with the class.

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Answers 1 work for 2 go in 3 working on 4 deal with 5 work out 6 look for

Answers 5 and 8 are the least polite as they use imperatives. Note, however, that sentence 5 also uses please, which does make it more polite than sentence 8. Sentence 7 could also be considered less polite than the others.

b Put students in pairs to ask and answer the questions. Tell them to look at the questions and underline the phrasal verbs first. Elicit feedback from the class. Extra idea: Ask students to say what they answered for the first question. Put the class into two groups – those who think it’s better to work for a big company and those who think it’s better to work for a small one. Ask each group to write five reasons why they think they’re correct, then give groups one minute to try and convince the other group of their position.

2 Go through the instructions and model an example dialogue with a strong student. Make a request or give an instruction, eg Could you open the door, please? and ask the student to do the action. Choose another student and give an instruction, eg Tell Tia to stop writing. The student should follow the instruction or give a reply, eg OK. Put students in groups to practise making requests and giving instructions. Monitor groups as they practise, making a note of any common problems with grammar, pronunciation or intonation.

Everyday English p35 Giving instructions; making requests 1 Go through the verbs in bold and check comprehension. Ask: What word comes after each verb? Elicit that it’s an object (you, Yoko, him, etc). Ask: What comes next? Elicit that it’s an infinitive with to (to think, to do, to come, etc). Explain that we often use this structure (verb + object + infinitive) to give instructions or make requests. Point out that in the negative, we say not to, eg Tell him not to do that. Look at question 1 together. Ask: Can we say ‘We want to think about this carefully’ here, or does that mean something different? Teach / Elicit that it has a very different meaning to We want you to think about this very carefully.

Refer to the grammar reference on SB page 138 now or at the end of the lesson and go through it with students.



Ask them to read the sentences and work out which ones sound the least polite. Ask: Why do you think they aren’t as polite as the others? Show how we use modal verbs such as can, could and would to be more friendly and polite.

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3 Explain that you’re going to watch a video (or just listen to a conversation) between a manager and an employee. Go through the questions with the class and tell students to look at the photos. Ask: Which person do you think is Luke? Which person is Mehmet? Make sure they’re clear about the difference between a manager and an office worker. Students work in pairs or small groups to predict answers to the questions. Elicit a few ideas from the class, but don’t tell them if they’re right or wrong. 4

1.41 6 Decide whether you’re going to use the video or simply play the audio. Pre-teach document, urgent and chat. Play the video or audio for students to watch or listen and check their predictions.

Answers 1 Luke asks Mehmet to look at a document. 2 He tells them to get back to work. Transcript luke Could you take a look at this document, Mehmet? mehmet No problem. luke When can you do it? It’s pretty urgent.

mehmet

I’m very busy today. Let me think … I can look at it first thing tomorrow. Is that OK? luke That’s fine, but I need you to write a report on it by Friday. mehmet Sure thing. You’ll have it on Friday, that’s a promise. luke Excellent! mehmet I’m getting a coffee, do you want one, Luke? luke Thanks, yes, I’ll have it black, no sugar. And, um, can you tell everyone to stop chatting and do some work? mehmet You tell them, Luke. They’ll run to their desks! luke Hey, guys, get back to work!

Useful expressions 5 Go through the phrases in the box. Ask students to complete the conversation, then compare answers with a partner. Don’t check answers as a class yet. MA To provide help for weaker students, play the video or audio again before students complete the conversation. 6 Play the video or audio again (up to Excellent!) for students to check their answers.

Answers 1 take a look 2 No problem 3 pretty 4 Let me think 5 first thing 6 Sure thing 7 that’s a promise

Instant decisions and promises 7 Read the sentences in the table and teach / elicit the difference between an instant decision and a promise. Point out that very often they’re the same thing. Tell students to turn to SB page 148 and look at transcript 1.41. Tell them to find all the examples of will in the conversation and work in pairs to decide whether they’re an instant decision, a promise or a prediction. Elicit a few answers from students, then check answers as a class.

Refer to the grammar reference on SB page 138 now or at the end of the lesson and go through it with students. 8 Tell students to look at the sentences in exercise 1 again. Put students in pairs and tell them to take turns reading out a sentence, then making a decision or a promise. Model the first one as an example with a strong student. Elicit ideas for a relevant response, eg OK, I’ll think about it very carefully. MA As an extra challenge, stronger students could write two or three more sentences and use these to elicit a response from their partner. Extra idea: Create a grammar quiz with ten to 15 sentences and questions that review the language from this unit. Put students in small groups and get them to answer the questions together. Tell them they can look in their books to help them. The team with the most correct answers at the end is the winner. Example questions: 1 Which sentence is a future arrangement? ‘I’m meeting Tom at the restaurant tomorrow’ or ‘I’m going to visit my friends at the weekend’? 2 Which sentence is a prediction? ‘I think it’s going to rain’ or ‘I’m going to meet my friends next week’?

we don’t say … / we say … This section focuses on the following areas: • omission of to in the structure verb + infinitive • incorrect future tense use for talking about an intention • incorrect future tense use for a prediction • incorrect use of don’t for a negative instruction Ask students to cover the green we say … side and see if they can correct the mistakes themselves before they look and check.

Answers a) I’ll have it black b) You’ll have it on Friday c) They’ll run to their desks! Unit 3

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4 UNIT FOCUS

How we live GRAMMAR: present perfect v past simple; for and since; already, VOCABULARY: technology, household items, household tasks FUNCTIONS: opening and closing a conversation

Lesson 1 Have you ever written a blog? pp36–37 Aims The focus of this lesson is to introduce a series of words and phrases to do with technology, and to focus on the different uses of the present perfect to describe past experiences and the past simple to give more details. Students then talk about their own experiences with technology. Note: It would be useful to bring in some photos of people using technology for this lesson, in particular people looking at their mobiles instead of each other in a restaurant or home situation.

You first! Tell students to talk with a partner about how long they spend online each day. Ask: Do you think you spend too long using laptops, tablets or smartphones? Elicit feedback from the class and ask for their reasons.

Vocabulary Technology 1 Read the definition of technophobe together. Check comprehension of advanced technology by asking for more examples, eg a mobile phone, tablet. Then ask students to discuss the question. 2 Explain / Elicit the fact that How technological are you? means ‘How much do you like using technology? How good are you with it? Do you have problems using it?’. Go through the quiz with the class first. Find out how many people already know the words in bold – many of these are the same in different languages, so they may be able to guess the meaning if they don’t know it already. Put students in pairs to work through the words. They can either use a dictionary or look them up online if they don’t know them.

Answers gadgets = small devices or machines with a particular purpose 74

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yet, just

e-reader = a small computer on which you can read books download = to copy or move programs or information into a computer’s memory, usually from the internet software = computer programs hardware = the physical and electronic parts of a computer blogs = online diaries printer = a machine linked to a computer that prints onto paper put it right = correct or resolve something 3 Do the first question with a student as an example. If they answer yes, give them one point. Tell students to do the quiz with a partner and give a point for each answer as follows: 1 Yes, 2 No, 3 Yes, 4 Very important, 5 Yes; yes, 6 Yes, 7 Yes. Explain that if they get 7 points, they’re very good with technology. It would be a good idea for students to alternate asking questions, rather than one person asking all the questions, then swapping over. This will help to keep the interest level up and will encourage interaction and speaking. Ask: How many people in the class are / aren’t very good with technology? You could do exercises 1 and 2 on Technology in Vocabulary plus at this point.

Reading 4 Ask: What do you think ‘opposites attract’ means? (When people are very different, they often like each other.) Do you think it’s true? Ask for ideas and reasons. Allow time for students to read the article and quickly describe Fergus and Dan.

Suggested answers Fergus is an artist. He hates technology and has never used a computer. Dan is a journalist. He loves technology but realises that face-to-face communication is important too.

Tip: It’s a good idea to set a focus question (with an answer that can be found somewhere near the end of the text) to give students a reason to read quickly for gist. Ask them to write down the answer. They’ll often just try to underline it, but it’s better if they write it, as this gives you a clear visual sign that they’ve finished reading. Extra idea: Write the title of the article Opposites attract on the board. Ask students to work with a partner and write down as many words as they can using the letters in the title. Model the activity on the board with words like sit and act so they can see what to do. You could make this into a competition by setting a short time limit. 5

Go through the list of things and write them on the board. Check students understand personal (Phone calls are so much more personal). Tell students to write down everything they can remember from the article about these things and Fergus. Tell them to check with a partner and see who remembered the most things. Get feedback from pairs, then give them time to read the article again to check their answers. MA Encourage stronger students to give a little bit more detailed information. You can get slightly shorter answers off weaker students, as they may not yet have the language or confidence to give longer answers. Point out that comprehension is the aim here, not using language correctly.

Answers 1 Fergus has never used a computer. When someone gave him one, he put it in a cupboard. 2 He has used a mobile phone, but only for phone calls, not for texts. 3 He thinks phone calls are more personal than text messages. 4 He has never watched a video on YouTube. 5 He read Dan’s latest blog last week.

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THINK Ask students to discuss the questions together. Elicit class feedback and find out their ideas and opinions. Extra idea: You could also tell students to think about the advantages and disadvantages of e-readers. Ask: Do you think e-readers will ever replace printed books?

Grammar Present perfect v past simple 7 Write Fergus and I have been friends for a long time and Five years ago a friend gave him an old desktop computer on the board. Ask students to look at the sentences and identify the tense in each sentence. Tell them to read the article again and find other examples of the present perfect and past simple. Then ask them to complete the table. Check answers as a class.

Answers present perfect: have been, has never used, Has … ever used, hasn’t watched, has read past simple: gave, put, called, showed 1 has 2 has not / hasn’t 3 Has 4 hasn’t 5 Have 6 have / ’ve 7 used 8 did not / didn’t 9 did; read Refer to the grammar reference on SB page 138 now or at the end of the lesson and go through it with students. 8 Highlight used in the first sentence. Use it to teach / elicit the meaning of past participle. Ask: What’s the infinitive? (use). Tell students to underline the remaining past participles and write down the infinitives. Note: Sometimes students confuse the second and third person forms of the verb, so it’s helpful to elicit the difference and show them that the past participle has the auxiliary verbs have or has before it.

Answers used – use; watched – watch; read – read; written – write 9 Focus on the sentences in the grammar table again and tell students to use them to work out and complete the rules.

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Elicit extra example sentences from the article that talk about the past in general (He has read a blog), say when something happened exactly (He called me yesterday), or use ever and never (Has Fergus ever used a mobile phone? He has never used a computer).

Answers 1 present perfect 2 past simple 3 present perfect

Did you know? Check comprehension of negative. Tell students to read through the facts, then ask: Which fact surprises you most? Why do you think respondents said people need technology too much? Do you agree? This provides an opportunity to discuss the effects of smartphones, etc on social interaction. Extra ideas: If you brought in a picture of people looking at their smartphones instead of talking to each other, show it to students and ask: What do you think of this picture? Is it a typical situation? Tell students to do a survey on mobile devices and their effect on concentration at school and work. You could include some of the questions below or get them to create their own: Do smartphones distract you when you’re working? How often do you check your phone for messages? Do you look at messages or send texts in lessons? Do you think mobile devices help you learn? Have the internet and mobile devices helped you get better grades or not?

Listening and speaking 10 GUESS To introduce the listening activity, ask students to look at the photos and guess what’s happened. Elicit ideas from the class and encourage lots of active guessing. 11

1.42 Tell students they’re going to hear people talking about the situations in the photos. Play the audio for students to check their ideas. Find out how many guessed correctly.

Play the first conversation again and ask students what the tenses are. Point out that once we start giving details, we use the past simple (It was terrible, I wrote an email, I said my boss was ..., etc). 76

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Answers 1 He sent an embarrassing email to the wrong person. 2 She got a text message from a stranger. Transcript 1 man Have you ever sent an embarrassing email to the wrong person? woman No, I’ve never done that, have you? man Yes, I have. It was terrible. I wrote an email about my boss to a friend. I said my boss was really horrible. And I sent the email to my boss by mistake! woman Oh no! What happened? 2 woman 1 I got a text message from someone I didn’t know yesterday. Have you ever received a text message from a stranger? woman 2 Yes, I have. It said, ‘It’s been a long time. I’m thinking about you.’ woman 1 Interesting! Did you reply? woman 2 Yes! I … 12 Play the audio again and ask students to work individually to think about how each conversation could end and to make notes. Elicit a few ideas from the class. MA Tell students to work in pairs to think about a suitable ending for each conversation. 13 Put students into groups to discuss their ideas. Tell them to use the notes they made to help them as they talk together. Then ask them to walk around the room and share their ideas with other students. Elicit ideas from the class and take a vote on the best ending. 14 Write the first question on the board, then quickly review the present perfect and adverbs ever and never. Ask: Have you ever published a book online? Elicit the answer: I’ve never published a book online. Ask concept-checking questions, eg When do we use ‘ever’? (in questions), When do we use ‘never’? (in negative sentences) and Where do ‘ever’ and ‘never’ go in the sentence? (between have and the past participle). Ask students to create questions, then encourage them to check in pairs.

Answers 1 Have you ever published a book online? 2 Have you ever sent an email to the wrong person? 3 Have you ever received a text from a stranger? 4 Have you ever written a blog? 5 Have you ever tried online dating? 6 Have you ever lost a / your mobile phone? 15 EVERYBODY UP! This is a chance for everyone to move around and re-energise. Before they start, ask students to work individually and write two more questions like the ones in exercise 14. Then tell them to walk around the room and ask and answer all the questions. Explain that when somebody answers yes, they must ask more questions to find out what happened. Monitor pairs as they work, making a note of any common problems with grammar – particularly the correct use of the present perfect and past simple. 16 Read the statement from the end of the first paragraph in the article. Ask students to discuss the questions in groups, then ask for class feedback to find out their ideas and reasons for their opinions.

Lesson 2 Have you ever had a dream? pp38–39 Aims The focus of this lesson is to provide practice of the present perfect, particularly with the adverbs for and since to describe a period of time and a point in time, and also to learn the language required to talk about other peoples’ lives.

Warm-up Divide the class into two. Ask one group to describe photo 1 on SB page 38 and the other group to describe photo 2. When they’ve finished, tell students to work with somebody from the other group and describe their photo.

Reading and speaking 1 Pre-teach achieve and countryside. Ask students to read the short text and think about their dreams, then work with a partner and tell each other their hopes and ambitions. Suggest they start with the phrase My dream is to ... This could also be done as a guided visualisation. Tell students to close their eyes, then read the text to them. You could also play some gentle background music to relax them as they imagine the future. Tip: To introduce the text and encourage predictions about the topic, tell students to look at the photos on SB page 39 and guess where Georgina lives. Ask: Who are the people in the photos? What job do you think Georgina does? This helps to create interest in the text and gives students a reason to read and find out if their predictions are correct. 2 Write both questions on the board: What was Georgina’s dream? Did she achieve it? Ask: What does the title ‘Living the Dream’ mean? Encourage students to read the article quickly and answer the questions. Set a short time limit so they read for gist. Ask one or two students to come and write their answers on the board under the questions. Find out how many people had the same answers. MA You could ask stronger students to quickly read the article and find the names of as many places, cities, regions and countries as they can.

Answers 1 Her dream was to live in a house in the mountains and share it with people of different nationalities. 2 Yes, she did. 3 Tell students to read the article again more slowly and find words that match the definitions. Teach / Elicit the meaning of relationship in question 3 and ask students what they think fortunate means. MA For more support, tell students which paragraph the words are in (1 paragraph 1, 2 and 3 paragraph 2, 4 paragraph 3, 5 paragraph 4). Unit 4

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Answers 1 realised 2 Inuit 3 broke up 4 share 5 tiny 4

To introduce the more detailed reading section, ask students to look at the photos with a partner and see if they can relate them to things they remember from the text. They then answer the questions individually or in pairs before reading the article again and checking their answers.

Answers Photo 1: This town is in Greenland. Georgina taught English there. Photo 2: This is Copenhagen. Georgina was there from 1990 until 1997. Photo 3: It’s in the Pyrenees in the northwest of Spain (the Basque country); it now has seven bedrooms and eight bathrooms. Photo 4: He’s a lawyer. Photo 5: They learn Spanish, discover the Basque culture and go for long walks in the mountains.

Grammar for and since 5 Focus on the diagrams in the grammar box and teach / elicit the different uses of for and since. Tell students to read the article again, then look at the grammar box and try to complete the rules together. Point out that both answers may be correct. To present the grammar in a different way, you could ask students to read the article again, then write the following sentences on the board: 1 She has lived there since 2001. 2 Georgina has owned a successful holiday company called Pyrenean Experience since 1999. 3 They’ve been together for many years now. 4 People have lived there for thousands of years. 5 She lived in Copenhagen for seven years. Underline the words for and since, then ask concept-checking question, eg Which sentences show when something started? (1 and 2) Which sentences show a length or period of time? (3 and 4) When do we use ‘since’? (to show when something started) 78

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When do we use ‘for’? (to show a period of time) Which sentence is past simple? (5) Do we use ‘since’ in present perfect or past simple sentences? (present perfect) Do we use ‘for’ in present perfect or past simple sentences? (both).

Answers 1 a specific point in time 2 a period of time 3 present perfect 4 past simple, present perfect Refer to the grammar reference on SB page 139 now or at the end of the lesson and go through it with students. 1.43 Vowel sounds are sometimes 6 P difficult for students, so it’s helpful to highlight the differences and do plenty of repetition drilling. Write the words see and since and the sounds /i:/ and /ɪ/ on the board and ask students to repeat them. If they have difficulty, model the sounds and tell them to watch the shape of your mouth. They’ll notice that your mouth is wider when you make an /i:/ sound.

Read the conversation with a strong student and ask the other students to listen. Then play the audio while students listen and circle the short vowel sounds and underline the longer sounds. Don’t check their answers yet.

Transcript a How long have you been here? b We’ve been here for about three weeks. When did you arrive? a Just this morning. b You must go to the beach. a We’ve been. The sea is green! Extra idea: Write the words ship, sheep, bean, bin, leave, live, chip and cheap on the board and get students to match them to the correct sound. 7 P Play the audio again for students to check their answers. Point out that in have you been in line 1 and We’ve been here in line 2, the ee sound is short, unstressed – /ɪ/. In line 5, been is a stressed sound (We’ve been) so the sound is long – /iː/. Ask students to practise the conversation in pairs, focusing particularly on the short and

long i sounds. Monitor pairs as they practise, making a note of any common problems with pronunciation or intonation.

person, but they have different information and must find out the missing details by asking questions. Give them a few minutes to prepare and think of the questions they’d like to ask.

Answers /ɪ/: been (line 1 and line 2), did, this, morning /iː/: we’ve, three, weeks, beach, we’ve, been, sea, green

When they’ve finished, tell them to take turns to ask and answer questions to complete the information. They then work individually to write questions about Jake using the present perfect, eg How long has Jake known Kay? How long has he been married? Tell them to work in their pairs to ask and answer the questions they’ve written.

8 Do the first sentence together with the class as an example and elicit the correct verb tense. Ask: Is Georgia still in Copenhagen? (No) Is it still happening, or is it a finished action in the past? (It’s finished) When did she leave? (In 1997) So do we make the question in the past simple or present perfect? (past simple). Ask students to work in pairs and make the questions and answers using the past simple or present perfect.

Answers 1 How long did Georgina live in Copenhagen? She lived in Copenhagen for seven years. 2 When did Georgina arrive in the Basque country? She arrived in the Basque country in 1999. 3 How long has Georgina had her house? She’s had her house since 2003. 4 How long has Georgina owned her holiday company? She’s owned her holiday company since 1999. 5 How long has Georgina lived in the Basque country? She’s lived in the Basque country for over [14]* years. 6 How long has Georgina known her husband? She’s known her husband for many years. 7 When did Georgina and her Danish boyfriend break up? They broke up about 20 years ago.

Finally, ask pairs to say what they know about Jake (without looking at the information). Ask the other students to say if the things are correct or not. 10 Ask: What kind of information is in the article about Georgina? Elicit the main things from her story, eg place of birth, early life, education, where she lived, life experiences, family and career, likes and dislikes, and write them on the board. Allow time for students to work individually to write questions to ask a partner about their life using the headings on the board. When they’ve finished, tell them to take turns to find out information about each other by asking their questions. Remind them to make notes of their partner’s answers. 11 Ask students to write a biography of their partner, using the notes they made in exercise 10. Encourage them to use the present perfect, past simple and the adverbs for and since. Tip: Read through students’ work and use correction symbols for different types of mistake, eg ‘S’ for spelling mistakes, so that when you give the writing back, they can correct the mistakes themselves and write a second draft. This encourages them to notice mistakes and really think about how to correct them, and also increases grammatical accuracy.

* Note that the answer will depend on the current year.

You could do exercises 3–5 on Relationships in Vocabulary plus at this point.

Speaking and writing 9 Check students understand what they have to do in this information-gap activity. Explain that they each have information about the same

Explore Ask: Would you like to visit a place like the Pyrenees and discover the Basque culture? Find out what kind of holidays students would like and tell them to look online for an ideal holiday destination. You could get them to do this for homework and make a poster presentation in Unit 4

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class, which includes information about places of interest and historical facts, as well as an itinerary of activities and events available.

Answers A iron B dishwasher C washing machine D dustbin E kettle F freezer G fridge H vacuum cleaner

Lesson 3 I’ve just done it. pp40–41

Extra idea: Ask students to categorise the household items into two lists: Things I could live without and Things I couldn’t live without.

Aims The focus of this lesson is to learn words for talking about household items and to introduce the use of just, yet and already with the present perfect to talk about things that have been recently completed or describe things that will happen in the future. Students also discuss differences in attitudes to housework. Note: It would be useful to research and bring in a photo of a messy teenage bedroom for students to work with in exercise 5. You could also research images of different household objects.

You first! Ask: How do you feel about housework? Ask students to work together and discuss the question. Get class feedback and get their ideas and opinions.

Vocabulary Household tasks 1 THINK Ask students to talk about the photo in pairs and answer the questions. Teach / Elicit that to talk about a decade, we say the 1950s or the 50s, the 60s, etc. Get class feedback and encourage lots of discussion about what people wear to do housework.

Answer 1 It’s from the 1940s or 1950s. 2 Check the household vocabulary and ask students to match the words with the pictures. Help with the pronunciation of tricky words such as iron (silent ‘r’) and vacuum. Students sometimes pronounce the silent ‘r’ in iron and have difficulty with the diphthong + schwa combination: /aɪən/. Also explain that students will often hear hoover as another way of saying vacuum cleaner. Hoover is a well-known brand of vacuum cleaner and the name has become synonymous with the object.

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1.44 Go through the verbs first, then the phrases and check comprehension. Point out that all these words can be used together to make household tasks. Ask students to match the words and phrases to make verb–noun collocations.

Play the audio for students to check their answers, then play it again for them to repeat the phrases. Note that you can also clean some of the other items, eg the fridge, the kitchen floor, but we’ve given the most common collocations (clean the bath / the shower) in the audio. You can also empty a washing machine and use a bath / shower.

Transcript and answers clean: the bath, the shower do: (the) housework, the ironing, the washing up empty: the dishwasher, the dustbins, the fridge make: your bed use: the washing machine, the dishwasher vacuum: the carpet wash: the kitchen floor Culture note: In American English, a dustbin is called a trashcan. Americans also say wash the dishes instead of do the washing up. Extra idea: To review vocabulary in a fun way, play a memory game. Make small cards showing different household items. Put students in pairs and give each pair a set of cards. Tell them to turn the cards over so they can’t see the pictures and spread them out across the table. Students take turns and turn over two cards. If they find a matching pair, they keep the cards. If the cards are different, they have to turn them over again. The person with the most

Transcript We all have to do household tasks – we have to make the beds, clean the shower, put out the dustbin. The question is, who does them? People with enough money usually employ a cleaner. But not everyone with money has a cleaner. Some people actually enjoy doing housework! The other big question about household tasks is, of course, is the man in your household happy to vacuum or wash the kitchen floor? So we asked people, ‘Do you like doing housework?’ and ‘Who does the housework in your household?’.

cards at the end is the winner. To reinforce the words, tell students that every time they turn a card over, they have to say what the household task is. 4 In this 3x3x3 activity, put students in groups of three to talk about household tasks they dislike. Note that their decision must be unanimous – they must all dislike the three tasks. Set a time limit of three minutes. When they’ve finished, get class feedback to find out the least popular chores. 5

Write there is / there are on the board and quickly review prepositions of place. Tell students to close their books, then, in pairs, ask and answer questions about the photo. They can then look and check their answers. MA For extra support, allow students one minute to look at the photo before they do the task. Extra ideas: Put students in pairs and tell one student in each pair to look at the picture in the book and say five true or false sentences about it. Their partner has to close their book and try to remember what things there are. If they think the sentence is true, they say Yes, there’s a … and if it’s false, they say No, there isn’t a … Students take turns describing the picture. If you brought in a picture of a teenager’s bedroom, show students the picture (on the board or by using a digital projector) and tell them they have one minute to look at it and remember everything they can. Give them two minutes to write everything that needs to be tidied up in the room.

Listening 1 6

1.45 Tell students they’re going to listen to the introduction to a radio programme about housework. Play the audio and tell them to listen for the two questions people were asked. Encourage students to compare their ideas.

Answers Do you like doing housework? Who does the housework in your household?

Extra idea: This could also be done as a dictation. 7

Go through the icons in the table. Explain that the thumbs up and thumbs down images signify like and dislike; the other icons answer the question Who does the housework in your household? – the bucket signifies a cleaner. Tell students to listen and tick the information about each person. Play the audio, pausing as necessary, then play it again for students to check their answers. Check understanding of the word dust. 1.46

Answers

woman 1 man 1 man 2 woman 2 man 3

Transcript woman 1 I hate doing housework, it’s so boring. But I also don’t want to live in a dirty house and I certainly don’t have money for a cleaner. Both Gavin and I work and we share the housework between us. Gavin’s very good, he never complains. man 1 My wife does the housework, she’s a housewife and we have three children, two are under five. I have a full-time job, and I take work home, I don’t have time to do housework. Unit 4

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man 2

I love doing housework, it’s relaxing. Ironing – I love it. I vacuum every day, of course – dust isn’t good for you – and I wash the kitchen floor every day, too. My mum did the same. I live alone and I like a clean house. I’ve just done the ironing. woman 2 Who does the housework? Um, we all do – but not very often, I’m afraid. I share a flat with friends – they’re a couple – and none of us enjoys doing housework, so our flat isn’t exactly clean. There are more important things in life than a clean house. man 3 I’ve never done housework. I have a cleaner, she comes in every day and she does everything, makes the beds, cleans the kitchen. 8 Describe your own work and household situation as a model first, eg I’m a teacher and I share a flat with two people. We share household tasks, but I don’t enjoy doing housework! We wash the kitchen floor once a week. I usually do my preparation for this class on Sunday evening. I haven’t cleaned my room yet this week! Put students in small groups to discuss housework in their own home. Encourage them to ask extra questions, eg Who usually does the housework? How often do they do it? Is it important for you to have a clean and tidy house? Which things do you most like or dislike doing? Would you like to have a cleaner? Get class feedback and check their ideas and opinions.

De-stress! Read the short text and check students understand why it’s a good idea to have plants around you. Ask: What plants do you have in your home or workplace? This will be challenging for their vocabulary, so you can ask them to describe a plant, or search for the English equivalent online or come to the board and draw it.

Grammar already, yet, just 9 Focus students on the pictures and ask them to predict what’s happening in each one. Elicit lots of ideas. Then ask students to read the dialogues and match them with the pictures. Finally, put students in pairs to read the dialogues aloud. 82

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Note: Students sometimes have quite flat intonation, so tell them to listen as you read out the dialogues, then to underline the stressed words in each sentence and listen for the rising intonation in yes / no questions and falling intonation in wh- questions.

Answers 1C 2A 3B 10 Look at the sentences in the grammar box and tell students to complete them with the correct word. Encourage them to look back at the dialogues in exercise 9 to help them. Ask questions to check understanding, eg Which word do we use to say we did something a short time ago? (just) Which word do we use to say we did something earlier than people expected? (already) Which word do we use to say that something will happen in the future or to ask if something has happened? (yet). Check answers with the class.

Answers 1 just 2 already 3 yet 4 yet Refer to the grammar reference on SB page 139 now or at the end of the lesson and go through it with students. 11 Ask students to complete the rules. Check the answers as a class and ask students to write personalised sentences about things they’ve just done, haven’t done yet or things that have already happened. Also teach / elicit that just and already usually come between the auxiliary verb and past participle, and yet is located at the end of present perfect sentences.

Answers 1 Just 2 already 3 yet 4 yet

Listening 2 12 1.47 Write on the board: What are Tomas and Max doing and why? Play the audio for students to listen and write their answer. Play the audio again if necessary for them to check their answers.

Answer They’re tidying and cleaning the flat, as Max’s parents are coming for the weekend. Transcript max This place is a mess! Have you vacuumed yet, Tomas? It doesn’t look like it. tomas I’ve just done the sitting room. I haven’t done the bedrooms yet. I’ll do them now. max The hall, don’t forget the hall ... tomas What time are your parents arriving? max Seven thirty. tomas OK, we have five minutes. They’re staying the whole weekend, aren’t they? I’ve never met your parents. What are they like? max They’re OK. They, er ... they hate untidiness. tomas Great, great! How do they feel about dust? max They hate that too. Hmm … This floor needs washing. tomas We don’t have time to do that. At least they have a bedroom to sleep in. It’s a good thing Jon’s away for the weekend. Hey, we must change the sheets. max I’ve already changed them. I did that last night. tomas Cool! Oh – I haven’t put the food in the oven yet. And the vegetables, let’s get them out of the freezer. max I’ve already done that. I’ll put them in the pan. … Oh no, they’re all over the floor now … Hi, Mum, hi Dad! mum and dad Hello! mum It’s great to see you! So this is your new flat! Hmm … dad Have you ever thought of getting a cleaner? 13 Tell students to decide if the statements are true or false. Give them time to read the sentences so they know what they’re listening for. Play the audio again for them to check their answers. Pause as necessary to help students check.

Answers 1 false: He hasn’t vacuumed the bedrooms or the hall yet. 2 false: He hasn’t met them before. 3 false: Max has changed them. 4 true 5 false: Tomas hasn’t put it in the oven yet. 6 false: They haven’t visited the flat before. MA For extra support, tell students to look at transcript 1.47 on SB page 148. This will make it easier to work out who has done each thing. Extra idea: Draw three columns across the board and label them something that happened sooner than we thought, something that happened a short time ago and something we think will happen soon. Tell students to listen carefully and write down sentences they hear with already, just and yet. Play the audio again for students to do the activity. Get them to check together, then compare with the transcript on SB page 148. Something that happened sooner than we thought: Max has already changed the sheets. Max has already taken the vegetables out of the freezer. Something that happened a short time ago: Tomas has just vacuumed the sitting room. Something we think will happen soon: Tomas hasn’t vacuumed the bedrooms yet. Tomas hasn’t put the food in the oven yet.

Speaking 14 THINK Students discuss the questions in pairs. Get class feedback to find out their ideas and opinions and encourage further discussion.

Art & Music For the painting, tell students to look at SB page 125 to see a bigger image. Tell them to read the questions individually or in pairs, then check their answers online. For the song, elicit what students need to search for and tell them to find a video for the song. You could encourage them to search during class with their smartphones or do the task for homework.

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Extra questions for class or homework Art What can you see in the painting? Describe what the woman is doing. Music What does the singer say she can do when she’s cleaned the floor? Find the name of another song by the B52s and read the lyrics.

Answers Art Johannes Vermeer was a 17th-century Dutch painter. The painting is called The Milkmaid, but in fact the woman is a kitchen maid and helps with the cooking and cleaning. Music ‘I am doing my housework’. The singer says she needs a man to move in with her and help her clean, pay rent and do the dishes.

Vocabulary plus p42 Technology 1

Ask students to look at the sentences below the pictures and the words in bold, then match them with the pictures. Check answers as a class by playing the audio. 1.48

Answers 1B 2E 3C 4A 5D Transcript A You turn the computer on or off here. B You often need a password to get onto a website. C You click on a file with your mouse to open it. D It isn’t very loud. Turn up the volume! E You click on the X icon to close a file.

Culture notes: The Milkmaid by Johannes Vermeer is one of the most famous paintings in the Rijksmuseum in Amsterdam. It was painted in 1657 or 1658 and is considered a masterpiece. It’s appeared in many art exhibitions around the world.

2

Johannes Vermeer only did around 34 paintings in his lifetime. His pictures, such as The Milkmaid, The Girl with a Pearl Earring and The Little Street, are still popular today. Many of his pictures show interior views, and although there’s nothing spectacular or extraordinary about them, his use of bright colours and light gave a photographic quality to his paintings.

Relationships

The B52s are an American band from Athens, Georgia, who were famous for chart hits such as Love Shack, Roam and Deadbeat Club. The band consisted of Fred Schneider, Kate Pierson, Cindy Wilson, Ricky Wilson and Keith Strickland. Kate Pierson’s distinctive voice also appears on REM hits such as Near Wild Heaven and Shiny Happy People. The B52s formed in 1976 and have sold over 20 million albums in their career so far.

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Extra idea: Create an art and music webquest. Select three websites about Johannes Vermeer and two sites for the B52s. Make a set of reading comprehension questions about both and provide the links for students. They have to read each web page to find the answers.

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Put students in pairs and tell them they’re going to play a memory game. Give them one minute to look at the sentences in exercise 1, then tell them to cover them and write them down from memory. They can use the pictures to help them. Give them two minutes to write them down correctly, then get them to look again and check how many they remembered.

Students complete the sentences with the words in the vocabulary box. Point out that they can only use each verb once – and that the verb must go with all the words in each line. Play the audio for students to listen and check their answers. 1.49

Answers 1 go to 2 be 3 have 4 get

Transcript 1 go to a wedding 2 be divorced / married / single / together 3 have a partner / a relationship 4 get divorced / married 4 Go through the sentences and tell students to choose the statement that best describes their situation. Point out that some sentences may not be applicable for them, so they may only underline one or two items in total. Allow them time to work in pairs to do the activity, then encourage them to ask and answer questions about the statements. 5 To model the activity, describe people you know and follow up with a few quick questions, eg Can you remember how long my (mum and dad) have been married? What about my (sister)? Then ask students to talk to a partner about people they know. Remind them to use the new vocabulary from exercises 3 and 4.

Focus on: go a Do the first item together with the class as an example. Ask: What does ‘go to school’ mean? Elicit that it means to be at a place of education. Put students in pairs to do the remaining items, then check answers as a class.

Answers 1i 2h 3a 4d 5b 6c 7g 8f 9e Extra idea: You could also do this activity with the different phrases on pieces of paper to vary learning styles and include a kinaesthetic activity. b Ask students to create one or two short conversations using at least four of the words or phrases from exercise a. Give them time to brainstorm ideas with a partner and write their conversations down. c This is a learner-centred dictation activity. Go through the instructions with the class. Tell students to find new partners and take turns reading out their conversation from exercise b. Their partner listens and writes down the conversation. Then they read it back and compare what they wrote with the original.

Everyday English p43 Opening and closing a conversation 1 GUESS To introduce the topic, ask: Do you talk to people doing surveys in the street? Do you like to talk to people, or do you try to avoid them and walk past them? Elicit answers from several students. Ask students to look at the photo and think about how someone doing a survey might get their attention and try to start a conversation. Ask: What would they say? Elicit students’ ideas and write useful phrases and expressions on the board. Then get students to discuss the questions with their partner. Tell them to write notes, as they’ll check their ideas in exercise 4. Tip: It’s often helpful to get students to think of things from a character’s perspective, and this often helps with listening and prompts pair speaking activities. Ask students to look at the title and photo and try to brainstorm what the audio is about. Ask them to imagine they’re the people in the photo and to think about how each person feels about the situation. 2 Ask students to look at the expressions and decide which ones are formal and informal. Point out that some can be both. Check their ideas and get them to explain the reasons for their answers.

Answers A 1 F / I 2 I 3 F 4 F / I 5 I 6 F B 1 F / I 2 F 3 F 4 F 5 I 6 I 1.50 Focus on the questions in section 3 P A in exercise 2. Tell students to listen carefully to the speakers’ intonation. Explain that a big voice range means that there’s a lot of expression in the question. A small voice range means that the question sounds quite flat. Play the audio for students to listen to the questions. Elicit answers from the class, then play the audio again, pausing after each question for students to repeat.

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man

That was the last question. Thanks so much for your time. woman It was a pleasure. So when will the survey be in the paper? man I think a couple of weeks, something like that. woman OK, I’ll look forward to it.

Answer In each case, the speaker’s voice range is big. Transcript 1 Can I have a word with you? 2 Hi, do you have a minute? 3 Excuse me. Can I have a few minutes of your time? 4 Do you have time for a quick chat? 5 How are things? 6 Let me introduce myself.

5 Play the video or audio again for students to answer the questions. Tell students to discuss their answers in pairs, then elicit feedback from the class.

Answers 1 He’s asking questions about attitudes to technology. 2 She doesn’t really want to answer the questions because she asks how long the survey will take and she also says she has to go.

Extra idea: At this point, you could also have students highlight the stressed words and rising or falling intonation. To do this, play the audio and ask students to write the sentences they hear. Once they’ve done this, play the audio again and ask them to underline the words with the most stress and draw small arrows up and down to show the speakers’ intonation. Then put them in pairs to practise the sentences. 4

1.51 6 Decide whether you’re going to use the video or simply play the audio. Tell students they’re going to see or hear the street interview shown in the photo at the top of the page. Play the video or audio while students watch or listen and check their predictions from exercise 1. If you’re using the video, point out the woman’s facial expressions to help with showing what she’s thinking.

Transcript man Excuse me. Can I have a few minutes of your time? We’re doing a survey and I’d just like to ask you a few questions. woman Who are you doing this for? man Oh, let me introduce myself. My name’s Billy Walton and the survey’s for the local newspaper. woman Um, how long will this take? man Just two minutes. woman OK, but no longer than that, please. man The survey’s on attitudes to technology. woman OK! man So, the first question is, … woman You know, I have to go. 86

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Extra idea: Write each line of the conversation on a separate piece of paper, then mix them up. Hand each line to a different student and ask them to work together to put the conversation in the correct order. When they’ve finished, play the video or audio again for students to check if their predictions were correct. 6 Look at the expressions in exercise 2 and ask students if they can remember which were formal and which informal. Play the video or audio again while students tick the expressions they hear. Ask: Are they formal or informal? Ask students to give their reasons.

Answers A 3 Excuse me. Can I have a few minutes of your time? 6 Let me introduce myself B 1 I have to go. 3 It was a pleasure. 4 Thanks so much for your time. They’re formal because it’s a street interview and the interviewer is being polite. 7

1.52 Play the first part of the conversation and tell students to guess what the woman says. Elicit quick feedback to check their ideas.

Transcript man Hi. Do you have time for a quick chat? woman Erm … 8 Explain that you’re now going to play the whole conversation. Play the audio for students to check their ideas from exercise 7.

Answer She says OK, but only if it’s quick. Transcript man Hi. Do you have time for a quick chat? woman Erm … OK, but be very quick because I have to leave in five minutes. But it’s good to see you. man You too. So, how are things? Is the business going well? woman Yes, it is, it’s going well, we’re so pleased ... … woman I’m so sorry, I have to go. It’s been nice talking to you. man See you soon, I hope. Erm … how about going out for dinner sometime? woman Great idea – when? I’m free this evening. 9 Go through the questions with the class and ask students to make notes, then discuss their answers in groups. Play the audio again if they have difficulty remembering the conversation.

Answers 1 They chat about the woman’s business and how it’s going. 2 How about going out for dinner sometime? 3 She thinks it would be a great idea. She seems very enthusiastic.

11 Look again at the expressions in list A in exercise 2. Ask: Which ones did the interviewer use? (Tell students to look at their answers to exercise 6.) Allow time for them to work individually to write their questions. Monitor students as they work, making a note of any common problems with grammar and helping with vocabulary where necessary. When they’ve finished, tell them to interview three people and make a note of their answers. Encourage them to use some of the expressions to open their conversations in a polite way. Get feedback from the class about attitudes to technology within the class. MA For extra support, elicit some ideas for questions before they start and write them on the board. 12 Look again at the expressions in list B in exercise 2. Ask: Which ones did the woman use to end the conversation? (Tell students to look at the answers to exercise 10.) Allow students time to speak to different people and have a short conversation. Remind them to close their conversations politely. MA For extra support, tell students to work in pairs to write a conversation, helping them with ideas, eg You want to talk to somebody about a meeting. Students then practise their conversation in pairs.

we don’t say … / we say … This section focuses on the following areas: • incorrect tense use and use of for / since • incorrect tense use for length of time • omission of auxiliary verb have in the present perfect • confusion between been and gone Ask students to cover the green we say … side and see if they can correct the mistakes themselves before they look and check.

10 Look at the expressions in exercise 2 again. Play the audio again while students underline the ones they hear this time. Check answers with the class.

Answers A 4 Do you have time for a quick chat? 5 How are things? B 2 It’s been nice talking to you. Unit 4

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2 How long has Chris been a house husband? He’s been a house husband for 15 months. (two years minus nine months) 3 How long did Chris work for the software company? He worked for the software company for five years. 4 Has Lola ever been unemployed? No, she’s never been unemployed. 5 What has Chris started doing? He’s just started looking for jobs again. 6 Has Chris found a job? No, he hasn’t found a job yet.

1 GUESS To introduce the article, ask students to look at the photos and the title of the article and discuss the questions together. Check comprehension of house husband (= a man who stays at home and looks after the house and children while his wife goes out to work) and look after (children) (= take care of). Elicit ideas from the class, but don’t give away the answers. Extra idea: Before students read the article in exercise 2, tell them to write three things they expect to see in the text. 2 Pre-teach childcare. Set a short time limit so that students read the article quickly for gist and check their guesses from exercise 1.

Answers 1 The woman is a nurse, the man is a house husband. 2 They’re married – she goes out to work, but he stays at home. 3 He likes spending time with the children, but he gets bored and feels he spends too much time at home. 3 Quickly review the use of for, since, never, just and yet. Look back at Unit 4 Lesson 1 (SB page 37), Lesson 2 (SB page 38) and Lesson 3 (SB page 41) if necessary. Ask students to write questions using the words in brackets. Check answers quickly, then get students to ask and answer the questions in pairs.

Answers 1 How long have Lola and Chris been married? They’ve been married since [2012]. (The answer will depend on the current year, as the article says they got married four years ago.)

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pp44–45

4 Allow time for students to read the article again and write at least three questions about it (note that the answers must be in the article). They then find a new partner and ask and answer each other’s questions.

Listening and grammar 5

Explain that Chris got the job he had an interview for. Read through the three questions and elicit one or two ideas for each one. Students then work individually to make two predictions for each one. Remind them to use will in their answers. If necessary, refer back to SB page 32 or the grammar reference on SB page 138. Play the audio for students to check their answers. Check students understand childminder. 1.54

Answers 1 She’ll be surprised. 2 She’ll say, ‘I’m really pleased’, ‘I understand’, ‘We’ll need to find a childminder’. (She says a lot more than this, but these are the three most important things she says.) 3 I’ll vacuum and I’ll wash up too.

Transcript lola I’m so tired. I haven’t sat down all day. chris Neither have I! lola I’m going to bed in a minute. chris Actually, I have something to tell you. lola OK, what? chris I have a job. I’m starting next month. lola Really! When did that happen? Why didn’t you tell me? chris I wanted to surprise you. lola Well, I’m surprised. Tell me about the job. chris Well, you know my friend Mike? He’s recently started a new job as manager of a software company called Teccy, and he told me they need someone there. So, I went for an interview last week and I got the job. I’m going to their office next week to discuss it. lola Well, that’s brilliant – I’m really pleased. I know you haven’t been very happy for a while. chris No, I haven’t and I’m very bored. I mean, the kids are great but, you know, I need a proper job. lola Being a house husband is a proper job. chris Well, it is and it isn’t, you know. lola Well, what about all the women who are housewives? You know how many hours you work every day. You always say there’s so much to do. It’s a proper job. chris Yes, OK, that’s true. But I need to get out of the house. I need to go out to work. and earn some money. Then I’ll feel good about myself. lola Yeah, I really understand. We’ll need to find a childminder. chris Yes, we will. Jenny’s starting school in September. That will help. Shall we get a cleaner? lola No, I think we can do it, don’t you? chris You know how much you hate doing housework. You never vacuum. lola I promise I’ll vacuum. And I’ll wash up too. chris Wow! Extra idea: Ask some comprehension questions about the conversation, eg Why’s Lola tired? When’s Chris starting his new job? What’s the software company called? What’s their daughter’s name?

6 Use this exercise to evaluate how well students have understood the different tenses for talking about the future. If necessary, refer to the grammar reference on SB pages 137 and 138. Students then complete the sentences with going to or the present continuous. Elicit a few answers and ask students to explain why they chose a particular form. Note that sometimes both are possible.

Answers 1 is going / is going to go 2 is starting / is going to start 3 is starting / is going to start 4 are / is going to look 5 aren’t going to get

Speaking and writing 7 Allow time for students to discuss the questions in small groups. Encourage them to talk about their ideas and give reasons for their opinions. Tell them to write short notes so that they can use the information later. 8 Tell students they’re going to write a report about housewives and house husbands. Before they start, show them the layout of a typical report so that they can follow the format easily in their own writing. Explain that a report has a title, it’s divided into different parts and that each section has a heading. Encourage students to include: • an introduction that says what the report is about • the feelings and opinions of the people in the report • recommendations and reasons for their ideas. Monitor pairs as they work, making a note of any common problems with grammar and vocabulary, and giving help where necessary. Ask one student from each group to read out their report and find out how many people had similar ideas. Extra idea: Appoint two students to make notes of the numbers and results from the reports on the board. The other students should tell them what to write, eg Six women in the class are housewives and two men are house husbands. Two of the women are bored. The others feel happy at home and enjoy being with their children. Units 3&4 Review

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9 Look at the beginning of the email together and tell the class to write the rest of it, including information about the points in the list. Allow a few minutes before they start so they can brainstorm ideas with a partner.

Transcript There are now about 1.4 million house husbands in the UK – they stay at home while their wives go out to work. That’s ten times as many house husbands as ten years ago. Men and women no longer feel that the man has to go out to work. Childcare is expensive and if the woman earns more money, the man is often happy to look after the household and family. In China, men started to stay at home in about 2000. Some of these men prefer not to tell others about their new role, as their image is very important. Traditionally, the woman has always stayed at home in India. But in cities now, about 3% of men are stay-at-home dads and 12% of single men say they have no problem with the idea. In Australia, less than 1% of men are house husbands.

You may want to start this activity in class and ask students to finish it for homework. Collect the written work and use it to obtain example sentences for review at the beginning of the next lesson.

Preposition Park Teach the meaning of against (I’m leaning against the wall) and background (in the background). Ask students to look at other pictures in the SB and ask: What’s in the background? (There’s ..., I can see ...). Then focus on photo B on SB page 44. Students work individually to complete the description with the correct prepositions. Explain that these are all useful prepositions to use when describing a picture or photo.

Answers 1 against 2 in 3 against 4 to 5 in 6 In 7 of Extra idea: Tell students to cover the description and describe the photo, then read the description again to check.

Cross Culture: House husbands a

In pairs, ask students to guess and complete the information with the numbers. Check their ideas, then play the audio for them to check their answers. 1.55

Answers 1 1.4 million 2 ten times 3 ten years 4 2000 5 3% 6 12% 7 1%

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b

THINK Read through the questions first, then ask students to discuss what they think about the information with a partner.

Explore Encourage students to search online to find out more about stay-at-home dads in different countries. They could draw up a table comparing attitudes to house husbands in different countries, then present a short report to the class about their findings.

5

Getting away

UNIT FOCUS

GRAMMAR: modals: must, have to, can; might, may, could, will probably VOCABULARY: travel; clothes FUNCTIONS: describing an object; speculating about the present and future

Lesson 1 You must have a certificate. pp46–47 Aims The focus of this lesson is to learn more about using modal verbs to express obligation and talk about things we have to have or do, to practise talking about requirements for jobs, and to write about your ideal job. Note: You may find it useful to research various travel destinations for this lesson and download some images or collect images from magazines.

You first! Students work in pairs to talk about where they would like to travel in the world and why. Ask: Would you like to go on holiday, live or study there or just have a job that involves lots of travelling?

Reading and speaking 1 To introduce the topic and ideas for this activity, research some images of various travel destinations and show them on your laptop, tablet or digital projector, or just stick images from magazines on the walls or board. Put students in small teams to guess where each place is. The first team to call out the answer gets a point. The team with the most points at the end wins the game. Now focus on the photo of a cruise ship on SB page 46. Find out what students know about cruises. Ask: Where do you think the beach is? What type of ship is it? What kind of things do people do on these holidays? Where do cruise ships go? Students then work in pairs to discuss the questions. You may want to review the difference between want and would like at this point. Elicit feedback from pairs and find out how many people thought of the same advantages and disadvantages. 2 Explain that the photo forms part of an advert for working on a cruise ship. Before students begin, ask them to think about what skills and

qualifications you would need to work on a cruise ship and the kind of jobs that might be available. Elicit a few ideas, then tell them to complete the questions in the section called Are you looking for adventure?. Tell them not to worry if they don’t know all the words. They then ask and answer the questions with a partner.

Answers Do you want to travel the world and earn money? Would you like to spend your winters in Bali and your summers in Mauritius? Does the idea of free meals and accommodation sound good? Do you enjoy meeting people from different cultures? Would you like to work on a cruise ship? 3 Focus on the middle section: We are looking for waiters … Tell students to read sections A, B and C at the bottom of the advert and match the job descriptions with jobs from the middle section. Ask them to give reasons for their choice, eg Dance instructors have to know lots of dance styles.

Answers A scuba-diving instructors B dance instructors C fitness instructors 4 Now focus on the words in bold. Students may have already worked these out from doing exercises 2 and 3. You could also ask questions to check comprehension of some of the other words, eg What can help you save someone’s life? (a first-aid certificate) What do many celebrities have to help them keep fit? (a personal trainer). Check answers with the class.

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Answers accommodation = a place to live or stay staff = the people who work for an organisation certificate = a piece of paper that proves you have a qualification first aid = knowledge of how to help in a medical emergency fluent = very good at speaking a language, like a native speaker Extra idea: Another way to conceptcheck is to get students to write a simple definition for each word or do a matching activity on the board. Write the words down one side, then the definitions (see answers above) in a random order on the other side. 5 Go through the jobs in the advert and ask students to talk together about which jobs they’d like to do and give reasons why. You could also elicit a few more jobs and write them on the board.

Grammar must 6 Go through the sentences in the grammar box and remind students that with modal verbs, all forms are the same. Then look back at jobs A, B and C on SB page 46. Ask students to find the essential skills and requirements. Elicit words that show something is necessary.

Answers A Must have, Must speak B Must be good at, necessary C essential, necessary 7 Give students time to match the modal verbs (1–6) with their meanings (a–e). Look out for typical mistakes (mustn’t and don’t have to are often confused when describing a lack of obligation); if students have difficulty, provide contextual examples to help them understand. Give some situations and ask extra questions to concept-check, eg When I fly to another country, I must take my passport. Can I fly without a passport? (No) Is it essential? (Yes) What word shows it’s essential? (Must); It’s Saturday today so I don’t have to go to school! Do I need to go to school? (No) Why 92

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not? (School is closed on Saturday) What words show that I don’t need to do it? (Don’t have to); You mustn’t talk in the exam. Is it normal to talk in an exam? (No) Why not? (It’s prohibited and it’s against the rules). Point out that must and have to have a very similar meaning, although we sometimes use must to talk about an obligation from the speaker (I must leave now) and have to to talk about an obligation made by somebody else (I have to have six months’ experience to do this job). Elicit the opposite of must – there are two verbs for this.

Answers 1c 2e 3d 4b 5a 6c The opposites of must are mustn’t and can’t. Refer to the grammar reference on SB page 139 now or at the end of the lesson and go through it with students. 8 Do the first sentence together with the class as an example. Show students where to find the information in the advert. Students then work individually to complete the activity and correct the false sentences. MA As an extra challenge, students can do the activity without looking back at the advert, then look and check their answers.

Answers 1 true 2 false: They must have an instructor’s certificate. 3 false: They should be couples if possible (couples preferred). 4 false: They must be good at all dance styles. 5 true 6 true

Speaking and writing 9 Put students in pairs and ask them to think of a job and write a list of essential and nonessential qualities or requirements. Make sure they understand essential and unnecessary. Give them a few minutes to come up with six ideas – using the list of requirements if they want to. Remind them to use the modal verbs from exercise 7.

MA The instruction says they can use the ideas to help them, but they don’t have to. This choice gives weaker students some support, while allowing stronger students to be more creative. Tip: One of the main reasons speaking activities are difficult is because students are shy or lack confidence with the language. It’s really helpful to put students in pairs before speaking activities so they can brainstorm ideas with a partner to think of things they’d like to say. 10 Put students together with another pair to discuss their list of requirements. Remind them not to say what their job is – the other pair has to guess. Monitor pairs as they work, giving help where necessary.

Explore Go through the jobs students came up with in exercise 9 and write them on the board. Elicit and add any other jobs that students find interesting. Tell them to choose one and search online to find out more about it. It must be a job they’d really love to do. 11 Tell students you’re going to describe your dream job. Describe the skills, qualities and qualifications needed and see if they can guess what it is. Students then write a description of their ideal job – using the information they found online if they want to. Remind them to look back at the advert on SB page 46 to help them and encourage them to use some of the vocabulary too. You may want to start this activity in class and ask students to finish it for homework. If they do it in class, after they’ve finished, tell them to share with their partner and guess each other’s job. 12 THINK This task encourages students to develop their own ideas and think more about things they need to do to become fluent in English. Put students in groups of three to discuss the questions. Tell them to talk about the learning strategies they like best and list the ones they all agree on. Get feedback from the class. Point out that in fact they need to do all the things on the list – they’ll all help them to learn faster.

13 Encourage students to share other ideas and suggestions with their partner and get class feedback.

De-stress! Read through the short text about doing facial exercises. Encourage students to all try it together. They (and you!) should open their mouth wide as though they’re yawning, at the same time opening their eyes wide, and then close it. They then screw up their face, closing their eyes, then relax. Note: Tell them to do this very gently, as it’s easy to strain your jaw.

Lesson 2 It might rain. pp48–49 Aims The focus of this lesson is to introduce modal verbs to talk about future possibilities, to learn vocabulary for the types of clothes we take on different journeys, and to find out more about how to travel light when going on holiday. Note: It might be useful to bring in images of different weather to help with talking about probability in exercise 8, and a world map might also be useful.

Warm-up Divide the class into two groups: A and B. Tell students in group A to describe the photo of the woman on SB page 48 and students in group B to describe the photo of the man. They then work with a student from the other group and take turns to ask and answer questions about the other photo, eg What’s she wearing? Where is she? What’s her suitcase like?

Vocabulary Travel 1

Do the first couple of words as an example with the class. Ask: Is ‘backpack’ connected with travel? (Yes) How? (You can use a backpack to carry things in when you travel). Repeat with bumbag (You use a bumbag to put your money and travel documents in). Allow time for students to do the activity with a partner, then elicit a few connection ideas. Note that all the words could be connected with travel, but only some are directly connected (and these are given in the answers on page 94). 2.2

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Play the audio for students to listen to the words, then play it again for them to repeat, focusing on any difficult sounds in eg iron, luggage, scissors, weight.

Answers backpack (You use a backpack to carry things in), bumbag (You put your money and travel documents in a bumbag), check in (You check in at an airport), check out (You check out of a hotel), (suit)case (You use a suitcase to carry things in), guidebook (You use a guidebook to help you find your way around a city or country), journey (You go on a journey when you travel somewhere), luggage (You take luggage with you when you travel), pack (You pack a bag or suitcase), travel (You travel to different places), trip (You often go on a trip to see something when you’re on holiday), unpack (You unpack a bag or suitcase), voyage (You might go on a voyage in a boat), weight (You need to know the weight of your bag when you travel by plane) Transcript backpack, bumbag, check in, check out, corkscrew, suitcase, guidebook, hairdryer, iron, journey, luggage, pack, penknife, scissors, size, travel, trip, unpack, voyage, weight, wheel Extra idea: Ask a student to choose a word from the list and mime it for other people to guess. Repeat with a few students and words.

wheel can all be verbs too, but the verb use is higher level than Intermediate, so we’ve only taught the noun use here.

Answers backpack (N), bumbag (N), check in (V), check out (V), corkscrew (N), (suit)case (N), guidebook (N), hairdryer (N), iron (N, V), journey (N), luggage (N), pack (V), penknife (N), scissors (N), size (N), travel (V), trip (N), unpack (V), voyage (N), weight (N), wheel (N) 3 THINK These questions encourage students to think more about some of the words in the list and take their knowledge of them further. Ask students to discuss the questions with a partner. Encourage them to look in their dictionaries or search online to distinguish the differences between words.

Answers 1 Journey and trip are both nouns. They have a similar meaning, but a trip is usually shorter. Travel is a verb. Voyage is a trip on a boat. 2 backpack, bumbag, (suit)case, luggage (Luggage is a general term to describe all your bags.) 3 corkscrew, penknife, scissors 4 Because they determine what luggage you can take on the plane, and how much luggage you can put in the hold of the plane. You could do exercises 1–6 on Useful things in Vocabulary plus at this point.

Reading Tip: Repeating a list of words with the class helps with pronunciation such as articulation and word stress. If students are unsure about pronunciation, they’ll often avoid speaking, so repetition drilling increases confidence and helps them to remember the vocabulary better. 2 Put students in pairs to identify if the words are nouns (things) or verbs (actions). Explain that check in and check out are verbs, but when they’re spelt with a hyphen (check-in, checkout), they’re nouns. You might also want to mention that journey, size, trip, voyage and 94

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4 To introduce the topic and set the scene, ask students to look at the title and the photos and predict what the article is about. Teach / Elicit the meaning of travelling light. Ask: What do you think Cheryl and Arun have in their suitcases? Set a short time limit so students read quickly for gist. Ask them to check their predictions. Ask: Do you travel light, or do you take a lot of things with you?

Tip: Remind students to try to guess any new words from the context. If they can’t work out a meaning, review the phrase: What does … mean? Using the context to work out meaning is a useful skill, as it shows students that they don’t have to understand every word to understand the meaning of an article. Extra idea: Use the text as a jigsaw reading activity. Put students in pairs: A and B. Student A reads about Cheryl and student B reads about Arun. They make notes about their text, then take turns to share information with their partner. 5 Allow students time to read the article more slowly, then to complete the sentences. Check answers with the class.

Answers 1 Cheryl 2 Cheryl 3 Arun 4 Arun 5 Arun 6 Cheryl and Arun 6

Tell students to cover the article, then answer the questions and try to remember how often Cheryl and Arun do things. If necessary, review adverbs of frequency by looking at SB page 135. Students then read and check their answers together.

Answers 1 a Cheryl always packs lots of books. b She usually takes an iron and a hairdryer. 2 a Arun always takes his bag on the plane with him. b He never checks his bag in. Tip: It would be useful to remind students that this kind of activity forces them to exercise their brain and relates to the information on memory in Unit 1. Extra idea: You could ask the following comprehension questions: Why does Cheryl pack lots of things to wear? Why does she pack lots of books? What are the advantages of having only hand luggage?

7 Look back at the questions from exercise 6 and elicit what type of words always, usually and never are. If necessary, review adverbs of frequency (see SB page 135). Give students time to find other adverbs of frequency in the article and underline the sentences where they appear.

Answers I may sometimes have to pay a lot to check it in. I often save money too. You never know what might happen. You can never trust the weather 100%.

Grammar might, may, will probably 8 Draw a scale of probability on the board (from 100% (certain) to 0% (not certain)), then read out the sentences in the grammar box and ask students to match them with different degrees of probability. Tell students that in practice, we don’t always differentiate between might and may, so much depends on the intonation – but at this stage, it’s useful to have a rule. We sometimes use might when we think something is possible, but not very likely. You can also check understanding with pictures. If you have them, show different weather images and ask students to predict what might, may or will probably happen. If you have a map, you could also ask students to predict what the weather will be like tomorrow in different places such as Morocco, England, Australia, etc.

Answers 1c 2a 3b Refer to the grammar reference on SB page 139 now or at the end of the lesson and go through it with students. 9 Ask students if they can remember what we say when we’re sure something will happen.

Answer will 10 Put students in groups of three to predict things that will probably, may or might happen in the next few days. Remind them that in this kind of activity, they must all agree on the six Unit 5

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things. As they only have six minutes, they must work fast to create a list, then make their final decisions.

Vocabulary Clothes 11 Check comprehension of any difficult vocabulary, eg suitable, smart, scheme. Allow time for students to read the travel tips individually, then work in pairs and talk about the most useful ideas. Give them four or five minutes to agree with their partner and list them in order of usefulness. When they’ve finished, tell them to compare their lists of the best ideas with another pair. 12 Students quickly read the tips again and circle the items of clothing. Check and help with pronunciation if needed. Elicit more items of clothing and write them on the board. You could also write men and women on the board and get students to put the clothes in the correct category.

Answers top, socks, tights, underwear, skirt, (pair of) trousers, swimming things, shorts, dresses, suits 13 Tell students to cover the tips, then try to remember them and complete the sentences. Tell students that they don’t need to write the tips word-for-word – they just need to get the general sense of what was written in the tips, eg 1 Check the weather forecast and pack clothes you need for the weather. Students check answers with a partner, then read and check against the tips. MA As extra support, you could give students one minute to read the information again before they cover it up.

Answers See text on SB page 49. 2.3 Write the sound on the board 14 P and ask students to repeat it after you. Elicit words that contain /ʃ/, eg shower, shopping. If students have difficulty pronouncing the sound, explain the tongue position (tongue pressed against the hard palate in the middle of the mouth, lips pressed together and rounded). Play the audio for students to listen and repeat.

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Transcript ship, shop, Russian, Finnish, sure, sharp, shorts, wash 2.4 Play the audio while students listen 15 P to the tongue twister. Get them to practise and say it as quickly as possible. Encourage them to repeat until they do it perfectly! Play the audio again if necessary.

Transcript woman Show me what’s in your shopping bag, Shane. man A shirt, shorts, shoes, shampoo, shower gel, aftershave and washing powder. I’m shortly going on a ship to Shanghai! 16 2.5 Tell students they’re going to hear some instructions. They should listen and follow the instructions, repeating parts of the sentence. Explain that this shows them how to break sentences into chunks to help pronunciation. Play the audio, pausing if necessary after each section. Note that the last sentence is given first before it’s broken down so that students can hear it first, then do the backchaining before saying the whole sentence. There are long pauses in this audio to allow plenty of time for repetition, but pause the audio if you need to.

Transcript Repeat parts of the sentence and then the whole sentence. Shopping bag, Shane // show me // show me what’s in your shopping bag, Shane // A shirt, // shorts, // shoes, // shampoo, // shower gel, // aftershave, // washing powder. // A shirt, shorts, shoes, shampoo, shower gel, aftershave and washing powder. I’m shortly going on a ship to Shanghai! Shanghai // ship to Shanghai // I’m shortly going on a ship to Shanghai // Tip: Backchaining (saying the last part of the sentence first and going back) often helps students, so talk about the strategy with them afterwards and discuss how helpful it was. You could do exercises 7 and 8 on Useful expressions in Vocabulary plus at this point.

Speaking 17 THINK Use this activity to personalise things and invite students to offer their own ideas and opinions about travelling light on holiday. Tell them to look back at the tips in exercise 11 and answer the questions with a partner. Encourage them to add tips of their own and get class feedback. Extra idea: Ask students to think about airport and travel problems that have happened to them. Give them a few ideas by telling a story of your own. Maybe your luggage was lost or damaged, things stolen or perhaps you were delayed in some way. Get them to talk in groups of three and find out their stories afterwards.

Lesson 3 You should move around. pp50–51 Aims The focus of this lesson is to use the modal verbs should and shouldn’t for giving travel advice and suggestions to avoid jet lag, and enabling students to talk about their experiences and things they do or don’t do on long-haul and overnight flights.

Warm-up Tell students to keep their books closed, then read out the title of the lesson. Ask: What do you think the lesson is going to be about? When do you think you should move around? What might you be doing? Elicit ideas, then tell the class to open their books and look at the photos and see if they guessed correctly.

Speaking 1 Put students in pairs to talk about the questions. Elicit class feedback and quickly check who likes or dislikes flying; ask for reasons why.

Listening 1 2 Ask: Have you ever been on a long-distance flight? (often called a long-haul flight because it feels difficult). If students answer yes, ask: Where did you go? How long did it take? How did you feel when you arrived? Teach / Elicit the phrase jet lag, then tell students to match

the phrases. Encourage students to compare their answers with a partner, but don’t confirm their answers yet. 3

2.6 Play the audio for students to check their answers to exercise 2. Point out the definition of should and elicit what Gemma says we should do when we reach our destination.

You could also get students to listen again and write down all the examples of should they hear, then do a quick concept check so they understand the function and form. Ask: Do we have to do these things? (No) Is Gemma trying to help us? (Yes) What do we call it when people tell us things to help us? (Advice, suggestions, tips, recommendations) What word tells us it’s advice? (Should).

Answers 1d (should) 2f (shouldn’t) 3b (shouldn’t) 4c (should) 5e (should) 6a (should) Gemma says you should do things at the ‘new’ time from the moment you arrive and try to go outside. Refer to the grammar reference on SB page 140 now or at the end of the lesson and go through it with students.

Transcript interviewer Good morning and welcome to the travel show. Do you ever go on a long flight and arrive feeling really terrible? With us today in the studio is Gemma Howard, author of Why fly and cry? and an expert on long-distance travel. So, thank you for coming, Gemma. Tell us, why do we get jet lag? gemma Well, Bill, if you fly across several time zones, your body clock gets confused. You get tired during the day and you can’t sleep at night. interviewer So what should we do to avoid it? gemma There are several very simple things. You should drink plenty of water, but you shouldn’t drink too much alcohol and coffee. And you shouldn’t eat heavy meals on board either. interviewer Yes, it’s easy to eat too much if you’re bored. Unit 5

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Yes, it is. And it’s easy to stay in your seat all the time, too. But you should get up and move around during the flight and do stretches and exercises. It’s also a good idea to change your watch to the ‘new’ time as soon as you get on the plane. interviewer What about when you get there? Should we do anything special? gemma You should try to do things at the ‘new’ time from the moment you arrive, so stay awake until night and then sleep. Go outside, too, if you can. It can help you experience the new time of day. interviewer Thank you very much for those tips, Gemma. gemma It’s a pleasure.

Speaking 4 Put students in pairs to discuss the tips in exercise 2. Ask: How often do you do them? How did they help, and how effective were they? Go through the list of items in question 2 and use the picture to check comprehension. Tell students to make notes for each of the questions. 5 Put students together with another pair and tell them to report back, ie use their notes to tell the other pair about their experiences. Although students may not have covered reported speech yet, you could help them by writing phrases they can use on the board such as: He / She told me … He / She said …

Listening 2 6 GUESS Ask students to look at the pictures, read the information below them and guess what’s happening. Elicit ideas and predictions and encourage lots of active guessing, but don’t confirm if they’re correct or not. 7

Ask students to listen and compare their ideas. Play the audio, then encourage them to talk about how they’d feel if this happened to them. 2.7

MA You might want to pause the audio after each section and ask questions to check comprehension, eg What time is it? What time is Alice’s flight? 98

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Answer She’s telling him to hurry up or she’ll miss her flight. Transcript narrator Alice is going to Canada for a conference. Her husband, Mike, is going to take her to the airport, but he says he has to do some things first. Her flight is at 11.55. narrator 9.25 alice It’s nine twenty-five, Mike. We should go. I don’t want to miss my plane. mike We don’t have to leave yet, Alice. I must just finish this email. I won’t be long. alice Oh. Alright. But remember I have to check in two hours before my flight, at 9.55. mike Uh-huh. narrator Five minutes later. 9.30 alice Can we go, Mike? It’s half past. mike We have plenty of time, Alice. I need to have a quick coffee before we go. alice Well, OK … but please don’t be long. I might miss my plane. mike OK, OK … narrator Ten minutes later. 9.40 alice Come on, Mike … look at the time! It’s 9.40! I may miss my plane. mike It’s OK. I must just feed the dog before … alice No! You don’t have to feed him now, Mike. You can feed him when you get back. Please let’s go! mike OK, OK. Chill! No need to panic … 8 See if the class can remember why Mike took so long. Ask students to tick the things that he did before they left the house. Play the audio again for students to check their answers.

Answers D, F 9 Ask students to work in pairs and answer the questions together. Check answers for questions 1–3, then invite students to say whether they think Mike and Alice are behaving reasonably. Ask: What would you do in this situation?

Answers 1 She feels very frustrated. 2 She wants to leave in time to check in for her flight. 3 She doesn’t want to miss her plane. 10 Write the two times (9.30 and 9.40) on the board and invite students to come up and write what Alice says at each time. Play the audio again to check who was right. MA As an extra challenge, see if they can recall the exact words she uses. At this point, you could also write the sentences on the board and quickly check the meaning of the modal verbs might and may. Ask: When is the flight? (Soon) Does she know for certain she’ll miss it? (No) Is it possible she could miss it? (Yes) So when Alice says ‘might’ and ‘may’, what’s she guessing about? (Something possible in the future).

Answers 1 I might miss my plane. 2 I may miss my plane. Tip: Students don’t always ask questions and often stay quiet when they don’t understand, so it’s always useful to take a few minutes to quickly concept-check new grammar. Without concept-checking, it’s difficult to know if they’ve understood the function, form and meaning of the new grammar. Even if some students have a good grasp of the language, concept-checking helps to reinforce their knowledge and helps weaker students get a better idea of things they weren’t completely clear about. 11 Check understanding of the phrase is likely to. Teach / Elicit that it has the same meaning as will probably. Ask students to predict what they think is likely to happen next. Elicit a few ideas from around the class. 12 2.8 Play the audio so students can check their ideas together, then find out if anyone guessed correctly. Ask: Who would have done the same as Alice?

Answer They get caught in a traffic jam on the way to the airport and Alice misses her plane. She’s so upset she tells Mike she’s leaving and not coming back. Transcript narrator Twenty minutes later. 10.00 alice Oh, no. I don’t believe it. We haven’t moved for ten minutes. mike This traffic is terrible, isn’t it? I think you’ll probably miss your plane! alice Yes, I think I will. Why does this always happen, Mike? Every time I go away. mike It’s not my fault there’s a lot of traffic! alice No, but we always leave at the last minute and … narrator Two

hours later. 12.00 At last! mike I think you’ve missed your flight, darling. What a pity. Now you don’t have to go to the conference at all and we can spend the weekend together! alice I’ve missed that flight, Michael. But this is an airport. There are other flights. mike What do you mean? alice I mean I’m going to fly somewhere else. And this time I’m not coming back! Goodbye, Michael! mike Oh! alice

13 Play the audio again and tell students to answer the questions. Play the audio a third time, pausing if necessary for students to check their answers.

Answers 1 There’s a traffic jam. 2 It happens every time she goes away. 3 Two hours and 20 minutes 4 12.00 5 She misses it. 6 Alice decides to get another flight and leave Mike.

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Writing and speaking 14 2.9 Ask: Can you remember Alice and Mike’s last conversation? Play the audio and tell students to listen and write it down. Then have them compare with a partner and get them to check against the transcript on SB page 149. MA As an extra challenge, ask stronger students to try to remember parts of the conversation before you play the audio again.

Transcript alice At last! mike I think you’ve missed your flight, darling. What a pity. Now you don’t have to go to the conference at all and we can spend the weekend together! alice I’ve missed that flight, Michael. But this is an airport. There are other flights. mike What do you mean? alice I mean I’m going to fly somewhere else. And this time I’m not coming back! Goodbye, Michael! mike Oh! Extra idea: Alice is very upset and angry, so she uses quite definite stress on certain words in the sentence: I’ve missed that flight, Michael. But this is an airport. There are other flights. Ask students to listen again and mark the stressed words in the sentence (see underlined words in the sentence). 15 Ask students to work with a partner and create a different ending to the story. Invite pairs to act out their conversation to the class and take a class vote on the best / funniest / most dramatic one. 16 EVERYBODY UP! Elicit and practise the questions first, eg Do you have to travel a lot in your work? Tell students to walk around and talk to other people. Encourage them to ask extra questions and find out more about each other’s travel experiences.

Art & Music Tell students they can find a larger version of this painting on SB page 125. Encourage them to search online to find more information about the artist, and to find the lyrics to the song. You 100

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might want to explain that in the song, the singer says I’ve rode buses, I’ve rode trains – rode is an American variant of ridden, which is also used in the song. Extra questions for class or homework Art Choose one person in the painting and describe what they’re wearing. Find one more painting by Haber online and describe it. Music Find out more about Tom Paxton and write a short biography of him.

Answers Art Airport, 2008, Ronald Haber Music … must stay behind. The singer wants to leave his partner again because he loves the mountains and sea. Culture notes: Ronald Haber is a British artist who paints a wide variety of popular pictures of landscapes and images from his travel experiences at home and abroad, including Sunset over the Grand Canal and Bridlington Harbour. His painting Airport is a brightly coloured image of a cosmopolitan crowd of people, including holidaymakers and businessmen, at the airport with their suitcases checking in. Tom Paxton is an American folk singer. He was born in Chicago in 1937 and his career has spanned more than 50 years. He’s famous for songs such as The Last Thing on my Mind and Bottle of Wine and received a Grammy Lifetime’s Achievement Award in 2009. His popular songs have been covered and played by artists such as Bob Dylan, The Seekers, John Denver and Willie Nelson. I’m Bound for the Mountains and the Sea is taken from Paxton’s debut album Ramblin’ Boy (1964) and describes the journey of a restless traveller across the vast land of America.

Vocabulary plus p52 Warm-up As a warm-up, ask students to make a list of five things they always take in their luggage on holiday. Then get them to compare their answers with a partner and explain the reasons why.

Useful things 1

2.10 Ask students to name as many of the items as they can without looking at the words in the box. Encourage guessing and use of words from their own language. Then tell them to look at the words and match them with the pictures. Play the audio for students to check their answers, then play it again for students to repeat the words. Help students with pronunciation if they have any difficulties. Point out that jewellery is only three syllables: /ʹdʒuːəlri/ – the third ‘e’ is not pronounced.

Transcript and answers 1 shower gel 2 adaptor 3 jewellery 4 make-up 5 phone charger 6 shampoo 7 towel 8 pillow 2

Go through the words with the class and have them repeat after you. Ask: How many of these words do you already know? They should know most of them by now. Encourage guesses for the meaning of any they don’t know. Ask: Which things can’t you take in your hand luggage? Elicit answers from the class. Note that the answers may vary from country to country, but these are the regulations in the UK. Ask students which names for these items are very similar in their own language and which are very different.

Answers corkscrew, knife, penknife, scissors (with blades longer than 6cm), plus any bottles of water, shampoo, etc over 100ml Things you would expect to be prohibited, but aren’t: matches, lighter, scissors with blades no longer than 6cm. Extra idea: To review the vocabulary, write an anagram on the board and get students to try to guess the word. Then put students in pairs to make anagrams and take turns guessing each other’s words.

3 Students make lists of the things they take with them when they travel. 4 Ask students to add extra things to their lists. Encourage them to look up words in the dictionary if needed or get them to describe them so you can provide the words they don’t know. 5 Teach / Elicit the phrase do without. Students identify the essential and non-essential items on their lists, then compare their list with other people.

Did you know? Ask: Who’s this person? (It’s an unusual photo of the Queen of England, so some students may not recognise her at first.) Read the short text together. You could add that all other members of the British royal family need a passport, as do the Pope and the US President. 6

Explain the memory-chain game to the class. Put students in small groups. The first student says something they take on holiday and the next person has to remember what they said and then add another item. If someone makes a mistake or can’t remember, they’re out of the game. The last person left is the winner. Remind students to use have to and don’t have to correctly.

Useful expressions 7 Ask students to look at the expressions and find them in the Travelling light text on SB page 48. Tell them to underline them and try to guess their meaning from the context. Check answers as a class.

Answers fit in = manage to get into a suitcase It’s a pain to … = It’s a lot of trouble to … It’s worth it! = The benefits of doing it are greater than the trouble of doing it. Just in case. = In the event that something happens to make me need it. No way! = never, not at all Absolutely! = definitely at both ends = when I check in and when I land at my destination get it wrong = do something that’s against the airline’s rules loads of = a lot of save time = spend less time doing something Unit 5

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8 Model the example dialogues with one or two students. Then ask students to work in pairs and use the expressions in spontaneous conversations about their travel experiences.

Extra idea: Review the prefixes and adjectives with a guessing game. Ask students to write down definitions for each word and test each other. One student gives a definition and their partner has to guess the word with the correct prefix.

Focus on: get Explain that get is often used in different phrases and has lots of different meanings. Ask students to replace get with a different word. Have them compare answers with a partner and decide if the sentences are true or false. Tell them to correct the false statements.

Answers 1 becomes; true 2 obtain; true 3 catch; false: People catch malaria from a mosquito bite. 4 buy; true 5 travel; false: You have to get on a train or a ferry to cross the English Channel. 6 receive; true

Wordbuider Negative prefixes: im-, in-, una

Learning prefixes and suffixes is a really helpful way of increasing students’ vocabulary. Write possible on the board, then add the prefix im. Teach / Elicit how it changes the meaning of the word, then ask the class to identify the correct prefix for each word. Write the table on the board and invite students to come and write the words in the correct column. Ask students which words are very similar in their own language and which are very different.

Answers im-: impossible, impatient, impolite, impractical in-: inefficient, incorrect, inexpensive, informal, invisible un-: unnecessary, unfriendly, unhappy, unimportant, unlikely, unpopular, untidy, unusual b Go through the words and check comprehension. Ask students to circle the words that describe them, then compare their words with a partner. Find out which were the most commonly used adjectives.

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Everyday English p53 You first! Introduce the topic (personal stories are always interesting and provide opportunities for live listening practice), then ask if students have ever lost their luggage. Put them in pairs and get them to share their stories.

Describing an object 1

2.11

6 Decide whether you’re going to use

the video or simply play the audio. Go through the questions first and ask students to predict the story. This will also help them to have a clear idea what information they’re listening for. Then play the video or audio. Discuss the answers as a class.

Answers 1 The passenger has lost his suitcase. 2 No, he isn’t. 3 His name is Vladimir Balanovsky, he’s just arrived from Moscow via Frankfurt on Lufthansa flight LH0345, he isn’t very young. 4 He has trouble saying Mr Balanovsky’s name. Transcript Good afternoon, sir. Can I help you? traveller Yes, I’ve just arrived from Moscow but I’m afraid my luggage hasn’t. attendant Oh dear. I’m sorry to hear that. I’ll need to fill in a form. Right … What’s your name? traveller Balanovsky. Vladimir. attendant Oh right, um … could you spell that for me, please? traveller B-A-L-A-N-O-V-S-K-Y. attendant B-A-L-A-N-O-V-S-K-Y, Vladimir? traveller I’m staying at the Hilton, Park Lane. luggage attendant

attendant

traveller attendant

traveller

attendant traveller attendant traveller attendant traveller attendant

traveller attendant traveller

OK. And you’ve just arrived from Moscow – what was the flight number, Mr Balloon ...? Balanovsky! Lufthansa LH0345 via Frankfurt. Right. Now, I’m going to show you some pictures of bags. Which one of these is most like yours? Is it like these? No, it isn’t a backpack. Young people carry backpacks, not people like me. No, of course not. What about these? No, it isn’t a bag. It’s a suitcase like this one. And is it big or small? It’s quite big. About 1m by 1m. And it has wheels. And what colour is it? Red. Mainly red, but with some black too. It’s a very beautiful case. So it’s a beautiful, big, red and black case with wheels. Does it have your name on it? Of course it does! Well, we’ll do our best to find it, Mr Balloon … Balanovsky!

2 Focus on the pictures of bags. Ask: Which piece of luggage is most like Mr Balanovsky’s? Students work in pairs to describe his luggage and identify it. Play the video or audio again for students to check their answers if necessary, or ask them to look at transcript 2.11 on SB page 149.

Answers suitcase number 5 It’s quite a big suitcase, about 1m by 1m. It’s a beautiful, big, red and black case with wheels and it has Mr Balanovsky’s name on it. 3 Look at the sentence with the class and focus on the order of adjectives. Identify each adjective, ie colour = green, size = small, opinion = beautiful, number = two. Students number the adjectives in the correct order. Point out that we usually use commas between the adjectives when there are three or more adjectives.

Answers a4 b3 c2 d1 4 Students work individually to put the phrases in the correct order, then check their answers with a partner.

Answers 1 a beautiful blue backpack 2 a hundred horrible big handbags 3 one wonderful white wheelchair 4 six stylish, small, silver suitcases 5 Ask students to describe the other items of luggage in the picture using the correct order of adjectives.

Suggested answers 1 a small red bag 2 an ugly, large, black and red suitcase with wheels 3 a small red and black backpack 4 a large red and black suitcase 5 a small black bag (with red handles) 6

Put students in pairs and see if they can remember five of the questions the lostluggage man asked. Then play the audio or video again for them to check.

Answers Can I help you? What’s your name? Could you spell that for me, please? What was the flight number? Which one of these is most like yours? Is it like these? What about these? And is it big or small? And what colour is it? Does it have your name on it?

Speculating about the present and the future 7 P 2.12 Go through the sentences in the box and focus on the words in bold. Ask questions to check comprehension, eg Does the luggage man know where the luggage is for certain? (No) Does he really know when they will find it? (No) Is he talking about the Unit 5

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past, present or future? (Present and future) Is he saying something that he’s sure about, or is it a guess? (It’s a guess). Teach / Elicit that we use all these words to speculate (make guesses) about the present and the future. Refer to the grammar reference on SB page 139 now or at the end of the lesson and go through it with students. Put them in pairs to say the sentences and try to find the stressed words. Play the audio for them to listen and check their answers.

Transcript and answers 1 It may still be in Russia. 2 It might be in Germany. 3 It might even be in the UK. 4 It’s possible that it’s still on the plane. 5 Do you think it could be in Helsinki? 8 Put students in groups to talk about where the suitcase might be. Encourage them to use the correct words and phrases for speculating about something. 9

Play the audio so students can listen and check their predictions. 2.13

Answers 1 It may still be in Moscow, or it might be in Frankfurt, or it might be in London. 2 It could be tonight or it could be tomorrow. Transcript traveller Oh, just one more question. attendant Of course, Mr … um … ah … traveller Where do you think my suitcase might be? attendant Well, it may still be in Moscow. That’s possible. Were you late for your flight? traveller Of course not. I am never late for a flight! attendant Well, in that case, it might be in Frankfurt. You changed planes there. traveller Yes, that’s true. It could be in Frankfurt. That’s better than Moscow. attendant It might even be in London and we just haven’t found it yet. traveller Well, I hope you find it quickly! When do you think it could be here? 104

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It could be tonight or it could be tomorrow. It all depends where it is now. It’s definitely … somewhere.

10 Put students in pairs to describe the painting on SB page 51 (or they can look at the larger version on SB page 125). Encourage them to speculate using the phrases on this page. Monitor pairs as they work, helping with vocabulary if necessary.

Suggested answer a The departure hall is very crowded. A lot of people are waiting. b Perhaps some flights are late. The computer system might be down. Maybe there’s a strike. It might be the beginning of the school holidays. Tip: When students are doing speaking activities, it’s a good idea to walk around the room and note down typical mistakes they make. This tells you what they haven’t completely got yet and identifies areas for review in future lessons. Extra idea: As students are talking or working on activities in this lesson, walk around the room and take some of their things. Take bags, magazines, hats, pens, and of course, mobile phones are good too. Then set up a lost-property office (you can put all their things behind your desk) and get them to come up and describe the things they’ve lost. Encourage them to use adjectives in the correct order, but tell them that they have to use correct sentences to get their lost property back!

we don’t say … / we say … This section focuses on the following errors: • confusion of the phrases do you like and would you like • incorrect use of the infinitive with to after must • incorrect use of mustn’t • incorrect word order • incorrect use of the infinitive after shouldn’t Ask students to cover the green we say … side and see if they can correct the mistakes themselves before they look and check.

6 UNIT FOCUS

Survival GRAMMAR: zero conditional; when clauses; first conditional; VOCABULARY: emergency equipment; global warming FUNCTIONS: giving instructions; checking understanding

Lesson 1 If you get stuck, keep calm and don’t panic! pp54–55 Aims The focus of this lesson is to introduce the zero conditional to talk about what to do in certain situations, to practise when clauses, to learn vocabulary for describing emergency equipment, and to learn about the dangers of extreme weather conditions.

You first! Ask students to look at the photo and elicit a few answers from the class. It doesn’t matter if some students never get snow in their country.

Vocabulary Emergency equipment (1) 1 GUESS Tell students to look at the photo of the car again and talk about the questions. Encourage lots of ideas and discussion. Get feedback from the class and check their ideas. 2 Before you go through the words with the class, ask students to try and name as many of the items as they can. They should know quite a few of these words already. Then go through the words together, checking comprehension and the pronunciation of battery.

Answers a boots b umbrella c bottle of water d first-aid kit e blanket f sunglasses g jacket h torch i battery j mobile phone k phone charger l gloves m chocolate bar 3 Allow students time to read about the extreme weather conditions and snow across Europe in 2012–2013 and discuss the questions together. Before they start, model the example sentence with a student and check understanding of the phrase a good idea. Extra idea: Tell students to find out about other extreme weather like the snowstorms in New York in 2014–2015.

4

relative pronouns: who / which / that

Tell students they’re going to listen to a winter checklist. Ask them to look back at the picture in exercise 2 and tick the items the man mentions. 2.14

Answers All the items are mentioned, in this order: jacket, gloves, boots, torch, first-aid kit, blanket, sunglasses, umbrella, battery, phone charger, mobile phone, chocolate bar, bottle of water Transcript a The last time we had really bad snow, a friend of mine got stuck for six hours. b Six hours! a Yeah, so this year, I’m going to be prepared. b Uh-huh. a I found this really good website with a checklist of things for driving in winter. b So what does it say? a Well, obvious things like always have a warm jacket, gloves and boots … and then things that we always keep in the car all the time … a torch and a first-aid kit. Oh, and something to clean the snow off the windscreen. b Yes, I have all those in my car too. a And it says always have a blanket too – for extra warmth – and sunglasses because the sun is so low in winter and an umbrella to keep dry – because if you get wet, you get cold. b It’s a good idea to have an extra mobilephone battery and charger too, I think. And a mobile phone, of course! a Yes, they’re on the list, and food and drink are on the list too: a chocolate bar and a bottle of water. You could do exercises 1–5 on Emergency equipment in Vocabulary plus at this point.

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Listening 5 Go through the statements first to check any new vocabulary, eg panic, engine, run out of. Ask students to read the statements and guess if they’re true or false. Elicit ideas, but don’t check answers yet. 6

2.15 Play the audio. Tell students to listen and check if their answers were correct or not. Get them to correct the false statements with the right advice.

Answers 1 false: You should keep calm. 2 true 3 true 4 false: Turn on the engine if you want to keep warm. (Run the engine for about 15 minutes every hour.) 5 true 6 false: You should always check the weather forecast. Transcript Well, the first thing is, if you ever get stuck in the snow, keep calm and don’t panic! I know that’s easy to say and not so easy to do, but it’s true. You can’t think clearly if you panic. So just sit for a few moments and breathe slowly. Then you’re ready to take action. If you can see a house, you should get out and walk there. If you can’t see anything, then don’t leave the car. Remember that it’s very difficult to walk in snow and it’s easy to get lost. It’s easier for people to find you if you stay in your car, too. Turn on the engine if you want to keep warm, but don’t leave it on too long if you don’t want to run out of fuel. Turn it on for just 15 minutes each hour, then turn it off again. If you have a phone, you should call someone and tell them what’s happened and where you are. Then put on some warm clothes, drink some water, eat some chocolate and just wait. But of course you should always check the weather forecast and road conditions if you’re driving a long way. If the weather conditions are very bad, stay at home!

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7 Allow a few moments for students to read the questions first so they know what to listen for. Then play the audio again, pausing if necessary, and encourage students to check their answers together. Elicit answers to the third question and write any other ideas students have on the board. Find out how many people had similar ideas.

Answers 1 It’s difficult to walk in snow and easy to get lost, and it’s easier for people to find you in your car. 2 a) Run the engine for about 15 minutes every hour to keep yourself warm. b) Call someone to tell them what’s happened and where you are. c) Put on warm clothes. d) Drink some water. Tip: It’s very difficult to listen and write at the same time, so tell students you’ll play the audio at least twice for activities like this. Explain that the first time, they should just listen and perhaps make a few notes. At this point, if they try to write more, they’ll miss important details. The second time they listen, they can fill in more details.

Grammar 1 Zero conditional 8 Go through the grammar box first and ask a few questions to make sure students understand the meaning and function of the grammar. Complete the first sentence together and ask: How many parts are there in the sentence? (Two) What has to happen first? (The if clause – get wet) What’s the other part of the sentence? (The result or thing that happens after – get cold) Are these things just possible or are they facts? (Facts) How certain are we? (Completely sure). Students complete the remaining sentences.

Answers 1 get 2 get 6 panic

3 are

4 stay

5 can’t

Refer to the grammar reference on SB page 140 now or at the end of the lesson and go through it with students.

9 Ask students to look back at the statements in exercise 5 and underline the zero conditional.

Answer All the sentences in 5 are examples of the zero conditional. 10 Go through the three situations first and check that students understand the words signal for help, thunderstorm and earthquake. Allow time for them to complete the table on their own, using the ideas to help them, or they could make up their own ideas.

Suggested answers If you’re out in a thunderstorm do: get inside, stay calm don’t: stand under a tree, put up your umbrella, swim in a pool, panic! If you’re in an earthquake do: get under a table, keep away from tall buildings, stay calm don’t: swim in a pool, panic! If you get lost in the mountains do: light a fire, signal for help, stay calm don’t: panic! 11 Put students in pairs to compare their ideas from exercise 10. Monitor pairs as they work, making a note of any problems with grammar or vocabulary. Encourage them to use zero conditional sentences and correct any small mistakes you hear. Note: Students sometimes get the zero conditional confused with the first conditional, so give extra examples if needed to show the difference in meaning between facts and possibilities. Don’t go into detail at this stage, however, as they’ll do work on the first conditional in the next lesson. You could do the Focus on: keep section in Vocabulary plus at this point.

Grammar 2 when clauses 12 Elicit answers for the missing words in the sentence, then ask: Can anybody explain the difference in meaning between ‘if’ and ‘when’ statements?

Answers are; drive We use when to talk about specific situations, not possible situations. For a full explanation, see SB page 140. Refer to the grammar reference on SB page 140 now or at the end of the lesson and go through it with students.

Speaking 13 EVERYBODY UP! Energise your class with this walk-around activity. Allow time for students to first work individually and answer the questions. Remind them to use the zero conditional. Then tell them to walk around the room, share their ideas and find people that do the same things. Make sure you model the activity first and encourage students to ask questions so they don’t just show each other the answers, eg A What’s the first thing you do when you get really cold at home? B If I get cold, I put the heating on. What about you? A I put my sweatshirt on if I’m cold. B Why do you do that? A It saves electricity. 14 Check students understand what they have to do in this information-gap activity. Explain that they each have information about different situations: being lost in the jungle or the desert. Tell them to read their tips and make notes, then take turns to tell each other what to do in each situation. Then allow time for them to answer the questions.

Answers A If you’re lost in the jungle, find a river to follow; climb a tree if you can; light a fire if you can; don’t eat colourful berries; keep your clothes on, even if you’re hot; don’t take off your shoes. B If you’re lost in the desert, stay near your vehicle if you’re in one; cover your neck and your head; walk along hills or high ground; find water (cactus plants are good); walk slowly not quickly; don’t breathe through your mouth, breathe through your nose. Unit 6

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Tip: It’s often difficult to react quickly to questions and activities, particularly in a foreign language, so try to give students thinking time before they begin. This helps them to think of ideas and the vocabulary and grammar they could use to express themselves. If we rush them straight into activities, they sometimes say very little, but if we give them time, they’ll generally have more fluency and accuracy.

Art & Music For the painting, tell students to look at SB page 125 to see a bigger image. Tell them to work in pairs to discuss a good title for the painting, then check their answers online. For the song, elicit a few ideas for the missing words, then get students to check online. They could also find a video of Katy Perry’s half-time show at the 2015 Super Bowl. Extra questions for class or homework Art Describe the painting and the weather. What’s the tiger about to do? Music What do you think Katy Perry is talking about in this song?

Answers Art Surprised! or Tiger in a Tropical Storm, 1891, Henri Rousseau Music tiger, fire, champion; other animals: lion, butterfly, bee Culture notes: Henri Rousseau was born in Laval, France, in 1844. Although he didn’t have great success in his lifetime (painting was more of a hobby for him – in fact, he only started painting seriously after he had retired), like many artists, he became extremely well known after he died, and his paintings were bought by many collectors and museums. He’s best known for his paintings with jungle themes, such as the one here: Tiger in a Tropical Storm or Surprised! It shows a tiger, lit by lightning, preparing to jump 108

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on its prey. Although there are tales (which may have been spread by Rousseau himself) that he had studied the jungle during his travels in Mexico, he never left France, and learnt all he knew of the jungle from botanical gardens, textbooks and other people’s stories! Katy Perry was born in California in 1984. She’s a famous singer and model and is known for hit singles such as I Kissed a Girl, California Gurls and Firework. She has won many awards for her music. In 2012, she made the move into movies, releasing the documentary feature film Katy Perry: Part of Me. Throughout her career, she’s sold 11 million albums and 81 million singles worldwide, making her one of the bestselling artists of all time. Roar is one of her best-known songs. It was released in 2013 on her fourth album, Prism. The song is about standing up for yourself and being strong and was her eighth number-one song in the US charts. In 2015, she sang the song in front of a huge crowd at half-time at the US Super Bowl.

Lesson 2 If temperatures go up, fish will die. pp56–57 Aims The focus of this lesson is to introduce the first conditional and use it to talk about the dangers of global warming and its effect on the planet, and to learn some useful words for talking about the consequences of global warming and rising sea levels.

Warm-up Quickly find out what students know about global warming and climate change. If they need to use L1 for some words, that’s fine – help them with the vocabulary they need to talk about it. Keep this short and dynamic – they’ll find out much more about it in the lesson. 1 GUESS To introduce the topic, tell students to look at the photos and guess the connections between them. Encourage lots of discussion.

Transcript 1 Which of these are fossil fuels? a) coal b) oil c) gas The answer is all of them. 2 Which of these are greenhouse gases? a) carbon dioxide (CO2) b) oxygen (O) c) methane (CH4) The answer is carbon dioxide and methane. 3 Which country produces the most greenhouse gases? a) China b) Russia c) the USA The answer is China. 4 How many people die because of global warming every year? a) 1,500 b) 15,000 c) 150,000 The answer is 150,000. 5 How long does it take CO2 to disappear from the atmosphere? a) 10 years b) 100 years c) 1,000 years The answer is 100 years. 6 Which of these activities produce greenhouse gases? a) driving b) cutting down trees c) meat production The answer is all of them.

Extra idea: You could also include a short video clip to increase interest and set the scene. Search online for the trailer for the Academy Award-winning film An Inconvenient Truth. 2

Ask students what they know about global warming and its causes. Encourage discussion and activate their background knowledge and opinions on the subject. Then quickly check the meaning of the words in bold before they do the quiz.

Answers fossil fuels = fuels, such as gas, coal and oil, that were formed underground from plant and animal remains millions of years ago coal = a hard, black substance that’s dug from the Earth in pieces, and can be burned to produce heat or power, or a single piece of this oil = petroleum (= the black oil obtained from under the Earth’s surface from which petrol comes) gas = a substance in a form like air that’s used as a fuel for heating and cooking greenhouse gases = gases that cause the greenhouse effect, especially carbon dioxide carbon dioxide = the gas formed when carbon is burned, or when people or animals breathe out oxygen = a chemical element that is a gas with no smell or colour. Oxygen forms a large part of the air on Earth, and is needed by animals and plants to live. methane = a gas with no smell or colour, often used as a fuel atmosphere = the mixture of gases around the Earth 3

2.16 Give students time to do the quiz on their own first. Then have them compare their answers with a partner. Play the audio for them to check if their ideas were correct.

Answers 1 a, b, c 2 a, c 3 a 4 c 5 b 6 a, b, c

Reading 4

Check that students understand the vocabulary and get them to quickly look up any words they don’t know in a dictionary or online. Explain that all of the words except one are directly linked to the weather and tell them to circle the odd one out. Ask students which words in the list are very similar in their own language and which are very different.

Answer mosquito 5 Students work in pairs and take turns to mime and guess words from the list in exercise 4. Some of them would be very difficult to mime, so instead of miming those words (eg acid, degree, drought), tell students to give a definition for their partner to guess. 6 Focus on the question: What will happen in the future if we continue to burn fossil fuels? Elicit a few ideas from the class, then tell students to read the report and underline the possible effects. Set a short time limit so they read quickly for gist.

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Answers There will be more storms and they’ll be more severe. There will also be more heatwaves, more droughts, more rain – and therefore more floods and more hurricanes; temperatures will go up several degrees; the ice and snow at the north and south poles will melt, and sea levels will rise. The sea will become more ‘acid’. More places will be hotter, and because more mosquitoes will survive in these places, there will be more malaria. There won’t be nearly as many fish in the oceans, and the ones that are left will be smaller. 7 It’s helpful to model reading strategies, so do the first word with students and try to elicit the meaning of severe from context. Encourage them to read sections around the words (the co-text) to guess the meaning. You could prompt them by asking questions, eg What weather conditions does the text mention? (Floods and hurricanes) Are these storms normal or very serious and extreme? (Serious and extreme) So what do you think ‘severe’ means? (Very serious). Students work in pairs to complete the activity.

Answers severe = extreme, very serious absorb = take in a gas, liquid or other substance (here, heat) reflect = throw back (heat, light or sound) without absorbing it melt = turn to water rise (v) = go up affect = cause changes in eco-systems = all the living things in an area and the way they affect each other and the environment rise (n) = increase 8 Give students time to read through the questions first, then read the report and answer the questions. Check answers with the class.

Answers 1a 2a, b, c 3a, b 4a, b, c 5a, c

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Grammar First conditional 9 Look at the first line of the table and teach / elicit how we form the first conditional. Ask students to complete the sentences in the table. Get feedback and correct any mistakes.

Answers 1 is 2 will be 3 will be 4 don’t act 5 will happen 6 go on Refer to the grammar reference on SB page 140 now or at the end of the lesson and go through it with students. 10 Tell students to look back at the first sentence in the grammar box and complete the rule with a partner. Write the sentence on the board (If there is more rain, there will be more floods), then ask a few concept-checking questions, eg Is this about the past, present or future? (The future) What word tells us it’s the future? (will) Why do floods happen? (Because there’s too much rain) So what thing has to happen first? (More rain) And what will the result be? (More floods) How certain are we? (Quite certain) Can we say the sentence in a different way? (There will be more floods if there is more rain). Elicit that the floods won’t happen if there isn’t more rain, so we can’t say that something will definitely happen.

Answer may happen 11 Look at the sentence you wrote on the board and highlight the form. Ask students to read through the article again and underline other examples of the first conditional. Remind them that the first conditional has will in the result clause so they don’t confuse it with zero conditional sentences in the text.

Answers if we continue to burn … there will be more storms If we go on producing them, temperatures will go up

12 Do the first sentence with the class and elicit the sentence. Ask students to work with a partner and complete the other sentences using the first conditional. Encourage them to look back at the grammar box if needed.

Answers 1 If the temperature goes up, there will be more mosquitoes. 2 If the sea gets warmer, a lot of fish will not survive. 3 A lot of fish will die if that happens. 4 If we act now, climate change won’t be so bad. 5 A lot of people will die if climate change continues. 13 Encourage active discussion and elicit ideas from the class. Then tell them to read the report again and check their ideas. MA For greater support, students could read the report again before they do this activity.

Speaking and writing 14 THINK This activity encourages students to think more critically about the problem of global warming and use the language they’ve learnt to make more predictions. Ask students to work in pairs and discuss the questions together, making a note of their answers to questions 3 and 4. Monitor pairs as they work, helping with any necessary vocabulary. Encourage them to use the first conditional to make predictions about the future. 15 Tell students to look at the notes they made for questions 3 and 4 and give them a few minutes to expand the notes and put them in a suitable order for writing about them. Students then write a paragraph about the environment, including their future predictions and suggestions for saving the planet. You may want to start this activity in class and ask students to finish it for homework, then bring in their work to the next lesson.

Answers 1 Temperatures will go up several degrees. 2 The ice and snow at the poles will melt. 3 Sea levels will rise. 4 The sea will become more acid. 5 Fish will die or become smaller and therefore more expensive.

Extra idea: You could also set up a roleplay. Put students in pairs: A and B. Student A is an environmental expert and student B is a journalist finding out about the dangers of global warming. Allow a few minutes of thinking time so that student A can quickly read and remember facts from the quiz and report, and student B can think of the questions they’d like to ask.

Extra ideas: To give more practice of the first conditional in a different context, tell students that they’re all going on holiday to a foreign country. Ask them to think about what they’ll do in different places. Give an example or two first, eg If I go to Rome, I’ll visit the Trevi Fountain.

MA Encourage stronger students to ask more questions so they don’t finish much earlier than the weaker students.

You could ask for alternatives to the phrase If we don’t change our ways and suggest students use a different one each time, eg If we continue / carry on as we are, If we go on burning fossil fuels / producing greenhouse gases, If we don’t stop … etc.

Lesson 3 It’s an animal that lives in the jungle. pp58–59 Aims The focus of this lesson is to introduce and practise relative pronouns to connect sentences, to learn vocabulary to talk about endangered animals, and to talk about what we can do to help endangered species around the world.

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Warm-up Find a simple description online about an animal. Write down its name and its Latin name, eg hedgehog – erinaceus europaeus, and some helpful phrases, eg commonly found, its natural habitat is, it prefers, its diet is and it builds its nest in. Give a copy to each student. Check they understand the vocabulary, then describe yourself as if you were a wild animal, eg Terry (Professoria Terriceus europaeus) Commonly found in Europe, though often found in other parts of the world. Its habitat is a small village near a river in the Czech Republic. Its diet consists of fruit, vegetables and cornflakes and it’s also known to eat pizza. By day, it works, runs to stay fit, and looks after its children, and by night it can be found in the local café. Give students time to think of an animal they’d like to be and write a short, humorous description of themselves. When they’ve finished, either put them in pairs to read out their descriptions to each other or ask students to present to the class. MA Weaker students could do this in pairs or groups of three, so they can help each other with ideas and vocabulary.

Vocabulary Animals in danger 1

To introduce the topic and check students know important vocabulary, ask them to match the words and photos. Ask students which names for these animals are very similar in their own language and which are very different.

Answers a salamander b turtle c leopard d rhino e tiger f whale g gorilla 2

2.17 GUESS Write phrases on the board like: I think there is … There could be … There might be … and model the example sentence. Then ask students to work in pairs to guess which adjectives describe the animals. Play the audio for them to check how many they got right. Then play it again for students to repeat the words.

Transcript and answers 1 Amur leopard 2 giant salamander 3 Javan rhino 4 leatherback turtle 5 mountain gorilla 6 right whale 7 Siberian tiger 112

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3 Pre-teach the word extinct and ask students to predict which animals they think are in danger. Elicit ideas from the class.

Answer All of them apart from the leatherback turtle. Tip: Students usually know a lot about different things, so try to elicit their ideas and find out what they know before they listen. This involves them far more and helps to activate their background knowledge about the topic.

Listening 4 Focus on the table below the photos and tell students to read the last column – Interesting facts – and guess which six animals from exercise 2 match each fact. Elicit a few ideas, but don’t check answers yet. 5

2.18 Explain to students that they’re going to hear a talk about the six animals. Play the audio for them to listen and check their answers to the animals (column A), then play it again and tell them to make notes about where the animals live (column B) and how many there are in existence (column C). Play the audio again, pausing as necessary. Encourage students to compare answers with a partner, then check answers as a class.

Answers A Animal 1 Amur leopard 2 Javan rhino 3 mountain gorilla 4 Siberian tiger 5 right whale 6 giant salamander B Place 1 southeast Russia and northeast China 2 Asia – now only Indonesia 3 Rwanda and Congo, central Africa 4 eastern Russia 5 North Atlantic, along east coast of US 6 China, Taiwan C How many left 1 40 2 60 3 fewer than 700 in 1989, more now 4 about 450 5 fewer than 350 6 not sure

Transcript Good evening and thank you for coming to this short talk about animals in danger and the things that we can do to help. There are many, many animals in danger nowadays sadly, but tonight I’m just going to mention six which are especially in danger of extinction. First, there’s the Amur leopard. It lives in southeast Russia and northeast China and its skin can sell for $1,000. They’re very, very close to extinction. There are only about 40 of them left in the wild. Second is the Javan rhino – one of the rarest mammals in the world. There was a time when it lived all over Asia, but these days there are only 60 of them left in Indonesia. Then there’s the mountain gorilla. It’s an animal which lives in high forests in Rwanda and Congo in central Africa. In 1989, there were fewer than 700 mountain gorillas. Their numbers have gone up again – this is great news – but they still have lots of problems. There are only about 450 Siberian tigers left. They’re beautiful animals and the biggest cats in the world, so it’s important to protect them. They only live in the eastern part of Russia. Right whales are creatures which live in the North Atlantic, along the east coast of the US. There are fewer than 350 of these amazing creatures left, even though they’ve had protection for more than 80 years. And my last animal is the giant salamander from China and Taiwan – the largest amphibian in the world. People who keep records aren’t exactly sure how many giant salamanders are left, but one thing is certain: they are becoming rarer and rarer. 6 THINK Put students in groups to talk about why the animals might be in danger. Tell them that they can look up and use some of the words from the vocabulary box to help them. Elicit ideas from each group, but don’t check answers yet. 7

2.19 Play the next part of the talk for students to check their reasons from exercise 6. Play it again, pausing as necessary for students to make notes in column D, then ask them to compare their ideas.

The audio finishes with the question So … what can we do to help? This is a nice opportunity to prompt more discussion and get students’ ideas and opinions.

Suggested answers D 1 hunted for skin (fur coats) and bones (medicine) 2 horn used in medicine; disease and natural disasters which destroy habitat 3 disease (tourism), wars destroy habitat, hunted for meat, babies kept as pets 4 hunted for skin (fur coats) and bones (medicine); forests disappearing 5 swim in polluted waters, crash into ships 6 rivers and lakes polluted, luxury food Transcript man So why are these animals in danger? Why are so few of them left in the wild? woman That’s a great question. Well, there are lots of different reasons why animals are in danger. The Amur leopard and the Siberian tiger are animals that have beautiful fur and there are a lot of people who want to wear very expensive leopard and tiger coats! So there are people that hunt them for their skins. Also, their bones are an ingredient in traditional Asian medicine. And the forests where the Siberian tiger lives are disappearing because people are cutting down the trees. People use rhino horn in traditional medicine too, and people who hunt rhino can make a lot of money. Rhinos are also dying because of disease and natural disasters like tsunamis, as these destroy their habitat. Mountain gorillas are dying from disease too, partly because of increased tourism but also because of wars which are destroying their habitat. Also, some people enjoy eating gorilla meat and – very sadly – some people like to have gorilla babies as pets.

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The giant salamander is another creature that is losing its habitat as more rivers and lakes become dirty and polluted. But the salamander’s biggest problem is that people like to eat it, and it has become a luxury food item in restaurants in Asia. Right whales have a different problem. They have had protection for many years, but their numbers are still going down. They are very big and very slow and they swim very near the coast where the water is not so clean. It also means that they often crash into ships and die. So … what can we do to help?

Extra idea: Tell students to choose one of the animals and use the notes they made in exercise 7 to write a short text about it.

Grammar Relative pronouns who / which / that 8 Ask students to look at the examples of relative pronouns in the grammar box. You could also write the sentences on the board and highlight the pronouns. Get them to look at the sentences and work out the rules together. Note: We’ve just focused on the pronouns in this level, not relative clauses, so you don’t need to go into the different types of clause at this point. Work on both defining and non-defining relative clauses will be done in Jetstream Intermediate.

Answers 1 a) who, that b) which, that 2 that Refer to the grammar reference on SB page 140 now or at the end of the lesson and go through it with students. 9 Tell students they’re going to play a game to practise relative pronouns. Read through the instructions and model the example with one or two students. Put them in pairs to play the game; set a time limit of one minute for each round so they’re quickly on task and don’t take too long thinking about their answers.

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A short time limit also means the pace is fast and more fun. Encourage students to use different relative pronouns so that they talk about people, things and places. 10 Focus on the WWF logo with the panda and ask: How many of you have seen this logo? Elicit answers to the first question, then tell students to read the text quickly to find the answers to both questions. They then read it again more slowly, this time filling in the missing relative pronouns. Do the first one as an example. Ask: What’s the word before the gap? (organisation) Which pronoun do you use to talk about a thing? (which / that). Students complete the activity individually, then check in pairs.

Answers 1 World Wide Fund for Nature 2 It’s the symbol of the WWF. 1 which / that 2 which / that 3 which / that 4 which / that 5 who / that 6 who / that 11 Ask students to cover the text or close their books and play the memory game. Give them a target of perhaps five or six things to remember. Then tell them to read again to check. Extra ideas: You could also do the activity as a class quiz to see which team can remember the most facts. Ask questions about the text, eg How long has the giant panda been the symbol of the WWF? What does the panda symbolise? Does everybody who works for the WWF get paid? What does the WWF always need?

Explore Tell students to go to the WWF website and find out more about endangered animals and conservation. Extra idea: Create a webquest for the class and get students to either complete the activity at home or in class using their smartphones. This is often motivating for students, so provide links to two or three websites about endangered animals and

conservation. Make a worksheet with reading comprehension questions from each site, then have students search the sites to answer the questions.

Speaking

Writing 15 Read through the advertisement with the class and elicit the most important requirements for volunteers. Ask: What skills, qualities and type of personality would volunteers need to have? Make a short list on the board.

12 P 2.20 Say the words five and give to help students notice the difference between the long /aɪ/ and short /ɪ/ sounds. Write both words on the board and ask students to work in pairs, say the words in the box to each other, then write them under the correct sound. Play the audio for students to listen and check, then play it again for them to repeat each word.

Help with pronunciation difficulties and get students to see the difference in mouth position. They should feel the movement from a more open to closed position when they make the longer vowel sound /aɪ/ and see the more closed position of the shorter vowel /ɪ/. Note: Only the verb form of live is given here. The adjective live is pronounced /laɪv/.

Transcript and answers /aɪ/ five: advice, China, describe, drive, inside, item, mobile, right, wildlife /ɪ/ give: condition, drink, engine, extinction, live, since, symbol Extra idea: Give students these tongue twisters to practise the two sounds: A See much wildlife in Dubai? B Five Siberian tigers and a white rhino! A Can you list fifty-six ships? B Give me a minute to think! 13 Put students in pairs to talk about the questions and make notes for the next exercise. Encourage students to use relative pronouns in their answers. You could give this activity to students as homework so they can spend some time researching information. 14 Put students in groups to report to the rest of the class what they talked about. Monitor pairs as they talk, making a note of any common problems with grammar, pronunciation or intonation. Get class feedback and find out the most interesting and surprising facts.

Give students a few minutes to brainstorm ideas with a partner, then ask them to write a formal email expressing interest in being a WWF volunteer. Remind them to include details about all of the requirements. Walk around and offer help and gentle correction if needed, then get students to share and read their partner’s emails afterwards.

Vocabulary plus p60 Emergency equipment (2) 1

2.21 Ask students to match the words and pictures. Then tell them to compare with a partner. Play the audio for them to check their answers, then play it again, pausing for them to repeat each word.

MA For an extra challenge, ask students to try to name as many of the items as they can without looking at the words in the box.

Transcript and answers 1 box of matches 2 sweets 3 sun cream 4 sleeping bag 5 whistle 6 GPS device 7 mirror 8 compass 9 map 10 penknife 11 hat 12 rope 13 lighter Extra idea: Find pictures of each item of emergency equipment (you could download them from the internet) and make a memory game with word and picture cards. Put students in pairs and tell them to spread the cards face down on the table. They then take turns to turn over two cards. If the words and pictures match, they keep them and have another turn. If they don’t match, they turn them back over and their partner takes a turn. The person with the most cards at the end wins. 2 To introduce the topic, you could show a short movie trailer of the film Cast Away with Tom Hanks (you can find this on YouTube).

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Ask students to imagine they’re lost in a very remote and dangerous place. Ask: What kind of things would be most important? Put students in groups of three and tell them to look at the list of emergency equipment in exercise 2 on SB page 54 and the list in exercise 1 on SB page 60 and choose the most important objects. Set a time limit of three minutes and get them to agree on three things. Remind them that they must all agree on the three things. Get feedback from the groups and find out which three items most people chose. 3 Go through the Survival quiz first and check comprehension of a positive attitude, shelter, and high-energy. Ask students to do the quiz and compare their answers with a partner. Remind them that sometimes there’s more than one correct answer. Go through the answers with the class and, if you want to, give them the extra information shown in the answer key.

Answers 1 b) a positive attitude, followed by d) training. 2 Order: 1c) find shelter 2d) find water 3a) light a fire 4b) find food (Survival’s rule of three: In extreme conditions we can live three hours without shelter, three days without water and three weeks without food. With fire, we can boil water to make it safe to drink.) (Note: If you have any injuries, you should treat those first.) 3 b) Animals – you can eat all of them. Most fish are OK, as are many insects. (And they all provide protein.) Animals are safer to eat than plants because many plants (especially brightly coloured ones) are poisonous and can make you sick or even kill you. 4 c) Getting too cold (hypothermia – when your body temperature falls below 35º) can kill you because your organs stop working, though the other things are dangerous and painful. 5 All of them except tight clothes, which can reduce circulation.

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Extra idea: If you have a strong class and have done work with phonemic script, write a selection of words for emergency equipment on the board in phonemic script. Put students in teams. The first team to shout out the word correctly gets a point. The team with the most points at the end is the winner.

Wordbuilder Nouns from verbs a Explain that sometimes nouns and verbs have exactly the same form. As an example, ask: What’s the noun form of the verb ‘aim’? (aim). Then tell students that there are also exceptions and get them to find the one with a different form.

Answer survive (noun = survival) b Read out the example and point out the verb and noun change. Ask students to choose a word from the list and write sentences with both nouns and verbs. Ask them to share their sentences together afterwards. Extra idea: Tell students to write the sentences but leave gaps where the key words should be. Their partner has to guess which word goes in the sentence from the list in exercise a. 2.22 Do the first one as an example and 4 P elicit where the stress is (atmosphere – first syllable). Students then work individually to do the activity. Play the audio for students to check their answers, then play it again, pausing for students to repeat each word.

Transcript and answers atmosphere, condition, connection, disappear, energy, example, important, mosquito, positive, temperature Ask students which of the three-syllable 5 P words are very similar in their own language and which are very different. Tell them to say any words that are similar and decide if the stress is the same or different. MA For greater support, play the audio again rather than asking students to say the words.

Focus on: keep a Explain that keep is used in lots of different phrases. If students aren’t sure about an answer, encourage them to complete the ones they know first and guess the final few options.

Answers 1e 2d 3f 4c 5a 6b b Students fill in the gaps with the correct preposition. Get them to check their answers with a partner afterwards. Ask: Can you imagine when you might see or say ‘Keep off the grass!’? Elicit ideas, eg in a park. Put students in pairs to come up with a situation for each one, then ask them to share their ideas with the class.

Answers 1 off 2 away 3 out 4 on 5 up 6 on 7 in

Everyday English p61 You first! Check students understand unconscious, then elicit a few ideas from the class for what they would do in this situation.

Giving instructions; checking understanding 1 Ask students to look at the photos and work out what’s happening in each one. Ask: Do you know what order we do them in if someone needs first aid? Don’t check answers yet. 2

2.23 6 Decide whether you’re going to use the video or simply play the audio. If you can, it would be useful to see the video in this lesson, as it contains useful visual information. The video shows how to give first aid and also highlights useful language for explaining things, sequence instructions and checking that people understand what we’re trying to show them.

Play the video or audio for students to check their ideas from exercise 1.

Answers A3 B1 C2

Transcript A OK. First you need to check if the person is breathing or not. To do that, lift their chin and move their head back. Like this. OK. Then put your ear close to their mouth and listen. You can see if their chest is moving at the same time. Are you with me so far? Yes? Good. OK then … here’s the next step. If the person is breathing, turn them onto their side and move their head back. This is the ‘recovery’ position. Then, if you’re in the UK, call 999. Otherwise call the emergency number for the country you’re in. Keep an eye on the person until help arrives. Is that clear? OK. If the person isn’t breathing, call 999 right away, and start to work on the heart immediately. Put one hand on top of the other – just like this – push down strongly here – with the heel of the hand – about 100 times a minute. Like I’m doing now. And you need to keep doing this until help arrives. OK? That’s very important. Because if you stop, the person could die. Do you understand? Do you have any questions? B Yes, sorry, I’m a bit confused about what to do if the person isn’t breathing. Could you explain it again? A Yes, sure. Let’s do it again. 3 Tell students to read through the sentences first so that they know what to listen for. Play the video or audio again while students watch or listen and complete the instructions.

Answers 1 breathing or not 2 chin; head back 3 ear; mouth; listen 4 their side and move their head back 5 999 6 999 right away 7 heart immediately 8 the other 9 down strongly with the heel of the hand about 100 times a minute. 10 doing this until help arrives. 4 Ask students to look at the phrases in the box. Ask: Can you remember what the instructor said? Students tick the questions they can remember, then watch or listen again to check. Unit 6

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Answers Are you with me so far? Yes? Is that clear? Do you understand? Do you have any questions? 5 Get students to explain what’s happening in the photos and match them with the situations.

Answers 1A 2B 6 Ask students to look at the instructions and match them with each situation in exercise 5. Ask: Can you remember what 999 is? (The number for the emergency services in the UK). Do you know what number to call in other countries? If they don’t know the number for many countries, it would be useful for them to look it up online.

Answers burn: b, d, e/f choking: a, c, f 7 Tell students to try to put the instructions in the correct order and compare with a partner. Point out that one item may not be used, as it depends on the severity of the injury (Call 999 immediately).

Answers burn: 1d 2b 3f/e choking: 1c 2a 3f 8 Tell the class to look at the phrases in exercise 3 again, then take turns to give each other instructions for one of the situations in exercise 5. Encourage them to use the expressions to sequence things correctly – first, then, here’s the next step – and check their partner understands well. Extra idea: Ask students to talk with a partner about a time when they were hurt or injured. Get them to explain what happened and how people helped them. Encourage them to ask extra questions for more detail and information.

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De-stress! Read through the short text. Ask students to stand up – it’s easier – put their hands on their stomach and take a couple of deep breaths. As they breathe in, their stomach should push their hands out (and their shoulders stay still). Note: One or two breaths is plenty – too many could cause them to feel dizzy.

we don’t say … / we say … This section focuses on the following areas: • incorrect use of a future tense in a zero conditional sentence • incorrect tense use in a first conditional sentence • incorrect choice of a relative pronoun Ask students to cover the green we say … side and see if they can correct the mistakes themselves before they look and check.

Units 5&6 Review Warm-up Tell students you’re going to describe a famous person. They have to listen carefully and try to guess who it is. When they think they know, they have to put their hands up. Give points to students who guess early on in the list of sentences – the more information they have, the easier it becomes. He was born on the island of Mallorca in Spain on 3rd June, 1986. He still lives there with his family. He started playing his sport when he was three years old. He won the Spanish and European titles when he was 12. He won his first grand-slam title in Paris when he was just 19. He won a gold medal at the Beijing Olympics in 2008. He has an advertising contract with Nike. He has won 14 grand slam titles. His nickname is Rafa. Tip: This type of guessing game provides a nice introduction to reading activities. It encourages prediction and activates students’ background knowledge so they’re more engaged and motivated to read the text.

Reading 1 If you didn’t do the warm-up, ask the class what they know about Rafael Nadal (it’s OK if they say Nothing!), then get them to answer the questions in pairs. Check students understand the words in question 3.

Suggested answers 2 standing / sitting, noisy / quiet, working / resting, hot / cool, fast / slow … MA To give more help in question 3, point to the items in the photos and elicit the correct words. 2 Quickly check that students understand what routines and rituals are. Set a short time limit

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so they read for gist. It’s also helpful to write a focus question on the board so that they have a clear reason to read, eg What does Nadal do between games? (He drinks from both bottles of water). Ask students to talk about the article and things they found surprising. Get class feedback about their reaction to the article. 3 Ask students to close their books and get them to complete the sentences from memory if they can. They don’t have to write the exact words and it’s OK if they have to look. After they’ve finished, get them to compare their answers with a partner, then check the article again to see if they were correct.

Answers 1 will see that he has a lot of 2 can’t concentrate 3 mustn’t walk on 4 must be exactly the same 5 different heights; won’t 6 can have them in his mind while he’s playing 4

Put students in groups of five if possible and assign one person or thing in the list to each student. Tell them to share their facts with the others in the group, then read the text again and check their answers.

Speaking and writing 5 Do an example with the class first. Say: I always close my eyes and breathe deeply for a minute before I do something difficult. Put students in small groups to talk about any rituals, routines or superstitions they have. If they don’t have any routines, they could talk about someone they know or make something up. 6 Ask students to write about their (or somebody else’s) routines or rituals. This provides a reason to listen closely to each other in exercise 5, as well as ask extra questions for more detailed information. You may want to start this activity in class and ask students to finish it for homework. Units 5&6 Review

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Grammar 7 Go through the list of items. If necessary, review each piece of language by looking at the grammar reference section for Unit 6 on SB page 140. Ask students to read the article again and underline examples of relative pronouns, modal verbs and conditional sentences. You could put them in groups of three to do this, each person looking for a different item.

Answers 1 uncle Toni who taught … and who is still his coach … courts which were terrible … routines which help him … rituals which create order … two bottles, which he puts down 2 you have to be in the right mental state … He has to do them … he believes he has to do … He must walk … He mustn’t walk … He can’t put … he must put … His socks must be … he has to check … He always has to have … The labels must face … he must drink … he must look up … he can have them 3 If you aren’t, you won’t win. … If you watch Rafa play a match, you will see … if he doesn’t do them, he can’t concentrate. … If they are different heights, he won’t play well. 8 Have students read the text about Wendy and circle the correct words. Encourage them to compare their answers with a partner and get feedback. Ask them to explain the reasons for their choices, then find out how many people are like Wendy.

Answers 1 who 2 might 3 goes 4 has 5 must 6 mustn’t 7 has to 8 mustn’t 9 may 10 must 11 will Background information: Obsessive Compulsive Disorder (OCD) is a psychological condition which we all have to some extent, but some people find it very difficult to do anything without going through certain rituals a number times. 120

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Things people do vary, but might include repeatedly checking that things like lights / the oven are turned off, washing their hands several times before they can go out, etc.

Preposition Park a Students complete the sentences with the correct prepositions. Check answers by asking eg: What words are before and after the first gap? (get; the airport) Which preposition do we use to talk about movement? (to)

Answers 1 to; in 2 at; at 3 to; on 4 to; to 5 to; on b Have students read the sentences and discuss their travel preferences together.

Cross Culture: Giving presents a Start by asking: When do you give somebody a present? Elicit words like birthday, anniversary, wedding. Ask: What kind of presents do you give when you go to somebody’s house? Elicit a few ideas, then tell students to read the information and try to complete it with the correct presents. Tell them that it’s fine to make a guess – but there are some clues in the article to help them. Elicit ideas from the class, then tell them the correct answers.

Answers 1 clock 2 book 3 flowers 4 cakes 5 fruit 6 scissors 7 knife 8 gloves 9 handkerchief 10 shoes b Students discuss their reactions to the text with a partner, then make a list of tips and advice for giving presents in their country. Write should and must on the board and encourage students to use the modal verbs. Get class feedback. c Go through the situations first and check understanding of roses and scarf. Put students in pairs to talk about the questions. Tell them to write a different question about crosscultural differences when giving presents, and ask them to work with a different partner and answer each other’s questions.

7 UNIT FOCUS

Danger GRAMMAR: comparison; -ing forms as nouns VOCABULARY: dangers; animals; fears and phobias FUNCTIONS: giving yourself time to think

Lesson 1 A lot more dangerous than crocodiles pp64–65

Answers 1 A bears B avalanches C kangaroos D slippery floor E crocodiles F dangerous water for swimming 2 Suggested answers: A in Canada / the USA, in mountains and forests B in Switzerland and other countries with mountains C in Australia, in the outback D in any country, on wet floors E in Australia / Africa close to rivers F in any country, on the beach

Aims The focus of this lesson is to introduce some phrases for making comparisons, to learn words to talk about dangerous animals, and to find out more about the different ways of pronouncing the letter ‘o’.

You first! To introduce the topic and start the lesson in a personalised way, tell students to look at the photos. Ask: Have you ever seen signs like these and if so, where were they? Get students to tell each other their stories and find out if they know what you should or shouldn’t do if you see each sign.

Speaking 1 Put students in pairs to talk about and answer the questions together. Elicit feedback to find out their ideas. MA To help weaker students, quickly elicit modal verbs of probability and phrases for guessing such as it might be and it could be from some of the stronger students. Write them on the board so that weaker students can refer to them if needed. Note: Some students don’t respond well to the instruction to draw something, but are often OK with the word sketch – less pressure than draw – and that’s also why we say more or less in question 4. Students should know that they don’t have to be good at drawing to do this. Extra idea: You could also play a mime game. Tell students to work in groups and take turns to choose one of the danger signs and act it out for the other students in their group.

Vocabulary Animals 2

2.24 Ask students to match the pictures with the animal names. Then play the audio for them to check their answers. Play it again, pausing for students to repeat each word. Check any difficult pronunciation, eg mosquito /mɒ'skiːtəʊ/, and check the syllable stress on the longer words: buffalo, crocodile, elephant, jellyfish. Ask: Which syllable is the stress usually on? (The first syllable) Which word is different? (mosquito – it’s on the second syllable). Note that more work will be done on different ‘o’ sounds in exercise 4.

Answers 1j 2h 3b 4e 5d 6k 7g 8l 9c 10f 11a 12i Transcript a scorpion, b cow, c lion, d deer, e crocodile, f mosquito, g hippo, h buffalo, i snake, j bee, k elephant, l jellyfish 3 Go through the verbs first and check comprehension. Encourage students to look them up in a dictionary or online if they’re unsure of the meaning. Ask students to talk about the animals and discuss the questions with a partner. Get class feedback and check their ideas. Accept any answers – no single answer is correct here, so if students can give reasons for their answers, that’s fine. Unit 7

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Suggested answers 1 A scorpion can sting you and kill you. A cow could kick you. A lion could attack and kill you. A crocodile could attack you, bite you and kill you. A mosquito could bite you and cause disease. A hippo could kill you. A buffalo could kick you. A snake could bite you. A bee could sting you. A jellyfish could sting you. 2 A cow could kick you, but it isn’t really dangerous. A deer isn’t dangerous – they’re too shy of humans. An elephant is only dangerous if you get in its way. 2.25 Explain that there are lots of 4 P different ways to pronounce the letter ‘o’. Ask students to work in pairs and say the words in each group out loud. Do the first group as an example. Ask: Which word has a different sound? (kangaroo). Ask a few students to share their answers with the class, then play the audio for students to listen and check.

Answers 1 kangaroo 2 monkey 3 goat 4 rooster 5 ox 6 rhino Transcript 1 buffalo, hippo, kangaroo 2 dog, dolphin, monkey 3 goat, horse, scorpion 4 crocodile, frog, rooster 5 dragon, ox, gorilla 6 cow, rhino, mouse 2.26 Introduce the vowel sounds using 5 P the phonemic charts on SB page 156. Ask the class to look at the sounds and say and repeat them together so they know them before they listen. If they find it difficult to say the individual sounds shown by the phonemes, say the example word first, eg wall, then say the sound, eg /ɔː/.

Tell students to say the words in exercise 4 and match them with the correct sound. Play the audio for students to check their answers, then play it again, pausing for students to repeat each word.

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Transcript and answers /ɔ:/ wall: horse, scorpion /əʊ/ slow: buffalo, hippo, goat, rhino /aʊ/ now: cow, mouse /ʌ/ run: monkey /u:/ too: kangaroo, rooster /ə/ about: dragon, gorilla /ɒ/ box: dog, dolphin, crocodile, frog, ox Extra idea: Create a matching game with sound and word cards. Write a word from the list in exercise 4 on one card and its corresponding ‘o’ sound on another. Put students in pairs and give each pair a set of both cards for them to match. Tip: Try to play background music while students work. This creates a relaxed atmosphere and also encourages them to speak louder and articulate more clearly. Stopping the music also helps to bring activities to a close, so it helps as a classroom management technique. You could do exercise 5 on -ed / -ing adjectives in Vocabulary plus at this point.

Grammar Comparison: a bit (more) / a lot (less) 6 We often use phrases such as a lot, a little, a bit to express quantity when we compare things, so to help students notice these phrases, tell them to read the sentences in the grammar box and get them to guess if the statements are true or false. Elicit ideas from the class – accept any answers as long they can give a reason. Refer to the grammar reference on SB page 140 now or at the end of the lesson and go through it with students. 7 Ask the class to look at the phrases highlighted in bold in the grammar box and answer the questions. Check answers as a class and ask concept-checking questions so students understand the function and slight differences in meaning, eg How many animals are mentioned in each sentence? (Two) Are they the same or different? (Different) What words describe the differences? (Adjectives – smaller, bigger, more intelligent, less dangerous) What do the sentences do? (Compare things)

What words come before the comparative adjectives? (a bit, a lot, a bit more, a lot less).

Answers 1 less 2 much 8 Go through the four statements first, then put students in pairs or small groups to make lists. Then ask them to make sentences about their animals using the correct comparative form and quantifiers. Ask for feedback and gently correct any small mistakes you hear. MA For extra support, you could elicit ideas from the class first and write them on the board, then ask students to write sentences. MA Get volunteers to come to the board. These will generally be stronger students. This will allow time for the weaker students to watch the activity and look up adjectives they’d like to use. 9

2.27 GUESS Ask students to guess which are the most dangerous animals in the world. Tell them to work in pairs and guess the number of deaths caused by each animal. Then play the audio for them to listen and check their answers. Play the audio again if necessary, and encourage them to compare their answers.

Answers 1 at least 1,000 2 nearly 3,000 3 1–2 million 4 more than 3,000 5 at least 20,000 Transcript There’s no argument about the most dangerous animal in the world, which is actually an insect. It’s the mosquito. It causes malaria, and every year it kills at least one million people worldwide, possibly even two million. For other animals, it’s less easy to give exact figures because people don’t always report problems, but the second most dangerous animal is probably the snake. Snake bites cause at least 20,000 deaths a year, mostly in Africa south of the Sahara. As for other dangerous animals, scorpions have a very powerful sting and they kill more than 3,000 people every year. But you might be surprised to learn that hippos are a lot more dangerous than you think.

They say that hippos kill more people in Africa than lions or buffalo or even elephants. How many? We don’t know exactly, but some people say hippos kill nearly 3,000 people every year. And avoid crocodiles too – they’re a bit less dangerous, but they attack and kill at least 1,000 people a year. Be careful where you swim! 10 Ask students to look at the numbers from exercise 9 again and make sentences using the phrases to compare the animals. Point out that there aren’t any correct answers here, but they must use the phrases correctly to compare the animals.

Suggested answers 1 Mosquitoes are a lot more dangerous than crocodiles. 2 Crocodiles are a lot less dangerous than mosquitoes. 3 Hippos are a bit less dangerous than scorpions. 4 Scorpions are a lot less dangerous than snakes. 5 Snakes are a lot more dangerous than crocodiles. 11 Ask the class to say which is the most dangerous animal and why.

Answer Mosquitoes are the most dangerous animal because they cause malaria, which kills at least a million people every year.

Did you know? Tell students to look at the pictures of the cow and the deer on SB page 64. Ask: Do you think they’re dangerous? If so, why? Elicit students’ ideas and see if they can guess why they’re sometimes extremely dangerous. They then read to find out more about these two animals.

Speaking 12 Tell students to take turns describing animals to each other. They have to listen to their partner and guess the animal. Encourage them to use quantifiers and comparatives.

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Tip: Try to get students to report back what their partner said in feedback. If students know you might ask them to do this, it tends to make them listen more carefully to each other in speaking tasks. It also practises grammar such as reported speech and third person singular in a natural way. 13 Ask students to look at the photo, then get them to create their own danger signs. Explain that the sign should contain a word, a picture or both. As a follow-up speaking activity, tell them to walk around the room and guess what each other’s signs mean. 14 EVERYBODY UP! Energise your lesson by asking students to stand up and find one (or more) person for each fact. They should make a note of each person’s name. Afterwards, ask students to tell the class what they found out and ask follow-up questions, eg Where were you? What happened? How did you feel? to find out more about each other’s stories. Get students to report back on the most surprising and interesting stories afterwards.

Lesson 2 Not as dangerous as you think pp66–67 Aims The focus of this lesson is to learn more about how to compare things using the phrase (not) as … as, to discover statistics about how dangerous things are, and to talk about a famous film.

You first! To introduce the topic, show pictures of dangerous things such as sharks and other wild animals. Ask students to brainstorm a list of things that aren’t actually as dangerous as people think they are. Get quick feedback on their ideas.

Speaking 1 GUESS Tell students to look at the photos at the bottom of SB page 66 and answer the questions together. Do the first question together. Ask: What do you think connects them? Elicit a few ideas. Tell them it’s OK if they don’t know the answers, so encourage them to guess and share their ideas with each other.

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Suggested answers 5 Some ideas: cigarettes, alcohol, flu, dogs, hurricanes, storms

Reading 2 Ask students to read the text and find out if their predictions were correct. Get feedback and discuss which facts they expected or found surprising in the article.

Answers 1 These things are all dangerous. 2 Lightning could kill you if it hits you; icicles could fall on you and injure you; you could fall off a ladder; you could fall out of bed; a shark could attack you; you could cause a crash by using your mobile phone while driving; a volcano could kill you if it erupted; a vending machine could fall on you. 3 Write part of the opening two sentences of the article on the board and underline rare. Say: Look at the sentence on the board. Can you find a word or phrase that means the same as ‘rare’? (Not common) Read a bit more. How many shark attacks were there around the world in 2012? (80) Is it something that happens a lot or not much? (Not much) So what does ‘rare’ mean? (Not happening very often). This process helps students see how they can search for clues in the surrounding content. Students do the activity individually, then check in pairs.

Answers rare = not happening very often fatal = causing death annually = every year slip = slide without intending to trip = when you knock your foot on something and fall or lose your balance out of reach = in a place where you can’t get it lose their balance = fall or nearly fall do a lot of damage = cause a lot of harm the least of our worries = the thing we shouldn’t worry about

4 Ask the class to read the text again and answer the questions with a partner. Ask: Has anybody texted or used a mobile phone while driving? Has anybody ever shaken a vending machine? Why did you do it? MA Ask fast finishers to find out extra information from the text, eg the numbers of people who die from: vending machines, car accidents, volcanoes, falling down stairs, shark attacks, falling out of bed, and walking in winter.

Answers 1 Drive a car while texting on a mobile phone. 2 Volcanoes 3 Sharks 4 They fall on people from high buildings and can do a lot of damage because they’re sharp. 5 If it falls on you because you shake it. 5

Tell students to close their books and try to remember the information so they can complete the sentences. They then read the article again to check their answers.

Answers 1 the most terrifying monsters 2 are a lot more 3 kills around 40 people 4 are texting while driving 5 is much higher 6 falling down stairs or steps, or falling off a ladder Point out the grammar note about the use of nearly. Ask: What does ‘nearly’ mean here? How does it change the sentence? Teach / Elicit that it adds emphasis to the phrase not as common as – so it modifies the adjective and gives it a stronger meaning.

Grammar Comparison: (not) as … as 6 Tell students to fill in the gaps and compare answers with each other. Remind them to look back at the article on SB page 66 if they have difficulties.

Answers Icicles can be as sharp as a knife. Sharks are not as dangerous as lightning. Vending machines don’t kill as many people as volcanoes. Refer to the grammar reference on SB page 141 now or at the end of the lesson and go through it with students. 7 Do the first sentence with the class as a model, then tell students to work in pairs to make full sentences. Students sometimes use the comparative adjective immediately after as (Car travel isn’t as safer as plane travel), so gently correct any small mistakes you hear.

Answers 1 Car travel isn’t as safe as plane travel. 2 Women aren’t as funny as men. 3 Mobile phones are as useful as computers. 4 Girls have as many accidents as boys in the home. 5 Living rooms are as dangerous as kitchens. 6 Swimming is as dangerous as skiing. 8 THINK Ask: Do you think plane travel is safer than car travel? Elicit ideas, then tell students that it’s true – travelling by plane is safer than travelling by car, although when there’s a plane crash, usually a lot of people are tragically killed, so it seems more dangerous. Ask students to work through the sentences and identify the true ones. Elicit class feedback and have students explain their reasons for their answers. Point out that some of these are very subjective, so there may not be a correct answer! When students have finished, it might be useful to suggest that they then research information about these statements online and see what they can find out.

Answers 1 True, 4 False, 5 False, 6 False You could do exercises 1–4 on Idioms with as ... as in Vocabulary plus at this point.

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Background information: 1 According to statistics, travelling in a car is about a hundred times more dangerous than travelling by plane. 2 According to a scientific experiment in 2007, men are funnier than women, but many people wouldn’t agree with this! 4 According to statistics, boys are more likely to have an accident at home than girls. This may be because they are naturally more adventurous, but again, that’s quite subjective. 5 Although apparently there are more accidents in living rooms than kitchens, accidents that happen in kitchens are more serious. 6 It depends on the country you’re talking about, but in France in 2007, more swimmers died than skiers, so in that instance, we can say that swimming is in fact more dangerous than skiing. Extra idea: Tell students to look around the room and take turns to describe something they see using the comparisons as … as or not as … as, eg This book isn’t as heavy as your dictionary. 9

Let students read through the paragraph first, then give them two or three minutes to rewrite it using the correct comparative forms. When they’ve finished, play the audio for them to check their answers. 2.28

Transcript and answers There are about 400 shark species and some are not as dangerous as others. In fact, most species never attack humans. The three most dangerous are the great white, the tiger and the bull shark. These three are also a lot bigger than other species. But the biggest species of all is the whale shark. It’s the world’s largest fish but it is harmless.

Speaking 10 Before you start the activity, ask: Do you know any films about sharks? Elicit ideas and see if the name Jaws comes up. Tell students to look at the film poster and read the text, then discuss the questions. Check comprehension of beach resort, bestseller and blockbuster.

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For question 3, some students may not want to sing in front of the class, but if anybody does, encourage them to have a go. If nobody wants to sing, tell them to search online to find the opening music and play it in class. Most students will probably recognise it, even though it’s an old film! Ask students for feedback about questions 1 and 4 and find out if anybody liked the same animal films.

Answers 2 Steven Spielberg 11 Focus on the photo of the man and the shark on SB page 66. Students talk about the questions in pairs and identify possible reasons why humans are more dangerous than sharks and other animals. Encourage them to use comparatives, then check their ideas and opinions in feedback.

Possible answers 2 war, violence, crime, spread of disease, creation of famine, pollution of the seas, hunting, global warming

Lesson 3 Taking an exam is frightening. pp68–69 Aims The focus of this lesson is to learn how to use -ing forms as nouns, to find out more about fears and phobias, and to discuss why some things are frightening.

Warm-up Play a spelling-bee game to review words from earlier in the unit. Dictate a list of around 10–15 words. These could be words students have difficulty spelling or just words they’ve recently learnt. Tell them to check the spellings with a partner until they’re sure they’re right, then get feedback from the class. MA The activity also encourages teamwork so the stronger students help the weaker ones with spelling. You could also get them to explain the meaning of any words they don’t remember the meaning of.

Listening 1

You could look at the notes on this in the grammar reference on SB page 141 now, or leave that till the grammar section in exercise 5 when these are covered in more detail.

1 Ask: Do you know what a phobia is? Elicit ideas about common fears that people suffer from. Be sensitive with this, as some people in the class may have genuine phobias that affect their lives.

Answers heights and flying should be circled.

Go through the types of phobia in the list at the top of SB page 68. Tell students not to worry if they can’t pronounce them – many native speakers probably couldn’t either! Point out that the phobia name often comes from Latin or Greek, so they may be able to guess. Ask: Do you know what an arachnid is? (An insect with eight legs, like a spider). Show students that the name for ‘fear of spiders’ contains part of the word arachnid. Students then try to match the phobias and definitions. Tell students they can guess or check online.

Transcript 1 interviewer Excuse me. Can I ask you a quick question? I’m doing a survey about phobias. Is there anything that you’re afraid of? man Afraid of? Yes. I’m really afraid of heights. I could never go up the Eiffel Tower. interviewer So what do you do about that? man I don’t do anything. I just avoid going up tall buildings or mountains! 2 interviewer Excuse me. Is there anything that you’re afraid of? woman Yeah, I’m afraid of flying. It terrifies me. interviewer So what do you do about that? woman I don’t fly. I go by train or bus whenever I can. 3 interviewer Excuse me. Is there anything that you’re afraid of? man Yes, water. I can’t swim. I think it’s called aquaphobia. interviewer So what do you do about that? man I make sure I never go in deep water. 4 interviewer Excuse me. Is there anything that you’re afraid of? woman Snakes. I can’t stand them. Just seeing one on TV makes me feel sick. interviewer So what do you do about that? woman Nothing. It isn’t exactly a problem in London!

Answers 1c 2e 3b 4f 5g 6h 7a 8i 9d

Explore Ask students to search online and find out the top ten fears and phobias. Set a short time limit so that they surf the web quickly for the relevant information. Get feedback from students and ask them which things they expected or found surprising. Background information: Various websites give different information, but the most likely top ten fears are: fear of public speaking (glossophobia), fear of death (necrophobia), fear of spiders (arachnophobia), fear of darkness (achluophobia, scotophobia or myctophobia), fear of heights (acrophobia), fear of people or social situations (sociophobia), fear of flying (aerophobia), fear of open spaces (agoraphobia), fear of thunder and lightning (brontophobia), fear of confined spaces (claustrophobia). 2

Tell students they’re going to listen to four people describing their fears and phobias. Play the audio, pausing as necessary for students to find the fear in the list at the top of SB page 68. Point out the grammar note and the use of the -ing form, flying, as a noun (so it’s a noun like planes in the first sentence). 2.29

3

Teach / Elicit deal with, eg problems, difficulties, people, questions, etc (= take action when there’s a challenge). In pairs, students try to remember how each person tries to overcome their phobia. Play the audio again for students to check their answers.

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Answers 1 He avoids going up tall buildings or mountains. 2 She doesn’t fly. She goes by train or bus where possible. 3 He never goes in deep water. 4 She doesn’t do anything.

Speaking 4 Model the example sentence, then write a sentence on the board about a phobia you have (or someone you know has). Then ask students to walk around the room and find out about other people’s phobias. Encourage them to ask extra questions, eg What do you do? How do you feel when it happens? How do you try to deal with it? Reassure students that if they don’t want to talk about their own phobia, they can talk about somebody else’s, or even make one up. Tip: It’s often helpful to model speaking activities with personal stories. This creates interest, practises students’ listening skills and gives them a clear idea of what to do. Interesting and funny anecdotes and stories from the teacher also relax the class and give them permission to produce the same.

Speaking 6 Focus on the list of things in exercise 4. Model the example dialogue with one or two students. Students then work in small groups and rank the fears and phobias from most to least frightening. You could also write some useful phrases of agreement and disagreement on the board to help them, eg I agree, That’s true, Absolutely, I don’t agree, I’m not sure about that, That’s a good point but … Extra idea: Do a class survey to find out which fears rank the highest in the class. 7 Students match the reasons with the fears in exercise 4. Remind them that sometimes there is more than one possible answer.

Suggested answers a) 6, 9 b) 4 c) 7 d) 2, 8, 10 e) 5 f) 3 g) 1 h) 3, 8, 10 i) 8 8 Elicit other suggestions and reasons from the class. This also provides an opportunity to talk about the things we worry about when we’re learning a foreign language or giving presentations. Explain that it’s OK to make mistakes and try new things, and also share helpful strategies and ideas together.

Grammar -ing forms as nouns

Listening 2

5 Ask: What things are people scared of in exercise 4? Tell students to underline them and ask questions so they realise that -ing forms can be used as nouns, eg What things are people afraid of? (Finding a spider, singing karaoke, taking a test, etc) What’s similar about the words ‘finding’, ‘singing’ and ‘taking’? (They all end in -ing) What’s another word for a thing? (A noun) So all of these things that look like verbs are used as …? (Nouns).

9

Refer to the grammar reference on SB page 141 now or at the end of the lesson and go through it with students. Get students to complete the sentences about themselves, then compare answers. Ask a few students to say their sentences to the class.

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2.30 Explain to students that they’re going to hear the first part of a story. Play the audio and ask them to listen and circle the correct answers.

Answers 1 the rainforest 2 shower 3 snake Transcript tom It was last February. I was on holiday with some friends in Brazil, and we were at a hostel in the rainforest near Parati. jeff Oh, I’ve been to Parati! It’s fantastic, isn’t it? tom We weren’t actually in Parati, in the town, we were outside, in the rainforest. jeff Oh, right. tom Anyway, one morning I got up and went to have a shower. I pulled back the shower curtain – and there was a great big snake!

jeff

Oh my goodness! A snake? That’s seriously scary. What did you do?

10 In pairs, students look at the list and talk about what happened next. Elicit a few ideas, but don’t confirm if they’re correct yet. MA For extra support, talk through the list with the class and ask how many people think he did each thing. Check comprehension of keep still. 11 2.31 Play the audio for students to check if their predictions were right. Pause just after ran and ran (see note in the transcript below) and ask the class to guess what happened in the end. Then play the final section.

Answers e, b, c He went and got the hostel manager, but when they came back, the snake was gone. Transcript Jeff What did you do? Tom Nothing. Jeff Nothing? Tom No, I couldn’t move. I just looked at it. I was terrified. I was paralysed! Jeff Wow! Tom And then suddenly I shouted. And then I ran … and ran and ran. [pause here] I finally found the hostel guy and he went to have a look … but the snake wasn’t there. Jeff Perhaps you imagined it? Tom No, I didn’t. He said I probably frightened it when I shouted. And another thing he said: ‘Don’t leave the bathroom window open at night!’ 12 Put students in pairs to retell the story. Tell them they can look at exercises 9 and 10 to help them. Monitor pairs as they work, making a note of any problems with grammar or pronunciation. When they’ve finished, play the audio again for them to check their stories.

Writing and speaking 13 Before you do the writing activity, ask students to look at transcripts 2.30 and 2.31 on SB page 151 and point out the structure we use when we tell stories:

• The place and characters in the story – It was last February. I was on holiday with some friends in Brazil, and we were at a hostel in the rainforest near Parati. • Complicating action and problem – Anyway, one morning I got up and went to have a shower. I pulled back the shower curtain and there was a great big snake!
 • A series of events – And then suddenly I shouted. And then I ran ... and ran and ran. I finally found the hostel guy and he went to have a look. • The resolution of the problem – The snake wasn’t there. • The moral of the story – Don’t leave the bathroom window open at night! Ask students to write a story about a frightening experience they’ve had (or they can make one up). Tell them to use the questions to help them. Encourage them to use the story-telling structure as well and give them a few minutes of thinking time so they can remember things and write notes. 14 Put students in small groups to tell each other their stories and frightening experiences. Find out who’s had the most frightening experience.

Art & Music Tell students they can see a bigger version of the sculpture on SB page 145. Tell them to look online and find out more about the sculpture and the Katy B song. Extra questions for class or homework Art Find another sculpture by Louise Bourgeois and write a short description of it. Music Write one or two questions about the lyrics of another song by Katy B and ask a partner.

Answers Art Name of sculpture: Maman. It’s called this because maman means ‘mother’ in French and the spider is pregnant. The big bag under her stomach apparently contains 26 eggs – made of marble!

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Music First line of song: … of my mind Song: Crying for No Reason. Her problems come alive in her dreams. Culture notes: Louise Bourgeois was born on 25th December, 1911, in Paris, France, and died in May 2010 in New York at the age of 98. She emigrated to America in 1938 with her husband and lived in New York for the rest of her life. She was a controversial painter and sculptor who began using the spider as a central image in the 1990s.

2 Point out that some of the expressions may be the same in students’ language too, but usually idioms that mean the same thing vary quite widely. Ask students to think of these and try to translate them into English. Ask, eg What do you say when something no longer exists? This can be very amusing, as translated idioms often don’t make much sense!

Maman is a huge (9m high) statue she created, which was first seen at the Tate Museum in London in 2000. There was another gigantic spider a little later in the Rockefeller Plaza in New York, and they’ve since been installed from Havana to Bilbao, and from St Petersburg to Seoul. The sculpture was made in admiration for her mother, who was strong, clever, helpful and protective. Louise Bourgeois was awarded the French National Order of the Legion of Honour in 2008 and was also honoured by the National Women’s Hall of Fame in 2009.

3 Model the example sentence, then ask students to write their own sentences using the expressions in exercise 1. Monitor students as they work, making sure they use the expressions correctly.

Katy B (real name Kathleen Anne Brien) is an English singer / songwriter. She was born in Peckham, South London, in 1989 and attended the famous BRIT School alongside Adele. In 2010, she released her debut single, Katy On A Mission and she achieved further chart success with songs like Lights On, Broken Record and Easy Please Me. She’s been nominated for the Mercury Prize and many other awards. Crying for No Reason was released in January 2014 and was a track from Katy B’s second album, Little Red.

Vocabulary plus p70 Idioms with as … as 1

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Transcript and answers as blind as a bat; as busy as a bee; as cool as a cucumber; as cold as ice; as dead as a dodo; as fast as lightning; as good as gold; as quiet as a mouse; as strong as an ox; as white as snow

2.32 Explain that we often use idiomatic phrases with as … as (also called similes) to describe something, so if something no longer exists, we can say as dead as a dodo because dodos have been extinct for a long time. Students work individually or in pairs to match the words to make idioms.

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4 Say the example As sensible as a cheese sandwich! Ask: Does this make sense? (No!) Explain to students that they can make up whatever they want. Allow time for them to write new expressions and encourage them to be creative. When they’ve written their new phrases, tell them to go around the room and share them with each other.

-ed / -ing adjectives 5 Tell students to look at the picture. Ask: What’s the difference between ‘bored’ and ‘boring’? Teach / Elicit that the -ing adjective is the thing that causes the feeling and the -ed adjective is the feeling itself. Students complete the sentences, then check with a partner.

Answers 1 terrified; terrifying 2 worried; worrying 3 fascinating; fascinated 4 amazing; amazed 5 annoying; annoyed

Focus on: out Tell students to complete the sentences with the correct expressions. Then ask them to practise the dialogues with a partner.

Answers 1 Keep out 2 out of work 3 out of order 4 run out of; run out 5 out of reach 6 out of date

6 P 2.33 Sometimes students find it difficult to hear stress in words, so get them to hum the words to find the stressed syllable. Alternatively, draw circles on the board to show the stress pattern, eg crocodile – O o o. Do the first group with students, then tell them to say the words to each other and circle the one with different stress. Play the audio for students to check their answers, then play it again, pausing for them to repeat each group of words.

Answers 1 mosquito 2 kangaroo 3 attention 4 statistic 5 volcano 6 American Transcript 1 crocodile, elephant, mosquito 2 probably, kangaroo, actually 3 attention, animal, dangerous 4 thunderstorm, Africa, statistic 5 accident, volcano, journalist 6 American, terrified, icicle Extra idea: Ask students to underline the stressed syllable in each word. This will help to reinforce the stress patterns. (See the underlined syllables in the transcript above.)

De-stress! A tiger growl is a great exercise to do if the energy of the class has dropped very low, but be careful. Tell students to do it reasonably gently – especially if anyone has a bad back – no sudden movements. And tell them not to growl too loudly or it may hurt their voice (and disturb the class next door!).

Everyday English p71 You first! Look at the film posters and ask students to guess which genre of movie they are. Ask: Have you seen any of these films? What did you think of it? Give an example of a film that frightened you, eg The Shining, The Omen, then put students in pairs to talk about the scariest film they’ve ever seen. Get feedback from the class.

Giving yourself time to think 1

2.34 6 This section highlights ways for students to hesitate and buy time as they think

of what they want to say. Decide whether you’re going to use the video or simply play the audio. Explain to students that they’ll hear a conversation about scary films. Play the video or audio and ask them to watch or listen and write down the scary films the people talk about. Check answers as a class. Ask: Do you agree with any of the people?

Answers Javi: Rec Fred: The Night of the Hunter Lucia: Suspiria Jennie: She doesn’t watch scary films. Transcript interviewer So what’s the scariest film you’ve ever seen, Javi? javi Oh, definitely Rec! interviewer Rec? javi Yes, Rec. R-E-C. It’s short for record because it’s about a TV reporter. It’s a Spanish film, it takes place in Barcelona. The first one was in 2007 and there have been Rec 2, 3 and 4 since then! The first one was the best. interviewer Do you agree, Fred? fred Actually, no. I liked Rec a lot, but my all-time favourite scary film is a very old one: The Night of the Hunter with Robert Mitchum. It’s terrifying. interviewer When was that? Around 1960? fred 1955! interviewer What’s the scariest film you’ve ever seen, Lucia? lucia My scariest film? Um, wait a minute, let me think, oh, I think I have to say Suspiria. It’s, um, it’s an Italian film made by Dario Argento. It’s a classic now. In my view, it’s one of the best horror films ever. interviewer And what about you, Jennie? What’s your scariest film? jennie Scariest film? Oh my goodness. I never watch scary films. I can’t stand them! There are too many scary things happening in real life without watching scary films as well. I think … interviewer OK, OK – thank you very much. I’m sorry I asked! Unit 7

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2 Go through the ideas in the box and check understanding of version and scene. Then play the video or audio again and ask students to write more information about the scary films. Play the video or audio a third time, pausing as necessary, then tell students to compare with a partner and add more details. MA As an extra challenge, see if students can make notes before they watch or listen again.

Answers Rec: short for ‘record’, about a TV reporter, Spanish film, takes place in Barcelona, first film in 2007, three more films The Night of the Hunter: starred Robert Mitchum, made in 1955 Suspiria: Italian film, made by Dario Argento 3 Explain that one of the people used some particular phrases to give themselves time to think. Ask: Can you remember who that was? Elicit that Lucia needed time. Play the video or audio again, and this time get students to tick the phrases she used to buy time.

Answers Wait a minute, Let me think 4 Ask: Did you notice any other expressions people used when they wanted time to think? Tell students to watch or listen again and identify any other pauses and hesitations. At this point, it’s good to tell them that saying um and er is really quite normal when we speak, though it’s best to avoid it if we’re doing things like giving presentations.

Answer Lucia says Um. 5 Model the example questions with one or two students. Tell students to take turns to ask questions and give themselves time to think and speak. Encourage them to use the phrases in exercise 3. MA For extra support, put students in pairs to write two or three questions they can ask each other before they start the activity.

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Writing a film review 6 Ask students to read the short film review and identify some of the information it contains. Get them to notice things like the name of the film, the year it was made, the name of the actor / the director, the location, a short description of the story, an opinion. Tell students to look at the expressions in bold and ask: Did you hear any of these expressions in the conversation? Which ones? Play the video or audio again if necessary for them to check their answers. It would be useful to write these expressions on the board, so students can look back at them and include them in their own writing in the next activity.

Answers My all-time favourite scary film, It takes place, It’s about, In my view 7 Allow students time to write their review. If they don’t like scary movies, tell them they can write about any other type of movie. Give them time to think of information for each of the points on the board and also let them look up information online too. You may want to start this activity in class and ask students to finish it for homework, then bring it into class so you can start the next lesson with exercise 8. MA Depending on their ability, some students could use the text in exercise 6, while others try to write their review without any extra help. 8 Put students in groups to share their reviews. Make sure they don’t say the name of the film so they have to guess what each person has written about.

we don’t say … / we say … This section focuses on the following errors: • incorrect use of as … as • incorrect superlative form • incorrect choice of -ed / -ing adjective • incorrect use of an infinitive instead of an -ing form as a noun Ask students to cover the green we say … side and see if they can correct the mistakes themselves before they look and check.

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Go for it!

UNIT FOCUS

GRAMMAR: something, anything, everything, etc; must and can’t for deductions; make / let / help; possessive pronouns VOCABULARY: presentations; presentation equipment FUNCTIONS: beginning and ending a talk

Lesson 1 Somebody must be in.

pp72–73 Aims

The focus of this lesson is to introduce indefinite pronouns to talk about people, places and things, to learn about using the modal verbs must and can’t to make deductions, and to talk about a story. Note: It would be useful to bring in a Sudoku puzzle (from a newspaper or magazine).

You first! Ask students to look at the picture and discuss whether they’d like to spend a night in this house. Get them to explain their reasons.

Speaking 1 Go through the instructions first and make sure students know what they have to do. Put them in pairs to look at the picture and do the activity. Get feedback from the class and write their ideas on the board. This should provide a helpful review of vocabulary and also introduce some new adjectives. Ask extra questions, eg Who do you think lived here? Do you think anyone still lives here? Is there a story behind this house?

Grammar 1 something, anything, everything, etc 2

Look at the grammar table and check comprehension of the words. You could either turn to the grammar reference on SB page 141 now or after exercise 5, when more work has been done on the words. 2.35

Ask students to complete the conversation on SB page 72 with the words, then play the audio for them to check their answers.

Answers 1 anybody 2 nobody 3 Everybody 4 everywhere 5 Somebody 6 nobody 7 anything 8 something 9 nothing 10 anywhere 11 Something

Transcript ann Hello? Is anybody in? Hello? bob That’s strange, nobody is in. Everybody’s out. ann They invited us to have dinner and stay overnight. They can’t be out! And look, there are lights on everywhere – all over the house. Somebody must be in. bob Well, nobody’s coming … and it’s very quiet. I can’t hear anything at all. Let’s go home. It’s freezing. ann Ssh! I thought I heard something, but it could be the wind. bob Yes, it’s probably nothing. Just the wind. Come on. Let’s go. It’s a bit creepy. ann We drove all the way here! I’m not going anywhere. bob Oh look! The door isn’t shut. ann Oh yes. So let’s go in. bob No, I don’t think we should. ann Oh come on! Where’s your sense of adventure? bob I don’t have one. To tell you the truth, I feel a bit scared. ann Well, I’m not staying out here in the rain. I’m going in. bob OK. I’ll come with you, but I don’t like it. Something feels wrong … Extra idea: To practise pronunciation and sentence stress, ask students to look at the script and underline where they think the stressed words in the sentences were. Tell them to try to remember how the actors said each line, then ask them to act it out together. When they’ve finished, play the audio again so they can compare. 3 GUESS If necessary, review the words and phrases for speculating about the present and future from Unit 5 Everyday English (SB page 53). Put students in pairs to guess the end of the story together. Tell them to share their ideas with a new partner and encourage them to use the correct phrases. Elicit ideas and vote for the best potential ending. Unit 8

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Play the end of the story to find out if their ideas were right. Ask: Have you ever had or prepared a surprise birthday party? What happened? 2.36

Answer It was a surprise birthday party for Bob. Transcript ann Come on, just down here. Try this room. voices Surprise! Happy birthday, Bob!!

Speaking 7 THINK This task gets students thinking more about the photo and the sub-text (ie what people didn’t say). Students work in pairs and talk about the questions. Encourage them to ask each other extra questions about times when they were afraid or took risks. Elicit answers from one or two students, then check answers as a class.

Answers 1 Ann 2 She said things like ‘Let’s go in’ and ‘Oh come on! Where’s your sense of adventure?’ Bob says things like ‘No, I don’t think we should.’ ‘I feel a bit scared.’

You could do exercises 4 and 5 on Speaking verbs in Vocabulary plus at this point. 5 Ask students to look back at the grammar box and the script and work out the grammar rules together. Point out that sometimes more than one answer may be correct.

Answers 1 affirmative sentences 2 negative sentences, questions 3 affirmative sentences 4 singular

Grammar 2 must and can’t for deductions 8 Look at the sentences in the grammar box and elicit the missing word in the first sentence. Tell students to look at the script on SB page 72 to find the answer. Ask: What did Ann say? Repeat with the second sentence. Ask students to find reasons in the text that help Ann and Bob make deductions about the present. This provides a useful opportunity to model reading skills such as getting students to guess meaning from context. Highlight how we can read forwards and backwards to link ideas together, ie They invited us to have dinner and stay overnight. They can’t be out! And look, there are lights on everywhere – all over the house. Somebody must be in.

Refer to the grammar reference on SB page 141 now or at the end of the lesson and go through it with students. Extra idea: When we teach students new grammar, it can also be useful to focus on pronunciation. Help students to pronounce the /ŋ/ sound in thing and show them that the final consonant sound in words such as something, everything and anything is a nasal sound made with the tongue at the back of the mouth. Get students to also notice and practise the first-syllable stress in all of the words. Students sometimes mix up /ŋ/ with /k/ at the end of words, so look out for mistakes and gently correct them. 6 Students complete the sentences with the correct words. When they’ve finished, ask them to think of a good response to each sentence. Elicit feedback and find out the best and funniest ideas from the class.

Answers 1 anywhere; everywhere 2 something; anything 3 Nobody; everybody 134

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Answers can’t; must 1 There are lights on everywhere. 2 a) Ann says they’ve been invited to dinner and to stay overnight. b) Bob says it’s freezing. c) Ann says they drove all the way there. Refer to the grammar reference on SB page 141 now or at the end of the lesson and go through it with students. 9

2.37 Tell students that they’re now going to use must and can’t to make deductions about something completely different. Find out who knows the game Sudoku. If you brought in a

puzzle, show it to the students. Write must be and can’t be on the board and ask students to turn to SB page 124. 1 Some students may never have played Sudoku before, so read through the instructions together and model the activity. If anybody in the class knows how to play, ask them to try and explain the rules to the others, helping where necessary with any vocabulary. If it’s easier for the class, just ask them to read the instructions. 2 Do the first item with the class as an example. Go through it slowly and carefully, pausing so that students can follow on the Sudoku grid. Make sure that everybody’s clear about the answers. Put students in pairs to make deductions about the remaining numbers. Monitor pairs as they work, making a note of any common problems and gently correcting where necessary. By the end of this part of the activity, they should have filled in squares A–F on the grid. 3 Play the audio for students to listen to two people doing the puzzle. Play it again, pausing frequently for students to follow in the grid. Find out how many people in the class got the same answers.

Answers 1 A must be 7. It can’t be 3, 4, 5 6 or 8. 2 B can’t be 7. 3 C can’t be 2, 3, 4, 5, 6, 7, 8 or 9. 4 C must be 1. 5 D can’t be 1. 6 D must be 9. 7 B must be 2. 7 E must be 8 or 9. 8 F must be 6 or 8. Transcript a OK, so A must be 7. It can’t be 3, 5, 6, 4 or 8 because they’re in the same box, 1 is in the same column, and 2 and 9 are in the same row. b Yes, I think I get that. And if A is 7, then B can’t be 7. a That’s right. But we don’t know what B is yet because we need to work out C and D first.

b

C can’t be 2, 3, 4, 5, 6, 7, 8 or 9 … so C must be 1. a Absolutely! b So D can’t be 1. a Correct. b So D must be 2. a Um … Actually … D can’t be 2. There’s a 2 in that column already. Look! b Oh yes! So D must be 9. And B must be 2. a Right. b And E must be 1 or 4? a No, I don’t think so. 1 and 4 are in that row. b Oh, that’s right! E must be …. 8 or 9! a Yes. b And F must be … 6 or 8? a Yes. Well done.

Speaking 10 Do the first item with the class as an example. Students then work in pairs to guess the odd word out in each row and give reasons for their answers. Encourage them to use must or can’t.

Suggested answers 1 daughter (The others are men.) 2 salary (The others are all people.) 3 dustbin (The others are all electrical.) 4 suitcase (The others are all ways of getting around.) / boat (The others can all have wheels.) 5 Canada (The others are all islands.) / Australia (The others are all in the northern hemisphere.) / Iceland (The others are all English-speaking countries.) Extra idea: Ask students to write one more odd-one-out puzzle for their partner to solve. 11 Tell students to look at the photo. Read out the example deduction, then ask questions to guide students’ ideas, eg What can you say about: the boy on the old man’s knee / the four women at the back / the woman next to the old man / the three girls sitting on the ground? Which girls must be sisters? How do you know?

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You could also write a set of questions on the board to help them, eg Where is it? Who are the people? How are they connected? When was the picture taken? How are the people feeling? Point out that students should use must and can’t to give reasons for their guesses.

can describe any situation where a person is delivering more than one or two sentences to more than one person. Most people will have had to do this at some time or another – even if only in group work in their English classes! Students work in pairs to talk about their feelings and experience of giving presentations. Elicit ideas and encourage them to share helpful tips with each other.

MA Write the modal verbs of deduction on the board so that weaker students can look back at them if needed. This just gives extra scaffolding to help them. Try to encourage stronger students to write more deductions about the photo. Extra idea: Ask students to bring some pictures in to the next lesson. These could be old photos or pictures on their smartphones. Tell them to pick interesting photos that the rest of the class can make guesses about. Ask students to walk around the room and show each other their pictures and make guesses about them.

Answer 1 The woman is giving a presentation. 2 GUESS Tell students to imagine they’re the woman in the picture and answer the questions. Encourage lots of active guessing and accept any sensible suggestions. The point of this exercise is to get students interacting with each other and producing lots of ideas. 3

Lesson 2 Does it make you nervous? pp74–75

Transcript and answers 1 subject – topic 2 objective – aim 3 event – occasion 4 worried – nervous 5 manage – deal with 6 afraid – scared 7 difficulties – problems 8 group of people – audience

Aims The focus of this lesson is to practise the verbs make, let and help to talk about strategies for dealing with stress and increasing confidence, and to learn useful vocabulary for talking about presentations.

You first! Focus on the photo and find out how many people have given a presentation. Ask: Did you enjoy it? Keep this short and elicit just a few ideas, as students will talk more about the photo in exercise 1.

Vocabulary Presentations 1 Before you begin, ask students about the photo, eg Where is she? What’s she doing? Why’s she doing it? Who are the other people? How’s she feeling? Remind students to speculate and guess using could, might, must and can’t. Go through the questions and, if students aren’t clear about the meaning of the words in bold, do exercise 3 at this point. Note that talk 136

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2.38 First go through words 1–8 and check comprehension. Then ask students to look back at the words in bold in exercise 1 and match eight of them with these words. Play the audio for them to listen and check their answers.

4

2.39 Students work in pairs or groups to discuss the difference between a lecture, a lesson, a presentation and a speech. Ask: Where do you think each one happens? Elicit a few ideas from the class, then play the audio for them to check their answers.

You might want to point out that we can also use make with presentation.

Transcript and answers You give a lecture in a university. You give a lesson in a school. You give a presentation in a company. You give a speech at a wedding.

Reading Tip: Encourage prediction by asking students to read the first paragraph of a text, then guess what the rest of the article will be about. Elicit feedback of their predictions before they continue reading. This encourages more speaking, gets them to interact more with the text and focuses them on what they’re going to read. 5 Focus on the short paragraph on the photo on SB page 74. Allow students time to read it, then talk about the questions in small groups. Find out from groups how many people are afraid of public speaking or not, and elicit ideas for strategies for dealing with this fear. Write the top three reasons for being afraid on the board. You might want to tell students that in a recent survey, 74% of Americans said that their greatest fear was speaking in public. Their second greatest fear was death! Look back at Unit 7 Lesson 3 (page 127) for a list of the top-ten global fears. 6 Allow students two or three minutes to read the article quickly and underline reasons why people are afraid of giving presentations. Setting a short time limit means they read quickly and don’t focus on unknown vocabulary (they’ll see this in the next activity). Look at the reasons for being afraid that you wrote on the board in exercise 5, and find out how many were similar.

Answers five reasons: afraid the audience won’t like us or will disagree with us; think they might criticise us or find us boring; think the audience might walk out; have painful memories of school; remember more recent experiences of things going wrong 7 Put students in pairs to try to guess the words and phrases in bold. Check answers with the class. Tip: To help students remember new vocabulary, ask them to make new sentences with the words. This is also a good time to review how they use their vocabulary notebooks.

Answers actually = in fact, really over-confident = too sure of yourself keep us on our toes = force us to continue directing all our attention and energy to what we’re doing anxious = worried and nervous criticise = express disapproval of someone or something even = used to show that something is surprising, unusual or unexpected painful = causing emotional or physical pain embarrassed = feeling ashamed or shy went wrong = didn’t go as planned share = have the same feeling, quality or experience perform our best = do something as well as we possibly can nerves = worry or anxiety about something that’s going to happen 8 Go through the questions and check comprehension of adrenaline. Students work through the true / false activity and correct the false statements.

Answers 1 false: Feeling a little bit nervous makes us give a better talk or presentation. 2 false: Audiences don’t like speakers who are over-confident. 3 true 4 true 5 false: It’s important to understand why we’re afraid. 6 true 9 Look at questions 1, 2 and 5 in exercise 8. Ask: Do you agree or disagree with these statements? Put students in pairs to talk about their opinions and give reasons why.

Grammar and speaking 10 Ask students to look at the table and the examples of make, let and help. Highlight the object (me) and adjective / infinitive in each one. Point out that after the verb help, we can use an infinitive with or without to, but make it clear that this doesn’t apply to make or let. Ask students to read through the article again and find other examples. Check answers with Unit 8

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the class. Say: In one sentence, the object wasn’t ‘us’. What was the object? (our nerves).

Answers … feeling a little bit nervous can actually help us communicate better … it can let us connect with our audience … speaking in public makes so many of us really anxious … perhaps a teacher made us feel embarrassed … it can help us to accept our fear … can make us feel better too … we can’t let our nerves control us Refer to the grammar reference on SB page 141 now or at the end of the lesson and go through it with students. 11 2.40 Tell students they’re going to listen to four people talking about what helps them feel more confident. Ask students to look at the pictures and try to guess what the people might say. Check their ideas quickly, then play the audio for them to listen and match the pictures and speakers. Encourage them to check their answers together afterwards.

Answers 1d 2c 3b 4a Transcript man Perhaps I can ask you first, Jenny. What helps you to be more confident if you have to do something challenging? jenny What, like giving a presentation or taking an exam? man Yes, exactly. henny Um … I talk to myself, in my head, and sometimes out loud too! I say things like It’s OK. I can do this. It’s OK. I can do this – and I say it over and over again. It really makes me confident. man What about you, Kadir? kadir I go jogging if I can – the day before or early that morning. Doing something physical is great. It lets me de-stress my mind as well as my body. It helps me relax. man What do you do, Lizzy? lizzy If I’m really nervous, I need to get away from everything and everybody. I need space! I try to go for a long walk on my 138

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own. It helps me to feel less anxious and it gives me time to think. man And finally, Max. What do you do? max I get into a hot bath and sing very loudly! It makes me feel great and it gives me lots of energy. 12 Focus on the sentences in the grammar table. Tell students to tick the sentences they heard, then play the audio again for them to listen and check their answers.

Answers It really makes me confident. It lets me de-stress my mind. It helps me relax. 13 Tell students to cover the pictures in exercise 11. Put them in pairs to try and remember what each person does and the effect it has. Remind them to use phrases with make, let and help. Play the audio again if necessary for them to check their ideas. 14 Students do the activity in small groups. If you can, change the groups after a few minutes to encourage more speaking and interaction. Elicit feedback and find out the most popular and useful ideas. MA Encourage stronger students to speak more by personalising the topic and giving examples and stories of difficult things and what they did. Ask more questions in feedback. Tip: In mixed-ability classes, students will generally do the same activities, but you can just adapt your expectations accordingly. Extra idea: Put students in pairs. Write on the board five to ten of the things that help students feel more confident. Give them a few seconds to look at the sentences, then erase them. Ask students to write down the sentences they remember. The team with the most correct sentences wins the game. The idea of the game is to encourage students to listen carefully in feedback. They sometimes chat and don’t listen to each other, so this memory game helps them to focus and listen to each other’s contributions more.

Art & Music

You Can Get It if You Really Want was originally recorded in 1970 by Desmond Dekker, but in 1972 Jimmy Cliff did his own version. It was included in the soundtrack of the film The Harder They Come, which was released in 1972 and was a Jamaican crime film that many people say brought reggae fully to the attention of the rest of the world. The song has been used a few times by various political groups around the world.

Tell students to look at the bigger version of the painting on SB page 145. Elicit ideas for alternative titles and encourage students to talk about another painting by Carolee Clark. For the song, tell students to find the lyrics and find out more about Jimmy Cliff online. Extra questions for class or homework Art Does the woman in the painting look confident? Are there things about her or the way she’s walking that make her look confident? Does she have anything in her right hand? Describe the street where she’s walking. Could it be dangerous? Why?

Answers Art Carolee Clark grew up in British Columbia, Canada, but now lives in Oregon, USA. Music What you must do: You must keep on trying in order to succeed. Jimmy Cliff is from Jamaica. Culture notes: Carolee Clark grew up in the Okanagan Valley of British Columbia in Canada and was influenced from an early age by her mother’s love of art. Her family usually spent the summer at a cabin on the lake, and while she and her two sisters drew, her mother painted. She’s well known for her vibrant use of colour and paintings of common places such as homes, landscapes, rivers, valleys, or even cars, coffee shops and airports. Her artwork has been shown in public and private collections all over the world. Jimmy Cliff is a musician, singer and actor. He was born in St Catherine, Jamaica, on April 1st, 1948. His real name is James Chambers. His career took off when he was just 14 years old with the hit single Hurricane Hattie. He’s in the rock-and-roll hall of fame and is famous for songs such as Wonderful World, Beautiful People, The Harder They Come and I Can See Clearly. He’s been nominated for Grammy awards and was also awarded the Order of Merit by Jamaica.

Lesson 3 Some practical ideas pp76–77 Aims The focus of this lesson is to learn more words for talking about presentations (in particular PowerPoint presentations), to ask and talk about possession using whose and possessive pronouns, and to give students helpful ideas and suggestions for visualising and preparing a presentation. Note: You could make pairs of word and stresspattern cards for a word game. See notes in exercise 14.

Warm-up Write a list of topics on the board, eg favourite hobby, best holiday, best friend. Tell students to work with a partner and choose a topic. They have to take turns and talk about the topic for one minute. You could also remind them to use make, let and help phrases from the previous lesson. When they’ve finished, students report back to the class.

Vocabulary Presentation equipment 1

2.41 Students match the words with the things they see in the picture, then say which is the odd one out and why. Play the audio for students to check their answers, then play it again, pausing for them to repeat each word. Pay particular attention to the different stress on multi-syllable words, eg remote control, keyboard, laptop, memory stick, microphone, projector. Also point out cable is two syllables: /'keɪbl/.

Ask students which words are very similar in their own language and which are very different.

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The first thing is to think of your presentation as a story, which has a beginning, a middle and an end. Begin with a bang! Research shows that people remember beginnings and endings much more than middles, so make your beginnings and endings as interesting and as powerful as possible to get their attention. Sometimes presenters talk too much. That’s very boring. Don’t talk all the time. Let your audience talk too. Ask them questions and involve them. Do you think that’s a good idea or not? How many of you use PowerPoint? Well, if you’re using PowerPoint, don’t use too many slides. If you do, they will make your audience go to sleep! And don’t write too much on one slide – people won’t be able to read it and they will lose interest. Fonts like Helvetica or Arial are easy to read and don’t forget to use a big size. And sometimes pictures are more powerful than words, so use them, but make them clear and simple. In fact, a basic principle of any presentation is kiss – K-I-S-S. What do you think that means? Any ideas? audience Keep it short and simple! woman Exactly. Keep it short and simple! And how should I end? audience With a bang! woman Yes, great.

Transcript and answers a vase b plug c cable d projector e screen f slide g keyboard h memory stick i mouse j laptop k remote control Vase is the odd one out as it isn’t something you use in a presentation. 2 Allow students time to discuss in pairs or small groups which are the four most essential items. They can compare their ideas with another pair or group. Try to get them to agree on the four most important things, then elicit feedback from each pair or group. Note that there are no right or wrong answers – students can make a case for more than four items as long as they can back them up.

Listening 1 3

2.42 Go through the tips first and do the first one as an example with the class. Ask: What does a story usually have? (A beginning, a middle and an end). For item 6, show a sentence in Helvetica or Arial on a computer to teach / elicit the word font.

Students try to complete the tips in pairs. Play the audio for them to listen and check their answers. Ask one or two students to read out their answers to the class.

Answers 1 beginning, a middle and an end 2 your beginnings and endings as interesting and as powerful as possible to get their attention 3 talk too; them questions and involve them 4 slides; go to sleep 5 be able to read it and they will lose interest 6 read; big 7 clear and simple 8 it short and simple Transcript woman OK, so today we’re going to look at things to consider when you’re preparing a presentation because you don’t want your audience to get bored. You want them to enjoy your presentation and remember it, don’t you? 140

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Write the words from the box on the board and tell students to close their books. Allow time for students to work in pairs to try to remember what the trainer said. Play the audio again for students to listen and check.

Answers You should think of your presentation as a story. People remember beginnings and endings. Avoid talking too much. Don’t use too many slides. Use fonts that are big and easy to read. Use pictures that are clear and simple.

Speaking 5 Put students in pairs or small groups to discuss the questions and decide whether they agree with the presentations advice. Monitor students as they work, making a note of any common problems with grammar, pronunciation or intonation. Elicit ideas from pairs or groups and ask them to give reasons for their ideas and opinions.

Suggested answers 3 Ideas for ways of starting a talk in an interesting way might include asking a question, using a picture, a word, some music, a story, a joke, etc. 4 Use a large size font; 28–34 point is perfect. When you’ve finished your presentation and you’re happy with it, always check the spelling and the grammar! And it’s a good idea to keep it in at least two places: on your laptop and on a memory stick. And finally, on the day, be in the room early to check the equipment and see if everything works. 6 This is a pairwork information-gap activity. Each student looks at a different page. Make sure students don’t look at each other’s advice while doing this activity. They each read and summarise their text by making notes in the table. Walk around and offer help with difficult vocabulary if needed. They then tell each other about their texts and make notes to complete the table. Encourage careful listening and ask them to agree on the most useful piece of advice. Elicit ideas from each pair and find out how many pairs chose the same piece of advice.

Answers 1 mine 2 yours 3 hers 4 his 5 ours 6 yours 7 theirs Refer to the grammar reference on SB page 141 now or at the end of the lesson and go through it with students. 8 Put students in small groups and tell them to put things on the table. Model the example dialogue with one or two students, then tell them to ask and answer questions using the possessive pronouns. Extra idea: Put students in teams and tell them that you're going to write sentences with mistakes on the board. They have to quickly read and correct each sentence. The first team to shout out the correct answer gets a point. Students sometimes make mistakes with possessives, such as repeating the noun or noun phrase after the pronoun, making the pronoun plural, using the wrong gender, or using object pronouns instead. This activity helps students notice and correct typical mistakes in a fun way. Example sentences (correct answers given in brackets – don’t include those on the board): Those are mine apples. (Those are my apples.) Hers books are on the table. (Her books are on the table.) Is it Tom’s pen? Yes, it’s hers. (Is it Tom’s pen? Yes, it’s his.) I want you to meet a friend of me. (I want you to meet a friend of mine.) The big house is they. (The big house is theirs.)

Grammar Possessive pronouns; whose

Listening 2

7 To introduce the grammar point whose, write the following sentences on the board and see if students can explain the difference: Who is this? Whose is this? Then tell students to look at the picture and ask one or two students to read out the dialogue. Ask: What could the woman say instead of ‘It’s mine’? (It’s my memory stick) What does ‘mine’ replace? (my memory stick). Give students time to complete the grammar box individually, then check answers in pairs.

9 THINK To introduce the topic, ask students to look at the photo and discuss the questions about visualisation. Elicit a few ideas about the meaning of visualisation. 10 2.43 Write the questions from exercise 9 on the board and ask the class to listen and write the answers. Play the audio, pausing as necessary, then play it again for students to check their answers. Unit 8

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bill

Answers 1 Visualisation is seeing things in your head. You imagine what you want in advance and you see it happening before it really happens. 2 Sportspeople use it to help them win; you can use it for giving presentations, taking an exam, performing in a concert, doing your driving test. Transcript julie Good evening and welcome to ‘Secrets for Success’. With me in the studio tonight is sports psychologist, Bill Baxter. Bill’s going to talk about a technique which can help us deal with big challenges in our life. Thank you very much for coming in, Bill. bill I’m very glad to be here, Julie. julie I believe you’re going to tell us about a technique called visualisation? bill Yes, that’s right. julie Um, so what exactly is visualisation? bill Good question! Visualisation is, um, seeing things in your head. You imagine what you want in advance and you see it happening – before it really happens. julie That sounds a bit strange. bill Actually, it’s a technique that many sportspeople use. Successful sportspeople see themselves winning – in their mind – before they take part in an event. It’s an essential part of their training and it helps them to win. julie So if I’m running a marathon and the night before I do it, I see myself running it and I finish successfully, that’s going to help me? bill It’s a start. But once isn’t enough. Practice is important, and you need to practise a lot. Great athletes imagine that they’re winning an important competition for months before it happens, and they do it over and over again. julie Right. So regular practice is important? bill Very. julie Right. That’s good to know. And of course you can use this technique for other things which have nothing to do with sport, can’t you? Like giving presentations? 142

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julie bill

julie bill

Of course you can – you can use visualisation for taking an exam, performing in a concert, doing your driving test, and, as you say, giving a presentation – anything! And it really works? Yes, it really works. It really makes a difference. But remember, preparation is extremely important too. It isn’t enough just to visualise and expect magic to happen! You need to prepare really carefully too. It’s important to work hard, train seriously, and do whatever you need to do in order to increase your chances of success. Bill Baxter, thank you very much. It’s a pleasure.

11 Play the audio again and ask students to write down what Bill says about practice and preparation. Check answers as a class.

Transcript 1 You need to practise a lot. 2 Preparation is extremely important. You need to prepare carefully, work hard and train seriously. 12 Allow time for students to look at the options first so they know what to listen for. Then play the audio again while students choose the best answers.

Answers 1d 2d 13

Ask students to try to remember the interview and complete the sentences in their own words. Then play the audio again for students to check if their ideas are the same. MA As they’ve already heard the audio three times, this shouldn’t be too difficult for stronger students, but you could always encourage weaker students to make notes when they listen before, so they can use those to try and complete these sentences.

Transcript 1 Visualisation is seeing things in your head. 2 Great athletes imagine that they’re winning an important competition (for months before it happens).

3 You can use this technique for other things (which have nothing to do with sport). 4 It isn’t enough just to visualise and expect magic to happen. 5 You need to prepare really carefully too. Extra idea: Tell students you're going to read the interview to them, but as you read, change some of the details for false information. Students have to listen and correct you when you get it wrong. 2.44 Encourage students to say 14 P the words and mark the stressed syllables. Then play the audio for them to listen and check their answers. Play it again, pausing for students to repeat each word. Ask students which words are very similar in their own language and which are very different.

Transcript and answers advance, athlete, challenge, concert, difference, event, exam, magic, pleasure, practise, prepare, secret, simple, success, technique Extra idea: Make a word-stress game and give each pair of students a set of words and stress-pattern cards, eg oO = advance / event / exam, etc, Oo = challenge / concert / magic, etc. Students have to match the words with the correct stress pattern. MA To make it more challenging and practise pronunciation, you could also write the words in phonemic script, eg oO = /əd'vɑːns/, Oo = /'tʃælɪndʒ/. Tip: Some students find it difficult to hear the stress in words. Get them to hum the sound of the word so they hear the stressed syllables more clearly. 15 P Put students in pairs to create sentences with the words in exercise 14, then ask them to read out their sentences, making sure they use the correct stress pattern on each word.

Speaking 16 THINK Students talk about the questions with a partner. Elicit feedback and find out which techniques they liked most and which ones they might use in future.

17 EVERYBODY UP! Energise students at the end of the lesson by asking them to walk around the room and find one (or more) person for each statement. Quickly elicit the questions they might need to ask before they start and write the question forms Do you … Have you ever … Would you … and Can you … on the board to help them. MA Tell students to ask follow-up questions and get more information from the stronger students in feedback. If you hear good sentences, you can also write helpful phrases and expressions on the board for the weaker students to write down. This enables students to contribute and learn from each other. Extra idea: Ask students to close their eyes and do a guided visualisation activity with them (see example below). Tell them to listen and imagine where they are, what they can see, hear and feel. Then ask them to tell their partner where they were and what they imagined. Check their ideas and stories together afterwards. Guided visualisation I’d like you to imagine you’re in a café in a foreign city. It doesn’t have to be a city you know or that you’ve visited. Just picture the first image that comes to mind and actually see yourself there. Describe what you can see around you. What can you hear and how do you feel?

Vocabulary plus p78 Warm-up Tell students to look back at the vocabulary sections in Lessons 1–3, then write down five words. Tell them to quickly look up the definitions of the words, then test their partner. The person who remembers the most words wins.

Adjective + to + infinitive 1 These activities are useful to practise the use of adjectives and infinitives and also provide an opportunity to quickly review the unit. Put students in pairs to search for the information (it can be anywhere in the unit, including in a transcript). Tell them it’s a race so that they read quickly. The first pair to find the information wins. Unit 8

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Answers 1 font (on a presentation slide) 2 Bill Baxter 2 Ask students to think of one thing for each adjective (easy, comfortable, stupid, quick), then report back using complete sentences, eg A mobile phone is easy to lose. 3 Model the activity by writing a personalised sentence on the board, eg It’s hard to find the time to go to the fitness centre or It’s important to eat healthy food. Allow students time to work individually, then share with their partner using the adjectives.

Speaking verbs 4 Ask students to complete the sentences with the correct verb, then check with a partner. Note: Students sometimes confuse say and tell, so it’s important to offer gentle correction as needed. Try to elicit self-correction and get them to see that we say something but tell someone.

Answers 1 say 2 telling 3 speak 4 talk 5 talk 6 Tell Extra idea: Ask students to write a sentence that starts with I really want to … Ask them to walk around the room and tell each other their sentence. The other person has to listen and respond with a sentence that includes an adjective + infinitive, eg ‘I really want to travel around the world.’ ‘Yes, but it’s important to learn English so that you can talk to people!’ 5 Put students in pairs or groups to ask and answer the questions in exercise 4. Monitor pairs as they work, making a note of any problems with grammar or vocabulary. MA To provide extra support, go through the questions first and elicit answers from the class, then put students in pairs to do the activity.

De-stress! This is a wonderful exercise for calming a hyperactive class and getting them to refocus. The easiest way to get into position is to stretch your arms out in front of you as though you’re about to do breast stroke, then cross one arm over the 144

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other so your palms are touching, and interweave your fingers. Then you can fold your hands under your arms and bring them up against your chest.

Wordbuilder Nouns – adjectives a Write care on the board and ask students if they can create an adjective from the noun (careful / careless). Allow time for them to work individually, then compare answers with a partner. Elicit which ending you can use with all of them.

Answer -ful b Students work individually to complete the sentences. Check answers with the class.

Answers 1 careful; painful 2 successful; stressful 3 colourful; powerful 4 helpful; useful / useful; helpful c Get students to write two more sentences using the remaining adjectives from exercise a (peaceful and wonderful), then read their sentences to a partner. Extra idea: Put students in groups of three and tell them to write a chain story together. Each sentence has to include an adjective. The first student writes a sentence and passes the paper to their partner. Their partner reads the sentence and continues the story, eg It was late and I was walking home on my own …; It was really dark …; Suddenly, I heard a strange noise behind me … Finish the activity after about five minutes, then ask students to share their stories with other groups. Check their ideas afterwards and vote for the best, most creative, funniest stories.

Focus on: give and take a Ask students to match the phrasal verbs with their correct definition. Elicit feedback and encourage students to write sentences using each verb to check understanding.

sara

That’s great. So, I’m here to tell you a little bit about it. audience Great. sara OK, so first I’m going to give you a brief history and explain the rules. And I’ve brought along some equipment, so afterwards I thought we could go down the swimming pool and … audience … jump in! sara Absolutely. Jump in and have a game. What do you think? Good. That’s great. OK, so let’s start. I have to say that underwater hockey is a wonderful sport and a terrific workout and … … sara Well, that brings me to the end of my talk. I hope you found it interesting. Are there any questions? audience member How soon can we jump in the pool and play a game? sara Right away! Let’s go downstairs. The equipment’s by the pool.

Answers a) take up b) give back c) give up d) take back e) take off f) give away g) take away b Ask students to complete the dialogues with the verbs in the correct form. Remind them that sometimes the verbs are in a different tense. They then write a suitable response for each suggestion. Students check answers with a partner, then practise the dialogues.

Suggested answers 1 give … up; take up That’s a good idea! 2 give … back; gave … away Oh no! That was my favourite shirt! 3 take … back; Take … off Oh yes, silly me!

Everyday English p79 Beginning and ending a talk 1

2.45

6 Decide whether you’re going to

use the video or simply play the audio. Ask students to look at the photos and talk about the questions. Elicit ideas from the class, then play the video or audio for students to check if their predictions were correct.

2 Allow time for students to read through the phrases first, then ask them to decide whether they should be at the beginning or end of a presentation.

Answers a) E b) B c) E d) E e) B f) E g) B h) E i) B j) E

Ask: Has anybody heard of underwater hockey? Do you think it’s an easy sport?

Answers 1 at a leisure centre 2 give a talk / presentation 3 underwater hockey Transcript sara Good evening! audience Good evening. sara Thank you so much for coming to this talk about underwater hockey. audience member We’re looking forward to it! sara My name’s Sara Ford and I’m from the Underwater Hockey Society. Thank you very much for inviting me tonight. I hear that some of you are interested in forming an underwater hockey team? audience Yes / That’s right / Possibly.

3 Elicit ideas from the class for which phrase in exercise 2 you wouldn’t usually use in a talk.

Answer f 4

Put students in pairs to see if they can remember the phrases they heard in the presentation. Then play the video or audio again for them to check their answers.

Answers b, g, c, a, h 5 Ask students to think of different ways of saying the phrases in exercise 2. Elicit good sentences and useful ideas that students could use in their own presentations. Unit 8

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Suggested answers a) I hope you enjoyed it. b) Hello and thank you for taking the time to attend my talk. c) I’ve now finished my presentation. d) In conclusion, I’d like to tell you … e) I’m really pleased to be here today to tell you about … f) OK, I’m done. See you soon. g) I’m very grateful that you asked me to come and talk to you. h) Do you have anything you’d like to ask me? i) You can ask me questions when I’ve finished. j) You’ll find more information on the website. 6 Put students in pairs – A and B – and tell them to think of a topic for an interesting talk. Student A starts the talk and student B finishes the talk. Tell them to use suitable phrases from exercise 2 or their alternatives from exercise 5. Make sure they realise they don’t have to actually give the whole talk. 7 Ask pairs to think of a topic and make a short presentation (between two and five minutes only) using the correct phrases for beginning and ending a talk. Allow plenty of thinking time for them to brainstorm ideas with a partner and offer help with any words or phrases they might need. Remind students to use other ideas from Lesson 3 in preparing and giving their talk, eg beginning in an interesting way, asking questions as well as talking, etc. When they’ve prepared their talk, ask pairs to give their talk to another pair or a small group and then, if they wish, to the whole class. Tip: Even a short presentation can be quite daunting for most people, so it’s often a good idea to get them to do their presentations in pairs or small groups to alleviate anxiety. 2.46 Ask students to look at the words 8 P and ask: Can you remember what these words referred to in the unit? Elicit a few ideas, then ask students to say the words and identify the word that doesn’t start with a /h/ sound.

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Play the audio for them to check their answers, then play it again, pausing for them to repeat each word.

Answer hour Transcript hate, have, hear, help, here, hockey, hour, house, how, hundred 2.47 Play the audio once for students 9 P to listen to the tongue-twister, then put them in pairs to take turns saying it to each other. Make sure they use the /h/ sound correctly. Play the audio again for students to listen again and repeat.

Transcript Hello! I’m Harry Higgins and I’m very happy to be here in Helsinki this evening to talk about the history of hip hop! 10 Explain to students that PowerPoint slides are visual aids; they’re supposed to help, and Harry’s slide doesn’t help! Ask students to identify what’s wrong with it. Remind them of the things they discussed about presentations in Lesson 3.

Answers It’s too complicated and some of the text isn’t legible.

we don’t say … / we say … This section focuses on the following errors: • incorrect use of an indefinite pronoun • incorrect use of an infinitive with to after a modal verb • incorrect use of help / make + object + infinitive Ask students to cover the green we say … side and see if they can correct the mistakes themselves before they look and check.

Units 7&8 Review Warm-up To introduce the topic, ask: What kind of books do you like reading? Students talk about this in pairs first, then tell the class.

Speaking 1 Put students in pairs to discuss the questions and give their opinions about self-help books. Find out if anybody in the class has read the three books on SB page 80 or any other selfhelp books. If so, ask them to say, in just a few words, what they thought of them, and whether they’re effective.

Answers 1 A self-help – or self-improvement – book helps people solve personal or professional problems. Extra information: Sales of self-help books have more than doubled in recent years. Almost half of us have bought a selfhelp book at least once in our life.

Reading and speaking 2 Allow only a short time for students to quickly read about Feel the Fear and Do It Anyway and find the key message. Setting a short time limit means they don’t worry too much about individual words. Elicit a few ideas from the class.

Answer That fear is natural 3 Students read the text again and answer the questions. Encourage them to check their answers with a partner before checking with the class.

pp80–81

Answers 1 Answer will depend on current year; in 2015, the book was 28 years old. 2 Doing something new 3 Do it! 4 Five fears: telling somebody how you really feel about something; going on holiday on your own; leaving a job you hate; speaking in public; doing a bungee jump 5 Because we have a negative belief that we can’t do something. 6 A lot of other things become possible; everything changes. 4 Put students in small groups to talk about the questions. Monitor pairs as they work, helping with vocabulary where necessary. Ask: Who thinks self-help books are useful? Who thinks they’re a waste of time? Ask students to give reasons for their answers.

Writing 5 Go through the highlighted expressions in the article on Feel the Fear and make sure students understand how to use them. Ask students to work in pairs and think of a title for a selfhelp book, then write a description of what it’s about. Tell them they can look back at the article to help them and encourage them to use the highlighted expressions. When they’ve finished, ask them to share their ideas with another pair and read each other’s self-help book descriptions. Students can vote for the most interesting / most useful / strangest book. MA For extra support, brainstorm a few ideas for titles and write them on the board, helping with vocabulary as necessary. You could also get students to write an outline for their book description, going through what to say in each paragraph, eg paragraph 1: information about the author and the book, paragraph 2: a description of the main message in the book, paragraph 3: a summary of the book. Units 7&8 Review

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Extra idea: Ask pairs to read out the title of their book and get other students to guess what the book is about.

Did you know? Ask: Why do you think Jeffers’ book was rejected? Check understanding of rejected and elicit a few ideas from the class. Ask: Why was this a good thing – what did she do? (She felt the fear and did it anyway!).

Grammar 6

Tell students to cover the description of Feel the Fear and complete the sentences with the same indefinite pronouns used in the text: everybody, something, nobody, etc. Elicit feedback and ask students to try to explain the rule for the use of each pronoun. If necessary, review the use of the pronouns on SB page 141.

Answers 1 Everybody; something 2 Nobody 3 somebody; something 4 somewhere 5 something; everything 7 Ask students to read about reality TV shows and circle the correct words. Check answers as a class. If necessary, review grammar from Units 7 and 8 on SB pages 140 and 141.

Answers 1 much 2 as 3 as 4 more 5 most 6 to say 7 many

Preposition Park Ask students to read the text and fill in the gaps with the correct preposition. You could also write the prepositions on the board and tell the class that you’re going to read the text with gaps. They call out the correct preposition each time you pause.

Answers 1 of 2 in 3 for 4 until 5 of 6 through 7 of 8 for

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Cross Culture: Attitudes to time a Pre-teach value (someone or something) and tend to. Ask: What do you value? What do you tend to do when you meet someone. Teach / Elicit that the meaning of tend to is similar to usually. Also elicit the meaning of black and white in the phrase Things are never black and white. Ask: What colour could they be? (Grey). Elicit that this means things are never clearly right or clearly wrong – they’re usually somewhere in between. Ask students to read the text and compare the ideas in it with their own country and typical attitudes to time.

Explore Encourage students to find out more about six other countries that are similar to A and B. They can search online by keying in attitudes to time. Extra information: Generally speaking, many countries in northern Europe and North America are like paragraph A. Many countries in South America, southern Europe, the Middle East and sub-Saharan Africa are more like paragraph B. Countries in Asia can be either, eg Singapore, Japan and China are more like A; India, Indonesia and Thailand are more like B. b Ask students to imagine and discuss what they would do in each situation.

Suggested answers 1 Be on time, but be prepared to wait for your Brazilian colleagues! And don’t get impatient with them. 2 Make an effort to be on time … or even early!

9 UNIT FOCUS

What’s the alternative? GRAMMAR: verbs + -ing; present simple and past VOCABULARY: the cost of living; farming; health FUNCTIONS: managing a conversation

Lesson 1 Can you imagine doing this? pp82–83 Aims The focus of this lesson is to look at verbs that are followed by the -ing form of another verb, and to learn words and phrases to talk about the cost of living and living an alternative lifestyle.

You first! Ask students to talk about their biggest household expenses. Help with vocabulary if necessary, eg gas, electricity, heating, but keep the discussion short at this point.

Vocabulary The cost of living 1 Put students in pairs to ask and answer the questions and encourage them to work out the meaning of any words they don’t know from the context. Elicit feedback from pairs and do a quick class survey of the most expensive costs. MA Encourage stronger students to guess the meaning of the words from context, but let weaker students use their dictionaries if needed.

Answers rent = money that you pay to someone to live in a house that they own mortgage = a loan from a bank to enable you to buy a house central heating = a system of heating buildings by warming air or water at one place, then sending it to different rooms in pipes electricity / gas bills = money you pay to use electricity or gas in your home high = expensive low = cheap food bills = the cost of buying the food you eat living cost = the money spent on things needed to survive

simple passive; subject / object questions

2 GUESS Ask students to look at the photos of three very different houses on SB page 82 and guess how much they pay for things like rent / mortgage, central heating, electricity / gas bills and food bills. Highlight the useful phrases in the example sentences (I think … are probably / I don’t think …). Ask: What do you think is each person’s biggest living cost?

Reading 3 Write off the grid on the board and see if students can guess what it means. Use the top photo on SB page 82 to pre-teach electricity pylons and also check comprehension of national grid, electrical power, public utilities and water supply. Then tell them to read the first paragraph quickly and check their ideas about the meaning of off the grid. To encourage further predictions about the article, ask: In what ways do you think these people are self-sufficient? Elicit / Teach solar power, wind power, growing their own food.

Answer You don’t use public utilities such as mains electricity or water. 4 Allow time for students to read the rest of the article and match the photos with the two couples in the article. Ask students to give reasons for their answers.

Answers John and Victoria Jungwirth: B (They live in a wild part of the US.) Margy and Wayne Lutz: A (They live on a lake.) Background information: If students want to find out more, you can tell them that Margy Lutz writes a really interesting blog, which they can find at http://PowellRiverBooks.blogspot.com.

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Ask students to close their books and try to remember similarities and differences between the two couples. They then read the article again and check their ideas.

Answers Similarities Both couples live completely off the grid. They grow a lot of their own food. They both have solar panels. They don’t regret living the alternative life. Differences The Jungwirths built their own home, the Lutzs didn’t. They Jungwirths work, the Lutzs are retired. The Jungwirths live on land, the Lutzs live on water. The Jungwirths spend a lot of time working on their land. The Lutzs don’t, because they only have a small space to grow vegetables. 6 THINK Read the sentence from the end of the article and ask students to work in pairs to talk about the questions. Elicit ideas – you could write them on the board and discuss what the advantages and disadvantages of each alternative way of living are.

Answer 1 A different lifestyle from most people 3.2 Do the first word as an example by 7 P writing business on the board. Elicit the correct pronunciation and write it in phonemic script: /'bɪznəs/. Ask: Which letter can’t you hear? Elicit that the ‘i’ isn’t pronounced and remind students that English spelling often doesn’t reflect the pronunciation.

Put students in pairs to say each word, compare the spelling and pronunciation, and find the silent letters. Play the audio for students to listen and check their answers, then play it again, pausing for them to repeat.

Transcript and answers business, camera, chocolate, different, February, interesting, mortgage, scientist, vegetable Note: In some accents, the ‘r’ in February is pronounced, but the ‘a’ is silent.

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Tip: Try to help students’ pronunciation using word-stress drilling. This gives them a clear visual idea of syllables and word stress, as well as identifying silent letters in words. Hold your fist in front of you and show the beat of the syllables in the air. Move your hand upwards to indicate stressed syllables. Remember, start on your righthand side and move to the left as you drill the words. You’ll be facing students, so this matches the way they see words written on the page. If students still add silent letters, write the words on the board and cross the letter out so they remember the pronunciation.

Did you know? Read through the information with the class. Ask: Did either of the facts surprise you?

Grammar Verb + -ing form 8 Tell students to look at the sentence and find the main verb. Ask: What verb follows it? Elicit answers from the class.

Answer means paying (-ing form) 9 Read through the grammar box with students and ask them to complete the gaps with other examples from the article. Point out that when we use the verb spend to talk about time, we also use an -ing form after the time. Check answers with the class. MA For extra spelling support, students could look at the section on Spelling rules for ‘-ing’ forms on SB page 135. You could ask stronger students to make other sentences using four of the verbs in the grammar box.

Answers start, enjoy, regret Refer to the grammar reference on SB page 142 now or at the end of the lesson and go through it with students. 10 Put students in pairs and ask them to think of other verbs which are typically followed by an -ing form. Elicit ideas from the classs and write the verbs on the board. As a follow-up, have

students create their own sentences with each verb, then share their ideas with a partner. Extra idea: Make sets of cards with different verbs on them. Include verbs that are usually followed by an -ing form (like, begin, suggest, imagine, stop, start, enjoy, regret), as well as other verbs that are usually followed by an infinitive with to (promise, offer, afford, learn, choose, hope). Put students in pairs and give each pair a set of cards. Tell them to shuffle the cards and put them face down on the table. They then take turns to pick up a card. They have to look at the verb and make a sentence with the correct form using an infinitive or an -ing form. If they make a correct sentence with the right form, they keep the card. Note that some of these verbs can be followed by either an infinitive or an -ing form. If you want to make it easier, make sure all the verbs can only be followed by one or the other. The student with the most cards at the end wins the game. 11 Do the first item with the class as an example. Say, eg To me, modern life means owning a computer. Make sure students understand they can use their own ideas. Elicit sentences from one or two students.

Suggested answers 1 To me, modern life means owning a computer. 2 I spend five hours a week watching TV. 3 I don’t regret moving to Scotland. 4 Can you imagine not having a washing machine? 5 I started working 25 years ago. 6 I’d like to stop paying rent. 7 Recently a friend of mine suggested buying a flat together.

Speaking 12 THINK Write the question on the board and get students to discuss with a partner. Elicit their ideas and opinions and encourage them to give reasons for their ideas, eg Solar panels provide cheap electricity, and that helps. If you live completely off the grid, you don’t have many bills.

13 Put students in pairs to think of changes they could make to their everyday life to save money. Tell them to make notes and try to think of three or four really good ideas, eg I could switch to a cheaper electricity company, I could eat less meat. Monitor pairs as they work, helping with vocabulary as necessary. Then tell students to work with another pair to compare their ideas and decide which three or four changes they’ll make. Find out the most popular ideas from the class. Extra idea: Encourage students to look online for energy- and money-saving ideas at home, then do a short presentation in class. Students watch each other’s presentations and vote for the best ideas. You could also refer them back to the functional phrases for beginning and ending a talk on SB page 79.

Lesson 2 They’re kept in very small spaces. pp84–85 Aims The focus of this lesson is to use the present and past passive, to talk about how animals are treated on factory farms now and through history, to learn vocabulary for talking about farming, and to learn more about writing a for / against essay.

You first! Put students in pairs to talk about their favourite food together. Ask: Do you like chicken? How often do you eat it? Point out that What kind refers to the photos of factory-farmed chickens and free-range chickens.

Vocabulary Farming 1 Elicit students’ reactions to the photos. Ask: Which is better and why? Go through the words in the box and check comprehension and pronunciation. Remind students that chicken when it means meat (I eat chicken) is uncountable, but that when it means the animal (I saw a chicken), it’s countable. Allow time for students to complete the sentences individually, then tell them to work with a partner to talk about the questions. Elicit reactions from the class and find out how many students are in favour of each type of farming. Unit 9

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Answers 1 farm; keep 2 farming 3 feed 4 traditional; fields 5 produce 2 Put students in pairs to discuss the statements and complete them with the correct words or figures. If necessary, teach / elicit the meaning of space, shed and cubic metre (used to talk about volume).

Answers 1 40,000 2 small 3 300 4 three 5 antibiotics 3 Put students in pairs and get them to offer their opinions and feelings about the statements. Ask: Did you know about some of these figures? If not, do these facts change your mind about factory farming? Check students’ ideas and encourage extra discussion about the topic.

know? (No) Teach / Elicit that the person who does the action in the passive is called the ‘agent’. Put students in pairs to decide if the statements are true or false.

Answers 1 true 2 true 6 Go through instructions 1 and 2 and model the examples with one or two students. Put students in pairs to play the guessing game. Encourage them to use the past participles (found, grown, produced, made) and make sentences in the passive voice. Change the pairs to increase interaction and speaking. When they’ve finished, tell them to look at instruction 3. Tell them to work with another pair and tell each pair to write six down things or animals. The other pair then has to write six passive sentences using them. Encourage students to check each other’s work, then elicit sentences from the class.

Grammar 1 Present simple passive

Reading

4 Write the two sentences on the board. Look at the active sentence and ask: What is the action? (Keep) Who does the action? (They / the subject) Who does the action happen to? (The chickens / the object) What form is the verb? (Present simple). Look at the passive sentence and ask: What is the action? (Are kept) Who does the action happen to? (The chickens) Do the chickens do the action? (No) Are they the subject or the object in the sentence? (The subject) How does the verb change in the passive sentence? (We use the past participle) What comes before the verb? (Auxiliary verb be).

7 Set a time limit of two or three minutes for students to read the article and find out which fact from exercise 2 isn’t included.

Ask students to find other examples of the present simple passive in the statements in exercise 2.

Answers is kept, are … kept, are used Refer to the grammar reference on SB page 142 now or at the end of the lesson and go through it with students. 5 Look at the passive sentence on the board again. Ask: Who does the action in the passive? (We don’t know). Do we need to 152

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Then ask them to read it again more slowly and try to work out the meaning of the words and phrases in bold. Students check answers with a partner.

Answers Fact 5 (about antibiotics) is not in the article. cleaned = have the dirt removed spaces = areas diseases = illnesses conditions = the physical situation that someone or something is in and affected by method = way of doing things ponds = pools, areas of water on special occasions = on a day that is considered different from other days for a good reason developing countries = countries with little industrial and economic activity and where people generally have low incomes cruel = unkind treated = considered, thought of pollution = damage caused to water, air, etc by harmful substances or waste

8 Students read the article again and answer the questions.

2 Not so long ago, all chickens and cows were kept on family farms.

MA Write extra questions on the board for stronger students and fast finishers to answer, eg Which animals are mentioned in the article? Who invented factory farming?

Ask: Which sentence is in the past? (Sentence 2) What are the main verbs? (given, kept) Is the main verb in the same form in the present and past passive? (Yes) What shows us the time and verb tense? (The auxiliary verb changes).

Answers 1 They’re kept in very small spaces where they live and die. 2 They can get terrible diseases. 3 For their eggs 4 They’re kept in open, free conditions. 5 It’s cruel to the animals and it creates pollution. 6 Because it’s cheaper.

Ask students to complete the past passive sentence in the grammar table.

Extra idea: You could extend the activity by getting students to write two or three extra questions about the article. Then tell students to ask and answer each other’s questions in pairs.

Explore

Answer was Refer to the grammar reference on SB page 142 now or at the end of the lesson and go through it with students. 10 Write the first sentence on the board in the active and passive as a model. Elicit the differences, then highlight the form of the passive (subject + auxiliary verb be + past participle). Ask some quick concept-checking questions to review, eg What was the action? Do we know who did it? What’s most important, the action or who did it?

Ask students to find out more online about freerange farms in their area. If there aren’t any, tell them to expand the search to the whole country.

Give students time to change the sentences from the active to the passive and offer help and gentle correction as needed.

Extra idea: To help students and set a clearer task, give the class a webquest. Provide three or four links to websites and give students a list of comprehensionchecking questions. This encourages them to skim and scan the websites for information and find the answers to the questions.

Answers 1 Factory farming was only started about 60 years ago. 2 For hundreds of years, fish was eaten on Fridays. 3 Not so long ago, chickens were kept for their eggs. 4 Chickens weren’t given special food. 5 Chickens weren’t treated badly in the past.

Grammar 2 Past simple passive 9 Remind students about the grammar on SB page 84. Ask: Was it the past or the present tense? (Present) Tell them to look at the second grammar box and complete the sentence. At this point, it may help to compare the grammar so they see that the passive is always formed with the past participle, even in the present simple passive. The tense is shown by the auxiliary verb be. Write these sentences on the board: 1 Animals are given a lot of antibiotics these days.

MA For extra support, elicit which words should begin the passive sentence in each case before students start rewriting the sentences.

Speaking and writing 11 THINK This activity will encourage students to bring their own thoughts and ideas to the discussion. Pre-teach the meaning of the phrase eating habits. Elicit ideas for changing or not changing their eating habits, eg I’d like to buy organic food, but I can’t afford it. Unit 9

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Put students in pairs to talk about the questions. Monitor pairs as they work, making a note of any common problems with grammar or vocabulary, and offer help where needed. 12 Before they start, elicit students’ opinions on factory farming. Ask: Who’s for it and who’s against it? Elicit ideas for each argument, then ask students to write a paragraph giving their opinion. As a follow-up, ask students to swap their work with a partner and correct any mistakes they see together. MA For extra support, write for and against on the board and elicit reasons from the class to put under each heading. Tip: Tell students to leave some time for checking their work after writing. They don’t always do this, so it’s an important strategy to develop, as it helps them find small mistakes, improve their writing and edit their work.

Lesson 3 Who has back pain? pp86–87 Aims The focus of this lesson is to introduce subject and object questions, to learn words and phrases for talking about health problems and different kinds of medicine, and to talk about experiences with alternative medicine.

You first! Look at the photo of acupuncture. Teach / Elicit needle and find out if anybody has ever had acupuncture. Ask: What was it like? Did it help? Can you recommend it?

Vocabulary Health 1

3.3 Look at the photos first and check pronunciation of each type of medicine, in particular osteopathy /ɒsti'ɒpəθi/ (but note the change of stress and pronunciation for the person: osteopath /'ɒstiəʊpæθ/) and homeopathy /həʊmi'ɒpəθi/ (and the person is a homeopath /'həʊmiəpæθ/). Check understanding of bones, substances and treat.

Ask students to complete the descriptions with the correct type of medicine. Play the audio for them to check their answers. 154

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Answers 1 acupuncture 2 Osteopathy 3 homeopathy 4 Conventional medicine Transcript 1 In acupuncture, needles are placed in the body. It started in Ancient China. 2 Osteopathy is a health system that works with the bones and muscles. 3 In homeopathy, a patient is given tiny amounts of natural substances. 4 Conventional medicine uses science to treat illness. 2 Ask students to guess the meaning of the words in bold from the context. If they aren’t sure, encourage them to look the words up in a dictionary or online. Point out that medicine and flu are uncountable. Tell pairs to compare answers, then ask and answer the questions. Ask pairs to tell the class one or two of their answers. Find out how many students use alternative medicine.

Answers colds = common infections, especially in the nose and throat, that often cause a runny nose, a cough, a slight fever and sometimes some pain in the muscles flu = a common infectious illness that causes fever and headache feel ill = feel unwell have a temperature = have a fever get a headache = have a pain inside your head painkillers = medicine used to reduce or remove physical pain serious illness = disease that is bad or severe pills = small solid pieces of medicine that a person swallows, usually with water conventional medicine = traditional, scientific ways of treating illness go to the doctor = attend the doctor’s surgery to ask for medical advice alternative medicine = a range of treatments for medical conditions that people use instead of or with conventional medicine

Extra idea: Ask students to notice typical collocations in the questions, eg have a temperature, get a headache, take painkillers, and tell them to write them in their vocabulary notebooks.

Listening 1 3

3.4 Ask students to listen and put the different kinds of treatments in the order they hear them. Play the audio. Encourage students to compare their answers together; play the audio again if needed.

Answers a) 4 b) 1 c) 2 d) 3 Transcript When you have a cold or flu, how do you treat it? A lot of people take a pill, but some people don’t do that. Instead, they use alternative medicine – for example, homeopathy, where an illness is treated by giving a person tiny amounts of natural substances. Today, about 50% of people in developed countries use some kind of alternative medicine and billions of dollars are spent on it. Conventional medicine isn’t very good at treating back problems, and osteopathy, a health-care system that works with the bones and muscles, is very popular if conventional medicine doesn’t work. Today, there are a lot of countries where the government health-care system will pay for treatment by an osteopath. Acupuncture, where needles are placed in a person’s skin at particular points in the body, is another treatment that health-care systems are often happy to pay for. 4

Do the first sentence with the class as an example. Then put students in pairs to decide if the statements are true or false. Tell them to correct the false statements if they can. Play the audio, pausing if necessary. Elicit a few ideas, but don’t confirm answers yet. 3.5

Transcript When you have a cold or flu, how do you treat it? A lot of people take a pill but some people don’t do that. Instead, they use alternative medicine – for example, homeopathy, where an illness is treated by giving a person tiny

amounts of natural substances. Today, about 50% of people in developed countries use some kind of alternative medicine and billions of dollars are spent on it. Conventional medicine isn’t very good at treating back problems, and osteopathy, a health-care system that works with the bones and muscles, is very popular if conventional medicine doesn’t work. Today, there are a lot of countries where the government health-care system will pay for treatment by an osteopath. Acupuncture, where needles are placed in a person’s skin at particular points in the body, is another treatment that health-care systems are often happy to pay for. But although this is true, there are still a lot of people who don’t believe in alternative medicine. They say that there isn’t much scientific evidence for it and they think that success in alternative medicine is a result of the placebo effect. The placebo effect is when a medical treatment has success, not because of the treatment, but because the patient believes it will be successful. And the placebo effect is very powerful – somewhere in our bodies we have a very powerful healing system. But as we’ve already said, a lot of people use alternative medicine for medical conditions that aren’t serious. They say that the drugs in conventional medicine can sometimes be dangerous and they prefer to use a gentler kind of medicine, such as homeopathy. Extra idea: To encourage students to listen for gist, write a focus question on the board, eg What is the placebo effect?, so they have a task. Tell them to listen and answer the question. (The placebo effect is when a medical treatment is successful, not because of the treatment, but because the patient believes it will work.) 5 Play the audio again for students to check their answers.

Answers 1 true 2 true 3 false: A lot of people don’t believe in alternative medicine. 4 true

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5 false: A lot of people use alternative medicine for conditions that aren’t serious. 6 false: People think that drugs in conventional medicine can sometimes be dangerous. 6 EVERYBODY UP! Ask students to walk around and do the activity. Monitor students as they talk, helping with vocabulary for particular illnesses if necessary. Elicit feedback and students’ opinions about alternative medicine. MA To provide extra support, quickly review the new vocabulary from previous exercises. You could do exercises 1–4 on Health in Vocabulary plus at this point.

Listening 2 7

Tell students they’re going to listen to three patients visiting the doctor. Ask them to listen and choose the correct answers. If necessary, elicit the meaning of back pain by telling students to look at the photo for osteopathy on SB page 86. Play the audio while students complete the activity individually. Encourage students to compare their answers with a partner. 3.6

Answers 1 an osteopath 2 back pain 3 an acupuncturist 4 headaches 5 a conventional doctor 6 flu Transcript Conversation 1 osteopath So what’s the problem, Elif? elif I have bad back pain. osteopath Really, where exactly? elif Here. osteopath OK, the lower back. And how long have you had it? elif I’ve had it for about six weeks. I’ve seen my doctor three times, but she can’t help. I’m taking painkillers. A friend suggested seeing an osteopath. osteopath Yes, well, I hope I can help you. Can you tell me more about the problem? What kind of movements are difficult? 156

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elif

osteopath

Well, sometimes it can be difficult to walk. And I can’t stand for more than about ten minutes, I have to sit down. OK, well, let’s have a look at your back. Can you stand up, please?

Conversation 2 acupuncturist Have you been to an acupuncturist before, Michael? michael No, I haven’t, this is my first time. acupuncturist So what’s the problem? michael I get headaches. I’ve had them for years now. Obviously, I’ve seen the doctor about them. It’s nothing serious. They aren’t even real migraines, just headaches. But I get them a lot. acupuncturist How often? michael About twice a week. acupuncturist Do you take painkillers? michael Yes, I do. But I don’t like taking them. acupuncturist OK, well, I can certainly give you some acupuncture treatment and I hope I can help you. Could you lie down and I’ll examine you. Conversation 3 How can I help you, Paula? paula I’m not feeling very well. I feel hot and cold, I have a headache and a temperature. I think I have flu. doctor OK, well, let’s take your temperature … Yes, it’s high. How long have you had these symptoms? paula Um, about two days. doctor Lie down, please, and I’ll examine you. paula OK. doctor OK – you were right, you have flu. You don’t need any antibiotics. Just go to bed and drink lots of fluid. And if your temperature is still high after three days, please come and see me again. doctor

8 Ask students to listen again and answer the questions about Elif, Michael and Paula. Play the audio again, pausing as necessary for students to check their answers.

MA As an extra challenge, stronger students could try to answer the questions before they listen again, then listen to check. At the same time, work with weaker students to elicit ideas for each question.

Answers 1 For about six weeks 2 Walking, and standing for more than ten minutes 3 About twice a week 4 He doesn’t like taking them. 5 She feels hot and cold, she has a headache and a temperature. 6 Go to bed, drink lots of fluid and come back if her temperature is still high in three days’ time. You could do exercises 5 and 6 on Useful expressions in Vocabulary plus at this point.

Grammar Subject / object questions with who / what / which 9 Ask students to complete the gaps in the grammar table. Then ask them to look at the sentences in A and B and the words in bold. Ask: How are they different? Focus on the questions in A. Ask: Who’s the focus of the first question? (Elif) And the second question? (Dr Hammond). Teach / Elicit that these are both the subject of the sentence. Repeat for the questions in B, eliciting that back pain and Elif are both the object of the sentence.

Answers visited Elif yesterday did visited Elif 1 A: subject B: object 2 The questions in A use a main verb. The questions in B use the auxiliary do with an infinitive. Refer to the grammar reference on SB page 142 now or at the end of the lesson and go through it with students. 10 Students sometimes make mistakes with subject and object questions, so model the first one with both subject and object questions and also remind students that we don’t use do or does in subject questions. Ask: Who visited an osteopath? Elicit the answer from students:

Elif visited an osteopath. (Subject question) Who did Elif visit? Elicit the answer: Elif visited an osteopath. (Object question). Then put students in pairs to ask and answer subject and object questions. Tell them to use the verbs in the box to help them. Offer help and gentle correction as needed.

Suggested answers Who gets headaches? / What does Michael get? Who went to a conventional doctor? / Who did Paula go to? Who has back pain? / What does Elif have? Who saw an osteopath? / Who did Elif see? Who takes painkillers? / What does Michael take? Who visited an acupuncturist? / Who did Michael visit?

Speaking 11 Put students in small groups to talk about their experiences with doctors and alternative medicine. It’s worth remembering that not all people feel comfortable talking about their medical experiences and conditions, so if students seem a bit reluctant, get them to talk about something that happened to someone they know instead. MA Arrange the activity so that weaker students interview stronger students. This means they can ask questions and the stronger students can give more detailed answers. 12 Read through the instructions. Ask: How do we often ask for and give advice? Elicit sentences and write examples with should on the board, eg What should I do? I think you should … Students work individually to make notes, then work in groups to ask each other for advice. Check their ideas and find out what the most popular piece of advice was. Extra idea: Do a ‘vanishing conversation’ with the class. This involves lots of repetition and pronunciation practice in a more communicative context. Draw two faces on the board and ask students to invent names for them. Ask them to invent a short conversation between the two people about their health. Write the conversation on the board and get Unit 9

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students to repeat. Then divide the class into two groups – each group takes a different role – and drill the conversation again. Erase a word or phrase and drill again. Students have to remember the conversation without the missing words. Gradually remove more words until all the conversation has gone. At the end, put students in pairs to remember the whole conversation.

Culture notes: Norman Rockwell was a 20th-century American painter and illustrator who was popular for his pictures of American culture. He was born in February 1894 in New York City and died in November 1978 in Massachusetts. At the age of 21, Rockwell’s family moved to New Rochelle, New York, and he set up a studio with the cartoonist Clyde Forsythe. They produced work for magazines such as Life, Literary Digest and The Saturday Evening Post. His pictures reflected smalltown American life. In 1973, he established the Norman Rockwell Museum. In 1977, Rockwell received America’s highest civilian honour, the Presidential Medal of Freedom.

De-stress! Read through the information with the class and elicit other ideas and suggestions for reducing stress and anxiety. Give students a moment to doodle and at the same time, play them some nice relaxing music. Ask students to interpret each other’s doodles. Ask: Do they mean anything significant?

Doctor and Boy Looking at Thermometer was painted in 1954 as an advertisement for The Upjohn Company. Rockwell did a series of medical paintings for advertisements for pharmaceutical companies, which were meant to inspire Americans to see their doctors as kind people who looked after their emotional health as much as their physical health.

Art & Music Tell students they can find a larger version of the painting on SB page 145. Elicit ideas for the relationship between the man and the boy before students find out the title (eg by searching for ‘1954 Norman Rockwell’). Extra questions for class or homework Art How many paintings did Rockwell paint as medical advertisements? How many paintings are in the Norman Rockwell collection in his museum? Find another painting by Norman Rockwell and write a description of it. Music How many times of day are mentioned in the song? Which two stories does the song mention?

Answers Art Doctor and Boy Looking at Thermometer Music first line: Never know how much I love you title of the song: Fever connection with this lesson: Fever is another word for temperature. The singer is comparing being in love with having an illness. 158

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Fever was originally written by Eddie Cooley and Otis Blackwell and recorded by the American R&B singer Little Willie John in 1956. However, the best-known version of the song was recorded by the jazz singer Peggy Lee in 1958. This was a much slower version than the original and became Peggy Lee’s signature song. It has had continued success in the years since, and many people have done cover versions, including Elvis Presley (1960), Helen Shapiro (1964), Madonna (1992) and Beyoncé (2003).

Vocabulary plus p88 Health 1

3.7 Get students to look at the pictures and try to guess what’s wrong. Then ask them to complete the dialogues with the words in the box. Play the audio for them to listen and check their answers.

Extra idea: To extend the activity as well as encourage student interaction and speaking, ask students to talk about when they’ve had some of these problems.

Answers 1 headache 2 earache 3 toothache 4 backache 5 stomach ache 6 hurts Transcript 1 a What’s the matter? Are you feeling OK? b I have a headache! 2 a Are you OK? b No. My earache is terrible! 3 a What’s wrong? b I have really bad toothache! 4 a I have terrible backache! b Take it easy! 5 a What’s the problem? b I have a stomach ache. 6 a What’s up? b My arm hurts. 2

Answers 1 feel 2 well 3 a cold / (the) flu 4 temperature 5 pills / painkillers 6 feel / get better 7 go to / see / visit a / the doctor

Useful expressions 5

Answers a) 1 b) 3 c) 2

MA For extra support, write the phrases for asking what’s wrong on the board: What’s the matter? Are you OK? What’s wrong? What’s the problem? What’s up?

3 Students make verb and noun collocations. Do the first one as an example and remind them they can use some words more than once.

Answers feel: better, ill, well have: a cold, flu, an illness, a temperature get: better, a cold, flu, ill, an illness, well go to: a / the doctor see: a / the doctor take: medicine, a painkiller / painkillers, a pill, a temperature visit: a / the doctor 4 Ask students to work in pairs to complete the conversation. Check answers with the class and also elicit other possibilities.

d) 6

e) 4

f) 5

Transcript man What’s the matter? woman I’m not very well. man How do you mean? woman I have a stomach ache. I feel sick. man You should take it easy. Go to bed. woman I’ll do that.

Tell students to cover the dialogues and use the pictures to act out the dialogues.

As an extra challenge, write the following phrases on the board: That’s what happens when you … You need to … You should … Tell students to act out the dialogues and give advice. Model the activity, eg What’s wrong? – I have really bad toothache – That’s what happens when you eat too many sweets!

Check students understand the phrase take it easy (when you don’t do much). Allow them time to work individually, then play the audio for them to listen and check their answers. 3.8

Extra idea: This could also be done with each line on a different piece of paper to vary the activity and learning styles. 6 Give students time to think about their responses before they do the speaking activity. Tell them to take turns.

Everyday English p89 Managing a conversation As a warm-up, ask students to discuss the things that really annoy them about people they know or have lived with. Ask: Which habits are the worst? Tell them a personal story about someone you know (you can make it up) to model the activity. Ask students to report back afterwards and find out some of the funniest stories. 1

3.9

6 GUESS Decide whether you’re

going to use the video or simply play the audio. Ask students to look at the photos and try to guess what the people are talking about. Elicit the meaning of cross from the context (annoyed, angry). Ask: Who looks cross? Who looks worried?. If necessary, pre-teach turn the light / heating on / off / up / down. Play the Unit 9

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video or audio for students to watch or listen and answer the questions. Point out that this is just the end of a conversation – not the whole conversation.

Answers 1 high energy bills 2 Because he turned the heating up instead of putting on extra clothes. Transcript kate Sorry to interrupt, Luke, but you don’t have to have the heating high, you can just wear more clothes. Wear three jumpers! And you don’t leave the lights on because you’re cold! luke OK, OK, that’s true. OK, I’ll be really careful about the lights and I’ll wear three jumpers! Now, can we talk about something else? kate What? luke Our food bills … 2

3.10 6 Play the video or audio for students to check if their predictions were correct. Then play it again and ask students to answer the questions. Ask: What do you think their relationship is? Elicit that they could be flatmates or in a relationship. The video / audio clip offers a nice opportunity for conversation. Ask students to talk about similar situations with people they’ve lived with and explain what happened.

Answers 1 £500 2 Because he feels the cold. 3 He says he’ll be careful about the lights and wear three jumpers. Transcript kate Oh, look, here’s the post. Hmm, this looks like a bill. It’s the electricity and gas bill. It’s huge, it’s absolutely huge. Look! luke £500 – that’s ridiculous! kate You know, I have to say, Luke, it’s your fault, you know it is. You’re terrible. You leave the lights on when you go out, you have all the lights on all the time, the heating is always on really high, I mean always and … luke Can I say something? 160

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kate

… the fact is, Luke, you never think about the cost of things – ever. Electricity and gas are really expensive and we have to be careful. We don’t earn a lot of money, I’ve got very little in the bank at the moment. We can’t just have things on all the time, we have to … luke Actually, I’d like to say something, please. kate Go ahead. luke The problem is, I feel the cold. It’s been a really cold winter. You don’t seem to feel the cold but I do. I need the heating on high. Otherwise, I just can’t do anything, you know, I can’t think, I can’t … kate Sorry to interrupt, Luke, but you don’t have to have the heating high, you can just wear more clothes. Wear three jumpers! And you don’t leave the lights on because you’re cold! luke OK, OK, that’s true. OK, I’ll be really careful about the lights and I’ll wear three jumpers! Now, can we talk about something else? kate What? luke Our food bills … 3 Ask: What does ‘managing a conversation’ mean? Teach / Elicit that it means making it go in a certain direction or way, maybe changing the topic, interrupting or continuing. Put students in pairs to match the phrases and expressions.

Answers 1 d, e, g 2 c 3 a, b, f 4 Play the video or audio again. Ask students to tick the expressions they hear. Check answers with the class.

Answers g, d, e, c 5 P Write the sound /ʌ/ on the board or point to the phonemic chart on SB page 156. Practise the sound with students and model the mouth and tongue position to help them (the mouth is quite open to make this sound). Ask: Can you find two words in exercise 3 with this sound? (something, interrupt or but). Then get students to say the words in the box and find the ones that have the same sound.

luke

Do you promise? Promise to spend less? kate Yes, I do. I’ll be really careful. But anyway, to continue, I thought the presenter …

6 P 3.11 Play the audio for students to listen and check their answers. Then play it again, pausing as necessary for students to repeat. Ask: How many different ways are there to spell this sound?

Answers acupuncture, couple, enough, hundred, instruction, money Note: The word one also has the /ʌ/ sound, but the difference between the spelling and the pronunciation makes it difficult to focus on at this level.

Transcript acupuncture, couple, enough, found, hundred, instruction, money, one, produce 7

3.12 Explain to students that they’re going to hear the rest of the conversation between Kate and Luke. Tell them to look back at the expressions in exercise 3. Play the audio and ask them to put the three expressions they hear in order. Ask them to compare answers with a partner, then check with the class.

Answers b, f, a Transcript luke Our food bills are really high too. And really, you know, Kate, it’s because you spend far too much on food. kate I think it’s important to eat well, you know. And good food costs more, unfortunately. And also, there are things like free-range chicken. We have to buy that because it’s wrong to eat factoryfarmed food. Anyway … what did you think of that TV programme last night on alternative energy? It was so interesting, wasn’t it? And the presenter was wonderful! I thought … luke Stop changing the subject! We were talking about food bills. We spend too much on food. kate OK, OK, I’ll try and spend less. But as I was saying, the presenter of that TV programme was …

8

See if students can remember what happened and tell them to answer the questions. Play the audio again for them to check their answers.

Answers 1 Luke wants to talk about their food bills; Kate wants to talk about a TV programme on alternative energy. 2 She thinks it’s important to eat well, but good food costs more; it’s wrong to eat factory-farmed food, but free-range food is more expensive. 9 Put students in pairs and tell them that they’re going to have a conversation about food and energy bills. Go through the instructions and make sure students are clear about their roles. Allow a few minutes for students to write notes about their bills (they can make up the information) and remind them to use expressions for interrupting, changing the topic or continuing with the topic. Model the start of a conversation with one or two strong students. Monitor pairs as they talk, making a note of any common problems with grammar, pronunciation or intonation.

we don’t say … / we say … This section focuses on the following errors: • incorrect use of an infinitive after imagine • incorrect use of the active instead of passive voice • incorrect phrase for asking about health • incorrect use of the verb hurt • incorrect use of a reflexive instead of a passive construction Ask students to cover the green we say … side and see if they can correct the mistakes themselves before they look and check.

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10 UNIT FOCUS

The news and journalism GRAMMAR: past perfect; reported VOCABULARY: verbs of movement; FUNCTIONS: telling an anecdote

speech; say and tell crime; personality

Lesson 1 She had fallen through a window! pp90–91 Aims The focus of this lesson is to introduce the past perfect to talk about news stories and to sequence events in the past, to learn how to use when clauses, and to learn and review verbs of movement. Note: It would be useful to bring in different examples of media (newspapers, magazines, etc) for this lesson.

You first! To introduce the topic, ask: Do you read newspapers? Ask students to talk together about the things they like to read. Ask: Do you prefer serious news stories or stories about celebrities?

Speaking 1 Check students understand (the) news (the most recent information about events). Elicit that we can watch the news on TV or read it online or in newspapers.

Put students in pairs or small groups to talk about the questions. Encourage them to ask follow-up questions, eg What are your favourite newspapers, magazines and news websites? How often do you read news articles? Extra ideas: If you brought in newspapers, find some recent news stories and show students pictures or headlines (without showing them the text). Put students in small teams and see if they can remember or guess what happened in each story, then check their ideas. To get everybody up, stick news stories on the wall around the room and ask students to walk around, read the stories quickly, then match them with pictures or newspaper headlines.

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Vocabulary Verbs of movement 2 Teach / Elicit the meaning of the words in bold or alternatively tell students to look them up. MA As these words are quite straightforward, give stronger students a time limit to write their definitions. Extra idea: Put students in pairs to take turns to act out the verbs and guess the actions.

Answers throw = use your hand to send a ball or an object through the air climb = use your hands and feet to move up something pull = move something towards you running = using your legs to move quickly walking = using your legs to move around carry = hold something in your hands and take it somewhere fallen = past participle of fall = move quickly down to the ground from an object, often by accident catch = stop something from moving through the air using your hands hang = fix something to a wall Tip: To get a clear visual clue of students’ understanding of the verbs of movement, do a Total Physical Response (TPR) activity where they act out the verb. This would also be a good way of getting students to move around a little and make them more alert if they’ve been sitting for a long time. MA TPR is also good with mixed-ability classes, as very often weaker students lack confidence or are too shy to speak. This gives them the chance to show their understanding without having to say too much. 3 Students answer the questions, then share their ideas with a partner.

Suggested answers 1 a ball 2 a mountain, a cliff, a ladder 3 your arms 4 running 5 a briefcase, an umbrella 6 Yes, I have. / No, I haven’t. 7 cricket, rugby, American football 8 a wall You could do exercises 1–3 on Verbs of movement in Vocabulary plus at this point.

Reading 4 Tell students to look at the pictures and teach / elicit the vocabulary. Explain that the righthand one in each case shows two possible endings to the story and read out the suggested beginning of each story. Put students in small groups to try to tell the stories. When they’ve finished, tell them to share and compare with another group. At this point, students probably won’t know the past perfect, so don’t worry too much about correcting their mistakes. MA For extra support, brainstorm words and ideas and write them on the board.

Suggested answers 1 A man looked out of his window and saw a woman above him. She was hanging from a window. She fell and he caught her. / She was hurt and taken to hospital in an ambulance. 2 A dog fell off a cliff when it ran after a feather. The coastguards climbed down the rocks and rescued the dog. / The dog’s owners couldn’t rescue it. 5 Allow time for students to read the stories and check to see if their ideas were correct. Elicit feedback about what they guessed correctly. Check comprehension of neighbour, make a lot of noise and horrified. Ask: Did anything surprise you? 6 Ask students to read the stories again and answer the questions with a partner. Check answers as a class. Find out which story students preferred and why.

Answers 1 Because his neighbour was making a lot of noise. 2 He saw his neighbour. She was hanging from the window sill. 3 His neighbour fell and Ray caught her. 4 Because it was running after a feather. 5 He was on some rocks.

Grammar Past perfect 7 Ask one or two students to read the sentences in the grammar table. Students find examples of the past perfect in the stories, then check with a partner.

Answers 1 … Susi Li, 30, had fallen through a broken window … she hadn’t fallen to the ground … 2 … after it had fallen off a 50m cliff … Grant King had gone for a walk … the dog had seen a feather … It had run after the feather and run off the cliff and then fallen into the water … the dog had already climbed onto some rocks Refer to the grammar reference on SB page 142 now or at the end of the lesson and go through it with students. 8 Ask some concept-checking questions to help students understand when we use the past perfect. It’s also helpful to draw a timeline on the board so they can see sequences of events. Focus on the affirmative sentence. Ask: How many things happened? (Two) When did they happen? (In the past) How do we know it’s the past? (From the verbs read, had heard) Did they happen at the same time or a different time? (Different time) Which thing was first? (I had heard about the story.) How do we know? (Because of the word earlier). Put students in pairs to answer the questions for the negative sentence.

Answers affirmative 1 hearing about the story 2 yes negative 1 not hearing about the story 2 yes

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9 Write the sentences on the board and try to elicit the difference in time between the sentences. Draw a timeline on the board and invite students to come up and highlight when the events happened.

Answers When I arrived, I heard the news. When I arrived, I had heard the news. Refer to the grammar reference on SB page 142 now or at the end of the lesson and go through it with students. 10 Ask students to work in pairs to complete the story with the correct form of each verb. Ask different pairs to say their answers.

Answers 1 woke up 2 thought 3 had left 4 didn’t have / did not have 5 had had 6 turned 7 saw 8 fell 9 had fallen 10 had survived 11 rang 11 Ask students to cover the story and take turns to tell it to a partner. They then read it again to check their version. Extra idea: Tell students you’re going to read the story to them. Ask them to close their books. Then read the story, changing some of the details as you read. Students have to listen carefully and try to find the mistakes you make.

Speaking 12 Put students in pairs to do the informationgap activity. Tell them to read the sentences they have from a news story. Explain that they don’t have the whole story. They then ask and answer questions to find out the rest of the story. When they think they have the whole story, tell them to close their books and try to write it out. Invite one or two pairs to tell the story to the class.

Art & Music Tell students to look at SB page 145 to see a bigger version of the painting. Put them in pairs and ask them to write down as many things as they can about John Lennon. Tell them it’s a race and they only have two minutes. The team that 164

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knows the most wins. Then ask students to find out information about the picture online and also guess what the song Imagine is about. As a follow-up, ask them to imagine their ideal world and describe it to their partner. Extra questions for class or homework Art Find a painting of one of the other members of The Beatles and try to describe it. Music How many songs did John Lennon write? Who did he sing with after The Beatles?

Answers Art The pieces of newsprint are about John Lennon. Music complete the line: But I’m not the only one What does he ask you to imagine? That there’s no heaven or hell, no countries, no religion and no possessions. People live life in peace and share the world. Culture notes: Anthony Brown was born in Liverpool in 1961. He’s an artist, designer, illustrator and musician. He does contemporary portraits as well as abstract art and graphic-design projects. The John Lennon Canvas is one of his most famous paintings. It’s a collage that contains newspaper articles, photographs, memorabilia, certificates, song lyrics, magazines and CD covers collected over a 40-year period. All these items form the base of an oil painting, and it was finished on December 8th, 2005. John Lennon was born in Liverpool in 1940 and was shot in New York in 1980 when he was just 40 years old. He was an English musician, singer and songwriter and founder member of The Beatles, the most commercially successful band in the history of popular music, with between 600 million and 1 billion sales of records and albums worldwide. In 2004, Rolling Stone ranked The Beatles as the best group of all time. They were included in Time magazine’s compilation of the 20th century’s 100 most influential people and received the Grammy Lifetime Achievement Award in 2014.

Imagine was first released in May 1971 and was Lennon’s best-selling single of his solo career. The lyrics describe a peaceful and utopian world without the barriers of religions, nationalities and material possessions. The song sold over 1.6 million copies in the UK alone and received a Grammy Hall of Fame Award.

Lesson 2 He said that there was no big boss. pp92–93 Aims The focus of this lesson is to introduce reported speech and look at the difference between say and tell, to learn words to talk about crime, and to read about an infamous gang of thieves.

You first! Ask students about crime in their town. Ask: What kind of crimes are most common? Explain that crime in general is uncountable, but specific crimes are countable.

Vocabulary Crime (1) 1 Ask students to look at the pictures with a partner and talk about the questions. Elicit a few ideas from the class. Ask: How many of you recognised the film?

Answers 1 The Pink Panther 2 The man on the right is a jewellery thief (he’s holding a necklace and is dressed in black); the man on the left is a detective. 3 Picture 2 shows a pink panther. Background information: The Pink Panther was the first of a series of films about the French police detective Inspector Clouseau. Peter Sellers played Clouseau in five of the films. The Pink Panther was actually a very valuable pink diamond which was stolen by Sir Charles Litton (played by David Niven) in the first film. In all the films, Clouseau was an incompetent police inspector, with a long-suffering boss, Chief Inspector Charles Drefus (played by Herbert Lom).

2

Explain that some words always go together to make phrases. Ask students to match the verbs and nouns, then compare with a partner. Play the audio for them to check their answers and also to check pronunciation, in particular thief and jewellery. Also point out the plural of thief (thieves) and the past simple / past participle of catch (caught). 3.13

You could do exercise 4 on Crime in Vocabulary plus at this point.

Transcript and answers catch: a criminal, a robber, a thief rob: a bank, a jewellery shop steal: jewellery, money 3 Tell students to look at the picture of two men in a jewellery shop and answer the questions. Check answers with the class and elicit a few suggestions for question 5. Accept any sensible suggestions.

Answers 1 a robbery in a jewellery shop 2 Yes, they do. 3 They’re stealing jewellery. 4 Because the robbers are wearing masks. Extra idea: Tell students you’re going to test their powers of observation. Give them ten seconds to look at the picture, then ask them questions about it, eg How many people are in the picture? (Two) What are they wearing? (Balaclavas / masks, gloves, jeans, coats) What are they holding? (One is holding a box and necklace, the other one is holding a gun) What colour are their coats? (One has a brown coat, the other has a blue coat).

Reading 4 Pre-teach scare, hurt, violence, gang, scarves and disguise. Also explain smash and grab – the expression smash and grab is used to describe a very quick robbery in a shop. Ask students to read the article and answer the questions. Set a short time limit so they read quickly and don’t worry too much about vocabulary. Students check their answers with a partner. Unit 10

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Answers 1 a group of Balkan jewel thieves 2 a documentary film about the gang 3 No, they haven’t. Extra idea: Write these numbers on the board: 1993, 200, 448, 35, 2008, 15, 100, 1. Ask students to read the text again and write down what the numbers refer to. (1993 – The gang started their robberies in 1993; 200 – There are 200 people in the gang; 448 – They have stolen jewels worth over $448 million; 35 – They have stolen things in 35 different countries; 2008 – They stole things in Paris in 2008; 15 – They only took 15 minutes; 100 – They took over $100 million in jewellery; 1 One thief talked to a journalist about the robberies) 5 Ask students to read the article again and finish the sentences.

Answers 1 they use very clever methods but very little violence. 2 women; disguises (on) 3 hurt 4 a big boss 5 wear disguises 6 the robberies are more dangerous

Grammar 1 Reported speech (1) 6 Read the grammar table with students, then tell them to answer the questions and work out the rules about reported speech. Check answers as a class and ask students to find other examples in the article.

Answers 1 direct speech: 1, 3 reported speech: 2, 4 2 By using speech / quotation marks (Note that they can be single (‘) or double (“).) 3 When we want to report what someone said 4 tense changes, time phrase changes, pronoun changes 166

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Refer to the grammar reference on SB page 143 now or at the end of the lesson and go through it with students. 7 Write the first sentence in direct speech on the board and invite students to come up and change it to reported speech. Quickly review the rules. Ask: What do we use to show it’s reported speech? (A reporting verb like say or tell) What happens to the verb? (It goes into the past) What happens to the pronouns? (They change). Put students in pairs to write the other sentences in reported speech. Remind them that they can look back at the grammar table to help them. Note: We don’t focus on the transformation of time expressions at this level, eg right now in question 6.

Answers 1 A journalist said (that) the thieves didn’t usually use violence. 2 A detective said (that) they were very intelligent people. 3 The shop owner said (that) the shop would open soon. 4 The police said (that) they could catch the thieves. 5 The police said (that) the men had dressed as women. 6 A detective said (that) they were looking for the thieves right now.

Grammar 2 say and tell 8 Read through the examples in the grammar box and elicit the differences between say and tell. You could also write the sentences on the board and quickly concept-check, eg Do we say something or say someone? (We say something) Do we tell something or tell someone? (We tell someone). To help students remember this rule about reported speech, get them to repeat it out loud like a little rhyme: Say something, tell someone, say something, tell someone, etc.

Answer Say doesn’t need an object, tell does. Refer to the grammar reference on SB page 143 now or at the end of the lesson and go through it with students.

9 Do the first item as an example with the class. Ask: Why did the young man say he stole? Elicit: He stole because he couldn’t earn a living any other way. Put students in pairs to rewrite the rest of the sentences in reported speech. Remind them to look back at the grammar box to help them.

Answers 1 The young man said he stole because he couldn’t earn a living any other way. 2 The woman told me (that) she worked in a bank that had had a bank robbery. 3 The thief said (that) his job wasn’t easy, (that) it was hard work. 4 The detective said (that) they were watching a gang of thieves very carefully. 5 The robber told the journalist (that) he / she couldn’t imagine doing anything different. Tip: Once you’ve covered the grammar, take the opportunity to reinforce it in normal classroom interaction (What did he say? What did Pablo tell you?). This provides really helpful review in a natural way.

Speaking and writing

MA Change pairs so there’s a mix of stronger and weaker students. The stronger student in each pair can help the weaker student with vocabulary and grammar as they brainstorm and write their stories together. Alternatively, you could just allow the weaker students to use dictionaries to find the words they need. 12 To encourage students’ interaction and speaking, ask them to walk around the room and share their stories with other pairs. Extra idea: Put students in groups of four to play a version of Chinese Whispers. The first person tells the person next to them something interesting (they should whisper). They then pass the message on to the next person and so on around the group. The last person must say what the first person said using direct speech. The person who started the message says the message again, using reported speech, eg Yes, that’s right. / No, that’s wrong. I said that …

Explore Ask students to find out about famous crimes online and make a short poster presentation for the next class. You may want to start this activity in class and ask students to finish it for homework.

10 EVERYBODY UP! Use this activity to energise the class at the end of the lesson. Model the activity with students. Say something to them, then ask them what you just said. It’s a good way of finding out if they’re listening or not! Ask them to walk around the room and talk to six other people, then get them to report back what they just said. Look at the example phrases, and remind them to use reported speech. Ask students to report back to the class and find out interesting facts about them.

De-stress!

11 Put students in pairs to write a short newspaper story about a crime. Remind them to use reported speech to say what people who saw the robbery said. Model the activity with your own story so students understand the task, then allow a few minutes for them to brainstorm ideas together. Monitor pairs as they work, making a note of any common problems with grammar or vocabulary and offering help where needed.

Aims

Read the instructions and encourage students to do this exercise in class whenever they feel stressed. Note: Students should release their shoulders in a controlled way rather than just let them drop! And the circles should be slow and gentle and as large as possible.

Lesson 3 What questions did he ask? pp94–95 The focus of this lesson is to learn more about reported speech (this time more on questions), to introduce words to talk about personality, and to find out more about what to do (and not to do) in job interviews.

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You first!

My family now live in Exeter and I went to Exeter University. I’m in my final year there. I write for the university sports magazine. I write a lot of articles for them. editor When did you start writing for the magazine? isobel In my first year. editor I’ve read your articles online and they’re good. Tell me, what qualities do you need to be a good journalist, in your opinion? isobel Um, you do a lot of interviews, so you need to be good with people. You need to be careful. For example, you always need to check your facts. And you must be a good, fast writer, of course. editor Good, yes. And you need to be reliable. You said you’d send us some of your articles. But you haven’t done that. isobel I … I forgot. But here they are. editor Thank you. So tell me, why do you want this job? Are you a climber? isobel Yes, I am, I love climbing and I climb a lot. That’s why I’ve applied for a job with Climb magazine. I love all sport, actually. And I’m a good writer. So it seems a good idea to get a job with you! editor Do you read our magazine? isobel Of course I do. editor What do you think of it? isobel I love it; it has great articles, great pictures. I think Don Watson, your chief writer, is terrific. I read his articles very carefully. editor His name’s Don Matthews actually … isobel Oh yes, sorry, Don Matthews! isobel

Ask students to talk with a partner about whether they’d like to be a journalist. Check their ideas and reasons. You could also encourage further speaking about things such as the advantages and disadvantages of being a journalist.

Listening 1 1 GUESS This activity encourages prediction about the listening. Ask students to guess what the photos are about and how they might be connected. Encourage lots of active guessing, but don’t confirm their ideas yet. ,

2

Answers 1 They’re waiting for an interview. 2 The interview is for a job with a climbing magazine. 3.14 Allow time for students to read the questions so they know what they’re listening for. Then play the audio for them to check their ideas from exercise 1. Play it again for them to answer the questions. Ask students to compare their answers with a partner. Then check answers as a class and find out how many people made correct predictions in exercise 1.

Answers 1 It’s an interview for a job with Climb magazine. 2 Because Isobel arrives 40 minutes late. 3 She writes articles for the university sports magazine and she loves climbing. Transcript editor It’s good to meet you, Isobel. But why are you late? You’re 40 minutes late, in fact. Can you explain? isobel Yes, my train was cancelled. I’m so sorry. editor OK, well, let’s forget that and begin with basic facts. From your accent, you sound American. isobel No, I’m Canadian actually. My parents moved to Britain four years ago. editor What’s your background?

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3

Tell students to try to remember the questions in the conversation. Then play the audio so they can check their answers and complete the sentences correctly. Note: It would be useful to write the questions on the board so you can use them later in exercise 6.

Answers 1 are you 2 explain 3 What’s your 4 did you start writing 5 do you need to be a good 6 do you want this 7 Are you a 8 our magazine 9 do you think of

4 Ask students to try to remember Isobel’s answers. Point out that they don’t need to use her exact words, but they should use direct speech. They can also just answer with the first thing she says, as often she says more than one thing. Check their answers and write Isobel’s responses in direct speech on the board. This provides a nice way of presenting the grammar in context in the activities that follow.

Suggested answers 1/2 My train was cancelled. 3 I’m Canadian, but I live in Exeter. I’m in my final year at Exeter University. I write articles for the university sports magazine. 4 In my first year 5 You need to be good with people, you need to be careful and check your facts. You must be a good, fast writer. 6 I love climbing and I’m a good writer. 7 Yes, I am. 8 Yes, I do. 9 I love it; it has great articles, great pictures.

Grammar Reported speech (2) 5 Ask the class to look at the grammar box and compare the sentences. Ask some conceptchecking questions to help students notice the differences. Focus on yes / no questions and ask: What type of question is it? Is it a ‘yes / no’ or a ‘wh-’ question? (Yes / no) What’s the word order in the direct question? (Verb + subject) Is the word order the same in the reported question? (No) So is it like a question or a statement? (The reported question has statement word order) What word do we use to report the question? (if). Teach / Elicit that we can also use whether. Then focus on the wh- questions. Ask: What type of question is it? Is it a ‘yes / no’ or a ‘wh-’ question? (wh- question) What’s the word order in the direct question? (Question word + auxiliary verb (didn’t) + subject + verb) Is the word order the same in the reported question? (No) So is it like a question or a statement? (The reported question has statement word order) Do we use ‘do / does / did’ in the reported question? (No).

Answers 1 if 2 The subject and the verb are swapped (ie the same as statement order). Refer to the grammar reference on SB page 143 now or at the end of the lesson and go through it with students. Tip: It can be difficult for students to understand grammar, so using the board carefully is often more helpful than wordy explanations. Take time to write neatly (printed lower case works best), show plenty of examples and write key words in different colours so they stand out clearly. Although it might take a few seconds longer to write carefully, it saves time and students will understand more quickly, as they have a clear visual clue of the grammar. 6 Do the first sentence with the class as an example. Ask students to write the remaining questions in exercise 3 as reported questions. If you have the sentences already on the board, ask students to come up and change them from direct to reported speech.

Answers 1 The editor asked Isobel why she was late. 2 He asked (her) if she could explain. 3 He asked (her) what her background was. 4 He asked (her) when she had started writing for the magazine. 5 He asked (her) what qualities you needed to be a good journalist. 6 He asked (her) why she wanted that job. 7 He asked (her) if she was a climber. 8 He asked (her) if she read their magazine. 9 He asked (her) what she thought of it. 3.15 Ask students to listen carefully to 7 P the questions and think about whether the intonation goes up or down at the end of the sentence. Play the audio and see if they can notice the pattern, then get them to explain.

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Answer The speaker’s voice goes down at the end of wh- questions and up at the end of yes / no questions. Transcript 1 But why are you late? 2 Can you explain? 3 What’s your background? 4 When did you start writing for the magazine? 5 What qualities do you need to be a good journalist? 6 Why do you want this job? 7 Are you a climber? 8 Do you read our magazine? 9 What do you think of it? 8 P Play the audio again and get students to repeat the questions. Tip: Intonation can be very difficult for students, so you could also backchain the questions (repeat the last part of the sentence first) so they notice and practise the pronunciation, eg late // are you late // Why are you late?

Vocabulary Personality 9 Ask: Have you ever had an interview? Where was it and what happened? Elicit a few stories. Students can talk about a friend or family member if they’ve never had an interview. Put students in pairs to make a list of qualities needed for an interview. Ask one or two students to read out the example, then elicit a few ideas from the class. 10 Go through the words in the vocabulary box. Ask students to take turns to explain the words to their partner. If they aren’t sure, tell them to guess or look up the words in a dictionary or online. Check their ideas and correct if necessary. Ask students which adjectives are very similar in their own language and which are very different. Ask students to discuss the questions and give their reasons. Elicit that Isobel isn’t very reliable because she didn’t get to the interview on time and forgot to send the articles she’d written. Elicit a few ideas as to which qualities are useful as a journalist. 170

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Answers amusing = funny charming = pleasant and attractive curious = eager to find out about things keen = eager patient = willing to wait for things pleasant = nice positive = optimistic reliable = able to be trusted 11 3.16 Play the audio for students to listen and repeat the words. Ask them to count the syllables in each word and guess where the word stress is.

Transcript amusing, charming, curious, keen, patient, pleasant, positive, reliable

Listening 2 12 THINK Ask students to think about the questions and give reasons for their ideas. Elicit a few ideas from the class, in particular the questions Isobel should ask, eg What’s the start date for the job? What are the working hours? How many weeks’ holiday are there? What’s the salary? If necessary, pre-teach start date and working hours, as both these phrases will come up in audio 3.17. Ask: How many of you think Isobel will get the job? 13 3.17 Tell students that they’re going to listen to Isobel and a friend talking about the interview. Play the audio for them to listen and check their ideas from exercise 12. Ask: How many of your predictions were right?

Answers 2 No, she didn’t. Transcript amy So how was the interview, Isobel? isobel I think it went well, Amy. I really hope I’ve got the job. amy Who interviewed you? isobel The editor. amy What was he like? isobel He was OK, but he wasn’t exactly friendly. He was about 60, I think, quite tall, grey hair.

amy

Right! What questions did he ask you? Oh, he asked me if I was a climber and when I started writing for the magazine. He said my articles were good. amy I hope you asked him questions, it shows you’ve thought about the job. Did you ask him questions? isobel Yes, of course I did. I asked him what the start date for the job was. amy And what is it? isobel June. amy That’s perfect, isn’t it? isobel Yes, it is, it means I can have a holiday. Oh yes, and I asked how many weeks’ holiday there were. He said six weeks, which is fine. And I asked what the working hours were. amy What are they? isobel He said it was a 45-hour week – a bit longer than most jobs. amy Are you alright with that? isobel Yes, it’s fine. amy Is the salary OK? isobel I forgot to ask about the salary! amy That’s crazy! isobel I know. I’m just going to check my phone. Maybe I have an email from him. Oh, I didn’t get it! I didn’t get it. amy Oh, that’s a pity, Isobel. I’m really sorry. isobel Yeah, me too. I really wanted that job. amy Are you feeling OK? isobel Yes, it’s OK, I’ve got another interview next week. You know, I did make a few mistakes … amy What kind of mistakes? isobel I, um … isobel

14 Tell students to listen again and make notes. Explain that they don’t need to write every word and that you’ll play the audio again so they have another chance to listen. Remind them that they must use direct speech for these questions, so they have to change what Isobel said. Do the first item on the board so students know what to do, then play the audio twice for them to listen and do the activity. Briefly put students in pairs to compare answers, then check their answers and write the questions on the board to set up the next activity.

Answers What is the start date for the job? – June. How many weeks’ holiday are there? – Six. What are the working hours? – It’s a 45hour week. She didn’t ask about the salary. 15 Look at Isobel’s questions on the board. Do the first one with the class and get students to change it to reported speech. Then tell them to rewrite the other questions. Help and correct as needed, then play the audio for students to check their answers.

Answers She asked him what the start date for the job was. She asked him how many weeks’ holiday there were. She asked him what the working hours were. 16 Students do the activity individually, then check with a partner.

Answers 1 Amy asked how the interview was. 2 She asked who had interviewed her / Isobel. 3 She asked what questions he / the editor had asked her / Isobel. 4 She asked if Isobel had asked him / the editor any questions. 5 She asked if she / Isobel was alright with that. 6 She asked if the salary was OK. MA Although stronger students should be able to create the questions, leave examples of the grammar on the board for weaker students to refer to if needed. 17 When Isobel talks to Amy, she knows that she made some mistakes. Ask: Which things did Isobel do well and which things did she do wrong? Find out how many people think she should have got the job.

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Speaking 18 Put students in pairs and assign roles A and B. Ask students to read their roles, then allow a few minutes’ thinking time for them to make notes about what they want to say before they start. Then tell them to act out the interview. Monitor pairs as they work, making a note of any common problems with grammar, pronunciation or intonation. 19 Put pairs together to form groups of six. Model the activity and ask students to report the conversations they had to their group. Encourage them to use reported questions and reported speech (it’s often best to leave some examples on the board to help them). Get feedback, highlight good sentences you heard and gently correct any small mistakes. Extra idea: To finish the lesson in a personalised way and also reinforce the grammar, ask students to talk together about interviews they had that went well or not so well. Get them to include details of where they were and what happened.

Did you know? Read through the interesting facts with the class and find out if they’d still like to work as a journalist. Get them to explain their reasons together.

Vocabulary plus p96 Verbs of movement 1

Ask students to look at the pictures and match them with the verbs. Do the first one together as a model. Ask: What action is this? What do you sometimes do to open a door? Students complete the activity, then play the audio for them to check their answers. Elicit which two verbs have a similar meaning. 3.18

Transcript and answers A push, B pull, C drop, D lie down, E get up, F pick up / lift, G kick, H hit, I put down lift and pick up have a similar meaning. 2 Ask students to look at the words again and find the opposites.

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Answers push / pull; lie down / get up; pick up / put down 3 Ask: How do we give instructions? (With imperatives). Read out the example and get students to do the action. Point out the use of the adverb gently. Then, for fun, tell students they can ask you to do things – act out the things they say! Then put students in pairs to give each other instructions using the verbs of movement.

Crime (2) 4 Go through the statements and check comprehension of the words in bold. If necessary, go over the words you covered in Lesson 2, exercise 2 on SB page 92. Remind students that the plural of thief is thieves and that crime is uncountable when general and countable when specific. Point out that we also say the police, not just police when we’re talking about an organisation. Students work with a partner to complete the article with the correct words. To review and finish in a personalised way, ask questions about crime in their country / countries.

Answers 1 crime 2 robbed 3 robbed 4 stole 5 stole 6 thief 7 the police 8 police officer

Wordbuilder Prefix unWrite pleasant and unpleasant on the board and quickly elicit what prefixes do (They change the meaning and make opposite words). Ask students if prefixes in their language are very similar or very different. a Get students to make sentences using if and the adjectives in the list. Do the first sentence with the class as an example. Say: If you don’t do the things that you promised to do, what are you? (Unreliable).

Answers 1 If you’re unreliable, you don’t do the things that you promised to do. 2 If you’re uninteresting, you’re boring!

3 If you’re untalented, you aren’t very good at anything. 4 If you’re unambitious, you aren’t interested in a successful career. 5 If you’re unconfident, you don’t believe in yourself. b Encourage students to make extra sentences, then check ideas with the class.

Suggested answers If you’re unpleasant, you aren’t very nice. If you’re unintelligent, you aren’t very clever. 3.19 Ask students to look at the c P adjectives in the dialogue and try to identify which syllable is stressed in each word. Play the audio for them to listen and check. Then play it again, pausing for students to repeat each line. Once again, if students make any mistakes, backchain and help them with pronunciation.

Note: In this case, the stress is on the prefix because the speaker is emphasising the negativity of each word. In isolation, the stress on each word is as follows: untalented, uninteresting, unintelligent, unconfident.

Transcript and answers man I’m so untalented, uninteresting and unintelligent! woman Rubbish! Don’t be so unconfident!

Focus on: The news Show students that the word news can be used in lots of different ways and has slightly different meanings. Then ask them to match the sentences and meanings from context. Check answers with the class.

Answers 1c 2a 3c 4c 5b

Everyday English p97 Telling an anecdote 1 Ask students if they know what an anecdote is (A short story about an event that’s interesting or funny). Tell them to look at the pictures and talk about the questions together. Ask students to share their ideas – first in groups, then as a class.

2

3.20

6 Decide whether you’re going to

use the video or simply play the audio. Play the video or audio for students to check their predictions. Find out if anybody guessed correctly what the car-park attendant did.

Answers 1 He earned £1.40 per car and worked at the car park for 25 years. 2 He’s relaxing with a drink by the sea in Spain. 3 He didn’t have an employer, so he kept all the money from the car park. Transcript kate OK, this is a true story. luke Now, why don’t I believe you? kate Bristol Zoo here in England has a large car park. And there was this very pleasant car-park attendant who worked there. He’d worked there for 25 years. And he had this ticket machine and he charged cars about £1.40. luke OK. kate Anyway, one day he didn’t come in to work. So a manager at the zoo said, ‘Hmm, we need to phone the City Council and ask them to send another car park attendant.’ luke Sounds like a good idea. kate Yes, so they rang the City Council, who said the car park wasn’t their responsibility. ‘What?’ went the zoo manager. ‘Didn’t the attendant work for the council?’ The council said, ‘Er … no.’ luke He didn’t work for the City Council? Interesting! kate Very! So, here’s the thing, somewhere on the coast of Spain there’s a guy with a lot of money from the car park. Remember, he’d worked there for 25 years. And no one even knows his name. luke I’d like to meet him! 3 Give students time to read through the questions so they know what information to listen for. Then play the video or audio again for students to do the activity. If necessary, play it again for them to compare their answers.

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Answers 1 For 25 years 2 Because one day the man didn’t come in to work. 3 No, he didn’t. 4 Nobody – he worked for himself! 5 On the coast of Spain 6 Because he kept all the money from the car park. MA As an extra challenge, ask students to answer the questions before they listen again, then check with a partner, before you play the video or audio. 4 Ask: Do you believe this story or not? Tell students to read the dictionary definition of an urban myth, then ask: Has anybody heard this story (or a similar version) before? Also find out if there’s something similar in the students’ own language(s). 5 Go through the words in the box and explain that these are all words and phrases we can use when we tell an anecdote. Ask questions to check understanding, eg What word can we use of instead of ‘a’? (this) What word can we use instead of ‘said’? (went) How can we take the story in a different direction? (By using anyway) What phrase can we use to talk about the results of an action or to say ‘this is the interesting information’)? (Here’s the thing) How can we introduce someone or something? (By using There was …) What word can we use to start a story, or start talking about something? (OK). Give students time to complete the extracts. Remind them they can use some of the words more than once. Play the video or audio again for them to check their answers.

Answers 1 OK 2 there was 3 this 4 And 5 Anyway 6 one day 7 So 8 went 9 So 10 here’s the thing 11 And 6

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Tell students to cover the extracts in exercise 5, then ask them to take turns retelling the story using the key words. Remind them to use some of the expressions from the word box in exercise 5. Let them read the extracts again afterwards to see how well they remembered. Unit 10

Explore Ask students if they know any urban myths and get them to look up interesting stories and anecdotes online. Extra idea: In the next lesson, ask students to tell their stories to the rest of the class and encourage them to use some of the phrases from exercise 5. Get them to start their stories with the phrase This is a true story … which of course means that it probably isn’t!

we don’t say … / we say … This section focuses on the following errors: • incorrect use of the past simple instead of the past perfect • omission of the object pronoun after tell • incorrect choice of word between rob and steal • incorrect use of say instead of tell • incorrect collocation with questions Ask students to cover the green we say … side and see if they can correct the mistakes themselves before they look and check.

Units 9&10 Review Reading and grammar 1 Put students in pairs to talk about the questions, but don’t check answers yet. 2 Show students the title Superfoods and elicit ideas for what the article is about. Then ask them to read the article and check their answers to exercise 1. Set a short time limit. Help with vocabulary afterwards if needed.

Answers 1 salmon 2 cocoa 3 watercress 4 quinoa 3

Ask students to close their books and do the activity. Then tell them to read again and check their answers.

4 Write down sentences from Unit 9 Lesson 2 in the present simple and past simple passive, eg Oranges are grown in North Africa and Chicken was only eaten on special occasions. Quickly review and elicit the function and form, referring to SB pages 84 –85 if necessary. Then ask students complete the sentences with the correct passive form.

Answers 1 is known 2 are found 3 is eaten 4 was done 5 were studied

Listening and grammar 5

Tell students they’re going to listen to people talking about superfoods. Play the audio and elicit answers from the class. 3.21

Answers Three of them (Catherine, Pavi and James) eat superfoods. Catherine eats them because she’s a vegan; Pavi eats them because she’s a model; and James eats them to balance the junk food he eats. Transcript interviewer I have a question for you, Catherine. What is a superfood?

pp98–99

catherine

Um, it’s a food that’s really good for you. interviewer Do you eat superfoods? catherine I’m a vegan. So yes, because I eat more vegetables and fruit than most people and there are a lot of vegetables and fruit that are superfoods. interviewer You’re a vegan, so you don’t eat meat, fish or dairy products. Why don’t you eat them? catherine When I became a vegan, I’d been ill with a stomach condition for a long time. Conventional doctors hadn’t helped me, so I began eating really healthily. Then I became a vegan and I got better. interviewer Did you try conventional medicine? catherine Yes, and it didn’t help me. I think food can be very powerful medicine. I just can’t imagine eating meat or fish now. interviewer

Do you eat superfoods, Pavi? pavi I’m a model and yes, I do. I have to stay slim and healthy. Good food is very important for your skin, so I eat very carefully. I eat berries, lots of dark green vegetables, oily fish, quinoa. interviewer How did you become a model? pavi Well, I was about 15 when a friend suggested sending some photos to a model agency and – they liked me. interviewer Do you enjoy working as a model? pavi Yes, I do. Hey, I thought we were discussing superfoods! interviewer Sorry, yes, um, do most models eat healthily, in your experience? pavi Yes, being a model means being careful about your diet. If you don’t, you have problems. I have a friend who ate very badly for a while because she’d broken up with her boyfriend. She got skin problems and they stopped giving her work. Units 9&10 Review

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Do you eat superfoods, James? Yes, I do. But that’s because I eat a lot of junk food too – you know, hamburgers, chips, fizzy drinks, sweets, crisps. I eat two or three bags of crisps a day. So I also eat superfoods – I drink green tea, I eat lots of green vegetables, broccoli, watercress, dark chocolate, etc, to try and be healthy. interviewer You really think that will help you, eating superfoods? Isn’t it more important to stop eating junk food? james Yes, it probably is. interviewer Have you always eaten junk food? james No, I started eating junk food after I’d lost my job. Now I can’t stop! james

interviewer

Do you eat superfoods, Nick? Um, what are superfoods? interviewer Food that people say may have special nutritional qualities and be very good for you. You know, they may protect you against illness. nick No, I don’t. I’m 83 and I eat what I eat. I eat vegetables and fruit, yes, but I also eat biscuits and cake. And look at me. I’m fine. I think the idea of superfoods is ridiculous. One of my daughtersin-law talks a lot about diet. When I saw her last week, she’d started a new diet – all raw food. I think that’s silly! nick



6 To review, ask: Can you remember the story about the dog? What happened to it? Was it OK? Then write a sentence from the story on the board, eg When the coastguards arrived, the dog had already climbed onto some rocks. Ask: What happened first? Which words show a sequence of events? Elicit the function and form of the past perfect. Then put students in pairs to complete the sentences with the correct verb form. Check answers as a class.

Answers 1 became; had been 2 became; got 3 ate; had broken up 4 started; had lost 5 saw; had started 176

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7 Read the questions with one or two students and elicit how they’re different. If necessary, review subject and object questions on SB page 87. Then ask students to create questions about Catherine, Pavi, James and Nick.

Speaking and writing 8 Give students time to brainstorm a few questions with a partner before they begin, then tell pairs to walk around the room and interview each other about the food they eat. Encourage them to take notes and listen to what people said. 9 If necessary, review reported speech in Unit 10, Lessons 2 and 3 (SB pages 93 and 94). Ask students to write a short summary of their interviews and report the things that people said. Encourage them to use reported questions and reported speech. Get feedback from the class. You may want to start this activity in class and ask students to finish it for homework, then do the feedback session at the beginning of the next lesson.

Preposition Park Write for on the board and ask students to give a sentence using it so they notice that it can be used differently depending on the sentence. Then ask them to match the sentences.

Answers 1b 2a 3d 4c 5c 6a

Cross Culture: Table manners a Ask: Do you know what ‘table manners’ are? Write Germany, India, China and Egypt on the board and ask students to guess how table manners are different in each place. Use the picture to teach cutlery and revise knife, fork and spoon. Students read the article and check if their ideas were correct. b Put students in pairs and tell them to read through their instructions. Make sure they’ve chosen a nationality for student B that has different table manners to student A’s. Give them time to prepare their roles, then ask them to do the role-play. Monitor pairs as they talk, making a note of any common problems. MA For extra support, elicit language from students first and write it on the board.

11 UNIT FOCUS

Artists and writers GRAMMAR: zero conditional; first conditional; VOCABULARY: the arts; writing and novels FUNCTIONS: expressing strong feelings

Lesson 1 If you make money, you’re lucky. pp100–101

second conditional; purpose clauses

2

Aims The focus of this lesson is to review the zero and first conditional (first done in Unit 6), to learn vocabulary for talking about the arts, and to discover more about the painter Salvador Dalí.

Transcript and answers 1 A novelist writes novels. 2 A poet writes poems. 3 A painter paints paintings. 4 A musician makes music.

Note: It might be useful to bring in images of famous paintings for this lesson.

You first! Ask: Do you like art? What do you think of the painting? Elicit a few ideas about what it shows.

Extra idea: Give students definitions of words from the box and ask them to guess which word you’re talking about.

Vocabulary The arts 1 Focus again on the painting and elicit what students know about Dalí and his work. You might want to point out that mad means crazy, but in American English it means angry.

Answer 1 He describes himself as mad. Culture notes: Look at the notes about Dalí on page 37 and use them to remind students about him. You might want to add further notes on surrealism in this lesson. Surrealism began in the 1920s and is known for its disturbing images – many of which are quite dreamlike and show things from the artist’s unconscious mind. In addition to the famous paintings by artists like Dalí, Ernst, Miró and Giacometti, there were many writers in the movement – in fact, the name ‘surrealist’ was first used by the playwright Guillaume Apollinaire in 1917. The movement was initially closely linked with Dadaism, but after World War I, many artists and writers moved away from the attacks on values by Dada and started to look more closely at Sigmund Freud’s work on free association and dream analysis.

Put student in pairs to discuss the questions using the words in the vocabulary box. Then play the audio for students to check their answers to question 1. Ask them which words are very similar in their own language and which are very different. 3.22

3

Tell students to close their books. Give them one minute to write down all the words they remember. Get them to compare with their partner to see who remembered the most, then ask them to write sentences using the words in context. Elicit feedback and check their ideas. MA Give weaker students about 30 seconds to look at the words again before they close their books.

You could do exercises 1–4 on The arts in Vocabulary plus at this point.

Reading 4 Pre-teach the words normal, ordinary and mad and look at the photo of Dalí to elicit the meaning of moustache. Allow a couple of minutes for silent reading, then ask students for their ideas about the article.

Answers Because he’s an example of a ‘crazy’ artist; the writer thinks artists are all a bit strange. 5 Tell students to read the article again, more slowly this time, and find the answers to the questions. They then compare their answers with a partner. Unit 11

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Answers 1 They’re very creative and their lives are often quite difficult. 2 He had a moustache that wasn’t real, he wore 19th-century clothes and he talked about himself using he. 6 THINK Allow time for students to discuss the questions together and give reasons for their opinions. To encourage more interaction and speaking, change the pairs so they talk to different students.

Explore For homework, ask students to find out more online and write about their favourite works of art and artists. Ask them to print a picture separately and give the picture and their writing to you before class. Collect the pictures and writing and put them up around the room like an art gallery. Then ask students to walk around the class and guess which descriptions match which pictures. Encourage lots of interaction and find out which pictures students like and why. Extra idea: If you brought in images of paintings, cut each picture in half, mix them up and distribute them to students. Tell students they’re not allowed to show each other their pictures. They have to go around the room and try to find who has the other part of their picture by describing it to each other.

Listening 7

3.23 Tell students they’re going to listen to two people talking about an art exhibition and ask: What does the picture show? (People at an exhibition in an art gallery). Tell students to listen and answer the questions. Play the audio, then play it again for students to check their answers.

Answers 1 The conversation is about an art exhibition that’s going to take place; the picture shows that the exhibition was a success.

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2 Because she says she’s crazy and wears odd things (a hat that Nico thinks is strange).

Transcript rosa Hey, Nico, have I told you? The Churchill gallery is going to show my paintings. If a gallery shows your paintings, they think you’re good. nico Of course they do! Congratulations, Rosa – you must be so pleased! rosa I am! People will come and see the exhibition, you know. This means the big newspapers. Oh, if this exhibition gets good reviews, I’ll be so happy! If the critics like the paintings, it will change everything. nico True – it will. rosa I hope so. The thing is, you can expect to be poor if you’re an artist. I earn so little. I have this really old car! If the exhibition does well, I can buy a new car – fantastic! nico If you buy a new car, ask my advice. I’m good on cars. rosa I will! Come on – let’s go and celebrate! nico OK, there’s a new restaurant in Haven Street, let’s go there. I’ll pay! rosa Thanks! nico Um, you aren’t going to wear that hat, are you? rosa Yes, I am. nico Rosa, you can’t wear that hat. People will think you’re crazy. rosa I am crazy! 8 Ask students to complete the sentences in pairs. Then play the audio again for them to check their answers.

Answers 1 think 2 ’ll be / will be 3 ’ll change / will change 4 can expect 5 can buy 6 ask 3.24 Write the example sentence on 9 P the board and say it aloud, drawing the arrows above the words as you speak. This will help to show how the voice rises and falls. Ask students to repeat the sentence. Play the audio so they can compare and repeat again. Elicit when we use a rising intonation (at the end of the first clause) and when we use a falling intonation (at the end of the sentence).

Transcript and answers 1 If a gallery shows your paintings, they think you’re good. 2 If this exhibition gets good reviews, I’ll be so happy. 3 If the critics like the paintings, it will change everything. 4 You can expect to be poor if you’re an artist. 5 If the exhibition does well, I can buy a new car. 6 If you buy a new car, ask my advice.

Grammar Zero and first conditional 10 Read through the grammar box first and ask some quick concept-checking questions, eg How many parts to the sentences are there? (Two) Can this part of the sentence (point to the result clause) happen on its own? (No) What has to happen first? (The part with if) Can we change the order of the parts? (Yes). Point out that with the first conditional, the subordinate clause is in the present tense, even though it refers to the future. Put students in pairs to read the sentences and work out the rules for the zero and first conditional. Get feedback and check the answers. Highlight how we use the first conditional for things that are possible in the future and how the zero conditional shows things that are facts and always true.

Answers 1 true 2 true 3 true 4 false Refer to the grammar reference on SB page 140 now or at the end of the lesson and go through it with students. 11 Give students time to look back at exercise 8 and find the first conditional sentences.

Answers 2, 3 12 Look at sentence 3 and teach / elicit that we use they to mean he or she when we don’t know the sex of the person or we’re referring to somebody we’ve mentioned using someone, anyone, a person, etc. Students complete the sentences using the zero conditional. Remind them that they

should finish each sentence in two different ways. Check the answers with the class and gently correct any small mistakes. MA Make the activity into a game and tell students to make as many sentences as they can. This gives fast finishers extra practice while the weaker students complete the activity. Ask stronger students to give extra examples in feedback. This should also reinforce the grammar for the weaker students.

Suggested answers 1 If you work as a painter, you probably know a lot of other artists / don’t make much money. 2 If you go to a lot of art exhibitions, you must be very interested in art / you learn more about art. 3 If someone is creative, they probably have a good imagination / they’re probably interested in art. 13 Tell students to use the key words to create complete sentences about a shopping trip using the first conditional. Do the first one with the class as an example.

Answers 1 If the traffic is bad, I’ll go by train. 2 If I have time, I’ll visit an art gallery. 3 If I really like a picture, I’ll buy it. 4 If I see my friend Anna, we’ll have lunch together.

Speaking 14 Put students in pairs, A and B, and go through the instructions. Model the example conversation with one or two strong students. Ask student A to note down four possible things in the future. Encourage student B to ask extra questions for more information. When they’ve finished, tell them to swap roles and repeat the activity. Extra idea: Put students in pairs to talk about their holiday plans and what they’ll do if they go to different places (If I visit Paris, I’ll see the Eiffel Tower). You could do exercises 8–10 on Useful expressions in Vocabulary plus at this point. Unit 11

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Lesson 2 If I took one novel … pp102–103 Aims The focus of this lesson is to introduce and practise the second conditional for talking about imaginary situations, to learn more about the novel War and Peace, and to talk about favourite novels.

Warm-up To introduce the topic, ask: Do you read blogs? What things do you like to read about? Elicit ideas and find out how many students prefer reading things online to reading a printed book.

Reading 1 GUESS Ask students to look at the photos from a famous film and guess the title of the book. If they don’t know the title, ask them to guess the themes shown in the two photos.

Answer War and Peace 2 Allow a short time for students to read quickly for gist and decide the best title. You could also encourage other ideas if they have them. To encourage more speaking, find out what kind of books students like. A few ideas now will help them later in the lesson.

Answer My Desert Island Novel Culture note: Desert Island Discs is a very popular British radio programme, which first aired in January 1942. It was off air from 1946 to 1951, but has been on the radio ever since. There have been only four presenters in the history of the programme. 3 Ask students to look at the words in bold in the blog, or you could write them on the board. Check understanding, then put students in pairs to choose the best words to complete the sentences. Do the first one with the class as a model. Ask: What’s another word for ‘author’? Elicit that we can also use novelist, but that author has a wider meaning and includes authors of non-fiction, etc. 180

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Answers 1 plot; characters; publish; author 2 play records; play 3 takes place; guests 4 invasion; re-read not used: luxury 4 Tell students to read the blog again and answer the questions. Check answers as a class.

Answers 1 Choose eight records, a book and a luxury item to take to a desert island. 2 Which novel would you take? 3 It’s very long (one of the longest novels ever written). 4 They feel very real. 5 He wanted to make the reader understand the horror of war. 6 Because a friend who didn’t usually enjoy novels loved it. MA Ask students to find the correct answers to the reading comprehension activity, but get a personal reaction to the text from stronger students. This encourages higher processing skills, involves them more and gets them to interact more with the text.

Grammar Second conditional 5 Students work individually to complete the sentences in the grammar table. If they’re unsure, encourage them to look back at the blog to find similar sentences to help them. Get feedback and elicit the differences between the second conditional and the first conditional. Ask: How are they different, and how do they change the meaning of the sentences? Write an example of a first and second conditional sentence on the board so students notice the past tense in the if clause and would in the result clause of the second conditional sentence. It would also be useful to focus on the use of If I were in the last sentence in the grammar table. Point out that this is the correct form to use, although in spoken English, many people now say If I was. When students have completed the sentences, they can refer to them to complete the rule for the use of the second conditional.

Answers 1 would 2 would 3 had 4 would 5 take / read are imaginary or unlikely Refer to the grammar reference on SB page 143 now or at the end of the lesson and go through it with students. 6 Put students in pairs to discuss which sentences are more likely to happen. Draw a scale of probability on the board (from most to least likely) and check their ideas. Note: Questions 3, 6 and 8 can be either the first or second conditional here depending on whether students see the situation as imaginary or possible. Questions 2, 4, 7 and 9 are likely to be imaginary and questions 1 and 5 are almost certainly imaginary! 7 Read the example sentence. Quickly conceptcheck with questions, eg Am I a millionaire? (No) Could I really buy my own island? (No) Is it impossible for me in the future? (No, but it probably won’t happen) Should I say the sentence with ‘will’ or ‘would’? (would). Students write their sentences, then check with a partner to see if they had similar answers.

Suggested answers 1 If I bought an island, I’d invite all my friends there. 2 If someone stole my car, I’d call the police. 3 If I don’t come to the next English class, I’ll find out about the homework from a friend. 4 If a stranger said ‘I love you’, I’d think it was a bit strange. 5 If I became an animal, I’d be a lion. 6 If I go to the cinema this month, I’ll see the new Hunger Games film. 7 If I saw my favourite writer in a restaurant, I’d ask him / her for an autograph. 8 If a friend invites me to a party at the weekend, I’ll say yes. 9 If I wrote a novel, I’d write about my childhood.

Speaking and writing 8 THINK Get students to explain the cartoon and talk about the questions in pairs or small groups. Check students’ ideas and find out if they prefer books or films and why. You could do exercises 5–7 on Book types in Vocabulary plus at this point. 9 EVERYBODY UP! Ask students to imagine what they’d do if they had lots of money and free time. Give them time to think of ideas. Then tell them to walk around the classroom and ask and answer the question. Encourage them to ask extra questions to find out more, but make sure they make notes of everybody’s answers. Remind them to use the second conditional. 10 Read the example sentence and tell students to look at the notes they made in exercise 9 and find the patterns in the answers. Elicit feedback to find out the most popular answers. 11 Look back at Tanya’s blog and elicit the kind of information she includes in it. Write the main ideas on the board as bullet points for the class to include (the title of the book, the writer, the story and what it’s about, reasons why you like it and when you first read it). Monitor pairs as they work, making a note of any common problems with grammar or vocabulary and helping where necessary. You may want to start this activity in class and ask students to finish it for homework. Tip: Students often think that coursebook texts are just there for reading practice and comprehension activities. They don’t always realise that reading sets up both speaking and writing activities, adds background knowledge, grammar and vocabulary and also provides a model for writing tasks. Encourage students to closely follow the structure and content of the text (in this case a blog) to help their own writing. 12 Put students in small groups to talk about the novel they’d take with them to a desert island. Start by getting a student to ask you the example questions and answer with information about your own desert-island novel. Unit 11

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Did you know?

Suggested answers 1 It’s by Gabriel García Márquez. He won the Nobel Prize for the novel. Oprah’s Book Club chose it. Salman Rushdie says it’s ‘the greatest novel ... of the last 50 years’. (Explain that Salman Rushdie is a well-known novelist writing in English.)

Read the information and find out what (if anything) students know about these three novels. You could also ask students to vote for the best 20th-century love story (in a novel).

Explore Ask students to find out more online about one of the novels in the lesson (one they haven’t written or talked about before). Alternatively, they could choose to find out more about another novel they’ve heard about.

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Extra ideas: Tell students to stand up and form a line. Start a chain by telling everyone what your favourite book is. Then the next person says what you said and adds their favourite book. The next person remembers what the others said and adds their own sentence… and the chain continues. If a student says the wrong thing, they’re out of the game and must sit down. The last student standing wins. The same game could also be done with second conditional statements: If I had a lot of money, I’d ...

Lesson 3 He went there to study law. pp104–105 Aims The focus of this lesson is to introduce infinitives of purpose, to learn vocabulary for talking about writing and novels, and to discover more about the Colombian writer Gabriel García Márquez.

Warm-up Look at the title of the book and ask: Has anybody read this book? If anybody has, ask them to give a very quick (and simple) outline of it. If nobody has read the book, just move on!

Vocabulary Writing and novels 1 Look at the book covers and ask: If you’ve read this book, did it have the same or a different cover? Explain that there are several different covers, as the book has been published in many languages and by different publishers as well. Find out what students know about the writer Gabriel García Márquez. Put students in pairs to describe the two covers. 182

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Get students to match the words in the boxes to make literary expressions. Play the audio for students to check their answers, then play it again for them to repeat the phrases. 3.25

Note: There are other possible combinations, particularly if you include the article (a / an or the), as in publish an article. You could also have publish a story / a review.

Transcript and answers book cover, book prize, book review, book title newspaper article, newspaper review publish a novel, publish an article short story

Listening 1 3

Go through the information with students so they know what to listen for. Play the audio while they listen carefully for the dates. Tell them not to worry if they don’t get everything first time. Play the audio again for them to fill in any gaps they had, and check their answers. 3.26

Note: Some sources give García Márquez’s year of birth as 1928.

Answers 1927 He was born in the river town of Aracataca in Colombia. 1946 He went to university. 1954 He went to Europe. 1958 He got married. 1967 One Hundred Years of Solitude was published. 1982 He received the Nobel Prize for Literature. 1985 Love in the Time of Cholera was published. 2014 He died.

Transcript interviewer The Colombian writer Gabriel García Márquez, who died in 2014 at the age of 87, is recognised all over the world as one of the 20th century’s greatest novelists. Andrea Thomas is writing a biography of him and is with us now to tell us something about his life. García Márquez lived in quite a remote river town as a child, didn’t he, Andrea? andrea Yes, that’s right. He was born in 1927 in the river town of Aracataca. He lived there with his grandparents until he was nine. Then he went to live with his parents. interviewer So he didn’t live with his parents until he was nine! andrea No. But he had a very happy childhood. interviewer How did his writing career begin? andrea Well, he went to university in 1946 to study law. But he only studied law to please his parents. His real interest was writing and he started writing newspaper articles and short stories while he was at university. interviewer So he became a journalist as a student? andrea Yes and a successful one. In 1954, he went to Europe to work as a journalist there. Then he got married in 1958, and he and his wife went to live in Mexico. interviewer He wrote One Hundred Years of Solitude in Mexico, didn’t he? andrea Yes, One Hundred Years of Solitude is his most famous novel, and he wrote it in Mexico. There’s a wonderful and true story about how he had the idea for the novel while he was driving with his family to Acapulco. He had this idea and then immediately drove back home to start the novel. interviewer So the family never got to Acapulco? andrea No! He stopped all his other work and they had to sell their car to make money.

interviewer Really!

How long did it take him to write the novel? andrea It took him 18 months and they had to borrow money to live. But fortunately, when the novel was published in 1967, it was an immediate, international success – a huge success. interviewer So money was no longer a problem. andrea No. He became a bestselling writer. He went to live in Spain for eight years and then he returned to South America. He wrote novels, short stories and non-fiction too. interviewer And of course he received the Nobel Prize. andrea Yes, in 1982, he travelled to Norway to receive the Nobel Prize for Literature. But his other truly great work, Love in the Time of Cholera, was published in 1985, after he received the Nobel Prize. 4 Play the audio again and tell students to complete the sentences. Get them to compare their answers with a partner, then check answers as a class.

Answers 1 his parents 2 journalist 3 start the novel 4 make money 5 write the novel; live 6 receive the Nobel Prize for Literature Extra idea: Write down events from García Márquez’s life (without dates) and cut them up into separate events. Put students in pairs. Play the audio again and tell them to listen and put the events in the correct order.

Grammar Purpose clauses 5 Ask students questions about García Márquez, eg Why did he go to Europe? Elicit the reasons. Highlight the use of the infinite of purpose, then ask students to work out the questions for sentences 2 and 3 in the grammar table.

Answers 2 Why did he go to university? 3 Why do you read novels?

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Refer to the grammar reference on SB page 143 now or at the end of the lesson and go through it with students. 6 Put students in pairs to think of reasons why you or other people do things and to complete the sentences using a purpose clause. Tell students that we sometimes use the phrase in order before the infinitive, eg I work hard in order to earn money. Elicit sentences from the class. MA For extra support, go through all the sentences and elicit ideas for completing them. Write the ideas on the board.

Suggested answers 1 to relax / to be entertained / to get information 2 to earn money / to support my family 3 to tell me some good news / to ask how I was 4 to find out what my friends are doing 5 to buy some food for the week 7 EVERYBODY UP! Energise your class by asking everyone to stand up and walk around and find as many people as they can for each thing. They must ask each person why they do it and get a response. Remind them to use a purpose clause when they give their reasons. Monitor students as they talk, making a note of any common problems with grammar, pronunciation or intonation. Help with any language, eg I wear a hat to keep warm / look different. I go clubbing to meet people / have a good time. MA Encourage peer correction so that when weaker students make small mistakes, stronger students can offer gentle correction and help them. This also helps stronger students to analyse the language and develops accuracy. Students don’t generally like doing this, though, so wait until they know each other quite well and gradually encourage them to help each other more.

Listening 2 8 Allow time for students to read the information, then answer the questions. Teach / Elicit the meaning of supernatural, ghosts, shoot and rise (into the air). Elicit ideas from the class. 184

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Explain to students that they’re going to hear the biographer, Andrea, from exercise 3 talking more about García Márquez’s famous book. Play the audio and tell students to listen and complete the sentences. Have them compare together and play the audio again, pausing as necessary. 3.27

Answers 1 write about the history 2 In South America 3 In magical realism 4 strange and funny 5 ask questions about 6 magical events Transcript interviewer Can you tell us more about One Hundred Years of Solitude, Andrea? andrea Of course. The novel takes place in an imaginary village called Macondo. In fact, the village is based on the town where García Márquez lived as a child. interviewer Aracataca, the river town? andrea That’s right. He tells the history of this imaginary village and of the Buendia family. But actually, Gabo used the novel to write about the history of Colombia. interviewer Gabo? You mean García Márquez? andrea Yes, sorry, he was so famous in South America that he’s known as ‘Gabo’. interviewer OK! Now, one reason why, um, Gabo was so famous is because he invented ‘magical realism’. andrea Yes, he did. interviewer What is magical realism exactly? I’ve never understood. andrea Well, in magical realism, supernatural events happen in ordinary situations. For example, in One Hundred Years of Solitude, ghosts often visit the characters. interviewer Ghosts? andrea Yes, and flowers fall from the sky. And a woman rises into the sky and disappears. interviewer You know, there are a lot of people who don’t like fantasy.

andrea

Yes, but in Gabo’s novels, the magical events are very strange and funny, and interesting. And Gabo uses these events to ask questions about reality. interviewer I see. andrea And you know what gave him the idea? When Gabo was a child, his grandmother talked a lot about magical events. And she seemed to believe they were real. She saw ghosts – she believed they were real. So that’s how he describes these events in his novels, like they’re real. interviewer OK, I’ll read it. It sounds great! Tip: If you use a CD player, give students control of it so they can pause the audio and replay the sections they need to hear again. This makes the lesson more learner-centred and reflects their needs. 10

Tell students to look at the supernatural events in exercise 8 and tick the things they remember were mentioned. Elicit a few ideas, then play the audio again for them to check their answers.

Answers a, c, e

Speaking 11 GUESS Look at the photo. Ask: What do you think it means? Encourage lots of active guessing, then elicit ideas and agree on the best explanation. Accept any ideas – there’s no right answer here. Encourage students to use purpose clauses if they can when they’re speaking, eg He’s wearing the book on his head to tell us that it’s about ideas from his head. 12 Put students in pairs to talk about the questions and get their opinions on why fantasy novels are so popular.

Art & Music Tell students to look at SB page 145 to see a bigger image of the painting. Pre-teach words to help students describe the painting, eg deer, arrows, wood.

Extra questions for class or homework Art Who was Frida Kahlo married to? What happened to her when she was a young woman?

Answers Art The painting tells us Kahlo suffered pain all her life. Music Song title: All I Have to Do Is Dream by The Everly Brothers (1958). The singer makes himself happy by dreaming when he misses his girlfriend. Culture notes: Frida Kahlo was born on July 6th, 1907, in Coyocoán, Mexico. Considered one of Mexico’s greatest artists, she began painting after she was severely injured in a bus accident. Kahlo later became politically active and married fellow communist artist Diego Rivera in 1929. She exhibited her paintings in Paris and Mexico before her death in 1954. In her lifetime, she did around 200 paintings, drawing and sketches – 55 of the paintings were selfportraits. After suffering from ill health for many years, Kahlo died on July 13th, 1954, just one week after her 47th birthday. The house she shared with Rivera, the Blue House, was opened as a museum one year after her death in 1958. The Wounded Deer, painted in 1946, shows a young deer with Frida’s head that’s been fatally wounded by a cluster of arrows. The painting expressed her disappointment, pain and emotional depression after an operation on her spine failed to relieve her terrible back pain. In the bottom left-hand corner of the painting, she wrote Carma, which means destiny or fate. All I Have to Do Is Dream was sung by The Everly Brothers – an American country and rock-and-roll group that consisted of brothers Don and Phil Everly. Their music has influenced many famous singers and bands such as The Beatles and Simon and Garfunkel. Their first single, Bye, Bye Love Unit 11

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in 1957, was the first of many classic hit records and is one of the most famous songs of all time. The Everly Brothers were elected to the Rock and Roll Hall of Fame in 1986 and the Country Music Hall of Fame in 2001.

Vocabulary plus

Suggested answers 1 See is more general; watch focuses on the action more. 2 See is more general, watch focuses on the action more. 3 A poet is a person who writes a poem. 4 A sculptor is a person who makes sculpture. 5 Work can be used to describe the things that an artist produces (this artist’s work) or as a general word to describe tasks you do to earn money (I hate work). 6 A drawing is done with pencils or charcoal, for example; a painting is done using paints.

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The arts 1

Tell the class to make verb and noun collocations with the words from the vocabulary boxes. Then play the audio for students to check their answers. Ask them which phrases about the arts are very similar in their own language and which are very different. If students ask about the difference between see and watch a play / film, you could do exercise 4 at this point. 3.28

Transcript and answers direct a play / direct a film do a painting go to the theatre / go to the cinema make a sculpture perform a play see a play / see a film watch a film / watch a play write a play / write a film script / write a poem 2 Focus on the photo and put students in pairs to describe it. Point out they can use two of the phrases from exercise 1. 3 Read the example, and perhaps add your own personal information about the activities you do as a further model. Then tell students to talk in pairs about the questions. Encourage them to ask extra questions and get feedback to find out which activities were the most popular. 4 Do the first item with the class as an example. Ask: Do you think ‘see a play’ is the same as ‘watch a play’? Elicit that watch is the action of watching, eg I’m going to watch a film tonight, but we use see to say if we’ve been to a cinema or theatre to see something, eg Have you seen ‘The Dark Knight’? Put students in pairs or small groups to discuss the difference in meaning between the other word pairs. If they’re unsure, encourage them to look up the words in their dictionary or online. 186

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Book types 5

3.29 Draw two columns, fiction and non-fiction, on the board. Elicit which column autobiography goes in. Then ask students to put the other types of book in the correct list. Play the audio for them to check.

Transcript and answers fiction: detective story, fantasy, historical novel, literary novel, romance, thriller non-fiction: autobiography, biography, cookery book, history book 6 Ask: What kind of book is ‘One Hundred Years of Solitude’? Tell students to go through the list in exercise 5 and think of examples of each kind of book. Get their ideas and recommendations for different types of book. 7 Put students in pairs to talk about the questions. Give an example of a book you’ve recently bought and read, as well as one you didn’t like so much.

Useful expressions 8 Read through the useful expressions (1–5) and tell the class they’re very natural ways of expressing opinions about something. Then ask students to match them with the correct meaning: a, b or c. When you go through the answers, point out that I’m into on its own means I like this, but if you add really, then it means I love this. Similarly, I’m keen on means I like this, but I’m very keen on means I love this.

Answers 1b/c 2c 3a 4b/c 5a 9

Tell students to close their books and try to remember the expressions from exercise 8. Tell them to write a sentence using each expression if possible.

10 Check understanding of poetry (they had poet and poem in exercise 4, so they should be able to work this out), then read the example dialogue with one or two students. Tell them to think about the arts and discuss their preferences with a partner. Remind them to use the expressions from exercise 8 in their conversations.

De-stress! Tell students to do this first together, facing you, which will probably make them laugh and feel very silly – which is great. Then you can ask them to turn to their partner and smile. About 30 seconds is plenty in both cases! (This is a meditation described in Elizabeth Gilbert’s book Eat, Pray, Love.) Smiling makes us feel happier and more able to face things.

Everyday English

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Expressing strong feelings 1 GUESS Show students the video stills and ask them to discuss what they think is going to happen. Encourage lots of thoughts by saying, eg Maybe the man will talk to the woman in the gallery. Maybe the woman will tell him to go away. Elicit a few ideas from the class. 2

3.30

6 Decide whether you’re going to use

the video or simply play the audio. Pre-teach the word ending (of a book, film, etc), then play the video / audio for students to check their ideas.

Answers 1 The man asks the woman about the book she’s reading. 2 The man is going to ask the woman what she thinks of the pictures.

Transcript 1 man Sorry to disturb you, but I see you’re reading Donna Tartt’s new novel. I’ve just finished it. woman Oh really, what did you think of it? man It’s so good! I couldn’t put it down. woman Yeah, I’m enjoying it, but it’s such a long book! I’m not sure I’m going to finish it. man Really? Oh you should, the ending’s wonderful. woman Thanks for the advice, I’ll read to the end then. Have you read A Secret History? man Yes, I have! woman What a brilliant story! man I loved it too. Sorry, what’s your name? woman Sophie. And yours is …? 2 woman Eugh! Hmm! man Um, you don’t seem to like that picture. woman No, you’re right, I don’t like it at all. In fact, these are such awful paintings I don’t know why I came. man The exhibition got good reviews. woman I know. The critics were wrong. I mean, look at that! What a boring picture! man Oh, I disagree, I think it’s a very interesting painting. And I love those colours. woman How interesting! Our opinions are so different! man Um, we obviously have a lot to talk about. Do you fancy going for a cup of coffee? There’s a great café near here. Extra idea: Ask questions about the photos and the video / audio, eg The two people in each conversation liked each other a lot. What do you think they thought about each other afterwards? You could also ask general questions, eg Do you ever talk to strangers? In what situation would you talk to a stranger? Have you ever chatted to a stranger, then become friends with them?

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3 Ask students to fill in the gaps in the conversations. Then play the video or audio again for them to check their answers.

Answers 1 good 2 long 3 brilliant 4 awful 5 boring picture 6 interesting 4 Tell students to look at the words in bold in the table and point out how they show strong feelings and interest. Ask them to complete the sentences, then repeat the sentences together, stressing the words how, what and such.

Answers What terrible poems! What good coffee! It’s such a boring film! It’s such useful information! Refer to the grammar reference on SB page 143 now or at the end of the lesson and go through it with students. 5 Model the activity by saying, eg What a great book! ‘One Hundred Years of Solitude’ is such an amazing story! Then tell students to look back through the unit to find examples of each thing and make one or two sentences for each one, using what or how. Students’ ideas for each thing may vary, but these are things they could talk about: goodlooking people – the actors in the photo on SB page 102; strange painting – Dalí’s painting Sleep on SB page 100; interesting information – any article that the students find interesting; crazy man – Dalí on SB page 100. 3.31 Play the audio for students to 6 P check their answers to exercise 5. Then play it again and tell students to underline the stressed words in each sentence. You may need to play it a few times, as the stress isn’t always clear. Point out that sometimes the stress is on more than one word – and word stress can vary a lot in spoken English depending on the context. Because the adjectives in these sentences are important, they’re stressed; if we really want to make our feelings clear, we can stress what or such as well.

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Transcript and answers 1 What good-looking people! They’re such good-looking people! 2 What a strange painting! It’s such a strange painting! 3 What interesting information! It’s such interesting information! 4 What a crazy man! He’s such a crazy man! 7 P Play the audio again and ask students to repeat the sentences. Focus on the stressed words and backchain to help with pronunciation. 8 Ask students to write down artists, writers, books and films that they have strong feelings about. Give them a few minutes to make a list. Then tell them to walk around the room and ask each other questions about things they like or dislike. Encourage them to use the expressions and adjectives to describe each thing, eg What’s your favourite book? – I really love ‘The Grapes of Wrath’ – What an amazing book! If they can’t find an artist they both agree about, tell them to move on to another partner. Monitor pairs as they talk, making a note of any common problems with grammar, pronunciation or intonation.

we don’t say … / we say … This section focuses on the following errors: • incorrect use of tense in a first conditional sentence • incorrect use of tenses in a second conditional sentence • incorrect use of for instead of to in a purpose clause • incorrect use of so instead of such and omission of the indefinite article Ask students to cover the green we say … side and see if they can correct the mistakes themselves before they look and check.

12

Special occasions

UNIT FOCUS

GRAMMAR: verb + infinitive or -ing form; used to; grammar review VOCABULARY: weddings FUNCTIONS: making, accepting and refusing invitations; making suggestions

Lesson 1 It began raining. pp108–109 Aims The focus of this lesson is to review and practise verbs that take an infinitive or an -ing form, to learn vocabulary for talking about weddings, and to talk about wedding ideas.

You first! Tell students to look at the photos. Ask about each one: What’s happening and what do you think about it? Get their reactions to the photos and ask the class to decide if they’re romantic or ridiculous.

2

Tell students that they’re going to play a memory game. Ask them to look at the photos, then close their books. Put them in pairs to describe the photos in as much detail as possible, then check. Extra idea: Put students in pairs. Tell them to look at the photos for 15 seconds and close their books. One student describes a photo but says things that aren’t true. Their partner has to listen carefully and interrupt when they hear something that’s incorrect, eg No! That’s wrong! He isn’t wearing a black suit; he’s wearing a white one.

Vocabulary Weddings

Grammar 1 Review

1

3 Go through the sentences and check understanding of fiancé, close family and divorced. Give students time to read the text and fill in the gaps, making sure they use the correct form of the verbs in brackets. If necessary, go through the sections on verb + infinitive on SB page 137 and verb + -ing form on SB page 142.

3.32 Check comprehension of trivia (unimportant facts) and the first two lines of the text. Students complete the text, looking up new words if necessary. Play the audio for them to check the answers. Ask students which wedding words are very similar in their own language and which are very different.

Answers 1 ceremony 2 wedding dress 3 bride 4 celebrate 5 (bride)groom 6 guests 7 get married Transcript Some people go to a lot of trouble to make their wedding ceremony memorable. The world’s longest wedding dress was worn by a bride in Italy in 2012. It was nearly three kilometres long! Some people celebrate their marriage in amazing ways. One groom in China decided to surprise his new wife with 99,999 roses. A Scottish couple surprised their wedding guests when they told them that they were going to get married underwater! And finally, if you want to be different, why not get married on a motorbike like one Russian couple? It’s cheap and it’s fun!

Answers 1 having; to have 2 spending 3 to have; to buy 4 to get married 5 dreaming 6 having 7 to be married 4 Put students in pairs to talk about the statements. Elicit feedback and find out how many people agree with each statement. 5 GUESS Ask students to talk about the photo and the questions. Use the photo to revise umbrella and beach. Elicit a few ideas, but don’t check answers yet. 6 Give students time to read the article and check if their predictions were correct. Set a short time limit so they read quickly and don’t worry too much about words they don’t know. Ask: Do we definitely know what nationality the people are? (No, we don’t, because they Unit 12

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could just be on holiday in South Africa, but they’re probably South African.) How do you know the bride and groom thought it might rain? (Because all the umbrellas are green – this means that they bought them before the wedding because they thought it might rain.)

Answers 1 South African 2 Two people are getting married on a beach; they loved getting married in the rain. 3 Yes, they did – they had umbrellas ready. 7

Students do the activity individually, then read the article again to check their answers.

Answers 1 he had intended to ask her the same thing 2 they are both careful with money and had saved a lot 3 have a huge party on the beach 4 raining all afternoon 5 go back to the beach MA After the stronger students and fast finishers have completed the activity, tell them to close their books and ask each other questions to find out who has the best memory, eg Where was the wedding? What did Adam have in his pocket? How many guests came to the wedding? What colour were the umbrellas? Extra idea: Write adjectives from the text on the board: natural, careful, fabulous, huge, grey, green, amusing. Then ask students if they can remember what they refer to. Tell them to read again to check their answers. 8 THINK These questions take the topic further and encourage students to think about ideas that have come up so far. Ask: Has anybody in the class had or been to an unusual wedding? If so, ask them to describe it. Focus on the phrase go down on one knee in the article and ask what people do in their countries when they ask somebody to marry them. 190

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You could do exercises 5–7 on Useful expressions in Vocabulary plus at this point.

Grammar 2 Verb + infinitive or -ing form 9 Go through the grammar box and read the example sentences. Ask: Do these sentences mean the same thing? (Yes). Point out that there’s a slight difference between British and American English with the verb like. In British English, we usually use like + -ing form to talk about enjoying something, eg I like walking, but we use like + infinitive to talk about a habit or a choice, eg I like to walk in the park in the evening, although both forms are possible. In American English, like + infinitive would be more usual in both situations. Ask students to read through the article again and write down the four verbs that can be followed by verb + -ing or the infinitive.

Answers continue, intend, begin, love Refer to the grammar reference on SB page 144 now or at the end of the lesson and go through it with students. Tip: Encourage students to write things down in their vocabulary books – such as collocations, verbs followed by infinitive or -ing form, phrasal verbs and idioms – and try to review them in subsequent lessons. If you don’t, students won’t really see the point of writing things down and they’ll quickly forget the new vocabulary. 10 Students complete the questions individually, then compare with a partner.

Answers 1 doing / to do 2 doing / to do 3 learning / to learn 4 learning / to learn 5 going / to go 11 Put students in pairs to write answers to the questions they wrote in exercise 10. Tell them to make notes about their different answers so they’re ready to talk about them. 12 Get students to report back about the similarities and differences in their ideas.

Speaking 13 Explain to students that they’re going to read about one couple’s wedding, but that they each have slightly different information. Put students in pairs and ask them to read their text and to think of questions to find out the missing information. Give them a few minutes to ask each other questions and complete their text. When they’ve completed the text, tell them to close their books and try to remember and tell the story again. Then tell them to read the story and check.

Student A questions 1 How many guests did Alec and Lydia intend to invite? 2 Where did they celebrate their marriage? 3 What happened after the wedding ceremony? 4 What did Alec’s father say in his speech? 5 What time did the rock band start playing? Student B questions 1 How many guests did Alec and Lydia invite? 2 What did the bride and groom wear? 3 When did Alec begin crying? 4 What had Lydia intended to do? 5 How long did the rock band continue playing?

Did you know? Read through the information with the class. Ask: What happens to a woman’s last name when you get married in your country? Does she take her husband’s name? Find out how many different customs there are in your class.

Lesson 2 They used to celebrate New Year. pp110–111 Aims The focus of this lesson is to introduce used to for talking about past habits, to learn more about festivals around the world, and to talk about favourite festivals and childhood memories.

Note: It would be useful to bring in a photo of yourself as a child for help with exercise 8.

You first! Ask students what their favourite festivals are and write the names on the board. These notes will be useful later on for exercises 11 and 12. Get students to talk about the things they do and why they’re so special.

Speaking and listening 1 Check understanding of presents and relatives. Using photo C, elicit the fact that during Holi, people throw coloured water and powder at each other, and make sure students understand these phrases. Give students time to talk about the questions, then get feedback from the class. Don’t confirm answers to questions 2 and 3 yet.

Answers 1 A Carnival B Eid C Holi 2

Tell the class they’re going to find out about different festivals. Play the audio for them to check if their predictions were correct. 3.33

Answers 2 Carnival: Europe, North and South America Christmas: Europe, North and South America, China Diwali: India Holi: India and south Asia Eid: Middle East, north Africa, Pakistan, other Muslim countries Spring Festival: China, south-east Asia Thanksgiving: USA and Canada 3 a) Christmas, Diwali, Eid, Spring Festival b) all of them except Carnival c) all of them except Carnival Transcript Carnival takes place in the streets. Continents that celebrate carnival include Europe, North and South America. There’s a lot of singing and dancing and people wear fantastic costumes. Christmas is celebrated in Europe and North and South America. The Chinese love it too. People give presents and have a big family Unit 12

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meal with special dishes for friends and relatives. They sometimes visit homes of friends and relatives, and they also decorate their homes. Diwali is called the ‘festival of lights’ and people light lamps and candles and have fireworks. It’s celebrated in India. People give presents and have a special meal with friends and relatives. Holi takes place in India and south Asia. People celebrate in the streets. They sing and dance and throw coloured water and powder at each other. It’s great fun! They also visit relatives and eat special dishes with them. Eid is a Muslim festival and is celebrated in the Middle East, north Africa, Pakistan and other Muslim countries. Families have a special meal together and give charity to people. They visit family and friends and give presents, especially to children. Spring Festival lasts five days and takes place in China and south-east Asia. It celebrates the New Year. People clean and decorate their homes and have a big meal with their family. They give little presents of money to children. Thanksgiving is an American and Canadian celebration that takes place in the autumn. Families and relatives get together for a big meal with special dishes. 3 Check students understand costumes and decorate, then tell them to listen again and write down one extra piece of information about each festival. Play the audio again, pausing to give them time to write things down. Tell them to compare answers with a partner.

Answers Carnival: singing and dancing, people wear fantastic costumes Christmas: people decorate their homes Diwali: called the ‘festival of lights’, people light lamps and candles and have fireworks Holi: people sing and dance and throw coloured water and powder at each other Eid: families give charity to people Spring Festival: people clean and decorate their homes Thanksgiving: takes place in the autumn

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4 Read out the example sentence, then focus on the grammar note below exercise 4. Write the two sentences on the board and highlight that the verb has two objects. Ask: Which is the direct object? (a present) Which is the indirect object? (someone). Refer to the grammar reference on SB page 144 and go through it with students. They then discuss the questions in pairs. Extra idea: Put students in pairs to talk about how they feel when they receive presents. Ask: Can you remember a present you loved? What was it, and why was it so special?

Reading 5 To introduce the reading, ask: What do you know about the Chinese New Year festival and Holi, the Indian Spring festival? Use the photos in the article to pre-teach lanterns, firecrackers, envelope and bonfire. Set a short time limit for students to read and complete the article.

Answers 1b 2c 3a 6 Do the first word as an example with the class. Tell students to read the first sentence again and find a synonym for very old (ancient). Students then do the activity individually before checking with a partner.

Answers 1 ancient 2 decorate 3 beast 4 eve 5 strangers 6 century 7 servants Extra idea: Ask students to write sentences with the new words. Then ask them to take turns to read their sentences to each other but hum instead of saying the word. Their partner has to guess the word from context. 7 Tell students to make notes about one of the festivals using the text to help them. When they’ve finished, ask them to tell each other the information. MA Stronger students could use their notes to reconstruct the article as closely as they can. To help weaker students with the task, elicit ideas about each section of the article and write them on the board before students make notes.

Explore Tell the class to find out more information online. Ask them to think about how the festivals began, food, presents and traditions.

Grammar used to 8 If you brought in a photo of yourself as a child, use it to introduce the grammar in an interesting and contextual way. Ask: Who do you think this is? Tell students about what you used to do when you were younger (eg I used to sit on my dad’s shoulders and we used to play together on the beach). Go through the sentences in the grammar table and teach / elicit the different spelling of used to in the affirmative and negative / question forms. Find the affirmative sentence in the article, then ask students to find two further examples. Make sure they don’t get used to confused with the past simple of the verb use in the sentence They also used firecrackers to frighten the beast.

Answers People used to put food outside their doors … … how people used to celebrate … Refer to the grammar reference on SB page 144 now or at the end of the lesson and go through it with students. 9 Students look at the sentences they underlined and the sentences in the grammar table and complete the usage rules.

Answers 1 past 2 don’t do these things any more Tip: When you teach grammar, identify features of pronunciation that are worth mentioning and practising. Highlight the weak form of to in used to sentences and get students to repeat and practise the pronunciation of the schwa sound. 10 Use the photo to teach Father Christmas outfit, then put students in pairs to complete the paragraph about childhood memories. Encourage them to look at the examples in the grammar box and remind them that the form is different in the negative.

MA For extra support, go through the verbs in the box first and check comprehension. Point out the grammar note and elicit what still and any more mean. Turn to SB page 144 to find out more about both these words.

Answers 1 used to count 2 didn’t use to sleep 3 used to have 4 used to put 5 used to shout 6 used to give out 7 didn’t use to take off

Writing and speaking 11 Ask: What holidays and festivals can you remember from when you were young? Can you remember what you used to do? Allow time for students to write about their memories and how things are the same or different now. It would be useful to model the activity with some of your own memories first. Encourage students to use used to and monitor pairs as they work, making a note of any common problems with grammar or vocabulary, and helping where needed. You may want to start this activity in class and ask students to finish it for homework. MA Give students an idea of how many words you’d like them to write. You could tell them to write at least 200 words, but encourage stronger students to write more. The weaker students will generally write the expected amount, but it extends the activity for the stronger students and ensures they’re engaged. 12 Put students in small groups and tell them to use their descriptions to share their childhood memories. Encourage them to ask extra questions and find out more about each other. Elicit feedback from the class and ask one or two strong students to talk about their favourite memories. Extra idea: Ask students to find old pictures of themselves at home. If they have digital pictures, get them to show them on their smartphones or other mobile devices. Tell them to walk around and show each other photos and ask each other questions about their memories and what they used to do when they were younger.

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Lesson 3 I was really happy there. pp112–113



Aims



The focus of this lesson is to review grammar from throughout the book and to talk about special places and people in students’ lives. Note: It might be useful to make a set of cards for students to use after exercise 7. Write nouns they know (people, places or things) on each card.

Warm-up Put students in groups of three. Tell each person to make notes about one of the photos, then take turns to describe their photo to the other people in their group.

Listening 1 1 To introduce the topic, ask students to look at the photos and answer the questions. Explain that gulf means ‘a large bay’. Elicit a few ideas in feedback and find out if anybody has been to this area of France. 2

,

Tell students they’re going to listen to two people talking about special places. Pre-teach drama school if necessary. Play the audio and tell them to write down the places they hear, then compare with a partner. 3.34

Answers Woman: A hotel in the south of Brittany. It was on a bay called the Gulf of Morbihan. Man: A restaurant in Manchester that did cheap Italian food Transcript woman There’s a hotel in Brittany that I’ll always remember. I went to Brittany with my boyfriend when I was 20 and we went round it on a really old motorbike. One day we found this great hotel in the south of Brittany. It was on a bay called the Gulf of Morbihan that had lots of little islands in it. The view was so beautiful. We stayed there for three days and I was happier than I’d ever been, I think. I was in love!

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I’ve been back to Brittany since then. But I couldn’t remember the name of the bay and never found it, until now. I’ve just found it online. But I don’t think I’ll go back. It wouldn’t be the same.

I’m an actor and I’ll never forget the first acting job that I had after leaving drama school. It was at a small theatre in Manchester – it’s gone now. People were paying me to act – I felt so good! There was a small restaurant that did cheap Italian food and we used to go there after the show. There were always about seven of us and we used to stay until about three in the morning discussing plays and actors. We all had a lot to say – we never stopped talking! I’ve never been back to Manchester, but next month I have a small part in a TV series that takes place there. I know the restaurant’s still there – it was so special for me. I might go there just to remember old times.

3 Get students to complete the sentences. Then play the audio so they can check the answers.

Answers 1 I’ll always remember 2 had lots of little islands in it 3 ’ve been 4 ’ve just found 5 I’ll go back; wouldn’t be 6 I had 7 did cheap Italian food 8 ’ve never been 9 might go

Grammar Review 1 4 Ask students to look at the sentences in exercise 3 and guess the grammar rules with a partner. Do the first item with the class as an example. Tell students to look at sentences 1 and 5. Ask: What did the woman say about the hotel? (I’ll always remember it) What did she say about going back? (I don’t think I’ll go back) Are these sentences predictions or intentions? (They’re both predictions for the future). Students work through the remaining sentences. Get feedback and ask them to give extra examples of each grammar point. If



necessary, look at the relevant sections of the grammar reference: will future (SB page 138), relative pronouns (SB page 140), present perfect (SB page 138), modal verbs (SB page 139).

Answers 1 & 5: a 2, 6 & 7: b

3 & 8: a

4: b

9: a

5 This activity does more work on subject relative pronouns. If necessary, go through this grammar point again. Write the following half sentences on the board: He’s the person …, It’s something …, It’s a place … Point out that they’re incomplete, so we don’t know what the answer to each one is. Add a relative clause to each sentence and ask students to guess who or what each sentence is about (the answers are given in brackets): He’s the person who directed ‘Jaws’. (Steven Spielberg) It’s something that has four wheels. (A car) It’s a place which sells things. (A shop). Highlight who, that and which and ask students when we use the pronouns. Elicit that we use who for people and that / which for things. Students make true sentences about each place.

Speaking 6 In pairs, students tell each other about a place that’s really special for them using relative clauses and other grammar they reviewed in exercise 4. When they’ve finished, ask them to change pairs and find out more with a new partner. 7 THINK This activity makes students reflect more about why they might return to a place and whether it’s a good idea or not. Make sure they give reasons for their answers. Extra idea: Write nouns that students know on cards. Put students in pairs and give each group a set of cards. Ask them to put the cards face down on the table. Tell students to take turns and pick up a card. They have to give a definition of the word using relative clauses. Their partner has to guess what the person, place or thing is.

Listening 2 8

To help students prepare for the listening activity, ask them what they can see in each picture. Ask: What country and city do you think this is? Why? (The USA / New York because we can see the Statue of Liberty in picture B, and theatre is spelled the American way: theater). Find out if anybody knows what the bridge in picture A is called – it’s a famous bridge in New York (the Brooklyn Bridge). Then play the audio while students listen and work out which picture is correct, according to the conversation. Ask for their reasons, then play the audio again for them to check. 3.35

Answer B (Theatre, small woman with red hair) Transcript heidi Hi, Jake! jake Hi, Heidi! How are things? heidi Great! I’m really happy – Ella, an old friend of mine, is coming to stay for a week! jake Sounds great! heidi Yeah, I’m excited – we haven’t seen each other for ages – five years, in fact. jake How did you get to know her? heidi We were best friends at school. She was tiny with red hair and she used to make me laugh so much. But when she was ten, her family moved to Hong Kong. jake Hong Kong – that’s a long way from New York. Did they use to come back and visit? heidi Yes, they used to come over to New York about once a year, and she always came to see me. And we also wrote to each other once a month. I may still have her letters – I’m not sure. jake So where does she live now? heidi She still lives in Hong Kong. She’s arriving on Friday. It will be great. We’re going to see a couple of plays – she loves the theatre. jake New York theatre is the best! heidi Absolutely! You know, she hasn’t changed at all – she still looks exactly the same and she still makes me laugh. jake Have you been to stay with her in Hong Kong? Unit 12

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Yes, I’ve been four times. Actually, she’s invited me for this summer. If I had the time, I’d go. But I’m too busy, unfortunately. jake That’s a pity. I’d love to meet her when she’s here. heidi Well, if you’re free one evening, I’ll ask you over. We could go to the theatre. jake That would be great! 9 Students work individually to correct the sentences. Play the audio again for them to check their answers.

Answers 1 Ella is coming to stay for a week. 2 Heidi hasn’t seen Ella for five years. 3 Ella and Heidi were best friends at school. 4 Ella is arriving in New York on Friday. 5 If Heidi had the time, she’d go to Hong Kong to visit Ella. 6 If Jake is free one evening, he’ll go the theatre with Heidi and Ella. You could do exercises 1–4 on Adjectives describing feelings in Vocabulary plus at this point. 3.36 Explain that in natural, fluent 10 P speech, we often join final consonants and the first vowel of the next word together. Point out the blue joining lines in the extract from Jake and Heidi’s conversation and play the audio. Ask students to follow the words in their books while they listen. Play the audio again and ask one or two students to say each line.

Transcript heidi Ella, an old friend of mine, is coming to stay for a week! jake Sounds great! heidi Yeah, I’m excited – we haven’t seen each other for ages. 11 P Play the audio again. Put students in pairs to practise the dialogue – make sure they take turns to be Heidi and Jake. Monitor students as they talk, making sure they run the words together to give natural-sounding speech. Backchain if necessary to help them and practise their pronunciation.

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Grammar Review 2 12 Ask students to look at the sentences in exercise 9, answer the questions and work out the grammar rules. Get feedback and also elicit what the grammar is called. If necessary, review the tenses and structures by looking at the relevant section in the grammar reference: past simple (SB page 136), present continuous for future use (SB page 138), present perfect (SB page 138), first conditional (SB page 140), second conditional (SB page 143).

Answers a) 2 (present perfect) b) 3 (past simple) c) 6 (first conditional) d) 1, 4 (present continuous for future use) e) 5 (second conditional) MA Draw time lines on the board and ask concept-checking questions, eg What tense do we use for a completed situation in the past? Try not to nominate and get voluntary answers. Stronger students will generally answer the questions, but this gives the weaker ones the chance to listen carefully, see things clearly on the time lines and reinforce their understanding without being picked out. 13 Students work individually to write questions about a friend, then they ask and answer the questions to find out about their partner’s friend.

Answers 1 How long have you known them? 2 How did you meet them? 3 When will you / are you going to see / are you seeing them again? 4 When you next speak to them, what will you / are you going to say? 5 If you see them soon, what will you do together? 6 If you were extremely rich, what present would you give your friend?

Writing and speaking 14 Go through the list and make sure students know what to include in their paragraph. Tell them to choose somebody different to the person they spoke about in exercise 13 – it

could be a friend, a relative or somebody who’s helped them in the past, eg a teacher. Tell students about somebody special you know as an example. Walk around and offer help if needed. Try to gently correct small mistakes too. You may want to start this activity in class and ask students to finish it for homework. Tip: If students make mistakes in feedback, simply echo what they said to indicate there was something incorrect. This prompts self-correction, gives you the chance to praise them and helps the rest of the class see what’s right. It’s also more learner-centred and promotes active learning. 15 Model the example dialogue with one or two students. Point out the use of That’s interesting to make the reply sound more natural and interested in what the other person said. Elicit other phrases students could use, eg Really? Did you?. Students work in pairs and tell each other about the person they chose. Tell them to find out similar things and also ask extra questions for more information. Elicit feedback from the class and highlight good use of English.

Art & Music Tell students to look at SB page 145 for a bigger version of the painting. Explain that Mont means ‘mountain’ in French. Help with language for talking about the painting eg Impressionism, in the background / foreground, etc. Find out if anybody knows any other music by Manic Street Preachers, then tell students to search online for the lyrics. Extra questions for class or homework Art When did Cézanne die, and what did he die of? How many paintings did he do of this landscape? Music Where do Manic Street Preachers come from? How many songs have they released? Name the main members of the band.

Answers Art Artist: Paul Cézanne; year: 1887 Mont Sainte-Victoire was near one of Cézanne’s studios. He liked the different shapes in the mountain. (See also Culture notes below.) Music capital city: Tokyo The singer misses the emptiness and the silence, the non-communication, the Tokyo skyline, the smog and sunshine. Culture notes: Paul Cézanne was a French artist and Post-Impressionist painter. He was born in 1839 in Aix-en-Provence. He’s famous for paintings such as The Card Players (1890–1895), The House with the Cracked Walls (1892–1894) and The Bathers (1898–1905). Although Cézanne’s works were rejected numerous times by the official Salon in Paris, he was widely considered by other artists such as Picasso and Matisse as one of the most influential artists of the 19th century. He died in 1906 of pneumonia after being caught in a storm a few days before. Mont Sainte-Victoire with Large Pine (to give it its full name) was painted around 1887, but there are numerous paintings of the same view – all slightly different. Cezanne apparently started painting the mountain after he saw it on a train journey around 1878. Manic Street Preachers are an alternative rock band from Wales. They’ve been playing together since 1986. The band consists of James Dean Bradfield (lead vocals, lead guitar), Nicky Wire (bass guitar, lyrics) and Sean Moore (drums). It took Manic Street Preachers a while to get critical and commercial success, but they’re now firmly established as a cult band, with many awards to their name, and they’ve sold more than ten million albums worldwide. Tokyo Skyline was written after the band had first been to Tokyo and they all fell in love with the city. The song appeared on their 2013 album Rewind the Film. Unit 12

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Vocabulary plus p114 Adjectives describing feelings 1

Model the example dialogue with a student. Find out who they think looks disappointed. Elicit that it’s probably the man in E. Students then match the remaining pictures and adjectives. Remind them that two of the adjectives match one person, as they mean something quite similar. Elicit / Explain the difference between depressed / miserable, cheerful (behaving in a happy, friendly way) and delighted (very happy about something specific). Point out that the middle ‘e’ in miserable isn’t pronounced. Ask students which adjectives are very similar in their own language and which are very different.

Answers A depressed / miserable B embarrassed C cheerful D delighted E disappointed 2 Pre-teach I bet as another way of saying I feel sure in the expression I bet you felt … Students work in pairs to complete the sentences. 3

3.37 Play the audio for students to check their answers. Point out that although the audio gives only one adjective for each gap, more than one may be possible in items 1 and 2, so accept alternative answers.

Answers 1 disappointed / depressed / miserable 2 miserable / depressed 3 embarrassed 4 cheerful; delighted Transcript 1 a I’m feeling really disappointed. b Why? a I was expecting a nice present from my girlfriend and she gave me some socks! 2 a Why are you looking so miserable? b We don’t have enough money to give our children presents for Diwali. 3 a Oh dear! A friend gave me an expensive Christmas present yesterday and I didn’t have one for her. b Oh dear! I bet you felt embarrassed! 4 a You look very cheerful. b Yes, my boyfriend’s just bought me a beautiful ring! I’m delighted! 198

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4 Put students in pairs to act out the dialogues. Explain that they have to change the sentences in italics and think of a different one, so give them time to write new sentences before they start. Monitor students as they work, helping with pronunciation if needed.

Focus on: like a Explain that like can be used in different ways. Ask students to read the sentences using like in different contexts and answer questions a to e. Get feedback from the class and elicit extra examples of each use of like. Point out the difference between look like and be like. Ask: Which one do we use to talk about appearance? (look like) Which one do we use to talk about character? (be like).

Answers a) 3 b) 1 c) 4 d) 2 e) 5 b Tell students to ask each other similar questions to exercise a. Monitor and make sure they use the correct phrase with like. Extra idea: Tell students to write down the words they hear and dictate the following adjectives: happy, sad, lonely, proud, afraid. Tell students to write down a place where they’ve experienced these feelings. Then ask them to walk around the room and share their stories. Encourage them to ask questions and find out more information, eg I was in London and I felt so lonely because I moved there to go to university and I was away from my family and friends for the first time.

Useful expressions 5 Go through the expressions and occasions with the class and elicit ideas for matching the first item. Ask: What do you say if someone is travelling somewhere? What’s another word for a trip? (journey). Put students in pairs to match the expressions. If necessary, point out that two expressions apply to the same situation.

Answers 1c 2c 3e 4a 5b 6d

6

Tell the class to test each other and try to remember the expressions in exercise 5. Get them to close their books and take turns to read the situations and say the correct expression.

7 Put students in pairs to write out conversations including the expressions. When they’ve finished, tell them to share with another pair. Alternately, ask them to erase the expressions and leave gaps in their conversations. They then share with another pair who have to guess which expressions are missing.

Everyday English p115 Making, accepting and refusing invitations; making suggestions 1 To introduce the topic and elicit predictions, ask students to look at the photos and say what they think is happening. Ask: Who’s in the first photo? Have you seen them before? Elicit that they were both in Unit 11 Everyday English. 2

3.38

6 Decide whether you’re going to

use the video or simply play the audio. Tell students to watch or listen to find out who does each thing. Play the video or audio while they write in the correct name. Find out if their predictions from exercise 1 were correct.

Answers 1 Mehmet; Sophie 2 Mehmet; Sophie 3 Sophie; Mehmet 4 Mehmet; Sophie 5 Mehmet; Sophie Transcript 1 mehmet What are you doing on Saturday 15th? sophie I’m not sure. Why? mehmet Jon Gregson’s invited me to a lunch to celebrate his birthday. It starts at midday. The invitation says ‘Bring a friend’. Would you like to come? sophie Yes, I would, but I’m upset he hasn’t invited me. mehmet He hardly knows you! sophie I think I’m free, let me check … No, sorry, I can’t, I’m busy.

mehmet

Oh! Well, how about doing something in the evening? We could see a film. sophie Mmmm … I’m afraid I can’t. I’m busy all day. mehmet That’s a pity! sophie I’d love to do something another time. 2 sophie How was your day? mehmet It was great. How about you? sophie Not so good. Boring. Um … What are you doing this evening? mehmet Nothing much. Why? sophie Do you fancy going to the theatre? mehmet Not really, I hate the theatre. But how about doing something else? Do you feel like going to the Comedy Club? sophie Yes, I’d love to, that sounds great. What time does the show begin? mehmet Let’s see. Eight o’clock. Shall we meet outside the theatre? Or I could pick you up at your place. sophie Let’s meet there, it’s easier. mehmet And then maybe we could go for a meal afterwards? sophie That sounds good! 3 P 3.39 Explain that we can say the same words in a sentence but give them a completely different meaning by changing our intonation. This shows our attitude and feelings about things. Give an example and elicit the difference in stress and meaning, eg Do you want to go to the cinema tonight? (focusing on the place) Do you want to go to the cinema tonight? (focusing on the time). Play the audio and ask students to listen and underline the stressed words. Then get them to fill in the missing words which identify what meaning the stressed word gives the sentence. Tell students to use not in their answers, eg the cinema, not the theatre. Play the audio again if necessary.

Transcript and answers 1 Jon’s invited me to his party, not Peter. 2 Jon Gregson’s invited me to his party, not Jon Brown. 3 Jon’s invited me to his party – not you. 4 Jon’s invited me to his party – not his wedding.

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4 P Play the audio again while students repeat the sentences and practise using the correct stress. 5 Point out that all the sentences in this exercise are from the conversations in exercise 2. Do the first one as an example. Ask: What do we say when we want somebody to come somewhere with us? Elicit the phrase Would you like to …? Students work individually to complete each sentence. If you think students will have difficulty doing this, then play the video or audio first, focusing on the sentences in the exercises. Elicit the answers and focus on the new language: Conversation 1: 5 I’m afraid I can’t. (= I’m sorry, but I can’t.) Conversation 2: 1 Do you fancy + verb + -ing? (= Would you like to ...?) 2 Do you feel like + verb + -ing? (= Would you like to ...?) 3 I’d love to. (It) sounds great. (= Yes, I’d love to.) 4 Shall we ...? (= Why don’t we ...?)

Write the key language on the board, then erase it and ask students to complete the sentences. Then play the video or audio again for them to check.

Answers 1 1 Would you 2 sorry, I can’t 3 how about 4 We could 5 I’m afraid I can’t 2 1 Do you fancy 2 Do you feel like 3 I’d love to; sounds great 4 Shall we meet 5 Let’s MA If students need more support with this, play the video or audio again first, before they complete the sentences. 6 Read out the headings in the table and say the first example: Would you like to come? Elicit that we say this when we make an invitation. Ask: How do we accept or refuse an invitation? and elicit the other examples. Repeat for making a suggestion and the phrase Shall we … Put students in pairs to complete the table with the correct expressions from the conversations in exercise 5.

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Answers making an invitation Would you like to come? Do you fancy (going to the theatre)? Do you feel like (going to the Comedy Club)? accepting an invitation That sounds great! Yes, I’d love to. refusing an invitation No, sorry, I can’t. I’m afraid I can’t. making a suggestion Shall we … How about … We could … Let’s … 7 EVERYBODY UP! This final activity will help to re-energise your class. Tell students to walk around and invite each other to do things. Tell them to accept or refuse politely. Remind them that if they refuse, they should give a reason why they can’t come. Model the activity with the class so they know what to do. MA For extra support, get students to make a list of things they could invite others to before they stand up. For extra help, elicit and write the phrases they can use on the board.

De-stress! Ask: How many of you hum from time to time? If students don’t know the meaning of hum, demonstrate, then ask the whole class to hum for a few moments. Ask: Does it make you feel happier / less stressed? Put students in pairs to take turns to hum a song and guess what it is.

we don’t say … / we say … This section focuses on the following errors: • omission of the verb get in the expression get married • omission of to in the phrase used to • incorrect word order when using still • incorrect use of to after the modal verb could Ask students to cover the green we say … side and see if they can correct the mistakes themselves before they look and check.

Units 11&12 Review Note: You might want to download the trailer for the film The Life of Pi for this lesson.

Reading 1 To introduce the topic, ask students to look at the film still. Ask: Do you know the film or the book? If anybody does, ask them to explain (very simply) what it’s about. Ask: Did you like it? Why or why not?

Answer The Life of Pi Extra idea: If you downloaded it, play the trailer for the film The Life of Pi. Tell students to work with a partner and try to guess what the film is about from the images they see. Elicit ideas from the class. 2 THINK Go through the questions and ask students to describe the photo. Elicit miserable, depressed and terrified to talk about question 1. Elicit ideas for question 2 and, if necessary, provide an example answer, eg I’d stay in the raft because I’d be safe from the tiger there. Put students in pairs to talk about the questions. Elicit feedback from the class and check their ideas. 3 Pre-teach sink and officials. Ask students to read about The Life of Pi and check their answers to the questions in exercise 2. If anybody knows the story, ask them to explain what the other three animals were (a hyena, a zebra and an orang-utang).

Answers 3 Food, water and wood 4 He needs to train the tiger. 4

pp116–117

Suggested answers 1 His father used to own a zoo, and Pi used to help him and he learnt a lot about animals. He learnt to train animals there and this helped him to train Richard Parker, the tiger. 2 He tells his story to two Japanese officials who don’t believe him. MA If weaker students find it difficult, let them look back at the article to help them. Encourage stronger students to answer the questions from memory. Extra idea: Tell students they’re going to test each other. Ask them to write five questions about the article; they have to be difficult questions and the answers have to be in the article, eg Where did Pi get to in the end? (Mexico). When they’ve written the questions, put students in pairs to ask and answer each other’s questions. 5 Read the questions and elicit ideas for each one. You could explain that the men chose the story with the tiger in the end. Ask: Why do think they did that? Encourage extra discussion by asking, eg Would you like to read the book or watch the film? Why or why not? Tip: So many reading activities focus on text comprehension, but it’s also important to encourage a personal response to the things students read. This is also helpful in mixed-ability classes because there are no right or wrong answers, just their interpretation and feelings. These openended questions also tend to prompt far more interest, pairwork and discussion.

Tell students to read the article again, then answer the questions without looking at the text. Tell them to use used to where possible in their answers to question 1. Finally, they read again to see if they were right. Units 11&12 Review

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Grammar 6 THINK Ask: Why does Pi make a raft? Elicit the answer with a purpose clause as shown in the example. Students then answer the remaining questions using a purpose clause. If necessary, go through the notes on purpose clauses in the grammar reference on SB page 143. Point out that there are no fixed answers here, so as long as students can give a reason for their answer, that’s fine.

Suggested answers 1 Pi makes a raft to escape from the tiger. 2 Pi used to go to the zoo to train the animals. 3 They decided to go to America to get a better life / to make more money. 4 They went to see Pi to find out about the ship. 5 He wrote the novel to tell a wonderful story. Extra idea: Put students in pairs to tell each other about their last summer holiday. Tell them to interrupt whoever’s talking and keep asking why! Their partner has to explain the reasons why they did things, eg ‘Last year, I went on holiday to Italy and …’ ‘Why?’ ‘Because I wanted to go to Rome and …’ ‘Why?’ Remind them to use purpose clauses. 7 Check understanding of pet, fly (and the past simple flew), mice and broken. Do the first item with the class as an example and read the example dialogue with one or two students. If necessary, go through the notes on the second conditional in the grammar reference on SB page 143. Get students to make questions, then tell them to ask and answer them.

Answers 1 What would you do if your pet bird flew out of the window? 2 What would you do if there was a tiger in the streets near you? 3 What would you do if you found mice in your kitchen? 4 What would you do if you saw a snake under your bed? 202

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5 What would you do if you found a cat with a broken leg in the road?

Preposition Park Look at the phrases in the box and focus on different to / than / from. Teach / Elicit that we usually use from after different, but we often use to instead. In American English, people often use than, so point out that students will hear all three phrases. Tell students to complete the short text with the correct prepositional phrase, then compare answers with a partner.

Answers 1 different to / from / than 2 similar to 3 similar to 4 difference between

Writing and speaking 8 Tell students to choose one of the questions they wrote in exercise 7. Tell them to give more details about what they’d do and why. 9 Put students in small groups to share their paragraphs to find similarities and differences. Encourage them to ask extra questions to find out more information and find out if anybody had a completely different answer.

Cross Culture: Wedding traditions a Tell students to look at the picture and guess why the man is dancing. Ask: Which country do you think he’s from? Do you know any countries where men have to do something silly before they see their bride? Elicit ideas from the class, but don’t check answers yet. b Tell students to read about wedding traditions and check if their predictions were right. Check understanding of ransom (see the explanation below the article).

Answer He’s a Russian man doing a silly dance for his bride as a ‘bridal ransom’. c

3.40 Explain that four sentences are missing from the article. Play the audio again, pausing after each paragraph, and tell students to complete the missing information.

Answers Jamaica: … married women carry the cakes to the wedding. Russia: This can be a present, money or jewellery. India: … it’s done at a ‘mehndi party’ with friends and family. Germany: … the money is given to the couple. Transcript In Jamaican villages, everybody in the village often helps to plan the wedding day. Everyone stands in the street to see the bride. Several cakes are made for the ceremony and on the wedding day, married women carry the cakes to the wedding. Before their wedding, Russian grooms go to their future bride’s home to see their bride. Her family and friends tell him he must pay something if he wants to see her. This can be a present, money or jewellery. Or they may ask him to dance or do something silly. This tradition is called vykup nevesty, or bridal ransom. Before an Indian bride’s wedding, her hands and feet are painted with something called ‘mehndi’ or henna. Mehndi is also the name for the art of painting the hands, feet or body. It takes many hours to create beautiful designs and it’s done at a ‘mehndi party’ with friends and family. In Germany, family and friends of the bride and groom make a wedding newspaper with pictures, articles and stories about the couple. The newspaper is sold at the wedding and the money is given to the couple. d

Suggested answers In Jamaica, everybody in the village often helps to plan the wedding day. Russian grooms may do a dance as their bridal ransom. In India, the bride’s hands and feet are painted with henna. In Germany, family and friends of the couple make a newspaper about their lives. e Put students in pairs to talk about how wedding traditions have changed in their country. Encourage lots of discussion and elicit ideas from the class.

Do the first item as an example with the class. Write the prompts on the board and ask what the connection is between Jamaica and the village. Elicit that everybody in the village helps to plan the wedding day in Jamaica. Tell students to cover the article and try to remember the other connections. Tell them to read the article again and check if they were right. MA Write the prompts on the board and go through the article with each one, eliciting ideas before students explain the connections from memory. Units 11&12 Review

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Extra material Photocopiable games Teacher’s notes Getting to know you Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Unit 11 Unit 12

205 208 209 210 211 212 213 214 215 216 217 218 219 220

Tasks Teacher’s notes Tasks Units 1–12

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Technique banks Using the video Using stories Using memory games 20 easy games Five fun techniques to use with a flagging class Extra questions and tasks for Art & Music Working with mixed-ability classes Ensuring learner autonomy and using technology

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De-stress! cartoons 239

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Photocopiable games Teacher’s notes Unit

Game

Players

Getting to know you 1 2 3 4 5 6 7 8 9 10 11 12

Bingo rows Do or make? (B) Find the differences Future plans (B) I’ve already done that! (B) The holiday game (B) It’s a thing which … Compare (B) The name game Matchmaker Report it! (B) If … (B) Celebrations

C C/G P/G G G G P/G G C C C / G /P C / G /P C

Language focus Vocabulary: alphabet (listening) Vocabulary: nouns which go with verbs Present and past continuous going to / present continuous for future plans Present perfect with yet / just / already Vocabulary: travel items Relative pronouns / Vocabulary: survival items Comparison something, somewhere, someone Passive / Verb + -ing / Vocabulary: health Reported speech Conditional sentences Vocabulary: celebrations

B = board game, C = whole class, G = groups, P = pairs

These games are all photocopiable. Alternatively, you can download them from the e-zone. Remember, you don’t have to play the games just once in the particular unit – you can return to them any time to replay them, or else have them handy as an option for early finishers. If you do want to keep the games and re-use them, it’s a good idea to put them in individual plastic folders so you’ve always got them when you need them.

Board games (Marked ‘B’ in the above table; they include all the games except Getting to know you, Units 2, 6, 8, 9 and 12.) You can set these games up in several ways: 1 As a normal board game using dice and counters, with students in pairs or small groups of three or four. You’ll need to make sure you have enough dice for the number of groups. Students place their counters (or coins, paperclips, etc) on START and take turns to throw the die and move.

In many of these games, players get points for their answers. The first person to reach FINISH gets an extra 2 points and the game stops. The winner is the player with the most points.

2 As a whole-class team game, dividing the class into two teams. Before the lesson, write numbers to correspond to the number of squares on pieces of paper and put them in a hat, box or plastic bag. Call out the number of a square to each team in turn. The team gets points for correct answers. If one team can’t answer, it goes to the other team. Keep a score (or have a student keep a score) on the board. 3 In pairs. One person shuts their eyes and puts their finger on the board before opening their eyes again, and the other answers. (If they don’t point to a particular square, they have another go.) Points as above. 4 As an interactive whiteboard activity with the whole class, or played either individually or in pairs on the e-zone. Important notes 1 You can change the instructions or rules for any game, or ask your students if they can suggest more interesting ways of playing a game! 2 MA If you want to make a game more difficult for some (or all) your students, say that a square already used by one player cannot be re-used by another.

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Answers for Report it! (Unit 10)

Unit 2 – Find the differences

1 He said (that) he would always love Lucy. 2 He said (that) they were playing tennis with their friends. 3 He said (that) he lived in a flat in London. 4 He said (that) she had given her mum a present. 5 He said (that) he was going on holiday. 6 He said (that) she didn’t like spiders. 7 He said (that) Karen was very happy with her car. 8 He said (that) there was a game that John wanted to buy. 9 He said (that) he loved to visit Istanbul. 10 He said (that) he drove to work every day. 11 He said (that) he flew to many countries on business. 12 He said (that) she was very good at painting. 13 He said (that) they didn’t want to come. 14 He said (that) the film wasn’t very good. 15 He asked why he was dressed like that. 16 He asked if she was a journalist. 17 He asked if they had liked the festival. 18 He asked what they wanted to buy. 19 He asked how many trains to Rome there were. 20 He asked how they could do that.

There are various ways of doing this.

Non-board games Getting to know you – Bingo rows Before the lesson 1 Photocopy the page and cut it into ten separate grids – one grid for each student. (It doesn’t matter if some students have the same grid if you have more than ten students.) 2 Write the letters of the English alphabet (A–Z) on small pieces of paper and put them in a bag or box. Playing the game Take a piece of paper out of the bag or box, and call out the letter. Students cross the letters off as they hear them. They shout Bingo! for a complete line of letters horizontally or vertically. They don’t have to wait for the whole card! An alternative easy way of playing this is to have students choose and write down between five and ten letters. You’ll still need to write the letters of the alphabet on small pieces of paper beforehand and put them in a bag or box, so you can call them out. Once they get the idea, invite individuals or pairs of students to do the calling out instead of you. 206

MA With a mixed-ability class, you might want to use a variety (1 is easiest, 3 is more difficult). 1 Students have the whole sheet so they can see both pictures and make statements. 2 Students have one picture each so they can only see theirs and have to ask each other questions. 3 Student A looks at a picture, student B doesn’t have one. A describes the street scene for B to draw, or B asks questions and sketches it. 4 Use one or both pictures as a memory game. Students look at it / them for 30 seconds, then write down (or draw) all the things they can remember. 5 Use one of the pictures as the basis for a true / false drill – either with students looking at the picture as you do so, or from memory. You could do this as a prelude to any of the other activities.

Unit 6 – It’s a thing which … Before the lesson Photocopy the page and cut it into 30 pieces of paper or card. If you have a large class, you may want to make more than one copy so that students can play the game in smaller groups. With a weaker class, you may wish to elicit and / or write the names of the 30 objects on the board first. Playing the game 1 Place the pile of cards face down in the middle of the group. Students take turns to pick a card from the top of the pile. 2 The student looks at the card and describes the item without saying what it is. They can describe what it looks like (eg It’s flat and made of paper, They’re brown and made of leather), but encourage them to use relative pronouns to describe what it’s used for (eg It’s a thing which you use to find your way, They’re things which you put on your feet to keep them warm and dry). 3 The first student to correctly guess the item wins the card. If no one correctly guesses the item after one minute, the card is returned to the bottom of the pile. 4 The game continues until all the cards have been won. The winner is the student with the most cards.

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Unit 8 – The name game

Unit 12 – Celebrations

This can be played as a board game with dice and counters but is probably best played as a wholeclass competition, with students working in pairs or small groups to brainstorm ideas.

Before the lesson Photocopy the page and cut it into 30 pieces of paper or card. There are ten featured celebrations from around the world, each with three cards. If you have fewer than 30 students, discard the cards for one or more of the celebrations (see answers below) to ensure each student has one card. If your class does not divide equally into three, one or two students may need to share a card. You may wish to pre-teach any difficult vocabulary, eg float, costume, pumpkin pie.

Before the lesson Write the numbers 1–30 on small pieces of paper and put them in a hat, box or plastic bag. Playing the game 1 Select and read out a number. (Or you can just shut your eyes and stab the page with your finger!) Students have 30 seconds to write down all the things they can think of in that category. 2 Elicit ideas from the class. Pairs or groups get a point for an idea nobody else has thought of. Keep score on the board.

Unit 9 – Matchmaker Before the lesson Photocopy the page and cut it into 30 pieces of paper or card. Playing the game 1 Give each student one card each. It doesn’t matter if you have some left over. 2 Students try to find the person who has the other half of their sentence. This involves finding a match in terms of both grammar and meaning. Note that some cards may match grammatically (eg 1+19) but won’t make sense. 3 When students think they’ve found their pair, they bring their cards to you for checking. If they’re correct, they can sit down (or take another card each if you have any left over). If they’re wrong, send them back out to find the correct pair. 4 The game continues until all the cards are correctly paired. 5 Students who find their match quickly could help those who are still looking. Answers 1+21, 2+20, 3+19, 4+27, 5+25, 6+23, 7+26, 8+16, 9+30, 10+18, 11+29, 12+17, 13+24, 14+22, 15+28

Playing the game 1 Give each student a card and explain that it contains the details of a celebration. They have to find two other students with details of the same celebration. 2 Students mingle and discuss the details on their card. When they think they’ve found someone with a detail about the same celebration, they form a pair and try to find the third detail. 3 When they think they’ve found all three details for their celebration, they come to you and say what their celebration is. The winners are the first group to correctly match the three details and identify their celebration. 4 Note that some details are deliberately ambiguous (eg cards 15, 26 and 27); these could be given to stronger students, as there will be a degree of elimination in working out which celebration they belong to. Answers a wedding: 1, 12, 26 Rio Carnival: 2, 15, 17 Christmas: 3, 9, 22 Eid: 4, 6, 27 Diwali: 5, 18, 28 Venice Carnival: 7, 10, 14 Thanksgiving: 8, 19, 24 Harbin Ice Festival: 11, 13, 16 Holi: 20, 21, 30 Chinese New Year: 23, 25, 29

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Unit 1 Do or make? Playing the game When you land on a square: 1 say make or do. (1 point) 2 say when you last made or did that particular thing. (1 point)

START 7

an excuse

Sudoku

a noise

a test

a decision

sport

the cooking

12 a phone call

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the shopping

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coffee

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3 a cake

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when the first player gets to FINISH.

an appointment

homework

An appointment – make – I made an appointment at the dentist this morning.

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‘ ’ 4 The cooking – do – I never do the cooking at the ‘ weekend. ’ The winner is the player with the most points 1

You need a die and counters

Pilates

13 a reservation

the ironing

20 yoga

your hair

FINISH

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Unit 2 Find the differences Work with a partner or in small groups. How many differences can you find between these two pictures? Give yourselves a point for each one. A Yesterday

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B Today

Unit 3 Future plans You need a die and counters

2 say when and / or why you’re going to do it. (1 point)

Before you begin Go through the words and decide what verb you can use in circles that don’t have one, eg party = go to a party / have a party, and what nouns or phrases you can use in circles that just have a verb, eg fly = fly a plane / fly to Rio.

1 3

‘ ’ I’m going to watch a film on TV this evening. ‘ ’

I’m having a party on Saturday because it’s my birthday.

The first player who gets to FINISH gets an extra two points and the game ends. The winner is the player with the most points when that happens.

Playing the game When you land on a circle: 1 talk about a future plan you have using the word / phrase in the circle. (1 point) 1

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party

jazz

TV

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qualifications

classical music

football

fly

housework

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travel

pop music

learn another language

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a job

a computer game

a newspaper

cricket

coffee

the theatre

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start

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Unit 4 I’ve already done that! You need a die and counters

You get an extra point if you use yet, just or already correctly.

‘ ’ Well done! Three points! ’ ‘ 1

Playing the game When you land on a square: 1 say the past participle of the verb. (1 point)

The first player who gets to FINISH gets an extra two points and the game ends. The winner is the player with the most points when that happens.

2 make up a true sentence (affirmative or negative) or a question using the present perfect of the verb. (1 point)

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understand

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FINISH

Unit 5 The holiday game You need a die and counters Playing the game You’re going on holiday to the Maldives. It’ll be hot and sunny, and there are lots of lovely beaches, but not much else. You need to choose five things to take with you. When you land on a square: 1 decide if you want to take the item shown on the square.

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I have to take swimming things with me so I can swim in the sea.

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If the other players agree with your reason, you can write the item on your list. The first player who gets to FINISH with five suitable items is the winner.

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Unit 6 

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Unit 7 Compare You need a die and counters

hippo and a mosquito. A hippo is bigger than ‘aAmosquito. ’ 2 A scorpion and a deer. A scorpion has more legs ‘ a deer. than ’ The winner is the player with the most points 1

Playing the game When you land on a square: 1 name the two things on that square. (1 point) 2 make a comparison between them. (1 point)

when the first player gets to FINISH.

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Unit 8 The name game Playing the game 1 Listen to the teacher say a number. You have 30 seconds to write down all the things you can think of.

‘3 – something you can read’

2 Say your answers. You get a point for each one nobody else has thought of. Keep score on the board.

a book, a magazine, a newspaper, an email, a text message

Name … START 1

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something you somewhere something you someone who somewhere someone can make you can go on can read makes you you can’t park who’s famous music with holiday laugh a car 12 someone who doesn’t live in a house 13 something that takes a long time 24 someone who’s taller than you 25 something that’s bad for you

11 somewhere you can buy a banana 14

10 something that you would like to buy 15

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somewhere someone who something you would like works in a you would like to live hospital to eat 23 somewhere you would hate to go 26 somewhere you can keep your money

22 something you would like to learn 27 someone who’s done something amazing

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somewhere something you could hide that scares you an elephant 17 somewhere that you feel relaxed

18 someone who can play the guitar

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something you take on holiday with you 30

28 something you’d like as a pet

somewhere you’d like to visit

someone you might see at an airport FINISH

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Unit 9 2 Acupuncture needles are placed …

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Our electricity bill was …

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21 … in special parts of the body.

26 … sick this morning.

I have a terrible …

Painkillers are often taken …

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Free-range chickens spend …

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Global warming means …

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… very high this month.

… in hot countries.

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30 … washing the car yesterday.

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Unit 10 Report it! You need a die and counters Playing the game When you land on a square, report what John said / asked. 1 point for each correct answer. He said that he would always love Lucy. ‘ ’ 15 He asked why he was dressed like that. ‘ ’ The winner is the player with the most points 1

when the first player gets to FINISH.

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‘I will always love Lucy.’

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‘They’e playing tennis with their friends.’,

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‘I live in a flat in London.’

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‘I drive to work every day.’

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‘She’s very good at painting.’

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‘How can they do ‘How many trains to Rome are that?’ there?’

‘She gave her mum a present.’

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‘There’s a game that John wants to buy.’

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‘I’m going on holiday.’

6 ‘Karen is very happy with her car.’

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‘They don’t want to come.’

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‘The film isn’t very good.’

17 ‘Did they like the festival?’

‘She doesn’t like spiders.’

15 ‘Why’s he dressed like that?’

16 ‘Is she a journalist?’

Unit 11 If … You need a die and counters Playing the game When you land on a square, say a conditional sentence using the object in the square. 1

‘If I wasn’t afraid of horses, I’d learn to ride.’

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You get a point for every correct sentence. The winner is the player with the most points when the first player gets to FINISH.

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Unit 12 2

Afterwards, the bride and groom often go on a honeymoon.

Everyone dances samba in the street.

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Father Christmas gives presents to the children.

It’s also known as ‘the Sweet Festival’.

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It marks the end of Ramadan, when we don’t eat during the day.

It takes place in February or March, so it can be cold – even in Italy!

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People make wonderful sculptures out of ice and snow.

The bride wears a special dress.

The sculptures are lit with coloured lights and lasers.

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It takes place in Harbin, China, in January every year.

There are lots of floats – everyone tries to have the best one!

This is the Hindu festival of lights.

This reminds us of the first people from Europe who went to America.

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We celebrate this ‘festival of colours’ in the spring. 26

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We invite lots of guests to celebrate.

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We decorate a tree and give each other presents.

We put on our best clothes.

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It takes place on the fourth Thursday in November in the USA.

We decorate our houses in red.

28 We put special lights and candles all around our homes.

It lasts five days and is usually in October or November.

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It’s in December, and we usually eat roast turkey.

People dress up and wear amazing masks.

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The canals are full of colourful boats.

We eat roast turkey and pumpkin pie.

29 We set off lots of firecrackers.

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The costumes are very bright and colourful.

20 We build bonfires and sing and dance.

25 We give gifts of money in red envelopes.

30 We throw coloured powders and water at each other.

Tasks General teacher’s notes

Specific task notes

1 You can either read the task instructions to the students, or photocopy the task notes and hand them out.

Unit 1

2 For some tasks, students can produce a printed document if they have access to computers. Decide if you want them to do this and organise the task accordingly.

STAGE 1:

Read out the four questions and briefly elicit some answers from students. Teach the phrases important / helpful to (write words down).

STAGE 3:

Elicit suggestions, eg Vocabulary is a very important part of a language. How can you improve your vocabulary and memory? Here are some useful tips.

STAGE 4:

If you want, add a final stage, where the class has to agree on the top ten tips.

3 If the task requires certain things, eg a stapler, supply these. 4 Make sure students understand each stage of the task. As you go through the stages, check students understand the examples and elicit more where necessary. Remember that when students are in their pairs or groups, they’ll need language for suggestions, agreement, etc. Where there are dialogues or conversations, it’s often a good idea to model them first with confident students.

Read out the task and highlight the phrase help you learn, as this is a useful structure for this task.

Unit 2 Check students understand the language in the example answers, eg each other, love at first sight (when you see someone and fall in love immediately), the one (the right partner for you). Encourage students to use the past continuous at least once.

STAGE 1:

5 Tell students that when they need new language, they can use a dictionary, or ask each other or you for help. 6 As students do the task, monitor them and help them with language. Check their written work so they have a correct final version. 7 It can be a good idea to do the unit task as revision after you’ve finished the unit. 8 Students will need a certain amount of help to do the tasks, but at the same time encourage them to be as independent as possible, as this promotes learner autonomy.

STAGE 2:

Model the question-and-answer process with a confident pair. They should ask the questions in stage 1, but can ask other questions as well.

STAGE 5:

Bring in a stapler to create the files. Alternatively, students could print their descriptions for homework, and the files could be created in the next lesson.

Unit 3 Encourage students to talk about their problems with their work or studies and to give advice about other students’ problems. Teach vocabulary where necessary.

STAGE 1:

STAGE 4:

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Encourage students to use future tenses here.

Tasks

221

Unit 4

Unit 9

STAGE 1:

Go through the language in the examples and elicit more ideas. Point out that work (It worked ...) in this context means ‘do the work that it should do’. Encourage students to use the present perfect where possible. Make sure students understand that the sales assistant must decide what to do about the fact that the customer doesn’t have a receipt.

STAGE 1:

Check students understand these words: organic / non-organic food, produce, dairy produce, deliver, local, good value. Explain that in the advertisement, the language is in the active voice because the company wants to stress that it produces, grows and delivers the food. But two of the questions are in the passive voice.

STAGE 3:

You could ask groups to act out one of their role-plays for the whole class.

STAGE 2:

Ask questions to check comprehension, eg How long have you received the food boxes for? Is the food good? Ask students why people eat organic food. (The main reason is that they think it’s healthier because it doesn’t have pesticides.) Encourage students to use the passive where possible.

Unit 5 STAGE 2:



Go through the kinds of thing students could take, eg a water bottle, a waterproof jacket, a first-aid kit. Point out that we use could for possibility.

Unit 6 STAGE 1:

Make sure that students understand the names of the different types of holiday and can say them. Encourage students to use sentences with if.

Unit 10 Elicit examples of questions, encouraging students to keep them simple, eg How do you prepare for a job / college interview? How do you dress for a job interview? When was your last job interview? Did you get the job? / Did the college accept you? Are you nervous at a job interview? What helps you feel calm? Do you think it’s important to ask questions at an interview? Why?

STAGE 1:

Unit 7 STAGE 1:

Check students understand the difference in meaning between exercise and (a) sport. (Exercise refers generally to activities that make you strong and healthy. So all sport is exercise.) Also point out that both words are uncountable when we talk about them generally and countable when we talk about a particular exercise / sport. Help students with the language before they work in pairs.

Unit 8 STAGE 1:

STAGE 3:

222

Ask students if they often get anxious / stressed and when this happens. Brainstorm ways to reduce anxiety and stress and teach these phrases: (a) way / method of (doing) something (eg a way of reducing anxiety), to get / become anxious / stressed, to suffer from anxiety. Point out that the nouns stress and anxiety are usually uncountable. Encourage students to discuss and compare their articles.

Tasks



When students write their lists, tell them to leave enough space to write down the answers of four or five people under each question.

Unit 11 STAGE 1:

If you want, students could plan the book festival in groups of three or four. This would make each group’s book festival different.

STAGE 2:

Suggest students could include a jingle (a very short song used in adverts).

Unit 12 STAGE 1:

Explain that we often use the expression birthday boy / girl for someone who has a birthday. Point out the use of would in the examples because at present the situation is imaginary.

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Unit 1 STAGE 1

TASK: Make a list of ten tips to help you learn vocabulary in a foreign language.

Work in pairs. Talk about these questions and make notes of your answers.

STAGE 2

Work with two more pairs and compare notes. Then agree on your top ten tips and make a list of them. Choose a title for your list.

STAGE 3

Write a short introduction of two or three sentences.

STAGE 4

Work with the whole class. Someone from each group reads out their group’s introduction and tips. Have a class discussion about which tips are most useful.



‘I think it’s very important / helpful to …’

• When you’re in class, what do you do to memorise vocabulary? I write the words in my notebook. I think that’s very impor tant.

• What do you do to remember the stress in words and phrases? I underline the stressed syllable.

• What do you do at home to improve your vocabulary and help your memory? I do the Workbook exercises. That helps a lot.

I repeat words. That helps me remember them.

• What else can you do to improve your vocabulary? You can keep a vocabulary book. That’s very helpf ul.

 Unit 2 STAGE 1

TASK: Create a file describing the best moment of your life so far.

What’s been the best moment of your life so far? Think about these questions and make notes.

STAGE 2

Work in pairs and ask questions to find out about your partner’s ‘best moment’.

STAGE 3

Work with two other pairs. Take turns to tell each other about your partner’s experience. Your partner must correct you if you make a mistake.

STAGE 4

Write a description of your own experience. Exchange your description with your partner and help each other with language mistakes. Then write a final version.

STAGE 5

Create a file of your group’s experiences. Give it to other groups to read.

• When was the best moment of your life? It was about ten years ago.

• What exactly happened? I met my par tner for the first time.

• Where were you, and what were you doing? I was at a par ty and I was talking to a friend. I was a bit bored.

• Can you describe what happened? A guy came and said hello. We looked

at each other. He had great eyes. It

was love at first sight! I knew he was ‘the one’ – and he knew too!

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Tasks

223

Unit 3 STAGE 1

TASK: Find solutions for problems at work.

Work in groups of between four and six. Each describe a problem that you have with your work or studies. If you don’t have a problem, invent one.

‘

STAGE 3

Take turns to describe the problem and your solution to the group.



I’m going to talk about Maria’s problem. She likes her job, but her pay isn’t good. My solution / advice is this: I think Maria needs to ...



‘

’



My manager is very disorganised and blames me for problems. But it’s often his fault!





Discuss solutions to each of the problems and give advice.

After your talk, ask other members of the group for their opinion.



So that’s my advice. What do you think? Do you agree, or do you have a different suggestion?

STAGE 4

Think about your own problem again. Decide what you’re going to do about it. Take turns to tell the group.



Thanks for your advice. It’s very helpful. I’m seeing my manager next week. I’m going to ask for a rise.



’

‘ ’ That’s a good idea. Then you could send him ‘ email and ask for confirmation. an ’ Sit in a circle and think about the problem

When your manager asks you to do something, I think you should write down his instructions.

STAGE 2

of the student on your left. Decide on your advice / solution and make notes in preparation for a talk.

‘

’

‘

’

 Unit 4 STAGE 1



TASK: Role-play returning something to a shop.

Work in pairs. You’re going to do a roleplay where a customer returns something, eg a household or technological item, to a shop. Each choose a role – A or B – and read the notes for it below. Then write notes for your role.

Student B: You’re the sales assistant. • Ask the usual questions a salesperson asks when a customer wants to return something.

Student A: You’re the customer. • Decide what the item is, eg electric kettle, mobile phone.



• Decide how to begin the conversation with the sales assistant at the shop.

•

receipt, they can’t find it. They tell you that you served them. Decide what to do.

• Say when you bought the item and what the problem is.

•

•

I help you? ‘Can ’ What’s wrong with it? / What’s the ‘ problem? ’ Do you have a receipt? ‘Do you want a refund or’ would you like to ‘ exchange it? ’ When the customer looks for their

‘

It worked on the first day, but it hasn’t worked since then.

’ Decide if you want a refund or if you



‘

I’ll talk to the manager. Can you wait a moment, please?

’

want to exchange the item.

STAGE 2

I’d like to exchange it, please. ‘You ’ have the receipt but when you

Act out the role-play. Then discuss how you can improve it and act it out again.

STAGE 3

Work with two other pairs and perform your role-play for them.

look for it, you can’t find it. • You bought the item from the sales assistant and they remember you. Try to persuade them to either give you a refund or exchange the item. 224

Tasks

‘

Look, I’ve only had the phone for a week! You served me – you remember me!

’

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Unit 5 STAGE 1

STAGE 2

TASK: Make a list of the things you need for a one-week walking holiday.

Work in pairs. You’re going on a oneweek walking holiday in hilly country together. Decide where. You’ll each carry a backpack. Remember that you don’t want to carry too much or your backpacks will be heavy. Agree on:

STAGE 3

STAGE 4

I’ll carry the blanket. ‘ ’ Work with another pair and read out

your lists. Explain why you’re taking these things.

‘

• the things that you need to take.

•

‘ ’ We’ll definitely get blisters. We must take ‘ of sticking plasters. lots ’ We could pack a blanket. And definitely ‘ chocolate. some ’ think there’ll be enough room for ‘theI don’t blanket – but chocolate, yes! ’ It may rain. Should we take umbrellas? ‘ ’ what to do about lunch and snacks. We have to have really good walking shoes, obviously. I need to buy a pair.

Make a list of what each of you is going to take.

We’re packing a groundsheet because we need to sit on something comfortable! STAGE 5

’

After listening to the other pair’s list, discuss whether you should change your list in any way.

You don’t have a big budget. Decide what to pack, if anything.

‘Let’s pack some plastic food boxes.’ 

Unit 6 STAGE 1

TASK: Persuade another pair to come on an adventure holiday with you.

Work in pairs and choose an adventure holiday from the list below. Think about the problems that each holiday may have. You have a budget of $2,000. If you spend more than that, you can’t buy something that you really want. None of the holidays includes flights.

STAGE 2

‘ ’ Yes, but it’s very expensive. If I go on the safari ‘holiday, I can’t afford a new computer and I really need one. ’ The holiday will be more fun with four people. ‘We can have a really good time. ’ OK, we’ll come with you! ’ ‘ In your groups, take turns to tell the class Come on the safari holiday. You’ll see lions and tigers, it’ll be wonderful.

• a trekking holiday in Nepal / 13 days / $900 • a safari holiday in Tanzania / 9 nights / $1,550 • a white-water rafting holiday in Idaho, USA / 6 days / $1,665

Find a pair of students who’ve chosen a different holiday to you. Try and persuade the other pair to come on holiday with you instead. Take turns to do this.

STAGE 3

• a survival holiday in the jungle in Guyana / 10 days / $1,300

‘ ’ I think we should choose the safari holiday. ‘I’m not sure. I think Tanzania is a country that’ ‘ be dangerous. could ’ If we go on the trekking holiday, we must be very fit. I’m not at all fit!

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what happened in stage 2.

‘

We weren’t successful. Ali and Mehmed aren’t coming on holiday with us.

’

Tasks

225

Unit 7 STAGE 1

TASK: Give a talk about the role of exercise and sport in your life.

Work in pairs and discuss these questions.

STAGE 2

Make notes for a talk about the role of exercise and sport in your life. Use the questions in stage 1 to help you.

• What kind of exercise / sport do you do, and how often do you do it? Here are some examples:

STAGE 3

Work with your partner and take turns to give your talks. Help each other with your English.



STAGE 4

Work with another pair and take turns to give your talks. Which person in the group feels most like you about sport?

• Do you enjoy exercise / sport? Is it important to you? Why? / Why not?



(go) cycling, swimming, skiing, climbing, sailing, surfing, walking (play) rugby, football, golf, tennis, squash (do) yoga, tai chi, kung fu, Pilates

• In your opinion, which types of exercise / sport above are: relaxing / exciting / enjoyable / easy to do? Compare some of them. Which ones do you do? • Do you watch sport on television? Which sports do you watch? Say why / why not.

 Unit 8 STAGE 1

TASK: Write an article about reducing anxiety and stress in everyday life.

Work in pairs and talk about:

STAGE 2

• when you feel anxious and stressed, and what makes you feel this.

•

• Think of a title for the article.

‘ ’ I often feel anxious when I wake in the ‘ morning. ’ Life makes me anxious! ‘ ’ ways of reducing anxiety and stress. I get very stressed about work. I worry about it a lot.

• Start with some general remarks about anxiety and stress. Everybody feels anxious sometimes.

And a lot of people feel anxious a lot of the time!

• Write the main section of the article.

Which methods do you use?



226

Tasks

helps reduce anxiety and ‘Meditation stress. It’s very helpful. I meditate every day. ’ Exercise is a good way of reducing anxiety. ‘ makes you feel good. It helps you relax. It I think it’s one of the best methods. ’

Work in pairs and write a short article about ways to reduce anxiety and stress.

These methods can help reduce anxiety and stress:

Every day, write a list of your

worries. Write down the solutions. For example, ... STAGE 3

Work with another pair. Exchange your articles and correct mistakes.

STAGE 4

With your partner, write a final version of your article.

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Unit 9 STAGE 4

TASK: Write a blog entry about an organic food company.

Work in pairs and read this advert. Then discuss the questions below.

STAGE 2

Riverdale Organic Food Company www.riverdaleorganicfood.com 06361 334490

You write a food blog and have been receiving food boxes from Riverdale Organic Food Company for several months now. The food is fresh and tastes good, and you’ve decided to write about it. Each write a blog entry.

• All our vegetables, fruit, meat and dairy produce are organic.

• Say you eat more organic food these days. Explain why.

• We deliver different kinds of organic food boxes to your door once a week.

• Say that you get food boxes from Riverdale. Say how often and how long you’ve had them for.

• The produce comes from our own farm or from local farmers.

• Give information about the company and the food boxes.

• Our boxes are in large, medium and small sizes and are very good value!

• Give your opinion of the food and Riverdale. I can really recommend Riverdale.

• Does the company just deliver fruit and vegetables?

STAGE 3

• Is all their food produced locally?

Take turns to read out your blogs. Correct any mistakes. What are the main differences between your blogs?

• Are the food boxes very expensive? • When are the boxes delivered?

 Unit 10 STAGE 1

TASK: Carry out a survey of experiences of job / college interviews.

Work in groups of four or five. Agree on between seven and ten questions for the survey. Each write a list of the questions.

STAGE 4

• Introduce the subject.

How do you feel about job / college

In this small survey, we interviewed

interviews?

four people about job interviews. These were the questions.

How many job interviews have you had? STAGE 2

STAGE 3

Together, write a report on the other group’s answers.

• Make some general comments about the survey.

Work with another group. Pair up with someone in the other group and take turns to ask your questions. Make notes of their answers.

No one enjoys job interviews!

• Briefly write about the answers to each question.

Work with your group again. Take turns to tell the group about your partner’s answers in stage 2. Make notes of everyone’s answers.

Two people have never had a job

interview because they’re students.

Pedro said that he had one last week. He got the job!

Lee said that he hated job interviews. He

• End with another general comment.

said he’d had three interviews … STAGE 5

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Work with the whole class. Choose someone to read out your report. What’s the general feeling about job interviews?

Tasks

227

Unit 11 STAGE 1

TASK: Write and perform a local radio advertisement for a book festival.

Work with the whole class. Plan a book festival for your local town or area. Decide on these things:

STAGE 2

• When the book festival will take place and for how long

Work in groups of three or four and write your radio advertisement. Give the necessary information and make the book festival sound interesting.



•

‘I think a week is too long. I think’ it should ‘ five days. be ’ What kind of events there’ll be,

•

miss Sidbury’s book festival!

It could be five days or a week.

eg talks by famous authors and journalists, poetry workshops, panel discussions

Are you a book lover? Then you mustn’t

‘We should definitely have some workshops. ’ Which famous authors will give talks

Do you want to meet famous authors? Now’s your chance!

Decide how many voices you want to perform the advertisement.

STAGE 3 STAGE 4

Choose who’s going to perform the advertisement for the group.

STAGE 5

When you’re happy with it, perform your advertisement for the class. The class votes for the best one.

(both fiction and non-fiction authors)

‘

Let’s have … But would he really come to a small town to give a talk?

’

 Unit 12 STAGE 1

STAGE 2

TASK: Plan a surprise birthday party for somebody in your language class.

Work in groups of three or four. You’re going to plan a surprise birthday party for somebody (the ‘birthday boy / girl’) in your class. Choose someone from one of the other groups but don’t tell them!

STAGE 3

• How will you tell people about the party? You don’t want the ‘birthday boy / girl’ to know about it. • How will you get the ‘birthday boy / girl’ to the party?

Discuss these questions. • When and where will you have the party?

‘

We could have it in a restaurant. But that would be quite expensive.

’

• What will you do about birthday presents? STAGE 4

• What will you do about food and drink?

•

•

Finalise your party plan. Help each other with your English.

‘

‘

I think we should ask everyone to bring a dish. That would be easiest.

’ What time will it start and finish?

• Will the party have any costs? If it does, what will you do about this?

Now think about these things:

Let’s ask everyone to contribute. ‘What ’ kind of party will it be?

We’re going to have the party at Chia’s flat. We want it to start at eight o’clock. And we’ve decided to ask everyone to bring a dish. STAGE 5

’

Work with the whole class. Someone from each group reads out their party plan. The class votes for the best party ideas. Can you guess who each party is for?

A normal party? A fancy-dress party? Will there be dancing? Who will you invite? 228

Tasks

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Technique banks Using the video You won’t necessarily want to work through all three stages described here every time, nor will you always want to work through all the sub-stages. It depends how fast you and your students want to go and how much practice they need. But if your goal is for students to act out a conversation, then – especially in the early days – you’ll need to build up their confidence (and take away their support) gradually rather than suddenly. This structure of gently developing a conversation from reception to production is ideal for exploiting many of the conversations in Everyday English, but it’ll also work well with other conversations in the book. (See also Shadow reading in Five fun techniques on page 236.)

Stage 1 Watch, listen to and / or read the conversation. • Students watch or listen to* and / or (silently) read the conversation once or twice. Make sure they understand any new words or expressions. • They listen to and repeat sentences from the conversation, either after you or the audio / video. • You read one part of the conversation, students read the other in chorus. Swap roles. • Divide the class in half, each with one role. Open pairs: Two students read the conversation while the rest of the class listens. Closed pairs: Students read the conversation in pairs. *Different ways of using video / audio • Play the video sequence with sound and vision (S+V) in the normal way. You can do this with or without the subtitles. • Play the video sequence with vision only (VO) and ask students to imagine what’s being said. Then play the sequence S+V so they can check.

• Play the video sequence with sound only (SO) (or just play the audio) and ask students to guess: o how many characters there are o where they are o what they look like o what the situation is. Then play the sequence S+V so they can check, or look at the photo if you’re using audio. • Play part of the video / audio sequence (S+V / VO / SO) and pause it. Ask students to guess: o what X is going to say next o what’s going to happen next. Play the next part for students to see if they were right. Note: Any time you play the video S+V, you can do so with or without the subtitles and you can vary the order you do this, ie first without, then with, or first with, then without. It’s very flexible!

Stage 2 Practise using the ‘Look, look up and speak’ technique. This is a great technique to help students move from listening / reading to acting out a conversation. Working in pairs, students ‘read’ the conversation in the following way. • A looks at their line, then looks up at B, makes eye contact and says it. • B then looks at their line, looks up at A, makes eye contact and says it. And the conversation continues in this way. It takes a little longer than just reading it, but it helps to gently take students away from the support of the written word and build up their confidence. You’ll need to demonstrate this technique with a student in front of the whole class the first few times you use it.

Technique banks

229

Stage 3 Act it out. When you and your students feel they’re ready, students can close their books and have a go on their own. They can do this first sitting down, then standing up and adding gestures. It doesn’t matter if the words aren’t exactly the same as in the video. At this stage, fluency is more important than accuracy. (If students are making a lot of mistakes, go through stages 1 and 2 again.)

If some students are happy to come to the front and ‘perform’ in front of the class, that’s great. If not, don’t pressurise them. Let them ‘perform’ in small groups. Variations 1 Suggest students take on different moods or ways of behaving: quiet and shy / noisy and enthusiastic / happy / grumpy / angry / confused / tired, etc. 2 Bring props into the classroom if you think they’re appropriate (and you can get hold of some).

Using stories You can use the stories at the back of the Student’s Book in an unstructured or a structured way: Unstructured: Suggest students read them as and when they feel they’d like to. Structured: Set a particular story to be read outside class by the whole class. (The stories can come after every third unit, so after Units 3, 6, 9 and 12.) If you choose the second way, then you may or may not wish to introduce the story in class beforehand and do some work on it afterwards. But be careful! Stories are for pleasure and motivation. If you do too much ‘work’ on them, you’re in danger of killing them dead and putting students off reading altogether. Do enough to help them, but no more. You might also encourage students to keep a vocabulary notebook for useful words, expressions and idioms they find in the stories.

Introducing a story before students read it Here are some of the things you could use with the stories (or any other stories) to elicit ideas from students before they read. Not only does this help to prepare them for reading, but it also motivates them to want to read and gives them a reason for reading. Because of this, it’s important that you don’t tell students if their predictions are correct or not. Let them read the story and find out. You can use … • the picture(s) illustrating the story • the title of the story • music, song, sound effects • real object(s) 230

Technique banks

• mime (you mime part of the story) • words from the story (in order or out of order, especially any new ones likely to cause difficulty) • the first or last line(s) • possible message(s): This is a story about X • one or more of the characters • the setting(s) • question(s) • a synopsis.

Exploiting a story after students have read it In the next lesson, you could ask students to give a personal response: Did you like the story? Why? / Why not? Which part did you like best / least? Could this story take place in your country? If not, why not? Is there anything you would like to change in the story? What? Imagine you’re making a film. Which famous actors would you like to play the roles? What theme song or music would you like for the film? You could also ask students to do one or more of the following: • answer questions (but not too many) • decide on true / false statements (again, not too many) • complete sentences from the story, eg We called her Pinky because … • tell you who said a particular thing • write a question on the story for the rest of the class to answer • retell the story or write it – possibly using key words as guidance

• tell chain stories around the group / class, with each student adding a sentence • retell or rewrite the story from the point of view of one of the characters • continue the story – what do you think happened next (or five / ten years later)? • change the ending (or the beginning or middle) and create their own ending • fill in gaps in the story, eg What happened between X and Y? • mime or act out part of the story (or a word or a character from the story) for other students to guess and describe • suggest similar stories they know • draw a picture or abstract painting

• create a movie poster or book cover design • rewrite it as a conversation / play • retell the story in their mother tongue – or translate key words (for monolingual classes only) • stand up for their word (see page 235) Note: The stories are too long to do this for the whole story, so maybe just take the first paragraph. Suitable words might be: Pinky / rabbit crash landing / wedding weekend / beach second chance / dream

Using memory games Use it or lose it! That’s what fitness instructors say about our muscles. And it’s what psychologists say about our memory, too. If we want to be good at remembering things, then we need to practise as often as possible. The more we practise, the better we get. And as remembering is a very large part of successful language learning, it’s crucial that we give our students plenty of opportunities to exercise their memory. Some memory games are already indicated in the lessons, wherever you see this symbol: . Here are some more, very simple, ideas if you’d like to do more. You can do them as whole-class activities or, once they’re familiar to students, in pairs or small groups. They need only take a few minutes, so make them a regular part of your routine if you can.

Using pictures 1 Ask students to look at a picture in the book for 30 seconds, then close their books. 2 Ask them questions about the picture. Obviously the questions you ask will be dependent on the picture, but here are some possibilities:

Is there a …? Are there any …s? How many …s are there?



Where’s X? What’s in / on / under / behind the …? What’s on the left / right?



What colour is X? What’s Y wearing?

Variations 1 Students write a list of people or objects in the picture. 2 Students do a sketch of the picture. (We use the word sketch rather than drawing because it’s somehow less stressful. Some people find the word drawing a bit scary!) 3 Students test each other in pairs. One has their book open, the other has their book shut.

Using texts 1 Students re-read a text they’ve already worked on in class, perhaps a while ago, then close their books. 2 Ask them questions on the text or make true / false statements for them to confirm or correct. Variations Can they remember the following? • the title • the very first word in the text • the last word • the first line • the last line • the most frequent word • any words that occur more than once

Using conversations 1 Students re-read a conversation or listen to it again, then close their books. 2 Say a line from the conversation. Students reply with the line that comes next. Technique banks

231

Variations 1 Read the conversation, saying just the first part of each line. Students complete the rest of the line. 2 Choose lines from a conversation and ask students who says them.

Using vocabulary Ask questions, eg Can you remember ten words from the last lesson? How many words can you remember beginning with …? How many places / countries / adjectives / irregular verbs, etc can you remember?

A couple of other activities Repeat my sentence This is an exercise in very careful listening as well as remembering. Students work in pairs. Student A says a sentence (or reads one from a text or conversation). Student B must repeat it word for word. They swap. They should do this five or six times, with the sentences getting a little longer every time. I, I, I, you, you, you! Another exercise in careful listening as well as remembering. Students work in pairs. Student A makes statements about themselves beginning with I. Student B listens carefully. After five or six statements, student B must repeat as many of student A’s statements as they can remember, beginning with you. Then they swap over. This exercise can have a grammatical focus and function as a very personal repetition drill – it lends itself to many different structures. Some possible kinds of statement: I like + noun I like + activity Every day I + present simple Last year I + past simple I’ve never + past participle (= present perfect) In the future I’d like to …

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Technique banks

Note: According to memory experts, we readily forget 70% of what we learn in 24 hours unless we recycle it before that 24-hour period is up. You can facilitate that as a teacher by doing two things (which you may already be doing!): 1 Make sure you leave five minutes at the end of a lesson for students to recap what they’ve learnt in the lesson. 2 Tell students to take just five or ten minutes to go through the lesson at home that evening … and tell them why it’s important to do that. You have control over the first of these but not the second! Because of that, revising the previous lesson at the beginning of the next one is also crucial.

20 easy games – no preparation required These games are useful whenever you have some time to spare or notice that the group needs a change of activity. Many of them will already be familiar to you, but it’s nice to have them all in one place. The suggestions here are written for a teacher playing the game with the whole class, but once students know the games, they can of course be played in pairs or small groups, and as such are useful for early finishers. Game 1 Introductions

Focus Memory game I’m / He’s / She’s … My / His / Her name’s …

Instructions Students introduce themselves round the class: A I’m Mary. B My name’s John, her name’s Mary. C I’m Frank, he’s John, she’s Mary.

2 Simon says …

Following instructions

Students follow instructions only if you say Simon says, eg Simon says put your hands on your head.

3 Hangman

Alphabet / spelling

Think of a word and write a line for each letter on the board, eg cat = _ _ _ Students guess the word by asking questions about letters, eg Is there an ‘e’? If they’re correct, write the letter. If they’re incorrect, the student loses one of their ten lives.

4 I went to the supermarket and I bought …

Memory game This can be used for a variety of tenses and vocabulary sets, eg I like dancing. I like dancing and eating pasta. … The example here is for past simple and food and drink vocabulary.

One student starts by saying what they went to buy (or what they like, etc), then each student adds something else to the list.

5 Ten questions

Asking questions in the present or past

Think of a person (alive or dead) or an object. Students ask ten yes / no questions to find out who or what it is.

6 What’s my job?

Asking present simple questions with Do …?

Think of a job and mime a typical action. Students ask ten yes / no questions to guess it.

7 Where’s the mosquito?

Prepositions

Imagine a mosquito somewhere in the classroom. Students guess where it is. Is it in my bag? Is it under your foot? …

A I went to the supermarket and I bought a lettuce. B I went to the supermarket and I bought a lettuce and some potatoes. C I went to the supermarket and I bought a lettuce, some potatoes and …

8 Don’t say yes or no! Short answers

Students must answer questions without using the words yes or no. A Do you like broccoli? B I don’t. Not at all. A Are you enjoying this? B I am. Very much!

9 Whose is it?

Two students go out of the room. Other students decide on an object belonging to one of them. Students come back in and must find the owner. Is it Pedro’s phone? Is it his ...?

Possessive adjectives and pronouns

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10 Describe someone

Be, have, descriptive adjectives, parts of the body

Each student writes a short description of someone in the class, then reads it out for others to guess who it is.

11 Mime an action

Present, past and future tenses

Students mime an activity that they like doing (or do every day / did last night / are going to do, etc). Others ask yes / no questions to guess.

12 What’s he / she wearing?

Present continuous

Students mingle and stand back to back with someone. They describe what the other person’s wearing, then look and check.

13 I spy

Vocabulary: classroom (or based on a picture)

Say: I see something beginning with B. Students must guess: Is it a bee? Is it a bin?

14 Word hunt

Prepositions

Decide on a specific word on a page and students must ask yes / no questions to guess it. Is it at the top of the page? Is it a long word? Is it in the third line? Is it a noun?

15 Change of appearance

Present perfect

A student leaves the classroom, alters something in their appearance and comes back in. Other students ask yes / no questions to find out. Have you taken off a ring? Have you undone your shoelace?

16 Banana

Numbers

Students count (fairly quickly) around the class but must not say any number which has a 3 in it or is a multiple of 3 (eg 3, 6, 9, 12, 13, etc). Instead of these numbers, they must say banana. If they make a mistake, they’re out.

17 Jetstream! Make ten (or 20!) words

Vocabulary

How many words can students make from the word Jetstream in a given time limit? You can use any other long word or choose a word from the lesson you’re working on, eg conversation, information, grandmother.

18 Words that begin with …

Memory game

How many words beginning with a given letter can students list in a given time limit?

19 Name ten!

Vocabulary: countries, sports, types of transport, etc

Students say or write a list of ten things from a particular lexical set – and get a point for every item nobody else has thought of.

20 Potato ping-pong

Vocabulary: vegetables (or any other lexical set)

Divide the class into two teams. Team A says the name of a vegetable, then team B says one. They continue back and forth until one team runs out of ideas and can’t hit it back! The other team wins the point.

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Five fun techniques to use with a flagging class You can use these techniques again and again over time in different ways – students always enjoy them and feel energised by them.

1 ‘True for me’ drills Make true statements about yourself. You can link the statements to your teaching focus or else use a variety of language, eg present simple + adverbs of frequency: I always get up early. I sometimes go jogging before breakfast. Students must repeat only those statements that are also true for them. This means that they need to listen carefully and think before they speak – and they get lots of repetition practice. And when they get it wrong, it usually causes lots of laughter. These drills are a great way to start a lesson: I’m feeling tired today. I had trouble getting here. I missed the bus! They’re also brilliant for breaking the ice and getting to know a new group of students and for letting them know a bit about you: My name’s Pat. I’m a woman. I’m a teacher. I was born in March. I like dancing.

2 True / false drills You can do this with any picture in the Student’s Book, eg page 10 (multi-tasking), page 18 (Fauja Singh). Make true and false statements about the picture. If what you say is true, students repeat it. If it’s false, they must say: That isn’t true! You could do this first with books open, then with them closed, as a memory game. You can continue the activity by getting students to provide the sentences themselves. Each student writes one sentence about the picture, which can be true or false. Students take turns to read out their sentence and the rest of the class responds. Variations 1 Instead of using a picture, you can make true or false statements about real things, especially relating to a topic you’ve been dealing with in class, eg They speak French in Canada. / They speak Dutch in Germany. 2 Students could also or instead be asked to use some kind of physical movement, eg they raise their right hand if something’s true, their left if it’s false.

3 Stand up for your word This is a great way of raising energy in a group when you notice students are getting tired – and a good way of revising, too. Take a text that they’ve read or listened to recently and select a word from it, eg SB page 13 (intelligence(s) in Shelflife) or page 20 (kayak in Around the world in 13 years!). Tell students to close their books and tell them the word. Then read them the text. They must stand up every time they hear the word. What’s the point? Apart from being lots of fun, it’s a great way of ensuring unconscious learning – another feature of Accelerated Learning (see page 22). While consciously listening out for a specific word, students are unconsciously exposed to the whole text without the stress of having to do anything particular with it. These are ideal conditions for the unconscious mind to acquire language. Variations 1 If standing up is too disruptive or noisy, then just get students to raise one or both arms. 2 Select two or three words and give different groups of students a different word. At the end of this activity, ask the groups what words the other groups had.

4 Dictopuzzles These are like dictations – with a purpose. 1 Students note down what you say in order to find the answer(s) to a question. It’s important to tell them not to shout out the answer once they’ve found it, but just to put up their hand (or stand up) to let you know they know. That way, other students can go on thinking.

In fact, the example below has four possible answers, so you can ask students to go on searching for the others. (Make sure they realise that the name of both the country and its capital are the names in English.)



It’s a country in Europe. It’s in the EU, but it isn’t one of the countries in the UK. There are seven letters in the English name of this country and six letters in the English name of its capital city. What country is it?



(Ireland / Dublin, Germany / Berlin, Austria / Vienna, Croatia / Zagreb)

2 As soon as enough students have put their hand up, check their answers. If they haven’t found the correct answer – or all the answers – Technique banks

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rather than tell them, give clues to help them, eg The first letter is A, It’s near Italy. 3 Elicit a correct version of the text to write on the board. 4 Using the model text on the board, students work individually or in pairs to create a similar text about another country – not necessarily in Europe. 5 Students work in small groups and take turns to dictate their puzzle for the others to solve. Other possible subjects: • famous people, contemporary or historical • well-known places: cities, buildings, monuments • everyday objects • animals • sports and games • words (It’s an adjective. It begins with a B.).

5 Shadow reading Not only is this a great revision exercise, it’s challenging and a lot of fun. 1 Go back to a listening conversation you’ve done recently and play the recording so students can listen to it again. 2 Divide the class into the number of roles and allocate each half (or group) one of the people in the conversation. 3 When you play the conversation again (quite loudly), students should speak (quite softly) at the same time as their character (so they can still hear the conversation even while they’re speaking). This is quite a challenge – and usually causes a lot of laughter because although the speakers in the conversations speak reasonably slowly, their speed will still be faster than that of the students.

Extra questions and tasks for Art & Music Given the motivational impact of this section, there are deliberately very few questions on the page. A few more questions are always suggested in the unit-by-unit teacher’s notes, which you can use or ignore as you see fit. And here you can find a full range of questions that could apply to almost any picture or song.

Art • Do you know this picture / sculpture? Do you like it? • What’s the title of the picture / sculpture in your language? • Who’s the painting / sculpture by? • Describe the picture / sculpture. What’s the artist trying to say? • If there are people in the picture, what can you say about them? • What do you think the painting tells us about the artist / sculptor? • What nationality was the artist / sculptor, and in which century did they paint / sculpt? • Do you know anything else about the artist / sculptor? • Find out two or three extra pieces of information about the picture / sculpture. • Find out two or three extra pieces of information about the artist / sculptor. 236

Technique banks

• Can you find one or two other paintings / sculptures by the artist / sculptor that you particularly like? Say why. • Do you like this artist’s / sculptor’s work?

Music Note: A good website for lyrics is www.metrolyrics.com or just type the title or first line into a search engine. • Do you know this song? Do you like it? • What’s the name of the song? • Who’s the singer / group? Do you like him / her / them? • Who wrote the song? When? • What’s the next line? • What word occurs more than ten times in the song? • What’s the chorus? • What other songs do you know by this singer / group / songwriter? • Read the lyrics and listen to the song. Sing the chorus if you want to. • Watch a video clip of the song and give your opinion of it. • What’s the message of the song – in one sentence?

Working with mixed-ability classes It’s inevitable that there will be students with different levels of English (though not necessarily ability) in your class, especially in larger classes. Some students will need extra support, some will need less. So here are some ideas to help you tackle this issue. You’ll also find ideas in the unitby-unit notes where you see this symbol: MA.

• When appropriate, give weaker students slightly easier tasks. The teacher’s notes may suggest these – look for the MA icon.

Note: We’ve used the terms ‘stronger’ and ‘weaker’ for the sake of convenience, but of course those terms are not completely accurate.

Fast finishers

• Use stronger students to correct weaker students. Make sure that you praise weaker students for their successes just as much as stronger ones. • Direct more difficult questions at stronger students and easier ones at weaker students. • Sometimes pair and group students of the same ability so they feel comfortable with each other. • And sometimes pair up students of different levels and encourage the stronger student to help the weaker one. • Group weaker students together for an activity and give them extra attention, leaving stronger students to work alone. • Use stronger students as group leaders and give them more responsibility for activities, like

being the group ‘scribe’ and keeping a written record, for example.

• Note weaker students’ errors and give them extra homework

If some students complete an exercise more quickly than others, have some extra activities ready that they can do. Ideally, these activities should be short, fun things that are easy to set up. Students shouldn’t feel punished for finishing quickly by being given something boring to do! • Many of the 20 easy games on page 233 would work, especially games 3, 4, 5, 6, 7, 8, 13, 14, 17, 18 and 19. • Also suitable are the Memory games using pictures on page 231, once students have played them in class and know how they work. • Online research is another task you can give, using the Art & Music box or an Explore suggestion, for example. • And finally, you can offer them lots of different e-zone activities to choose from.

Ensuring learner autonomy and using technology What is learner autonomy? As defined by Henri Holec in 1981, learner autonomy is ‘the ability to take charge of one’s own learning’. It’s crucial because when you give learners more choices (and therefore more responsibility) in how and what and how fast they learn, then they’re also a lot more motivated and they learn better. In addition, they gain more selfawareness about their skills and more awareness of the learning process itself.

How can we provide it? One of the key tools we have nowadays of course is technology, which can take students beyond the limits of the classroom and allow them the freedom to choose what topics they want to explore, and what language areas they want to focus on.

Jetstream on e-zone offers a wealth of digital tools for this purpose, giving students plenty of options: • Online Training on e-zone provides hundreds of online practice activities for extra listening, reading, grammar, vocabulary and pronunciation, as well as practice activities that help to prepare for a range of international exams. • Cyber homework lets you assign homework to students. You have the capability to allow students to see their score after they complete the tasks. They can keep practising and improving their score until a deadline. This way, homework becomes more of a learning experience and students can take on more responsibility for their results. Students can do cyber homework offline and submit their results once they go back online. Technique banks

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• Projects enable students to learn collaboratively. They can vote and comment on each other’s work, and thus learn from and with each other. They can choose to take on a more or less active role in this collaboration. • Cloud Book allows students to download the Student’s Book and the Workbook, as well as the audio and video, by using the access code at the back of the Student’s Book. This way, students can practise any time, anywhere, offline on their desktop computers as well as their mobile devices. These devices will sync with each other once students go online. In the Student’s Book and the Workbook, there’s also scope for learner autonomy. • In the Student’s Book, both the Explore and the Art & Music sections invite students to go online and use their language skills to find out more about particular subjects if they want to. • In the Workbook, the Check your progress pages give students the opportunity to assess themselves. • The DIY (Do It Yourself) wordlist at the back of the Workbook allows students to make choices about which words they translate and record. (It’s not intended that they should write down every single word – unless they want to, of course!)

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What else can you do? • Ask students to keep a record of their problems and successes. They might do this as a written diary or logbook or else keep an online diary or write a blog. Dedicate some classroom time for them to compare notes with a partner from time to time. • Give students choices in classroom tasks, even in a small way. If an exercise has six questions, for example, ask them to choose four. (They still have to read all of them to make that decision.) • If they’re having a discussion or playing a game, encourage them to change the instructions sometimes.

De-stress! cartoons

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Unit 9

Unit 10

Unit 11

Unit 12

De-stress! cartoons

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HELBLING LANGUAGES www.helblinglanguages.com JETSTREAM Pre-intermediate Teacher’s Guide by Terry Prosser with Jane Revell and Mary Tomalin © HELBLING LANGUAGES 2015 First published 2015 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the publishers. ISBN 978-3-85272-982-4 The publishers would like to thank the following for their kind permission to reproduce the following photographs and other copyright material: Moviestore collection Ltd p14 (Pink Panther) / Alamy; Anthony Brown, ‘The Portrait Of John Lennon’. Oil & Mixed Media on canvas (2005) 48” x 60”. © Anthony Brown. All Rights Reserved & Asserted p13; Maksym Yemelyanov p12, Jakub Cejpek p16 (rock climbing), Marilyn Barbone p20 (watercress), Sikth p20 (salmon), Jiri Hera p20 (cocoa) | Dreamstime.com; baranq p16 (waiting for job interview), Goodluz p17 (job interview), qvist p17 (newspapers), Justek16 p20 (quinoa), Ev Thomas p21 (cutlery), Melpomene p21 (card) /Shutterstock.com; UNITED ARTISTS / THE KOBAL COLLECTION p14 (THE PINK PANTHER with PETER SELLERS and DAVID NIVEN). Illustrated by Davide Besana, Oscar Celestini, Giovanni Da Re, Giovanni Giorgi Pierfranceschi Edited by Clare Nielsen-Marsh and Catriona Watson-Brown Designed by Greg Sweetnam and Pixarte Cover by Capolinea Printed by Athesia Every effort has been made to trace the owners of any copyright material in this book. If notified, the publisher will be pleased to rectify any errors or omissions.

elementary

elementary

beginner

Real language & memory training

Real language & memory training

JETSTREAM Cloud with LMS

Jeremy Harmer ∙ Jane Revell

Real language & memory training

Everyday English videos

Everyday English videos

Student’s Book

Student’s Book

JETSTREAM Cloud with LMS

advanced

Everyday English videos JETSTREAM Cloud with LMS

• Grammar to go

The right grammar at the right time plus a full grammar reference

• Emphasis on speaking

Real language & memory training

Student’s Book

Your opinion, your voice - right from the start of the lesson

Mary Tomalin

advanced

intermediate

Real language & memory training

JETSTREAM Cloud with LMS

JETSTREAM Cloud with LMS

upper intermediate upper intermediate

intermediate

• Personalisation

Everyday English videos

Student’s Book

Jeremy Harmer ∙ Jane Revell

Teacher’s Guide

Get you interested and communicating Helps you find the right words

Real language & memory training

Dialogue karaoke videos

Student’s Book

Student’s Book

Student’s Book

JETSTREAM Cloud with LMS

pre-intermediate

• Motivating topics

• Focus on vocabulary

Student’s Book

Dialogue karaoke videos

with Jane Revell and Mary Tomalin

pre-intermediate pre-intermediate

beginner

Jane Revell ∙ Mary Tomalin

Student’s Book

Engaging activities to get you talking

• Thinking & Memory

Encourages thinking and memory training

• Cross culture

Maximise your social and cultural awareness

pre-intermediate

Jane Revell ∙ Mary Tomalin

Student’s Book

Amanda Maris

Student’s Book

Student’s Book

JETSTREAM is the brand new Helbling Languages 6-level course for adult learners. Its carefully balanced pace and challenge offer a learning experience that is fun and motivating and which prepares students to use their English effectively in work and life.

Terry Prosser

Comprehensive introduction and overview

Extension activities



Culture notes



Ideas for mixed ability classes



Photocopiable games and tasks



Technique Banks

• Stories

Lively stories for extra reading practice

• Videos on • Cloud Book

• Pronunciation

• Cyber Homework

• Exam practice

• Everyday English videos • Testbuilder • Mp3 audios

• CLIL Projects

w w w.helbling-ezone.com

Everyday English brought to life

• JETSTREAM Workbook

Revision and practice, progress checks and writing skills development

• PLUS - fully integrated digital components Lots of options for flexible blended learning

Teacher’s Guide

www.helblinglanguages.com

With Audio CDs